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- ADMINISTRATIVE RESPONSE To I AM – URI UNITY IN DIFFERENCE STUDENT EQUITY CONFERENCE 2010 (1)
- Academia and Student Affairs o Currently the academic curriculum is not interdisciplinary, inclusive and/or concerned about educating our future graduates about cultural awareness o Certain courses such as URI 101, COM 100, and several other general education requirements are again not reflective of a university that is “thinking big.” Such courses lack dialogue, diversity, equity and inclusion nor do they reflect the vision and mission of the university which directly impacts the culture of our institution o Currently, URI is lacking in creating conditions necessary for all campus community members to feel welcomed, supported, included, and valued by the university and each other o Currently the Greek systems are not implementing diversity/inclusion in their activities to educate the larger campus community and this again reflects the lack of awareness in their recruitment processes o Diversity is lacking immensely and it is not practical to celebrate it in a week at URI (i.e., Diversity Week) o URI lacks a unifying culture and stories or traditions that can be shared by community members to encourage dialogue and transformative communication among students o Lack of training among student staff, faculty, staff, and administration is a crucial issue, which is a threat to the greater campus community and diversity o Students in certain respective majors and disciplines are currently held to different standards with regards to general education requirements and do not have an opportunity to learn about issues of diversity and inclusion o While the orientation program is sufficient in getting the job done by informing students about the values, mission, academic and social future of this university, it lacks in collectively and accurately depicting how we hold our students accountable and further the sort of students this university values and needs (1)
- Academic (1)
- And insure the University’s implementation of our recommendations. (1)
- And of course all new construction. (1)
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- As a result they shoulder the burden of the cost of living. Similarly students from households with limited budgets are often unable to afford housing. While payment plans are an option, they are not feasible for most students with significant financial constraints In-hall staff, specifically Residential Assistants whom are often experienced as unsupportive when implementing departmental procedures for room changes. RA serve as “gatekeepers” for room request changes and request tangible proof of or justification for residents’ desire to change room. The expectation that LGBT students, students of color, and students from other marginalized groups quantify their experiences of hostility, bigotry, or general lack of acceptance is unjust Students have felt that the in-hall staff members with whom they most closely interact, namely Residential Assistants are under educated about underrepresented populations and their role in making residence halls affirming for all students There is a general need to revitalize the campus community’s efforts to address issues of multiculturalism, inclusion, and diversity. The office of Housing and Residential Life is in a unique position to facilitate student growth and leadership. (1)
- Autism (1)
- Autism Spectrum Disorder (1)
- Awareness (1)
- Boundaries (1)
- Campus Climate Issues The current climate and culture here at URI has generated a history of hate crimes (1)
- Campus violence (1)
- Coaching (1)
- Communication (1)
- Communication Skills (1)
- Conflict management (1)
- Crisis management in higher education (1)
- Currently at this University, students from underrepresented groups suffer daily as a result of the ignorance of their fellow campus community members. Their experiences are real and should not go unaddressed. We must erase the ever-present sense of apathy for others and come to the aid of our fellow community members. We share with you a dedication to graduating well-rounded educated students. The University should aim to produce graduates who will enter into the world with a comprehensive sense of what it means to be fully human, and the rights and responsibilities that humanity includes. As a community, students at URI should better understand injustice and its source so that they may become more involved in the effort to stop it. URI students can and will be productive global citizens if the University sets the standards for inclusion and social justice. URI students, faculty, staff, and administrators can join us as allies of all people, rallying to stop oppression and inequity. As a result, our entire URI community can acquire a sense of fellowship, cultural intelligence, and interest in the greater world. This effort must start now, here within their university. We ask that you work with us to create positive change at the University of Rhode Island. (1)
- Dear President Dooley, Provost DeHayes and Vice President Dougan (1)
