Summary of Table Responses Strategic Planning Town Hall Conversation #4 Monday, January 11, 2010 SUNY Delhi Table of Contents Questions for the Small Group Exercise 3 Table #1 4 Table #2 6 Table #3 8 Table #4 10 Table #5 12 Table #6 13 Table #7 14 Table #8 15 Table #9 17 Table #10 19 Table #11 21 Table #12 23 Table #13 25 Table #14 27 Table #15 29 Table #16 31 Table #17 34 Table #18 36 Table #19 38 Table #20 39 Table #21 41 Table #22 43 White Board Notes 45 Questions for the Small Group Exercise In her presentation today, Yolanda Moses discussed the changing nature of diversity in the world today and described some of the challenges and opportunities that it presents for institutions of higher education and society at large. With her presentation in mind, please respond to the following questions. 1.In what ways does the diversity at your institution most strengthen your campus and community? 2.Recognizing that New York State's diversity is rapidly growing far beyond that present today, how can you leverage the diversity on your campus, or enhance and expand it, to: * Contribute to the economic revitalization of your community, region and New York State; * Improve the quality of life in your community and region; and/or * Further strengthen efforts on your campus that help students appreciate and value diversity throughout their lives? In your conversation, identify what specific strategies, partnerships or initiatives you can envision. 3. What do you need from SUNY to create strong models for promoting diversity on your campus, in your region and across New York State? Table #1 Question #1 Creating clubs - and making sure their network. Buffalo has embraced this. Community colleges a natural institution for "diversity" - cultural, economic, etc. Dutchess Community College celebrates this, but still more work needed. Herkimer creates the culture of diversity - a focal point in the area. SUNY brokers diversity - but are we capitalizing on its value? Diversity breeds diversity - University of Albany - Nanotech - when it exists, it fosters more opportunity. How to create "diversity" culture inside and outside campus? Diversity is a two-way process to learn about each other. Diversity must be integrated at K-12 level. How do we get our Teachers/Professionals "educated" on diversity and building into how they teach and provide an environment where it is embraced? Question #2 SUNY Research Foundation starting to focus on diversity and put at the top of their priorities. Do we attract and retain the students to grow the economic vitality in New York State - looking at social-economic aspects as well? Without embracing diversity and inclusively as core values, might not attract the best. How do we foster, in the university setting, to inspire students to "respect", share and "agree to disagree." Question #3 Scale if 1-10, 1-worse, 10-best: How well is your organization focused on Diversity? University of Buffalo - 7-8 University of Albany - 8 SUNY Oneonta - 8 SUNY Herkimer - 6 (downside not being able to attract diverse staff) Research Foundation - 7 Dutchess Community College - 7-8 SUNY Canton -6 SUNY New Paltz - 8 (9 for community) Table #2 Question #1 Diversity - defined by action - habits - becomes norm should be as natural as where the restrooms are. Broaden beyond race and culture and gender; Age, abilities, sexuality, SES, faith, urban/rural, generation of education, military service/culture, health. Policies and statements don't always translate into action. Examples of things working well: * 2nd language requirement * Study abroad programs (financially neutral) Ideas: Chancellor should start a fund to "buy" diverse faculty BHAG: student exchanges (international) and faculty Faculty and students into K-12 programs Question #2 Hudson Valley: most faculty members do it. Should address diversity as part of faculty evaluations. Administration Staff/Faculty - missing link Students Local component - people into/around New York State. How do we measure our success? Quantitative, Qualitative - what are our desired outcomes? Economic revitalization: workforce training for all people - talent magnet, brings people into state. Question #3 Resources for providing "Cultural Proficiency" Language High School and K-12 Outreach Experience/Immersion Community Involvement/Events Student Services Diversity Coursework/direction Mentorship/Role Models Definition: Diversity = understudy and appreciation people different from one self. Driven by students and administration and faculty. Ways to promote appreciation of diversity: Language proficiency Cultural proficiency Language requirements or incentives - offer menu of options for language, community service. Travel - not Paris or Rome (Northern Appalachians, inner city). Contribute to economic revitalization: * SUNY = opportunity * Workforce skills * Also magnet for talent to NYS including diverse faculty and staff How can SUNY help? Getting faculty into K-12. * Binghamton's Confucius Institute * Exposure to diverse faculty BHAG - funds for faculty recruitment in diversity in difficult fields. Discussion of menu of options to require cultural proficiency. Table #3 Question #1 Herkimer - very diverse, international, culture and economic differences need to provide more opportunity for students to interact and socialize. Sullivan - very diverse - rural, urban - freshman, seniors plan events for all clubs - each culture brings something to campus (food and clothes) community is not diverse - also faculty and staff. Delhi - very diverse - on campus great diverse community - comforting on campus - faculty advocates - has changed minority students who have. Purchase - nothing in classroom - outside classroom is where diversity comes in - events where everyone goes are important sponsored by minority. Campuses were much more diverse than community: Herkimer Purchase Sullivan Delhi Finger Lakes Maritime Cobleskill Enablers * Students who succeed recruit others * Enrich community * SUNY best practices * SUNY sharing resources on practices * Globalization makes it more relevant and important * Online courses on Residence Life and