Community of Practice Workshops
These hands-on sessions will be facilitated by HSI professionals and will include evidence-based, high impact practices proven to be effective at HSIs. Presentation delivery will be a workshop format with clear outcomes for participants. These workshops will engage participants through interactive activities, teamwork, and hands-on experience. Participants will leave with enough resources and tangible examples for implementation at their respective institutions. (Duration: 1 hour and 15 minutes).
Developing Engineering Tutors as Culturally Responsive Educators via Themed Weekly Meetings
Speaker(s): Nick Demello, STEM Skills Coordinator, University of California, Santa Cruz
As the diversity of students pursuing STEM degrees increases, universities are faced with a great challenge. This workshop will explore how to use weekly meetings to provide STEM tutors with high-quality support to leverage the strengths of marginalized students by employing culturally inclusive pedagogy in their tutoring sessions. By exposing STEM tutors to educational theory, best practices, and structured prep time, community-based, active learning environments can be actualized. This workshop will discuss what it means to make a commitment to serve students at an HSI, how to provide tutors with practical tools and the opportunity to develop the confidence to design and facilitate active and inclusive learning sessions. Secondary themes include creating and strengthening partnerships with staff and faculty to create effective support networks and disrupting practices that sustain the inequities found in STEM fields such as gender bias, racial bias, and deficit ideology.
Enhancing Intercultural Competency to Better Serve Hispanic/Latinx Students and HSI
Speaker(s): Manuela Gabriel, ALAS Title V Assistant Project Director, Fresno Pacific University; Francisco Del Canto, ALAS Title V Project Coordinator, Fresno Pacific University; Celeste Lopez, Research Analyst, Fresno Pacific University
This interactive session will discuss the importance of introducing intercultural competence in HSI as part of their mission to providing an equitable environment that supports the learning and success of Hispanic/Latinx students. Diversifying topics in the curriculum by introducing new textbooks and materials written by authors from diverse backgrounds, learning to become effective culturally responsive faculty and staff are some examples of good practices that are crucial and essential part of excellence in teaching. Some of these practical examples and strategies were implemented in the ALAS Title V Program, had a positive impact on the quality of the educational experience, and will be discussed during the workshop. The presenters will also deliver recommendations on how to provide cultural competency training for all faculty, administrators, and staff to better meet the needs of Hispanic/Latinx students and how to apply these practices in their own institutions.
Faculty Grantsmanship at HSIs: Strategies to Align Research Initiatives with Student Success
Speaker(s): Barbara Endemaño Walker, Director of Research Development and Special Assistant to the Executive Vice Chancellor for Diversity Initiatives, University of California Santa Barbara; Holly Unruh, Associate Director, California State University Monterey Bay
Beyond Department of Education HSI grants, there are a growing number of research and training grants available to HSIs from a variety of federal funding agencies. Yet, there are many challenges to creating a competitive grantsmanship culture that is simultaneously aligned with student success. Participants in this workshop will learn methods to incentivize faculty grantsmanship and tools to integrate educational programming in their proposals, such as undergraduate research. We will demystify federal funding opportunities for HSIs and the key differences and similarities between the agencies, their calls for proposals, and their review processes and criteria. Participants will come away with a logic model and materials for implementing new grantsmanship initiatives at their institution plus several sample successful proposals.
Institutionalization & Sustainability: Determining Indicators, Buy-In, and Support
Speaker(s): Avery Olson, Assitant Professor, Ed Leadership & Director, CEEE, CSU Long Beach; Don Haviland, Professor, Educational Leadership and Executive Director, Center for Evaluation & Educational Effectiveness, CSU Long Beach
This workshop session will provide attendees with an understanding of, and strategies for, capacity building and institutionalization of grant activities that support Latinx student success. Using Kezar & Eckel’s (2002) Transformational Change Framework as a guide, participants will identify project-specific activities that are the target of institutionalization, as well as identify existing strategies and resources to use when pursuing institutionalization efforts. Attendees will be asked to choose a project component to focus on during the workshop and will be given tools to develop an action plan with strategies for capacity building and institutionalization.
Jazz up Your Lecture with 6 Learning Principles Based on Brain Science
Speaker(s): Emily Versace, Counselor, Title V, Mt. San Antonio College
Mt. San Antonio College has been offering a brain-based professional development training called "Training from the Back of the Room" created by Sharon Bowman. This training has helped faculty increase engagement in the classroom and respond to the needs of equity students. Come experience a slice of what we provide faculty during this training and see the great results we have had. Discover how the brain works and what strategies really make a difference in helping students take-in, store, retrieve, and use information. Explore six brain-based learning principles that will help make your classroom a more engaging, interactive, and dynamic learning environment. Learn by doing in this hands-on learner-centered workshop based on ideas from Sharon Bowman's books "Training from the Back of the Room," and “Using Brain Science to Make Training Stick."
