CUMU LEARNING & SHARING VIRTUAL SERIES

The CUMU Learning & Sharing Virtual Series is a free, CUMU members-only program focused on critical dialogue with practical takeaways that create action. This virtual series brings together CUMU administrators, faculty, staff, students, and community partners over the course of three months to learn from one another and share challenges and successes on a set of discrete issue areas. This virtual series is offered at no-cost to CUMU members and their partners.

RELATED LINK: CUMU concludes fall 2020 Learning & Sharing Virtual Series

Thank you to the CUMU membership and their community partners who participated in this spring’s Learning & Sharing Virtual Series. We will be adding session recordings to our Programming Inventory in the coming weeks.

CUMU PROGRAMMING INVENTORY

View dozens of previous webinars, workshops, and best practice presentations and learn from your fellow CUMU members.

EXPLORE INVENTORY
SESSION DATEPRESENTERDESCRIPTIONSESSION TITLEPRESENTER AFFILIATIONISSUE AREASESSION TYPE
3/23/2021Marty LudlumAntiracism and UDL is a new book (2020) and a quick read on incorporating changes in your urban classroom. See how Antiracism and UDL offers practical improvements to make to your classroom, and should be encouraged reading across your campus. Start your own campus book group!Lightning Session I: Antiracism and Universal Design for Learning: A Book SuggestionUniversity of Central OklahomaAligning Racial Equity with Urban MissionLightning Session
3/23/2021Konstantine Tettonis This presentation will (1) Present a model for student aid e-advocacy that NYU employed this past winter in lieu of our annual student aid advocacy trip to Albany, NY. (2) Discuss advantages and disadvantages of the model, which engaged 185+ students through an interactive social media campaign, a virtual panel discussion, letter writing, virtual meetings with several legislators, and more. (3) Suggest areas to enhance the model's effectiveness, and furthermore, to incorporate e-advocacy methods into the University's post-pandemic student aid advocacy efforts. Lightning Session I: Student Aid Advocacy in the COVID-19 Era: Leveraging the Power of E-Advocacy Platforms to Multiply ImpactNew York UniversityBudgetary Realities and Higher Education SupportLightning Session
3/23/2021Jeffery Wilson, Kevin Allison, Rosalyn Hobson Hargraves, Sylvia Carey-Butler, Tiffany G. TownsendRecently, we have seen a number of demonstrations across the nation related to the social tensions in respect to diversity, particularly in our urban areas. It should not come to anyone's surprise that key constituents to the change movement are college students who are more diverse and socially connected through technology and social media. Postsecondary institutions are at the center of this renewed interest in social justice and responsibility. Therefore, it is imperative that we understand efforts made by urban-identified colleges and universities to enact their mission with commitments and investments in equity and anti-racism. This session seeks to engage participants in: Highlighting critical issues related to racism, anti-racism, equity, and inclusion in urban and metropolitan universities. This will include: Discussing demographic shifts, the relevance of current and recent events relevant to antiracism on urban campuses and in the communities we serve, institutional responses, the work of chief diversity officers, the special role of relationships with community for urban and metropolitan universities, as well as evidence based research, practice and program implementation; Applying intersectional perspectives and a critical race analysis of metropolitan and urban institutions that were often not historically designed for the communities of color that they now serve; Sharing the announcement of the call for manuscript submissions to a Special issue of Metropolitan Universities Journal devoted to anti-racism, equity and inclusion Lightning Session I: Addressing and Elevating Race and Equity Research Across Urban and Metropolitan UniversitiesVirginia Commonwealth University, Kennesaw State University, Agugusta College Aligning Racial Equity with Urban MissionLightning Session
4/13/2021Jeffrey MalansonPurdue University Fort Wayne, a moderately sized and resource constrained regional public university, undertook collaborative planning and implementation efforts to respond to the COVID-19 pandemic. The overarching goal of all our efforts has been to safely reopen our campus for in-person instruction and maintain a low-risk environment for our students and employees. Throughout this process we have aimed to leverage expertise and increase connections across the university by engaging hundreds of faculty and staff; promote innovation; and prioritize frequent, clear communication with campus and community stakeholders. We have paired proactive planning processes with flexible and solution-oriented responsiveness as those plans were implemented. We have also strived to document and reflect on the lessons we have learned in areas of instruction, communication, and student support to improve ongoing efforts and to transform aspects of our operations in the post-pandemic period. Key takeaways from the presentation will include the role highly-participatory planning processes can play in building trust in subsequent implementation efforts; the critical importance of effective coordination and communication in long-term, multi-pronged university initiatives; and the value of intentional reflection and learning to improve institutional resilience and performance.A Collaborative Approach to COVID-19 Planning and Implementation at a Regional Public UniversityPurdue University Fort WayneCOVID-19Best Practice
3/26/2021Gilda Martinez-Alba, Luis Javier Penton Herrera Acknowledging and caring about students' feelings and emotions before jumping into instruction is important. Can you think about a time when someone approached you to ask you for something without taking the time to see how you are doing? How did you feel? Why? We plan to engage in a rich dialogue about this and many other ways that social emotional learning strategies can help your English learners. We will pose questions, share scenarios/stories/activities, and look forward to learning from each other. This presentation will also provide background knowledge about Social Emotional Learning (SEL) frameworks (CASEL, 2020) for English learners. Social and Emotional Learning Strategies for the Well-Being of English LearnersTowson University, American College of EducationStudent Success and WellbeingBest Practice
3/30/2021Alan Delmerico, Mauricio Canton Diaz, Susan McCartneyThe Buffalo State Small Business Development Center (SBDC) is a crucial backbone support for local small businesses with a focus on MWBEs and is central to Buffalo State's role as an Anchor institution in local economic development. As in all communities, the rise of COVID-19 has brought immense challenges that threaten the future of small business in our local Buffalo community as well as the livelihood of the owners and employees of these business. While the SBDC contributed with a broad group of entities to provide SBA loan supports early in the initial lockdown, their effort to help businesses during this massive disruption to the normal way of life have been many. In particular, the SBDC needed to reinvent many of their business supports in the time of COVID, adaptations necessary to help entrepreneurs and their businesses during unprecedented times. Topics for these new trainings and supports include: online presence and professional digital image development (especially immediate support like website updates for e-commerce and scheduling), retaining customers through remote interaction, help to food service and other businesses in interpreting and adapting process to new health and safety regulations, among others. Two case studies will be presented on how these supports and changes have manifested in local businesses with an interactive discussion to follow.Entrepreneurial supports in the time of COVIDBuffalo State CollegeCOVID-19Interactive Workshop
3/30/2021Patrick Green, Cynthia Stewart, Chris Nayve, Dan Bergen, Chris Tirres, Melanie Schikore, Leah Sweetman, Rebecca Johnson, Paris Davis This session includes a panel of authors from the currently published issue of Metropolitan Universities Journal focused on the intersection of faith and community engagement, led by Guest Editor, Patrick M. Green. The authors of the articles within this special issue will feature their programs and how they approached faith and community engagement. Their brief presentations will include a brief overview, the approach of their community engagement work, and a source of their learning as they worked with communities or faith-based organizations.Exploring Strategies and Approaches to Intersect Faith and Community EngagementLoyola University Chicago, University of San Diego, Marquette Univerity, Triedstone Full Baptist Church, DePaul University Student Success and WellbeingBest Practice
