THIS EVENT HAS BEEN CANCELLED DUE TO THE THOMAS FIRE AND RELATED CAMPUS CLOSURE.
The Equity Advisory Group and The Student Success Committee
Drs. J. Luke Wood and Frank Harris III
Associate Professors of Community College Leadership
Co-Directors of the Minority Male Community College Collaborative
Co-Authors of Teaching Men of Color in the Community College
Friday, December 8, 2017 in the VC Applied Science Center
“Every college member can effectively educate college men of color, learn strategies
and approaches that can enhance success outcomes for these men.”
All FACULTY and STAFF are encouraged to attend.
RSVP link in coming email….
8:30 am Check-In
8:45 am College Welcome
9:00am Faculty Workshop
Teaching and Learning for Community College Men of Color: A Focus on Institutional Responsibility & Accountability
SESSION OVERVIEWEfforts to improve student success outcomes for community college men of color often focus on remediating perceived student deficits. However, what is needed is more attention and accountability directed toward institutions and the roles they play in enabling outcome disparities that exist and persist. This session will focus on effective teaching and learning practices that can be employed by college faculty to better serve men of color. Specifically, strategies that can be enacted by faculty members to build rapport and authentic relationships with students and to engage students in course content will be presented and discussed. All of the strategies proposed herein will be aligned with the concept of institutional responsibility, in that institutions and educators, rather than students, will be the focus of intervention.
Anticipated Learning Outcomes:
· Discuss trends and issues in classroom contexts that warrant an intentional focus on culturally relevant teaching and learning practices for men of color
· Highlight the important role that classroom faculty play in facilitating student success for men of color
· Propose strategies that classroom faculty can employ to foster student success for men of color from an equity-minded perspective
10: 15 am Break
10:30 am Campus Workshop
Creating Conditions that Foster Engagement Among College Men of Color
SESSION OVERVIEWStudent "engagement" is a common concept often used among educators in conversations on student success in college. However, rarely is a more fundamental question posed: Have we, as educators, made our students feel “welcome” to engage? In consideration of this question, Wood, Harris, and White (2015) proposed the concept of “welcomeness to engage,” which refers to the conditions created in and out of the classroom that communicate to students that institutional agents (e.g., faculty members, counselors, and advisors) want to authentically engage them.
Anticipated Learning Outcomes:
· Highlight barriers that impede student engagement, particularly among historically underrepresented and underserved students
· Critique “traditional” approaches to facilitating student engagement and propose a “new” framework (and concepts) informed by an equity-minded perspective
· Propose strategies that can be employed by administrators, counselors/advisors, and other professionals who work with students outside of the classroom to foster and assess student engagement
1:00 pm Campus Workshop
Leading for College Student Success
SESSION OVERVIEWColleges and universities have struggled to facilitate positive student outcomes for students of color. Often, equity initiatives designed to foster success are challenged prior to being fully executed. Specifically, organizational politics, bureaucracy, and philosophy complicate the creation of an institutional culture that supports the advancement of these students. This presentation will discuss the organizational inquiry and planning model employed by the Minority Male Community College Collaborative (M2C3). First, the presenters will highlight key conceptual perspectives that must be held by leaders to advance equity efforts on their campuses. Then, the presenters will discuss how college leaders can use this approach to facilitate organizational change for equity efforts. Throughout the presentation, the role of inquiry in guiding decision-making and equity efforts will be addressed.
Anticipated Learning Outcomes:
· Discuss trends and issues that warrant an intentional focus on intrusive support practices for men of color
· Offer a systematic strategy for improving institutional approaches to student success for men of color
2:30 pm Closing
J. Luke Wood, Ph.D. is the Dean’s Distinguished Professor of Education in the College of Education at San Diego State University. Wood serves as the Director of the Joint Ph.D. program in Education between San Diego State University and Claremont Graduate University and Director of the Ed.D. Program in Community College Leadership. Dr. Wood is also Co-Director of the Community College Equity Assessment Lab (CCEAL), a national research and practice center. Wood’s research focuses on factors affecting the success of boys and men of color education, with a specific focus on community colleges. In particular, his research examines contributors (e.g., social, psychological, academic, environmental, institutional) to positive outcomes. Dr. Wood has delivered over a 120 scholarly professional and conference presentations. His research has been featured by the White House Initiative on Educational Excellence for African Americans, New York Times, Chronicle of Higher Education, Huffington Post, Fortune Magazine, Los Angeles Times, Miami Herald, San Francisco Chronicle, and C-SPAN. Dr. Wood has authored over 120 publications, including more than 60 peer-reviewed journal articles. He has authored and edited 14 books, his most recent books include: Supporting men of color in the community college (2017, Wood and Harris III), Teaching boys and young men of color (2016, Wood and Harris III) and Teaching men of color in the community college (2015, Wood, Harris III, and White). Wood received his PhD in Educational Leadership & Policy Studies (Higher Education) and master’s degree in Curriculum and Instruction (Early Childhood Education) from Arizona State University (ASU). He also holds a master’s degree in Higher Education Leadership (Student Affairs) and a bachelor’s degree in Black History and Politics from California State University, Sacramento. Luke is a member of Alpha Phi Alpha Fraternity Incorporated.
Frank Harris III, Ed.D. is Professor of Postsecondary Education in the College of Education and Co-Director of the Community College Equity Assessment Lab (CCEAL) at San Diego State University. His research is broadly focused on student development and success in postsecondary education. With more than 50 scholarly publications to his credit, Harris’s scholarship has been published in leading journals for higher education and student affairs research and practice. He has also delivered more than 300 academic and professional presentations throughout his career. His commentary has been sought by several high-profile media outlets, including CNN, The New York Times, The Los Angeles Times, and The Chronicle of Higher Education, to name a few.
Before joining the faculty at San Diego State, Harris worked as a student affairs educator and college administrator in the areas of student affairs administration, student crisis support and advocacy, new student orientation programs, multicultural student affairs, academic advising, and enrollment services. He also served as an adjunct professor of speech communication at Los Angeles Trade Technical College. Harris earned a bachelor’s degree in communication studies at Loyola Marymount University, a master’s degree in speech communication at California State University Northridge, and a doctorate in higher education from the Rossier School of Education at the University of Southern California.
For a list of selected works by Frank Harris III, visit http://works.bepress.com/fharris/