Diversity Programs in Orientation: Revisiting a Decade of Impact.

Diversity Programs in Orientation:Revisiting a Decade of Impact. Francisco Díaz, Assistant Vice President for Campus Life, William Paterson University (NJ) Anne-Marie Kenney, Assistant Dean of Student Life, Lesley University (MA) Karen Phillips, Assistant Director of Orientation and New Student Programs, Suffolk University (MA) Aurélio Manuel Valente, Assistant Dean for Student Development, Philadelphia University

www.PhilaU.edu/FYE/nodac2009.htm

Introductions and Session Overview • Who we are? • Why are you here? • Our Goals for this sessions • Describe the Diversity Program • Share original 2000 and Current Findings • Discuss how the program is working a decade later at various institutions • Could it work on your campus?

Overview of Diversity Program • Segmented program designed to move from low to high risk activities • Designed to address diversity through the lenses of both community and respect • Exercises facilitate conversations about diversity from both the perspective of identity and opinions • Each segment is designed to allow facilitator flexibility • Closes by challenging students to examine the origins of their attitudes and how they will carry over in the new educational setting. • e-Book of Facilitators Guide

Suffolk University • Private Institution, not religiously affiliated. • Urban setting in the City of Boston. • Undergraduate programs in two colleges (Arts & Sciences and Business). • 5,500 Undergraduate students. • 20% live on-campus in four residence halls. • Commuters: 30% from home, 50% off-campus. • Draws mostly from New England and International regions.

Lesley University • Private Institution, not religiously affiliated. • Urban setting spanning Cambridge and Boston. • Two undergraduate colleges: Lesley College (education, counseling, art therapy, management, (helping professions) and The Art Institute of Boston (design, animation, fine arts, etc) • 1,400 undergraduates (500 FY and Transfer students). • Over 85% of students receive some form of financial aid.

Pace University • Founded in 1906 • Currently, a three-campus institution in New York City, Westchester, and White Plains • Private metropolitan university enrolling approximately 13,500 students • The Westchester Campus enrolls approximately 3,000 students at the Pleasantville/Briarcliff site • Incoming class of 500-600 first-year students at Westchester Campus

Philadelphia University • Private Institution, not religiously affiliated. • Suburban setting in the City of Philadelphia. • Professionally Orientated (2/3 of undergrads in design based programs). • 2,700 undergraduates (750 FTIC). • Over 85% of students receive some form of financial aid. • Draws mostly from Mid-Atlantic and neighboring regions.

SuffolkRAMS (2000) • Implemented in a 3 day, 2 night program. • Developed to provide orientation leaders with facilitation responsibilities. • Designed to introduce students to a very diverse urban setting. • Implemented to introduce student participation in discussion. • Program Impacted Both Orientation Leaders and Students (next slide).

How was RAMS received in 2000? • Student response ranged between70-90% positive. • Placement in schedule was important and subsequent sessions improved responses. • Orientation Leaders: Areas of Concern and Opportunities for Growth. • New Students: Specifically mentioned RAMS as a contribution to their ability to get to know other new students.

Ten Years of RAMS at Suffolk • Used in OL training for themselves and how to facilitate with students. • Student response ranges from 80-95% agree or strongly agree. • Placement in schedule is still important and subsequent sessions reflect improved responses. • Leaders tailor questions to their group dynamics. • New Students: Continue to mention RAMS as a contribution to their ability to get to know other new students.

Starting the Program Elsewhere: • Lasell College - Program established at Lasell College ran from 2001-2006. The program was discontinued. • Lesley University (2007) – Now in its third year, improved implementation at Lesley from starting it at Lasell College.

Starting the Program Elsewhere: • Pace University (2001) • After a NODA 2000 presentation in San Diego, a “Train the Trainers” session was conducted. • It was decided that the program would be facilitated by staff and student leaders would have a supporting role. • No longer continued at Pace University. • Workshop was also used in Freshmen Seminar.

Starting the Program Elsewhere: • Philadelphia University (2009) • Orientation program had noticeable down time and interactions with student leaders and within students were seen as substantive. • A great deal of concern about potential negative impact on experience and final decision to attend the University was the focus of planning. • Student Leaders were cautiously optimistic, but ultimately enthusiastic about program.

