One of the core pillars of the CAFE is our ability to bring key stakeholders together to gain a deeper understanding of the education landscape, spark rigorous conversation, and identify actionable next steps. CAFE Conversations explore topics in education (or topics that affect education) as seen through the lenses of leaders in the field and their innovative approaches to those topics.
The CAFE HOLIDAY SIP
With the holidays just around the corner, we invite you to join our CAFE team as we show appreciation for your support throughout 2019!
It is Possible: Closing the Degree Completion Gaps at Georgia State University
Senior Vice President for Student Success, Professor of Religious Studies
Since 2008, Dr. Timothy Renick has led strategies, initiatives and programs that have established Georgia State as an internationally recognized leader in student success and enrollment efforts. Under Dr. Renick’s leadership, Georgia State has produced one of the fastest growing graduation rates in the nation and has eliminated achievement gaps based on students’ race, ethnicity and income levels.Dr. Renick was named one of 2016’s Most Innovative People in Higher Education by Washington Monthly, was the recipient of the 2015-16 Award for National Leadership in Student Success Innovation and was awarded the 2018 McGraw Prize in Higher Education.
Georgia State University, through its innovative use of data, student advising redesign and other institution-wide initiatives, is widely regarded for improved college graduation outcomes among students of color, first generation students, and low-income students. With a specific focus on equity, Georgia State University is an example of how colleges and universities can, through focusing on students and removing barriers to their success, eliminate persistent degree attainment gaps across racial and socioeconomic lines. Come hear about the much lauded success of GSU from one of the primary architects of this turnaround, GSU’s Senior Vice President of Student Success Dr. Tim Renick.
Elected V. Appointed School Boards
Please join us for a Pop-Up Cafe Conversation
Elected VS. Appointed School Boards
Trauma Informed Education with Dr. Selwyn Rogers and Dr. Micere Keels
The jarring reality of trauma affects our community physically and emotionally, and has lasting implications on our future, especially for the youngest members of our community. On February 3rd, renowned trauma surgeon Dr. Selwyn Rogers, Founding Director of the Trauma Center and Executive Vice President for Community Health Engagement of the University of Chicago and Dr. Micere Keels, Associate Professor in the University of Chicago’s Comparative Human Department provided expert insight into trauma; how to identify key characteristics, and what we could learn about the implication of trauma in our schools. Please see a recap of the conversation, authored by Dr. Micere Keels, below:
- Trauma has many different facets that require an accurate assessment and the appropriate supports to diminish its impact. This conversation served as one of many that has happened and will happen as we continue to address these issues in our city.
- Trauma begins as exposure to traumatic events that overwhelms one’s coping resources, and traumatization is the psychological wound that lingers when people don’t receive interpersonal or institutional coping supports that restore their sense of safety. When traumatization occurs early in life many core aspects of development are disrupted, resulting in a loss of core cognitive, interpersonal, and self-regulation capacities
- There are distinct types of trauma from historical trauma, to acute and chronic trauma, to system-induced trauma.
- The intergenerational transmission of inequality occurs because of an interlocking system of historical trauma that sets up each new generation for different levels of exposure to traumatic life experiences and different levels of access to coping supports.
- Exposure to interpersonal violence, particularly gun violence and homicide, is significantly associated with income inequality, and is disproportionately experienced by African Americans. Neighborhood level disparities in income and violence significantly affect health and longevity. In Chicago, a distance of a few miles is associated with large gaps of up to 16 years in life expectancy.
- Many schools are serving student populations where it is reasonable to assume that all of the students are coping with traumatic stressors that create cognitive, emotional and behavioral dysregulation. These traumatic stressors include: housing and food insecurity, involvement with child protective and foster care systems, household and neighborhood violence, juvenile justice system involvement, etc.
- Research in neuroscience, psychological, clinical, and educational studies can be used to understand how trauma shows up in students’ classroom behaviors, and identify the educational practices and school policies that are responsive to the needs of traumatized students. The Trauma Responsive Educational Practices Project (TREp Project) is one research-translation project that is working on creating trauma-informed schools (TREPEducator.org)
A conversation with Dr. George Anders, American Business Journalist.
New York Time bestselling author, Pulitzker Prize winning journalist and Linkedin Editor, George Anders will examine the opportunities and obstacles that define today’s college-to-career pathway, with a particular focus on our most vulnerable students. He blends on-the-ground reporting with cutting -edge insights from LinkedIn’s Data resources.