Transcript Creativity and Inclusivity
Creativity and Inclusivity
Christie Cruise-Harper, PhD
Assistant Dean of Students Director, Multicultural Programs
Maryville University of St. Louis
Turan Mullins
Assistant Director, Multicultural Programs
Using Existing Resources to Transform Campuses Professionals who attend this presentation will be able to… Utilize existing campus resources to develop programs that aid in the retention, recruitment and graduation of students of color; Utilize assessment data to gain support for programs that aid in the retention, recruitment and graduation of students of color; and Engage majority students in diversity and inclusion initiatives.
Overview of Maryville University
Chartered in 1872 as a private, religious academy for women Small, private institution with 5,033 students Offers more than 75 degrees at the undergraduate, masters and doctoral levels Student body represents 49 states and 28 countries Predominantly White Rural Illinois and Missouri Traditional day: residential, commuter Weekend and Evening
Creativity and Inclusivity
Use what you have to get what you need!
Cultural Programming Framework
• • •
Tri-Sector Model
Cultural Engagement Cultural Education Cultural Development T.S. Jenkins & C.L. Walton
Cultural Engagement
Japanese Festival St. Louis Hispanic Festival
Cultural Education
Native American Heritage Global Society Workshop
Cultural Development
Multicultural Mentoring Multicultural Scholars
Transforming Campus
Using Existing Resources
Creating Inclusive Campus Environments
Embodied spaces (spaces to understand themselves) Reflective spaces (spaces to reflect on ideas and issues) Dialogue space (space to discuss critical issues) Actionable space (space to engage in action) T.S. Jenkins & C.L. Walton, Creating Inclusive Campus Environments, Chapter 5: Student Affairs and Cultural Practice: A Framework for Implementing Cultural Outside the Classroom
Existing Campus Resources
Cultural Corner Tunnel of Oppression
Existing Campus Resources
Cultural Immersion 2014 Diversity Dialogue
Existing Campus Resources
Work Study ABC LEAD
Multicultural Scholars Program
Multicultural Scholars Program
Implemented in 2009 Five ½ tuition scholarships All students able to apply Scholarship application part of admission application No program structure No ownership No budget
NO EXPECTATIONS
Multicultural Scholars Program
Program structure created in August 2011 Based on cultural exploration and relationship building Program evaluation essential to program improvement!
Restructuring the Program
As institutions become more diverse they must be intentional about preparing majority students for the change in demographics.(Gurin, 1999; Rankin & Reason, 2005).
Students who completed courses that addressed issues of diversity reported a decrease in racial bias (Gilem, 2003; Rankin & Reason, 2005) and an increase in quality interactions with diverse peers and a commitment to social action (Nelson et al., 2002).
Restructuring the Program
Structural diversity is important and a first step in creating an inclusive campus, however, diversity in the curricular and co-curricular that encourages and facilitates interactional diversity is paramount (Harper, S.R., 2008). In the University of Michigan Law School case, Grutter v. Bollinger et al., the Supreme Court purported that the educational benefits that are derived from a diverse student body include cross-racial understanding and the disruption of racial stereotypes.
Restructuring the Program
In their text, Students Helping Students: A Guide for Peer Educators on College Campuses, Newton and Ender (2010) explained that peer educators are effective because students are more comfortable discussing sensitive topics with their peers rather than an adult figure such as teachers, parents or other experts (Newton & Ender, 2010).
Students often report that they are more willing to engage in difficult dialogue with people who are different from themselves as a result of participating in social justice and diversity peer-led programs (Voorhees & Petkas, 2011).
Practice Makes PERFECT!
If At First You Don’t Succeed…
STEP ONE
Make the scholarship more competitive… Admission Essay Interviews Workshop Panel Discussion Current Scholar Feedback
STEP TWO
Keep what works, lose what doesn’t Develop measurable learning outcomes and an assessment plan Develop program requirements that support the mission of the office and the university and that achieve learning outcomes Book end programs: orientation breakfast and recognition reception Participate in cultural education and cultural engagement programs Serve as a mentor Cultural growth and development Personal and professional growth and development Inclusive of all spaces (embodied, reflective, dialogue and actionable) Clear expectations
STEP THREE
Mediocrity is NOT an option! Strive for perfection with the GOAL of EXCELLENCE.
