Team 10 (narrated ppt)
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  • : Strategic Planning (Assess) Where are we in terms of a particular goal? How will we determine this? (Benchmark) Where do we want to be? What metrics will we use to set these goals? ( Address) If we aren’t where we want to be how will we get there? What research and best practices can we draw on to determine the best ways tp address this goal? Who will be responsible for getting us there? and (Assess) How are we doing a year, two years, five years later? What metrics will we use to assess our progress? Diversity Assessment, like all assessment, should be viewed as a continuous feedback loop rather than a linear path to some final measurer of success.
  • The student arenas that are impacted by and which impact diversity include, access, retention and success, campus climate and curriculum.
  • In terms of Student access once Ivy Tech has assessed where you are and if you have found the need for improvements (and have set benchmarks to know when you’ve gotten where you need to be), here are some ways, according to the ACE monograph “Making Diversity Work on Campus,” to address access.
  • Getting a diverse student population on campus is only the first step. The next involves making sure that they are retained and helping to insure their social and academic success, which may involve such thing as good grades, achievement of learning outcomes, graduation and/or successfully transferring to a four year college of their choice. The best way to determine retention and success for students of color is to disaggregate the data on such indicators of student success as GPA , major migration and persistence towards graduation. To address underlying causes of any problems consider employing such strategies as tutoring support, academic advising, financial aid counseling.
  • There are so many things that affect campus climate from college mission, to compositional diversity, including faculty, staff and students, to psychological climate, such as the perception of racism or discrimination, or the perceived institutional commitment to diversity, to behaviors such as cross racial interaction and involvement on campus, both inside of and outside of the classroom, to the curriculum, to clubs and events, to organizational policies and procedures regarding such things as addressing grievances, policies for tenure and promotion etc. Assessing climate with a campus wide survey targeted to faculty, staff and students, benchmarking areas for improvement, engaging in strategies to address climate issues and then re-administering the climate survey, usually in five year increments, is the general best practice in this area. Since Ivy Tech has already administered such a survey they should assess relevant data from it, benchmark and reassess.
  • Institutions, earning national recognition for successfully addressing diversity issues have effectively utilized their academic curriculum to demonstrate progress with their diversity goals. A review of the successful institutions’ programs indicates that every academic curriculum should include:
  • While a comprehensive audit of diversity outcomes in the curriculum at Ivy Tech was beyond the scope of this project, once such an assessment is complete, Ivy Tech is encouraged to make sure that:
  • Strategic planning in the area of employees also involves the familiar strategic planning cycle of assessing current faculty and staff diversity, figure out where you want to be in these areas, determine ways to get there and who will be responsible, again by drawing on best practices from the diversity literature, and finally assessing your progress on a regular basis and then benchmarking again for your next set of goals. While a comprehensive assessment of diversity for all employees at Ivy Tech was beyond the scope of this assignment, we did assess diversity for fulltime faculty using both state and regional demographic data, and we recommend that Ivy Tech continue this work by assessing the diversity of part-time faculty and all staff and administration. Full-time faculty data drawn from Ivy Tech’s employment data was compared to U.S> Census data for the State of Indiana. This data by regional campus was compared to the Indiana regions using STATS Indiana.
  • Clearly a wide variation by region exists in the area of faculty diversity. The data we provide you could be used to set benchmarks in your diversity strategic plan in this area, by race ethnicity and by campus. Also our team did not assess the data for part-time faculty and staff, however this should be another central feature of your diversity assessment and benchmarking in this area.
  • Given the need to address faculty diversity in general, particularly in the areas of African American and Hispanic recruitment, and diversity of all racial and ethnic groups based upon a goal of mirroring regional diversity in each of the 11 regions, we recommend the following strategies by explored:
  • And then of course, benchmark diversity improvement in hiring of fulltime faculty, select a time line for reassessing these indicators, and use the databases employed by our team to make this assessment.
