Wednesday, May 27, 2009
9:30–11:30 a.m.
MAJOR WORKSHOP
The Intersection of Race, Gender, and Ethnicity
in Higher Education
This session will focus on the ways in which issues of diversity intersect around race, class and gender issues. The panelists have many years of leadership in higher education institutions promoting diversity issues and the sustainability of diversity initiatives at an institutional level. The panelists will share results of their research at both the national and institutional levels as well as best practices that promote hiring and retention of faculty of color; hiring, promoting and developing leaders to drive diversity agendas; and promising practices for institutionalizing a commitment to diversity at all levels of the institution.

Linda Basch, Ph.D., President, National Council for Research on
Women—Washington, D.C. http://www.ncrw.org

Gertrude J. Fraser, Ph.D., Vice Provost and Associate Professor, Faculty Advancement, Office of Executive Vice President and Provost, University of Virginia—Charlottesville, Virginia http://www.virginia.edu

Yolanda T. Moses, Ph.D., Associate Vice Chancellor, Diversity, Excellence and Equity, and Vice Provost, Conflict Resolution, University of California-Riverside, California; Former President of City College of New York (CUNY), President of the American Association for Higher Education at George Washington University-Washington, D.C. Yolanda.Moses@ucr.edu

Wednesday, May 27, 2009
9:30–11:30 a.m.
MAJOR WORKSHOP
Critical Liberation Theory: Enacting Liberatory
Consciousness in Classrooms, Communities
and Collective Spaces

Eliminating white supremacy can increasingly happen as we create a theory which enables daily action toward liberation. It is not enough to be against oppression. It is necessary that we be for liberation. Clarifying a theory of liberation provides the mechanism through which each of us can ratchet ourselves toward daily enactments of a liberatory society.

This highly provocative and challenging session requires participants to articulate a theory of liberation and a set of specific practices that can be enacted on a daily basis that results in the dismantling of white supremacy and the creation of classrooms, communities and other collective spaces characterized by equity, fairness, and justice. Participants will develop a protocol for monitoring implementation of their critical theory of liberation through specific liberation enactment strategies.

Barbara J. Love, Ed.D., Professor of Education, Social Justice Education concentration, University of Massachusetts—Amherst, Massachusetts bjlove413@gmail.com

Wednesday, May 27, 2009
2:15–4:15 p.m.
MAJOR WORKSHOP
Advancing Your Career: What You Need to Know to
Advance in Higher Education
As a follow-up to the pre-conference institute (see Institute 102), this session will provide an insider’s look on how to market yourself and communicate effectively. It will also focus on the minority candidate and what your mother never told you about being successful. The insider’s look from the perspective of a national search consultant.

Narcisa A. Polonio, Ed.D., Vice President, Education, Research and Board Leadership Services—Washington, D.C. npolonio@acct.org www.acct.org

Wednesday, May 27, 2009
2:15–4:15 p.m.
MAJOR WORKSHOP
Implementing an Agenda for Excellence: Creating
Flexibility in Tenure-Track Faculty Career

The session leaders will begin with data supporting the need for career flexibility policies and practices and an overview of what some of the best policies, practices, and programs are in Faculty Career Flexibility at various types of four-year colleges and universities throughout the U.S. Examples will include part-time tenured and tenure-track appointments, paid maternity leave for new mothers, and dual-career recruiting, to name a few. Presenters will also share tools and resources for assessing an institution’s status on flexible career policies and practices; implementing new initiatives step by step; and evaluating the use and success, including return on investment, of Faculty Career Flexibility policies, practices, programs put into place.

Binnie Singh, Director, Faculty Relations & Development, University of
California—Davis, California

Gloria D. Thomas, Ph.D., Director, Center for the Education of Women (CEW), University of Michigan—Ann Arbor, Michigan Gloria_Thomas@ace.nche.edu

Claire Van Ummersen, Ph.D., Vice President, Center for Effective Leadership, American Council on Education (ACE)—Washington, D.C. http://www.acenet.edu

Wednesday, May 27, 2009
2:15–4:15 p.m.
MAJOR WORKSHOP
APIDA 101(Asian Pacific Islander Desi Americans)

Asian Pacific Islander Desi Americans are a growing population on today’s campuses, though often little is known about this diverse population. Higher education professionals have rarely been educated about issues unique to APIDA college students, or effectively trained to work with them or develop best practices. This session should benefit those with minimal knowledge of APIDA issues, particularly those who are not APIDA themselves. Sponsored by APINCORE: Asian Pacific Islander Caucus of NCORE.

This program is designed to be a comprehensive introduction to Asian Pacific Islander Desi student issues. Topics will include: ethnic and geographical diversity, how APIDAs fit (or don’t) within the Black-White paradigm, racial identity, impact of the Model Minority and Foreigner stereotypes, campus climate/student experiences, and others. Bring your questions!

