Strategic Plan for Achieving Diversity
At Central Michigan University
Implementation of a diversity agenda is a critical dimension of Central Michigan University's pursuit of excellence and preeminence. Just as our community and workforce are changing, so are our students, faculty, staff, administrators, and stakeholders. To become the institution of choice, CMU must respond with a diversity agenda that is pro-active and aggressive. Diversity is not about meeting government mandates; it is about recognizing that an institutional culture of empowerment and inclusion has a positive impact on institutional performance and student learning.
For CMU's agenda to be successful, the university must have leadership which understands and is committed to diversity. These individuals must be accountable for increasing and supporting diversity as an institutional priority and be willing to implement the processes and exhibit the behaviors necessary for attaining both short- and long-term diversity goals. They must also realize that multiculturalism involves continuous experimentation, assessment, and innovation, some of which require taking risks. It is only through this type of transformation that institutional gains in the diversity agenda can be made.
Though achieving diversity requires the collaborative efforts of individuals throughout the University, the Office for Institutional Diversity serves a leading role in promoting an institutional culture that values and supports diversity. The office's services and programs instill an appreciation for what pluralism can contribute to the university community through pro-active administration and appropriate accountability. The office collaborates with offices across campus to strengthen existing activities and initiate new programs that facilitate meeting CMU's diversity goals.
DEFINITION OF DIVERSITY
|For the purpose of this strategic plan, diversity is defined as:|
- the range of differences among people, especially in the characteristics covered by CMU's Affirmative Action Protocol
- an attitude that recognizes the value and contributions of all members of our community, and
- a commitment to respect and provide equitable treatment for members of our community, especially those from under-represented groups.
These characteristics are listed in the full version of CMU's affirmative action statement: "CMU, an AA/EO institution, is strongly and actively committed to increasing diversity and providing equal opportunity within its community. CMU does not discriminate in employment against persons based on age, color, disability, gender, familial status, height, marital status, national origin, political persuasion, race, religion, sexual orientation, veteran status, or weight (see www.cmich.edu/aaeo.html)."
DIVERSITY GOALS IN|
| Central Michigan University's mission statement|
Several goals in CMU's mission statement provide the basis for developing a strategic, university-wide plan for achieving diversity:
- Encourage the development of values pertaining to character and citizenship, including concern for the welfare of humanity, dedication to public service, and awareness of the social issues confronting an increasingly diverse society. Students should develop respect and understanding for people from all backgrounds and cultures, and be able to engage in constructive discussion of significant social and ethical issues.
- Provide students with support services and a physical environment that will meet their special needs, contribute to their satisfaction, and improve their chances for academic success.
- Offer co-curricular and out-of-classroom activities that provide students with opportunities for educationally purposeful interaction with faculty, staff, and peers, and that enhance student learning and personal development including intellectual, cultural, social, ethical, physical, and emotional development.
- Create and nurture a campus environment that attracts and retains a student body, faculty, and staff, representative of the cultural and racial diversity of American and global society, and that prepares students to engage in this society.
- Provide students, faculty, and staff with courses and experiences that will enhance their sense of community with mutual trust of, and respect for people from all backgrounds, including international and American cultures.
In accordance with these goals, the Office for Institutional Diversity has developed the following objectives and recommendations that include programmatic and curricular initiatives for increasing the representation of under-represented groups and for creating a purposefully inclusive community .The plan is designed as a comprehensive model for achieving diversity and so includes initiatives which are already either partially or completely in place.
STRATEGIC PLAN FOR ACHIEVING DIVERSITY IN
CENTRAL MICHIGAN UNIVERSITY
CREATE A COMMUNITY THAT VALUES DIVERSITY
The President and his/her staff must take an active role in defining and prioritizing campus climate and diversity goals. More frequent attendance at events and activities promoting affirmative action and diversity, attention to the celebration of diversity in all aspects of campus life and the clear willingness to allocate resources to achieve equity are but a few concrete demonstrations of leadership.
Develop a Presidential Campus "Statement on Diversity."
Regularly review progress toward achieving the diversity goals in the vision and mission statement.
Diversify the President's and Vice-presidents' staff to provide a model for the campus community.
The president's annual address to the campus and his remarks at college meetings should incorporate a report on the state of affirmative action and diversity at CMU.
A president's advisory committee should be maintained and charged with making recommendations on affirmative action and diversity to the president and to the university community. This broadly representative committee should include members of different employee classifications, members of groups protected under federal and state civil rights laws and university policy, and students.
Establish a campus climate advisory committee, which would monitor the progress toward achieving the diversity goals in CMU's vision and mission statements.
