Special Scholarly Highlight
Dr. James Manseau Sauceda, Director

The National Conference on Race and Ethnicity in American Higher
Education (NCORE):
The Multicultural Center at California State University, Long Beach, (MCC)
has had its philosophy of cross cultural pedagogy and aesthetic
communications presented on many occasions before audiences representing
universities from across the nation. A series of professional workshops, as well
as, a two-day Multicultural Institute, have been designed, implemented and
headed by the Director for the country's premiere venue exploring diversity
issues, The National Conference on Race and Ethnicity in American Higher
Education (NCORE). All proposals to NCORE are highly competitive and
therefore, are "juried" forums representing an achievement in itself if
selected. What follows is a summary of the MCC's participation in this
prestigious annual conference.

12th Annual NCORE, Memphis, TN (June 5th 1999):
"Cultural Centers on College Campuses: A Model for Long Range Planning"
The model created for this professional workshop was drawn from the
collective experience of 30 Multicultural, Cross Cultural, and Ethnic Specific
Centers in California. These 30 institutions represent two-year, four-year public
and private universities (thus experiences from community college, CSU, UC
and private were consulted.) The Multicultural Center (MCC) Director at
CSULB led a team of 5 presenters who span community college (Pasadena),
UC (Irvine, Davis and San Diego), as well as sister CSU campus (Dominguez
Hills). For more on these colleagues see Special Scholarship Highlight #3:
The California Council on Cultural Centers in Higher Education (CaCCCHE).
The model presented establishes a bridge between the design and development of
an effective Cultural Center and its operation. The model extends beyond a focus
on multicultural programming to that of assessment, implementation, and
strategic planning in the establishment of a viable Cultural Center. (Workshop
was 1 ½ hours)

The 15th Annual NCORE, New Orleans, LA (May 31st 2002):
Envisioning a Future without Fear: Cultural Centers as They Impact
Campus Climate"
The Director the CSULB Multicultural Center (MCC) headed a team of 3
presenters representing 2 CSU campuses (Humboldt and CSULB) and 1 UC
campus (Davis). The Director presented 7 proven strategies for conflict
mediation) for more details see Special Scholarship Highlight #3: Publication in
Intercultural Communication: A Reader ("Effective Strategies For Mediating
Co-Cultural Conflict"). The Director also introduced Interfaith Dialogue and
Inter-religious Ethics as an overlooked avenue of support and insight for
multicultural education. The professional workshop was especially highlighted at
NCORE, (3 hours in length).

**For more details see Highlight in "CaCCCHE".

The 16th Annual NCORE, San Francisco, CA (May 27th & 28th, 2003):
This two-day Institute is a watermark of achievement for both the Director
and CaCCCHE. The Director led "Establishment and Dynamic Development
of Cultural Centers." A three-part interactive institute designed to explore the
successful establishment and dynamic development of cultural centers on college
campuses. The "Cultural Center Establishment and Growth Model," was
developed by Dr. James Manseau Sauceda and the California Council of
Cultural Centers in Higher Education (CaCCCHE). The scope of this
innovative model incorporates all of the critical stages necessary for the
establishment and successful growth of cultural centers—assessment,
development, implementation, and long-range strategic planning. Through
dialogue, experiential activities, and presentation of case studies this institute
provided participants with tools and strategies for the application of the model on
their campuses. A Certificate of Participation was available for persons with
documented attendance at all Institute sessions.

Part I—An Establishment and Growth Model for Cultural Centers:
This session presented the development and implementation of an effective
institutional Cultural Center. The model drew from the collective expertise of
cultural centers currently in place throughout California's two- and four-year,
public and private institutions. This broad-based model extends beyond the usual
focus on multicultural "programming." Presenters shared the key to an
exploration of a step-by-step process, and a discussion of critical questions as
they applied at each juncture of the model. At the end of Part 1, participants
were able to (1) be conversant with the various stages of establishing and
developing a cultural center; (2) anticipate and identify problems and potentials at
different stages of a center's development; and (3) strategize for the long-term
growth of a cultural center on campus.

Part II—Continuing the Development Model for Cultural Centers: Interventions
and Methodologies:
Through dialogue, discussion, and presentation of case studies, and pragmatic
enactments, this session shared effective tools and methodologies for the practical
application of the Establishment and Growth model. This interactive session
examined the role of campus cultural centers in impacting the campus climate. It
brought together the collective expertise and strategies of the California
Council of Cultural Centers in Higher Education (CaCCCHE). At the end of
Part II, participants were able to (1) identify the many models of centers
presently used throughout the country; (2) become familiar with assessment tools
for verifying effectiveness of cultural centers; and (3) acquired some skills
training in aesthetic communication techniques, conflict mediation, and positive
intercultural interventions.

Part III—Experiential Application of the Establishment and Growth Model:
The session provided an opportunity for participants to put theory into practice.
Participants worked in small groups, using contemporary real life scenarios set in
a college environment, and applied the Cultural Center "Establishment and
Growth Model" to "create" a center. In addition, the exercise offered strategies
to partner a center with academic components of the college, or assess the
services and function of a center. At the end of Part III, participants were able
to apply the components of the primary "Establishment and Growth Model" to
one's individual campus, and discuss strategies for programmatic interventions
and academic partnerships.

The Director headed a team of 7, representing 1 private university (USC), 3 CSU's
(CSULB, San Jose State and Humboldt), 1 UC (San Diego) and 1 community college
(Consumnes River). The professional two-day Institutes comprised 10 hours.

Two Publications in Intercultural Communications: A Reader:

The Director had published a major monograph in one of the most
widely used Intercultural Communication Readers in the nation:
"Effective Strategies for Mediating Co-Cultural Conflict."
This ambitious essay explores cross cultural pedagogy and proven techniques
of professional diversity training gained from over a decades worth of
designing and implementing workshops. The applied scholarship is placed
into four crucial contexts:
 Police/Community Relations
 Mental Health Care
 The General Workplace
 The Classroom
The monograph may be found in the 10th edition of Intercultural
Communication: A Reader, Edited by Larry A. Samovar and Richard E.
Porter,Thomas Wadsworth, (pgs 385-405).
The Director has begun primary research and early drafts for a new monograph which
will be published in the 11th edition of Intercultural Communication: A Reader, edited by
Larry Samovar and Richard E. Porter