MSS/2008-09 Annual Report Summary Page 2 · 2019-10-16 · MSS/2008-09 Annual Report Summary Page 4 Demographic Overview of Students Served by MSS During the 2008-09 Academic Year

MSS/2008-09 Annual Report Summary Page 2

Table of Contents Mission and Goals .................................................................................................................................................. 3

Introduction ............................................................................................................................................................ 3

Demographic Overview of Students Served by MSS .................................................................................. 4

Programs and Services ........................................................................................................................................ 5

Outreach Programs Design to Welcome and Aid in the Transition and Adjustment of

Incoming Students ........................................................................................................................................ 5

Programs and Services to Address the Retention, Achievement, and Graduation of

Students ........................................................................................................................................................... 6

Mentoring Programs .................................................................................................................................................. 6

Multicultural Student Mentor Program Team Mentoring Program

Programs to Support the Academic Achievement of Students ........................................................... 8

Holistic Guidance and Advising for Students Study Sessions Tutoring Services Computer Lab Student Profile: Jenadee L. Nanini Inspiring a New Generation of Scholars and Scientists Workshop Series Student Profile: Valeria Lopez-Lozano First Annual Health Careers EXPO College Success Workshops Strategic Team Approach to Retention (STAR) Student Profile: Gian Carlo Espinosa Celebrating the Accomplishments and Graduation of Our Students Student Profile: Jamee Latrice Mayfield

Opportunities for Student Intercultural Collaboration, Leadership, and Professional Development and Preparation for Post-Baccalaureate Endeavors .............................................. 13

Job Opportunities for Students Leadership Opportunities Study Abroad/Internships Student Leadership Training, Consulting, Advising, and Support Educational Material Development and Marketing

Partners and Supporters ................................................................................................................................................ 15

University-wide and Community Partnerships to Facilitate Their Engagement and Contributions to Increase the Retention, Achievement, and Graduation of Multicultural Students .......................................................................................................................................................................... 15

Exhibits ..................................................................................................................................................................................... 17


The Office of Multicultural Student Services

Mission and Goals

In accordance with the WSU

Strategic Plan and in partnership

with other units on campus, the

Office of Multicultural Student

Services (MSS) seeks to facilitate the

best undergraduate experience for

multicultural students through the

provision of culturally relevant

services that foster their successful

transition, adjustment, persistence,

achievement, and graduation.

Goal I: Develop and implement outreach programs designed to welcome and aid in the transition and adjustment of incoming students.

Goal II: Provide and support programs that improve the retention, achievement, and graduation of multicultural students.

Goal III: Provide opportunities that foster and recognize student involvement and leadership, professional development, and preparation for post-baccalaureate endeavors.

Goal IV: Document and analyze the enrollment, retention, achievement, and graduation trends of Multicultural Students to establish comparisons to the WSU student body as a whole as well as to peer institutions.

Goal V: Develop university-wide and community partnerships to facilitate their engagement to increase the retention, achievement, and graduation of multicultural students.

Goal VI: Nurture an environment that fosters the growth and sustainability of the MSS Staff and resources.

The Academic Year of 2008-09 was a remarkable one for the

Office of Multicultural Student Services (MSS). Our Office was

impacted by several significant events. First, adjustment to the

impact associated with the merge of the Office of Equity and

Diversity and the Office of Student Affairs, the reduction of

personnel by 25% (4 positions since the summer); the significant

loss in budgetary resources, the changes in the MSS leadership;

and the move of the entire MSS operation to the 4th floor of the

CUB.

The reduction in personnel required that remaining staff would

take different and/or additional responsibilities. For example, the

Associated Director retained the leadership for the Academic

Enrichment Center and assumed the Retention Role of the

African American Student Center. The Communications/Events

Coordinator assumed the role of Retention Counselor for the

Chicana/o Latina/o Student Center while still assisting with

aspects of his previous position. The Director was moved into

the role of Director for Mentoring and Academic Programs and

soon after asked again to retake the responsibilities of the

directorship for the office.

In the midst of these significant events, the staff came together

and worked hard to make the transition to the new location

seamless to the students and to provide not only uninterrupted

programming and services but creating some new high quality

initiatives to continue enhancing the academic services to

students.

This work was guided by MSS Strategic Plan designed to “…

facilitate the best undergraduate experience for multicultural

students through the provision of culturally relevant services that

foster their successful transition, adjustment, persistence,

achievement, and graduation” and in line with the Division’s

goals to “create, nurture, and support a university culture that

values equity and diversity,” “prepare students to enter a global

and diverse society,” and “engage faculty in all aspects of student

development.”

This report summary reflects many of the efforts undertaken by

MSS during the 2008-09 academic year to maintain a strong

community of support for the students, offering them solid

academic, cultural, and social set of services and programming.

Students were constantly presented with opportunities for growth

in their academic, intercultural and global competencies,

leadership, and professional skills.


Demographic Overview of Students Served by MSS

During the 2008-09 Academic Year MSS offered a set of academic, cultural/intercultural, and social

programs and services to 2,415 undergraduate students who self-identify as members of one of the target

student populations of this office. Many other undergraduate and graduate students were also welcomed

and served by the office.

During the 2008-09 AY, there were 2,415

students attending WSU. Of them 47% were

females and 53% males. African Americans

17%, Asian American and Pacific Islanders

44%, Chicana/o Latina/o 31%, and Native

Americans 8%. The students of color

represented about 15% of the total student

population at WSU.

At the end of the academic year, 87% of the students were meeting university academic expectations and

41% had a cumulative GPA of 3.0 or better. The average GPA was 2.84 and women had a higher average

GPA of 2.96. A total of 78 graduated in the fall 08 semester and 218 in the spring semester (See Exhibit

A).

748 (31%) of the students were active participants

of the services and programs provided to them at

the Multicultural Center. “Active” indicates

regular participation and engagement in the

Mentoring Programs, academic programs

(tutoring, workshops, study tables, STAR

Program, advising), and cultural, social, and other

outreach programs sponsored by the Student

Centers.

A significant percentage of students active in the

Multicultural Center were “Pell Eligible”

students, 40% compared to 33% of those not considered active participants.

