Access, Equity, Diversity, & Inclusion Cultural Diversity & Security Committee NSHE Board of Regents February 5, 2009 (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 1 of 40
Excellence Requires Diversityit Conceptual Framework Continuum access, equity, diversity, inclusion Excellence REQUIRES Diversity Educational Benefits of Diversity in Higher Benefits that t accrue to ALL STUDENTS Unite, Nurture, Learn, Voice (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 2 of 40
Approach to Our Presentation ti Current Picture Vision for the Future Student Impact Statements (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 3 of 40
Approach to Our Presentation ti Current Who s here at UNLV student, faculty, and staff demographics How we got them here student, faculty, and staff recruitment efforts How we keep them here student, faculty, and staff retention efforts (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 4 of 40
Approach to Our Presentation ti Future What we can do and are beginning to do to improve our overall demographic diversity, it as well as specific demographic diversity in certain areas What we can do and are beginning to do to improve: undergraduate and graduate student recruitment, retention, and graduation Faculty F recruitment, t promotion, and tenure Staff recruitment, retention, and promotion Doing this across the board, but especially for underrepresented groups (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 5 of 40
Approach to Our Presentation ti Impact How our access, equity, diversity, and inclusion efforts have impacted some of our students: t personally academically and as they prepare to enter the workforce (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 6 of 40
Who s Here (at UNLV) Racial and Ethnic Minorities 21.4% faculty 29.4% professional staff 40.9% classified staff 45% undergraduate students 21% graduate students 19% professional students (law and dental) (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 7 of 40
Who s Here (at UNLV) Women 35.5% faculty 56.2% professional staff 58.1% classified staff 55.2% undergraduate students 61.7% graduate students 32.2% 2% professional students (law and dental) (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 8 of 40
Who s Here (at UNLV) Aggregate data is pretty good overall, but there are clear areas for improvement when we disaggregate the data by: racial/ethnic minority group academic discipline level of education and employment (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 9 of 40
Areas for Improvement Student recruitment 10% of our undergraduates are Latina/Latino, but they are 40% of the CCSD Student retention across racial/ethnic groups (including whites), but it is worst for American Indians and African Americans (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 10 of 40
Areas for Improvement Faculty recruitment, tenure, and promotion is poor for all domestic racial and ethnic minorities Faculty recruitment, tenure, and promotion is poor for women in STEM disciplines Staff promotion into senior administrative ranks is poor for all domestic racial and ethnic minorities (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 11 of 40
Areas for Improvement What we are doing to improve Recruitment side Employee recruitment Undergraduate student recruitment Graduate student retention (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 12 of 40
Employment Access All vacant faculty positions are posted with the Minority Faculty Applicant Database (MFAD) 3,700+ minority faculty members How to Recruit Minority Faculty Workshop Mentoring Minority Faculty Audioconference Diversity it in the Academe Special Issue Equity Compliance and Education Council (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 13 of 40
Employment Access National Diversity.com Diverse Issues in Higher Education (formerly Black Issues) Hispanic Outlook in Higher Education Tribal College AM Magazine Out Magazine (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 14 of 40
Employment Access Discipline- and/or Field-specific Sports Diversity Recruiting National Association for Multicultural Education (NAME) American Indian Library Association Mexican American Engineering Society (MAES) Sisters of the Academy (SOTA) (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 15 of 40
Employment Access Local Joint Chambers-MGM MIRAGE Women of Color Conference The Southern Nevada Hispanic Employment Program Council s Job Fair The Armed Forces Corporate Immersion Fair for Disabled Veterans Human Rights Campaign (HRC), Las Vegas (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 16 of 40
Educational Access Current Outreach Efforts Outreach Staff Diversity High Minority, Low Income School Visits UNLV Center for Academic Enrichment & Outreach (CAEO) Programs West Prep Shadow Program CCSD, CSN, NSC & other NSHE Institution Transfer Student Coordination HBCU, HSI, MSI, AANAPISI, Tribal College Fairs & Publications (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 17 of 40
Educational Access Current Outreach Efforts NSSFNS College Fairs & Publications National Hispanic College Fairs & Publications African American Academic Recognition Hispanic Academic Recognition Letter Writing Campaign Spanish Language Parent Publication & Website Designed for the Parents of First Generation Latina/Latino College Students (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 18 of 40
Educational Access Local and National Scholarships and Financial Aid Joint Chambers Private Non-Profits Business Government Private Donors (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 19 of 40
Educational Access Efficiency and Customer Service BETTER ARTICULATION: Enhance, build, and maintain working relationships/partnerships t with local l and national feeder institutions ADDITIONAL TARGET MARKETING: Communicate via outreach, publications, website, etc., to address needs and concerns of additional specific populations Support and direct marketing with: Improved 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 (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 20 of 40
Graduate Educational Access Current Outreach Efforts Graduate College Staff Diversity Graduate departments establishing bridge programs to facilitate the admission of their most promising undergraduates as graduates (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 21 of 40
