1:15–2:30 p.m.
Preparing for Law School in a Post-Grutter World
This session will examine law school as a viable option for students of color, despite the daunting environment engendered by the continuing national assault on affirmative action and the pressures law schools are under to improve their rankings.  The presenter will provide a brief overview of the status of affirmative action litigation and trends in minority law school enrollments since these cases began. However, the bulk of the presentation will cover preparing students for law school, beginning well before senior year.  Discussion will include the importance of such contributing factors to law school enrollment as individual curricular design, writing skills, LSAT prep and commercial rankings. Credit worthiness is particularly significant in view of the current credit crisis.  The session is intended to offer support and advice to academic advisers, career counselors, and other stakeholders in efforts to increase minority enrollment in law school.  Students are specially welcome.

Sherry A. Weaver, Director, Office of Diversity Services, American University Washington College of Law—Washington, D.C

1:15–2:30 p.m.
The 10 Myths of Social Justice
The term social justice is being used (and misused) on college and university campuses more and more these days.  What exactly is social justice?  What is a socially just community?  What are the characteristics of the campus community which is committed to social justice?  How do conversations about race and racism fit into the social justice paradigm?  In this session the 10 myths of social justice will be shared, as well as an assessment that can be used to measure the commitment of your campus to inclusion, equity and social justice.  "Injustice anywhere is a threat to justice everywhere!"

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

1:15–2:30 p.m.
Crossing the Border: The Transition to UCLA From High School and Community College Using a Pedagogy of Excellence
This session examines the Academic Advancement Program’s Freshman and Transfer Summer Programs (FSP/TSP), UCLA's 6-week academic and residential summer program for 450 freshman and transfer students from low-income, first-generation, as well as Latino and African American populations.  FSP/TSP provides a transition into the university, a way for students to experience the university's academic demands and become familiar with the campus and its resources.  FSP/TSP has a 30-year record of success, with its students often entering the honors program and graduating at increasingly higher rates (currently at 84%).  Students are enrolled in rigorous, challenging courses that meet university graduation requirements and which prepare them to excel at UCLA.  Instructors, TA's, and tutors work closely with students, expecting the highest quality of work from them.  The staff encourages students to build on their academic strengths, to use their life experiences, and to take ownership of their undergraduate education.  Students receive a high level of both peer and professional counseling.  This session should particularly benefit those who work in, or am at 4-year institutions and those who work in undergraduate retention programs which serve African American and Latino students. 

Jeff Cooper, Director, Freshman & Transfer Summer Programs, Academic Advancement Program, University of California—Los Angeles, California
Donald Wasson, Associate Director, Tutoring & Curriculum, Academic Advancement Program, University of California—Los Angeles, California

1:15–2:30 p.m.
Asian American Heterogeneity
The term “Asian American” when used on college campuses and in society usually unintentionally refers to people of Chinese, Japanese and Korean descent.  However, this does not encompass the Pan-Asian American population that lives among us, for example students of South Asian (Desi) American and Southeast Asian American descent.  The marginalization and invisibility of certain populations on college campus needs to be addressed.  While it is important to appreciate the similarities among the Pan-Asian American communities, it is crucial to understand their differences and to be aware of their struggles in order to ensure their success and to serve as advocates for them.  Presenters will identify the heterogeneity among the Asian American community and how the current system of racial and ethnic classification is detrimental to them.  This session should particularly benefit those who are interested in breaking down some of the stereotypes associated with Asian Americans with respect to educational achievement, support, and success.

Vijay Kanagala, Doctoral Candidate and Research Associate, Department of Educational Leadership and Policy Studies, Iowa State University—Ames, Iowa  
Jean Pak, Assistant Director, Multicultural Affairs, Fordham University—New York, New York

1:15–2:30 p.m.
Christian Privilege: Do Jewish Students Feel Marginalized in U.S. Public Schools
This session will cover several theories of the nature of prejudice, the ideology behind Christian privilege and the effects of stereotype threats on academic performance.  These theories will be used to interpret the presenter's research findings.  The research comprised eleven in-depth, semi-structured interviews with Jewish students, ages 13 to 25 who live in several small towns as well as large urban areas. Additionally, an online questionnaire asked  62 questions which were answered by 136 participants, representing 24 American states. The questions asked about discrimination and harassment by peers and teachers as well as general school climate with respect to religious practices.  The answers were given numerical values and analyzed using SPSS.  This session should particularly benefit those were interested in the effects of stereotyping and prejudice on the social and academic efforts of a minority group, especially those of the Jewish faith.