Vijay Kanagala, Doctoral Candidate, Educational Leadership and Policy Studies; Coordinator, Multicultural Student Development, Multicultural Students Affairs, Iowa State University—Ames, Iowa vijay@iastate.edu

Corinne Maekawa Kodama, Associate Director, Asian American Resource and
Cultural Center, University of Illinois—Chicago, Illinois ckodama@uic.edu

Mamta Accapadi, Ph.D., Consultant, Social Justice and Diversity Issues—Austin, Texas mamta@alumni.utexas.net

Wednesday, May 27, 2009
2:30–4:00 p.m.
MAJOR WORKSHOP
Unconscious Bias and the Law

Lady Justice, the personification of justice, is portrayed as wearing a blindfold because we imagine the law to be neutral and dispassionate. Humans are supposed to be rational creatures. However, a vast body of research in psychology, neuroscience, and decision making has shown that reflexive or intuitive cognitive mechanisms generate biases. In law, this means that although the legal decision making processes strive to base legal outcomes on careful and rigorous deliberation and analysis, unconscious biases do creep into professional legal thinking.

In this session, we will first explore the ways in which unconscious stereotypes that we attribute to particular groups (based on gender, race, ethnicity, and sexuality) defeat the ideal of Lady Justice’s neutral and unbiased rule of law. Then we will turn to solutions, suggested by the literature, that would intervene in cases where we know that racial and gender stereotypes create a consistent cognitive bias.

Sylvia Lazos, J.D., Justice Myron Leavitt Professor of Law, William S. Boyd School of Law, University of Nevada—Las Vegas, Nevada lazoss@unlv.nevada.edu

Thursday, May 28, 2009
10:00 a.m.–noon
MAJOR WORKSHOP
Changing How Teachers Tell the Story of California’s “First People”

DESCRIPTION FORTHCOMING

Edward Castillo, Ph.D., Chair, American Indian Studies, Sonoma State University–Rohnert Park, California ed.castillo@sonoma.edu

Thursday, May 28, 2009
10:00 a.m.–noon
MAJOR WORKSHOP
Helping Colleagues Rise Above Unconscious Biases
and Cognitive Shortcuts

Negative biases lead to the shortchanging of members of certain groups. On the other hand, positive biases lead to the privileging of members of other groups. Operating at the unconscious level, these biases filter what we see through our expectations. But the good news is this: the power of these biases can be reduced. We can incorporate anti-bias cues, reminders, and procedures into our campus environments, classrooms, and committee meetings. We can help our colleagues recognize and rise above a dozen cognitive shortcuts and errors (these are closely related to biases and unwittingly made by academics on a daily basis).

This highly interactive session will draw on recent findings from cognitive scientists http://www.implicit.harvard.edu as well on insights derived from presenter’s consulting work and summarized in her booklet Rising Above Cognitive Errors: Guidelines for Search, Tenure Review, and Other Evaluation Committees.

JoAnn Moody, Ph.D., J.D., Faculty Developer and Higher Education Consultant—San Diego, California www.DiversityOnCampus.com

Thursday, May 28, 2009
10:00 a.m.–noon
MAJOR WORKSHOP
Hip Hop in the Classroom: From Internalized
Oppression to Critical Liberation Pedagogy

Most students in today's classrooms view themselves as a part of the Hip Hop generation.

They have grown up in a world where Hip Hop was their primary cultural framework. Most teachers in today's classrooms experience distancing from Hip Hop. Outside hip hop culture, they do not know the music, do not know the language and do not consider themselves a part of Hip hop culture. As a result, they miss the single most significant cultural phenomena in the lives of their students. More importantly, such teachers miss the possibilities that hip hop provides for bridging cultural, generational, racial and class divides that exist inside many classrooms.

In this session, we discuss elements of hip hop culture, elements of critical liberation pedagogy, and strategies for the utilization of hip hop in the classroom as a tool of critical liberation pedagogy.

Barbara J. Love, Ed.D., Professor of Education, Social Justice Education
concentration, University of Massachusetts—Amherst, Massachusetts
bjlove413@gmail.com

Thursday, May 28, 2009
10:00 a.m.–noon
MAJOR WORKSHOP
Taking Professional Development Online:
Using the Power of Story to Engage Faculty Learning

This highly interactive session examines an innovative online faculty development program pioneered at Valencia Community College in Orlando and implemented in the University of Hawai’i Community College system. The National Institute for Staff and Organizational Development (NISOD) program’s Learning Scenarios, includes online scenarios-based courses. The Teaching for Learning course has proven to be a very effective method of reaching both new and seasoned faculty members and generating dialogue among and across disciplines, training, and cultural backgrounds of faculty. Information on the Teaching for Learning scenarios course will be presented including background and rationale, insights and lessons learned during implementation, and current research efforts to measure impact on student learning outcomes. Participants will identify issues at their college that could be addressed using online professional development combined with the power of storytelling to integrate and engage faculty participation.

This session should particularly benefit attendees who are interested in and/or responsible for faculty development, professional development practitioners, and those who are concerned with student persistence and success issues. Participants will leave with strategies for developing and implementing programs for new faculty at their own institution.

