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TRANSCRIPT
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DOCUMENT RESUME
ED 374 165 UD 029 944
AUTHOR Taylor, Jeannette, Ed.; Adelson, Yolande Chambers,
Ed.
TITLE An Inventory of Diversity Programs & Services in
Continuing Nigher Educition.
INSTITUTION National Univ. Continuing Education Association,Washington, DC.
PUB DATE 93NOTE 119p.
AVAILABLE FROM National University Continuing Education Association,Publications Department, One Dupont Circle, Suite615, Washington, DC 20036-1168 ($10 non-members).
PUB TYPE Guides Non-Classroom Use (055) Reports
Descriptive (141)
EDRS PRICE MF01/PC05 Plus Postage.
DESCRIPTORS *Ancillary School Services; College Administration;*Continuing Education Units; Cultural Pluralism;Directories; *Educationally Disadvantaged; *Education
Courses; *Ethnic Groups; Higher Education; Minority
Groups; Needs Assessment; Noncredit Courses;Research; Scholarships; School Publications
IDENTIFIERS *Diversity (Student); National University ContinuingEducation Assn
ABSTRACT-his report examines how the continuing-education
units of some National University Continuing Education Association
(NUCEA) member institutions are dealing with ethnic diversity. The
report, based cn research conducted during the 1991-1992 academic
year, contains 177 entries involving 84 NUCEA institutions.Institutional offerings are classified as either instructional or
administrative. Instructional entries are those in which teaching and
learning are primary. Most often they use nontraditional delivery
systems with planned outcomes. Administrative entries include
publications covering ethnic diversity, scholarships for underserved
ethnic groups, and administrative topics (appointments, committees,
offices, etc.) that address issues of diversity. Findings show that
half of the instructional programs concern ethnic groups and their
cultures; 30 percent are for underserved ethnic audiences. The
majority of programs for underserved students are noncredit models
that require multiple contacts through mentoring programs, camps,
multiday conferences, workshops, and other venues. Seven percent of
the responding institutions had scholarships to assist minorities,
and eight percent had developed special administrative structures or
hired consultants to focus specifically on ethnic-diversity issues.
(GLR)
***********************************************************************Reproductions supplied by EDRS are the best that can be made
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"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
1
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An Inventory of
Diversity Programs & ServicesIn Continuing Higher Education
Edited by
Jeannette Taylor and Yolande Chambers Adelson
Published by
nuaoNational University Continuing Education Association
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An Inventory of Diversity Programs & Services in Continuing Higher Education
Edited by: Jeannette Taylor and Yolande Chambers Adelson
Copyright ©1993; National Univdrsity Continuing Education Association. All rights reserved.
Publication Date: November 1993
Price: $10 (non-members)
Copies may be ordered by writing to: National University Continuing Education AssociationPublications DepartmentOne Dupont CircleSuite 615Washington, DC 20036-1168
To place orders over the phone call: 202/659-3130 FAX: 202/785-0374
Cover photo credits:(from left):Row 1:New York University's Dropout Prevention Program.At University of Missouri-Extension's 4-H Club program, students work cooperatively to succeed in "ChallengeCourse" trolley board activity.
Rew 2:Attallah Shabazz, producer, writer, lecturer, and daughter of Malcolm X and participant Mark Orbe at 3rd AnnualEnhancing Minority Attainment Conference hosted by Indiana University Kokomo. (Photo by Phyllis Taylor)Young language learners performing a role-reading in University of Houston, Division of Continuing Education,
Accelerated Language Program Kids' Summer Camp.Professor Lily Wong Fillmore speaks on teaching effectively in California's culturally diverse classrooms at a
University of California Berkeley Extension program.
Row 3:University of South Florida's "Reach Out" program.In a Northern Arizona University program, Herbert Benally teaches a cross-cultural session to educators on "Navajo
Philosophy of Life." (Photo by Tom McMillian)University of Cincinnati, College of Evening & Continuing Education's Youth Leadership Program.
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Diversity Programs & ServicesIn Continuing Higher Education
he National University Continuing EducationAssociation (NUCEA) affirms its commitment torecognize and value the ethnic and racial richness ofour nation and to encourage and foster mutual respectand understanding among all women and men in itsmembership and on the campuses of memberinstitution. We recognize that true excellence in anorganization results from identifying and enlisting theparticipation of women and men who represent the richdiversity of our nation's heritage.
As an association, NUCEA values and encourages theparticipation of all people who endorse the principlesand ideals of continuing education, includingindividuals from diverse backgrounds, and has takenofficial action to promote the expanded involvement ofwomen and racial and ethnic group members. Weacknowledge an unfortunate history in our country ofthe use of derogatory, stereotypical, and othernonproductive characterizations of racial and ethnicgroup members and women, and we resolve to
eliminate such portrayals and language from allNUCEA communications and forums.
NUCEA affirms the policy that anyone speaking as anassociation representative, or as a guest speaker in anNUCEA forum, will acknowledge the diversity of ourmembership and our commitment to honor and treatwith dignity all people, whether or not they arerepresented, and by using language that is nonsexist andrespectful of all cultures.
Further, we believe that as a professional organization,we can and should play an integral role in promoting agreater appreciation of and healthier regard for thegrowing diversity of our campus communities.NUCEA, through its involvement with specific campusprograms and activities, as well as through the actionsof its members and official representatives, is dedicatedto demonstrating to the higher education community itscommitment to equity for all persons regardless of race,ethnicity, or gender.
NUCEA Board of Directors
NUCEA seeks to exemplify its commitment to ethnic, cultural, and genderdiversity and fairness in all of its forums, both public and private.
nuoseNational University Continuing Education Association
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About NUCEA
Ir"rounded in 1915, the National University
Continuing Education Association ( NUCEA) seeksto promote expanded opportunities and high qualityin continuing higher education. The Associationconsists of accredited, degree-granting highereducation institutions and comparable non-profitorganizations with a substantial involvement incontinuing higher education. Today's membersinclude public and private institutions, offering bothcredit and non-credit instruction at the pre- and post-baccalaureate levels to part-time students.
The Association Is committed to professionalism, toexcellence in continuing higher education, and toadvancing knowledge about the field. NUCEAactivities support these basic commitments. The
provision of timely, substantive educationalopportunities to continuing higher educationprofessionals is a NUCEA priority.
The Association's data development and surveyresearch program provides college and universitycontinuing education units useful planninginformation. In addition, a comprehensiveAssociation publications program keeps membersinformed about relevant trends and practices in thefield.
Finally, NUCEA offers its members timely analysesof key public policy and regulatory issues of concernto the field, and ensures that continuing highereducation's interests are advanced nationally.
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Table of Contents
Method, Response and Format of Survey 1-3
Summary of Findings 3-13
Instructional Programs 15
Programs for Underserved Ethnic Audiences 16-25
Programs about Underserved Ethnic Groups and Their Cultures,Designed for all Group and Individuals 27-44
Programs Designed to Foster Ethnic Sensitivity in Curriculum Design,Professional Development and Organizational Climate 45-54
Administrative Programs 55
Publications Focusing on Ethnic Diversity 56-57
Establishment of Scholarships for Underserved Ethnic Groups 59-60
Appointment of Diversity Commissions, Committees, Councils, Consultantsto Address Specific Issues of Ethnic Diversity 61-63
Delegation of Authority &/or Responsibility to Established Office Positions&/or Personnel Programs to Address Issues of Ethnicity 65-67
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An Inventory of
Diversity Programs & ServicesIn Continuing Higher Education
Jeannette Taylor, Ph.D., DeanCollege of Evening & Continuing Education, University of Cincinnati
andYolande Chambers Adelsoi, J.D., Former Associate Dean
University of California Los Angeles Extension
Issues of ethnic diversity promise to remain near the "top of the charts" forinstitutions of higher education well into the twenty-first century. For predominantlywhite institutions, especially those located in underserved ethnic communities, thisreality has become a major challenge.
On par with curricular design issues, matters of access, outreach, and communityservice may soon determine the ability of campuses to remain viable places oflearning. This fact has special cogency for continuing education units in institutionsof higher education; for, not only is continuing education often mandated to "servethe community," but also its very survival tends to depend on its ability to identifyand serve a variety of local communities.
