Good Intentions and the Unintended Consequences: What Classroom Equity Mapping Revealed about Teacher-Student Interactions and Teacher Beliefs at One Middle School.

Share in my journey of practice and discovery as a maiden participant in NAPE’s Certified Educational Equity Coach (CEEC) program. Participants will learn about the program as well as innovative and practical strategies to support equity coaching in their classroom, campus, or district. See how GoPros and classroom equity mapping revealed beliefs and biases that sheltered some students from the learning process, and how equity action plans can guide instructors to more equitable practices.

Cultivate and Sustain Diversity and Equity Through Collaboration and Interdisciplinary Learning

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.

Professional Development From the Inside Out: Transforming Campus Culture With Equity-Based Non-Cognitive Pedagogy

An evidence based model to cultivate campus stakeholder buy-in for equity-based change in campus culture through a series of in-house facilitated professional development programs that teach non-cognitive pedagogy, emphasize why culturally relevant curriculum and programming is vital to student success, provide colleagues with practical tools for implementing non-cognitive practice, and offer colleagues support to develop, research, and disseminate new student success strategies.

Furthering Girls’ Math Identity: Increasing Equity in STEM

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.

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

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.

Student Centered Advocacy: Tools that build one voice for student success

This session will highlight new student centered advocacy tools that help local communities develop relationships and build joint policy platforms. Participants will gain insight into a suite of research-based, online resources that lay the foundation for a variety of advocacy efforts to address opportunity gaps.

Cracking the Code – Success Strategies for Women in STEM

At the Douglass Project for Women in STEM at Rutgers University, we have created and implemented replicable, proven strategies to improve the engagement, retention and completion rates for undergraduate women in STEM. These strategies, centered on “Living Learning Communities”, can be implemented in secondary and post-secondary education environments, and have demonstrated most success in the residential, post–secondary educational environment, specifically for undergraduate engineering majors.

The Minority Male Initiative: From Injustice to Equity

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.

Correctional Education in California’s Prisons: A Collaboration Between California’s Departments of Education and Corrections and Rehabilitation

Correctional Education in California’s Prisons: A Collaboration between California’s Departments of Education and Corrections and Rehabilitation will explore academic and career technical education opportunities for adult learners incarcerated in California’s prisons. Attendees will learn how this unique collaboration is contributing to safer institutions and safer communities, and providing pathways to success for California inmates upon reentry.

Achieving Equity through Greater Investments in Single Mothers’ Postsecondary Success

This session will explore the policy, institutional, and programmatic shifts that can improve equity in single mothers’ access to and success in higher education. Findings from a recent Institute for Women’s Policy Research study will highlight the quantifiable benefits of investing in single mothers’ educational attainment, and Generation Hope, a nonprofit serving teen mothers in college in the DC area, will discuss challenges, opportunities, and strategies for promoting single mother success.