Cultivate and Sustain Diversity and Equity Through Collaboration and Interdisciplinary Learning

button-download-workshop-files Strand: Best practices for equitable learning environments
Time: Thursday, April 19, 2018 from 9:45 – 11:00 am
Room: Richmond

ABSTRACT

Comprehensive, constituency-led design and implementation of online and in-person diversity and equity interdisciplinary professional and community development provides the critical reflection necessary to incite a long-lasting systemic shift toward equity. An intersectional, decolonizing pedagogical lens means leaders and stakeholders can arrive and participate in tact, inspiring awareness and understanding of biases and strengths, making conflict and difference valuable and transformational.

PRESENTER(s)

esternPresenter 1

Emily Stern, M.F.A.
Director
Santa Fe Community College

Biography: For 25 years, Emily Stern, founder and principal consultant at Intersectional Consulting LLC, has consulted for academic, diversity and equity, and Title IX programming, curriculum, and professional development, as well as creates and consults to implement original diversity and equity online and IRL programming and educational tools, including El Corozón Deck, a bilingual educational tool designed to inspire critical thinking about social justice, community, and identity. Emily wrote This Is What It Sounds Like, a memoir about her childhood and her mother’s death in 1993 from complications of HIV/AIDS. She founded and oversees the Santa Fe Community College’s Center for Diversity and Integrated Learning. She was Phi Theta Kappa’s Teacher of the Year for 2013-2014 and has received a Presidential Diversity Advisory Committee Certificate of Excellence, and served two years as Vice-President of Diversity for the SHRM Northern New Mexico Human Resources Association.

Social Media: (LinkedIN)(Facebook)

DESCRIPTION

When looking at the Diversity Collegium’s 2016 Global Diversity and Inclusion Benchmarks report, it becomes clear that the future success of diversity, equity, and inclusion efforts will rely heavily on the executive leadership endorsement and participation in a constituency-led approach to the design and implementation of comprehensive, strengths-based, culturally-responsive learning opportunities that acknowledge and uplift multiple realities.
The Santa Fe Community College, a Hispanic Serving Institution with a predominantly anglo faculty and primarily non-anglo employee and student population, is in the midst of implementing an institutional and community-wide framework that reflect and utilize these values and efforts. Centering collaboration, community partnerships and guidance, simultaneous professional and student development and events, equitable hiring practices, and interdisciplinary, culturally-responsive online and in-person curriculum, assignments, and materials, we are seeing a demonstrated shift toward a more engaged and equitable environment aware of personal and social responsibility and values.
Participants will learn more about the impacts of using a collaborative and intersectional approach to identify and better understand their personal and constituent needs.
Participants will learn how and why using a shared-leadership framework to design and implement short, relevant, experiential and accessible multi-media learning opportunities will facilitate critical thinking, reflection, compassion, and awareness as a means to creating and sustaining more meaningful, equitable and inclusive diverse environments.
Participants will learn how to create and implement high-impact diversity and equity focused blended interdisciplinary learning opportunities that are easy to implement, access, evaluate, and utilize in classrooms, boardrooms, departmental meetings, and individually.

Presentation Agenda
• Small Group Introductions: Name and ONE word/phrase describing your greatest strength. (5 minutes)
• House rules/norms. (5 minutes)
• ACTIVITY: collective brainstorm on social justice terms and definitions. (10 minutes)
• PRESENTATION: Global Benchmarks, leading through an equity lens, and The Center for Diversity and Integrated Learning framework and strategic plan. (15 minutes)
• Demonstration and presentation of blended online and in-person diversity and equity training and reflection. (30 minutes- facilitator will provide handouts with instructions and guidance on how to replicate the design process and implementation of presentation activity)
o ACTIVITY AND REFLECTION:
♣ Video: “Somewhere in America”
♣ Small group reflection: What is the impact on you of seeing this-thoughts/feelings/sensations, etc.?
♣ Small group guided reflections: Please respond to your group’s assigned prompt. (Handout provided by facilitator). Each small group will be given one question on which to focus and analyze.
• Discuss differences and similarities between participants experiences and the subject-matter in this lesson.
• How does the subject-matter relate to current local, national and/or global events?
• Discuss questions you may have, and possible solutions for the issues raised.
• Brainstorm possible relationships between the subject matter and your course/area of study/department.
• Based on the claims and ideas in the video, what are some examples of ways that unconscious bias, microaggressions, and systemic oppression might utilize, affect, hinder, demonstrate, and/or inform the issues raised in the video? (This can be answered in reference to the area of study, i.e. a specialty within math, the act of learning and utilizing math, the relevance and efficacy of data/statistics, etc.)
o Large Group Discussion: How and why can accessible, culturally relevant and responsive learning opportunities promote, cultivate, and sustain more equitable and inclusive environments?
• Closing (10 minutes)
o ACTIVITY: Small group action plans and large group share out (facilitator will provide handouts.

