1:15–2:30 p.m.
Exploring Race and Ethnicity Through Intergroup Dialogue
The Conversations about Race and Ethnicity (CARE) program, initiated by the Offices of Residence Life and Multicultural Affairs at Syracuse University (SU) is a six-week experience for students from different racial and ethnic identities—a multidimensional approach to intergroup dialogue across the university. It offers a structured approach to discussing and better understanding the rich, complex and often difficult components of race and ethnicity.  Students and staff who participate in this program develop an awareness of campus demographics and issues that their fellow students and colleagues face.  They are provided with tools they can use to discuss sensitive topics such as affirmative action, interracial dating and white privilege.  At the conclusion of CARE participants will have an opportunity to get involved with activities, both on and off campus, which promote further dialog and social justice. This session is designed to benefit those responsible for diversity education for undergraduate students. 

Shannon Cross, Coordinator for Communications, Office of Residence Life, Syracuse University—Syracuse, New York    
James Duah-Agyeman, Ph.D., Director, Multicultural Affairs/Student Support and Diversity Education, Syracuse, University—Syracuse, New York  
Laura Harrington, Research Associate, Office of Institutional Research and Assessment, Syracuse University—Syracuse, New York   
Rebecca Reed Kantrowitz, Director, Office of Residence Life, Syracuse University—Syracuse, New York

1:15–2:30 p.m.
Recruitment and Retention of Underrepresented Faculty, Staff, and Students at a Traditionally White, Rural Institution of Higher Education
This session will present strategies used to increase the diversity of the faculty, staff and students at Bloomsburg University of Pennsylvania.  Bloomsburg University is a microcosm of the rest of the United States from the standpoint of diversity issues.  Therefore, the strategies discussed in this session should be directly applicable to most other institutions of higher education in the country.  Faculty and staff recruitment efforts have aimed at increasing the size and diversity of applicant pools.  In addition, university-wide retention efforts have been carried out that increase  the advancement opportunities for all faculty and staff, including individuals from underrepresented populations. These diversity initiatives have significantly changed the culture of the institution.  Many previously disengaged faculty and staff have become actively involved in the recruitment of underrepresented individuals.  Sensitivity toward minority populations has increased, particularly at the management level.  Finally, over the past few years the campus has seen an increase in the number of underrepresented employees and students.  This session should particularly benefit those who are interested in increasing recruitment and retention of underrepresented faculty and staff at institutions of higher education.

James Mackin, Ph.D., Provost and Vice President, Academic Affairs, Bloomsburg University of Pennsylvania—Bloomsburg, Pennsylvania   
Robert Wislock, Ph.D., Deputy to the President for Social Equity, Bloomsburg University of Pennsylvania—Bloomsburg, Pennsylvania   
Irvin Wright, Ph.D., Assistant to the Provost and Vice President Academic Affairs for Diversity Initiatives, Bloomsburg University of Pennsylvania—Bloomsburg, Pennsylvania

1:15–2:30 p.m.
Foundations for Success in Higher Education for African-American and Latino Students: They Have to be Resilient!
For the past several years report after report has bemoaned the state of academic achievement of African-American and Hispanic students.  Numerous scholars, programs, writers, agencies have posited various strategies for improving the academic plight of minority students in all levels of schooling.  Unfortunately many of these suggestions/recommendations neglect to focus on ideas that will assist navigation through economic and social systems where race/ethnicity matters.  We know all too well how minority students who are successful academically still confront barriers that lead to despair and failure in mainstream society.  The focus of this session is on teaching resiliency as a tool to enhance the success and development of minority students in higher education.  This session should particularly benefit those educators responsible for development and support for minority students in postsecondary institutions.

Bernard Oliver, Ph.D., Director, University of Florida Alliance, and Professor, Department of Educational Administration and Policy, University of Florida Alliance—Gainesville, Florida

1:15–2:30 p.m.
College Access and Honors: Creating an International Study Opportunity
In this session the presenter will discuss the International Scholars Program (ISP) at Philadelphia University.  ISP is a collaborative effort between a college access program and an honors program designed to introduce low-income students to international study.  Case studies will be presented to illustrate how the ISP experience increased student involvement, changed social perspectives, and impacted academic pursuits.  This session should particularly benefit those who are interested in identifying strategies for increasing low-income student participation in international study.

