PRE-CONFERENCE INSTITUTES
(Descriptions)

A three part interactive experiential program is designed to cultivate our emotional literacy in relationship to issues of race, ethnicity, privilege and power. We need to know who we are in order to be authentically effective leaders. Today's world is vastly complex and rapidly shrinking. All over the globe issues of race, racism and white privilege are starting to be recognized as critical components within a menu of social justice issues: education, housing, health and women's rights. As women who are striving to be authentic educators, professionals, change agents and leaders we must learn to assess and understand our own assumptions, beliefs and myths. During the institute, we will use a holistic integrative approach for our learning. Through the use of video footage, sharing stories and dialogue we will explore multiple ways of seeing and being engaged in social justice issues through the lens of race. The institute is designed to help us—as women—access, consider and develop both our individual and collective voices. We will explore our abilities to lead, as well as follow, through generative sharing about what it is that helps us grow and claim our personal power. As a result of this institute, women will experience what it means to assess our authenticity and performances while exploring new approaches to communicating, setting strategies and taking action. By building capacities that connect what we have learned in tandem with our inner wisdom and power, we will be more aware of what it means to work towards the creation of new ways of thinking about cultivating our capacities as women in relationship to race, privilege, power and emotional literacy. What does it mean to be alive, creative, vibrant, open and present to paradigms that are often contradictory? A Certificate of Participation will be available for persons with documented attendance at all sessions of the one institute chosen. Admission priority for all institute sessions will be given to those who are pursuing a Certificate of Participation.

Tuesday, May 30—8:30-11:30 a.m.
• Part I—Defining "Self" Through Story
Using video as a catalyst, we will use stories related to race and power that allow us to highlight and connect our personal experiences to our learning. We will discuss our multiple meaning-making processes and their relationship to our emotional literacy. Through this dialogue we will identify our personal strengths, as well as, areas that would benefit from more focused personal attention.

Tuesday, May 30—1:30-5:30 p.m.
• Part II—Creating and Walking in Our New Stories Together (Interpersonal Focus)
In this session we will explore how experiences of race, privilege and power informs our interpersonal relationships. Our exploration will provide educators/professionals an opportunity to co-create new models for communication, collaborations and leadership that are holistic and take into consideration other global dimensions of race, ethnicity, culture and power.

Wednesday, May 31—8:30-11:30 a.m.
• Part III—Making Systemic Difference (Institutional)
In this final session we will braid together the threads of our learning in the previous sessions and extend our understanding of emotional literacy and its impact upon our learning and capacities to address race, privilege and power within institutional arenas.

Shakti Butler, Ph.D., Executive Director, Producer/Director
The Way Home and Light in the Shadows
World Trust Educational Services, Inc.—Oakland, California
shaktib@earthlink.net

Mercedes Martin, Co-Founder, President and CEO, InPartnership Consulting, Inc.—Oakland, California

Building cross-race coalitions for the purpose of institutional change is a confounding and complex process. Too often we spin our wheels planning events and attending meetings rather than doing those things required for building robust coalitions: examining our personal biases, addressing our unearned privileges, and being committed to keeping our eyes on the larger social purpose. Because no institution exists in a vacuum, for an institution to be strong it must be meaningfully connected to its surrounding communities, particularly those that are composed of people of color or poor whites. Without authentic internal coalitions and the processes they catalyze in our schools, the connections to, and the work in, the community is likely to be superficial. In this highly interactive institute, participants will: (1) strengthen their understanding of this complex process, (2) enhance skills necessary to building effective coalitions that result in systemic change, (3) examine the connections between internal coalitions and those with the surrounding community, and (4) practice coalition building around a social justice issue. A Certificate of Participation will be available for persons with documented attendance at all sessions of the one institute chosen. Admission priority for all institute sessions will be given to those who are pursuing a Certificate of Participation.

• Part I—Tuesday, May 30—8:30–11:30 a.m.
• Part II—Tuesday, May 30—1:30–5:30 p.m.
• Part III—Wednesday, May 31—8:30–11:30 a.m.

Pamela Huang Chao, Professor of Sociology, American River College—Sacramento, California
Harry R. Gibbs, M.D., Vice President, Institutional Diversity, University of Texas M.D. Anderson Cancer Center—Houston, Texas
Frances E. Kendall, Ph.D., Consultant on Organizational Change and Communication, Specializing in the Issues of Diversity—Albany, California info@franceskendall.com
Patricia M. Lowrie, Director, Women's Resource Center, Michigan State University—East Lansing, Michigan
Franci L. Taylor, Lecturer/Professor; Faculty, Archaeology—Graduate Level, Indigenous Cultural Resource Management-Undergraduate Level, Native North American Indian Studies, University of Leiden—Netherlands
Hugh Vasquez, Co-Director, Center for Diversity Leadership, and Founder, TODOS Institute—Walnut Creek, California
Tim Wise, Anti-Racism Educator, ZNet Columnist, and Director, Association for White Anti-Racist Education (AWARE)—Nashville, Tennessee
Catherine Wong, Founder and Director, Catherine Wong & Associates—Quincy, Massachusetts

This day and half-long institute is designed to explore the issues of socio-economic class status and how they overlap and intertwine with issues of color, ethnicity and the social construction of race. Participants will participate in several exercises to explore these issues and will discuss how to use them back on their own campuses. They will also receive copies of the exercise designs, as well as a bibliography of references and resources. A Certificate of Participation will be available for persons with documented attendance at all sessions of the one institute chosen. Admission priority for all institute sessions will be given to those who are pursuing a Certificate of Participation.

Tuesday, May 30—8:30-11:30 a.m.
• Part I—This session will focus on the basic information about socio-economic class and class status in the United States. Participants will engage in discussions and several exercises designed to provide a basis of understanding of the following: (1) the differences in definitions between socio-economic class and class status, (2) the socio-economic family and household structures in the U.S., (3) the wealth and income distributions in the U.S. and how they have changed over the last 30 years, and (3) how popular culture confuses and distorts information about class and status. Participants will also receive guidelines for running similar exercises with groups of students, faculty, administrators and/or other staff.

Tuesday, May 30—1:30-5:30 p.m.
• Part II—This session will expand on the information from PART I to explore 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 for both discrimination and exclusion in education, employment and other public policy issues. This session will also include guidelines and demonstrations related to setting up dialogue programs for faculty, administrators, other staff and students about issues related to class and race on campus. Once again, participants will also receive guidelines for running similar exercises with groups of students, faculty, administrators and/or other staff.

Wednesday, May 31—8:30-11:30 a.m.
• Part III—This session will showcase methods for teaching students to teach other students about issues of class, race, ethnicity, gender and related differences. Dr. Albro and several of her students, will demonstrate several exercises that can be adapted for use on any campus. In addition, time will be set aside to discuss the particular issues and challenges faced by participants as they attempt to work with these issues on their own campuses.

