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Category: Racial Equity

New publications on coaching for institutional transformation

The Student Success Center Network (SSCN) Coaching Program, in its second phase, has three new publications to share on the contributions institutional coaching is making to transform student success in higher education. The CCRI team in partnership with Jobs for the Future (JFF) sought to uncover how coaches facilitate incremental change over time that supports momentum and builds towards larger milestone goals. This phase of the project engaged 72 colleges, 69 coaches, and 4 states, ultimately finding that coaches help Student Success Centers (Centers) propel institutional and systemic change by facilitating the information flow from the Centers to the institutions and inversely from institutions to the Centers, while also serving to create professional connections within and between institutions. 

In the first of three publications released this fall, we distilled overarching lessons learned and case studies with coaching design elements for each of the four participating states in the SSCN Coaching Program: Facilitating Institutional Transformation report authored by CCRI’s Lia Wetzstein and Katie Kovacich and our JFF partners, Tara Smith, Jessica Soja, Alexandra Waugh, and Hector Torres. We found that coaches are pivotal in extending Centers’ capacity to facilitate institutional change and discuss the distinctions between coaching programs in systems and association states. Another important learning from this research is how continuous professional development is an essential component of a coaching program. The trainings enhance coaches’ knowledge and skills and provide opportunities to practice with one another which builds confidence in their coaching abilities while sustaining peer learning networks.

How Tools Support and Student Success Center Coaching Programs authored by Katie Kovacich and Lia Wetzstein from CCRI gives an overview of tool use by coaches. Beginning with the background and evolution of the SSCN Coaching Program Coaching Toolbox, this brief was created to describe the usefulness of the many tools generated to support the complex process of institutional change for Student Success Centers, coaches, and colleges. We discuss how three tools in particular produced by CCRI were consistently used in coaching skills development and how they were intentionally designed to train coaches to apply their craft using an equity-minded lens. Learn more about the tools in the brief and all of the tools are actively accessible in the SSCN Toolbox. 

Through interviews with college leadership, coaches, and Student Success Center leadership, the brief Ten Ways Institutional Coaching Makes a Difference, describes inspiring examples and stories from those engaged in supporting guided pathways and other student success initiatives. Our CCRI team was integral to the data-gathering process offering our expertise in qualitative research methods. Authors Tara Smith and Hector Torres from JFF explain how coaching helps to keep reform efforts student-centered, supports the implementation of state-mandated education initiatives like guided pathways, and develops leaders that can support transformation at their own colleges and at colleges across the state.

Whether you are interested in learning more about state-based coaching, developing a coaching program, or continuing to expand and sustain a current one, these briefs contain valuable information and ideas to support institutional coaching for change.

IDEAL Fellowship Program

With excitement, CCRI is looking forward to providing the Washington State Board for Community and Technical College’s evaluation of cohort 4 of the Initiative in Diversity, Equity, Antiracism & Leadership (IDEAL) fellowship program. The IDEAL fellowship program is designed to empower community college students with knowledge, critical discussions, and experience doing research to advance equity projects on their own campuses.

IDEAL provides fellows a place to learn about racial justice and share their own stories while being paid a $1000 stipend. Participants learn how to use tools to research equity issues on their campus and provide their community colleges with suggestions about how the institutions can increase educational access and supports to move them toward a more equitable education environment.

This pioneering student empowerment program was created by the IDEAL facilitators and educators Dr. Jeremiah and Rachel Sims. CCRI has had the privilege of talking to students from the first 3 cohorts and learning about the unique experience of being in a space anchored in openness, acceptance, and transparency, where they felt safe to share their personal narratives, listen actively to others, create friendships, learn, and gain confidence in how to be advocates for social justice. In interviews, participants shared how the Sims’ provide knowledge and understanding of systemic structures that perpetuate racial, social, and economic inequity while also creating a safe space for tough conversations. These conversations helped create community, increased participants’ equity focus within their academic journeys and careers, and helped to create change agents.

The structure of each cohort has changed to continue to support students and their projects to create institutional change. Cohorts 2 and 3 accepted students at 4-5 participating colleges and added Senior Fellows, alumni of the program, who helped students work on their institutional projects and final presentations. Cohort 3 also added institutional representatives, to provide fellows with an insider perspective of organizational change efforts, where to find data, and to help move the proposed work forward. In our most recent evaluation effort, we describe what we learned from cohort 3 students and the potential for institutional change.