Michelle Nichole Garland Stern, Doctoral Candidate, Multicultural Education and International Curriculum Studies; University Teaching Assistant, Educational Psychology and Research, Iowa State University—Ames, Iowa

1:15–2:30 p.m.
Mindfully Resolving Conflicts: Facilitation for Diversity Issues
This interactive diversity facilitation training session is designed for participants to develop multicultural communication skills. Using experiential methods such as role play, group exercises, training vignettes and discussion, the presenter will address issues such as racism and cultural differences using observation, intervention and facilitation skill-building tools.  Participants will (1) learn to de-escalate conflicts within minutes, replacing adversarial/defensive statements with culturally receptive responses; (2) will enhance their visual and auditory acuity by observing the keywords, intent and impact, and nonverbal messages inherent in communication; (3) will acquire the necessary skills to train others in group process, conflict facilitation and a variety of communication techniques; and (4) through mindful listening and inquiry, learn the nuances of multicultural communication and the conflict resolution skills needed in fostering safe and more effective dialogues, improve cross-cultural communication, and perceive and promote diversity as a positive value. This session should particularly benefit those who want to improve their multicultural communication skills and pass them onto others in workshops, meetings, counseling sessions, classrooms and other venues. The session is especially useful for educators, teacher educators, administrators, student leaders and counselors.

Lee Mun Wah, Diversity Trainer/Director, StirFry Seminars & Consulting—Berkeley, California

1:15–4:15 p.m

Student EFEX (Encouraging the Filmmaking EXperience): Social Outreach and Engagement Through Community Art
This session explores a new outreach and engagement program entitled Student EFEX (Encouraging the Filmmaking EXperience).  EFEX combines filmmaking with service learning and community involvement at the University of Michigan.  It provides a method of interaction between academic units and the communities to provide pathways for university access to under-represented and under-served communities.  Presenters will share the groundbreaking film Bilal’s Stand and follow up with a discussion of  the potential for other organizations to use film as a trigger for dialogue on a large scale.  This session should particularly benefit high school teachers, university professors, administrators, community organizers and/or artists who want to understand firsthand the struggles of inner city youth. This session will also benefit those who wish to forge a connection with communities outside their academic unit and are interested in the potential for art as a tool for implementing social justice, and those who aim to find innovative ways to generate deep, truthful dialogue about the issues and challenges that minorities and lower income students face when they decide to attend universities.

Terri Sarris, Senior Lecturer, Faculty Fellow, Screen Arts and Cultures Department, and UM National Center for Institutional Diversity, University of Michigan—Ann Arbor, Michigan  
Sultan Sharrief, Program Director/Film Producer, and Community Fellow, Screen Arts and Cultures Department, and UM National Center for Institutional Diversity, University of Michigan—Ann Arbor, Michigan

1:15–4:15 p.m
It’s a Small World: Incorporating International Student Programming in a Domestic Diversity Programming Office
On most campuses multicultural or diversity programming and international programming are typically separate offices.  Often these offices act more like rival countries than allies building future leaders in a global workforce.  As a result the voices of students of color get lost, thus precluding them from this very important relationship.  This session will discuss how the office of Student Diversity Programs and Services at the University of Nevada-Las Vegas combined international and multicultural programming into one office to build an inclusive environment serving all underrepresented groups. Presenters will discuss ways our international students and our domestic diversity students are developing new and creative programming and building new multicultural as well as multinational relationships.  This session should particularly benefit those who are looking for ways to include international students in a multicultural office and seek to build more inclusive programming. It will also benefit those who want to learn how to create leaders for a global environment. 

