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Creating Inclusive Excellence Office for Equity and Inclusion (OEI) Presentation to Academic Affairs Subcommittee

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Creating Inclusive Excellence. Office for Equity and Inclusion (OEI) Presentation to Academic Affairs Subcommittee. - PowerPoint PPT Presentation

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Page 1: Creating Inclusive Excellence

Creating Inclusive Excellence

Office for Equity and Inclusion (OEI)Presentation to Academic Affairs

Subcommittee

Page 2: Creating Inclusive Excellence

Projected demographics, emerging economic imperatives, and increasingly turbulent political and legal challenges have converged to an extent that inclusion and diversity will be among the most critical issues facing higher education in the twenty-first century (Duderstadt 2000; Hurtado and Dey 1997; Tierney 1999).

Page 3: Creating Inclusive Excellence

A.P.L.U. Commission on Access, Diversity & Excellence (CADE)

The A٠P٠L٠U Commission on Access, Diversity andExcellence (CADE) shall serve as a national actionforum for addressing relevant diversity and socialchange issues impacting learning, discovery, andengagement at American colleges and universities.

Broadening access and opportunity in the academic community.Utilizing diversity to expand the range and quality of the

undergraduate experience.Achieving excellence and enhancing diversity within student and

faculty populations.Creating partnerships between public universities and their

communities to bring about beneficial social change.

Page 4: Creating Inclusive Excellence

National Association of Diversity Officers in Higher Education (NADOHE)

Vision Statement

To lead higher education toward inclusive excellence through institutional transformation

Page 5: Creating Inclusive Excellence

Association of American Colleges and University’s (AAC&U) Definition

Inclusive Excellence (IE) means that “diversity is a key component of a comprehensive strategy for achieving institutional excellence – which includes, but is not limited to, the academic excellence of all students in attendance and concerted efforts to educate all students to succeed in a diverse society and equip them with sophisticated intercultural skills.”

Page 6: Creating Inclusive Excellence

• Inclusive Excellence (IE) re-envisions both quality and diversity – excellence is tied to diversity

• Goes beyond numbers of students or number of programs as end goals.

• Eliminates “islands of innovation” and attempts to create a collaborative, cohesive strategy to bring efforts together to address institutional goals

Page 7: Creating Inclusive Excellence

UNM Definition of IE

Inclusive Excellence requires a healthy and inclusive campus climate and refers to the processes by which we leverage diversity as our strength to enhance our understanding and connections with diverse communities, ensure the success of all of our students and advance the academic enterprise.

Page 8: Creating Inclusive Excellence

2006 Recommendations by Task Forces(AATF, AITF, HTF, HCTF)

 • Campus Climate (10 - 70% accomplished)• Student Success (14 – 86% accomplished)• Understanding of diverse communities (7 –

86% accomplished)• Enhancing Academic Enterprise (11 – 73%

accomplished)

Page 9: Creating Inclusive Excellence

Targeted IE Efforts

IE

Promoting a healthy and

inclusive campus climate

Advancing Academic

Enterprise by working with

faculty

Enhancing Student Success

Page 10: Creating Inclusive Excellence

Strategies Addressing Different Segments

2008-2009

2009-2010

2010-2011

0 5 10 15 20 25

StaffFacultyStudent SuccessCampus Climate

Page 11: Creating Inclusive Excellence

Advisortrac

• El Centro – 6454 visits, 833.75 hrs. & 603 students

• 249 males, 354 females• Student’s college• Race/ethnicity (375H, 54 W/NH, 11 AA, 18 NA,

10A/PI)• Reason for coming to center – mentoring,

advising, tutoring, computer lab, professional meetings, socializing, special event

Page 12: Creating Inclusive Excellence

Faculty

2226 (76%)

377 (13%)

44 (1%

)

198 (7%

)79 (3%) 10 (0%) 2 (0%)

Total Faculty (N=2936)

White

Hispanic or Latino

Black or African American

Asian

American Indian or Alaskan Native

Two or More Races

Native Hawaiian or Other Pacific Islander

785 (75%)

128 (12%)

17 (2%) 90 (8%)

29 (3%) 4 (0%)

Tenure/Tenure-Track (N=1053)

1441 (77%)

249 (13%)

27 (1%)108 (6%)

50 (3%) 6 (0%) 2 (0%)

NON Tenure/Tenure-Track (N=1883)

Page 13: Creating Inclusive Excellence

Faculty by College*

*2010 Tenure/Tenure-Track Faculty, All UNM

Page 14: Creating Inclusive Excellence

Faculty by Rank*

Job TitleWhite Hispanic or Latino Black or African 

American Asian American American Indian or Alaskan Native Two or More Races Total

