Open AccessEquity‐Minded Faculty Development
Author(s) -
Haynie Aeron
Publication year - 2018
Publication title -
to improve the academy
Language(s) - English
Resource type - Journals
ISSN - 2334-4822
DOI - 10.1002/tia2.20070
Subject(s) - notice , equity (law) , psychological intervention , faculty development , medical education , university faculty , work (physics) , graduate students , public relations , psychology , gender equity , sociology , pedagogy , political science , professional development , engineering , medicine , social science , law , mechanical engineering , psychiatry
A governing principle of equity‐minded faculty development is a commitment to supporting marginalized populations who may feel unwelcome in academia: from minority college students to first‐generation graduate students to faculty of color. Faculty development should encourage faculty to notice inequities and not dismiss them as student's individual failures; to examine institutional data on student, graduate student, and faculty achievement patterns; and to collaborate with other campus partners on interventions. As we work with faculty to develop strategies to ensure all students can succeed, we must also enact the same empowering, strengths‐based practices we promote.