Randy McCrillis, Assistant Director Student Diversity Programs and Services, University of Nevada—Las Vegas, Nevada  
Jose Melendrez, Director, Student Diversity Programs and Services
University of Nevada—Las Vegas, Nevada

1:15–4:15 p.m
On Creating (Y)Our Image: A Participatory Action Research
The media and popular art forms have created limiting and denigrating racial, ethnic, gender and physical stereotypes.  What if instead of attempting to fit into or fight against standardized norms portrayed in movies and cartoons, one could embody a personal image based on accurate depictions of background and life experience?  Using the tools of creative arts therapy—visual arts, movement explorations and the spoken word—participants will experience a variety of representations of their choosing in order to explore the uniqueness and complexity of their heritage.  Attendees should bring images, music, poems, or other symbolic materials which speak to your most stereotyped characteristics and your most genuine aspects. As an outcome of this Participatory Action Research pilot, participants will analyze, demonstrate and evaluate their new/enduring identities. This session should particularly benefit those who are interested in participatory learning that involves creativity and movement as a means to question externally imposed perceptions of identity.  Those who use the arts in learning or provide services to diverse individuals and groups can explore ways to express the many kinds of identities we actually inhabit in daily life.

Meg H. Chang, Ed.D., Faculty, Creative Arts Therapy Certificate Program; The New School—New York, New York  
Jessica Tully, Communications and Development Specialist, Youth Speaks—San Francisco, California

1:30–3:30 p.m.
Leading Institutional Change: Graduate Students’ Internal Research Facilitating Diversity Development
Graduate students will present institutional research completed during a year-long project designed to assess diversity in the classroom at the Institute of Transpersonal Psychology (ITP).  The research was conducted through a quantitative syllabus audit and qualitative interviews of faculties and students.  The results of this research have influenced administration and the faculty at ITP to implement core changes.  These changes include (1) an in-depth look into the institutional strategic plan to increase diversity and cultural competence, (2) the creation and use of a diversity reference list with more than 2,000 curriculum-related entries, (3) support for the work of the diversity action team (comprised of students, faculty, and administration) designed to handle student grievances, (4) plan multicultural campus events, and (5) establishment of an International Exchange and Learning Program designed to increase the exchange of ideas and diverse perspectives among scholars in Transpersonal Psychology.  Members of the team will answer questions about their research project.  Student researchers will facilitate small group discussions on strategies for institution-wide change.  This session should particularly benefit individuals who want to learn ways to lead and advance the development of diversity at the institutional level.

Sarah Astarte, Doctoral Student, Spiritual Guidance and Creative Expression, Crossroads Lyceum/Fellowship of Isis, Priesthood 3 Path Training Program, Institute of Transpersonal Psychology—Palo Alto, California   
Raksha Chandrashekar, Doctoral Student, Clinical Psychology, Institute of Transpersonal Psychology—Palo Alto, California   
Akhila Elizabeth A. Kolesar, Doctoral Student, Clinical Psychology, Institute of Transpersonal Psychology, American Psychological Association, Association for Women in Psychology, GAYLESTA LGBTQ Therapist Association the Greater Bay Area—Palo Alto, California  
Allison Perry, Doctoral Student, Transpersonal Psychology, Institute of Transpersonal Psychology—Palo Alto, California   
Ryan Rominger, Ph.D., Global Academic, Dissertation, and Thesis Coordinator, Institute of Transpersonal Psychology—Palo Alto, California   
Halleh Seddighzadeh, Doctoral Candidate, Transpersonal Clinical Psychology, Institute of Transpersonal Psychology—Palo Alto, California

1:30–3:30 p.m.
Responding to Racism in the Front and Backstage
The session will discuss research on campus bias-related incidents and hate crimes, the need for policies and procedures that guide a college or university's response to such events whether they occur in public or in private. Presenters use the policies and efforts of the University of Dayton as a case study to examine the need for a multifaceted policy for responding to various forms of bias and racism.  Participants will be asked to envision how staff, faculty, and students may respond to specific public or private events at their own college or university and group discussions will focus on how campus bias-related incidents or hate crimes create opportunities for education that can transform a campus climate and institutional culture regardless of where the racism occurs.  This session should particularly benefit those who hope to prevent direct and indirect racism on college campuses by examining the different policies initiatives used to respond.

