MAJOR WORKSHOPS
(Descriptions)

Wednesday, June 2—10:00 a.m.–noon
The University of Miami is one of the most culturally diverse campuses in the United States. It is also located in Miami-Dade County, an area challenged by a myriad of diversity and immigration issues. This session will focus on the inherent diversity challenges the University of Miami faces regarding race, ethnicity, recruitment of faculty, staff and students, and student life. Panel members will share some successful strategies and address questions from the floor.

Dr. Elizabeth Aranda, Assistant Professor of Sociology, University of Miami—Coral Gables, Florida
Dr. Robin Bachin, Associate Professor of History, University of Miami—Coral Gables, Florida
Mr. Steve Clark, Director, Multicultural Student Support Services, University of Miami—Coral Gables, Florida
Mr. Ed Gillis, Director, Admissions, University of Miami—Coral Gables, Florida
Mr. Khaleem Mohammed-Ali, Student, University of Miami—Coral Gables, Florida
Dr. Donald Spivey, Professor of History, University of Miami—Coral Gables, Florida
Dr. Patricia A. Whitely, Vice President, Student Affairs, University of Miami—Coral Gables, Florida (Moderator)

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Wednesday, June 2—2:30–5:30 p.m.
This presentation will examine the Supreme Court's Affirmative Action decisions in the University of Michigan cases, their legal framework, and the current legal landscape for Affirmative Action. It will then address the practical implications of the decisions and their current and future effects on diversity in student admissions and faculty recruitment.

Ms. Ann D. Springer, Associate Counsel, American Association of University Professors—Washington, D.C.

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Wednesday, June 2—2:30–5:30 p.m.
The Building Engagement and Attainment of Minority Students Project (BEAMS) is a joint effort between the National Survey of Student Engagement (NSSE) and the American Association of Higher Education (AAHE) designed to promote institutional effectiveness and document valuable practices already in place at minority serving institutions through the use of NSSE data. Senior administrators from participating colleges and universities will discuss how NSSE data and BEAMS participation have begun to promote a culture of evidence and meaningful institutional change on their campus. Panelists will include two BEAMS project staff members from NSSE and three senior staff members from participating colleges and universities. Audience participation and dialogue will be encouraged.

Dr. Karl J. Beeler, Assistant Vice President, Student Affairs/Enrollment Management, California State University—Los Angeles, California
Mr. Brian K. Bridges, Project Manager, BEAMS, National Survey of Student Engagement (NSSE), Center for Postsecondary Research and Planning, Indiana University—Bloomington, Indiana
Dr. Debra A. Buchanan, Vice Provost, Student Life, Jackson State University—Jackson, Mississippi
Ms. Carla Morelon, Project Associate, National Survey of Student Engagement (NSSE), Center for Postsecondary Research and Planning, Indiana University—Bloomington, Indiana
Dr. Jon M. Young, Associate Vice Chancellor, Enrollment Management, Fayetteville State University—Fayetteville, North Carolina

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Wednesday, June 2—2:30–6:00 p.m.
While many predominantly white institutions are interested in becoming more racially diverse by recruiting and retaining more students of color, few are clear about the institutional changes that are required to make that happen. Too often there is a sense of bringing “them” in to “our” school and expecting “them” to act like “us” rather than creating a school that reflects all of the students. This session is designed to pick up where last year’s workshop—Be Careful What You Ask For—left off. Having identified what elements of the institution’s landscape will have to change to genuinely serve all students, this year we will focus on how to make those changes to occur. The conversation will begin with a very brief overview of last year’s session as a jumping off spot.

Dr. Frances E. Kendall, Consultant in Organizational Change and Communication, Specializing in Issues of Diversity—Albany, California

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Wednesday, June 2—2:30–5:30 p.m.
Recent and retrospective research on the selection of presidents and provosts at American colleges and universities will be presented, along with information on the status of Latinas/os in leadership roles in higher education. The session will present the challenges facing Latinas/os applying for presidencies at two- and four-year institutions, as well as examples of obstacles minorities encounter at selective four-year private liberal arts colleges, and major research/doctoral granting universities.

Dr. Roberto Haro, Professor Emeritus, Ethnic Studies Department, San Francisco State University—San Francisco, California

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Wednesday, June 2—2:30–5:00 p.m.
This session will provide an overview of several Native American communities in New Mexico and their higher education goals. Participants will receive information about the New Mexico Tribal Higher Education Commission which includes how it was formed, membership criteria, by-laws, and the Mission Statement of the Commission. Participants will also gain information regarding a process developed by the Tribal Commission to form partnerships with institutions of higher education in New Mexico and will learn how several Native American communities in New Mexico are developing strategic plans for ensuring higher education opportunities for future generations.

