November 2017 $3.99
The 2017 HEED Awards In 2017, we recognize 80 institutions that have demonstrated a profound and enduring commitment to diversity and inclusion on their campuses
Since 1994, The University of Oklahoma’s vibrant and growing Native American Studies program has attracted and served students of diverse backgrounds and academic interests who are committed to using distinctly Native American perspectives to place the sovereignty of Native nations and the cultures of Native peoples at the center of academic study.
Interdisciplinary Areas of Study • Tribal Governance and Policy • Indigenous Media and Arts • Language, History and Cultural Knowledges Students are encouraged to combine these areas to meet their scholarly and professional goals.
Degree and Certificate Options • Bachelor of Arts • Master of Arts • Joint Master of Arts/Juris doctorate • Graduate certificate in American Indian Social Work
Faculty Our faculty is comprised of six tenured/ tenure-track professors and 11 instructors, including fluent speakers of Choctaw, Cherokee, Creek and Kiowa.
The UNIVERSITY of OKLAHOMA Na t i v e Am e r i c a n St u d i e s
Even when silence seems safer, We charge ahead.
When your campus is a hub for generating powerful change, the world takes notice. For the third straight year, Kansas State University was awarded the Higher Education Excellence in Diversity Award from INSIGHT into Diversity. We will not rest until tolerance, safety and understanding are commonplace not only in our university, but everywhere. At Kansas State University, diversity is far more than a buzzword. It’s the only option for success, and it’s the #WildcatWay.
A search is now underway for UNF’s sixth president. Located just a few miles from pristine beaches along the Atlantic coast, the University of North Florida oﬀers academically gifted students a rich learning environment in an inspiring setting and is consistently ranked nationally for quality and value.
An opportunity awaits at the University of North Florida.
Committed to small class sizes and individualized attention, UNF’s dedicated and diverse faculty and staﬀ engage students in research, experiential learning and community partnerships that not only promote intellectual and cultural growth, but position students for lifelong success in the region and around the globe. Learn more about the University of North Florida and our presidential search at: www.unf.edu/president/search
The opportunity could be yours.
| IN THIS ISSUE |
The 2017 HEED Awards In 2017, we recognize 80 institutions that have demonstrated a profound and enduring commitment to diversity and inclusion on their campuses with a series of vignettes highlighting some of the most important factors assessed by the HEED Award.
Introduction: Leading By Example
The 2017 HEED Award Recipients
Financial Support Mental Health Services Community Service & Engagement
Leadership & Development: Students, PhD Students, Faculty
Student Support Acknowleging Injustice
Recruitment & Retention: Student, Faculty
Events & Celebrations
Pipeline Programs Social Justice & Activism
Student-Focused Centers Campus Climate
Strategic Initiatives Art & Cultural Celebrations
Diversity Education & Dialogue
The Chief Diversity Officer’s Growing Presence at Two-Year Colleges By James A. Felton III and Michelé E. Smith
Building an Inclusive Village by Addressing Bias at an Early Age
Effectively Managing Diversity, Equity, and Inclusion Crises Today By Damon A. Williams, PhD
The Strength Within: TIAA Uses Internal Culture to Inspire Colleges and Universities to Transform Their Own By Alexandra Vollman
By Joseph Santana
UW-Madison Lab Uses Scientifically Proven Method for Overcoming Unconscious Bias By Alice Pettway
University Pipeline Programs Offer Viable Approach to Faculty Recruitment By Kelley R. Taylor
The Opioid Crisis Comes to College By Mariah Bohanon
A Team Approach: Expanding the Work of Diversity and Inclusion Beyond a Central Office By Mariah Bohanon
Leading the Way
Clemson University has been ranked by U.S. News & World Report among the top-25 public universities in the nation for 10 straight years. The University promotes a diverse campus environment with a commitment to inclusive excellence. • The Clemson University Men of Color National Summit works to close the achievement gap for African-American and Hispanic males. clemson.edu/ menofcolor
• The Charles H. Houston Center for the Study of the Black Experience in Education examines issues that impact the educational experiences of African-Americans. clemson.edu/ houston
• Tiger Alliance is a program that mentors and prepares African-American • The Clemson Career Workshop and Hispanic high school males for summer program supports college college entrance and success. clemson. readiness of high-achieving students edu/inclusion/summit/tiger-allance.html from diverse populations. clemson.edu/ houston/clemsoncareerworkshop.html • The Call Me MISTER® program increases the pool of available • PEER (Programs for Educational teachers from a broader, more diverse Enrichment and Retention) background. clemson.edu/education/ provides collaborative experiences for callmemister underrepresented students in science and engineering. clemson.edu/cecas/ • The Emerging Scholars program departments/peer-wise helps establish a college-going culture among students from the state’s • The Minority Student Success economically disadvantaged areas. Initiative (MSSI) offers programs ClemsonEmergingScholars.org to improve academic and social experiences and graduation rates • The Harvey and Lucinda Gantt for minority students at Clemson. Multicultural Center supports and clemsonmssi.org advocates for all Clemson students’ needs while providing diverse and experiential learning opportunities. clemson.edu/centers-institutes/gantt
Clemson University is the 2017 recipient of this award for demonstrating an outstanding commitment to diversity and inclusion.
| In Every Issue | November 2017 Volume 90 No. 2
In Brief 8 Diversity and Inclusion News Roundup
New Directions 10 Leaders on the Move
The Diversity Professional Spectrum 18 College and University Presidents
Diversity Champion Spotlight 34 University of Kentucky Creates a Community of Belonging By and for All By Alexandra Vollman
This Month’s Celebration 38 American Indian and Alaska Native Heritage Month
Closing INSIGHT 82 Clemson University 2017 HEED Award Presentation
11132 South Towne Square, Suite 203 St. Louis, Missouri 63123 314.200.9955 • 314.200.9956 FAX [email protected] [email protected]
www.insightintodiversity.com ISSN: 2154-0349 © 2017 Potomac Publishing, Inc. Contacts: Lenore Pearlstein | Publisher Holly Mendelson | Publisher Alexandra Vollman | Editor Daniel Hecke | Art Director Mariah Bohanon | Senior Staff Writer Editorial Board: Linda Akutagawa Brooke Barnett, PhD Kenneth J. Barrett LeManuel Bitsóí, EdD Lynette Chappell-Williams, JD Ken D. Coopwood Sr., PhD Deborah Dagit James A. Felton III Bernard Franklin, PhD Tia T. Gordon Gretchel Hathaway, PhD Lisa McBride, PhD Carlos N. Medina, EdD Julia Méndez Ajay Nair, PhD Joseph Santana Shirley J. Wilcher, JD Anise D. Wiley-Little Damon A. Williams, PhD Contributing Writers: Mariah Bohanon James A. Felton III Alice Pettway Joseph Santana Michelé E. Smith Kelley R. Taylor Alexandra Vollman Damon A. Williams, PhD The views expressed in the content of the articles and advertisements published in INSIGHT Into Diversity are those of the authors and are not to be considered the views expressed by Potomac Publishing, Inc.
INSIGHT Into Diversity | Diversity Champions
Formerly the Affirmative Action Register
[ In Brief ]
Study Reveals Importance of Diversity in Ensuring Equitable Punitive Action A recent study conducted by researchers at Florida State University (FSU) suggests that increased diversity leads to more equitable disciplinary actions and outcomes among African American, Hispanic, and white K-12 students. The study revealed that African American and Hispanic students were more likely to be suspended in schools with larger minority populations than their white peers at the same institution. Conversely, in districts that had more diverse school boards that included white, black, and Hispanic members, all students, no matter their race or ethnicity, were less likely to be suspended. Furthermore, disparities among minority and white students were significantly reduced at these institutions. “The research highlights the
importance of diversity and its effect on school punishment,” Cresean Hughes, a recent graduate of the College of Criminology and Criminal Justice at FSU, said in a press release. “As school districts nationally seek
to improve school safety and fairness in punishment, our research suggests a greater focus on racial and ethnic relations may be in order.” Hughes conducted the research
along with FSU criminology professors Patricia Warren, Eric Stewart, and Daniel Mears. They were assisted by Donald Tomaskovic-Devey, a professor at the University of Massachusetts Amherst. The team’s findings are based on an analysis of Florida Department of Education data from the state’s middle and high schools. Through their research, Hughes and his colleagues sought insight into the effect of school suspensions on students’ potential for entering the criminal justice system. “There’s been a lot of research in the past 20 years about the ‘school-toprison pipeline,’” said Hughes, “which argues that school discipline can be a precursor to involvement in the criminal justice system.” — Alexandra Vollman
Justice Department Reverses Protections for Transgender Employees On October 5, the U.S. Department of Justice reversed an Obama-era ruling that protected transgender employees from discrimination. All U.S. attorneys and federal officials were informed via a memo that individuals are not guaranteed protections based on gender identity under Title VII of the Civil Rights Act of 1964. Title VII bars private and government employers from discriminating against employees or job candidates based on their sex. In 2014, Eric Holder — the attorney general under President Barack Obama — announced his official interpretation of the statute as including a person’s gender identity.
Now, the Justice Department says Holder’s translation of the law was erroneous in extending protections to individuals who are transgender. According to a department spokesperson, Attorney General Jeff Sessions’ interpretation of Title VII refers only to biological sex. This decision is the latest in a series of attempts by the Trump administration to overturn civil rights policies enacted under Obama, including a resolution allowing openly transgender soldiers to serve in the U.S. armed forces. President Donald Trump announced in August that he was reversing that policy, leading several LGTBQ advocacy groups to file lawsuits attempting to block
the president’s ban on transgender troops.— a measure that is set to take effect in March of 2018. Many legal experts believe the Trump administration’s most recent reversal of protections for transgender employees will make its way to the U.S. Supreme Court. — Mariah Bohanon
Profiles of Success: New Book Highlights Women in Tech Released by River Publishers, The Internet of Women: Accelerating Cultural Change profiles 30 female leaders in engineering and technology worldwide. Drawing on case studies and firsthand accounts, the book offers concrete examples of how individual women, organizations, and societies have successfully integrated STEM industries once reserved solely for men. While acknowledging the fact that women’s participation still lags behind that of men in the global workforce, particularly in leadership roles, The Internet of Women proves that gender equity.— even in the male-dominated world of tech.— is an obtainable goal. “The glaring absence of women in leadership roles in tech and engineering is a rallying cry for interventions and strategies toward gender equality and cultural change, [which are] all addressed in this book through an engaging collection of essays that recount the persistence of women in tech and the richness of diversity and inclusion,” says Nada Marie Anid, PhD, dean of the New York Institute of Technology’s School of Engineering and Computer Sciences. Anid served as one of the book’s several editors — all of whom are female leaders in tech. The Internet of Women includes inspirational yet practical examples of how public policy and private industry can work together to revolutionize opportunities for women the world over. It has been hailed as a necessary guidebook for companies, educators, and innovators by Fortune 500 CEOs and industry leaders. To learn more, visit riverpublishers.com. — Mariah Bohanon
CLEMSON UNIVERSITY MEN OF COLOR NATIONAL SUMMIT APRIL 12–13, 2018
CALL FOR PROPOSALS OUR MISSION The mission of the Men of Color National Summit at Clemson University is to close the achievement gap for African-American and Hispanic males, from cradle to career. The summit brings together approximately 2,000 high school and college students, business professionals, educators, government officials and community leaders from around the country. SUMMIT TOPICS • Career and professional development • Entrepreneurship • Masculinity/personal identity • Retention rates, graduation and student achievement • Social/community engagement
National Media Sponsor
SUBMIT YOUR PROPOSAL!
The deadline for submitting a proposal is November 15, 2017. For information or to submit your proposal, visit the web address listed here. Speakers will be selected and notified by December 20, 2017.
[ New Directions ] ALABAMA Quinton T. Ross, EdD, has been appointed president of Alabama State University in Montgomery. He previously served as a member of the state Senate. ALASKA Keith Champagne, EdD, has been named vice chancellor for student affairs at the University of Alaska Fairbanks. He was most recently chief diversity officer for intercollegiate athletics at Central Washington University in Ellensburg, Wash. ARKANSAS Yvette MurphyErby, PhD, has been appointed vice provost for diversity and inclusion at the University of Arkansas in Fayetteville. She previously served as a professor and director of the university’s School of Social Work. CALIFORNIA Susie Brubaker-Cole, PhD, has been named vice provost for student affairs at Stanford University. She was most recently vice provost for student affairs at Oregon State University in Corvallis. GEORGIA Kathleen A. Doty, JD, has been appointed director of the Dean Rusk International Law Center at the University of Georgia School of Law in Athens. She previously served as director of global practice preparation for the center. INDIANA Wayne James has been named
the inaugural chief diversity officer for the Indiana University Police Department. He retains his position as chief of police for Indiana University Northwest in Gary. KENTUCKY Crystal deGregory, PhD, has been appointed the inaugural director of the Atwood Institute for Race, Education, and Democratic Ideal at Kentucky State University in Frankfort. She previously served as executive director of HBCUstory, an advocacy initiative in Nashville, Tenn. MARYLAND Deidra Dennie, PhD, has been named chief diversity officer for Anne Arundel Community College in Arnold. She was most recently director of equity, diversity, and inclusion at Armstrong State University in Savannah, Ga. MASSACHUSETTS Protik Majumder, PhD, has been appointed interim president of Williams College in Williamstown. He previously served as the Barclay Jermain Professor of Natural Philosophy and director of the Science Center at the college. MINNESOTA Clyde Pickett, PhD, has been named chief diversity officer for the Minnesota State Colleges and Universities System. He was most recently special assistant to the president for diversity and inclusion at the Community College of Allegheny County in Pittsburgh, Pa. NEW YORK Isiah Brown, PhD, has been named the inaugural Diversity and Inclusion Fellow at the State University
of New York at Oswego. He was most recently a visiting assistant professor of management in the university’s School of Business. NORTH CAROLINA E.K. Park, PhD, has been appointed associate provost and dean of Research and Sponsored Programs at North Carolina Central University in Durham. He previously served as special assistant to the vice president for Research and the Graduate College at Kennesaw State University in Georgia. OREGON Tracey Tsugawa has been named director of the Office of Affirmative Action and Equal Opportunity at the University of Oregon in Eugene. She was most recently Title IX officer at the University of California, Santa Cruz. PENNSYLVANIA Suzanne C. Adair, PhD, has been appointed associate vice president for affirmative action at The Pennsylvania State University in University Park. She previously served as associate dean of the university’s Graduate School. Henry Odi, EdD, has been named the inaugural deputy vice president for equity and community at Lehigh University in Bethlehem. He retains his position at the university as associate provost for academic diversity. VIRGINIA Sabin Duncan, PhD, has been appointed executive director of student success initiatives at Virginia State University in Petersburg. He previously served as director of the Freddye T. Davy Honors College at Hampton University in Virginia.
Has your campus recently hired a new diversity administrator? INSIGHT Into Diversity would like to publish your news. Please email [email protected]
BR INGING MINDS TOGE THER . TH AT ’S OUR ROLE. At Virginia Tech, we’re dedicated to connecting diverse backgrounds, perspectives, and beliefs. Why? We know that real change is rooted in empathy and driven by embracing differences. Our role in creating that change is to empower courageous and compassionate leaders for our ever-evolving world. Learn more at vt.edu/inclusivevt
The Chief Diversity Officer’s Growing Presence at Two-Year Colleges By James A. Felton III and Michelé E. Smith
he number of chief diversity officers (CDOs) in higher education continues to rise. For many years, these positions were commonly associated with four-year colleges and universities and, in particular, predominantly white institutions. However, CDOs are now found at women’s colleges, historically black colleges and universities, state system offices, and even naval and military academies across the country and abroad. Additionally, shifts in student demographics have led to the emergence of CDOs at a number of two-year colleges. William Rainey Harper College, Anne Arundel Community College, Northern Virginia Community College, Greenville Technical College, and two-year institutions within the State University of New York (SUNY) System are part of a growing number of community colleges that have created CDO positions. These appointments indicate that the need for diversity leaders is just as pressing at two-year colleges as it is at four-year schools. However, CDOs at community colleges have some unique and distinct factors to consider as they execute their responsibilities in this senior-level role. Access. Relative to their four-year counterparts, community colleges have a larger presence of students who are working professionals, nontraditional, single parents, and veterans and active military officers. Additionally, individuals enrolled at these institutions tend to be more transient, and so the range of programs they pursue and the services they require are more varied and
unpredictable. Furthermore, many of these students are first-generation and therefore often unaware of issues related to acculturation, stereotype threat, and microaggressions that accompany access to higher education. CDOs at twoyear institutions need to be sensitive to issues of culture shock and work closely with staff, as well as social and human services agencies in the community, to develop programs that meet the myriad needs of this audience. Persistence. CDOs at four-year institutions often have the benefit of culturally based organizations (e.g., minority peer-mentoring programs, religious groups, and multicultural and Greek organizations), campus housing, and minority-center gathering spaces that aid in the creation of a sense of belonging
student affairs as well as student club advisers and members will help make the large community college space feel more intimate, inviting, and inclusive. Completion. The equity imperative at two- and four-year schools is not that different. However, one of the major concerns for two-year colleges is completion. “The ‘completion agenda’.— the reform movement led by state and federal policymakers designed to increase dramatically the number of students graduating from our nation’s colleges and universities — continues to drive the development of new programs and initiatives,” says Karen Stout, president and CEO of Achieving the Dream, a student success movement. Stout acknowledges that efforts
CDOs at community colleges have some unique and distinct factors to consider as they execute their responsibilities in this senior-level role. on campus. Research has shown that a sense of belonging is key to persistence — which is often a challenge for students on community college campuses. The community college CDO will need to work to create a campus environment that says to students from underrepresented populations that they are not only welcome on campus, but that they belong. This challenge may seem insurmountable to the two-year CDO. However, collaborating with colleagues in
to support student success at a community college have to be intentional and must be guided by this question: “Completion to what end?” CDOs at two-year institutions have to be well informed about initiatives that support students’ retention, and they must have a seat at the table to ensure that issues of equity are at the center of all campus policies, procedures, and practices that ultimately affect the completion rates of underrepresented students.
