Member Spotlight: Meet Tracy Templin, National Louis University

Tracy Templin Tracy Templin, Director of Strategy and Operations at National Louis University

1. What is your current role/title?
I serve as the Executive Director of Strategy and Operations within the Undergraduate College at National Louis University.


2. Where did you earn your degrees and what did you study?
I have earned a Master of Arts in Teaching (MAT) from Johns Hopkins University and a Master of Social Work (MSW) from Washington University in St. Louis. I hold a B.A. in English and Sociology from DePaul University.


3. How did your college/university support your success in earning your degrees?

During my freshman year at DePaul University, while I received Pell and state aid and took out loans to help with the cost of attendance, I still struggled with the cost of a private university education and living expenses. The full weight of this financial burden wasn't realized until I began to receive my tuition bills as they mounted up over fall and winter terms. By spring term of my first year, I had decided to leave and transfer to a public university the next fall, offering a more affordable option. At the end of the term, I made an appointment with my professor/faculty advisor in the English department, to inform her I was transferring due to financial constraints. Several weeks later, after the term had ended, I received a notice from DePaul that I had been awarded a grant from the institution that provided additional funding for tuition expenses. Unbeknownst to me, my professor had advocated on my behalf for this grant, which is the reason that I ended up persisting and was able to graduate from DePaul. This experience continues to motivate me each day to be an advocate for students facing similar financial challenges in affording a college education.

4. What excites you about equity work at your institution?
There are so many things! When I first came to NLU, I was drawn to the Undergraduate College's mission is to drive equity in bachelor's degree attainment. This means that the equity work is not just another initiative, but it is central to how we operate and serve students. As we have grown in students, faculty, and staff, I am excited each day to collaborate with, be challenged by, and learn from colleagues who are committed to this work and their own personal journey. While I am excited by how much our College has accomplished and the individual success stories of our students, I am also motivated by our commitment to continuous improvement and challenging the policies, processes, and mindsets that contribute to inequity as we work towards justice on behalf of our students.


5. In your role, how do you impact equitable outcomes for your students?

As a white woman in a leadership role at an institution that is serving predominately Latinx and Black students, I strive to continue my own learning and challenge my own biases as I engage in everyday practices. Through my role, I have had the opportunity to lead and participate on the Core Team that developed our Institution's Equity Plan, incorporating student, staff, and faulty voice as we developed the plan. Another area I am passionate about in my role is developing the capacity and culture in the College to use data through an equity-minded approach to drive action. Equity-minded data use by leadership, faculty, and staff has resulted in the examination of policies, curriculum and instructional practices that may be contributing to disparate outcomes and influenced the implementation of new or revised practices to increase equity across our college.

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Equity in Action - May 2021

Dear ILEA Partners,

In a really difficult year, what has kept us going at PCC is the tireless work being done by all of you across the ILEA network. You have shown incredible resilience as institutions, as leaders, as educators. You have also demonstrated deep commitment to students and your institutional missions. This is apparent in how you have reached out directly and regularly to connect with students; directed financial resources to them; obtained hardware and connectivity to continue online learning; provided for basic needs; changed college policies, timing, and procedures to center student needs; and so much more. This has all been done in an effort to enable students to persist with their college plans in the midst of the many hardships faced by all.

You have also stayed the course on your Equity Plans. The finalizing, publishing, and first year of implementation of the plans have coincided nearly imperfectly with the pandemic. And while much work and rethinking will be required to adjust to our current reality, the foundation has been laid and the work has not stopped. I have heard the stories you have told in our zoom calls. I have seen it in the news articles and read it in your tweets, presentations, and press releases. I have listened to your plans, inquiry, and response as we have looked at data together in our capacity building sessions. I have observed it as you have shown up for Equity Academies, core team meetings, webinars, and more. If anything, the work has accelerated.

We remain clear-eyed, but hopeful about the challenges in the months ahead. The overall decline in college enrollments this past fall has, as expected, continued into the spring. As with the effects of the pandemic, this has not been distributed equally across the higher education landscape. We have seen dramatic declines in enrollments for nearly all student groups, but the far greatest declines have been for students who are Black, Latinx, low-income, over 25 years old, and male. We are also seeing overall declines in enrollment for 18-20 year olds. This has hit many of our community colleges hardest, as they are those that serve the largest numbers of students who have been disproportionately impacted economically and physically by COVID-19. The average declines also mask significant variance across institutions. All of this has caused serious concern about if this will represent an educational pause for these students, or if it will become a lost slice of the college-going population. We cannot let it be the latter.

While many challenges remain that draw our attention, I remain hopeful about the year ahead. In the coming weeks we will celebrate with you as you graduate thousands of students from your institutions. We are awarding 19 Catalyst Grants totaling nearly $230K to ILEA colleges and universities for new approaches you will deploy. We will also highlight your work through the second annual Higher Education Matters campaign (May 10-14). As vaccination rates rise and you make plans to bring back greater numbers of students to campus in the fall, the PCC will continue to expand our programming to support your equity efforts in response to the significant feedback you have shared with us this year. We will enhance and expand our Annual ILEA Summit (November 3-5, 2021), Winter Equity Institute (February 24-25, 2022), and professional development offerings. We will also release the first Annual ILEA Report, document and elevate your work, launch a formal evaluation of ILEA, offer opportunities for dialogue across the network, and release a number of tools and resources on a revamped PCC website for you to utilize and access on demand.

As we look ahead to long summer days, I hope you all have a chance to enjoy some sunshine and reconnect with loved ones this summer. As we close out the most difficult year of many of our work and personal lives, we must prioritize time to care for ourselves, in order to continue to show up for our students and colleagues.

Thank you for your heroic efforts this year. Your work on higher education equity, especially in the midst of a crisis, will be a model for those across the country who will follow in your footsteps.

In partnership for equity,

Lisa

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Equity in Action

Dear ILEA Partners,

It has been wonderful to see many of your faces on Zoom in February as we conclude our first month of substantial ILEA programming of the new year. While we are grateful for the opportunity provided by virtual events and discussions to continue to engage and move our collective work forward during the pandemic, we miss the opportunity afforded by in-person engagement. The ILEA team is currently considering what our future mix of programming, virtual and in-person, will look like when we are again able to gather in the same space. We would love to hear from you as we develop plans for our professional development and convening supports in 2021-22 and beyond.

In this month of honoring Black history, I want to pose a question for us all to consider as practitioners of racial equity in higher education. How do we place undue burdens on our Black students as we seek to support them better?This remains true even as we acknowledge that today's racial disparities within our higher education system are derivative of historical and ongoing inequities connected to the design and culture of our colleges and universities; structural inequities that exist in our legal, banking, labor market, housing, voting, and other systems; as well as through the unacknowledged and lasting legacy of slavery and Jim Crow. As the events of this and last year have shown, white supremacy and racism remain, and are every bit as American as the stars and stripes. This week, as we surpass the grim milestone of more than half a million U.S. deaths due to COVID-19, which has had a disproportionately devastating impact on communities of color, we must carefully consider what we are asking of our students in the process of becoming more equitable institutions.

Where do we see examples of this happening? One such place is via the FAFSA verification process, discovered through an analysis conducted by the Washington Post. The investigation found that students are more likely to be selected from Black (1.8x more likely) and Latinx (1.4x more likely) neighborhoods for verification, a type of audit process that often requires several additional points of information. This onerous process causes between 11-25% of students selected to drop out of the FAFSA application process altogether, a phenomenon known as verification melt. We know many of those students may never show up at any college as a result.

