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Institutional
Change: Issues and Strategies Relating to Planning, Implementation,
and Assessment of Institutional Change
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Recruiting
and Retaining a Culturally Diverse Faculty, Staff, and Student Body:
Model Programs and Comprehensive, Workable Strategies
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Enhancing
the Quality of Life for Culturally Diverse Students on Predominantly
White Campuses: Issues of Involvement, Empowerment, and Self-Efficacy
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Understanding
and Valuing Differences, and Increasing Awareness, and Tolerance
of Racial/Ethnic "Minorities"
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Enhancing
Teaching and Learning in Culturally Diverse Classroom Environments:
Issues of Pedagogy, Learning Styles, Curriculum Transformation,
and Faculty Development
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Enhancing
Positive Outcomes of Cultural Diversity on Campus: Community Building,
Diversity Training, and Anti-Racism Work
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Managing
and Preventing Incidents of Racial and Ethnic Conflict on Campus:
Issues of Assessment, Campus Climate, Conflict Resolution, and Coalition
Building
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Understanding
and Meeting the Unique Needs of Different Racial and Ethnic Groups
on Campus: Barriers to Success, Cultural Values, Behavior, Language,
and Sensitive Issues
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Creating
Valuable Linkages Between the University and the Community: Partnerships
That Support Campus Racial and Ethnic Diversity and/or Serve Racial/Ethnic
Communities
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Unique
Racial and Ethnic Conditions and Experiences Relating to Institutional
Differences in Mission, History, and Situational Factors
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Sessions
That are Truly Advanced and Address the Needs and Interests of Persons
Who Have Attended NCORE for Six or More Years
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Sessions
By Undergraduate and/or Graduate Students
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Sessions
Designed to Facilitate Interaction, Discussion, and On-Site Mentoring
of Both Students and Young Professionals
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Sessions
With Applied, Hands-on, Skills-Building Approaches/Training
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Issues
Related to Policy, Legislative, Legal, Societal-Level, and/or Global
Developments That Impact Higher Education
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Issues
of Political Policy and How it Impacts the Higher Education Institutions
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Strategies
for Countering Affirmative Action and Racial/Ethnic Backlash
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Issues
Related to Affirmative Action and Its Relationship to Admission/Access/Recruitment
and Retention
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Issues
Related to the Intersection of Race/Ethnicity, Class, and Gender
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Sessions
Designed to Facilitate Interaction and Discussion Around Significant
Issues Across and Within Significant Conference Constituencies
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Issues
of Heterogeneity Within Different Racial/Ethnic and National Origin
Groups, Linguistic Issues and Barriers, and Issues of Generational
and Immigration Status
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Issues
of Teaching, Learning, Curriculum Transformation, and Faculty Development
as Related to Growing Racial/Ethnic Diversity
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University-Community
Partnerships
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Research,
Assessment, and Evaluation Issues, Models, and Findings
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Discuss
efforts: to create inclusive higher education environments, programs,
and curriculum; improve campus racial and ethnic relations; and/or
expand opportunities for educational access and success by culturally
diverse, traditionally underrepresented populations. Efforts to
be discussed may be specific or comprehensive in scope and at the
initial stages of development or fully operational, developed, and
advanced.
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Provide
important insights, points of view, skills, tools, and strategies
that stress solutions, implementation, and practical applications.
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Highlight
"Best Practices" — exemplary programs, approaches,
and models.
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Facilitate
constructive dialogue, interaction, and understanding around significant
issues or within/between significant conference constituencies,
i.e., students, faculty, affirmative action officers, student life
personnel or other occupational classifications, early and/or advanced
professionals, different racial/ethnic groups, various geographical
regions, different types of higher education institutions, etc.
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Concurrent sessions
may utilize different time formats: 75 minutes, 90 minutes, 2 hours,
or 3 hours. Presenters should carefully select the time format requested,
thinking realistically about the type of material to be presented, the
number of presenters, and the need to allow for questions and discussion.
Most sessions should utilize the 75- and 90-minute formats, unless significant
interaction and processing of content is required and/or when the number
of co-presenters necessitates a longer format.
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Allow
some time for questions and discussion to facilitate the exchange
of participant expertise and perspectives.
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Bring
useful HANDOUTS and resource materials—including copies of
transparencies, bibliographies where appropriate, and other resource
materials.
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All
persons who submitted proposals for concurrent workshop sessions were
requested to indicate from among eight possible categories the ONE
category that most accurately characterized the predominant thrust
of their session, using the definitions provided below:
- THEORETICAL
MODELS
Sessions that focus on concepts, principles, ideas, theories, or
ways of formulating apparent relationships or underlying principles
of certain observed phenomena. Examples might include discussions
of the intersection of race and class or the application of personal
and political empowerment theories to ethnic consciousness building.
- POLICY
STUDIES
Sessions that focus on the design, adoption, implementation, and/or
content of a set of governing principles, as well as related issues
and decision-making processes. Examples might include campus racial
harassment policies, affirmative action policies, or faculty retention
and promotion policies.
- LONG-
AND SHORT-RANGE PLANNING
Sessions that treat and emphasize the formulation, content, and implementation
of specific, tactical, strategic, or comprehensive plans. Examples
might include institutionwide or systemwide diversity plans and/or
departmental or program unit plans that include specific objectives,
goals, and timelines.
