MakingExcellenceInclusiveforAll Students:The“Real”v.the“Ideal”

Dr.TiaBrownMcNairVP,Diversity,EquityandStudentSuccessAAC&U

AboutAAC&U• Theleadingnationalassociationconcernedwiththequality ofstudentlearningincollege

• Morethan1,400institutionalmembers–halfpublic/halfprivate,twoyear,four-year,researchuniversities,statesystems,liberalarts,international

AboutAAC&U

• Anetworkofover50,000facultymembers,academicleaders,presidentsandothersworkingforeducationalreform

• Ameetinggroundforallpartsofhighereducation– aboutoursharedresponsibilitiestostudentsandsociety

LiberalEducationandAmerica’sPromise(LEAP)

LEAPisanationalinitiativethatchampionstheimportanceofatwenty-first-centuryliberaleducation—forindividualstudentsandforanationdependentoneconomiccreativityanddemocraticvitality.

TheLEAPEssentialLearningOutcomes

KnowledgeofHumanCulturesandthePhysicalandNaturalWorld– Focusedonengagementwithbigquestions,enduringandcontemporary

IntellectualandPracticalSkills– Practicedextensivelyacrossthecurriculum,inthecontextofprogressivelymore

challengingproblems,projects,andstandardsforperformance

PersonalandSocialResponsibility– Anchoredthroughactiveinvolvementwithdiversecommunitiesandreal-world

challenges

IntegrativeandAppliedLearning– Demonstratedthroughtheapplicationofknowledge,skills,andresponsibilitiesto

newsettingsandcomplexproblems

EssentialLearningOutcomes• InquiryandAnalysis• CriticalandCreativeThinking• WrittenandOralCommunication• QuantitativeLiteracy• InformationLiteracy• TeamworkandProblemSolving• CivicKnowledgeandEngagement—localandglobal• InterculturalCompetence• EthicalReasoning• LifelongLearning• Acrossgeneralandspecializedstudies

Ofinstitutionshaveacommonsetofintended

learningoutcomesforallstudents

Reportthatalmostalloftheir

studentsunderstandthoseintendedlearning

outcomes.

Source:AAC&UMemberSurvey,2016RecentTrendsinGeneralEducationDesign,LearningOutcomes,andTeachingApproacheshttps://www.aacu.org/sites/default/files/files/LEAP/2015_Survey_Report2_GEtrends.pdf

85% 9%

CriticalQuestions

• Howdoyoutranslateacommitmenttodiversity,equity,andinclusiveexcellenceintocampuspractice?

• Howcanwebuildinstitutionalcapacityforeducatorstoaskandrespondtoquestionsaboutdiversity,equity,andinclusionthatcanleadtocampusaction?

MakingExcellenceInclusive• AvisionANDpractice• Afocusontheintersectionsofdiversity,inclusion,ANDequity

• Anactiveprocess• Agoalofexcellenceinlearning,teaching,studentdevelopment,institutionalfunctioning,andengagementwithcommunities

Diversity

InclusionEquity

Equity-Minded

America’sUnmetPromiseBYKeithWitham,LindseyE.Malcom-Piqueux,AliciaC.Dowd,&EstelaMaraBensimon

Foradditionalinformationon“equity-mindedness”seeEstelaMaraBensimon,“TheUnderestimatedSignificanceofPractitionerKnowledgeintheScholarshipofStudentSuccess,”ReviewofHigherEducation 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.”

TheInconvenientTruths

Dey,Eric.AnotherInconvenientTruth:CapturingCampusClimateandItsConsequences,Diversity&Democracy,AAC&U,Winter 2009, Vol.12, No.1

Wemustexamine“the‘real’versusthe‘ideal’viewofcampusenvironmentsandtheinconvenienttruthsthattheseviewsareoftendissimilar.”

Dey,Eric.AnotherInconvenientTruth:CapturingCampusClimateandItsConsequences,Diversity&Democracy,AAC&U,Winter 2009, Vol.12, No.1

Wemustengageinvigorousdialogueaboutthegapsbetweenaspiration andrealityinordertocreate“enhancedopportunitiesforstudentstocultivateacommitmenttoexcellenceandintegrity,toengageacrossdifferencesonandoffcampus,andtodevelopmoraldiscernmentandactionontheirpublicandprivatelives.”

Dey,Eric.AnotherInconvenientTruth:CapturingCampusClimateandItsConsequences,Diversity&Democracy,AAC&U,Winter 2009, Vol.12, No.1

Whatarestrategiesforhelpingcampusesinvestigatehowtheirclimatescanimpedeorfacilitatestudentlearning?

GuidingQuestionsIn“thefierceurgencyofnow,”whatarethe“inconvenienttruths”wemustbewillingtonameandtoaddressfor…•OurStudents?•OurFaculty?•OurStaff?•Aboutourinstitutionalcultureandenvironment?

EqualityinEducation?

EquityinEducation?

Howdoesyourcampusdefine…

Inclusiveexcellence?

Equity?Diversity?

Inclusion?

“Theparadoxofprivilegeisthatitshieldsusfromfullyexperiencingoracknowledginginequality,evenwhilegivingusmorepowertodosomethingaboutit.”