Judith Corbett Carter, Ph.D., Assistant Professor, SEEK Department, Brooklyn College, City University of New York—Brooklyn, New York

1:15–4:15 p.m.
A CAMPUS OF DIFFERENCE™: An Anti-Bias and Diversity Training Program of the Anti-Defamation League’s A WORLD OF DIFFERENCE® Institute
This interactive diversity training session will present A CAMPUS OF DIFFERENCE™anti-bias and diversity training program of the Anti-Defamation League’s A WORLD OF DIFFERENCE® Institute which is the leader in providing anti-bias education and diversity training resources.  Human relations and education professionals design training modules and produce curricula to teach the necessary skills to promote inclusive and respectful school, college, work and home environments.  Customized to meet the needs of a wide range of audiences the programs are available to schools, universities, corporations, community organizations and law enforcement agencies.  A CAMPUS OF DIFFERENCE™ program provides practical, experiential, hands-on training to challenge prejudice, discrimination and all forms of bigotry, to foster intergroup understanding, to equip participants to live and work in a diverse world, and to create inclusive learning environments.  This session should particularly benefit those who have a deep commitment to diversity as part of their overall institutional mission, and want to create an inclusive learning environment for all faculty, staff, administrators and students on campus.

Douglas Cureton, ADL Training Specialist and Facilitator, Anti-Defamation League A WORLD OF DIFFERENCE® Institute—Los Angeles, California

1:15–4:15 p.m.
One Better World:  Race, Skin Color, Privilege, and Identity in the U.S.  (For Student Participants Only)
 Think for a moment of all the identity groups that make up whom you are as a person.  Which of those identity groups receive privileges?  Which become targets for oppression?  This interactive student session has been developed to give participants an opportunity to see themselves as racial beings and to discover how our identities impact how we are seen and heard in the world.  Together, we can build communities of hope.  "Injustice anywhere is a threat to justice everywhere." This session should particularly benefit students who are interested in doing some "self work" and who seek an opportunity to understand others by knowing more about themselves.

Vernon A. Wall, Founding Faculty, Social Justice Training Institute—Washington, D.C.

1:15–4:15 p.m.
More Inclusive Curricula and Community Partnerships: Through Tiospaye and Other Sacred Circles
Tiospaye is a Lakota word for "extended family."  In Part I of this session, participants will be introduced to the story of a 17-year-old Hunkpapa woman who became the catalyst for formation of a Tiospaye that "makes relatives" between institutions of higher education and diverse communities, especially those marginalized by race, ethnicity, culture, and/or risk.  Elders and youth from that Tiospaye will share stories, multimedia clips, and materials that will show how the Tiospaye model has helped them become better scholar-practitioners and advocates for university-community partnerships.  Presenters will offer several approaches and applications but all presentations will connect indigenous values of "sacred circles" and intergenerational learning, leading, and serving.  In Part II of this session,  participants will share their own institutional and community needs regarding diversity and inclusion and then discuss how the Tiospaye model can be adapted to their settings.  Participants also will be given time for a consultation.  Presenters work collaboratively with each other and with others at educational institutions and communities across the United States and Canada.  This session should benefit those interested in learning about Tiospaye and different approaches and applications for the model.

