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News and Updates

News and Updates

Using research and collaboration to improve STEM education

How can STEM teachers support students’ disciplinary engagement in project based learning? Earlier this year, co-authors Susan Nolan, Lia Wetzstein and Alexandra Goodell published the article Designing Material Tools to Mediate Disciplinary Engagement in Environmental Science in the journal Cognition and Instruction. This article describes how teachers and researchers collaborated to address problems of balancing disciplinary authenticity with the realities of teaching in poverty-impacted high schools.

A project-based environmental science curriculum can help students learn to use environmental science skills and practices. How can teachers support authentic engagement in these projects? These researchers worked with teachers to develop tools and iteratively improve them to facilitate disciplinary engagement. Their research led to design principles for developing effective tools to support authentic science engagement.

The Version of Record of this manuscript is available in Cognition and Instruction, February 2020.

Read postprint article

 

New publication on community college baccalaureate student experience

We are excited to publish Data Note 10 in the New Baccalaureate series, titled Washington State Community College Baccalaureate Students: How Life Experiences Shape Baccalaureate Education, Employment and Economic Security and authored by Lia Wetzstein, Elizabeth Apple Meza and Debra Bragg. It presents results from qualitative interviews with community college baccalaureate (CCB) students in Washington state. We use in-depth, longitudinal interview data to describe three CCB students’ experiences prior to CCB-program enrollment and through their programs to graduation and employment. The three students we profile credit community colleges by giving them an option to complete a baccalaureate degree that was previously unavailable to them. They perceive that their CCB degrees contribute to improved employment and career opportunities that then lead to greater economic and personal stability. This reality is particularly relevant as many workers face long-term unemployment and financial insecurity during the COVID-19 pandemic.

Download Data Note 10

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

NDCC Twitter Chat Summary

So what happened?

On May 15, 2020, we facilitated a Twitter Chat on the importance of transfer partnerships working for transfer students navigating higher education during COVID-19.

In advance, we invited you to read our latest transfer brief that synthesizes themes from a larger body of research on transfer partnerships that focus on improving transfer student outcomes that are relevant to students during and in the aftermath of this pandemic.

Here’s the Transfer Brief we published and sent out prior to the chat.

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! @nursejeanine, @MCCACSS, @KatieGiardello, @transfertweet, @crisp_gloria, @DrLia7, @NewAmericaEd, @CommunityCCRC, @DR_AEQueen, @pamelaeddy, @XueliWang1, @meikled_john, @kmwb2005, @LeslieD413, @jltaylo, @Makenna19137171, @E_Apple_Meza, @bembrarian, @joycehammer12, @jehollinger, @forakt23, @AustinLambdin, @SheAnnJones, and @mukhtar_layla. We apologize if we missed you in the list!

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 @transfertweet

Institutions must collaborate to facilitate both planned & unplanned transfer prompted by COVID-19. Students not previously considering transfer may find themselves completely confused by the process. 

Response from @makenna19137171

For some of the colleges that already have future quarters open, limited classes are available due to COVID. So transfer students who need to fill certain credits that go towards their intended major is becoming difficult or not attainable.

Response from @sheannjones

The continued need for clear, accessible information to students and collaboration between institutions regarding support services course/program information.

Response from @kmwb2005

Information gaps have been exacerbated… lack of access to network infrastructure has significantly impacted rural and low income geographic access to information and feedback loops.

Response from @makenna19137171

Transfer students who are on financial aid can’t do work-studies or jobs on campus at all lowering their already low income (although it’s common now), as well as having a “quota” to fill and not wanting their opportunity and aid to disappear/go to waste.

Response from @austinlambdin

The inequities in the transfer process would include the possibility of students who struggle with English experience a much more difficult time accessing the resources to transfer online. For those who speak Spanish or other languages, this could seem overwhelming.

Response from @joycehammer12

Our institution is assigning lists of students to call and check-in on to see how they are navigating the situation. The staff are making the calls are those who are teleworking and have been provided training and some faculty are reaching out as well.

