CITL Center for Intercultural Teaching and Learning ¡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.

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

CITL Center for Intercultural Teaching and Learning 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) Theological Framework: Principles for Partnerships

CITL Center for Intercultural Teaching and Learning The Woman at the Well: John 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.’ Theological Framework: Principles for Partnerships

CITL Center for Intercultural Teaching and Learning Would-Be Followers of Jesus: Luke 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.’* Theological Framework: Principles for Partnerships

CITL Center for Intercultural Teaching and Learning 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

CITL Center for Intercultural Teaching and Learning 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

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

CITL Center for Intercultural Teaching and Learning Bicultural Orientation Model Source: Torres Journal of College Student Development, May/June High Ethnic Identity High Acculturation Low Acculturation Low Ethnic Identity Anglo (“Americanized”) Orientation Marginal Orientation Latino/Hispanic Orientation Bicultural Orientation Acculturation: Association with mainstream culture Ethnic Identity: Identification with ethnic self ♂ ♀ ♂ ♂ ♂ ♂ ♂ ♀ ♀ ♀ ♀

CITL Center for Intercultural Teaching and Learning Student Leadership Model

CITL Center for Intercultural Teaching and Learning 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.”

CITL Center for Intercultural Teaching and Learning 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

CITL Center for Intercultural Teaching and Learning 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.

CITL Center for Intercultural Teaching and Learning 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

CITL Center for Intercultural Teaching and Learning 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.

CITL Center for Intercultural Teaching and Learning 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

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

CITL Center for Intercultural Teaching and Learning 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

CITL Center for Intercultural Teaching and Learning 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%)

CITL Center for Intercultural Teaching and Learning 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) Theological Framework: Principles for Partnerships

CITL Center for Intercultural Teaching and Learning 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)

CITL Center for Intercultural Teaching and Learning 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

CITL Center for Intercultural Teaching and Learning 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

CITL Center for Intercultural Teaching and Learning 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.

CITL Center for Intercultural Teaching and Learning Conclusion 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 1 st year student

CITL Center for Intercultural Teaching and Learning Contact Information Rebecca Hernandez, Director, CITL & Assistant Professor, School of Nursing Ross Peterson-Veatch, Director of Curriculum, Teaching & Faculty Development citl.goshen.edu