SYSTEM BEST PRACTICES IN DIVERSITY AND CURRICULUM AREAS
2008 Phase I Report from UW Campuses on Best Practices
Indian Studies Program (UW-Fond du Lac): Curriculum development
for an American Indian Studies Program was initiated. Campus
faculty teaching courses with AIS content met to jointly develop
new courses, in conjunction with faculty at UW-Eau Claire. The
meeting was funded by a grant obtained from the Institute on Race
and Ethnicity. Several existing courses have now been cross listed
as part of the new AIS Program, available for the first time in
the UW Colleges 2001-2003 Catalog. A UW Colleges/ UW-Eau Claire
Program Transfer Guide was recently signed and made available
in brochure form. A faculty/librarian team has begun updating
an existing website that provides resources on Wisconsin Indians.
Lecture Series: (UW-Fox Valley) A lecture series has been developed
that emphasizes race/ethnicity for prospective students of color,
current students, faculty and staff and members of the community.
There are ten to twelve lectures each year, with thirty to forty
participants at each event.
Jesse L. Dixon
Knight Foundation Journalist-in-Residence Program is a unique
partnership between UW-Eau Claire’s Communication and Journalism
department and South Dakota State University’s Journalism and
Mass Communication department, with primary support provided from
the Knight Foundation: Two Knight Journalist-in-Residence served
in the department of Communication and Journalism during 2001-2002.
They infused diversity curriculum into courses they taught, offering
a workshop about American Indian and Hmong diversity issues for
UW-Eau Claire students, high school newspaper advisers from the
service area, and the general public. One resident is continuing
a part-time instructional position and is pursuing a Master’s
degree in Education.
courses in American Indian Language(s).
Developed and implemented course in Ojibwe.
Plans to offer Lakota language courses.
Plans to develop Ho Chunk language courses.
Successful completion meets the language and diversity
requirements in the College of Arts and Sciences.
Dean for Student Development
Nicolet Dr, SS1929
Bay, WI 54311
High School Interview Days: The Interview Days Program is conducted
as a part of the Life Skills and Choices class, a required course
for all Messmer students. It is an applied learning opportunity
that is integrated into the course curriculum. The Messmer students
and faculty benefit from the university assistance and expertise,
and the university benefits from the access to the students.
S. Thompson, Jr.
Diversity Scholar Program: Under the leadership of Dorothy Zeisler
Vralsted, assistant to the provost, the campus’ first Visiting
Diversity Scholar came to UW-La Crosse during the spring semester
of 2002. Professor Samuel Regalado from California State University
at Stanislaus taught the course HST 300: Sport in America: From
Ante-Bellum America to the Present. He also delivered a series
of public lectures on ethnicity and sports, especially in regard
to Latin American ball players and the Japanese internment camps.
UW-La Crosse has made a commitment to expand this program by inviting
a Visiting Scholar/Artist of Color for the fall semester of 2003
and spring semester of 2004. As before, the Visiting Scholar/Artist
of Color will work closely with the Institute for Ethnic and Racial
Studies and the Office of Multicultural Student Services.
Studies Minor: An Ethnic Studies Minor was established in Fall
2000. Enrollments in the minor for Ethnic and Racial Studies have
grown from 4 in the fall of 2001 to 27 in the spring of 2002 to
35 for the fall semester of 2002. The program now engages the
efforts of two faculty members.
Institute for Ethnic and Racial Studies (ERS) has been quite active
this past year in the area of curriculum development. An emphasis
area is currently being implemented in American Indian Studies.
New courses include: American Indian Contemporary Issues (cross-listed
with Sociology/Archaeology), Introduction to Wisconsin Indians,
and American Indians and the Environment (cross-listed with Sociology/Archaeology).
Courses to be added next year include Tribal Laws, Treaties and
Government and American Indian Gender Issues.
The University Curriculum Committee (UCC) and the
General Education Committee under the category of “Self and Society”
approved an additional course -Myth and Reality: An Examination
of Ethnic and Racial Stereotyping. The course is designed to trace
how popular entertainment mediums such as film, television, books,
comics, “wild west shows,” music and cartoons have impacted perceptions
of ethnic and racial groups from the early seventeenth century to
the present. Besides analyzing the persuasive power of these types
of mediums, the course will examine why such representations were
created and why they still persist.
In October 2002, the Institute also received approval
from UCC to offer a new course entitled Hmong Americans. This is
being done in conjunction with the Sociology Department. While Dr.
