document resume ed 374 165 ud 029 944 author taylor ... · document resume ed 374 165 ud 029 944...

DOCUMENT RESUME

ED 374 165 UD 029 944

AUTHOR Taylor, Jeannette, Ed.; Adelson, Yolande Chambers,

Ed.

TITLE An Inventory of Diversity Programs & Services in

Continuing Nigher Educition.

INSTITUTION National Univ. Continuing Education Association,Washington, DC.

PUB DATE 93NOTE 119p.

AVAILABLE FROM National University Continuing Education Association,Publications Department, One Dupont Circle, Suite615, Washington, DC 20036-1168 ($10 non-members).

PUB TYPE Guides Non-Classroom Use (055) Reports

Descriptive (141)

EDRS PRICE MF01/PC05 Plus Postage.

DESCRIPTORS *Ancillary School Services; College Administration;*Continuing Education Units; Cultural Pluralism;Directories; *Educationally Disadvantaged; *Education

Courses; *Ethnic Groups; Higher Education; Minority

Groups; Needs Assessment; Noncredit Courses;Research; Scholarships; School Publications

IDENTIFIERS *Diversity (Student); National University ContinuingEducation Assn

ABSTRACT-his report examines how the continuing-education

units of some National University Continuing Education Association

(NUCEA) member institutions are dealing with ethnic diversity. The

report, based cn research conducted during the 1991-1992 academic

year, contains 177 entries involving 84 NUCEA institutions.Institutional offerings are classified as either instructional or

administrative. Instructional entries are those in which teaching and

learning are primary. Most often they use nontraditional delivery

systems with planned outcomes. Administrative entries include

publications covering ethnic diversity, scholarships for underserved

ethnic groups, and administrative topics (appointments, committees,

offices, etc.) that address issues of diversity. Findings show that

half of the instructional programs concern ethnic groups and their

cultures; 30 percent are for underserved ethnic audiences. The

majority of programs for underserved students are noncredit models

that require multiple contacts through mentoring programs, camps,

multiday conferences, workshops, and other venues. Seven percent of

the responding institutions had scholarships to assist minorities,

and eight percent had developed special administrative structures or

hired consultants to focus specifically on ethnic-diversity issues.

(GLR)

***********************************************************************Reproductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

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EDUCATIONAL RSOUPICES INFORMATIONCENTER (ERIC)

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"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

1

An Inventory of

Diversity Programs & ServicesIn Continuing Higher Education

Edited by

Jeannette Taylor and Yolande Chambers Adelson

Published by

nuaoNational University Continuing Education Association

3

An Inventory of Diversity Programs & Services in Continuing Higher Education

Edited by: Jeannette Taylor and Yolande Chambers Adelson

Copyright ©1993; National Univdrsity Continuing Education Association. All rights reserved.

Publication Date: November 1993

Price: $10 (non-members)

Copies may be ordered by writing to: National University Continuing Education AssociationPublications DepartmentOne Dupont CircleSuite 615Washington, DC 20036-1168

To place orders over the phone call: 202/659-3130 FAX: 202/785-0374

Cover photo credits:(from left):Row 1:New York University's Dropout Prevention Program.At University of Missouri-Extension's 4-H Club program, students work cooperatively to succeed in "ChallengeCourse" trolley board activity.

Rew 2:Attallah Shabazz, producer, writer, lecturer, and daughter of Malcolm X and participant Mark Orbe at 3rd AnnualEnhancing Minority Attainment Conference hosted by Indiana University Kokomo. (Photo by Phyllis Taylor)Young language learners performing a role-reading in University of Houston, Division of Continuing Education,

Accelerated Language Program Kids' Summer Camp.Professor Lily Wong Fillmore speaks on teaching effectively in California's culturally diverse classrooms at a

University of California Berkeley Extension program.

Row 3:University of South Florida's "Reach Out" program.In a Northern Arizona University program, Herbert Benally teaches a cross-cultural session to educators on "Navajo

Philosophy of Life." (Photo by Tom McMillian)University of Cincinnati, College of Evening & Continuing Education's Youth Leadership Program.


he National University Continuing EducationAssociation (NUCEA) affirms its commitment torecognize and value the ethnic and racial richness ofour nation and to encourage and foster mutual respectand understanding among all women and men in itsmembership and on the campuses of memberinstitution. We recognize that true excellence in anorganization results from identifying and enlisting theparticipation of women and men who represent the richdiversity of our nation's heritage.

As an association, NUCEA values and encourages theparticipation of all people who endorse the principlesand ideals of continuing education, includingindividuals from diverse backgrounds, and has takenofficial action to promote the expanded involvement ofwomen and racial and ethnic group members. Weacknowledge an unfortunate history in our country ofthe use of derogatory, stereotypical, and othernonproductive characterizations of racial and ethnicgroup members and women, and we resolve to

eliminate such portrayals and language from allNUCEA communications and forums.

NUCEA affirms the policy that anyone speaking as anassociation representative, or as a guest speaker in anNUCEA forum, will acknowledge the diversity of ourmembership and our commitment to honor and treatwith dignity all people, whether or not they arerepresented, and by using language that is nonsexist andrespectful of all cultures.

Further, we believe that as a professional organization,we can and should play an integral role in promoting agreater appreciation of and healthier regard for thegrowing diversity of our campus communities.NUCEA, through its involvement with specific campusprograms and activities, as well as through the actionsof its members and official representatives, is dedicatedto demonstrating to the higher education community itscommitment to equity for all persons regardless of race,ethnicity, or gender.

NUCEA Board of Directors

NUCEA seeks to exemplify its commitment to ethnic, cultural, and genderdiversity and fairness in all of its forums, both public and private.

nuoseNational University Continuing Education Association

About NUCEA

Ir"rounded in 1915, the National University

Continuing Education Association ( NUCEA) seeksto promote expanded opportunities and high qualityin continuing higher education. The Associationconsists of accredited, degree-granting highereducation institutions and comparable non-profitorganizations with a substantial involvement incontinuing higher education. Today's membersinclude public and private institutions, offering bothcredit and non-credit instruction at the pre- and post-baccalaureate levels to part-time students.

The Association Is committed to professionalism, toexcellence in continuing higher education, and toadvancing knowledge about the field. NUCEAactivities support these basic commitments. The

provision of timely, substantive educationalopportunities to continuing higher educationprofessionals is a NUCEA priority.

The Association's data development and surveyresearch program provides college and universitycontinuing education units useful planninginformation. In addition, a comprehensiveAssociation publications program keeps membersinformed about relevant trends and practices in thefield.

Finally, NUCEA offers its members timely analysesof key public policy and regulatory issues of concernto the field, and ensures that continuing highereducation's interests are advanced nationally.

Table of Contents

Method, Response and Format of Survey 1-3

Summary of Findings 3-13

Instructional Programs 15

Programs for Underserved Ethnic Audiences 16-25

Programs about Underserved Ethnic Groups and Their Cultures,Designed for all Group and Individuals 27-44

Programs Designed to Foster Ethnic Sensitivity in Curriculum Design,Professional Development and Organizational Climate 45-54

Administrative Programs 55

Publications Focusing on Ethnic Diversity 56-57

Establishment of Scholarships for Underserved Ethnic Groups 59-60

Appointment of Diversity Commissions, Committees, Councils, Consultantsto Address Specific Issues of Ethnic Diversity 61-63

Delegation of Authority &/or Responsibility to Established Office Positions&/or Personnel Programs to Address Issues of Ethnicity 65-67

An Inventory of


Jeannette Taylor, Ph.D., DeanCollege of Evening & Continuing Education, University of Cincinnati

andYolande Chambers Adelsoi, J.D., Former Associate Dean

University of California Los Angeles Extension

Issues of ethnic diversity promise to remain near the "top of the charts" forinstitutions of higher education well into the twenty-first century. For predominantlywhite institutions, especially those located in underserved ethnic communities, thisreality has become a major challenge.

On par with curricular design issues, matters of access, outreach, and communityservice may soon determine the ability of campuses to remain viable places oflearning. This fact has special cogency for continuing education units in institutionsof higher education; for, not only is continuing education often mandated to "servethe community," but also its very survival tends to depend on its ability to identifyand serve a variety of local communities.

