DIVERSITY STRATEGIC PLAN:
1909 TO 2009: CHARTING A PATH FOR THE
NEXT CENTURY
I. The
Meaning of Diversity
II.
III. Prerequisites
for Success
IV. Vision
and
V. The
Process of Achieving Diversity
VI. Measures
Utilized to Assess Success
VII. Accountability
Measures
I. The
Meaning of Diversity
Diversity
at ASU is a process embracing the ideal of inclusion. Through continuous education,
the
ASU community constantly moves towards that ideal by generating special
attention and
sensitivity
to such factors as gender, race, ethnicity, ability, sexual orientation, age,
and religion
while
accepting these differences as positive
and enriching.
II. The
Diversity Rationale
Many
rationales exist for embracing diversity as an integral component of academe
and its pursuit of knowledge and excellence.
The Educational Rationale
The
quest for knowledge is central to the very existence of
Achieving
this fullness of knowledge begins with recognizing that no single people group,
personality, discipline or trade is the caretaker of all knowledge or life
experiences. Rather, the pursuit and
sharing of knowledge requires the presence, and meaningful participation, of
those who may contribute their unique qualities and experiences to this
constantly changing mosaic we call diversity.
As one writer noted:
Diversity
is essential for excellence. Through
diversity, the knowledge base that serves as the foundation of the academy
becomes richer, more accurate, and more nuanced. Diversity also encourages a deeper
understanding of students and the ways in which their complex and dynamic
identifies influence what they learn and how they learn it. In these ways, diversity drives higher
education toward excellence in teaching and learning. (McTighe, et. al., 1999).
Moral Rationale
Arkansas
State University is uniquely situated given its immediate access to significant
populations of students who come from predominately white and predominately black
school districts and counties that represent some of the most economically
disadvantaged communities in the United States, if not the world. The suburban and urban populations of the
The
country and the world do not reflect these localized demographics and the
incorrect views of the world and people they may produce. Therefore, it is imperative that the
university strive to create a campus environment that accurately reflects the
world in which our students will live, learn and lead. As the world continues to become more diverse
and interdependent, the marketplace is demanding that universities produce
students who have the skills to lead, work with or be governed by those who may
differ from them. (See, Amicus Curae
Briefs filed on behalf of the
Specifically,
all students have a right to see a consistent and meaningful reflection of
themselves, and of those from whom they differ, in the people, programs and
activities of
Finally, diversity is simply the right thing to do. In a world where equality and equal
opportunity remain actionless ideals (continue to exclude the disenfranchised),
a commitment to diversity recognizes that equality, equal opportunity and even
social justice simply do not happen absent an institutional and personal commitment
to include everyone in all facets of academia.
After all, diversity at its core is simply about inclusion and
exclusion. It is an understanding of why
we choose to include certain people, ideas, methodologies, paradigms and
practices while simultaneously, systematically and sometimes, unconsciously
excluding others.
III. Prerequisites
for Success
Successful
and enduring diversity can only exist when certain factors and understandings
exist on a campus. These prerequisites
for success include the following:
A. The university must continue to make a
significant financial commitment and investment in people and programs, most
notably in the areas of faculty recruitment and the academic development of
minority students.
B. An understanding must exist that the
challenges surrounding the issue of diversity must be shared, and met, by all
campus members. It cannot be the
responsibility of a limited number of campus participants.
C. Diversity does not simply happen. Rather, it is the result of coordinated and
sustained efforts of all members of the campus community. It requires that the university be innovative
and willing to take perceived risks and implement different strategies to build
and sustain diversity throughout the campus.
D. All campus members must be willing, to
some degree, to embrace different people, ideas and methods in significant and
meaningful ways throughout the campus community.
IV. VISION
AND
Vision Statement
ASU will be known for its commitment to diversity
as evidenced by its inclusive work and learning environments, its acceptance of
differences as positive and enriching and its ability to attract, retain and advance a diverse
faculty, staff and student body.
ASU will have an environment where anyone,
no matter who they are, will see a consistent reflection of themselves on the
campus and in its activities.
They will feel comfortable, welcomed, and as if they belong at ASU.
The Diversity Taskforce facilitates the
process of embracing inclusion for ASU by educating the campus on diversity and
its benefits thereby enhancing the learning and work environments and enabling
all campus members to become more productive global citizens.