Krista Hiser, Doctoral Candidate, Educational Administration; Assistant Professor, Developmental Composition; and new Faculty Coordinator, Kapi’olani Community College-Honolulu, University of Hawai’i—Manoa, Hawai’i hiser@hawaii.edu

Daryl E. Peterson, Director, ScenariosOnline, Center for Teaching and Learning Support (TLS), East, Valencia Community College—Orlando, Florida dpeterson8@valenciacc.edu

Thursday, May 28, 2009
10:00 a.m.–noon
MAJOR WORKSHOP
Crossing the Tracks: Growing up Poor/Working Class
and Being in Higher Education

Higher education is the access channel to upward mobility. If you’re the first in your family to go to college; if you’re a “white collar” child of “blue collar” parents; if you feel you crossed over from one world to another; if you’re unfamiliar with the hidden rules of professional middle class life; or if you’ve experienced the downsides, as well as the upsides, of class mobility than join Class Action to explore the joys and pitfalls of straddling class.

In this session we will focus on reconciling our blue-collar upbringing with the white-collar world of higher education, that we now inhabit. What can we learn from our own experiences that allow us to help our students successfully negotiate this dual identity? We will look at the lasting consequences of class mobility in America, and examine the differences between typical working-class values like the importance of hard work, loyalty to family and community, and those of the professional middle class. We will talk about the unique perspective we have from straddling two social class zones. We will engage in participatory activities, reflection, sharing, laughing, and having the chance to feel at home in the world in between; and will think about actions we can take on our campuses to help our students navigate this territory.

Felice Yeskel, Ed.D., Executive Director, Class Action (a national non-profit focusing on issues of social class and money, and their impact on our individual lives, our relationships, organizations, institutions, and culture)—Hadley, Massachusetts www.classism.org

Thursday, May 28, 2009
10:00 a.m.–noon
MAJOR WORKSHOP
Walking Each Other Home:
A National Conversation on Race

Sometimes, bold dreams require that we step forth with equally courageous action. If we wait for our institutions or some charismatic leader to pave the way first, our dreams often fade away along with our hopes and our belief that real change will ever happen in our lifetimes. “Walking Each Other Home: A National Conversation on Race” is such a dream.

We hope to create a space for people of all walks of life to get to meet each other and to truly hear each other’s journey—to learn what it has taken for them to get to the room together, how their life experiences have affected them, changed and shaped them into who they are today. And that perhaps, from hearing each other’s stories, they will find a place of compassion and understanding to begin a friendship based on trust and acceptance. Come join us in this unique opportunity to meet the people that we have always wanted to meet, but were too afraid to because of what we’ve heard or been told.

Lee Mun Wah, Diversity Trainer/Director, StirFry Seminars & Consulting—Berkeley, California www.stirfryseminars.com

Thursday, May 28, 2009
1:15–4:15 p.m.
MAJOR WORKSHOP
Educational Excellence & Equity: Lessons Learned on
Resiliency From Undocumented Children

This interactive session provides educators the ability to understand the complexity in educational excellence. This presentation demonstrates how our education and immigration policy has impacted more than the six million children who are undocumented or have a undocumented parent. As a result, we will go from theory to personal and participants will walk away with practical applications.

Juan Carlos Arauz, Ph.D., Consultant, Peace x Piece Education
Consulting—Novato, California arauzmoore@comcast.net www.peacexpiece.org 1world@peacexpiece.org

Jacquelyn V. Reza, Ed.D., Professor/Counselor, De Anza Community College—
Cupertino, California

Thursday, May 28, 2009
1:15–4:15 p.m.
MAJOR WORKSHOP
Competency Roadmaps for Crossing Into Other
Cultural Communities: Faculty and Student
Preparations for Teaching and Studying in
Internationally Diverse Settings

As study abroad programs become more popular for American-based students, and faculty as well as students from other countries continue to come to the United States, more emphasis needs to be placed on the intercultural competency of involved faculty, administrators and staff. While foreign language faculty and international educators have specifically focused on multicultural and intercultural learning for several decades, it is now better understood that all programs and faculty involved in studying, teaching and learning in other countries must put more emphasis on the development of cross cultural teaching and learning. Because of patterns of immigration and global migration, classrooms around the world are populated with students who differ from one another, and often from faculty, in their perceived race and ethnicity, as well as in their skin colors, cultural identities, class backgrounds, immigrant status, national origins, communication styles and language choices.

This session is designed to highlight the ways in which faculty can both test and improve their own competence in preparing both students and themselves for living, studying and teaching abroad in the 21st century. This session will explore some of the challenges such a global focus presents to higher education, including: the continued underrepresentation of some student groups in opportunities for cross national study, and the barriers to broadening the reach of such programs; the issues involved in more effectively preparing faculty and students to enter into other cultural worlds, as well as to make a healthy re-entries back into their own; and, the strategies and support needed to design more effective curriculum and activities that are both culturally responsive and reflective of real world issues. Participants will be introduced to tools for self-assessment as well as strategies for curriculum design and classroom interaction.

