Ball State University

Transcription

1 Ball State University Diversity Asset Inventory OFFICE OF INSTITUTIONAL EFFECTIVENESS 1

2 Introduction Ball State University aspires to be a university that attracts and retains a diverse faculty, staff, and student body. Ball State is committed to ensuring that all members of the campus community are welcome through our practice of valuing the varied experiences and world views of those we serve. We promote a culture of respect and civil discourse as evident in our Beneficence Pledge, which emphasizes valuing the intrinsic worth of every member of the community, and prioritizes a commitment to respect and learn from differences in people, ideas, and opinions. At Ball State, diversity is an integral part of our identity. Our success depends on our efforts to cultivate inclusivity within our pedagogical, scholarly, and creative pursuits. Community is an inherent and crucial aspect of such efforts at local, national and international levels. As we recruit and retain a diverse administration, faculty/staff and student body, we strive to ensure that our students are prepared to engage and succeed in increasingly diverse environments. The Office of Institutional Diversity (OID) at Ball State University is dedicated to the recruitment, retention, and appreciation of diverse faculty and staff who possess a variety of world views and multitude of experiences across multiple cultures, generations, and socioeconomic classifications. Our goals are to ensure that diversity is an integral part of the Ball State University identity, to be a recognized resource for the campus community around hiring, and to foster an environment where individuals of diverse backgrounds know they are supported through our advocacy efforts. We seek to educate the campus community by initiating, encouraging, supporting, and continuing challenging conversations related to diversity and multiculturalism in order to enhance awareness of the diverse needs of all faculty and staff. By addressing diversity needs we seek to enhance innovative pedagogy, and the overall performance and effectiveness of the University. OFFICE OF INSTITUTIONAL EFFECTIVENESS 2

3 In line with its mission, the Office of Institutional Diversity explicitly values: an inclusive multicultural environment inclusive pedagogy independent and collaborative scholarship related to cultural diversity data driven initiatives and transparent decision making The Office of Institutional Diversity established a Strategic Plan ( ) in order to articulate specific goals through which to bring to life its mission, and though which to be held accountable to the values which are at the heart of its vision for Ball State University. These goals, listed on the following page, form the blueprint for a campus climate dedicated to diversity in teaching and learning, scholarship, and service. Specific metrics, listed beneath each of the goals, provide an accountability structure through which to track progress relative to the OID vision. OFFICE OF INSTITUTIONAL EFFECTIVENESS 3

4 Table 1: Office of Institutional Diversity Strategic Plan Goal 1 Move from diversity being a value added to being an integral part of our identity. 1. Provide leadership to assist the university with diversity efforts related to faculty and staff. 2. Increase the number of course descriptions with diversity content where appropriate. 3. Increase the visual representation of diversity activities both on and off campus. 4. Analyze content of university policies for inclusive language. 5. Become a McNair Institution. 6. Deliver an annual State of Diversity address on campus. Goal 2 Develop diversity recruiting goals among colleges and departments. 1. Create/revise unit-level diversity plans with faculty, professional personnel, classified staff, and service personnel recruitment targets. 2. Create/revise unit-level diversity plans with faculty, professional personnel, classified staff, and service personnel recruitment targets. 3. All units will report to OID on implementation of unit recruiting diversity plans. 4. Increase participation in Graduate Pathways Programs. Goal 3 Identify and support the diversity needs of faculty and staff. 1. Review annual reports from the University Diversity Committee and add items to strategic plan as needed. 2. Assess where faculty and staff are underrepresented. Differentiate, acknowledge, foster, and support both domestic minorities and international diversity. 3. Increase number of recruitment and retention strategies employed by units. 4. Increase number of inclusive pedagogy strategies employed by units.. Goal 4 Expand awareness, knowledge and competency development around diversity issues. 1. Increase number of dialogues about the importance of establishing a diverse environment. (E.g. talks throughout the year about various topics (transgender, etc.). 2. Identify effective programs related to diversity on campus and post on OID website. 3. By 2017 increase by 50% the number of diversity related research. 4. All search committees will participate in diversity recruiting process for tenure track faculty/contract faculty and staff w/office of University Compliance. 5. Conduct workshops annually on the retention process for tenure track faculty/contract faculty and staff w/office of University Compliance. Goal 5 Foster and reward diversity collaborations and pedagogy efforts on campus. 1. Provide rewards for diversity related research publications. 2. By 2017 develop and/or increase number of diversity related research partnerships on campus. 3. Increase number of diversity related community partnerships. 4. Increase number of national and international community partnerships. Goal 6 Support diversity scholarship dissemination regionally, nationally, and internationally. 1. Increase visibility and recognition of diversity related presentations at conferences. 2. Update the OID website to include diversity related accomplishments of faculty/staff, students, departments, and colleges. OFFICE OF INSTITUTIONAL EFFECTIVENESS 4

