“Looking ahead to 2013, the STEM education community is riding on several years of high-profile investments and a strong national rhetoric for reform in math and science education, which is why we must place diversity at the center of the STEM education agenda in 2013. The STEM agenda provides a unique opportunity to advance diversity goals. There are few national—and indeed international—movements that have such a broad base of support and the potential to deeply resonate with individual citizens as well as policymakers from all political persuasions….” …..click here to read more
“In the Spirit of Total Engagement: New Innovations in Teaching and Mentoring Men of Color”
BCC Faculty Staff Professional Development Workshop
Friday, February 1, 2013, 12 pm – 2pm, Room G10
This event is funded under the Massachusetts Vision Project
Twenty Berkshire Community College faculty and staff and two staff from Mass College of Liberal Arts joined in this workshop last Friday with Dr. Lloyd Sheldon Johnson, Sociology Professor at Bunker Hill Community College. The session began with fully engaging the participants in pairs. Once we were engaged, Dr. Johnson shared with us a long list barriers that men of color face in their lives and in relation to higher education. He outlined the keys to success in working with at-risk students, including the injuction to become “fearless educators.”As fearless educators, we must see where students of color feel dehumanized or disconnected to the college environment, and work hard to create engagement.
BHCC has structured learning community seminars and joined courses which bring cohorts together for extended periods of time. In those classes, success coaches work with students on skills such as time management, studying, testing, etc. within the classroom environment. Success coaches are now working with students to create life maps to help them visualize success and work/life balance.
Through these innovative approaches, BHCC can cite a 92% retention rate in some of the joined courses. Dr. Johnson emphasized the need to create a “culture of success,” based on engagement and particularly the students’ need to be validated. More than particular pedagogies, he encouraged us to demontrate how we value students as human beings. He cited the use of the stories to humanize the classroom and validate the students’ experience.
Friday, November 30, 2012, 12:00pm – 2:00pm, CTL
Presenters: Colin Adams, Mary Agoglia, Susan Pinsker
This event is funded under the Massachusetts Vision Project
This two-hour workshop will explore the relationship between diversity and the teaching-learning process in academic disciplines. Panelists will present short case studies from their perspective. The second hour will feature work with diversity scenarios and brainstorming approaches to common classroom issues. We will conclude with exchanging approaches and further questions that result from the workshop. A $50 stipend will be offered to adjunct and full-time faculty who attend this workshop. Lunch will be included. Please register by November 15 at http://bit.ly/RI5byr
NCBI Three-Day Train-the-Trainer Seminar
When: Friday, Nov. 2 – Sunday, Nov. 4, 2012
Time: 8:30 a.m. – 4 p.m. (daily)
Location: Siek Campus Center,
Exhibition Room, Second Floor
The “NCBI Three-Day Train-the-Trainer Seminar”
is an intensive course that teaches people how to lead two highly effective programs: the “NCBI
Prejudice Reduction Workshop” and the “NCBI Controversial Issues Process.”
For further information, visit: https://www.hvcc.edu/ncbi/
A “Diversity and Inclusion Summit” will be held Friday Sept 28, 2012 from 8:30am to 3:30pm at Middlesex Community College. To register, please see: https://www.middlesex.mass.edu/diversityandequityaffairs/summit.aspx
This NYTimes article underlines the decreasing mobility effect of a four-year degree these days, as economic class lines become stronger and it becomes increasingly difficult to move up the economic ladder through higher education.
March 12, 2012
The Reproduction of Privilege
Instead of serving as a springboard to social mobility as it did for the first decades after World War II, college education today is reinforcing class stratification, with a huge majority of the 24 percent of Americans aged 25 to 29 currently holding a bachelor’s degree coming from families with earnings above the median income.
Seventy-four percent of those now attending colleges that are classified as “most competitive,” a group that includes schools like Harvard, Emory, Stanford and Notre Dame, come from families with earnings in the top income quartile, while only three percent come from families in the bottom quartile.
Anthony Carnevale, director of the Georgetown University Center on Education and the Workforce and co-author of “How Increasing College Access Is Increasing Inequality, and What to Do about It,” puts it succinctly: “The education system is an increasingly powerful mechanism for the intergenerational reproduction of privilege.”
The HETS journal is peer-reviewed and available in both electronic and hard copies. Our readership includes researchers, scholars, students and organizations who are interested in technologies, higher education and the Hispanic population. The journal also highlights the use of technology to improve pedagogy. Many colleges and universities are currently addressing the needs of the Hispanic population; however, while many of these excellent programs are known locally, they are not recognized nationally or internationally.
“In September 2010, the College Board Advocacy & Policy Center began a partnership with the Business Innovation Factory (BIF) to look at the higher education experiences of young men of color. Together we explored the experiences of 92 African-American, Asian-American/Pacific Islander, Hispanic/Latino and Native American students from 39 institutions across the country to learn how they get ready, get in and get through college.”
You can access several of the video interviews, the research methodology, and the results, on the College Board website: http://youngmenofcolor.collegeboard.org/student-experiences
Professor Watkins of Univ of Texas Austin is engaged in significant research on the rapidly changing world of information, race, generations, and access. At UT, he is a member of Radio-Television-Film, Sociology, and the Center for African and African American Studies departments. On the right side of this blog, you can see recent blog posts from his site “The Young and the Digital,” which is also the title of his book.