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DEPARTMENT OF ETHNIC STUDIES SELF STUDY FOR PROGRAM REVIEW, 2017

SELF STUDY

This report documents the self-study undertaken during academic year 2015–16 and drafted during summer and fall semester 2016 by faculty members. It has six sections and four appendices as listed on the table of contents.

Submitted by

Kebba Darboe, Ph. D. Sociology Professor & Chair

DEPARTMENT OF ETHNIC STUDIES 109 MORRlS HALL· MANKATO, MN 56001

PHONE 507-389-2798 (V) · 800-627-3529 OR 711 (MRS/TTY) ·FAX 507-389-6377

A member of the Minnesota State Colleges and Universities System Minnesota State University, Mankato is an Affirmative Action/Equal Opportunity University

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Table of Contents Page

SECTION 1: Department and Program Description………………………….6

A. Department’s Mission and Goals

B. Contribution of the Departmental Goals to the College and University’s Mission and Objectives………………………………………7 1. Undergraduate Studies 2. Graduate Studies 3. General Education 4. The Department’s Goals on Diversity

C. Changes Since the Last Program Review in 2011……………………………12 1. The Opportunity and Challenges 2. Progress Made in the Implementation of the last Program

Review Recommendations……………………………………………….19 SECTION 2: Student Academic Achievement………………………………..27 A. The Undergraduate Program: Standards for Assessing Learning Outcomes….30

1. Evidence of Achievement: Cases Studies in the Assessment Student

Learning Outcomes 2. Evidence of Achievement: Assessing Student Learning Outcomes

in the Undergraduate and Graduate programs………………………………32

B. The Graduate Program: Standards for Assessing Outcomes……………………43

C. Alumni Survey………………………………………………………………….50

Summary……………………………………………………………………………52

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SECTION 3: Faculty Achievement………………………………………….52

1. Teaching/Effectiveness

2. Scholarly or Creative Achievement

3. Evidence of Continuing Preparation and Study

4. Contribution to Student Growth

5. Service to the University and Community

SECTION 4: Interpretation of Quantitative Performance Measures………….58

A. Enrollment Measures 1. Majors/Minors and Graduate Student Enrollment 2. General Education: Lower and Upper Courses 3. Graduate Credit Hours

B. Efficiency Measures

C. Effectiveness Measures

D. Quality Measures

E. Diversity Measures

SECTION 5: Resource Management…………………………………………….60

A. Faculty

B. Facilities

C. Equipment and Instructional Technology

D. Non-salary Budget

E. Development

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SECTION 6: Summary Evaluation and Outlook………………………………62

A. Strengths

B. Weakness

C. Opportunities

D. Threats

E. Recommendations for Inclusion in the Next Five-Year Plan

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Appendices ……………………………………………………………………….64

Appendix A Document: University and College Mission and Goals Document: Program of B.S. Major and Minor (Online) Document: Program of M.S. Ethnic and Multi-Cultural Studies Document: Program of Online Graduate Diversity Certificate in Ethnic Studies Document: What can I do with an Ethnic Studies Degree? Document: Program Evaluation Metrics, 2009-2010 Document: Rubric for Purple and Gold Courses Document: Articles 22 and 25, Inter Faculty Organization (IFO) Document: Operating Rules for the Department Document: Faculty Curriculum Vitae

Appendix B Document: Syllabus for Required Core, Writing Intensive, Purple and Gold Courses Document: ETHN100: American Racial Minority Document: ETHN101: Introduction to Ethnic and Multicultural Studies Document: ETHN 150: Multicultural/Ethnic Experience Document: ETHN201W: Perspectives on African Americans Document: ETHN202W: Perspectives on American Indians Document: ETHN203W: Perspectives on Asian Americans Document: ETHN204W: Perspectives on Latinos/Hispanics Document: ETHN220W: Civil Rights in the US Document: ETHN400/500: Cultural Pluralism Document: ETHN401/501: Applied Cultural Research Document: ETHN402W/502: Ethnic Research Method/Skills Document: ETHN 410: Foundations of Oppression

Appendix C Document: Ethnic Studies Learning Outcomes (B.S. and M.S. Programs, 2012 to 2016) Document: Ethnic Studies Student Survey: undergraduate and graduate Document: Assessment of Student Learning Outcomes 2015-2016 Document: Assessment of Student Learning Outcomes 2014-2015 Document: Assessment of Student Learning Outcomes 2013-2014 Document: Assessment of Student Learning Outcomes 2012-2013

Appendix D Document: Ethnic Studies Department Data Summary 2011-12 to 2015-16 Document: Annual Assessment Report 2015-2016 Document: Annual Assessment Report 2014-2015 Document: Annual Assessment Report 2013-2014 Document: Academic Planning Tool 2015-18 Document: Composite Instructional Evaluations 2012 through 2016 Document: Alumni Survey Document: Newsletters 2015-2016

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The program review focuses on academic years 2011–12, 2012–13, 2013-14, 2014-15 and 2015–16

SECTION 1: Department and Program Description

A. Department’s Mission and Goals

The Department of Ethnic Studies was established as an academic unit in 1989 at Minnesota State University, Mankato. The first program review took place in 1993 at a time when the Department was in the process of transition to an independent academic unit. Many of the recommendations the consultant made have been implemented while others remain a challenge and opportunity. To date, three program reviews were conducted: the first in 1993, the second in 2005, the third in 2011 and the fourth will be conducted in 2017. It is a small department that is growing, with a large number of majors and the only graduate program in ethnic and multicultural studies in the upper-Midwest. It continues to lead in this academic discipline through the dissemination of academic knowledge that takes into consideration the historical and contemporary dynamics of race and ethnic relations in both national and international contexts. Among the most important goals that the Department of Ethnic Studies fulfills is that of promoting diversity, which is demonstrated not only in the curriculum but also by the recruitment and retention of diverse students and faculty. These goals are strategically consistent with the mission and objectives of the both the College of Social and Behavioral Sciences and Minnesota State University-Mankato as a whole.

Department’s Mission and Goals

The Ethnic Studies Department

The Ethnic Studies Department seeks to fulfill its mission through the following goals:

1. To provide high quality, well respected undergraduate and graduate programs. These degree programs teach critical and creative thinking, oral and written communication, individual and group problem solving, use of current information technologies and computer software research tools, for example, Qualtrics. All of these skills contribute to an appreciation for and an understanding of ethnic and racial diversity, as well as the reason for and an application of democratic values, in a multicultural world.

2. To provide challenging, personally enriching, and professionally relevant general education.

… is an interdisciplinary program, academically committed to promoting multicultural and ethnic knowledge, skills and values both within and outside the United states and to preparing our students for effective participation in culturally diverse global communities.

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3. To provide a collegial environment that fosters the continued intellectual growth and contributions of Faculty, Students and Staff.

4. To provide curricular and extracurricular activities those promote students’ personal and professional growth, as well as commitment to social responsibilities.

5. To provide accessible, effective academic advising and other support services for its students.

6. To provide through faculty professional expertise in race/ethnic relations to the region, the state, and the global communities.

7. To support teaching, learning, scholarship, and service that is consistent with the College and University goals.

8. To provide support for campus initiatives to improve Minnesota State University, Mankato.

These goals are central to the Department of Ethnic Studies in the following ways: 1. Progress reports are based on assessment outcomes. 2. These goals assist in the design of future plans. 3. These goals serve not only to fulfill the mission of the department but also further

promote the mission of the College and the University (Appendix A) B. Contribution of the Departmental Goals to the College and University’s Mission and

Objectives

The Department of Ethnic Studies derives its mission statement from corresponding mission statements of the College and the University.The department integrates teaching, research and service activities to further the mission of both the College of Social and Behavioral Sciences and the University.

The College of Social Behavioral Science:

Both mission statements, that of the Department and the College, are closely intertwined and are congruent with the University’s mission. The Department of Ethnic Studies explicitly seeks to promote multicultural and ethnic knowledge, skills and values. Additionally, it prepares students for effective participation in culturally diverse global communities (Appendix A at http://sbs.mnsu.edu/ethnic/programreview/)

… promotes the exploration, understanding explanation and transformation of the social world through undergraduate and graduate teaching and learning, research and scholarly activities, and service to local, state, national, and global communities.

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The mission of the Department of Ethnic Studies is directed towards teaching, learning, research and fulfilling program and institutional obligations in the following areas:

1. Undergraduate Studies The goal at the undergraduate level is to offer students a program that prepares them for future academic or professional opportunities. The Department of Ethnic Studies offers an undergraduate major in four areas of concentration/emphasis: 1) Public Government; 2) Business/Corporate; 3) Local Community and Human Services; and 4) International Community and Human Services (Appendix A).

Students who want to major or minor in Ethnic Studies are required to take core courses, for example, Ethnic Studies 101: Introduction to Multicultural Studies, which addresses the question: How is Ethnic Studies a social and behavioral science? And Ethnic Studies 100: American Racial Minorities, which addresses: What is Ethnic Studies about? For instance, Ethnic Studies is an interdisciplinary program that enhances student understanding of the experiences and perspectives of racial and ethnic groups in the United States. In this context, the courses explore differences in the cultural perspectives, educational patterns, political experiences, and socioeconomic conditions of Native Americans, African Americans, Latino Americans, Asian Americans, and new immigrants. Additionally, the courses offer varied theoretical and historical perspectives about racial and ethnic groups on topics that range from, for example, the family, class, gender, race, and world cultures. At the conclusion of the courses students develop an informed perspective of how and why race continues to shape and affect social reality in the United States and world over.

Further, the Department offers students a minor with emphases in American Indian Studies, African American Studies, Latino American Studies, and Asian American Studies. Some required courses include: Ethnic studies 401/501: Applied Cultural Research or Ethnic studies 402W/502: Ethnic Research Methods/Skills. These courses expose students to qualitative, quantitative and evaluation research methods; and computer software technologies, for example, Qualtrics and Statistical Package for the Social Sciences (SPSS). The Department is committed to providing its majors and minors personal enrichment that is possible only through a liberal arts education. Concepts or social constructs of race, ethnicity, class, and gender are central to the discipline of Ethnic Studies and as such are covered in every course. Students completing the undergraduate program will have greater conceptual, theoretical and experiential knowledge and skills essential to participating in any multicultural environment within global society and the global economy.

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The undergraduate degree prepares students to qualify for graduate work in other academic areas, such as the social sciences, humanities and education. Additionally, it prepares students for careers in the public, private and academic sectors. For example, graduates with Ethnic Studies degrees are prepared to work as academic advisors and recruitment and retention specialists in schools, colleges and universities. They also can work in human resources positions in state and federal government agencies, in community service organizations concerned with opportunities and problems of various ethnic and racial groups, etc. In summary, many employersrecognize the value of hiring people trained to work effectively with diverse communities and cultures. Thus the answers to the question: “What can I do with an Ethnic Studies degree?”, can be seen in the list of employment opportunities is posted on Appendix A at http://sbs.mnsu.edu/ethnic/programreview/

2. Graduate Studies The Master of Science in Ethnic and Multicultural Studies Degree Program started in Fall Semester 2002. The goal at the graduate level is to prepare students to take on higher levels of responsibility in the work force than is possible with a Baccalaureate Degree. Graduate students continue to have successful careers in both the private sector and in governmental agencies; for example, many are employed in community colleges and four-year colleges/universities throughout the region. To date, former students have completed advanced degrees,for example, Juris Doctor (J.D.) and Ph.D. The program emphasizes a diversity of theories on race and ethnicity, as well as research methodologies – qualitative, quantitative and evaluation. The requirements for completion of the M.S. degree are: 1) pass course work with a minimum of a B average; 2) pass a comprehensive examination in the four areas: American Indian Studies, African American Studies, Latino American Studies, and Asian American Studies, and 3) writing requirements, for example, with a Thesis Plan students must complete 33 credits of course work and write a research-based thesis, or 4) with an Alternate Plan Paper students must complete 34 credits of course work and write an alternate plan paper. In addition, the Department of Ethnic Studies offers an Online Graduate Diversity Certificate Program. The primary purpose of this Certificate Program is to provide students with more options and opportunities for gaining cultural diversity knowledge, competency skills, and cross-cultural training and diversity management skills, which meet the diversity needs in the United States of America and around the world. During spring semester 2011, faculty completed a workshop that prepared them to offer the Certificate Program courses online (Appendix A at http://sbs.mnsu.edu/ethnic/programreview/).

Who will be those potential students to receive certificates?

1) Students who have earned a Baccalaureate Degree from any accredited college or university

2) Students who are admitted to the Master of Science Graduate Program in Ethnic and Multi-Cultural Studies

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3) Professionals or traditional/non-traditional students in any field, for example, counseling, corrections, education, management, nursing, social work, and other service providing fields. Therefore, the program is open to all graduate students at Minnesota State University-Mankato and other graduate schools

4) A completion of a minimum of eighteen academic credits

3. General Education:

The general education program is comprehensive and integrates a foundation of knowledge and competency skills, especially in writing, critical thinking and technology, all areas that are important for an educated citizenry in the 21st century global economy. The Department of Ethnic Studies offers a variety of lower and upper division courses that meet the writing intensive and diversity cultures requirements, for example, “purple” diversity courses, which are content-based requirements for graduation. The diverse cultures courses prepare students to better understand diversity in the United States and in other societies worldwide. The American Racial Minorities (ETHN 100) course has been designed to teach students about the four major racial minority groups in the United States: Native Americans, African Americans, Latino Americans, and Asian Americans. This course is part of the original program and has proven to be quite effective in delivering information appropriate for general education. During the academic year 2000-2001, based on the recommendations of the first program review in 1993, a new course was developed: Ethnic Studies 101: Introduction to Multicultural Studies, and it meets category seven requirement of the General Education Program and “purple” diverse cultures course. The aforementioned two courses are not only important additions to the general education courses, but also serve tomaximize the production of Full Time Equivalent (FTE) and as gateway courses into the Major and Minor in Ethnic Studies. General education courses include: Ethnic Studies 100: American Racial Minority, Ethnic Studies 101: Introduction to Multicultural Studies, Ethnic Studies 201W: Perspectives on African Americans, Ethnic Studies 202W: Perspectives on American Indians, Ethnic Studies 203W: Perspectives on Asian Americans, Ethnic Studies 204W: Perspectives on Latinos/Hispanics; and Ethnic Studies 220W: Civil Rights in the U.S. These courses provide important breadth and meet the following requirements: 1) Part C: writing intensive (W), 2) Goal Area 5: History and the Social and Behavioral Sciences, and 3) Goal Area 7: Human Diversity. Finally, the department provides instruction in the area of Ethnic Studies as service to other departments in the College of Social and Behavioral Sciences. These departments include Anthropology, Economics, Gender and Women Studies, Government, History, Sociology and Corrections, and Social Work. In addition, it provides much needed service courses for important programs, including the Honors Program, the First Year Experience Program, the International Relations Program, and various Learning Community Programs.

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4. The Department’s Goals on Diversity

The Department of Ethnic Studies is committed to supporting and promoting diversity at Minnesota State Mankato. For example, Ethnic Studies 100: American Racial Minority, and Ethnic Studies 101: Introduction to Ethnic and Multicultural Studies courses, meet the new diverse cultures graduation requirements. The two aforementioned are “purple” courses emphasizeanalytical and reflective skills to better understand diversity in the United States and in other societies across the world. Additionally, Ethnic Studies 150: Multicultural/Ethnic Experience is a “gold” course that emphasizes experiential learning. These aforementioned courses satisfy goal area 7: “Human Diversity” of the General Education program. Many of the courses place issues of diversity, such as affirmative action, cultural pluralism, multiculturalism, and immigration at the center of their curricula.Department faculty are involved in a number of activities related to diversity, including serving on the President Task Force on Diversity, the College Diversity Committee, and the Diversity Curriculum Evaluation Committee.Finally, Ethnic Studies has a diverse student population with a variety of backgrounds and experiences on the basis of race, class, gender, age, sexual orientation, nationality, and differing abilities. Therefore, the underlying goal of Ethnic Studies to provide a better understanding of diversity and inclusion in a pluralistic American society is being accomplished.

5. Impact on Diversity and Inclusion

The Department continues to support an inclusive Minnesota State University (MSU) campus that attracts and retains diverse students, faculty and staff. In this context, MSU’s desire to promote a dynamic learning environment important to academic excellence and global citizenship is strongly supported by the mission of the Department of Ethnic Studies. The program has made, and continues to make, a significant contribution to the stated goal that diversity and inclusion must be part of each and every new initiative at MSU.

