Summer Diversity Institute for Student Affairs Professionals:

Connections, Community &

Best Practices

Center on Diversity and Community • June 27 - 29 2007 • University of Oregon

• Open to Student Affairs Professionals in Higher Education throughout the Pacific Northwest •

 

Keynote Address:

Building Community and Constructing Connection: Creating the World in Which You Want to Live

Dr. Larry Roper

Vice Provost for Student Affairs

Oregon State University

 

Enrollment Space Limited - Registration Required

Registration Fee (Non-UO): $375 (includes all 3 days)

Registration Fee (UO and LCC): $250 (includes all 3 days)

Registration Deadline - Extended!

June 22 2007

REGISTRATION

 

INSTITUTE SCHEDULE AT A GLANCE

WORKSHOP SCHEDULE AT A GLANCE

RECOMMENDED READINGS & LINKS

DIRECTIONS & INFORMATION

CAMPUS, PARKING & EVENT LOCATION MAPS

 

 
Institute Schedule
Wednesday, June 27
 
 
Schedule of Events
   
1:00-3:00 pm Pre - Institute Check-In & Book Table - EMU Ballroom
3:00-5:00 pm Welcome and Keynote Address - EMU Ballroom
  Building Community and Constructing Connection: Creating the World in Which You Want to Live
Speaker Dr. Larry Roper, Oregon State University
Vice Provost for Student Affairs
 

Since 1995 Dr. Larry Roper has served as Vice Provost for Student Affairs and Professor of Ethnic Studies at Oregon State University. A native of Akron, Ohio, he has degrees from Heidelberg College, Bowling Green State University, and the University of Maryland. Professional roles have included Coordinator of Multicultural Affairs, Area Coordinator, Director of Housing and Dean of Students. Dr. Roper has more than 25 publications, including the recently published book Teaching for Change: The Difference, Power, and Discrimination Model , which he co-edited. He served a four-year term as Editor of the Journal of National Association of Student Personnel Administrators. He also served as a Senior Scholar with the American College Personnel Association (2000-2006). Dr. Roper teaches courses in Speech Communications, the Masters Program in College Student Services Administration, and the Doctoral Program in Community College Leadership, where he has directed nine completed dissertations and served on more than 30 doctoral committees. Among his honors received are: Outstanding Professional Educator Award, University of Maryland College of Education; Scott Goodnight Award for Outstanding Service as a Dean from the National Association of Student Personnel Administrators (NASPA); Citizen Award from the Benton County (OR) Martin Luther King Commission; Ethics Integrity Award, presented by Program for Ethics, Science and the Environment (Department of Philosophy), Oregon State University; and the Frances Dancy Hooks Coalition Builder Award, Oregon State University.
5:15-6:30 pm Reception: Hors d'Oeuvres, Networking & Socializing - EMU Ballroom
   
 
Thursday, June 28
 
 
Schedule of Events
   
8:00-8:30 am Coffee, Light Breakfast & Book Table - EMU Ballroom
8:30-11:30 am Workshops: Full-Day Sessions (begin) and Half-Day Morning Sessions
11:30-1:00 pm Lunch - On Your Own
1:00-4:00 pm Workshops: Full-Day Sessions (cont'd) and Half-Day Afternoon Sessions
4:00-4:15 pm Afternoon Break - EMU Ballroom
4:15-5:30 pm Large Group Session - EMU Ballroom
 

  Full-Day Sessions
 

EMU Century Room A

Awareness & Reflection for the Culturally Competent Student Affairs Professional
Workshop Presenter Dr. Shelly Kerr University of Oregon
  Assistant Director and Training Director, University Counseling and Testing Center
   
  Multicultural competence is often described using a model that includes the awareness, knowledge and skills needed to work with people and groups who are culturally different from oneself. The authors of Multicultural Competence in Student Affairs stated that awareness of one's own values, attitudes, and assumptions is important to developing multicultural competence as student affairs professionals (Pope, Reynolds, & Mueller, 2004). Without this self-awareness, professionals risk allowing their unexamined biases, assumptions, and stereotypes to influence their decisions, interpersonal interactions, and behaviors with students and workplace colleagues. This workshop will focus on the self-awareness component of the multicultural competence model using a combination of didactic presentation, discussion, case vignettes, and experiential exercises.
   
Dr. Shelly Kerr is a licensed psychologist who serves as the Assistant Director and Training Director at the University of Oregon Counseling and Testing Center. Dr. Kerr earned her doctorate in Counseling Psychology from Washington State University and her master's degree in College Student Personnel from Western Illinois University. Dr. Kerr has co-edited two books:Lesbian and Bisexual Women's Mental Health (Haworth Press, 2003) and Preventative Health Measures for Lesbian and Bisexual Women (Haworth Press, 2006). Her professional interests include LGBTQ issues, training and supervision, and multicultural issues (including white privilege). She is a member of the Cultural Competency Project facilitator team at the UO and has facilitated several cultural competency workshops for student affairs departments at the University. Kerr also regularly teaches the CoDaC-developed course "Diversity, Communication, and Facilitation."
   
