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Flipping the Conversation: Move to the MEIGE
Jose F. Moreno, Ed.D.CSU Long Beach
AAC&U GE & AssessmentFebruary 16, 2018
Topics to Cover
Organizational Framework Narratives, Data and The People Who Love Them
Demography & DiversityIntersecting General Education & Making Excellence
InclusiveMEIGE as a Subversive Act
“Organized Anarchy”
The American college or university is a prototypic
organized anarchy. It does not know what it is
doing. Its goals are either vague or in dispute. Its
technology is familiar but not understood. Its major
participants wander in and out of the organization.
These factors do not make a university a bad
organization or a disorganized one; but they do
make it a problem to describe, understand, and lead
[and as a result evaluate].
-- Michael D. Cohen & James G. March in
Leadership and Ambiguity (1974)
Making Excellence Inclusive (MEI)
• AAC&U’s guiding principle for access, student success, and high-quality learning
• It is designed to help colleges and universities integrate diversity, equity, and educational quality efforts into their missions and institutional operations
• The action of making excellence inclusive requires that we uncover inequities in student success, identify effective educational practices, and build such practices organically for sustained institutional change
General Education Maps & Markers(GEMs)
EQUITY
• General education programs should be equity-minded in design and implementation. This requires a cognitive shift in the ways faculty and administrators understand and address inequalities in outcomes among students of color, students with disabilities, low-income and first-generation students, returning adult students, veterans, and others. General education programs should advance practices and policies that are aimed at achieving the full spectrum of learning outcomes for all students regardless of their backgrounds.
MEI is Centered on…
EQUITY AND EQUITY-MINDEDNESS
• The priority of equity—the critical importance of action for equity as we seek to provide high-quality education for all students
• Acknowledging, not ignoring, the power of race, ethnicity, and socioeconomic class as elements of identity that continue to influence access to quality education
• Seeking inclusive excellence calls for us to examine institutional policies, procedures, and data as well as to address individual and collective beliefs and prejudices.
Source: Susan Albertine & Tia Mcnair, An Evolving Framework for Student Success.
Making Excellence Inclusive: A Vision for Equity in Student Success and Quality Learning, AAC&U, Fall 2011.
… in the Guise of Institutional
Research & Renewal
Integrating MEI & GE is a matter of
Institutional Pedagogy
MEI + GE = MEIGE
THINK MEIGE!
BUT…BEFORE WE GET TO MEIGE….
Does Higher Education Value Equity & Diversity?
We Must Ask Ourselves:
Do We Truly Value Equity & Diversity?
• Write down 3 things you can point to that evidence your institution values equity & diversity?
• Write down 3 things you can point to that evidence your institution does NOT value equity & diversity?
Persistent Themes of Higher Education
• Access is often stratified
• Success is stratified and often defined on singular dimensions of persistence / graduation rates
• Gatekeeper courses stunt quality learning and academic self-efficacy
• Limited faculty diversity
• Limited diversity in Academic Leadership
• Frameworks to explain gaps often deficit oriented
Reasons for the Gaps?
• Member of At-Risk Category? (Demography)
– 1st Generation; Minority-status; Low-income?
• Academic (Remedial)?
– Lack of adequate preparation…
• Of Students? Of Faculty? Of Staff?
• Institutional Climate
– Academic; Social; Geographic?
• Other dimensions?
Digging into Institutional Narratives
Exploring the Student Success Narrative
58%
72%
54%
67%
58%
65%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Latino White Af Am Asian/PI Am Ind Overall
6-Year Graduation Rates by Race/Ethnicity, 2008 Frosh Cohort
IS IT OUR DEMOGRAPHY?Undergraduates by Race/Ethnicity
38%
20%
4%
23%
1%0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Latino White Af Am Asian/PI Am Ind
2014 Undergraduate Enrollments by Race/Ethnicity, (%)
Total UG Enrollments = 31,523
IS IT OUR DEMOGRAPHY?Frosh by Race/Ethnicity
34%29%
5%
23%
1%0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Latino White Af Am Asian/PI Am Ind
2008 Frosh Cohort by Race/Ethnicity, (%)
IS IT OUR DEMOGRAPHY?Undergraduates by Pell
31% 32% 30% 32% 30%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007
IS IT OUR DEMOGRAPHY?First Year Frosh on Pell by Race/Ethnicity, 2008
55%
12%
44%41%
15%
36%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Latino White Af Am Asian/PI Am Ind Overall
%Pell
Using Data to Complexify:6-Yr Grad Rates by Race/Ethnicity & Pell
44
5548
5853
39
54
44
56
485056
5359
56
0
10
20
30
40
50
60
70
80
90
100
Af Am API Latino/a White Total
Overall Pell Non-Pell
IS IT THE ACADEMIC PREPARATION?