Multicultural Scholars Program Transforming the Campus Culture
Learning Outcomes
Undergraduate students who participate in the Multicultural Scholars Program will be able to describe their talents, strengths and social group memberships. (Knowledge) Undergraduate students who engage in the Multicultural Scholars Program will be able to explain how their talents, strengths and social group memberships impact how they interact with others. (Comprehension) Undergraduate students who participate in the Multicultural Scholars Program will be able to recognize customs and traditions associated with certain cultural groups. (Comprehension) Undergraduate students who participate in the Multicultural Scholars Program will be able to show how participation in the program improved their personal and professional growth and development. (Application) Undergraduate students who participate in the Multicultural Scholars Program will be able to examine their values and beliefs in relation to those of their peers. (Analysis) Undergraduate students who participate in the Multicultural Scholars Program will be able to illustrate the knowledge gained by participation in the program through workshop facilitation and presentations. (Application and Analysis)
Multicultural Scholars Program
Program Requirements Year One: Self-Awareness and Reflection MBTI, StrengthsFinder 2.0, LSI Identity Awareness, Cultural Intelligence Assessment Year Two: Cultural Awareness Cultural Awareness and Exploration Year Three: Active Listening and Peer Facilitation Learning to Listen Facilitating Dialogue with Peers Year Four: Facilitating Difficult Dialogues University Seminar Creating Inclusive Campus Environments
Multicultural Scholars Program
Monthly Meetings Monthly Journals Monthly Photo Journals Mentor Program Mentor/Protégé Online Training Regular Contact Program Requirements Training Meet and Greet Multicultural Orientation Welcome Multicultural Recognition Reception University Scholars Competition Create Scrapbook Portfolio Remain in good standing (academic and behavioral)
1
st
to 2
nd
Year Retention
Academic Year All First-Year Students Fall 2007 – Fall 2008
79.9%
Fall 2008 – Fall 2009
82.0%
Fall 2009 – Fall 2010
84.4%
Fall 2010 – Fall 2011
82.0%
Fall 2011 – Fall 2012
86.5%
Fall 2012 – Fall 2013
87.0%
African American First Year Students
50.0% 66.7% 78.6% 41.7% 77.8% 63.4%
African American First Year Multicultural Scholars
N/A N/A 100% 100% 100% 83.3%
Multicultural Scholars Program
Graduation Data
Fall 2009 cohort graduated in May 2013 4 students accepted the scholarship 3 of the students were African American, 1 was white 3 of the 4 graduated (75%) 2 of the 3 graduates were African American Fall 2010 cohort graduated May 2014 5 students accepted the scholarship 1 was African American, 2 were white, 1 was Hispanic, 1 was Asian American 3 of the 5 graduated (60%) 1 of the graduates was African American
Assessment
Learning Outcomes Characteristics of a Maryville Graduate Learning Activities Assessment Tools Assessment Results
Evolution of the Multicultural Scholars Program
Multicultural Dean’s Award Program
Multicultural Dean’s Award Program
Undergraduate students who participate in the Multicultural Dean’s Award Program will be able to identify cultural information about their peers. (Knowledge and Comprehension) Undergraduate students who participate in the Multicultural Dean’s Award Program will be able to recognize customs and traditions associated with a variety cultural groups. (Comprehension) Undergraduate students who participate in the Multicultural Dean’s Award Program will be able to demonstrate the knowledge gained from participation in the program. (Application)
Multicultural Dean’s Award Program
Monthly Cultural Outings Program Requirements Training Cultural Artifact Sharing Monthly Journals Mentor Program Mentor/Protégé Online Training Regular Contact Meet and Greet Multicultural Orientation Welcome Multicultural Recognition Reception University Scholars Competition Plan one program/event per semester Remain in good standing (academic and behavioral)
Grade Point Averages
Multicultural Scholars Program
Fall 2013 Cumulative
3.258/4.000 3.323/4.000
Multicultural Dean’s Award Program 3.446/4.000 3.480/4.000
Both Programs 3.202/4.000 3.380/4.000
Engaging Majority Students
How to Involve Majority Students in Creating Inclusive Campus Environments
Engage Majority Students
Multicultural Scholars and Dean’s Award Programs Office location Cultural Resources Workstudy Student Leaders Support ALL students Invite ALL students Partnerships and collaboration Open door policy
Most Importantly, Be Engaged…
Challenges & Areas of Improvement
Managing a large scale program Creating expectations where there are none Limited resources Being present and available for all students Improve communication Scholarship competition
Q and A
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