2:00–4:00 p.m.
The Nevada Latino Youth Leadership Conference: Building Community Partnerships for Latina/o Student Leadership and First Year Success
Case Studies/Model Programs
This session will examine an annual Latina/o Youth Leadership Conference (LYLC), collaborative effort between the Clark County School District, several community-based organizations and multiple institutions of higher education in Nevada. The conference seeks to increase Latina/o college participation and completion rates. For sixteen years the goal of the LYLC has been to prepare high school students to enter college. Presenters will provide a retrospective of how community-based advocacy has been key to building the LYLC into the largest Latina/o student-focused conference in Nevada. The participants will have an opportunity for interactive dialogue about current practices and how to identify best practices for similar collaborative efforts. The discussion will also focus on sustaining partnerships with all the various participating organizations. This session should benefit anyone interested in community building and ways to support Latina/o student leadership and academic success in higher education.

Christine Clark, Ed.D., Vice President for Diversity and Inclusion, and Professor of Curriculum and Instruction, University of Nevada—Las Vegas, Nevada    chris.clark@unlv.edu
Larry P. Mason, Interim Vice President for Diversity and Cultural Affairs, College of Southern Nevada-Charleston Campus—Las Vegas, Nevada 
larry.mason@csn.edu
José L. Meléndrez, Assistant Vice President for Diversity and Inclusion, University of Nevada—Las Vegas, Nevada  jose.melendrez@unlv.edu
Tom Rodriguez, Executive Manager, Diversity & Affirmative Programs/ADA Coordinator, Clark County School District-Administrative Center—Las Vegas, Nevada    trodriguez@interact.ccsd.net
Ivet Santiago, Graduate Student, Social Work, University of Nevada—Las Vegas, Nevada    ivet.santiago@yahoo.com

2:00–4:00 p.m.
Transformative Learning for Social Justice: Dialogical Learning in a Hybrid Seminar Curricular/Pedagogical Models
This session will explore the curriculum and pedagogy of a seminar on structural inequality and diversity. The seminar blends on-line dialogue with face to face introductory and concluding meetings. It also integrates theory with personal reflection and action. The approach used in the seminar integrates principles drawn from social justice education, transformative learning theory, Freirian education for critical consciousness, and the development of intercultural competence. Ongoing research about the course has identified clear increases in critical consciousness and agency. The seminar comprises five phases of change: emotional involvement, resistance, systemic awareness, inquiry and deeper learning, integration and agency. Key elements of the seminar include safety and support, personal narrative, the nature of the on-line dialogue, provision of new conceptual frameworks, a praxis cycle and involvement of the instructors in the dialogue. This session should particularly benefit faculty who teach courses on various forms of social inequality and will also benefit Student Affairs professionals working in this arena.

Placida V. Gallegos, Ph.D., Professor, School of Human and Organization Development, Fielding Graduate University—San Diego, California
pgallegos@fielding.edu 

Steven A. Schapiro, ED.d., Faculty, School of Human and Organization Development, Fielding Graduate University—Saratoga Springs, New York  sschapiro@fielding.edu

2:00–4:00 p.m.
Sitting at Our Table: A Case Study About Creating an Inclusive Campus Climate at Oregon State University
This interactive session will share the opportunities and challenges of creating an inclusive campus climate at diversity-award-winning OSU. This session will feature a short documentary, followed by lessons learned about creating diversity action plans, campus climate assessments, diversity training, a diversity book club and a mentoring program. Presenters will show how OSU dealt with three incidents that made national news: a football player fight, a sports-related blackout/blackface incident and a noose. Also, presenters will share what they learned from their mistakes, as well as what they did right. The session will provide practical advice and answer theoretical questions which will appeal to novices and engaged faculty members and administrators. Participants will meet some new allies and leave with a campus climate tool kit. This session should particularly benefit campus leaders who are creating, implementing, or improving their campus diversity programs.

