A series of 20 Institutes is scheduled all day Tuesday, May 27 and the first half day of Wednesday, May 28. Participants may register for only ONE Institute of their choice. PRE-ENROLLMENT IS REQUIRED. A Certificate of Participation will be available for persons with documented attendance at all sessions of the ONE institute chosen. Admission priority for all Institute sessions will be given to those who are pursuing a Certificate of Participation.

For a complete description of an Institute, please click on the title below.

• Institute on Student Leadership and Empowerment
  (To be held at the Hilton Hotel)
  
  
• Institute for Senior Administrative Officers
  (To be held at the Westin St. Francis Hotel)
  
  
• Institute on Multicultural Organizational Development (MCOD)
  (To be held at the Westin St. Francis Hotel)
  
  
• Institute on Afrocentrism, Social Change, and Community Development — CANCELLED
  (To be held at the Hilton Hotel)
  
  
• Institute on American Indians — The Invisible Minority in Higher Education: Contemporary Issues Affecting Native Student Experiences in Colleges and Universities
  (To be held at the Hilton Hotel)
  
  
• Institute on Race, Identity, and Community: Realities of Asian Pacific America in Higher Education
  (To be held at the Hilton Hotel)
  
  
• Institute on The Experiences of Black Professionals at Predominantly White Institutions
  (To be held at the Hilton Hotel)
  
  
• Institute on Beyond Black and White: Preparing Higher Education for the Latinization of America
  (To be held at the Hilton Hotel)
  
  
• Institute on Establishment and Dynamic Development of Cultural Centers
  (To be held at the Westin St. Francis Hotel)
  
  
• The Faculty Institute for Culturally Responsive Teaching
  (To be held at the Westin St. Francis Hotel)
  
  
• Institute for Diversity Trainers
  (To be held at the Westin St. Francis Hotel)
  
  
• Institute on Examining Whiteness in the Classroom
  (To be held at the Hilton Hotel)
  
  
• Institute on Funding Opportunities and Grant Writing
  (To be held at the Westin St. Francis Hotel)
  
  
• Institute on Leadership Development and Career Advancement for Women of Color
  (To be held at the Westin St. Francis Hotel)
  
  
• Institute for Minority Affairs Professionals
  (To be held at the Hilton Hotel)
  
  
• Institute on Multicultural Student Leadership and Development — Culturally Centered Leadership and the Art of Change Making
  (To be held at the Hilton Hotel)
  
  
• Institute on Program Assessment/Evaluation
  (To be held at the Westin St. Francis Hotel)
  
  
• Institute on Racial Identity Development, Racial Privilege, and Conflict Resolution in Higher Education
  (To be held at the Hilton Hotel)
  
  
• Institute on Social Justice Education
  (To be held at the Westin St. Francis Hotel)
  
  
• Institute for Staff Diversity Training
  (To be held at the Westin St. Francis Hotel)

Student Leadership and Empowerment
This institute is designed to address critical student issues and concerns. Additional sessions by, for, and about students are being sought through Call for Presentations.

• Principles of Dynamic Student Leadership
  Tuesday, May 27 — 8:30-11:30 a.m.
  The role of student leader carries a tremendous amount of responsibility and accountability. The influence that peers have on one another is often far greater than that exerted by faculty and/or staff. This session provides a unique opportunity for students to support one another academically, and to develop a vision of success. The session will present proven components of leadership that will enhance student leaders effectiveness in meeting their organizational goals and objectives.
  
  
• Building Interculturally Inclusive Communities Among
  the Student Population
  Tuesday, May 27 — 1:00-3:00 p.m.
  While it is increasingly important that students on college campuses acknowledge and appreciate diversity, such efforts are often met with resistance based on stereotypes and misconceptions about the members of other cultures. This, in turn, affects students' ability to foster a spirit of inclusiveness between the members of these groups. This interactive session will engage students in a variety of activities that contribute to an enhanced sensitivity to a broad range of diversity issues. Exercises will explore such components as preconceived notions, attitudinal barriers, and alliance building.
  
  
• Building Intraculturally Inclusive Communities Among
  the Student Population
  Tuesday, May 27 — 3:30-5:30 p.m.
  There is a need for students to build inclusive communities within their own cultural groups as a means of managing the development and growth of the organizations. Often heterogeneity leads to misperceptions regarding members within the same cultural circle, compounding the many issues that students face in their pursuit of academic excellence. This session will identify and explore critical issues that impact the process of intracultural community building including, leadership style, conflict management, and managing organizational change.

Mr. Kenneth Anderson, Psychology Instructor, Calhoun Community College-Decatur, Alabama, and Consultant, Maximum Life Enhancement-Madison, Alabama

• LEAD: A Social Change Model for Creating Leaders in a
  Diverse College Student Population
  Wednesday, May 28 — 8:30-11:30 a.m.
  This session highlights the success of four ethnic centers developing cross-cultural collaboration as a vehicle to empower students of color at Stanford University. Using the Social Change Model of Leadership Development, the ethnic centers designed and implemented the LEAD Project: Leading through education, activism and diversity. The Social Change Model has been designed to increase the capacity of diverse student groups to work together, and assumes that all students possess the potential for leadership. Participants will learn about individual histories of the four Ethnic Centers and their constituent student organizations. A sample curriculum will be presented, built upon individual, group, and societal/community values. Presenters will provide an overview and tools on how to conduct leadership by utilizing the Social Change Model.

  Ms. Jan Barker-Alexander, Assistant Dean, Student Affairs, and Director, Black Community Services Center, Stanford University-Stanford, California

  Dr. Frances Morales, Assistant Dean, Student Affairs, and Director, El Centro Chicano, Stanford University-Stanford, California

  Dr. Winona F. Simms, Assistant Dean, Student Affairs, and Director, Native American Cultural Center, Stanford University-Stanford, California

  Mr. Richard Yuen, Assistant Dean, Student Affairs, and Director, Asian American Activities Center, Stanford University-Stanford, California

Senior Administrative Officers
This institute is directed toward persons at the rank of vice presidents, provosts, presidents, chancellors, and related titles. The institute is designed to provide higher education leaders with timely and pragmatic information for addressing campus diversity issues.

