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Goal 2

Identify and enhance students’ diversity-related educational opportunities and experiences to ensure that all students graduate with core cultural competencies, skills, and habits of mind necessary for living and working effectively as members of a diverse, global community.

Objective A

Enhance and expand diversity, equity, and inclusion learning opportunities for students.

Strategy 1

Cultivate a developmental approach to diversity, equity, and inclusion by embedding such material throughout the student learning experience.

  1. Develop defined core cultural competencies.
  2. Identify where core cultural competencies currently exist within the general education program curriculum.
  3. Identify where core cultural competencies currently exist within major and minor programs.
  4. Integrate core cultural competencies into the general education, major, and minor academic programs of the institution.
  5. Integrate diversity, equity, and inclusion subject matter into first-year experience courses.
  6. Expand the existing curriculum by identifying potential new major and/or minor programs with content dedicated to diversity, equity, and inclusion.
  7. Provide directed opportunities for students to pursue undergraduate scholarship and research on issues related to diversity, equity, and inclusion.
  8. Provide a campus-wide syllabus statement affirming the value of diversity, equity, and inclusion for all courses.

Strategy 2

Inventory, evaluate, and enhance diversity, equity, and inclusion-focused student learning opportunities outside the classroom.

  1. Develop and enhance relationships with local communities and off- campus affinity groups to provide opportunities for students to connect diversity, equity, and inclusion-related coursework with experiences in the real world. Such opportunities could include but would not be limited to cooperative learning, mentoring, and internships.
  2. Provide increased opportunities for study abroad.

Objective B

Enhance and expand campus-wide efforts at promoting diversity, equity, and inclusion practices.

Strategy 1

Provide educational and training opportunities to faculty, staff, and students related to the institutional values of respect and responsibility as described in the university’s Affirmation of Values Statement.

  1. Develop and deliver annual diversity training to all faculty and staff, with emphasis on new hires.
  2. Provide diversity competency training/education to all student leaders on campus. This will include but is not limited to orientation of student leaders, resident assistants, ambassadors, and members of the Associated Student Government. It will also include a developmental and in-depth approach to fraternity and sorority diversity efforts.

Strategy 2

Identify, assess, and enhance support services and campus-wide competency for working with persons with disabilities.

  1. Increase campus awareness of the needs of persons with disabilities and the laws securing their equal access.
  2. Provide direct opportunities to the campus community to enhance disability etiquette awareness.
  3. Evaluate campus-wide accessibility to ensure equal access for those with disabilities.
  4. Develop a direct approach to foster collaborative efforts to support Americans with Disabilities Act compliance.
  5. Provide learning and any other supporting materials in accessible formats for people with disabilities.

Strategy 3

Provide teaching and learning resources (materials, personnel, and venue) supporting classroom management and pedagogies dedicated to diversity, equity, and inclusion.

  1. Expand professional development opportunities to assist faculty in addressing diversity, equity, and inclusion including curricular transformation, and inclusive pedagogy and assignments.
  2. Expand professional development opportunities to assist faculty in incorporating diversity, equity, and inclusion into mentoring and advising practices.

Strategy 4

Embed the defined core cultural competencies in the co-curriculum.

Strategy 5

Develop strategies to explore the extent to which student evaluations of teaching effectiveness are influenced by bias based on the gender, ethnicity, race or other comparable characteristics of the faculty member being evaluated. Assist faculty and administration so that their interpretation of the results of student evaluations of faculty teaching effectiveness adjusts for possible bias based on gender, ethnicity, race, and other comparable variables.