Tamara J. Belknap, Professional Faculty, College of Education, Oregon State University—Corvallis, Oregon    tamara.belknap@oregonstate.edu

Terryl J. Ross, Ph.D., Director, Community and Diversity, Oregon State University—Corvallis, Oregon     terryl.ross@oregonstate.edu  

2:00–4:00 p.m.
One More River to Cross: The Intersection of Race and Sexual Orientation in Today’s Society
As higher education becomes increasingly multicultural, our understanding of the dynamics of diversity becomes increasingly complex. It should be clear that many individuals are members of more than one historically oppressed group.
This session will address issues that affect people of color who identify themselves as lesbian, gay, bisexual or transgender. Through interactive exercise and discussion, participants will become aware of the impact of sexual orientation on race, nationality and ethnicity and how we can support students who are from multiple cultural groups. This session should particularly benefit those who wish to understand the experiences of people of color who identify as lesbian, gay, bisexual or transgender.

Vernon A. Wall, Director of Educational Programs & Publications, ACPA—College Student Educators International—Washington, D.C.     vwall@acpa.nche.edu

Jamie Washington, Ph.D., Founder and President, Washington Consulting Group—Baltimore, Maryland    dr.jamiewashington@comcast.net

2:00–4:00 p.m.
Teaching Teachers to Infuse Racial Diversity in the Classroom: One Approach Toward Closing the Achievement Gap
This interactive session provides information on Summer Institute: Infusing Diversity in the Curriculum, a year-long project at the University of Wisconsin-Parkside. In June 2008, 10 faculty and instructors participated in an intensive two-week Institute. The institute sought to teach instructors to be more inclusive of multiple histories, experiences, epistemologies and pedagogies in the classroom. Institute participants were asked to modify an existing course syllabus or create a new course for fall 2008. However, the institute was less product-oriented and more concerned with a change process as a whole. Informed by critical race theory (personal narratives) and cultural studies (intersectionality of race, ethnicity, gender, class, sexual orientation, disability and age), the institute challenged the participants’ assumptions about difference, particularly race, with unsettling results. The session will provide insight into how to develop an effective learning community, will present creative approaches to confronting race, racism and color-blindness in teachers, as well as assessment results from Summer Institute teachers and their students. Presenters will address challenges and possibilities for organizational change as they prepare for the third Summer Institute in June 2009. This session should particularly benefit those interested in improving the retention and graduation of students of color through curriculum and pedagogical revision.

Fay Yokomizo Akindes, Ph.D., Associate Professor, Communication and Director, Center for Ethnic Studies, University of Wisconsin-Parkside—Kenosha, Wisconsin    fay.akindes@uwp.edu
Eugene Fujimoto, Assistant to the Chancellor for Equity and Diversity, University of Wisconsin-Parkside—Kenosha, Wisconsin  
eugene.fujimoto@uwp.edu

Roseann Mason, Director, Community Dialogues, University of Wisconsin-Parkside—Kenosha, Wisconsin    roseann.mason@uwp.edu  

2:30–3:45 p.m.
Are We on the Same Page? Expectations of Black Faculty and Black Students on Predominantly White Campuses
In this session participants will examine the often implied yet undiscussed topic of expectations and perceptions of black faculty and black students on predominantly white campuses. A study will be presented which investigates the personal and professional expectations black faculty and black students have of each other and how these expectations affect communication and interactions. Presenters will address how variables such as racial identity, cognitive development and level of acculturation can influence these expectations. The session will explore the results of a study and its implications for black student recruitment and retention on PWIs. This session should particularly benefit participants who are interested in the success of black students, those interested in understanding the professional and personal expectations black faculty and students have of one another and methodology aimed at assessing the degree by which those expectations are fostered and met.

Jasmin Jones, Master of Education Candidate, Community Counseling, University of Georgia—Athens, Georgia    jnicole7@uga.edu  

Rosemary E. Phelps, Ph.D., Professor and Department Head, Counseling and Human Development Services, University of Georgia—Athens, Georgia rephelps@uga.edu

Delishia M. Pittman, Doctoral Student, Counseling Psychology, University of Georgia—Athens, Georgia     delishia.pittman@gmail.com

2:30–3:45 p.m.
Perception Through Images: A Photoethnography of Women Students of Color at a Predominantly White Institution
This session will explore how female students of color used photographs to illustrate their experiences on a predominantly white campus. Presenters will discuss literature about race and ethnic identity, student development theory and the use of photoethnography as a research method. They will also present the findings of their research. This session should particularly interest Student Affairs professionals serving at predominantly white institutions, student allies, those providing direct services to students of color and anyone interested in incorporating visual data into their research and/or assessment practices.

