DIVERSITY AT UNI, NOVEMBER 2009 [2008] After the first Diversity Dimension Meeting on November 17, 2009, Diversity Dimension co‐chairs Susan Hill and Melissa Payne discussed the issues surrounding definitions of diversity that arose at our meeting with the members of the Steering Committee. April Chatham‐Carter suggested that we ask the policy center our questions. Below are the questions and their responses. In addition, Bev Kopper sent us the HLC’s definition of diversity, which is being used for reaccreditation purposes. I have also included other definitions and statements relevant to diversity that I found on the campus website, etc. for our consideration. IN THIS DOCUMENT: · E‐mail exchange between Policy Center advisors and Diversity Co‐Chairs · Higher Learning Commission Statement on Diversity (relevant for reaccreditation, etc.) · UNI’s Diversity by the Numbers · Center for Multicultural Education Mission Statement · Diversity Matters Website Information · Campus Resources on Diversity · Relevant parts of the UNI Strategic Plan 2005‐9 The following e‐mail was sent by Susan Hill to Betsy Barfoot, Betsy Griffin and John Gardner of the Policy Center: The Diversity Dimension is having a few difficulties that perhaps you could clarify. 1) What counts as "high" or "low" as we judge our PIs? For instance, what counts as curricular diversity? For instance, is 10 courses high? Or is 10 courses low? Or are we thinking about this in a way that is unhelpful? Do you have any advice on how to judge this, or how to think about it more productively? 2) We are also struggling for ways to think about the Policy Center's definition of diversity, which is very broad, with our institutional definition of diversity, which seems to have much to do with numbers. We appreciate the broadness of the Policy Center's definition, but are wondering if others have had such challenges and how they might have dealt with it. Response #1 from Betsy Griffin Dear Susan and April, I will address your questions about diversity and you may also hear from John and Betsy B. on their perspectives.
1 First, I want to address what counts as high or low on a PI. This really is a judgment that has to be made by the Dimension Committee for each PI (the Steering Committee may have a similar discussion when they review the Dimension Report). I have several suggestions about how to think about this. These questions are discussion prompts to get your committee thinking about what would be a good experience for UNI's students. The discussion itself is very valuable. It really isn't so easy as having 10 courses; that is just a start. You might want to ask how many students take those courses in their first year or are the course goals covering all the aspects of diversity that you believe should be covered in the first year. Both the FoE faculty/staff and student surveys have questions that will give your committee some additional food for thought here. NSSE data also will give you some food for thought on the Diversity Dimension. In essence, I am saying look both at the experiences UNI provides and how they actually impact the students. Second, I'll give my perspective on the breath of the Diversity Dimension. It seems to me that early on accreditations (both institutional and discipline) seemed to focus attention on the numbers of faculty/staff and students who are of different racial/ethnic backgrounds. The Diversity Dimension intentionally focuses more broadly on diversity in intellectual experience, the extent to which students are exposed to different cultural ideas and perspectives. Most accreditation bodies have also broadened their definition as well. For regional institutions in many parts of the country, the institution has better control on how it prepares students to understand different cultural ideas and values than it does the composition of its population. Betsy Griffin Associate Director Policy Center on the first Year of College Response #2 from Betsy Barefoot Hello Susan, Let me also weigh in on your questions. As Betsy Griffin has indicated, we really don't define what is a "high" or "low" rating on any of the performance indicators. We leave that decision up to each individual
2 committee and/or the larger Foundations of Excellence task force. We hope your committee will have a good discussion about the kind of focus on diversity (in‐ and out‐of‐class) that is appropriate for first‐year students and then make a judgment that focuses on the quality of what you do, rather than the quantity of what you do. Does that make sense? In other words, you could be focusing on diversity in one or two courses (or out‐of‐class activities) and be doing an excellent job. You're right ‐ our definition of diversity is much broader than simply numbers of underrepresented students (or faculty). These questions are really about the way your institution educates students about diversity. We know that some campuses are located in parts of the country where there isn't a lot of existing diversity, any way you measure it. But we do think that no matter where they live or attend college, students need to be introduced to different people and different ways of thinking about major issues. So I guess we're asking you to depart from the way your