Culture Matters: Designing Learning Environments to Foster Cultural Awareness and Intercultural Competence

November 21–22, 2008
Sheraton Bloomington Hotel, Bloomington, Minnesota

Register by the October 29 Early Bird deadline to save $45!  

Click here to download a pdf version of the November, 2008, conference brochure

Conference Schedule Pre-conference Sessions Opening Session Closing Session	Concurrent Sessions Faculty Developers' Breakfast Session Conference Information (Hotel, Travel, etc.) Planning Committee
Download the conference registration form!

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CONFERENCE SCHEDULE
 

Friday, November 21		Saturday, November 22
7:30 a.m.	Registration Open	7:30–9:15 a.m.	Faculty Developers' Breakfast Session
8:00–10:30 a.m.	Preconference Sessions	7:30–9:45 a.m.	Continental Breakfast
10:45 a.m.–12:15 p.m.	Opening Session	8:00–9:15 a.m.	Concurrent Sessions III
12:30–1:30 p.m.	Lunch	9:15–9:45 a.m.	Break
1:45–3:00 p.m.	Concurrent Sessions I	9:45–11:00 a.m..	Concurrent Sessions IV
3:00–3:30 p.m.	Break	11:15 a.m.–12:30 p.m.	Closing Session
3:30–4:45 p.m.	Concurrent Sessions II
5:00–6:30 p.m.	Reception

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PRECONFERENCE sessions  Friday, 8:00–10:30 AM—Separate registration required.

A BELIEFS AND BEHAVIORS THAT HELP AND HINDER INTERCULTURAL RELATIONS Vivian Jenkins Nelson, President and CEO The INTER-RACE Institute, Augsburg College This workshop will provide a fresh way of talking about hard-to-discuss beliefs and behaviors that both help and hinder relationships between people of color and European Americans. The presenter has collected data from many groups about the beliefs and behaviors that get in the way of honest interaction between intercultural groups. She also has asked "what works" and will share that information with participants. The workshop will feature a process to use with groups to jump start them from "walking on eggshells" to dealing with real issues and personal and professional growth. This workshop is highly interactive and will provide a useful design for other types of diversity in addition to race and culture.

B CULTURAL COMPETENCIES FOR EDUCATORS Lee Mun Wuh, Film Director, Diversity Trainer, and Therapist StirFry Seminars As schools continue to change, what are some of the new skills and new perspectives that will be needed to meet the challenges of a more diverse population? What are some of the fears about having to change? What will be required to adapt to these new cultures? In an exciting and ever-evolving landscape of diversity, participants will explore some of the cultural competencies needed to create an environment conducive to embracing these new differences in language, behaviors, and attitudes. Through the use of films, personal stories, and experiential exercises participants will learn ways to interpret and make use of new emotions and modes of communication, how to notice the intent and impact inherent in all communications, and how to listen to what is being said and what is not being said. Participants will also learn a variety of ways to create a sense of community when confronted by a diverse population, how to ask culturally appropriate questions, the importance of listening and responding, how to mediate conflicts that are cultural in nature, and exploring culturally what is needed and what is not.

C WELCOMING, RESTORING, DWELLING, AND SENDING: Practicing Hospitality on Campus Marion Larson, Professor and Director, Honors Program Bethel University Many have suggested that teaching be thought of as an act of hospitality. What might it look like to apply this notion more broadly to those leading other teaching and learning initiatives on campus—specifically to faculty developers, academic chairs, and student life personnel? Guided by the four "movements" of hospitality as identified by Amy Oden (welcoming, restoring, dwelling, and sending), we will consider the possibilities as well as the challenges of approaching our work as an act of hospitality. Participants will explore and experience together how to create and sustain a hospitable learning environment, with opportunities for small group discussion and individual reflection to consider possible applications on their own campuses. An extensive bibliography and other resources will be provided.

D WHAT DO I DO NOW? Managing Diversity Flashpoints in Higher Education Karen Hoelscher, Professor of Elementary Education Western Washington University Have you wondered how to respond when someone uses a racial slur or disparages someone speaking a language other than English? Diversity flashpoints are difficult interpersonal situations that originate from identity difference such as race, class, gender, ethnicity, sexual orientation, language, religion, or ability. In campus settings, a flashpoint results in a broken connection between people who should be working together on a common task, such as teaching and learning. Left unaddressed, flashpoints have the potential to adversely impact student learning and effective teaching. Using strategies from her 2007 book, Managing Diversity Flashpoints in Higher Education, Karen Hoelscher will guide participants through skill development connecting research-based strategies with diversity flashpoints faced by them and others in higher education. Participants will leave better able to recognize and respond to such difficult situations. This preconference workshop is based on The Collaboration's Traveling Workshop, "What Do I Do Now? Managing Diversity Flashpoints in Higher Education."

E WRITING GRANT PROPOSALS William E. Campbell, Director, Grants and Research University of Wisconsin-River Falls This session is designed to help faculty and staff develop proposal-writing skills. Participants will learn how to generate and refine ideas for grant-funded projects, identify and approach funding sources, and create competitive proposals. Participants will practice these skills by working on the beginnings of a grant proposal in a smallgroup format, so they are encouraged to bring their ideas and their wits. The session will focus on providing information about potential grant-funding foundations and agencies that focus on education.

