Accelerating Greatness: Improving StudentSuccess through Inclusive Excellence at Ivy Tech Janet Bowers Carlos Gonzalez-Campos Susan Mackey-Kallis Don Palm Laura Severin
Why Diversity Matters • Exposure to more varied viewpoints and positions • Enhanced cognitive complexity • Increased culture knowledge and understanding • Enhanced leadership abilitiesAACU, 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 interactionAACU, 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 equityAACU, 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 Tech Stage 2: Implementation 1.Diversity Audit Conducted 2.Council Selected 3.Diversity Council Activated 4.Organizational Diversity Strategic Plan Written 5.Communication Plan Developed 6.Diversity Training and Education Plan DevelopedStages Developed by NationalMulti-Cultural Institute
Strategic Planning1. Assess2. Benchmark3. Address4. Assess5. Benchmark, etc.
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.
Diversity Plan: Student Arenas Climate• Compositional diversity• Psychological climate• Behavioral climate• Organizational/structural processes• Campus-Wide Climate SurveyMaking Diversity Work on College Campuses (2005)
Diversity Plan: Student Arenas Curriculum“Historically underserved students who engage inhigh impact learning practices, such as first yearseminars, learning communities, studyabroad, undergraduate research and servicelearning tend to demonstrate benefit from theexperience” (Kuh, 2008).
Diversity Plan: Student Arenas Curriculum1. A mission and vision statement addressing inclusiveness2. Curricular diversity outcomes3. Program delivery strategies which present and recognize experts in the field from diverse backgrounds4. 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, & AssessFull-time faculty compared to state andregional demographics Data banks used: Ivy Tech employment data U.S. Census STATS Indiana
Diversity Plan: Employee Arenas: FacultyDiversity of Full-time Faculty by State
Diversity Plan: Employee Arenas: FacultyConclusion• 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: FacultyDiversity of Full-time Faculty by Region
Diversity Plan: Employee Arenas: FacultyConclusion • 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: FacultyRecruitment 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: FacultyPromotion 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 StepsStep 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
ResourcesAACU, Achieving Equitable Educational Outcomes with All Students: The Institutions Roles andResponsibilities, 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.pdfAACU, Making Excellence Inclusive: Liberal Education and America’s Promise, C.G.Schneider, 2005.AACU, Making Excellence Inclusive: A Framework for Embedding Diversity and Inclusion intoColleges and Universities’ Academic Excellence Mission, Alma R. Clayton-Pedersen, NancyO’Neill, and Caryn McTighe Musil, 2009.http://www.aacu.org/inclusive_excellence/documents/MEIPaperLastRevised12308.pdf
Resources Cont.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.pdfHigh impact Educational Practices: What they are, Who has Access to Them, and Why theyMater, G. Kuh, 2008.Maricopa’s Diversity Strategic Plan: 2009.http://www.maricopa.edu/diversity/newsletter/wp-content/uploads/2010/02/Maricopas-Diversity-Strategic-Plan.pdfTowards a Model of Inclusive Excellence and Change in Postsecondary Institutions D. A.Williams, J. B. Berger, S. A. McClendon. Thank You!