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Equity-Minded Education Presentation

UC San Diego 2011 Equity-Minded Education Workshop
by

Anthony Jakubisin

on 17 July 2017

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Transcript of Equity-Minded Education Presentation

Student Leaders apply lessons learned into plans for future social and education programs

Experiential Learning

Work in groups to design and present on
Celebratory
Educational
Advocacy

Closing Speaker- Dr. Carol Padden
Catalysts
Assessment
Equity-Minded Education
Notes
Assessment
(cc) photo by Franco Folini on Flickr
What global pressures informed our drive to do this workshop?
What UCSD-specific pressures informed our drive to do this workshop?
Methodology
Changes Implemented Using Assessment
...and hot off the presses
Feb-March 2010
Fall 2010
What is...
Welcome
* To present UCSD's "Equity-Minded Education Workshop" model for student leaders

* To present a sample of the content of our "Equity-Minded Education Workshop"

* To present data regarding learning outcomes from our 2011, 2012, 2013, and 2014 workshops

* To provide an opportunity for you to ask question of the designers about the workshop
Our Purposes Today
Anthony P. Jakubisin
Assistant Director of Residence Life
UC San Diego, Sixth College

Malik Ismail
Director of Residence Life
UC San Diego, Revelle College
Who are we?
...individuals who are more cognizant that exclusionary practices, institutional racism, and power asymmetries impact opportunities and outcomes for [under-represented] students. Equity-minded individuals attribute unequal outcomes among [under-represented students] to institution-based dysfunctions, while deficit-minded individuals construe unequal outcomes as originating from student characteristics. Thus equity-minded individuals reflect on their own and their colleagues' role in and responsibility for student success (Bensimon, 2006, p. 446).
Equity-Minded practitioners are...
Consensus
& Capacity
Building
Brainstorming Goals
Researching Models
Designing curriculum &
Soliciting facilitators
Soliciting facilitators
Learning Assessment,
Feedback, & Re-tooling
X 4
Coping
How to address systematically?
Committee forms
So, where to start and what to cover in this realm?
Race
Ethnicity
Religion
Sex
Gender & Gender Expression
Sexual Orientation
Age
Ability
Family structure
Socioeconomic status
Veteran status
Social Roles
Education level
Passions
Tip
of
the
iceberg
Really
Huge

This is a huge mountain
of information to consider
Self
Others
Knowledge acquisition, construction, integration, and application
Cognitive Complexity
Intrapersonal & Interpersonal Development
Humanitarianism & Civic Engagement
Practical Competence
Leadership Skills
2.5 day curriculum; 8 hrs./day

183 student participants, groups of 3-5 with a professional staff facilitator

Large lecture for large concepts with facilitated breakout groups for intimate discussion and interaction with the material

The intimacy of the small group, the types of questions, and the activities were what factors in what made this “experiential”

Progressively personal interaction with the material: Started with broad concepts of socialization, dug deeper to observation, dug deeper to personal experience and story sharing, then moved toward liberation and into commitment statements

Set up framework of “equity” and “equity-minded”
Workshop Design
Purpose and Goals of the Training and Set Ground Rules

Keynote Speaker- Dr. Luz Chung, Education Studies

Discuss
Social Justice Education, Equity Mindedness
Privilege, Oppression
Comfort Zones, Learning Edges and Triggers

Break Out, Complete, and Discuss: Who am I? activity

Introduce Social Group Constructs and Oppression Dynamics
Multiple Dimensions of Identity
Morning - Day 1 - Setting the Stage
Cycle of Socialization

Blind Spots

Microaggressions and Inclusive Language

Small Group Activity

Debrief


Afternoon - Day 1 - It’s All About You
Cycle of Liberation

Ally Action Continuum

Cultural Competence Self-Assessment


Morning Day 2 - Allyship
Afternoon Day 2 - Leadership and Action through Programming
Design
Assessment
Based on the Council for the Advancement of Standards (CAS) Learning and Developmental Outcomes, the Association of American Colleges & Universities Value Rubrics, & the Socially Responsible Leadership Scale
Winter -Summer 2011
Training facilitators
Summer 2011
1st EME Workshop
Conducted
Best Practices & Next Steps
Timeline
March 2010-Summer 2010

Getting Started
Pre Work
Learning Outcomes Met
Knowledge Acquisition, Construction Integration, and Application
Cognitive Complexity


Results
450 unique respondents over four years:

* 75% stated that they learned a "moderate" to a "considerable amount" during the workshop

* >50% reported feeling more comfortable talking about equity-minded issues with peers and other community members

* >50% reported that they were able to collaborate more effectively with a wider variety of people