Mary Anne Angel, Ph.D., Director, Circle of Light Program, and Lecturer, Department of Communication, University of Dayton—Dayton, Ohio   
Anna Carrera, Undergraduate Student, Social Science Education Major, Wright State University—Xenia, Ohio  
Robin Herman, Ph.D., Adjunct Professor of Psychology; CEO and Program Director, Hanbleceya House, Inc., Wright State University—Beavercreek, Ohio   
David Weinkauf, Ph.D., Professor Emeritus, Edinboro University of Pennsylvania; President, Two Trees, Inc.—Conneautville, Pennsylvania   
Kathryn Wetzel, Undergraduate Student, Language Arts Major, University of Dayton—Dayton, Ohio  Kathryn

1:15–4:15 p.m.       
Everyone’s Responsibility: A Comprehensive Staff Approach for Infusing Multicultural Competence
Despite the widespread recognition of the value of diversity in higher education, there is still a need for staff to learn how to form meaningful relationships with people from diverse backgrounds.  Workshops and training sessions are a common approach to teaching multicultural competence, but there is still a need to include this competence in one's daily work.  At the 2007 NCORE conference new diversity tools were introduced to teach multicultural competency.  This interactive session will again share these tools and present recent assessment data.  Through facilitated discussion, participants will learn to use these tools and create their own diversity strategies tailored to the needs of their own institutions.  This session should particularly benefit those who teach diversity training and how to achieve diversity goals. It will also benefit those who are looking for ways to enhance the multicultural competence of their staff.

Phoebe Kuo-Jackson, Director, Counseling and Psychological Services; Licensed Psychologist, University of Nevada—Las Vegas, Nevada   
Randy McCrillis, Assistant Director, Student Diversity Programs and Services, University of Nevada—Las Vegas, Nevada   
Karen Strong, Associate Vice President, Student Life, University of Nevada—Las Vegas, Nevada

1:15–4:15 p.m.
Moving Forward: Activating a Multi-dimensional Framework for Assessing and Advancing Campus Diversity
This interactive session will describe the campus-wide diversity assessment team at Kennesaw State University, where a multifaceted model for studying diversity guided a year-long research project that is serving as the foundation for building a diversity program.  Using Daryl Smith’s model for studying diversity, teams of faculty and staff evaluated the status of diversity in several areas such as education and scholarship, campus climate, recruitment and retention, and structures and resources.  The session facilitators will provide an overview of how the team identified strengths and weaknesses, established benchmarks, and developed recommendations for new diversity initiatives.  Participants will break into teams and discuss, write about and reflect on KSU’s collaborative model for assessing campus diversity.  This session should particularly benefit those who are involved in diversity programs on university campuses, where leaders are seeking to build greater commitment and understanding among all stakeholders.

Kathryn K. Epps, Ph.D., Assistant Professor of Accounting, Michael J. Coles College of Business, Kennesaw State University—Kennesaw, Georgia   
Thierry Léger, Ph.D., Associate Dean, College of Humanities and Social Sciences, Kennesaw State University—Kennesaw, Georgia   
Jorge Pérez, Ph.D., Associate Professor, Information Systems, CETL Faculty Fellow for E-Learning, and Associate Director, Center for Hispanic Studies, Kennesaw State University—Kennesaw, Georgia 
Ivan Pulinkala, Ph.D., Assistant Professor and Director of Dance Program, Kennesaw State University—Kennesaw, Georgia  
Sarah Robbins, Faculty Executive Assistant to the President, and Co-Chair, Diversity Forum, Kennesaw State University—Kennesaw, Georgia   
Angela Teachey, Ph.D., Assistant Professor, Mathematics Education, Kennesaw State University—Kennesaw, Georgia

2:00–4:00 p.m.
Beyond Diversity: The City University of New York Moves Toward Inclusive Excellence
This interactive session examines the affirmative action program at City University of New York (CUNY) which seeks to recruit and retain a culturally diverse faculty.  Frequent reviews of methodology and data have resulted in the university's movement beyond diversity toward "Inclusive Excellence," a movement led by the university's new Dean of Diversity.  CUNY affirmative action policies, as well as CUNY's definition of a culturally diverse faculty have been instrumental in the development of new initiatives.  CUNY administrators and members of the CUNY university Affirmative Action Council will share (via video) lessons learned over the past 37 years, current initiatives and future challenges.  This session should particularly benefit administrators, affirmative action/diversity officers, department chairpersons and others interested in developing strategies for attracting diverse faculty.

