1. Using Evidence to Strengthen Stories New Jersey Campus Diversity Initiative Spring Meeting 2004 Daniel Teraguchi, Assistant Director, NJCDI, AAC&U

2. Flow of Presentation Storylines: Portals of Change (Micro) & Institutional Change (Macro) Institutional Framework of Change

3. Storylines George Kuh and Associates, in their article, Aligning Faculty Activities and Student Behavior: Realizing the Promise of Greater Expectations, argue that increased levels of student engagement result in higher levels of achievement. Liberal Education (Fall 2004; available at: www.aacu.org/liberaleducation/le-fa04/le- fa04feature2.cfm).

4. Framework for Identifying Data Sources and Documenting Progress Drawing from Daryl G. Smiths Work (1997) Educational Coherence (curricular, co- curricular, & Community Connections) Student Access and Success Commitment and Capacity Campus Climate Student Learning

5. Draft of Steps in a Comprehensive Communication Plan Step 1:Develop communications strategies to generate support from selected constituencies for efforts that use diversity as an educational and societal resource. Step 2:Identify data sources to generate campus stories. Step 3:Place campus stories within a mission-centered framework and document progress towards the four institutional goals defined above. Step 4:Identify the appropriate types of communication products (i.e., brochure, newspaper article, academic article, or Web page) to present and disseminate campus stories Step 5:Apply the learning from the evaluation to planning next-level goals and activities.