Creating Change for Equity

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Black Student Success
Campus Dialgoue Series
Student Success Summits
Microaggressions Initiative
Professional Learning Communities
Black Student Success: Increase Recruitment, Retention, Engagement and Completion

The more inclusive and equitable your campus is, the better your student recruitment, retention and engagement will be. Institutions need to be proactive in their approach to create a more welcoming environment and ensure black student satisfaction by recognizing the unique differences, experiences and struggles they face both on and off campus. Explore how current events impact your Black students and analyze the similarities of history and current campus climates to help your students seek answers to their concerns not readily provided by your institution.  Presented On February 14, 2018 by Dr. Ryan C. Holmes, Associate Vice President for Student Affairs and Dean of Students at the University of Miami in Florida

Campus Dialogue Series HSU Students waiting to watch the eclipse
  • Defending DACA: A Dialogue on What Now? • October 3, 2017 • KBR • 5:30 - 7:00 pm (more information on Dialogue #1)
  • Myth, Memory, and Meaning: A Dialogue on American Monuments in 2017 • October 18, 2017 • KBR • 5:30 - 7:00 pm (more information on Dialogue #2)
  • Charles Hunt - Resilience Expert, Hope Dealer, Speaker, Educator • April 23, 2018 • KBR • 6:00 - 7:30 pm
Student Success Summits

The 17/18 Student Success Summits are focused on the theme: Culturally Relevant Pedagogy and the Road to Equity, facilitated by the ESCALA team. The purpose of these four summits is to create a community of practice focused on developing a culture of shared norms and values that establish an inclusive learning environment, one that prohibits anyone from being disadvantaged or unjustly treated because of social identity or status. The Student Success Summits will offer information, strategies, and guidance to support the identification, integration and implementation of inclusive pedagogical methods that promote discipline-specific learning objectives.

PowerPoint Slides from all four Summits are located in the Summit Crucial Conversations Canvas course (in the files directory)
November 2, 2017. Equity In and Out of the Classroom: What does it look like at HSU?”

This 3-hour interactive discussion and workshop constructs the foundation for a vision of a campus-wide equitable teaching culture at HSU. The activities in the workshop, facilitated by ESCALA Educational Services but completed by HSU faculty, will help faculty unpack what equitable teaching practices and interactions with students in Hispanic Serving Institutions (HSIs) look like, both in and out of the classroom.   Participants will examine the differences between equity and equality orientations through discussion of the difference between treating students as the same in order to be ‘fair’ vs. accounting for and accepting the fact that college students have different experiences with K-12 educational system prior to college that impacts how they go about learning content. The exploration of student differences in classroom learning, and how adults especially and adult students of color feel validated when faculty acknowledge differences in the classroom learning environment, is foundational to equitable thinking and teaching.  Faculty will then begin fleshing out a working document that describes differences in “equitable” vs. “equal” college environments, and analyze where their hiring, evaluation, and teaching practices are in terms of equity vs. equality.

December 7, 2017. "Teaching with Assets in Mind: Making the Cultural Journey from Hispanic-Enrolling to Hispanic-Serving"

Now that Hispanic Serving Institutions are the fastest growing sector of higher education and Latinx students are enrolling in college in larger numbers, the big question for those working in HSIs is how to best take on the challenge of creating a campus environment with greater cultural consonance between students, faculty, and the institution. The growing body of HSI research can help frame the cultural self-examination individuals and institutions must take to make the journey from being Hispanic-enrolling to Hispanic-serving. This requires an asset-based rather than deficit-based approach to talking about students, faculty and the institution.  After an introduction to the workshop by Dr. Cheryl Johnson, HSU's Executive Director of the Office of Diversity, Equity and Inclusion (ODEI), participants will (1) redefine deficits usually used to describe their students and institution as potential assets; (2) examine a recently published typology and cultural framework specifically created for Hispanic Serving Institutions (Dr. Gina Garcia, 2017); and then (3) work in small teams to concretely visualize how HSU can use its assets—both institutional, faculty-driven, and student-based—to become a more intentional Hispanic Serving Institution. 

people of various heights standing on same size boxes vs boxes that bring them all to the same height illustrating the difference between equality and equity

“Interaction Institute for Social Change | Artist: Angus Maguire.” 

February 15, 2018. "Integrative Learning Frameworks in Practice: What Does It Look Like? Who Benefits? What Action Will You Take?"

In this third session faculty will be delving more deeply into the connections between culture and learning by exploring the differences between Alicia Chavez and Susan Longerbeam’s Individuated and Integrated Cultural Frameworks, as outlined in their book for college faculty: Teaching Across Cultural Strengths: A Guide to Balancing Integrated and Individuated Cultural Frameworks in College Teaching (Stylus, 2016).  Faculty will work in small groups to sort out differences in Individuated and Integrated cultures in ways of knowing, organizing information, and motivation to learn.  Faculty will then apply these differences in philosophy and ways of knowing to discussions of cultural disconnects—for example, how an overreliance on individuated assessments do not build on the assets of Integrated learners, and how lack of individuated formative assessments gives both cultural frameworks a false sense of understanding. In the final part of the session, faculty will review the three main areas of discussion thus far: Assets, Cultural Frameworks, and Crucial Conversations with Colleagues About Equity to create a mini-investigation that studies more closely an aspect of HSU’s campus in terms of students, faculty, or self. 

April 19, 2018.  "Liberating Faculty and Empowering Students: Applying Equity from a Social Justice Perspective”

The goal of the final workshop is the creation of Equity rubric that has a two-fold purpose: (1) to describe how HSU faculty view increasing levels of equity implementation within the teaching/learning context at HSU and (2) to provide individual faculty with a tool to self-assess their teaching/learning environments as part of their work as instructors in a Hispanic Serving Institution. To complete the rubric, participants will first share their mini-investigations of equity and identify key learnings from their investigations into assets, colleague’s understandings of equity, and their own classroom behaviors.  Then they will review focus areas from prior Summits:  asset-based thinking, difference, and cultural balance between Individuated and Integrated frameworks in terms of making shifts in thinking and attitudes about students (from same to difference, from deficit to asset, and from culturally neutral to culturally conscious). Then they will see how these ideas connect with the final aspect of equity: the liberation and empowerment of students as learners. In small groups faculty will read and then discuss the writing of two eminent scholars in liberation pedagogy: Dr. Jeffrey Duncan-Andrade and Dr. Laura Rendon, and then apply Rendon and Duncan-Andrade’s principles of liberation to concrete classroom practices that can be added to the Google Doc Equity continuum from prior Summits.

Sponsored by:
Integrated Curriculum Committee (ICC), University Senate, Center for Teaching and Learning (CTL), Office of Diversity, Equity, and Inclusion (ODEI), Office of the Provost, HHMI Inclusive Excellent Grant, College of Extended Education and Global Learning (CEEGE)

Contact: Center for Teaching & Learning

Microaggressions Initiative

In Spring 2018, the Office of Diversity, Equity, and Inclusion (ODEI) will be running a pilot that will be examining the effectiveness of macro/microaggressions training.  ODEI takes a data informed approach, which looks at HSU courses that continue to show gaps in achievement. Faculty will be invited to participate in the pilot from all three colleges. The pilot will involve partnerships with CTL,  and the Office of Institutional Effectiveness (OIE). The results from the pilot will be shared with the campus community. ODEI would like to scale the training campus-wide if it is effective in changing peoples awareness around macro/microaggressions.

Contact: Cheryl Johnson

Wildlife students examining a Wood Duck