Michael D’Andrea, Ph.D., Professor, Counselor Education, University of Hawai’i—
Manoa, Hawai’i
Janice D. M. Mitchell, Ed.D., Professor, Foreign Languages, Literatures and
Cultures, Gallaudet University—Washington, D.C. janice.mitchell@gallaudet.edu

Thursday, May 28, 2009
1:15–4:15 p.m.
MAJOR WORKSHOP
Community in Context: Race, Privilege and the
Dynamics of Belonging in the Academy

In academia, we use the word “community” in many different ways, often to describe the coming together of a group of individuals—students, faculty, administrators, other staff, and other stakeholders—for a common purpose. We craft policies and change practices to “better serve the community.” These policies and practices are unlikely to succeed unless they are based on an understanding of how people decide to take themselves seriously as a part of the community. Colleges and universities often refer to the environment they are trying to create on campus as a "learning community", suggesting that faculty and students, as well as administrators and other staff are all working together to create a safe environment for learning and teaching. If you are on campus, you are part of the learning community. We refer to “communities of color,” often with an intent to convey a people with unified set of values, needs and aspirations typically because of particular skin color.

The tendency is to believe that if someone does not identify as white, they see themselves as part of a community of color. In truth, membership in a community is always evolving, according to how we see our identities reflected and accepted at any given time. The problem with simplifying the concept of what belonging to a community actually means, and neglecting to examine the negotiation of our identities that it involves, is that our use of the term can become meaningless, or worse, a barrier to what we are trying to accomplish. Policies and practices crafted based on limited understandings are likely to be viewed as patronizing, presumptuous, or simply irrelevant to addressing the issue.

This session will involve participants in an exploration of how and when we see ourselves as members of a community, and how and when do members of a community see us as ”one of them.” We will examine the contextual relations that affect our identification with any community, and how these change and evolve. Participant will be engaged in exercises which they can use on their own campuses to explore these issues, and to examine policies and practices based on new understandings.

Cris Clifford Cullinan, Ph.D., Associate Director, Organizational Development and
Training, University of Oregon—Eugene, Oregon crisc@uoregon.edu

Carl E. James, Ph.D., Professor and Director, York Center for Education and
Community, York University—Toronto, Canada cjames@edu.yorku.ca

Thursday, May 28, 2009
1:15–4:15 p.m.
MAJOR WORKSHOP
Mindfully Resolving Diversity Issues in the Workplace

Conflicts can be the result of misunderstandings and stereotypes that can intensify tensions and create strong reactions. This training will help deepen the understanding between groups and individuals in conflict. Learning ”mindful” techniques on how to resolve conflicts will lead to an alignment of mutual outcomes and an ongoing supportive process where everyone is valued, acknowledged and respected. This training introduces participants to the dynamics of conflict and the need for appropriate and useful communication interventions and skill sets. Three key areas of understanding will be focused on: understanding one’s self, others, and the societal context. Through the use of role plays, personal stories, films, listening exercises, and “mindfully responding” techniques, participants will learn the facilitation and inquiry techniques needed to resolve conflicts that often occur in workplaces.

Lee Mun Wah, Diversity Trainer/Director, StirFry Seminars & Consulting—Berkeley, California www.stirfryseminars.com

Thursday, May 28, 2009
1:30–3:30 p.m.
MAJOR WORKSHOP
The Race Card: How Bluffing About Bias
Makes Race Relations Worse

DESCRIPTION FORTHCOMING

For Professor Ford’s book The Race Card: How Bluffing About Bias Makes Race Relations Worse, please visit the NCORE Book Exhibit, Teaching for Change

Richard Thompson Ford, J.D., George E. Osborne Professor of Law, Stanford Law School—Stanford, California rford@stanford.edu

Thursday, May 28, 2009
2:00–4:00 p.m.
MAJOR WORKSHOP
Who are Pacific Islanders and Where Do They Fit in
Higher Education?

Pacific Islanders are an overlooked population that are often lumped together either with Asian Americans or Native Americans for demographic purposes yet have their own unique socioeconomic and cultural issues that impact their success in higher education. Yet Pacific Islanders are often undercounted, underserved, and misunderstood on our campuses. Let us go beyond the stereotypes of beaches, grass huts, and football players to learn about and address the unique educational issues that face Pacific Islanders.

Sefa Aina, Associate Director, Asian American Resource Center, Pomona College —Claremont, California Iosefa.aina@pomona.edu

Keith Lujan Camacho, Ph.D., Professor, Pacific Islander Studies , Center for Asian American Studies, University of California—Los Angeles, California
kcamacho@ucla.edu

Victor Thompson, Ed.D., Founding Member and President, National Pacific Islander Educator Network (NPIEN)—Lakewood, California
http://www.geocities.com/npienwebsite

Friday, May 29, 2009
10:00 a.m.–noon
MAJOR WORKSHOP
Meeting the Growing Challenge of Global Diversity

People of color now comprise over 80 percent of the world’s population and will grow to become an even larger proportion in the next several decades. Moreover, countries such as Brazil, India and China have undergone such rapid development that the economic future of the United States is increasingly interconnected with them. At the same time, the United States is the world’s only superpower and, thereby, has unprecedented international influence and impact as clearly shown by our involvement just in the past decade in such countries as Iraq, Columbia, and North Korea. Therefore, increasingly, Americans need to be more knowledgeable of and sensitive to the growing diversity of the world and well informed of the cultures, histories and politics of other countries, especially those in the Third World. Our universities can play a major role in meeting this challenge by internationalizing their curricula, establishing faculty and student exchanges, and developing training and research programs and various other activities in partnership with foreign institutions and organizations. Through such efforts, both students and faculty can become more knowledgeable global citizens and more effectively promote international understanding, improve international relations, and operate in the global economy.