Multicultural Undergraduate Students - Pullman Campus - Fall 08 and Spring 09 Semesters Combined

GROUP Female Male Total Pell Eligible Honor Roll Average GPA

AA 187 8% 223 9% 410 17% 47% 6% 2.72

AAPI 483 20% 578 24% 1061 44% 30% 14% 2.88

CHL 372 15% 379 16% 751 31% 38% 10% 2.85

NA 102 4% 91 4% 193 8% 35% 12% 2.86

All 1144 47% 1271 53% 2415 100% 35% 11% 2.84

Frequent Users of the Multicultural Center Pullman Campus – AY 2008-09

GROUP Female Male Total

Pell Eligib

le

Average GPA

AA 86 21% 56 14% 142 35% 47% 2.75

AAPI 177 17% 169 16% 346 33% 28% 2.89

CHL 91 12% 121 16% 212 28% 57% 2.83

NA 28 15% 20 10% 48 25% 35% 2.74

All 382 16% 366 25% 748 31% 35% 2.84


Programs and Services

Outreach programs designed to welcome and aid in the transition

and adjustment of incoming students

Welcome to the Cougar

Family Postcard: Sent to

around 1200 students with a

personal message from a

Student Mentor (Multicultural

Student Mentor Program and

Team Mentoring Program).

Letters to all new students from MSS Director and

Retention Counselors to

congratulate them for their

acceptance to WSU, welcome

them to the Cougar family, and

inform them about the services

and programs awaiting them at

WSU to support their

educational goals.

Multicultural/Bilingual Alive! Session. MSS was a partner with New Student Programs, College

Assistance Migrant Program, and Enrollment Management Community Outreach in the planning and

implementation of this culturally relevant Alive! Session.

Student Mentor Javier Arce and Dr. Olsen talking to mentees in the Team

Mentoring Program during the 2008 CONEXION

CONEXION: Welcome reception

and introduction of new students to

the university community and to

the “Community of Support”

available to them at WSU through

the Office of Multicultural Student

Services. This year’s CONEXION

had strong participation of

academic areas and faculty. There

were around 600 participants

including new students, student

mentors, student leaders, faculty

and staff representing all colleges

as well as many academic

departments and student services

units on campus.

Tours to the Multicultural Center for groups visiting Washington State University. These groups

include alumni, representatives of foundations and corporations, student visitations led by Enrollment

Management, federal programs, etc.

Support for the planning and implementation of the Recruitment/Leadership Conferences (Pow

Wow, VIBES, SHAPING, CASHE).


Programs and services to address the retention, achievement, and

graduation of students

Mentoring Programs

Selection, training (Summer Retreat, Mentor Handbook, and Ed Ad 497 class), guidance and support of

61 Student Mentors for the 08-09 academic year. These mentors are part of the Multicultural Student

Mentor Program and the Team Mentoring Program.

Multicultural Student Mentor Program – MSMP For incoming multicultural first-year and transfer students. During the 2008-09 AY, 51 Mentors reached

out and offered mentoring support to 775 Mentees. Under the Guidance of the Assistant Director for

Mentoring Programs, the Retention Counselors, and the Graduate Assistants the student Mentors

delivered consistent support and activities to meet the academic, social, and cultural needs of new

students (See Exhibit B).

Impact:

Mentors contacted 97% of Mentees. 73% of mentees had 6 or

more mentoring contacts each semester and 3% were not

contacted. Mentors recorded a total of 25,089 mentoring contacts

with an average of 6 personal contacts and 14 electronic contacts

per mentee respectively. 62% of mentees were actively engaged

in the program.

Mentoring Contacts

Average Per Mentee

Fall 08 Spring 09

Personal 6 5

Electronic 15 14

The program maintained a clear academic focus: At the end of the 08-09 AY, 89% of the freshman

Mentees had made positive academic progress (42% of mentees had a GPA of 3.0 or better). The

percentage of mentees with a GPA below 2.0 was at a historic low of 11% in comparison to 14% the

previous two years.

Freshman mentees who were “active”1 had a higher average GPA (2.8 compared to 2.7 of those not active

in the program), lower deficiency rate (8% compared to 17% of those “not active”2 in MSMP), and higher

1 “Active” mentees were those who were engaged in the Mentoring relationship as documented by the Mentors in

the Mentor Weekly Logs


projected fall 09 enrollment (89% compared to 83%). The fall 08 to fall 09 retention of freshman

multicultural students was 83.7% compared to 83.8 for the total student body. This is still 3% short of the

Mentoring Program goal of 87% which is the fall to fall retention goal recommended for the university in

the 2008 Report by the Provost’s Council on Retention.

Transfer mentees who were active had a similar average GPA to those who were not active but slightly

higher academic deficiency rate (20% compared to 18%), and higher projected fall 09 enrollment (87%

compared to 76%).

In order to accomplish the MSS Mission and the MSMP goals, this program designed and implemented a

variety of activities to facilitate the mentees transition and retention in college and receive the support to

balance academic, cultural, and social needs (See reports from each Center for further details).

Team Mentoring Program – TMP

This Program is for students interested in and/or pursuing STEM (Science, Technology, Engineering, and

Math) disciplines. During the 08-09 AY, 13 Student Mentors and 7 Faculty Mentors offered mentoring

services to 159 students. Of these, 61 mentees were in the College of Engineering and Architecture and

98 in the College of Sciences (See Exhibit C).

Impact:

During the 2008-09 AY, 41% of mentees were “Active” in the Team Mentoring Program, 41%

“Somewhat Active,”3 and 18% were “Not Responsive.” 94% were contacted at least once by their

Mentor. Of them, 50% were contacted 3 or more times a semester. Mentors recorded a total of 1,843

mentoring contacts with an average of 6 personal contacts per mentee.

Although the mentees who were “active” in TMP had lower average GPA (2.66) compared to those

“somewhat active” (2.75) and those “not active” in the program (2.82), they had a higher percentage of

those obtaining a 3.0 or above cumulative GPA (40%) compared to 33% and 37% for somewhat and not

active respectively.

“Active” mentees continued in STEM disciplines at slightly higher level than the “somewhat” and “not

active” mentees (70% compared to 65% and 69% respectively). “Active” mentees also enrolled at a

higher rate in the fall 09 semester (81% compared to 76% for “somewhat active”) but at a lower rate

compared to those “not active” (86%).

In general, female Mentees had better academic

performance but, across the board, lower

retention in STEM disciplines and at the

university.

In order to accomplish TMP goals, this program

designed and implemented a variety of activities

to facilitate the mentees connection to their

College and increased their likelihood of staying

and graduating in their intended STEM discipline

(See TMP report for more details).

2 “Not Active” reflect mentees who were not responsive to the Mentors

3 “Somewhat Active” reflect mentees who the Mentors had contact with but not on regular basis.