Women Men Women Men Women Men Women Men Women Men Women Men Women Men Total

Technical Instructor I 1 1 2 0 2

Technical Instructor III 1 1 0 1

Assistant Director 1 1 0 1

Assistant Chairperson 1 0 1 1

Assistant Professor 83 74 19 19 4 3 11 21 8 4 1 126 121 247

Associate Chairperson 6 5 1 1 7 6 13

Associate Professor 109 118 24 22 3 1 9 16 9 2 2 1 156 160 316

Chairperson 17 37 2 3 1 19 41 60

Director 2 6 2 1 2 9 11

Distinguished Professor 2 13 1 3 3 16 19

Professor 103 205 18 18 1 2 7 20 2 4 131 249 380

Special Asst to the Provost 1 1 0 22

Total 325 460 64 64 9 8 28 62 19 10 3 1 448 605 1053

*2010 Tenure/Tenure-Track Faculty, All UNM

Page 15: Creating Inclusive Excellence

Faculty Recruitment and RetentionTenure, Tenure-Track Faculty UNM Main Campus

  2007 2008

2008 OEI 

Hires* 20092009 OEI 

Hires* 20102010 OEI 

Hires* 20112011 OEI 

Hires*

Female359 358   362 1 448 3 Data 243% 43% 43% 0.28% 43% 0.67% Not 

Male 472 478   485 3 605 2

Available 3

57% 57% 57% 0.62% 57% 0.33%

African American12 13   14 1 17   11% 2% 2% 7.14% 2%

American Indian22 23   23 3 29 1  3% 3% 3% 13.04% 3% 3.45%

Asian/ Pacific Islander

61 70   70   90    7% 8% 8% 9%

Hispanic101 103   102   128 3 412% 12% 12% 12% 2.34%

White621 612   621   785 1  75% 73% 73% 75% 0.13%

Two or More Races 4 0%

No Response14 15   17   0    2% 2% 2% 0%

Total URM** 135 139   139 4 174 4 516% 17% 16% 3% 17% 2%

Total 831 836   847 4105

3 5 5

*Number and Percent of group supported by OEI**URM is the number of underrepresented minorities, including African American, American Indian, and Hispanic

Page 16: Creating Inclusive Excellence

Faculty Recruitment and RetentionNon Tenure-Track Faculty UNM Main Campus

*Number and Percent of group supported by OEI**URM is the number of underrepresented minorities, including African American, American Indian, and Hispanic***Does not include OEI Post Docs or NMHED Minority Loan for Service Fellows

  2007 2008 2008 OEI Hires* 2009 2009 OEI Hires* 2010 2010 OEI Hires*

Female141 165 2 161   Data  48% 53% 1.21% 54% Not 

Male 151 145   136   Available  52% 47% 46%

African American7 9 2 8    

2% 3% 22.22% 3%

American Indian8 6   7    

3% 2% 2%

Asian/ Pacific Islander20 18   18    7% 6% 6%

Hispanic29 26   26    

10% 8% 9%

White222 244   228    76% 79% 77%

Two or More Races

No Response 

6 7   10    2% 2% 3%

Total URM 44 41 2 41      15% 13% 4.88% 14%

Total 292 310 297

Page 17: Creating Inclusive Excellence

2008-2009 Faculty Recruitment and Retention

Action Ethnicity/Gender Department

Retention, non-tenure track

African American/female Africana Studies

Retention, non-tenure track

African American/female Africana Studies

Targeted Recruitment (Unsuccessful)

Native American/male American Studies

Page 18: Creating Inclusive Excellence

2009-2010

Action Ethnicity/Gender Department

New Hire African American/male Engineering

Retention, tenure/tenure track

Native American/female Sports Administration

Move to tenure-track Native American/male American Indian Studies

Move to tenure-track Native American/male American Indian Studies

Page 19: Creating Inclusive Excellence

2010-2011Action Ethnicity/Gender Department

Move to tenure-track White/female Electrical Engineering

Move to tenure-track Hispanic/female Sociology

New Hire Hispanic/male Psychology

New Hire Hispanic/male Business Administration

New Hire Hispanic/female Computer Science

New Hire African American/female Architecture

Retention, non-tenure-track

Hispanic/male Architecture & Planning

Diversity Post Doc Hispanic/female Anthropology

Diversity Post Doc African American/male Africana Studies & LLSS

Diversity Post Doc Native American/female NA Studies & Anthropology

NMHED Minority LS Hispanic/female TBD

Page 20: Creating Inclusive Excellence

2011-2012 Actions PendingActions Ethnicity/Gender Department

Move to tenure-track Hispanic/male Spanish & Portuguese

Page 21: Creating Inclusive Excellence

Faculty Recruitment and Retention

Faculty Ethnicity/Gender Department2008-2009    Retention, non-tenure track African American/female Africana StudiesRetention, non-tenure track African American/female Africana StudiesTargeted recruitment (Unsuccessful) Native American/male American Studies 2009-2010 New Hire African American/male EngineeringRetention, tenure/tenure-track Native American/female Sports AdministrationMove to tenure-track Native American/male American Indian StudiesMove to tenure-track Native American/male American Indian Studies 2010-2011 Move to tenure-track White/Female Electrical EngineeringMove to tenure-track Hispanic/female SociologyNew Hire Hispanic/Male PsychologyNew Hire Hispanic/male Business AdministrationNew Hire Hispanic/female Computer ScienceNew Hire Native American/female American StudiesNew Hire African American/Female ArchitectureRetention, tenure/tenure-track Hispanic/male ArchitectureDiversity Post Doc Hispanic/female AnthropologyDiversity Post Doc African American/male Africana Studies & LLSSDiversity Post Doc Native American/female Native American Studies & AnthropologyNMHED Minority Loan for Service Hispanic/female TBD

2011-2012 Move to tenure-track Hispanic/male Spanish & Portuguese

Page 22: Creating Inclusive Excellence

Summarizing Points

OEI has been working toward Inclusive Excellence by: – collaborating across university and into community– creating a cohesive, collaborative and measureable plan– developing baseline & monitoring measures (DRC & ES)– focusing on building a healthy campus climate– collaborating on student success strategies – working with faculty, collaborating on curriculum/co-curriculum

and implementing focused efforts on diversifying faculty