Archived Events

Thursday, May 1st, 2014 Latina/o students’ experiences of success at UNC and beyond

Presented by Latina/o UNC students. Brown Bag Session sponsored by the CEBS Diversity and Equity Committee.

The purpose of this event is to provide an opportunity for faculty, student affairs professionals and staff to learn from the experiences of underrepresented Latina/o college students in a predominantly White campus and environment. We will discuss challenges these Latina/o students have encountered at UNC, how they have managed these and become successful academically and professionally.

Consistent with the CEBS Diversity and Equity Framework, this event is designed to increase diversity awareness and help us work towards greater equity and social justice in our university campus and the communities we serve.

This session is co-sponsored by the Center for the Enhancement of Teaching and Learning.

Date: Thursday, May 1st, 2014
Time: 12:00-1:00 p.m.
Location: Candelaria 1375

  • Dr. Aldo Romoro, Director CUMBRES
    Dr. Aldo Romero,
    Director CUMBRES
  • Susana de la Torre
    Susana de la Torre
  • Valerie Lovato
    Valerie Lovato (MA-2010, BA-07)
  • Angélica Rivas
    Angélica Rivas
  • Carlos Cruz
    Carlos Cruz
  • Fabian
    Fabián García (BA-11)

The 2010 census confirmed the demographic reality that Latinos have become the largest ethnic/racial group in the United States, representing approximately 16% of the total population. By the year 2020, Latinos are projected to represent close to 25% of the 18-29 year-old U.S. population. That same year, the nation’s public high schools will collectively produce almost 200,000 more Latino graduates (Hoover, 2013). The U.S. Census Bureau projects that the number of Latinos will almost triple by 2050 and will represent about 60% of the country’s growth with about 128 million Latinos making up 29% of the total projected 440 million U.S. population (Passel, 2008). Today, Latinos are not only the largest and fastest growing ethnic/racial group, they are also the most underrepresented population in postsecondary education in the U.S. in comparison with their White, Asian and Black age group counterparts.  While the number of college-age 18-24 year-old Latina/os continues to increase, their college enrollment and graduation rates are not increasing in similar proportions (Villalpando, 2010).

It is critical that college leaders and educators recognize these demographic trends and understand the composition of a growing diverse student body so we can ensure that Latino students have access, persist, and graduate from college.

April 3, 2014, Walking in Beauty: Challenges of Recruiting and Educating Native American Students in a Western Context
Native American Students
  • Harvey Rude
  • CEBS Equity and Diversity Committee
  • April 3, 2014 Brown Bag Presentation
  • 12:00-1:00 pm

The increasing emphasis regarding the complementary aspects and value of Native and Western ways of learning can address many of the significant challenges that currently exist for Native American students. A significant challenge for Western leaning universities, such as the University of Northern Colorado, is to develop proactive recruitment and retention strategies to ensure that talented Native American students have opportunities to attend college and persist through graduation. The following considerations are offered in the spirit of generative change for culturally responsive education that meets the needs of American Indian children and their families in the transition from secondary to post-secondary education: (1) there is a compelling need to develop a definition of what constitutes culturally responsive Native American education that promotes harmony between Native and Western culture; (2) programming approaches for Native American students must be developed in a manner that meets the cognitive, emotional, social, and physical diversified needs of these learners; (3) teacher education programs are encouraged to include the content and processes of individualization to meet the needs of diverse learners, including Native American students, in undergraduate and graduate degree and licensure programs; and (4) ongoing professional development for teachers and other staff who educate Native American students must be provided, with special emphasis on learners who are identified as exceptional (including those with disabilities and gifted/talented), under-served, and educationally disadvantaged.

March 6, 2014, Not Just a Degree: International Students' Reflections on Their Doctoral Journey
  • CEBS Diversity and Equity Brown Bag Session
  • March 6
  • 12:00-1:00 pm
  • McKee 282

The number of international students seeking degrees at the University of Northern Colorado is increasing. The challenges of completing a graduate program are magnified for students from culturally and linguistically diverse backgrounds and for the faculty supporting these students. This session addresses the experiences of international students through this unique journey. 

  • Dr. Silvia Correa-Torres
    Dr. Silvia Correa-Torres, Associate Professor
  • Chin-WenLee
    Chin-Wen Lee, Doctoral Candidate from Taiwan
  • Raveema Mongkolrat
    Raveema Mongkolrat, Doctoral Candidate from Thailand
  • Effat Shugdar
    Effat Shugdar, Doctoral Candidate
February 7, 2014, The Power of Perception: A Transcultural Model of Oppression and Liberation
Richard Milner

Fred Hanna is a professor in the Department of Counselor Education and Supervision in the UNC College of Education and Behavioral Sciences. He has published in the areas of positive psychological change, culture, and difficult adolescents, and has developed and published an array of clinical counseling techniques in the areas of addictions, difficult clients, culture, spirituality, adolescents, and reducing resistance to change. He has also delivered hundreds of presentations, trainings, and seminars across the USA to school systems, community agencies, hospitals, universities, conferences, and professional groups.

In this seminar, Fred will outline and describe a practical model of oppression and liberation in which a hidden "benefit" of oppression is revealed that can validate and empower those unfortunate enough to have experienced harm or abuse from individuals, groups, or entire cultures. All faculty and students are invited to attend.