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OPENING SESSION Friday, 10:45 AM–12:15 PM

A Conversation with Alana: One Boy's Multicultural Rite of Passage Carlos Cortés Professor Emeritus, Department of History University of California, Riverside     A Conversation with Alana is a one-hour, one-person autobiographical play written and performed by Carlos E. Cortés. In his play, Cortés presents his story of growing up as a young man of mixed ancestry in racially segregated, religiously divided early post-World War II Kansas City, Missouri. The son of a Mexican Catholic immigrant father and an American-born Jewish mother, whose parents came from Austria and Ukraine, Cortés had to learn to navigate Kansas City's rigid racial, ethnic, and religious fault lines, while simultaneously dealing with the internal conflicts of his own divided family. Carlos Cortés is one of the nation’s most sought-after diversity speakers. He has captivated audiences throughout the United States and internationally with his exuberant, insightful, humor-filled, constantly surprising presentations. Cortés has lectured widely on the implications of diversity for education, government, private business, and the mass media. His recent books include The Children are Watching: How the Media Teach about Diversity and The Making—and Remaking—of a Multiculturalist, published by Teachers College Press. A consultant to many government agencies, school systems, universities, mass media, private businesses, and other organizations, he is coauthor of the Houghton Mifflin Social Studies series, senior consultant for the McDougal Littell World History series, and Creative/Cultural Advisor for Nickelodeon’s Peabody Award-winning children’s television series "Dora the Explorer" and its spin-off, "Go, Diego, Go!"

CLOSING SESSION Saturday, 11:15 AM–12:30 PM

THE NEW MULTICULTURALISM Carlos Cortés, Professor Emeritus, Department of History University of California, Riverside   In this session, Cortés will address what he calls "The New Multiculturalism." This involves the changes that have occurred in the nature of U.S. multiculturalism and the ways that people have viewed and reacted to those changes. Among the topics to be examined will be the changing nature of the perception of multiculturalism, the social dynamics of demographic "tipping," the intersection of categorical silos, the reshaping of diversity categories, the expanding circles of inclusivity, the balancing and setting limits to the imperatives of unity and diversity, and the globalization of diversity. In addressing these topics, Cortés will emphasize the implications of diversity for colleges and universities, particularly in the area of teaching and learning. Carlos Cortés is one of the nation’s most sought-after diversity speakers. He has captivated audiences throughout the United States and internationally with his exuberant, insightful, humor-filled, constantly surprising presentations. Cortés has lectured widely on the implications of diversity for education, government, private business, and the mass media. His recent books include The Children are Watching: How the Media Teach about Diversity and The Making—and Remaking—of a Multiculturalist, published by Teachers College Press. A consultant to many government agencies, school systems, universities, mass media, private businesses, and other organizations, he is coauthor of the Houghton Mifflin Social Studies series, senior consultant for the McDougal Littell World History series, and Creative/Cultural Advisor for Nickelodeon’s Peabody Award-winning children’s television series "Dora the Explorer" and its spin-off, "Go, Diego, Go!"

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CONCURRENT SESSIONS I Friday,  1:45–3:00 PM A.       Are We There Yet? Viewing the Road to Cross-Cultural Competency B.       Breaking the Silence: Awakening Voices of Non-participating Culturally Diverse College Students C.       A Dialogue with Carlos Cortés D.       Ethnicity Matters: Rethinking How Students of Color Succeed in College―Part I E.       Intercultural Learning in Study Abroad: Theory, Practice, and Assessment F.       Learning Through African Proverbs G.      Seeing Educational Equity and Diversity (SEED) H.      Virtual Border Crossings: Diversity in the Online Classroom

CONCURRENT SESSIONS II Friday, 3:30–4:45 PM A.        Cultural Matrices: Pieces and the Whole B.        Denial Is Not a River in Egypt C.        Fostering Intercultural Competence Through Off-Campus Immersion Experiences D.        Ethnicity Matters: Rethinking How Students of Color Succeed in College―Part II E.        I Don't Have Time to Teach Diversity F.        The Impact of Conflict on Learning G.        Join Me at St. Pat’s Café: Facilitated Dialogues and the Power of Story H.        Rethinking the Roles and Responsibilities of HBCUs in the Modern American Landscape

CONCURRENT SESSIONS III Saturday, 8:00–9:15 AM A.        Building Cultural Competencies Through Community Engagement B.        Developing Dispositions: Making the Invisible Visible C.        Fear and Loathing in the Classroom: Fostering White Privilege Awareness D.        Nurturing Intellectual Empathy and Essential Educator Dispositions via Games and Simulations E.        Reaching out and Looking in: Fostering Intercultural Learning F.        Seeing with a Native Eye: A Human Epistemology—Part I G.       Universal Instructional Design as a Model for Multicultural Education