70%
33%
65%
52%
38%
69%
47%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Latino White Af Am Asian/PI Am Ind Pell Overall
Remediation Rates by Race/Ethnicity or Pell, 2008 Frosh Cohort
Latino & White 6-Year Graduation Rates by Remediation Type,
Class of 2008
67%
54%
70%
50%
58%
28%
73%70%
79%
63%
72%
37%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
NR ER MR EMR Overall Within Coll
Latino White
Note: NR = No Remediation; ER = English Remediation; MR = Math Remediation; EMR = English & Math Remediation;
Within Coll = Graduated within college started in e.g. liberal arts, engineering, business etc.
Value for diversity in higher education?
Institutional Missions
• University “ X” is a diverse, student-centered, globally-engaged public university committed to providing highly-valued undergraduate and graduate educational opportunities through superior teaching, research, creative activity and service for the people of [the state] and the world.
• “We are a proud Hispanic Serving Institution!”
• “We invited Cornel West for our Endowed Lecture series!”
“DEMOGRAPHY HAPPENS!”
…And As We Develop, Affirm and/or
Reaffirm our Values, Mission statements and
Goals…
“Demography Happens!”
• “Census data shows minorities now a majority of U.S. births”• USA TODAY, 5/17/2012
• “Minority Births Are New Majority: In Demographic Watershed for U.S., Newborns Among Non-Hispanic Whites Are Surpassed by Others”
• Wall Street Journal, 5/17/2012
• “Census Bureau: Minority births outnumbered whites for first time”
• LA Times, 5/17/2012
Percent of U.S. Population Latino, 1980
Source: Pew Hispanic Center, Latinos by Geography, Interactive Map, downloaded 10/13/12. www.pewhispanic.org
Percent of U.S. Population Latino, 1990
Source: Pew Hispanic Center, Latinos by Geography, Interactive Map, downloaded 10/13/12. www.pewhispanic.org
Percent of U.S. Population Latino, 2000
Source: Pew Hispanic Center, Latinos by Geography, Interactive Map, downloaded 10/13/12. www.pewhispanic.org
Percent of U.S. Population Latino, 2010
Source: Pew Hispanic Center, Latinos by Geography, Interactive Map, downloaded 10/13/12. www.pewhispanic.org
Percent of U.S. Population Latino, 2014
Source: Pew Hispanic Center, Latinos by Geography, Interactive Map, downloaded 10/13/12. www.pewhispanic.org
U.S. Public School Enrollments by Race/Ethnicity & Region, 2012
What happened to MY America!?
Could lines at the DMV get any longer? Thanks to new law, apparently so (OC Register, 1/12/15)
Has Higher Education Seized the Moment?
U.S. Postsecondary Undergraduate Enrollments by Institutional Level, Control and Race/Ethnicity, 2015
Source: Digest of Education Statistics, 2016
U.S. Postsecondary Undergraduate Enrollments Distribution by Institutional Level, Control and Race/Ethnicity, 2014
Source: Digest of Education Statistics, 2016
6-Year Graduation Rates by Institutional Control and Race/Ethnicity, 2014
Source: Digest of Education Statistics, 2016
Pell Grant Recipients As Percent of 12-month Enrollment by Type of Institution, 2015-16
Source: www.college-insight.org (a website of the Institute for College Access & Success)
U.S. Graduate Student Enrollments by Institutional Level, Control and Race/Ethnicity, 2015
Source: Digest of Education Statistics, 2016
MEIGE Requires an Understanding
that GE Courses Impact Everyone at
Multiple Levels and Often
Differentially
• Artifacts, Routine Behaviors, Deep Structures at micro, meso and macro levels of an institution must be explored
Change & Disaggregated Analysis Must Occur on
Multiple Institutional Levels
• Classroom Level (Micro)– Pedagogy, Learning Competencies, Active Learning Environment,
Curricular Creativity
• Department Level (Meso)– Identify low completion “gatekeeper” courses; Course scheduling
and assignments; Supplemental Instruction efforts; Department self-studies; Learning Communities within Dept.
• College and/or University (Macro)– Resource allocation; Learning Communities across Departments/Colleges—
linking courses; Student Support Services; Require as part of Department self-study; Include as part of Campus Assessment efforts / supports; Faculty Development Support
What Data is Necessary?
• Course Passage Rates over time (3 Yrs)
– Is there pattern across multiple sections?
– Is this pattern consistent? And within a Dept?
• Disaggregated by college and department
– Introductory courses? Upper division?
• Disaggregated by race/ethnicity, gender, class etc. depending on focus • Are there differential course passage rates by race/ethnicity? Gender? Academic
background?
Reflection: On What Basis Do We Decide to Act?
• Institutional Data?
– “IR just reported that our graduation rates have slipped…”
• Cutting Edge Research?
– “AAC&U just published a study that…”
• Campus, Regional, National Incident?
– “Student newspaper just published sexist cartoon…”
• What is the Institution’s Imperative to Act?
– And is the “Action” Mission Driven? Or Management Driven…that is to Manage the Situation?
