2014 - 2015 Events

November 10, 2015

Approaches to Student Equity Frameworks in Higher Education: Australian Perspectives

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Andrew Harvey,  Director, Access and Achievement Research Unit at University of La Trobe, Australia

Dr. Harvey’s presentation outlines the need to revise Australia’s 1990 framework for student equity in higher education, A Fair Chance for All.   In addition, Dr. Harvey discusses his project with Dr. Stella Flores of NYU entitled, “The Development of an international student equity admissions framework”.  A goal of the project is to build a consortium of scholars and practitioners interested in researching successful interventions for college access across various international contexts. The project is partially funded by the Educational Testing Service and The University of Pennsylvania’s Center for Minority Serving Institutions.



October 27, 2015

The College Promise Campaign

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Martha Kanter, Distinguished Visiting Professor of Higher Education and Senior Fellow, NYU and Co-Chair, The College Promise Advisory Board

During the 2015 State of the Union address, President Obama proposed America’s College Promise, to make 2 years of a community college education free for responsible students throughout the nation. The proposal was inspired by bi-partisan efforts in Tennessee, Chicago, Miami, Long Beach, and Kalamazoo where leaders came together to make good on the Promise. We all know that nothing is free, but these states and communities have found diverse ways to make this happen for their students. In fact, there are more than 65 College Promise programs around the country and more starting every week. The College Promise Campaign is supported by cross-sector leaders from education, business, philanthropy, non-profits, labor, students and elected officials. They are committed to encourage the establishment and expansion of College Promise programs across the country – to find ways in local communities and states to fund tuition and fees for the first two years of college for any student willing to work hard and persist to graduation.


October 19, 2015

Learning from Experimentation in Developmental Math in Community Colleges in California: Results from a Long-Term Research Partnership

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Tatiana Melguizo, Associate Professor of Education, University of Southern California

A substantial number of students start their educational journeys at community colleges, and one of their first interactions is with the assessment and placement (A&P) process. Being open-access institutions, community colleges use a number of A&P practices to place students in the appropriate developmental and pre-requisite math courses. However, concerns about student persistence in this coursework have drawn attention to the effectiveness of A&P processes themselves. For the past five years Melguizo and her research team have worked closely with faculty and administrators from a large urban community college district to describe and evaluate their A&P policies. Findings from their work indicate that faculty are using A&P as enrollment management tools, that the use of diagnostic tests resulted in better placement outcomes than the use of computer-adaptive tests (e.g., ACCUPLACER), and that the use of multiple measures (e.g., high school transcript information) to complement scores from tests were helpful in refining placement decisions. Finally, they proposed a way for colleges to systematically test the way they were setting placement cutoffs. All these findings have provided solid empirical evidence that is helping colleges -- not only in California but around the nation -- to improve their A&P policies and eventually increase student success.

Click here to view slide presentation 


October 8, 2015

Does College Still Pay Off? New Estimates of the Civic and Economic Benefits of Higher Education

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William Doyle, Associate Professor of Higher Education and Public Policy, Vanderbilt University

Government support for higher education hinges on the civic and economic benefits from a more highly educated population. Sending more people to college should result in a citizenry that earns more and engages in civic activities such as voting and volunteering. Previous studies have provided evidence of the impact of college on earnings and civic participation. During the late 2000s, in the midst of a slumping labor market, many policymakers began to question both the economic and civic value of a college education, wondering whether continued government investment still provided either economic or civic benefits. Using updated data from the National Longitudinal Survey of Youth and new measures of geographic variation in college opportunity, I provide up-to-date estimates of the economic and civic benefits of higher education. I find that even during the tumultuous period of 2008-2012, the economic and civic benefits of postsecondary education remained strong. However, these benefits do not accrue to all populations in the same way.

