9:00–10:15 a.m.
Recruiting First Generation College Students Using a National Media Campaign: Lessons Learned From KnowHow2Go
This session will describe a national and regional campaign designed to increase the "college knowledge" of potential first generation college students.  The initiative includes a media and ground campaign focusing on the steps students need to take to prepare for and attend college.  The discussion will cover the lessons learned from implementing a community-based campaign using KnowHow2Go TampaBay as a case study.  This session should particularly benefit those who are interested in community-based programs that encourage and support the college aspirations of first generation students.

Catherine J. Batsche, Ph.D., Associate Dean, Louis de la Parte Florida Mental Health Institute, University of South Florida—Tampa, Florida   
Andrew Gallo, Communications Specialist, KH2Go, Louis de la Parte Florida Mental Health Institute, University of South Florida—Tampa, Florida   
Anh-Kay Pizano, Coordinator, KH2Go Program, Louis de la Parte Florida Mental Health Institute, University of South Florida—Tampa, Florida

9:00–10:15 a.m.
Diversity Peer Education Teams: Transforming Others, Transforming Ourselves
This session will discuss a team-taught course in which students studied diversity and developed diversity Peer Education Teams (DPETs).  Near the end of the course they applied what they learned by conducting diversity workshops on campus and in the community.  Taught by the Director of the Black Cultural Center and the Director of Service-Learning/Associate Professor of General Studies, the class demonstrated the value of collaboration to promote diversity and inclusion.  Participants will practice activities used in the class and the DPET workshops, and will receive a packet of course activities and a bibliography of resources on diversity and peer education.  This session should particularly benefit those who are interested in promoting understanding and action among different groups on campus and in the community, and who would like to know more about the effectiveness of peer education.  It should also benefit educators committed to student empowerment and practitioners who want to learn how to create a Diversity Peer Education Team.

Tashia Bradley, Director, Black Cultural Center, Berea College—Berea, Kentucky   
Meta Mendel-Reyes, Ph.D., Director of Service—Learning  and the Center for Excellence in Learning Through Service (CELTS), and Associate Professor, General Studies, Berea College—Berea, Kentucky

9:00–10:15 a.m.
Racial “Illiteracies” on Campus
This session will present a case study of one incident of racial intolerance at a small liberal arts university, focusing on the institution’s response.  Three aims are central to this session: (1) to explore the origins of such incidents, (2) to consider a range of interventions and responses, and (3) to articulate multiple accountabilities.  Participants will be invited to briefly identify incidents that have occurred on their own campuses.  This session should benefit students, staff, faculty, and administrators whose campuses have experienced incidents of racial bigotry, particularly attendees whose formal duties include framing campus responses.  Anyone interested in Tim Wise’s session, “Power is the Problem: White Students, Black Face, and the Failure of Mainstream Multiculturalism” will find this session relevant.

Colleen S. Bell, Ph.D., Professor, Conflict Studies and Women’s Studies, Hamline University—Saint Paul, Minnesota  
Veena Deo, Ph.D., Professor, Department of English, Hamline University—Saint Paul, Minnesota  
Gordon Nakagawa, Ph.D., Director of Diversity Integration, Hamline University—Saint Paul, Minnesota  
Natalie Self, Undergraduate Student, English Major, Hamline University—Saint Paul, Minnesota   
Carlos D. Sneed, Assistant Dean and Director of Multicultural and International Student Affairs, Hamline University—Saint Paul, Minnesota

9:00 a.m.–noon
Lessons in Our Leadership: Helping Black Women Navigate Professional Success
Over the years progress has been made toward increasing the number of Black female leaders in the field of Student Affairs and higher education. These advancements have come at a tremendous sacrifice, as Black female leaders struggle with balancing their professional ambitions with personal fulfillment.  This interactive training will explore how Black female leaders navigate work environments at predominantly and/or historically white institutions where career advancement and professional success are often impeded by stereotypical misconceptions. The goal of this presentation is to share theoretical and experiential knowledge with graduate, entry-level, and mid-level professionals to assist them as they navigate the world of Student Affairs and higher education.  This session should particularly benefit Black women who are interested in learning how to enhance their leadership careers.  This session will also be beneficial to those who mentor and support Black female leaders.  We recommend this session for graduate students, professionals of all levels, and encourage senior-level professionals to attend and share their experiences.

Christina Davis, Assistant Director, Residential Life, Temple University—Philadelphia, Pennsylvania  
Stacey A. Miller, Director, Department of Residential Life, University of Vermont—Burlington, Vermont   
Daphne Wells, Residence Coordinator, Department of Residential Life, Florida State University—Tallahassee, Florida

