University of Minnesota SNAP-Ed Regional Coordinator Position Opening

SNAP-ED REGIONAL COORDINATOR

RAMSEY COUNTY

 

Title:                                             SNAP-Ed Regional Coordinator

Classification:                               Coordinator, Job Code 9354

Appointment:                                100%-time, Academic Professional,

                                                     Annually renewable, 12-month

Program Area:                              Extension Center for Family Development

Initial Application Deadline:          June 27, 2014; position will remain open until filled

Office Locations:                          Ramsey County Extension Office

 

ABOUT EXTENSION

The University of Minnesota Extension is a major outreach arm of the University of Minnesota, a land grant institution with a mission to serve the public through applied research and education. The mission of the University of Minnesota Extension is: Making a difference by connecting community needs and University resources to address critical issues in Minnesota.

 

As one of four centers, the Extension Center for Family Development helps families make informed decisions leading to better health, financial security and well-being. We accomplish this by developing, delivering and evaluating credible, relevant and research-based education; working closely with others across Minnesota to build the strengths of individuals and families of all ages, ethnicities and backgrounds; conducting and collaborating on research projects; recruiting and retaining expert faculty and staff passionate about families and their success; increasing the understanding of our work among key stakeholders; securing resources to sustain and grow programs that meet emerging needs and support strategic priorities. Extension Center for Family Development programs currently focus on family relations, family resource management, food safety, and health and nutrition, with special effort in the areas of children’s mental health, families in transition, building healthy and strong families, and preparing for an aging Minnesota.

 

ABOUT THIS POSITION
The SNAP-Ed Regional Coordinator has major and continuing responsibility for the implementation and management of the University of Minnesota Extension’s SNAP (Supplemental Nutrition Assistance Program) Education program in a multi-county region of the state. He/she will develop and lead an effective work team (4-8 FTE) of SNAP-Ed Educators in the region to deliver high-quality, effective health and nutrition education for SNAP recipients and others eligible for federal benefit programs. This position focuses on hiring, training, supervising, and supporting Extension’s SNAP-Ed Educators, and managing programmatic efforts carried out by these educators from a regional perspective. 

 

REQUIRED QUALIFICATIONS

Bachelor’s degree in health, nutrition or a closely related discipline. Advanced degree preferred.

3-5 years of experience with program management and supervision in a health and/or nutrition education program.

1-3 years of experience in teaching, community organizing, community health promotion, and community education.

Experience in implementing multi-level public health programming.

Valid driver’s license, reliable vehicle with required liability insurance, to be utilized for frequent travel within Minnesota, infrequent travel outside Minnesota.

Direct experience in grants management and administration.

Proven abilities to foster a work culture respectful of cultural, socioeconomic, ideological, and other kinds of diversity.

Ability to communicate clear work direction and broad understanding of programming priorities.

Ability to work effectively in an environment that combines independent action and teamwork with colleagues and external organizations.

Ability to build effective work teams and manage conflict.

Experience in training and teaching in an adaptive and engaging manner; ability to coach others to do so.

Respectful, professional communication style both orally and in writing.

Organizational and time management skills with attention to detail.

Experience delivering evidence-based programs in a community setting.

Ability to analyze and recommend action based upon complex data and contextual factors.

Computer skills: Active development of and participation in web-based communication and training, competent keyboarding, high level of comfort with development of documents, spreadsheets, presentations, web-based communications, and marketing materials. Able to effectively use Microsoft Office Suite of software programs.

Ability to oversee the compliance of budgetary requirements and financial policies and procedures.

Ability to plan and maintain a flexible work schedule, including regular evening and weekend work to meet time demands and/or special needs of SNAP-Ed program management.

Experience working with culturally and economically diverse audiences.

 

PREFERRED QUALIFICATIONS

Masters or other advanced degree.

Experience working with SNAP-Ed or other nutrition education programs for low-income audiences.

Skill in and experience using distance technologies for communication and education.

Speak a language in addition to English.

 

RESPONSIBILITIES

Supervision and program management (50%)

Oversee implementation and evaluation of all SNAP-Ed programming in a multi-county region within Minnesota.

Supervise SNAP-Ed Educators (4 – 8 FTE) located in region. Provide on-going coaching/training.

Conduct engaging, effective, and adaptive training and coaching.

Oversee their professional development plans, ensuring that each has the resources and expertise needed to effectively carry out their job duties.

Assess and ensure the quality of community program delivery, adherence to protocols and guidelines, and responsible resource management.

Monitor and ensure the completion of participant level documentation.

Manage the reporting protocols and evaluation plans implemented by SNAP-Ed educators.Train educators to implement protocols and plans.

Develop and implement training for SNAP-Ed Educators in conjunction with the Associate Program Director.

Manage the implementation of a regional program plans for continuous improvement of the quality of health and nutrition programming with SNAP-Ed Educators.

Oversee and coordinate the development and implementation of partner level agreements in the region.

Analyze programmatic data and financial information to determine ways to better focus resources for effectively and efficiently reaching low income Minnesotans, and people with health disparities in the region.

Analyze and adjust the work of the SNAP-Ed Educators to create the greatest outcomes and impact, and the most efficient use of resources.

Ensure accurate, complete and organized confidential records, as required across the region.

Manage and monitor data and budget for projects and programs.

 

 

Program development (30%)

Analyze and synthesize feedback from SNAP-Ed Educators on participant and community concerns, program implementation, curricula and other resources to improve the quality and efficiency in the program and better meet the needs of SNAP-Ed participants throughout the region.

Develop strategies and facilitate the regional implementation of train-the-trainer opportunities for community-based organizations provided by Health and Nutrition Extension Educators.

Provide expertise advice to community-based organizations on the technical aspects of the federal SNAP Education program.

Keep abreast of new research and strategies in the field of nutrition. Maintain a sound understanding of community health and nutrition issues as well as public health approaches for addressing them. Guide SNAP- Ed Educators to translate this understanding and knowledge into programmatic efforts in the region.

Identify gaps in the prevention spectrum of community programs and initiatives to address health and nutrition issues that represent opportunities for program development to enhance impact.

Maintain a sound understanding of and familiarity with the key partners, stakeholders and health and nutrition initiatives in the region that have bearing on health and nutrition work.

Communications and community partnerships (20%)

Lead positive communications and ongoing updates internally and externally with all stakeholders regionally.

Coordinate and facilitate meetings with staff, stakeholders and partners.

Cultivate new partnerships and maintain professional relationships to further health and nutrition goals.

Strengthen and leverage collaborative partnerships with internal health and nutrition team regionally and state wide as well as with external stakeholders.

Speak on behalf of Extension priorities and provide informed support and expertise when serving on agency or community boards or advisory committees related to health and nutrition.

