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In this Annual Report... 3

2016-2017 MICA Staff


Who is MICA?


Overview of Programs, Student Involvement & Services

5 Learning Outcomes 8-10 Education 11-12 Advising 13-15

Community Advocacy


Assessment & Research


Programs by the Numbers


COSI Learning Outcomes & E-Portfolios


Staff Presentations and Publications


Adele H. Stamp Student Union

22 Stamp Leadership 23


2016-2017 ANNUAL REPORT Content & Copy: Dr. James McShay, Assistant Director ; Erica Simpkins, Program Administrative Specialists; & Brandon Dula, Assistant Director Layout & Copy: Charlene Prosser, Coordinator — Marketing & Design & Madison Meyer, Design Community Organizing Student Intern MICA’s Annual Report is available at


The work at MICA is largely driven by students—with interns, advocates, and graduate students creating programs to help fulfill the needs of minority communities on campus.

2016-2017 MICA STAFF

MICA Staff MICA staff are dedicated to providing opportunities and spaces that affirm students and their identities, building inclusive communities among diverse members, and creating social change locally, nationally and globally. Associate Director of Adele H. Stamp Student Union, Center for Student Life MICA, Stamp Human Resources, and Leadership & Community Service Learning, James McShay Assistant Director for MICA, Brandon Dula

Community Organizing Student Interns (COSI)

Latinx Student Involvement COSI, Dioni Gomez

Program Administrative Specialist, Erica Simpkins

AAPI Student Involvement COSI, Linda Kuo

Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ) Student Involvement COSI, Max Balagtas-Badoy

Asian American Pacific Islander (AAPI) Student Involvement & Advocacy Coordinator, Kai Kai MascareĂąas Latinx Student Involvement & Advocacy Coordinator, Yvette Lerma Jones Multiracial and Native American Indian/Indigenous Student Involvement & Advocacy Coordinator, Naliyah Kaya

Black Student Involvement COSI, Jasmine Braxton Design COSI, Madison Meyer Finance COSI (Fall 2016), Gabe Fernandez Interfaith & Spiritual Diversity Student Involvement COSI, Nasreen Baten-Tschan

Multi-Biracial Student Involvement COSI, Jennifer Lee Native American Indian/ Indigenous Student Involvement COSI, Karla Casique

AAPI Student Involvement & Advocacy Graduate Coordinator, Benjamin Beltran Black Student Involvement & Advocacy Graduate Coordinator, Rachel Akins Cross-Cultural Student Involvement & Advocacy Graduate Coordinator, Yewande Akinkuowo LGBTQ Student Involvement & Advocacy, Shaina Destine




Who is MICA? We stand firmly in our role to empower students through education on issues of race, ethnicity, sexual orientation, gender identity, gender expression, religion, and their intersections.

Our Mission Strategic Goals With strategic themes focused on Education, Advising, Community Advocacy, and Assessment and Research serving as the foundation of its services, MICA staff work towards holistic development — including inclusive advising, affirmation of difference, systematic research, and assessment of programs to provide quality, well-informed services for students, faculty, and staff. Education page 8-9 Holistically develop students to lead empowered lives to enhance their understanding of themselves and others across difference through curricular and co-curricular learning and engagement. Advising page 11-12 Provide inclusive advising to strengthen students’ agency to access campus resources and opportunities for learning through engagement to


achieve their educational, personal, and organizational goals. Community Advocacy

page 13-15 Support and advocate for campus communities by affirming difference, facilitating the creation and use of inclusive spaces, elevating student voices and providing individual/ organizational guided access to resources within the context of barriers to student success. Assessment & Research

page 16-17 Assess MICA’s programs and services on an on-going, systematic basis to improve their quality, inform student affairs practice, and construct knowledge to share with the larger educational community.

The Office of Multicultural Involvement & Community Advocacy (MICA) serves as a resource and support for all students at the University of Maryland. The work of this unit focuses on providing opportunities and spaces that affirm students and their identities, building inclusive communities among diverse members, and creating social change - locally, nationally, and globally.

Our History MICA was founded in the fall of 2000 in response to student demands for increased services for underrepresented communities. In 2006, MICA received its own office suite within STAMP, and increased resources that aided its visibility to the UMD community. MICA continues its primary mission of advocating on behalf of those communities, and welcomes and serves all students.


Learning Outcomes educational empowerment

sense of belonging

Students develop understanding about leadership theories and styles from diverse communities and perspectives

Students create culturally affirming safe spaces on campus and beyond

social consciousness

organizational management

Students explore their own social identities and develop an understanding and appreciation for the complexity of identity for self and others

Students develop self efficacy in working with others to run an organization

community advocates Students apply academic knowledge in addressing social issues

resilience Students access resources that support their holistic development

intercultural & intra-cultural interaction Students develop the capacity to function interdependently with diverse others

academic resources & connections Students acquire tools to navigate academic culture and attain success




Programs & Services MICA’s work centers around involvement and advocacy for underserved and underrepresented student communities.

