In this free and open series of hour-long workshops led by educational equity experts, learn how to make research-informed changes to your teaching that support student learning and success. Helping to bridge the gap from educational research to actionable steps instructors can take, the emphasis will be on practical applications, ranging from changes that require little effort and can be implemented almost immediately to more significant interventions. The workshops complement the Norton Guide to Equity-Minded Teaching, coming soon as a free ebook for our community of educators.


Equity-Minded Teaching:
An Invitation to the Dual Enrollment Community

Mays Imad

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The rise in dual enrollment across the country, combined with a commitment to student equity, invites a closer look at the impact of equity on dual enrollment students. In this workshop Mays Imad, educator, neuroscientist, and co-author of The Norton Guide to Equity-Minded Teaching, will help demystify some of the theory behind equity in education while providing research-backed teaching and learning strategies to create a more inclusive learning environment for dually enrolled students.

Launch Party for The Norton Guide to Equity-Minded Teaching

Isis Artze-Vega, Flower Darby, Bryan Dewsbury, and Mays Imad

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Join the four authors as they debut the digital publication of The Norton Guide to Equity-Minded Teaching. Hear directly from each author as they share about the research and experience they bring to the Guide, as well as some of their favorite equity-minded activities and best practices from their own classrooms. Attendees are encouraged to bring questions about equity-minded teaching and the Guide for the Q&A portion.

Culturally Responsive Teaching: Finding Your Way and Cultivating Community

Dr. Erica Caton

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In this session, Dr. Erica Caton, Director of Educational and Faculty Development and DEI Fellow at Florida International University, shares insights from her experience translating culturally responsive teaching into different educational contexts. She introduces participants to what culturally responsive teaching is, offering insights and ideas for cultivating community in the classroom, whether that’s virtual or in-person.

Belonging: The Science of Creating Connection and Bridging Divides

Geoffrey L. Cohen

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Everyone desires to feel a sense of community, but many students who enroll in schools and colleges today have a nagging sense that they don’t belong—a feeling that can have real consequences for their academic performance and lead to inequitable outcomes. In this workshop, belonging expert Geoffrey L. Cohen will highlight research in psychology to explain how individuals can overcome differences and forge lasting connections.

Transparent Instruction: What, Why, and How?

Mary-Ann Winkelmes

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Transparent instruction involves direct communication among teachers and students about the methods of teaching and learning, and research shows that it has been proven to enhance students' confidence, metacognition, persistence and retention. In this interactive workshop led by transparency expert Mary-Ann Winkelmes, participants will review the research findings; discuss an example assignment from the research study with peer instructors; and leave with a concise set of strategies and tools for incorporating greater transparency in their teaching or collaborative work.

“Reflecting: Metacognitive Teaching
for Student Success”

Mays Imad, Pima Community College

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Effective teaching doesn’t stop with successful student learning. Educator and social activist professor bell hooks envisioned the classroom is "a location of possibility" where we can cultivate a learning sanctuary for ourselves and our students. For this to happen and for meaningful and responsive teaching to take place, a teacher must consider all aspects of a student: the intellectual, the social, and the emotional. Indeed, taking the time to reflect on students’ experiences and outcomes—not only at the end of the term, but throughout the semester—is central to equity-minded transformative teaching. In this interactive session with Mays Imad (Connecticut College and Pima Community College), participants will engage in a variety of ways to understand the importance of students’ experiences and identify areas and opportunities for improvement.

“Scaffolding: Helping
Every Student Succeed”

Flower Darby, Northern Arizona University

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Research shows that high levels of structure in course design and activities can result in more equitable outcomes for students. But how can you add structure while giving students space to develop skills like critical thinking and problem-solving, and without sacrificing rigor? After summarizing the research on scaffolded learning, Flower Darby (Northern Arizona University) will lead a workshop full of practical tips on how to develop activities and assignments that promote engagement and learning for in-person and online learning environments.

“Belonging: Create a Welcoming
Learning Environment”

Bryan Dewsbury, Florida International University

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Students’ sense of belonging and safety is closely associated with their motivation and success. On the other hand, a lack of perceived belonging and/or “chilly” climate have been associated with course disengagement and even institutional withdrawal. After outlining the research on belonging, Bryan Dewsbury (Florida International University) will guide participants to determine various ways their teaching practice could help students cultivate feelings of belonging in their teaching, including in online and hybrid learning environments.

“Relevance: Connecting Courses
to Students’ Lives”

Isis Artze-Vega, Valencia College

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Many talk about “relevance” as a key strategy to make a course more equitable, but what does it really mean? After giving a brief overview of the research on learning and motivation, Isis Artze-Vega (Valencia College) will discuss how to balance relevance and rigor, particularly when thinking about course outcomes and learning objectives. Then, participants will be invited to put the skills into practice by marking up their own course syllabus and brainstorming specific ways they can make their teaching more relevant.

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Image Credits: (Line and Dots) iStockPhoto.com/Ani_Ka; (Winkelmas photo) Aaron Mayes; (Cohen photo) Photo by nancyrothstein.com; (Artze-Vega photo) Valencia College; (Dewsbury photo) Annette Grant Photography; (Darby photo) Cameron Clark; (Imad photo) MSSJF Photography; (Caton) Erica Caton