Paul J. Becker, Ph.D., Associate Professor of Sociology (affiliated with Criminal Justice Studies Program), Department of Sociology, Anthropology and Social Work, University of Dayton—Dayton, Ohio
Art Jipson, Ph.D., Associate Professor of Sociology, and Director of the Criminal Justice Studies Program and Department of Sociology, Anthropology and Social Work, University of Dayton—Dayton, Ohio
Leslie Houts Picca, Ph.D., Assistant Professor of Sociology (affiliated with Criminal Justice Studies Program and also affiliated with Women and Gender Studies Program), Department of Sociology, Anthropology and Social Work, University of Dayton—Dayton, Ohio

1:30–3:30 p.m.
Thinking and Working at the Intersections: The University of Dayton Women’s and Gender Studies Program as a Model for Border-Crossing, Collaboration, and Institutional Change
This session will present the development of the Women’s and Gender Studies Program at the University of Dayton from its beginning in 1978 as a minor in women’s studies to its current status as an academic major.  The program is an interdisciplinary, collaborative model for initiating and sustaining institutional change. The program has succeeded in addressing challenges and opportunities in programs that enhance diversity in the curriculum and the culture of academic institutions.  This session will include presentations by one of the early directors of the program and by the current director.  Both will discuss the importance of border-crossing collaborative work, and the strategies and tactics used to sustain such programs.  The participants will have an opportunity to share knowledge and insights gained from these experiences.  This session should particularly benefit those who are looking for ways to deepen and broaden the diverse curricular offerings on their own campus.  It is appropriate for faculty, administrators and staff.

Donna Cox, Ph.D., Professor and Chair, Department of Music, University of Dayton—Dayton, Ohio  
Sheila Hughes, Director, Women’s and Gender Studies Program, University of Dayton—Dayton, Ohio  
Patricia Johnson, Ph.D., Professor of Philosophy, University of Dayton—Dayton, Ohio
Jack Ling, Executive Director, Institutional Diversity and Inclusion, University of Dayton—Dayton, Ohio

1:30–3:30 p.m.
Greek Letter Organizations: Restoring Our Lost Luster! Reclaiming Our Legacy!
This empowering, powerful, humorous, insightful, motivational and a thought-provoking session takes a much-needed open and honest look at issues impacting Greek letter organizations.  Where are we?  Where are we going?  How do we get there?  Do we evolve or become obsolete?  Issues addressed in this interactive session include (but are not limited to): leadership development, diversity, academic excellence, motivation, intake, brotherhood/sisterhood, relationships, self esteem, stereotypes, focus, attitude and much, much more.  Interactive exercises strive to assist in honoring the legacies of our founders in keeping us relevant through the 21st century.  This session should particularly benefit those who care about diversity, leadership development, personal growth and development, and service in our Greek community.

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

2:00–3:30 p.m.
Naadamaadiwin—Development of a Native Focused Special Education Licensure Program
The goal of Naadamaadiwin is to develop a post-baccalaureate special education licensure program for emotional behavioral disorders and learning disabilities with a Native American focus.  Native students come into educational settings with a number of needs inadequately addressed by mainstream teacher training programs. Native students have challenges relating to cultural differences, issues of  oppression, being Native in a non-Native world, Native language, ways of knowing, and literacy.  This program will attempt to address these issues. Naadamaadiwin is based on the "Circle of Courage" program developed by Larry Brendtro, Martin Brokenleg, and Steven Van Bockern. The curriculum uses the Lakota orientation toward life but is compatible with other models.  It has four components: belonging, mastery, independence, and generosity.  A lack of strength in any of the four areas of development can lead to behavioral or learning difficulties.  This session should particularly benefit those who are interested in program planning through an indigenous lens, and those who are interested in pedagogy, curriculum transformation and faculty development. 