Donna Harshaw Albro, J.D., Assistant Dean of Intercultural Studies, and Director, Peer Education and Human Relations, Hobart and William Smith Colleges—Geneva, New York
Cristine Clifford Cullinan, Ph.D., Training and Development Administrator, University of Oregon—Eugene, Oregon crisc@hr.uoregon.edu
Fleurette King, Fleurette King Consulting & Training—Atlanta, Georgia

This day and half-long institute will provide a venue where we can have an effective discussion among a broad cross-section of the LGBT communities of color and their allies who are mostly on predominantly white institution campuses. When race and ethnicity overlap and are central parts of our LGBT identities, how do we manage the personal, academic, and professional demands and expectations? The institute provides an opportunity for a critical mass of LGBT people of color to have within-group discussions and cross-group discussions to explore and share common concerns, strategize, and gain understanding of each others' circumstances and gain allies. This institute will explore a range of issues in regard to campus and community life issues, mentoring, academic approaches to these issues and inclusion within ethnic studies and multicultural curricula, student and human relations services, and the contexts of religious affiliations both institutionally and on campus. The institute will be for faculty, staff, and students from the LGBT community and its active allies who will explore with each other the issues, tensions and successes around the intersections of racial identity and sexual orientation/gender identity on campus: (1) how do LGBT people of color strategize to get sexual orientation and gender identity issues included within the ethnic communities' agendas, as well as trust or make sure that LGBT organizations are inclusive of people of color; (2) what are the appropriate roles of white LGBT allies in these dynamics on campus; and (3) how do we speak about these issues openly and honestly with each other? Issues of personal presentation, representation and "authenticity" will be shared and discussed as we encourage support and mutual strategizing during the current national climate that has placed LGBT relationships at the center of several state and national debates. A Certificate of Participation will be available for persons with documented attendance at all sessions of the one institute chosen. Admission priority for all institute sessions will be given to those who are pursuing a Certificate of Participation.

Tuesday, May 30—8:30-11:30 a.m.
• Part I—This session will be predominantly presentation with some introductory interactive exercises for all participants to do some self-assessment and exploration of current knowledge and understanding. We will work through definitions and major issues on campuses in order for the presenters to co-create with participants some of the agenda and focus for the remaining time.

Tuesday, May 30—1:30-5:30 p.m.
• Part II—This session will follow with a series of dialogues, fish-bowl exercises, and small-group processing with break-outs into interest and identity groups along both race and sexuality to explore concepts and issues more deeply and interactively. By the end of this session, each participant should have identified specific goals and needs.

Wednesday, May 31—8:30-11:30 a.m.
• Part III—This last segment will be devoted to tools, resources, strategies, and organizing principles to continue this work as allies across our varied identities on our various campuses. Presenters will model various approaches and engage the participants in role-plays. Participants will develop action plans based on the goals and needs identified earlier. From this session the presenters will hope to draft a report for the LGBT caucus at NCORE.

The Institute Presenters:

Billy Curtis, Director, Gender Equity Resource Center, University of California—Berkeley, California
Alice Y. Hom, Director, Intercultural Community Center, Occidental College—Los Angeles, California
Aida Martinez, Director, The Multi-Ethnic Student Program, University of Minnesota—Morris, Minnesota
A.T. Miller, Ph.D., Coordinator, Multicultural Teaching and Learning, University of Michigan—Ann Arbor, Michigan atmiller@mail.umich.edu
Kimi Mojica, Director, Diversity Education and Support, University of Oregon—Eugene, Oregon
Agustin Orozco, Assistant Director, Office of Academic Support and Instructional Services (OASIS), University of California-San Diego—La Jolla, California
Frederick Smith, Assistant Director, Cross Cultural Centers, California State University—Los Angeles, California

While undergraduate women outnumber men across all racial/ethnic groups, the gender gap is most pronounced among African Americans. More alarmingly, over two-thirds of all African American men who start college never complete their bachelor's degrees. In fact, African American male undergraduates are retained least often among both sexes and all racial/ethnic groups in higher education. In comparison to their same-race female counterparts and men from other racial/ethnic backgrounds, African American male student engagement is woefully low, which results in academic mediocrity and stifled educational outcomes.
A three-part institute focuses on reversing the plight of the African American male collegian in three areas: (1) access and enrollments, (2) engagement and achievement, and (3) graduation rates and persistence beyond the baccalaureate degree level. Each part of the institute will present and discuss, trends and issues—both nationally and from the institute participants respective campuses; complex problems will be placed in explanatory sociocultural frameworks; and practical recommendations for effective interventions and collaborative partnerships will be offered. A Certificate of Participation will be available for persons with documented attendance at all sessions of the one institute chosen. Admission priority for all institute sessions will be given to those who are pursuing a Certificate of Participation.

Tuesday, May 30—8:30-11:30 a.m.
• Part I—Beyond Disparities and Underrepresentation: Expanding Access and Outreach to Increase African American Male Enrollments
This session will examine gender gaps in enrollments and the low college matriculation rates of African American men. Data from the National Center for Education Statistics will be presented, and institute participants will be invited to describe the effects of these disparities on their respective campuses. These issues will be placed in an explanatory sociocultural framework. Practical recommendations for creating a college-going culture among African American male youth and increasing the number of African American men at the undergraduate level will be offered.

Tuesday, May 30—1:30-5:30 p.m.
• Part II—Beyond Sleepwalkers: Creating Environments Conducive to Purposeful Engagement and High-Performance Among African American Male Undergraduates
Multiple data sources will be used in this session to illustrate the degrees to which African American male undergraduates are disengaged, both inside and outside of the classroom. Also, the participants will be invited to describe engagement trends among African American men on their campuses. These issues will be placed in an explanatory sociocultural framework, and the effects of disengagement on achievement and developmental outcomes will be considered. The session also will offer practical recommendations for increasing participation in activities and organizations, campus leadership positions, enriching educational experiences, and will share transferable lessons learned from high-achieving African American male student leaders.

Wednesday, May 31—8:30-11:30 a.m.
• Part III—Beyond Casualties and Survivors: Enacting a Multi-Pronged Approach to Retaining, Graduating, and Increasing African American Male Representation in the Latter Stages of the Postsecondary Educational Pipeline
This session will present data regarding African American male retention and graduation rates. The origins of attrition and educational discontinuation at the bachelor's degree level will be placed in an explanatory sociocultural framework. Attention will be devoted to strengthening persistence through and beyond baccalaureate degree attainment. Specifically, innovative approaches to increasing African American male graduation rates and subsequent enrollments in graduate and professional schools will be offered.

Shaun R. Harper, Ph.D., Assistant Professor and Research Associate, Center for the Study of Higher Education, The Pennsylvania State University—University Park, Pennsylvania srh16@psu.edu

A three-part institute will focus on determining and addressing the challenges faced in the classroom, in campus interactions, preparation of American students for culturally-competent abroad study, and in making and administering policy when examining the complexity of race and ethnicity in a global context. The institute will hold interest for any American and international faculty, administrators, and professional staff in higher education, interested students, and high school teachers in attendance. A Certificate of Participation will be available for persons with documented attendance at all sessions of the one institute chosen. Admission priority for all institute sessions will be given to those who are pursuing a Certificate of Participation.

Tuesday, May 30—8:30-11:30 a.m.
• Part I—Addressing the Real Issues
An interactive session where the realities of addressing international issues of race and ethnicity on our campuses will be discussed as they play out in higher education's striving to reach true multiculturalism through strategic planning for diversity. Through some presentation and discussion, the issues we face related to national origin, language, economics, religion, disability, and, generally the crossing of borders, will lead to an exercise using the settings and challenges as identified by institute participants. In small working groups, participants may focus on the issues raised on their own campuses and identify how those complexities manifest themselves at home. Groups will share their information with all participants with feedback from the panel.