CONCURRENT SESSIONS IV Saturday, 9:45–11:00 AM A.        Attending to Emotions When Learning About Race B.        Instructional Implications of Student Interactions Across Differences C.        Integrating Sports Nicknames into Discussions of Privilege and Multiculturalism D.        Promoting Dialogue Across Faith Lines E.        Successful Partnering by an American Indian Boarding School and a Land Grant University F.        Seeing with a Native Eye: A Human Epistemology—Part II G.       Understanding the Role and Importance of Culture in Self-Awareness and Identity Development H.       What’s up with Culture? Teaching Literature, Marine Biology, and Psychopathology Cross-Culturally

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STEWART BELLMAN AWARD FOR EXEMPLARY LEADERSHIP Friday, 5:00–6:30 PM Join us in honoring the recipient of this year's Stewart Bellman Award for Exemplary Leadership for the Advancement of College Teaching and Learning at our gala reception with a short program, delicious appetizers, live music, and a cash bar. Connect with friends and colleagues in this relaxed, enjoyable setting.

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FACULTY DEVELOPERS' BREAKFAST SESSION Saturday, 7:30–9:15 AM―Separate registration required. HELPING FACULTY AND STAFF MANAGE DIVERSITY FLASHPOINTS ON CAMPUS Karen Hoelscher, Professor of Elementary Education Western Washington University  Join your faculty development colleagues for an engaging session on identifying and practicing strategies for recognizing and responding effectively to difficult interpersonal situations with students related to cultural identity differences. Learn more about resources and techniques that you as faculty developers can use to help faculty and staff on your campus who are confronted with these opportunities to support differences. This session will include time to share your own experiences and develop next steps that best meet your campus needs. .

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CONFERENCE INFORMATION REGISTRATION INSTRUCTIONS Please complete all sections of the conference registration form, print, sign, and mail or fax it with your payment. Remember to indicate your preferences for concurrent sessions; this helps the conference staff with scheduling and helps presenters plan accordingly. Save $45 when you register by the Early Bird postmark deadline, October 29, 2008! CONFERENCE REGISTRATION REFUND POLICY Registration fees paid in advance are refundable (less a $50 cancellation fee) if written notice is received by November 14, 2008. Refunds cannot be made after that date unless the request is accompanied by written notification from a licensed medical professional. All refunds will be issued after the conference. CONFERENCE CANCELLATION POLICY It is very unlikely that the conference would be cancelled due to inclement weather. We are bound by hotel policies and are still billed for catering and room charges; therefore, we regret that we cannot reimburse registrants in the event of bad weather. HOTEL ACCOMMODATIONS Make your hotel reservations by contacting the Sheraton Bloomington Hotel, 7800 Normandale Boulevard, Bloomington, MN 55439, (866) 837-4278. To receive the discounted conference rate of $103 for Standard Rooms (South Tower), $133 for the Plaza Tower or Cabana rooms, or $143 for the Concierge Level rooms, make your reservations by October 29, 2008, and identify yourself as a Collaboration conference participant. To guarantee your room for late arrival, the hotel requires payment for the first night or credit card confirmation of your reservation. If you must cancel your reservation, please do so prior to 4:00 p. m.  on the scheduled day of arrival or you will forfeit the first night’s room and tax deposit. If you plan to depart earlier than your reserved check-out date, inform the hotel staff of your plans at or before check-in to avoid being charged a $50 early departure fee. VISIT THE CONFERENCE BOOKSTORE The University of St. Thomas will provide a bookstore, which will be open throughout the conference with an assortment of books related to the conference theme and other topics in higher education. This is a great opportunity to stock up on resources to support improved teaching and learning. The bookstore accepts checks and major credit cards.

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PLANNING COMMITTEE
Tim Barrett The Collaboration	Eri Fujieda University of Wisconsin–Superior
Allen Branum South Dakota State University	Bruce King St. Olaf College
Cheryl Chatman Concordia University–St. Paul	William Wagner Minnesota State University, Mankato
Kathryn Froelich Sitting Bull College

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CONCURRENT SESSION DESCRIPTIONS

IA ARE WE THERE YET? Viewing the Road to Cross-Cultural Competency Emily Jepsen, Third-year Student Matt Skyberg, Fifth-year Student, Spanish Department Mary Moeller, Assistant Professor P. Allen Whitlatch, Assistant Professor Educational Leadership Department South Dakota State University This session will review the Cultural Competence Continuum developed by Terry Cross and explain its use in discussing attitudes, policies, and practices from a perspective that illustrates the complexity of cultural relationships. Using this continuum provides a common language for participants to debate and assess the status of cultural competency of individuals, organizations and systems. Three undergraduate student leaders in the Teacher Education Program will also provide their perspective on the development of multicultural competency. To provide a context for assessing cultural competency, the session will involve participants in a light hearted, yet serious simulation activity to help them momentarily experience emotions associated with encountering a culture different from one’s own. Prepare yourself for a journey to the future when the world as we all know it is suddenly turned upside down and inside out. During the debriefing, participants will have opportunities to assess their individual strengths and note areas for growth.