Outreach. Having significant input on campus is important, but the twoyear CDO must also seek a seat at the table outside campus. Developing external and community partnerships is a vital component of working at the community-college level. Although four-year institutions also develop such partnerships, this is critical work for two-year schools. Community college CDOs must routinely foster proactive and supportive collaboration with leaders and organizations that directly affect and serve the needs and interests of their students and the surrounding community. If a CDO wishes to be proactive as opposed to reactive in addressing the needs of an ever-changing student population, it is essential to understand those needs. Employee Diversity. Similar to CDOs at four-year schools, those at community colleges must also
work closely with colleagues in the human resources office and the institutional research office, as well as with all members of the president’s cabinet, to ensure that accountability measures are in place for monitoring the diversity of faculty, staff, and administrators. Transformation of the student experience will be sustained only if students have an opportunity to engage with people who resemble them and share the intersectionalities of their identity. As more individuals from diverse backgrounds enroll in community colleges, these schools must be intentional in their efforts to diversify the workforce on their campuses. The CDO has the unique opportunity to work with local professionals from various corporations and industries to increase the number of tenure-track and adjunct faculty who not only know their students personally, but who can also
identify with their stories. If you are an existing or aspiring CDO at a community college, it is vital to familiarize yourself with the various factors that define the work of the CDO in this space. Additionally, you should have a keen awareness of the myriad issues that can affect the access, persistence, and completion of students from historically underrepresented populations and other social identity groups at the two-year level. This work will at times be exhilarating and humbling, but most important — when done well — it can be transformative.● James A. Felton III is the chief diversity officer at SUNY Cortland. He is also a member of the INSIGHT Into Diversity Editorial Board. Michelé E. Smith is the vice president of workforce solutions and associate provost for curriculum at William Rainey Harper College.
DIVERSITY & INCLUSION
For more information about our graduation rates, the median debt of students who completed the program, and other important information, please visit our website at: http://www.floridacoastal.info/gainful-employment-and-aba-required-disclosures.html
Building an Inclusive Village by Addressing Bias at an Early Age By Joseph Santana
n 2015, Forbes published an article stating that a growing portion of the $8 billion diversity and inclusion training industry was being invested in unconscious bias training. In fact, according to a 2015 study by the Institute for Corporate Productivity (i4cp), 45 percent of all companies surveyed had already provided this type of training to their employees. Another study published by i4cp in early 2016 found that less than 20 percent of respondents reported having leaders who were effective in addressing biases in themselves or others as well as creating inclusive workplaces. That is a significantly minimal return on investment. It also raises a question: Why aren’t these
efforts producing better results? Perhaps we can find a clue in a recent paper by Ellen Wolpert, the founding director of the Washington Beach Community Preschool in Boston who previously worked for Education Development Center, Inc. In her paper titled Redefining the Norm: Early Childhood Anti-Bias Strategies, she points out how children pick up social biases and internalize them at a much younger age than most people realize. In other words, by the time an employee in his or her late 20s participates in an organization’s unconscious bias training program, he or she has already established certain patterns and behaviors. With this understanding in mind, I have often
asked myself why more is not done at an earlier age to avoid allowing bias to take root in people instead of waiting until they are adults with strong inclinations and then putting them through programs to address those well-established tendencies. This is not to say that there have been no efforts at all to address bias at earlier stages. Take Sesame Street, for example, a 50-year-old TV program that has helped many children begin to grapple early in life with important topics in a more balanced, less biased way. Three years ago, the program announced the latest member in a string of characters designed to promote understanding and inclusion among young children: Her name
is Julia, a red-haired 4-year-old with autism. Throughout Sesame Street’s history, other topics addressed as part of the show’s inclusion efforts have included racism, breastfeeding, HIV, Down syndrome, disabilities, incarceration, women’s rights, and adoption, among others. This commendable effort starts very early; the average age of viewers is between 3 and 5 years old. Conscientious families of course do not and should not want to leave all this work to TV programs. There is much we can do at home to help develop our children and grandchildren into more open and inclusive people, despite our own biases. One way to achieve this is by doing something that unfortunately is very rare, as this next story illustrates. Jacqui Robertson is chief talent, diversity, and inclusion officer for William Blair & Company and a member of the i4cp Chief Diversity Officer Board, as well as a personal friend. She recently told me about an eye-opening experience she had in college. Here’s how she related it: During my first year of college, a classmate and I were having a very casual conversation. I was excited to live on campus, and while setting up my dorm room, which consisted of a few items other than a bed, I asked her for her opinion about the best way to configure belongings in such a small space. She responded with her thoughts, and I continued to chat and ask her questions. Finally, she made a comment that was incredible to me. … She admitted that no one had ever asked her what she thought before. “What about your parents?” I asked. She said, “Especially my parents. They’ve never asked my opinion before.” I couldn’t help but think that when parents spend more time imposing their opinions versus trying to understand their child’s point of view, they can’t help but raise biased children who grow into biased adults. Indeed, how do we raise children who open themselves up to different perspectives instead of pushing their
own narrow views when that is exactly what their parents exemplified? The bottom line is that we all have and will continue to have biases, but what can make us more inclusive is our ability to be open and respectful of other viewpoints. We can teach that to our children from the moment they enter this world by being open to their perspectives and encouraging the same from them toward others as well as us. When these children move up and through the educational system, from grade school through college, this inclusivity evolution can continue if those of us who are educators pick up the baton. Teachers, university professors, and other educators need to encourage vigorous intellectual debate around ideas and discourage dogmatic closed-mindedness. We need to teach people what I affectionately call the “Aretha Franklin Rule of Respect.” This means that if we hear an idea that does not align with our perspectives, we don’t automatically assume the other person is wrong. Conversely, if a person expresses an idea that’s in agreement with our own worldview, that doesn’t mean we found the other genius in the room. These are simply different views for us to respectfully examine. Finally, when newly minted young professionals land in our offices, we as supervisors, managers, and executives can help them gain exposure to and appreciation for people who are different from them. For example, encourage young men to join the women’s employee resource group (ERG). Ask Hispanic and African American employees to become part of the committee celebrating Asian American Heritage Month. Continue their development and expose them to the broader tapestry that makes up the collective diversity of the organization and our nation. Encourage them to learn to understand and respect perspectives that are different from the ones they hold most dear. And yes, put them through those unconscious bias training programs to continue to deepen their understanding of themselves and others within and insightintodiversity.com
outside of the organization. Implement practices that reinforce inclusiveness by using strategies. Then, when the time comes to give them the mantle of greater responsibility, they will be better prepared to become the inclusive leaders we all desperately need today. With all this in mind, what can we as a country do in the long term to prepare future generations to be more inclusive and effective than present-day leaders?
• Invest in training families to be more open and to raise children who are more open and inclusive.
• Invest in supporting more children’s
programs like Sesame Street that help plant the seeds for children to become more well-rounded, inclusive citizens.
• Support the training of educators to manage classrooms that encourage cognitive differences while
respecting other perspectives, as well as discourage disparaging conflicts that arise when we protect what we consider to be the only right way of thinking.
Furthermore, there is a proverb — often attributed to African sources — that states, “It takes a village to raise a child.” I would submit that it also takes a village to produce an inclusive and robust society and equally inclusive and robust organizations out of our rich national and global diversity. Let us therefore continue to invest in the work of addressing the hardened biases in our current leaders while at the same time investing in and working to build a village that will raise the more inclusive and successful citizens, employees, and leaders of tomorrow.●
• Encourage newly minted
professionals to move into others’ mini-communities by participating in ERGs focused on people who are different from them.
• Strive to continue to make ourselves
more self-aware, inclusive leaders through formal programs and improvements to our own behaviors. As a wise person once advised, “Be the change you wish to see in the world.”
Joseph Santana is chairman of the Institute for Corporate Productivity’s (i4cp) Chief Diversity Officer Board and president of Joseph Santana, LLC. He is also a member of the INSIGHT Into Diversity Editorial Board. For more information, visit joesantana.com.
The renowned African American social reformer, abolitionist, orator, and writer Frederick Douglass once said, “It is easier to build strong children than to repair broken men.”
SOUTHWESTERN LAW SCHOOL L
Committed to Diversity and Inclusion
Cleveland State University
Proud Recipient of the 2017 Higher Education Excellence in Diversity (HEED) Award
CSU is an AA/EO institution. ©2017 University Marketing 171075
More than a century ago, Southwestern was established to offer a comprehensive legal education to qualified aspiring lawyers from all walks of life, and was one of the first law schools in the country to encourage the enrollment of women and minorities. Today, Southwestern maintains a commitment to its rich legacy of multiculturalism and access, and is one of the most diverse law schools in the United States. We are honored to be recognized with Insight Into Diversity’s HIGHER EDUCATION EXCELLENCE IN DIVERSITY AWARD FOR 2017.
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[ The Diversity Professional Spectrum ]
College and University Presidents In each issue, INSIGHT Into Diversity features diverse professionals in higher education. To be featured in this section, email your bio and photo to [email protected]
Joseph I. Castro, PhD, is the president of California State University, Fresno and a professor in the Kremen School of Education and Human Development at the university. Throughout his career, Castro has worked to increase access and opportunities for minorities in higher education, including serving in diversity and student affairs leadership roles at several University of California (UC) campuses. For his dedication to inclusive education, he was awarded the 2014 Alumnus of the Year Award from the UC Berkeley Goldman School of Public Policy and the Ohtli Medal from the Government of Mexico — its highest honor for Mexican-American leaders.
Shirley Ann Jackson, PhD, is the president of Rensselaer Polytechnic Institute. She is the first African American woman to serve in this role as well the first to receive a doctorate from Massachusetts Institute of Technology, where she earned a PhD in theoretical elementary particle physics. Jackson has had an illustrious career in public service, including serving as chair of the U.S. Nuclear Regulatory Commission and co-chair of President Barack Obama’s Intelligence Advisory Board. Her many honors include induction into the National Women’s Hall of Fame, 53 honorary doctoral degrees, and the National Medal of Science.
Judy K. Sakaki, PhD, is the president of Sonoma State University (SSU). She is the first Japanese-American woman to lead a four-year institution. In her current role, Sakaki has organized community outreach efforts to grow minority student enrollment, resulting in SSU’s becoming a federally designated Hispanic-Serving Institution. She has worked to increase college access and support for underserved students throughout her career, including serving as vice president of student affairs for the University of California (UC) System and vice chancellor of student affairs at UC Davis. In May 2017, Sakaki received the California State Student Association’s President of the Year award.
Christopher Howard, PhD, is the president of Robert Morris University. He previously served as president of Hampden-Sydney College and vice president of leadership and strategic initiatives at the University of Oklahoma. Before beginning his career in higher education, Howard served in the U.S. Air Force, earning a Bronze Star in Afghanistan. He completed his MBA at Harvard University and a doctoral degree in politics at Oxford University. Among Howard’s achievements, he was appointed to the National Security Education Board and founded the Impact Young Lives Foundation, which provides educational funding and opportunities for South African students of color.
Elizabeth L. Hillman, JD, PhD, is the president of Mills College, a women’s liberal arts school. She is a renowned scholar on issues of gender discrimination in higher education and the armed forces. A former officer in the U.S. Air Force, Hillman has worked extensively as the co-legal director of the Palm Center, a public policy research institute, to improve the military’s response to sexual assault and to rescind its “don’t ask/don’t tell” policy of discriminating against gay members of the U.S. armed forces. She has served in faculty and administrative roles at the U.S. Air Force Academy, Yale, Rutgers University, and the University of California Hastings College of Law. Since joining Mills College in 2016, Hillman has led the school in prioritizing the recruitment of LGBTQ and low-income students.
John Gotanda, JD, currently serves as president of Hawai‘i Pacific University (HPU), the state’s largest private institution. Born and educated in Hawaii, Gotanda is a leading authority on damages in international law and has conducted research and provided advising in this area to the U.S. Department of Justice, the U.S. Supreme Court, and the World Bank. Prior to joining HPU, he served as a professor, the associate dean for academic affairs, associate dean for research, director of the JD/MBA Degree Program, and dean of Villanova University School of Law.
HAS MANY VOICES. What makes our Valley such a powerful learning ground for student success is the diversity we celebrate at Fresno State. In every voice we hear opportunity—the kind that equips students to transform communities and empowers them to become the next generation of leaders in an increasingly complex world. Along the way, the most unique student needs are met with equity and innovation.
Proud winner of the 2017 Higher Education Excellence in Diversity (HEED) award from INSIGHT Into Diversity
That opportunity begins when 70 percent of our students are first in their family to attend college, and 75 percent receive valuable grants and scholarships … so nothing holds them back.
Where BOLD begins. www.fresnostate.edu/bold Ad Size: 3.8x4.8625 (1/4 page) Color: 4CP
2017 HIGHER EDUCATION
EXCELLENCE IN DIVERSITY
Embracing diversity has been a Vincentian value since our founding in 1898.
The University of Virginia promotes an inclusive and welcoming environment that embraces the full spectrum of human attributes, perspectives, and disciplines. Diversity, along with ethics, integrity, and academic excellence, is a cornerstone of UVA culture.
Effectively Managing Diversity, Equity, and Inclusion Crises Today By Damon A. Williams, PhD
ast month, I hosted the National Inclusive Excellence Webinar Summit, part of the Inclusive Excellence Tour, empowering and encouraging higher education leaders and colleges to use more evidence-based diversity, equity, and inclusion practices to achieve meaningful change. In preparation for the summit, I spoke with 100 leaders in the field about the state of diversity, equity, and inclusion. Below is an overview of their most pressing challenges and the steps that I recommended campus leaders take to manage the complexity of today’s landscape. What Are Higher Education Leaders Saying? The Trump Lash Against Diversity Seasoned administrators and scholars are concerned with the “diversity attacks” coming out of Washington, D.C. They said the president’s actions have created a “24/7 storm” targeting diverse groups like never before. Leaders mentioned the president’s new policy missives directed at the Deferred Action for Childhood Arrivals program, Title IX, and raceconscious admissions, stating that these represent a “category-five threat” to policy infrastructures meant to protect and advance diversity and inclusion on campuses nationwide. Campus Climate Disruptions Microaggressions and overtly hostile interactions between diverse groups are reported to be increasing; these include racial incidents in dorms, ideological conflicts, and professors of color being afraid to teach. Diverse student groups
have been vocalizing their experiences of exclusion and pain via social media. And leaders spoke of the tragedy that took place outside of the University of Virginia’s campus in Charlottesville, fearing the wrong amalgam of emotions, ideologies, and hate on their own campuses. Conservative student groups and faculty have been emboldened to invite some extreme speakers to champion alt-right viewpoints on campus, bringing together a combination of dynamics that some feel is a powder keg waiting to explode. Balancing Crisis Response with Long-Term Strategies Finally, leaders mentioned a need to balance long-range strategies with current diversity crises. One chief diversity officer noted how “the last four weeks … have been consumed preparing for Milo Yiannopoulos.” He went on, saying “It has been all hands on deck. If we allowed it to, it would totally derail everything we are trying to do from a big-picture diversity and inclusion perspective — but what can you do?” So, What Can We Do? We need to be proactive in diversity crisis readiness. Thus, all colleges should add diversity crisis preparedness to their crisis management plan. Just as every institution should have an active-shooter plan, they should have one to manage incidents related to diversity and inclusion. In the words of one leader, “When you’re dealing with emotions, conflicting ideologies, campus visitors, and as we saw in Virginia, the presence of weapons, that is something that is … more complex
than even an active-shooter scenario.” University leaders should identify a diversity crisis response team; a framework for the days leading up to the event, including a point person, security, demonstrators, and potential participants; and a strategy for social media on the day of the event and for communicating with the campus community. Every college campus should develop a statement to guide institutional policy and decision-making. Bring together a diverse group of faculty, staff, and students to create an institutional manifesto. The presence of a wellcrafted, strongly vetted statement establishes a shared covenant. I recommend making this statement part of new faculty and new student orientations, as well as the theme for a distinguished lecture series and the focus of a senior leadership meeting across departments. In addition, host an executive retreat and town hall meetings to talk about the state of affairs and the statement, implement an online campaign using the statement, develop student ambassadors, use small grants to encourage activation of the statement, require all cabinet members and deans to develop their own statement as part of their annual performance review, and commission a student to create a spoken-word rendition of the piece and activate it on social media. It’s critical to involve centennial generation students, making sure to champion their leadership. Centennial generation students — those born after 1997 — and young millennials have characteristics that institutions must engage. They spend as much as nine hours a day consuming digital media, and they want to be addressed
authentically. Their peers matter most to them. You should also identify diverse student influencers, involve them as leaders in your office, and hire them as social media interns; have real conversations with conservative and diverse voices, bringing them together regularly — perhaps in a new leadership initiative; and establish a digital communication strategy for students that skews toward their mobile-first, digital lives. I recommend establishing campus climate and inclusion research projects. Too often, campus climate projects are viewed as an end, not as a means for powerful change. If engaging consultants, ask about response rates, methodologies, and translation efforts and push them to address how the project will help you to embolden change. In addition, build a curriculum to help the entire campus develop diversity leadership skills, and create engaging spaces for diverse communities to establish a sense of belonging and receive professional support, like culturally relevant counseling. Focus on the wildly important, find leverage, and add horsepower. Execution starts with focus. Hone your big-picture diversity efforts down to the two or three
Effectively addressing crises means responding to a changing landscape by investing in strategic diversity leadership infrastructure, focusing on the wildly important, and finding leverage. objectives that will have the greatest impact. Find leverage. Halloween, Black History Month, and other holidays and celebrations are more likely to lead to students wearing “black face” or to “pin the tail on the immigrant” parties and other forms of mockery, racism, and xenophobia. Often, these events are anchored in Greek life or other student spaces on campus. In the current climate, some noted that these incidents are more likely to occur. Call upon student leaders and work together to prevent crises. Last, add horsepower. Now is the time to strengthen current diversity and inclusion infrastructures. We need more staff, more resources, and more collaboration — and everyone needs to be involved. Effectively addressing crises means responding to a changing landscape by investing in strategic diversity leadership infrastructure, focusing on the wildly important, and finding leverage.●
Texas Tech University Meets Enrollment Criteria for HSI Status • Six-Time recipient of INSIGHT Into Diversity’s Higher Education Excellence in Diversity (HEED) award • Recognized as a Military and Veteran Friendly University by GI Jobs 2017 • Recognized as Best for Vets Colleges 2017 by Military Times • Recognized as Top Colleges 2017 by Military Advanced Education & Transition • Recognized as a premier campus for LGBTQIA inclusion on the Campus Pride Index • First Generation Transition & Mentoring Programs: Recipient of the CH Foundation Grant First Generation College Student Scholarship Fund - $60,000 • Ranked #39 in Hispanic Outlook Magazine’s Top 100 Institutions for Bachelor’s Degrees awarded to Hispanics • Implemented the Diversity Counselors Program, Co-partnering with TTU’s Family Therapy & Division of Diversity, Equity & Inclusion which provides mental health services to first-generation and students of color
Damon A. Williams, PhD, is chief catalyst of the Center for Strategic Diversity Leadership and Social Innovation and a senior scholar in Wisconsin’s Equity and Inclusion Laboratory at the University of Wisconsin-Madison. He is also a member of the INSIGHT Into Diversity Editorial Board. www.ttu.edu/diversity
THE STRENGTH WITHIN TIAA Uses Internal Culture to Inspire Colleges and Universities to Transform Their Own By Alexandra Vollman
ounded in 1918 to ensure that teachers could “retire with dignity,” financial services firm TIAA is not only a leader in providing retirement services for the academic, research, medical, cultural, and governmental industries, but also in driving inclusion in the workplace, workforce, and marketplace. “TIAA has a long history that includes diversity and inclusion as a core cultural focus, and we’ve made great strides. You see it in some of our key decisions early on, when we elected the first woman trustee to our board in 1940, the first African American trustee in 1957, and the first African American CEO of a Fortune 500 in 1987,” says Natasha Radden, chief diversity officer with TIAA. “So we have a very rich history, which in some ways makes my job easier. I have an audience that is committed and that’s interested in this work.”
pushback, hearing their perspectives and ideas and about their experiences, helps us to better understand our client base,” Radden says. Maintaining a broad definition of diversity, TIAA’s workforce has historically had strong representation across all underrepresented groups. But to truly benefit from this diversity, TIAA strives to understand and foster it. “You don’t realize the value and the strategic input of a diverse workforce if you don’t have inclusion,” says Radden. Through a three-year strategic plan called Journey to Inclusion — implemented in 2015 — TIAA strives to create a more inclusive workplace by increasing employees’ behavioral awareness and educating them on inclusive behaviors. This work, Radden says, helps the company promote increased cross-cultural collaboration among employees and thus ensure better business outcomes. “[The plan] started off Natasha Radden An Internal with behavioral awareness, Commitment so really understanding Like many of its nearly 30,000 clients in those small actions that can have big higher education, TIAA views diversity impact, understanding what inclusion and inclusion as a strategic business is,” she says. “Inclusion is a very driver — one that helps ensure a dynamic word; it means different things positive and understanding relationship to different people. So [we focused between the company and its employees, on] prompting that awareness and and thus its clients. “We know that the encouraging our employees and leaders diversity in our workforce is a reflection to think about inclusion, what it means of our client base, and so ultimately, to them, and how they can embody that hearing from them, hearing their as they engage with each other.”
