10:00 a.m.–noon
Evaluating Effects of Diversity Programs:  Intergroup Dialogue
This interactive and informative session will present a national evaluation of intergroup dialogue, and an educational program adopted by many institutions of higher education in the United States.  This evaluation, which included nine institutions, used random assignment in comparison groups for evidence of the effects of dialogue on intergroup understanding, empathy and bridging differences, and collaborative action. This session will cover the definition of intergroup dialogue, how the evaluation was carried out and the main results.  Using qualitative data, the presenters will assess what happens in effective dialogs and will also lead an exercise that fosters understanding of inequality.  This session should particularly benefit those who are interested in evaluating their own diversity initiatives and those were interested in using intergroup dialogue to create meaningful interaction across race, gender, sexual orientation, social class, and other social identities.

Carmen McCallum, Doctoral Student, Center for the Study of Higher and Postsecondary Education; Graduate Research Assistant, School of Education, University of Michigan—Ann Arbor, Michigan  
Taryn Petryk, Director of Co-Curricular Initiatives, Program on Intergroup Relations, University of Michigan—Ann Arbor, Michigan  
Nicholas Sorensen, Doctoral Candidate, Social Psychology; Graduate Research Associate and Instructor, Program on Intergroup Relations, University of Michigan—Ann Arbor, Michigan  
Kathleen Wong(Lau), Ph.D., Assistant Professor, School of Communication, Western Michigan University—Kalamazoo, Michigan   

10:00 a.m.–noon    
Teaching White Privilege at a Predominantly White Institution: Challenges and Opportunities
This session describes a curricular model for teaching about White privilege at predominantly White institutions.  The presenter will describe the size and demographics of his institution and its religious affiliation.  Then the presenter will focus on methodology and course content and will discuss the kinds of problems that have arisen and his attempts to address them. The session will discuss the crucial role of videos in group discussions as part of the students’ experiential learning.  Links made between understanding and action will be explained and examples of assessment tools will be provided to participants along with the list of videos used in the course.  This session should particularly benefit those who are teaching at predominantly White institutions, those who teach about White privilege and those interested in networking with others who are teaching about White privilege.

Robert P. Amico, Ph.D., Professor, Department of Philosophy, St. Bonaventure University—St. Bonaventure, New York

10:00 a.m.–noon                    
Moving Your Diversity Dialogue From Talk to ACTION!
This nationally recognized, powerful, thought-provoking, humorous, interactive session addresses the diversity experience on our campuses.  It takes a much-needed open and honest approach that challenges traditional thinking.  Fast paced, with insightful exercises, participants will leave with an action plan for improving themselves and their environment.  A must for those who care about diversity issues.  Interactive exercises will afford participants a greater personal understanding of diversity issues and how they impact our daily lives. This session should particularly benefit those who strive to create and nurture campuses and communities that we can all call home.

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

10:00 a.m.–noon
Racial Aikido: Equipping Students of Color at Predominantly White Institutions
The staff and faculty of color at predominantly white institutions (PWIs), often find cultural competency workshops and diversity trainings are targeted toward the dominant group (usually identified as Whites/Anglos in the United States).  While it is important and that such trainings exist, it is equally important, and often overlooked, to have workshops aimed specifically at students of color.  These workshops are needed to provide students of color with training that develops their understanding of racial and ethnic identity formation and to examine concepts of power and privilege, internalized oppression and self-awareness.  Participants will be introduced to methods to help students of color develop positive identity and equip them with the tools needed to recognize, respond, and replenish after encountering instances of overt or covert racism, ethnocentrism, and xenophobia.  This session should particularly benefit those who are interested in the success of students of color at predominantly white institutions and practitioners who provide direct support to students of color. It will also benefit those who are concerned with issues of retention at PWIs and who have some experience in developing and delivering social justice related workshops, especially full day or multi-day retreats.