Tuesday, May 30—1:30-5:30 p.m.
• Part II—Different Foci and Different Strategies: Classrooms and Policies
Presenters will share and demonstrate written and visual classroom strategies that can help to address global issues of race and ethnicity in the classroom and will facilitate the sharing of other approaches to problems and solutions as identified by institute participants in the field. Since all presenters are faculty and/or administrators, they will lead a discussion of the policy challenges in working with issues of global race and ethnicity.

Wednesday, May 31—8:30-11:30 a.m.
• Part III—Different Foci and Different Strategies: International Students, Scholars, and Study Abroad Programs
All of the presenters have played roles on their campuses in hosting international students and scholars. Discussions at this session will be on the legal issues (e.g., immigration, visas, green card issuance et. al.) and other issues related to create a truly welcoming and educationally enriching environment. The session also will highlight on how issues of race and ethnicity are often overlooked in preparing students for cultural competence in the target country of their study abroad programs. At the closing of the session, participants will have an opportunity for interactive group work in designing of such a study abroad a program that supports global cultural competence.

Lindsay Dunn, Assistant to the President for Advocacy, Gallaudet University—Washington, D.C.
Carolyn Hodges, Ph.D., Associate Dean, Academic Personnel, The University of Tennessee—Knoxville, Tennessee
John Long, Ed.D., Professor Emeritus, University of Chicago; President, Long and Associates, International and Educational Consultants; U.S. Coordinators, Berlin Study Visit Program—Chicago, Illinois
Janice D. M. Mitchell, Ed.D., Chair, Department of Foreign Languages, Literatures and Cultures; Professor of German Studies and Intercultural/International Education, Gallaudet University—Washington, D.C. Janice.Mitchell@gallaudet.edu
Kamakshi P. Murti, Ph.D., Chair and Professor, German Department, Middlebury College—Middlebury, Vermont
Tina L. Singleton, Coordinator, Disability Studies, John F. Kennedy Jr. Institute for Worker Education, Office of Academic Affairs, City University of New York—New York, New York

A three-part institute will provide an opportunity to learn how to turn your own campus into an intercultural campus—and use the same skills to envision a new democracy. It is based on the lessons learned from the first successful U.S. effort to construct an intercultural university campus. The goals of this institute are to teach attendees: (1) how to improve racial and ethnic relations on their campuses, and (2) how to prepare their graduates to be successful citizens in a diverse global society. The institute will conclude with a brief discussion of how story-based, intercultural approaches to education can one day become a precursor to a new democracy that is diverse and participatory—across difference. A Certificate of Participation will be available for persons with documented attendance at all sessions of the one institute chosen. Admission priority for all institute sessions will be given to those who are pursuing a Certificate of Participation.

Tuesday, May 30—8:30-11:30 a.m.
• Part I—Intercultural Storytelling
Skills building and interactive in nature, this segment will lead participants through intercultural storytelling exercises, a tool building component which they can tailor for their own campuses, and a discussion about why intercultural success will require first having vibrant multicultural programs.

Tuesday, May 30—1:30-5:30 p.m.
• Part II—Organizational Change
This session will consist of an "action research workshop" where participants will learn how to make their college or university campus intercultural. Participants will work in small groups (through guided exercises) to develop institutional change strategies tailored to each person's institution, explore how to construct teams that implement the change, learn how to attract external grants to fund the transformation, discuss how to reach people who are not open to diversity, and learn the benefits of a "before and after" (pre/post) assessment of campus racial attitudes.

Wednesday, May 31—8:30-11:30 a.m.
• Part III—Complementarity
This last segment of the institute will begin with a discussion of the greatest strengths and weaknesses in current approaches to diversity. Theoretical in focus, the aim is to "strategically re-position diversity work" so that it becomes a springboard to prepare graduates for success as citizens and leaders in a diverse global society. In theoretical terms, participants will learn how an "intercultural" approach is "less binary and essentializing" and more likely to lead members of a campus community from enclave behavior to cross-cultural collaboration. The rationale is that if students can learn to share and work with each other across difference when they are in college, they will be that much more likely to be successful in dealings with diverse citizens in a global society later in life. When one's own personal development becomes dependent upon helping others also to grow, the learner enacts a developmental process called "complementarity." It is complementarity that offers to be a positive response to the free market capitalist philosophy that dominates the U.S. today and translates into patterns of individual excellence, competition, arrogance and conflict.

Laila Aaen, Ph.D., Chair, Human Development Distance Learning Department, Pacific Oaks College—Pasadena, California
ReGena Booze, Ph.D., Professor, Department of Human Development, Pacific Oaks College—Pasadena, California
Cindy Cruz, Ph.D., Professor, Department of Human Development, Pacific Oaks College—Pasadena, California
Greg Tanaka, Ph.D., Professor, Human Development, Pacific Oaks College—Pasadena, California Gtanaka2@aol.com

"Inclusive leadership" understands that strong, responsive organizations encourage the participation of everyone in its community by recognizing the value of multiple perspectives, successfully tapping into the skills and talents present, and striving to create socially just environments. There have been significant gains during the past two decades by women and people of color in attaining executive leadership positions in higher education. Disproportionately men continue to occupy the majority of president and cabinet level positions at colleges and universities in the United States, while women continue to constitute more than half of the students in post-secondary education. The Higher Education Almanac reported that nationally women comprised 56.3% of all students in post-secondary education at all levels and earned 46.3% of doctoral degrees in 2002, yet in Fall 2001 just more than 38.4% of all full-time faculty, and only 21.1% of presidents were women. (The Chronicle of Higher Education, http://chronicle.com, Section: The 2004-5 Almanac, Vol. 52, Issue 1). Campus Women LEAD is a new affiliate of the AAC&U Office of Diversity, Equity, and Global Initiative dedicated to honoring, strengthening, and mobilizing the leadership of women in support of inclusive excellence and the New Academy. Through development of a model for inclusive transformational leadership, Campus Women LEAD seeks to create an academy in which women of many communities work together in multicultural alliances, and women in all positions of the academy are empowered to lead. A Certificate of Participation will be available for persons with documented attendance at all sessions of the one institute chosen. Admission priority for all institute sessions will be given to those who are pursuing a Certificate of Participation.

Tuesday, May 30—8:30-11:30 a.m. and continuing 1:30-5:30 p.m.
• Inclusive Leadership Development for Women
This daylong session is designed to nurture mid-career women, emerging women leaders and men actively supporting the development of women leaders by providing an opportunity to engage with others on the topic of inclusive leadership and how to meet the dynamic needs of faculty, staff, other stakeholders and ultimately the students. Participants will: gain a broader perspective by which to understand their campus environment, learn how to use the institutional mission to expand the agenda, identify personal learning edges and how to use them as guideposts, and gain a greater understanding about multicultural alliance building.

Patricia M. Lowrie, Director, Women's Resource Center, Michigan State University—East Lansing, Michigan
Anny Morrobel-Sosa, Ph.D., Dean, Allen E. Paulson College of Science and Technology, Georgia Southern University—Statesboro, Georgia
Caryn McTighe Musil, Ph.D., Vice President, Office of Diversity, Equity, and Global Initiatives; and Director, Program on the Status & Education of Women, Association of American Colleges & Universities—Washington, D.C.
Sharon J. Washington, Ph.D., Special Assistant to the President for Diversity Initiatives, Bennett College for Women—Greensboro, North Carolina

Wednesday, May 31—8:30-11:30 a.m.
• Navigating Your Career in Higher Education
This session provides the tools and strategies necessary to successfully navigate the job search process and guide your long-term career planning. Learn how to create a compelling cover letter and CV, select references, position yourself to emerge from the interview stage as the leading candidate, successfully negotiate a win-win package, and then smoothly transition into your next position. In addition, you will better understand the role of search consultants and how to secure them as your allies.

