Implementation Strategies for Making Diversity Count

1. Implementation Strategies for Making Diversity Count A presentation on the position paper by The University Faculty Senate Committee on Diversity and Cultural Competence

2. WhyMakingDiversityCount? • The formation of the CDCC was a demonstration that the campuses felt that diversity was important. • We were tasked to help faculty develop structures and strategies that allowed them to enhance the richness of academic programs. • Making Diversity Count is a document that offers frameworks and recommendations developed by faculty, for and about faculty.

3. Intended Presentation Outcomes • Campus Governance Leaders (CGLs) and Senators will have a better understanding of the UFS Committee on Diversity and Cultural Competence (CDCC) position paper Making Diversity Count • CGLs and Senators will introduce and discuss the Making Diversity Countdocument in their local governance bodies. They should be able to: • Respond to concerns • Recommend and help develop implementation strategies • Request support from the CDCC and the Office of Diversity Equity and Inclusion (ODEI)

4. Making Diversity Count • Accepted by the University Faculty Senate at the May 2013 plenary; • A thoughtful, pragmatic, researched position paper; • Makes strong connections to the Big Ideas in • The Power of SUNY; • Chancellor Zimpher infused the “diversity counts” ideology with pragmatic recommendations that campus governance bodies could realize as a function of their leadership duties.

5. SUNY: A Reflection of New York's Diversity In Chancellor Zimpher’s State of the University address she reinforced the importance of DIVERSITY for the SUNY System “...while we are calling for unprecedented access to our colleges and universities across New York...we must ensure that SUNY continues to reflect the unique diversity of New York among our student, faculty, and administrative bodies.” “Our goal is yes, to catch up with the diversity of this great state…and to surpass it!”

6. Educational Benefits of Diversity • Structural diversity assures that students will be afforded an expanded range of contacts and experiences needed in a marketplace that has become increasingly global and which can only be developed through exposure to widely diverse people, cultures, ideas, and viewpoints. • Interactional diversity enhances learning for students. Students who reported higher levels of contact with diverse ideas, pedagogies, and peoples were more likely to show growth in their “active thinking processes” which were represented by increases in complex thinking and social/historical thinking.

7. Educational Benefits of Diversity • Cross-cultural competence, moreover, was identified as the most critical human resource need created by globalism. • The evidence of the educational benefits of diversity cannot be challenged. Research suggests that DIVERSITY enhances student growth and development in the cognitive, affective, and interpersonal domains.

8. Making Diversity Count Intentions Support campus governance in building structures that promote and reward faculty who develop and sustain a culture of inclusion and intentionally focus on diversity and cultural competence in building their portfolio for continuing appointment, promotion, and discretionary pay. • Scholarly Ability • Effectiveness of Teaching • Continuing Growth • Effectiveness in University Service

9. Making Diversity Count is not • A SUNY System top down mandate • An administrative tool • Meant to compete with existing diversity efforts

10. Making Diversity Count Suggestions • Establish a standing diversity committee in your governance body • Establishing an Office of Diversity that reports to the campus President or the Executive Governing Body; • Developing a campus diversity plan central to the Strategic Plan; • Mapping and assessing diversity outcomes (e.g., course and degree programs, student life, etc).

11. How to Make It Happen • SHARE the document with key members of your campus leadership (faculty, staff, administration) • MEET with these individuals and appropriate committees on your campus • INIVTE CDCC members and ODEI staff to come to your campus and support your conversations • DEVELOP a plan to make the significant changes your campus decides it needs to make • PARTICIPATE in UFS and ODEI workshops, programs, and conferences as they become available

12. CONCLUSION • The University Faculty Senate has provided the • proactive and determined leadership necessary for • systemic change by endorsing this document: • Campuses should engage in conversations with the • objective of organizing reward systems to support • diversity efforts and foster cultural competence. This • engagement is necessary to support The Strategic Plan • for the State University of New York, The Power of • SUNY, and to make diversity count.

13. Contact us for help! Noelle Chaddock Paley, Chair UFS CDCC noelle.paley@cortland.edu Tim Gerken, Conveneer Colleges of Technology, Member of CDCC gerkentw@morrisville.edu Phillip Ortiz, Member of CDCC portiz@esc.edu Carlos Medina, Associate Provost and Associate Vice Chancellor for Diversity, Equity and Inclusion carlos.medina@suny.edu Gloria Lopez, SUNY System-wide Affirmative Action Officer gloria.lopez@suny.edu