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DOCUMENT RESUME
ED 374 165 UD 029 944
AUTHOR Taylor, Jeannette, Ed.; Adelson, Yolande Chambers,
Ed.
TITLE An Inventory of Diversity Programs & Services in
Continuing Nigher Educition.
INSTITUTION National Univ. Continuing Education
Association,Washington, DC.
PUB DATE 93NOTE 119p.
AVAILABLE FROM National University Continuing Education
Association,Publications Department, One Dupont Circle, Suite615,
Washington, DC 20036-1168 ($10 non-members).
PUB TYPE Guides Non-Classroom Use (055) Reports
Descriptive (141)
EDRS PRICE MF01/PC05 Plus Postage.
DESCRIPTORS *Ancillary School Services; College
Administration;*Continuing Education Units; Cultural
Pluralism;Directories; *Educationally Disadvantaged; *Education
Courses; *Ethnic Groups; Higher Education; Minority
Groups; Needs Assessment; Noncredit Courses;Research;
Scholarships; School Publications
IDENTIFIERS *Diversity (Student); National University
ContinuingEducation Assn
ABSTRACT-his report examines how the continuing-education
units of some National University Continuing Education
Association
(NUCEA) member institutions are dealing with ethnic diversity.
The
report, based cn research conducted during the 1991-1992
academic
year, contains 177 entries involving 84 NUCEA
institutions.Institutional offerings are classified as either
instructional or
administrative. Instructional entries are those in which
teaching and
learning are primary. Most often they use nontraditional
delivery
systems with planned outcomes. Administrative entries
include
publications covering ethnic diversity, scholarships for
underserved
ethnic groups, and administrative topics (appointments,
committees,
offices, etc.) that address issues of diversity. Findings show
that
half of the instructional programs concern ethnic groups and
their
cultures; 30 percent are for underserved ethnic audiences.
The
majority of programs for underserved students are noncredit
models
that require multiple contacts through mentoring programs,
camps,
multiday conferences, workshops, and other venues. Seven percent
of
the responding institutions had scholarships to assist
minorities,
and eight percent had developed special administrative
structures or
hired consultants to focus specifically on ethnic-diversity
issues.
(GLR)
***********************************************************************Reproductions
supplied by EDRS are the best that can be made
from the original
document.***********************************************************************
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"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
1
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An Inventory of
Diversity Programs & ServicesIn Continuing Higher
Education
Edited by
Jeannette Taylor and Yolande Chambers Adelson
Published by
nuaoNational University Continuing Education Association
3
-
An Inventory of Diversity Programs & Services in Continuing
Higher Education
Edited by: Jeannette Taylor and Yolande Chambers Adelson
Copyright ©1993; National Univdrsity Continuing Education
Association. All rights reserved.
Publication Date: November 1993
Price: $10 (non-members)
Copies may be ordered by writing to: National University
Continuing Education AssociationPublications DepartmentOne Dupont
CircleSuite 615Washington, DC 20036-1168
To place orders over the phone call: 202/659-3130 FAX:
202/785-0374
Cover photo credits:(from left):Row 1:New York University's
Dropout Prevention Program.At University of Missouri-Extension's
4-H Club program, students work cooperatively to succeed in
"ChallengeCourse" trolley board activity.
Rew 2:Attallah Shabazz, producer, writer, lecturer, and daughter
of Malcolm X and participant Mark Orbe at 3rd AnnualEnhancing
Minority Attainment Conference hosted by Indiana University Kokomo.
(Photo by Phyllis Taylor)Young language learners performing a
role-reading in University of Houston, Division of Continuing
Education,
Accelerated Language Program Kids' Summer Camp.Professor Lily
Wong Fillmore speaks on teaching effectively in California's
culturally diverse classrooms at a
University of California Berkeley Extension program.
Row 3:University of South Florida's "Reach Out" program.In a
Northern Arizona University program, Herbert Benally teaches a
cross-cultural session to educators on "Navajo
Philosophy of Life." (Photo by Tom McMillian)University of
Cincinnati, College of Evening & Continuing Education's Youth
Leadership Program.
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Diversity Programs & ServicesIn Continuing Higher
Education
he National University Continuing EducationAssociation (NUCEA)
affirms its commitment torecognize and value the ethnic and racial
richness ofour nation and to encourage and foster mutual respectand
understanding among all women and men in itsmembership and on the
campuses of memberinstitution. We recognize that true excellence in
anorganization results from identifying and enlisting
theparticipation of women and men who represent the richdiversity
of our nation's heritage.
As an association, NUCEA values and encourages theparticipation
of all people who endorse the principlesand ideals of continuing
education, includingindividuals from diverse backgrounds, and has
takenofficial action to promote the expanded involvement ofwomen
and racial and ethnic group members. Weacknowledge an unfortunate
history in our country ofthe use of derogatory, stereotypical, and
othernonproductive characterizations of racial and ethnicgroup
members and women, and we resolve to
eliminate such portrayals and language from allNUCEA
communications and forums.
NUCEA affirms the policy that anyone speaking as anassociation
representative, or as a guest speaker in anNUCEA forum, will
acknowledge the diversity of ourmembership and our commitment to
honor and treatwith dignity all people, whether or not they
arerepresented, and by using language that is nonsexist
andrespectful of all cultures.
Further, we believe that as a professional organization,we can
and should play an integral role in promoting agreater appreciation
of and healthier regard for thegrowing diversity of our campus
communities.NUCEA, through its involvement with specific
campusprograms and activities, as well as through the actionsof its
members and official representatives, is dedicatedto demonstrating
to the higher education community itscommitment to equity for all
persons regardless of race,ethnicity, or gender.
NUCEA Board of Directors
NUCEA seeks to exemplify its commitment to ethnic, cultural, and
genderdiversity and fairness in all of its forums, both public and
private.
nuoseNational University Continuing Education Association
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About NUCEA
Ir"rounded in 1915, the National University
Continuing Education Association ( NUCEA) seeksto promote
expanded opportunities and high qualityin continuing higher
education. The Associationconsists of accredited, degree-granting
highereducation institutions and comparable non-profitorganizations
with a substantial involvement incontinuing higher education.
Today's membersinclude public and private institutions, offering
bothcredit and non-credit instruction at the pre- and
post-baccalaureate levels to part-time students.
The Association Is committed to professionalism, toexcellence in
continuing higher education, and toadvancing knowledge about the
field. NUCEAactivities support these basic commitments. The
provision of timely, substantive educationalopportunities to
continuing higher educationprofessionals is a NUCEA priority.
The Association's data development and surveyresearch program
provides college and universitycontinuing education units useful
planninginformation. In addition, a comprehensiveAssociation
publications program keeps membersinformed about relevant trends
and practices in thefield.
Finally, NUCEA offers its members timely analysesof key public
policy and regulatory issues of concernto the field, and ensures
that continuing highereducation's interests are advanced
nationally.