IB BREAKING THE SILENCE: Awakening Voices of Non-participating Culturally Diverse College Students Jadda Burroughs, Fourth-year Student, History Department Jason Callahan, Third-year Student, History and Political Science Departments Diane Sherlip, Assistant Professor, Psychology Department Renee White-Clark, Professor, Child Study Department and Literacy Graduate Program St. Joseph’s College  Intellectual dialogue is an invaluable asset to any teaching and learning environment because it illuminates the voices of students. It enables students to share their responses that can open their classmates’ lenses into their worlds. Unfortunately, students of culturally diverse backgrounds may be “silenced” because they may feel isolated from or not valued by their classmates and are inhibited to partake in the educational experience. This multi-perspective and cross-disciplinary session, facilitated by a teacher educator, psychologist, and two undergraduate students of diverse backgrounds, will prompt authentic dialogue and engagement to increase faculty awareness of these “silenced” students. Reflective and group activities will scaffold the development of action plans to awaken the voices of all students in college classrooms. Back to Concurrent Sessions

IC A DIALOGUE WITH CARLOS CORTÉS In this informal session, participants will have the opportunity to ask questions and discuss the implications of the play presented in the opening session, as well as raise other diversity-related issues. Bring your questions and comments to contribute to this discussion.

ID ETHNICITY MATTERS: Rethinking How Students of Color Succeed in College—Part I Julia Colyar, Assistant Professor, Department of Educational Leadership and Policy University at Buffalo MaryJo Benton Lee, Diversity Coordinator, College of Engineering Tim Nichols, Assistant Dean, College of Agriculture and Biological Science South Dakota State University Len Hightower, Consultant Hightower Consulting Jeanette Seaberry, Chair, Counseling Department University of Nebraska–Omaha This double session will focus on four model programs from across the United States, programs that are highly effective in preparing students from underrepresented groups for college and in supporting those students through baccalaureate degree completion. All four programs are built on the understanding that ethnic identity plays an empowering role in educational achievement. These four programs depart significantly from most minority college recruitment and retention programs, which rest on the assumption that integration into mainstream academic culture is the route to success for students of color. Formal presentations will alternate with small-group discussions involving both speakers and attendees. The emphasis will be on discovering what is working and why in the recruitment and retention of minority college students and on the development of new ideas for further success.Read the description of Part II of this session here.   Back to Concurrent Sessions

IE INTERCULTURAL LEARNING IN STUDY ABROAD: Theory, Practice, and Assessment Sarah Buchanan, Associate Professor, French Jacob Croonenberghs, Third-year Student, Philosophy Fang Du, Assistant Director, Multi-Ethnic Student Program Tou Ger Pha, Fourth-year Student, Environmental Studies Pa Vang, Third-year Student, Management University of Minnesota–Morris This session will focus on intercultural learning theories and study abroad experiences as effective means of facilitating undergraduate students’ growth in intercultural competence. The interactive presentation is composed of three facets: a review of study abroad learning theories in three categories: cognitive cultural learning, interpersonal cultural learning and intrapersonal cultural learning; practical advice on how to help students meaningfully assess their study-abroad experience; and a student’s testimony on how study-abroad experiences have changed his cultural proficiency and cultural identity. After the presentation, there will be a small group discussion of the theoretical models presented and an activity designed to help participants organize their own study abroad programs so as to meaningfully engage students in intercultural learning.

IF LEARNING THROUGH AFRICAN PROVERBS Jean-Pierre Bongila, Assistant Professor, Leadership, Policy, and Administration Gustave Mutombo, Third-year Student, Biology Department Linda Nininahazwe, Second-year Student, Engineering Department University of St. Thomas This session will demonstrate three ways of conveying African culture by means of dilemma solving, proverb deciphering, and subject-matter overarching stories. First, the presenters will challenge the audience to solve a dilemma within the framework of African traditional cultures. Then the audience will decipher the meaning of selected proverbs addressing the socio-cultural worth of a woman in African traditions. Finally, through an example of how an African story overarches a class session, the audience will learn how to appropriate elements of African cultures. Teachers and students can use similar tools to foster cultural awareness and intercultural competence on campus, in classrooms and dormitories, as well as in other academic settings. Back to Concurrent Sessions

IG SEEKING EDUCATIONAL EQUITY AND DIVERSITY (SEED) Tracey Wyman, Director, Service Learning and International Education Century College SEED (Seeking Educational Equity & Diversity) is a comprehensive program that increases diversity awareness among educators and works to create classrooms and curricula that are welcoming to all students. This session will introduce participants to the faculty development initiative which began over 30 years ago in the K-12 system and is now being used increasingly in higher education. The mission of this initiative is to support the efforts of faculty and staff in personal and professional awareness, self-assessment, and growth, which will support creating a safer and affirming environment for all students and employees. This interactive session will provide background information, resources, and activities that can be used within a faculty development project, as well as in the classroom.