The study, reported on here, "Ethnic Diversity in Continuing Education," wasconceived by the Task Force on Black Concerns of the National UniversityContinuing Education Association (NUCEA)' and was designed to learn how thecontinuing education units in NUCEA member institutions are dealing with ethnicdiversity. This report is published under the auspices of NUCEA to inform, guide,and perhaps even inspire universities and their continuing education units to engagethe challenge of ethnic diversity with a robustness that will ensure success. Tablesshowing all the reported programs by category begin on page 16.

Method and Response

Initially, the Task Force planned a questionnaire that would permit an analysis ofactions being taken by higher continuing education organizations with regard toethnic diversity. Time limitations of potential respondents as well as the absence ofrecord-keeping unifornuty across institutions pertaining to diversity initiatives causedus to abandon that approach. Instead, adopting a suggestion from one institution, wedecided to simply ask the Institutional Representative (typically, the Dean) of each of

' The NUCEA Task Force on Black Concerns, a small group of African American continuing educatots,worked within the Association on a volunteer basis for about five years to stimulate full participation byBlack professionals and to assure that issues associated with ethnic diversity became and remained centralto the Association's agenda.

ContinuingEducation's verysurvival depends onits ability to identifyand serve a varietyof localcommunities.

An Inventory of Diversity Programs & Services in Continuing Higher Education 1

We asked them toidentify their "twoor three best effortsto address issues ofethnic diversity."

the some 400 NUCEA member institutions to send us narratives and supportingdocuments indicating how that institution was addressing 'le challenge of ethnicity incontinuing education . Specifically, we asked them to identify their "two or three bestefforts to address issues of ethnic diversity."

The study was conducted during the 1991-92 academic year. Eighty-four institutions(a 21 percent response rate) responded within the requested 90 days. Many identifiedmultiple efforts and documented most with supporting materials. During the 1992-93academic year, the authors developed a classification scheme, summarized each of thereported activities, and gave all responding institutions an opportunity to review andedit their proposed entries. Responsibility for a significant number of the initiativesproved to be university-wide rather than limited to continuing education; we haveincluded all appropriate submissions.

Format

The richness of the responses created presentation challenge for the authors.Accordingly, we draw on a classification scheme2 that allows us to summarize andcatalog the materials in a manner that gives a general sense of what is happening,while providing a fair amount of detail, including contact numbers, for those withspecial interests in particular categories.

Clearly, the offerings differ in ambitiousness and duration, and may representdifferences in levels of institutional commitment; however, the report does not attemptto so distinguish them.

We classify all materials as either I. Instructional or II. Administrative, withsubcategories as follows:

I. INSTRUCTIONAL: Entries in which teaching/learning are primary.Most often, they employ nontraditional delivery systems with planned outcomes.However, traditional offerings and curriculum planning efforts are also listed asInstructional.

A. Offerings designed primarily For underserved ethnic audiences (e.g.,programs designed to recruit "minorities"' into the professions; programs toimprove retention and graduation rates of low income students; noncredit skilldevelopment activities).

B. Offerings whose content is primarily About underserved ethnic groups (butdesigned for All audiences) such as programs focusing on the culture, art,history, and literature of particular groups.

C. Offerings designed to foster greater ethnic sensitivity in curriculum design,professional development, and organizational culture.

Devised by Yolande Adelson in chairing UCLA Extension's Diversity Task Force, 1990-91.' Although this term is falling into disuse in areas of the country in which persons of color are oftenreferred to as "emerging majorities," we use it in this report where clarity and fidelity to the submittedmaterials so indicate.

2 National University Continuing Education Association

ADMINISTRATIVE: All entries not designated Instructional areclassified as Administrative.

A. Publications focusing on issues of ethnic diversity.

B. Establishment of scholarships for underserved ethnic groups.

C. Appointments of commissions, committees, councils, offices, andconsultants specifically for the purpose of addressing issues ofdiversity.

D. Delegation of authority and/or responsibility to established offices,positions and/or personnel programs to address issues of diversity.

Summary of Findings

OverviewThe report contains 177 entries which reflect how 84 National University ContinuingEducation Association member institutions were dealing with issues of ethnicdiversity at the completion of this survey (1992).

INSTRUCTIONAL PROGRAMSThe Instructional program category contains three subdivisions:

I-A, "Programs For Underserved Ethnic Audiences";I-B, "Programs About Ethn;c Groups and Their Culture, Designed for All Groupsand Individuals"; and

II -C, "Programs Designed or Redesigned to Foster Greater Sensitivity inCurriculum Design, Instructor Selection and Organizational Climate."

A total of 145 diversity programs are presented within these Instructional Subdivisions,representing 82 percent of all programs contained in this study. (Table 1, below.)

TABLE 1

DISTRIBUTION OF INSTRUCTIONAL PROGRAMS(N=145)

Subdivisions Number PercentI-A: Programs For UnderservedEthnic Audiences 43 30

I-B: Programs About Ethnic GroupsAnd Their Cultures, DesignedFor All Groups and Individuals 74 51

1-C: Programs Designed & RedesignedTo Foster SensitivityIn Curriculum Design, InstructorSelection and Organizational Climate 28 19

111111111211111111111111111EUM=1111

Half of theinstructionalprograms are aboutethnic groups andtheir cultures; 30percent are forunderserved ethnicaudiences.


10.11111111

3

moms _iimmormsThe nature andformat of programsare highly similarfor both traditionaland returning adultstudents.

As revealed in Table 1, just over half, of 74 of the 145 Instructional entries areprograms about ethnic groups and their cultures (I-B); 30 percent, or 43 are programsfor underserved ethnic audiences (1-A); and 19 percent, or 28 are offerings designed tofoster greater ethnic sensitivity in curriculum design, instructor selection andorganizational climate (I-C).

A gratifyingly high level of interest and enthusiasm for this approach appears evidentfrom the high response rate (i.e. 84 institutions sent replies, most supported bymaterials) obtained within 90 days. Perhaps more important than the numbers is theinstitutional commitment reflected in many of the responses; and, as well, theexamples of personal involvement, energy and creativity reflected in the materials.

I-A:Programs for Underserved Ethnic Audiences

Twenty-six percent of all responding institutions reported programs for underservedethnic audiences. The total number of programs reported in this category was forty-three, (43), representing thirty percent of the total Instructional Category. Thirty-eightpercent of the programs for underserved ethnic audiences are sponsored by continuingeducation or extension units, while 62 percent of these programs are provided by otheracademic and administrative units within the responding institutions. There are nodiscernible differences between the continuing education units and other academic andadministrative units within higher education with respect to program content, deliveryformat or target populations for programs reported.

Table 2 provides a breakdown of audiences reached by programs in this category:

TABLE 2

PROGRAMS FOR UNDERSERVED ETHNIC AUDIENCES(N=42)

Primary AudiencesPre-College Age StudentsCollege AgeCommunity Groups

Number18

11

13

Percent432631

Pre-college and College Age Stucents:

The majority (69 percent) of Programs For Underserved Ethnic Audiences aredesigned for pre-college and college age student audiences, with the higher percentageof such programs directed at the former. However, the nature and format of pittgramsare highly similar for both of these categories of students. It is also interesting that thenature and format of programs are highly similar for both traditional and returning

adult students.

Therefore, the following findings are discussed with reference to pre-college andcollege-age students, as well as returning adult students:

4 National University Continuing Education Assoclo on

The most frequently offered programs are available to all students in thissubdivision and focus on successfully linking the students to institutions ofhigher education. (Catalog entries #1, 4, 7, 9, 11, 13, 14, 17, 28, 30, 41, and42.)

2. The second most frequently offered programs to students are directed atdeveloping students skills preparatory to college recruitment and retention.(Catalog entries #3, 5, 8, 12, 16, 22, 25, 36, 37, and 39.)

3. There are also a number of programs designed to attract students totraditional and nontraditional careers. (Catalog entries #2, 6, 15, 18, 27, 29,31, and 43.)

4. Most delivery systems for programs designed for students are noncreditmodels, requiring multiple contacts through mentoring programs, camps,multi-day conferences, workshops, seminars, weekends, etc.

Community Groups:

Programs for community groups represented 31 percent of the prograrm forunderserved ethnic populations.

1. Fifty percent of the programs offered to community groups provideinformation that addresses health and social problems. (Catalog entries #23,32, 33, 34, 35, and 38.) The information is most frequently provided throughmultiple contacts in workshops, conferences, seminars, etc.

