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

button-download-workshop-files Strand: Best practices for equitable learning environments
Time: Thursday, April 19, 2018 from 8:15 – 9:30 am
Room: Roanoke

ABSTRACT

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.

PRESENTER(s)

Presenter 1
cmartell

Christopher Martell
Innovation & Design Specialist
Austin Independent School District

Biography: Christopher Martell is a career science educator and a burgeoning proponent for equity. He is a graduate of the UTeach program at the University of Texas Austin and a current graduate student at Texas State University studying educational leadership and social justice. He is a former middle school science teacher and is now the Innovation & Design Specialist for the Austin Independent School District in Austin, TX. In his current role, Christopher is able to investigate, implement, and participate in innovative programs that support teachers and students. He is thrilled to be part of NAPE’s Certified Educational Equity Coach pilot program and continues to seek out opportunities to acquire, develop, and practice new knowledge and skills as well as reflect on his own practices, biases, and culture. He credits his family, Star Trek, and LEGOs for much of his passion and creativity.

Social Media: (LinkedIN)

DESCRIPTION

For this presentation, I will share out my experiences as a pilot participant in NAPE’s Certified Educational Equity Coach (CEEC) program in Austin, Texas. The goal is to provide my audience with practical strategies to support equity coaching while also providing a brief overview of the CEEC program. The session will be grounded in current research and framed within the NAPE Culture Wheel, which precisely models how educator beliefs can impact student learning.

Participants can expect a short overview of the CEEC program, its requirements, and how I approached it. I will specifically focus on my experience coaching teachers at an Austin-area middle school with a roughly split population of Hispanic and White students. I will describe and model a coaching cycle (adopted from Glickman (2009)) that includes a pre-conference, classroom observation, post-conference, formative check-ins, and a summative evaluation. Participants will be able to view and interact with real classroom data, including first and third person videos collected using GoPros as well as classroom equity heat maps that allow for quick visual interpretation of classroom observation data. Using these resources, participants will discuss and develop their own equity action plan (EAP), which we will compare to one generated by myself and a teacher. Finally, we will hear from one teacher – and possibly one student – who will describe their experience as a participant in this project.

By the end of the workshops, participants will hopefully discover how beliefs and assumptions about a group of students can foster an inequitable learning environment, but more importantly how coaching and thoughtful data presentation can generate needed awareness of inequities and ultimately lead to better instruction. Time permitting, I will also share some of my work designing and hosting an equity PLC with science and social studies teachers.

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.

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

button-download-workshop-filesStrand: Best practices for equitable learning environments
Time: Thursday, April 19, 2018 from 8:15 – 9:30 am
Room: Monroe

ABSTRACT

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.

PRESENTER(s)

eImhofPresenter 1

Elizabeth Imhof, Ph.D.
Faculty Resource Center Faculty Director
Santa Barbara City College

Biography: Dr. Imhof is the Faculty Resource Center Faculty Director at Santa Barbara City College where she co-directos two Hispanic Serving Institution Federal grants. Before beginning her academic career, she worked as a community organizer facilitating programs to build dialogue and understanding between diverse religious and cultural groups. Dr. Imhof now combines her academic interests and her desire to promote equity and diversity based education at SBCC where she has taught history and Social Justice Research and co-founded SBCC’s Middle East Studies Program. Midway in her career, confronted by falling student success rates, Dr. Imhof began to employ a wide range of non-cognitive/social-emotional pedagogies with great success. She now continues her work and research in non-cognitive learning, curriculum design, and leads experiential workshops to demonstrate to faculty and administrators the essential nature of non-cognitive teaching to student success and equity.

DESCRIPTION

The belief that one does not belong in higher education is among the greatest inhibitors to success for underserved college students. This unique and experiential workshop will demonstrate and present evidence for how non-cognitive/social emotional learning pedagogy works to support student success and persistence through the cultivation of a sense of academic and cultural belonging. The benefit of non-cognitive pedagogy springs from the collaboration among faculty and educational professionals and students who co-produce knowledge to ensure courses and campus programs support student equity, are relevant to students’ experiences and goals, are academically rigorous, and cultivate belonging and community among students, faculty, and other campus educational professionals.