* >40% reported that they were able to seek out, form, and maintain healthy relationships with a wider variety of people after attending the workshop

* >40% reported that they were able to put their knowledge to work in student-led seminars and peer education efforts

* Participants who attended the annual EME workshop 2+ times not only reported learning a significant amount more during each subsequent EME workshop, but also demonstrated differential growth from their same-aged peers when a moral development framework was applied to the short answer portions of their workshop questionnaires
Day 1 Evening Activity
Spoken Word Event
Mutual Agreement between 7 Residential Areas

Curriculum ensures congruency
Learning Outcomes Met:
Intrapersonal and Interpersonal Development
Learning Outcomes Met:
Knowledge acquisition, construction, integration and application
Cognitive Complexity
Intra/Interpersonal Development
Practical Competence
Leadership Development
Learning Outcomes Met:
Humanitarianism and Civic Engagement
Intra/Interpersonal Development
Leadership Skills
Learning Outcomes Met:
Humanitarianism and Civic Engagement
Practical Competence
Leadership Skills
Transformational Change
Programs and Activities

ERC Culture Cup
Culturally Appropriate Halloween Costumes
I-House Border Tours
Native American Reservation Tours
Global Marketplaces
Language Conversation Tables
I-House Global Forum

Campus Initiatives
International Education Week
Social Justice Projects
Beyond the Checkbox
Tunnel of Oppression
International Women's Day

Student Trainings and Leadership Development
SURFS Leadership Series
Intercultural Communication Workshop
Sixth College Student Org Training
Colorblind Presentations at Muir
Inclusive Language Workshops
Alternative Break Winter Retreat
EME Blogging

Student Interactions
One on Ones
Language Used
Conversations that they have with supervisors, one another, students, and community members
Heightened sense of awareness of campus climate

Transformational Change
Examples of EME Across Campus
Campus-wide programming models might look a little different, however all require an EME component
* Mixed methods
* Gradual move from satisfaction/feedback to learning
* Voluntary until 2014
* Lots of variation in surveys & instruments
* Now using Socially Responsible Leadership Scale
* No pre/post until 2014, but always a post
* We have had over 450 responses

Rudy Francisco
Viet Mai
Faculty and staff involvement matters
Cultivate environments that challenge
intellectual AND interpersonal growth
Foster and encourage peer to peer
engagement
Engage and support interdisciplinary cross-training for faculty/staff to encourage equity-minded practices in and out of the classroom
Utilize faculty/staff as facilitators to provide direct links between academic and social community development
Promote faculty/staff engagement as keynote speakers to provide a glimpse into their research/positions and how the participants can connect to the faculty/staff as resources
Provide structure and skill building for a more equity-minded campus community
Develop a new perspective which engages critical thinking and equity-minded problem solving in their role as a student leader
Utilize social media and current stories to engage students in a critical analysis of society today and to promote continual self-growth and development
Educate and train students to nurture equity-mindedness in and out of classroom setting
Provide formal or informal assessment and feedback for students
CONCLUSION AND QUESTIONS
It has given us the opportunity to foster an environment where this topic is embraced by our community. It is exciting to witness an idea flourish into an accomplishment that has exceeded our expectations in regard to its impact on our community. We are proud of the foundation set for transformational change that will last for years to come.

Year 2
Year 3
Year 4
* UCSD Faculty Keynote Speaker, Dr. K. Wayne Yang, Ethnic Studies

* Privilege Spectrum Walk

* Programming project homework

* Second keynote, Lou Dunst, Holocaust survivor

* Programming project to give practical focus
* UCSD Faculty Keynote Speaker, Dr. Patrick Velasquez, OASIS

* “White Like Me” by Tim Wise

* Practice talking about equity-related issues

* Social Justice Program Planning and Presentations

*Closing speaker, Dr. Linda Greene, VC EDI
* UCSD Faculty Keynote, Dr. Luz Chung, Education Studies

* Introduced microagressions

* Reached both head and heart with spoken word artists

* Closing speaker, Dr. Carol Padden, Interim VC EDI
Post-test
* There were some significant differences / movement in individual categories: consciousness of self, commitment, collaboration, and common purpose all moved + 0.18 - 0.26

* The next steps will be looking at individual respondent's scores overall and in each section. For those who moved one way or another, supporting or contradicting data may also exist in short-answer questions. We will also be administering the survey at the end of the academic year and comparing the pre, post, and end-of-year results

* We are cautiously optimistic that our previous data coupled with ongoing administration of SRLS-v2 will show that attending the EME workshop is positively correlated with increased equity-mindedness and practice of equity-related behaviors in our student leaders
Pre-test
Full transcript