Student Organization Advising MICA provides advising, resources and support to identity-based student organizations, and serves all student organizations interested in organizing around issues related to identity, diversity, and multiculturalism*. Staff can assist organizations with leadership development, recruitment, program planning, goal setting, and other issues Personal Advising

Providing a Safe Space

Max Balagtas-Badoy, LGBTQ Community Organizing Student Intern (COSI), Multicultural Involvement & Community Advocacy (MICA)

“My mentor, Shaina Destine,

helped me not only with my professional and academic development, but also with my personal development. As an openly queer woman of color, Shaina helped me truly believe in the possibility of working as a queer professional and thriving as a queer, transmasculine, AsianAmerican adult. She’s been indescribably crucial to my success as a student at the University of Maryland.


The MICA lounge, staff offices and conference room are located on the first floor of STAMP above the food court and directly behind the University Awards wall. The lounge is open to students during office hours—with a comfortable seating area, computers, large table, smartboard, and free coffee, tea, and hot chocolate for those who use the space. The conference room is made available upon request.

MICA assists individual students in discovering and addressing issues of sexual orientation, race, ethnicity, and culture. MICA staff may help students transition to college with academic, career, and personal goal assistance. Diversity & Leadership Training MICA promotes student learning about the importance of identity, diversity, and multiculturalism* with experienced facilitators, instructors, and trainers. MICA staff can consult in designing a student organization workshop or program to enlighten and educate.




Kalyn Cai, AAPI Community Organizing Student Intern (COSI), Multicultural Involvement & Community Advocacy (MICA)

“Working at STAMP was

Program Planning Support MICA assists students in planning programs about identity, diversity, and/or multiculturalism*, the MICA staff can help locate resources, avoid pitfalls, and inform the current research and practices in these areas. Community Organizing Student Intern (COSI) Program The MICA Community Organizing Student Intern (COSI) Program offers a paid internship experience for undergraduate students for work in providing customer service as well as administrative, marketing and public relations support to various staff members. Students in the MICA COSI Program are challenged to harness their “inner activist” and serve as positive change agents by promoting cross-cultural understanding as a Peer Educator. COSI’s attend monthly workshops

designed to offer strategies for sparking deeper dialogue and thought among individuals and groups. Students will learn how to help their peers investigate their own identities and lead educational, diversity-focused workshops and activities during the fall and spring semesters. The work of each COSI is showcased and assessed through each intern’s development and maintenance of an e-Portfolio (see page 18). Through this interactive, experienced-based learning community, the hope is that students will be inspired and motivated to engage and lead others in cross-cultural and community development efforts within the context of their organizations and communities.

absolutely one of the most meaningful experiences that I’ve had at UMD. In the past few years, I have learned so much from mentors like the MICA staff, Kai Kai Mascareñas in particular, and Dr. Wong from the Asian American Studies Department. Their support and encouragement mean the world to me, and are the reason that I’ve been able to accomplish everything that I have.

*Multiculturalism as it relates to race, ethnicity, sexual orientation, gender expression, religion and their intersections.




Education Holistically develop students to lead empowered lives to enhance their understanding of themselves and others across difference through curricular and co-curricular learning and engagement.

The AAPI Student Involvement Area sponsored 24 students to attend the 40th Annual East Coast Asian American Student Union (ECAASU) Conference held in North Carolina, co-hosted by UNC-Chapel Hill, Duke University, and North Carolina State University. ECAASU is the nation’s first intercollegiate Asian American student conference and seeks to inspire, educate, and empower those interested in AAPI issues. The UMD Asian American Student Union delegation participated in conference-style workshops ranging from intersections of identity to immigration policy. Attending ECAASU inspired the theme of this year’s AAPI Heritage Month: Mental Health - From Silence to Strength. The Coordinator for Native American Indian/ Indigenous & Multiracial Student Involvement took a group of students to Chicago to participate in the College Unions Poetry Slam Invitational hosted by


ACUI. Funding was provided through The Stamp, MICA, and The Jimenez Porter Writer’s House. Students included TOTUS alums, Writer’s House students as well as students not affiliated with these programs. In addition to writing, workshopping and sharing poetry addressing social issues & identity, CUPSI team members engaged in community building activities and had the opportunity to learn from students at over 72 institutions through networking, cultural day trips & workshops ranging from restorative justice to dealing with grief through poetry. Students also engaged in problem solving throughout the trip as they sought to navigate the experience as a team. Church & History: The Influence of Religion on Black Culture was organized by MICA’s Black Student Involvement & Multicultural Graduate Assistants. Dr. Oscar A Barbarin led a discussion focusing on the influence of religion on black culture

