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The Office of Faculty Development

Grades and Equity Gaps Dashboard

"Equity, Diversity, and Inclusion” is the first priority in the university’s Strategic Plan for 2019-2024 (PDF).   Unfortunately, even when incoming eligibility is accounted for, there are significant campus-wide gaps between the academic outcomes of historically underserved students and those who come with greater privilege.  The Academics Senate’s 2019 “Resolution Regarding Equity for Underrepresented Minority Students (PDF)” called on the university to “provide instructors with equity gap data for their classes in a clear, contextualized, and confidential manner and course based resources that may be needed to help reduce this gap.”  This dashboard responds to that charge by providing important data to help faculty secure academic equity for all students. This is the first iteration of this dashboard, aimed at getting data to faculty as quickly as possible.  Additional information will be incorporated in the coming months.


Access to the Dashboard

Access to this dashboard is by individual login; instructors will only see data from their own courses. No other person outside of Institutional Research will have access to a faculty member's dashboard. Individual faculty grade data shall be kept confidential within IR and that data shall not be provided to any interested parties on campus or otherwise, but only be available for individual instructor’s access and usage until pertinent governing policy is established. You must be an active faculty member to connect to this dashboard: to view the dashboard, faculty must either be on campus or use a VPN (global protect)(opens in new window) client if off-campus.

The data in the dashboard is intended to generate thoughtful reflections and discussions, leading to pedagogical adjustments that may decrease equity gaps. It is not intended to be evaluative in nature, therefore shall not be used for RTP purposes. Where relevant to Department Standards, faculty could discuss steps they have taken to address their equity gaps in their RTP materials as evidence of excellence in teaching. Resulting classroom innovations may also provide opportunities for research and publication in the scholarship of teaching and learning.

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