Exchange Programs Barriers * Separating content from diversity * Lack of definition * Term diversity is aligned with political and old strategies Question #2 Cobleskill - way outside the classroom - group work is a start - dorms do a lot of programming - Tastes of Different Cultures only beginnings - Community is not diverse - a lot of exchange students. What is clear definition? No Best Practices model. SUNY as resource - need to share. Maritime - Summer Training - semester at sea - wonderful cultural experience - on ship - lots of interaction culturally. Diversity is different in every community and in every school. Herkimer - online course are evener for cultural barriers breakers - do not know gender, culture, etc. Anonymity is leveler for diversity. Diversity - student values engagement. Question #3 Issue - whether to take time out of content to teach "diversity". Faculty to bring in as content and knowledge. Must have very good case for diversity to make sure students and taxpayers. Recommendation: Change term Diversity - too allied, with old paradigms and partisan politics - need global learners or something else. Table #4 Question #1 Faculty Senate Oneonta Charter School Mohawk Valley Rockland Delhi Stony Brook Niagara Overview discussion: (this page also includes question 3) Issues have been in existence for years - not going away soon. Across all campuses - issues with diversity - faculty/staff better job attracting students; but students with us for only limited short time. Issues of self regulation. Student responsibilities. Difficulties of "intellectual" discussions. Need to move past grass roots effort. Are our SUNY's still in the 80's? Have not systematically integrated the affirmative actions. Can we survey what we know, what we don't know (acknowledge what we don't know). Diversity at institutions does not accurately reflect diversity of NY State. Do better on male/female - 5 years/2years - junior vs. junior faculty - but then need to learn how to apply the learning rules to ethnic diversity. "Strengthen our community". "Global View Program" across all curriculums, 4 credit requirements; an extra curriculum. Silo vs. Titanic. Question #2 Can't be all things to all people. Chief diversity officer - reporting to more than just president. Develop strategic plan that incorporates community input. Table #5 Question #1 & #2 Better environment/place - enriches campus. Makes the world a smaller place and internationalize our curriculum. As a public institution it is vital to support the diversity within the state. Concern: only used numbers to measure, we need to look at the qualitative data. Community and institution needs to partner in supporting and encouraging diversity. Diversity also means teaching technology. Question #3 SUNY needs to define diversity for campuses and support that effort. SUNY needs to hold President/leadership accountable for meeting these diversity efforts. Descriptive outcomes instead of prescript outcomes. Perception vs. Reality with regard to students/environment/support. Partnerships with other institutions K-12, and other high educational institutions. It is all our jobs to partner with industry to create - jobs, companies, etc. Big Hairy Audacious Goal: It is everyone's job to build partnerships that demonstrate the success (with measurable goals) of our students in a global/diverse world community. Measurable: Qualitative and Quantitative. Rise of the creative class - Florida's. Table #6 Question #1 Provides opportunity for cross-demographic interaction. Preparation for diversity of "real world". Students understanding of the wealth and diversity of alternative lifestyles in the global and even regional communities. Non-Western Science course covers contributions made by non-western scientists. Teacher Education and Study Abroad Programs - value to community. Question #2 Capture Best Practices for example. Diversity Advocate Program: Classes that teach diversity issues - students engage community and campus as teachers of what they have learned. So students take ownership of the principles of diversity. Create and Centralize Online resource for exceptional course lectures from distinguished faculty free online. Classes promote open access to higher education and promote social justice in terms of educational exposure. Capturing best practices on a state level. As part of Strategic Plan Defining diversity explicitly and state clear diversity goals. Creating benchmarks and targets that are liquid and can adapt to readily changing social circumstances. Require study abroad as grad requirement. Diversity cannot stop at the campus boundary - need to engage community as well. Question #3 See #2 Table #7 Question #1 Brockport - 3 year strategic plan, chief diversity officer. 1 year to define diversity - has lead to thinking about how diversity enriches the campus. Everyone coming from the same paradigms is very limiting; the more diversity of views - the more possible solutions are developed. Immigrant of education center as a resource to the community and bring in new students. Professional development for faculty to learn about other cultures - cultural competence for all. Must make the student learning outcomes specific to cultural competence. Question #2 Education increases learning power and increases economic 1. K-12 partnerships to the pipeline and to assume readiness for higher education, develop expectations of success. 2. CFES - College for Every Student - introducing all students to college campuses to develop expectations. 3. Teacher preparation and education that includes cultural competence. 