Progress Report On Diversity
At Youngstown State University
The following is a progress report on the University’s Commitment to Diversity.
Community-Based Interaction
University Diversity Council

Define, develop and maintain diversity connections between the Community
and the University.
The University Diversity Council meets on a quarterly basis to discuss the
diversity issues that affect the university and the community.

Promote collaboration, cooperation, and partnership activities to employ or
use resources for the betterment of the community.
There are two committees of the Diversity Council—the Student Recruitment and
Retention Committee and the Community Diversity Committee. Planned
activities:
9/15/02 -Interfaith Listening Project (Mahoning Valley Association of Churches)
10/10/02 – Student Discussions with Mel Watkins (Youngstown & Warren City
Schools)
12/5/02 – Interfaith Choral Concert at Jewish Community Center (Jewish
Community Relations Council) featuring YSU Gospel Choir and choral group
from Akko, western Galilee
2/3/03 – Mahoning Valley Involvement in the Underground Railroad at Sutliff
Museum (Africana Studies Program)

Broaden the community’s knowledge of diversity opportunities by serving as
a clearinghouse for information.
A Diversity Resource Center is maintained in the Curriculum Resource Center of
the Beeghly College of Education. This is open to faculty, staff, students, alumni
and area teachers to help educate students on diversity issues. Information
regarding the Diversity Resource Center will be included in the next College of
Education alumni newsletter.
YSU is a member of Partners for Workplace Diversity, an alliance of area
organizations dedicated to developing successful diversity initiatives for their own
needs and for those of the community. The Partners sponsor many programs
during the year, several of which provide annual opportunities for community
participation. One of those is Diversity Works, which is celebrated during the
1
month of October. Its goals are to: recognize the competitive advantages of our
diverse Valley for building teams, cooperation, and quality of work life; celebrate
the unity and community of diverse talents, identities, values, and perspectives
represented in Valley workplaces, markets, and communities; and promote the
contributions of employees and stakeholders to economic success and community
growth.
A training session was held for Diversity Council members on April 24, 2001, to
review what had been implemented in the diversity plan.

Make recommendations for change and expand leadership in promoting
constructive diversity agendas.
Foundations 3708 (Education and Society), a course that deals with diversity, is a
course required of all YSU education majors.
Youngstown City Schools is completing a student survey that includes students’
reactions to bullying and questions on gay and lesbian issues.
On October 31, 2001, Dr. Mustansir Mir, Philosophy and Religious Studies,
addressed the Diversity Council on the impact of September 11, 2001 had on the
image of the Islamic religion across the world. Also, Dr. Beverly Gray,
Psychology, addressed the Council on the issues of hatred.
At its January 30, 2002, meeting, Jeff Boggs, a Council member, spoke regarding
the need to better educate the campus community gay and lesbian issues. This
discussion led to the establishment the Diversity Resource Center.

Monitor, evaluate, and recommend University/community-based plans and
actions.
Council members have served on North Central Accreditation committees, the
Strategic Planning Committee and subcommittees, the Operations Improvement
Task Force, the Academic Council, the Council of Deans, Arts and Sciences
Community Partners, Curriculum Committee, the Dean’s Advisory Council, the
Library Committee, Scholarship committees, and Search committees.

Annually, assess and evaluate progress made toward achieving the goals of
diversity, and issue a report to the expanded community.
A progress report will be submitted annually.
University-Sponsored Community Activities
2

The deans in each of the academic colleges will form at least one Faculty
Diversity Team to work as volunteer groups in the area schools on the
development of educational programs relating to matters of diversity.
Each college has appointed a diversity liaison who will be responsible for
developing and monitoring diversity goals. Diversity liaisons will establish goals
and objectives for their respective college. They will submit a diversity plan.
Faculty diversity volunteers visited area schools to work on the development of
educational programs relating to diversity.

The Office of Marketing and Communications, in concert with area media
representatives, will form a Diversity Communications Committee to create a
network approach to promoting and highlighting diversity issues, events, and
activities.
The office will form a Diversity Communications Committee during the 20032004 academic year.

The Office of Equal Opportunity & Diversity will create a diversity-oriented
communications network (e-mail, mailing lists, etc.) of community groups,
social agencies, and religious centers so YSU information, programs, and
services can be shared on a regular basis.
The Office of Equal Opportunity and Diversity has established a communication
network to disseminate information. This information includes job opportunities,
educational programs, scholarships, and internships. The mailing list is updated
annually.

