RUME 27
2025
Alexandria, Virginia
Equity Does as Equity Feels: Perspectives on Equity and Active Learning in Collaborative Problem-solving Courses at an HSI
Page: 240
In this study, we explore notions of HSI servingness and equity in practice as perceived by instructors, facilitators, and students in active learning collaborative, precalculus and calculus problem-solving courses. These courses were part of a grant-funded, scholars program for minoritized student populations. While program outcomes on student achievement, engagement and confidence (discussed elsewhere) are promising, our intent here is to identify and characterize how equity was understood and experienced in practice by those taking and facilitating the courses. Our analysis suggests that instructors and students agree on the learning themes where equity played a role within these active learning courses, but differ in their conceptions of equity within these themes, and in how they saw equity being enacted in practice.