4. Recapture the belief that SUNY is responsible for improving the prospects of all citizens, we are responsible for the public good. 5. Judging institutions based on our inputs instead of outcomes works against developing outcomes that reflect the importance of diversity. Question #3 Assist with faculty recruitment to raise diversity. Incentives and rewards for campuses that demonstrate outcomes related to diversity. Establishing standards and benchmarks regarding promoting diversity. Strategic plan for diversity at the system level. Facilitate faculty exchanges from campuses with a lot of diversity to campuses with less diversity. Fellowships year for limitation completion to grown our new faculty. Structure for professional development for faculty regarding cultural competence. Table #8 Question #1 What about focus on women, LGBT, in addition to race and ethnicity? Crucial to preparing students, who are diverse, with faculty and staff who are not. Also strengthens community diversity by having diverse campuses. It informs the community. Role model function, breaking down stereotypes. Campus responsibility to educate community. Makes the campus more welcome. Exposes students to new perspectives, cultures - expands comfort zone. Issue of when it works, target groups, campus size and location factor, campus type. May help attract students. Community colleges are in the community, so diversity of their students has direct impact. Benefit of first-year experience internships with local non-profits. Approach to how diversity informs academics is key. Question #2 Broadening definition of diversity to take advantage of funding sources that will expand the backgrounds found within the student body. Internationalization has enhanced diversity and economic exchange. Minimizing diversity of class will enhance economic development; Socio-economic disparity is now stifling, not discussed enough. Education as key to preparing, social justice aspect. So important for students who can't afford a private education, or need to commute. Faculty make numerous contributions (e.g. civic, cultural, research) to communities where there are higher education institutions - the more diverse, the more contributions. Importance of encouraging students from diverse backgrounds to go into teaching - "Growing our own". When towns seek to bring in new businesses, the more diverse the population the more likely it is that the business will be comfortable and succeed there - more new potential producers and customers. Question #3 Coordinated effort for resources to recruit and retain more diverse students ($) Assistance with developing recruitment and retention models. Collaborative programs with public school systems through improved partnership with SED. Centralized support from system to campuses for sharing best practices. Table #9 Question #1 Active duty sailors and marines are sent to Maritime which brings to the campus cultural differences as well as the cultural divide. At Finger Lakes Community College the population is not diverse, however there is richness in the experience of students (age, background, etc.) and there was a feeling that other variables are important too - gender. Buffalo State - when there is diversity - faculty, staff and administration - the leadership of institution has a stronger tie with the community because of diversity and strong link with the school system because of it. Behind it all you can talk about diversity and leadership - but how many leaders are picked for that reason - instead it's about research and other factors. Instead someone like Muriel did it because she believes in it. Question #2 Embed rewards that promote diversity or mentoring students vs. just publication and research. The pressure is a little different with community colleges. Reconsider rewards for independent performance. Important to become learner centered. Certain pedagogies that promote pluralism and diversity - collaborative and team learning etc. and should be encouraged. Question was raised whether or not increasing variation is always a good thing - it shouldn't. SUNY selectivity matrix is just about SAT's and grades - other things that value variation and diversity, excellence and diversity. Financial support is inadequate to support the demographics of the student body. Flexibility with tenure rules. More diverse faculty needs to be retained. Question #3 SUNY has narrowly defined general education - what critical thinking is to this much broader thinking - could promote opportunities. General education requirements are a pair of hand cuffs. Helping students to identify earlier to get them outside of their comfort zone. International studies - clear point made that younger or less experienced students Use of technology is also available to learn abroad. Accreditation agencies are looking at globalization and there are strategies to makes it happen at various stages. Greater recognition of STEM. Promote concept of integrative learning. Table #10 Question #1 NSSE - says students correct more with pluralism than diversity - economic students non- traditional, cultural. Diversity is based on: Geography, sexual orientation, rural-urban, gender. Diversity helps with retention success by making students welcome - feel a part of institution. Manhattan vs. Delhi - both white women, but totally different life experiences. Urban vs. Rural Life experiences provide diverse perspectives on life. Bringing programs abroad to bring back international perspectives - opens doors to globalization. Age based diversity - improves critical thinking - brings diversity to community - shift connections - decreases bias and prejudice - increasing revenue - expand curriculum. Teach a diverse curriculum rather than recruit diverse students. Campuses are generally most diverse parts of a community; strengthens community - university could serve as convener of diversity and cultural programs. TV: Lacking diversity in capital region provides difficulties for companies in attracting talent - diversity spurs creativity. Question #2 Improve mobility - EOP model sustaining the middle class of people of color. Need to strengthen relationship with school districts. Economic revitalization process having a global understanding - general requirement. It's all about access - embracing diverse populations and helping them to succeed. EOP programs take poor people and create a new middle class * Opportunity to go to school and opportunity to get a job * Economic diversity Social mobility in US is dropping - schools are segregating and lower achieving. Populations tend to return home after college. Is integration really a