The Metropolitan College, in cooperation with local AARP chapters, will
form a seniors advisory committee to plan an expanded “Senior Lecture
Series” that can be scheduled on campus and at the various Metro sites in the
community.
An advisory committee comprised of retirement-age volunteers plans and
develops activities for the YSU Institute for Learning in Retirement. The series
features faculty and community experts who address a theme. The theme for
2002-2003 is “Insights,” which includes such topics as Insights into Native
American Life, Islam, Buddhism, Mainline Protestantism, Roman Catholicism,
Judaism, Hinduism, and the Middle East. The lectures are held on the YSU
campus. Metro College has been unsuccessful in forming a partnership with
AARP, but has been working with churches to develop a more diverse
membership for the ILR.
3

The Office of Equal Opportunity & Diversity, in cooperation with campus
and community groups, will establish and sponsor a Community Diversity
Program Series to be held at various off-campus locations.
The 2002-2003 year includes:
9/15/02 -Interfaith Listening Project (Mahoning Valley Association of Churches)
10/10/02 – Student Discussions with Mel Watkins (Youngstown & Warren City
Schools)
12/5/02 – Interfaith Choral Concert at Jewish Community Center (Jewish
Community Relations Council) featuring YSU Gospel Choir and choral group
from Akko, western Galilee
2/3/03 – Mahoning Valley Involvement in the Underground Railroad at Sutliff
Museum (Africana Studies Program)

The Office of Marketing & Communications will compile and distribute a
directory of faculty, staff, and students willing to speak, volunteer, or work
with individuals on various diversity-oriented activities.
A publication that lists faculty, staff, and students who are knowledgeable of
diversity-oriented issues will be available in the 2003-2004 academic year.
University Academic Enhancements
General Improvements

All faculty should understand the implications of diversity for
curricula and classrooms.
A Center for the Advancement of Teaching and Learning at Youngstown
State (CATALYST) was established August 2002 to support teaching and
learning on and off campus. The center will sponsor diversity-related
events.

There is a need for new courses in the curriculum to address diversity
as an academic subject.
Courses being developed and/or revised include: Introduction to
Black Studies I, Introduction to Black Studies II, American
Identity, Introduction to Anthropology, Survey of Art History I,
Survey of Art History II, Women, Science and Technology;
Introduction to Health and Wellness/Contemporary Society,
Introduction to Criminal Justice, Panic and Prosperity, U.S.
Economic Policy Since the Great Depression, Rich and Poor:
Diversity and Disparity in the Workplace, Economics in America,
Principles I, Principles II, Introduction to Literature, Women in
4
Literature, American Literature and Diversity, World Literature,
Mythology, World Geography, Human Geography, World
Civilizations to 1500, World Civilizations Since 1500, Turning
Points in American History I, Turning Points in American History
II, Consumer Economics, Healthy Lifestyles, Survey of Jazz, Film
Music, Rock ‘n Roll to Rock, Introduction to Philosophy,
Introduction to Professional Ethics, Politics and Globalization,
American Government, Comparative Governments, General
Psychology, Psychology of Intimate Relationships, Lifespan
Psychology, Introduction to World Religions, Myth, Symbol and
Ritual; Introduction to Eastern Religions, Religion and Moral
Issues, Religion and Earth, Introduction to Sociology, Sociology of
Health, Illness and Health Care; Survey of American Mass
Communication, The Art of Motion Pictures, History of Motion
Pictures, Understanding Theater and Introduction to Women’s
Studies

Diversity is often studied in University classrooms but not always
practiced or learned through direct experience.
The Professional Practice Programs, in the Williamson College of
Business, provides many business, engineering, computer science,
and environmental studies majors with an opportunity to practice
and learn diversity through internships. A total of 206 students,
including 148 business majors, 48 engineering or technology
majors, three computer science majors, and 10 environmental
science majors were involved in internships during the year 20012002 academic year.
Social work majors are required to complete a 450-hour internship
where they are exposed to diverse environments. Social Work
5823 (The Cultural Diversity in the Workplace) used the Study
Circle program during the summer of 2001 to help students focus
on diversity.
In the Department of Psychology, Psychology 3790 (Field Work in
Psychology) exposes psychology majors to the diverse
backgrounds of children and adults.
Students in the Department of Health Professions volunteer to gain
experience in their field by participating in health fairs.

Diversity activities associated with the curriculum do not always extend
beyond the campus.
5
The University provides many activities that place special
emphasis on diversity. Annual activities include: the Afro-Cuban
Arts Festival, African American History Month, Women’s History
Month, Hispanic Week, Diversity Month, and the Diversity Works
Celebration. YSU faculty and staff also participate in communitysponsored diversity initiatives. Student Activities has conducted
diversity conferences with nationally known speakers, such as one
that featured Mrs. Coretta Scott King in 1999.

