Team 10 (narrated ppt)

Accelerating Greatness: Improving Student Success through Inclusive Excellence at Ivy Tech

Janet BowersCarlos Gonzalez-CamposSusan Mackey-KallisDon PalmLaura Severin

Why Diversity Matters

• Exposure to more varied viewpoints and positions

• Enhanced cognitive complexity• Increased culture knowledge and

understanding• Enhanced leadership abilities

AACU, Making Excellence Inclusive, 2009

Why Diversity Matters

• Stronger commitment to promoting understanding

• Enhanced self-confidence, motivation, and educational aspirations

• Greater cultural awareness• Greater degree of cross-racial interaction

AACU, Making Excellence Inclusive, 2009

Why Diversity Matters

• Diminished racial stereotypes• Enhanced ability to adapt successfully to

change• Development of values and ethical

standards• Greater commitment to racial equity

AACU, Making Excellence Inclusive, 2009

National Leaders

• National Association of Diversity Officers in Higher Education

• College of Mainland, Texas• Maricopa Community College

System, Arizona

Benchmarking Ivy TechStage 2: Implementation

1.Diversity Audit Conducted2.Council Selected3.Diversity Council Activated4.Organizational Diversity Strategic

Plan Written5.Communication Plan Developed6.Diversity Training and Education Plan

DevelopedStages Developed by National Multi-Cultural Institute

Strategic Planning

1. Assess2. Benchmark3. Address4. Assess5. Benchmark, etc.

Diversity Plan: Student ArenasAssess, Benchmark, Address & Assess

Access

Retention & Success

Climate

Curriculum

Diversity Plan: Student Arenas Access

• Outreach programs to rural and inner-city high schools with historically low college bound populations

• Maintain a physical presence in area high schools; faculty/staff workshops, counseling, information session, work with H.S. guidance counselors

• Work with districts to align H.S. graduation requirements with college entrance expectations

• Provide academic support for college prepMaking Diversity Work on Campuses (2005)

Diversity Plan: Student Arenas Retention and Success

• Disaggregate data for students of color by GPA, major migration, persistence towards graduation• Address retention through tutoring, career,

major, and financial aid counseling, racial/ethnic community centers, racial/ethnic studies, cross-cultural learning opportunities, peer support, and financial aid programs geared towards those at risk due to race or socio-economic status.

Making Diversity Work on Campuses (2005)

Diversity Plan: Student Arenas Climate

• Compositional diversity • Psychological climate • Behavioral climate• Organizational/structural processes• Campus-Wide Climate Survey

Making Diversity Work on College Campuses (2005)

Diversity Plan: Student ArenasCurriculum

“Historically underserved students who engage in high impact learning practices, such as first year seminars, learning communities, study abroad, undergraduate research and service learning tend to demonstrate benefit from the experience” (Kuh, 2008).

Diversity Plan: Student Arenas Curriculum

1. A mission and vision statement addressing inclusiveness

2. Curricular diversity outcomes3. Program delivery strategies which present and

recognize experts in the field from diverse backgrounds

4. Assessment tools for measuring progress in meeting curricular diversity outcomes

Strategies for Integrating Diversity Outcomes in Curriculum

• Every program integrates inclusiveness concept into mission statements

• Every program develops and integrates diversity outcomes

• Every program assesses diversity outcomes with program reviews

• Program advisory committees represent diverse populations

Strategies for Integrating Diversity Outcomes in Curriculum

• Programs showcase diverse culture contributions to global society

• Programs engage diverse role models and mentors for students

• Institution uses curriculum, campus events and food to validate diverse cultures

Diversity Plan: Employee Arenas Faculty & Staff

Assess, Benchmark, Address, & Assess

Full-time faculty compared to state and regional demographics

Data banks used: Ivy Tech employment dataU.S. Census STATS Indiana

Diversity Plan: Employee Arenas: Faculty

Diversity of Full-time Faculty by State

Diversity Plan: Employee Arenas: Faculty

Conclusion

• The state-wide system falls short regarding hiring Black and Hispanic fulltime faculty members

• Benchmarks should be set in this area

Diversity Plan: Employee Arenas: Faculty

Diversity of Full-time Faculty by Region

Diversity Plan: Employee Arenas: Faculty

Conclusion

• A wide variation by region regarding diversity exists

• Demographics of Ivy Tech full-time faculty not reflective of regional demographics

• Benchmarks should be set in this area

Diversity Plan: Employee Arenas: Faculty

Recruitment Strategies:

• Advertise in the right journals and websites• Train HR staff on recruiting strategies• Ensure diversity on screening committee• Build Hispanic and ethnic minorities

contacts• Recruit through minority institutions and

organizations

Diversity Plan: Employee Arenas: Faculty

Promotion and Retention Strategies:

• Monitor selection & retention process• Encourage departments with vacancies to

identify interested minority adjuncts• Cultivate a welcoming climate• Use professional development centers for

faculty/staff diversity training

Inclusive Excellence A Summary

• Why Diversity Matters: Inclusive Excellence• Benchmarking Diversity Initiatives at IVY Tech • Step 4: Diversity Strategic Plan

• Assess: fulltime faculty assessment by state and region

• Assess: curriculum • Address: “Best Practices” in curriculum,

faculty and student arenas• Sample Diversity Strategic Plans• Best Practices Literature

Inclusive Excellence Final Steps

Step 5: A Communication Plan• Getting all stakeholders on board• Linking the Diversity Strategic Plan to

the College Plan• Helping each unit develop their own

diversity plan as linked to the Diversity planStep 6: Diversity Training and Education Plan• Knowledge• Engagement• Resources

AACU, Achieving Equitable Educational Outcomes with All Students: The Institution's Roles and Responsibilities, G. L. Bauman, L. T. Bustillos, E. M. Bensimon, M. Christopher Brown III, R. D. Baritee.

AACU, Making Diversity Work on Campus: A Research-Based Perspective, Jeffrey F. Milem, Mitchell J. Chang, and Anthony Lising Antonio, 2005.

http://www.aacu.org/inclusive_excellence/documents/Milem_et_al.pdf

AACU, Making Excellence Inclusive: Liberal Education and America’s Promise, C.G. Schneider, 2005.

AACU, Making Excellence Inclusive: A Framework for Embedding Diversity and Inclusion into Colleges and Universities’ Academic Excellence Mission, Alma R. Clayton-Pedersen, Nancy O’Neill, and Caryn McTighe Musil, 2009.

http://www.aacu.org/inclusive_excellence/documents/MEIPaperLastRevised12308.pdf

Resources

AACU, Making Diversity Work on Campus, J. Milem M.J. Chang & A.L. Antonio.College of the Mainland: Strategic Diversity Plan: 2008-2012.

http://www.com.edu/diversity-at-com/docs/COM%20Strategic%20Diversity%20Plan.pdf

High impact Educational Practices: What they are, Who has Access to Them, and Why they Mater, G. Kuh, 2008.Maricopa’s Diversity Strategic Plan: 2009.

http://www.maricopa.edu/diversity/newsletter/wp-content/uploads/2010/02/Maricopas-Diversity-Strategic-Plan.pdf

Towards a Model of Inclusive Excellence and Change in Postsecondary Institutions D. A. Williams, J. B. Berger, S. A. McClendon.

Resources Cont.

Thank You!