Furthering Girls’ Math Identity: Increasing Equity in STEM

button-download-workshop-filesStrand: Increasing access and equity in CTE and STEM
Time: Thursday, April 19, 2018 from 9:45 – 11:00 am
Room: Monroe

ABSTRACT

This workshop will focus on girl’s math identity – the belief that you can do math and the belief that you belong – as a gateway to their participation in STEM education and careers. It will look at barriers and reasons why there aren’t more girls or women in STEM, as well as possible solutions – effective approaches, practices, tools and strategies to foster girls’ interest and engagement. Many of which are applicable to other underrepresented students/populations.

PRESENTER(s)

mfroschlPresenter 1

Merle Froschl
Director, Educational Equity
FHI 360

Biography: Merle Froschl is Director of Educational Equity at FHI 360. She has more than 35 years experience in education and publishing, developing innovative programs and materials that foster equality of opportunity for students regardless of gender, race/ethnicity, disability, or level of family income. Ms. Froschl provides leadership and oversight to projects that include curriculum development, professional development, parent education, research and evaluation. Recent projects include Furthering Girls’ Math Identity, Right from the Start in the Digital Age, Great Science for Girls, and After-School Math PLUS.

mstimmerPresenter 2

Maryann Stimmer
Senior Technical Advisor, STEM
FHI 360

Biography: Maryann Stimmer has extensive experience in formal and informal STEM (science, technology, engineering, and math) education. She conducts professional development and develops programs and materials that address equity issues around gender, race/ethnicity, and disability. She was the science advisor for Playtime is Science–recognized by the US Department of Education as an exemplary program and is co-author of Playtime is Science for Students with Disabilities. Her publications include After-School Science PLUS and After-School Math PLUS. NASA-funded curricula include Ring World, Design a Discovery Mission, and Exploring the Solar System. She designed and implemented the FUSE model used by The AfterSchool Corporation (TASC) and replicated within other jurisdictions attempting to institutionalize STEM programming.

DESCRIPTION

Girls get the message — from the toys they play with, the TV shows they watch and the attitudes of their parents, teachers and peers — that math is not for them! From an early age, girls are taught that math success is about an innate ability that they lack and that being feminine and being good at math are mutually exclusive. As a result, girls do not develop a positive math identity — an identity that research tells us is key to their interest, participation and persistence in science, technology, engineering and math (STEM) education and careers. Without a solid background in math, girls will not develop the critical STEM skills that will be required for 60 percent of the new jobs that will become available in the 21st century.

Despite significant progress in closing the gender gap in STEM, inequities in girls’ and women’s participation and persistence in math and across STEM education and careers remain. According to the U.S. Census Bureau, women make up 48 percent of the U.S. workforce but just 24 percent of STEM workers. Within STEM, the largest number of new jobs are in the Computer Science and Mathematics field. However, the gender gap in Computer Science and Mathematics careers has increased rather than decreased, with female representation decreasing since 2000.

This workshop will address the issue with a focus on girl’s math identity – the belief that you can do math and the belief that you belong — as a gateway to their participation in STEM education and careers. It will look at barriers and reasons why there aren’t more girls or women in STEM, as well as possible solutions – effective approaches, practices, tools and strategies to foster girls’ interest and engagement. Many of which are applicable to other underrepresented students/populations.