- Develop goals, actions, and recommendations for those problems as identified by the students of the University of Rhode Island (1)
- Efficacy (1)
- Email response and memo (1)
- Entertainment, games, activities, and amicable competition should be the focus of the event o Homecoming should be moved to the quad and it should include more community building events such as a bonfire, dances with themes, games, rallies on the quad, etc. Such events would help to boost the pride of the teams and supporting fans o The Homecoming budget should (1)
- Faculty and Staff Training Issues Students have experienced insensitivity from Faculty and Staff o Insensitivity is experienced by students directly in the form of derogatory comments from Faculty and Staff. o Insensitivity has also been experienced when a Faculty/Staff member condones derogatory comments or actions that occur in their presence. o Students view Faculty, Staff, and administrators as role models and mentors and the insensitivity demonstrated on campus influences their values, thoughts, and behaviors. Faculty members do not necessarily address issues of diversity and equity in the classroom and when addressed, it may be addressed ineffectively. o Faculty do not always have the adequate training or resources to address issues of diversity in classroom A crucial issue facing our campus is the recruitment and retention of faculty from underrepresented groups o All students deserve to have mentors and role models who have a shared identity and experience with them o Lack of diverse faculty impacts campus climate, students’ education, and their qualitative experiences (1)
- GLBT Center Programs and Activities Consistent With Student Sub-committee Diversity Goals and Recommendations 2010 (1)
- Goals: Our goals are to identify the problems that the University faces with regard to multiculturalism and inclusion (1)
- Housing and Residential Life Issues The expense of on-campus housing is prohibitive to many URI students. Economic diversity within residence halls is impeded by the expense of living on campus. A number of LGBT students are estranged from their parents and no longer receive support (1)
- I AM U-URI Unity in Difference Mission Statement 2010 (1)
- I AM U-URI Unity in Difference developed as a result of the Student Leadership Conference, which was held on February 5th and 6th 2010. The mission of I AM U-URI Unity in Difference is to form a student advisory committee for the President of the University of Rhode Island on the unique aspects of the student experience, as well as collaborate with other existing groups on issues concerning diversity at the University. As a direct avenue for the voice of the student body to the President, and with the President’s mentorship, we aim to honor people of all cultures, races, communities, creeds, religions, abilities, socio-economic statuses, gender expressions, gender identities, and sexual orientations. It is our imperative to create an arena in which the student body is able to represent itself, while reflecting its evolving experiences, issues, and wishes. (1)
- I also encourage you to follow up on several of your other proposals: social justice living-learning community with Mr. Yensan, fall retreat with me, gender neutral restrooms with Mr. Yensan, etc. etc. Let me know if I can assist in any way. Please let me know if you have any questions. Enjoy the rest of your summer. (1)
Articles 1 - 9 of 9
Full-Text Articles in Education
Crisis Management: How To Stay Out Of Court, Adrianne Browing, Kimberly Kubicek, Sarah Rigsby, John Roberts
Crisis Management: How To Stay Out Of Court, Adrianne Browing, Kimberly Kubicek, Sarah Rigsby, John Roberts
Parameters of Law in Student Affairs and Higher Education (CNS 670)
Crisis Management in higher education is often unpredictable. It requires immediate decision making and quick resolution based on the outcome of an event that has taken place. Institutions have an obligation to reduce uncertainty in the event of crisis and to mitigate the circumstances of potential volatile situations. A crisis management policy should be established and implemented in order to provide a safe and healthy environment for all. In the wake of the Virginia Tech tragedy, a report was provided to the President of Virginia Tech that stated “a strong, vibrant and supportive community is essential in ensuring a safe …
Coaching Efficacy With Academic Leaders: A Phenomenological Investigation, Deanna Lee Vansickel-Peterson
Coaching Efficacy With Academic Leaders: A Phenomenological Investigation, Deanna Lee Vansickel-Peterson
College of Education and Human Sciences: Dissertations, Theses, and Student Research
The purpose of this psychological phenomenological research was to understand the efficacy of life coaching from the perspective of academic leaders. To date, not one investigation or attempt has been made towards the above stated purpose. This study includes a theoretical overview and a review of the coaching literature from Socrates (469-399 BC) to current day Humanistic theory presented in part by Roger (1902-1987).