The study, reported on here, "Ethnic Diversity in Continuing Education," wasconceived by the Task Force on Black Concerns of the National UniversityContinuing Education Association (NUCEA)' and was designed to learn how thecontinuing education units in NUCEA member institutions are dealing with ethnicdiversity. This report is published under the auspices of NUCEA to inform, guide,and perhaps even inspire universities and their continuing education units to engagethe challenge of ethnic diversity with a robustness that will ensure success. Tablesshowing all the reported programs by category begin on page 16.
Method and Response
Initially, the Task Force planned a questionnaire that would permit an analysis ofactions being taken by higher continuing education organizations with regard toethnic diversity. Time limitations of potential respondents as well as the absence ofrecord-keeping unifornuty across institutions pertaining to diversity initiatives causedus to abandon that approach. Instead, adopting a suggestion from one institution, wedecided to simply ask the Institutional Representative (typically, the Dean) of each of
' The NUCEA Task Force on Black Concerns, a small group of African American continuing educatots,worked within the Association on a volunteer basis for about five years to stimulate full participation byBlack professionals and to assure that issues associated with ethnic diversity became and remained centralto the Association's agenda.
ContinuingEducation's verysurvival depends onits ability to identifyand serve a varietyof localcommunities.
An Inventory of Diversity Programs & Services in Continuing Higher Education 1
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We asked them toidentify their "twoor three best effortsto address issues ofethnic diversity."
the some 400 NUCEA member institutions to send us narratives and supportingdocuments indicating how that institution was addressing 'le challenge of ethnicity incontinuing education . Specifically, we asked them to identify their "two or three bestefforts to address issues of ethnic diversity."
The study was conducted during the 1991-92 academic year. Eighty-four institutions(a 21 percent response rate) responded within the requested 90 days. Many identifiedmultiple efforts and documented most with supporting materials. During the 1992-93academic year, the authors developed a classification scheme, summarized each of thereported activities, and gave all responding institutions an opportunity to review andedit their proposed entries. Responsibility for a significant number of the initiativesproved to be university-wide rather than limited to continuing education; we haveincluded all appropriate submissions.
Format
The richness of the responses created presentation challenge for the authors.Accordingly, we draw on a classification scheme2 that allows us to summarize andcatalog the materials in a manner that gives a general sense of what is happening,while providing a fair amount of detail, including contact numbers, for those withspecial interests in particular categories.
Clearly, the offerings differ in ambitiousness and duration, and may representdifferences in levels of institutional commitment; however, the report does not attemptto so distinguish them.
We classify all materials as either I. Instructional or II. Administrative, withsubcategories as follows:
I. INSTRUCTIONAL: Entries in which teaching/learning are primary.Most often, they employ nontraditional delivery systems with planned outcomes.However, traditional offerings and curriculum planning efforts are also listed asInstructional.
A. Offerings designed primarily For underserved ethnic audiences (e.g.,programs designed to recruit "minorities"' into the professions; programs toimprove retention and graduation rates of low income students; noncredit skilldevelopment activities).
B. Offerings whose content is primarily About underserved ethnic groups (butdesigned for All audiences) such as programs focusing on the culture, art,history, and literature of particular groups.
C. Offerings designed to foster greater ethnic sensitivity in curriculum design,professional development, and organizational culture.
Devised by Yolande Adelson in chairing UCLA Extension's Diversity Task Force, 1990-91.' Although this term is falling into disuse in areas of the country in which persons of color are oftenreferred to as "emerging majorities," we use it in this report where clarity and fidelity to the submittedmaterials so indicate.
2 National University Continuing Education Association
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ADMINISTRATIVE: All entries not designated Instructional areclassified as Administrative.
A. Publications focusing on issues of ethnic diversity.
B. Establishment of scholarships for underserved ethnic groups.
C. Appointments of commissions, committees, councils, offices, andconsultants specifically for the purpose of addressing issues ofdiversity.
D. Delegation of authority and/or responsibility to established offices,positions and/or personnel programs to address issues of diversity.
Summary of Findings
OverviewThe report contains 177 entries which reflect how 84 National University ContinuingEducation Association member institutions were dealing with issues of ethnicdiversity at the completion of this survey (1992).
INSTRUCTIONAL PROGRAMSThe Instructional program category contains three subdivisions:
I-A, "Programs For Underserved Ethnic Audiences";I-B, "Programs About Ethn;c Groups and Their Culture, Designed for All Groupsand Individuals"; and
II -C, "Programs Designed or Redesigned to Foster Greater Sensitivity inCurriculum Design, Instructor Selection and Organizational Climate."
A total of 145 diversity programs are presented within these Instructional Subdivisions,representing 82 percent of all programs contained in this study. (Table 1, below.)
TABLE 1
DISTRIBUTION OF INSTRUCTIONAL PROGRAMS(N=145)
Subdivisions Number PercentI-A: Programs For UnderservedEthnic Audiences 43 30
I-B: Programs About Ethnic GroupsAnd Their Cultures, DesignedFor All Groups and Individuals 74 51
1-C: Programs Designed & RedesignedTo Foster SensitivityIn Curriculum Design, InstructorSelection and Organizational Climate 28 19
111111111211111111111111111EUM=1111
Half of theinstructionalprograms are aboutethnic groups andtheir cultures; 30percent are forunderserved ethnicaudiences.
An Inventory of Diversity Programs & Services in Continuing Higher Education
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moms _iimmormsThe nature andformat of programsare highly similarfor both traditionaland returning adultstudents.
As revealed in Table 1, just over half, of 74 of the 145 Instructional entries areprograms about ethnic groups and their cultures (I-B); 30 percent, or 43 are programsfor underserved ethnic audiences (1-A); and 19 percent, or 28 are offerings designed tofoster greater ethnic sensitivity in curriculum design, instructor selection andorganizational climate (I-C).
A gratifyingly high level of interest and enthusiasm for this approach appears evidentfrom the high response rate (i.e. 84 institutions sent replies, most supported bymaterials) obtained within 90 days. Perhaps more important than the numbers is theinstitutional commitment reflected in many of the responses; and, as well, theexamples of personal involvement, energy and creativity reflected in the materials.
I-A:Programs for Underserved Ethnic Audiences
Twenty-six percent of all responding institutions reported programs for underservedethnic audiences. The total number of programs reported in this category was forty-three, (43), representing thirty percent of the total Instructional Category. Thirty-eightpercent of the programs for underserved ethnic audiences are sponsored by continuingeducation or extension units, while 62 percent of these programs are provided by otheracademic and administrative units within the responding institutions. There are nodiscernible differences between the continuing education units and other academic andadministrative units within higher education with respect to program content, deliveryformat or target populations for programs reported.
Table 2 provides a breakdown of audiences reached by programs in this category:
TABLE 2
PROGRAMS FOR UNDERSERVED ETHNIC AUDIENCES(N=42)
Primary AudiencesPre-College Age StudentsCollege AgeCommunity Groups
Number18
11
13
Percent432631
Pre-college and College Age Stucents:
The majority (69 percent) of Programs For Underserved Ethnic Audiences aredesigned for pre-college and college age student audiences, with the higher percentageof such programs directed at the former. However, the nature and format of pittgramsare highly similar for both of these categories of students. It is also interesting that thenature and format of programs are highly similar for both traditional and returning
adult students.
Therefore, the following findings are discussed with reference to pre-college andcollege-age students, as well as returning adult students:
4 National University Continuing Education Assoclo on
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The most frequently offered programs are available to all students in thissubdivision and focus on successfully linking the students to institutions ofhigher education. (Catalog entries #1, 4, 7, 9, 11, 13, 14, 17, 28, 30, 41, and42.)
2. The second most frequently offered programs to students are directed atdeveloping students skills preparatory to college recruitment and retention.(Catalog entries #3, 5, 8, 12, 16, 22, 25, 36, 37, and 39.)
3. There are also a number of programs designed to attract students totraditional and nontraditional careers. (Catalog entries #2, 6, 15, 18, 27, 29,31, and 43.)
4. Most delivery systems for programs designed for students are noncreditmodels, requiring multiple contacts through mentoring programs, camps,multi-day conferences, workshops, seminars, weekends, etc.
Community Groups:
Programs for community groups represented 31 percent of the prograrm forunderserved ethnic populations.
1. Fifty percent of the programs offered to community groups provideinformation that addresses health and social problems. (Catalog entries #23,32, 33, 34, 35, and 38.) The information is most frequently provided throughmultiple contacts in workshops, conferences, seminars, etc.