4/8/2021Jose Martinez MolineroWith many school districts limiting in-person instruction due to COVID-19, opportunities for placing teacher education students in the field has become a challenge. Therefore, in order for these students to observe teachers in-practice and reflect-on current issues, philosophy, and psychology of education a replacement curriculum was needed. In this presentation, I will share with participants how I was able to leverage existing resources to develop a virtual curriculum that meets the stated course learning objectives and teaching quality standards established by the state. The participants will gain strategies, curriculum alignment suggestions, and reflections from both myself and students who engaged in this approach; collectively the participants are encouraged to consider, adapt, and apply this content in developing their own virtual field experience curriculum. No where to go? Aligning initial virtual field experiences with state teacher education standardsMetropolitan State University of DenverCOVID-19Best Practice
4/8/2021Christopher Simenz, Brett Fuller, David NelsonUsing an Equity, Diversity & Inclusion (EDI) Framework to Foster Mental Wellbeing in Metropolitan Health and Wellness WorkforceUsing an Equity, Diversity & Inclusion (EDI) Framework to Foster Mental Wellbeing in Metropolitan Health and Wellness WorkforceMarquette University, Milwaukee Public Schools, Medical College of Wisconsin Aligning Racial Equity with Urban MissionBest Practice
4/9/2021Samantha Quinn, Janelle Brooks, Jasmine FosterMany folks are familiar with the concept of Restorative Justice and its use in the Criminal Justice system and now in Student Conduct on college campuses. Restorative Justice is a powerful approach to discipline that focuses on repairing harm through inclusive processes that engage all that are involved. This approach works when all individuals (harmed and accused) mutually and voluntarily agree to work together. The goal of Restorative Justice is to repair harm done by an action, with the hope of collaboratively coming to a resolution, a clear understanding, or an agreement. Restorative Justice is also a useful tool in our community. While frequently used to replace punitive forms of discipline, restorative circles are equally important in proactively building the relationships and skills community members need to support one another and collectively address the challenges they face. Focusing on larger, systemic forces in the community can help members better understand their situation and can be a useful starting point for community members to become more active themselves. Action and activism can inspire hope, connection and healing. Through this workshop we will discuss how we transitioned into holding community restorative justice circles in a virtual space. Normally restorative circles are in person with folks coming together and sitting around a circle with a shared talking piece. It can be difficult to adapt this space to an online setting. We found with an intentional design for our online space and allowing folks to set their intentions and needs that this work can be adapted and thrive in an online community. While going fully virtually last spring and dealing with many difficulties impacting our community including COVID-19, racial injustice and the divisive political climate we knew that we could not stop our prevention work. We wanted to create a space for students, faculty and staff to come together and discuss how these things were impacting them and our shared community. We have also adapted our collaborative circles within the residents halls facilitated with SCCS Office and Lead Resident Assistants to an online format. We would like to use this session to allow attendees to: Learn more about restorative justice community circles How to create a safe and welcoming online space Experience what a restorative circle is like through role play and practice Adapt our method to their own campus for future useRestorative Community Circles in a Virtual SpaceBuffalo State CollegeCOVID-19Interactive Workshop
4/14/2021Michelle Lopez, Michael MilesDue to the pandemic, Community College of Philadelphia pivoted from in person instruction to virtual instruction immediately and continue to do so today. Instead of ceasing all traditional student volunteer opportunities, the Institute for Community Engagement and Civic Leadership, the College's home for volunteerism, service learning, community outreach and partnerships, quickly followed suit and provided volunteer service and direct support opportunities through both virtual and socially distanced platforms. Though the pandemic proved to be a challenging time to engage with students and the larger community, the College's Institute for Community Engagement and Civic leadership (the Institute) continues to successfully provide resources to our larger Philadelphia community through service. The Institute would like to highlight programs that were once only done physically at the College and share best practices on how we were able to continue to partner with new and existing organizations over the past year and provide needed resources and support to Philadelphia residents. Programs include our Enough is Enough sessions focusing on Social Justice and Civics Education Non-Credit Workshop Series and the Semester of Service program supporting: COVID-19 testing and vaccine distribution, the College's Adopt-A-School Program and the #CCPVotes voter engagement program. We will discuss which programs pivoted best and prove to have an even farther reach in a virtual setting.Safe and Socially Distanced Service and Learning OpportunitiesCommunity College of PhiladelphiaStudent Success and WellbeingBest Practice
4/16/2021Jacki Vadney, Chris Vrenna, Jessica Spowart, Kim ParkerIn 2020, when the pandemic shut down the world, the faculty of The Project (a Summer Arts Pathway Program for high school students interested in the Arts in Northern Alabama, offered by faculty from Athens State University and Calhoun Community College, in conjunction with the Alabama Center for the Arts) had to shift the format of our program. Social distancing, safety protocols, and the uncertainty of our world necessitated creative problem solving in order to create an engaging, creative, instructional arts camp experience for students. We plan to share our experience of turning a hands on education program in the arts to a fully online format: challenges, partnerships, successes, failures, and the creative solutions we developed that allowed us to still engage with and inspire young artists to create new works in the middle of a pandemic. Attendees will learn how we restructured the camp: using technology and reformating management practices related to organizing and running our program. We will share the challenges of shifting the arts (which fundmentally are hands on, creative processes) to being instructional and engaging online. We'll share the strengths and challenges of utilizing and relying on Zoom and how we created an engaging, interactive experience for students to explore and create original works. Our workshop will utilize Zoom in coordination with a PowerPoint presenation, to give background information on the history of The Project, a timeline of creating the camp, as well as looking at how and when we shifted to a virtual platform. We plan to use breakout rooms and scenarios we come up with to have attendees work in small groups to problem solve solutions to scenarios of how to create engaging, educational programming in a pandemic society where social distancing measures must be practiced. This workshop would be beneficial for faculty, student activities leaders, club advisors, and anyone who works with creating programming for community events through a university or university organization. We would be comfortable having up to 40 participants. Offering a Virtual Arts Camp during a PandemicAthens State University, Calhoun College Student Success and WellbeingInteractive Workshop
4/20/2021Mac McComas Faster rail service between Baltimore and DC could boost Baltimore's economy by providing an expanded job market for Baltimore residents while providing capitol residents the opportunity for cheaper housing in Baltimore. Baltimore struggles with a vacant housing problem, many of which surround a train stop in West Baltimore. A faster train could spur revitalization in this neighborhood, but local residents might be displaced through rising house prices. Such investments in economic development have distributional effects where some people stand to gain and others could lose. Policymakers need to be aware of these tradeoffs and explore strategies to mitigate potential harm. Attendees will learn about how these concerns should be front and center to any policy proposal or large-scale investment and how to address those concerns up front rather than after the fact.Lightning Session II: Investing in High-Speed Rail to Boost Baltimore's EconomyJohns Hopkins UniversityAligning Racial Equity with Urban MissionLightning Session
4/20/2021Sarah Floyd, Jason SchultzFor more than 20 years, the NYU America Reads/America Counts program has been the largest on-campus employer for students with Federal Work Study. The program hires NYU undergraduate and graduate students to serve as tutors in more than 50 New York City public schools to support literacy, math, and other academic skills development. This year, the program pivoted to a remote model to ensure the safety of the tutors, K-12 students, and school staff. Tutors continue to serve as academic tutors in the online classroom setting, while also supporting teachers with remote administrative and asynchronous learning tasks. During this session, we will focus on: -- Why our placement in the NYU Office of Community Engagement allows for greater support from University leadership -- How we promote civically-minded engagement with the community while being remote -- How we adapted to meet the needs of our K-12 school partners, and created new partnerships to meet the growing need in New York City schools -- How we partner with Financial Aid, Student Employment, and other divisions within the University to hire hundreds of students each year Lightning Session II: Pivoting A Work-Study Program to Remotely Engage with the K-12 CommunityNew York University Student Success and WellbeingLightning Session
