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Unveiling the Vibrant Hub: A Deep Dive into WIU's Multicultural Center
Introduction:
Are you curious about the heart of diversity and cultural exchange at Western Illinois University (WIU)? This comprehensive guide dives deep into the WIU Multicultural Center, exploring its mission, programs, impact on the campus community, and the vital role it plays in fostering inclusivity and understanding. Whether you're a prospective student, a current student, faculty, staff, or simply someone interested in learning more about vibrant campus life, this post offers an in-depth look at this essential resource. We’ll explore its history, current initiatives, and future aspirations, providing a complete picture of the invaluable contributions of the WIU Multicultural Center.
I. The WIU Multicultural Center: A Beacon of Diversity
The WIU Multicultural Center isn't just a building; it's a vibrant ecosystem dedicated to celebrating and promoting the rich tapestry of cultures represented within the WIU community. Founded on the principles of equity, inclusion, and social justice, the center acts as a central hub for students, faculty, and staff from diverse backgrounds. Its mission extends beyond simple representation; it actively works to create a welcoming and supportive environment where everyone feels valued, respected, and empowered to thrive. The center provides a safe space for individuals to connect with others who share similar cultural backgrounds, fostering a sense of belonging and combating feelings of isolation often experienced by students away from home.
II. Programs and Initiatives: Cultivating Understanding and Appreciation
The Multicultural Center doesn't simply exist; it actively engages in a wide array of dynamic programs and initiatives designed to promote intercultural understanding and appreciation. These programs cater to a diverse range of interests and needs, ensuring inclusivity is not just a buzzword but a lived experience. Some of the key initiatives include:
Cultural Events and Celebrations: Throughout the academic year, the center hosts a calendar packed with events celebrating various cultural holidays, traditions, and artistic expressions. These events provide opportunities for students from all backgrounds to learn about different cultures firsthand, fostering empathy and cross-cultural dialogue. Think vibrant Diwali celebrations, engaging Kwanzaa workshops, lively Lunar New Year festivities, and much more.
Workshops and Seminars: The center regularly organizes workshops and seminars addressing critical issues related to diversity, equity, and inclusion. These educational sessions cover a broad spectrum of topics, from understanding microaggressions to navigating cultural differences in communication styles. These workshops are designed to empower individuals to become active agents of positive change within the WIU community.
Support Services and Mentorship: The center provides crucial support services to students from underrepresented groups, offering academic advising, mentorship opportunities, and resources to navigate the challenges of college life. This personalized support ensures students have the tools and guidance they need to succeed academically and personally.
Community Engagement and Outreach: The Multicultural Center actively engages with the wider community, collaborating with local organizations and initiatives to promote diversity and inclusion beyond the WIU campus. This outward reach amplifies the center's impact and strengthens its ties with the surrounding community.
III. The Impact on the WIU Community: Fostering a More Inclusive Environment
The WIU Multicultural Center plays a transformative role in shaping the campus climate, fostering a more inclusive and equitable learning environment for everyone. By providing a safe space for students to connect, learn, and grow, the center contributes significantly to student success and overall campus well-being. The initiatives implemented by the center demonstrably reduce feelings of isolation and alienation, creating a more welcoming and supportive atmosphere for students from all backgrounds. This positive impact extends beyond the individual level, fostering a more collaborative and respectful campus culture that benefits the entire WIU community.
IV. The Future of the WIU Multicultural Center: Continuing the Journey
The WIU Multicultural Center is not a static entity; it is constantly evolving and adapting to the changing needs of the campus community. The center continually strives to enhance its programs and services, ensuring they remain relevant and impactful. Future plans may include expanding outreach initiatives, developing new workshops focused on emerging social justice issues, and strengthening partnerships with community organizations. The center's commitment to continuous improvement ensures it remains a vital resource for the WIU community for years to come.
Article Outline:
Title: The WIU Multicultural Center: A Comprehensive Guide
Introduction: Hooking the reader with a compelling introduction highlighting the center's importance.
Chapter 1: Mission and History: Delving into the center's founding principles and its evolution over time.
Chapter 2: Programs and Initiatives: Detailed exploration of the various programs offered by the center.
Chapter 3: Impact on the WIU Community: Assessing the center's contribution to campus culture and student well-being.
Chapter 4: Future Directions: Discussing the center's plans for continued growth and development.
