1. Fall 2018 Leadership Conference
October 24, 2018
Fall 2018 Leadership Conference

2. Welcome!

3. Land Acknowledgment
We stand today on native lands and recognize and honor the Anishinabee and Dakota nations
As we gather to learn, network, and share best practices to address the needs of our students and communities we want to take a moment to recognize the land which we occupy. In Minnesota, there are seven Anishinaabe (Chippewa, Ojibwe) reservations and four Dakota (Sioux) communities. Today we gather on native land and to recognize the land is an expression of gratitude and appreciation to those whose territory we reside on, and a way of honoring the indigenous people who have been living and working on the land from time immemorial. It is important to understand the long standing history that has brought us to reside on the land, and to seek to understand our place within that history. We encourage all participants to build mindfulness of our equity and inclusion as we spend the next 2 days together.

4. Who We Are
An interdependent network of vibrant institutions committed to working together to nurture, sustain, and enhance a civically engaged, socially mobile, and economically productive society
-Chancellor Malhotra

5. Our System Priorities Increasing the success of our students
Deepening a pervasive commitment to diversity, equity, and inclusion
Ensuring the financial sustainability of our colleges and universities

6. Our Roles as Leaders Engage Align
In this era of a rapidly changing higher education landscape and resultant challenges, we need you to be leaders who engage and align, rather than command and control. We need to fully engage all stakeholders so that, together, we can develop a shared understanding of how we will align our work to the new normal.

7. Our Vision
To be a national higher education leader in transforming systems and practices to improve student outcomes, eliminate educational disparities, and meet workforce needs.

8. What does this mean?
We will be known nationally as a division and system that are continually evolving, and one that embraces and thrives on creating new and more effective ways to educate and serve students and meet the current and future needs of our business, industry, and civic communities across the state

9. What will this require?
We will pursue intentional, equity‐focused, and evidence‐based solutions to address the problems of today and tomorrow.
We will sustain rigor in our work – holding high standards and expectations of ourselves, our students, and our partners.

10. What will this require?
We will approach our work with intentionality and compassion: we will work with integrity, humility and caring, accepting people where they are and moving them forward.

11. How will we get there?
Collaboratively re-envisioning and restructuring our individual and collective work
Working from a common framework of three interdependent principles, grounded in intentional, equity-focused, and evidence-based solutions.

12. Equity and Transformative Inclusion
Innovation and Evolution
Guided Learning Pathways
Student Experience and Engagement
Innovation and
Evolution
We are re-envisioning higher education as a collective and collaborative enterprise where innovation and evolution are integral to our culture
Guided Learning
Pathways
We are re-envisioning all learning pathways to create multiple and equitable paths to personal and professional development, credentials, and careers for lifelong success
To live into this vision, we are re-envisioning and restructuring our work using a framework of three interdependent principles, grounded in intentional, equity-focused, and evidence-based solutions.
Student Experience
and Engagement
We are re-envisioning and enhancing the entire student experience to improve student success and effectively grow and manage enrollment

13. Transformative Inclusion
The Transformative Inclusion or Intentional Inclusion framework is a commitment to fostering a campus environment that not only recognizes perspectives, skills, experiences and talents, of every student, staff, faculty member, and administrator, but rather cultivates and utilizes those “abilities” to achieve more a robust, invested, and creative campus environment.
Intentional Inclusion is commitment, mindset, and continuous process interwoven in the fabric of the institution.
An open and welcoming campus climate.
Fostering an environment focused on student success.
A prioritization of a equity based policy review and implementation.

14. TRANSFORMATIVE INCLUSION COMPONENTS
Student
Success
Prioritization
Climate
Assessment
Policy Review

15. Equity Examined
Equity is when an individuals race, gender, economic status, sexual orientation, etc. do not determine their economic, social, or political opportunities.
This is clearly distinct from equality! Equity prioritizes leveling the playing field, ensuring the starting line does not determine where one finishes.
Approaching work through an equity lens requires analyzing the impact of internal and external processes, as well as foundational assumptions and interpersonal engagement, on marginalized and under-served individuals and communities.

16. Equity examined Equity in education has two dimensions.
The first is fairness, which basically means making sure that personal and social circumstances – for example gender, socio-economic status or ethnic origin – should not be an obstacle to achieving educational potential.
The second is inclusion, in other words ensuring a basic minimum standard of education for all – for example that everyone should be supported to advance a common level of reading, writing and math skills.
The two dimensions are closely intertwined: tackling equity gaps helps to overcome the effects of various inequities that are long persistent in society

17. Equity-Minded Practitioners
“Being equity-minded thus involves being conscious of the ways higher education – through its practices, policies, expectations, and unspoken rules – places responsibility for student success on the very groups that have experienced marginalization, rather than on individuals and institutions whose responsibility it to remedy that marginalization.”
- Witham, Malcom-Piqueux, and Bensimon (2007)

18. Table Discussions
In what ways does this vision and framework resonate with you?
What’s missing from this framework and approach?
How does framework align with your campus discussions and focus?

19. Strategic Initiatives
Equity and Inclusion
Strategic Initiatives
Equity by Design
Student success strategies
Student success analytics
Transfer pathways
Developmental education redesign
Career technical education vision and strategy
Credit for prior learning
Comprehensive Workplace Solutions
Online strategy
Graduate education
Collaborative campus and regional planning
Open educational resources
Talk about how the conference is organized around these strategic initiatives

20. ASA and E&I Responsibilities
Leadership
Support
Assurance and Advocacy
* Key thought: equity is embedded
throughout all responsibilities

21. Our Joint Responsibilities
Practicing equity-minded leadership
Collaboratively identifying common objectives in support of student success, equity, and inclusion
Identifying and elevating enterprise activities and providing enterprise leadership
Appreciating and honoring campus individuality and practices

22. Our Time Together Advance equity-mindedness in practice
ASA and E&I as partners
Connect and learn from one another
Explore partnership and collaboration opportunities

23. Our Destination
We will truly be a system when each college and university in our network is working toward the success of all students no matter where they are enrolled
-Chancellor Malhotra