Click here to view slide presentation


October 7, 2015

Race, Politics and Education in Brazil: Affirmative Action in Higher Education

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Ollie Johnson, III, Associate Professor, Wayne State University
Erich Dietrich, Associate Dean, NYU Steinhardt
Amilcar Pereira, Associate Professor, Universidade Federal do Rio de Janeiro

The authors discuss the central findings of their new book, Race, Politics, and Education in Brazil: Affirmative Action in Higher Education (2015), which evaluates Brazilian affirmative action by putting new policies in historical and political context. Erich Dietrich discusses race- and class-based affirmative action policies in Brazilian public universities, including cases of resistance to their implementation. Ollie Johnson examines the role of Afro-Brazilians in Brazilian society and politics, especially the presence and absence of Blacks at the highest levels of the national government. Amilcar Pereira discusses the Black Movement’s struggle for the inclusion of the teaching of African and Afro-Brazilian history in Brazilian schools.

April 2, 2015

Undocumented College Students: In the Shadows of the Ivory Tower   Findings from America's First Survey of Undocumented College Students

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Steven Choi, Esq., Executive Director of the New York Immigration Coalition
Janet Perez, Lehman College student and activist
Carola Suárez - Orozco, Professor of Education, UCLA
Marcelo Suárez - Orozco, Wasserman Dean and Distinguished Professor of Education, UCLA
Robert Teranishi, Professor of Education, Morgan and Helen Chu Endowed Chair in Asian American Studies, UCLA
Hirokazu Yoshikawa, Courtney Sale Ross Professor of Globalization and Education, NYU

The UCLA Institute for Immigration, Globalization, and Education published findings from a nationwide study of undocumented college undergraduates: In the Shadows of the Ivory Tower: Undocumented Undergraduates and the Liminal State of Immigration Reform. The report, which carries implications for policy makers as well as colleges and universities, sheds light for the first time on the needs and challenges of undocumented college students.

Click here for video of the event

2014 Events

November 11, 2014

Great New Books in the Humanities - Critical Terms for the Study of Gender


The panel discussion included scholars and contributors to the volume:

Catharine Stimpson, Professor of English, NYU
Phil Harper, Professor Social and Cultural Analysis, NYU
Carroll Smith-Rosenberg, Professor Emerita of History, American Culture and Women's Studies at University of Michigan

Lauren Benton, Dean of the Graduate School of Arts and Science at NYU

The event, sponsored by the Humanities Initiative at NYU and the New York Institute for the Humanities at NYU, delved into the study of gender from multiple disciplinary perspectives.

Watch video of the event

November 3, 2014

Aspiring Adults Adrift: Tentative Transitions of College Graduates


Richard Arum, Professor of Sociology, New York University

Adam Gamoran, President, William T. Grant Foundation
Jennifer Jennings, Assistant Professor of Sociology, New York University

Aspiring Adults Adrift: Tentative Transitions of College Graduates follows Richard Arum and Josipa Roksa’s 2011 landmark study of undergraduates’ learning, socialization, and study habits, Academically Adrift: Limited Learning on College Campuses. Their new book follows the same cohort of undergraduates through the rest of their college careers and out into the working world.

Richard Arum's slide presentation

Jennifer Jennings' slide presentation


October 29, 2014

Interesting Times: Reflections on America's Colleges

Andrew Delbanco

Andrew Delbanco, Chair of American Studies and Professor of Humanities, Columbia University

Professor Delbanco is the author of many books, including College: What it Was, Is, and Should Be (Princeton University Press, 2012). Melville: His World and Work (2005) was a finalist for the Los Angeles Times Book Prize in Biography, appeared on “best books” lists in the Washington Post, Independent (London), and TLS, and was awarded the Lionel Trilling Award by Columbia University. 



October 7 & 8, 2014

Higher Education Priorities


James Minor, Deputy Assistant Secretary of Education for Higher Education Programs

The Steinhardt Institute for Higher Education Policy hosted James Minor, Deputy Assistant Secretary of Education for Higher Education Programs, for a lunch talk and guest lectures at two Steinhardt graduate courses. James Minor is an expert on historically black colleges and universities and currently serves in the Obama administration as the officer directly responsible for the federal government's many programs to promote access to higher education and success for all of our students.


April 29, 2014

Defining Excellence in Community Colleges


Josh Wyner, Executive Director of the Aspen Institute College Excellence Program

Martha Kanter, Distinguished Visiting Professor, New York University

Josh Wyner is the author of the recently published book, What Excellent Community Colleges Do. He has led a singular effort to focus national attention on defining excellence and supporting leadership that strives for stronger academic results.