USC Rossier School of Education Appropriating Social Science Research Methods to Develop Equity-Directed High Impact Practices AACU 2011 Institute on High

USC Rossier School of Education

Appropriating Social Science Research Methods to Develop Equity-Directed High Impact Practices

AACU 2011 Institute on High Impact Practices and Student Success

8%

12%

11.4%

18.4%

Source: National Center for Education Statistics (2010), “Status and Trends in the Education of Racial and Ethnic Groups, Table 23.2.


<25,000

25,000-74,999

75,000-124,999125,000-174,999

175,000-399,999

>400,000

How Each State Should Contribute to the Goal of Producing 8.2 Million Additional Degrees by 2020

(Kelly, 2010)

# of Additional Degrees

Completion Challenge


Key questions from institute applicants 1) How do we transform our pockets of HIPs into an

intentionally structured curriculum that assure all students receive the benefits of high impact practices? ‐

2) How do we build assessment into each of our efforts so that we understand and maximize the curricular effects for all students’ success?”

3) We are on track to meet our overall graduation rate target, but are unlikely to cut our achievement gap in half by 2015. As a result we are energetically looking for strategies that will disproportionately benefit students from three ethnic groups: African American, Latino, and Native American.


AACU Institute on High Impact Practices: Goals

development of high-impact and highly effective educational practicesleadership development to support student successcoherent and effective curricular and cocurricular designs for learning and assessment evidence-based practices that link access, completion, and cost-effectiveness to quality of learning

The Institute addresses four broad goals:


Institute Goal [Adapted]

USC Center for Urban Education’s

Equity Scorecard Model applied at LMC2009-ongoing

Dean Counselor Faculty

We offer various programs such as tutoring and counseling, but many students don’t take advantage of them. Some students are embarrassed to use them; others do not see their

relevance to educational success.



50% White Students

50% African American Students

Entering Student

Population

70% White Students


Graduating Student

Population

=Inequity

Center for Urban Education

Cognitive Frames:

Influence:

• What Information is collected• What is noticed• How problems are interpreted• What courses of action

should be taken

• What questions are asked

Copyright 2010. All rights reserved.

Acquired knowledge, the background, below consciousness


Motivation

Engagement

Interaction with Faculty

Study Skills

Commitment

Time

Direction

Deficit-Minded Knowledge

Lack of…Lack of…


Student CommitmentEffort

Integration = Student Success

CULTURALLY ACQUIRED UNDERSTANDING OF STUDENT SUCCESS


50% White Students


50% White Students


Entering Student

Population Graduating Student

Population

=Equity


We offer various programs such as tutoring, counseling, etc. but many students don’t take advantage of them. Some students are embarrassed to use them; others do not see their relevance to educational success.

We need to find out whether students are aware of the programs and we need to determine the quality of the programs, and to develop ways to integrate information on the transfer process into the curriculum, enlisting the aid of faculty members. We could benefit from finding out directly from students what they think of our academic support services and in what ways they would improve them. It may be productive if we examine our own attitudes toward minority students and whether our practices might be contributing to the unequal results.


Race Conscious

Validation

Institutional Responsibility

Institutional EffortNarratives

Minding Equity Gaps

Cultural Effort

Equity-Minded Knowledge


Developing Institutional Capacity for Equity-Minded Reform outcomes


CommunityThe larger Campus

CHAT: Cultural Historical Activity Theory

An Activity Setting Framework

RulesNorms and

Policies

SubjectPractitioners

LeadersObject

Evidence of Student Outcomes

Division of LaborDifferent Responsibilities

across stakeholders

Tools: “Mediating Artifacts”Vital Signs, Scorecard, BESST, Language


CUE Tools


The Interactive BESST Allows For:•Experimenting•Visualizing•Envisioning Equity•Goal Setting•Collaborating

BESST: Benchmarking Equity and Student Success Tool Benchmarking Equity and Student Success Tool is designed to enable practitioners to follow the is designed to enable practitioners to follow the outcomes for a cohort of students as they progress outcomes for a cohort of students as they progress through a set of milestones.through a set of milestones.

17

The Equity

Scorecard

5

Practice

The Vital SignsExisting

Institutional

Data

Becoming “Practitioner Researchers” Access Completion / Excellence Retention Campus Effort

Four Year Campus

Wisconsin Technical College District

Wisconsin Indianhead

Western

Chippewa Valley

Northeast Wisconsin

Fox Valley

Nicolet Area

Lakeshore

Milwaukee AreaWaukesha County

Gateway

Southwest Wisconsin

Madison Area

Moraine Park

Superior

River FallsStout

Eau Claire

La Crosse

Platteville

Stevens Point

Madison Whitewater

Parkside

Milwaukee

Oshkosh

Green Bay

Northcentral

Midstate

Blackhawk

Wisconsin Technical College Districtthat offers a liberal arts program

EAU: 2 W

3 W

MIL: 120 W

MSN: 1 W

OSH: 7 W

PKS: 13 WPLT: 1 W

1 W

STO: 10 W

3 W

WTW8 W

13 W

1-5 Transfer Students

6-10 Transfer Students

11+ Transfer Students

AA African AmericaAI American IndianHL Hispanic/LatinoSEA South East AsianOA Other AsianH/PI Hawaiian/Pacific IslanderW White

• Interview Protocols• Observation Protocols• Document Review

• Syllabi• Web Site• Application

Inquiry Tools

CUE Provides:

USC Center for Urban Education’s

Equity Scorecard Model applied at LMC2009-ongoing

Center for Urban Education

Practitioner-as-Researcher Model

Activity Setting

Action Inquiry

Action Research

Case Study

Correlational Analysis

“Quantitative researcher”

“Qualitative” researcher

Conducts socially

conscious research and creates tools

for praxis

Practitioner-as-

Researcher


CUE’s Supporters

•The James Irvine Foundation•The William and Flora Hewlett Foundation•The Lumina Foundation •The Ford Foundation•The Carnegie Foundation•Teagle Foundation•The Walter Johnson Foundation•The National Science Foundation•California Community Colleges Chancellor’s Office


CUE’s Partners

• Western Interstate Commission of Higher Education (WICHE)• University of Wisconsin System• National College Access Network• Whittier College and Loyola Marymount University• Los Medanos College• Santa Ana Community College• RP/BRIC Project

Documents

USC Rossier School of Education Appropriating Social Science Research Methods to Develop Equity-Directed High Impact Practices AACU 2011 Institute on High