Leading for Change: The Pitfalls and Promise of a Campus-Wide - PowerPoint PPT Presentation

HACU | San Antonio, TX | 10.30.11 Leading for Change: The Pitfalls and Promise of a Campus-Wide Intercultural Transformation Process at an Emerging HSI James Brenneman, PhD Rebecca Hernandez, PhD Anita Stalter, PhD

Session Outline I. Introduction to Goshen College II. Shifting demographics III. Institutional change IV. What have we learned? V. Next Steps: Opportunities and Challenges

A vision begins…

History and values

Expressed in Study-Service Term Abroad and. . . at home

Academic programs 37 majors 31 minors 2 Masters’ programs Adult learning 1000 acre Environmental Center Mary Lea Environmental Goshen College Learning Center main campus

Goshen College Core Values

Call for Change Grant Demographic Shifts Opportunity New President

Demographic Shifts East North Central Region (Great Lakes States) Illinois, Indiana, Michigan, Ohio and Wisconsin

Hispanics in Indiana by county - 2010 TOP COUNTIES Lake 82,663 — 16.6% ELKHART 27,886 — 14.1% Clinton 4,395 — 13.2% Cass 4,897 — 12.5% Noble 4,567 — 9.6% Marion 84,466 — 9.3 % Porter 13,933 — 8.5% Marshall 3,971 — 8.4% Tippecanoe 12,947 — 7.4% St. Joseph 19,395 — 7.2% Kosciusko 5,634 — 7.2% Allen 23,093 — 6.4%

Elkhart County and Goshen U.S. Census 2000-2010 ELKHART COUNTY 197,559 2000-2010 increase: 14,766 2000-2010 percent increase 8.1% GOSHEN 31,719 2000-2010 increase: 2,336 White 21,140 Minorities 10,579 Hispanics 8,903 % Minorities 33.3% % Hispanics 28.0%

CITL - Goals of the Lilly Grant • To make a Goshen College education accessible to Latino students • To create an intercultural learning community for all Goshen College students that equips them with the communication, understanding and collaboration skills needed in the 21st century • To investigate the dynamics behind the changing ethnic composition of a rural Midwest community and its implications for higher education, studying the nature and/or process of intercultural teaching and learning

Institutional Change VISIONARY Leadership Policies Practices Transformation

Vision Statement Goshen College will be recognized as an influential leader in liberal arts education focusing on international, intercultural, interdisciplinary, and integrative teaching and learning that offers every student a life-orienting story embedded in Christ centered core values: global citizenship, compassionate peacemaking, servant leadership and passionate learning.

Visionary Leadership Update strategic plan – Informed by campus cultural audit – Institutional data

Campus Policies • Student, faculty, and board make-up • Work-study policy • Integrated “Celebrate Scholars Day”

Intercultural Competence Expectation for all Employees • HR expectations for administration, faculty, and staff • Teaching faculty performance evaluation

Teaching Faculty Performance Check List Being a global citizen as evidenced by: Contributions to intercultural understanding  Teaches with an intercultural/international perspective  Practices equality in the classroom so that the perspectives and needs of diverse students are valued  Attends cross-cultural events on campus and makes use of opportunities for faculty development in intercultural competence  Understands the impact of their own culture on relations and communication with others  Models hospitality in campus community and beyond  Builds relationships and encourages dialogue among diverse community members  Promotes environmental stewardship

Campus Practices • Core Curriculum and Faculty Development • Focused recruitment and retention of Latino students • Recruitment and retention of diverse faculty

FIRST YEAR EXPERIENCE 1st Semester New Goshen Core Math Competency Assessment Intercultural Seminar (3)  Cultural Identity  Intercultural Skills – Communication, Conflict, Observation INTERCULTURAL SEMESTER  Begin e-portfolio PERSPECTIVES COURSES Investigation of a complex problem or issue.; Language Pre-requisites ( 2 semesters) Learning Community I (1) Courses will examine various perspectives Identity within an interdisciplinary framework. International SST OR Domestic SST (13) Intercultural Competence Preparation for College Success Religious World (3) International Students: American Intro to the study of religious traditions; The Academic Voice (3) (1 st or 2 nd sem) Culture Courses (12) studies of the Christian faith within the Critical Reading & Analysis context of the broader religious world. Writing & Speaking Social World (3) Health and Wellness (1) (1 st or 2 nd sem) Values and histories underlying cultures, Physical Fitness & Nutrition societies, and religious traditions and the Global Issues Seminar (3) relationships between them.  2nd Semester Completed after Intercultural Semester Goshen Seminar (3)** Natural World (3)  Focuses on a complex global Complex Problem Based The natural created order, including the issue Research/Writing earth and its systems.  Integrates intercultural skills and Information Literacy experiences Can also count as a Perspectives Artistic World (3)  Collaborative Research Project Course in One Area Forms of human thought, movement,  E-portfolio Assessment imagination and innovation. Learning Community II (1)  Faith, Spiritual Development Peacemaking (3)  Preparation for College Success Factors that create and sustain frameworks  E-Portfolio Assessment for the essential relationships between and among humans, God and the natural world. Biblical Literacy (3) (2 nd or 3 rd sem)  Basic narrative structure, history and literature of the Bible

Direct Services • Bilingual/bicultural recruiters and financial aid personnel • Bilingual academic support staff • Leadership program for CITL scholars • Family support in parents’ native language

CITL - Vehicle for Integration Academic & Student Life Student Support Collaboration Services Partnership with the Scholarship local community and and community Research colleges

Change is happening Latino Students at Goshen College 80 60 40 20 0 2004 2005 2006 2007 2008 2009 2010 2011

Ongoing Learning and Change I believe we are more diverse; the CITL has helped to transform our expectations of ourselves and introduce intercultural competencies at systemic levels in new ways than the past. Percentages of ALANA students are much higher relative to the whole. While we are also more at ease in discussing how we can best serve a diverse student body. While we are not there yet in terms of actuality, we are openly engaging the concept.

Break the chains… We need to reach a critical mass of diverse students,…We need to break the chains of the “GC ethos,”…. We NEED more folks that are different from the dominant mind set.

Continual Coordination While our goal is to integrate our policies and practices across campus (academic life, student life, admissions, financial aid…) and we have made a lot of progress in doing so – it still is a challenge to figure out how to keep everyone on the same page in decision-making.

Institutional Change • The recruitment and retention of faculty of color • Critical mass of diverse students • Overall plan for continued funding, campus education and integration for CITL to make a major impact on the GC campus • I believe that the sustainability of CITL’s work will be critical to the future of Goshen College as a whole...if the systems and structures are not willing to change to the shift in students, faculty and staff – then the work will not succeed.

What have we learned? • This work is on-going learning and change • Theories are good foundations but also need to understand your own context (campus ethos) • Continual coordination is needed • Examining and changing policy as necessary • Institutional support is needed – policy and practice along with financial resources

‘The Pitfalls’ - Challenges • Breaking down the silos • Sustaining people, “create short -term wins; build on change; anchor the changes in the culture” (Kotter, 1995) • Strengthen our financial base • There will always be competing dreams • “ P lanned abandonment” (Peter Drucker) – What do we need to “let go” of?

‘The Promise’ - Next Steps • Prioritizing goals for CITL after funding ends • Continuing to align vision, mission and goals with policies and practices – staying the course • Funding • Hiring diverse faculty • Moving from an emerging HSI to a full HSI

Questions What has contributed to your success in institutional transformation? What challenges are you facing? The Center for Intercultural Teaching and Learning http://citl.goshen.edu