good thing? Homogenous leads to loss of cultural identity. School districts becoming segregated more and more and the positive and negative effects of this phenomenon on progress of Diversity. Question #3 Communication mechanism for best practices. As a system we fail the middle and working class. Access mission should be tied to diversity What is "access"? Diversity was part of "SUNY Mission Review" - was watered down * Rewards for best practice * Goal and objectives from top-down Table #11 Question #1 When you don't have diversity - it presents weaknesses in growth opportunities. Westchester - 1 in 4 residences not born in U.S. - Immigrants instrumental in "Gateway" - a building which will mix many different curriculums and people together. Albany has a partnership with Sol for study abroad - many perspectives not normally available. More activities because of more diverse communities. Diversity in experiences and backgrounds. Students learning from other students. Question #2 Economic Revitalization. Restaurants and businesses opening; learning centers for strengthening language - "Entrepreneurship Centers". Expanding diversity to include economic differences and individuals needing degrees or 2nd careers due to their own economic situations. Partnerships with private and non-profit organizations to help people meet and network within the community. Students who have succeeded go back into their home communities and talk with high school students on how to overcome and succeed. Service learning projects that connect diverse groups for a common community goal. Classroom activities that foster individuals to reach outside their comfort zones and work and learn with others from different backgrounds and cultures; overcoming fear of rejection. Question #3 SUNY definition of diversity and a goal that we aspire to achieve. Connecting SUNY campuses so that goals can be leveraged and strengthened beyond campus borders (technology; extension centers). SUNY system initiative to foster diversity in PhD programs and among the campus faculty. Offer incentives and programs to assist campuses. Develop a pool of individuals who are willing. Teach with very diverse backgrounds and facilitate availability to campuses inclusive of faculty development. Honest participation at campuses to prepare everyone for current and future diverse workforce. SUNY provide leadership for mentoring options and training opportunities at the workplace to prepare individuals to be the leaders of tomorrow. Table #12 Question #1 Some campuses - little discussion/understand of diversity * Other campuses move beyond race/ethnicity concept of diversity - fundamental to values Need to build more programs * Programs that exist are phenomenal (MacNair, EOP) other models * Find donors that support students that are underrepresented minorities * Prove to donor that students are worthy of funding Challenges - meeting needs of students that are not "up to speed" * So even if students are among the only number, mentorship is critical from all * Members of community - embedded diversity not only leadership Diversity - more alike than we are different. Diversity is a common denominator - courses has "diversity" component. SUNY has to be a leader - we are the place that helps people recognize diversity. How to reframe and point out value - Dr. Moses resonated defining and reframing - valuing diversity as aspect of excellencies. Question #2 What demographics do: 1. Might need different strategies for each college/campus - in terms of students Large colleges - Diversity addressed and support because larger number of students with differences Small colleges - challenges and exposure - hire employees that are diverse Exposure to varied applicant pool Rural areas and science/technical programs face unique challenges Need embedded leadership and accountability 2. Faculty exchange programs. 3. Use resources to focus on specific places of weaknesses. 4. Faculty education to help faculty identify students at risk - to link students at risk with programs available. Pressure and strain on EOP might be shifting - models are there but slashed, underfunded and challenged because of financial challenges. Question #3 Money to support existing programs. A faculty exchange program between historically under represented programs. BHAG - every student has international experience. Table #13 Question #1 Optometry – not very diverse – Asian, women Patient population is very diverse – serves community – exposure to students Starting nationwide – diversity program for schools of Optometry – informal currently R.C.C. – mixed population – affluent – immigrant population underrepresented 40% - Diversity reflects area many first generation Student Clubs – community service - Maritime located in Bronx, students less diverse than the community Empire State – Saratoga – partnerships with employers, union, military – economic development Military have done an excellent job with diversity Upstate Medical – students – internationally – projects reach out globally – lots of cross pollination - Hospital and employee side – students demanded outreach clinic for homeless, migrant clinic Oneonta College – is the most diverse place in the community – informs community of larger world Diversity – Maritime – trying to recruit women Question #2 Contribute Required courses – general education majors Community classes – community service 1st year medical students – plus for the area – understanding when talking about care-environmental factors Go out to various centers to do vision screenings Campus Center – Tables of clubs to recruit to participate 25 Encourage to interact with others. Do more when they are freshman Help students articulate that this will help them in future endeavors – financial aid – leverage resources – increase access Economic partners with business, military Low economic status – educate – back to the community – tied to education pipeline Custodians, food service – open up classes to them Question #3 Assist system wide to recruit and retain faculty and staff at SUNY colleges – extra dollars as was once done Minority students