Nancy Archer-Martin, Practice Leader, Education and Not for Profit Institutions, J. Roberts Scott, a Fidelity Investment Company—Boston, Massachusetts
Josefina Castillo Baltodano, Executive Vice President for Strategic Planning and Advancement, Alliant International University—San Francisco, California
Sharon J. Washington, Ph.D., Special Assistant to the President for Diversity Initiatives, Bennett College for Women—Greensboro, North Carolina Swashing2@aol.com

A three-part, highly interactive institute, will address the representation and experiences of Latina/o students in k-12, college and graduate education. The institute will briefly examine the critical issues influencing the attrition of Latina/os in k-12 and community college. Further emphasis will be placed on the Latina/o college experience such as what is the role of culture, family, and community for undergraduates? Specific data on Latina/o undergraduate challenges, coping, and retention strategies will be presented. The steps to creating a Ph.D. pool will also be identified for university administrators and students. The second part of the institute will focus on Latina/os doctoral experiences at PWIs. The influence of family, gender, social expectations, university/departmental environment, and mentorship will be highlighted. Specific data by doctoral students and their means of navigating the system will be presented. Recommendations for deans, faculty, university administrators, and students will assist programs to create a more inclusive and culturally sensitive environment for successful recruitment, retention, student satisfaction, and graduation. The goal of the institute is to increase awareness, knowledge, and skills of educators and students about the Latina/o experience in education. Combining knowledge with skills will assist higher education institutions and its constituents to create a more inclusive environment for Latina/os at all levels of the education system. The institute is designed for students and student professional leaders. A Certificate of Participation will be available for persons with documented attendance at all sessions. Admission priority for all institute sessions will be given to those who are pursuing a Certificate of Participation.

Tuesday, May 30—8:30-11:30 a.m.
• Part I—Latina/os' Representation in Education K-16 and K-12 issues, Transfers, and Latina/o Undergraduates at PWIs: Recruitment, Retention, and Creating a Pipeline for the Ph.D.
This highly interactive session is an examination of first and second generation Latina/o student experiences from a psychological, social, and cultural perspective. First, the k-12 system will be examined in relation to services, resources, and cultural inclusiveness. How are families being integrated into the education system? How does the curriculum represent Latina/o culture and its history? How does youth's role of cultural interpreters and translators translate into child/parent relationships? Following, the role of community colleges will be reviewed. In particular, undergraduate students' experiences will be discussed. Examining both qualitative and quantitative data, Latina/o college students' motivation, social expectations, social support, and cultural values and practices will be discussed. Family values and expectations, ethnic identity, cultural incongruence, and the role of community will also be addressed. Social support systems and specific coping and retention strategies for graduation and successful doctoral application as well will be highlighted. Last, a practical blueprint which increases Latina/o representation at the graduate level will be presented with student examples and testimonies.

Tuesday, May 30—1:30-5:30 p.m.
• Part II—Doctoral Experiences, Unique Challenges, and Coping Family, Community, Campus/Departmental Climate and Faculty
This session will discuss the Latina/o doctoral experiences at PWIs. The role of age, gender, Latinidad, and family are addressed in the context of completing a degree while preserving one's well-being. Common themes and emergent patterns throughout student narrative data will be discussed. For example, unique challenges and doctoral students' coping techniques (e.g., creating an educational family, cultural resurges, joining Latina/o graduate clubs, and finding a supportive mentor) will be highlighted. Deans, faculty, recruiters, and students are encouraged to think of a recruitment and retention scenario (in the relation to Latina/o students) that they wish to address in a group setting.

Wednesday, May 31—8:30-11:30 a.m.
• Part III—Solutions and Recommendations—AN ACTION PLAN FOR SUCCESS
The last part of this institute will highlight Latina/o doctoral students' recommendations for departments, deans, faculty, and their peers. Through group discussion, participants will be provided with various scenarios and means which most sensitively and successfully address Latina/o-specific student cases. Following, each participant will be asked to identify what they plan to implement in their departments as they return to their campuses. A group listserve will be developed to maintain contact with other practitioners in the session and resources will be provided for future readings.

Jeanett Castellanos, Ph.D., Director, Social Sciences Academic Resource Center (SSARC); and Lecturer, University of California—Irvine, California castellj@uci.edu
Alberta M. Gloria, Ph.D., Professor, Department of Counseling Psychology, University of Wisconsin—Madison, Wisconsin

A three-part institute will explore the integral relationship between racial justice, racial privilege, and the ways that disputes are mediated in higher education. The use of mediation on college and university campuses is touted as an effective means for resolving disputes, reducing tensions, and improving communication. Despite some demonstrated success in these areas, recent research shows that mediation also routinely reproduces racial privilege both structurally within the institution and interpersonally between disputing parties. In Part I, we will undertake a critical examination of the mainstream approach to mediation on campuses. Part II will investigate a new approach to mediation that accounts for racial privilege. Part III will discuss several different models that can be implemented on campuses. Participants will have the opportunity to interact with the mediation trainers who have developed this approach, as well as with administrators from two campuses who have effectively applied it in different ways. A Certificate of Participation will be available for persons with documented attendance at all sessions. Admission priority for all institute sessions will be given to those who are pursuing a Certificate of Participation.

Tuesday, May 30—8:30-11:30 a.m.
• Part I—The Mediation of Conflicts on Campus: How Racial Privilege is Re-enacted Through Resolution
Mediation in the U.S. is seen as a neutral process designed to assist parties in resolving their disputes in mutually agreeable terms. However, research shows that the typical approach that focuses on neutrality can undermine the outcome for participants of color. This routinely results in mediated agreements that privilege white and Anglophone participants. In Part I, participants will have an opportunity to view actual mediation sessions on video for a racial privilege analysis. It will provide a critique of typical mediation practice by presenting useful theoretical frameworks grounded in the fields of Postcolonial Studies, Critical Race Studies, Multicultural Education, and Conflict Resolution.

Tuesday, May 30—1:30-5:30 p.m.
• Part II—A Racial Justice Approach to Mediation
After having considered challenges racism raises for campus conflict resolvers, an introduction to a racial justice approach to mediation will be offered. We will introduce specific frameworks and strategies that have proven to be successful in helping disputing parties reach mutually agreeable solutions while simultaneously attending to racial privilege and inequalities.

Wednesday, May 31—8:30-11:30 a.m.
• Part III—Developing a Social Justice Conflict Intervention Program on Your Campus
Building upon the work completed in Parts I and II, participants will have an opportunity to hear from administrators at two colleges who have applied this approach to mediation on their campuses for five years. They will discuss the challenges they faced and opportunities that emerged from the development of their unique models. Participants will receive materials to use in the needs assessment and planning phases, and we will discuss typical barriers and useful resources that can lead to programmatic success. In addition, for those who may not choose to develop an entire program, we will explore options for utilizing the theories and techniques of this approach to conflict intervention in more informal ways.