Jac Bulk from Sociology will be the primary instructor, arrangements
have already been made for six Hmong elders and leaders from the
local community to present much of the course’s historic and cultural
components. Dr. Charles Lee from the History Department is also
providing his expertise.
Program: In June 2003, the first group of 24 Milwaukee Public
Schools (MPS) PEOPLE students who were admitted to UW-Madison’s
undergraduate program enrolled in the eight-week Summer Bridge
courses for college credit. The outcomes for this first PEOPLE
Cohort show that of the 66 students who were accepted into the
program in 1999, 60 stayed in the Milwaukee Public Schools. Of
these 60 retained students, 59 or 98 percent graduated from MPS
schools in June 2002. Fifty-five or 92 percent enrolled in higher
education: 24 or 40 percent were admitted to UW-Madison, 6 or
10 percent in one of the UW System institutions, 6 or 10 percent
at Milwaukee Area Technical College, 7 or 12 percent enrolled
in a Wisconsin private college or school, and 12 or 20 percent
enrolled in an out-of-state college or university.
Chemistry and Ethnicity (Chem 201) is the first Chemistry course
to qualify for the Ethnic Studies Requirement. Billed as the
first ethnic studies course to “break the science barrier,” Chem
201 studies uranium mining and its effects on the Navajo community.
The course was designed, developed and team-taught by Catherine
Middlecamp, Distinguished Faculty Associate and Director of the
Chemistry Learning Center, and Omie Baldwin, Senior Student Services
Program Manager and Counselor in University Health Services.
to enhance the First-Year Experience, including Freshman Interest
Groups (FIGs), the pilot SuperSOAR Program, the Multicultural
Learning Community (MLC) and the creation of the new Office of
Orientation and New Student Programs. A FIG is a cluster of three
(3) courses taken together by groups of 20 students. Anchored
by a small, faculty-led seminar that helps to integrate learning
in all three courses, most UW-Madison FIGs include an ethnic studies
course, and are meant to encourage students to complete their
ethnic studies requirement early in their undergraduate careers.
Ideally, students in a FIG have the opportunity to address race
matters in a climate of diversity and trust. Because our FIGs
initiative came directly out of a Plan 2008 recommendation, the
Diversity Oversight Committee for Plan 2008 will continue to monitor
the funding levels and sources of this program. In addition,
we continue to build residential learning communities. The pilot
SuperSoar is designed to make early connections for entering students
of color to academic advisers and CAS staff.
seminars and the Leadership Institute are held each semester;
the new Student S.E.E.D. started this Spring Semester. S.E.E.D.
arrived at UW-Madison through the initiative of vice chancellor
and faculty member Richard Davis. The first trained facilitators
are Seema Kapani in the Equity and Diversity Resource
Center, Hazel Symonette in Student Affairs
and Academic Services and faculty member Lydia Zepeda. Kapani
describes what happens in the seminars as a yearlong “learning
journey.” The enrolled academic and classified staff, faculty,
administrators and teaching assistants will meet about once a
month. Kapani says this seminar's direction will be articulated
and pursued entirely by the participants themselves. Seminars
regularly have 30 to 35 participants drawn from across campus
and the Madison community.
Hall, Rm. 225
are to provide high school students (the majority of whom are
minorities) with quality arts classes taught by university staff
in UWM facilities in the hope that the students will learn creative
techniques to better understand themselves and improve their communications
skills. In summer 2002, the first year of the arts camp, 62 students
(114 total enrollments) enrolled in eight courses. Of these,
over 55% were minority students. In 2003, the arts camp is offering
12 classes and anticipating an enrollment of 80-100 students.
This new program demonstrates the interest in college-level arts
instruction among urban high school students who might not otherwise
have the opportunity to experience various arts courses such as
electronic music composition, multimedia, filmmaking, dance choreography,
theatre, painting, etc. It is hoped that these students might
consider a career in the arts and enrolling in the PSOA arts degree
- Summer Enrichment Program, Level 1,
15 pre-enrolled freshmen. The SEP I a six-week, 180 hour,
comprehensive non-credit academic summer program that provides
non-credit instruction in mathematics, chemistry, anatomy and
physiology, English composition, study skills, and
cultural competence. SEP I will enrolls at least 15 disadvantaged
pre-freshmen who have been admitted to UWM CHS or Med-Prep, first
year UWM freshmen who have expressed interest in enrolling in
CHS/Med-Prep, and/or CHS/Med-Prep freshmen whose performance suggests
the need for additional preparation in order to be successful
in their second year.