• The program continues to lead in this academic discipline through the dissemination of academic knowledge that considers the historical and contemporary dynamics of race and ethnic relations in national and international contexts

• Among the most important goals that the Department of Ethnic Studies fulfills is that of promoting diversity, as demonstrated not only in the curriculum but also by the recruitment and retention of diverse student body and faculty

• The diverse student body of the department enriches the university experiences for all students

• The graduation rates are increasing, especially for racial minority students, in the Program

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• However, closing the achievement gap that reflects a disparity in educational measures between racial and ethnic groups remains a work in progress

• For example, grade point average, dropout rates, and completion rates differ between groups defined by social class, race/ethnicity, and gender

• These goals are strategically consistent with the mission and objectives of the College of Social and Behavioral Sciences and Minnesota State University-Mankato

C. Changes since the third program review in 2011 The most important changes during the last five years have been in the curriculum area. During the academic year 2011-2012, the Ethnic Studies faculty have accomplished the following:

1. As required by the Minnesota state law, the requirement for Baccalaureate Degree should change from 128 to 120 credits—conversion or curriculum redesign

• This process is completed and approved • Recommended minors include applied programs, for example, Business,

Community Health, Corrections and Law Enforcement, Social Work, etc. 2. Diverse cultures requirement labeled as “gold or purple” for only lower and upper

division undergraduate courses. Some courses have been approved as gold and purple • Purple course meets Goal 1: To prepare students with course content and the

analytical and reflective skills to better understand diversity in the United States and in other societies across the world.

• Gold course meets Goal 2: To give students learning opportunities to experience diversity with supervised reflection; to assist them in recognizing and responding to conditions of marginalized populations.

• However, some students have raised concerns and pointed out that by design Ethnic Studies courses already meet the diverse cultures requirements—gold and purple

3. The Online Graduate Diversity Certificate Program is approved and requires 18 credits. The program consists of a re-organized packaging of our graduate courses, seeking to attract students who may not want a full commitment to the Master’s Program. Its main objective is to attract professionals from social services, educators and other agencies in the region

4. In the fall semester 2013, we began offering the Ethnic Studies Minor Program online, and it requires a total of 18credits--semester hours. Faculty teach courses via the Desire2Learn Brightspace (D2L). The Desire2Learn Brightspace is Minnesota State University’s web-based management system, which manages the delivery of the online

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courses. All registered students have immediate access to D2L via its link on the MSU homepage. Upon completion, students can transfer the coursework to the Baccalaureate Degree at MSU or other universities.

5. To assess online instructional methods an additional goal is added: Outcome 9: Demonstrate the ability to use computer technology through online instructional methods

6. To date, the aforementioned online programs generated $5,354.95 online differential funds in 2013-2014, $19,702 in 2014-2015, and $22,931.82 in 2015-2016

• Online differential funds are used to pay: 1) certification of online courses through Quality Matters; 2) adjunct faculty and 3) graduate assistantships

• Online Differential Tuition and Distribution: FY16 Distribution of FY15 Revenue by Department as shown on Table1

Table 1: FY16 Distribution of FY15 Revenue

CollegeofSocial&BehavioralSciences

Department TCH byDepartment

% ofTotal

Dist.Of50%Dept.Dollars

9,923 $110,577

AIS 51 0.51% $568 Anthropology 128 1.29% $1,426 AOS 133 1.34% $1,482 Corrections 174 1.75% $1,939 Economics 234 2.36% $2,608 EthnicStudies 1,768 17.82% $19,702 GWS 296 2.98% $3,298 Geography 1,403 14.14% $15,634 Gerontology 316 3.18% $3,521 History 808 8.14% $9,004 LawEnforcement 561 5.65% $6,252 ModSim 0 0.00% $0 NonProfitLeadership 789 7.95% $8,792

7. During 2014-15, faculty created four undergraduate Degree Maps for completion in four years. Bachelor of Science Degree in Ethnic Studies (baccalaureate degree) requires a minimum of 120 semester hours of credit.

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Four Academic Maps are created based on the major emphasis.

• Major Emphasis: Public/Government • Major Emphasis: Business/Corporate • Major Emphasis: Local Community and Human Services • Major Emphasis: International Community and Human Services

8. Faculty also created two maps for the graduate programs

• Online Graduate Diversity Certificate, 18 credits • Master of Science in Ethnic and Multicultural Studies, 33-34 credits

9. Purpose of Academic Maps

1) To provide a flowchart of course offerings by term, for example, Term 1-Fall Semester, Term 2-Spring Semester, etc., so that students can plan their course selections

2) To assist academic advisors with information about student’s academic progress

3) To help prospective students, for example, high school and transfer students, make informed decisions on their coursework before seeking admission or transferring to Minnesota State University-Mankato

4) To assist academic advising that is important to student success, for example, retention, degree completion, career readiness, civic engagement, etc.

• Note: all the academic maps are available for review on the Minnesota State University Home page: http://www.mnsu.edu/programs/#E and

• Curriculum Design System (CDS): https://secure2.mnsu.edu/CDS/MyProposal/Completed.aspx

10. Common Course Outline In addition, faculty completed and submitted via the Curriculum Design System (CDS) student learning outcomes (objectives) for both the undergraduate and graduate level courses

• Purpose is to improve student learning through assessment of each course’s goals and objectives—measurable outcomes

• The student learning outcomes at the program and department level in Ethnic Studies are consistent with the mission and goals of the College of Social and Behavioral Sciences and Minnesota State University Mankato

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11. In 2015 faculty approved the 3+2 program. Participation in the 3+2 program: The 3+2

program is an accelerated graduate program that combines undergraduate and graduate level courses, where double count is conferred for a minimum of 12 credits. Both courses will appear on the student’s transcript, for example, ETHN 400: Cultural Pluralism and ETHN 500: Cultural Pluralism. Students can apply after completion of 60 credits and maintain a grade point average of 3.0.

• Rationale: We want to hold on to our majors thereby increasing the number of students in the graduate program. In addition, it is cost effective for students. We place high priority on recruitment and retention of our students. Interested students are encouraged to apply for the 3+2 program

12. Full Time Equivalent (FTE) credit hours: Another important change in the past five years has been the increase of Full Time Equivalent (FTE) credit hours. This increase is due to success in attracting students to our courses in the General Education and Cultural Diversity programs as well as our graduate and undergraduate programs.

• For example, our course Ethnic Studies 100: American Racial Minorities has consistently been one of the most important courses in the generation of FTE

• In spring 2001, we introduced the course: Ethnic Studies 101: Introduction to Ethnic Studies ETHN 101, which has been equally successful in attracting students. These two courses are essential to our program as they not only generate FTE, but also serve as gateway for students into the major and minor programs

13. Balancing Student-Faculty ratios • To date, there are three core faculty members • The Faculty is overburdened with trying to meet responsibilities in the

classroom, committees, and activities in the college and university • However, Ethnic Studies is a low cost, high enrollment program because

of Full-time equivalent (FTE) student hour’s production • According to the Institutional Research data (September 2015), the actual

adjusted credit hours per full-time-equivalent faculty (FTEF) increased from 600 the standard in academic year 2013-14 to 698 the actual during academic year 2014-15 (the actual of 698 exceeded the standard of 600)

• In academic year 2014-15, a total of 4,236 credit hours was generated • The credit hours were generated by the following categories: on campus

generated 2,579 credit hours; and online generated 1,657

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• General Education generated 3,183 credit hours; and Writing Intensive generated 510 credit hours

• The General Education and Writing Intensive Credit Hours include some Purple/Gold Courses

• The number of students to faculty ratio remains high in 2015-16 – for example, 22.50

• Student-to-faculty ratio of 22.50 means class size is large and the faculty are overworked

• Arguably, the lower the Student-to-faculty ratio, the more contact a student will have with faculty members, for example, 15:1, means fifteen students for every one faculty

14. Faculty: The faculty turnover rate has affected the redistribution of teaching loads, advising assignments, and committee tasks. As a result, the Department plans to implement recruitment and retention policy or operating rules as the first step towards ensuring faculty success and retention. A copy of the policy is available for review on Appendix A at http://sbs.mnsu.edu/ethnic/programreview/. The faculty turnover challenges:

• In 2008, two new faculty were hired with specializations in Latino/Hispanic studies and American Indian Studies, respectively: Drs. I. Catarina Fritz and Rhonda Dass. Following alleged interpersonal conflicts, Drs. Dass and Fritz, respectively, were reassigned to the Departments of Anthropology and Sociology and Corrections with teaching assignments in those Departments by Dean Alessio. To date, no due process hearings have ever taken place on this case. During spring semester 2011, the two faculty requested a permanent transfer and the administration granted it. In this connection, the administration promised to restore the two probationary positions in the future when the budget outlook improves. Further, the American Indian Studies Program, which was developed by the Department of Ethnic Studies, was taken during this process without consultation and approval by the Department of Ethnic Studies, and is now a “Free Standing Program” in the Department of Anthropology, renamed from American Indian Studies to the American Indigenous Studies Program.

• Two pre-doctoral fellows: Mr. Vang Xiong and Mr. Dalton Crayton were hired to take up a portion of the course load of Drs. Fritz and Dass during the academic year 2010-11

o During the academic year 2009-2010, Mr. Xiong had been employed as an adjunct faculty. Subsequently in Fall Semester 2010, he obtained a pre-doctoral fellowship/fixed-term position to

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pursue a doctoral program in counseling (Ed. D.) at Minnesota State University. He taught the following courses: ETHN 100: American Racial Minority course, ETHN 101: Introduction to Ethnic Studies, ETHN 150: Multi-Cultural/Ethnic Experience, and ETHN 203W: Perspectives on Asian Americans. Mr. Xiong’s contract ended on June 30, 2014

o Mr. Dalton Crayton secured a pre-doctoral fellowship/fixed-term position to teach and continue his doctoral program in Educational Leadership (Ed. D.) at St. Cloud State University, Minnesota Fall Semester 2010. He taught the following courses: ETHN 100: American Racial Minority course, ETHN 101: Introduction to Ethnic Studies, ETHN 150: Multi-Cultural/Ethnic Experience, and ETHN 201W: Perspectives on African Americans. Mr. Crayton’s contract ended on May 11, 2015

• In 2010, Dr. Michael Fagin, a former faculty, was reassigned from the Dean of Institutional Diversity position to teach in the Department, where he held tenure. After many years of teaching and administration, Dr. Fagin, a valued member of the Department and the campus community, retired in May 2015

15. Adjunct Faculty • Mr. Abdulkadir Alasow, Master of Science in Ethnic and Multicultural

Studies Program at Minnesota State University-Mankato. o Teaching Assignment and semesters: ETHN 100: American

Racial Minorities course, Spring semester 2011and spring semester 2012

• Mr. Francisco Gonzalez, M.A. History and J.D. o Teaching assignments and semesters: ETHN 100: American

Racial Minority course and ETHN 204W: Perspectives on Latinos/Hispanics, and ETHN 440/550: Hispanic Studies. He resigned in 2013 after securing a permanent position in the legal field; Fall semester 2011-spring semester 2012

• Ms. Barbara Doust, Master of Science in Ethnic and Multicultural Studies Program at Minnesota State University-Mankato.

o Teaching assignments and semesters: ETHN 100: American Racial Minority and ETHN 101: Introduction to Ethnic Studies, Spring semester 2012 and fall semester 2013

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• Mr. Thomas Heffernan, Master of Science in Ethnic and Multicultural Studies Program at Minnesota State University-Mankato.

o Teaching assignment and semesters: ETHN 101: Introduction to Ethnic Studies, fall semester 2012, spring semester 2013, and fall semester 2015

• Mr. Jamie Erickson, Master of Science in Ethnic and Multicultural Studies Program at Minnesota State University-Mankato.

o Teaching assignment and semester: ETHN 150: Multi-Cultural/Ethnic Experience, spring semester 2013

• Ms. Lindsay Bolstad, Master of Science in Ethnic and Multicultural Studies Program at Minnesota State University-Mankato.

o Teaching assignment and semester: spring semester 2016 • Dr. Joel Vargas, Master of Science in Ethnic and Multicultural Studies

Program at Minnesota State University-Mankato and Ph. D. in Sociology. o Teaching assignments and semesters: ETHN 204W: Perspectives

on Latinos/Hispanics, and ETHN 440/550: Hispanic Studies, Fall semester 2013, fall semester 2014, spring semester 2015, fall semester 2015, spring semester 2016

16. Opportunities and Challenges: The Program’s most pressing need, which limits efforts

to fully achieve its goals and objectives, is for additional faculty. This would make it possible to not only offer more classes and sections to meet the growing student demand, but would also make it possible to devote more time and attention to mentoring students on issues of community activities, field trips, etc.

• To date, the Department of Ethnic Studies has three core faculty members • The loss of faculty, without replacement, has negatively affected faculty-

student ratio and student credit hour production for both undergraduate and graduate programs, even though the Department is still performing at a very high rate relative to other departments

• Where it has most negatively affected the Department is in the frequency of course offerings. For example, the purple, gold, writing intensive, and general education courses cannot be offered at the desired frequency to meet student demand with only three core faculty

• There seems to be an equity issue within the College where there appears to be no fairness in the allocation of positions by department

• Institutional discrimination against the Department is a perennial threat, and is manifested on various levels over differing issues – for example, position requests, interpersonal conflicts, faculty mobbing, and meddling by other faculty and staff

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• The lack of institutional support was confirmed by the outside Program Reviewer (2011) through face-to-face interviews with graduate students, program faculty, and staff

D. Progress made in the Implementation of the 2011 Program Review Recommendations

Dr. Lugo-Lugo made nine recommendations. Listed below are some of the recommendations and department’s responses.

1. MeetingsbetweenfacultyinEthnicStudiesandmembersoftheAdministration

• Purpose:To“cleartheair”andbeginandprocessoffrankandopendiscussionaimedatfosteringahealthyleveloftrustintheinstitutionamongthefaculty.

• Thereshouldbemorethanonemeeting,andatleastoneofthoseshouldincludetheprogramfaculty,fortheirideasandvoicesareimportant.

• EverysemestertheChairmeetswiththeDeanoftheCollege,ProvostandPresidenttorequestpositionsandseekguidance.

2. Tenure-trackclusterhiresfortheprogram(nofewerthanthreehires)• Thebestwaytohireanewcohortoffacultyistoadvertiseforpositionswhere

therearevacancies(LatinoStudies,comestomind)orconsiderablegaps.Thereshouldbenofewerthan3,withanoptimumof5hires,spreadbetweentwoacademicyears–3hiresoneyear,2hiresthenextyear,sotheydonotallhavetogoupfortenuresimultaneously.Hiringpeopleatdifferentstagesoftheircareermayalsohelp–forinstance,hiringtwoassistantprofessors,twoadvancedassistantprofessors,andanassociateprofessor.

• Purpose:Acohortofmultiplenewtenure-trackhireswould:(1)allownewfacultymemberstodevelopaself-supportingbond,(2)bringnewperspectivesintothedepartment,andperhapsmoreimportantly,(3)helpthechancesofretainingthosefacultymembers.

• Themajorityofnewhiresshould,andwecannotstressthisenough,holddegreesinEthnicStudies–includingEthnicStudiesspecificdegreeslikeLatinoStudies,AfricanAmericanStudies,orAmericanStudies,asopposedtodegreesinmoretraditionaldisciplineslikeSociology,Anthropology,orPsychology,forinstance,tominimizethechances(orattheveryleastperceptions)of“poaching”byotherdepartments.

• AnotherimportantpointaboutthesehiresisthatpotentialfacultyshouldbehiredwiththepurposeofbridgingthedifferentareasofthecurriculumbydoingcomparativeworkinEthnicStudies,andbyfocusingonaparticularareaofstudyitselfwithinthefield,inadditiontoaparticularethnic/racialgroup.

o ThiscanbedonebyadvertisingapositionasseekinganexpertinLatinoStudies,forinstance,whocanalsoteachtheclassesinthecurriculumthatarenotgroupspecific(e.g.,ETHN101;ETHN150;ETHN330;ETHN400,ETHN410,andETHN480,etc.)andwhocan

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developnewclassesthatareNOTgroupspecificinadditiontoclassesinLatinoStudies.

• Note:sinceweareonthesubject,wehavetosaythatfewpeoplegraduatingfromLatinoorEthnicStudiesprogramstodaywouldapplytoapositioninLatinoStudiesataninstitutionthatuses“Hispanic”inthetitleoftheirclasses.Theconceptisunderstoodaspoliticallyretrograde,anditisonlyusedbyLatinoStudiesscholarsinrelationtogovernmentdata.

