CULTURALLY RESPONSIVE TEACHING & LEARNING AT WEST

Professional Learning Committee

Report

Tuesday, March 8, 2016

3:15-4:45 pm

HLRC 4CD

CRTL Team: Susi Dovlatian, Mary Hardy, Arnita Porter, Antoinette Simpson

Background… West Los Angeles College partnered with LA Harbor College and Pierce College to bring Culturally Responsive Teaching and Learning (CRTL) to the Los Angeles Community College District. Teams from each campus participated in a 4-day intensive training, “Train the Trainers” held in July at Harbor with Dr. Larry Coleman and Dr. David Truscello, CRT Program facilitators from the Community College of Baltimore County. http://crt-cc.org/about-crt/

Train the Trainers CRT Modules - created by Dr. David Truscello and Dr. Larry Coleman, Community College of Baltimore County 1.  Meanings of Culture and Race

•  Culture is everywhere •  Race matters

2.  Exploring Mindsets and Learning •  Fixed vs. Growth Mindset, Praising Effort (Carol Dweck)

3.  Overcoming Stereotype Threat •  Learning Barriers •  Unconscious Bias, Microaggressions, Stereotypes, Privilege

4.  Social Capital and Learning •  Who you know greatly influences what you will learn and know. •  Importance of creating “knowledge” capital networks •  Access to certain social resources within networks of people and knowledge

systems.

West CRTL Team Goals: •  Increase awareness, encourage self-reflection, shift perceptions and

practices

•  Strengthen skills necessary for positive interaction within and between cultural groups

•  Provide safe spaces to share stories and engage in honest dialogue

•  Create pathways of understanding, tolerance, and meaningful social change at West and beyond

CRTL Fall 2015 Activities 

@ West •  Team selected, May •  Train the Trainers, Los Angeles Harbor College, July •  Held monthly planning meetings •  Social media sites created and regularly updated •  Presenters - West Professional Learning Week, Hot Topics Panel, Professional Learning Day, August •  Facilitated 2 Workshops, October and November •  Student Cultural Event - Culture & Conversation: Communities Supporting Communities. Sponsored

by ASO, Reachers Club, FORWARD, November •  Featured in West ATDetails, November

LACCD

•  Faculty Teaching and Learning Academy (FTLA), Pierce College, August •  3CSN (Los Angeles Regional Network), Achieving the Dream and Student Success Initiative –

Summit 2: Welcoming Students to Your Campus: Innovative Efforts in SSSP and Equity Initiatives, Mission College, November (Link to 3CSN.org post)

Workshops based on CRT Modules L o  Workshop #1 – Exploring Mindsets and Learning 

•  Susi Dovlatian o  Workshop #2 – Social Capital – Building Bridges, Expanding Networks

•  Arnita Porter o  Workshop #3 – Overcoming Stereotype Threat

•  Antoinette Simpson

o  Workshop #4 – Meanings of Culture and Race •  Mary Hardy

WORKSHOP #1 HIGHLIGHTS GROWTH MINDSET: HOW DO WE TEACH & EMBRACE A GROWTH MINDSET •  Praise Effort (Be descriptive; Be curious; Show

positive interest)

•  The Power of “Yet”

•  Help Students Shape New Self-Talk

I would like my professor to know

there are times where I don’t have

a place to stay quiet and have time for

myself. I go to class and still pay

attention and yes there is the library but library hours

don’t fit with my full time schedule.

Help students feel more comfortable asking questions in

class. Give us enough resources to pass the class.

WHAT OUR STUDENTS WANT YOU TO KNOW

What would you like your professors to know about your struggle in obtaining

education?

That everything can be explained. If I get a bad grade or struggle, don’t give

up on me!

What qualities do

you look for in an instructor? More office

hours for students, and more review

in class before exams.