V.
THE PROCESS
FOR ACHIEVING DIVERSITY
A.
Structural Diversity
Structural
diversity refers to numerical and proportional representation of students,
faculty and staff from different racial/ethnic groups throughout the
university, including its programs and activities. (Cite) This level of diversity will be achieved via
the following goal:
RECRUITMENT:
GOAL #1 – The faculty and staff composition at
Action
Plan:
1.
The university
must continue to monitor the student/faculty ratio as they relate to gender and
ethnicity. According to the Fall 2003
IPEDS Fall Enrollment Survey, minorities accounted for 16.1% of the enrollment
base. African Americans were the largest
ethnic minority group accounting for over 14% of the total enrollment
base. Conversely, of the 446 total
full-time faculty, only 11% are minority with only 5.8% African American, 3.6%
Asian and 1.5% classified as Hispanic or Native American. From a student access standpoint, this
equates to student-faculty ratios of 20:1 for ethnicities classified as other,
21.6:1 for whites and 58:1 for blacks.
The ratio for blacks rises to 72:1 when only traditional 9/10 month
faculty are considered. The remaining
groups suffer only mild increases as a result of this adjustment. Goals for minority faculty recruitment must
always consider the following: (1)
Retirement and Attrition of minority faculty members; (2) The number of total
faculty may continue to grow; and (3) The student body may continue to
grow. Combined this produces a “moving” target that the university must
strive to meet.
2.
The university
must support a 10 year process for strategic hires in selected departments with
an emphasis on departments where there are no African American, Latino or
female faculty members.
i.
Additional
faculty lines must be created to support and sustain this strategic hiring
initiative.
ii.
The university
will initiate a formal “Grow-Your-Own” program whereby promising minorities are
provided financial support as they pursue terminal degrees.
iii.
Implement and
fund Predoctoral Teaching Fellowships for Minority Scholars.
3.
The search and
selection process must be continuously monitored to ensure potential minority
employees are treated fairly and equitably throughout the search and selection
process.
4.
The campus
community and search committees must be continuously educated on how to conduct
searches that will attract more diverse applicants into each position pool
5.
Review and modify
the Search and Selection Plan on an annual basis to assess effectiveness of the
process and allow input from the various constituent groups.
RETENTION
AND DEVELOPMENT:
GOAL No. 1: Create
and maintain an environment on the ASU
environment that makes it a desirable place for minorities to work and develop
professionally.
Action
Plan:
1.
Develop and
recognize best practices in creating and maintaining a welcoming environment
for minority faculty, staff and students.
2.
Engage in intentional
activities to maintain a welcome environment and to combat the “chilly climate”
that may be experienced by female and minority faculty members.
3.
Assign mentors to
all minority faculty and staff members who are new to the university or to
their current position.
4.
Create friendly
and honest peer evaluation groups to help assess the job performance of minority
employees.
5.
Continuous
individual meetings between faculty and department chairs to review teaching
evaluations, research progress, PRT progress and conduct yearly goal setting
with interim reporting.
6.
Provide
opportunities for minority faculty and staff to assess their satisfaction with the work
environment and their development as a professional.
7.
Conduct an
institutional climate review every three years.
8.
Conduct exit
interviews with persons who transfer to other departments or leave the
university altogether. Emphasis should
be placed on ascertaining why individuals felt compelled to seek employment
elsewhere.
9.
Encourage and support faculty in their pursuit
of research that may fall outside of the traditional realms of research.
10.
Determine the
role that service to students, the campus and the community will have in the
reward systems for faculty and staff, especially for those who advise and
mentor significant numbers of students.
11.
Monitor
departmental interactions to ensure that all faculty have an opportunity to
participate in all formal and informal departmental functions.
12.
Define ombudsman
and determine how to incorporate an ombudsman into the employment/grievance
process.
13.
Provide
continuing education for the ASU faculty and staff populations on diversity
employment and retention issues.
14.
Ensure proper
representation of minorities and women on all university committees, panels,
taskforces, etc. Particular care should be given to all selections or
appointments that result in recommendations or decisions that will impact the
work environment.
15.
