Team 10 (narrated ppt)
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Transcript of Team 10 (narrated ppt)
Accelerating Greatness: Improving Student Success through Inclusive Excellence at Ivy Tech
Janet BowersCarlos Gonzalez-CamposSusan Mackey-KallisDon PalmLaura Severin
Why Diversity Matters
• Exposure to more varied viewpoints and positions
• Enhanced cognitive complexity• Increased culture knowledge and
understanding• Enhanced leadership abilities
AACU, Making Excellence Inclusive, 2009
Why Diversity Matters
• Stronger commitment to promoting understanding
• Enhanced self-confidence, motivation, and educational aspirations
• Greater cultural awareness• Greater degree of cross-racial interaction
AACU, Making Excellence Inclusive, 2009
Why Diversity Matters
• Diminished racial stereotypes• Enhanced ability to adapt successfully to
change• Development of values and ethical
standards• Greater commitment to racial equity
AACU, Making Excellence Inclusive, 2009
National Leaders
• National Association of Diversity Officers in Higher Education
• College of Mainland, Texas• Maricopa Community College
System, Arizona
Benchmarking Ivy TechStage 2: Implementation
1.Diversity Audit Conducted2.Council Selected3.Diversity Council Activated4.Organizational Diversity Strategic
Plan Written5.Communication Plan Developed6.Diversity Training and Education Plan
DevelopedStages Developed by National Multi-Cultural Institute
Strategic Planning
1. Assess2. Benchmark3. Address4. Assess5. Benchmark, etc.
Diversity Plan: Student ArenasAssess, Benchmark, Address & Assess
Access
Retention & Success
Climate
Curriculum
Diversity Plan: Student Arenas Access
• Outreach programs to rural and inner-city high schools with historically low college bound populations
• Maintain a physical presence in area high schools; faculty/staff workshops, counseling, information session, work with H.S. guidance counselors
• Work with districts to align H.S. graduation requirements with college entrance expectations
• Provide academic support for college prepMaking Diversity Work on Campuses (2005)
Diversity Plan: Student Arenas Retention and Success
• Disaggregate data for students of color by GPA, major migration, persistence towards graduation• Address retention through tutoring, career,
major, and financial aid counseling, racial/ethnic community centers, racial/ethnic studies, cross-cultural learning opportunities, peer support, and financial aid programs geared towards those at risk due to race or socio-economic status.
Making Diversity Work on Campuses (2005)
Diversity Plan: Student Arenas Climate
• Compositional diversity • Psychological climate • Behavioral climate• Organizational/structural processes• Campus-Wide Climate Survey
Making Diversity Work on College Campuses (2005)
Diversity Plan: Student ArenasCurriculum
“Historically underserved students who engage in high impact learning practices, such as first year seminars, learning communities, study abroad, undergraduate research and service learning tend to demonstrate benefit from the experience” (Kuh, 2008).
Diversity Plan: Student Arenas Curriculum
1. A mission and vision statement addressing inclusiveness
2. Curricular diversity outcomes3. Program delivery strategies which present and
recognize experts in the field from diverse backgrounds
4. Assessment tools for measuring progress in meeting curricular diversity outcomes
Strategies for Integrating Diversity Outcomes in Curriculum
• Every program integrates inclusiveness concept into mission statements
• Every program develops and integrates diversity outcomes
• Every program assesses diversity outcomes with program reviews
• Program advisory committees represent diverse populations
Strategies for Integrating Diversity Outcomes in Curriculum
• Programs showcase diverse culture contributions to global society
• Programs engage diverse role models and mentors for students
• Institution uses curriculum, campus events and food to validate diverse cultures
Diversity Plan: Employee Arenas Faculty & Staff
Assess, Benchmark, Address, & Assess
Full-time faculty compared to state and regional demographics
Data banks used: Ivy Tech employment dataU.S. Census STATS Indiana
Diversity Plan: Employee Arenas: Faculty
Diversity of Full-time Faculty by State
Diversity Plan: Employee Arenas: Faculty
Conclusion
• The state-wide system falls short regarding hiring Black and Hispanic fulltime faculty members
• Benchmarks should be set in this area
Diversity Plan: Employee Arenas: Faculty
Diversity of Full-time Faculty by Region
Diversity Plan: Employee Arenas: Faculty
Conclusion
• A wide variation by region regarding diversity exists
• Demographics of Ivy Tech full-time faculty not reflective of regional demographics
• Benchmarks should be set in this area
Diversity Plan: Employee Arenas: Faculty
Recruitment Strategies:
• Advertise in the right journals and websites• Train HR staff on recruiting strategies• Ensure diversity on screening committee• Build Hispanic and ethnic minorities
contacts• Recruit through minority institutions and
organizations
Diversity Plan: Employee Arenas: Faculty
Promotion and Retention Strategies:
• Monitor selection & retention process• Encourage departments with vacancies to
identify interested minority adjuncts• Cultivate a welcoming climate• Use professional development centers for
faculty/staff diversity training
Inclusive Excellence A Summary
• Why Diversity Matters: Inclusive Excellence• Benchmarking Diversity Initiatives at IVY Tech • Step 4: Diversity Strategic Plan
• Assess: fulltime faculty assessment by state and region
• Assess: curriculum • Address: “Best Practices” in curriculum,
faculty and student arenas• Sample Diversity Strategic Plans• Best Practices Literature
Inclusive Excellence Final Steps
Step 5: A Communication Plan• Getting all stakeholders on board• Linking the Diversity Strategic Plan to
the College Plan• Helping each unit develop their own
diversity plan as linked to the Diversity planStep 6: Diversity Training and Education Plan• Knowledge• Engagement• Resources
AACU, Achieving Equitable Educational Outcomes with All Students: The Institution's Roles and Responsibilities, G. L. Bauman, L. T. Bustillos, E. M. Bensimon, M. Christopher Brown III, R. D. Baritee.
AACU, Making Diversity Work on Campus: A Research-Based Perspective, Jeffrey F. Milem, Mitchell J. Chang, and Anthony Lising Antonio, 2005.
http://www.aacu.org/inclusive_excellence/documents/Milem_et_al.pdf
AACU, Making Excellence Inclusive: Liberal Education and America’s Promise, C.G. Schneider, 2005.
AACU, Making Excellence Inclusive: A Framework for Embedding Diversity and Inclusion into Colleges and Universities’ Academic Excellence Mission, Alma R. Clayton-Pedersen, Nancy O’Neill, and Caryn McTighe Musil, 2009.
http://www.aacu.org/inclusive_excellence/documents/MEIPaperLastRevised12308.pdf
Resources
AACU, Making Diversity Work on Campus, J. Milem M.J. Chang & A.L. Antonio.College of the Mainland: Strategic Diversity Plan: 2008-2012.
http://www.com.edu/diversity-at-com/docs/COM%20Strategic%20Diversity%20Plan.pdf
High impact Educational Practices: What they are, Who has Access to Them, and Why they Mater, G. Kuh, 2008.Maricopa’s Diversity Strategic Plan: 2009.
http://www.maricopa.edu/diversity/newsletter/wp-content/uploads/2010/02/Maricopas-Diversity-Strategic-Plan.pdf
Towards a Model of Inclusive Excellence and Change in Postsecondary Institutions D. A. Williams, J. B. Berger, S. A. McClendon.
Resources Cont.
Thank You!