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Equity-Minded Teaching


This website has resources to implement empirically supported pedagogical and curricular practices shown to reduce course level equity gaps, while also improving student learning overall. One of the resources is a two-part online asynchronous course, Equity Pedagogy Module (EPM), designed by our faculty for our faculty.

Equity-Promoting Pedagogical Practices

Click on each button below to get detailed information about the equity-promoting pedagogical practices.

Balancing Low Stakes/High Stakes Assessments

Promoting Growth Mindsets

Promoting Student Engagement

Assessing Class Climate

Promoting Social Belonging

Avoiding Low Expectation Bias

Making Your Syllabus More Friendly and Inclusive

Equitable Pedagogy Module

The EPM is a two-part, online, asynchronous course created by faculty for faculty and available to all faculty in Canvas. The course takes 80 – 90 minutes to complete.

Equitable Pedagogy Module 1

The first EPM was released in Fall 2021. More than 1,200 full-time and part-time faculty have completed the course. This course introduced faculty to pedagogical practices that support all learners. It also established a shared understanding of the root causes of educational inequities and the importance of equity-minded instruction.

Equitable Pedagogy Module 2

Due to the success of the EPM 1, the Provost has supported the development and implementation of EPM 2, which is scheduled to launch in two parts (Part A and Part B) starting in Fall 2023. Given the feedback received from EPM 1, this module will have an explicit focus on anti-racist teaching and providing tools to engage in anti-racist pedagogy. Once again, the course is designed and created by CSUF faculty. The faculty were selected after a campus-wide call for faculty interest.

  • % | Outcomes of EPM 1 For Faculty
  • 83 | Were more confident explaining differences between populations
  • 89 | Were more confident articulating the importance of equity-minded instruction
  • 89 | Were more confident identifying specific teaching strategies
  • 78 | Believed EPM 1 was  effective  in explaining differences between populations
  • 83 | Believed EPM 1 was  effective  in articulating the importance of equity-minded instruction
  • 85 | Believed EPM 1 was effective in identifying specific teaching strategies

Authors and Curators of Content

The information contained on this website was authored and curated by a group of dedicated educators, spearheaded by Ioakim Boutakidis, Ph.D., professor and chair of the Department of Child and Adolescent Studies in the College of Health and Human Development. Other collaborators include:

  • Dr. Bridget Drunken (Mathematics)
  • Dr. Aitana Guia (History)
  • Dr. Andrew Howat (Philosophy)
  • Dr. Janna Kim (Child & Adolescent Studies)
  • Dr. Maria Malagon (Sociology)
  • Dr. Armando Martinez-Cruz (Mathematics)
  • Dr. Gabriela Nuñez (Chicano Studies)
  • Dr. Lidia Nuño (Criminal Justice)
  • Dr. Michelle Ramos (Child & Adolescent Studies)
  • Dr. Jessica Stern (History)
  • Dr. Sean Walker (Biological Sciences)
  • Dr. Nicole Bonuso (Geological Sciences)
  • Mr. Brian Killeen (Geological Sciences)
  • Dr. Marcos Ortega (Chemistry & Biochemistry)
  • Dr. Parvin Shahrestani (Biological Science)