Diversity Update 2010 September 2010

Diversity Update 2010

September 2010

http://apa.wisc.edu/diversity.html

Equity Scorecard Framework

Access

Excellence

Institutional Receptivity

Retention

Equity in Educational Outcomes

The Equity Scorecard was developed by Dr. Estela Mara Bensimon at the Center for Urban Education, University of Southern California (http://www.usc.edu/dept/education/CUE/).

Each of the four perspectives has an objective.

From this objective we can:-Measure baseline performance -Set an improvement target-Work towards equity in educational outcomes.


Identities for Analysis

Identities for AnalysisThis presentation is limited to identities for which we have quantitative information, including: Race/ethnicity Income level First-generation in college Gender Geographic diversity. Information is not systematically available for other groupsthat are important to inclusive excellence.


• Grades• GPA• Honors and Awards• Participation in High

Demand Programs

Access

Excellence


Retention

Excellence



• “Wisconsin Experience” captures four inquiry-based high-impact practices and includes:– Substantial research experiences that

generate knowledge and analytical skills– Global and cultural competencies and

engagement– Leadership and activism opportunities– Application of knowledge in the “real

world”

• In 2008-09, 89% of bachelor’s degree recipients participated in at least one Wisconsin Experience Program

• Participation rates were the same for targeted minorities and all students

Excellence: Wisconsin Experience


89% 89%

0

20

40

60

80

100

Percent of Graduates with at Least One Wisconsin Experience Activity

All Graduates Targeted Minority Graduates




• Overall participation in at least one Wisconsin Experience activity did not differ by Targeted Minority Status

Non-Targeted Targeted* Non-Targeted Targeted*ALS 538 30 100 100BUS 596 26 74 65EDU 408 31 92 90EGR 550 34 90 94HEC 333 24 97 100L&S 3,494 267 89 88MPH 58 6 100 100NUR 152 14 100 100PHM 4 1 100 100Total 6,132 433 89 89

Number of GraduatesPercent of Graduates with at Least One

Wisconsin Experience Activity

Bachelor's Degree Recipients in 2008-09 by Targeted Minority Status




• Transfer-start graduates participated in Wisconsin Experience activities at lower rates (82%) than freshman-start graduates (90%).

ALS 452 116 100 100BUS 397 34 78 57EDU 230 85 94 88EGR 442 87 91 89HEC 274 74 97 99L&S 2,676 594 89 77MPH 33 31 100 100NUR 98 68 100 100PHM 3 2 100 100Total 4,686 1,121 90 82

Bachelor's Degree Recipients in 2008-09 by Type of Entrance to UW-Madison (Freshman or Transfer)

Number of GraduatesPercent of Graduates with at Least One

Wisconsin Experience Activity

Freshman-StartTransfer-

StartFreshman-Start

Transfer- Start


Excellence: Madison Initiative

Madison Initiative for Undergraduatessee http://madisoninitiative.wisc.edu/

Goals of MIU are to designed to advance the principles of Inclusive Excellence:

1. Preserve affordability of a UW-Madison education, primarily through expansion of need-based financial aid;

2. Increase the number of faculty and add instructional support to offer the courses, majors, and experiences that students need;

3. Expand best practices and innovation in teaching and learning, curricular design, and student services, in order to enhance student outcomes.

Assures that students of all income levels have access to a UW-Madison education.

Opportunity to hire approx. 75 faculty and 30 staff; attention to hiring for diversity in these searches, and all searches.

High-impact learning practices benefit all students and are tied to higher retention and graduation rates.



MIU Projects Especially Focused on Advancing Diversity Goals

• Expansion of Chemistry Learning Center• Expansion of Physics Learning Center • Development of e-Learning spaces (includes curricular reform

in pre-calculus Math courses)• Expanded First Year Interest Groups to serve up to 1200 first-

year students • e-tutorial for international students about life in Madison and

compliance with federal rules that govern immigration

EXAMPLES



MIU Projects Especially Focused on Advancing Diversity Goals

• Common Scholarship Application, to help all students find the scholarships they are eligible for

• Center for the First Year Experience Transfer Student Program, to assist transfer students in the transition

• McBurney Center On-line Scheduling System, for captioning and interpreting services for deaf and hard-of-hearing students

A FEW MORE EXAMPLES



MIU Need-based Financial Aid

• Funds from MIU added $5.1 million to institutional need-based grants in 2009-10

• 6,057 students received a total of $1.7M in “Hold Harmless Grants” for students with an adjusted family income of less than $80,000 annually (based on their FAFSA)

• A total of 1,260 students who had financial need received a UW-Madison Grant; $3.4M total, average award of $2,600

In the first year of MIU:

2007-08 2008-09 2009-10

$6.2M$6.9M

$12.9MInstitutional Need-based

Grants


Excellence: Grades

Achievement Gap Evident in Course Grades

12

Targeted minority undergraduates have higher rates of adverse outcomes in course grades than other undergraduates.

Fall 2007 Targeted Minority

Non-Targeted

Drop 8.9% 4.8%

D/F/W/ NW/U/W

9.4% 3.0%

Adverse Outcome

Rate

18.3% 7.8%

% Undergraduate Course Enrollments Yielding Adverse Outcomes

0

2

4

6

8

10

12

14

16

18

20

22

2002 2003 2004 2005 2006 2007

Fall Term

Per

cen

t w

ith

Ad

vers

e O

utc

om

es

Non-Targeted Targeted Minority


Excellence: GradesCourses Enrolling At Least 100 Targeted Minority Undergraduates

in Fall 2005, 2006 and 2007 Combined (N=43 courses)

0

5

10

15

20

25

0 5 10 15 20 25 30 35 40 45 50

Targeted Minority, Adverse Outcome Rate

No

n-T

arg

eted

, Ad

vers

e O

utc

om

e R

ate

Average for these courses

Equality of Targeted and Non-Targeted Rates

• Specific courses with high adverse outcome rates for targeted students compared with other students have been identified. • They are the focus of curricular reform projects.

Achievement Gap in Course Grades


Excellence: Grades

Achievement Gap: Curricular Reform Initiatives to Improve Student Learning

- Wide attention to data since 2008; several curriculum reform projects initiated in response to findings

Examples:- Intro Chemistry (Chem 103), a UW System funded project- Intro Psychology (Psych 202)- Introductory/Pre-calculus Math courses

Findings? Too soon to report impacts of curricular reform efforts.


Equity Scorecard Framework

Access

Excellence


Retention


The Equity Scorecard was developed by Dr. Estela Mara Bensimon at the Center for Urban Education, University of Southern California (http://www.usc.edu/dept/education/CUE/).

In 2010-11 UW-Madison will formally participate in the Equity Scorecard framework.


Diversity Update 2010

• Slideshow available at http://www.apa.wisc.edu/diversity.html

• Questions about these slides:– Sara Lazenby ([email protected])– Jocelyn Milner ([email protected])

http://www.apa.wisc.edu/diversity.html

mailto:[email protected]

mailto:[email protected]

Documents

Diversity Update 2010 September 2010