2:15–3:45 p.m.
Improving the Strategic Planning Process for Diversity: A Framework to Foster Diversity at Penn State
The session will review Penn State’s strategic plan for diversity, A Framework to Foster Diversity at Penn State: 2004-09 and discuss the importance of strategic planning. A brief history of institutionalizing strategic planning for diversity at Penn State will be provided and the presenters will discuss other topics such as barriers to implementing a successful plan and sustaining such diversity plan. The session will also cover innovations such as a series of workshops for university unit executives and their planning teams, the support provided to planning units, and improved coordination and evaluation of the process. The overall approach for this session will be to discuss “lessons learned,” with the goal of sharing experiences for the benefit of colleagues from other colleges and universities. Approximately one-third of the session time will be allotted to questions and discussion. This session should particularly benefit those who wish to initiate and implement strategic diversity planning, and those who are responsible for evaluating a diversity plan’s effectiveness.

Michael H. Blanco, Ph.D., Senior Diversity Planning Analyst, Office of the Vice Provost for Educational Equity, Pennsylvania State University—University Park, Pennsylvania
Kim A. Frankenfield-Pro, Diversity Planning Specialist, Office of the Vice Provost for Educational Equity, Pennsylvania State University—University Park, Pennsylvania
Victoria E. Sanchez, Ph.D., Assistant Vice Provost, Educational Equity, Pennsylvania State University—University Park, Pennsylvania  
Barbara L. Welshofer, Senior Diversity Planning Analyst, Office of the Vice Provost for Educational Equity, Pennsylvania State University—University Park, Pennsylvania

2:15–3:45 p.m.
Facilitating Communication Among Racially/Ethnically Diverse Members of the Campus Community: Rochester Institute of Technology’s Partnership and Pluralism Initiative and Global Leadership Certificate Program
In 2004, Rochester Institute of Technology (RIT) undertook a year-long activity called Partnerships in Pluralism Initiative.  Its focus was to facilitate communication among racially/ethnically diverse members of the RIT community.  80 faculty and staff invited by the president of RIT participated in this activity.  In 2007-2008 the fourth year was launched with 60 faculty/staff participating.  Early results have found this program to be beneficial in creating bonds across disciplines, race and other differences. The Global Leadership Certificate Program was created in July 2006.  The purpose of this initiative was twofold: first, to help students to learn about diversity, leadership and global issues; secondly, to give participants an opportunity to network and learn from the RIT students, faculty and staff through peer faculty mentoring.  This mentoring program will help create alums that will have lasting relationships with RIT.  This session should particularly benefit those who are interested in facilitating dialogues about race, ethnicity and the impact of globalization, and those interested in developing a methodology for increasing opportunities for paired intercultural communications.

Alfreda Brown, Ed.D., Chief Diversity Officer, Office of the President, Rochester Institute of Technology—Rochester, New York   
Sandra Whitmore, Assistant to the Chief Diversity Officer, Office of the President, Rochester Institute of Technology—Rochester, New York   

2:15–3:45 p.m.
African American Male Initiative—A Program to Increase Enrollment, Retention, and Graduation Rates of African American Male Students: Tarrant County College South Campus
This session examines the creation of an African American Male Enrichment Network (AAMEN) at Tarrant County College South Campus which works with African American males to help them improve academically and socially.  Presenters will provide insight into the development of program objectives, learning outcomes, program activities and group expectations.  This session will cover data from a comparative observation study of the academic and social success of African American males who participated in the campus initiative program compared with those who did not.  This session should particularly benefit educators who are interested in improving academic retention and enhancing the leadership skills of African American students.

Cliff Dobbins III, Coordinator, Testing, Tarrant County College South Campus—Ft. Worth, Texas   
Iris Nicole Johnson, Doctoral Candidate, Philosophy in English; Assistant Professor of English, Tarrant County College South  Campus—Ft. Worth, Texas  
Zeb Strong Jr., Director Student Activates, Tarrant County College South  Campus—Ft. Worth, Texas   