ActionPlan:Since2011topresent,theDepartmentsubmitstwopositionrequestsperannum.Todate,nopositionhasbeenallocated,onlypromises.Attachedisacopyforyourreview.

Table 2: Position request 2017-18 Position Request

Date: September 14, 2016

To: Dr. Kimberly Greer, Dean, College of Social & Behavioral Sciences

From: Kebba Darboe, Chair, Department of Ethnic Studies

Subject: Probationary Position Request (Replacement), Academic Year 2017-18

---------------------------------------------- Position Request: The Department of Ethnic Studies is requesting a probationary position with area of specialty in Latino (a)/Hispanic Studies. Qualifications: Ph. D. in Ethnic Studies or related field and experience in online teaching—distance learning Position Description: the instructor will be responsible for course preparation, instruction, and assistance to students, and evaluation and grading of student work. The instructor will teach the following courses: ETHN 100: American Racial Minority, ETHN 101: Introduction to Multicultural and Ethnic Studies, ETHN 204W: Perspectives on Latino/Hispanics, and ETHN 450/550: Latino/Hispanic Studies

This position request meets the following criteria: 1. Balancing Student-Faculty ratios:

• To date, there are three core faculty members • The Faculty is overburdened with trying to meet responsibilities in the

classroom, committees, and activities in the college and university • However, institutional discrimination against the department is a perennial

threat, and is manifested on various issues, for example, position requests, interpersonal conflicts, faculty mobbing and meddling by other faculty and staff

• Additionally, the lack of institutional support was confirmed by the program reviewer (2011) through face-to-face interviews with graduate students, program faculty and staff

• Ethnic Studies is a low cost high enrollment program because of Full-time equivalent (FTE) student hour’s production

• According to the Institutional Research data (September 2015), the actual adjusted credit hours per full-time-equivalent faculty (FTEF) increased from 600 the standard in academic year 2013-14 to 698 the actual during academic year 2014-15 (the actual of 698 exceeded the standard of 600)

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• In academic year 2014-15, a total of 4,236 credit hours was generated • The credit hours were generated by the following categories on campus

generated 2,579 credit hours; and online generated 1,657 • General Education generated 3,183 credit hours; and Writing Intensive

generated 510 credit hours • The General Education and Writing Intensive Credit Hours include some

Purple/Gold Courses • The number of students to faculty ratio -remains high, i.e., 22.86 • Student-to-faculty ratio of 22:56 means class size is large and the faculty

are overworked • Arguably, the lower the Student-to-faculty ratio, the more contact a student

will have with faculty members, for example, 15:1, means fifteen students for every one faculty

2. Balancing overall responsibilities: • The ability of Ethnic Studies to continue to maintain the present levels of

Adjusted Credit Hours production and be able to cover substantive teaching areas depend to a great extent on keeping the requested position

• For instance, the number of students declaring Ethnic Studies as their major has annually increased

• Also, the General Education courses, for example, ETHN 100: American Racial Minority and ETHN 101: Introduction to Multicultural and Ethnic Studies, attract a large number of students

3. Centrality of the position to the department mission and goal: • This position is central to the departmental goal 1: “provide high quality,

well respected undergraduate and graduate programs,” • Goal 5: “provides accessible, effective academic advising and other

support services for its students,” and • Goal 6: “provide its professional expertise in race/ethnic relations to the

region, the state and the global communities” 4. Contribution of the position to the college mission and goal:

• The requested position will contribute directly to fulfill the college goal 1: “provide high quality, well respected undergraduate and graduate programs,” and

• Goal 6: “provide accessible and effective academic advising and other support services”

• The position will also add to the college goal of promoting diversity in the learning environment both in the curricula and in terms of a diverse faculty

5. Potential for program expansion: • The Department of Ethnic Studies has recently opened online the Minor in

Ethnic Studies and Graduate Diversity Certificate Programs, which are based on the offering of substantive courses

• The position request is central to our ability to attract potential students into these two online programs

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3. ShiftingassignmentofGraduateAssistantsfromprofessorstoclasses• Inordertoalleviatetheassignmentdifferentialamonggraduatestudents,they

shouldbeassignedtoclasses,notprofessors,makingsuretheyeachhaveasimilarnumberofclassesandstudentstowhichtheyareresponsible.Thatwouldalsoguaranteethatstudentsgetacquaintedwithdifferentteachingmethodsandpedagogicaltechniques.

• Ifthisisnotpossible,thenwewouldrecommendanemphasisoneveningouttheirloadsduringtheacademicyear.Thatis,ifforinstance,onestudentisinchargeof4classesand250studentsonesemester(whichwethinkisalittletoomuchforanyone,letaloneastudent),andanotherisonlyinchargeof1classand30students,thesituationshouldbereversedthefollowingsemester.

• Finallyaboutthispoint,andperhapstolookatitinanotherway,thereisnoreasonforafacultyteachingonlyoneundergraduateclassandonegraduateseminar,forinstance,tohavethesamenumberorgraduateassistantsasafacultymemberwhoisteachingfourundergraduatecourses.Itdoesn’tseemtobeafairsituationforanyofthepartiesinvolved.

• ActionPlan:Inordertoalleviatetheassignmentdifferentialamonggraduatestudents,weassigngraduatestudentstoclasses,forexample,largeclasssizeandonline.Thisplanisworkingthroughadivisionoflaborandmutualunderstandingamongstudents.Annually,werequestformoregraduateassistantshipsbutfundingdependstoalargeextentontheeconomicconditions—budget.

4. Fundingforgraduatestudents(oratleastpartofit)shouldcomefromthesameplacesfundingforgraduatestudentsinotherdepartmentscomesfrom• AlthoughweunderstandwhythegraduateassistantsinEthnicStudiesarefunded

throughothermeans,especiallyplacestryingtofosterdiversity,liketheOfficeforInstitutionalDiversity),itisalsotruethattheexclusiveuseofalternativemoniestofundtheirassistantshipscreatestheperceptionthatthesestudentsaresomehow“different”andperhapsundeservingof“real”meansoffunding.

• ThereisnoreasonfortheOfficeofInstitutionalDiversitytofundonlystudentsinEthnicStudies,asdiversityshouldbefosteredacrossCampusinthesamewaythatthereisnoreasonforstudentsinEthnicStudiesnottobefundedbytheGraduateSchool,theCollege,andwhateverotherofficefundsgraduatestudentsinotherunits.

Action:• 1)Duringacademicyear2015-16,totaloffivegraduate/teachingassistantsfunded.Thefundingsourcesinclude,forexample,

v CollegeofSocialandBehavioralSciencesfundedtwograduate/teachingassistantspositions,

v CollegeofGraduateStudiesandResearchfundedonegraduate/teachingassistantposition,

v OfficeofFinancialAidfundedonegraduate/teachingassistantposition,v OfficeofInstitutionalDiversityfundedonegraduate/teachingassistant

position

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• 2)Duringacademicyear2016-17,totaloftwoandhalf,forexample,v OfficeofInstitutionalDiversityfundedonegraduate/teachingassistantship

position,v CollegeofSocialandBehavioralSciencesfundedonegraduate/teaching

assistantposition,andv CollegeofGraduateStudiesandResearchfunded.50graduate/teaching

assistantpositionasshownontable3.

Table 3: Ethnic Studies Department was funded .50 teaching assistant position from the College of Graduate Studies and Research, 2016-2017

CollegeofSocialandBehavioralSciences:12.5fundedof36requested• Anthropology 1TA• ClinicalPsychology 2RA• EthnicStudies .5TA• Gender&Women’sStudies .5TA• Geography 1RA• Government 1RA;.5AA• I/OPsychology 2TA• SocialWork 1TA;1AA• Sociology/Corrections .5TA• UrbanandRegional .75RA;.75TA

5. Updatingtheundergraduatecurriculum• Thecurriculumshouldreflecttheresearchandinterestareasofthecurrent

faculty.• Itshouldalsoreflectnewtrendsinthefield.

Action:

• Anewcoursedevelopedin2012:ETHN405/505:PerspectivesonNewImmigrants• Itisofferedbothintheclassroomandononline—distancelearning• CourseDescription• Thepurposeofthiscourseistoexaminethechallengesandopportunitiesofthenew

immigrants,refugees,families,andspecificallytheirchildren,intheUnitedStates.Additionally,thiscourseisforseniorandgraduatestudents,anddesignedtomeetoneoftherequirementsforonlineGraduateDiversityCertificateProgram.

• The1965ImmigrationandNationalityAct,whicheliminatednationality-basedquotas,openedtheUnitedStatestoanewwaveofimmigrationfromAfrica,Asia,CaribbeanIslands,MiddleEast,andLatinAmerica.Asaconsequence,oneinfivechildrenintheUnitedStatestodayhaveanimmigrantparent(Rumbaut,2002).Inthisconnection,threediversepopulationswillbethefocus:1)newimmigrants,2)refugees,and3)millennialgeneration.Thenewimmigrantsarepeoplewhocamelegallyafterthe

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passageofthe1965NationalityActandincludepeoplefromAfrica,forexample,Gambia

StudentLearningOutcomes:

• TheobjectivesorlearningoutcomesofthecourseareaccomplishedbyapplyingBloom’s(1956)taxonomy:knowledge,comprehension,application,analysis,synthesis,andevaluation.Attheconclusionofthecourse,throughtheexplorationofprimaryandsecondarysourcesreadings,lecturenotes,writtenassignments,andfilms,everystudentshouldbeableto:

1) Understandthehistoryofnewimmigrants,refugees,andmillennialgenerationintheUnitedStates

2) UnderstandhowtheUnitedStateschangedovertime,bothdemographicallyandculturally,asitspopulationgrewtoincludeimmigrantsfromincreasinglydiversepartsoftheworld

3) Describethechallengesofnewimmigrantsandrefugeesintheirmodesofeducational,economic,civicandresidentialintegration/incorporationintoAmericansociety

4) Applythepush-pullfactorsconceptualframeworkandmigrationtheoriestoexplainthedecision-makingprocessofnewimmigrantsandrefugees.Forexample,the“push-pullfactors”thatbothencouragednewimmigrantsandrefugeestoleavetheirnativelandsandattractedthemtoAmericaasa“landofopportunity.”

ActionPlan:toupdatetheundergraduatecurriculumbyadding:

• MajorEmphasis4:Racial/EthnicCommunitiesintheUnitedStatesü Rationale:TheRacial/EthnicCommunitiesintheUnitedStatesemphasisisdesignedto

providestudentswithanunderstandingofthehistoriesandcontemporaryeconomic,socialandpoliticalchallengesandopportunitiesofdifferentracialandethnicgroups.Thisemphasisareastrengthenstheprogram'scurriculumthatreflectsEthnicStudies'commitmenttosocialchangeandsocialjusticeineverycommunityinAmerica.

• Choose15creditsfromthelistedcourses:ü ETHN150:Multicultural/EthnicExperience;URBS150:SustainableCommunities;SOWK

212:IntroductiontoSocialWork;LAWE234:PolicinginaDiverseSociety;ETHN330:Immigration/Ethnicity;GEOG373:IntroductiontoGeographicInformationSystem;ETHN410:FoundationsofOppression;ECON411:UrbanEconomics;ETHN420:AfricanAmericanStudies;ETHN430:AmericanIndianStudies;GEOG435:UrbanGeography;ETHN440:AsianAmericanStudies;ETHN450:Latino/HispanicStudies;ETHN460:UrbanMinorityProblems;ETHN470:WomenofColor;HLTH481:CommunityOrganizationforHealth;ETHN486:Racial&EthnicPolitics;ETHN490:RacialandEthnicFamiliesintheU.S.;andETHN497:Internship

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6.Hiringa“diversitytrained”administrativeassistantdedicatedexclusivelytotheunit

ü Onepointthathasbeenbroughtuprepeatedlyduringourdiscussions,bothbydepartmentfacultyandprogramfaculty,hasbeenthewidely-heldperceptionthatthecurrentadministrativeassistantforthedepartmentisnotlookingoutforthebestinterestsofthedepartment.Thisisbecausesheis“shared”withanotheracademicunit,withwhomshehasdemonstratedgreateraffinityandloyalty.Facultyalsothinkapersonwithdiversity/multiculturaltrainingwouldbebestsuitedtodothekindofworkthatisrequiredofanadministrativeassistantforanEthnicStudiesprogram.

ü Giventhattheclimateoftheunitisanimportantcomponentofthisreport,andgiventhatadministrativeassistantscontributetothatclimate,weconsiderareconciliationoftheadministrativeassistantsituationtobeofgreatimportance.

• ActionPlan:DepartmentandProgramFacultyrecommendtotheDeanthehiringofa“diversitytrained”administrativeassistantwhoremainsneutralinthefaceofinterdepartmentalpoliticsbecausethecurrent,long-standingadministrativeassistantisretiringattheendoftheacademicyear2016-17,andtherehasbeenademonstrablepatternof“takingsides”thathasunderminedtheDepartment’smission.

7.CreatingpartnershipswithuniversitieswithstrongdoctoralprogramsinEthnicStudies,AmericanStudies,orCulturalStudiessograduatestudentscanbefunneledintotheseprogramswhentheygettheirM.S.degrees.

ü Thiswouldgivegraduatestudentsanideaastothekindofprogramstheycanapplyto,iftheywouldliketocontinuetheireducation.ItwouldalsohelpbuildanamefortheDepartmentandMSUatanationallevel.• Somethingtoconsideristhatthiswillnotbepossibleoncurriculumalone,as

excellentasthatcurriculummaybe,andwillonlyworkiftheDepartmenthasthefacultytobackitupwithresearch,publications,andtimeandhumanresourcestomentorthosestudents.

Action:Wehavealreadyimplementedsuchanapproach.Followingthe2011ProgramReview,apartnershipwascreatedbetweentheDepartmentofCriticalCulture,Gender,&RaceStudiesatWashingtonStateUniversityandDepartmentofEthnicStudiesatMinnesotaStateUniversity-Mankato.Thisdecisionwasborneoutoftherecommendationoftheprogramreviewerin2011,whichisalsosupportedbytheDeanofCollegeofSocialandBehavioralSciences.

• ThedoctoraldegreeprograminAmericanStudiesatWashingtonStateUniversitywasselectedbecauseofthecross-disciplinarynatureofthecurriculumthatcomplementstheMasterofScienceinEthnicandMulticulturalStudiesProgramatMinnesotaStateUniversity-Mankato.

• Thepurposeofthispartnershipistwofold:1)toincreaseopportunitiesforourgraduatestudentswhowanttopursueadoctoraldegreeprogramuponcompletionoftheMaster’sDegree,and2)toenrichandenhancename

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recognitionoftheDepartmentofEthnicStudiesatthestate,national,andinternationallevels.

• Inaddition,theUniversityofColoradoatBoulderhasofferedtheopportunityforourgraduatestudentstopursueaPh.D.PrograminComparativeEthnicStudies.Theprogramisdesignedtopreparestudentsintheresearchareaoftheoreticalperspectivesontheinterconnectionsofrace,class,gender,andethnicityinnationalandtransnationalcontexts.

8.ExpandingthePre-doctoralProgram

ü Aswasmentionedabove,thePre-doctoralProgramisaninnovativeideaforgiving“upandcoming”scholarsanopportunitytobecomebonafidefacultymembersinpracticeduringthepursuitoftheirdoctoraldegrees.Theycantherebybeginprofessionalpraxisinahands-onfashion.Asmembersofthedepartment,itisawaytovetpossiblecandidatesand“growyourown”iftheundertakingissuccessful.

ü WerecommendaddingthefollowingcomponenttothePre-doctoralProgram:• TheDepartment/Universityshouldconsideremployingtheprogramtoattract

Doctoralstudents(preferablyABDs)pursuingPh.D.’sinEthnicStudiestoMankato.TheDepartmentofEthnicStudiesshoulddeveloptieswithdoctoralprogramsinotherplacesaroundthecountryinordertoseekthebestcandidatesforthosepositions.Tomakeitviable,weproposethefollowingmodifications:

§ CandidatesmustbeA.B.D.inarelevantdisciplinewithanemphasisonEthnicStudiesintheirstudiesandresearch–e.g.,EthnicStudies,AmericanStudies,CulturalStudies,AmericanIndianStudies,AfricanAmericanStudies,LatinoStudies,AsianAmericanStudies,Women’sStudies,Anthropology,Sociology,PoliticalScience,etc.

