Access Equity Diversity & InclusionAccess, Equity ...system.nevada.edu/tasks/sites/Nshe/assets/File... · Wh ’ H ( t UNLV)Who’s Here (at UNLV)}Women 35.5% faculty 56.2% professional

Access Equity Diversity & InclusionAccess, Equity, Diversity, & Inclusion

Cultural Diversity & Security CommitteeCultural Diversity & Security Committee NSHE Board of Regents

February 5 2009February 5, 2009

(CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 1 of 40

E ll R i Di itExcellence Requires Diversity

Conceptual FrameworkContinuum—access, equity, diversity,Continuum access, equity, diversity, inclusion Excellence REQUIRES DiversityExcellence REQUIRES DiversityEducational Benefits of Diversity in Higher B fit th t t ALL STUDENTSBenefits that accrue to ALL STUDENTS

Unite, Nurture, Learn, Voice


A h t O P t tiApproach to Our Presentation

Current Picture Vision for the FutureVision for the FutureStudent Impact Statements


A h t O P t tiApproach to Our Presentation

CurrentWho’s here at UNLV—student, faculty, and staff , y,demographicsHow we got them here—student, faculty, and g ystaff recruitment effortsHow we keep them here—student, faculty, and staff retention efforts


A h t O P t tiApproach to Our PresentationF tFuture

What we can do and are beginning to do to improve ll d hi di it llour overall demographic diversity, as well as

specific demographic diversity in certain areasWhat we can do and are beginning to do to improve:What we can do and are beginning to do to improve:

undergraduate and graduate student recruitment, retention, and graduationF lt it t ti d tFaculty recruitment, promotion, and tenureStaff recruitment, retention, and promotion

Doing this across the board but especially forDoing this across the board, but especially for underrepresented groups


A h t O P t tiApproach to Our PresentationI tImpact

How our access, equity, diversity, and inclusion ff t h i t d f t d tefforts have impacted some of our students:

personallyacademicallyacademicallyand as they prepare to enter the workforce


Wh ’ H ( t UNLV)Who’s Here (at UNLV)

Racial and Ethnic Minorities21.4% faculty29.4% professional staff40.9% classified staff45% undergraduate students21% graduate students19% professional students (law and dental)19% professional students (law and dental)



Women35.5% faculty56.2% professional staff58.1% classified staff55.2% undergraduate students61.7% graduate students32 2% professional students (law and dental)32.2% professional students (law and dental)



Aggregate data is pretty good overall, but there are clear areas for improvement when we disaggregate the data by:y

racial/ethnic minority groupacademic disciplineplevel of education and employment


A f I tAreas for Improvement

Student recruitment—10% of our undergraduates are Latina/Latino, but gthey are 40% of the CCSDStudent retention across racial/ethnicStudent retention across racial/ethnic groups (including whites), but it is worst for American Indians and Africanfor American Indians and African Americans



Faculty recruitment, tenure, and promotion is poor for all domestic racial and ethnic pminoritiesFaculty recruitment, tenure, and promotionFaculty recruitment, tenure, and promotion is poor for women in STEM disciplinesStaff promotion into senior administrativeStaff promotion into senior administrative ranks is poor for all domestic racial and ethnic minoritiesethnic minorities



What we are doing to improveRecruitment side

Employee recruitmentUndergraduate student recruitmentGraduate student retention


E l t AEmployment Access

All vacant faculty positions are posted with the Minority Faculty Applicant Database y y pp(MFAD)—3,700+ minority faculty membersHow to Recruit Minority Faculty WorkshopHow to Recruit Minority Faculty WorkshopMentoring Minority Faculty AudioconferenceDi it i th A d S i l IDiversity in the Academe Special IssueEquity Compliance and Education Council



NationalDiversity.comDiverse Issues in Higher Education (formerly Black Issues)Hispanic Outlook in Higher EducationTribal CollegeA M iA MagazineOut Magazine



Discipline- and/or Field-specific Sports Diversity RecruitingNational Association for Multicultural Education (NAME)A i I di Lib A i tiAmerican Indian Library AssociationMexican American Engineering Society (MAES)(MAES)Sisters of the Academy (SOTA)



