by Spencer Hamlin
" A Research Institute on multiculturalism that has both an academic side dedicated to theoretical, statistical and applied research, and a service side where dialogues and training occur as well as training trainers and providing other support services for anyone who is interested in exploring the ideas and notions of diversity. If these two sides are under one roof they will be able to share with each other everything they have learned as well as work together to learn and conduct research in ways not possible before."
Table Of Contents:
1. Executive Summary
2. Main Report
3. List of Schools
4. Contact list
5. Appendix
Executive Summary.
Goal
To create a center/institute on campus focused on diversity issues.
The goal is to create a place where research, teaching and training occur under one roof. The need is for a place where people can go confront explore their own identity and how it fits in with the rest of the world. At the same time this place needs to have the resources to help those people and the ability to analyze and research what is happening there. The Center/Institute would help people gather information about issues that relate to ‘otherness’ in our society, and also be a resource hub for students faculty and staff. This report was done with these ideas as the cornerstones of the project
A resource center to provide support services and training for students faculty and staff
A research institute doing applied and theoretical research while collaborating with the support service side creating the only center of its kind.
This center needs to be a place that is integrated with every level of the university helping to reach every school and office.
My Mission and Methods.
1 Mission- To research other college campuses and take an inventory of our competitors. The goal was to come up with a report that detailed what is, and what is not out there, what works, what doesn’t and what to watch out for. My mission was also to find out about the funding of any centers or institutes that I came across.
2 Methods. My main vehicle for gathering information was the Internet. I did research over the net on over forty schools and then narrowed those down to about twenty-five. I made follow-up phone calls to all of the places on the shorter list in order to find out more about specific places that had one or more characteristics that could make them valuable models. My criteria for narrowing down that list and evaluating programs and centers:
1)Was there institutional commitment ( funding, resources, staff, and most importantly, clear and intentional links between the programs and the university administration)?
2)Web sites availability clarity. were they up to date easy to use full of information and links.?
3)Had the program achieved real results like participation funding from outside sources national recognition?
4)Was there anything that related to or mirrored our goals that the students set out at the beginning of this project?
5)Was the school one that we would look at as a peer competitor role model or otherwise related institution?
6) Had the school engaged in a groundbreaking project or done something that no-one else had?
7)Did the school have a number of separate units that worked independently or was there a central person or group that tied all of the related efforts together?
8) How diverse was the community that the school was located in?
9) Was there an institutional plan or blueprint?
All of the information I gathered has been compiled in the back of this report titled Appendix: Also in this report, A list of all schools contacted and the contact information (websites, phone-numbers and addresses). My mentors this summer have been
Missy Rock
Huy Ong
Jessica Billingslea
Jason Mak
Kathleen Workman
Nathaniel Bachelder
John Riordan
Jennifer Rosen
Jessie Wofsy
Mia Tuan
Jiannbin Lee Shiao
Ann Leavitt
Dave Hubin
Conclusions and Recommendations.
My Findings
There are so many colleges and universities right now that are grappling with the issues of diversity that it would take centuries to catalogue them all. I generally found, with a few exceptions, that most of the separate efforts on campuses are not coordinated and do not work together as well as they could. I found that most schools have addressed the issue in some form and most have a web page devoted to diversity. There are several really excellent programs at some schools most noteworthy are Arizona State, UC San Bernardino, University of Maryland College Park and University of Massachusetts-Lowell. I saw a variety of programs that are effective and could be easily replicated here with some effort. I have detailed a description of the schools I found noteworthy in the main section of this report.
I see that what we could do here would not be done anywhere else. A Research Institute on multiculturalism that has both an academic side dedicated to theoretical, statistical and applied research, and a service side where dialogues and training occur as well as training trainers and providing other support services for ANYONE who is interested in exploring the ideas and notions of diversity. If these two sides are under one roof they will be able to share with each other everything they have learned as well as work together to learn and conduct research in ways not possible before.
To me there are two reasons for doing this. First it would be the most efficient way to coordinate/collaborate/communicate between the different realms. Second, it would provide a space where all of the different people, projects, and programs could easily gain from what the other are doing. From My findings nothing like this exists anywhere. See Appendix for a proposal that somewhat mirrors this idea.
What should be in the Center? I have found a number of programs that could all be incorporated into one place. Below is a list of ideas on what could be included:
1) Research Units on Ethnic Studies, cross-cultural Communication and group specific research (African America Studies)
2) Mentorship programs for first year faculty, first year students of color, LGBT students and Greeks. Many schools have programs that range from first year faculty have a one hour a week session with a faculty member to a big brother type program where freshmen could have a junior or senior who has been trained to be a role model whenever needed for the first year in school.
3) Facilitated dialogues lasting from 4-10 weeks for students and faculty where people could meet with the same group and dialogue over a period of time providing an alternative to weekend -long intensive training’s or conferences.
4) Regular workshops and conferences for anybody- see main section of report for a detailed example.
5) Grant opportunities for Graduate and Undergraduate research and related projects- provide a way for students to work on issues of diversity and explore new areas.
6) Media Center where information gathered could be disseminated quickly and effectively while also providing a place where students could learn and improve media skills perhaps collaboration with the School of Journalism.
Also in the media center part: A first rate web page keep up to date with activities, mission statement, history, funding opportunities, goals, chat rooms and online forums, and links to other resources. The media center would be the promotional unit of the center that would work to disseminate the information gathered there as well as a vehicle to let the world know what events are happening there and around the northwest.
7) Community outreach- mentoring for high school and middle school students as well as involvement with local community groups. It is very important that we recognize we are part of a local community that is bigger that this campus.
8) Library and Video Collection dedicated to studies and resources on multiculturalism.
9) Advisory Council- this would be the board of directors that the director would answer to. It would be made up of Students Faculty staff and members of the local community.
10) Visiting Faculty Research fellowships and PHD research fellowships11) Projects to bring together the efforts of all of the schools in Oregon
Where do we go from here?
The Research Institute
Specifically to this project the next step would be to research funding sources and spend time generating local and in state interest for this project. There are many institutions that I found with grants and private funding as well as school funded centers. Generally I have found that the school funded programs are under-funded. Therefore, in order to really make this center a success it would take some serious outside funding. If this project is to continue it will need someone to take ownership over it. It is clear to me the most effective next step would be for someone to research funding sources for this project.
The Summer Diversity Intern Project
While no-one thinks that there needs to be an identical group of intern positions here it is clear that if this entire project is to succeed it will need to be driven by students. The Students bring a dynamism to the project that only they can and they also have the flexibility to commit more time and energy than a faculty member or administrator. The students are the ones who have tied together all of the different entities on campus that are involved now and they should continue to do so. The best way that I see to continue this would be to formalize what is now the steering committee into the advisory board and ensure it has even representation. Make the summer interns the working group that carries out the Strategic Plan with the guidance of the advisory board. The other crucial point that has been used everywhere is a strategic plan, once the plan is created it can be implemented and followed through on instead of a group making recommendations which inevitably get swept under the rug. Here is my suggested outline based on my findings this summer. Two main thrusts must happen:
1Create A Committee to develop a Strategic plan for diversity encompassing all that has been highlighted this summer.
2 Create and Advisory board who will have teams or sub-committees each working on a main section of the plan.
The Next Step
In this report I have detailed what is out there and a variety of things that could be used or incorporated here. Now the time has come to decide what we want to have in our institute in other words the next step is to create the specific proposal of what we will create here. The proposal must address: size, funding, location, services offered, facilities, personnel, relation the rest of campus( whose control will the Center/Institute Fall under?), and resources required, This could best be done by a small group with diverse representation. I recommend one or two of each of the following, staff administration, faculty, student and community member. I feel that a group any larger that six or so would make it extremely difficult to keep things moving along at an acceptable pace and would be enough to get a diverse and knowledgeable variety of opinions. Clearly there can be no further action taken until what the Center/ Institute will consist of is decided and that decision must be made by a fair representation of this community.