Thomas Peacock, Ed.D., member of the Fond du Lac Band of Lake Superior Ojibwe; Associate Dean, College of Education and Human Service Professions, University of Minnesota—Duluth, Minnesota 
Catherine M. Pulkinen, enrolled member of the Bad River Band of Lake Superior Chippewa; Native American Youth Development Specialist, and Advisor, Distance Learning, University of Wisconsin—Superior, Wisconsin

2:00–3:30 p.m.
Cradle to the Grave
This session examines various initiatives currently being implemented by the Office of Institutional Diversity at Oklahoma State University.  Information on the backgrounds and purpose of each initiative will be provided, as well as insights into what the division has learned from our experiences.  Intertwining various components into the session, presenters will demonstrate and discuss mentoring programs, initiatives, and strategies that have proven to be effective on the campus of OSU.  Via active engagement and interactive activities, participants will take away firsthand knowledge and ideas to be incorporated on their respective campus. Participants will envision, demonstrate, and design their ideal Institutional Diversity Department.  The information presented will provide practical, theoretical, and innovative solutions associated with successful mentoring within the entire realm of higher education. The session should particularly benefit those who are interested in working with faculty, staff, and students from underrepresented populations, practitioners who seek ways to increase recruitment and retention of faculty, staff, and students at their respective campuses, and those who are interested in developing programs designed to target recruitment, retention, and outreach.   

Jovette Dew, Director, Diversity Academic Support, Oklahoma State University—Stillwater, Oklahoma    
Sara Mata-Dickerson, Coordinator, Inclusion Leadership Program, Oklahoma State University—Stillwater, Oklahoma
Cornell Thomas, Systems Vice President, Institutional Diversity, Oklahoma State University—Stillwater, Oklahoma  
Anthony Walker, RISE Coordinator, Oklahoma State University—Stillwater, Oklahoma
Robin Williams, Program Coordinator, Oklahoma State University—Stillwater, Oklahoma

2:00–3:30 p.m.
PROMOTING DIALOGUE WHEN CAMPUS CONTROVERSIES ERUPT
PART II—An Experiential Demonstration of a Dialogue Session Interactive Training
This session provides those who have been introduced to the principles and practices of the Public Conversations Project (Part I) the opportunity to experience a format for dialogue that invites (a) speaking that is personal, respectful and open; (b) careful listening; (c) reflection; and (d) an opportunity to practice asking questions of other participants that represents a genuine interest in understanding what others has said (vs. rhetorical questions or statements in disguise).  Presenters will facilitate this session in different ways.  The choice will be shaped by the preferences of the participants and the number of participants.  The dialogue will involve (1) experiencing a facilitated session using an exercise designed to reduce stereotyping or (2) trying out some dialogue questions designed by the participants themselves with guidance from the presenters.  This session should particularly benefit those whose learning style is “from the inside out”—experiential—and those who would like more fully to understand some of the practices discussed in Part I.

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

2:45–4:00 p.m.
Betwixt and Between: To be Young, Gifted, Gay, and Black at a White Institution
This session will present findings from a phenomenological study of the experiences of Black gay male undergraduates in a predominantly white institution.  Drawing on theories of racial and sexual identity development, this session will provide data that describes how high achieving African American gay males negotiate their multiple identities in a predominantly white context.  Findings will illustrate the key role that peers, parents, race, and religion play in the process of reconciling identities that, for all intents and purposes, tend to be at odds.  The discussion will focus on implications for future practice research and theory.  This session should particularly benefit those who are interested in issues of race, gender, sexuality, their intersections, and studies that inform policy and practice innovations.

Terrell Lamont Strayhorn, Ph.D., Assistant Professor and Special Assistant to the Provost, University of Tennessee—Knoxville, Tennessee

   
2:45–4:00 p.m.
Until I Know Me, How Can I Know You?
This session will revisit our "cultural programming" through several engaging and interactive activities. Participants will be encouraged to reflect on who we are and how we may be perceived by individuals that we work with.  The session will examine the advantages of dominant privilege and if there are no advantages, ask what are the disadvantages?  In addition, this session will explore a "Minority Experience" project that will provide further insight into how "cultural programming" can be expanded. This session should particularly benefit those who teach or facilitate diversity training with predominantly white populations.