• How the Effective Implementation of Diversity Can Inform High-Level Decision Making Among Senior Administrators: When Leadership, Ethics, and Excellence Collide
  Tuesday, May 27 — 8:30-11:30 a.m.
  As senior administrators grapple with the challenges and opportunities associated with diversity and its presence/absence on their campuses, they need to utilize models of management and decision-making that can produce genuine impact, and have a history of success at other institutions. This session will examine effective approaches to the tough leadership challenges. What criteria should be utilized as one ponders resource distribution for competing diversity projects? How/when do diversity goals become institutional priorities? Do existing organizational structures allow for an effective implementation of diversity, and if not, what needs to happen? Are there good models that connect diversity to one's academic vision? What role does leadership really play across all levels of the campus community when the diversity discussion elevates to a "critical dialogue." Why should I rely on the assessment of diversity to inform my decision-making?

Dr. James A. Anderson, Vice Provost for Undergraduate Affairs, North Carolina State University-Raleigh, North Carolina

• What Do We Mean By "Leadership" in 2003?
  Tuesday, May 27 — 1:00-5:00 p.m.
  Often, too little emphasis is placed on developing senior administrators as leaders; it is assumed that those who have risen to the highest administrative levels of the institution have, through experience, learned what it means to lead. Further, the theoretical and practical findings reported in the corporate literature are frequently not translated for use in academic settings. In this session, participants will examine cutting edge theories of how people become leaders and how they, then, encourage others throughout the institution to lead. We will then explore the ways in which they can apply these concepts of leadership to their institutions.

Dr. Frances E. Kendall, Consultant on Organizational Change and Communication, Specializing in Issues of Diversity-Albany, California

• Creating a Context for Keeping Diversity on the Front Burner
  Wednesday, May 28 — 8:30-11:30 a.m.
  While diversity initiatives are relatively easy to begin, the greatest challenge lies in creating an institutional context that necessitates diversity being a primary lens through which all institutional decisions are examined. The final session of this institute examines potential collision points of leadership, excellence, and ethics as senior administrators work to keep diversity in the forefront of the institution's priorities. Participants will gain tools for assessing the impact of leaders' decisions and for developing broader based support for carrying out long-term diversity plans.

  Dr. James A. Anderson, Vice Provost for Undergraduate Affairs, North Carolina State University-Raleigh, North Carolina

  Dr. Frances E. Kendall, Consultant on Organizational Change and Communication, Specializing in Issues of Diversity-Albany, California
  

Multicultural Organizational Development
A two-part institute is designed for Deans, Department Chairs and Academic Program Directors, as well as for those who have responsibility for effecting change in their institutions around issues of diversity and social justice. The institute will introduce participants to the concept of Multicultural Organizational Development as a framework for envisioning, directing, and sustaining long-term systemic multicultural change efforts. Participants will become familiar with the organizational stages of multiculturalism, learn how to implement an organizational change process, identify sources and forms of resistance, and develop strategies for dealing with resistance to multicultural changes. A case study using the Community, Diversity, and Social Justice Initiative from the University of Massachusetts-Amherst will be used to illustrate the implementation of an MCOD approach in higher education. Throughout the institute, experiential activities, as well as large- and small-group discussions, will provide participants with opportunities to apply theory to practice, and to develop a plan of action for implementation in their institutions. MAXIMUM BENEFIT WILL BE DERIVED FOR PARTICIPANTS WHO CAN ATTEND THIS INSTITUTE AS PART OF AN INSTITUTIONAL TEAM, IF AT ALL POSSIBLE.

• Part I — Transforming Our Institutions Using Multicultural
  Organizational Development
  Tuesday, May 27 — 8:30-11:30 a.m.
  This session explores some of the reasons why efforts to effect systemic multicultural change in higher education institutions often have limited success. The concept of Multicultural Organizational Development will be introduced as a framework for understanding organizations as systems, and identifying the stages that organizations move through as they become more multicultural. Academic leaders will have an opportunity to use this framework to examine institutional policies, practices and resource management issues, and their relationship to the challenges and opportunities of building a multicultural organization. The session presents an organizational change process that institutional teams can use to assess their organization's current status, and how to plan and implement change strategies, as well as how to evaluate and monitor the end results. A case study will be used to illustrate the implementation of an MCOD approach in higher education.
  
  
• Part II — Next Steps: Creating the Conditions for Success
  Tuesday, May 27 — 1:00-5:00 p.m.
  This session focuses on identifying key leadership and support efforts that create the conditions for MCOD success. Sources and forms of resistance to multiculturalism will be discussed, as well as strategies for dealing with resistance. The session will identify the organizational and personal resources that participants bring to the MCOD change effort, and will discuss ways on how to obtain the additional resources. Participants will leave with an understanding of the most appropriate next steps to take in their efforts to become a multicultural campus.

  Dr. Bailey Jackson, former Dean and current faculty, Social Justice Education Program, School of Education, University of Massachusetts-Amherst, Massachusetts

  Dr. Linda Marchesani, Manager, Training and Development and adjunct faculty, Social Justice Education Program, School of Education, University of Massachusetts-Amherst, Massachusetts
  

     INSTITUTE CANCELLED

Afrocentrism, Social Change, and Community Development
A three-part institute designed to provide an Afrocentric model and approach for developing social change leadership for a multicultural and diverse global community. Additionally, this institute will provide a basis for exploring problem solving interventions for families and communities of African descent. The institute and its sessions will facilitate opportunities to share and discuss definitions, approaches, working models, and activities that lend themselves to social, community, and family development. The goals of this institute are (1) to look at Afrocentrism as a means to developing multicultural leadership and social change for a truly pluralistic society, (2) to provide a "basic" intellectual foundation for Afrocentricity as an theoretical paradigm for leadership and family/community development, and (3) to assist individuals in developing a "personal" Afrocentric intellectual framework for families, and groups of African descent.