Cohort 4 will begin in February 2023 and will consist of students from Yakima Valley College, Lake Washington Institute of Technology, Bellevue College, South Puget Sound Community College, and Grays Harbor College. We look forward to learning about the experiences of the newest IDEAL fellows and how participating in IDEAL affects their education journeys and their institutions.

CCRI receives nearly $1.2 million grant for work to increase equity in STEM 

The University of Washington’s Community College Research Initiatives announced that it received a $1,173,375.00 grant from Ascendium Education Group to work towards equity in STEM education for low-income learners across Washington state. 

Community College Research Initiatives (CCRI) conducts research ​​in order to facilitate the advancement of equity in higher education. Ascendium invests in initiatives designed to increase the number of students from low-income backgrounds who complete postsecondary degrees. Ascendium’s work is particularly focused on supporting learners from rural and low-income backgrounds, making them a fitting partner for CCRI. 

CCRI, a program of UW Undergraduate Academic Affairs, is an influential contributor in community college and transfer partnership research identifying strategies that help students transfer to four-year institutions and complete their bachelor’s degrees. This project will create a state-wide consortium of partnerships between two- and four-year institutions. These partners will specifically focus on creating programs that will help low-income STEM students transfer and earn their bachelor’s degree. This grant will enable them to animate their findings by building partnerships between two- and four-year institutions throughout Washington state, ultimately increasing the retention and graduation of STEM transfer students. 

STEM transfer students face a variety of challenges

Students transferring from two-year institutions experience challenges when pursuing STEM degrees. Science, technology, engineering and math degrees often require multiple, year-long series of courses that must be completed in order. Minimum grades must be met to advance in these course sequences, with rigorous academic requirements and little room for electives. Missing the first quarter of a series can put a student an entire year behind. On top of this, transfer students often end up earning more credits than they need to complete their degree. The Washington Student Achievement Council (WSAC) tracks this information, finding that the average engineering transfer student with a Direct Transfer Agreement in Washington graduates with 76 credits beyond the 180 minimum requirement for a bachelor’s degree. Yet, students lose access to the Washington College Grants once they accumulate 225 credits. The combination of loss of funding and time constraints can lead to students dropping out.

“The data show that transfer students face a variety of challenges when moving between institutions,” explains Janice DeCosmo, associate dean of Undergraduate Academic Affairs and the UW’s representative to the state’s Joint Transfer Council committee. “This grant will allow CCRI to build on its work with academic partners and support institutions statewide to effectively address transfer challenges. This work has the potential to narrow the gap in retention and graduation rates for transfer students, especially those from low-income communities pursuing STEM degrees. It will also directly benefit students and families, ultimately improving educational outcomes for communities across Washington state.”

Creating paths to STEM degrees and STEM jobs

STEM jobs provide family wage jobs and offer students paths to upward mobility. The National Science Board report on Science and Engineering Indicators from 2018 found that after the 2008 recession, the unemployment rate among STEM fields was 41% lower than the national average. Today, first-generation families, rural communities and students of color have been disproportionately impacted by the economic fallout caused by the COVID-19 pandemic. According to a 2019 transfer report from WSAC the STEM job forecast estimates that between 2020-2025, 7,000 positions will be left unfilled due to a shortage of STEM-degree holders. CCRI’s work aims to bridge this gap by supporting transfer students graduating with degrees in these fields. 

The cornerstone of CCRI’s work involves equipping two-year and four-year institutions with the skills, knowledge and support to build partnerships between their institutions. These partnerships aim to remove structural barriers that prevent low-income students from graduating with STEM degrees and create change that will enable students to persist to graduation. For example, institutions and departments can align their course requirements so that students will earn fewer extra credits. They can coordinate financial aid efforts so that fewer students will drop out due to lack of funding. 

A large part of this work is connecting rural community colleges to four-year colleges around the state. Community colleges in rural settings face particular challenges: higher numbers of first-generation and low-income students; a lack of four-year institutions nearby to partner with; and fewer resources to support their students. Ascendium’s work is particularly focused on supporting learners from rural and low-income backgrounds.

“As Ascendium thinks about how we can support effective strategies to increase equitable credential completion and socioeconomic mobility, the disparities that persist for learners from low-income backgrounds as they pursue degrees in STEM fields are troublesome,” says Carolynn Lee, senior program officer at Ascendium. “That’s why we’re excited to partner with Community College Research Initiatives to more deeply understand how institutions can develop sustainable, scalable partnerships to streamline complex STEM transfer pathways so that low-income students who start at community colleges aren’t shut out of these high-earning potential degrees and careers.”