Annually
disseminate data regarding Ph.D. and M.A./MS production by race/gender across
fields to identify those areas where special efforts might be needed. Such data will come from The American Council
on Education’s annual status report on Minorities in Higher Education, and the
annual Survey of Earned Doctorates compiled by the National Science
Foundation, the National Institutes of Health, the U.S. Department of
Education, The National Endowment for the Humanities, the U.S. Department of
Agriculture and the National Aeronautics and Space Administration.
B.
Diversity-Related
Initiatives
GOAL: INTRODUCE INTIATIVES TO THE CAMPUS
THAT WILL ENCOURAGE UNDERSTANDING OF
DIVERSITY, BUILD SUPPORT FOR AN
INCLUSIVE ENVIRONMENT and CREATE OPPORTUNITIES FOR DIVERSITY DIALOGUE.
STRATEGY: Celebrate
diversity by recognizing and rewarding diversity-based research and the
development of programs that contribute
to the overall objectives of diversity.
Action Plan:
1.
Diversity Excellence
Award
The
purpose of this award is to encourage excellence through diversity in academic
departments by recognizing those departments that exhibit the highest
commitment to excellence through diversity with an emphasis on recognizing best
practices that are sustainable.
2.
Diversity
Pilots Program – Provides mini-grants
to pilot new diversity initiatives throughout the staff and student body. The goal of the program is to empower and
encourage campus members to become actively involved in diversity initiatives.
3.
Quality
4.
Strategic
Hiring Fund – Provides recruitment
and retention assistance by helping fund the first-year salary of certain
high-priority minority or female faculty and staff hires.
5.
Diversity
Conversation Series (Discussions in
Diversity) – The goal of this initiative will be to encourage small group
diversity-based dialogue throughout the campus on a consistent basis.
6.
Diversity Incentive Grants Program – Monetary grants will be provided to faculty and
staff members to pursue diversity-related research, create diversity-based
courses or infuse diversity into existing courses. Additionally, grants will be provided to
staff members to engage in initiatives designed to improve workplace climates.
7.
Diversity
Speaker Series - This series will formally introduce
diversity dialogue to the campus by inviting presentations from national,
regional and local speakers.
8.
Quality
9.
ASU Diversity
Education Initiative – The goal of
this initiative is to educate all members of the campus community on
diversity sensitivity and awareness issues and to equip all with the skills to
navigate and manage across difference.
10.
Student
Incentive Grants - The goal of this initiative will be to
encourage students to work together by funding collaborative proposals that
help impart the university’s commitment to diversity throughout the student
body.
DIVERSITY AND THE STUDENT BODY
Minority Student Outreach,
Recruitment, Retention and Academic Performance:
While the university
continues to make progress in improving overall student academic performance,
minority students, specifically African American male students continue to achieve
far lower levels of academic success. In
fact, the sub-par academic performance of African American males at ASU is very
alarming and has reached a crisis level.
The following table highlights a comparison of graduation rates among
various segments of the student body.
ASU STUDENT GRADUATION RATES (SIS
Student Enrollment Information)
|
|
African American Male |
African American Females |
White American Male |
White American Female |
All Full-Time First-Time Freshmen |
|
Graduated within 4 years |
4.9% |
10.8% |
15.4% |
25.8% |
19% |
|
Graduated within 5 years |
14.6% |
28% |
26% |
41.2% |
32.1% |
|
Graduated within 6 years |
15.8% |
37.9% |
35.9% |
44.8% |
39.1% |
African American student
retention is another issue that must be addressed by the university. While the most recent 1st to 2nd year
retention rates show significant increases in the retention of African American
males, the rate for African American females has gradually declined since
1997. The 2nd to 3rd
year and 3rd to 4th year retention rates for African
American males, while improving, continue to lag behind those of other student
groups.
The goals and strategies
outlined below must be attained if the university is to experience sustained
long-term growth and be viewed as a college of choice for minorities as
of minority students centers around the
creation of an academic mentor/advisor
position whose primary function will be to develop, implement and coordinate initiatives,
programs and university functions and services to improve the academic
performance of minority students with particular emphasis placed on African
American males. Specific goals and
initiatives are contained in the following spreadsheet.