   
   
EMU Walnut Room Examining the Racial Minority Experience at Predominantly White Institutions
Workshop Presenter Dr. Charles R. Martinez, Jr. University of Oregon
  Vice Provost for Institutional Equity and Diversity
  Associate Professor, College of Education
   
  While it is clear that the demographics of K-12 education in the Pacific Northwest are quickly becoming more diverse, it is also true that the vast majority of higher education institutions in our region are predominately white. It is crucial that student affairs professionals heighten awareness of the day-to-day and ongoing experiences that students of color may have on our campuses. Without an understanding of these experiences, we risk marginalizing our students of color. In this workshop we will explore common experiences faced by students of color in predominately white institutions. We will also identify proactive strategies that can be used to make our campuses a better place for all.
   
Dr. Charles Martinez currently serves as the Vice Provost for Institutional Equity and Diversity at the University of Oregon and teaches graduate courses in multiculturalism and diversity in his role as an Associate Professor in the College of Education. Dr. Martinez is a clinical psychologist and research scientist at the Oregon Social Learning Center in Eugene, Oregon and directs the OSLC Latino Research Team. He is the principal investigator on National Institutes of Health (NIH) research projects designed to examine risk and protective factors involved in linking acculturation to behavioral health outcomes for Latino families and to develop and test culturally specific interventions for Latino families with youngsters at risk of behavioral health problems. His general substantive interests center on identifying factors that promote healthy adjustment for families and children following stressful life events (e.g. changes in family structure, socioeconomic status, physical and/or emotional health, acculturation, and immigration status), taking into consideration the cultural contexts in which families operate. Dr. Martinez has served on the Oregon Governor's Ethnic and Racial Task Force, the Governor's Council on Alcohol and Drug Abuse Programs, and is a publicly elected member of the Eugene, District 4J School Board. He has published many scientific papers related to basic and applied cross-cultural prevention research, minority health disparities, and Latino behavioral health. He is a nationally known consultant on organizational diversity issues, cross-cultural research, and community engagement. Dr. Martinez has received numerous national, state, and local awards for his work, including the 2003 Community, Culture, and Prevention Science Award from the Society for Prevention Research.
   
 
   
Half-Day Sessions
 
    Morning Sessions
   
EMU Maple Room Identity Development Models: Theories & Intersectionality
Workshop Presenters Dr. Ron Miyaguchi & Jui Shankar University of Oregon
   
  "What are you?" The way we respond to this question depends on the context, including which aspect of the self is being explored, even when we are asking this question of ourselves. Identity development models are an important way to conceptualize a person's understanding of self within a cultural context. In practice, people often hold multiple identities and their development can follow different paths and timelines. An Asian lesbian student may feel very comfortable with her sexual identity but less familiar with her ethnic identity. Identity development "intersections" can mean the interaction of multiple identities within one person, between two or more people, or across different stages. This workshop will explore the impact of these interactions for student affairs professionals on a theoretical as well as personal and experiential level.

   
  Dr. Ron Miyaguchi University of Oregon
  Senior Staff Therapist, University Counseling and Testing Center
   
Dr. Miyaguchi attended graduate school at Miami University, where he received his doctorate in clinical psychology, with an emphasis on multicultural psychology. Since coming to the University of Oregon in 1999, he has co-taught a course on multicultural leadership and has presented on a variety of topics, including Asian-American psychology, ethnic identity development and bridging cultures. He has also helped facilitate trainings with faculty, staff, and students on issues such as cultural competence and the manifestations of culture in everyday situations.
   
  Jui Shankar University of Oregon
  Predoctoral Intern, University Counseling & Testing Center
   
Jui Shankar is currently a pre-doctoral intern at the University Counseling and Testing Center. She is a doctoral student in Counseling Psychology at Ball State University, Muncie, Indiana. Jui is an international student from India. Jui's interests are in multicultural issues and social justice. She has taught undergraduate courses in multicultural counseling, facilitated classroom presentations and workshops around issues of diversity, and served on diversity committees at Ball State University.
 
 
EMU Oak Room Whiteness, Colorblindness & Privilege
Workshop Presenter Dr. Timothy McMahon University of Oregon

Professional Development Specialist, Center on Diversity and Community
Faculty Consultant, Teaching Effectiveness Program, Academic Learning Services
 

"'Being white means never having to think about it.' James Baldwin said that many years ago, and it's perhaps the truest thing ever said about race in America." (from Membership Has Its Privileges, by Tim Wise) In this workshop, we will explore the concept of whiteness and investigate what it might mean when someone says "I don¹t see color." Finally, we will connect both of these ideas to the idea of privilege and examine its impact on cross-cultural dynamics.
 
In his dual roles at CoDaC (Center on Diversity and Community) and TEP (Teaching Effectiveness Program), Dr. McMahon works with faculty and staff on issues related to teaching, learning, and diversity. Before coming to Oregon, he taught graduate and undergraduate classes at Western Illinois University and worked in student affairs at Western Illinois University, the University of Iowa, Washington State University, Lakeland College, and the University of Wisconsin-River Falls. McMahon has made numerous national presentations on topics related to leadership education and diversity and has been a presenter at the National Leadership Symposium. Among his professional interests are leadership development, chaos and systems theory, and issues related to diversity. McMahon holds a Ph.D. in College Student Services Administration (Oregon State University), a master's degree in Higher Education Administration and a bachelor's degree in Astronomy (both from the University of Illinois). He is a co-author (with Susan Komives and Nance Lucas) of Exploring Leadership: For College Students Who Want To Make A Difference, second edition published in 2007 by Jossey-Bass.
     