Reflections:
This summer was challenging is many respects, frustrating and above all rewarding. I feel lucky to have worked with such a motivated and dynamic group of people. Almost everyone knew what the project was about took their part and ran with it. I feel that the results that are coming from this are truly beneficial to the campus and could only have been gained in this way. We all had similar challenges and helped each other get through them. I think it is also important to note that we were working for a much cheaper rate then faculty or Grad students would have and that makes us a bargain. The worst part of this summer is now when the Administration has made no commitment to continuing this project in any way while simultaneously detailing, in volumes, what will not happen. This stance, which is quite vague has undermined our the significance of our efforts by implying that it is not necessary to have students being the driving force behind this. Also, nothing will destroy my motivation more than being told that there is no clear certainty that their project will be continued. This has been a learning experience and it has also gained great results, I am proud of this project and hope that it will continue. While I have enjoyed working on this project, I wonder will our work be continued as it should be or swept under the rug? My biggest concern however is the success of this project and what I really want to see is a group by this fall created to hammer out a proposal for this center.
Main Report.
Arizona State University
This school demonstrates a strong commitment to diversity on its campus and creating a safe atmosphere. The standout here and it is a nationwide standout. The Intergroup Relations Center. I spoke with The Director Dr. Chavez for about and hour about the center. It is funded by the university with a budget of around $400,000. It has 6 staff, which are all full time and are quite busy. The center does dialogues with faculty and students that last four and six weeks and it does a variety of workshops retreats and training’s. The process started with a retreat in 1996 after which a group called Students Against Discrimination came up with a number of proposals, which were turned over to a task force. That task force created the center. The Center focuses on including all groups and types of people and is the only one to do support and help programs dealing with Greek affliction. The hardest thing Chavez said was getting rid of the public perception that the center was for minorities only. They approach diversity with a multiple social identity perspective so that people can individually identify with their specific background. They also do a story telling program where people share through the telling of stories. Chavez said the other tough challenge was dealing with separate under-represented groups that wanted to muscle them by ensuring that they had representation in the center which Chavez thinks is wrong. He wants people who can work with anybody and not people who are concerned with only one area. I think that the Center shows the right kind of commitment to all inclusiveness and a holistic approach to teach diversity and understanding. This is a perfect support center to aid a campus in embracing diversity.
Important Points:
All inclusiveness and independence from specific interests
Faculty and student group dialogues
Started through student activism
This Staff of 7 could easily be double with the amount of work that there is to be done
Brown
My search of Brown revealed an example of something that many of the students at the U of O have been talking about for quite some time. Their Third World Center is a parallel to the MCC but it has a Professional director who is also a dean. This is a great example of a bridge between the two areas of college. The Director is there to make sure the center runs smoothly and gets all of its objectives accomplished. They put on cultural weeks several times a year do new student of color orientations and conduct a minority peer-counseling program. All in all they put on over 200 events a year. Brown also has extensive peer counseling for Women and Minorities. Both of these programs are for first year students. For research, Brown has a center for the study of race and ethnicity that appears to have a very strong outline of what its mission is. This center was started when a group of faculty went to the president and proposed the project. The Center has 4 staff.
Important points:
A high level administrator running the student cultural center
Professional staff person provides continuity for events to happen year after year.
Strong peer assistance for first year students ( Retention)
Center for the Study of Race and Ethnicity started by a group of Faculty.
Cal State LA
Cal State La has demonstrated a serious commitment to diversity and has a wide array of programs that are all useful and beneficial. There seems to be a piecemeal approach here where there are many programs but they are spread out and not all under any one person’s supervision. The people I talked to knew about their own programs but not necessarily about everything else that was going on. The certificate program though unsuccessful was a good idea and may be improved on, it definitely has potential and funding sources for it are available. The problems that arose from the departments fighting each other are important to recognize and we must find a way to keep that from happening here. Also of note at Cal-State is a CD-ROM that is being developed that would ask a series of tough questions and have different answers an interactive diversity awareness teaching tool. The school is an extremely diverse school and it also differs from the U of O in that it is largely a commuter school and most students there work and cannot take full course loads so graduating takes longer. The Center for Effective teaching and Learning helps faculty to become better teachers.
Important points:
get all of the Departments involved on board before acting or some may feel that their toes are stepped on dooming the project to failure
CD-ROM is a good way to reach people maybe the next step after a video.
A certificate program with funding available does exist though not perfect may be a good start
Mentoring program for 1st year faculty
Indiana State University
This school was impressive in its commitment and originality. The idea of having a Special assistant to the president with enough power to make the collaborations happen is one I have not found elsewhere. The centralized approach seems to work in that this person is able to reach and connect many different groups. This seems quite efficient as it only requires the Assistant, the commission and the people who work in the teams. The Teams are a great idea because the avoid the burnout that occurs when you have a group of interested people who work on every project.
Important Points:
having a high level administrator devoted to this an effective way to collaborate campus wide efforts and bring groups together
Having groups work on individual problems stops burnout and gets more done.
It can work to have someone who is accountable to both the Administration and a group of peers from the community.
This is also a good example of a place where grants are given to students, which creates opportunities that both the students and the university could benefit from.
Mississippi State University
The Holmes cultural center is another center that would help us model our own after is some ways but not in others. The Center does peer counseling sponsors and co sponsors cultural programs, puts on lectures and seminars and helps minority student organizations. Then center is relatively small with a budget of 200,000 but it has three administrative staff, seven grad students and eighteen undergraduates working there. It is housed in its own building and is run by an Assistant Vice President who answers to the Vice president. There is not yet a web site available for this center. Mississippi has no research based centers on diversity issues.
Important points:
Administration involvement and oversight as well as funding from the University
A large staff that employs grad and undergraduate students with a relatively small budget.
They focus specifically on minorities which seems to be against the norm
Oregon State University
This school and its commitment to diversity impressed me. Having Four Cultural centers that are somewhat linked together but all have their own space on campus seems like a good idea. The centers focus on Chicanos, African Americans, Asian Americans and Native Americans. Also at OSU is a fledgling ethnic studies program started in 1995. OSU also has a Vice President for student affairs which people have been calling for at the U of O. OSA while more rural, seems to have leaped ahead of the U of O at this point.
Important Points:
4 cultural centers all with their own place
VP for student affairs-effective way to advocate for students
3) Rural School
Penn State University
This school has demonstrated a tremendous commitment to diversity. It offers several interesting programs like the Women’s and Minority Engineering programs. The School also funds the multicultural resource center, which is there primarily for students. The most impressive thing here is how thorough they have been in outlining a plan and achieving it. The web sites are extremely in depth here helping to solidify their position. The depth and length of theses sites may also deter people from reading things that are so time consuming. See Appendix for details.
Important Points:
1) They have a Strategic Plan
2) University funded Multicultural Resource Center
3) Special programs for women and Minorities in engineering
Stanford
My findings were few and far between for this institution. Listed below are two research centers that seem to be standard research centers focused on academic goals. I did not encounter any sort of institutional support or resources except for the office of multicultural affairs, which was more or less the Stanford Affirmative action/ Equal opportunity Employment office.
Important points:
There are two good research centers here that would be good models
Stanford seems to be behind the U of O in what is it doing on the subject of Diversity and way being the rest of the CA. Schools that I have encountered.
Stanford Center for Chicano Research. This center started in 1980 promotes cross-disciplinary research on Mexican American and other Latino Communities in the US. See Stanford Appendix
Institute For Research on Women and Gender this center is a research center that was established in 1974 it has books and tapes available and does lectures and work with affiliated scholars.
Tulane University
This school has a very good system in place to help with its 25-plus student minority organizations. It has both research and applied learning but all fall under one umbrella the Coalition for Cultural enhancement. The coalition covers all of the campus resources on diversity. Those include:
Amistad Research Center which houses one of the largest African American repositories
The Southern Institute/Diversity Training and Leadership Institute. This center does quite a few things that we would want to do at the U of O. It is run by an advisory board and offers many services from web resources to research opportunities leadership training and more. It is funded by outside money and even has a web link for donations.These centers have some things that would be great to incorporate although the web page for the Southern Institute is a little confusing. The idea of having a coalition on campus that overarches all of the organization is one step away from having them al housed together in one site.
Important Points:
An umbrella that pulls together all of the groups working on diversity issues
Funds coming from private sources
University of Arizona
The U of A has a group called the Diversity Action Council (DAC) which was formed around 1990. It is amazing in how thoroughly it has addressed the questions and problems highlighted in 1988 by the Arizona University System. See Appendix-University of Arizona for reams of information on the DAC. Most of its activities are based out of the Diversity Resource Center, which does everything except theoretical research. This is also like Maryland a top model for diversity at a university. What makes this one different is that it is part of a statewide plan for all of the schools.