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Table of Contents
Method, Response and Format of Survey 1-3
Summary of Findings 3-13
Instructional Programs 15
Programs for Underserved Ethnic Audiences 16-25
Programs about Underserved Ethnic Groups and Their
Cultures,Designed for all Group and Individuals 27-44
Programs Designed to Foster Ethnic Sensitivity in Curriculum
Design,Professional Development and Organizational Climate
45-54
Administrative Programs 55
Publications Focusing on Ethnic Diversity 56-57
Establishment of Scholarships for Underserved Ethnic Groups
59-60
Appointment of Diversity Commissions, Committees, Councils,
Consultantsto Address Specific Issues of Ethnic Diversity 61-63
Delegation of Authority &/or Responsibility to Established
Office Positions&/or Personnel Programs to Address Issues of
Ethnicity 65-67
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An Inventory of
Diversity Programs & ServicesIn Continuing Higher
Education
Jeannette Taylor, Ph.D., DeanCollege of Evening & Continuing
Education, University of Cincinnati
andYolande Chambers Adelsoi, J.D., Former Associate Dean
University of California Los Angeles Extension
Issues of ethnic diversity promise to remain near the "top of
the charts" forinstitutions of higher education well into the
twenty-first century. For predominantlywhite institutions,
especially those located in underserved ethnic communities,
thisreality has become a major challenge.
On par with curricular design issues, matters of access,
outreach, and communityservice may soon determine the ability of
campuses to remain viable places oflearning. This fact has special
cogency for continuing education units in institutionsof higher
education; for, not only is continuing education often mandated to
"servethe community," but also its very survival tends to depend on
its ability to identifyand serve a variety of local
communities.
The study, reported on here, "Ethnic Diversity in Continuing
Education," wasconceived by the Task Force on Black Concerns of the
National UniversityContinuing Education Association (NUCEA)' and
was designed to learn how thecontinuing education units in NUCEA
member institutions are dealing with ethnicdiversity. This report
is published under the auspices of NUCEA to inform, guide,and
perhaps even inspire universities and their continuing education
units to engagethe challenge of ethnic diversity with a robustness
that will ensure success. Tablesshowing all the reported programs
by category begin on page 16.
Method and Response
Initially, the Task Force planned a questionnaire that would
permit an analysis ofactions being taken by higher continuing
education organizations with regard toethnic diversity. Time
limitations of potential respondents as well as the absence
ofrecord-keeping unifornuty across institutions pertaining to
diversity initiatives causedus to abandon that approach. Instead,
adopting a suggestion from one institution, wedecided to simply ask
the Institutional Representative (typically, the Dean) of each
of
' The NUCEA Task Force on Black Concerns, a small group of
African American continuing educatots,worked within the Association
on a volunteer basis for about five years to stimulate full
participation byBlack professionals and to assure that issues
associated with ethnic diversity became and remained centralto the
Association's agenda.
ContinuingEducation's verysurvival depends onits ability to
identifyand serve a varietyof localcommunities.
An Inventory of Diversity Programs & Services in Continuing
Higher Education 1
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We asked them toidentify their "twoor three best effortsto
address issues ofethnic diversity."
the some 400 NUCEA member institutions to send us narratives and
supportingdocuments indicating how that institution was addressing
'le challenge of ethnicity incontinuing education . Specifically,
we asked them to identify their "two or three bestefforts to
address issues of ethnic diversity."
The study was conducted during the 1991-92 academic year.
Eighty-four institutions(a 21 percent response rate) responded
within the requested 90 days. Many identifiedmultiple efforts and
documented most with supporting materials. During the
1992-93academic year, the authors developed a classification
scheme, summarized each of thereported activities, and gave all
responding institutions an opportunity to review andedit their
proposed entries. Responsibility for a significant number of the
initiativesproved to be university-wide rather than limited to
continuing education; we haveincluded all appropriate
submissions.
Format
The richness of the responses created presentation challenge for
the authors.Accordingly, we draw on a classification scheme2 that
allows us to summarize andcatalog the materials in a manner that
gives a general sense of what is happening,while providing a fair
amount of detail, including contact numbers, for those withspecial
interests in particular categories.
Clearly, the offerings differ in ambitiousness and duration, and
may representdifferences in levels of institutional commitment;
however, the report does not attemptto so distinguish them.
We classify all materials as either I. Instructional or II.
Administrative, withsubcategories as follows:
I. INSTRUCTIONAL: Entries in which teaching/learning are
primary.Most often, they employ nontraditional delivery systems
with planned outcomes.However, traditional offerings and curriculum
planning efforts are also listed asInstructional.
A. Offerings designed primarily For underserved ethnic audiences
(e.g.,programs designed to recruit "minorities"' into the
professions; programs toimprove retention and graduation rates of
low income students; noncredit skilldevelopment activities).
B. Offerings whose content is primarily About underserved ethnic
groups (butdesigned for All audiences) such as programs focusing on
the culture, art,history, and literature of particular groups.
C. Offerings designed to foster greater ethnic sensitivity in
curriculum design,professional development, and organizational
culture.
Devised by Yolande Adelson in chairing UCLA Extension's
Diversity Task Force, 1990-91.' Although this term is falling into
disuse in areas of the country in which persons of color are
oftenreferred to as "emerging majorities," we use it in this report
where clarity and fidelity to the submittedmaterials so
indicate.
2 National University Continuing Education Association
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ADMINISTRATIVE: All entries not designated Instructional
areclassified as Administrative.
A. Publications focusing on issues of ethnic diversity.
B. Establishment of scholarships for underserved ethnic
groups.
C. Appointments of commissions, committees, councils, offices,
andconsultants specifically for the purpose of addressing issues
ofdiversity.
D. Delegation of authority and/or responsibility to established
offices,positions and/or personnel programs to address issues of
diversity.
Summary of Findings
OverviewThe report contains 177 entries which reflect how 84
National University ContinuingEducation Association member
institutions were dealing with issues of ethnicdiversity at the
completion of this survey (1992).
INSTRUCTIONAL PROGRAMSThe Instructional program category
contains three subdivisions:
I-A, "Programs For Underserved Ethnic Audiences";I-B, "Programs
About Ethn;c Groups and Their Culture, Designed for All Groupsand
Individuals"; and
II -C, "Programs Designed or Redesigned to Foster Greater
Sensitivity inCurriculum Design, Instructor Selection and
Organizational Climate."
A total of 145 diversity programs are presented within these
Instructional Subdivisions,representing 82 percent of all programs
contained in this study. (Table 1, below.)
TABLE 1
DISTRIBUTION OF INSTRUCTIONAL PROGRAMS(N=145)
Subdivisions Number PercentI-A: Programs For UnderservedEthnic
Audiences 43 30
I-B: Programs About Ethnic GroupsAnd Their Cultures, DesignedFor
All Groups and Individuals 74 51
1-C: Programs Designed & RedesignedTo Foster SensitivityIn
Curriculum Design, InstructorSelection and Organizational Climate
28 19
111111111211111111111111111EUM=1111
Half of theinstructionalprograms are aboutethnic groups andtheir
cultures; 30percent are forunderserved ethnicaudiences.