|
Minority Student Recruitment and
Retention |
|
|
Goals & Strategies |
|
|
|
Responsible Division |
|
GOAL 1 |
|
|
Recruit and enroll
greater numbers of students from underrepresented groups to create a truly
diverse community of students that reflects both our multi-cultural society
and individual differences, and encourage partnerships that build the
educational pipeline by reaching children and their parents at an earlier
age. |
|
|
|
|
|
STRATEGIES |
|
|
Collect and track ethnicity data on inquires as
well as applications, admits, and matriculants. Examine the current data for any
limitations and adjust as necessary. |
VCSA, VPAA, IRP, Admissions, |
|
|
|
|
Evaluate current policies for admitting students to
ensure that this process is culturally sensitive. |
VCSA, VPAA, Admissions, |
|
|
|
|
Expand the focus of Multicultural Student Affairs
to clearly show support of Native American, Latino, Asian American and
international students. |
VCSA, DI |
|
|
|
|
Develop a program in which current minority
students can be used as recruitment tools in their hometown areas. |
VCSA, VPAA, VPUA |
|
|
|
|
Establish a multicultural center where students
will have the opportunity to have programs and learn of different cultures. |
PRES, VCSA |
|
|
|
|
Explore the possibility of buying lists of
potential under-represented students. |
VCSA, VPAA |
|
|
|
|
Continue to support ongoing initiatives that link
faculty with high school counselors, cultivate relationships with elementary
and middle school children, and work with University area feeder schools. |
VPAA |
|
|
|
|
Develop a plan for communicating with junior high
school students during the career-development portion of their curriculum. |
VCSA, VPAA |
|
|
|
|
Develop recruitment strategies for academic
programs targeted to youth, such a competitions, cams or conferences, which
would attract minority students. |
VPAA, ATHLETICS, DI |
|
|
|
|
Enhance relationships with high school counselors,
especially those who work in schools with high percentages of students of
color by bringing small groups of counselors to campus to meet students and
administrators and tour facilities. |
VCSA |
|
|
|
|
Develop a counselor advisory group. |
VCSA |
|
|
|
|
Sponsor a greater number of on-campus visit
opportunities and on-campus over-night visits for potential minority students
and their families. |
VCSA, VPAA, VPUA, DI, ATHLETICS |
|
|
|
|
Design more programs that bring students from
underrepresented groups to the University to attend events and tour our
facilities. |
VCSA, VPAA |
|
|
|
|
Initiate a Leadership Development Outreach Program
for deans, chairs and faculty to visit targeted institutions (e.g. high
schools, churches, military) with a high concentration of minorities to
introduce them to ASU and its array of programs and opportunities. |
VPAA |
|
|
|
|
Identify units and programs that are best
positioned to develop off-campus professional outreach programs to serve a
statewide audience. |
VPAA, VCSA, VPUA, DI |
|
|
|
|
Establish registered student organizations for
Native American, Asian American and Latino students. |
VCSA, VPAA, DI |
|
|
|
|
The Director of the Office for Students with
Disabilities will take a proactive approach to ensure ASU is in compliance
with |
VCSA, VPFA |
|
|
|
|
Use the Educational Talent Search Program and the
National Youth Sports Program to enhance the college exploration process for
low-income and first-generation youth. |
VCSA, ATHLETICS, VPAA |
|
|
|
|
Hire two undergraduate and graduate recruiters to
aid in the implementation of the admissions outreach strategies. |
VCSA, VPAA |
|
|
|
|
Develop and enhance relationships with local
corporations to increase the number of employees from underrepresented groups
whose dependents apply to undergraduate programs. |
VCSA, VPFA, VPAA |
|
|
|
|
Increase support for alumni associations for
underrepresented groups to serve as a bridge between current students and
graduates. |
VPUA, DI |
|
|
|
|
Establish linkages with Hispanic-serving
institutions and relationships with the |
DI, VPAA |
|
|
|
|
Continue to evaluate the supply, demand and feasibility
of increased weekend, evening and distance learning course offerings to
target minority populations. |
VPAA, VCSA |
|
|
|
|
Create and fund marketing tools like a
multicultural brochure, video and website to promote University events for
10th and11th grade and middle school students. |
VCSA, VPUA |
|
|
|
|
Enhance the campus-wide plan for recruiting
students from underrepresented groups by increasing the region of travel and
by securing institutional membership in the key academic minority
organizations. |
VCSA, VPAA, DI |
|
|
|
|
Expand the University visitations programs to
include regular visits from targeted constituent groups (i.e. Ronald E.