Important points.
Institutional funding for the DAC and DRC.
An outlined and detailed plan that has been followed through on
This project has found legitimacy thorough the extensive web documentation available for others to see and learn from
UC Berkeley
Considering the Location and Reputation of this school I was not impressed. I Found Filipino Alumni group, Peace and Conflict Studies program, Asian Studies and Resource Center, Ethnic Studies Program with a library, and the Center for Latin American Studies. The Center for Chicano Studies was the only one that grabbed my eye. It is funded by the Melon Foundation and allows funds for grad students to do research in the Caribbean and Los Angeles. There is also an LGBT minor program, which I haven’t found elsewhere. Also there similar to the U of O are the Women’s studies and Native American studies programs.
Important Points:
Not much being done at this point
LGBT minor/studies program
University of Colorado Boulder
Boulder is near the top of my list of schools to emulate. They have a diversity site that outlines everything that they do in relation to diversity issues and multiculturalism. The site is called a Blueprint for Action and it outlines resources available policies and opportunities as well of the history and creation of the Office of Diversity and Equity. They have, under the umbrella of Student Counseling Services, A Multicultural Center, Cultural Unity Center, Disability Services, Minority Arts and Sciences Program (MASP),Success in Engineering through Excellence and Diversity (SEED), Office of Student Diversity (School of Journalism and Mass Communication),Precollegiate Development Program, Gay, Lesbian, Bisexual, Transgendered Resource Center, Student Academic Services Center, Women in Engineering Program, Women's Resource Center, as well as a variety of events reports and conferences. This school is very impressive especially when one takes into account its geographical location.
Important Points:
everything related to diversity is tied together through one office
There are several centers that work as support services
There is a strategic plan that has been enacted and implemented.
Additional Information
Welcome to the University of Colorado at Boulder's diversity and equity web site. This site is charged with three main purposes:
•to disseminate information about programs, policies, and issues related to diversity and multiculturalism; •to foster open communication by providing mail lists, calendars, and avenues for discussion about diversity and multiculturalism;
•and to build community among the diverse student, faculty, and staff of the University.
At the University of Colorado at Boulder, we aspire to be a place where the quality of education is enhanced and enriched by a diverse campus community — where all students benefit from multicultural experiences. In this place, we envision a campus that acknowledges and addresses the special needs of groups and individuals who historically have faced institutional barriers. We envision a place where the pervasive respect for diversity has created a supportive climate in which students are able to reach their academic potential and the entire campus benefits from participation in a multicultural community.
— CU-Boulder's Vision for a Diverse Campus Climate
"Diversity is a key to excellence in education. CU-Boulder is committed to enriching the lives of our students, faculty, and staff by providing a diverse campus where the exchange of ideas, knowledge, and perspective is an active part of learning."
UC Davis
There is a Cross Cultural Center which may or may not be in physical existence there is a webpage but it only contains the mission statement. There is a strong women’s research unit here as well a Chicano studies program and a Native American Language center. The school is relatively unimpressive in its commitment to diversity and seems mostly focused on research and more scientific pursuits. Most impressive here was the LGBT center, which did quite a bit of programming and has a very good website
Important points:
1) Some research here but nothing that deals directly with Underrepresented groups.’
2) A good example of and LGBT center with serious funding.
U C Irvine
This school has started a grass roots inclusive community/campus council that has taken the lead on the UCI diversity initiative. UCI is also one of the few schools I have seen that uses the term multiculturalism in discussion of actions taken and intended. While there isn’t a whole lot to find here one program was particularly impressive, the Minority Science Programs.
Important points:
ad hoc committee of campus and community people working towards a set initiative
efforts to increase underrepresented groups in scientific fields
UCLA
Having a diverse campus from the beginning and being in a more diverse community may be one explanation for the lack of any major resources for students staff and faculty of color. There is a strong group of research centers that support separate ethnic groups but there appears to be no ties between them. UCLA is also encountering problems because it has experienced a drop in the number of students of color that have enrolled in the recent past. There is a strong LGBT center that has a very good web page but the school does not fund it right now.
Important Points:
1) Strong Research units that are not tied together
UC Santa Barbara
Like several other US schools Santa Barbara is particularly strong when it comes to addressing and especially researching ethnic issues. Chicano Studies is noteworthy here as it does several things that we should be doing. It provides funding for student internships and well as funding for graduate research programs. The Center for Black studies is also extensive in its activities. It offers visiting research positions, which would also be along the lines of proposals already made here. UCSB is a model for dealing with the research side but is like many other UC schools in that it is already so diverse that there isn’t a huge push for any types of services similar to those offered by the IRC at Arizona State. This may highlight the idea that already diverse communities may not be in such dire need of addressing diversity issues, as ones that are much more monocultural, like the U of O
Important points.
1) Visiting research positions
2) Grad and undergraduate, funded research positions
3) no clear orchestration between separate units of research relating to diversity issues
UC San Bernardino
This school is extremely impressive. They created a diversity web site through the University Diversity Committee. The committee is made up of students faculty administrators and staff. It has sub committees, which break up and do all of the individual tasks that need to be done. The Committee provides funds up to 500$ for projects that any student or group can apply for. The committees mission statement is unique in that it is a statement about what specifically they are supported to do instead of the standard mission statement of what should be gained but not how to do it or what the responsibilities are. This committee reports directly to the president. The Web page itself is an amazing resource easy to navigate and full of useful info. It has a list of all campus resources available that are related to diversity in nay way making it easy to see what is available. Descriptions of the missions, commitment, activities and links offered included later in this report.
Important points:
Strong web resource backed by a stronger body responsible to the president.2) Linkage to other campus resources (communication and collaboration)
UC Santa Cruz
This schools is way ahead of the U of O right now. They have research centers that deal with cultural issues. There is institutional commitment through the EEO/AA office as well as CREDE which is funded from outside sources. There is support for student’s faculty and staff as well as research work. The dialogue groups were great and the Chicano Latino Student Life Resource center does an amazing amount of projects. The African American Student Life Resource and Cultural Center is also well staffed and well organized.
Important points:
1) Schools is committed and effective in training and helping Staff learn about diversity issues.
2) The CREDE is a research center that does quite a lot although narrow in focus and is funded by off campus sources.
3) There is great support for students and academic opportunities both through the student life resource centers.
Chicano Latino Student Life Resource Center
Provides support for students research opportunities works
with the local community works as a support resource, do dialogues with grad students and faculty online research workshops, retreats mentorship for students and faculty, support groups and more.
Rape prevention education program.
This started in 1979 provides resources like videos and reference materials counseling and puts on workshops and self defense courses.
African American Student Life Resource and Cultural Center
This provides support for African American student to help them graduate and enter school as well. It helps to provide funding and services and facilities for collaborative efforts with other departments and divisions as well. They have a staff of 11.
Diversity Education Program through EEO/AA
Mission: To educate the UCSC staff about issues of diversity and to provide them with the tools to promote a more respectful and inclusive workplace projects include:
Diversity Dialogue groups- small groups that meet on a regular basis to talk listen and learn about the differences and fears that keep us apart. This builds trust and communication skills.
Brown Bag events
Education for campus units
Audio/Video Recommendations.
( This is a really though out and amazing project and would be perfect to use as a model for creating a way to have a diversity agenda for faculty and staff)
Also this office has a detailed 90 minute diversity workshop plan found later in the report.
CREDE: Center for Research and Education Diversity and Excellence.
This is part of the center for applied linguistics it does research of identifying and developing effective educational practices for linguistic and cultural minorities. It is funded by the National Institute on the Education of At-Risk Students
CREDE is in partnership with over 20 universities listed later in this report.
University of Maryland at College Park
Through the Office of human Relations program the University of Maryland at College Park has come up with the hub of college diversity Webster. Diversity web has statements from many major universities and serves as an indicator or whose’s who of college commitment to diversity. Also Maryland came up with a blueprint for diversity in 1991 which outlines the goals of the institution. It is extremely thorough and extensive and would be the best model of an institution's written commitment to diversity. For a school that was whites only until 1950 they have come a long way. See appendix for executive summary of the blueprint. It covers all aspects of diversity in a university setting that I have encountered.
Important points.
The best resource available for an outline/missions statement you could find and a great idea.