EDUCATION during Black History Month. Dr. Oscar A. Barbarin, chair of African American Studies, prompted students to share how religion has shaped their lives and the lives of others around them. In addition Dr. Barbarin gave some insight on how Catholicism and Christianity shaped the lives of African Americans throughout History. The Multicultural Graduate Assistant created the event Acts of Faith to provide a platform for students to express and connect to their faith and religious beliefs through art. Approximately twenty people attended and participated in the event. Due to the popularity and success of the event, it will become an ongoing series. Started in 2014 by the Office of Multicultural Involvement & Community Advocacy, Native Roots Monologues is UMD’s signature Native American Indian Heritage Month event, featuring student performances from TOTUS and a guest speaker or performer from the Native American Indian Community. This year’s speaker Tara Houska came directly from participating in peaceful protests at Standing Rock to educate a standing room only crowd of over 100 students, faculty, and staff about the Dakota Access Pipeline and other environmental injustices Native American/Indigenous communities continue to face coupled with police brutality and ongoing treaty violations. The Multiracial Leadership Course (HESI 418K), created in collaboration with LCSL and the College of Education, offers students the opportunity to explore leadership in connection with multi racial/ethnic/cultural

identities and experiences utilizing an interdisciplinary narrative approach (i.e. storytelling). Topics include: leadership theories & styles, inter-racial/ cultural relationships, transracial & transnational adoption, the multiracial family, media representations of multiracial individuals, the history of racialization in the U.S., racial identity development, processes of “othering” (e.g. colorism, authenticity testing), and the politics of claiming, passing, and accenting. The course encourages the use of artistic expression as students explore their own leadership style(s) and identities in relation to larger discourses and narratives around race and intersecting identities. CommUMDiversity is a new initiative of the MICA Office and is being designed to utilize the resources of the Adele H. Stamp Student Union Center for Campus Life to introduce and provide co-curricular opportunities for students to learn more about diversity and engage with others different from themselves. CommUMDiversity Expo was launched in conjunction with the Office of Diversity and Inclusion “Rise Above Campaign,” and sought to introduce students to UMD diversity resources and opportunities for further involvement.


“Everyone had these

amazing stories and how certain events in their lives shaped who they are today. Everyone is a story and I really enjoyed listening to everyone; I have friends that I’ve known for years and I don’t even know their life’s stories. I think this is the most important takeaway: no matter how different we look or seem to be or how different our upbringings may be, we all have something in common and we’re all human. There is always a way to connect with someone, no matter how well you know them or not.

“A sound multicultural

education model manifests an acceptance of a respect for all cultures in our pluralistic society. It also fosters positive self-regard in one’s own culture and positive attitudes toward the culture of others. While exploring similarities and differences among cultures, it develops an understanding and appreciation of one’s own cultural heritage as well as that of other cultures. It fosters the ability to function harmoniously and productively in a multicultural society.




TOTUS Spoken Word Experience (TOTUS is a Latin word meaning “all, total, complete, every part, all together, all at once”), now in its fifth year, is a once-a-week credit-bearing experience that explores marginalized identities and silenced voices through poetry to spark dialogue and action around identity, social justice, and lived experience. The goal of TOTUS is to promote a greater understanding of social justice by examining self and society in relation to systems of power and inequality. TOTUS is a component of the campus-wide Inclusive Language Campaign (ILC) co-led by the Department of Resident Life and MICA.

WHAT STUDENTS SAY ABOUT TOTUS: “I think that TOTUS gave me the confidence to tell stories that are hard, to tell stories that people don’t know about, people don’t hear often, and to help give other people the power to tell their own story…” ~Mykell Hatcher-McLarin “…I’ve learned a whole’s very raw feelings, but at the same time it’s real and touching… that’s how we each get close with each other… is by sharing our stories” ~Meiling Liu “It’s like a mosh pit of every different culture and opinion that you could ever want and it’s just the exact kind of exposure you expect to get in college… and the type of people you expect to meet and you kind of don’t meet them until you come to a class like this… really for me it helped remind me that like every person is such an individual with a huge background and life that you could never, never know unless you really talk to them and that was probably the most amazing part…” ~Avital Schwartz “…Sometimes you go in there [TOTUS class] with an issue and you hear another student speak


on something that’s never even crossed your mind, but that’s their day to day reality. So you learn from me, I learn from you… It’s honestly the best class that the University of Maryland offers…” ~Opeyemi O-Slice Owoeye “… I was ready to come through UMD and get my diploma and go through unnoticed and just leave…I fell into TOTUS and I really found a family… all of us have our own stories to tell and the really amazing thing about spoken word and especially in TOTUS is that once you start hearing other peoples’ stories, you start connecting in a way that you just didn’t think was possible through regular dialogue and it’s just a really amazing place that you’re able

to get there… hear about other peoples’ lives and to realize just how similar they are to yours…” ~Katie Landry “TOTUS has been a really life changing thing for me. Sometimes being… a minority on the University of Maryland campus... can be really difficult… TOTUS has been that place where you can like find who you are and be who you are…” ~Breonna Massey



path to follow, but celebrates the efforts that are being made to combat the crisis in black education.