§ Candidatesshouldbegivenacontractaspre-doctoralfaculty,withacontingencytohavepriorityconsiderationtobecometenure-trackfacultyifapositionweretoopenuponcompletionoftheirtimeaspre-doctoralfaculty.

§ FormerM.S.studentsinEthnicStudieswhogoontogettheirdoctoraldegrees(Ph.D.)wouldbeexcellentcandidatestobecomepre-doctoralfacultyoncetheyfinishtheircourseworkandbecomeABD.

ActionPlan:FollowingthePre-doctoralProgramReviewin2014,thetwoexternalreviewersmadesomerecommendationsthathavenotyetbeenimplemented.Someoftheirrecommendationsinclude,forexample,

1) Pre-doctoralfellowsshouldbeprovidedwithaclearstatement,preferablyinwriting,atthetimeoftheiracceptance/admissionintotheprogramofthelikelihood—orlackthereof—ofconsiderationforatenuretrackfacultyemploymentattheuniversityuponcompletionofdoctoralstudies

2) Intheprogramcontentarea:morementoringbeyondthatprovidedbytheChairandDean,toincluderesearchopportunities,facultyresponsibilitiesandacademicjobsearch

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3) Intheprogramstructurearea:theprogrammusthaveadiversitychampioninvolvedinitsleadership.Forinstance,ajointleadershipmodelinvolvingtheDeanofInstitutionalDiversity,theAssociateVicePresidentforResearch,andtheDeanofGraduateStudies

4) Toactivelyrecruitqualifiedpost-doctoralfellows

9.RedesigningtheDepartment’sWebsite

ü TheDepartment’sWebpageshouldbeabletoconveytoanyoneoutsidetheUniversityquiteabitaboutitsfacultyregardingwhattheyteach,research,andpublish.Asitstandsrightnow,theonlythingthewebsitetellsthoselookingatitisthenameofthefaculty,theirofficelocation,andelectronicaddress.

*Note:WehopetheserecommendationshelpboththeDepartmentandMSU-M’sadministrationtomoveforwardandsupporttheDepartment’smissionsothatwecantrulycontributetothegeneralmissionoftheUniversity,theCampuscommunity,andthecommunityatlargeinMankatoandMinnesotathroughthedisciplineofEthnicStudies.

Action Plan: The redesigning of the Website is done

• The redesigning of the Website is done • It will be annually redesigned to reflect the changes in the program • The Program Review including the Self-Study documents are uploaded on the Ethnic Studies

Department Website (Program Review) by the IT Solutions – Academic Technology Services at Minnesota State University, Mankato

• Email address: webdevelopment@mnsu.edu The preceding observations illustrate the success, significance, and strengths of the Ethnic Studies Program. The faculty in the Department have a genuine commitment to diversity issues, and ethnic studies is the only program that delivers professional training and degrees on diversity related issues that are such a fundamental part of Minnesota State University’s mission. SECTION 2: Student Academic Achievement

During the past five years, great progress has been made in student academic achievement through formal classroom instruction, field trips, and internships. Students demonstrate their competency and analytical skills through the undertaking of professional research projects, and through scholarly conference presentations of papers. In addition, the Department Newsletter highlights the accomplishments of both faulty and students. The Department annually publishes it. For example, two of our graduating students in May 2014 won the commencement speaker competition: Mr. Abdullahi Abdullahi, Major: Ethnic Studies & Political Science (Taylor Center--Minnesota State University-Mankato), and Ms. Lindsay Bolstad, Major: Ethnic Studies (CSU Ballroom--College of Social Behavioral Sciences). In 2015-16, “points of pride” included the Minnesota State College Student Association (MSCSA) Leadership Scholarship Award for the 2015 Fall Semester and a graduate student thesis.

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• In 2015, Ms. Faith Neumann was the recipient of the College of Social and Behavioral Sciences Student Leader award

• Ms. Fartun A. Musse was awarded the Minnesota State College Student Association (MSCSA) Leadership Scholarship during fall semester 2015

• Spring semester 2016, Ms. Musse was admitted to a Study Abroad Program at the University of Seoul, South Korea

• She is using the scholarship funds to finance her Study Abroad Program at the University of Seoul, South Korea

• At the University of Seoul, she is taking the following courses: 1) International Relations in East Asia 2) Exploring Korean Culture 3) Beginning Korean Language

• The Minnesota State College Student Association (MSCSA) rewards our student leaders for their community service and academic achievement. The program includes the MSCSA Leadership Scholarship and McCormick Leadership Scholarship.

1) Ms. Matsui was the President of Japanese Intercultural Association (JIA) at Minnesota State University-Mankato

2) Ethnic Studies Student Organization (ESSO) participates in the book drive and other community activities, for example, Highway cleaning, etc.

• Faculty members regularly attend workshops, for example, Anti-Racism seminars and professional conferences

• Faculty members are committed to student recruitment and retention that offer unique opportunities for internship supervision, research participation, and co-authoring articles, and the publication of articles, books, and textbooks

Minnesota State University - Mankato provides the resources to nurture student success through student support services, for example,

1) The Center for Academic Success, which is the primary comprehensive academic support resource for the University. It provides academic support for students through tutoring in all academic subjects and mentoring.

2) Accessibility Resources ensures that all students with disabilities have equal access to opportunities at Minnesota State Mankato.

3) The College Access Program recruits and works with underrepresented students of various ethnic, cultural and economic backgrounds.

4) The Office of New Student and Family Programs connects students and their parents to the resources, services, and opportunities they need at Minnesota State Mankato. Their goal is to set students up for success in school and beyond.

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5) The Career Development Center assists students in exploring academic majors, learning about careers, and refining skills used in seeking internships and employment.

6) Academic advising is generally done through the college and department of a student's major. Each of the colleges has a Student Relations Coordinator to assist students in academic advising.

Basic Student Learning Outcomes in Ethnic Studies

Basic student learning outcomes in Ethnic Studies are linked to the seven institutional outcomes: 1) Academic achievement: students will be able to demonstrate competence in Ethnic

Studies, for example, ETHN 100, 101, 150, 201W, 202W, 203W, 204W, etc. 2) Civic engagement: students will be able to demonstrate the awareness, knowledge,

and skills to actively participate on societal issues, for example, ETHN 150, 497, etc. 3) Communication: students will be able to demonstrate communication through

presentations and written assignments, for example, writing intensive courses, ETHN 201W, 202W, 203W, 204W, and 402W

4) Critical thinking: students will be able to critically analyze situations, for example, ETHN 400, 410, etc.

5) Global citizenship: students will be able to demonstrate the awareness and knowledge of international cultures and societies, for example, ETHN200, 330, 405, 490, etc.

6) Multiculturalism/Diversity: students will be able to demonstrate the awareness and knowledge of social, cultural and personal values of others, for example, ETHN 100, 101, 150, 400, etc.

7) Self-directed learning: students will be able to acquire knowledge, and develop skills through academic course work and civic involvement, for example, ETHN 150, 497, etc.

Outcome 1: Demonstrate multicultural and ethnic knowledge historically and contemporarily.

Outcome 2: Demonstrate a critical understanding of cross-cultural and ethnically diverse values and theories.

Outcome 3: Demonstrate the ability to understand cultural diversity and apply the fundamental principles of Ethnic Studies to real world experiences through internship both in their personal and professional lives.

Outcome 4: Demonstrate research and analyze quantitative and qualitative data and interpret the results.

Outcome 5: The ability to promote multicultural and global understanding.

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A. The Undergraduate Program: Standards for Assessing Learning Outcomes

Two assessment methods that include qualitative and quantitative data are annually done at the program level. For example, 1) assessment of student learning outcomes and feedback, from 2012-2016, are available for review on Appendix C at http://sbs.mnsu.edu/ethnic/programreview/, and 2) Annual Report (Appendix D at http://sbs.mnsu.edu/ethnic/programreview/). The primary purpose of the annual report is for the Dean of the College to demonstrate the implementation of the Academic Master Plan 2015-2018 and provide the Provost with selected accomplishments from programs in the College of Social & Behavioral Sciences.

The aforementioned student learning outcomes relate directly to several of the Departmental and the College of Social and Behavioral Science goals. The first, third and fourth learning outcomes meet departmental goal of providing a high quality undergraduate education in Ethnic Studies, as well as a similar goal College goal. The second and fifth leaning outcomes support the goal of providing challenging, personally enriching, and professionally relevant general education. Finally, the fifth outcome meets the goal of providing curricular and extracurricular activities that promote students’ personal and professional growth and their commitment to social responsibilities.

The choice of learning outcomes that reflect the skills and abilities of students is what faculty know students need to contribute to the field in an effective manner. These include competencies in the areas of theoretical perspectives, concepts, constructs, cross-cultural communication skills, socio-cultural and intercultural awareness, personal development, and career planning. The faculty will continue to update the student learning outcomes and make necessary changes as demand needs change.

There is evidence that many of the learning outcomes have been met, which can be seen through two case studies discussed in the next section.

1. Evidence of Achievement: assessing Student-learning Outcome One through self-evaluation by students of some ethnic studies courses

• We assessed the Student-learning Outcome One, “Students will demonstrate multicultural and ethnic knowledge historically and contemporarily”, through self-evaluation by students of some Ethnic Studies courses. The first case study involves feedback from students through self-evaluation, a kind of formative evaluation.

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Self-evaluation (student testimonials): This is a formative assessment that determines the rate or amount of student learning, and is therefore process oriented. Similar to the “Minute Paper”, this method of assessment allows students to make comments on the course materials and their final grade, which is a summative assessment (evaluation), and therefore product oriented. For example,

Ø ETHN 100: American Racial Minority course: “throughout the semester, I learned about several groups of minorities living in the United States. Reviewing their history, I cannot imagine what it was like to endure all the persecutions….personally best part was American Indians because they have somewhat similar history with Korea. I think I deserve B+ from this class…” (Female student, 2016).

Ø ETHN 100: American Racial Minority course: “As students, we come from all corners of life…history majors, biology, public law like me, Muslims, Christians, and Atheists, Military…our class was literally a snapshot of the American melting pot…” (Female student, 2015).

Ø ETHN 400: Cultural Pluralism, Online Delivery: I think this course does a good job of keeping you busy while still giving you room to work on other classes due to the online nature. I think this course is great at laying out the course work and what is going to be due (female student, 2015).

Ø ETHN 4/570: Women of Color class: “My course performance in Women of Color class is good, because I learned better when discussions are among my fellow classmate and teacher. The interaction is good…to find a class that is enjoyable and everyone interacts with the professor well…. I believe that I deserved an A in this class…” (Female student, 2014).

Ø ETHN 4/590: Racial/Ethnic Families in the U.S. course: “…I learned a lot…that really got thinking about the definition of family. In regards to the five outcomes of learning for this course, I felt I was an engaging student participating in the two days a week discussions….I believe the research on the Amish American Family was put together with the best of my knowledge and aiding me on the way scholarly journal articles and the textbook provide for the course. Overall, I feel I deserve…an A….” (Male student, 2014).

Ø ETHN 4/590: Racial/Ethnic Families in the U.S. course: “as a single parent raising my two daughters… I know how hard it is to raise our children….I could be a lobbyist for families in the U.S. or be a teacher teaching pro-family classes. I …deserve an A grade….” (Male student, 2014).

Ø ETHN 495: Black History Month: Black history in this course is the study of African

American people and their history, culture, and major accomplishments primarily in the United States. Enslaved, oppressed, and dehumanized African American people for much of American history, members of the African American community, such as Dr. Carter G. Woodson who founded Black History Month, studied and promoted black history as a way to overcome the discrimination and to promote accomplishments of African Americans to inspire them to make even greater contributions of African American community and larger society.

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Ø ETHN 495: Black History Month: Jesse Jackson, Dr. Martin Luther King, Jr., and Malcolm X all spoke out against racial violence and injustice that was used to keep African Americans oppressed and enslaved to white politics. Frederick Douglas and two important African American women in history, Sojourner Truth and Harriet Tubman (who is going to be the first African American female placed on the twenty dollar bill), joined with whites who believed that slavery was wrong. This course has taught us that not all white people believed in slavery and fought to help African American people become free.

Ø Black history should be a required course for all students in public schools that have always taught American history (male student 2016).

2. Evidence of Achievement: Assessing Student Leaning Outcomes in the Undergraduate and Graduate Programs.

We assessed the third learning outcome that “enhances the students’ ability to understand cultural diversity and apply the fundamental principles of ethnic studies to real world experiences, both in their personal and professional lives,” through student involvement in activities, internships, and self-evaluation by graduate students. The second case study involves the assessment of learning outcomes, for example, reflection paper as shown on Table 5; and student involvement in activities on Tables 6A and 6B.

In the ETHN 150: Multicultural Ethnic Experience courses, the civic engagement activities in the community and on campus reflect the experiential learning emphasis of this course. Students are expected to interact with members of diverse populations in the surrounding region and to journal, log, document, and reflect upon all such interactions. In so doing they gain exposure to a variety of customs and practices from diverse cultural backgrounds including Native American, African American, Latino American, Asian American, LGBT, women’s groups, the disabled community, and diverse international and religious communities in the area. Finally, students are also exposed to a variety of extracurricular activities like academic conferences such as the annual Pan African Conference and campus wide visits by prominent figures like Jane Elliot, Martin Luther King, Jr. III, Holocaust Survivors, and others.

ETHN 150 is an experiential course whose primary emphasis involves civic engagement assignments.

• Civic engagement means working to make a difference in the civic life of any given institution/community. Each student can make a difference through campus and community involvements. 1) Campus involvement: For instance, each student is required to attend three campus

activities/events. These can include a Multi-Cultural Event, theatre productions, guest speakers, Music Department events, athletic events and Book Drive by the Ethnic Studies Student Organization (ESSO), etc.

2) Community involvement: each student is required to attend three community activities/events. For example, attending the Mahkato Wacipi – Powwow Dance, visiting the Hmong community in Saint Paul, working with the Somali and Sudanese

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communities in Mankato, working in the Soup Kitchen of Salvation Army—volunteerism, and visiting the Pine Ridge Native American reservation in South Dakota. Data can be collected from these communities through participant observation, ethnography, and interview methods. Personal stories thereby enrich each student’s experiences.

3) Reflection Paper (worth 100 points): Each student is required to write and present a 10 page minimum, typed written, double- spaced, recommended citation style: APA. This assignment is designed to bring together all the course activities in a comprehensive reflection piece as shown on table 5.

Table 5: Reflection Paper

ETHN 150 Final Reflection Essay

My first semester at Minnesota State University was a good one. My transition was a lot better than I thought it would be. Some of the on-campus events that I went to that helped my transition at Minnesota State University were the Jarrod Niemann Concert, Intermural basketball, and the Finals Preview Session that I attended. Each of these had a significant impact on my first semester at MSU and helped me immensely. The three off-campus events that I went to were my former high school’s football game, the Panthers-Cowboys football game in Dallas, Texas, and the Timberwolves-Magic basketball game in Minneapolis. If you haven’t noticed, there’s a huge trend in my activities. I love sports and it makes me feel comfortable and at home when I am in any sports atmosphere. I believe I am an involved student at MSU but for my second semester here, my goal is to be more involved on campus and around the community and try new things.

The first event that I attended while at Minnesota State University was the Jarrod Niemann Concert on September 9th. I went with my roommate and it was only the second concert I’ve ever been to in my life! We chose to go to this concert because it was something fun to do for homecoming weekend, even though neither of us had heard of Jarrod Niemann before. We knew he was a country singer but never heard any of his music before. We got to the concert about an hour and a half early and got a good spot a couple rows in front of the stage. We both had a good time at the concert and were glad we went. Attending this concert made my transition to MSU easier because during the early stages of the semester, it gave me something to look forward to.

The second on-campus thing that I did at Minnesota State University was play intermural basketball. My roommate and I put together a team and from the outset we knew we were going to be outmatched. Only four of our twelve players on our team had ever played competitive basketball and I was one of them. I have loved playing basketball my entire life with my friends and on my high school team and I was ready to play again in intermural. We got destroyed in about every game that we played in and didn’t finish with a win. Despite that, I had a lot of fun just playing the sport that I love. This helped my transition at MSU because it gave me something to do at nights and got me active and playing basketball with my friends. Out of all the activities I have done so far at MSU, intermural basketball was my favorite!