Conclusion: Summarizing the key takeaways and reinforcing the center's vital role.
(The detailed content for each chapter is provided above in the main body of the blog post.)
FAQs:
1. What are the hours of operation for the WIU Multicultural Center? (Answer requires checking the official WIU website for the most up-to-date information)
2. How can I get involved with the Multicultural Center's programs? (Answer: Check the WIU website for event calendars and contact information.)
3. Is the Multicultural Center open to all students, regardless of background? (Answer: Yes, absolutely. It's a welcoming space for everyone.)
4. Does the center offer any academic support services? (Answer: Yes, often including advising and mentorship.)
5. How can I get in touch with the staff at the Multicultural Center? (Answer: Provide contact details from the official WIU website.)
6. Are there any volunteer opportunities at the Multicultural Center? (Answer: This requires checking the WIU website or contacting the center directly.)
7. Does the center host events related to specific cultural celebrations? (Answer: Yes, a diverse range of cultural events are hosted throughout the year.)
8. Is the Multicultural Center accessible to students with disabilities? (Answer: The answer requires checking the WIU website for accessibility information.)
9. How does the Multicultural Center promote social justice initiatives on campus? (Answer: The answer requires detailing initiatives from the WIU website or other reputable sources.)
Related Articles:
1. WIU Student Life: A Comprehensive Overview: Explores the various aspects of student life at Western Illinois University.
2. Diversity Initiatives at WIU: Focuses specifically on the university's commitment to diversity and inclusion.
3. Student Support Services at WIU: Provides an overview of the support services available to WIU students.
4. Campus Culture at WIU: Explores the overall atmosphere and social dynamics of the WIU campus.
5. Tips for International Students at WIU: Offers advice and guidance for international students attending WIU.
6. The Importance of Cultural Exchange in Higher Education: Discusses the broader benefits of intercultural programs in universities.
7. Combating Racism and Discrimination on College Campuses: Addresses strategies for creating a more inclusive campus environment.
8. The Role of Multicultural Centers in Fostering Student Success: Examines the positive impact of multicultural centers on student outcomes.
9. Building a More Inclusive Campus Community: Best Practices: Shares best practices for creating a welcoming and supportive campus community for students from diverse backgrounds.
| multicultural center wiu: Western Illinois University Jeffrey W. Hancks, Adam J. Carey, 2009 Western Illinois University (WIU), located in Macomb and Moline, has a rich history of service to the people of Illinois. Founded in 1899, WIU began as a normal school for the training of rural teachers. It has grown into a university of over 12,000 students, offering a broad range of quality undergraduate and graduate degrees in its four academic colleges and School of Extended Studies. This book tells the unique story of WIU, from its humble beginnings to today, with special emphasis on its astounding growth and development in the decades following World War II. |
| multicultural center wiu: Western Illinois University 2012 Victoria Boateng, 2011-03-15 |
| multicultural center wiu: 2011 College Access and Opportunity Guide Center for Student Opportunity, 2010-07 At a young age, you really don't think about college but this book tells you that it is possible. Don't ever think there is not money out there or there's not a spot for you. Now I'm really sure that I am going to get into college. -Rochelle, 11th grade, Gertz-Ressler High School/The Fulfillment Fund, Los Angeles, CA The College Access & Opportunity Guide is the first of its kind-a comprehensive college guidebook designed to help first-generation, low-income, and minority students make their college dreams a reality! 284 colleges and universities committed to access, opportunity, and success You will see some familiar names and others that are not so familiar. But what bonds these institutions are the outreach efforts, scholarship and financial aid opportunities and support and retention services that each has to offer. Do you KnowHow2GO? Learn the steps you need to take Follow KnowHow2GO's plan for first-generation and other underrepresented students to take the steps necessary to go to college. Insider advice from college students and other experts Read articles and stories that share insight and firsthand experience on what it takes to get to college and succeed. Valuable information for parents and mentors, en Español también Whether you're a parent, guardian, teacher, mentor, or other caring adult, chances are there's a teen in your life who wants to go to college. We offer advice for guiding the student in your life to college. Si eres un padre, tutor, maestro, o un adulto comprensivo, existe la posibilidad que un adolecente en tu vida quiere ir a la universidad. Nosotros oferecemos consejo para ayudar aquel estudiante en tu vida tomar los pasos necesarios para entrar en la universidad. Our students have found this guidebook essential to their college searches. It is easy to navigate and targets the information that's most important to them. There's no other resource that offers this kind and quality of information. 