Students do not know where to look for courses with a focus on
diversity or instructors with specific expertise in
multiculturalism or diversity.
A pamphlet titled “Learning about Diversity” has been published
and is circulated to students. It lists 50 courses that address
diversity. A goal for the academic year 2003-2004 is to publish
this list of courses in the YSU catalog and on the YSU Website
along with the names of instructors who have specific expertise in
multiculturalism or diversity.
Program Enhancements

Discussion about diversity programs stressed a need for increased
institutional support and program visibility.
The Office of Equal Opportunity and Diversity, the Africana
Studies Program, and the Office of Disability Services received
additional funding for the 2002-2003 fiscal year.
Co-sponsorship of events by freestanding programs like Africana
Studies, Women’s Studies, the Poetry Center, and the Center for
Working Class Studies has increased over the past two years. For
example, a speaker who addressed the migration of African
Americans to the North to work in steel mills and factories was cosponsored this year by Africana Studies and the Center for
Working Class Studies. Africana Studies and the Poetry Center
co-sponsored a poetry reading with Wanda Coleman. Later this
academic year Africana Studies will co-sponsor a film on South
Africa with Women’s Studies.
Student-focused events planned for the current academic year
include the publishing of a newsletter, a poetry slam, workshops,
and the showing of films.
Efforts to engage a wider range of full-time faculty to teach in both
the Africana and Women’s Studies programs have not been
6
successful although the use of part-time faculty has increased the
number of lower-level courses that use the colloquium format. A
goal for the 2003-2004 academic year is to find more full-time or
part-time faculty who will be available to teach upper-level
courses in a seminar format.
A goal for 2003-2004 academic year will be to cross-list all
interdisciplinary program courses that focus on diversity with the
respective department’s listing of courses.
Majors and Minors

Relatively few students choose to major or minor at present in
subjects that place heavy emphasis on diversity.
Plans are underway to structure a certificate program during the
2003-2004 academic year for adult learners in the Africana
Studies Program as a way of attracting more majors to the
program. The director of Women’s Studies feels that the
development of a certificate program is not feasible at this time.
In the future, students will be asked to declare a minor early so it
will be posted on the advisor’s copy of their transcript. Enrollment
Services is currently working on this change with the Office of
Registration.
Students taking courses in the Africana and Women’s Studies are
encouraged to pursue minors in those areas.
During the 2003-2004 academic year the director of Africana
Studies will explore the addition of internships to the program.
The director of Women’s Studies will also explore the possibility of
funding internships.
Teacher-Student Interaction

Students note that classroom protocols and the interaction of faculty
and students are often shaped by issues of diversity. Students need to
feel that courses, syllabi, and curricula are developed and
implemented to meet their needs, including their needs relative to
diversity.
The Center for Teaching and Learning will help faculty meet the
goal by developing diversity-related workshops.
7
Faculty are required by their deans to include goals for diversity
in their teaching.
All faculty syllabuses and curriculum must reflect diversity in
terms of course content and objectives.
University Employment Practices
To enhance the process, in the next year the University will:

Add a page link on the University Website to an Employment
Opportunities section which will list all position vacancies by title,
brief description, contact person, and application deadlines.
In February 2000, a link was established on the Human Resources
Website for professional/administrative, classified, and faculty vacancies.
The announcement lists the job title, a brief description of the position, the
contact person and the application deadline for faculty and
professional/administrative positions. The link also lists a “job hotline”
for information on classified positions.

Expand the network with local minority-oriented agencies, groups,
and individuals to disseminate all job announcements.
Currently, all job announcements are distributed to area governmental
agencies, local minority groups and organizations, and individuals who
have expressed an interest in employment at YSU. Also, the pool for parttime faculty has been expanded with ads in The Youngstown Vindicator.

Increase the distribution and use of state/national workforce
utilization data so University employing units will have a better
understanding of various state and national comparisons.
Currently, workforce utilization data is distributed and discussed with
each search committee when it begins the search process.

Expand the distribution lists of position vacancies to counterpart
minority groups, publications, newsletters, etc., in Cleveland and
Pittsburgh.
Currently, the distribution lists of position vacancies is sent to 12 state
universities, 27 veterans organizations, 45 predominantly black colleges
in the United States, as well as various other regional community
organizations. Positions are also posted on Affirmnet, the Affirmative
Action Officers Mailing List listserve.
8

Increase the use of various listserves that focus on minorities and
minority employment opportunities.
The Office of Equal Opportunity and Diversity uses AffirmNet, the
Affirmative Action Officers Mailing Listserve, to post YSU position
announcements for professional/administrative and faculty positions. The
various academic departments also use listserves that are specific to their
disciplines for faculty job postings.
University Diversity Improvements
Create Better Awareness of Existing Diversity Efforts.