Moving beyond awareness to action, Journey to Inclusion attempts to embed inclusive behaviors in participants through training. This part of the plan is broken down into five learning paths, with a track for employees at every level of the organization. Each of these is customized based on the audience, and all employees participate in the training’s core component. “All of the paths include core training on four inclusive behaviors,” Radden says. “Those include initiate — being curious about others and making others feel connected; invest — looking for common ground and making others feel welcome; inspire — stepping in and speaking up when you see exclusion happening; and influence — challenging stereotypes and focusing on fairness in decision-making.” The customized component of Journey to Inclusion focuses on areas relevant to a specific group’s role in the organization. For example, Radden says the path for human resources professionals features a consultative component for training leaders, whereas the track for executive committee members emphasizes leadership and role modeling. Radden believes it’s important to take a tailored approach to training such as this, as roles and responsibilities in a given organization vary. “Depending on your role and in some ways depending on your [management] level, your experience will be different, your response and accountabilities will be different,” she says.
This method for addressing issues around inclusion and improving organizational culture can easily translate to higher education campuses, Radden says, where people of all backgrounds, experiences, and levels coalesce. “[Colleges and universities] have unique segments within their populations that they are looking to make a connection with. I think that finding the right path for faculty and the right path for staff — and even students — is important,” she explains. “Those are three distinct groups that have different experiences and
in unison to drive the organization [or institution] forward.” There are many similarities among companies and higher education institutions, she says — a fact that has informed TIAA’s efforts to help colleges. For example, employee resource groups (ERGs) — also called affinity groups.— are prevalent at both education- and business-focused organizations. Radden says TIAA connects with 25-plus institutions and affinity organizations annually to share best practices. She and her colleagues often present at individual schools or at local and national
and better target messages. “They understand aspects of culture, benefits, and the workspace that will resonate with certain groups,” says Radden. “They are also able to share feedback on policies and programs, encouraging improvements that ultimately make the workplace more appealing.” “Last, ERGs [can] serve as welcoming committees for new employees,” she adds. “They [can] join on-boarding sessions to share information on their programs and events.” All of these practices, Radden says, can help colleges and universities devise
“Stories that are personal and authentic can be a powerful tool in driving a more inclusive culture, especially for senior leaders who cast a large and important shadow; their [experiences] have the potential to shape [an institution’s] culture.” Natasha Radden challenges, so I believe [individualized training] is something institutions could consider as they continue to build their strategic efforts around inclusion. Certainly, the best practices that have worked for us have included tailoring initiatives to specific audiences, and I believe that approach can work for many of our institutional clients.” Sharing Expertise Externally With a dedication to serving its customers in more ways than one, TIAA works with current and prospective higher education clients to share diversity and inclusion best practices. The intent behind offering this complimentary service is to help institutions create more inclusive and productive environments for their own constituents. “We frequently share [with them] the importance of connecting one’s diversity and inclusion strategy to business goals,” Radden says. “For us, it’s about illustrating the importance of the three pillars — workforce, workplace, and marketplace.— and how they work
leadership meetings and conferences, such as at the College and University Professional Association for Human Resources’ conference. Having learned from its own experiences and successes, TIAA works with colleges and universities to demonstrate the value added by ERGs and how to best leverage them. “We have found that affinity groups are very in tune with their community and have insights that can help inform recruitment and retention strategies,” Radden explains. “For example, [we have demonstrated how] we work closely with our veteran’s ERG to learn more about how military roles can translate into business [positions]. This kind of collaboration helps the organization recruit and hire veterans, while better ensuring a strong fit between an individual and a new position, ultimately leading to higher success rates.” TIAA also shares with schools its strategy of asking members of ERGs to review communications to be used with similar segments of the public in order to get their feedback and to improve
their own strategic framework around ERGs to drive greater engagement and ensure better outcomes, such as improved recruitment and retention of diverse groups. Over the last three years, she says that TIAA’s interaction with university diversity and inclusion offices has increased, and many have asked about the five Journey to Inclusion learning paths — specifically, how the company has engaged senior leadership. One way TIAA has accomplished this engagement is through storytelling.— another internal effort that has informed the company’s consulting work in higher education. “Stories that are personal and authentic can be a powerful tool in driving a more inclusive culture, especially for senior leaders who cast a large and important shadow; their [experiences] have the potential to shape [an institution’s] culture,” Radden says. “Through stories, we are all better able to understand where people come from, how our behaviors can be perceived, and how we can impact others [through] our insightintodiversity.com
own personal successes or failures.” Internally, TIAA implemented the Nice Bucket Challenge, a supplementary activity around Journey to Inclusion to help employees adopt inclusive behaviors. Through this initiative, TIAA encourages individuals to share their personal stories and experiences with inclusion in the workplace via the company’s social media platform. Radden says that a number of colleges have implemented similar storytelling programs, including Rhode Island School of Design, which created and shares online videos of people telling their personal stories of inclusion. “That transcends any industry — when you’re able to make a connection with those around you through sharing your personal experiences,” she says. Beyond providing general examples of effective initiatives and best practices to current and prospective higher education clients, TIAA has often collaborated with individual institutions. For the last two years, the company has partnered with the Masters in Human Resources Program in the University of South Carolina’s Darla Moore School of Business to assist with the onboarding of new MBA students. Through a workshop, TIAA “helps students understand diversity and inclusion in the business
context,” says Radden. “The workshop covers the business case for diversity and inclusion and TIAA’s best practices and then engages students in a case study,” she explains. “[This exposes] students [to the] practical application of practices used to understand and address dynamics of inclusion and exclusion for employees. The case provides the ‘real-world’ experience of analyzing and identifying leadership and business dynamics that affect employee engagement, talent mobility, and business outcomes.” TIAA doesn’t charge its higher education clients for the engagement it provides, and Radden says that she is always looking for new ways to work with university partners. In addition to connecting with all types of institutions as well as directly with chief diversity officers and diversity offices, TIAA often hears from groups of senior leaders interested in specific topics, such as ERGs, unconscious bias, and the art of storytelling. In many of these instances, Radden and her colleagues will host workshops covering these subjects. “The institutional leaders raise great questions that spur new thoughts and ideas. We learn about their experiences and the strategies they have built and deployed,” says
Radden, adding that these sessions also benefit TIAA. “While we enjoy sharing our best practices and lessons learned, we also walk away from these experiences stronger diversity and inclusion practitioners.” Radden hopes that going forward, TIAA will be able to help its higher education partners experience growth much like that achieved by TIAA; one year after implementation, the company saw a 17 percent increase in the representation of both female and minority employees in senior levels of the organization. No matter the type of organization or its primary service or product, Radden believes that acknowledging and appreciating the unique characteristics, talents, and perspectives of all constituents will lead to greater overall success. “If you respect the fact that there are many differences and you remain curious about those, you can get so much farther,” explains Radden. “Ultimately, if you look at those differences and understand that they are a reflection of your client base, then you [will be] able to harness those and build better products, better solutions, better curricula, or whatever it is that you are delivering.”● Alexandra Vollman is the editor of INSIGHT Into Diversity.
WHY SHOULD YOU JOIN THE SALEM STATE COMMUNITY? AS A LEADER IN INCLUSIVE EFFORTS, OUR WELCOMING AND RESPECTFUL COMMUNITY MEMBERS WANT TO ADD YOUR VOICE.
PROUD RECIPIENT OF THE 2017 HIGHER EDUCATION EXCELLENCE IN DIVERSITY (HEED) AWARD FROM INSIGHT INTO DIVERSITY
32% of Salem State University’s undergraduate students self-identify as having a multicultural background—the highest number of any Massachusetts state university.
Eight new faculty members with diverse backgrounds joined us for this current academic year.
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Brotherhood with a Purpose/Brothers for Success programs support young men of color who have been impacted by community and/or personal violence, including trauma-based racism, chronic poverty and limited access to medical care.
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UW-Madison Lab Uses Scientifically Proven Method for Overcoming Unconscious Bias By Alice Pettway
he only time Will Cox, PhD, sounds more excited than when he’s talking about the University of Wisconsin at Madison’s Prejudice and Intergroup Relations Lab’s successes is when he’s describing the next prejudice puzzle he and his fellow researchers aim to solve. Cox is an assistant scientist and principal investigator in the lab run by Patricia Devine, PhD, who in the late 1980s first identified what she called “implicit bias” or “unintentional bias”.— subconscious prejudice that affects people’s decisions and actions even though they are not aware of it. “I felt like I was this lone voice in the field saying ‘you can trust Will Cox what people say about their values,’ but everybody was incredibly suspicious. There was this clarion call to not trust people’s verbal reports because they are going to lie because it is socially acceptable to be non-prejudiced. I thought that was incredibly cynical,” Devine said in a UW news article. “It turns out that the work I was doing changed the direction of the field. It caused people to step up and take notice.” Almost 20 years later, in 2008, Devine and her colleagues decided it was time to do more than understand prejudice and discrimination — it was time to start fixing it. The intervention that Devine, Cox, and their team designed, called the Prejudice HabitBreaking Intervention, teaches participants about the concept of unintentional bias, its origins, and how to become more aware of it personally. After being introduced to these concepts, participants are taught a number of strategies for overcoming
their unintentional biases. “[Prejudice] is the legacy of our socialization experiences. We all learn these stereotypes and have these biases at the ready whether we condone them or not, whether we think they are good or not, and as a result, [our] immediate reaction is a biased one,” Devine explained. “If you are going to respond in nonbiased ways, you have to gain control or override the automatically activated stereotypic response and instead respond in thoughtful deliberate ways that might represent your personal values.” Cox says that what sets the Prejudice Habit-Breaking Intervention apart from other methods of overcoming bias is scientifically proven longterm results. “Most bias [or] diversity interventions are not based in science and are not evaluated rigorously,” he says. “When they are put to the test, the evidence indicates that at best, they do nothing. And in many cases, they make bias issues worse.” Devine and Cox’s results, on the other hand, have been striking. Over the course of two years, they did a study in which half of the STEM departments on the UW-Madison campus participated in workshops run by the lab. Prior to the study, only 33 percent of these departments’ new hires were women. After participating in the Prejudice HabitBreaking Intervention, female hires increased to 47 percent in participating departments — close to the 50 percent mark Cox says one would expect if bias were altogether removed. In contrast, the control departments that did not take part in the workshops maintained a female hiring rate of 33 percent. The Prejudice and Intergroup
Relations Lab’s current research with UW-Madison undergraduate students, while not yet complete, is revealing that those who participate in the intervention workshops gain a greater sense of responsibility for reducing bias on campus. Cox says one of the survey questions they ask students before and after participating is how much they agree with the statement “It is my responsibility to speak out against bias on campus.” After completing the workshop, he says “students are more likely to say that it’s their responsibility to address bias rather than thinking someone else should address it or [that] it’s not their business.” Cox and his colleagues are following up with these students to assess their involvement in campus initiatives. In addition, the lab is conducting a study of graduate students in which it plans to evaluate the quality of their interactions with peers of different backgrounds following completion of the training. Katharine Scott, a graduate student working in the Prejudice and Intergroup Relations Lab, says she hasn’t been at UW-Madison long enough to have personally witnessed long-term climate change. However, working in the lab and facilitating trainings has helped her understand and combat her own unintentional biases as well as improve her ability to confront others’ prejudice when she encounters it. “I find myself often thinking about how stereotypical assumptions would make someone of a stereotyped group feel and how I can adjust my behavior to improve the experiences of [those] groups,” she says. According to Cox, research definitively shows that the Prejudice Habit-Breaking Intervention is
creating behavior change. What he and Devine are not certain about is what that behavior change looks like exactly. For example, with the STEM department study, Cox says that they know their workshops led to some sort of transformation that ultimately resulted in more women being hired. What they are still unclear about is what specifically changed: Did hiring committees start talking more openly
principles of the intervention are fairly universal: It’s about acknowledging and overcoming prejudice. As Devine has explained to Scott, bias is something that has to be “put on the table” — insight that Scott says has been invaluable in her research and personal life. “I am now confident that I can confront and discuss bias in a nonthreatening, productive way,” she says.
Students, faculty, and staff from UW-Madison’s Prejudice and Intergroup Relations Lab
about gender? Were female candidates more apt to accept positions with departments where the climate was more welcoming? In a similar vein, Devine and Cox are tracking behavioral changes in graduate students who have participated in workshops to see whether they will engage more in campus activities that promote diversity and inclusion. Even as Devine, Cox, and their colleagues continue to fine-tune the Prejudice Habit-Breaking Intervention, they’re working hard to implement their workshops and trainings both on and off UW-Madison’s campus, tailoring the sessions for teachers and even police officers. Cox says the core
Regarding whether she thinks the Prejudice Habit-Breaking Intervention workshops and trainings Devine and Cox have led on campus have improved the ways in which UWMadison students and faculty interact with each other, Scott is optimistic. “I believe that opening lines of communication about issues of bias and providing students and faculty with a language to discuss these issues can have tremendous impact,” she says. Devine and Cox plan to track the intervention’s results to see whether the data prove her right.●
Write your story here.
The University of Tulsa is committed to recruiting and retaining talented students, faculty and staff from diverse backgrounds. TU students hail from many backgrounds, nationalities and cultures, and we are seeking faculty members to join a community that engages and empowers all members of campus.
Alice Pettway is a contributing writer for INSIGHT Into Diversity.
www.utulsa.edu/hr TU is an EEO/AA institution. insightintodiversity.com
University Pipeline Programs Offer Viable Approach to Faculty Recruitment By Kelley R. Taylor
espite the increasing number of students from underrepresented populations enrolling in higher education in recent decades, the makeup of those instructing these young minds has remained fairly homogeneous. As of 2015, there were reportedly 1.6 million faculty members at postsecondary degreegranting institutions in the U.S., but according to the National Center for Education Statistics, nearly 1.4 million of those were white; only about 200,000 were minorities — specifically, Asian or Pacific Islander, African American, Hispanic, or Graduate students at Brown University’s Young Scholars Conference, an event that Native American. exposes them to professional networking and hands-on skills building to prepare them for jobs in academia This is notable because numerous findings document the benefits and benefits of a diverse faculty, a three-year through a set of initiatives that create importance of diversity. As student study of 21 colleges and universities by conditions to ensure the broadest bodies become more diverse, faculty the Council of Graduate Schools found participation of these talented scholars members from underrepresented that less than half of those institutions at every level — undergraduate, groups should reflect this change engaged in targeted recruitment graduate, postdoctoral, initial tenure as well, providing role models that of underrepresented minorities for track, and tenured.” underrepresented students can better doctoral programs. Yet that specific Brown University has initiated relate to. Additionally, various data recruitment focus — creating in-house several programs to identify talented show that diverse groups are more pipeline programs for future faculty — scholars early on and to support innovative and therefore often produce is a key component for diversifying the their development. The Presidential greater outcomes. professoriate. Diversity Postdoctoral Fellows “Having a diverse faculty “To attract and retain Program for recent PhD recipients is incredibly important,” diverse faculty … our systems allows the university to identify and argues Regina Dixonof identifying, recruiting, hire postdoctoral fellows into tenureReeves, PhD, assistant supporting, and advancing track faculty positions at Brown. vice provost for diversity talented scholars … must be more However, Cariaga-Lo notes that the and inclusion at the inclusive of [their] perspectives program has also supported those who University of Chicago and circumstances,” have gone into tenure-track (UC). “For our [higher Regina Dixonsays Liza Cariaga-Lo, faculty positions at institutions education] institutions to Reeves EdD, senior adviser other than Brown. be truly excellent, they to the provost for academic Diversity pipeline initiatives need to be diverse in every way. You development, diversity, like this are becoming more cannot truly have excellence without and inclusion at Brown common at colleges and diversity of thought, experience, University. “This starts with universities that recognize culture, curriculum, teaching styles, identifying and nurturing expression, and so forth.” Liza Cariaga-Lo the importance and benefits promising diverse scholars of a diverse faculty. For Despite widespread consensus on the
example, UC recently revamped its Provost Postdoctoral Fellows Program, which is designed to help bring the university’s goal of increasing faculty diversity to fruition. The program provides funding to individual university departments to support scholars from underrepresented groups. Fellows can be appointed as instructors for up to two years — with the intention that they eventually be promoted to assistant professor on the tenure track. “The program’s professional development sessions are primarily focused around research, writing, and teaching. [However, it] also includes sessions on grant writing and striving for work-life balance, as well as social events that introduce the fellows to the community of scholars of color on campus,” Dixon-Reeves explains. “In addition to their own professional development series, the [fellows] are
exposed to the professional development offered to all new faculty.” “We are extremely proud of the Postdoctoral Fellows Program,” she adds. “It will allow our [fellows] to be integrated into their department and the campus at large from the time they arrive [at UC].”
building to prepare them for the academic job market,” says Cariaga-Lo. Brown also continues to expand varied pipeline initiatives in partnership with the Leadership Alliance Consortium, a group of 29 leading U.S. research and academic institutions, as well as efforts funded by the National
“[Young Scholars Conferences] invite cohorts of graduate students from different institutions for professional networking and hands-on skills building to prepare them for the academic job market.” Liza Cariaga-Lo In addition to assisting junior faculty through its fellows program, Brown University has supported advanced graduate students through its Young Scholars Conferences. “We invite cohorts of graduate students from different institutions for professional networking and hands-on skills
Institutes of Health. One such program is the Initiative for Maximizing Student Development (IMSD), which provides research-training support for up to 20 doctoral students from underrepresented groups. According to the university, IMSD has significantly increased the diversity of doctoral
Cuyahoga Community College is fortunate to have a true mosaic of people who contribute daily to create a dynamic and rewarding learning and working environment. We are proud to be a 2017 HEED award winner.