5 In response to Ball State University s revised strategic plan, The Centennial Commitment ( 18 by 18), which promotes a campus-wide effort to promote and achieve diversity and inclusion (see the Office of Institutional Diversity and the Office of Institutional Effectiveness conducted a survey in order to uncover the array of assets currently present on the Ball State campus. The online Diversity Asset Inventory Survey was sent to all the department chairs and directors of knowledge units (e.g. research centers) in spring For the purposes of this inventory, the respondents were instructed to share assets connected to issues of race, religion, color, gender, sexual orientation, physical or mental disability, national origin, ancestry, and age. The survey questions are included in the Table 2, below. Table 2: Diversity Asset Inventory Survey 1 Please list any diversity-related presentations that your Department or Center has presented at conferences. For each item, please include the area(s) of diversity to which the presentation is connected. 2 Please list any diversity-related research that your Department or Center has published. For each item, please include the area(s) of diversity to which the research is connected. 3 Does your Department or Center offer any rewards for diversity-related research publications? If so, please describe. 4 Does your Department offer a diversity-related major or minor? If so, please describe. 5 Please list any diversity-related courses or workshops that your Department or Center conducted. For each item, please include the area(s) of diversity to which the course is connected. 6 Please list any diversity-related programming that your Department or Center conducts. For each item, please include the area(s) of diversity to which the programming is connected. 7 Please list any diversity-related service that your Department or Center conducts. For each item, please include the area(s) of diversity to which the service is connected. 8 Please list any diversity-related grants awarded to your Department or Center. For each item, please include the area(s) of diversity to which the grant is connected. 9 Does your Department or Center participate in any diversity-related research partnerships on campus? If so, please describe. For each item, please include the area(s) of diversity to which the partnership is connected. 10 Does your Department or Center participate in any community-based, diversity-related partnerships? If so, please describe. For each item, please include the area(s) of diversity to which the partnership is connected. 11 Does your Department or Center participate in any national or international diversity-related partnerships? If so, please describe. For each item, please include the area(s) of diversity to which the partnership is connected. 12 Does your Department have visiting scholar opportunities for minority faculty members? (Yes/No) 13 Has your Department or Center received any diversity-related awards? If so, please describe. 14 Does your Department or Center search committees participate in the diversity recruiting process offered through the Office of University Compliance? (Yes/No) 15 What would you like to see Ball State University do in the area of diversity? OFFICE OF INSTITUTIONAL EFFECTIVENESS 5

6 Survey Results Data obtained from the online survey administered in the Spring of 2015 were collected and analyzed by the Ball State University Office of Institutional Effectiveness. Results are reported below according to individual survey queries, which provide a snapshot of diversity-related scholarship, teaching, and service at Ball State University. Diversity-related Publications and Presentations In response to questions one and two, and as shown in Tables 3 and 4, the respondents reported a total of 192 diversity-related presentations and publications since 2013, including 126 conference presentations, posters or seminars, and 42 research journal articles. Nearly half of the publications related in some fashion to issues of race and ethnicity (43%) and nearly a third were affiliated in the arenas of language, history, culture, or religion (31%). Teachers evidenced the largest number of presentations and publication (121) with the of Sciences and Humanities close behind at 96. Table 5 indicates colleges and their respective departments which offer rewards for diversity-related research and publications. Table 3: Types of Diversity-related Publications and Presentations ( ) Type of Research Code N % Conference presentation, poster, or seminar Conference % Literary essay, magazine essay, or other creative writing Essay 5 2.6% Featured in an article or interview Featured % Guest or invited lecture Lecture % Research publication: Book Book % Research publication: Book chapter Book Chapter % Research publication: Encyclopedia entry Encyclopedia Entry % Research publication: Journal article Journal % Other research: Symposium Symposium % Other research: Workshop Workshop % OFFICE OF INSTITUTIONAL EFFECTIVENESS 6

