1. OUCH! FACILITATION: COACHING STUDENT TEAM MEMBERS ON DIVERSITY, INCLUSION, AND CULTURAL AWARENESS A PRESENTATION BY VALERIE CURTIS AND ALANA HARRIS

2. AGENDA 1)The Process of Developing and Delivering Training 2)Brief Literature Review 3)An Overview of the OUCH! program Content 4)Assessment: the Student Experience 5)Assessment: Professional Staff 6)Round Table Discussion: Ask a facilitator

3. LITERATURE REVIEW  Research-tested strategies to accomplish the goal of greater diversity (Bradley & Holcomb-McCoy, 2002; Glass & Minnotte, 2010)  Incorporating impactful, active, inclusive learning activities (Davis-Lowe, 2006; Hebl & King, 2004)  Incorporating content that represents diverse social and cultural perspectives (Adams, 1992)  Creating safe environments for students (i.e., nondiscriminatory environments in which students feel comfortable asking questions and taking risks (Davis- Lowe, 2006)  Increasing learning and improving social interactions by creating more diverse and inclusive learning environments (Gurin, Dey, Hurtado, & Gurin, 2002)

4. THE PROCESS Needs Assessment ResearchGoal SettingPilot Work Program Delivery Collect & Analyze Data Share Results Next Steps

5. © 2009, International Training and Development, LLC Ouch! Your Silence Hurts “Silence remains, inescapably, a form of speech.” – Susan Sontag © 2009, International Training and Development, LLC OUCH! That Stereotype Hurts Communicating Respectfully in a Diverse World Welcome

6. © 2009, International Training and Development, LLC Goals To use your voice to effectively address issues of disrespect Explore communication skills for promoting inclusion and respect in the workplace

7. © 2009, International Training and Development, LLC Objectives  Understand the impact of stereotypes and biased statements, even when casually said  Identify the most common reasons people sit silent in the face of bias  Enhance skills for speaking up against stereotypes without blame or guilt  Understand the high cost of Silent Collusion  Explore the power of the Bystander to make a difference  Enhance skills necessary to become an effective Ally

8. © 2009, International Training and Development, LLC “The simple act of naming a bias as such or objecting to it on the spot establishes a social atmosphere that discourages it: saying nothing serves to condone it.”

9. © 2009, International Training and Development, LLC Six Techniques Assume Good Intent and Explain Impact Ask a Question Interrupt and Redirect Broaden to Universal Human Behavior Make It Individual Say Ouch!

10. ASSESSMENT: STUDENT TEAM MEMBERS Q1. As a result of completing the OUCH! Training, I better understand the impact of biased statements, even when said casually. 88 respondents said; Strongly Agree, 42.05% Agree, 48.86% Disagree, 6.82% Strongly Disagree, 2.27%

11. ASSESSMENT: STUDENT TEAM MEMBERS Q2. As a result of the OUCH! Training, I better understand the impact of Silent Collusion. 88 respondents said; Strongly Agree, 36.36% Agree, 54.55% Disagree, 5.68% Strongly Disagree, 3.41%

12. ASSESSMENT: STUDENT TEAM MEMBERS Q3. By participating in the Ouch! Training, I can identify the most common reasons people sit silent in the face of bias and stereotypes. 88 respondents said; Strongly Agree, 36.36% Agree, 56.82% Disagree, 5.68% Strongly Disagree, 1.14%

13. ASSESSMENT: STUDENT TEAM MEMBERS Q4. By participating in the Ouch! Training I have enhanced skills for speaking up against stereotypes without blame or guilt in the workplace? 88 respondents said; Strongly Agree, 36.36% Agree, 53.41% Disagree, 7.95% Strongly Disagree, 2.27%

14. ASSESSMENT: STUDENT TEAM MEMBERS Q5. By completing the Ouch! Training I feel I have enhanced my skills to be an effective ally? 88 respondents said; Strongly Agree, 39.77% Agree, 50.00% Disagree, 9.09% Strongly Disagree, 1.14%