2. The remaining 50 percent of the programs offered to community groups arcfocused on collegiate and career recruitment. (Catalog entries, #1,.2, 10, 21,24, and . 1.) These are more frequently multiple contact programs providedthrough mentoring, workshops, seminars, etc.

I-B:Programs About Underserved Ethnic Groups and Their

Cultures., Designed for all Group and Individuals

Forty-eight percent of the responding institutions reported offering programs aboutunderserved ethnic groups and their cultures. The total number of programs reportedin this category was 82, representing 56 percent of all Instructional programsreported. Sixty-one percent of programs about underserved ethnic groups aresponsored by continuing education or extension units, reinle 39 percent are providedby other academic and administrative units within the responding institutions. Thereare no discernible differences between the continuing education units and otheracademic and administrative units with respect to program content, delivery format ortarget populations for programs reported.

Table 3 provides a breakdown of primary audiences served by programs in thiscategory:

,-sMs.-111=1ffila

IMIIIIMIMIN1=11111

The majority ofprograms forunderserved .studentsare noncredit models,requiring multiplecontacts throughmentoring programs,camps, multi-dayconferences,workshops, seminars,weekends, etc.

An Inventory of Diversity Programs & Set-vices in Continuing Higher Education

1 9ti

5

immadmiummemwswo

The largest numberof programs aboutunderserved ethnicgroups are offeredto professionalsoutslik of highereducation.

TABLE 3.......1111117

Programs About Underserved Ethnic Groups & Their CulturesDesigr for All Groups & Individuals

(N= 82)

Primary AudiencesProfessionals Outside of Higher EducationCommunity GroupsFaculty and Other University ProfessionalsStudents

Number2922229

Percent35272711

Professionals Outside of Higher Education:

The largest number of programs about underserved ethnic groups (35 percent) areoffered to professionals outside of higher education.

I

1. Most of these programs (63 percent) are designed to increase specific culturalcompetence. (Catalog entries #44, 45, 49, 70, 82, 83, 85, 96, 99, 100, 101,102, 103, 207, 111, 113, 118, and 125.)

2. Thirty-seven percent of these programs are designed for cultural awarenessand/or cultural celebration. (Catalog entries #62, 9Z 99, 104, 105, 106, 108,112, 114, 115 and 124.)

3. Eighty percent are offered through continuing education units.

4. Most delivery systems for programs in this category are noncredit, short-term and one-time contacts in the form of conferences, workshops, seminars,symposia, institutes, teleconferences and mini-courses. A conference,generally one to three days in length, is the most frequently utilized model ofdelivery.

Community Groups:

Community groups are viewed as the primary audience for some 27 percent of theprograms about underserved ethnic groups.

1. The majority (73 percent) of programs for community groups in thissubdivision focus on cultural awareness and/or celebrations. (Catalog entries#51, 52, 53, 54, 63, 65, 68, 69, 71, 72, 73, 74, 84, 87, 109, and 116.)

2. Other programs offered to community groups focus on personal andprofessional development. (Catalog entries #50, 55, 59, 64, 75, and 77.)

3. A majority of the programs available to community groups are offeredthrough continuing education or extension units, and the others are offered byother academic and administrative units.

4. The delivery systems for the awareness and celebration programs typically

National University Continuing Education Association

13

consist of short term conferences, workshops, lectures, and film series.Personal and professional development opportunities are most frequentlypresented in multi-contact, credit courses or noncredit certification.

Faculty and Other Higher Education Professionals:

Faculty and other higher education professionals are the primary audience for 27percent of the programs about underscrved ethnic groups.

1. Approximately three-fourths of those described in this report are culturalawareness and/or cultural celebration activities. (Catalog entries #46, 47,48, 58, 66, 67, 79, 80, 81, 91, 93, 95, 119, 121, 122, and 123.)

2. The remaining programs in this category are designed to increase culturalcompetencies. (Catalog entries #57, 76, 92, 94, 108 and 120.)

3. Continuing education and extension units of the responding institutions arethe sponsors of some 64 percent of the programs in this category.

4. Most delivery systems for programs designed for faculty and other highereducation professionals are noncredit models, requiring one-time, short-termcontacts through teleconferences, workshops, conferences, symposia andinstitutes.

Students:

Students are the primary audience for some 11 percent of the programs aboutunderserved ethnic groups.

1. A majority (58 percent) of those described in this report are culturalawareness and/or cultural celebration activities. (Catalog entries #60, 61, 78,88, 90, and 117.)

2. The remaining ones are designed for personal and professional development.(Catalog entries #56, and 86.)

3. Only one of the programs offered to students is sponsored by a continuingeducation or extension unit. The remaining programs are sponsored byacademic and administrative units.

4. The delivery systems most frequently utilized for student programs arenoncredit models, offering one-time, short-term contacts throughconferences, radio shows, roundtables, etc.

The majority ofprograms forcommunity groupsfocus on culturalawareness and/orcelebrations.

An inventory of Diversity Programs & Services in Continuing Higher Education

14

I-C:Programs Designed to Foster Ethnic SensitivityIn Curriculum Design, Professional Development

And Organizational Climate

Fifteen percent of the responding institutions reported that they offer programsdesigned to foster sensitivity in curriculum design, professional development, andorganizational climate. Some 70 percent of these are sponsored by continuingeducation units, and the remaining by other academic and administrative units.

Table 4 provides a summary of programs in this subdivision.

TABLE 4

Programs Designed to Foster Greater Ethnic Sensitivity in CurriculumDesign, Professional Development, and Organizational Climate

(N=20)

Program CategoryCurriculum DesignProfessional DevelopmentOrganizational Climate

Number974

Percent453520

Curriculum Design:

Most programs offered to foster greater ethnic sensitivity are in the area of curriculumdevelopment (see Table 4, above). The majority seek to incorporate multi-culturalperspectives into existing curricula. Both continuing education and other academicand administrative units offer such curriculum design programs, with no observabledifferences among providers in program content or models of instructional delivery.However, the audience for programs provided by continuing education units tended tobe higher education professionals, primary and secondary school teachers, businessand industry representatives. Whereas the audience for other units' programs is moreapt to be higher education administrators, faculty and students. (Catalog entries #126,127, 129, 130, 137, 138, 140, 141 and 144.)

Professional Development:

The second most frequent programs offered to foster greater ethnic sensitivity areprofessional development programs. This program area includes the development offaculty, administrators and staff in higher education institutions, as well as communityprofessionals engaged in education and training programs.

All but one of the professional development programs designed to foster greater ethnicsensitivity are offered by continuing education units. The primary objective is to helpparticipants enhance their ability to manage diversity issues and deal effectively withdiverse populations during the delivery of instruction. Most of the programs described


15

are through workshops and conference. (Catalog entries #128, 131, 132, 135, 136,142 &143.)

Organizational Climate:

Some 20 percent of the programs offered to foster greater ethnic sensitivity focus onmodifications in organizational climate. All such programs described in this reportare offered by continuing education units.

Approaches and strategies employed to modify organizational climates include hiring,and finding ways to retain, diverse staff; policy development; outreach to underservedethnic groups to identify relevant program directions; student recruitment; mentoringprograms, etc. (Catalog entries #133, 134, 139 and 145.)

ADMINISTRATIVE PROGRAMS

The Administrative category has four subdivisions:II-A, Publications Focusing On Ethnic Diversity;

Establishment Of Scholarships For Underserved Ethnic Groups;Appointment Of Diversity Commissions, Committees, Councils, Offices,

and Consultants to Address Specific Issues of Ethnic Diversity; andDelegation of Authority &/or Responsibility to Established Offices,

Positions, &for Personnel Programs to Address Issues of Ethnic Diversity.

These four subdivisions contain a total of 32 programs, representing 18 percent of theentries in this study. As shown in Table 5 below, publications focusing on ethnicdiversity constitute 28 percent of the Administrative initiatives; appointment of newadministrative entities, another 31 percent; delegation of authority and/orresponsibility to already established entities, 22 percent; and the establishment ofscholarships for underserved ethnic groups, 19 percent.

TABLE 5

DISTRIBUTION OF INSTRUCTIONAL PROGRAMS BY SUBDIVISION(N=32)

Subdivisions Number PercentII-A: Publications Focusing on Ethnic Diversity 9 28

II-B: Establishment of Scholarships forUnderserved Ethnic Groups 6 19

II-C: Appointment of Diversity Commissions,Committees, Councils, Offices & ConsultantsTo Address Specific Issues of Ethnic Diversity 10 31

Delegation Of Authority &./or ResponsibilityTo Established Offices, Positions, &/or PersonnelPrograms to Address Issues of Ethnic Diversity. 7 22

IMMEIMMIM=1=1111111111111

The programs mostfrequently offered tofoster greater ethnicsensitivity are in thearea of curriculumdevelopment.


