Opening Prepárate plenary
A Dream Deferred & Prepárate plenary
A Dream Deferred & Prepárate colloquia sessions
Access to Opportunities and Equity in Outcomes
There is a reality that Access and Success Outcomes are still at the heart of the work that needs to happen for students coming from diverse communities entering higher education. There are still substantial barriers that prevent students from a variety of backgrounds from engaging in the rigorous coursework in high school that prepares them for success in college – and then attending and completing a college that best fits their needs. Panel will engage in dialogue around various initiatives and approaches that offer collective engagement and a broad collective impact that are underway to break down these barriers and provide a roadmap on how schools, districts, institutions, and organizations can play critical roles. Access to Opportunity (A2O), the newly committed signature social mission of the College Board, will be highlighted.
Moderator: Deangela Burns-Wallace, Assistant Vice Provost Director of Access Initiatives Division of Enrollment Management, University of Missouri , MO
Speaker(s):Steve Colon, Vice President, Access to Opportunity, The College Board, NY
Community College Access Point- Renewed Possibility
Community Colleges are often seen as the gateway to a four year university for many students. While over 60% of African American and Latino students who start education begin at a community college, the number transferring to a four- year university is dismally low. Traditional approaches to the study of transferring places the responsibility of transfer preparation on the student, not the institution, and often views community college students of color as academically inferior. A more critical approach accounts for the historical context of community colleges, focuses on the strength of students of color, and examines the role of both the sending and receiving institution. Higher education officials need to ask what pathways are available to these students. The question is particularly pertinent for low-income students of color at a time when traditional levers for access such as affirmative action programs are becoming increasingly unavailable. Given current challenges, higher education must find new ways to ensure that a larger proportion of these students have the opportunity to pursue four-year degrees. This session will provide examples of strategies in different states that are increasing opportunities for successful transfer for African American and Latino students.
Speaker(s):Stephen Handel, Associate Vice President, Undergraduate Admissions, Office of the President, University of California, CA
Demystifying the Financial Aid Maze for Parents and Students
Opportunity, access, and success of African-American and Latino students are closely tied to a complex maze of federal higher education financial aid policy and state driven delivery of aid. Satisfactory academic progress, student loan debt, financial literacy, and family financial aid education programs play critical roles in how African-American and Latino students view financial aid and whether they over- or under-match with an institution based on an ability to pay. Financial Aid experts from across the country will share their insights about current federal policy, financial literacy initiatives, and programs which are supporting our student’s success.
Moderator: Chio Flores, Assistant Dean of Students, Washington State University, WA
Speaker(s):Youlonda Copeland-Morgan, Associate Vice Chancellor for Enrollment Management, University of California, Los Angeles, CA
A Dream Deferred & Prepárate concurrent sessions
A McNair Approach: Using Holistic Academic Advising to Help Underserved Students Attain a Doctorate/Career
The McNair Scholars Program engages first-generation, underrepresented students in undergraduate research and pairs them with faculty mentors. The ultimate goal for participants is to attain a doctoral degree within 10 years of obtaining their bachelor’s degree. In order to reach this ambitious objective, the program employs an intrusive form of advising that goes beyond traditional models. In this session, participants will identify the multiple pathways available to students who hope to pursue a doctorate or professional career and will analyze how McNair’s prescriptive series of services helps students reach their goals. Participants will evaluate crucial program elements, such as the Individualized Strategic Academic/Career Plan, and will develop strategies for implementing McNair’s holistic approach on their campuses.
Speaker(s):Melina Benavidez, Project Specialist, Our Lady of the Lake University, TX
Behavior Leaders: Teaching Positive Behavior Expectations in Secondary Schools
A disproportionate number of black and Hispanic students are suspended from secondary schools due to negative behavior. This session will offer a collaborative framework for establishing positive student expectations, so that positive behavior becomes embedded in the school culture. Participants will evaluate a variety of programs, partnerships, and professional development strategies that can be used to create a culturally responsive school environment, increase student achievement, and improve classroom management. Participants will practice individual behavior modification strategies and learn how to craft behavior agreements and counseling options for students with chronic suspensions. Helpful resources will be provided.
