Faculty & Professional Learning Community
Advancing Equity and Inclusion Through Communities of Practice

A Collaborative Resource Guide on Student Success

Description

This learning community brought together faculty wanting to build on their experience with inclusive and equitable pedagogy and critical practices of student success. We worked as a collective, where each contributor possesses a distinct positionality and disciplinary angle, but also brings a sense of generosity and solidarity to the co-thinking. A main outcome was the building of community and process to collaboratively create resources in support of equity and inclusion, which for us took the form of a guide to make critical texts on student success—with focal areas of community, student voice and artificial intelligence—accessible to all members of our campus community. During a time of campus, national and global turmoil, it was a vital space for connecting with each other and constantly reconnecting with the importance of this work.

Abolitionist scholar Mariame Kaba reminds us that being part of a collective
“helps us not only imagine new worlds, but imagine ourselves differently.”

**A glimpse of our PLC in images**
Collective brainstorm of our areas of inquiry	Some of our disciplinary lenses
The image is a flowchart centered around the concept of "Student Voice", "AI", "Student Success", and "Community." It features various interconnected elements and components that contribute to this central theme. This flowchart visually represents the multifaceted approach to achieving student success through the active involvement of student voices and various supportive elements Elements: Focus Groups Students Define Success Racial/Equity Lens Tools for Success? A.I? Building Student Agency in Classroom Connection/Friendship Space/Place Community Protection Belonging Components: Definitions Background/Lit. Review Assessment Dissemination	The image is a word cloud arranged in a cross shape, featuring various academic disciplines. The words are displayed in different colors and orientations, creating a visually engaging layout. The arrangement and color variations highlight the diversity and interconnectedness of these academic fields, with "Ethnic Studies" serving as the focal point. Central Word: Ethnic Studies Other Disciplines: Child and Adolescent Development Mathematics & Statistics Women's and Gender Studies Art Anthropology Psychology Political Science World Languages & Literatures

Working as a Collaborative

The focus of our work was on building a community where our individual experiences and expertise could come together in shared language and, ultimately, shared vision for a project. This involved reflecting individually and collectively on our embodied selves and disciplinary positionalities as part of a generative process to grow from points of difference and expand our scope of student success and inclusivity. Key components of this process included:

Discussing challenges facing students and faculty, and building a shared understanding of inequities inside and outside the university;
Taking moments to dream about what could be done before anchoring our work in practicality;
Giving ourselves a lot of time to think, engage in brainstorming activities, and discuss our ideas;
Allowing our vision to transform in response to our work together as well as in response to institutional and world-wide changes and challenges;
Investigating how space for “our” success as faculty relates to student success;
Collectively finding ways to resist and exist, including challenging the idea of what is a product for our group;
Regularly checking in with each other, offering support, and sharing culture in various ways.

Our work also necessitated us navigating a variety of challenges, such as the following.

The interdisciplinary nature of our group was both a benefit and challenge in that we didn’t have so many texts in common and sometimes lacked shared language.
Our academic training emphasizes individual work, so we lacked experience in building a collective and working collaboratively.
The topics we engaged with around student success and belonging often created strong emotions through our own connections to the topics and how unprotected many people feel right now.
The pressure and timeline for our group to create some sort of “product” interfered with the process at times.

Sample Resources

1. Student Academic Success & Educational Equity Programs (SASEEP)

SASEEP is a comprehensive initiative aimed at promoting academic achievement and equity among Sacramento State students. It encompasses various programs and centers designed to support students from diverse backgrounds, including first-generation college students and those from underrepresented communities. Key components include:California State University, Sacramento+4Sacramento State Catalog+4California State University, Sacramento+4

Cultural Academic Resource Centers: These centers foster a sense of belonging and provide leadership development opportunities. California State University, Sacramento
First Generation Student Initiatives: Programs tailored to support students who are the first in their families to attend college.
Project HMONG: A program dedicated to supporting Hmong students through academic and cultural resources.

SASEEP's overarching goal is to provide access to higher education, ensure collegiate success, and equip students with tools for life. California State University, Sacramento+3California State University, Sacramento+3California State University, Sacramento+3

2. College of Engineering & Computer Science Student Success Center

The Student Success Center within the College of Engineering and Computer Science offers holistic support services to students pursuing degrees in these fields. Services include:Sacramento State Catalog+2California State University, Sacramento+2California State University, Sacramento+2

Academic Advising: Guidance on general education and major-specific course planning.California State University, Sacramento+1California State University, Sacramento+1
Career Services: Assistance with internships, job searches, and professional development.California State University, Sacramento
Tutoring: Free tutoring services for all ECS majors.California State University, Sacramento+7California State University, Sacramento+7Sacramento State Catalog+7
MESA Program: Support for students in math, engineering, and science through workshops and a dedicated study center. Sacramento State Catalog

The center aims to support students' academic, career, and professional development through a variety of resources and programs. Sacramento State Catalog+1California State University, Sacramento+1

3. Academic Support Services Across Campus

Sacramento State offers a range of academic support services to help students stay on track academically. These services are available across various colleges and include:California State University, SacramentoSacramento State Catalog+3California State University, Sacramento+3California State University, Sacramento+3

Student Success Centers: Each college, such as Arts & Letters, Business, Education, and Health & Human Services, has its own center providing tailored support. en.wikipedia.org+1California State University, Sacramento+1
Tutoring and Academic Workshops: Programs designed to enhance learning and academic performance.
Advising Services: Personalized academic advising to assist with course selection and career planning.