2. The remaining 50 percent of the programs offered to community groups arcfocused on collegiate and career recruitment. (Catalog entries, #1,.2, 10, 21,24, and . 1.) These are more frequently multiple contact programs providedthrough mentoring, workshops, seminars, etc.
I-B:Programs About Underserved Ethnic Groups and Their
Cultures., Designed for all Group and Individuals
Forty-eight percent of the responding institutions reported offering programs aboutunderserved ethnic groups and their cultures. The total number of programs reportedin this category was 82, representing 56 percent of all Instructional programsreported. Sixty-one percent of programs about underserved ethnic groups aresponsored by continuing education or extension units, reinle 39 percent are providedby other academic and administrative units within the responding institutions. Thereare no discernible differences between the continuing education units and otheracademic and administrative units with respect to program content, delivery format ortarget populations for programs reported.
Table 3 provides a breakdown of primary audiences served by programs in thiscategory:
,-sMs.-111=1ffila
IMIIIIMIMIN1=11111
The majority ofprograms forunderserved .studentsare noncredit models,requiring multiplecontacts throughmentoring programs,camps, multi-dayconferences,workshops, seminars,weekends, etc.
An Inventory of Diversity Programs & Set-vices in Continuing Higher Education
1 9ti
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immadmiummemwswo
The largest numberof programs aboutunderserved ethnicgroups are offeredto professionalsoutslik of highereducation.
TABLE 3.......1111117
Programs About Underserved Ethnic Groups & Their CulturesDesigr for All Groups & Individuals
(N= 82)
Primary AudiencesProfessionals Outside of Higher EducationCommunity GroupsFaculty and Other University ProfessionalsStudents
Number2922229
Percent35272711
Professionals Outside of Higher Education:
The largest number of programs about underserved ethnic groups (35 percent) areoffered to professionals outside of higher education.
I
1. Most of these programs (63 percent) are designed to increase specific culturalcompetence. (Catalog entries #44, 45, 49, 70, 82, 83, 85, 96, 99, 100, 101,102, 103, 207, 111, 113, 118, and 125.)
2. Thirty-seven percent of these programs are designed for cultural awarenessand/or cultural celebration. (Catalog entries #62, 9Z 99, 104, 105, 106, 108,112, 114, 115 and 124.)
3. Eighty percent are offered through continuing education units.
4. Most delivery systems for programs in this category are noncredit, short-term and one-time contacts in the form of conferences, workshops, seminars,symposia, institutes, teleconferences and mini-courses. A conference,generally one to three days in length, is the most frequently utilized model ofdelivery.
Community Groups:
Community groups are viewed as the primary audience for some 27 percent of theprograms about underserved ethnic groups.
1. The majority (73 percent) of programs for community groups in thissubdivision focus on cultural awareness and/or celebrations. (Catalog entries#51, 52, 53, 54, 63, 65, 68, 69, 71, 72, 73, 74, 84, 87, 109, and 116.)
2. Other programs offered to community groups focus on personal andprofessional development. (Catalog entries #50, 55, 59, 64, 75, and 77.)
3. A majority of the programs available to community groups are offeredthrough continuing education or extension units, and the others are offered byother academic and administrative units.
4. The delivery systems for the awareness and celebration programs typically
National University Continuing Education Association
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consist of short term conferences, workshops, lectures, and film series.Personal and professional development opportunities are most frequentlypresented in multi-contact, credit courses or noncredit certification.
Faculty and Other Higher Education Professionals:
Faculty and other higher education professionals are the primary audience for 27percent of the programs about underscrved ethnic groups.
1. Approximately three-fourths of those described in this report are culturalawareness and/or cultural celebration activities. (Catalog entries #46, 47,48, 58, 66, 67, 79, 80, 81, 91, 93, 95, 119, 121, 122, and 123.)
2. The remaining programs in this category are designed to increase culturalcompetencies. (Catalog entries #57, 76, 92, 94, 108 and 120.)
3. Continuing education and extension units of the responding institutions arethe sponsors of some 64 percent of the programs in this category.
4. Most delivery systems for programs designed for faculty and other highereducation professionals are noncredit models, requiring one-time, short-termcontacts through teleconferences, workshops, conferences, symposia andinstitutes.
Students:
Students are the primary audience for some 11 percent of the programs aboutunderserved ethnic groups.
1. A majority (58 percent) of those described in this report are culturalawareness and/or cultural celebration activities. (Catalog entries #60, 61, 78,88, 90, and 117.)
2. The remaining ones are designed for personal and professional development.(Catalog entries #56, and 86.)
3. Only one of the programs offered to students is sponsored by a continuingeducation or extension unit. The remaining programs are sponsored byacademic and administrative units.
4. The delivery systems most frequently utilized for student programs arenoncredit models, offering one-time, short-term contacts throughconferences, radio shows, roundtables, etc.
The majority ofprograms forcommunity groupsfocus on culturalawareness and/orcelebrations.
An inventory of Diversity Programs & Services in Continuing Higher Education
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I-C:Programs Designed to Foster Ethnic SensitivityIn Curriculum Design, Professional Development
And Organizational Climate
Fifteen percent of the responding institutions reported that they offer programsdesigned to foster sensitivity in curriculum design, professional development, andorganizational climate. Some 70 percent of these are sponsored by continuingeducation units, and the remaining by other academic and administrative units.
Table 4 provides a summary of programs in this subdivision.
TABLE 4
Programs Designed to Foster Greater Ethnic Sensitivity in CurriculumDesign, Professional Development, and Organizational Climate
(N=20)
Program CategoryCurriculum DesignProfessional DevelopmentOrganizational Climate
Number974
Percent453520
Curriculum Design:
Most programs offered to foster greater ethnic sensitivity are in the area of curriculumdevelopment (see Table 4, above). The majority seek to incorporate multi-culturalperspectives into existing curricula. Both continuing education and other academicand administrative units offer such curriculum design programs, with no observabledifferences among providers in program content or models of instructional delivery.However, the audience for programs provided by continuing education units tended tobe higher education professionals, primary and secondary school teachers, businessand industry representatives. Whereas the audience for other units' programs is moreapt to be higher education administrators, faculty and students. (Catalog entries #126,127, 129, 130, 137, 138, 140, 141 and 144.)
Professional Development:
The second most frequent programs offered to foster greater ethnic sensitivity areprofessional development programs. This program area includes the development offaculty, administrators and staff in higher education institutions, as well as communityprofessionals engaged in education and training programs.
All but one of the professional development programs designed to foster greater ethnicsensitivity are offered by continuing education units. The primary objective is to helpparticipants enhance their ability to manage diversity issues and deal effectively withdiverse populations during the delivery of instruction. Most of the programs described
8 National University Continuing Education Association
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are through workshops and conference. (Catalog entries #128, 131, 132, 135, 136,142 &143.)
Organizational Climate:
Some 20 percent of the programs offered to foster greater ethnic sensitivity focus onmodifications in organizational climate. All such programs described in this reportare offered by continuing education units.
Approaches and strategies employed to modify organizational climates include hiring,and finding ways to retain, diverse staff; policy development; outreach to underservedethnic groups to identify relevant program directions; student recruitment; mentoringprograms, etc. (Catalog entries #133, 134, 139 and 145.)
ADMINISTRATIVE PROGRAMS
The Administrative category has four subdivisions:II-A, Publications Focusing On Ethnic Diversity;
Establishment Of Scholarships For Underserved Ethnic Groups;Appointment Of Diversity Commissions, Committees, Councils, Offices,
and Consultants to Address Specific Issues of Ethnic Diversity; andDelegation of Authority &/or Responsibility to Established Offices,
Positions, &for Personnel Programs to Address Issues of Ethnic Diversity.
These four subdivisions contain a total of 32 programs, representing 18 percent of theentries in this study. As shown in Table 5 below, publications focusing on ethnicdiversity constitute 28 percent of the Administrative initiatives; appointment of newadministrative entities, another 31 percent; delegation of authority and/orresponsibility to already established entities, 22 percent; and the establishment ofscholarships for underserved ethnic groups, 19 percent.