Prepare timely reports of programmatic activities and success stories in the region.

Other responsibilities assigned as needed

 

APPOINTMENT

This position is 100% time, annual renewable academic administrative professional appointment with a University of Minnesota job code/classification of 9354 Coordinator.  This position is funded through September 30, 2014 with continuation dependent on funding, need, performance, and results.  Extension’s academic promotion process does not apply to this position.  All University of Minnesota positions require successful completion of a background check.

 

ACCOUNTABILITY

This position reports to the Associate Program Director, SNAP Education who reports to the Health & Nutrition Program Leader.  Annual performance review will occur according to Extension and University policies.

 

TRAVEL

Travel throughout the region and at times, the state, is required to perform these job responsibilities.  This person will be expected to use a personal vehicle with legally required insurance for travel.  Reimbursement for travel expenses will occur according to University policy.

 

SALARY AND BENEFITS

This position is benefits eligible. Information is at: www.umn.edu/ohr/eb. Salary is commensurate with experience and education.

 

TO APPLY

Please apply, complete the online application at https://employment.umn.edu/applicants/Central?quickFind=121087and attach to the “Required Document” section:

Cover letter in which you:

Describe your qualifications for the position based upon the job requirements and position responsibilities.

Include examples of your ability to perform this job.

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Professional Reference List with complete phone and email contact information.

 

If you have questions about applying online please contact:

Naaz Babvani

Extension Human Resources

260 Coffey Hall, 1420 Eckles Ave.

University of Minnesota

St. Paul, MN  55108

Telephone: 612-624-3717

Fax: 612-624-7749

babva001@umn.edu

 

QUESTIONS ABOUT THE POSITION

Mary Caskey

SNAP-Ed Associate Program Director

320-203-6102

caske002@umn.edu

 

INITIAL APPLICATION DEADLINE

June 27, 2014; position will remain open until filled

 

*To check the status of your application, log-in to the University of Minnesota employment website at https://employment.umn.edu/. To log-in, you will need the user name and password you create when you apply for the position.

 

**Any offer of employment is contingent on the successful completion of a background check.

 

University of Minnesota Extension shall provide equal access to and opportunity in its programs, facilities, and employment without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression.

 

Job opening at University of Kentucky

Please find a position available at the University of Kentucky for experienced professionals.  If you have any questions on the positions feel free to contact myself.

 

 

 

Associate Dean for Research and Director of the Kentucky Agricultural Experiment Station

 

The College of Agriculture, Food, and Environment (CAFE) at the University of Kentucky seeks an innovative leader for the position of Associate Dean for Research and Director of the Kentucky Agricultural Experiment Station. The Experiment Station serves as the research arm of the Colleges academic departments, the Division of Regulatory Services, and off-campus units that include the Veterinary Diagnostic Laboratory, research and education centers at Princeton and Robinson Station, and experiment station farms. The College also has a strong partnership with the USDA-ARS Forage-Animal Production Research Unit (FAPRU) located on campus.

Responsibilities: The Associate Dean position is the principal administrative officer of the Kentucky Agricultural Experiment Station and reports directly to the Dean of the College of Agriculture, Food, and Environment. The person filling this position will participate fully in the overall management and operation of the research related activities of the college including the Kentucky Agricultural Experiment Station. The candidate will work in a team environment with the Dean of the College and the Associate Deans for Extension, Academic Programs, and Administration, as well as department chairs and unit leaders.The Associate Dean has oversight for all research-related academic activities and federal and state mandated programs, comprising an annual budget of around $35 million with an additional $25-$30 million in grants and contracts. The Associate Dean will devise and implement policies for investing in research across the college under a new values-based financial model. Day-to-day duties include:

  • Recruit, evaluate, and facilitate the development of research faculty.
  • Foster an environment that encourages and facilitates multidisciplinary and multistate research efforts.
  • Provide leadership and vision for the research mission of a land-grant institution.
  • Strategic and administrative responsibility for grants and contracts.
  • Administer Hatch, Hatch-Multistate, McIntire-Stennis, and Animal Health funds and programs
  • Research regulatory compliance, conflict of interest management, and responsible conduct of research.
  • Implement intellectual property policies.
  • Plan and develop resources for research faculty startup packages.
  • Oversee the distribution and investment of research support pools (portion of federal formula and recurring state funds, royalties, and one-time internal investments).
  • Manage Regulatory Services, Veterinary Diagnostic Laboratory, Kentucky Tobacco Research and Development Center, and Equine Programs.
  • Provide direct oversight for research farm facilities across the state.
  • Lend support for research components of college-wide special initiatives.
  • Maintain accountability for research outcomes to numerous university, state and federal entities.

– See more at: https://chroniclevitae.com/jobs/0000834322-01#sthash.r9JGZQeC.dpuf

 

 

Quentin Tyler PhD

Assistant Dean and Director

Office of Diversity

College of Agriculture,Food, and Environment

305 Charles E. Barnhart Bldg

Lexington, KY 40546-0276

 

Phone: 859-257-3482

Fax: 859-323-1913

How to Register for Communicating Across Cultures Course

Text Box: Directions to enroll in: Communicating Across Cultures 1

courses login pic.png

If you have an account then log in with your username and password.

If you do not have an account, click on Create new account.

  • On the page that comes up fill in the information requested.

  • You will receive an email confirming the account creation within an hour or so. Follow the instructions in the email in order to enable the account. If you do not get a confirmation email please email:campushelp@extension.org for assistance in getting the account confirmed.
  • After you have logged in look for the search box and type in “Communicating Across Cultures” and click on the search button.

  • When you see the course name click on the title to self-enroll.
  • For help and assistance? campushelp@extension.org
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    Once you are enrolled in a course it will appear on a list under “My Courses” on the left side of your screen the next time you log in.You can click on the course title to go back to the course.

