Minority Affairs Director

What is the program’s mission statement or statement of purpose? Why does the program exist?

Our office endeavors to pursue, promote, and maintain programs that will heighten the awareness, presence, and success of minorities and other under-represented groups on the campus of Eastern Illinois University.

How does the program mission align with the university mission?

The office of Minority Affairs works to recruit and retain all students with an emphasis in student of color and first-generation students.  Through the many cultural programming is committed to diversity and inclusion and fosters opportunities for student- faculty scholarship and applied learning experiences within a student- centered campus culture.

Whom does the program serve?

Minority Affairs - The programming offered by the Minority Affairs Office is open to all students, faculty and staff at the university. 

Gateway – The programming is specifically for those students that are currently in the Gateway Program or Gateway Alumni. 

TRiO – The programming is for those students that are participants in the program (first-generation, low-income and/or ethnic minority).

What are the services provided? How do these services align with the university mission and program mission?

Services provided by the office of Minority Affairs:

• Cultural Enrichment – Celebration of Heritage months
• Recruitment Initiatives

1. Summer Camps - [Leadership & MTIEP] annually we sponsor a one-week Minority Leadership and College Prep Camp and Minority Teacher Education Camp in which students will experience college life and participate in activities to develop leadership, college prep workshops & they end the camp with full participation of our summer Open House. Academically qualified (upper 50% of class) minority high school students who will complete their sophomore or junior year in 2011 with a minimum GPA of 3.0 on a 4.0 grading scale 
2. Urban Prep Initiatives - we host a Senior Retreat for an all-African American Male high school located in Chicago. The school is Englewood Urban Prep High School where this the last 2 years – 100% of their students were accepted at four-year institutions. The entire senior class starts their official first day of the academic year on a college campus. They stay in the resident hall and we offer workshops, NCAA session and they interact with our multicultural recognized student organizations. 
3. ACCESS Granted - Access Granted is designed to provide a “snapshot” of life at EIU to minority students who have recently been admitted to the university. Fifty students are selected to spend a weekend on campus where transportation, lodging and meals are provided at no additional cost to the students or their families. 
4. Latino Ambassadors - assist with the recruitment of Latino students.  The Latino Student Ambassador Program at Eastern Illinois University seeks to inspire students and promote EIU. Student Ambassadors serve as representatives of the university student body.  
5. TRiO Day @ EIU - This is a day geared to equip potential college students and potential college transfer students with information about EIU.  This includes academic and college preparation workshops, a campus tour, lunch, and a mini Registered Student Organization (RSO) Fair. Every TRiO program in the State of Illinois is invited to participate and learn about EIU.
6. College 101 - presentations are given to groups of students that come down to EIU for campus tours. Presentations are also given during EIU summer programs Ex: MTIEP Summer Enrichment and the Kankakee Upward Bound Summer Academic program.  

• Advisement to Multi-cultural Organizations
• Retention Outreach

1. Minority Affairs Annual Reception
2. Peer-Helper Program
3. S.T.R.O.N.G. MENtoring Program

• Gateway Program
• TRiO Program

Increase effectiveness of Minority Affairs area by incorporating an Integrative learning experience to engage students in connecting, understanding, and evaluating information from multiple sources and perspectives.  This can be done by the following:

• Increase awareness and appreciation of multiculturalism across the academic community
• Develop and promote events that recognize diverse cultural heritage
• Provide more opportunities for faculty and staff of color to interact with students of color
• Expand Latino and other cultural programmatic activities

Describe the program’s origins (e.g. year established, purpose, expectations).

In January, 1990, -the Office of Minority Affairs was established.  President Stan Rives appointed a task force to develop a comprehensive campus action plan for enhancing minority participation at Eastern Illinois University and from there, some of the objectives were established.  The office will primarily work with the recruitment and retention of students of color. 

How has the unit changed or adapted over time?

Since the inception of Minority Affairs, the population of students has changed and the programming and events are targeted for a variety of populations.  We are currently assisting new under-represented groups on campus – our first generation students, our LGBT population, non-traditional and single parent students.  Our responsibilities vary but making sure these populations matriculate to graduation is our ultimate goal.

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

The Office of Minority Affairs has worked hard to aid in making our campus more global.  We program cultural events, offer support to those students that are the first in their family to attend college and we initiate programs to recruit and retain students at the institution.

Provide data, if available, on the numbers of students, faculty, staff, or others served by the program during the past four years. If no data are available, please estimate the numbers served annually.

Our office assists with the recruitment and retention of students of color.  The chart below shows the increase of this population annually.  The number of students of color are increasing and it is the staff under Minority Affairs that assist with the retention of these students.

Does the program offer any co-curricular opportunities for students (e.g., internships, RSO support, service-learning activities)? Please describe.

