This ongoing qualitative research study is being conducted to examine the processes by which faculty and staff at an online university moved from discussions of equity to the implementation of equity practices in the learning environment. The participants were 55 faculty and staff. As these are preliminary results, faculty and staff will complete two additional surveys after they complete their voluntary 21-day equity challenge and book discussion sessions. Preliminary results suggest their understanding of structural inequality, the intersectionality between race and poverty, and the systemic issues that confront students increased after participation in the virtual interactive game. In addition, preliminary results suggest faculty and staff feel more equipped to support diverse students in their care. These preliminary results are discussed in terms of potential implications for institutions working with fluctuating faculty and staff while working towards institutional equity and inclusion goals.