Kelly Jacobson, Doctoral Student, Higher Education and Student Affairs Leadership; Graduate Assistant, Office of Multicultural Affairs, University of Northern Colorado—Greeley, Colorado    kelly.jacobson@unco.edu

Jessica Rehling, Doctoral Student, Higher Education and Student Affairs Leadership; Graduate Assistant, Office of Dean of Students, University of Northern Colorado—Greeley, Colorado    jesica.rehling@unco.edu

2:30–3:45 p.m.
Beyond White Privilege
This session will examine the concept of white privilege and its usefulness for bringing about racial justice. The concept of white privilege has come to be a central tool in anti-racist educational efforts. However, there are theoretical and empirical limits to the concept’s effectiveness. The presenter will provide an analysis of the concept and its relationship to oppression, suggesting that whiteness, which is a central mechanism in the ongoing maintenance of racial oppression, is a more foundational concept than white privilege. Efforts to understand and disrupt racial oppression should focus more on whiteness and less on white privilege. This session will cover empirical studies that show the pedagogical limitations of the concept of white privilege. Participants will receive a theoretical framework for moving beyond the idea of white privilege in order to more effectively achieve a greater degree of racial justice. This session should particularly benefit those who are actively work for racial justice, and those who understand the concept of white privilege and have experience using it in anti-racist educational programs.

David S. Owen, Ph.D., Assistant Professor of Philosophy, and Coordinator, Diversity Programs, College of Arts and Sciences, University of Louisville—Louisville, Kentucky    dsowen04@louisville.edu

2:30–3:45 p.m.
The Rubber has Hit the Road: The Complexity of Working on Issues of Diversity, Multiculturalism, and Social Justice on College Campuses During Economic Crisis
In this session, presenters will provide an analysis of the impact of the larger cultural context on institutions of higher learning related to diversity, multiculturalism and social justice from historical, current and future points of view. They will also discuss (via examples) the work they have done to develop comprehensive and compound plans to address how to continue to maintain gains made related to diversity, multiculturalism and social justice during this economic crisis. The session will discuss the barriers, supports and what they learned (successes and failures) from their experiences. Participants will be encouraged to engage in a discussion in order to devise strategies to create comprehensive plans of action to deepen commitment to diversity, multiculturalism and social justice in spite of the economic crisis in order to develop students who are productive, responsible global citizens. Participants will also be challenged to examine their own views, concerns, and fears related to the current economic realities and determine how these factors might have an impact on the work they are doing. This session should particularly benefit participants who are currently working to develop a comprehensive plan on their campus to address issues of diversity, multiculturalism and society justice during the economic crisis.

Dottie R. Morris, Ph.D., Interim Chief Officer, Diversity and Multiculturalism, Keene State University—Keene, New Hampshire  dmorris@keene.edu

Wendi West, Teaching/Research Assistant and Diversity Educator, World Learning SIT Graduate Institute—Brattleboro, Vermont      wendi.west@sit.edu

2:30–3:45 p.m.
Recruiting and Retaining a More Diverse Student Body: Best Practices for Graduate Programs
This session examines best practices and evaluates quantitative and qualitative responses of a model program of the University of Washington’s Graduate School—the Graduate Opportunities and Minority Achievement Program, or GO-MAP, that serves to recruit and retain underrepresented and minority (URM) graduate students. Two GO-MAP staff will explore programs offered and evaluate quantitative and qualitative responses to these programs by prospective students, current students, faculty, staff, and administrators. We will particularly focus on signature events and activities: a weekend for the recruitment of prospective, admitted graduate students from across all disciplines (Prospective Student Days), the involvement of graduate students through a graduate student-run program aimed at recruiting URM students (Graduate Diversity Recruiters), and a fall orientation for new students of color (Getting Connected). We will also look at a professional development series led by diverse faculty and staff (Voices in Academia) that was developed in response to student concerns about lack of on-campus professional training. This session should particularly benefit practitioners interested in recruiting and retaining a more diverse student body, as well as graduate students who are interested in working with administration to develop graduate student led initiatives for the recruitment of URMs.