Yeworkwha Belachew, Ombudsperson, Oberlin College—Oberlin, Ohio
Leslie M. Davidson, Director, Admissions/Alumni Relations and Dean of Students, Simon's Rock College of Bard—Great Barrington, Massachusetts
Deepika Marya, Ph.D., Assistant Professor, English Department, University of Southern Maine—Portland, Maine
Leah Wing, Ph.D., Lecturer, Department of Legal Studies, University of Massachusetts—Amherst, Massachusetts

A three-part institute will provide range of learning opportunities: essential facts about the history and trends of Middle Eastern populations in the U.S., exposure to first-hand accounts of how culture and identity shape immigrants and their children, and the challenges brought by new, often negative visibility and "Islamophobia" in America. Join us for a timely and provocative exploration into the often vexing and stereotyped issues of Middle East culture, identity and politics, and how they play out in American society and on U.S. campuses. Discuss the impact of racial profiling and persistent 9/11 backlash on affected communities, race relations and on today's political discourse. Learn about how Middle East politics impact academic freedom on U.S. campuses from the dual perspectives of a student activist and a faculty member, and consider ways to break down barriers to open debate. Finally, get acquainted with the latest films, web sites, publications, teaching materials, student networks and other resources on Arab, Islamic and Middle East issues. A Certificate of Participation will be available for persons with documented attendance at all sessions. Admission priority for all institute sessions will be given to those who are pursuing a Certificate of Participation.

Tuesday, May 30—8:30-11:30 a.m.
• Part I—History, Demographics and U.S. Diversity of Immigrants From Arab and Muslim East
This session deals with the experience of oldest and largest subgroup Arab Americans and their century of history as an American ethnic community. Newer population groups from the non-Arab countries of the Middle East will be the topic of the Part II. Data on student age groups, educational achievement and trends will be provided, as well as a review of U.S. race classification issues facing these population groups.

Tuesday, May 30—1:30-5:30 p.m.
• Part II—Arab/Islamic Cultural Foundations and Identity
This session will feature an opening "cultural experience" of a live demonstration of traditional Arabic music, followed by two sub parts: (1) a multi media presentation on Arab/Islamic culture and identity issues in American society, focusing on interactions between immigrant generations and between Arab/Muslim youth and the outside world; and examining the context of world events involving the U.S. and Middle East; and (2) the direct and indirect impact of post-9/11 backlash and discrimination on the Arab, Muslim and South Asian communities in America and a review of racial profiling policies and their consequences since 9/11. An open dialogue on these issues will follow this segment.

Wednesday, May 31—8:30-11:30 a.m.
• Part III—Campus Culture and the Politics of 9/11
This session will examine the complex issues of academic freedom, Middle East politics, Orientalism and other challenges to the exposure of U.S. campuses in regard to Middle East issues—presented from the perspective of both an Arab/Muslim American student leader and a faculty expert in Arab American/Middle East Studies. During this segment, feedback will be sought from attendees on their experiences and suggestions exchanged for breaking down the barriers to communication within campus communities.

Ziad M. Abu-Rish, Graduate Student, Center for Contemporary Arab Studies, Georgetown University—Washington, D.C.
Fadwa El Guindi, Ph.D., Professor of Anthropology, University of Southern California—Los Angeles, California
Rosina Hassoun, Ph.D., Professor, Center for Integrative Studies in Arts and Humanities, Michigan State University—East Lansing, Michigan
Helen Hatab Samhan, Executive Director, Arab American Institute Foundation―Washington, D.C.

A three-part institute is designed for directors, coordinators and professionals staff of Offices of Minority Affairs/Multicultural services. A Certificate of Participation will be available for persons with documented attendance at all sessions. Admission priority for all institute sessions will be given to those who are pursuing a Certificate of Participation.

Tuesday, May 30—8:30-11:30 a.m.
• Part I—The Multicultural Affairs Office
Multicultural Affairs Offices play a very important role in the recruitment and retention of minority students at predominantly white institutions. These offices often find themselves responsible for many functions in the education and socialization of the students they serve, regardless if they have the proper resources to be effective in carrying out these functions. Some of these functions include retention, recruitment, diversity education, and program development. The session is designed to offer practical solutions for Multicultural Affairs offices to become an integral part of the campus community and helping them survive the sometimes unrealistic expectations that have been placed on them. Discussion will focus on effective ways to weave these offices into the fabric of the institution and assist them with becoming a sound administrative and student friendly offices that make a positive difference in the lives of the students and communities they are designed to serve. Time will also be allotted for discussion on how the legal landscape in higher education will impact these offices. Anyone interested in strengthening Multicultural Affairs offices will benefit from this session.

Tuesday, May 30—1:30-5:30 p.m.
• Part II—Retention! Retention! Retention! Creating Retention Programs of Substance and Style
One of the major themes in the retention research discusses how vital it is for students to build multiple and complex connections to the institutions they attend. This session will provide information on innovative ways for minority students to become better connected with the institution in order to have a positive impact on their success. Discussion will include information on the components of a successful retention program, critical characteristics affecting the success of these programs, and replicating these programs on various campuses. This session will greatly benefit those who are involved in the practical application of minority student retention programs.

Wednesday, May 31—8:30-11:30 a.m.
• Part III—Developing the Framework for an Effective Diversity Education Program
Demographic changes, the current legal landscape, institutional policies, practices and traditions and other entities have an impact on how an institution manages diversity. One of the ways to make inroads into this area is by developing a comprehensive diversity education program. This session will provide the basic foundation for creating a successful diversity education program for the campus community. Discussion will be centered around funding the program, how to negotiate support and buy-in for the program and ways to make it an integral part of the campus learning environment. Individuals who have an interest in developing diversity education programs will greatly benefit from this session.

Kevin R. Carreathers, Assistant to the Vice President of Academic Affairs for Institutional Diversity
Director, Office of Institutional Diversity, Salisbury University—Salisbury, Maryland KRCARREATHERS@salisbury.edu

Understanding Difference: Increasing the awareness, understanding and acceptance of these historical student organizations, will enhance the quality of student life at your respective institutions
A three-part institute is designed to explore issues facing university officials at predominantly white institutions on advising multicultural fraternities and sororities. This institute will involve significant interaction between the facilitator(s) and session attendees and designed to result in growth and enhanced awareness through introspection, interaction, and experiential learning on issues regarding Multicultural Greek Letter organizations. This program has been presented at Inter-fraternity Institute, Black Greek Leadership Conference and many other major conferences. The program will stimulate dialogue on issues like the intake process, inter-Greek relations, programming, risk management and communication between advisors, university officials and the organizations themselves. The goal of this institute is to look into how all advisors working with NPHC groups on white campuses are challenged because of lack of knowledge or the willingness to create a change. Issues are talked about year after year at conferences but not addressed because on unrealistic expectations or goals. A Certificate of Participation will be available for persons with documented attendance at all sessions. Admission priority for all institute sessions will be given to those who are pursuing a Certificate of Participation.

Tuesday, May 30—8:30-11:30 a.m.
• Part I—Historical Issues and Perspectives; The More Things Change, the More Things Stay the Same
This session will explore the history of multicultural Greek letter organizations and how this history impacts the future of these groups.

Tuesday, May 30—1:30-5:30 p.m.
• Part II—Building A Strong Greek Community; A Change is Coming
This session will explore the many issues facing multicultural groups, issues like membership intake, expansion, hazing, risk management and even cultural programming will be discussed.