• Part I — Definitions of Afrocentricity
  Tuesday, May 27 — 8:30-11:30 a.m.
  
  
• Part II — Afrocentrism and Leadership Development
  Tuesday, May 27 — 1:00-3:00 p.m.
  
  
• Part III — Afrocentrism, Family, and Community Development
  Tuesday, May 27 — 3:15-5:30 p.m.

  Dr. Doreen E. Loury, Assistant Professor, Sociology and African American Studies, Arcadia University-Glenside, Pennsylvania

  Mr. Leonard D. Perry, President and CEO, People Works Education Consultants-Arlington, Texas

  Dr. Mary D. Perry, Assistant Professor, Health Studies, Texas Woman's University-Denton, Texas
  

American Indians — The Invisible Minority in Higher Education: Contemporary Issues Affecting Native Student Experiences in Colleges and Universities
A three-part institute designed to address critical issues and concerns faced by American Indian students' experience in higher education. It will further define social and cultural issues as these students pursue their educational goals. This institute reflects both on the importance of Native American representation in higher education and the institutional progression toward enhancing a diverse campus climate. Diversity and multiculturalism is not a Black vs. White issue. The goal of this institute is to increase knowledge and awareness of educators about the challenges and experiences of American Indian students in academe.

• Part I — Tuesday, May 27 — 8:30-11:30 a.m.
  This session examines the effect of Indian mascots and logos on the educational success of American Indian students, as well as the politically correct response to the question, "What should we call you?" The session will present and discuss (1) the research on American Indian student satisfaction at institutions with Indian mascots and logos, (2) the cultural dichotomies regarding American Indian students, and institutions' cultural climates in comparison with institutions that have no Indian specific support programs; (3) the problem of political correctness in our society, and how Native people identify themselves; (4) information on American Indian preparedness for college, what Native students are looking for in a college; (5) information on best practice programs, and institutions that are retaining Indian students; and (6) statistics on Native students who enter as first-year students and retention rates at the end of their first year.
  
  
• Part II — Tuesday, May 27 — 1:00-5:00 p.m.
  This session is designed to examine Native Americans as the invisible minority group. Diversity initiatives in higher education tend to focus on "Black versus White issues." The Native American student concerns have continued to be disregarded. The session will present and discuss (1) information on curriculum and pedagogical concerns for Indian students in higher education; (2) information on why many Indian educational professionals and students are left out of most diversity programs and discussions; (3) romantic notions about American Indian cultures, preconceived notions, myths and stereotypes of Native peoples from popular culture; (4) the integration of higher education and traditional education, and traditional Native communities; (5) information on American Indian student completion from bachelor programs and the professional choices of graduates; and (6) information and importance of matriculation to graduate programs.
  
  
• Part III — Wednesday, May 28 — 8:30-11:30 a.m.
  This session is designed to increase the awareness and knowledge of educators about American Indian students experiences. Case study processes will be used in small groups to discuss American Indian students' stories. This process will lead participants to a reassessment of ways to improve their institution's academic and student services program. The session will (1) focus on problem-solving issues that are controversial, or have pre-established social meaning; (2) raise critical thinking skills of educators by analyzing and solving problems presented in the case studies; and (3) examine and discuss the factors of successful models for American Indian students at all levels and look at potential applications for higher education nationwide.

  Dr. Pete Coser, Coordinator, Native American Student Programs, Oklahoma State University-Stillwater, Oklahoma

  Dr. Denise Kiona Henning, Executive Director, Intercultural Programs, and Sociology Faculty, Loras College-Dubuque, Iowa

  Mr. Stuart Sparvier, Ellicott Community Director, Resident Life, University of Maryland-College Park, Maryland
  

Race, Identity, and Community: Realities of Asian Pacific America in Higher Education
A three-part institute is designed to address critical issues and concerns faced by Asian Pacific American students related to identity development, enhancement, and fusion during their higher education experience. Internal factors such as family, culture, and social upbringing will be introduced initially, while external factors such as stereotyping and media portrayal will also be explored as a means to understand the development of the Asian Pacific American identity.

• Part I — Identity
  Tuesday, May 27 — 8:30-11:30 a.m.
  This session examines basic identity development of Asian Pacific American students, as well as all students in general. The session will present and discuss (1) common psychosocial characteristics that contribute to the growth and evolution of students over the course of their four year college careers; (2) the unique cultural and social characteristics that students of color at predominantly white institutions face, and potentially pose as obstacles during their identity development; and (3) the specific factors that further complicate Asian Pacific American student development such as internalized oppression, the role of family and culture, social upbringing (class, education, neighborhood), stereotypes, and popular media/culture portrayal.
  
  
• Part II — Recruitment/Retention
  Tuesday, May 27 — 1:00-5:00 p.m.
  This session examines the role of recruitment and retention as external mitigating factors in the identity development of Asian Pacific American students. The session will present and discuss (1) the psychological and social impact of alienation and isolation, both common stressors of students of color at predominantly white institutions, on the overall emotional competence of Asian Pacific American students; (2) the historical under- and over-representations of various Asian ethnic groups, and its impact on those students in their collegiate careers; and (3) the various obstacles specifically language barriers that marginalize and negatively impact the intellectual and emotional progress of Asian Pacific American students.
  
  
• Part III — Education
  Wednesday, May 28 — 8:30-11:30 a.m.
  This session examines various initiatives and programs that enhance, and positively promote the identity development of Asian Pacific American students. The session will present and discuss (1) the role of curriculum that includes the contributions of Asian Pacific Americans throughout United States history, as well as the inclusion of Asian Pacific Americans in race and racism studies; (2) the growth of Asian specific student groups on the college campus, and their impact on the identity development of its participants; and (3) the imperative need for Asian Pacific American faculty and staff to serve as mentors, and resources to the Asian Pacific American student population.

