Using the T.R.U.T.H. Framework to Advance Inclusive and Equitable Pedagogy in Education

By: Denise Davis-Cotton, Ed.D., Director, Florida Center for Partnerships for Arts-Integrated Teaching, University of South Florida Sarasota-Manatee
Ruthmae Sears, Ph.D., Associate Professor, University of South Florida
Ashley Reese, Ph.D., Learning and Development Coordinator, University of South Florida
Ackeem Salmon, Art Teacher, Western International High School

As education professionals (for S.T.E.M. education, humanities, and the arts) who have taught in diverse K-20 settings and have facilitated faculty and staff development programs, we noticed a need for a systemic approach to promote inclusion, attend to equity, reflect on the implications of bias and systems of oppression, and to collectively move forward to advance our institutional strategic goals (Henderson, Beach, Finklestein, 2012; Sears & Kudaisi, 2021). Hence, we recognized the Teach, Reach, Unite, Transform, and Heal (T.R.U.T.H.) Framework (Davis-Cotton, 2021) as an appropriate tool that can help faculty develop and reflect on their ability to facilitate inclusive and equitable practices and engage in intentional actions to promote systemic changes to enhance learning opportunities for all students. The T.R.U.T.H. Framework provides a lens for individuals to reflect on their understanding and awareness of self and others and consider appropriate means to take intentional action to implement classroom and institutional changes. It is designed to stimulate moments of reflection, improve communications, and strengthen socio-cultural cohesion between faculty and students.

Each level of the T.R.U.T.H. Framework provides insights into steps that need to be taken to cultivate a welcoming culture and climate within learning environments. The T.R.U.T.H. Framework is sequential, and advancement across the levels depends on an individual’s ability to demonstrate proficiency in each level’s goals (Davis-Cotton, 2021). The T.R.U.T.H. Framework represents an intentional growth progression from a primary starting point (Teach – self-inquiry) to the highest point (Heal – collaborative interactions to promote a just, equitable, diverse, and inclusive learning environment). Hence, individuals’ progression can vary based on their experiences and depth of knowledge on the content addressed at each level. As individuals progress across the levels, they usually apply knowledge gained from previous levels.

We used the T.R.U.T.H. Framework in the pilot of the University of South Florida (USF) Inclusive and Equitable Pedagogy (IEP) Program, a collaborative initiative that teaches faculty about impactful pedagogical practices through an online course, workshop series, and learning communities. Feedback from 30 faculty members who piloted the T.R.U.T.H. Framework during the IEP program was overwhelmingly positive. The faculty members indicated that applications of the T.R.U.T.H. Framework helped them reflect on the implication of stereotypical bias in their instructional practices and the dangers of deficit ideologies. Faculty also recognized a dire need for institutions to be proactive and implement structural changes to eliminate perpetual inequities. By engaging in courageous conversations and taking steps to progress across the levels, faculty acknowledged that the tool fostered a sense of belonging, promoted students’ agency, and focused their attention on justice, equity, diversity, and inclusion within their instructional practices.

Below we describe the levels of the T.R.U.T. H. Framework and consider the implications for it being utilized in diverse learning environments.

The Five Levels of the T. R.U.T.H. Framework

Level 1: TEACH

Faculty are encouraged to acquire knowledge and skills to create learning environments that embody inclusive and equitable practices during the Teach level. They need to consider factors contributing to students' learning and well-being, and identify appropriate resources to develop their instructional craft to meet their students' needs. Faculty may also obtain professional development support from knowledgeable others through leadership-engaged learning communities and working groups (such as the USF Inclusive and Equitable Pedagogy Program), or review resources to strengthen teaching and learning interactions (such as the National Academies of Science, Engineering, and Medicine’s "Resources on Diversity, Equity, and Inclusion"). Additionally, faculty could engage in professional organizations' working groups that support marginalized identities in STEM disciplines (e.g., Accelerating Systemic Change Network [ASCN], and AAAS SEA Change).

Faculty would have exhibited proficiency at Level 1 when they can identify best practices to honor students' experiences and culture, and welcome and respect different voices and perspectives. For example, faculty should be able to describe appropriate strategies that can be used to support the advancement of marginalized identities in STEM (e.g., Booth et al., 2018; Center for Effective Teaching and Learning, 2020; McGee, 2020) and can identify deficit narratives and consider their implications (e.g., Erete et al., 2021).

Level 2: REACH

Faculty are encouraged to reflect on who they reach within their learning environment at the Reach level (Schwieger & Ladwig, 2018). For instance, they should consider whose voices are represented in classroom discussions and assigned readings, and which students are more willing to attend office hours or contact the faculty for additional support. Thus, faculty are challenged to examine how austere beliefs and practices of exclusion, marginalization, and microaggression are built into educational infrastructures that shape cultural norms rooted around oppression and exploitation. At this level, faculty seek to amplify positive teacher-learner relationships and networks that can drive equitable outcomes. They should also consider how technological tools can broaden participation and cater to various learning modalities.