Wednesday, May 31—8:30-11:30 a.m.
• Part III—Developing An Action Plan; Changing for the Future
This session will explore the responsibility of advisors and staff that work with Greek letter organizations. We will discuss how accountability and sharing of ideas can identify effective strategies to advise and implement best practices.

Arthur Gregg, Director, Multicultural Center, University of Texas—Richardson, Texas
Juan Izaguirre, Director, Multicultural Affairs Program, University of Kansas—Lawrence, Kansas
Jennifer M. Jones, Director, Department of Multicultural Affairs, Southern Methodist University—Dallas, Texas
Robert N. Page Jr., Director, Office of Multicultural Affairs, University of Kansas—Lawrence, Kansas rpage@ku.edu
Melissa Shivers, Director, Multiculutral Program and Service, Gantt Intercultural Center, Clemson University—Clemson, South Carolina

A day and half-long advanced institute is designed for change agents, leaders and strategists in the diversity movement field who needs to increase their training and systems change skills. This includes diversity trainers, diversity council members, administrators, organizational strategists and other professionals who are responsible for developing and implementing diversity plans. The institute is action oriented, instructional, thought provoking and problem focused. It includes two theoretical models "The Eclipse Diversity Change Process Model" and the "Partners to Improve Multi-cultural Effectiveness" (PRIME) model derived from more than twenty years of consulting in education, government, human service, health and mental health care and business fields. This institute moves beyond awareness to creating leaders that can provide work climates designed to deliver powerful diversity plans and processes. The two models were developed by the presenters to impact on leadership behavior that promotes understanding of the systemic aspects of change. One model will focus on participants' transformation into multi-cultural change agents. The other model includes an organizational developmental process and a plan for change. The institute will illustrate what consultants should focus on with leadership, and how to develop relevant strategies for evaluating program effectiveness. Integrating diverse groups into traditional organizations is much more than providing fragmented consciousness-raising workshops. Using a synergistic, developmental framework both models explain complex relationships between various groups from different social classes, and racial/ethnic backgrounds, as well as, forecast the nature of intergroup conflicts and major turning points in the transformation process once diversity work starts. The interactive part of this institute will include the participants' candid examples and discussion of their organization's dynamics and training needs. Both of the referenced models will be used to help participants in planning a course of action to lead their organization in understanding change, incorporate diversity values and transform the organization and its members to meet the workforce vision of the future. A Certificate of Participation will be available for persons with documented attendance at all sessions of the one institute chosen. Admission priority will be given to those who are pursuing a Certificate of participation.

Laurene Finley, Ph.D., Consultant and Project Director, PRIME Institute, School of Medicine, Department of Psychiatry, Behavioral Health Education, Drexel University—Philadelphia, Pennsylvania
Portia Hunt, Ph.D., Professor, Counseling Psychology, Psychological Studies in Education, Temple University—Philadelphia, Pennsylvania
Anita Pernell-Arnold, Chair and Training Director, PRIME Institute, School of Medicine, Department of Psychiatry, Behavioral Health Education-Philadelphia, Pennsylvania; and Professor, Program for Experienced Learners (PEL), Eckerd College—St. Petersburg, Florida

A three-part institute is designed to provide participants with savvy program assessment/evaluation insights, strategies and skills required for knowledge development, continuous improvement, and accountability compliance. Assessment works when we responsively work it for the greater good of those our initiatives exist to serve. What claims are you making about the impact of your services or products? How credible and compelling are those claims to your key stakeholders and how do you know? Savvy educators and service providers proactively embrace assessment and evaluation as a rich self-diagnostic resource for critical and creative reflection, empowered self-improvement and strategic image management. Cultivate your capacity to tell your own evidence-grounded story in ways that are credible and compelling to your key stakeholders. A Certificate of Participation will be available for persons with documented attendance at all Institute sessions. Admission priority will be given to those who are pursuing a Certificate of Participation.

Tuesday, May 30—8:30-11:30 a.m.
• Part I—Make Assessment Work for Excellence: Spotlighting Critical Concepts and The Role of Self as Instrument
This session lays the informational groundwork for demystifying the program assessment process and for clarifying its intimate connections to effective program development and continuous improvement. It aims to sharpen and deepen program administrators' and staff understandings of the value of seizing the initiative and systematically using assessment/evaluation tools as a participant-centered, self-diagnostic resource for (1) proactive critical reflection on outcome promises, program effectiveness, and performance gaps; (2) a continuous cycle of empowered program improvement; and (3) strategic image management, i.e., effectively framing the meaning and appropriate interpretation of program data. In addition to an overview of tools, techniques and strategies, participants will be introduced to a pivotal resource for excellence in evaluations (and for communications generally)—"interpersonal validity." This critical, yet sorely underdeveloped, form of validity involves the mindful, diversity-conscious uses of SELF as responsive instrument—as knower, inquirer and engager of others vis a vis one's judgment-making through assessment and evaluation.

Tuesday, May 30—1:30-5:30 p.m.
• Part II—Working It!: Maximizing the Value and Utility of Assessment/Evaluation Practices for Excellence and Equity
This session explores the program development and evaluation logic model and provides participants with a set of probing questions and guidelines for conducting effective program assessment. This information is designed to assist them in focusing on key elements needed for moving beyond simplistic program description toward critically and creatively reflective program assessment. This module will help participants deepen their knowledge of "interpersonal validity" as a critical complement to the more conventional methodological validity considerations—notably, the soundness and trustworthiness of understandings warranted by the uses of assessment/evaluation tools, techniques and strategies. Each participant will start compiling their own Self As Instrument Portfolio. This session will help to create a bridge to assessment practice and will give participants a head start in thinking about their work in the assessment practicum that constitutes the final session of this institute.

Wednesday, May 31—8:30-11:30 a.m.
• Part III—Assessment Works!: Moving From Insight to Action for Social Justice
This session is designed as an intensive interactive, skills-building working session for persons who have completed the first two institute sessions or for those who have a solid working knowledge of program assessment/evaluation. No time will be spent on basic concepts. Stimulated by probing assessment-savvy questions and worksheets, participants will work in groups to apply participant-centered concepts and models. Levels of specificity for working groups will depend on the mix of programs represented. Building upon insights from their Self As Instrument Portfolio, participants will start exploring "interpersonal validity" issues and their implications for the group evaluation projects. Participants will be encouraged to map out the shape and pacing of their programs' developmental trajectories, and the practicum will end with a "what will I do—or do differently—on Monday" group brainstorming exercise and a focus on how to incorporate assessment smoothly and effectively into the service delivery process.

Hazel Symonette, Ph.D., Senior Policy and Program Development Specialist, University of Wisconsin System Office of Academic Development and Diversity and Offices of Dean of Students, University of Wisconsin—Madison, Wisconsin

This daylong highly interactive institute—limited to 50 persons registered on a first-come, first-served basis—will employ discussion scenarios. A variety of cognitive errors and shortcuts typically contaminate academic searches and other evaluation processes. While these shortcuts and errors, usually made unwittingly by committee members, can harm any job candidate, they almost always result in the shortchanging of women and under-represented minorities. The first part of this institute will focus on 15 typical errors and shortcuts (such as raising the bar, elitism, longing to the clone) as well on six dysfunctions of an organization or committee that will intensify the frequency and severity of the errors (such as rushing and overloading a committee; no ground rules; no coaching and practice). Part Two of the institute will illustrate a dozen proven strategies for helping search and other committees not only to recognize and then rise above the contaminants but also remedy the organizational dysfunctions. A Certificate of Participation will be available for persons with documented attendance at all sessions of the one institute chosen. Admission priority will be given to those who are pursuing a Certificate of participation.