16

9

mounrimiumr.Most of thepublications aredesigned forstudents alreadyenrolled at thevarious institutions.

II-A:Publications Focusing on Ethnic Diversity

Eleven percent of the 84 responding institutions report having publications whichfocus on ethnic diversity. Only one of these publications appears to be under the aegisof an adult or continuing education unit; the others are published by enrolled students

or by academic or administrative units within the represented institutions. Table 6provides a breakdown of the intended audiences of these publications.

TABLE 6

PUBLICATIONS FOCUSING ON ETHNIC DIVERSITY(N=9)

Primary Audiences Number PercentPre-college (Minority Recruitment) 2 22

Minority Students 1 11

All Students 4

Community 2 22

Publications for Enrolled Students:

As revealed in Table 6, most of the publications are designed for students alreadyenrolled at the various institutions. One addressed specifically to minority students(#146), is a pamphlet which outlines the university's policies and procedures dealingwith racial/ethnic harassment. Four are designed to enable all students to haveenriched multicultural experiences through the curriculum, campus events, and

interpersonal interactions (#149, a student newspaper; #148 and #152, course andevents directories, and #154, a booklet of opportunities, events, and organizations.)

Pre-college, Recruitment Publications:

Two of the entries are brochures which communicate a message of "welcome" bydescribing programs, services, events and organizations on the campus likely to have

special appeal to persons of color. (Catalog entries #147 & #150.)

Publications for the Adult Community:

Two of the publications appear to primarily serve an outreach function. One, for all

groups, is dedicated to understanding and celebrating diversity (#151); and the other, a

newsletter (#153), is designed to keep the community-at-large aware of careeropportunities, university services, and the benefits of lifelong learning.


.17

II-BEstablishment of Scholarships for

Underserved Ethnic Groups

Seven percent of the responding institutions indicated that they have scholarshipprograms to assist minorities. Half of the programs are under the aegis of continuingeducation and the other half are administered by other academic or administrativeunits within the responding institutions.

As Table 7 below shows, undergraduate or graduate students receive roughly half ofthe scholarships. Examples of such scholarship programs include one designed torecruit high school and continuing education students into the sciences (#156); a half-tuition scholarship to encourage inner-city high school students to enroll in college(#158); and graduate assistantships and scholarships for African American gradurtesof historically Black colleges (#160).

Programs for community groups and individuals include those designed to providegreater access to lifelong learning (#155 and .A157), and the report also describes aprogram which funds minority entrepreneurs to attend small business developmentcourses (#159).

TABLE 7

ESTABLISHMENT OF SCHOLARSHIPS FOR UNDERSERVEDETHNIC GROUPS

(N=6)Number PercentPrimary Audiences

Community: Adults and Entrepreneurs

Prospective & Matriculating Undergrads

Graduate Students

3

2

1

50

33

17

II-CAppointment of Diversity Commissions, Committees,

Councils, Offices, and Consultants to Address SpecificIssues of Ethnic Diversity

Approximately 8 percent of the responding institutions reported that they havecreated special administrative structures and/or hired consultants to focus specificallyon ethnic diversity issues. Three of the nine initiatives taken by these seveninstitutions were under the aegis of continuing education.

Seven percent of therespondinginstitutions havescholarshipprograms to assistminorities.


18

11

TABLE 8

Appointment of Diversity Commissions, Committees, Councils, Offices andConsultants to Address Specific Issues of Ethnic Diversity

(N=10)Type of Actions Number PercentCommittee 5 50Commission 2 20Council 1 10

Consultant 2 20

From the material submitted by the responding institutions, there is no clear way todetermine the functional differences between zonunittees, commissions and councilsdisplayed in Table 8, above. Regardless, five of the entities appear to concernthemselves with policies and practices relating to equal opportunity and affirmativeaction in the university learning and working environments for minorities and women(#161, #162, #163, #166, #169). Four seem to focus on diversity, itself, treating it as areality, an opportunity and a challenge (#164, #165, #167, #168). The one remainingentry contains insufficient information to permit additional comment (#170).

ll -D

Delegation of Authority 8dor Responsibility toEstablished Office Positions 8dor Personnel Programs

To Address Issues of Ethnicity

Some 8 percent of the 84 responding institutions reported that they delegate matters ofethnic diversity to other existing university entities. Two of these are under the aegis

of continuing education.

TABLE 9

Delegation of Authority &/or Responsibility to Establish Positions 8dorPersonnel Programs to Address Issues of Ethnicity

(N=7)

Primary Clientele Number Percent

Ethnic Minorities 5 71

All Faculty, Staff, Students 2 29

12National University Continuing Education Association

1J

While the resources of the entities in this group appear to be accessible to any and allsegments of the university, several of them seem dedicated primarily to addressingthe academic, social, spiritual, and/or cultural needs of ethnic minority students and/or staffs (#174, #175, #176). Three focus on employment diversity and equalemployment opportunities (#171, #173 & #177).

In the remaining program, a minority affairs advisor serves as a liaison andcommunicates with faculty, staff and students at large regarding minority-relatedmatters (#172).

In Conclusion

The authors hope that the information contained in this report will enable universitiesand their continuing education arms to face the challenges of diversity withconfidence.

An Inventory of Diversity Programs & Services in Continuing Higher Education 13

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: Pro

gram

s F

or U

nder

serv

edlth

nic

Aud

ienc

es

23

z

Prog

ram

Prog

ram

p T

itW iw

t tat

on

Pr.lm

ary

`^

udie

tKe

,,.

ttv - .1

.?r

egts

ii

tion

r5

.,...

1. G

RA

DPR

EP

Con

tinui

ng E

duca

tion

Bow

ling

Gre

en S

tate

Uni

vers

ityB

owlin

g G

reen

, OH

434

03(4

19)

372-

2793

Col

lege

Sop

hom

ores

I.

You

th &

Adu

lts

GR

AD

PRE

P pr

ovid

es r

esea

rch

and

labo

rato

ry e

xper

ienc

e, s

cien

ce w

orks

hops

, fie

ld tr

ips,

and

soci

al a

nd c

ultu

ral e

vent

s to

pro

mis

ing

min

ority

col

lege

sop

hom

ores

. The

sest

uden

ts h

ave

an o

ppor

tuni

ty to

mee

t out

stan

ding

sci

ence

pro

fess

iona

lsan

d pa

rtic

ipat

e in

uni

que

expe

rien

ces.

A p

rogr

amto

incr

ease

the

num

ber

of m

inor

ity te

ache

rs in

Ohi

o sc

hool

s by

iden

tifyi

ngm

inor

ity y

outh

and

adu

lts w

ho h

ave

pote

ntia

l for

bec

omin

g ef

fect

ive

teac

hers

,pro

vidi

ng th

esu

ppor

t nec

essa

ry f

or th

ese

indi

vidu

als

to c

ompl

ete

a te

ache

rpr

epar

atio

n pr

ogra

m, a

ndas

sist

ing

them

in f

indi

ng te

achi

ng p

ositi

ons.

2. M

inor

ities

in E

duca

tion

Prog

ram

Con

tinui

ng E

duca

tion

Bow

ling

Gre

en S

tate

Uni

vers

ityB

owlin

g G

reen

, OH

434

03(4

19)

372-

8181

3. S

umm

er L

eade

rshi

p an

dC

olle

ge P

rep

Cam

pSc

hool

of

Adu

lt an

dC

ontin

uing

Edu

catio

nE

aste

rn I

llino

is U

nive

rsity

Cha

rles

tow

n, I

L 6

1920

(217

) 58

1-51

14

Hig

h Sc

hool

Stud

ents

A o

ne w

eek

prog

ram

in w

hich

stu

dent

s w

ill e

xper

ienc

e co

llege

life

and

part

icip

ate

inac

tiviti

es to

dev

elop

lead

ersh

ip s

kills

, stu

dy s

kills

, and

com

mun

icat

ion

skill

s.