An Inventory of Diversity Programs & Services in Continuing
Higher Education
10.11111111
3
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moms _iimmormsThe nature andformat of programsare highly
similarfor both traditionaland returning adultstudents.
As revealed in Table 1, just over half, of 74 of the 145
Instructional entries areprograms about ethnic groups and their
cultures (I-B); 30 percent, or 43 are programsfor underserved
ethnic audiences (1-A); and 19 percent, or 28 are offerings
designed tofoster greater ethnic sensitivity in curriculum design,
instructor selection andorganizational climate (I-C).
A gratifyingly high level of interest and enthusiasm for this
approach appears evidentfrom the high response rate (i.e. 84
institutions sent replies, most supported bymaterials) obtained
within 90 days. Perhaps more important than the numbers is
theinstitutional commitment reflected in many of the responses;
and, as well, theexamples of personal involvement, energy and
creativity reflected in the materials.
I-A:Programs for Underserved Ethnic Audiences
Twenty-six percent of all responding institutions reported
programs for underservedethnic audiences. The total number of
programs reported in this category was forty-three, (43),
representing thirty percent of the total Instructional Category.
Thirty-eightpercent of the programs for underserved ethnic
audiences are sponsored by continuingeducation or extension units,
while 62 percent of these programs are provided by otheracademic
and administrative units within the responding institutions. There
are nodiscernible differences between the continuing education
units and other academic andadministrative units within higher
education with respect to program content, deliveryformat or target
populations for programs reported.
Table 2 provides a breakdown of audiences reached by programs in
this category:
TABLE 2
PROGRAMS FOR UNDERSERVED ETHNIC AUDIENCES(N=42)
Primary AudiencesPre-College Age StudentsCollege AgeCommunity
Groups
Number18
11
13
Percent432631
Pre-college and College Age Stucents:
The majority (69 percent) of Programs For Underserved Ethnic
Audiences aredesigned for pre-college and college age student
audiences, with the higher percentageof such programs directed at
the former. However, the nature and format of pittgramsare highly
similar for both of these categories of students. It is also
interesting that thenature and format of programs are highly
similar for both traditional and returning
adult students.
Therefore, the following findings are discussed with reference
to pre-college andcollege-age students, as well as returning adult
students:
4 National University Continuing Education Assoclo on
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The most frequently offered programs are available to all
students in thissubdivision and focus on successfully linking the
students to institutions ofhigher education. (Catalog entries #1,
4, 7, 9, 11, 13, 14, 17, 28, 30, 41, and42.)
2. The second most frequently offered programs to students are
directed atdeveloping students skills preparatory to college
recruitment and retention.(Catalog entries #3, 5, 8, 12, 16, 22,
25, 36, 37, and 39.)
3. There are also a number of programs designed to attract
students totraditional and nontraditional careers. (Catalog entries
#2, 6, 15, 18, 27, 29,31, and 43.)
4. Most delivery systems for programs designed for students are
noncreditmodels, requiring multiple contacts through mentoring
programs, camps,multi-day conferences, workshops, seminars,
weekends, etc.
Community Groups:
Programs for community groups represented 31 percent of the
prograrm forunderserved ethnic populations.
1. Fifty percent of the programs offered to community groups
provideinformation that addresses health and social problems.
(Catalog entries #23,32, 33, 34, 35, and 38.) The information is
most frequently provided throughmultiple contacts in workshops,
conferences, seminars, etc.
2. The remaining 50 percent of the programs offered to community
groups arcfocused on collegiate and career recruitment. (Catalog
entries, #1,.2, 10, 21,24, and . 1.) These are more frequently
multiple contact programs providedthrough mentoring, workshops,
seminars, etc.
I-B:Programs About Underserved Ethnic Groups and Their
Cultures., Designed for all Group and Individuals
Forty-eight percent of the responding institutions reported
offering programs aboutunderserved ethnic groups and their
cultures. The total number of programs reportedin this category was
82, representing 56 percent of all Instructional programsreported.
Sixty-one percent of programs about underserved ethnic groups
aresponsored by continuing education or extension units, reinle 39
percent are providedby other academic and administrative units
within the responding institutions. Thereare no discernible
differences between the continuing education units and
otheracademic and administrative units with respect to program
content, delivery format ortarget populations for programs
reported.
Table 3 provides a breakdown of primary audiences served by
programs in thiscategory:
,-sMs.-111=1ffila
IMIIIIMIMIN1=11111
The majority ofprograms forunderserved .studentsare noncredit
models,requiring multiplecontacts throughmentoring programs,camps,
multi-dayconferences,workshops, seminars,weekends, etc.
An Inventory of Diversity Programs & Set-vices in Continuing
Higher Education
1 9ti
5
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immadmiummemwswo
The largest numberof programs aboutunderserved ethnicgroups are
offeredto professionalsoutslik of highereducation.
TABLE 3.......1111117
Programs About Underserved Ethnic Groups & Their
CulturesDesigr for All Groups & Individuals
(N= 82)
Primary AudiencesProfessionals Outside of Higher
EducationCommunity GroupsFaculty and Other University
ProfessionalsStudents
Number2922229
Percent35272711
Professionals Outside of Higher Education:
The largest number of programs about underserved ethnic groups
(35 percent) areoffered to professionals outside of higher
education.
I
1. Most of these programs (63 percent) are designed to increase
specific culturalcompetence. (Catalog entries #44, 45, 49, 70, 82,
83, 85, 96, 99, 100, 101,102, 103, 207, 111, 113, 118, and
125.)
2. Thirty-seven percent of these programs are designed for
cultural awarenessand/or cultural celebration. (Catalog entries
#62, 9Z 99, 104, 105, 106, 108,112, 114, 115 and 124.)
3. Eighty percent are offered through continuing education
units.
4. Most delivery systems for programs in this category are
noncredit, short-term and one-time contacts in the form of
conferences, workshops, seminars,symposia, institutes,
teleconferences and mini-courses. A conference,generally one to
three days in length, is the most frequently utilized model
ofdelivery.
Community Groups:
Community groups are viewed as the primary audience for some 27
percent of theprograms about underserved ethnic groups.
1. The majority (73 percent) of programs for community groups in
thissubdivision focus on cultural awareness and/or celebrations.
(Catalog entries#51, 52, 53, 54, 63, 65, 68, 69, 71, 72, 73, 74,
84, 87, 109, and 116.)
2. Other programs offered to community groups focus on personal
andprofessional development. (Catalog entries #50, 55, 59, 64, 75,
and 77.)
3. A majority of the programs available to community groups are
offeredthrough continuing education or extension units, and the
others are offered byother academic and administrative units.
4. The delivery systems for the awareness and celebration
programs typically
National University Continuing Education Association
13
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consist of short term conferences, workshops, lectures, and film
series.Personal and professional development opportunities are most
frequentlypresented in multi-contact, credit courses or noncredit
certification.
Faculty and Other Higher Education Professionals:
Faculty and other higher education professionals are the primary
audience for 27percent of the programs about underscrved ethnic
groups.
1. Approximately three-fourths of those described in this report
are culturalawareness and/or cultural celebration activities.
