With a vision of creating a diverse and inclusive environment at CMU, and with support from people who share our view both on and off campus, we’ve accomplished a number of goals. These accomplishments belong to all of us at CMU. But while they provide the fuels for our vigor, our accomplishments do not mean that our job is done. In our journey to create the environment we envision, the involvement of every member of the university and the Mount Pleasant community continues to be extremely crucial.
The major achievements of the Office of Institutional Diversity are listed below. Please click on each achievement for more detail.
Significant progress was made toward implementing the Intergroup Dialogue Program and the Recognition of Cultural Competency. With the support of the Provost Office, the supplemental instruction program was also expanded to support more courses and serve more students.
i.Intergroup Dialogue Program (IDG):
1.Syllabi: With assistance from Dr. Klymyshyn, Dr. Shelly Hinck (CDA) took the lead on developing syllabi for the three courses that comprise IDG-COM 255, COM 555A and COM 555B. The syllabi were modeled on the courses offered at the University of Michigan, but modified to reflect CMU's academic culture. The courses are being offered as special topics courses prior to finalizing the master syllabi and submitting them for curricular approval.
2.Facilitators: COM 555A, the facilitators training course, was offered in spring 2010. Though Dr. Hinck was the instructor of record, Dr. Klymyshyn co‐facilitated the course. Next fall, 6 of the 9 students will be facilitating dialogue groups in COM 255, the undergraduate course, while also participating in the practicum course for facilitators COM 555B.
3. Assessment: Assessment is being conducted using both quantitative and qualitative methods. An online survey that will be used as a pre‐ and post‐test in COM 255 is being finalized; it was piloted using a volunteer group of undergraduates and students enrolled in COM 555A. Two focus group sessions were also conducted with the students in COM 555A at the beginning and end of the semester. The results will be analyzed this summer.
4. Advisory group: IGD Faculty Advisory Committee consisting of faculty in CHSBS, CFFA and CEHS met once each semester to discuss course syllabi and other curricular matters. A list of members is in the Multicultural Education Center annual report.
5. Recruitment: Recruitment of students for Fall 2010 is being done through faculty, academic advisors and student groups.
ii.Recognition of Cultural Competency:
1.Capstone: The capstone course was offered as a special topics course (LAR 397) to two students with the MEC director as the instructor of record. Only one student completed all of the requirements for the program and the capstone course; she now has the notation on her transcript.
2.Assessment: The assessment plan was completed with the assistance of MDEC members and approved by the Assessment Council. The next step is to develop the master syllabus for the capstone course and refine the number and type of courses that are acceptable for the recognition.
iii.Supplemental Instruction (SI):
1. Fall 09: Fall 2009 SI employed 16 SI leaders and provided assistance for 14 courses. A total of approximately 855 students* utilized the service, which amounted to 3,661 contact hours for the semester.
2. Spring 10: One‐time funding from the Provost office allowed the program to expand. The increase allowed 35 SI leaders to be employed. Eighteen (18) historically difficult courses were offered. This increase provided SI the ability to broaden student outreach and provided SI assistance to all sections of most SI‐targeted courses.
3. College Participation: The Colleges of Science & Technology and Humanities & Social & Behavioral Sciences were provided the largest increase.
4. Student Participation: Preliminary results indicate that approximately 1300 students* utilized the program in the Spring 2010 semester, which amounted to 5,301 contact hours.
5. Comparison to 08‐09: In comparision to the 2008‐2009 year (1450 participants/6,796 contact hours), there was an increase of 2166 contact hours and 700 additional students who took advantage of SI in 2009‐2010 (2150 participants/8,962 contact hours).
(*) - Number of students reported includes double counting of students because students may be enrolled in more than one SI course section.
Both the Upward Bound and GEAR UP/College Day programs were very productive in improving access and college recuitment of underserved populations.
i. Upward Bound (UB): For over 10 years, CMU's Upward Bound program has provided structured opportunities for low‐income and first generation Detroit high school students in order to help them graduate from high school and transition to college. This year's college workshops, tutoring sessions, and grade meetings served 54+ students (see table 1 below).
1. College Workshops: Workshops include college and university admissions officers, financial aid representatives, career speakers and UB alumni who come and share relevant experiences and information with our students. Presentations are designed to be a catalyst for conversation and give UB students a realistic view of college life and the preparation and academic fortitude needed for success. Of the 19 college workshops offered this year, an average of 85% of program participants attended. ACT Testing & Workshops ‐ In addition to actual ACT testing, 100% of the students received ACT content and testing strategy preparation. This year UB offered 30 ACT workshops and two (2) official ACT testing opportunities. In the 08‐09 year, 56% (30) of the UB students received test preparation instruction throughout the academic year. During the 2009 Summer Academy, there was an increase of 3 points on the ACT. Students went from an average score of 15 on the pre test to an average score of 18 on the post test. ACT post test data for the 2010 cohort will be gathered at the conclusion of the Summer Academy in July 2010.
2.Tutoring: Of the 86 tutoring sessions provided, an average of 74% of student participants attended.
