Using Professional Development to Increase Faculty Perceptions of Responsibility for Implementing Highly Equitable Classroom Practices

The current study assessed the effectiveness of a two-part faculty-led equity-based faculty professional development learning session to reduce equity gaps and increase student retention and graduation rates at a Hispanic Serving and Minority Serving Institution. Data were collected from 153 faculty on the perceived responsibilities of college instructors to implement highly equitable classroom practices before and after participating in learning sessions. Despite initial high scores endorsing equitable classroom practices, the two-part learning session had a positive impact on faculty's perceptions of responsibilities to students. The results support efforts to sustain and institutionalize peer-to-peer equity- based faculty professional development programs.