TABLE 5
DISTRIBUTION OF INSTRUCTIONAL PROGRAMS BY SUBDIVISION(N=32)
Subdivisions Number PercentII-A: Publications Focusing on Ethnic Diversity 9 28
II-B: Establishment of Scholarships forUnderserved Ethnic Groups 6 19
II-C: Appointment of Diversity Commissions,Committees, Councils, Offices & ConsultantsTo Address Specific Issues of Ethnic Diversity 10 31
Delegation Of Authority &./or ResponsibilityTo Established Offices, Positions, &/or PersonnelPrograms to Address Issues of Ethnic Diversity. 7 22
IMMEIMMIM=1=1111111111111
The programs mostfrequently offered tofoster greater ethnicsensitivity are in thearea of curriculumdevelopment.
An Inventory of Diversity Programs & Services in Continuing Higher Education
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mounrimiumr.Most of thepublications aredesigned forstudents alreadyenrolled at thevarious institutions.
II-A:Publications Focusing on Ethnic Diversity
Eleven percent of the 84 responding institutions report having publications whichfocus on ethnic diversity. Only one of these publications appears to be under the aegisof an adult or continuing education unit; the others are published by enrolled students
or by academic or administrative units within the represented institutions. Table 6provides a breakdown of the intended audiences of these publications.
TABLE 6
PUBLICATIONS FOCUSING ON ETHNIC DIVERSITY(N=9)
Primary Audiences Number PercentPre-college (Minority Recruitment) 2 22
Minority Students 1 11
All Students 4
Community 2 22
Publications for Enrolled Students:
As revealed in Table 6, most of the publications are designed for students alreadyenrolled at the various institutions. One addressed specifically to minority students(#146), is a pamphlet which outlines the university's policies and procedures dealingwith racial/ethnic harassment. Four are designed to enable all students to haveenriched multicultural experiences through the curriculum, campus events, and
interpersonal interactions (#149, a student newspaper; #148 and #152, course andevents directories, and #154, a booklet of opportunities, events, and organizations.)
Pre-college, Recruitment Publications:
Two of the entries are brochures which communicate a message of "welcome" bydescribing programs, services, events and organizations on the campus likely to have
special appeal to persons of color. (Catalog entries #147 & #150.)
Publications for the Adult Community:
Two of the publications appear to primarily serve an outreach function. One, for all
groups, is dedicated to understanding and celebrating diversity (#151); and the other, a
newsletter (#153), is designed to keep the community-at-large aware of careeropportunities, university services, and the benefits of lifelong learning.
10 National University Continuing Education Association
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II-BEstablishment of Scholarships for
Underserved Ethnic Groups
Seven percent of the responding institutions indicated that they have scholarshipprograms to assist minorities. Half of the programs are under the aegis of continuingeducation and the other half are administered by other academic or administrativeunits within the responding institutions.
As Table 7 below shows, undergraduate or graduate students receive roughly half ofthe scholarships. Examples of such scholarship programs include one designed torecruit high school and continuing education students into the sciences (#156); a half-tuition scholarship to encourage inner-city high school students to enroll in college(#158); and graduate assistantships and scholarships for African American gradurtesof historically Black colleges (#160).
Programs for community groups and individuals include those designed to providegreater access to lifelong learning (#155 and .A157), and the report also describes aprogram which funds minority entrepreneurs to attend small business developmentcourses (#159).
TABLE 7
ESTABLISHMENT OF SCHOLARSHIPS FOR UNDERSERVEDETHNIC GROUPS
(N=6)Number PercentPrimary Audiences
Community: Adults and Entrepreneurs
Prospective & Matriculating Undergrads
Graduate Students
3
2
1
50
33
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II-CAppointment of Diversity Commissions, Committees,
Councils, Offices, and Consultants to Address SpecificIssues of Ethnic Diversity
Approximately 8 percent of the responding institutions reported that they havecreated special administrative structures and/or hired consultants to focus specificallyon ethnic diversity issues. Three of the nine initiatives taken by these seveninstitutions were under the aegis of continuing education.
Seven percent of therespondinginstitutions havescholarshipprograms to assistminorities.
An Inventory of Diversity Programs & Services in Continuing Higher Education
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TABLE 8
Appointment of Diversity Commissions, Committees, Councils, Offices andConsultants to Address Specific Issues of Ethnic Diversity
(N=10)Type of Actions Number PercentCommittee 5 50Commission 2 20Council 1 10
Consultant 2 20
From the material submitted by the responding institutions, there is no clear way todetermine the functional differences between zonunittees, commissions and councilsdisplayed in Table 8, above. Regardless, five of the entities appear to concernthemselves with policies and practices relating to equal opportunity and affirmativeaction in the university learning and working environments for minorities and women(#161, #162, #163, #166, #169). Four seem to focus on diversity, itself, treating it as areality, an opportunity and a challenge (#164, #165, #167, #168). The one remainingentry contains insufficient information to permit additional comment (#170).
ll -D
Delegation of Authority 8dor Responsibility toEstablished Office Positions 8dor Personnel Programs
To Address Issues of Ethnicity
Some 8 percent of the 84 responding institutions reported that they delegate matters ofethnic diversity to other existing university entities. Two of these are under the aegis
of continuing education.
TABLE 9
Delegation of Authority &/or Responsibility to Establish Positions 8dorPersonnel Programs to Address Issues of Ethnicity
(N=7)
Primary Clientele Number Percent
Ethnic Minorities 5 71
All Faculty, Staff, Students 2 29
12National University Continuing Education Association
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-
While the resources of the entities in this group appear to be accessible to any and allsegments of the university, several of them seem dedicated primarily to addressingthe academic, social, spiritual, and/or cultural needs of ethnic minority students and/or staffs (#174, #175, #176). Three focus on employment diversity and equalemployment opportunities (#171, #173 & #177).
In the remaining program, a minority affairs advisor serves as a liaison andcommunicates with faculty, staff and students at large regarding minority-relatedmatters (#172).
In Conclusion
The authors hope that the information contained in this report will enable universitiesand their continuing education arms to face the challenges of diversity withconfidence.
An Inventory of Diversity Programs & Services in Continuing Higher Education 13
2U
-
UI-V
-
16N
atio
nal U
nive
rsity
Con
tinui
ng E
duca
tion
Ass
ocia
tion
CA
TE
GO
RY
I: In
stru
ctio
nal
SU
BC
AT
EG
OR
Y A
: Pro
gram
s F
or U
nder
serv
edlth
nic
Aud
ienc
es
23
z
Prog
ram
Prog
ram
p T
itW iw
t tat
on
Pr.lm
ary
`^
udie
tKe
,,.
ttv - .1
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egts
ii
tion
r5
.,...
1. G
RA
DPR
EP
Con
tinui
ng E
duca
tion
Bow
ling
Gre
en S
tate
Uni
vers
ityB
owlin
g G
reen
, OH
434
03(4
19)
372-
2793
Col
lege
Sop
hom
ores
I.
You
th &
Adu
lts
GR
AD
PRE
P pr
ovid
es r
esea
rch
and
labo
rato
ry e
xper
ienc
e, s
cien
ce w
orks
hops
, fie
ld tr
ips,
and
soci
al a
nd c
ultu
ral e
vent
s to
pro
mis
ing
min
ority
col
lege
sop
hom
ores
. The
sest
uden
ts h
ave
an o
ppor
tuni
ty to
mee
t out
stan
ding
sci
ence
pro
fess
iona
lsan
d pa
rtic
ipat
e in
uni
que
expe
rien
ces.
A p
rogr
amto
incr
ease
the
num
ber
of m
inor
ity te
ache
rs in
Ohi
o sc
hool
s by
iden
tifyi
ngm
inor
ity y
outh
and
adu
lts w
ho h
ave
pote
ntia
l for
bec
omin
g ef
fect
ive
teac
hers
,pro
vidi
ng th
esu
ppor
t nec
essa
ry f
or th
ese
indi
vidu
als
to c
ompl
ete
a te
ache
rpr
epar
atio
n pr
ogra
m, a
ndas
sist
ing
them
in f
indi
ng te
achi
ng p
ositi
ons.
2. M
inor
ities
in E
duca
tion
Prog
ram
Con
tinui
ng E
duca
tion
Bow
ling
Gre
en S
tate
Uni
vers
ityB
owlin
g G
reen
, OH
434
03(4
19)
372-
8181
3. S
umm
er L
eade
rshi
p an
dC
olle
ge P
rep
Cam
pSc
hool
of
Adu
lt an
dC
ontin
uing
Edu
catio
nE
aste
rn I
llino
is U
nive
rsity
Cha
rles
tow
n, I
L 6
1920
(217
) 58
1-51
14
Hig
h Sc
hool
Stud
ents
A o
ne w
eek
prog
ram
in w
hich
stu
dent
s w
ill e
xper
ienc
e co
llege
life
and
part
icip
ate
inac
tiviti
es to
dev
elop
lead
ersh
ip s
kills
, stu
dy s
kills
, and
com
mun
icat
ion
skill
s.
