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Dr Janelle Chiasera discusses Developing an Institutional Equity Plan
- 1. DEVELOPING AN INSTITUTIONAL EQUITY PLAN JANELLE M. CHIASERA, PHD CHIASERA@UAB.EDU 2015-2016 ACE FELLOW CLEMSON UNIVERSITY, HOST INSTITUTION THE UNIVERSITY OF ALABAMA AT BIRMINGHAM, HOME INSTITUTION
- 2. DEFINITION OF TERMS • Diversity: • Individual differences (e.g. personality, language, learning styles and life experiences) and • Group-social differences (e.g. race, ethnicity, class, gender, gender identity, sexual orientation, sexual identity, country of origin and ability status, as well as cultural, political, religious or other affiliations) • Inclusion: The active, intentional and ongoing engagement with diversity • Equity: The creation of opportunities for historically underrepresented populations to have equal access to, and participation in, educational programs
- 3. HISTORICAL CONTEXT • US Higher Education • Purview of the elite • 1869 Charles Eliot (pedagogy shift) • 1800’s Women’s Colleges • 1800’s African-American • Ashmun Institute • Wilberforce University
- 4. HISTORICAL CONTEXT • 1800’s: 1862 Morrill Land-Grant Act • Land-Grant College Act; Major Boost to US Higher Education • Congressman Justin Smith Morrill and Abraham Lincoln on July 2, 1862 • Grants provided 30,000 acres of public land in each state • Classical studies – Applied Studies • 69 colleges funded through these grants • The Land-Grant has improved the lives of millions of Americans • 1890: Agricultural College Act of 1890 • Aimed at Confederate States • Show that race was not an admissions criterion, or • Designate a separate land-grant institution for persons of color • 17 Historically Black Colleges and Universities in Confederate States “the endowment, support, and maintenance of at least one college where the leading object shall be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts . . . to promote the liberal and practical education of the industrial classes in the several pursuits and professions in life.”
- 5. HISTORICAL CONTEXT • Morrill Act: utilitarian model of higher education • 1920’s: US Higher Education truly democratized • Elite to mass public education • 1960’s • New students to campus • Breakdown of barrier between higher education and political issues • Socially concerned students • Challenged Higher Education to Broaden its Mission • Addressing America’s Complex Social Problems • Race and Minority Status Issues
- 6. DIVERSITY DIVIDE • 1960’s: Civil Rights Movement • 20 years: Higher education did not address deeper implication of race on campus • 1975: Title IX regulations effective as law • No person in the U.S. shall, on the basis of sex, be excluded from participating in, be denied the benefits of , or be subjected to discrimination under any education program/activity receiving federal financial assistance • 1980’s: Race became a major issue • Intergroup relations • Curriculum • Professors • Allocation of resources Diversity Divide: Disjuncture between a rhetoric of inclusion and actual practice
- 7. TODAY • There is a growing disconnect between higher education and diversity • Cultural lag: changes in our American environment • Leading to serious issues on campuses across the country
- 10. DEMANDS
- 11. DEMANDS
- 12. CALL TO ACTION • Recommendations for creating an inclusive environment • Know who your community is and will be • Commit to frank, hard dialogues • Invest in culturally competent practices • Set and monitor equity-minded goals and align campus resources to forward the goals • Develop and pursue a clear vision and goal for achieving learning necessary to careers and citizenship • Expect and prepare students to produce signature work • Provide support to help students develop guided plans for completion • Identify HIP suited for your institution • Ensure essential LO and HIP and incorporated across the curriculum • Make student achievement for all visible and valued
- 13. INFRASTRUCTURE • Varies greatly • Centralized: Chief Diversity Officer (CDO) and office (Equity and Inclusion) • CDO is a senior level position with direct reporting to the President • Centralized vision/mission, metrics, outcomes, budget • CON: Diversity efforts campus-wide rest on the shoulder of the CDO • Decentralized: Efforts driven from within the units • Unit champions with a diversity advisory board • Often there is not a direct line report to the President • CON: Little oversight, lack of shared vision, and lack of accountability
- 14. STRATEGIC PLAN/METRICS/OUTCOMES Clemson • Commitment to Diversity Statement • Academic enhancement • Grounded in the land grant mission • Critical to help produce future leaders • Alignment with the University Strategic Plan and clearly articulated within the vision and mission of the university • Comprehensive and Actionable Strategic Plan Framework: Developed from internal groups/committees, external consultants, models across the U.S.
