Creativity and Inclusivity

Christie Cruise-Harper, PhDNina Caldwell, EdDAssistant Dean of StudentsVice President for Student LifeDirector, Multicultural ProgramsDean of Students

Turan MullinsAssistant Director, Multicultural Programs

Maryville University of St. Louis

Creativity and InclusivityUsing Existing Resources to Transform CampusesProfessionals who attend this presentation will be able toUtilize 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; andEngage majority students in diversity and inclusion initiatives.2Overview 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

3Creativity and InclusivityUse what you have to get what you need!4Cultural Programming FrameworkTri-Sector ModelCultural EngagementCultural EducationCultural Development

T.S. Jenkins & C.L. Walton

Tri-Sector Model of Cultural Practice organizes cultural interaction around three critical spheres: Cultural Engagement, Cultural Education and Cultural Development. Taken from the text Creating Inclusive Campus Environments for Cross-Cultural Learning and Student Engagement, edited by Shaun Harper. The model is intentional and suggests that we need to create program portfolios-collections of quality cultural programs that serve very different purposes; this cannot be executed through a single program that includes a little bit of everything or programs that are one-dimensional (i.e. single diversity lecture).

5Cultural EngagementJapanese FestivalSt. Louis Hispanic Festival

Completely social6Cultural EducationNative American HeritageGlobal Society Workshop

Solely Educative in relation to the mission and goals of the office and the institution7Cultural DevelopmentMulticultural MentoringMulticultural Scholars

Dedicated to the personal and professional development of students8Transforming CampusUsing Existing Resources9Creating 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 ClassroomThe tri-sector models suggest that we create program portfolios that intentionally consider how students are provided spaces to understand themselves (embodied spaces), reflective on ideas and issues (reflective spaces), discuss critical issues (dialogue space), and engage in action (actionable space). Embodied and reflective spaces include inward reflective behaviors in which identity, values, history and culture influence an individuals present orientation and thought processes. p. 9010Existing Campus ResourcesCultural CornerTunnel of Oppression

Collaboration is essential in providing embodied and reflective spaces11Existing Campus ResourcesCultural Immersion 2014Diversity Dialogue

Dialogue space discuss critical issues12Existing Campus ResourcesWork StudyABC

LEAD

Actionable space engage in action13Multicultural Scholars Program

4-year, tiered, scholarship program that considers embodied reflective, dialogue and actionable spaces.14Multicultural Scholars ProgramImplemented in 2009Five tuition scholarshipsAll students able to applyScholarship application part of admission applicationNo program structureNo ownershipNo budgetNO EXPECTATIONS15Multicultural Scholars ProgramProgram structure created in August 2011Based on cultural exploration and relationship buildingProgram evaluation essential to program improvement!

The first structure was implemented in August 2011 and was based on cultural exploration and relationship building. Since the program structure was new, there were multiple opportunities for evaluation.16Restructuring 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).

The first year presented many learning opportunities. Through these experiences opportunities for improvement were presented and explored. The impetus for the new program was based on research and a review of the literature as well as my previous experience in Georgia.17Restructuring 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. 18Restructuring 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).19Practice Makes PERFECT!IfAtFirstYouDont Succeed

Through research, observations and program evaluations we were finally able to create a program with which we feel pleased! In fall 2013 the New and Improved version of the program was rolled out.20STEP ONEMake the scholarship more competitiveAdmission EssayInterviewsWorkshopPanel DiscussionCurrent Scholar FeedbackThis allowed us to choose students who we believed would be best for the program. Also, to make sure students were fully aware of the program and our expectations.21STEP TWOKeep what works, lose what doesntDevelop 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

22STEP THREE

Mediocrity is NOT an option! Strive for perfection with the GOAL of EXCELLENCE.You MUST set expectations and high standards! In all things excellence.23Multicultural Scholars ProgramTransforming the Campus Culture

Multicultural Scholars Program as a Leadership Program24Learning OutcomesUndergraduate 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)25Multicultural Scholars ProgramProgram RequirementsYear One: Self-Awareness and ReflectionMBTI, StrengthsFinder 2.0, LSI Identity Awareness, Cultural Intelligence AssessmentYear Two: Cultural AwarenessCultural Awareness and ExplorationYear Three: Active Listening and Peer FacilitationLearning to ListenFacilitating Dialogue with PeersYear Four: Facilitating Difficult DialoguesUniversity SeminarCreating Inclusive Campus Environments26Multicultural Scholars ProgramMonthly MeetingsMonthly JournalsMonthly Photo JournalsMentor ProgramMentor/Protg Online TrainingRegular ContactProgram Requirements TrainingMeet and GreetMulticultural Orientation WelcomeMulticultural Recognition ReceptionUniversity Scholars CompetitionCreate Scrapbook PortfolioRemain in good standing (academic and behavioral)

