Socially Just Design in Postsecondary Education: A Series

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Socially Just Design in Postsecondary Education: A Series. Gardner institute logo at bottom
Date
June 6, 2022 - July 23, 2022
Time
3:00 pm - 5:00 pm
Location
Online

Socially Just Design in Postsecondary Education: A Series
Volume II

Should race and ethnicity be the greatest predictors for students to succeed in postsecondary education?

Colleges and universities in the twenty-first century are not designed to optimally advance social justice and equity goals. One need only examine both who gets to go to college and who ultimately completes a postsecondary credential to see that race/ethnicity and family income determine far too much about who does and does not become a “college graduate.” Changing this inequitable reality requires colleges, universities, and educators of all kinds to actively and intentionally embrace socially just design in postsecondary education and to operationalize socially just designTM in the various subsystems – academic advising, academic labor, courses and the curriculum, transfer, etc. – that make up the broader postsecondary education system.

What can be done about it?

By examining the current systems, and the unjust design that creates the pitfall-filled road that many students face during their undergraduate education, institutions can begin to identify and address the unjust design. During the summer and fall 2022, The Gardner Institute and a host of postsecondary education-focused organizations, institutions, and thought leaders will examine these systems and explore how socially just design can lead to more equitable educational outcomes. This unique series will help colleges and universities better work towards more socially just design and equitable outcomes in higher education.

Socially Just Design

The Series

A comprehensive look at inherently unjust design in higher education

The content in this series will help contributors and participants alike share successes and failures in their quest to identify and redesign policies, practices, pedagogies, and structures that, if left unexamined and unaddressed, will continue to reproduce inequitable outcomes in postsecondary education.

The outcomes

Ultimately, the goal of the series will be to share evidence-based approaches that help educators eliminate the role that race/ethnicity, family income, and other demographic variables play in predicting who does or does not complete a postsecondary credential and subsequently engage equitably in future economic and societal opportunities.

Working alongside leaders in undergraduate education we hope to both shape current institutional efforts around socially just design and to marshal a broader national movement focused on just and equitable outcomes in postsecondary education. We also hope to change the structure of higher education so that it no longer promotes and perpetuates racialized and class-based outcomes. We will start a national collective conversation to address this unjust situation.

 

Socially Just Design Volume II

View the series on Youtube 

Chapter 1- Socially Just Design in Gateway Courses

Plenary

Saúl Valdez, ECMC Foundation

Stephen Handel, ECMC Foundation

Equity Transfer Initiative -Tulsa Higher Education Consortium

Pamela Fly, Associate Vice President for Academic Affairs, Northeastern

Houston GPS Transfer Pathways: A Regional Approach to Student Success

Teri Longacre, Vice Provost, Undergraduate Student Success, University of  Houston

Nicole McDonald, Assistant Vice Provost, Student Success, University of  Houston

Teaching for Inspiration: Approaches to Engaging Transfer Students in Gateway Courses

Stephanie M. Foote, Senior Associate Vice President for Teaching, Learning, and Evidence-Based Practices, Gardner Institute

Unlearning Towards Freedom

Joshua Stacher, Professor of International Relations in the School of Multidisciplinary Social Studies and Humanities, Kent State University

Unlearning Journals

Syllabus

Tree of Contemplative Practices

Socially Just Design in the Academic Advising System: Redesign to Close the Equity Gap

Jammie Wilbanks, Associate Vice President for Student Success and Enrollment Services, Wiregrass Georgia Technical College

Plenary: Fostering An Inclusive and Just Graduate Education Experience

Suzanne Ortega, President, Council of Graduate Schools

Case Study: Socially Just Design in Graduate Education

Reggie Ellis, Interim Dean of the School of Graduate Studies & Research, Florida A&M University

Creating a Movement

Plenary

Chaouki Abdallah, Executive Vice President for Research, Georgia Institute of Technology

Greg Heileman, Vice Provost for Undergraduate Education, The University of Arizona

Plenary

Christina Whitfield, Senior Vice President and Chief of Staff, State Higher Education Executive Officers Association (SHEEO)

Mac Powell, President, Accrediting Commission for Community and Junior Colleges (ACCJC)

Interviewed by Felita Williams

Governing Board & Cabinet Collaboration: Transforming Leadership for Equitable Student Success

Kemal Atkins, Senior Consultant, AGB Consulting

Vicki McGillin, Associate Vice President, Gardner Institute

Monica Flippin Wynn, Associate Vice President, Gardner Institute

Elevating Equity through Better Data

Meredith Fergus, Manager of Research and SLEDS, Minnesota Office of Higher Education

Steve Rogness, Enrollment Research Analyst, Minnesota Office of Higher Education

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Socially Just Design Volume I

 

Chapter 1-

Guests

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Speakers

  • Organizer Name: Gardner Insititute
Previous Ohio Inspiring Practices

Socially Just Design in Postsecondary Education: A Series
Volume II

Should race and ethnicity be the greatest predictors for students to succeed in postsecondary education?

