muhlenberg college year diversity strategic plan · muhlenberg college’s five‐year diversity...

MuhlenbergCollegeFive‐YearDiversityStrategicPlanApprovedbytheBoardofTrustees,October24,2014

Preamble:TerminologyThroughoutitswork,membersoftheDiversityStrategicPlanningCommittee(DSPC)wrestledwiththeproblemofappropriateterminologyindiscussingMuhlenberg'sdiversityaspirations.Whileacknowledgingthatmanytypesofdiversityareimportantandbeneficial,inreviewingtherevisedandupdatedMuhlenbergCollegeStatementonDiversity(seeAppendixC)weagreedthatthisplanshouldfocusonthosetypesofdiversityrepresentedby"historicallyunderrepresentedandmarginalizedgroups"withinourcommunity.Havingsaidthat,wefoundthatotherterms,howeverimperfecttheymaybe,areoccasionallyuseful,accurate,andnecessary.Theterm"multicultural,"forexample,whileinaptfordescribingindividuals,hasgainedacceptanceatMuhlenbergasageneraltermformanyofthegroupsweunderstandas"historicallyunderrepresentedandmarginalized"attheCollege.TheMulticulturalCenterisnowahubofactivityforstudentsofcolor,internationalstudents,Queerstudents,feministstudents,andothers.Inconsideringalternativesto"multicultural"inuseonothercampuses,wefoundotheroptionsequallyproblematic.Incertaincontextstheterm"studentsofcolor"or"faculty/staffofcolor"areusedwhentheunderlyingdataspecificallyreferenceracialdiversity.IntroductionMuhlenbergCollege’sDiversityStrategicPlanningCommittee(DSPC)wasconvenedinApril,2013byPresidentHelminresponsetoasuggestionfromthePresident’sDiversityAdvisoryCommittee(PDAC)thattheCollegedevelopaformaldiversityplanand,mostimmediately,toaproposalfromtheDiversityVanguard,acoalitionofstudentgroups.1Notingthat“despitegenerationsofeffortandconsiderableprogressovermanyyears,westillhavemuchtoaccomplishbeforewecanclaimthatweliveuptoouridealofadiverse,inclusive,andjustcommunity,”thechargetotheCommitteecalledfor“developingaplanfortheapprovalofthePresidentandtheBoardofTrusteesthatwillmoveMuhlenbergsubstantiallyclosertoitsideal.”2Thecommitteewascomprisedoffourfacultyelectedbythefaculty;twofacultyappointedbythePresident;fourstudentsselectedbytheDiversityVanguard;onestudentselectedbythePresidentoftheStudentGovernmentAssociation(SGA);threestaffchosenbythePresidentfromself‐nominations;onealumnuschosenbythePresidentfromself‐nominations;oneTrusteeappointedbytheBoardChairfromself‐nominations;fiveex

1OpenLettertotheCommunityontheDiversityStrategicPlanningProcess,January30,2103:http://www.muhlenberg.edu/main/aboutus/president/initiatives/diversityatmuhlenberg/letter_01302013.html2TheCommittee’schargeandinitialworkplancanbereviewedat:http://www.muhlenberg.edu/media/contentassets/pdf/president/130424Charge.pdf

MuhlenbergCollege’sFive‐YearDiversityStrategicPlan

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officiostaffmembers;andthePresident,whoservedaschairofthecommittee.3AcompletelistofDSPCmemberscanbefoundinAppendixA.4Thisplanacknowledgesthatthereismuchworktobedone,andattemptstoformalizeaseriesofgoalsandinitiativesthatcanbeimplementedandmonitoredbroadlyacrosscampus.Thesuccessofthisplanshouldbemeasurednotonlybytheinitiativesitrecommends,butalsobytheenergyitcatalyzesacrosscampusinfurtheringreviewandrenewal.I. OverviewoftheCommittee’sWorkBecauseofthebreadth,depth,andcomplexityofitscharge,theDSPCfounditusefultoconductsomeofitsworkinplenarymeetings,whiledelegatingparticularassignmentstosubcommitteesthateventuallybroughttheirworkbacktothefullcommitteefordiscussionandapproval.Topromotetransparency,minutesofDSPCmeetingswerepostedontheCollege’swebsite,thePresidentsentperiodicupdatestotheMuhlenbergcommunity,andDSPCmembersmadeperiodicreportsatfacultymeetings,manager/staffassociatemeetings,andtrusteemeetings.Throughoutitswork,theDSPCconductedresearchintothecontextofdiversityanddiversityworkonMuhlenberg’scampus(seesectionII:EnvironmentalScan).Inaddition,theDSPCsoughtsubstantiveideasfromthecampuscommunitybyhostingacampusforumtoreviewtheproposedgoalsfortheplan,solicitinginitiativeproposalsthroughtheplanningwebsite,andorganizingagallerywalktoseekinputontheproposedinitiatives.TofacilitateitsworktheDSPCdevelopedasystemofelevensubcommitteesthatresearchedparticularquestionsindepthandbroughtrecommendationstothefullCommitteefordiscussion:CohortRecruitingandOnboardingCommitteePurpose:toexplorepeerinstitutions’efforts,andidentifybestpractices,inrecruitingandretainingcohortsofdiversefacultyand/orstaff

CommunityDiscussionSubcommitteePurpose:todevelopaplanfor,andadministrationof,smallgroupdiscussionsandcommunityconversationswiththeon‐andoff‐campusMuhlenbergCommunityaboutrevisionstotheMissionandDiversityStatements,andtheDiversityStrategicPlanningGoalsdevelopedbytheCommittee

CurriculumCommitteePurpose:toreviewpeerinstitutions’curriculainregardtodiversitycoursesandrequirements

3LettertotheCommunity,April12,2013:http://www.muhlenberg.edu/media/contentassets/pdf/president/130412MemototheCommunity.pdf4AbriefhistoryofdiversityatMuhlenbergwaspreparedforthisreportbySusanClemens‐Bruder(LecturerinHistory)andBarbaraCrossette’62(Trustee).ThishistorycanbefoundinAppendixB.


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DataReviewSubcommitteePurpose:toaccumulateandreviewexistingexternalandinternaldataondiversityandmakerecommendationsonthetypesofdataonwhichtheCommitteeshouldfocusitsattention

DiversityPlanPreliminaryReviewSubcommitteePurpose:toreviewarubricthathelpedCommitteemembersdistillpeerinstitutions’diversityplansintousefulcomparativedata

DiversityProgrammingInventorySubcommitteePurpose:togatheralistofdiversityprogrammingandinitiativesalreadytakingplaceoncampus

LegalInformationandBestPracticesSubcommitteePurposes:tocompilebestpracticesandlegalinformationintheareasof:diversityinadmissions;diversityinemployment;supplierdiversity;andmiscellaneousinformationregardingnewlegalrequirementsorbestpracticesthatmayberelevanttoMuhlenberg

MissionStatementandDiversityStatementReviewPurpose:toreviewandsuggestpossibleeditstotheCollege’sMissionandDiversityStatements5

ReadingResourcesSubcommitteePurposes:toresearchandidentifyabodyofliteratureonvariousfacetsofdiversitythatwillbothactasareferenceto,andinformtheworkoftheCommitteewhenwritingitsStrategicPlan;tobegintocreateabibliographyforthePlan.

SafetyandSecuritySubcommitteePurposes:toreviewexistingpoliciesandsuggesttrainingforCampusSafetyOfficersandothercampusofficialswhoarerequired,eitherbylaworbytheirpositions,toacceptreportsofhateandbias;todevelopapublicrelationsstrategytoinformthecampuscommunityoftheirreportingoptionsifapersonisavictimof,orwitnessto,ahate/biasincident

WorkPlanSubcommitteePurpose:todraftaworkplansothattheCommitteemightmostefficientlydirectitstimeandeffort Inaddition,oncetheDSPC(withcommunityinput)hadfinalizedsixover‐archinggoalsfortheplan,itestablishedasubcommitteeforeachgoaltoreviewandprioritizeinitiativesproposedinsupportofthatgoal.DuringthecourseoftheSpringandFall2013semesters,theDSPCalsometinplenarysessionswithseniorofficersoftheCollegetoreviewmajorcomponentsoftheinstitution’soperationsastheypertaintodiversityandresources.Theseincluded:

5ThecommitteereportandrevisedstatementscanbefoundinAppendixC.


