EJI Resources

This journal covers a wide range of educational topics, including research on educational equity, social justice, and policy.

Teaching@UW is designed to help faculty develop an effective, learner-centered teaching practice. Drawing on expertise from UW’s vibrant, tri-campus teaching community and dedicated instructional support staff, the site provides one-stop access to information, resources, and learning opportunities that promote student success in the classroom.

"Teaching to Transgress" challenges educators to break free from conventional teaching methods and embrace a pedagogy that respects students' agency, identities, and experiences. By transcending boundaries and promoting critical consciousness, hooks envisions a liberating education that empowers students to engage with the world actively and work towards social change.

John Rawls's seminal work on justice theory discusses the concept of "justice as fairness" and explores how equitable distribution of resources and opportunities contributes to a just society.

The book provides guidance for first-time academic authors on revising a dissertation for publication as a book.

This book by la paperson (K. Wang) explores unconventional ways of knowledge production and challenges traditional higher education structures.

Information for unit heads, administrators, and managers who are ensuring compliance with the Husky Prevention & Response (HPR) employee course requirement.

Title IX and other federal and state laws collectively prohibit discrimination based on sex, sexual orientation, gender, gender expression, pregnant or parenting status, and LGBTQ identity.

Every employee can support someone who has experienced sex- or gender-based violence, harassment, or discrimination by reaching out to the Title IX Office for support and consultation.

When supporting a colleague, student, or friend who shares that they have experienced sex- and gender-based violence, harassment, or discrimination the Title IX Office can help you respond with care and provide access to information about support resources and rights.

To do the difficult work of dismantling oppression, equity leaders must develop a liberatory consciousness. What is it, and why does it matter for equity leaders?

This article outlines the central tenets of an emerging theory that I call Tribal Critical Race Theory (TribalCrit) to more completely address the issues of Indigenous Peoples in the United States. This theoretical framework provides a way to address the complicated relationship between American Indians and the United States federal government and begin to make sense of American Indians’ liminality as both racial and legal/political groups and individuals.

Toward What Justice? brings together compelling ideas from a wide range of intellectual traditions in education to discuss corresponding and sometimes competing definitions of justice. Leading scholars articulate new ideas and challenge entrenched views of what justice means when considered from the perspectives of diverse communities.

Deficit thinking models that frame student difficulties as inadequacies perpetuate stereotypes and ignore structural issues, suggesting the need for higher education institutions to be more responsive to student diversity.

Trauma-Informed Design panel with Rachael Dietkus, Sarah Fathallah, and Sara Cantor at Greater Good Studio’s Restorative Design Conference on October 2, 2020.

Teacher education programs often focus on developing teaching professionals and leaders committed to advocating for students, yet pervasive deficit mindsets reinforce and (re)produce societal inequities. In this paper, we outline why and how a turn towards justice in teacher education is an appropriate strategy to reduce harm and marginalization in contexts of K-12 schooling.

A grassroots organization advocating for affordable, accessible, and reliable public transportation in Seattle.

Offers a look at the many ways the stress of dealing with trauma manifests itself: feelings of helplessness and hopelessness, diminished creativity, chronic exhaustion, cynicism, and more. This title presents a variety of simple practices that enable us to look carefully at our reactions and motivations and discover sources of energy and renewal.

Mentoring is often identified as a crucial step in achieving career success. However, not all medical trainees or educators recognize the value of a mentoring relationship. Since medical educators rarely receive training on the mentoring process, they are often ill equipped to face challenges when taking on major mentoring responsibilities. This article is based on half-day workshops presented at the 11th Ottawa International Conference on Medical Education in Barcelona on 5 July 2004 and the annual meeting of the Association of American Medical Colleges in Boston on 10 November 2004 as well as a review of literature. Thirteen medical faculty participated in the former and 30 in the latter. Most participants held leadership positions at their institutions and mentored trainees as well as supervised mentoring programs. The workshops reviewed skills of mentoring and strategies for designing effective mentoring programs. Participants engaged in brainstorming and interactive discussions to: (a) review different types of mentoring programs; (b) discuss measures of success and failure of mentoring relationships and programs; and (c) examine the influence of gender and cultural differences on mentoring. Participants were also asked to develop an implementation plan for a mentoring program for medical students and faculty. They had to identify student and faculty mentoring needs, and describe methods to recruit mentors as well as institutional reward systems to encourage and support mentoring.

The interests of departments, schools, the campus, and faculty are best served when the people we hire are constructively mentored and reviewed. Constructive mentoring and reviewing of tenure-track faculty works to help faculty meet high standards of rigor, depth and innovation in scholarship, and to realize their full potential as scholars, teachers, and members of the academic community. When we grant a faculty member tenure, we acknowledge the high contributions that person is making to our scholarly and learning community; we also acknowledge the institution's wise choice in hiring and enabling mentoring of the new faculty member. Given all that is at stake, both personally for the candidate and institutionally, in hiring and tenure, the mentoring and reviewing of tenure-track faculty is some of the most important work we do.

Mentoring resources for mentees, mentors, and department leadership.

Mentoring is a critical component of career advancement for all health science faculty. It has been defined as a multifaceted collaboration between a junior and senior professional with the primary goal being the nurturing of the junior professional’s development. UCSF has embarked on an ambitious plan to improve mentoring for all faculty.

In this series of essays Fred Moten and Stefano Harney draw on the theory and practice of the black radical tradition as it supports, inspires, and extends contemporary social and political thought and aesthetic critique.

Undergraduate Academic Affairs advances and deepens undergraduate education at the University of Washington. By connecting undergraduates to the breadth and depth of the UW’s opportunities, and by creating new ways to connect, we guide students toward participating in the life of our University so they are equipped and eager for their journey ahead.

In this article, we describe the attributes of the "ideal" mentor and the roles mentors commonly play in a protégé's career. We then discuss a framework for optimizing one's chance of fostering mentoring relationships. We conclude by discussing the evolution of and transitions in mentoring relationships, as well as how one might transition from protégé to mentor.