(Catalog entries #46, 47,48, 58, 66, 67, 79, 80, 81, 91, 93, 95,
119, 121, 122, and 123.)
2. The remaining programs in this category are designed to
increase culturalcompetencies. (Catalog entries #57, 76, 92, 94,
108 and 120.)
3. Continuing education and extension units of the responding
institutions arethe sponsors of some 64 percent of the programs in
this category.
4. Most delivery systems for programs designed for faculty and
other highereducation professionals are noncredit models, requiring
one-time, short-termcontacts through teleconferences, workshops,
conferences, symposia andinstitutes.
Students:
Students are the primary audience for some 11 percent of the
programs aboutunderserved ethnic groups.
1. A majority (58 percent) of those described in this report are
culturalawareness and/or cultural celebration activities. (Catalog
entries #60, 61, 78,88, 90, and 117.)
2. The remaining ones are designed for personal and professional
development.(Catalog entries #56, and 86.)
3. Only one of the programs offered to students is sponsored by
a continuingeducation or extension unit. The remaining programs are
sponsored byacademic and administrative units.
4. The delivery systems most frequently utilized for student
programs arenoncredit models, offering one-time, short-term
contacts throughconferences, radio shows, roundtables, etc.
The majority ofprograms forcommunity groupsfocus on
culturalawareness and/orcelebrations.
An inventory of Diversity Programs & Services in Continuing
Higher Education
14
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I-C:Programs Designed to Foster Ethnic SensitivityIn Curriculum
Design, Professional Development
And Organizational Climate
Fifteen percent of the responding institutions reported that
they offer programsdesigned to foster sensitivity in curriculum
design, professional development, andorganizational climate. Some
70 percent of these are sponsored by continuingeducation units, and
the remaining by other academic and administrative units.
Table 4 provides a summary of programs in this subdivision.
TABLE 4
Programs Designed to Foster Greater Ethnic Sensitivity in
CurriculumDesign, Professional Development, and Organizational
Climate
(N=20)
Program CategoryCurriculum DesignProfessional
DevelopmentOrganizational Climate
Number974
Percent453520
Curriculum Design:
Most programs offered to foster greater ethnic sensitivity are
in the area of curriculumdevelopment (see Table 4, above). The
majority seek to incorporate multi-culturalperspectives into
existing curricula. Both continuing education and other academicand
administrative units offer such curriculum design programs, with no
observabledifferences among providers in program content or models
of instructional delivery.However, the audience for programs
provided by continuing education units tended tobe higher education
professionals, primary and secondary school teachers, businessand
industry representatives. Whereas the audience for other units'
programs is moreapt to be higher education administrators, faculty
and students. (Catalog entries #126,127, 129, 130, 137, 138, 140,
141 and 144.)
Professional Development:
The second most frequent programs offered to foster greater
ethnic sensitivity areprofessional development programs. This
program area includes the development offaculty, administrators and
staff in higher education institutions, as well as
communityprofessionals engaged in education and training
programs.
All but one of the professional development programs designed to
foster greater ethnicsensitivity are offered by continuing
education units. The primary objective is to helpparticipants
enhance their ability to manage diversity issues and deal
effectively withdiverse populations during the delivery of
instruction. Most of the programs described
8 National University Continuing Education Association
15
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are through workshops and conference. (Catalog entries #128,
131, 132, 135, 136,142 &143.)
Organizational Climate:
Some 20 percent of the programs offered to foster greater ethnic
sensitivity focus onmodifications in organizational climate. All
such programs described in this reportare offered by continuing
education units.
Approaches and strategies employed to modify organizational
climates include hiring,and finding ways to retain, diverse staff;
policy development; outreach to underservedethnic groups to
identify relevant program directions; student recruitment;
mentoringprograms, etc. (Catalog entries #133, 134, 139 and
145.)
ADMINISTRATIVE PROGRAMS
The Administrative category has four subdivisions:II-A,
Publications Focusing On Ethnic Diversity;
Establishment Of Scholarships For Underserved Ethnic
Groups;Appointment Of Diversity Commissions, Committees, Councils,
Offices,
and Consultants to Address Specific Issues of Ethnic Diversity;
andDelegation of Authority &/or Responsibility to Established
Offices,
Positions, &for Personnel Programs to Address Issues of
Ethnic Diversity.
These four subdivisions contain a total of 32 programs,
representing 18 percent of theentries in this study. As shown in
Table 5 below, publications focusing on ethnicdiversity constitute
28 percent of the Administrative initiatives; appointment of
newadministrative entities, another 31 percent; delegation of
authority and/orresponsibility to already established entities, 22
percent; and the establishment ofscholarships for underserved
ethnic groups, 19 percent.
TABLE 5
DISTRIBUTION OF INSTRUCTIONAL PROGRAMS BY SUBDIVISION(N=32)
Subdivisions Number PercentII-A: Publications Focusing on Ethnic
Diversity 9 28
II-B: Establishment of Scholarships forUnderserved Ethnic Groups
6 19
II-C: Appointment of Diversity Commissions,Committees, Councils,
Offices & ConsultantsTo Address Specific Issues of Ethnic
Diversity 10 31
Delegation Of Authority &./or ResponsibilityTo Established
Offices, Positions, &/or PersonnelPrograms to Address Issues of
Ethnic Diversity. 7 22
IMMEIMMIM=1=1111111111111
The programs mostfrequently offered tofoster greater
ethnicsensitivity are in thearea of curriculumdevelopment.
An Inventory of Diversity Programs & Services in Continuing
Higher Education
16
9
-
mounrimiumr.Most of thepublications aredesigned forstudents
alreadyenrolled at thevarious institutions.
II-A:Publications Focusing on Ethnic Diversity
Eleven percent of the 84 responding institutions report having
publications whichfocus on ethnic diversity. Only one of these
publications appears to be under the aegisof an adult or continuing
education unit; the others are published by enrolled students
or by academic or administrative units within the represented
institutions. Table 6provides a breakdown of the intended audiences
of these publications.
TABLE 6
PUBLICATIONS FOCUSING ON ETHNIC DIVERSITY(N=9)
Primary Audiences Number PercentPre-college (Minority
Recruitment) 2 22
Minority Students 1 11
All Students 4
Community 2 22
Publications for Enrolled Students:
As revealed in Table 6, most of the publications are designed
for students alreadyenrolled at the various institutions. One
addressed specifically to minority students(#146), is a pamphlet
which outlines the university's policies and procedures dealingwith
racial/ethnic harassment. Four are designed to enable all students
to haveenriched multicultural experiences through the curriculum,
campus events, and
interpersonal interactions (#149, a student newspaper; #148 and
#152, course andevents directories, and #154, a booklet of
opportunities, events, and organizations.)
Pre-college, Recruitment Publications:
Two of the entries are brochures which communicate a message of
"welcome" bydescribing programs, services, events and organizations
on the campus likely to have
special appeal to persons of color. (Catalog entries #147 &
#150.)