4. C
hica
no E
duca
tion
Prog
ram
Eas
tern
Was
hing
ton
Uni
vers
ityC
hene
y, W
A 9
9004
(509
) 35
9-22
68
Chi
cano
/L
atin
o St
uden
tsA
cre
dit p
rogr
am f
ocus
ing
on r
aisi
ng a
war
enes
s an
d ap
prec
iatio
n of
Chi
cano
/Lat
ino
cultu
re,
and
recr
uitm
ent/r
eten
tion
of C
hica
no/L
atin
o st
uden
ts th
roug
h ac
adem
icad
visi
ng, c
aree
r an
dpe
rson
al c
ouns
elin
g, tu
tori
ng, a
nd e
mpl
oym
ent r
efer
ral s
ervi
ces.
BE
ST C
OPY
AV
AIL
AB
LE
24
-
CA
TE
GO
RY
I: In
stru
ctio
nal
SU
BC
AT
EG
OR
Y A
: Pro
gram
s F
or U
nder
serv
ed E
thni
c A
udie
nces
.
,Ilv
aril4
nee.
.?,.
escr
i tw
u,..
.....
5. A
fro-
Aca
dem
ic,
Cul
tura
l, T
echn
olog
ical
, &Sc
ient
ific
Oly
mpi
csFl
orid
a St
ate
Uni
vers
ityT
alla
hass
ee, F
L 3
2306
20)4
644
-121
3
Afr
ican
Am
eric
anY
outh .
A n
oncr
edit
prog
ram
, co-
spon
sore
d w
ith th
e N
AA
CP
to e
ncou
rage
Afr
ican
Am
eric
an H
igh
Scho
olst
uden
ts to
exc
el in
aca
dem
ic a
nd c
ultu
ral p
ursu
its.
6. A
ttrac
ting
Min
oriti
es to
Doc
tora
l Pro
gram
sC
olle
ge o
f C
ontin
uing
Edu
catio
n&
Pub
lic S
ervi
ceIl
linoi
s St
ate
Uni
vers
ityN
orm
al, I
L 6
1761
(309
) 43
8-86
91
Edu
cato
rsA
pro
gram
ope
ratin
g in
sou
th C
hica
go o
ffer
ing
cour
se w
ork
desi
gned
to a
ttrac
t Afr
ican
Am
eric
ans
and
His
pani
cs in
to th
e do
ctor
al p
rogr
ams
in C
urri
culu
m I
nstr
uctio
n an
d Sp
ecia
l Edu
catio
n.
7. S
umm
er E
nrol
lmen
tPr
ogra
mC
olle
ge o
f C
ontin
uing
Edu
catio
n&
Pub
lic S
ervi
ceIl
linoi
s St
ate
Uni
vers
ity(3
09)
498-
8691
Hig
h Sc
hool
Stud
ents
Coo
rdin
ated
by
the
Off
ice
for
Hig
h Po
tent
ial s
tude
nts,
hig
h po
tent
ial m
inor
ity s
tude
nts
are
brou
ght t
oca
mpu
s du
ring
the
sum
mer
to h
elp
them
est
ablis
h a
pers
pect
ive
on c
olle
ge li
fe.
8. P
rogr
am f
or M
inor
ityY
outh
Cen
ter
for
Prof
. Dev
elop
men
tL
oyol
a C
olle
geB
altim
ore,
MD
212
10(3
01)
532-
5060
You
thA
var
iety
of
prog
ram
s ar
e av
aila
ble
for
min
ority
you
th. T
he "
Ado
pt a
Par
ish"
pro
gram
tuto
rsst
uden
ts to
aid
aca
dem
ic a
chie
vem
ent.
Sixt
h an
d Se
vent
h gr
ader
s at
tend
ed S
atur
day
mor
ning
pro
gram
son
Eng
lish,
Mat
h, S
cien
ce, a
nd S
peci
al T
opic
s. A
Col
lege
for
a D
ay p
rogr
am w
ashe
ld. A
Mon
eyM
anag
emen
t pro
gram
aid
s ci
ty s
tude
nts
atte
ndin
g on
sch
olar
ship
. An
SAT
Rev
iew
cla
ss w
as h
eld
for
Inne
r C
ity P
ivat
e an
d Pa
roch
ial s
choo
l stu
dent
s.
9. M
etro
Exc
el P
rogr
amM
etro
polit
an S
tate
Col
lege
Den
ver,
CO
802
04(3
03)
556-
3508
Hig
h Sc
hool
Stud
ents
Juni
or a
nd s
enio
r le
vel s
tude
nts
at th
e co
llege
ser
ve a
s am
bass
ador
s to
Eth
nic
min
ority
stu
dent
s in
loca
l hig
h sc
hool
s w
ith th
e go
al o
f re
crui
ting
and
reta
inin
g.
'725
An
Inve
ntor
y of
Div
ersi
ty P
rogr
ams
& S
ervi
ces
in C
ontin
uing
Hig
her
Edu
catio
n 2,6
-
27
18N
atio
nal U
nive
rsity
Con
tinui
ng E
duca
tion
Ass
ocia
tion
CA
TE
GO
RY
I: In
stru
ctio
nal
SU
BC
AT
EG
OR
Y A
: Pro
gram
s F
or U
nder
serv
ed E
thni
c A
udie
nces
,,--t
.
r:"%
..
fr.
.
±1
,-,
.0,
,"4
De-
stri
p.,.
>t,.
t..,
,...
,..
,.,..
..
_ ,
_
10. i
nfor
mat
ion
Wor
ksho
psC
ente
r fo
r C
ontin
uing
Edu
catio
nM
urra
y St
ate
Uni
vers
ityM
urra
y, K
Y 4
2017
-330
8(5
02)
762-
4159
Afr
ican
Am
eric
anC
omm
unity
A w
orks
hop
that
pro
vide
s th
e A
fric
an A
mer
ican
com
mun
ity w
ith in
form
atio
n ab
out t
he c
olle
ge.
Spea
kers
for
the
wor
ksho
p co
nsis
t of
grad
uate
s, f
acul
ty r
epre
sent
ativ
es, a
nd a
stu
dent
pan
el. T
oan
swer
par
ticip
ants
' spe
cifi
c qu
estio
ns, t
hey
are
divi
ded
into
sm
all g
roup
s w
ith a
min
ority
stu
dent
curr
ently
enr
olle
d.
11. M
ento
r Pr
ogra
mM
urra
y St
ate
Uni
vers
ity(5
02)
762-
4159
Col
lege
Fre
shm
an
Con
tinui
ngE
duca
tion
Stud
ents
A p
rogr
am d
esig
ned
to a
cclim
ate
min
ority
fre
shm
an to
the
colle
giat
e le
vel.
Col
lege
fre
shm
an a
regi
ven
the
oppo
rtun
ity to
for
m m
eani
ngfu
l, la
stin
g fr
iend
ship
s w
ith M
.S.U
. fac
ulty
/sta
ff a
ndup
perc
lass
men
.
12. M
ath
Tut
or P
rogr
amU
nive
rsity
Off
ice
of C
ontin
uing
Edu
catio
nO
hio
Stat
e U
nive
rsity
Col
umbu
s, O
H 4
3210
-100
2(6
14)
292-
8860
A p
rogr
am e
stab
lishe
d to
add
ress
the
unde
rdev
elop
men
t and
anx
iety
of
retu
rnin
g ad
ult c
ontin
uing
educ
atio
n m
inor
ity s
tude
nts.
13. M
inor
ity C
ontin
uing
Con
tinui
ngE
duca
tion
Opp
ortu
nity
Edu
catio
n St
uden
tsPr
ogra
mU
nive
rsity
Off
ice
of C
ontin
uing
Edu
catio
nO
hio
Stat
e U
nive
rsity
(614
) 29
2-88
60
==
.-
A p
rogr
am th
at is
inst
rum
enta
l in
linki
ng th
e U
nive
rsity
with
ext
erna
l em
ploy
ers
who
hav
eed
ucat
iona
l ass
ista
nce
prog
ram
s an
d m
inor
ity e
mpl
oyee
s.
