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

2. 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?

3. 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

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

6. 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

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

8. 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

9. 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

10. 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

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

12. 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

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

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

15. 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

16. 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

17. 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

18. 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

19. 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

20. Joan’s Candy Shelf Visual

21. Data on Student Success in Basic Skills
Janet

22. Effective Teaching Strategies
Joan

23. Effective Teaching Strategies
Student Checklist
CAT
Active Learning Strategies
Learning Styles
chem2/Active/index.htm
Joan

24. Effective Teaching Strategies
Study Skills incorporated into courses
Toni

25. We are making a difference!

26. Statewide ARCC Data

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

28. 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 % during this time.

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