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1. TheCollege’sbudgetmodel,budgetdevelopmentprocess,andthemajorcomponentsofCollegerevenuesandexpenditures(TreasurerandChiefBusinessOfficerKentDyer);

2. TheCollege’sadmissionsstrategiesforincreasingenrollmentofunderrepresentedstudentgroups,diversityenrollmentdataforthepastdecade,andappropriatemethodsfortrackingandreportingenrollmentdiversity(DeanofAdmissionsandFinancialAidChristopherHooker‐Haring);

3. TheCollege’sprocessesforallocatingtenure‐tracklines,recruiting,evaluating,grantingtenure,promoting,andretainingfaculty,aswellasfacultydiversitydataforthepastdecade(ProvostJohnRamsay);

4. Collegeprocessesforrecruitmentandonboardingofnewemployees,currentrecruitmentstrategiesforincreasingstaffdiversity,andharassmenttrainingforfacultyandstaff(VicePresidentforHumanResourcesAnneSpeck);

5. Collegeprocessesforsettingfundraisingprioritiesandraisingfunds(VicePresidentforDevelopmentandAlumniRelationsRebekkahBrown);

6. Diversityplansfromotherinstitutions,utilizingacommonrubric(DeanofInstitutionalAssessmentandAcademicPlanningKathyHarring)

TheDSPCalsoreceivedregularreportsfromaseparatecommitteechargedwithdevelopingaMuhlenbergHateandBiasResponsePlan.Thiseffort,ledbyDeanofStudentsKarenGreen,producedastrengthenedpolicythathasbeenapprovedbyCollegecounselandthePresidentandisnowintheprocessofimplementation.Duringthemid‐yearbreak,DSPCmembersdevelopedandsubmitteddraftgoalsandinitiativesfortheCollege’sdiversityplan.ThesewerecollatedbyPresidentHelmand,alongwithregularreportsfromtheestablishedsubcommittees,providedthebasisformuchoftheCommittee’sworkduringthespring2014semester:1. Approvaloffiveover‐archinggoalsforthediversityplan(laterincreasedtosixgoals

andrevisedinresponsetofeedbackfromthecommunityforumofFebruary7,2014).2. Agreementonatemplateforcommunitymemberstouseindevelopingandsubmitting

proposedinitiativesandarubricforevaluatingproposedinitiatives.3. Collationandevaluationofinitiativesproposedbycommunitymembers,with

opportunitiesforcommunityfeedbackatactualandvirtual“GalleryWalks”fromApril23‐30.

4. Reviewandprioritizationofproposedinitiatives,utilizingcommunityfeedbackfromtheGalleryWalk.

Asthespring2014semesterdrewtoaclose,theDSPCagreedonanoutlinefortheDiversityPlanandassignedwritingresponsibilitiestospecificmembersoftheCommittee.Duringthesummerandearlyfallof2014,theDSPCresearchedcostestimatesforproposedinitiatives,andtackledthedifficulttaskofprioritizinginitiativeswithintheplan’sbudgetparameters.


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II. EnvironmentalScanStudentEnrollmentandRetentionRecruitmentIn1987,Muhlenbergenrolledapproximatelytwopercentstudentsofcolor.Sincethattime,theOfficeofAdmissionshasworkedintentionallytogrowthatpopulation,andtheCollegehasworkedtosupportthoseefforts—boththroughrecruitmentandretention.Inrecentfirst‐yearclasses,thestudentofcolorpopulationhasbeenbetweentwelveandfifteenpercent.Likewise,retentionandgraduationrateshavesignificantlyimprovedovertime.WhereMuhlenbergistodayisnotwhereMuhlenberghopestobeinthefuture.Progresshasbeenmade,butithasbeenslowprogress,andnotalwaysconsistentprogress.Thecurrentadmissionsstaffreflectssignificantethnic,cultural,andracialdiversity.Ofninefull‐timeprofessionalstaff,twoareAsian,twoareHispanic,andoneisAfricanAmerican,adiversitythatsupportsconnectionswithprospectivestudentsofcolor.Inaddition,theadmissionsstaffhascollaboratedwiththeMulticulturalCenterandtheDeanofStudents’stafftolinkcurrentMuhlenbergstudentswithprospectivestudentsinwaysthatcanfurthertherecruitmenteffort.Avarietyofrelationshipsforgedovertimewithagencies,community‐basedorganizations(CBOs),foundations,educationalcounselorsandindividualhighschoolsarecontributingtothegrowthindiversityintheMuhlenbergstudentbody.FoundationssuchasTEAK,CBOssuchasPrepforPrep,PrincetonUniversityPreparatoryProgram,LeadershipEnterpriseforaDiverseAmerica(LEDA),NJSeeds,andSchulerScholars,aswellasindividualrelationshipscultivatedwithcounselorsandschools,haveservedtobuildMuhlenberg’sapplicantpoolofstudentsofcolor.TheCollegehasnowjoinedtheCollegeGreenlightprogram,whichputsitintouchwithover400CBOsnationwide.TheCollegehasalsojoinedtheSayYestoEducationprogram,whichworkswithsocioeconomicallychallengedstudents,mostlybutnotexclusivelystudentsofcolor,inBuffalo,NewYorkCity,SyracuseandPhiladelphia.TheEmergingLeadersProgram(ELP)startedastheJumpStartProgramin2009,andhasevolvedintoMuhlenberg’sinstitutionalversionofthePosseProgram.Typicallyinvolvingacohortoffifteentosixteenincomingfirst‐yearstudents,theprogramhashelpedtosupportincomingstudentsasahybridbridge/leadershipdevelopmentprogram,andhasalsoservedasacatalystforsocialjusticeactivityoncampus.Asacomponentofinstitutionalassessment,acceptedstudents,boththosewhochoosetoattendtheCollegeandthosewhodonotmatriculate,aregiventheASQ(AdmittedStudentQuestionnaire).Studentscompletethesurveyduringthesummerbeforetheybegintheircollegeexperience.Tobetterunderstandthefactorsthatinfluencestudents’decisionstocometoMuhlenberg,wereviewedresultsfrom2012and2013byrace/ethnicity(Hispanic,Asian,African‐American,andWhite)forallstudentswhocompletedtheASQ.GiventhewidedisparityinresponseratesforstudentswhocometoMuhlenbergcomparedtothose


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whoattendotherinstitutions,comparisonsbetweenthetwogroupsdisaggregatedbyracialcategorywouldnotprovidevalidconclusions.Thus,ourdisaggregatedgroupsincludedbothstudentswhowereplanningonattendingMuhlenbergandthosewhoweregoingtoanotherinstitution.TheASQanalysisshowedthatperceptionsofMuhlenbergassessedbeforestudentsactuallybegantheircollegeexperienceweresimilaracrossallracialgroups.StudentsmostfrequentlydescribedtheCollegeas: Committedtoteachingundergraduates Providingpreparationforcareers Providingpersonalattention Possessingahighleveloffriendlinessamongstudents PossessingqualityacademicfacilitiesThestudentswerelesspositiveaboutoursurroundings,cost,accesstooff‐campusactivities,andthequalityofsociallife.SincetheASQmeasuresperceptionsoftheinstitutionbeforestudentsbegintheirfirstsemesteratthecollege,weneedtodevelopaprocessofsurveyingfirstyearstudentsaftertheyhavebeenatMuhlenbergforasemestertoexamineiftherearedifferencesamongracial/ethnicgroupsinhowtheydefineandviewtheASQcharacteristics.Wedidfinddifferencesacrossracial/ethnicgroupsinthemostfrequentcross‐admissionschools.NotsurprisinglygiventhattheywerethemajorityintheASQsample,theinstitutionsforwhitestudentscorrespondtoourtypicaloverlapschools(e.g.,Dickinson,FranklinandMarshall,Gettysburg,Ursinus).Incontrast,HofstraandFordham,urbanNewYorkinstitutions,weretheonlytwoinstitutionslistedforAfricanAmericanrespondents.Hispanicstudentshadamorediversifiedlistofcross‐admittedschoolsincludingLehigh,UniversityofMassachusettsatAmherst,Goucher,Wagner,andHofstra,asdidAsianstudentswhowereadmittedtoschoolssuchasRutgers,Lafayette,Drexel,Ursinus,andTheCollegeofNewJersey.Theseresultsindicatethatprospectivestudentsfromdifferentracial/ethnicgroupsmaybeviewingthesameinstitutionalcharacteristicswithverydifferentevaluativelenses.Furtherresearch,suchasfocusgroupswithcurrentMuhlenbergstudentsofcolor,needstobeconductedtogainadeeperunderstandingoftheircollegesearchprocess.EnrollmentOverthepasttwodecadestherehasbeensteadyincreaseinthenumberofstudentsofcolorenrolledatMuhlenberg;however,thisgrowthvariedacrossyearsbyethnicgroup.In1991,ourenteringclassincluded27studentswhoidentifiedasanethnicorracialminority.Incomparison,the2013cohorthad85studentswhoself‐identifiedinthiscategory.Thesenumbersdonotaccountforstudentswhodeclinedtoprovideinformationabouttheirraceorethnicity.Despitegrowthinouroverallenrollment(therewere463enteringfirstyearstudentsin1991comparedto579in2013),wehavealsoincreasedthe


