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Transcript of Christie Cruise-Harper, PhD Assistant Dean of Students Director, Multicultural Programs Maryville...
Christie Cruise-Harper, PhDAssistant Dean of Students
Director, Multicultural Programs
Maryville University of St. Louis
Turan MullinsAssistant Director, Multicultural Programs
Creativity and Inclusivity
Using Existing Resources to Transform CampusesProfessionals 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 UniversityChartered in 1872 as a private, religious
academy for womenSmall, private institution with 5,033
studentsOffers more than 75 degrees at the
undergraduate, masters and doctoral levelsStudent body represents 49 states and 28
countriesPredominantly WhiteRural Illinois and MissouriTraditional day: residential, commuterWeekend and Evening
Creativity and Inclusivity
Use what you have to get what you need!
Cultural Programming FrameworkTri-Sector Model• Cultural
Engagement
• Cultural Education
• Cultural Development
T.S. Jenkins & C.L. Walton
Cultural Engagement
Japanese FestivalSt. Louis Hispanic Festival
Cultural EducationNative American Heritage
Global Society Workshop
Cultural DevelopmentMulticultural Mentoring
Multicultural Scholars
Transforming Campus
Using Existing Resources
Creating Inclusive Campus EnvironmentsEmbodied 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 CornerTunnel of Oppression
Existing Campus ResourcesCultural Immersion 2014 Diversity Dialogue
Existing Campus Resources
Work StudyABC
LEAD
Multicultural Scholars Program
Multicultural Scholars ProgramImplemented in 2009Five ½ tuition scholarshipsAll students able to applyScholarship application part of admission
applicationNo program structureNo ownershipNo budget
NO EXPECTATIONS
Multicultural Scholars ProgramProgram structure
created in August 2011
Based on cultural exploration and relationship building
Program evaluation essential to program improvement!
Restructuring the ProgramAs 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 ProgramStructural 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 ProgramIn 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!
IfAtFirstYouDon’t Succeed…
STEP ONEMake the scholarship more competitive…
Admission EssayInterviewsWorkshopPanel DiscussionCurrent Scholar Feedback
STEP TWOKeep what works, lose what doesn’tDevelop measurable learning outcomes and an assessment
planDevelop program requirements that support the mission of
the office and the university and that achieve learning outcomesBook end programs: orientation breakfast and recognition
receptionParticipate in cultural education and cultural engagement
programsServe as a mentorCultural growth and developmentPersonal and professional growth and developmentInclusive 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 ProgramTransforming 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 ProgramProgram Requirements
Year One: Self-Awareness and ReflectionMBTI, StrengthsFinder 2.0, LSI Identity Awareness, Cultural Intelligence Assessment
Year Two: Cultural AwarenessCultural Awareness and Exploration
Year Three: Active Listening and Peer FacilitationLearning to ListenFacilitating Dialogue with Peers
Year Four: Facilitating Difficult DialoguesUniversity SeminarCreating Inclusive Campus Environments
Multicultural Scholars ProgramMonthly MeetingsMonthly JournalsMonthly Photo JournalsMentor Program
Mentor/Protégé Online TrainingRegular Contact
Program Requirements TrainingMeet and GreetMulticultural Orientation WelcomeMulticultural Recognition ReceptionUniversity Scholars CompetitionCreate Scrapbook PortfolioRemain in good standing (academic and behavioral)
1st to 2nd Year RetentionAcademic Year All First-
Year Students
African American First Year Students
African American First-Year Multicultural Scholars
Fall 2007 – Fall 2008
79.9% 50.0% N/A
Fall 2008 – Fall 2009
82.0% 66.7% N/A
Fall 2009 – Fall 2010
84.4% 78.6% 100%
Fall 2010 – Fall 2011
82.0% 41.7% 100%
Fall 2011 – Fall 2012
86.5% 77.8% 100%
Fall 2012 – Fall 2013
87.0% 63.4% 83.3%
Multicultural Scholars ProgramGraduation DataFall 2009 cohort graduated in May 2013
4 students accepted the scholarship3 of the students were African American, 1 was white3 of the 4 graduated (75%)2 of the 3 graduates were African American
Fall 2010 cohort graduated May 20145 students accepted the scholarship1 was African American, 2 were white, 1 was
Hispanic, 1 was Asian American3 of the 5 graduated (60%)1 of the graduates was African American
AssessmentLearning OutcomesCharacteristics of a Maryville GraduateLearning ActivitiesAssessment ToolsAssessment Results
Evolution of the Multicultural Scholars Program
Multicultural Dean’s Award Program
Multicultural Dean’s Award ProgramUndergraduate 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 ProgramMonthly Cultural OutingsProgram Requirements TrainingCultural Artifact SharingMonthly JournalsMentor Program
Mentor/Protégé Online TrainingRegular Contact
Meet and GreetMulticultural Orientation WelcomeMulticultural Recognition ReceptionUniversity Scholars CompetitionPlan one program/event per semesterRemain in good standing (academic and behavioral)
Grade Point Averages
Fall 2013
Cumulative
Multicultural Scholars Program
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
How to Involve Majority Students in Creating Inclusive Campus Environments
Engaging Majority Students
Engage Majority StudentsMulticultural Scholars and Dean’s Award
ProgramsOffice locationCultural ResourcesWorkstudyStudent LeadersSupport ALL studentsInvite ALL studentsPartnerships and collaborationOpen door policy
Most Importantly, Be Engaged…
Challenges & Areas of ImprovementManaging a large scale programCreating expectations where there are
noneLimited resourcesBeing present and available for all studentsImprove communicationScholarship competition
Q and A
1. To use Grupio App:a. Click on Scheduleb. Find sessionc. Click on (Name of Session) Surveyd. Complete Survey
2. To use URL: http://bit.ly/creativeinclusive3. If no mobile device or prefer to wait, fill out conference evaluation
which will arrive in your email inbox by Tuesday!
Please evaluate the session! Takes less than two minutes to do three question evaluation!
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