McNair Scholars, Honors Programs and National Merit Students). |
VPAA |
|
|
|
|
Work with academic colleges to develop departmental
and college level plans to recruit minority students to specific majors. |
VPAA |
|
|
|
|
Submit an Upward Bound Math/Science grant proposal
to the Department of Education that targets African American students in
counties where there are high concentrations of minority students. |
VPAA |
|
|
|
|
Develop a directory of all services that are
targeted that are targeted to underrepresented groups. |
VCSA |
|
|
|
|
Include diversity training as part of the
preparedness programming for orientation leaders, campus ambassadors,
resident assistants and other student groups representing our campus. |
VCSA, DI |
|
|
|
|
Create a recruitment plan targeting Asian Americans
out of |
VCSA |
|
|
|
|
Expand the "Discover Diversity through
You" to an overnight trip with
transportation provided for central, southeast, eastern and northeast
|
VCSA, DI |
|
|
|
|
Recruit parents of currently enrolled minority
students to share testimonials and serve as partners; a Parent Association
working with Alumni. |
PRES, VCSA |
|
|
|
|
|
|
|
GOAL 2 |
|
|
Increase the institution's
graduation and retention rates by developing specific programs for
underrepresented groups below the institutional average. |
|
|
|
|
|
STRATEGIES |
|
|
Establish a six-week summer residential institute
for high school seniors who will be attending ASU in the coming fall
semester. As a summer residential
learning community, this program would offer participants an interactive
classroom environment, leadership development opportunities, meaningful
community service, part-time employment on campus, orientation to student
services, and the opportunity to form relationships with faculty, staff and
other students. |
VCSA, VPAA |
|
|
|
|
Develop a "learning center," staffed with
CESL instructors and graduate assistants, which provides computer-based and
self-paced remedial/developmental instruction provided to all ASU
student-learners who need it |
VPAA |
|
|
|
|
Develop a Horizons program for ASU juniors and
seniors that consists of special short course offerings on a selected topics
relation to diversity as encountered in the workplace, |
VPAA, DI |
|
|
|
|
Create a Leadership Institute that serves as a
campus laboratory for the development of leaders for the 21st century. A combination of seminars, student
research, leadership retreats, fellowships and internships, a leadership
sequence of study and lectures with noted leaders and leadership
authorities. The Institute will not
only develop "leaders of leaders," but also expand the commitment
of students to resolve social problems and address human needs. |
VCSA, VPAA |
|
|
|
|
Continue to improve access to technology and
electronic information for persons with disabilities. |
VCSA, VPAA |
|
|
|
|
Enhance exchange programs (in the |
VPAA |
|
|
|
|
Work to develop effective student mentoring and
advisement strategies for culturally diverse students. This should include efforts to renew
sustained scholarship support for culturally underrepresented students. |
VPAA, VCSA, DI |
|
|
|
|
Increase graduate enrollment in education, nursing,
agriculture, engineering and social work that reflects the service needs of
underrepresented populations. |
VPAA |
|
|
|
|
Create better definitions for ethnicity, including
an examination of the options begin given to students by other schools in
terms of self-categorizations. |
DI |
|
|
|
|
Seek corporate internships for students from
underrepresented groups. |
VPAA, VCSA |
|
|
|
|
Expand the exploration of diversity issues in the
First Year Experience courses. |
VPAA, VCSA |
|
|
|
|
Student orientation programs will include
components that are designed to increase student understanding of individual
differences in the context of living and participating in a communal and multicultural environment. |
VCSA, DI |
|
|
|
|
Comprehensively target minority alumni for
inclusion in a career network program to provide information, support and job
networking opportunities to students from underrepresented groups. |
VPUA |
|
|
|
|
|
|
|
GOAL 3 |
|
|
Increase the amount of financial
support for programs, services and scholarships which target students from