Develop guidelines for recruiting and/or appointing members, including representatives from student groups and Office for Institutional Diversity, Affirmative Action Office, i.e., the president's advisory committee on affirmative action, the Multicultural and Diversity Education Council, International Education Council, and Diversity Training Coordinating Council.
Develop committee's roles and responsibilities.
Create and maintain a matrix identifying all campus activities and processes related to campus climate issues; the responsibility for this initiative can be delegated to the Office for Institution Diversity. A report on the matrix should be shared with the President and the Board of Trustees, and with others as appropriate.
Institutionalize the use of campus climate surveys or other appropriate means to continue to monitor the accomplishment of campus climate goals.
The university should continue to monitor regularly students' attitudes toward and experiences with diversity at CMU, including information on the prevalence of discrimination and/or harassment at CMU and in Mt. Pleasant.
Develop a clearing house for harassment and discrimination issues based on race, ethnicity, gender, sexual orientation, religion, disability, and other criteria mentioned in CMU's Affirmative Action Protocol.
Develop an annual campus climate report to be shared broadly and openly and to be discussed with the entire campus community. Develop appropriate instruments and processes to collect and analyze information on campus climate. The methodology should include both surveys and focus groups to obtain information not only on students' perceptions but also on the reasons for these perceptions.
Develop an annual climate report to be shared broadly and
openly, and to be discussed with the entire campus community including the President and the Board of Trustees, and with others as appropriate.
Include climate, diversity, and affirmative action criteria in all university employee and organizational unit performance evaluation processes, especially for senior officers with university-wide responsibility; highlight the fact that
achieving diversity is the responsibility of the entire university community, not only of the offices specifically charged with promoting diversity.
Develop guidelines and incorporate into existing documents criteria which describes how individuals or departments work towards enhancing diversity and collegial campus climate
Revive all university employee and organizational performance evaluation forms to include criteria related to promoting diversity.
Offer incentives to staff to promote diversity in their areas and across campus.
Consult with the Academic Senate and the Faculty Association about reviewing Student Opinion Survey (SOS), Student Opinion Survey II (SOS-II), and faculty/Teacher Program Development (FTPD); involve student representatives in the review process.
Recognize individuals and organizational units for exceptional progress in advancing campus climate objectives.
Develop guidelines for recognizing contributions to creating a community climate that values diversity.
Have an annual recognition of faculty, staff, administrators, and students, as well as departments, that have made significant contributions to enhancing the campus climate and achieving diversity goals.
Explore ways to promote closer collaboration between the Office for Institutional Diversity and the Office for International Education.
Work with community groups, such as local government, the Chamber of Commerce and the Mt. Pleasant Area Diversity Group and take a leading role in making the Mt. Pleasant community more welcoming to students, staff and faculty from underrepresented groups.
Review and update programs, projects and other activities required by guidelines for accommodating persons with disabilities.
Place a statement indicating the availability of accommodations on all university publications.
Include that location of disabled access doors, ramps, parking spaces, emergency phones and TDD's on all campus maps
Provide alternative formats for job applications, and campus brochures, etc.
Continuously monitor the availability of campus facilities and activities for persons with disabilities
Continue to promote a wide variety of activities which promote communication, student involvement, and cultural appreciation.
Review the use of and access to available technology (especially for persons with disabilities) to improve intra-campus communications.
Link a campus climate/diversity web page to CMU web site.
Continue activities such as the Provost's Series on Diversity and Multiculturalism, "Breakfast With...." series, "Soup & Substance" presentations, Hispanic Heritage Month, Martin Luther King Week, CMU Powwow, Pride Week and other cultural celebrations. All members of the university community, especially institutional leaders and faculty, should be encouraged to attend such activities more frequently.
Actively recruit and encourage greater student participation on campus committees, especially students from underrepresented groups.
Include the celebration of diversity in campus activities such as the new student convocation, homecoming, "CMU and You Day," "Gentle Friday," etc.
Infuse "the celebration of diversity" into the physical environment of the campus.
Develop criteria for evaluating and selecting statues, paintings, architecture, etc., that will enhance the spirit of valuing diversity.
Provide and/or solicit funds for acquiring art work that celebrates diversity.
|RECRUIT SUPPORT THE ADMINISTRATIVE AND ORGANIZATIONAL STRUCTURE NEEDED TO COORDINATE AND MONITOR CAMPUS CLIMATE|
The roles and responsibilities of the Affirmative Action Officer and the Assistant Vice President for Institutional Diversity should be clarified so that their activities and efforts can be coordinated and unnecessary overlap avoided. Further, the fact that the Affirmative Action Officer and the Assistant Vice President for Institutional Diversity report to different vice presidents may be a problem, and, if so, should be addressed jointly by these two people and the two vice presidents.