 
   
Afternoon Sessions
  EMU Board Room Gender Identity: Our Policy, Our Students, & Our Campus
Workshop Presenter Chicora Martin University of Oregon
Director, LGBTQ Support Services, Office of Student Life
 
In September 2005, the UO included gender identity and gender expression in their equal opportunity statement. This was not the beginning of a process but only part of the long line of programs, initiatives, and policy changes to make the campus a more welcoming and responsive place to the gender variant/transgender community. This workshop will discuss the various steps in addressing campus climate and student service needs for the gender variant community. It will include information on language, programming, accessibility, policy concerns, and current national research on the lives of transgender people. The goal of this workshop is to address the unique needs of individual campuses as they engage this issue at home by exploring the common threads of gender identity that connect us all.
 

Chicora Martin arrived at the University of Oregon in the summer of 2000 to continue a career of work in LGBT resources. Chicora serves as a resource point for student, faculty and staff and also provides workshops and programs on LGBT concerns. Chicora also co-coordinates the Bias Response Team, convener of the Standing Committee for LGBT Concerns, and supervises several student coordinators responsible for the Bridges Speaker ’s Panel and the Queer Ally Coalition. Chicora is a past-chair of the National Consortium of Directors of LGBT Resources in Higher Education and a previous LGBT Standing Committee member for the American College Personnel Association and Region 5 LGBT Knowledge Community Chair for the National Association of Student Personnel Administrators. Chicora earned an M.S. at Florida State University (College Student Personnel) and a B.S. At East Carolina University (Criminal Justice).
 
 
 
EMU Maple Room On Becoming an Ally in Student Affairs: The Role of Majority Culture Professionals
Workshop Presenters

Dr. H. Brooks Morse & Brooke Wright University of Oregon
 
Do those of us who represent a "majority culture" have responsibilities to speak up about oppression and social justice? Do those who hold the "majority" of the power and privilege in society (regarding race, ethnicity, sex, gender and sexual orientation, class, physical ability, body size, and/or religion) also hold the "majority" of responsibilities for making student affairs departments become safer and more inclusive for all? Many "majority culture" student affairs professionals want to be positive contributors within a multicultural organization, but are unsure of what to do. Through a combination of didactic presentation, group discussion, and experiential exercises, this workshop will focus on increasing awareness of what it means to be a student affairs ally, on better understanding what inhibits us from taking action, and on ally skill-building.
 
Dr. H. Brooks Morse University of Oregon
Staff Psychologist, University Counseling and Testing Center
Dr. Morse has actively participated in social justice work for nearly 15 years. Examples of her work include workshops and presentations on prejudice reduction, LGBT Ally training, multicultural competence, sexual and partner violence prevention, and awareness training to reduce body size oppression. She has led diversity and sexual assault taskforces, volunteered for many years as a board member for the community rape crisis and domestic violence shelter, participated on university sexual assault prevention and LGBT advisory boards, and participated in many diversity workshops given to students, staff, faculty and community members.
 
Brooke Wright Pre-Doctoral Intern, University of Oregon Counseling and Testing Center
Brooke Wright is currently completing her pre-doctoral internship at the UO Counseling and Testing Center and will graduate with a Psy.D. in clinical psychology from Wright State University in Dayton, Ohio in September 2007. She has passion for and a devotion to issues of multiculturalism and diversity. She has volunteered as a university multicultural student recruiter, participated actively in race relations dialogue work, and taught and led courses on issues of multiculturalism and diversity. Brooke identifies as a majority ally and plans to incorporate issues of diversity throughout her future career.
 
 
 

EMU OakRoom

Reexamining Issues of Disability in Higher Education

Workshop Presenter

Annette Leonard University of Oregon
Interim Associate Director, Conflict Resolution Services, Office of Student Life
Project Coordinator, WROCC Outreach Site, Western Oregon University
 
Disability is often overlooked as an aspect of diversity on our campuses. Common to the experience of other marginalized populations, individuals with disabilities have historically been excluded and oppressed. On most campuses Disability Service offices are seen as the resource for managing the accommodation and services provided to students with disabilities. However, professionals across campus need a working knowledge of disability-related issues so we can notice our own ableist tendencies and can work to responsively and relevantly address students' needs and experiences. This session will focus on the basics of disability law, the sociopolitical model of disability, the principles of universal design, and how to work effectively with students and the Disability Service office.
 
An RID certified sign language interpreter, Annette Leonard has previously worked on a federally funded research project focusing on the transition skills of Deaf adolescents and young adults, and served as the Director of Disability Services at Western Oregon University. Currently she works as the Project Coordinator of the PEPNet-West Outreach Site at WOU. This satellite program of PEPNet, funded by the Department of Education, works to increase the enrollment, retention, and graduation, and employment rates of individuals who are deaf and hard-of-hearing by providing technical assistance and training to administrators and service providers. Leonard holds an M.S. in Conflict Resolution and a B.S. In American Sign Language/English Interpretation.
 

