10:00 a.m.–noon
Recruiting and Retaining Diverse Faculty, Staff, and Executives at our Institutions: Your invitation to Participate in an Interactive Roundtable
Two hundred eighty higher education institutions around the U.S. have created the National Higher Education Recruitment Consortium (National HERC) and have developed an associated jobs’ web site to help recruit and retain outstanding diverse faculty, staff, and executives and to support dual career couples.  This organization and nine Regional Higher Education Recruitment Consortiums (regional HERC) invite you to help identify ways to attract diverse job candidates by leveraging the HERC network and online technology.  Come prepared to participate in an interactive roundtable discussion where participants will use brainstorming, small and large group discussion, sharing personal experiences, interactive media, and other methods to develop ideas for inviting diverse job seekers to use HERC as a resource during a job search.  This session should particularly benefit those who are interested in helping colleges and universities achieve a truly diverse faculty and staff.
 
Nancy Aebersold, Director, National Higher Education Recruitment Consortium, a project of the Tides Center—Santa Cruz, California    
Laila Maher, Director, Equal Opportunity and Affirmative Action; and Director, Metro New York & Southern Connecticut Higher Education Recruitment Consortium, Columbia University—New York, New York

10:00 a.m.–noon    
The Great White Elephant: How White People Can Keep Their Racial Privilege Visible
White privilege is the proverbial "elephant in the room." It loudly trumpets over our conversations and knocks over all the furniture that would otherwise provide a comfortable place for us to meet and sends people of color running for safety.  Most important, white privilege is the elephant that white people have agreed to ignore and usually never mention although its effects on our cross-race interactions can be devastating.  In this session, participants will learn how to address racial privilege, find out how one "big question" can change awareness about racial privilege and participants will discover practical ways to keep racial privilege visible.  This session should particularly benefit those who are interested in improving their cross-race interactions, and those who want to help students better understand white privilege and its effects on others.

Pamela Smith Chambers, Training Director, Beyond Diversity Resource Center—Mount Laurel, New Jersey Robin Parker, Executive Director, Beyond Diversity Resource  Center—Mount Laurel, New Jersey 

10:00 a.m.–noon
Revisiting Activism in the Age of Conformity
This interactive session addresses student engagement across college campuses pertaining to issues of diversity and social justice within the socio-cultural, academic community, and intergenerational disconnects. The session will also focus on practical concepts requiring a historical consciousness and contextual understanding necessary to increase collaboration. It appears today that we as educators depend largely on external programming and unintentional initiatives lacking contextual sagacity. Educators today need to be purposeful about the way we foster civic responsibility, assist in the interpretation of students’ experiences in relation to acquired knowledge, and offer a platform to examine the degree to which student’s personal values and cultural beliefs impact their decisions to be involved and reflect on their own transformation as change agents over time. The session will present on canonical trends currently underlying lack of cohesiveness between diversity and social justice groups, provide strategies for collaboration between majority and minority-based organizations, and delve into more practical movements for the cultivation of equitable community. This session should particularly benefit educators exploring creative and innovative approaches to student activism, and assist members of the academic community to explore their roles as diversity leaders, and how they choose to program using collaborative and contextual models.

Michael Benitez Jr., Director, Intercultural Development, Lafayette College—Easton, Pennsylvania

10:00 a.m.–noon
Unpacking My Cultural Baggage: Facilitating Difficult Dialogues about Race and Oppression
This session is excellent for participants at all levels of experience.  The presenter will mix humor, personal experiences, and group interaction to uncover how bias, stereotypes and prejudices influence interactions on campus.  This session should particularly benefit those who lead diversity training workshops and are looking

William T. Lewis Sr., Doctoral Candidate, Higher Education Administration; Director, Institutional Diversity, Bridgewater State College—Bridgewater, Massachusetts

10:00 a.m.–noon
From Middle School to College: Taking an Earlier Proactive Approach to Preparing Public School Students for Higher Education
This session will examine a program used to increase diversity at James Madison University.  Presenters will describe how Academic and nonacademic units joined forces to create a more diverse student body. This transformation has taken four years and it continues to take shape as the needs of students change.  Participants will learn why and how the effort was begun and how other areas of the university have become more involved and interested. In fact, interest has spread across the state, into middle schools and high schools.  This session should particularly benefit those who are interested in the academic success of inner-city and minority students in high school and college.