'Opportunity' is the perfect word; that's just what our students need! -Debbie Greenberg, College Bound St. Louis, St. Louis, MO I began using the College Access & Opportunity Guide with my upper division students, but very soon the other students were asking to see it. Since I had only one copy, I would have a waiting list to look at the book. It became the focus of our group meetings and soon the students started calling it 'the red college bible.' In the end, we decided to give all of our sophomores their own copy to set them on the right path to college. --Linda Perez, Achieve/Gerson Bakar Foundation, San Francisco, CA |
| multicultural center wiu: Directory of College & University Administrators , 2005 |
| multicultural center wiu: Multicultural Education J. Q. Adams, James F. Niss, Cynthia Suarez, 1991 |
| multicultural center wiu: Cultural Diversity J. Q. Adams, Janice R. Welsch, 1999 |
| multicultural center wiu: Acquired Neurogenic Communication Disorders Ilias Papathanasiou, 2000 This work provides a theoretical review, from a clinical perspective, of the nature and management of acquired neurogenic communication disorders and of the therapy such disorders require. The first section concentrates on aphasia and the second on motor speech disorders. |
| multicultural center wiu: The Black Arts Movement and the Black Panther Party in American Visual Culture Jo-Ann Morgan, 2018-12-17 This book examines a range of visual expressions of Black Power across American art and popular culture from 1965 through 1972. It begins with case studies of artist groups, including Spiral, OBAC and AfriCOBRA, who began questioning Western aesthetic traditions and created work that honored leaders, affirmed African American culture, and embraced an African lineage. Also showcased is an Oakland Museum exhibition of 1968 called New Perspectives in Black Art, as a way to consider if Black Panther Party activities in the neighborhood might have impacted local artists’ work. The concluding chapters concentrate on the relationship between selected Black Panther Party members and visual culture, focusing on how they were covered by the mainstream press, and how they self-represented to promote Party doctrine and agendas. |
| multicultural center wiu: Pathways to Multicultural Counseling Competence Bea Wehrly, 1995 Using this book's process approach to developing multicultural awareness, knowledge, and skills, you'll examine yourself as a racial and cultural being and learn how to develop the competence you need for successful multicultural counseling. You'll find nine current racial and ethnic identity development models, as well as guidelines you can use in applying each to multicultural counseling; a lifespan approach to ethnic identity formation, including a unique section on the ethnic identity development of children; guidelines for cross-cultural counseling of people of color by whites and cross-cultural counseling of whites by people of color; multicultural counseling guidelines for the Counseling Practicum student and counseling intern as well as for the Counseling Practicum supervisor and supervisors of counseling interns; the latest conceptual developments in the field of multicultural counseling - integrated with case studies - including the groundbreaking work of Phinney, Cross, Helms, and many others; examples, exercises, case studies, and vignettes that will help you develop your multicultural counseling competence; a chapter describing multicultural counseling in 22 countries; and comprehensive coverage of the history of multicultural counseling in the United States. |
| multicultural center wiu: MultiCultural Review , 2003 |
| multicultural center wiu: How to STEM Carol Smallwood, Vera Gubnitskaia, 2013-12-05 During the past few years, groups like the President's Council of Advisors on Science and Technology, Center for Education have been placing great emphasis on the significance of STEM (science, technology, engineering, and math) education. In brief, the US is seen as falling behind the rest of the world in science and technology education. In response, the curricula have been revised in many educational institutions and school districts across the country. It is clear that for STEM to be successful, other community organizations, most particularly libraries, need to be closely involved in the process. Library staff realize the importance of getting involved in STEM education, but many have difficulty finding comprehensive information that will help them plan and successfully implement STEM direction in their organization. This book is designed to meet that need. It is timely and relevant. How to STEM: Science, Technology, Engineering, and Math Education in Libraries is by and for libraries who are involved in contributing efforts into advancing these subjects. It is organized in 9 parts including funding, grant writing, community