Our Vision: Research to Practice

Center for Equity Promotion

College of Education, University of Oregon

 

Our Vision:

The Center for Equity Promotion (CEQP) aims to contribute to the goals of the Student Success Act through our community-engaged research. Our research catalyzes educational equity through promoting the academic skills, prosocial behaviors, and resilience of undeserved children and adults in schools, families, and communities. Our equity-based research is informed by theory, empathy, decades of prior research, and a deep awareness of culture. Our projects lay the groundwork for participants’ reflection and awareness of personal and collective agency, and for institutions to examine their role in the reproduction of systemic barriers to success for marginalized groups.

We fully engage diverse stakeholders (students, teachers and counselors, administrators, parents, community members, policymakers) to collectively identify needs, challenges, and strengths, as well as the pathways toward greater equity. We integrate their voices into recommendations for policy, practice, measurable outcomes, and growth goals that are inclusive, sustainable, and equitable. Through researcher-practitioner partnerships, we collaboratively evaluate progress toward goals.

Our equity vision is grounded in the realities of the communities we work with and informed by their needs, thus solutions are unique for different schools and communities. CEQP experts bring to bear mixed research methods including face-to-face conversations, surveys, and analysis of existing data. Our dedication to research with historically marginalized people means that we value the oral transmission of knowledge—storytelling—as much as visual and written forms. We integrate different types and sources of data (qualitative and quantitative) to track progress and to heighten accountability.

 

Our Work

CEQP researchers are experts in early childhood literacy, restorative practices, peer-to-peer learning, students’ physical and emotional safety, online STEM curricula for English language learners and students experiencing disabilities, Native American curricula and ways of teaching and learning, and family engagement to support the success of Latinx students. We also teach educational equity to emerging school leaders. In collaboration with community elders, families, teachers, students, and school leaders, we have developed the following programs focused on educational equity:

Latinx Student Success through Family-School Partnerships

Project Juntos (Together) and the bilingual (Spanish-English) Conexiones (Connections) curriculum to support Latinx middle school student success through (a) promoting Latinx parent engagement in schools, (b) developing educational equity leadership skills of educators and parents, and (c) bridging families’ and educators’ expectations, skills, and commitments to middle school Latinx youth through direct contact and relationships.

Increasing Academic achievement for Historically Marginalized Students: Online STEM Curricula

Project ESCOLAR (Etext Supports for Collaborative Online Learning and Academic Reading) improves scientific knowledge among middle school students, with particular focus on students who are English learners and/or have learning disabilities. Website: https://escolar.tech

 

Student-centered School Safety Initiative

Project SOARS is a comprehensive school safety framework for high schools, including: (a) the Advocatr app allowing students to report positive behaviors contributing to a more equitable school culture, as well as negative behaviors such as bullying and harassment; (b) classroom-based instruction in self-advocacy, emotional safety, and restorative practices, and; (c) a student-led safety campaign to promote student ownership of school climate. Website: https://advocatr.org/about/

American Indian/Alaska Native Student Success: Professional Learning in Native American Curricula

Honoring Tribal Legacies is a digital collection of teaching resources created by indigenous curriculum designers in response to the Lewis and Clark National Historic Trail. Also includes a teacher experiential learning summer institute. Website: https://blogs.uoregon.edu/honoringtriballegacies/

High School Success: Social and Emotional Learning and Restorative Practices in Schools

Project PRIDE, professional development for teachers and school staff in classroom-based restorative practices designed to complement multi-tiered support systems, such as PBIS, in high schools. Website: https://pride.obaverse.net/

 Professional Learning in Literacy for Early Childhood Educators

Literacy Initiative for FSM (Federated States of Micronesia) Leaders of Tomorrow (LIFT). Now in its fourth year, Project LIFT aims to increase educators’ capacity to improve the literacy outcomes for all K-3rd grade students within the FSM.  Pacific-Islanders are a growing subgroup of students within Oregon schools. Website: http://fsmprojectlift.weebly.com/

Peer Learning: Leveraging Peer Influence to Promote Positive Social-Emotional and Behavioral Outcomes

PeerLearning.net is a Web-based software app that automates the design and delivery of peer learning lessons (aka cooperative learning). These lessons have positive effects on student behavior, social-emotional skills, engagement and achievement.

Our Beginnings

In 1999, Dr. Charles Martinez founded the Latino Research Team at the Oregon Social Learning Center in Eugene, Oregon. Dr. Heather McClure, current CEQP Director, joined in 2005, and Betsy Ruth, Operations Manager, joined in 2002. In 2012, we moved to the University of Oregon’s College of Education and became the Center for Equity Promotion. Key to our center is our mentorship of high school, undergraduate, and graduate students, many of whom are 1st generation college students.

 

For More Information about CEQP and Collaborative Partnerships

 Dr. Heather McClure, Director

Email: hmcclure@uoregon.edu

Tel: (541) 346-8904

Website: ceqp.uoregon.edu

Betsy Ruth, Operations Manager

Email: betsyr@uoregon.edu

Tel: (541) 346-2585