Therese M. Speer

The panel discussion focused on supporting BIPOC students in study abroad programs. Key topics included the evolution and nuances of identity-based terminology, the history of naming and its impact on marginalized groups, and strategies for overcoming barriers that prevent students of color from participating in study abroad, such as financial concerns and a lack of representation. Additionally, resources and programs for student development and intercultural competency were highlighted.

This document details Arizona State University's Earned Admission (EA) program, a performance-based pathway to undergraduate degree access. The program's core strategy involves enabling learners to demonstrate college readiness through successful completion of ASU online coursework, thereby expanding access while maintaining academic standards. Key components include a pay-after-you-pass financial model, integrated support structures like advising and coaching, and the use of Universal Learner Courses (ULCs). The program aligns with the university's charter to define success by inclusion and learner outcomes, aiming for increased degree attainment and financial sustainability linked to long-term learner success.

This document outlines the framework for 'Principled Innovation' at Arizona State University's Mary Lou Fulton College for Teaching and Learning Innovation. It defines Principled Innovation as the ability to imagine and implement new solutions guided by principles to create positive change for humanity, with a strong emphasis on character development in educators. The framework integrates four interconnected character assets—Moral, Civic, Intellectual, and Performance—and operationalizes them through eight specific practices. The overarching goal is to fundamentally improve education systems, prepare educators for future challenges, and transform society by fostering a culture of ethical innovation and character.