DarrenWalkerPresident,FordFoundationFromIgnoranceistheenemywithin:Onthepowerofourprivilege,andtheprivilegeofourpower

Doestheparadoxofequalityhinderoureffortstodisruptinequitiesineducation?

GuidingQuestionforDiscussion

Intentionality

BringingEquityandQualityLearningTogether:InstitutionalPrioritiesforTracking

andAdvancingUnderservedStudents’Success

Key findings from a survey among 325 Chief Academic Officers or designated representatives at AAC&U member institutions, conducted July 15 to October 13, 2015,

by Hart Research Associates for the Association of American Colleges and Universities

ExaminingEquity?

31% of institutions disaggregate data on participation in HIPs by race/ethnicity, SES and/or parents’ education

17% of institutions disaggregate data on achievement of learning outcomes by race/ethnicity, SES and/or parents’ education

ExaminingEquity?

32% of institutions disaggregate data on credits/course completion milestones by race/ethnicity, SES and/or parents’ education

32% of institutions disaggregate data on completion of remedial courses by race/ethnicity, SES and/or parents’ education

Have equity goals

Do not have but are planning to develop

equity goals

Do not have and do not

have plans to develop

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Doesyourinstitutionhavespecific,explicitequitygoalsthatareaimedatbuildingnewopportunitiesforhigh-impactlearningforfirst-generationstudents,low-incomestudents,and/orstudentsofcolor?

http://www.aacu.org/OnSolidGroundVALUE

CommittingtoEquityandInclusiveExcellence:Campus-BasedStrategiesforStudentSuccess

• Athree-yearprojectlaunchedwithsupportfromStradaEducationNetwork(formerlyUSAFunds)andGreatLakesHigherEducationCorporation&Affiliates.

• TheprojectbuildsonAAC&U'sCentennialfocusonequity,qualityandinclusiveexcellence.

CommittingtoEquityandInclusiveExcellence:Campus-BasedStrategiesforStudentSuccess

• Theprojectisdesignedtoexpandthecurrentresearchonequityinstudentachievementandtoidentifypromisingevidence-basedinterventionsforimprovingstudentlearningandsuccess.

CampusParticipants•AnneArundelCommunityCollege(MD)•CaliforniaStateUniversity– Northridge(CA)•CarthageCollege(WI)*•CaliforniaStateUniversity– Sacramento(CA)•ClarkAtlantaUniversity(GA)•DominicanUniversity(IL)•FloridaInternationalUniversity(FL)•Governor'sStateUniversity(IL)•LansingCommunityCollege(MI)•MorganStateUniversity(MD)•NorthCarolinaA&TStateUniversity(NC)•PomonaCollege(CA)•WilburWrightCollege(IL)CarthageCollegeissupportedbyGreatLakesHigherEducationCorporation&Affiliates.

ProjectObjectivesØ Campusesdevelopdefinedcampusactionplansandinstitutionaltrackingmodelstomeasure:

§ toincreaseaccesstoandparticipationinhigh-impactpractices(HIPs)

§ toincreasedcompletion,retention,andgraduationratesforlow-income,first-generation,adultlearnersand/orminoritystudents

ProjectObjectivesØ Campusesdevelopdefinedcampusactionplansandinstitutionaltrackingmodelstomeasure:

§ toincreaseachievementoflearningoutcomesforunderservedstudentsusingdirectassessmentmeasures,includingAAC&U’sVALUERubrics

§ toincreasestudentawarenessandunderstandingofthevalueofguidedlearningpathwaysthatincorporateHIPsforworkforcepreparationandengagedcitizenship(i.e.completionwithapurpose)

CommittingtoEquityandInclusiveExcellence:ACampusGuideforSelf-StudyGuideandPlanning(AAC&U,2015)

Knowingwhoyoustudentsareandwillbe

CommittingtoEquityandInclusiveExcellence:ACampusGuideforSelf-StudyGuideandPlanning(AAC&U,2015)

Committingtofrank,harddialoguesabouttheclimateforunderservedstudentsonyourcampus,withthegoalofeffectingaparadigmshiftinlanguageandactions

TRHTCampusCenters• A multi-year initiative to educate, prepare, and

inspire the next generation of leaders – to advance justice and build equitable

communities;– to create positive narratives about race;– to identify and examine current realities about

race relations in communities;– to envision communities without entrenched

racial hierarchies; and – to pinpoint levers for change.

Truth,RacialHealingandTransformation(TRHT)CampusCenters

• Austin Community College (TX)• Brown University (RI)• Duke University (NC)• Hamline University (MN)• Millsaps College (MS)• Rutgers University—Newark (NJ)• Spelman College (GA)• The Citadel, The Military College of South Carolina (SC)• University of Hawai’i at Manoa (HI)• University of Maryland Baltimore County (MD)

TRHTCampusCenters

• Funded by the W. K. Kellogg Foundation and Newman’s Own Foundation

• For more information, please see– http://www.aacu.org/trht

Dr.TiaBrownMcNairVicePresident

OfficeofDiversity,EquityandStudentSuccessmcnair@aacu.org202-884-0808

Thankyou!