Persistence after progress: Upholding our ongoing commitments to FGLI students
Building on last year's theme, "Support at Scale," our 2024 conference theme will serve as an opportunity to look back at the progress we have made to support FGLI students as they access and succeed in our institutions–and to evaluate what is still needed for fulfilling our commitment to FGLI student success.
Over the last decade, real change has been made. Policies have shifted, pedagogies have evolved, and programs have been institutionalized. But as we know, some of the longstanding cultures and norms that shape our institutions remain impediments to full transformation. What areas of inequity remain entrenched in our institutions? And what are the best practices for dismantling these persistent barriers?
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We are particularly interested in featuring presentations and workshops that explore these themes through the below lenses.
1 / Understanding where we are: Measuring the progress and recognizing the gaps
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Examples of topics include, but are not limited to:
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How do we collect, understand, and instrumentalize data – both qualitative and quantitative, numerical and anecdotal – on student experiences and outcomes?
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Which assessment strategies are best in showcasing successes in FGLI programs and initiatives, while also energizing partners for the next phase of needs?
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What types of institutional audit work might allow us to highlight the progress that we’ve made, while also uncovering persistent inequities?
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How might we engage student narratives and leverage qualitative research to demonstrate impact and program outcomes?
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2 / Preparing for where we are going: Facilitating institutional change
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Examples of topics include, but are not limited to:
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What are some strategies for building meaningful connections and partnerships with cross-campus colleagues, particularly within institutions with complex infrastructure?
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How do curricular components (placement exams, prerequisites, course sequencing, etc.) hinder or facilitate FGLI students’ successful progress through general education requirements and/or a major?
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How might we recognize and address inequitable policies that structure or otherwise impact our students’ experiences? What policy changes have been implemented at your institution to alleviate some of the most common pressures faced by FGLI students and/or the administrators who support them?
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In what ways can and does our work intersect with health and wellness initiative on campus–and how might these intersections help us create a more holistic approach to student wellbeing?
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How can we best raise awareness about FGLI student experiences among upper-level administrators? What are ways we can build from this awareness to facilitate needed structural changes?
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3 / Where do we need to be: Fostering lasting culture shifts
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Examples of topics include, but are not limited to:
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What are the strategies for building positive relationships with potential partners who can help us empower our students throughout their educational journey, like high school counselors, community-based organizations, workforce leaders, and alumni?
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How can we continue to offer the holistic, individualized support that we value when our student population is growing so rapidly?
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What are the ways we can engage with faculty around the pedagogical practices that facilitate FGLI students’ learning in the classroom?
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How might we shift campus culture in a way that builds community for our FGLI students, both with each other and with non-FGLI students? How might these efforts shift as our numbers of FGLI students grow?
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How can we build lasting relationships with donors, foundations, and advancement officers to ensure the longevity of our initiatives?
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What are the ways we can partner with colleagues and programs at neighboring – or even distant – institutions to build a more global approach to the work?
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