By: Gracie Romero | Organizational Leadership Emphasis | Spring 2025
Gracie is pursuing a Bachelor’s degree in Communication, with an emphasis in Organizational Leadership and a module in Public Relations.
Project Summary & Details
Over the past 12 weeks, I had the opportunity to work on a 50+ hour project as part of my capstone class, Strategic Communication & Social Change (COMM 470), and my senior project class, Communication Senior Project (COMM 450). I was asked to identify an issue I have observed during my time at BYU–Idaho. I chose to focus on the need for greater cultural inclusion on campus, advocating for increased belonging and diversity in both church and university settings.
Throughout my three years at the university, I’ve observed a growing need to raise awareness and better embrace cultural diversity on campus. I’ve seen many students experience loneliness, disconnection, and isolation. Some have even faced racism or felt overlooked within both academic and spiritual settings. Some of these experiences are ones I’ve personally faced as well.
This project was inspired by insights gained over the years through several of my classes, Public Speaking, Interpersonal Theory & Practices, Group Dynamics, Organizational Principles, Persuasion, Conflict Management & Negotiation, and Strategic Communication and Social Change, which have deepened my understanding of the social issues impacting both our global society and the BYU-Idaho campus community today. Growing up in the cultural diverse city of Houston, Texas, I have come to deeply value the importance of embracing cultural diversity and advocating for the voiceless.
As part of my work and research, I conducted formal interviews with seven leaders from both campus and religious settings, along with 19 students. I also engaged in several additional conversations that, while informal, provided valuable context and insight. I authored a feature article for the BYU-Idaho Scroll Newspaper titled “Diversity In Discipleship.”
The article highlights how experiences of racism have impacted some students’ sense of belonging on campus. It features insights and direct quotes from campus administrators, religious leaders, and students, and references the university’s mission statement to emphasize the importance of developing a Christ-centered, inclusive environment. The article emphasizes that while events like Cultural Night are valuable, they should not be the only thing being done to embrace cultural diversity on campus. More has to be done. The campus, Church, and community leaders need to work together in making meaningful, lasting changes. The article also offers thoughtful suggestions for improving cultural inclusion across religious settings, the city of Rexburg, and the BYU–Idaho campus by enhancing resources and expanding cultural events.
Lastly, I analyzed the campus demographic data, conducted research, and developed a student survey to gather data and insights that raise awareness about the need for greater cultural inclusion at BYU–Idaho. Additionally, I created two visual storyboards and compiled a proposal booklet to support and present these findings. One proposed idea was the potential of offering Church meetings, such as wards, branches, Relief Society, Elders Quorum, Come, Follow Me, or Book of Mormon study groups in students’ native languages or languages they’re learning. I also collected personal student stories, and offered suggestions to help promote more inclusive Church environments, which could serve as a foundation for broader improvements in campus activities and resources that support cultural diversity.
Reflection: Challenges and Successes
One of the main challenges I faced during this project was that my proposed solution to the issue I aimed to address required approval from higher leadership. This added a layer of complexity and meant that meaningful change would take time to implement. Additionally, balancing my time effectively proved to be difficult. I chose to use this project for two different classes, each with its own set of requirements, which made the workload heavier and more demanding. At times, I felt overwhelmed and frustrated, especially when I found myself focusing too much on logistics rather than immersing myself in the research and fully preparing for my presentation. Most of all, I struggled with the fear of letting people down, those whose voices and experiences I was trying to represent through this work.
Unfortunately, making new wards and branches cannot be done overnight, but rather requires higher authority than students, BYU-Idaho faculty, bishops and stake presidents in Rexburg have. This implementation would require approval from the Area Seventy, the Twelve Apostles and the First Presidency. In the meantime, BYU-Idaho and the city of Rexburg can improve resources and events that can help us connect and belong better as a community.
Through this project, I’ve strengthened several skills that reflect what I’ve learned in my classes. One skill I’ve developed through this project is building on what I learned in my Public Speaking class, is the ability to communicate ideas clearly, persuasively, and with confidence. Through Interpersonal Theory & Practices, I strengthened the ability to actively listen, be aware of nonverbal communication, and navigate difficult conversations. In Group Dynamics, I learned how to work collaboratively in team environments, strengthen my leadership abilities, and apply effective problem-solving techniques. Organizational Principles helped me apply leadership, understand leadership and team roles, and setting plans and goals effectively. While Persuasion gave me tools to create messages that inspire change, develop precise research and statistics, and construct logical arguments. Conflict Management & Negotiation helped me grow a growth mindset, the ability to communicate effectively with empathy, and the skills to negotiate with clarity and purpose. Strategic Communication and Social Change provided the foundation for developing the necessary criteria, message framing, and strategic planning that promote equity, inclusion, and belonging within both the university and Church communities.
I’m confident that the skills I’ve developed through this project will benefit me in my future career. I’m grateful for the opportunity to dedicate my Senior Project to amplifying the voices of others and raising awareness about meaningful issues. I truly believe that when we combine awareness with effective communication, we have the power to inspire change and create a better future.
Promotional Materials
Brigham Young University-Idaho Scroll Newspaper Article: Diversity In Discipleship
Read the full article by clicking here. https://byuiscroll.org/diversity-in-discipleship
Scan the QR code to access the full article.
BYU-Idaho Students Ethnicity Statistics Spring 2025
According to the BYU-I enrollment statistics, the total population of on-campus students this semester is 17,582. The majority of students on campus are Caucasian. Hispanics account for 13.29% of the total student population and are of Latin descent. The next largest group is Asian/Asian American, making up 2.12% of the total population, followed closely by Black/African American students at just under 2%. With this in mind, it’s important to recognize that cultures can sometimes be misrepresented, which is why awareness and appreciation from the entire campus community are essential.
