The Teaching First-Generation College Students Across Cultural Strengths course was developed in the context of a large-scale initiative to eliminate equity gaps in graduation rates within the California State University system. The online course enabled faculty to revise curriculum and instructional practices in the summer and support implementation in fall. Faculty developed the course using Longerbeam and Chávez’s cultural framework for teaching and learning to help faculty understand why and how to make modifications to deepen learning for first-generation college students by drawing upon students’ strengths. This study reports the impact on faculty practice and their beliefs about their students and themselves.
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