They have created a hub of diversity sites in the web that we should try to take part in any way possible. At the least there should be a University of Oregon statement on there ASAP. See Appendix-UMCP for a list of current member schools.
U Mass Boston
U Mass at Boston has a great historical statement on the web that talks about the process that the school underwent to get a diversity requirement. Re-occurring themes here are a Diversity working group, the creation of a video and the strong commitment to having a diverse faculty. They put on over 35 public forums in 1991 in order to involve as many people as possible in the changes that were going to happen there. U Mass Boston also has a research institute for Asian American studies that was created at the behest of the state.
Important Points:
State involvement in a research project
Good history of events that happed providing a resource for others
U Mass Lowell
This school is particularly impressive it has created the center for Diversity and pluralism, which is really a standout center. They stared in 1994 with a Diversity Council, which broke into five task forces, - Research and Assessment, Recruitment and Retention, Campus Life, Academic Climate, and Community Collaboration- This next section is an excellent descriptionUnder direction of the Council, the Center for Diversity and Pluralism facilitates research, sponsors conferences, and conducts seminars to bring new perspectives to existing views on diversity. The Center also serves as a clearinghouse to collect and disseminate data and research literature on diversity issues in higher education and at the workplace. Each year, the Center fully or partially funds more than 20 programs through Diversity Grants, conducts a series of development seminars for faculty and staff, sponsors survey research on enrollment and retention, assists student organizations with program development and leadership
The Center provides seed grants has a video library has fellowships, collaborates with 29 institution of higher Ed in Massachusetts, has a library and puts on more that 200 initiatives a year.
Important Points:
Amazing model for a diversity center appears to be the best and having research and other resources.
University of North Carolina-Chapel Hill
The UNC has quite a few research and support opportunities for students. Of note here is the Black Cultural center Established in 1988 it is currently housed in the student union building. It as ambitious plans for a 7 million-dollar 40,000 sq. ft complex with a library meeting rooms classrooms, art gallery and media center. The only place I have found with ambition to have a media center.
Important Points:
1) Plans for a 40,000 square foot center
Media center a good idea
University of Pennsylvania
University of Pennsylvania has a huge diversity plan detailed later in this report. The school is quite committed and has great resources for students, particularly the Albert M. Greenfield intercultural center:
" The GIC functions as a programming as well as a recreational space for a wide array of social, cultural, and educational programs reflecting the cultures and heritage of US ethnic minorities. In addition to general meeting spaces and a book and video library, the GIC also houses offices for the United Minorities Council (UMC) and its constituent groups; programs for Awareness in Cultural Education (PACE); and Alliance and Understanding"This center is clearly a support center for students of color. I think it is a good model and provides resources, which are important it is clearly funded through an endowment, which is also encouraging. The African Studies Center is primarily concerned with interdisciplinary studies of Africa and not focused on American cultural issues. It does however have over 27 tenured faculty teaching courses within that department. Also, Research Center for the Study of Women-no web site available. Ditto for the Center for Cultural Studies. Center for the STUDY OF BLACK LITERATURE and CULTURE, FRENCH INSTITUTE FOR CULTURE AND TECHNOLOGY, and Center for URBAN ETHNOGRAPHY. There are a number of research institutes here all seem to be well established. Penn State is clearly a dedicated school with a variety of resources and models that could be valuable.
Important points:
This school has a center that offers great resources for students through the GIC.
The Research centers are numerous but none have good web pages or links to each other.
Contact List.
Arizona State University
Tempe, AZ 85287
President of the Institution:
Dr. Lattie F. Coor
Contact
Barbara Mawhiney
Director, EO/AA
602-965-5057
602-9656827 (FAX)
Boise State University
1910 University Drive
Boise, Idaho
83725-1015
President of the Institution:
Charles P. Ruch
www.idbsu.edu
Contact
Betty Hecker
Affirmative Action Director
208.385.1979
208.385.3826 (FAX)
Boston College
President of the Institution:
Rev. William P. Leahy
www.bc.edu
Contact
Carol Hurd Green
Associate Dean
617-552-3283
617-552-2145 (FAX)
Brown
http://www.brown.edu/Departments/Race_Ethnicity/
Dr. Miller's leadership.
Telephone: (401) 863-3080
Fax: (401) 863-7589
E-Mail: RACETH@brownvm.edu
From Brown University Student Handbook, 1997-1998
Brown University,
Providence,
Rhode Island 02912 USA
Phone 401-863-1000
President of the Institution:
E. Gordon Gee
Contact
Elizabeth Hart
Dean
401-863-1961 (FAX)
Cal State LA
5151 State University Dr.
Los Angeles, CA 90032
President of the institution:
James Rosser
Contact
Eri F. Yasuhara
Acting Assoc.Dean, Arts & Ltrs
213-343-4004
213-343-6440(Fax)
Indiana State University
Academic Affairs
Parsons Hall, room 208
Terre Haute, IN 47809
President of the Institution:
Dr. John W. Moore
http://web.indstate.edu/diversity
Contact
Dorothy Simpson-Taylor
Special Assistant to the President for Ethnic Diversity
(812) 237-3619
(812) 237-3607 (FAX)
Mississippi State University
MISSISSIPPI STATE,MS 39762-9503
President of the Institution:
Dr. DONALD W. ZACHARIAS
Contact
SAMUEL MILLER
ASSISTANT VICE-PRESIDENT STUDENT AFFAIRS
(601) 325-2033
(601) 325-4626 (FAX)
Oregon State University
Dr. Erlinda Gonzales-Berry, Department Chair
Latino/a and Chicana/o Studies
(541) 737-5708; egonzales-berry@orst.edu
Dr. Kurt Peters
Native American Studies
(541) 737-5668; kpeters@orst.edu
Dr. Patti Sakurai
Asian Pacific American Studies
(541) 737-5743
Dr. Robert Thompson
African American Studies
(541) 737-5742
OSU Ethnic Studies
230 Strand Ag
Corvallis OR 97331-2222Phone: 541-737-0709
Fax: 541-737-5660
e-mail: ethnic@orst.edu
Penn State
Multicultural Resource Center
Students may stop by 122 Grange Building or call (814) 865-1773 to make an appointment or speak with their counselor.
Stanford
Stanford University, Stanford, CA 94305
President of the Institution:
Gerhard Casper
http://www-portfolio.Stanford.edu:8050/documents/president/951004affaction.html
Contact
Geneva Lopez
Assistant Dean
650/725-2536
650/723-3235 (FAX)
geneva.lopez@forsythe.stanford.edu
Tulane University
Tulane University
2223 University Center
New Orleans, LA 70118
President of the Institution:
Dr. Eamon M. Kelly
Contact
Carolyn Barber-Pierre
Associate Dean of Students/Director of Multicultural Affairs
504-865-5181
504-862-8795 (FAX)
pierre@mailhost.tcs.tulane.edu
University of California, Irvine
Irvine, CA
92697
President of the institution:
Laurel Wilkening
Contact
Cathy Kawasaki Oda
Senior Compliance Analyst
814-824-4331
714-824-4350(Fax)
UC Berkeley
President of the Institution:
Robert M. Berdahl
<Picture>
Contact
Sunny Merik
University Communications
510-643-8012
(FAX)
U Mass Boston
Contact
Esther Kingston-Mann
Director, Center for Improvement of Teaching
617-287-6543
617-287-6511 (FAX)
kingstonmann@umbsky.cc.umb.edu
U Mass Lowell
One University Ave.
Lowell, MA 01854
Contact
Lan Pho
Director - Center for D & P
(987)934-4335
(978)934-3084 (FAX)
www.uml.edu/centers/Diversity/
UC Santa Cruz
Diversity Education Program
University of California, Santa Cruz
141B Communications Building
Santa Cruz, CA 95064
Phone: (831) 459-5087
FAX: (831)459-2670
TDD: (831) 459-5011
Last updated June30, 1999
http://www2.ucsc.edu/diversity/
UC Davis
UC Davis lgbt ctrhttp://lgbcenter.ucdavis.edu/about.htm
http://pubweb.ucdavis.edu/documents/ccc/Mission
UC Santa Barbara
UCSB Center for black studies
CENTER FOR CHICANO STUDIES
Annual Report
1997- 1998
Denise A. Segura
Director
University of California
Santa Barbara, CA 93106-6040
(805) 893-3895
Fax: (805) 893-4446
Go to this site for ORGANIZATIONAL CHART
http://research.ucsb.edu/ccs/chart.htm
U.C.L.A.