BE
ST
CO
PY
AV
AIL
AB
LE2
:3
-
CA
TE
GO
RY
I: In
stru
ctio
nal
SU
BC
AT
EG
OR
Y A
: Pro
gram
s F
or U
nder
serv
ed E
thni
c A
udie
nces
Ft..:
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i K,
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it4,
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W/1
14. M
inor
ity G
radu
ate
Stud
ent
Rec
ruitm
ent V
isita
tion
Ohi
o U
nive
rsity
Ath
ens,
OH
457
0161
4 59
3-25
81
Col
lege
Stu
dent
s.
.
A p
rogr
am in
vitin
g m
inor
ity s
tude
nts
to m
eet w
ith f
acul
ty a
nd e
nrol
led
min
ority
gra
duat
e st
uden
tsto
enc
oura
ge m
inor
ity g
radu
ate
enro
llmen
t at t
he U
nive
rsity
..
15. M
inor
ity C
aree
r D
ayO
ld D
omin
ion
Uni
vers
ityN
orfo
lk, V
A 2
3529
804
683-
3163
Col
lege
Stu
dent
sA
one
day
pro
gram
hos
ted
by th
e U
nive
rsity
of
Vir
gini
a to
bri
ng to
geth
er m
inor
ity s
tude
nts
and
area
bus
ines
ses
to e
xplo
re c
aree
r op
port
uniti
es.
16. D
are
to E
xcel
:B
uild
ing
Cul
tura
l Bri
dges
for
the
21st
Cen
tury
Div
isio
n of
Con
tinui
ng E
duca
tion
The
Pen
nsyl
vani
a St
ate
Uni
vers
ityU
nive
rsity
Par
k, P
A 1
6802
814
863-
7752
Afr
ican
Am
eric
ans
&H
ispa
nic
Am
eric
ans
.
A P
enn
Stat
e E
duca
tiona
l Par
tner
ship
Pro
gram
(PE
PP)
nonc
redi
t cam
p fo
r m
iddl
e an
d hi
gh s
choo
lA
fric
an A
mer
ican
and
His
pani
c A
mer
ican
stu
dent
s pr
ovid
ing
an o
ppor
tuni
ty to
bro
aden
thei
rco
mm
unic
atio
n sk
ills
and
enha
nce
abili
ties
to im
prov
e ac
adem
ic p
erfo
rman
ce, s
elf-
este
em, a
ndcu
ltura
l aw
aren
ess.
Exp
erie
nces
incl
ude
fund
amen
tals
of
the
DA
RE
(D
ream
, Asp
ire,
Rea
ch, E
xcel
)co
ncep
t; ba
sic
wri
ting
skill
s, s
tudy
ski
lls, l
ibra
ry s
kill
deve
lopm
ent,
and
pers
onal
/soc
ial e
duca
tion.
.
17. Y
outh
Enr
ichm
ent
Part
ners
hip
Prog
ram
for
At-
Ris
k Y
outh
Div
isio
n of
Con
tinui
ng E
duca
tion
The
Pen
nsyl
vani
a St
ate
Uni
vers
ityU
nive
rsity
Par
k, P
A 1
6802
814
863-
7752
Eco
nom
ical
lyD
isad
vant
aged
You
th -
A c
olla
bora
tive
nonc
redi
t pro
gram
with
loca
l sch
ool d
istr
icts
, com
mun
ity-b
ased
org
aniz
atio
ns,
gove
rnm
ent a
genc
ies,
and
bus
ines
ses
to p
rovi
de e
nric
hmen
t pro
gram
s th
at e
ncou
rage
are
a yo
uth
tova
lue
educ
atio
n. P
artic
ipan
ts a
re m
ento
red
by a
lum
ni, s
tude
nts,
bus
ines
s an
d co
mm
unity
lead
ers.
Wor
ksho
ps in
clud
e a
sum
mer
wri
ting
prog
ram
and
pre
para
tion
for
the
PSA
T/S
AT
exa
ms.
18. H
ealth
Car
eer
Path
way
s fo
rM
inor
ity S
tude
nts
Equ
al O
ppor
tuni
ty &
Aff
irm
ativ
e A
ctio
nPi
ttsbu
rgh
Stat
e U
nive
rsity
Pitts
burg
h, K
S 66
762
(316
) 23
5-41
89
Hig
h Sc
hool
Stud
ents
A n
oncr
edit
prog
ram
hos
ted
by th
e K
ansa
s A
dvis
ory
Boa
rd o
f H
ispa
nic
Aff
airs
. Thi
s co
nfer
ence
used
the
them
e, "
Scie
nce
and
Tec
hnol
ogy.
" T
hree
Reg
ents
Min
ority
Sch
olar
ship
s w
ere
awar
ded
onea
ch c
ampu
s.
19
:Ant
i' 1\
1411
/SR
I 1
An
Inve
ntor
y of
Div
ersi
ty P
rogr
ams
& S
ervi
ces
in C
ontin
uing
Hig
her
Edu
catio
n 30
-
31
20N
atio
nal U
nive
rsity
Con
tinui
ng E
duca
tion
Ass
ocia
tion
CA
TE
GO
RY
I: In
stru
ctio
nal
SU
BC
AT
EG
OR
Y A
: Pro
gram
s F
or U
nder
serv
ed E
thni
c A
udie
nces
Prog
ram
.Titl
eflO
ktito
tipa
':;'"
rjlO
ar00
140
.,.._
'.
rogr
am"c
e le
101
1
-,,
19. H
ispa
nic
His
tory
Lib
rary
Res
earc
hE
xten
ded
Uni
vers
ityU
nive
rsity
of
Ari
zona
Tuc
son,
AZ
857
19(6
02)
624-
8632
His
pani
cC
omm
unity
An
expl
orat
ion
of th
e U
nive
rsity
of
Ari
zona
res
ourc
es f
or u
nder
stan
ding
the
His
pani
c cu
lture
and
its o
rigi
n. T
opic
s in
clud
e pr
e-H
ispa
nic
Mex
ico,
Spa
nish
exp
lore
rs, g
eogr
aphy
,hi
stor
y of
the
Sout
hwes
t and
Mex
ico
- in
clud
ing
daily
life
and
fol
klor
e, o
rgan
izat
ion
of m
issi
ons,
and
pres
idio
s..
20. W
omen
in S
cien
ce a
ndE
ngin
eeri
ng (
WIS
E)
Prog
ram
Ext
ende
d U
nive
rsity
Uni
vers
ity o
f A
rizo
naT
ucso
n, A
Z 8
5719
(602
) 62
1-77
24
Wom
en &
Min
oriti
esG
oals
for
this
non
cred
it pr
ogra
m a
re c
reat
ion
of a
sup
port
ive
envi
ronm
ent a
nd a
nou
trea
chpr
ogra
m to
enc
oura
ge w
omen
and
min
oriti
es to
ent
ersc
ient
ific
car
eers
. Thi
s pr
ogra
m tr
ains
mid
dle
scho
ol m
ath
teac
hers
, arr
ange
s m
ento
ring
, hol
ds c
onfe
renc
es f
or jo
b aw
aren
ess,
and
give
sin
form
atio
n/aw
ards
sch
olar
ship
s fo
r w
omen
.
21. E
ditin
g Pr
ogra
m f
orM
inor
ity J
ourn
alis
tsU
nive
rsity
of
Ari
zona
(415
) 89
1-92
02
Mid
-car
eer
Jour
nalis
tsA
n 8-
wee
k gr
adua
te c
redi
t pro
gram
imm
erse
s pa
rtic
ipan
ts in
the
basi
csan
d fi
ne p
oint
s of
cop
yed
iting
, hea
dlin
e w
ritin
g, n
ewsp
aper
layo
ut a
nd d
esig
n, s
tory
sel
ectio
n, p
hoto
edi
ting,
and
new
spap
er p
rodu
ctio
n. T
his
prog
ram
is d
one
in c
onju
nctio
nw
ith th
e In
stitu
te f
or J
ourn
alis
mE
duca
tion
of O
akla
nd, C
alif
orni
a.