Over the next three years, CCRI will partner with 10 pairs of two-year and four-year institutions. Their work together will involve identifying barriers for graduation and then identifying steps to support transfer students in their undergraduate journey. Teams from participating schools will also attend monthly coaching meetings with CCRI to support the pairs’ efforts in increasing educational equity in STEM. The STEM Transfer Partnership application period is from September 30 – December 30, 2021. CCRI encourages institutions to reach out to apply and will be hosting information webinars during October and November. Contact ccri@uw.edu to participate. 

“We thank Ascendium for the generous support of the STEM Transfer Partnership project. By lowering barriers to STEM transfer, we will increase access for low-income students to living-wage careers that can survive future economic stressors. Our communities and employers will also benefit from a workforce with diverse lived experiences that provide an array of perspectives to help innovate solutions,” says Lia Wetzstein, director of CCRI and principal investigator on the grant. “By creating a community of practice around strengthening transfer partnerships we hope to improve outcomes for participating institutions, and spread best practices and a culture of collaboration to many other institutions.”

About the University of Washington’s Community College Research Initiatives

The CCRI team conducts research and development to generate actionable knowledge to advance equity in the field of higher education. CCRI — a program of Undergraduate Academic Affairs — focuses on studying the experiences of underserved student groups that use community colleges as their entry point to higher education and the role that institutions play in equitable student educational and employment outcomes. Their goal is to leverage this research to effect change in postsecondary education at all levels. To learn more about CCRI, visit https://www.washington.edu/ccri/.

About Ascendium Education Group

Ascendium Education Group is a 501(c)(3) nonprofit organization committed to helping people reach the education and career goals that matter to them. Ascendium invests in initiatives designed to increase the number of students from low-income backgrounds who complete postsecondary degrees, certificates and workforce training programs, with an emphasis on first-generation students, incarcerated adults, rural community members, students of color and veterans. Ascendium’s work identifies, validates and expands best practices to promote large-scale change at the institutional, system and state levels, with the intention of elevating opportunity for all. For more information, visit https://www.ascendiumphilanthropy.org.

For more information or to get involved, contact Lia Wetzstein, ccri@uw.edu. 

Racial equity professional development for higher education coaches

October SSCN Coaching Program Convening

Throughout this next year, CCRI will be facilitating a virtual professional development training series on racial equity. While these training sessions are specifically for the Student Success Center Network, we want to share about what we are developing. If you would like to learn more, please let us know!  (ccri@uw.edu)

Earlier this month it was our privilege to lead the first two sessions during the SSCN Coaching Convening – Coaching through Uncertainty and Finding Community. Our two sessions included Racial Equity Conversations on Campus and Equity and Coaching. At the end of the convening, the coaches were invited to share their impressions and takeaways. A prevailing theme was an appreciation of what they learned from the sessions and each other. The virtual environment actually generated more connection and a sense of community for some coaches. Starting and facilitating dialogues on racial equity can be uncomfortable. While feeling discomfort and pressing forward may seem counterintuitive, many agreed that feeling uncomfortable is necessary to learn and grow and to achieve the transformation we envision. Read on for descriptions of the sessions with relevant resources embedded throughout.

 

Session 1 | Racial Equity Conversations on Campus

Learning objective: Improve the ability of coaches to discuss and facilitate conversation around racial equity.

The session centered on a discussion about why and how higher education coaches have racial equity conversations on campuses with our special guest, Dr. Michael Baston, president of Rockland Community College. We discussed why we need to have racial equity conversations while acknowledging our current realities of a racial reckoning, a pandemic, and a looming economic crisis. This led to a conversation about what it means to be an equity-minded coach in this new context for higher education institutions. 

We also shared what we learned from hosting a Twitter chat on racial equity to describe what people and institutions are doing to move equity work forward in their new contexts. During the chat, we heard a wide range of perspectives from coaches, administrators, faculty, students, staff, and other experts in our field. The rich dialogue gave us much to share. (Read more) 

Part of the role of an equity-minded coach is to “shed light” on inequities. President and coach Dr. Michael Baston guided us through ways in which coaches can facilitate these tough conversations and what they and campus leadership can do to promote racial equity. He shared elements of good coaching, led us through the institutional stages of learning (from denial in unconscious incompetence around racial equity to integration into conscious competence), and described how coaches can support colleges through these stages. We also learned about the concept of inclusive excellence and how colleges can develop a commitment to it. 

