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This study examines whether and how an adaptive equity-oriented pedagogy can address diverse college students' needs and preferred modes of learning. Using a mixed-methods approach, we evaluated this pedagogical intervention that synthesizes democratic, assessment-driven, strengths-based, multimodal, and game-based instructional strategies. This study compared two course sections with identical topics and assessments using different pedagogical approaches. In the control condition (n = 59), instructors did not adjust their lectures, dialogues, and activities based on data of their students' learning needs. Meanwhile, the course with the adaptive, equity-oriented pedagogy (i.e., the treatment group, n = 54) had the same instructors who adjusted their teaching practices each week based on data related to their students' learning needs. Researchers evaluated this pedagogy's impact on student learning by analyzing anonymous course-feedback forms, surveys, interviews, observation notes, final project assessments, and weekly pre- and post-assessments. After instructors in the treatment condition adjusted instruction based on weekly post-assessments and anonymous student feedback forms, the researchers observed increased levels of student engagement, participation, collaboration, sense of community, and performance on post-assessments. Researchers found statistically significant differences on final assessment scores in favor of the equity-oriented pedagogy (p < 0.0001). These findings suggest that the equity-oriented pedagogy helped reduce barriers to equity and access since students surpassed rigorous course objectives, regardless of background (e.g., gender, immigration status, sexual orientation, race/ ethnicity, household income, disability). Despite the rigorous nature of the class, students reported positive psychosocial outcomes (e.g., motivation, self-efficacy), and noted how specific teaching practices were continuously modified to enhance their learning experiences. Based on the data, students expressed a growth mindset and reported reduced stereotype threat.

The COVID-19 pandemic exacerbated inequities within higher education. This study examined how first-generation students, compared to their continuing-generation peers, navigated institutional resources such as programs and academic advising during the pandemic. To examine institutional resource barriers, usage, and helpfulness for students, the study analyzed survey data of 524 students at a four-year private university in the United States. Results showed that lack of time, awareness, and access to institutional resources were barriers for first-generation students in using institutional resources. Furthermore, qualitative findings reveal factors that first-generation students found helpful in their college career: transparency of institutional resources on campus, initiative from institutional figures in reaching out to students, and holistic support for academic, personal, and professional development. [ABSTRACT FROM AUTHOR]

This essay conceptualizes an equity-oriented pedagogy that instructors in higher education in America can use to address barriers to equity, access, and inclusion within their classrooms. We formulate this pedagogy by drawing upon existing scholarship that explores democratic, multimodal, assessment-driven, and game-based instructional strategies. We synthesize promising features of these instructional strategies to contribute a new and adaptive approach to pedagogy that is informed by studentlearning data. Furthermore, we place this pedagogy under scrutiny and explain why it would be beneficial to evaluate it in various classroom settings. [ABSTRACT FROM AUTHOR]