Independent Minds, Working Together
LEAD Students

From left to right: Emilio Vargas ('15, a sociology major from the Bronx, New York), Miko Jones ('15, a history major from Oakland, California), and Casey Wade ('15, a political science major from Smithville, Ohio).

Our pilot team for 20140-15 participated in Safe Zone Ally Training and a six-hour social Justice Training Institute, the latter taught be members of the Social Justice Institute (Washington D.C.). they also attended the NASPA Multicultural Institute in December 2013 and had focused social justice training with Pat Griffin, national LGBTQ justice leader, when she visited the College campus in February 2014. Their training will continue throughout the year.

Program coordinator: MarTeze Hammond

 

LEADership Institute

LEADership Institute for Diversity-Wooster (LID-W)

Objective: To aid in maintaining and improving the diversity of our student population as the college seeks to “identify new opportunities to increase our students’ intercultural awareness and capabilities for global citizenship” (Cornwell, Hewlett-Mellon Memo December 20, 2012).

Purpose: To empower current domestic students of color to become campus leaders; provide the campus with education on the trends, issues and problems surrounding students of color; and lastly, to innovate and sponsor new programs and initiatives focused on the retention of the domestic student of color population.

The LID-W will function to train students, faculty and staff in diversity education, providing them with the opportunities to engage in diversity educational experiences for the entire College of Wooster community. The main component of LID-W will be its LEAD (Learning Educating Activating Diversity) Team. These six to eight students will serve as Mentor/Peer Facilitators and be trained as diversity mentors for the College.

LEAD Team will assist with current CoW programs and be charge with leading/creating their own. For example the LEAD Team will provide programming: A Diversity LEADership Series, Black History Month, Speaker Series, Biracial/Multiethnic Awareness, and Gender, Sexuality and Race Summit.

Debuting Fall 2014-15

Cultural Competence Training 101

Cultural Competence -- A Definition :

  1. The individual and organization value and appreciate cultural differences.
  2. Issues related to equity, cultural history, knowledge, and social justice are explored.
  3. Students, faculty, and staffs' cultural experiences are valued and integrated into the learning process​.

Objectives:

  1. To understand the purposes of CCT in higher education for faculty, staff, and students
    Understanding the purpose of CCT affords us the opportunity to become a better, more   equitable, community.
  2. To identify demographic shifts in the population. We need to know who is coming and who is leaving if we are to improve our retention mission – faculty, staff, and  students.
  3. To identify educational experiences of minority community members
    We need a range of stories to tell to help us as a community understand and improve the lived lives of our community members.
  4. To learn how to become allies with  those who are in protected classes.

Focus:

The training will focus on four Concepts: Awareness, Knowledge, Skills, and Action

This includes

  1. assumptions, stereotypes, micro-agressions
  2. personal identities
  3. privilege, worldview, power, racial identity development
  4. stages of cultural competence development
  5. applications of multiculturalism in higher educational settings
  6. action plans
  7. Diversity Awareness Profile (DAP)

To schedule a training, contact Nancy Grace, director of the Center for Diversity and Global Engagement (CDGE); or MarTeze Hammonds, asst. dean for academic retention and associate director of the CDGE