Beverly Colston, Director, ALANA Student Center, University of Vermont—Burlington, Vermont  
John Mejia, Education and Outreach Coordinator, LGBTQA Services Office, University of Vermont—Burlington, Vermont   
Patricia Chau Nguyen, Graduate Student, Higher Education and Student Affairs Administration Program; Graduate Assistant, ALANA Student Center, University of Vermont—Burlington, Vermont  
Sherwood Smith, Ph.D., Assistant Professor, Department of Integrated Professional Studies, and Director, Center for Cultural Pluralism, University of Vermont—Burlington, Vermont  

10:00 a.m.–noon
Finding People of Color: Virtual Research on People of Color in the Information Age
This session will consist of two parts.  One part will examine current research on people of color and their use of the Internet, in particular Web 2.0.  Web 2.0 is the second generation of web-based communities and hosted services such as social networking sites, wikis, blogs, and folksonomies, which aim to facilitate creativity, collaboration, and sharing between users. The second part of the session will examine several online databases, both commercial and free.  These databases are resources scholars should be using to research topics related to people of color.  The main focus of this part of the session will be social science research and will also explore statistical and medical databases.  The session is based on the assumption that most of the conference attendees are affiliated with institutions of higher education and as a result will have access to many of the commercial databases covered. This session will benefit faculty, students, or anyone doing Internet research or working with students of color. 

Carolyn Yvonne McIntosh, User Services Librarian, John F. Kennedy Memorial Library, California State University—Los Angeles, California    
Charles G. Ransom, Librarian, Multicultural Studies, University of Michigan—Ann Arbor, Michigan

10:30–11:45 a.m.
The Transformation of a Multicultural Academic Support Office
Being a multicultural student at a predominantly white institution can be a challenge.  What can also be a challenge is helping those students who sometimes seem like they don’t want to be helped. 
This session will discuss ways in which the new director of the Multicultural Academic and Support Services Office and the Student Success Center’s assistant vice president took a department on the brink of extinction and increased its contacts dramatically in only one year.  Presenters will discuss the strategies they used in order to inform students of their services and why students are currently visiting MASS in numbers not seen in many years.  The three primary programs of the MASS department are SOAR (a six-week summer program for primarily African-American and Hispanic students), and the First Generation Program (helps to acclimate first generation students to the UCF campus). They also used advising and academic programs and Brother-to-Brother, a program designed to maintain and graduate more multicultural and first generation male students at the UCF campus. This session should particularly benefit those who are interested in increasing student participation in campus multicultural programs.

Wayne Jackson, Director, Multicultural Academic and Support Services Department, University of Central Florida—Orlando, Florida  
DeLaine Priest, Assistant Vice-President, Student Success Center, University of Central Florida—Orlando, Florida

10:30–11:45 a.m.
Promoting Excellence in the Academy
This session examines a national summer institute at the University of Denver that was designed to provide insight and information to doctoral candidates of color and women hoping to become a faculty.  Information about the background as well as the layout of the institute will be provided.  Presenters will share data on the need for such an institute on the national level.  This session should particularly benefit those who are interested in several functions necessary to prepare students for academic careers and to increase the pool of racial/ethnic and women faculty candidates.

Bushra Aryan, Doctoral student, Diversity and Higher Learning; Graduate Research Coordinator, and Graduate Resident Director, Housing and Residential Education, University of Denver—Denver, Colorado  
Fernando R. Guzman III, Ph.D., Assistant Provost, Multicultural Faculty Recruitment & Retention, University of Denver—Denver, Colorado

10:30–11:45 a.m.
Understanding and Valuing Differences Between Chinese and American Cultures
In recent years, China has emerged in the world market and has achieved recognition for its global importance.  This session stresses how important it is to understand Chinese culture and to value the differences between Chinese and American cultures.  This session will present examples of general differences between Chinese and American cultures and lessons learned from misunderstandings between Chinese and Americans. This session should particularly benefit those who are interested in the success of American students in China or Chinese students in America, business students who plan to work in U.S.-China joint ventures, the faculty who teaches Chinese students in the U.S. or who teach American students in China, and anyone who is interested in Chinese mathematics, food, inventions, education, business and culture.