Response from @sheannjones

William & Mary has set up a community college team to look at ways to improve and expand transfer #CCRIchat @pamelaleddy

Response from @MCCACSS:

For the last few years, nearly 1,000 faculty, staff, and admins from @MIColleges, @MASUmichigan and @MIColleges institutions have been collaborating on #mitransfer to improve transparency for students and optimize credit transfer across 

Response from @jltaylo

We (@uutah) are working w/ our @SaltLakeCC partners to strengthen articulation pathways between institutions. Bringing together faculty teams to look at curricular pathways & use data!

Response from @forakt23

We have, at least for the past 20 years, worked very closely with our biggest feeder CC. That work has not slowed down, but not being able to meet in person does hurt some of the work we are trying to do going forward.

Response from @sheannjones

We have three internal offices that support transfer. We collaborate regularly and with our external partners, @MCCACSS and local universities.  We’ve continued this work virtually to support existing agreements/programs and build new ones.

Response from @kmwb2005

Statewide transfer partnerships may need to consider dual admissions processes to mitigate the ongoing communication gap as curricular changes and selective admissions program requirements shift. #CCRIchat #transfer

Response from @joyehammer12

I think more partnerships involving research opportunities for transfer students will become paramount as students who start out as freshman at universities are engaging in research earlier and transfer students need the same experiences to be competitive.

Response from @forakt23

Colorado has pretty solid leadership for state-wide initiatives at this point, so we seem to be on a good trajectory for continual improvement for state-wide transfer.

Response from @E_Apple_Meza

The disaggregation of data has allowed colleges to really see inequities and equity goals have in turn become a driver in making change. However, in our research we don’t see enough sharing of data between partners to follow students on their transfer journeys.

Response from @XueliWang1

Fan of work of many of you here! Most useful for me is the kind of research that connects all facets of transfer that students both navigate and be affected by. So we see the whole picture and system at work, mindful of intended/unintended consequences.

Response from @makenna19137171

As a student, I did find your research comforting. As you mentioned coming together and supporting “‘our students’”. It meant a lot to know colleges actually care about us and how we’re feeling. It relieved some of the tension from COVID. So I found that helpful!

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

Transition Coming for CCRI

Welcome Dr. Lia Wetzstein, our new Acting Director of CCRI

We’ve seen tremendous change in education and the economy since Community College Research Initiatives (CCRI) opened its doors on May 1, 2016. Since those early days, we at CCRI have used our research skills to study policy and program improvements to transfer and baccalaureate attainment, always seeking to advance equity in community college reform. We’ve accomplished a lot over these last four years and more good things are coming. 

In this August 2020 newsletter, we spotlight our New Directions for Community Colleges on “Transfer Partnerships for Improved Equity and Outcomes” just published by Wiley, thanks to NDCC editor and colleague, Pamela Eddy at William & Mary. I am grateful to my co-editors Theresa Ling Yeh, Lia Wetzstein, and Elizabeth Apple Meza who authored chapters and encouraged authors in Colorado, Minnesota, Ohio and Washington to write about their efforts to ensure more equitable bachelor’s degree completion for community college transfer students. This focus on equity threads through all of our work, undergirding our decisions about what thorny issues to study and problems to help solve.

We are also wrapping up the first phase of our research on community college baccalaureates (CCB) with our partner, the Center on Education and Skills at New America (CESNA), where I am a Fellow for Community College Education. CCRI’s collaboration with Mary Alice McCarthy, CESNA’s director, and her colleagues Iris Palmer and Ivy Love, has created a treasure trove of briefs, blogs and materials on state and institutional adoption of CCB degrees in states across the country. Delving deepest in CCB attainment, employment and wages in Florida and Washington, we are expanding knowledge on the CCB in substantive ways. I am so proud of our work, and I look forward to seeing where our collaboration will take us in the future.

Most importantly, we welcome new leadership for CCRI at UW. At the end of August, I will step back from my director role to pass the baton to Dr. Lia Wetzstein. Dr. Wetzstein has received her UW Service Award for dedicating 20 years of her professional career to the University of Washington. Lia has been a thought leader since joining the team, and she has the vision and energy needed for this important transition. Lia was the first research scientist that I hired for CCRI, and she has been a dedicated collaborator and creative contributor ever since. Many more good things are coming for CCRI as the team’s plans evolve, and I urge you to remain an integral part of the journey.

