Access and Equity
In June 2002, the Center organized a think tank for educators in Washington State. Our conversations began with a review of the data about student opportunity and achievement, by ethnicity and race, from grade 10 up to the baccalaureate degree.
By the day's end the eighty or so educators present, disturbed by what this data implied for higher education, expressed the need for extensive, multi-layered diversity education and training for faculty, staff, and administrators. They recommended that diversity work should become a campus-wide priority throughout the state.
The first Campus Equity and Engagement Retreat for campus teams, organized in early 2004, has turned into an annual event where teams use the Framework for Diversity Assessment and Planning to put in place practices that encourage educational equity for all.  Introducing the Framework for Diversity Assessment and Planning: A Collaboratively Designed Catalyst for Change
Prompted by the question what can the community and technical college system do to help students of color achieve more academic success?, this article describes the extensive collaborative process, from June 1998 to May 2004, that led to the creation and eventual endorsement of the Framework for Diversity Assessment and Planning by the Instruction Commission in Washington State.
Lardner, E. and R. Coats. 2004. "Introducing the Framework for Diversity Assessment and Planning: A Collaboratively Designed Catalyst for Change." Washington Center News. The Washington Center for Improving the Quality of Undergraduate Education. Fall: 5-8.
 Framework for Diversity Assessment and Planning
This framework grounds recommendations for diversity efforts on campus data, and includes eight categories: access; student progression and achievement; student goal attainment and completion; hiring and retaining staff, faculty, and administrators of color; instruction; student services; institutional and administration efforts; physical environment.
The Washington Center. 2004.
The Critical Moments Project
When students of color and other underrepresented students share their experiences about college, often a remark or incident was a "critical moment" - do I belong in college? Funded by the William and Flora Hewlett Foundation, this handbook introduces Critical Moments work and includes: a seven-step model; guidelines for writing and facilitating case stories; accounts of how campuses have adapted the model; and sample case studies.
Malnarich, G. & Gillespie, D., eds. 2004.
More Resources
|
|
|
|
|
|
evergreen.edu