What Our Students Want You to Know

WORKSHOP #2 HIGHLIGHTS Expanding Social Capital Networks of Knowledge through Critical Pedagogy: A Critical Ethnographic Study with Community College Students (David Truscello, PhD) David Truscello researched the implications of social capital knowledge networks in achievement gap differentials. He used a classroom exercise to help students identify, examine, and expand their social capital knowledge networks. •  Students discussed what they knew and how they knew it •  Created a graphic organizer, My Social Capital Portfolio

•  Reflected on the data, discussed the size and extent of their social capital networks of knowledge and the kinds of knowledge shared by people in their social capital networks.

•  Wrote essays about the experience

•  Collaboratively devised practical ways they can begin connecting to people who know their subject or field of interest - through internships, practicum, volunteering, correspondence, etc.

INITIAL NETWORK DESCRIPTIONS “In my life there are very few people in my social network. Social capital is not a luxury I have right now.” “No one in my family knows anything that could help me in the career I have chosen. (pediatrics). My mother grew up poor, she dropped out at 16, was married with 2 kids by her 19th birthday.” “I am compelled to expand who I know, or else I’ll be limited by the invisible boundary of my reality.” Expanding Social Capital Networks of Knowledge through Critical Pedagogy: A Critical Ethnographic Study with Community College Students. David Truscello, Ph.D

AFTER CREATING SOCIAL CAPITAL PORTFOLIOS “It gave me a new way of thinking about people I know and how I can tap into their knowledge to start my own career.” “Even the smallest human interaction can be considered utilizing social capital at some level.” “I need to begin to think about the connections I should make to gain knowledge, and to improve my chance of success in the medical profession.” “Since my major is digital electronics, I may need to get connected to someone who works in that field or an instructor here on campus.”

Expanding Social Capital Networks of Knowledge through Critical Pedagogy: A Critical Ethnographic Study with Community College Students. David Truscello, Ph.D

CRTL Team and Student Reflections on Culture & Conversations featured in West ATDetails  

STUDENT ENGAGEMENT CULTURE & CONVERSATION: COMMUNITIES SUPPORTING COMMUNITIES

MONTHLY MEETINGS

Number of Participants Per Session: All 4 team members were present.

Results of Session Evaluations: Planning sessions for each semester events, including targeted

audience, marketing, materials, logistics and content.

Results of Evaluation: Events were scheduled, rooms were booked, event was advertised campus-

wide and to relevant participants/campuses, workshop presentations were planned, drafted and

successfully delivered at scheduled events. Social media sites created and regularly updated.

WEST PROFESSIONAL LEARNING WEEK, HOT TOPICS PANEL, PROFESSIONAL LEARNING DAY, AUGUST 2015

Number of Participants Per Session – Kim

Results of Session Evaluations: Participants were informed of CRTL planned events and invited to participate. Participants were also provided information about the CRTL modules and training. Planning meetings were held for upcoming semester events, including targeted audience, marketing, materials, logistics and content.

Results of Evaluation: Events were scheduled, rooms were booked, event was advertised campus-wide and to relevant participants/campuses, workshop presentations were planned, drafted and successfully delivered at scheduled events.

 

WORKSHOP 1: MINDSET (FACILITATED IN OCTOBER BY SUSI) Summary: Participants discussed the concept of Mindset and what can happen in the classroom and campus-wide when faculty, administrators and staff adopt a growth mindset about our students. Participants discussed implications of helping our students adopt a growth mindset and the impact on their educational plans, professional and personal endeavors.  They also shared professional and personal stories about their experiences. Participants wanted more information about the concept and how best to use it with our students.

Number of Participants Per Session (unduplicated): There were 7 participants from WLAC.

Results of Session Evaluations: Planning sessions for each upcoming events, including targeted audience, marketing, materials, logistics and content.

Results of Evaluations: The CRTL Team is researching and compiling a list of best practices to share with faculty, administrators and staff in hopes of helping our campus adopt a mindset will help our students feel more supportive, valued and important campus-wide.   

 

WORKSHOP 2: SOCIAL CAPITAL (FACILITATED BY ARNITA PORTER IN NOVEMBER): •  Summary: Participants were introduced to the concept of Social Capital and discussed the

importance of helping our students build and expand their “ networks of knowledge” to help them in their educational and professional endeavors.  Participants discussed creating peer-to-peer networks and the need for including West faculty, administrators and staff in this network, because students don’t always consider us as resources. They also shared professional and personal stories about their experiences. Participants wanted more information about the concept and how best to use it with our students.

