TLC3 Launches its Institutional Self-Assessment Tool for Equity Practices in the STEM Math Pathway
It's time to reaffirm our commitment to racial equity in the STEM math pathway in two-year colleges. Now, more than ever, racially minoritized students are suffering disproportionately under the double crises of police violence and COVID-19 disparities. TLC3 acknowledges the mathematics of curriculum as a white space that contributes to inequitable educational outcomes for racially minoritized students, particularly for underrepresented racially minoritized (URM) students seeking degrees in science, technology, engineering, and mathematics (STEM).
The TLC3 Institutional Self-Assessment Tool provides a validated set of practices that you can use to identify and remove barriers for URM students at your institution in the areas of initial math placement, STEM math pathway courses, instruction, student support, and institutional responsibility. Grounded in research that we conducted during the past five years, the tool is designed to be sensitive to your institutional context and flexible enough to be completed by individuals working alone or in collaboration.
You can access the TLC3 Institutional Self-Assessment Tool in two ways:
- Access the TLC3 Institutional Self-Assessment Tool online (it's mobile friendly) by clicking here. There is an opportunity in the tool to provide your contact information and to ask for follow-up if desired.
- Download a hard copy PDF of the TLC3 Institutional Self-Assessment Tool by clicking here. Complete it, share it, and forward the tool to your colleagues.
This is a call to action. It's now time to develop a plan on your campus to enhance efforts around these equity practices in the STEM math pathway.
The Transitioning Learners to Calculus in Community Colleges (TLC3) PI team consists of Helen Burn, Vilma Mesa, J. Luke Wood, Eboni Zamani-Gallaher, and Soko Starobin. Other personnel include Reka Barton, Darielle Blevins, Claire Boeck, Anne Cawley, Frank Harris III, and Chauntee Thrill.
Support for this work is provided by the National Science Foundation's Improving Undergraduate STEM Education (IUSE) program under awards 1625918, 1625387, 1625946, and 1625891. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.