Mr. Francis G. Tafoya, Director, Higher Education Program, Eight Northern Indian Pueblos Council Inc., and Chairman, New Mexico Tribal Higher Education Commission—San Juan Pueblo, New Mexico

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Wednesday, June 2—2:30–5:30 p.m.
This session is about systems of privilege and institutional change. If we want to create an inclusive higher education environment and recruit and retain culturally diverse students, then we must address privileged systems. Currently, institutions operate within privilege, that is, they award unearned advantage to some to the exclusion of others. Of the many privileged systems in society, this session will examine the privileged systems of race/ethnicity, gender, and sexual orientation. Utilizing techniques of autobiographical insight and story-telling, participants will learn to identify privilege, understand how these systems perpetuate and identify specific ways to re-design privilege systems so that all students benefit. Presenters will share personal stories of waking up to privilege and facilitate dialogue, introspection and interaction. This session should particularly benefit those who are involved in policy making at the institutional level, staff involved in student recruitment and/or retention programs, those who design curricula, and those who are interested in designing systems that benefit people from all cultural backgrounds.

Mr. Victor Lee Lewis, Co-Director and Founder, Center for Diversity Leadership—Berkeley, California
Dr. Peggy McIntosh, Associate Director, Center for Research on Women, Wellesley College—Wellesley, Massachusetts
Mr. Hugh Vasquez, Co-Director, Center for Diversity Leadership, and Founder, TODOS Institute—Walnut Creek, California
Ms. Catherine Wong, Director, Department of School Counseling, University of Massachusetts—Boston, Massachusetts

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Thursday, June 3—2:00–5:00 p.m.
This session will focus on (1) strategies to prepare students to make informed career and educational decisions, specific barriers that students of color face that affect those decisions, (2) how colleges and universities can work with secondary educational institutions to ensure that incoming students are prepared to excel in postsecondary education, and (3) methods for postsecondary institutions to make connections between education and labor market demand and prepare their students for future success. The “college for all” focus of high school education and counseling in the past two decades have resulted in drastically increased college attendance rates for all groups. In 1997, more than two-thirds (67%) of all U.S. high school graduates enrolled in post-secondary institutions, a significant increase from just a decade before. In particular, the percentage of minority students who entered college increased from only 16% in 1976 to 28% in 1999. In an era of an increasingly competitive labor market in which intellectual capital reins, all would agree this is a positive development. However, this “college for all” focus in American high schools has often come at the expense of career awareness and vocational education in high school curriculum. This not only affects the students who enter the workforce directly after graduating high school and need to make immediate career decisions, but it also affects college bound students who need to make choices about their courses of study that will influence their future careers. The emphasis on attending post-secondary education in American high schools is positive, but it needs to be supplemented with a rich array of advice and guidance about the purpose of further education. This is particularly important for minority students. In a recent survey conducted by the John J. Heldrich Center for Workforce Development at Rutgers University, African-American students were more likely than white students to say that they received information from their high school on what to major in at college, what schools to apply to, and what classes to take to prepare for college (John J. Heldrich Center for Workforce Development, Taking the Next Step: High School Students, College, and Careers, (October 2003). In addition, postsecondary educational institutions need to continue this process by providing ample opportunities for applied learning to students. Partnerships between industry and education can ensure that the skills students are learning in their courses will prepare them to succeed in the future. For example, employers tell us that more interdisciplinary knowledge will be necessary in the professional jobs of the future. College and university departments can prepare students to succeed in this environment by examining their curricula and expanding the linkages between courses of study.

Ms. Stephanie Duckworth-Elliott, Project Director, John J. Heldrich Center for Workforce Development, Rutgers, The State University of New Jersey—New Brunswick, New Jersey
Ms. Denise Pierson-Balik, Project Manager, John J. Heldrich Center for Workforce Development, Rutgers, The State University of New Jersey—New Brunswick, New Jersey

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Thursday, June 3—2:00–5:00 p.m.
Diversity training is frequently the first concrete action taken as institutions work on their diversity initiatives. Usually the impact of the training doesn’t measure up to the unrealistic expectations that had been set for it, the inevitable backlash arises, and, too often, the institution’s leaders are hesitant to bring up the “d-word” again. At this session we will look at two models that describe effective approaches to creating genuinely hospitable and diverse organizations. By building a change context and a strategic plan into which various kinds of training are placed, institutions are far more likely to achieve lasting organizational change.