On our campuses, this may show up in repeatedly asking our Black staff to be the only ones to lead discussions on race or racism. Among our historically white colleges and universities, students and staff of color may be the 'only' or one of the few in their classes, on the committee, or in the department. Continuing to ask the same people to explain how your institutions may not be serving them well, despite years of campus climate surveys and other forms of feedback, places undue burden on those students and staff, and can negatively affect retention. Bringing awareness to these realities and responding with action, is an important part of this work.

What can we do about this? First, this work requires a deep and sustained commitment to self-reflection. This must happen regularly at the level of the individual, the team, and the institution. Second, we must commit to broadening the number of individuals who speak clearly about equity, what it means to our institutions, and why it matters. All ILEA leadership team members and department heads should work to become fluent in the language of higher education equity, and continue to build the army of equity agents within your institutions. Finally, resources in the form of books, case studies, Ted talks, PCC webinars and events, and others exist to support your continued progress on equity. One Chicago-based foundation, College Beyond, framed it this way in a guidebook they produced: Why am I Always Being Researched? This publication examines how a power imbalance exists that influences what we ask students and how.

I encourage you to consider how this may be true within your own institutions. As we survey students to gather critical data, how can we ensure we are removing barriers and not placing additional roadblocks in the way of student success?As we create new required touchpoints with students, how do we make sure these are supportive of their success and not deterrents to their continued persistence? How do we ensure we are not pathologizing students who are overcoming incredible challenges to complete their degrees?

Thank you for all you do every day to change the narrative of historic inequity in Illinois higher education. Your leadership is paving the way for more significant change across the state and nation, and the students you graduate will be those that continue to do better for every subsequent generation.

In partnership for equity,

Lisa

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Building Bridges Across Student Services to Foster Social Belonging — Even Amid Crisis

Creating an equity-minded culture is hard work and takes a community of champions to bring to fruition. It takes commitment from all corners of a campus to ensure student pathways and organizational structures and institutional policies and teaching and learning practices are designed in ways that support more equitable outcomes. As members of the Illinois Equity in Attainment initiative (ILEA) implement their Equity Plans for their campuses, the role and engagement of student affairs practitioners remains integral. Therefore, the PCC team made the deliberate choice to host a conference with them in mind. The theme of our 2021 ILEA Winter Equity Institute – Building Bridges Across Student Services to Foster Social Belonging – is meant to underscore a commitment to cultivating a campus environment where all who enter the space feel like they matter and that they belong.

As the Partnership for College Completion gears up for next week's Institute, hear from student development champions at Loyola University Chicago, Olive-Harvey, and Elgin Community College as they provide timely insights on how the convergence of a global pandemic, economic crisis, and the enduring legacy of racism has called them to be innovative and collaborative in reaching students.

Loyola University Chicago
Ashley Williams, M.S.Ed. 
Associate Director for Special Populations, New Students Programs, Student Academic Services
Pronouns: she, her, hers
Olive-Harvey College, City Colleges of Chicago
Michelle Adams  
Dean of Student Services
Pronouns: she, her, hers
Elgin Community College
Rodrigo Lopez
Assistant Dean of College in High School Programs
Division of College Transitions and Secondary Programs


Partnership for College Completion (PCC): How have the effects of COVID-19 and the legacy of racism in America affected the way you develop and deliver services to your students?

Ashley Williams, M.S.Ed. (AW): In a way, our team had to start over. I had to unlearn a lot of repeated oppressive rhetoric. I now work through a clearer double consciousness that prioritizes the needs of the oppressed, without fear, I might add. Sometimes I worry if I am not acknowledging all the grief our students are facing. We must recognize all that is happening to our students and consider the factors in our discovery and decision-making stages. I try to imagine all the things a student is carrying with them and consider ways to help them put something down. My team understands that now is not the time to prioritize signature experiences above all else. Being student-centered during COVID-19 means making room for changes as we go along.

Michelle Adams (MA): Olive-Harvey has always understood our population and the importance of delivering services to them. We know that prior to Covid-19 our students always needed that in person connection or JIT approach of "we are here". Overnight we pivoted to virtual communication, created focus groups, increased department touchpoints and availability. When the civil unrest happened, we gave our students virtual spaces to have conversation about how they were feeling about Covid and the impacts of Racism happening before our eyes.

Rodrigo Lopez (RL): We have been highly-critical and vigilant of our procedures that may limit students' access to dual credit coursework. As an example, we have worked with our school districts to improve opportunities for students to meet program requirements, which requires that we collectively acknowledge the fact that certain policies have the potential to counter any and all progress to improve minoritized students' success.


PCC: There is extensive research supporting the impact on students - especially students of color - when they have staff who share similar racial and ethnic backgrounds. What practices or policies would you recommend for institutions to effectively recruit and retain staff of color?

AW: I have many thoughts on the current state of staff of color retention in higher education, but I would sum them up in two themes: ethical conflicts and disingenuous messages. At the highest levels of an institution, individuals must challenge the definition of leadership and diversity. From there, empower individuals responsible for staff wellbeing by giving them the breathing room and resources to make necessary changes.

Institutions should also invest in affinity spaces that promote a greater sense of belonging and do so with some enthusiasm. People want to know the work they are doing matters. It is a simple practice of acknowledgment and gratitude.

MA:

  • Encouraging staff to join and participate in organizations that develop them professionally shows support.
  • Create a welcoming atmosphere for staff and students to join campus committees and share their diverse opinions and backgrounds.
  • As a leader, participate in DEI conversations that may be "uncomfortable" so that you expand your knowledge and understanding and help grow your institution. Challenge colleagues to do the same to create an example for staff.
  • Look at your student population, does your staff, faculty and administration mirror that at all levels? Practices such as succession planning and diverse hiring committees, can make staff and students feel welcomed and valued.

RL: Having worked for three separate Hispanic-Serving Institutions, I believe that institutions can be successful in diversifying their workforce by integrating this into their operational plans. Whenever possible, incorporate internal staff of color in the process and leverage their leadership. Stay connected to the community and build purposeful recruitment networks to maximize the opportunities for professionals to engage with the institution.


PCC: How has collaboration taken on new meaning in how your department and/or institution functions during Covid-19?

AW: Simply put, collaboration is how we hold each other upright during COVID-19. Most professionals I work with and know are working at the highest levels of capacity. Collaboration has become a strategy for survival more than a desire to create new partnerships. In many ways, the act itself has become a vessel for challenging systemic dysfunction within organizations. My advice is to use collaboration as a tool to challenge norms and interrogate systems. We identify a unified voice in collaborative spaces and help those least often provided with a platform be seen and heard. It is pretty powerful when you think about it like that.

MA: We work harder at communicating effectively with each other due to increased use of email. Academic Departments have developed protocols with Student Service departments to eliminate student barriers. Staying committed to creating initiatives to impact student success has been helpful. Examples include: curbside food pantry service, afterhours peer mentoring and technology tutoring.

RL: Trust and self-care. Many of our processes and services have had to be reinvented - often more than once. As such, we have had to rely on each other to share the brunt of the work and remind ourselves that we can step away to regroup whenever necessary.


PCC: As you reflect on your own career and experiences with students, what are 3 primary skills that practitioners need in their toolbox to make positive change(s) today?

AW: First, I would say intrusive advising skills. COVID-19 and the remote learning experience forces us to think differently. We have an opportunity to learn from our students by increasing our interactions with them and listening for real concerns.

Second, I offer up emotional intelligence—the strategy contributing to seeing change through. You must know how to listen and observe. Take more time to name the barriers we are facing before jumping into the work. We want individuals to go above and beyond, but we may be missing the chance to create the right kind of space for them to thrive.

And lastly, you have to know yourself, and I mean TRULY know yourself and your worth. In the earlier stages of my career, I found it easier to hide my strengths for the team's betterment, but I realize that served no one as I look back. In this phase of my career, I am prioritizing self-preservation and purpose.