The Office of Minority Affairs offered the Minority Internship Program for over 20 years.  The program was a one semester paid internship. Interns must work between 30-35 hours per week and attend monthly seminars. The full-time interns are appointed for a minimum of one academic term and are paid a monthly stipend of $1000. Those who are eligible include:

• Full time undergraduate and graduate students
• Undergraduates must be at least a junior with 75 hours and a cumulative GPA of 2.75 on a 4.0 scale.
• Graduates must have a minimum 3.25 GPA or better

Eastern has created professional development for over 75 students that participated in the program.

The office of Minority Affairs has the honor of working with the multicultural student organizations.

Does the program contribute to the delivery of academic programs (e.g., providing professional expertise, serving as adjunct faculty)? Please describe.

As an Administrator, I have had the opportunity to serve as an Adjunct faculty in the College of Education & Professional Studies (CEPS).  In the College Student Affairs (CSA) program, I have taught Cross-cultural Counseling and Multi-cultural Competencies in Higher Education.  I am currently serving as a thesis Chair for (4) Graduate students in the College Student Affairs (CSA) program.

We also have staff in both the Gateway and TRiO offices that serve as instructors for the University Foundation courses.  This course was established to assist freshmen students in getting acclimated to the university.

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

No.

What are the most important outreach or public service activities supported by the program?

How do the local community and the region benefit from the program?

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

What are the two or three more important measureable outcomes tracked to assess program quality? Does the program conduct an outcomes assessment, and if so, what has been the impact?

The Office of Minority Affairs reviews annually the effectiveness of the program(s) and the progress of the students.  Through ourassessment, we evaluate changes and/or recommendations to improve the program.  Our programmatic thrust is centered on integrated learning and making sure all of our students are empowered and engaged in classroom and out-of-class experiences.  Listed below are measureable outcomes that validates the success of these programs

• ACCESS Granted – this program was designed to introduce the university setting to students of color that have been admitted to the University.  The yield rate for students participating in the program exceeds the university yield rate for all incoming freshmen.  The yield rate for ACCESS Granted has ranged from 52 -89 % show rate after the tenth day enrollment numbers.  The first ACCESS Granted class which was students entering fall 2006 have exceeded the rates for retention and graduation for all students of color.  Retention after 3 semesters: 91%; Average GPA for 2006 is a 2.66; and Graduation rate for the Class of 2006 is 65%;
• Gateway Program – Each year the yield rate for the program has been between 45% – 65% yield rate.  This program has also increased the 6 year graduation rate for past cohorts.  (FA02) 45.1%; (FA03) 46%; (FA04) 47%; (FA05 49.32%) NOTE: the number for Gateway graduation rate will increase to higher numbers but these number are for 6 years and not beyond.
• Student Support Services (TRiO) – The TRiO program continues to increase each year that we submit our annual report to the U.S. Department of Education

Persistence              (2010-2011) – 79% - (2011-2012) – 91%

Good Academic        (2010-2011) – 80% - (2011-2012) – 92%

Bachelor’s Degree    (2010-2011) – 56% - (2011-2012) – 57%

What are the two or three most effective best practices that the program has implemented? What benefits have been gained from implementing these best practices?

There are several outreach programs that have been implemented by the Office of Minority Affairs and all of the programs have seen significant gains…

BEST PRACTICE: Targeted Recruitment

ACCESS Granted - Access Granted is designed to provide a “snapshot” of life at EIU to minority students who have recently been admitted to the University. Approximately fifty students are selected to spend a weekend on campus where transportation, lodging and meals are provided at no additional cost to the students or their families.  Since the inception of the program in 2006, the yield rate for these students has been on the average of at least 60% annually for enrolling at EIU.

Goals for the program: Increase the yield of participants, increase number of Latino student participants and increase the academic profile.

BEST PRACTICE: Targeted Retention

1. Goals for the program will be: (1) Improve the retention and graduation rate for African American males; and increase their knowledge about continuing their education after post-secondary education; (2) Develop leadership skills in male students; (3) Increase the number of minority males in the graduate program; and (4) Foster long-term relationships between students, faculty, staff & Alumni.  Through a combination of School Based Mentoring and a Cohort educational class model, students will receive support and developmental interaction focusing on the following areas:

BEST PRACTICE: Fundraising

Black Student Reunion (BSR)! The Black Student Reunion’s purpose is to raise money for scholarships to assist our minority students currently enrolled and incoming freshmen at EIU.  The weekend is very important because in these economically challenging times these scholarships help with the recruitment and retention of our students.  Since the inception of this event we have raised over $25,000. Because of this resource we have given scholarship awards to over 100 students since the inception of this special event

Scholarship Funds:

• Johnetta Jones Scholarship - Awarded to a student accepted and enrolled full-time at Eastern Illinois University. The student must be enrolled in the Gateway Program and maintain a 2.5 GPA.
• Nate Anderson – this fund assists with the retention of minority students. Returning students with a 2.5 GPA can apply for this scholarship.
• Liz Halbert – this fund assists with the retention of minority students.  Any returning minority student who is committed to public service and serves the EIU community is eligible for this scholarship.

