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Strengthening Diversity in an Age of Economic Crisis at NAU Commission on Ethnic Diversity Retreat March 9, 2009

This retreat will take place on campus from 11:00 a.m. - 2:00 p.m. Notes from the groups will be put up in this space. We invite you to respond to the questions below. Please note that only one person may engage with the site at a time. We ask that you do not add comments during the following times, because group recorders will be doing so – 11:45-12:00, 12:45-1:00, 1:45-2:00. Write your responses underneath the appropriate question. To add your comments go to the bottom left area in blue. Click on edit this page. BE SURE to ANSWER THE MATH QUESTION (do not put in user name) and click SAVE.

Questions:

1.How do we strengthen ethnic diversity curriculum at NAU? (Ethnic diversity historically underrepresented groups and intersections of these groups, like any mix of ethnicity, race, class, gender, sexual orientation, religion, ability, age, etc.)

Recommendations from groups

1. Redefine curriculum as in and out of class, the academic and the co-curriculuar. This offers more opportunities regarding activities, speakers, etc. related to ethnic diversity.

2. Embed more of the co-curricular in meaningful ways into the academic class. Help faculty learn to do this with assistance from Faculty Development.

3. Use grants to connect students with diverse populations in Flagstaff, ie. Learn and Serve grant project.

4. Protect ES program (AIS, WGS). Ask for a 1-year emergency faculty hire When the budget improves restore tenure-trackfaculty line

5. Encourage inter-university collaboration which requires us to be flexibly in our academic programming

6. Strengthen existing expertise in diversity loan exeprt faculty to programs

7. Training to teach ethnic diversity etc. This would be an extended training program like the Ponderosa Project.

8. Faculty development workshops on development of curriculum offerings reflecting ethnic civersity eg. faculty submit proposals for infusing diversity in courses.

9. Student focus groups on how they would like to see ethnic diversity infused in courses e.g. within learning communities.

10. Encourage ABOR/Legislation to set standard for diversity

11. Increase in faculty training about diversity

12. Ensure dialogue between VP/Admin and commission

13. Incentives for faculty willing to teach courses in diversity – ie on statement of expectations

14. Ensure understnading amongst students about diversity ie. infuse in student orientation

15. Hire faculty – diverse minded

16. Put diversity requirement in Promotion and Tenure

17. Use the co-curriculum

18. Embed diversity across the curriculum much like writing across the curriculum

19. Set up teaching fellows who can help faculty to infuse diversity in their courses

20. Hire more faculty who focus on ethnic diversity

21.Get department chairs to understand the value of ethnically diverse courses

22. Top down commitment to diversity-Provost/President/Deans/Chairs/Senior-Supervisory staff

23.Diversity awareness workshops/conferences regularly/diversity training for top administration

24.Ensuring a dialogue between VP’s and commissions

25.Strengthening NAU’s commitment to diversity by working with Provost/President/Deans/Chairs/Senior-Supervisory Staff

26. Incentives for faculty (not necessarily monetary) for faculty willing to teach course in diversity-put into statement of expectations

27.Encourage ABOR/legislature to set the standard for diversity

28. Reinforce diversity as a core part of curriculum

29. Support teach teaching

30. Engage in reciprical relationships with community members

31. Define inter-sectionality for broader discussion

32. Intensify relationships between classroom and non-classroom learning experiences.

33. Hitch diversity to other related concepts/goals on campus e.g. sustainability, global economy, recruitment

34. Infuse diversity into all courses – days of single isue, advocacy are over. ensure accountability through program revew hold deans accountable through Provost Topic on forefront of campus conversations so students will advocate for themselves Keep course requiremnt in Ethnic Diversity Who is suitable? – can train people to teach ethnic diversity, but also assist faculty with this

2. How do we strengthen student recruitment/retention/graduation at NAU?

REcommendations

A. Maintain rich co-curricular offerings on campus to inspire students and remind students of university committment. We are an active, lively engaging campus. This helps with recruitment and retention.

