DIVERSITY AT UNI, NOVEMBER 2009
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.
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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
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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
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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.
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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 2007-2008
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 23-29 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 23-29 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 23-29 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., Non-Iowa 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)
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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 20-34.
26.9% are ages 35-54.
15.2% are ages 55-74.
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 cross-cultural awareness and multicultural
understanding by:
--Providing an opportunity for representatives from the academic
community to share their ideas and incorporate the practice of
diversity campus-wide.
--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
for providing the leadership and coordination necessary to achieve the
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diversity-related 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
cross-cultural 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.
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President Benjamin Allen
Fall, 2007
Campus Resources for Diversity
University Centers and Offices
Center for Multicultural Education
The Center promotes cross-cultural 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 student-centered 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
long-standing commitment to student learning and to excellence in
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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 well-being 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 high-quality
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 world-class university
education, providing personalized experiences and creating a
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lifetime of opportunities.
Relevant Goals:
Goal 1.0
Provide intellectually challenging and character-building
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, co-curricular and extra-curricular 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,
and protected class students, faculty, staff, and University officials.
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Objective 4.2: Maintain a safe and supportive working and living
environment characterized by services and programs that promote
individual well-being 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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