Faculty would have exhibited proficiency at Level 2 when they can identify appropriate means to reach and engage all students in learning environments. They may suggest using clickers or other online technological tools to connect with all students. Additionally, faculty may incorporate literature and presentations by individuals who promote the culture and identities of marginalized populations, and they should be aware of and potentially participate in organizations that serve a diverse audience as an avenue to form authentic connections. Some organizations are: the National Society of Black Engineers (NSBE), the Society for Advancement of Chicanos/Hispanics and Native Americans in Science (SACNAS), the Society of Asian Scientists and Engineers (SASE), Association for Women in Science (AWIS), and the National Organization of Gay and Lesbian Scientists and Technical Professionals (NOGLSTP).

Level 3: UNITE

The Unite level focuses on leveraging differences and working collaboratively to promote learning opportunities and reduce educational inequities (ACUE, 2020). Thus, faculty may use the following strategies to promote the goal of the Unite level within learning environments: use team-building activities (such as encouraging cultural presentations or potluck culinary events), develop a shared vision of classroom norms and culture, provide guidance on how to facilitate difficult dialogues and address microaggressions, participate in data-driven and solution-oriented inclusion and equity conversations (such as the USF Enlightenment Workshop Series), and call students by their preferred names and gender.

Faculty would have exhibited proficiency at Level 3 by articulating strategies to increase opportunities for collaboration in which diverse people and perspectives are welcomed and included. Hence, faculty may implement project-based learning activities and learning communities within the learning environment that emphasizes the 5Rs (Rigor, Relevance, Responsiveness, Relationship, and Responsibility) (Sears, 2021). For instance, faculty may have students work collaboratively to develop Canvas content modules and appropriate assessments for mathematics (Sears & Kudaisi, 2021). An activity of this nature can empower all students to contribute to the learning experience and leverage their differences to support learning particular content.

Level 4: TRANSFORM

At the Transform level, faculty reflect on and implement transformational changes to policies and practices that are positive and sustainable within the learning environment (Henderson, Beach, & Finkelstein, 2012; Sears & Kudaisi, 2021). For instance, faculty may actively participate in initiatives likes the NSF-funded (Grant #1525574) STEER project that focuses on systemic changes to promote inclusive and evidence-based teaching practices in tertiary STEM courses. Considering that classrooms are microcosms of communities, individuals need to conceptualize how they can transform their curriculum and operational norms to disrupt inequitable patterns that usually impact marginalized identities. With intentional planning and effort, faculty can create a more just educational experience for all students and provide responses that reflect anti-racist and gender-inclusive viewpoints.

Faculty would have exhibited proficiency at Level 4 by being able to use a change framework or dashboard that is sustainable at the course, programmatic, college, or university level to increase equitable learning opportunities for all students (Henderson, Beach, & Finkelstein, 2012; Henderson & White, 2019; Sears & Kudaisi, 2021). Faculty may consider revising teaching evaluation guidelines, redesigning courses, or modifying programmatic admissions requirements to promote equity and inclusion to broaden the participation of marginalized populations. They can also monitor relevant data trends to alter the change idea if needed.

Level 5: HEAL

At the Heal level, faculty reflect on means to heal from historical discriminatory and oppressive structures and move forward (McNair et al., 2020). To promote healing, individuals seek to identify and implement strategies to dismantle long-standing racial, ethnic, gender, dis/ability, economic, and socio-cultural divides. At Level 5, faculty systemically seek to advance justice, equity, diversity, and inclusion in all forms of communications and actions. Thus, in promoting healing, attention to inclusivity and equity is interwoven into strategic goals, the institution and colleges' vision and mission statements, policies (regional and national), and across the written, enacted, and assessed curriculum. Proficiency at Level 5 is evident when faculty can articulate and implement viable approaches to systematically dismantle power structures that contribute to inequities; exhibit transformative resistance to social oppressions; and create an environment where everyone is empowered to excel, has a sense of belonging, and can develop professionally (Ayala et al., 2021; Rodriguez, et al., 2020).

Conclusion

In closing, the T.R.U.T.H. Framework can serve as a reflection tool to support systemic change initiatives within learning environments to promote inclusion and attend to equity, such that everyone thrives. The future of an inclusive educational landscape in higher education requires an investment in time. To implement T.R.U.T.H. in STEM means establishing a clear sense of how and where the tool is applied to include diverse perspectives (Davis-Cotton, 2021). Using the T.R.U.T. H. Framework can help cultivate an awareness of appropriate resources, support capacity building by influencing operational norms and practices, and promote engaging in actions that can contribute to structural changes that are just, equitable, and inclusive.