LocalJoint Chambers-MGM MIRAGE Women of Color ConferenceThe Southern Nevada Hispanic Employment yProgram Council’s Job FairThe Armed Forces Corporate Immersion Fair for Disabled VeteransHuman Rights Campaign (HRC), Las Vegas


Ed ti l AEducational Access

Current Outreach EffortsOutreach Staff DiversityHigh Minority, Low Income School Visits UNLV Center for Academic Enrichment & Outreach (CAEO) Programs(CAEO) ProgramsWest Prep Shadow ProgramCCSD CSN NSC & other NSHE InstitutionCCSD, CSN, NSC & other NSHE Institution Transfer Student Coordination HBCU, HSI, MSI, AANAPISI, Tribal College Fairs & P bli tiPublications



Current Outreach EffortsNSSFNS College Fairs & PublicationsgNational Hispanic College Fairs & PublicationsAfrican American Academic RecognitionHispanic Academic RecognitionLetter Writing CampaignSpanish Language Parent Publication & Website

Designed for the Parents of First Generation Latina/Latino College StudentsLatina/Latino College Students



Local and National Scholarships and Financial Aid

Joint ChambersPrivate Non-ProfitsBusinessGovernmentGovernmentPrivate Donors



Efficiency and Customer ServiceBETTER ARTICULATION: Enhance, build, and maintain

ki l ti hi / t hi ith l l d ti lworking relationships/partnerships with local and national feeder institutions ADDITIONAL TARGET MARKETING: Communicate via outreach publications website etc to address needsoutreach, publications, website, etc., to address needs and concerns of additional specific populations

Support and direct marketing with:Improved and more personalized and timely communications toImproved and more personalized and timely communications to students via Hobson’s and AY Application Findings from enhanced quantitative and qualitative data gathering A new cadre of corresponding on campus events


G d t Ed ti l AGraduate Educational Access

Current Outreach EffortsGraduate College Staff Diversityg yGraduate departments establishing bridge programs to facilitate the admission of their gmost promising undergraduates as graduates




The Graduate College:Waives the application fee for McNair ScholarsParticipates in and waives the application fee for students applying through Project 1000W i th li ti f f F lb i ht S h lWaives the application fee for Fulbright ScholarsProvides several dozen graduate scholarships a year Provides 4-6 doctoral fellowships per yearProvides 4-6 doctoral fellowships per year




We are restructuring our process for distributing graduate access funds to support economically disadvantaged and underrepresented graduate studentsWe offer 981 Graduate Assistantships a year ($10 million+ per year)



Efficiency and Customer ServiceStreamlined admission process for UNLV pgraduates: No transcript submission requiredStandardized tests not required for admission to the Graduate College (though they are required for admission to some graduate departments)

Departmental Graduate Coordinators trained on the proper use and interpretation of standardized test scoresscores



Efficiency and Customer ServiceThe process of applying to the Graduate p pp y gCollege is made more efficient through the development of an online application process

A new online admissions portal will make the application process easier for applicants by combining—in one integrated step—the Graduatecombining in one integrated step the Graduate College and Departmental application processes and protocols (previously two separate steps)



What we are doing to improveRetention side

Employee recruitmentUndergraduate student recruitmentGraduate student retention


E l t R t tiEmployment Retention

Research Center on Social JusticeEquity Compliance and Education CouncilEquity Compliance and Education CouncilVice Presidential Commission on Diversity and Inclusionand Inclusion

Climate—Principles of CommunityGovernance—Religious ObservanceGovernance Religious ObservanceQuality of Worklife—Parental Leave

Conflict Resolution NetworkConflict Resolution Network


E l t R t tiEmployment Retention

Equity and Diversity TrainingOffice of Human Resources—available to all, ,but staff focused

Recognizing and Preventing Sexual HarassmentEqual Employment Opportunity for Supervisors Spanish in the Work EnvironmentValuing DifferencesValuing DifferencesMulticultural EtiquetteCommunicating Across CulturesCommunicating Across Cultures


E l t R t tiEmployment RetentionE it d Di it T i iEquity and Diversity Training

Office of the Vice President for Diversity and I l i il bl ll b f l f dInclusion—available to all, but faculty focused