partnerships, outreach, research, and examples of specific programming activities. Authors are drawn from the professional staffs of educational institutions, libraries, and non-profit organizations such as science museums. The book contains eight parts, each emphasizing a different aspect of how to succeed with STEM. Part 1 emphasizes how hands-on activities that are both fun and educational can be used to further STEM awareness. Parts 2 and 3 contain chapters on the uniting of STEM with Information Literacy. Innovative collection development ideas are discussed in Part 4 and Part 5 focuses on research and publishing. Outreach is the theme of Part 6 and the programs described in these chapters offer an array of ways to connect with students of all ages. The final section of How to STEM: Science, Technology, Engineering, and Math Education in Libraries addresses the funding of these programs. Librarians of all types will be pleased to discover easy-to-implement suggestions for collaborative efforts, many rich and diverse programming ideas, strategies for improving reference services and library instruction to speakers of English as a second language, marketing and promotional tips designed to welcome multicultural patrons into the library, and much more. |
| multicultural center wiu: The K&W Guide to Colleges for Students with Learning Differences, 14th Edition Princeton Review, 2019-02-19 338 schools with programs or services for students with ADHD, ASD, or learning disabilities--Cover. |
| multicultural center wiu: Theories and Methods of Writing Center Studies Jo Mackiewicz, Rebecca Babcock, 2019-11-01 This collection helps students and researchers understand the foundations of writing center studies in order to make sound decisions about the types of methods and theoretical lenses that will help them formulate and answer their research questions. In the collection, accomplished writing center researchers discuss the theories and methods that have enabled their work, providing readers with a useful and accessible guide to developing research projects that interest them and make a positive contribution. It introduces an array of theories, including genre theory, second-language acquisition theory, transfer theory, and disability theory, and guides novice and experienced researchers through the finer points of methods such as ethnography, corpus analysis, and mixed-methods research. Ideal for courses on writing center studies and pedagogy, it is essential reading for researchers and administrators in writing centers and writing across the curriculum or writing in the disciplines programs. |
| multicultural center wiu: Cultural Identities and Ethnic Minorities in Europe David Turton, Julia González, 1999-01-01 In the different projects of the Thematic Network on Humanitaian Development Studies, there is an underlyin note which is both intended and spontaneously recorded after its activities. We refer to the European dimension and the idea of sharing approaches and perspectives into the analysis on a number of working themes. The initial intentios is, therfore, to create common language and shared points of reference where variety could be read and further understood. |
| multicultural center wiu: Peterson's Graduate and Professional Programs Peterson's Guides Staff, Peterson's, 2007-12 The six volumes of Peterson's Annual Guides to Graduate Study, the only annually updated reference work of its kind, provide wide-ranging information on the graduate and professional programs offered by accredited colleges and universities in the United States and U.S. territories and those in Canada, Mexico, Europe, and Africa that are accredited by U.S. accrediting bodies. Books 2 through 6 are divided into sections that contain one or more directories devoted to individual programs in a particular field. Book 1 includes institutional profiles indicating the degrees offered, enrollment figures, admission and degree requirements, tuition, financial aid, housing, faculty, research projects and facilities, and contacts at more than 2,000 institutions. |
| multicultural center wiu: A Multicultural Prism J. Q. Adams, Janice R. Welsch, 1994 |
| multicultural center wiu: The New British Ikhlaq Din, 2016-03-03 Providing empirical evidence on the lives of young British-born Pakistanis, The New British also reveals fascinating insights into the Pakistani community more generally. Using Bradford as a case study, Ikhlaq Din focuses on the relationship between young boys and girls, their parents, and the Pakistani community. He discusses various issues that are important to young people, such as: their experience of school; their aspirations; their identity; their attitude to community; their relationships with parents; the tensions between Islam and popular culture and the role Islam plays in the wider Pakistani community. The impact of broader national and international events such as 9/11 and 7/7 on the lives of young British-born Pakistanis is also considered. |
