Taking Multicultural Competence to the Next Level A Systems Approach Jeannie Stumne, CEHD Career Services Mackenzie Sullivan, Carlson Career Services

Career Development Network (CDN) Goal: raise the quality, effectiveness and efficiency of career services and increases value to the overall student development and learning experience at the U of M Professional staff development Collaboration Sharing of best practices

CDN Diversity Committee Works to engage students from diverse and underrepresented backgrounds in career development, planning, and opportunities Work of the Diversity Committee: –Career Services 101 presentations –Workshop series for Hmong Student Association –Career Fair Prep sessions –Staff events, such as Multicultural Kick Off –Professional development for CDN members

Why and how the program was developed? Committee’s role in professional development – on-going discussion IDI for career services staff (spring 2011) 3 members met to discuss how to support CDN members in becoming more cultural competent (professional development)

CDN Diversity & Inclusion Program Program officially launched at the CDN Summer Retreat, June 2011

Theoretical Framework Awareness, Knowledge and Skills –Grounded in the multicultural competence theoretical framework (Sue et al. (1982) –one of seven core competencies for student affairs professionals (Pope and Reynolds,1997). Self-assessment of current level of multicultural competency A structure for meaningful engagement opportunities to further develop multicultural competence.

Definition of Diversity Adapt the framework and align our conceptualization of diversity with the University of Minnesota’s Office of Equity and Diversity vision as expressed in “Reimagining Equity and Diversity” to better reflect all students we serve. “Reimagining Equity and Diversity” It is our responsibility as an institution to serve and support the following individuals and groups at the University of Minnesota: People of color, including historically underrepresented groups and new immigrant populations; People with both visible and invisible disabilities; Women; People of various gender and sexual identities and expressions; First-generation students from economically disadvantaged backgrounds. We also address issues of access and climate for individuals who might encounter barriers based on their religious expression, age, national origin, ethnicity, or veteran status.

Goals and outcomes Excellent service to all students. –Provide a framework and structure to increase staff’s multicultural competence. –To motivate and support staff in reaching their equity and diversity goals. –Mechanism for accountability and recognition (individual and office).

How was this achieved? IndividualOffice

Individual Participation Participants… Set goals and make a commitment Choose from a list of activities (or create their own) that promote their growth in Awareness, Skills, Knowledge areas Get recognized for completing the program

ASK Model Awareness –“Watch a documentary on a diversity related topic which you are not familiar.” Knowledge –“Research a cultural group that you work extensively with within your unit…to address cultural communication differences.” Skills –“Organize and facilitate a staff training on a diversity topic.”

Recognition Levels Silver –1st year participants Gold –2nd year participants Platinum –3rd year participants

Office Participation Offices… Set goals and make a commitment Choose from a list of activities that promote systems level change Get recognized for the level of their accomplishment towards goals

Systems Interventions Assessment, Strategic Planning & Development Hiring Practices Training for Staff Office Operations, Policies & Procedures Communications & Marketing Practices Relationships with Campus & Employer Partners Services & Climate Resources (content and accessibility)

Example Activities “Staff performance evaluations include a personal plan for developing cultural competency for the coming year…” All full-time staff participate in at least one training per year to increase their multicultural competence.” “Photos on website, marketing materials and presentations reflect the diversity of the campus.”

Recognition Levels Silver –Accumulate 15 – 29 points Gold –Accumulate 30 – 59 points Platinum –Accumulate 60 – 80 points

Administration Timeline Brown Bags and Tips Moodle

Timeline of the program Launched June 2011 Commitment forms due end of August Professional Development Activities September - May Commitment forms due end of May Awards & Recognition June CDN Retreat

Moodle Site Program overview Commitment forms Resources

Brown Bags and Tips Reflection, resources and reminders: Discussions Reflections Tips

Summary and moving forward Awards and Recognition Process –CDN Retreat –Letters were sent to supervisors & administrators Participates –17 individuals received silver awards –3 offices received gold awards & 2 offices received silver Program for –Monthly diversity tips –Continue brown bags

Individual Program Evaluation 91.7% completed their four individual goals 90.9% completed professional development goals beyond their four goals 91.7% were supported by their supervisors/unit to participate 83.3% completed more diversity related professional development activities than they would have without this program 100.0% felt that engaging in professional development activities on their goal list made them better equipped to work with diverse students 100% rated the program as effective (58.3% somewhat effective and 41.7% very effective) 100% would recommend others participate in the program

Individual Program Evaluation “I really benefited from this program and I look forward to doing it again next year.” “I appreciated that there were professional development brown bags offered occasionally. The timing was appropriate and didn't feel like it was too big of a time commitment. Yet, I felt very supported in the program.” “I liked having some structure around my equity and diversity work and it was helpful to take the time to think about the type of opportunities that would be most helpful for me. It is also a good way to document my work in this area and be able to reflect on what I did and was not able to do and why.”

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Office of Equity and Diversity AAN CEHD Student Services Implications

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