Nona Landis: Providing Equity in College Access
Nona Landis
Class 2, Lead
What was your Vision for Impact Statement?
My final Vision for Impact Statement was: “I plan to support and empower other educators who are working to build and maintain equity in their classrooms. My goal is to help collect and construct resources in curriculum, classroom activities, and pedagogies that emphasize difference, identity, and coalition.” I will say that if I had to write a Vision for Impact Statement now, it would probably look different! Though I am still super committed to diversity, equity, and inclusion in classrooms and pedagogical practice.
You made a big career change! What led to that change?
Towards the end of my time in School Board School’s learning program, I started to feel really motivated to find a position that would complement my passion for teaching and for advocacy.
I had spent my entire educational career in the classroom, and I began to wonder if I could enact greater change outside of it. The onset of the pandemic and (unfortunately) a subsequent job loss then added a greater urgency to my job search, and I was lucky enough to land a position as the Program Coordinator for a new early college program at Northern Kentucky University: the Young Scholars Academy. It ended up being exactly the kind of job I was hoping for. I serve as a teacher and advisor for high school students taking a full-load of college courses, and I make programmatic decisions about admissions, course sequences, and how to help these students integrate into campus life at NKU.
How have you used your School Board School training/ learnings in your new role?
I am constantly thinking about access and equity in every decision I make and in every interaction with my students! My time in School Board School’s learning program taught me so much about what education should look like and how I could best serve my students. I carry those lessons with me everyday.
I also feel like everything I learned in School Board School about what goes on “behind the scenes” in terms of educational decisions and policies has really emboldened me to speak up more in my current role. I’m not afraid to use the knowledge I’ve gained to identify potential problems, to offer new solutions, and to push my colleagues to think about their goals and tasks from a different perspective.
What do you love about your new role?
Hands down the best part of my new role is working with the students in our program! They are motivated, ambitious, and so much fun. I am really proud of how well they transitioned to a full-time college experience, in the middle of a pandemic and mostly virtual, no less! And, I really love helping them figure out what they’re passionate about and how that might eventually translate to a major or career field. I want them to feel supported as they learn how to navigate their college experience.
What impact are you (and/or your team) making in your new role?
I think the biggest impact we’re making is providing access to a college-level education to students for whom college might otherwise be out of reach.
We specifically target first-generation students and students from underrepresented groups when recruiting for the Young Scholars Academy. I’m thrilled that I’m able to help provide these students with this amazing opportunity because I firmly believe that any student who wants to go to college should be able to do so.
Is there anything else you want to highlight?
I will add that while my current role is in higher education, I am still finding ways to support and be involved with Cincinnati’s public K-12 schools. I am currently serving as the Chair for the Local School Decision-Making Committee (LSDMC, or school governing body) at Gamble Montessori Elementary. And, I had the immense pleasure of facilitating an “Anime Club” through Activities Beyond the Classroom (ABC), thanks to a connection with School Board School Class 3 member Sally Grimes, who is the Executive Director of ABC. The club met virtually during the school year and in-person during CPS’ Summer Scholars program, and I worked with an amazing group of middle and high schoolers from the Spencer Center. I’m really eager to continue this kind of outreach and engagement with our public schools. Doing so helps me to keep thinking about and revisiting my Vision for Impact Statement, and I think it makes me a better educator and advocate in my professional role.