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percentageofstudentsofcolorinourfirstyearcohort.GrowthinthepercentageofHispanic/Latinostudentshasrisensharply,particularlyoverthelastthreeyearswitharecordhighof7.3%inthe2013firstyearcohort.IncreasesinthepercentofAsianandAfricanAmericanstudentshavebeenmoremodest,withrecentpercentagesvaryingbetween3.1%and3.6%.RetentionAsenrollmentofstudentsofcolorhasincreased,retentionofthesestudentshasbeenfairlystrong.Dataongraduationratesshowsthatin1991thepercentofstudentsofcolorwhograduatedinsixyearsorlesswaswellbelowtherateforwhitestudents.Asof2010,thefour‐yeargraduationrateforstudentsofcolorapproachedorexceededtherateforwhitestudents.Forexample,the2010graduationrateforHispanic/Latinowas81.8%,whilewhitestudentsgraduatedatan80.4%rate.ThemostvariablegraduationratescontinuetobeforHispanic/LatinoandAfricanAmericanstudents.In2009,thefive‐yeargraduationrateforAfricanAmericanstudentswas100%,whilein2010thefour‐yearratehadfallento72.2%.FacultyRecruitmentandRetentionFacultymembersinfluencethemissionofliberalartscollegesinmultipleways:theyteach,advise,evaluateandmentorstudents;theydesign,deliverandrevisethecurriculum;theyleadandparticipateinco‐curricularprograms;theyattractandhelprecruitincomingstudents;andtheyrecommendsenioryearstudentsforgraduateschoolsandjobs.Acollegewiththegoalof“cultivatingacampuscommunitythatissupportiveofinclusion,justiceandsocialequality”mustrelyonitsfacultytoleadandcarryoutasignificantshareofthiswork.Tothatend,aMuhlenbergfacultythatembodiesdiversityandinclusivitydeeplyshapestheCollege’sengagementwiththeconcernsofjusticeandsocialequalityinnumerousways.TheCollege’seffortstodiversifyitsfacultyhavebeenonlysporadicallysuccessful.Thepercentageoffacultyofcolorhasbeenintherangeof8%to10%overthepasttwodecades.Possibleexplanationsforthislackofsuccessinclude:lackofclarityabouttheimportanceofdiversityasapriority;lackofacoordinatedplanforrecruitmentandretention;implicitbiasinhiringprocedures;salaryoffersthatwerenotcompetitivewithpeerinstitutions;andburnoutforfacultyofcolor,whoareaskedtocontributetoeachdiversityissueandinitiativeoncampus.NoneoftheseexplanationsarespecifictoMuhlenberg.Somecombinationofallofthemcanbefoundatliberalartscollegesthathavemadeconcertedeffortsduringthepastdecadestodiversifytheirfaculties.Inthepastfouryears,Muhlenberghasaddressedthischallengeintwospecificways.First,theCollegehasbeenclearerandmoreintentionalinprioritizingthedevelopmentofdiversepoolsofcandidatesineachofitstenuretracksearches.Second,theCollegehasjoinedanationalconsortiumofliberalartscollegeswhosemissionistoassistinrecruiting,mentoringandretainingdiversefacultiesatitsmemberinstitutions.TheConsortiumforFacultyDiversity(CFD)membershipnowincludesoversixtynationalliberalartscolleges,anditservesasaclearinghouseforinformationforbestpracticesintherecruitmentand


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retentionofdiversefaculty.The’13‐’14academicyearwasMuhlenberg’smostsuccessfulasaCFDmember,recruitingfourCFDpost‐doctoralfellowstoitsfaculty.6Whenlookingatfacultyacrossallranksandincludingadjunctfaculty,thedatashowthattheCollegehasmadeprogressinincreasingdiversity.Diversefacultydoubledinnumbers(from8to16)from1993‐2003andincreasedfrom16to29(+81%)from2003‐2013.However,retentionofraciallyandethnicallydiversetenure‐trackfacultyhasbeenachallengeforMuhlenberg.Since1998‐1999,sevenofMuhlenberg’sthirteentenuretrackfacultyofcolorhavelefttheCollege.Sixresignedtoacceptoffersatotherinstitutions.Thisattritionrateof58%ismorethandoublethe27%attritionrateforwhitetenuretrackfaculty.SoinadditiontotherecruitingchallengestheCollegefaces,thereisalsoaretentionchallenge,particularlyatatimewhenmanykindsofhighereducationinstitutionsareaggressivelyrecruitingexcellentteacher‐scholarsofcolor.ThischallengeisnotparticulartoMuhlenberg.Facultyofcolorareoftenpulledinmultipledirectionsandconcludethatthecompetingdemandsontheirenergieswillbelesssustainableovertime.Theprovost’sofficeispilotingtwoprogramsthisyeartoaddressthisretentionproblem.ConsortiumforFacultyDiversityFellowshaveanexperiencedfacultymentorfromoutsidetheirdepartments.Thismentor’sroleistohelpthemnegotiatetheirfirstsemester(s)atMuhlenbergandprovideadviceandsupport.Secondly,awritingseminar/workshopisbeingdevelopedsothattheFellowscanmakeearlyandsteadyprogressontheirscholarlyprojects.ThegoaloftheseeffortsisfortheCollegetolearnasmuchaspossibleabouthowtoimplementasupportiveandsustainablecommunityandworkcultureforincomingfacultyofcolor.StaffRecruitmentandRetentionTherecruitment,development,andretentionofadiversestaffacrossallareasoftheinstitutionisakeyelementinsupportingexcellenceinadministrationandoperations.ChangesinrecruitmentmethodshavecontributedtoMuhlenberg’ssuccessinattractingamorediverseapplicantpool.TheCollegehasevolvedfromonehundredpercentnewspaperandprintjournalstwentyyearsagotopredominantlyon‐linerecruitmentin2014.Specificmethodsofadvertisementarelargelydeterminedbythetypeofpositiontobefilled.Fornon‐exempt,hourly‐ratedpositions,theinstitutionrecruitsfromthelocalarea,usingTheMorningCallandcoincidentlistingontheCareerBuilder.comwebsite,alongwithpostingonMuhlenberg’sownwebsite.CareerBuilder.comprovidesnationalexposure,whilethelocalpapergivesexposuretothepoolofLehighValleycandidateswhomaylackelectronicaccess.Thisrecruitingmethodologyhasproventobeeffectiveforsecretarial/clericalstaff,skilledcraftspositions,housekeepers,groundskeepersandcampussafetyofficers.

6SeeAppendixDformissionandobjectivesoftheCFDprogram.


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MuhlenbergCollegehasanannualcontractforunlimitedpostingsonthehighereducationrecruitmentwebsitewww.HigherEdJobs.com,andallprofessionalpositions(facultyandadministrativemanagement)arelistedonthatsiteandonMuhlenberg’sjobopportunitiespage(http://jobs.muhlenberg.edu.)Formanagementpositions,theinstitutionusesselectedwebsitesandlistservesreflectingthespecialtyrequired(forexample,CouncilforAdvancementandSupportofEducation‐CASE‐fordevelopmentpositions,CollegeandResearchLibraryNewsforlibrarypositions.)Inmanyinstances,theChronicleofHigherEducation’swww.Chroniclecareers.comisanotherimportantonlinestaffrecruitmentsource.Otherdisciplinespecificsites(forexample,TheatreCommunicationGroupArtSearchorChemicalandEngineeringNews)areusedforadministrativemanagementpositionsworkinginacademicdepartments.Topushinformationproactivelyaboutopeningsouttodiversitycandidates,theinstitutionusesanoutreachserviceofferedbyHigherEdJobs.com.Thisserviceemailsnoticesaboutjoblistingstodiversecandidateswhohaveindicatedtheirinterestinreceivingthe“affirmativeaction”emailalerts.MuhlenbergCollegealsoencouragesdepartmentstoreachouttograduateschoolsforreferralsofdiversecandidates.Employeeethnicdiversityhaschangedsubstantiallyinthelast20yearsatMuhlenbergCollege.Accordingtoofficialreportssubmittedtothefederalgovernment(EEO‐6reportsandIPEDSreports),totalethnicminorityemployeenumbersgrewfrom32to55(+71%)from1993–2003,andfrom55to77(+40%)from2003‐2012.Forthefull20yearperiodfrom1993–2012,thegainfrom32to77employeeswhoself‐identifiedaspartofanethnicminoritygrouprepresentsanincreaseof140%.In2009,governmentreportingofethnicitychangedasindividualswereabletoself‐identifywithoneethnicgroupor“twoormore”ethnicities.Thisreportingchangemadeitdifficulttodemonstrateimprovementinthenumbersofanyspecificethnicgroup,assomeemployeeswhopreviouslyidentifiedasHispanic,Asian,African‐Americanorotherethnicitiesarenowlistedinthe“twoormoreethnicities”category.