Sophia Agtarap, Doctoral Student, Educational Leadership and Policy Studies; Counselor, Graduate School’s Graduate Opportunities & Minority Achievement Program (GO-MAP), University of Washington—Seattle, Washington  sagtarap@u.washington.edu

Sabrina Bonaparte, Graduate Student, Ethnomusicology and Sociology; Graduate Staff Assistant, Graduate Opportunities & Minority Achievement Program (GO-MAP), University of Washington—Seattle, Washington  sabrib@u.washington.edu

2:30–3:45 p.m.
Engaging the Disinterested Student: Retention Strategies for Underrepresented Students in Teacher Preparation Programs
Case Studies/Model Programs
In this session presenters will begin by highlighting a research project conducted to identify experiences and barriers faced by freshman students who participated in the Lohman Learning Community in the College of Education and Human Development at Texas A&M University. Then they will describe the learning community and the retention techniques used by the teacher education program. The session will conclude with recommended strategies that can be used across disciplines and in different institution types. The session will provide suggestions and examples and will include a discussion of the new Byrne Student Success Center and the innovative advising principles used by the teacher education program. This session should particularly benefit participants who are interested in the retention of diverse populations—specifically individuals from low-income families, racially and ethnically underrepresented populations, and academically underprepared students.

David A. Byrd, Director of Recruitment, College of Education and Human
Development, Texas A&M University—College Station, Texas   byrd99@tamu.edu    http://educate.tamu.edu
Dave Louis, Ph.D., Director, Marilyn Kent Byrne Student Success Center, College of Education and Human Development, Texas A&M University—College Station, Texas   dalouis@tamu.edu  http://www.cehd.tamu.edu/articles/mkbcenter

Justin D. E. Smith, Coordinator, Undergraduate Advising, Department of Teaching, Learning and Culture, College of Education and  Human Develop-ment, Texas A&M University—College Station, Texas    jdesmith@tamu.edu   http://tlac.tamu.edu

2:30–3:45 p.m.
At the Intersection of Diversity and Globalism: A Case Study in Regionalizing Multicultural Initiatives Among Community Colleges in Southeastern Michigan
Multiculturalism has long been a defining element of student populations in the community colleges of southeastern Michigan. Lately, as the region struggles to redefine itself in light of economic challenges, inclusiveness, global awareness and cultural competency must be seen as definitional in retraining today’s and building tomorrow’s workforce. The community colleges of the region have similar missions and goals for student success and workforce development, yet remain independent and are quite different in how they handle the intersection of diversity and globalism.
In this session, presenters will share how one instructor helped form a growing coalition of these colleges and they will share strategies for collaboration with international programs, multicultural initiatives, diversity training and events. This session should benefit anyone interested in building a regional coalition of colleges to revitalize programs, reexamine committee and delivery systems, share resources and create new audiences and a new appreciation for promoting success and understanding in an increasingly multicultural setting.

Lloyd Crews, Interim Executive Director of Student Services, Oakland Community College—Bloomfield Hills, Michigan   lccrews@oaklandcc.edu

Lesley Lambright, Professor of Psychology, Macomb Community College—Warren, Michigan   lambrightl@macomb.edu

Jacqueline A. Shadko, Ph.d., Campus President, Oakland Community College, Orchard Ridge Campus—Farmington Hills, Michigan   jashadko@oaklandcc.edu

2:30–4:00 p.m.
Reforming Health Care: How Pharmacists Can Reduce Disparities by Improving Access and Equity for Under-served Communities
Disparities on the basis of race, ethnicity and class exist both in the access to health care services and to health care careers. According to the Institute of Medicine’s Report on Unequal Treatment released in 2002, racial and ethnic minorities receive disparate care as compared to white patients, despite income and insurance status (IOM, 2002).
This session will illustrate how pharmacy schools, practicing pharmacists and pharmacy students can work to reduce disparities in health care delivery. This session should particularly benefit participants who are interested in innovative ways to alleviate health care disparities, students who are interested in career opportunities in the health professions and practitioners who are interested in collaborating with pharmacists to provide access to health care.