Provide inclusive advising to strengthen students’ agency to access campus resources and opportunities for learning through engagement to achieve their educational, personal, and organizational goals.

Multicultural Heritage Month


Heritage Months

Native American & Indigenous Heritage Month

Indigenous Invincible: this theme and tagline was chosen to highlight the environmental racism that Indigenous communities have historically faced and continue to face such as the Dakota Access Pipeline. It also speaks to the ways in which indigenous peoples have resisted the government’s attempt to acquire sovereign land to which these peoples have a historical connection.

Latinx Heritage Month

Black History Month

Unity: Communities without Walls, Comunidades Sin Paredes erupted from the minds of students who came together to collaborate and create, minds who composed a rhyme to movements from another time. Taking inspiration from the Chicano movements of the sixties, the symbolism of the United Farm Workers resonated with many of us who felt the same frustrations and barriers experienced by Cesar Chavez, Dolores Huerta and countless others. Not only are we coming together to rise above walls that are in our way as a community, we also face the challenge of tearing down our own personal paredes that inhibit growth and understanding.

The Black History Month 2017 theme: The Crisis in Black Education illustrates that the black experience in the education system is not always a simple

Mix-Represented: Our Stories, Our Truths was chosen to highlight the ways in which Multiracial narratives are often told by monoracial people or through a monoracial lens, misrepresenting the lived experiences of multiracial people. The focus of the heritage month was to highlight the counter narratives of multiracial people. Pride Month Our most recent Pride Month theme Strive, Thrive, Resist sought to encapsulate the history and ethos of a community whose very lifeblood is one of resistance. In a time of increased uncertainty for our LGBTQ+ students, it is in this history that we sought refuge and the strength to continue striving toward a better tomorrow and thriving in our present.



ADVISING Asian American & Pacific Islander Heritage Month The theme, From Silence to Strength, highlights the prevalence of mental health in Asian American and Pacific Islander (AAPI) communities. In ages 15-34, suicide was the second leading cause of death for AAPIs, and over 2.2 million AAPIs had a diagnosable mental illness in the past year. Oftentimes, our communities are met with perceived stigmas, resulting in silence and not acknowledging one’s or others’ experiences. The UMD AAPI student community was intentional about breaking that silence by creating space for self-care and vulnerability, and that would foster support and wellness.

Programming Funds The Cross-Cultural and Middle Eastern Programming Funds are a resource for students interested in creating intercultural and intracultural learning experiences. The funds encourage a creative and collaborative spirit among students and student groups. In addition to financial support, MICA staff worked with those students requesting funds to develop ideas, promote programs, assist in forming partnerships with other students or student groups and to assist with identifying additional funding sources. Over 300 students were impacted by events put on by or supported by The Cross Cultural & Middle


Eastern Programming Funds during the 2016-2017 year.

Program-Specific Advising Multiracial Biracial Student Association (MBSA) was reinvigorated after being inactive for two years. The Coordinator for Native American Indian/ Indigenous & Multiracial Student Involvement was asked to continue serving as the advisor. This should help to further increase student involvement and leadership in Multiracial programming throughout the 2017-2018 year. It will also provide a group for the Multiracial Community Organizing Student Intern (COSI) to collaborate with.

In the 1990s, the Asian American Student Union (AASU) was formed. Through years of advocacy and student activism, institutional resources and support for Asian American students were created, including the graduate coordinator and fulltime coordinator for AAPI Student Involvement and Advocacy in MICA. To this day, both positions heavily spend the year advising AASU and collaborate on multiple annual events: the AASU Summer Retreat, AAPI Student Community Welcome, FUEL (Forging, Understanding, Empowering, and Leading) Conference, Yuri Kochiyama High School Leadership Program, and AAPI Heritage Month. Through this partnership, MICA and AASU outreached to more than 900 students in the 2016-2017 academic year.


Community Advocacy

across communities of color. The Advocates were also instrumental in supporting the execution of AAPI Heritage Month, which focused on breaking the silence around mental health stigma in AAPI communities.

Support and advocate for campus communities by affirming difference, facilitating the creation and use of inclusive spaces, elevating student voices, and providing individual/ organizational guided access to resources within the context of barriers to student success.

