Making a Difference in our Practices and Equitable Student Success Anne Argyriou, DeAnza College Joan Córdova, Orange Coast College

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?

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 Joan

Define Equity How do you define equity? Things being equal. Access. Removal of barriers. Success Joan

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 Janet

Janet, Joan and Toni Hand out these data and group up for discussion

1. What do these data suggest? Basic skills students are more diverse students than the general CCC population. Noncredit students represent our most diverse student populations Our current CCC general population are representative (though slightly more diverse) than the current California population. Currently our Noncredit student population mirrors California’s projected population demographics in 2050. All of the above Clickers

2. Do budget cuts directly affect equitable access or outcomes? No – budget cuts have no significant equity impact Yes – budget cuts have significant impacts on equity Budget cuts hurt affect all students equitably Clickers

Budget cuts can impact equity 1. Matriculation 2. Adjunct cuts 3. Lowest levels cut first 4. Noncredit cuts Are transfer level courses institutionally protected? Janet Matriculation 2. Adjunct cuts often impact basic skills where there are higher proportions of adjuncts. 3. The lowest levels are often the first cut. 4. Noncredit is often cut due to the lower allocation per FTES. Transfer level courses tend to be institutionally protected

Strategies for Equity 1) Institution-wide Equity Mindedness 2) Individual and Institutional Cultural Competence 3) Course, Program and Institutional Universal Design Joan or Toni

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

Serving Diverse Students and Communities Universally designed curriculum and programs Culturally Competent faculty, staff and administrators Equity-Minded Institution

What does Cultural Competence mean? The participants should identify their concept

4. What are practical applications of cultural competence? Institutional cultural celebrations, art and publications Curricular options Student service accessibility Syllabi, Course Schedule and Course content All of the above Joan or Toni

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

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

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

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

Joan’s Candy Shelf Visual

Data on Student Success in Basic Skills Janet

Effective Teaching Strategies Joan

Effective Teaching Strategies Student Checklist CAT Active Learning Strategies Learning Styles http://www.calstatela.edu/dept/chem/ chem2/Active/index.htm Joan

Effective Teaching Strategies Study Skills incorporated into courses Toni

We are making a difference!

Statewide ARCC Data 2008-2010

Santa Ana College University Transfers Approximately 280% increase overall and 657% increase in Latino transfers

36% overall including all ethnicities. Numbers of Degrees Conferred on Latinos over the last Decade in California Colleges   Latino All Ethnicities Men Women Unknown Total 1998 Number 4,492 7,533 3 12,028 22,988 37,888 164 61,040 Percent 7.4% 12.3% 0.0% 19.7% 37.7% 62.1% 0.3% 2008 7,715 14,588 41 22,344 30,857 51,940 275 83,072 9.3% 17.6% 26.9% 37.1% 62.5% 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.

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