| multicultural center wiu: When the Moon Waxes Red Trinh T. Minh-ha, 2014-02-04 In this new collection of her provocative essays on Third World art and culture, Trinh Minh-ha offers new challenges to Western regimes of knowledge. Bringing to her subjects an acute sense of the many meanings of the marginal, she examines topics such as Asian and African texts, the theories of Barthes, questions of spectatorship, the enigmas of art, and the perils of anthropology. When the Moon Waxes Red is an extended argument against reductive analyses, even those that appear politically adroit. The multiply-hyphenated peoples of color are not simply placed in a duality between two cultural heritages; throughout, Trinh describes the predicament of having to live a difference that has no name and too many names already. She argues for multicultural revision of knowledge so that a new politics can transform reality rather than merely ideologize it. By rewriting the always emerging, already distorted place of struggle, such work seeks to beat the master at his own game. |
| multicultural center wiu: Designing Successful Transitions National Resource Center for the First-Year Experience & Students in Transition (University of South Carolina), 2010 The 2010 edition of this monograph addresses many topics (e.g., administration of orientation programs, family involvement, student characteristics and needs, assessment, and orientation for specific student populations and institutional types) that were included in previous editions but approaches them with new information, updated data, and current theory. However, this edition also takes up new topics in response to the opportunities and concerns facing orientation, transition, and retention professionals such as collaborations among campus units in the development and delivery of orientation, the increase in nontraditional student populations, the need for effective crisis planning and management in orientation programs, new technologies, and even the challenge of making the case for orientation in an era of diminishing resources. The authors have carefully penned chapters incorporating contemporary information, ideas, and concepts while being reflective of traditional practices. Following a preface by Margaret J. Barr and a foreword by Jennifer R. Keup and Craig E. Mack, chapters in this edition include: (1) Brief Overview of the Orientation, Transition, and Retention Field (Craig E. Mack); (2) Theoretical Perspectives on Orientation (Denise L. Rode and Tony W. Cawthon); (3) Making the Case for Orientation: Is It Worth It? (Bonita C. Jacobs); (4) Administration of a Comprehensive Orientation Program (April Mann, Charlie Andrews, and Norma Rodenburg); (5) Community College Orientation and Transition Programs (Cathy J. Cuevas and Christine Timmerman); (6) Channeling Parental Involvement to Support Student Success (Jeanine A. Ward-Roof, Laura A. Page, and Ryan Lombardi); (7) Extensions of Traditional Orientation Programs (Tracy L. Skipper, Jennifer A. Latino, Blaire Moody Rideout, and Dorothy Weigel); (8) Technology in Orientation (J.J. Brown and Cynthia L. Hernandez); (9) Incorporating Crisis Planning and Management Into Orientation Programs (Dian Squire, Victor Wilson, Joe Ritchie, and Abbey Wolfman); (10) Orientation and First-Year Programs: A Profile of Participating Students (Maureen E. Wilson and Michael Dannells); (11) Creating a Developmental Framework for New Student Orientation to Address the Needs of Diverse Populations (Archie P. Cubarrubia and Jennifer C. Schoen); (12) Designing Orientation and Transition Programs for Transfer Students (Shandol C. Hoover); (13) Nontraditional Is the New Traditional: Understanding Today's College Student (Michael J. Knox and Brittany D. Henderson); (14) Building the Case for Collaboration in Orientation Programs: Campus Culture, Politics, and Power (Beth M. Lingren Clark and Matthew J. Weigand); (15) Assessment and Evaluation in Orientation (Robert Schwartz and Dennis Wiese); and (16) Reflections on the History of Orientation, Transition, and Retention Programs (Jeanine A. Ward-Roof and Kathy L. Guthrie). (Individual chapters contain references.) [For the 2nd Edition (2003), see ED478603.]. |
| multicultural center wiu: Black Issues in Higher Education , 1989 |
| multicultural center wiu: Routledge International Handbook of Masculinity Studies Lucas Gottzén, Ulf Mellström, Tamara Shefer, 2019-11-20 The Routledge International Handbook of Masculinity Studies provides a contemporary critical and scholarly overview of theorizing and research on masculinities as well as emerging ideas and areas of study that are likely to shape research and understanding of gender and men in the future. The forty-eight chapters of the handbook take an interdisciplinary approach to a range of topics on men and masculinities related to identity, sex, sexuality, culture, aesthetics, technology and pressing social issues. The handbook’s transnational lens acknowledges both the localities and global character of masculinity. A clear message in the book is the need for intersectional theorizing in dialogue with feminist, queer and sexuality studies in making sense of men and masculinities. Written in a clear and direct style, the handbook will appeal to students, teachers and researchers in the social sciences and humanities, as well as professionals, practitioners and activists. |
