Norm

alizing Racial Equity in Higher E

ducation Since 1999 

Sum

mer 2018

EQUITY-MINDEDTEACHINGINSTITUTE

LAX Crowne Plaza Los Angeles, CA

June 4 - 5, 2018

Greetings to my Colleagues and Friends,

Welcome to the Center for Urban Education’s firstEquity-Minded Teaching Institute, the latest in ourongoing series of equity-focused institutes. As a life-longteacher and professor myself, I have been eager for us tocreate a program focused around the unique concernsrelated to equity that are central to so much of ourclassroom discourse and activities. I know that atrusting relationship between students and teachers isessential, and I know that it must begin with acommitment to equity in our teaching practices.

Of course, I am aware that many in higher educationhave learned to think about teaching as the transference

1

of content to students. And when viewed by outsiders, the practice of teaching may evenappear transactional—teachers dispense content and knowledge to students, while studentspay tuition and give their time and attention in class. But for those of us working semesterafter semester in the classrooms, we know that teaching is much more complex, challenging,and significant than those narrow points of view can account for.

Even though we may all have different approaches to teaching, most of us have learned tothink about teaching as a generalized practice and that we perform in more or less the sameway for all students. We focus on helping students learn the foundational concepts inmathematics, sociology, literature, the natural and physical sciences, Black Studies,Women’s Studies, Chicano Studies, and so on, often using the same approaches regardless ofsubject or class composition.

But in today’s American classrooms, we must become united in our efforts to learn how topractice equity-minded teaching. We cannot afford to do anything less than embrace equity-minded teaching because, as teachers in the 21st century, we are responsible for twoimperatives.

There is an urgent need to become excellent teachers for Black, Latinx, Native Americans,Asian Americans, Pacific Islanders, and Native Hawaiians men and women—our social,economic, educational, and political future well-being depends on their educational

Estela Mara Bensimon Director, Center for Urban Education Dean’s Professor in Educational Equity   Rossier School of Education, University of Southern California

2

attainment. For California to remain the fifth largest economy in the world, many morethousands of Latinx will need to go to college and earn a degree. It is through equity thatwe can help these students reach their potential.

Up until now, our higher education system has operated with the expectation that studentsof color must adapt to being invisible in the curriculum; that they must put their emotions incheck when they hear insensitive remarks from their peers or instructors; and that theymust exert cultural effort to avoid being racially profiled.

This has gone on in classrooms and on campuses for far too long—through our work, it willend.

At the most basic level, our students deserve better. And as their teachers, we are the onlyones who can give them the equity-minded educational experience they rightly deserve.

Many of you are familiar with CUE's mission to support institutional efforts to attain equityin educational outcomes for racially minoritized students. We have always stressed thatfaculty members are critical to achieving racial equity, and that work serves students mostdirectly in the classroom.

I'm certain that our work over the next two days and the lessons we take from it back intoour classrooms will help to create learning environments that lead to success acrosscampuses all over the state.

We are grateful for your enthusiasm and commitment as we make strides towards this goaltogether. I look forward to a productive and enlightening institute.

Sincerely,

A G E N D A O V E R V I E W

8 : 0 0 A M Conference Registration and Breakfast

Monday – June 4, 2018

8 : 3 0 A M Introductions and Opening Remarks

9 : 0 0 A M Faculty Panel

Tracy Lachica Buenavista, Jennifer Dale, Jennifer Ortiz, Maxine Roberts, and Jason Suarez

1 0 : 1 5 A M Break

1 0 : 3 0 A M

Session 3: The Syllabus as a Tool of RacialEquity

1 1 : 4 5 A M Travel Time to Lunch

1 2 : 0 0 P M

1 : 3 0 P M

Lunch Served, Keynote Address by Dr. Rochelle

Gutierrez

Travel Time

1 : 4 5 P M

Session 1: Classroom-Level Data and ValuesInquiry

3 : 0 0 P M Break

3 : 1 5 P M Reflection Time

3 : 4 5 P M

Session 2: Reframing a Course with a Focuson Racial Microaggressions

5 : 0 0 P M Wrap Up | End of Day One

5 : 3 O P M Reception

3

A G E N D A O V E R V I E W

8 : 0 0 A M Breakfast and Team Time

Tuesday – June 5, 2018

9 : 0 0 A M Opening Remarks by Dr. Milagros Castillo-Montoya 

9 : 3 0 A M Travel Time to Discipline-SpecificRooms: Math, Sciences, Humanities, SocialSciences, CTE 

