Diversity Learning: Implementing Diversity Seminars into the FYE at Cody University

1. Diversity Learning: Implementing Diversity Seminars into the FYE at Cody University Josh Baker, Andy Lehr, Jaymee Lewis

2. Yes, the University needs to implement a diversity seminar course integrated in the first year experience. stance

3. In a study of 400 universities, over half experience hate crimes every year (National Criminal Justice Service, 2001). • About 10,000 hate crimes/year in the US (NCJS, 2001). • Diversity acts as an impetus for Academic and Social Growth (Gurin, 2002). • Simply attending an ethnically diverse college does not guarantee students will have meaningful group interactions • Culturing students and meeting them where they are at • Institutional, structural, and systemic forces are so powerful; we need to learn how to look at the world through other’s perspectives in order to work together • Colleges boast importance of diversity, social justice, and looking through a lens of equity, but the buck stops there importance of a diversity course

4. Diversity fosters academic and social growth (Gurin, 2002). • Students attend colleges with different levels of diversity (Gurin, 2002). • 62% of universities have already course requirements or were being developed (Dezure, n/d). • Diversity and global competencies have emerged as major undergraduate curriculum issues (Dezure, n/d). • Diversity programming can help students develop critical thinking skills and help them challenge issues of diversity more deeply (Chang, 2002). research

5. Costs can be curbed to meet any budget, including on a budget where no extra funding may be able to be spent • Universities can apply for Diversity Enhancement Program Grants from the federal government http://grants.nih.gov/grants/guide/pa-files/PA-12-149.html • Doubling-up responsibilities: Use student affairs professionals to teach the course (also helps with bridging the academic/co-curricular perceived disconnect) • Have a budgeting officer sit on the Diversity Planning Team finances

6. Heightening awareness of individual differences relating to diversity • Working effectively and productively in a diverse workforce • Balancing the special needs of non-traditional students with the importance of equity/equality • Conflict Management • Changing current culture to be more accepting of diversity • Promote student development and learning learning outcomes (Day and Glick, 2000).

7. Implementation in 10 Phases • Could be in place and helping students grow and develop by the Class of 2019.

8. Week 1 – Introduction | Intrapersonal diversity activity • Week 2 – Connections | Interpersonal diversity activity • Week 3 – Global diversity activity | Perspectives • Week 4 – Lifelong learning in diversity • Week 5 – Understanding Differences • Week 6 – Mediating differences with “care-frontation” • Week 7 – Embracing and Implementing Diversity • Week 8 – Celebrating Diversity sample FYE diversity course

9. Initial student resistance • Making real change, not just to the façade (Williams, 2008). • Institutional resistance (Williams, 2008). • Budgets limitations

10. references