- CASE
STUDIES/MODEL PROGRAMS
Sessions that describe and analyze the development, substance, and/or
response to specific situations, incidents, and programs. Examples
might include situations of campus bigotry-motivated violence, freshman
orientation programs, faculty mentorship programs, or student recruitment
and retention programs.
- INTERACTIVE
TRAINING
Sessions involving significant interaction between the facilitator(s)
and session attendees and designed to result in growth and enhanced
awareness through introspection, interaction, and experiential learning.
Examples might include games, simulations, or other exercises or combination
of exercises that are experiential and interactive in nature.
- TRAINING
OF TRAINERS
Sessions designed to teach attendees how to become effective trainers
in specific content areas or how to set up programs for developing
effective trainers in these areas, with an emphasis on both the specific
content required for effective training as well as training methods.
Examples might include training for academic counselors or peer mentors,
or the training of discussion or focus group leaders skilled in facilitating
dialogue around diversity issues.
- CURRICULAR/PEDAGOGICAL
MODELS
Sessions that focus on the development and substance of specific course
content in either required or optional courses, as well as in both
credit and non-credit formats; or that focus on issues and styles
of teaching and learning. Examples might include required multicultural
course content, freshman orientation program content, faculty development
programs linked to curricular change, techniques for teaching in a
multicultural classroom, and sessions focusing on the learning styles
of culturally diverse students.
- RESEARCH/ASSESSMENT/EVALUTION
Sessions that report on the findings of specific studies or assessments
and/or that treat issues relating to research and evaluation methodology.
Examples might include studies of student retention and achievement,
campus climate studies, research indicating the effects of multicultural
course content on student attitudes, and other assessments that measure
effects and/or outcomes of specific programs.
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PROPOSAL
COVER SHEET
Proposal
Cover Sheets must list the following:
A. Title of Presentation
B. Category
of Presentation—the one category (from the eight categories
above) that most accurately characterizes the session's predominant
thrust.
C.
Levels of Experience—indicate the level of experience
necessary for session: Advanced, Intermediate, and/or Novice.
D. Time Format Requested (75-minute, 90-minute, 2-hour,
or 3-hour). Select the 75-minute or 90-minute format unless
significant interaction and processing of content is required
or where the number of co-presenters necessitates a longer
format. Choose carefully between the 75- and 90-minute formats
to insure ample time for presenting the type of material to
be presented and for questions and discussion to facilitate
the exchange of participant expertise and perspectives.
E. Name of the Presenter Exactly as You Want it Printed
in the Conference Program
F. Job Title of Presenter
G. Institution/Organizational Affiliation
H. Complete Mailing Address
I. Office Telephone and Fax Numbers
J. Home Telephone Number
K. Audio/Visual Requirements:
(Please think about these requirements carefully
and order only essential equipment)
VCR/Monitor
Overhead Projector/Screen
Flipchart/Markers
Other
L. Repeat Items D Through J for each Co-Presenter
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ABSTRACT
A single-spaced
Abstract of 200 words or less to be used in the conference program.
ALL ABSTRACTS MUST BE WRITTEN IN THE SAMPLE ABSTRACT FORMAT IN
THE SHADED BOX BELOW AND MUST END BY COMPLETING THE FOLLOWING
SENTENCE:
"This session should particularly benefit those who......"
This sentence should be completed in such a way as to assist conference
participants with (1) Different Interests, and (2) Knowledge/Experience
Levels to better determine the scope and level of the session
and its appropriateness to their needs. Please note, EACH PRESENTER
IS RESPONSIBLE FOR EDITING THEIR OWN ABSTRACT. Each Abstract
should be a finished piece clearly written, with correct grammar
and punctuation. The center editor will be responsible for delivering
camera-ready copy to the publisher.
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PRESENTATION
SUMMARY
A double-spaced
Presentation Summary of not more than four type-written pages.
Use this opportunity to indicate the larger context and purpose
of the proposal and to provide additional information, such
as rationale, background and/or historical information, linkage
with related efforts and events, measures of effects and/or
impact, etc.
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RESUME
OR BIOGRAPHICAL SKETCH
A brief
Resume or Biographical Sketch for each Presenter. This information
should provide evidence that supports the ability of the presenter(s)
to conduct the proposed session effectively.
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RELEVANT
SUPPORTING DOCUMENTATION
Documentation
deemed appropriate, i.e., actual plans, reports, survey instruments,
brochures, evaluations, sample curricula, etc. This information
should provide further insight into the scope, quality, and
effectiveness of the effort(s) to be discussed in the proposed
session.
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SEND
SIX COLLATED SETS TO:
NCORE Committee
The Southwest Center for Human Relations Studies
The University of Oklahoma
2350 McKown Drive, Norman, Oklahoma 73072-6678
(405) 292-4172 (PHONE)
SUBMISSION
AND NOTIFICATION SCHEDULE
Complete proposals must be received by February
3, 2003.
Notification of acceptance will be sent by March
17, 2003.
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Last updated: December
9, 2002
Sponsor: OU's College
of Continuing Education
Developer: Patsy Broadway
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