christie cruise-harper, phd assistant dean of students director, multicultural programs maryville...

Christie Cruise-Harper, PhDAssistant Dean of Students

Director, Multicultural Programs

Maryville University of St. Louis

Turan MullinsAssistant Director, Multicultural Programs

Creativity and Inclusivity

Using Existing Resources to Transform CampusesProfessionals 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 UniversityChartered in 1872 as a private, religious

academy for womenSmall, private institution with 5,033

studentsOffers more than 75 degrees at the

undergraduate, masters and doctoral levelsStudent body represents 49 states and 28

countriesPredominantly WhiteRural Illinois and MissouriTraditional day: residential, commuterWeekend and Evening

Creativity and Inclusivity

Use what you have to get what you need!

Cultural Programming FrameworkTri-Sector Model• Cultural

Engagement

• Cultural Education

• Cultural Development

T.S. Jenkins & C.L. Walton

Cultural Engagement

Japanese FestivalSt. Louis Hispanic Festival

Cultural EducationNative American Heritage

Global Society Workshop

Cultural DevelopmentMulticultural Mentoring

Multicultural Scholars

Transforming Campus

Using Existing Resources

Creating Inclusive Campus EnvironmentsEmbodied spaces (spaces to understand

themselves)Reflective spaces (spaces to reflect on ideas and

issues)Dialogue space (space to discuss critical issues)Actionable space (space to engage in action)

T.S. Jenkins & C.L. Walton, Creating Inclusive Campus Environments, Chapter 5: Student Affairs and Cultural Practice: A Framework for Implementing Cultural Outside the Classroom

Existing Campus Resources

Cultural CornerTunnel of Oppression

Existing Campus ResourcesCultural Immersion 2014 Diversity Dialogue

Existing Campus Resources

Work StudyABC

LEAD

Multicultural Scholars Program

Multicultural Scholars ProgramImplemented in 2009Five ½ tuition scholarshipsAll students able to applyScholarship application part of admission

applicationNo program structureNo ownershipNo budget

NO EXPECTATIONS

Multicultural Scholars ProgramProgram structure

created in August 2011

Based on cultural exploration and relationship building

Program evaluation essential to program improvement!

Restructuring the ProgramAs institutions become more diverse they

must be intentional about preparing majority students for the change in demographics.(Gurin, 1999; Rankin & Reason, 2005).

Students who completed courses that addressed issues of diversity reported a decrease in racial bias (Gilem, 2003; Rankin & Reason, 2005) and an increase in quality interactions with diverse peers and a commitment to social action (Nelson et al., 2002).

Restructuring the ProgramStructural diversity is important and a first

step in creating an inclusive campus, however, diversity in the curricular and co-curricular that encourages and facilitates interactional diversity is paramount (Harper, S.R., 2008).

In the University of Michigan Law School case, Grutter v. Bollinger et al., the Supreme Court purported that the educational benefits that are derived from a diverse student body include cross-racial understanding and the disruption of racial stereotypes.

Restructuring the ProgramIn their text, Students Helping Students: A Guide

for Peer Educators on College Campuses, Newton and Ender (2010) explained that peer educators are effective because students are more comfortable discussing sensitive topics with their peers rather than an adult figure such as teachers, parents or other experts (Newton & Ender, 2010).

Students often report that they are more willing to engage in difficult dialogue with people who are different from themselves as a result of participating in social justice and diversity peer-led programs (Voorhees & Petkas, 2011).

Practice Makes PERFECT!

IfAtFirstYouDon’t Succeed…

STEP ONEMake the scholarship more competitive…

Admission EssayInterviewsWorkshopPanel DiscussionCurrent Scholar Feedback

STEP TWOKeep what works, lose what doesn’tDevelop measurable learning outcomes and an assessment

planDevelop program requirements that support the mission of

the office and the university and that achieve learning outcomesBook end programs: orientation breakfast and recognition

receptionParticipate in cultural education and cultural engagement

programsServe as a mentorCultural growth and developmentPersonal and professional growth and developmentInclusive of all spaces (embodied, reflective, dialogue and

actionable)Clear expectations

STEP THREE

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

Multicultural Scholars ProgramTransforming the Campus Culture

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 ProgramProgram Requirements

Year One: Self-Awareness and ReflectionMBTI, StrengthsFinder 2.0, LSI Identity Awareness, Cultural Intelligence Assessment

Year Two: Cultural AwarenessCultural Awareness and Exploration

Year Three: Active Listening and Peer FacilitationLearning to ListenFacilitating Dialogue with Peers

Year Four: Facilitating Difficult DialoguesUniversity SeminarCreating Inclusive Campus Environments

Multicultural Scholars ProgramMonthly MeetingsMonthly JournalsMonthly Photo JournalsMentor Program

Mentor/Protégé Online TrainingRegular Contact

Program Requirements TrainingMeet and GreetMulticultural Orientation WelcomeMulticultural Recognition ReceptionUniversity Scholars CompetitionCreate Scrapbook PortfolioRemain in good standing (academic and behavioral)

1st to 2nd Year RetentionAcademic Year All First-

Year Students

African American First Year Students

African American First-Year Multicultural Scholars

Fall 2007 – Fall 2008

79.9% 50.0% N/A

Fall 2008 – Fall 2009

82.0% 66.7% N/A

Fall 2009 – Fall 2010

84.4% 78.6% 100%

Fall 2010 – Fall 2011

82.0% 41.7% 100%

Fall 2011 – Fall 2012

86.5% 77.8% 100%

Fall 2012 – Fall 2013

87.0% 63.4% 83.3%

Multicultural Scholars ProgramGraduation DataFall 2009 cohort graduated in May 2013

4 students accepted the scholarship3 of the students were African American, 1 was white3 of the 4 graduated (75%)2 of the 3 graduates were African American

Fall 2010 cohort graduated May 20145 students accepted the scholarship1 was African American, 2 were white, 1 was

Hispanic, 1 was Asian American3 of the 5 graduated (60%)1 of the graduates was African American

AssessmentLearning OutcomesCharacteristics of a Maryville GraduateLearning ActivitiesAssessment ToolsAssessment Results

Evolution of the Multicultural Scholars Program

Multicultural Dean’s Award Program

Multicultural Dean’s Award ProgramUndergraduate 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 ProgramMonthly Cultural OutingsProgram Requirements TrainingCultural Artifact SharingMonthly JournalsMentor Program

Mentor/Protégé Online TrainingRegular Contact

Meet and GreetMulticultural Orientation WelcomeMulticultural Recognition ReceptionUniversity Scholars CompetitionPlan one program/event per semesterRemain in good standing (academic and behavioral)

Grade Point Averages

Fall 2013

Cumulative

Multicultural Scholars Program

3.258/4.000

3.323/4.000

Multicultural Dean’s Award Program

3.446/4.000

3.480/4.000

Both Programs 3.202/4.000

3.380/4.000

How to Involve Majority Students in Creating Inclusive Campus Environments

Engaging Majority Students

Engage Majority StudentsMulticultural Scholars and Dean’s Award

ProgramsOffice locationCultural ResourcesWorkstudyStudent LeadersSupport ALL studentsInvite ALL studentsPartnerships and collaborationOpen door policy

Most Importantly, Be Engaged…

Challenges & Areas of ImprovementManaging a large scale programCreating expectations where there are

noneLimited resourcesBeing present and available for all studentsImprove communicationScholarship competition

Q and A

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