institution has officially thought about diversity and think of it more in terms of how you introduce students to broader concepts related to diversity. We hope this helps! But we'd be glad to talk directly with your committee members also. Best wishes, and thanks for all your good work on this issue. Betsy Barefoot, EdD Co‐Director & Senior Scholar Policy Center on the First Year of College Response #3 from John Gardner Colleagues: The only thing I would like to add regarding the Diversity Dimension is that I think it also can raise the question of how different is the University experience in terms of intellectual diversity than that which your students may have encountered in high school. To me, the whole concept of "university" raises the expectation of greater intellectual diversity, for all sorts of reasons. The question is: to what extent are we delivering on that expectation? I’ve been working with campuses using this Dimension for over five years now I have seen some of the most lively discussion and some of the very best writing around this Dimension. This is not to put you under any pressure
3 now! But seriously, we hope this will be a useful, productive, and professionally stimulating discussion on your part. We will look forward to seeing what you find. John N. Gardner Executive Director Policy Center on the First Year of College HLC Statement on Diversity The Commission recognizes that much of the vitality that characterizes the higher education system in the United States is derived from the diversity found within the universe of organizations that comprise it. The Commission further recognizes that the diversity inherent among the people of the United States enriches American higher education and contributes to the capacity that students develop for living in a culturally pluralistic and interdependent world. Diversity is represented in many forms, ranging from differences in organizational mission and educational levels to differences in the ideas, viewpoints, perspectives, values, religious beliefs, backgrounds, race, gender, age, sexual orientation, human capacity, and ethnicity of those who attend and work in the organizations. Individual and group differences add richness to teaching and learning, and also challenge them. People become more aware of their differences and similarities in a variety of ways, including through the processes of discovery and exploration, interaction, collaboration, and partnering. In this context, the Commission champions diversity as a value to be upheld, and it looks to its member organizations to promote diversity in both concept and practice as they realize their respective missions. Recognizing diversity is one of the values embraced by the Commission in its overall statement of mission and its new Criteria for Accreditation. Therefore, member organizations are encouraged to evaluate their respective missions, visions, values, and character to determine how well they address issues of diversity when providing enriching educational experiences and services for their constituencies. Organizations teach by example; they model approaches to diversity by conducting their operations in an equitable and just manner. An organization that provides diverse experiences for its constituencies establishes an environment in which greater intellectual development can occur, and from which its constituencies can learn that focusing on commonalities, while understanding differences, binds peoples and cultures. Valuing diversity relates to experiencing it; thus, people in an environment that encourages inclusiveness and discourages acts of insensitivity and disrespect can become more enlightened. The Commission urges its member organizations to create and maintain teaching and learning environments that provide educational opportunities for diverse individuals and groups. In addition, the Commission urges its member organizations to provide learning environments, larger than its classroom settings, in which students can contribute to and learn from the diversity that broad life exposure offers.
4 The Commission recognizes the value that member organizations place on their histories, traditions, and missions and the effect of such factors on their policies and practices. Therefore, the Commission does not prescribe a set of actions to address issues of diversity. However, through its Criteria, the Commission does expect its member organizations to evidence positive responses to issues of diversity and to show the relationship of those responses to the integrity of their operations. UNI Diversity Facts: The Numbers From the UNI Fact Book 2007­2008 Enrollment by Gender: 57.8% of total enrolled students are female 42.2% of total faculty/staff are female Enrollment by Age: 73.4% of students are under 23 years of age 17.2% of students are 23­29 years of age 9.4% of students are over 29 years of age Undergraduate Enrollment by Age: 82.8% of undergraduate students are under 23 years of age 13.2% of undergraduate students are 23­29 years of age 4.0% of undergraduate students are over 29 years of age Graduate Enrollment by Age: 8.75% of graduate students are under 23 years of age 44.65% of graduate students are 23­29 years of age 46.60% of graduate students are over 29 years of age Enrollment by Ethnicity: 0.3% are American Indain/ Alaskan Native 1.2% are Asian/Pacific Islander 2.8% are Black/African American 1.6% are Hispanic/Latino 86.5% are White/Caucasian 3.7% are International 3.9% Did Not Respond Workforce by Ethnicity: 0.4% are American Indain/ Alaskan Native 2.9% are Asian/Pacific Islander 4.3% are Black/African American 1.5% are Hispanic/Latino 91.0% are White/Caucasian 0.0% are Unknown Nationality: 90.8% of students are Iowa Residents 5.5% of students are U.S., Non­Iowa Residents 3.7% of students are international students International s tudents come from 71 countries. The top five countries international students come from are: 15.3% from Saudi Arabia (72 Students) 10.6% Russia (50 Students)
