Seminar Topics
Race, Ethnicity and Gender PreferencesAt the core of significant federal policy and Supreme Court cases is the interplay and appropriate role in college and university admissions of race, ethnicity and gender. Guidance has been provided from the court and federal law is clear on the limits of such preferences, but it is also clear that “context matters.” Effective policy development and evolution on campuses must be informed by a clear understanding of the evolution of the court's guidance and of federal policy, and that any institutional policy that is so focused will be subject to the “strict scrutiny” of the courts even if what is sought — diversity — is commonly recognized by the Supreme Court (and others) to be educationally beneficial to all students.
Student Access — including a focus on need-based aid (and related aid) issues
Access to educational opportunity — outwardly facing concerns for higher education (versus diversity concerns, essentially inwardly facing assessment) is impacted by several social and economic factors. Effective financial aid policies, among other things, have been found to be a key element of facilitating access to otherwise unattainable academic opportunities for traditionally underserved minority populations, and is, in the face of changing demographics, becoming an even more critical factor. Institutional financial aid policy — be it need-based or merit-based — must be developed in the context of existing federal law and with alignment to institutional access and diversity goals, which are measurable, and all of which need to be clearly understood by all constituents on campus as well as by the public.
K–12 Reforms and Investments
Well understood in many educational circles, the necessity of appropriate levels of student preparation prior to their entering the college selection process is fundamental to persistence to a degree. Only recently has the emphasis shifted from simply providing access (without the concomitant consideration of persistence or success in higher education) to understanding that granting access isn't enough and by definition to achieve national higher education attainment goals requires an investment in preparation to assure the best chances for success once students are enrolled in higher education. Institutional policy development requires that there be a clear understanding of the alignment between K–12 education reforms and the recruitment, admission, financial aid and retention practices on campus.
Demographic Trends and Projections
The significant change in the demographics of the next generation of college-bound students will make the other issues noted above even more important for institutions to understand and adapt their policies and practices. Dramatic changes in the proportions of students traditionally served by higher education will be surpassed by similar changes in the proportions of populations that have not been well served or denied access in the past. Institutional policy development discussions need to understand the magnitude of this shift, and the opportunity it offers, in order to achieve newly actuated access and diversity goals tailored to their institutional mission. Doing so effectively will assist with the dual purpose of advancing the institutional mission and the national imperative.
Relevant Federal/National Developments
As the interplay between and among the factors noted above become better understood, other entities, notably the federal government, will become more involved in shaping or even legislating policies and practices. Nascent policy evolution on curriculum reform, teacher education and preparation, funding for federally sponsored financial aid programs and process simplification are but a few examples of increasing awareness on the national scene of the role of the federal government in addressing these concerns. Institutions must partner with those who articulate national education attainment goals, and recognize that not aligning institutional policy with defensible (measurable) and rational outcomes could engender as much scrutiny as it does support.
Highlight with link to Art Coleman's blog
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Seminar Dates
Atlanta, GA
April 29–30, 2010
9:30 a.m.–12:15 p.m.
A Dream Deferred™: The Future of African American Education
Spelman College and Morehouse College
Dana Point, CA
Saturday, Jan. 9, 2010
Preconference Seminar
College Board Annual Colloquium
New York, NY
Thursday, Oct. 22, 2009
College Board Annual Forum
Hilton New York
Contact
Access & Diversity Collaborative
11955 Democracy Drive
Reston, VA 20190-5662
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