The workshop, which will include both large group presentation and small-group activity, will include the following:

• First-hand experience: The presenters have first-hand experience with the subject matter. They developed and implemented a successful capacity-building project to further girls’ math identity, funded by the National Science Foundation. The workshop will be based on the findings from that project which included expert convenings, a Networked Improvement Community (NIC), and several Research-Practice Partnerships (RPPs).

• Practical-Application-Focused information: The workshop will present information about current research as well as its practical application. Participants will discuss the importance of key “drivers” that have been identified for improving girls’ math identity (i.e., the practices and systemic changes needed to promote girls’ math identity). The three primary drivers are: 1) Educators’ awareness and implementation of practices, attitudes and beliefs that can support positive math identify formation in girls; 2) parents and other trusted adults in a girl’s life who have positive views and expectations of girls’ abilities in math; and 3) a growth mindset or a positive/productive mindset supporting positive math identity in girls.

• Engage participants in an activity or hands-on learning: The workshop will involve participants in engaging hands-on, minds-on activities. In one, they will examine the messages prevalent in baby congratulations cards and how they may help form notions of differing roles for girls and boys and the link between these early messages and the underrepresentation of girls and women in STEM. In another, they will have the opportunity to discuss a diagram outlining the “drivers” of girls’ math identity and problem-solve actions they can take to address them.

• Provide useful handouts: A packet of materials will be distributed including articles of interest, access to the Girls’ Math Identity website and materials, a copy of the driver diagram, and a list of resources.

• Present effective strategies focused on one or more special populations or other underrepresented groups: The workshop will focus on strategies for engaging girls in math as a way to ultimately increase the participation of girls and women in STEM education and careers. Many of these strategies are applicable to other underrepresented students/populations as well.

Shifting a Culture: Overrepresentation of African American Males in “Negative” Educational Experiences

button-download-workshop-filesStrand: Best practices for equitable learning environments
Time: Thursday, April 19, 2018 from 9:45 – 11:00 am
Room: Crystal

ABSTRACT

Research shows that negative school experiences that include suspensions, enrollment in lower level courses, poor peer and adult interactions and low academic attainment exacerbates poor adult experiences and promotes linkage from the School to Prison Pipeline. During this session, participants will understand how placement on the Cultural Proficiency Continuum can alleviate or lessen these negative experiences.

PRESENTER(s)

sbrinkley-parkerPresenter 1

Sharone Brinkley-Parker, Ed.D.
Director, School Climate
Baltimore County Public Schools

Biography: Dr. Sharone Brinkley-Parker has been an educator and administrator for over 18 years for two public school systems- Baltimore City and Baltimore County. She was educated in the Baltimore City Public Schools and received post graduate degrees from Morgan State and Towson State Universities. She currently serves as the Director of School Climate for Baltimore County Public Schools. Prior to this appointment, she served as director, principal, district administrator, assistant principal and teacher for Baltimore City Public Schools. In addition to her professional work, she has worked for the past 4 years facilitating and presenting work in the Cultural Proficiency arena in Baltimore and Howard Counties and the Community College of Baltimore County. She serves as a board member for Greater Baltimore Health Improvement Initiative (GBHII), a non-profit committed to educating/advocating for families and communities experiencing health disparities experienced in impoverished communities.

Social Media: (LinkedIN)(Twitter)

DESCRIPTION

Educating students of color often present challenges due to the cultural disconnect present in some educational environments based on the adults leading the charge. As cultural competence is built, the focus of equitable practices heighten which cause for a look at how expectations are communicated. The goal of all school environments is to nurture and foster the learning for all subgroups of students by developing cultural awareness that transcends the learning expectations for all students. The proposed presentation will explore the experiences of African American males in education as it relates to academics and discipline. I have first-hand experiences with this topic as a former administrator in both urban and suburban school districts in which the overrepresentation of AA males in suspension experiences and special education placement were polar opposite to their placement in Gifted and Talented as well as Advanced Placement courses. As an administrator, I was able to work with my leadership team in order to engage stakeholders in (1) understanding how cultural connections build relationships and (2) using academic and behavioral strategies to provide individualized instructional for all students. I also understand what it means to be part of a leadership team where the decision makers use their whiteness as a means to not influence teacher practices that will engage African American males and other students of color.