Mentees Engagement with TMP

Mentees In STEM

F09 At WSU

F09

Average CUM GPA

Active 64 40% 45 70% 52 81% 2.66

Somewhat Active

66 42% 43 65% 50 76% 2.75

Not Active 29 18% 20 69% 25 86% 2.83

All 159 100% 108 68% 127 80% 2.77


Programs to Support the Academic Achievement of the Students

MSS has outreach efforts that target and serve all multicultural and other students. During the 08-09 AY,

748 (31%) multicultural students were active participants in MSS programs and services (this figure of

students who frequent the center on regular basis is a conservative account due to limitations in the

documentation of student use and participation in MSS programs. An improved method to account for

most of the students frequenting the Centers is being implemented for the 09-10 academic year). Overall,

many of the frequent users of MSS facilities and services are high need students as indicated by the

percentage who are “Pell Eligible” (40%) in comparison to those who did not frequent the Multicultural

Center on a regular basis (33% of them are “Pell Eligible”). This trend is particularly clear for the

Chicana/o Latina/o students.

Holistic Guidance and Advising for Students

Multiple, formal and informal, interventions were provided by the Associate Director, Retention

Counselors, Graduate Assistants, Liaisons to MSS from Counseling Services, Residence Life, Office of

Financial Aid, Center for Advising and Career Development, and volunteer faculty and staff. At each

Center, one-on-one guidance and support was provided to students facing personal, financial, academic

difficulties and other challenges. Much of this work was done in close collaboration with faculty and

staff from various departments in order to provide students with the most appropriate help. MSS staff

informed, nominated, and guided many students as they pursued scholarship and leadership awards,

internships, and post baccalaureate opportunities (See Exhibits E and F, and each Student Center Annual

Report for details).

Study Sessions Led by the Student Mentors,

multiple study sessions were

held at the Centers to facilitate

mentees and other students

with opportunities to prepare

for tests and final

examinations.

Tutoring Services

MSS made available tutoring

services for students at the

Academic Enrichment Center

and dedicated hours at each

one of the Student Centers.

Tutors were available

for an average of 120 hours per week for 13 weeks each semester. These services were provided on first-

come-first-serve and one-on-one or group tutoring sessions. During the spring semester of 2009, there

were 694 documented tutoring sessions and about 250 WSU students each semester benefited from this

service. The classes for which the students requested more tutoring assistance were in Math, Physics,

Statistics, Chemistry, Biology, Economics, Writing, and Business.

Computer Lab Students are provided with free access to a Computer Lab available to them at the Academic Enrichment

Center and at each one of the Student Centers. This service is used by many students beyond our target

multicultural student population. The MSS relocation in the CUB has increased the student use of this

service. We estimate that around 100 students access the lab on a daily basis.


The following is an account of Jenadee L. Nanini of her experience during the spring and summer

Internships in Washington DC. She exemplifies the impact WSU programs have as they come together to

support the students’ educational goals. For the 09-10 Academic Year, in addition to being a dedicated

student, Jenadee will serve as a Student Mentor at the Native American Student Center, Program

Coordinator for the YMCA, VP of Community Service for National Society of Collegiate Scholars,

Member of President Floyd’s Student Advisory Board, Honors College Student, hold a job at USDA Vet

Office, and membership in Kappa Alpha Theta.

Interning In DC Jenadee L. Nanini

Jenadee in Senator Ted Kennedy’s office

I originally landed in D.C. via the Fund For American Studies (TFAS) program.

I applied through Capitol Semester to spend a semester in D.C. interning and

attending classes at Georgetown at night. I was accepted by both and although I

received a scholarship from TFAS, I was still left with a substantial amount

needed to cover the cost of this experience. However, several people at WSU

understood the importance an internship like this has on providing experience

unlike any I could receive in the classroom. Between my TRiO advisor

(Bernadette), my retention counselor in the Native American Student Center

(Norma Joseph), Rice McGill, Barbara Ashton, and Dr. Tate’s office, I was able

to receive scholarships and funding to make my dream of going to D.C. to live

and learn became a reality.

I wanted to secure my own internship, so I applied with

both of my Montana Senators. I chose to work for

Senator Jon Tester as he was newer to the Senate and I

felt I would get more of a hands-on experience. He also

sat on a few committees of particular interest to me-

Indian Affairs, Veteran Affairs, and Housing and

Banking. In Senator Jon Tester’s office I was able to get

a firm grasp on what working for the federal government

meant. Being in DC and working at the United States

Senate during President Barack Obama’s first 100 days

was phenomenal. There was a buzz of excitement and

hope surrounding you. I sat in on hearings that discussed

the housing crisis, Iraq, and bailouts. I sat behind Tim

Geithner and Kathleen Sebelieus as they were confirmed

by the Senate. It was a moment in my life that is unlike

any. I was responsible for attending hearings and

reporting back to staffers with memos. I conducted

extensive legislative research, responded to constituent

concerns, scheduled the meetings, provided tours of the

capitol, and any other miscellaneous tasks I was asked.

While I was in DC, I applied on Senator Teddy

Kennedy’s website for a summer internship in his

office. I was so shocked the day I got a call from his

intern coordinator asking if I would accept the

position. I obviously accepted in a heartbeat! I

applied because all in the Kennedy family are heroes

to me and, in addition, I wanted to learn about a state

with different constituent concerns, population, and

different political views. I was able to attend

hearings and write memos, deal with constituent

concerns, interact between the branches, conduct

extensive research, and all the “intern” things I

mentioned above in my other internship. To stand in

the office where so many ideas were generated and

enacted, was beyond inspiring. I got to sit in JFK’s

rocking chair, talk to Joe Biden, etc. It was a

growing and learning experience like non other.

Everyone there came from a diverse background and

with a different story—but we all had the same goal.

We all desired to be a part of something greater than

ourselves, something to change peoples lives. This

summer I hope to intern at the White House to gain a

better understanding of the international and

executive element of the United States Government.


Inspiring a New Generation of Scholars and Scientists (Exhibit F)

Workshop series made available to students through in collaboration with the Office of Research, the

College of Sciences, and the College of Engineering and Architecture. In this first year, 15 Workshops

were offered with an average attendance of 15 students per workshop.

Impact: Several students were placed in labs/research projects with faculty as an immediate impact of

these workshops. One of these students is Valeria Lopez-Lozano, Senior majoring in Basic Medical

Science with an emphasis in Pre-Med.

Valeria presenting her research to the students at the Chicana/o

Latina/o Student Center during Semana de la Raza, March 2009

Her WSU experience in her own words – “This is my second year as a multicultural

student mentor and being part of the MSS

community of support has allowed me to

connect with faculty and consequently

enhance my undergraduate curriculum.

My participation in MSS put me in contact

with Dr. John Alderete, a professor in the

School of Molecular Biosciences at WSU.

