Africa Innovation Summit- Fri Nov 7

Olayinka Lawal ’15 and Ibironke Otusile ’15 are spreading the word about a conference they are hosting on Friday on the extraordinary development of economy and society in Africa.

NOVEMBER 7, 2014


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Wesleyan’s African Students Association will host the first Africa Innovation Summit on November 7, 2014. With co-sponsorship from Wesleyan’s Patricelli Center for Social Entrepreneurship and other campus partners, this event will provide a platform for exposure and conversation about the growth of innovation on the African continent, and it will celebrate those who are paving a new path for progress in Africa.

Event details

Friday, November 7, 2014
2:30-8 p.m.
Daniel Family Commons, Usdan University Center
75 Wyllys Avenue, Middletown, CT

$5 Wesleyan Students
$10 General Admission
Space is limited and tickets are available on a first-come, first-served basis.
Free tickets are available to those who volunteer to help staff the event. Contact Olayinka Lawal ’15 to inquire.

Thank you to our sponsors: African Students Association, Patricelli Center for Social Entrepreneurship, African Studies Cluster, Office of Academic Affairs, WesleyanWorldWednesdays, African American Studies Program, and the Center for African American Studies 


2:30 p.m. Check-in and Keynote
3 p.m. Panel #1
4 p.m. Panel #2
5 p.m. Panel #3
6 p.m. Dinner
7 p.m. Dessert Reception hosted by the African Students Association

This schedule is subject to change. More complete details will be posted prior to the event, and a final program will be available upon arrival.


Hirut M’cleod ’00, World Bank

Children & Youth panel
Steve Kallaugher ’73, Young Heroes
Gabrielle Fondiller ’07, Hatua Likoni
Marina King ’16, Shining Hope for Communities
Moderated by Alice Hadler, Associate Dean for International Student Affairs

Healthcare panel
Tiffany Aquino, Unite for Sight
Shadrack Frimpong, Healthy Africa
Chelsea Tweneboah ’15, Cape Coast Regional Hospital, Ghana
Moderated by Laura Ann Twagira, Assistant Professor of History

Business & Development panel
Jim Brenner ’79, Broad Cove Partners
Mikako Tai ’11, Africa America Institute
Oladoyin Oladapo ’14, JooMah
Moderated by Anthony Keats, Assistant Professor of Economics

With video greetings from
Kathlyn Patillo ’12, African Leadership Academy

Others to be announced. Bios and photos coming soon.


Olayinka Lawal ’15 and Ibironke Otusile ’15


Expanding Access and Creating Opportunity

Last week gave me plenty to think about in regard to creating more opportunities for students to pursue a liberal education at the college level. On Tuesday night, I met with the extraordinary group of veterans who will be starting out at Wesleyan in the class of 2018. While they come from a wide variety of backgrounds, their experience in the military has had a powerful impact on all of them as they prepare for the next stage in their education.

The next day I headed to Washington for a gathering of college and university presidents concerned with creating greater access to higher education for students from low-income families. But access isn’t enough. We also discussed how to improve preparation for college work in the K-12 sector, and also how to ensure that those students we do admit will be successful as undergraduates. Michelle Obama told us that education as opportunity was the story of her life, and she movingly described her own path from working class Chicago to Princeton. She also made the important point, echoed by many others, that low-income students had many assets when compared to those who grew up with privilege. These students had already learned from their struggles; they already had overcome obstacles in ways that prepare them for leadership. We needn’t feel sorry for these students, the First Lady emphasized, we just need to understand how to leverage the strengths they were already bringing to the table.

President Obama made the point that economic recovery without social mobility would undermine our society, and that education was a key to social mobility. Only 9% of students from the bottom economic quintile attend college, but 90% of this group that completes college won’t remain at the bottom of the economic ladder. We can do a lot better than 9% in the United States, and we here at Wesleyan will find ways to do our part. Our alumni remind us again and again: education creates opportunity — not just for a higher salary, but for a more meaningful life.