needing to work – then dropping out – more opportunities for flexible class schedule – online learning jobs on campus Training program that is system wide or survey that is system wide Sharing faculty – traveling faculty Utilize faculty senate, faculty council – share leadership and ideas to replicate SUNY wide institute – a diversity/globalization awards for campus of Excellence for Diversity 26 Table #14 Question #1 Affinity groups provide platform for self understanding and it is in the mixture of those groups that we achieve the advantages of diversity. In some communities, the only contact community members have with diversity is on the campus. The college which is embedded in the community is a critical driver of encouraging understanding of diversity and maximizing diversity. The college is critical for promoting diversity in the community and educating community of value of diversity. In order to get the best faculty, many colleges draw on the international community especially in fields such as engineering. These are outstanding educators. Helps for some international students and faculty to have a sense of community in the place that they live and work. Important for worship, for example, and for quality of life. Faculty helpful in establishing opportunities for studying abroad. Study abroad must also be coupled with diversity on campus. At Alfred, some vocational students are engaging in special study in Louisiana to become engaged in a new culture. ESFs landscape architecture program has a long standing study abroad requirement in place. This may be worth considering for other departments and campuses. Students are leaders in maximizing diversity on campus, sometimes even more so than faculty and staff. Student diversity and their interest help faculty. Some communities are inclusive and consist of a large non minority population. More opportunities for introducing diversity and providing opportunities to learn about other cultures are needed. Question #2 The interaction and integration between the students and the community in which the campus is located is also an important component of diversity. Students in many cases bring different cultures, experiences and interest than members of the community. This sometimes presents challenges. For example, in some communities, students are competing for housing with residents. Diversity opens doors to students. Many students attending SUNY are low income and have never been exposed to opportunities that are available to them and make them successful. We need to break down the "barriers" some students see for going to college. Some students don't have confidence to enter a 4 year college. SUNY has power of community colleges to help bring students to college and expose them to opportunities. Another diverse population we need to help is the nontraditional adult students juggling many responsibilities. Partnerships among schools, college, hospital, employers, economic development organizations and community leaders are key to improving the student experience and expanding diversity. Idea: Maybe SUNY can facilitate connections, networks and alliances across communities Understanding and being able to work with diverse populations is fundamental to success of many careers and businesses. Question #3 Will scarcity of jobs create additional challenges for diversification? Yes, but as demographics change, diversity will become more and more a way of life. Consider putting in place a general education requirement for diversity. Often when students are introduced to the topic, they become much more interested in fields such as anthropology etc. Some campuses already have this requirement, others do not. Using journals can be an effective tool for understanding students thinking and growth on diversity. Take caution, however, against relegating diversity to just a class. Diversity is in many ways a mission. If not a class, perhaps diversity could be a student outcome. Consider mandated diversity outcomes. SUNY must make diversity part of their mission and then share this with campus board of trustees and other stakeholders. Challenge in higher education - how can we help low SES students and urban students to become productive citizens. Summary Points: 1) College are often the primary driver of diversity in communities 2) Need more opportunities for study abroad 3) Recognize how diversity varies by race, income, non-traditional students, ethnicity, etc. and how it opens doors for students Ideas for Action: 1) SUNY as a facilitator of networks, K-12 schools, colleges, businesses, etc. 2) Introduce more students to the power of diversity either through course or by establishing diversity outcomes. Table #15 Question #1 Oneonta - very few come from large cities More age diversity Very important for community - college more diverse than community Nassau Community Opportunity for ethnic, ages, cultural diversity Aids educational opportunities Suffolk Rural, farming Diversity between individual campuses Traditions come together to educate along with academic pursuits Fortunate to have diversity among campuses Long Island Must make campus climate hospitable ESF Diversity of thought in the sciences/how do we promote it more How do we promote sciences to underrepresented populations? Women are our example of successful integrative of diversity Female students have in many issues, overtaken their male counterparts Question #2 Must actively have students of ethnic diversity graduating. Must move students further along in the system. Must reach into high school level and push it further into SUNY. Parents have a profound role in ethnic/minority families. What about parents who have not been educated? Partnership with SUNY and K-12 programs The patterns are established long before they hit college Community must mirror the population of community Ethnic groups that succeed don't become teachers They become doctors, lawyers - high paying How do we educate diversity if our teachers are not diverse? Hard to find Hispanic/Black teachers at secondary level. Suffolk Nursing Program. Question #3 SUNY must re-evaluate education