The panelists for this session have had extensive experience in internationalizing their institutions and will discuss such topics as:

• The benefits of internationalizing their universities
• Incorporating global diversity into the curriculum
• The relationship between domestic diversity and global diversity
• Comparing ethnic/multicultural studies to area studies
• Establishing faculty and student exchanges
• Developing partnerships with foreign institutions and organizations
• Financing international programs

The audience will be encouraged to participate in and contribute to this discussion.

Roy H. Saigo, Ph.D., President Emeritus, St. Cloud State University–St. Cloud, Minnesota; Former President, University of Alabama-Montgomery—Montgomery, Alabama rhsaigo@gmail.com

Bob H. Suzuki, Ph.D., President Emeritus, California State Polytechnic University-Pomona—Los Angeles, California bsuzuki1@charter.net

Other Panel members will be invited.

Friday, May 29, 2009
10:00 a.m.–noon
MAJOR WORKSHOP
Three Strands of Institutional Transformation:
Building Multiculturalism Into Faculty Development

This session examines options for supporting and intersecting three strands of responsibility that are all considered part of “multiculturalism” in higher education: engaging diverse students effectively; teaching about race, class, gender, and power; and “representing” cultural difference in university life. In this interactive session, we will focus on faculty development, in particular, supporting faculty who are engaged in all or any of these three kinds of work.

Participants will hear about, discuss, and experience a number of tools and techniques that contribute to the success of faculty who shoulder responsibility for institutional transformation on social issues. Strategies will address closing the gap on students’ success; building positive, appropriate, and sensitive consideration of the dynamics of race and ethnicity across the curriculum; developing strategies for reaching colleagues who are “neutral” on diversity issues; consolidating institutional support; and maneuvering changing discourses for strategic use. The presenter is a part of the Diversity Council at the University of Michigan, a scholar of multiculturalism, a pedagogical consultant for individuals, schools and colleges, and a developer of programs for institutional transformation.

Crisca Bierwert, Ph.D., Associate Director, and Coordinator, Multicultural Teaching and Learning, Center for the Research on Learning and Teaching (CRLT), University of Michigan—Ann Arbor, Michigan crisca@umich.edu

http://www.crlt.umich.edu/aboutcrlt/crltstaff.php

Friday, May 29, 2009
10:00 a.m.–noon
MAJOR WORKSHOP
Asian Americans as Model Minority: What is Myth
and What is Reality?

It is time we revisit the question of Asian Americans as a model minority, which is derived from the phenomenon of over-representation of Asian American students in higher education, especially in the top tier public and private institutions. Who exactly are these high achieving Asian American students, and what factors can we point to that explain their success? Even if Asian Americans find offensive the "model minority" label because of its insidious comparative implications with other minority groups, is the alternative simply to dismiss it as a myth, or is it more productive and conducive to improving race relations if we accept the basic premise that certain Asian American ethnic groups—Chinese, Japanese, Koreans, South Asians, Filipinos, all mostly immigrants except for the Japanese—have demonstrated high educational achievement. The purpose of this session is to examine the scientific literature on high achieving Asian American students to explain this phenomenon using good social science research methods and concepts. What role does the immigrant status of the vast majority of Asian American students and their parents play? How are these immigrants selected by U.S. immigration laws? What kinds of capital do these immigrants bring with them to the U.S.—social capital, cultural capital, economic capital? Is the "model minority" really an "immigrant paradox" phenomenon?

Evelyn Hu-DeHart, Ph.D., Director, Center for the Study of Race and Ethnicity in America; Professor, History and Ethnic Studies, Brown University—Providence, Rhode Island www.brown.edu/race

Friday, May 29, 2009
10:00 a.m.–noon
MAJOR WORKSHOP
Undocumented Immigrant Youth and the College
Pipeline: Policies, Practices, and Pedagogy for
Increasing Access

As the national immigration debate rages on, those who are often forgotten are undocumented immigrant youth. There are currently twelve million undocumented immigrants living in the U.S. and nearly two million of them are youth under the age of 18. While federal policy ensures their access to K-12 public education, their access to higher education and employment are severely limited.

By sharing funds of knowledge and best practices developed through several years of experience working with undocumented students and guiding them in their pursuit of higher education, this session aims to empower attendees to take action to advocate and educate others in their institutions and communities about the opportunities available to undocumented immigrant students. As such, this interactive session will include: (1) information about education and immigration policies that impact undocumented youth, (2) discussion of the challenges these students face in their pursuit of college and career, (3) practical tools and information about how to address the needs of undocumented youth, and (4) opportunities for attendees to engage with each other and the presenter to share information and best practices for working with undocumented immigrant youth.