As we wrapped up, the coaches shared with us their overall impressions and questions they had at this point. We heard a desire to expand their use of appropriate terminology and to be authentic in their work. Additionally, coaches expressed a desire for online tools that help them do the work of advancing racial equity.

 

Session 2 | Equity and Coaching

Learning objectives: Understand the concept of equity-minded coaching. Understand why it is every coach’s role to look for, make visible, and discuss policies and practices that perpetuate racial inequity. 

In this next session, we shared the definition of equity-mindedness, a concept from the Center for Urban Education (CUE) that is foundational to our work, and explored what it means to be an equity-minded coach and support institutional change through this lens. We invited the coaches to pre-read our brief Coaching for More Equitable Student Outcomes and discussed the key concepts. We also introduced our equity tools and our equity-minded tool guide that describes what they are as well as their purpose and intended audience. These CCRI racial equity resources were created for coaches, colleges, and Student Success Center leadership to provide strategies that help to move equity work forward.

Providing opportunities for coaches to share their equity work in group discussions was an important part of this session. Coaches discussed how to overcome resistance to racial equity concerns, what a coach’s role is in shedding light on inequities, and how a coach can prepare for racial equity discussions. 

As we completed this second session, we asked the coaches about their takeaways and they shared a wide range of impressions. Coaches acknowledged how starting racial equity conversations with campus leadership- whether with a mid-level administrator or above- is often uncomfortable and that it’s important for all to lean into the awkwardness. They felt a coach can lead by setting the tone and even calling out the uncomfortable feelings. And acknowledging that is not only okay to struggle with this discomfort, but it should be expected because it is a healthy and necessary part of this dialogue. This work calls for a cultural change and this change takes time, patience, and persistence and a coach can help colleges understand this. Overall the group experienced inspiration and excitement from learning together. Looking ahead to the next session in the series, the focal area will be to learn equity-minded coaching techniques and practices.

 

Recommended resources from the sessions:

CCRI resources: Equity-minded tool guide for coaches, racial equity brief: Coaching for More Equitable Student Outcomes, Equity-minded coaching tools 

Center for Urban Education’s (CUE) racial equity tools

Shaun Harper video series on practical ways to advance equity and DEI at work: Race in the Workplace

NCII resources:  Advancing Equity through Guided Pathways Series, Institutional Self-Assessment for Equity 

Completion by Design Loss/ Momentum framework


Resources that coaches have found helpful for advancing their racial equity work:

35 Dumb Things Well-Intended People Say by Maura Cullen

100 ways to Indigenize and decolonize academic programs and courses by Dr. Shauneen Pete

A Different Mirror by Takaki

Caste – The Origin of Our Discomfort by Isabel Wilkerson

Ebony and Ivy: Race, Slavery, and the Troubled History of America’s Universities by Craig Steven Wilder

How to be an Antiracist by Ibram X. Kendi

The Privileged Poor by Dr Anthony Jack 

So You Want to Talk About Race by Ijeoma Oluo

Teaching to Transgress by Bell Hooks

White Guys on Campus by Nolan Cabrera  

Podcasts: Seeing White, Pod Save the People, Nice White Parents, 1619 project, NPR’s Code Switch

CCRI Panelist on Why Mobility Matters Now: The Intersection of Equity and Student Transitions

Earlier today, CCRI’s Acting Director, Dr. Lia Wetzstein joined other higher education researchers in a rich discussion on transfer and equity at the 2020 Michigan Student Success Summit. There is one more day to join in other discussions! Register, view presentation slides, and video recordings from this and all of the sessions on this event webpage.

These resources and publications are a collection of our work that engage with this topic. We hope you find them valuable and useful!

Transfer Partnerships: Lessons to Improve Student Success During and After COVID-19
Transfer Partnerships for Improved Equity and Outcomes (NDCC Issue 192)
Coaching for More Equitable Student Outcomes
Integrating Racial Equity Into Guided Pathways
Equity Tools  for Coaches

Twitter chat summary on racial equity & coaching for college reform

So what happened?

On June 10, 2020, we facilitated a Twitter chat on how organizations and coaches of higher education reform are embracing transformative change centered on racial justice and as we continue to engage in this and student success work during these unprecedented times, we invite you to read and utilize our collection of equity-minded coaching briefs and tools in your change efforts using a racial equity lens.

Brief: Coaching for More Equitable Student Outcomes
Brief: Integrating Racial Equity into Guided Pathways
The Equity Tool Guide gives an overview of the six equity-minded coaching tools.

