diversity goals in education

Meanwhile, the state has shown improvement when setting goals and following strategies to raise ACT scores, high school graduation rates, and the number of Tennesseans earning a college degree or certificate. GOAL 5: Ensure accountability to diversity and inclusion efforts on campus and in serving neighboring communities. As the demographics of the institution evolve, incorporate a process of regularly evaluating where diverse representation goals remain unmet. Liberal... A qualitative analysis of religion on campus challenges prevailing assumptions about undergraduate... Liberal arts education has both economic and educational meaning, meanings often not in harmony... Technology's potential for student learning requires attention to specific standards and strategies... © Association of American Colleges and Universities, Global Citizenship for Campus, Community, and Careers, Diversity, Democracy, and Goals for Student Learning, Learning Goals in Mission Statements: Implications for Educational Leadership, On the Challenge of Becoming the Good College, Educating Women Leaders for the Twenty-first Century, Liberal Education & the Specialist-Rich Workplace, Spirituality, Liberal Learning, and College Student Engagement. 6 Goal 1: Driving Excellence 8 Goal 2: Inspiring Students 12 Goal 3: Impacting Communities 14 Goal 4: A High-Performing University 18 Acknowledgements STATEMENT FROM THE CHIEF DIVERSITY OFFICER The Office of Diversity, Equity, and Inclusion (ODEI) was established by the inaugural Chief Diversity Officer on July 17, Increase assessment and accountability for pools and yields at the administrative and academic department level. A. Underlying this goal is the belief that to make sustained, systemic change to our campus’ identity as an institution fostering inclusion excellence, UC Davis must embed the principles and goals of diversity and inclusion in every aspect of campus development. Goal 1: 21st Century Education and Diversity The mission and core values of the Academy provide the framework for focusing on the needs of students both for today and for the future. Activities and words that normalize racism, sexism, xenophobia, homophobia, transphobia, ableism, classism, ageism and anti-blackness go against our ideals and create toxic environments for those we most need to welcome and understand. In making this recommendation, the American Commitments panel recognized that each student has multiple and intersecting sources of identity and community, and that these can stretch from race, gender, religion, and other “identity categories” to passions and commitments that the student has chosen rather than inherited. Not all voices are heard or given equal weight—especially those who do shift work or have not traditionally been given the opportunity to participate on committees or advisory groups, or in feedback sessions. (SEC 2018–2022 Strategic Plan Goal 3.1) 1a. Require and embed diversity, inclusion, and climate content in division, college, school, and department trainings and workshops, especially for those in teaching, supervisory, student-facing, customer service, and decision-making roles. The campus needs to better meet the needs of students, staff and faculty caring for dependents. C. Promote diversity in post-doctoral training. Decisive action on existing policies and an awareness of how hiring and promotion decisions affect the university’s composition at the unit and department level, is key to achieving the goals set forth in this strategic vision. This issue highlights sessions from AAC&U’s 2019 annual meeting, “Raising Our Voices:... Community engagement can be confounding. With a goal set down by the state for public institutions to have 20 percent of their “spend” done with minority-, women-, veteran-, LGBTQ-, or disability-owned businesses, U of I establishes diversity goals on a contract-per-contract basis, says Sharla Roberts, director of procurement diversity. To me, these are the real goals of education. Mission, Goals, & Objectives The National Association for Multicultural Education is a 501.c-3 non-profit organization that advances and advocates for social justice and educational equity through multicultural education. E. Promote understanding of the importance of diversity among faculty and trainers of psychologists. Ensure that people thrive—for compliance, retention, and improved climate. When UC Davis incentivizes the discoveries, innovations, and technological breakthroughs that contribute to the public good—locally, nationally, and globally—our work will have a profound and enduring impact. C. Create a strategic plan with neighboring communities within a 30-mile radius on shared goals for diversity and inclusion. Broaden the diversity of faculty and staff by cultivating a diverse pipeline and ensuring that campus policies, departmental incentives, and funding models are aligned to make aggressive progress on hiring goals. As much as possible, hiring authorities should diversify Recruitment Advisory Committees (RACs) to ensure diverse perspectives/voices in the assessment of applicants. All rights reserved. While it provides effective content, the Strength Through Equity and Diversity (STEAD) training program fails to reach all faculty voting on candidates, staff hiring committees or graduate admissions committees. This issue presents highlights of the 2012 AAC&U annual meeting. Ensure accountability to diversity and inclusion efforts on campus and in serving neighboring communities. Enable students to act as dynamic leaders in their communities. Staff and students need a greater voice and more formalized involvement in diversity and inclusion efforts across the university. 