4/20/2021Randi Harris, Michele ToppePortland State University (PSU) believes that students succeed when caring faculty and staff connect them to the opportunity and support they need to experience the transformative power of a college education. We realize PSU's commitment to student success when our students achieve their goals. The PSU Persistence Network is a broad reaching team of over 35 staff, faculty, and students that meets weekly to identify and discuss ways to use key data, identify trends, knit together resources, and support specific students at risk of not persisting. This group of staff and faculty focuses on action that can be taken in the near term. This near-term work informs the overall strategy of our university student success initiative- Students First. In this session we will talk about the power of an intentional, focused, and broad reaching network that is uniquely positioned to pivot and address immediate and long-term challenges and opportunities that our institution faces. Launched this fall, the Persistence Network at PSU has set a course for the year, developing critical partnerships and a shared set of priorities and understandings. For example, the Persistence Network has taken on the emerging challenges from the ongoing impacts of the global pandemic on our students. Through development of more dynamic data use and intersectionality of our students' identities, we are taking the widening success gaps head on and utilizing our collective energy and motivation to close these gaps. Key Takeaways from the presentation: -Theoretical and practical frameworks utilized to support closing of student success gaps -Iterative design techniques to support changing nature of problem solving in our current pandemic context Lightning Session II: Broadening the Tent to Put Students FirstPortland State UniversityStudent Success and WellbeingLightning Session
4/21/2021Laurie Allen, Amber Roache, Valerie RutledgeThe Simulated Patient Actor (SPA) Program was created as part of the University of Tennessee at Chattanooga's School of Nursing's Clinical-Academic Network for Developing Leaders (CANDL) program. The SPA program trains university students and community actors on portraying patients in simulations in the Family Nurse Practitioner (FNP) program at UTC. Due to COVID-19, the program migrated online and completed simulations via zoom, which created an opportunity to focus on telehealth. Learn about our discoveries migrating simulations online and the positive impacts we're observing from integrating simulations into the FNP program at UTC.Simulated Patient Actor Program at the University Tennessee at ChattanoogaUniversity of Tennessee at ChattanoogaCOVID-19Best Practice
4/22/2021Trevor Cox, Melody EdwardsWhile much attentions has been given to the importance of diversity and inclusion on campus and in the classroom, little attention has been paid to how inclusion is enacted in the online learning environment (Goldstein Hode, Behm-Morawitz, & Hays, 2018). Which raises the question: "Are the issues of diversity and equality online the same as those in conventional learning environments?"(Hughes 709-710). This session will explore important principles of inclusion online, based on a research project currently being conducted. The session will be geared around the main themes and principles of inclusive online education. Some preliminary themes are: the tension between anonymity vs. students sharing important aspects of themselves and flexibility and adaptation to student needs in the online learning environment. Rather than just offering techniques which may or may not translate to participants' context, the session will be workshop style where principles and techniques can be discussed. By offering principles along with techniques, participants can generate ideas based on their colleagues' innovative work that would translate to their own unique contexts. The session will explore the key themes in the literature, the presenters will share how they have put these into practice in their own online classrooms, and then participants will group themselves by theme and explore ideas about how they currently enact the theme, or ways they could put it into practice for the future. In this session participants will be able to: Identify research-based principles for creating inclusion in online environments, discuss and critique current techniques being applied in current classroom, and create ways to apply the principles to their own contextEmbracing Diversity and Advancing Inclusion in the Online Learning EnvironmentUniversity of Central OklahomaStudent Success and WellbeingInteractive Workshop
4/26/2021Courtney Pelfrey, Dina Abu-Jubara, Jason DodgeStudents are often overwhelmed by the abundant, and oftentimes disconnected, resources that universities offer. This presentation will explain how UCF Downtown is bringing a holistic and collaborative approach to their student services team. The role of the Student Learning and Academic Success Graduate Assistant is to connect students to high-impact practices across six departments through a one-stop model. During these 30-minute meetings, students are able to learn about a variety of opportunities to help them succeed at UCF and beyond, tailored to their individual career goals and plans, including undergraduate research, study abroad, internships, and graduate school preparations. This role works closely with other offices, especially Career Services, to ensure that students are able to blend what they're learning in the classroom with real-world experiences and translate their skills to resumes and interviews. In this presentation, we'll share exciting initiatives of this position, how we've marketed their services this semester, and innovative plans for the future. Attendees will be able to implement ideas to support their own coordinated care network, scalable to all institution sizes. Collaborative Coaching for Student SuccessUniversity of Central Florida, Valencia CollegeStudent Success and WellbeingBest Practice
4/27/2021Crystal Montalvo, Sarah Scott, Robert FanuzziCreated by the College of Staten Island/CUNY (CSI), St. John's University/ Staten Island campus (SJU), Wagner College (WC), and four local public high schools, the 30,000 Degrees anchor initiative has worked over the past five years to align resources, their unique identities, assets and networks to increase the number of college graduates with a bachelor's degree or higher from Staten Island by 30,000 by the year 2025. As higher education institutions around the nation confront the impacts of systemic racism, the initiatives undertaken by CSI, SJU & WC draw strength and forge new directions from the anti-racist commitments of the respective institutions. In doing so, 30,000 Degrees seeks and embraces new metrics for success through an innovative partnership with DePass Academic Consulting. All too often in the higher education and non-profit sector we pursue interventions based on deficit-based models, often lacking adequate evaluation and awareness of our success. There are long-term quantitative and qualitative measures that are not determinable for several years. What are the early and intermediate questions that can be asked to determine accomplishment of benchmarks that predict longer term success? How do we interject asset-based theoretical frameworks like Tara Yosso's Community Cultural Wealth model to challenge the way we currently track and evaluate equity gaps in access and completion? Through these frames and appropriate measures for evaluation, opportunities emerge as we scope prospects for external funding. In this workshop, participants will learn about the alternative measures of student success demanded by research sponsors. Together, through asset-based analysis we will discuss new ideas that optimize quantitative and qualitative data collection, and answer increasingly urgent demands for anti-racist reform for student success.Beyond 30,000 Degrees: Transforming Measures of Student Success for Transformative Educational ChangeCollege of Staten Island/CUNY, Wagner College, St. John's University Staten Island Aligning Racial Equity with Urban MissionInteractive Workshop
4/28/2021Chanda Torres, Edna Jones MillerThe University of Central Florida and Valencia College have been partners in transfer student success for the past 15 years. From the development of a 2+2 matriculation agreement to a fully integrated student services model, these two institutions have become a national model for transfer access and success. Join the Student Affairs leads for the UCF Downtown and Valencia College Downtown Campus as they provide an overview of this unique model. Presenters will also discuss considerations for the development and implementation of a cross-institution partnership between community/state colleges and universities. Deep Collaboration: Employing Innovation to Develop a Truly Integrated Student ExperienceUniversity of Central Florida, Valencia CollegeStudent Success and WellbeingBest Practice