2:15–3:45 p.m.
Diversity Officers Professional Skills Development Series: A Pioneering Training Model for Diversity Officers
This session will examine a pioneering training model for diversity officers at Minnesota State colleges and universities focused on skill building derived from research into the skills and expertise diversity officers need to be successful.  Some diversity officers stepped into their role with a passion for serving underrepresented students, but lacked the skills to succeed in a complex higher education environment and become effective change agents. This training program teaches the skills diversity officers need to create a welcoming environment for under-represented staff, faculty and students.  Skills taught during the training will include assessment models, research, data analysis, best approaches for overcoming campus and community barriers and developing alliances. Participants will also learn how to be financial stewards of programming budgets. These skills are not traditionally associated with diversity officers. Information on the background and rationale for the diversity officers professional skill development will be provided, as well as insights and lessons learned from its implementation, execution and evaluation. This session should particularly benefit those who are interested in promoting the success of diversity officers, and will be of interest to higher education administrators, diversity officers, students and staff who are interested in taking an active role as change agents.

Alexander Hines, Director, Inclusion and Diversity, Winona State University—Winona, Minnesota  
Ka Vang, Director, Diversity Programs, Minnesota State Colleges and Universities, Office of the Chancellor—Saint Paul, Minnesota   

2:15–3:45 p.m.
Making it Through, Doing My Own Thing, Pulling From Within, and Relying on My Homies: Coping Strategies of Engineering Students of Color
This session will report on qualitative research into the coping strategies of undergraduate students of color enrolled in the college of engineering at a large, predominantly white, Midwestern universities. As part of a larger project (NSF 043 1642), this presentation will describe the experiences of engineering students of color as they coped with racial isolation and/or discrimination. Based on 90-minute semi-structured interviews with African American, Hispanic, Native American, and Asian American students, the research describes the strategies to deal with participants’ feelings of isolation and discomfort. The session also will reveal how participants from each racial/ethnic group defined and interpreted their coping strategies and how they described specific issues related to their coping methods.  This session should particularly benefit administrators, faculty members, Student Affairs personnel who work with students of color and college students who deal with racial isolation and discrimination.

Monica Flippin-Wynn, Doctoral Candidate in Communication; and Graduate Research Assistant, RISE, University of Oklahoma—Norman, Oklahoma
Anna Wong Lowe, Doctoral Candidate in Communication; and Graduate Research Assistant, RISE, University of Oklahoma—Norman, Oklahoma
Sedelta Oosahwee, Research Assistant, RISE, University of Oklahoma—Norman, Oklahoma
Lauren Rieken, Research Assistant, RISE, University of Oklahoma—Norman, Oklahoma

2:15–3:45 p.m.
White Privilege Conference: The Institution, Community and Beyond
The Annual Conference on White Privilege (WPC) examines issues of white privilege, diversity, multicultural education, multicultural leadership, social justice, race/racism, sexual orientation, gender relations, and other systems of privilege/repression.  It offers ways to dismantle systems of white privilege, white supremacy, and oppression.  This panel presentation focuses on what can be accomplished when WPC participants return to their institutions or communities to implement strategies they have learned. This session should particularly benefit those who are seeking ways to overcome the institutional barriers within higher education that perpetuates disparities and oppression, and ways to move toward an inclusive and responsive environment.

Thomas Harris, Assistant Director, Office of Multicultural Student Services, University of Wisconsin—La Crosse, Wisconsin  
Eddie Moore Jr., Ph.D., Director of Diversity, The Bush School—Seattle, Washington
Marguerite W. Parks, Ph.D., Professor, Educational Studies, University of Wisconsin—Oshkosh, Wisconsin  
Laura Remington, Resident Director, Western Washington University—Bellingham, Washington  

2:15–3:45 p.m.
A Student Peer Advisor Approach to Diversity and Social Justice in Campus Residence Halls
This session will provide participants with a method of bringing social justice and multiculturalism to campus residence halls.  Presenters will share the history of the Minority Peer Advising Program at the University of Michigan and the status of the program within the Office of Residence Education. A student will share experiences with staff and other students in actualizing the residence hall program using the Community Development Model.  The session will provide information on the future direction of the program and will highlight research that demonstrates the need for this model to provide a community for students of color that connects them with other students and campus resources and which contributes to their retention at the university. This session should particularly benefit those who work in residence life and Student Affairs and are interested in new ways to create a community which will support students of color at predominantly white institutions.