4. C

hica

no E

duca

tion

Prog

ram

Eas

tern

Was

hing

ton

Uni

vers

ityC

hene

y, W

A 9

9004

(509

) 35

9-22

68

Chi

cano

/L

atin

o St

uden

tsA

cre

dit p

rogr

am f

ocus

ing

on r

aisi

ng a

war

enes

s an

d ap

prec

iatio

n of

Chi

cano

/Lat

ino

cultu

re,

and

recr

uitm

ent/r

eten

tion

of C

hica

no/L

atin

o st

uden

ts th

roug

h ac

adem

icad

visi

ng, c

aree

r an

dpe

rson

al c

ouns

elin

g, tu

tori

ng, a

nd e

mpl

oym

ent r

efer

ral s

ervi

ces.

BE

ST C

OPY

AV

AIL

AB

LE

24

CA

TE

GO

RY

I: In

stru

ctio

nal

SU

BC

AT

EG

OR

Y A

: Pro

gram

s F

or U

nder

serv

ed E

thni

c A

udie

nces

.

,Ilv

aril4

nee.

.?,.

escr

i tw

u,..

.....

5. A

fro-

Aca

dem

ic,

Cul

tura

l, T

echn

olog

ical

, &Sc

ient

ific

Oly

mpi

csFl

orid

a St

ate

Uni

vers

ityT

alla

hass

ee, F

L 3

2306

20)4

644

-121

3

Afr

ican

Am

eric

anY

outh .

A n

oncr

edit

prog

ram

, co-

spon

sore

d w

ith th

e N

AA

CP

to e

ncou

rage

Afr

ican

Am

eric

an H

igh

Scho

olst

uden

ts to

exc

el in

aca

dem

ic a

nd c

ultu

ral p

ursu

its.

6. A

ttrac

ting

Min

oriti

es to

Doc

tora

l Pro

gram

sC

olle

ge o

f C

ontin

uing

Edu

catio

n&

Pub

lic S

ervi

ceIl

linoi

s St

ate

Uni

vers

ityN

orm

al, I

L 6

1761

(309

) 43

8-86

91

Edu

cato

rsA

pro

gram

ope

ratin

g in

sou

th C

hica

go o

ffer

ing

cour

se w

ork

desi

gned

to a

ttrac

t Afr

ican

Am

eric

ans

and

His

pani

cs in

to th

e do

ctor

al p

rogr

ams

in C

urri

culu

m I

nstr

uctio

n an

d Sp

ecia

l Edu

catio

n.

7. S

umm

er E

nrol

lmen

tPr

ogra

mC

olle

ge o

f C

ontin

uing

Edu

catio

n&

Pub

lic S

ervi

ceIl

linoi

s St

ate

Uni

vers

ity(3

09)

498-

8691

Hig

h Sc

hool

Stud

ents

Coo

rdin

ated

by

the

Off

ice

for

Hig

h Po

tent

ial s

tude

nts,

hig

h po

tent

ial m

inor

ity s

tude

nts

are

brou

ght t

oca

mpu

s du

ring

the

sum

mer

to h

elp

them

est

ablis

h a

pers

pect

ive

on c

olle

ge li

fe.

8. P

rogr

am f

or M

inor

ityY

outh

Cen

ter

for

Prof

. Dev

elop

men

tL

oyol

a C

olle

geB

altim

ore,

MD

212

10(3

01)

532-

5060

You

thA

var

iety

of

prog

ram

s ar

e av

aila

ble

for

min

ority

you

th. T

he "

Ado

pt a

Par

ish"

pro

gram

tuto

rsst

uden

ts to

aid

aca

dem

ic a

chie

vem

ent.

Sixt

h an

d Se

vent

h gr

ader

s at

tend

ed S

atur

day

mor

ning

pro

gram

son

Eng

lish,

Mat

h, S

cien

ce, a

nd S

peci

al T

opic

s. A

Col

lege

for

a D

ay p

rogr

am w

ashe

ld. A

Mon

eyM

anag

emen

t pro

gram

aid

s ci

ty s

tude

nts

atte

ndin

g on

sch

olar

ship

. An

SAT

Rev

iew

cla

ss w

as h

eld

for

Inne

r C

ity P

ivat

e an

d Pa

roch

ial s

choo

l stu

dent

s.

9. M

etro

Exc

el P

rogr

amM

etro

polit

an S

tate

Col

lege

Den

ver,

CO

802

04(3

03)

556-

3508

Hig

h Sc

hool

Stud

ents

Juni

or a

nd s

enio

r le

vel s

tude

nts

at th

e co

llege

ser

ve a

s am

bass

ador

s to

Eth

nic

min

ority

stu

dent

s in

loca

l hig

h sc

hool

s w

ith th

e go

al o

f re

crui

ting

and

reta

inin

g.

'725

An

Inve

ntor

y of

Div

ersi

ty P

rogr

ams

& S

ervi

ces

in C

ontin

uing

Hig

her

Edu

catio

n 2,6

27

18N

atio

nal U

nive

rsity

Con

tinui

ng E

duca

tion

Ass

ocia

tion

CA

TE

GO

RY

I: In

stru

ctio

nal

SU

BC

AT

EG

OR

Y A

: Pro

gram

s F

or U

nder

serv

ed E

thni

c A

udie

nces

,,--t

.

r:"%

..

fr.

.

±1

,-,

.0,

,"4

De-

stri

p.,.

>t,.

t..,

,...

,..

,.,..

..

_ ,

_

10. i

nfor

mat

ion

Wor

ksho

psC

ente

r fo

r C

ontin

uing

Edu

catio

nM

urra

y St

ate

Uni

vers

ityM

urra

y, K

Y 4

2017

-330

8(5

02)

762-

4159

Afr

ican

Am

eric

anC

omm

unity

A w

orks

hop

that

pro

vide

s th

e A

fric

an A

mer

ican

com

mun

ity w

ith in

form

atio

n ab

out t

he c

olle

ge.

Spea

kers

for

the

wor

ksho

p co

nsis

t of

grad

uate

s, f

acul

ty r

epre

sent

ativ

es, a

nd a

stu

dent

pan

el. T

oan

swer

par

ticip

ants

' spe

cifi

c qu

estio

ns, t

hey

are

divi

ded

into

sm

all g

roup

s w

ith a

min

ority

stu

dent

curr

ently

enr

olle

d.

11. M

ento

r Pr

ogra

mM

urra

y St

ate

Uni

vers

ity(5

02)

762-

4159

Col

lege

Fre

shm

an

Con

tinui

ngE

duca

tion

Stud

ents

A p

rogr

am d

esig

ned

to a

cclim

ate

min

ority

fre

shm

an to

the

colle

giat

e le

vel.

Col

lege

fre

shm

an a

regi

ven

the

oppo

rtun

ity to

for

m m

eani

ngfu

l, la

stin

g fr

iend

ship

s w

ith M

.S.U

. fac

ulty

/sta

ff a

ndup

perc

lass

men

.

12. M

ath

Tut

or P

rogr

amU

nive

rsity

Off

ice

of C

ontin

uing

Edu

catio

nO

hio

Stat

e U

nive

rsity

Col

umbu

s, O

H 4

3210

-100

2(6

14)

292-

8860

A p

rogr

am e

stab

lishe

d to

add

ress

the

unde

rdev

elop

men

t and

anx

iety

of

retu

rnin

g ad

ult c

ontin

uing

educ

atio

n m

inor

ity s

tude

nts.

13. M

inor

ity C

ontin

uing

Con

tinui

ngE

duca

tion

Opp

ortu

nity

Edu

catio

n St

uden

tsPr

ogra

mU

nive

rsity

Off

ice

of C

ontin

uing

Edu

catio

nO

hio

Stat

e U

nive

rsity

(614

) 29

2-88

60

==

.-

A p

rogr

am th

at is

inst

rum

enta

l in

linki

ng th

e U

nive

rsity

with

ext

erna

l em

ploy

ers

who

hav

eed

ucat

iona

l ass

ista

nce

prog

ram

s an

d m

inor

ity e

mpl

oyee

s.

BE

ST

CO

PY

AV

AIL

AB

LE2

:3

CA

TE

GO

RY

I: In

stru

ctio

nal

SU

BC

AT

EG

OR

Y A

: Pro

gram

s F

or U

nder

serv

ed E

thni

c A

udie

nces

Ft..:

,,,..

1--,

l',:

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,,.