4/29/2021Susan Elrod, Elaine Roth The COVID-19 pandemic provides us with an important opportunity for higher education leaders to reflect on nearly every aspect of our missions. As we reflect on this past year, we are proud that we have persevered through the challenges, with minimal setbacks, and are emerging well positioned to strongly into a post-COVID world. As a regional public university, our mission to serve our region, in particular in such dire times, is essential. While our enrollments suffered, they did so minimally, down only around 5% from last year, compared to many institutions across the country who suffered greater losses. COVID-19 infection rates among our members of our campus community were astonishingly low relative to our surrounding communities and COVID-19 spread in on-campus work and learning spaces was virtually non-existent and was minimal in our residence halls. We believe a focus on our regional mission, a collaborative approach, affiliation with a larger university, and strong communication approaches allowed us to manage well through this crisis. In this session, we will describe what we learned about our strengths that allowed us to maintain safety while continuing to meet our regional educational access mission.Leveraging the Distinctive Strengths of Regional Publics in the Time of COVIDIndiana University South BendCOVID-19Best Practice
4/30/2021Heather Reed, J B HillUA Little Rock loaned out laptops and web cameras for student use when courses shifted to online instruction due to the COVID-19 Pandemic. Collaboration between IT Services, Ottenheimer Library, the Provost office, and Student Retention Initiatives focus efforts to purchase, inventory, and loan out laptops and web cameras for the fall 2020 and spring 2021 semesters. At the end of the fall 2020 semester, a survey was distributed to students who checked out technology to learn how the laptop and web camera loan program supported student success. The takeaways from the presentation will include. 1. Working with UA Little Rock Center for Survey Research - students were surveyed to determine technology needs as the campus transitioned to virtual learning. 2. Determination was made that laptop needs were the highest need. 3. Campus collaboration is spurred with a focus on student success using processes and support that already existed on campus. 4. Plan for purchasing, tagging, distributing, and collecting laptops was created and implemented. 5. An assessment conducted showed that 67.5% of students loaned laptops would have withdrawn from the semester if not for access to technology.Lightning Session III: Laptops for Students: Removing Barriers to Student SuccessUniversity of Arkansas at Little RockStudent Success and WellbeingLightning Session
4/30/2021Carlos Cervantes, Amanda MillerWe have engaged in an ambitious effort at the University of La Verne to integrate academic and career advising. We believe that academic advising needs to evolve to include more intentional efforts to include career advising to help prepare students to meet career and professional goals while they also meet academic requirements to earn a degree. This process begins, first, with the guided selection of the college major and discussions about the students' goals and academic and career aspirations. Second, we need to connect students with the Career Center early and often to ensure they see the link between the curriculum, academic advising, and career readiness.Lightning Session III: Establishing an Academic and Career CenterUniversity of La VerneStudent Success and WellbeingLightning Session
4/30/2021Rahamim McCarter-Ribakoff, Erin EllisonIn this session, I will be addressing the area of COVID-19. In the spring of 2020, my faculty advisor made the decision to adjust community-engaged final project assignments in two classes to respond to the new context of virtual interactions. Dr. Ellison offered the option of a Photovoice project to document and examine experiences during the COVID-19 pandemic, recognizing the needs for connection and expression, and that our students are inextricably linked with our communities in the Sacramento region. I am conducting follow-up interviews with students aimed at assessing outcomes of student engagement in this project. During the presentation, I will briefly explain the research methodology - Photovoice - which is critical to the agenda driving this project. Key takeaways with which I would like to leave attendees include the following: - What Photovoice is and how it can be used to engage and promote the well-being of students during the pandemic - Students can and should play an active role in the way their university and communities respond to the unique challenges imposed by the COVID-19 pandemic Lightning Session III: Examing Undergraduate Experiences and Promoting Solidarity through PhotovoiceUniverstiy of California, SacramentoCOVID-19Lightning Session
4/30/2021Diane Kuthy, Jennifer Wingrat, Jinyoung KohThis presentation describes a collaboration between Art Education and Occupational Therapy majors from Towson University, who worked together to apply theories from each discipline to create asynchronous inclusive art workshops for families during the pandemic. Each workshop provides an engaging way to create expressive self-portraits, inspired by the work of TU alum Dan Kiplinger, in commemoration of the 20th anniversary of the King Gimp documentary and the 30th anniversary of the American's With Disabilities Act (ADA). Workshops incorporate principles of Universal Design for Learning and strategies to modify activities for children and youth with disabilities. Participants will be introduced to inclusive remote art workshops inspired by Dan Kiplinger's art and our interdisciplinary collaboration. Lightning Session III: A Holistic and Collaborative Approach to Inclusive Remote Art EducationTowson UniversityStudent Success and WellbeingLightning Session
5/4/2021Michael D'Italia, Alex Iffland The Institute for Leadership and Action exists to empower student leaders by immersing them in a community committed to mutual support, collaborative learning, and collective impact. Despite challenges related to an online learning environment, the Institute has successfully engaged students in co-curricular experiences that have had a substantive impact on their practice of leadership, professional development, and whole-person thriving. In this Best Practice session, key elements of the Institute's student-centered program will be shared, along with relevant outcomes. Participants will learn how to use students' values, interests, and development goals to guide programming that fosters mutual learning.The Institute for Leadership and Action: Investing in Student Success Through Relational Leadership and Student-Centered LearningRutgers University-CamdenStudent Success and WellbeingBest Practice
5/6/2021Angela Dittmar, Laurie Allen, Thaddeus Taylor, Join the Arts-Based Collaborative and the Challenger STEM Learning Center from the University of Tennessee at Chattanooga in an interactive workshop that will inspire creativity and build community in a virtual modality. As we share creative strategies with participants, we will also explore stories highlighting resilience in the face of high-stakes uncertainty. This session will guide participants through creative strategies used in the context of virtual arts integration residencies that on their own can strengthen your creative muscles. These strategies would not have been discovered without embracing a How-To mindset during the pandemic. Individuals navigating collaborative partnerships and creativity in a virtual context would greatly benefit from this session due to the stories and strategies that will be shared. This session can engage a maximum of 30 participants. We envision a combination of whole group and small group activities (breakouts of up to 5 participants each) during the session. Reimagining the Early Learning Landscape through How-To Attitudes and Low-Risk Creative Engagements.University of Tennessee at ChattanoogaStudent Success and WellbeingBest Practice
5/7/2021Kristan Venegas, Melisa MossThe goal of this session is to share the design and early results of a holistic financial literacy approach at a Hispanic Serving Institution. Our approach combines 1) financial literacy, 2) financial aid awareness, 3) career development and 4) holistic well being as part of a co-curricular university wide initiative that begins during summer bridge and summer parent programming and continue through to graduation. The session will feature the overall design, as well as the early data from our summer bridge and parent academy components. The session will be highly interactive as include a take-away tool for assist other colleges and universities in considering their own university-wide holistic financial literacy implementation. Developing Financial Literacy Practices at an HSI: A Holistic ApproachUniversity of La VerneStudent Success and WellbeingBest Practice
5/11/2021Becki Street, Malissa HardemanSimple Gamification Steps to Help Engage Students and Honor Their Learning Styles - Presenters tweaked one of their favorite projects to insure that it meets instructional design and inclusion goals Lightning Session IV: Project Ideas for Today's StudentsUniversity of Arkansas at Little RockStudent Success and WellbeingLightning Session
