Given that community colleges enroll large numbers of low-income, first-generation students who are disproportionately impacted by structural inequalities such as poverty and poor schooling, this session will address how to foster success, equity and inclusion. Three areas will be specifically reviewed: 1) the importance of faculty and staff validation, encouragement and support; 2) the need to work not only with academic strengths, but also with student cultural capital; and 3) the importance of creating and working with high-impact teaching and learning practices that foster deep learning.
Laura I. Rendón, Ph.D. Professor Emerita, University of Texas-San Antonio
Laura I. Rendón is Professor Emerita at the University of Texas-San Antonio. She is also educational consultant and featured speaker at over 100 higher education institutions and conferences throughout the nation. Her presentations focus on topics such as student success, Latinx STEM students, sensing/thinking deep learning experiences, as well as self-care and healing.
A native of Laredo, Texas Rendón’s passion is ensuring that the nation’s educational system fosters success for all students, especially those who are low-income and first generation. Rendón developed “validation theory,” a student success framework that has been employed to frame research studies and programmatic activities in two- and four-year colleges and universities.
Rendón is a teaching and learning theorist and thought leader. She is the author of the book, Sentipensante (Sensing/Thinking Pedagogy): Educating for Wholeness, Social Justice and Liberation, as well as numerous publications focusing on student success and contemplative education. She is a Fellow of the Mind and Life Institute and former Fellow of the Fetzer Institute. In 2013 the Texas Diversity Council awarded Rendón the title of being one of the Most Powerful and Influential Women in Texas.
Rendón is co-editor of three new books which will be released in 2017-18:
1) The Latino Student Guide to STEM Careers
2) New Directions in Hispanic College Student Assessment and Academic Preparation
3) Hispanic College Students Move Forward: Policies, Planning and Progress in Promoting Access