The Office of Marketing & Communications, in concert with AARP
chapters and other groups, will promote the new trams available to
shuttle individuals around campus.
A tram is currently used by the Office of Undergraduate Admissions for
tours on campus. It is also used by other offices when requested. The
University is currently reviewing a policy for implementation of a shuttle
service.

More extensive use will be made of the Jambar in promoting diversity
activities.
The Jambar reports extensively on diversity-related events such as
Hispanic Week, Diversity Works Week, Diversity Month and African
American History Month observances. This coverage will continue.

The new child care services provided by Wee-Care in Fedor Hall will
be specifically promoted across campus.
Wee-Care opened in 2000 and serves 90-150 children daily. It promotes
its services on campus through the YSU Job Expo, flyers on bulletin
boards, Career Services, and SOAR. A goal of the center is to place a link
on the YSU Website and initiate news stores to gain wider exposure in The
Jambar during the 2003-04 academic year.

The Director of Administrative Services will create a Campus
Accessibility Committee, composed of students, staff, faculty, and
community members, to advise on the expenditure of accessibility
funds (roughly $150,000 annually).
9
Between 1997 and 2002, the Office of Facilities completed 22 construction
projects to improve disabled persons’ access University facilities in
compliance with the American Disabilities Act. The Campus Accessibility
Committee will schedule meetings during the 2002-2003 academic year.

The campus marquees and the electronic signboards to be installed in
Kilcawley Center will include messages and announcements about
diversity activities. The Office of Marketing & Communications will
lead a campus-wide effort to ensure that the language of publications
and other print materials is inclusive.
Campus diversity initiatives are displayed on the four outdoor campus
marquees. The feasibility of installing electronic signposts will be
explored during 2003-2004 academic year. A publication titled
“Guidelines for Nonsexist Communication” is used to as a guideline for
all print materials.

The Office of Marketing & Communications will ensure that various
calendars identify all cultural religious observations.
The Offices of Equal Opportunity & Diversity and Marketing &
Communications will develop a cultural calendar in the 2003-2004
academic year.

The Office of Student Life will expand its efforts to inform students
about the purpose and use of grievance procedures for students.
Information on grievance procedures and policies on sexual harassment
and discrimination have been incorporated into the Student Handbook.
During the SOAR program, Peer Assistants highlight information related
to these issues and procedures. Ads run in The Jambar each semester
notifying students where to pick up The Code and Student Handbook. Ongoing or current academic grievances are handled through the Office of
the Provost. Also, an Ombudsperson position was created in 2001 to
respond to student complaints.
Expand/Improve Diversity-Oriented Programs

The Office of Equal Opportunity & Diversity, in concert with various
campus units, will develop a series of diversity-oriented events,
workshops, and seminars.
Events planned for 2002-2003 include: development of a diversity
speaker’s bureau, “Diversity Strategies for Today’s Complex
Environment” videoconference (9/25/02); a diversity workshop series with
Training & Development —“Creative Ways of Finding and Keeping
10
Faculty and Administrators of Color” (10/18/02); (a series of workshops
on diversity with Training and Development in February and April 2003;
two on-campus pre-college workshops for minority high school students;
development of off-campus minority student recruiting events with
Undergraduate Admissions and Scholarship & Financial Aid.
 The Enrollment Management unit, in cooperation with the Office of
Marketing & Communications, will implement an expanded adult
recruitment plan in fall 1999.
The Enrollment Management unit has conducted adult recruitment
programs since 1999 with moderate success.
 The Office of Equal Opportunity & Diversity, in concert with Student
Life, will develop programs that expose students to various cultures
and social orientations.
All departments within Student Life have been involved in developing a
variety of programs related to diversity, including many that occur during
Diversity Week.
Student Activities and the Office of Equal Opportunity and Diversity cosponsor receptions for multicultural graduates.
The Center for Student Progress sponsors multicultural programs,
including a film series and co-sponsors Hispanic Awareness Week and
Multicultural Expo.
 The Office of Student Life will sponsor the “Safe Place Program,”
designed to educate the campus community on Gay/Lesbian issues
and also provide a safe atmosphere for LGBT (Lesbian, Gay,
Bisexual, and Transgender) students.
Initiated in 1999, the “Safe Place Program,” which was later named the “Safe
Zone” program, has been successful in creating a safe atmosphere for lesbian,
gay, bisexual, and transgendered students. The program is an on-going project
that provides designated areas on campus where students can go to feel safe from
any type of harassment, whether it be verbal or physical in nature.
The Office of Student Life funded and co-sponsored the first Safe Zone program
fall quarter, 1999. Over 35 faculty, staff and students participated in two
sessions. Another successful program was sponsored in spring semester 2002.
Another Safe Zone Training session is tentatively scheduled for fall semester,
2002.
11
 Various units, ranging from Food Services to International Studies,
will be encouraged to promote special events like Diversity Week,
Hispanic Awareness Week, etc.
During the month of October, Partners for Workplace Diversity
coordinates a series of diversity events on campus and in the community.
Events for 2002 include: (10/1/02)Diversity Dialogue on WGFT/WRBP;
(10/4/02) Marriage Customs Dialogue with YSU International Students;
(10/8/02) Orientation 101: Educating While Developing Understanding
and Respect Among Staff; (10/16/02)”Women in Print Bookclub”;
(10/18/02) “Mexican Holidays and Their Significance”; (10/30/02)
“Parenting in your Senior Years”.
The first Freshman Readers Dialog, with the goal to engage freshmen and
the entire campus community in the discussion of race relations, was held
the month of October, 2002. Mel Watkins, the author of Dancing with
Strangers, was in Youngstown October 7-11, 2002 and spoke at a variety
of forums on and off campus. Events connected to the theme will be held
throughout the year. Mr. Watkin’s website is linked to the YSU
homepage.
Other events include the Diversity Week sponsored October 14-18, 2002
by Housing Services. Events included a Diversity Fair.
Improve Communication About Diversity Activities.
 The Office of Marketing & Communications will expand all
communication lists, channels, etc. to be more inclusive of the various
segments of the community.
July 2002, YSU advertised for the first time during Contigos los Sabados
on WGFT, a local radio station, and in August 2002, YSU advertised for
the first time in Bravo, a state-wide Hispanic publication. Additional
initiatives will be established in the 2003-2004 academic year.
 The Office of Student Affairs will add a Diversity Page on the YSU
Website to promote diversity-related events on campus.
A centralized campus diversity calendar will be developed by Marketing and
Communications.