1 Goal is Diversity, rather than excellence in science, mathematics, history, foreign languages, or even literacy you can understand why … •Over 60 institutions of higher education and 16 have integrity and self-respect. In working with neighboring communities, develop a communications and engagement plan that will ensure that diversity and inclusion is a feature of any activity in which we collaborate. Graduate students need access to more robust mentorship programs and greater assistance with dissertation- and grant-writing. Participants would like deans and department chairs to take a greater role in ensuring the success of underrepresented minorities (URM) and female faculty in the transition from assistant to associate to full professor. Emphasis on student evaluations in faculty merit and promotion reviews remains problematic given the apparent bias against women and minority faculty. Support a data governance team (experts in the business rules of the organization) to work with technologists (experts in the tools used to collect and report data) to improve the integrity of diversity data at UC Davis and take ownership of the Diversity Profiles data infrastructure project. The plan will: fill the position of “head of diversity, inclusion, and belonging” add an African American person to the board of directors Our goal is to provoke thought and agitate for action across higher education. At all institutional segments (e.g., school, college, program), ensure that advising and service models are culturally relevant and sensitive to individual student needs. Acknowledging and valuing their work is essential in an increasingly global and diverse economy that will demand greater cultural competency skills, as well as the transformative thinking, unique perspectives, interdisciplinary approaches, and leadership that thrive in an inclusive environment. Enforce the mandatory use of diversity statements for hiring decisions at UC Davis and promote consistent use campuswide and systemwide. Create an advisory group to help embed diversity and inclusion research, service, teaching, and training across all divisions, colleges, schools, and departments. Fulfill the promise of APM 210(d) by promoting and rewarding “contributions in all areas of … achievement that promote equal opportunity and diversity … including efforts to advance equitable access to education, public service that addresses the needs of California’s diverse population, or research … that highlights inequalities.”. For example, building on its ADVANCE program founded in 2012, UC Davis is committed to promoting a multiplicity of perspectives derived from both gender and cultural diversity to increase research innovation and to enhance its ability to solve complex problems that transcend disciplinary boundaries. Return benefit to the communities that work with us. Expand opportunities for diversity and inclusion idea generation and innovation. Expand and replicate successful programs on campus that provide persistence, retention and support services; expand those services by providing easier access across our large geographic footprint and develop effective ways for support services to collaborate. To raise broad-minded and well-educated children we need to teach them to stand up to intolerance and discrimination and to reject stereotypes. A few years ago, AAC&U’s National Panel on American Commitments: Diversity, Democracy, and Liberal Learning recommended that colleges and universities provide opportunities for students to engage diversity within larger civic and societal contexts. When it comes to “Democracy in Action”—this issue's theme—the stakes have always been high. Attendance at local cultural celebrations, art exhibits, ethnic food-tasting events and meeting with diverse cultural community groups help the teacher understand the cultures of her students and their parents. Reject normalizations of bias and sexual harm. Value efforts that promote participation in mentoring, training, and professional development activities through such strategies as providing release time and rewarding contributions to diversity and inclusion during performance appraisal, merit, and promotion decisions. persevere. care and want to give back to their community. One of UC Davis’ long-range goals is to be a model of diversity and to create a welcoming and nurturing environment for students, faculty, staff, patients, and visitors. Amid the pandemic, nearly six in ten students lack basic needs. “The current attitudes, behaviors and standards of faculty, staff, administrators and students concerning the level of respect for individual needs, abilities and potential.”, — Definition of campus climate by Susan Rankin, lead consultant, UC