3.College/Career & Financial Aid Night: This was UB's 10th year of hosting this event. UB collaborated with the Local, Schools, Communities and Organizations (LSCO) Parent Group to increase parental involvement and support for this outreach effort. A total of 187 students and parents attended this event.
ii.GEAR UP/COLLEGE DAY (GU/CD): Similarly to UB, CMU's GEAR UP/COLLEGE DAY has provided 10 years of service to low‐income, first generation students in Flint Community Schools in order to help them graduate from high school and transition to college. This year GU/CD offerred 10 different services, from tutoring and mentoring to educational field trips, which served hundreds of students, ranging from 127 to 2,603. Overall, the program served 4,400 7th‐12th grade students in five Flint Community Schools. Additionally, our GU/CD efforts translated into recruiting and retaining Flint Community School s students through the CMU 2010/Flint Partnership Initiative.
1.CMU 2010 Initiative: Under the support of Institutional Diversity, the CMU 2010 Flint Partnership continued into its third year of programming and second freshman class entering campus. Forty Flint students participated in the 2008‐2009 2nd senior cohort initiative with 14 students attending CMU Fall 2009. The program delivered programmatic activities to help students prepare to leave home and begin college life. Students were assigned CMU student mentors as well as a faculty/staff mentor. Students also participated in a one week pre‐college program where they earned a one credit English course and learned to be successful CMU students. Of the 14 students, four students received Spring semester Multicultural Advancement Scholarship awards. Nine students had solid semesters and returned in good standing with one student being academically dismissed and returned home to junior college. (The dismissed student had a good semester at Junior college and will return to CMU in August 2010).
The program evaluation was conducted by external evaluators, Corbott & Wilson. They conducted telephone interviews in October 2009 with 14 students who were apart of this year's initiative. They asked the students what was most memorable about their participation, their experience with mentors and program staff, changes they might make, advice they would offer to younger peers in Flint, their knowledge of CMU before and after the program, and their experience with the college decision process.
Five pivotal developments emerged from the interviews:
‐The program prompted them to leave Flint when most of them probably would not have.
‐The program instilled in them a confidence about prospects for their college success that was incommensurate with their high school preparation.
‐The program encouraged the formation of supportive and enduring relationships with peers and staff.
‐The program helped them navigate the confusing process of applying for college and financial aid.
‐The program removed the mysteries of college life through concrete, on‐campus experiences.
Overall, Flint students were nearly unanimous in their belief that the CMU 2010 Program was the pivotal influence in their choice of colleges.
Cultural programming provides opportunities for the campus community to come together, learn, and appreciate different cultures and perspectives. These programs also contribute to fostering a welcoming environment for those who may have limited exposure to the Central Michigan region and come from more diverse communities. Signature cultural events, such as Martin Luther King, Jr. Week and the Annual Pow wow, continue to attract large audiences as demonstrated by the growing attendance (see table 2 below).
i. Martin Luther King, Jr. Week: MLK is typically a big event at CMU and this year was no different than any other. There were a total of five MSS sponsored events during the week. A total of approximately 3,380 individuals participated in the week's activities.
1.Contest: The highlight of this year's celebration was the inclusion of the first Martin Luther King, Jr. Oratorical Contest and keynote speaker Danny Glover and Felix Justice. The purpose of the oratorical contest was to recognize and give students the opportunity to reflect on the message of Dr. King, while connecting his message to issues facing our nation in the 21st century. A total of five students participated in the first oratorical contest. Three were chosen to present their oration during the brunch. Prizes were given to all three finalists.
2.Positive Feedback: Several letters and emails were received praising the changes made. These covered a range of topics: "Congratulations on orchestrating an outstanding MLK celebration at today's brunch....The outstanding organization, positive atmosphere, great food and wonderful camaraderie really left me with a feeling of peace and hope." "This is a great start to the week. Congratulations!" "I am pleased to learn about the efforts of our students, faculty and staff on MLK day. These are the stories that are often not told as people focus on the negative. It is nice to see these positive actions."
3.Attendance: Danny Glover and Felix Justice presented "An evening with Martin and Langston." This presentation drew the audience inside the worlds of two of the greatest orators of the 20th century: Martin Luther King, Jr. and Langston Hughes. While approximately 1,600 people attended the event, there was seating for only 1300 people. Several hundred had to be turned away.Approval of a CMU Police diversity officer position
The newly approved position of CMU Police diversity officer will strengthen the police department's efforts in ensuring campus safety and security. The officer will work in conjunction with OID to facilitate a collaborative effort towards effective communication, teamwork, partnerships, respect for diversity, problem solving, and the reporting of activities and crime.
ii. 21st Annual Pow wow: The Pow wow is essentially ‘the gathering of the tribes.' The CMU Pow wow is held in the spring, attracting dancers, drummers, traders, food vendors and a large number of tribal people from all over the nation. This past year the university hosted 301 participants from 52 different tribes who competed during the weekend. There were over 2,136 people in attendance, including 453 students. Sponsors included: The Saginaw Chippewa Indian Tribe (SCIT), the Saginaw Chippewa Tribal College (SCTC), TIA Group, the Student Budget Allocation Committee (SBAC), the North American Indigenous Student Organization (NAISO), the Three Fires American Indian Science and Engineering Society (AISES), Office for Institutional Diversity, and the Office of the President.