Tri-C has a variety of employment opportunities. Find them at www.tri-c.edu. insightintodiversity.com
students in the life sciences. With a focus on encouraging diverse undergraduate students to pursue academic careers, Brown implemented the Mellon Mays Undergraduate Fellowships (MMUF) program. Funded by the Andrew W. Mellon Foundation, it provides four to six sophomores with two years of financial assistance to conduct research and participate in other activities as part of a community of scholars. The program’s focus on mentored research and financial support is designed to increase the number of individuals from historically underrepresented racial and ethnic groups pursuing a PhD in certain fields — from anthropology and archaeology to theater. UC offers a similar program in partnership with the Mellon Foundation. Pipeline programs like those at Brown and UC, however, are just one piece of the faculty diversity puzzle.
Cariaga-Lo points to the importance of higher education institutions having formal and comprehensive diversity and inclusion plans as well, to ensure the recruitment and retention of underrepresented groups. “Adopted in 2016, Brown’s university-wide Diversity and Inclusion Action Plan has [provided] a road map and a set of intentional goals that drive [our] systemic efforts,” she says. “[The plan helps] to ensure that we have the processes, conditions, and resources in place to identify, hire, support, and advance diverse, highly talented scholars.” Although the Diversity and Inclusion Action Plan is in its infancy, Brown — in its 2017 annual report on diversity and inclusion — cited a “sharp increase in the proportion of newly hired faculty from historically underrepresented groups as an area of notable success.” In terms of future goals, Brown has
PALO ALTO UNIVERSITY
vowed to double its faculty diversity by 2025. Likewise, UC’s Diversity Council has recently recommended that the university double the number of its underrepresented faculty by 2026. Although pipeline initiatives and related goals are important, Cariaga-Lo understands that effectively addressing the lack of faculty diversity in higher education must transcend numbers. “Diversifying our faculty requires attention not just to who enters the various disciplinary fields; it also requires a focus on how we ensure that they will thrive and be valued for their contributions to those fields,” she says. “That takes systemic and fundamental change in our higher education processes, policies, and structures for conducting outreach and recruitment, hiring, mentoring, and promotions.”● Kelley R. Taylor is a contributing writer for INSIGHT Into Diversity.
Palo Alto University is proud to be
recognized as a recipient of the 2017 Insight into Diversity Higher Education Excellence in Diversity Award for the fourth year. PAU has a strong focus on diversity because diversity strengthens the training of our students. One of our priorities is recruiting and supporting diverse students and students committed to understanding diverse populations (including racial, ethnic, religious, gender, sexual and gender identities, socioeconomic status, age, and disability identities).
PAU’s Diversity Committee is charged with making sure that these goals are actualized in our day-to-day activities.
Johns Hopkins is committed to recruiting a diverse community of faculty, students, and staff, and to cultivating an inclusive environment that supports, fosters and celebrates all the ways in which the broad differences among us make us better. http://jobs.jhu.edu/
Our December 2017 Issue:
Health Professions HEED Awards Our December issue will recognize the 24 recipients of the INSIGHT Into Diversity 2017 Health Professions Higher Education Excellence in Diversity (HEED) Award for their outstanding commitment to diversity and inclusion. The advertising deadline is November 8. To reserve space, call 314-200-9955 or email [email protected]
Inclusive by Design To go from the classroom to the boardroom, you need cultural competence and interdisciplinary teamwork. So that’s exactly what we teach. At the Poole College of Management, we promote an inclusive environment and instill in each of our students an entrepreneurial mindset — so they will bring creative and innovative thinking to bear on business problems. And we build analytical skills into every program, so graduates leave here ready to lead — whether in a two-person tech startup or a Fortune 500 boardroom. NC State’s innovative approaches and programs have drawn recognition, including the 2017 HEED Award from Insight into Diversity.
NC State. Think and do. Learn more at poole.ncsu.edu
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editorial calendar December 2017
Health Professions HEED Awards Schools of Public Health
Nursing and Pharmacy Schools African American History Month
Schools of Public Policy Women’s History Month
Leadership Support and Giving Back Diversity Champion Presidents Celebrating Firsts in Higher Education
Medical, Dental, and Veterinary Schools Asian Pacific American Heritage Month
Highly Selective Schools LGBTQ Pride Month
Advertising Deadline: 11/1 Print Publication: 11/22
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Advertising Deadline: 3/8 Print Publication: 3/22
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University of Kentucky Creates a Community of Belonging By and for All By Alexandra Vollman
Diversity Champions exemplify an unyielding commitment to diversity and inclusion throughout their campus communities, across academic programs, and at the highest administrative levels. INSIGHT Into Diversity selected institutions that rank in the top tier of Higher Education Excellence in Diversity (HEED) Award recipients.
s the largest university in Kentucky — with 30,000-plus students, several thousand faculty and staff, and 20 colleges and schools — the University of Kentucky (UK) in Lexington recognizes the importance of involving all of its members in creating what Vice President for Institutional Diversity Sonja Feist-Price calls a “community of belonging.” “It is very hard for any one individual or any one office to do the work that must be done, so what’s important is creating a synergistic partnership across our campus so that we can effect change not only within the university, but throughout [the surrounding] community,” says Feist-Price. One way UK facilitates this synergy is by having a chief diversity officer in every college or school. These individuals meet regularly with Feist-Price to share best practices and discuss areas and strategies for improvement. “I Sonja Feist-Price often refer to [UK] as a university 34
without walls because we really strive to work across the aisle with diversity in all sorts of ways so that … we can become the university we want to [be],” explains Feist-Price. Already with a diverse mix of faculty, staff, and students, UK concentrates its efforts on ensuring that each person feels valued and comfortable being his or her true self on campus. “The pinnacle of what we aspire to have at our institution is a community of belonging such that all of our faculty, staff, and students feel that they belong to the university and that the university belongs to them,” she says. “The richness of our diversity is very important, but … it’s only when people feel that they are a valued member that they bring themselves in totality to our campus.” UK strives to build this community through a variety of approaches, including working to continuously improve the campus climate by overcoming biases, offering everyone a seat at the table, and creating opportunities to examine important diversity-related issues and topics.
Guest speakers and students during student group Poetic Justice’s Accountability Cypher event, a project funded by a UK Inclusive Excellence Program Grant
Inclusive Excellence Program Grants With a dual purpose to increase students’ sense of belonging on campus and provide diversity programming, the Office for Institutional Diversity (OID) offers Inclusive Excellence Program Grants. Made possible by a $6 fee that students pay at the beginning of each semester — which Feist-Price says generates about $150,000 each semester — the grants allow students, faculty, and staff to develop and execute diversity programming and events. Every spring and fall, OID has a call for proposals, and individuals submit an application to be considered for an award, the largest of which is $25,000. A committee of faculty, staff, and students reviews all proposals to ensure that a project meets all qualifications. Not only must plans concentrate in some way on diversity, but they must also be inclusive of different student populations; demonstrate collaborative partnerships between a variety of groups, offices, and student organizations; serve as models for replication across the campus; and expand the success of existing programs at UK, according to the program’s website. While faculty and staff can also apply for the grant, Feist-Price says the funds must be used to benefit students. Since launching last fall, the program has featured a number of diversity- and inclusion-related events focused on a variety of topics and identities — from LGBTQ-inclusive healthcare, to stereotypes and prejudice, to African culture. “It really takes on different shapes and forms, so it might be diversity through music
or diversity through food,” explains Feist-Price. “[It could be] cultural [or] educational.” In April, student group Poetic Justice — which uses creativity to address societal issues — was awarded a $10,000 Inclusive Excellence Grant to host what the organization called an Accountability Cypher. The event brought together artists, academics, and community leaders who used their work to encourage conversation around issues affecting marginalized identities. “Our intent with this event was multifaceted,” says Gabe Tomlin, a member of Poetic Justice. “We wanted to change the format of the usual dry panel discussion to something a little more engaging, show the role of art within activism, and give artists and educators of color the space to be seen, heard, and considered critically while engaging in discussion around important topics.” At the end of these experiences, organizers must submit a report on what they accomplished. Feist-Price believes this and other aspects of the program help students grow. “It really gives students an opportunity to bring to fruition the things that are most meaningful and most valuable to them,” she explains. “This gives [them] a voice.” For Tomlin, having opportunities such as that provided by the Inclusive Excellence Program Grant is important and reveals UK’s commitment to its students. “A good way of seeing where an institution’s concerns and priorities are is to look at who and what it invests in, and how it invests in them,” Tomlin says. “Giving the opportunity to students to be active leaders and curators of their own experiences is infinitely important. While insightintodiversity.com
planning the event, we felt powerful. We felt like we had the ability to do something, and that’s [critical], too.” Unconscious Bias Initiative With a focus on the broader campus community, UK’s Unconscious Bias Initiative (UBI) targets every person at every level, including the board of trustees, senior leadership, faculty, staff, students, and those who serve on faculty search committees. After UK President Eli Capilouto expressed concerns that some individuals felt they had no voice in the university’s operations, he initiated the development of UBI, which is led by Marietta Watts, executive diversity liaison for OID. Through a partnership with consulting firm Cook Ross and direction from faculty, staff, student, and healthcare subcommittees, Watts and her team developed an interactive curriculum for the training aimed at addressing the needs and challenges of each group on campus. “We started at the top,” explains Watts. “The president and all of his direct reports, deans and directors of centers, and then our board of trustees all attended at least a one-day training program, and then we began rolling it out to various colleges [and] departments.” Designed to equip individuals to identify and mitigate their biases, the training is structured as a two-hour Marietta Watts session that introduces participants to the concept of unconscious bias, including the ways in which the mind works and the way biases show up in our everyday lives and interactions. Following relevant video clips, participants engage in discussion and exercises. “We invite them to talk to one another, to think about times when maybe they were perpetrators of unconscious bias or that bias was directed toward them … to show how our biases work — to normalize it, not to excuse it; to explain that every single person alive has biases,” says Watts. “Some of them are conscious, but [with] others, … we act but don’t know what is driving [our] behavior.” Though not required, the training is “strongly recommended,” Watts says. However, the deans of some colleges have made it mandatory for all of their faculty and staff. “For those areas, we anticipate that we’re going to get at least 95 to 98 percent participation,” she says. As of mid-September, approximately 25 percent of all UK faculty and staff had completed UBI, which began in fall 2016. Training for students kicks off in October as part of the UK 101 class, which is required of all incoming freshmen. Additionally, Watts says that she has received requests from Greek and other student organizations that want to participate.
Artists and community leaders discuss issues affecting marginalized identities at the Poetic Justice event.
Although she has no hard data yet on its effectiveness, Watts says anecdotal feedback on UBI has been very positive. Before rolling out the next round of training, she and her team plan to track and assess the first iteration’s impact, looking for changes in behavior and a reduction in bias incidents as well as improvements in retention rates. Watts says she may also use that information to inform future trainings. “I anticipate that there will be an uptick in the number of complaints at first simply because people understand [bias]. Then [we’ll see] how long before that begins to level out and people feel empowered enough to have those kinds of conversations on their own,” she says. “We’ll be looking at all of the pieces that need to be in place so that we can determine whether the behaviors are moving in the direction that we want them to be moving in.” While other institutions have taken steps to address unconscious bias, Watts says that UK is the first university in the country to implement training of this nature organization-wide. “I’m excited because I think that it’s a wonderful opportunity for other universities to see how this can be done,” she says. The Center for Equality and Social Justice In reaction to the unrest occurring on college campuses across the country that began more than two years ago, UK created the Center for Equality and Social Justice to bring together faculty and students researching and engaging in these issues. Its mission is “to promote equality and social justice through collaborative scholarship and education and to help advocate for social justice within our communities, public policies, and laws,” according to the center’s website.
Students on UK’s campus in Lexington, Ky.
According to Christia Spears Brown, PhD, director of the center, its efforts focus on three specific areas: scholarship and research, public policy and law, and advocacy and community engagement. “I think of us as the academic arm of all of the other diversity initiatives going on at UK,” she says. With faculty affiliates from all 20 colleges and schools represented, Spears Brown hopes that collectively, they will be able to have broader impact. “We do research, and we do it in our own domains, but really, when you do work on equality and social justice, you want to improve equality and social justice; our topics don’t exist in social vacuums. So the center is designed to help faculty and students have a sense of connection with others who do this work and to train [them]… how [to] use their scholarship to impact change in ways that promote equality and social justice,” she explains. “That means, how do we take work out of the university and affect communities in positive ways and how can we shape public policy and laws to be more equitable.” The research and scholarship being conducted by faculty and students through the center varies in terms of discipline and approach as well as the group or issue being examined. “We define equality on the basis of race and ethnicity, immigration status, gender identity, sexual orientation, religion, disability level, [and so forth]. [It’s] been really remarkable to see how many people in their own ways are working toward equality and social justice. We have people in fine arts. We have people in journalism. We have an economist.” By providing funding, a support network, and avenues for publishing and disseminating research, the Center for Equality and Social Justice serves as a “megaphone
for the work that people are doing,” Spears Brown says. In addition to opportunities for faculty to publish policy briefs and position papers, fellowships are available for students to do research alongside a faculty mentor. Currently, the center has two such fellows, one of whom is researching how to improve the retention of underrepresented students. The center also plays the role of connecting other campus units with individuals who have expertise in areas related to equality and social justice — when a speaker is needed for an event, for example. Perhaps most important, though, are the connections it makes with lawmakers. “We’re often in contact with state politicians and our federal legislators to make sure they’re aware of the research coming out that’s relevant for laws that are currently being discussed and to translate it in ways that can be useful,” says Spears Brown. “All we can really do is plant that seed.” On UK’s campus, the center’s work has also taken the form of events and speakers — last year, it hosted a one-day symposium called Black and Blue: Critical Issues in Race and Policing, featuring scholars from across the U.S. — as well as consulting the university on issues regarding diversity and equality. Additionally, Spears Brown says she and her colleagues try to promote the work of other on-campus multicultural programs and centers, such as the Martin Luther King Center. Because the Center for Equality and Social Justice is still in its infancy, Spears Brown says it is in the process of building its infrastructure, but in the future, she hopes to grow its reputation as a resource for the UK community and beyond. “What I hope is that policymakers, particularly at the state level, will come to us when they have to make decisions,” she says. In addition to sending a powerful message to individuals of underrepresented and marginalized groups on campus, the center demonstrates UK’s commitment to creating a community of belonging where the concerns of any one group are shared and addressed by all. “I think [the center] conveys a powerful message that this university cares about equality and social justice,” says Spears Brown. “There’s a lot to be said for that when it comes to fostering a sense of belonging — that this university not only says it but is funding that kind of work.”● Alexandra Vollman is the editor of INSIGHT Into Diversity. The University of Kentucky is a 2017 INSIGHT Into Diversity HEED Award recipient.
American Indian and Alaska Native Heritage Month In 1990, President George H.W. Bush established November as National American Indian Heritage Month. Later given its current name, it is a time to honor the legacy of our country’s indigenous people and to celebrate the culture and traditions of the 562 federally recognized native tribes still in existence. INSIGHT Into Diversity recognizes the progress and contributions of native peoples in higher education.
Caleb Cheeshahteaumuck is considered the first Native American to graduate from college in the U.S. A member of the Wampanoag tribe, he graduated from Harvard University in 1665.
The University of Oklahoma’s Native American Language Program teaches four native languages, including Cherokee, Choctaw, Creek, and Kiowa. Thirty-eight colleges and universities offer a four-year degree program in Native American Studies, while 24 offer a graduate degree.
The first tribal college was established in 1968 when the Navajo Nation opened Navajo Community College. Later renamed Diné College, it now serves roughly 1,800 students on six campuses.
The nation’s 32 tribal colleges and universities (TCUs) comprise only 1 percent of the U.S. undergraduate population but serve approximately 8 percent of all native college students.
A recipient of the MacArthur Fellowship Award and the first Crow Indian to earn a doctoral degree, Janine Pease is considered one of the most influential Native American leaders in higher education. Throughout her prestigious career — which has included founding Little Big Horn College, serving as president of the American Indian Higher Education Consortium, and more — she has fought for more rights and opportunities for native students.
While TCUs began as twoyear institutions, 11 now have bachelor’s degree programs and two offer master’s degrees. In total, TCUs offer 358 academic programs, including apprenticeships, certificates, and associate, bachelor’s, and master’s degrees.
The American Indian College Fund has awarded more than $93 million in scholarships to native students since its founding in 1989.
In 1976, there were 76,100 American Indian and Alaska Native students enrolled in postsecondary education. By 2006, that number had more than doubled to 181,000.
Activist and scholar Lehman Brightman established the first Native American Studies program at the University of California, Berkeley in 1969. A member of the Sioux tribe, he was a leader in the American Indian Movement and served as a professor of native history at Contra Costa College for more than 30 years.
