Eastern Washington University Heidi O’Donnell Heather Veeder BEGINNING TO TRANSFORM: THE IMPORTANCE OF DIVERSITY IN IDENTITY DEVELOPMENT

MISSION STATEMENT The Academic Success Center (ASC) is committed to providing quality, student-centered services to F1RST generation EWU students as they work to achieve academic success and personal transformation. The ASC, and its dedicated professional and peer staff, achieve this mission by:  creating environments to foster success for students who are first- generation, low-income, and/or have a registered disability  providing quality learning opportunities and services for students such as tutoring, academic success courses, financial literacy, and service learning  offering holistic advising and mentoring to assist students in completing their academic and personal goals, and to encourage students to maximize their utilization of the many resources on and off campus to enhance their undergraduate experience ACADEMIC SUCCESS CENTER

Eastern Advantage Program  Serves 250 incoming first-year, first generation students  Students receive a $1,500 tuition waiver ($500/quarter)  Students are assigned to a Retention Specialist, who provide intensive academic advising and support services TRiO SSS Program  Serves 60 incoming first-year students with >40 college level credits  Students are assigned to a Retention Specialist, who provide intensive academic advising and support services ACADEMIC SUCCESS CENTER

Campus Resources Study Strategies Research and Literacy Skills Career and Major Exploration Financial Literacy Health and Wellness IdentityDiversity Leadership and Community Engagement Students will be familiar with resources available on campus to assist with academic and social integration. Students will be familiar with multiple learning strategies and how to apply them to their learning experience. Students will identify and utilize skills needed to research comprehend and think critically in multiple contexts. Students will understand how to explore career pathways. Students will have the ability to make informed financial decisions with confidence. Students will demonstrate knowledge of various aspects of personal health and wellness. Students will personally transform by developing their identity ( Consciousness of Self). Students will continue to personally transform by developing a broader understanding of others ( Consciousness of Others). Students will continue to personally transform by practicing leadership and engaging in community ( Consciousness of Context). FIRST YEAR EXPERIENCE FRAMEWORK

 Identity Development  Diversity IDENTITY DEVELOPMENT Identity Student Learning Outcome: Student will personally transform by developing their identity (Consciousness of Self). Sub Outcomes: Indicators: Upon completion of the program, student will: SO-1 Student will discover and refine his/her identity. · examine and define their personal identity (i.e. culture, ethnic background, gender, sexual identity, etc). · construct a set of core beliefs and values that will inform their actions. · identify as an Eagle, ASC participant in either the TRiO SSS or Eastern Advantage Program, and as a first generation student. SO-2 Student will begin to develop a higher level of self awareness. · understand the difference between types of communication (verbal, non-verbal, visual, auditory, etc.) · be aware of own abilities and emotions · utilize emotional self-control and cultivate healthy self-esteem

 Exposure to the concept DIVERSITY Diversity Student Learning Outcome: Students will continue to personally transform by developing a broader understanding of others (Consciousness of Others). Sub Outcomes: Indicators: Upon completion of the program, student will: SO-1 Student will receive an introduction to how to be perceptive and sensitive to the world around them. · identify and understand EWU mission and goals and be able to recognize their role in it. · begin to take responsibility for self in relation to others. · define microaggressions and begin to recognize microaggressions within society. SO-2 Student will begin to develop a Consciousness of Others through learning and understanding empathy. · define empathy and begin to practice it. · be able to communicate their values, ideas, and beliefs in a way that is thoughtful and sensitive to others. · broaden understanding of diversity, seen and unseen.

 Consciousness of Self  Identify personal identity (culture, ethnic background, gender and/or sexual identity, first generation student, etc)  Identify as Eagle, ASC participant in either TRiO or Eastern Advantage  Identify values/core beliefs  Discuss how this can inform their actions (career choice, clubs/orgs participation, lifestyle, etc)  Begin to see self in relation to others  “How Safe Do You Feel…?” Activity  Discussion QUARTER 1

 Consciousness of Others  Identify and understand EWU mission and goals and be able to recognize their role in it  Begin to take responsibility for self in relation to others  Define empathy and begin to practice it  Define microaggressions and begin to recognize microaggressions within society  Communicate their values, ideas, and beliefs in a way that is thoughtful and sensitive to others  Broaden understanding of diversity – seen and unseen  Microagressions Gallery Stroll Activity  Discussion QUARTER 2

 Consciousness of Context  Service-Learning project to begin to put learning into action  Begin to participate in leadership roles  Begin to build leadership development plan  Relate community engagement to their personal identity development QUARTER 3

 How is diversity critical to identity development?  EWU expands opportunities for personal transformation through excellence in learning. SUMMARY

Shankman, M. L., & Allen, S. J. (2008). Emotionally intelligent leadership: A guide for college students. San Francisco, CA: Jossey-Bass. “How Safe Do You Feel…?” Activity: Sandra Williams, Program Coordinator, Pride Center, Eastern Washington University Microaggressions Activity – Gallery Stroll: Additional pictures for Gallery Stroll and Strategies for Personally Challenging Oppression provided by Jude McNeil, MSW, Adjunct Faculty, EWU, and Executive Director, Odyssey Youth Center, Spokane, WA, RESOURCES

For additional resources, activities used, lesson plans, questions, etc., please feel free to contact us at: Heidi O’Donnell, Heather Veeder, Eastern Washington University Academic Success Center 111 Monroe Hall Cheney, WA (509) ADDITIONAL RESOURCES

“How Safe Do You Feel…?” Activity – Word.doc Microaggressions Activity – Gallery Stroll Pictures – Word.doc Strategies for Personally Challenging Oppression – Word.doc ATTACHMENTS