Oris T. Griffin, Ph.D., Director, Professor in Residence Program, James Madison University—Harrisonburg, Virginia   
Naomi Hill, Graduate Student, Adult Education/Human Resources Development Program, and Graduate Mentor, Centennial Scholar Program; Director, Middle School Leadership Academy (MSLA), James Madison University—Harrisonburg, Virginia   
Cynthia Klevickis, Ph.D., Professor, ISAT,  James Madison University—Harrisonburg, Virginia    Monyette Martin, Regional Assistant Director, Admissions,  James Madison University—Harrisonburg, Virginia   
Zymora Scott, Director, Guidance, Huguenot High School, Richmond Public City Schools—Richmond, Virginia   
Diane L. Strawbridge, Director, Centennial Scholars Program,James Madison University—
Harrisonburg, Virginia   
Michael Walsh, Director, Admissions,  James Madison University—Harrisonburg, Virginia

10:30–11:45 a.m.
Cultural Miscommunication and Conflict Management
This session will help participants understand cultural barriers to communication that may cause messages to become offensive or, even worse, discriminatory.  The discussion will cover the impact cultural diversity has on communication in the workplace and on recruitment and retention of employees and students in higher education.  This session should particularly benefit those who are interested in strategies to reduce and prevent culturally mixed messages from becoming discrimination or harassment.

Carla R. Espinoza, Director, Equal Opportunity and Diversity, and Associate Vice President, Human Resources Services, Iowa State University of Science and Technology—Ames, Iowa   
Francesca Galarraga, Assistant Director, Equal Opportunity and Diversity, Iowa State University of Science and Technology—Ames, Iowa 
Jessica Stolee, Human Resource Specialist III, Equal Opportunity and Diversity, Iowa State University of Science and Technology—Ames, Iowa

10:30–11:45 a.m.   
Experiences in Higher Education Across Race and Gender: Harassment, Discrimination, Substance Abuse, and Coping
The negative experiences of some ethnically diverse group member and women may act as barriers to their success in higher education.  Therefore, it is important to identify where these experiential and perceptual differences lie in order to improve the climate for all individuals.  This session will present several studies addressing some of these potential barriers.  First part of this session will examine differences in the frequency of sexual and racial harassment among ethnically diverse samples of undergraduate men and women and explore the additive effects of experiencing both sexual and racial harassment on academic achievement and psychological well-being.  Two studies of women in science also will be presented.  The first study addresses racial differences in gender discrimination outcomes among college students and the second will focus on perceptions of discrimination, harassment, and climate among female faculty members.  The final portion of the presentation will examine differences in alcohol use and coping strategies used by an ethnically diverse sample of college students.  This session should particularly benefit those who conduct research, enact policy or offer services to marginalized populations, such as women of color in higher education.

NiCole T. Buchanan, Ph.D., Assistant Professor of Psychology, Michigan State University—Rast Lansing, Michigan
Zaje A. T. Harrell, Ph.D., Assistant Professor of Psychology, Michigan State University—East Lansing, Michigan
Isis H. Settles, Ph.D., Assistant Professor of Psychology, Michigan State University—East Lansing, Michigan