Sources: American Indian College Fund, American Indian Higher Education Consortium, East Bay Times, National Center for Education Statistics, The Postsecondary National Policy Institute, Tribal College: Journal of American Indian Higher Education, White House Initiative on American Indian and Alaska Native Education
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The Opioid Crisis Comes to College
How higher education can step up to help fight America’s worsening drug epidemic By Mariah Bohanon
n 2015, opioid drugs claimed the lives of more than 32,000 individuals in the U.S. — an average of 91 people a day, according to the Centers for Disease Control and Prevention (CDC). That same year, a survey of students at eight colleges and universities conducted by The Ohio State University (OSU) found that one in 10 undergraduates had used prescription painkillers for nonmedical reasons. Additionally, 68 percent of respondents said they had intentionally misused these drugs on more than one occasion, and 13 percent reported doing so at least 40 times. As the opioid epidemic continues to worsen — overdose deaths increased by 19 percent in 2016, according to recent preliminary data from The New York Times — many states and communities are taking action by enforcing strict regulations on prescribers, distributing free doses of the overdose treatment drug Naloxone, and mandating prevention programs in K-12 schools. However, some experts are concerned that the higher education community isn’t doing enough to address the prevalence of opioid abuse and addiction among college students. Kenneth Hale, PhD, an OSU pharmacy professor and associate director of the Higher Education Center for Alcohol and Drug Misuse Prevention and Recovery Kenneth Hale (HECAOD), says he firmly believes that most schools aren’t prepared to provide adequate prevention and treatment programs. “I think the urgency of the opioid dilemma hasn’t sunk in for colleges as much as it needs to because they’ve got bigger problems to address
with alcohol and binge drinking,” he explains. “But there is potential for great harm when drug overdose is the leading cause of death for people under 50 and we have 10 percent of students misusing prescription opioid medications.” While Hale says colleges and universities should continue to focus primarily on the rampant problem of alcohol abuse, he believes they do a disservice to students by dedicating few, if any, resources for prescription drug abuse prevention, especially as most individuals who misuse medications begin doing so between the ages of 18 and 25. “I think we have an opportunity and an obligation to help educate students at this age about how to use medication safely so they can be better healthcare consumers in general and help avoid problems like the opioid epidemic in particular,” says Hale. To address these issues, the OSU College of Pharmacy created the website Generation Rx, which provides free, ageappropriate materials for K-12 students to senior citizens on teaching prescription drug safety. “As someone who has worked in student affairs and as a pharmacist, [Generation Rx] seemed like the right thing to do in terms of trying to establish resources to help solve the opioid problem, which was becoming one of our most serious public health dilemmas,” Hale explains. The website features a page dedicated solely to higher education, called Generation Rx University, which has downloadable materials such as campus flyers and educational videos designed to teach students about general medication safety and the dangers of prescription stimulants and opioid painkillers. It also provides resources for student groups, residence halls, campus health clinics, and other campus
organizations to host an opioid awareness program that educates on how to use painkillers responsibly after an injury and how to help someone who is experiencing an overdose. Generation Rx University is sponsored by OSU and the Cardinal Health Foundation, which currently offers grants to help fraternities and sororities host opioid awareness events. In addition to prevention programs, Hale says colleges should focus on harm reduction for students who may already be abusing or addicted to prescription painkillers. He believes that schools should ensure that Naloxone is easily accessible so that students are prepared for situations, like campus parties, where people may be misusing opioids or combining them with alcohol, which increases the risk of overdose. Hale says OSU offers Naloxone through its campus health clinic without a prescription. “I think most schools are probably one overdose away from realizing that they need to do more — more to get Naloxone in people’s hands and more to raise awareness that this crisis is not just something that’s happening across the U.S.; it’s happening on college campuses,” says Amy Boyd Austin, director of the Catamount Recovery Program at the University of Vermont (UVM). Last year, Austin says that 60 percent of students who participated in Catamount had a history of opioid abuse. As a collegiate recovery program (CRP), Catamount provides an on-campus space and resources, such as 12-step meetings, wellness programs, and trained support staff, for students struggling with substance abuse disorders. Launched in 2010, the program originally had five participants. By 2016, it had roughly 30 — which Austin largely attributes to the nationwide rise in opioid use. Individuals who have a history of substance abuse must be diligent about maintaining their sobriety, which can be extremely difficult in a college environment where alcohol and drug use are prevalent at many social events, says Austin. As such, students in recovery often feel isolated and may drop out of school in order to avoid the pressures of a campus setting. Being part of a CRP provides these individuals with a community of supportive peers as well as trained and dedicated staff members who understand what it’s like to have a “recovery identity” and feel like an overlooked and often-stigmatized member of society. “Recovery is a big deal with the opioid situation because using one time could result in an overdose,” Austin says. “Most people are doing everything they can to protect their recovery, and that usually means finding something like a CRP where there’s a community of people supportive of their recovery identity.” By dedicating funding and resources to recovery, Austin believes schools can help change the stigma around addiction that prevents many people from seeking help. “It is up to university leadership from the very top to look at this as a public health crisis … and to embrace that a recovery community is a positive addition to any campus,” she says. “Having a CRP changes the whole campus climate around
What are opioids? Opioids mimic chemicals naturally produced in the brain that reduce feelings of pain. In addition to creating a sense of euphoria in the user, they activate the brain’s reward system — making them highly addictive. Frequent opioid use leads to physical dependency, and withdrawal symptoms can be severe. Prescription opioids include codeine, hydrocodone, morphine, and oxycodone. Stronger versions include fentanyl, which is used only to treat extreme pain, and carfentanyl, which, at roughly 10,000 times the strength of morphine, has never been approved for use in humans. These two drugs, along with the illegal narcotic heroin, have been blamed for a significant rise in opioid deaths.
What makes them so dangerous? People who take opioids on a regular basis may develop a tolerance that requires them to take higher dosages to achieve the desired results. Addicts may also snort or inject opioids, which increases the risk of overdose. A side effect of opioid use is slowness of breath, and taking too much at one time leads to respiratory failure. If administered in time, Naloxone can block an opioid’s effect on the brain and stop an overdose.
What is being done to fight the epidemic? State and local governments, as well as healthcare providers, have taken steps to reduce patient access to these drugs. In 2015, Massachusetts Gov. Charlie Baker assembled a task force of leading physicians to create guidelines for restricting opioid prescriptions and recognizing the signs of addiction in patients. In September, CVS Health announced it was enforcing limits on the amount and strength of opioids provided through its employee insurance plans. That same month, the attorneys general of 41 states announced a joint effort to investigate pharmaceutical companies for their role in creating the prescription drug epidemic and to possibly seek compensation for the toll its taken on the hardest hit communities.
Students meet on UVM’s campus in Burlington, Vt.
recovery identity and can really go a long way in helping break through the unconscious biases that people have regarding substance abuse disorders.” An investigative report by PBS News estimates that 150 colleges and universities in the U.S. offer CRPs, and a growing number now have substance-free or recoverycentered housing. In 2015, for example, New Jersey Gov. Chris Christie passed a law requiring that most higher education institutions in the state offer sober dorms after New Jersey experienced a 215 percent increase in opioid deaths in just five years. In Vermont, the number of heroin- and fentanyl-related deaths nearly doubled between 2015 and 2016, according to a report from the state’s health department. And Austin says it is extremely common for students who develop prescription opioid dependencies to turn to stronger, more lethal drugs. “I think many people see experimentation with substances in college as normal, and taking a pill doesn’t seem like that negative of a behavior,” she explains. “When someone gets hooked on opioids as pills and then for whatever reason can’t afford them or access them anymore, and heroin is cheap and available, that’s when they end up crossing that line they probably never thought they’d cross.” Jessica Higgs, MD, a physician at Bradley University, says she doesn’t think college students are that different from the general population. “Most people caught up with this epidemic did so by accident, either because of prescription pain medication or experimenting with other drugs that led to opioids, which may have been cheaper or more accessible,” she says. As a board member for the American College Health Association (ACHA), Higgs leads the ACHA Task Force for Opioid Prescribing in College Health. ACHA created the task force recognizing that colleges aren’t immune to the national crisis. Research findings from the organization have shown that the younger people are exposed to such medications, the more likely they are to become addicted. 42
In 2016, the task force issued guidelines for college healthcare professionals to follow when providing prescription painkillers, such as only issuing small doses and screening patients for substance abuse problems. “Our first approach is to only use these medications when they are appropriate and necessary and to only give the patient what is needed instead of a script for 30 pills when they may only need six,” Higgs says. Hale agrees that college healthcare providers have a responsibility to reduce the availability of opioids on college campuses. And campus medical clinics, as well as healthcare providers nationwide, are becoming increasingly sensitive to the dangers of overprescribing such medications, he says. Phillip Anderson, PharmD, who serves as manager of OSU’s Wilce Student Health Center Pharmacy, says that the university’s physicians and pharmacists have been vigilant about minimizing the amount of prescription painkillers dispensed on campus because of the prevalence of overdose deaths in the surrounding community. Ohio has been the state hardest hit by the opioid crisis in terms of the number of deaths, he explains, which is why the state lifted restrictions on Naloxone two years ago so that the drug could be purchased without a prescription. Since that time, OSU Student Health Services has offered Naloxone kits, which each contain two doses. “We felt the need to do our part and not ignore the students or faculty … who may be struggling with this issue,” says Anderson. “Often, the person who purchases a kit is the caregiver or friend of someone who has an addiction problem, and they are worried.” When someone purchases Naloxone, Anderson or another pharmacist takes that person to a private consultation room to train him or her on how to recognize the signs of an overdose and how to dispense the drug via injection or nasal spray. In addition, pharmacy staff have done outreach on campus, such as talking to students in residence halls about what to do in case of an overdose. They also trained OSU’s police department after it received a grant to purchase Naloxone kits for its roughly 60 officers to use if needed. Anderson is unaware of any officers having to respond to an overdose on campus, and he says the pharmacy has sold very few kits. He believes that the most important factor in battling the opioid crisis is educating students and providing life-saving treatment. “All we can do is be open about this problem and offer to help,” he says. Beyond the traditional college campus, medical and pharmacy schools are now tackling the issue by requiring a more rigorous curriculum and training around prescription painkillers to prepare future healthcare providers. “One of my colleagues was just telling our students,” says Hale, “that this is the biggest, most important medication issue of our time.”● Mariah Bohanon is a senior staff writer for INSIGHT Into Diversity. For more information, visit generationrx.org.
A Team Approach Expanding the Work of Diversity and Inclusion Beyond a Central Office By Mariah Bohanon
t large universities, where campus constituents can number in the tens of thousands and academic colleges are numerous, it can be difficult for a central diversity office to address the needs and concerns of such an expansive community. To help tackle the task of managing an extensive portfolio of diversity and inclusion initiatives and programs and to make these efforts more effective, some centralized diversity offices — with the support of institutional and departmental leaders — have built teams of diversity advocates from across campus that are held accountable for ensuring progress. University of Michigan The University of Michigan (UM) has almost 45,000 students and nearly 20,000 employees. In order to ensure a diverse and inclusive campus for its large community, the Office of Diversity, Equity, and Inclusion (ODEI) works closely with representatives from all 50 campus units — which include centers, offices, and 19 academic colleges.— who are responsible for overseeing UM’s mission to advance campus climate, increase minority recruitment and retention, and support innovative scholarship and teaching. “Every unit has at least one individual who is charged with stewardship of the university’s strategic plan for diversity and who serves as the liaison between the unit and the central [diversity] 44
Angell Hall on the University of Michigan’s campus in Ann Arbor (photo: Vasenka Photography via Flickr)
office,” explains Deputy Chief Diversity engage with unit leadership, staff, Officer Katrina Wade-Golden, PhD. faculty, and students,” says WadeShe points out that some larger campus Golden. “They know the climate and units have multiple individuals — what the issues are, and they know the known as implementation leads or DEI unique culture and needs of relevant leads — who serve in this capacity. stakeholders better than a central For example, the College office [can].” of Literature, Science, and The DEI leads, she says, the Arts — UM’s largest range from diversity officers and academic division — has four directors to other staff members DEI leads. whose primary responsibility is Two years ago, ODEI and ensuring inclusivity within their the various units worked respective units. The UM School together to develop the of Social Work, for example, Katrina university’s strategic plan, created as part of its unit plan an Wade-Golden known as “Many Voices, office for diversity, equity, and Our Michigan,” as well as individual inclusion that is staffed by a director, a plans to help each unit achieve UM’s manager, and several graduate assistants. overarching diversity and inclusion “One thing we learned very clearly goals. “We felt that implementing the in the first year of the plan is that the plans would make the most sense at a role of a DEI lead is so extensive that local level where the leads can directly it cannot just be added to a full-time
Jabar Shumate speaks with D’Andre Fisher, special assistant to the vice president and director of operations for university community at OU.
faculty or staff position, so we are really encouraging units to think about hiring outside professionals who are solely responsible for diversity work,” explains Wade-Golden, adding that some academic schools and colleges already have a diversity officer on staff. Even in units where the DEI leads are not full-time diversity professionals, she says, ODEI works diligently to ensure that they are properly trained on important issues regarding equality and inclusion on campus and are equipped with the necessary resources to carry out their unit’s strategic plan. ODEI partners with the Organizational Learning Department in UM’s Office of Human Resources, for example, to provide professional development courses and skills training in areas such as disability awareness and unconscious bias. In addition, ODEI supplies diversity leaders with tools that include an annual timeline to help each unit track their plan’s progress and a reporting mechanism that allows the central diversity office to evaluate and assist with revisions as necessary. Most important, says Wade-Golden, is the fact that UM’s extensive approach to implementing “Many Voices, Our Michigan” allows every member of the campus community to contribute to the university’s mission. All 50 unit
plans and contact information for each DEI lead are available on the ODEI website, and all students and employees are encouraged to share their concerns, questions, and comments. University of Oklahoma At the University of Oklahoma (OU), diversity officers within each academic college play a vital role in creating strategies to increase multiculturalism and inclusivity across the entire institution. According to the OU website, student groups that wanted to see the university increase its efforts to recruit, retain, and support diverse students and employees drove OU’s decision to include diversity professionals in each college. In response to students’ request, President David Boren asked the deans of each college to incorporate a dedicated, trained diversity professional into their structure. These individuals, who serve as either a director or an associate dean of diversity, act as the chief diversity officer (CDO) of their respective school and report directly to their college’s dean. “The fact that our deans have an individual who reports directly to them and brings diversity to the table means that they’re very engaged with [diversity] as a key goal of the university,” explains Jabar Shumate,
Employment Opportunities Anticipated areas of faculty hiring will include: Creative writing and fiction, professional communication, law enforcement, human services, social work, finance, IT, cybersecurity, molecular biology, electronic resource librarian, early childhood education, individualized studies Other anticipated areas of hiring will include: Dean of Library, Dean if CNHS, Women’s and LGBTQ Resources metrostate.edu/student/universityinfo/university-info/human-resources/ employment-opportunities
vice president for the Office of and organizations — serve as strategic University Community. He adds that planning partners with Shumate’s office these new positions allow deans to more in deciding what OU’s specific diversity effectively engage with efforts goals will be and how the that they may otherwise not university can achieve them. have the time or expertise to Shumate says the council handle on top of their many is currently focused on other responsibilities. “It devising strategies to meet makes sense that if each one short-term, intermediate, and of our deans has someone long-term recruitment goals like a development officer to for underrepresented faculty, Jabar Shumate assist with raising money, then staff, undergraduate, and they ought to have a diversity graduate students. To achieve officer to assist with creating an inclusive this end, the diversity officers and academic community,” says Shumate. other members of the council work These diversity officers play a vital together on outcome mapping for role in crafting and carrying out the each of these four areas.— a method overarching goals of the Office of that requires working backward from University Community by serving on a stated objective to devise the steps the Diversity and Inclusion Academic needed to reach that goal. In addition Council. Members of the council — to monthly diversity council meetings, which also includes representatives the diversity officers meet frequently from various university offices, units, with subcommittees of faculty, staff,
and student representatives to create outcome maps for each college. While only in its second year, the council has already had a positive impact on the campus culture, says Shumate. “Giving so much attention to diversity and inclusion … creates a certain level of excitement at the university about finding strategies and ways we can increase the recruitment [of diverse individuals],” he says. “It places diversity at the forefront of the conversation when we talk about recruitment and hiring.” OU is already seeing an increase in the enrollment of and support for diverse students. In the Price College of Business, diversity staff have been able to increase corporate sponsorship for bridge programs that support minority students from freshman year through job placement or graduate school. In the College of Engineering, diversity
Creating opportunities since 1962. GTC is proud to receive the HEED award for a second time and prouder still of the effort to create a welcoming environment in which programs lead to cultural competence for graduates entering the global workforce.
Left: Jabar Shumate meets with OU faculty and administrators. Right: The University of South Carolina’s campus in Columbia
staff have succeeded in creating support and recruitment programs for female students that have led to the largest enrollment of women in the college’s freshman class in its 108-year history. University of South Carolina For John Dozier, PhD, being CDO at the University of South Carolina’s (USC) flagship campus in Columbia means determining how to coordinate the diversity and inclusion efforts of a campus with more than 30,000 students. Fortunately, he has the support of campus leadership and the ingenuity and dedication of 13 unitlevel diversity officers. “Our success really starts at the top, where there is a commitment from the president and the provost that diversity and inclusion are key to the university’s mission,” he says. “That commitment extends down through the entire institution to include our chief academic officers and faculty.” As USC’s inaugural CDO, Dozier said he and Provost Joan T.A. Gabel, PhD, were concerned about how to connect the Office of Diversity and Inclusion’s efforts to the university’s academic colleges and departments. “We started to talk in earnest about how we could really bring the conversation around diversity from the margins of the university to the center of what we [as a university] do,
which of course is teaching, learning, research, and scholarship,” he explains. “At the center of that are our faculty, so we thought having a diversity officer within every academic unit would be a way to facilitate that [connection].” In fall 2016, Dozier and Gable asked the academic deans of USC’s colleges and schools to create a position that would serve as the head of diversity within their respective unit, to which
Joan T.A. Gabel
they agreed without hesitation, says Dozier. “Our deans are strong advocates of our inclusion efforts and embraced the idea wholeheartedly,” he says. “They each appointed a position that in most units is now called an associate dean for inclusion and equity.” Most deans chose to either hire an outside diversity professional or assign the role to a current faculty member. This past summer, the new academic diversity officers and the staff in the Office of Diversity and Inclusion participated in a retreat where they determined the next steps to achieve
USC’s overall goal of being a leader in campus diversity and equity. This academic year, they will focus on minority faculty retention and underrepresented graduate student recruitment in order to create a pipeline of diverse faculty. “Their roles [as unit diversity officers] aren’t different from my position so much as they are an extension of it, especially when it comes to engaging our faculty,” explains Dozier. He believes that having people in these positions in individual units, whose primary concerns are the needs of employees and students, demonstrates to the university community that USC is taking steps toward becoming an even more diverse and inclusive campus. “Having the resources and support to make these positions successful lets people know that their diversity work is meaningful,” says Dozier, “and that the recommendations we make … are going to actually be executed — and done so with the full support of our academic community.”● Mariah Bohanon is a senior staff writer for INSIGHT Into Diversity. The University of South Carolina is a 2012-2017 HEED Award recipient. The University of Oklahoma is a 2017 Diversity Champion and a 2017 and 2016 HEED Award recipient.
Inclusion and excellence are core values for Columbia University. Inclusion and excellence are core values for Columbia University.
Diversity is a fundamental academic goal for the University, its Schools and Departments, and we seek to promote diversity through equity in recruiting, Diversity is a fundamental academic goal for the University, its Schools and advancement, retention, and experience. Building a diverse and inclusive Departments, andexcellence we seek to are promote through equity in recruiting, Inclusion and core diversity values for Columbia University. community is not the work of a moment; rather, it requires sustained advancement, retention, and experience. Building a diverse and inclusive commitment, effort and attention. Columbia's sustained dedication to this task community is not the work of a moment; rather, it requires sustained Diversity is acomprehensive, fundamental academic goal for the University, its Schools includes our university-wide diversity planning process,and as well commitment, effort and attention. Columbia's sustained dedication to this task as ongoing funding support forpromote faculty recruitment from underrepresented groups. Departments, and we seek to diversity through equity in recruiting, includes our comprehensive, university-wide diversity planning process, as well advancement, retention, and experience. Building a diverse and inclusive as ongoing funding support for faculty recruitment from underrepresented groups. community is not the work of a moment; rather, it requires sustained commitment, effort and attention. Columbia's sustained dedication to this task includes our comprehensive, university-wide diversity planning process, as well as ongoing funding support for faculty recruitment from underrepresented groups.