Candita C. Gual, Special Projects Manager, Office of Recruitment and Diversity, City University of New York—New York, New York 
Charlotte Y. Phoenix, Ph.D., Senior Vice President and Provost (Interim), Medgar Evers College, City University of New York—White Plains, New York

2:00–4:00 p.m.       
STREAT: Social TheatRe for Education, Action and Training
Through participatory activities this session will explore the use of theater-based techniques to engage students on issues of oppression and prejudice.  The theater has long been a successful tool to provide meaningful and emotional connections to these issues.  Presenters use these methods regularly in their trainings and workshops with undergraduate and graduate students as well as with high school students.  This session is skill based and will particularly benefit educators who are unfamiliar with theater-based methods.  Participants should be prepared to be actively involved in the session and be willing to step outside their comfort zone.  Participants will leave with four useful activities for their own classroom training.  This session should particularly interest those looking for innovative teaching techniques.

Eric Mata, Social Justice Education Specialist, Multicultural Student Center, University of Wisconsin—Madison, Wisconsin  
Sarah Napoli, Social Justice Education Specialist, Multicultural Student Center, University of Wisconsin—Madison, Wisconsin

2:00–4:00 p.m.       
Creating The Unstoppable Leader That Is You
This powerful, thought provoking, interactive, humorous and a fun session is a must for anyone interested in nurturing strong, positive leaders.  The session will explore “the leader that is you.”  It will look at leadership development from a personal perspective while offering pertinent and relevant ideas that will improve your campus leadership skills.  Among the issues addressed: diversity, leadership development, creativity, long- and short-term planning, life skills, values and much, much more.  This session should benefit those who seek to nurture and develop service-oriented student leaders who will add value to their communities.

Steve Birdine, President/CEO, Affirmations In Action!—Laurel, Maryland

2:00–4:00 p.m.
From Middle School to College: Taking an Earlier Proactive Approach to Preparing Public School Students for Higher EducationThis 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

2:30–4:00 p.m.       
The Bull by the Horns: How One University is Tackling Race Relations on Campus and in the Community
This session examines how the University of Arkansas-Little Rock, is tackling race and diversity issues on its campus and in the community.  Presenters will provide the results of the student racial attitudes survey and the community-wide race relations survey and will also provide insights and lessons learned from their implementation. This session will examine how race issues were dealt with at a Southwestern University and will address efforts to develop policies, procedures and action plans based on the results of those surveys.  This session should particularly benefit those interested in implementing similar campus and community surveys as well as those interested in research involving a campus climate, and how to deal with race and diversity issues in the classroom.  Finally, this session should be of interest to those who teach at metropolitan or urban universities situated in the south or southwest with diverse student populations.

Siobhan Bartley, Research Assistant, Institute of Government, University of Arkansas—Little Rock, Arkansas   
LaVerne Bell-Tolliver, Ph.D., Assistant Professor, School of Social Work, University of Arkansas—Little Rock, Arkansas  
Tim Edwards, Ph.D., Associate Professor, School of Mass Communication, University of Arkansas—Little Rock, Arkansas  
David Montague, Ph.D., Assistant Professor, Department of Criminal Justice, University of Arkansas—Little Rock, Arkansas  
Patricia Wilkerson, Ph.D., Assistant Professor, School of Social Work, University of Arkansas—Little Rock, Arkansas

2:30–4:00 p.m.
Asian/Americana: Three Research Projects on Asian/American Identity, Whiteness, and Experience
This session reports the preliminary results of three separate research projects on various aspects of Asian American issues.  Anna Wong Lowe will present on the intersection of whiteness and the communicative behaviors, racial consciousness, experiences and perspectives of Chinese, Japanese, Filipino, Korean and Vietnamese Americans in the San Francisco Bay Area and Oklahoma City metropolitan area.  David Oh specifically addresses the in-group behaviors and perspectives of second-generation Korean Americans and their relationship to the racial views of the dominant majority.  Vijay Kanagala explores the perspectives of six "1.5" generation Asian Indians and their ability to negotiate between national and ethnic identities while living and studying in a predominantly White society.  This session should benefit administrators and students working with Asian American communities, undergraduate students interested in Asian American identity, whiteness, and nationality and graduate students and professors researching Asian American issues.

