We run the only teaching course in the country that focuses on increasing Latinx student success in Hispanic Serving Institutions. After a year hiatus, CTL-HSI is back and better than ever, with a new focus in 2023 in culturally responsive teaching online!

This innovative course follows best practices in professional development by creating a cohort-based experience that includes coaching. During the summer retreat faculty engage in self-assessments of their own practice, practical demonstrations of culturally responsive teaching, as well as plenty of discussions of how to implement changes in their own courses. After retreat faculty are coached in small groups as they are guided to study their teaching in real time, and how to collect data to analyze Latinx student engagement and success. The course culminates in a 15- min presentation of course changes that brings in the whole campus to watch!

As a result of this course, participants will be able to: 

1. Understand the historical context of your HSI and use several measure to critically evaluate with disaggregated data how well your HSI serves its Latino/a/x students, families, and surrounding community. 

2. Get to know your Latino/a/x students' goals, identities, and needs in order to leverage their assets and interests in the same learning environment. 

3. Identify how your own cultural background impacts your attitudes and values and behaviors as an instructor, and what cultural disconnects you have with your Latinx students. 

4. Intentionally use validating, collaborative language to increase students' emotional engagement and motivation to learn from you and each other. 

5. Develop a metacognitive understanding of your key content in order to help your novice learners develop expert understandings. 

6. Set and communicate academically challenging learning goals and communicate these clearly to students. Provide them with a high level of positive support for them to reach these expectations. 

7. Examine your patterns of interaction with students and how much practice they have with content to ensure that Latinx students are fully present at the learning table. 

8. Use class time wisely to maximize students' engagement in deliberate cognitive practices that also model assessments. 

9. Prevent early failure by using assessments that are low-stakes and policies that are intrusive and proactive. 

10. Continuously calculate the equity index for assessment scores and other course success data, both for Latinx and other underserved students in order to identify and close course outcome gaps.