AAPI Advocates The Asian American and Pacific Islander (AAPI) Student Advocates Program, currently in its third year, is a major collaboration between MICA and the Asian American Studies Program. In this credit bearing internship, Advocates learned about social justice issues

affecting the AAPI community and apply Asian American Studies concepts into student organizing through developing programs and facilitation. In 2016-2017, eight Advocates engaged over 100 students in seven dialogues ranging from the use of alcohol and other drugs in the AAPI community to building bridges

Creating Change Conference The Graduate Coordinator for LGBTQ Student Involvement and Advocacy coordinated a trip to Philadelphia for the Creating Change Conference for eight UMD students. This conference gave the students the opportunity to network with other student leaders from throughout the nation as well as attend workshops on how to care for themselves, their campus, and their communities. This trip inspired this year’s Pride Month theme: Strive Thrive Resist.


“It definitely helped me grow as

someone who is passionate about AAPI identity issues and politics. Planning and facilitating a discussion event was probably one of the most valuable experiences I had this semester—it helped me grow in so many ways, and made me realize how much work needs to go into planning a good event.

“With the help of the supervisors

and my fellow AAPI Student Interns, I have found a greater sense of self and my Asian American identity and feeling like I belong in that group, as well as learning how I can serve that community

better... Through this internship I have also learned of what a great resource MICA is to its students in general, and how MICA holds so many events with themes of social justice, intersectionality, and selfcare, all of which I value.

Latinx Welcome This year’s event was the third Annual Latinx/a/o Welcome is now perceived as a tradition by students. This event continues to grow with more than 250



COMMUNITY ADVOCACY attendees. When participants were asked about their experience at Latinx/a/o Welcome, three out of four respondents rported the event helped them understand the experience of someone who is different from themselves. Further, more than 70 percent reported the event helped them meet someone new and 60 percent indicated the Latinx/a/o Welcome helped them find new ways to getting involved. Latinx Graduation Celebration Each year the Latinx Graduation Celebration highlights the success and achievements of Latinx/a/o graduates and served as an institutionally-acknowledged cultural space at the University of Maryland. This year approximately 1,000 people attended. Rather than a traditional keynote address, students from the local international high school were invited to be featured speakers. Through their words, graduates, faculty, and families were reminded of the long journey and hard work required to graduate. For the high school student speakers, the opportunity provided them a glimpse of what it will feel like when they reach this milestone in their own lives. UndocuTerp Program The UndocuTerp Program provides participants with the knowledge and resources necessary to effectively respond to the needs of undocumented students at the University of Maryland.The training sessions focus on building an understanding of terminology and policies related to undocumented students with a local and national context. Over 150 staff and faculty participated in customized workshops or trainings to better


serve undocumented and DACAmented students. More than 60 staff and faculty, from 26 different departments and offices openly support undocumented students and students from mixed status families as members of the UndocuTerp Network. The Coordinator for Latinx Student Involvement and Advocacy worked with the Coordinator for AAPI Student Involvement and Advocacy to co-facilitate these trainings. Undocumented student programming has become a


staff members attended training to learn more about undocumented students and how to help them




staff members in departments openly supported undocumented and DACA students

formalized program area in the Office of Engagement for the 2017-2018 school year. Queer and AAPI Monologues AAPI Heritage Month and Pride Month combined efforts to put on the first ever joint monologues. While monologue programs for individual identity groups are planned every year, the Coordinator for AAPI Student Involvement and Advocacy collaborated with the Graduate Coordinator for LGBTQ Student Involvement and Advocacy to execute a successful. The night was full of performances and poetry about being AAPI, LGBTQ+, and all of its intersections. Multi-talented brown trans, disabled, artist Kay Ulanday Barrett was the highlighted performer of the evening in a packed room.

Indigenous Peoples’ Day Celebration This celebration educated attendees about Indigenous communities and the devastating effects of colonization. The American Indian Student Union spoke to their peers about their petition to abolish Columbus Day on the University of Maryland’s campus stating that one cannot fully support Indigenous students and communities at the University of Maryland when they are faced with an annual reminder of a “holiday” that represents the pain, genocide, and trauma of Indigenous peoples. Wauja elders from the Amazon spoke to the audience about the importance of preserving their land, how colonization has impacted their way of life, and engaged the audience in cultural songs and dances. Crafts made by the elders were available for purchase with all proceeds benefiting their community. After the event the American Indian Student Union and the elders shared a meal together. This was one of the