Los Angeles, Ca. 90095-1361
President of the Institution:
Albert Carnesale
<Picture>
http://www.ucla.edu/home/welcome/chancellor/affirmative.html
Contact
Raymund Paredes
Vice Chancellor-Academic Development
310 206-7411
310 206-6030 (FAX)
University of Arizona
Jennifer Aviles
CSW/DAC
University Services, 220
PO 210158
Tucson, AZ 85721-0158
President of the Institution:
Dr. Peter Likins
Contact
Jennifer Aviles
Program Coordinator, Senior, Human Resources
520-621-8676
520-6213714 (FAX)
University of Colorado Boulder
University of Colorado at Boulder
Office of Diversity and Equity
206 Regent Administration Center
Campus Box 18
Boulder, CO 80309-0018
Phone: 303-735-1332
FAX: 303-735-2425
http://www.colorado.edu/cu-diversity/
E-mail: cudiv@spot.colorado.edu
Personnel:
Ofelia Miramontes, Interim Associate Vice Chancellor
Sharon Vieyra, Administrative Assistant
MaryAnn Sergeant, Project Coordinator
University of Maryland College Park
Faculty and Staff Involvement
Office of Human Relations Programs
1130 Shriver Laboratory, East Wing
University of Maryland
College Park, MD 20742
President of the Institution:
C. D. Mote, Jr.
http://www.umd.edu
http://www.inform.umd.edu/diversity
Contact
Gladys Brown
Director, Office of Human Relations Programs
301-405-2838
301-314-9992 (FAX)
University of North Carolina-Chapel Hill
University of Pennsylvania
Center for CULTURAL STUDIES
Professor Gerald Prince, Co-Director
521 Williams Hall/6305
215-898-8458
Professor Joan DeJean, Co-Director
521 Williams Hall/6305
215-898-7432
University of Pennsylvania
100 College Hall
Philadelphia, PA 19104
President of the Institution:
Dr. Judith S. Rodin
<Picture>
http://dolphin.upenn.edu/~gic/
Contact
Valerie Hayes
Executive Director
(215) 898-6993
(FAX)
University of Washington
U of Washington
President of the Institution:
Dr. Richard L. McCormick
<Picture>
Contact
Myron Apilado
Vice President for Minority Affairs
(206) 685-0774
(206) 543-2746 (FAX)
The Northwest Center for Research on Women
Imogen Cunningham Hall
Box 351380
University of Washington
Seattle, WA 98195-1380
tel. (206) 543-9531, fax (206) 685-4490
http://depts.washington.edu/~nwcrow/
Other Contact Info
Web Pages
http://fdncenter.org/index.html
http:// eworkwww.lions.psu.edu/diversity/fram/n
www.eworkwww.lions.psu.edu/diversity/fram
http://www.msu.edu/access/ideaone.html-
http://www.paulallen.com/foundations
http://www.inform.umd.edu/diversityweb/
http://depts.washington.edu/iesus/
http://pubweb.ucdavis.edu/documents/ccc/index.html
http://www.culturalstudies.net/welcome.html
E Mail for The Interns and U of O People
jbilling@gladstone.uoregon.edu
kworkman@gladstone.uoregon.edu
Jiannbin Lee Shiao
Assistant Professor
Department of Sociology
University of Oregon
Mail: Dept. of Sociology,
1291 University of Oregon
Eugene, OR 97403
Tel: 541-346-5366
Fax: 541-346-5026
Email: jshiao@darkwing.uoregon.edu
Eden Inoway-Ronnie University Of Wisconsin-Madison
(608) 265-5965
Appendix:
Arizona State University
Tempe, AZ 85287
President of the Institution:
Dr. Lattie F. Coor
Contact
Barbara Mawhiney
Director, EO/AA
602-965-5057
602-9656827 (FAX)
Barbara.Mawhiney@asu.edu
At Arizona State University, diversity is one of the core purposes and values of the institution, in the same way that excellent teaching, leading-edge research and meaningful service to the community define the university. To that end, increasing diversity is regarded not so much the achievement of a goal as it is a fundamental value to be pursued throughout the many activities of the university. ASU's efforts are directed toward reflecting the larger community in the composition of the faculty, staff, and student body, and ASU advances the cause of diversity by offering its resources, its talents, and its commitment to the development of a continually improving society. Diversity is at the very core of this university.
Diversity efforts began in the early 1980's with institutional assessments of recruitment and retention programs and the establishment of goals to improve the representation of previously underrepresented groups. Programs such as Action Now and Our Common Commitment were multifaceted approaches focused on increasing the numbers of students, faculty, and staff representing diversity as well as creating institutional changes to support increasing diversity. A more recent campus assessment, the Self-Assessment for Quality and Diversity, led to new goals for further refinements in institutional processes and programs to assure diversity efforts continue to address needs and make the greatest environmental impact.
Of particular note are ASU's Campus Environment Teams on the Main and West campuses. These teams of faculty, staff, and students monitor the campus environments and promote diversity and free speech as compatible goals. Through grant support on the Main campus, innovative projects have developed which emphasize the theme of "Communication, Cooperation, and collaboration." The newest initiative is the development/implementation of the Intergroup Relations Center. The mission of the Intergroup Relations Center is to promote positive intergroup relations and improve the campus climate for diversity. The goals of the Center are to provide education and training, develop resources and data on diversity/intergroup relations, and enhance research and curriculum development on diversity and intergroup relations topics.
The university also provides a variety of support and development opportunities for students and employees. Leadership development programs (Student Life, Multicultural Advancement, Management Development, Faculty Development) emphasize diversity issues as do orientation programs. Employee and student organizations also add to the educational and support opportunities for diversity enhancement on campus.
Boise State University
1910 University Drive
Boise, Idaho
83725-1015
President of the Institution:
Charles P. Ruch
www.idbsu.edu
Contact
Betty Hecker
Affirmative Action Director
208.385.1979
208.385.3826 (FAX)
aafhecke@bsu.idbsu.edu
--GOALS--
Goals and philosophy are included below. The goals are as followed by objectives in three categories: academic, campus climate, and students. The objectives are interconnected and tie back to the goals.
Cultural and Ethnic Diversity
Vision Statement
Boise State University cherishes and celebrates diversity as a core value shared by faculty, staff, students, and the community. Toward this end, Boise State University seeks to educate a citizenry that can function in an ethnically and culturally diverse global society which is characterized by multiple perspectives and an increased interdependence. Therefore, Boise State University has established the following goals:
1. Increase appreciation of cultural and ethnic diversity.
2. Encourage a campus environment that is comfortable and conducive to learning and growth among diverse populations.
3. Increase recruitment and retention of ethnic minority students.
4. Attain graduation rates for ethnic minorities which meet or exceed those of the general student population.
5. Increase recruitment and retention of ethnic minority faculty and staff.
6. Establish a core requirement for cultural and ethnic diversity.
7. Encourage the integration of multicultural perspectives into and across the curriculum.
8. Encourage research, scholarship, and creative activity in the area of diversity.
--ACTIVITIES--
We were selected for inclusion in the conference sponsored last fall by Ford Foundation based on previous commitment and accomplishment prior to the WICHE initiative, thus we had a Foundation in place. This Foundation included a number of ethnic classes and coursework, a bilingual multicultural elementary education bachelor's degree program, and outreach to public schools. Much of this effort can be contributed to the leadership of several key faculty on the Boise State University campus. We also had a major and minor in multiethnic studies and a Native American studies minor. Our initial effort started with a small group of students and faculty in the early 1970's. We also had in place student organizations for Latino, African, and Native American students.
Much of our model was based on the success of the College Assistance Migrant Program (CAMP) which is supported with federal funds. This program serves migrant and seasonal farm workers or their dependents. In Idaho most of the seasonal workers are Hispanic. This program had a success rate in the freshman year of approximately eighty (80) percent. The program provides students with counseling, tutoring, and other support services. The mentoring program has been an important element in our success. In addition, the University has a High School Equivalency Program - sister program to CAMP. Also outreach and support services include Talent Search, Upward Bound, and Student Support Program (TRI) for low income, first generation students and, of course, bilingual education at the graduate and undergraduate level.