Friday, June 29
 
 
Schedule of Events

 
8:00-8:30 am Coffee, Light Breakfast & Book Table - EMU Ballroom
8:30-11:30 am Workshops: Full-Day Sessions (begin) and Half-Day Morning Sessions
11:30-1:00 pm Lunch - On Your Own
1:00-3:30 pm Workshops: Full-Day Sessions (cont'd) and Half-Day Afternoon Sessions
3:30-4:15 pm Post-Institute Assessment
4:15-4:30 pm Afternoon Break - EMU Ballroom
4:30-5:00 pm Large Session - EMU Ballroom
 
 
Full Day Sessions
 
 

EMU Oak Room

Essential Skills for the Culturally Competent Student Affairs Professional
Workshop Presenter Karen Roth University of California at Davis (Emerita)
  Former Director, Diversity Education Program, Office of Campus Community Relations
   
  The development of cultural competency skills ensures the appropriate and affirming delivery of services within Student Affairs. Current professional literature in the field of education has enumerated lists of skills necessary to be a fully competent practitioner, but how does one operationalize them in the course of day to day work? This workshop will explore some of the essential skills of cultural competency and offer an opportunity for deep reflection and personal assessment of cross cultural abilities. Case studies will offer application of knowledge and foster group dialogue about the dynamics of intercultural interactions.
   
Karen Roth brings a quarter-century of teaching, training, and facilitation experience to the work of building cultural competency in higher education. Roth holds an M.S. in Counseling from the University of Wisconsin-Whitewater, and worked in university and community college settings for 25 years. Most recently, Roth served at UC-Davis as the Director of the Diversity Education Program in the Office of Campus Community Relations. Roth is now retired and resides in Sisters, Oregon.
   
   
   

EMU Alsea Room

What Are We Missing?: Grasping the Distortions of Race and Class in Higher Education
Workshop Presenter Dr. Cristine Clifford Cullinan University of Oregon
Employee Training and Development Administrator, Office of Human Resources
   
This workshop will involve participants in exploring the ways that connections between race and class are obscured, both in the United States and in particular in higher education. We often hear that class is the dominant problem in the U.S., and that problems of discrimination based on perceived race, ethnicity and color would disappear if "everyone just had enough money." In general, higher education policies often mirror this belief by substituting access for support, and scholarships for effective programming. This workshop will help student affairs professionals improve their levels of cultural competence in considering the issues of race and class in their work.
   
  Dr. Cullinan has been a teacher, curriculum designer and organizational consultant for 35 years. Cullinan has focused her academic and professional work on helping institutions, agencies and other organizations cultivate culturally competent leadership, recognize and remove barriers to equity stemming from the institutionalization of privilege, develop curricula and training for diversity issues, and build methods and strategies for adding socioeconomic class issues into work on diversity and social justice. She serves as Training and Staff Development Administrator for the University of Oregon, where she is primarily responsible for coordinating, designing, and implementing training programs for faculty and staff. Since 1996, she has been an invited speaker and leader of institutes and workshops at the annual National Conference on Race and Ethnicity in Higher Education (NCORE), where she has also served on the National Advisory Committee and chaired the NCORE subcommittee for creating institutional change. Dr. Cullinan holds a Ph.D. from the University of Oregon in educational policy and management (with a focus in higher education) and a bachelor's degree in mathematics from Michigan State University.
     
 
   
Half-Day Sessions

  Morning Sessions
  EMU Board Room Cultivating the Chicano/Latino Experience in a University Setting
Workshop Presenter Jim García Lane Community College and Portland State University
Chicano/Latino Student Program Coordinator, Student Life and Leadership Development
Instructor Chicano/Latino Studies Department
   
This session will address the significance of prior educational experiences, the role of the family, cultural values, financial stressors and feelings of isolation and alienation for Chicano/Latino students. Participants will assess institutional readiness to identify systemic factors impacting Chicano/Latino student success and failure. Proactive strategies will be shared to create an institutional mission and organizational culture to meet the needs of Chicano/Latino students.
   
Jim Garcia's primary interest is to present a more complete and accurate representation of Mexican American life and culture in school curriculum and the media. He also has a passion for working with youth to reaffirm a bicultural heritage and leadership experience. Garcia has been selected as a Chautauqua Humanities Scholar for the Oregon Council for the Humanities and has taught Chicano Studies in the UO Ethnic Studies Program, Oregon State University, Portland State University-Salem Center, and Chemeketa Community College. As a higher education administrator, he has served as Assistant Director for the Chicano Student Programs at New Mexico State University, Assistant Director of the Office of Multicultural Affairs at UO, and as Diversity Coordinator for LCC (where he chaired the Lane Diversity Team /Council). Garcia has received many awards for his tireless human rights leadership, educational excellence, and community service. Garcia chairs the Oregon Diversity Institute Board of Directors and is a board member for the Oregon Human Development Corporation.
   
   
   
EMU Maple Room Multicultural Organizational Development
Workshop Presenters Dr. Robin Holmes & Dr. Mia Tuan University of Oregon
   
What key elements are needed to create and maintain a multiculturally effective organization? In this hands-on workshop we will explore both the theory and practice of Multicultural Organizational Development (MOD or MCOD). We will share tools for assessing your home institution as well as useful suggestions for enhancing cultural competency. Come join us as we exchange ideas and strategies for creating workplace cultures that build on and enhance diversity.
   