Paz M. Olivérez, Ph.D., Executive Director/Founder, Futuros Educational
Services—Los Angeles, California poliverez@futuros-california.org
www.futuros-california.org

Friday, May 29, 2009
10:00 a.m.–noon and 1:15–4:15 p.m.
MAJOR WORKSHOP
My People! My People! The Role of White Women
in Keeping the Supremacy of Whiteness in Place

People of color and some white people have been writing and speaking for years about how we as white women collude with white men to maintain power in “mainstream” hands; there are various examples throughout history. Yet, many of us who are white women have little sense of this practice or perspective and are taken aback to find that we are not necessarily viewed as trustworthy or as allies.

This daylong session will:

• Identify some of the possible institutional and psychosocial causes for many white women not seeing such a pattern,
• Explore the ramifications and implications of such behaviors, and
• Develop concrete strategies for changing these behaviors, both individually and as a group.

Fraces E. Kendall, Ph.D., Consultant on Organizational Change and
Communication, Specializing in the Issues of Diversity—Albany, California
info@franceskendall.com

Friday, May 29, 2009
1:15–3:15 p.m.
MAJOR WORKSHOP
Representation of People of Color in News Media:
Where are the Indians?

“When’s the last time you ever saw TWO Indians? You ain’t never seen a bunch of Indians just chillin’ at Red Lobster” Chris Rock.

Although Native Americans make up less than two percent of the U.S. population, they are in every walk of society. So why is it that Native Americans and their issues rarely show up in news coverage? Why do the same stereotypes of Native people from the 19th century still appear in today’s media. This session explores these issues along with common misperceptions about Native people in the U.S.

Cristina L. Azocar, Ph.D., Director, Center for Integration and Improvement of
Journalism, and Assistant Professor of Journalism, San Francisco State
University—San Francisco, California cazocar@sfsu.edu
http://www.journalism.sfsu.edu/faculty/azocar.shtml

Friday, May 29, 2009
1:15–4:15p.m.
MAJOR WORKSHOP
Software for Admissions That Provides Holistic
Diversity and Adheres to all Judicial Decisions on the
use of Race/Ethnicity, Gender in Admissions

In 2003, two land mark cases challenged the University of Michigan admissions policies with respect to the use of race/ethnicity, Grutter v. Bollinger and Gratz v. Bollinger. In summary, the Court decided that race/ethnicity could be considered in admission's decision, but could not be the deciding factor. Later, Michigan residents voted to adopt a ban on racial and gender preferences through Proposal 2.

In 2007, the Supreme Court heard two cases on race-conscious school placement policies in Louisville and Seattle. The court struck down the programs in Louisville and Seattle. In all of these cases, it is clear that racial and gender preferences are either over or on their way out. However, the need to diversify still exists, as explained by the courts and researchers.

How can institutions achieve diversity without giving preference to race/ethnicity, gender, national origin, etc? In an effort to address these issues, a data mining tool called Applications Quest, http://www.ApplicationsQuest.com was developed by Dr. Gilbert. Applications Quest allows the use of race/ethnicity, gender and any other attributes to be considered in admissions, school assignments, employee hiring or any other application processing area, such that no preferences are given to race/ethnicity or gender.

In this session, a detailed explanation will be given of how this software works in conjunction with a three phase process to protect admissions offices against legal challenges while achieving holistic diversity. There will be a full functioning demonstration of the software as well.

Juan E. Gilbert, Ph.D., T-SYS Distinguished Associate Professor; Fellow, Auburn University Center for Governmental Services, Human Centered Computing Lab — http://www.HumanCenteredComputing.org/, Department of Computer Science and Software Engineering, Auburn University—Auburn, Alabama

Friday, May 29, 2009
1:15–4:15 p.m.
MAJOR WORKSHOP
Lessons From The Color of Fear: Applying Critical
Reflection to a Classic Learning

Fifteen years after its release, The Color of Fear remains the most widely used, and possibly, the most powerful and transformative educational video on issues of racism and racial identity in the United States.

In this session, veteran social justice educators, Victor Lee Lewis and Hugh Vasquez will bring new life to an old classic by demonstrating a powerful new approach to learning from this important film, utilizing critically-reflective dialogue and inquiry to plumb the depths of very brief clips from the film. Participants will learn how to frame questions in order to foster group critical reflection to distinguish critical dialogue from reflexive debate; how to customize literally dozens of distinct and unique dynamic lessons from The Color of Fear; how to minimize the emotional resistance, anxiety and distress that can sometimes be associated with viewing of the film, while maintaining a high level of "learning challenge." This session is suitable for any teacher or trainer considering the use of The Color of Fear, or wanting to develop their skills in facilitating critical dialogues on issues of race identity and power in a formal learning setting.