Additionally, my first-hand knowledge was obtained when I completed my doctoral degree with a dissertation topic on the experience of African American males with suspension and the impact of these experiences based on the placement of teachers on the Cultural Proficiency Continuum. While examining research and conducting interviews, I was able to get firsthand accounts of student experiences and how they viewed the situation as well as the teacher’s perception of the students’ actions and how their response impacted the students’ experiences. I used these personal accounts to make correlations to placement of the Cultural Proficiency Continuum and ultimately provided implications for educators, leaders and district staff for addressing these experiences as a means to eliminate the disparities seen in discipline experiences for this subgroup that also impacted the academic experiences.

Based on research and practices seen across the country, this aids in student drop out, low educational attainment and promotion of the school-to-prison pipeline. During the session, participants will look at current practices and data that provide an explanation for the educational experiences of this subgroup. This examination will promote the need to understand the dynamics necessary to foster courageous conversations. Such conversations can be used to shift the mindset of adults and promote a line of questioning that will help examine if adult actions are aiding in the negative experiences for African American males. Through the conversation pieces and examination of specific personal accounts within each participants school, the ultimate goal is to use the Cultural Proficiency Continuum to assess placement as a means to understand the impact that placement may have on how educators make decisions or handle situations with particular subgroups to engage in discourse around culturally responsive teaching practices and the shift in mindset to positively impact the educational experiences of African American males through conversation and actions.

Participants will engage in scenarios that align to the six practices on the Cultural Proficiency Continuum. Based on the engagement, they will develop ways that unhealthy practices show up in their present environment juxtapose healthy ones and how these shifts can create more positive experiences for African American males in particular while being beneficial for all student populations. This session will inform strategies for school districts and leaders around teacher preparation programs, onboarding practices for novice teachers, mentorship, trainings and professional development and programmatic shifts (alternatives to suspension, cultural responsive teaching, etc) and policy implications (zero tolerance, discipline mandates, academic placement criteria, etc). The handouts will provide types of questioning to promote inclusive environments under the courageous conversation tenants (fierce conversations). Participants will also have statements aligned to the Cultural Proficiency Continuum which will allow them to be reflective about placement for themselves and those within their environment as a means to determining a starting point to engage staff upon returning to their respective work environments.

The research guiding this topic will include participant materials on Cultural Proficiency for leadership (Lindsay, Nuri Robins & Terrell), as a connection to fostering courageous conversation and the impact of educators and their practices for students in the School-to-Prison Pipeline. Using these frames, participants will walk away with strategies to begin focusing making school inclusive for all populations, specifically African American males so there can be a shift in negative experiences.

EE-STEM II @ RPCC

button-download-workshop-filesStrand: Increasing access and equity in CTE and STEM
Time: Thursday, April 19, 2018 from 9:45 – 11:00 am
Room: Williamsburg

ABSTRACT

This presentation will focus on the implementation of the EE-STEM II Grant Project at River Parishes Community College.

PRESENTER(s)

ezenonPresenter 1

Esperanza Zenon, Ph.D.
Associate Professor of Physical Science
River Parishes Community College

Biography: Dr. Esperanza Zenon is an Associate Professor of Physical Science at River Parishes Community College (RPCC). She is the current Division Coordinator for Math and Natural Sciences, the Chair of the Center for Teaching Excellence Committee, and she is a member of the Online Course Review Committee. She is very passionate about equity for girls in STEM and serves as the Louisiana Team Leader for the LaSTEM Girls Collaborative Project and the LASTEM Equity Pipeline Project, two NSF-funded projects that work to promote positive equity outcomes for girls in STEM and Tech careers. Dr. Zenon is also involved in several other NAPE projects, including the EESTEM II Grant Project, and NAPE’s Executive Committee. Dr. Zenon has a Master of Arts degree in Physics from Wayne State University, and a Ph.D in Science/Mathematics Education from Southern University.