Whengrantrequestsaresubmitted,aninstitution’sdemographicstatisticsareoftenauditedtoseeifanyparticulargroupisstatisticallyunderrepresented.WhileMuhlenbergCollege’snumbersaresmallerthanweaspireto,everygrantaudittowhichtheinstitutionhasbeensubjectedhascomebacknotingthatprotectedclassesarenotunderrepresentedintheinstitutionalworkforcebasedoncensusdatareflectingavailabilitybyemployeecategory.MuhlenbergCollege’smale/femaleemployeedemographichasalsochangedoverthepast20years.AccordingtotheSourceBook,anannualpublicationatMuhlenberg,twentyyearsago,thefull‐timeemployeecount(faculty,administrativemanagementandstaff)stoodat186men(57%)and141women(43%).Today,thegendersplitis231men(46%)and271women(54%).Thechangeismostdramaticallyillustratedinthefull‐timefacultyranks.InFall1993,thefull‐timefacultyrosterincluded78men(68%)and37women(32%).InFall2003,thefull‐timefacultywascomprisedof84men(55%)and70women


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(45%).InFallof2013,thefull‐timefacultycompositionwas89men(52%)and83women(48%).MuhlenbergCollegebeganofferinghealthinsurancecoveragetosame‐sexdomesticpartnersmorethan14yearsago,atatimebeforeanystatehadmarriageequalityandwhenonlyahandfulofemployersinthegeographicregionofferedequalspousalbenefitsforLGBTemployees.TheinstitutionhasreceivedfeedbackfromanumberofLGBThireswhonotedthattheinstitution’sofferofhealthinsurancetotheirsame‐sexspouseswasacontributingfactorinthedecisiontocometoworkatMuhlenberg.Similarly,Muhlenbergadded“SexualOrientation”toitsinstitutionalanti‐discriminationpolicyinthelate1990’sandadded“GenderIdentity”in2005.(Note:AsLGBTstatusisnotreported,nodataareavailabletodemonstrateprogressinrepresentationforthisdemographic.)Muhlenbergcompeteswithawiderangeofcollegesanduniversities(andforsomepositions,corporateemployers)acrossthecountryfordiversecandidates.Particularlyinthefacultyranks,internationalcandidatesareincreasinglyrisingtothetopinsearches.MuhlenbergCollegehassuccessfullyusedvisaprocessingasatooltoincreasethenumberofdiversefacultyandadministrativemanagers.InFall2014,severalnewfacultyandstaffmemberswillstartworkatMuhlenbergwithtemporaryvisaswithMuhlenbergasthesponsor.Goingforward,theseindividualswillrequireongoingvisaprocessingsupporttocontinuetoworkatMuhlenberg.Itisimportanttonotethat,whiletheinitialvisasMuhlenbergCollegeobtainsfortheseindividualsbindthemtoMuhlenbergastheemployer,oncetheyclearthepermanentresidentvisaprocesstheyarenolongertiedtotheinstitution.TheCollegehasdemonstratedawillingnesstopilotnewideastoincreaseemployeediversity.Diversityfellowships,consortialfacultyarrangementsandpost‐doctoralappointmentsarejustafewofthestrategiesdesignedtodelivergreaterfacultydiversity,evenifonlytemporarily.Asstiffasthecompetitionisforinitialengagementofdiversefacultyandstaff,retentionofthesesameemployeesisperhapsanevenbiggerchallenge.CampusClimateDataReviewInsummer2013,theDeanofInstitutionalAssessmentandAcademicPlanningcompiledtheresultsofdiversity‐relateditemsacrossallstudentsurveysadministeredattheCollegebetween2008and2012.SurveysincludedtheHigherEducationResearchInstitute(HERI)SeniorSurvey(2008,2012),NationalSurveyofStudentEngagement(NSSE)(2008,2011),andtheHigherEducationDataSharing(HEDS)SeniorSurvey(2009,2010).Thequestionsconsideredsatisfactionwithethnic/racialdiversityoncampusandtheclimateforminoritystudents,thedevelopmentofskillsthatstudentsneedtosucceedinadiversesociety,andthefrequencyofmeaningfulcontactwithpeersfromdifferentracial/ethnicgroups.Acrossallsurveys,therewasaslightincreaseinsatisfactionwithclimateforminoritystudentsandtheethnic/racialdiversityoncampus.Whiletherewerenorealdifferencesduringthe5‐yeartimeperiodintheextentthatdiversity‐relatedskillswereenhancedbythestudents’educationatMuhlenberg,wedidseeaslightincreaseacrossthistimeinthe


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frequencyofcontact(e.g.,socialized,sharedameal,studiedforclass)thatstudentshadwithpeersfromdifferentracial/ethnicgroups.Toprovideadeeperreviewofourinstitutionaldata,weselecteditemsfromtheHERI2012SeniorSurveythatassessed1)InteractionswithFacultyandStaff,2)InteractionswithPeers,and3)DiversityExperiences.Wedisaggregatedthedatabyrace/ethnicity(studentsofcolorandwhitestudents)totestforstatisticallysignificantdifferencesbetweenthetwogroups.Wefoundnosignificantdifferencesforitemsthatmeasuredinterpersonalinteractionswithfacultyandstaff.Bothwhitestudentsandstudentsofcolorweresimilarintheirperceptionsaboutfacultyfeedbackinclassandsupportforacademicsuccess,facultyencouragementforclassparticipationandempowermenttolearn,staffrecognitionofachievementsandencouragementforcampusinvolvement,andfaculty/staffinterestinpersonaldevelopment.Foritemsthatmeasuredinteractionswithpeers,wesawamixedpattern.Bothstudentsofcolorandwhitestudentsweresimilarinthefrequencythattheydiscussedcoursecontentwithotherstudentsoutsideclass.Bothgroupsviewedthemselvesaspartofthecampuscommunity;however,studentsofcolorwerelesssatisfiedwiththeoverallsenseofcommunitythanwerewhitestudents.Studentsofcolorweremorelikelytodine,sharepersonalfeelingsandproblems,andhaveintellectualdiscussionswithstudentsfromadifferentracial/ethnicgroup.Thesestudentsalsoreportedahigherfrequencyofguarded,cautiousinteractionsandtense,somewhathostileinteractionswithstudentsfromadifferentracial/ethnicgroup.Analysesofquestionsthataddresseddiversity‐relatedlearningoutcomesandcurricular/co‐curricularexperiencesshowednodifferencesbetweenthegroupsintheirperceptionthattheireducationdevelopedtheirknowledgeofpeoplefromdifferentraces/cultures.Thegroupsalsoreportedparticipatinginawomen’sstudiescourseoraracial/culturalawarenessworkshopatacomparablerate.Studentsofcolorweremorelikelytohavetakenanethnicstudiescourseandreportedahigherabilitytoworkcooperativelywithdiversepeople.Wedidfindthatsatisfactionwiththeracial/ethnicdiversityofthestudentbody,althoughsimilarforthetwogroups,indicatedthatstudents,ingeneral,werenotsatisfiedwiththecurrentdiversitylevels.Statisticallysignificantdifferencesbetweenthetwogroupsofstudentsdidexist.Comparedtowhitestudents,studentsofcoloragreedmorethat1)theyfeltdiscriminatedagainstattheinstitutionbecauseoftheirrace/ethnicity,gender,sexualorientationorreligiousaffiliation,2)thereisalotofracialtensiononcampus,and3)theyheardfacultyexpressstereotypes(basedonrace/ethnicity,gender,sexualorientation,orreligiousaffiliation)inclass,and4)theyexperiencedahigherfrequencyoffeelinginsultedorthreatenedbecauseoftheirrace/ethnicity.ObservationsandinsightsthatDSPCmemberssharedduringthecommittee’smeetingsmaynotberepresentativeofexperiencesofthelargercommunity,butprovideaframefor