underrepresented groups. |
|
|
|
|
|
STRATEGIES |
|
|
Identify scholarship and grant programs that seek
to increase enrollment of students from underrepresented groups in the areas
of the sciences, nursing, health professions, engineering and business. |
VPAA, VCSA, DI |
|
|
|
|
Expand access to resources for students from
underrepresented groups to identify all possible sources of public and
private funding. |
VPUA, VCSA, DI |
|
|
|
|
Expand scholarship programs for 2-year institutions
to target students from underrepresented groups. |
VPUA, VCSA |
|
|
|
|
Provide new staff to research, write and promote
public and private funding opportunities, e.g. grants and gifts. |
DI |
|
|
|
|
Increase financial resource awareness in underrepresented
student and family groups by providing outreach programs in communities with
large minority populations. |
VCSA |
|
|
|
|
Explore the feasibility of an initiative similar to
the Carolina Covenant which is aimed at low-income students. Students will be guaranteed a debt free
degree if they work on campus 10-12 hours weekly in a federal work-study job
during their four years on campus. The
rest of the students' needs are funded through a combination of federal,
state, university and private grants and scholarships. |
VCSA, VPUA |
|
|
|
|
|
|
|
GOAL 4 |
|
|
Impart the University's commitment
to diversity values to the ASU community and its constituents. |
|
|
|
|
|
STRATEGIES |
|
|
Determine, implement and reward Best
Practice/Competencies in diversity. |
DI |
|
|
|
|
Provide academic and programming resources to
enhance diversity efforts, such as library, video and other media. |
DI |
|
|
|
|
|
|
|
Include minority student, faculty and staff leaders
in Preview Day and orientation activities. |
VPAA, VCSA |
|
|
|
|
Celebrate diversity by rewarding research and the
development of diversity programming
with/in the ASU community and its constituent base. |
DI |
|
|
|
|
|
|
THE CURRICULUM AND DIVERSITY
The central question diversity presents to higher
education concerns how the university can best use the curriculum to equip
students with the knowledge and skills to function effectively in a diverse
American and global society. Research
continues to reveal that diversity in the curriculum remains the ideal place
for introducing and sustaining diversity and its benefits among the student
body.
I.
Goal: To infuse
more diversity into various levels of the general education curriculum where
appropriate.
Action Plan
1.
Create a
comprehensive survey instrument to determine the extent of diversity coverage in
the general education curriculum and in other courses throughout the
university.
2.
Work closely with
the general education committee, through the shared governance process, to
develop a potential diversity requirement from a selected range of current course
offerings. (Work with the same group to
assess the merits of a diversity requirement.)
3.
Provide incentive
grants to encourage and enable faculty members to introduce more diversity into
their current course offerings and to create new courses that emphasize
diversity in their current content areas.
(Expand diversity coverage in all courses beyond the general education
curriculum).
4.
Develop an
instrument to assess the impact infusing the diversity in the curriculum has on
current students and graduates.
5.
Host Faculty
Diversity Forums/Workshops to assist faculty members in introducing diversity
ideals into their courses and to develop a repertoire of skills to accommodate
diverse learning styles that exist in diverse classrooms.
DIVERSITY AT
IMPLEMENTATION PLAN FOR REVIEW & IMPROVEMENT
Diversity Vision:
ASU will be known for its commitment
to diversity as evidenced by its inclusive work and learning environments, its
acceptance of differences as positive and enriching and its ability to attract,
retain and advance a diverse
faculty, staff and student body.
Working Definition:
Diversity at ASU is a process embracing the ideal of inclusion. Through continuous education, the ASU
community constantly moves towards that ideal by generating special attention
and sensitivity to such factors as gender, race, ethnicity, ability, sexual
orientation, age, and religion while accepting these differences as positive
and enriching.