COMMUNITY ADVOCACY most well attended events in recent years. BIG 10 Native Gathering Students from the American Indian Student Union along with their advisor attended the first BIG 10 Native Gathering at the University of WisconsinMadison where they met with students, faculty and staff from other universities. Students from each university created a short presentation about Native/Indigenous resources and challenges at their colleges. University of Maryland students Karla Casique & Lilia Hinojosa also shared about the It Means More Anti-Cultural Appropriation Campaign created by MICA & the American Indian Student Union. Students spent a significant amount of time engaging in community building activities. As a result of the conference a Facebook page was created for students to keep in touch, a relationship was formed with the keynote speaker Dr. Kyle Mays who will speak at the University of Maryland in the Fall, and the Coordinator for Native American Indian/Indigenous & Multiracial Student Involvement is part of the planning committee for the second annual conference to be held at Purdue in October. Inclusion of The Loving & Sarah Winnemucca Awards at University Awards Established with student input by MICA in 2016 due to the lack of inclusion of Multiracial & Native American Indian/Indigenous communities in campus awards ceremonies, the Loving & Sarah Winnemucca Awards were first presented at the 2016 MICA MVP Awards Ceremony. After a year of advocating for their inclusion in the University Awards Program,

they were added in 2017. MVP Awards Ceremony In its eleventh year, the MVP recognizes the outstanding programmatic efforts of student organizations throughout the year to enrich the campus community. Student programs are recognized under eight categories of campus excellence including: Scholarship; Community Service; Identity Development; Leadership;

Personal Development; Community Development; Cross Cultural Involvement and Organizational Development. Over 50 programmatic efforts have been recognized each year. Additionally a student and faculty/ staff member are recognized for their diversity advocacy on campus and staff and faculty who assist with student and MICA programs are honored.




Assessment & Research Assess MICA’s programs and services on an ongoing, systematic basis to improve their quality, inform student affairs practice, and construct knowledge to share with the larger educational community.

Issues adressed in personal advising appointments:



academic issues

personal development


Personal and Organizational Advising


identify opportunities for involvement

40% social integration on campus

hours of student advising, in 349 individual sessions

210 hours of personal advising


156 hours of organizational advising

hours of org. consulting

MICA-led Program Participation by Community 11.08% Crosscultural

14.75% Native American & Indigenous

0.62% Undocumented 24.76% Latinx

7.19% Multiracial


Total Participants in MICA-led Programs*

2.01% LGBTQ+ 0.67% Interfaith 13.41% Black


* participant number does not include student-driven programs supported and/ or financially resourced by MICA

25.51% Asian American & Pacific Islander

just a day in t


Heritage and History Month Participation

Social Media Analytics





number of programs conducted by each involvement area 25

25 20








10 5


MICA on social media

the life at MICA

ge ita th er on lH M ia ry ac o tir st i ul H e M s ’ ag en an it ic r om er He W m s A ou e n iv ge at i th N Ind th & n on M o e M e ag rid h rit t e P H on x c M ifi tin ry ac th La to P n is & Mo H an e ck ic ag la er rit B m e A rH an e si d A lan Is



259.6k impressions on Twitter in a year

1.3k likes on Instagram

received $1,500 in funding from The Jimenez Porter Writer’s House to take students to the College Unions Poetry Slam Invitational (CUPSI)

550 attended Native American Indigenous Heritage Month Events this year, up from only 115 last year

263 cultural or identity-based student groups supported by MICA and registered with SORC




COSI Learning Outcomes & E-Portfolios Academic-based Learning & Engagement

The goal of this outcome is to increase the student’s ability to use their academic knowledge to plan, design, implement, and evaluate programs and interventions that advance MICA’s mission on campus. The goal was for the COSI to demonstrate ways in which their learning, stemming from their active engagement in an academic program of study, can be applied to creating inclusive and affirming environments for diverse college

students. “...Because of my position as the Finance COSI of MICA, I am inherently gaining experience in the types of tasks that I may be asked to do in a business setting; With my work on the budget, I can apply skills that I have learned in many of [my] business courses to real-life situations. These skills include being able to work with Microsoft Excel, creating budgets, and organizing finances in a way that can be easily read and understood. The issues and skills needed to succeed in this

office are still present elsewhere such as effective communication, efficiency and respect for time in the workplace.” - Gabe Fernandez, COSI for Finance Organizational Management

This outcome provided an assessment of the COSI’s level of proficiency in executing MICA’s administrative office functions. Specific outcomes associated with these functions required them to effectively manage work projects and tasks, technology tools, teams as well as exhibit a high level of customer service. “As part of my internship at MICA, I was given several office maintenance related responsibilities. Each day, I created and scheduled content for our Facebook page, and completed office tasks such as posting flyers, running the front desk, and keeping our space


ASSESSMENT & RESEARCH tidy and stocked with snacks for our guests. -Max BalagtasBadoy, COSI for LGBTQ Student Involvement & Advocacy Wellness & Personal Development