What external recognitions (e.g., awards, accommodations, professional certifications, references in trade publications) have the program and its staff received in the past three years?

Director of Minority Affairs (Publications):

HONORS/AWARDS: 

• 2011 Recipient of the Edwin L. “Bud” May Grant Award
• Recipient of the ICEOPP Fellowship (Illinois Consortium of Educational Opportunity Program) 2001-2004
• Member of Kappa Delta Pi International Honor Society in Education (Mu Chapter)
• Recipient of Delta Sigma Theta Sorority, Inc. - Bertha Pitts Campbell Scholarship 2000-2001
• Advisor of the Year - The Lillian Benbow Award by Delta Sigma Theta Sorority, Inc., at the Midwest Regional Conference, Milwaukee, WI (1997)
• Outstanding Greek Advisor - Awarded by the Interfraternity Council, Pan-Hellenic Council and Black Greek Council at Eastern Illinois University, 1996

Is the program active with any regional, national, or international professional organizations?

Director of Minority Affairs

PROFESSIONAL AFFILIATIONS:                  

• AFA (Association of Fraternity/Sorority Advisors (2011-Present)
• NASPA (Student Affairs Administrators in Higher Education) – (2001-Present) Member
• MAEOPP (Mid-American Education Opportunity Program Personnel) (1998-Present) Member
• ICBCHE (Illinois Committee of Black Concerns in Higher Education) (1992-Present) Steering Committee- Recording Secretary/Vice President (Central)
• ACPA (American College Personnel Association) (1996-Present) Member
• NACADA (National Academic Advisors Association) (1992-2011) Member
• NASAP (National Association of Student Affairs Personnel) (2004-2009)

Associate Director of TRiO

• Illinois TRiO, President (2012-2013); Member, 1990- Present
• MAEOPP (Mid-American Education Opportunity Program Personnel) (1998-Present) Executive Board Member – President of Illinois TRiO

Chief Academic Advisor

• NACADA (National Academic Advisors Association) (1992-Current) Member

TRiO Counselor

• Illinois TRiO, Member

Academic Advisor (Jacqueline)

• National Certified Counselor (NCC) Certification # 91151
• With the National Board of Certified Counselors (NBCC) until May 2015
• NACADA (National Academic Advisors Association) (1992-2011) Member

Academic Advisor (Yolanda)

• NACADA (National Academic Advisors Association) (1992-2011) Member

Note any presentations, publications, or offices held in the last three years.

Director (Publication)

• Book Title: The Research Studies in Higher Education: Educating Multicultural College Students – Chapter 8 Examining Involvement as a Critical Factor: Perceptions from First Generation and Non-First Generation College Students by Mona Y. Davenport, Ph.D. – University Press of America, Inc. [Released January 2012]
• Review a book for The Review of Higher Education - Title: Culture centers in higher education: Perspectives on identity, theory, and practice by Lori D. Patton (Editor) - [Publication in the summer 2014issue, 35(4)].

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

The Black Student Reunion is the one event that raises money for endowed scholarships.  Donor support does not provide a significant percentage of the program's overall funding.  All proceeds go toward the aforementioned scholarships.

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

N/A

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

Provide an executive summary of and link to any metrics or benchmarks that the program tracks to measure productivity.

What initiatives has the program implemented to enhance staff productivity (e.g., access to training, workflow improvements)? Briefly describe the costs and benefits of these initiatives.

The staff in the office takes advantage of Institutional Development.  All three (3) Support Staff attends training and professional development workshops offered by CATS

• Working With and Developing Student Workers
• Financial Manager Workshop - Travel at EIU
• Financial Manager Workshop – Procurement at EIU
• RAMS (Responsibiliteis for Account Manager Series) – Moving and Inventory on-line processes
• RAMS – Planning, Budget, and Institutional Processes
• Professional Writing Series – Punctuation Breakdown
• Workshop - Time Management – Carpe Diem
• Photoshop Part 1
• Diversity Conference – Safe Zone Training
• Records Management Training Session
• Electronic Records Workshop
• Microsoft PowerPoint Basics
• Survey Central – Assisting users in collecting, viewing, and analyzing gathered data
• Omni Update – Creating departmental webpages the EIU way

Professional Staff

• Webinars to better serve special populations [the staff did training for first-generation students, working with African-American males in Higher Education, Mental state of New Generation]
• Pre-Conference workshops at Illinois Association of Educational Opportunity Program (ILAEOPP)

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

How does the program seek to distinguish itself from similar programs at other institutions?