10:30–11:45 a.m.
Building a Coalition of Parents on Campus via an African-American Parent Caucus
This session examines an African-American Parent Caucus model designed to increase students’ success at Wright State University.  The parent caucus was established in 2007, and serves as an advocate and a way for African American parents to work collaboratively with the university to increase the chance of success for African-American students.  The mission of the African-American Parent Caucus is to develop, cultivate and foster an alliance of African-American parents, relatives and friends who advocate for and support African-American students. Additionally, they seek funds to build  financial foundation for African American students pursuing their degrees. The parent caucus also develops partnerships in the community that support their mission.  Members of the parents’ caucus will discuss the concerns and frustrations they faced during the educational journey of their children.  Research has shown that when parents are involved in the educational lives of their children from kindergarten to graduate school, students’ achievement levels improve.  Presenters will share the origin of the parent caucus and the interest that has sparked at Wright State and other universities and colleges and state agencies across Ohio. The session will focus on strategies to incorporate parents as partners in the educational process.  This session should particularly benefit those who are interested in the retention of minority students and are seeking resources to improve student success.

Stanford Baddley, Director, Academic Support Programs for Minority Students, Wright State University—Dayton, Ohio    
Martin Gooden, Ph.D., Professor, Psychology Department, Wright State University—Dayton, Ohio

10:30–11:45 a.m.
University-School Partnerships: Crossing the Cultural Divide to Enhance Access to College
Over the past few years we have witnessed considerable growth in anti-affirmative action programs which have had a negative impact on the enrollment of minority students in postsecondary education.  This legislation also has had a chilling effect on issues of equity and diversity in higher education.  How are colleges responding to these challenges?  What practices/programs are lessening the negative impacts of anti-affirmative action policies?  The focus of this session is on the University of Florida Alliance, a partnership between the university and high poverty, low performing high schools.  Considerable attention will be given to program components related to college access and success at the University of Florida.  This session should particularly benefit those participants who are engaged in activities that enhance college access and success for minority students.

Diane Archer-Banks, Program Coordinator, University of Florida Alliance—Gainesville, Florida  
Jacqueline Basallo, Graduate Student, University of Florida Alliance—Gainesville, Florida  
Sophie Maxis, Graduate Student, University of Florida Alliance—Gainesville, Florida  
Diane Melendez, Program Coordinator, University of Florida Alliance—Gainesville, Florida  
Bernard Oliver, Ph.D., Director, University of Florida Alliance, and Professor, Department of Educational Administration and Policy, University of Florida Alliance—Gainesville, Florida  
Mary Anne Primack, Graduate Student, University of Florida Alliance—Gainesville, Florida

10:30–11:45 a.m.
What Does it Mean to be a White Male Engineer? The Experiences of Male Engineers in a Research University
Engineering faculties are the current gatekeepers of engineering higher education. Improving student learning and creating innovative educational experiences will begin with engineering faculties. With the overall aim of improving engineering higher education and student learning, this session presents an overview of a research examining the under-representation of engineering faculties of color. Despite literature showing diversity as a needed component of creative and innovative groups and organizations—how to “best” achieve racial diversity amongst the faculty in engineering is still a point of contention and debate. The research presented suggests a need to understand the under-representation of engineering faculties of color from a different vantage point: incorporating critical studies of whiteness with issues of equitable representation in engineering higher education through the lens of human factors’ systems engineering. This session will provide an overview of research which strategically does not focus on the under-representation of engineering faculties of color, but on the over-representation of white male engineering faculties.  This session should particularly benefit those who are interested in participating in discussions of a faculty of color recruitment/retention, issues of the faculty racial diversity in science, technology, engineering, and math (STEM) areas, critical white studies, and the construction of meaning through one’s identity.

Jen S. Schoepke, Ph.D., Dissertator, Industrial and Systems Engineering- Human Factors, University of Wisconsin—Madison, Wisconsin

10:30 a.m.–noon
From Conceptualization to Implementation:  Making the Case for a Chief Diversity Officer (CDO)
This session highlights the components necessary for creating and filling a Chief Diversity Officer (CDO) position at an institution of higher education.  Presenters will explore information on critical stages of the process including creating the perfect proposal for the CDO, designing the recruitment process and integrating the position into the fabric of the institution and larger community.  This session will provide participants with tools for each stage through discussion, individual exercises and group work.  Drawing on the firsthand knowledge of a CDO search, presenters will address current literature about institutional best practices.  Emphasis will be placed on the need for modeling intercultural competence at all stages of the process.  Participants will learn how to negotiate the politics, structures, and environmental considerations of their own institutions and will leave with a road map for success.  This session should particularly benefit administrators and other staff whose institutions are considering a chief diversity officer and/or those who are seeking strategies for implementation.