Campus Climate Study Team and professor, Pennsylvania State University. To achieve this goal, we must effectively identify, recognize, and eliminate barriers, and increase accountability at the level of the division, college, school, and department. In his 2014 speech at the College Opportunity summit, President Obama noted, “We find an increasing divergence between those who have the skills that today’s jobs require and those who don’t.” The president indicated that higher education is no longer a luxury; it is a necessity for individuals and for the health of our economy. Uphold protocols (e.g. undergraduate, graduate, and PhD). Instructors can and should do more to use concepts, images and language in lectures and assignments that demonstrate the significance of diversity in terms of race and ethnicity, sex, gender and gender expression, sexual orientation, disability, religion, etc. Pilot programs and partnerships—particularly those that focus on early childhood education and K–3— that can demonstrably increase school persistence and ultimately the eligible pool of diverse college-bound students. Build pathways from K–14 to UC Davis student to graduate or professional student to successful career candidate to alumnus/a and citizen of California and the nation. have moral courage. Such preparation should foster collaborative, deliberative, and problem-solving capacities relevant to the field, as well as content knowledge about the diversity, justice, and social responsibility challenges faced by practitioners within that field. Experiences outside the classroom and the required education training and activities help instructors develop and meet multicultural classroom goals. To that end, each major field should identify its own challenges in engaging difficult differences, and should provide a course of study that ensures graduates are prepared to meet these challenges. Identify and reward successful diversity and inclusion outcomes that lead to policy and procedures change. Expand opportunities for formal and informal interactions between faculty and students, staff and students, faculty and staff, and student peers that promote high-level academic and social engagement while strengthening a sense of community and the learning environment. Respond to the needs of students with learning challenges, disabilities and mental health concerns. Goal 2: Strive for Equity, Diversity, and Inclusion Equity, diversity, and inclusion are distinct concepts, and all three are critically important to ensuring that the undergraduate STEM educational system meets the nation’s needs and serves all people (Witham et al., 2015). As another reader wrote: “When the No. Open lines of communication for individuals to convey problems outside of existing organizational structures, recognizing that not all individuals fall neatly within traditional academic and administrative hierarchies. Encourage communities and groups to interact and collaborate. Hold department-level leadership responsible for a systematic review of policies and procedures, both to ensure compliance and to align operations with diversity and inclusion goals and objectives. To leave anyone out or behind is to ignore a great opportunity. We believe that diversity, equity, and inclusion, while noble goals and disciplines on their own, must be animated by the ongoing pursuit of justice for those harmed by the racist systems … While UC Davis values and promotes civility and mutual respect, the reality is that even one incident of bias (e.g., racist, sexist, homophobic) or one member of the community feeling unwelcomed, excluded, or bullied, is one too many. Goals and Objectives. Recognizing, fostering and developing sensitivity to the needs of people in various identity categories are primary aims of educational diversity. Promote aggressive use of existing hiring and incentive programs to increase the diversity of faculty. Institutions of higher education compete for the most promising and talented students that reflect the state’s diversity, so it is both important and appropriate for UC Davis to partner with all members of California’s public education system to prepare students for their transition to the university. As UC Davis looks to that future and our desire to be the “most visionary university in the country,” we must move with the same speed and nimbleness as the diverse and globally connected world around us. Select any filter and click on Apply to see results. Expand resources for holistic support services and facilities for diverse communities of faculty, staff, and students. This plan challenges UC Davis to embed diversity and inclusion into the heart of its fundamental mission of research, teaching, and public service: “the right to rise” in the words of those who established the land grant vision of an institution that provides for the advancement of all. GOAL 3: Advance a climate that fosters inclusion excellence. Build competence in dealing with conflict. Being specific with goals drives achievement because what you or your student want to achieve is spelled out exactly. Invest in each student’s success, sense of belonging, and cultural competency. 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