MA:

  • Be willing to think outside of your normal box and invite others to be creative with you.
  • Having Compassion for students allows us to identify how we can make a difference
  • Don't stop learning, what you learn today can help you support students tomorrow

RL: Learn from your students and their communities. Become an active participant in promoting student success. Promote, support, and celebrate student advocacy.


Learn more about the ILEA initiative today. 

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Member Spotlight: Meet Marisol Velázquez, Morton College

Marisol

1. What is your current role/title?

I have the pleasure of serving as the Dean of Student Services at Morton College. Recently, celebrated my 13th year anniversary with the college.

2. Where did you earn your degrees and what did you study?

Currently, I'm pursuing a Doctorate in Education from DePaul University, earned a Master's degree in Urban Planning and Policy and hold a B.A. in Liberal Arts and Sciences from the University of Illinois at Chicago.


3. How did your college/university support your success in earning your degrees?

Morton College has supported me in more ways than one through my educational journey. I am eternally grateful for the ongoing support that the college has provided. Morton College has been extremely supportive and encouraging by offering not only systems of support, mentorship but also financial assistance through our tuition reimbursement. My colleagues are my biggest supporters and I'm grateful for their guidance and positive outlook. Our President, Dr. Stan Fields is who encouraged me to begin pursing my doctorate. Without his encouragement and mentorship, I would not be in the final phase of my doctorate.

4. What excites you about equity work at your institution?

Working for a Hispanic Serving Institution where our student body is composed of a large majority of minoritized students, we have a responsibility to institutionalize equity minded practices. I am excited about our equity work because we are not working as individuals but as an institution to remove existing disparities. We have an opportunity to create real impact in our student's lives and the lives of their families. It's truly exciting to experience that together we are challenging a system that for long has disadvantaged our students and community. We are challenging more than the "this is how it was done before" mentality and breaking down barriers that ensure our students graduate and persist. Lastly, witnessing others wanting to be part of equity initiatives gives me confidence that change is inevitable.

5. In your role, how do you impact equitable outcomes for your students?

As a first-generation college student, who worked multiple jobs to afford college, raised by single mother of four, I have lived the same struggles many of our students are currently facing. One of the ways that my role impacts equitable outcomes is by having a seat at the table and sharing my lens with the decision makers to ensure our students' needs are recognized and addressed. Being in my position allows me to develop, introduce and execute equity initiatives such as ILEA. Being part of the ILEA Cohort expands on the institution's commitment to racial equity. The college recognizes the transformation that needs to take place in order to be equity leaders in removing the inequitable conditions ingrained in the fabric of our education system. Our equity plan is our pledge to hold our self and the institution accountable to closing equity gaps.

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2021 ILEA Winter Equity Institute Recap

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The Partnership for College Completion (PCC) held its first-ever virtual Winter Equity Institute on February 18-19, 2021, with over 300 staff from 26 institutions in attendance! 

The theme of the Winter Equity Institute was Building Bridges Across Student Services to Foster Social Belonging and the event was designed for staff and practitioners from student affairs, student development, and holistic support services personnel.

The first day of the Institute focused on building holistic supports for students with an equity lens. Highlights included a keynote address titled, "Racial Equity in our Colleges and Universities: An Imperative Call to Action" led by Dr. Frank Harris, III, Professor of postsecondary education and Co-Director of the Community College Equity Assessment Lab (CCEAL) at San Diego State University. 

Other Day 1 highlights included a "Prioritizing Holistic Care in Student Services" panel led by ILEA practitioners Tania Boisson from Oakton Community College, Jacquelyn Werner & Eric Crabtree-Nelson from Harold Washington College, and Dr. Aurélio Valente from National Louis University as well as a session titled, "Strategies for Culturally Responsive Mental Health Support for Diverse Students" led by Dr. Sofia Pertuz, Chief Diversity and Inclusion Officer from the JED Foundation. Dr. Harris closed out the first day the Institute with the workshop, "Beyond the Plan: How to Ensure Your Equity Efforts Achieve Their Desired Results."

Highlights of the second day of the Institute focused on building supports for practitioners and professionals of color and featured a "Student Teach-In" session led by members of PCC's Student Advisory Council, Ahmed Elfaki from Kishwaukee College, Lauren Hassen from Moraine Valley Community College, Daliyah Sanders from Harper College, Marketta Sims from City Colleges of Chicago: Kennedy-King, and Marnee Ostoa from City Colleges of Chicago: Harold Washington. The session featured recorded remarks from Gaylen Rivers from Northern Illinois University and Karen Suarez from Oakton Community College.

Other Day 2 highlights included the opening session "The Art of Retaining Women of Color Professionals" led by higher education professionals and founding members of Career Killing Moves, Dr. Paige Gardner, Dr. Kristina Garcia, and Dr. Pearl Ratunil. This was followed by the "Widening the Leadership Pipeline for Professionals of Color" panel led by Dr. Edward F. Martinez from Suffolk County Community College - Ammerman Campus, Jamar Orr from Roosevelt University, and Marisol Velazquez from Morton College.  Dr. Kyle Westbrook, PCC's Executive Director wrapped up the 2021 ILEA Winter Equity Institute with a reflection of the event.

Institute by the Numbers:

  • Total Number of Attendees: 308
  • Highest Session Attendance 
    • Welcome & Keynote (240 attendees)
    • Strategies for Mental Health (150 attendees)
    • Art of Retaining Women of Color (142 attendees)
  • Highest Overall Participation (2-yr): College of Lake County
  • Highest Overall Participation (4-yr): Northeastern Illinois University
  • Top WHOVA Engagers: Scott Friedman (Moraine Valley Community College), Daiana Quiroga-Nevares (Morton College), and Betsi Burns (Loyola University)
  • Institute Evaluation, Quality of the Institute:
    • 94% of respondents rated the quality of the overall Winter Equity Institute as either excellent or very good
    • Of all the Institute sessions, the opening keynote and the Art of Retaining Women of Color Professionals were ranked highest in terms of usefulness to participants' equity work.
    • 100% of survey respondents acknowledged that the Institute was helpful in moving forward their understanding of how to achieve equity in student outcomes at their campus.
    • Top comments:
  • "Great topics! Thank you for the student panel. I hope to see them included in future programming."
    "The presenters were awesome with real stories that relate to the students and families we serve."
    "I loved the enthusiasm, sincerity, and dedication of the presenters!"
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Are you effectively serving as a Hispanic-Serving Institution (HSI)?

Joe Saucedo, PCC Equity Program Manager  and Jonathan Lopez, PCC Communications and Operations Manager | December 9, 2020

The term Hispanic has a complicated history. In fact, there is quite a lot of variance in terms of who identifies with the term depending on your geographic location in the country. In 1973, the federal government created the ethnic category "Hispanic" to refer to individuals with heritage and ancestors originating in Spain or Latin American countries. After years of legislative advocacy in support of increasing college access for underserved students, the Hispanic-serving institution designation was introduced in 1992. Hispanic-Serving Institutions (HSIs) are nonprofit, degree-granting postsecondary institutions in the United States that are federally designated as such by enrolling at least 25% Latinx undergraduate students (Garcia et al., 2019). Emerging HSIs, according to Excelencia in Education, are those colleges and universities that have a full-time equivalent Hispanic enrollment between 15-24%. Dr. Gina Ann Garcia from the University of Pittsburgh has dedicated much of her research on HSIs to assessing whether these institutions deliver on the promise to serve Hispanic and Latinx students in ways that their white dominant counterparts do not. Specifically, Dr. Garcia interrogates whether HSIs go beyond just enrolling more Latinx students and also focus on taking action that yields better persistence and graduation rates.

