The Intersection of Culture, Identity, Learning, and Discovery in Research Universities

1. Plenary Session 1: Multiple Intersections between Culture, Identity, Learning, and Discovery in Research Universities Presenters: Larry Roper, Oregon State University, Paul Thayer, Colorado State University, Amy Burkert, Carnegie Mellon University Co-moderators: Blanche Hughes, Colorado State University, Mike Mullen, North Carolina State University

2. Knocking at the College Door ReportWICHE, National Trends, December 2012 Projected Composition of US Public HighSchool Graduates by Race and Ethnicity, through 2027-28. http://www.wiche.edu/knocking-8th

3. Knocking at the College Door ReportWICHE, North Carolina, December 2012 http://www.wiche.edu/knocking-8th

4. Total Enrollment 1991 to 2016 With Trends in Diversity

5. Value of Diversity • We know Diversity of Expertise is Beneficial • Social Diversity is similar • Enhances Innovation and New Idea Generation • Experiential differences by race, gender, and other measures contribute • Hearing differing views causes us to think more deeply and creatively • We change behavior more readily when with others with different perspectives and beliefs • In the current context, do we have environments that encourage learning? K.W. Phillips, 2014. How Diversity Makes Us Smarter. Scientific American. October 1, 2014. https://www.scientificamerican.com/article/how-diversity-makes-us-smarter/

6. Campus Climate at NCSU • Racial Town Hall, Jan 2016 • Keith Lamont Scott, Sept 20 • Black-out Friday and Die-in Sept 23. • GroupMe Storm, Sept 26 • Town Hall II, Sept 29 • Task Forces • Admissions • General Ed - Diversity • Faculty and Staff Hiring • Election

7. “As a student who represents this university in a number of ways, as a student who is always bragging about this university, I have to say I'm disappointed. After being called a monkey, seeing anonymous cowards threaten the lives of African American students on campus, and being a victim of a number of microaggressions, there are days when I am genuinely frightened to go to a university that I contribute to. My work at the visitor's center has become impacted as well, because it is hard for me to tell parents of students of color that their child will feel comfortable here, when a lot of times I don't feel comfortable myself. I can assure you that if we do not get rid of our reputation as the redneck school, we will be losing quality students. We have to do better.” -Stephanie

9. Today • Paul Thayer - Overview of research on culture, identity, learning and discovery • Larry Roper – An example of the use of student identity and social justice to assist students on their path to success • Amy Burkert – Exploration of campus-wide partnerships in inclusive excellence

10. A Research-Based View of the Multiple Intersections of Culture, Identity, and Diversity in America’s Research Universities Reinvention cOLLABORATIVE National Conference Washington, DC, November 2016

11. The Special Imperative of Research Institutions • Research institutions account for substantial proportions and numbers of diverse student populations and degrees • Many challenges, but reason for optimism • Special responsibility • Eberle-Sudre, Welch, & Nichols (2015) • Milem(2001) • NCES (2016)

12. Person x Environment: the Centrality of the INTERACTION

13. Person x Environment: the Centrality of the INTERACTION • No environment is “neutral” in its content or effects • Culture and identity matter greatly • We are “in control” (at least moderately) of the environment • M. J. Chang, Sharkness, Hurtado, & Newman(2014) • M. J. A. Chang, Eagan, Lin, & Hurtado (2011) • Collier & Morgan (2008) • Crisp, Taggart, & Nora (2015) • Dika (2012) • Harper & Harris (2012) • Harper & Hurtado (2007) • Sylvia Hurtado, Alvarado, & Guillermo-Wann (2015) • Sylvia1 Hurtado et al. (2011) • Lightweis (2014) • Tough (2014) • Yosso, Smith, Ceja, & Solórzano (2009)

14. Reframe #1: Framing questions in terms of institutional outcomes for which we are responsible Bensimón(2005)

15. A New Understanding of the Assets Students Bring • Formerly, a focus on “deficits” associated with lesser opportunity • Now, a focus on talent development: recognizing, nurturing, and capitalizing on the student assets • Ladson-Billings (2006) • Lightweis (2014) • Olive (2010) • Pizzolato (2003) • Soria & Stebleton (2012) • Stull (2013)

16. A “Talent Development” Approach • Distinctive Assets: • Commitment to education • Resilience • Self-authorship • Funds of knowledge • Commitment to service • Ways We Can Cultivate Assets: • “Difference” Interventions • Feedback Approaches Cohen & Sherman (2014) Olive (2010) Schreiner (2012) Steele, Spencer, & Aronson (2002) Stephens, Fryberg, Markus, Johnson, & Covarrubias (2012) Stephens, Hamedani, & Destin (2014) Stephens, Townsend, Hamedani, Destin, & Manzo (2015) Walton & Cohen (2011) Yeager, Walton, & Cohen (2013) • Ways We Can Avoid Suppressing Student Learning Capacity: • Mitigating Stereotype Threat • Cultural Mismatch

17. Reframe #2: A focus on the quality of exiting students and their learning skill, calls for an emphasis on cultivation of student assets

18. The “Whole Student” and the “Whole Campus” • Student learning is conditioned by students’ experience across academic, personal, and social dimensions • When we cross the artificial boundaries and silos, the entire campus becomes a learning space • Rendon (1993) • Tough (2014)

19. Reframe #3: When we focus on the whole student and whole campus all who interact with students in educationally purposeful ways are educators.