Colleges and universities in the twenty-first century are not designed to optimally advance social justice and equity goals. One need only examine both who gets to go to college and who ultimately completes a postsecondary credential to see that race/ethnicity and family income determine far too much about who does and does not become a “college graduate.” Changing this inequitable reality requires colleges, universities, and educators of all kinds to actively and intentionally embrace socially just design in postsecondary education and to operationalize socially just designTM in the various subsystems – academic advising, academic labor, courses and the curriculum, transfer, etc. – that make up the broader postsecondary education system.

What can be done about it?

By examining the current systems, and the unjust design that creates the pitfall-filled road that many students face during their undergraduate education, institutions can begin to identify and address the unjust design. During the summer and fall 2022, The Gardner Institute and a host of postsecondary education-focused organizations, institutions, and thought leaders will examine these systems and explore how socially just design can lead to more equitable educational outcomes. This unique series will help colleges and universities better work towards more socially just design and equitable outcomes in higher education.

Socially Just Design

The Series

A comprehensive look at inherently unjust design in higher education

The content in this series will help contributors and participants alike share successes and failures in their quest to identify and redesign policies, practices, pedagogies, and structures that, if left unexamined and unaddressed, will continue to reproduce inequitable outcomes in postsecondary education.

The outcomes

Ultimately, the goal of the series will be to share evidence-based approaches that help educators eliminate the role that race/ethnicity, family income, and other demographic variables play in predicting who does or does not complete a postsecondary credential and subsequently engage equitably in future economic and societal opportunities.

Working alongside leaders in undergraduate education we hope to both shape current institutional efforts around socially just design and to marshal a broader national movement focused on just and equitable outcomes in postsecondary education. We also hope to change the structure of higher education so that it no longer promotes and perpetuates racialized and class-based outcomes. We will start a national collective conversation to address this unjust situation.

 

Socially Just Design Volume II

View the series on Youtube 

Chapter 1- Socially Just Design in Gateway Courses

Plenary

Saúl Valdez, ECMC Foundation

Stephen Handel, ECMC Foundation

Equity Transfer Initiative -Tulsa Higher Education Consortium

Pamela Fly, Associate Vice President for Academic Affairs, Northeastern

Houston GPS Transfer Pathways: A Regional Approach to Student Success

Teri Longacre, Vice Provost, Undergraduate Student Success, University of  Houston

Nicole McDonald, Assistant Vice Provost, Student Success, University of  Houston

Teaching for Inspiration: Approaches to Engaging Transfer Students in Gateway Courses

Stephanie M. Foote, Senior Associate Vice President for Teaching, Learning, and Evidence-Based Practices, Gardner Institute

Unlearning Towards Freedom

Joshua Stacher, Professor of International Relations in the School of Multidisciplinary Social Studies and Humanities, Kent State University

Unlearning Journals

Syllabus

Tree of Contemplative Practices

Socially Just Design in the Academic Advising System: Redesign to Close the Equity Gap

Jammie Wilbanks, Associate Vice President for Student Success and Enrollment Services, Wiregrass Georgia Technical College

Plenary: Fostering An Inclusive and Just Graduate Education Experience

Suzanne Ortega, President, Council of Graduate Schools

Case Study: Socially Just Design in Graduate Education

Reggie Ellis, Interim Dean of the School of Graduate Studies & Research, Florida A&M University

Creating a Movement

Plenary

Chaouki Abdallah, Executive Vice President for Research, Georgia Institute of Technology

Greg Heileman, Vice Provost for Undergraduate Education, The University of Arizona

Plenary

Christina Whitfield, Senior Vice President and Chief of Staff, State Higher Education Executive Officers Association (SHEEO)

Mac Powell, President, Accrediting Commission for Community and Junior Colleges (ACCJC)

Interviewed by Felita Williams

Governing Board & Cabinet Collaboration: Transforming Leadership for Equitable Student Success

Kemal Atkins, Senior Consultant, AGB Consulting

Vicki McGillin, Associate Vice President, Gardner Institute

Monica Flippin Wynn, Associate Vice President, Gardner Institute

Elevating Equity through Better Data

Meredith Fergus, Manager of Research and SLEDS, Minnesota Office of Higher Education

Steve Rogness, Enrollment Research Analyst, Minnesota Office of Higher Education

Toggle Content

 

Socially Just Design Volume I

 

Chapter 1-

Guests

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.
Toggle Content
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Chapter 2-

Guests

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Chapter 3-

Guests

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Chapter 4-

Guests

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Chapter 5-

Guests

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Chapter 6-

Guests

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Speakers