IH VIRTUAL BORDER CROSSINGS: Diversity in the Online Classroom  Kathy Enger, Assistant Professor, School of Education Marvin LeNoue, Project Coordinator, Distance and Continuing Education Ronald Stammen, Professor, School of Education Lyn Willoughby, Instructional Designer, Distance and Continuing Education North Dakota State University This session is about technology-enhanced learning delivery methods framed within contexts that include the address of adult and multicultural education issues, along with examinations of diverse and cross-cultural perspectives on teaching and learning. The focus will be on helping online educators adapt their courses to an environment of increased cultural and racial diversity in ways that promote cultural awareness and intercultural competence in learners. Participants will learn how second-wave, technology-enhanced courses can meet the needs of diverse student populations worldwide and will explore methods for countering such long-standing distance education issues as student isolation, lack of motivation or engagement, and practical difficulties with day-to-day course administration. Participants will be provided copies of PowerPoint slides, assessment tools, and a bibliography.

IIA CULTURAL MATRICES: Pieces and the Whole Carol Baldwin, Department Head, Psychology Department Kathy Benedetti, Instructor, Digital Art and Design Mary Big Bow, Instructor, Social Work Program Matt Seeley, Department Head, Mathematics Department Salish Kootenai College Participants will take part in two multi-disciplinary activities using non-traditional methods of teaching and learning in Mathematics and Social Work, with additional elements of Art and Psychology. Activities are structured so participants can benefit from shared personal knowledge and experience. Participants will be able to identify differences between individual and group learning processes and will receive handouts and directions for use in their own classroom settings. Back to Concurrent Sessions

IIB DENIAL IS NOT A RIVER IN EGYPT Lee Mun Wuh, Film Director, Diversity Trainer, and Therapist StirFry Seminars Have you ever met someone who was in denial and found it impossible to get them to accept the truth? Denial often serves to protect someone or something valuable that we sense is in danger. The definition of denial is the failure to acknowledge an unacceptable truth or to bring it into consciousness. Often, it is used as a defense mechanism. So, how do we get someone to accept the truth? How do we persuade them to change? In this session, the presenters will provide some useful interventions that will help those in denial to accept and embrace the truth. Through the use of personal stories and experiential exercises, participants will learn ways to listen and respond to issues of denial and useful questions to unlock the fears of denial. Participants will also discover how the impact of their denial can affect the health of others, the top four reasons for denial, how to break the cycle of denial, when denial can be useful and when it is unhealthy, and how a sense of community and openness can transform fear into trust and compassion.

IIC FOSTERING INTERCULTURAL COMPETENCE THROUGH OFF-CAMPUS IMMERSION EXPERIENCES  Allison Beardsley, Second-year Student, Education and Biology Departments Heather Campbell, Assistant Professor, Education Department Domonique DeWild, Second-year Student, Social Work and Education Departments Matt Groen, Fourth-year Student, Education and History Departments Aleta Kolan, Second-year Student, Nursing and Biology Departments Elizabeth Leer, Assistant Professor, Education Department St. Olaf College The presenters, teacher educators, and teacher education students, will offer a practical mode of how to blend the academic study of racial and cultural issues with the concrete practice of interacting with people from cultures different from one’s own and experiencing diversity firsthand. They will provide specific examples–including student reflection–of how “interim” courses promote cultural competence by allowing students to process and apply their theoretical knowledge in “real world” settings, and they will lead participants through an exercise that encourages them to generate ideas for applying this model in their own programs. Participants will receive brochures and syllabi detailing course structures, as well as additional handouts including intended learning outcomes and student assessment data. Back to Concurrent Sessions

IID ETHNICITY MATTERS: Rethinking How Students of Color Succeed in College—Part II Julia Colyar, Assistant Professor, Department of Educational Leadership and Policy University at Buffalo MaryJo Benton Lee, Diversity Coordinator, College of Engineering Tim Nichols, Assistant Dean, College of Agriculture and Biological Science South Dakota State University Len Hightower, Consultant Hightower Consulting Jeanette Seaberry, Chair, Counseling Department University of Nebraska–Omaha The second part of this double session is to further explore four model programs from across the U.S., programs that are highly effective in preparing students from underrepresented groups for college and in supporting those students through baccalaureate degree completion. Read the description of Part I of this session here.

IIE I DON’T HAVE TIME TO TEACH DIVERISTY Stewart Ross, Director, Center for Excellence in Teaching and Learning William Wagner, Instructor, Department of Sociology and Corrections Minnesota State University, Mankato From rectifying language that demeans groups of people to providing multiple opportunities for students to get to know each other in classes, participants in the session will deal with many of the best practices developed in higher education in recent years. The session begins with a diversity icebreaker, followed by a diversity quiz that helps participants better understand the complexity and confusion around labels and stereotypes. Participants will also deal with a case study that looks at assumptions we all have when advising students. Best practices in diversity will be the focus of both sessions. Participants take away an annotated bibliography of resources related to the subject and explanations of best practices presented in the session. Back to Concurrent Sessions

IIF THE IMPACT OF CONFLICT ON LEARNING Jean Didier, Assistant Professor, Management Department Wendy Klepetar, Professor and Chair, Management Department Saint John’s University Adam Klepetar, Assistant Registrar, Office of Records and Registration St. Cloud State University Stimulating intellectual conflict in the classroom seems desirable. Students are encouraged to adopt opposing viewpoints, marshal evidence, and present it logically. This conflict should lead to improved learning. However, individuals and cultures vary in their approaches to handling conflict. The presenters will address the cultural biases that underlie the use of antagonistic pedagogies and consider the impact of their use on diverse people. Negotiation is a form of conflict that is crucial to success, and, of course, diverse people vary in their negotiation strategies. The presenters will use an instrument to assess participant’s own preferred conflict handling approaches, engage in a sample classroom conflict, analyze how their behavior is related to their scores, and discuss the cultural implications.

