Presidential Brief
DIVERSITY, EQUITY AND INCLUSION
Alfreda Brown
Vice President for Diversity, Equity and Inclusion
B.S., Organizational Management, Roberts Wesleyan College
M.S., Career and Human Resources Development,
Rochester Institute of Technology
Ed.D., Higher Education Administration,
Nova Southeastern University
Job Responsibilities: As the vice president for the Division of Diversity, Equity and Inclusion, Alfreda
Brown, Ed.D., works in partnership with the university president and senior
leadership in advancing diversity, equity and inclusion. To achieve these goals,
Brown must implement, evaluate, refine the university’s diversity strategic plan, and
provide leadership, counsel, information and advocacy. Periodic reports are provided
as necessary that include preparation of an annual report to the president and Board
of Trustees. In order to foster inclusion for faculty, staff, students, alumni, visitors
and others, Brown provides recommendations for policy implementation, programs
and practices. She also serves as a resource to improve diversity recruitment and
retention efforts for faculty, staff and students. Working collaboratively with faculty
and staff to expand cultural competencies and overseeing development and
execution of diversity training programs are primary initiatives for this division.
Profile: In fall 2009, Brown was appointed as the first vice president for the Division of
Diversity, Equity and Inclusion at Kent State University. The new division was
created as an integral part of the excellence agenda at Kent State. Its mission is to
promote diversity, equity and inclusion across all eight Kent State campuses. Brown
joined Kent State after serving 21 years in various positions at Rochester Institute
of Technology, including three years as interim chief diversity officer. She served
as senior staff member to the institution’s president, chairing the Commission for
Promoting Pluralism, implementing and coordinating efforts that led to a multicultural and inclusive campus. Brown’s experience ranges from grassroots mentoring
of individuals and underrepresented groups to teaching classes abroad and leading
university and community diversity initiatives. She is a strong advocate for strategic
planning and results-oriented assessments, facilitating fact-based decision-making
and continuous improvement of diversity initiatives.
Direct Reports: Dana Lawless-Andric, Executive Director, Diversity and Inclusion
Keith Wisdom, Ph.D., Interim Executive Director, AALANA Initiatives and
Student Multicultural Center
Heather Adams, Executive Director, Women’s and Gender Centers
Edward Collins, Ph.D., Director, Diversity Assessment and Research
Shana Lee, Director, Special Projects and Initiatives
Direct Report:
Dana Lawless-Andric
Executive Director
Diversity and Inclusion
Responsibilities: Dana Lawless-Andric currently serves as Kent State’s Executive Director for
Diversity and Inclusion within the Division of Diversity, Equity and Inclusion
(DEI). In this role, she oversees universitywide diversity programming and
training efforts; management of broad-based inclusion initiatives; leadership
for division-level communications and administrative functions, including staff
development; and serves as second in leadership to the vice president. Prior
to this role, she oversaw three federal TRIO programs as well as a STEM
learning community. She has also been active at the state, regional and national
level in policy analysis access and graduation advocacy for first-generation,
low-income students.
Profile: Lawless-Andric graduated with a Bachelor of Arts degree in psychology and
philosophy from Mount Union College in 1998 and went on to complete her
master’s degree in higher education administration in 2001 at Kent State. She is
currently working toward her doctoral degree in cultural foundations. Her office,
Diversity and Inclusion Leadership, includes the university’s three federal TRIO
Upward Bound Programs, the division’s business manager, diversity research
specialist and administrative assistant.
Direct Report:
Keith Wisdom, Ph.D.