I am pleased to recognize another transition that is happening at this time. Starting July 1 Elizabeth Apple Meza, Senior Research Scientist, joined Grant Blume, Senior Lecturer, in the Evan’s School for Public Policy and Governance to work on an exciting initiative focusing on data-driven decision-making. Their grant from the National Science Foundation (NSF) supports a partnership with Washington community and technical colleges to study and support data use by faculty for program improvement. Their group is actively pursuing partnerships in and beyond Washington to grow this exciting work.

I want to thank colleagues across UW who gave me the opportunity to serve the citizens of our great state. Special thanks to UW President Ana Mari Cauce for seeing the value of my work and to Janice DeCosmo, Ed Taylor, and Christine Muongchanh for creating a home for it to flourish. I am also very grateful to the Washington State Board of Community and Technical Colleges (SBCTC) for partnering with CCRI. To Jan Yoshiwara, Kristi Wellington-Baker and countless others, I express pride in our shared accomplishments. I also share my gratitude with CCRI team members during my tenure, Elizabeth Apple Meza, Grant Blume, Tim Harmon, Katie Kovacich, Joe Lott, James Siap, Maria Claudia Soler, Jaylen Willingham, Theresa Ling Yeh, and William Zumeta. Every one of you is an incredible talent and true blessing to UW and Washington state. 

Finally, to colleagues, family and friends back in my home state of Illinois, I’m giving you fair warning that I’m coming back to the place my love for community colleges began and evolved over many years at the University of Illinois at Urbana-Champaign. My passion for Illinois’ deep commitment to addressing systemic inequities to improve all of education couldn’t be stronger, and I very much look forward to working with you again.

Sincerely,

Debra Bragg
Founding Director, CCRI

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

CCRI racial equity publications

As we continue to engage in racial justice 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 transformative 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.

Our partner, Jobs for the Future (JFF) has recently posted CCRI’s briefs, tools and resource recommendations created on their Student Success Center Network Coaching Toolbox along with other useful coaching materials. JFF’s publication of this treasure trove of documents is timely as they emphasize the critical role of racial equity in reforming community college education. These resources are directed at coaches who work with community colleges to engage in transformative change and reduce disparities in student success among racial groups, with valuable insights for any community college reformer.

Given recent unrest due to COVID-19 and police violence, constructive dialogue is more critical than ever to support a race-conscious approach to achieving more equitable outcomes for America’s students of color, and these tools provide guidance to accomplish this critical goal.

Join us! Twitter chat on racial equity in education reform

We’re hosting our next Twitter chat! And we are excited to invite you to join us Friday, July 10, 10 -11 a.m., Pacific Standard Time, with an optional extra 30 minutes for questions. Please follow us on Twitter to see updates and use the hashtag #CCRIchat in your tweets along with A1 (answer 1 for question 1 and so on…) For example, to respond to question 1, tweet: #CCRIchat A1 [your response up to 280 characters].

The focus for our discussion:
We’ll be chatting about how to use a racial equity lens in coaching for college reform along with how to talk about racial equity in coaching colleges.

One of our partners, Jobs for the Future (JFF) has recently posted CCRI’s briefs, tools and resource recommendations created on their Student Success Center Network Coaching Toolbox. JFF’s publication of this treasure trove of materials is timely as they emphasize the critical role of racial equity in reforming community college education. These resources are directed at coaches who work with community colleges to implement guided pathways and reduce disparities in student success among racial groups, but they have valuable insights for any community college reformer.

Given recent unrest due to COVID-19 and police violence, constructive dialogue is more critical than ever to support a race-conscious approach to achieving more equitable outcomes for America’s Black and Brown students, and these tools provide guidance to accomplish this critical goal.

To prepare for the Twitter chat, here are the materials we invite you to read. Our team has published the resources listed below. Closer to the chat, we will also be publishing a blog with Community College Research Center (CCRC) focusing on these two briefs that weave together coaching, guided pathways and equity, and we’ll link to it in our Twitter feed, LinkedIn and website. 

Resources:
CCRI’s equity-minded coaching briefs and tools
Brief: Coaching for More Equitable Student Outcomes
Brief: Integrating Racial Equity into Guided Pathways.

New to Twitter chats? Read this short article about how to participate in one.