University of Wyoming Chicano Studies Program

College of Arts & Sciences Annual Report 2005 - 2006

Chicano Studies Program

Introduction: Chicano Studies is an interdisciplinary field of instruction and inquiry that primarily examines the social, economic, and political experience of U.S. Latinos/as of Mexican ancestry. The Wyoming Mexican American experience dates back to the 16^th century through Spanish conquest, exploration, and colonialism. Today Mexican Americans are the dominant non-white racial/ethnic group in the state and on campus. With guidance from its 2004 – 2009 academic plan, the Chicano Studies Program has acquired and continues to acquire much local, regional, and national notoriety.

Academic Planning Implementation: Below is a brief review of progress made towards action items listed in the Chicano Studies Academic Plan II.

CHST 1. Chicano Studies student learning outcomes have been developed. Methods for their measurement are tentatively scheduled for a summer 06 completion.

CHST 2. The Chicano Studies Minor curriculum has been revamped and will be officially approved during the next academic year.

CHST 3. A Freshman Interest Group, an Intellectual Community course, and a Study Abroad course have been collaboratively developed with other interdisciplinary programs. The viability of a program name change has not received much attention to date.

CHST 4. Interdisciplinary curriculum and faculty partnerships have been strengthened within Chicano Studies’ traditional core disciplinary areas of the humanities and social sciences. Discussions are underway to strengthen curriculum and faculty partnerships outside of traditional core areas.

CHST 5. The planned centralization of interdisciplinary programs should provide more opportunity to dialogue about the future nature and scope of the varied programs. Certainly contentious, but worth visiting is the viability of a Cross-Disciplinary Chicano Studies and/or Ethnic Studies undergraduate major/graduate degrees.

Teaching Activities: In the past academic year, Dr. Cecilia Aragon (Theater and Dance) joined Drs. Muñoz (Criminal Justice) and Zamudio (Sociology) to provide the majority of programmatic teaching and service support. Additional teaching resources were provided by three adjunct faculty (History, Bantjes; Education Studies, Rios and Castañeda); three temporary instructors (Criminal Justice and Law, Molina; English, Mullins; Education Studies, Gallegos); and two non-affiliated faculty (Agriculture, Wangberg; American Indian Studies, Antell). This instructional faculty was responsible for teaching two independent study projects, three core course (56 students), and one special topics seminar (4 students) in the summer session of 2005; three core courses (82 students) in the fall semester of 2005; and one independent study project, three core courses (70 students), two non-core courses (82 students), and one special topics course (42 students) in the spring semester of 2005.

Student teaching evaluations show considerable praise for Chicano Studies faculty and course curricula. Nevertheless, an additional faculty line is necessary to offer History core curriculum courses on a regular rotation and to provide more USP related resources. This becomes even more urgent considering limited temporary teaching resources and the continued development of University Studies Program (USP) courses such as CHST / SOC 3800: Chicanas/os in Contemporary Society (CS, D).

The study abroad course “Diaspora Study in the Yúcatan” experienced continued success last summer and again was selected for 2006 Summer Course Initiative funding. This summer course initiative combines a two credit hour classroom component on the historical development and contemporary maintenance of the multicultural Latino Diaspora with a one credit hour experiential component in Mérida, Yúcatan, México.

There was also continued success for the USP (I, D) course AAST / AIST / AMST / CHST / INST / WMST 1030: Social Justice in the 21^st Century. This course serves as the anchor course for the interdisciplinary Freshman Interest Group (FIG) Social Justice in the 21^st Century. The Office of Academic Affairs once again has decided to offer Social Justice in the 21^st Century as part of its Fall 2006 menu of Freshman Interest Groups.

Temporary summer faculty teaching core courses received excellent teaching evaluations. There was also high praise for College of Education faculty who began CHST core curriculum instructional duties in the fall and the spring through an innovative shared resources agreement between the College of Education and the College of Arts and Sciences. These faculty members have also been instrumental in recruiting CHST minors.

