Building Faculty Efficacy in Teaching: Bringing Equity and Decolonization into Focus
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This article shares the results of a research study designed to track faculty efficacy with integrating equity, inclusion and decolonization into their teaching. In response to student priorities, broad national policy priorities, and the lived experiences of researchers, this seven-person multi-department team followed a set of 16 faculty through a set of interventions and gathered a range of data to discern their shifts in awareness, intention and practice. Four major resources were made available to participants (a 4-hour training, an expansive self-assessment, syllabus revisions and development of an action plan). Five data collection activities were implemented (a pre/post efficacy survey, the self-assessment survey results, action plans for immediate and future practices, syllabus revisions, and focus groups). Promising results signal that targeted training, and relevant resources can manifest instructors’ skills and confidence to teach in ways infused with anti-racism, decolonization, cultural responsiveness and transformative learning.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it