programs. Have the ability to start college in a Jr. year in high school. Data/Evidence based approach in education. Looking to other countries for help. Specialization early on - Germany/European models. What if people want to go into a trade? Bypass College. Part of this includes setting higher standards in high school. Every student should have some post secondary education. Cannot exclude the trades/they build our society. College Grads in High School ? AP classes in schools with high need ? Drive home the value of these classes ? Also, non-AP classes for college credit ? Must improve communication between high school and college educators Academic Freedom - can lead to inconsistency. Targeted scholarships - underrepresented groups - start these scholarships earlier/focus on low incomes. Diversity must be at the campus and system level - every employer. Table #16 Question #1 Student Clubs Geneseo - small minority because issues in recruitment; rural campus; ignorance of campus of minority. System Administration - working on it. Plattsburgh - offer scholarships to recruit students; has formal international office and Director of Diversity. Cobleskill (Renee) - language barriers and comfort zones; and retention. New Paltz - more selective makes difficult - want for students to succeed (graduation and retention) program to aid. Clinton - isolation between commuters and on campus students (resident halls) spill over from Canadians, host students families. China - raise standards of students; diversity celebration. Upstate - festivals on campus to welcome community; diversity officer was important. ESF - monthly cultural events put on by students - bringing minority students to campus at a pre-orientation program to insure retention, graduation and comfort zone. * Some do not know very much about what campuses do - very limited at rural campuses - idiosyncrasies of rural institution * Need to raise level of sensitivity and some controversy to some extent - need MOU (need to recruit) * Language barrier - needs to be dealt with * Challenge is to finish this opportunity/focus on retention * Canadian - unique challenge - French Canadian * Diversity officer important/translation in variety of languages * ESF - smallness - same idiosyncrasies as rural Question #2 Having projects that involving highlighting international issues and have to experience it Invite community to campus to have workshops on diversity and movies with discussion. Raise funds for scholarships; STEM field requirement. Students engaging students; between SUNYs More diversity in courses Placing students in potential schools they may work (rural to urban); expanding curriculum Faculty Senate - Diversity Committee General education for Diversity (course work and curriculum) Behaviors before they leave (now it's measured) Cross fertilize * Ingrain this goal into the robust objectives - leverage into imbedding into imbedding into process - Part of actual exercise * Workshop/example Theatre Company * Also imbed into this strategic plan process - develop metrics * Raise money for scholarships - stem fields * Engagement - student engaging others * System model between campuses * Expand curricular modules especially in general education * Make sure diversity shows up in - now not in general education * Faculty Senate - Diversity Committee Question #3 Shared resources between campuses (events) Resources - at campus level Through IT connections Online SUNY-wide diversity course Competition to get involvement Traveling speaker series Constantly assessing Prerequisites 1. Resources - shared resources between and among campuses 2. Leveraging common resources - consolidated/supported at campus level 3. IT application - connection - tone from TAP - campuses respond well to competition 4. SUNY wide diversity cause - award for diversity - traveling series; Conversations in Disciplines - distinguished service professors 5. MOU - diversity related theme - not just increase students 6. Prerequisite Board of Trustees Table #17 Question #1 Diversity is fundamental to our mission - our mission is to reach out to populations that are traditionally underrepresented. Pipeline: need to help every student be prepared to enter college - need to be prepared to accept prepared students. Have a very personalized approach to outreach. There is an openness and celebration of diversity (which strengthens campus and community) gives exposure to diversity. We draw upon the entire population of the State of New York. Mentoring is necessary to help students navigate the institution (particularly when under stress). Feeling by many students that campus may not be friendly, welcoming... Need to integrate access as it pertains to economic, racial, etc. diversity. Question #2 Demographics are changing substantially. Find new ways to support students. Open up the curriculum. Would it be proficient for SUNY to achieve a profile that mirrors the state? How does diversity enhance academic excellence regarding the type of graduate coming out of our colleges? Institutional responsibility to help area employers to appreciate the value of diversity. How connected is leaving a diverse campus; having a diverse community that attracts a diverse faculty and staff. What do we want our students to take away from college? Performance and Assessment. How can we measure outcomes? Important that diversity be more than simply our students but comprehensive; our faculty and staff and students. All of our colleges' human resources. Question #3 Encouragement/support is needed at the SUNY's. Need a sustained commitment. Need our local boards (e.g., college councils, alumni boards) to be more diverse. System Administration - each year have a theme project every campus should work towards. Develop a best practices process from this. Have an annual conference? Important to reaffirm that leadership from the top is important. SUNY can define diversity for the University but make it an inclusive, broad construct of diversity so that individual campuses can adapt. Table #18 Question #1 Emphasis on talking with black community - churches and NAACP and publicized