20. Organizing Thinking and Action across Four Dimensions • Individual • Interventions to stimulate and support individual performance • Group • Programs and activities that influence the outcomes of groups of students, large and small • Institution • Ways we assess and address institutional culture, structure, and process • Cross-institution • Accelerating our own institutional learning by sharing successes and strategies across institutions

21. Acting in Multiple Dimensions: INDIVIDUAL STUDENT CAPACITY • Interventions aimed at maximizing individual performance: • Faculty-student interaction • Mentored research • Creation of “counterspaces” • More… • Carini, Kuh, & Klein (2006) • Hurtado et al. (2011) • Longwell-Grice & Longwell-Grice (2008) • Petty (2014) • Yeager et al. (2014)

22. Acting in Multiple Dimensions: INFLUENCING GROUPS • Creating community and influencing micro-cultures: • Enriching classrooms and pedagogy • Building learning community • Academically-focused organizations that are culturally supportive • Financial aid policies that account for needs of underserved students • Milem, Chang, & Antonio (2005) • Morales (2014) • Smith (2004) • Tough (2014) • Walton & Cohen (2011) • Zaback, Carlson, Laderman, & Mann (2016)

23. Acting in Multiple Dimensions: INSTITUTIONAL STRUCTURES AND CULTURES • Crisp, Taggart, & Nora (2015) • Harper & Harris (2012) • Hart Research Associates (2015) • Kelchen & Goldrick-Rab (2015) • Lightweis (2014) • McNair (2016) • Morales (2014) • Soria & Stebleton (2012) • Stephens, Fryberg, Markus, Johnson, & Covarrubias (2012) • Yosso, Smith, Ceja, & Solórzano (2009) • Assessing and addressing institutional culture and process • Stated mission and values • Actions and statements of institutional leaders • Curriculum content and structure • More…

24. Acting in Multiple Dimensions: INSTITUTIONAL STRUCTURES AND CULTURES Sharing ideas, strategies, successes and failures to accelerate learning across institutions • Reinvention Center • Associations • Informal networks • More… • Crisp, Taggart, & Nora (2015) • Harper & Harris (2012) • Hart Research Associates (2015) • Kelchen & Goldrick-Rab (2015) • Lightweis (2014) • McNair, et al. (2016) • Morales (2014) • Soria & Stebleton (2012) • Stephens, Fryberg, Markus, Johnson, & Covarrubias (2012) • Yosso, Smith, Ceja, & Solórzano (2009)

25. Themes: • Research institutions: Special position, significant challenges • Identity and culture matter, and environment matters. No environment is neutral • Environment is largely under our control • Enhancements to climate and practice benefit all students, and underrepresented students differentially greater • Surprising power of • Recognizing and cultivating assets • Acknowledgement and honoring of difference • Interventions that create internal narratives about challenge, support, and success • Alteration of negative environmental cues

26. Reframe #4: Fundamentally, a focus on the quality of the learning experience No single program or policy, but systemic solutions involving coordination of many educators and educational services

29. We don’t see the world as it is… We see the world as we are. Anais Nin

30. Environmental Scanning • What messages are communicated? • How might the design of the space influence behavior? • What beliefs/attitudes towards particular identity groups does design of the space communicate? • Where is there evidence of attempts to “redesign” the environment to meet particular needs? • What messages of encouragement and/or discouragement are observable?

31. Image Analysis • Where else might this message be reinforced (redundancy)? • Where might this message be contradicted? • What isms might the message or contradiction influence?

32. Environmental Audit – Greek Row Conducted by: Anesat, ixtel, lorena, victoria

33. General Impression “We are in the wrong neighborhood”

34. What Messages or Values Are Expressed? • Elitism • Physical Superiority – Physical and Appearance • Patriarchal • Patriotic – Conservative • Wealth • Assimilation to white culture White Cultural Centers

35. What messages of injustice are designed into the spaces, policies, human dynamics? • Colonialism • Sexism • Racism • Heteronormativity • Classism • Ableism • Culture Appropriation • Colorism • Toxic Masculinity • White Supremacy More injustices than justices

36. Interventions • Focus on manipulating the environment • Environments can be manipulated to reinforce values and support the identities and characteristics of inhabitants • It is unethical to manipulate individuals