|
GOAL:
Effectively incorporate diversity in the curriculum |
||||
STRATEGY
|
ACTION
NEEDED |
ACTION
TAKEN |
RESPONSIBILITY (Person/committee/unit) |
COMPLETION
DATE |
|
1. Develop learning outcomes for diversity in
the curriculum |
Adopt a definition of
diversity |
.Will be presented to
Strategic Planning Steering Committee in mid-February 2004. |
Diversity Taskforce
with input from campus community. |
|
|
|
Review existing ASU
documents to develop diversity-related learning outcomes |
|
General Education
Committee/DI |
|
|
|
Draft learning outcomes
for diversity in the curriculum |
|
General Education
Committee |
|
|
|
|
|
|
|
|
2. Develop an inventory of current Diversity
Course Offerings |
Create a comprehensive
survey instrument to inventory courses that meet one or more of the learning
outcomes Distribute to
department chairs at the beginning of Fall 04. |
|
GEC/DI |
|
|
3. Review Models of Diversity in the
Curriculum at Other Universities |
Review models of other
institutions that have incorporated diversity into the curriculum |
Review of
diversityweb.org Review of Peer
Institution Cultural Diversity Courses |
GEC/DI |
|
|
|
|
Prepare Summary of Peer
Institutions' Diversity Requirements |
GEC/DI |
|
|
|
|
Review Summary of Peer
Institutions & AACU survey on Diversity Requirements |
GEC |
|
|
|
Identify curriculum
models to include diversity in the curriculum. Possibilities include: (1)
Requirements
in GE (select from a range of course offerings) (2)
Infusion in
GE (3)
Infusion in
major (4)
Requirement
in the major (5)
All
students take same course (SUNYBuffalo) |
|
General Education
Committee |
|
|
|
Evaluate the curriculum
models |
|
GEC |
|
|
|
Identify academic
research that identifies the best method to include diversity in the
curriculum |
|
GEC/DI |
|
|
4. Select the Most Appropriate Model of
Diversity in the Curriculum for ASU |
Compare inventory of
ASU diversity course offerings to
other university models that incorporate diversity in the curriculum |
|
GEC/DI |
|
|
|
Create most appropriate
model for ASU |
|
GEC |
|
|
5. Assess ASU's Implementation of Diversity in
the Curriculum |
Review existing
assessment instruments to determine their sufficiency for ASU. Develop our own instrument if necessary. |
|
General Education
Committee, Office of Assessment |
|
|
|
Review Diversityweb
research articles |
|
GEC, DI |
|
|
|
Develop and implement
survey of students (Freshman, Senior, 5 years after graduation) regarding
diversity in the curriculum |
|
GEC, Office of
Assessment |
|
|
|
Review Academic
Programs inventory of surveys. |
|
GEC, Office of
Assessment |
|
|
|
Follow-up with
department chairs and Diversity Taskforce on their surveys |
|
Office of Assessment |
|
|
6. Provide faculty development opportunities to
incorporate diversity in the curriculum |
Inventory research
generated by the |
|
GEC, DI |
|
|
|
Develop workshops to
facilitate curriculum design that incorporates diversity into existing
courses |
|
GEC, DI |
|
|
|
Invite experts to
campus to discuss how they have included diversity in the curriculum |
|
DI |
|
|
|
Promotional plan to
increase understanding of the need to incorporate diversity into the
curriculum by the faculty |
|
GEC, DI |
|
|
OUTCOME: |
||||
|
1. Prepare a report to Dr. Susan Allen, The
General Education Committee and The Faculty Senate. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
VI.
MEASURES USED TO
ASSESS SUCCESS
GOAL: Develop the measures that will be used to assess the
success of the university’s diversity initiative.
Action Plan
1.
Every three years
the university will conduct a campus climate survey and compare the results to
the initial baseline data to assess the effectiveness of implemented diversity
initiatives. Additionally, such data will
be used to guide the planning, development and implementation of future
initiatives.
2.
Hiring data shall
be maintained and reported for all departmental units on a yearly basis. Such data shall include the race and gender
of all persons the university hired and interviewed, including telephone
interviews. Additionally, a breakdown of
all applicants, by position, shall be provided throughout the year.
3.
Conduct annual
assessment of diversity employment & retention progress towards employment
goals through opinion sessions, focus groups, reproducible cultural audits and
campus climate inventories.
4.
Develop a mechanism to assess the level at which
constituents from the various ASU campuses are contributing to University’s
on-going, employment and retention assessment.
5.
Develop an instrument to assess in-coming Freshmen to
determine their diversity competencies.
Additionally, similar instrumentation will be developed for current
students and recent graduates to determine the impact diversity throughout the
campus (faculty, staff, student body, curriculum, and programs) on them and
their careers.
VII.
ACCOUNTABILITY MEASURES
GOAL: DEVELOP AND IMPLEMENT
DIVERSITY ACCOUNTABILITY MEASURES
·
Develop
incentives and disincentives for all supervisors in the areas of recruitment
and retention of minority employees.
Additionally, these measures will apply to gender issues in areas where
under-representation remains an issue.
·
Integrate
diversity as a component for evaluating all supervisors.
·
Campus units will
develop, present and implement individual diversity plans consistent with the
goals, principles and suggestions outlined in the diversity strategic
plan. These self-developed plans shall
be used to help assess accountability.