The Office of Student Affairs will expand the emphasis given to campus diversity
in student orientation and recruitment materials/activities.
12
SOAR programming includes multiple activities designed to stimulate discussion
of diversity issues. The activities occur in the skits held in the general session and
in the small peer group discussions.
The Office of Disability Services conducts a special session during the SOAR
program.
SOAR and Welcome Week both offer Resource Fairs designed to expose students
to the range of programs and services available to them. A special effort is made
to include offices and organizations with a commitment to diversity
activities (Multicultural Student Services, LGBT, and Disability Services).
A Welcome Week Multicultural Student Reception is co-sponsored with Student
Services.
The Center for Student Progress offers a Summer Bridge program to all entering
minority students. Information and support for college transition in a residential
format at no expense to the participants.
The Center for Student Progress conducts a yearlong follow-up to Summer Bridge
participants called Bridge and Beyond. Weekly individual sessions with
professional staff and monthly group activity and support sessions are offered.
 The Office of Equal Opportunity & Diversity, in concert with Student
Government, will create a Diversity Calendar to list all diversity
activities for the term.
The Coordinator of Diversity Initiatives will work with the new Student
Diversity Council and the leaders of Student Government to create a
Diversity Calendar to list all diversity activities for the term, beginning
with the 2003-2004 academic year.
 The Office of Enrollment Management will include information about
diversity-related events as part of SOLAR for on-line registration.
A diversity calendar of events will be made available to students when
they use SOLAR beginning with the 2003-04 academic year.
 The Office of Equal Opportunity & Diversity will create a campuswide “Diversity Listserv” sending out weekly or daily e-mails on
diversity-related events to all subscribers.
The Office of Equal Opportunity & Diversity will work with the Computer
Center to establish a campus-wide diversity listserve.
Extend Diversity Training Activities
13
 The Training and Development unit and the Center for Teaching and
Learning will create, in concert with other campus groups/individuals,
a series of diversity-oriented workshops and training sessions.
? Training and Development has sponsored eight workshops on the
Americans with Disability Act and eight workshops on sexual harassment
over the past two years for faculty and staff. These workshops will
continue on an “as interest is shown” basis. The Office of Equal
Opportunity and Diversity and Training and Development will co-sponsor
a series of three diversity-related workshops, two on minority faculty
recruiting, and one on diversity in general during the 2002-2003
academic year.
 The Office of Student Affairs will explore the feasibility of developing
a diversity certificate for student organizations.
The Student Life staff authored a proposal to create an Emerging Leader
Program, which is a comprehensive leadership development program.
Diversity is a significant component of this program, which began in the
fall of 2001.
Requirements of the program include: completion of 26 credit hours of
leadership courses, 60 hours of community service, maintaining at least a
“C” average, enrolling in either the Peer Leadership or Exploring
Leadership: Theory and Practice course, participation in one or more
student activities or organization, and maintaining conduct consistent with
the goals of the program.
Several of the courses offered as leadership support courses are diversityrelated, including Introduction to Africana Studies I, Rich and Poor:
Diversity and Disparity in the U.S. Workplace, and Managing Diversity.
Seven students completed the program in academic year 2001-2002 and
currently there are more than 80 students enrolled.
 A diversity training unit will be added to the student orientation program.
SOAR programming includes multiple activities designed to stimulate discussion
of diversity issues. The activities occur in the skits held in the general session and
in small peer group discussions.
 The Office of Equal Opportunity & Diversity, in concert with the
Office of Marketing & Communications, will publish guides to assist
individuals in their personal efforts to be more sensitive and accepting
of the differences on campus.
14
The Office of Equal Opportunity & Diversity and the Office of Marketing
and Communications is updating the diversity-related pamphlet,
“Combating Discrimination Based on Sexual Orientation.”
 Student Government should establish an annual diversity-training
program for student organization leaders.
The leadership of Student Government has little continuity from year to
year. It has been recommended that this goal would be more attainable if
it were incorporated into the responsibility of a department with support
from Student Government. Student organization leaders who participate
in the required fall and spring leadership programs attend a component
program offered by the Office of Equal Opportunity and Diversity.

