Report on Expanding the Role of the Elon University Multicultural Center

Appendix I: 2006 Certificate in Diversity Education Program

Committee Members: Angela Passarelli, L’Tanya Richmond, Michael Williams and Phil Smith.

Purpose: To offer a program that is validated by the university through which students enhance their multicultural competence and promote diversity education in our community.

Learning Outcomes: Students who complete the Certificate in Diversity Education will:

1. identify and experience the cultural dimensions of diversity
2. develop a cultural self
3. gain skills in addressing issues of diversity
4. act as ambassadors for diversity education at Elon and beyond

Theoretical Foundation:

I. Elements of Identity Development (generalized)
 

1. Exposure to difference – meeting someone who is different than “me” in a particular way
2. Self-examination of the particular difference identified – exploration focused on the difference identified
3. Immersion into that particular identity – other parts of personal identity are in the background and the multiple identities of others are ignored
4. Integration into larger identity - particular identity merges with other identities and ability to appreciate differences of others is enhanced

(These elements are a summary of Cross’ Model of Psychological Nigrescence, Helm’s White Identity Development, Phinney’s Model of Ethnic Identity Development, and Cass’ Model of Homosexual Identity Formation)

II. Competency Development Model
The following program components must be present to increase competency: (Kansas State)

• Knowledge – knowing one’s cultural self; knowing what other cultures exist; knowing how all of these cultures blend together in a global society; knowing how demographics change and shift
• Personal Attributes – traits/abilities that are necessary to live and work in a diverse world (flexibility, respect, empathy)
• Skills – behaviors that allow people to be successful in living in diverse groups (cross-cultural communication, teamwork, listening, conflict resolution, critical thinking, language development, leadership development)

Program Overview: The certificate can be completed over one academic year in three distinct stages.

Semester One: Exposure Stage
This stage entails exposure to cultural groups different from one’s own. The certificate program will utilize existing opportunities such as speakers, productions, service opportunities, and religious services to provide opportunities to experience diversity. This allows students to customize the program to their own curiosities and leverages existing resources on campus.
Students must participate in at least one event/program for 75% of the cultural categories established (recommended categories include: gender, race, culture, national origin, ethnicity, religion, social class, sexual orientation, and physical and learning ability).

Events that qualify for these categories will be posted and updated regularly on shared web space such as Blackboard. For example, programs advertised the week of October 2, 2006 include:

Culture: DC Trip to Holocaust Museum
Physical/Learning Ability: Special Olympics
Race: Civil Rights Journalism Conference
Religion: attending a service in a denomination other than your own
Sexual Orientation: Coming Out All Over
Social Class: volunteer opportunities in the community

Reflection will be a vital component of the certificate program. In the first stage, it will take three forms: web-discussions, personal reflective portfolio, and monthly gatherings.

Web-discussions: students must log on to an on-line chat or discussion board within 24 hours of each program they attend to interact with other participants. Parameters for participation might include a requirement to post one personal reaction and three responses to other postings.

Personal reflective portfolio: students will keep a creative collection of thoughts, reflection, journaling, drawing, music writing, etc in response to each culture they experience. Thoughts from this portfolio will be shared at monthly gatherings.

Monthly gatherings: All students in the program will gather in the same place and time once each month to discuss their experiences and learn from one another. This might take place in roundtable format with discussions facilitated by faculty and staff or by students who have already completed the certificate.

Semester Two: Self-Exploration Stage
All students who have successfully completed Stage One will enroll in a winter-term course available only to certification students. This cohort-based course could be taught by the Faculty Fellow for Diversity.

In this course, students will examine their own culture roots against the cultural understanding gained in the exposure stage. By examining multiple cultural forces in their own lives, they will develop an integrated cultural self-concept. They will also begin to appreciate the differences that cultural backgrounds produce among individuals, as well as how to engage in constructive dialogue about diversity. They will address difficult issues of prejudice, stereotype, and discrimination. The course may also involve an immersion experience or pilgrimage of sorts that enables students to think beyond the walls of Elon to a global perspective.

Semester Three: Integration Stage
Students who have successfully completed stages one and two will participate in diversity education training to build the skills necessary to help others learn about culture and diversity. This may take the form of a day-long training conducted by a professional educator (NBTI, Roger Cleveland, OpenSource) or a series of skills-based brown bag lunches conducted by campus experts.

In order to complete the program, students must plan and execute a spring diversity education event. This could be a cohort-effort in conjunction with existing programs such as “Celebration Week” or the “Multi-cultural Gala.” It could also be individual efforts to provide diversity education on a smaller scale.

Program Completion: Students who complete the program will be presented with a certificate of completion at a celebratory ceremony. Certificate completion will be noted on the Elon Experiences Transcript. It is additionally recommended to explore academic credit for participation in the form of a “certification” that is noted on a student’s academic transcript. (Similar to certificate programs at UNCG or Duke – conflict resolution and nonprofit management.)

Eligibility: Any student applying to the program must meet the following standards: be of sophomore or junior class standing, earn a cumulative minimum GPA of 2.75, be in good standing with the university, have an expressed desire to examine self and openness to diversity issues, and demonstrate an ability to make unique and insightful contributions to the learning environment.

Application Process: A cohort of no more than 30 students will be selected based on a written application, letter of recommendation, and personal interview (if necessary).

Incentive: Why would students want to participate in this certificate?

• Personal drive to learn and grow
• Interest in diversity issues
• Build new relationships with a diverse community
• Nominated by respected peer or faculty/staff member
• Build resume
• Build academic credentials