Activities this year which will lead to accomplishment of our goals include the development and implementation of a Minority Access Program, change a minority recruiter position from half time to full time, increased responsibility for the minority student counselor and the development of a plan to increase the retention of minority and nontraditional college students.
The president will appoint an Ethnic Heritage Board this semester. Funds to support a coordinator of diversity planning, events, etc., have been requested.
This fall Geneva Gay spent a day with us for our faculty development activities.
In addition, the College of Education received monies from a statewide grant from the U.S. West Foundation to improve multiethnic/multicultural education at the preservice and inservice level. Boise State University used this initiative to produce two English as the Second Language courses and broadcast them statewide over the Public Broadcasting System. Through this initiative a full day of inservice was provided at a local school district in collaboration with two private, local colleges -- Northwest Nazarene College and Albertson College of Idaho.
--OUTCOMES--
The most important outcomes has been a significant gain in the diversity of our student body. We have the most diverse student body in Idaho, even though the percentage of minorities in the state is small.
Other significant outcomes include the bilingual multicultural teacher education program which has provided the training of bilingual teachers, A Journal in bilingual education, graduate work in bilingual and ESL education.
Other outcomes include a major in multiethnic studies and minors in multiethnic studies, Native American studies and as of this fall Mexican American studies.
We have been the best institutions for conferences, and workshops addressing cultural diversity. We have for the past four years cosponsored a fall workshop for Hispanic youth. We sponsor a summer science math camp for minority secondary and middle school students. This year, we will sponsor a conference in Mexican American Studies.
An anticipated impact will be the addition of a requirement dealing with cultural diversity added to the University undergraduate core.
Products:
* The two ESL Video Workshops
* Courses of study for: Bilingual Multicultural Elementary Teacher Education
* Multiethnic studies
* Native American studies
* Mexican American studies
In addition:
The Journal of Educational Issues of Language Minority Students
"last changed on December 28, 1998
Boston College
President of the Institution:
Rev. William P. Leahy
www.bc.edu
Contact
Carol Hurd Green
Associate Dean
617-552-3283
617-552-2145 (FAX)
carol.green.1@bc.edu
--GOALS--
From the beginning, the Boston College response to the invitation to participate in the Ford Foundation initiative to sustain cultural diversity and improve race relations was a cooperative effort. When the coordinators, who had worked together for many years on related issues on the Boston College campus, set out to prepare the proposal, we turned to our colleagues for ideas: more than sixty of them responded. The proposal that we submitted reflects the breadth of the response: we envisioned activity in faculty and curriculum development, in student mentoring, and in residential life and programming.
--ACTIVITIES--
a list of eleven separate proposals were the development of a mentoring program for AHANA ("AHANA" is a Boston College acronym for "African-American, Hispanic, Asian-American, Native American") undergraduates; the inauguration of a research project that would investigate the state of race relations on the Boston College campus; and the development of courses for a newly revised core curriculum. We planned faculty seminars and summer grants for course development, work with programs
Among for first year students and for seniors, and a research and course development sequence around the concept of alterity.
--OUTCOMES--
In the end, and along the way, a number of things changed: we succeeded in realizing many of our goals, but not always in the originally imagined form. The most evident success story from the Boston College Ford project is that of the mentoring program (the Benjamin E. Mays Mentoring Program), now (1995) in the third year of its full implementation. More than 150 AHANA students are currently working with faculty mentors, and over 70 faculty have enthusiastically joined the program. The mentoring program brings together Boston College's commitment to service with the furtherance of the intellectual goals of AHANA students: the program focuses not only on ensuring that students will complete their undergraduate degrees but also that they will go on to graduate and professional training. It has also created a subgroup of senior faculty who are much more aware of issues of diversity because of their participation in the program; this awareness, in turn, affects curriculum.
The other results of our efforts are less easily quantified. The campus climate research project provided useful and sometimes troubling results. The Ford Project research, and the survey instruments developed in connection with it, contributed to the awareness of the problems that existed on campus and the difficulties that might be anticipated in attempting to educate about them. It also helped stimulate efforts in the Housing Office to encourage more discussion about campus climate and supported greater visibility for PRIDE, a group of administrators and faculty who present prejudice reduction workshops across the campus. (PRIDE also received funding from the grant.).
Faculty and curriculum development engaged much of our time, effort, and funds, as the long planned-for revision of the core curriculum came into being in Fall 1993. We funded both groups of faculty and individuals who were engaged in devising new courses for the core that would consider issues of difference: our particular emphasis was on groups of faculty working together to develop or transform multiple-section core courses. Core courses currently being offered in English, History, Romance Languages, Management, and the School of Education resulted from this work. We also found a number of ways to cooperate with and to inform the University Core Development Committee (UCDC) as they worked on the imperative to consider cultural diversity issues not only in a one-course requirement but across the core. The Ford Project provided encouragement and occasions for their discussions, and sponsored meetings of faculty who planned to offer cultural diversity courses. Affiliated faculty members made presentations to the Committee and provided them with readings. While the idea of incorporating cultural diversity concerns into the core preceded the grant we believe that the presence of the Ford Project on campus and the funding it provided for the development of courses were important in maintaining the Committee's focus on the importance of the representation of cultural diversity throughout the core curriculum. Finally, in our evolving understanding of how best to carry the message of the Ford Project to the campus as a whole, we used the funds from the visiting scholars component of the grant and the matching funds provided by Boston College's Lowell Lecture Fund to cosponsor a wide array of speakers and events, originating both with students and with faculty groups. We are continuing to negotiate for the establishment of a permanent university fund to underwrite speakers who will address diversity issues and work with core faculty.
In seeking to ensure that the work of the Ford Project would go on beyond the date of the grant, the coordinators encouraged participants to seek both university support and outside funding for their projects. The Mays Mentoring Program has received both university backing and grants (originally negotiated by the Ford Project coordinators) from the Aetna Foundation. Other participants have received grants from the Hwang Foundation (for Asian-American Studies) and Philip Morris (for campus climate efforts). A USIA-funded Summer Institute in American History (1994, 1995) draws on the work of the coordinators and other faculty with the Ford grant and brought teaching about diversity to a wider, international audience.
Brown
http://www.brown.edu/Departments/Race_Ethnicity/
The Center for the Study of Race and Ethnicity in America (CSREA) was established in 1988 with the premise that is crucialto understand race as a historical and sociological reality in America and to understand the implications of race and ethnicityas historical, social, and analytical categories for mutidisciplinary studies and multiple modes of discourse. To coordinate and develop Brown's academic resources for this purpose, the Center facilitates teaching and research on African Americans,
Asian Americans, Latinos, and Native Americans. It also includes teaching, research,and conferences on biracials and multiracials. The Center emphasizes the interdisciplinary and comparative study of these groups and promotes analytical studies of race, ethnicity, gender, and class. Within Brown University, the Center works with departments and faculty who share similar goals and interests. For graduate and undergraduate students, the Center brings in invited scholars and speakers
for the annual events of ethnic student organizations and provides grants in support of their research in theareas of race and ethnicity in America or in the comparative study of American racial or ethnic groups with those in other countries. The Center sthe founding member of The Southern New England Consortiumon Race and Ethnicity (SNECORE), a group of colleges and universities in Connecticut, Rhode Island, and Massachusetts.
The Center was established through the initiative of faculty members from a number of departments who share similarinterests or have been involved in the teaching and research on the issues of race and ethnicity in AmericaWith the recommendation of the Visiting Committee on Minority Life and Education at Brown University and the approval of the Academic Council of the University the Center was created with the following charge:
To facilitate research on race and ethnicity as social constructions in American society,
including comparative studies of analytically similar problems in societies in other parts of the world
To coordinate and develop Brown's resources for research and teaching on racial and
ethnic minorities in America
To generate intellectual and financial resources for the Center, including support for new
faculty positions and for research and curricular development
To promote university-wide discussion of issues relating to race and ethnicity
In 1990 Rhett S. Jones was appointed Director, and Wanni W. Anderson was appointed Associate Director in 1991. In
June 1994, Dyer House, 150 Power Street, became the headquarters of the Center.
In 1995, Fayneese Miller was appointed Director and in 1996 the Ethnic Studies Department was added to the Center under
Dr. Miller's leadership.
Telephone: (401) 863-3080
Fax: (401) 863-7589
E-Mail: RACETH@brownvm.edu.