this contact. Positive and negative reaction about inclusion of minority students in publications. No impact on the students, but college seen as an institution that reached out to the community. Large senior citizens group active on I.T. campus. Upstate Medical works with inter-religious council creates opportunities to find vendors (M.O.B.). Trauma cases received at upstate help to create teams with mother's groups and community groups to avoid gang violence, and make Upstate Medical feel like a welcoming place. Immigrant populations serve as a group from which to attract lower income students. Community colleges reflect a degree of diversity, but usually are not representative of the community with respect to students, faculty or staff. There are diversity programs in place to attract faculty and hence to affect student body. Empire State scholarships - 50 institutions served to help support a diverse student body that performs at an honors level. Question #2 How does this enhance academic excellence - need to have a more expansive view of diversity and academics (more like the full college experience) to consider diversity efforts as successful. Is a more diversified faculty and graduate student group something that will improve STEM retention of students. Diversity reflected differently in different academic groups. Rural rates - high school graduates and college students are lower than the general populations. Pipeline and diversity efforts need to be more closely related. Community relation partnerships can be key to diversity efforts. Quality of Life: Utica has a lot of recent immigrant groups that are key to economic revitalization of the community, including skills and entrepreneurial ship. And they're going through the schools. This type of diversity is more international than domestic in nature. Education pipeline for over-represented groups smoother than pipeline for domestic groups (under-represented groups). Steps from grade school and high school - then to community colleges - then to bachelor's programs - then to graduate programs are more pronounced for under-represented as opposed to over-represented groups. Commitment was to open the pipeline, as opposed to pressing the student through the pipeline, or helping them negotiate the pipeline. Strengthen diversity both inside and outside the classroom - culturally as well as academically. Question #3 A great part of it is funding. If SUNY as a system considers it this important, it needs to be reflected in the SUNY budget process or it will become another un-funded mandate. And don't fund it at the expense of something else (faculty salaries/library expenditures) Perhaps lump- sum or performance funding. Need to fund things beyond those that are visible. Lastly - we have funded programs that are color visible. We need to be mindful of programs that we can support on a sound economic level whose populations are not as visible. Table #19 Question #1 Diversity = Valuing differences Institutions must value that it is part of the greater community. Institutions are strengthened by ability to learn from each other and our different perspectives - sharing perspectives makes us all more educated and well rounded. There are varying degrees of success on our campuses. As people we are more comfortable with people who are like us, which makes it a challenge. Classroom is a great place to encourage exchange of perspectives and differences - create more well-informed citizens - students are forced to come together. Developing soft skills - being more socially intelligent. Question #2 Recruitment and retention in the community of a diverse student body. If graduate stays in the area, area will be more attractive to employers to locate and grow. Exchange programs, study abroad, service learning. Question #3 Mentor diverse students to pursue doctorates and become faculty; preparing the professoriate. Recruit diverse student body in various disciplines so workforces in those fields become more diverse. General education competency in understanding diversity. Faculty workshops on embedding diversity in curricula and providing incentive for faculty. Table #20 Question #1 Cornell-Charlie - location depicts diversity on campus ? People are uncomfortable - intimidated to attend institutions in upstate and central NY ? Typical "white" student wants diversity ? Typical non-white student feels there is no diversity Brings different perspective to campus Students haven't been exposed to diversity. Need to find diversity (Cornell) Anne -Monroe - 3800 students - 27% diversity ? Diversity creates diversity ? Struggle with recruiting faculty and staff who are diverse ? Retain through programs Question #2 Globalization ? Specific employment ? Resources deficiencies ? Language requirements for students to prepare them Focus resources on specific populations Delhi - Vet tech Collaborate between institutions - specifically languages. Incorporate community members into student groups. Bring outsider into student groups and classroom ? Communities "Conversations in the Disciplines" What is SUNY's policy for including outside community? Question #3 Money for language courses. More communication from SUNY on lessons learned from other institutions. 