NASPA Multicultural Institute

E-Portfolio Entry

Activity Name & Description: NASPA Multicultural Institute

In December, I will be attending the NASPA Multicultural Institute.

The Professional Competency Areas for Student Affairs Practitioners approved by NASPA specify that knowledge and skills related to equity, diversity, and inclusion are an expectation of all practitioners regardless of their area of specialization or positional role within the field. The NASPA Multicultural Institute is intentionally designed for student affairs practitioners and administrators to further expand their own awareness, further develop skills as a multicultural educators, and exchange best practices for supporting historically underrepresented and marginalized college student populations. Institute participants will engage in a multitude of topics related to multiculturalism, intercultural competency, cross-culturalism and social justice by focusing on race and ethnicity; sexual orientation; sex, gender, and gender identity; ability, nationality; religion and spirituality; and socioeconomic class.

The 2013 NMI will focus on the following themes:

• Fostering multiculturalism on campus through collaborations: How can different stakeholders on campus and in the community partner together and share information to supplement multicultural efforts to improve the overall campus climate? 
•  Immigration, undocumented students, and identity: What are the implications of immigration in higher education across various factors of identity?
• Incorporating theory with research and practice in multicultural efforts on campus: How can we incorporate theory, narratives, research, in multicultural education, across disciplines, as it relates to underrepresented groups and identity development of students?
• Technology as a tool for inclusion: How can media and technology be utilized to facilitate integration and understanding to create a more inclusive community? 
• Funding and resource allocation for multicultural programming: What are some innovative ways and structures that generate sustainable funding  for multicultural initiatives on our campuses?

Date/Semester

December 2013 (Fall Semester)

Learning Domains Addressed (Labels)

X Leadership

X Social Justice & Advocacy

X Education

X Personal Development

Learning Outcomes

SWiBAT attend multiple workshops and learn new concepts that will further his knowledge as Student Affairs Practitioner.

SWiBAT develop new skills to utilize as a Social Justice Educator and Student Affairs Practitioner in both his personal and professional life.

Assessment Rubric

Rubric: Advisor Role

	SLO #1 – XXXX	SLO #2 – XXX
Advanced	I will be able to attend 3 workshops that will further his knowledge as a SAP.	I will be able to develop 3 new skills to utilize as a Social Justice Educator in both his personal and professional life.
Competent	I will be able to attend 2 workshops that will further his knowledge as a SAP.	I will be able to develop 2 new skills to utilize as a Social Justice Educator in both his personal and professional life.
Basic	I will be able to attend 1 workshop that will further his knowledge as a SAP.	I will be able to develop 1 new skill to utilize as a Social Justice Educator in both his personal and professional life.
Poor	I will not attend workshops that will further his knowledge as a SAP.	I will not be unable to develop any skills to utilize as a Social Justice Educator.

Evidence

NMI:

Session 1

Intergroup dialogue: A tool for cultivating Mindfulness and Authentic Leadership Development

***dialogue

->moment in sense of self and understanding the other

-> the in-between

4 stage model of dialogue

(BOHM,1987)

-> INTENITONALITY AND RESISTANCE: DIALOGUE

****->IGD: University of Mission

-> tied between Student Affairs and Academic Affairs

Gurrin, et al.,2013, p.3

***we must continue to think intersectionally***

->Which identities are being spoken for?

-what narratives aren't being spoken for?

->balancing social identities of students that there is a (as close to) equal representation in class from privileged and underrepresented groups

->How do you see yourself?

-> values: truth/unity/love---->community

Day Two: Session One

Preparing Educators to Develop a Social Justice Immersion on Their Campus

How do we do this?

How do we integrate these values into our personal/professional mission?

How do we create educational experiences?

