Diversity Update 2010 September

Equity Scorecard Framework AccessExcellence Institutional Receptivity Retention Equity in Educational Outcomes The Equity Scorecard was developed by Dr. Estela Mara Bensimon at the Center for Urban Education, University of Southern California ( Each of the four perspectives has an objective. From this objective we can: -Measure baseline performance -Set an improvement target -Work towards equity in educational outcomes.

Identities for Analysis This presentation is limited to identities for which we have quantitative information, including:  Race/ethnicity  Income level  First-generation in college  Gender  Geographic diversity. Information is not systematically available for other groups that are important to inclusive excellence.

Grades GPA Honors and Awards Participation in High Demand Programs AccessExcellence Institutional Receptivity Retention Excellence Equity in Educational Outcomes

“Wisconsin Experience” captures four inquiry-based high-impact practices and includes: – Substantial research experiences that generate knowledge and analytical skills – Global and cultural competencies and engagement – Leadership and activism opportunities – Application of knowledge in the “real world” In , 89% of bachelor’s degree recipients participated in at least one Wisconsin Experience Program Participation rates were the same for targeted minorities and all students Excellence: Wisconsin Experience Equity in Educational Outcomes

Excellence: Wisconsin Experience Equity in Educational Outcomes Overall participation in at least one Wisconsin Experience activity did not differ by Targeted Minority Status

Excellence: Wisconsin Experience Equity in Educational Outcomes Transfer-start graduates participated in Wisconsin Experience activities at lower rates (82%) than freshman-start graduates (90%).

Excellence: Madison Initiative Madison Initiative for Undergraduates see Goals of MIU are to designed to advance the principles of Inclusive Excellence: 1.Preserve affordability of a UW- Madison education, primarily through expansion of need-based financial aid; 2.Increase the number of faculty and add instructional support to offer the courses, majors, and experiences that students need; 3.Expand best practices and innovation in teaching and learning, curricular design, and student services, in order to enhance student outcomes. Assures that students of all income levels have access to a UW-Madison education. Opportunity to hire approx. 75 faculty and 30 staff; attention to hiring for diversity in these searches, and all searches. High-impact learning practices benefit all students and are tied to higher retention and graduation rates.

Excellence: Madison Initiative MIU Projects Especially Focused on Advancing Diversity Goals Expansion of Chemistry Learning Center Expansion of Physics Learning Center Development of e-Learning spaces (includes curricular reform in pre-calculus Math courses) Expanded First Year Interest Groups to serve up to 1200 first- year students e-tutorial for international students about life in Madison and compliance with federal rules that govern immigration EXAMPLES

Excellence: Madison Initiative MIU Projects Especially Focused on Advancing Diversity Goals Common Scholarship Application, to help all students find the scholarships they are eligible for Center for the First Year Experience Transfer Student Program, to assist transfer students in the transition McBurney Center On-line Scheduling System, for captioning and interpreting services for deaf and hard-of-hearing students A FEW MORE EXAMPLES

Excellence: Madison Initiative MIU Need-based Financial Aid Funds from MIU added $5.1 million to institutional need-based grants in ,057 students received a total of $1.7M in “Hold Harmless Grants” for students with an adjusted family income of less than $80,000 annually (based on their FAFSA) A total of 1,260 students who had financial need received a UW-Madison Grant; $3.4M total, average award of $2,600 In the first year of MIU: $6.2M $6.9M $12.9M Institutional Need-based Grants

Excellence: Grades Achievement Gap Evident in Course Grades 12 Targeted minority undergraduates have higher rates of adverse outcomes in course grades than other undergraduates. Fall 2007Targeted Minority Non- Targeted Drop8.9%4.8% D/F/W/ NW/U/W 9.4%3.0% Adverse Outcome Rate 18.3%7.8%

Excellence: Grades Specific courses with high adverse outcome rates for targeted students compared with other students have been identified. They are the focus of curricular reform projects. Achievement Gap in Course Grades

Excellence: Grades Achievement Gap: Curricular Reform Initiatives to Improve Student Learning -Wide attention to data since 2008; several curriculum reform projects initiated in response to findings Examples: -Intro Chemistry (Chem 103), a UW System funded project -Intro Psychology (Psych 202) -Introductory/Pre-calculus Math courses Findings? Too soon to report impacts of curricular reform efforts.

Equity Scorecard Framework AccessExcellence Institutional Receptivity Retention Equity in Educational Outcomes The Equity Scorecard was developed by Dr. Estela Mara Bensimon at the Center for Urban Education, University of Southern California ( In UW-Madison will formally participate in the Equity Scorecard framework.

Diversity Update 2010 Slideshow available at Questions about these slides: – Sara Lazenby – Jocelyn Milner