Mentoring Undocumented Students as They Navigate Higher Education
Speaker(s): Olivia Rosas, Associate Vice President, Student Success and Educational Equity, Cal State University San Bernardino; Maria Maldonado, Lead Coordinator of the Undocumented Student Success Center, Cal State University San Bernadino
This presentation will engage participants by addressing the creative approach CSU, San Bernardino is taking to include the voices of undocumented students in the programs that assist undocumented students and their families. In addition, the presenters will discuss the strategies implemented and the immigration policies impacting students. The presentation will offer recommendations for colleges and universities to welcome undocumented students and how they can engage students in this endeavor. The goal of this presentation is to promote the creation of safe spaces and networks that better assist the undocumented, immigrant, and mixed-status students.
Shifting Institutional Culture with Mentoring Workshops for Staff to Promote Cultural Awareness
Speaker(s): Melissa Morgan Consoli, Associate Professor Counseling and Clinical Psychology, University of California, Santa Barbara; Andres Consoli, Associate Professor, Counseling and Clinical Psychology, University of California, Santa Barbara; Vanessa Woods, Lecturer, University of California, Santa Barbara; Katya Armistead, Assistant Vice Chancellor & Dean of Student Life Student Life, University of California Santa Barbara
This interactive presentation will focus on best practices from Culturally Aware Mentorship Workshops that we conduct at UCSB for staff. High impact practices will be shared including an identity wheel exercise, a privilege walk, and a craft project exercise that leads participants to discover how inequalities and differential resources shape student success. We will share best practices for how to lead discussions to guide positive change in staff interactions with students. Data will be presented on the impact of these workshops on the participants’ increased awareness of their own intersecting identities, privilege in many forms, and differential resources of students at an HSI.
Step-Back Consulting: A Strategy for Collaborative Problem Solving
Speaker(s): Wilma Dulin, Title V Program Director, Yakima Valley College; Maureen Pettitt, Consultant, M Pettitt Consulting
HSIs and emerging HSIs are often challenged in their efforts to develop inclusive support systems for Latinx students by tensions between or among institutional units. Institutional history, culture, competing priorities, and limited resources all contribute to an environment where problem-solving is approached from a “them vs. us” perspective. In this session, we will share how we organized a Step-Back Consulting session at an HSI to promote collaborative problem solving. A substantial portion of the session, however, will be used to give attendees an opportunity to practice Step-Back Consulting in real time. Attendees will also be provided with materials that will help them implement the process at their campus.
The Impact of Faculty Mentoring on Students' Sense of Belonging
Speaker(s): Elizabeth Imhof, Co-Director, Title III Grant, Santa Barbara City College; Bronwen Moore, Co-Director, Title III Grant, Santa Barbara City College; Teri Erickson, CEO, Erickson Consulting Services
College students – especially those who are first-generation, Latinx, and/or low-income – often feel like they don’t belong in college. Santa Barbara City College is working to change that. Two years ago, grant funding enabled SBCC to begin a faculty mentorship program for underserved students. It was based on studies that indicate a personal relationship with a teaching faculty member is among the most important factors in predicting student persistence and success. Mentors are asked to go beyond the typical teacher-student relationship to form much deeper professional bonds with students. Mentors learn about students’ goals, help them frame these in academic and workplace settings, advocate for students, and ensure that their mentees know they belong. This session will include information about why a student’s sense of belonging is important, how the mentoring program was developed, and preliminary data from the first two years of implementation. Hint: It has been a big success!
The Power of the Logic Model: Understanding the Basics, Their Simplicity, and Their Flexibility
Speaker(s): Charis Herzon, Director Hispanic Serving Institution Initiatives and Learning Support Services, University of California, Sanata Cruz; Edgar Martinez, Graduate Student Researcher, University of California, Santa Cruz
Logic Models are used as an easy-to-read, one-page diagram or chart that aligns the mission, activities, and outcomes of a project. The most recent Department of Education HSI grant competitions have required a Logic Model as part of proposals. This workshop will illustrate how to construct a Logic Model using the example of Learning Support Services, a peer-tutoring program at the University of California, Santa Cruz. It will highlight how Logic Models are a tool for operationalizing Practitioner Inquiry as a Driver of Change (Bensimon & Malcom, 2012), an important process for HSIs seeking to disrupt inequitable outcomes faced by Latinx students. Finally, Logic Models can be integrated to build synergistic partnerships that support Latinx students at critical transitions throughout their P-20 (preschool through graduate school) careers.
The Serving Mindset: A Practice of Awareness, Understanding and Action
Speaker(s): Barbara Catbagan, Co-Director, Equity Retreats; Scott VanLoo, Co-Director, Equity Retreats; Marcella Garcia, Activities Director Title V, Adams State University
This interactive session will allow participants to define the idea of serving mindset for their institution, identify how to become involved in the change process, and hear from participants who are using an equity lens in the ever evolving process of modifying institutional culture. We will begin by teaching some basic communication structures used to give the campus a common language for equity. Participants will engage in activities they can take back to their classrooms/campus. The last portion of the session will be a Q&A with former Equity Institute participants who are putting into practice process structures, focus, mindfulness, and connection activities in their effort to ensure a Serving Mindset pervades their campus.