References

ACUE. (2020, August). 10 inclusive teaching practices. Association of College and University Faculty. https://acue.org/wp-content/uploads/2020/08/Inclusive-Teaching-Practices-Sheet_accessible2-1.pdf (Links to an external site.)

Ayala, M. J., Carter, J. K., Fachon, A. S., Flaxman, S. M., Gil, M. A., Kenny, H. V., ... & Volckens, J. (2021). Belonging in STEM: an interactive, iterative approach to create and maintain a diverse learning community. Trends in ecology & evolution, 36(11), 964-967.

Center for Effective Teaching and Learning. (2020, January). Equity-minded classroom checklist. California State University, Los Angeles. https://www.calstatela.edu/sites/default/files/groups/CETL%20%7C%20Educational%20Technology%20Support/equity-minded_classroom_checklist.pdf

Booth, K. A., Lohmann, M. J., Donnell, K. A., & Hall, D. D. (2018). Applying the principles of Universal Design of Learning (UDL) in the college classroom. The Journal of Special Education Apprenticeship, 7(3), 1–13. https://files.eric.ed.gov/fulltext/EJ1201588.pdf

Davis-Cotton, D. (2021). T. R.U.T.H. Framework. Presented at the University of South Florida Inclusive and Equitable Pedagogy Program, Tampa, Florida.

Davis-Cotton, D. (2021) Marginalized communities, curriculum, children. In M.C. Grant (Ed.), Emerging strategies for public education reform (pp. 126-160), IGI Global. https://www.igi-global.com/chapter/marginalized-communities-curriculum-children-mc3/272858

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Henderson, C., & White, K. (2019). The change dashboard: A planning tool for successful change [White paper]. Retrieved from the Accelerating Systemic Change Network, https://ascnhighered.org/ASCN/publications.html.

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McNair, T. B., Bensimon, E. M., & Malcom-Piqueux, L. (2020). From equity talk to equity walk: Expanding practitioner knowledge for racial justice in higher education. John Wiley & Sons.

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Schwieger, D., & Ladwig, C. (2018). Reaching and retaining the next generation: Adapting to the expectations of Gen Z in the classroom. Information Systems Education Journal, 16(3), 45.

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Sears , R., & Kudaisi, Q (Winter 2021). A systemic approach for attending to justice, equity, diversity, and inclusion in a high school mathematics methods course. AMTE Connections. https://amte.net/connections/2021/12/systemic-approach-attending-justice-equity-diversity-and-inclusion-high-school

Denise Davis-Cotton, Ed.D., Director, Florida Center for Partnerships for Arts-Integrated Teaching, University of South Florida Sarasota-Manatee
ddaviscotton@usf.edu

Dr. Davis-Cotton is the Director of the Florida Center for Partnerships for Arts-Integrated Teaching (PAInT Center) at the University of South Florida Sarasota-Manatee. She is a Milken Foundation internationally-recognized educator, a National Past President and active Board member of Arts Schools Network. She was the Founder and First Principal of the Detroit School of Arts. Dr. Davis-Cotton has established a reputation as a community/civic leader for comprehensive culturally-relevant arts-integrated education.

Ruthmae Sears, Associate Professor, University of South Florida
ruthmaesears@usf.edu

Dr. Sears is an Associate Professor for Mathematics Education at the University of South Florida, the Associate Director of Coalition for Science Literacy with a focus on Inclusive Excellence, and the lead faculty facilitator for the university’s newly created Inclusive and Equitable Pedagogy program. Her research focuses on curriculum issues, systemic change initiatives in K-20 STEM settings, the development of reasoning and proof skills, clinical experiences in secondary mathematics, and the integration of technology in mathematics. For more information about Dr. Sears and her scholarly activities, please visit https://www.usf.edu/education/faculty/faculty-profiles/ruthmae-sears.aspx

Ashley Reese, Ph.D., Learning and Development Coordinator, University of South Florida
anreese@usf.edu

Dr. Reese is the Learning and Development Coordinator for the University of South Florida Center for Innovative Teaching and Learning. She is also the co-lead facilitator for the university’s Inclusive and Equitable Pedagogy Program. In addition to researching pedagogical practices, Dr. Reese has recently published, The Rise of American Girls’ Literature (2021, Cambridge University Press).

Ackeem Salmon, Art Teacher, Western International High School
ackeemsalmonart@gmail.com

Mr. Salmon is an Art Director, Multidisciplinary Artist, and Arts Educator in Detroit. He is the founder of the non-profit C-Project Detroit (The Creative Collaborative Community Project) which focuses on building bridges between educational institutions, local non-profits, businesses, and disadvantaged youth through artistic entrepreneurial opportunities. Mr. Salmon is a 2020 Dr. Jessie M. Colson National Artist Awardee, 2021 Teach for America Fellow, and a graduate of the College for Creative Studies. To see his work and learn more about him, please visit https://www.ackeemsalmonart.com/ .