Dr. Frances E. Kendall, Consultant in Organizational Change and Communication, Specializing in Issues of Diversity—Albany, California

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Thursday, June 3—2:00–5:00 p.m.
In this highly interactive session, participants will discuss and analyze several short scenarios that illustrate the hidden profits often enjoyed by majority faculty and the extra taxes often imposed on minority faculty. A total of 12 pairs of Disadvantages/Advantages will be examined. The session will reveal how the interlocking pairs, as a system, operate on a daily basis to favor some and disfavor others. Upon returning to their campuses and organizations, participants with given skills will be able to help their students and colleagues grasp more concretely and comprehensively how the system of inequities works, and how more effectively dismantle the system on their own campuses. This session draws from the new book, Faculty Diversity: Problems and Solutions, written by Dr. JoAnn Moody (publication date: January 2004). The session also draws on a book-in-progress on the productivity of majority and minority engineering faculty being prepared by Dr. Judy (J.J.) Jackson.

Dr. Judy (J.J.) Jackson, Associate Provost for Institutional Engagement, New York University—New York, New York
Dr. JoAnn Moody, Diversity Consultant; Director, Northeast Consortium for Faculty Diversity; Advisor, National Compact for Faculty Diversity—Braintree, Massachusetts

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Thursday, June 3—2:00–5:00 p.m.
RACE—The Power of an Illusion is the acclaimed three-part PBS series that questions the very idea of race as biological. But it also asks, if race isn’t biological, what is it? Where did the idea come from? How did it take such a grip over our minds? How does race still matter, shaping life chances and opportunities? This session will screen clips from the series and demonstrate how to use the video/DVD, its companion web site at www.pbs.org/Race, and other resources to help students confront their myths and assumptions. This approach explores how race “lives” not in our bodies but in our institutions that quietly and often invisibly channel resources, power and wealth disproportionately to the “unmarked” race, white people.

Ms. Timothea Howard, Director of Outreach and Organizing, California Newsreel—San Francisco, California

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Thursday, June 3—2:00-6:00 p.m.
This session provides an update on the state of Asian America in the 2lst century. It offers a critical analysis of the relationship between Asian Americans and white Americans, as well as with other Americans of color with whom they share the urban space and the campuses of higher education. The sociology and political economy of Asian America, its global, diasporic, and transnational characteristics, and the shifting stereotypes over time and space (yellow peril, model minority, sleezy fundraisers, dangerous spies) will be dissected. In addition, the session will present an overview of Asian Latinos/as, defined as those Americans of mixed Asian and Latino heritages, as well as Asian re-migrants from Latin America and the Caribbean (especially Cuba, Jamaica, Guyana, as well as Brazil, Peru, Mexico).

Dr. Evelyn Hu-DeHart, Professor of History, and Director, Center for the Study of Race and Ethnicity in America, Brown University—Providence, Rhode Island

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Thursday, June 3—2:00–5:00 p.m.
Each of the presenters listed below brings a different perspective on what deafness is in the context of the American campus. With the advent of the Federal laws of the IDEA and the ADA, campuses have to consider their expansion of Affirmative Action responsibilities, new ways of delivering information, and new methods of addressing larger issues of accessibility and acceptance. This session will address the issues at the nexus of race, class, gender and education within the deaf community and in the context of the cultural identity of deafness. These include our definitions of what constitutes communication, our ways of stereotyping based on hearing status, as well as what bi-culturalism means within American society. What does it mean, for instance, to be a deaf student, professional, or working parent, in a bi-cultural relationship, or a hearing professional, student or working parent with a deaf child, student or colleague in and around the deaf community? What if you are deaf with a minority national origin? We may be vaguely aware of these issues and fail to integrate them in the broader context of learning and working in higher education.

Mr. Lindsay Dunn, Special Assistant to the President, Diversity and Community Relations, Gallaudet University—Washington, D.C.
Dr. E. Lynn Jacobowitz, Associate Professor, Department of American Sign Language and Deaf Studies, Gallaudet University—Washington, D.C.
Ms. Carolyn McCaskill-Henry, Assistant Professor, Department of American Sign Language and Deaf Studies, Gallaudet University—Washington, D.C.
Dr. Janice D. Mitchell, Professor, German and Intercultural/International Education, Gallaudet University—Washington, D.C.
Ms. Thuan Thi Nguyen, Coordinator, Mentoring and Minority Academic Support Programs, Center for Academic Programs and Student Services, Gallaudet University—Washington, D.C.
Mr. K. P. Perkins, Coordinator, Multicultural Student Programs, Student Affairs, Gallaudet University—Washington, D.C.
Mr. Carl A. Pramuk, Dean, Student Affairs, Gallaudet University—Washington, D.C.