Moderator: Belinda Reyes, Executive Area Director , Orange County Public Schools, FL
Karena Chunoo, District Resource Teacher, Orange County Public Schools , FL
Patricia Glore, District Guidance Counselor, Orange County Public Schools , FL
Deriving While Black: Replicable Strategies to Ensure Success for Underrepresented Students in AP Calculus
Visit a local high school and sit in on an AP Calculus class and more than likely you will find few (if any) African American, Hispanic, or low-income students present. If teachers and administrators are committed to closing “the achievement gap,” they must create opportunities coupled with support for students who are, and have been historically, underrepresented in advanced-level mathematics courses. To do so, educators must strengthen relationships with students and forge partnerships with parents. In this session, participants will develop replicable strategies for establishing and nurturing these essential relationships. Participants will propose ways to address technical and adaptive challenges that exist in their schools in order to increase the number of African American, Hispanic, and low-income students who successfully complete AP Calculus.
Adrian Mims, National Calculus Project Director, Replications Inc., MA
Keith Lezama, METCO Director, Brookline High School, MA
Developing Your Educator Swagger: Improving Student Learning, Retention, and Satisfaction
This interactive professional-development workshop will help educators further hone their student-success strategies in order to improve student learning, retention, and satisfaction. Each participant will leave with an “Educator Swagger Score” and with a wealth of resources essential for student achievement. During the session, participants will self-identify their competency levels in 10 skill areas, highlight their purpose for working in education, and develop an individualized, time-specific action plan for growth and development. Participants will also draft a list of best practices for career growth.
Speaker(s):Daniel Jean, Executive Director, EOF and Academic Development, Montclair State University, AL
Helping Young Men Navigate the Fatherless Experience
This dynamic presentation will build on recent research that explores how fatherlessness impacts young men’s behavior and their transition to manhood. Fatherlessness is one of the factors that affects academic performance and hinders social adaptation in schools. Its pervasiveness — almost one in three U.S. children are fatherless — demands greater emphasis and awareness. In this session, participants will evaluate the multiplicity of outcomes for fatherless boys and learn to recognize and address indicators of trouble. Participants will draft holistic performance plans and employ foundational activities that can assist students who are coping with fatherlessness and attempting to transition to manhood.
Speaker(s):David Inniss, Consultant, Drexel University, CA
Implementing High-Impact Practices in a Community College First-Year Seminar
Student success courses in college can contribute to long-term student success outcomes, particularly when students learn how to effectively apply their knowledge and skills. Bronx Community College (BCC) has developed a First-Year Seminar (FYS) that integrates traditional orientation activities with academic content that is organized around general education skills. The vast majority of the 11,000 BCC students are ethnic minorities, require basic skill instruction, and have limited knowledge about college expectations. Initial research findings suggest that the FYS may help increase BCC’s low retention and graduation rates. In this session, participants will identify and assess the components of a well-designed student success course that utilizes teaching and learning for application. Participants will review and analyze initial research findings about the short- and long-term impact of the course on student attainment and persistence.
Katherine Hughes, Executive Director, Community College and Higher Education Initiatives, The College Board, DC
Nancy Ritze, Dean, Instructional Research, Planning, and Assessment, Bronx Community College , NY
F. Javier Legasa, Director, ASAP and First Year Programs, Bronx Community College , NY
Social-Media Interventions for Underprepared African American and Latino Students
How can social-media modalities such as Facebook and Twitter support the development of prosocial attitudes and behaviors among academically underprepared African American and Latino college students? How can underresourced communities and classrooms effectively integrate and apply social media technologies to promote academic achievement among underserved students? In this session, participants will evaluate innovative teaching strategies and student-development practices to help them effectively utilize emerging social-media technologies. Participants will assess the psychology and social capital of the neomillenial student and consider institution-level policy developments/changes necessary to support this student population.
