Equity-Minded Pedagogy Spring 2025 supported by Center for Teaching & Learning at Sacramento & the Chancellor's Office.

Equity-Minded Pedagogy | Francie Dillon | Final

Accountability, Adapability, Multicultural Children's Literature

Reflection on Instructional Change:

I was surprised to learn that 77% of students in the College of Education left within two years (2016–2018). This striking attrition rate highlights a significant institutional barrier. Exploring the systemic, cultural, or structural factors contributing to this trend is essential for fostering equity and supporting student success.

I was surprised to learn that 77% of the College of Education students left within two years (2016–2018). This striking attrition rate highlights a significant institutional barrier. Exploring the systemic, cultural, or structural factors contributing to this trend is essential for fostering equity and supporting student success. As an instructor, this data has broadened my awareness of the student experience beyond the classroom and emphasized the importance of institutional support.

In my asynchronous Children’s Literature courses, I’ve consistently noticed a drop in student engagement during weeks 6–7, even though I don’t assign a traditional midterm. Students are active and engaged early on, but participation dips right around the typical midterm period before picking up again. This trend suggests students may feel overwhelmed by other academic demands. By analyzing this data, I’m exploring how to restructure my course, perhaps by adding a check-in or modifying assessments to help sustain engagement throughout the term.

One takeaway from the student support modules was that students thrive when they feel connected. Active learning strategies, even online, can help students stay engaged and motivated—something I now see as essential to long-term retention and success.

The syllabus review activity was especially impactful. While I had revised much of the syllabus language to be inclusive, I had resisted locking in topics and deadlines. I valued flexibility. But the workshop helped me see how this uncertainty could actually hinder student success. I now plan to provide a clear and detailed syllabus from the start.

Faculty Bio
Francie Dillon	About me:
	Francie Dillon, M.A. Education (Behavioral Science and Gender Equity), has taught at California State University, Sacramento, for over 20 years. She teaches Children’s Literature, Multicultural Children’s Literature, and Critical Thinking courses. Alongside her work in higher education, Francie is a national speaker and award-winning children’s recording artist. She wrote, produced, and performed the music and stories for Fairytale Town’s Story Boxes—projects that reflect her lifelong love of storytelling and education. Her teaching blends creativity, care, and clear structure to help students feel seen, supported, and engaged.

**This work was supported by:**
Projects	Logos
National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 US Department of Education Hispanic Serving Institution Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.