Interim Executive Director
AALANA Initiatives and
Student Multicultural Center
Responsibilities: In 2013, Keith Wisdom, Ph.D., was hired for the position of interim executive director
of AALANA Initiatives within the Division of Diversity, Equity and Inclusion and is
responsible for developing and strengthening efforts to successfully recruit and retain
African-American, Latino-American and Native-American (AALANA) faculty, staff
and students. The responsibilities include development of diverse candidate pools
and the management of an up-to-date recruitment database. This position is also
responsible for fostering relationships between the Division of Diversity, Equity and
Inclusion and the various Kent State academic units by serving as a liaison between
the division and such Kent State constituencies as deans, directors, chairs, faculty
and academic advisors. Wisdom is also a general advocate for underrepresented
international students and will assist in the resolution of conflicts. The director is
also a general advocate for other underserved or underrepresented groups such as
international students, adult students, LGBTQ students, veterans and others.
Profile: Wisdom, a native of Nassau, the Bahamas, received his B.S. degree in speech and
theatre arts from Mankato State University and a Master of Fine Arts in performance
and directing from the University of Georgia. He holds a Ph.D. in drama and theatre
anthropology, also from the University of Georgia. While in the Bahamas, he served
most recently as the deputy director-general of tourism in the Bahamas Ministry of
Tourism – The Commonwealth of The Bahamas – where he coordinated Global
Communications and Public Relations for that Ministry. During the 14 years prior to
this position, Wisdom served as the director of public affairs for Cable Bahamas Ltd.
and coordinated all public relations, public giving and educational initiatives for that
company. While at Cable Bahamas, he also served as the executive producer of Cable
12 – a community television station that he established in 1998.
Direct Report:
Heather Adams
Executive Director, Women’s
and Gender Centers
Responsibilities: As the executive director for the Women’s and Gender Centers, in the Division of
Diversity, Equity and Inclusion, Heather Adams provides organizational leadership
and directs the development and delivery of programming, services and advocacy for
women faculty, staff and students. In addition, Adams provides oversight in regard
to the lesbian, gay, bisexual, transgendered and queer populations and gender-related
issues for LGBTQ, including sexual assault, violence against women, parity and equity
issues, and the advancement and quality of the educational experience of women at
Kent State University.
Profile: Adams has worked for the university, in several professional positions, for more than
30 years. She has been an instructor in the Department of Integrated Health Studies
for 10 years. As a lifelong learner at Kent State, Adams holds a Bachelor of Arts degree
in individual and family studies and a master’s degree in liberal studies.
Direct Report:
Edward Collins, Ph.D.
Director
Diversity Assessment and Research
Responsibilities: Edward Collins, Ph.D., serves as director of diversity assessment and research in the
Division of Diversity, Equity and Inclusion. In the this role, he provides direction for
the systematic gathering, analysis, interpretation and reporting of assessments and
planning processes for the university as it relates to the Diversity Scorecard and other
associated diversity efforts. Additionally, he evaluates and assesses diversity initiatives,
programs and service areas that target diverse populations across the university.
Profile: Collins’ academic background includes a B.S. in nutrition from Louisiana State
University, M.Ed. in education administration from the University of New Orleans, and
a Ph.D. in higher educational leadership from the University of Nevada, Las Vegas.
Prior to coming to Kent State, Collins was the research and assessment manager for
the Division of Educational Outreach at the University of Nevada, Las Vegas and,
prior to that, a research assistant for UNLV’s Office of Diversity Initiatives and Office
of Admissions. His scholastic interests include issues of college choice among students
transitioning to undergraduate and graduate education and the experiences of black
students in postsecondary education. Collins was awarded the 2013 Doctoral Award by
the American Association of Blacks in Higher Education and the 2013 Summer Fellow
award with the National Data Institute: Using Federal Data to Support Research on
Science, Engineering and Postsecondary Education.
Direct Report:
Organizational Chart
Shana Lee
Director
Special Projects and Initiatives
Division of Diversity, Equity and Inclusion
Organizational Chart [09/01/13]
Responsibilities: As the director for special projects and initiatives for the Division of Diversity,
Equity and Inclusion, Shana Lee provides leadership, coordination and supervision for
division-level projects and other outreach functions, which strengthen the Division of
Diversity, Equity and Inclusion’s role in internal and external university partnerships
in a manner consistent with the university’s mission. She provides direct supervision
for the Academic STARS. (STudents Achieving and Reaching Success) and VISTA
(Volunteers in Service to America) programs, as well as serves as an advocate for
student needs/issues that might arise.
