April 2015 Equity Webinar
FACULTY COLLABORATIVES Webinar #2 April 29, 2015 Susan Albertine and Tia McNair leap.aacu.org/toolkit/projects/faculty-project/participant-resources Explaining our work “Begin where people are, not where you want them to be.” Thanks to Dan McInerney, Utah State University Where Are People? Collaboration for Liberal Education for All Students Faculty Collaboratives State Hubs P2 P2 MSC P2 P1 MSC P1 P1 P1 MSC P2 P2 HUBS IUPUI P1 USU CSU Legend Phase 1 WI DFW Phase 2 MSC States 5 All Those Initiatives! And Acronyms! • LEAP ELOs HIPs • DQP • • • • Tuning DQP/Tuning GEMs VALUE MSC ????????????????? Project Architecture Are our initiatives separate and discrete? Do we pull colleagues in six different directions at once? How do the initiatives fit together? Think of the initiatives as answers to six closely related questions. What should post-secondary education aim to achieve? What can we do to improve general education? HIPs What qualities of learning and practice do educators develop at different degree levels? What should students’ majors aim to achieve – overall and at different degree levels? What is one way of determining if we are achieving our goals? How can we help students transfer? We have many good frameworks and tools. Yet how should FACULTY COLLABORATIVES put all of these frameworks and tools, all this information together so that more people can use it? Might EQUITY be the answer? Ask the Audience Can EQUITY serve to unite all of our work? Are institutions prepared to serve today’s college student? Created by designer Eleanor Lutz and journalist Linda Kennedy for the Gates Foundation Read more: http://www.businessinsider.com/heres-what-america-would-look-like-as-100-college-students-2015-1#ixzz3Xaz5A0r6 AAC&U Centennial Publications Critical Questions • How are institutions preparing all students for the kinds of challenges they will confront in life, work and citizenship, both U.S. and global? • How can we help students to integrate and apply their knowledge and skills to complex, unscripted problems and new settings? LEAP Challenge 20 Signature Work Signature Work projects are related to a question or problem that is important to the student and important to society. Signature Work allows students to connect liberal and general learning with the world beyond college. “High-Impact Practices” that Help Students Achieve Learning Outcomes First-Year Seminars and Experiences Common Intellectual Experiences Learning Communities Writing-Intensive Courses Collaborative Assignments & Projects Undergraduate Research Diversity/Global Learning Service Learning, Community-Based Learning Internships Capstone Courses and Projects Intentionality of HIPs • Selection • Design • Access HIPs Learning Outcomes • Defined • Evidence • Assessment • Data Disaggregated • Integrated Equity Making Excellence Inclusive “Through the vision and practice of inclusive excellence, AAC&U calls for higher education to address diversity, inclusion, and equity as critical to the wellbeing of democratic culture. Making excellence inclusive is thus an active process through which colleges and universities achieve excellence in learning, teaching, student development, institutional functioning, and engagement in local and global communities.” Clarity in goals, language, & measures Students Institutional Climate Disaggregated Data Equity-Minded Paradigm Shift Asset-Based Diversity Equity Culturally Competent & Inclusive Pedagogy Inclusion Quality learning Growth Assessments Guided Learning Pathways America’s Unmet Promise BY Keith Witham, Lindsey E. Malcom-Piqueux, Alicia C. Dowd, & Estela Mara Bensimon For additional information on “equity-mindedness” see Estela Mara Bensimon, “The Underestimated Significance of Practitioner Knowledge in the Scholarship of Student Success,” Review of Higher Education 30, no. 4 (2007): 441-69. “Being equity-minded thus involves being conscious of the ways that higher education— through its practices, policies, expectations, and unspoken rules—places responsibility for student success on the very groups that have experienced marginalization, rather than on individuals and institutions whose responsibility it is to remedy that marginalization.” How do you translate a commitment to equity and inclusive excellence into campus practice? Ask the Audience Does your campus have equity goals? Yes or No Critical Questions • What does it mean to be an equity-minded practitioner? What does it mean to have an equity-minded pedagogy? • How do we value and embed students’ “cultural wealth” and diversity in educational designs and strategies? For additional information on community cultural wealth, please see Yosso, Tara J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69-91. Ask the Audience Which statement contains “equity-minded” language? Statement A “The Pathways to Academic Success Program is designed to help at-risk students make good choices about courses in order to make timely progress toward earning a credential or transferring.” Statement B “The Pathways to Academic Success Program is designed to make academic requirements and sequences more clear and accessible, and to remove barriers that delay students’ progress, particularly for underrepresented students toward earning a credential or transferring.” Source: America's Unmet Promise: The Imperative for Equity in Higher Education (2015), by Keith Witham, Lindsey E. Malcom-Piquex, Alicia C. Dowd, and Estela Mara Bensimon Ask the Audience Which statement contains “equity-minded” language? Statement A “A large public university develops a new first-year experience program in which student success courses and academic advising are embedded in student housing. A large portion of the university students are commuter students.” Statement B “A large public university develops a first-year experience program organized around cohorts of students, including cohorts of residential, commuter, and transfer students. Academic and social supports are built into students’ schedules depending on the times when they are most likely to be on campus.” Source: America's Unmet Promise: The Imperative for Equity in Higher Education (2015), by Keith Witham, Lindsey E. Malcom-Piquex, Alicia C. Dowd, and Estela Mara Bensimon Critical Questions • How can we move the dialogue about student learning and success from deficit-minded approaches to asset-based approaches? • How can we build capacity for educators to ask and respond to questions about equity that can lead to campus change? • What spoken and unspoken assumptions about low-income students, first-generation students, and students from racial and ethnic minority groups underlie our efforts? • How do we motivate faculty and staff to address equity as intrinsic to higher education’s mission? Committing to Equity and Inclusive Excellence: A Campus Guide for Self-Study Guide and Planning (AAC&U, 2015) • Knowing who you students are and will be • Committing to frank, hard dialogues about the climate for underserved students on your campus, with the goal of effecting a paradigm shift in language and actions Committing to Equity and Inclusive Excellence: A Campus Guide for Self-Study Guide and Planning (AAC&U, 2015) • Investing in culturally competent practices that lead to the success of underserved students • Setting and monitoring equity-minded goals— and devoting aligned resources to achieve them Committing to Equity and Inclusive Excellence: A Campus Guide for Self-Study Guide and Planning (AAC&U, 2015) • Developing and actively pursuing a clear vision and goals for achieving high-quality learning • Expecting and preparing all students to produce culminating or Signature Work • Providing support to help students develop guided plans to achieve ELOs, prepare and complete Signature Work, and connect college with careers Committing to Equity and Inclusive Excellence: A Campus Guide for Self-Study Guide and Planning (AAC&U, 2015) • Identifying HIPs best suited to your students and your institution’s quality framework • Ensuring that ELOs are addressed and HIPs are incorporated across all programs • Making student achievement—including underserved student achievement—visible and valued Questions / Comments? Contact Information • Susan Albertine [email protected] • Tia McNair [email protected]
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