I created six different versions of graphics, but only used two versions to demonstrate the Students Ethnicity Statistics Spring 2025.
To better understand the student population, please review the university’s demographic statistics available on its official website.
Student Survey: How to Embrace Cultural Diversity Better at BYU-Idaho?
I constructed three graphics, but only used one version to demonstrate the student survey I created.
The first version (71 responses): https://docs.google.com/forms/d/1oMYj68cjwmr1eZRiWogmSyMERHCI6Q8qqed_JDE5NV0/edit#responses
The second version (211 responses):
https://docs.google.com/forms/d/1dzlUCSu16V-QAJ1E0yabTVcJmHBba0M8ibjYfpD56KI/edit
Scan the QR code to access the student survey.
Interviews conducted with both leaders and students
Audio Recording of a Conducted Interview I did:
Here are some Representative Quotes of the Conducted Interviews I did:
“One student, who wishes to remain unnamed, recalled his experience with racism. On an evening walk with his wife, several vehicles rolled down their windows and shouted racial slurs at him. Upset by this, he felt hate and anger.”
“It is comforting to be able to speak in your own language and to have the same cultures and beliefs that you have to be able to share in your testimonies in church,” said Erick McPherson, the Bishop in the Rexburg Young Single Adult 97th Ward in the YSA 5th Stake.
Stake President Mark Skinner in the 5th Stake said, “I think it starts with leadership in the stake. I think it starts with bishops who care, and it probably starts there and then really listening to what students feel are the biggest challenges … Then maybe we could take up some baby steps towards things that would help people feel more safe, more included, less isolated … Several different activities throughout a semester that where we learn about cultural and traditions and food. You know, people always show up for food, yes, but it’s fascinating to try different things, right?”
Ernest Alaelua, a senior from Australia majoring in International Studies and the International Studies Society President said, “I think it’s a great idea, I know for Portuguese speaking, or at least for that part, there is a branch, but off campus, and for most students, it’s not as easily accessible. So I guess in a way, we can also provide language wards within the school, not just outside where you have to travel, and a lot of students don’t have cars … Our mission is to give the tools to our students to become culturally competent leaders, students that are well versed in the culture throughout the world. And so we’re trying to think of activities. Maybe in two weeks, we’re going to have a culture spotlight activity where we’re going to have a presenter to showcase the culture. And it’s something we want to do every week is have one student just to show their culture within the society. And I think that’s a good way to introduce people to different cultures. We haven’t started yet, but it’s something we want to do.”
“We have international students among us, but [Cultural Night] is it,” said Keithlin Cabrales Meneses, a senior from Mexico majoring in Spanish Education and the Director of the Spanish Conversation Lab.
For Cabrales Meneses and others, just one day every few semesters is not enough to adequately celebrate diversity. She suggested bringing awareness to important dates of other countries in classes and around campus in general, such as the Chinese New Year. “It will be nice to know not just for the people from the culture, but for the other people that can be made aware that things are also happening outside their own little bubble.” Cabrales Meneses said.
“I feel like diversity means accepting everyone for who they are and accepting everyone’s culture, because everyone’s beliefs, traditions and whatever [they] align [themselves] with, are so different,” said Priscilla Aror, a junior from Nigeria majoring in Biology and works in the Alumni team at the Career Center. “So diversity means inclusion, especially the language inclusion … You can’t live in your own mindset. You have to embrace other people’s mindset.”
Visual Storyboards
Unity in Diversity Booklet
To develop this project, I sought support and feedback from a variety of campus resources and individuals. I attended appointments with the Presentation Practice Center, Writing Center, Reading Center, Volunteer Connection, and Accessibility Services to enhance the structure, delivery, and effectiveness of my work. I also held meetings with several professors in the Communication Department and consulted with my Faculty Mentor, Joel Judkins, as well as Emphasis Judge, Brent Bean, my professor, Andra Hansen, and Librarian, Shane Cole.
Additionally, I worked alongside with university administrators, several different leaders, and students to gain valuable insights and perspectives. This project was further developed through in-depth brainstorming and refinement within my Communication Senior Project class and Strategic Communication & Social Change class.
I documented my brainstorming and project development process both digitally and in a notebook. I arranged some color palettes from Pinterest and Canva that reflected “The World and Cultural Diversity,” and made intentional time to source materials that would enhance the visual impact of my Senior Showcase booth. The booth itself was thoughtfully designed to represent “The World and Cultural Diversity,” featuring symbolic decorations and culturally meaningful elements. I wore a traditional Salvadoran dress to proudly represent my culture and family heritage. To represent both American and Hispanic cultures, I provided specific desserts, a family recipe for classic chocolate chip cookies and Fresas con Crema (Mexican Strawberries and Cream). I also took photos and gathered additional photos from University Relations, Chester Chan, and Esteban Flores. To support the project with strong evidence, I conducted in-depth research using more than 15 credible sources.
Highlights
Senior Showcase Photos:
Strategic Communication & Social Change Photos:
My professor, Andra Hansen, shared some exciting news with our class regarding the presentation we gave on Wednesday, July 9, to Associate Dean of Students, Layne Kinghorn, and other BYU-Idaho administrators. We accomplished our goal to peak their interest in the changes we hope to see on campus, and they have expressed a willingness to collaborate with us moving forward. Together, we’ll work toward meaningful improvements that will enhance campus life at BYU-Idaho.
Janessa Bingham, Director of Student Leadership, shared the following message:
