WORK TEAM 1: CULTURE AND
IDENTITY

What it means to be inclusive at CLU . . .
 Eight inclusivity statements
 Rate each:
 1. Agree
 2. Disagree
 3. Not sure

1. Inclusivity is limited to those who respect the
University ’ s core values: Excellence, Truth, Faith,
Acceptance, Respect, Nurturing, and Service
1.
2.
3.
Agree
Disagree
Not sure

2. Policies, programs, and practices are representative of shared ideals and values
1.
2.
3.
Agree
Disagree
Not sure

3. Policies, programs, and practices promote access and inclusion
1.
2.
3.
Agree
Disagree
Not sure

4. Groups and individuals feel a sense of belonging and connection to the campus community
1.
2.
3.
Agree
Disagree
Not sure

5. Groups and individuals feel that their needs are being met
1.
2.
3.
Agree
Disagree
Not sure

6. Groups and individuals believe they have equitable access to opportunities
1.
2.
3.
Agree
Disagree
Not sure

7. Groups and individuals have a sense of shared power in decision making
33% 33% 33%
1.
2.
3.
Agree
Disagree
Not sure
1 2 3

8. Groups and individuals believe that their chances for success are not limited based on their group identity
33% 33% 33%
1.
2.
3.
Agree
Disagree
Not sure
1 2 3

9. Groups and individuals feel like their voices are heard
33% 33%
1.
2.
3.
Agree
Disagree
Not sure
33%
1 2 3

What it means to be inclusive
1.
2.
3.
4.
5.
6.
7.
8.
Inclusivity is limited to those who respect the University ’ s core values: Excellence, Truth, Faith, Acceptance, Respect, Nurturing, and Service
Policies, programs, and practices are representative of shared ideals and values
Policies, programs, and practices promote access and inclusion
Groups and individuals feel a sense of belonging and connection to the campus community
Groups and individuals feel that their needs are being met
Groups and individuals believe they have equitable access to opportunities
Groups and individuals have a sense of shared power in decision making
Groups and individuals believe that their chances for success are not limited based on their group identity
9.
Groups and individuals feel like their voices are heard
10.
Other ideas?

Core Values





As a university – we are committed above all to academic excellence and the rigorous pursuit of truth.
As a church-related university – we are nourished by the
Christian heritage, encourage active faith, and seek to serve our neighbors.
As a community – we embrace people of all faiths, value diversity and inclusiveness, practice tolerance and acceptance, and treat one another with respect, civility, and compassion.
As an employer – we expect a high level of performance and nurture the professional and personal growth of our faculty, administration, and staff.
As a civic organization – we actively promote the social, cultural and economic health of our community.

Dr. Juanita Hall
May, 2011
CLU DIVERSITY INITIATIVES

Current Diversity
Initiatives
Structural or demographic numbers
(access & equity)
Surrounding
Community
Campus
Climate for diversity
Diversity
Wheel
Retention and Success
Programs
Student
Interactions across cultures
Multicultural
Curriculum &
Pedagogy

Structural – Demographic makeup is reflective of region and country
Students
• Dedicated admissions counselor
• Inclusive Overnight
Faculty
• Encouragement for diverse pool
• Equal opportunity policies
Administration
• CDO as cabinet member
• President’s
Diversity Council
Staff
• Equal opportunity policy
Regents

Campus Climate for Diversity
Ongoing
Assessments
• Noel Levitz
• How are you doing? survey
• NSSE
• Focus groups
• Statistics and trends
Diversity
Training
• Ongoing Staff & Faculty
Training
• SAFE ZONE Training
• Faculty Development
Support
• Student programs and workshops
Inclusive
Campus
Environment
• Artifacts
• Multicultural programming
• Cultural clubs
• Commuter programs
• Making accommodations
• University Statements
Inclusive policies and practices
• Hate incident reporting policies & responses
• Anti-discrimination policies
• Diversity awards
• Equal Opportunity statement
SAFE ZONE
• Faculty and staff allies
• Student allies

Student Interactions Across
Difference
Multicultural
Clubs
•Open to everyone
•Leadership retreat
•Awarding collaboration and contributions
Diversity
Leadership
Retreat
•Current leaders
•Aspiring leaders
Deep
Diversity
Dialogues
•Conversations
Cross Cultural
Challenge
•Fall & Spring
Campus
Diversity
Mini-grants
•Innovative new programs

Multicultural Curriculum and pedagogy
Faculty
Development
Mini-grant
• Curriculum development
• Personal development
Faculty
Diversity
Program Minigrants
• Diverse speakers
• Diversity programs
Faculty
Resource
Library
• Videos
• Books
Awards
• Diversity
Professor of the Year