Workshop participants experience examples of non-cognitive teaching from the perspective of the student and leave the workshop with tools and techniques that can be immediately integrated into any academic discipline or program. As participants live through the pedagogy, they more fully internalize the methodologies and appreciate the personal development benefits of the techniques, as well as become grounded in the academic and communication skills they will be encouraged to share with their students.

Despite the documented evidence of the benefits, disseminating affective strategies across a college campus is challenging. Faculty often resent the imposition of perceived outside and trendy teaching practices and actively resist administration or institutional encroachment into the classroom. Administrators and Student Services staff often resist change in their programs because of territorialism and limited resources and funding. The Affective Learning Institute (ALI) provides a model for how to get faculty, administrator, and staff buy-in for sweeping equity-based change through in-house created and facilitated professional development opportunities that lead to a certificate in affective learning that can be completed in a year. Through a series of four multi-day workshops and a monthly Inquiry Group meeting, The ALI model teaches the basics of non-cognitive teaching and learning strategies, emphasize why social-emotional learning and culturally relevant teaching and programming is vital to the success of underserved student populations, provide participants with practical tools for incorporating non-cognitive pedagogy into their classrooms and campus programs without sacrificing core content, empowers participants to develop and research new student success strategies, and provide opportunities for faculty, administrators and staff campus-wide to collaborate and disseminate best practices.

Participants leave the ALI committed to enhancing the quality of relationship between faculty, administration, staff, and students, a key factor for successful student learning, a sense of belonging in the college environment, and student retention. The social-emotional experience of a student is key to learning and the quality of that experience is largely related to a student’s sense of place in the college learning culture. In a recent study of 30,000 college graduates, participants rated “supportive relationships with professors,” as the most important factor in evaluating whether or not their college experience had been worth the cost. According to studies at the Center for Disease Control, school connectedness, which is defined as how strongly students feel a sense that they belong to their school community, may be the number one contributing factor to students’ academic success. A sense of belonging is strongly correlated to educational outcomes including school attendance, staying in school longer; and higher grades.
Participants will understand how equity, relevance, and belonging increases student success through experiencing non-cognitive pedagogy from the perspective of the student and reviewing evidence demonstrating the success of non-cognitive teaching and learning methods. We will provide national evidence for how and why non-cognitive teaching works, evidence from our campus programs for how these practices have earned SBCC national recognition as one of the leading community colleges in America including the prestigious Aspen award for #1 Community College in America, and the Affective Learning Institute (ALI) model for comprehensive, faculty-led professional development that supports SBCC as one of the most successful community colleges in the country with student success rates far above the national average.

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.

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

button-download-workshop-filesStrand: Public Policy—Supporting Equity and Education
Time: Thursday, April 19, 2018 from 8:15 – 9:30 am
Room: Yorktown

ABSTRACT

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.

PRESENTER(s)

Presenter 1

Alexis Holmes
Senior Policy Analyst
National Education Association

Biography: Alexis Holmes is a senior policy analyst for the National Education Association. She is responsible for engaging partners and reviewing policies related to secondary schools, career and technical education, and family engagement. Previously, she has served as an NEA minority community outreach liaison and director of government relations for the College Board.

Presenter 2

dharrisaikensDonna Harris-Aikens
Director of Education Policy & Practice
National Education Association

Biography: Donna Harris-Aikens is the Director of the Education Policy and Practice Department at the National Education Association. She manages all policy related to elementary and secondary education issues, as well as early education, higher education, and career technical education. In addition, Mrs. Harris-Aikens leads the association’s national, state, and local advocacy efforts for implementation of the Every Student Succeeds Act. Prior to joining NEA, she served as the policy manager for Service Employees International Union’s Public Services Division (SEIU), and also served as director of government relations for the National Association of State Directors of Career Technical Education Consortium. Mrs. Harris-Aikens earned her law degree from Howard
University School of Law, and is an active member of the District of Columbia Bar.