Job Postings

Open Rank Extension Educator – Beef Systems – University of Nebraska-Lincoln: UNL Extension is looking for an Extension Educator who would provide regional leadership (Saunders County) and develop focused, comprehensive learning programs on topics like integrating the current technologies in ruminant nutrition, beef genetics, and reproduction in beef operations and planning resiliency to drought in grass and forage-based beef systems. For a detailed position description, required materials and how to apply, go to http://employment.unl.edu, requisition F_190224. Review of applications will begin 1/2/20. As an EO/AA employer, qualified applicants are considered for employment without regard to race, color, ethnicity, national origin, sex, pregnancy, sexual orientation, gender identity, religion, disability, age, genetic information, veteran status, marital status, and/or political affiliation. See http://www.unl.edu/equity/notice-nondiscriminationAdvertisement Beef_Saunders

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University of Illinois in Urbana-Champaign – The following newly posted academic job is available to be viewed on the University of Illinois job board: Extension Educator, Agriculture and Natural Resources (Local Food Systems and Small Farms) – Unit 26 – https://go.illinois.edu/125451

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Extension Outreach Associate, Energy Education Council (EEC): The Energy Education Council is looking for a full-time, 12-month academic professional staff member to be primarily responsible for the development, delivery, and evaluation of marketing and training programs to recruit and retain membership, and all fundraising/membership recruitment/membership retention activities of EEC. Bachelor’s degree is required. To view complete job description and apply, visit https://go.illinois.edu/123721.  Closing date is November 12, 2019. The U of I is an EEO Employer/Vet/Disabled http://go.illinois.edu/EEO

Communications Director, Energy Education Council (EEC): The Energy Education Council is looking for a full-time, 12-month academic professional staff member to create and coordinate EEC’s public communication, educational programs, and outreach activities.  Bachelor’s degree is required.  To view complete job description and apply, visit https://go.illinois.edu/123698Closing date is November 12, 2019. The U of I is an EEO Employer/Vet/Disabled http://go.illinois.edu/EEO

Extension Outreach Associate, Research and Fellowships  – campus – https://go.illinois.edu/121002 University of Illinois Extension is seeking creative and motivated individuals to join the inaugural team of a newly launched Extension and Public Engagement Connection Center (EPECC) at University of Illinois in Urbana-Champaign. EPECC will work to strengthen university connections across the state in a way that builds reciprocal and collaborative partnerships via the deeply rooted Extension network, which serves more than 1.3 million program participants each year. EPECC staff will provide leadership within a talented network of professionals to re-imagine the land-grant university through public impact-focused research, teaching, and outreach.

The Extension Outreach Associate, Research and Fellowships serves as a full time, 12 month academic professional directly reporting to the EPECC Coordinator. The Outreach Associate’s primary responsibilities are to provide oversight, develop and evaluate all grant and fellowship programs within EPECC, supporting the mission of the University of Illinois Extension. Location: Champaign-Urbana Campus

Senior Manager, Office of Diversity Initiatives at Purdue University Graduate School – Job Summary: The Senior Manager, Office of Diversity Initiatives will provide leadership in the administration and design of innovative and successful recruitment and retention programs for underrepresented graduate students, while managing and growing partnerships with colleges/schools and departments to recruit underrepresented minority (URM) students at Purdue University. Lead summer and academic year research/mentoring programs to support recruitment efforts across campus, including but limited to Alliance for Graduate Education and the Professoriate (AGEP), Summer Research Opportunities Program (SROP)…diversity job flyer

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University of Nebraska-Lincoln Extension: Do you have the drive to help us make a positive difference in young people’s lives? University of Nebraska-Lincoln Extension is an organization that values individuals who excel, adapt easily, exhibit passion for helping others, and are excellent communicators. As a member of the UNL Extension team you will collaborate with research and extension faculty who are leaders in their field. You will work with high performing teams to create and deliver world class, innovative learning experiences that empower Nebraskans to improve their lives around critical issues. Check out these positions: Advertisement – 4-H Phelps (1) Advertisement – 4-H Phelps Advertisement 4-H Innovation

Director, Diversity & Inclusion – Pratt School of Engineering The Director of Diversity & Inclusion will provide leadership in developing and implementing strategic diversity and inclusion initiatives that engage all faculty, staff, and students in the Pratt School of Engineering community. Develop and implement strategies to integrate effective diversity practices within Pratt’s current framework, and monitor and evaluate progress in creating a more diverse and inclusive work environment. Collaboratively develop and implement strategies for recruitment and retention to further the School’s Diversity Strategic Plan. Design and deliver learning experiences, presentations, and workshops and provide consultation and support of efforts of diversity, equity, and inclusion for individuals and groups within the Pratt community. Work Performed Work with School leaders and supervisors to develop and model actions and assess outcomes in the areas of diversity and inclusion. Provide guidance and consult with Pratt staff, faculty, and administrators on a broad range of strategies, opportunities and initiatives that will further diversity and inclusion within the Pratt community. Research and identify current and emerging issues, trends and opportunities related to diversity and inclusion, and develop programs and processes to promote diversity and inclusion. Collaborate with university-wide subject matter experts to ensure that programming is complementary to, and in support of, Duke University’s institutional diversity and inclusion goals… https://pratt.duke.edu/faculty/careers

University of Illinois Extension University of Illinois Extension is a statewide network of professionals dedicated to creating local community impact and statewide transformation. We do this by translating research and knowledge into practical programs for Illinois residents. Our programs target youth and adults, individuals and families, as well as business owners and community leaders.Our staffing needs are diverse, but we often have openings for those with an interest in education, agriculture, environmental stewardship, foods and nutrition, and community development. And we are always on the lookout for those individuals gifted in office administration, program planning, IT, and communications! To view all openings for Illinois Extension, visit the University of Illinois Job Board. https://extension.illinois.edu/global/careers

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Extension Educator – Community Environment (Nebraska Panhandle) University of Nebraska-Lincoln: Do you have the drive to help us improve production and marketing of fresh, locally-produced food in Western Nebraska? Can you be a strong regional expert and develop focused, comprehensive learning programs for expanding consumer awareness of locally produced foods, supporting sustainable landscapes, or improving stewardship of water and other natural resources? Innovative, productive, resilient and high-quality food systems are a priority for Nebraska. We do not produce enough fresh, locally-produced food to meet the needs of Nebraskans. Western Nebraska is a unique region well-suited to local food production with good water supplies and a climate conducive to the production of high-quality food. To this end, Nebraska Extension has formed a strategic partnership with Western Nebraska Community College and the North Platte Natural Resource District to foster the growth and success of local food production in western Nebraska.

University of Nebraska-Lincoln Extension is an organization that values individuals who excel, adapt easily, exhibit passion for helping others, and are excellent communicators. As a member of the UNL Extension team you will collaborate with research and extension faculty who are leaders in their field. You will work with high performing teams to create and deliver world class, innovative learning experiences that empower Nebraskans to improve their lives around critical issues.

Extension Educator 4-H Youth Development, University of Nebraska LincolnUNL Extension is looking for an Extension Educator who would provide regional expertise (Knox and Cedar Counties) and develop focused learning experiences that inspire young scientists along with other opportunities to help young people achieve their potential. For a detailed position description, required materials, and how to apply, go to http://employment.unl.edu, requisition F_190088. Review of applications will be 07/12/2019. As an EO/AA employer, qualified applicants are considered for employment without regard to race, color, ethnicity, national origin, sex, pregnancy, sexual orientation, gender identity, religion, disability, age, genetic information, veteran status, marital status, and/or political affiliation. See http://www.unl.edu/equity/notice-nondiscrimination.Advertisement 4-H Knox

Maryland has position open for 4H Youth Development Program Leader, please help me in sharing throughout your networks..Position Summary/Purpose of Position: http://ejobs.umd.edu/postings/68727The Assistant Director and Program Leader, 4-H Youth Development for University of Maryland Extension provides statewide leadership and direction for 4-H Youth Development programs and faculty. He/she is administratively responsible to the UME Associate Director foraddressing the mission and goals of 4-H Youth Development programs while aligning 4-H priorities with those of UME and AGNR.