We are excited to provide a short summary of the chat below and appreciate all the participants from around the country who contributed to this conversation. We are especially grateful to the many partners and colleagues who helped lead this chat as well as those who spent their time to prepare. 

Thank you! @johnm2783, @Jazzyjpenn, @Lili_Castille, @kmwb2005, @KandiBauman, @PresidentBaston, @CoxBrand, @EQUITYLEADER, @scholarteaching, @PJHanley20, @real_stallone, @FLCollegeSystem, @MCCACSS.

What did we talk about?

We prepared a number of questions for the chat that prompted great discussions! Here are some of the responses that stood out to us from participants.

Response from @FLcollegesystem

The @FLCollegeSystem understands that transformative change is needed. We are providing our #comm_colleges with important data that they can use to identify access & achievement inequities so that gaps can be identified, and they can begin formulating solutions.

The @FLCollegeSystem #guidedpathways institute will then support our #comm_colleges in identifying concrete steps to creating a solution to the equity barriers within the system, and allow for all students to have equal access to a world-class education.

Response from @mccacss

@MIColleges have decided they can no longer settle for incremental change on issues of equity and social justice and are signing a strongly worded statement that centers these issues with explicit action rather than implicit rhetoric for #mistudentsuccess.

Response from @jfftweets

JFF is starting internally. You can’t help others if your own house isn’t in order. We are redesigning hiring and onboarding, looking at internal staffing structures, and expanding our recruitment networks.

Response from @lili_castille

In the form of 5 year institutional #Equity Plans which will be published next month. The plans detail what the college/uni will do to address longstanding structural issues across the institution from the classroom to financial aid to student supports

Developing/implementing these equity plans requires ongoing, difficult conversations and the ability to evaluate what works and take action. It is many 1% solutions and incremental changes that add up to a more equitable institution for all students.

Response from @VLundyWagner

I work to remind colleagues that there is work to do together and on your own professionally, and work to do privately. Helping staff understand that all POC are not experts on facilitating racial dialogue because they are POC is important for #highered #edequity

Response from @presidentbaston

RCC held two Black Lives Matter panel discussions – one with Black students and another with Black employees. Black voices have been benignly neglected but are being elevated so we can do our work in building an institution that fosters inclusive excellence.

The challenge for many institutions in addressing dialogues on racial justice really centers around where to begin the conversation. These conversations will require courage, consistency, commitment, and most importantly the right start.

Response from @maevekatherine

@CalCommColleges call to action: “Campus leaders must host open dialogue and address campus climate.” Our #regionalcoordinator #coaches are listening deeply and bringing resources forward to nourish critical conversations!

Call to action: “Campuses must audit classroom climate and create an action plan to create inclusive classrooms and anti-racism curriculum.”

CCCCO call to action: “Shorten the time frame for the full implementation of the Diversity, Equity and Inclusion Integration Plan.”

CCCCO call to action: “Join and engage in the Vision Resource Center “Community Colleges for Change.”

Response from @johnm2783

We held an Open Conversation on BLM w students & faculty, Dr. Marilyn Maye, coauthor of Seven Sisters and a Brother: Friendship, Resistance, and Untold Truths Behind Black St. Activism shared thoughts on Black student activism, BLM, and Leadership in a time of change

Institutional coaches can serve in multiple roles in facilitating this work. They serve educators and models, as well as an accountability function that some work is being done.

Response from @wagnerrobertsk

Program by program, President conversations.  This is a new and concerted effort.  Our System President has shared Five Commitments to Progress for us to work under and progress with.

Being an institutional coach is a HUGE job that is really going to require the ability to field extreme feelings and actions from a variety of opinions/sides.  Support and understanding will be needed for all involved.

Response from @jfftweets

We are holding space for conversations, including affinity coaching groups, and looking at all of our programing including our coaching work to ensure we are designing and delivering with an equity lens, and providing our stakeholders space to center equity.

Response from @kmwb2005

We have so much work to do here… we have an amazing colleague, Ha Nguyen, who is facilitating dialogues with college student leaders and we are building a Guided Pathways Student Advisory Council…

Response from @jfftweets

What we hear from leaders in our networks is the need to diversify the leadership pipeline, so that administration mirrors the student body.

