Transcript Slide 1

¡Perteneces aquí! Transitioning Latino
Students into a Christian Liberal Arts
Education: Programs for Students,
Programs for Faculty
CCCU Tri-Annual Conference
Atlanta, GA February 21-24, 2010
Rebecca Hernandez, Ph.D. & Ross Peterson-Veatch, Ph.D.
CITL
Center for Intercultural
Teaching and Learning
CITL promotes and assesses collaborative internal and
external initiatives that aim to transform both our own
campus and the educational environment in our region.
Engaging the
Community
through
Action
Research in
Local Schools
Recruitment and
Retention
Curriculum and
Campus
Transformation
Understanding
the Social &
Demographic
Context of the
Local Latino
Population
Research Focus:
The Nature and
Process of
Intercultural
Teaching and
Learning
Curriculum
Innovation
and Faculty
Development
Understanding
the Higher
Education
Experience of
CITL Students
CITL
Research
Center for Intercultural
Teaching and Learning
Theological Framework:
Principles for Partnerships
Goal – Developing Appropriate Conditions
“Nobody can force the soul of a community. The
only possibility open is to create conditions in
which the community can freely develop and
discover the ways that lead to redemption”
[i.e., transformation]. (Nouwen, Creative
Ministry, p.73)
CITL
Center for Intercultural
Teaching and Learning
Theological Framework:
Principles for Partnerships
The Woman at the Well:
John 4.7-54
39 Many Samaritans from that city believed in him
because of the woman’s testimony, ‘He told me everything
I have ever done.’ 40So when the Samaritans came to
him, they asked him to stay with them; and he stayed
there for two days. 41And many more believed because
of his word. 42They said to the woman, ‘It is no longer
because of what you said that we believe, for we have
heard for ourselves, and we know that this is truly the
Saviour of the world.’
CITL
Center for Intercultural
Teaching and Learning
Theological Framework:
Principles for Partnerships
Would-Be Followers of Jesus:
Luke 9.57-62
57 As they were going along the road, someone said to him,
‘I will follow you wherever you go.’ 58 And Jesus said to him,
‘Foxes have holes, and birds of the air have nests; but the
Son of Man has nowhere to lay his head.’ 59 To another he
said, ‘Follow me.’ But he said, ‘Lord, first let me go and bury
my father.’ 60 But Jesus* said to him, ‘Let the dead bury their
own dead; but as for you, go and proclaim the kingdom of
God.’ 61 Another said, ‘I will follow you, Lord; but let me first
say farewell to those at my home.’ 62 Jesus said to him, ‘No
one who puts a hand to the plough and looks back is fit for
the kingdom of God.’
CITL
Center for Intercultural
Teaching and Learning
CITL Transformational Aims
Use Partnerships with Latino Community to:
– Incorporate community connections
– Create a comprehensive solution
– Transform our Institution (policies and practices)
– Transform our Community (college community)
Nurture more Partnerships (between college
and broader diverse community)
– Students are our common future
– Local families are our future
CITL
Center for Intercultural
Teaching and Learning
Initial Theoretical Foundations
of Retention Model
Bicultural Identity Model, Vasti Torres & Rosemary Phelps (1997) Hispanic American
Acculturation & Ethnic Identity: A Bi-Cultural Model.
The conceptual idea behind cultural orientation is to understand the
nuances among the Latino college student population by looking at
the choices they have made between two cultures.
– Hispanic Orientation
• This orientation indicates greater comfort with the culture of origin.
– Marginalized Orientation
• It indicates discomfort with both cultures and may indicate conflict
within the individual.
– Bicultural Orientation
• This orientation indicates a comfort level with both cultures.
– Anglo Orientation
• Indicates greater comfort with the majority culture.
CITL
Center for Intercultural
Teaching and Learning
High
Ethnic
Identity
Bicultural Orientation Model
Source: Torres. 1999. Journal of College
Student Development, May/June
Bicultural
Orientation
Latino/Hispanic
Orientation
Low
Acculturation
High
Acculturation
Marginal
Orientation
Acculturation: Refers to choices made about majority culture.
Ethnic Identity: Refers to maintenance of the culture of origin.
Anglo
(“Americanized”)
Orientation
Low
Ethnic
Identity
CITL
Center for Intercultural
Teaching and Learning
High
Ethnic
Identity
Bicultural Orientation Model
Source: Torres. 1999. Journal of College
Student Development, May/June
Bicultural
Orientation
Latino/Hispanic
Orientation
♂♀
♂♂
♀
♂
Low
Acculturation
♂
High
Acculturation
♂
♀♀
♀
Marginal
Orientation
Acculturation: Association with mainstream culture
Ethnic Identity: Identification with ethnic self
Low
Ethnic
Identity
Anglo
(“Americanized”)
Orientation
CITL
Center for Intercultural
Teaching and Learning
Participate in an internship
Blog twice monthly, Focus:
promoting intercultural
awareness in the workplace
Participate in year-end
retreat & reflection
Student Leadership
Model
Accepted to
Goshen
College
Student Academic
Leadership
Training (SALT)
4th year
First Year
"It's about your
world"
"It's about you"
Receive training to work as a mentor
with younger students (high school or
1st-years)
Volunteer in specific areas:
admissions, CITL, or other
Begin monthly blog assignment about
volunteer work
Meet monthly as cohort
3rd year
"It's about your
community"
1st/3rd Mondays
Explore Ethnic Identity through Mi Gente
Explore Leadership through Goals for the
Future
Peer Mentoring-Two junior CITL students
Club participation
Meet to set academic goals
Participate in MAO Leadership
seminar
Continue participation in campus
activities; seek leadership
opportunities
Mentor first year students in springsemester leadership event
2nd year
"It's about your campus"
CITL
Center for Intercultural
Teaching and Learning
CITL Year One: “It’s about YOU.”
