CUE’s online syllabus review guide is intended to help instructors review often taken-for-granted syllabi content through a race-conscious lens and identify areas that can be leveraged to better support students from minoritized racial/ethnic groups.
The COVID-19 outbreak and subsequent transition to remote instruction posed unprecedented challenges for the students and faculty of California’s institutions of public higher education. In order to...
When the Tide Goes Out: Identifying and Supporting Struggling Students in Online Courses (2020)
This article discusses what instructors can do to support students struggling in online courses, including implementing early check-ups, communicating clearly and frequently, encouraging engagement, building community, providing support and scaffolding, being flexible with deadlines, and allowing re-dos.
Keeping the Promise: A Review of the Master Plan and California’s Higher Education System (2020)
This report summarizes the testimony from the five hearings and highlights the first two years of the Select Committee’s information gathering phase. The report also includes key findings that originated from testimony as well as policy themes.
First-Generation Equity Practitioners: Are They Part of the Problem? (2020)
The authors appropriate “first-generation,” lifting it off students and applying it to faculty to call attention to their racial illiteracy and its detrimental consequences on their ability to educate minoritized students fairly, equitably, successfully, and with fidelity.
U.S. Business leaders cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K–12 is a critical reason why. Years of hard work have improved K-12 student performance in math and science, but not fast enough. Programs in STEMworks, CTEq’s honor roll of STEM education programs that have proven their effectiveness, have the potential to address these and other challenges in states across the country.
Enrollment and Completion Gaps in STEM Higher Education (2019)
This brief surveys data on enrollment and completion gaps for female, African American, and Latinx students in Science, Technology, Engineering, and Mathematics (STEM) fields in California’s systems...
An initiative of the California Governor’s Office of Planning and Research in partnership with the Foundation for California Community Colleges, Learning Lab aims to improve learning outcomes and close equity gaps across California’s public higher education segments, particularly in the STEM disciplines, by leveraging technology tools and the science of human learning to foster student success in online and hybrid course environments.