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What are some other examples like "office hours" that exist in our academic spaces that might lead to inequity, exclusion or poor academic performance?

I think about how most students I interact with don't know they should let someone, especially their faculty know that they won't be attending class. Then they get reported as potentially missing students and the response I often hear is "I didn't know anyone cared".

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I keep returning to the concept in our RP work of "rebalancing power"...and all the ways that being in relationship with those we manage, teach, or support is often rooted in what are/how we leverage those "hidden" or "secret" rules, knowledge, and practices that either foster connection and success or send the message that outsiderness. The hierarchical nature of aspects of our college, and the invisibility of "how things work" are fertile ground for inequities, as well as minimization of issues that don't rise to the level of policy violation, or intervention, or harm reduction.

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I had not thought in a long time about how certain messages do not always translate depending on the POV a student may be coming from when they arrive to university. I do remember that so much was unknown to me starting freshman year but I had some advantage, but others did not. Being immersed in higher education you can forget that as a professional.   The expectation that things are "in the syllabus" and that just by reading it a student will magically know what to do / where to do it, etc. Sometimes faculty just recycle them and it is frustrating because while they know what they meant, the student might not "get it" and will be afraid to ask because they think everyone else does, and they don't want to look bad. 

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I had not thought in a long time about how certain messages do not always translate depending on the POV a student may be coming from when they arrive to university. I do remember that so much was unknown to me starting freshman year but I had some advantage, but others did not. Being immersed in higher education you can forget that as a professional.   The expectation that things are "in the syllabus" and that just by reading it a student will magically know what to do / where to do it, etc. Sometimes faculty just recycle them and it is frustrating because while they know what they meant, the student might not "get it" and will be afraid to ask because they think everyone else does, and they don't want to look bad. 

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"Office hour" moments have been things like acronyms! There are so so many and they are just part of the language and culture of the university landscape that to those in the know, they are just "words" in and of themselves.

the expectation that students will just know they can join groups, participate in activities, if they do not feel "invited" through the posting "am i welcome in that space that looks like it is for X people and I am Z"

if they are dealing with basic survival concerns, they can miss other mid to long term needs that are also helpful.  Looking for campus employment (everything in on the portal or work day or handshake) what is that and how do I access it?

Requirements for supplies and equipment that isn't covered like art supplies, laptops etc. prevent students from success in accomplishing homework, the general unexpected life expenses that are beyond tuition that first generation students and families don't realize is needed when they leave home -they may think the college provides for everything.

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Dr. Jack's observations resonates with the challenges that many of our of first year undergraduate students face (especially first generation and lower income students). During the first weeks of class, some of these students may not have tool kits and/or may not be able to purchase the materials listed on the syllabus because financial aid checks have not been distributed. This can cause distress and anxiety for students. Int he First Year program are trying to set up "materials pantries" for students and also encourage faculty to use left over materials from previous years to start off the classes. Dr. Jack's observations around office hours also resonate for me (especially in my previous job--where the most entitled students regularly attended office hours, and the less affluent students did not). At CCA, there is less of a strong culture around office hours.

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I appreciate the simplicity and directness of the ‘office’ hours example.  A strong reminder that explaining / reiterating the purpose of these academic models of engagement is important to helping everyone understand how to take advantage of these as an integral part of what they are ‘paying’ for. Another example is the 1:1 student/faculty meeting. Some reflections on what I’ve experienced: when these are a scheduled part of the class (ie students are required to come) all of the student sign up – but I often have to remind students of the time allocation and cut them off – they are not aware of or thinking about how their conversation is going into the time of another student.  When the 1:1’s are optional I often have to extra-encourage students who re less forthcoming to sign-up and take the time.  I think this is related to their sense of what they ‘get’ as part of their education and not wanting to overstep.  

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I appreciate the simplicity and directness of the ‘office’ hours example.  A strong reminder that explaining / reiterating the purpose of these academic models of engagement is important to helping everyone understand how to take advantage of these as an integral part of what they are ‘paying’ for. Another example is the 1:1 student/faculty meeting. Some reflections on what I’ve experienced: when these are a scheduled part of the class (ie students are required to come) all of the student sign up – but I often have to remind students of the time allocation and cut them off – they are not aware of or thinking about how their conversation is going into the time of another student.  When the 1:1’s are optional I often have to extra-encourage students who re less forthcoming to sign-up and take the time.  I think this is related to their sense of what they ‘get’ as part of their education and not wanting to overstep.  