Students will explore ethnic identity and will develop
leadership skills.
Students will develop college-level academic
competencies and, through participation in clubs
and CITL activities, nurture a sense of membership
in the campus community.
CITL
Center for Intercultural
Teaching and Learning
CITL Year One: “It’s about YOU.”
1st/3rd Mondays
Explore Ethnic Identity through Mi Gente
Explore Leadership through Goals for
the Future
Peer Mentoring-Two junior CITL
students
Club participation
CITL
Center for Intercultural
Teaching and Learning
Year Two:
“It’s about your campus.”
Students will contribute positively to the campus
through leadership, participation in campus
events, and strong academic performance.
Students will continue to foster their sense of
membership in the institution.
CITL
Center for Intercultural
Teaching and Learning
Year Two:
“It’s about your campus.”
Meet to set academic goals
Participate in MAO Leadership seminar
Continue participation in campus activities;
seek leadership opportunities
Mentor first year students in springsemester leadership event
CITL
Center for Intercultural
Teaching and Learning
Year Three:
“It’s about your community.”
Students will develop servant leadership skills
through a partnership with the Admissions Office
and the CITL office.
Students will formally reflect on their experiences
at Goshen College through a CITL blog.
CITL
Center for Intercultural
Teaching and Learning
Year Three:
“It’s about your community.”
Receive training to work as a mentor with
younger students (high school or 1styears)
Volunteer in specific areas: admissions,
CITL, or other
Begin monthly blog assignment about
volunteer work
Meet monthly as cohort
CITL
Center for Intercultural
Teaching and Learning
Year Four:
“It’s about your world.”
Students will prepare to be change agents in
their selected fields through an internship and
related reflections.
CITL
Center for Intercultural
Teaching and Learning
Year Four:
“It’s about your world.”
Receive training to work as a mentor with
younger students (high school or 1st-years)
Volunteer in specific areas: admissions,
CITL, or other
Begin monthly blog assignment about
volunteer work
Meet monthly as cohort
CITL
Center for Intercultural
Teaching and Learning
In Sum
ALL students receive personalized support that treats
them as a whole personal with a layered story.
(100%)
SOME students receive intrusive
support that aims to help them
identify detrimental patterns,
understand learning styles and
needs, and perceive value in
coursework. (25%)
MOST students are pushed toward
academic ownership through study
skills development, “creator”
language, and wise choice process.
(“Most” because some bring these
skills.—75%)
CITL
Center for Intercultural
Teaching and Learning
Theological Framework:
Principles for Partnerships
Goal – Developing Appropriate Conditions
“Nobody can force the soul of a community. The
only possibility open is to create conditions in
which the community can freely develop and
discover the ways that lead to redemption”
[i.e., transformation]. (Nouwen, Creative
Ministry, p.73)
CITL
Center for Intercultural
Teaching and Learning
Faculty Development Program
Theoretical Framework
• Curriculum and course planning –
“backwards planning” models
(Walvoord & Anderson, 1998; Wiggins & McTigue, 2005)
• Success of Faculty Learning Communities
(Cox & Richlin, 2004)
CITL
Center for Intercultural
Teaching and Learning
Faculty Development Program
Theoretical Framework
• Transformative Learning Theory
(Mezirow, 1991; Mezirow, et. al., 2009)
• Commitment to students – not “someone
else’s children,” but rather our own
• Incentives for change
CITL
Center for Intercultural
Teaching and Learning
Faculty Program Components
Seminars:
– Course Development Seminar
– Learning Community Seminar
– “Teaching for Educational Equity” (TFEE)
Faculty Learning Community (w/ Course
Portfolio)
Grants Program for Faculty Development and
Faculty Research
CITL
Center for Intercultural
Teaching and Learning
Where do we go from here?:
“Additive Schooling”
– a focus on exploration of ethnic identity
adds value in schooling
– connections to the community build social
and cultural “capital” that supports
students in achieving at high levels
Source: Pedraza, P. & Rivera, M. (2005) Latino Education: An
Agenda for Community Action Research. New Jersey: Lawrence
Erlbaum Associates.
CITL
Center for Intercultural
Teaching and Learning
Conclusion
Both Environmental and Academic Support
Were Essential
“I wasn’t sure that I would be successful in college
so having that support of the teachers, the staff,
and the peers… it made me believe in
myself…and my self esteem got higher…so just
being more comfortable with what I do with what I
am capable of doing…it just made me grow
personally, emotionally, even academically.”
– CITL 1st year student
CITL
Center for Intercultural
Teaching and Learning
Contact Information
Rebecca Hernandez, Director, CITL & Assistant
Professor, School of Nursing
[email protected]
Ross Peterson-Veatch, Director of Curriculum,
Teaching & Faculty Development
[email protected]
citl.goshen.edu
CITL
Center for Intercultural
Teaching and Learning