Social Media: (LinkedIN)(Twitter)(Facebook)

Presenter 2Moore_Bio

Keisha Moore

Biography: Keisha Moore is a native of New Orleans, Louisiana and has lived in Baton Rouge, Louisiana since 2005 post-Hurricane Katrina. Since 2005, Keisha has been working in the healthcare field in various capacities such as critical care, long-term acute care, and home health. She was given an opportunity to educate high school students in the field of nursing and is currently serving as the program coordinator of nursing and allied health at River Parishes Community College. Keisha has a passion for community service and is currently serving in various capacities within her community. She received her Associates of Science in Nursing and is currently enrolled in a bridge program to attain her Master of Science in Nursing with a specialization in Nursing Education.

 

DESCRIPTION

River Parishes Community College faculty will share the step-by-step process of an action research project which focused on growth mindset and which meets the goals of NAPE’s EE-STEM II Grant Project. Each of the presenters will share information on the professional development that was provided via NAPE at Stark State College, and how that training was used to investigate and impact their own classroom practice as it pertains to growth mindset. Each presenter will share information on the instruments that were used to determine their own biases, their current classroom practices, their students level of awareness regarding growth mindset, and their students level of engagement regarding growth mindset. Copies of these instruments and other resources used in this project will be provided to the session participants. Each presenter will also share information on the data-driven “treatment” that was implemented in their classes in hopes of influencing the students’ awareness of growth mindset. The data gathered from these instruments as it pertains to each presenter’s classes will also be shared. Any results and conclusions that have been gleaned from this action research project, as well as information on any future research projects will be shared.

The Minority Male Initiative: From Injustice to Equity

button-download-workshop-filesStrand: Equitable leadership practices
Time: Thursday, April 19, 2018 from 9:45 – 11:00 am
Room: Roanoke

ABSTRACT

Our instincts and experience informed us, our data and research confirmed it. Minority male students were simply not achieving on par with all other students. This was not acceptable. Like other colleagues at other colleges, where and how do we start? We began by listening to our students’ voices – using Appreciative Inquiry. They trusted us to tell their stories – about abandonment, bonding dysfunction, their personal experiences with multitudes of life setbacks.

PRESENTER(s)

elaraPresenter 1

Eric Lara, Ed.D.
Associate Dean, Student Success and Equity
Mt. San Antionio Community College

Biography: Dr. Eric Lara is the Associate Dean, Student Success and Equity at Mt. San Antonio Community College. Dr. Lara oversees all Student Equity funding on campus, the four equity programs: ARISE, ASPIRE, Dream and REACH, and serves as the co-chair for the Student Equity Committee.

His professional experience spans over ten years and three levels of the California Higher Educational system. Eric has worked as the Director of the Mathematics Engineering Science Achievement (MESA) program at College of the Canyons, as the Director of Student Affairs in Electrical Engineering at UC San Diego, and as the Retention Coordinator and Academic Advisor for the Maximizing Engineering Potential (MEP) Program at Cal Poly Pomona.

Dr. Lara holds a Doctorate in Education with an emphasis in Higher Educational Leadership from the University of Southern California, as well as a Master’s in Education and Bachelor’s in Electronics and Computer Engineering Technology, both from Cal Poly Pomona.