DESCRIPTION

Student Centered Advocacy: Tools that build one voice for student success is a session created for education opportunity advocates. As implementation of the Every Student Succeeds Act transitions to local planning, it is becoming increasing important that local families and communities engage and offer their voice for their schools. This session will highlight new student centered advocacy tools that help local communities develop relationships and build joint policy platforms. Participants will experience and gain insight into a suite of research-based, online resources that lay the foundation for a variety of advocacy efforts to ensure that our students’ success does not depend on living in the right neighborhood.

Cracking the Code – Success Strategies for Women in STEM

button-download-workshop-filesStrand: Increasing access and equity in CTE and STEM
Time: Thursday, April 19, 2018 from 8:15 – 9:30 am
Room: Williamsburg

ABSTRACT

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.

PRESENTER(s)

snadlerPresenter 1

Sally Nadler, SPHR
Assistant Dean – Douglass Project for Women in Math, Science and Engineering (Interim)
Douglass Residential College, Rutgers University

Biography: Sally is a well-respected energy and workforce development professional within NJ. Prior to her retirement from PSEG, she had over 30 years’ experience in a diverse range positions. As the Manager of Workforce Development, Sally was responsible for overseeing all talent acquisition pipeline initiatives for PSEG including the college relations and diversity outreach functions. These included the company’s recruitment initiatives for women, people of color, veterans and individuals with disabilities. Sally then worked with NJIT and the NJ Advanced Manufacturing Talent Network register the MechaFORCE™ – Registered Internship Manufacturing Program (M-RIM).Sally serves on the NJ State Employment and Training Commission, and on the NJ Council on Gender Parity in Labor and Education, which she is now chair. She holds an AAS degree in Management from Middlesex County College, a BS in Management from Rutgers Business School, and a Master of Arts in Leadership from Bellevue University.

Social Media: (LinkedIN)(Facebook)

DESCRIPTION

Overview
The Douglass Project for Rutgers Women in Math, Science, & Engineering offers innovative programing for all aspiring female scientists, mathematicians, and engineers at Rutgers University in New Brunswick, NJ. Established in 1986, the Douglass Project is an award-winning, visionary program dedicated to supporting women interested in the STEM majors by:
1. Enhancing educational experiences and providing academic development and leadership opportunities.
2. Encouraging students to recognize and have confidence in their abilities and attain their educational goals.
3. Providing community and support systems that foster competence and achievement in STEM.
Housed at Douglass Residential College, we help students succeed in their academic endeavors through individual advising, structured research programs, career development workshops, leadership training, alumni and industry connections and student involvement opportunities.

One of the cornerstone programs of the Douglass Project is The Reilly Douglass Engineering Living-Learning Community (“Reilly DELLC”) which was implemented in fall, 2012 as a strategy to increase the retention and persistence of the women engineers enrolled in Douglass Residential College and the School of Engineering at Rutgers University. For the last six years, the community has accomplished this by utilizing research-based initiatives for expanding students’ knowledge in academic and professional settings. The Reilly DELLC has also offered intentional programming focused on community building that provides unmatched opportunities for educating a student holistically, academically and professionally. In particular, vicarious learning opportunities are more likely to lead to increased self-efficacy for women, which is defined as the strength of a person’s belief in her ability to complete tasks and reach goals. Thus, the Reilly DELLC has offered many opportunities for hands-on and proactive learning in both academic and professional contexts. The Reilly DELLC is a joint partnership of Rutgers’ Douglass Residential College and the School of Engineering. The department of Douglass Residential College that oversees daily operation of the Reilly DELLC is the Douglass Project for Rutgers Women in Math, Science and Engineering (“the Douglass Project”), with staff member Mrs. Nicole Wodzinski serving as Director of the Reilly DELLC.
Students who participate in living-learning communities (“LLCs”) report higher levels of satisfaction with their college experience compared to their peers who do not participate in such programs. The Reilly DELLC’s multilayered mentoring model provides participants with the support and verbal persuasion of engineering faculty, staff, administrators, and students. These efforts have resulted in a high retention rate, high academic achievement, and excellence in research. The National Study of Living Learning Programs reviews student outcomes with a longitudinal study and finds that LLCs can facilitate a smoother transition for first-generation college students, provide lasting positive effects on students’ academic self-confidence and civic engagement, and provide positive second-hand effects for non-LLC students living in the same residence hall. Therefore, the LLC not only aims to serve the first-year members of the program, but also offers opportunities for women in the program for all four years and includes non-LLC students to benefit from programming and experiences as well.

