Equity Across the Curriculum
Historically pandemics have forced humans to break with the past and imagine their world anew. This one is no different. It is a portal, a gateway between one world and the next.
We can choose to walk through it, dragging the carcasses of our prejudice and hatred…Or we can walk through lightly, with little luggage, ready to imagine another world. And ready to fight for it.Arundhati Roy, The Pandemic is a Portal
How can UW Bothell foster a community of learners ready to “imagine another world,” one that advances UW Bothell’s goal to strengthen diversity, equity, and inclusion? The Equity Across the Curriculum Initiative explores this question as it relates to liberatory pedagogy and faculty development. It is a peer-to-peer faculty development project co-sponsored by the Office of Academic Affairs, the Learning and Teaching Collaborative and the Office of Diversity and Equity.
- Ching-In Chen (Co-Chair, IAS)
- Natasha Merchant (Co-Chair, SES)
- Cynthia Chang (STEM)
- Raissa DeSmet (IAS)
- Gavin Doyle (IAS and FYPP)
- Nora Kenworthy (SNHS)
- Erika Lee (Student Affairs)
- Jason Morse (IAS and FYPP)
- Alexandria T Musselman (STEM)
- Sarita Shukla (SES)
- Monique Taylor (IAS Advisor)
- Laura Umetsu (BUS)
- Penelope Wood (Campus Library)
Administrative support provided by Richie Meyer (Office of Student Academic Success).
Navigating Difficult Conversations
The terms used to describe social inequities in universities are varied and hold a variety of political meanings. In this track we are prioritizing understanding and discussing the frame of white supremacy culture and its manifestations in the classroom. We plan to introduce the frame of white supremacy culture and allow instructors to reflect on the ways in which this culture shows up and even organizes our syllabi, expectations, content, and even our interactions. While moving toward change is important, our session for this academic year will focus primarily on understanding how white supremacy culture exists in the classroom and reflecting on the ways we, as instructors, perpetuate or resist it.
Designing Inclusive Syllabi
A series of three workshops will be planned throughout the academic year that focus on designing a syllabus that is inclusive of learners with a wide variety of learning styles/abilities, social positions/identities, and comfort levels in the university and that uses student-focused and supportive (rather than authoritarian and punitive) language. The first session will be held in Autumn quarter, the second will be held in early Winter, while the third will be held toward the end of Winter quarter. This way, faculty can workshop a syllabus they plan to teach during Spring.
Supporting Trans & Non-Binary Students
Both of the engagements in this area center student impact. Geared toward instructors and staff across the campus, the first event in this area will present case studies for participants to work through. The second event will bring a student panel to share their educational experiences at UWB.