As Illinois' Latinx community continues to grow, more colleges and universities should be prepared to be Hispanic serving and in more than designation - effectively serving and supporting Latinx student persistence and degree completion.

In Dr. Garcia's groundbreaking book, Becoming Hispanic-Serving Institutions: Opportunities for Colleges & Universities, it becomes clear that despite the HSI designation, many well-intentioned institutions of higher education promote invisibility for Latinx students when course offerings prioritize a Eurocentric perspective, administrative leaders and faculty are mostly white, or student programming does not account for the rich diversity of Latinx students. Dr. Garcia further argues that colleges and universities with the HSI classification must commit to providing their students with equitable experiences and outcomes.

In regions across the United States, including the Midwest, the Hispanic/Latinx population has seen double-digit growth since 2010, and there is a correlation between that population growth and the emergence of Hispanic-serving institutions. In our state, out of the 28 partner colleges and universities that comprise the Illinois Equity in Attainment Initiative, 15 are designated as HSIs or emerging HSIs. For some of these partners, their enrollment figures tell one story while retention and persistence rates among Hispanic/Latinx students lag behind non-Hispanic students. Fortunately, ILEA partners are confronting these and other disparities through a number of equity reforms, including the implementation of proven institutional strategies to address specific inequities. But as Dr. Garcia's research points out, more work is needed by HSIs and emerging HSIs in general to effectively serve Latinx students and support their success.

PCC's Communications and Operations Manager Jonathan Lopez graduated from two Chicago-based HSIs, read more about his experience here.

By participating in the ILEA initiative, PCC's partner institutions including those with an established or emerging HSI status, have access to practitioners and scholar researchers such as Dr. Garcia and December webinar presenter, Dr. Marcela Cuellar, of the UC Davis School of Education, who problematize the concept of servingness and offer evidence-based considerations for examining campus racial climate and nonacademic student outcomes. In her essay for the American Council on Education, Dr. Garcia credits HSIs for doing their part to pursue federal grants that would enhance their ability to serve racially diverse students in meaningful ways. However, she acknowledges that there is much more that must be done in order for students enrolled at HSIs to navigate higher education successfully.

Dr. Garcia explicitly lays out several recommendations that are relevant for HSI leaders:

  • Articulate and embrace the HSI identity as an organization
  • Develop and nurture a campus environment that affirms and celebrates Latinx culture and the racial/ethnic background of minoritized students
  • Identify, recognize, and enhance the cultural wealth and vast knowledge that students bring to your institution
  • Provide ongoing anti-racist training and development opportunities for faculty and staff
  • Inventory and transform the structures that affect how Latinx students experience the institution including but not limited to governance, leadership, curricular and co-curricular offerings, decision-making processes, and assessment 

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Data for Equity Action

Dear ILEA Partners,

It has been wonderful to see your faces onscreen at our virtual events this fall. Thank you for continuing to prioritize the equity work on your campuses in ways that will strengthen your institutions economically and academically, as places of excellence in which to study, work, and grow.

The year 2020 has been a year of considerable challenge, but we have also discovered many pleasant surprises in our work together. As you have demonstrated, we found that it is possible to continue to build community with all of you, engage in important dialogues, and deliver effective online programming on various equity topics that can increase capacity for this work on your teams. As always, the resources produced by our team have been created in direct response to feedback and requests we receive from you. We thank you for taking the time to share your feedback and reach out to us with individual requests. We continue to value this engagement with you to better target our programming and to ensure its ongoing relevance to your most pressing needs.

As our ILEA institutional research colleagues finalize the submission of baseline data to the NSC PDP and your teams gain access to your dashboards, the PCC team is busy creating opportunities to support you in building data capacity in the coming year. We recognize that on this measure, as with many others, ILEA teams are in different places on the journey to democratizing disaggregated data throughout the institutional decision-making process.

As you consider institutional data, ask yourself these questions:

  • Do you regularly share disaggregated data across your institution with various stakeholders (faculty, staff, students)?

  • Does your leadership team or department regularly use disaggregated data to make decisions?

  • Does your team or department regularly use disaggregated data to evaluate the impact of decisions/equity strategies?

  • Do you closely examine  data for ILEA equity populations (Black students, Latinx students, and students who are Pell recipients)?

If the answer is 'no' to any of these questions – what is your plan to get to that point? Additionally, do you regularly collect qualitative data to supplement and provide context to quantitative data?Finally, do you provide opportunities for your team to consider this data and make sense of it? All of these are critical components to building a strong data culture within your institutions.

Though we are all working to impact graduation rates, these measures are lagging indicators. Lagging indicators provide us with a look back at the cumulative experience of students within our institutions. As we collectively implement strategies to eliminate inequities in degree completion by race, ethnicity, and Pell status, the regular use of leading indicators will be a critical tool to get us there.

Leading indicators or early momentum metrics:

  • provide timely, just-in-time data
  • are shorter term measures
  • are actionable metrics that are close to practice
  • are a form of early alert
  • have predictive power, research has shown
  • allow us to test hypotheses and move the equity needle
  • are formative
  • are easier to control


As your teams become familiar with the NSC PDP dashboards – which may look different from some of the institutional data you are used to reviewing because it includes all full-time, part-time, first-time, not first-time student – regardless of when they entered your institution – you can identify the leading indicators that are available to you. These include: first year enrollment, credit accumulation rate, credit completion ratio, gateway course completion, persistence and retention, degree completion, and time to degree as well as the ability to disaggregate by race and first-generation. There is also the ability to benchmark these measures against peer institutions.

We look forward to continuing the data conversation with you through our upcoming data capacity-building opportunities that will be announced next month. These workshops, presentations, and courses will be designed for teams at different points in their development and your participation will be optional.

The New Year will also bring new programming in other areas, tools and resources for use on your campuses, opportunities for collaboration across ILEA colleges and universities, and targeted individual supports. We look forward to sharing more with you.

As we reflect on this year, we feel so inspired by the evidence we have seen in the past couple months alone, of increasing equity organization and momentum on your teams and within your colleges and universities. We hope all of you can take a moment this season to appreciate that progress, too.

We wish you a safe, restful, and rejuvenating holiday season. 2021 awaits!

In partnership for equity,

Lisa.

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ILEA Member Spotlight: Meet Dr. Mary Daniels, Chicago State University

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1. What is your current role/title?

I serve as Associate Provost for Academic Innovation and Strategic Initiatives.

2. Where did you earn your degrees and what did you study?

BA (Political Science), Reed College 

AM (Political Science), University of Illinois, Urbana-Champaign 

PhD (Political Science), University of Illinois, Urbana-Champaign

3. How did your college/university support your success in earning your degrees?

I benefited enormously from faculty mentorship at my college, which was a very academically rigorous environment which attracted many students from highly prepared, privileged backgrounds. For a first-generation student who experienced doubts about my own capabilities and belonging on such a campus, it was so valuable to have a faculty mentor who provided invaluable feedback on everything from my senior thesis to guidance about graduate school, and what a career in academia would involve. Even one person to connect with can make such an important difference—something I've tried to remind myself throughout my own career. At my graduate institution, close friendships and a support network of peers in the program provided camaraderie and help in so many ways—tackling the curriculum, finding an area of specialization, completing the dissertation, and navigating the job market after graduate school. The department provided many valuable opportunities to learn the profession and work with each other through research and teaching fellowships. There was ample support for conference travel and research, which extended to a fellowship year at Oxford University while completing my dissertation.

