¡ Perteneces aqu í! Transitioning Latino Students into a Christian Liberal Arts Education: Programs for Students, Progra

1. ¡Perteneces aquí! Transitioning Latino Students into a Christian Liberal Arts Education: Programs for Students, Programs for Faculty CCCU Tri-Annual Conference Atlanta, GA February 21-24, 2010 Rebecca Hernandez, Ph.D. & Ross Peterson-Veatch, Ph.D.

2. CITL promotes and assesses collaborative internal and external initiatives that aim to transform both our own campus and the educational environment in our region. Engaging the Community through Action Research in Local Schools Recruitment and Retention Curriculum and Campus Transformation Understanding the Social & Demographic Context of the Local Latino Population Understanding the Higher Education Experience of CITL Students Research Focus: The Nature and Process of Intercultural Teaching and Learning Research Curriculum Innovation and Faculty Development

3. Theological Framework: Principles for Partnerships • Goal – Developing Appropriate Conditions • “Nobody can force the soul of a community. The only possibility open is to create conditions in which the community can freely develop and discover the ways that lead to redemption” [i.e., transformation]. (Nouwen, Creative Ministry, p.73)

4. Theological Framework: Principles for Partnerships The Woman at the Well: John 4.7-54 39 Many Samaritans from that city believed in him because of the woman’s testimony, ‘He told me everything I have ever done.’ 40So when the Samaritans came to him, they asked him to stay with them; and he stayed there for two days. 41And many more believed because of his word. 42They said to the woman, ‘It is no longer because of what you said that we believe, for we have heard for ourselves, and we know that this is truly the Saviour of the world.’

5. Theological Framework: Principles for Partnerships Would-Be Followers of Jesus: Luke 9.57-62 57 As they were going along the road, someone said to him, ‘I will follow you wherever you go.’ 58 And Jesus said to him, ‘Foxes have holes, and birds of the air have nests; but the Son of Man has nowhere to lay his head.’ 59 To another he said, ‘Follow me.’ But he said, ‘Lord, first let me go and bury my father.’ 60 But Jesus* said to him, ‘Let the dead bury their own dead; but as for you, go and proclaim the kingdom of God.’ 61 Another said, ‘I will follow you, Lord; but let me first say farewell to those at my home.’ 62 Jesus said to him, ‘No one who puts a hand to the plough and looks back is fit for the kingdom of God.’

6. CITL Transformational Aims Use Partnerships with Latino Community to: Incorporate community connections Create a comprehensive solution Transform our Institution (policies and practices) Transform our Community (college community) Nurture more Partnerships (between college and broader diverse community) Students are our common future Local families are our future

7. Bicultural Identity Model, Vasti Torres & Rosemary Phelps (1997) Hispanic American Acculturation & Ethnic Identity: A Bi-Cultural Model. The conceptual idea behind cultural orientation is to understand the nuances among the Latino college student population by looking at the choices they have made between two cultures. Hispanic Orientation This orientation indicates greater comfort with the culture of origin. Marginalized Orientation It indicates discomfort with both cultures and may indicate conflict within the individual. Bicultural Orientation This orientation indicates a comfort level with both cultures. Anglo Orientation Indicates greater comfort with the majority culture. Initial Theoretical Foundations of Retention Model

8. Bicultural Orientation Model Source: Torres. 1999. Journal of College Student Development, May/June High Ethnic Identity Bicultural Orientation Latino/Hispanic Orientation Low Acculturation High Acculturation Anglo (“Americanized”) Orientation Marginal Orientation Low Ethnic Identity Acculturation: Refers to choices made about majority culture. Ethnic Identity: Refers to maintenance of the culture of origin.