9 : 4 5 A M Session 4: Exploring Students' Funds ofKnowledge 

1 1 : 0 0 A M Break

1 1 : 1 5 A M Session 5: Anchoring Equity in Teaching CoreIdeas

1 2 : 3 0 P M Travel Time to Lunch

1 2 : 4 5 P M Lunch and Keynote speaker Dr. Daniel G. Solorzano

2 : 0 0 P M Travel Time to Rooms

2 : 1 5 P M Session 6: Connecting Core Ideas to Students'Lives

3 : 3 0 P M Break

3 : 4 5 P M Campus Team Time: Next Steps and Planning

5 : 0 O P M Close

4

I N S T I T U T E C O - C R E A T O R SDR. ESTELA MARA BENSIMONDIRECTOR & FOUNDER, CUE; PROFESSOR OF HIGHER EDUCATION, ROSSIERSCHOOL OF EDUCATION, UNIVERSITY OF SOUTHERN CALIFORNIA

Estela Mara Bensimon is a professor of higher education at the USC RossierSchool of Education and Director of the Center for Urban Education, which shefounded in 1999. With a singular focus on increasing racial equity in highereducation outcomes for students of color, she developed the Equity Scorecard—aprocess for using inquiry to drive changes in institutional practice and culture.Since its founding, CUE has worked with thousands of college professionals—from presidents to faculty to academic counselors, helping them take steps in

their daily work to reverse the impact of the historical and structural disadvantages that prevent many studentsof color from excelling in higher education. The innovative Equity Scorecard process takes a strengths-basedapproach starting from the premise that faculty and administrators are committed to doing “the good.” CUEbuilds upon this premise by developing tools and processes that empower these professionals as “researchers”into their own practices, with the ultimate goal of not just marginal changes in policy or practice, but shifts onthose campuses towards cultures of inclusion and broad ownership over racial equity. Professor Bensimon’scritical action research agenda has been supported by grants from the Ford Foundation, Bill &Melinda GatesFoundation, Lumina Foundation, Teagle Foundation, The William and Flora Hewlett Foundation, and TheJames Irvine Foundation.

Dr. Bensimon has published extensively about equity, organizational learning, practitioner inquiry and change;and her articles have appeared in journals such as the Review of Higher Education, Journal of HigherEducation, Liberal Education, and Harvard Educational Review. Her most recent books include CriticalApproaches to the Study of Higher Education (co-edited with Ana Martinez-Aleman and Brian Pusser) whichwas selected as the 2016 Outstanding Publication by the American Education Research Association, Divisionof Postsecondary Education; Engaging the Race Question: Accountability and Equity in US Higher Education(with Alicia C. Dowd), Confronting Equity Issues on Campus: Implementing the Equity Scorecard in Theoryand Practice (co-edited with Lindsey Malcom-Piqueux).

Dr. Bensimon has held the highest leadership positions in the Association for the Study of Higher Education(President, 2005-2006) and in the American Education Research Association, Division on PostsecondaryEducation (Vice-President, 1992-1994). She has served on the boards of the American Association for HigherEducation and the Association of American Colleges and Universities. She was the Chair of AERA’s SocialJustice and Action Committee. In 2010 the University of Wisconsin system awarded Dr. Bensimon with a2010 Outstanding Women of Color in Education Award. In 2011, she was inducted as an AERA Fellow inrecognition of excellence in research and received ASHE’s Council on Ethnic Participation Founders ServiceAward. In 2013 she received the Association for the Study of Higher Education Research Achievement Award.She is a recipient of the USC Mellon Mentoring Award for faculty and Distinguished Service Award from theAssociation for the Study of Higher Education. In 2015 she received the American Association of Hispanics inHigher Education Outstanding Latina Faculty Award for Research & Teaching. In 2017, she was elected tothe National Academy of Education and she was presented with the 2017 Social Justice in Education Awardby the American Education Research Association. Dr. Bensimon was associate dean of the USC Rossier Schoolof Education from 1996-2000 and was a Fulbright Scholar to Mexico in 2002. She earned her doctorate inhigher education from Teachers College, Columbia University.