Dr. Robin Holmes University of Oregon
Interim Dean for Student Affairs
Director, University Counseling and Testing Center

Special Project Leader for the Cultural Competency Project, Center on Diversity and Community
   
Dr. Holmes is the interim Dean of Students and Director of the University Counseling and Testing Center, with five student affairs units reporting directly to her. Holmes has focused her attention and brought leadership on two important university projects: suicide prevention and cultural competence. In the former, she was instrumental in securing the Garrett Lee Smith Memorial Grant for the UO campus. She is working collaboratively with Oregon's seven public universities to develop best practices in the reduction of suicide on college campuses. Secondly, she serves as the Special Project Leader for Cultural Competency for the Center on Diversity and Community (CoDaC). In this role, she has developed a Cultural Competency Project to identify and cultivate organizational and professional cultural competence, focusing on campus units, faculty, staff, and students. She has also served as a committee member in developing the University of Oregon's 5 year diversity plan. Trained as a clinical psychologist, Dr. Holmes completed her graduate studies at the California School of Professional Psychology.
 
Dr. Mia Tuan University of Oregon

Associate Professor, Department of Sociology
Director, Center on Diversity and Community
Dr. Tuan received her BA (Sociology, magna cum laude) from UC Berkeley and her M.A. and Ph.D. (Sociology) from UCLA. Her research interests include racial and ethnic identity development (particularly amongst Asian Americans), Asian transracial adoption, and multicultural organizational development. In addition to being a faculty member, she is also the director of CoDaC, the Center on Diversity and Community at the University of Oregon, a learning organization committed to promoting research and best practices on issues of cultural diversity, equity, and access.
 
 
 

EMU Metolius & Owyhee Rooms

Whiteness, Colorblindness & Privilege

Workshop Presenter

Dr. Timothy McMahon University of Oregon
Professional Development Specialist, Center on Diversity and Community
Faculty Consultant, Teaching Effectiveness Program, Academic Learning Services
 

"'Being white means never having to think about it.' James Baldwin said that many years ago, and it's perhaps the truest thing ever said about race in America." (From Membership Has Its Privileges, by Tim Wise) In this workshop, we will explore the concept of whiteness and investigate what it might mean when someone says "I don¹t see color." Finally, we will connect both of these ideas to the idea of privilege and examine its impact on cross-cultural dynamics.
 

In his dual roles at CoDaC (Center on Diversity and Community) and TEP (Teaching Effectiveness Program), Dr. McMahon works with faculty and staff on issues related to teaching, learning, and diversity. Before coming to Oregon, he taught graduate and undergraduate classes at Western Illinois University and worked in student affairs at Western Illinois University, the University of Iowa, Washington State University, Lakeland College, and the University of Wisconsin-River Falls. McMahon has made numerous national presentations on topics related to leadership education and diversity and has been a presenter at the National Leadership Symposium. Among his professional interests are leadership development, chaos and systems theory, and issues related to diversity. McMahon holds a Ph.D. in College Student Services Administration (Oregon State University), a master's degree in Higher Education Administration and a bachelor's degree in Astronomy (both from the University of Illinois). He is a co-author (with Susan Komives and Nance Lucas) of Exploring Leadership: For College Students Who Want To Make A Difference, second edition published in 2007 by Jossey-Bass.
     
 
   
Afternoon Sessions
 
  EMU Maple Room Developing Effective Infrastructure for Diversity Work in Student Affairs
Workshop Presenters Dr. Laura Blake Jones and Dr. Jackie Balzer
   
   
   
Dr. Laura Blake Jones University of Oregon
Associate Dean of Students and Director, Office of Student Life
Dr. Blake Jones has worked in student affairs for over 20 years, the last thirteen of which at the University of Oregon. Her research and specialization areas include: mitigation of high risk drinking behaviors in college students; campus-community relationships; multicultural competency in student affairs; women in student affairs administration; and work/family issues. Before coming to Oregon, she served as Director of Residence Life at UC Berkeley and also worked in student services at UC Davis, the University of Vermont, and Miami University (Ohio). She is committed to ensuring that students receive the support and assistance they need to be successful in their educational endeavors. Dr. Blake Jones is involved in a variety of service activities in the Eugene 4J school district and wider community. She also serves as the adviser to the Friars leadership society on campus.
   
Dr. Jackie Balzer Oregon State University
  Dean of Student Life
Dr. Jackie Balzer is the Dean of Student Life at Oregon State University and serves on is the College of Education faculty. During Dr. Balzer's twenty-two year career in Student Services, she has worked in the areas of residence life, LGBT Outreach, new student programs, first-year experience, student leadership development, and student conduct at four different US universities. Dr. Balzer is a graduate of Washington State University with Bachelor of Arts degrees in Sociology and Psychology, and also holds a Masters of Education in College Student Services and a Doctor of Education in Educational Leadership, both from Oregon State University.
   
   
   
EMU Coquille Room On Becoming an LGBTQ Ally in Student Affairs: The Role of Majority Culture Professionals
Workshop Presenter Dr. H. Brooks Morse University of Oregon
Staff Psychologist, University Counseling and Testing Center
   

Do those of us who represent the sexual orientation "majority" culture as heterosexual have responsibilities to speak up about homophobia and social justice? Do those who hold the "majority" of the power and privilege in society regarding gender and sexual orientation also hold the "majority" of responsibilities for making student affairs departments safer and more inclusive for all? This workshop focuses specifically on increasing awareness, knowledge and skills for acting as an effective straight ally to LGBTQ colleagues and students.