© 2017 Campus Climate Surveys, LLC
RENOWNED ARTIST AND MURALIST JUDY BACA
B.A. (ART), M.A. (ART EDUCATION)
CSUN is a catalyst for visionaries like award-winning alumna Judy Baca, who created the Great Wall of Los Angeles. CSUN helps nearly 40,000 students annually reach their potential, just like Baca did. Ranking in the top seven nationally in bachelor’s degrees awarded to Latina/o students and public university Pell Grant recipients, the Wall Street Journal ranked CSUN No. 2 in the nation for its diverse learning
environment. Situated in the heart of Los Angeles’ San Fernando Valley, CSUN is home to the oldest and the largest Chicana/o Studies Department and only Department of Central American Studies in the nation. With this commitment to the success of all students, INSIGHT into Diversity, Diverse Issues in Higher Education and Minority Access Incorporated have all recognized CSUN.
Visit CSUN.EDU to see how CSUN faculty and staff are making a world of difference for our students and all of Southern California. Apply today to join this dynamic team of educators and professionals.
[ The 2017 HEED Awards ]
Example By Alexandra Vollman
clemson university 50
university of north florida
oklahoma state university
california state university san marcos
Tasked with educating and preparing the next generation of leaders, higher education institutions in the U.S. bear great responsibility when it comes to ensuring a bright, sustainable, and economically viable future for our country. As we as a nation become more diverse, so do our college and university campuses, making the efforts of these institutions to create safe and inclusive spaces for all students, faculty, staff, and administrators to learn and work paramount to not just their individual success, but also our collective success as a country.
t INSIGHT Into Diversity, we know that this work requires a comprehensive and strategic approach. Ensuring a diverse, equitable, and inclusive environment for all involves a commitment to members of the campus and the surrounding community, the investment of resources, continuous dialogue and education, awareness of and attention to the campus climate, and opportunities for socialization and celebration. This year, we are pleased to announce that 80 colleges and universities have demonstrated this commitment and are being awarded the INSIGHT Into Diversity Higher Education Excellence in Diversity (HEED) Award for their efforts. Of these, 15 institutions are being recognized as Diversity Champions for ranking in the top tier of HEED Award recipients. Additionally, seven institutions are being recognized as HEED Award Honorary Mentions for their commendable work to improve diversity and inclusion on their campuses.
Now in its sixth year, the HEED Award evaluates colleges’ and universities’ commitment to diversity and inclusion through a variety of lenses. Recipients proactively work to ensure the representation and inclusion of people of all backgrounds and circumstances, including those of different races, ethnicities, religions, nationalities, abilities, veteran statuses, socioeconomic statuses, sexual orientations, and gender identities. Each facing distinct challenges, 2017 HEED Award institutions — which include two- and four-year, public and private, undergraduate and graduate, and law schools — have developed unique and thoughtful approaches to addressing the needs of their diverse constituents. They understand that progress involves both proactive efforts and those that respond to issues as they arise. Through the creation of a range of programs, initiatives, services, scholarships, events, forums, offices and centers, trainings, and policies.— and with support insightintodiversity.com
eastern kentucky university
from the highest levels of the administration — these colleges and universities have and continue to provide spaces that foster the academic, professional, social, cultural, and personal lives of every member of their campus communities. With a mission to retain students who are struggling financially, micro-grants have helped one institution prevent thousands of students from leaving. Bonded by similar backgrounds and experiences, men of color find a support network and learn to develop together as leaders through a program centered on brotherhood. Other students, such as veterans and LGBTQ individuals, find the services, support, and resources they need via centers that help provide a sense of belonging on campus. A new $100 million investment drives one university’s commitment to diverse faculty recruitment and career development, while another institution is striving to improve the recruitment and retention of female faculty in STEM disciplines through research and analysis. For men of color, one program serves as a national model for increasing their representation in K-12 schools by recruiting from and requiring that these students serve in districts with the greatest need. In the community, a collaboration between a university and a retirement community has created a
kent state university
mutually beneficial partnership in which students are paired with senior citizens and learn about the power of resilience. Recognizing the importance of calling out injustice, one institution is acknowledging its historical ties to slavery through the development of a memorial to the enslaved laborers who helped build and found the university. Annual diversity reports, campaigns, surveys, and forums have informed many schools’ efforts around improving the campus climate and have sparked meaningful dialogue. These include a speakers series to foster conversations on critical and controversial topics, as well as an event focused on discussing Islamophobia following months of attacks on the Muslim community. All of these efforts and more are what set HEED Award institutions apart. Their commitment to creating the best experience and ensuring the best outcomes for all is witnessed by the ways in which they invest in members of their campus communities. By not taking their responsibility to educating and preparing the next generation lightly, these 80 colleges and universities have proven themselves worthy of national recognition.● Alexandra Vollman is the editor of INSIGHT Into Diversity.
Recipients of the 2017 INSIGHT Into Diversity Higher Education Excellence in Diversity (HEED) Award 2017 DIVERSITY CHAMPIONS 2017
Columbia University in the City of New York Florida State University Indiana University-Bloomington James Madison University Kennesaw State University Kent State University Metropolitan State University of Denver Oklahoma State University
Rochester Institute of Technology University of Cincinnati University of Kentucky University of North Florida University of Oklahoma University of Virginia Virginia Polytechnic Institute and State University
2017 HEED AWARD RECIPIENTS Arizona Summit Law School Augusta University Ball State University California State University, East Bay California State University, Fresno California State University, Northridge California State University San Marcos Case Western Reserve University Central Washington University Clemson University Cleveland State University Cuyahoga Community College Davenport University DePaul University East Carolina University Eastern Kentucky University El Paso County Community College District Florida Coastal School of Law Georgia Institute of Technology Georgia State University Greenville Technical College Indiana University-Purdue University Indianapolis Kansas State University Louisiana State University and Agricultural and Mechanical College Metropolitan State University Millersville University North Carolina State University Northeastern University Northern Virginia Community College Palo Alto University Raritan Valley Community College Salem State University
San Diego State University Seminole State College of Florida Southern Illinois University Carbondale Southern Illinois University Edwardsville Southwestern Law School Stockton University SUNY Buffalo State College SUNY Oneonta SUNY System Administration Swarthmore College Texas Tech University The Pennsylvania State University The School of the Art Institute of Chicago The University of Georgia The University of South Carolina The University of Texas at Austin The University of Tulsa Union College in New York University of Central Florida University of Colorado Boulder University of Delaware University of Houston University of Houston Law Center University of Illinois at Urbana-Champaign University of Louisville University of Minnesota-Twin Cities University of North Carolina at Chapel Hill University of North Carolina Wilmington University of Pittsburgh Western Michigan University West Virginia University William Marsh Rice University (Rice University) William Rainey Harper College (Harper College)
2017 HEED AWARD honorary mention California State University, Fullerton California State University, Monterey Bay Capital Community College Highline College
Morgridge College of Education at the University of Denver University of North Carolina at Greensboro Widener University
[ The 2017 HEED Awards ]
mental health Services
Indiana University Bloomington Hudson & Holland Scholars Program The largest scholarship and support initiative at Indiana University (IU) Bloomington, the Hudson & Holland Scholars Program currently supports 1,400 high-achieving, underrepresented minority students. Eligible individuals receive a base award of $6,000 per year for up to eight consecutive semesters to help ensure their success at IU; however, some students qualify for additional aid. Participants also have access to a variety of support services to holistically address their academic and personal needs.
SUNY System Administration Diversity Abroad Honors Scholarship Program Designed to help offset the costs of participating in an international study or research program, the State University of New York (SUNY) System awards scholarships of $1,000 to students who may not otherwise be able to study abroad through its Diversity Abroad Honors Scholarship Program (DAHSP). Special consideration is given to high-achieving underrepresented and low-income students. Since the program’s inception in 2014, 82 SUNY students have completed travel through DAHSP, expanding their knowledge of diverse cultures.
Diversity Counselors Program A new partnership between the Division of Diversity, Equity, and Inclusion and Family Therapy at Texas Tech University, the Diversity Counselors Program provides mental health services to students in need. The innovative internship program includes three graduate-student counselors who specialize in various aspects of diversity and are available every day of the week for appointments or walk-in therapy sessions.
60% of HEED Award recipients have annual diversity fundraising programs.
Community Service & Engagement Developing Knowledgeable Leaders
The Center for Community Education at Arizona Summit Law School offers customized workshops and classes on contemporary legal and regulatory issues to local businesses, nonprofit organizations, governments, schools, and other organizations. In line with the school’s mission to build community-based solutions, the center provides the tools, knowledge, and skills to help create a network of local leaders who empower others.
Treating the Hispanic Community
Palo Alto University (PAU) founded La Clínica Latina in 2014 to offer clinical training to PAU students in providing Spanish-language outpatient therapy to members of the local community. The program trains up to 10 Spanish-speaking students every year and serves hundreds of community members. It is now beginning to offer cognitive-behavioral group therapy for depression in order to expand its service to the Hispanic community of Palo Alto.
Growing Minority Businesses
Hosted by the University of North Carolina Wilmington (UNCW), the Cape Fear Region Minority Enterprise Development Week recognizes the achievements of local minority entrepreneurs, provides opportunities for networking, and offers workshops to support and strengthen their businesses. The event also allows minority business owners to learn about government contracting and business opportunities as well as those at UNCW in order to grow their companies.
Inspiring Intergenerational Success
The Resilience Project at Western Michigan University (WMU) is a partnership between the university and Friendship Village, a retirement community near the campus, that pairs students with senior citizens.— many of whom are former WMU professors.— for activities that demonstrate their resilience. Students who receive the Kalamazoo Promise Scholarship participate in this intergenerational relationship program. One goal of the project is to inspire students to achieve their own versions of success throughout their lives.
INDIANA UNIVERSITY – PURDUE UNIVERSITY INDIANAPOLIS
INDIANA UNIVERSITY – PURDUE UNIVERSITY INDIANAPOLIS
FULFILLING THE PROMISE
Less than 20 universities, nationwide have received the prestigious Higher Education Excellence in Diversity Award for six consecutive years. Just because IUPUI is one of those institutions does not mean our work is done. Every day IUPUI, faculty representing 18 Schools, collaborate across academic disciplines and with our nearly 30,000 students on a beautiful, urban campus in downtown Indianapolis. The IUPUI mission, vision and strategic plan make clear our commitment to community engagement and diversity. We are a community with a passion for engaging the city, state, nation and beyond through teaching research and service. Our graduates are leaders in an increasingly complex world.
FULFILLING THE PROMISE diversity.iupui.edu
Less than 20 universities, nationwide have received the prestigious Higher Education Excellence in Diversity Award for six consecutive years. Just because IUPUI is one of those institutions does not mean our work is done. Every day IUPUI, faculty representing 18 Schools, collaborate acros academic disciplines
DIVISION OF DIVERSITY, EQUITY AND INCLUSION
Indiana University – Purdue University Indianapolis
[ The 2017 HEED Awards ]
Leadership & Development Students The Leaders of Tomorrow
////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////// The Latino Student Leadership Institute at Millersville University aims to create a sense of belonging among Latino first-year students via a community-building retreat. This three-day experience features team-building activities, an introduction to Millersville resources, an overview of curriculum requirements, and networking opportunities with other members of the campus community. Since it launched in 2013, 72 individuals have completed the institute. Evaluations have indicated that participants have higher GPAs, earn more credits, and are more likely to graduate than Latino students who don’t participate.
The mission of the Inclusion Leadership Program (ILP) at Oklahoma State University is to develop and sharpen students’ leadership skills to help them achieve success in their personal and professional lives. By providing a supportive environment through mentoring and programming, the program strives to help them broaden their perspectives and develop inclusive leadership skills, increase their knowledge of global networking, and prepare them for a global society. Technology is a major component of ILP, and students communicate with their mentors via video conferencing, instant messaging, and other networking tools.
Preparing Future Faculty
Every spring, North Carolina State University hosts the Building Future Faculty Program, a two-and-a-half day workshop for doctoral students and postdoctoral scholars who are interested in pursuing academic careers and are committed to promoting diversity in higher education. Any graduate student who is in the dissertation or postdoctoral phase is invited to apply. Through the program, up to 40 young scholars hoping to launch a career in academia gain access to information, networking opportunities, skill development, strategies, and feedback.
The University of Central Florida
McNair Scholars Program prepares students from low-income, firstgeneration, and underrepresented groups for doctoral studies. Scholars participate in courses, seminars, and workshops that focus on graduate school preparation; complete a paid research project with a faculty mentor; and have the opportunity to present their findings at local and national conferences. Currently, 85 percent of McNair Scholars are enrolled or have graduated from graduate or professional school.
81% of HEED Award recipients have campuswide retention strategic plans for historically students. 2017 56 Novemberunderrepresented
Faculty Through the Certificate in College Teaching and Learning in Hispanic-Serving Institutions, STEM faculty at Central Washington University learn best practices for how to teach Hispanic students. The yearlong experience educates them on how to develop students’ competence and their ability to monitor their own learning, use structured small-group work to improve aptitudes in math, and cultivate effective study habits and metacognition in STEM courses. Faculty who have applied techniques in the classroom have reported improvements in grades and classroom participation among students of color.
Eastern Kentucky University’s Developing
Excellence in Eastern’s Professors (DEEP) system, advances faculty and professional development at EKU through the design of technology and resources. Faculty participate in various levels of learning that include materials and assignments focused on knowledge at each stage. Collectively, the levels of the DEEP system include remembering and understanding, applying, and evaluating and promoting knowledge, as well as creating new knowledge based on a specific pedagogical topic, such as culturally responsive pedagogy or critical and creative thinking. Course content is available online so that faculty can participate as their schedule allows.
[ The 2017 HEED Awards ]
Student Support Georgia State University (GSU) provides micro-grants to help low-income students cover financial shortfalls affecting their ability to pay tuition and fees. GSU has awarded more than 5,000 Panther Retention Grants — of $300 and more — over the past four years, preventing thousands of students from leaving school. The Sullivan-Deckard Scholars Program at Cleveland State University provides opportunities for highly motivated youth who are aging out of foster care to pursue an undergraduate degree. The program offers a system of support that is customized and structured to meet the unique academic, social, and financial needs of these students. Migrant and seasonal farm workers gain the skills they need to succeed in higher education via the College Assistance Migrant Program (CAMP) at California State University San Marcos. Part of a national program, CAMP allows the university to provide pre-college transition and first-year support services to help these students develop the skills necessary to graduate. Designed to support Native American and Alaska Native students, Rochester Institute of Technology’s Native American Future Stewards Program offers academic support, cultural activities, mentoring, research opportunities, and professional development workshops aimed at preparing and encouraging them to return to and serve their tribal communities. Seminole State University supports the needs of students with autism through Full Spectrum, a 12-week program that helps them adjust to college life and their studies. In addition to developing skills related to self-advocacy, daily living, and social
interaction, students receive assistance with the transition to a bachelor’s degree program at the University of Central Florida. At the University of Louisville, a multidisciplinary team of students, faculty, and staff meets monthly to support undocumented students by working to remove barriers that stand in their way. After the announcement of the rescission of DACA, the team served as first responders for these students and trained the campus about next steps. The Center for Academic Retention and Enhancement (CARE) at Florida State University provides first-generation and socioeconomically disadvantaged students a pathway into FSU regardless of past academic performance. CARE students receive support.— including mentoring, advising, and assistance with registration and financial aid — from the center for the duration of their academic career. The QUEST Mentorship Program at Kent State University pairs LGBTQ students with LGBTQ and ally faculty, staff, and community members to provide guidance and support. Mentors meet monthly with students and share vocational information based on personal experience to encourage their career exploration and social growth. Salem State University’s Brotherhood with a Purpose focuses on young men of color who are bonded by shared experiences and a desire to achieve, succeed, and develop as leaders. Programming concentrates on understanding and overcoming barriers, clinical intervention and referrals, building networks of support, leadership development, increasing college readiness, and career exploration.
acknowledging injustice Established by University of Virginia (UVA) President Teresa A. Sullivan in fall 2013 to explore and recognize the university’s historical relationship with slavery, the President’s Commission on Slavery and the University is an effort by UVA to acknowledge its complex history as well as recognize the enslaved people who were integral to the university’s founding. As part of this effort, the commission designed and is raising money to build the Memorial to Enslaved Laborers; this will be a gathering place on UVA’s campus in Charlottesville that will feature some of the names of the slaves who built and worked at the university. The site will be included on UVA’s self-guided “Enslaved African Americans at the University of Virginia Walking Tour,” which features historically significant places that showcase the university’s connection to slavery.
Welcome . . . #1 University for Diversity in Washington state.
Central Washington University earned the prestigious Higher Education Excellence in Diversity (HEED) Award—the only university in Washington to be honored. At Central, you’re always welcome.
CWU is an EEO/AA/Title IX Institution. For accommodation e-mail: [email protected]
Diversity Helps Us Think Beyond the Possible Case Western Reserve University is dedicated to innovation, knowledge and understanding – goals we achieve by welcoming a wide array of individuals, experiences and perspectives. Learn more about our diversity and inclusion efforts at case.edu/diversity
Graduates of California State University, East Bay at the university’s 2017 commencement ceremony
LGBTQ Center Director Cris Mayo (front right) is congratulated during the center’s dedication ceremony at West Virginia University.
Students from Southern Illinois University Edwardsville participate in St. Louis PrideFest.
INSIGHT co-publisher Lenore Pearlstein (center) presents the 2017 HEED Award to members of the Greenville Technical College administration.
Staff in the University of North Carolina Wilmington’s Office of Institutional Diversity and Inclusion participate in a cooking contest during a collaborative program with LINC Inc. (Leading Into New Communities).
Students participate in the “Hijab for a Day” event at Union College in New York.
Events and Celebrations HEED Award institutions host and participate in a number of events focused on not only celebrating diversity, but also increasing awareness and understanding of different cultures and identities, recognizing achievements, and building community.
Diversity begins with leadership At East Carolina University, we are the innovators, the challengers, the ones who step forward undeterred. We forge ahead with proven leadership initiatives with a goal of achieving an inclusive academic culture that engages our students, staff and faculty. We lead as an institution and as a regional engine by integrating diversity through our programs, our people and our pride. It is an honor to be recognized again this year with the INSIGHT into Diversity Higher Education Excellence in Diversity award.
[ The 2017 HEED Awards ]
Diversity Training ////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////// Conflict Communication assessment and workshop. Since participating, they continue to engage in experiences to increase their collective as well as individual cultural competence, including meeting with interest and advisory groups on campus to discuss their concerns related to diversity, inclusion, and racism and to promote open dialogue.