5

I N S T I T U T E C O - C R E A T O R S

DR. MILAGROS CASTILLO-MONTOYAASSISTANT PROFESSOR OF HIGHER EDUCATION ANDSTUDENT AFFAIRS, NEAG SCHOOL OF EDUCATION,UNIVERSITY OF CONNECTICUT

Milagros Castillo-Montoya's research focuses on equitable experiencesand outcomes for racially minoritized and historically underservedcollege students. Dr. Castillo-Montoya primarily studies teaching andlearning in classrooms with racially and ethnically diverse collegestudents. 

Dr. Castillo-Montoya has published on teaching and learning and the experiences of racially diversecollege students and faculty in various academic journals including Review of Higher Education,Harvard Educational Review, Teaching in Higher Education, and International Journal ofQualitative Studies. She also has several publications (published or in press) covering similar topicsincluding in New Directions for Higher Education and New Directions for Teaching and Learning;along with book chapters in Race, Equity and Higher Education: The Continued Search for Criticaland Inclusive Pedagogies around the Globe; and the Encyclopedia of Diversity in Education. She hasan oral history book, entitled, Cubans in New Jersey on the migration experience of Cubans in NewJersey, including their educational experiences.

Dr. Castillo-Montoya began her career in higher education as an administrator and has 15 years ofexperience in various functional areas of higher education including higher education policy, academicaffairs, and student affairs. She holds a B.A. and M.S.W. from Rutgers, The State University ofNew Jersey and an Ed.D. in Higher and Postsecondary Education from Teachers College, ColumbiaUniversity.

Dr. Castillo-Montoya has drawn on her expertise in college teaching and learning for raciallyminoritized and historically underserved college students to support colleges and universities acrossthe nation in efforts to improve faculty teaching. She is also an assistant professor of highereducation and student affairs at the University of Connecticut, a mother of two children, and a first-generation scholar—the first in her family to go to and obtain a college degree. Dr. Castillo-Montoyais committed to creating transformation in college teaching so that racially minoritized andhistorically underserved college students can have a meaningful college education.  

6

K E Y N O T E S P E A K E R S

DR. ROCHELLE GUTIEREZZPROFESSOR, COLLEGE OF EDUCATION; FACULTY AFFILIATE,DEPARTMENT OF LATINA/LATINO STUDIES AT UNIVERSITY OF ILLINOISAT URBANA-CHAMPAIGN

Dr Gutierrez' scholarship focuses on equity issues in mathematics education,paying particular attention to how race, class, and language affect teaching andlearning. Through in-depth analyses of effective teaching/learning communitiesand longitudinal studies of developing and practicing teachers, her workchallenges deficit views of students who are Latinx, Black, and/or Indigenousand suggests that mathematics teachers need to be prepared with much morethan just content knowledge, pedagogical knowledge, or knowledge of diversestudents if they are going to be successful. Her current research projects focuson: developing in pre-service teachers the knowledge and disposition to teachpowerful mathematics to urban students; the roles of uncertainty, tensions, and"Nepantla" in teaching; and the political knowledge (and forms of creativeinsubordination) that mathematics teachers need to effectively re-humanizemathematics in an era of high-stakes education.

DR. DANIEL G. SOLORZANOPROFESSOR, GRADUATE SCHOOL OF EDUCATION & INFORMATION STUDIESAT UNIVERSITY OF CALIFORNIA, LOS ANGELES

Dr. Solórzano’s work is focused on critical race and gender theory in education,racial micro-aggressions in education, and the educational access, persistence,and graduation of students of color in the United States. Before beginning histeaching career at UCLA in 1990, Solórzano spent a year as a Ford FoundationPostdoctoral Scholar in Sociology at the Tomás Rivera Center for PolicyStudies. He served as chair of UCLA’s Department of Education from 2001 to2004 and was associate director of UC/ACCORD from 2001 to 2008. He alsoserved as associate director of the UCLA Chicano Studies Research Center from2004 to 2007, and was head of the Division of Social Sciences and ComparativeEducation at GSE&IS from 1997 to 2000. In addition, Solórzano has heldteaching positions at California State University, Bakersfield, California StateUniversity, Northridge, and East Los Angeles College. A native of Los Angeles,Solórzano earned his master of education degree in urban and multiculturaleducation at Loyola Marymount University, and a master’s degree ineducational policy and a doctorate in the sociology of education at ClaremontGraduate School.