22. H
igh
Scho
ol B
iling
ual
Cor
resp
onde
nce
Prog
ram
Ext
ende
d U
nive
rsity
Uni
vers
ity o
f A
rizo
na(6
02)
621-
7724
Span
ish
Spea
king
Hig
h Sc
hool
Stud
ents
A p
rogr
am o
ffer
ing
high
sch
ool c
redi
t tha
t inc
lude
s U
.S. h
isto
ry, a
llle
vels
of
high
sch
ool'
Eng
lish,
voc
abul
ary-
build
ing,
pre
-alg
ebra
, con
sum
er a
nd v
ocat
iona
l mat
h.
( ,)
RE
ST C
OPY
AV
AIL
AB
LE
-
CA
TE
GO
RY
I: In
stru
ctio
nal
SU
BC
AT
EG
OR
Y A
: Pro
gram
s F
or U
nder
serv
ed E
thni
c A
udie
nces
v,,t
roitl
e/lin
ititu
tio
.-P
.' '1
,
i'nar
yu
ieug
e,...
-
i'.
,...
,
Prog
ram
es4i
ptio
u.
-4-
23. A
fric
an A
mer
ican
Men
:A
n E
ndan
gere
d Sp
ecie
sU
nive
rsity
of
Ari
zona
Afr
ican
Am
er. S
tudi
es(6
02)
621-
5665
Afr
ican
Am
eric
ans
A th
ree-
day
conf
eren
ce to
bui
ld a
fou
ndat
ion
of k
now
ledg
e an
d to
exp
lore
issu
es, t
heir
cau
ses,
and
poss
ible
sol
utio
ns. T
opic
s in
clud
ed f
amily
str
uctu
re, m
ale/
fem
ale
rela
tions
hips
, and
the
empl
oyab
ility
of
the
Afr
ican
Am
eric
an m
ale.
Par
ticip
ants
wer
e ex
pect
ed to
dev
elop
and
impl
emen
t apl
an o
f ac
tion.
24. A
n E
veni
ng w
ithV
isiti
ng W
rite
rs f
rom
Spai
nU
CL
A E
xten
sion
Los
Ang
eles
, CA
900
24(3
10)
825-
9415
His
pani
cC
omm
unity
An
even
ing
prog
ram
con
duct
ed in
Spa
nish
, co-
spon
sore
d by
the
Lite
ratu
re P
rogr
am 'I
nd th
eD
epar
tmen
t of
Span
ish
and
Port
ugue
se, e
xplo
ring
the
expl
osio
n of
art
istic
pro
duct
ion
afte
r Fr
anco
'sde
ath
in 1
975,
with
Ant
onio
Mun
oz M
olin
a an
d Ju
lio V
elez
.
.
25. Y
outh
Lea
ders
hip
Dev
elop
men
t Ins
titut
eU
nive
rsity
of
Cin
cinn
ati
Col
lege
of
Eve
ning
&C
ontin
uing
Edu
catio
nC
inci
nnat
i, O
H 4
5221
(513
) 55
6-68
36
Afr
ican
Am
eric
anY
outh
A p
rogr
am c
reat
ed in
enh
ance
the
skill
s an
d kn
owle
dge
of A
fric
an A
mer
ican
you
th w
ho a
reid
entif
ied
as h
avin
g le
ader
ship
qua
litie
s an
d po
tent
ial.
Part
icip
ants
are
pro
vide
dw
ith o
ppor
tuni
ties
to le
arn
from
som
e of
the
City
's m
ost p
rom
inen
t Afr
ican
Am
eric
an le
ader
s. A
Com
mun
icat
ion
Skill
sD
evel
opm
ent a
nd I
nter
nshi
p co
mpo
nent
was
add
ed to
hel
p pa
rtic
ipan
ts e
xpan
d th
eir
wri
tten
and
verb
alsk
ills
and
to p
lace
par
ticip
ants
in v
iabl
e in
tern
ship
s to
fur
ther
dev
elop
lead
ersh
ip s
kills
.
26. I
mag
es o
f C
olor
Uni
vers
ity o
f C
inci
nnat
iA
dmis
sion
s(5
13)
556-
1100
Afr
ican
Am
eric
an &
Oth
erU
nder
-rep
rese
nted
Aud
ienc
es
A r
ecru
itmen
t pro
gram
des
igne
d to
mee
t inf
orm
atio
nal a
nd c
ultu
ral n
eeds
of
Afr
ican
Am
eric
anan
dot
her
unde
rrep
rese
nted
gro
ups
at th
e U
nive
rsity
of
Cin
cinn
ati.
Pote
ntia
l stu
dent
s ar
e in
vite
d to
the
cam
pus
to e
xper
ienc
e fi
rsth
and
wha
t cam
pus
is li
ke. A
cam
pus
tour
,ad
mis
sion
s/fi
nanc
ial a
idin
form
atio
n se
ssio
n, a
nd a
cul
tura
l pre
sent
atio
n ar
e al
l a p
art o
f th
is p
rogr
am.
2I
34
PF
ST
CO
PY
AV
AIL
AB
LE
An
Inve
ntor
y of
Div
ersi
ty P
rogr
ams
& S
ervi
ces
in C
ontin
uing
Hig
her
Edu
catio
n
-
35
22N
atio
nal U
nive
rsity
Con
tinui
ng E
duca
tion
Ass
ocia
tion
CA
TE
GO
RY
i: In
stru
ctio
nal
SU
BC
AT
EG
OR
Y A
: Pro
gram
s F
or U
nder
serv
ed E
thni
c A
udie
nces
,s,
A.
,N
9
xra
114
V A
,.,
,
,.,
''
,-
' ...
"g47
-71,
,tC
,.
"4
,o
nun
esc
ptae
u,i,
.,.
,,--,
..,,
,az.
:,,,..
...
27. M
inor
ity G
radu
ate
Edu
catio
nal O
ppor
tuni
tyPr
ogra
mU
nive
rsity
of
Col
orad
oB
ould
er, C
O 8
0309
(303
) 49
2-89
11
Col
lege
Sen
iors
A p
rogr
am th
at g
ives
sen
ior
colle
ge s
tude
nts
enro
lled
in n
eigh
bori
ng in
stitu
tions
the
oppo
rtun
ityto
wor
k w
ith f
acul
ty m
embe
rs o
n re
sear
ch p
roje
cts.
.
28. S
ucce
ed P
rogr
amU
nive
rsity
of
Col
orad
o(3
03)
492-
8911
Hig
h Sc
hool
Stud
ents
Thi
s pr
ogra
m ta
kes
the
univ
ersi
ty to
loca
l are
a hi
gh s
choo
ls. U
nive
rsity
fac
ulty
teac
h cl
asse
s on
site
thre
e tim
es a
wee
k du
ring
the
Spri
ng te
rm.
.,
29. P
reC
olle
giat
e H
ealth
Car
eer
Prog
ram
Uni
vers
ity o
f C
olor
ado
(303
) 49
2-89
11
Tal
ente
d H
igh
Scho
ol S
tude
nts
A p
rogr
am to
intr
oduc
e ta
lent
ed h
igh
scho
ol s
tude
nts
to p
rofe
ssio
nal h
ealth
car
eers
in m
edic
ine,
dent
istr
y, n
ursi
ng, a
nd p
hysi
cal t
hera
py.
.
.
30. M
inor
ity S
chol
ars
Prog
ram
Uni
vers
ity o
f C
olor
ado
(303
) 49
2-89
11
Hig
h Sc
hool
Stud
ents
A c
redi
t pro
gram
that
enc
oura
ges
earl
y en
rollm
ent f
or c
olle
ge-b
ound
min
ority
hig
h sc
hool
stud
ents
. The
se s
tude
nts
may
atte
nd U
nivf
,.v
clas
ses
and
part
icip
ate
in s
peci
al w
orks
hops
duri
ng th
eir
juni
or a
nd s
enio
r ye
ars.
Cre
dits
ear
ned
are
appl
ied
tow
ard
thei
r ba
ccal
aure
ate
degr
ees.
BE
ST
CO
PY
AV
AIL
AB
LE
-
p
CA
TE
GO
RY
I:In
stru
ctio
nal
SU
BC
AT
EG
OR
Y A
:Pr
ogra
ms
For
Und
erse
rved
Eth
nic
Aud
ienc
es
v'st
c:A
.2,0
....
0,r
i.*
.'...
,',,
,A,
,''
%
1*-
^
1,,
,.'".
P.
4
t.-
...,
.4"
,'
s
a.i
,,
,... 4
tVW
,7.
4,O
42
-Of
le',.