,)

7

i K,

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(

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t,

,,. ,

,

';,A

,,,-

,...-

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.,

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VO

Dc,

"g0

4,A

;

4,

it4,

,,;;4

/;''

,to

',,e4

..-

-V

W/1

14. M

inor

ity G

radu

ate

Stud

ent

Rec

ruitm

ent V

isita

tion

Ohi

o U

nive

rsity

Ath

ens,

OH

457

0161

4 59

3-25

81

Col

lege

Stu

dent

s.

.

A p

rogr

am in

vitin

g m

inor

ity s

tude

nts

to m

eet w

ith f

acul

ty a

nd e

nrol

led

min

ority

gra

duat

e st

uden

tsto

enc

oura

ge m

inor

ity g

radu

ate

enro

llmen

t at t

he U

nive

rsity

..

15. M

inor

ity C

aree

r D

ayO

ld D

omin

ion

Uni

vers

ityN

orfo

lk, V

A 2

3529

804

683-

3163

Col

lege

Stu

dent

sA

one

day

pro

gram

hos

ted

by th

e U

nive

rsity

of

Vir

gini

a to

bri

ng to

geth

er m

inor

ity s

tude

nts

and

area

bus

ines

ses

to e

xplo

re c

aree

r op

port

uniti

es.

16. D

are

to E

xcel

:B

uild

ing

Cul

tura

l Bri

dges

for

the

21st

Cen

tury

Div

isio

n of

Con

tinui

ng E

duca

tion

The

Pen

nsyl

vani

a St

ate

Uni

vers

ityU

nive

rsity

Par

k, P

A 1

6802

814

863-

7752

Afr

ican

Am

eric

ans

&H

ispa

nic

Am

eric

ans

.

A P

enn

Stat

e E

duca

tiona

l Par

tner

ship

Pro

gram

(PE

PP)

nonc

redi

t cam

p fo

r m

iddl

e an

d hi

gh s

choo

lA

fric

an A

mer

ican

and

His

pani

c A

mer

ican

stu

dent

s pr

ovid

ing

an o

ppor

tuni

ty to

bro

aden

thei

rco

mm

unic

atio

n sk

ills

and

enha

nce

abili

ties

to im

prov

e ac

adem

ic p

erfo

rman

ce, s

elf-

este

em, a

ndcu

ltura

l aw

aren

ess.

Exp

erie

nces

incl

ude

fund

amen

tals

of

the

DA

RE

(D

ream

, Asp

ire,

Rea

ch, E

xcel

)co

ncep

t; ba

sic

wri

ting

skill

s, s

tudy

ski

lls, l

ibra

ry s

kill

deve

lopm

ent,

and

pers

onal

/soc

ial e

duca

tion.

.

17. Y

outh

Enr

ichm

ent

Part

ners

hip

Prog

ram

for

At-

Ris

k Y

outh

Div

isio

n of

Con

tinui

ng E

duca

tion

The

Pen

nsyl

vani

a St

ate

Uni

vers

ityU

nive

rsity

Par

k, P

A 1

6802

814

863-

7752

Eco

nom

ical

lyD

isad

vant

aged

You

th -

A c

olla

bora

tive

nonc

redi

t pro

gram

with

loca

l sch

ool d

istr

icts

, com

mun

ity-b

ased

org

aniz

atio

ns,

gove

rnm

ent a

genc

ies,

and

bus

ines

ses

to p

rovi

de e

nric

hmen

t pro

gram

s th

at e

ncou

rage

are

a yo

uth

tova

lue

educ

atio

n. P

artic

ipan

ts a

re m

ento

red

by a

lum

ni, s

tude

nts,

bus

ines

s an

d co

mm

unity

lead

ers.

Wor

ksho

ps in

clud

e a

sum

mer

wri

ting

prog

ram

and

pre

para

tion

for

the

PSA

T/S

AT

exa

ms.

18. H

ealth

Car

eer

Path

way

s fo

rM

inor

ity S

tude

nts

Equ

al O

ppor

tuni

ty &

Aff

irm

ativ

e A

ctio

nPi

ttsbu

rgh

Stat

e U

nive

rsity

Pitts

burg

h, K

S 66

762

(316

) 23

5-41

89

Hig

h Sc

hool

Stud

ents

A n

oncr

edit

prog

ram

hos

ted

by th

e K

ansa

s A

dvis

ory

Boa

rd o

f H

ispa

nic

Aff

airs

. Thi

s co

nfer

ence

used

the

them

e, "

Scie

nce

and

Tec

hnol

ogy.

" T

hree

Reg

ents

Min

ority

Sch

olar

ship

s w

ere

awar

ded

onea

ch c

ampu

s.

19

:Ant

i' 1\

1411

/SR

I 1

An

Inve

ntor

y of

Div

ersi

ty P

rogr

ams

& S

ervi

ces

in C

ontin

uing

Hig

her

Edu

catio

n 30

31

20N

atio

nal U

nive

rsity

Con

tinui

ng E

duca

tion

Ass

ocia

tion

CA

TE

GO

RY

I: In

stru

ctio

nal

SU

BC

AT

EG

OR

Y A

: Pro

gram

s F

or U

nder

serv

ed E

thni

c A

udie

nces

Prog

ram

.Titl

eflO

ktito

tipa

':;'"

rjlO

ar00

140

.,.._

'.

rogr

am"c

e le

101

1

-,,

19. H

ispa

nic

His

tory

Lib

rary

Res

earc

hE

xten

ded

Uni

vers

ityU

nive

rsity

of

Ari

zona

Tuc

son,

AZ

857

19(6

02)

624-

8632

His

pani

cC

omm

unity

An

expl

orat

ion

of th

e U

nive

rsity

of

Ari

zona

res

ourc

es f

or u

nder

stan

ding

the

His

pani

c cu

lture

and

its o

rigi

n. T

opic

s in

clud

e pr

e-H

ispa

nic

Mex

ico,

Spa

nish

exp

lore

rs, g

eogr

aphy

,hi

stor

y of

the

Sout

hwes

t and

Mex

ico

- in

clud

ing

daily

life

and

fol

klor

e, o

rgan

izat

ion

of m

issi

ons,

and

pres

idio

s..

20. W

omen

in S

cien

ce a

ndE

ngin

eeri

ng (

WIS

E)

Prog

ram

Ext

ende

d U

nive

rsity

Uni

vers

ity o

f A

rizo

naT

ucso

n, A

Z 8

5719

(602

) 62

1-77

24

Wom

en &

Min

oriti

esG

oals

for

this

non

cred

it pr

ogra

m a

re c

reat

ion

of a

sup

port

ive

envi

ronm

ent a

nd a

nou

trea

chpr

ogra

m to

enc

oura

ge w

omen

and

min

oriti

es to

ent

ersc

ient

ific

car

eers

. Thi

s pr

ogra

m tr

ains

mid

dle

scho

ol m

ath

teac

hers

, arr

ange

s m

ento

ring

, hol

ds c

onfe

renc

es f

or jo

b aw

aren

ess,

and

give

sin

form

atio

n/aw

ards

sch

olar

ship

s fo

r w

omen

.

21. E

ditin

g Pr

ogra

m f

orM

inor

ity J

ourn

alis

tsU

nive

rsity

of

Ari

zona

(415

) 89

1-92

02

Mid

-car

eer

Jour

nalis

tsA

n 8-

wee

k gr

adua

te c

redi

t pro

gram

imm

erse

s pa

rtic

ipan

ts in

the

basi

csan

d fi

ne p

oint

s of

cop

yed

iting

, hea

dlin

e w

ritin

g, n

ewsp

aper

layo

ut a

nd d

esig

n, s

tory

sel

ectio

n, p

hoto

edi

ting,

and

new

spap

er p

rodu

ctio

n. T

his

prog

ram

is d

one

in c

onju

nctio

nw

ith th

e In

stitu

te f

or J

ourn

alis

mE

duca

tion

of O

akla

nd, C

alif

orni

a.

22. H

igh

Scho

ol B

iling

ual

Cor

resp

onde

nce

Prog

ram

Ext

ende

d U

nive

rsity

Uni

vers

ity o

f A

rizo

na(6

02)

621-

7724

Span

ish

Spea

king

Hig

h Sc

hool

Stud

ents

A p

rogr

am o

ffer

ing

high

sch

ool c

redi

t tha

t inc

lude

s U

.S. h

isto

ry, a

llle

vels

of

high

sch

ool'

Eng

lish,

voc

abul

ary-

build

ing,

pre

-alg

ebra

, con

sum

er a

nd v

ocat

iona

l mat

h.