Denny Chan, Undergraduate Student, Sociology Major, University of Michigan—Ann Arbor, Michigan  
Chanel Harris, Undergraduate Student, Psychology and African American Studies, University of Michigan—Ann Arbor, Michigan  
Christopher E. Hughbanks, Graduate Student, Social Justice Education, Graduate Assistant Resident Director, University of Massachusetts—Amherst, Massachusetts
Robbie M. Ransom, Director, Multicultural Programming, Housing Residence Education, University of Michigan—Ann Arbor, Michigan   

2:15–3:45 p.m.
The Dot Game and More: Nurturing Intellectual Empathy and Otherness—Looking Through my “ism” to Feel Your “ism” Breaking Down the Schism
This session will get all participants actively involved in a series of simulations and games that connect one’s experience of “otherness” with that of others in a manner that openly explores and nurtures the development of each participant’s empathy. A discussion will follow about the quality of intellectual empathy in teachers, administrators, health care providers, etc., and how it fundamentally impacts one’s effectiveness in these various roles. Presenters will cover two years of research conducted by the Iowa Teacher Dispositions Team and will introduce the newly created Iowa Dispositions Model and the Iowa Dispositions Assessment Tool.  These are being piloted at Simpson College and in institutions across the state.  This session should particularly benefit those who are interested in learning how disposition (attitudes, orientations, awareness) impacts the work of educators, administrators and health care workers.

Patricia A. Woodward-Young, Ph.D., Professor and Chair, Education Department, Education Department and the Teacher Quality Enhancement Grant Dispositions Team for the State of Iowa, Simpson College—Indianola, Iowa

2:15–3:45 p.m.
Education for Liberation: College Preparation as a Means of Social Justice
What is a social justice approach to college-preparation? This session highlights effective college-preparation strategies for educators who work with students from marginalized communities.  We will examine the work of two staff members from the Early Academic Outreach Program at UC Berkeley, a college-preparatory program for low-income, first generation high school students.  Instead of enticing young people to choose colleges as a way to get out of their community, the presenters will offer the view that choosing college means becoming a problem-solver and a stakeholder in one's community.  College-preparation for young people of color can be a culturally insensitive experience that asks them to abandon a part of their identity. College-prep must be an empowering experience for young people that validates their experience and struggle. Participants will learn how to integrate social justice into their daily work.  Presenters will share examples of how they "flipped the script" by linking issues in the daily lives of students to college-preparation. This session should particularly benefit those who are interested in affective college-preparation techniques for students from under-resourced communities or those who are interested in transformative pedagogy.

Amy H. Lee, Regional Coordinator, Early Academic Outreach Program
University of California—Berkeley, California   
Theresa Vidaurri, Regional Coordinator, Early Academic Outreach Program
University of California—Berkeley, California 

2:15–3:45 p.m.
Universal Design and Student-Centered Advising
From summer of 2006 to the present, the presenters have been part of a group of faculty and staff from institutions of higher education throughout the country who came together under a U.S. Department of Education grant-funded program called PASS IT to develop training programs for the implementation of Universal Design (UD) and Universal Instructional Design (UID) in college teaching and student services. This approach offers models of improving instruction and student services for a diverse population of students.  This session will review the concepts and principles of UD and UID, particularly as they relate to academic advising, and provide an opportunity for discussion on how to implement the concepts of UD in your own program. This session should particularly benefit those who are interested in considering alternative methods of providing services or programs for a diverse population of students. 

Carole Anne Broad, Academic Adviser, University of Minnesota—Minneapolis, Minnesota
Amy Kampsen, Academic Adviser, University of Minnesota—Minneapolis, Minnesota  
Mary Ellen Shaw, Coordinator of Student Progress and Scholarships, University of Minnesota—Minneapolis, Minnesota  

2:15–3:45 p.m.
The Mis Education of The Black Greek™
The overall purpose of this session is to outline proactive methods to reduce hazing in African-American Collegiate Greek Lettered Fraternities and Sororities. The facilitator examines realistic and practical alternative methods that outline solutions to reduce hazing problems in these organizations. These solutions include specific course content for suggested required courses for students and advisors, methods and strategies for student service professionals to implement which proactively reduce the amount of hazing incidents, and designs for organizational structures that can properly address hazing problems after they occur. This session should particularly benefit those who face challenges with academic excellence, membership recruitment/retention, conflict management/resolution, and communication issues as it relates to undergraduate National Pan-Hellenic Council (NPHC) organizations (internally and externally), student service professionals, and the surrounding community.