IIG JOIN ME AT ST. PAT’S CAFÉ: Facilitated Dialogues and the Power of Story Sarah Noonan, Associate Professor, Leadership, Policy, and Administration Department University of St. Thomas We interpret our own experience as well as the experiences of others through story, discovering our mutuality and humanity in the process. The exchange of stories affirms diversity, establishes trust in interpersonal relationships, and creates a sense of belonging within communities, particularly where differences divide rather than draw us together. Participants will experience the power of story through facilitated dialogues organized around powerful episodes of learning, such as taking risks, experiencing change, finding a voice for social action, or recovering from a wounding event. At the close of the session, participants will understand the transformational and interactive nature of story, experience several techniques for facilitating the exchange of stories with college students and adult learners, and understand how story serves as the foundation for dialogue and intercultural communication. Back to Concurrent Sessions

IIH RETHINKING THE ROLES AND RESPONSIBILITIES OF HBCUs IN THE MODERN AMERICAN LANDSCAPE Pearl Gray, Associate Professor and Chair, Education George Griffin, Assistant Professor and Chair, Communication Baruti Katembo, Assistant Professor, Mathematics and Science Ujuzi Group Edward Waters College Most Historically Black Colleges and Universities (HBCUs) began their mission between the late 1860s and the early 1890s as a means to educate former slaves. For over 100 years, they served as the primary means to educate black students while simultaneously serving as living repositories of African American culture, thought, and intellect and remaining actively engaged in the educational training of the African Diaspora. Ironically, the end of institutionalized segregation in American higher education opened the door for academically gifted black students to attend colleges that were previously forbidden; as a result, a constructive step toward the end of discrimination may be, ironically, contributing to the demise of HBCUs. This session will explore the current status of HBCUs; their future viability; and potential for expanding partnerships, exchanges, and greater collaborations between HBCUs and non-HBCUs. Participants will have a first-hand opportunity to engage in discussion and dialogues regarding their campuses entering into agreements with HBCUs and the mutual benefit each institution can expect.

IIIA BUILDING CULTURAL COMPETENCIES THROUGH COMMUNITY ENGAGEMENT Karen Drake, Professor Maureen Juarez, Assistant Professor Leanne Rogstad, Graduate Student Marjorie Schaffer, Professor Department of Nursing Bethel University This session presents the Emic-Etic Interchange and the Drake Cultural Learning Cycle for understanding the development of cultural competence and explores the integration of these models into teaching through using community engagement strategies. Participants will have the opportunity to apply both models to their academic disciplines. They will also discuss the use of community engagement strategies as a tool for promoting cultural competence. Participants will learn about potential strategies that will develop and sustain students’ cultural learning; they will receive handouts that highlight the models.

IIIB DEVELOPING DISPOSITIONS: Making the Invisible Visible Maurella Cunningham, Assistant Professor Anne Dahlman, Assistant Professor Patricia Hoffman, Assistant Professor Department of Educational Studies: K-12 and Secondary Programs Minnesota State University, Mankato Preparing teacher candidates to work with diverse student populations requires them to go beyond the traditional classroom and textbook to experience the realities of others. While exploring diversity through service-learning, our teacher candidates develop the knowledge, dispositions, and skills required for culturally responsive teaching. They reflect upon their own cultural experiences, personal growth, and implications for thoughts and actions in future classroom teaching. Participants in this session will experience the process through which our teacher candidates are assigned to their service-learning placements. Also, they will receive surveys and forms used in identifying the areas of diversity that are of least comfort to teacher candidates, exposure to diversity, and a self-assessment of knowledge, skills, and dispositions related to diverse populations. Back to Concurrent Sessions

IIIC FEAR AND LOATHING IN THE CLASSROOM: Fostering White Privilege Awareness Krista Curl, Graduate Student Janie Pinterits, Assistant Professor Sarah Szerlong, Graduate Student Counseling and Community Services University of North Dakota–Grand Forks Teaching white privilege to white students often results in a classroom full of emotions ranging from seething anger to guilt, from enthusiastic curiosity to apathetic dissociation. How can one design a learning environment that fosters greater awareness of white privilege while also contending with the wide range of affective reactions? This session will explore affective dimensions encountered in teaching about white privilege, and outline successes and failures in fostering multicultural competence. The facilitators will also present findings from their research using the White Privilege Attitudes Scale, and demonstrate how this measure can be used to enhance learning. Participants will gain insights into how to develop pathways from fear and loathing towards active, effective engagement with white privilege issues.