Victor Lee Lewis, Co-Director and Founder, Center for Diversity
Leadership—Berkeley, California victorlewis@diversitywork.org

Hugh Vasquez, Co-Director, Center for Diversity Leadership, and Founder, TODOS Institute—Walnut Creek, California

Saturday, May 30, 2009
9:00 a.m.–noon
MAJOR WORKSHOP
FACILITATED DISCUSSIONS SEMINAR: NEW IDEAS
Cultural Competence In and Out of the Classroom:
Exploring Four Dimensions of Student Learning

Transforming the curriculum to ensure that students continue to develop cultural competence and other 21st century skills is a goal that many colleges and universities have set for themselves in an effort to remain relevant in a more global society. In addition, recent demographic information tells us that increasing numbers of our newest students are likely to come from communities where higher education has historically failed to provide sufficient support through culturally responsive policies and practices. The success of all students depends on both administrative and academic support based in understanding and development of the rich and overlapping dimensions in which learning take place. This includes the development of curriculum, policies and procedures that recognize and value the complexity of each student’s world. Student learning, particularly when it involves how one sees his or herself in relation to aspects of his or her identity—ethnicity, perceived race, gender, class, nationality—is situated both inside and outside the classroom simultaneously. While the curriculum forms one dimension of the learning, there are at least three more dimensions that interact with that curriculum and help determine the learning that occurs: students’ formal and informal relations and interactions with others involved in the learning process; students’ identities in the worlds beyond the classroom; and, the interactions students have with faculty members, administrators and staff as they navigate this process.

This discussion will involve faculty, administrators and other interested participants in an exploration of how these dimensions shape learning both inside and outside the classroom. The facilitator will open a discussion of the four dimensions and their relationships to cognitive, affective and skill building learning. The remaining time will be devoted to discussion of these concepts, opportunities for participants to share approaches they have found useful, and exploration of our challenges in developing our own, as well as our students, cultural competence.

Cris Clifford Cullinan, Ph.D., Associate Director, Organizational Development and Training, University of Oregon—Eugene, Oregon crisc@uoregon.edu

Saturday, May 30, 2009
9:00 a.m.–noon
MAJOR WORKSHOP
UNLEARNING RACISM: An Introduction the Antiracist
Pedagogy of Ricky Sherover-Marcuse

Back in the mid-1970's, when multicultural social justice education was young, a powerful, young left-wing secular Jewish philosopher-educator, Ericka Sherover-Marcuse (known by those who loved her as "Ricky") developed a model of multicultural alliance-building and community learning for social justice that has spawned a rich tradition of multicultural education and organizing on across the country. Her model, the "UNLEARNING RACISM" is the direct source for many specific concepts and practices in this field, yet most of those exposed to her ideas have never heard them presented in her own words, or traced to their source.

In this session, we will explore the following topics in which Ricky's work has made distinctive contributions:

• the definition nature of oppression and liberation,
• the integral relationship between learning, healing and organization-building,
• the meaning and basis for inter-group alliance-building,
• the nature and practices of a anti-racist ally,
• understanding and confronting internalized oppression and internalized racial superiority, and
• the place of spirituality and healing in a secular liberation and community-building model.

This session is for All-Levels experienced and emerging educators, activists and leaders.

Victor Lee Lewis, Co-Director and Founder, Center for Diversity Leadership—Berkeley, California victorlewis@diversitywork.org

Hugh Vasquez, Co-Director, Center for Diversity Leadership, and Founder, TODOS Institute—Walnut Creek, California

Saturday, May 30, 2009
9:00 a.m.–noon
MAJOR WORKSHOP
You’ve Got the Right Attitude, But Do You Have the
Skills?: Culturally Competent Performance Evaluation

Whether we are receiving or giving performance evaluations, most of us find them aversive. Yet, it is invaluable for talent management. Higher education administrators and managers are scurrying to come up with solutions to avoid the knowledge and talent gap due to baby boomer retirement. While most of them know that the recruitment pool available to fill the void is very young, inexperienced, and culturally diverse, few have the knowledge and skills needed to manage this new workforce. They know for examples, that younger generation staff requires unique incentives and even the post-racial staff of color will be hyper-vigilant about discrimination and unfairness. Most administrators and managers are very liberal-minded and want to be more culturally competent, but they admittedly don’t have the skills.

This session builds a foundation for developing culturally competent performance evaluation. The first part of this session uses scenarios to describe and discuss the predicament managers often find themselves in cross-cultural or cross-generational performance evaluations. The second part provides a framework for developing culturally competent performance evaluation. The third, and final, part teaches culturally competent performance evaluation techniques and skill-building exercises. Higher education administrators, student government, affirmative action officers, program directors, human resource officers, managers, faculty, and supervisors will find this workshop invaluable.

Billy Vaughn, Ph.D., Chief Learning Officer, Diversity Training University
International—San Francisco, California billy@dtui.com

Saturday, May 30, 2009
9:00 a.m.–noon
MAJOR WORKSHOP
Teaching Inclusively: Resources for Course,
Department and Institutional Change in Higher
Education

In higher education today, diversity and inclusion efforts have increasingly moved beyond the periphery of the academic and institutional mission of our colleges and universities to form the foundation of a new framework for excellence that integrates diversity and inclusion as a critical component of institutional excellence. Participants in this highly interactive session will focus on understanding how colleges and universities can move beyond stand-alone, single course strategies to enact systemic approaches to creating and sustaining inclusive teaching and learning environments by examining the campus-wide benefits of a systemic multicultural organization development model.