Continue to institutionalize and staff the Office of Institutional Diversity and related offices as well as establish a process for adequately funding these offices in accordance with CMU's diversity goals.
Review the staffing of offices reporting to the Office for Institutional Diversity and of the Affirmative Action Office and increase and/or redirect positions as needed.
Review the funding for offices reporting to the Office for Institutional Diversity and for the Affirmative Action Office and adjust as needed.
Recognize and enhance support for the various diversity programs which have historically played a leadership role in the retention of CMU's diverse student population.
Encourage cross-cultural collaboration between all colleges and the efforts led by them to ensure educational equity.
Seek resources or partnerships to increase staff and/or faculty positions in the diversity programs to meet their critical needs.
RECRUIT, HIRE, RETAIN AND PROMOTE FACULTY AND STAFF WHO WILL ENHANCE DIVERSITY ACROSS ALL LEVELS AND AREAS OF THE UNIVERSITY
Increase efforts (like the Multicultural Leadership Program for faculty) to recruit, hire and retain employees from underrepresented groups at all levels of the university -including the most senior levels and highly visible positions.
Develop vigorous recruitment efforts that clearly affirm the university's commitment to affirmative action and diversity.
Design and implement a system of equal employment consultants/advisors to promote maximum effort in recruiting diverse candidates.
Support equal employment/affirmative action policies and practices in all searches (e.g. diverse search committee make-up).
Review interview process and revise, if needed, to include information and activities that would increase the chances of attracting candidates from underrepresented groups.
Regularly review compliance with CMU's affirmative action protocol and with federal and state guidelines.
Identify, mentor and prepare a diverse pool of students and/or current employees to nurture and prepare for future employment and promotional opportunities.
Regularly review the workplace climate for faculty and staff from underrepresented groups.
Inform employees of the grievance processes available to them.
Develop an exit survey for faculty and staff.
Develop and implement a mentoring program for faculty and staff, especially members of under-represented groups.
Consult departments about recognizing mentoring activities as a valuable contribution in the retention, tenure and promotion evaluation process.
Study on-going mentoring efforts and develop a campus-wide comprehensive plan.
Continue to make services and employment available to persons with disabilities.
Include a statement on all job listings encouraging individuals with disabilities to apply for employment at CMU.
Advertise in journals with a large readership of persons with disabilities.
Develop and share guidelines on providing employment for persons with disabilities with all departments.
Define the role and responsibility of the ADA/504 coordinator.
|GOAL #4:||RECRUIT AND RETAIN STUDENTS FROM A DIVERSITY OF BACKGROUNDS, ESPECIALLY THOSE FROM UNDER-REPRESENTED GROUPS|
Regularly review and update CMU's recruitment goals and the plan for achieving them.
Reinstate the Minority Student Enrollment Committee and include representatives from all departments involved in meeting recruitment and persistence goals.
Support and encourage activities that recruit international students from targeted geographical locations.
Develop and encourage connections with the local community and feeder schools.
Invite different feeder high schools and community colleges (including councilors and other personnel) to be our special guests at university events (e.g., athletic, cultural, arts events).
Promote involvement of local ethnic minority and international groups with faculty and students.
Develop a public relations plan that reminds our prospective students that Central Michigan University wants to be their first choice.
Review and strengthen existing partnership programs with schools and community colleges, such as MiCUP, Upward Bound, GEAR UP, King/Chavez/Parks College Day Program, and the Dow Jones Journalism Workshop.
Strengthen and promote scholarship opportunities for undergraduate students from under-represented groups.
Develop a campaign to publicize the available scholarship opportunities.
Develop financial support and scholarship funds to help needy international students and scholars.
Review and update criteria for scholarships, as needed.
Aggressively recruit highly qualified students from under-represented groups to CMU's prestigious undergraduate programs, e.g., Centralis Scholars, Leadership Institute.
Review criteria for selecting students for these prestigious programs to ensure that qualified students from underrepresented groups are encouraged to apply.
Strengthen existing programs for retaining students from under- represented groups.
Increase the availability of faculty/staff and students to serve as mentors.
Increase the number of supplemental instruction sections and provide tutoring services.
Continue to involve students in the planning of cultural celebrations.
Regularly evaluate existing programs and assess the need for new types of programs.
Administer an exit survey to students, especially those leaving CMU without completing a degree, and disseminate the results to the departments involved in meeting CMU's persistence goals.