4. What excites you about equity work at your institution?

More than anything, the opportunity to contribute to the work of creating access to higher education regardless of race, income, or family background, particularly at a time when Black student enrollment has dropped by 29% in Illinois. As Illinois' only four-year Predominantly Black Institution as designated by the U.S. Department of Education, Chicago State University is laser focused on closing equity gaps. As a part of our 2020 - 2025 Strategic Plan, Chicago State University is committed to building student support scaffolding that increases rates of persistence and reduces the time to degree completion. This work is in motion with the launch this summer of Cougar Commitment, a holistic, data-driven set of strategies to improve student success. A prong of Cougar Commitment is Rise Academy, which gives freshmen a year-long full-tuition scholarship, a summer bridge course, and intensive academic advising. Exciting innovations like this, which bring together faculty, administrators, students, donors and the community, help me to believe that together we will make a difference in creating a society that values education and works to reduce the barriers to entry for everyone.

5. In your role, how do you impact equitable outcomes for your students?

Chicago State University has a comprehensive approach to student success, from developing college-ready high school students to preparing our scholars to succeed in their careers. Further, the University recognizes that investments in our community facilitate student success. As Associate Provost for Academic Innovation and Strategic Initiatives, I play a leadership role in projects across this spectrum, and am privileged to collaborate on projects with our college deans and department chairs, members of President Scott's team, and external allies in this work like the Partnership for College Completion. Recent efforts include collaborating across the university to create our ILEA Equity Plan, where we discovered the relative success of transfer students in on-time degree completion compared to first-time full-time freshmen. We are digging into the reasons for that and simultaneously developing assessment tools to measure the impact of a series of integrated, holistic student support programs that have been put into place. CSU is committed to restructuring higher education to increase access for all learners in our undergraduate and graduate degree programs, through certificate and stackable credential programs, and by removing barriers to entry and completion, wherever they might be.

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2020 ILEA Virtual Fall Summit Recap

The fourth ILEA Summit, held October 21-23, 2020, was our first-ever virtual summit, and was unequivocally a success! Over 350 faculty, staff, administrators from your institutions attended the summit, themed Engaging Faculty Champions in Equity Work. The summit kicked-off with a video welcome from Mayor Lori Lightfoot of Chicago, followed by a keynote address, "Saying Equity Will Not Beget Racial Equity" from Dr. Estela Bensimon, Director of the Center for Urban Education & Professor of USC Rossier School of Education, Center for Urban Education, University of Southern California. Dr. Bensimon also led a session for ILEA presidents and conducted the faculty workshop, "The Syllabus As an Instrument for Racial Equity."Other workshops focused on achieving equitable student outcomes, diversifying approaches for equity and inclusion and faculty hiring through an equity lens and were conducted by Dr. Davis Jenkins, Research Scholar Community College Research Center, Teacher's College, Columbia University, Dr. Noelle Arnold, Associate Dean for Equity, Diversity Inclusion and Global Engagement (EDGE) College of Education and Human Ecology, The Ohio State University, Dr. Kimberly McRae, Faculty Counselor and Instructor, Seattle Central College and Dr. Vik Bahl, Faculty, Green River College.

The Summit included our first Illinois Legislative Panel session focused on the higher education agenda in Illinois. Panel participants included: Dr. Vernese Edghill-Walden, Chief Diversity Officer, Northern Illinois University, Dr. Escortina Ervin, Executive Director of Diversity, Equity, Inclusion, and Compliance, Joliet Junior College and Dr. Mary Daniels, Associate Provost, Innovation and Strategic Initiatives, Chicago State University, Representative Chris Welch, State Representative, 7th District of Illinois, Representative Nick Smith, State Representative, 34th District of Illinois and Senator Celina Villanueva, State Senator, 11th District of Illinois.

Dr. Lisa Freeman, President of Northern Illinois University and David Sanders, President of Malcolm X College served as panelists on our first Presidential Reflections panel.They talked about leading equity initiatives on their campus.We also heard from representatives from ILEA schools in "Equity Speaks" sessions, where they discussed the equity planning process on their campuses as well as specific strategies in their plans. Lisa Castillo Richmond, Managing Director, PCC delivered the State of ILEA address on the final day of the summit where she discussed some of the additional equity challenges brought on by COVID-19 and highlighted strategies underway at ILEA institutions to ensure equity.

Summit by the Numbers:

  • Total Number of Attendees: 350+
  • Total Number of Faculty: 134
  • Highest Overall Participation (2-yr): College of DuPage
  • Highest Overall Participation (4-yr): Northern Illinois University
  • Most Faculty Registrations: Harper College
  • Top WHOVA Engagers:
    Dr. Scott Friedman, Moraine Valley Community College
    o Lorri Scott, College of Lake County
    o Gayle Miller, College of Lake County
  • Summit Evaluation, Quality of the Summit:
    47.06% rated it Excellent
    o 47.06% rated it Very Good


Many presentations and supporting materials from the summit can be found in the WHOVA app and will also be available on the ILEA portal in early 2021. For additional information, contact your Equity Program Manager.

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The Importance of Faculty Champions in Equity Work

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Creating an equity-minded culture is hard work and takes a community of champions to bring to fruition. It takes commitment from all corners of a campus to ensure student pathways and organizational structures and institutional policies and teaching and learning practices are designed in ways that support more equitable outcomes. As members of the Illinois Equity in Attainment initiative (ILEA) developed their Equity Plans for their campuses, the role and engagement of faculty voices was integral, and the theme of our 2020 ILEA Virtual Fall Summit - Engaging Faculty Champions in Equity Work - aptly reflects this. When we think of champions, we think of people who are willing to advocate for a cause they strongly believe in and want to support. With greater numbers of faculty champions on our campuses, ILEA members and other institutions doing equity work move closer to creating an equity-minded culture focused on making sure all students succeed.

As the Partnership for College Completion gears up for next week's summit, hear from faculty champions at Harold Washington College, Kishwaukee College, and Saint Xavier University on increasing student readiness, empowering faculty of color, and teaching and practice through an equity lens for all faculty.

​Harold Washington College
Asif Wilson, PhD, Associate Dean of Instruction
Sandy Vue, Assistant Director - Research & Planning
Jackie Werner, Associate Dean of Instruction
Maria Ortiz, Faculty
Bernadette Limos, Director - Strategic Initiatives, Marketing & Communications.
​​​Kishwaukee College
Pernevlon Ellis Jr., MA,  
Interim Associate Dean, Office of Instruction, Formerly Assistant Professor of Sociology; classes taught include race and ethnic relations, introduction to criminology, marriage and family, and social problems.
Saint Xavier University​
Gina M. Rossetti, PhD
Professor of English and University Fellow for Student Success; Teach First Year composition classes, introductory literature classes, American literature, and literature/humanities courses in the Honors Program. I have been at Saint Xavier University since 2002.

Partnership for College Completion (PCC): A core belief of the ILEA community is that colleges and universities should move beyond a focus on college readiness among students and instead strive to be student-ready as institutions of higher education. What does this mean to you and your work?

Harold Washington College (HWC): The position of being college ready may negatively place blame on the student as the sole purveyor of academic success. This notion also assumes that colleges and universities are in no need of transformation. Being student ready requires that we, as schools of higher education turn inward to reflect and transform the harmful mechanisms—practices, policies, and structures—that limit the possibility of living our missions.

Pernevlon Ellis, Jr., MA (ELLIS): Leaders of every postsecondary institution must engage in strategic planning that allows for the greatest flexibility to achieve its mission and vision. This requires setting and assessing realistic goals and making data-informed decisions. The ability to respond to trends in data to use resources appropriately to meet the needs of its stakeholders. The data that exists on achievement gaps must inform policy and practices to address the ability of colleges and universities to achieve equity. The mission and vision of each institution I have read can't be achieved with addressing these gaps.

