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If it passes in reconciliation, make sure the new evidence-based fund can be used to study and scale these practices

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Shouldn't faculty members be doing this already? Shouldn't this be the expectation not the exception? How do we make this common place instead of extraordinary? Can this be required versus optional? Clearly, this isn't a proposed solution, just a consideration

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Shouldn't faculty members be doing this already? Shouldn't this be the expectation not the exception? How do we make this common place instead of extraordinary? Can this be required versus optional? Clearly, this isn't a proposed solution, just a consideration

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Target investment opportunities for true MSIs and support scholars to do case studies of impact

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Target investment opportunities for true MSIs and support scholars to do case studies of impact

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Agree that Accreditation is a route. Probably tough to do that through some type of federal requirement on accreditation, but questions could be asked by Naciqi members as a start. Data requests, comments by external people. Maybe there is a hook in current requirements, worth a look.

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Co-create with students, their perspectives on their experiences should be driving this work 

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Co-create with students, their perspectives on their experiences should be driving this work 

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Tiffany

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what positive incentives can states create and enforce to promote quality? alongside access and affordability and "mere" completion.

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what positive incentives can states create and enforce to promote quality? alongside access and affordability and "mere" completion.

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State funding to incent institutions that prioritize teaching among their tenured faculty members - could be grants, through outcomes based funding programs already on the books

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Data driven state accountability reports + equity audits

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Data driven state accountability reports + equity audits

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Inclusive of federal reporting like clery, climate surveys, etc

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Learn from exemplars, that includes places like HBCUs and Tribal colleges designed/explicit missions, history of inclusion

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Learn from exemplars, that includes places like HBCUs and Tribal colleges designed/explicit missions, history of inclusion

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Tiffany

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More states could take ownership of institutional leadership training -- responsibility for sharing information with provosts and presidents about the need for classroom belonging and identity, the presence of equity gaps, and the evidence based solutions

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In light of recent politicized (and outrageous) discussion / actions on critical race theory, I am still on the question: Is state and federal policymaking the right entry point for improving the student experience, especially when we are talking about what's happening in the classroom between student and professor?

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can be applied to state policy as well, but faculty and staff racial demographics, retention, etc. are as important as student demographics since there is already an evidence base that suggests faculty/staff demographics matter to student development and experience

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can be applied to state policy as well, but faculty and staff racial demographics, retention, etc. are as important as student demographics since there is already an evidence base that suggests faculty/staff demographics matter to student development and experience

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Tiffany

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At K12, you could incentivize concepts and learning from SEP and similar work to be part of teacher prep programs, sadly this is not the route that faculty follow to teach in higher ed, so more difficult to embed.

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Jamie -- Focus on disaggregated outcomes provides a pathway back to the "why" questions -- why is that happening? and "what" can your institution do about? what's working? where do you need to address your attention? 

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Jamie -- Focus on disaggregated outcomes provides a pathway back to the "why" questions -- why is that happening? and "what" can your institution do about? what's working? where do you need to address your attention? 

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Get leadership to buy-in to create the space for faculty to want to seize incentives

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The HEA Title III federal competitive grant program is already about INSTITUTIONAL DEVELOPMENT and could be steered toward these belonging-focused approaches

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Could make this a component of state outcomes based funding formulas but focused on belonging for students who have been "structurally disadvantaged"

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Could make this a component of state outcomes based funding formulas but focused on belonging for students who have been "structurally disadvantaged"

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Change accreditation standards to include a review of measures of student experience.

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Is there a public interest in the quality of higher ed? I'd say so. Given national outcomes, I'd say higher ed and the accreditors have failed at self-governance and quality control. Case in point: faculty are not taught to teach, writ large, at scale, in their PhD programs or thru in-service. As such, should state policy makers cross the sacred line of institutional autonomy, and take a lesson out of the k12 playbook, requiring some evidence of quality instruction and preparation across the professoriate?    

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Is there a public interest in the quality of higher ed? I'd say so. Given national outcomes, I'd say higher ed and the accreditors have failed at self-governance and quality control. Case in point: faculty are not taught to teach, writ large, at scale, in their PhD programs or thru in-service. As such, should state policy makers cross the sacred line of institutional autonomy, and take a lesson out of the k12 playbook, requiring some evidence of quality instruction and preparation across the professoriate?    

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Provide state funding to support and incentivize improvements in student experience.

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Provide additional state funding for institutions that scale such an approach and have positive outcomes. However, we should  be mindful that there are some institutional types, as I mentioned earlier, that have always done this.  We must ensure they are credited for doing so.

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