Multi-layered Mentoring – Reilly DELLC aims to increase female role models in engineering through our mutli-layered mentoring programs. Participants in the Reilly DELLC receive mentoring from a variety of sources. The community’s Faculty Mentor, Dr. Helen Buettner, is a Professor of Chemical and Biochemical Engineering and a Professor of Biomedical Engineering. In addition to mentoring participants, she has developed and enhanced the Introduction to Engineering course, which all of the participants take. The first-year cohorts are also mentored by a second-year engineering student in residence, called a Peer Academic Leader (PAL). The PAL assists first-year students with transitioning to the college environment and strengthening relationships within the community. Our PAL for the 2016-2017 academic year was Cassidy Schneider, who is majoring in Bioenvironmental Engineering. Cassidy is a Reilly DELLC third year participant and an undergraduate researcher in the department of Bioenvironmental Engineering. The PAL for the 2017-2018 academic year is Cora Lopresti, a Reilly DELLC sophomore majoring in Mechanical Engineering. She has been working with her PAL mentor to prepare for the new class moving in this fall.
First-year students in the Reilly DELLC are also mentored by two graduate students enrolled in Rutgers’ School of Engineering. The graduate mentors provide overall support to our first-year students through individual and group mentoring. They also plan programs designed to keep the community engaged. The graduate students also work with the students through the Engineering Explorations course with Dr. Buettner. The Reilly DELLC’s two graduate mentors for the 2016-2017 academic year were Vyshnavi Karra and Catrice Carter. Vyshnavi is a Reilly DELLC alumna and currently working toward her Master’s degree in Chemical and Biochemical Engineering. Catrice is a Rutgers School of Engineering alumna and has been working in STEM outreach for several years. She is currently working on her PhD in Materials Science and Engineering. The 2017-2018 Graduate Mentor Program will welcome back Catrice Carter and new Reilly DELLC alumna Sara Wengrowski. Sara has been an active member of the Reilly DELLC community and will continue to mentor current students during her graduate work at the Rutgers School of Engineering.
The sophomores, juniors, and seniors that are part of the Reilly DELLC also engage in a strong mentoring program. For the 2016-2017 academic year, sixty-four upper-year mentors were engaged in mentoring thirty-two first-year students in engineering. The mentors participate in at least two trainings each semester and meet with their mentees at least twice a semester. Based on the feedback provided from the members of the Reilly DELLC, the peer mentoring has helped to foster peer engagement and provided guidance in career preparation, choosing majors, finding research opportunities, and utilizing professional development opportunities.
Introduction to Engineering Course – In addition to mentoring, the participants receive direct instruction in a 3-credit course that creates an environment to explore engineering design projects in small teams. This year, the class created interactive exhibits to encourage the interest of middle school girls in engineering fields. In each course period, students interacted with their Faculty Director, Dr. Helen Buettner, and peer mentors from the Reilly DELLC. While this course has many important academic components, it also provides students with a low-stakes experience to explore different engineering topics and majors. This course, populated by female representatives from different engineering fields, allows women the opportunity to visualize themselves in each of those roles. The literature shows that faculty engagement can enhance student experience and outcomes, and the Reilly DELLC takes advantage of commonality in the interests of students and faculty to make connections starting in this course and perpetuating this practice outside the classroom. The class works in small groups to create a hands-on project culminating in a presentation at the end of the semester. The goal of the project is for the groups to represent a field of study within engineering. The presentation also encompasses the challenge of creating a mini-lesson to middle school students with a hands-on activity. Groups must create a budget; anticipate questions, and brainstorm why this activity might encourage girls to pursue engineering courses. This course has been so successful that the School of Engineering is looking to implement a similar syllabus for their entire first-year introductory engineering course.