( ,)

RE

ST C

OPY

AV

AIL

AB

LE

CA

TE

GO

RY

I: In

stru

ctio

nal

SU

BC

AT

EG

OR

Y A

: Pro

gram

s F

or U

nder

serv

ed E

thni

c A

udie

nces

v,,t

roitl

e/lin

ititu

tio

.-P

.' '1

,

i'nar

yu

ieug

e,...

-

i'.

,...

,

Prog

ram

es4i

ptio

u.

-4-

23. A

fric

an A

mer

ican

Men

:A

n E

ndan

gere

d Sp

ecie

sU

nive

rsity

of

Ari

zona

Afr

ican

Am

er. S

tudi

es(6

02)

621-

5665

Afr

ican

Am

eric

ans

A th

ree-

day

conf

eren

ce to

bui

ld a

fou

ndat

ion

of k

now

ledg

e an

d to

exp

lore

issu

es, t

heir

cau

ses,

and

poss

ible

sol

utio

ns. T

opic

s in

clud

ed f

amily

str

uctu

re, m

ale/

fem

ale

rela

tions

hips

, and

the

empl

oyab

ility

of

the

Afr

ican

Am

eric

an m

ale.

Par

ticip

ants

wer

e ex

pect

ed to

dev

elop

and

impl

emen

t apl

an o

f ac

tion.

24. A

n E

veni

ng w

ithV

isiti

ng W

rite

rs f

rom

Spai

nU

CL

A E

xten

sion

Los

Ang

eles

, CA

900

24(3

10)

825-

9415

His

pani

cC

omm

unity

An

even

ing

prog

ram

con

duct

ed in

Spa

nish

, co-

spon

sore

d by

the

Lite

ratu

re P

rogr

am 'I

nd th

eD

epar

tmen

t of

Span

ish

and

Port

ugue

se, e

xplo

ring

the

expl

osio

n of

art

istic

pro

duct

ion

afte

r Fr

anco

'sde

ath

in 1

975,

with

Ant

onio

Mun

oz M

olin

a an

d Ju

lio V

elez

.

.

25. Y

outh

Lea

ders

hip

Dev

elop

men

t Ins

titut

eU

nive

rsity

of

Cin

cinn

ati

Col

lege

of

Eve

ning

&C

ontin

uing

Edu

catio

nC

inci

nnat

i, O

H 4

5221

(513

) 55

6-68

36

Afr

ican

Am

eric

anY

outh

A p

rogr

am c

reat

ed in

enh

ance

the

skill

s an

d kn

owle

dge

of A

fric

an A

mer

ican

you

th w

ho a

reid

entif

ied

as h

avin

g le

ader

ship

qua

litie

s an

d po

tent

ial.

Part

icip

ants

are

pro

vide

dw

ith o

ppor

tuni

ties

to le

arn

from

som

e of

the

City

's m

ost p

rom

inen

t Afr

ican

Am

eric

an le

ader

s. A

Com

mun

icat

ion

Skill

sD

evel

opm

ent a

nd I

nter

nshi

p co

mpo

nent

was

add

ed to

hel

p pa

rtic

ipan

ts e

xpan

d th

eir

wri

tten

and

verb

alsk

ills

and

to p

lace

par

ticip

ants

in v

iabl

e in

tern

ship

s to

fur

ther

dev

elop

lead

ersh

ip s

kills

.

26. I

mag

es o

f C

olor

Uni

vers

ity o

f C

inci

nnat

iA

dmis

sion

s(5

13)

556-

1100

Afr

ican

Am

eric

an &

Oth

erU

nder

-rep

rese

nted

Aud

ienc

es

A r

ecru

itmen

t pro

gram

des

igne

d to

mee

t inf

orm

atio

nal a

nd c

ultu

ral n

eeds

of

Afr

ican

Am

eric

anan

dot

her

unde

rrep

rese

nted

gro

ups

at th

e U

nive

rsity

of

Cin

cinn

ati.

Pote

ntia

l stu

dent

s ar

e in

vite

d to

the

cam

pus

to e

xper

ienc

e fi

rsth

and

wha

t cam

pus

is li

ke. A

cam

pus

tour

,ad

mis

sion

s/fi

nanc

ial a

idin

form

atio

n se

ssio

n, a

nd a

cul

tura

l pre

sent

atio

n ar

e al

l a p

art o

f th

is p

rogr

am.

2I

34

PF

ST

CO

PY

AV

AIL

AB

LE

An

Inve

ntor

y of

Div

ersi

ty P

rogr

ams

& S

ervi

ces

in C

ontin

uing

Hig

her

Edu

catio

n

35

22N

atio

nal U

nive

rsity

Con

tinui

ng E

duca

tion

Ass

ocia

tion

CA

TE

GO

RY

i: In

stru

ctio

nal

SU

BC

AT

EG

OR

Y A

: Pro

gram

s F

or U

nder

serv

ed E

thni

c A

udie

nces

,s,

A.

,N

9

xra

114

V A

,.,

,

,.,

''

,-

' ...

"g47

-71,

,tC

,.

"4

,o

nun

esc

ptae

u,i,

.,.

,,--,

..,,

,az.

:,,,..

...

27. M

inor

ity G

radu

ate

Edu

catio

nal O

ppor

tuni

tyPr

ogra

mU

nive

rsity

of

Col

orad

oB

ould

er, C

O 8

0309

(303

) 49

2-89

11

Col

lege

Sen

iors

A p

rogr

am th

at g

ives

sen

ior

colle

ge s

tude

nts

enro

lled

in n

eigh

bori

ng in

stitu

tions

the

oppo

rtun

ityto

wor

k w

ith f

acul

ty m

embe

rs o

n re

sear

ch p

roje

cts.

.

28. S

ucce

ed P

rogr

amU

nive

rsity

of

Col

orad

o(3

03)

492-

8911

Hig

h Sc

hool

Stud

ents

Thi

s pr

ogra

m ta

kes

the

univ

ersi

ty to

loca

l are

a hi

gh s

choo

ls. U

nive

rsity

fac

ulty

teac

h cl

asse

s on

site

thre

e tim

es a

wee

k du

ring

the

Spri

ng te

rm.

.,

29. P

reC

olle

giat

e H

ealth

Car

eer

Prog

ram

Uni

vers

ity o

f C

olor

ado

(303

) 49

2-89

11

Tal

ente

d H

igh

Scho

ol S

tude

nts

A p

rogr

am to

intr

oduc

e ta

lent

ed h

igh

scho

ol s

tude

nts

to p

rofe

ssio

nal h

ealth

car

eers

in m

edic

ine,

dent

istr

y, n

ursi

ng, a

nd p

hysi

cal t

hera

py.

.

.

30. M

inor

ity S

chol

ars

Prog

ram

Uni

vers

ity o

f C

olor

ado

(303

) 49

2-89

11

Hig

h Sc

hool

Stud

ents

A c

redi

t pro

gram

that

enc

oura

ges

earl

y en

rollm

ent f

or c

olle

ge-b

ound

min

ority

hig

h sc

hool

stud

ents

. The

se s

tude

nts

may

atte

nd U

nivf

,.v

clas

ses

and

part

icip

ate

in s

peci

al w

orks

hops

duri

ng th

eir

juni

or a

nd s

enio

r ye

ars.

Cre

dits

ear

ned

are

appl

ied

tow

ard

thei

r ba

ccal

aure

ate

degr

ees.

BE

ST

CO

PY

AV

AIL

AB

LE

p

CA

TE

GO

RY

I:In

stru

ctio

nal

SU

BC

AT

EG

OR

Y A

:Pr

ogra

ms

For

Und

erse

rved

Eth

nic

Aud

ienc

es

v'st

c:A

.2,0

....

0,r

i.*

.'...

,',,

,A,

,''

%

1*-

^

1,,

,.'".

P.

4

t.-

...,

.4"

,'

s

a.i

,,

,... 4

tVW

,7.

4,O

42

-Of

le',.

4?,,

4,,4

1r. 1

,_a

yL'

a.-

6S'

I'si,

,7.

4E

l3.