7

P A N E L I S T S

DR. TRACY LACHICA BUENAVISTAPROFESSOR OF ASIAN AMERICAN STUDIES, CALIFORNIA STATEUNIVERSITY NORTHRIDGE

Tracy Lachica Buenavista is a professor in Asian American Studies and corefaculty member of the Doctoral Program in Educational Leadership at CaliforniaState University, Northridge (CSUN). At CSUN, she serves as a co-principalinvestigator for the Asian American Studies Pathways Project, the CSUUndocuServices Project, and the Dreamers, Resources, Empowerment,Advocacy, and Mentorship (DREAM) Center, one of the first undocumentedstudent resource projects in the California State University system. Dr.Buenavista has published articles on U.S. Pilipina/o college access and retention,undocumented Asian American student experiences, and the militarization ofimmigration reform in various journals including AAPI Nexus, Amerasia, AsianAmerican Policy Review, and Race Ethnicity and Education. She has alsocontributed to several book projects focused on Asian American and Pilipina/oAmerican educational experiences, and co-edited with her colleagues, Educationat war!: The fight for students of color in America’s public schools (FordhamUniversity, 2018), "White” Washing American Education: The New CultureWars in Ethnic Studies (Praeger Press, 2016), and Navigating the GreatRecession: Immigrant Families’ Stories of Resilience (Kendall-Hunt, 2011). Dr.Buenavista received her Ph.D. in Education at the University of California, LosAngeles and M.A. in Asian American Studies at San Francisco StateUniversity. She twice received the CSUN Polished Apple teaching award and in2018, the Outstanding Faculty Award.

JENNIFER DALEPSYCHOLOGY PROFESSOR AND CHAIR OF BEHAVIORAL SCIENCES,COMMUNITY COLLEGE OF AURORA

Dr. Jennifer Dale leads the Behavioral Sciences Department at the CommunityCollege of Aurora as the Department Chair and is responsible for hiring andtraining, degree with designation coordination, organization of the annual "TakeBack the Night" event, and most importantly, ensuring students have active-learning and inclusive instruction. She taught as an adjunct within the ColoradoCommunity College System for three years before joining the Community Collegeof Aurora in January 2008 as a full-time instructor. Prior to starting herteaching career, Dr. Dale was a clinical therapist who worked with women,trauma survivors, the homeless population, families, and children. She receivedher BS in Psychology with an emphasis in Women Studies from CSU, her MA inCounseling Psychology from Regis University, and her PhD in GeneralPsychology from Capella University.

8

DR. MAXINE ROBERTSKNOWLEDGE MANAGER, STRONG START TO FINISH

Maxine Roberts is the Knowledge Manager for Strong Start to Finish (SSTF) at theEducation Commission of the States (ECS). In this role, she is responsible for makingthe learning from SSTF’s partners accessible for broader audiences.  Prior to joiningECS, Roberts earned her PhD in Urban Education Policy from the University ofSouthern California (USC), where her research focused on the mathematics identityof Black students who succeed in developmental mathematics and on working withpractitioners to achieve equitable student outcomes in developmental education.While at USC, she served as a Research Assistant with the Center for UrbanEducation where she worked extensively with faculty, administrators, and staff incommunity colleges to explore the ways their behaviors and institutional practicesimpact student success. Previously, as a leader in New York City-based non-profitagencies, Maxine designed, implemented, and directed after school educationinitiatives and college preparatory programs at Bank Street College of Education’sInstitute for Leadership, Excellence and Academic Development and Liberty LEADSprograms. Both programs focus on expanding college access opportunities forstudents of color. Maxine holds master’s degrees in education from Teachers CollegeColumbia University and Bank Street College of Education as well as a bachelor’sdegree in computer science from Mount Holyoke College.

P A N E L I S T SJENNIFER ORTIZENGLISH PROFESSOR, LATTC

Jennifer Ortiz was born and raised in Los Angeles and attended Belmont SeniorHigh School. Right after graduation, she moved to Oakland, CA to attend MillsCollege because attending an all women’s college was very important to her. In theBay, she became involved in many social justice issues both on and off campus. Afterreceiving her Master’s in English with a concentration on Post Colonial Studies, sheworked in politics and the labor movement for several years and returned to teachingat the community college. Her interests as an educator center around issues of equityand innovative teaching strategies for underserved student populations.