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helpingusunderstandoursurveyresults.Facultyandstaffnotedthattheenrollmentofamorediversestudentbodyhasledtoanenrichmentofcampusdialogueaboutwhatdiversityis,whatitmeans,andwhyit’simportant.StudentsseemtobemorewillingtodiscussdiversityatMuhlenbergandmoreimportantly,thereisanincreaseinstudentengagementandleadershipsurroundingdiversitydiscussionsandprogramming.Theexpansionofdiversity‐relatedcurricularandco‐curricularofferingshasledtoastudentbodythatisbetterread,betterinformed,andmorefluentaboutdiversityissues.We’veseenarenewedenergyandinterestfromfirst‐yearandupperclassstudentsinmulticulturalstudentgroupsoncampusandagreaterlevelofacceptancefortheLGBTQcommunityoncampus,agroupthathasavisiblepresenceatthecollege.Ourprogressneedstobeconsideredinlightofthecampusclimatechallengesthattheinstitutionfaces.WhilemulticulturalstudentshavefoundahomeandsupportintheMulticulturalCenter,theydon’talwaysfeelastrongsenseofbelongingtothegreaterMuhlenbergcommunity.Facultyalsovoicedconcernaboutthesupportandcampusclimateforfacultyandstaffofcolor.StudentmembersofDSPCnotedinstancesoncampuswherepeersexpressedstereotypesandracialslurs,anddescribedsituationswherefacultycommentsandclassroomdiscussionsdisplayedalackofunderstandingofthediversebackgroundsofthestudentsintheclass.Studentsalsoreportedalackofinformationonhowtoreporthate/biasincidentsthatviolateCollegeexpectationsforstudentorfaculty/staffbehavior.DataCollectionAsameanstoassessmoredirectlyperceptionsofcurrentcampusclimate,weadministeredtheDiverseLearningEnvironments(DLE)surveytoallsophomoresandjuniorsinspring2014.Twentyquestionswereaddedtomeasuretheeffectivenessofvariouscurricular(e.g.,diversitycourses)andco‐curricular(e.g.,FirstYearOrientation,MulticulturalCenterprogramming)activitiesinsupportingthedevelopmentofstudents’understandingofdiversity,aswellastoidentifythefactorsthatmotivatedthemtolearnmoreaboutdiversityissues.WealsoadministeredtheHERIFacultysurveycombinedwiththecampusclimatemoduletoallfacultyinspring2014.Thesurveymeasurestheperceivedimportanceofdiversity‐relatedstudentlearninggoals,facultyuseofinclusivepedagogy,andpersonalexperiencesofbiasanddiscriminationoncampus.Resultsfrombothinstrumentswillbeavailablefall2014forreview.DiversityInventoryAspartoftheplanningprocess,weconductedaninstitutionalauditofdiversityprograms,initiatives,andinvestmentsinordertodeterminetheextenttowhichdiversitytopicswererelatedtoacademicandsocialforumsoncampus.Tocompletethiswork,membersoftheDSPCreviewedcollege‐recognizedstudentorganizations,programmingregisteredwitheitherSeeger’sUnionorMulticulturalLife,eventspostedincampusannouncements,initiativesrelatedtorecruitmentandretentionofethnic/racialminorities,facultyscholarship,facultydevelopmentprograms,andinstitutionalsurveysandassessments.Thegoalwastocompileacomprehensivelistofallcampus‐widediversityrelatedactivitiesthatwererecordedfrom2008‐2013.


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Resultsshowedthatthereare18college‐recognizedstudentorganizationsthatspecificallyfocusonmulticulturallife.Therewere161programmingeventsrecorded,withanotableincreaseinprogramminginmorerecentyears.Outof161programs,17oftheseeventswerepostedincampusannouncements.Therewerealso58facultywhoidentifiedareasofscholarshipconnectedtoissuesofdiversity,and14studentrecruitmentandretentioninitiatives(focusedonracial/ethnicminorities).Attheinstitutionallevel,sixsurveysorotherassessmentscontaineditemsthataddresseddiversity‐relatedissuesoncampus.Acriticalreviewofthediverseactivitiesrevealedthatprogramsandinitiativesreportedintheinventorydidnotconsistentlyindicatealinkagetodiversity,multiculturalismortoissuesofpower,privilegeanddifference;nordidthetitlesofprogramsofferaclearrepresentationofthecontent.Programswereoftenrecordedasdiversity‐relatedifthesponsoringorganization(e.g.,BlackStudentAssociation,Communidad,etc.)wasdirectlyconnectedtoMulticulturalLife.Additionally,thereportedlistsofdiversityprogramswereprimarilyinitiatedbystudentorganizationsincollaborationwithfaculty,staffandMulticulturalLife,andlesslikelyidentifiedasorganizedbyfacultyandstaff.Oneexplanationforthisisthatadministrators,faculty,andstaffdidnotregistertheirprogrammingorinitiativeswithaspecificoutlet(e.g.,SeegersUnion).Althoughtherewerediversity‐relatedeffortsinitiatedbymanydifferentconstituenciesoncampus,informationwassiloed,limitingourabilitytocreateacomprehensivelistofdiversity‐relatedactivities.Ultimately,theauditwasincompletebecausethereisnoorganizedcentralclearinghouseforcollectinganddisseminatinginformationaboutdiversity‐relatedactivitiesoncampus.Withoutadatabasethatcanbothcategorizediversityprogramming,academicandco‐curricular,Muhlenberglackstheinfrastructuretocommunicatediversity‐relatedinformationtothecampusandtooutsideconstituentseffectively.Further,withoutacleardefinitionofwhatcanbeclassifiedasdiversity‐relatedactivities,theinstitutionlacksanabilitytoquantifyandassesseffectiveprograms,initiatives,andinvestments.Resultsofthisauditsuggestthataclearlydefineddiversitystatementcouldhelpbettertoidentify,collect,andorganizediversity‐relatedactivities,andacentraldatabasecouldbetterfacilitatecommunicationbetweenorganizersaswellasincreaseawarenessaboutcampus‐wideactivities.FinancialResourcesMuhlenberghasinvestedsignificantlyandstrategicallyincampusdiversityworkinrecentyears,thoughitcancertainlybearguedthatitsbudgetforsuchworkisinadequate.TheCollege’smostsignificantdiversityinvestmentisintheformofneed‐basedinstitutionalgrantaid,currentlytotaling$20.7millionperyear.ThesefundsprovidethefinancialsupportthatallowsMuhlenbergtorecruitamoreeconomicallyandethnicallydiversestudentbodythanwouldotherwisebepossible.AsofFY’14theCollegebudgeted$144,000annuallyforstaffcompensationdirectlyrelatedtodiversityresponsibilities,$50,000annuallyrestrictedtodiversityprogramming,andanadditional$47,0007annuallyin

7Two‐yearaverageforFY’13andFY’14


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discretionaryprogrammingfunds.TheCollegeinvested$680,000inFY’07fortheacquisitionandrenovationoftheMulticulturalCenter,andanadditional$286,000inFY’14forcapitalimprovementstotheMulticulturalCenter.8IndevelopingtheCollege’sFY’14budget,thePresidentandChiefBusinessOfficersoughtandreceivedTrusteeapprovaltoallocate$250,000fromunspentFY’13contingencyfundsforone‐timestart‐upcostsofdiversityinitiatives,andtoearmarkanadditional$125,000peryearinthebudgettocoverongoingcostsofdiversityinitiativesapprovedinthefinalplan.Thelatterprovisionrepresentsanincreaseofover125%inannualresourcesfordiversityinitiatives.TheCollegehasalsoprioritizedfundraisingforfinancialaidbydesignating$11millionofquasi‐endowmentasmatchingfundsfornewendowmentcommitmentsforfinancialaid($10million)andeducationalprogramenhancementssuchasstipendsforinternships,MILAcourses,andstudentresearchfellowships($1million).LegalInformationandBestPracticesMembersofDSPCreviewedlegaldocumentationandbestpracticesinseveralareasofinstitutionalfunctioning–admissions,employment,andsupplierdiversity–toevaluatecurrentpoliciesandpracticesatMuhlenbergandtoinformdiversityplanrecommendations.9AdmissionsGiventhe2013Fisherv.UniversityofTexasdecision,collegesanduniversitiesnowhaveahigherstandardtomeettojustifyeventhoserace‐consciouspoliciesandpracticesthatare“narrowlytailored”andgroundedina“compellinginterest.”Whilea2007reviewrevealedthatMuhlenberg’spracticeswereincompliancewiththelaw,weneedtoputinplacestructurestoperiodicallyreviewanyrace‐consciouspoliciesandpractices.Documentationshouldreflecthowanysuchpracticeswereselectedfromthearrayofrace‐neutraloptionsinordertosupporta“compellinginterest”basedinourstatedmission.Inlinewiththiswork,allinstitutionalstatements(mission,diversity,strategicprinciples)shouldaffirmdiversityasacoreinstitutionalvalue.TheU.SDepartmentofJusticeandtheU.SDepartmentofEducationhaveoutlinedguidelinesforrace‐neutralapproachesthatincludethecreationofadmissionspipelineprogramswithlocalsecondaryschools.Peerinstitutionsalsoprovidemodelsfortargetedscholarshipandrecruitmentprograms.TheCollegemustalsobeattentivetoevennarrowertailoringofthelegalrequirementsforrace‐consciouspracticesinthefutureaslegalguidelinesevolve. EmploymentTheU.S.EqualEmploymentOpportunityCommissionthroughtheEradicatingRacismandColorismfromEmployment(E‐RACE)InitiativeandtheSocietyforHumanResource

8Thecostsofhousekeeping,utilities,androutinemaintenancefortheMulticulturalCenterarenotincludedindiversityinvestmenttotals.9ThecommitteereportcanbefoundinAppendixE.