Social Media: (LinkedIN)(Twitter)(Facebook)

msampatPresenter 2

Michelle Sampat, J.D.
Associate Dean of Instruction
Mt. San Antonio Community College

Biography: Michelle Sampat is Associate Dean of Instruction at Mt. San Antonio College. She was a K-6 teacher for 9 years and a Professor of Reading at Mt. SAC for 16 years. Michelle’s focus in education has been equity-driven.
Michelle holds a bachelor’s degree in psychology from Pomona College in Claremont, CA, a master’s degree in education from the Claremont Graduate University, and a juris doctorate from Whittier Law School.
Michelle served as senate secretary, legislative liaison, and curriculum chair at Mt. SAC. She was on the Foundation Board for the Academic Senate of the California Community Colleges and on the state ASCCC Curriculum and Standards and Practices Committees. She co-chairs the Institutional
Effectiveness Committee, the Guided Pathways Workgroup, and the Curriculum and Instruction Council. She serves on the Faculty Professional Development and Management Steering Committees as well as the Equity Committee and promotes Mt. SAC’s instruction-lead equity initiatives.

Social Media: (Facebook)

DESCRIPTION

The goal of this session is to share the experiences, insights, and effective practices gained in the establishment of the Mt. San Antonio College Minority Male Initiative. With the support of management, faculty, and support staff, MMI aspires to develop exceptional intervention practices for minority male students. Our presentation is based on the fact that, despite all that we have read and studied, there wasn’t a clear roadmap on developing specific interventions for minority males in community college. Serving as an open entry institution, our students come to us with different levels of college preparedness. Therefore, a comprehensive approach is needed to have candid conversations about challenging issues and foster an environment where we can learn from each other, with the end result increased access, equity, inclusion and success for minority males.
The Minority Male Initiative (MMI) is not a self-contained program. Rather, it is an “initiative” in the sense that it is organic and dynamic – constantly under development and making additions and adjustments to improve our reach and our outcomes. It includes both direct services and interventions to students as well as an action plan that incorporates campus-wide approaches to improving student success. Through a network of strategies, the College is addressing student equity, access, success and social mobility.
Through our efforts in addressing student equity, our Institutional Research department confirmed that our African American, Latino, Pacific Islander, and other minority male students are not graduating and transferring at the same rates as the average Mt. SAC student. While we also noticed similar statistics with females of the same ethnic groups, minority males, most specifically, African American, Latino and Pacific Islander male students are not accessing services, are not progressing in mathematics, and are not persisting. Focus groups with members of these impacted student groups found two salient factors: (1) that it wasn’t that they were too proud to ask for help; they simply believed that they should figure things out on their own, and make it work for themselves – by themselves. (2) When they did ask for help, the response from staff and faculty was either insensitive or they were unable to phrase their needs correctly. With these insights, we further pursued initiatives and interventions, articulated by our own students that would be pertinent to addressing their needs.
Our research has found that:
• African American and Latino males are far below equity in Transfer
• African American, Latino, and Pacific Islander males are below equity in
o Access
o English writing and math completion
o Certificate and degree completion
• Foster Youth, AB 540/Dream, and disabled students are far below equity in
o Course and ESL completion
o Certificate and degree completion
o Transfer

Our desire was to create a model of holistic development. Our students’ lives are so complex and their issues and concerns extend well beyond the classroom. Research from the Community College Research Center advised that “Colleges can better serve men of color by implementing effective practices for all students, while also emphasizing campus diversity, cultural competence, and other strategies for reducing stereotype threat.” The College’s student equity and student success focus is to look at deep, systemic changes that will enhance success and close equity gaps across the campus for all groups. Additionally, particular attention must be paid to specific groups of students who are most negatively impacted. To that extent, Mt. San Antonio College has developed an initiative to focus on the improvement of minority male student success, knowing that this improvement will move the needle for the entire campus.

The Components of MMI
• Student Development
o Leadership Retreats: There have been three, highly successful MMI student leadership retreats comprised of minority male students who have been nominated from equity programs (EOPS, Aspire/Umoja, Arise/AANAPISI, Dream, Bridge, ACES/TRiO, DSPS, REACH/Foster Youth). With the theme “I Can, I Will,” training topics have included: Imposter Syndrome, Locus of Control, Social Capital, Stereotype Threat, Code Switching, Emotional Intelligence. Results show:
o Cultural Capital: Students have participated in field trips to movies and theatrical productions to expose them to issues as well as the arts. Movies include: Spare Parts, They Call Me Malala, Hidden Figures, Moana. Theatrical productions include: Wicked, Motown, Hamilton.

