Diversity as a Core Value in a Counselor Education Program

1. Diversity as a Core Value in a Counselor Education Program A Case Study: Auburn University’s Department of Counselor Education, Counseling Psychology and School Psychology

2. Reference: • Stadler, H. A., Suh, S., Cobia, D. C., Middleton, R. A. & Carney, J.S. (2006). Reimagining counselor education with diversity as a core value. Counselor Education & Supervision, 45, 193-206.

3. Purpose • Moving beyond the 1 or 2 “special” courses – the mainstay of multicultural counselor education (Midgette & Meggert, 1991). • Addressing diversity as a core rather than a peripheral value. • Describe the process and outcomes of Auburn’s experience.

4. Question #1 • How can University of Wyoming’s Counselor Education Department infuse diversity, leadership, and advocacy competence through all aspects of our program?

5. Question #2 • How might leadership and advocacy be modeled andexperienced by all the students, faculty, and staff in the entire Counselor Education Program , in the process of creating a vision and plan for diversity in our program?

6. Question #3 • What can we learn from Auburn University’s process and outcomes?

7. The Goal:Keeping the End in Mind • Characteristics of a Notable Program (Rogers et al., 1998): • critical mass of minority faculty, • incorporation of multicultural perspectives in the curriculum, • strong institutional support for multicultural initiatives, and • recruitment and retention of racial and ethnic minority students.

8. Additional Goals This department also addressed : • Research considerations. • Evaluation of student and faculty competency. • The physical environment of the department.

9. Stages of Development • Step 1: Vision and Mission Statement • Step 2: Policies and Procedures • Step 3: Create “Culturally Relevant Curriculum”- Curriculum Revision Process • Step 4: Create Co-curricular Activities

10. Step 1: Vision & Mission Statement • Operationalize Commitment to Diversity as Core Value • Start with Counseling Department MISSION STATEMENT or PHILOSOPY = The Foundation for all policies & practices • Prominently DISPLAY on Dept. Website and ALL Counselor Education Materials

11. Vision & Mission Statement Process • Process must be inclusive and transparent (faculty, students, staff) • Activities & Decisions shared w/Dept. • As Dept. engaged in process & various outcomes had been achieved (curriculum realignment), Dean, Provost, MC Affairs Director & President were informed. • Students Role: 1) guidance & info; 2) needs assessment survey; & 3) student-led focus groups • Faculty-Student Diversity Committee –collected info & recommended policies/procedures

12. Step 2: Policies & Procedures • Faculty Recruitment & Retention Plan • Student Recruitment & Retention Plan • Established a Student Social Committee – based on student feedback “value more opportunities to interact with peers in Dept.”

13. Step 3: Create “Culturally Relevant Curriculum” • Ground in Literature: Multicultural Program Checklist (Ponteroto & Alexander, 1995). AND Multicultural Competencies • #1- Have a required MC counseling course • #2- Add 1+ required or recommended ADVANCED COURSE • #3- Integrate MC issues into all courses • #4- Use varied teaching strategies & assessment methods

14. Auburn’s Results of Course Revision Process • Reviewed all course syllabi with MC Competencies as guide • Created an Advanced MC course recommended for all program tracks. • Added three (3) diversity competence items on all course evaluations • Assessed & evaluated student diversity competence in a) coursework; b) student portfolios; and c) annual faculty review of students.

15. AND Service Learning • Research Based: • Student’s most valued learning experiences about diversity occur outside the classroom through interactions with peers and faculty (Johnson & Lollar, 2002).

16. Service Learning • Translates academic knowledge into real-world contexts and promotes self-reflection about race, ethnicity, oppression power and privilege. (Constantine, et al., (2007) • Involvement in Social Policy Work • Gain research, evaluation, and program development skills • Include educational, legal, and public policy institutions as applied (Internship) sites

17. Service Learning at Auburn:Applied Varied Teaching Strategy. • Added “service learning” into “Intro in Professional Counseling” course encourages student interaction with individuals/groups in diverse communities. • “Counseling Diverse Populations” = Name of Auburn’s MC course…recommended by the clinical psychology faculty to their students.

18. Step 4: Create Co-Curricular Activities • Multicultural Research Team (MCRT): • Open invitation to all students at all levels to participate in MC research. • Led by two (2) Faculty • Results: Publications, research presentations and increased # of diversity-focused doctoral dissertations • Projects and other diversity activities • Student taught courses in other Dept. & Univ.-wide collaboration

19. Auburn Gives Us Some Advice:Recommendations from Process (1) • Involve all departmental constituents in organized, comprehensive, systemic effort…THE DEPT. CHAIR LEADS THE RE-VISIONING PROCESS! • Use Existing literature to augment needs assessments, focus groups & other data collection and demonstrate Committee’s recommendation are grounded in the professional literature. • Create environment that respects & supports diversity, i.e. Faculty & Student Recruitment and Retention Plans

20. Auburn Gives Us Some Advice:Recommendations from Process (2) • Create a SAFE culture for faculty & students to risk becoming MC competent/aware, i.e., explore own values, beliefs, prejudices & biases. • Create a physical environment that exhibits Dept’s commitment to diversity. Inclusiveness in: • Art Work, • Photography, • Posters, and • Department Information Display Cases • Critical need for accountability measures: • Students – ongoing evaluation & portfolios • Faculty – annual reviews & merit compensation

21. Auburn Gives Us a Last Bit of Advice: Be Aware – Every new Departmental undertaking has “stages of development” This process: Takes Time Takes Energy Not necessarily extra funding… “Keep Your Eyes on the Prize”!! (It helps)

22. Value of Auburn Case Study • Auburn’s experience in Re-Visioning and Re-Positioning of Diversity as a Core Value may help US at the University of Wyoming imagine the “face of change”… • What does Change look like for our Department? • What is our dream and vision around Diversity? • What will we have to change about ourselves to create changes in how we address Leadership, Advocacy, Social Justice, and Diversity?

23. References • Constantine, M. G., Hage, S. M., Kindaichi, M. M. & Bryant, R. M. (007). Social justice and multicultural issues: Implication for the practice and training of counselors and counseling psychologists. Journal of Counseling and Development, 85, 24-29. • Johnson, S. M., & Lollar, X. L. (2002). Diversity policy in higher education: The impact of the college student’s exposure to diversity on cultural awareness and political participation. Journal of Educational Policy, 17, 305–320. • Midgette, T. E., & Meggert, S. S. (1991). Multicultural counseling instruction: A challenge for faculties in the 21st century. Journal of Counseling & Development, 70, 136–141. • Rogers, M., Hoffman, M., & Wade, J. (1998). Notable multicultural training in APA-approved counseling psychology and school psychology programs.Cultural Diversity and Mental Health, 4, 212–226. • Stadler, H. A., Suh, S., Cobia, D. C., Middleton, R. A. & Carney, J.S. (2006).Reimagining counselor education with diversity as a core value. Counselor Education & Supervision,45, 193-206.