   
Dr. Morse has actively participated in social justice work for nearly 15 years. Examples of her work include workshops and presentations on prejudice reduction, LGBT Ally training, multicultural competence, sexual and partner violence prevention, and awareness training to reduce body size oppression. Dr. Morse has led diversity and sexual assault taskforces, volunteered for many years as a board member for the community rape crisis and domestic violence shelter, participated on university sexual assault prevention and LGBT advisory boards, and participated in many diversity workshops given to students, staff, faculty and community members.
   
   
   

EMU Metolius & Owyhee Rooms

Working with Students in Social Justice Activism - Balancing the Roles of Mentor & Administrator

Roundtable Convenor

Kimi Mojica University of Oregon
Director, Diversity Education and Support Services, Office of Student Life
   
Have you ever found yourself walking the fine line of balancing the roles of student mentor or advocate while navigating university policies, rules, and procedures? Many passionate student affairs professionals find themselves supporting students far beyond their actual job description. We are expected to address the myriad issues and concerns that arise while negotiating and connecting the needs of our students with those of the university administration. This roundtable will offer a candid and holistic approach to examining what impact this work has on our lives at student affairs practitioners both personally and professionally. Participants will share their experiences and concerns with other student affairs professionals who work with student activists across campus, as well as our best practices for fostering an ethic of care for our students and ourselves as we work to create an inclusive and socially just community.
   
Kimi Mojica has worked in student affairs for the past five years and is presently the Director of Diversity Education and Support and Co-coordinator the UO Bias Response Team, both within in the Office of Student Life at the University of Oregon. She holds a B.A. in American Studies, with gender and ethnic emphasis, from the University of California, Santa Cruz and is pursuing a Masters degree in Conflict and Dispute Resolution at the University of Oregon School of Law. Her passion for experiential learning and arts/theater can be seen through her dynamic classes and workshops on community building, intersectionality, power and privilege, student leadership and identity development. Her work has been highlighted at the National Conference on Race and Ethnicity in Higher Education, and will be featured at the 2007 Association on Higher Education and Disability Conference and the FTM Gender Odyssey Conference. It is through her work that Mojica strives to support empowerment and coalition among a community of learners. She is committed to combatting systems of oppression through power shared modalities and infusing social justice work in all that she does.
   

Recommended Readings & Links
 
 
Assessment of Student Learning in Student Affairs

Writing Measurable and Meaningful Outcomes Bresciani, M. J., NASPA's NetResults.

The Updated Outline for Assessment Plans Bresciani, M. J., NASPA's NetResults.

An Updated Criteria Checklist for an Assessment Program Bresciani, M. & Ward, C. S., NASPA's NetResults.

Improving Assessment through the Use of Peer Review Herndon, M. C., NASPA's NetResults.

Common Missteps in Assessment Building Blocks and How to Avoid Them (Part I) Woosley, S. A., & Knerr, A. R., NASPA's NetResults.

Common Missteps in Assessment Building Blocks and How to Avoid Them (Part II) Woosley, S. A., & Knerr, A. R., NASPA's NetResults.

Common Missteps in Assessment Building Blocks and How to Avoid Them (Part III) Woosley, S. A., & Knerr, A. R. , NASPA's NetResults.

 
Developing Effective Infrastructure for Diversity Work in Student Affairs

Ten Core Ingredients for Fostering Campus Diversity Success
By Katrina Wade-Golden, Ph.D. and John Matlock, Ph.D.
 
Examining the Racial Minority Experience at Predominantly White Institutions

People of Color in Predominantly White Institutions
Digital Commons at the University of Nebraska-Lincoln offers links to a number of conference presentations.

Breaking It Down: Performing Academic Advising across the Color Line
Cornelius K. Gilbert, University of Wisconsin. Published in The Mentor on March 3, 2003, includes suggestions for working with students of color at predominantly white institutions.

Challenges African American Students Face at Predominantly White Institutions
By Mercedes A. Benton
 
Gender Identity: Our Policy, Our Students, & Our Campus

Lesbian, Gay, and Bisexual Students
Chapter 9 from Teaching for Inclusion: Diversity in the Classroom, written and published online by the staff of the Center for Teaching and Learning from the University of North Carolina-Chapel Hill contains suggestions for setting a comfortable tone in class and stories from UNC students about classroom experiences.

Diversity and Education: Sexual Orientations
Written by Ralph Hexter, a professor of Comparative Literature at the University of Colorado at Boulder, this article offers a series of observations on pedagogical issues that arise in connection with this topic precisely because it is controversial.

Teaching Challenges: Sexual Orientation in the College Classroom
Describes how Shelley Bannister, Acting Associate Dean of the College of Arts and Sciences and Professor of Criminal Justice and Women's Studies at Northeastern Illinois University incorporates issues of sexual orientation into her criminal justice classes.

Impact of College on Student Attitudes Toward Gay and Lesbian Issues
A longitudinal study written by Diana Kardia from the Center for Research on Learning and Teaching at the University of Michigan describing the effect that college has on students' attitudes towards sexual orientation issues. Contains links to Major Findings. Implications for Institutional Policy, Implications for Future Research on Attitudes, and Conclusion.

Overcoming Resistance to Learning About Sexual Identity
Maria Gonzalez, an Associate Professor of English at the University of Houston, discusses the benefits of examining student reactions to issues of sexual orientation from the perspective of heterosexism rather than from a focus on homophobia.