Anissa Moody, Assistant Professor, Queensborough Community College, NY
Wendi Williams, Assistant Professor, Long Island University - Brooklyn, NY
Supporting Underserved Students: A Conversation About Best Practices
In this interactive session, educators and community leaders will offer insights and best practices for supporting underserved students and their families in the college-going process. The panel will share case studies about communities that have transformed their level of participation in postsecondary education. Session attendees will develop the tools needed to employ a comprehensive and systematic approach to promoting college and career readiness. Participants will develop strategies for increasing access to college-planning resources at their schools and will brainstorm effective ways to connect students and families to these essential resources.
Moderator: Luis Martinez-Fernandez, Professor of History, University of Central Florida, FL
John Michael Lee, Vice President, Association of Public and Land-grant Universities, DC
Rachel Ruiz, Assistant to Vice President, The University of Texas at San Antonio, TX
Daniel Morales-Armstrong, Assistant Director, The Bronx Institute at Lehman College, NY
Kempner Martin, Associate Research Professor and Director, Rutgers, The State University of New Jersey, NJ
“If Not Us, Then Who?” Strategies for Increasing College Access and Success for Low-Income and First-Generation Students
This session will provide practitioners, school leaders, school counselors, higher education professionals, and community advocates with the tools and practical strategies needed to increase college persistence and completion for low-income and first-generation students in secondary and postsecondary environments. Two recent alumni of the scholarship program administered by the College Success Foundation will engage in a dialogue with two working college-access practitioners to share their experiences and explain their decision to “pay it forward” in their communities. Session participants will examine available research and assess student feedback in order to identify the most effective programming options. Participants will develop the skills needed to implement program components proven to address the common factors limiting African American and Latino students’ college success.
Moderator: Phyllis Jeffers-Coly, Director of Admissions, Central State University, DC
Kya Dixon, Senior Programs Officer, College Success Foundation DC, DC
Nicole Smith, Senior Program Officer, School Programs, College Success Foundation DC, DC
William Walker, Program Associate, HERO , College Success Foundation-DC, DC
Sandra Villegas, Master's Candidate, Catholic University, DC
A Dream Deferred & Prepárate concurrent sessions
Access, Advocacy, and Accountability for African American Male Admission and Persistence
Session participants will examine the status of African American males in Higher Education, with a focus on UCLA’s experience as articulated by current black male students. Learn about UCLA’s Black Male Institute and its development of student researchers. Participants will watch the “Black Bruin Video” that went viral and discuss the impact of student voice on change and explore how this video has sparked new conversations.
Youlonda Copeland-Morgan, Associate Vice Chancellor for Enrollment Management, University of California, Los Angeles, CA
Tyrone Howard, Professor of Sociology, Division of Urban Schooling in the Graduate School of Education and Information Studies, University of California, Los Angeles, CA
Simone Rahotep, Director of Community Relations, University of California, Los Angeles, CA
Sy Stokes, Student, University of California, Los Angeles, CA
Breaking Barriers: Developing Transliteracies for a Diverse Student Population Through Personalizing Instruction
How can we better address the needs of Latino students and help them to take control of their own critical reading comprehension and literacy skills? How can we create self-directed, self-motivated learners? The school library, as a literacy center, brings together information resources, inquiry methods, and technological tools that can help level the playing field for Latino, underrepresented, and low-SES students seeking to attain 21st-century literacy skills. In this session, participants will evaluate research-based strategies that are direct products of collaboration between classroom teachers, school librarians, literacy coaches, and technology specialists. Participants will develop strategies for tailoring their instruction toward diverse populations and will learn both digital and traditional methods to boost learners’ sense of agency and educational empowerment.
Caroline Messenger, Teacher, Naugatuck High School, CT
Carol Gordon, Consultant, Gordon Consulting, MA
Bridging the Gap between Academically Vulnerable Students and Success at Community Colleges
There are about 1,200 Community Colleges across the United States, all of which enroll about 43% of the nation’s undergraduate population (NCES). These students – 45% Black and 53% Hispanic - are academically vulnerable, as they are more likely to face difficulties while attempting to attain post-secondary credentials. “Of the students who entered community colleges during the 2003–2004 school year, 45% left college within three years without earning a credential” (Provasnik & Planty, 2008).