Response from @lili_castille

Creating open forums for dialogue and listening. One of our CC’s Black Student Alliance & Student Leadership Council hosted a forum entitled: Not A Moment But A Movement: A Forum on Privilege, America’s Subconscious Reality @CollegeDuPage

Response from @equityleader

We are facilitating wellness calls with our students. Many students have expressed mental health concerns regarding the civil unrest in our nation, COVID-19, and how this impacts their ability to perform academically.

Response from @jazzyjpenn

I am a Black women and higher education professional. My lived experiences have made me keenly aware of systemic racism. I work for an agency that supports leading with racial equity and makes sure that we are advancing educational opportunities for all students.

Response from @jmm_13

Coaches help to support difficult conversations on the #studentsuccess change process & can be very helpful when discussing equity issues & inclusive excellence

Response from @jfftweets

A success is having the data, but the challenge is understanding it enough to facilitate (ex. leading vs. lagging indicators) to facilitate changes in real time. Transformative change takes time and it’s easy to get impatient. Coaches can help maintain the momentum needed to make real changes in policy and practice.

Response from @maevekatherine

Proud of CA’s BIPOC leaders: new #communitycollege presidents & chancellors & at #UC! Worried about inequitable impacts of #COVID & economic depression on our communities, particularly BIPOC students. Sharing of approaches, partners, & curating resources appears 🔑

Response from @equityleader

We have seen success in our on-going efforts to create employee buy-in and a culture of equity-mindedness at our college. We are still challenged with defining equity and how to measure it.

Response from @jazzyjpenn

A success is that we are identifying and calling out inequities in policies and procedures. A challenge is old habits are hard to break, and people sometimes get weary discussing race and racism, so they look for the easy way around the work or avoid it altogether.

Response from @johnm2783…

Increase # of faculty of color!; Increase financial support for students of color (GA’s, TA’s,  scholarships, etc.); Too many leaders don’t believe that systemic injustices exist..Thought Leaders are critical in challenging this mindset that runs counter to all objective evidence that this is a real issue

Response from @jazzyjpenn

Accept that systemic racism is real; work like hell to dismantle it daily. Advocate for students of color by advancing racial equity-focused policies, promote racial equity-focused procedures and practices, fund equity-focused programs/educational opportunities.

Response from @kandibauman

Said best by my CCRI colleagues, there is a difference between being “for” racial equity and “about” racial equity. Addressing the impact of systemic injustice begins with re-centering our mission, resources, and measures of accountability to be about racial equity.

Response from @PJHanley

We have to direct resources to the most vulnerable students (that is what equity is about); not giving everyone the same.  Same goes for faculty and staff (in terms of prof dev, hiring pipelines, mentoring, etc)

Response from @equityleader

We must focus on laying the groundwork for institutions by providing on-going and mandatory professional development for all employees regarding equity and antiracism. We must focus on changing the system vs. changing the student; Moving from a deficit mindset to an equity mindset is imperative. Groundwork is heart work and employees must self-reflect in order to reframe our practices and ways of thinking.

* If you’d like to read more, here is the whole discussion for each question!

Resources Shared

Some participants went the extra mile and shared some resources! Check them out…

  • A FREE VIRTUAL Community College Showcase on July 28th. Tia McNair is one of the keynote presenters. Full program and registration info at https://t.co/LgYi6mCuDj?amp=1
  • @CalCommColleges call to action https://t.co/R6Oaih2vSI
  • Join the Rockland Community College community for a “Black Lives Matter RCC” panel discussion, featuring current students and alumni. RCC’s president https://t.co/M56ZJY0pho?amp=1
  • We are really proud of the diversity of our doctoral students in New Jersey City University’s Ed.D. in Community College Leadership. Check out student bios at njcu.edu/ccldoctorate

What did people think?

We sent a survey after the chat, and ⅔ of respondents said it was their first Twitter chat! If that was you, we appreciate that you tried something new with us in the Twitter-sphere!

We are happy to be able to offer a safe space where 75% of participants felt comfortable sharing their insights, opinions, and/or experiences. We hope to improve on this as we explore new ways to engage with you and other audiences that enjoy similar subjects. You can always email us at ccri@uw.edu with any specific feedback you may have!

100% of respondents found someone new to follow on Twitter, woohoo!

We asked what kind of subjects participants were interested in talking about in future chats and here are some responses…

  • State funding formulas
  • A student led conversation
  • Transfer
  • Leadership development
  • Coaching/mentoring
  • More about Equity!

Stay updated with us on Twitter or subscribe to our newsletter so you can take part in our next chat! @CCRI_UW, #CCRIchat