Developing and Implementing Just, Equitable and Inclusive Educational Practices for Latin(x) First Generation College Students Deanna Merino-Contino Rosario Ordoñez-Jasis Jaime Hamilton California State University, Fullerton Monday, March 13, 2017 Convention Center, 209 Deanna_Introduction

Purpose Describe the evolution of The Abrego Future Scholars (AFS) Program, as a transformative program to assist first generation Latin(x) students. Share how we used a cycle of inquiry and worked within a community of practice (CoP) to develop High Impact Practices and other support services that focused on Just, Equitable and Inclusive Educational (JEIE) princples Deanna-

Agenda Institutional Context Explain JEIE Principles guiding program development Cycle of Inquiry AFS Program Components Outcomes Data Lessons Learned Deanna

Institutional Context Institution Size: 40,000 Institution Type: Public Institution, one of the 23 campuses of the California State University system, Carnegie Classification: Research 3 Average age of student: 23 years Type of Institution: Hispanic Serving Institution, Asian American and Native American Pacific Islander-Serving Institution Grant Aid: 72% of our students receive scholarships and/or grants (federal and state) (fall 2016-2017) Deanna

Deficit-Based Narrative and First Gen Students Remediation Low persistence rates Less academically prepared than other students AP, Honors and College Prep SAT/ACT Low SES= Low cultural capital Deanna Source: College Board, www.collegeboard.com- Connect To College Success report

JEIE Practices JUST EDUCATION A commitment to meet the educational needs of all students in a fair, caring, respectful, non-discriminatory manner (NCATE, 2008). This includes recognizing and understanding the impact of one’s own privileges, biases, perspectives and beliefs on the interactions one has with students. EQUITABLE EDUCATION A process that goes beyond providing equal opportunities, seeking to guarantee access to resources and to the challenges and supports necessary for all students to attain high-quality outcomes, not predicted by race, ethnicity, SES, gender, family structure, first language, religion, sexual orientation, (im)migration status, or disability. INCLUSIVE EDUCATION A perspective that acknowledges, recognizes, and respects the knowledge and strengths all students bring from their communities (e.g., cultural, ethnic, disability, and linguistic) and makes community-based knowledge an integral component of curricular and pedagogical development. In this way, we as educators learn to value and draw upon students’ backgrounds not only as a means to support them in developing tools to participate with success in the broader society but also as a mechanism to transform how we do our work. CSUF College of Education: http://ed.fullerton.edu/edel/about-our-department/just-equitable-and-inclusive-education/ Rosie

JEIE Principles Quick Share Just Education Equitable Education Inclusive Education How are these principles implemented in your programs? Deanna

Initiatives/ Programs Continuous Improvement Cycle of Inquiry Problem of Practice Community of Practice Initiatives/ Programs Continuous Improvement Analysis Assessment Analysis Assessment Analysis Assessment Rosie Cycle of Inquiry Analysis Assessment

Abrego Future Scholars Program Components On-Boarding On Going Building Capital New Student Orientation Faculty/staff/peer mentoring Seminars Networking and leadership workshops Smart Start summer course 1:1 academic advising Learning communities Connections to Career Center Jaime

Outcome Data *Peer group data collection started fall 2016. Semester GPA Attempted Units Completed Units Probation Dean’s List Fall 2015 2.77 12.5 10.625 3 5 Fall 2016 3.039 *Peer Group 2.82 13.724 12.412 1 7 Deanna 10:20am be at this slide *Peer group data collection started fall 2016. End of fall 2016: Earned 21 earned units on average (Peer group, 18.7 units) AP, Transfer, Summer, Fall

Qualitative Voices Jaime

Lessons Learned JEIE: Given our current political narrative JEIE principles are essential for ensuring students feel safe and validated so they may focus on their academics and personal/professional growth. Communities of Practice: It is important when bringing communities together to utilize an advocacy and equity approach. This allows us as professionals to truly build and model community and develop transformational support for students. Ex: Advisory Board v. Community of Practice Student Success: This requires an on-going analysis of what is working and not working. In addition, it is imperative to use an asset based approach when implementing changes and new practices. Deanna-Lessons Learned

Cycles of Inquiry & Your Problem of Practice What? So What? Now What? In groups of four, share a problem of practice around the development and assessment of retention based support programs that includes JEIE principles. What? What is your problem of practice? So What? Why is this important given your institutional context? Now What?  Now what are your next steps? Who can be a part of your community of practice? What resources do you need? What student population are you supporting? What are their needs and strengths? Jamie-Introduce @ 10:35am Rosie-Debrief

Questions? Jaime Hamilton jehamilton@fullerton.edu Deanna Merino-Contino Dr. Rosario Ordonez-Jasis dmerino@fullerton.edu rorodonez@fullerton.edu

https://www.dropbox.com/s/r6r9wwss7h5fj29/Student%20Affairs%20Video%20Revised%209.7.mp4?dl=0