These services are integral to the university's commitment to student success and are designed to address the diverse needs of its student population.

Reflection: Challenges and Lessons Learned

When I first joined this PLC, my understanding of student success was primarily anchored in conventional academic metrics, such as GPA, course completion rates, and other measurable indicators of achievement. However, the early sessions of the PLC quickly challenged me to broaden this limited perspective. Through intentional dialogue, critical reflection, and rich interdisciplinary collaboration, I came to recognize that true student success is far more complex and holistic. It encompasses not only academic performance but also emotional well-being, a strong sense of belonging, access to meaningful support networks, and the ability to transfer and apply knowledge in real-world contexts. This evolving understanding has fundamentally reshaped how I approach student development and success.

My journey throughout this PLC was characterized by an ongoing cycle of dialogue, critical inquiry, and thoughtful recalibration. Engaging with colleagues across a range of disciplines exposed me to a rich diversity of theories related to learning and student development. For instance, colleagues from the social sciences illuminated the importance of cultural context and socio-emotional dimensions of success, while those from STEM fields underscored the value of resilience, persistence, and problem-solving in high-pressure environments. These interdisciplinary exchanges challenged me to interrogate my own assumptions, confront disciplinary blind spots, and ultimately broaden my understanding of the varied and complex pathways through which students achieve success.

One of the most significant challenges I encountered while working within an interdisciplinary collective was navigating the distinct languages, assumptions, and expectations embedded within each discipline. Terms such as "outcomes," "competencies," and even "success" often carried nuanced, discipline-specific meanings, which at times led to misunderstandings or slowed the pace of collaboration. Moreover, balancing diverse priorities — such as the emphasis on research rigor in some fields versus the focus on community engagement in others — demanded a great deal of patience, active listening, and a spirit of negotiation. It required a careful and deliberate effort to honor these differences while maintaining the coherence and integrity of our shared project goals.

As we move toward project implementation, I anticipate several challenges, particularly related to feasibility and resource allocation. Logistical complexities — such as scheduling shared planning time, coordinating efforts across departments, and ensuring equitable access to necessary resources — present significant hurdles. Furthermore, sustaining collective commitment over time, especially in the absence of immediate and tangible outcomes, could become a source of tension.

Nonetheless, I am confident that there are viable strategies to navigate these obstacles. Establishing structured yet flexible phases of implementation will allow for responsiveness and adaptation as challenges arise. Identifying and empowering early adopters or departmental champions can help build momentum and foster broader engagement. Just as critically, securing strong administrative backing and maintaining open, transparent lines of communication will be essential to sustaining the initiative's energy and focus. Ultimately, my thinking around student success has evolved from a static, outcome-driven conception to a dynamic, student-centered framework that prioritizes growth, resilience, and belonging. This PLC experience has not only deepened my professional practice but also strengthened my belief in the transformative potential of interdisciplinary collaboration when centered on the holistic success of students.

Yes, I anticipate several challenges in implementing this project, particularly related to feasibility, logistics, and resource management. Coordinating efforts across different departments, aligning schedules for collaborative planning, and ensuring equitable access to necessary resources will likely be complex and time-consuming. In addition, maintaining sustained engagement from all stakeholders — especially in the absence of immediate, visible results — could present a challenge.

However, I believe there are effective strategies to navigate these barriers. Phasing the implementation in structured yet flexible stages can allow us to adjust as unforeseen issues arise. Identifying and empowering early adopters within departments can build momentum and create models of success that others can follow. Securing administrative support early on will be crucial for ensuring resource allocation and institutional backing. Additionally, fostering clear and transparent communication among all participants will help manage expectations, build trust, and maintain collective focus. While the challenges are real, they are not insurmountable. With thoughtful planning, adaptability, and sustained collaboration, I am confident that we can build an implementation process that not only succeeds but also strengthens interdisciplinary partnerships across our institution.

Biography

Faculty Biography
Faculty Image	About me:
	Dr. Clarence George III is a first-generation college graduate and graduate school student. He was born in Stockton California where he attended Franklin high school. Dr. George III has expanded his research to a global scale by looking at the application of culturally relevant pedagogy. Dr. George’s research focuses on Afrocentric pedagogy and African historiography. In addition to the study of Afrocentric pedagogy, Dr. George III has a strong concentration in the study of classical civilizations such as the early civilizations of the Great Lake region of central Africa and early Nile valley civilizations. Dr. George III holds a bachelor’s degree in Communication Studies from Sacramento State University, a master’s degree in Ethnic Studies from San Francisco State University, and received his Ph.D. from Michigan State University in the Department of African American and African Studies. Dr. George is a curriculum consultant and has a recent publication entitled Africana Digital Pedagogy, Cultural Exchange, Learning, and Innovation. Dr. George is a faculty mentor in the Cooper-Woodson College Enhancement Program. The Cooper-Woodson College Enhancement Program (CWC) was founded in 1990 as an Educational Equity, Pan African Student Retention Program, through the leadership of Dr. Otis Scott, Chris Glen, and David Covin.

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