5 9.1% China (43 Students) 8.1% India (38 Students) 5.1% Hong Kong (24 Students) Black Hawk County From Greater Cedar Valley Alliance, compiled from 2000 Census 128,012 people reside in Black Hawk County Gender: 52.0% of the population is female 48.0% of the population is male Age: 27.6% are under the age of 19. 23.1% are ages 20­34. 26.9% are ages 35­54. 15.2% are ages 55­74. 7.2% are age 75 or older. Ethnicity: 0.2% of the population is Native American/Alaskan Native 1.0% of the population is Asian/Pacific Islander 1.8% of the population is Hispanic or Latino 8.0% of the population is Black/African American Maintained by Office of Compliance and Equity Management Last Modified: October 22, 2008 The Center for Multicultural Education’s Mission Statement To promote cross­cultural awareness and multicultural understanding by: ­­Providing an opportunity for representatives from the academic community to share their ideas and incorporate the practice of diversity campus­wide. ­­Providing multicultural programming to students as a tool for them to understand the value of diversity as it pertains to life in or out of college. ­­Assisting with the retention of minority students through multicultural programming in an effort to provide a positive campus environment that addresses their social needs. ­­Promoting diversity in the classroom and workplace which creates an environment for the university at large to examine philosophies, strategies, and initiatives as it relates to development. From the “Diversity Matters” page of the UNI Website, 11/20/08 New Diversity Council formed I am pleased to announce the formation of the University of Northern Iowa Diversity Council. The Diversity Council will report to me and is responsible
6 for providing the leadership and coordination necessary to achieve the diversity­related goals of the university. Terry Hogan, Vice President for Student Affairs, has agreed to serve as chair of this council for fiscal year 2009. Council members will be Interim Executive Vice President and Provost James Lubker; Vice President for Administration and Finance Tom Schellhardt; Vice President for Student Affairs Terry Hogan; Vice President for University Advancement Bill Calhoun; NISG Vice President Clarence Lobdell III; Director of Student Support Services Inez Murtha; and Assistant to the President for Compliance and Equity Management Leah Gutknecht. Responsibility for chairing the Council will rest initially with Terry Hogan, but will rotate in the future among the vice presidents. The council will meet monthly and will provide quarterly updates to my office. It will report annually to myself and the university community. To ensure broad participation and support for planned initiatives, the council will form and charge a Diversity Advisory Committee, and will appoint a chair who will also serve on the council. I'd like to thank the council members for their willingness to serve in this capacity. It is important that this council provide leadership to coordinate campus diversity efforts. President Benjamin Allen October 2008 Dedication to Diversity When I came to the University of Northern Iowa in 2006, I was vocal about my belief that this university should play a leadership role in the state of Iowa. Having lived in Iowa for more than two decades I have become keenly aware of the role that UNI must play in advancing a commitment to diversity statewide. We educate many of Iowa’s business, education and government leaders – those who will influence our society in the future. Our graduates take with them the knowledge and values they learn or refine while with us. Because we believe that appreciation of diversity is an essential component of an excellent education, we must make it an institutional priority to value, promote and teach about diversity. By dedicating ourselves to this cause, we learn and grow as a community and as an educational institution, and we assist students in developing cross­cultural competence necessary for success in life after UNI. The change we effect in our students and on our campus will benefit workplaces, schools and communities across the state and the nation. Our commitment to diversity is a work in progress and remains a priority. This site is but one method of acting on it. Please, look around and feel free to make use of the many resources you will find listed here, and do what you can to contribute to this important goal. I look forward to your comments and suggestions for helping us make UNI a leader in diversity.