Retention and Success Programs
FOCUS
Mentor
Program
•Matches new underrepresented students to faculty and staff
CAAR
•Disability Services
•Workshops
Grants
•Telios Leadership
Program
•Alternative Spring Break
•Diversity leadership conference grants
•Graduation stoles
Student
Support
Services
•SOAR bridge program
•workshops
Multicultural
Assistance
Fund
•Textobok purchase assistance

Surrounding community
Outreach
Programs
• Cultural Events
• Connecting with community orgs and leaders
Supporting
Community
• Representing
CLU in the community
• CEJ
Fund
Development
• Scholarships
• Bringing talent & experts to campus

Inclusion Activities for Students
Commuter
Students
• Commuter Connection
Newsletter
• Monthly Lunches
• Seat on Student Gov’t.
• Facebook Community
• Meal Plan
• Intramurals
• Orientation
Transfer
ADEP
• Facebook Community
• Blog
• Orientation
• Meal Plan
• Student Rep Breakfast
Graduate
• Orientation – sometimes
• Blogs – some programs
• Student Rep Meetings

Inclusion Initiatives for
Employees & Regents
Adjunct
Faculty
•Thursday Lunches
•New Adjunct Orientation
•Weekly Faculty
Announcements
•Departmental Professional
Development
Faculty
•Encouragement for diverse pool
•Equal opportunity policies
Administration
•CDO as cabinet member
•President’s Diversity
Council
Staff •Equal opportunity policy
Regents
•Trusteeship mindful of a
Board that represents our campus constituents

Students, Faculty, and Staff
GAPS IN OUR INCLUSIVITY!

Where the student data comes from
•
•
•
•
•
•
•
Multiple years Noel Levitz (Undergraduate,
Graduate and Adult)
Fall 2004, 2007, & 2010 How are you doing? Survey
March 2009 Multi-Institutional Study of Leadership
Spring 2010 Multicultural Survey
Spring 2011 Culture and Diversity Values Analysis
Spring 2011 Survey of students
Spring 2011 focus group of international students

Campus Climate


More visible symbols that support diversity and inclusion on campus
Inclusivity in the sense that no one group seems to “own” the campus

1 st Generation Students




Only a limited number have access to Student
Support Services
Limited access to costly co-curricular activities
Policies that are sensitive to their financial challenges and decrease their financial anxiety
Practices that recognize their need for fuller information because they are the first to attend college

Commuter Students


Harder to connect to the University
Need co-curricular programming during the day-- too difficult to come back for evening programs


 Need secure storage (lockers) for personal items while on campus
Need good “ hang out ” area
Need better access to information

Black Students




Lower GPAs
Lower graduation rates
Lower utilization of faculty, peer and SSS resources for academic support
Need strategies for encouraging these students to seek academic support

International Students


Lower graduation rates
Feel less safe from violence and acts of intolerance on campus



Policies and practices need to accommodate their newness to U.S. culture, language, and processes
Shuttle to get around Thousand Oaks
Winter commencement ceremony

GLBTQ


Feel less safe from acts of intolerance on campus
No policies related transgender students

Religious


No space for other expressions of worship
No spiritual support

Students with Disabilities



Trained tutors
Skilled faculty
More welcoming and helpful staff

ADEP, Graduate, and Doctoral Students
Spring Survey & Focus Groups
 Do not give recognition rewards
 Lack of co-curricular programming
 Limited communication / not geared toward graduate and doctoral student needs
 Lack of networking opportunities
 No student government representation
 No access to student activities (no student fees collected)
 Lack of services at the off-campus locations
 Availability of Student services limited due to hours

Adjunct Faculty – Spring Survey



Minimal involvement in decision-making
Undervalued: seen as “necessary evil”
More basic information about the University – policies and procedures
I would like to be personally connected, face-to-face with other faculty, both full-time and part-time, as colleagues. I would like t have had a formal introduction to the campus, culture, and resources. I think knowing what resources are available for me at the onset would be helpful- like knowing whether I can use the departmental account for supplies, printing, etc. at the beginning instead of always wondering and felling bad having to ask. I'd also like to know if it's appropriate for me to call myself a "professor" at CLU. Can I hang pictures on a little space by "my" desk? Is it okay to call it "my office" when I talk to students or others? It feels so unprofessional not knowing these things and I feel like a second-class citizen always having to ask.

Ranked Faculty – Focus Group



Required strategies for hiring faculty
Policies that support diverse hiring faculty

Required training to be more helpful to students with disabilities
Training for faculty to work with students with diverse backgrounds
 Require diversity training for faculty

Staff & Administrators – Focus Group




Policies that support diverse hiring staff
Required strategies for hiring staff
Required training to be more helpful to students with disabilities
Require diversity training for staff

What initiatives should we strengthen or add?