Ensure that housing policies and practices meet the needs of a diverse student population.
Survey the residential climate for persons from diverse backgrounds in on- and off-campus housing.
Provide training on climate and diversity issues for residence hall staff throughout the school year.
Hold workshops on diversity and race relations for all students in residence halls throughout the school year.
Review and improve the Multicultural Advisor program; provide special training for students in these positions; clarify relationship with other members of Residence Life staff, especially residence hall directors and resident assistants.
Include a paragraph on class syllabi, the availability of accommodations for students with disabilities:
"CMU provides students with disabilities reasonable accommodation to participate in educational programs, activities or services. Students with disabilities requiring accommodation to participate in class activities or meet course requirements should first register with the
Office of Student Disability Services, telephone #989-774-3018, TDD #2568 and then contact me as soon as possible."
Provide diversity training for all students during orientation and as part of special courses for incoming students.
Assess the outcomes of this training and revise as needed
Educate students about the grievance processes available to them.
Monitor the existing grievance processes to ensure that they:
- deal with feelings of anger, frustration, or fear experienced by the parties involved;
- are user friendly;
- fairly represent our student clientele;
- allow for recommendations for systemic changes;
- include a mechanism for reporting prejudice-motivated incidents, and
- allow for improving responsiveness to complaints.
Be pro-active in disseminating information on using the grievance procedures to all students.
Review and strengthen efforts to recruit graduate students from under-represented groups.
Increase the availability of fellowships and assistantships.
Review and improve CMU's King/Chavez/Parks Future Faculty Program.
Develop partnerships with colleges with a high percentage of students from underrepresented groups, including historically black colleges and universities, Hispanic colleges and universities, tribal colleges.
Provide mentoring for undergraduates on preparation for graduate and professional schools, especially to the students from under-represented groups.
Provide mentoring for graduate students, especially those from under-represented groups.
Identify and staff a meeting area for informal gatherings of students, especially those from under-represented groups.
Constitute a student advisory committee to develop guidelines for the design and use of this area.
Provide more entry-level/internship/part-time/full-time work opportunities for students in all departments and programs.
Provide additional funding and support for these activities.
|GOAL #5:||PROVIDE PROFESSIONAL DEVELOPMENT ACTIVITIES THAT ASSIST ALL PERSONNEL IN THE UNDERSTANDING OF THEIR OWN AND OTHER CULTURES|
Develop and implement a campus-wide affirmative action and diversity training and development program. (see also Appendix)
Develop, provide, assess and revise diversity and affirmative action training as needed.
Mandate diversity orientation programs for all new employees (including part-time, adjunct personnel, student assistants, etc.).
All newly appointed managers and supervisors should be required to regularly attend classes/workshops/seminars on "effective management practices in a diverse work environment."
Set aside time (e.g., a half-day, twice a semester) to allow staff to attend training and professional development workshops in the areas listed below:
Provide workshops addressing such issues as:
serving a diverse student population;
understanding and preventing "isms" (for e.g., sexism, racism, homophobia);
effective strategies to promote positive learning outcomes;
participatory management and inclusive practices;
performance evaluation in a diverse organization;
conducting diversity audits, i.e., evaluating progress towards achieving CMU's and the department's diversity goals;
- understanding and appreciating differences;
- team-building in a culturally diverse work environment;
- conflict mediation and resolution;
- cultural sensitivity and awareness;
- serving a diverse student population;
- understanding and preventing "isms" (e.g., sexism, racism, homophobia);
- cross-cultural communication;
- effective strategies to promote positive learning outcomes;
- participatory management and inclusive practices;
- performance evaluation in a diverse organization;
- conducting diversity audits, i.e., evaluating progress towards achieving CMU's and the department's diversity goals; and
- affirmative action.
- Assess the diversity training and revise as needed.
|GOAL #6:||INFUSE DIVERSITY INTO THE CURRICULUM AND PROMOTE PEDAGOGICAL STRATEGIES THAT ENCOURAGE STUDENT INVOLVEMENT AND FACILITATE RESPECT OF DIVERSE PERSPECTIVES|
Institute and provide seminars to help faculty develop culturally sensitive educational opportunities for all students.
Conduct a needs assessment every five years to help define the types of programs needed to help transform the curriculum at CMU, so that both teaching methods and the content of courses reflect the rich diversity of our society.
Support and endorse diversity training workshops and similar initiatives.
Offer incentives and opportunities to faculty to integrate diversity and multiculturalism across the curriculum.
Offer workshops for faculty in a continuing program to bring diversity awareness and sensitivity to the classroom and the relationships between faculty and students.