Publications for the Adult Community:
Two of the publications appear to primarily serve an outreach
function. One, for all
groups, is dedicated to understanding and celebrating diversity
(#151); and the other, a
newsletter (#153), is designed to keep the community-at-large
aware of careeropportunities, university services, and the benefits
of lifelong learning.
10 National University Continuing Education Association
.17
-
II-BEstablishment of Scholarships for
Underserved Ethnic Groups
Seven percent of the responding institutions indicated that they
have scholarshipprograms to assist minorities. Half of the programs
are under the aegis of continuingeducation and the other half are
administered by other academic or administrativeunits within the
responding institutions.
As Table 7 below shows, undergraduate or graduate students
receive roughly half ofthe scholarships. Examples of such
scholarship programs include one designed torecruit high school and
continuing education students into the sciences (#156); a
half-tuition scholarship to encourage inner-city high school
students to enroll in college(#158); and graduate assistantships
and scholarships for African American gradurtesof historically
Black colleges (#160).
Programs for community groups and individuals include those
designed to providegreater access to lifelong learning (#155 and
.A157), and the report also describes aprogram which funds minority
entrepreneurs to attend small business developmentcourses
(#159).
TABLE 7
ESTABLISHMENT OF SCHOLARSHIPS FOR UNDERSERVEDETHNIC GROUPS
(N=6)Number PercentPrimary Audiences
Community: Adults and Entrepreneurs
Prospective & Matriculating Undergrads
Graduate Students
3
2
1
50
33
17
II-CAppointment of Diversity Commissions, Committees,
Councils, Offices, and Consultants to Address SpecificIssues of
Ethnic Diversity
Approximately 8 percent of the responding institutions reported
that they havecreated special administrative structures and/or
hired consultants to focus specificallyon ethnic diversity issues.
Three of the nine initiatives taken by these seveninstitutions were
under the aegis of continuing education.
Seven percent of therespondinginstitutions
havescholarshipprograms to assistminorities.
An Inventory of Diversity Programs & Services in Continuing
Higher Education
18
11
-
TABLE 8
Appointment of Diversity Commissions, Committees, Councils,
Offices andConsultants to Address Specific Issues of Ethnic
Diversity
(N=10)Type of Actions Number PercentCommittee 5 50Commission 2
20Council 1 10
Consultant 2 20
From the material submitted by the responding institutions,
there is no clear way todetermine the functional differences
between zonunittees, commissions and councilsdisplayed in Table 8,
above. Regardless, five of the entities appear to concernthemselves
with policies and practices relating to equal opportunity and
affirmativeaction in the university learning and working
environments for minorities and women(#161, #162, #163, #166,
#169). Four seem to focus on diversity, itself, treating it as
areality, an opportunity and a challenge (#164, #165, #167, #168).
The one remainingentry contains insufficient information to permit
additional comment (#170).
ll -D
Delegation of Authority 8dor Responsibility toEstablished Office
Positions 8dor Personnel Programs
To Address Issues of Ethnicity
Some 8 percent of the 84 responding institutions reported that
they delegate matters ofethnic diversity to other existing
university entities. Two of these are under the aegis
of continuing education.
TABLE 9
Delegation of Authority &/or Responsibility to Establish
Positions 8dorPersonnel Programs to Address Issues of Ethnicity
(N=7)
Primary Clientele Number Percent
Ethnic Minorities 5 71
All Faculty, Staff, Students 2 29
12National University Continuing Education Association
1J
-
While the resources of the entities in this group appear to be
accessible to any and allsegments of the university, several of
them seem dedicated primarily to addressingthe academic, social,
spiritual, and/or cultural needs of ethnic minority students and/or
staffs (#174, #175, #176). Three focus on employment diversity and
equalemployment opportunities (#171, #173 & #177).
In the remaining program, a minority affairs advisor serves as a
liaison andcommunicates with faculty, staff and students at large
regarding minority-relatedmatters (#172).
In Conclusion
The authors hope that the information contained in this report
will enable universitiesand their continuing education arms to face
the challenges of diversity withconfidence.
An Inventory of Diversity Programs & Services in Continuing
Higher Education 13
2U
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Bow
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L 6
1920
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h Sc
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ents
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ill e
xper
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llege
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dy s
kills
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com
mun
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skill
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hica
no E
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ram
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hene
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A 9
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ocus
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aisi
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war
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roug
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tori
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nd e
mpl
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efer
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ervi
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BE
ST C
OPY
AV
AIL
AB
LE
24
-
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GO
RY
I: In
stru
ctio
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SU
BC
AT
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: Pro
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olle
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ontin
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Edu
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ate
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orm
al, I
L 6
1761
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ttrac
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ican
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eric
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to th
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urri
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nstr
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nrol
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mC
olle
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f C
ontin
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Edu
catio
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lic S
ervi
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s St
ate
Uni
vers
ity(3
09)
498-
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hool
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ents
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Off
ice
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tent
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tude
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brou
ght t
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am f
or M
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outh
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. Dev
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10(3
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ram
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rogr
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ontin
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Hig
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-
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16. D
are
to E
xcel
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Cul
tura
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dges
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the
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tury
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nsyl
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k, P
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17. Y
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ram
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k Y
outh
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ng E
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at e
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artic
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red
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ni, s
tude
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ines
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mm
unity
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ksho
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ram
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para
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ms.
18. H
ealth
Car
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Path
way
s fo
rM
inor
ity S
tude
nts
Equ
al O
ppor
tuni
ty &
Aff
irm
ativ
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ctio
nPi
ttsbu
rgh
Stat
e U
nive
rsity
Pitts
burg
h, K
S 66
762
(316
) 23
5-41
89
Hig
h Sc
hool
Stud
ents
A n
oncr
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ram
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by th
e K
ansa
s A
dvis
ory
Boa
rd o
f H
ispa
nic
Aff
airs
. Thi
s co
nfer
ence
used
the
them
e, "
Scie
nce
and
Tec
hnol
ogy.
" T
hree
Reg
ents
Min
ority
Sch
olar
ship
s w
ere
awar
ded
onea
ch c
ampu
s.
19
:Ant
i' 1\
1411
/SR
I 1
An
Inve
ntor
y of
Div
ersi
ty P
rogr
ams
& S
ervi
ces
in C
ontin
uing
Hig
her
Edu
catio
n 30
-
31
20N
atio
nal U
nive
rsity
Con
tinui
ng E
duca
tion
Ass
ocia
tion
CA
TE
GO
RY
I: In
stru
ctio
nal
SU
BC
AT
EG
OR
Y A
: Pro
gram
s F
or U
nder
serv
ed E
thni
c A
udie
nces
Prog
ram
.Titl
eflO
ktito
tipa
':;'"
rjlO
ar00
140
.,.._
'.
rogr
am"c
e le
101
1
-,,
19. H
ispa
nic
His
tory
Lib
rary
Res
earc
hE
xten
ded
Uni
vers
ityU
nive
rsity
of
Ari
zona
Tuc
son,
AZ
857
19(6
02)
624-
8632
His
pani
cC
omm
unity
An
expl
orat
ion
of th
e U
nive
rsity
of
Ari
zona
res
ourc
es f
or u
nder
stan
ding
the
His
pani
c cu
lture
and
its o
rigi
n. T
opic
s in
clud
e pr
e-H
ispa
nic
Mex
ico,
Spa
nish
exp
lore
rs, g
eogr
aphy
,hi
stor
y of
the
Sout
hwes
t and
Mex
ico
- in
clud
ing
daily
life
and
fol
klor
e, o
rgan
izat
ion
of m
issi
ons,
and
pres
idio
s..