IIID NURTURING INTELLECTUAL EMPATHY AND ESSENTIAL EDUCATOR DISPOSITIONS VIA GAMES AND SIMULATIONS A. Jane Moeller, Instructor Patricia Woodward-Young, Associate Professor Department of Education Simpson College This interactive session will actively engage participants in a series of powerful simulations and games that connect individuals’ experiences of “otherness” with that of others in a manner that openly explores and nurtures development of each participant’s intellectual empathy and ability to walk in the shoes of their growingly diverse student body. Discussion will follow concerning the pivotal concept of intellectual empathy and its key role in who one is as an instructor, administrator, staff member, etc., and how this fundamentally impacts one’s effectiveness in these various educational roles. This session will link this discussion to two years of groundbreaking research conducted by the statewide Iowa Teacher Dispositions Team. It will introduce the newly created Iowa Dispositions Model and the Iowa Dispositions Assessment Tool. Back to Concurrent Sessions

IIIE REACHING OUT AND LOOKING IN: Fostering Intercultural Learning Chelsea Johnson, Graduate Assistant, Counseling Mary Moeller, Assistant Professor, Teacher Education Kathryn Penrod, Professor, Teacher Education South Dakota State University Don Edgar, Assistant Professor, Teacher Education University of Arkansas Participants will consider curricular program elements designed to foster intercultural competence and monitor program success. Through engagement in elements of an ongoing research project, intercultural exchanges dialogue, and cultural experiences, participants will be able to incorporate multiple experiences to extend diversity enrichment in their programs. Furthermore, participants will engage in discussion between programs and institutions to identify ways that their collaboration might improve student opportunity for increasing culturally diverse experiences.

IIIF SEEING WITH A NATIVE EYE: A Human Epistemology―Part I Virginia Allery, Chair, Teacher Education Department Laisee Allery, Third-year Student, Elementary Education Department Turtle Mountain Community College BreeAnn Hinojos, Third-year Student, Elementary Education and Early Childhood Education Departments Robert Old Rock, Site Coordinator, Education Expansion Project Cankdeska Cikana Community College Turtle Mountain Community College has designed a conceptual framework based on the implications of indigenous philosophies and ways of knowing. In this double session, the presenters will share historical and cultural traits of the Plains tribal cultures and will address the implications of “Seeing with a Native Eye”—which reflects a way of knowing that is context-based, experiential, and personal, with significant implications for today’s college classrooms and academe in general. This session will be of interest to anyone involved in teaching and learning. Read the description of Part II of this session here.   Back to Concurrent Sessions

IIIG UNIVERSAL INSTRUCTIONAL DESIGN AS A MODEL FOR MULTICULTURAL EDUCATION Emily Goff, Program Coordinator, Department of Postsecondary Teaching and Learning University of Minnesota–Twin Cities This session will introduce participants to Universal Design (UD) and Universal Instructional Design (UID) as means of providing more inclusive learning environments for all postsecondary students. When faculty and staff implement UID as they begin planning for a course, program, or activity by taking into consideration the strengths and challenges of all students, they reduce or eliminate the need to provide last-minute accommodations or to segregate students on the basis of individual needs. Presenters will provide a recently published book that will facilitate the integration of UID into their classrooms, in their curriculum planning, and when advising students. This session should benefit those who are interested in an expanded vision of multiculturalism in higher education. Back to Concurrent Sessions

IVA ATTENDING TO EMOTIONS WHEN LEARNING ABOUT RACE Terri Karis, Associate Professor, Department of Psychology Sharon Barnett, Graduate Student, Department of Psychology University of Wisconsin–Stout In this session, the presenters will use discussion of a case study and collaborative conversation to explore how attending to emotions supports learning about race. Participants will leave the session with an increased awareness of the benefits of attending to emotions in order to support the development of more advanced thinking skills; ideas about how to help students work with emotions as a means of supporting increased racial understanding; and a list of simple emotional regulation skills that can be incorporated into courses, regardless of the discipline.

IVB INSTRUCTIONAL IMPLICATIONS OF STUDENT INTERACTIONS ACROSS DIFFERENCES Tom Nelson Laird, FSSE Project Manager Amanda Suniti Niskodé-Dossett, FSSE Project Associate Center for Postsecondary Research, Indiana University at Bloomington Relying on data from 17,141 students and 9,668 faculty who participated in the 2006 administrations of the National Survey of Student Engagement and the Faculty Survey of Student Engagement, respectively, this session illustrates how student interactions across difference positively affect student and faculty perceptions of the campus environment, but that the magnitude of the effect of these interactions varies by racial/ethnic group and gender. In this session, the audience will be guided through activities that will draw out the instructional implications of encouraging diverse interactions in the classroom. Back to Concurrent Sessions

IVC INTEGRATING SPORTS NICKNAMES INTO DISCUSSIONS OF PRIVILEGE AND MULTICULTURALISM Krista Curl, Graduate Student Janie Pinterits, Assistant Professor Sarah Szerlong, Graduate Student Counseling and Community Services University of North Dakota–Grand Forks Controversial sports nicknames, such as the Fighting Sioux nickname at the University of North Dakota, can be used in discussions on privilege when teaching about multiculturalism. Facilitators can use topics present in the learning environment to help students connect difficult concepts to real world events. This presentation will explore how one program has dealt with such controversial issues on a largely white campus in order to examine the role of privilege in action. Active discussion and experiential activities will be utilized to help participants connect concepts between learning privilege and multiculturalism issues and in teaching them to others. Participants will come away with specific techniques for facilitating discussions on this subject for students.