The Advisory Committee of the Center, composed of faculty appointed by the Dean of the Faculty in consultation with the Director serves as the Center's advisory and executive board.
Residential Counseling Programs
Kisa Takesue, Assistant Dean of Student Life x3800
Resident Counselors (RCs) live with first-year students providing each student with a trained peer counselor, experienced
and knowledgeable about Brown. RCs are a vital link in the network of support available to new students. Working closely
with Minority Peer Counselors, Women Peer Counselors, and Community Directors, RCs strive to create a sense of
community within the residential unit. First-year students are encouraged to seek out RCs for support and information on a
wide range of personal and academic matters.
Minority Peer Counselors
Karen McLaurin-Chesson, Assistant Dean of the College & Director, Third World Center x2120
The Minority Peer Counselors are a network of Asian American, African American, Latino, Native American and multiracial
undergraduates who provide academic and interpersonal counseling to first year students in residential units. MPCs provide
informaion and advice on issues of oppression - they conduct workshops and forums within units, offer student-to-student
counseling and sponsor study breaks throughout the year. MPCs are committed to the promotion of racial and cultural
pluralism at Brown. They have had a significant impact on making incoming Third World students feel comfortable at Brown.
MPCs are selected by a committee of administrators and former counselors.
Women Peer Counselors
Kristen Renn, Assistant Dean of Student Life, Program Director x3415
Women Peer Counselors (WPC) provide support to all first-year students on issues of sexuality, harassment and assault,
body image and eating concerns, gender, sexism and diversity. There is one WPC in each first-year unit, and together with
the other counselors (MPC, RC) they facilitate the establishment of a residential unit that values individual differences as well
as a sense of the broader Brown community.
Community Directors and Residential Programmers
Mary Greineder, Associate Dean of Student Life, Program Director x3800
Community Directors (CD) are graduate students who reside in undergraduate housing and have primary responsibility for
developing and maintaining a sense of community within their respective area of campus. CDs will be responsible for facility
management, crisis support and conflict resolution for students, and supervision of Resident Programmers. The CD will work
in close contact with the Associate Dean and will integrate their duties and the activities of their campus area with other staff
of the Offices of Student and Residential Life.
Residential Programmers (RP) are undergraduate students whose primary focus is to work with the residents of their
neighborhood to design and implement programs, activities and social functions to improve and stimulate the overall
community environment in the residence halls. The RP will also serve as a resource person for upper-class students in their
residence halls on issues of personal counseling, conflict resolution, and building maintenance.
Faculty Fellows
Professor Ted Morse, Head Faculty Fellow x1444
Dean Leonard Perry, Director x2580
The Faculty Fellow Program seeks to provide opportunities for resident students and members of the faculty to interact
informally. They sponsor weekly study breaks, lunches, meetings and other social, cultural and educational programs
throughout the year. Many Faculty Fellows and their families live in University housing and are readily available to student
needs and interests. Dean Perry works with Professor Morse in support of the Faculty Fellow program.
From Brown University Student Handbook, 1997-1998
Brown University,
Providence,
Rhode Island 02912 USA
Phone 401-863-1000
President of the Institution:
E. Gordon Gee
Contact
Elizabeth Hart
Dean
401-863-1961 (FAX)
Cal State LA
5151 State University Dr.
Los Angeles, CA 90032
President of the institution:
James Rosser
Contact
Eri F. Yasuhara
Acting Assoc.Dean, Arts & Ltrs
213-343-4004
213-343-6440(Fax)
eyasuha@calstatela.edu
Diversity WORKS at Cal State L.A.!
Located five miles from the center of downtown Los Angeles, California State University Los Angeles is itself a center of diversity. The student population is one of the most diverse in the country. Nearly all students are first or second generation Americans or members of traditionally subordinated groups, many of whom have distinctive linguistic and cultural practices. In a state that originated the English-only movement a decade ago, it is perhaps ironic that three-quarters of entering Cal State L.A. freshmen indicate that English is not their first language.
The mission of CSLA has long been to serve populations which have been traditionally underserved, providing equity in access and excellence in academic programs. Soon after its founding in 1947, the campus soon gained the well-deserved reputation as the Los Angeles college providing excellent educational opportunities for students who needed to work while pursuing their degrees. An institutional operating structure--including year-round, day, evening, and weekend sessions--opened doors for older students and African American, Latina/o and Asian American students who could not attend traditional colleges that required them to leave work or abandon family obligations.
Today, approximately 44% of the 18,000 CSLA students identify themselves as Hispanic/Latino; 27% as Asian/Pacific Islander; 19% as white, non-Hispanic; 10% as African American; 1% as American Indian; and1% as other. Over 70% of the entering freshmen identify a language other than English as their first language, the average age of a CSLA student is 28, and the median family income is below $20,000 annually. An overwhelming majority are the first in their families to attend a university. Most students work full or part time and commute, while taking, on average, 70% of a fulltime course load. In short, diversity permeates every aspect of Cal State L.A. Below are some specific examples of diversity-focused or -incorporating programs, projects, and initiatives :
• Intercultural Proficiency Project, funded by a 3-year $580,000 grant from the W.K. Kellogg Foundation, to prepare our students to live and work in the new multicultural environment. Interdisciplinary teams of faculty are currently engaged in curriculum development for a 26-quarter unit interdisciplinary certificate program in Intercultural Proficiency, which will be launched in January 1997.
• New General Education Program, scheduled to take effect Fall 1997, that incorporates diversity more substantively than the current program. Faculty are currently engaged in curriculum development.
• -ISM (N.) Project. Cal State L.A. was one of 12 campuses chosen to participate in this Ford Foundation sponsored project in which students were required to produce a video about negotiating diversity in their own lives.
• NEH Humanities Focus Grant Project "The Chinese Diaspora in Southern California: Culture, Ethnicity, Community, and Asian American Studies." Ten faculty members worked with renowned scholars during summer 1996 to study and develop curriculum for an Asian American Studies Program.
• A number of programs in science, engineering, and the health-related fields, funded by such agencies as the National Institute for Health and U.S. Public Health Service, that encourage students from underrepresented groups to pursue careers in those fields:
• Minority Biomedical Research Support Program (MBRS)
• Minority Engineering Program (MEP)
• Health Careers Opportunity Program (HCOP)
• Model Hispanic Health Careers Opportunity Program (MHHCOP)
• Cultural Diversity Celebration, a weeklong series of programs in the spring that draws hundreds of people to campus to share a variety of cultural performances and discussions of issues facing the community.
• Center for Effective Teaching and Learning promotes strategies that specifically address the needs of a diverse learning community.
• Title III Gran t: Strengthening the Institution. A multi-year grant to address the advisement needs of our diverse student population in order to enhance retention.
• Harriet and Charles Luckman Fine Arts Complex, built to celebrate the performances and visual art of all cultures and races. Specially designed outreach and educational programs bring thousands of young people and their families, many nontraditional patrons of the fine and performing arts from the surrounding communities, to campus for arts programs.
• Asian and Asian American Institute, established to promote research, awareness, and community involvement in issues affecting Asian/Pacific Americans.
• The diversity of the faculty and administration. Over the past decade and a half, the campus has made a concerted effort to recruit and retain diverse faculty of color. The ranks of upper and mid-level administration, in particular, speak to the institution's continuing committment to diversity, as may be seen in the video "A Story Worth Wider Telling" that was prepared for the Ford Foundation's Campus Diversity Initiative in 1995.
Notes From Conversation with Jan Harris (School of Health and Human Services) 8/20/1999
Jan Inherited the Intercultural proficiency project that started with an unsolicited donation that the dean dumped in her department. The Project created curriculum for a 26 quarter-credit certificate which inspired some animosity with other departments who felt that some of the courses that were created were already being done. The main areas of study were criminal psychology, nursing, social work and child development. Other departments could also use some of their courses to substitute for the courses specifically offer by the ICP. Students did not get really into this project and it only has 8-9 in the program right now. Mrs. Harris thinks that this is because little was done to get other schools on campus involved/excited and so there was no active recruitment of students to this program. Also they have a mentoring program for all new faculty where they spend two hours a week with older mentors during the winter term of their first year.