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Thursday, June 3—2:00–5:00 p.m.
Effective leadership is critical to successful programs in the education of American Indians and Alaska Natives. The American Indian Leadership Program (AILP) at The Pennsylvania State University prepares American Indians and Alaska Natives to assume educational leadership positions at the local, tribal, state and national levels. The session will focus on leadership development, including strategies to be successful in the Indian and non-Indian worlds.

Dr. John W. Tippeconnic III, (Comanche/Cherokee), Professor and Director, American Indian Leadership Program, Education Policy Studies, Pennsylvania State University—University Park, Pennsylvania

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Thursday, June 3—2:00–5:00 p.m.
This highly interactive session will examine how the mass media influence the way people develop intergroup perceptions. Using video clips and print media examples, as well as drawing on the research from The Children are Watching: How the Media Teach About Diversity, presenter will illustrate and engage participants in discussion about the various ways in which the media present information, organize ideas, disseminate values, create expectations, and model behavior in the areas of diversity. In addition, the presenter will suggest ideas for integrating the media into course work and diversity workshops.

Dr. Carlos E. Cortes, Professor Emeritus, Department of History, University of California—Riverside, California

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Thursday, June 3—2:00–5:00 p.m.
It has been nearly a year (June 23, 2003) since the Supreme Court handed down its historic decision on legal challenges to the University of Michigan’s use of race/ethnicity in its admissions program. In a historic ruling, the Court held that the promotion of diversity on campuses was a compelling government interest and the race could be used as one of many selection criteria for admission. After five years of costly legal proceeding, it was a welcomed decision by UM and the higher education community. In the aftermath of the Court’s ruling, UM and other institutions have had to review and adjust their admissions processes. The purpose of this session is to discuss how Michigan and other institutions have moved beyond the lawsuits and examined not only their admissions policies, but in an effort to address the Court’s mandate, reviewed their financial aid/scholarship policies, as well as other diversity programs and activities. Presenters will discuss admissions and programmatic changes at the University of Michigan and other institutions, share best practices and new initiatives designed to advance campus diversity in staff and faculty areas, curriculum and pedagogy, and programmatic review and assessments. Strategies designed to protect diversity programs from future legal challenges will be discussed. Finally, new campus initiatives such as a diversity summit for executive officers and deans and the proposed establishment of a comprehensive center for institutional diversity will be highlighted. This is a time for opportunities and continued challenges. While higher education and its allies won a major victory in the Supreme Court, there is still much to be done to move past campus diversity beyond the 2003 landmark decision.

Dr. John Matlock, Associate Vice Provost, Academic Affairs and Director, Office of Academic Multicultural Initiatives, University of Michigan—Ann Arbor, Michigan
Dr. Lester Monts, Senior Vice Provost, Academic Affairs and Senior Counselor to the President for Diversity, Undergraduate Affairs and the Arts, University of Michigan—Ann Arbor, Michigan
Ms. Katrina Wade-Golden, Research Coordinator, Office of Academic Multicultural Initiatives, University of Michigan—Ann Arbor, Michigan

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Thursday, June 3—2:00–6:00 p.m.
This advanced session is designed for those people who have been attending NCORE for several years, and may have attended a number of presentations about privilege, and/or who may be responsible for delivering or administering training or teaching on this subject. The presenter will work with participants to identify the specific goals they have in teaching about privilege. Participants will learn how to design appropriate learning activities to meet these goals: (1) how to adapt designs for different audiences, and (2) how to evaluate the effectiveness of programs, exercises and materials they may already be using.

Dr. Cristine Clifford Cullinan, Training and Development Administrator, University of Oregon—Eugene, Oregon

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Friday, June 4—8:30–11:30 a.m.
This panel discussion will address the challenges and prospects for engaging diverse student populations in an evolving Affirmative Action era. This interactive session is designed to help identify strategies for institutions of higher education to define, develop, and achieve diversity goals through policies and programmatic mechanisms. Presenters will ground the discussion within the context of the socio-political movement of Affirmative Action in federal and state policy, as well as the challenges that exist relative to the campus climate and institutional behavior.