7 Table 4: Types of Diversity-related Publications and Presentations by and Diversity Area ( ) Age Disability Gender Language History, Culture, Religion National Origin Race/ Ethnicity Sexual Orientation or Identity Socioeconomic Status Total N* CAST 3 1 n/a n/a n/a n/a CCIM n/a n/a n/a 5 2 n/a 8 n/a 15 CFA n/a n/a COB 1 n/a n/a 1 n/a n/a n/a n/a 2 CSH n/a 96 TC n/a n/a 121 Area Total N % of Total (192) % 16.7% 7.5% 18.2% 30.7% 17.2% 42.7% 1.0% Table 5: Rewards Offered by Department or Center for Diversity-related Research Publications Department Rewards Offered CSH Sociology Since many of our research areas are diversity-related, this is simply part of our P & T and Salary and Merit process. KU Center for Middletown Studies We have funds to support urban research that can be employed for diversity-related work. TC Educational Psychology There is additional funding for travel related to cross-cultural research. Diversity-related Majors and Minors The extent to which diversity-related major or minor programs of study exist at Ball State University was examined in question four on the diversity asset inventory. Both the of Sciences and Humanities and Teachers reported programs with such emphasis, as detailed in Table 6. OFFICE OF INSTITUTIONAL EFFECTIVENESS 7

8 Table 6: Diversity-related Majors and Minors Department Major/Minor CSH English Undergraduate Literature Major and Minor M.A. and Ph.D. in Literature: Nearly every class in our literature curriculum asks students to consider issues of either race, gender, sexuality, or disability. All of our faculty are committed to teaching diverse authors and literatures. English Language Arts Teaching Major: Students in this major take a large number of literature classes and also take classes on multicultural education and other courses that ask them to think about diversity in their teaching practices. Linguistics Minor English as a Second Language Licensure Program M.A. in Linguistics M.A. in TESOL M.A. in Linguistics and TESOL Ph.D. in Applied Linguistics; As a discipline, linguists ask students to consider languages from multiple cultures and to think sensitively about language and dialect differences and about best practices for teaching and learning new languages. TC Sociology Counseling Psychology & Guidance Services We have a track called Diversity and Social Interaction as part of our major Doctoral cognate in diversity (including gender, ethnicity, nationality, sexual identity courses, highlighted by each particular student selecting the cognate) Cognate in social justice (including issues related to social justice in counseling psychology) Educational Psychology Cognate in rehab imitation counseling (including topics related to working with persons with disabilities) Psychology of Human Development minor: not specifically diversity, but it includes a lot of diversity issues. OFFICE OF INSTITUTIONAL EFFECTIVENESS 8

9 Diversity-related Courses or Workshops Question 5 on the survey addressed issues of campus curricula. As seen in Tables 7 and 8 below, University units reported a total of 83 diversity-related courses and workshops embedded within various colleges. Courses are related to a variety of diversity-related themes, including age, disability, gender, language, culture, religion, national origin, race/ethnicity, sexual orientation, and socioeconomic status. According to survey data, a majority of diversity-related courses occur within the of Sciences and Humanities (58%) and Teachers (22%). Table 7: Summary of Diversity-related Courses or Workshops by Course Concert Project Round Table Symposium Workshop % Total CAST 7 n/a n/a n/a n/a n/a 7 8.4% CCIM 3 n/a n/a 1 n/a n/a 4 4.8% CFA n/a n/a n/a 5 6.0% CSH 47 n/a n/a 1 n/a n/a % KU 1 n/a n/a n/a n/a n/a 1 1.2% TC 17 n/a n/a n/a n/a % Total % OFFICE OF INSTITUTIONAL EFFECTIVENESS 9

10 Table 8: Summary of Diversity-related Courses or Workshops by Type Age Disability Gender Language History, Culture, Religion National Origin Race/ Ethnicity Sexual Orientation or Identity Socioeconomic Status Total N* CAST n/a 1 1 n/a n/a 13 CCIM n/a n/a CFA n/a 1 1 n/a n/a CSH KU n/a n/a n/a n/a n/a 1 n/a n/a 1 TC n/a 85 Area Total N % of Total (83) % 50.6% 55.4% 48.2% 38.6% 65.1% 48.2% 7.2% * Courses or workshops that cover more than one diversity area are counted multiple times in this table. Diversity-related Grants Results indicated the receipt of 21 diversity-related grants during the period of Grants were awarded in five of the seven university colleges, and the area of race/ethnicity was the largest represented diversity area, comprising 38% of the awards (see Tables 9 and 10 below). OFFICE OF INSTITUTIONAL EFFECTIVENESS 10

