10:20:45	 From  Caroline Coward : Men of Promise = Growth Mindset. I’m taking a break from this today, which is essentially the same thing: https://www.eventbrite.com/e/3csn-creating-equitable-learning-environments-through-growth-mindset-and-disciplinary-tickets-36841625293?utm_source=eb_email&utm_medium=email&utm_campaign=event_reminder&utm_term=eventname
10:23:09	 From  Ken O'Donnell : Thanks - good catch. I wonder if Matt's aware of many programs like these . . . or if he believes the program elements he describes could work anywhere, or only on campuses like his?
10:24:12	 From  kim.scalzo@suny.edu : I'd love to see the social justice learning outcomes
10:24:56	 From  Tim Grassley : Even the “ineffable” has a counter narrative - Do you measure only the positive life-changing impacts? Or do you also measure the negative, life-limiting barriers that define student experience?
10:25:39	 From  Caroline Coward : Growth Mindset counteracts Deficit Thinking. This could work not only for students, but for entire campus cultures (like CSUDH)
10:27:01	 From  UW System : Are goals of out-of-classroom experiences aligned to learning outcomes?
10:27:59	 From  Caroline Coward : UW System: Similar to experiential learning?
10:29:24	 From  Caroline Coward : Question for Matt: How does MSA address systemic/cultural inequities and prejudice?
10:30:59	 From  Ken O'Donnell : Hear hear. 
10:32:12	 From  Caroline Coward : Just look a the data, and look at the institutional goals vis a vis equity and access.
10:32:14	 From  kim.scalzo@suny.edu : Elise would use the rubrics, learning outcomes and research...
10:32:28	 From  plphilli : the results in retention and GPAs
10:32:36	 From  Ken O'Donnell : In a classroom setting I'd try to take these relationship-building techniques and somehow apply them to group work. MSA is here on my campus but it seems outside of curriculum, and maybe should be brought in.
10:32:42	 From  Adrienne Altmann : data, data, data.... but I loved hearing the direct quotes
10:32:51	 From  kim.scalzo@suny.edu : John wants to know how this initiative gets infused into the overall campus culture? Can you tell yet?
10:32:57	 From  plphilli : I love those quotes too.
10:33:21	 From  kim.scalzo@suny.edu : oh, and also the community building and place making that happens during the retreat
10:33:30	 From  Caroline Coward : Any institutional change needs to both come from the top AND the rank and file.
10:33:40	 From  Marilee Bresciani Ludvik : The quotes counter the Narrative that people believe is true - they are data!
10:33:44	 From  UW System : The overview quadrant graphic was useful as it provided strategies, grounded in the literature, that faculty and staff may engage.
10:34:02	 From  Ken O'Donnell : I'm with Adrienne. You've got the retention and GPA stats and good first-hand quotes, but anything in between? Survey data, self-efficacy instruments, "belonging" metrics? Would like to know from our next speaker what's out there.
10:34:49	 From  Ken O'Donnell : And cameras!
10:36:22	 From  matthewsmith : Yes we definitely have other data points from surveys and are implementing  instruments to measure self efficacy, sense of belonging etc.
10:38:46	 From  Caroline Coward : (gonna get political here)
10:39:29	 From  Caroline Coward : I wonder if there’s a correlation between state support of higher education and inequalities in the retention and completion data for traditionally underserved students.
10:55:14	 From  jfranklin : Thank you for this useful and interesting conversation. Alas, I must go run our core curriculum committe meeting now. Adieu.
10:55:16	 From  Ken O'Donnell : As a recovering state-level worker, I think the answer to Caroline's question is "yes," but indirectly. State funding isn't antagonist to this way of understanding learning, just blind to it. More explicit attention to what Marilee's describing could close our gaps, and if we could demonatrate some causality there then i bet it would atract public support.
10:55:55	 From  Caroline Coward : Just riffing on the “a stressor is a stressor is a stressor” theme.
11:00:46	 From  Caroline Coward : Not having worked with e-portfolios, is there a journaling mechanism, where students can include these experiences and reflections? We could anonymize them, parse and mine them for common themes, and use them in the feedback loop for courses and programs. (Just a thought)
11:02:01	 From  Adrienne Altmann : So sorry, I don't have a cam/mic on my computer.... I'll still chat though.
11:02:27	 From  Marilee Bresciani Ludvik : Yes there is journaling mechanism that you can use in e-portfolios.
11:02:49	 From  Marilee Bresciani Ludvik : It is actually more effective to use journaling in the learning and developing experience as it is happening.  Coolio?
11:02:59	 From  kim.scalzo@suny.edu : SUNY's not going to be brave because there are too many of us but we'll talk.
11:06:25	 From  Deborah Keyek-Franssen   to   Ken O'Donnell(Privately) : Yay, seminar style!
11:10:34	 From  Deborah Keyek-Franssen : Hey, all—I’m muting to cut the white noise. Use chat or wave and I’ll unmute you if you want to as a question!
11:12:50	 From  Adrienne Altmann : "Grit" is a hot topic right now and quite frankly, is a bit dismissive.  This is fantastic information, Marilee. 
11:13:35	 From  Ken O'Donnell : Yes - really helpful.
11:14:31	 From  kim.scalzo@suny.edu : 1. keep learning
11:14:31	 From  Ken O'Donnell : traditional conceptions of learning are the tip of an iceberg
11:14:35	 From  Deborah Keyek-Franssen : Goosebumps.
11:14:46	 From  Tim Grassley : The equivalence between the ineffable and the inequitable.
11:14:49	 From  plphilli : equitable experiences
11:14:53	 From  kim.scalzo@suny.edu : high-touch works
11:14:58	 From  Caroline Coward : Amygdala...
11:15:06	 From  Rebecca Martin : Here is a question for Ken and Matt--How has this program influenced the way that you think about other target populations?  Are there lessons learned here that you are applying to your student success work on other parts of the campus?
11:15:06	 From  kim.scalzo@suny.edu : yes. amygdala
11:15:21	 From  UW System : The need to assess, validate and recognize all learning, prior and emerging.
11:15:25	 From  Adrienne Altmann : Student mentors in the Middle Schools and High Schools....and adoslescents may be from 13-25!!
11:15:36	 From  kim.scalzo@suny.edu : email matt and marilee more
11:15:40	 From  UW System : Broaden our conception of assessment.
11:15:45	 From  Caroline Coward : Talk to the Growth Mindset folks in the other room about this.
11:16:02	 From  UW System : Include student perspectives more.
11:16:12	 From  kim.scalzo@suny.edu : take a look at our current surveys
11:16:19	 From  Marilee Bresciani Ludvik : Carol Dweck is using. Mindfulness as away to cultivate growth mindset
11:16:26	 From  Tim Grassley : Reflecting more intentionally and gathering  our campus’ narratives.
11:16:36	 From  plphilli : fold some of these ideas into a program we have designed to broaden access to careers biomedial research
11:16:44	 From  Marilee Bresciani Ludvik : Thank you everyone
11:17:04	 From  kim.scalzo@suny.edu : Thanks, Ken and Deborah, for all of these
11:17:08	 From  Adrienne Altmann : Thank  you all!