Cultivating Success for Minority Graduate Students Using ISTE Standards

Outline

Cultivating Success by Minority Graduate Students Session Presentation Outline

I. Introduction
A. Program Overview
B. Primary Topic: Higher Education
C. Secondary Topic: Student Engagement and Agency

II. Program Goals
A. Increase retention rates of minority graduate students
B. Enhance student engagement and agency
C. Empower educators
D. Integrate technology for diverse learning needs

III. Alignment with ISTE Standards for Education Leaders
A. Standard 3.3 Empowering Leader
1. 3.3.a: Empowering educators and building leadership skills
2. 3.3.d: Supporting technology use for diverse learning needs

IV. Key Program Components
A. Culturally Responsive Leadership Development Curriculum
B. Wrap-Around Support System with LMS and AI Structures
C. Learning Management System (LMS) and Virtual Student Union Supports
D. AI Applications: AI Teaching Assistant, AI Companion, AI Meeting Support
E. Inclusive Research Communities
F. Addressing Imposter Syndrome
G. Leadership Candidate Empowerment

V. Implementation Strategies
A. Continuity in Faculty Support
B. Standards-Based Program Learning Objectives
C. Student-Authored Program-Level Personal Learning Objective
D. Structured Research Process
E. Social Emotional Learning Support through Communications Technologies
F Professional Development for Faculty and Graduate Students

VI. Evaluation and Assessment
A. Student satisfaction surveys
B. Retention rate tracking
C. Program candidate feedback
D. Technology impact assessment

VII. Conclusion
A. Recap of program features and benefits
B. Articulation of Session Takeaways
C. Call to action for support and involvement

Supporting research

Dell’Acqua, F., McFowland, E., Mollick, E. R., Lifshitz-Assaf, H., Kellogg, K., Rajendran, S., Krayer, L., Candelon, F., & Lakhani, K. R. (2023). Navigating the Jagged Technological frontier: Field experimental evidence of the effects of AI on knowledge worker productivity and quality. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4573321

Elkordy, A. (2024, in review). Leveraging affinity spaces for Jagged Frontier practices: K-12 educators use ChatGPT for teaching and learning. In Crompton & Burke, (Eds), Artificial Intelligence Applications in K-12: Theories, Ethics, and Case Studies for Schools.

Illinois State Board of Education. (2021). Culturally Responsive Teaching and Leading Standards for All Illinois Educators. https://www.isbe.net/Documents/23-24RG-P.pdf

International Society for Technology in Education. (2024). ISTE Standards: For Education Leaders. https://iste.org/standards/education-leaders

Macià, Maria, and Iolanda García. “Informal Online Communities and Networks as a Source of Teacher Professional Development: A Review.” Teaching and Teacher Education, vol. 55, Apr. 2016, pp. 291–307. ScienceDirect, https://doi.org/10.1016/j.tate.2016.01.021.

Miao, F., Holmes, W., Huang, R., & Zhang, H. (2021). AI and education: A guidance for policymakers. UNESCO Publishing.

Ravitch, S. M., & Carl, N. M. (2019). Qualitative research: Bridging the conceptual, theoretical, and methodological. Sage Publications.

Saldana, J. (2014). Thinking qualitatively: Methods of mind. SAGE publications.

Yeo, M., Miller-Young, J., & Mandarin, K. (2024). SoTL research methodologies. A guide to conceptualizing and conducting the scholarship of teaching and learning. Routledge.