FUNCTIONAL AREAS PROJECT (MULTI) CULTURAL CENTERS JORDAN WEST ASHLEY HAZELWOOD

1. FUNCTIONAL AREAS PROJECT(MULTI) CULTURAL CENTERSJORDAN WESTASHLEY HAZELWOOD

2. Overview I. What is a Cultural Based Center? II. Considerations III. Responsibilities according to the Council for the Advancement of Standards in Higher Education (CAS) IV. A closer look at three centers a. University of Cincinnati-Office of Ethnic Programs b. The Pennsylvania State University-The Paul Robeson Cultural Center c. Boston College-Office of AHANA Student Programs V. Recommendations VI. Conclusion

3. “Oh How They Vary”Factors to Consider in a Discussion of Cultural Based Centers • The sole responsibility of a cultural based center is to meet the specific needs of the students by taking into account external factors • There is NO right or wrong way to serve students of a cultural based center • CAS Standards are guidelines and should not be perceived as strict standards for professionals working in cultural based centers • A major focus of Cultural Based Centers is to serve underrepresented populations • The physical plant of the center whether big or small will govern the safe space that most centers seek to provide.

4. Cultural Center Responsibilities according to CAS Standards • CAS provides a Foundation for the Field • “A” Standard not “THE” Standard • The mission for CAS emphasizes • Academic Growth • Personal Growth • Promotion of Access, Equity and Justice (Dean, 2006, p.257) • Applicable for assessment purposes

5. The University of Cincinnati The Office of Ethnic Programs and Services supports the mission of the University of Cincinnati by enhancing the growth and development of students of color and addressing the academic, social, spiritual and cultural needs of the campus community. The professional staff has a strong commitment to ensure all members of the University are creating and promoting a just community. Director, Dr. Eric Abercrumbie eric.abercrumbie@uc.edu Assistant Director, Ewaniki Moore ewaniki.moore@uc.edu Assistant Director, Brandi Hutchins hutchibn@uc.edu Program Coordinator, Derrick Jenkins derrick.jenkins@uc.edu

6. The University of Cincinnati:Important Components • Location • Target population • Structure of the center • Use of center by the students • Staff relationships with students • Programming • Educational • Social

7. Paul Robeson Cultural Center (PRCC) functions as a forum for the cultural enrichment, educational development, and social advancement of all students at our multi-campus land grant university. The Paul Robeson Cultural Center provides opportunities for students to explore knowledge and opinions and to develop skills and reflect on attitudes, beliefs, and values essential for meaningful participation within society as responsible citizens in a diverse global community. The Pennsylvania State UniversityPaul Robeson Cultural Center

8. The Pennsylvania State University:Important Components • Five-Step Framework • Cultural Engagement, Education, Development, Safe Space and Community Building Initiatives • Focus on holistic approach and forming global citizens • Impact change in community • Looking at culture through one’s “ethnic lens • Welcoming to all students

9. Boston CollegeOffice of AHANA Student Programs • The mission of the Office of AHANA Student Programs is to provide a broad array of services that nurture students' academic, social, cultural and spiritual development.  The Office of AHANA Student Programs provides quality programs and services aimed at responding to the continuum of students' needs. Director, Ines Maturana Sendoya Associate Director, Andy Petigny Assistant Director, Joana Maynard Counselor, Warren Chiang Counselor, Donna Lee Administrative Assistant, Yvonne McBarnett

10. Important Factors about OASP • AHANA is an acronym standing for African-American, Hispanic, Asian and Native American • This term was created by two students in 1979 who rejected the previous name of the office which was the Office of Minority Student Programs. The students expressed a dislike of the connotation of the word minority which implies “less than”. The AHANA acronym is familiar to many institutions in Massachusetts and has been adopted by many in the area • Office provides each student with an academic advisor when they enter as a freshman and are strongly encouraged to meet with them for at least three times a semester • OASP serves all students and encourages white students to utilize the services provided • The office is located in a house which provides a “home away from home” atmosphere for students • Professionals working in the office often serve as advisors to cultural student groups on campus

11. Recommendations: University of Cincinnati • Implement programming in order to be more inclusive of invisible populations (i.e. Asian-American students) • Collaborate with other student service offices • Consider name change of office title

12. Recommendations:The Pennsylvania State University • Collaboration with academia and other student service offices • Reframing safe space and hospitality of the center • Increase flexibility in office structure • Working harder to promote to all populations • Greater focus on Asian and Middle Eastern students

13. Recommendations: Boston College • Increase cultural awareness programming • Increase collaboration with academia as well as other student service offices • Survey student satisfaction with physical plant of office

14. Conclusion • CAS • Applicable, but not the only set of standards • Similarities amongst centers • Student Centered • Intentional Programming • Concerned with underrepresented populations • Must adjust to varying populations of the institution • Differences amongst centers • Target populations • Programming initiatives • Physical structure • Emphasis on Cultural Awareness

15. The University of Cincinnati Office of Ethnic Programs Derrick Jenkins, derrick.jenkins@uc.edu The Pennsylvania State University Paul Robeson Cultural Center Toby Jenkins, tsj3@sa.psu.edu Boston College Office of AHANA Student Programs Dr. Ines Maturana-Sendoya, ines.maturana.1@bc.edu