Research and/or Creative Activities: Tenure and Promotion reviews at both the departmental and college levels recommended that CHST faculty have parallel reviews at the departmental level to better evaluate CHST related research and creative activities that are highly variable and interdisciplinary. An augmented T&P committee was created from non-tenured CHST faculty and tenured CHST and non-CHST faculty from the colleges of Arts & Sciences and Education. This process is being evaluated and necessary adjustments will be implemented. Overall, CHST faculty members are making significant research contributions to their disciplinary fields.

Dr. Munoz is proving to be an exemplary scholar both quantitatively and qualitatively. His scholarship highly demonstrates a blend of the two academic areas he is becoming recognized for, that is, Criminal Justice and Chicano Studies. His work clearly shows that he is both an independent and collaborative scholar with single and joint authored articles. He is actively seeking grant monies to further his research agenda. His work has earned him an appointment as the founding editor for the Journal of Chicana and Chicano Studies.

Dr. Zamudio has an active research agenda that includes several publications and a number of promising projects. She has established a reputation in the area of Latina/o transnational labor and labor organizing. A developing strand of research has the potential to bring her and her colleagues a national reputation in research dealing with the manifestations and implication of modern racism.

Dr. Aragón has been especially successful at this early stage of her career. In addition to a number of refereed and non-refereed works, she is well on her way to publish a scholarly monograph and an anthology of plays from her dissertation that revolve around the historical representation of Latina/o youth in theatre from the colonization to post-colonization era. Dr. Aragón’s record of creative activity is just as impressive with her most recent juried production, Bocón, which she directed, receiving positive reviews and an invitation to perform at the Region VIII Kennedy Center / American College Theatre Festival in Phoenix, Arizona. Most recently, she secured funding for a summer production of Alicia in Wonder Tierra by Silvia Gonzales S. at Vedawoo amphitheatre.

Service Activities: The program plays a critical role in advancing the University’s commitment to diversity with numerous students, staff, and faculty providing their expertise and effort for various committees and projects at the programmatic, departmental, college, university, state, regional, and national levels. The Chicano Studies Program works collaboratively with Movimiento Estudiantíl Chicano/a de Aztlán (MEChA), Sigma Lambda Gamma Sorority, Inc., and the Office of Multicultural Affairs (OMA) to develop and implement programming for campus and non-campus communities that highlight Latino history and culture (i.e., Hispanic Heritage Month, Cesar Chavez Celebration, and Semana Primavera). In addition, the faculty is often called upon to provide workshops and seminars for ethnic/minority recruitment programs offered by the Office of Admissions (i.e., Minority Higher Education Day). This marked academic/student affairs collaboration allows for enhanced services, recognition, and honors for Latina/o students.

The faculty participate in a number of local, regional, and national academic and non-academic conferences/seminars/meetings (i.e., College of Agriculture’s Rooted in Diversity Public Seminar Series; Western Nebraska Minority Youth Conference; National Association for Chicana and Chicano Studies). Highlighting the year was the faculty’s participation in this year’s Shepard Symposium on Social Justice, Cesar Chavez Celebration, Semana Primavera, and immigration rallies/teach-ins. In particular, Dr. Aragón played a large part in the direction of a hip hop production for the Shepard Symposium and several actos for Cesar Chavez dinner. Dr. Munoz was featured on a Wyoming Signatures television segment that highlighted Semana Primavera events that included a visiting artist, a guest speaker on lowrider culture, a car show competition, and family fiesta. Dr. Zamudio played an integral role in the organizing of several local immigration rallies that added to the national debate on immigration reform and provided the program a great deal of media attention.

Student Recruitment and Retention Activities and Enrollment Trends: As mentioned earlier, the bulk of the program’s recruitment efforts are coordinated through better equipped student affairs units such as the Office of Multicultural Affairs and the Office of Admissions. For example, a welcome letter from the CHST director and program flyers are part of student packets for programs such as Minority Higher Education Day. Additional efforts have been cultivated through regular participation at Resource Fairs, Discovery Days, and the Summer Session Fair. Other recruitment efforts include formal and informal efforts by affiliated faculty in the completion of their teaching, research, and service related responsibilities. Faculty often make known the merits of a Chicano Studies degree in their courses, through collaborative independent research projects, at academic conferences and invited speaking engagements, and through non-academic organizational participation (i.e., Wyoming Latino/a Coalition).