Vibhuti Arya, Pharm.D., Assistant Clinical Professor, St. John’s University—Jamaica, New York    vibhuti.arya@gmail.com

Nancy Cintron-Budet, Assistant Dean, Student Development; and Director, Educational Opportunity Fund (EOF) and Pharmacy Education Program, Ernest Mario School of Pharmacy, Rutgers, State University of New Jersey—Piscataway, New Jersey   ncb@rci.rutgers.edu

Thomas J. Cook, Ph.D., R.Ph., Associate Professor, Department of Pharmaceutical and Biomedical Sciences, Touro College of Pharmacy—New York, New York   thomas.cook@touro.edu

Humberto R. Jimenez, Pharm.D., BCPS, AAHIVE, Clinical Assistant Professor, Department of Pharmacy Practice and Administration, Ernest Mario School of Pharmacy, Rutgers, The State University of New Jersey—Piscataway, New Jersey   umbe@rci.rutgers.edu

Michael Tinglin, PharmD Student, Ernest Mario School of Pharmacy, Rutgers, The State University of New Jersey—Piscataway, New Jersey   mickting@eden.rutgers.edu

2:30–4:00 p.m.
The California State University Chancellor’s Office African American Initiative
With only 20 percent of the graduating high school seniors from underrepresented communities eligible for a four-year university (CSU Statistical Abstract 2007), The Chancellor’s Office African American Initiative has developed a sustained systemwide outreach to traditionally underrepresented communities through a partnership with African American churches.

This session will focus on the California State University Chancellor’s Office African American Initiative which reaches out to underrepresented communities, especially to parents without a college background. The Initiative works to get the word out about college preparation, the application process, and financial aid. Interventions include the “How to Get to College” poster, Fall counselor conferences, Super Sunday, Super Saturday, Train the Trainer, an annual breakfast with participating pastors. These and other partnerships help to make parents and students take note of the need for college preparation beginning in middle school. This session should particularly benefit university administrators, university outreach and admissions staff.

Jorge B. Haynes, Senior Director, External Relations, Office of the Chancellor, California State University—Long Beach, California   jhaynes@calstate.edu

Jacqueline Mix Mimms, Ph.D., Associate Vice President, Enrollment Management, California State University—Bakersfield, California   jmimms@csub.edu

Sonjia Parker Redmond, Ph.D., Vice President for Student Affairs, California State University—East Bay, California   sonjia.redmond@csueastbay.edu

Anthony R. Ross, Ed.D., Vice President for Student Affairs, California State University—Los Angeles, California   tross@cslanet.calstatela.edu

Barbara J. Young, Ed.D., Consultant, CSUAA Initiative, California State University—Los Angeles, California   barbarayoung@verizon.net and  byoung@cslanet.calstatela.edu

2:30–4:00 p.m.
The Longest Hatred and the College Campus: Anti-Semitism and Anti-Israelism in American Higher Education
The U.S. Commission on Civil Rights recently announced that anti-Semitism is once again a serious problem on many colleges and universities across the United States. Unlike more traditional forms of anti-Semitism, however, the newly resurgent forms of Jew-hatred are often difficult to identify. The new anti-Semitism, like the new racism, is often camouflaged as non-discriminatory behavior.

In this session new research and analysis will be presented regarding on-campus anti-Semitism. Participants will learn to properly recognize anti-Semitic behavior, distinguish it from constitutionally protected activities and how to address it effectively. The panelists will cover new social science research, legal and regulatory issues, governmental oversight and faculty perspectives. The panel will include a prominent litigator who has brought the leading case in this field, a social scientist who has co-authored the new study, a scholar-activist who has been a leader in the effort to bring more attention to anti-Semitism and a former governmental official who spearheaded two national initiatives to address this issue. This session should particularly benefit Student Affairs professionals, equal opportunity officers, and diversity officers.