Institute for Multicultural Education and Di it T i iDiversity Training

Multicultural Curriculum Transformation

Offi f th Vi P id t f St d tOffice of the Vice President for Student Affairs—available to all, but student focused

St d t Di it P d S iStudent Diversity Programs and ServicesSafe Zone Training


Ed ti l R t tiEducational Retention

Student Multicultural Programs (domestic)Including but not limited to Identity Month g yPrograms

Latina/Latino Heritage MonthA i I di /N ti A i A M thAmerican Indian/Native American Awareness MonthDisability Awareness DaysBlack History MonthAsian-Pacific American Islander Awareness MonthGay, Lesbian, Bisexual and Transgender Pride MonthWomen’s History MonthWomen s History Month



Student International Programs Including but not limited to:g

President's Reception for the International CommunityInternational Student Welcome LunchInternational Council Language Coffee HourInternational Education WeekInternational Education WeekUnityFestFestival of CommunitiesFestival of Communities



Integrated and Sustained ProgrammingMulticultural Center-Centro MulticulturalMulticultural Center Centro Multicultural

Ribbon Cutting Ceremony Black History Month 2009Student Advisory Boardy

Student Diversity and Cultural Organizations

Intergroup DialogueCi i E tCivic EngagementMulticultural Leadership

Students of Color Leadership SymposiumStudents of Color Leadership SymposiumCultural Leadership Retreat



Linking/Connecting Integrated and Sustained Programming to…g g

NEW Leadership, NevadaJean Nidetch Women’s CenterDisability Resource CenterSTEM Programs, Underrepresented Race- andSTEM Programs, Underrepresented Race and Gender-focused, Students and Faculty



Move from an FTE driven, course-based approach, to an interdisciplinary, learning outcomes-focused

happroach


Ed ti l R t tiEducational RetentionU d d t iNt t d L i Vi iUndergraduate iNtegrated Learning Vision

Interdisciplinary Learning Outcomes-Focused Approach: Students willApproach: Students will…

Develop self-awareness within a multicultural and global societyExperience or interpret diverse perspectives linked to identity, including race, ethnicity, and gender, in American and international contextsand international contextsDemonstrate knowledge of the history, philosophy, and geography of world culturesg g p y


Ed cational RetentionEducational RetentionUndergrad ate iNtegrated Learning VisionUndergraduate iNtegrated Learning Vision

Interdisciplinary Learning Outcomes-Focused Approach: Students will learn toApproach: Students will learn to…

Listen respectfully to diverse viewsDisplay curiosity about other cultures, e.g., familiarity with a non-native language, experience living in a different cultureFunction effectively in diverse groupsu c o e ec e y d e se g oupsDemonstrate awareness of one’s own place in and effect on the worldExperience or interpret the concept of social justiceExperience or interpret the concept of social justice



Linking curricula change effort to co-curricular supports by integrating access, pp y g gequity, diversity, and inclusion work into the campus’p

Strategic Planning, new Academic Success Center, new First Year Experience, new One Stop Shop, new Living/Learning Communities existing AcademicLiving/Learning Communities, existing Academic Departments/CollegesCommittee on the Culture of Teaching and Learning, and the Teaching and Learning Centerand the Teaching and Learning Center


G d t Ed ti l R t tiGraduate Educational Retention

The Graduate College is home to a centralized professional development program to assist

d d di i li i hgraduate students across disciplines with professional socialization and skill development (teaching research and grants procurement)(teaching, research, and grants procurement)The Graduate and Professional Student Association (GPSA) provides grants to helpAssociation (GPSA) provides grants to help support graduate student research and conference travel


I t St t tImpact Statements

Undergraduate StudentsGraduate StudentGraduate Student


Ed i M khEdwin Markham

He drew a circle that shut me out—He drew a circle that shut me outHeretic, rebel, a thing to flout.

B t l d I h d th it t iBut love and I had the wit to win:We drew a circle that took him in.


Documents

Access Equity Diversity & InclusionAccess, Equity ...system.nevada.edu/tasks/sites/Nshe/assets/File... · Wh ’ H ( t UNLV)Who’s Here (at UNLV)}Women 35.5% faculty 56.2% professional