Recruitment and retention are distinct, yet reciprocal efforts. Because of this, programmatic retention efforts are inextricably tied with recruitment efforts that are outlined above. A more efficient cross/divisional mode of communication was developed (integrated listserv; wide distribution of weekly MEChA meeting minutes), which helped students with awareness of the many curricular and extra-curricular opportunities that are available to them as they progress towards matriculation.

The Chicano Studies Program formally administered the Hispanic Heritage Scholarship competition that produced three deserving applicants. In addition, the program sponsored the third annual Chicano Studies graduation reception and recognized graduates for their scholarly and extra-curricular accomplishments. The program also provided substantial funding for four students participation in the study abroad class Diaspora Study in the Yucatan. Three of these students are now registered as CHST minors.

At first glance, OIA data shows that student credit hours (369 – 347) decreased about 6.0% from the 2000 – 2001 to the 2004 – 2005 AYs, and that the average CHST student class size (17.4 – 18.7) increased by 7.5%. More interesting, however, are student enrollment figures for each of the three years between these two time points with data showing that on average, student credit hours were 44.2% higher (163.3) than the 2000 – 2001 AY. This translated into 65.5% larger student class sizes on average for the three respective intermediate AYs.

The explanation for this wide variation lies in the high level of temporary teaching resources that were devoted strictly to CHST curriculum courses. This argument corresponds to the higher proportion (67%) of courses taught by tenure track faculty in the 2004 -2005 AY than in the 2000 – 2001 AY (43%). Furthermore, the vast majority of the temporary teaching resources were devoted to upper division level courses that are not generally conducive for the recruitment of minors/majors. This helps to explain the 66.6% drop in the number of enrolled minors from the beginning of the Fall 2000 semester to the end of the Fall 2004 semester. Even so, seven CHST minors were awarded during the five-year time period.

Most telling from the 2004 – 2005 AY enrollment figures is a return to a semblance of normalcy. That is, more students enrolled in lower-division courses than in upper-division courses. This coupled with more tenured and tenure-track instruction allowed for the growth in the number of minors by the end of the 2005 spring semester. Data forwarded to the director from the Registrar’s office at the beginning of the 2005 - 2006 AY showed seven students enrolled as CHST minors. Anecdotal evidence suggests that applications for Chicano Studies Minors continue to be on the upswing. Many students inquiring about a CHST minor are enrolled in CHST USP courses, and/or are involved in the high campus visibility programs and events described above.

Development Activities, Public Relations, and Program Website: Unfortunately, limited professional staff resources prevent the CHST Program’s systematic effort towards development activities. Nevertheless, Rawlins city councilman, Louis Espinoza, has proved critical in securing cultural programming, outreach, travel, and research monies for the program through Carbon County government agencies.

Thank you letters from the director and this year’s three Hispanic Heritage Scholarship award recipients are a step in the right direction for replenishing the Hispanic Heritage Fund. However, additional work needs to be devoted to the development of a formal solicitation letter and an alumni data base to ensure the scholarships long-term survival. This work needs to be coordinated with other campus and non-campus organizations such as MEChA, OMA, and the Wyoming Latino/a Coalition.

The program does use a variety of public relations outlets to inform constituents about the program’s endeavors and successes. Regular and special advertisements of the program’s events and programs are published in the campus newspaper. Periodic updates about the program’s scholarly contributions are announced through the College of Arts and Science newsletter. Faculty are been called upon to facilitate workshops, deliver keynote remarks and public seminars. The Chicano Studies Program and their faculty have been featured several times in various non-campus media outlets—Laramie Boomerang, Casper Star-Tribune, Scottsbluff Star Herald, Cheyenne CBS Channel 5.