| multicultural center wiu: Interdisciplinary Views on Abortion Susan A. Martinelli-Fernandez, Lori Baker-Sperry, Heather McIlvaine-Newsad, 2014-01-10 This book examines issues surrounding abortion and abortion practices in the United States through the perspectives of multiple disciplines, including sociology, anthropology, philosophy, community health, theology, and political science. The essays parallel the interdisciplinary nature of feminist and women's studies, situating abortion within a wider understanding of the impact of reproduction on women's lives and their health. The contributing authors provide an accessible summary of the numerous topics surrounding abortion, and the essays reflect both original research and scholarly discourse on existing research and literature. Instructors considering this book for use in a course may request an examination copy here. |
| multicultural center wiu: Religion and the Demise of Liberal Rationalism J. Judd Owen, 2001-07 Acknowledgments1. If Liberalism is a Faith, What Becomes of the Separation of Church and State?2. Pragmatism, Liberalism, and the Quarrel between Science and Religion3. Rorty's Repudiation of Epistemology4. Rortian Irony and the De-divinization of Liberalism5. Religion and Rawls's Freestanding Liberalism6. Stanley Fish and the Demise of the Separation of Church and State7. Fish, Locke, and Religious Neutrality8. Reason, Indifference, and the Aim of Religious FreedomAppendix: A Reply to Stanley FishNotesBibliographyIndex Copyright © Libri GmbH. All rights reserved. |
| multicultural center wiu: Group Techniques Gerald Corey, 1992 This sourcebook of techniques, designed to supplement theory or practicum books, explores the place and the usefulness of techniques, as well as their abuse. The authors hope to stimulate creativity in the readers approach to group work and to encourage group leaders to develop their own therapeutic styles. They there-fore offer this book as an outline for leaders to build upon in adapting techniques for their own situations, not as a cookbook of recipes to be rigidly followed. The goal is not to catalog techniques for every conceivable situation, but to teach leaders how to adapt the techniques presented and to develop others sensitively, crea-tively, and appropriately..The authors primarily assume that techniques are means, not ends, and that they are fundamentally at the service of the client, not the therapist. The book is especially strong on the leaders executive functions in the group: maneuvering and facilitating the group to optimize its effectiveness and relying on the members themselves to do the majority of the therapy. In addition, the authors hope to stimulate interest in the philosophical and ethical dimensions of group work, and they make reference to the Association for Specialists in Group Work (ASGW) ethical guidelines when relevant. |
| multicultural center wiu: Socio-Cultural Perspectives on Science Education W.W. Cobern, 1998-03-31 Tackles the question of whose interests are being served by the current science education practices and policies, and offers perspectives from culture, economics, epistemology, equity, gender, language, and religion. Promotes a reflective science education that takes place within people's cultural lives rather than taking it over. Among the topics are situating school science in a climate of critical cultural reform, the influence of language on teaching and learning science in a second language, a cultural history of science education in Japan, and the philosophy of science and radical intellectual Islam in Turkey. Of interest to students, researchers, and practitioners of education. Annotation copyrighted by Book News, Inc., Portland, OR |
| multicultural center wiu: The Sociology of Community Connections John G. Bruhn, 2011-07-18 Many of our current social problems have been attributed to the breakdown or loss of community as a place and to the fragmentation of connections due to an extreme value of individualism in the Western world, particularly in the United States. Not all scholars and researchers agree that individualism and technology are the primary culprits in the loss of community as it existed in the middle decade of the 20th century. Nonetheless, people exist in groups, and connections are vital to their existence and in the daily performance of activities. The second edition of the Sociology of Community Connections will identify and help students understand community connectedness in the present and future. |
| multicultural center wiu: Ethical Issues in Social Work Richard Hugman, David Smith, 2002-09-09 It has always been recognised that the practice of social work raises ethical questions and dilemmas. Recently, however, traditional ways of addressing ethical issues in social work have come to seem inadequate, as a result of developments both in philosophy and in social work theory and practice. This collection of thought-provoking essays explores the ethics of social work practice on the light of these changes. Ethical Issues in Social Work provides up to date critical analyses of the ethical implications of new legislation in community care and criminal justice, and of trends in social work thought and policy, such as managerialism, user empowerment, feminism and anti-oppressive practice. This study provides important and stimulating reading for social work students and their teachers, and for all practitioners and managers who are concerned about the ethical dimensions of their work. |
