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Panther Ambassadors for a Culturally Competent Campus

University Housing

Multicultural Programming

Groups Served
Collegiate

Program Website
Visit the Program Website

Contact Information
Ashley Brown
abrown204@gsu.edu

Address
75 Piedmont Avenue
Atlanta, GA 30303

Building
University Lofts

Campus
Atlanta

Funding

Institutional Funding (e.g., President's Office, Provost Office, College or Academic Unit, Departmental Funding)

Overview

Panther Ambassadors for a Culturally Competent Campus (PAC3) is a 12-week seminar pursued through activities, readings, group discussions, written reflections and presentations. Students who participate in the PAC3 program are better able to understand cultural competency concepts and express how cultural identities influence personal experiences. Through one-on-one coaching, journaling activities and synthesizing skills sessions, students leave PAC3 enriched and deeply equipped to engage in cross-cultural interactions.

Benefits

Students who participate in and complete the PAC3 seminar are considered cultural ambassadors on the Georgia State campus. As an extension of the program, students have been integral in assisting and developing intercultural sensitivity skills among their peers through specialized programs and trainings. Our PAC3 graduates have gone on to become student body presidents, New Student Orientation leaders, Panther LEAP mentors and resident assistants and have studied abroad in various countries.

Supplemental Materials

PAC3 Overview

Discipline Focus
Not discipline specific (University-Wide)

Diversity Group ( Social Identity)
Ability/Disability, Age, First Generation, Gender, Military/Veteran Status, Political Ideology, Race/Ethnicity, Religion, Sexual Orientation, Socioeconomic Status

Race/Ethnic Group
Does not provide racial/ethnic minority group specialized programming

Program, Initiative, Policy or Sponsored Award Category

Priority 2: Multicultural Programming

Established
08/01/2013

Number Served
101-500

Research Routines, Responsibilities and Activities

Cultural competency training (workshop, certificate, course)

Additional Research Components, Roles and Responsibilities

The program offers 12 2-hour workshops on building cultural competency skills. The session content touches on the following subtopics: an exploration of cultural identities and personal experiences, contextual communication, cultural competency, self-regulation and intercultural conflict styles.

Self-efficacy Emphasis

We use the intercultural development inventory to measure self-efficacy and infuse practical training throughout the program for students to apply their skills and receive feedback.

Acknowledgement/Affirmation of Identity, Strengths, Needs

The program offers 12 2-hour workshops on building cultural competency skills. The session content touches on the following subtopics: an exploration of cultural identities and personal experiences, contextual communication, cultural competency, self-regulation and intercultural conflict styles.

Examples of Inclusionary Practices and Activities

Specialized Pedagogical practices (e.g. multicultural teaching practices; usage of gender pronouns)), Specialized Curricula/Workshops (e.g. training for participants, directors and/or faculty on imposter syndrome, implicit bias, microaggressions), Structured Dialogues and Interactions (e.g. lab discussions, one-on-one sessions, virtual dialogues), Orientation (e.g. reviewing norms, expectations, structures, goals and/or protocols), Creation of a Safe space/ climate/environment

Additional Information

pre/post intercultural development inventory assessment

Participant Empowerment

Academic recognition (i.e. research credibility, prestige), Coaching

Mentoring Components

Mentoring is not used in our program

Opportunities to Privilege Voice

Of the 12 sessions, every third session is a synthesizing skills session which is where students lead the session discussion on a relevant topic related to social justice. We also infuse a number of chances for students to process and share experiences throughout the program using art based techniques (i.e. drawing, performances, poetry, videos).

Evaluation Methods

course/curricula content changes, annual performance report, journal, diary, written review of exhibit, program survey(s),other

Anticipated Participant Outcomes

attendance, Other

Other: The graduates receive access to specialized opportunities across campus.

Outcome Milestones

I can likely find this information but I would need more time to collect it.

Key Performance Indicators

The Intercultural Development Inventory pre and post assessment results is key performance indicator as well as portfolios at the end of the program indicating their understanding and completion of the learning outcomes.

Program, Initiative, Policy or Sponsored Award Category

Priority 2: Multicultural Programming

Established
08/01/2013

Number Served
101-500

Research Routines, Responsibilities and Activities

Cultural competency training (workshop, certificate, course)

Additional Research Components, Roles and Responsibilities

The program offers 12 2-hour workshops on building cultural competency skills. The session content touches on the following subtopics: an exploration of cultural identities and personal experiences, contextual communication, cultural competency, self-regulation and intercultural conflict styles.

Please describe how your program addresses self-efficacy (one's beliefs in their own ability to execute behaviors necessary to perform) in its participants?

We use the intercultural development inventory to measure self-efficacy and infuse practical training throughout the program for students to apply their skills and receive feedback.

How does your program acknowledge or affirm individuals’ different identities, strengths, or needs?

The program offers 12 2-hour workshops on building cultural competency skills. The session content touches on the following subtopics: an exploration of cultural identities and personal experiences, contextual communication, cultural competency, self-regulation and intercultural conflict styles.

Inclusionary practices/activities utilized in your program:

Specialized Pedagogical practices (e.g. multicultural teaching practices; usage of gender pronouns)), Specialized Curricula/Workshops (e.g. training for participants, directors and/or faculty on imposter syndrome, implicit bias, microaggressions), Structured Dialogues and Interactions (e.g. lab discussions, one-on-one sessions, virtual dialogues), Orientation (e.g. reviewing norms, expectations, structures, goals and/or protocols), Creation of a Safe space/ climate/environment

Additional Information

pre/post intercultural development inventory assessment

Participant Empowerment

Academic recognition (i.e. research credibility, prestige), Coaching

Mentoring Components

Mentoring is not used in our program

Opportunities to Privilege Voice

Of the 12 sessions, every third session is a synthesizing skills session which is where students lead the session discussion on a relevant topic related to social justice. We also infuse a number of chances for students to process and share experiences throughout the program using art based techniques (i.e. drawing, performances, poetry, videos).

Evaluation methods are used to substantiate the program’s outcomes:

course/curricula content changes, annual performance report, journal, diary, written review of exhibit, program survey(s),other

Anticipated participant outcomes for your program:

attendance, Other

Other: The graduates receive access to specialized opportunities across campus.