These newsworthy events will soon be integrated links on the CHST website that is maintained and updated by the CHST office assistant senior. Our solicitation letter will be added to the website when completed, as well as links to other relevant Chicano/Latino websites such as the National Association for Chicana and Chicano Studies.

Classified and Professional Staffing: The CHST office assistant senior plays a critical role in providing efficient administrative service. In addition to providing general receptionist support, he quickly and competently performs the various administrative duties associated with an academic program (i.e., budgetary items, course loading, event programming, etc.). Also pleasing is his supervision of a student work-study that allowed for added participation in university wide extra-curricular activities (i.e., Discovery Days, Resource Fairs, etc.).

With all the academic and non-academic activities the program engages in and the office assistant’s half-time status, however, it is becoming increasingly difficult to efficiently meet all of the program’s immediate demands. Thus, we are forced to prioritize completing required tasks with jobs such as development, newsletters, brochures, and website maintenance receiving less attention than necessary. We are discussing strategies on how to better make use of work study employees and to streamline tasks for the upcoming year.

Assessment of Student Learning: The program’s mission and goals listed below were developed in the 2004 -2005 AY and can be accessed by students through the CHST website.

The primary MISSION of the Chicano Studies Program is:

To create a high quality teaching, research and service program that makes available to students, the university community, the people of Wyoming, and the broader national audience substantive knowledge about the historical cultural, political, and socioeconomic development of Chicanas/os.

Chicano Studies GOALS are:

Provide education regarding the history, culture and socioeconomic status of Chicanos by offering significant, quality courses on a consistent basis.
Serve educational need of the Mexican American population in the state and region by supporting and sponsoring student events which promote and affirm a robust Chicano identity
Disseminate information about Mexican American, Latina/o experience by participating in local, state, and national forums for scholarly work
Enhance student recruitment at University of Wyoming by supporting and participating in activities (in schools and at the university) and mentorships focused on Chicana/o student experiences and pathways to success.
Advance and support research and other scholarly activities by generating new knowledge and perspectives regarding the Chicana/o experience.
Build partnerships at University of Wyoming and throughout the state by connecting with departments, colleges, local and state wide organizations and communities.

Student learning outcomes listed below were developed during a program retreat and refined after a faculty luncheon during the most recent AY. They will be posted to the CHST website soon.

Chicano Studies Student Learning Outcomes

“What Every Chicano Studies Minor Should Know”

Chicano Studies courses are intended to help students understand the organic, relational, historical, political, intersectional, and aesthetic aspects of the Chicano experience.

These courses emphasize perspectives that are historical and contemporary, theoretical and practical, critical and aesthetic, and which develop an understanding of oppression and resistance, at the individual, institutional and ideological levels.

Upon completion of a Chicano Studies minor at the University of Wyoming, students should have an understanding of the following concepts and principles:

ORGANIC INSIGHT– The development of a contextual framework for understanding one’s own and other’s experiences, particularly the Chicano experience.

Students will gain an understanding of who they are, where they come from, and how their backgrounds – including their race, culture, gender, socioeconomic status, family life, and their overall environment – have shaped their experiences and thus their perceptions of the world. Students will be able to engage in complex discussions about the diverse experiences of people of various backgrounds, and will have a well-developed perspective on the Chicano experience. For example, students may be able to articulate various social, political, and cultural reasons for disproportionately high Chicano high school dropout rates and possible solutions to this problem.

RELATIONAL AWARENESS – The development of a theoretical framework for understanding how social structures impact Chicano culture, families, communities and institutions, and in turn how individuals impact social structure through resistance, social agency, and struggle.

Students will gain an understanding of how large political, cultural, and social organizations are created based on political policies and government initiatives, and how such policies, and the organizations that facilitate them, impact Chicano populations. For example, students will understand how churches, schools, political and social organizations, and government entities have influenced the Chicano experience. In turn, students will understand how Chicanos have responded to the institutions that impact them, and how they have brought about change through demonstration, political organizing, and ideological resistance. For example, students may be able to discuss the historical exploitation of migrant farm workers and the response by the United Farm Workers Movement, including the changes to immigrant labor policies brought about through their efforts.

