Services for Multicultural Students Mission Statement and Goals

Department of Services for Multicultural Students
Mission Statement and Goals
2000-2001

MISSION STATEMENT

The Department of Services for Multicultural Students (SMS) is committed to planning, developing and implementing services, programs and interventions that foster the learning and personal development of the various students served. SMS promotes a strong campus sense of common community and aids students in building essential skiffs for independent critical thinking and self-determination through in and out of classroom experiences. Furthermore, through collaborative efforts with University and community partners, SMS provides educational efforts to promote multicultural sensitivity, awareness and understanding.

GOALS

Goals of the Department of Services for Multicultural Students support the Division of Student Affairs goals and are in line with the CAS Standards and Guidelines: Minority Student Programs, p. 127, referenced on the following page.

1. Assess and prioritize the needs of students; assist students to determine academic skiffs and establish educational goals, (reference CAS Standards and Guidelines: Minority Student Programs, p. 127: recommended goals: # 1 & 3)

2. Orient students to the culture of the University ; provide support services that assists students to refine academic skiffs and promote their holistic development. (et. al., recommended goals: #2, 4, 5)

3. Promote leadership opportunities for students through partnerships with other campus entities; identify potential mentors and encourage participation by role models. (et. al, recommended goals: #8 & 9)

4. Provide educational opportunities to the campus community that promotes cultural awareness and sensitivity. (et. al, recommended goals: #6, 7, 10)

CAS STANDARDS AND GUIDELINES: Minority Student Programs p. 127

1. Assess the needs of ethnic minority students in selected areas, set priorities among those needs, and respond to the extent that the number of students, facilities, and resources permit;

2. Orient ethnic minority students to the culture of the [university];

3. Assist ethnic minority students to determine and assess their educational goals and academic skills;

4. Provide support services to help ethnic minority students achieve educational goals and attain or refine academic skills necessary to perform adequately in the classroom;

5. Promote the intellectual, career, social, and moral development of the students;

6. Promote and deepen each ethnic minority student's understanding of his or her own culture and heritage;

7. Promote and deepen majority students' understanding of their unique cultures and heritages;

8. Provide training in leadership skills for ethnic minority students and those seeking to assist them; and

9. Offer or identify appropriate ethnic minority mentors and role models.

10. Provide educational efforts for both majority and ethnic minority students that focus on

awareness of cultural differences;
self-assessment of cultural awareness and possible prejudices; and
changing prejudicial attitudes or behaviors.

Weber State University

Department of Services for Multicultural Students

OUTCOMES ASSESSMENT PLAN

September 28, 2000

INTRODUCTION

The SMS's outcomes assessment plan based upon Alexander Astin 's "Input, Environment, Outcome (IEO) " model, ( Astin, 1991, NASPA manual, Student Learning as Student Affairs Work: Responding to Our Imperative, NASPA, Monograph 23). A measurement component was added to the SMS Outcomes Assessment Plan as recommended and discussed in the NASPA book, Student Learning. . .,. with linkages made to the competencies (Student Learning Imperatives - SLI competencies, ref, American College Personnel Association, 1994, NASPA monograph 23).

Outcomes correlate with SMS goals. While outcomes are based on SLI competencies, they will not fink to all competencies.

TABLE 1
Goal #1: Assess and prioritize the needs of students; assist students to determine academic skills and establish educational goals. (Reference CAS Guidelines: recommended goals: #1 & 3)
INPUT (student)	ENVIRONMENT (program)	OUTCOME	ASSESSMENT
Ethnic minority students are often first generation college students. Some arrive at WSU with academic deficiencies and no established goals; others arrive better prepared academically. Students are placed in college tier or university tier based on their academic preparation and performance.	Early Intervention/Recruitment: Conduct college preparedness sessions with middle and high school students. Intake and Assessment: Conduct a preliminary interview to determine/identify/explore the student's educational goals, determine academic skills, cultural, financial and personal developmental needs. Development of Individual Student Plans: Information, referral and linkages: provide information, refer to other departments and link with appropriate resources.	Recruitment: Increased number of ethnic minority students that enroll in WSU programs such as Quest, Upward Bound, Early College. Interdependent mobility: Students will function interdependently or independently in the academic environment. Increased number of ethnic minority students that progress from college tier to university tier. Increased number of university tier students.	Post-Interview Conduct post-interview to review student's level of functioning and determine appropriate follow up services. Data Collection: Interviews Statistical data Historical data Student self-report Declaration of majors Transitions from college to university tiers Observations Grades
Areas of Student Learning Competencies addressed in this goal include: Cognitive Competence: Critical thinking; reflective judgment; the ability to apply knowledge. Practical Competence: Managing one's daily life and tasks; career and personal decision making.