At Wesleyan we will continue to make financial aid our highest fundraising priority. Our THIS IS WHY campaign has raised more than 320 million dollars, and the majority of those funds will go to the endowment, mostly to support scholarships. I know that some question how I can call for greater access to college when I have also said that Wesleyan cannot be fully “need blind” at this time. Here’s the answer: we remain about 90% need blind, and we will strive to do more. But we must have a sustainable financial aid program, one that doesn’t economically undermine the very educational program to which we are creating access. We must not use our financial aid resources “blindly;” we must use them intentionally to create access where it will matter the most.

Of course, I would prefer not to have to worry about how to pay for the Wes educational experience we value so much. But our endowment, substantial as it is, does not grant us that luxury. So we build the endowment now, with financial aid as our highest priority. Through fundraising and smart endowment management, we will be able to afford to be need-blind in the future without resorting to high loans or tuition increases just to preserve the label. We will no longer raise tuition aggressively, nor will we increase loan requirements. We will gratefully raise more money for scholarships so that a decade from now we will be in a position to promote access without undue worry about how much that will cost.

But we don’t have to wait a decade to do more now. We can use our financial aid dollars to meet the full financial need of every student at the university. In addition, hundreds of Wesleyan students and dozens of faculty and staff are already engaged in helping students in the K-12 system enhance their learning. Over the next several weeks I will be meeting with leaders of many groups involved in this effort to see how we might join forces under the banner of college readiness. We can work together to give students in Middletown and surrounding communities more opportunities to be prepared for and have success in higher education. We can do what Wesleyan folks have always done: advance our own learning by doing good in the world.

Ours is not a perfect situation, but it is one that we can build on to expand access and create opportunity.

Inclusion and Economic Inequality

In three prior posts, I’ve written about obstacles to and opportunities for inclusion on campus, focusing on race, on gender, and on religious belief and political conviction. In this post I’d like to consider the impact of economic inequality on inclusion.

This summer I read about a new study that examined rates of economic mobility in different parts of the country.  Geography, it seems, matters a great deal in predicting the chances to better one’s relative economic standing. To quote a New York Times blog about the study:

Climbing the income ladder occurs less often in the Southeast and industrial Midwest, the data shows, with the odds notably low in Atlanta, Charlotte, Memphis, Raleigh, Indianapolis, Cincinnati and Columbus. By contrast, some of the highest rates occur in the Northeast, Great Plains and West, including in New York, Boston, Salt Lake City, Pittsburgh, Seattle and large swaths of California and Minnesota.

There are many variables at play here, and I don’t want to oversimplify the various correlations, but there was one factor that really caught my attention. “All else being equal, upward mobility tended to be higher in metropolitan areas where poor families were more dispersed among mixed-income neighborhoods.”

How is this issue related to our own campus culture? Over the last five years, Wesleyan has significantly increased the percentage of Pell eligible students on campus. This coincided with our eliminating required loans for our students with the greatest financial need, and reducing required loans for everybody else (replacing these loans with grants). We also began working with Questbridge, adding this great organization to our many partnerships with community-based organizations. These groups help us to spread the word about Wes and to recruit low-income, high-ability students.

But in our diversity forums last year, I learned that recruiting high-need students is not enough. We also have to create a campus culture in which they can thrive; we have to create the conditions for an educational experience in which students from all backgrounds learn together and learn from one another.

What does this have to do with the general study of geography and economic mobility across the United States? Insofar as the experience of high need students segregates them from the rest of the student body, we have failed them. We will only get the maximum benefit from our financial aid policies when inclusion is the order of the day for all students – regardless of their economic status. Although I spent many hours working in a kitchen when I was an undergraduate at Wes to pay for my room and board, I was lucky to live in an environment in which this didn’t prevent me from having plenty of interaction with students from various walks of life. My teachers and fellow students never made me feel excluded from the ways they were experiencing Wesleyan.