Dr. Miguel Ceja, Assistant Professor, Public Policy and Administration, California State University—Sacramento, California
Dr. Judy “JJ” Jackson, Associate Provost for Institutional Engagement, New York University—New York, New York
Ms. Tara L. Parker, Doctoral Student, Higher Education Program, New York University—New York, New York
Dr. Robert T. Teranishi, Assistant Professor, Steinhardt School of Education, New York University—New York, New York

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Friday, June 4—8:30–11:30 a.m.
The Color of Fear (TCOF) is one of the most powerful and widely used videos on race relations in the United States, and it has become an indispensable resource for multicultural educators. It is remarkable in its ability to awaken, inform, disturb and heal. This interdisciplinary session will give participants an opportunity to explore a wide range of approaches to using TCOF as a learning tool in academic, workplace and community settings. This interactive session will emphasize on pedagogy and practice. Presenters will model the use of principles of group learning and problem solving, and provide help for dealing with difficult situations sometimes arising out of the use of this film.

Mr. Victor Lee Lewis, Co-Director and Founder, Center for Diversity Leadership—Berkeley, California
Mr. Hugh Vasquez, Co-Director, Center for Diversity Leadership, and Founder, TODOS Institute—Walnut Creek, California

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Friday, June 4—8:30–11:30 a.m. and continuing 2:30–6:00 p.m.
This daylong session is designed specifically for students who want to bring about change at their institutions. To be successful, you have to know the institution you want to change, the strategies and tactics that will bring about the movements you want, and the particular kinds of power you hold in the organization. During this session we will: (1) examine systemic change theory and strategies, (2) look at what change agents need to know, (3) identify change strategies and tactics that are particularly useful for students, and (4) talk concretely about what has worked (and not worked) at two state institutions.

Ms. Nilda Brooklyn, Graduate Student, University of Oregon—Eugene, Oregon
Ms. Pamela Huang Chao, Professor, Sociology, American River College—Sacramento, California
Dr. Frances E. Kendall, Consultant in Organizational Change and Communication, Specializing in Issues of Diversity—Albany, California
Mr. Pablo Rodriguez, Undergraduate Student, Texas A&M University—College Station, Texas

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Friday, June 4—8:30–11:30 a.m. and continuing 2:30–5:30 p.m.
This interactive daylong session provides an opportunity to explore the terrain of higher education for administrators of color on predominantly white campuses. The session is divided into three sections. The first component will explore the literature’s discussion on the experience of administrators of color in the academy. The second segment will allow participants to share and affirm their personal stories in an effort to develop a narrative of that experience. And, the final component will allow participants to develop a list of “best practices” designed to help them effectively handle the challenges of being administrators of color on predominantly white campuses.

Dr. Sylvia R. Carey, Dean of Honors, Dillard University—New Orleans, Louisiana
Mr. Timothy E. Sams, Assistant Dean of the College and Director, Black Cultural Center, Swarthmore College—Swarthmore, Pennsylvania

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Part I—Spirituality Development: Not Just for Religiously Affiliated Institutions Anymore

Friday, June 4—8:30–11:30 a.m.
There has been an increased student interest in discussing spiritual issues on campus. Often, students come from very diverse ethnic, cultural and spiritual backgrounds. Periodically, higher education professionals are faced with discussing spiritual issues that are extremely difficult to understand, appreciate, or even accept. Research further suggests that spiritual centered coping mechanisms are more commonly used by African American college students compared to other racial and ethnic groups. This session will present the findings of a survey of religious attitudes of students, facilitate discussion on common faiths and religious themes, and suggest practical ways to encourage spiritual development and dialogue with students from diverse backgrounds. Through the sharing of personal and spiritual journeys it is hoped that participants will explore, engage and reflect upon their own personal and professional development. The session is open to all, but it is especially targeted to those who are interested in learning about the role that spirituality plays in the retention, satisfaction and graduation of AHANA (African American, Hispanic American, Asian American, Native American) students.

Part II—Vocational Development: Satisfaction, Fulfillment, Commitment

Friday, June 4—2:30–5:30 p.m.
This session will address vocational discernment. Presenters will explore participants answers to three major questions: What brings you joy (what are you passionate about)? What are you good at? (All of us have talents—how do you and others perceive your strengths?) How will you utilize the gifts and talents that you have been blessed with to become a servant-leader whose mission it is to fashion a better world? Due to the highly interactive and reflective nature of this session, space will be limited to provide attendees an ample opportunity to fully share their stories. The session is open to all, but is especially targeted to those who are interested in evaluating and making life and career choices within a faith perspective.