iii. Native American Heritage Month (NAHM): NAHM is organized to celebrate Native American culture and traditions and to educate non‐Natives. Numerous activities showcasing unique customs, traditions, and contemporary issues include lectures by eminent personalities, exhibits of Native art and artifacts, Soup and Substance presentations, screening of films depicting Native themes, and NAISO & AISES Socials. NAP collaborated with numerous departments and community organizations to bring 11 different Native American related programs to campus. There were 1,537 individuals in attendance for these various programs during November 2009; in 2008, NAHM had 1,528 in attendance.
Because our students come from very homogenoeus backgrounds, providing opportunities for them to develop and enhance their cultural competence and global perspectives is essential. Last year the Soup and Substance series along with classroom presentations from the Offices of Gay and Lesbian Programs and Native American Programs aided in that effort.
i.Soup and Substance: The Soup and Substance series was originally designed to provide an opportunity for discussion among staff and faculty based on a presentation by a member of the university. In more recent years, the event has been attended primarily by students, many of whom are attending as part of their course work. This year's 15 presentations were attended by 1,074 people, more than a 40% increase over last year (see table 3 below). There has also been an increase in the number of people filling out evaluations.
On the evaluations, participants are asked whether the presentation was interesting, relevant, and thought‐provoking. In all cases, the responses average between 4 and 5 on a 5‐point scale, with 5 being excellent. Of the attendees who responded to whether they would recommend this program to a friend, 204 responded "yes" while 11 responded "no".
ii. Office of Gay and Lesbian Programs (OGLP) Classroom Panels and Presentations: The OGLP uses classroom panels and presentations as educational tools to provide various classes with helpful information for working with LGBT individuals in the future. Some of the presentations offered include Law and the LGBT community, LGBT Individuals in the Media, Social Work Implications, and Diversity in the Rainbow. In the 2008‐2009 school year, the office reached 582 students through classroom panels. After building relationships with faculty and the residents halls in the 2009‐2010 school year the office was able to reach 1,371 students. This more than doubled the outreach to classrooms between the two years. The amount of students reached through presentations in the 2009‐2010 school year almost tripled from the previous year, going from 422 students to 1,148. This was also achieved by an increase in outreach to faculty and to the residence halls (see figure 1 below). The office also engages students through sharing personal coming out stories in the classroom or residence hall setting. The stories are used to raise awareness of the emotions and issues surrounding the coming out process.
iii. NAP Classroom Presentations (HSC, JRN, SOC, EDU, FYE, HDF, SWK): These interactive presentations educate students on the Anishinaabe culture while explaining the importance of diversity in our society. NAP presented to 21 classes this past year with a total number of 639 students.
The Office for Institutional Diversity exercised leadership in several ways to advance diversity and improve the climate at CMU. In particular, OID chaired the SPAD implementation committee which produced three subcommittee reports that will be used to update the SPAD for Fall 2010. The committee also submitted a letter to Interim President Wilbur regarding examining financial aid policies at CMU in order to support access for diverse and low‐income students. OID also chaired the Bias Incident Response Team (BIRT) in order to devise an institution wide approach to addressing bias incidents and hates crimes. To date, a draft that outlines the committee's charge has been developed and needs to be reviewed by the President and his executive team. OID also worked closely with the Multicultural Education Center and The Office of Native American Programs to launch curriculum initiatives supported by the Academic Senate and the Tribal College. Lastly, OID, in conjunction with several diversity units and other partners across campus, sponsored and co‐sponsored various successful events, including the presentation "Gifted Hands" by Dr. Benjamin Carson, a world‐renowed pediatric neurosurgeon, a performance by Danny Glover and Felix Justice for MLK, and the State of Michigan Equity conference. Below is a description of how the conference fared.
i. Equity in the Classroom Conference: CMU hosted the 20th Annual Equity in the Classroom Conference, March 21‐23, 2010. The statewide conference was attended by over 280 people from all of the public universities and several private institutions; about 65 attendees were from CMU. The main purpose of the conference is to provide a forum for discussing issues and programs related to increasing college graduation rates for under‐represented students. CMU's programs were highlighted in several break‐out sessions.
Featured speakers included Carlos Cortes from UC‐Riverside; Bryan Cook from the American Council on Education; and Brandy Faith‐Johnson from the Michigan College Access Network (MCAN). In general, the conference was well received, with several participants from Flint noting that this was the best conference yet! Other comments included: "Was inspired by each of the lunchtime speakers, to feel I'm part of the larger efforts; and Michael Thomas gave us a lot of great ideas;" and "attendees from Ferris will design an inclusive classroom project individually or collaboratively to be implemented the 2010‐2011 academic year." Only 76 attendees sent in the general conference evaluation which was distributed through email. On a 5‐point scale (5 being excellent), they rated the overall quality of the conference at 4.05 and the onsite organization and facilities over 4.0.