Gina M. Rossetti, PhD (ROSETTI): For me, I believe it means beginning with a foundational value: every student is capable of learning. When we focus on only the student's readiness for higher education, we are attempting to mold him/her into a pre-packaged spot. To offer a more welcoming environment, institutions ought to look at policies, practices, curricula to ensure that all are inclusive for a diverse student body.

Pernevlon Ellis Jr.

PCC: A threat to the long-term success of faculty of color is racial battle fatigue among other factors. In what ways should institutions intervene to empower the success of faculty of color?

HWC: Schools, including spaces of higher education, inherently were not designed with people of color in mind (their histories make this very clear). The supposed invisible offensive mechanisms, as Chester Pierce (1970) called them, are as painful as the physical harm our bodies experience. These assaults not only leave staff, admin, and faculty of color (and other minoritized identities) feeling a sense of isolation, and can have long term negative health outcomes. Professionals of color working in schools of higher education need to feel a sense of belonging, a sense power, and a sense of community if the rates of push out (and unfortunately death) are ever to decrease.

ELLIS: Postsecondary institutions must assess and respond to the structural and cultural barriers to success for its faculty from historically marginalized groups. This includes identifying and addressing the barriers in the process of recruitment, development, and retention. Once barriers have been identified leaders of these institutions must facilitate the inclusion of organizational goals to address these as part of the strategic planning process. This will ensure resources are in place to address the micro insults, assaults and invalidations that lead to racial battle fatigue.

ROSETTI: A couple of approaches can be a faculty mentoring program for faculty mentors of color, which will assist new colleagues in both the tenure process, but also in onboarding colleagues so that they are welcomed into the institution. A second approach is that there must be a commitment from all colleagues at the institution that equity and access are important for all, and that matters are not articulated by faculty members of color. In other words, White colleagues must also engage in an institutional equity scan, identifying with colleagues of color pitfalls and barriers, and working together to eliminate them.

Dr. Gina M. Rossetti

PCC: According to this year's ILEA Fall Summit keynote speaker, Dr. Estela Bensimon, "equity-minded individuals are aware of the sociohistorical context of exclusionary practices and racism in higher education." How can your college or university expand awareness of these exclusionary practices that harm faculty, staff and students of color?

HWC: When William Rainey Harper, president of University of Chicago, began advocating for community colleges in the early 1900s, he was not doing so to expand access and opportunity to those who previously not had. Furthermore, the land the University of Chicago was donated to Rockefeller by Illinois Senator Stephan Douglas, who built his wealth from the unpaid labor of his slaves.

The histories of our school reveal their not-so-nice histories, bound in what bell hooks calls white supremacist capitalist patriarchy. By unearthing the oppressive legacies of our institutions (like the fact that Harold Washington College is built on the site of a jail where indigenous tribes were forced to sign treaties) we may be able to dream, and actualize, a world that doesn't reproduce the historical harm that our schools have.

ELLIS: Motivate employees to work individually and collectively to be a leading culturally competent institution. Encouraging white faculty, staff and administrators to lead these efforts to address the organization's failure to maintain a culture conducive to the retention and success of faculty and students from historically marginalized racial and ethnic groups. They also need to lean less on faculty and staff of color to do this work.

ROSETTI: First and foremost, we need to listen to the experiences of colleagues and students of color, whose experiences at the institution are often quite different than those experienced by Whites. Second, we need to act upon what we learn from such experiences, working together to identify and prioritize how we can address these barriers.

PCC: During this pandemic, how can faculty integrate an equity and inclusion lens into their teaching and practice?

HWC: We do not believe that creating more equitable contexts requires lots of funding, new positions, or consultants. The praxis required for this sort of transformation must be built on love, care, and compassion. A love that bounds seemingly different people together to develop new knowledge, and hopefully a love that can transform oppression in the world and our schools.

We call faculty in to be mindful of the ways in which their planning, instruction, and assessment align to students' lives, communities, and center justice. We call administrators in to be mindful of the potential inequitable and harmful consequences of the decisions they are empowered to make. We call staff in to be mindful that they are educators too, every caring and compassionate interaction the students you serve can have long lasting, and transformational impacts. Together, we all can create the conditions in our schools that honor each other, in all that we have to offer.

ELLIS: Faculty are working diligently to facilitate learning that allows students to achieve the mastery of knowledge and skills expected in every discipline. Information and communication technologies are allowing for great creativity in the delivery of course content. Ensuring that we all engage in positive micro-messaging in our communications with students will be important. Interaction with students should be empowering to help those without it to develop the grit necessary to achieve academic success while enduring the challenges that accompany this pandemic.

ROSETTI: In many ways, the pandemic has intensified gaps, particularly in terms of technology and access to it (whether it is Wifi or personal technological devices that are not shared among family members). As a faculty member, I meet one-on-one with my students throughout the semester, and the same approach can be enhanced via technology. These conferences occur—both as regularly scheduled meetings—but also after assignments where I have seen a student struggle with the project. In reaching out to the student, I show him/her that I care about his/her academic success, and that we can work together to make the success a reality.

--

Join PCC on Friday, October 16 from 11a-12p CT for our first Twitter Chat: The Importance of Faculty Champions in Equity Work. Follow us @partnershipfcc and use the hashtag #PCCchat.

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ILEA Newsletter – Letter From Our Managing Director

Dear ILEA Partners,

Welcome back to school for a fall semester unlike any other. We have seen your teams up close as they have done whatever it takes to make plans for students to continue high-quality learning, provide new supports for students, and enable them to form social bonds and foster a connection with your colleges – and to do all of this safely both on and off campus. It is a Herculean task and the amount of creativity, innovation, and hard work are evident to all of us. We've also seen quick shifts to alter plans as the semester began and the virus affected students, faculty and staff. We are now beginning to see early reports about the upcoming spring semester, which look to be a continuation of current approaches.

The pandemic has continued to impact lives on and off campus, and has generally contributed to declines in enrollment across the state that cause concern about student access and institutional stability. This summer, campuses saw a significant decrease in enrollments, raising equity concerns, particularly among Black students, rural students, and at community colleges. Early data for the fall suggests that enrollments are down nationally, and among ILEA partners from between 5% and upwards of 20%. However, there are exceptions that give us hope. Northern Illinois University had a 1% increase in total enrollment for fall 2020 over the prior year, driven by an 8% increase in the size of the freshmen class and a 6% improvement in retention of first-year students. The Illinois Board of Higher Education's (IBHE) Stay the Course campaign and the website launched by the PCC this summer, Illinois Colleges Forward, aim to encourage students, parents, and the counselors who advise them that students should continue to pursue their college goals in Illinois whenever possible, even during this extremely challenging year.

Now, more than ever, your ILEA Equity Plans are powerful tools to help address student persistence, completion, and the adverse impacts of COVID-19 on our communities. They provide a roadmap to greater equity in opportunity within your institutions and seek to shine a light on how we can remove unnecessary barriers for students, as well as provide critical supports to those who need them, when they need them. The publishing of 21 institutional equity plans last month represents a significant and deliberate step toward equity in higher education in the state of Illinois, and we congratulate your important step forward. These plans detail approaches to onboarding first-year students, reforming developmental education, diversifying faculty, using data to target interventions, and much more. In the coming months and at the 2020 ILEA Virtual Fall Summit, we look forward to sharing more with you about the strategies within these plans and how we can make connections among ILEA institutions to support implementation and a process of continuous, collective learning and improvement.

PCC was also pleased to announce Catalyst Grants in the amount of $12,000 for all ILEA colleges and universities publishing their Equity Plans this year, as the result of a grant from a local foundation. Please read below and also look for an email from your ILEA Equity Program Manager this week for more information on how to access the Catalyst Grant. We look forward to continuing to identify opportunities for greater philanthropic investment in your equity work.