DIVERSITY AT
IMPLEMENTATION PLAN FOR REVIEW & IMPROVEMENT
Diversity Vision:
ASU will be known for its commitment
to diversity as evidenced by its inclusive work and learning environments, its
acceptance of differences as positive and enriching and its ability to attract,
retain and advance a diverse
faculty, staff and student body.
Working Definition:
Diversity at ASU is a process embracing the ideal of inclusion. Through continuous education, the ASU
community constantly moves towards that ideal by generating special attention and
sensitivity to such factors as gender, race, ethnicity, ability, sexual
orientation, age, and religion while accepting these differences as positive
and enriching.
|
GOAL:
Effectively incorporate diversity in the curriculum |
||||
STRATEGY
|
ACTION
NEEDED |
ACTION
TAKEN |
RESPONSIBILITY (Person/committee/unit) |
COMPLETION
DATE |
|
1. Develop learning outcomes for diversity in
the curriculum |
Adopt a definition of
diversity |
.Will be presented to
Strategic Planning Steering Committee in mid-February 2004. |
Diversity Taskforce
with input from campus community. |
|
|
|
Review existing ASU
documents to develop diversity-related learning outcomes |
|
General Education
Committee/DI |
|
|
|
Draft learning outcomes
for diversity in the curriculum |
|
General Education
Committee |
|
|
|
|
|
|
|
|
2. Develop an inventory of current Diversity
Course Offerings |
Create a comprehensive
survey instrument to inventory courses that meet one or more of the learning
outcomes Distribute to
department chairs at the beginning of Fall 04. |
|
GEC/DI/ Department and
College Curriculum Committee |
|
|
3. Review Models of Diversity in the
Curriculum at Other Universities |
Review models of other
institutions that have incorporated diversity into the curriculum |
Review of
diversityweb.org Review of Peer
Institution Cultural Diversity Courses |
GEC/DI |
|
|
|
|
Prepare Summary of Peer
Institutions' Diversity Requirements |
GEC/DI |
|
|
|
|
Review Summary of Peer
Institutions & AACU survey on Diversity Requirements |
GEC |
|
|
|
Identify curriculum
models to include diversity in the curriculum. Possibilities include: (6)
Requirements
in GE (select from a range of course offerings) (7)
Infusion in
GE (8)
Infusion in
major (9)
Requirement
in the major (10)
All
students take same course (SUNYBuffalo) |
|
General Education
Committee, Department and College Curriculum Committee |
|
|
|
Evaluate the curriculum
models |
|
GEC/ Department and
College Curriculum Committee |
|
|
|
Identify academic
research that identifies the best method to include diversity in the
curriculum |
|
GEC/DI |
|
|
4. Select the Most Appropriate Model of
Diversity in the Curriculum for ASU |
Compare inventory of
ASU diversity course offerings to
other university models that incorporate diversity in the curriculum |
|
GEC/DI |
|
|
|
Create most appropriate
model for ASU |
|
GEC/ Department and
College Curriculum Committee |
|
|
5. Assess ASU's Implementation of Diversity in
the Curriculum |
Review existing
assessment instruments to determine their sufficiency for ASU. Develop our own instrument if necessary. |
|
General Education
Committee, Office of Assessment |
|
|
|
Review Diversityweb research
articles |
|
GEC, DI |
|
|
|
Develop and implement
survey of students (Freshman, Senior, 5 years after graduation) regarding
diversity in the curriculum |
|
GEC, Office of
Assessment |
|
|
|
Review Academic
Programs inventory of surveys. |
|
GEC, Office of Assessment |
|
|
|
Follow-up with
department chairs and Diversity Taskforce on their surveys |
|
Office of Assessment |
|
|
6. Provide faculty development opportunities
to incorporate diversity in the curriculum |
Inventory research
generated by the |
|
GEC, DI |
|
|
|
Develop workshops to
facilitate curriculum design that incorporates diversity into existing
courses |
|
GEC, DI |
|
|
|
Invite experts to
campus to discuss how they have included diversity in the curriculum |
|
DI |
|
|
|
Promotional plan to
increase understanding of the need to incorporate diversity into the
curriculum by the faculty |
|
GEC, DI, Department and
College Curriculum Committee |
|
|
OUTCOME: |
||||
|
1. Prepare a report to Dr. Susan Allen, The
General Education Committee, Department and College Curriculum Committees
and Faculty Senate. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|