Kenneth L. Marcus, J.D., Lillie and Nathan Ackerman Chair in Equality and Justice in America, Bernard M. Baruch College, School of Public Affairs, The City University of New York; Senior Research Associate, Institute for Jewish and Community Research; former Staff Director, U.S. Commission on Civil Rights—Leesburg, Virginia  (Moderator)   kenneth.marcus@baruch.cuny.edu

Tammi Rossman-Benjamin, Lecturer in Hebrew, University of California—Santa Cruz, California   tbenjami@ucsc.edu

Susan B. Tuchman, Esquire, Director, Zionist Organization of America’s Center for Law and Justice—New York, New York    stuchman@zoa.org

Aryeh K. Weinberg, Research Associate, Institute for Jewish and Community Research; Research Fellow, Baylor Institute for the Studies of Religion—San Francisco, California   aryeh@jewishresearch.org

2:30–4:00 p.m.
Learning Communities as a Site for Cross-racial Dialogue: The Harlem Renaissance Experiment
Session attendees should have a basic knowledge of the Harlem Renaissance and be interested in teaching students how to have meaningful conversations about racial issues.

This session will introduce participants to an inventive, six-credit Learning Community course, which combines the art, literature, music, history and criticism of the Harlem Renaissance and in doing so provides a unique opportunity for students to engage in cross-racial dialogue. Presenters will discuss the cultural backgrounds of their students and will present specific tools and exercises used to help students participate in conversations about the racial issues of the Harlem Renaissance, as well as those on the modern campus. Additionally, they will discuss the obstacles they encountered and the complex responses of the students. This session should particularly benefit educators and advocates interested in exercising meaningful cross-racial dialogues and those interested in developing Learning Community courses on their own campuses.

Leah Nielsen, Assistant Professor, Creative Writing, Westfield State College—Westfield, Massachusetts  lnielsen@wsc.ma.edu

Christina Swaidan, Doctoral Student, Educational Leadership, University of Hartford; Assistant Professor, Art History, Westfield State College—Westfield, Massachusetts  cswaidan@wsc.ma.edu

2:30–4:00 p.m.
A Sense of Place: Western Illinois University Multicultural Center
Attracting and retaining a diverse campus community requires having a nurturing and supportive institutional culture. The recent construction of a multicultural center which houses the Gwendolyn Brooks Cultural Center, the Casa Latina Cultural Center and the Women’s Center has demonstrated Western Illinois University’s commitment to those goals. This unique center will provide a strengthened opportunity for the recruitment and integration into the campus community of African American, Latino, international, female, and other underrepresented students, faculty and staff.

This session will examine how a facility housing several distinct cultural and gender centers can be designed to facilitate interactions and the provision of resources, services and programming. This is the first building on Western’s Macomb campus constructed using green standards, including geothermal heating and cooling systems. Presenters will provide information on the background and rationale for constructing the Multicultural Center and will share insights and lessons learned from its planning and construction. They will also cover the processes and collaborative efforts used to develop policies and procedures for staffing, scheduling and operating the new center. This session should particularly benefit participants whose institutions have inadequate facilities for housing offices and centers charged with attracting, retaining and supporting students and employees from diverse and underrepresented groups. 

Belinda J. Carr, Director, Gwendolyn Brooks Cultural Center, Western Illinois University—Macomb, Illinois   bj-carr@wiu.edu

Janine Cavicchia, Director, Women’s Center, Western Illinois University—Macomb, Illinois   j-cavicchia@wiu.edu

Alda Godines, Director, Casa Latina Cultural Center, Western Illinois University—Macomb, Illinois   a-godines@wiu.edu

2:30–4:00 p.m.
Building Cross-Cultural Competencies: Ten Cross-Cultural Maxims for Counseling and Education
This session will provide participants with ten counseling and communication maxims that build a foundation for addressing racism and other oppression. These maxims will also help with problem solving and relationship building in a multicultural democratic world. This session should particularly benefit conference attendees who are beginners or have experience in multicultural counseling and education.