  Mr. Jason Minh Alt, Residence Coordinator and Coordinator, Human Intercultural Relations, State University of New York-Purchase College-Purchase, New York

  Ms. Pamela Huang Chao, Professor, Sociology, American River College-Sacramento, California

  Dr. Evelyn Hu-DeHart, Professor of History, and Director, Center for the Study of Race and Ethnicity in America, Brown University-Providence, Rhode Island

  Dr. Gemma Skillman, Assistant Professor of Psychology, University of South Dakota — Vermillion, South Dakota

  Dr. Jean Wu, Senior Lecturer, American Studies Program, and Program and Education Director, Diversity Office, Tufts University-Medford, Massachusetts
  

The Experiences of Black Professionals at Predominantly White Institutions
A three-part highly interactive institute is designed to address the unique challenges which students, administrators, and faculty of color encounter in predominantly white campuses. The institute explores those challenges in detail and provides participants with successful coping strategies for addressing them. Each session will provide an opportunity for small and/or large group discussions to probe questions, problem-solve, and create new strategic models.

• Part I — Strategies for Students of Color
  Tuesday, May 27 — 8:30-11:30 a.m.
  This interactive session provides an overview of how to prepare students and families for change. Presenters will explain the cultural and social divisions-by applying student development, psychoanalytical, and family systems theory-that affects first and second generation students as they navigate between predominantly white institutions, family, and communities. The session will present (1) a foundation for discussion on the issues that students of color experience and the difficulty of readjusting to family and provide solutions for cultural readjustment, and assist in putting theory into practice with basic theoretical understanding of student experiences; (2) articulate strategies for existence, persistence, and resistance in predominantly white campuses, in collaboration with a group of college students; and (3) identify specific problems faced by students of color along with useful tips and methods to help students to turn these challenges into opportunities. Participants are encouraged to bring at least one question that speaks to their issues or concerns in this area.

  Ms. Nzingha S. Dugas, Business Director and Student Advisor, University of California-Berkeley, California

  Ms. Phyllis Harris, Director, Multicultural Affairs, University of Nebraska-Kearney, Nebraska

  Dr. Charles Taylor, Assistant Dean of Graduate Programs, and Assistant Professor of Education, Edgewood College-Madison, Wisconsin

Ms. Pamela S. Thomas, Dean and Director of Intercultural Affairs/Opportunity Programs, Hobart and William Smith Colleges-Geneva, New York


• Part II — Strategies for Faculty of Color
  Tuesday, May 27 — 1:00-5:00 p.m.
  This session explores the critical factors in the successful completion of the doctorate for students of color, will address the overlooked challenges critical to success in this endeavor, and will discuss mastering the politics of academe, spiritual and self-concept issues. The session will (1) provide a historical overview of our presence in higher education, as well as current demographics; (2) discuss the present status of minority faculties on predominately white campuses, including their relative numbers and representation, self-reported job satisfaction, tenure status, publication rates, the plight of a faculty in the academic workplace by focusing on the effects of race and gender of the faculty of color, and recommendations on how the faculty can effectively mentor a faculty of color and how institutions can better attract and retain the faculty of color; and (3) address how African American and other faculty of color can cope with prejudice, racism, and power found in predominately white institutions. Participants will work in groups to address a series of practical situations in which they will apply the tools they learned, and will examine the barriers caused by race, gender, age, class, identity, sexual orientation, and other aspects of human identity they perceive as hindering their success in predominately white institutions and strategically address them in ways which will not compromise one's values, beliefs, or own best self-interest.

  Dr. Cheryl Evans, Assistant Professor, Teacher Education, Bloomfield College-Bloomfield, New Jersey

  Dr. Sheila T. Gregory, Associate Professor, Educational Leadership and Higher Education, Clark Atlanta University-Atlanta, Georgia

Dr. Sherwood Smith, Assistant Professor, Human Development and Educational Foundation, and Director, Center for Cultural Pluralism, University of Vermont-Burlington, Vermont


• Part III — Strategies for Administrators of Color
  Wednesday, May 28 — 8:30-11:30 a.m.
  In this session, through case studies and sharing of stories, participants will be given new insights into what the typical work environment is like for administrators of color on several predominantly white campuses. The bulk of the session will be spent on working with participants on assessing their own situations, and developing individual coping strategies. Participants will also learn about the different types of administrative jobs on campuses, and learn about new emerging opportunities in the field. It has been predicted that there will be substantial administrative job openings on the nation's campuses, and by considering the changing demographics, this could mean greater opportunities for educators of color interested in administration as a career. Administrative work involves a wide range of duties such as direction, leadership, daily management of educational activities on campuses, and must constantly balance the concerns of faculty, students, and various constituencies. Administrators need to possess the ability to make sound decisions, and to organize/coordinate work efficiently. This session offers a wealth of information that will benefit new administrators, and experienced professionals.

  Ms. Ramona Curtis, Director, Human Relations, Baylor University-Waco, Texas

  Dr. Mordean Taylor-Archer, Vice Provost for Diversity and Equal Opportunity, University of Louisville-Louisville, Kentucky
  
  Dr. LaJuana K. Steward Williams, Director, Office of Multicultural Affairs, University of Alaska-Fairbanks, Alaska
  

• Part I — The Latinization/Browning of America
  Tuesday, May 27 — 8:30-11:30 a.m.
  Having already surpassed African Americans in sheer numbers, with populations increases and projected to continue at a rapid pace, Latinos will doubtless come to play an increasingly major role in both the society at large and our institutions of higher education. This session will provide a clear and thorough presentation of the key issues surrounding the origins of this population, their current conditions, and their discernible prospects for the future. Presenters will share a brief example of one of the many misunderstandings of Latinos' concerns and their socioeconomic status. The session will highlight such issues as (1) Latinos outnumbering African Americans, and what accounts for this dramatic transformation; (2) Latino populations with higher numbers of youth than Whites, Asian Americans, and African Americans (hence, their potential representation in colleges and universities); (3) geographic origins of Latino populations main settlement areas, and the impact on colleges and universities; and (4) how well Latinos are doing with an eye to the future?
  
