For the first time in two years, higher education institutions across Illinois and the U.S. are returning to celebrating their graduating seniors at in-person ceremonies. As students and their support systems gather at arenas, stadiums, auditoriums, and more to mark this milestone, we wanted to check in with our Illinois Equity in Attainment Initiative (ILEA) partners—institutional faculty, staff and leadership committed to supporting more equitable outcomes on their respective campuses—about their reflections during this time of the year, asking about their lessons learned from an academic year unlike any other, and what keeps them coming back to the work of righting wrongs that can be overwhelming and exhausting.
- What’s the most important lesson you’ve learned this year?
- Dr. Sara Helmus, Chemistry Faculty, Morton College: The main point that has stuck with me this year is that equity does not mean telling our students what they need. It is a circular process that involves listening, implementing an idea, and then checking back in to see if it is working. I have been spending the year reflecting on this idea as it pertains to the pandemic and my teaching. However, then the keynote speaker said something very similar at the HLC conference when speaking about equity and it fits there, too. It makes me excited to get the results of the surveys back from the students to hear what they think we are doing well and where we need work so we can adjust our equity plan to best serve them.
- Brandie Wyndam, Dean of Arts & Sciences, Morton College: The most important lesson that I learned this year is that equity work is always evolving and that this work is a marathon not a short race. Over the past five years, Morton College has worked extensively on improving mathematics developmental education. We have revised curriculum, changed placement standards, and altered delivery modes of instruction. The department has improved assessment and worked to regularly assess our courses. Despite this, recent legislation (DERA) has the College once again revisiting these reforms. I realized that as we make changes, implement changes, and evaluate changes, we may find ways to improve instruction, student learning, and student success. This work is cyclical in nature. Implement, assess and revise should be the norm not the exception!
- Jill Salas, Assistant Professor, English, College of DuPage: Teaching and learning about equity is a recursive process, and it takes patience, dedication, and resilience to weave equity into the fabric of an institution’s culture.
- Joseph Roeges, Associate Director of Student Success Research, Roosevelt University: The most important lesson I have learned is to remain committed to the principles of our mission, in spite of the unprecedented challenges of the pandemic. It takes time to change the culture of a university, and our work directly helps students succeed.
- Dr. Lautauscha Davis, Dean of Adult Education, Olive-Harvey College: That students goals vary and its important to help them understand the steps they’ll need to take in order to achieve them.
- Dr. Erica Reaves, College Advisor, Olive-Harvey College: The most important lesson I’ve learned this year is that OHC is important to our community. Student shared their experiences, good and bad over the year and they felt safe here at OH. I was reminded how important my work can be in this environment. OHC did a very good job welcoming students back on campus, giving them a sense of community and access to multiple resources on campus.
- Patrice Henderson, Director of ACCESS Services, Olive-Harvey College: I have learned that when it matters the most, we can be flexible and creative to meet the needs of our students. When we put students first, we look at what is possible not what is impossible.
- Michelle Adams, Dean of Student Services, Olive-Harvey College: Constant support and resources for students are important for student success.
- Kimberly Hollingsworth, President, Olive-Harvey College: Just how resilient our students are. Our students face many barriers, add a pandemic, and accomplishing their goals can seem insurmountable. But I see grit, determination, passion, the desire to improve their and their family’s economic mobility. I have learned that determination is greater than your fears!
- Dr. Brandon Nichols, Senior Vice President of Academic Affairs, Olive-Harvey College: ROM – return on mission. We, as members of the College, must continue to live the mission by developing a diverse community of cultural and civic leaders, advance global citizenship, ensuring academic excellence and work-based learning, and student-centered support services. The ROM will ensure we are meeting the need of all college stakeholders.
- What keeps you coming back to this work?
- Michael Brown, Interim Dean of Students, Morton College: I’ve experienced first-hand so many inequities personally, professionally, and academically. I still experience these things. I’m hyper aware of the effects of this, and it empowers me to keep striving toward this goal of equity for myself and others who may think they won’t ever have a fair shot.
- Salas, College of DuPage: As a first-generation student from a Hispanic household, I share the lived experiences of many of our students, so my dedication to equity and student success comes from my personal challenges and achievements as well as my desire to ensure all our students are validated, affirmed, and successful.