In the months that remain of 2020, we look forward to seeing you virtually at a number of upcoming events, including at the 2020 ILEA Virtual Fall Summit, which is dedicated to the critical role of faculty in eliminating equity disparities on campus. We have spent a significant amount of time adapting the schedule and session approaches to be conducive to a virtual event, and we look forward to sharing that with all of you. Because we are not bound by physical limitations presented by an in-person event, we encourage you to invite at least 25 faculty and department chairs from your institutions to join us for these sessions. We also hope to see many of you at our ongoing Equity Webinar series and at additional workshops that will be announced in the coming weeks.

We know the demands on your time will continue to be substantial, and we recognize all you do to ensure your students are safe and supported. I hope that despite all of the challenges with which you are faced in this moment, you can enjoy some of the beauty that the fall season offers -- at a safe distance and with a mask, of course.

In partnership for equity,

Lisa Castillo Richmond

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Moving Equity from the Margin to the Center: Releasing the Campus Wide ILEA Equity Plans

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Julian Williams, Ph.D., Equity Program Manager | Aug 20, 2020

Eliminating disparities in degree attainment between Black and White students, Latinx and White students and Pell-receipt and non-Pell receipt students is no small task -- but it is the challenge that our 28 college and university partners publicly committed to addressing when they volunteered to join the Illinois Equity in Attainment (ILEA) initiative.

Across the nation institutions have eliminated gaps on their campuses when they have had leaders committed to equity and a plan to guide their work. Our ILEA partners joined the initiative because their leaders were committed to equity. The Partnership's task was to help them develop an Equity Plan, connected to but not the same as their institutional strategic plan, to eliminate inequities. 

ILEA began with the belief that institutions can eliminate gaps in degree attainment if they systematically examine their policies and practices to identify barriers to momentum, identify and implement institutional strategies that are proven or have promise to address inequities, and track and evaluate their efforts on an ongoing basis so that they can make adjustments as they learn what works and what does not work.

Developing the ILEA Equity Plan

ILEA began with 25 institutional partners in 2018; and has grown to 28 institutional partners in 2020. Our partners are community colleges and 4-year public and private institutions. While each institution is in the state of Illinois, they can differ significantly in size, culture, structure, and the students that they serve. So, we set out to design an equity plan structure that was common enough to be used across 28 different institutions, but not so prescriptive as to diminish what makes each institution unique.

We ultimately developed an equity plan structure that asked each institution to name and examine their existing disparities, set interim benchmarks for key leading indicators, identify institutional strategies to address their existing inequities, and to develop a process for tracking and evaluating their results so that they could learn from, iterate upon, and improve equity outcomes for their students.

The development of each plan was spearheaded by a dynamic group of cross-departmental and cross-functional campus leaders that we call the ILEA Leadership Team. Over the course of 18 months, each ILEA Leadership team organized, coordinated, and engaged stakeholders across their respective institutions to create their campus wide equity plan.

Supporting Equity Plan Development

To support the development of our partner's equity plans we developed a process that was high-touch, supportive, and responsive. Our supports included an: instruction guide, how-to webinar series, template document, and individualized feedback. The instruction guide explained the purpose of the plan and described each suggested section. The how-to webinar series complimented the instruction guide by providing live presentations about each section of the plan. The template provided an optional pre-formatted document that partners could use to embed their narrative, data, and charts. And lastly, and most importantly, each ILEA partner was paired with an Equity Program Manager from the Partnership that provided individualized feedback on their plan over the course of its development. Additionally, institutions will submit annual reflections about their equity plan implementation and the resulting student outcomes – successes, challenges and how they plan to adapt their plan in the year ahead based on lessons learned.

As a result of yearlong planning process, our ILEA partners will implement a wide range of institutional strategies to eliminate inequities in degree completion on their campuses. Some strategies are new to their institutions, while other strategies existed previously but will be refined or scaled to serve more students. Here is a list of some of the major institutional strategies that our ILEA partners will be implementing on their campus's this fall:

  1. First year mentoring programs (peer; faculty)
  2. New financial supports for students (emergency scholarships, completion/reengagement grants; population specific grants)
  3. Addressing basic needs and non-academic supports (food pantries, textbook reform, social-emotional learning, social belonging)
  4. Creating or better supporting student organizations related to student identity/belonging/culture (Black student unions, Spanish clubs)
  5. Reforming first year courses & sequences (gateway courses; college success courses, orientation; bridge programs)
  6. TRIO programs and additional targeted wraparound supports (McNair Scholars; Male Success Initiatives; Latino Success)
  7. Academic advising reforms (early alerts; targeted advising)
  8. Reforming developmental education courses/placement
  9. Creating population specific success committees and councils
  10. Providing faculty professional development (high impact teaching practices and cultural competency/responsiveness)


We are honored to have had the opportunity to partner with such a dynamic group of institutions and to support the development of their equity plans, which will provide a roadmap for their targeted approaches over the next several years. The institutional introspection was difficult, the development process was imperfect, and COVID-19 required every institution to operate differently nearly overnight – yet, they persisted. Their equity plans are a public display of their commitment to equity. We are thrilled to announce the release of the ILEA Equity Plans and excited to continue supporting our ILEA partners as they begin implementation this fall.

In Partnership,
Julian Williams, Ph.D.

Equity Program Manager | Partnership for College Completion 

Learn more about Equity Plans here.


ILEA Equity Speaks

Read perspectives from leaders at Morton College, Richard J. Daley College, and Roosevelt University about the mission driving their Equity Plan and experience developing it in the ILEA Equity Speaks Blog Series. 

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ILEA Member Spotlight: Meet Brandon Nichols, Ed.D, Olive–Harvey College

1. What is your current role/title?

I currently serve as Vice President, Academic Affairs.

2. Where did you earn your degrees and what did you study?

Sociology – BS, University of Illinois – Urbana-Champaign,

Clinical Psychology – MA, Argosy University (American School of Professional Psychology) – Washington, DC,

Counseling Psychology – Ed.D, Argosy University (American School of Professional Psychology) – Washington, DC

3. How did your college/university support your success in earning your degrees?

Mentorship and socialization opportunities were essential to my development, growth, success. For minoritized students, mentoring is often considered a crucial resource to foster support systems of role models and to garner the academic success. At my undergraduate and graduate institutions, mentor groups, extended new student orientation for students of color, social organizations, and guidance counseling for undeclared majors provided structure and knowledge gaps in navigating a path for successful completion.

4. What excites you about equity work at your institution?

It is gratifying to empower students in reaching their full potential by removing barriers that have historically impacted minoritized students. At Olive-Harvey College, we use a high-touch approach to engage every student to meet their needs to ensure success and completion for all students seeking a credential.

5. In your role, how do you impact equitable outcomes for your students?

As Vice President of Olive-Harvey College, I am grounded in a person-centered and mission-driven approach, through a civic and equity lens. I am currently a member of the College's Illinois Equity Attainment Committee and supporter of the College's Equity Plan. The Plan details specific strategies to support academic success, social integration, and student completion. To support student completion efforts through equity, the College has developed tactics to refine classroom instruction, measuring learning, co-curricular learning, and civic. In my role, I am in support equity through the following​:

  • Faculty development of culturally responsive pedagogy and teaching

  • Multiple measures of learning assessments and tests to align with student learning preferences through face-to-face and hybrid modes of instruction

  • Social integration and exploratory co-curricular opportunities through field and work-based learning experiences

  • Civic engagement through public service events and social justice support (i.e. voter registration, trash clean-up, and community townhalls)


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ILEA Member Spotlight: Meet Brandon Nichols, Ed.D, Olive–Harvey College

1. What is your current role/title?

I currently serve as Vice President, Academic Affairs.