 

Reaching New Audiences

Reaching New Audiences

The Reaching New Audiences page offers a wide range of resources and information to assist educators in working with a variety of groups and individuals. The site includes practical strategies relating to outreach and engagement along with resources and connections to relevant information related to the changing demographics of the United States. This site is to share information, resources, and best practices on reaching out to and working with diverse audiences.

FEATURED:

April is Minority Health Month! Center for Linguistic and Cultural Competency in Health Care – The Office of Mi.pdf

Engaging African American Farmers in the South.pdf This article contributes to efforts to develop more inclusive climate services, understood as institutional arrangements and processes that generate and disseminate science-based climate information to promote improved preparedness to climate impacts. Discussion on equity in climate services tends to focus on the specific challenges of women and the poor in developing countries. We seek to broaden this scope by considering a farming population in the southern United States, whose particular circumstances are shaped by rural poverty as well as by racial discrimination, namely African American farmers. The research is based on a phone survey, in-depth interviews, and a workshop, and was conducted in collaboration with a civil right organization that helped the research team gain trust and entry to this community. The findings show that farmers in this study are vulnerable to drought given their relatively limited access to resources and risk management mechanisms. Climate forecasts can help these farmers move from coping strategies to deal with the effects of climate anomalies to proactive planning to anticipate and mitigate those effects. Research participants were able to identify a range of options for using such information in risk management decisions. Provision of climate services to African American farmers, however, must be consistent with existing patterns of knowledge management. These patterns are shaped by major trends stemming from the transformation of rural Southern life. Social networks of mutual assistance and knowledge transmission have been eroded by the outmigration of African American farmers from rural areas. Additionally, their relationship with public agencies is marred by a legacy of racial inequities, which makes it difficult for well-meaning projects involving the same agencies to establish legitimacy in this community. We discuss how insights from research findings and research process have guided programmatic efforts to involve African American farmers in climate services and outline lessons that can inform similar initiatives seeking to work with under-represented groups. In the conclusions we propose that engagement of this community challenges climate services to fully embrace a “social justice” perspective and an understanding of science as transformative of society.

A brief history on the 1890 universities: youtube.com/watch?v=TmqHmw

How are New Apps being used to transform immigrant integration? Find out here: Smart Phones and Immigrant Integration.pdf

Another article in line with celebrating 100 years! Is Extension Ready to Adopt Technology for Delivering Programs and Reaching New Audiences.pdf ?

Family and Consumer Sciences and Cooperative Extension in a Diverse World.pdf  Abstract: The role of Family & Consumer Sciences (FCS) as a program area in Extension dates back before the Smith Lever Act of 1914. As we celebrate 100 years, reaching a new set of audiences poses a challenge to Extension. These audiences include new Americans, new family structures, urban populations, new occupations, and virtual clients from around the world. This commentary examines the role that FCS will play in the next 100 years to face these challenges.

PREVIOUSLY POSTED RESOURCES

These two articles explore ways to increase inclusiveness in 4-H:  The first looks at the perceptions of 4-H Youth Professionals in WV- 4H youth programs’ professionals’ perceptions.pdf  The second is an example of one way that a 4-H  in California incorporated a cross-cultural program to help at-risk youth in their community- Carnaval Drum and Dance Traditions in 4H.pdf 

Last month was Asian-American Heritage Month. For more information on how to improve outreach to Asian Americans, please see this article, How to Better Serve AsianAmericans.pdf, published by the Diversity Executive.

Slavery is still alive and well in the United States and around the world.  Free Online Training to Address Human Trafficking: http://helpingtraffickedpersons.org/

Outreach to Arab Americans: “For the Arab culture, emphasis is on form over function, affect over accuracy, and image over meaning. An awareness of these cultural differences can help facilitate client relations, media training, and message appeals.” -R.S. Zaharna 

For more information on how to engage Arabs and Arab Americans, please read here: http://www.allied-media.com/Arab-American/arab_american_public_relations_practices.html

Teaching Tolerance’s Magazine Archiveshttp://www.tolerance.org/magazine/archives
This site provides excellent resources for educators who care about diversity and fostering environments of inclusiveness.

Expanding Services with Latino Volunteers http://create.extension.org/file/17982#overlay-context=node/281

Audiences

Multicultural Pavilion – http://www.edchange.org/multicultural/

For original articles and essays on progressive, transformative, multicultural, social justice, and liberatory teaching and learning by educators around the world visit the Critical Multicultural Pavilion Research Room – http://www.edchange.org/multicultural/papers.html

Prevention and Tolerance: A Counselor’s Guide to Bullying

Promising Practices

Resources for Reaching New Audiences

Wisconsin Cooperative Extension Latino Resources  www.uwex.edu/ces/latino/

Engaging Latino Youths in Community Based-Programs (pdf)

Wisconsin Cooperative Extension Native American Task Force  www.uwex.edu/ces/natf

The Winning 4H Plan

Recruiting Latino Youth to Attend Overnight Camp

Does the Agricultural Census Include All Hispanic/Latino farmers?

Migrant Farm Workers: Our Nation’s Invisible Population

Impact of Migrant Labor Restrictions on the Agricultural Sector (pdf)

Keys to Effective Extension Programs with Latino Audiences

13 Lessons Learned in the Oregon Outreach Program

Equity and Social Justice Diversity Links

Diversity and Multicultural Program Development and Support Materials (pdf)

Our Voices on the Air: Reaching New Audiences through Indigenous Radio

National Association of Extension 4-H Agents(NAE4-HA)

Reaching New Audiences Section Editor:
Alejandra Gudino
University of Missouri

Module Seven

Image:Module7.jpg

Module 7 – Discovering Global Trade

Overview

The globalization of trade around the world will result in major changes in agriculture. Forces outside of the USA, such as the World Trade Organization, have major impact on agriculture, the communities where we live, and the needs of Extension clientele. By completing this module you will gain a better understanding of the impacts of trade, who a few of the major players may be, and resources available to you to better prepare yourself and your clients for these changes.

Author

Kelvin Leibold is a Farm Management Field Specialist with Iowa State University Extension Service. You may also contact him via telephone at (641)648-4850.

