SAAC Minutes - March 31, 2010

Attendance & and favorite color: Angi Baxter- blue, Doug Severs-green, Kent Sumner-blue, Tina Clawson-pink, Ann Robinson-purple, Kami Hammerschmith-orange, Michele Ribeiro-blue, Melissa Yamamoto-aqua blue, Pat Ketcham- orange, Jodi Nelson, Lisa Hoogesteger, Kerry Evans- can’t pick a top one, Linda Reid- burnt sienna, Anne Lapour-pink, Beth Dyer-yellow, Gustavo Martinez-Padilla-blue, Rebecca Sanderson

  1. Welcome and introductions
    1. Doug Sever- director of fin aid and scholarships, new member
    2. New name tags for people to learn names, and for DPD training—thank you Eric and UHDS staff for making them for us.
  2. Announcements
    1. DPD book- we should read all of it
      1. Introduction everyone should read
      2. Arranged by topic area, then voices which discuss the topics
      3. Do what you can do
    2. April 28th meeting is switched to April 21st from 9-10:30 in MU Council Room
      1. The communications group will be meeting on the 28th
  3. Discussion about our learning with Larry Roper—Vice Provost for Student
    1. Iowa- came back and they are trying to create the standards of multicultural competency
    2. Multicultural effectiveness & fluency is knowledge, skills and awareness
      1. Approaches to how people think about competencies, people still have not been able to pin it down or define multicultural competency
    3. Key elements to learning might want to use or think about- Kolb’s model of learning, its multidimensional.  People need to understand what an experience means to them and how it fits into their world.  Larry would often ask people to keep a journal about their experiences, reflections, how it fits in their world, etc. Active experimentation in meaningful and live situations is also key
    4. We need to think about how we do this in and out of the classroom, there needs to be an active relationship
    5. Larry’s dissertation talks about some of these things, looked at:
      1. What was the behavior
      2. What happened to people’s attitudes and feelings- created affective relationship scale
      3. Introduce experiences that may shatter the way in which people have constructed their world and help them to reflect and think about these experiences
      4. Blend of experiences and opportunities to help people make sense of the situations
        1. Some people through reflection can understand, while others need the activity and reflection
    6. Larry defined Training as a process where you teach everyone to do something the same way—like fill out time sheets whereas Development is more indivualized and harder to evaluate
    7. Challenged us to think about development of multicultural effectiveness rather than training on multicultural effectiveness
    8. how do you know if someone has become multicultural effective
      1. most the time you don’t because it is situational and depends on context
      2. self report is how many times you document that some learning took place but it lacks the personal and interactional factors—there is not a reaction from the individual who was interacted with to determine if they felt like the person was multiculturally competent
      3. someone who is able to interact with the cultural needs of another person is close to a definition of multiculturally competent
    9. Things to read or watch
      1. The Diversity Challenge- snapshot of UCLA
        1. Good at discussing the dynamic that we are dealing with, the question is how do we have the interactions and activities that we want students to have- application of contact theory and notions of social distance-
          1. Contact theory- dynamics of this theory
            1. Equal status contact- cannot function in a hierarchy,
            2. must be cooperative, if people feel like they have to compete this will not work
            3. institution has to be supportive
      2. Building Multicultural Competency: Development, Training, and Practice – haven’t read this yet
      3. Creating Inclusive Campus Environments
  4. Rebecca:  We have spent most of fall & winter having people come in and talk about this- we have focused on how people are doing this work, we have not gotten to a point of talking about what we have learned,
    1. Where do we go from here?
    2. Larry:  Good curriculum design in one area is good design in multicultural learning, don’t need a new frame, if we understand what good teaching looks like then you can be good at teaching multicultural awareness- recommends that we come from a theoretical perspective to ground curricular and assessment work with this.  He thinks Kolb’s model is a good one.(see below for a brief discussion of Kolb’s model)
      1. If you’re trying to assess skills, they are assessed in different ways than assessing knowledge, use methodologies that work for the approach
      2. What is the theoretical foundation that you are using to teach this curriculum- need a sound theoretical basis
    3. Spend a few hours on self awareness then people go out and don’t necessarily practice what we hope they will do, we are assessing something that we are not teaching- need to have practice with implementing their new knowledge in a way that is meaningful
    4. Many times we take an approach to teach people what they should not do, surface reactions rather than true changes, our approaches are not committed to real learning
    5. An example is bringing people together to talk about what happened and then send them away with an assignment- journal or something, then come back and talk about the observation, then address the issue rather than the specific situation- the focus of the conversation needs to be on the bigger issue about the need for a multicultural environment.  Are our trainings really designed for real learning outcomes? Most probably not designed for that. Many designed to avoid a problem- we miss how we live a truly meaningful life- what does an individual really want out of this process
    6. Students can isolate themselves, how do we get students out of this?
      1. The book “The Diversity Challenge” discusses this
    7. Rebecca:  It seems difficult to pull something out of all of this because it is such a huge project, how can we do something beyond ourselves-beyond this meeting
      1. If people had a theoretical frame, get people out of thinking that this is a one shot deal, and think that this is a process and allow for opportunities, offer a sound theoretical model with how to succeed with that model-
      2. Qualitative assessment may be needed or used
      3. What are the pieces we need to add onto experiential learning to get to where we want students to be
      4. Engaging in service learning and dialoguing about multicultural communities- how do we assess the whole package
      5. Where in our array of diversity activities are students getting the experience, the awareness, the reflection
      6. Variety of opportunities to develop self awareness, reflection, practice, knowledge- it can come from different places but how do we connect all of these pieces
      7. Hope would be that students have the buy in and the students then choose the opportunities
      8. Maybe we need something like the insight resume in the middle of the student experience and at the end to assess development
      9. Start students off with a common conversation and have that reinforced throughout the bacc core, major, co-curriculum, etc.
  5. Next Meeting                                     

        April 14th 2010
        MU Council Room
        Guest:  Jennifer Nutefall from Valley Library