20. W
omen
in S
cien
ce a
ndE
ngin
eeri
ng (
WIS
E)
Prog
ram
Ext
ende
d U
nive
rsity
Uni
vers
ity o
f A
rizo
naT
ucso
n, A
Z 8
5719
(602
) 62
1-77
24
Wom
en &
Min
oriti
esG
oals
for
this
non
cred
it pr
ogra
m a
re c
reat
ion
of a
sup
port
ive
envi
ronm
ent a
nd a
nou
trea
chpr
ogra
m to
enc
oura
ge w
omen
and
min
oriti
es to
ent
ersc
ient
ific
car
eers
. Thi
s pr
ogra
m tr
ains
mid
dle
scho
ol m
ath
teac
hers
, arr
ange
s m
ento
ring
, hol
ds c
onfe
renc
es f
or jo
b aw
aren
ess,
and
give
sin
form
atio
n/aw
ards
sch
olar
ship
s fo
r w
omen
.
21. E
ditin
g Pr
ogra
m f
orM
inor
ity J
ourn
alis
tsU
nive
rsity
of
Ari
zona
(415
) 89
1-92
02
Mid
-car
eer
Jour
nalis
tsA
n 8-
wee
k gr
adua
te c
redi
t pro
gram
imm
erse
s pa
rtic
ipan
ts in
the
basi
csan
d fi
ne p
oint
s of
cop
yed
iting
, hea
dlin
e w
ritin
g, n
ewsp
aper
layo
ut a
nd d
esig
n, s
tory
sel
ectio
n, p
hoto
edi
ting,
and
new
spap
er p
rodu
ctio
n. T
his
prog
ram
is d
one
in c
onju
nctio
nw
ith th
e In
stitu
te f
or J
ourn
alis
mE
duca
tion
of O
akla
nd, C
alif
orni
a.
22. H
igh
Scho
ol B
iling
ual
Cor
resp
onde
nce
Prog
ram
Ext
ende
d U
nive
rsity
Uni
vers
ity o
f A
rizo
na(6
02)
621-
7724
Span
ish
Spea
king
Hig
h Sc
hool
Stud
ents
A p
rogr
am o
ffer
ing
high
sch
ool c
redi
t tha
t inc
lude
s U
.S. h
isto
ry, a
llle
vels
of
high
sch
ool'
Eng
lish,
voc
abul
ary-
build
ing,
pre
-alg
ebra
, con
sum
er a
nd v
ocat
iona
l mat
h.
( ,)
RE
ST C
OPY
AV
AIL
AB
LE
-
CA
TE
GO
RY
I: In
stru
ctio
nal
SU
BC
AT
EG
OR
Y A
: Pro
gram
s F
or U
nder
serv
ed E
thni
c A
udie
nces
v,,t
roitl
e/lin
ititu
tio
.-P
.' '1
,
i'nar
yu
ieug
e,...
-
i'.
,...
,
Prog
ram
es4i
ptio
u.
-4-
23. A
fric
an A
mer
ican
Men
:A
n E
ndan
gere
d Sp
ecie
sU
nive
rsity
of
Ari
zona
Afr
ican
Am
er. S
tudi
es(6
02)
621-
5665
Afr
ican
Am
eric
ans
A th
ree-
day
conf
eren
ce to
bui
ld a
fou
ndat
ion
of k
now
ledg
e an
d to
exp
lore
issu
es, t
heir
cau
ses,
and
poss
ible
sol
utio
ns. T
opic
s in
clud
ed f
amily
str
uctu
re, m
ale/
fem
ale
rela
tions
hips
, and
the
empl
oyab
ility
of
the
Afr
ican
Am
eric
an m
ale.
Par
ticip
ants
wer
e ex
pect
ed to
dev
elop
and
impl
emen
t apl
an o
f ac
tion.
24. A
n E
veni
ng w
ithV
isiti
ng W
rite
rs f
rom
Spai
nU
CL
A E
xten
sion
Los
Ang
eles
, CA
900
24(3
10)
825-
9415
His
pani
cC
omm
unity
An
even
ing
prog
ram
con
duct
ed in
Spa
nish
, co-
spon
sore
d by
the
Lite
ratu
re P
rogr
am 'I
nd th
eD
epar
tmen
t of
Span
ish
and
Port
ugue
se, e
xplo
ring
the
expl
osio
n of
art
istic
pro
duct
ion
afte
r Fr
anco
'sde
ath
in 1
975,
with
Ant
onio
Mun
oz M
olin
a an
d Ju
lio V
elez
.
.
25. Y
outh
Lea
ders
hip
Dev
elop
men
t Ins
titut
eU
nive
rsity
of
Cin
cinn
ati
Col
lege
of
Eve
ning
&C
ontin
uing
Edu
catio
nC
inci
nnat
i, O
H 4
5221
(513
) 55
6-68
36
Afr
ican
Am
eric
anY
outh
A p
rogr
am c
reat
ed in
enh
ance
the
skill
s an
d kn
owle
dge
of A
fric
an A
mer
ican
you
th w
ho a
reid
entif
ied
as h
avin
g le
ader
ship
qua
litie
s an
d po
tent
ial.
Part
icip
ants
are
pro
vide
dw
ith o
ppor
tuni
ties
to le
arn
from
som
e of
the
City
's m
ost p
rom
inen
t Afr
ican
Am
eric
an le
ader
s. A
Com
mun
icat
ion
Skill
sD
evel
opm
ent a
nd I
nter
nshi
p co
mpo
nent
was
add
ed to
hel
p pa
rtic
ipan
ts e
xpan
d th
eir
wri
tten
and
verb
alsk
ills
and
to p
lace
par
ticip
ants
in v
iabl
e in
tern
ship
s to
fur
ther
dev
elop
lead
ersh
ip s
kills
.
26. I
mag
es o
f C
olor
Uni
vers
ity o
f C
inci
nnat
iA
dmis
sion
s(5
13)
556-
1100
Afr
ican
Am
eric
an &
Oth
erU
nder
-rep
rese
nted
Aud
ienc
es
A r
ecru
itmen
t pro
gram
des
igne
d to
mee
t inf
orm
atio
nal a
nd c
ultu
ral n
eeds
of
Afr
ican
Am
eric
anan
dot
her
unde
rrep
rese
nted
gro
ups
at th
e U
nive
rsity
of
Cin
cinn
ati.