Craig J. Bennett, Instructor, Strength Through Cultural Diversity, and Academic Coordinator, Intercollegiate Athletics, Miami University—Oxford, Ohio   

2:45–4:00 p.m.
Possibilities in Practice: Teaching Diversity Through Spike Lee Films at a Predominantly White Institution
Watching movies is a popular pastime.  This session describes a curriculum that uses film to examine race and social justice.  The session will provide an overview of the relevant scholarly literature on diversity-related outcomes and describe the construction of a course that used film as a means of starting a campus dialogue on race.  Presenters will explore the challenges, and sometimes competing interests, of fostering the development of white racial justice allies while providing a supportive environment for students of color at a predominantly white institution.  This session should particularly benefit those who are interested using the media as a method to create a dialogue about race, class and gender, and using research-informed practice to enhance the campus climate for diversity.

Daria-Yvonne Graham, Assistant Director, Conference and Business Services, University of Dayton—Dayton, Ohio   
Steve Herndon, Assistant Director, Residence Education, University of Dayton—Dayton, Ohio  
Rachel Wagner, Assistant Director, Residence Education, University of Dayton—Dayton, Ohio  

2:45–4:00 p.m.
Finding U at ONU and at Other Institutions: A Synopsis of an Innovative Mentoring Program for Students of Color at a Small Private Comprehensive Liberal Arts University
This session examines an innovative mentoring program designed to improve the retention of first and second year African American and Latino students at Ohio Northern University.  Presenters will discuss the rationale for the Finding U at ONU program and provide insights and lessons learned from its implementation and structure. This session will also address efforts to measure the effectiveness of the program as well as ways to expand the program.  This session should particularly benefit those who are interested in establishing a mentoring program for minority students at a small college or university. It will also benefit students interested in taking an active role in retention, and those who are concerned with retention issues related to African American, Latino and other minority populations.

Reginald Onyido, Undergraduate Student, Business Administration Major, Ohio Northern University—Ada, Ohio  
Clyde W. Pickett, Director, Multicultural Development, Ohio Northern University—Ada, Ohio 
Jessica Young, Undergraduate Student, Business Administration Major, Ohio Northern University—Ada, Ohio  

2:45–4:00 p.m.
If We Build it They Will Come, But Will They Stay?  Exploring Ethnic Minority Students’ Campus Experiences and the Impact on Recruitment and Retention Processes
This session explores the experiences of minority students on a predominantly white university campus in the southeastern United States, and how those experiences impact the minority students’ decisions to stay.  Results from a qualitative study of students in two departments (Exercise Science, Sport, and Leisure Studies; and Retail, Hospitality and Tourism Management) will be presented.  Presenters will also discuss the implications of the findings and potential solutions to the challenges presented by the students.  Finally, presenters will offer suggestions for implementing programs that may enhance ethnic minority student retention.  This session should particularly benefit faculty, staff, students and administrations at predominantly White academic institutions who are concerned about recruitment and retention of minority students. 

Wanda M. Costen, Ph.D., Assistant Professor, Department of Retail, Hospitality, and Tourism Management, University of Tennessee—Knoxville, Tennessee   
Steven N. Waller, Ph.D., Assistant Professor, Department of Exercise Science, Sport, and Leisure Studies, University of Tennessee—Knoxville, Tennessee

2:45–4:00 p.m.
Fostering Change on College Campuses Through Diversity Initiatives
This session will explore the campus diversity education initiatives of the Diversity Education Institute at the University of Texas-Austin.  Presenters will provide information regarding the development and functions of both the Division of Diversity and Community Engagement and the Diversity Education Institute, and will cover the benefits and challenges of these initiatives.  Staff members from UT-Austin will facilitate roundtable discussions centered on assessing campus diversity needs, challenges and sharing best practices.  This will be a unique opportunity to share programming ideas with colleagues and relate to your own experience with diversity education.  This session should particularly benefit those who are interested in diversity education and social justice issues, practitioners providing clinical services for minority populations and educators and students interested in promoting and/or implementing diversity education initiatives on college campuses.

Nicolina A. Calfa, Doctoral Student, Philosophy, Counseling Psychology, Graduate Assistant, Division of Diversity and Community Engagement, University of Texas—Austin, Texas    
Aurora Chang-Ross, Doctoral Student, Curriculum and Instruction, Program Area, College of Education; Graduate Research Assistant and Project Director, Division of Diversity and Community Engagement, University of Texas—Austin, Texas