Profile: Outside of work, Lee is extremely involved in state and local organizations. She
currently serves as the president for the Ohio Consortium for Multicultural Centers
in Higher Education and holds elected positions with Delta Sigma Theta Sorority Inc.
and the Ohio Black Women’s Leadership Caucus.
Lee holds a B.S. degree in mass communication and information from The Ohio State
University and is currently pursuing a master’s degree in cultural foundations at Kent
State University.
Kim Kennedy
Special Assistant
Carmen Roberts
DEI Business
Manager
Diane Matasek
Assistant to an Executive
Officer
Thomas Jefferson
Interim Program
Director, Upward Bound
Classic
Krystle Rivera
Academic Coordinator.
UB Classic
Christopher Owens
Academic Coordinator
UB Classic
Gloria Durman
Special Assistant,
Upward Bound Programs
Vice President
Diversity, Equity and Inclusion
Dr.Edward Collins
Director
Diversity Research
& Assessment
Shana Lee
Director
Special Projects and
Initiatives
Heather Adams
Executive Director
Women’s and Gender
Centers
Congressman
Louis Stokes
President’s Ambassador
Gina Campana
Special Assistant
David Moore
VISTA AmeriCorps
Cassandra PeggKirby
Assistant Director
Ashley Williams
Interim Diversity
Research Specialist
Willie Harrell
Faculty Associate
AALANA Recruit &
Retention
Avery Danage
VISTA AmeriCorps
Jennifer O’Connell
SART Education
Intervention
Coordinator
Dana Lawless-Andric
Executive Director,
Diversity & Inclusion
Gaylen Moore
UB Business
Manager
Dr. Alfreda Brown
Barbara
Johnson
Administrative
Assistant
Henderson Ellis
Program Director,
Upward Bound
Math-Science & Upward
Bound Public Health
Patricia A. Robinson
Asst. Director
UB Public Health
Jasmina Nolan
Academic Coordinator
Upward Bound Math
Science
Roxie Patton
Program Coord.
LGBTQ Center
Katelyn Goss
Graduate Assistant
Denise Harrison
Faculty Associate
Woment’s Center
Dr. Keith Wisdom
Interim Executive
Director
AALANA Initiatives
Oscar Ramos
Asst. Director
AALANA
Initiatives
Trinidy Jeter
Program Coord.
Student
Multicultural Ctr.
Shannon Ashford
Graduate Assistant
Joe Ortiz
Faculty Associate
SMC
07/16/12
University
Strategic
Goals
University
Key
Themes
and
Projects
DEI
Strategic
Directions
DEI Key
Themes,
Projects,
and Tasks
DEI
Metrics
Division of Diversity, Equity and Inclusion (DEI) Strategy Map
Engaging With the World Beyond
Our Campuses
(Institutional Climate, Culture and
Community Relationships)
4.1 Incorporate global perspectives
into all of our initiatives
4.2 Forge strategic partnerships that
add significant value
4.5 Increase presence of international
students and scholars at KSU
4.6 Increase Kent State student
participation in study abroad
Ensuring Student
Success
(Access, Recruitment and Retention)
21st
1.1 Four pillars of a
century KSU Graduate
1.5 Expanded service
learning, engagement in
student life
1.6 “Year of Yes” —
enhancing customer
service
4.1.1 Review diversifying the
curriculum to infuse diversity
throughout all disciplines
4.2.1 Support, create external
domestic and global partnerships
4.5.1 Integrate diversity initiatives to
be more inclusive of international
students
4.6.1 Review process for students
from underrepresented / underserved
populations to increase access and
opportunity
1.1.1 Purposeful, intellectual and
social development to enhance
the understanding of diversity, to
include global awareness and
global citizenry.
