OFFICE OF RESIDENCE LIFEAn analysis using theMulticultural Organization Development (MCOD) Template

WHAT IS AN MCOD?!

MULTICULTURAL ORGANIZATION DEVELOPMENT

The template that Reynolds, Pope, and Wells adapted from the Multicultural Organization Development Checklist developed by Grieger (based on Pope’s work).

There are ten areas identified as places where a department can perform multicultural interventions.

THE TEN KEY TARGETS

1. COMPREHENSIVE DEFINITION OF THE TERM “MULTICULTURAL.”

There should be a definition of “multicultural” used by the department so that all staff members are aware of where diversity initiatives are focused.

People under this definition should include those who are underrepresented in higher education.

2. MISSION STATEMENT.

The department’s mission statement “ideally identifies diversity issues as central to the department or division mission” (Pope, Reynolds, and Mueller, 2012)

“Multicultural” or “diversity” should be part of the mission statement.

The mission statement should be well marketed within publications and the website.

AT STONEHILL…

Where is the word “multicultural?”

Where is the word “diversity?”

The mission statement is found in many places. On the website, within this RD Manual, in the RA manual, and will soon be displayed on the wall of the Residence Life Office.

But where is the emphasis on diversity?

AT STONEHILL…

Here is “diversity!”

A separate mission statement that is considered equally important by the department, but is separate from the Mission Statement.

It is included in all of the same places you may find the Mission Statement.

INSTITUTION’S GRADE: BThere is a separate diversity statement, but it is publicized very well in all the same places the Mission Statement is displayed.

3. LEADERSHIP & ADVOCACY.

There must be commitment from the top leadership within the college and/or the department.

There should be short-term and long-term diversity goals each year.

There should be rewards and support for staff who are active in the multicultural vision of the department.

There should be additional training for staff. There should be written guidelines for how

supervisors assist their staff in the development of multicultural competencies.

AT MY INSTITUTION…GOALS

Initiate new ways of reaching out to & supporting non-majority student populations on campus. Specifically, we want to portray ourselves as allies to all students. Have a physical presence at events sponsored by the

Intercultural Affairs office Director will print and frame the Residence Life Diversity

Statement so it can be hung in all professional staff offices by February 2013.

Two Residence Directors will partner with PRIDE this academic year to sponsor events in support of the LGBTQ population. This will include making buttons for National Coming Out Day and at least two events during the Spring 2013 semester.

Residence Director will organize and facilitate a convocation for students that identify as First Generation College students.

Utilizing the climate portion of the Quality of Life Survey, Director will work with the staff to determine which population to focus on for the Fall 2013 semester.

TRAINING

Example: RACE Dialogues Two day training/reflection 10am-3pm each day. Includes homework

INSTITUTION’S GRADE: A-While there is always room for improvement, the leadership is very focused on creating goals and having training about issues of diversity.

4. POLICY REVIEW

Review current policies, procedures, and forms to make sure that diversity issues are included.

There should be a full review of the policies and procedures to asses their impact on diverse students.

There should be changes made as needed to these policies and procedures to ensure their impact is not negative.

INSTITUTION'S GRADE: DThere is very little consideration of underrepresented students in some of the policies and procedures we have. Those who suffer the most are trangender students and disabled students.

5. RECRUITMENT & RETENTION OF A DIVERSE STAFF

Staff must be culturally diverse; diversity of voices, life experiences, and cultural backgrounds.

Interpersonal and structural dynamics must be addressed.

There should be a proactive diversity recruitment plan.

“Multicultural awareness,” “multicultural competence,” “multicultural knowledge,” and “multicultural skills” should be part of the job descriptions of the department.

All job candidates must be judged based on the above criteria.

Supervisors must be aware of retention-related issues.

AT MY INSTITUTION…

INSTITUTION’S GRADE: B-While there is no specific guidelines for how to hire a diverse staff, there are implementations to encourage the department to do so.

6. MULTICULTURAL COMPETENCY EXPECTATIONS AND TRAINING.

Multicultural competence is something on which the staff should be evaluated.

Training and re-training on this competence is necessary for staff.

Encourage attendance of staff at local/state/national multicultural conferences/workshops.

Departments should offer annual diversity training.

There should be diversity goals allotted to each staff member.

Supervisors should provide effective multicultural supervision.

INSTITUTION’S GRADE: BThere is annual training and goals are assigned to many staff members- but not all!

7. SCHOLARLY ACTIVITIES.

Staff should contribute to professional writings and presentations that have to do with their multicultural experiences.

Support should be given to staff who pursue multicultural scholarly activities.

AT MY INSTITUTION…

One Residence Director is a member of the NASPA Region I Latino Knowledge Community (LKC) Leadership Team.

Others have attended multicultural conferences and have presented at these conferences.

The staff is encouraged to attend these and participate in professional development with much support from their supervisors.

INSTITUTION’S GRADE: BWhile not everyone participates, the opportunities and encouragement are there.

8. DEPARTMENTAL/DIVISION PROGRAMS & SERVICES.

Multicultural content should be included in all programs and services within the department.

Department must identify underserved student groups and find ways to meet their needs.

Department should develop new programs and services as needed.

All programs, activities, forms, and services should be evaluated.

INSTITUTION’S GRADE: D-While there are attempts and working with the Office of Intercultural Affairs, we often do not consider multiculturalism when creating many of our programs and services.

9. PHYSICAL ENVIRONMENT.

There should be a caring environment where everyone feels valued. There should be music, artwork, and other images that represent diverse cultures.

Offices and public spaces should be evaluated to make sure that they are accessible and welcoming to disabled students and that they are void of offensive materials.

There should be culturally inclusive art, music, magazines, and other images.

Staffs should discuss how to respond to offensive conduct during programs.

INSTITUTION’S GRADE: FOur office décor includes Catholic magazines and not much else. Looking around my own office, there is not much consideration as far as diverse populations. But there is a fish, which everyone seems to love.

10. ASSESSMENT

There should be assessment of multicultural strengths and weaknesses.

The assessments should be used to develop better services and programs.

The information gathered should include the perceptions, attitudes, and experiences of all students, staff, and faculty who use the services.

Departments should create evaluation system to assess the effectiveness of its services and outreach.

The multicultural sensitivity and multicultural competence of programs and staff should be assessed.

There should be demographic information collected about students who use programs and services.

There should be goals created to increase under-represented student usage of programs and services or improve those students’ satisfaction.

INSTITUTION’S GRADE: DWhile there are several questions, including “Does your RD promote inclusiveness/openness” as part of our Quality of Life survey, there is very little mention of multicultural issues in most of our assessment. There are methods of assessment for several individual multicultural programs.

INSTITUTION’S GRADES

1. B2. B3. A-4. D5. B-

6. B7. B8. D-9. F10. D

Overall GPA: 2.14