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ManagementviatheirStrategicDiversityManagementPlanhaveidentifiedbestpracticestoimprovehiringdiversityandpreventraceandcolordiscriminationinhiring,promotionandretention.Currently,theCollegelacksadequateresourcesfortraining,policyenforcement,andstaffingtobeinlinewithmanyEEOCandSHRMbestpractices.Inordertodevelopgreaterconsistencyinrecruitment,hiring,andretentionpracticesacrossdepartments,hiringmanagersshouldreceivetrainingonsearchtechniques,hiringpracticesandEqualEmploymentOpportunity(EEO)laws.Thedevelopmentofneutralandobjectivehiringcriteriaforeachdepartmentoncampuswillpreventsubjectiveemploymentdecisionsbasedonpersonalstereotypesorhiddenbias.TheuseofapplicanttrackingsystemswillallowtheCollegetomonitorEEOcomplianceinhiring,promotion,andretention.SupplierDiversityThereviewofcurrentpurchasingpracticesandpoliciesfoundthattheCollegelacksaformalizedSupplierDiversityPolicyandthatstaffaregenerallyunawareofthestatedinstitutionalgoaltosupportsupplierdiversity.Thus,prospectivevendorswouldn’tnecessarilybemadeawareofbidopportunities.Astrongsupplierdiversitypolicyshouldstateinstitutionalcommitmenttodiversityasitpertainstovendorsandrecognizecertificationsfromrelevantdiversityprofessionalorganizations.TheCollegealreadyrequiressupplierstoaffirmtheinstitution’snon‐discriminationpolicyaspartofanybid.III.GoalsandInitiativesAsnotedabove,theDSPCidentifiedsixover‐archinggoalsfortheCollege’snewdiversityplan.FiveofthesewereidentifiedbytheCommitteemembersduringtheirworktogether,andasixthwasaddedinresponsetosuggestionsfromthecommunity.InitiativessupportingthesegoalswerealsosuggestedbycommunitymembersaswellasmembersoftheCommittee.Despitetheallocationofsubstantialresourcesfortheplan(seeabove),theDSPCquicklyrealizedthatthesewouldbesufficientonlytofundthebestandmostpromisinginitiativesfromalargenumberofexcellentsuggestions.TheCommitteeworkedwithrelevantfaculty,staff,andstudentstodeterminetheone‐timestart‐upcostsofinitiatives,andongoingcosts.Wethendividedinitiativesintothreecategories: Initiativesrequiringongoingsupport Initiativesrequiringone‐timestartupfunds Initiativesrequiringnocashfunding(thoughstaffingimpactwasconsidered)

Afterfurtherdiscussionandreviewoftheproposedinitiativesandtheirestimatedcosts,Committeememberscompletedabudgetexerciseaimedatprioritizinginitiativeswithinthebudgetenvelope.Thisexercise,whichcollatedindividualsubmissionstoproduceanoverallrankingoffundableinitiatives,allowedustoreachconsensusaboutpriorities.Asmentioned,notallgoodideascouldbefunded,andnotallcommitteemembers’personal


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prioritieswerefunded.Nonetheless,afterspiriteddiscussionDSPCmembersdidagreeonasetofinitiativesthat,inourview,willmosteffectivelyadvancediversityatMuhlenberg.ItisimportanttorememberthattheinitiativesfundedorotherwiseincludedinthisplandonotrepresenttheuniverseofdiversityinitiativesandeffortsatMuhlenberg,butnew,incrementalinitiativesthatwillsupplementexistingeffortsandresources.Also,theDSPCdiscoveredduringthecourseofitsworkthatsomeimportantinitiativescouldbefundedwithotherresourcesnotoriginallyearmarkedforthediversityplan.Thus,forexample,agenerousgrantfromtheAndrewW.MellonFoundationwillprovidesupportforthedevelopmentofdiversitycoursesinresponsetotheCollege’snewHDGErequirement.SalarysavingsintheProvost’sareapermittedfundstobeshiftedinpartialsupportofprogramsandresourcesforinternationalstudents.FundsforanAssociateDeanforDiversityInitiativescouldbeallocatedfromtheadjunctfacultybudget.Theneedtoincreasefinancialaidoverbudgetedlevelscouldbeaddressedbyshiftingfundsfromtheutilitiesbudgetbecauseoursustainabilityinitiativesinthecurrentstrategicplanhavereducedenergycosts.Wealsodiscoveredthatmanyinitiativessupportedmultiplegoals.Theseinterconnectionswillbeindicatedinthesummaryofgoalsandinitiativesbelow.Goal1:Cultivateacampuscommunitythatissupportiveofinclusion,justiceandsocialequality1.1 Instituteon‐linediversitytrainingforallCollegeemployees.1.2 Installgender‐neutralbathroomsignageanddevelopareferencemapofGNB

locationsoncampus.1.3 Upgradesoftwareandpoliciestomakeiteasierfortransgenderstudentstochange

theirnamesonIDsandinsomeCollegerecords.1.4 Communicategender‐neutralhousingpoliciesforfirst‐yearstudentsmoreeffectively

toensurethatallincomingstudentsareawareoftheiroptions.1.5 Includeineveryemployee(facultyandstaff)jobdescriptiontheexpectationthat

employeeswillactivelyfosterinclusion,justice,andsocialequityintheirwork;includeassessmentofpersonaleffortsintheseareasinannualperformanceappraisals.


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Goal2:Activelyrecruitandretainastudentbodywithincreasingnumbersofstudentsfromhistoricallyunderrepresentedandmarginalizedgroups2.1 CreatethepositionofAssistantDirectorofMulticulturalLifetosupportexpanded

programmaticinitiativesrelatedtodiversityandmulticulturallife.(AlsosupportsGoals1and6)

2.2 ExpandtheEmergingLeadersProgrambyaddingasecondcohort.(Alsosupports

Goal1)2.3 ProvidealimitednumberofstipendstosupportparticipationinMILAcoursesand

AlternativeBreakprogramsbystudentsotherwiseunabletoparticipatebecauseoffinancialconstraints.(AlsosupportsGoal1)

2.4 Expandbilingualresourcesfortherecruitmentandsupportofinternationalstudents2.5 Provideone‐timesupportfora“VoicesHeard”initiative,engagingalumnifrom

historicallyunderrepresentedandmarginalizedgroupstodefineanddevelopeventsandprogramsthatsupport,engage,welcome,andcelebratebothstudentsandalumnifromthesecommunitieswhomaybefeelingdisenfranchisedanddisengaged.

2.6 Provideone‐timesupportforapartnershipbetweentheWescoeSchoolandtheOffice

ofMulticulturalLifetocreateamentoringprograminwhichWescoeSchoolstudentsandalumniwhoaremembersoftraditionallyunderrepresentedgroupsserveaslifeandcareermentorsfordaystudentsaffiliatedwithMulticulturalLife.

2.7 DevelopappropriateassessmentprotocolsincooperationwiththeDeanof

InstitutionalAssessmentandAcademicPlanningtoassessrecruitment,enrollment,andretentionpatterns.

2.8 Continuetopursueandexpandpartnershipswithorganizationsthatcanhelp

increasestudentdiversity(e.g.PrepforPrep,TEAK,SchulerScholars,PrincetonPUPP,PhillyFutures,etc.).


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Goal3:Activelyrecruitandretainmorefacultyandstafffromthoseracialandethnicgroupsthathavehadlimitedaccesstocareersinhighereducation3.1 Assessrecruitment,hiringandretentionpatternsofcandidates.Implementpolicies

andtrainingforsearchcommitteememberstoenhancerecruitmentofraciallyandethnicallydiversecandidates.

3.2 ContinuetobuildastrongrelationshipwiththeConsortiumforFacultyDiversityasa

meansofidentifyingandrecruitingmorediversecandidatesforfacultyopenings.Goal4:Strengthenthedepthandcomplexityofteachingandlearningaboutdiversity4.1 ImplementaMuhlenbergIntergroupDialogueProgramderivedfromtheUniversityof

Michigan’smodel.(AlsosupportsGoal1)4.2 ProvideadditionalfundingtoexpandMartinLutherKingWeekwithinterdisciplinary

programmingthatdeepenstheengagementofthecampuscommunitywithsocialjusticeissues.(AlsosupportsGoal1)

4.3 Provideone‐timesupportforinclusivepedagogyprogrammingthroughtheFaculty

CenterforTeaching.(AlsosupportsGoal1)4.4 Provideone‐timesupportforathree‐phaseprogramsupportingfacultydevelopment

andcurriculardevelopmentofacademicprogramsaddressingtransnational,multicultural,andglobalsubjectsofsocialjusticeandequality.(AlsosupportsGoal1)

Goal5:EngagemoredeeplywiththediversecommunitiesofAllentownandtheLehighValley5.1 CreateaMuhlenberg‐AllentownPromiseProgramthatwillannuallyprovideatleast

onefull‐tuitionscholarshipforaqualifiedstudentfromtheAllentownSchoolDistrictHighSchools(Allen,Dieruff,RobertoClementeCharter)andAllentownCentralCatholicHighSchool.ThisprogramwouldbecomparabletotheCollege’scurrentcommitmentstotheSayYestoEducationProgram,theAfghanGirlsFund,andtheOpenaDoorFoundation.(alsosupportsGoal2)

5.2 Createasupplier/vendordiversitypolicy.


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Goal6:Assignresponsibilityforthemeasurement,assessment,andcoordinationofdiversityinitiatives6.1 CreatethepositionofAssociateDeanforDiversityInitiativestoensurethatdiversity

initiativesandprogresstowarddiversitygoalsarebothcoordinatedandregularlyassessed.(alsosupportsGoals1,3,and4,)

