Culturally Responsive Advising and Student Support for Success Endorsement

Culturally Responsive Advising & Student Support for Success Endorsement

At Ohio State there are a lot of resources to help faculty and staff develop an awareness of identities, appreciation for diversity, and skills for supporting students and creating social change. The purpose of this experience is to provide academic advisors and other student-support staff with a framework to help guide their selection of and engagement with diversity trainings in order to build awareness, confidence and competence when working with students across difference. This endorsement encourages advisors and staff to participate in trainings that will support their growth in specific skills areas and competencies that are associated with improved outcomes of helping interventions. By fostering a culturally informed community, we hope to promote student success through the creation of safe learning spaces that value diversity.

This endorsement is made possible through the collaboration between Transition and Academic Growth, the ACADAOS Equity & Inclusion Committee and the Drake Institute of Teaching and Learning.

First Steps

The application is still available. Approved applicants will be notified and given access the the Carmen shell the same day. Applicants do not need to submit an Endorsement Interest form to the Drake Institute. Late applications will be accepted on a first come-first served basis.

Applicants will be asked to egage a self-assessment about their current professional proficiencies and how well participation in this program aligns with their goals for both personal and professional development.

Academic Year CRSS Application

Endorsement Framework

The selected activities, content, and assignments in this endorsement will help build the skills and competencies listed below. These skills and comptencies are comprised of the common elements of cultural competence models developed by counseling, social work, medical, and education disciplines. This framework addresses the broad categories of what we know and how we feel about ourselves, our students and diversity; how we react to others who are different from ourselves; and how we consciously engage in ongoing education, skills-building, and allyship. This endorsement begins by asking participants to examine their own identities; moves to strengthening their understanding of key support skills and practicing those skills with others; and continues with ongoing self-reflection, learning, and advocacy.

  • Reflection on personal competence
  • Belief that students can learn and have a variety of learning needs
  • Acknowledgement that students use a variety of techniques to navigate the world and can become successful
  • Recognition of our own identities and biases
  • Understanding that students are responsible for their own behavior and its consequences
  • Nonverbal skills: Empathic listening, etiquette, customs
  • Verbal skills: idioms, primary language, preferred names/pronunciation
  • Seeking to understand other's cultures, identities, and world-views
  • Integration of specific cultural issues into interventions
  • Skills working with the students' natural support networks when needed
  • Skills advocating for institutional change that supports populations of students
  • Engaging with literature related to equity, inclusion, diversity, and cultural competence
  • Recognition of students' diverse backgrounds and beliefs
  • Recognition of the multidimensional aspects of identity
  • Meaning making - understanding our own experiences, others' experiences, and what we believe about those experiences that impacts how they affect us
  1. Identify at least 1 cross-cultural skill that has improved and set at least 1 SMART goal for continued improvement in the next year.
  2. Articulate their beliefs about the influence of a student's personal context on their learning.
  3. Demonstrate 2 communication skills that facilitate effective cross-cultural interactions.
  4. Name a culture/identity/world-view that they meet frequently within their role and describe at least one specific issue they have addressed through modifying their typical intervention strategies or improving their multicultural skills.

The endorsement is managed in a Carmen shell comprised of modules that address specific competencies. Each module contains a core experience(s) and an elective experience(s). After each, participants will be asked to submit reflections on their learning and how they will incorporate it into their work with students.

At the end of the experiences, participants are also asked to submit a final self-assessment and a set of professional development goals related to culturally responsive student support for the coming year to continue their learning and growth as well as to move from information-gathering to action.

    It is anticipated that the endorsement will take approximately 15 hours to complete. Particpants can complete the experience in as little as a single semester, or up until the end of Spring semester of the following academic year (see below). Participants are encouraged to maintain proof of their training session attendance in a secure and accessible location.


    Dates and Deadlines

    Participants in the Endorsement will have an academic year to complete their trainings and reflections.

    Participant Cohort

    Cohort admitted for 2021-2022 academic year

    • Applications due October 2021
    • Experiences and reflections due any time before May 1st, 2023

    Cohort admitted for 2022-2023 academic year

    • Applications are still being accepted
    • Experiences and reflections due any time before May 1st, 2024

    Due dates for endorsement applications each semester

    Participants can apply for their endorsement to be awarded in any semster:

    • For award after Autumn semester, submit before December 1st
    • For award after Spring semester, submit before May 1st
    • For award after Summer term, submit before August 1st

    What if you believe you have completed the endorsement already?

    In some limited situation, staff can submit a request to have the trainings they've completed in the past 2 academic years (for the 2022-2023 cohort, this means begining Autumn 2021) evaluated to determine whether they have already completed the endorsement. The evaluation request is located at Petitioners should be prepared to provide dates, descriptions, and proof of attendance (when requested) for their experiences. Below is a list of sample experiences for each competency area.

      After the evaluation request has been received, reviewed and approved, petitioners will be contacted to submit their reflections and proof of attendance for each experience and their professional development goals. After these materials have been reviewed, petitioners will be notified that they are eligible to submit their final self-assessment.

      Thoughts, feelings, & beliefs experiences examples:

      • Core: Buck-Identity (Multicultural Center): Who Am I? , P.O.P. Off , Privilege Puzzle - or - Diversity Basics/Introduction to Cultural Sensitivity (BuckeyeLearn) - or - Other
      • Elective: Implicit Bias Webcast (BuckeyeLearn) - or - Understanding and Interrupting Implicit Bias (BuckeyeLearn) - or - Kirwan Institute Implicit Bias training - or - Other

      Behaviors & skills experiences examples:

      • Core: Buck-Identity (Multicultural Center): Why Don't You Understand Me? , Microaggressions 101 , Agent of Social Change - or - A Glimpse Into Emotional Intelligence (BuckeyeLearn) - or - The Difference Between Being 'Not Racist' and Antiracist (BuckeyeLearn) - or - Other
      • Elective: Buck-Identity (Multicultural Center): Speak Up , Fostering Inclusive Spaces , How to Facilitate Dialogue - or - Day of Understanding - or - Don't Discriminate... It's the law! FY21 (BuckeyeLearn) - or - Gender and Language Pronouns: formerly Active Bystander (BuckeyeLearn) - or - Other

      Intellectual engagement & commitment experiences examples:

      • Core: Professional Events: NACADA , COMPAS , ACADAOS Equity & Inclusion , ODI Dialogue and Discussion , President & Provost's Diversity Lecture - or - Other
      • Elective: SafeZone , Identity-Based Workshop , Community Kit , We are not your model: Dismantling the model minority myth (Multicultural Center) - or - Recovery is Spoken Here - or - DACA/BuckeyeDream training - or - Other

      What counts as proof of attendance?

      • Follow-up emails sent to attendees
      • PowerPoints or handouts provided during the training
      • BuckeyeLearn Certificate of Completion
      • Images of "swag" awarded to attendees (e.g. - stickers that identify the participant as an ally, etc)
      • URLs for websites that include the partcipants' names as a registered contact or ally
      • Other