At

"E,

.a,

v

31. A

HA

NA

Jou

rnal

ism

Wor

ksho

pO

ffic

e of

Vic

e Pr

ovos

tU

nive

rsity

of

Mis

sour

iC

olum

bia,

MO

652

11(3

14)

882-

6031

Afr

ican

Am

eric

an,

His

pani

c A

mer

ican

,A

sian

Am

eric

an, &

Nat

ive

Am

eric

anY

outh

Thi

s te

n da

y w

orks

hop

spon

sore

d by

the

Scho

ol o

f Jo

urna

lism

, Uni

vers

ity E

xten

sion

Div

isio

n,M

isso

uri N

ewsp

aper

s, T

he D

ow J

ones

New

spap

er F

und,

and

Mis

sour

i Bro

adca

ster

s A

ssoc

iatio

ngi

ves

min

ority

you

th a

n op

port

unity

to le

arn

broa

dcas

t and

pri

nt jo

urna

lism

by

wor

king

with

loca

l new

s re

port

ers.

The

wor

ksho

p pr

oduc

t is

a ne

wsp

aper

pub

licat

ion,

with

byl

ines

for

cont

ribu

ting

stud

ents

.

32. W

elln

ess

and

Wom

en I

I: A

Shar

ed V

isio

nU

nive

rsity

of

Okl

ahom

aN

orm

an, O

K 7

3037

(405

) 32

5-63

61

Nat

ive

Am

eric

anW

omen

Co-

spon

sore

d w

ith th

e Ph

oeni

x A

rea

Indi

an H

ealth

Ser

vice

AID

S Pr

ogra

m a

nd H

ealth

Edu

catio

nSe

ctio

ns, I

ndia

n H

ealth

Ser

vice

, and

the

Pres

iden

t's C

ounc

il on

Phy

sica

l Fitn

ess

and

Spor

ts, t

his

annu

al c

onfe

renc

e is

des

igne

d fo

r N

ativ

e A

mer

ican

wom

en to

gai

n ne

w s

kills

and

info

rmat

ion

onhe

alth

issu

es a

ffec

ting

Nat

ive

Am

eric

an w

omen

toda

y, a

nd to

gai

n re

new

ed p

hysi

cal,

men

tal,

and

spir

itual

wel

lnes

s. T

he c

onfe

renc

e at

trac

ts s

peak

ers

from

Nat

ive

Am

eric

an h

ealth

org

aniz

atio

ns,

gove

rnm

enta

l org

aniz

atio

ns, a

nd tr

ibal

lead

ers.

33. I

ndia

n H

ealth

Pro

mot

ion

Uni

vers

ity o

f O

klah

oma

(405

) 32

5-63

61

Nat

ive

Am

eric

ans-

Thi

s fo

ur-d

ay c

onfe

renc

e is

des

igne

d fo

r pa

rtic

ipan

ts to

gai

n re

new

ed s

piri

tual

wel

lnes

s, o

btai

nkn

owle

dge

and

skill

s fo

r in

corp

orat

ing

wel

lnes

s in

to p

reve

ntio

n pr

ogra

ms,

and

to s

hare

info

rmat

ion

with

oth

er p

artic

ipan

ts. C

onfe

renc

e hi

ghlig

hts

incl

ude

a Po

w W

ow, h

ealth

prom

otio

n ac

tiviti

es, w

este

-n c

ooko

ut, d

ance

, and

gro

up d

iscu

ssio

ns. P

rese

nter

s in

clud

epr

ofes

sion

als

from

Nat

ive

Am

eric

an e

duca

tiona

l and

com

mun

ity o

rgan

izat

ions

.

34. T

he N

ee-K

on P

roje

ctU

nive

rsity

of

Okl

ahom

a(4

05)

325-

6361

McL

oud

Kic

kapo

oH

ead

Star

t Pro

gram

Serv

ing

Nat

ive

Am

eric

an C

hild

ren

& T

heir

Par

ents

A f

ive

year

pro

ject

sta

rted

in 1

990

and

fund

ed b

y th

e O

ffic

e fo

r Su

bsta

nce

Abu

se P

reve

ntio

n, th

ispr

ogra

m a

ssis

ts c

hild

ren

in m

akin

g th

e tr

ansi

tion

to p

ublic

sch

ool.

The

pro

ject

foc

uses

on

drug

and

alco

hol p

reve

ntio

n, p

ositi

ve p

aren

ting,

and

fam

ily m

anag

emen

t, in

clud

ing

pare

ntal

part

icip

atio

n in

sch

ool p

rogr

ams

and

activ

ities

.

37

23

BE

ST

CO

PY

AV

AIL

AB

LE

An

Inve

ntor

y of

Div

ersi

ty P

rogr

ams

& S

ervi

ces

in C

ontin

uing

Hig

her

Edu

catio

n

24N

atio

nal U

nive

rsity

Con

tinui

ng E

duca

tion

Ass

ocia

tion

CA

TE

GO

RY

I: In

stru

ctio

nal

SU

BC

AT

EG

OR

Y A

: Pro

gram

s F

or U

nder

serv

ed E

thni

c A

udie

nces

Prog

ram

?V

elin

stitu

tio..,

e.s

-lu

nar

xidi

ene

rur

ctiO

tio...

,.,-

,

,.

35. C

ultu

rally

Sen

sitiv

ePa

rent

ing

Uni

vers

ity o

f O

klah

oma

(405

) 32

5-63

61

Pare

nts

of H

igh

Ris

k Pu

blic

Scho

ol C

hild

ren

Dev

elop

ed in

coo

pera

tion

with

the

Okl

ahom

a D

epar

tmen

t of

Men

tal H

ealth

, thi

s pr

ogra

m p

rovi

des

pare

ntin

g sk

ills

for

desi

gnat

ed c

ultu

ral g

roup

s an

d th

e ag

enci

es th

at s

erve

them

. The

pro

gram

cove

rs to

pics

suc

h as

abu

se, c

ultu

re, d

ivor

ce, e

ffec

tive

Bla

ck p

aren

ting,

inte

rgen

erat

iona

l iss

ues,

inte

r-ra

cial

issu

es, s

ingl

e pa

rent

ing,

ste

p pa

rent

ing,

and

teen

par

entin

g.

36. L

EA

PC

olle

ge o

f C

ontin

uing

Edu

catio

nU

nive

rsity

of

Rho

de I

slan

dPr

ovid

ence

, RI

0290

8(4

01)

277-

3898

Adu

lt St

uden

tsT

he L

earn

ing

Enh

ance

men

t for

Adu

lts P

rogr

am is

des

igne

d fo

r m

inor

ity a

dult

stud

ents

with

mot

ivat

ion

and

com

mitm

ent t

o th

eir

own

pers

onal

and

aca

dem

ic s

ucce

ss. A

ccep

ted

stud

ents

atte

ndth

ree

even

ings

of

orie

ntat

ion,

and

rec

eive

con

cent

rate

d su

ppor

t ser

vice

s in

Eng

lish,

Mat

h, a

nd s

tudy

skill

s.

37. C

ompu

ter

Cam

p fo

rM

inor

ity S

tude

nts

Con

tinui

ng E

duca

tion

&E

xten

sion

Uni

vers

ity o

f W

isco

nsin

La

Cro

sse,

WI

5460

1(6

08)

785-

6500

7th

- llt

h G

rade

Stud

ents

Thi

s no

ncre

oit s

umm

er c

amp

give

s yo

ung

min

ority

stu

dent

s a

head

sta

rt in

com

pute

r ap

plic

atio

ns.

Part

icip

ants

are

taug

ht to

use

wor

d pr

oces

sing

, elt,

ctro

nic

spre

adsh

eet,

file

man

agem

ent,

grap

hics

,D

-Bas

e pr

ogra

mm

ing

and

sim

ulat

ion,

and

gam

ing

soft

war

e.

38. B

ad R

iver

Ind

ian

Res

erva

tion

Wor

ksho

psC

ente

r fo

r C

.E./E

xten

sion

Uni

vers

ity o

f W

isco

nsin

Supe

rior

, WI

5488

0(7

15)

394-

8456

Tri

bal L

eade

rs,

Tri

bal A

genc

ies

Thr

ee w

orks

hops

on

Lea

ders

hip

Dev

elop

men

t, T

eam

Bui

ldin

g, a

nd C

onfl

ict M

anag

eine

nt w

ere

pres

ente

d fo

r a

vari

ety

of tr

ibal

age

ncie

s an

d th

e In

dian

Hea

lth S

ervi

ce O

ffic

e.

P1S

T C

OP

Y A

VA

ILA

BLE

CA

TE

GO

RY

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