Creativity and inclusivity
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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.

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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

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

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 inclusivity1

Creativity and Inclusivity

Use what you have to get what you need!


Cultural programming framework

Cultural Programming Framework

Tri-Sector Model

Cultural Engagement

Cultural Education

Cultural Development

T.S. Jenkins & C.L. Walton


Cultural engagement

Cultural Engagement

Japanese Festival

St. Louis Hispanic Festival


Cultural education

Cultural Education

Native American Heritage

Global Society Workshop


Cultural development

Cultural Development

Multicultural Mentoring

Multicultural Scholars


Transforming campus

Transforming Campus

Using Existing Resources


Creating inclusive campus environments

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

Existing Campus Resources

Cultural Corner

Tunnel of Oppression


Existing campus resources1

Existing Campus Resources

Cultural Immersion 2014

Diversity Dialogue


Existing campus resources2

Existing Campus Resources

Work Study

ABC

LEAD


Multicultural scholars program

Multicultural Scholars Program


Multicultural scholars program1

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 program2

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

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 program1

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 program2

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

Practice Makes PERFECT!

If

At

First

You

Don’t

Succeed…


Step one

STEP ONE

  • Make the scholarship more competitive…

    • Admission Essay

    • Interviews

    • Workshop

    • Panel Discussion

    • Current Scholar Feedback


Step two

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

STEP THREE

Mediocrity is NOT an option! Strive for perfection with the GOAL of EXCELLENCE.


Multicultural scholars program3

Multicultural Scholars Program

Transforming the Campus Culture


Learning outcomes

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 program4

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 program5

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

1st to 2nd Year Retention


Multicultural scholars program6

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

Assessment

  • Learning Outcomes

  • Characteristics of a Maryville Graduate

  • Learning Activities

  • Assessment Tools

  • Assessment Results


Evolution of the multicultural scholars program

Evolution of the Multicultural Scholars Program


Multicultural dean s award program

Multicultural Dean’s Award Program


Multicultural dean s award program1

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 program2

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

Grade Point Averages


Engaging majority students

Engaging Majority Students

How to Involve Majority Students in Creating Inclusive Campus Environments


Engage majority students

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

Most Importantly, Be Engaged…


Challenges areas of improvement

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

Q and A


Creativity and inclusivity

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