The Office of Equal Opportunity & Diversity, in concert with the
Office of Marketing & Communications, will establish a language
sensitivity program designed to sensitize faculty, staff, and students to
various forms of discriminatory language.
The booklet, “Guidelines for Nonsexist Communication,” published by
The Special Task Force on Sexism in Communication in 1988, is currently
being used by Marketing and Communications to help faculty, staff, and
students become more sensitive to the need to avoid the use of sexist
language. The booklet will be updated in 2003 to include other forms of
discriminatory language.
University Student Recruitment and Retention
Community-Based Recruitment Actions
 The multicultural recruiter will connect with community
organizations (e.g., Community Action Council, O.C.C.H.A., Urban
League, and Associated Neighborhood Centers), churches, and youth
groups. A special emphasis will be placed on the area churches.
Multicultural recruiters from Undergraduate Admissions work with
minority community organizations, churches, and youth groups on a
regular basis to conduct workshops. This year, multicultural recruiters
have worked with groups at O.C.C.H.A. (Organizacion Civica Y Cultural
Hispana Americana in Youngstown), the Rebecca Williams Community
House and Family Services in Warren. Over the past three years
multicultural recruiters have held workshops and recruiting programs at
St. Rose of Lima, New Bethel Baptist, Tabernacle Baptist, and Union
Baptist churches in Youngstown. Activities similar to these are continuing
in academic year 2002-2003.
15
 Recruitment, mentoring, and educational programs will be held at
area agencies, during regular meeting hours of the community
organizations (e.g., Campfire Girls, Girl Scouts and Boy Scouts of
America, the Boys and Girls Clubs, and O.C.C.H.A.). (A current
initiative. A publication of nonprofit organizations, contact people, and
meeting times will be helpful. Once an overall plan is established, letters
will be sent offering speaker and program. Target date: Summer 1999).
A list of United Way agencies has been obtained. Plans will be made for
recruitment, mentoring, and educational activities to be held at these
agencies during the 2003-2004 academic year.
 Educational programming will be incorporated into the College of
Education G.O.E. program. (Target date to be determined in
collaboration with Dean of Education.)
The G.O.E., a pre-college program for minority high school students
interested in pursuing college study in education, has been incorporated
into the SMARTS program, a pre-college program for minority elementary
and high school students that focuses on the arts. SMARTS provides art
education experiences for urban students in kindergarten through grade
12 who are most “at risk”.
 Current community-based programs that include educational
components will be identified. This information will then identify
opportunities for YSU student volunteer work as tutors and mentors.
(A student intern will assist in coordinating information about the
community-based programs. Programs interested in providing volunteer
opportunities for YSU students will be listed in a “Resource Guide.”
Student organizations such as University Scholars, sororities,
fraternities, as well as academic programs with volunteer requirements,
will be contacted with the information. Most student internships take
place during the regular academic year. Target date: Fall 1999)
The Coordinator of Diversity Initiatives will explore the implementation of
these programs during the 2003-2004 academic year.
K-12 Recruitment Actions
 Multicultural YSU faculty, staff, and students will be invited to visit
the targeted area schools. (A Resource Guide listing multicultural
faculty, staff, and students willing and available to visit schools will be
published and distributed to the area schools and community agencies.
Realistically, it will take at least one quarter to gather this information.
Target date: Winter 2000)
16
In February 2002, faculty members accompanied a multicultural recruiter
to John White High School in Cleveland. The visit, a first of its kind for
YSU, was considered at success by the recruiter. Similar recruiting visits
are planned for the future.
Over the past three years multicultural faculty have accompanied
multicultural recruiters to the 14 two-year colleges that YSU has
articulation agreements with. The multicultural recruiters view these
visits as very successful.
A “Resource Guide” will be published in the 2003-2004 academic year.
 Theater and concert tickets will be made available to students for
programs that will expose them to the arts. (The College of Fine and
Performing Arts will take responsibility for this initiative. Target date:
Fall 1999)
The College of Fine and Performing Arts distributes tickets for concerts
and plays to students in the inner-city schools of Youngstown and Warren.
Tickets to athletic events will be made available to students in the
targeted schools. Perhaps competitions can be held for these tickets
within the schools. ( Target date: 1999-2000 academic year.)
N.C.A.A. rules prohibit ticket distribution to high school students. Over
2,000 tickets per year are offered at discounted prices or free to public
and private junior high school students.