271st to 2nd Year RetentionAcademic YearAll First-Year StudentsAfrican American First Year StudentsAfrican American First-Year Multicultural ScholarsFall 2007 Fall 200879.9%50.0%N/AFall 2008 Fall 200982.0%66.7%N/AFall 2009 Fall 201084.4%78.6%100%Fall 2010 Fall 201182.0%41.7%100%Fall 2011 Fall 201286.5%77.8%100%Fall 2012 Fall 201387.0%63.4%83.3%Fall 2013 Fall 201487.0%86.7%100%281st to 2nd Year RetentionFall 2013 Most Diverse Cohort6 women, 4 menStates represented: Hawaii, California, MissouriMajors represented: Occupational therapy, Psychology, Criminology, Engineering, Physical therapy, Nursing, Sport Business ManagementRacial/Ethnic Background: 2 African American, 4 Euro American, 3 Asian American, 1 Hispanic1st to 2nd Year Retention for fall 2013 cohortAfrican American/Black = 100%Euro American/White = 100%Hispanic or Latino = 100%Asian American = 100%29Multicultural Scholars ProgramGraduation DataFall 2009 cohort graduated in May 20134 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 AmericanFall 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

It is important to note that of the 4 students in the fall 2009 cohort, all of those who participated in the structured program graduated; of the 5 students in the fall 2010 cohort, all those who participated in the structured program graduated.30AssessmentLearning OutcomesCharacteristics of a Maryville GraduateLearning ActivitiesAssessment ToolsAssessment ResultsAn assessment report is completed each semester. The report, along with retention data and grade point information is made available to the Presidents Advisory Council (PAC); especially VP of Enrollment and my boss, VP of Student Life; also colleagues in department and essential colleagues across campus (deans, directors, Institutional Advancement, Sponsored Programs, etc.)31Evolution of the Multicultural Scholars Program

The Multicultural Scholars Program was increased from 5 tuition scholarships to 10 tuition scholarships. You MUST show how the programs are impacting the campus community.32Multicultural Deans Award Program

In fall 2012 we were awarded 7 new scholarships based on the work we were doing with the Multicultural Scholars. This group received a partial scholarship and was named the Multicultural Deans Award Program because the scholarship is a deans award.33Multicultural Deans Award ProgramUndergraduate students who participate in the Multicultural Deans Award Program will be able to identify cultural information about their peers. (Knowledge and Comprehension)Undergraduate students who participate in the Multicultural Deans Award Program will be able to recognize customs and traditions associated with a variety cultural groups. (Comprehension)Undergraduate students who participate in the Multicultural Deans Award Program will be able to demonstrate the knowledge gained from participation in the program. (Application)34Multicultural Deans Award ProgramMonthly Cultural OutingsProgram Requirements TrainingCultural Artifact SharingMonthly JournalsMentor ProgramMentor/Protg Online TrainingRegular ContactMeet and GreetMulticultural Orientation WelcomeMulticultural Recognition ReceptionUniversity Scholars CompetitionPlan one program/event per semesterRemain in good standing (academic and behavioral)

35Grade Point AveragesFall 2013Spring 2014Multicultural Scholars Program3.258/4.0003.195/4.000Multicultural Deans Award Program3.446/4.0003.414/4.000Both Programs3.352/4.0003.304/4.000Also included in shared information.36How to Involve Majority Students in Creating Inclusive Campus EnvironmentsEngaging Majority Students37Engage Majority StudentsMulticultural Scholars and Deans Award ProgramsOffice locationCultural ResourcesWorkstudyStudent LeadersSupport ALL studentsInvite ALL studentsPartnerships and collaborationOpen door policy

In addition to keeping the Multicultural Scholars Program open to all students, which helps with engaging majority students in our programming, we also utilize the following strategies.Office location: our offices are located in the dean of students suite and in the corridor with the office of student involvement both high traffic areas for majority students-provides opportunities for engagementCultural resources: the cultural corner is located in the CSE-again, a high traffic area for majority students; out in open, not enclosedmakes it more invitingWorkstudy: Our student interns and workstudy students are white, bi-racial, black, Latino and AsianStudent Leaders: Student leaders should be from diverse backgroundsSupport: It is important to attend programs sponsored by organizations with a large number of majority students like CAB, MSG, etc. Attend athletic events; assist in social programs for example, we serve as judges for the annual Lip Sync contest, Mr. Maryville; participate in CRAM Jam and other programs. Be present!Invite ALL students: advertise in places where all students can receive the information flyers, sandwich boards, digital signs, OrgSyncPartnerships and collaboration: collaborate with faculty and administrators; CAB, MSG and other organizationsOpen door: my door is open to all students; by engaging with student employees in other areas, students in common areas like lounges, the dining hall

38Challenges & Areas of ImprovementManaging a large scale programCreating expectations where there are noneLimited resourcesBeing present and available for all studentsImprove communicationScholarship competition

One-on-one meetings as part of program evaluation can be time consuming; managing the requirements, professional development of over 30 studentsWhen using existing programs where there were not expectations, students may not like having expectations put on themWe are a two staff office with multiple roles and a small budgetBoth sets of scholarship students want me present at everything all the time and its hard with other responsibilitiesUtilize Canvas to its full potential to maximize communication with studentsLooking at better ways to spend more time with students during the competition weekend39