Pote
ntia
l stu
dent
s ar
e in
vite
d to
the
cam
pus
to e
xper
ienc
e fi
rsth
and
wha
t cam
pus
is li
ke. A
cam
pus
tour
,ad
mis
sion
s/fi
nanc
ial a
idin
form
atio
n se
ssio
n, a
nd a
cul
tura
l pre
sent
atio
n ar
e al
l a p
art o
f th
is p
rogr
am.
2I
34
PF
ST
CO
PY
AV
AIL
AB
LE
An
Inve
ntor
y of
Div
ersi
ty P
rogr
ams
& S
ervi
ces
in C
ontin
uing
Hig
her
Edu
catio
n
-
35
22N
atio
nal U
nive
rsity
Con
tinui
ng E
duca
tion
Ass
ocia
tion
CA
TE
GO
RY
i: In
stru
ctio
nal
SU
BC
AT
EG
OR
Y A
: Pro
gram
s F
or U
nder
serv
ed E
thni
c A
udie
nces
,s,
A.
,N
9
xra
114
V A
,.,
,
,.,
''
,-
' ...
"g47
-71,
,tC
,.
"4
,o
nun
esc
ptae
u,i,
.,.
,,--,
..,,
,az.
:,,,..
...
27. M
inor
ity G
radu
ate
Edu
catio
nal O
ppor
tuni
tyPr
ogra
mU
nive
rsity
of
Col
orad
oB
ould
er, C
O 8
0309
(303
) 49
2-89
11
Col
lege
Sen
iors
A p
rogr
am th
at g
ives
sen
ior
colle
ge s
tude
nts
enro
lled
in n
eigh
bori
ng in
stitu
tions
the
oppo
rtun
ityto
wor
k w
ith f
acul
ty m
embe
rs o
n re
sear
ch p
roje
cts.
.
28. S
ucce
ed P
rogr
amU
nive
rsity
of
Col
orad
o(3
03)
492-
8911
Hig
h Sc
hool
Stud
ents
Thi
s pr
ogra
m ta
kes
the
univ
ersi
ty to
loca
l are
a hi
gh s
choo
ls. U
nive
rsity
fac
ulty
teac
h cl
asse
s on
site
thre
e tim
es a
wee
k du
ring
the
Spri
ng te
rm.
.,
29. P
reC
olle
giat
e H
ealth
Car
eer
Prog
ram
Uni
vers
ity o
f C
olor
ado
(303
) 49
2-89
11
Tal
ente
d H
igh
Scho
ol S
tude
nts
A p
rogr
am to
intr
oduc
e ta
lent
ed h
igh
scho
ol s
tude
nts
to p
rofe
ssio
nal h
ealth
car
eers
in m
edic
ine,
dent
istr
y, n
ursi
ng, a
nd p
hysi
cal t
hera
py.
.
.
30. M
inor
ity S
chol
ars
Prog
ram
Uni
vers
ity o
f C
olor
ado
(303
) 49
2-89
11
Hig
h Sc
hool
Stud
ents
A c
redi
t pro
gram
that
enc
oura
ges
earl
y en
rollm
ent f
or c
olle
ge-b
ound
min
ority
hig
h sc
hool
stud
ents
. The
se s
tude
nts
may
atte
nd U
nivf
,.v
clas
ses
and
part
icip
ate
in s
peci
al w
orks
hops
duri
ng th
eir
juni
or a
nd s
enio
r ye
ars.
Cre
dits
ear
ned
are
appl
ied
tow
ard
thei
r ba
ccal
aure
ate
degr
ees.
BE
ST
CO
PY
AV
AIL
AB
LE
-
p
CA
TE
GO
RY
I:In
stru
ctio
nal
SU
BC
AT
EG
OR
Y A
:Pr
ogra
ms
For
Und
erse
rved
Eth
nic
Aud
ienc
es
v'st
c:A
.2,0
....
0,r
i.*
.'...
,',,
,A,
,''
%
1*-
^
1,,
,.'".
P.
4
t.-
...,
.4"
,'
s
a.i
,,
,... 4
tVW
,7.
4,O
42
-Of
le',.
4?,,
4,,4
1r. 1
,_a
yL'
a.-
6S'
I'si,
,7.
4E
l3.
At
"E,
.a,
v
31. A
HA
NA
Jou
rnal
ism
Wor
ksho
pO
ffic
e of
Vic
e Pr
ovos
tU
nive
rsity
of
Mis
sour
iC
olum
bia,
MO
652
11(3
14)
882-
6031
Afr
ican
Am
eric
an,
His
pani
c A
mer
ican
,A
sian
Am
eric
an, &
Nat
ive
Am
eric
anY
outh
Thi
s te
n da
y w
orks
hop
spon
sore
d by
the
Scho
ol o
f Jo
urna
lism
, Uni
vers
ity E
xten
sion
Div
isio
n,M
isso
uri N
ewsp
aper
s, T
he D
ow J
ones
New
spap
er F
und,
and
Mis
sour
i Bro
adca
ster
s A
ssoc
iatio
ngi
ves
min
ority
you
th a
n op
port
unity
to le
arn
broa
dcas
t and
pri
nt jo
urna
lism
by
wor
king
with
loca
l new
s re
port
ers.
The
wor
ksho
p pr
oduc
t is
a ne
wsp
aper
pub
licat
ion,
with
byl
ines
for
cont
ribu
ting
stud
ents
.
32. W
elln
ess
and
Wom
en I
I: A
Shar
ed V
isio
nU
nive
rsity
of
Okl
ahom
aN
orm
an, O
K 7
3037
(405
) 32
5-63
61
Nat
ive
Am
eric
anW
omen
Co-
spon
sore
d w
ith th
e Ph
oeni
x A
rea
Indi
an H
ealth
Ser
vice
AID
S Pr
ogra
m a
nd H
ealth
Edu
catio
nSe
ctio
ns, I
ndia
n H
ealth
Ser
vice
, and
the
Pres
iden
t's C
ounc
il on
Phy
sica
l Fitn
ess
and
Spor
ts, t
his
annu
al c
onfe
renc
e is
des
igne
d fo
r N
ativ
e A
mer
ican
wom
en to
gai
n ne
w s
kills
and
info
rmat
ion
onhe
alth
issu
es a
ffec
ting
Nat
ive
Am
eric
an w
omen
toda
y, a
nd to
gai
n re
new
ed p
hysi
cal,
men
tal,
and
spir
itual
wel
lnes
s. T
he c
onfe
renc
e at
trac
ts s
peak
ers
from
Nat
ive
Am
eric
an h
ealth
org
aniz
atio
ns,
gove
rnm
enta
l org
aniz
atio
ns, a
nd tr
ibal
lead
ers.
