This document discusses diversity at Virginia Tech through three main topics:
1) It defines diversity and provides a brief history of African American students and prominent figures at Virginia Tech before and after segregation.
2) It describes the Lee Hall controversy and the creation of the MOSAIC theme housing program to promote diversity on campus.
3) It outlines the various diversity programs and initiatives at Virginia Tech including the Office of Diversity and Inclusion, diverse academic programs and student organizations, and Virginia Tech's diversity plan.
Call for Abstracts, Southwest Graduate Student Conference in Middle Eastern a...Encyclopaedia Iranica
Applicants are encouraged to submit proposals for individual papers and preorganized panels. Individual paper abstracts and panel proposals are due Monday January 12, 2015. Individual paper abstracts must be 250 words and submitted as a Microsoft Word or PDF file. Non-standard fonts should be embedded in the PDF format. In the body of the email, please include author’s
name, paper title, school and department affiliation, phone number, and email address. A panel organizer must submit an anonymous panel proposal that must include the description of the panel and an abstract for each paper on it. In the body of the email please indicate a panel title and each paper title, each presenter’s name, school and department affiliation, phone number and email
address. Individual paper abstracts and panel proposals must be emailed to uamena@gmail.com
Notifications of acceptance will be sent out within three weeks of the abstract submission deadline. For further information, please visit http:// menas.arizona.edu/mena-conference or submit your inquiries to
uamena@gmail.com
Land grant leadership impact: Diversity, equity and inclusion of persons with...larachellesmith
So, as champions of the land-grant system, the history and the mission of our institution are no secret. But, for those of us who are not fully aware of its impact on vulnerable people, specifically Black people and those who experience vulnerabilities other than the color of skin, gender, sexual orientation, and disability status, allow me to spend this time enlightening you.
Call for Abstracts, Southwest Graduate Student Conference in Middle Eastern a...Encyclopaedia Iranica
Applicants are encouraged to submit proposals for individual papers and preorganized panels. Individual paper abstracts and panel proposals are due Monday January 12, 2015. Individual paper abstracts must be 250 words and submitted as a Microsoft Word or PDF file. Non-standard fonts should be embedded in the PDF format. In the body of the email, please include author’s
name, paper title, school and department affiliation, phone number, and email address. A panel organizer must submit an anonymous panel proposal that must include the description of the panel and an abstract for each paper on it. In the body of the email please indicate a panel title and each paper title, each presenter’s name, school and department affiliation, phone number and email
address. Individual paper abstracts and panel proposals must be emailed to uamena@gmail.com
Notifications of acceptance will be sent out within three weeks of the abstract submission deadline. For further information, please visit http:// menas.arizona.edu/mena-conference or submit your inquiries to
uamena@gmail.com
Land grant leadership impact: Diversity, equity and inclusion of persons with...larachellesmith
So, as champions of the land-grant system, the history and the mission of our institution are no secret. But, for those of us who are not fully aware of its impact on vulnerable people, specifically Black people and those who experience vulnerabilities other than the color of skin, gender, sexual orientation, and disability status, allow me to spend this time enlightening you.
Intercultural Learning from the Inside Out: Supporting Faculty, Staff, and St...CIEE
In this session, we'll explore research on the role of faculty and staff in supporting students’ intercultural learning, and discuss opportunities for intercultural development for education professionals, including training, coaching, and peer-learning groups. We'll share an institutional account of how intercultural training efforts have benefited staff and students. Participants will discuss how they can develop faculty and staff intercultural development programs at their own institutions to create more inclusive and effective programming.
Presentation by Dr. Mónica I. Feliú-Mójer, Manager of Outreach, Department of Biostatistics, University of Washington, Seattle at open forum discussing the challenges faced by women in science, particularly at the intersection of gender, race and culture.
December 3, 2013, Samuel Kelly Ethnic Cultural Center.
Event co-organized by Mónica I. Feliú-Mójer, Verónica Guajardo and Stephanie Gardner and sponsored by Department of Biostatistics, MESA Community College Program, Louis Stoke Alliance for Minority Participation and School of Public Health, Diversity Committee, all at the University of Washington.
Intercultural Learning from the Inside Out: Supporting Faculty, Staff, and St...CIEE
In this session, we'll explore research on the role of faculty and staff in supporting students’ intercultural learning, and discuss opportunities for intercultural development for education professionals, including training, coaching, and peer-learning groups. We'll share an institutional account of how intercultural training efforts have benefited staff and students. Participants will discuss how they can develop faculty and staff intercultural development programs at their own institutions to create more inclusive and effective programming.
Presentation by Dr. Mónica I. Feliú-Mójer, Manager of Outreach, Department of Biostatistics, University of Washington, Seattle at open forum discussing the challenges faced by women in science, particularly at the intersection of gender, race and culture.