9. Bicultural Orientation Model Source: Torres. 1999. Journal of College Student Development, May/June High Ethnic Identity Bicultural Orientation Latino/Hispanic Orientation ♀ ♂ ♀ ♂ ♂ ♂ ♂ Low Acculturation High Acculturation ♂ ♀ ♀ ♀ Anglo (“Americanized”) Orientation Marginal Orientation Low Ethnic Identity Acculturation: Association with mainstream culture Ethnic Identity: Identification with ethnic self

10. Student Leadership Model

11. Students will explore ethnic identity and will develop leadership skills. Students will develop college-level academic competencies and, through participation in clubs and CITL activities, nurture a sense of membership in the campus community. CITL Year One: “It’s about YOU.”

12. CITL Year One: “It’s about YOU.” 1st/3rd Mondays Explore Ethnic Identity through Mi Gente Explore Leadership through Goals for the Future Peer Mentoring-Two junior CITL students Club participation

13. Year Two: “It’s about your campus.” Students will contribute positively to the campus through leadership, participation in campus events, and strong academic performance. Students will continue to foster their sense of membership in the institution.

14. Year Two: “It’s about your campus.” Meet to set academic goals Participate in MAO Leadership seminar Continue participation in campus activities; seek leadership opportunities Mentor first year students in spring-semester leadership event

15. Year Three:“It’s about your community.” Students will develop servant leadership skills through a partnership with the Admissions Office and the CITL office. Students will formally reflect on their experiences at Goshen College through a CITL blog.

16. Year Three:“It’s about your community.” Receive training to work as a mentor with younger students (high school or 1st-years) Volunteer in specific areas: admissions, CITL, or other Begin monthly blog assignment about volunteer work Meet monthly as cohort

17. Year Four: “It’s about your world.” Students will prepare to be change agents in their selected fields through an internship and related reflections.

18. Year Four: “It’s about your world.” Receive training to work as a mentor with younger students (high school or 1st-years) Volunteer in specific areas: admissions, CITL, or other Begin monthly blog assignment about volunteer work Meet monthly as cohort

19. In Sum ALL students receive personalized support that treats them as a whole personal with a layered story. (100%) MOST students are pushed toward academic ownership through study skills development, “creator” language, and wise choice process. (“Most” because some bring these skills.—75%) SOME students receive intrusive support that aims to help them identify detrimental patterns, understand learning styles and needs, and perceive value in coursework. (25%)

20. Theological Framework: Principles for Partnerships • Goal – Developing Appropriate Conditions • “Nobody can force the soul of a community. The only possibility open is to create conditions in which the community can freely develop and discover the ways that lead to redemption” [i.e., transformation]. (Nouwen, Creative Ministry, p.73)

21. Faculty Development Program Theoretical Framework Curriculum and course planning – “backwards planning” models (Walvoord & Anderson, 1998; Wiggins & McTigue, 2005) Success of Faculty Learning Communities (Cox & Richlin, 2004)

22. Faculty Development Program Theoretical Framework Transformative Learning Theory (Mezirow, 1991; Mezirow, et. al., 2009) Commitment to students – not “someone else’s children,” but rather our own Incentives for change

23. Faculty Program Components Seminars: Course Development Seminar Learning Community Seminar “Teaching for Educational Equity” (TFEE) Faculty Learning Community (w/ Course Portfolio) Grants Program for Faculty Development and Faculty Research

24. Where do we go from here?:“Additive Schooling” • a focus on exploration of ethnic identity adds value in schooling • connections to the community build social and cultural “capital” that supports students in achieving at high levels Source: Pedraza, P. & Rivera, M. (2005) Latino Education: An Agenda for Community Action Research. New Jersey: Lawrence Erlbaum Associates.

25. Both Environmental and Academic Support Were Essential “I wasn’t sure that I would be successful in college so having that support of the teachers, the staff, and the peers… it made me believe in myself…and my self esteem got higher…so just being more comfortable with what I do with what I am capable of doing…it just made me grow personally, emotionally, even academically.” – CITL 1st year student Conclusion

26. Contact Information Rebecca Hernandez, Director, CITL & Assistant Professor, School of Nursing rhernandez@goshen.edu Ross Peterson-Veatch, Director of Curriculum, Teaching & Faculty Development rosspv@goshen.edu citl.goshen.edu