37. A Call to Action: Making Excellence Inclusive AND Preparing all for Inclusive Excellence

38. A Transformative Student Experience

39. Making Excellence Inclusive • AAC&U’s guiding principle for access, student success, and high-quality learning… • …Making excellence inclusive is an active process through which colleges and universities strive for excellence in learning, teaching, student development, institutional functioning, and engagement in local and global communities. • …The action of making excellence inclusive requires that we uncover inequities in student success, identify effective educational practices, and build such practices organically for sustained institutional change. https://www.aacu.org/making-excellence-inclusive

40. Making Excellence Inclusive AND Preparing ALL for Inclusive Excellence “Inclusion: The active, intentional, and ongoing engagement with diversity—in the curriculum, in the co-curriculum, and in communities (intellectual, social, cultural, geographical) with which individuals might connect—in ways that increase awareness, content knowledge, cognitive sophistication, and empathic understanding of the complex ways individuals interact within systems and institutions.” https://www.aacu.org/making-excellence-inclusive

41. A desired outcome… To educate all of our students to become informed, engaged, socially responsible, globally minded professionals and citizens prepared to meet the needs of tomorrow’s world

42. Elements of inclusive excellence • Broadening Access and Preparation • Supporting and Advancing Success • Cultivating Competency with Scholarship and Experience • Facilitating Impact through Infrastructure and Assessment • Action Oriented Commitment to Improving Culture

43. IE in the research university context • Breadth of diversity at the institution • Stages of growth across the continuum • Access to innovative tools and technologies • Problem solving mindsets • Fostering of new ideas and approaches • Immersion in the complexity of real world challenges • Active learning and mentorship in undergraduate research • Integrated loop between research and education • Campus-wide partnerships can make a scalable and sustainable effort

44. IE and Academic and Student Affairs Partnership • A holistic approach to supporting students and their educational experience • Student-centered model with integrated network of support relationships • Capitalizes on faculty and staff expertise • Curricular elements can move from optional to required and engage more than the “usual suspects” Student

45. An Integrative Approach to Core Education SCHOLAR PROFESSIONAL An Integrative Model for a Holistic Core Education • New Mellon College of Science Core Education in Four Dimensions • Partnership between academic and student affairs • EUREKA first year seminar model- Faculty and Peer leaders • Engage in Wellness, Service and the Arts graduation requirements • Holistic, teaching faculty advising model and authentic assessments • Early measures show student success impacts CITIZEN PERSON

46. Preparing ourselves and our colleagues • Community Collage at orientation • Bias busters training • Interactive theater “case studies” events • Faculty workshops on best practices in IE • New advising paradigms • Changing reward and recognition structures

47. Define and measure success • Retention and completion • Student self assessments and satisfaction • Engagement and placement data • Core competence measures (intercultural, communication) • Diversity Dashboard and Equity Scorecard

48. Be the change that you wish to see in the world - Gandhi

49. Elements of inclusive excellence • Access and Success • Education and Scholarship • Climate and Intergroup Relations • Institutional Infrastructure Adapted from sources: Rochester Institute of Technology: Inclusive Excellence Framework https://www.rit.edu/diversity/sites/rit.edu.diversity/files/docs/InclusiveExcellenceFramework.pdf Association of American Colleges and Universities (AAC&U): http://www.aacu.org/sites/default/files/CommittingtoEquityInclusiveExcellence.pdf Synthesis by J. Gilbride-Brown

50. Access & Success • Increase membership and success at student, faculty, and staff levels • Assess existing pipeline & support initiatives • Aggressive financial aid packaging • Engage with alumni in recruitment & support programs • Assess and enhance advising • Ensure broad participation in High Impact Practices • Implement membership & retention goals • Climate & Intergroup Relations • Create environment that acknowledges and celebrates equity & uses inclusive practices in daily operations • Assess student and employee feedback on climate • Engage in diverse perspectives on social & economic inequality • Educate on discrimination & conflict resolution • Implement & evaluate celebratory inclusion events • Develop & make visible Principles of Equitable Community STRATEGIES • Education & Scholarship • Increase inclusive competencies and opportunities to achieve equity & inclusion learning goals at all levels • Enrich curriculum with courses & programs addressing identities, structural inequality & domestic/global social issues • Incentivize faculty & units to adapt or create courses • Support assessment of inclusion-related outcomes • Prioritize hiring of faculty & staff with expertise in areas of identity, structural inequality & social issues • Institutional Infrastructure • Increase university-wide efforts through fund development and transparent reporting & accountability • Incorporate equity and inclusion interests into philanthropic campaign efforts • Engage students and alumni in philanthropic efforts • Increase reporting and continuous improvement planning on inclusive practices and outcomes • Increase research and grant funding opportunities which focus on inclusion-related outcomes