Making a Difference in our Practices and Equitable Student Success

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Making a Difference in our Practices and
Equitable Student Success

• Anne Argyriou, DeAnza College
• Joan Córdova, Orange Coast College

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Basic Skills and Noncredit serve an exceptionally
high percentage of underserved students and
students of color

• This session uses data and existing research to
  challenge faculty to implement effective
  practices regarding teaching and learning that
  address equity issues.
• What would it take to implement practices that
  increase student success?
• What is the effect of even a very small change in
  Noncredit and Basic Skills Success to overall
  success rates?
• What must we do?

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3x5 card

• Name
• Date
• Subject
• Number of years teaching
• Define Equity on the front side.
• List two strategies focused on developing equity
  on the backside

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Define Equity

• How do you define equity?
• Things being equal.
• Access.
• Removal of barriers.
• Success

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Defining Equity

• Research literature defines equity as
• Equitable Access
• Equitable Support
• Equitable Outcomes
• Fundamental support structures
• Equity-minded institutions
• Culturally competent faculty and staff
• Universally designed courses and services

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1. What do these data suggest?

1. Basic skills students are more diverse students
   than the general CCC population.
2. Noncredit students represent our most diverse
   student populations
3. Our current CCC general population are
   representative (though slightly more diverse)
   than the current California population.
4. Currently our Noncredit student population
   mirrors Californias projected population
   demographics in 2050.
5. All of the above

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2. Do budget cuts directly affect equitable
access or outcomes?

1. No budget cuts have no significant equity
   impact
2. Yes budget cuts have significant impacts on
   equity
3. Budget cuts hurt affect all students equitably

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Budget cuts can impact equity

• 1. Matriculation
• 2. Adjunct cuts
• 3. Lowest levels cut first
• 4. Noncredit cuts
• Are transfer level courses institutionally
  protected?

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Strategies for Equity

• 1) Institution-wide Equity Mindedness
• 2) Individual and Institutional Cultural
  Competence
• 3) Course, Program and Institutional Universal
  Design

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3. Which of the following are key to
Equity-minded institutions?

• A. Identifying diversity and disaggregating data.
• B. Identifying institutional barriers to student
  success.
• C. Inclusion of diversity in the mission
  statement.
• D. Creating practices that are assessable and
  beneficial to all students.
• E. All of the above

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Serving Diverse Students and Communities

Universally designed curriculum and programs
Culturally Competent faculty, staff and
administrators

Equity-Minded Institution

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What does Cultural Competence mean?
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4. What are practical applications of cultural
competence?

1. Institutional cultural celebrations, art and
   publications
2. Curricular options
3. Student service accessibility
4. Syllabi, Course Schedule and Course content
5. All of the above

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Cultural Competence in our Courses and Service

• Do you purposefully include classroom and
  discipline examples that include diversity?
• Clip art
• Discipline heroes
• Cultural and ethnic applications of discipline
  knowledge
• Are your examples, analogies and metaphors are
  broad and diverse ?
• Assignments require students to apply discipline
  information to their own culture and to think
  about other cultures

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Cultural Competence in our Courses and Service

• Team work and projects
• Require students to consider thoughtful
  inclusive strategies.
• Student groups are exclusive not inclusive.
• Exams
• Exams include take home and strategies other than
  multiple choice
• Grading schemes are discussed and bases upon
  criteria clearly communicated to the students
  (i.e. rubrics)
• Your syllabus clearly describes student services
  and includes issues of diverse concerns

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Cultural Competence in our Courses and Service

• Example of Vietnamese students helping others
• Hispanic females and office hours
• Nepalese and eye contact
• Community value versus individual importance

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Which of the following defines Universal Design?

• A. Classification and quantification of student
  ethnic groups to assure they succeed with to
  promote equitable outcomes
• B. Individual and institutional ability to
  identify diversity in order to create educational
  environments to promote equitable outcomes
• C. A pervasive effort by the institution to use
  evidence driven processes to identify student
  barriers with the purpose of informing and
  improving practices to promote equitable outcomes
• D. Creating practices that are generally
  assessable and beneficial to all students to
  promote equitable outcomes
• E. All of the above

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Joans Candy Shelf Visual
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Data on Student Success in Basic Skills
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Effective Teaching Strategies
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Effective Teaching Strategies

• Student Checklist
• CAT
• Active Learning Strategies
• Learning Styles
• http//www.calstatela.edu/dept/chem/chem2/Active/i
  ndex.htm

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Effective Teaching Strategies

• Study Skills incorporated into courses

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We are making a difference!
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Statewide ARCC Data 2008-2010
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Santa Ana College University Transfers
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Numbers of Degrees Conferred on Latinos over the last Decade in California Colleges Numbers of Degrees Conferred on Latinos over the last Decade in California Colleges Numbers of Degrees Conferred on Latinos over the last Decade in California Colleges Numbers of Degrees Conferred on Latinos over the last Decade in California Colleges Numbers of Degrees Conferred on Latinos over the last Decade in California Colleges Numbers of Degrees Conferred on Latinos over the last Decade in California Colleges Numbers of Degrees Conferred on Latinos over the last Decade in California Colleges Numbers of Degrees Conferred on Latinos over the last Decade in California Colleges Numbers of Degrees Conferred on Latinos over the last Decade in California Colleges Numbers of Degrees Conferred on Latinos over the last Decade in California Colleges Numbers of Degrees Conferred on Latinos over the last Decade in California Colleges
  Latino Latino Latino Latino Latino All Ethnicities All Ethnicities All Ethnicities All Ethnicities
    Men Men Women Unknown Total Men Women Unknown Total
1998 Number Number 4,492 7,533 3 12,028 22,988 37,888 164 61,040
1998 Percent Percent 7.4 12.3 0.0 19.7 37.7 62.1 0.3  
2008 Number Number 7,715 14,588 41 22,344 30,857 51,940 275 83,072
2008 Percent Percent 9.3 17.6 0.0 26.9 37.1 62.5 0.3

• 86 increase for Latina/os The fastest growing
  segment of Community College degrees awarded are
  to Hispanics.
• 36 overall including all ethnicities.
• during this same time African American degrees
  remained flat at 6.7, Asians flat at 11, and
  native American
• Filipino degrees increased on 3.7-4.5 during
  this time.

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Exit Strategy

• What did you learn in this session?
• Raise your hand
• Tell us something you learned.
• Do not repeat what someone else said.