1.5.1 Intentional diversity focus
relating to service learning and
engagement of students
1.6.1 Enhance relationship
between students and
administration
• Ongoing discussion and dissemination of
the Diversity Action Plan
• Purposeful, intellectual and social
development through a variety of
gatherings and programs to enhance the
understanding of diversity and global
awareness and citizenry
• Increased diversity-focused
collaborations with the City of Kent,
Portage County and other external partners
• Development and implementation of biannual University Climate Study
•Creation of programming initiatives that
support integration of international
students and foster global inclusivity
• Number of new external and internal
partnerships to sponsor diversityrelated events and programs
•Return on investment rate of new
partnerships and programs
•Participation rate at social gatherings
and programs
•Results of program evaluations
•Results of University Climate Study
Enhancing
Academic Excellence
and Innovation
(Education and Scholarship)
2.5 Increased quality and
diversity of the student body
2.6 Creating new learning
paradigms
Developing and Recognizing
Our People
(Institutional Accountability)
6.1 Develop leadership skills in wide
range of faculty and staff
6.2 Recruit and retain high-quality
faculty and staff
6.3 Develop a diversity plan with a
focus on inclusive excellence
2.5.1 Review, support realigning
structures, processes for
recruitment and retention of
students of color; and promotion
of women in specific areas
2.5.2 Increase the graduation rate
of students of color
2.5.3 Incorporate inclusive values
across difference to include age,
sex, national origin, international
students, LGBT populations, and
other differences
2.6.1 Support diversity goals in
colleges and divisions
6.1.1 Develop and implement diversity
training, diversity seminars, and
professional development opportunities
focused on diversity for faculty, staff and
students
6.2.1 Develop leading practices in the
recruitment and retention of diverse
faculty and staff
6.3.1 Promote an inclusive, nondiscriminatory, welcoming and highly
productive workplace throughout the
university
•Enhanced relationships between
underrepresented/underserved students
and administration
•Collaborative efforts with Admissions
to host recruitment events at targeted
schools and areas; partnerships with
high school administrators and
counseling staff
•Intentional focus on service learning
and engagement of students
•Review of processes by which
underrepresented/underserved
populations might gain access and
opportunity to specific programs across
the university
•Incorporation of inclusive values
through review of diversity course
offerings related to differences in
age, sex and national origin as well
as across diverse groups, such as
the LGBTQ community and
international students
•Implementation of cultural
competency programming and new
learning paradigms
•Support of academic goals in
colleges and divisions
•Utilization of Faculty Associates for
scholarly diversity research
•Support academic related diversity
goals in colleges and divisions
• Utilization of Faculty Associates in development
of best practices to support inclusive environment
goals and recruitment and retention of faculty and
staff
•Promotion of an inclusive, non-discriminatory,
welcoming and highly productive workplace
throughout the university
•Support of non-academic goals in colleges and
divisions through Diversity Scorecard tool
•Development and dissemination of an annual
diversity report
•Creation
•Analysis, recommendations and implementation
of University Climate Study findings and Women
in STEM recommendations
•Branding of “Inclusive Excellence”
•Develop diversity awards
•Participation rate in diversity-related
programming centered on student success
(e.g., Academic STARS, Oscar Ritchie
Scholars, etc.
•Participation rate in collaborative
programming led by faculty, staff and
students
•Annual persistence rate of AALANA
students
•Six-year graduation rate for AALANA
students
• Evaluation of diversity competency
• Participation rate of diversity training, seminars,
and faculty/staff development
•Hiring rate of diverse faculty and staff
•Employer diversity rankings
•Employee satisfaction rankings
•Retention rates of diverse faculty and staff
•Annual increases in minority spend
levels of students, faculty and staff
•Number of published diversity-related
articles by faculty and staff
•Retention rate of AALANA faculty and
staff
•Tenure and promotion rates for women
and AALANA faculty
•New guidelines for diversifying the
curriculum
October 2009
TIER ONE 1. Development and launch of the university’s Equity Action Plan (EAP): Diversity, Equity
and Inclusion worked over an extended period of time to create the university’s EAP.