Tuesday, May 30—8:30-11:30 a.m.
• Part I—Typical Cognitive Errors Unwittingly Made by Individuals

Tuesday, May 30—1:30-5:30 p.m.
• Part II—How to Rise Above Cognitive Errors & Remedy Organizational Dysfunctions

JoAnn Moody, Ph.D., J.D., National Diversity Consultant and Director, the Northeast Consortium for Faculty Diversity—Jamaica Plain, Massachusetts joann.moody@earthlink.net
Judy ("JJ") Jackson, Ed.D., Dean of the College, Vassar College—Poughkeepsie, New York

This day and half-long institute—limited to 35 persons registered on a first-come, first-served basis—will introduces participants to an innovative new curriculum for teaching about race and racism though storytelling and the arts. This project was developed by a creative team of faculty, artists, public school teachers and college students under the auspices of the Third Millennium Foundation and the International Center for Tolerance Education in New York City. Participants will have an opportunity to learn about our storytelling model and curriculum, and to experience some of the arts-based activities we have created to teach about race and racism. The story types that frame the curriculum are: stock stories, concealed stories, resistance stories, and counter-stories. The institute will present an overview of the model and engage participants in activities to illustrate each story type. Presenters will also share information about their summer institute for New York City teachers and discuss how the model can be applied in college and university settings by faculty, student affairs' personnel, diversity trainers and student leaders. The target audience for this institute includes people interested in anti-racism curriculum, staff development models, integrating the arts into teaching about race and racism, and new pedagogical, practice-based approaches to social justice education. A Certificate of Participation will be available for persons with documented attendance at all sessions of the one institute chosen. Admission priority will be given to those who are pursuing a Certificate of participation.

Lee Anne Bell, Ph.D., Professor and Director, Education Program; Principle Investigator: The Storytelling Project, Barnard College, Columbia University—New York, New York
Roger Bonair-Agard, Teaching Artist, Storytelling Project Creative Team—New York, New York
Zoe Duskin, Teacher, Storytelling Project Creative Team—Washington D.C.
Kayhan Irani, Teaching Artist, Storytelling Project Creative Team—New York, New York
Rosemarie A. Roberts, Ph.D., Project Director: The Storytelling Project, Barnard College, Columbia University—New York, New York

This day and half-long institute guides small group(s) of participants through a "Dialogue on Race Relations" and conclude with specialized facilitator training based upon an innovative model developed by Hope in the Cities and adopted by the Dayton, Ohio Dialogue on Race Relations (DDRR) and Wright State University. Beginning with an actual dialogue session, individual groups will be guided by trained facilitators who will provide instruction in the basic tenets of the model. This model differs from traditional "dialogues" in which it begins with participants sharing information about family history, encounters with racial conflict, and current attitudes about race in their respective communities and concludes with participants developing specific strategies and realistic, attainable, and measurable action plans. This institute is targeted to community or institutional leaders who address issues of racial conflict within their constituencies, the faculty who manages multiracial student bodies, as well as those who are interested in racial reconciliation. A Certificate of Participation will be available for persons with documented attendance at all sessions of the one institute chosen. Admission priority will be given to those who are pursuing a Certificate of participation.

Paul Carlson, Ph.D., Associate Dean, School of Medicine, Wright State University—Dayton, Ohio
Kim Goldenberg, M.D., President, Wright State University—Dayton, Ohio
Martin Gooden, Ph.D., Assistant Professor, Department of Psychology, Wright State University—Dayton, Ohio
Jacqueline McMillan, Executive Assistant to President/Board of Trustees, Wright State University—Dayton, Ohio

This day and half-long institute is designed for Deans, Department Chairs and Academic Program Directors, as well as for those who have institutional responsibility for affecting change in their institutions around issues of diversity and social justice. MAXIMUM BENEFIT WILL BE DERIVED FOR PARTICIPANTS WHO CAN ATTEND THIS INSTITUTE AS PART OF AN INSTITUTIONAL TEAM, (CONSISTING OF FACULTY, STAFF, STUDENTS AND A SENIOR CAMPUS ADMINISTRATOR), IF AT ALL POSSIBLE. The institute will introduce participants to the concept of Multi Cultural Organizational Development as a framework for envisioning, directing and sustaining long-term systemic multicultural change efforts. Participants will become familiar with the stages of multicultural organization development, and learn how to implement a multicultural organizational change process. Several campuses that have used the MCOD model to guide the formation of their change initiatives will be available to share their experiences and lessons learned from implementing an MCOD process at their institutions. Specifically, campus representatives will describe the strategies that they have employed in their quest to become their vision of a multicultural campus. Throughout the institute, experiential activities, as well as large and small group discussions, will provide participants with opportunities to apply theory to practice and to develop a plan of action for implementation in their institutions. A Certificate of Participation will be available for persons with documented attendance at all sessions of the one institute chosen. Admission priority will be given to those who are pursuing a Certificate of participation.

Bailey Jackson, Ed.D., former Dean and current Faculty, Social Justice Education Program, School of Education, University of Massachusetts—Amherst, Massachusetts
Linda S. Marchesani, Ed.D., Manager, Workplace Learning and Development and adjunct Faculty, Social Justice Education Program, School of Education, University of Massachusetts—Amherst, Massachusetts

A three-part institute is for those who want to create an environment where students and educators begin to see and challenge the system that puts white, middle-class students at an advantage and begin to forge connections that bridge race, class and other axes of difference as they create rich learning communities. As educators, we have a responsibility to ourselves and our students to seek understanding on how we have been socialized to maintain whiteness—and then do something about it. Those of us who are working to create equitable, democratic classrooms in which all our students can flourish may be unconsciously reproducing whiteness in those classrooms. Whiteness is often unmarked and serves as an invisible norm. This institute would demonstrate how to make visible and transform whiteness in the classroom through the Understanding Whiteness/Unraveling Racism (UW/UR) model. The UW/UR model is a comprehensive six-session training that combines experiential techniques and a workbook format, using readings, group and individual exercises, and journaling. Institute objective includes: (1) provide a framework that encourages openness and honesty for participants to explore their questions and feelings about race and diversity issues, (2) bring participants to a new consciousness around white identity and white privilege so that they can begin exploring the barriers that keep separation and racism in place, (3) develop confidence and competence in facilitating the UW/UR model. Experience and practice the activities used in the model. The emphasis will be on successfully facilitating students' self-reflection on their life experiences so that these revelations lead to an understanding of broader social issues, and (4) provide tools to enable participants to sustain a commitment to antiracism work both as personal growth and within the educational institution and to implement the action plans made as part of the institute session. A Certificate of Participation will be available for persons with documented attendance at all sessions of the one institute chosen. Admission priority will be given to those who are pursuing a Certificate of participation.