5/11/2021Mitzi Ritzman, Cathy Nelson Service-learning has creatively transformed during the time of COVID-19. One particular focal area for our revised, collaborative P-16 project is a using service-learning as a form of peer-mentoring. University students are serving as side-by-side peer mentors for students enrolled in an alternative high school. This collaboration within the classroom environment has a dual focus of supporting academic skills and community engagement. Targeted outcomes include greater understanding of how communication influences well-being, while also increasing confidence and competence in an academic setting. The university students and high school students have different socioeconomic and cultural backgrounds, which also affords the opportunity for the development of co-constructional experiences that increase empathy and tolerance while decreasing the perception of negative stereotypes. The integration of a second community partner as the recipient of the service allows both groups of students to build skills in problem-solving, critical thinking, and a greater understanding of civic responsibility. Lightning Session IV: Service-Learning as Peer MentoringUniversity of Nebraska at OmahaStudent Success and WellbeingLightning Session
5/11/2021Monica RamosThis presentation will share the Egan Office's approach to the professional development offered to graduate and undergraduate students serving as school community organizers and pre-K to 12 tutors. Professional development provides a space for the students to understand, reframe, and connect with the students, families, and communities they serve, in addition to offering a space for community building and critical conversations.Lightning Session IV: Liberatory Pedagogy: The Egan Office's Approach to students' Professional DevelopmentDePaul UniversityAligning Racial Equity with Urban MissionLightning Session
5/13/2021Patrick Green, Cynthia Stewart, Chris Nayve, Dan BergenBuilding upon the special issue of Metropolitan Universities Journal focused on the intersection of faith and community engagement, the editorial team led by Dr. Patrick M. Green, will expand the discussion on operating from an engagement of hope. Defining the concept of an engagement of hope, building upon their article published in MUJ, the authors will discuss operating as scholar-practitioners in the current context through the lens of an engagement of hope.Expanding Your Work through an Engagement of HopeLoyola University Chicago, Marquette University, University of San DiegoCOVID-19Interactive Workshop
5/11/2021Karl Nass, Joyana Dvorack, Emily LaHood-Olsen, Georgina Leal, Katie SullivanFor more than 25 years DePaul University has maintained a Vincentian tradition of service and community engagement, anchored in Chicago and grounded in human dignity and social justice. Since last spring Division of Mission and Ministry staff and student leaders have creatively collaborated with longstanding community partners to transform year-round weekly direct service across the city, university-wide service days, alternative break immersions, and engagement with the global Vincentian family into innovative, virtual formats.  Presenters will share the surprises and successes behind our affective and effective strategies of community engagement. Lightning Session IV: Affective and Effective Take-Aways: A Vincentian Response to Community Engagement During the COVID-19 Pandemic DePaul UniversityCOVID-19Lightning Session
4/7/2021David Dulio, John Corso-Esquivel, Michael Pytlik, Mark Navin, Adolfo Campoy-Cubillo A team of faculty and center directors led a multidisciplinary effort to deliver a community-focused event on the COVID-19 vaccine. In particular, the Centers for Civic Engagement, Public Humanities, and Religious Understanding came together to host "COVID-19 Vaccination: Access, Awareness, and Acceptance." The free-flowing panel discussion featured physicians, public health experts, a philosopher and a pastor. This best-practices session will feature several of those who planned the event (including the philosopher who also served as the panel moderator). We will discuss the genesis of the event, what we learned along the way in terms of what worked and what didn't, how we approached decisions about the panelists, engaging our institution's administration, engaging local press, creating a session that brought a neighboring community to the conversation, and other elements of creating and delivering a high-quality and informative event. The key takeaways for attendees will be focused on: Planning an event that receives campus and community attention. Engaging campus leadership to further the broader goals of community engagement as well as individual centers. Engaging diverse and underserved communities with important information. Creating a discussion that informs and engages not only the campus but surrounding communities. Tips for assembling a diverse panel of experts. Engagement on the COVID-19 VaccineOakland UniversityCOVID-19Best Practice
4/12/2021Walter Bialkowski, Jeff Joslyn, Ganhua LuMore than 400,000 people in 35 Wisconsin counties (10.2% of the population) were served annually by Feeding America Eastern Wisconsin (FAEW) prior to January 2020; however, in the subsequent one month period the Bureau of Labor Statistics reported an increase of 10,000 unemployed people (approximately quadrupling the number of unemployed). This dramatic spike in unemployment exaggerated underlying disparities in our community, forcing many additional families to rely on the public service FAEW provides to receive healthy and nutritious food. These unprecedented challenges, created by the COVID-19 pandemic, also magnified the imminent need of FAEW to segment food distribution networks (termed "members") based on local needs and optimize food distribution practices. Through data-driven innovation led by Marquette University faculty, and with crucial collaborative guidance from FAEW staff, mentored students are developing and implementing visual analytics and business intelligence solutions that optimize food distribution across counties in FAEW's service regions, together building a novel infrastructure supporting FAEW's healthful and reliable food distribution network. These deliverables will directly and immediately enable FAEW to meet the challenges spurred by the COVID-19 pandemic with success, and sustain their crucial role in Milwaukee's longer-term economic recovery. The outcomes of this project will help end hunger by mapping essential data that reveal the key factors driving FAEW's success while identifying opportunities to build local emergency food system capacity now, and into the future. Identification of these factors and accordant solutions will also serve to better prepare food distribution practices on the regional, state, and national level for future, unexpected challenges.Empowering Those Who Seek to End Hunger :: Data Science Solutions for the SARS-CoV-2 PandemicMarquette University, Feeding America Eastern WisconsinCOVID-19Best Practice
4/12/2021Sue DiBella, Michael Bartlett, Sonya Pearson, Janet Quintero, Angela Rose Last spring as the pandemic was unfolding, the National League of Cities provided an innovative approach to a thorny issue: It offered cities across the country, along with their higher education partners, the opportunity to join a Community of Practice focused on addressing unmet basic needs among post-secondary students. They recognized that unmet student basic needs—such as food, housing, and transportation, child care, mental health, and digital access—can often derail college plans and impede our students' workforce success. Through its Community of Practice, universities, community colleges, and community partners in 13 U.S. cities were asked to join the discussion of how to align resources across systems and overcome these challenges. In this CUMU Best Practices Session, leaders from one city's cohort, along with National League of Cities Program Manager Michael Bartlett, will discuss this collaborative approach to addressing our students' most fundamental challenges. Participants will learn some national best practices and can share what they may be doing to address student basic needs at their home institutions.Addressing Unmet Student Basic Needs: A Collaboration with the National League of Cities, Higher Education, and Community PartnersUniversity of Nevada, Las Vegas; College of Southern Nevada, National League of Cities, City of Las Vegas Department of Youth Development and Social Innovation Student Success and WellbeingBest Practice