The EAP contains goals and measurable outcomes designed to promote fairness and
inclusive values for all members of the Kent State family, and more specifically to increase
opportunities for underrepresented and underserved groups. The EAP addresses 24
universitywide themes aligned with four diversity dimensions and guided by action
initiatives to address each theme. The EAP is linked directly to the university’s Strategic
Plan and seeks to accomplish goals within a five-year period, 2012-2017.
2. Institution of the university Diversity Scorecard process: In 2010, Diversity, Equity
and Inclusion began the process of implementing the Diversity Scorecard approach.
The scorecard is a strategic assessment method for achieving inclusive excellence for
African-American, Latino-American and Native American (AALANA) students, faculty
and staff. The scorecard process benchmarks and monitors educational access, first- and
second-year retention and degree completion for AALANA students, as well as access and
retention for AALANA faculty and staff. The university scorecard, along with individual
colleges and divisions, is updated annually to provide constituents with accurate data for
reaching inclusive excellence.
3. Creation of inclusion offices and centers: Under Diversity, Equity and Inclusion leadership,
the Lesbian, Gay, Bisexual, Transgender and Queer Student Center was launched in 2010
to meet the needs of LGBTQ students and allies. In 2013, the office of Sexual and
Relationship Violence Support Services (SRVSS) was developed. SRVSS provides critical
support to students who may be victims of sexual assault, as well as prevention training
and awareness programs.
4. Faculty initiatives: Diversity, Equity and Inclusion has led two large-scale faculty initiatives
— diversifying and retaining AALANA faculty, and increasing and supporting women
in STEM. Diversity, Equity and Inclusion has coordinated targeted strategies aimed to
increase the pool of diverse faculty. Efforts include recruitment trips to the Southern
Regional Education Board Compact for Faculty Diversity (the largest pool of AALANA
doctoral students nationally); development of an AALANA faculty database of potential
candidates, and creation of a training seminar to identify bias in the faculty selection
and hiring process, titled “Diversifying and Retaining Faculty: Keys to Improving
Organizational Sustainability.” Results have yielded an unprecedented hiring of eight
tenure-track AALANA faculty for AY2013-14. Retention efforts have accompanied the
recruitment initiatives, including the development of an annual AALANA workshop and
faculty cohort learning communities. Membership was secured in the National Center for
Faculty Development and Diversity, and individualized retention plans developed for new
AALANA faculty. The Commission on Women in STEM Education and Research was
formed in 2012 to provide a universitywide approach to broaden participation of AALANA
women faculty in STEM and increasing the success, advancement and tenure of faculty
women in STEM. The commission has developed recommendations, which are currently
in implementation for Phase I, which include review of family leave policies, mentoring,
professional development,
TIER ONE 5.
Diversity Advisory Board: In 2011, Vice President Brown formed the Diversity
Advisory Board, comprised of university and community leaders committed to
advancing and supporting the success of student diversity at Kent State. The board
focused its efforts on developing a scholarship for underrepresented or underserved
junior/senior Kent State students. In May 2013, Diversity, Equity and Inclusion’s first
annual Tee Up for Scholarships was launched to raise funds for the scholarship and
found incredible success – raising more than $30,000 in the inaugural Golf Outing.
Planning has begun to endow this scholarship, named the Lester A. Lefton Persistence
Award, for Kent State’s departing president. The first presentation of this award will be
announced spring 2014.