  
• Part II — Social and Cultural Issues
  Tuesday, May 27 — 1:00-5:00 p.m.
  This session draws from the demographic items discussed in Part I. It will focus on the wide array of issues concerning Latino students' participation in higher education, along with additional concerns. Special attention is devoted to the numerous barriers that Latino students face in their quest for educational attainment. The session examines (1) the Latino students' track record thus far, (2) special problems students and educators will confront in the front lines, and (3) students' internal diversity, and their enormous potential for greater participation in the academy. Solutions are being sought to address the related problems, as well as opportunities for the future.
  
  
• Part III — What Is To Be Done: Implications for Action
  and Further Research
  Wednesday, May 28 — 8:30-11:30 a.m.
  This session will consist of two parts. In the first part, a panel of scholars, with substantial experience in the field of Latino students in higher education, will discuss the key issues affecting Latinos in the academy, and look at what has been done to address the problems. The session will address which arrays of programs work well, which ones don't, which are needed, and what sorts of information is needed to illuminate the path to developing more effective strategies. Part II will provide an opportunity for small working groups to address the issues and share ideas and insights.

  Ms. Anamaria Cobo de Paci, Director, Center for Hispanic Excellence, University of Pennsylvania-Philadelphia, Pennsylvania

  Dr. Robert Aponte, Associate Professor of Sociology, Indiana University-Indianapolis, and Research Affiliate, Julian Samora Research Institute, Michigan State University-East Lansing, Michigan

• Part I — An Establishment and Growth Model for Cultural Centers
  Tuesday, May 27 — 8:30-11:30 a.m.
  This session presents the "Cultural Center Establishment and Growth Model" for the development and institutional implementation of an effective cultural center. The model drew from the collective expertise of cultural centers currently in place throughout California's two- and four-year, public and private institutions. This broad-based model extends beyond the usual focus on multicultural "programming." Rather the model incorporates assessment, development, implementation, as well as strategic planning. Presenters will share the key to an exploration of a step-by-step process, and a discussion of critical questions as they apply at each juncture of the model. At the end of Part I, participants will be able to (1) be conversant with the various stages of establishing and developing a cultural center, (2) anticipate and identify problems and potentials at different stages of a center's development, and (3) strategize for the long-term growth of a cultural center on campus.
  
  
• Part II — Continuing the Development Model for Cultural Center: Interventions and Methodologies
  Tuesday, May 27 — 1:00-5:00 p.m.
  Through dialogue, discussion, and presentation of case studies, and pragmatic enactments, this session will share effective tools and methodologies for the practical application of the Establishment and Growth model. This interactive session examines the role of campus cultural centers in impacting the campus climate. It brings together the collective expertise and strategies of the California Council of Cultural Centers in Higher Education (CaCCCHE). At the end of Part II, participants will be able to (1) identify the many models of centers presently used throughout the country; (2) become familiar with assessment tools for verifying effectiveness of cultural centers; and (3) acquire some skills training in aesthetic communication techniques, conflict mediation, and positive intercultural interventions.
  
  
• Part III — Experiential Application of the Establishment
  and Growth Model
  Wednesday, May 28 — 8:30-11:30 a.m.
  The session will provide an opportunity for participants to put theory into practice. Participants will work in small groups, using contemporary real life scenarios set in a college environment, and will apply the Cultural Center Establishment and Growth model to "create" a center. In addition, the exercise will offer strategies to partner a center with academic components of the college, or assess the services and function of a center. At the end of Part III, participants will be able to apply the components of the primary "Establishment and Growth Model" to one's individual campus, and discuss strategies for programmatic interventions and academic partnerships.

  Ms. Corliss P. Bennett, Director, Center for Black Cultural and Student Affairs, University of Southern California-Los Angeles, California

  Ms. Hyon Chu Yi, Director, MOSAIC Cross Cultural Center, San Jose State University-San Jose, California

  Ms. Winnie Moore LaNier, Assistant Professor, Student Development and Leadership, and Campus Life Coordinator, Cosumnes River College-Sacramento, California

  Ms. Marylyn Paik-Nicely, Director, Multicultural Center, Humboldt State University-Arcata, California

  Dr. James Manseau Sauceda, Professor, Communication Studies, and Founding Director, Multicultural Center, California State University-Long Beach, California

  Mr. Greg Toya, Interim Director, Cross-Cultural Center & Lesbian, Gay, Bi-Sexual and Transgender Resource Center, University of California-Davis, California

  Ms. Edwina Welch, Director, Cross-Cultural Center, University of California-San Diego — La Jolla, California

 



Culturally Responsive Teaching
An interactive institute to engage participants in exercises to create high performance postsecondary classrooms where diverse student groups are motivated to learn. Participants will apply a research-validated pedagogical framework that includes four conditions for optimal learning. They will learn strategies to (1) create respect and connectedness among all students, (2) develop a positive attitude among students toward academic learning, (3) create challenge and engagement, and (4) use assessment that equitably audits learning and supports competence in ways that matter to students and communities. Participants will apply the pedagogical framework and strategies to personal teaching plans.

• Encouraging Motivation and Learning in the College Classroom: Powerful Teaching with Diverse Learners
  Tuesday, May 27 — 8:30-11:30 a.m. and 1:00-5:00 p.m.; continuing
  Wednesday, May 28 — 8:30-11:30 a.m.

  Dr. Margery B. Ginsberg, Educator, Independent Researcher, and Consultant-Boulder, Colorado

  Dr. Raymond J. Wlodkowski, Psychologist and Director, Center for the Study of Accelerated Learning, Regis University-Denver, Colorado
  

Diversity Trainers
A two-part institute focusing on a comprehensive set of essential issues that must be addressed in planning, implementing, and/or supervising effective diversity training.