• Success Intervention Plan: At each leadership retreat and at subsequent meetings on campus, students have developed particular interventions they believe will enable the college to improve success rates, especially with minority male students. These interventions have resulted in the development of an overall MMI Success Intervention Plan.
o Student Ambassadors: In order to reach students like themselves (first generation, low income, foster youth, formerly incarcerated, disabled, male of color) the students developed a Student Ambassador program. Student ambassadors are stationed at key locations on campus to provide direct inreach services to students on campus and conduct information sessions for new students.

o Monthly Mentoring Meetings, Fale Fono, Indaba: Monthly meetings are held in which mentors help to lead guided discussions with students on topics ranging from time management, communication skills, money management, stress management, career planning. The Fale Fono and Indaba are culturally-based, safe spaces where students share and discuss cultural identity, personal development, and life challenges.

• Academic Support: MMI students have articulated the need for academic support. However, they do not talk about “tutoring”. Rather, they ask for more opportunities and spaces for “group study.” They desire to be with others like them and to be in a supportive environment where they are comfortable attending, yet have access to resources (tutors). Based on both research, as well as our students’ own expressions of concern, increased emphasis on math success has been a critical development.

o Math Boot Camp: students enroll in a 6-8 week program in which they use the ALEKS online program to review math and learn new concepts to prepare both for placement testing as well as for enrollment in math classes.
o Math Success Lab: a safe space for students to go and study and review math has been developed. Tutors in the classroom/supplemental instruction tutors are available to review lessons and assist students as necessary. Students have the ability to use the ALEKS software to enhance their learning and preparation for enrollment in math. Study spaces, computers, and tutors are available. The space differs from the college’s math tutoring center in that students are encouraged to form study groups in their classes and meet in the lab where they can study together as well as receive direct assistance as necessary. MMI students have articulated the need to be able to go to safe spaces where they can study with individuals like them.

• Career Development
o SSEED – Student Success through Educational and Employment Development was developed to provide low income students, especially those who have few to no job skills, with opportunities to learn job skills and earn money. Jobs on campus enable students to interact with college staff who acknowledge them as students and provide a critical source of support by demonstrating interest in their roles as students. Students who are encouraged, and supported, to learn job skills and soft skills while earning a paycheck tend to attend class more regularly and have higher pass rates. Outcome data regarding SSSEED has shown that students with multiple disadvantages have had outstanding success.

• Research
o Student to student surveys – Student ambassadors survey students on campus regarding services provided, services needed, suggestions for improvement. This information is included in planning and evaluation of Student Services, accreditation, and annual program reviews.
o Student focus groups—Students have been posed specific questions to enable college staff/faculty/administrators to better understand and work collaboratively with students to better meet their needs. Students responded to prompts such as: What are the barriers/road blocks you faced? What does Mt. SAC need to do?

Impact the Program Is Having – Testimonials
There are many ways to measure the impact of a particular program or initiative. We are meeting our goals, continuing our work, and monitoring our progress. Students are becoming self-actualized and in turn are impacting others. Thus, the efforts of MMI on a concentrated core is having an increasing impact across the entire campus. We continue to listen to our students’ voices and use their words to be our compass. Their testimonials demonstrate the impact the program is having and how we are meeting our goals.
• It’s a game – and Mt. SAC teaches you how to play the game.
• “Closed mouths don’t get fed.” My first year here, I kept my mouth closed … but I got hungry.
• Be the individual you needed when you were younger.
• The humiliation I go through when I think of my past is grace.
• Your stories of success drive me.
• I’m not where I want to be yet, but thank God I’m not where I was before.

Learning Outcomes
1) Participants will have an increased awareness and insight in approaching minority male initiatives on their campuses.
2) Participants will learn of specific initiatives based on students’ voices that can be implemented on their campuses.
3) Participants will be more knowledgeable about the challenges associated with improving success rates for African-American, Latino, and Pacific Islander male college students.