  • The majority of our team’s efforts were focused on a literature review regarding research on the impact of campus diversity initiatives on such areas as student success, campus climate and institutional effectiveness, a great deal of this research has pointed to the need to defining diversity in terms of “inclusive excellence.” We next benchmarked Ivy Tech in terms of where you are in relation to your peers in terms of diversity. Most of our work was then focused on your next steps in the process of moving towards inclusive excellence, with an emphasis on developing a Diversity Strategic Plan. While this plan must ultimately be developed by Ivy Tech and the various offices that are responsible for each of the areas of a strategic plan, from student areas, to faculty and staff arenas, to curriculum and xxx, we have provided you with some initial diversity assessments in terms of your fulltime faculty by state and region and your curriculum. WE have also offered recommendations for addressing diversity goals in the areas of curriculum, faculty recruitment, retention and promotion, and best practices in the areas of student access, retention and success. WE have also provided you with sample strategic plans form some of the leadings community colleges in the nation and have offered you other resources to use as you develop your diversity strategic plan.
  • The final two steps in a comprehensive diversity program involves communicating the strategic plan to all stakeholders and developing the training and educational plan needed to carry our the benchmark goals of the strategic plan once they have been identified. A communication plan is essential to make sure that all stakeholders, internally and externally, know the College’s commitment and vision regarding inclusive excellence, but also so that all stakeholders who are impacted by diversity and who impact it can understand how they are a part of making inclusive excellence a strategic goal of Ivy Tech. Linking the Diversity Strategic Plan to the College’s larger strategic Plan, and showing how it is embedded in that plan would be the first step in a Communication Plan. Helping each individual unit or department to develop their own diversity plan and embedded it in the larger Diversity Plan is also key. The final step, developing a diversity training and education plan, has been implicit in our discussion of how to address specific goals in the diversity strategic plan once they have been indentified and benchmarked. Some training, for example, might target faculty and staff in terms of diversity sensitivity, other training might be targeted to help faculty and staff more effectively engage in inclusive excellence practices in the classroom, in co-curricular programming and in administrative practices. And last but not least resources need to be identified that would allow for such training or curricular or co-curricular innovation to occur.
  • Thank you for the opportunity to work with you on this exciting initiative. We hope that this presentation, the research we have done, and the resources that we recommend to you will help you are you begin to work on your Diversity Strategic Plan and as you continue your efforts towards achieving inclusive excellence at Ivy Tech.
  • Thank you for the opportunity to work with you on this exciting initiative. We hope that this presentation, the research we have done, and the resources that we recommend to you will help you are you begin to work on your Diversity Strategic Plan and as you continue your efforts towards achieving inclusive excellence at Ivy Tech.

Transcript

  • 1. Accelerating Greatness: Improving StudentSuccess through Inclusive Excellence at Ivy Tech Janet Bowers Carlos Gonzalez-Campos Susan Mackey-Kallis Don Palm Laura Severin
  • 2. 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
  • 3. 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
  • 4. 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
  • 5. National Leaders• National Association of Diversity Officers in Higher Education• College of Mainland, Texas• Maricopa Community College System, Arizona
  • 6. 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
  • 7. Strategic Planning1. Assess2. Benchmark3. Address4. Assess5. Benchmark, etc.
  • 8. Diversity Plan: Student Arenas Assess, Benchmark, Address & AssessAccessRetention & SuccessClimateCurriculum
  • 9. 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)
  • 10. 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.
  • 11. Diversity Plan: Student Arenas Climate• Compositional diversity• Psychological climate• Behavioral climate• Organizational/structural processes• Campus-Wide Climate SurveyMaking Diversity Work on College Campuses (2005)
  • 12. 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).
  • 13. 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
  • 14. 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
  • 15. 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
  • 16. 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
  • 17. Diversity Plan: Employee Arenas: FacultyDiversity of Full-time Faculty by State
  • 18. 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
  • 19. Diversity Plan: Employee Arenas: FacultyDiversity of Full-time Faculty by Region
  • 20. 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
  • 21. 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
  • 22. 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
  • 23. 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
  • 24. 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
  • 25. 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
  • 26. 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!