JASON R. SUAREZHISTORY FACULTY AND SER FACULTY COORDINATOR, EL CAMINOCOLLEGE

Jason R. Suárez started his teaching career in 1998 at Seattle Central College as afaculty member of the History Department where he received extensive training on thecreation and implementation of learning communities. He has been a faculty member ofthe History Department at El Camino College since 2001. He currently serves as thefaculty coordinator of Student Equity Reenvisioned, a Behavioral and Social SciencesDivision and Student Equity Program initiative at El Camino College that addressesstudent equity by providing faculty with frameworks for creating culturally sensitivecurricular designs. In addition to student equity, Jason has also focused on how theneuroscience of learning and student-centered learning environments can facilitatestudent retention and success.

9

G U E S T F A C I L I T A T O R SJILLIAN IVES

DR. KIRSTEN KORTZ

GRADUATE STUDENT, LEARNING, LEADERSHIP, AND EDUCATION POLICYPH.D. PROGRAM AT THE UNIVERSITY OF CONNECTICUT 

Jillian Ives is a graduate student at the University of Connecticut in the Learning,Leadership, and Education Policy Ph.D. program. Her research focuses onteaching and learning in diverse college classrooms, with a particular interest infirst-generation college students. Jillian has a BA in Culture and Communicationfrom Ithaca College, and a MA in Higher Education and Student Affairs from theUniversity of Connecticut. She has spent the last four years as an administrator,working with academically at-risk students and managing a student leadershipprogram in STEM disciplines.

K-14 EDUCATIONAL DEVELOPMENT DIRECTOR OF QUARRYBROOKEXPERIENTIAL EDUCATION CENTER, NORTHERN ESSEX COMMUNITY COLLEGE

DOCTORAL CANDIDATE, DEPARTMENT OF EDUCATIONAL LEADERSHIP,UCONN’S NEAG SCHOOL OF EDUCATION

Kirsten Kortz holds a PhD in Education with a particular focus on student learningand motivation for learning tasks.  She currently works for Northern EssexCommunity College as the K-14 Educational Development Director of QuarrybrookExperiential Education Center, an affiliate program of NECC.  In this role, she isresponsible for the development and delivery of professional development for K-12 andcollege-level teachers.  Her area of strength is in helping teachers to design in- andout-of-class activities that engage students in learning experiences that bring togethertheir individual ways of learning and knowing with classroom content and objectives. In working with teachers at all levels, Kirsten aims to improve practitioners’ self-efficacy for inclusive, culturally sustaining, and equitable teaching methods so thatthey feel confident in using these strategies in their classroom, and are able toaccurately gauge the impact these strategies are having on their students’ learning.

Joshua Abreu is a doctoral candidate at UConn’s Neag School of Education in theDepartment of Educational Leadership with research interest on higher education andhow professors learn to teach and navigate academia—particularly professors whoteach and research issues of social inequality. Joshua has participated in multiplestudies to understand the influence of professional development opportunities onteaching development and has conducted studies on how popular discourse can helpprofessors facilitate lessons on race, gender, class, and other identity-based content inhigher education. Prior to UConn, Joshua worked as a retention specialist and adjunctinstructor at Northern Essex Community College in his hometown of Lawrence, MA.He was the first in his family to complete college, and earned both his bachelor’s andmaster’s degrees in Criminal Justice from the University of Massachusetts - Lowell.After college, he worked as a police officer in New Hampshire then a licensed socialworker for Massachusetts Department of Children and Families. Joshua’s experiencesin law enforcement, social work, and education has positioned him to take aninterdisciplinary approach to his teaching and research on social inequality. 