Through a series of brief writing assignments, experiential learning exercises, case studies and small group discussions, participants will apply departmental and campus assessment frameworks and consider strategies designed to address key areas of diversity across three key points of entry: the individual course, the department and the college. The session will also address strategies for building data-driven, inclusive teaching and learning initiatives that address pertinent issues while seeking to avoid systemic obstacles common to one-course-at-a-time efforts. Finally, we will look at how support for teaching development projects via communities of learning can anchor campus-wide initiatives and invite faculty to consider immediate steps to enhance their teaching practice.

For book signing of Teaching Inclusively: Resources for Course, Department and Institutional Change in Higher Education, please visit the NCORE Book Exhibit (Teaching for Change)

Mathew L. Ouellett, Ed.D., Director, Center for Teaching, University of Massachusetts; Past-President, Professional and Organizational Development Network in Higher Education (POD)

http://www.podnetwork.org—Amherst, Massachusetts mlo@acad.umass.edu

Saturday, May 30, 2009
9:00 a.m.–noon and continuing 1:30–3:30 p.m.
MAJOR WORKSHOP
Emerging Practices: Empowering Educators in the Use
of Virtual Worlds
This Interactive Professional Development Training examines a virtual world that allows students to interact in 3D spaces that are comfortable, facilitating educational practices and exercises. The social dynamic builds rapport and exposes students to teamwork, and the sense of presence encourages students to explore and engage in informal, self-directed learning. Session attendees will participate in a compelling synchronous experience with geographically disparate users to meet and interact in this environment, that serves as a legitimate surrogate for the real world, allowing users to inhabit personas and situations that are otherwise unavailable to them. This session should particularly benefit participants who are interested in exploring the pedagogical potential of Second Life and learning how to critically integrate the Virtual World into their academic programs and courses.

Yolanda Gayol, Ph.D., Mentoring Faculty, Organizational Leadership & Change, Fielding Graduate University—Washington, D.C. ygayol@fielding.edu

Sheila T. Gregory, Ph.D., Managing Partner, Dissertation Coaching Services, where ABD is not an option; Mentoring Faculty, Organizational Leadership & Change, Fielding Graduate University—Alpharetta, Georgia http://ncate.cau.edu/gregory/

Saturday, May 30, 2009
9:30–11:30 a.m.
MAJOR WORKSHOP
Don’t Just Search, Recruit

This session covers the steps that will maximize your effectiveness in recruiting first-rate candidates for academic positions, especially candidates from underrepresented groups. The session examines techniques for “actively recruiting” top candidates rather than “passively searching,” and it provides concrete strategies for implementing such a strategy.

Gary A. Olson, Ph.D., Dean and Professor, College of Arts and Sciences, Illinois State University—Normal, Illinois golson@ilstu.edu

Saturday, May 30, 2009
9:30–11:30 a.m.
MAJOR WORKSHOP
Beyond the Model Minority Stereotype
The session will examine the reality, complexity and implications of the model minority status. First is to directly confront and acknowledge the basis for the stereotype. By many aggregate socioeconomic measures (e.g., education, income, wealth, etc.), Asian Americans have achieved or even surpassed parity with the dominant group, non-Hispanic Whites. We should not dodge this reality, but at the same time not allow it to define Asian Americans. The second part is to examine what simple averages hide, that is, the enormous ethnic and economic diversity. Every group has this diversity, including NH Whites.

So, the question is whether it is fair and appropriate use the diversity argument for Asian Americans. Finally, we will examine the implications of the success Asian Americans have achieved. The easy part is that it minimizes policy concerns as they related to this population, whether we are talking about welfare reform, education, or community development. But, there is a deeper implication, which the fragile foundation for the overall socioeconomic status of Asian Americans. It was not too long ago that racism, immigration policies and foreign affairs defined how Asian Americans are treated. The question is whether those larger factors will materialize in the future, and what that tells us about Asian Americans and American society as a whole.

Paul Ong, Ph.D., Professor of Urban Planning, Social Welfare, and Asian American Studies; and Director, University of California Asian American and Pacific Islander Policy Multi-Campus Research Programs, University of California—Los Angeles, California pmong@ucla.edu

Saturday, May 30, 2009
9:30–11:30 a.m.
MAJOR WORKSHOP
Community College Leadership Development Initiative

This session will include a presentation of the programs offered and research findings of the Community College Leadership Development Institute at the University of San Diego. The emphasis will be upon better serving under represented populations and will include consideration of global and multi-cultural perspectives of leadership development in higher education. CCLDI Provides leadership training to current and future leaders for community colleges in California, Hawaii and the Western Pacific.

Doug Treadway, President, Community College Leadership Development Initiative, University of San Diego—San Diego, California treadwayd@gmail.com www.sandiego.edu/soles/centers/ccldi/