This process included data collection from five academic leaders who have been coached for at least two years. Levels of analysis of 365 statements, quote and/or comments produced finding of efficacy in life coaching with academic …
Managing For Diversity 2010, Morgan Cottrell
Managing For Diversity 2010, Morgan Cottrell
Student Affairs Digital Community Development
This is a presentation on Managing for Diversity as a Student Affairs Professional.
Update On Equity Programs In Response To "I Am U-Uri Unity In Difference", Thomas R. Dougan
Update On Equity Programs In Response To "I Am U-Uri Unity In Difference", Thomas R. Dougan
Student Affairs Digital Community Development
This was an email from Tom Dougan sharing a memo with the members of I Am U.
"Members of the Student Equity Council-I wanted to provide you with an update of what has been occurring this summer regarding our efforts to address several of the issues and recommendations you brought to our attention this past spring. I have attached a summary of activities for your review. Enjoy the 4th of July holiday."
Administrative Response To I Am – Uri Unity In Difference Student Equity Conference 2010, Thomas Dougan
Administrative Response To I Am – Uri Unity In Difference Student Equity Conference 2010, Thomas Dougan
Student Affairs Digital Community Development
This is article is responding to several recommendations made by students who attended the student equity conference held this past February 2010 at Alton Jones. Students took this event seriously and made several positive recommendations to improve campus climate, improve inclusion and to celebrate diversity.
I Am U-Uri Unity In Difference Mission Statement 2010, Joseph A. Santiago, Maxwell Edmonds, Christina Knoll
I Am U-Uri Unity In Difference Mission Statement 2010, Joseph A. Santiago, Maxwell Edmonds, Christina Knoll
Student Affairs Digital Community Development
This post is the I AM U-URI Unity in Difference Mission Statement from 2010. The group became a student advisory committee for the President of the University of Rhode Island on the unique aspects of the student experience, as well as collaborate with other existing groups on issues concerning diversity at the University.
Glbt Center Programs And Activities Consistent With Student Sub-Committee Diversity Goals And Recommendations 2010, Joseph A. Santiago
Glbt Center Programs And Activities Consistent With Student Sub-Committee Diversity Goals And Recommendations 2010, Joseph A. Santiago
Student Affairs Digital Community Development
Being part of the founding of I AM U-URI Joseph Santiago was asked by Andrew Winters to compile a list of the GLBT Center programs and services. This is list submitted to Andrew.
Student Leadership Conference Report 2010, Joseph A. Santiago, Maxwell Edmonds, Christina Knoll
Student Leadership Conference Report 2010, Joseph A. Santiago, Maxwell Edmonds, Christina Knoll
Student Affairs Digital Community Development
This is the Student Leadership Conference Attendees Report from the retreat. This is the start of the I AM U-URI Unity in Difference group on campus.
Thinking Outside Of The Assessment Box: Assessing Social Communicative Functioning In Students With Asd, Janet L. Dodd
Thinking Outside Of The Assessment Box: Assessing Social Communicative Functioning In Students With Asd, Janet L. Dodd
Communication Sciences and Disorders Faculty Articles and Research
The assessment of a student suspected of an autism spectrum disorder (ASD) diagnosis requires the integration of information collected by a variety of professionals across various domains of functioning. One of the core deficits of students with ASD is a deficit related to social communicative competence (SCC). SCC requires the integration of language, social cognition, and higher order executive functions (Coggins, Olswang, Carmichael Olsson, & Timler, 2003) This article will propose an assessment model of social communicative functioning that was developed based on the SCC framework of Coggins and colleagues as a component of the Comprehensive Multidisciplinary Assessment Protocols for …