Contents

Overview of Discovering Global Trade Module (Text) (PDF)

Unit 1: Basic Concepts of Trade (Text) (PDF)

Resource Materials (Text) (PDF)

International Vocabulary Worksheet (PDF)

International Vocabulary Answers (Power Point)

Two Country Trade Examples (PDF)

Crop Budget Comparisons (Power Point)

Crop Budget Reviews (Text) (PDF)

 

Unit 2: Geography and Agricultural Trade

Overview (Text) (PDF )

Resource Materials (Text) (PDF )

Fact Sheet Overview (Power Point )

Brazil Fact Sheet (PDF)

China Fact Sheet (PDF)

USA Fact Sheet (PDF)

Geography (Power Point )

Brazil Land Use (Image)

Brazil Climate (Image)

Brazil Population (Image)

Brazil Political (Image)

China Climate (Image)

China Land Use (Image)

China Political (Image)

China Population (Image)

USA Political (Image)

USA/Iowa Climate (Image)

USA/Iowa Land Use (Image)

USA/Iowa Population (Image)

Map Comments (Text) (PDF )

Commodity Imports and Exports Activity (Power Point)

Everything Depends on Everything Else Activity (Power Point)

Ag Trade Vocabulary Summary (Text) (PDF )

Global Ag: Implications for US Farmers (Video Clip )

 

Unit 3: Policies that Influence Trade

Overview (Text) (PDF )

Dynamics of Ag Competitiveness: Policy Lessons from Abroad (PDF )

Ag Trade and the Doha Round: Lessons from Commodity Studies (PDF )

Goals of Ag Policies (Power Point )

 

Unit 4: Current Issues in Agricultural Trade

Overview (Text) (PDF )

Resource Materials (Text) (PDF )

Ag Marketing and Resource Center – International Issues (Web )

Ag Marketing and Resource Center – International Markets (Web )

Foreign Ag Trade of the United States (Web )

Prayer in a Public Institution

By Harvey L. Lineberry, II, Assistant Dean for Personnel, College of Agriculture and Life Sciences, North Carolina State University

Prayer in a public institution and workplace can be a one-way road to dissension and divisiveness, or it can find itself as the “chalice” or “conveyer” of constructive education and meaningful dialogue. The outcome of this issue is most often driven by many factors within an organization and most notably as a function of leadership, both formal and informal, as a means of effective organizational movement. Additionally, for public entities this issue is interlaced with legal
At first glance, the easy road to choose is to ignore this matter all together and just allow each situation to deal with this issue in its own way and to manage the fall-out of that strategy. It takes enormous leadership leaps of integrity to address this in a direct, honest, professional and caring way that serves to build the organizational skill tool-kit that helps not only the immediate organization, but hopefully the community, state and nation. We must ask ourselves the difficult questions: What is it that innately drives us to label negatively those whom we perceive as “less than” in order to make ourselves feel more powerful or more deserving? What role and responsibility do we have in understanding this dynamic and changing it for our children and the multi-faceted society that we know is on its way in the years and decades to come? Based on this knowledge, it is incumbent on our institutions and organizations to help us with this education and to challenge us. Growth is not always painless, but neither is it something that can be delayed to any great extent without consequences.

It is important to note that during these past few months we have reached the full gamut of viewpoints on this issue. There have been individuals within our organization indicating that the “University” would not “allow” prayers to be said, which raised concern by many within and outside of our organization. We have also experienced our employees attending a meeting (not sponsored by the College) where a person was invited to “stand outside” when they expressed their concern over a traditional prayer being spoken at a public meeting. It is clear, there are heightened emotions at both ends of this issue and our goal is to find a place of respect and common ground where we can deal responsibly with each person in our organization, community and clients. Again, the easy road is to complain and talk about all the reasons why the “glass is half-empty,” rather than invest the energy and time to educate ourselves about how that glass could be portrayed as “half-full,” and the reasons why we should look at it so.

Contents


Bound by Law

As educators and public servants connected not only with the State of North Carolina, but the federal government as well, we must be aware of the foundation or basis of the concern over prayer in a public environment. We are bound by law, legal precedent and the First Amendment of the Constitution, which mandates separation of church and state in the sense of any and all religion. The information which is available regarding the various specific legal cases serve as the true foundation of “WHY” this is fact, but in no way frames the “HOW” part of the discussion.

Within the context of our responsibility as a public institution we can better explain a different approach to the “why” and to help you with the “how.” Former U. S. Supreme Court Chief Justice Earl Warren spoke to these issues in great detail in his memoirs. You might know that as Governor of California he was part of the decision making team which chose to inter Japanese Americans during War World II and was seated as Chief Justice when the landmark civil rights and desegregation decisions were made in the 1950’s and 1960’s. The following is an excerpt from his memoirs:

We (the Supreme Court) also were heavily attacked by many people, particularly legislators, when we declared compulsory prayers in the public schools to be unconstitutional. I vividly remember one bold newspaper headline saying, “Court outlaws God.” Many religious denominations in this same spirit condemned the Court, although most of them have receded from that position. Scores of Constitutional Amendments and legislative bills were proposed in the Congress to circumvent the decision but were later abandoned when the public came to recognize that the ruling was not an irreligious one. Rather it tried to maintain the separation of church and state guaranteed by the First Amendment. ….. The majority of us on the Court were religious people, yet we found it unconstitutional that any state agency should impose a religious exercise on persons who were by law free to practice religion or not without state interference. (“The Memoirs of Chief Justice Earl Warren,” page 315.)

Part of this premise is to understand that our society is majority Christian. This majority position can often lead us to make assumptions and/or to proceed without thoughtful planning as to our impact on others. These majority assumptions play out in every facet of our lives and every day of our lives – and in playing out, be it through “omission” or “commission” the reality is that it can be extremely hurtful and reflects a lack of respect for those who are “discounted.” In addressing the issues of “majority,” Chief Justice Warren notes “… it is human nature for the dominant group in a nation to keep pressing for further domination, and unless the Court has the fiber to accord justice to the weakest member of the society, regardless of the pressure brought upon it, we never can achieve our goal of ‘life, liberty and the pursuit of happiness’ for everyone.” (“The Memoirs of Chief Justice Earl Warren,” page 335.)

Our Responsibility

We, within the requirements of the law, have a responsibility to honor and respect all who are present in our programs, meetings, classrooms, and in our offices. We have a responsibility to our colleagues to be aware and informed on these issues and to exercise professional sensitivity in all situations over which we have control or are planning. When asked to give a public “prayer” or remarks as a meeting begins or ends, or at a meal time, it is important that these remarks, delivered in a secular setting, should serve to bind your group together in a common concern that is identifiable to every person and not dependant on any particular faith. Again, either by omission or commission, words directed and built with Christian phraseology can become unintentionally divisive because they exclude persons of other faiths, or those not expressing a position of faith. Individuals who lead the general community in prayer have the responsibility to be clear about the public nature of the occasion and respectful of the composition of the audience. Words spoken on behalf of an entire community, University, or College, should be easily shared by any listener, regardless of their beliefs and is both a privilege and a marked responsibility.

