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“The driving framework of how I think about equity in my classroom is from a paper by Rochelle Gutiérrez, who is a fairly predominant math educator, about equity being of these two axes: the dominant and the critical. It has four main components—access and achievement—which form the dominant axes, and identity and power, which form the critical axes. I think of these four ideas as guiding the way that I think of equity across every classroom I design.”

In this episode, we speak with Allison Theobold, Assistant Professor of Statistics at Cal Poly SLO. Allison shares her journey from economics to statistics and data science education, and explore her research on equitable pedagogy. She discusses frameworks for equity and how these inform her teaching practices, as well as how her own experiences as a learner in the age of AI help to inform her own teaching.

“For me, a lot of this work comes from me studying and reflecting on how my pedagogy impacts who might be successful in my class, and what types of students may or may not be successful. How can I broaden that more, in terms of assessment, classroom spaces, and access to resources, whether it’s through their peers, me, or outside of class. So thinking about and reflecting on ways in which the way I’m teaching might not be as favorable for some students as opposed to others.”