2. Where did you earn your degrees and what did you study?

Sociology – BS, University of Illinois – Urbana-Champaign,

Clinical Psychology – MA, Argosy University (American School of Professional Psychology) – Washington, DC,

Counseling Psychology – Ed.D, Argosy University (American School of Professional Psychology) – Washington, DC

3. How did your college/university support your success in earning your degrees?

Mentorship and socialization opportunities were essential to my development, growth, success. For minoritized students, mentoring is often considered a crucial resource to foster support systems of role models and to garner the academic success. At my undergraduate and graduate institutions, mentor groups, extended new student orientation for students of color, social organizations, and guidance counseling for undeclared majors provided structure and knowledge gaps in navigating a path for successful completion.

4. What excites you about equity work at your institution?

It is gratifying to empower students in reaching their full potential by removing barriers that have historically impacted minoritized students. At Olive-Harvey College, we use a high-touch approach to engage every student to meet their needs to ensure success and completion for all students seeking a credential.

5. In your role, how do you impact equitable outcomes for your students?

As Vice President of Olive-Harvey College, I am grounded in a person-centered and mission-driven approach, through a civic and equity lens. I am currently a member of the College's Illinois Equity Attainment Committee and supporter of the College's Equity Plan. The Plan details specific strategies to support academic success, social integration, and student completion. To support student completion efforts through equity, the College has developed tactics to refine classroom instruction, measuring learning, co-curricular learning, and civic. In my role, I am in support equity through the following​:

  • Faculty development of culturally responsive pedagogy and teaching

  • Multiple measures of learning assessments and tests to align with student learning preferences through face-to-face and hybrid modes of instruction

  • Social integration and exploratory co-curricular opportunities through field and work-based learning experiences

  • Civic engagement through public service events and social justice support (i.e. voter registration, trash clean-up, and community townhalls)


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Three ILEA Schools Make Aspen’s Top 150 List

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CHICAGO, November 20, 2019 — The Partnership for College Completion congratulates ILEA members Elgin Community College, Joliet Junior College, and Moraine Valley Community College for their selection as eligible institutions to compete for the 2021 Aspen Prize for Community College Excellence. The $1 million prize awarded every two years by the highly-regarded Aspen Institute recognizes high achievement and performance among community colleges in the United States. With a focus on student success, the Prize highlights institutions with outstanding achievements in four areas: student learning, certificate and degree completion, employment and earnings, and high-levels of access and success for students of color and low-income students.

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Three ILEA Schools Make Aspen’s Top 150 List

Three ILEA Schools Make Aspen’s Top 150 List

CHICAGO, November 20, 2019 — The Partnership for College Completion congratulates ILEA members Elgin Community College, Joliet Junior College, and Moraine Valley Community College for their selection as eligible institutions to compete for the 2021 Aspen Prize for Community College Excellence. The $1 million prize awarded every two years by the highly-regarded Aspen Institute recognizes high achievement and performance among community colleges in the United States. With a focus on student success, the Prize highlights institutions with outstanding achievements in four areas: student learning, certificate and degree completion, employment and earnings, and high-levels of access and success for students of color and low-income students.

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Member Spotlight: Meet Eunice Heredia, National Louis University

Eunice

1. What is your current role/title?
I have been working with City Colleges of Chicago for six years. My current role is Assistant Director of Financial Aid. Before working at City Colleges of Chicago, I worked with the Illinois Student Assistance Commission (ISAC). I have a total of eight years working with state and federal aid. Where did you earn your degree(s)? Types of degree(s) and field(s) of study? I received my Bachelor of Arts in Communications from Lake Forest College, and I am working towards obtaining my Master's degree in Public Policy from DePaul University and will be graduating before the end of the year.


2. Where did you earn your degrees and what did you study?
I received my Bachelor of Arts in Communications from Lake Forest College, and I am working towards obtaining my Master's degree in Public Policy from DePaul University and will be graduating before the end of the year.


3. How did your college/university support your success in earning your degrees?

My experience at Lake Forest College was phenomenal due to having faculty and staff supporting me throughout my undergraduate career. I was part of the Lake Forest Chicago Scholar program, which allowed me to focus on my studies and provided me with the support I needed throughout my four years. Currently, at DePaul University, the faculty is very open to meeting with students, which I have taken advantage of meeting with each of my professors. They also do an amazing job in promoting events and services. I have grown fondly of their Writing Center.

4. What excites you about equity work at your institution?
What excites me about the equity work at my institution is providing support to our student's needs and learning what we can change to assist them better. What also excites me is creating new ways to make education accessible for everyone.


5. In your role, how do you impact equitable outcomes for your students?

I have presented topics about Financial Aid and Financial Literacy in both Spanish and English in my role. I have also provided resources and guides on accessing Financial Aid, whether students are applying for the Alternative Application or FAFSA application. In addition, we are looking into having more events in multiple languages for our parents and students. Listening to the needs of students is my main priority when it comes to assisting students.

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Equity in Practice Spotlight: “Complete to Compete Strategy” at Elgin Community College

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Briefly describe a strategy in your Equity Plan that you have implemented. Include a brief description of how this strategy was chosen.
Elgin Community College (ECC) wanted to help "near completer" students for whom predicative analytics showed were in danger of not completing their degrees, despite significant progress. The top reason students were dropping out after earning significant credit hours was due to financial obligations. The Complete to Compete scholarship was created to provide financial support to students above and beyond any funds that they already receive through federal, state, and/or institutional financial aid in order to encourage students to enroll in more credit hours than they otherwise would have been able to without the additional funding and to set a goal of completing their degree by the end of the current academic year. This strategy was chosen because it was poised to implement quickly, was directly related to completion, and tied to financial need.


Articulate the intended outcomes, leading indicators and KPIs.
The intended outcome was for "near completer" students to persist or reenroll and complete their degree/transfer within one year. Enrollment, credit accumulation, academic performance, and completion rates were tracked. We wanted to show demonstrable improvements attributable to this intervention so a comparison group of like students, who did not receive the scholarship, was also tracked.

Over the course of the 2020-2021 academic year, the students receiving the Complete to Compete scholarship enrolled in approximately the same number of total credit hours, on average, as the comparison group (16.7 hours versus 16.1, respectively), but had a higher completion ratio (90% versus 79%, respectively) and, thus, a greater number of earned credit hours (15.0 versus 12.6, respectively), and, ultimately, a much greater proportion of students graduating with their Associate's degree by the end of the year (73% of scholarship students, compared to 47% of comparison group, but the initial metric was to complete within the 2020-2021 academic year).


3How has your institution applied an equity focus/lens to this strategy? What stakeholders were engaged? What data is informing your strategy?

The key stakeholders were ECC's Institutional Advancement and Student Services offices; the College's active Foundation Board; the Institutional Advancement executive director; and Institutional Research managing director.

As part of the process of generating the applicant pool for eligible students, the ECC Institutional Research office generated a statistical predictive model based on each student's demographic profile, past academic performance and socio-economic status. This model created a "predicted likelihood of graduating within 1 year" score for each student in the applicant pool. This score was then used as one component of the applicant scoring process to determine awardees. For this particular scoring category, students with lower predicted likelihood of graduating scores are given greater preference in the scholarship application scoring. The reasoning behind this is that preference for the award, in alignment with the wishes of the ECC Foundation Board, would go to students who would theoretically be helped the most by the additional funding.


For more information on this strategy at Elgin Community College, contact:
David Davin, Executive Director of Institutional Advancement & ECC Foundation, This email address is being protected from spambots. You need JavaScript enabled to view it.
David Rudden, Managing Director of Institutional Research, This email address is being protected from spambots. You need JavaScript enabled to view it.
Deborah Orth, Project Assessment Administrator, This email address is being protected from spambots. You need JavaScript enabled to view it.

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