Thanks to this connection, I am now going

onto my second year of undergraduate

research experience in Dr. Amit Dhingra

lab. Under his supervision, I am in charge

of developing an efficient strawberry regeneration protocol. This amazing opportunity has helped me

develop skills to productively interact with my peers in the lab and work on a problem on my own. I have

learned to recognize that research is a big part of what we are as a university. As an undergraduate

researcher I plan on addressing questions of economic importance which can be solved using molecular

tools. My research focus is primarily on fruit crops (apple, pear and cherry). This is of particular

importance given the fact that the state of Washington is one of the main fruit growers of the Pacific

Northwest. My work in Dr. Dhingra’s lab has, so far, provided me with the opportunity to attend national

conferences held in Yakima and Wenatchee. I am also the recipient of a CAHRNS scholarship that

supports my ongoing undergraduate research experience and allows me to continue working at the

second program in the nation in molecular biology.”

First Annual Health Careers Expo The Office of Multicultural Student Services, the WSU Division of Health Sciences, the College of

Sciences Advising Office, and the WWAMI Medical Education Program planned and implemented the

First Annual Health Careers Expo. The objectives were to provide underrepresented student populations

in the health careers with information about the health programs at WSU, inspire them to pursue their

career goals, and help position Washington State University to exceed the national rates of enrollment and

graduation of underrepresented populations in the health disciplines.

Impact:

96 students participated in this event. These students received a copy of the “Guide to the Washington

State University Health Programs” and had the opportunity to meet and interact with representatives from

all the WSU Health Programs and the University of Washington School of Medicine and School of

Dentistry (See Exhibit G).


College Success Workshops

This effort is led by the Center for

Advising and Career Development

(CACD). MSS has been a long term

member and contributor to a

university-wide partnership (CACD,

Counseling Services, Libraries,

MSS, CAMP, SSP, DRC, Writing

Programs, Financial Aid) that offers

workshops on about 34 different

topics in the areas of Stress

Management and Life Skills, Major

Choice and Decision Making, Time

Management, Test Taking, Learning

Styles, Note-Taking, Reading and

Memorization, and Writing Reading

and Research. 23 of these

workshops were sponsored directly

by MSS and held at the

Multicultural Center. 227 students

participated just in the ones held at

the Multicultural Center with an

average of 10 students per

workshop.

College Success Workshops No.

Fall 2008

How to Cope with College 11

“We Are the World” – Making Study Abroad a Reality 14

Stomp the Stereotypes: Life as a Multicultural Student 21

It’s All Good: Healthy Living 6

Make Them Last For Ever…and Ever – Healthy Relationships 13

Computer Help to the Rescue 5

Understanding Your Professor – Their Expectations and What is

Expected of You 7

Keeping it All in Place – Study Skills and Study Techniques 9

Be Prepared… Studying for Your Finals 7

Making the Most of Academic Advising 5

Getting Ahead of the Game: Resumes, Occupations, Job Search

Strategies 8

How to Take It to the Next Level – Graduate School Preparation 11

Spring 2009

Preparing and Applying for Graduate School 4

Healthy Life Styles 10

Study Skills 7

Tax Preparation 12

Financial Aid and Scholarships 3

Healthy Relationships 8

Time Management 4

Finding and Applying for Internships 5

Healthy Relationships (2nd time) 5

Study Abroad 27

Financial Management 15

Strategic Team Approach to Retention – STAR

A team of dedicated professionals worked together to provide students individualized, thoughtful, and

caring support in order to facilitate their academic progress and successful retention and graduation.

Multicultural Students with a 2.2 GPA or below were contacted and invited to take advantage of the one-

on-one support made available through STAR. Staff from MSS, the Athletics Department, CAMP, SSSP,

CACD-CSF/PASS Programs reached out to these students both in the fall and spring semester. In

addition, MSS engaged in the establishment of a pilot project to provide close monitoring and support for

students in the CAMP Program and Athletics enrolled in the English 101 class. STAR targeted 219 in the

fall 2008 and 289 in the spring semester of 2009. In addition, Retention Counselors at each one of the

Centers receive mid-term grades for students and contact those who are not meeting minimum academic

expectations to make sure they are aware of resources available to them and to assist with personal

academic planning (See Exhibit D).

Gian Carlo Espinosa is one of those students served by the STAR

Program. Unfortunate circumstances made his academic

experience at WSU a very challenging one. Regular meetings with

the Retention Counselor at the AAPI Center helped him receive the

support and guidance needed to overcome challenges and

graduate. He was also a frequent user of the Center’s space to

study and to use our computers. Carlo was also an involved

member and supporter of many student organizations within the

AAPISC. Despite his difficulties in achieving high academic scores,

there is no doubt that Mr. Espinosa put in a lot of time and effort

while taking his classes seriously. He is a success story because of

his determination to persist and ultimately graduate.


Celebrating the Accomplishments and Graduation of Our Students

The Office of Multicultural

Student Services has a long

and well established tradition

of recognizing students’

accomplishments particularly

their graduation from WSU.

Students, families, and the

community at large have come

to expect these culturally

relevant celebrations. During

the 08-09 AY, MSS held the

fall recognition for graduating

students, the 1st Annual

Multicultural Graduation

Ceremony and unique

community graduation

receptions. Around 120

students receiving their

Baccalaureate, Masters, and Doctoral Degrees participated in these

events and were given a culturally relevant stole. Families, friends

and university community attended to celebrate this remarkable

accomplishment of the students.

Jaimee Latrice Mayfield, one of the student speakers at the Multicultural Graduation Ceremony in May

2009, was a very active and successful student. She earned a Bachelor of Arts in Communication, with

an emphasis in Public Relations and dual minors in Political Science and Global Studies. She transferred

to Washington State University from Xavier University of Louisiana as a result of hurricane Katrina.

Double R Productions intern Jaimee

Mayfield interviews student for

promotional video in Washington, D.C

While at WSU, Jaimee was very active with Black Women’s Caucus,

the Black Student Union, a member of the Public Relations Student

Society of America (PRSSA) and the Association for Women in

Communication. She volunteered on and off campus programs.

She was an intern with the Career Development Specialist program

in the office of Center for Advising and Career Development, a

Student Abroad Ambassador for the Education Abroad Office, and

worked with the community development and conservation project

in Costa Rica and Panama.

She was also a McNair Achievement Program Scholar. In this

program, she completed a research project titled “Romance or

Violence: Sexual Messages in Music Lyrics Popular among African

American youth.

After graduation, Jamie went to Washington DC for a summer internship with Double R productions where she

engaged in marketing, public relations and video productions work. In the fall, she entered Michigan State

University to pursue a Master Degree in Public Relations.


Opportunities for student intercultural collaboration, leadership

& professional development, and preparation for post-

baccalaureate endeavors

MSS engaged students in discussions, activities, and programs designed to help them build cultural and

global competency, articulate cultural pride, and achieve high levels of intercultural collaboration,

leadership skills, and academic excellence. During the 08-09 AY, over 100 graduate and undergraduate

students held positions as graduate assistants, mentors, tutors, and student interns/office assistants in

MSS.