While the current national agenda is to double the number of young people who earn a post-secondary degree by the time they reach 26, this goal cannot be reached if rates of success are not increased among students enrolled at the community college level. This session will explore what community colleges are doing to address the needs of their populations, examining the use of non-academic supports, counseling, and communication to aid students from low-income backgrounds and highlighting various models that colleges across the nation are using to increase student success.
Katherine Hughes, Executive Director, Community College and Higher Education Initiatives, The College Board, DC
Gisela Ariza, Educational Counselor, The College Board, DC
Jerome Jackson, Administrative Associate , The College Board, DC
Providing Access to Higher Education: The University of California Experience
The University of California (UC) has maintained its commitment to enrolling a diverse student population despite recent legal challenges and restrictions to race-based admissions. In the new era of race-neutral decision making, UC has integrated innovative policies, data tools, and program interventions in order to identify and help prepare underrepresented students for higher education at selective institutions. In this session, participants will evaluate the beneficial effects of various academic preparation programs and intervention models. Participants will also develop the skills needed to respond to inquiries about program efficacy and viability by using data interventions, as well as data collection and reporting processes, to inform policy makers, higher education leaders, faculty, researchers, funders, and advocates.
Reginald Hillmon, Deputy Director, College Access and Preparation, University of California Office of the President, CA
Ravinder Singh, Director, Information Management and Analytics, University of California Office of the President, CA
Rewarding and Supporting Male Students of Color at Community Colleges
For more than two years, MDRC (a social policy research organization) has provided performance-based scholarships to nearly 200 African American and Hispanic/Latino male students attending the Boroughs of Manhattan Community College. The scholarships helped address the students’ substantial financial need. Meanwhile, college administrators enrolled the students in the Urban Male Leadership Academy (UMLA), which provided a variety of support activities to help members maintain academic progress, connect to campus services, benefit from mentorship, and navigate towards educational and career goals. In this session, participants will identify factors that help male students of color not only persist through college, but also contribute to the academic and social fabric of community college life. Participants will evaluate performance-based scholarships, paying special attention to the importance of not just offering financial aid to incentivize academic success, but offering it in a structured way so that financial funds are disbursed more evenly in order to last throughout a student’s full semester.
Oscar Cerna, Research Associate, MDRC, CA
Michael Gillespie, Dean of Academic Affairs, Boroughs of Manhattan Community College , NY
The Diversity Challenge: A Data-Driven Approach to Recruitment and Yield
In a climate of budgetary and policy constraints, public universities are often faced with the challenge of increasing underrepresented student populations. What cultural and socioeconomic factors pose obstacles to achieving the desired outcomes? How can admissions professionals turn these obstacles into opportunities for closing the education gap? This session will examine the data-driven approach that the University of California, Davis, uses to recruit and enroll underrepresented students. Participants will identify existing data and technology tools that can help them adjust their undergraduate recruitment, marketing, and yield strategies. Participants will develop methods for targeting and engaging prospects, encouraging applicants, and attracting admits from the pool of high-achieving underrepresented students.
Jennifer Pritchard, Assistant Director, University of California, Davis, CA
Sheryl Blackshire, Assistant Director, University of California, Davis, CA
Unheard and Unseen: Homeless Youth in the Educational System
There are more than 1.5 million children who can be classified as homeless each year in the United States. Although the overall numbers of those experiencing homelessness are decreasing, the number of homeless families and youth are increasing. Identifying homeless students can be a challenge. The impact on skill development varies according to grade level, the length of the homelessness episode, and previous skill acquisition. Children and youth who make up the homeless demographic are amongst the neediest of students and pose an ever-increasing challenge to educators. In this interactive session, participants will develop the skills needed to better recognize homelessness among students and to better assist such students as they navigate the educational system. Participants will draft an outline of an educational assistance plan to implement in their communities.