TABLE 2
GOAL #2: Orient students to the culture of the University; provide support services that assists students to refine academic skills and promote their holistic development. (Reference CAS Guidelines: recommended goals: #2, 4, 5)
INPUT (student)	ENVIRONMENT (program)	OUTCOME	ASSESSMENT
Ethnic minority students arrive with a limited understanding of the WSU culture. They often resist the demands and pressure to assimilate into the WSU community. Many feel isolated and find it difficult to reach out for the assistance necessary to achieve academic success.	Information & Referral: Academic Advisement First Year Experience Other supplemental orientation programming Supportive Services: Provide individual counseling and guidance as needed. Promote active involvement in clubs and organizations.	Interdependence through enhanced knowledge and understanding of the University campus culture, values, logistics and processes. Students will access the University resources needed to be academically successful. Second-year students will function at the level they can now serve as student mentors.	Retention: Increased number of students register for second semester and beyond. Data Collection: Registration Statistical data Historical data Interview Grades Student self-report Observation
Areas of Student Learning Competencies addressed in this goal include: Cognitive Competence: Critical thinking; reflective judgment; the ability to apply knowledge. Intrapersonal Competence: Coherent sense of identity; self-authored belief system; capacity for self-awareness and reflection. Practical Competence: Managing one's daily life and tasks; Career and personal decision making.

TABLE 3
GOAL #3: Promote leadership opportunities for students through partnerships with other campus entities; identify potential mentors and encourage participation by role models. (Reference CAS Guidelines: recommended goals: #8 & 9)
INPUT (student)	ENVIRONMENT (program)	OUTCOME	ASSESSMENT
Ethnic minority students possess vast quantities of talent and unique perspectives that when shared enhance our WSU community. Increased representation in campus leadership positions by ethnic minority students is vital to the ongoing development of the WSU community. Leadership skills will enhance their ability to function and progress in a global community. Students have limited leadership experience and skills. They often express a desire to "get involved" but are hesitant to do so.	Leadership Opportunities: Area Councils Student Senate Positions Ethnic Student Organizations Academic Student Organizations Peer Advisor Experience Leadership Retreats Supportive Services: Identify and recruit Faculty/Staff/Alumni role models and mentors. Promote/encourage active involvement in WSU student government and leadership organizations.	Students will function as mentor and role models for incoming Freshmen and students new to the WSU campus. Increased number of students participating in student activities. Students will function as leaders in WSU student government positions. (Increased number of students involved in leadership activities.) Increased student interaction with Faculty/Staff/Alumni.	Data Collections: Statistical data Historical data Membership in WSU organizations/clubs Positions in WSU Senate Participation in student government and student activities Student self-report Observations Surveys of Faculty/Staff/Alumni
Areas of Student Learning Competencies addressed in this goal include: Cognitive Competence: Critical thinking; reflective judgment; the ability to apply knowledge. Intrapersonal Competence: Coherent sense of identity; self-authored belief system; capacity for self-awareness and reflection. Interpersonal Competence: Collaboration; appreciation of diversity, communication; problem-solving skills; and concern for the community. Practical Competence: Managing one's daily life and tasks; Career and personal decision making.

TABLE 4
GOAL #4: Provide educational opportunities to the campus community that promote cultural awareness and sensitivity. (Reference CAS Guidelines: recommended goals: #6, 7, 10)
INPUT (student)	ENVIRONMENT (program)	OUTCOME	ASSESSMENT
Ethnic minority students, some staff and faculty perceive the WSU campus community as possessing a limited understanding of the value of diversity. Students often report a lack of faculty sensitivity to their personal and cultural needs and general overall lack of inclusion into the campus community. Due to stereotypes and lack of inclusion in curriculum, students often have limited knowledge of the historical implications of the contributions of ethnic groups to the global community. They are often unaware of their heritage.	Training: Through collaborative efforts with other University entities, SMS will promote/provide: Cross-cultural awareness Workshops/Seminars Diversity Workshops Class presentations Outreach to schools and community organizations Resource to faculty/staff Involvement in WSU and Community committees and task forces. Multi-cultural Awareness Experiences: Emphasis Weeks' activities Ethnic minority club activities	Reduction in negative diversity related incidents on campus. Increased collaboration efforts in cultural activities with campus entities, colleges and community partners. Increased participation in campus-wide activities by minority and majority group members.	Data Collection: Cultural climate surveys Observations Student/faculty/staff/community reports Focus groups Exit Interviews
Cognitive Competence: Critical thinking; reflective judgment; the ability to apply knowledge. Intrapersonal Competence: Coherent sense of identity; self-authored belief system; capacity for self-awareness and reflection. Interpersonal Competence: Collaboration; appreciation of diversity, communication; problem-solving skills; and concern for the community. Practical Competence: Managing one's daily life and tasks; Career and personal decision making.

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