1 large database for best practices Bringing faculty (diverse) to area-extremely difficult because of location. Make known characteristics of each institution to define SUNY. Table #21 Question #1 Creates integrated problem solving value - get to better solutions, blended solutions, not A, B or C but the best of each. Provoke conversation, interaction, challenges and develops critical thinking in students. Enhancing students understanding and application of material presented. Expands the definition of diversity - we can become stronger by aligning our thinking - ex. A biology class focusing on women's issues may lead to greater research in breast cancer and women's issues. Promoted activities and outreach that engage businesses and the communities to access services and supports. Question #2 Create a semester long program that covers major topics of orientation, race, culture, ability, etc. Do not see diversity simply as a race concern - may be gender, religion, disability, culture, SE status, etc. Get EVERYONE at the table - residence life, education, clubs, and faculty. Focus on a community outreach model to small businesses, the real world is a diverse world. Identify how to "see" - bring the diverse group together as seen with innovation - "If we all thought the same way, no one would need to think at all" - or we would have the same one - Create the environment that diverse teams will bring about the innovative solution. These innovative partnerships will generate new economic growth. Question #3 Identify those with different ideas and promote programs that are working and highlight - See Plattsburgh. ACCESS - Make SUNY education available to all which will increase diversity throughout the system. Predictable and sustainable funding opportunities. More outreach to the business community. Make diversity one of the strategic initiatives. Mandate/Reward professional development - examine the push vs. pull relationship. Explore other systems that require students to take X number of hours/classes as a graduation requirement. Table #22 Question #1 It is a strategic advantage that most of our campuses can offer, including international. Variety of cultures, religions, backgrounds, ability levels educate each other. Age diversity (at Community Colleges) Religious diversity College is supposed to be a window on the world That's what students are looking for Cultural affiliation groups strengthen student networks. Proximity to others of cultures that clash at the "national" level can create conditions that lead to greater understanding. Richer student body creates conditions for sending culturally aware graduates. Evolving definition of "diversity" and of cultural competence. Question #2 How well can our graduates navigate in the world? This should be our operational objective. Cultural competence and cultural comfort. Demographics are a reality - graduates will be entering diverse workforce bringing diversity experience. Retaining New Yorkers in NYS. Current patient care requires cultural sensitivity. In schools, faculty and students are working with high school students. Civic activities of diverse population. Migrant education programs. Bring diverse community members to the campus to educate students. Question #3 Create a model that allows community engagement to "count" as scholarship for tenure and promotion. Define diversity objective for the system that is not a numerical or "head count" goal - more of a qualitative impact. Create accountability and consistency. Curriculum integration to reflect state's changing diversity. Tout SUNY diversity as a measure of excellence. Focus on graduation rates. Define diversity broadly, while still addressing the social justice issue. White Board Notes Table #8 1) Diversity on campus = diversity for community Helps inform the community, breaks down stereotypes Inform the region - responsibility Exposure is enhances, attracts students to live and work after graduation Informs the academic programs - per type and size of institution 2) Economic impact - attracting new business, the factors of workforce, visibility are key Background of student body, diversity of class Education key to prosperity, quality of life Factor in the social justice issues Faculty need to make contributions on all fronts which is a huge factor in the diversity of the regional culture Grown our own faculty, diversity 3) Coordinated efforts for resources to recruitment and retention models, partner with school districts and SED Table #21 1) Creates integrated problem - solving, provokes conversation and critical thinking - comprehension of students in the learning process. More access to programs. 2) Not just race, sexual orientation, religion, class - everyone at the table campus-wide (system-wide) 3) Residential life could be a key to collaboration - community outreach model - bring diverse entrepreneurial opportunities 4) Open-mindedness, create a team to think outside the box and cross diversity 5) Access - SUNY available to all, funding opportunity extended 6) Diversity - BHAG - trickle down to campuses 7) Push - Pull - explore other systems programs in the diversity area Table #11 1) Lack of diversity inhibits teaching and learning and vice versa (Diversity) ex. Westchester, Maritime age as another factor of diversity. 2) Economic diversity - entrepreneurship centers set up campus-wide to encourage students to create partnerships in the communities and share their experiences. Challenge vs. opportunities - i.e. service learning, classroom activities that reach outward 3) SUNY define diversity and bring a set of achievable and inspirational goals. Faculty timetable for realizing these, deliverable cross-list courses between campuses. Initiate programs for PhD's. Mentoring options campus and workplace. Diversity certifications. Student Panel Response 1) University needs to have better outreach to the community so the diversity extends beyond the campus 2) Define diversity, what do we consider diverse - set goals to understand and deliver, not a passive process 3) Social justice view - open education creates an option online to access the lectures and programs from the best and brightest at SUNY. Economic divide can be conquered - Branding - "Do the right thing" - affordability 4) Clubs and organizations have community service requirement. Why not bring that to scale with all SUNY students and faculty members. Perhaps mandating this or make a general education requirement. 5) Yolanda Moses - Look to your campuses, what they have been already been engaged in, in terms of diversity. Disability, age, class diversity need to be made explicit Need to have evidence base for funding This is an opportunity for us to leave a world we want Tony Knerr Observations * Recognition of the centrality of diversity - 20th century * Broadest definition * Intentionality, reemphasized * Engage the community * Key strategic objective for the plan After you have reviewed the Summary of Table Responses, please submit your feedback. 44