15. ASSESSMENT: STUDENT TEAM MEMBERS Q6. Was the information presented useful and helpful in your position within Campus Recreation? 88 respondents said; Strongly Agree, 28.74% Agree, 60.92% Disagree, 6.90% Strongly Disagree, 3.45%

16. ASSESSMENT: STUDENT TEAM MEMBERS A few quotes from students about what they learned: “After attending this training, I feel more comfortable after learning new ways to stand up against stereotypes, ways in which will not offend anyone.” “ The responsibility I have being an employee of campus recreation, and to stand up against any discrimination that may take place.” “I learned how easy it was to stand up for someone; even if it means just saying Ouch!” “To always think before you speak or approach someone.” “I need to think more before I speak. Watching what I say.”

17. ASSESSMENT: STUDENT TEAM MEMBERS A few quotes from students when asked for constructive feedback on the training: “It might be helpful to continue to discuss these things in our respective program areas. I think it would continue to develop conversation about these things, and provide an opportunity to have more reflective discussion. like if we feel things have changed since training, if we've become more aware, etc. sort of like a follow up discussion.” “Teaching everyone to be politically correct does not help the rec, the school or the country. This should not have been a mandatory training where you push your beliefs on the student staff. Nothing came of this training and several coworkers expressed the same. Maybe for a mandatory training we should actual be trained for our jobs.”

18. ASSESSMENT: PROFESSIONAL TEAM N=12

19. ASSESSMENT: PROFESSIONAL TEAM N=12

20. ASSESSMENT: PROFESSIONAL TEAM N=12

21. ASSESSMENT: PROFESSIONAL TEAM N=12

22. ASSESSMENT: PROFESSIONAL TEAM

23. Quotes from the professional team about what they learned by completing the training; “Different activities to facilitate the discussion so that it is not purely lecture-based.” “How to facilitate a conversation on diversity by creating a safe space for people to express their thoughts.” “It isn't easy to have these difficult conversations but something as simple as saying "OUCH!" can pause the moment and give people space to think, feel, and respond appropriately. “ “Strategies to address stereotypes or bias in the workplace and a common language I can reinforce throughout the year with student employees” “The impact of doing something, no matter how small, and the immeasurable impact of doing nothing when hurtful comments/actions are done”

24. FACILITATOR ROUND TABLE Rachel Iversen, Assistant Director Adventure Programs Katie Birdsall, Coordinator Facilities Matt Seibring, Associate Director David Kirk, Graduate Assistant Facilities/Coordinator Facilities

25. REFERENCES 1)Adams, M. (1992 ). Cultural inclusion in the American college classroom. New Directions for Teaching and Learning, 1992(49),5-17. 2)Bradley, C. & Holcomb-McCoy, C. (2002). Current status of ethnic minority counselor educators in the United States. International Journal for the Advancement of Counseling, 24(3), 183–192. 3) Davis-Lowe, E. (2006;).Fostering STEM diversity. Report presented at OPAS Initiative. Retrieved from http://opas.ous.edu/Committees/Resources/Staff_papers/Fostering_STEM_Diversity.pdf 4)Glass, C. & Minnotte, K. L. (2010 ). Recruiting and hiring women in STEM fields. Journal of Diveristy in Higher Education, 3(4), 218-229. 5) Gurin, P., Dey, E. L., Hurtado, S., & Gurin, G. (2002). Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review, 72(3), 330–366. 6) Hebl & King, (2004). You are what you wear: An interactive demonstration of the self-fulfillingprophecy. Teaching of Psychology, 31(4), 260–262. 7) Terenzini, P. T., Cabrera, A. F., Colbeck, C. L., Bjorklund, S. A., & Parente, J. M. (2001). Racial and ethnic diversity in the classroom: Does it promote student learning? The Journal of Higher Education, 72(5), 509–531. 8) Wentling, R.M. & Palma-Rivas, N. (1997). Diversity in the Workforce: A Literature Review.