• Part I — Understanding Your Audience, Designing Appropriately, and Recognizing Your Own Programming
  Tuesday, May 27 — 8:30-11:30 a.m. and continuing 1:00-5:00 p.m.
  This daylong session will be devoted to four goals: (1) to provide participants with tools to assess the perspectives of their audience members, and the communities and learnings these members bring with them into the training; (2) how to recognize the learning domains, and how to design an effective curriculum within them; (3) to discuss and identify how "diversity training" needs to be redefined to meet the current needs of society; and (4) to explore our deep programming around issues of difference, privilege, and diversity in the United States, and how it affects the work we do.
  
  
• Part II — Problem Solving for Complex Design and Delivery Issues
  Wednesday, May 28 — 8:30-11:30 a.m.
  This session builds upon the issues and strategies generated during Part I. The session will go further to discuss the special problems involved in diversity training. These issues will be identified during the first day of the institute both from the response by participants, and the analysis generated from the Training Problem Survey which they completed. The session will provide strategies on (1) how to negotiate appropriate curricula designs; (2) how to discuss and design for multiple diversity issues while avoiding "oppression competition"; (3) how to recognize institutional readiness to create effective learning environments for faculty, administrators, and staff regarding inclusion, respect, and social justice; and (4) how to recognize and build effective ally structures.

  Ms. Debra Buffalo-Boy, Lakota-Hunkpapa, Standing Rock-North Dakota and President, Multicultural Consultant, Ltd.-Salem, Oregon
  
  Dr. Cristine Clifford Cullinan, Training and Development Administrator, Human Resources, University of Oregon-Eugene, Oregon
  
  Dr. Janice Mitchell, Professor, German and Intercultural/International Education, Gallaudet University-Washington, D.C.
  

Examining Whiteness in the Classroom
A three-part institute designed for those who have begun their own work on racial identity, and want to work with a pre-designed curriculum on whiteness that can be offered for students, staff, and faculty. As educators, we have a responsibility to ourselves and our students to understand how we have been socialized to maintain whiteness. Participants will experience and learn to deliver the Understanding Whiteness/Unraveling Racism (UW/UR) model, which combines experiential techniques, and a workbook format, using readings, group and individual exercises, and journaling.

• Part I — What is Whiteness and White Privilege?
  Tuesday, May 27 — 8:30-11:30 a.m.
  This session contextualizes whiteness in discussions about race, and involves participants in introductory exercises. The importance of establishing a safe environment for deep intra and interpersonal work is modeled, and sets the stage for the session. Social geography, as it defines each participant, will be shared interactively, leading to an understanding of the social construction of race. Then, the session will move into a discussion of white privilege, including sharing of identified privileges, how white people and people of color experience each other, how white people can use their white privilege to support people of color, and how racism hurts white people.
  
  
• Part II — Story Telling in the Construction of Knowledge/Hearing the Voices of People of Color/Addressing the Barriers to Communication
  Tuesday, May 27 — 1:00-5:00 p.m.
  How do we bring all the voices to the dialog? In this session, participants begin by examining their own social position in relation to their students, explore ways of making whiteness visible in the classroom, get in touch with not being heard, and explore ways to bring the voices of people outside mainstream media into daily life and into the classroom. Presenters will discuss the relationship of fear and anger as barriers to interracial interactions, and how to work constructively with anger in the classroom. In this session also we will look at how the media perpetuates racist stereotypes and promotes fear. Participants will engage in interactive experiences to identify personal fears surrounding interactions with people of color, and brainstorm ways to get beyond fear. Other issues to be discussed in this session include definitions and sharings around guilt and shame; the need for white people to face up to the history of slavery, genocide, and colonization in the U.S.; identifying how guilt limits anti racist impulses, and discussion of romanticizing the oppressed.
  
  
• Part III — Action and Allies
  Wednesday, May 28 — 8:30-11:30 a.m.
  This session includes process summation and discussion of honesty, commitment, and vision in anti racism work. Presenters will address the model, and how to adapt it to the variety of campuses. Participants make commitments to action, and work with one another to identify allies, with specific application to the work environment. The session will provide strategies on how to apply the Understanding Whiteness/Unraveling Racism model in their classrooms for staff and/or faculty development, and in residence life programs.

  Ms. Judy Helfand, Lecturer, Sonoma State University-Rohnert Park, and Director, IMPACT Training, Lippin & Associates-Rohnert Park, California

  Dr. Laurie B. Lippin, Instructor, Community and Regional Development, University of California-Davis, and CEO, Lippin & Associates-Rohnert Park, California
  

Funding Opportunities and Grant Writing
A three-part institute designed for new and junior tenure-track faculty, junior administrators and professional staff, and grant personnel. Participants will engage in hands-on, substantive work on proposal development for a source of funding available at the time of the conference, or on a topic of their choice. There will be opportunities for small-group work in related proposal areas; individual consultations; and input, sharing, and feedback from the group. Dr. Cornejo will make himself available to participants for consultation following the conference.

• Part I — Funding Sources and Grant Writing Skills
  Tuesday, May 27 — 8:30-11:30 a.m.
  This session provides information on funding sources for projects at both the national and international levels. Participants will receive information about a wide range of funding sources, including federal and state agencies, corporations, foundations, and individuals. They will learn the basic skills of grant proposal writing, and how to use the ERIC system, the Internet, and other media to locate and apply for grants.
  
  
• Part II — Individual Consultations by Appointment
  Tuesday, May 27 — 1:00-5:00 p.m.
  Dr. Cornejo will be available for individual consultation by appointment with participants who seek individualized guidance on key grant writing concepts and strategies.
  
  
• Part III — Proposal Development and Refinement
  Wednesday, May 28 — 8:30-11:30 a.m.
  This session addresses typical grant-writing challenges and hurdles, including measurable outcomes, budget justification, in-kind contributions, and evaluation. It will also provide participants with an opportunity to work in refining their proposal drafts based on knowledge acquired during the institute.