Achievements and accomplishments of multicultural YSU students
will be highlighted in school newspapers, in area publications, on the
radio, and on the television. One writer in the Office of Marketing &
Communications will be assigned this initiative as a major portion of
his/her responsibility. (A student intern will be assigned this
responsibility. A student majoring in marketing has already been
identified. Hopefully, a Professional Writing and Editing major will be
identified. Target date: Fall 1999).
YSU features multicultural students in the University’s news releases,
articles, advertising and promotions. A writer in the Office of Marketing
and Communications will be assigned specific responsibility for the
writing aspect of this effort in 2003.

Various high schools will be invited to the campus individually special
programs that will include multicultural faculty and staff members.
For example, a “Rayen Day” will be held on campus. (The Office of
17
Undergraduate Admissions will work collaboratively with the faculty
members from each of the high schools. There may be a preference for
different formats for each of these schools; i.e., some may want to bring
senior students – some junior students. Others may want a combination
or may only want college-bound students to attend. The Fall and Spring
Quarters are usually the best for this type of activity simply because of
the weather. Target date: Fall 1999 and Spring 2000)
Chaney High School
Cardinal Mooney High School
Farrell Senior High School
Kennedy Christian High School
The Rayen High School
Sharon Senior High School
Ursuline High School
Warren G. Harding High School
Wilson High School
The Office of Undergraduate Admissions will explore the feasibility of
implementing this goal in academic year 2003-2004.

“YSU Information Nights” will be held at the ACOP (Warren) Hagstrom
House, O.C.C.H.A. Youth Center, and the McGuffey Center. (The Office of
Undergraduate Recruitment and Admissions and the Office of Financial Aid
and Scholarships will organize these events. Current YSU multicultural
students will be asked to assist and attend the information sessions. Student
organizations will also be available to inform prospective students of the
availability of campus activities and organizations. Traditionally, Information
Nights have the best attendance during the Winter Quarter. Target date:
February 1999 or during Winter Quarter 2000)
The Office of Undergraduate Admissions and the Office of Financial Aid
have set a goal for sponsoring “YSU Information Nights” at least once a
year at each of the sites during the academic year 2003-2004.
 High School bands will be invited to perform at YSU football games
and basketball games. (The Office of Special Events will coordinate this
initiative with the Department of Intercollegiate Athletics. Target date:
1999-2000 academic year)
Due to scheduling conflicts, few high schools bands have been able to
perform at YSU football or basketball games. The schedule for the 2002
football season includes the performance of the Hubbard High School
Marching Band at the October 19, 2002 YSU vs. Northern Iowa football
game and the performance of the High School All-Star Seniors band at the
YSU vs. Samford football game on November 23, 2002. No performances
by high school bands have been scheduled at basketball games.

School counselors from the targeted schools will refer potential
students to our Office of Undergraduate Recruitment and
18
Admissions. Students and parents will be invited to a campus visit.
(Current initiatives include three informational open houses. Our
Office of Admissions will give these students more individualized tours.
An open house is held each quarter of the academic year. Target date:
Fall, Winter, and Spring 1999-2000)
Guidance counselors refer students from Rayen, Chaney, and Wilson in
Youngstown and Harding High in Warren to the Office of Admissions for
campus tours.
The Office of Undergraduate Admissions also sponsors two “YSU
Experience” open houses for high school students and their parents.
Open houses for the individual colleges are held in October and
November.
Two minority-oriented pre-college workshops will be held each year,
beginning in January of 2003, for parents and students in grades nine
through 12 in Youngstown and Warren city schools. The workshop will
cover a variety of subjects, including pre-college programs at YSU,
college preparatory courses, pre-college testing, and financial aid. The
workshop will be sponsored by the Office of Equal Opportunity and
Diversity with the support of the Office of Undergraduate Admissions, the
Office of Financial Aid and Scholarships, and the Mahoning Valley
College Access Program. These two districts have approximately 4,558
students in grades nine through twelve. Between 80 and 85 percent of the
ninth through 12th graders in Youngstown Schools are minority and about
50 percent of the ninth through 12th graders in Warren Schools are
minorities. The goal is to have at least 25 percent of these students and
their parents attend the two workshops each year.

