Many instructors employ student feedback to determine how they can improve learning experiences in the course. This feedback typically focuses on students’ general impressions and only allows for commentary on the “best” and “worst” elements of the course. They do not typically offer an in-depth analysis of which specific educational practices instructors could use to improve student experiences. In the current study, we report data from a set of survey items intended to provide instructors with insights into which practices students felt that the instructor should prioritize. This presentation focuses on whether students’ demographic backgrounds (gender, race/ethnicity, and first-generation college status) impact what they find most important in university STEM classrooms. Over 2000 students of 12 STEM instructors across three institutions rated the relative importance of 20 instructional practices informed by past research. Results were analyzed using the Bradley-Terry probability model which allowed us to determine the relative likelihood that a typical student would rate one practice as more important than another. Surprisingly, findings show top-rated practices to be relatively consistent, suggesting a consensus of what students find important to their success regardless of demographic variables. A subset of practices did, however, show meaningful variations across groups. Given these results, we discuss how educators might foster a sense of belonging and support for all students.

Diversity, equity, inclusion, and accessibility in art museums and galleries are widely discussed topics in contemporary museum studies. Although institutional guidelines have been issued to make artwork more accessible, they are often costly and typically only feasible for museums with larger budgets. The crucial task of making these spaces accessible is left to museum professionals only after the art has been created. Current research focuses on institutional practices, with little attention given to steps artists can take to make their art accessible to diverse audiences. Drawing inspiration from museum accessibility best practices, I developed a dynamic set of guidelines for artists to consider and apply to new and existing artworks. These guidelines were then applied to my existing artwork, laying the groundwork for museums professionals to adapt the artwork in accordance to institutional guidelines. The practical application and assessment of these guidelines proved beneficial and has laid the foundation for future collaborative efforts between artists and museum professionals. These guidelines not only give artists the fundamental concepts to make their art more accessible, but they enhance the overall experience for viewers interacting with the artwork, fostering a more inclusive community.

As UC Davis moves towards becoming a Hispanic Serving Institution (HSI), it is important to monitor the efforts the university is enacting to ensure that the Latinx students they have are not just enrolled, but successfully achieving and continuing their education before focussing on creating initiatives that attract more to attend UCD. Latinx students are more than just numbers that contribute towards the 25% minimum required to meet the HSI qualifications. We often straddle different intersectionalities that we learn to navigate as we advance in our personal and professional lives.As an emerging HSI, UCD has a responsibility to ensure that their Latinx students are thriving and excelling in all aspects of life.Using a phenomenological approach I created a survey to capture their experiences and the improvements they would like to see. Out of 131 participants, 113 are Latinx and approximately 85% self-identified as Mexican/Chicanx. For Latinx students, 24% called for culturally affirming social events, 17% said they wanted financial aid support, nearly17% advocated for more Latinx representation within academic advisors for STEM majors,faculty and mentors and about 11% want more access and awareness to health services. UCD has the resources and potential to become a model for other competing universities as it carries a geographical advantage to support Latinx incoming students, given that nearly 40% of Californians are Latinx. Understanding and responding to the needs of their current Latinx students is the key to not just becoming an HSI but rather a Hispanic Thriving Institution.

My study examines the role of youth organizing in creating and implementing the Black Student Achievement Plan (BSAP) within the Los Angeles Unified School District, a strategic initiative combating anti-Black racism in schools. In 2021, due to student-led grassroots organizing, BSAP was initiated with the diversion of funds from the Los Angeles school police budget to community-based initiatives. By integrating Black Abolition Theory into the Critical Race Theory in Education (CRTE) framework, the study explores youth-led grassroots movements’ motivations, strategies, and outcomes in advocating educational equity for Black students in Los Angeles. Utilizing Youth Participatory Action Research (YPAR), the research employs a mixed-method approach, combining semi-structured interviews with youth organizers and a survey of Black students currently involved in BSAP activities to provide a comprehensive investigation of the history, development, implementation, and impact of BSAP on Black students. This study involves interviews with four youth organizers from a grassroots coalition advocating for Black students in LAUSD and a survey to grasp Black students' thoughts on BSAP and their post-implementation educational experiences. This study highlights how youth-centered grassroots organizing influences creating and implementing of equitable, anti-racist educational policies in public school districts, especially those supporting Black students' well-being and academic success.