Hands on Activity – Once the research based concepts and success strategies used by the Douglass Project in its living learning communities are shared, Ms. Nadler will lead and facilitate workshop participants through a lively and engaging strategy implementation working session to be able to take away the key success factors and implement them within their campuses and schools. This action planning, goal-setting activity will have three main objectives:
1. Set retention targets for women in STEM specific to your individual institutions
2. Create a recruitment strategy and implementation plan
3. Identify and engage potential education and industry partners for outcomes and placement
This way each person that attends the workshop will not only learn about these success strategies, but will have a specific action plan that they can implement once they return from the conference.

In the wrap up, we will also share about how we are taking these proven strategies and expanding them at Rutgers to include both the addition of Computer Science and Biology majors.

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.

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

button-download-workshop-filesStrand: Best practices for equitable learning environments
Time: Thursday, April 19, 2018 from 8:15 – 9:30 am
Room: Crystal

ABSTRACT

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.

PRESENTER(s)

sSwainPresenter 1

Shannon Swain
Superintendent, Office of Correctional Education
California Department of Corrections and Rehabilitation

Biography: Ms. Swain is the Superintendent of the Office of Correctional Education for the California Department of Corrections and Rehabilitation, which provides educational programs to adult inmates in California’s 35 prisons. She had served as Deputy Superintendent from June, 2014 through October, 2017. Swain was a subject matter expert of correctional education at Synergy Correctional Technology Services from 2012 to 2014, where she worked with the Chilean Ministry of Justice, traveling to Chile to provide instruction in adult learning methodology to Chilean prison wardens. She served in several positions at the CDCR Parolee Educational Programs, operated by the Contra Costa County Office of Education, from 1989 to 2012, including principal, program manager, project coordinator and teacher.

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

czachryPresenter 2

Carolyn Zachry, Ed.D.
Education Administrator/State Director, Adult Education
California Department of Education

Biography: Dr. Zachry is currently the State Director for the Adult Education Office in the Career and College Transition Division (CCTD) at the California Department of Education (CDE). Her office is responsible for administration and management of the federal WIOA Title II grant as well as co-administration of the Adult Education Block Grant. Prior to her time in the Adult Education Office, Dr. Zachry was the administrator for the office with the federal Perkins and state CTE Grants. She was on the team responsible for the revisions to and professional development for the California CTE standards. She is the CDE representative to the Joint Special Populations Advisory Council, the California County Superintendents Education Services Association CTE council, and the president of the executive committee for the National Association for Partnerships in Equity (NAPE).

Social Media: (LinkedIN)(Facebook)