Job fairs held on campus will feature successful minority alumni and
information on job placement of YSU graduates. (The Career Services
Job Fair is scheduled for February 2000. Target date: February 2000)
Career Services held a Career Day Job Fair in Fall Semester 2002 that
had a component focusing on successful minority alumni.
 Successful multicultural alumni will be used in the recruitment
process and special meetings may be arranged with alumni and
current students. (The YSU Alumni Association can be very helpful
with this initiative. It will take at least a quarter – maybe longer – to
identify willing and available alums. Once identified, they can easily be
used in the current recruitment process – as speakers, counselors, tour
guides, professional contact people, etc. Target date: Spring 2000)
19
Undergraduate Admissions will enlist successful African American YSU
graduates in recruiting efforts through the Black Alumni Chapter of the
YSU Alumni Association in the 2003-2004 academic year.
 Multicultural student achievements will be highlighted in
publications, advertisements, newsletters, and a multicultural
recruitment publication. (Previously initiated. Target date: Fall 1999)
The achievements of multicultural students are highlighted on a regular
basis in all University publications, advertisements, newsletters, and a
multicultural recruitment publication. The multicultural recruitment
publication will be updated in 2003.

Workshops and seminars on diversity sensitivity, quality service, and
user-friendly attitudes will be held on campus and employees required
to attend. (This is an overall initiative assigned to each of the four
University divisions.)
Training and Development regularly conducts on-campus workshops and
employees are encouraged to attend.
Campus-Based Retention Actions
 The notion of “provisional acceptance” for at-risk students will be
explored. These students would be given additional support beyond
what is currently being done in the Center for Student Progress.
The University, an open admissions institution, does not have a
“provisional acceptance” policy.
The Center for Student Progress provides comprehensive, consistent
follow-up to students identified as at-risk upon admission and to students
who do not make standards of progress. This constitutes the only
systematic follow-up for students regardless of their college or program.
Direct, individual contact is made by both professional staff and trained
peer advisors. This service is on-going and has been expanded
significantly through the work of the multicultural student coordinator.
The University does have a conditional or non-matriculated status policy
for students who are unable to produce the required credentials for
admission at the time of application. These students are required to sign
an affidavit that states that they agree to take no more than 10 semester
hours of credit. After that they must show the necessary credentials in
order to take more courses.
 Student Council representatives from targeted schools will be invited
to YSU Student Government meetings. Hopefully, events will be co20
sponsored by these groups. (This initiative has been previously
discussed. A new group of Student Government representatives will be
identified beginning May 20, 1999.)
An effort was made to implement this program during the spring quarter
of 1999. Student Government invited approximately 10 area high schools
to participate in this event, but no high school representatives were
available to participate.
K-12 Actions
 Parent involvement will be encouraged through an increase in parent
correspondence from the University. (Parents will be encouraged to
participate in University events through open houses and special
invitations to campus. This will most likely be initiated from the Center
for Student Progress. Target date: Fall 1999)
The Center for Student Progress sends a letter to all new students’
families encouraging support for students’ academic success. Student Life
recommends the formation of a Parent’s/Family Association linked to
orientation programs. The goal would be to facilitate communications,
provide feedback about programs, assist with fundraising efforts and
expand students’ supportive network. Currently, Housing Services
produces a parent’s newsletter (Penguin Parents) that could serve as a
model for future efforts. Additionally, the Housing Parent/Family Day
could be expanded beyond residential students. However, as of this date
no progress has been made on implementing these ideas.
 The concept of a Parents’ Advisory Council will be explored in order
to improve communication of educational opportunity to parents.
A Parents’ Advisory Council is currently being formed to increase
communications with parents and their involvement in the Academic
Achievers programs.
 Career counseling programs will be held in the schools and at certain
community agencies. (Counselors from the Office of Career Services
will contact targeted schools for speaking opportunities. Target date:
1999-2000 academic year)
Career Services provides a major program for Undergraduate
Admissions’ Counselors Day. They reach 70 counselors and teachers
from local schools. Career Services also works with the Upward Bound
and Academic Achievers pre-college programs.
21
 Collaborative grant writing will be encouraged between the targeted
schools and the University.
The goal is currently being explored by the Office of Grants and Sponsored
Program for implementation in the 2003-2004 academic year.
22