1. 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

2. 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
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3. Agenda Institutional Context Explain JEIE Principles guiding program
development
Cycle of Inquiry
AFS Program Components
Outcomes Data
Lessons Learned
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4. 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 )
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5. 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
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Source: College Board, Connect To College Success report

6. 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:
Rosie

7. JEIE Principles Quick Share
Just Education Equitable Education Inclusive Education
How are these principles implemented in your programs?
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8. 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

9. 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

10. 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
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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

11. Qualitative Voices
Jaime

12. 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

13. 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?
10:35am
Rosie-Debrief

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