- Roeges, Roosevelt University: There is an abundance of time and effort required to establish and/or build upon successful programs that diminish equity gaps in graduation rates but hearing stories of students who were directly influenced by our work and seeing them grow into confident and successful professionals keeps me motivated in my work. I taught a Transfer Success course once per term for a few years. This course was created in 2018 to help acclimate new transfer students to the Roosevelt University community and help develop their personal portfolio, which has increased our retention rate. One particular student had been struggling for most of the term and was also dealing with substantial personal challenges. With additional work, the student was able to able to pass the course. Years later, I found out that the student had been a major participant in several student organizations and was about to graduate. Knowing that my influence and work helped this student succeed keeps me motivated in my efforts.
- Davis, Olive-Harvey College: What keeps me coming back to this work is knowing that every decision I make helps students make a better life for themselves.
- Reaves, Olive-Harvey College: Understanding the opportunities that our students may be missing because of the lack of access, resources and support. Underserved communities, specifically on the south and west side of Chicago should have a right to experience the same education as any other student on the Northside. I believe in closing the gaps to promote equity to all students in CCC.
- Henderson, Olive-Harvey College: To me, equity work is work of the heart. It is pursuing what is right regardless of the obstacles or perceptions. It is making a difference in the lives of others, which is purpose-driven, mission-filled work. That’s what keeps me coming back to this work.
- Hollingsworth, Olive-Harvey College: Community College education is selfless work – I keep coming back for marginalized populations who lack the agency to self advocate; I am their voice. I come back because our student’s success matters – I will keep coming back until I have done all I can do to eliminate the attainment gap.
- Nichols, Senior Vice President of Academic Affairs, Olive-Harvey College: Fulfilling the model of a community school. The purpose of the College is to provide educational training and related support service access to all students within our region.
- Adams, Olive-Harvey College: Unfortunately, we live in a society where the playing field isn’t leveled, so the work of equity is never done. Meeting the needs of the students will always be the work needed.
- How have you kept equity work—often exhausting work—fresh for yourself?
- Nicole Matos, Interim, Assoc. Vice President Assessment & Student Success, College of DuPage: When I feel tired and overwhelmed, I remind myself of the patience and dedication that my colleagues bring, and that so many brought to the table before. My mantra is John Lewis’s “Good trouble, necessary trouble.” Truer words were never spoken!
- Salas, College of DuPage: For me, data begets data – once I receive it, I often want more of it, and disaggregating it really fuels my passion for equity. I stay engaged in this work by not only looking at data to see what needs to be addressed or improved, but also, what can be celebrated or scaled.
- Roeges, Roosevelt University: With a background in data analytics, I find it important to continue to seek new patterns in reports to develop answers to institutional questions. At Roosevelt, I have tried to continually look for a new perspective on data to not just enhance previous studies but to seek answers to new questions to better improve the opportunities for our students.
- Davis, Olive-Harvey College: I like newness. So, I find a new way to create space for equity work often. For example, I’ll review some process we have in place and deem it equitable or not. If not, I’ll work with other to try to find a way to make it more equitable.
- Reaves, Olive-Harvey College: I am working with outside agencies that focus on promoting equality in education. I have a focus on research trends in higher education, write literature reviews that are currently published and engage in action initiatives within political and social justice policies in the U.S.
- Henderson, Olive-Harvey College: I love to learn so I like to attend workshops, read or listen to podcasts around equity work. Right now, I am reading “Diversity in the Workplace: Eye-Opening Interviews to Jumpstart Conversations about Identity, Privilege and Bias” by Bari A. Williams, Esquire. I also enjoy the Teaching in Higher Ed podcast hosted by Bonni Stachowiak.
- Hollingsworth, Olive-Harvey College: I keep it fresh by ALWAYS keeping it top-of-mind. Nothing takes priority over viewing every decision from an equity lens. I think about what’s at stake if I don’t keep it “fresh”. Parity in pay, career opportunities, furthering one’s education, mental and physical health are compromised/jeopardized if we put the issue of equity on the backburner. Equity is the heart of the institution – ultimately, we (our students, faculty/staff, community) cannot be successful if we can’t keep it pumping.
- Nichols, Olive-Harvey College: I try to ensure all access opportunities are made available to meet student and community demand.
Learn more about the Illinois Equity in Attainment Initiative today here.