The last on-campus activity that I took apart in was a finals preview session just about a week ago. At this meeting, our CA’s talked about what we can expect on our final exams during exam week. They talked about their experiences with exams and the proper ways to study and deal with stress before the big tests. It was really helpful because in my opinion, college exams seem a lot more hard and stressful than high school exams and since I’m a freshman, I don’t know what to expect come exam week. At the meeting, there was food provided and supplies were also given to us so we can make our own stress balls. This session helped me a lot with my transition because now I have a little more knowledge on what it’s going to be like for final exams.

My first off-campus activity that I attended was my former high school’s football game on October 23rd. I still have a bunch of friends on the team so I figured it would be a good opportunity to see them all play. The team my old high school, Cudahy, was playing was Catholic Memorial. Catholic Memorial is one of the better football programs in the state so I knew it was going to be a long shot to win, and that it was. It was a blowout of a game and the final score was 44-0 with us coming out at the bottom. I specifically remember the weather being

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terrible and us leaving early because it was such a bad game. This event helped me with my transition at MSU because my friends that I went to the game with gave me support and raised my spirits a bit.

The next off-campus thing I went to was the Panthers-Cowboys game in Dallas, Texas. I had the time of my life at that game. The game was on Thanksgiving Day. The Carolina Panthers are my favorite football team and my dad thought that it was a good time to go down and catch a game. Our hotel was a little less than two miles from AT&T Stadium, where the Cowboys play. AT&T Stadium is the 2nd largest sports stadium in the entire world! It holds approximately 80,000 people. We got to the game very early to watch warm-ups and take everything in. Thanksgiving Day football games are some of the biggest games of the season and I was proud to be able to go see my team play on such a special occasion. The Carolina Panthers are in the midst of one of the best seasons ever. They are on an incredible run and the kept on going on Thanksgiving Day. The Panthers jumped out to a huge lead and ended up winning the football game 33-14. We dominated the entire game and it was so much fun. It was also pretty cool that country star Luke Bryan performed at halftime! I will always remember that day for the rest of my life.

My final off-campus activity that I participated in was the Minnesota Timberwolves- Orlando Magic game that I attended on December 1st. We decided to go because we both love basketball and thought it would be a good time. Since I’m from Milwaukee, it was my first game in Minneapolis. We got inside the arena right when the gates opened and walked around for a little bit. I love seeing new venues and experiencing the different atmospheres at sporting events because each one is different. Every fan base has their own way of supporting their team and I think that’s pretty neat. The game was a good one. In the end the Orlando Magic dug out a 96-93 win. That was my first trip into the actual city of Minneapolis and it was nice to experience a big city like that. I definitely hope to be able to attend more games at the Target Center this year!

I think that each and every one of those events shaped who I am as a person and a student now at Minnesota State University. I think MSU has done a good job at putting together an endless amount of events to help students transition better. They have activities related to almost anything and it’s hard to attend all of them even if you wanted too! I personally think applying critical thinking is an important concept in college classes. You have to go above and beyond when doing anything to show that you not only understand the topic but can apply it to future things. I will continue to apply critical thinking in my academic experience at Minnesota State University by really going in depth and seek out topics that I really want to learn more about. Learning can take you as far as you want and that’s what the great thing about our country is. Some of my academic goals for the future is that I want to continue and achieve good grades and graduate college. I think graduation of college is an important goal to have if you want a good, high-paying job. I want to do it for myself and try my hardest and continue to put high effort into everything I do. Some of my personal goals are that I want to be known for being a great person and one that tried his hardest and best at everything. I want to stick out and not be just an average person.

Lastly, I really think this class helped me with better-understanding all the cultures and just the world around us. We are just one little piece of the puzzle and there are plenty of other lives that are very different than ours. I feel like this class also made me reach out and take part in campus activities which made me adapt better and I am proud of my effort during first semester.

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Graduate students: Self-evaluation

Self-evaluation (student testimonials): This is formative assessment that determines the rate or amount of student learning, which is process oriented. Similar to the “Minute Paper”, this method of assessment allows students to make comments on the course materials and their final grade, which is summative assessment (evaluation), and therefore product oriented. For example: • ETHN 650: Helping Across Cultures, Online delivery: Discussions – The online discussions are

very convenience for me. My online classmates are very polite, and they give me feedback on my discussions.

• ETHN 650 Helping Across Cultures: Assignments – Articles: Diversity in the News: “Minnesota Seeks Diverse Executives For State Government: Gov. Dayton Pledges To Put ‘More Diverse Faces’ In State Government” – This article highlights the effort to hire more people from diverse backgrounds into management positions in Minnesota state government. The goal is to try to make state leadership mirror the increasing cultural diversity of the general population of the state. By doing this, it is hoped that the interests of minority groups within the state will be better served. It was noted in the article that, “Nearly nine in 10 management jobs are held by white employees right now.” Finding minority candidates who have the credentials and are willing to work in state government are challenges facing those trying to recruit them into these positions. One challenge is that top minority candidates often choose to work in the private sector because of higher salaries. Another challenge that the state faces in hiring minority candidates is the perception that the workplace is unfriendly and that professional advancement might be limited. The most positive aspect of this initiative is that Governor Dayton has committed to this effort, and that actual steps are being taken to help make these goals a reality. The hiring of Anika Ward, Executive Recruiter, to aggressively identify and recruit minority candidates is a much needed first step. In doing this, it shows that the state recognizes the fact that it has to sell itself to talented minority job candidates. Over time, this effort should succeed, (female student, 2015). Source: HYPERLINK "http://www.startribune.com/minnesota-seeks-diverse-executives-for-state-government/339178081/" http://www.startribune.com/minnesota-seeks-diverse-executives-for-state-government/339178081/

• Chapter Reaction Papers: I enjoy reading all the materials that you have assigned to the class. It was very interesting, and I learned a lot from those chapters.

• Paper Project: Abstract This paper examines the definition of diversity, provides a brief history of diversity training and highlights selected exemplars of the diversity training movement. Shifting demographics, along with a global economy, require a new way of doing business that taps the talents of everyone in the workforce. Not surprisingly, diversity training has become a billion dollar industry (Bennett, 2010). Reasons for offering diversity training have evolved from perfunctory regulatory compliance to a moral imperative, followed by contemporary understanding that retaining a diverse workforce is an economic driver in the fiercely competitive world of business. The scope of diversity training has also expanded to include the multiple identity groups in today’s pluralistic society. Arguably, the biggest shift in diversity training today is the growing emphasis on understanding other cultures on a global level. Marcel (2011) explains why leaders must be global citizens, “Done well, a global organization and global diversity leaders in that organization can frame the many types of cultures that present bottom line implications for the company, and effectively answer the question, “What must we do to successfully navigate the cultures having the most impact on our business?” Finally, diversity trainers must continually remind leaders that educational initiatives alone can’t effect the needed change in the status quo. “Diversity and inclusion must, for example, be part of each

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and every new initiative that comes along in order to protect the organization from moving back to earlier inclusion stages” (Vaughn, 2015, para. 45). The world is an exciting place with unlimited opportunity for those prepared to navigate the waters, (female student, 2016)

• Students will help others understand and appreciate human difference and develop leadership skills

This goal was assessed through the survey question 16 (undergraduate students) and question 14 (graduate students): Student involvement: which activities/events do you attend? The choices for answers are organized on activities/events attended by students on adverbs of frequency scale:

1 = Never, 2 = Sometimes, 3 = Often, 4 = Usually, 5 = Always.

Results are shown on tables 6A &B A. Events such as athletic and cultural nights, for example, American Indian, African, Asian, and Latino B. Member of a student organization, for example, Ethnic Studies Student Organization, etc. C. Community service and leadership position, for example, Hmong, Somalis, and Sudanese Communities D. Attend and participate in professional conferences, Annual Midwest Ethnic Studies, etc. E. All of the above Table 6A: Question 16(undergraduate students): Student involvement: which activities/events do you attend?

Undergraduate Students Number Activities/events Responses percent Always Often

Junior 13 Attended activities/events listed above on A & B

55 23

Senior 3 Attended activities/events listed above on A, B, C, & D

23 55

Many students have participated in cultural diversity events, for example, Hmong Night, Latino Night, African Night, and other events. For example, 55 percent of juniors and 23 percent of seniors always attended activities/events as shown above on table 4A. 23 percent of juniors and 55 percent of seniors often attended.

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Table 6B: Question 14 (graduate students): Student involvement: which activities/events do you attend? Graduate Students

Number Activities/events Responses percent Always Often Sometimes

2 Attended activities/events listed above on “A” 64 1 Attended activities/events listed above on “C” 9 3 Attended activities/events listed above on “A, B,

C, D & E” 27

Some graduate students have participated in cultural diversity events such as Hmong Night, Latino Night, African Night, and other events. For instance, 64 percent of graduate students often attended activities/events such as athletic and cultural nights, for example, American Indian, African/African American, Asian American, and Latino American, while nine percent sometimes attended activities in the Hmong, Somali, and Sudanese Communities. However, 27 percent of graduate students always attend all the activities and events as listed above on “A to D.” Ethnic Studies 497 and 697: Internship: This course provides opportunities for students to do research study in the United States and other countries. For example, Social Services Division, Blue Earth County, Mankato; Office of Institutional Diversity, Minnesota State University-Mankato; Sudanese community, Mankato; and Law Enforcement, Fifth District Court, Southwest Minnesota; Salvation Army in Mankato; Blue Earth County Social Service, Mankato; and Goodwill Easter Seals Social Service, St Paul, Minnesota. Other countries include the Somali community in Kenya, a semester study abroad program in Ecuador, the Hmong community in Thailand, Nepal in Southeast Asia, etc. Public and private organizations have offered both paid and unpaid internships and students have immensely benefited from these experiences.

The survey of undergraduate and graduate students indicated that students gained cultural competency skills, ethnic knowledge, and multicultural values and their application from their internships, as well as the other courses in the major/minor. The aforementioned activities, for example, reflection paper, survey, and internships assessed the third learning outcome.

Outcome 4: Demonstrate research and analyze quantitative and qualitative data and interpret the results

In academic years 2008-2010 the Department assessed the fourth learning outcome by analyzing assignments such as participant observation, interview schedules, and research proposals. An internal team of reviewers considering the papers reported that students demonstrated some quantitative analytical skills but most of the papers focused on qualitative and evaluation research. However, the reports indicated that the reviewers thought the papers involved current and popular topics. For example, 1) a Minute Paper, and 2) an interview schedule “The Challenges Faced by Latino/a/Hispanic College/University Students”.

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ETHN 402/502: Ethnic Research Methods/Skills: This is a comprehensive social research course that provides students with hands-on experience in collecting, analyzing, and interpreting data from any given diverse population or community. The course covers qualitative, quantitative, and evaluation methods. Through lectures, readings, field trips to ethnic communities, videos, SPSS and Qualtrics (qualitative data analysis) computer software exercises, presentations, and journal articles, students gain an understanding of how to do social research. The following assignments revealed that students understand the basic social research, for example, participant observation, constructing an interview schedule, which meets the standards of the Institutional Review Board at Minnesota State University-Mankato. In addition, summary of research articles: 1) case study, 2) qualitative, 3) quantitative, 4) content analysis, and 5) research proposal, a syllabus is attached for your review on Appendix B at http://sbs.mnsu.edu/ethnic/programreview/

ü Minute Paper: Please reflect on the benefits of this online course. Your positive/negative

comments will help improve and modify the online delivery, technology challenges (D2L), and assignments

• Examinations: This element of the course was useful as it helped me realize key points of the textbook. I thought the instructor asked good questions that helped accurately test the knowledge gained over the semester.

• Discussions: The discussions were useful but sometimes it was hard to find things to respond to in other people’s posts. It would have been nice to include some questions that are more opinion based and inspire more discussion.

• Participant Observation: This assignment provided good experience in doing field research.

• Interview Schedule construction: The interview schedule assignment was useful as it helped me prepare to write the research proposal.

• Journal (scholarly) Articles Reviews: Having to go through articles and identify and summarize the different elements was useful as I thought about how to organize and write my research proposal.

• Chapter Reaction Papers: The papers helped me identify important points from the chapters and relate them to other things I have learned in and outside of the course.

• Research Proposal: This assignment provided good experience of working on a research proposal which is needed in a future career in social or ethnic research. It would have been useful to have a draft due at some point because I feel like I had a little trouble knowing if I was on the right track. However, the example provided was very helpful (female student, 2015).

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Table 7: An interview schedule constructed by an undergraduate student in ETHN 401/501: Applied Cultural Research course: “The Challenges Faced by Latino College/University Students,” (2015)

The Challenges Faced by Latino College/University Students This study will examine the challenges faced by Latino/a/ Hispanic College/University Students in Minnesota and their coping strategies to overcome their educational challenges. An interview schedule consisting of 15 questions will be used to collect data from six major universities in the state of Minnesota. Informed Consent You are invited to voluntarily participate in this study, and you are free to discontinue participation at any time without penalty. Therefore, your decision not to participate will not affect your relationship with the researchers or the university. By answering the questions you are implying your consent. Thanks for your voluntary participation in the interview. I understand that my participation is entirely voluntary and that my refusal to participate will not result in penalty of any kind. I understand that my views and opinions will be kept confidential and that the final report will not include my real name. I have been told that this form will be kept in a separate folder and that only the organizers of the study will have access to it. Finally, I understand that if I have any questions about subjects rights I can contact The Institutional Review board via email: grad@mankato.mnsus.edu or par Toll-Free 1-800-722-0544. Debriefing: If interested in the results of the study, please contact: (i) Ms. Y (ii) Dr. Kebba Darboe via email: kebba.darboe@mnsu.edu or par telephone at (507)389-5014 An Interview Schedule The data will be collected through an interview schedule from six major universities: Minnesota State University, Mankato, Minnesota State University, Moorhead, University of Minnesota, Twin Cities, University of Minnesota, Duluth, St. Cloud State University, and Bemidji State University. A convenience sampling will be used to collect data from students who identify as Hispanic/Latino. Section I: Demographic Questions. Please circle the appropriate response: 1. Gender: a. Female b. Male 2. Age Group: a. 18-21 b. 22-25 c. 26-29 d. 30 and up 3. What is your first language? a. Spanish b. English c. Other Section II: General Information about College Status/Family Background 4. Do you have a job while you attend college? a. Yes b. No 5. Do you receive any assistance paying your tuition? a. Yes b. No 6. If your answer is “yes” circle the type of assistance you receive a. Parents b. Family members other than parents

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c. Government loans or grants d. Loans from private agencies e. Other 8. How often do you find yourself being stressed about money? a. Very often b. Often c. Not often 7. What generation of college student are you? a. First Generation b. Second Generation c. Third Generation d. Fourth Generation e. Unknown 8. How supportive is your family with you attending college? a. Very supportive b. Supportive c. Not supportive d. No opinion Section III: General Information about Campus/Student Life 9. Is it hard to fit into your college campus? a. Yes b. No 10. If you answer “yes” give the reason for not fitting into your college campus? a. Predominantly white institution b. Not enough support systems in the college c. Not enough events or clubs pertaining to your cultural background d. All of the above e. Neither 11. Do you live at home while attending college? a. Yes b. No 12. If your answer was “no”, how often do you go home? a. Very often b. Often c. Average d. Sometimes e. Never 13. Are you involved with your campus? a. Yes b. No 14. Do you think it is harder for Latino/a college students to graduate college as opposed to another student from a different ethnicity or cultural background? a. Strongly agree b. Agree c. Disagree d. No opinion 15. How many of your college friends are also Latino/a? a. 1-2 b. 3-4 c. 5 or more d. None

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In summary, an interview schedule (structured) will be used to collect data. The four types of questions consisted of open-ended, closed-ended, contingency and matrix. The use of mixed methods, for example, an interview schedule and meta-analysis are the strengths of this study. Meta-analysis (similar to content analysis) is a statistical procedure for combining and summarizing data on a specific research question from multiple studies (Glass, 1976). Outcome 5: The ability to promote multicultural and global understanding • We assessed the Learning Outcome Five, “Students will developthe ability to promote

multicultural and global understanding,” through an analysis of a qualitative interview with two immigrants in the Ethnic Studies 405/505: Perspectives on New Immigrants course assignment. A review of the interview contents lends support to the promotion of multicultural and global understanding.