Tuesday, May 30—8:30-11:30 a.m.
• Part I—Making Whiteness Visible: Internalized Whiteness and Whiteness in the Classroom
This session begins with the formation of participant Learning Support Groups, which will meet several times during the institute, and allow for more personal baseline sharing and application of concepts. Initial theory presentations contextualize the institute within transformative learning concepts, calling for social change in the classroom based on consciousness around invisible whiteness. Presenters will lead with a sharing of their own experiences addressing social positioning, classrooms set up, behaviors, incentives, and activities. Institute participants will experience activities from Understanding Whiteness/Unraveling Racism to offer both a hands-on exploration of important concepts around how whiteness manifests and privileges and useful pedagogical and training tools.

Tuesday, May 30—1:30-5:30 p.m.
• Part II—Emotional Barriers to Interracial Communication and Antiracist Action: Breaking Old Patterns, Establishing New Practices
This session examines fear, anger, and guilt as barriers to interracial interactions and to speaking out about racism and white privilege. Dealing with emotions in the classroom is a necessary and delicate component of making whiteness visible, which can at times alienate white students or injure students of color. Learning stations will allow for more experiences with classroom activities, as well as facilitate necessary dialogue between white teachers and teachers of color. Learning Support Groups reconvene to process the experiences and monitor learners' progress on their own goals.

Wednesday, May 31—8:30-11:30 a.m.
• Part III—Integrating Heart and Head: Implementing the Understanding Whiteness/Unraveling Racism Model in Educational Institutions
Designed as a true training of trainers model, this session allows participants to work with the components presented thus far, and others available in the Understanding Whiteness/Unraveling Racism resource. Small groups will choose their desired area of work/practice, discuss its implementation, and deliver it in the session. Facilitators will debrief, offering additional pedagogical input as needed. Learning Support Groups will meet to assess personal learning goals and action commitments.

Judy Helfand, Instructor, American Cultures, Santa Rosa Junior College; Director, IMPACT Training, Lippin & Associates—Kenwood, California
Laurie B. Lippin, Ph.D., Adjunct Faculty, Human and Community Development, University of California-Davis; Founder/Director, Lippin & Associates—Rohnert Park, California

This day and half-long institute explores the core emotional disciplines essential to building authentic communities in a diverse society. Emotional Intelligence requires that we develop the capacity for understanding and mastering our emotions (self-mastery) and for understanding the emotions of those with whom we live, learn and work (empathy). This capacity for mastering the disciplines of authenticity, or emotional intelligence (EI), determines our personal patterns of interactions and the quality of our relationships and, therefore, of our successes as individuals, institutions and as a society. The objectives of this institute are to teach the processes and emotional disciplines of authenticity: (1) identify the sources and types of fear and mistrust inherent in "multicultural" organizations, (2) analyze the psychosocial dynamics of fear and mistrust at the personal, interpersonal and systemic levels, (3) identify the personal, organizational/institutional cost of fear and mistrust, (4) recognize the type of behaviors that create and reinforce fear and mistrust, (5) identify the core emotional disciplines essential to fostering emotionally intelligent individuals, organizations, institutions and society, and (6) learn the processes of self-mastery essential to emotional intelligence. A Certificate of Participation will be available for persons with documented attendance at all sessions of the one institute chosen. Admission priority will be given to those who are pursuing a Certificate of participation.

Denys S. Blell, President, Beyond Diversity Consulting—Tampa, Florida

This institute is designed to address critical student issues and concerns. The overall intent is to have the students complete the institute with an enhanced sense of self, campus community and world at large, explore leadership development, as well as cross-cultural communications, and to build and find a passion to become an activist. A Certificate of Participation will be available for persons with documented attendance at all sessions of the one institute chosen. Admission priority will be given to those who are pursuing a Certificate of participation.

Tuesday, May 30—8:30-11:30 a.m.
How To Play With Difficult People

A program about enhancing individual and community relationships. This skill-based program provides a powerful model of moving beyond self-defense with kindness, clarity and courage. The program is based on a model of interaction called Original Play. Original Play teaches participants how to turn conflict into kindness, clarity and safety. This skill-based program provides participants with the tools required to effectively work in environments that are often challenging and sometimes difficult.
This program will help students to: (1) maximize their potential by leaving more time and resources for academics, service and leadership instead of wasting resources in self-defense; (2) improve relationships within the campus community; (3) provide skills that students can take with them to future careers and family life; and (4) respond to difficult people and challenging relationships in ways that promote personal and community safety. In short, this program will helps student leaders to thrive, not merely survive.

Daniel Caron, Consultant and Play Specialist, Original Play, LLC—Wheeling, West Virginia

Tuesday, May 30—1:30-5:30 p.m.
Multicultural Leadership Toolbox: Moving With Purpose, Utilizing Skills and Achieving Results
This highly interactive session uses Multicultural Affairs and Student Support professionals to provide student leaders with a "Multicultural Leadership Tool Box," which is comprised of the elements needed to effectively lead Multicultural Student Organizations. The presenter will help student leaders address the following: (1) how to develop an agenda, (2) to create a constitution, (3) organize and run meetings, (4) develop archives, (5) develop programs/events, (6) overcome apathy, (7) build consensus, (8) build coalitions, (9) wage campaigns, (10) develop campus image, and (11) create educational programs. With the help of Multicultural Affairs and Student Support professionals, students will come to better understand campus culture, "power players," and how to forge effective relationships. Student Leaders will leave the session with a wealth of information, greater insight and a plan of action, as well as a network of support. Professionals will learn how to develop their student leaders, and how to be more effective professionals, mentors and allies.

Timothy E. Sams, Assistant Dean and Director of The Black Cultural Center, Swarthmore College—Swarthmore, Pennsylvania

Wednesday, May 31—8:30-11:30 a.m.
Who Wants to Be a ... (dot, dot, dot)?—A Multimedia Interactive Diversity and Social Justice Game Show
This session introduces concepts of diversity, oppression, and social justice in a multimedia, interactive and enesrgetic game show format. This thought provoking and entertaining game show was created by undergraduate students working at the Intercultural Community Center at Occidental College to present as an Orientation program for first-year and transfer students. Specifically, the game show addresses tokenism—as it pertains to race, ethnicity, gender, class, sexual orientation, and ability—and links it to a larger understanding of the cycle of oppression. Namely, how individual stereotyping and tokenism are tied to prejudice, discrimination, and institutional oppression. A truncated version of the game will be modeled and played with the facilitators and institute participants. Presenters will discuss how to introduce and conduct the game, and how to debrief, discuss, and process the experience with the participants who can bring this model program to use at their campuses.

Kristin Beaudouin, Program Assistant, Intercultural Community Center, Occidental College—Los Angeles, California
Thomas Boatwright, Program Assistant, Intercultural Community Center, Occidental College—Los Angeles, California
Alice Y. Hom, Director, Intercultural Community Center, Occidental College—Los Angeles, California
Eric Hubbard, Co-Creator of the Game Show, Former Program Assistant, Intercultural Community Center, Occidental College—Los Angeles, California
Laura Knuttunen, Program Assistant, Intercultural Community Center, Occidental College—Los Angeles, California
Mika Ito, Co-Creator of the Game Show, Former Program Assistant, Intercultural Community Center, Occidental College—Los Angeles, California
Tuan Ngo, Program Assistant, Intercultural Community Center, Occidental College—Los Angeles, California
Tamara Shogaolu-James, Program Assistant, Intercultural Community Center, Occidental College—Los Angeles, California
Tope Sosanya, Program Assistant, Intercultural Community Center, Occidental College—Los Angeles, California

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