Job Opportunities for Students Mentoring positions (63), Tutoring

positions (21 and 18 in the fall and

spring semesters respectively),

Office Assistants/Student Intern

Positions (18),

Graduate Assistantship positions (7),

Internships in collaboration with

academic departments (2)

Leadership Opportunities

Multiple leadership positions are

available to students in MSS

programs and in over 40

multicultural student organizations

that associate with the Centers.

Student Mentors at the August 2008 Training Retreat

Impact:

All students selected for a position in the Office of Multicultural Student Services received extensive

training, particularly the students in the Mentoring Programs. MSS subscribes to the philosophy and

praxis that engages student workers as professionals in training. Student learning outcomes are assessed

using an adapted version of the “Guide to Rating Professional Performance in Learning Organizations.”

Through their participation and work in

MSS, students are expected to

develop/refine their skills in the

following six rubrics: Job duties,

challenges, & opportunity recognition;

Information & Evidence; Organization

& University learning mission;

Teamwork & leadership; Cultural

competency -multiple perspectives &

diverse viewpoints; and

Communication.

This instrument is utilized by Graduate Assistants, Retention Counselors, and other MSS staff to provide

feedback and coach Mentors, Office Assistants, and student interns in their professional growth.

This Sample tool shows the Self and Supervisors

Assessment used with the student Mentors at the

end of the year. By the end of the year, Mentors and

supervisors, independently, assessed that Mentors

have performed to expectations in all rubrics and

outstanding in the cultural competency rubric.

Sample - assessment tool for each rubric utilized by Mentors & Supervisors

EMERGING Score

unacceptable

Comments:

Marginal3

Performs to Expectations Outstanding

MASTERINGDEVELOPING

1 2 4 5 6


Study Abroad/Internships

In collaboration with a Faculty Mentor in the College of Engineering and Architecture (Dr. Pezeshki)

designed a Study Abroad/Research Opportunity for Spanish Speaking Engineering Students. Four

students were selected and were ready to participate in this internship but the University cancelled all

internship programs in Mexico due to the H1N1 virus outbreak.

Student leadership training, consulting, advising, and support MSS staff served as cultural consultants, presenters, speakers, and advisors to many student leaders and

student organizations. This office has a historic record of strong collaboration with Student Involvement

and Leadership Development, ASWSU, Coalition of Women Students (CWS), Gender

Identity/Expression Sexual Orientation Resource Center (GIESORC), and other units on campus in

efforts to train, advocate for, and engage students in leadership, intercultural, and professional

development. Throughout the year, MSS staff contributed their time and expertise in support of the

planning, implementation, and evaluation of many culturally relevant programs. The following are some

of them:

EdAd 497 Class/Seminar (3 Sections). Seminar

designed to train Student Mentors in the theory and

praxis of mentoring to equip them with the necessary

tools for effective mentoring relationships

Annual Cougar Leadership Retreat

Recruitment/Leadership Conferences: VIBES,

SHAPING, CASHE, and the Pow Wow. These

projects reflect a true model of student intercultural

collaboration and leadership development.

Multicultural student organizations directory

Cultural Awareness Programming: Native American

Heritage Month, Black History Month, Semana de la

Raza, Asian American and Pacific Islander Awareness

Month.

MSS staff is often asked to serve as

consultants and cultural advisors to many

student leaders and organizations.

Students at the 2008 Cougar Leadership Retreat

Educational Material Development and Marketing

With the support of the

Division’s Director of

Communications and

his team, the CUB

Marketing, and MSS

professional and

student staff developed

many educational and

informational materials

to make students and

the larger community

aware of the programs,

services, and initiatives

available to them in

MSS and throughout

various offices on

campus.

MSS Website - Accurate and updated information about each Center, mentoring, academic support, tutoring, workshops, and events

Brochures, flyers, and other printer materials - New brochure and informational materials designed to keep students, faculty, staff and larger community informed about MSS programming and opportunities for academic, social, cultural, intercultural enrichment

Newsletters - Team Mentoring Program (fall and spring), Mentor Program Newsletter by Center

Handbooks and other educational materials - Student Mentor Handbook, A guide to Washington State University Health Programs, Multicultural Student Organizations Directory

Videos and Power Point Presentations to highlight MSS programming & Services


Partners and Supporters

University-wide and community partnerships to facilitate their

engagement and contributions to increase the retention, achievement,

and graduation of multicultural students

The work of MSS in support of the students would not be possible without the engagement and support of

many individuals and offices.

College of Sciences, College of Engineering and

Architecture: A partnership to develop and implement the

Team Mentoring Program to target Underrepresented

Minorities in STEM disciplines,

Office of Research and School of Molecular Biosciences –

Inspiring a New Generation of Scholars and Scientists

Workshop Series

CACD: College Success Workshops, Academic Advising,

and referrals, Spring Career Expo of the Palouse,

Multicultural Liaison

STAR Program partners: Athletic Department, CAMP,

CACD/PASS Program and CSF, SSSP, and the English

Department

Counseling Services – Multicultural Liaison, ADCAPS,

workshop series, and referral services

Alumni Association and Multicultural Alumni Alliances

TRiO: Student Support Services Program, CAMP, and

McNair Scholars – Workshop series, referrals

Financial Aid/Scholarship Office – University Scholarship

Coordinating Committee, Academic

Achievement/Diversity Scholarship Sub-committee,

workshop series, Multicultural Liaison, & referral services

Residence Life –RED Collateral Assignment.

Graduate School and College of Education (Ed

Leadership/CoPsy Dept.) - Graduate Assistantships

Dean of Students Office- Engagement in the Campus

Climate group and multiple referrals

Provost’s Tribal Liaison Office

Student Involvement and Leadership Development

CUB Administration/Marketing

Faculty and Staff of Color Associations

Although there are many who deserve the recognition and appreciation of MSS, the following two

individuals are highlighted this 08-09 academic year for their special and remarkable contributions to the

accomplishment of the MSS mission and goals.

Dr. Steve Burkett For over 12 years, Dr. Burkett was

an outstanding partner of MSS and the Department of

Counseling Psychology in the recruitment and support

for graduate students pursuing Ph.D. Degrees in this

field. His impact is far reaching as evidenced by the

number of underrepresented students he recruited,

mentored, and supported over the years. Through his

support, many Graduate Students, hundreds of Student

Mentors and thousands of Mentees have received the

opportunity to be engaged in meaningful mentoring

relationships that have facilitated their success at the

institution. Dr. Burkett’s contributions made him the

recipient of the “Outstanding MSMP Advocate Award”

presented to him at the Multicultural Student Mentor

Reunion to celebrate the 20th

Anniversary of the

Multicultural Student Mentor Program this past August

in Seattle.

Keynote Speaker, Dr. Alderete with Dr. Herrera waiting

for the processional during the May 2009 Multicultural

Graduation Ceremony.

Dr. John Alderete. He came to WSU as Associate

Vice-Provost for Research and immediately engaged

our office offering his expertise, passion for student

academic success, and commitment to inform and

inspire students about the opportunities available to

them in research activities and preparation for post-

baccalaureate education. His partnership with MSS

has increased the faculty engagement in programs

such as CONEXION and the workshop series

INSPIRING A NEW GENERATION OF

SCHOLARS AND SCIENTISTS and has opened

the doors of research and lab work to several of our

students.


Thanks to our supporters

In addition to the funds

provided to MSS by the

University through the

Division of Student Affairs,

Equity and Diversity, many

of our programs and services

would have not been possible

without the generous

contributions of the following

external and internal

supporters:

Donald and Helen Jewett Fund

Future Cougars of Color Program

The Graduate School

Enrollment Management/Scholarship Services

The College of Sciences and the College of Engineering and

Architecture

The WSU Alumni Association

CUB Administration

Multiple partnerships with student organizations and

departments made possible most of the cultural programming

made available to the WSU and Pullman community

throughout the year

With the Support of the WSU

Alumni Association, MSS invited

408 alumni Mentees to a Reunion

to celebrate the 20th Anniversary

of the Multicultural Student

Mentor Program. Fifty seven (57)

attended the event. They

represent a group of individuals

who are ready to renew their

partnership with WSU in support

of Multicultural Programs to

continue enhancing the legacy of

diversity at our institution.

The 2008-09 Academic Year MSS Team

Alice Coil, Executive Director (Summer and early Fall of

2008)

J. Manuel Acevedo, Director for Mentoring Programs and

ad hoc MSS Director (Fall 2008), re-appointed as Director

again at the start of Spring 2009

Donna Arnold, Associate Director and Retention Counselor

for the African American Student Center

Virginia Tavera-Delgado, Assistant Director, Mentoring

Programs & Career Development (Spring 2009)

Stephen Bischoff, Retention Counselor, Asian American

and Pacific Islander Student Center

Norma Joseph, Retention Counselor, Native American

Student Center

Luis Sanchez, Retention Counselor, Chicana/o Latina/o

Student Center

Dianne Schlott, Administrative/Fiscal Coordinator

Phillip Sinapati, Program Assistant

Jennifer Ambriz, Graduate Assistant, Chicana/o

Latina/o Student Center (Spring 2009)

Karla Blanco, Graduate Assistant, Chicana/o Latina/o

Student Center (Fall 2008)

Sancheen Collins, Graduate Assistant, Native

American Student Center

Nhu Mai, Graduate Assistant, Asian American and

Pacific Islander Student Center

Jason Miller, Graduate Assistant, African American

Student Center

Shiron Patterson, Graduate Assistant, Central Office

(Spring 2009)

Diem Phan, Graduate Assistant, Team Mentoring

Program

Brandon Ware, Graduate Assistant, Academic

Enrichment Center


Exhibit A


Exhibit B


Division of Student Affairs, Equity and Diversity - Washington State University

Non

Returning% 3.0-4.0 % 2.5-2.99 % 2.0-2.49 % Registered %

Female 202 38% 9 2% 193 2.90 96 50% 61 32% 23 12% 13 6% 187 93%

Male 161 30% 6 1% 155 2.70 64 41% 42 27% 34 22% 15 10% 136 84%

Total Total 363 68% 15 3% 348 2.80 160 46% 103 30% 57 16% 28 8% 323 89%

Female 76 14% 4 1% 72 2.70 27 37% 25 35% 12 17% 8 11% 65 86%

Male 99 18% 5 1% 94 2.6 28 30% 26 28% 20 21% 20 21% 80 81%

Total 175 32% 9 2% 166 2.70 55 33% 51 31% 32 19% 28 17% 145 83%

TOTAL 538 100% 24(a) 5% 514 2.75 215 42% 154 30% 89 17% 56 11% 468 87%Female 24 32% 1 4% 23 2.93 11 48% 7 30% 4 17% 1 4% 24 100%

Male 14 18% 1 7% 13 2.54 5 39% 2 15% 2 15% 4 31% 12 86%

Total 38 50% 2 5% 36 2.74 16 44% 9 25% 6 17% 5 14% 36 95%

Female 20 26% 1 5% 19 2.85 9 47% 5 26% 3 16% 2 11% 18 90%

Male 18 24% 0 0% 18 2.68 2 11% 7 39% 4 22% 5 28% 16 89%

Total 38 50% 1 3% 37 2.77 11 30% 12 32% 7 19% 7 19% 34 89%

TOTAL 76 100% 3 4% 73 2.76 27 37% 21 29% 13 18% 12 16% 70 92%Female 84 37% 1 1% 83 2.93 42 51% 25 30% 12 14% 4 5% 81 96%

Male 70 31% 3 4% 67 2.81 29 43% 18 27% 17 25% 3 5% 61 87%

Total 154 68% 4 3% 150 2.87 71 47% 43 29% 29 19% 7 5% 142 92%

Female 25 10% 0 0% 25 2.65 7 28% 9 36% 5 20% 4 16% 23 92%

Male 49 22% 1 2% 48 2.48 12 25% 13 27% 11 23% 12 25% 39 80%

Total 74 32% 1 1% 73 2.57 19 26% 22 30% 16 22% 16 22% 62 84%

TOTAL 228 100% 5 2% 223 2.72 90 41% 65 29% 45 20% 23 10% 204 89%Female 80 42% 7(b) 9% 73 2.94 37 51% 23 31% 5 7% 8 11% 68 85%

Male 68 35% 2 3% 66 2.78 26 39% 20 30% 14 21% 6 9% 55 81%

Total 148 77% 9 6% 139 2.87 63 45% 43 31% 19 14% 14 10% 123 83%

Female 22 11% 3(c) 14% 19 2.87 9 47% 7 37% 2 11% 1 5% 20 91%

Male 22 11% 4(d) 18% 18 2.86 9 50% 4 22% 4 22% 1 6% 16 73%

Total 44 23% 7 16% 37 2.87 18 49% 11 30% 6 16% 2 5% 36 82.0%

TOTAL 192 100% 16 8% 176 2.87 81 46% 54 31% 25 14% 16 9% 159 83%Female 14 33% 0 0% 14 2.94 6 43% 6 43% 2 14% 0 0% 14 100%

Male 9 21% 0 0% 9 2.61 4 45% 2 22% 1 11% 2 22% 8 89%

Total 23 55% 0 0% 23 2.76 10 43% 8 35% 3 13% 2 9% 22 96%

Female 9 21% 0 0% 9 2.61 2 22% 4 45% 2 22% 1 11% 4 44%

Male 10 24% 0 0% 10 2.76 5 50% 2 20% 1 10% 2 20% 9 90%

Total 19 45% 0 0% 19 2.70 7 37% 6 31% 3 16% 3 16% 13 68%

TOTAL 42 100% 0 0% 42 2.73 17 41% 14 33% 6 14% 5 12% 35 83%

* Active reflects Personal or Electronic Mentoring Contacts as per documentated in Mentor Weekly Logs

** Not Active reflects Indirect/Unsuccessful Mentoring Contacts as per documentated in Mentor Weekly Logs

(a) 6 of them enrolled at another WSU campus for the spring semester (b) 2 of them enrolled in WSUDP for the Spring semester

(c) 1 of them enrolled at the WSUTC campus for the Spring semester

Active*

page 1 of 2

Not Official/Not For Distribution

MSS-SUMMER 2009

Not

Active**

Not

Active**

Not

Active**

Active*

Not

Active**

Active*

# in

Cohort

Fall Semester 09Avg.

GPA

Spring 09

CHL

NA

%

AAPI

Fall 2008 FRESHMAN

Mentees

Active*

Spring Semester Grades

MSMP RETENTION MATRIX - 2008-2009 REPORT

Deficient %

ALL

AA*

(d) 1 of them enrolled at the WSUTC campus and 1 at the WSUVA campus for the Spring semester

#

receiving

grades

Not

Active**

Active*


Exhibit B (Cont)


Division of Student Affairs, Equity and Diversity - Washington State University

Not

Enrolled% 3.0-4.0 % 2.5-2.99 % 2.0-2.49 % Registered %

Female 51 21% 3 48 2.6 17 10 7 14 43

Male 68 29% 1 67 2.8 19 22 17 9 61

Total Total 119 50% 4 3% 115 2.7 36 31% 32 28% 24 21% 23 20% 104 87%

Female 45 19% 8 37(b) 2.8 16 10 4 6 34

Male 73 31% 8 65 2.5 19 15 19 12 56Total 118 50% 16 13% 102 2.7 35 34% 25 25% 23 23% 18 18% 90 76%

TOTAL 237 100% 20(a) 7% 217 2.7 71 33% 57 26% 47 22% 41 19% 194 82%Female 7 16% 0 7 2.7 3 2 1 1 7

Male 3 7% 0 3 2.9 0 3 0 0 3

Total 10 23% 0 0% 10 2.8 3 30% 5 50% 1 10% 1 10% 10 100%

Female 8 19% 3 5 2.9 4 0 0 1 6

Male 25 58% 0 25 2.6 7 8 5 5 23

Total 33 77% 3 9% 30 2.8 11 37% 8 26% 5 17% 6 20% 29 88%

TOTAL 43 100% 3 7% 40 2.8 14 35% 13 33% 6 15% 7 17% 39 91%Female 17 21% 0 17 2.7 8 2 1 6 16

Male 18 22% 0 18 2.9 8 7 1 2 16Total 35 43% 0 0% 35 2.8 16 45% 9 26% 2 6% 8 23% 32 91%

Female 18 22% 2 16(b) 2.9 6 6 2 1 15

Male 28 35% 3 25 2.8 9 4 10 2 21Total 46 57% 5 11% 41 2.8 15 38% 10 25% 12 30% 3 7% 36 78%

TOTAL 81 100% 5 6% 76 2.8 31 41% 19 25% 14 19% 11 15% 68 84%Female 21 25% 3(c) 18 2.5 4 6 4 4 17

Male 38 46% 0 38 2.7 9 9 15 5 34

Total 59 71% 3 5% 56 2.6 13 23% 15 37% 19 34% 9 16% 51 86%

Female 9 11% 2(d) 7 2.6 2 6 1 1 8

Male 15 18% 3(e) 12 2.3 3 2 3 4 10

Total 24 29% 5 7% 19 2.4 5 26% 5 26% 4 21% 5 26% 18 75%

TOTAL 83 100% 8 10% 75 2.6 18 24% 20 27% 23 31% 14 18% 69 83%Female 6 20% 0 6 2.3 2 0 1 3 3

Male 9 30% 1 8 2.8 2 3 1 2 8Total 15 50% 1 7% 14 2.5 4 29% 3 21% 2 14% 5 36% 11 73%

Female 10 33% 1 9 2.9 4 1 1 3 5

Male 5 17% 2 3 2.2 0 1 1 1 2Total 15 50% 3 20% 12 2.5 4 33% 2 17% 2 17% 4 33% 7 47%

TOTAL 30 100% 4 13% 26 2.5 8 31% 5 19% 4 15% 9 35% 18 60%* Active reflects Personal or Electronic Mentoring Contacts as per documented in Mentor Weekly Logs

** Not Active reflects Indirect/Unsuccessful Mentoring Contacts as per documented in Mentor Weekly Logs

(a) 7 of them enrolled at anotherr WSU campus forr the spring semester (b) Student received a S grade

(c) 1 of them enrolled at WSUDP and 2 at WSUSP for the Spring semester (d) 2 of them enrolled at WSUSP for the spring semester

(e) 2 of them enrolled at WSUSP for the Spring semester

MSMP RETENTION MATRIX - 2008-2009 REPORT

AAPI

All

AA

ChL

NA

Fall 2008 TRANSFERS

Mentees

# in

Cohort

% of total

cohort

Not

Active**

Active*

Not

Active**

Active*

Not

Active**

#

receiving

grades

Avg.

GPA

Spring Semester Grades

MSS-SUMMER 2009

Spring 09 Fall Semester 09

Deficient %

Active*

Active*

Not

Active**

Not

Active**

Not Official/Not For Distribution

page 2 of 2

Active*


Exhibit C

F 08

onlyF 08 & S 09

S 09

only TO

TA

L

% F09

OTHER

WSU

CAMPUS

TO

TA

L

% F 09 %

# With

Grades

Avg.

GPA 3.0

-4

.0

%

2.5

-2

.99

%

2.0

-2

.49

%

0-1

.99

%

En

ro

lle

d

%

Female 4 7 17 28 18% 6 0 6 21% 18 64% 25 2.86 13 52% 6 24% 3 12% 3 12% 22 79%

Male 3 11 22 36 23% 5 1 6 17% 27 75% 35 2.51 11 31% 10 29% 7 20% 7 20% 30 83%

Total Total 7 18 39 64 40% 11 1 12 19% 45 70% 60 2.66 24 40% 16 27% 10 17% 10 17% 52 81%

Female 8 8 7 23 14% 8 0 8 35% 11 48% 19 2.88 6 32% 9 47% 3 16% 1 5% 15 65%

Male 16 14 13 43 27% 7 1 8 19% 32 74% 41 2.70 14 34% 10 24% 11 27% 6 15% 35 81%

Total 24 22 20 66 42% 15 1 16 24% 43 65% 60 2.75 20 33% 19 32% 14 23% 7 12% 50 76%

Female 4 0 3 7 4% 1 0 1 14% 4 57% 7 2.79 3 43% 2 29% 2 29% 0 0% 6 86%

Male 17 1 4 22 14% 3 0 3 14% 16 73% 20 2.84 7 35% 8 40% 3 15% 2 10% 19 86%

Total 21 1 7 29 18% 4 0 4 14% 20 69% 27 2.83 10 37% 10 37% 5 19% 2 7% 25 86%

TOTAL 52 41 66 159 100% 30 2 32 20% 108 68% 147 2.77 54 37% 45 31% 29 20% 19 13% 127 80%

TMP- AY08-09 Mentees

Receiving# in TMP

TMP RETENTION MATRIX - AY 2008-09 REPORT

OFFICE OF MULTICULTURAL STUDENT SERVICES, COLLEGE OF SCIENCES, AND COLLEGE OF ENGINEERING AND ARCHITECTURE

Spring Semester Grades Fall

Semester 09Not Enrolled at WSU IN STEM

Somewhat

Active**

Not

Active**

All

Active*

Exhibit D

CUM GPA F M F M

2.76-4.0 2 2 4 2% 4 4 8 4%

2.30-2.75 7 13 20 9% 25 47 72 33%

2.0-2.29 33 80 113 52% 29 55 84 38%

0-1.99 36 46 82 37% 20 35 55 25%

TOTAL 78 141 219 100% 78 141 219 100%

AVERAGE GPA 1.94 2.0 2.18 2.12

16 45 61 28%

35 48 83 38%

26 45 71 32%

1 3 4 2%

CUM GPA F M F M

2.76-4.0 1 0 1 0% 4 6 10 4%

2.30-2.75 1 1 2 1% 40 51 91 31%

2.0-2.29 61 94 155 54% 29 68 97 34%

0-1.99 49 82 131 45% 39 52 91 31%

TOTAL 112 177 289 100% 112 177 289 100%

AVERAGE GPA 1.89 1.86 2.05 2.07

26 56 82 28%

17 17 34 12%

69 94 163 56%

0 10 10 4%

Not in the STAR Program in Spring 09

STAR GROUP – FALL 2008

AT THE START OF FALL 08 AT THE END OF FALL 08

TOTAL TOTAL

1.98 2.14

ALL STAR STUDENTS F08

Did Not Return to the WSU Pullman campus in the Spring 09

CONTINUE IN STAR in Spring 09

Graduated in Fall 08

Did Not Return to the WSU Pullman campus in the Fall 09

Continued in the STAR Program in Fall 09

Not in the STAR Program in Fall 09

Graduated in Spring 09

STAR GROUP – SPRING 2009

AT THE START OF SPRING 09AT THE END OF SPRING 09

TOTAL TOTAL

1.87 2.07

ALL STAR STUDENTS F08


Exhibit E – Some of the academic, cultural, social programming by Center Academic, Cultural and Social Events 2008-09 Partner(s) No.

Multicultural Student Services

All Alive! Sessions, including a partnership for the Bilingual Alive Session New Student Programs

CONEXION Colleges, Depts, Student Orgs. 600

MSS Community Forums (2) 26

MSS Student Recognition Reception CUB Admin 300

Multicultural Student Graduation WSU Alumni Association 650 African American Student Center

Welcome Back BBQ BSU 300

Alcohol, Drugs, and Relationships ADCAPS 25

TRiO Program Presentations (3) McNair and SSS Programs 41

Faculty Research Dr. Paula Grove & Dr. Paul Petrie 42

Opportunities in Athletics Willie Jude 13

Scholarship Opportunities and Applying for Financial Aid (2) Scholarship Office 14

Money Management Department of Economics 14

How to Make Spring Rolls AAPI Student Coalition 28

The History of MSS Chi Delta Sigma Sorority 19

Black History Exhibit AASC Mentors 13

Black Heritage Graduation Reception 70 Asian American and Pacific Islander Student Center

Regular Study Hours at the Center 20

Alcohol and Drug Counseling, Assessment and Prevention Services ADCAPS 15

Introduction to the Disability Resource Center DRC 15

Introduction to Education Abroad Opportunities Study Abroad 20

TRiO Program Presentations (3) McNair and SSS Programs 52

Graduate Architecture Project CEA 16

The Scott and Linda Carson Center for Professional Development College of Business &Economics 20

Study Nights at the AAPISC MSMP 15

Dead Week Study Nights (fall and spring) MSMP, AAPISC 320

AAPI Families and Friends Reception for Graduating Students 150 Chicana/o Latina/o Student Center

Regular Study Hours at the Center 12/day

Bienvenida: New Students and Spanish Speaking Parents CAMP 200

Mentee/HEP Welcome Potluck 35

Carne Asada Bienvenida: Connecting new students to the ChL Community Student Organizations 80

Faculty Workshops (2) –Dr. Mauricio Featherman and Dr. Saavedra College of Business & WWAMI 31

Wellness Workshop Patricia Celaya – ADCAPS 7

Hispanic Heritage Month Events Student Organizations 40

Dia de los Muertos activities Student Organizations 65

Encuentros: Research Symposium McNair Program 18

Visitation Welcoming Events Enrollment Management 240

Workshop: Opportunities to Study Abroad Study Abroad Program 10

History of Chicana/os Latina/os at WSU CLFSA 22

Fall Recognition and Graduation Reception ChiLaStAl 200

Raza Gracias and Recognition Reception SAED, GIO 300 Native American Student Center

Welcome Back BBQ 32

Native American Outreach Expo Provost Tribal Liaison Office

“Strategies to Secure Free Money” (2) Scholarship Office 12

“Cracking the Cougar Code” (2) MSMP 16

TRiO Program Workshops (2) SSSP and McNair 21

“Sucker Punched Video-Integration of traditional and contemporary

interventions for alcohol and drug abuse” ADCAPS 16

Giving Back: Honoring Our Culture, Traditions, Lands & Peoples Series

Woven Cedar Bracelets * Beaded Chokers

Pine Needle Baskets * Shawl Making

Baby Fleece Blankets * Conflict Resolution – A Native Model

Monthly Native Community Potlucks 30 EACH

Native American Recognition Dinner Provost Tribal Liaison Office 120


Exhibit F (Sample)


Exhibit G

Documents

MSS/2008-09 Annual Report Summary Page 2 · 2019-10-16 · MSS/2008-09 Annual Report Summary Page 4 Demographic Overview of Students Served by MSS During the 2008-09 Academic Year