  Dr. Ricardo J. Cornejo, Professor of Educational Research and Multicultural Education, College of Education, and Director, Urban Community Service Grant, School of Teacher Education, San Diego State University-San Diego, California
  

Leadership Development and Career Advancement for Women of Color
An experiential, interactive, three-part institute designed for women of color who serve at the director's level and above and who seek to develop personal goals and strategies for career advancement. Successful career progression models developed by the Office of Women in Higher Education at the American Council on Education will be discussed. Models will include (1) developing leadership skills, (2) identifying career advancement directions, (3) selecting mentors, and (4) coping with campus climates.

• Part I — Career Opportunities and Career Mapping Using Personal Values and Priorities
  Tuesday, May 27 — 8:30-11:30 a.m.
  Match your values, and aspects of your personal life to the career opportunities and mapping are the most important to your professional growth.
  
  
• Part II — Successfully Navigating the Search Process
  Tuesday, May 27 — 1:00-4:00 p.m.
  Preparation for engaging in the search process, and creating a competitive edge.
  
  
• Part III — Keeping Your Eye on Upward Mobility
  Wednesday, May 28 — 8:30-11:30 a.m.
  Professional skills development as advancement progresses.

  Ms. Gloria D. Thomas, Associate Director, Fellows Program, American Council on Education-Washington, D.C.

  Dr. Claire A. Van Ummersen, Vice President and Director, Office of Women in Higher Education, American Council on Education-Washington, D.C.
  

Minority Affairs Professionals
A three-part institute designed for directors, coordinators and professional staff of Offices of Minority Affairs/Multicultural Services.

• Part I — Maintaining an Effective Minority Affairs Office
  Tuesday, May 27 — 8:30-11:30 a.m.
  Minority Affairs offices have played a very important role in the education and socialization of minority students at predominantly white institutions. Currently, these offices may find themselves at a crossroad because of institution's expectation of these offices to perform multiple functions such as recruitment, retention, diversity education, and program development. Unfortunately, these offices do not have the resources to provide all of the services expected of them. This session is designed to provide practical solutions to help them survive unrealistic expectations. Discussion will center around effective ways to weave these offices into the fabric of the institution, and assist them with becoming sound administrative and student friendly offices.
  
  
• Part II — Creating Inclusive Programs With Class,
  Culture, and Character
  Tuesday, May 27 — 1:00-4:00 p.m.
  Too often, campus programs that have a minority student focus (i.e., Black History Month, Hispanic Heritage Month, etc.) are not well attended by the campus community. These programs sometimes encounter problems with funding, advertising, planning and quality, and they are surrounded by questions. This session provides helpful information on how to produce quality programs with the assistance of student leaders that are inclusive of the campus community. The presenter will share information on the program planning, creative ways to increase attendance, and how to select a successful program for your campus.
  
  
• Part III — Developing the Multicultural Student Leader
  for a Global Society
  Wednesday, May 28 — 8:30-11:30 a.m.
  As the demographics of this nation continue to show an increase in the minority population, it is imperative that we continue to develop minority students for various leadership roles that will be available to them. More than ever before, these students must be ready to assume major leadership roles on our campuses, and in society. This session focuses on ways to develop future leaders with courage, commitment and a conscience. The presenter will share information on various leadership styles, and ways to empower students. Staff members from leadership programs, student activities, and minority affairs offices will benefit from this session.

  Mr. Kevin R. Carreathers, President, Carreathers Consulting (a comprehensive student services consulting firm)-Houston, Texas
  

• Part I — Multiculturalism, Higher Education and me?
  Tuesday, May 27 — 8:30-11:30 a.m.
  This session will focus on the idea of multiculturalism and its implications upon "multicultural" students, and their organizations. The session begins by focusing on the evolution of the "multicultural idea," and its components, then will place this idea within the context of the higher education project. In this segment, students will understand how this idea plays out on college campuses; how multicultural students are impacted; and what is the resulting "politics." Students will use the multicultural model as a vehicle for providing "centrism," and grounding to their lives and their organizations. This grounding will provide the basis from which to run the organization's internal, and cross-cultural affairs.
  
  
• Part II — Leadership in a Multicultural Context
  Tuesday, May 27 — 1:00-4:00 p.m.
  This session will focus on the nuts and bolts of running organizations. Students will trouble shoot their organizations, and learn to deal with internal dynamics (i.e., apathy, workloads, meetings, wellness, intra-group diversity, consensus building, decision making, and delegation). Personal leadership styles, and the styles of others will be the focus. Finally, the session will address external (campus) concerns such as coalition building, working with the administration, understanding campus power players and factors, utilizing and supporting key faculty members, creating action plans, and developing movements.
  
  
• Part III — Paradigm Shifting: The Art of Change Making
  Wednesday, May 28 — 8:30-11:30 a.m.
  The session will focus on waging a movement through nonviolent activism. In this segment, students will use a case study to learn how to conduct Social Action Surveys, which are designed to bring all relevant constituents into the process of change making. Participants will leave the session with a concrete approach to moving their campus.

  Mr. Timothy E. Sams, Assistant Dean of the College and Director, Black Cultural Center, Swarthmore College-Swarthmore, Pennsylvania
  

Program Assessment/Evaluation
A three-part institute designed to provide participants with savvy program assessment/evaluation strategies and skills required for knowledge development, continuous improvement, and accountability compliance. Given ever-increasing demands for accountability, this institute is grounded in the reality that program assessment is both a technical and a political process.

• Part I — Infusing Critical Assessment Concepts,
  Perspectives, and Practices
  Tuesday, May 27 —8:30-11:30 a.m.
  This session lays the informational groundwork for demystifying the program assessment process and for clarifying its intimate connections to effective program development and continuous improvement. The aim is to produce savvy program administrators and staff who know the value of seizing the initiative and systematically using assessment/evaluation tools as a participant-centered, self-diagnostic resource for (1) proactive critical reflection on outcome promises, program effectiveness, and performance gaps; (2) a continuous cycle of empowered program improvement; and (3) strategic image management, i.e., effectively framing the meaning and appropriate interpretation of program data.
  