Campus Climate for Gay, Lesbian, Bisexual, and Transgender People: A National Perspective
This national report, by Susan R. Rankin, describes the experiences of over 1700 GLBT students, faculty, and staff at 14 institutions across the country.

Transgender Issues on College Campuses
Beemyn, Brett, Billy Curtis, Masen Davis, and Nancy Jean Tubbs. In Gender Identity and Sexual Orientation: Research, Policy, and Personal Perspectives. Edited by Ronni L. Sanlo. Jossey-Bass, 2005. 49-60.

 
Identity Development Models: Theories and Intersectionality

Various identity development models available for download from class materials for classes taught at California State University-Sacramento.
 
Latina/o Student Experience

Enrollment of Latino students at new high school
By Colin Fant, OSU Daily Barometer: 2/9/07

Linking Latino Families
By Rachel Riley, University of Missouri, College of Education Newsletter, Published: March 6, 2007

 
Multicultural Organizational Development

Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists - Approved as APA Policy by the Council of Representatives, August, 2002; From the American Psychological Association.

Cultural Competence Continuum: Adapted from Models of Multicultural Organizational Development - "Counseling The Culturally Diverse - Theory and Practice" by Derald and David Sue, Washington Education Research Association , March 13, 2003. By Darcy Lees, John Pope, Roger Barron, Denny Hurtado, Phouang Hamilton, Dr. Andrew Griffin.

 
Nontraditional Student Experience

Association of Nontraditional Students in Higher Education
"ANTSHE is an international partnership of students, academic professionals, institutions, and organizations whose mission is to encourage and coordinate support, education, and advocacy for the adult learner."

Teaching Nontraditional Students
Written by Mary J. Allen from California State University-Bakersfield, this is a thorough discussion of the topic of teaching nontraditional students--from planning to actually teaching the course.

Nontraditional Students
Written and published online by the staff of the Center for Teaching and Learning from the University of North Carolina-Chapel Hill, this chapter from Teaching for Inclusion: Diversity in the Classroom contains suggestions for setting a comfortable tone in class and stories from UNC students about classroom experiences.

They're Not Just Big Kids: Motivating Adult Learners
Comprehensive article about adult learners written by Dr. Karen Jarrett Thoms from St. Cloud State University.

Identifying Hidden Handicaps in the OTA (Older-than-Average) Student
Bernadine Gilpin identifies possible hidden handicaps (e.g., learning disabilities) that might impact older students.

Teaching Adult Students the Way They Learn: The Instructor's Role In Retaining Adult Learners and Increasing Their Chances of Success in College
Al Siebert presented this paper at the National Conference on the Adult Learner 2000 in Atlanta, Georgia. It provides specific suggestions for how to teach adult students beginning with the very first class.
 
On Becoming an Ally in Student Affairs: The Role of Majority Culture Professionals

Privilege and Allyship Pamphlet
Excellent information from Oberlin College.

ALLY
Excellent information from the University of Nebraska-Lincoln.

The ALLY Packet
Excellent information from the Stonewall Center at the University of Massachusetts, Amherst.

The WIU Ally Guide: Being an Advocate for Gay, Lesbian, & Bisexual People
An Informal Booklet for People Who Care about People - By Mark Reed and Leslie Webb - Dept. of College Student Personnel/Office of Affirmative Action
Excellent information focusing on LGBTQ allies.

Diversity Dictionary
Excellent resource from Ohio University.

Whose ally? Thinking critically about anti-oppression ally organizing
by Michelle O'Brien, Winter 2002-2003
Interesting discussion. From the Colours of Resistance website.

What I Wish I Knew: My Own Goals for Anti-Racist Practice
by Catherine Jones
Great set of principles to consider. From the Colours of Resistance website.

White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh
Classic article on the topic of white privilege. This excerpted essay is reprinted from the Winter 1990 issue of Independent School.

Vision, Privilege, and the Limits of Tolerance by Cris Cullinan
Article by Cris Cullinan of the University of Oregon. From the Electronic Magazine of Multicultural Education, Vol. 1, No. 2, September 1999.

Western States Center
"Western States Center's mission is to build a progressive movement for social, economic, racial, gender and environmental justice in the eight Western states of Oregon, Washington, Idaho, Montana, Wyoming, Utah, Nevada and Alaska."

Colours of Resistance (COR)
"Colours of Resistance (COR) is a grassroots network of people who consciously work to develop anti-racist, multiracial politics in the movement against global capitalism. We are committed to helping build an anti-racist, anti-imperialist, multiracial, feminist, queer and trans liberationist, anti-authoritarian movement against global capitalism. We are committed to integrating an anti-oppression framework and analysis into all of our work."

Challenging White Supremacy (CSW) Workshop Home Page
"Challenging White Supremacy (CWS) workshop organizers believe that the most effective way to create fundamental social change in the U.S. is by building mass-based, multiracial grassroots movements led by radical activists of color. We also believe that the major barrier to creating these movements is racism or white supremacy. One way to challenge white supremacy is to do anti-racist training workshops in our own communities. CWS has worked in the broad-based radical, multiracial community of the Bay Area since 1993."
 