| multicultural center wiu: Learning Partnerships Marcia B. Baxter Magolda, Patricia M. King, 2023-07-03 While a common goal of higher education is to improve student learning to prepare young adults for the professional, civic and personal challenges of their lives, few institutions have a model to facilitate these outcomes. Learning Partnerships offers a grounded theory and practical examples of how these objectives can be achieved at the college course, program, and institutional levels.The book takes as its foundation Marcia Baxter Magolda’s Learning Partnerships Model based on her seventeen-year longitudinal study of young adults’ learning and development from their undergraduate years through their thirties. Based on nearly a thousand participant narratives, the model offers an empirically grounded yet flexible approach to promote self-authorship. Marcia Baxter Magolda describes the nature of self-authorship--its centrality to the learning goals of cognitive maturity, an integrated identity, mature relationships, and effective citizenship--and the Model.The book then documents examples of actual practice and the learning outcomes they have yielded. The settings include community college and undergraduate courses, exchange and internship programs, residential life, a Masters’ program, faculty development and student affairs organization.Learning Partnerships offers models for all educators--faculty and student affairs staff alike--who work to balance guidance and learner responsibility to prepare students for the complexity of the twenty-first century. |
| multicultural center wiu: Striving for Excellence , 2000 |
| multicultural center wiu: Medicine River Thomas King, 2018-08-14 When Will returns to Medicine River, he thinks he is simply attending his mother’s funeral. He doesn’t count on Harlen Bigbear and his unique brand of community planning. Harlen tries to sell Will on the idea of returning to Medicine River to open shop as the town’s only Native photographer. Somehow, that’s exactly what happens. Through Will’s gentle and humorous narrative, we come to know Medicine River, a small Albertan town bordering a Blackfoot reserve. And we meet its people: the basketball team; Louise Heavyman and her daughter, South Wing; Martha Oldcrow, the marriage doctor; Joe Bigbear, Harlen’s world-travelling, storytelling brother; Bertha Morley, who has a short fling with a Calgary dating service; and David Plume, who went to Wounded Knee. At the centre of it all is Harlen, advising and pestering, annoying and entertaining, gossiping and benevolently interfering in the lives of his friends and neighbours. |
| multicultural center wiu: In Defense of Lost Causes Slavoj Žižek, 2009-10-19 No Marketing Blurb |
| multicultural center wiu: Counseling Across the Lifespan Cindy L Juntunen, Jonathan P. Schwartz, 2015-04-15 Counseling Across the Lifespan by Cindy L. Juntunen and Jonathan P. Schwartz is a practical book that helps readers provide effective mental, emotional, and behavioral health services to clients across the continuum of care, from health promotion through long-term treatment and remediation. Anchoring each chapter within a life stage—from childhood through older adulthood—the text identifies the nature and origin of various psychological issues and emphasizes the importance of anticipating and responding early to concerns that arise for large portions of the population. The Second Edition features new chapters and expanded coverage of important topics, such as sociocultural contextual factors and interprofessional health perspectives. |
| multicultural center wiu: For the Least of My Brethren Irene McDonald, 1992 For the Least of My Brethren is the story of St. Michael's Hospital, founded by the Sisters of St. Joseph in 1892 to meet the needs of Toronto's sick poor. Sustained by the Gospel's assurance What you have done for the least of My Brethren you have done for Me, a plucky little group of fewer than twenty people -- sisters, doctors, and nurses -- located in an old Baptist church, laid the foundations for what would grow into a major urban university teaching hospital The book traces the development to 1992 of the first hospital in Toronto under Roman Catholic auspices, and the first Catholic school of nursing in Canada. Within the context of a not-always-friendly political, social, economic, and religious culture, the author has identified the forces -- the people, events, struggles, triumphs, and failures -- that have shaped St. Michael's into what it is today. |