Rasheed Ali Cromwell, Esquire, Executive Director, The Harbor Institute—Washington, DC

2:15–3:45 p.m.
Seizing Institutional Milestones for Student and Alumni Engagement, Assessment, Outreach and Development
In August of 2006, North Carolina State University began a year-long celebration of the 50th anniversary of African American enrollment. This year-long commemoration brought an opportunity to enhance students and alumni’s involvement and evaluate past assessment data to further university goals and initiatives. It also provided an opportunity to enhance alumni giving, and to further the outreach efforts of the Department of Multicultural Student Affairs.  A 18-member task force served as the advisory body for the 50th anniversary celebration.  Programming throughout the year includes initiatives directed by students, alumni and the college. Also, fund raising/development goals were assessed.  Compiling historical data allowed lost history to be regained and the commemoration of that history built stronger relationships between students and alumni.  It attracted new donors to the university and built stronger partnerships.  Various goals will be developed to help departments understand how they can optimize programming to increase involvement of both students and alumni.  Presenters will also discuss the importance of documenting and recognizing significant milestones in order to educate, encourage, and direct future growth.  This session should particularly benefit those who develop coordinated programs for minority students at predominantly white institutions, or are interested in development/funding opportunities.

Felicia J. Baity, Assistant Director, Multicultural Student Affairs, North Carolina State University—Raleigh, North Carolina   
Tracey E. Ray, Ph.D., Department Head, Multicultural Student Affairs, North Carolina State University—Raleigh, North Carolina   
Toni Thorpe, Program Coordinator, African American Cultural Center, North Carolina State University—Raleigh, North Carolina  

2:15–3:45 p.m.
Bridging the Cultural Divide: Using Multicultural Theater as a Tool to Create Effective Communication and Learning Outcomes
This session demonstrates how a multicultural theater is an effective tool to facilitate dialogue between diverse communities.  Through a partnership between academic departments and Student Affairs, staff and students are learning to understand and appreciate intercultural differences, and are learning to communicate more clearly in order to break down barriers, build trust and  strengthen relationships, which yields tangible result with retention efforts.  Through their involvement in the theater, students are empowered to speak more confidently about issues that effect their lives.  The session is meant to inspire individuals to explore the use of a multicultural theater in their own communities. This session should particularly benefit those who interact with students of multicultural backgrounds and wish to improve verbal communication with groups of diverse individuals.

Donald G. Williams, Director, Cultural Arts and Diversity, University of California—Santa Cruz, California   

2:30–3:45 p.m.
Campus Conversations on Race: A Talk Worth Having®—A Program Model for Engaging Student Led Discussions on Race and Ethnicity
This will be a panel presentation about student-lead and student-centered discussions on race and ethnicity as developed through the Campus Conversations on Race: A Talk Worth Having program which has quickly spread to 10 major college campuses. The panelists are undergraduate students who have completed a 16-hour facilitator training program.  They will provide details of their training and will share their experiences actually facilitating the five-session program with fellow students.  Also presenting on the panel are a faculty and a staff member who have been trained to teach co-facilitators. This session should particularly benefit students, faculty and staff who seek to engender affective, action oriented, dialogue among students on topics and issues of race and ethnicity. It is appropriate for all conference attendees interested in the detailed workings of a dynamic program that stimulates increased cross-cultural knowledge and collaboration among students through facilitated discussion.

Jacob Barela, Undergraduate Student, Political Communication, Women and Gender Studies Major, Emerson College—Boston, Massachusetts  
Cathryn Edelstein, Program Director, Fundamentals of Speech Communication, Department of Organization and Political Communication, Emerson College—Boston, Massachusetts   
Aja Michelle Moore, Undergraduate Student, Writing, Literature, and Publishing Major, Emerson College—Boston, Massachusetts   
Tikesha Morgan, Director, Multicultural Student Affairs, Emerson College—Boston, Massachusetts  
Zahra Syed, Undergraduate Student, Visual and Media Arts, Emerson College—Boston, Massachusetts  
Jillian Tedeschi, Undergraduate Student, Marketing Communication Major, Emerson College—Boston, Massachusetts  