B. Ensure commitment to instructional support outside of the classroom. Retention brings in money – we loose money when students leave the campus. We need to educate faculty about role of gateway advising, sports, arts, music and the co-curricular program.

C. We need to keep the cost of education affordable.

D. Explore office of rentention educate about retnention predictors with classroom implications – ie. group work, Peak experience that engages students, often that is within academic affairs rewards (ABOR) on graduation administrator for retention – enriching experiences, faculty internship Collaborate academic/student affairs

E. Engage SOC in recruiting grad students recruit undergrads APA

3. How do we strengthen staff recruitment/retention at NAU? A. be realistic about diverse staf on NAU campus only (in terms of number employed)

Recommendations

B. Truthful about flagstaff living costs C. What staff programs affect diversity D. Human Resources Diversitypolicies E. Appreciation and respsect of staff (how would hte university function without staff members) F. Foster a supportive climate that allows employees to atend university related events wthout having to use vacation time. G. Clarify and districtue HR on above H. Acknowledge and value employee contributions to campus environment I. Reconsider university provided affordable Housing for faculty and staff

4. How do we strengthen faculty recruitment/retention at NAU?

A. Expand education on diversity to faculty and adminsreation to ensure compliance and get better oucomes for faculty B. Maintain commitment to tenure tenure track faculty C. Increase interpesonal relationahips such as through conferences/research/papers presentation D. Low coast methods sharing of knwledge – brown bag series collquiums. E. Maintain commitment to faculty salaries when economy rebounds back F. Establish a Faculty of Color organization, support group, as well as assist in recruitment, mentoring program, senate caucus G. Teaching Fellows from other minority serving universities who could be visiting for 1-2 years, as well as our own graduates who meet unique diversity requirements H. Institute a mechanism which allows faculty to teach classes in diversity program (Full time release for 1 year or 1-2 courses/year) I. Sytematize partner Hire – difficult in budget crunch J. Designate a diversity expert in grants and Contracts

5E. Given the core mission of diversity on our campus, how do we become more influential in policy administration?

Recommendations: A. Each college could have a diversity liaison whose task is promoting diversity, awareness, curriculum, etc. B. Deans report on diversity-objectives, goals for growth and strengthening of diversity in their college-accomplishments, barriers, what facilitates diversity C. Cannot have diversity budget cuts D. Senate committee on diversity E. Reinforce diversity at core part of curriculum F. Support team teaching G. Engaging in reciprocal relationships with committee members H. Define inter-sectionality for broader discussion I. Intensify relationships between classroom and non-classroom learning experiences J. Educating students on mission and policies K. Speak up to inconsistencies with mission statements L. Continue to support students and empower their ideas M. Continue non-aggressive lobbying and conversing to administrators about change N. Request co-chairs invited to leadership retreat to provide input on core mission of diversity O. Enhance CED website to promote CED activities and provide resources on diversity P. CED Facebook page Q. Define curriculum as in class and out of class activity-Learn and Serve America grant project-Use speakers and other co-curricular activities embedded into existing courses-Do more faculty development regarding embedding ethnic/diversity into courses R. Be more actively/politically involved in addressing identified issues, ask direct, specific questions, and open clear discussion with the goal of resolution S. Pitch “Peak Experience” T. Revamp student evaluation problem U. Give direct presentations to president/cabinet one or two times a year with specific proposals V. Address CED role as leaders, catalysts, critical thinkers helping NAU change for the better W. Have conversations on these topics with people in power X. Know the structure and lines of communication-both vertically and horizontally Y. Are we involved in various parts of the structure? Z. If we understand process, then how substantive are the discussions levels of involvement? AA. We need to be clear on what we want-what are our priorities? BB. Be able to communicate with administration-create report CC. Get Faculty/Staff organized (on same page) so that it is one voice asking for change DD. Education program to get faculty/staff informed and enthused about generating ideas and finding ways to create change-Conferences EE. Encourage the public use of the Mission Statement and Goals-use them repeatedly to encourage the administration to follow them-hold them accountable FF. Plan to execute policies (mission statement/goals) and a method for accountability when they are not followed GG. Be goal oriented-one or two goals to focus on each year