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

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

HACU | San Antonio, TX | 10.30.11

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 Learning Center Goshen College main campus

Goshen College Core Values

Call for Change

Demographic Shifts

Grant Opportunity

New President

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

Demographic Shifts

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

New Goshen Core

FIRST YEAR EXPERIENCE 1st Semester

Math Competency Assessment Intercultural Seminar (3)  Cultural Identity  Intercultural Skills – Communication, Conflict, Observation  Begin e-portfolio Learning Community I (1) Identity Intercultural Competence Preparation for College Success The Academic Voice (3) (1st or 2nd sem) Critical Reading & Analysis Writing & Speaking Health and Wellness (1) (1st or 2nd sem) Physical Fitness & Nutrition

2nd Semester

Goshen Seminar (3)** Complex Problem Based Research/Writing Information Literacy Can also count as a Perspectives Course in One Area Learning Community II (1)  Faith, Spiritual Development  Preparation for College Success  E-Portfolio Assessment Biblical Literacy (3) (2nd or 3rd sem)  Basic narrative structure, history and literature of the Bible

PERSPECTIVES COURSES

Investigation of a complex problem or issue.; Courses will examine various perspectives within an interdisciplinary framework. Religious World (3) Intro to the study of religious traditions; studies of the Christian faith within the context of the broader religious world. Social World (3) Values and histories underlying cultures, societies, and religious traditions and the relationships between them. Natural World (3) The natural created order, including the earth and its systems. Artistic World (3) Forms of human thought, movement, imagination and innovation. Peacemaking (3) Factors that create and sustain frameworks for the essential relationships between and among humans, God and the natural world.

INTERCULTURAL SEMESTER

Language Pre-requisites ( 2 semesters) International SST OR Domestic SST (13) International Students: American Culture Courses (12)

Global Issues Seminar (3)

 Completed after Intercultural Semester  Focuses on a complex global issue  Integrates intercultural skills and experiences  Collaborative Research Project  E-portfolio Assessment

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

Student Support Services Academic & Student Life Collaboration Partnership with the local community and community colleges Scholarship and Research

Change is happening

20 40 60 80 2004 2005 2006 2007 2008 2009 2010 2011

Latino Students at Goshen College

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

• ur 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

• wn 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

• “Planned 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

The Center for Intercultural Teaching and Learning

http://citl.goshen.edu

What has contributed to your success in institutional transformation? What challenges are you facing?