Race & Class in Higher Education

Class in the Classroom
Written by Lee Warren, this article appeared in the National Teaching and Learning Forum, September 1998 Vol. 7 No. 5, this article includes a number of curricular and pedagogical suggestions focused on this often-overlooked subject.

Teaching a Diverse Student Body: Characteristics of Personal Identity
From Teaching a Diverse Student Body: Practical Suggestions for Enhancing Our Students' Learning, published online by the Teaching Resource Center at the University of Virginia.

Dollars & Sense - the Magazine of Economic Justice
 
Reexamining Issues of Disability in Higher Education

Academic Accommodations for Students with Disabilities
Specific suggestions for teaching in a manner that is accommodating to all students. Taken from Tools for Teaching by Barbara Gross Davis.

Diversity, Individual Differences, and Students with Disabilities: Optimizing the Learning Environment
Specific suggestions for teaching students with disabilities by Professor Christine Yoshinaga-Itano from the Department of Speech, Language, and Hearing Sciences at the University of Colorado.

Faculty Guidebook
A wealth of information and specific strategies for instructors from the University Of Oregon's Office of Disability Services.

Making Accommodations for Students with Disabilities: A Guide for Faculty and Graduate Student Instructors
Of particular interest in this article written by Crisca Bierwert from the University of Michigan will be pages 8-10 entitled "Teaching Students with Disabilities: What Faculty Can Do." Downloads as a PDF file.

Students with Disabilities
From Teaching a Diverse Student Body: Practical Suggestions for Enhancing our Students' Learning, published online by the Teaching Resource Center at the University of Virginia.
 
Religion and Spirituality in Higher Education

Students with Diverse Religious Beliefs
Written and published online by the staff of the Center for Teaching and Learning from the University of North Carolina-Chapel Hill, this chapter from Teaching for Inclusion: Diversity in the Classroom contains comments from UNC students about classroom experiences, suggested practices, and a list of selected holidays celebrated by different religions.

Teaching a Diverse Student Body: Characteristics of Personal Identity
From Teaching a Diverse Student Body: Practical Suggestions for Enhancing our Students' Learning published online by the Teaching Resource Center at the University of Virginia.

Spirituality in Higher Education: A National Study of College Students' Search for Meaning and Purpose

Spirituality in Adult and Higher Education
ERIC Digest article by Elizabeth J. Tisdell. ED459370

Diversity Initiatives in Higher Education: It's not just "secret Santa" in December: Addressing educational and workplace climate issues linked to Christian privilege
Multicultural Education, Winter 2002, by Christine Clark, Mark Brimhall Vargas, Lewis Schlosser, Craig Alimo

Diversity Initiatives in Higher Education: A case study of multicultural organizational development through the lens of religion, spirituality, faith, and secular inclusion
Multicultural Education, Spring 2003 by Christine Clark

Journal of College and Character
In addition to a wealth of information about values, this site also contains a section on spirituality

Spirituality and Religion in Higher Education Knowledge Community (NASPA)
Information and a discussion board, among other resources

Education and Spirituality Network
Register and gain access to a newsletter and other information
 
Whiteness, Colorblindness & Privilege

White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh
Classic article on the topic of white privilege. This excerpted essay is reprinted from the Winter 1990 issue of Independent School.

Vision, Privilege, and the Limits of Tolerance by Cris Cullinan
Article by Cris Cullinan of the University of Oregon. From the Electronic Magazine of Multicultural Education, Vol. 1, No. 2, September 1999.

Understanding White Privilege by Frances E. Kendall
Article by a leading educator in the area of privilege.

Membership Has Its Privileges by Tim Wise
Article by Tim Wise. From Rethinking Schools Online: An Urban Education Resource, Volume 16 No. 4-Summer 2002.

White Privilege Shapes the U.S. by Robert Jensen
Discussion of privilege by a professor in the Department of Journalism at the University of Texas at Austin. Article first appeared in The Baltimore Sun, July 19, 1998.

More Thoughts on Why the System of White Privilege is Wrong by Robert Jensen
Follow-up essay to "White Privilege Shapes the U.S." From The Capitol Times, Vol. 2 No. 42, Austin, Texas, Published September 16, 1999

Being Colorblind Does Not Offset Innate Advantages of White Privilege by Robert Jensen
A more recent article by Robert Jensen, from the January 8, 2001 edition of The Business Journal of Kansas City.

School Shootings and White Denial by Tim Wise
Discussion of the school shootings at Santee, California. The author is a well-known speaker on issues of diversity and affirmative action. From AlterNet: March 6, 2001.
 
Working with International Students

Diversity and Language: ESL Students in the University Classroom
Anne Bliss, the University Writing Program and ESL Coordinator at the University of Colorado at Boulder, provides many specific suggestions on how to work best with international students in the areas of writing, class participation, assignments and exams, schedules, and setting standards.

International Students
Chapter 8 from Teaching for Inclusion written and published online by the staff of the Center for Teaching and Learning at the University of North Carolina-Chapel Hill. Contains many comments from UNC international students on a variety of topics.

Strategies for Teaching International Students
The Teaching Resource Center at the University of Virginia offers many specific suggestions that will be valuable for all instructors. Downloads as a PDF file.

Teaching International Students Across the Curriculum: Supporting Academic Listening/Speaking
This document was prepared by Soonhyang Kim from The Ohio State University and provides many specific suggestions that will be of use to all instructors.

Writing Needs of International Students
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