- Summer Enrichment Program, Level 2,
15 enrolled sophomore undergraduates. SEP II is a six-week,
180 hour, comprehensive non-credit program that introduces students
to an overview of the professions.
At least 15 disadvantaged 2nd or 3rd
year CHS or pre-med majors receive non-credit instruction taught
by CHS-HCOP Instructor/Coordinators.
Intensive Review Course. 12 Wisconsin pre-health undergraduates.
One means of nationally comparing and assessing student’s academic
achievement is through the MCAT. Students obtain a competitive
edge by joining other area minority students in participating
in Intensive MCAT Science Review Course. This comprehensive review
course thoroughly addresses: Physics Organic Chemistry, Inorganic
Chemistry and Biology. Each session employs frequent and repeated
self-testing and a fully simulated MCAT exercises. Students are
able to monitor their progress as they study – eliminating any
weaknesses and reinforcing strengths. Under-represented Wisconsin
resident minority students who are interested in enhancing their
MCAT scores are eligible.
Program’s Partnership with Ko-Thi Dance Company. Affiliation
began in 1989; has been on-going since. Goals are to offer exceptional
African and Caribbean dance courses at UWM and to support creative
research in African movement traditions and contribution to the
survival of the Ko-Thi Dance Company, a local cultural treasure.
DUIT (Diverse Urban Interdisciplinary Teams) Project. This project
recruits and prepares underrepresented personnel from early childhood
special education, occupational therapy and communication and
sciences and disorders to provide services to young children with
disabilities and their families within in an interdisciplinary
model. Project faculty is collaborating across the target disciplines
and with family members and community professionals. Trainees
are underrepresented graduate students in the fields of Communication
Sciences and Disorders, Early Childhood Special Education, and
Occupational Therapy. Up to three semesters of tuition and stipends
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Aspiring Pupils for Professional Leadership in Education (APPLE)
Program, a partnership between the DAS and College of Education
and Human Services, began in Summer 2002 as a pilot in conjunction
with the Precollege Enrichment Program. The goal of APPLE is
to expose students of color to education and facilitate enrollment
and graduation. APPLE will provide a one-week course of study
to focus on math and English necessary for students entering an
education program. The APPLE program will expand into a two-week
residential program in the summer of 2004 with full funding through
the DAS, the College of Education and Human Services and through
a grant from the Department of Public Instruction. Twenty multicultural
students are expected to participate.
- The UWS Women in Science Program, housed at UW Oshkosh,
offers workshops for two days every October that trains new system
math and science professors in teaching strategies, other than
lecture, that have been shown to enhance learning and improving
retention for women and multicultural students. Assessment of
this program demonstrated that 100% of participants used workshop
materials and administrators noted increased discussion of pedagogical
techniques when their faculty had attended.
- The UWS Women in Science Program holds a five-day Curriculum
Reform Institute at UW Oshkosh each June, designed to help teams
of science educators from the UW System and throughout the country
revise courses or establish new ones that address the needs of
diverse student populations to aid in their retention as science
students. Between 30-70 faculty members have participated each
year. The WSP program recently received national recognition
for the success of its programs.
interdisciplinary Ethnic Studies offering by cross listing courses
between Ethnic Studies and other disciplines. Ethnic Studies courses
have been developed and extensively cross-listed in Women's Studies,
English, Sociology, History, Art, Music, Criminal Justice, Economics,
Affairs, 202 SSC
Point, WI 54481
to the letter and spirit of Act 31, which requires that
all Wisconsin teacher-education students receive information on
Wisconsin Native American culture and history, has resulted in
the implementation of a Native American Studies (NAS) minor to
replace the defunct Tribal Sovereignty minor.
Course Development. New under Plan 2008. Partners: MSS; College
of Arts and Sciences; Departments of Foreign Languages and Social
Sciences; Continuing Education. Goals and Duration: To develop
Hmong language courses and a course in Hmong History and Culture
as part of the curriculum.
the Spring semester of 2003, faculty were invited to submit proposals
for the infusion of diversity into their courses. A total of
29 proposals were submitted, and approximately $80,000 in grants
was awarded. By infusing diversity into approximately 100 courses,
the faculty not only become more aware of the importance of diversity
themselves, but they affect the education of thousands of students
in their classes.
to the 2008
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Updated October 2003