| multicultural center wiu: The Affect Theory Reader 2 Gregory J. Seigworth, Carolyn Pedwell, 2023-09-30 Building on the foundational Affect Theory Reader, this new volume gathers together contemporary scholarship that highlights and interrogates the contemporary state of affect inquiry. Unsettling what might be too readily taken-for-granted assumptions in affect theory, The Affect Theory Reader 2 extends and challenges how contemporary theories of affect intersect with a wide range of topics and fields that include Black studies, queer and trans theory, Indigenous cosmologies, feminist cultural analysis, psychoanalysis, and media ecologies. It foregrounds vital touchpoints for contemporary studies of affect, from the visceral elements of climate emergency and the sensorial sinews of networked media to the minor feelings entangled with listening, looking, thinking, writing, and teaching otherwise. Tracing affect’s resonances with today’s most critical debates, The Affect Theory Reader 2 will reorient and disorient readers to the past, present, and future potentials of affect theory. Contributors. Lauren Berlant, Lisa Blackman, Rizvana Bradley, Ann Cvetkovich, Ezekiel J. Dixon-Román, Adam J. Frank, M. Gail Hamner, Omar Kasmani, Cecilia Macón, Hil Malatino, Erin Manning, Derek P. McCormack, Patrick Nickleson, Susanna Paasonen, Tyrone S. Palmer, Carolyn Pedwell, Jasbir K. Puar, Jason Read, Michael Richardson, Dylan Robinson, Tony D. Sampson, Kyla Schuller, Gregory J. Seigworth, Nathan Snaza, Kathleen Stewart, Elizabeth A. Wilson |
| multicultural center wiu: Dime Novel Desperadoes John Hallwas, 2011-04-04 A thrilling true crime narrative and groundbreaking historical account, Dime Novel Desperadoes recovers the long-forgotten story of Ed and Lon Maxwell, the outlaw brothers from Illinois who once rivaled Jesse and Frank James in national notoriety. Growing up hard as the sons of a struggling tenant farmer, the Maxwell brothers started their lawbreaking as robbers and horse thieves in the 1870s, embarking on a life of crime that quickly captured the public eye. Already made famous locally by newspapers that wanted to dramatize crimes and danger for an eager reading audience, the brothers achieved national prominence in 1881 when they shot and killed Charles and Milton Coleman, Wisconsin lawmen who were trying to apprehend them. Public outrage sparked the largest manhunt for outlaws in American history, involving some twenty posses who pursued the desperadoes in Wisconsin, Minnesota, Iowa, Illinois, Missouri, and Nebraska. Some of the pursuers were intent on a lynching, but the outlaws escaped against incredible odds. When a mob finally succeeded in killing Ed, in broad daylight on a courthouse lawn, that event generated widespread commentary on law and order. Nevertheless, the daring desperadoes were eventually portrayed as heroes in sensationalistic dime novels. A stunning saga of robbery and horse stealing, gunfights and manhunts, murder and mob violence, Dime Novel Desperadoes also delves into the cultural and psychological factors that produced lawbreakers and created a crime wave in the post-Civil War era. By pointing to social inequities, media distortions, and justice system failures, John E. Hallwas reveals the complicity of nineteenth-century culture in the creation of violent criminals. Further, by featuring astute, thought-provoking analysis of the lawbreaker's mindset, this book explores the issue at the heart of humanity's quest for justice: the perpetrator's responsibility for his criminal acts. Every overview and encyclopedia of American outlaws will need to be revised, and the fabled Wild West will have to be extended east of the Mississippi River, in response to this riveting chronicle of major American desperadoes who once thrilled the nation but have since escaped historical attention for well over a century. With more than forty illustrations and several maps that bring to life the exciting world of the Maxwell brothers, Dime Novel Desperadoes is a new classic in the annals of American outlawry. |
| multicultural center wiu: Current Issues in Language Evaluation, Assessment and Testing Christine Coombe, Christina Gitsaki, 2016-03-08 Current Issues in Language Evaluation, Assessment and Testing: Research and Practice is a collection of research papers, most of which were presented at the 17th World Congress of the International Association of Applied Linguistics (AILA), which was held in 2014 in Brisbane, Australia. The volume comprises 15 chapters presenting current research projects and discussing issues related to language testing and the development of language assessment instruments in a variety of contexts around the world. This anthology will be of use to both new and seasoned researchers within the field of Applied Linguistics and TESOL. Teacher educators, language teachers, and language assessment professionals will find this volume equally useful as the papers present current trends in testing and evaluation. |
| multicultural center wiu: Multicultural Education James A. Banks, Cherry A. McGee Banks, 2016 |
| multicultural center wiu: Critical issues in the history of spaceflight Steven J. Dick, 2018 |
| multicultural center wiu: Each and Every Child Susan Friedman, Alissa Mwenelupembe, 2020-04-07 Discover how to develop and implement equitable strategies and practices that support every child in your classroom |
| multicultural center wiu: Diamond Grill Fred Wah, 1996 |