Other Multicultural Affairs/Minority Affairs offices only have the responsibilities of serving enrolled students at their institution.  The Office of Minority Affairs works with both high school students in the state of Illinois through summer enrichment programs,

Note any unique and/or essential contributions that the program makes to the university.

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

Provide a link to or listing of the program’s goals and/or strategic plan.

1. Increase effectiveness of Minority Affairs area by incorporating an integrative learning experience to engage students in connecting, understanding, and evaluating information from multiple sources and perspectives.  This can be done by the following:

• Increase awareness and appreciation of multiculturalism across theacademic community
• Develop and promote events that recognize diverse cultural heritage
• Provide more opportunities for faculty and staff of color to interact with students of color
• Expand Latino and other cultural programmatic activities

 2.   Expand and improve the Gateway Program

• Create program for Alumni of Gateway for follow-up
• Establish yearly focus groups for program effectiveness

 3.   Expand and improve the TRiO Program

• Include Supplemental Instruction in the next Grant cycle
• Increase number of students participating in all programs

4.   Improve retention and graduation rates of minority students 

• Create an accurate database for all students of color
• Provide opportunities for students of color to link their education with diverse experiences (Internships, Study Abroad, NSE, etc.)

 5.   Improve minority student recruitment

• Increase the efforts to recruit more Latino students
• Work with TRiO Programs - Upward Bound programs, high schools and Alumni for additional recruitment initiatives
• Assist with Improvement of yield rate for incoming students of color

 6. Increase the number of grants awarded to EIU for support of minority and other underrepresented students.

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

The Nation’s population is becoming more and more diverse.  Because our Latino population will is growing at a rapid rate, it would be very beneficial for the institution to be planning on ways we will handle the increase in this population.  Some of the initiatives and programs for this population:

In 2013-2014, we plan to continue our annual programs but starting this year we will focus on some new initiatives on the recruitment and retention of Latino students.

NEW INITIATIVES

 Partnership/Mentoring Program

Rosa Valera (Latino Recruiter/Retention Coordinator) will work on a partnership with a high school in the northern suburbs of Chicago. 

Eastern Illinois University will visit high schools that serve at least 50% Latino population.

1. Program Panel for all groups with current students
2. Grade breakout sessions for specific classes: Freshmen/Sophomores: Goal setting, test taking, why college is important: Junior/Seniors- selecting majors, goal setting, financial planning, financing
3. Mentorship – Senior high school students will be paired with EIU Students. 
4. Attendance guaranteed for ACCESS Granted or Excursion [weekend of activities, panels, workshops for minority students that have been admitted to EIU).

• Additional high school visits – during student breaks, EIU students will have the opportunity to visit schools for interaction [fall break, Thanksgiving, Christmas or Spring Break]
• Admission Day in November where Admissions will sit down with graduating seniors to admit on-site at the high school

 Outreach to Arcola (OTA)- Local high school in Central, Illinois

• Work with Latino Faculty/Staff to initiate program at Arcola High School.
• Develop program with Latino youths and their families to support school achievement. 
• Provides Latino youths with positive role models and information and guidance about academic life and future school success at Eastern Illinois University.

Latino Graduate Opportunities

• Create a Latino/a Graduate Fellows program providing Hispanic students interested in entering the professional ranks the opportunity to attend Graduate School.

The recruitment process is comprised of two components.  The first component is to increase the awareness of graduate education to undergraduate Latino students at Eastern Illinois University.  The Graduate School in collaboration with the Office of Minority Affairs will develop and send out brochures to students beginning their sophomore year.   Students with a cumulative GPA of 2.75 or better will be specifically targeted.  In addition to sending brochures the Graduate School will also host informational fairs.  These informational fairs will provide students the opportunity to discuss program requirements with faculty, meet current graduate students, and learn about financial aid/fellowship availability.

The second component is to recruit Latino students from other institutions of higher education.  There will be a focus on in-state.  The Graduate School will attend diverse graduate school fairs and conferences to promote Eastern Illinois University.   Current graduate Latinos will be given the opportunity to attend recruitment events. 

In the next two or three years, what best practices, improvements in operations, or other opportunities to advance the university’s mission are likely to be implemented?

1. Continue to make the Gateway Program better by examining the criteria to be admitted (high school GPA, ACT & Class Rank)

2. Continue to create initiatives to increase the students of color entering Eastern Illinois University

3. create programs to increase the graduation rate for our students of color

If needed, provide supplemental comments to help the reader understand future opportunities for the program.