EVENTS For 2013
CCCU CHANGING FACES CONFERENCE
SUNDAY, APRIL 6th, 2013
-Kimberly F. Case, PhD
Research Associate, CIIE
-Rebecca Hernandez, PhD
Intercultural Development and Partnership
“I’m Latino and I’m Proud:” The Power of Valuing Students’ Ethnic Identity
Abstract: This session presents original research on ethnic identity exploration among Latino students to better equip them to face cultural challenges and help them to persist and succeed in their educational goals. An intentional plan for honoring ethnic identity is one way to show students they are valued by the institution.
PRESENTATION USED IN CONFERENCE: Changing Faces 2013 Ethnic Identity
CCCU CHANGING FACES CONFERENCE
SUNDAY, APRIL 6th, 2013
-Kimberly F. Case, PhD
Research Associate, CIIE
-Rebecca Hernandez, PhD
Intercultural Development and Partnership
Culturally Relevant Spaces for Respectful Teaching and Learning in Intercultural Classrooms
Abstract: As Christian colleges and universities strive to support diverse students, attention to teaching and learning is essential. This session includes original research on the perception of students of color on how they learn best, students’ advice to professors on teaching in culturally diverse classrooms, and professors’ wisdom on intercultural teaching.
PRESENTATION USED IN CONFERENCE: Changing Faces 2013 Culturally Relevant Teaching & Learning
EVENTS FOR 2012
ASHE CONFERENCE
SUNDAY, November 17th, 2012
Kimberly F. Case, PhD, Goshen College
Aliah Carolan‐Silva, PhD, Horizon Education Alliance
Robert Reyes, PhD, Messiah College
The Influence of Peer Social Capital on the Transition to College for Students of Color
Abstract: As students of color enter predominantly White institutions (PWIs), there is a need for increased attention to the factors that contribute to their successful transition and to their academic and social well-being during college. Peers have been found to play a vital role in the growth and development of college students and may be particularly important for ethnically diverse students who will likely encounter cultural barriers while attending PWIs. Based on qualitative research with 42 students of color who participated in a summer bridge program, this study utilized social capital theory to examine the nature and process of peer relationships and the impact of social networks on academic experiences. The summer bridge program, an intense pre-college experience with a small number of students, allowed for students to develop positive peer relationships and a strong sense of “family” and community before entering college. Having an established group of peer relationships gave students confidence to face the new experience of attending college through decreased anxiety and increased skills to expand peer networks. Throughout the first year of college, students utilized social networks in academically meaningful ways by engaging in pro-academic behaviors, drawing on the diverse skills of peers, and learning to recognize the tension between peers as resources and peers as distractions. The finding that peer social capital can be enhanced through a pre-college experience offers implications for supporting diverse learners as they transition into college.
PRESENTATION USED IN CONFERENCE: ASHE 2012 Peer Social Capital
THE 19TH NATIONAL CONFERENCE IN STUDENT TRANSITION
SUNDAY, OCTOBER 16th, 2012
-Kimberly Case
Research Associate, CIIE
-Sophia Metzeger
Assistant Director of Multicultural Affairs
The Role of Summer Bridge Programs in Equipping Students of Color for Successful Transition to College:
Abstract: As students of color transition to predominantly White Campuses, they benefit from summer bridge programs that promote social and academic integration. Using a pre/post-test design and data from two cohorts, this study examined gains in college self-efficacy, social connectedness, ethnic identity and academic skills development.
PRESENTATION USED IN CONFERENCE: Role of Summer Bridge Programs
RESEARCH PRESENTATIONS ON INTERCULTURAL TEACHING AND LEARNING
WEDNESDAY, MAY 9, 2012
ANN HOSTETLER, PH.D.
Professor of English
TOPIC: Exploring the Emergence of Critical Consciousness in the College-level Study of Ethnic Literature
This project traces the emergence of critical consciousness among college students engaged in the study of Mennonite literature at a Mennonite College. In particular, it focuses on an interactive blog kept by the class as a tool for responding to reflective questions.
JAN BENDER SHETLER, PH.D.
Professor of History
TOPIC: Representing New Faces in Local Immigration History: Collaboration with the Elkhart County Historical
Society/Museum
This project seeks to diversify the representation of Elkhart County history at the Museum in Bristol and to bring attention to sources for the county’s ethnic histories. The project collected information and historical resources on under-represented groups that have immigrated in the last century. In Phase I (2011-12) of the project we will produce “Finding Aids” of archival, museum and other historical resources to enable future students and scholars to research these topics.
WEDNESDAY, MAY 16, 2012
KIM CASE, PH.D.
CIIE Research Fellow
TOPIC: Institutional Transformation: Goshen College as a Community for Intercultural Teaching and Learning
Utilizing archival data from student and faculty surveys along with new data collected in the Spring of 2012, the study sought to answer the following research question: What progress has Goshen College made in its capacity to facilitate growth and sustain a vibrant intercultural teaching and learning community.
ALIAH CAROLAN-SILVA, PH.D.
CIIE Research Fellow
TOPIC: Latino/a Students’ Perceptions of a College-going Culture: Utilizing Mixed Methods to Examine College Access
This presentation explores Latino students’ experiences with the college-going culture in their school, based on data from a mixed-methods research study.
WEDNESDAY, MAY 23, 2012
BOB YODER, D.MIN.
Campus Pastor, Director of Youth Ministry
TOPIC: Administrative Faculty and Staff as Faith Mentors to Goshen College Latino/a Students
This project will explore the role of Goshen College administrative faculty and staff as “faith mentors” of our Latino/a students and to further explore what it means for Goshen College to be a mentoring environment to our Latino/a students.