This outcome assessed the extent to which a COSI has demonstrated an understanding about how to foster a healthy and fulfilling life for themselves and other students through their positions in MICA. This outcome was based on the Wellness Model which focuses on six dimensions of development which are as follows: Physical, Emotional, Spiritual, Social, Intellectual, and Occupational. “Empower Hour is a safe, supportive, and judgment-free space where womxn will be able to meet and discuss the issues and concerns that we face together; we will work on increasing personal growth through mutual support and discussions. Discussion topics for Empower Hour have included inclusive feminism, self-care and healing, and gender. For me, being able to create spaces like this is powerful because it’s a reminder that as a community of womxn, we bear so much on our shoulders and we rarely have the opportunity to confront the struggles we face in our daily lives in a way that allows us to heal. But when we do, we can think about our lives in a way that allows us to thrive, not just survive.” -Kalyn Cai, COSI for Asian American & Pacific Islander Student Involvement & Advocacy Community Advocacy & Development

COSI’s who have competency in this outcome were able to demonstrate that they could develop educational programs and support other MICA sponsored initiatives that are

designed to foster student participation across the following levels of community: culturally specific; university community; alumni; and with off campus affiliates (i.e., community based organizations). “My internship at MICA gives me the ability to explore and get involved with different involvement areas. Throughout the year, I attended several different MICA events and offered a helping hand when I could. My favorite event however, was the Indigenous People’s Day event where members from the Wauja tribe (located in the Amazon Rainforest) came to speak about deforestation and how it is affecting their culture and livelihood. I helped set up for this event and worked the sign in table assisting attendees and handing out promotional materials pertaining to the event. I also helped spread the word and inform people on what my shirt meant. My shirt represented the notion of renaming Columbus Day to Indigenous People’s Day as these native tribes should be celebrated as the original occupants of the Americas.” -Jennifer Lee, COSI for MultiBiracial Student Involvement & Advocacy Cross-cultural Programming and Engagement

This particular outcome assesses COSI’s level of proficiency in creating learning experiences for students that promote their understandings of identity, power and privilege and how these concepts are shaped by social beliefs, social institutions and historical formations within the context of higher education and the larger society.

“...I wanted to use an interracial couple instead of just hearts in different colors or abstract representation. But to profile two races and draw them together would pinhole interracial couples, limiting the representation. Instead I decided to use hands, often a symbol of our actions and truths. I asked two of my friends to model for me, taking reference pictures from different angles as they entwined fingers. This had an interesting result because it was two female hands, so the image was not simply an obviously larger and male hand engulfing a feminine hand. From those pictures, I sketched my image before scanning it and adding color and historical news clippings. This is just one example of the process I often go through to create a design that I believe shows an understanding of the groups recognized. However, as I am usually not a part of these groups, my cross-cultural education will always continue.” -Madison Meyer, COSI for Design




model.” In S. R. Jones & S.K. Watt (Series Eds.) & C. Wijeyesinghe (Issue Ed.), New Directions in Student Services, 157 (pp.25-34). New York: Wiley. Naliyah Kaya, Presenter.“From Reviving to Thriving: Secrets of Multiracial Student Involvement & Community Advocacy.” Multiracial Student Affairs Panel. Critical Mixed Race Studies Conference, Los Angeles, CA. Lerma Jones, Y. (2016, November 11).“Including undocumented students in our unions.” ACUI Region VII Conference. University of Pittsburgh, Pittsburg, PA.

Staff Presentations and Publications Chapman, N., McShay, J.C. “Digital Stories: A critical pedagogical tool in leadership education.” In C. Kortegast & B. Kelly (Eds.), Engaging Images for Research, Pedagogy & Practice: Utilizing Visuals to Understand and Promote College Student Development. Sterling VA: Stylus (In press). McShay, J.C. (2017).“Engaging students at the intersections through multicultural centers: An application of the culturally engaging campus environment

Cultural Appropriation on College Campuses: Indaba, Student Affairs Division Initiative. This interactive session explored the ways in which cultural appropriation shows up on college campuses as well as how students, faculty, and staff have sought to address the topic and incidents. We explored various definitions and understandings of cultural appropriation, while providing a framework and space for attendees and panelists to engage in interdisciplinary and cross-cultural dialogue. Approximately 25 people were in attendance. We received 12 completed surveys. All respondents agreed the day’s discussion impacted their thoughts on cultural appropriation. When asked if the topic connected in any way to their role at the University of Maryland all but one individual responded in the affirmative. This was the first time a formal conversation about cultural appropriation was held for student affairs practitioners with faculty, undergrad, and grad students also in attendance.