Anna Wong Lowe, Doctoral Candidate in Communication; and Graduate Research Assistant, RISE, University of Oklahoma—Norman, Oklahoma  
Vijay Kanagala, Doctoral Candidate and Research Associate, Department of Educational Leadership and Policy Studies, Iowa State University—Ames, Iowa  
David Oh, Ph.D., Assistant Professor, Department of Communication, Denison University—Granville, Ohio

2:45–4:00 p.m.
Recruiting Promising Future Faculty of Color: A Postdoctoral Fellowship Program Model
Developing a university-wide postdoctoral fellowship program is one method to recruit promising scholars for faculty positions at research institutions. This session examines the University of Minnesota Postdoctoral Fellowship Program that is intended to attract tenure-track faculty of color.  The session will present the unique advantages of this program, its structural components, and methods for evaluation.  This session should particularly benefit those interested in developing programs to recruit and retain the faculty of color at their research- and teaching-centered institutions and also graduate students interested in pursuing tenure-track faculty positions.

Noro Andriamanalina, Ph.D., Director, Academic and Professional Development, Graduate School and Office of Postdoctoral Affairs, University of Minnesota—Roseville, Minnesota

2:45–4:00 p.m.       
Striving for 100% Graduation: The Impact of Identity-based Mentoring Using the Thomas Principles
Even with the success of many higher education mentoring programs, assessing the factors that successfully promote college adjustment, improve GPA and graduation of diverse students continues to be a challenge.  In a longitudinal study of graduating Black college students in a large Midwestern university and identity-based mentoring, using the Thomas Principles (Identity Development, Social Support, Psychological Support, Academic Support, Sense of Belonging, and Leadership Development) demonstrates the importance of mentoring and the significance of identity development.  After four years, more than 80% of students mentored were retained and of those students 20% filed for graduation.  These results have led to several universities working together to promote an assessment methodology for mentoring programs.  It has also led to an initiative funded by the National Science Foundation (NSF) to increase the number of underrepresented students and women in technology and computing.  This session should particularly benefit those who are developing an evaluation-based mentoring program or who have a mentoring program and that needs to be evaluated.

Nathan Thomas III, Campus Diversity Officer, University of South Florida—Lakeland, Florida

2:45–4:00 p.m.       
Hip Hop 101: The Psychology of Hip Hop “Survivalist Turned In To Consumers”
This thought provoking presentation examines Hip Hop and how the media shapes the global perceptions of African Americans.  The session will illustrate the influence of Hip Hop on mainstream culture and will explore the effect of the Hip Hop subculture on urban and suburban environments, the African American value system, consumerism, stereotypes, ethics, morality and much more.  The presentation will conclude with a slide show that celebrates the struggles, triumphs and history of African Americans.  The video present set to R & B and Hip Hop, takes the audience on the African American odyssey from slavery to present day.  This session should particularly benefit those who have an affinity for the Hip Hop art form and an awareness of the immeasurable power of the media in shaping self-perception and the reinforcement of negative stereotypes.

John Rogers III, Director of Orientation, Wright State University—Dayton, Ohio

2:45–4:00 p.m.
Freshman Camp That Works! Incoming Students at a Public College—Bronx, New York
This session is a response to the educational crisis which has turned schools into “drop out factories.”  We will examine the structural and institutional foundations of failure, k-college.  This  structure excludes the sociocultural, educational and migratory identities of students.  Drawing on ethnographic research gathered over the  past four years, this session will take attendees into a freshman writing class in the south Bronx high school.  The presenter will discuss a research-based teaching model that takes the students’ educational background into account.  The teaching model, illustrated with a typical classroom assignment, works to reverse alienating school practices.  Participants will have an opportunity to apply this teaching model in their own classroom. This session should particularly benefit those who work with culturally and linguistically diverse college freshmen in writing classes and want to learn a more effective teaching method.

Janis Massa, Faculty, Department of English, Lehman College, City University of New York—Bronx, New York