DESCRIPTION

The California Department of Education’s (CDE) Adult Education programs serve a diverse student population in the nation’s third largest state, including adult immigrants, adults with disabilities, disadvantaged adults, single parents, displaced homemakers and incarcerated adults. One setting that includes adult learners from each of these categories may seem an unlikely place to find bustling, productive classrooms with actively engaged students: Prison. The California Department of Corrections and Rehabilitation’s (CDCR) Office of Correctional Education (OCE) provides academic and career technical education classes to approximately 50,000 students every day, in 35 accredited adult schools. Through an innovative partnership, these two state agencies- CDE and CDCR, are collaborating to offer pathways to success for adults incarcerated in California’s prisons, addressing a variety of reentry needs for California’s returning citizens.
Correctional Education in California’s Prisons: A Collaboration between California’s Departments of Education and Corrections and Rehabilitation will explore the academic and career technical education opportunities for adult learners incarcerated in California’s prisons. In addition to exploring educational programs being offered behind prison walls, attendees will learn how multiple state agencies are collaborating to contribute to pathways to success, addressing a variety of reentry needs for California inmates, over 96% of whom will ultimately be releasing back to their communities. Correctional education is vital to public safety, as this presentation will explain.
The presentation will first assess the audience to identify knowledge of current barriers to successful community reintegration for justice-involved returning citizens. As the Director of Adult Education for the State of California, Dr. Carolyn Zachry is uniquely qualified to share with the audience the various ways that CDE is supporting adult students in California. She will discuss the Adult Education Block Grant and the creation of regional consortia of adult schools and community colleges collaborating to meet student needs across the state of California. She will also share how CDE supports incarcerated adult students through federal Workforce Innovation and Opportunities Act (WIOA) Title II funding as well as through federal Carl Perkins funding, supplementing CDCR programs to improve student learning. As Superintendent of the Office of Correctional Education for CDCR, Shannon Swain will detail the various academic and career technical programs provided inside California’s 35 distinct adult schools, each located inside a different California prison. She will share details about the three tenets of the Student Success Initiative, including the development of professional learning communities, training on data-informed decision making, and the development of a new model for communicating with inmate students, Transformative Correctional Communication, which emphasizes a new approach for communicating with student inmates to avoid manipulation and increase student engagement.
The presenters will provide examples of how WIOA Title II funds are being leveraged to enhance professional development opportunities for CDCR teachers and administrators, through California Adult Literacy Professional Development Project (CALPRO), which provides workshops and learning institutes to adult education teachers across California. They will share how the Outreach and Technical Assistance Network (OTAN) and the Comprehensive Adult Student Assessment System (CASAS) also support student learning and teacher development for Correctional Education teachers in California prisons, OTAN through its innovative web based instructional and student support resources for adult educators, and CASAS through its competency-based assessment and instructional resources. The presenters will include handouts for attendees that provide references and relevant web links. Their focus on the use of effective strategies for adult learners is grounded in adult learning and will therefore involve relevant examples rooted in practical application.
While academic and career technical education classes are available in prison classrooms, career pathways are not the only area of need for inmate students. Student social and emotional health are vital to their success, both during their incarceration and ultimately throughout their transition back to their communities. Effective correctional educators emphasize and model the development of healthy habits for a more holistic approach to health. In addition to academic and career technical education programs, OCE provides recreational and leisure activities through the provision of coaches who teach physical fitness courses, organize chess and Scrabble© and other board game tournaments, and provide access to positive leisure time pursuits.
Justice-involved students transitioning into their communities often face new technologies with which they may be unfamiliar. It is therefore important that correctional education provide access to and instruction in these emerging technologies. The presentation will include an overview of how computers and electronic devices are being used for academic assessment and instruction inside California prisons, and explore the development and implementation of eLearning and internet-protocol television initiatives that are providing access to new technology for students.
Finally, it is important to note that this proposed presentation aligns with each of the conference strands. Certainly the strand of “best practices for equitable learning environments” applies, given the high needs of the inmate students. Increasing access and equity in CTE and STEM seems appropriate, given the exploration of the 20 different CTE courses available, as does Building a Diverse Workforce, given the emphasis on competency-based education and the development of pre-apprenticeship programs. A case could be made for Equitable Leadership Practices, given the focus on institutional change and leadership development underway in the prison system. Finally, Public Policy-Supporting equity and education also seems a likely fit, as the California Departments of Education and Corrections and Rehabilitation collaborate to bring high quality, engaging, and effective academic and career technical education programs to California’s prison inmates, improving possibilities for successful community transition while simultaneously promoting correctional institution and public safety.