Speaker(s):Addie Ellis, Thesis Mentor, William Jessup University, CA
Using EdTech and Interactive Studying Solutions to Boost AP Success
Students in diverse, underfunded urban schools can often face unique challenges when it comes to creating an effective, accessible, and motivating curriculum that will lead to collegiate success. Elizabeth Fernandez-Vina will share how she overcame cutbacks, revamped the AP program, and tripled college-eligible test scores at Northeast High School in Philadelphia, where one-third of the student population is black and four out of five students are economically disadvantaged. In this session, participants will practice using a wide variety of accessible and affordable EdTech tools, including Shmoop and Schoology, and will review interactive, student-motivating studying solutions such as summer programs, award assemblies, and extracurricular tutoring options. Participants will develop strategies for utilizing cost-effective technology and collaborative study materials at their own schools to encourage student motivation and interest.
Speaker(s):Elizabeth Fernandez-Vina, AP Coordinator, Northeast High School, CA
Networking reception and poster sessions
A Unified Front: Focusing on Retention, Learning, and Engagement for Students of Color
The University of Arkansas recently implemented a summer bridge academy that focuses on eliminating the need for remedial coursework. All their student participants bypassed at least one developmental course for a total of 75 course advancements. Administrators from the university will share strategies, best practices, and lessons learned.
Speaker(s):John Kuykendall, Associate Professor, University of Arkansas at Little Rock, AR
From Placement to Transfer: Improving Success for Latino/a Community College Students
This presentation will deconstruct the current transfer pipeline and compare it to the “ideal” transfer pipeline. You will have the opportunity to share expertise and perspectives to fill in the larger context surrounding college access and transfer success. Presenters will provide data, student profiles, and a suggested model to support Latino/a students as they navigate the transfer pathway.
Carlos Maldonado, Graduate Student Researcher, University of California, Los Angeles, CA
Llanet Martin , PhD Candidate, University of California, Los Angeles, CA
How Summer Bridge Programs Can Enhance STEM Access and Success Among Underrepresented Students
Auburn University’s College of Sciences and Mathematics designed and implemented the Summer Bridge Program to improve academic performance so that students will persist, maintain their standing, and earn their degrees. This presenter will share the challenges at-risk STEM students face, the role that effective summer bridge programs and mentorship can play, and the techniques that educators can use to develop retention programs.
Speaker(s):Bianca Evans, Minority Programs Coordinator, Auburn University, AL
Students for Equal Rights: Undocumented Students Speak
Join the Students for Equal Rights club at East Los Angeles College to hear stories from undocumented students who successfully transferred to four-year universities and to understand how the student group served as a catalyst for their success, empowering them with the tools they needed to graduate and transfer.
Speaker(s):Alicia Perez, Counselor, East Los Angeles College, CA
The “Road to UGA” Initiative: Paving a Path to College Readiness
“Road to UGA” is a comprehensive program that provides low-income, underrepresented, and underachieving students and their families with college readiness information, financial aid awareness and tools, and exposure to secondary and postsecondary life through visits to campus, including interactions with university faculty, students, staff, and members of the UGA community. Presenters will explain how the University of Georgia identifies underrepresented students with potential, work with school officials and counselors, and implements their program.
Speaker(s):Anthony Johnson, Senior Assistant Director of Admissions, Univeristy of Georgia, GA
Uniting for the Undocumented: Seeking Answers to Better Serve Students
Join one Washington State coalition hear how they are positioned to help undocumented students successfully navigate higher education. The coalition has generated materials such as a checklist to make campuses undocumented-student friendly and a resource guide that can be disseminated and adapted for specific states’ needs.
Marcela Pattinson, Educational Outreach Program Coordinator, Washington State University, WA
Magdalena Fonseca, Assistant Director of the Ethnic Center , University of Washington , WA
Ambar Martinez, Bilingual Communications, Media and Outreach Coordinator, Washington State University, WA
Utilizing Technology as a Tool for Early Awareness and College Access
Presenters will demonstrate the interactive online student portal developed by the Rutgers University Office of Enrollment Management and explore technology-based strategies for sharing information, resources, and “real-time” academic feedback with precollege students. They will discuss how technology can be used for program tracking and student evaluation, and how it can be a marketing and recruitment tool for admission offices.
Courtney McAnuff, Vice President, Enrollment Management, Rutgers University, NJ
Paul Johnson, Associate Vice President, Enrollment Management, Rutgers University, NJ