9:00 a.m.–noon      
Dialogue:Racism: Enhancing Anti-Racism Work in This Era of Backlash
This session will provide training for facilitators of dialogue in anti-racism work. The training is based on the Dialogue:Racism program that has been tested over 17 years.  Participants will learn how to develop inter-ethnic co-facilitator teams, develop trusting and supportive relationships, and conduct dialogue sessions that focus on healing by listening and being heard.  These exercises will enable participants to begin to heal from their racial conditioning in a safe environment, so they in turn can conduct such exercises. Facilitators and participants of healing racism workshops have grown up in a society where racism is endemic. This upbringing infects everyone in the society with varying degrees of racial conditioning.  Yet facilitators of healing racism workshops often ignore the extent to which they themselves have been adversely affected.  If facilitators are to help others heal the wounds of racial conditioning, they must first heal themselves.  The healing process that is fundamental to Dialogue:Racism will be explored through dialogue exercises.
The events in Jena, Louisiana demonstrates how racism distorts thinking, causes distrust and polarization.  The national response to remarks made by radio personality Don Imus gave the nation a chance to address the deeply divisive public discourse on "race" in this country.  Racism, along with the mistrust that goes with it, is like a dead weight; facilitators need to unburden themselves of this racial conditioning so they can stand upright and help heal the ethnic divide in this country.  This session should particularly benefit those who are in a position to start a healing racism program in their own institutions, especially by putting on Dialogue:Racism workshops.  CEUs will be available for people with documented attendance at the session.

Tricia McFarlin, English Faculty, Houston Saint Agnes Academy—Houston, Texas
Cherry Steinwender, Co-Executive Director, Center for the Healing of Racism—Houston, Texas

9:00 a.m.–noon
“You Mean, There’s Race in My Movie?” A Critical Analysis of Race in Mainstream Movies
 Prepare yourself, this is the report that Hollywood doesn't want you to see.  This session will discuss and analyze how Hollywood consistently marginalizes minority characters and consistently glamorizes white characters.  Learn how to identify six primary character patterns of minority and white characters, and explore the reasons behind the creation and perpetuation of these patterns.  This session should particularly benefit those who are interested in understanding both covert and overt discriminatory patterns in the mainstream media. It will also benefit educators and community activists concerned with de-constructing public imagery as well as general movie fans.  We will guarantee after this presentation, you'll never see movies the same way again!

Frederick Gooding, Founder, CEO, The Minority Reporter—Glenside, Pennsylvania 
Khalid Patterson, Director, Media Services, The Minority Reporter—Glenside, Pennsylvania

9:00 a.m.–noon      
The SMILE Program: A University-School-Community Partnership Model That Supports the Higher Education Aspirations, Academic Success and Educational Attainment of Underrepresented Students
This session will discuss a twenty-year program focused on increasing the number of historically underrepresented minority and other educationally underserved high school students who are interested  in pursuing careers in science, mathematics, engineering, health professions and teaching.  The Science & Math Investigative Learning Experiences (SMILE) program functions as a pipeline for students in grades four through twelve.  Support for college readiness is provided through weekly after-school clubs facilitated by advisers who are also classroom teachers.  SMILE faculties, along with science and math faculties, at Oregon State University offer professional development workshops three times a year to support both math and science learning.  Annually, SMILE students participate in a college-connection event designed to involve them in college-level academic experiences. College students serve as mentors and role models during these events.  The SMILE model has been implemented in three states—Oregon, Rhode Island, and Indiana.  This session should particularly benefit those involved in university-school-community partnerships, practitioners who provide direct service in K-12 outreach and those who are in interested in the academic success of underrepresented students.

Eda Davis-Lowe, Director, The SMILE Program, Oregon State University—Corvallis, Oregon

9:00 a.m.–noon
Higher Education’s Commitment to White Student Racial Identity Development: A Model for Practice and Pedagogy
This session will assist participants understand how college students develop racial identity with an emphasis on the use of models and theories available to white students. This interactive presentation will showcase the White Student Racial Identity Development Model (Arviso, 2007) and how it can be used by higher education administrators and faculty to help students see, critique, understand and identify White supremacy as it relates to historical and contemporary issues in the United States.  The model provides pragmatic ways to help students develop racial identity while reducing the emotional and psychological cost of students of color interacting in multiracial environments on college campuses.  This session should particularly benefit those who are interested in understanding issues of student racial identity development on college campuses; issues of Whiteness and White dominance in higher education as well as administrators and/or faculty who are committed to assisting White students develop positive racial identities and individuals interested in helping all students understand the history of White dominance and how it is intimately connected to people's everyday experiences. 

Joél Arvizo, Partnership Manager, Youth Education & Success, University of Utah Office of the President; University Neighborhood Partners—Salt Lake City, Utah

10:00–11:30 a.m.
The Racially Ambiguous Student: Interrupting Notions of Identity Politics
This session examines the impact of a growing population—that of multiracial students.  Multiracial students are one of the fastest growing populations on college campuses. It is estimated that by 2020 the number of postsecondary students who are multiracial will be similar to the number of students who identified as “Asian” in 2000.  Multiracial college students face many challenges relating to identity, academic work and social interaction.  Because educational issues in curriculum development have been geared to serve monoracial populations, the experiences of multiracial students are often not addressed.  This population embodies a conundrum for college campuses as they call into question the inclusivity and politics of communities of color on college campuses. How does the concept of multiraciality interrupt notions of racial identity?  How will educational institutions address the policy ramifications and the unique needs of multiracial students?  This session should particularly benefit those who are interested in the intersection of racial identity and academic identity and success, as well as practitioners who serve a diverse student body, students interested in issues of the self-identity, and those interested in discussing the implications of race in a sociopolitical and educational context.

