Empowering Generation Z: Designing for Equity in Higher Education Dr. Vijay Pendakur TBR High Impact Practice Statewide Conference 01.10.19

Session Overview What is equity? Who is “tomorrow’s student”? Design strategies

Equality vs Equity Biased System Equality Equity the4thbox.com by Center for Story-based Strategy and the Interaction Institute for Social Change

Paul Kuttner http://culturalorganizing

Campus as a Microcosm

Were you born after 1995?

Born after 1995 Population: ~74 Million or 21.5% of total U.S. Social media natives Past the racial tipping point

Trend 1 – The Emerging Majority 38 % Students of Color 2000 53% Students of Color 2020 Source: Pew Research Center

Trend 2 – Class Matters + FAMILY INCOME RANGE (IN THOUSANDS OF $) Source: EAB analysis of US Census Bureau, http://www.pewresearch.org/fact-tank/2014/01/15/college-enrollment-among-low-income-students-still-trails-richer-groups/, http://blogs.wsj.com/economics/2014/10/07/sat-scores-and-income-inequality-how-wealthier-kids-rank-higher/

Trend 3 – What is a “traditional age” student? 2 x 2009 2020 Older than 25 yrs 20% 42% Source: Western Interstate Commission for Higher Education, 2012

Women Outpace Men in College Enrollment Trend 4 – Gender Shift Women Outpace Men in College Enrollment Share of recent high school completers enrolled in college the following October Source: The Pew Research Center

Trend 5 – First Generation On the Rise 27%

Bottom Line Students of Color Low Income Adult Learners Women First Gen Business as Usual?

Creating a Genuine Sense of Belonging

Key Belonging Messages You are not alone You are valued here It gets better

Key Belonging Messages You are not alone You are valued here It gets better

Universal Design for Learning

Design that is usable to the greatest extent possible by everyone without the need for adaptation or specialized design

Universal Design for Learning Provide Multiple Means of Engagement Purposeful, motivated learners Provide Multiple Means of Representation Resourceful, knowledgeable learners Provide Multiple Means of Expression Strategic, goal-directed learners © CAST, Inc. 2009-2012. Used with Permission. All Rights Reserved. http://www.udlcenter.org/aboutudl/take_a_tour_udl

Guiding Questions ENGAGEMENT Does the learning experience provide all learners with options to: Become engaged and interested? Sustain effort and motivation? Regulate their own learning? REPRESENTATION Does the presentation of information provide all learners with options to: Perceive what needs to be learned? Understand the symbols and expressions? Reach higher levels of comprehension and understanding? ACTION & EXPRESSION Do the activities provide all learners with options to: Physically respond or interact? Express themselves fluently? Act strategically?

Assets Over Deficits

Asset Lens: How we frame questions Rather than… Why are Black men failing? Why aren’t these students college ready? We ask: “What mindsets and strategies are being employed by Black men on our campus that are highly successful?” “Is our campus student ready?”

Practitioner Mindset: Cultural Humility

Framework: Competence vs. Humility Cultural competence has been the dominant paradigm: If I know the other, I will be less likely to harm them Unintended consequence: less emphasis on knowing oneself Cultural humility emerges first in the field of medicine as a corrective to some of the limitations of cultural competence

Cultural Humility Self-evaluation Address power imbalances Develop mutually beneficial partnerships Cultural Competence Focused on knowing the other Goal: become proficient

Design Strategies for Equity: Belonging UDL Asset-Lens Cultural Humility