Some make the comment that this approach to the issue does not “honor” their particular belief system. Everyone has a right to his or her own religion and that is in essence the point of this entire issue – EVERYONE HAS A RIGHT TO THEIR OWN RELIGION and no one should feel infringed upon. Our challenge is to offer words that are reflective of this understanding and respectful of all. If you are uncomfortable in planning and delivering secular and inclusive remarks, then you should feel free to decline any invitation to offer one. It is a matter of inclusiveness, both for you and for the audience and we want to be clear about our intent to be sensitive to that fact. As educators, we can very quietly and effectively step up to the plate and help all our partners across the state to see how we accomplish this inclusive language through example rather than presenting this as “we are not allowed to pray.” Again, it is so important to look at what holds us together in common ground rather than to seek out that which divides us from one another – do our words and actions seek to build rather than tear down or do harm?

Our Challenge

It is logical to see the United States as one of the most religiously diverse nations in the world. Some accounts show that non-Christians number in excess of 20% in the U.S. and that this number is growing each year. Suffice it to say, diversity, or pluralism, is a fact of life and one that any dynamic organization must recognize and address in a proactive and forward thinking manner. However, it is extremely important to understand that religious diversity means only that different religions (including non-religious beliefs) coexist and in no way implies that individuals accept these religions or positions as valid. Therefore, our challenge is to determine how we express respect for each person at the place they find themselves in their religious journey and still be true to an organization founded on the principle of advancing the purpose of education through the “extension” of research to our clients statewide. Most people in the U.S. and the rest of the world probably take an exclusivist, or “dominate” position: they believe that their religion, and only theirs, is completely true. Most believe that their God communicated universal truths by special revelation given to their spiritual ancestors or patriarchs. This knowledge has been passed on to present-day humanity, often in the form of religious texts. Many people hold tenaciously to their particular faith, believing it to be God’s revealed wish for all humanity. Some may even view other faith groups, those without a “faith community” or denominations within their own religion to be false. This type of exclusivity can sometimes develop easily into hatred, or intolerance, of any “other” interpretation of position. Religious exclusivity is often a major cause of much of the world’s civil unrest, civil wars, mass crimes against humanity and genocide. Yet, in balance to many places in the world, the U. S. has enjoyed a high level of religious freedom and a relative absence of religiously motivated conflict — even though exclusivism is probably predominant here.

Over time, the American public has developed a heightened regard for human rights, including religious freedom. Thus, they are willing to tolerate other religious beliefs, even though they consider them to be inconsistent with their own. Too many times this “toleration” is only given as long as it doesn’t impact them in any way, or ask them to modify their own sense of conduct or expression, even in public settings. If this is true, then it would appear that the best way to reduce religiously based friction throughout the world is for governments and religious institutions to promote human rights generally, religious freedom in particular, and respect for all globally.

It is to this end that I ask that we, each in our own way, seek to understand a different point of view on this issue – not in a way that seeks to change any belief systems, but to the extent that they allow us to reach a place of compassion and respect for our colleagues, friends and neighbors who may have different beliefs than we. Regardless, there is room for each of us at the table of respect and understanding for our brothers and sisters in this freedom. I would ask each person within the College, on and off campus, to join me in this effort. Speak to others in your office, or members of the Diversity Catalyst Team about what it means to honor each person within our organization and what steps might we undertake to do just that. Seek out ways to offer ecumenical and inclusive words of thanks and remember that leading in this way is both a privilege and a responsibility.

It is evident that there are many places along a continuum that we might find ourselves on this issue. We recognize this as the reality of our existence in the present nation and world and our need to understand and respect those around us. It is in being a diligent steward of our colleagues and clients that lead us to a higher place of functioning, if not understanding. This place that we find ourselves is one that honors and supports our various points of view and allows for secure footing along the continuum as we conduct our daily work. To this end, I would encourage you to find a place of humility and understanding for all of our colleagues and to look past our own “reality” to a place of inclusion and tolerance – to a place of the future. In closing, I would leave you with only a few examples of inclusive reflections.

Constructing an Inclusive Public “Prayer”

  • Seek the highest common denominator without compromise of conscience.
  • Use forms and vocabulary that allow persons of different faiths to give assent to what is said.
  • Use the language most widely understood by the audience, unless one purpose of the event is to express ethnic/cultural diversity, in which case multiple languages can be effective.
  • Consider other creative alternatives, such as a moment of silence.
  • Remain faithful to the purpose of giving thanks and that it is not used as an opportunity to preach, argue or testify.

Examples of Inclusive Reflections

Appropriate examples for use as a meal is served (these can be easily modified to begin or conclude a meeting):

LET US PAUSE:

We meet together in an effort to build community, to advance education and understanding. We seek the patience of one another as we strive to learn and grow and the stamina to make a difference in our state, nation and world. We express our thanks for the gifts of life and for the food that we are about to partake of.

OR

LET US PAUSE:

We gather here today as colleagues and friends with attention to a common goal. That goal is the continued service to the citizens of our state through our programs and information. We understand our responsibilities as committed educators as well as learners – personally and professionally. It is obvious that we work and live in challenging times. We seek the patience of each other as we strive to learn and grow, and the stamina to make a difference in our state, nation and the world.
We express our thanks for an opportunity to gather together where we can reinforce our community principles of openness and engagement for all people, for the gifts of life and for the food that has been prepared for us. For all this, we are thankful.

TO BE USED IN ANY SETTING:

A Prayer for the World
Let the rain come and wash away the ancient grudges, the bitter hatreds held and nurtured over generations. Let the rain wash away the memory of the hurt, the neglect. Then let the sun come out and fill the sky with rainbows. Let the warmth of the sun heal us wherever we are broken. Let it burn away the fog so that we can see each other clearly so that we can see beyond labels, beyond accents, gender, or skin color. Let the warmth and brightness of the sun melt our selfishness so that we can share the joys and feel the sorrows of our neighbors. And let the light of the sun be so strong that we will see all people as our neighbors. Let the earth, nourished by rain, bring forth flowers to surround us with beauty. And let the mountains teach our hearts to reach upward.
Rabbi Harold S. Kushner (with slight modification)

Thoughtful Quotes

I would like to share with you some thoughtful quotes that I think reflect the diversity of this issue and in fact, address this point from a variety of perspectives. (I should note for the record, I do not endorse any person or overall positions of those whose statements are included below, they simply serve as points of thought along a continuum.)