Ø A faculty member reviewed a qualitative paper: “An interview with two immigrants:

Ms. On from Loas, Southeast Asia and Mr. Erasmo from El Salvador, Central America.” The reviewer highlighted the use of appropriate and current literature, methodology, important findings, and recommendations. The reviewer observed the following:

Table 8: An Interview with two immigrants Introduction

This paper explores the experiences of immigrants into the United States. The theories that explain their migration and some challenges in the modes of linguistic, educational, economic, civic and residential integration into American society are discussed. Topics and articles that we have researched throughout the semester are included in this paper and help give explanation to some of these findings.

Interviews of Immigrants

For this interview paper the student spoke with Ms. On and Mr. Erasmo. Ms. On is a 24 year old woman from Laos, a county located in Southeast Asia. Laos is a landlocked country that is mostly mountainous and thickly forested and it has a population of 6,803,699 people (Laos, 2014). Mr. Erasmo is a 44 year old from El Salvador, a country located in Central America. It is the smallest country there and the only one without a coastline on the Caribbean Sea with a population of 6,125,512 people (El Salvador, 2014).

Immigration into a new country is a scary endeavor. Throughout history people have immigrated all over the world. People immigrate for many different reasons including economic, political, and social inequalities and challenges. The United States of America is one highly sought country where many ethnic groups have chosen to immigrate. The World Systems Theory implies that someone living in periphery countries with low income would push them out. A country like the U.S.A that is a part of the core division of the world with great income would pull people to migrate here because the chances of them being able to create a better life is probable (McLemore, 2005). Many opportunities in the country attract these immigrants to move here and pave way for others to follow. Learning about how these people live in their countries and the forces that drive them out help us to understand them. There were two major waves of immigration into the United States the old wave and the new wave. The old wave were from Northern and Western Europe and the new wave were from Southern and Eastern Europe. The old wave of immigrants were Protestant Christian, culturally similar to the original settlers, and settled both in cities and in rural areas. The immigrants from Southern and Eastern Europe were Catholics, Jews, or Orthodox Christians, and seen as poor and culturally different from the original settlers. They generally settled in cities. The main reason immigrants migrated was a desire for a better life and the United States was seen as a place of opportunity. A few specific push factors include religious persecution, poverty, and little economic opportunity. Receiving ports are used as a way for immigrants to enter into the United States. Most of the new immigrants passed through Interviews of Immigrants

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Ellis Island and on the west coast was Angel Island (Old and New). The two ports were very different immigrants coming through Ellis Island were mainly Europeans and it stood for freedom and hope. While Angel Island was the port where Asians entered, processing was much harsher and immigrants withstood tough questioning and long detentions in filthy conditions. The Newest wave of immigrants are from everywhere and enter through the international receiving ports.

Competing theories of immigration explain the push-pull factors of new immigrants and refugees and their geographical resettlement patterns in the United States. Ms. On immigrated to the United States mainly because she married a man who lives here. While talking with her, I could tell that even though this was the reason, she was able to leave her country there were other underlying conditions that led to her wanting to move here. She told me about how her country is strictly communist and about the lack of educational opportunities. The theory that best describes Ms. On’s emigration is the Network Theory, she knew someone who lived here and this made her experience of immigration a pretty smooth transition.

Mr. Erasmo on the other hand, his experience was quite different. He told me he immigrated here when he was 20 years old. He told me his uncle helped him. From his responses I concluded that he would also fall into the network theory because he said his uncle helped him. Mr. Erasmo told me that it was a very scary experience, he entered the country in California and eventually made his way to Minnesota because he heard of good jobs here. Minnesota is attractive to immigrants for the same reasons, it is attractive to the rest of us: a strong economy, good quality of life, educational opportunities, and a thriving civic and social life (Amgot, 2006). Mr. Erasmo showed me his work permit and said he has to pay for the permit yearly to work legally in the country. He said it is very hard to understand the laws and he had to pay a lawyer when he first arrived to help him fill out paper work and get the correct papers so he didn’t get into trouble with the law. Mr. Erasmo has lived in the United States for 24 years his English is poor and he just enrolled in school to earn his GED. Challenges of Immigrants

Ms. On’s and Mr. Erasmo’s challenges were similar in the sense that their countries did not provide opportunities for them to be successful. One big challenge is the separation from her family, Immigrants often endure separation from family members. Even as they establish new roots and relationships in Minnesota, immigrants struggle to maintain close ties to relatives in their country of origin, often sending money back home where economic opportunities are scarce (Amgot, 2006). On said she grew up in middle class society in the suburbs. In her country it is very hard for woman to go to school and have a career. She told me her father was very strict and he dominated the house hold. She said she is very busy here and finds it hard to connect with family, she said she will send money back home and one day she plans to move her mother here. When we talked about things that excited her about living in this country she spoke about going to college and getting a degree. Erasmo said he worked for himself back home in agriculture growing fruit, rice and beans. Little work led him to immigrate here. He said when he did find work in his country it was in horrible conditions and he would earn $5.00 for a day worth of hard labor. Talking with both of these people I got a sense of how hard it is when you don’t understands other person’s language. It was very hard for me to get an explanation into further detail because of the lack of good interpretation. Although I’m sure both of these people encountered challenges through their immigration On had the help of her new husband to help get resources in line she has a car and driver’s license, she’s enrolled in school, and has her husband to take care of her essential needs like a place to live and spending money.

These two people had two very different experiences with their immigration into the country. Language barriers, complex laws, and integration into a very different culture was challenging for them. Everything is unknown and very different to them. I recommend that when new immigrants immigrate into a new country they need to find someone who knows the culture, laws, and language to help them. I think one of the most helpful things immigrants can do is to learn the language it helps get them ahead and will lead to quicker integration and help them find a better job.

In summary, the data collection method, comparative analysis and theoretical explanations are the strengths of these interviews. The findings are timeless, and provide the many challenges immigrants face in their adjustment process.

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B. The Graduate Program: Standards for Assessing Outcomes The learning outcomes of the graduate program include all five Student Outcomes of the undergraduate program and four additional Learning Outcomes detailed below: Outcome 6: The ability to assist professors with classroom management and teaching, as well as to assist with research and other departmental needs. Outcome 7: The ability to write research papers and professional reports. Outcome 8: The ability to present research findings at regional, national, and international conferences. Outcome 9: Demonstrate the ability to use computer technology through online instructional Methods. These outcomes relate directly to the goals of our Department and the College. Outcomes 6, 7 and 8 meet the departmental goal of providing a high quality graduate education in Ethnic Studies. Outcomes 6 and 8 meet the specific Department goal of providing collegial environment that fosters continued intellectual growth and contribution of faculty staff and students. Outcomes 7 and 8 meet the Department goal of providing its professional expertise to the region, the state, and worldwide. The additional Outcome 9 meets the departmental goal of providing high quality education, for example, in the application of computer technology through online instructional methods for both the undergraduate and graduate programs. We will continue to consider these goals and to include any additional relevancies in our departmental five-year plan. The Student Learning Outcomes of our graduate program reflect the highest standards used in the preparation of students in our field through classroom instruction, research, and practice. Assessment of the outcomes shows that they have been met as explained in the next section. Assessment of outcome 6: This Outcome was assessed using a direct measure consisting of faculty reports of students occupying Graduate Assistant positions. Several Programs, including the College of Social and Behavioral Sciences, the College of Graduate Studies, the Office of Institutional Diversity, and the Federal Work Study Program, offer assistantships. Every year the graduate program attracts between seven and nine students with assistantships who work directly with one or more faculty members. The duties of Graduate Assistants involve support with classroom management including the opportunity to deliver lectures under the mentorship of the assigned faculty member. When students take this option, they receive written and verbal feedback from the faculty mentors. They also receive feedback from students attending the class, especially at the end of the semester, through a formal course evaluation. These evaluations are often very positive and provide valuable suggestions that the Graduate Assistant can use for improvement. Other valuable experiences that the Graduate Assistants acquire in the classroom setting involve reading and grading projects and papers, proctoring exams, and formulating and reviewing other assignments. To date, the Department decided to use one graduate assistant position to support the programmatic needs. The responsibilities of this position include designing newsletter, upgrading Department’s website, supporting faculty website development, and other activities under the

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supervision of a faculty member. The Department takes great pride in reporting that the web page has been among the most current in the University, and the newsletter has maintained a nationwide and uninterrupted circulation. Assessment of Outcome 7: In academic year 2013-14 and 2015-16, the Department assessed this learning outcome using two theses written by two different graduate students. The reviewers concluded that the Graduate Program provided students with effective preparation for designing research papers and professional reports. Tables 9A and 9B below present synopses of the evaluations. Outcome 7: The ability to write research papers and professional reports. Table 9A: A Graduate Student Perspective on “How Student Engagements Enrich and Enhance Multicultural Awareness on the Campus of Minnesota State University, Mankato,” 2016

• A graduate student, wrote her thesis on: “A Graduate Student Perspective on How Student Engagements Enrich and Enhance Multicultural Awareness on the Campus of Minnesota State University, Mankato.”

• Findings: The study employed quantitative research methods to collect data through a

questionnaire consisting of 33 items. Data analysis and hypotheses testing were done through a computer software called Qualtrics. Findings revealed that most American students and international students think that their educational experiences and multicultural awareness are enriched through engagement in both curricular and extra-curricular activities.

• Significance of the study: School leaders at predominantly White institutions will be able to develop diversity related programs and systems to support underrepresented students and create welcoming campus climate. Also, faculty and staff in higher education will be able to evaluate the factors affecting college students’ multicultural awareness based on the findings of this study. The awareness will reduce racial tensions and help college campus life of minority students more welcoming and supportive.

• In summary, the benefits of this study extend beyond student engagement on the campus of Minnesota State-Mankato because the engagement/involvement of all citizens is good for the well-being of American society.

Table 9B: A faculty member reviewed a thesis: “The Impact of Race and Ethnicity on Sexual Violence: A Case Study on Underserved Populations in Minnesota,” (2014). The reviewer highlighted the use of appropriate and current literature, methodology and important findings and recommendations. The reviewer observed the following:

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Statement of Problem The heightened concern about the frequency and increase in the rates of sexual violence in Minnesota demonstrates that it is a serious social problem. In 2005, more than 61,000 Minnesotans were victims of sexual violence (Miller, Taylor, & Sheppard, 2010). Common feelings among these victims of sexual violence are reported to be stigma, self-blame, and fear. These negative reactions have erected many barriers when accessing services from legal, medical, and mental health and crisis advocacy community systems. Given the history with historical trauma and oppression, people of color often experience additional barriers as victims of sexual violence. To date, it is difficult to obtain accurate statistics regarding sexual violence and race in Minnesota. The statistics are published at the national level, but the focus is on individuals that identify as female. According to the United States Department of Justice publication by Berzofsky, Krebs, Langton, Planty, and Smiley-McDonald (2013), sexual violence impacts 6.8% of Asian American women, 14.6% of Latina women, 17.7% of Caucasian (White) American women, and 18.8% of African American women. American Indian women are victims at the highest rate of 34%, making them more than twice more likely to experience sexual violence than the general population (Berzofsky, Krebs, Langton, Planty, & Smiley-McDonald, 2013). The theories that explained the study are conflict, symbolic-interactionist, and functionalist perspectives. The primary perspective is sociocultural theory, feminist theory, and black feminist theory. The social stigma and labeling are explained by Symbolic interactionist perspective. The functionalist perspective explained the barriers in accessing sexual violence services for people of color. According to Schmitt (2008), sociocultural theory stated that sexual violence is a learned behavior through cultural interactions and contacts. It argued further that women are socialized to be submissive and less assertive, while men are socialized to be competitive, dominant, and less emotional. Feminist theories share similar perspectives as the sociocultural theories. Methodology This qualitative case study combined two types of interviews to examine the impact of race and ethnicity on sexual violence in Minnesota. The researcher conducted three individual face-to-face interviews and one focus group interview to initiate a discussion (Babbie, 2014). The six interview questions were derived from findings of the literature review, as well as input from other professionals who have researched the topic. The semi-structured interview guide contained questions about the participants’ experiences working with clients from communities of color. The goal of the questions was to determine what barriers victims experienced in seeking services, determine what changes are required to meet the needs of underserved populations, and provide guidance for professional advocates. Data Collection Method Professional advocates that work at a crisis center in the state of Minnesota were interviewed to conduct this research. The five participants were chosen using purposive, nonprobability sampling because they were the best qualified to discuss the subject matter, based on the researcher’s judgment (Babbie, 2014). Primary data was collected through a focus group interview with two participants and three individual interviews conducted within a two-week period. The interviews, with the consent of participants, were recorded using a digital voice recorder. The lengths of the recorded interviews ranged between thirty minutes and one hour. The recordings were transferred onto computer files to be transcribed. The interview recordings that were transcribed and coded using thematic analysis formed the basis of the findings. Findings The ten interview statements were coded into six themes, for example, Theme 1: Oppression, Historical Trauma, Racism, and Marginalization Race and ethnicity have an impact on victims because of oppression, historical trauma, racism, and marginalization throughout the history of the United States. The genocide of American Indians,

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slavery of African Americans, internment of Japanese Americans, and birth control experimentation among Puerto Ricans, and all these experiences created lasting impact on society leading to social stratification and marginalization of people of color. Theme 2: White Privilege and Power Dynamics The majority of professionals in the legal, medical, mental health, and crisis advocacy systems are white Americans. White privilege gives advantages to people who are white (Caucasian) Americans, such as greater access to educational and economic resources. Therefore, service providers need to be more sensitive about the communities that they work with and not act on stereotypes. Theme 3: Sexual Assault Advocacy Organizations and Culture If a victim fears or experiences discrimination, or if the organization does not speak to their culture, they might seek services elsewhere and find alternate ways of coping. Theme 4: Barriers in the Legal System Race and ethnicity impacts a victim’s experience when seeking and accessing legal services in Minnesota. In some communities, high instances of racial profiling lead to the belief that the police are there to prosecute rather than to help. Theme 5: Barriers in the Medical System Some people of color fear the medical system, considering past experiences with forced sterilization and birth control experimentation. Theme 6: The Anti-Sexual Violence Movement The anti-sexual violence movement, while legitimate, is mainly for white women and leaves out the voices of people of color. Recommendations The barriers for victims that are people of color need to be addressed in Minnesota, through education and a comprehensive public policy, which emphasize not only the sexism that perpetuates rape culture, but also the racism that gives people of color fewer opportunities and resources than Caucasian American people. Victims are the experts in their own experiences of oppression and sexual violence; therefore, service providers should be sensitive to their needs. The victims include people of color, senior citizens, and people with disabilities, gays and lesbians. In summary, the data collection method, thematic analysis and theoretical explanations are the strengths of this study. The people of color victims must have the power in their own healing journeys, as well as power in the future of the anti-sexual violence movement. The findings are timeless, and provide a socio-historical and critical analysis of sexual violence.

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Assessment of Outcome 8: This learning outcome was assessed directly through reports of faculty contributions to teaching, research, service, student growth and development Table 10: List of academic and professional activities

Professor Hanh-Huy Phan:

ü On November 21, 2015: Hmong Student Association Culture Day Event was held on November. 21, 2015. The year 2015 marks 40 years that the Hmong people came to the United States since fleeing from Asia in 1975. In holding the culture day event, the Hmong Student Association thanks and remembers the legacy left behind by their parents and Hmong veterans, as well as U.S. veterans who helped fight a covert war known as the “Secret War” in Laos.

• The Hmong People: The Legacy left behind: “Celebrating our 40th year in the U.S.” 1975 to 2015

• Special thanks to Professor Hanh-Huy Phan for help in making the event possible—organization

• The celebration was also attended by members of Ethnic Studies Student Association and faculty

• Professor Phan is founder of the Asian American Association, the Vietnamese American Association, the Hmong Student Association, the Cambodian Student Association and the Lao Student Association

• She is equally active in bringing diversity to the Mankato community through her leadership roles, for example, President of the Mankato Vietnamese American Association and a volunteer at the Salvation Army

• Professor Phan , undergraduate students taking ETHN 203W: Perspective on Asian Americans, along with graduate students Ms. Shoko Nakamura, Tomoko Matsui and two graduate assistants attended the Global Connections in Southern Minnesota conference, October 2014

• Professor Phan is involved in many student activities on the campus of Minnesota State University and Mankato community

• She helps students to do research on race and ethnic relations especially on Asian Americans

• In summary, Professor Phan certainly lives up to the professional creed by encouraging, stimulating, and maintaining excellence in scholarship and service on and off-campus. She has been a guiding light, not only to colleagues, to students of diverse cultural backgrounds and graduate teaching assistants but also to people in the community.