11 Table 9: Summary of Diversity-related Grants Received by N % Applied Science and Technology 2 9.5% Communication, Information, and Media % Fine Arts 2 9.5% Sciences and Humanities % Teachers 4 19% Total % Table 10: Summary of Diversity-related Grants Received by and Diversity Area Age Disability Gender Language History, Culture, Religion National Origin Race/ Ethnicity Sexual Orientation or Identity Socioeconomic Status Other Total N* CAST n/a n/a n/a n/a n/a 2 n/a n/a n/a 2 CCIM n/a 2 2 n/a n/a 1 n/a n/a n/a 5 CFA n/a 9 CSH n/a n/a n/a n/a 2 3 n/a n/a 5 10 TC n/a 1 n/a n/a 1 1 n/a n/a 1 4 Total % of Total (21) 4.8% 23.8% 14.3% 4.8% 19.0% 38.1% 4.8% 4.8% 28.6% * The grants that are reported to cover more than one diversity area were counted multiple times in this table. Diversity-related Partnerships Respondents indicated a total of 35 diversity-related partnerships in their work at Ball State University. Tables 11, 12, and 13 provide information on the type of partnership, in which college it is occurring, and the diversity area to which it is related. Sixty percent of the partnerships reported are between the university and the local community, with five of seven colleges reporting partnerships. Reported partnerships relate to a variety of diversity areas, with no dominant area represented in the data. OFFICE OF INSTITUTIONAL EFFECTIVENESS 11

12 Table 11: Summary of Diversity-related Partnership by Type Partnership Type N % On-campus % Community 21 60% National 3 8.6% International % Total % Table 12: Summary of Diversity-related Partnership by and Type On-campus Community National International Total N % Applied Science and Technology Communication, Information, and Media n/a 2 n/a n/a 2 5.7% n/a % Fine Arts 1 1 n/a % Sciences and Humanities Teachers 2 7 n/a n/a % 2 4 n/a % Total % OFFICE OF INSTITUTIONAL EFFECTIVENESS 12

13 Table 13: Summary of Diversity-related Partnership by and Diversity Area Age Disability Gender Language History, Culture, Religion National Origin Race/ Ethnicity Sexual Orientation or Identity Socioeconomic Status Total N* CAST CCIM CFA n/a 2 n/a n/a 1 n/a n/a n/a 3 CSH TC n/a n/a n/a 3 14 Area Total N % of Total (35) 6.4% 11.5% 16.7% 10.3% 12.8% 17.9% 6.4% 17.9% *Partnerships that cover more than one diversity area are counted multiples times in this table. Diversity-related Visiting Scholar Opportunity or Recruitment Questions 12 and 14 explore the extent to which university units provide visiting scholar opportunities for minority faculty members, as well as the extent to which unit representatives participate in diversity recruiting processes offered through the Office of University Compliance. Table 14 provides evidence of unit activity relative to both of these domains. OFFICE OF INSTITUTIONAL EFFECTIVENESS 13

14 Table 14: Diversity-related Visiting Scholar Opportunity or Recruitment Department Does your Department have visiting scholar opportunities for minority faculty members? Do your Department or Center search committees participate in the diversity recruiting process offered through the Office of University Compliance? CAST School of Kinesilolgy No Yes CCIM Communication Studies No Yes Telecommunications No Yes CFA School of Music Yes No COB Economics Yes Yes Management No Yes Marketing No Yes CSH Computer Science Yes Yes History No Yes English Yes Yes Sociology No Yes Biology No No KU Center for Middletown Studies Yes Yes TC Educational Psychology No Yes Counseling Psychology and Guidance Services Yes Yes Elementary Education Yes Yes Special Education - Yes OFFICE OF INSTITUTIONAL EFFECTIVENESS 14

15 Diversity-related Awards Four colleges within the university reported receiving diversity-related awards, with seven discreet awards reported. Table 15 details the respective colleges and their component departments receiving recognition. Table 15: Diversity-related Awards Department Award Received CAST CCIM School of Kinesiology Communication Studies Center for Information and Communication Sciences 2013 Midwest District Ethnic Minority Graduate Fellowship Award (Akanimo Akpan) National Alliance on Mental Illness (NAMI) Indiana Outstanding Member Award (2014) (Dr. Marcy Meyer) Annual scholarship for minority graduate student CSH English Ball State Difference Maker of the Month Award (Darolyn Jones) Dr. Robert O. Foster Faculty/Professional Staff Award, Multicultural Center, Ball State University (Darolyn Jones nominated) Accessible Faculty Member of the Year Award (2013) (Darolyn Jones) TC Educational Psychology Elementary Education Best paper of the year award (2013) International Studies Special Interest Group, American Educational Research Association (G. Marchant and W.H. Finh) Award for Exemplary Culturally Responsive Teacher Preparation from the American Association for s of Teacher Education and the Southern Poverty Law Center (Schools Within the Context of Community Immersive Learning Program) OFFICE OF INSTITUTIONAL EFFECTIVENESS 15