Indiana State University
Academic Affairs
Parsons Hall, room 208
Terre Haute, IN 47809
President of the Institution:
Dr. John W. Moore
http://web.indstate.edu/diversity
Contact
Dorothy Simpson-Taylor
Special Assistant to the President for Ethnic Diversity
(812) 237-3619
(812) 237-3607 (FAX)
Indiana State University has evolved into a comprehensive public service university over the past one hundred years. Located in South Central Indiana the university has changed because the environment in which it functions has changed. Although many of the students come from within a one hundred mile radius of the institution, its reputation as a first rate teaching institution where students come first, has attracted a student body from all over the nation and the world. As the world has become a more global community, Indiana State has engaged in an introspective strategic planning process. Our Strategic Plan is an institutional response to the multiple challenges and societal changes. Strategic Goals help ISU to respond to the 21st century as a progressive public university.
President John Moore brought to Indiana State University a vision of inclusivity which prepares students to live in a global society and work in a global economy. By adopting a set of core values to assure a quality learning environment, the university has embarked in transforming its undergraduate curriculum, its general education curriculum, its residential facilities and developing living communities, as well as enhancing classroom practices through transfer of technology.
Diversity as a distinctive strategy at Indiana State University is set within the context of the core values; access, service, success, innovation and excellence. Since 1994, the institution has made significant strides in faculty development, staff development, community outreach and the establishment of ongoing diversity training programs. Points of pride are the annual diversity conferences, a nationally recognized curriculum/classroom transformation intiative, a comprehensive climate study, a Student Diversity development intiative and a new Lilly Foundation funded First Year Initiative. In addition, a Campus Climate Study process has been initiated and follow-up climate and diversity training has begun to be implemented. Campus initiatives are coordinated with the President's Commission on Ethnic Diversity.
THE PRESIDENT'S COMMISSION ON ETHNIC DIVERSITY:
Commission members are representatives of the multiple constituency groups at ISU who advise and assist the President about diversity issues on and off campus. Commissioners serve on a voluntary basis for one to three years.What is the Commission's purpose?
While the commission assists Indiana State University in developing cultural awareness among its various constituencies, it advocates a positive approach to diversity within the curriculum and research throughout the campus life. Two main goals are:To ensure that the University community gains a greater appreciation of the cultural and ethnic diversity of the United States
To contribute to an understanding of the changing relationships of the U.S. with other nations
What is the Commission's mission?
To advocate for multicultural values, interests and programs.
To advise on policy and practices in matters pertaining to ethnic diversity.
To advise and assist in the recruitment and retention of people of color.
To advise and assist in promoting campus values, norms, and conduct that foster an increased sense of community.
To advise and assist in infusing diversity in the teaching and learning process.
To advise and assist in the presentation of multicultural/international extracurricular programs and activities.
To advise and assist in promoting constructive relationships between the University and the community.
To create a more visible, coherent, ongoing initiative that includes a variety of campus diversity programs.
What is the responsibility and structure of the Commission? Responsibilities:
fact finding entity that identifies issues, discerns their relevance to diversity and determines strategic change points
conduit and clearinghouse on diversity for the ISU community
provides program direction and evaluates and assesses the impact of diversity initiatives
identifies and promotes incentives and rewards
coordinates the strategic ethnic diversity plan
defines and structures role and organization of the commission.
Structure:
Special Assistant to the President for Ethnic Diversity, Chairperson
Steering Committee collects data from subcommittees and coordinates direction including assessment
Subcommittees evaluate, advise and suggest programmatic directions
Training the Trainers: Creates forums and curriculum for diversity training
Student Relations: Advises commission on student diversity issues
Faculty Relations: Conduit for faculty inclusion in diversity initiatives, promotes curriculum transformation
Staff Relations: Advises commission on staff diversity issues, coordinates training sessions for staff
International Relations & Development: Advise and develop diversity agenda for international programming on campus and globally
Community Outreach: Develops community/university relations programs and projects
Campus Programs/Grants and Fundraising: Identifies grants and other fundraising projects, develop recognition agenda.
Notes from phone interview with Dorthy Simpson-Taylor. 8/ 17/99
They their efforts around the four main areas that need to be addressed under diversity, Representation, Scholarship, campus climate and intercultural relations. They work on diversity initiatives among those four areas by using separate teams that are all under that supervision and coordination of the Special Assistant to the president for ethnic diversity SEPED. They set strategic goals and plans around increasing the value of their efforts and the college experience. The SEPED works directly with the commission on ethnic diversity that has representatives from all interested groups in the area. This commission is also made up of people who lead and work on the teams previously mentioned.
MRS Simpson Taylor says her job is to create and help collaborations among many groups on and off campus and to work with all of them. She is the one who orchestrates almost all of the activities that go on. Speakers, diversity training, conferences., they have a visiting minority scholar program that brings in people for one or two days and provides matching funds for departments that want to do the same. Also there are challenge grants provid3d to students when they meet certain criteria. ( I like the idea of having grant opportunities for students who can have the means to work on those projects) She is particularly concerned with helping students gain during their time at college a particular kind of competence that comes from being exposed to new and different things.
The lily foundation collaboration was to enhance 1st year experiences across the board so they tapped into that as a resource for diversity funding and also pursued statewide matching funds. This was also related to gender fair practices and then t because a part of a ford foundation initiative. They do a summer and a mid year institute for faculty and do diversity training’s " all the time" They also have the goal of building their internal capacity by training trainers
\Their approach toward faculty diversity training was to find the types of trainings and aids that help faculty become more effective and efficient and build diversity into the programs instead of having a straightforward " diversity training"
This job was created because the president who came in 1994 decided he wanted to change things and also wanted to do and did a climate study.
Mississippi State University
MISSISSIPPI STATE,MS 39762-9503
President of the Institution:
Dr. DONALD W. ZACHARIAS
Contact
SAMUEL MILLER
ASSISTANT VICE-PRESIDENT STUDENT AFFAIRS
(601) 325-2033
(601) 325-4626 (FAX)
smiller@saffairs.msstate.edu
Mississippi State University is a public land-grant institution located in Starkville, Mississippi. Mississippi State is accredited by the Southern Association of Colleges and Schools (SACS). MSU is a member of the Southeastern Athletic Conference (SEC).
The United States population is rapidly changing. Projections indicate that the American minority will be one-third of the U.S. population by the year 2000 A.D. and approximately 45% by the year 2050. At Mississippi State University, our vision includes the enhancement of our basic understanding of factors that facilitate or impede the effective participation of individuals from culturally diverse backgrounds on our campus. We believe there is a need to develop, identify and create a culturally eclectic and equitable quality educational system here. As the demographics of the workforce and the student body evolves, we believe that promoting diversuty on our campus requires cooperation among all areas of our campus constituency. Such collaborative efforts, we believe, will allow us to model, by example, as well as demonstrate our leadership in sucessfully participating in an increasingly diverse learning community.
While we recognize that we have much work ahead of us, we also believe that we are making some progressive steps and are engaged in several worthy endeavors with respect to our diversity initiatives. When reviewing the nine campus diversity priorities, as defined by AAC&U, we think our primary strengths are quite evident in the following areas:
CURRICULUM TRANSFORMATION
RECRUITMENT, RETENTION, AND AFFIRMATIVE ACTION
CAMPUS-COMMUNITY CONNECTIONS/DIVERSITY RESEARCH,EVALUATION AND IMPACT
YOU MAY VISIT OUR UNIVERSITY'S WEB SITE AT:
Oregon State University
Oregon State University
ETHNIC STUDIES DEPARTMENT
Welcome to the OSU Ethnic Studies Department Homepage
The Ethnic Studies department was formally established in January 1995, and has completed its third academic year teaching African American Studies, Native American/Alaskan Native Studies, Asian American Studies, and Chicano-a/Latino-a Studies.
What's New:
Our first Ethnic Studies Major, Marcel Brooks received his degree in May 1999. Marcel will begin graduate studies in College Student Services Administration this fall. Congratulations Marcel!
The Sacred Landscapes Conference sponsored by the Department of Ethnic Studies and other University entities was a great success, drawing over 300 participants. Professor Kurt Peters deserves special recognition for his leadership role in this event.
Faculty:
Dr. Erlinda Gonzales-Berry, Department Chair
Latino/a and Chicana/o Studies
(541) 737-5708; egonzales-berry@orst.edu
Dr. Kurt Peters
Native American Studies
(541) 737-5668; kpeters@orst.edu
Dr. Patti Sakurai
Asian Pacific American Studies
(541) 737-5743
Dr. Robert Thompson