Jeanne Arnold, Vice President for Inclusion and Equity, Grand Valley State University—Allendale, Michigan  
Marlene Kowalski-Braun, Director, Women’s Center, Grand Valley State University—Allendale, Michigan

10:30 a.m.–noon
Individual Biographies and the Presidential Election? Trajectories of Social Class, Race and Gender
This session will briefly examine American history and the structure of social institutions by way of an interactive exercise which will demonstrate the way our individual biographies are both created and perceived.  Using the conceptual model of C. Wright Mills called  “Sociological Imagination,” the attendees and the session moderator will examine the biographies of five candidates, four with diverse racial/ethnic/gender backgrounds, which have been selected from the audience. Participants will discuss their chances of getting elected in the next presidential race.  The objective here is to demonstrate how variables of social class, race, ethnicity, gender, education and religion (as determining factors in shaping individual biographies) influence participants decisions in ranking the five candidates.  Using the Audience Response System (ARS) the session attendees will cast their votes for each candidate based on an examination of each biography in relation to two broad variables of social structure and the American history as identified by the Mills’ model.  This session is for an intermediate level to allow student participation in light of the younger generation’s renewed interest in politics and social issues. This session should particularly benefit educators who are interested in using interactive simulation and games in their classes to teach and discuss social class, race and gender as they relate to prejudice, discrimination, social stratification and social mobility. 

Mohammad Chaichian, Ph.D., Professor and Chair, Department of Sociology, Mount Mercy College—Cedar Rapids, Iowa

10:30 a.m.–noon
Integrative Approaches for Teaching Critical Multiculturalism
This session will provide an interactive approach to teaching diversity using strategies built on a theoretical understanding of oppression rather than focusing on a specific issue.  Presenters will provide resources and lead several activities to illustrate a process known as critical multiculturalism.  Race, class and gender studies underpin this process along with studies of disability, queer theory and ageism.  Its deepest roots are perhaps found in the works of Black feminists.  For those who represent multiple identities this holistic approach asks participants to move beyond comfort zones and see issues through the experiences of others.  We’re not vessels of race or gender only, but working class lesbians with disabilities, aging men of color or parents of multicultural children.  Teaching materials will be provided and exchanged among participants and the presenters will address several challenges with the model.  This session should particularly benefit those who have working knowledge in one or more areas of inclusive work (race, gender, class, LGBT, dis “ability,” aging) who would like to increase their diversity teaching and presentation skills.

BJ Bryson, Ph.D., The Learning Lab Academy—Douglasville, Georgia   
Mildred C. Joyner, Ph.D., Professor and Program Director, Undergraduate Social Work, West Chester University of Pennsylvania—West Chester, Pennsylvania   
Cathryne L. Schmitz, Ph.D., Department of Social Work, University of North Carolina—Greensboro, North Carolina

10:30 a.m.–noon    
How to Establish a Mentoring Program for Multicultural Students
Mentoring is one of the fastest growing methods to retain multicultural students in higher education.  Many colleges are beginning to look closer at mentoring as a way to help their students feel comfortable in their new environment.  It is especially useful for multicultural students who are attending predominantly white institutions.  Mentoring has been documented as a way to enhance retention rates by matching an experienced person to someone who is new to college.  In order to establish a successful mentoring program, it takes time to train mentors and protégés.  Both groups need to know the ground rules of the relationship in order to ensure it will be productive. 
This interactive session will discuss what it takes to begin a mentoring program. For example, the session participants will learn how to gather statistical data regarding the need for mentoring on campus.  This session should particularly benefit those who are interested in establishing or improving a mentoring program as a way to increase student retention.