HISTORICAL PERSPECTIVE – The development of an understanding as to how historical struggles around social, economic and political forces have shaped the traditional and contemporary diverse Chicano experience.

Students will understand the effects of the following forces on Chicano communities: European colonization of the Americas, the Mexican-American War and the Treaty of Guadalupe Hidalgo, racism, discrimination, industrialization, urbanization and barrioization, exploitive immigration and economic policies, and unequal opportunities in education, politics, and other institutions. Students will also understand the diverse responses to these historical forces by Chicanos and Latinos. For example, students may be able to articulate social conditions that led to the Chicano Movement and how the Movement has contributed to the advancement of Chicano people in the U.S.

STUDENTS’ POWER TO IMPACT SOCIAL CHANGE – The development of a critical cultural consciousness through which students obtain the tools necessary to question and combat oppressive racist ideologies and social structures that perpetuate individual and institutional inequalities.

Students will develop the analytical and intellectual tools necessary to actively question what is offered to them through political, social, educational, and media outlets so that they can develop their own perspectives and actively work towards ideals and principles that they believe are relevant, important, and worthwhile to themselves and others. Students will gain an understanding of various roles they can play, both personally and professionally, in battling all forms of discrimination and exploitation that produce various forms of inequality.

INTERSECTIONALITY - gaining an awareness of the intersection of race, ethnicity, class, gender, and sexual orientation as it plays out organically, relationally, historically, and politically.

Students will be able to understand the vastly different experiences that various individuals will have, as well as the social, political, and cultural conditions that create their experiences. For example, students may be able to articulate the possible differences in experience between a wealthy, light-skinned, Cuban-American heterosexual male whose family fled from Cuba during Fidel Castro’s revolution versus those of a young, impoverished, very dark-skinned homosexual female who migrated to the U.S. from Mexico.

CHICANO AESTHETICS – The development of an appreciation and awareness of the aesthetics evident in Chicano art, music, theater, literature, and other artistic expressions.

Students will gain an appreciation for the artistic beauty evident in Chicano expressions of life, death, cultural identity, familial experiences, political and historical struggles, and all aspects of the Chicano experience. Students will also be able to formulate opinions about the possible sources of inspiration for such expressions. For example, students may understand the development, significance, and elements of graffiti art and street muralism and the functions they play in Chicano communities throughout the nation.

Plans are underway to develop a CHST brochure for general dissemination that will include but not be limited to our mission, goals, and student learning outcomes.

The mapping of student learning outcomes to CHST curricular courses is occurring this summer, as well as the identification of direct and indirect measures for their assessment. Methods of data collection and analysis will be determined during the upcoming academic year. Data will be collected from current and past students, both minors and non-minors.

The program has been fortunate to receive two consecutive assessment assistant grants that have facilitated the development of a student learning assessment cycle. However, there are two challenges to finishing this work on time. With little, if any, reward for their work, faculty participation is waning. More challenging, however, is limited programmatic resources to complete data collection and analysis activities. Another assessment assistance grant would be most beneficial for the completion of this work.

Diversity: Considering its limited resources, the program continues to be instrumental towards increasing diversity in the college and the university primarily through curricular and extracurricular programming. Innovative strategies have allowed for the recruitment and retention of student/staff/faculty. Varied budget sources have allowed for both Latino and non-Latino students to study abroad. Collaboration with other academic units and across colleges have increased instructional resources, both Chicano and non-Chicana. On the other hand, the lack of dedicated FTE lines prevents the serious recruitment of well qualified Chicano Studies scholars. A historian is of the utmost import for the future growth of the program. Finally, efforts to increase diversity in the Chicano Studies program must take into consideration the implications of renaming the program to Chicana/Latino Studies. This is an issue contained in the program’s academic plan and one that should produce healthy and reflective debate.

←Back

College of Arts & Sciences Annual Report 2005 - 2006

Quick Links