Youyu Phillips, Ph.D., Assistant Professor, Multicultural Affairs/Diversity Point Person, Vice President of Chinese-American Association of NEPA, Keystone College—La Plume, Pennsylvania

10:30–11:45 a.m.
Developing Peer Intimacy: It's Not All About Sex!
This session examines a women support group for undergraduate women of color at the University of Richmond.  This support group is intended to build meaningful relationships between peers and develop self esteem.  This session will cover the history, purpose, and evolution of the program with particular emphasis on the role of emotional intimacy among the undergraduate peers in their retention, success, and personal development.  Finally this session will address ways in which the program can be modified to reach specific student populations.  This session should particularly benefit those who are interested in the success, retention, and personal development of students of color.

Tinina Cade, Ph.D., Director, Multicultural Affairs, and Assistant to the Vice President of Student Affairs, University of Richmond—Richmond, Virginia   
Kimberly Holmes, Graduate Student, College of William & Mary’s Educational Policy, Planning and Leadership Program—Williamsburg, Virginia; Graduate Intern, Multicultural Affairs Office, University of Richmond—Richmond, Virginia

10:30–11:45 a.m.
Developing a University/Community Dialogue to Form a Partnership With California American Indian Communities
This session will present a model by the UC/CSU American Indian Higher Education Consortium to improve American Indian enrollment, recruitment, and retention. The session will examine collaborative planning process devised by American Indian Counselors and Recruiters with the two major higher education institutions in California—the University of California and the California State University. Both systems supported a statewide dialogue that took place in six regions in California to ascertain the needs of California Indian tribes, tribal agencies, and urban Indian communities. The recommendations from these dialogues have been forwarded to both statewide system offices for their review. The session should particularly benefit those who are interested in best practices in collaborative efforts. Presenters will provide a list of best practices and a copy of an MOU between one of the universities and a Southern California tribe as an example of successful collaboration. This session would be especially helpful for those in higher education who are involved or should be involved with interaction with tribal governments and agencies.

Jorge Haynes, Senior Director, External Affairs, Office of the Chancellor, California State University—Long Beach, California   
Ricardo Torres, Ph.D., Counseling Faculty, California State University—Sacramento, California  
Michelle Villegas-Frazier, Chair, American Indian Counselor and Recruiter’s Association, University of California—Davis, California

10:30–11:45 a.m.
Social Dimensions That Divide and Oppress Within the Asian American Communities
This session examines the intersection of class, gender, and ethnicity in Asian American communities and the dynamics of intragroup oppression.  The presenter will discuss how the ongoing oppression within the Asian American community impacts the position of Asian Americans within the larger American society, identifying key implications for Asian American young adult development in higher education and intragroup relations.  The session will examine case studies to illustrate the dynamics within Asian American communities.  This session should particularly benefit those who directly or indirectly work in the area of student development with ethnic minority or Asian American students, as well those in Asian American studies. Individuals who have teaching, research, or administrative interests in Asian American issues may also benefit by increasing their understanding of the complex dynamics within Asian American communities.

Amanda Kim, Ph.D., Director, Multicultural and Diversity Studies, and Assistant Professor, The Chicago School of Professional Psychology—Chicago, Illinois

10:30 a.m.–noon
PROMOTING DIALOGUE WHEN CAMPUS CONTROVERSIES ERUPT
PART I—A Collaborative Approach to Designing a Dialog Initiative
This session introduces the approach of the Public Conversation Project (PCP) to designing and facilitating dialogue in communities torn by controversies involving different world views and identities.  PCP was founded in 1989 with a question: Can the approach and methods of family therapists be adapted for use in divisive public and community conflicts?  The answer is Yes!  And PCP’s dialogue work has led to innovation in clinical work. In this session, presenters will share lessons learned from collaborative planning with Michelle Emerson, Assistant Director of Wellness and Diversity Education at Southwestern University.  This led to a two-day campus workshop that offered students, faculty and staff an opportunity to (1) provide input to the design of the workshop, (2) experience two brief dialogues with each other, (3) begin designing their own campus initiative with consultation from the workshop presenters, and (4) practice skills required to facilitate dialogue as they envisioned convening.  This session should particularly benefit those whose work involves facilitating conversations about controversial topics on campuses and in other communities (e.g., faith communities and organizations where controversies can disrupt interpersonal bonds and undermine the goals and values of the group).