Quantitative Responses (2009) • The diversity exercise helped me understand and respect that the views of others are different: • Lesley University (93.4%) • Philadelphia University (93.9%) • Suffolk University (91.8%) • I liked participating in the Diversity Program: • Lesley University (91.5%) • Philadelphia University (90.5%) • Suffolk University (92.1%)

Student Quotes: “RAMS helps people open up and realize they aren't alone.” “I strongly enjoyed the RAMS session because it really allowed people to just speak their mind in a positive group setting.” “I really enjoyed the RAM portion of the START program. I was so pleased to see how respectful everyone was and how also how honest everyone was with the very personal questions.” “I really enjoyed the PhilaU RAMS session. It was a great ice breaker and reassured me that this was an open minded and diverse campus, which I really like.” “The leaders made us feel welcome and were honest to us at all time. During the RAMS session they made us feel comfortable to share our ideas without feeling embarrassed.” “I would have never guessed that RAMS really stands for Respect and Acceptance in a Multicultural Society. Nonetheless, that ice-breaker was definitely my favorite, and the most impacting.”

The Impact on New Students. • Whether they like it or not, the program sends a message about the institution. • Students begin to open up about substantive topics. • Emphasizes the tone in which students can exchange differing opinions. • Overall, students leave knowing more about themselves, their peers, and the institution.

Comments from Student Leaders:When asked “How do you think the program impacted the new students?” As a first year student taking part in the diversity exercise I remember thinking this is what college class will probably be like. I personally came from a small town of mostly white, middle class; sparking conversations about diversity made me aware that I would meet folks from all kinds of backgrounds, and not only would we engage in class conversations, but now I would also be able to build friendship and learn from their experiences. (Lesley University)

Comments from Student Leaders:When asked “How do you think the program impacted the new students?” I think it is very difficult to break down the barrier of a first year student. Most students want to have the M&M hard candy coating on the outside, but really they are like soft moldable chocolate on the inside. I think many times students do not realize the impact of the diversity exercise until many years later. There are on the other hand, those students who "get it" and who leave the session with a more open mind than when they entered. As an OL you are sometimes able to see that happen, which I think is one of the most amazing feelings that promotes or boosts an OLs' self efficacy. (Lesley University)

Comments from Student Leaders:When asked “How do you think the program impacted the new students?” Not only did RAMS engage the students in conversation with one another, it provided the neutral, mature environment for them to discuss diverse and controversial topics that they might not have really thought about before. This enabled them to connect as peers on a deeper level than they would during the average ice breaker which is very valuable not only for smoothly transitioning the students into a new university but also enabling and encouraging their growth as they progress through their academic careers. (Philadelphia University)

The Impact on Student Leaders. • Challenges them to facilitate substantive conversations. • Improves their facilitation skills. • Challenges their views and perceptions of peers. • Appreciated the increased level of discussion in groups. • Like the students, this became a highpoint of orientation.

Comments from Student Leaders:When asked “What did you learn about yourself in the process?”I could go on forever. First of all, I think the most important thing is to realize that no matter how "open" you think you are, you learn that we ALL have certain pre-judgments about others. I also learned that when facilitating a session, you really need to have absolutely NO opinion on the matter at hand. If you have a certain opinion, then as first year students, they are going to feel the need to "side" with you. Facilitating is, in my opinion, harder than participating. (Lesley University)

Comments from Student Leaders:When asked “What did you learn about yourself in the process?”Reflection on myself. Not only through the questions asked, but in listening to folks talk both about their experiences and their opinions on different matters. It helps getting a variety of different view points because folks are often stuck on “well I don’t discriminate and so I don’t do anything wrong,” but realizing doing nothing at all isn’t necessarily doing “right” either. (Lesley University)

Comments from Student Leaders:When asked “What did you learn about yourself in the process?”In order to get to know someone, you have to know yourself. When facilitating RAMS, I was able to learn a lot about others and about myself. My ideals and opinions were challenged in a way that was silent. I was able to think to myself, "WHY do I think or feel like this?" There were so many opinions that made me think how different we all are. I am now more appreciative of being able to be surrounded by so many different thoughts and backgrounds and to have had the chance to discuss in a completely trusting setting. (Philadelphia University)

Lessons Learned from Panel • Take a temperature check of campus climate before implementing this program. • Support is necessary from campus leadership and key stakeholders, such as a multi-cultural affairs office. • Training and preparation is critical. • Get both qualitative and quantitative evaluations. • Did we say training and preparation is critical? Especially for seasoned student leaders.

Small Groups by Institution Type • Would this work on your campus? Why/Why not? • What are the Opportunities? • What are the Barriers? • Revisions if it was adapted elsewhere.

Questions? Comments?Thank you!

Diversity Programs in Orientation:Revisiting a decade of impact. www.PhilaU.edu/FYE/nodac2009.htm Francisco Díaz, Assistant Vice President for Campus Life, William Paterson University (NJ) Anne-Marie Kenney, Assistant Dean of Student Life, Lesley University (MA) Karen Phillips, Assistant Director of Orientation and New Student Programs, Suffolk University (MA) Aurélio Manuel Valente, Assistant Dean for Student Development, Philadelphia University

Diversity Programs in Orientation: Revisiting a Decade of Impact.