That was a long time ago, and America today is a land of much greater economic inequality, much greater distance between the haves and the have-nots.

As I’ve written before, on campus we resist this trend because the educational enterprise assumes a core egalitarianism linked to freedom and participation. As teachers, we are committed to equality of opportunity for our students. In big lecture halls, students can’t buy the best seats or arrange for extra help sessions with their parents’ checkbooks. In small seminars, there is a face-to-face equality altered only by the talent, ambition and creativity of the discussion participants. Differences often quickly emerge, but these are the differences of performance — variations able to emerge exactly because of the environment of equality and freedom.

There is no doubt that some students are better prepared than others, and that some of that preparation was facilitated by wealth. Still, in our campus culture these advantages of birth or luck shouldn’t mean much over time. All students at Wes have the opportunity to accelerate and deepen their learning. In order to learn, you have to park your privilege at the classroom door. In order to teach effectively, we try to ensure that our students have an equality of opportunity that doesn’t erase their differences. Furthermore, at Wesleyan students come to see intellectual freedom modeled by their instructors in ways not dependent on wealth.

This week President Obama called for some important reforms in higher education aimed at making college more accessible and at creating a system through which prospective students would have as much information as possible about a school’s real costs, graduation rates, and the outcomes for the graduates. We must be prudent about new regulations because of the perverse incentives they can create, but they do address a real problem. It is unacceptable that so many schools with terrible track records soak up so much federal funding.

Wesleyan has been moving in the direction of sustainable affordability. We’ve announced a three-year option, which allows students to complete the same number of courses typically done over four years by using summer sessions. This saves families about 20 percent off the total tuition. We’ve also announced that we will no longer raise tuition aggressively, keeping increases in line with inflation. Over many years we have become an expensive school, and I know we have a long way to go to becoming more affordable. But this year and next will see our smallest tuition increases ever, and we will stay on this new course.

We will continue to recruit students of extraordinary potential from diverse economic backgrounds, meeting their full financial needs, and we will redouble our efforts to ensure that they are fully included in our campus culture. Like those dynamic, integrated regions singled out in the economic mobility study, our campus must create conditions that bring people together in ways that positively enhance their lives. At a time when economic inequality is tearing at the fabric of our country, we must create conditions of inclusion through which all can thrive.

Education and the Work of Social Justice

Education can be an important vehicle of social mobility, for giving people the capacity to change their lives for the better. Education should allow students to expand their horizons and to choose (and work for) the kind of life they want to lead — rather than merely accept the lot in life that seemed to have been assigned to them.

Education can also be an important vehicle for protecting social privilege, for giving people the capacity to protect their own and their children’s social standing. Education can be an exclusive good, allowing the sons and daughters of the elite to remain on top.

At Wesleyan we have long believed in opening the university’s doors to talented, creative and ambitious students from all walks of life. We have worked hard to recruit students from groups previously excluded by elite institutions and to provide them with the tools for success here on campus and beyond. We know that everyone in the university benefits from having a diverse campus in which students, faculty and staff educate one another to think critically and creatively while valuing independence of mind and generosity of spirit. That’s our mission.

All around us, however, we see the effects of an educational system that functions to re-empower those with resources while undermining the chances for success of those who do not have that good fortune. There are, however, extraordinary men and women working to change that dynamic, and one of them is here today. Geoffrey Canada, president of the Harlem Children’s Zone, will be our Martin Luther King Jr. speaker this afternoon, and he will share his “simple yet radical idea: to change the lives of inner city kids we must simultaneously change their schools, their families, and their neighborhoods.” He does the work of social justice through education.

Mr. Canada’s talk helps kick-off the year’s Social Justice Leadership Conference. Students, faculty, staff and alumni are coming together to discuss a wide range of issues linking education to other efforts to enhance freedom and fairness. A schedule is here.