16 What Would you Like to See? The final question on the survey asked respondents to consider what they would like for Ball State University do in the area of diversity. Respondents were provided an open field through which to express their perspectives of opportunities for growth in this area. A total of 36 written comments were received, which were coded in an effort to determine if any themes would emerge. Based on this coding, there appeared to be two major trends, which included: Recruiting and Retaining a Diverse Faculty and Administration; and Augmenting the Curriculum to be more Inclusive of Diversity-related Content. These themes are further elaborated in Tables 16 and 17, through the provision of selected direct quotations from respondents. Table 16: Increase Efforts to Recruit and Retain Diverse Faculty and Administrators I personally would like to see an effort to bring in some diversity at the Dean s level. I also question why more women don t hold distinguished professorships and endowed chairmanships. I would like to see more attention to diversity as a shared institutional goal. How might hiring at upper administrative levels, for instance, reflect greater attention and commitment to diversity? Increase funding toward the priority of hiring additional diverse faculty and administrators. The most effective way to recruit a diverse faculty is to make faculty positions more attractive by raising salaries and increasing time for research and writing. I have seen many diverse job candidates go to other schools with higher salaries and lower service and teaching responsibilities. Efforts to recruit and retain a diverse faculty would be easier if Ball State was more competitive in terms of salary, benefits, and affordable, accessible child care. Table 17: Augment Existing Curriculum to be more Inclusive and Responsive to All Areas of Diversity I feel that our core curriculum does not do nearly enough to expose our students to diversity. I would like to see more course offerings in and recognition of disability studies across the university Promote disability as an important and critical part of diversity. Offer more courses or perhaps even a major or minor in diversity studies. Undergraduates should take at least 3 courses related to diversity as part of their core curriculum. Change the diversity requirement to be more aligned with the original intent of UCC21. It has basically been eliminated from the core in its current format. OFFICE OF INSTITUTIONAL EFFECTIVENESS 16

17 Summary Ball State University has an articulated commitment to diversity, and continues the work of creating an inclusive campus that will attract and retain a diverse faculty and student population. The University continues to devote resources toward this end, which are evidenced in much of the work of the Office of Institutional Diversity. OID provides education and outreach primarily to faculty and at times to students in order to achieve the mission of inviting and nurturing an appreciation for diversity in higher education. In the past two years alone, the OID has initiated campus/community collaboration in order to celebrate the lives of Nelson Mandela and Maya Angelou to foster a campus and community culture of reconciliation, and to privilege, celebrate, and ignite a campus and community commitment to encouraging the development of children s literacy. These events bring faculty, students, community leaders, and children and families together, building bridges between the university and the city, and ultimately uniting our community. The OID provides workshops, seminars, and opportunities for critical conversations for both students and faculty, and encourages the development of relationships through which to sustain the work of building a more inclusive Ball State University. At an institutional level, diversity among faculty is carefully monitored in order that we are ever vigilant in our work to recruit and retain a diverse campus population. While tracking our growth in this area is not new, The Centennial Commitment - a refreshed strategic plan for Ball State University - presents a renewed priority for progress in the area of diversity. In a complementary vein, the University seeks to explore, monitor, encourage, and reward faculty productivity in diversity-related endeavors, including presentations, publications, grant awards, and professional service and partnerships which advance diversity-related research and efforts toward social justice and equity. Results of Ball State University s Diversity Asset Inventory provide a benchmark from which to measure our growth relative to diversity-related professional scholarship on and off the Ball State campus. With inherent limitations in survey-based research, we realize that we have only begun to know and understand the breadth of campus diversity-related activity. However, we hope this report will be shared with each academic unit to further identify ways to reward faculty endeavors in the area of diversity and increase support for faculty related research, teaching, and service. Based on what we have gleaned through this initial exploration, we are energized to celebrate the work we have identified, and to uphold these individual and collective efforts as evidence that we continue to move forward toward a vision of solidarity, critical consciousness, and affirmation of diversity as an asset which has the potential to unite us, and build a stronger, and more vibrant Ball State. OFFICE OF INSTITUTIONAL EFFECTIVENESS 17