“I ask you to uphold the values of America and remember why so many have come here. We’re in a fight for our principles, and our first responsibility is to live by them. No one should be singled out for unfair treatment or unkind words because of their ethnic background or religious faith.”
George W. Bush, President. Address to a joint session of Congress, 2001-SEP-20.

“It is very important to understand that pluralism is part of our system. We don’t all think the same thing and part of our strength is that we come from different perspectives. We have to respect one another even when we disagree with each other. There has to be a spirit of tolerance for the views of others, while also being deeply committed to the positions we hold. If we do that, I think we can coexist and learn to love each other better.”
James Dobson, founder and president of “Focus on the Family” interviewed by Tony Snow of Fox News Channel, 2001-SEP-20

“The wiser you are, the more you believe in equality, because the difference between what the most and the least learned people know is inexpressibly trivial in relation to all that is unknown.”
Albert Einstein

“The millions of Christians in this country reflect just about every conceivable political point of view. For one highly conservative group to proclaim itself ‘the Christian Coalition’ strikes me as decidedly un-Christian arrogance…. We reflect countless races, religions and lifestyles, and we often differ on questions of morality and behavior. The only way so diverse a nation can survive is by all of us practicing a high degree of tolerance. But tolerance is not the way of the Christian right. Its leaders want to impose their one-size-fits-all morality on everyone. It won’t work. When any group tries to impose its values on everyone else, the result will inevitably be resentment, hatred and violence.”
Senator Warren Rudman

“When the dust settles and the pages of history are written, it will not be the angry defenders of intolerance who have made the difference. The reward will go to those who dared to step outside the safety of their privacy in order to expose and rout the prevailing prejudices.”
John Shelby Spong, Episcopal Bishop

“Men never do evil so completely and cheerfully as when they do it from religious conviction.”
Blaise Paschal: Often attributed to Sam J. Ervin, Jr., in “Protecting the Constitution” (1984).

“It was Christians, you know, not Pagans, who were responsible for the Holocaust. It was Christians, not Pagans, who lynched people here in the South, who burned people at the stake, frequently in the name of this Jesus Christ.”
Archbishop Desmond Tutu, speaking at Ebenezer Baptist Church, to participants in the annual meeting of the U.S. Conference for the World Council of Churches in 2000-JAN. (In the same speech, he reminded his audience that the racist apartheid policy in his native South Africa was also created by Christians, not Pagans.)

Quality movement in business and organization

The Language of “Blink:” A Hot New Diversity Tool
By Judith Aftergut, Executive Director, the Honoring Institute, Portland, Oregon

Quality Movement

The Quality movement in business and organization has occurred in three major phases. It began with the idea of the production line in the 1920’s at Ford Motor Company, and with the idea that each item produced is the same as every other item. In the 1970’s, the concept of continuous improvement took the quality movement to a next step. Current ideas about quality have moved to the idea that what is required in a fast changing world is the capacity to respond to change. It is not simply continuous improvement that is required, but rather breakthroughs in how people think and solve problems. That is the link to the usefulness of “snap judgments” or intuition—skills that (when used well) build people’s capacities to make the best choices in the midst of changing circumstances.

Keys to Effective Extension Programs with Latino Audiences

By Beverly Hobbs, 4-H Youth Development Specialist, OSU Extension Service

Oregon 4-H is becoming more diverse as it engages an increasing number of first and second generation Latino youth and families. Since 1997, the program has made the involvement of Latino youth a program priority, and steps taken to increase Latino membership have met with success.

Today, one third of Oregon County 4-H programs have identified outreach efforts underway with over 2500 Latino youth and 169 Latino adult volunteers involved in out-of-school programming. This represents a gain of 400% from the base year of 1995-1996.

The success of outreach efforts reflects the increased capacity of Oregon 4-H to appropriately respond to the Latino culture. 4-H has changed the way it meets and invites Latino families to participate and has added new program content and new program delivery formats to meet the needs and interests of Latino youth. Most importantly it has increased the diversity of Extension staff.

A review of Oregon’s 4-H outreach experience over the last seven years reveals some key elements of effective practice. Among them are the following.

Make a firm commitment. Outreach to new and diverse audiences is demanding work. It challenges a person’s outlook on life and sense of competency. It is a personal as much as a professional journey.

  • Do not undertake outreach unless a long-term commitment can be made. Outreach is not something that is done only as long as the grant funds last.
  • Outreach should be viewed as a broadening of current Extension practice and integral to Extension work.
  • Outreach is the work of all Extension personnel, not just the work of those hired specifically for an outreach position.
  • To succeed, the commitment to outreach must be there on the part of the organization and the individual professional.

Employ bilingual/bicultural outreach staff. The presence of outreach staff who have a deep understanding of the Latino culture and who are fluent in the Spanish language greatly facilitates the process of building relationships and establishing trust with Latino community members.

  • It is not necessary that staff be Latino. Non-Latino bilingual/bicultural staff can successfully fill this role.
  • All outreach staff must be able to relate to and be accepted by the targeted community.
  • If unable to hire their own bilingual/bicultural staff, programs can conduct outreach by partnering with organizations with established ties to the Latino community. This is often a slower process with more limited outcomes.

Emphasize relationships over tasks. Recognize and reflect the importance of personal relationships when working with Latinos.

  • Before programs are designed and implemented, considerable time must be spent getting to know the community and individuals within.
  • Relationships must be built with individuals and families as well as organizations.
  • Take the time to attend to the personal before moving to the task.
  • When it comes time to invite participation, do so personally by phone or face to face.

Create a welcoming Extension office.

  • Hang posters or set out decorative objects reflective of the Latino culture.
  • Have signs and printed materials available in Spanish.
  • Employ someone who speaks Spanish as the office receptionist.

Involve youth and families in the design of programs. Do not try to fit new audiences into existing programs designed for traditional Extension audiences.

  • Ask youth and families what they want for programs, identifying both needs and interests.
  • Be prepared to develop new programs (baile folklorico and soccer clubs, robotics and videography classes) or to modify existing ones (teach computer classes in Spanish).
  • Once programs are ongoing, seek regular feedback and keep parents informed of what is happening.

Create programs that reflect the Latino culture and create a comfortable learning environment.

  • Target programs specifically to Latinos. It is very appropriate for programs to initially attract primarily or exclusively Latino membership.
  • Deliver programs in a language that is most comfortable for families.
  • Seek Latino volunteers.
  • Offer a family approach to programs, for instance, parent/child sewing or computer instruction.

Offer separate volunteer training as needed. Most Latinos do not have an understanding of Extension as an organization or its programs. They also may have limited literacy in English and in Spanish.