December 3, 2013, Samuel Kelly Ethnic Cultural Center.
Event co-organized by Mónica I. Feliú-Mójer, Verónica Guajardo and Stephanie Gardner and sponsored by Department of Biostatistics, MESA Community College Program, Louis Stoke Alliance for Minority Participation and School of Public Health, Diversity Committee, all at the University of Washington.
A panel discussion on the formation and function of an interdisciplinary scholarly community for doctoral students
Peter A. Bacevice Lisa C. Guzman Danielle K. Molina
Center for the Study of Higher and Postsecondary Education
University of Michigan
Yale Bouchet Conference on Diversity in Education March 30-31, 2007
The course "Diversity in Academia: Problems and Solutions" by Dr. Aldemaro Romero Jr. is now available for free. It deals with the problems associated with diversity in colleges and universities and proven solutions to that problem.
It can be viewed at: https://www.youtube.com/watch?v=1gAoAvcC6NY&t=5s
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Scholarship Foundation of Santa Barbara - 2014 College Scholars AcademyScholarshipFoundationSB
In August 2014, Partners in Education and the Scholarship Foundation of Santa Barbara, in collaboration with other local organizations, launched The College Scholars Academy, a week-long pilot program.
The goal was to give young men of color the opportunity to learn about college and to provide them with skills and tools to successfully complete high school and pursue a higher degree.
Twelve young men from high schools in Southern Santa Barbara County were selected for the program.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
3. Diversity Is
According to Merriam-Webster, diversity is the
condition of having or being composed of differing
elements : variety; especially : the inclusion of different
types of people (as people of different races or cultures)
in a group or organization <programs intended to
promote diversity in schools.>
5. Pre-segregation
Prominent People
Charles Owens (1890)
Floyd Meade (1896)
John Sears (1917)
Pat Mills (1919)
In 1930, extension programs serving Negro families were
moved from Hampton Institute to Virginia State College at
Petersburg and funding, accountability, and supervision of
programs for both Negros and whites became the
responsibility of the director of the Cooperative Extension
Service at VPI.
6. Post-segregation
• Prominent People
Irving L. Peddrew III (1953)
Charlie Yates (1954)
Matthew Winston (1955)
Essex Finney (1956)
James Whitehurst (1959)
Linda Adams, Jacquelyn Butler, Linda Edmonds, Freddie
Hairston, Marguerite Harper, and Chiquita Hudson (1966)
Jerry Gaines (1967)
Larry Donnell Beale (1967)
Heidi Ford (1968)
Jacqueline Desylvia Dandridge (1968)
Overton Johnson (1969)
Charlie Lipscomb (1969)
7. The Lee Hall Controversy and
The MOSIAC Theme Housing
8. Lee Hall
During the 125th
anniversary of Virginia
Tech, students in a history
class came across a page in
the 1896 Bugle listing Lee
as a leader in the campus
chapter of the KKK.
After a thorough
investigation in 1997, it was
determined that there was
the potential that the
organization was a hoax
and that the hall name
would not be changed.
9. MOSAIC Theme
MOSAIC was developed at the recommendation of the
Commission on Equal Opportunity and Diversity to
address questions about the namesake of Lee Hall in
2004 and as a result of student requests for a diversityfocused housing community.
11. MOSAIC Theme
Started in fall 2007
30% of Virginia Tech’s 9,125
on-campus residents live
in a theme housing
community.
Currently being
restructured and is not
available for participation
during the 2011-2012
academic year.
12. Slusher Hall
"The Tree Lounge."
Slusher Tower contains
the Multicultural
Opportunity Social
Awareness Interest
Community (MOSAIC)
themed-housing
community, an
intercultural living
environment that
embraces all types of
diversity.
13. Why theme housing?
These communities
combine interest-related
activities and academic
course work with a
residential environment
to make it easier for
students to connect with
faculty members, work
together in groups, and
integrate learning with
extracurricular
experiences.
14. Why Theme Housing?
Higher cumulative GPA
Low drop out rate
High rate of class
attendance
More interactions with
peers and professors
15. “MOSAIC is yet another vehicle for the university to
demonstrate its commitment to educating the whole
person. This program will demonstrate Virginia Tech’s
intention to operationalize its Principles of Community
in real time, with real resources and with real
results, producing cross-culturally competent leaders
and supporters of equity and inclusion in the
workplace, in our institutions and in our communities.”
Benjamin Dixon, Vice President for Multicultural Affairs.