Graduate Educational Access Local and National Scholarships and Financial Aid The Graduate College: Waives the application fee for McNair Scholars Participates in and waives the application fee for students applying through Project 1000 Waives the application fee for Fulbright Scholars Provides several dozen graduate scholarships a year Provides 4-6 doctoral fellowships per year (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 22 of 40
Graduate Educational Access Local and National Scholarships and Financial Aid We are restructuring our process for distributing graduate access funds to support economically disadvantaged and underrepresented graduate students We offer 981 Graduate Assistantships a year ($10 million+ per year) (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 23 of 40
Graduate Educational Access Efficiency and Customer Service Streamlined admission process for UNLV graduates: No transcript submission required Standardized 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 scores (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 24 of 40
Graduate Educational Access Efficiency and Customer Service The process of applying ppy to the Graduate College 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 the Graduate College and Departmental application processes and protocols (previously two separate steps) (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 25 of 40
Areas for Improvement What we are doing to improve Retention side Employee recruitment Undergraduate student recruitment Graduate student retention (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 26 of 40
Employment Retention ti Research Center on Social Justice Equity Compliance and Education Council Vice Presidential Commission on Diversity and Inclusion Climate Principles of Community Governance Religious Observance Quality of Worklife Parental Leave Conflict Resolution Network (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 27 of 40
Employment Retention ti Equity and Diversity Training Office of Human Resources available to all, but staff focused Recognizing and Preventing Sexual Harassment Equal Employment Opportunity for Supervisors Spanish in the Work Environment Valuing Differences Multicultural Etiquette Communicating Across Cultures (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 28 of 40
Employment Retention ti Equity and Diversity it Training i Office of the Vice President for Diversity and Inclusion available il to all, but faculty focused Institute for Multicultural Education and Diversity it Training i Multicultural Curriculum Transformation Office of the Vice President for Student t Affairs available to all, but student focused Student t Diversity it Programs and Services Safe Zone Training (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 29 of 40
Educational Retention ti Student Multicultural Programs (domestic) Including but not limited to Identity Month Programs Latina/Latino Heritage Month American Indian/Native American Awareness Month Disability Awareness Days Black History Month Asian-Pacific American Islander Awareness Month Gay, Lesbian, Bisexual and Transgender Pride Month Women s History Month (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 30 of 40
Educational Retention ti Student International Programs Including but not limited to: President's Reception for the International Community International Student Welcome Lunch International Council Language Coffee Hour International Education Week UnityFest Festival of Communities (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 31 of 40
Educational Retention ti Integrated and Sustained Programming Multicultural Center-Centro Centro Multicultural Ribbon Cutting Ceremony Black History Month 2009 Student Advisory Board Student Diversity and Cultural Organizations Intergroup Dialogue Civic i Engagement Multicultural Leadership Students of Color Leadership Symposium Cultural Leadership Retreat (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 32 of 40
Educational Retention ti Linking/Connecting Integrated and Sustained Programming g to NEW Leadership, Nevada Jean Nidetch Women s Center Disability Resource Center STEM Programs, Underrepresented Race- and Gender-focused, Students and Faculty (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 33 of 40
Educational Retention ti Move from an FTE driven, course-based approach, to an interdisciplinary, learning outcomes-focused approach (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 34 of 40
Educational Retention ti Undergraduate d integrated t Learning Visioni Interdisciplinary Learning Outcomes-Focused Approach: Students will Develop self-awareness within a multicultural and global society Experience or interpret diverse perspectives linked to identity, including race, ethnicity, and gender, in American and international contexts Demonstrate knowledge of the history, philosophy, and geography g of world cultures (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 35 of 40
Educational Retention Undergraduate ate integrated Learning Vision Interdisciplinary Learning Outcomes-Focused Approach: Students will learn to Listen respectfully to diverse views Display curiosity about other cultures, e.g., familiarity with a non-native language, experience living in a different culture Function effectively ec e in diverse groups Demonstrate awareness of one s own place in and effect on the world Experience or interpret the concept of social justice (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 36 of 40
Educational Retention ti Linking curricula change effort to cocurricular supports by integrating g access, equity, diversity, and inclusion work into the campus Strategic Planning, new Academic Success Center, new First Year Experience, new One Stop Shop, new Living/Learning Communities, existing Academic Departments/Colleges Committee on the Culture of Teaching and Learning, and the Teaching and Learning Center (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 37 of 40
Graduate Educational Retention ti The Graduate College is home to a centralized professional development program to assist graduate students across disciplines i with professional socialization and skill development (teaching, research, and grants procurement) The Graduate and Professional Student Association (GPSA) provides grants to help support graduate student research and conference travel (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 38 of 40
Impact Statementst t Undergraduate Students Graduate Student (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 39 of 40
Edwin Markham He drew a circle that shut me out Heretic, rebel, a thing to flout. But love and I had the wit to win: We drew a circle that took him in. (CULTURAL DIVERSITY AND SECURITY COMMITTEE 02/05/09) Ref. CDS-5, Page 40 of 40