Drs. Wayne Allen & Kebba Darboe

• In 2016, Drs. Allen and Darboe have a book contract with Cognella Academic Publishing to write “An Anthology on race/ethnic relations.”

• Drs. Allen and Darboe, co-authored a textbook: Introduction to Ethnic Studies: A new approach, and the second edition was published by Kendall Hunt Publishing Company in 2015.

• The textbook contains a web-based curriculum design that is compatible with online teaching. This feature enhances and enriches students’ active learning and critical thinking skills.

• During summer 2015, Dr. Allen traveled to Managua, Nicaragua, Central America and conducted an ethnographic/ participant observation. He collected data and plans to publish a book: An ethnographic study on Nicaragua and Nepal: A comparative ethnic studies view. The aforementioned two countries are similar but also different in ethnic and cultural terms. The research findings will immensely contribute to the field of ethnic

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studies. In addition, Dr. Allen is working on another book: Cross-cultural analysis of myth and folklore.

• Dr. Allen’s “Study abroad opportunities for Nepali students at Minnesota State University, Mankato,” was published in Reflection: Silver Jubilee Special Issue.

• Dr. Allen continues to supervise internships for both the undergraduate and graduate students.

• Every year, he continues to organize student volunteers for the Mahkato Wacipi (Mankato Powwow) and Education Day.

• Fall semester 2014, he has a student intern assisting with Education Day at the Mahkato Wacipi (Mankato Powwow)

• Some of the students and Ethnic Studies Department have received recognition awards for their tireless efforts in this American Indian cultural event

• Dr. Allen works very closely with the American Indian community • Achievement: this is Dr. Allen’s 29th year (2016) as a presenter. He was told by both

students and teachers alike that his presentation is one of the most values and popular • Somali Immigrants in their Shoes by Patricia Hutchison & Content Consultant: Dr. Kebba

Darboe, Professor of Ethnic Studies, Minnesota State University, Mankato • The aforementioned book published in 2017-18 by The Child’s World®. It is written for

grades 3-6 schools in Minnesota and other primary schools throughout the world • Dr. Darboe earned two certificates from the Center for Excellence in Teaching &

Learning: 1) Professional Learning Communities for Department Chairs, 2013-2014 and 2) Program-Level Assessment Certificate Program, September-October 2014

• In 2014, Dr. Darboe earned also a Certificate from the Office of the Provost in collaboration with U.S. Education Delivery Institute Workshop: 1) Academic Mapping: Charting a Pathway to Success

• On February 08, 2015, Dr. Darboe completed a review of the manuscript entitled: Walking from imprisonment towards true social integration: getting a job as a key factor,” for the Journal of Offender Rehabilitation, Taylor & Francis

• On April 27, 2016, Dr. Darboe was appointed to serve on the Institutional Review Board at Minnesota State University by President Richard Davenport.

• Dr. Darboe earned a Certificate of Completion from the National Institutes of Health (NIH) Office of Extramural Research –“Protecting Human Research Participants.” on September 04, 2016

• Dr. Darboe & Mr. Glenn Johnson: “Test of Labeling Theory on Attention Deficit Hyperactivity Disorder and Autism: A Comparative Analysis,” (plan to submit to a scholarly journal)

• Dr. Darboe & Mr. Lero Odola: “Photographs: A content analysis on ethnic conflicts in South Sudan,” (plan to publish as a book)

In summary, the faculty members believe that student learning outcomes is an important priority in the delivery of high quality education. The students are prepared to deliver high quality papers at national, regional and local conferences, which promote the leadership position as the only Ethnic Studies Graduate Program in the state and the Upper Midwest. Upon graduation, the majority of graduates find employment in national, regional, and local social service agencies.

Assessment of Outcome 9: This learning outcome was assessed directly through a scale of preferences for online instructional methods. This goal was assessed, for both the undergraduate and graduate students, through survey questions 15, 16, 17 and 18. A copy of the Ethnic studies Student survey is available for review on Appendix D at http://sbs.mnsu.edu/ethnic/programreview/

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There are two primary types of distance learning or online communication: asynchronous and synchronous.

1) Asynchronous distance learning occurs when the professor and the students interact in different places and during different times, for example, discussions. This allows students to communicate on their own schedule, and therefore provides flexibility.

2) Synchronous distance learning occurs, when the professor and students interact in different places but during a set time at least once a week, for example, live chat (conversation) or video conferencing. It is similar to face-to-face teaching.

Undergraduate students Table 11A: What type of online communication do you prefer?

Scale of Preference for Online Communication Responses Percent (100%) • Asynchronous distance learning 13.64% • Synchronous distance learning 4.55% • Both: Asynchronous & Synchronous 50.00%

The responses to question 15 revealed that 50% of undergraduate students prefer both Asynchronous and Synchronous distance learning. However, 4.55% of students prefer Synchronous as compared to Asynchronous distance learning of 13.64% (Condensed Item Analysis Report, 2015). Table 11B: What type of instruction or delivery mode do you prefer?

Scale of Preference for Type of Instruction Responses Percent (100%) • Face-to-face instruction

0.00

• Hybrid: a mix of face-to-face and online instruction

13.64%

• Online: all of instruction is online 13.64% • Face-to-face & Hybrid 13.64% • All of the above 63.64%

The responses to question 16 revealed that 63.64% of undergraduate students prefer all of the delivery modes, that is, Face-to-face, Hybrid and Online instructions, as compared to 13.64% for only Face-to-face or Online (Condensed Item Analysis Report, 2015) In addition the responses to question 17 revealed that 45.45% of undergraduate students stated that the online courses taken did enrich and enhance their multicultural skills and on the use of information technology. To date, more undergraduates took 1-2 online courses (68.18%) as compared to 31.82% or 3-4 online courses (Condensed Item Analysis Report, 2015).

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Graduate students Table 12A: What type of online communication do you prefer?

Scale of Preference for Online Communication Responses Percent (100%) • Asynchronous distance learning 18.18% • Synchronous distance learning 36.36% • Both: Asynchronous & Synchronous 45.45%

The responses to question 15 revealed that 45.45% of students prefer both Asynchronous and Synchronous distance learning. However, 36.36% of students prefer Synchronous as compared to Asynchronous distance learning of 18.18% (Condensed Item Analysis Report, 2016) Table 12B: What type of instruction or delivery mode do you prefer?

Scale of Preference for Type of Instruction Responses Percent (100%) • Face-to-face instruction

0.00

• Hybrid: a mix of face-to-face and online instruction

0.00

• Online: all of instruction is online 18.18% • Face-to-face & Hybrid 63.64% • All of the above 18.18%

The responses to question 16 revealed that 63.64% of students prefer Hybrid: a mix of face-to-face and online instruction, as compared to all of instruction online of 18.18% (Condensed Item Analysis Report, 2016) In addition the responses to question 17 revealed that 100% of students stated that the online courses taken did enrich and enhance their multicultural skills and on the use of information technology. To date, 3 to 4 (81.82%) online courses are taken by students (Condensed Item Analysis Report, 2016). C. Alumni Survey

ü The alumni survey is an indirect measure of student learning outcomes. Alumni who graduated in the last five years were asked to respond to twenty-eight questions. The survey is designed to elicit alumni views on such topics as: satisfaction with the Ethnic Studies Undergraduate and Graduate Degree Programs, and educational experiences. Twelve alumni responded to 26 multiple-choice questions and two open-ended questions (Appendix D at http://sbs.mnsu.edu/ethnic/programreview/). Below is the summary of results:

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Table 13: Alumni survey results Questions Responses Percent (100%)

• Question 3: What is the highest degree you plan to earn?

• 18.18% responded that they plan to pursue a Ph.D. Degree and 31.82% plan to pursue a professional degree program, for example, M.B.A, J.D. or Ed. D.

• Question 4: quality of instruction in courses, especially on subjects such as the intersection of race, class, and gender

• 59.09% expressed satisfactions;

• Question 14: What type of instruction or delivery mode do you prefer?

• 41.67% prefer Face-to-face instruction • 8.33% prefer Hybrid: a mix of face-to-face

and online instruction • 16.67% prefer Online: all of instruction is

online • 25% prefer: All of the above

• Question 15: Did the online courses taken

enhance your skills on the use of information technology?

• 50% responded yes

• Question 20: My courses prepared me to appreciate cultural and ethnic differences between people in the United States and around the world

• 58.33% strongly agree • 25% agree

• Question 23: The courses increased my cultural competency skills and knowledge on different theoretical perspectives, concepts and constructs, such as, assimilation, institutional racism, ethnocentrism, affirmative action, diversity, and multiculturalism

• 33.33% strongly agree • 33.33% agree • 25% no opinion • 8.33% disagree

• Question 26: How effective was the ethnic studies program in preparing you for employment or improving your job performance?

• 33.33% responded very effective • 50.00% responded effective • 16.67% responded ineffective

• Question 27: Which category best describes the type of organization in which you are employed?

• 25% are employed in Higher Education, for example, teaching/administration

• 33.33% are employed in Government, for example, social services

• 41.67% are employed in Non-governmental Organizations, for example, United Nations, etc.

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ü Self-evaluation (alumni testimonials) • We have so many opportunities to grow the graduate program in Ethnic and

Multicultural Studies. For instance, through the online D2L Brightspace, the program can reach out to other colleges and universities programs.

• Stress the importance of diversity as an ever-increasing reality in most realms of life and employment.

ü Overall, alumni responses are satisfactory regarding their educational experiences, and that is very gratifying to faculty members.The value of conducting research with alumni is that they are ideally positioned to offer a unique perspective regarding the educational preparation and employment opportunity after graduation. Therefore, their contributions are considered essential for a comprehensive evaluation of self-study report.

Summary During the past five years, great progress has been made in student academic achievement through formal classroom instruction, field trips, and internships. Also, students demonstrate their competency and analytical skills through scholarly conference presentations of papers, and interpretation of professional research projects. Upon graduation, the majority of graduates are employed in social service agencies, colleges, universities, and some pursue higher-level education degrees. The assessment of student learning outcomes has been effective but there is still room for improvement. First, we have designed an appropriate tool to assess the internship experience of students in an effort to make internships more central to ethnic studies programs. Second, we plan to develop a new course: Senior Seminar. The course Senior Seminar can be useful in preparing students for exit interviews and can include a project based on an integrative essay on the all the materials in the portfolio. Third, implement comprehensive examination for the graduate program. Fourth, design an appropriate tool to assess the online programs. Finally, provide information about the validity and reliability of the instruments. SECTION 3: Faculty Achievement

As stated in Articles 22 and 25 of the Master Agreement (2007-2009), the Minnesota State Colleges and Universities (MNSCU) and Inter Faculty Organization (IFO) have established five criteria for evaluating every faculty member’s professional development and growth: 1) Teaching: Demonstrated ability to teach effectively or perform effectively in other current assignments, 2) Scholarship: Scholarly or creative achievement or research, 3) Evidence of continuing preparation and study, 4) Contributions to student growth and development, and 5) Service to the university and community (Appendix A).

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Each faculty member is evaluated on the five criteria in the following ways: 1) every academic year, faculty especially probationary one’s prepare and submit a professional development plan and report to the Department of Ethnic Studies and Dean of the College of Social and Behavioral Sciences; 2) based on this professional development plan and report, the department, acting through its elected Personnel Committee and Chairperson, make recommendations for retention, tenure and promotion. Additionally, all faculty members have the opportunity to review and comment on each faculty professional development plan, report, tenure and promotion, and non-renewal of probationary faculty documents. However, the Chairpersonmakes recommendations for tenure and promotion independent of the Personnel Committee. These recommendations are sent to the Dean. This process ensures that faculty members working towards tenure and promotion receive on-going feedback from the department Chair and all faculty members; and 3) the Dean, in turn, makes recommendation to the Provost & Vice President for Academic Affairs, with the final determination made by the President of the University. A brief description of faculty achievement on the five criteria is outlined below:

1. Teaching/Effectiveness

The faculty has consistently maintained a high record of accomplishment in the College of Social and Behavioral Sciences. This record demonstrates faculty commitment to teaching, research, and other important areas. This commitment to teaching often leads faculty members to upgrade classroom materials as well as the medium for delivery of the information. The faculty also takes advantage of the formal evaluation procedures of the university.

Evidence of faculty commitment to teaching derives from student evaluations conducted at the end of each semester. Faculty members use the results to make appropriate adjustments to course materials, delivery methods, and teaching. According to the composite instructional annual reports of academic years 2012-2016, shown on Table 14 the levels of faculty performance are high on a Likert scale of 1-5.

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Table 14: Comparative study of faculty classroom performance by academic year and Question: ETHN FORM O Spring 2012-Spring 2016 (Appendix D)

Class size (n) and Questions Mean score No. of responses=105 1) The course as a whole

2) The instructor’s contribution to the course 3) Amount you learned in the course 4) Evaluative and grading techniques 5) Instructor’s use of technology to facilitate course discussion 6) Student confidence in instructor’s knowledge

n=104 av. =3.9, dev. =1.3 av. =3.7 av. =3.8 av. =4.2 av.=4.1 av. =4.1

No. of responses=430 1) The course as a whole 2)The instructor’s contribution to the course

3) Amount you learned in the course

4) Evaluative and grading techniques

5) Instructor’s contribution to discussions 6) Student confidence in instructor’s knowledge

n=427 av.=3.8, dev. =1.2 av. =3.8 av. =3.6

av. =4

av. =3.9 av. =4

No. of responses=492 1)The course as a whole

2) The instructor’s contribution to the course

3) Amount you learned in the course

4) Evaluative and grading techniques

5) Instructor’s use of examples and illustrations

6)Student confidence in instructor’s knowledge

n=460 av. =4.1, dev. =1.2 av. =4.1 av. =3.9 av. =4.4 av. =4.1 av. =4.3

The high levels of classroom performance of the faculty members depend on their efforts to consistently upgrade course materials and methods to deliver information. In terms of the changes in course materials, these include changing textbooks and updating handouts, study guide, examinations, etc. Changes in delivery methods often involve learning new technology for classroom use like PowerPoint, Internet, and Desire2Learn Brightspace.

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The faculty actively attends professional activities intended to enhance teaching. For example, Professor Allen has been actively involved for many years in activities of the Center for Excellence in Teaching and Learning especially their Faculty Teaching Certificate Program. Also, Professors Phan and Darboe have invested their time in becoming Diversity Trainers.

Further, the College and Department play important roles in enhancing effectiveness in teaching. Article 22 allows the Chair of the department and the Dean of the college to not only evaluate the prospective plan for the academic year but also comment on faculty reports of plan implementation at the end of the year. These comments are always done constructively with the intention of providing important suggestions for improvement. Also, each faculty member has developed his/her own system to improve performance in teaching. For example, some faculty members concentrate on the lowest scores in the course evaluations to create appropriate goals in their annual planning. Another strategy for improvement includes a peer review assessment of classroom performance, whereby the faculty member invites a colleague to observe a lecture, talk to students and provide verbal and written feedback.

2. Scholarly or Creative Achievement

The faculty of Ethnic Studies research agenda continues to be ambitious and productive as evidenced by the publication of a book in 2012: A Reader on Race/Ethnic Relations: Fagin, Michael T., Kebba Darboe & Wayne E. Allen (2012). A Reader on Race/Ethnic Relations: Harmonizing Indigenous and Immigrant Voices. Kendall Hunt, Publishing Company An extremely important aspect of scholarship is disseminating research results widely and to audiences where research findings can have the greatest impact. In this context, faculty collaborated with peers and students to conduct and share their research interests, findings and experiences with national and international scholars, for example, the Federal Democratic Republic of Nepal in South Asia. The faculty has maintained a high level of publication despite the consistent challenge associated with a steep teaching load of four courses per semester and the insurmountable amount of committee work. Scholarly productivity has also been hampered by the insufficient recourses of the college to provide opportunities for course release and funding. Yet, faculty finds research activities rewarding and refreshing experiences that allow them not only to contribute to their respective field but also to transfer updated information from the field to the classroom. Active involvement of the faculty in research serves not only to make them better professionals but also enhance the quality of both the undergraduate and graduate programs. Many faculty members have collaborated with undergraduate and graduate students in their research efforts. The opportunity to work on basic or applied research is essential for undergraduate students aspiring to pursue graduate study. In addition,

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faculty members often take a mentoring approach toward the graduate students with whom they form partnership in research endeavors. Finally, members of faculty do collaborative research with other faculty members from the Departments of Geography, Government, and Sociology & Corrections.

