Interculturally Speaking : A Leadership Series

1. Interculturally Speaking:A Leadership Series Candi Krisch Indra Leyva-Santiago Christa Porter Multicultural Center, The Ohio State University 2009 NCORE Presentation

2. Introduction • Multicultural Center (MCC) opened its doors in October 2001 under Dr. Christine Ballengee-Morris • Individual services operated in ‘silo’ model • Internal and external program review was conducted in 2004

3. Introduction • Vision of intercultural model was developed • Constituency model transformed into intercultural model in July 2008 • Efforts were focused on centralization of services • Dual reporting to Academic Affairs and Student Life • Model produced various levels of resistance

4. Intercultural Framework

5. Conception • Few programs on campus that targeted ‘challenging topics’ • Who better to sponsor/host than the MCC? • Topics include issues of identity, campus climate and culturaleducation

6. Structure • Consistency in scheduling • Lunch hour time block • Bi-weekly sessions • Intercultural approach to choosing topics • ‘Intercultural Dating’ • ‘Perpetuating the Cycles of Stereotypes’

7. Implementation • Marketing strategies • Advertisements to cohorts of students • Greek Life, Housing, Honors and Scholars, Constituency-based list serves • Collaboration • Student Life and Academic Affairs staff

8. Strengths Healthy dialogue amongst faculty, staff and students Dialogue outlines and topics are flexible Participants are able to dictate flow of conversation Collaboration between Student Life and Academic Affairs Challenges Locating the same space for the duration of the series Participants may not want to be vulnerable Buy-in from students and other staff members Strengths and Challenges

9. Assessment • Creation of 20-question survey • Student Voice electronic survey • You each will receive a similar survey after conference

10. Assessment Results

11. Implications • In today’s global society, there is an increased emphasis on producing college graduates who are “interculturally competent citizens who can engage in informed, ethical decision making when confronted with problems that involve a diversity of perspectives” (King & Baxter Magolda, 2005, p. 571).

12. Implications • Simply working toward diversifying the student body does not adequately promote this type of intercultural understanding Halualani (2008). • Activities must address intrapersonal, interpersonal and cognitive levels of maturity development (Astin, 1996).

13. Sources • Astin, H. S. & Astin A. W. (1996) The Social Change Model of Leadership Development. A Social Change Model of Leadership Development Guidebook Version III. • Halualani, R. T. (2008). How do multicultural university students define and make sense of intercultural contact? A qualitative study. International Journal of Intercultural Relations,32(8), 1-16. • King, P. M. & Baxter Magolda, M. B. (2005). A developmental model of intercultural maturity. Journal of College Student Development, 46(6), 571-592.

14. Participant Dialogue • Leadership models at your institutions • What are the types of leadership models offered at your institution? • How are models implemented? How is diversity included? • Space for challenging and cross-cultural conversations • What spaces are available for these types of discussions? • Are discussions inclusive of all constituencies? • Collaborations amongst Academic and Student Affairs • Do both Academic and Student Affairs actively participate in models? • How can the relationship be improved?

15. Contact Information Candi Krisch Intercultural Specialist, American Indian/Indigenous Student Initiatives ckrisch@studentlife.osu.edu Indra Leyva-Santiago Intercultural Specialist, Latin@ Student Initiatives ileyvasantiago@studentlife.osu.edu Christa Porter Intercultural Specialist, African and African American Student Initiatives cjporter@studentlife.osu.edu Multicultural Center 128 Lincoln Tower, 1800 Cannon Drive (614) 688-8449 www.mcc.osu.edu