Dr. Donald Brown, Director, Office of AHANA Student Programs, Boston College—Chestnut Hill, Massachusetts
Mr. Larri Mazon, Director, Multicultural Relations, Fairfield University—Fairfield, Connecticut
Ms. Mable L. Millner, Assistant Dean and Director, Office of Multicultural Education, College of the Holy Cross—Worcester, Massachusetts
Ms. Penni Sweetenburg-Lee, Director, Development and Associate Director, Career Center, California State University—Pomona, California

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Part I—Recruiting and Retaining a Diverse Student Body
Friday, June 4—8:30–11:30 a.m.
This session will explore different strategies to recruit and retain racially diverse students. Successful models will be shared along with assisting participants in creating their own marketing plans. This session will be interactive and promises to engage participants in assessing their institutions uniqueness and challenges in recruiting and retaining racially diverse students.

Part II—Recruiting and Retaining a Racially Diverse Faculty and Staff
Friday, June 4—2:30–5:30 p.m.
This session will assist participants with understanding how to effectively recruit and retain a racially diverse faculty and staff. It will provide information to assist with identifying potential staff through marketing techniques that work. In addition, strategies will be shared on how to cultivate relationships to enhance opportunities for retention of staff. This interactive session will provide participants with an opportunity to engage with one another by sharing their challenges and success stories. An outline that will serve as a blueprint for a successful marketing plan will be created. This is a must session for those who are experiencing ongoing issues in recruiting and retention of racially diverse personal.

Mr. Forrest A. Parker, President and CEO, FAP Consultants & Association, Inc.—Fredericksburg, Virginia

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Friday, June 4—8:30–11:30 a.m.
Events in the world, including the ongoing crisis and efforts for peace in the Middle East, as well as reports of increasing discrimination against Arab Americans and those of Middle Eastern descent in the United States, are played out regularly on college and university campuses. Misunderstandings, stereotypes, new Federal immigration regulations, and diversity initiatives beyond Black and White, all serve to heighten tensions on campuses. This is true for Arab and Jewish Americans, as well as others connected to Middle Eastern conflict, including faculty, administrators, and staff who are working to provide a welcoming environment for all. This session will focus on how to create dialogue sessions on these issues among faculty, staff, students, and other community members. Participants will discuss the complications of working across religious, national and political boundaries to build understanding. Efforts will be made to identify ways to face and work with these complications to create more understanding and increase the likelihood of building respectful relationships.

Ms. Simma Lieberman, President, Simma Lieberman Associates—Albany, California

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PART I—
Friday, June 4—9:00–11:30 a.m.
The first part will focus on the basic information about socio-economic class and class status in the U.S. Through discussions and several exercises, this session will provide a basic understanding of the following: (a) the differences in definitions between socio-economic class and class status, (b) the socio-economic family and household structures in the U.S., (c) the wealth and income distributions in the U.S. and how they have changed over the last 30 years, and (d) how popular culture confuses and distorts information about class and status. Participants will receive guidelines for running similar exercises with groups of students, faculty, administrators and/or other staff.

PART II—
Friday, June 4—2:30–5:00 p.m.
This second part will expand the information from Part I to look at class and class status differences as they are associated with race, ethnicity, gender, education and other factors. Exercises and discussions will focus on demonstrating how our deep programming with regard to these issues provides the basis of both discrimination and exclusion in education, employment, and other public policy issues. The presenter will provide an opportunity to discuss the particular issues and challenges faced by attendees as they attempt to work with these issues on their own campuses. Participants will receive guidelines for running similar exercises with groups of students, faculty, administrators and/or other staff.

Dr. Cristine Clifford Cullinan, Training and Development Administrator, University of Oregon—Eugene, Oregon

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Friday, June 4—2:30–5:30 p.m.
This session explores the nature and elements of creative problem solving, particularly as these elements may be brought to bear in an academic setting, including academic administration. The primary purpose of the session is to bring out some of the most important aspects of creative thinking as it can help academic professionals to address the sorts of problems they frequently confront. Techniques will be applied to sample problems. The presenter will also address factors that interfere with creative thinking and ways this interference may be removed.