Aurora Chang-Ross, Graduate Research Assistant/Project Director, Division of Diversity and Community Engagement, University of Texas—Austin, Texas

10:00–11:30 a.m.   
Planning That Leads Institutional Change—The Strategic Diversity Plan
 The Strategic Diversity Plan for Auburn University was created to provide the foundation for the institution to become a culturally diverse community and a model institution for diversity.  The plan has five goals that were used to establish diversity as a core value at the university.  Strategies and tactics were designed to achieve each goal.  This session will provide background information on the development of the Strategic Diversity Plan, address how the plan is being implemented as well as discuss how it is evaluated.  This session should particularly benefit those interested in institutional long- and short-range diversity plans and how to implement them.  It will also benefit those who are concerned with how to effectively handle change in a large research institution.

Florence Holland, Ph.D., Special Assistant to the Associate Provost, Diversity and Multicultural Affairs, Auburn University—Auburn, Alabama  
Overtoun Jenda, Ph.D., Associate Provost, Diversity and Multicultural Affairs, Auburn University—Auburn, Alabama  
Robin Taylor, Diversity Planning and Assessment Analyst, Auburn University—Auburn, Alabama

10:00–11:30 a.m.   
Diverse in Numbers, Limited in Understanding: Fostering Cultural Competency and Moral Development for Today’s Student
What happens when students graduate and work with others from a different background?  Are students prepared to engage those who may be different from them?  The Millennial generation is said to be the most diverse student body in history.  However, as diverse as a student population is, research shows its cultures remain segregated.  How can the residential experience serve as a catalyst to develop cultural competence and moral development for today's students?  Presenters will provide a brief introduction to the literature and engage participants in the creation of a model intended to foster student development.  This session should particularly benefit those who are passionate about multicultural and social justice issues and who are in a position to establish practices within their department or institution.

Suhail Guerrero, Coordinator, Residence Life, Rutgers University—New Brunswick, New Jersey    
Matthew A. Walker, Complex Director, Richard Stockton College of New Jersey—Pomona, New Jersey  
David S. Williams II, Coordinator, Residence Life, Rutgers University—New Brunswick, New Jersey

10:00–11:30 a.m.
If You Want Inclusivity, Model It!—How Saint Mary’s College of California Used the Principles and Practice of Inclusivity to Create and Provide a Leadership Diversity Training Program
 This session will examine one college's strategic response to diversity issues identified by students, faculty and staff. These issues impacted various levels of institutional practice, recruitment and retention, communication, conflict resolution, performance coaching and development.  In line with the college's mission and values, more than 40 campus representatives created a leadership development pilot program. This program provided a concrete, practical response to diversity concerns and trained future presenters.  This session should particularly benefit those who wish to develop practical and strategical responses to institutional needs for diversity and inclusion and those who want to involve top leadership to ensure the success of a program.

Barry Chersky, Senior Human Resources Consultant, Saint Mary’s College of California—Moraga, California
Jerry Lew, Consultant,  Saint Mary’s College of California—Moraga, California
Linda J. Rose, Director, Training and Development, Saint Mary’s College of California—Moraga, California

10:30–11:45 a.m.
Access to Teach: Examining the Access of African American Students at Predominantly White Colleges and Universities in Teacher Education Programs
This session will include an overview of research that analyzes the access of African American undergraduate students into teacher education programs at predominantly white colleges and universities.  The presenter will provide a historical overview of African Americans in the field of teacher education, as well as reasonable explanations found in research for the importance of having African American teachers.  Information on the major factors that influence the absence of African American students in Teacher Education Programs will be offered, including a detailed look at the admissions tool of Praxis I scores.  This session should particularly benefit those who are new or seasoned professionals and students in higher education concerned with the access of African American and other multicultural students, along with those working in or attending a School of Education. The session should be advantageous to those who advise African American students who have an interest in the field of education, as well as individuals who would like to learn more about a specific aspect of African American history.

Marsha Y. Saddler, Doctoral Student, Philosophy, Higher Education; Graduate Assistant to the Dean, College of Education, University of Iowa—Iowa City, Iowa

10:30–11:45 a.m.   
Bridge Over Troubled Waters: Summer Bridge Programs and Inequality in Educational Access
This session will present findings from a national study of pre-college summer bridge programs (SBPs) and their influence on the college enrollment of racial/ethnic minorities at two- and four-year public institutions.  The session will draw on theories of social, cultural, and human capital. Data will be presented on the role that SBP's play in reducing racial disparities in college enrollment, and within-group gender differences will be highlighted.  Anecdotal and theoretical insights suggest program components that are advantageous to students who are ill-prepared for college.  Discussion will focus on implications for policy, practice, and future research.  This session should particularly benefit anyone interested in pre-college outreach initiatives, racial/ethnic disparities in higher education and national studies that inform policy and practice innovations.

Terrell Lamont Strayhorn, Ph.D., Assistant Professor and Special Assistant to the Provost, University of Tennessee—Knoxville, Tennessee