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USC Rossier School of Education Appropriating Social Science Research Methods to Develop Equity-Directed High Impact Practices AACU 2011 Institute on High.

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Presentation on theme: "USC Rossier School of Education Appropriating Social Science Research Methods to Develop Equity-Directed High Impact Practices AACU 2011 Institute on High."— Presentation transcript:

1 USC Rossier School of Education Appropriating Social Science Research Methods to Develop Equity-Directed High Impact Practices AACU 2011 Institute on High Impact Practices and Student Success

2 8% 12% 11.4% 18.4% Source: National Center for Education Statistics (2010), Status and Trends in the Education of Racial and Ethnic Groups, Table 23.2.

3 USC Rossier School of Education Kelly, 2010 <25,000 25,000-74,999 75, , , , , ,999 >400,000 How Each State Should Contribute to the Goal of Producing 8.2 Million Additional Degrees by 2020 (Kelly, 2010) # of Additional Degrees

4 Completion Challenge

5 USC Rossier School of Education Key questions from institute applicants 1) How do we transform our pockets of HIPs into an intentionally structured curriculum that assure all students receive the benefits of highimpact practices? 2) How do we build assessment into each of our efforts so that we understand and maximize the curricular effects for all students success? 3)We are on track to meet our overall graduation rate target, but are unlikely to cut our achievement gap in half by As a result we are energetically looking for strategies that will disproportionately benefit students from three ethnic groups: African American, Latino, and Native American.

6 USC Rossier School of Education AACU Institute on High Impact Practices: Goals development of high-impact and highly effective educational practices leadership development to support student success coherent and effective curricular and cocurricular designs for learning and assessment evidence-based practices that link access, completion, and cost-effectiveness to quality of learning The Institute addresses four broad goals:

7 USC Rossier School of Education High Impact Practices and Highly Effective Educational Experiences High Impact Leaders High Impact Faculty High Impact Staff Institute Goal [Adapted]

8 USC Center for Urban Educations Equity Scorecard Model applied at LMC 2009-ongoing

9 Dean CounselorFaculty

10 W e offer various programs such as tutoring and counseling, but many students dont take advantage of them. Some students are embarrassed to use them; others do not see their relevance to educational success. Dean CounselorFaculty

11 USC Rossier School of Education 50% White Students 50% African American Students Entering Student Population 70% White Students 30% African American Students Graduating Student Population = Inequity

12 Center for Urban Education Cognitive Frames: Influence: What Information is collected What is noticed How problems are interpreted What courses of action should be taken What questions are asked Copyright All rights reserved. Acquired knowledge, the background, below consciousness

13 USC Rossier School of Education Motivation Engagement Interaction with Faculty Study Skills Commitment Time Direction Deficit-Minded Knowledge Lack of… Lack of…

14 USC Rossier School of Education Student Commitment Effort Integration = Student Success CULTURALLY ACQUIRED UNDERSTANDING OF STUDENT SUCCESS

15 USC Rossier School of Education 50% White Students 50% African American Students 50% White Students 50% African American Students Entering Student Population Graduating Student Population = Equity

16 Dean CounselorFaculty We offer various programs such as tutoring, counseling, etc. but many students dont take advantage of them. Some students are embarrassed to use them; others do not see their relevance to educational success. We need to find out whether students are aware of the programs and we need to determine the quality of the programs, and to develop ways to integrate information on the transfer process into the curriculum, enlisting the aid of faculty members. We could benefit from finding out directly from students what they think of our academic support services and in what ways they would improve them. It may be productive if we examine our own attitudes toward minority students and whether our practices might be contributing to the unequal results.

17 USC Rossier School of Education Race Conscious Validation Institutional Responsibility Institutional Effort Narratives Minding Equity Gaps Cultural Effort Equity-Minded Knowledge

18 USC Rossier School of Education Appropriating Social Science Methods Quantitative Methods to assess Micro-level data AccessRetentionCompletion Qualitative Methods to assess Micro-level practices Campus Effort Developing Institutional Capacity for Equity-Minded Reform outcomes

19 USC Rossier School of Education Community The larger Campus CHAT: Cultural Historical Activity Theory An Activity Setting Framework Rules Norms and Policies Mediating Artifacts Subject Object Community Roles Mediating Artifacts Subject Practitioners Leaders Object Evidence of Student Outcomes Division of Labor Different Responsibilities across stakeholders Tools: Mediating Artifacts Vital Signs, Scorecard, BESST, Language

20 USC Rossier School of Education Use data disaggregated by racial- ethnic groups Provide professional development in using data for decision making Set performance and equity goals for specific cohorts of students Essential Strategies

21 USC Rossier School of Education CUE Tools

22 USC Rossier School of Education The Interactive BESST Allows For: Experimenting Visualizing Envisioning Equity Goal Setting Collaborating Benchmarking Equity and Student Success Tool is designed to enable practitioners to follow the outcomes for a cohort of students as they progress through a set of milestones. BESST: Benchmarking Equity and Student Success Tool is designed to enable practitioners to follow the outcomes for a cohort of students as they progress through a set of milestones.

23 17 The Equity Scorecard

24 5 Practice The Vital Signs Existing Institutional Data Becoming Practitioner Researchers Access Completion / Excellence Retention Campus Effort

25 Four Year Campus Wisconsin Technical College District Wisconsin IndianheadWestern Chippewa Valley Northeast Wisconsin Fox Valley Nicolet Area Lakeshore Milwaukee Area Waukesha County Gateway Southwest Wisconsin Madison Area Moraine Park Superior River Falls Stout Eau Claire La Crosse Platteville Stevens Point Madison Whitewater Parkside Milwaukee Oshkosh Green Bay Northcentral MidstateBlackhawk Wisconsin Technical College District that offers a liberal arts program EAU: 2 W 3 W MIL: 120 W MSN: 1 W OSH: 7 W PKS: 13 W PLT: 1 W 1 W STO: 10 W 3 W WTW 8 W 13 W 1-5 Transfer Students 6-10 Transfer Students 11+ Transfer Students AA African America AI American Indian HL Hispanic/Latino SEA South East Asian OA Other Asian H/PI Hawaiian/Pacific Islander W White

26 Interview Protocols Observation Protocols Document Review Syllabi Web Site Application Inquiry Tools CUE Provides:

27 USC Center for Urban Educations Equity Scorecard Model applied at LMC 2009-ongoing

28

29 Center for Urban Education Practitioner-as-Researcher Model Activity Setting Action Inquiry Action Research Case Study Correlational Analysis Quantitative researcher Qualitative researcher Conducts socially conscious research and creates tools for praxis Practitioner- as- Researcher

30 USC Rossier School of Education CUEs Supporters The James Irvine Foundation The William and Flora Hewlett Foundation The Lumina Foundation The Ford Foundation The Carnegie Foundation Teagle Foundation The Walter Johnson Foundation The National Science Foundation California Community Colleges Chancellors Office

31 USC Rossier School of Education CUEs Partners Western Interstate Commission of Higher Education (WICHE) University of Wisconsin System National College Access Network Whittier College and Loyola Marymount University Los Medanos College Santa Ana Community College RP/BRIC Project


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