4/14/2021Erin HartThe intentions of the First-Year Seminar (FYS) course at Gannon, include building a relationship between students and the Gannon community, developing integration of the academic, social, personal, and spiritual aspects of student life, and exploring the tenets of Catholic social teaching (CST) in daily life and work. This session will discuss the intentionality of designing and integrating service learning, Catholic social teaching and the Gannon Reads initiative within the First-Year Seminar. Service learning is a pedagogical strategy that connects classroom learning to ongoing community service experiences that build social, civic and academic skills. Over the last three years my FYS course has partnered with an inner city elementary school in Washington, D.C., serving as pen pals to a second grade class throughout the semester. Pen pal letters are used as a base to teach and address CST, as well as systemic issues in our society, including literacy, career exploration and access to education. The class spends 15+ hours of the course dedicated to their service learning project which includes not only writing letters bi-weekly, but also reflecting on the experience through journals and the creation of a career exploration video used for the second grade pen pal career day. My FYS class is composed of undecided students so as they reflect on majors and career paths, they in turn introduce these different career fields to their second grade pen pals. We discuss the importance of access to education and social capital and their impact on career growth and development. We also connect themes of the Gannon Reads initiative into our letters and journaling. Past themes have included the importance of literacy, mindset, and finding your "why." The service learning experience culminated with a final paper connecting two or more tenants of CST to their pen pal experience and also creating a video for the second grade career day. These final papers serve as an assessment tool to insure I am meeting learning outcomes for the course. Best practice takeaways from my session include: an introduction to the framework used to create my service learning model, discussion of the intentionality of integrating CST and Gannon Reads and also a discussion regarding how to locate potential community service partner organizations. Creating Community Impact though First Year SeminarGannon UniversityStudent Success and WellbeingBest Practice
4/15/2021Jessica Mann, Mary ParishIn response to the current national cultural climate, as well as Duquesne University's charge to better serve our marginalized campus community members by addressing our personal and institutional biases, a series of modules for faculty, staff, and students on cultural competency and bias will were created for the School of Law. This session will walk participants through the development and implementation of a school-wide cultural competency initiative. Specifically, the presenters will discuss the creation of a faculty development module—a resource crafted to expose participants to basic definitions, concepts, and principles of culture and cultural competency, antiracist pedagogy, and mitigating instances of bias in the classroom. This engaging presentation will examine how robust and challenging content can be created and delivered in digestible ways through multi-modal delivery techniques that facilitate school-wide buy-in. In our conversation we will discuss the collaborative creation of this content, its modes of delivery and their effect on individual readiness as it relates to alignment with our institution's racial equity agenda, as well as challenges and successes related to the process. Session attendees will leave with a framework for implementing a similar faculty training focused on both personal and professional development surrounding cultural competency on their own campus.Engagement and Resistance: Implementing a Cultural Competency ProgramDuquesne UniversityRacial Equity and the Urban MissionBest Practice
4/23/2021James GoldenWords matter, and perhaps never more so than now, as the U.S. tries to move past a dark period of unapologetic racial antagonism that stood in stark contrast to the post-racial America that President Barack Obama's election was supposed to signal in 2008. The emergence of the Black Lives Matter (BLM) movement, made necessary by the unabated killing of unarmed Black women, men, and children by law enforcement, has called to question the sincerity of America's commitment to racial equality, noting that "matter is the minimum" for true progress. Higher education institutions have wrestled with their response to the BLM movement, often offering gestures of good faith, such as removing monuments, renaming buildings, etc., and earnestly redoubling their commitment to "diversity." The goal of "diversity" is an organizational relic from a period of time in which "tolerance" was the figurative benchmark for race relations. While the latter, essentially connoting a begrudging willingness to endure the presence of something unwanted, has fallen out of favor, the former has not. In fact, perhaps now more than ever, when presented with race-related social upheaval or institutional crises, colleges and universities often rush to publicly affirm their commitment to diversity. However, diversity can no longer be the goal; rather, it is the minimum. Given the depth of racism in the U.S., and its continued reverberations within even the most well-intended institutions, the embrace of "diversity" is an inadequate gesture that has conflated a simple frequency count of racial and religious minorities with a substantive shift in institutional culture and practices towards inclusivity. As such, with a focus on diversity that is undermined by organizational implicit bias, colleges and universities engage in hiring practices that have resulted in a concentration of persons of color in mid-level administrative and non-tenure track appointments, satisfying the headcount but not the spirit of diversity. To this end, the narrative must shift from diversity to inclusivity. Academic programs in which persons of color are relegated to non-voting instructor lines, where hiring committees are all but devoid of persons of color, and in which campus programming on issues such as anti-racism that emphasizes white voices and perspectives (ex., Robin DiAngelo, Jane Elliott, Tim Wise), while ignoring the Black voices among in their midst. The purpose of this session is to (a) prompt critical thinking about the depth and effectiveness of "diversity"-related activities at attendees' respective institutions, (b) encourage attendees to consider ways in which their institutions can move towards greater racial inclusivity, and (c) empower attendees to carry this conversation forward at their institutions.Shifting the Narrative: From Diversity to InclusivityBuffalo State CollegeRacial Equity and the Urban MissionBest Practice
4/28/2021Abraham UngerThis best practices session will present a community partnership model of pedagogy that speaks to our moment in terms of budgetary constraints, while also describing a type of learning that seamlessly weaves together theory and practice. Imagine the classroom as a "think tank." In this session, I will walk participants through a "œconsultancy" between a student cohort from a course engaged in a formal partnership with a community agency. There is space for interdisciplinary collaboration in this kind of pedagogy. Drawing from this think tank model, student classrooms serve as policy incubators to conduct fieldwork and produce research that meet the agency's needs on the ground in its respective community. Students are empowered as citizen-scholars when they recognize their work will be consulted by community decision-makers. As they generate their project, students also cover the literature of that field and refine their research skills, such as constructing a set of hypotheses and generating a literature review, while also learning to interface with community stakeholders and agency professionals. The budgeting for this model requires no additional institutional expenditures, it can be done remotely, but it offers the possibility of grants as well as fees for services by community partners. Students may add to their resumes that they were co-authors of a study for a real-world organization, so the systematic implementation of this model may also be a recruitment incentive for students thinking about their preparation and networking for the job market. The overriding takeaway that attendees should gain from the presentation is that community engagement has a deeply beneficial practical side in addition to its activist civic stance. It is low cost, but high impact. It holds the possibility of new and self-sustaining revenue streams while also supporting recruitment and retention because of its rich experiential component. In terms of ZOOM, I will present current syllabi to demonstrate how this kind of learning works. Administrators and professors immersed in community partnerships would most benefit from this workshop, because it will systematize the often ad-hoc and vague understanding of how to implement an institution's civic engagement imperative beyond traditional volunteering.The Classroom as Think Tank: How Community Partnerships Can Sustain Higher EdWagner CollegeBudgetary Realities and Higher Education SupportBest Practice
5/3/2021Sharonda LipscombDeveloped to alleviate anxiety and stress from the swift transition to online and remote learning due to the COVID-19 pandemic, Virtual Student Success Fest is an interactive virtual event aimed at helping students succeed in the online learning environment. In this session we'll share our approach, lessons learned, and next steps in a collaborative effort to ensure engagement, retention, and success of online learners at UA Little Rock.Virtual Student Success Fest: Creating Collaborative Connections to Ensure Online Learner Retention and SuccessUniversity of Arkansas at Little RockStudent Success and WellbeingBest Practice