Tony Davis, Counselor, Montgomery County Community College—Blue bell, Pennsylvania 
Wayne Jackson, Director, Multicultural Academic and Support Services Office, University of Central Florida—Orlando, Florida

10:30 a.m.–noon    
Establishing Centers of Responsibility for Diversity: A Long-term Diversity Plan Toward Institutional Reform
When campus leadership supports concrete diversity initiatives, students, faculty and staff pay special attention to the issue—or least, they should.  This session will highlight Towson University’s Reflective Process for Diversity aimed at shifting institutional culture toward inclusion.  Based on the 2005, Now is the Time document published by a joint task force of AASCU & NASULGC, Towson University is the first institution to implement this process full scale.  Presenters, drawn from three departments at the university, will share the importance of the collaborative initiatives to foster change and representation, campus climate, intergroup relations, education and scholarship, and institutional transformation with regard to diversity.  Centers of responsibility are established throughout the institution for the purpose of holding each campus community member accountable for the success of the institutional diversity goals.  Attendees will be guided through the model and introduced to the reflective questions instrument. Presenters will share implementation strategies and the lessons learned from the model. This session should particularly benefit those looking for new ideas to strengthen diversity and especially those who wish to improve academic excellence.  

Art King, Doctoral Candidate, Conflict Analysis and Resolution, George Mason University; Assistant Vice President, Student Affairs for Diversity, Towson University—Towson, Maryland   
Paz Galupo, Ph.D., Professor of Psychology, and Director, Multicultural Institute, Towson University—Towson, Maryland   
 Debbie Seeberger, Doctoral Student, Organizational Leadership, University of Maryland; Special Assistant to the President for Diversity & Equal Opportunity, Towson University—Towson, Maryland

10:30 a.m.–noon
Creative Impact: Visual Art as a Tool for Dialogue on Race, Culture, and Identity
Contemporary artists of all races and ethnicities are creating powerful works of art which address race, culture, identity and social justice.  In this session participants will view many visual art images to learn the ways artists offer insights into cross-cultural understanding.  Visual art has been called the universal language, transcending the written and spoken word and it provides an opportunity for better communication.  Participants will compare the perspectives of several artists and will discover how art can be used in classrooms in many disciplines.  Race, culture, identity and more will be covered through the lens of artistic vision and creativity.  The primary focus will be on the art of Native American, Latino, Asian and African American artists.  This session should particularly benefit those interested in learning how artists can provide a deep and rich platform for understanding.  It should also benefit those interested in exploring new methods of engaging students in cross-cultural dialogs.

Mindy Nierenberg, Senior Program Manager, Tisch College of Citizenship and Public Service, Tufts University—Medford, Massachusetts

10:30 a.m.–noon
Midwest University Latino Cultural Centers: Creating Community Connections
This session will examine the Latino Cultural Centers at two Indiana land-grant universities  which have model programs that connect college students to the local and statewide Latino/a community.  As part of a service-learning and leadership training, Latino Cultural Centers organized student efforts to aid in recruiting, retaining, and applying civic responsibility to the student experience.  Indiana University’s Latino Enhancement Cooperative reaches out statewide to immigrant populations, focusing on college access and success.  Purdue University’s volunteer organization, Embajadores, uses college-to-high school student mentoring as a way to enhance understanding of and connection to the collegiate processes.  Both centers have provided support for admissions, agricultural extension, Latino/a studies, etc. Both initiatives provide resources, assessment, tracking and have documented the success of Latino/a youth.  In addition, outreach not only extends to Latino/a youth but also to their families.  This session should particularly benefit those interested in working to incorporate volunteerism through service-learning to directly benefit both college students and Latino/a and/or immigrant (undocumented) communities.

Maricela Alvarado, Director, Latino Cultural Center, Purdue University—West Lafayette, Indiana
Lillian Casillas, Director, La Casa/Latino Cultural Center, Indiana University—Bloomington, Indiana