6.2 Provideone‐timefundingforaconsultanttoconductacomprehensivereviewofall

collegepoliciesandprocessestodeterminewhichareexclusionary,discriminatory,orsupportiveofunearnedprivilege,including:admissionsandfinancialaidpolicies,housingpolicies,studenthealthinsurancerequirements,campustransportation,hiring,vendorselection,etc.(AlsosupportsGoal1)

AdditionalInitiativesAsignificantnumberofinterestinginitiativescouldnotbefundedinthisfirststrategicplan.However,wewillretaintheinformationsubmittedbyvariousindividualsandcampusgroupstoconsiderwhenandifadditionalfundingbecomesavailableduringthefiveyearsbeforeanotherdiversityplanningprocessisundertaken.IV.AssessmentandRenewalForaplantobeeffective,itmustbemonitored,evaluated,andadjustedinresponsetoassessmentresults.Muhlenberg’sDiversityStrategicPlanfocusesonsixbroadgoals,and23initiativesdesignedtoachievethosegoals.Responsibilityforeachinitiativehasbeenassignedtospecificofficesandresourceshavebeenbudgeted,whenappropriate,tosupportimplementation.Atthemostgenerallevel,theadministrationwillprepareanannualprogressreportforthecommunity,providingupdatesonwhathasbeenachievedinregardtoeachinitiative.Incaseswhereitseemsthatinitiativesarenotbeingimplemented,orarebeingimplementedbutnotproducingtheanticipatedresults,thoseresponsiblefortheseinitiativeswillre‐evaluatethemandmakeappropriateadjustments.Atamoregranularlevel,thoseresponsibleforimplementingeachinitiativeshouldhaveaplanforassessingitseffectivenessduringthecourseofeachyear.TheseplanswillbereviewedbytheDeanofInstitutionalAssessmentandAcademicPlanning.Inadditiontoassessmentofinitiativesnewlyproposedinthisplan,theCollegewilldevelopassessmentmechanismsforexistingdiversityprogramstodeterminewhethertheyareaccomplishingtheirobjectivesandwhethertheycanbestrengthenedorrevisedtoincreasetheireffectiveness.


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AppendixATheDiversityStrategicPlanningCommitteeAlumniRepresentativeAdrianShanker’09,Director,Bradbury‐SullivanLGBTCommunityCenterFacultyRepresentativesJanineChi,AssociateProfessorandChair,SociologyandAnthropologySueClemens‐Bruder,SeniorLecturer,HistoryTroyDwyer,AssociateProfessor,TheatreandDanceKimGallon,AssistantProfessor,History(April2013‐May2014)KateRichmond’00,AssociateProfessor,PsychologyJeremyTeissere,StanleyRoadAssociateProfessorofBiologyandNeuroscienceStaffRepresentativesCynthiaAmaya‐Santiago’00,SeniorAssociateDirectorofAdmissionsand

CoordinatorofMulticulturalRecruitmentKathyHarring,DeanofInstitutionalAssessment&AcademicPlanningand Professor,PsychologyRandyHelm,PresidentCoreyGoff,DirectorofPhysicalEducationandAthleticsKarenGreen,VicePresidentforStudentAffairsandDeanofStudentsChristopherHooker‐Haring’72,DeanofAdmissionsandFinancialAidCallistaIsabelle,CollegeChaplainJohnRamsay,ProvostRobinRiley‐Casey,Director,MulticulturalLifeStudentRepresentativesKaylaBrown’14MattDicken’14LuisGarcia’15(April–December,2013)EmeleyRodriguez’15(December2013–November2014)MelanieFerrara’15ZacharyTanne’14TrusteeRepresentativeBarbaraCrossette’63,Correspondent,TheNationKenButler,processassistant


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AppendixBMuhlenbergCollegeDiversityHistoryMuhlenbergCollegeatitsfoundingestablishedacurriculumforyoungmenintheclassicliberalarts,pledgingtoeducatestudentsintellectually,physically,andspiritually.Students,predominantlyofGermanethnicity,preparedfortheministry,varioussecularprofessionsandmilitarystudies.TheCollegewascloselylinkedtotheLutheranMinisteriumofPennsylvaniaandtheCommonwealthofPennsylvania’sfoundingprinciplesofreligioustolerance.Collegeadmissionsmirroredtheeducationalnormsofthelatenineteenthcenturyandearlytwentiethcentury,whenmenandwomenweremostlyeducatedinseparatecolleges.HighereducationexcludedAfricanAmericansunlesstheinstitutionwasaspecificallysegregatedordesignatedforthemechanicaltrades.EthnicgroupsfromSouthernandEasternEuropefacedsimilardiscrimination,andreligiousprejudicekeptRomanCatholicsandJewsfrommanycolleges.Reflectingtheera,MuhlenbergCollegeadmittedstudentsalongthelinesofmostliberalartscollegesintothe20thcentury,withonlyfewopportunitiesforthosestudentswhofacedsystemsofdiscrimination.Inthe1909‐1910academicyearMuhlenbergCollegeestablishedaSaturdaySchoolforteacherstorespondtocurricularchangestakingplaceinpublicschools,andthecollege’sprofilebegantochange.Inthefirstyear,nearlyathirdofthestudentswerewomen.CoursesdrawnfromtheregularMuhlenbergCollegecurriculumincludedancientandmodernlanguages,biology,chemistry,English,mathematicsandphysics.By1915,thecollegehadestablishedasummerschool,oncemorewiththeintentionofservingpublicschoolteachers.Teachertrainingforwomenandmencontinuedtoexpandintheyearsthatfollowed.By1918,theBoardofTrusteesvotedtoawarddegreestowomenwhohadachievedthe“propernumberofcourses”foranA.B.orB.S.degree.MabelKnechtbecamethefirstwomantoreceiveadegreein1920.By1935,450womenhadreceiveddegreesfromMuhlenbergCollege,whichwasastate‐approvedinstitutiontocertifyteachers.DuringWorldWarII,extensioncoursesincludedtrainingwomenforwarwork.Inaddition,thecollegehadprovidedspaceformilitarytrainingforapproximately900men.ThemaledaystudentpopulationdividedtimebetweensupportinghomefrontwarprogramsinthecommunityandtrainingoncampusfortheArmy,Navy,andMarines.Afterthewar,MuhlenbergCollegewelcomedmilitaryveteransundertheServicemen’sReadjustmentAct(theG.I.Bill),anationalaffirmativeactionplanthatpaidtuitionforhighereducation.ThisprogrambroughtyoungmentoMuhlenbergCollegenotonlyfromtheimmediateregionbutalsoplacesfarfromAllentown.StudentswereintroducedtoanexpandedandmorediversecommunityattheCollege.SubsidizedstudentsontheG.I.BillfrombothfromWorldWarIIandtheKoreanconflictexpandedthestudentpopulation,but


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inturnalsoputstressontheCollege’sfacilities.Atthiscrossroads,thecollegedecidedthatadmittingwomenandcreatingamixed‐genderintuitionwouldsolvesomefinancialchallenges.Theyoungwomenwhoarrivedoncampusin1957asfulltimeMuhlenbergstudentsfoundacooltohostilereceptionfrommalestudentswhoresentedwhattheysawasanabandonmentoftraditionsandaradicalremakingofthecampusenvironment.Hazingoffreshmenwasoneofthosetraditions,andsomementookitasalicensetointimidateandhumiliatethefirstfemalestudentsastheywalkedtoclassesormealsinthesmallcollegecommons,onthesiteofwhatisnowacampusservicesbuilding.ThelivesofthefirstclassofwomenoncampuswerefeaturedinaphotoessayinLifemagazine.Withinafewmonths,tensionshadbeguntosubside,butittookmorethanayearfornormalitytosetin,asnewincomingmalestudentsarrivedannuallyknowingtheywouldbestudyingwithwomenandnotsoopposedtotheprospectofcoeducationasupperclassmenwerein1957.Programsinadulteducationinvolvingmanywomencontinuedtoevolvethroughthe20thCentury,culminatingintheestablishmentoftheW.ClarkWescoeSchoolofProfessionalStudiesin1998.TheWescoeSchoolnowoffersdegreesin25subjectsandenrollsabout300studentsinnightandweekendcoursestoaccommodateadultschedules.Muhlenberg’sadulteveningprogramhasbeenheraldedforitsachievementswithstudentsattendingundertheG.IBill.Theintroductionofwomenoncampusforeshadowedotherchangesinthe1960s.Students,especiallywomen,battledagainsttheCollegeactinginlocoparentisasdiscriminatorysincetherulesformenallowedmorefreedomandpersonalself‐determination,whilewomenwereprotectedwithcurfews,dresscodes,andhousemothers.Inthe1960s,courtdecisionsconfirmedthattheconstitutionalrightsofcollegestudentsshouldnotbeabridged.Equalityofcollegerulesforwomenfollowed.ContentiousissuesarosearoundfreespeechatMuhlenberg,exemplifiedbythecontroversyoverthevisitofAmiriBaraka(bornEverettLeRoiJones)totheCollege.HispoliticalstanceasablacknationalistandaMarxistandhisprovocative,in‐the‐face‐of‐the‐audiencestylechallengedthewhitemiddleclassmajority.Baraka’svisitcoincidedwithmorestudentactivismintheUnitedStatesgenerally.AlthoughtheCollegeinvitedotherblackspeakerstocampus,theenrollmentofblackstudentswassparse,alongwithfewAsian,HispanicsandLatinos.InternationalstudentscomingtoMuhlenbergebbedandflowedsincethe1970s.Chapelattendance,afactorintheearlyyearsofaMuhlenbergeducation,hadnotbeenrequiredformanyyears.ProtestantandRomanCatholicservicescontinuetobeofferedweekly,andreligiousdiversityhascontinuedtoincreasesincethe1990s.Thus,religiouscompositionoftheMuhlenbergstudentbodyhaschangeddramaticallyinrecentdecades.Ofstudentswhocurrentlyreportareligiousaffiliation,mostbelongtoavarietyofProtestantdenominations,Judaism,orRomanCatholicism.TheoncelargeLutheran