2:30–3:45 p.m.
The Spectrum Initiative: Advancing Diversity in the American College Presidency
Achieving racial, ethnic, and gender diversity among college and university leaders remains an unfulfilled goal.  Finding from the American College President, 2007 edition, indicates that since 1986 the percentage of college and university presidents who are racial and ethnic minorities rose only from 8% to 13.5%.  When minority-serving institutions are removed from the equation, minority presidents lead just 9% of colleges and universities.  Although the proportion of presidencies held by women have more than doubled during that time, from 10% to 23%, the rate of change for minorities has stalled since the mid-1990s. 
To address this trend, the American Council on Education (ACE), in partnership with other leading higher education associations and organizations, has launched The Spectrum Initiative, a multi-year national program designed to diversify and broaden executive leadership talent in higher education.  This session will provide data that illustrates the need for the project, description of the initiative, its research findings and themes, and will also provide information on forthcoming projects and programs.  This session should particularly benefit those who are interested in diversifying academic leadership and those interested in pursuing senior leadership opportunities in higher education.

Brian K. Bridges, Ph.D., Associate Director, Center for Advancement of Racial and Ethnic Equity, American Council on Education—Washington, D.C.   
Diana I. Córdova, Ph.D., Director, Center for Advancement of Racial and Ethnic Equity, American Council on Education—Washington, D.C.    

2:30–3:45 p.m.
Border Crossings: Engaging Students in Diversity Work and Intergroup Relations
Dickinson College designed an innovative model for diversity education, the "Crossing Borders" (CB) program to encourage culturally diverse students to live, work, and study together in multiple context both within the U.S. and abroad.  Up to 20 students from a predominantly white institution (PWI) and two historically black colleges/universities (HBCU) spent four weeks studying together in Cameroon, West Africa during the summer.  Students then spent one semester at Dickinson College (PWI) and one semester at one of the participating HBCUs.  While Dickinson has had a strong record of some excellent global education programs, it was less effective in confronting the more challenging issues of domestic diversity.  This session should particularly benefit those who are interested in teaching about race and ethnic relations including whiteness studies and those interested in global and local issues related to race, class, culture, and gender in diverse classroom environment.

Joyce Bylander, Special Assistant to the President for Institutional and Diversity Initiatives, Dickinson College—Carlisle, Pennsylvania  
Susan Rose, Ph.D., Professor of Sociology, and Director of Community Studies Center, Dickinson College—Carlisle, Pennsylvania  

2:30–3:45 p.m.
Before and After the Memorandum of Understanding: A Case Study of Tribal/University Relations
This session examines the developing relationship between the Eastern Band of the Cherokee Nation and Western Carolina University in North Carolina. The presentation will include an overview of the history of the tribe and the university, the process of developing a formal Memorandum of Understanding (MOU) after a century of coexistence and the challenges of putting the signed agreement into action, from the development of a Distinguished Professor in Cherokee Studies to the implementation of a task force dedicated to making the MOU work.  Successes and difficulties in the Eastern band/WCU situation will be openly discussed by university officials and members of the Eastern Band.  This session should particularly benefit those who are interested in enhancing university-tribal relationships, establishing an MOU or understanding its benefits and following through on formal agreements such as an MOU. 

Roseanna Belt, Director, Cherokee Center, Western Carolina University—Cherokee, North Carolina   
Ashleigh Brown, Assistant to the Principal Chief, Eastern Band of the Cherokee Indians—Cherokee, North Carolina   
Lynne Harlan, Public Relations Coordinator, Eastern Band of the Cherokee Indians—Cherokee, North Carolina  
Brian Railsback, Dean, The Honors College, Western Carolina University—Cullowhee, North Carolina

2:30–3:45 p.m.
Geographical Diversity of Asian America
Asian Americans are from the west, east, midwest, south, Hawaii, and everywhere in between; from urban, suburban, and rural areas; from predominantly Asian neighborhoods and predominantly white ones; from "blue" states and "red" states.  However, this very diversity  poses challenges to our perception of the Asian American community, its salient issues, and the need for coalition building.  Come share your experiences about your own area, and learn from other participants about the similarities and differences they had been growing up in other parts of the country.  Use this knowledge to find common ground and differences in order to build community and build new coalitions.  The session should particularly benefit those who would like to learn more about the diversity of the Asian American community, as well as different perspectives on race relations from different regions of the United States.