5/5/2021Jose A. Gomez, Belen Vargas, Zuhey Espinosa, Taffany LimThe communities that Cal State LA serves have been devastated by the COVID-19 pandemic. Research by the Pat Brown Institute for Public Affairs at Cal State LA conducted in the spring of 2020 revealed the severe economic impacts of COVID-19 in Southeast Los Angeles County and neighboring communities. A majority of survey respondents in these historically underserved communities of color reported that they had lost their jobs or had work hours reduced. Many were struggling to pay rent and needed financial assistance to survive. As the pandemic continued, those struggles deepened and a trend was clear. Our communities were experiencing a disproportionate number of COVID-19 cases and deaths. The data shined a light on the question of equity and the great need for assistance. Helping communities survive the pandemic is the goal of the Cal State LA “We Are Healthy LA” initiative, a collaboration with community partners to provide basic needs and help ensure health and safety. Cal State LA has a long and deep relationship with the community. Since the start of the COVID-19 pandemic, the University has worked with community-based organizations and federal, state, and local governments to address urgent needs facing our students and community. The University and its partners have distributed more than 120 tons of food to approximately 5,000 families and students, provided influenza vaccinations to the community, and offered dental clinics. Since February 2021, Cal State LA has served as a COVID-19 vaccination site, one of the first launched by the Biden administration to address equity in the nation’s hardest hit communities. The University’s response to the pandemic aligns with our long-standing role and commitment as a trusted anchor institution, directing resources, innovation, and energy to the public good. We Are Healthy LA: Cal State LA's Response in Time of Crisis Cal State LACOVID-19Best Practice
5/6/2021Caroline BurkholerI will review Temple University Office of Sustainability's new Walk Audit Certification program done in collaboration with local nonprofit, Clean Air Council, and their pedestrian advocacy arm, Feet First Philly. The presentation will highlight a unique programming model—combining virtual training sessions, socially distanced data collection and field research, and community organizing and civic engagement frameworks. This Walk Audit certification program is a unique alignment of Temple University's Urban Mission, Climate Action Plan goals and community outreach and advocacy efforts related to key urban transportation and sustainability policy issues: traffic violence, transit equity and climate resilient urban planning. Students from diverse majors and disciplines collaborated to perform walk audits—a holistic evaluation of the pedestrian experience—as a four person team, and then developed an action and organizing plan to address the challenges they discovered. A best practice overview will drill down on how walk audits set students up for future climate justice leadership opportunities with the Office of Sustainability and other partners from around the city, modeling behavior and culture change and challenging themselves and their peers to be a better neighbors and more engaged citizens of the city.Walk Audit: Community Learning, Shared Stories, and Pedestrian AdvocacyTemple UniversityStudent Success and WellbeingBest Practice
5/4/2021Magdalena Fernandez Civil, Druanna Mozingo, Nicole ScalaThe Central Florida Education Ecosystem Database (CFEED) is an innovative collaborative partnership among School District of Osceola County, Orange County Public Schools, Valencia College, and University of Central Florida. Our presentation will focus on how data sharing across our ecosystem can have an impact on student success. We will share how CFEED research is used to make positive impacts within the ecosystem.Insight to Impact: Sharing Data from K12 to Postsecondary within the Central Florida Education Ecosystem (CFEED)University of Central Florida, Valencia College, School District of Osceola CountyStudent Success and WellbeingBest Practice
5/12/2021Cynthia Orellana and Anusha ChaitanyaOur session will discuss our co-teaching pilot program which challenges the notion that faculty and academia are the sole legitimate holders of knowledge by bringing in community practitioners as equal co-teachers in the classroom, centering their knowledge in the teaching and learning experience and students’ voices as members of the community. Community practitioners also inform the development of student projects that are impactful for the community they work with. This innovative high impact educational model builds from UMass Boston’s public urban mission, and it intentionally focuses on the inclusion of knowledges and expertise of marginalized communities. The pilot is in its third cycle of implementation and has been assessed throughout. It is grounded in principles of equity in community-university learning partnerships and has added to this research through a recent publication in 2020. The last three years have seen unprecedented changes due to COVID-19 and the pilot has been through iterations under different modalities. The first pilot year was in person, the second year had to transition to online mid-way and the third year is now being implemented in a fully remote modality. These iterations and the assessment from these different iterations, we believe, can offer valuable contributions to the audience in the CUMU Learning and Sharing Virtual Series.Changing the Paradigm of Who Holds Knowledge: Community Practitioners as Co-TeachersUniversity of Massachusetts BostonAligning Racial Equity with Urban MissionBest Practice
3/23/2021James Lawler, Anthony JosephThe Covid-19 pandemic has been affecting collaborative partnerships of the metropolitan university and non-profit organizations. Disadvantaged people may not be engaged enough by non-profit organizations and the community outreach of students, disproportionately impacting help to this population. The presenters of this lightening session inform attendees of an innovative response in re-imaging the partnership role of service of their university. The Seidenberg School of Computer Science and Information Systems of Pace University is re-engaging students with its client non-profit organizations, in helping disadvantaged people that include disabled, distressed entrepreneurs, elderly, income limited and minority populations. Prior to the pandemic, the outreach of students in entrepreneurial help had been physical at the school. Since then, students have re-imagined an entrepreneurial paradigm of person-centered help—beyond how to live on-line—remotely through diverse non-profit organizations in the city. The students help non-profit organizations in helping the disadvantaged populations in a needed network of assistive options in entrepreneurial literacy projects, essentially in proposition solutions integrating virtual technologies of the Web. In the session, the presenters illustrate their practices in a passion-centered co-creation program of remote service that has international roots in Scandinavia. The re-energizing of the response of the school is continuing to be positive for the non-profit organizations and their involved populations. For the outreach role of the university, the partnership perceptions of the students in their remote roles of service—a great reckoning for the students—are co-presented and shared in the session with the presenters. This lightening session will be helpful to administrator and faculty attendees desiring to apply an innovative proven response to supporting non-profit organizations in a crisis such as a pandemic.Re-Energizing Collaborative Partnerships of Non-Profit Organizations and Students in a Major Metropolitan UniversityPace UniversityCOVID-19Lightning Session
3/29/2021Gerald Driskill, Rebecca Glazier and Kirk LeachThe Little Rock Congregation Study (LRCS) involves an interdisciplinary team that engages students in applied research to serve the community. This best practices workshop will describe the process of our 2020 data collection, from working with our Clergy Advisory Board to develop questions about race, to interviewing clergy, to surveying congregation members. Attendees will be provided with the following takeaways: (a) the process used to share study findings with the community in a way that highlights and invites conversations on the topic of race relations; (b) guides and themes from facilitated dialogues created through our partnership with the Clinton School of Public Service to continue to engage community partners in Spring 2021, and (c ) steps being taken to build bridges with existing community partners, like City Church Network and the Social Justice Institute at Philander Smith College, to further conversations about race relations in the community. One such effort is the “Race under Grace” project, an on-going effort to improve relationships between houses of faith divided by race.Building Collaborative Relationships to Improve Race RelationsUniversity of Arkansas-Little RockAligning Racial Equity with Urban MissionBest Practice
5/4/2021Deborah Diamond, U3 Advisors; Cecelia Thompson, Action Greensboro; Brandon Oldham, George Kaiser Family FoundationThis session will feature Tulsa and Greensboro and how they have enlisted their higher education anchor institutions in efforts to retain and attract talent. With distributed workforces becoming more common, smaller cities like Tulsa and Greensboro have a new-found opportunity to retain the college students they educate and attract alumni back to their cities. Programs featured include Campus Tulsa and Campus Greensboro and Tulsa Remote and Greensboro’s Boomerang campaign. Deborah Diamond, Director, Campus+City Consulting at U3Advisors will moderate the panel.Leveraging anchor institutions for talent attraction and retention, post-pandemicU3 Advisors, Action Greensboro, George Kaiser Family FoundationCOVID-19Best Practice