TIER TWO 1. Division Expansion and Growth: Since Diversity, Equity and Inclusion’s inception in 2009,
the division has seen remarkable growth to meet the growing diversity needs throughout
the campus system. The growth has included the additional staff within the Women’s,
LGBTQ and Student Multicultural centers, as well as within Diversity, Equity and
Inclusion; development of new offices to better serve the wide range of needs, including
universitywide programming and academic support and development of several core
partnerships to foster inclusive excellence.
2. Increase of External Funding: Diversity of Equity and Inclusion was able to secure more
than $1 million in federal funding through the Department of Education for the TRIO
Upward Bound programs through 2016. Additional funding has been secured through local
grants and fundraising, reaching more than $100,000 including an AmeriCorps Vista grant.
3. University Diversity Action Council: The University Diversity Action Council (UDAC)
is composed of more than 80 faculty and staff across all parts of the university that work
to implement the action initiatives outlined in the Equity Action Plan. UDAC serves as a
high-function, action-oriented group that facilitates inclusive excellence through measurable
outcomes across the university community. The group was re-formed in 2010 to focus
on action and has since achieved initial EAP results. Diversity, Equity and Inclusion’s
work in diversity has been recognized by Insight Into Diversity magazine as a recipient of
the “Higher Education Excellence in Diversity” (HEED) Award. The HEED award
recognizes colleges and universities that demonstrate an outstanding commitment to
diversity and inclusion.
4. Supplier Diversity Program: A joint partnership with the Division of Finance and
Administration, supplier diversity efforts have been prioritized over the past three years and
excelled in developing networks and opportunities for diverse business owners in the area.
Significant accomplishments include Matchmaker events, development of a supplier database
and increases in the number of diverse businesses being used by Kent State.
5. Signature Programs: Diversity, Equity and Inclusion developed two signature programs in
2010 that have had great success to date. The President’s Ambassadorship is a high-level
position designated for area minority leaders to serve for one year. There have been four
ambassadors to date, including U.S. Rep. Louis Stokes, who foster Kent State’s interests with
the community, as well as bring ambassadors’ expertise to the campus. Diversity, Equity and
Inclusion Provost Faculty Associates, also created in 2010, allow interested faculty to work
in diversity and to have a reduced teaching load to perform research and related diversity
efforts. Faculty associates have been highly successful in advancing faculty diversity efforts,
support to students and related initiatives.
TIER ONE 1.
Complete transition of Diversity Scorecard as an institutionalized, sustainable process.
2.
Implement Stage Two, Women in STEM Recommendations.
3.
Implement Diversity Education Training Lab.
4.
Implementation and Assessment of Year Three: Diversity, Equity and Inclusion
Equity Action Plan.
5.
Implement University Climate Study.
TIER TWO 1.
TIER ONE 1.
Diversity Training and Education Lab: As society and our university become increasingly more diverse in demographic composition, the need for faculty and staff to
foster inclusive environments throughout the university community becomes critically
important. Diversity, Equity and Inclusion intends to meet this need through the implementation of an Education and Training Lab aimed to develop within faculty and
staff, diversity and cultural competency awareness, knowledge and skills. The lab will
have a soft launch in January 2014 with a full launch planned for fall 2014. The lab
will provide offerings that meet functional, barrier and/or competency needs. Opportunities beyond the lab’s initial development include external training offerings and
revenue streams that can be developed; creation of a Diversity Certificate in Leadership or Management; and the eventual development of diversity bearing courses.
2.
Women’s Center Transformative Vision: The visionary future of the Women’s Center
is an inviting, welcoming place that drives personal and professional development and
healthier minds and healthier bodies – consequently creating greater engagement and
leadership among women throughout the university. It is a center that encourages the
advancement of women from all walks of life and at all levels and from all disciplines
and work categories. Women faculty will have a place in the center; it will be their
networking, research development hub. The new Women’s Center will be the place
to go to for meeting the needs of all women and gender groups. There are four
foundational pillars, specific to best practices for university women’s centers, which
are the focus of the Kent State Women’s Center’s Transformative Vision: Sexual
Assault Education and Response, Women’s Health and Wellness, Women’s Leadership
and Faculty Initiatives.
