Message From Faculty Director

Message From Faculty Director

Message from the Faculty Director

Welcome to the Center for Access, Success & Equity in the College of Education at Rowan University! Our work is focused on partnering with our students, faculty and education community members to transform education by working to create access, ensure success, and get to equity in opportunity and outcomes, cradle through career.  To do that work, we focus on four core
activity arenas: 

  • Academic Programs. CASE serves as the departmental home for academic programs
    that have, at their core, a focus on access, success, and equity. Current programs include our
    PhD program, which prepares the next generation of researchers and faculty members to
    impact issues of equity in education.
  • Research. Through grants, faculty-led research teams, and our PhD program, the Center engages in knowledge production and the dissemination of new understandings, which impact access, success, and equity in education.
  • Professional Services. CASE brings research into practice, creating customized services for evaluation, professional learning, strategic planning, and technical assistance to education and community organizations, aiming to achieve access, success, and equity for all participants.
  • Policy Engagement: Through engagement in research and professional services, CASE shapes educational policies at the local, state, and national level.

The work of access, success, and equity requires a focus on understanding how institutionalized systems of power and privilege create opportunities for some, and perpetuate barriers for others - particularly those who have been historically marginalized or who live at the intersections of marginalized social identities, such as: race/ethnicity, gender, social class, sexuality, immigration status, language, and ability. To do so, we engage in partnerships that critically examine areas of inequity in: achievement and graduation, special education identification and placement, participation in gifted, AP or other advanced programs, access to higher education and early childhood opportunities, disproportionality in discipline, and other areas in which the social or group identities of people predict their success or participation. Often, this requires that we examine our curriculum, policies, and practices, while developing skills in the people, whose participation in our systems, does the critical work of transforming educational systems to be equitable and socially just.

We invite you to join us in this work, by attending our events, by contracting with us to do evaluation or research work, and by participating in dialogues about the people, policies, and practices that make up our educational systems!

     Dr. Shelley Zion, CASE Faculty Director