7 President Benjamin Allen Fall, 2007 Campus Resources for Diversity University Centers and Offices Center for Multicultural Education The Center promotes cross­cultural awareness and multicultural understanding. http://www.uni.edu/cme/ Office of Compliance and Equity Management The Office has oversight for all equity and equal opportunity issues. http://www.uni.edu/equity/ Educational and Student Services Division The division promotes a student­centered university through a variety of initiatives. http://www.uni.edu/vpess/ Faculty and Staff Disability Services (FSDS) FSDS provides services to accommodate faculty and staff with disabilities. http://www.vpaf.uni.edu/hrs/disability/index.asp Office of International Programs The office provides service and leadership to UNI students, faculty and staff who wish to conduct research or study abroad, and provides services for international students on campus as well. http://www.uni.edu/studyabroad/international/ Iowa Center for Immigrant Leadership and Integration The Center is committed to guiding and preparing Iowa communities and businesses as they accommodate immigrant and refugee newcomers. http://www.newiowans.com/ Student Disability Services (SDS) SDS provides students with services that assure access to University programs, services and activities. http://www.uni.edu/disability/ UNI Museums and Collections The Museum contributes to a variety of University initiatives through exhibition, programming and preservation. http://www.uni.edu/museum/ Relevant parts of the University Strategic Plan Culture The culture of The University of Northern Iowa is characterized by a
8 long­standing commitment to student learning and to excellence in teaching. This commitment has been established through the development of an open, ethical and caring community that promotes diversity, honesty, integrity, respect, fairness, trust and civility among its members. This community has created a culture based on core values that include intellectual vitality, intellectual and academic freedom, the well­being of its members and service to others. Values The University of Northern Iowa community values:
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Excellence in all its endeavors
Intellectual vitality
Intellectual and academic freedom, dialogue and the free exchange of ideas
Expansive awareness of multiple perspectives characteristic of a global society
An ethical, caring and diverse community characterized by pluralism and civility
Personalized learning
The well being of its students, faculty and staff
Service to the citizens of the State of Iowa, the nation and the world
An appreciation of people with different backgrounds with an emphasis on gender, race/ethnicity, religion, age, sexual orientation, physical abilities, socioeconomic class, and national origin. Vision The University of Northern Iowa will be the leader among the nation’s finest public comprehensive universities, characterized by a multicultural and inclusive community with high­quality teaching/learning environments and socially responsible contributions to the State of Iowa, the nation, and the world. Mission Statement The University of Northern Iowa is a comprehensive institution dedicated to providing a personalized learning environment, founded on a strong liberal arts curriculum. It is committed to being an intellectually and culturally diverse community. The University focuses both on undergraduate education, and on selected master’s, doctoral and other graduate programs. It is characterized by excellence in three areas: teaching and learning; research, scholarship, and creative work; and service. Through its varied endeavors, UNI shares its expertise with, and provides service to, individuals, communities and organizations throughout the state, the nation and the world. Focused Mission Statement The University of Northern Iowa offers a world­class university
9 education, providing personalized experiences and creating a lifetime of opportunities. Relevant Goals: Goal 1.0 Provide intellectually challenging and character­building experiences for undergraduate and graduate students in a personalized learning environment. Objective 1.1: Maintain the excellence in undergraduate and graduate programs that distinguishes the University, and strategically expand programs that attract students. Objective 1.2: Provide a personalized learning environment that responds to needs, encourages growth, and recognizes achievements of individual students. Objective 1.3: Increase understanding of and commitment to the role and value of a liberal arts education as the foundation of a university education. Objective 1.4: Enhance appreciation of, and encourage participation in, co­curricular and extra­curricular activities that cultivate intellect and character. Objective 1.5: Broaden and enrich the intellectual and learning experiences of students by increasing the number of U.S. racial and ethnic minority, and international students, faculty, and staff. Objective 1.6: Provide instruction to students by tenured or tenure track faculty in accord with established performance targets. Objective 1.7: Maintain a schedule of class offerings that enables timely academic progress toward a degree. Goal 2.0 Maintain a faculty distinguished by their creative and intellectually rigorous teaching and scholarship. Objective 2.1: Recruit and retain a highly qualified and diverse faculty. Goal 4.0 Promote a University culture characterized by diversity, collegiality, mutual respect, organizational effectiveness, and shared responsibility. Objective 4.1: Employ recruitment and retention strategies that will increase the number of U.S. racial and ethnic minority, international,
10 and protected class students, faculty, staff, and University officials. Objective 4.2: Maintain a safe and supportive working and living environment characterized by services and programs that promote individual well­being and organizational effectiveness. Objective 4.3: Broaden participation in University governance activities by students, faculty, and staff. Objective 4.4: Enhance opportunities for mentoring and social interaction among all members of the University community.
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