JOSHUA ABREU

10

C U E F A C I L I T A T O R S

Dr. Estela Mara BensimonDirector & Founder, CUE

Deanna CherryLead Facilitator, CUE

Dr. Cheryl ChingPostdoctoral Fellow, CUE

James GrayOrganizational & Learning

Specialist, CUE

Dr. Megan ChaseResearch & Policy Specialist, CUE

11

Esmeralda Hernandez-HamedProject Specialist, CUE

Debbie HansonSenior Project Specialist, CUE

Jordan Greer

Project Specialist, CUE

Dr. Sarah KlotzAssociate Director, CUE

C U E F A C I L I T A T O R S

Paloma SaenzProgram Coordinator, CUE

12

Adrian Trinidad

Research Assistant, CUE 

Cynthia VillarrealResearch Assistant, CUE

A T T E N D E E S

A n t e l o p e V a l l e y C o l l e g e

C i t y C o l l e g e o f S a n F r a n c i s c o

C o a s t l i n e C o m m u n i t y C o l l e g e

C o l l e g e o f M a r i n

C o l l e g e o f t h e C a n y o n s

C o n t r a C o s t a C o l l e g e

C o n s u m n e s R i v e r C o l l e g e

C u e s t a C o l l e g e

C u y a m a c a C o l l e g e

F o o t h i l l C o l l e g e

G o l d e n W e s t C o l l e g e

L o s A n g e l e s C i t y C o l l e g e

M i r a C o s t a C o l l e g e

N o r c o C o l l e g e

P e n n s y l v a n i a S t a t e U n i v e r s i t y

Ri v e r s i d e C i t y C o l l e g e

S a c r a m e n t o C i t y C o l l e g e

S a n J o a q u i n D e l t a C o l l e g e

S a n t a M o n i c a C o l l e g e

S o u t h w e s t e r n C o l l e g e

U n i v e r s i t y o f M i n n e s o t a

13

T h a n k y o u f o r j o i n i n g t h e C e n t e r f o r U r b a nE d u c a t i o n f o r t h i s E q u i t y - M i n d e d T e a c h i n g I n s t i t u t e .

I f y o u h a v e a n y q u e s t i o n s , c o m m e n t s , o r c o n c e r n s ,p l e a s e c o n t a c t u s :

14

Bill & Melinda Gates Foundation

California Community Colleges

Carnegie Corporation of New York

College Futures Foundation

Ford Foundation

Jack Kent Cooke Foundation

James Irvine Foundation

Lumina Foundation

National Science Foundation

Nellie Mae Education Foundation

Spencer Foundation

Teagle Foundation

Walter S. Johnson Foundation

William & Flora Hewlett Foundation

P A R T N E R S A N D F U N D E R S

15

RECENT PUBLICATIONS

Hanson, D. & Bensimon, E. M. (2017). The U. S.Coast Guard Academy 2017 Vital Signs Report.Los Angeles: Center for Urban Education, RossierSchool of Education, University of SouthernCalifornia.

Bensimon, E. M. (2018). Bridging the Artificial Gap Between Activism and Scholarship to Form Tools for Knowledge. L. Perna (ed.), In Taking it to the Streets. Johns Hopkins UP.

De Los Santos, A., Bensimon, E. M., Redon, L., Keller, G., Acereda, A., Tannenbaum, R. (2017). Moving forward policies, planning and promoting access of Hispanic students. Bilingual Press.

Malcom-Piqueux, L., Bensimon, E. M. (2017).Taking equity-minded action to close equity gaps.Peer Review: Committing to Equity and InclusiveExcellence, vol 19(2).

Featured in: Russell, C. & Jenkins, L. (2017).Grantmakers for Education Case Study: TheEquity Journey: New Schools Venture Fund andLumina Foundation Pursue Diversity on the Roadto Equity. Portland, OR: Grantmakers forEducation.

De Los Santos, A., Bensimon, E. M., Redon, L.,Keller, G., Acereda, A., Tannenbaum, R.(2017). New Directions assessment andpreparation of Hispanic college students.Bilingual Press.

KEYNOTES

Bensimon, E. (2018). Equity-Minded as aSolution to Racial Inequality. Plenarypresented at ILACHE Conference in IllinoisState University, Illinois.

Bensimon, E. (2018). Division J VicePresidential Session: UnderstandingCapital, and the Future of Public HigherEducation. AERA 2018 Conference in NewYork City, NY.

PAST INSTITUTES

Institute for Equity in Faculty Hiring 2018

Student Equity Plan Implementation Institutes

Equity Institute for Men of Color in Community Colleges in partnership with

CCEAL 

The Institute for Equity, Effectiveness and Excellence at Hispanic-Serving

Institutions

2017

Since its founding in 1999, the USC Rossier Center forUrban Education (CUE) has worked to bring equity-

mindedness to institutions of higher education throughsocially conscious research, tools, and learning

institutes. CUE empowers practitioners to act as agentsof change, enabling them to be critically race-conscious

as they respond to changing demographics in oureducational system.