4?,,
4,,4
1r. 1
,_a
yL'
a.-
6S'
I'si,
,7.
4E
l3.
At
"E,
.a,
v
31. A
HA
NA
Jou
rnal
ism
Wor
ksho
pO
ffic
e of
Vic
e Pr
ovos
tU
nive
rsity
of
Mis
sour
iC
olum
bia,
MO
652
11(3
14)
882-
6031
Afr
ican
Am
eric
an,
His
pani
c A
mer
ican
,A
sian
Am
eric
an, &
Nat
ive
Am
eric
anY
outh
Thi
s te
n da
y w
orks
hop
spon
sore
d by
the
Scho
ol o
f Jo
urna
lism
, Uni
vers
ity E
xten
sion
Div
isio
n,M
isso
uri N
ewsp
aper
s, T
he D
ow J
ones
New
spap
er F
und,
and
Mis
sour
i Bro
adca
ster
s A
ssoc
iatio
ngi
ves
min
ority
you
th a
n op
port
unity
to le
arn
broa
dcas
t and
pri
nt jo
urna
lism
by
wor
king
with
loca
l new
s re
port
ers.
The
wor
ksho
p pr
oduc
t is
a ne
wsp
aper
pub
licat
ion,
with
byl
ines
for
cont
ribu
ting
stud
ents
.
32. W
elln
ess
and
Wom
en I
I: A
Shar
ed V
isio
nU
nive
rsity
of
Okl
ahom
aN
orm
an, O
K 7
3037
(405
) 32
5-63
61
Nat
ive
Am
eric
anW
omen
Co-
spon
sore
d w
ith th
e Ph
oeni
x A
rea
Indi
an H
ealth
Ser
vice
AID
S Pr
ogra
m a
nd H
ealth
Edu
catio
nSe
ctio
ns, I
ndia
n H
ealth
Ser
vice
, and
the
Pres
iden
t's C
ounc
il on
Phy
sica
l Fitn
ess
and
Spor
ts, t
his
annu
al c
onfe
renc
e is
des
igne
d fo
r N
ativ
e A
mer
ican
wom
en to
gai
n ne
w s
kills
and
info
rmat
ion
onhe
alth
issu
es a
ffec
ting
Nat
ive
Am
eric
an w
omen
toda
y, a
nd to
gai
n re
new
ed p
hysi
cal,
men
tal,
and
spir
itual
wel
lnes
s. T
he c
onfe
renc
e at
trac
ts s
peak
ers
from
Nat
ive
Am
eric
an h
ealth
org
aniz
atio
ns,
gove
rnm
enta
l org
aniz
atio
ns, a
nd tr
ibal
lead
ers.
33. I
ndia
n H
ealth
Pro
mot
ion
Uni
vers
ity o
f O
klah
oma
(405
) 32
5-63
61
Nat
ive
Am
eric
ans-
Thi
s fo
ur-d
ay c
onfe
renc
e is
des
igne
d fo
r pa
rtic
ipan
ts to
gai
n re
new
ed s
piri
tual
wel
lnes
s, o
btai
nkn
owle
dge
and
skill
s fo
r in
corp
orat
ing
wel
lnes
s in
to p
reve
ntio
n pr
ogra
ms,
and
to s
hare
info
rmat
ion
with
oth
er p
artic
ipan
ts. C
onfe
renc
e hi
ghlig
hts
incl
ude
a Po
w W
ow, h
ealth
prom
otio
n ac
tiviti
es, w
este
-n c
ooko
ut, d
ance
, and
gro
up d
iscu
ssio
ns. P
rese
nter
s in
clud
epr
ofes
sion
als
from
Nat
ive
Am
eric
an e
duca
tiona
l and
com
mun
ity o
rgan
izat
ions
.
34. T
he N
ee-K
on P
roje
ctU
nive
rsity
of
Okl
ahom
a(4
05)
325-
6361
McL
oud
Kic
kapo
oH
ead
Star
t Pro
gram
Serv
ing
Nat
ive
Am
eric
an C
hild
ren
& T
heir
Par
ents
A f
ive
year
pro
ject
sta
rted
in 1
990
and
fund
ed b
y th
e O
ffic
e fo
r Su
bsta
nce
Abu
se P
reve
ntio
n, th
ispr
ogra
m a
ssis
ts c
hild
ren
in m
akin
g th
e tr
ansi
tion
to p
ublic
sch
ool.
The
pro
ject
foc
uses
on
drug
and
alco
hol p
reve
ntio
n, p
ositi
ve p
aren
ting,
and
fam
ily m
anag
emen
t, in
clud
ing
pare
ntal
part
icip
atio
n in
sch
ool p
rogr
ams
and
activ
ities
.
37
23
BE
ST
CO
PY
AV
AIL
AB
LE
An
Inve
ntor
y of
Div
ersi
ty P
rogr
ams
& S
ervi
ces
in C
ontin
uing
Hig
her
Edu
catio
n
-
24N
atio
nal U
nive
rsity
Con
tinui
ng E
duca
tion
Ass
ocia
tion
CA
TE
GO
RY
I: In
stru
ctio
nal
SU
BC
AT
EG
OR
Y A
: Pro
gram
s F
or U
nder
serv
ed E
thni
c A
udie
nces
Prog
ram
?V
elin
stitu
tio..,
e.s
-lu
nar
xidi
ene
rur
ctiO
tio...
,.,-
,
,.
35. C
ultu
rally
Sen
sitiv
ePa
rent
ing
Uni
vers
ity o
f O
klah
oma
(405
) 32
5-63
61
Pare
nts
of H
igh
Ris
k Pu
blic
Scho
ol C
hild
ren
Dev
elop
ed in
coo
pera
tion
with
the
Okl
ahom
a D
epar
tmen
t of
Men
tal H
ealth
, thi
s pr
ogra
m p
rovi
des
pare
ntin
g sk
ills
for
desi
gnat
ed c
ultu
ral g
roup
s an
d th
e ag
enci
es th
at s
erve
them
. The
pro
gram
cove
rs to
pics
suc
h as
abu
se, c
ultu
re, d
ivor
ce, e
ffec
tive
Bla
ck p
aren
ting,
inte
rgen
erat
iona
l iss
ues,
inte
r-ra
cial
issu
es, s
ingl
e pa
rent
ing,
ste
p pa
rent
ing,
and
teen
par
entin
g.
36. L
EA
PC
olle
ge o
f C
ontin
uing
Edu
catio
nU
nive
rsity
of
Rho
de I
slan
dPr
ovid
ence
, RI
0290
8(4
01)
277-
3898
Adu
lt St
uden
tsT
he L
earn
ing
Enh
ance
men
t for
Adu
lts P
rogr
am is
des
igne
d fo
r m
inor
ity a
dult
stud
ents
with
mot
ivat
ion
and
com
mitm
ent t
o th
eir
own
pers
onal
and
aca
dem
ic s
ucce
ss. A
ccep
ted
stud
ents
atte
ndth
ree
even
ings
of
orie
ntat
ion,
and
rec
eive
con
cent
rate
d su
ppor
t ser
vice
s in
Eng
lish,
Mat
h, a
nd s
tudy
skill
s.
37. C
ompu
ter
Cam
p fo
rM
inor
ity S
tude
nts
Con
tinui
ng E
duca
tion
&E
xten
sion
Uni
vers
ity o
f W
isco
nsin
La
Cro
sse,
WI
5460
1(6
08)
785-
6500
7th
- llt
h G
rade
Stud
ents
Thi
s no
ncre
oit s
umm
er c
amp
give
s yo
ung
min
ority
stu
dent
s a
head
sta
rt in
com
pute
r ap
plic
atio
ns.
Part
icip
ants
are
taug
ht to
use
wor
d pr
oces
sing
, elt,
ctro
nic
spre
adsh
eet,
file
man
agem
ent,
grap
hics
,D
-Bas
e pr
ogra
mm
ing
and
sim
ulat
ion,
and
gam
ing
soft
war
e.
38. B
ad R
iver
Ind
ian
Res
erva
tion
Wor
ksho
psC
ente
r fo
r C
.E./E
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Opp
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Pro
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Vir
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a C
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vers
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ichm
ond,
VA
232
98(8
04)
367-
8418
Hig
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pro
gram
s, in
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dmis
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s W
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tori
alac
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dem
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tera
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ship
Enh
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men
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Vir
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