To build employee cultural competence, Davenport University (DU) developed a Diversity, Equity and Inclusion (DEI) Training package that offers both inperson and online workshops. Meant to help employees more effectively work together to achieve inclusion, the training is required of all full-time faculty and staff; all senior leaders have already completed the program. Offered in four levels, the self-paced sessions range from one to seven hours and cover several critical areas: Core Competency Introduction, Understanding DEI at DU, Taking Action Toward Inclusion, and Cultural Intelligence. Following completion of all levels, employees are evaluated on what they have learned.
Using the Intercultural Development Inventory (IDI), a 50-item online questionnaire that assesses intercultural competence, Metropolitan State University in Minnesota strives to evaluate and improve the cultural competence of campus senior leadership. Members of the President’s Cabinet recently completed both an IDI and Intercultural
community. Students gain the skills necessary to break down barriers and participate in difficult conversations as well as discuss similarities and differences in identity, experience, and values.
The Safe Zone interactive online training at Augusta University was designed to develop, enhance, and maintain culturally competent and supportive environments on campus for individuals who identify as LGBTQ and their allies. It establishes an identifiable network of students, faculty, staff and administrators who can provide support, information, and a safe place for LGBTQ people within the Augusta campus community. The one-hour training is divided into three modules.— language, identity, and stereotypes of privilege.— and uses information and activities to clarify language and terminology in order to help participants understand experiences related to identity in general and LGBTQ identities specifically, as well as to address issues related to stereotyping. The Freshman Diversity Experience at the University of Oklahoma (OU) is designed to take all incoming freshmen through a three-hour, research-based curriculum that educates on active listening, social identity, and cognitive empathy. The purpose of the program is to not only prepare students for future employment, but to also provide baseline skills that will help them make the most of their educational experience at OU and fully engage as a member of the campus
The BUILD Diversity Certificate program empowers DePaul University employees to boost their multicultural competencies, better understand differences and how they impact the workplace, work toward inclusive excellence, leverage diversity and strengthen leadership capacity, and develop measures of success to ultimately create a more comfortable and welcoming campus for all. The curriculum has two levels that include assignments as well as required courses focused on topics such as recruitment, retention, systems of racial inequity, disability in the classroom and workplace, and religious diversity. More than 1,200 faculty and staff members have participated in at least one BUILD workshop since the program began in 2013, and currently, 246 faculty and staff are pursuing certification.
79% of HEED Award recipients have some form of diversity training for faculty. November 2017
“The future of our democracy depends “The future of upon our ability to our democracy create inclusive and equitable dependscommunities upon to which everyone is our to their invitedability to contribute ideas, gifts and create inclusive enthusiasms.”
and equitable Valerie Smith, President of communities to Swarthmore College which everyone is invited to contribute their ideas, gifts and enthusiasms.”
Proud Recipient of the HEED Award
FOUR CONSECUTIVE YEARS A Diverse Learning Community Seminole State College of Florida embraces diversity, inclusion, and collaboration by respecting the unique qualities of individuals and treating each other with fairness and dignity.
Valerie Smith, President of Swarthmore College
Valerie Smith, President of Swarthmore College
“The future of our democracy depends upon our ability to create inclusive and equitable communities to which everyone is invited to contribute their ideas, gifts and enthusiasms.”
Student Veterans Resource Center
LGBTQ Resource Room
The mission of the Student Veterans Resource Center (SVRC) at the University of Georgia is to position veterans for success. It does this by serving as a central location for information about the university’s services for student-veterans as well as by offering support, advocacy, and a convenient location for them to gather on campus. SVRC offers a variety of mentoring and coaching programs, networking opportunities, scholarships, and student organizations to help student-veterans graduate and secure jobs.
Housed in the Women’s Center, the LGBTQ Resource Room opened on Louisiana State University’s (LSU) campus in February. Created to build community, provide a safe space, and increase awareness and understanding of the LGBTQ community, the center offers a space where LGBTQ and ally students, faculty, and staff can socialize, study, and learn. LSU encourages all members of the campus community to visit the resource room to learn more about LGBTQ individuals and to help create greater acceptance in the broader community.
California State University, Northridge (CSUN) works to address the needs of undocumented students, faculty, staff, and their families through the CSUN DREAM Center; DREAM stands for Dreamers, Resources, Empowerment, Advocacy, and Mentorship. The center provides a variety of resources and services for these individuals and their allies, including peer mentoring; counseling and legal services referrals; policy and legislative updates; and assistance with scholarships, the Deferred Action for Childhood Arrivals (DACA) program, and the Development, Relief, and Education for Alien Minors (DREAM) Act.
campus climate The Equity and Inclusive Excellence Taskforce at Cuyahoga Community College is a college-wide team dedicated to reviewing internal policies and practices to identify potential barriers to success for nontraditional, underrepresented, and Pell-eligible students. It also recommends programs and activities that focus on achieving student equity goals in order to improve the campus climate. The Committee on Campus Diversity and Inclusive Excellence at Stockton University is a growing group of faculty, staff, and students that is goal-oriented and outcome-driven. The committee has taken the lead on reviewing campus climate survey data and implementing strategies to address areas for improvement, such as hosting open forums with the campus community to discuss survey results.
Every year, Indiana University-Purdue University Indianapolis (IUPUI) publishes an Annual Diversity Report that examines the diversity of students, faculty, staff, and administrators; the campus climate; and curricular and co-curricular activities. The report provides an honest look at IUPUI’s progress toward becoming a more diverse and inclusive campus and helps the university make adjustments where necessary. November 2017
In an effort to create a more inclusive campus, the University of Pittsburgh named 2016-2017 the Year of Diversity, a themed initiative aimed at advancing individuals’ knowledge of diverse groups and preparing students to lead purposeful lives. Designed to celebrate and encourage conversation about cultural, academic, and political differences, the initiative included numerous programs, workshops, and events throughout the year.
STRIKE GOLD Western Michigan University is proud to be a 2017 recipient of the INSIGHT into Diversity Higher Education Excellence in Diversity Award. We have a long history and well-deserved reputation of being committed to diversity and multiculturalism. The university’s programs, faculty, staff and students reflect that commitment. Our welcoming environment honors and nurtures diversity in the broadest sense of the term.
Rising in the East Ranked the most diverse college campus in the West by U.S. News & World Report and a four-time recipient of INSIGHT into Diversity’s HEED award, diversity is a hallmark of Cal State East Bay. More than half of our graduates are the first in their families to earn a college degree. They are the nurses, teachers, scientists and entrepreneurs, equipped with the education and tools needed to elevate their communities and lead the region. Visit us at csueastbay.edu.
9/21/17 11:32 insightintodiversity.com 65AM
[ The 2017 HEED Awards ]
Metropolitan State University of Denver
To support the efforts of faculty and staff members working to enhance the campus climate at Metropolitan State University of Denver, the Office of Diversity and Inclusion offers Diversity Initiative Grants of up to $4,000. Grant money can be used to plan and host events, programs, and initiatives that help advance the university’s core values of diversity and inclusion as well as fulfill its mission to support the multicultural competency of all students, faculty, and staff.
James Madison University
Created to fund sustainable projects by members of the campus community that enrich diversity and inclusion at James Madison University, Innovative Diversity Effort Award (IDEA) grants support activities that embrace a variety of identities and experiences. Past recipients’ projects have included initiatives, events, and services spanning art, music, religion, technology, health, and beyond for international and first-generation students, Hispanic faculty members, and individuals with disabilities, among others. In the last eight years, the university has awarded nearly $270,000 to 87 grantees.
University of Texas at Austin
Starting with the 2017-2018 academic year, the University of Texas at Austin began offering Campus Climate Innovation Grants to student organizations that are working to create events, programs, and resources aimed at increasing social awareness and supporting underserved populations. Inaugural winners of the grant include the Public Affairs Alliance for Communities of Color, which hosted a lecture by leading race relations scholar Robin DiAngelo, and the Student African American Brotherhood, which held an event to honor the experiences of women on college campuses.
The School of the Art Institute of Chicago With a mission to provide students an education that truly broadens their awareness of and appreciation for diverse artists, scholars, and societies, the School of the Art Institute of Chicago (SAIC) created Diversity Infusion Grants. These are awarded to faculty who update syllabi to expand, refresh, and further SAIC’s curricular offerings around diversity and inclusion by incorporating a greater variety of course materials, guest speakers, and projects into their classes.
64% of HEED Award recipients have campus-wide diversity incentive grants. 66
[ The 2017 HEED Awards ]
During spring break, University of Georgia (UGA) students dedicate their time to Road Dawgs, a program in which they visit high schools throughout the state to speak with several hundred students about their undergraduate experiences at UGA. The program aims to inspire the next generation of college students by encouraging those still in high school to explore the benefits of a college education and to consider applying to UGA. Road Dawgs includes a panel discussion and one-on-one conversations in which UGA students engage high school students in answering questions about campus life, academic rigor, and future career opportunities.
Call Me MISTER
The mission of Clemson University’s Call Me MISTER (Mentors Instructing Students Toward Effective Role Models) program is to recruit and retain more men of color in the teaching profession. Participants are largely selected from South Carolina’s most underserved and disadvantaged communities. They reside in a living-learning community together on Clemson’s campus, take all the same classes, receive mentorship, and participate in co-curricular experiences focused on their dispositional development. Graduates must commit to teaching in a public K-12 school in the state for as many years as they received support from the program.
Bilingual Assistance To aid in the recruitment of students of color, Southern Illinois University Carbondale (SIUC) employs a diverse group of admissions coordinators, including a Hispanic recruiter who works in a predominantly Hispanic territory. Through the Office of Undergraduate Admissions, a bilingual student assists with communicating with family members of these prospective students during campus visits and is working to develop an online Spanish-language parent portal and brochures. SIUC is also in the process of creating a Spanish version of all tour scripts and virtual tour narration for prospective students and their families.
A Financial Commitment Part of a new $100 million commitment, the Faculty Diversity Initiative at Columbia University supports the recruitment and career development of professors as well as doctoral and post-doctoral students who are historically underrepresented in academia. The initiative will also include faculty retention efforts, dual-career support, and mid-career grants for recently tenured professors. Additionally, beginning in spring 2018, Columbia will recognize with awards mid-career faculty who contribute to the university’s diversity. Under the current iteration of the initiative, launched in 2006, the university supports faculty recruitment and retention, junior faculty career success, and pipeline programs.
Advancing Women in STEM
The University of Houston’s (UH) Center for ADVANCING Faculty Success, established in 2014 with a $3.3 million National Science Foundation grant, conducts and analyzes research to determine how to best recruit and retain diverse female faculty in STEM disciplines. It works to grow the number of women in these positions at UH by increasing professional development, creating infrastructure to facilitate work-life balance, and improving opportunities for advancement and promotion.
91% of HEED Award recipients administer campus climate surveys for students. 88% administer them for faculty.
Diverse Faculty Fellows A paid fellowship initiative, the Diverse Faculty Fellow Program at William Rainey Harper College opens the door to individuals of historically underrepresented groups so they can gain extensive experience as a college faculty member. It provides opportunities for newly minted master’s or doctoral recipients to gain exposure to the community college environment without having any prior teaching experience, as well as helps the college recruit diverse faculty. Fellows hired following the two-year program will have year two of their fellowship experience count as year one toward their three-year path to tenure.
The Carolinian Creed Written in 1990, the Carolinian Creed is our pledge to honor personal and academic integrity.
The community of scholars at the University of South Carolina is dedicated to personal and academic excellence. Choosing to join the community obligates each member to a code of civilized behavior. As a Carolinian... I will practice personal and academic integrity; I will respect the dignity of all persons; I will respect the rights and property of others; I will discourage bigotry, while striving to learn from differences in people, ideas and opinions;
AND, WHEN WE COME TOGETHER, NOTHING IS IMPOSSIBLE. For the sixth consecutive year Millersville University has received INSIGHT into Diversity magazine’s Higher Education Excellence in Diversity (HEED) Award. At Millersville University, we take pride in our diverse campus, building off of each other’s unique life experiences. We believe that if you surround yourself with people who inspire and challenge you, it will change your life. We believe in the power of you and we believe in the possible of we.
I will demonstrate concern for others, their feelings, and their need for conditions which support their work and development. Allegiance to these ideals requires each Carolinian to refrain from and discourage behaviors which threaten the freedom and respect every individual deserves.
Millersville University has over 100 programs of study and a 95% graduate placement rate*. Find out more at degree.millersville.edu or call 1-800-MU-ADMIT.
TOGETHER STRONG * 95% Employed or advanced their education 6-10 months after graduation. Millersville University is an Equal Opportunity/Affirmative Action institution. A member of the Pennsylvania State System of Higher Education. 7086-SAEM-0917-VR
California State University San Marcos
Florida Coastal School of Law
Central Washington University
University of Louisville
Images from the 2017 HEED Award recipients
kent state University
Palo Alto University
western michigan University
Eastern Kentucky University
Seminole state University
florida state University 70
georgia state University
INDIANA UNIVERSITY BLOOMINGTON Honored for Efforts in Diversity and Inclusion Indiana University Bloomington has once again received the Higher Education Excellence in Diversity Award from Insight Into Diversity magazine, the oldest and largest diversity-focused publication in higher education. This is the third consecutive year the IU Bloomington campus has been honored as a HEED Award recipient. In addition to this honor—the only national designation of its kind—IU Bloomington also received the magazine’s highest distinction: the Diversity Champion, becoming one of 15 institutions recognized as a global beacon for diversity and inclusiveness. "At IU Bloomington, we are blessed to have faculty, staff, and administrators who care deeply about diversity, inclusion, and equity. Together, we’re working hard to advance opportunities for our students, and to provide resources for them to succeed at the university and beyond. In collaboration with advocates throughout the campus, we’re also working to recruit, promote, and retain our excellent and diverse faculty. For example, during the past academic year, IU Bloomington nearly doubled the number of strategic hires it made over the previous year," shared John Nieto-Phillips, vice provost for diversity and inclusion, associate vice president for IU's Office of the Vice President for Diversity, Equity, and Multicultural Affairs (OVPDEMA), and IU Bloomington chief diversity officer. The faculty as a whole at IU Bloomington has taken a great interest in mentoring underrepresented minority students, even beyond the classroom. IU Bloomington launched the Faculty Mentoring Initiatives program, a component of OVPDEMA’s Mentoring Services and Leadership Development, at the outset of the fall 2016 semester, with more than 100 members of the faculty volunteering to spend their personal time meeting individually and in groups with nearly 150 students over the course of the year. In addition to making in-depth connections with professors, IU Bloomington students are also afforded the opportunity to expand their horizons by traveling and studying abroad. Since it was established in 2013, OVPDEMA’s Overseas Studies and Scholarship Program, a partnership with IU Bloomington’s Office of the Provost, has provided a transformative experience to students. Nearly 350 students have benefited from scholarships from the program—80 percent of the recipients have been underrepresented minorities—which also conducts group trips to places like Brazil, the Dominican Republic,
Ghana, and India, where they are accompanied by IU Bloomington faculty and staff, who guide them in learning about new cultures. For many of the participants, these experiences have been their first trip overseas. To create more awareness of the opportunities available, the program hosted its inaugural Study Abroad Fair in the fall 2016 semester, educating approximately 200 attendees about the program at an international-themed event that featured a resource fair, presentations, performances, and giveaways for funding to obtain a U.S. passport. The chance to gain some familiarity with international cultures was also made available to members of the African American Dance Company, one of the three performing ensembles within IU Bloomington’s African American Arts Institute. In the final year at the helm in the 43-year career of Professor Emerita Iris Rosa—an IU Bloomington alumna and the first director of the dance company—students traveled to China and Cuba to represent the campus. The dance company first visited Beijing, China, in December as part of a cultural exchange with the School of Law and Humanities at China University of Mining and Technology-Beijing, in which the IU Bloomington traveling party held lectures and demonstrations, in addition to visiting cultural landmarks and interacting with their Chinese peers. Then, shortly before Rosa’s retirement in July, the dance company participated in an international dance and music festival, the Festival del Caribe in Santiago, Cuba, where they not only performed, but took part in classes with Cuban professional dancers and attended performances and lectures on the social, historical, and cultural aspects of the performing arts. The African American Arts Institute, and its three ensembles are examples of the vast cultural resources available to IU Bloomington students.
The campus has a comprehensive mix of cultural centers—the Asian Culture Center, First Nations Educational and Cultural Center, La Casa Latino Cultural Center, LGBTQ+ Culture Center, and Neal-Marshall Black Culture Center —that help the entire campus community and local residents learn more about their heritages and those of others, and complement the educational experience offered at IU Bloomington. Those efforts are backed even further by OVPDEMA’s academic support programs at IU Bloomington: the 21st Century Scholars Program, Indiana’s four-year, full-tuition scholarship; the Academic Support Center, a resource that provides tutoring and other support services in a variety of locations on campus; the Groups Scholars Program, a fouryear, full-tuition scholarship program for highachieving, low-income Indiana residents that is nearing its 50th anniversary; the Hudson & Holland Scholars Program, a holistic support and scholarship program for underrepresented minority students; and the aforementioned Mentoring Services and Leadership Development, which provides peer mentoring. “We are incredibly proud of the services and resources offered at IU Bloomington—and all of IU’s campuses—but it’s truly a testament to the hard work and leadership of our devoted staff and faculty, along with the determination and character of our outstanding students, that our efforts are being recognized nationally,” said James Wimbush, Indiana University’s vice president for diversity, equity, and multicultural affairs, dean of The University Graduate School, and Johnson Professor for Diversity and Leadership. “The recognition of these remarkable efforts will help serve as inspiration for campus partners to continuing making our campuses places where people of all backgrounds can thrive.”
[ The 2017 HEED Awards ]
Social Justice & Activism
SUNY Buffalo State Law School Prep
The University of Houston Law Center (UHLC) Pre-Law Pipeline Program was created as a solution to both the decline in law school applications in recent years and the lack of diverse legal professionals. To increase the quality of law school applicants who are first-generation, low-income, or members of underrepresented groups, the eight-week summer program exposes participants to law school classrooms and networking opportunities with attorneys, educates them about the law school admissions process, and prepares them for the LSAT.
A Bridge to STEM Careers
With a $1 million National Science Foundation grant, the University of Delaware’s (UD) Bridge to the Doctorate Program provides significant support, including financial aid and mentoring, to underrepresented graduate students in STEM fields. Participants come to UD following undergraduate study at schools in the Louis Stokes Alliances for Minority Participation network.
Every fall for the past nine years, SUNY Buffalo State has presented the Anne Frank Project, a two-day campus-wide event that uses art and literature to highlight the need for social justice in a rapidly changing world. Open to all students, it brings together survivors of genocide, musicians, thespians, poets, visual artists, and academics to discuss genocide, reconciliation, and community building. In addition, director of the project Drew Kahn travels with a handful of students to Rwanda every year to train local teachers in drama-based education methods. While there, the students also interview genocide survivors as well as perpetrators of violence and write a play about what they learned.
An Introduction to College
An Easier Transition
Kansas State University’s (KSU) MAPS Summer Bridge Program is an interdisciplinary initiative that serves students in agriculture, business, and engineering and is designed to ease the transition from high school to college for multicultural students. Participants take two summer courses and engage in activities that help them form effective study habits, teach them about university resources, and familiarize them with KSU’s campus.
