The CSU Student Success Network Conference
Building a Student-Ready Campus: Shared Opportunities for Equity and Transformation
Conference Day 2 (OCT 16th): Teaching and Academic Support
10:00 AM System Leaders and Faculty Plenary
Creating Collaborative Partnerships in Promoting First-Generation Student Success || 11:30AM - 12:30PM
Martha Enciso, Associate Director, Weber Honors College
Michelle Lopez, Associate Dean, Division of Academic Engagement and Student Achievement
San Diego State University
Equally as important as cultivating environments where first-generation students can thrive, is creating a student ready college that focuses on collaborative partnerships. This session will highlight how institutions can begin to create environments of inclusive excellence and success for first-generation college students by developing effective partnerships.
Community Cultural Wealth: Embracing Diverse Sources of Knowledge || 1:30-2:30
Emily Ward, California State University, STEM VISTA Leader
Kristina Barger, California State University, STEM VISTA Program Manager
California State University, STEM VISTA, California State University, Chancellor’s Office
The CSU STEM VISTA (CSV) program utilizes asset-based, culturally validating models in working across campuses—in colleges, career centers, advising centers and more—to eliminate inequities in graduation rates of historically under-resourced students pursuing STEM degrees. While traditional education models operate under the assumption that only certain types of knowledge are valuable and can lead to academic and career success, CSV seeks to shift away from this perspective towards viewing historically under-resourced students as experts in their own experience and as valuable epistemic resources. This shift is encouraged by CSV’s incorporation and dissemination of Dr. Tara J. Yosso’s community cultural wealth model which focuses on the aspirational, linguistic, familial, social, navigational, and resistant capitals that students possess before entering college. Utilizing this asset-based framework of community cultural wealth helps us create spaces in which the “non-traditional” skills/talents/wisdom/knowledge that historically under-resourced students possess are valued as providing legitimate pathways to academic success. In this workshop, participants will have the opportunity to equip themselves with the knowledge and tools to embrace various forms of cultural capital, center personhood and relationship at the core of learning, and therein promote student engagement and success. This will be accomplished through deep reflection, discussion, and exploration regarding our roles in expanding the types of cultural capital that are valued by academia.
Effects of equity-minded pedagogical practices on reducing course-level equity gaps: A pilot test across 3 colleges || 1:30-2:30
Ioakim Boutakidis, Professor of Child and Adolescent Studies
Michelle Ramos, Assistant Professor of Child and Adolescent Studies
California State University, Fullerton
This session will report on a pilot test of equity-minded pedagogical practices on class-level equity gaps, as measured by differences in grade point averages between students in historically under-represented groups and those who are not. A set of 3 empirically supported pedagogical and curricular practices were deployed by 9 faculty members across 3 colleges, involving over 1000 students. Impacts on equity gaps and overall grade point averages, as compared against matched control groups, were examined. Implications regarding scalability, sustainability, and concerns regarding rigor and workload will also be discussed.
Push for Persistence through Building Resiliency: A Story of Academic Recovery Success Course || 2:45-3:45
Ashley Gragido, Student Success Facilitator and Lecturer, First-Year Programs
Marnie Eldridge, Interim Director, First-Year Programs
California State University, San Marcos
Learn about how FYP implemented an academic recovery, student success program for various academic probation student populations (first-year, second-year, and transfer student populations) through course content focused upon strength-based approaches to resiliency. Leave inspired to create your own academic recovery plan at your own campus to support one of the most “at-promise” student populations.
Enhancing Equitable Practices with an Intentionally-built Web Platform || 2:45-3:45
Judy Botelho, Director, California State University, Center for Community Engagement, California State University, Chancellor’s Office
Brianna Wagner, CalState S4 Developer, California State University, Center for Community Engagement, California State University, Chancellor’s Office
Robert Pierce, Assistant Director for Service-Learning, Center for Internships & Community Engagement, California State University, Fullerton
Nicole Linton, Database Specialist, Off Campus Academic Experiences, Undergraduate Studies, California State University, Northridge
Ryan Jones, Field Administrative Support Coordinator, Division of Social Work, California State University, Sacramento
California State University, Chancellor’s Office
Service-learning (SL) has long been recognized as a vehicle for embedding social justice themes and exploration into teaching and learning. The use of technology to increase access to SL and other high-impact practices (HIPs), particularly for students from traditionally underrepresented groups, can support campus efforts to close equity gaps, decrease time to degree and increase completion rates. CalState S4, an online platform, offers a centralized method of seeking placements where all students have equal access to opportunities, provides faculty with a catalog of vetted partners to connect with and the ability to deliver and collect reflection assignments and surveys. Its reporting functionality enables the production and analysis of qualitative and quantitative data on student learning outcomes. Most recently, the S4 development team has been focusing on the use of inclusive and human-centered language to ensure it reflects our values of inclusion, equity, diversity and self-empowerment. This has included the implementation of preferred names for students, as well as vocabularies used to describe a partner’s organization type, areas of focus and populations served. We invite you to join us in this interactive and reflective session to find out more about our work and how it is enhancing community-engaged learning and other HIPs on CSU campuses. Participants will explore the use of language and how technology can be a catalyst for increasing awareness and understanding of inclusivity and equity-based practices.
Conference Wrap Up || 3:45 - 4:00 PM
Networking Sessions || 4:00-5:00
Contact: Larissa Mercado-López, Annual Conference Director
FRIDAY, SEPTEMBER 25, 2020
|10:00am||1st Annual Student Success Conference #1|
FRIDAY, OCTOBER 16, 2020
|10:00am||1st Annual Student Success Conference #2|
THURSDAY, NOVEMBER 19, – SATURDAY, NOVEMBER 21, 2020
|10:00am||2020-21 Middle Leadership Academy Session 1|