• ARE THE GE FOLKS EQUITY-MINDED? AND ARE THE EQUITY-MINDED FOLKS GE-MINDED?
Are we “MEIGE”-ing?Key Words Count Comparison
GE & ASSESSMENTTotal Words = 16,519
• Equity = 15 • Outcomes = 87 • Assessment = 227• Inclusive = 5• Excellence = 7 • Diversity = 3 • Democracy = 13 • Learning = 218
DIVERSITY & LEARNINGTotal words = 16,275
• Equity = 99• Outcomes = 14• Assessment = 28• Inclusive = 64• Excellence = 25• Diversity = 162• Democracy = 3• Learning = 84
Source: Author calculations2018 AAC&U General Education & Assessment Program; 2018 Diversity, Equity, & Inclusive Democracy Program
If we are to effectively maximize the benefits
of a diverse learning environment within a
paradigm of MEI & GE, Evaluation &
Assessment must be at the center of any
design…
But….
How we frame Evaluation and Assessment
can undermine the entire enterprise
Purposes of Assessment
• Test Assumptions
“Our bridge program is highly succesful”
“We are / are not diverse because…”
“Diversity is central to our mission”
• Initiate & Guide Dialogue
• Identify Gaps, Disconnects & Potential Solutions
• Develop a sense of ownership and empowerment
• Develop and sustain capacity for organizational learning
Empowerment Evaluation
• The use of evaluation concepts, techniques, and findings to foster improvement and self-determination…it is designed to help people help themselves and improve their programs using a form of self-evaluation and reflection.
• David Fetterman in
Empowerment Evaluation (1996)
At tribal colleges, mission statements are related to the self determination of Native peoples and the advancement of Native knowledge systems…By using the mission statement to define the standards by which to measure success, a tribal college can view assessment as a means of pursuing its mission, building local capacity, and regaining some of the autonomy and control that Native American communities lost during centuries of colonization.
Anne Marie Karlberg (2010),
Assessment Essential for Tribal Colleges, AIHEC
Elements of Making Excellence Inclusive (MEI)
• A focus on student intellectual and social development
• A purposeful development and utilization of organizational resources to enhance student learning
• Attention to the cultural differences learners bring to educational experiences, and how that diversity can enhance the enterprise
• A welcoming community that engages all of its diversity in the service of student and organizational learning
Source: Susan Albertine & Tia Mcnair, An Evolving Framework for Student Success.
Making Excellence Inclusive: A Vision for Equity in Student Success and Quality Learning, AAC&U, Fall 2011.
If Not in GE than Where?If Not Now than When?
• All students must complete respective GE programs
• High Impact Practices are most likely to have wider possibilities when embedded in GE
• While major programs are often segregated spaces, GE provides integrated spaces
• While faculty diversity is often limited, GE provides opportunities for student exposure to more diverse faculty
2015 Full-time faculty in postsecondary institutions, by academic
rank, selected race/ethnicity, and sex
Source: The Condition of Education, 2017
Establishing A Rationale for Critical Intersections
of G.E. & Making Excellence Inclusive
• Student Benefits
• Educational Benefits of Diversity
• Improves Student Success
• Purposeful and relevant learning
• Faculty Benefits
• Interdisciplinarity
• Engagement, Vitality & Renewal
• Institutional synergies
• Institutional Benefits
• Viability
• Relevance
• Community Connectedness
• Efficiencies
Reframing Higher Education
But rather than have people adjust to the system, the
system needs to adjust to the people. The new
objective for increasing diversity is to reframe and
balance the various principals of cultural context
found within the current organizational ways we do
scholarship in order to create a more inclusive and
better teaching, learning and working environment
for attracting diverse populations to higher
education, so they may thrive.
--Roberto Ibarra
Context Diversity: Reframing Higher
Education In The 21st Century
(www.compact.org)
WHERE WOULD YOU GO TO GET YOUR DATA?
WWW.COLLEGERESULTS.ORG
WWW.COLLEGE-INSIGHT.ORG
Web-Based Data Resources
• Education Trust, Education Trust-West, Education Trust Midwest
National & Regional Educational Policy & Data Sites
• www.edtrust.org (National educational issues)
www.west.edtrust.org
www.midwest.edtrust.org
• Institute for College Access & Success
Proportion of Pell and Racial/Ethnic Demographics in Higher Education
www.college-insight.org
• Institute for Higher Education Policy
Higher Education policy & data sites with focus on underserved populations
www.ihep.org/
• Pew Hispanic Research Center
National & Regional Demographic Reports
www.pewhispanic.org
• U.S. Census Site Library (Infographics, Snapshots etc.)
www.census.gov/library.html
• United States Department of Education
www.ed.gov (DOE homepage)
www.nces.ed.gov (National Center for Education Statistics)
Condition of Education
Digest of Education Statistics
• Western Interstate Commission for Higher Education
Higher Education policy & data site
www.wiche.edu
MEI + GE = MEIGE
THINK MEIGE!
