Equity-minded Practice Series
Through the series, we will work toward a shared understanding of equity-mindedness
in teaching, counseling and librarianship. Areas of Exploration and Series Outcomes.
Categories of equity-minded practices to be explored are: inclusive learning environments;
culturally responsive pedagogies and curricula; racialized patterns in the classroom;
trauma-informed pedagogy; recognizing intersectionalities; and equity-minded assessment.
In this series, participants will:
• Critically reflect about how their own identity and background shape their teaching
• Clarify language (including differentiation among inclusion, diversity, and equity).
• Evaluate current practices for patterns that sustain racial and intersectional inequities.
• Implement equity-minded practices in teaching, curriculum and assessment that advance
Certifications and Programs
Click the links below to register for our current courses. Select Notify Me to be
notified of upcoming sessions for that course.
LFMP3224: Sensing/Thinking Pedagogy
12 PD Hours
One of Valencia College's values states, "Anyone can learn anything under the right
conditions." What are we doing to create those conditions? How do we (faculty and
students) contribute to these conditions? What frameworks are available to help us
reimagine these conditions? Using various works from experts in the field, participants
will explore validation strategies, examine the underlying agreements we make in learning
environments, and how these impact student learning as we look at ways to teach the
ASMT3142: Exploring Equitable Grading Practices
6 PD Hours
Assessing student learning products is an inherent part of being an educator. However,
research has shown that some grading practices unintentionally create inequity within
the classroom. Through this course, participants will explore equitable grading through
a variety of frameworks and concepts to determine strategies for their own curriculum.
INDV4242: Introduction to Curricular Processes
10 PD Hours
Curriculum consists of the instructional decisions made about what will be taught
and the institutional decisions made about the content and outcomes. Faculty and staff
at Valencia college engage in an interconnected set of curricular processes. This
workshop introduces strategies for equity-minded curriculum intended for participants
from varied levels of responsibility for the curriculum.
LFMP1151: Reading Circle: Defining Resilience Differently
2 PD Hours
Participants will take part in a reading circle discussion exploring clinical psychology
professor Dr. George Bonnano’s new research on resilience published as “The Resilience
Paradox.” Participants will engage with each other, in the hope of prompting the use
of new techniques around resiliency with their students. This course invites anti-deficit
discussions of and responses to traumatic stress among students, faculty, and staff.
LFMP1151: Reading Circle: Resilience and Coping Strategies
3 PD Hours
This reading circle discussion of George Bonanno’s “Regulatory flexibility: An individual
differences perspective on coping and emotion regulation” raises awareness of the
differing ways students, faculty and staff cope with emotions in varying situations
and settings. Participants will engage with the text and with each other, as well
as be willing to try new techniques with their students in order to promote more successful
engagement in the learning environment.
INDV3151: Culturally Responsive Pedagogy
10 PD Hours
This course offers concepts, principles and a framework for thinking about culturally
responsive teaching as an extension of brain-based learning. With a focus on developing
meaningful learning partnerships with students, participants will explore the relationship
between the brain and its influence on our social-emotional state and identify skills
necessary in becoming a culturally responsive practitioner through critical reflection.
The course concludes with the development of a plan to become a more culturally responsive
INDV3265: Preparing to be an Equity-minded Practitioner
16 PD Hours
This course is an invitation to begin the journey of becoming an equity-minded practitioner.
As you examine and reflect on your professional and personal experiences using a lens
of equity, you will create an Equity-minded Practitioner Plan that includes exploring
your personal definition of equity, identifying inequities in your teaching practices,
and crafting a plan of action demonstrating your commitment to becoming an equity-minded
INDV3126: LGBT+ Intersectionalities: Awareness & Allyship 8 PD Hours
Equity-minded practitioners are called upon to increase their awareness of social
and contextual factors that lead to inequity amongst student populations. Members
of the LGBT+ community experience inequities related to race, as well as those related
to their sexuality and gender identity, inside and outside of the classroom. The LGBT+
Intersectionalities: Awareness and Allyship course provides a reflection and active
experience where you explore what it means to be part of the LGBT+ community, how
this is impacted by dimensions of intersectionality and how to create safe spaces
for the LGBT+ community in your learning environment and on your campus.
ASMT4242: Transparent Assessment 6 PD Hours
Transparent assessments help create equitable environments for student learning. Studies
indicate that by making assessments more transparent, students navigate their educational
work more successfully, feel a greater sense of belonging, and have improved retention
rates. In this course, participants will learn an equity-minded framework for transparent
assessment design and, with feedback from their peers, apply this framework to their
current practice by using either their draft Learning Outcomes Assessment Template
or one of their own course assessments.
PRFC1151: Equity-minded Assessment: Reading Circle
2 PD Hours
Participants will reflect on equity-minded assessment practices through exploration
of culturally responsive, socially just, and critical assessment concepts. A reading
circle discussion of a selected text to explore aspects of professional commitment.
Participants will be expected to engage with the text and with each other, as well
as being willing to try new techniques with their students and report back to the
discussion about their results.
2 PD Hours includes pre-reading and reflection available in Canvas and (1) hour webinar.
INDV3121: Introduction to Implicit Bias and Microaggressions in the Learning Environment
5 PD Hours
In this course we will explore implicit bias and how it manifests itself through microaggressions.
We will reflect on our own implicit biases and how they might influence our attitudes
and behaviors. Additionally, through the use of discussions, scenario-based activities,
and other online resources, we will identify and explore how microaggressions can
occur in the classroom. Participants will leave this course with strategies to make
a more inclusive online learning environment.
INDV3127: Linguistic Diversity and Antiracism
12 PD Hours
Our tacit beliefs about spoken and written communication standards inform nearly every
aspect of our interactions with students. But where do those expectations come from,
why do we or don’t we enforce them, and can they be harmful? In this course, facilitators
will explore these questions to uncover the racist ideologies underlying language
standardization and code-switching pedagogies. Participants will be encouraged to
learn about the links between language and identity and to explore their own linguistic
identities; examine the underlying values that inform their own and their disciplines’
expectations for communicative practice; and identify concrete ways to enact antiracist
linguistic policy and practice in their work at the college.
LOBP4242: Equity-minded Assessment: Writing Equity-minded Learning Outcomes 4 PD Hours
This equity-minded assessment course concentrates on the development of equity-minded
learning outcomes and evaluation of existing learning outcomes for patterns of inequity
across race and intersectionality. Through readings, reflection, specific examples,
and peer review, participants will evaluate learning outcomes for hidden expectations
and language that excludes or creates barriers for student achievement.
INDV3215: Creating an Inclusive Syllabus 6 PD Hours
The syllabus is often the first impression that students have of a course, and can
create confidence or trepidation with regard to their ability to succeed. In this
course, participants will get to review their own syllabus through equity-minded lenses
such as tone, personalization, and linguistic choices that can impact students’ sense
of belonging in the classroom environment.
UPCOMING COURSES IN SERIES WILL INCLUDE: