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Survey 1
Thank you
for agreeing to participate in the NIMC’s survey. The purpose of this
survey is to study the NIMC National Tour developed to promote
multiculturalism and social justice. Your responses would help us
identify the tour’s strengths and areas for improvement. This
information would help us improve the content and delivery of the tour
and make it more efficient. By returning this survey you consent to the
analysis of your responses.
Demographics
Your gender: F
Number of students enrolled in your academic institution:
225
Approximately how many persons attended the tour: 265
Type of attendees (include all that apply):
Students/138
Faculty/50
Administrators/11
Community members/66 (LMHP’s and school
counselors/psychologists)
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Type of session (1 or 2 days): 1
day
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I. Reasons for bringing the NIMC tour to your
college/university
a. How did the NIMC tour complements your institution’s
faculty and student development plans.
The NIMC tour complements the needs of the University of
Nebraska at Kearney (UNK) and the Department of
Counseling and School Psychology (CSP) needs in many
ways. Nebraska is a state that has been involved during
the last decade in a rapid demographic change. We have
experienced a 960% increase during this period in newly
arrived non-English or limited English speakers in our
area. Immigrants are quite diverse, some have come
because of agricultural industry development and some
because Nebraska is a designated refugee relocation
center. This has resulted in a dramatic increase in
language and cultural diversity in our service area.
Mental health service providers are finding themselves
daily addressing issues of language and culture and the
need to advocacy with clients as diverse as Latino
Spanish speakers from a variety of central and south
American countries, to clients from Somalia, Bosnia,
Iran and India. These newly arrived immigrants join an
already established diverse communities of Latinos,
Asian Americans, Native Americans and African Americans.
Clients dealing with issues related to
multi-racial/multi-ethnic backgrounds are becoming
commonplace. Although the U.S. Surgeon General has
established a goal of zero disparities in health status
between the racial/ethnic minority population and the
white population by the year 2010, in Nebraska there
exists a “significant disparity in overall health status
and quality of life for racial/ethnic minorities”
(Nebraska Department of Health and Human Services,
2001).
In addition, UNK has become a partner with the Japanese
government to educate 100 newly arriving Japanese
students each year. These students join an already
active international program at UNK. This has created
instructional and social challenges on campus as
students from many backgrounds are living together and
interacting on campus and within the community. Because
of the centralized location of Nebraska, and the rural
location of our campus, we have many White students
whose exposure to diversity is limited and who
socialization has been ethnocentric.
b. What goals/objectives did you have in mind when you
invited the NIMC tour to your institution?
Training objectives included:
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Assist administrators, faculty, students, in-service
educators and mental health professionals to become
culturally competent
·
Facilitate acquisition of a broad array of new
professional competencies to promote the educational and
psychological well-being of persons from cultural-racial
groups that have historically been marginalized
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Stimulate development of teaching and helping roles as
social justice advocates and systems/community change
agents to promote the development of environments
supportive of the success of individuals from these
groups
c. Was the NIMC tour helpful in moving your institution
or members towards achieving one or more of the above
mentioned goals? Please explain.
The NIMC tour was helpful in
moving towards achieving the abovementioned objectives.
Data indicates participants experienced:
·
significant gains in their levels of awareness,
knowledge and skill relative to the multicultural
counseling competencies
·
significant gains in their belief of the importance of
the multicultural competencies
·
significant increase in their belief in the importance
of the advocacy competencies
·
significant increase in their ability to implement the
advocacy competencies
In addition:
·
older in-service professionals, those who did not have
multicultural training as part of their degree
preparation, reported a significant increase in their
belief about the importance of the multicultural and
advocacy competencies, and of having competence in
influencing public policy
·
faculty reported a significant increase in their belief
of the importance of and ability to implement the
multicultural skill competencies, thereby elevating the
efficacy of their instruction throughout the curriculum
and particularly within the clinical sequence in the CSP
department, and within curriculum in other departments
within the university
·
faculty reported a significant increase in their belief
in the importance of the systemic change and direct
intervention advocacy competencies, strengthening the
social justice emphasis within the CSP department
curriculum
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over 40 participants developed advocacy plans to
implement change within their community agency or
educational service sites
d. How have the goals of your department or institution
changed as a consequence of the NIMC tour?
·
Solidified importance of sustaining the recruitment of
diverse students to the university (e.g. Latino student
enrollment has increased 237% over the past five years)
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Stimulated greater focus on support services for diverse
students within the student affairs division
·
Reinforced the department mission to provide needed
professional development to the in-service mental health
provider population
·
Strengthened the focus on diversity and advocacy within
the department curriculum
·
Stimulated additional faculty research in the area of
multicultural counseling and advocacy
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II. Changes in
instructional practices by participating faculty members
1. Please describe how the faculty at your institution
may have changed their instructional practices after
participating in the NIMC tour.
·
Increased competence regarding
clinical instruction.