IVD PROMOTING DIALOGUE ACROSS FAITH LINES Marion Larson, Professor and Director, Honors Program Sara Shady, Associate Professor, Department of Philosophy Bethel University Faith issues are of increasing concern to students of various faith traditions (as well as students from no faith tradition). Addressing these issues can be complicated but are an important part of student learning and are crucial to understanding many issues in our world today. Mirroring W. E. B. DuBois’ famous statement that “the problem of the twentieth century is the problem of the color line,” Eboo Patel, a devout Muslim and founder and director of the Interfaith Youth Core, suggests that “the twenty-first century will be shaped by the question of the faith line” (Acts of Faith, 2007). This session will address the implications of various “faith lines” for teaching. Participants will learn about major themes and issues in the interfaith dialogue movement, consider varying perspectives on and classroom approaches to religious difference, discuss practical solutions to problems that can arise when addressing difference in the classroom, and begin thinking of ways that they might apply these ideas to their own work with students. Back to Concurrent Sessions

IVE SUCCESSFUL PARTNERING BY AN AMERICAN INDIAN BOARDING SCHOOL AND A LAND GRANT UNIVERSITY MaryJo Benton Lee, Diversity Coordinator, College of Engineering South Dakota State University Stuart Zephier, Principal Flandreau Indian School South Dakota State University-Flandreau Indian School Success Academy is an early and intensive college preparatory program for Native American high school students. Participants will learn from Success Academy organizers how to help more American Indian students prepare for and succeed in college and how to transform their schools into environments where this can happen. Success Academy achieves its goals by exposing high school students not only to college, but also to the careers open to college graduates. The program emphasizes career areas identified by tribal leaders as being of critical need in their communities. Each facet of the program has been deliberately designed to make culture (in this case, American Indian culture) matter, and matter deeply, to all those involved.

IVF SEEING WITH A NATIVE EYE: A Human Epistemology―Part II Virginia Allery, Chair, Teacher Education Department Laisee Allery, Third-year Student, Elementary Education Department Turtle Mountain Community College BreeAnn Hinojos, Third-year Student, Elementary Education and Early Childhood Education Departments Robert Old Rock, Site Coordinator, Education Expansion Project Cankdeska Cikana Community College In the second part of this double session, the presenters will continue to address the implications of “Seeing with a Native Eye,” which reflects a way of knowing that is context-based, experiential, and personal with significant implications for today’s college classrooms and academe in general. Read the description of Part 1 here. Back to Concurrent Sessions

IVG UNDERSTANDING THE ROLE AND IMPORTANCE OF CULTURE IN SELF-AWARENESS AND IDENTITY DEVELOPMENT   Jan Frank, Professor and Chair, Teacher Education Department St. Cloud State University Douglas Warring, Professor and Chair, Teacher Education Department Kerry Dean Frank, Associate Professor, School of Professional Psychology University of St. Thomas This session will engage the participants in a productive dialogue about culture, identity, and reflection. Identity is shaped by culture, which is a personal and social identity. Through the examination of these factors, a bridge to better understanding ourselves and others can be developed. Examining cultural elements and reflecting upon the process provides a background for the exploration of cross-cultural environments and facilitates understanding. Participants will be given the opportunity to explore and discuss elements of their own personal culture and will be given a copy of assignments and scoring rubrics used with students at the undergraduate and graduate levels in the exploration of culture, identity, and reflection. These handouts will be discussed with time allocated for small group discussion, questions, and answers. Back to Concurrent Sessions

IVH WHAT’S UP WITH CULTURE? Teaching Literature, Marine Biology, and Psychopathology Cross-Culturally Kenneth Abrams, Assistant Professor, Psychology Helena Kaufman, Director, Off-Campus Studies Éva Pósay, Associate Dean of the College and Professor, French Carleton College Interest in cross-cultural and international study has been growing as colleges and universities aim to prepare their students to live in a global and diverse environment. But how can institutions best promote cross-cultural awareness and intercultural competencies? This session will focus on three student-centered models of cross-cultural teaching in the fields of literature/intercultural education, marine biology, and psychopathology. The objective will be to discuss strategies for integrating intercultural and culture-based learning into the curriculum both on and off campus, assess the benefits and the challenges of learning from multiple cultural perspectives, and stimulate discussions among participants on best practices. The presenters will model teaching in the cross-cultural classroom and share relevant materials. Back to Concurrent Sessions

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