Dr. David L. Prentiss, Professor and Academic Philosopher, Rhode Island College and the University of Rhode Island; and the Center for Talented Youth, John Hopkins University; Good Thinking Works—Providence, Rhode Island

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Friday, June 4—2:30–5:30 p.m.
Pacific Islanders on the United States mainland find themselves historically and socially situated in ambivalence in the context of U.S. racial formations and homogenization. The terrain of racialization has long erected boundaries of otherness that are the foundation upon which racial and ethnic inequality have played out in the United States. Yet, U.S. minority communities such as African Americans, Latinos, and Asian Americans, have located space of contestation within the racial hierarchy that has manifested itself in strategic political, cultural, and educational ways. Efforts have consequently led to the cultivation of educational resources for many of the major U.S. racial and ethnic groups, albeit still disproportionate. However, Pacific Islanders seem to display a particular experience based on their marginal and perhaps invisible existence, which raised questions about the educational mobility of Pacific Islander students. With the homogenization of ethnic labels such as Asian American and Hispanic, and in lieu of the essentialism inherent in a nation that romanticizes its immigrant history, Pacific Islander experiences, and hence students are arguably overlooked and misunderstood. In this session, we attempt to shed light on Pacific Islander students in American higher education by discussing some of the prevailing myths and realities about Pacific Islanders, presenting demographic educational data on Pacific Islanders in general, and PI students in particular, in Southern California, and discussing the activities of a newly formed Pacific Islander educator network, the National Pacific Islander Educator Network (NPIEN).

Dr. Michael P. Perez, Assistant Professor, Department of Sociology, California State University—Fullerton, California

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Friday, June 4—2:30–5:30 p.m.
This session will examine what are considered to be the major diversity imperatives operating on college campuses and in society-at-large. Moreover, the presenter will discuss the personal qualities he believes are critical for effective leadership in a multicultural society, and will present a conceptual framework for analyzing diversity-related campus issues. Finally, to assist in using this framework for dealing with diversity-related issues, the presenter will involve participants in the analysis of short but challenging case studies concerning diversity on college campuses.

Dr. Carlos E. Cortes, Professor Emeritus, Department of History, University of California—Riverside, California

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Saturday, June 5—8:30–11:30 a.m.
This session will provide a cultural and historical backdrop to practical mediation skills rooted in the Indigenous lifeways. The presenter will provide a look at the basic Restorative Justice mediation skills, how race relations history has influenced justice practices in the area, as well as how the practical use of Restorative Justice mediation can help to address the problems of race relations.

Dr. Ruth Yellow Hawk, Co-Director, Indigenous Issues Forums—Rapid City, South Dakota

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Saturday, June 5—8:30–11:30 a.m.
Too often those of us working to increase equity and inclusion in higher education are unable to effectively counter the statistical arguments used by those who would defend and maintain its restrictive and racist past. Activist Tim Wise, who has debated conservative commentators on campuses around the U.S., will lead this session to assist participants in finding data to counter these arguments and in understanding how to use these data effectively.

Mr. Tim Wise, Anti-Racism Educator, ZNet Columnist, and the Director of the newly-formed Association for White Anti-Racist Education (AWARE)—Nashville, Tennessee

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Saturday, June 5—8:30–11:30 a.m.
This sessions aims to deepen participants understanding and appreciation of ways in which race and ethnicity have shaped American culture, social thought, social institutions, inter-group relationships, and subsequently diversity. Moreover, the goal of this session is to provide insight and strategies on how to create more awareness at predominantly white institutions by challenging participants to think about the inequities at their own institutions and sharing these inequities in an open forum to stimulate change. In American society, race and ethnicity are unavoidable categorizations that affect all groups, as well as the individuals that comprise those groups. A consequence of these categorizations is the production of privilege, which will also be addressed within the session, especially in discussions on diversity. Compulsory education does not train members of dominant groups to view themselves as oppressors or as unfairly advantaged individuals. Members of dominant groups are taught to see themselves as individuals, whose failures, successes, and moral states depend on individual effort and/or accomplishment and individual moral will. Through compulsory education, religion, the media and the family unit, dominant group members are taught to think of their lives as normative and ideal. So-called minority group members then become “the other” as a result of their disenfranchised abnormalities when contrasted to the dominant group. This session will benefit practitioners who provide direct services to minority groups, those who are involved in policy making in higher education, and those who would like to better understand power, privilege and oppression.

Dr. Darrell Cleveland, Assistant Professor, Holy Family College—Philadelphia, Pennsylvania
Mr. J. W. Wiley, Doctoral Candidate, Philosophy and Cultural Studies, Claremont Graduate University-California; Director, Center for Diversity, Pluralism and Inclusion, State University of New York—Plattsburgh, New York

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Saturday, June 5—8:30–11:30 a.m.
Student Affairs and Academic Affairs professionals and faculty can collaborate on faculty/staff development and on program development to strengthen their institutions' work with diversity. Bloomfield College's Bildner Campus Diversity Initiative centers on intercultural communication, student-centered pedagogy, and connections of the local and global. Staff and faculty study together in semester-long seminars, and a Center for Cultures and Communication serves programs on campus and in the community. The linked programs offer a good model for coordinated and exhilarating work. The session will start by looking at the diverse cultures and professional roles of faculty, as well as of administrators in Student Affairs and Academic Affairs. We will look at how we can collaborate to effectively work with diverse students and with inclusive curricula and co-curricula. Presenters will discuss principles of effective professional development programs and how to design and place it within institutional contexts. Participants will have an opportunity to engage in an exercise which addresses positionality and provides practice in intercultural communication skills. Presenters will consult with participants on creating collaborations at their own institutions to address issues and design diversity strategies.

