CALL FOR PRESENTATIONS

CRITERIAL INFORMATION ON
HOW TO SUBMIT A PROPOSAL AND GUIDELINES

Breadth of Conference Scope
Areas of Special Emphasis for Concurrent Sessions
Concurrent Sessions Focus
Time Formats Available
Presenter Requirements
Concurrent Session Categories
Guidelines for Proposal Submission
Submission to NCORE
Sample Abstract

BREADTH OF CONFERENCE SCOPE

Conference scope is comprehensive and includes such wide ranging areas as:

• Institutional Change: Issues and Strategies Relating to Planning, Implementation, and Assessment of Institutional Change

• Recruiting and Retaining a Culturally Diverse Faculty, Staff, and Student Body: Model Programs and Comprehensive, Workable Strategies

• Enhancing the Quality of Life for Culturally Diverse Students on Predominantly White Campuses: Issues of Involvement, Empowerment, and Self-Efficacy

• Understanding and Valuing Differences, and Increasing Awareness, and Tolerance of Racial/Ethnic “Minorities”

• Enhancing Teaching and Learning in Culturally Diverse Classroom Environments: Issues of Pedagogy, Learning Styles, Curriculum Transformation, and Faculty Development

• Enhancing Positive Outcomes of Cultural Diversity on Campus: Community Building, Diversity Training, and Anti-Racism Work

• Managing and Preventing Incidents of Racial and Ethnic Conflict on Campus: Issues of Assessment, Campus Climate, Conflict Resolution, and Coalition Building

• Understanding and Meeting the Unique Needs of Different Racial and Ethnic Groups on Campus: Barriers to Success, Cultural Values, Behavior, Language, and Sensitive Issues

• Creating Valuable Linkages Between the University and the Community: Partnerships That Support Campus Racial and Ethnic Diversity and/or Serve Racial/Ethnic Communities

• Unique Racial and Ethnic Conditions and Experiences Relating to Institutional Differences in Mission, History, and Situational Factors
  

NCORE 2004 AREAS OF SPECIAL EMPHASIS FOR CONCURRENT SESSIONS

• Sessions That are Truly Advanced and Address the Needs and Interests of Persons Who Have Attended NCORE for Six or More Years

• Sessions By Undergraduate and/or Graduate Students

• Sessions Designed to Facilitate Interaction, Discussion, and On-Site Mentoring of Both Students and Young Professionals

• Sessions With Applied, Hands-on, Skills-Building Approaches/Training

• Issues Related to Policy, Legislative, Legal, Societal-Level, and/or Global Developments That Impact Higher Education

• Issues of Political Policy and Its Impact on Higher Education Institutions

• Strategies for Countering Affirmative Action and Racial/Ethnic Backlash

• Issues Related to Affirmative Action and Its Relationship to Admissions/Access/Recruitment and Retention

• Issues Related to the Intersection of Race/Ethnicity, Class, and Gender

• Sessions Designed to Facilitate Interaction and Discussion Around Significant Issues Across and Within Significant Conference Constituencies

• Issues of Heterogeneity Within Different Racial/Ethnic and National Origin Groups, Linguistic Issues and Barriers, and Issues of Generational and Immigration Status

• Issues of Teaching, Learning, Curriculum Transformation, and Faculty Development as Related to Growing Racial/Ethnic Diversity

• University-Community Partnerships

• Research, Assessment, and Evaluation Issues, Models, and Findings
  

NCORE 2004 SEEKS CONCURRENT SESSIONS THAT

• 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 either at the stages of development or fully operational, developed, and advanced.
• Provide important insights, points-of-view, skills, tools, and strategies that stress solutions, implementation, and practical applications.
• Highlight “Best Practices”—exemplary programs, approaches, and models.
• 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, and different types of higher education institutions.

TIME FORMATS AVAILABLE

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.

PRESENTER REQUIREMENTS

• Allow some time for questions and discussion to facilitate the exchange of participant expertise and perspectives.
• Bring useful HANDOUTS and resource materials—including copies of transparencies, bibliographies where appropriate, and other resource materials.

CONCURRENT SESSION CATEGORIES

All persons who are submitting proposal(s) for concurrent workshop sessions are required to indicate from among eight possible categories the ONE category that most accurately characterized the predominant thrust of the proposal. The definitions of each category 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 ISSUES: 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/EVALUATION: 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.

GUIDELINES FOR PROPOSAL SUBMISSION:

• Electronic: Submit ONE Complete Sets of the Five Items Listed Below on Disk and/or CD (MS Word and/or Word Perfect Format)

  AND

• Print: Submit FIVE Collated Sets of the Five Items Listed Below

A. Title of Presentation

B. Category of Presentation—select the one category (from the eight categories to the above) that most accurately characterizes the session's predominant thrust.

C. Levels of Experience—indicate the level of experience necessary for session:

Advanced

Intermediate

Novice

D. Time Format Requested (75-minute, 90-minute, 2-hour, 3-hour format). 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 ensure 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		Flipchart/Markers
Overhead Projector/Screen		LCD/Screen
Slide Projector/Screen		CD/Tape Player
Please note: you must bring your own laptop computer and speakers for powerpoint presentation.

L. Repeat Items E Through J for Each Co-Presenter

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 help 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.

A double-spaced Presentation Summary of not more than five 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.

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.

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.

SEND THE DISK OR CD AND FIVE 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

SUBMISSION AND NOTIFICATION SCHEDULE

Complete proposals must be received by February 5, 2004.
Notification of acceptance will be sent by March 15, 2004.

SAMPLE ABSTRACT: Latino College Student Stressors: Implications for Institutional Policy and Programming - Research/Assessment/Evaluation - This session reports on a model study conducted to identify concrete strategies for increasing the retention of Latino students on predominantly white campuses. Data on the experiences of a sample of 100 Latino undergraduates are used to create a Latino student profile and identify stressors facing Latino students in the college environment. Information on the study's three data collection instruments will be provided, implications of study findings for programs and policies at the institutional level will be discussed, and concrete strategies and program interventions geared to enhance the campus climate for Latino students will be identified. This session should particularly benefit those who are involved in policy making at the institutional level, practitioners who provide direct services to Latino students, and those who are interested in the success of Latino students.

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