•  Number of Participants Per Session (unduplicated)  - There were 7 participants from WLAC.

•  Results of Session Evaluations: Planning sessions for each upcoming events, including targeted audience, marketing, materials, logistics and content.

•  Results of Evaluations: Two students, who are members of the ASO Reachers Club, attended the workshop and decided to create a West Student Social Capital Network, which is a peer-to-peer network of knowledge, where students can come together, share resources and information, and offer support in areas relating to building study skills, employment, transferring, the arts, and student concerns.   

STUDENT EVENT: CULTURE & CONVERSATION: COMMUNITIES SUPPORTING COMMUNITIES •  Summary: Co-Sponsored by CRTL Team, ASO, Reachers Club, FORWARD

•  Number of Participants Per Session (unduplicated): There were 30 participants, including WLAC students, faculty, staff, and administrators.

•  Results of Session Evaluations: Planning sessions for Spring 2016 events, including targeted audience, marketing, materials, logistics and content. Meetings are being set up to set the dates for Culture & Conversation events in April and/or May. The event was featured in the November 2015 edition of West ATDetails and shared in CRTL presentations in the District (LACCD).

•  Results of Evaluations: Students were able to “be themselves” openly express their creativity, experiences, and concerns in a safe space in the presence of their peers, West faculty and administrators.  They reported that they felt “heard,” that their voices and opinions mattered to those who took the time to come to the event.  They expressed that the conversation should continue with more faculty, staff and administrators present in order to feel that their concerns are valid and important.  As a result, meetings are being set up to set the dates for Culture & Conversation events in April and/or May. 

LACCD FACULTY TEACHING AND LEARNING ACADEMY (FTLA), PIERCE COLLEGE, AUGUST 2015 •  Summary: Los Angeles Pierce College hosted the eighth cohort FTLA, as part of its Professional

Learning Initiative, which centers on student success. Members of our CRTL Team and Pierce’s team presented during FTLA’s Equity Day.

•  Number of Participants Per Session (unduplicated): There were 24 participants from 7 of LACCD campuses, including LA City College, LA Harbor College, LA Mission College, LA Pierce College, LA Southwest College, LA Trade-Tech College and West LA College.

 

•  Results of Session Evaluations:

Members of our team were asked to present at the FTLA Winter 2016 cohort. Presentation was created for the targeted audience, which focused on the 4 CRTL Modules and best practices for implementing CRTL in the classroom, online and campus-wide. Meetings were held to de-brief, assess what worked and develop strategies for improvement

•  Results of Evaluation: FTLA participants were engaged in the presentation and requested information regarding upcoming LACCD training sessions.

 

3CSN (LOS ANGELES REGIONAL NETWORK), ACHIEVING THE DREAM AND STUDENT SUCCESS INITIATIVE –SUMMIT 2: WELCOMING STUDENTS TO YOUR CAMPUS:  INNOVATIVE

EFFORTS IN SSSP AND EQUITY INITIATIVES, MISSION COLLEGE, NOVEMBER

•  Summary: This summit addressed equity gaps and highlighted campuses engaged in Culturally Responsive Teaching and Learning (CRTL) for faculty, staff and students. The summit focused on utilizing Equity and SSSP funding sources to improve "front door" services that welcome students onto campuses, and implement CRTL practices to help students feel welcome in an effort to increase student engagement, participation, course/degree completion and transfer.

•  Number of Participants Per Session (unduplicated): There were 23 participants from 10 campuses. Eight out of the nine LACCD colleges were represented. Colleges participating outside of LACCD included Folsom Lake, Pasadena City College, and Ventura College

•  Results of Session Evaluations:

Members of our team presented on practices for making classrooms and campuses inclusive, culturally aware and responsive, in an effort to close equity gaps, and improve completion, transfer and success rates on their campuses.