- 19. PROCESS FOR IMPLEMENTATION • Framework developed from internal sources, external consultants, other models (Clemson plan) • Hired a CDO (VP with direct report to the President) • Communication of the framework • Faculty senate • Students senate • UG student government • Graduate student government • Workgroup assignments and charges (n = 6) • Refine overarching goal, draft tactics, timelines, and metrics for each objective • 3-5 objectives (focused) • Plan focused on next 3-5 years • Draft document due to CDO October 2016
- 20. PROCESS FOR IMPLEMENTATION • Mid-Term (Jan 2017) • Strategic plan framework and workgroup presentations across campus • Begin implementation of workgroup recommendations • Long-Term • Biannual reporting of progress on strategic priorities • Further plan development beyond 3-5 years
- 21. WALL STREET JOURNAL ARTICLE: MAY 2016
- 22. QUESTIONS
Notas do Editor
- Diversity: Individual differences (e.g. personality, language, learning styles and life experiences) and group-social differences (e.g. race, ethnicity, class, gender, gender identity, sexual orientation, sexual identity, country of origin and ability status, as well as cultural, political, religious or other affiliations) that can be engaged in the service of learning. Inclusion: The active, intentional and ongoing engagement with diversity—in people, in the curriculum, in the co-curriculum, and in communities (intellectual, social, cultural, geographical) with which individuals might connect—in ways that increase one’s awareness, content knowledge, cognitive sophistication and empathic understanding of the complex ways individuals interact within (and change) systems and institutions. Equity (student focus): The creation of opportunities for historically underrepresented populations to have equal access to and participation in educational programs that are capable of closing the achievement gaps in student success and completion.
- Originally established as The Ashmun Institute, Lincoln University received its charter from the Commonwealth of Pennsylvania on April 24, 1854, making it the nation's first degree-granting Historically Black College and University (HBCU). Wilberforce University: Founded in 1856, Wilberforce University can trace its origin to a period of history before the Civil War, when the Ohio Underground Railroad was established as a means of escape for all those blacks who sought their freedom in the North from the yoke of slavery, one of the destination points of this railroad became Wilberforce University. As the Underground Railroad provided a route from physical bondage, the University was formed to provide an intellectual Mecca and refuge from slavery’s first rule: ignorance. Wilberforce University, the nation’s oldest private, historically black university
- The Morrill Act of 1862 was also known as the Land Grant College Act. It was a major boost to higher education in America. The grant was originally set up to establish institutions is each state that would educate people in agriculture, home economics, mechanical arts, and other professions that were practical at the time. The land-grant act was introduced by a congressman from Vermont named Justin Smith Morrill. He envisioned the financing of agricultural and mechanical education. He wanted to assure that education would be available to those in all social classes. There were several of these grants, but the first passed in 1862. This bill was signed by Abraham Lincoln on July 2. This gave each state 30,000 acres of public land for each Senator and Representative. These numbers were based on the census of 1860. The land was then to be sold and the money from the sale of the land was to be put in an endowment fund which would provide support for the colleges in each of the states. The land-grant has improved the lives of millions of Americans. This was not the case in the early stages. At the time the grants were established, there was a separation of races. In the South, blacks were not allowed to attend the original land-grant institutions. There was a provision for separate but equal facilities, but only Mississippi and Kentucky set up any such institution. This situation was rectified when the Second Morrill Act was passed and expanded the system of grants to include black institutions. The Morrill Acts have become a major educational resource for our nation. This program is available to all people who are in search of higher education. Over the years it has proven to be an important part of our educational system. This Act changed the course of higher education. The purpose of education shifted from the classical studies and allowed for more applied studies that would prepare the students for the world that they would face once leaving the classroom. This Act also gave education support directly from the government. The Morrill Act changed the face of education and made room for our growing and ever changing country and ensured that there would always be money to finance educational facilities and that there would be continual government support of these institutions.