A Path for Transfer Students
AIMS2 is a collaborative program at California State University, Northridge (CSUN) focused on boosting the transfer and graduation rates of Hispanic and lowincome students pursuing engineering and computer science. A partnership with Glendale Community College and College of the Canyons, AIMS2 attempts to ease these students’ transfer to CSUN. A preliminary program assessment showed that participants completed more units and earned higher cumulative GPAs than those in a comparison group; they also achieved a higher persistence rate of 96.7 percent.
A pre-college program for underrepresented high school students, the Black College Institute (BCI) introduces students from all over Virginia, North and South Carolina, and parts of Maryland and New England to college life at Virginia Tech. Students spend four days on campus participating in empowerment sessions, serving the community, and getting a sense of what it is like to live and study at the university. This past summer, students went to Roanoke, Va., where they visited the Harrison Museum of African American Culture and, in a partnership with United Way, spent the afternoon volunteering at community organizations.
The Next Step Social Justice Retreat is an annual event at Union College in New York t hat provides a forum for students to deepen their knowledge and awareness of identity and issues related to racism, sexism, heterosexism, ableism, ageism, religious oppression, and classism. Participants engage in two days of group dialogue, activities, and workshops designed to help them build relationships on campus as well as the skills to become better change agents, leaders, and activists in regard to diversity, equity, power, privilege, and discrimination. The mission of Next Step is to create a safe and inclusive yet challenging experience for students, faculty, and staff in which issues of social injustice and oppression are discussed honestly and openly through individuals’ personal stories.
AT UNION COLLEGE, OUR STORY COMES FROM MANY PERSPECTIVES.
Union College College in in Schenectady, Schenectady, N.Y. N.Y. isis proud proud to to have have received received the the HEED HEED award award Union from INSIGHT Into into Diversity, Diversity, the the fifth fifth consecutive consecutive year year the the from INSIGHT magazine has honored the College’s commitment to diversity and inclusion.
A B O V E : S T U D E N T S AT U N I O N C O L L E G E P A R T I C I P AT E I N T H E A N N U A L P R I D E WA L K T O C E L E B R AT E T H E L G B T Q C O M M U N I T Y.
[ The 2017 HEED Awards ]
Strategic Initiatives Helping Women Succeed
In 2015, Georgia Institute of Technology President G.P. Peterson hosted a series of listening sessions with women from across the campus community to determine how the university could best support the advancement and professional growth of its female employees. As a result, Georgia Tech launched 11 programs — known as the Gender Equity Initiatives.— focused on hiring and promotion, equal pay and leadership opportunities, and increasing the visibility of women and their achievements. Now entering the second year of implementation, these efforts have included more than 100 workshops on implicit bias for hiring committees, the creation of several leadership programs for women in tech, and more.
Inclusion As a Team Effort
Achieving Diversity Goals In an effort to continue expanding the recruitment and retention of underrepresented students, faculty, and staff, the University of Oklahoma (OU) relies on a comprehensive strategy known as the Theory of Change Process. With input from the campus community and subject matter experts, OU’s Faculty and Staff Diversity Council uses the Theory of Change Process to create specific short-term, intermediate, and long-term recruitment goals. The strategy also helps the council devise specific steps for each department and office to achieve their individual diversity goals.
As the largest institution of public education in the commonwealth, Northern Virginia Community College (NOVA) spans six campuses and serves more than 75,000 students. To ensure that inclusion remains a priority throughout the entire system, NOVA created a strategic network of faculty and staff members who are responsible for creating and overseeing diversity efforts, both large and small. This includes a Diversity and Inclusion Council composed of faculty and staff from each campus, as well as individual committees at each location that include members from every campus unit. The result is a multi-level, collaborative network of employees dedicated to ensuring that NOVA remains a unified, welcoming institution for all.
Art & Cultural Celebrations /////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////
Diversity Through Art
Sponsored in partnership by the Office of Diversity and Inclusion (ODI) and the College of the Arts, Kennesaw State University’s (KSU) annual diversity art competition encourages students to illustrate their definitions, experiences, and understanding of human difference. Members of the campus and local community then vote on students’ artwork to determine the top three winners. Each year, KSU purchases the winning entries and permanently displays them in the ODI.
With a student body that is 24 percent international, the University of Tulsa (UT) prides itself on fostering an environment that honors all worldviews and religions. The school’s Enlightenment Week provides an opportunity to learn about the many faiths represented on campus through open houses at each of UT’s religious student centers, giving people a chance to observe or participate in ceremonies like Catholic Mass, Jewish Shabbat, Muslim Khutbah, and more. The week also includes a celebration of World Hijab Day and a student-organized interfaith dinner.
Southern Illinois University Edwardsville is more than a university. It’s a welcoming community of students, faculty and staff from different places, cultures and backgrounds. Together we’re advancing our education and our society. siue.edu
[ The 2017 HEED Awards ]
Diversity Education & Dialogue /////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////
Discussing Difficult Topics
Social Justice and the Law
At Florida Coastal School of Law (FCSL), students are prepared for the legal profession by engaging in open, honest conversations on some of the most important social justice issues of our time. Forums on topics such as the Black Lives Matter movement and Islamophobia allow students to listen to and learn from leading experts and community members, as well as ask questions and share their own experiences. The discussions are based on the principle that students have an opportunity and a responsibility to use their legal knowledge in the fight for a more just and equal world.
The Courageous Conversations speaker series at the University of North Florida extends learning and discussion beyond the classroom to engage students, faculty, and staff in dialogue around critical topics, including ending relationship violence and understanding media depictions of minority populations. Extensive support for the speaker series comes from partnerships with the U.S. Attorney’s Office and other outside organizations, as well as sponsorship by multiple campus units. Courageous Conversations includes lectures, panel discussions, and smallgroup dialogue.
Education to End Sexual Assault
Since 2015, SUNY Buffalo State has undertaken an extensive, proactive effort to end campus sexual violence through positive dialogue and educational events. The school’s “I Love Consent” campaign offers workshops on assault prevention for residence halls, fraternities and sororities, athletic teams, and more. Other resources, such as video interviews and a photo series featuring real students, promote the idea that every individual can contribute to ending sexual assault.
An Introduction to Diversity
Sharing One’s Diverse Identity
Created by the University of Kentucky’s (UK) Humanity Academy — an initiative composed of faculty, staff, and students devoted to inclusion — the “I Am …” Diversity Project celebrates differences within the UK community. In recognition that every person is diverse in some way, facilitators of the video project record testimonies from faculty, staff, and students on what makes them unique. The videos, which are shared online, have become so popular that “I Am …” is now an official student organization that works to increase the visibility of diversity on campus.
Every new student at SUNY Oneonta is welcomed into the campus’s socially progressive community via Faculty Diversity Presentations — a series of demonstrations and lectures by topranking professors from a variety of academic and cultural backgrounds. Delivered at each new student orientation, the presentations help incoming freshmen discover how diversity relates to different areas of study and why it is an inherent component of SUNY Oneonta’s mission to create socially conscious citizens.
Each year, the Racial Awareness Program (RAP) at the University of Cincinnati offers as many as 35 students the opportunity to participate in discussion, debate, and leadership training through a series of meetings and retreats. The program — which accepts students on a first-come, first-serve basis — focuses on understanding how ethnicity, gender, socioeconomic status, and other characteristics affect a person’s experiences and worldview. RAP’s summer session, Accelerating Racial Justice, focuses solely on understanding and addressing racism. Both programs are designed to develop student leaders who have the knowledge, compassion, and tools to fight inequality and systems of oppression.
The University of Louisville is inclusive, empowering all members of the campus community to achieve their highest potential. We come from different places, different circumstances and different perspectives to forge a vibrant university. We are one university, offering a nurturing, distinguished learning environment that respects all forms of diversity.
For more information on how UofL embraces diversity, visit louisville.edu/diversity.
ENRICHING THE JOURNEY...
FOR ALL UNC-Chapel Hill is honored to have received the 2015, 2016, and 2017 Higher Education Excellence in Diversity Awards. We celebrate this acknowledgement of our accomplishments and continue our tradition of fostering a culture of diversity, inclusion and belonging that empowers us all – to discover, lead, and innovate.
Visit us at UNC.EDU
THE POWER OF DIVERSITY For the second year in a row, the University of Houston, University of Houston Law Center, and the College of Nursing have earned the Higher Education Excellence in Diversity (HEED) award. Come see the place where diversity and excellence walk hand in hand. Come see the future.
DIVERSE: Issues in Higher Education, 2017
NO. 1 nonprofit
6% 4% 26%
*Because ethnicity is reported separately from race, the figures above may not equal 100%
university in the U.S. to confer undergraduate degrees to African-Americans DIVERSE: Issues in Higher Education, 2017
TO STUDENTS OF COLOR
U.S. News & World Report, 2018
university in Georgia to CONFER DEGREES
Among the most diverse campuses in the country
No. 1 public
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MOST DIVERSE FRESHMAN CLASS
OFFICE OF OPPORTUNITY DEVELOPMENT AND DIVERSITY EDUCATION
I N S P I R I N G C I T I Z E N S O F T H E W O R L D. At Buffalo State College, we are proud of and embrace the wonderful opportunities that allow our students, faculty, and staff to meet and learn from others whose vast array of identities, perspectives, and experiences are representative of the world. We are dedicated to excellence in teaching and scholarship, cultural enrichment, and service. We invite you to become part of our diverse and creative community and encourage you to become an active participant as we transform lives. E N G A G E M E N T. E X C E L L E N C E . S O C I A L R E S P O N S I B I L I T Y.
ginia is the ideal location to work and raise your family. pply, please send your CV and cover letter to Carol Wamsley via e-mail: [email protected]
Connecting Diverse Professionals to Diverse Careers®
U is an EEO/Affirmative Action Employer – Minority/Female/Disability/Veteran
The Department of Pediatrics is seeking a Pediatric Pulmonologist for a fulltime academic position at the Robert C. Byrd Health Sciences Center, West Virginia University, Charleston Division located in the capital city of Charleston, WV. Job duties include: provide clinical care and teach medical students and residents in the area of pediatric pulmonology; scholarly activities are highly encouraged. Faculty position academic rank will commensurate with experience and qualifications. Job Requirements by the time of appointment are:
• MD, DO degree or foreign equivalent degree from an accredited program • Board Certified or Board Eligible by the American Board of Pediatrics • Possess aptitude and passion for educating residents and medical students • Willingness to participate in appropriate academic, clinical research or other t Virginia University, Charleston Division is seeking a Critical Care physician. The successful candidate scholarly activity as may be required of clinical faculty t have an M.D or equivalent. BE/BC in Critical Care Medicine and the ability to obtain an unrestricted Benefits t Virginia medical license.include: In addition, candidate must have an interest in active teaching of medical dents and residents. Research and other scholarly activities are encouraged and supported. with generous PTO didate will work • in Excellent a teachingbenefits hospitalpackage environment that provides training to 175 interns, residents and • Salary commensurate and experience ows. The successful candidate is expectedwith to bequalifications involved as teaching faculty and to participate in clinical Vibrant community arch. Preference• will be given to candidates with specialty and educational abilities in an ACGME • Superb family environment edited GME program and/or an active involvement in research and scholarly activity with documented • Unsurpassed recreational activities lication/presentation. • Outstanding school systems dynamic position commands a competitive salary enhanced by an attractive benefits package and a egial work environment within established, democratic group. The search will remain open until a To apply, sendanyour CV to [email protected]
org. able candidate is identified. This position is not qualified for J-1 Visa Waiver. ou are looking forWVU a vibrant and versatile urban city that isEmployer. affordable and thenvalues Charleston, West is an EEO/Affirmative Action Thetranquil, University diversity among its faculty, staff and students, and ginia is the ideal location to work and raise family. individuals, including minorities, females, individuals with disabilities and veterans. invites applications fromyour all qualified pply, please send your CV and cover letter to Carol Wamsley via e-mail: [email protected]
RITICAL CARE MEDICINE OPPORTUNITY
U is an EEO/Affirmative Action Employer – Minority/Female/Disability/Veteran
Full Time Academic Opportunity for General Psychiatrist at West Virginia University Charleston Division The Department of Behavioral Medicine and Psychiatry is seeking a General Psychiatrist for a fulltime academic position at the Robert C. Byrd Health Sciences Center, West Virginia University, Charleston Division located in the capital city of Charleston, WV. Job duties include: provide clinical care and teach medical students and residents in the area of general psychiatry; scholarly activities are highly encouraged. Faculty position academic rank will commensurate with experience and qualifications. Job Requirements by the time of appointment are: • • • •
MD, DO degree or foreign equivalent degree from an accredited program Board Certified or Board Eligible Possess aptitude and passion for educating residents and medical students Willingness to participate in appropriate academic, clinical research or other scholarly activity as may be required of clinical faculty
Benefits include: • • • • • •
Excellent benefits package with generous PTO Salary commensurate with qualifications and experience Vibrant community Superb family environment Unsurpassed recreational activities Outstanding school systems
To apply, send your CV to [email protected]
WVU is an EEO/Affirmative Action Employer. The University values diversity among its faculty, staff and students, and invites applications from all qualified individuals, including minorities, females, individuals with disabilities and veterans. 80
Connecting Diverse Professionals to Diverse Careers®
5 Reasons to choose
Assistant Professor of Nursing College of Nursing
The College of Nursing seeks applicants for tenure-track, academic year appointments starting August 13, 2018. These positions require an earned research or clinical doctorate in nursing or related field. Tenure track responsibilities include teaching graduate and undergraduate nursing courses online and in the classroom, conducting scholarly work in field of expertise, grant writing, and participating in university, professional and community service. Expertise in at least one of the following areas is desirable: • Adult health/critical care nursing • Community/Public Health Nursing • Executive nursing and leadership If applicable: Dissertation must be successfully defended by the start of the academic year, August 13, 2018. Proficiency in English, written and spoken, is required. Candidates with clinical teaching experience, excellent classroom teaching experience and online experience are strongly encouraged to apply. Purdue University offers an attractive salary and an excellent benefits package. Purdue University Northwest is an academically comprehensive regional university and part of the internationally respected Purdue University system. The campuses are located in the northwest Indiana cities of Hammond, less than 25 miles southeast of downtown Chicago, and Westville, near the shores of Lake Michigan. Purdue University Northwest offers baccalaureate and master’s degrees in such Purdue academic strengths as engineering; technologies; behavioral and social sciences; liberal arts; as well as professional programs consisting of nursing, business, education, and hospitality & tourism management. In addition to these degrees, PNW offers a doctorate of nursing practice. More than 10,000 students attend Purdue Northwest. Ethnic minority students comprise one-third of the total student body. International students make up more than 7 percent of Purdue Northwest’s enrollment. Review of applications will begin in the November 15, 2017 and will continue until the position is filled. This position begins August 13, 2018 and a job offer will be contingent on a successful background check. Interested applicants should submit a letter of application, vita with references, and a statement of teaching philosophy to the address listed below. Electronic submission preferred. Search Committee College of Nursing Purdue University Northwest 2200 169th Street Hammond, IN 46323 Dr. Jane Walker [email protected]
Purdue University is an EEO/AA employer fully committed to achieving a diverse workforce. All individuals, including minorities, women, individuals with disabilities, and protected veterans are encouraged to apply.
INSIGHT Into Diversity's online Career Center is the premier job board for attracting top-notch diverse candidates.
Affordability INSIGHT Into Diversity's unlimited posting subscription pricing is based on your student population. We understand that each institution's advertising budget is different.
Join an innovative, high performing team of faculty and staff who are building the future of nursing. The College of Nursing is focused on excellence through innovation, applying the best available evidence throughout the curriculum as well as in our teaching approach, and engaging the community for greater impact. The College of Nursing is a National League for Nursing Center of Excellence and is home to the Indiana Center for Evidence Based Nursing Practice, a Joanna Briggs Institute Center of Excellence. We support faculty to do their best and to be their best. We offer undergraduate degrees including a traditional BSN, second degree accelerated BSN, and an online RN-BSN. Our MS degree with a major in Nursing with concentrations in the advanced practice roles of family nurse practitioner and adult-gerontology clinical nurse specialist. We will soon be offering online concentrations in a nursing education and the nurse executive. Our post-master’s DNP program has a focus in translation science.
Unlimited Posting Subscriptions
Increasing Value With the unlimited posting subscription, the more you use it, the more valuable it becomes. The more ads you post, the greater your savings. (Yes, it's that simple!)
Easy to Navigate Our Career Center is easy to navigate. Once you purchase the unlimited posting subscription, you can post open positions at any time. Posting your ads is simple and quick.
The Broadest Range The INSIGHT Into Diversity online Career Center gives you access to an impressive pool of the best, most qualified candidates from the broadest range of diverse backgrounds.
Added Exposure Each unlimited posting subscription includes a free print advertisement in any upcoming issue of INSIGHT Into Diversity magazine, as well as free "featured employer" and "featured job" listings on our homepage and in our weekly e-newsletter.
Visit careers.insightintodiversity.com for details and pricing.
Clemson University 2017 HEED Award Presentation INSIGHT Co-publisher Lenore Pearlstein (center) presents Clemson University President James Clements (right), Chief Inclusion and Equity Officer Lee Gill (left), and other members of the university’s administration with the 2017 Higher Education Excellence in Diversity (HEED) Award. The HEED Award measures an institution’s level of achievement and commitment to broadening diversity and inclusion on campus. To learn more about recipients of the 2017 HEED Award, turn to page 50.
MAKING PROGRESS The University of Delaware celebrates our individual and collective achievements and embraces diverse backgrounds, capabilities, values and viewpoints. Our commitment to inclusive excellence guides us everyday—in our recruitment efforts, in our classrooms, offices and laboratories and in our actions. Together we are making progress toward a more diverse and inclusive campus. UD is proud to be a 2017 HEED Award winner.
A Place Where
DIVERSITY AND INCLUSION
Kennesaw State University is a place where diversity and inclusion are more than buzzwords. It’s a place where students, faculty, and staff have a voice. It’s a place where people make change. It’s a place where diversity and inclusion matter. 2017
The University’s Office of Diversity and Inclusion oversees six presidential commissions made up of students, faculty, and staff who advise the administration and develop initiatives and programs that serve the campus community.
Commissions include: • Disability Strategies and Resources • GLBTIQ Initiatives • Sustainability
• Gender and Work Life Issues • Racial and Ethnic Dialogue • Veterans Affairs
Through climate studies, diversity action planning, Presidential Diversity Awards, and diversity forums, Kennesaw State ensures that feedback drives planning, people are recognized for their contributions, and opportunities are provided for dialogue and discussion.
To learn more about our achievements and programs, visit: kennesaw.edu.
As a recipient of the 2017 HEED Award, Kennesaw State University is on course to become a national model of diversity and inclusion in higher education.