Scholarship

College Learning for the New Global Century (book)

A crucible Moment: College Learning and Democracy's Future, a Natural Call to Action (book)

NASPA/ACPA Profesional COmpetency Areas for SAPS

Bell, 2007 Social Justice

"Social Justice is bot a process and goal. The goal of social justice is full and equal participation of all groups ion a society that is mutually shaped to meet their needs. Social justice includes a vision of society in which the distribution of resources is equitable and all  members are physically and psychologically safe and secure. Social justice involves social actors who have a sense of agency as well as a sense of responsibility toward and with others, their society, and the broader world in which we live" (Bell, 2007).

-> where do student affairs professionals fit into this conversation?

-> How are we prepared to facilitate learning experiences?

-> what ways do you incorporate social justice into your practice?

----> my thoughts: intentionality

-> values of our profession

-> work with where they are---> scaffolding

----> meet them where they are

----> aligned with our goals, history of our profession

-> how are we living out our profession?

-> how do we have these conversations?

->with ourselves (internally)

->how do we train people with discomfort?

-> 

Iverson (2012) Multicultural Compettence for Doing Social Justice 

-> transformative learning

-> how might development of multicultural competencies (unintentionally) serve to aintain the status quo more than inspire creative thinking about the root causes..

-> expading knowledge: becoming equity minded

->expanding awareness

-expanding skills

MANNING's Philosophical Positions on Difference

Retreat

Competencies of Retreat

-awareness-privilege and oppression

-individual-group-organization

-critical dialogue

-skill building

-continual process

-liberation and empowerment

-infusing into curriculum

-training for faculty and related staff

Flow of Retreat @ OSU (2 days)

-foundation

- building community

-skill building

-common ground

-meaning making of race

- race caucus

-cycle of oppression

-dominant/subordinated group dynamics

-taking action

***when we talk about social justice---> we tend to talk about race

->need to speak about micro aggressions

VOICES

->Impact of SJ Retreat on SA Education

->Self and Professional Role Changed?

-> Empowered?

->Critical Self Reflection

-> personal reflection

-> daily actions as change agents

Notes: questions to ask

-> Summer Reading: maybe provide questions/ notes

-> personal thought

Session 3

Planning for Success: Serving Students with Multiple Identities

Key themes:

Intersectionality----> feminist framework by McCann and Kim (2002)

-> Multiple Dimensions of Identity- Jones & McEwan (2000)

-> Queer People of Color

-> many LGBTQ People of Color students are can be marginalized and viewed as invisible

->othered and isolated, feeling alienated

-> Sue Rankin---> Campus Climate---> things got better for white gay folks, not QPOC folks

-> MultiRacial Students

-> forced to identify with a singular racial group

->straddling racial groups and cultural services on campus

->isolating experience-Renn, 2008

->Undocumented Students

-> Confidentiality of personal and family's legal status

->financial aid and cost asscated with attending college

->psychological issues and experiencing burnout

-> interacting with law enforcement

-> seeking services

->contreras,F. (2009)

-> Flores, S.M (2010)

-> sometimes guilt and fear

-> OUTING themselves and family

LGBT Students with Disability

-> disabilitiy serrvices can be seen as heternormative

-> LGBT spaces can be physically and socially inaccessible to people with disabilities

-Rosenbaum, 1978, McRuer, 2006

->not validated

->Crip Theory

Organizational Structures of Student Services

-> Centralized Student Services (one building, one space, issue: Confidentiality/high visibility, benefit: central high visible)

->Decentralized Student Services (centers are in very different places, size, structure benefit: anonymity/ privacy cost: where are they for folks who don't know)

->Committee

-> One Person

-> students serving students

->no spaces or space available for special student groups

Reflection

1. Following the conference I was be able incorporate knowledge gained to the work
that I am doing my graduate program around social justice, diversity and equity. Following the conference I was be able to understand the importance of current literature and best practices with diversity to better serve students. Many of the presentations

3. Following the conference I will be able to identify best practices, for the retention 

program I work with, for inclusive programming to support intersecting student


identities.