  
• Part II — Creating a Bridge Between Assessment Theory and Practice
  Tuesday, May 27 —1:00-5:00 p.m.
  This session provides participants with a set of probing questions and guidelines for conducting effective program assessment. This information is designed to assist them in focusing on key elements needed to move beyond simplistic program description to critically reflective program assessment. This session will help to create a bridge to assessment practice and will give participants a head start in thinking about their work in the assessment practicum that constitutes the final session of this institute.
  
  
• Part III — Assessment Practicum: Doing the Right Thing Right
  Wednesday, May 28 —8:30-11:30 a.m.
  This session is designed as an intensive interactive, skills-building working session for persons who have completed the first two institute sessions or for those who have a solid working knowledge of program assessment/evaluation. No time will be spent on basic concepts. Stimulated by probing assessment-savvy questions and worksheets, participants will work in groups to apply participant-centered concepts and models. Levels of specificity for working groups will depend on the mix of programs represented. Participants will be encouraged to map out the shape and pacing of their programs' developmental trajectories, and the practicum will end with a "what will I do-or do differently-on Monday" group brainstorming exercise and a focus on how to incorporate assessment smoothly and effectively into the service delivery process.

  Dr. Hazel Symonette, Senior Policy and Planning Analyst, Office of Human Resources Development/The Equity and Diversity Resource Center, University of Wisconsin-Madison, Wisconsin
  

• Part I — Racial Privilege and the Mediation of Conflicts on Campus
  Tuesday, May 27 — 8:30-11:30 a.m.
  Mediation in the U.S. is seen as a neutral process designed to assist parties in resolving their disputes in mutually agreeable terms. However, recent research has shown that the typical approach that focuses on neutrality can undermine the experience, and outcome for participants of color. This routinely results in mediated agreements which privilege white, and anglophone participants. This session will examine the dynamics of white and anglophone privilege as they surface in the mediation of interracial disputes in higher education. The presenter will provide a critique of typical mediation practice by presenting theoretical frameworks grounded in the fields of critical race theory, cultural studies, multicultural education, and conflict resolution.
  
  
• Part II — Racial Identity, Power Imbalances, and Conflict
  Intervention on Campus
  Tuesday, May 27 — 1:00-5:00 p.m.
  In this session, we will utilize case studies to examine the impact of racial identity and power imbalances on actual campus conflicts. Participants will have an opportunity to work in small groups to analyze common dilemmas which face those intervening. For example, we will consider when one party sees race as an issue, and another does not. In addition, we will consider the impact of the mediators' racial identities on the interventions. After having considered the challenges racism raises for campus mediators, an introduction to a social justice approach to mediation will be offered; one which is premised on both a commitment to racial justice, as well as to a process in which parties can reach mutually agreeable solutions.
  
  
• Part III — Developing a Social Justice Conflict Intervention Program
  in Higher Education
  Wednesday, May 28 — 8:30-11:30 a.m.
  In this session, we will finish our introduction to a Social Justice Conflict Intervention Program that began in Part II. Participants will have an opportunity to engage in activities which explore this mediation model. Both the theoretical basis and practical details for developing and implementing such a program on campus will be examined. Participants will be given materials to use in the needs assessment and planning phases, and we will discuss typical barriers and useful resources which can lead to programmatic success.

  Ms. Leah Wing, Director, University Mediation and Instructor, Department of Legal Studies, University of Massachusetts-Amherst, Massachusetts
  

• Part I — Key Concepts and Principles
  Tuesday, May 27 — 8:30-11:30 a.m.
  Part I will explore key concepts for understanding oppression in this society. The session examines the process of socialization into an oppressive system and the significance of social identities for instructors, and students. We will consider how different perspectives generate the range of feelings, reactions, assumptions, and perspectives, that make teaching and learning about oppression so complex and challenging. The session will reflect upon what we need to know about ourselves as educators in order to effectively deal with these issues.
  
  
• Part II — Constructing a Social Justice Pedagogy
  Tuesday, May 27 — 1:00-5:00 p.m.
  Part II will focus on the pedagogical implications of issues raised in Part I. We will examine how to create a climate conducive to exploring emotionally charged issues in ways that actively engage students and promote learning. Participants will identify student reactions and classroom dynamics that are particularly challenging. Through the application of theory and sharing experiences we will identify constructive ways to address these situations.
  
  
• Part III — Developing an Action Plan and Building Institutional
  and Personal Support
  Wednesday, May 28 — 8:30-11:30 a.m.
  Part III will build upon the issues and strategies generated during Parts I and II. In small interest groups led by one of the facilitators, participants will use an action planning model to develop specific plans for applying the concepts and practices discussed during the institute in their home situations. Participants will have an opportunity to consider ways to build institutional and personal support to implement their plans. At the end of the session, we will reconvene the large group for a closing activity.

  Dr. Maurianne Adams, Professor, Social Justice Education Program, University of Massachusetts-Amherst, Massachusetts

  Dr. Lee Anne Bell, Professor and Director of the Education Program, Barnard College-New York, New York

  Dr. Beverly Daniel Tatum, President, Spelman College-Atlanta, Georgia

  Dr. Sharon J. Washington, Professor and Education Graduate Program Director, Springfield College-Springfield, Massachusetts
  

• Part I — Tuesday, May 27 — 8:30-11:30 a.m.
  This session covers philosophy and approach, needs assessment, and course design.
  
  
• Part II — Tuesday, May 27 — 1:00-5:00 p.m.
  This session focuses on content and group facilitation skills.
  
  
• Part III — Wednesday, May 28 —8:30-11:30 a.m.
  This session engages the group in dialogue on issues of developing and implementing programs.

  Ms. Diane Burbie, Principal, The ASPIRE Group-Pasadena, California

  Dr. Onolee Zwicke, President, The HOZHO Institute & Consulting Group-Santa Barbara, California
  
  

   

Last updated: April 8, 2003
Sponsor: OU's College of Continuing Education
Developer: Patsy Broadway
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