Corinne Kodama, Associate Director, Asian American Resource & Cultural Center
University of Illinois—Chicago, Illinois

2:30–3:45 p.m.
Building a Core of Latinos in Higher Education Through Collaboration and Partnerships
This session examines the development and implementation of a program to increase the number of college-bound Latino students from K-21 at Northeastern Illinois University (NEIU).  In response to an educational initiative launched by the W.K. Kellogg Foundation in 1999, NEIU created a comprehensive plan to sustain partnerships among higher education institutions, K-12 schools, alternative high schools, and local communities.  A total of 34 institutional partners became members of the Chicago ENLACE Partnership.  This partnership developed by the Chicago Fellows Program, an initiative to offer a master’s degree in higher education to perspective Latinos to help move them into the administrative ranks of higher education. Three cohorts of Latino students from the ENLACE partners have benefitted from this program.  The Chicago Fellows Program has become a vehicle to invest in and to prepare a generation of Latino graduates, to enhance their skills and knowledge in the field of higher education and to become catalysts in the educational pipeline from Latino students (K-21). This session should particularly benefit those interested in the educational development of Latino students and enhancing their prospects of becoming administrators in higher education.

Joaquin Villegas, Ph.D., Associate Professor, Coordinator, Graduate and Undergraduate Bilingual/bicultural Programs, Advisor, Mater of Arts in Teaching in Bilingual/Bicultural Education, Northeastern Illinois University—Chicago, Illinois

2:30–3:45 p.m.
Personalization Over Critical Learning: The Outcomes of White Students Learning About White Privilege
This session will present a study of whether the personal reactions of White graduate students affected their learning about White privilege in required multicultural educational courses offered at predominantly White institutions (PWI).  Multicultural competency requires understanding the effects of White privilege and the racialization of America.  Learning about White privilege creates emotional and cognitive dissonance for many White students who are learning about white privilege and White racial identity for the first time.  It becomes a daunting task for White students educated on PWI campuses because this topic threatens their personal and academic identities.  Research has documented the challenges White students face when learning about this phenomenon, but has not connected these reactions to how well they learn about White privilege.  The research concludes that students’ responses to the issue are more often self-absorbed than knowledge-based.  The discussion will cover implications for educators and supervisors.  This session should particularly benefit those who are challenged by the personal reaction of students associated with learning about white privilege.  

Cheryl B. Warner, Ph.D., Assistant Professor, Leadership, Counselor Education, Human and Organizational Development, Eugene T. Moore School of Education, Clemson University—Clemson, South Carolina 

2:30–3:45 p.m.
Recruiting and Retaining the I.P.O.D Generation
The U.S. Department of Education reports that Webster University, Worldwide has led the nation over the last 11 years in graduate degrees for people of color.  This achievement is due to offering programs in locations and in formats that allow working adults to have access to graduate education.  The greatest challenge Webster and other institutions of higher education face is how to appeal to the new generation of graduate students, those born around 1980.  The presenter refers to these students as the I.P.O.D. generation. I.P.O.D. stands for Internet savvy, Phone addicted, Opportunistic, Digital intellectuals.  This session should particularly benefit participants who are interested in how to recruit and retain members of this generation.

Benjamin Ola. Akande, Ph.D., Dean, School of Business and Technology, Webster University, Worldwide—St. Louis, Missouri

2:30–3:45 p.m.
Connecting Health Care and Cultural Competency: Creating Awareness in Prospective and Practicing Health Care Professionals
This session will present programs at the University of Massachusetts Medical School designed to develop an awareness of diversity and the impact of cultural differences upon patient perception and perspective, for both student and professional practicing health care professionals.  This session will review a program created for third-year medical students and two programs which were created for practicing health care workers and physicians.  Each program aims to develop caring attitudes in participants leading to more comprehensive treatment for patients and their families. This session will particularly benefit medical faculty, staff and those training to become health care workers.

Janet N. Culpepper, Program Coordinator, Medical Interpreter Training, Cross Cultural Initiatives, Office of Community Programs, University of Massachusetts Medical School—Shrewsbury, Massachusetts