Griffin, K., Mitchell, T., McShay, J.C., Quaye, S.J. (May, 2017). “Intersectionality, Race & Identity.” In S.R. Jones, C. Wijeyesinghe (Lead Presenters), Pre-Conference Institute conducted at the National Conference on Race and Ethnicity in American Higher Education, Washington, D.C. Naliyah Kaya, Chair.“It Takes a Village: Building the 2018 CMRS Conference at the University of Maryland.” Critical Mixed Race Studies Conference, Los Angeles, CA. Lerma Jones, Y., Salazar, C., & Goodman, M.A. (2017, February).“Language matters: Inclusive terms for programs, departments, and classrooms.” Maryland Student Affairs Conference. University of Maryland, College Park. Salazar, C., Morin, M., Sanchez, B., Navarro Benavides, V., & Lerma Jones, Y. (2017, March).“Si se puede! Latinas pursuing doctoral degrees.” NASPA Annual Conference. San Antonio Convention Center, San Antonio, TX. Fink, J., McShay, J.C., Hernandez, P. (2016). Supporting Vertical Transfer: The role of a student union learning community. Journal of Student Affairs Research & Practice, 53(1), 65-67. Mascareñas, K., Salazar, C., Lerma Jones, Y., & Bohorquez, L. (2017, June). “Unafraid educators working with & for undocumented students.” NASPA Region II Conference. Renaissance Pittsburgh Hotel, Pittsburgh, PA.


Adele H. Stamp Student Union MICA is a unit within the Adele H. Stamp Student Union - Center for Campus Life. The mission of The Stamp is to provide a safe and inviting campus center where all University of Maryland students, alumni, faculty, staff, and community members cultivate lifelong relationships founded on engagement, learning, multiculturalism, and citizenship.




STAMP Leadership STAMP staff are dedicated to creating a thriving and positive environment for the University of Maryland community.

Director, Dr. Marsha Guenzler-Stevens Assessment & Research, Sophie Tullier Business, Nora Czumak Development & External Relations, Terry Zacker Associate Director, Steve Gnadt Event & Guest Services, Susan Canady Campus Reservations Event Management Information Desk Ticket Office

Facilities, Dan Wray Housekeeping Maintenance & Renovation Sustainability

IT Services, Stephanie Payne-Roberts Helpdesk Event Technology Services Multimedia Services Web Support

Associate Director, Donna Lim Activities, Joe Calizo Art & Learning Center (ALC) STAMP Gallery STAMP Special Events Student Entertainment Events (SEE) Student Organization Resource Center (SORC) TerpZone


Engagement, Cori Carfagno Graduate Student Life Memorial Chapel Transfer & Off-Campus Student Life (TOCSL) Veteran Student Life (VSL)

Marketing & Communications, Eva Quintos Tennant Marketing & Graphic Design STAMP Street Team

Associate Director, James McShay HR, Training, & Development, Kalia Patricio Leadership & Community Service-Learning (LCSL), Craig Slack Alternative Breaks (AB) America Reads*America Counts/Partners In Print (AR*AC/PNP) Curricular Programs & Leadership Minor Local Community Service-Learning MarylandLEAD

Multicultural Involvement & Community Advocacy (MICA), Brandon Dula AAPI Student Involvement & Advocacy Black Student Involvement & Advovacy Interfaith Programming Latinx Student Involvement & Advocacy LGBTQ Student Involvement & Advocacy Multicultural Student Involvement & Advocacy Native & Indigenous Student Involvement & Advocacy


Acknowledgements As we reflect on an academic year that abounds with numerous powerful stories of determination, struggle and triumphs of our engaged Terps, we recognize that their success, in part, can be measured by the strength of MICA’s partnerships on campus and in the larger community. We would like to acknowledge the following partners who played an instrumental role in helping to engage students served by MICA in the life of the campus and equip them with the tools necessary to persist to graduation.

Adele H. Stamp Student Union- Center for Campus Life

Office of Diversity and Inclusion

Asian American Studies Program

Office of Multi-Ethnic Student Education

CASA de Maryland

School of Languages, Literatures, and Cultures

Center for the Mixed Voice

Student Entertainment & Events

Counseling Center

The Clarice Smith Performing Arts Center

Department of Anthropology

The Graduate School

Department of Art

The Mexican Cultural Institute of Washington D.C.

Department of Spanish and Portuguese

The U.S. Latina/o Studies Program

Graduate Student Government

University Career Center

Information Policy & Access Center

University Health Center

Office of Graduate Diversity and Inclusion

Jimènez-Porter Writers’ House Latin American Studies Center Latino Alumni Network Lesbian, Gay, Bisexual, and Transgender Equity Center Maryland Coalition Against Sexual Assault Maryland Commission on Indian Affairs Mixed Roots Stories Office of Civil Rights and Sexual Misconduct Office of Community Engagement



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MICA Annual Report 2016-17  
MICA Annual Report 2016-17