33. I
ndia
n H
ealth
Pro
mot
ion
Uni
vers
ity o
f O
klah
oma
(405
) 32
5-63
61
Nat
ive
Am
eric
ans-
Thi
s fo
ur-d
ay c
onfe
renc
e is
des
igne
d fo
r pa
rtic
ipan
ts to
gai
n re
new
ed s
piri
tual
wel
lnes
s, o
btai
nkn
owle
dge
and
skill
s fo
r in
corp
orat
ing
wel
lnes
s in
to p
reve
ntio
n pr
ogra
ms,
and
to s
hare
info
rmat
ion
with
oth
er p
artic
ipan
ts. C
onfe
renc
e hi
ghlig
hts
incl
ude
a Po
w W
ow, h
ealth
prom
otio
n ac
tiviti
es, w
este
-n c
ooko
ut, d
ance
, and
gro
up d
iscu
ssio
ns. P
rese
nter
s in
clud
epr
ofes
sion
als
from
Nat
ive
Am
eric
an e
duca
tiona
l and
com
mun
ity o
rgan
izat
ions
.
34. T
he N
ee-K
on P
roje
ctU
nive
rsity
of
Okl
ahom
a(4
05)
325-
6361
McL
oud
Kic
kapo
oH
ead
Star
t Pro
gram
Serv
ing
Nat
ive
Am
eric
an C
hild
ren
& T
heir
Par
ents
A f
ive
year
pro
ject
sta
rted
in 1
990
and
fund
ed b
y th
e O
ffic
e fo
r Su
bsta
nce
Abu
se P
reve
ntio
n, th
ispr
ogra
m a
ssis
ts c
hild
ren
in m
akin
g th
e tr
ansi
tion
to p
ublic
sch
ool.
The
pro
ject
foc
uses
on
drug
and
alco
hol p
reve
ntio
n, p
ositi
ve p
aren
ting,
and
fam
ily m
anag
emen
t, in
clud
ing
pare
ntal
part
icip
atio
n in
sch
ool p
rogr
ams
and
activ
ities
.
37
23
BE
ST
CO
PY
AV
AIL
AB
LE
An
Inve
ntor
y of
Div
ersi
ty P
rogr
ams
& S
ervi
ces
in C
ontin
uing
Hig
her
Edu
catio
n
-
24N
atio
nal U
nive
rsity
Con
tinui
ng E
duca
tion
Ass
ocia
tion
CA
TE
GO
RY
I: In
stru
ctio
nal
SU
BC
AT
EG
OR
Y A
: Pro
gram
s F
or U
nder
serv
ed E
thni
c A
udie
nces
Prog
ram
?V
elin
stitu
tio..,
e.s
-lu
nar
xidi
ene
rur
ctiO
tio...
,.,-
,
,.
35. C
ultu
rally
Sen
sitiv
ePa
rent
ing
Uni
vers
ity o
f O
klah
oma
(405
) 32
5-63
61
Pare
nts
of H
igh
Ris
k Pu
blic
Scho
ol C
hild
ren
Dev
elop
ed in
coo
pera
tion
with
the
Okl
ahom
a D
epar
tmen
t of
Men
tal H
ealth
, thi
s pr
ogra
m p
rovi
des
pare
ntin
g sk
ills
for
desi
gnat
ed c
ultu
ral g
roup
s an
d th
e ag
enci
es th
at s
erve
them
. The
pro
gram
cove
rs to
pics
suc
h as
abu
se, c
ultu
re, d
ivor
ce, e
ffec
tive
Bla
ck p
aren
ting,
inte
rgen
erat
iona
l iss
ues,
inte
r-ra
cial
issu
es, s
ingl
e pa
rent
ing,
ste
p pa
rent
ing,
and
teen
par
entin
g.
36. L
EA
PC
olle
ge o
f C
ontin
uing
Edu
catio
nU
nive
rsity
of
Rho
de I
slan
dPr
ovid
ence
, RI
0290
8(4
01)
277-
3898
Adu
lt St
uden
tsT
he L
earn
ing
Enh
ance
men
t for
Adu
lts P
rogr
am is
des
igne
d fo
r m
inor
ity a
dult
stud
ents
with
mot
ivat
ion
and
com
mitm
ent t
o th
eir
own
pers
onal
and
aca
dem
ic s
ucce
ss. A
ccep
ted
stud
ents
atte
ndth
ree
even
ings
of
orie
ntat
ion,
and
rec
eive
con
cent
rate
d su
ppor
t ser
vice
s in
Eng
lish,
Mat
h, a
nd s
tudy
skill
s.
37. C
ompu
ter
Cam
p fo
rM
inor
ity S
tude
nts
Con
tinui
ng E
duca
tion
&E
xten
sion
Uni
vers
ity o
f W
isco
nsin
La
Cro
sse,
WI
5460
1(6
08)
785-
6500
7th
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h G
rade
Stud
ents
Thi
s no
ncre
oit s
umm
er c
amp
give
s yo
ung
min
ority
stu
dent
s a
head
sta
rt in
com
pute
r ap
plic
atio
ns.
Part
icip
ants
are
taug
ht to
use
wor
d pr
oces
sing
, elt,
ctro
nic
spre
adsh
eet,
file
man
agem
ent,
grap
hics
,D
-Bas
e pr
ogra
mm
ing
and
sim
ulat
ion,
and
gam
ing
soft
war
e.
38. B
ad R
iver
Ind
ian
Res
erva
tion
Wor
ksho
psC
ente
r fo
r C
.E./E
xten
sion
Uni
vers
ity o
f W
isco
nsin
Supe
rior
, WI
5488
0(7
15)
394-
8456
Tri
bal L
eade
rs,
Tri
bal A
genc
ies
Thr
ee w
orks
hops
on
Lea
ders
hip
Dev
elop
men
t, T
eam
Bui
ldin
g, a
nd C
onfl
ict M
anag
eine
nt w
ere
pres
ente
d fo
r a
vari
ety
of tr
ibal
age
ncie
s an
d th
e In
dian
Hea
lth S
ervi
ce O
ffic
e.
P1S
T C
OP
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VA
ILA
BLE
-
CA
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GO
RY
1: I
nstr
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nal
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BC
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: Pro
gram
s F
or U
nder
serv
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thni
c A
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elm
a:?T
itiai
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39. H
ealth
Car
eers
Opp
ortu
nity
Pro
gram
Vir
gini
a C
omm
onw
ealth
Uni
vers
ityR
ichm
ond,
VA
232
98(8
04)
367-
8418
Hig
h Sc
hool
Stud
ents
A s
erie
s of
pro
gram
s, in
clud
ing
a Pr
e-A
dmis
sion
s W
orks
hop
with
pai
d ex
pens
es a
nd tu
tori
alac
tiviti
es. T
he P
re-A
dmis
sion
s W
orks
hop
focu
ses
on b
asic
sci
ence
con
cept
s, le
arni
ng s
kills
enha
ncem
ent,
prob
lem
sol
ving
, med
ical
term
inol
ogy,
sta
ndar
dize
d te
st r
evie
w s
essi
ons,
inte
rvie
wsk
ills,
per
sona
l and
aca
dem
ic c
ouns
elin
g, a
nd in
tera
ctio
n w
ith r
ole
mod
els.
40. F
acul
ty A
ssis
tanc
e an
dne
ntor
ship
Enh
ance
men
t(F
AM
E)
Vir
gini
a C
omm
onw
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Uni
v.(8
04)
367-
8418
Juni
or A
fric
anA
mer
ican
Fac
ulty
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