Meetings were held to de-brief, assess what worked and develop strategies for improvement

•  Results of Evaluation: Summit participants discussed the need for creating Welcome Centers as hubs and safe havens for students that provide human connection to help them navigate the college experience and campus environment and brainstormed about braiding Equity, SSSP, and Welcome Centers together to create opportunities for students to feel welcome, to close equity gaps, raise success rates and meet college goals. Participants were engaged in the presentation and requested information regarding upcoming LACCD training sessions. The Equity Coordinator from LA Pierce College is in discussion with the Community College of Baltimore County CRT team in hopes of bringing more Train-the Trainers sessions to our district in the future.

 

WEST PROFESSIONAL LEARNING WEEK, HOT TOPICS PANEL, PROFESSIONAL LEARNING DAY, AUGUST 2015 •  Number of Participants Per Session – Kim

•  Results of Session Evaluations: Participants were informed of CRTL planned events and invited to participate. Participants were also provided information about the CRTL modules and training. Planning meetings were held for upcoming semester events, including targeted audience, marketing, materials, logistics and content.

•  Results of Evaluation: Events were scheduled, rooms were booked, event was advertised campus-wide and to relevant participants/campuses, workshop presentations were planned, drafted and successfully delivered at scheduled events.

 

CRTL Spring 2016 Activities

West o  Workshops

•  Overcoming Stereotype Threat (Antoinette Simpson) •  March 25, 8:00 - 9:45 am

The Meanings of Culture and Race (Mary Hardy) •  April 15, 10:00 am – 12:00 pm

o  Leadership Retreat, April o  Culture & Conversation – 2 Events o  The Reacher’s Club is creating a Student Social Capital

Network Project and collaborating with the Film Club to document the process. (Linked to ASO)

LACCD o  Faculty Teaching and Learning Academy (FTLA), January o  Professional Development Summit, Los Angeles Valley

College, February

Implementing CRTL practices campus wide helps our students feel welcome and valued, which helps to increase… •  student engagement •  persistence •  completion •  transfer rates •  and enhance life skills as our students prepare for the job market. CRTL training provides campuses with tools and resources to empower our students and help them expand beyond the “invisible boundary” of their realities to achieve their personal, educational and professional goals.

THANK YOU

Susi Dovlatian Mary Hardy Arnita Porter Antoinette SimpsonDovlatS@wlac.edu HardyMP@wlac.edu PorterAE@wlac.edu SimpsonA@wlac.edu

West CRTL Page Join us on Facebook

RESOURCES AND SUGGESTED READINGS Truscello, David, Coleman, Larry, & Stone, P. Social Capital, Stereotype Threat and the Myth of Effort: A Narrative of Two Culturally Responsive Education Initiatives. The International Journal Of Interdisciplinary Educational Studies. Vol. 7. 2013   THE SAGUARO SEMINAR: CIVIC ENGAGEMENT IN AMERICA. Dr. Robert Putman, Harvard Kennedy School, http://www.hks.harvard.edu/programs/saguaro/about/about-saguaro BetterTogether. http://www.bettertogether.org/ Stanton-Salazar, Ricardo “Manufacturing Hope and Despair: The School and Kin Support Networks of U.S. Mexican Youth”   Magdaleno, Kenneth, Fresno State University. “Recognizing the Cultural Value Students Bring to School” http://clearvoz.com/wp-content/uploads/2013/09/Magdaleno-2.pdf   Student Support Redefined: What Students Say They Need To Succeed. Darla Cooper, Director, Research and Evaluation, Rogeair Purnell, Senior Researcher and Terrence Willett, Senior Researcher, The RP Group http://rpgroup.org/system/files/Student%20Support%20%28Re%29defined%20-%20What%20Students%20Say%20They%20Need%20to%20Succeed.pdf   Tough, Paul “What if the Secret to Success is Failure” New York Times Magazine, The Education Issue, September 2011. http://www.nytimes.com/2011/09/18/magazine/what-if-the-secret-to-success-is-failure.html?_r=1