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Dr. Jack's video highlighted how important that little things are in creating a sense of belonging - which help to build community and retain students. I am aware of the fact that I am privileged enough not to have needed an explanation of office hours, but this video really flagged how many small things there are that can contribute to an overall experience of inequity and lack of belonging. If our students don't feel like they can comfortably navigate our community, why would they stay? And that's the college's loss and it means we didn't do enough. I also started thinking about staff and how we automatically schedule all important meetings, events, training during business hours - and how that can prevent our staff who work different shifts from being able to participate, having access to the same information as others, and feeling left out. This lack of information could lead to lack of opportunity.

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Please view the video and journal on the prompts below. (This is the assignment, everything else is optional)

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Please view the video and journal on the prompts below. (This is the assignment, everything else is optional)

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Journal Questions:
- What insights did you gain listening to Dr. Jack's message?
- Let's create a list of personal or professional experiences you may have had or have witnessed that results in inequity or exclusion.
- What are some other examples like "office hours" that exist in our academic spaces that might lead to inequity, exclusion or poor academic performance?
- Journal on any other insights you got from this discussion.

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How Inequality Shapes the College Experience | Anthony Jack

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Longer version of the interview I highlighted but well worth the listen.  

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Longer version of the interview I highlighted but well worth the listen.  

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Feel free to comment on insights from this video as well.

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On Diversity: Access Ain’t Inclusion | Anthony Jack | TEDxCambridge

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The insight I’ve gained listening to Dr. Jack’s message is the importance of making time and space to define and explain what office hours are and how students can prepare for them and use them. As a first-gen student from a low-income background, I recall still feeling intimidated by office hours because I was afraid to ask questions and look like I didn’t know the material/course content. At CCA, the Office of Student Success, ISAP, and other offices collaborated on creating a list of questions for students to ask professors regarding building relationships/networking and checking in on course standing to help guide them in navigating office hours and conversations with their professors. There is also academic jargon and acronyms that exist in academic spaces that lead to inequity and exclusion.

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Dr. Jack's videos reminded me to be more mindful of the acronyms I tend to use in my day to day correspondence. I think we default to assuming that everyone starts with the same base knowledge we have. These acronyms or abbreviations also serve as a way to gatekeep information and make the audience feel excluded or as the "other" whether intentional or not. There are a myriad of systems in place in an academic setting that will feel foreign to anyone who is not familiar with them - such as even knowing what kind of help or assistance is even available. I also appreciated that Dr. Jack touched on trauma and how that informs our responses to the environment we're in.

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From your perspective what is one of the core purposes of the DEIAB Task Force at CCA?

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From your perspective what is one of the core purposes of the DEIAB Task Force at CCA?

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Deepen our commitment to DEIB values

To create a welcoming community that reflects (in our curricula, activities, actions,...) the diversity and experiences of our members

transform antiquated systems

to ensure everyone feels they matter and can thrive

Exploration and implementation of college-wide DEIB initiatives

Engage the community as we work toward bettering our campus culture

Develop productive practices around DEIB

To provide educational and training opportunities and resources around DEIB

Prioritize practices and initiatives

community building

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Examples of how access to knowledge based on our privilege supports some and oppresses others.

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Invisible Knapsack to support your accessibility and success.  Society dictates who gets the knowledge and who does not.

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Invisible Knapsack to support your accessibility and success.  Society dictates who gets the knowledge and who does not.

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Thank you for sharing this video. I appreciated Dr. Jack's perspective on the "hidden curriculum" in higher ed and how higher ed structures, processes, and culture are built to support and serve certain communities and not others. It made me think of this article which, fair warning, is a bit dense and theoretical, but highlights similar ideas about embedded structures in education that enforce the status quo and social hierarchies.

I think creating a list of professional and personal experiences where inequity and exclusion exist would be neverending because, unfortunately, it's hard not to see inequities in education. Working in the president's office, I think a lot about who gets a seat at the senior-level decision-making table, what makes it to the agenda at this level, and what gets resourced/supported. We can make strides in diversifying leadership spaces but how is the inclusion and belonging piece being implemented along with that. Diversity of leadership doesn't always mean we are better serving our students, faculty, and staff from historically marginalized communities–how are we also changing our policies, structures, and overall culture to uncover and change the "hidden curriculum".