  • Explain community-based youth development programs, the particulars of 4-H, and the role of volunteers.
  • Demonstrate programs.
  • Offer plenty of help with paperwork and carefully explain why information is needed, who will see it, and how it will be used.
  • Provide information in the preferred language of volunteers.
  • Use demonstration and group interaction to deliver training rather than relying on written information.

Proceed slowly, thoughtfully, and incrementally. Don’t attempt too much at one time.

  • Outreach programs usually require a good deal of support. Trying to quickly meet everyone’s needs will over tax outreach staff.
  • Staff will need to demonstrate programs, and volunteers often will need a period of mentoring in addition to group training before they are willing to take on leadership responsibilities.

Work with community partners. Partnerships promote the sustainability of programs. Partnerships are also critical to helping Latino youth and families access resources Extension cannot provide.

  • Work to build a local coalition in support of the positive development of Latino youth.
  • Help Latino families access resources by connecting them with other community organizations.
  • Help community organizations become more responsive to the Latino community.

Support outreach staff. A culturally diverse staff requires that attention be paid to developing effective working relationships. Cultural differences impact work styles, preferred styles of communication, and expectations.

  • Teamwork should characterize the work environment with frequent communication between staff.
  • Co-workers should acknowledge the importance of outreach efforts.
  • Time should be dedicated to helping all staff better understand cultural differences and to building trust between co-workers.

Provide state level Extension support and leadership. Working with the Latino audience represents risk-taking for many Extension agents. It puts them in an unfamiliar environment and challenges their feelings of competence.

  • Dedicating state staff time to outreach reinforces the importance of Latino outreach and brings additional resources to the effort.
  • State leadership also promotes connection between county outreach efforts, facilitating the sharing of information and experience and the development of a network of support.

Provide staff training. Building cultural competence takes both training and experience.

  • A planned staff development program focused on working with culturally diverse audiences increases skill levels and builds community among those who work in outreach.
  • Training should pertain to work with Extension audiences as well as to working relationships among Extension colleagues.

Develop supporting resources. Outreach will prompt requests for new resources, especially ones to help current staff understand diverse cultures and to help diverse audiences understand Extension.

  • These tools are important to the success of outreach staff.
  • Products developed in Oregon include a Latino Outreach web site, a publication on Latino volunteerism, a Spanish language video to explain 4-H to Latino youth and adults , and a bilingual 4-H recruitment brochure.

The Oregon Outreach 4-H experience has been extremely positive. The interest and involvement of Latino families, the personal and professional growth of staff, and the positive impact on our traditional audiences and other community organizations reinforce our commitment to reaching and engaging Oregon’s diverse communities.

Diversity Summer Programs

ENGINEERING 

Carnegie Mellon University – Summer Opportunities for Access & Inclusion

https://admission.enrollment.cmu.edu/pages/summer-access-opportunities

Purdue University (Polytechnic Institute) – Summer and Diversity Camps https://polytechnic.purdue.edu/summer-diversity-camps

University of Wisconsin-Madison – Engineering Summer Programhttps://www.engr.wisc.edu/academics/student-services/diversity-programs/engineering-summer-program/

Stanford University (Stanford Engineering) – Pre College Programs for Engineering Diversity

https://engineering.stanford.edu/students-academics/engineering-diversity-programs/pre-college-programs-engineering-diversity

NIDDK Diversity Summer Research Training Program (DSRTP) for Undergraduate Students

https://www.niddk.nih.gov/research-funding/research-programs/diversity-programs/research-training-opportunities-students/diversity-summer-research-training-program-dsrtp

California Institute of Technology Summer Programs

http://eas.caltech.edu/admissions/summer

http://www.leadprogram.org/summer-programs/lead-engineering-sei-csi/caltech

Cornell University Summer Programs

http://www.engineering.cornell.edu/diversity/summer/index.cfm

Howard University’Summer Enrichment Program and Recruitment

http://healthsciences.howard.edu/education/schools-and-academics/pharmacy/center-excellence/components/summer-enrichment

Lehigh University Summer Programs

http://www4.lehigh.edu/community/partnerships/summer.aspx

Massachusetts Institute of Technology MITES

http://web.mit.edu/mites/www/

RensselaerPolytechnicInstitutePREFACEsummerProgram

http://doso.rpi.edu/update.do?catcenterkey=87

University of NotreDameAfricanAmericanScholarsProgram

http://www.nd.edu/~aasnd/

Worcester Polytechnic Institute STRIVE

http://www.summerschoolreview.com/school_ov/school_id/324


SCIENCE 

Harvard University – Summer Program in Biostatistics & Computational Biology

https://www.hsph.harvard.edu/biostatistics/diversity/summer-program/

University of California – Summer Programs for Undergraduate Research (SPUR)

https://grad.ucla.edu/admissions/diversity/summer-programs-for-undergraduate-research-spur/

Institute for Diversity and Health Equity

http://www.diversityconnection.org/diversityconnection/education/education-SEP-Program-Overview.jsp

School of Pharmacy, University of Washington Pharmacological Science Summer Diversity Program (PSSDP)

https://sop.washington.edu/department-of-medicinal-chemistry/graduate-education-training-programs/pharmacological-science-summer-diversity-program-pssdp/

John Hopkins Center for Talented Youths

https://cty.jhu.edu/jobs/summer/diversity.html

John Hopkins Bloomberg School of Public Health

https://www.jhsph.edu/offices-and-services/office-of-student-life/diversity-summer-internship-program-for-undergraduates/index.html


GENERAL 

American Philosophical Association

https://www.apaonline.org/page/diversityinstitutes

The Washington Center – Federal Diversity Internship Initiative

https://www.twc.edu/programs/federal-diversity-internship-initiative

College of ACES Academic Programs

https://academics.aces.illinois.edu/diversity

Cornell Chronicle

http://news.cornell.edu/stories/2018/01/cis-offers-two-diversity-focused-summer-programs

College Xpress

https://www.collegexpress.com/articles-and-advice/summer-programs/blog/summer-programs-promoting-diversity/

Black Excel

http://www.blackexcel.org/summerprograms2007-1.htm

http://www.blackexcel.org/200-Scholarships.html

College Horizons

http://www.collegehorizons.org

Dedicated Engineers

http://www.dedicatedengineers.org/Resources/clearinghouse_home.htm

Dow Jones Newspaper Fun

http://www.dowjones.com/careers-interns.asp

Purdue HASA Summer Institute

https://ag.purdue.edu/omp/Pages/hasa.aspx


INROADS

http://www.inroads.org/students/apply-online

Quality Education for Minorities (QEM) Network

http://www.qem.org/internship.htm