Ms. Rashmi Jaipal, Assistant Professor, Cross Culture Psychology; and Director, Center for Cultures and Communication, Bloomfield College—Bloomfield, New Jersey
Ms. Martha LaBare, Interim Vice President for Academic Affairs, and Dean of Faculty; Director of the Bloomfield College Bildner Campus Diversity Initiative; Director of the BCDI Professional and Program Development Seminars, Bloomfield College—Bloomfield, New Jersey
Mr. Patrick Lamy, Associate Dean, Student Affairs; and Director, Residence Life, Bloomfield College—Bloomfield, New Jersey

Saturday, June 5—8:30–11:30 a.m.
This participatory session will provide a framework to assist persons in planning, managing and facilitating career advancement in higher education. Over the next 10-15 years higher education will be facing a significant shortage of mid-level and senior-level management professionals on college and university campuses due to retirement and early-out incentives. Key items for discussion will include: career planning, networking, mentoring, campus politics, position search processes, interviewing and strategies for exploring career growth opportunities. Objectives of the session will include: development of a career plan, identification of key strategies for upward mobility, and increased awareness of the career search opportunities.

Mr. Vernon Haley, Vice President, Student Services, Palm Beach Community College—Lake Worth, Florida

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Saturday, June 5—8:30–11:30 a.m. and continuing 2:30–5:30 p.m.
This daylong session—limited to 40 participants on a first-come, first-served basis—will provide an introduction to conflict management and diversity. Using a conflict assessment, participants will self-assess and reframe how they engage, manage, and learn from conflict within and among social and cultural groups in work settings. Presenters will demonstrate how policies and policy making affect conflict in an organizational culture. Through intensive, active case study scenarios, participants will be provided with conflict management models and effective problem-solving strategies that are applicable to their institutional settings. Administrators, faculty development professionals, organizational consultants, faculty, and staff who are interested in learning effective strategies for successfully creating and managing conflict in a diverse work environment will benefit from this session.

Dr. Nancy E. Algert, President, The Center for Change and Conflict Resolution—Bryan, Texas
Dr. Christine A. Stanley, Assistant Dean of Faculties; and Associate Professor, Department of Educational Administration and Human Resource Development, Texas A&M University—College Station, Texas

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Saturday, June 5—2:30–6:00 p.m.
This interactive session will provide participants with strategies and tools designed to improve upon their effectiveness in identifying, recruiting and retaining minority candidates. The session will introduce participants to some of the unique challenges of minority recruiting, and how to address these challenges. Through a group analysis of the best practices of schools that are succeeding with their diversity recruitment efforts, participants will learn how to develop their own cost-effective diversity recruitment strategies. Participants also explore approaches for building senior management support, and how to align their minority staffing efforts with their school’s diversity programs. The presenter will share information on minority organizations’ most effective recruiting resources, and how to develop partnership with those organizations. The session will demonstrate how to use the Internet effectively to recruit minority faculty and staff. Each participant will receive “The Multicultural Advantage College & University Diversity Staffing Resource Guide,” which contains listings of organizations, programs, web sites, books, and other resources that will assist them with their diversity recruitment and retention initiatives.

Ms. Tracey L. Minor, President, The Multicultural Advantage—Philadelphia, Pennsylvania

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Saturday, June 5—2:30–6:00 p.m.
Colleges and universities can no longer afford to hire faculty and staff who are not culturally competent. Each college and university faces different challenges in this area. Participants will work together to identify various dimensions of cultural competence and focus on which of these represent the most critical needs for their particular institutions. Presenters will share practical methods and strategies which include: (1) designing appropriate advertisements, (2) improving paper screening procedures, (3) writing effective interview and reference questions, and (4) designing demonstrations that effectively measure cultural competence. Participants will leave with strategies that can be adapted for use on their own campuses and for the types of cultural competence most needed by their institutions.

Dr. Cristine Clifford Cullinan, Training and Development Administrator, University of Oregon—Eugene, Oregon
Ms. Terry Leary, Diversity and Equity Coordinator, 4J School District—Eugene, Oregon

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