John S. Gooden, Ed.D., Professor, Educational Leadership, Department of Educational Leadership, Policy, and Law, Alabama State University—Montgomery, Alabama  jsgooden@alasu.edu

Leon E. Spencer, Ed.D., Professor, Counselor Education, Department of Educational Leadership, Technology and Human Development, Georgia Southern University—Statesboro, Georgia  lespence@georgiasouthern.edu

2:30–4:00 p.m.
Making Diversity Count: Build Respect and Combat Bias
This session will highlight the ways in which the ADL’s A WORLD OF DIFFERENCE Institute uses distance learning tools to teach educators how to create safe and inclusive classrooms. “Making Diversity Count,” is an online professional development course that uses the most immersive “learn-by-doing” technology to advance multicultural and anti-bias education. The session will cover diversity, personal identity and cross-cultural communication. Pre-service and in-service teachers participating in the session will receive tools and curricula they can put to use in the classroom right away. They will also engage in interactive activities, school-based video scenarios, keep a private and personal course journal, receive ten interdisciplinary lesson plans, which include readings, a resource list and online peer-to-peer discussion board. Participating educators will receive an action plan to integrate anti-bias lessons into their classroom and full copies of the readings and resources. Participants who complete the course will receive a certificate for CEUs from their district. This session will benefit participants who are interested in developing the skills to confront prejudice, promote respect and fairness in the classroom and who wish to increase positive interactions with students of diverse backgrounds.

Marcie Denberg-Serra, Assistant Director, Anti-Defamation League—San Diego, California  mdenberg@adl.org

2:30–4:00 p.m.
Appreciating, Accepting and Celebrating Differences Through Tolerance Training: A Reexamination
This session will examine how promoting tolerance can be a key weapon in battling prejudice but the meaning of tolerance has been recently hijacked. The classical definition of tolerance meant that others are entitled to their opinions and have the right to express those opinions and that even though we may disagree with them, we can live in peace with such differences. In recent years, however, tolerance has come to generally mean the obligation to accept other’s ideals as if they are one’s own, that value judgments are wrong, and that all beliefs and practices must be accepted. The change in meaning has alienated many who value equality which may limit the effectiveness of diversity initiatives because they find this new definition to be intolerable. The authors offer authentic tolerance as an alternative, incorporating respect and civility toward others, not necessarily their ideas and practices. All persons are equal, but all beliefs and conduct are not equal. This session should particularly benefit those working to diversify college curriculums and/or develop more effective multicultural training strategies.

Claire H. Stubblefield, Ph.D., Special Assistant to the President, Director of Diversity and Affirmative Action Officer, Southeastern Oklahoma State University—Durant, Oklahoma   cstubblefield@se.edu

Clarence Von Bergen, Ph.D., John Massey Endowed Chair and Professor of Management, John Massey School of Business, Department of Management and Marketing, Southeastern Oklahoma State University—Durant, Oklahoma   cvonbergen@se.edu

2:30–4:00 p.m.
Beyond Tokenism; Student Engagement and the Successful Black Male
This session will define student success as it relates to African-American males. Presenters will combine theory with practice and provide participants with a practical guide to successfully engage African-American males from recruitment into higher education through employment in higher education. Discussion will cover student engagement and presenters will define student engagement as a practice and will provide examples of successful programs and systems. This session is designed to be a high-energy interactive multimedia experience challenging participants to create and maintain environments that lead to successful recruitment and matriculation of African-American males. Attendees will receive a resource guide to assist in the development of their own engagement program. The session should particularly benefit participants who are interested in the success of African-American males as well as those who work directly with African-American male groups, organizations, and teams.

Roderick Bradley, Director, Intercultural Student Affairs & Ledonia Wright Cultural Center, East Carolina University—Greenville, North Carolina   bradleyr@ecu.edu

Bryant K. Smith, President, Smith Consulting and Networking—Clemson, South Carolina   bryant@smithcan.com