coordinators, activists: stem capacity networks · 2016. 1. 19. · leaders, heroes, coordinators,...

Leaders, Heroes, Coordinators, Activists: Leaders, Heroes, Coordinators, Activists: Building Institutional STEM Capacity in HSIs through NetworksBuilding Institutional STEM Capacity in HSIs through Networks

Alicia C. Dowd HSI Outreach ForumAssociate Professor and Co‐Director September 25‐26 2009

USC Rossier School of Education

Associate Professor and Co Director September 25 26, 2009Center for Urban EducationUniversity of Southern California

1

Pathways to STEM Degrees for Latina and Latino Students

Principal Investigators: Alicia C. Dowd and Estela Mara Bensimon

Funded by the National Science Foundation

I Statistical AnalysesII. Interviews and Observations at “Exemplars”

I. Statistical Analyses

III. Dissemination of Equity-Based Assessment Tools


The Center for Urban Education (CUE) conducts socially conscious research yand develops tools needed for institutions of higher geducation to produce equity in student outcomes. y


FUNDING AND BUILDING NETWORKSPrograms Relationships

Workshops Joint Productive Activities

Cultural Capital Professional CompetenciesCultural Capital Professional Competencies

Data Institutional Funds ofData Institutional Funds of Knowledge


THEORETICAL FRAMEWORKSTHEORETICAL FRAMEWORKSAND KEY CONCEPTS

1. Critical Race Theory“Equitymindedness”

2. Sociocultural Learning Theory2. Sociocultural Learning Theory3. Cultural Historical Activity Theory (CHAT)

“Activity Settings”“Assisted Performance”Assisted Performance

4. Sociology/Social Capital Theory“Institutional Agents”“Institutional Funds of Knowledge”

5. Practice Theory“Practical Wisdom”


Practical Wisdom

ACTIVISTACTIVISTLEADERLEADER

HEROHEROCOORDINATORCOORDINATORHEROHEROCOORDINATORCOORDINATOR


LEADERLEADERLEADERLEADER• In high status position

• Has access to resources

• Able to convene people

• Sets expectations• Sets expectations


HEROHERO

G t it• Program builder

• Goes the extra mile• Grant writer

• High visibility• High standards• High standards


COORDINATORCOORDINATORCOORDINATORCOORDINATOR• Makes things run• Knows the system

W k th t

Makes things run

• Works the system• Knows who’s who

• Creates safety nets• Is student centered• Creates safety nets


ACTIVISTACTIVIST• Shared identity and• Shared identity and

background—a Latino

A mentor role model and guide

• Sees inequities—Equity Minded

• A mentor, role model and guide• Connects students to resources• A passionate advocate• Confianza


Confianza

HEROHERO ACTIVISTACTIVISTHEROHERO ACTIVISTACTIVIST

LEADERLEADERUSC Rossier School of Education

LEADERLEADER COORDINATORCOORDINATOR

LEADERLEADERLEADERLEADER• Fiscal pressures

• Disconnected from Communities/StudentsCommunities/Students

• Frustrated that students don’t take advantage of resources.


HEROHERO• Empire building

through special g pprograms

• Limited reach• Limited reach

• Exhausts others

• Heroics require victims


COORDINATORCOORDINATOR• Lack of authority

COORDINATORCOORDINATOR

• Disconnected from pedagogy curriculum andpedagogy, curriculum, and classrooms

• Competing programs• Competing programs


ACTIVISTACTIVIST• Outside the “color

blind” norm

• Taking the brunt of institutional indifference

• Anger and Cynicism

institutional indifference

• Betrayal


LEADERLEADER

HEROHERO

Key Key Q tiQ ti LEADERLEADER

BUILDING BUILDING What do we

d t k t

QuestionsQuestions

BUILDING BUILDING THE THE NETWORKNETWORK

need to know to act as institutional agents? NETWORKNETWORKagents?

How can we increase our

COORDINATORCOORDINATOR

AGENTAGENT

increase our institutional funds of knowledge?


AGENTAGENTg

CONDUCT RESEARCHCONDUCT RESEARCH COLLABORATIVELY ON YOUR OWN CAMPUS AND INCAMPUS AND IN PARTNERSHIPS—DO ACTION RESEARCH


BESST Excel Tool Data Disaggregated by Race/Ethnicity


Current Performance for Hispanic CohortCurrent Performance for Hispanic Cohort

Hispanic

33% 26% 40% 3 5S f l 33% 26% 40% 3.5%n=2

Starting Cohortn=57

Successful Completion Rate


% to Original Cohort 33% 9% 3.5%# of Students 19 5 2

BUILD INBUILD IN ASSESSMENT AND EVALUATION AS CENTRAL ACTIVITIESCENTRAL ACTIVITIES OF YOUR INITIATIVE


f blUse Inquiry to Define Problems

ObserveData

Inquiry into the Causes

Informed Solutions

• Take stock of student outcomes

• Utilize equity-based assessments to better understand the problems

• Create solutions that are contextualized by inquiry findings• Identify inequities

within and across groups

problems

• Set benchmark goals to close gaps in student success

inquiry findings

• Evaluate effectiveness of the new solutionsnew solutions

Find the Gaps

Set Goals

Evaluation of Solutions


p

From Best Practices toFrom Best Practices to Effective Solutions

EffectiveSolutionsInquiry into

the Causes

Setting Goals

Progress: Is the Equity G Cl i ?Gap Closing?


h lWithout an Assessment Plan…

• Are we doing what we intended to do?

• Are we making progress?

• Do we agree on what progress• Do we agree on what progress means?


BECOME HISPANICBECOME HISPANIC SERVING BY ADOPTING EQUITYMINDEDNESSEQUITYMINDEDNESSAS A GUIDING PERSPECTIVE


For more information:

l d d [email protected]

(213) 740‐5202(213) 740 5202

http://cue.usc.eduSuggested Citation:

Dowd, A. C. (2009). “Leaders, Heroes, Coordinators,Activists:

Building institutional STEM Capacity in HSIs through Networks." PowerPoint presentation.

QEM HSI Outreach Forum Albuquerque NM September 25 26 2009QEM HSI Outreach Forum. Albuquerque, NM. September 25‐26, 2009.

Center for Urban Education © 2009 All rights reserved. University of Southern California


coordinators, activists: stem capacity networks · 2016. 1. 19. · leaders, heroes, coordinators,...

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