·Integration
of new units related to the advocacy role of the
counselor in curriculum
2. Briefly describe how the faculty who participated in
the tour are using the information presented regarding
multicultural competencies, materials, and practices?
In both instruction and
research
3. What individual or institutional barriers have you
noticed that may prevent the faculty who participated in
the tour from implementing the recommended changes that
were presented?
Financial limitations on
implementing plans to extend the services of the College
of Education clinic to underserved populations in the
surrounding area.
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III.
Acquisition of knowledge and changes in instructional
strategies by other (nonparticipating) faculty members
One of the goals of the NIMC tour is not only to
influence the people that participated in the training
but also to have an impact of those who did not
participate directly in the tour.
1. Briefly describe if you are aware of any way(s) in
which participants shared with others (other colleagues
and/or students) the knowledge acquired through the
training?
Over forty participants
developed advocacy plans—some focused on self growth,
some on institutional change, and some on social change.
Follow up indicates all plans had been initiated
2. What method(s) did the persons participating in the
tour use to share the knowledge acquired through the
training (i.e., casual conversations, presented ideas in
meetings, add content to classes)?
Added content to classes,
casual conversations, professional presentations and
scholarly articles, staff development activities.
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IV. Changes in
curriculum and administrative practices
1. What specific changes in curriculum are you aware
occurred as a result of having the NIMC tour coming to
your institution?
Integration of units related to
advocacy planning in organization and practice course,
consultation course, and internship requirements; annual
student-led social justice conference
2. Were changes made in examinations and other
requirements?
Comprehensive exams already
measured student learning in these areas.
3. Please describe any additional changes that may have
occurred as a result of having the NIMC tour coming to
your institution.
Better awareness of university
programs and commitment to diversity among non-White and
GLBT populations in Nebraska.
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V. Changes in policy
and administrative practices
1. Briefly describe any policy changes that occurred as
a result of having the NIMC tour coming to your
institution
None
2. Briefly describe new administration-initiated changes
that impact students’ multicultural competences.
None
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VI.
Positive effects on students
1. Briefly describe any positive impact that the NIMC
tour may have had in the students that participated at
your institution (i.e., students become more interested
in multicultural or social justice contents or
assignments presented in classes?
Increased interested in
multicultural and social justice issues, increase in
scholarly study topics with a social justice focus.
2. What increases in students’ participation in
multicultural/social justice counseling issues did you
notice as a result of having the NIMC tour coming to
your institution?
Development of an annual
student-led social justice conference that provides
professional development for students, faculty, and
in-service professionals.
3. In what way (if any) have you noticed students
expressed interest in multicultural and social justice
as a result of the tour coming to your institution?
See number 2.
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VII.
Research
1. Please share with us any research that you may have
conducted that was in part stimulated by the NIMC tour.
Please indicate type of research, participants, results,
and plans for publication.
·
Pre/post levels of awareness, knowledge and skill
related to the multicultural competencies and belief in
importance of the competencies
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Pre/post level of awareness of the advocacy competencies
and belief in importance of the competencies.
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Longitudinal study of degree of implementation of
advocacy plans developed at the conference, and
perceived benefits of that advocacy as well as barriers
experienced
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Results are noted above
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Results have been presented at the ACA Conference in
Montreal, findings related to the advocacy plans have
been published in Vistas (ACA Publication), additional
article on pre/post results is in progress.
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VIII.
Organizing the tour at you university
1. How did participants find out about the tour (e.g.,
flyers, class announcements)?
Mailed brochure, class
announcements, university e-mail, local media, Nebraska
Counseling Association and Nebraska School Psychology
Association websites
2. What kind of activities were involved in the Tour:
Lecture/presentation – small group discussion – problem
solving activities – demonstrations – individual
reflections – questions and answers – case analysis –
other activities.
Lecture, video demonstration,
small and large group discussion, advocacy plan
development.
3. Which training strategies used in the tour were most
appropriate for accomplishing your goals?
All were important.
4. Briefly describe how the training provided by the
NIMC tour addressed the specific needs of the
participants at your institution.
Already noted above.
5. What did faculty who took part on the NIMC tour
consider to be strengths of the Tour’s program?
Advocacy competencies
presentations and work sessions, video demonstration of
multicultural counseling.
6. What did students who took part on the NIMC tour
consider to be strengths of the Tour’s program?
They felt all aspects of the
training were beneficial.
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IX. Suggestions
1. What kind of information did you collect or analyze
to evaluate the impact of the tour?
Noted in VII above
2. What did participants recommend to improve the Tour’s
program?
Information not gathered
related to this question
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Please provide any additional information you consider
necessary to capture the activities or context of the NIMC’s
tour program. Include comments or suggestions on any feature
of the tour
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| Thank you! |
Click here to open a new survey in MSWord document.
Please save the survey, complete it, and email it as an attachment
to Carlos Zalaquett, Ph.D. at:
zalaquet@tempest.coedu.usf.edu
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