Provide workshops on cultural differences in learning acquisition skills.
Provide workshops on appropriate instructional strategies for second language and non-traditional learners.
Provide training on cooperative learning.
Provide discussion groups in various disciplines, as well as across disciplines, to address how diversity in teaching and learning styles can be addressed to improve overall student achievement and success.
Develop assessment plans for these programs.
Fund the addition of a research component to the Multicultural Education Center to bring the best scholarly minds to bear on issues of diversity and multiculturalism.
Constitute a committee to develop this idea, a plan and a budget.
Consult departments on the possibility of providing credit toward tenure and promotion for participation in diversity initiatives, including research on diversity issues; suggestions for research include teaching and learning styles, contributions of under-represented to groups to world culture and history, multiple perspectives on historical and contemporary issues, etc.
Collaborate with the Office of Assessment and Curriculum, the Academic Senate and the colleges on developing the research component.
Encourage the promotion and development of study programs and courses that enhance student learning about diversity, under-represented groups, and global issues.
Increase the course offerings in the relevant general education requirements (specifically Groups IV-B and IV-C).
Strengthen opportunities to study abroad and exchange programs to provide students with opportunities to study and live in a culture other than their own.
Assist faculty with infusing diversity and multicultural education into their courses.
Review and strengthen, where needed, existing programs: American Ethnic Studies Minor, American Indian Studies Minor, Bilingual Bicultural Education, Latin American Studies Interdisciplinary Minor, Women's Studies Major and Minor.
Establish committees to explore the development of new study programs, e.g., African American Studies, Disability Studies, and Gay, Lesbian and Bisexual Studies.
|APPENDIX:||DIVERSITY TRAINING FOR CMU FACULTY AND STAFF (INCLUDING SENIOR OFFICERS)|
Provide training that will help create and maintain a mutually respectful, inclusive, and equitable community that intentionally recognizes the contributions of its members.
- Faculty and staff who actively implement CMU's diversity goals and related policies.
- Faculty and staff who are aware of diversity as an attitude that values the actual and political contributions of people from all groups.
- Faculty and staff who are aware of multiple diversities and identities which include both group membership and individual life experiences.
- Faculty and staff who are aware that among the causes of discrimination are the socially ascribed values (e.g. stereotypes) for different characteristics people possess.
- Faculty and staff who are aware of the uniqueness of all individuals.
- Faculty and staff who participate in events that celebrate the contributions of underrepresented groups and encourage others to do so as well.
- Faculty and staff who promote the desire learn about others, their concerns and contributions.
- Faculty and staff who are aware of the more subtle and structural or institutional manifestations of discrimination.
- Faculty and staff who are aware of their rights and responsibilities in promoting an equitable community.
- Faculty and staff who have the skills to promote a hospitable climate, including the ability to recognize and diffuse intolerant and discriminatory comments and behavior.
- Faculty who incorporate new research on diversity and on underrepresented groups in their courses and who also include these topics in their research.
- Faculty and staff who understand the principles of affirmative action.
- Develop diversity session for new staff orientation.
- Review and revise diversity session for new faculty orientation.
- Train a cohort of on-campus trainers skilled in facilitating workshops on diversity.
- Develop follow-up training for all faculty and staff in individual colleges and departments.
- Develop workshops and/or discussion groups for faculty both on pedagogical practices and on content related to diversity.
- Increase number of senior officers who are members of underrepresented groups.
- Compliance with CMU's affirmative action policies as measured by the annual utilization report.
- Inclusion of a demonstrated commitment to diversity as a significant part of performance evaluation for all employee groups, including senior officers.
- Support for people who actively promote diversity through curricular and other initiatives.
- Recognition and elimination of the negative consequences of promoting diversity e.g., "backlash", that result from covert and institutional discrimination.
- Increase of department-based initiatives that promote a hospitable climate for employees from all backgrounds.
- Increase in the mentoring and promotion of employees from underrepresented groups.
- Decrease in instances of inappropriate behavior towards employees and students on the basis of their group membership.
- Participation of a higher percentage of faculty and staff in a wider diversity of events.
- Public recognition of special efforts aimed at promoting diversity, as well as the inclusion of a demonstrated commitment to diversity as a criterion for existing awards.
- Infusion of more diverse content in courses across the curriculum.
- More systemic application of inclusive teaching practices in all departments.
The objectives and outcomes measures for diversity training at CMU were developed by the Diversity Training Coordinating Council, that includes representatives from all major divisions of the university and acts in an advisory capacity to the Director of the Multicultural Education Center.
** Approved by Academic Senate 2/13/2001