Maggie Herzig, Founding Associate, Public Conversations Project—Watertown, Massachusetts  
Raye Rawls, Esq., Associate Public Conversations Project; and Public Service Associate at the Fanning Institute, University of Georgia- Athens —Watertown, Massachusetts

10:30 a.m.–noon
Strategies for Increasing Minority and Underprivileged Students’ Recruitment and Retention at a Community College in Colorado: LEAP (Learning and Achieving From Middle School Through College Program)
This session will share the strategies that were implemented at a community college in Colorado to recruit and retain minority and underprivileged students.  In particular, it will present the LEAP program which recruits middle and high school students.  The program develops in-house faculty training in the area of Culturally Responsive Teaching.  The program has been evolving for almost a year now and is still in the early stages.  Presenters will showcase what has been designed and implemented so far with the goal of obtaining meaningful feedback and fresh ideas from participants. This session will be of particular benefit to those who are interested in recruiting and retaining underprivileged students and those who work with middle and high school students.

Barbara Bollmann, Ph.D., Dean, Front Range Community College—Longmont, Colorado
José M. García-Paine, Faculty, Front Range Community College—Longmont, Colorado

10:30 a.m.–noon
Students Empowering Students
This session will present an overview of the Indiana Latino Leadership Conference, organized by students for high schools and colleges across the state of Indiana.  The background and rationale for the conference will be provided, as well as insights and lessons learned from its implementation by students for students.  This session will benefit those who are interested in the success of Latino high school and college students, practitioners who provide direct services to Latino students and students interested in taking an active role in their leadership development.  It will also benefit those who are concerned with student satisfaction, success, and retention.

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

10:30 a.m.–noon
Surviving the Game: How to Navigate the College Sports Plantation System
This session analyzes and critiques the emphasis the academy places upon Black male athletes, and how athletic success supersedes academic pursuits at the college level. Young Black males are often led astray by a system that purports to be a savior for young men.  Far too often, Black male athletes find themselves in no better circumstances or even worse off after their college career.  With the exception to the rule”professional athletics” being displayed as the standard, many Black male athletes continue to fall through the cracks academically, personally, and vocationally.  In this session we will discuss these problems, their symptoms, and origins.  This session will also lay out a systematic approach to addressing these issues at their core.  While the system greatly benefits from the student athletes, presenters will show how athletes can benefit from that system whether or not they become professional athletes. This session should benefit those who are motivated to help with student-athletes find success.

Cornell L. Craig, Director, Minority Student Programs, Bellarmine University—Louisville, Kentucky 
Clyde W. Pickett, Director, Multicultural Development, Ohio Northern University—Ada, Ohio

10:30 a.m.–noon
Cultural Competency Development: A Curricular Model for Physical Therapists in Training
At Cleveland State University, the Department of Health Sciences, Physical Therapy Program and the Division of Institutional Diversity collaborated to develop a cultural competency curriculum for graduate-level physical therapy students.  This session will describe the curricular model and present data indicating its effectiveness.  Presenters will describe plans for integrating the model into the curriculum and explore strategies for institutions to implement it. Participants will have an opportunity to discuss and explore how the curriculum can apply to other disciplines and academic programs.  The model is reflective of current theory and practice in diversity management and is grounded in the professional standards of physical therapy.  This session should particularly benefit those who are interested in teaching cultural competence in healthcare and those are interested in designing a discipline-specific curricular model that can be added to a specific program of study. 

Karen O’Loughlin, Assistant Director, Physical Therapy Program, Cleveland State University—Cleveland, Ohio   
Melodie S. Yates, Ph.D., Director, Diversity Training and Research, Cleveland State University—Cleveland, Ohio