Spring 2021 issue areas

Each Learning & Sharing Virtual Series is guided by discrete issue areas to focus our collective work. For the spring 2021 series, presentations focus on one of four issue areas.

Supporting the needs of all students (P-16) has been and must continue to be an all-hands-on-deck approach as serious challenges related to the pandemic and civil unrest persist. New partnerships, strategies, and resources have been developed and deployed, in record time, to ensure a continuity of learning and success is feasible. As leaders, we also have a responsibility to ensure that students receive tools and guidance to be lifelong learners and ethical citizens. We are seeking proposals to address the following:

  • Widened success gaps: income/class levels, white students and BIPOC, first generation students, etc.
  • Technology: access, literacy and comfort utilizing new platforms.
  • The learning environment: what new approaches to learning in an urban/metropolitan environment have been experimented with, what new partnerships have formed, etc.?
  • Civic engagement: what practices are providing students with knowledge and resources to be effective, impactful, and ethical leaders while enrolled and after graduating?
  • Basic needs: what practices are effectively supporting students and families lacking basic needs such as food, adequate shelter, and mental health services?
  • Collaborative relationships: pipelines with K-12 districts or community and technical colleges.

Our urban institutions continue to be in crisis-mode, responding both to the needs within our institutions, and serving as anchors, providing critical support to our communities as the COVID-19 pandemic persists. At the same time, we are beginning to look towards a post-COVID-19 reality by developing plans and initiatives to help our campuses and communities recover and re-engage their constituents. This moment in history has also created a window for innovation and rethinking how we work, what we do, and what we can do. We are seeking presentations and solutions addressing these questions and beyond:

  • What initiatives and programs are being developed to support recovery at community and business/economic development levels?
  • How do we sustain the focus on maintaining public health guidelines as the vaccine is deployed? What role can institutions play in ensuring our communities receive factual and accurate public health information?
  • What opportunities or efficiencies have been realized from having to urgently act?
  • Regarding community engagement initiatives, what plans are being developed for re-engagement of students and communities when centers fully re-open? This won’t be a simple, “switching the lights back on” scenario!
  • Are there any adaptations that you think or hope will become permanent?
  • Many communities are sharing how they want to construct a more inclusive and more equitable “new normal.” What changes have been successful on a departmental or institutional level to turn this vision into action?

The murder of George Floyd last May sparked a racial reckoning across the United States and across the globe. As a coalition, members have come together to ensure that this tragic moment in addressing systemic injustices continues, and becomes a successful movement to foster lasting change. We are seeking presentations and workshops that help continue dialogue, but more importantly spur critical action and lead to necessary change.

  • What strategies are working to address equity issues with an intersectional lens?
  • How are you using the anchor mission to address diversity, equity and inclusion work?
  • What can be done to ensure students have the tools to advocate in ways that are peaceful and constructive?
  • How are you navigating setbacks and frustrations in transforming talk into action? (i.e., strong statements condemning racism, but limited meaningful action)
  • How can/are institutional leaders enact change without placing additional burdens on BIPOC students, faculty and staff?
  • In the realm of anti-racism work, how are you identifying and measuring impact? How are you defining success?
  • Individual readiness: How is your department or institution providing learning, training, or other opportunities for folks to examine their own privilege, biases and beliefs?
  • Institutional readiness: How are you ensuring that diversity, equity and inclusion work is embedded across all university divisions?
  • How are you successfully showing leadership that investment in this work is imperative even if your institution is struggling financially?
  • How are you ensuring that community-based research, especially with vulnerable populations incorporates community member voices, goals and concerns?

COVID-19 and the resulting economic crisis continues to devastate businesses, nonprofit organizations, higher education institutions, local governments, and in turn, our students and families are struggling. Colleges and universities have programs and initiatives in place to support students, and as a result of the pandemic, their needs are higher than ever. Unfortunately, increased need is being coupled with diminished budgets, so seeking revenue from other sources is necessary. We are seeking presentations that demonstrate success in any of the following areas:

  • Are you examining alternative funding sources, and if so, what success have you found? (i.e. leveraging, monetizing or repurposing unused campus buildings)
  • Can you share how you have effectively balanced needs of numerous stakeholders simultaneously, including donors, political leaders, trustees, etc.?
  • What practices have been successful in furthering the anchor mission on limited budgets?
  • How are you creating opportunities for students to effectively advocate on their own behalf at the institutional, community and federal level? Are there specific tools that have been successful in the virtual setting?
  • How does your institution plan to navigate or leverage the new presidential administration (and changes on the local and state levels, too)?

What’s included in the series?

The Learning & Sharing Virtual Series includes a wide variety of opportunities for CUMU members to do exactly that—learn and share. CUMU members and their partners can engage and take part at any level and shift involvement as necessary to accommodate schedules and needs. Presentations focus on providing members with useful information with actionable steps that can be acted upon in their own communities while also creating space that promotes dialogue to address the critical issues.

Have you experienced success in the implementation of new processes, infrastructure, or policy approaches related to addressing a challenge or issue in your community or institution? Interactive Workshops should be focused; inform on their topic; and engage attendees around a question or task. Presenters could create an interactive component where attendees may work individually or in small groups. Participants should leave with ideas for action. At their core, interactive workshops are how-to sessions. 60–90 minutes.

Have you led a successful project, partnership, program, or case-study that is working at your institution? Presenters should showcase their work and/or methodologies, highlight what worked, and present positive outcomes. 30 minutes, including Q&A.

Lightning presentations are quick, engaging, and should inspire attendees to seek you out to learn more. Most importantly, they are fun. Presenters should highlight an idea, success, approach, or trend; bring to light an issue or challenge; or give a personal perspective on a topic. Presenters can elect to share their screen. Lightning presentations are 10 minutes and are paired with others and include a shared Q&A.

Have questions? We have answers.

Email Paul Davidson, community and program coordinator, with any additional questions, comments or concerns.