3.
Preparing the university to meet increasingly diverse demographics in enrollment,
hiring and retention of staff, students and faculty: As the country and region’s
demographics continue to shift and become increasingly diverse, Diversity, Equity
and Inclusion believes this is a great opportunity to continue to prepare the university
to support the range of diversity needs that these changes will bring. Opportunities
include increasing the university’s inclusion of bilingual materials and staff; creating
and building outreach programs that cultivate students prepared for success within
the university; support/development of faculty and staff networking interest groups;
and connection with the Education and Training Lab efforts.
4.
Kent State Diversity Climate Study: Plans, infrastructure and a consultant have
been secured to launch a universitywide climate study. The purpose of the study is
captured by its tagline — “growing ideas and perspectives.” The climate study will
aid Kent State in better understanding the status of diversity in community through
descriptions of experiences, beliefs and hopes. The climate study is an exceptional
opportunity to better understand the diverse needs of the Kent State community
and how best to focus efforts to meet those needs.
Increase student persistence goals; specifically with Regional Campuses.
2.
Improve and widen participation and collaborative efforts for diversity and inclusion
programming to include Town and Gown initiatives.
3.
Implement Diversity Advisory Board Fundraising Event: Tee Up for Scholarships.
4.
Develop, plan, strategize goals for new and improved women and inclusion centers.
5.
Improve black male persistence.
TIER ONE 5.
Infusing Diversity Into the Curriculum: As Kent State launches its Academic Affairs
Strategic Plan, this is an exciting opportunity to revisit how diversity is infused across
the curriculum and identify intentional ways to foster domestic and global diversity
skills, awareness, knowledge and competencies among our graduates. Through review
of the diversity requirement of the Kent Core, we may identify opportunities to develop
courses that link diversity learning outcomes throughout the curriculum. And exploring
diversity-based course offerings can greatly aid in developing Kent State graduates ready
to embrace the diversity of the 21st century.
TIER ONE 1.
Building and Sustaining Buy-In and Value: The case for diversity must continually
be made and reiterated as central themes in teaching and research. Diversity also
impacts management and bottom-line considerations. Unfortunately, diversity initiatives and efforts may be treated in auxiliary or in a compensatory way versus being
seen as mission-critical. Given the changing demographics and clear connection
to increasing success of all students, an inclusive approach and value of diversity is
needed and specifically, an approach that will place diversity at the core of teaching
and research.
2.
Leadership Accountability: In addressing diversity buy-in and systemic challenges,
leadership accountability to ensure greater success of diversity and inclusion is
needed. Clear indicators, metrics and accountability measures are needed at all levels
throughout the university community to address the accountability factor in achieving inclusive excellence.
3.
Capacity and Growth to Meet Increasing Needs: Given the changing demographics
and growing needs resulting from increased diversity, capacity and growth to meet
those needs continue to be a challenge. There are new initiatives, opportunities and
priorities that emerge regularly – strategic questions related to capacity and human/
financial resources are significant challenges to consider.
4.
Policies and Bureaucratic Barriers to Diversity: Throughout the university, archaic as
well as newer policies and procedures create needless barriers for faculty, staff and
students – particularly when considerations of race, gender, ethnicity and sexual/
gender identity are factors. A systemic review of these issues is needed to address
the often hard-to-reach challenges that prevent our students from being successful,
faculty from reaching tenure and staff from working at their fullest potential.
5.
Addressing Climate: The Climate Study provides a great opportunity to address the
environmental challenges that exist. These challenges range from bias within the
search process for staff and faculty to classroom issues that underrepresented and
underserved students may experience. The need persists to address these challenges
in open and authentic ways.
Kent State University, Kent State and KSU are registered trademarks and may not be used without permission. Kent State University is committed to attaining excellence
through the recruitment and retention of a diverse student body and workforce. 13-2211