16. The Office of Diversity and
Inclusion and Other
Important Diversity
Programs and Activities
17. Office for Diversity and Inclusion
Mission statement: To work to establish a collaborative
approach to achieving inclusive excellence at Virginia
Tech. We will provide leadership for building and
sustaining a diverse and inclusive community where all
individuals are appreciated and respected
Model of Inclusive Excellence
18. Equity Initiatives Department
Provides oversight of university affirmative action
efforts and works in concert with departments to
ensure adherence to equal opportunity principles as
they relate to the search and selection of faculty
19. Virginia Tech’s Faculty Diversity
African American
Asian American
Hispanic
International
Native American
White
Unknown
3%
9%
2%
11%
0%
74%
0%
20. Committee for Equal Opportunity
in Athletics
Requires Virginia Tech to conduct a “periodic review of
athletics department activities for consistency with
goals and objectives set forth in the institution’s and
athletic department’s written commitment to diversity
Department of Athletic’s Minority Opportunity Plan
21. Diverse Academic Programs
Africana Studies
American Indian Studies
Appalachian Studies
Asian Area Studies
Business Diversity Minor
Center for Gerontology
Foreign Languages and Literatures
International Studies
Judaic Studies
Race and Social Policy Research Center
Department of Religion and Culture
Science and Gender Equity
Sociology - Interest areas in doctoral program include
inequality, race, gender, and related topics
Women's and Gender Studies
22. Diverse Student Organizations
Asian American Student Union
alpha Kappa Delta Phi
Chinese American Society
Filipino American Student Association
Japanese Cultural Association
Black Organizations Council
African Student Association
Association of Black Psychologists at Virginia Tech
Black Graduate Student Organization
Black Student Alliance
National Society of Black Engineers
Jewish Student Union
Latino Association of Student Organizations
Latin Link
24. VT’S DIVERSITY PLAN
To enhance the the quality of life of individuals and
families across the life span by creating and
maintaining a body of student, faculty, and staff
which reflects the cultural diversity of the state of
Virginia and the national population
To create opportunities for intellectual
stimulation that are derived from an appreciation of
multiple perspectives that are brought to the center
and are allowed to flourish within a diverse
community of students, faculty, and staff
25. To build an infrastructure that promotes the full
participation of all groups in the decision-making
processes across the curriculum and administrative
affairs of the college
To foster a supportive forum which channels and
rewards internal and external collaborative initiatives
and partnerships that recognize interlocking
systems of oppression and privilege, in our
teaching, research and outreach agendas.
26. UVA’S DIVERSITY PLAN
The university promotes an inclusive and
welcoming environment that embraces the full
spectrum of human attributes, perspectives, and
disciplines. When people of different backgrounds
come together, they exchange ideas, question
assumptions, and broaden the horizons for us all.
A UVA community rich in diversity affords every
member equal respect – and provides a forum for
understanding our differences as well as our
commonalities.
27. Demographics
Race/Ethnicity
American Indian or Alaska
Native
Asian
Black or African American
Hispanics of any race
Native Hawaiian or Other
Pacific Islander
White
Two or more races
Not Reported
Nonresident Alien
Total
Fall
2002
Fall
2003
On-Campus Undergraduate Students
Fall
Fall
Fall
Fall
Fall
Fall
2004
2005 2006 2007 2008 2009
47
1,452
54
1,473
54
1,472
52
1,503
69
1,523
1,205
384
0
1,243
419
0
1,179
436
0
1,069
479
0
976
503
0
16,978 16,482
0
0
707 1,029
640
594
21,413 21,294
Fall
2010
Fall
2011
69
71
68
56
57
1,655
967
586
0
1,787
916
659
0
1,823
888
779
1,873
876
896
1,918
875
1,030
1
17,456
160
1,873
464
23,512
12
17,838
401
1,176
509
23,637
15
17,709
612
816
615
23,647
16,044 16,032 15,850 16,678 17,373
0
0
0
0
0
1,524 1,918 2,574 2,568 2,247
563
514
457
464
480
21,272 21,567 21,938 22,987 23,533
28. UVA:
•Asian, Asian Pacific American
Programs
JMU:
•African Student
Organization
•Hispanic/Latino programs
•Asian Student Union
•Office for African American
Affairs
•Black Student Alliance
•Chinese Student
Association
•International Student
Association
30. Survey: How diverse do you feel
the Virginia Tech community is?
Responses
6%
19%
17%
Very Diverse
Somewhat Diverse
Not Diverse
57%
Other
31. Questions
Do you feel Virginia Tech is diverse.
Any key themes and differences in the two diversity
strategic plans ?
Who has done a better job with the subject?
In your opinion, has Virginia Tech been successful at
implementing the stated diversity plan or is it “all talk”?
Are there enough diverse organizations and programs on
campus?
Do you have any experience with diverse programs and
organizations that you would like to share or organization
or programs that we haven’t mentioned that you think are
beneficial to know about?