Dr. Estrella JohnsonDr. Naneh ApkarianSara RezviThis workshop is designed for undergraduate mathematics instructors eager to critically reflect on their own teaching practice and who are looking for practical suggestions to support a more inclusive learning environment through harm reduction. This workshop will be relevant regardless of teaching approach (e.g., lecture, active learning) and will attend to various dimensions of identity (e.g., race, gender, disability status, first language).
This workshop will run as a five-week mini-course; each week will include a two-hour synchronous (virtual) meeting and asynchronous homework. During the synchronous sessions, participants will become familiar with Gutiérrez’s (2009) four dimensions of equity (access-achievement and identity-power) and how those dimensions might manifest in undergraduate mathematics classrooms, with particular attention to how they relate to specific instructional practices as described in the MAA Instructional Practice (IP) Guide. Between the synchronous sessions, participants will be asked to complete readings/vignettes related to the four dimensions, attend to these dimensions in relation to their current teaching, and reflect on what they have learned.