3. Evidence of Continuing Preparation and Study

The faculty regularly attends workshops, seminars and professional conferences focusing on teaching and learning. For example, during spring semester 2011, faculty members completed a workshop on online teaching of all the courses of the Graduate Diversity Certificate Program and obtained a Certificate of Completion. Additionally, in 2016, faculty members are attending Quality Matters (QM) training/workshop to certify their online courses. Quality Matters is a faculty-centered, peer review process that is designed to certify the quality of online and blended courses, (QM, fifth edition 2014). The training is useful as it provides a rubric of how to use course technology, design and develop learning objectives, assessment, course learning activities and learner interaction. In summary, faculty members remain current on new research and changes in the areas of race and ethnic relations by attending professional conferences and workshops on Desire2Learn Brightspace: Online Teaching and Learning. In addition, faculty members keep abreast with current research and new readings in interdisciplinary fields like ethnic studies and sociology through membership in professional organizations and journal subscriptions.

4. Contribution to Student Growth

The Department of Ethnic Studies supports students through activities inside and outside the classroom. For instance, it supports the Ethnic Studies Student Organization (ESSO) organizing educational and social activities. A faculty member serves as advisor for the organization, but students lead and implement their activities. In addition, the department provides opportunities for experiential learning through internships in social service agencies, for example, Blue Earth County, Mankato, Minnesota, and nationwide. The students have been able to serve in Blue Earth County Social Services, YMCA, several agencies in the Twin Cities, and many others. These experiences allow the students to develop the social service skills they need to secure employment upon graduation.

Every year, the graduate students are awarded graduate assistantships that allow them to get some benefits such as tuition waivers and living stipends. Funds for these assistantships come from multiple sources as the annual allocation by the College of Graduate Studies, Federal Work Study, the Office of Institutional Diversity and the College of Social and Behavioral Sciences. Specific assignments for graduate assistants are made at the beginning of the academic year in a general faculty meeting. Assignments are awarded on need basis and an attempt is made to match student and faculty with similar interests. In addition, the graduate director/coordinator meets with all graduate assistants at the beginning of the academic year and reviews with them departmental

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expectations regarding graduate assistantships. Students also receive handouts detailing these expectations.

The faculty members also work in close collaboration with the office of Disabilities Services and the Social and Behavioral Sciences Advising Center (“Advising U”) to more effectively provide support for students. Faculty members include in course syllabi the approved disabilities statement, and provide alternative testing arrangements according to the need of each student.

Additionally, faculty members are trained in the Mentor Connection Program designed to provide targeted advising especially for students on academic probation. Faculty members contribute to student growth and development through informal advising of students, writing letters of recommendation, and engaging students in independent studies. The effectiveness in advising in the Department is reported by students during exit interviews and in the formal departmental evaluation. As part of the professional development planning process many faculty members set objectiveness to improve their skills as advisors. They enroll in Advising U, which prepares them to effectively deal with their advisees.

5. Service to the University and Community

Since the inception of Ethnic Studies Program, service to the community has played an integral role in its development. Through continuous improvement in teaching, and research in ethnic communities, for example, field trips, and internships, the students and alumni contribute to community and regional needs. For instance, faculty members mentor students and many of these students do research in the community and present their research study findings at the yearly Undergraduate Research Conference at Minnesota State University-Mankato.

In addition to the services provided to the college, the faculty supports the university, the campus community and surrounding community, and state in the following ways:

§ The faculty serves as advisors to student organizations, including The Vietnamese

American Student Association, the Latin American Student Association (LASA), the Native American Student Association, the Somali Student Association, the Ethiopian Student Association, the Nepali Student Association, the Oromo Student Association, the Saudi Student Association, the Pakistani Student Association, the Middle Eastern Student Association, the Sri Lankan Student Association, and others.

§ Faculty serve on the Institutional Review Board (IRB) § Some faculty members serve on university wide Search Committees § Some faculty members serve as outside members on graduate theses or alternate plan

paper committees § Some faculty members serve as representatives on most standing college committees

such as the Curriculum and Research Committees. § Faculty members promote diversity through their involvement in the Cultural

Diversity Committee and most cultural events on campus

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§ Some faculty members serve as consultants for local and regional, and international organization

Faculty involvement in service activities is beneficial to the department in various ways. First, it gives faculty a voice and presence in the university, which has been useful in developing connections with other departments and programs. Second, it enhances recognition of the department outside the college and the university settings. Third, it enriches recognition of the department in the community and other institutions benefit the students seeking placement in internships or opportunities in higher education. Finally, faculty members, students and staff are regularly involved in activities that help make Minnesota State Mankato a better learning community.

In summary, all faculty members actively participate at professional conferences, preparing scholarly papers, developing their pedagogical skills through university sponsored workshops on teaching with technology through the Center for Teaching and Excellence, etc. As testimonials, the faculty curriculum vitae and course syllabi are available for review on Appendices A & B at http://sbs.mnsu.edu/ethnic/programreview/

SECTION 4: Interpretation of Quantitative Performance Measures The information provided in this section demonstrates clearly that the department has grown and is now more stable than in the past. Also, it exceeds expectations as shown by performance measures like enrollment, efficiency, effectiveness, quality and diversity (Appendix D). A. Enrollment Measures 1. Majors/Minors and Graduate Student Enrollment

In the last five years, the number of students majoring in Ethnic Studies has steadily increased. The summary data is available for review on Appendix D at http://sbs.mnsu.edu/ethnic/programreview/

The students in the programs come from various communities across the state, the nation, and even from other countries. For instance, while the undergraduate students tend to come from the state and other countries, the graduate students come overwhelmingly from other states across the country and other countries as well. In addition, some students come from very diverse racial and ethnic backgrounds that include European Ethnic Americans, Native Americans, African Americans, Asian Americans, Latino Americans, and recent immigrants like Somalis, Hmong, and Sudanese.

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2. Lower and Upper Division Courses (General Education) The faculty members believe that enrollment growth in the major and minor programs have, to a great extent, depended on the number of students, who are attracted to take the lower division or general education courses that include writing intensive, “purple” and “gold” courses. The two most important general education courses are American Racial Minority (ETHN 100) and Introduction to Multicultural Studies (ETHN 101). The number of credit hours for the lower division courses has fluctuated, for example, an increase of 3,564 in 2013-14 and a decrease in 2014-16 from 3,183 to 2,808. The summary data is available for review on Appendix D at http://sbs.mnsu.edu/ethnic/programreview/

3. Graduate Credit Hours

In addition, the graduate program shows high levels of productivity. The number of students declaring Ethnic Studies as their major has annually increased. Similarly, the number of students entering the graduate program has increased. The trend lines of student credit hours for both undergraduate and graduate are positive and projecting growth (Appendix D at http://sbs.mnsu.edu/ethnic/programreview/)

B. Efficiency Measures

Despite the relatively high student-faculty ratio, faculty members continue to deliver highly stimulating instruction, conduct research, nurture student growth and render service to the University and Minnesota communities. Additionally, faculty members supervise graduate students’ theses and alternate plan papers. In fact, the student perceptions of faculty members as caring and interested in their academic and professional growth are consistently cited as the reasons why they choose the programs.

C. Effectiveness Measures

The faculty members are committed to student recruitment and retention offering opportunities for internship supervision, research participation, and co-authoring articles and publishing books and textbooks. As a result, the number of majors, minors and graduate students are steadily increasing. Faculty members bring to the classroom not only their specific academic training but also invaluable life experiences. The faculty members and students are involved in cultural activities outside the classroom environment including internship research, cultural events, and student organizations. Additionally, the Graduate Director is in a position to support students directly through evaluation of plans of study, suggesting advisors, and follow-up on student progress. According to the 2011 survey of alumni, the majority of graduates are working in interdisciplinary areas such as human services, education and others. Students who decided to pursue doctoral degree programs tend to be successful in gaining admission as well.

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D. Quality Measures

The University community and faculty members organize several activities that enhance the delivery of a high quality education. For instance, faculty members support the Ethnic Studies Student Organization (ESSO) in the organization of symposiums, Book Drive, and cleaning the Highway in Mankato. The students also participate in academic events organized by other programs like the Asian American and Pacific Conference, Pan African Student Leadership Conference, Latino/Hispanic Conference, and Native American Conference. Finally, faculty members strongly encourage students to attend culturally oriented events on campus like Asian Night, Hispanic Night and Somali Culture Day, and Hmong Culture Day.

E. Diversity Measures

It has the highest percentage of minority students per capita of any graduate program at Minnesota State University; and is the only Ethnic Studies graduate program in the upper Midwest. Members of faculty are very committed to providing students with cultural competency skills, and multicultural and ethnic knowledge and values. The members of faculty are among the most diverse in the college and the university. Most of the faculty members identify personally as members of different ethnic group including African American, Asian American, Hispanic/Latino (a), Native American and European American. In terms of gender there are two men and one woman. The faculty members have a genuine commitment to diversity issues, and ethnic studies is the only program that delivers professional training and degrees in the diversity related issues that are such a fundamental part of Minnesota State University’s mission.

SECTION 5: Resource Management A. Faculty

Today, Ethnic Studies is experiencing a shortage of faculty due to several reasons. For example, there has been a pattern of outside meddling, faculty mobbing directed at department faculty, interdepartmental interpersonal conflicts, and institutional discrimination. The supervisory role of the faculty had increased due to the demands for internships and independent study courses. In addition, our independent graduate program increased the responsibilities associated with the position of Graduate Director. Finally, faculty members serve on different committees throughout the college and university. Despite limitations described above, our faculty has devised an ingenious division of labor to continue functioning effectively and efficiently. For instance, one faculty member combines teaching lower level general education courses, highly specialized upper level courses (Native American studies) and serves as an Internship Coordinator. Another faculty member engages effectively and efficiently in service activities in the college, university and community in addition to offering lower level and highly specialized courses (Asian American studies).

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B. Facilities

The most significant improvement has been in the allocation of classroom space. This improvement is due to the fact that the decision making process for classroom is centralized at the College of Social and Behavioral Sciences. Classroom assignment depends on the size of the class and a lottery system is implemented for courses with large number of student enrollments. The courses requiring large classrooms compete on an equal playing field with those of more traditional and established departments like Psychology. Faculty members are also very pleased with the level of technology in the classroom and the technical support to maintain such technology in satisfactory working condition.

C. Equipment and Instructional Technology

The faculty appreciates the level of support the office of the Dean has offered regarding hardware, software and additional instructional materials. Computing equipment and software are upgraded on a four year cycle. Other opportunities for improvement offered in the university include workshops on instructional technology like Desire2Learn, Web development and online course development.

D. Non-Salary Budget

The non-salary budget is spent conservatively due to the limited amount allocated. The department has a budget calculated using a formula of a fixed amount multiplied by the number of faculty. This budget is just enough to cover specific expenditures like basic services to offices, copying, supplies and other smaller bills. There is usually not enough money to support events sponsored by the faculty or students like symposia, brown bag, conferences and others. The faculty usually restrains from doing unnecessary use of copies and supplies to be able to support important events like the Asian American conferences, the Latino/Hispanic conferences, the Pan-African conferences, and Native American conferences. Faculty contributions usually involve modest amounts that do not exceed $50 per event.

E. Development

In 1993, the department faculty strongly advocated for the publication of a departmental Newsletter. To date, the Ethnic Studies Newsletter is annually published and has a wide circulation in the community, the state and the nation, informing its readership about important departmental events and stimulating articles on a variety of topics. Students, faculty and program faculty write the academically oriented articles.

Thanks to the generosity of donors, the department has been able to offer the students some opportunities for scholarships. These opportunities are due in large part to the College Fundraising Division that organizes events attracting potential donors. Many of the donors are alumni, current and former faculty members. Donors receive a thank you letter from the Chair every time they renew their financial support for the program.

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Finally, faculty members participate in the nomination process of prestigious awards for students and faculty like “Who’s who among students in colleges and universities in the United States” and college and university teaching awards.

SECTION 6: Summary Evaluation and Outlook The following section outlines the results of a diagnostic exercise involving the programmatic strength, weakness, opportunities, and threats. The last section provides a list of goals and priorities of the department. A. Strengths

§ Ethnic Studies has a strong mission statement and appropriate goals that are intricately linked to the mission statement and goals of the college and the university.

§ The Department of Ethnic Studies provides strong support for the university diversity initiatives and goals.

§ Ethnic Studies is a low cost high enrollment program because of Full-time equivalent (FTE) student hour’s production.

§ It provides high quality and well-respected undergraduate, graduate, and certificate programs and is the only Ethnic Studies graduate program in the upper Midwest.

§ It exposes students to people from diverse populations, and provides a home and supportive learning environment for students and faculty from underrepresented groups.

§ The strong record of publication of the faculty members allows the department to gain recognition in the state, the Midwest region and the nation.

§ Active participation of students in the activities of the department especially through the Ethnic Studies Student Organization

B. Weakness

§ Only a few Student Learning Outcomes are measured annually and there is need for using different methodologies.

§ The Faculty is overburdened with trying to meet responsibilities in the classroom, committees, and activities in the College and University.

§ The organization of B.S. Program needs revisions especially on Concentration 4: Optional or other Extended Program Courses

C. Opportunities

§ Faculty members provide leadership in the College of Social and Behavioral Sciences on issues of diversity and contribute to the diversity commission of the University.

§ The faculty provides service courses for various programs in several Colleges, the General Education program, the Cultural Diversity Program, the First Year Experience Program, and various Learning Community programs.

§ The Department prepares professionals who seek higher level education who become teachers, trainers, and researchers in the areas of race and ethnicity.

§ The students graduate with expertise needed in the effective delivery of services that social service institutions provide to communities.

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D. Threats

§ The Program’s most pressing need, which limits efforts to fully achieve its goals and objectives, is for additional faculty. This would make it possible to not only offer more classes and sections to meet the growing student demand, but would also make it possible to devote more time and attention to mentoring students on issues of diversity.

§ In the College of Social and Behavioral Sciences (CSBS), the decision-making process to award new faculty lines or replace lost ones involves the following steps: 1) a Chairperson submits a position request to the Dean, 2) Chairpersons rank the requests, and 3) the Dean presents these requests to the Provost. Based on past experiences, faculty members contend that this process is disadvantageous because Ethnic Studies position requests are consistently ranked lower. As a result, the Chairperson is advised not to participate in the ranking process.

§ Institutional discrimination against the Department is a perennial threat, for example, the lack of support for Ethnic Studies course proposals manifested by a majority of members on the College Curriculum Committee.

§ Further, the broader social and cultural environment of the University is most often cited as the reason why some members of the Department have left, for example, meddling and bullying by other faculty and staff.

§ Decentralization of office space is counterproductive to departmental integration and communication.

E. Recommendations for Inclusion in the Next Five-Year Plan

• To revise and list specific courses in emphasis/concentration four: optional or other extended program courses of the B.S. program. Racial/ethnic communities in the United States

• To revise and update the assessment methods of student learning outcomes. • To assess Undergraduate Program effectiveness and Student Learning Outcomes

including online courses through a survey • To develop Student Learning Outcomes through the application of Bloom’s (1956)

taxonomy: knowledge, comprehension, application, analysis, synthesis, and evaluation. • To institute comprehensive examinations in the Ethnic Studies Multicultural Masters of

Sciences program. • To request new faculty lines with the purpose of matching the needs of the Department

for effective and efficient functioning. • To issue requests for centralized space, for example, offices for faculty, staff, and chair

are next to each other to enhance communication in the Department. • To increase the participation of the faculty in the decision making process of most

departmental matters. • To request an increase in the number of graduate assistantships from the College of

Social and Behavioral Sciences, the College of Graduate Studies and Office of Institutional Diversity

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• To request an Administrative Assistant position for Ethnic Studies Department because it has the capacity to support its own office manager.

• To annually document the accomplishments and future plans of the Ethnic Studies Department on the Planning Tool for Academic Award Programs and Special Academic Programs (Non-Award), Services, & Activities as shown on Appendix D.

• In the future, we plan to link the mission of Ethnic Studies Department with the Academic Affairs’ Spheres of Influence, 2016-2017—aligned with our University strategic directions, 2016-2021. For example, 1) Enhancing student success & completion 2) Leading equity & inclusive excellence 3) Elevating faculty distinction & academic achievement 4) Advancing a culture of evidence & innovative organizational designs 5) Expanding regional & global impact 6) Leveraging the power of partnerships & collaboration

F. Appendices: all documents are available on the Ethnic Studies Department website (Program Review) at http://sbs.mnsu.edu/ethnic/programreview/