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populationofEuropeandescenthasdroppedrapidly.By2013,only5.2percentofstudentsidentifiedthemselvesasLutheran,asmallerpercentagethanthosewhosaidthattheyhadnoreligiousaffiliation.(Almost9percentidentifiedasmembersofotherProtestantdenominations.)RomanCatholicstudentsaccountedforabout30percentofstudents,almost32percentwereJewish.AsmallbutgrowingnumberofHindus,Buddhists,Muslims,andstudentsofotherreligioustraditionsarepartofthestudentbody.InitsMulticulturalCenter,MuhlenbergcreatedoneoftheveryfewMuslimprayerroomsinanAmericanliberalartscollege,withanadjacent,purpose‐builtbathroomforwashingbeforepraying.AnInstituteforChristian‐JewishUnderstandingwasestablishedin1989,usingacademicresourcestofostersuchresearchanddialogueandtobuildbridgesofunderstanding.TheInterfaithLeadershipCouncil,convenedbytheCollegeChaplainiscomprisedofrepresentativesfromstudentreligiousorganizationsandotherreligious/spiritualaffiliations.TheCounciloffersprogrammingforstudentstohelpbuildbridgesbetweenreligioustraditions.Thecollegealsoinstitutedorimproveditsoutreachtootherformerlyunderrepresentedgroups,includingstudentswithphysicalchallengesandlearningdisabilities.AnofficeofdisabilityservicesopenedintheSeegersUnion,wherenumerousotherassistancebureausandstudentgovernmentofficesarehoused.Inthe1980s,LGBTstudentsestablishedthesemi‐undergroundRainbowSpaceorganizationasasafehavenforstudentswhofeltunsafebeingoutatthecollege.TherewerefewresourcesattheCollegeforLGBTstudentsatthetimeandfewalliesamongthestafforadministration.Bytheearly1990s,LGBTstudentsbeganreceivingsomeinstitutionalsupportamongcollegefacultyandadministration.Theofficeofhumanresourcesadded“sexualorientation”totheCollege’snon‐discriminationpolicy,makingMuhlenbergoneofthefirstmajoremployersintheLehighValleytodoso.EqualspousalbenefitswereextendedtoLGBTemployeesin2000,andin2005theBoardofTrusteesbroadenedtheanti‐discriminationpolicytoinclude“genderidentity."In2006,theCollegeappointedanLGBTCoordinator,forthefirsttime,andin2007theCollegebegantooffergenderneutralhousingoptionstoupperclassstudentsandin2010beganofferinggenderneutralhousingoptionscampuswide.TheMuhlenbergCollegeCareerCenterbecameaGold‐CertifiedLGBTQCareerCenterbyOutforWorkin2013,andstudentorganizations(currently,StudentsforQueerAdvocacy‐SQuAD)promotingvisibilityandequalrightsforLGBTQpeoplehaveprosperedoncampus.In2014,thePhiladelphiaGayNewswroteafeaturestoryaboutMuhlenbergasanLGBT‐affirmingcollegecampus.StudentsofvariedculturesoutsidethetraditionalwhiteEuropeanmainstreamaccountedforonlyabout2%ofthestudentsatMuhlenberginthe1980s.Sincethen,statisticsofmulticulturalenrollmentbetween1990and2013showaslowbutsteadyincreaseindiversity.In1990,only100studentswerelistedasmulticulturalfromastudentbodyof1,570,representing6.4%ofthestudentbody.In1995,144multiculturalstudents


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represented8.4%ofthe1,706studentsattheCollege.In2000,thetotaloffull‐timestudentsnumbered2,054,with143multiculturalstudents,droppingthepercentageto7.0%,butby2005thepercentageofmulticulturalstudentsincreasedslightly.In2010,whenthedatafollowedthefederallymandatedwayofcountingethnicity,ofthe2,225registeredfull‐timestudents,38identifiedasAfricanAmerican,6listedNativeAmerican,59studentschoseHispanic,59wereAsian/PacificIslander,and30listedtwoormoreethnicgroups.By2013,AfricanAmericansgrewto50studentsoutof2,195,4studentslistedNativeAmerican,108studentschoseHispanic,65listedAsian/PacificIslander,and34identifiedwithtwoormoreethnicgroups.Inthatyearthepercentageofmulticulturalstudentsroseto11.9%.Percentagesarecontinuingtogrow.RecentincomingclassesatMuhlenbergshowed12%to15%multiculturalstudents.Theclassof2018hasincreasedtonearly16%.Non‐residentalienstudentswouldboostthenumberslightlyiftheyweretobecounted.Inaddition,theretentionofmulticulturalstudentshasgrownoverthepasttwenty‐fiveyears.Livelydiscussionsaboutdiversityincreasedinthe1990s.ThenewlycreatedCenterforEthicsheldanall‐collegeforumondiversity.Classeswerecanceledtoallowstudentstoattendvariousconversationsledbyfaculty.In2006and2007,smallgroupdiscussionsondiversitybecameapartoffirstyearstudentorientation.Studentsinterviewpeoplefromthecampuscommunitytocreateatheaterperformancetosparkopenconversationsamongstudents,andeachyearacoalitionofcampusoffices(includingtheDeanofStudentsOffice,theOfficeofMulticulturalLife,theOfficeoftheDeanofAcademicLife,andtheProvost'sOffice,withsupportfromtheDepartmentofTheatre&Dance)producesaplayonathemeofdiversitynamedforthefirststudentdirector,DesireeSedehi.TheMulticulturalCenteropenedin2007inahouseadjacenttocampus.Thecentercreatedadedicatedspacecommittedtodiversity.Ina2009,commitmenttoacohortprogramformulticulturalstudentscalledJumpStartcreatedaprototypethatevolvedintotheEmergingLeadersProgramin2010.TheCollegeisnotyetwhereitwantstobeinitsdiversitystatistics,butitismovingintherightdirection.


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AppendixCMuhlenbergCollegeMissionStatementApprovedbytheBoardofTrustees,October24,2014MuhlenbergCollegeaimstodevelopindependentcriticalthinkerswhoareintellectuallyagile,characterizedbyazestforreasonedandcivildebate,committedtounderstandingthediversityofthehumanexperience,abletoexpressideaswithclarityandgrace,committedtolife‐longlearning,equippedwithethicalandcivicvalues,andpreparedforlivesofleadershipandservice.TheCollegeiscommittedtoprovidinganintellectuallyrigorousundergraduateeducationwithinthecontextofaninclusiveanddiversecampus;westronglybelievethatdiversityisessentialtolearningandtooursuccessasapluralisticcommunity.Ourcurriculumintegratesthetraditionalliberalartswithselectedpre‐professionalstudies.Ourfacultyarepassionateaboutteaching,valuecloserelationshipswithstudents,andarecommittedtothepedagogicalandintellectualimportanceofresearch.Allmembersofourcommunityarecommittedtoeducatingthewholepersonthroughexperienceswithinandbeyondtheclassroom.HonoringitshistoricalheritagefromtheLutheranChurchanditscontinuingconnectionwiththeEvangelicalLutheranChurchinAmerica,Muhlenbergencourages,welcomes,andcelebratesavarietyoffaithtraditionsandspiritualperspectives.RationaleforRevisionoftheCollege’sMissionStatement1. FollowingthebestpracticesoutlinedinvariouspublicationssuchasTheDiversity

Factor,DiversityDigestandEffectivePracticesforAcademicLeaders,theinclusionofanexplicitaddressofdiversityinaninstitution’smissionstatementisameaningfulindicatorofatrenchantdiversityvisionandcommitment.

2. ThreehundredandtwelveoftheinstitutionslistedinThePrincetonReview’s331BestCollegesincludeexplicitlyaddressdiversityintheirmissionstatements.

3. Currentmodelsofdiversityplanning,particularlythosesupportedbythe2003SupremeCourtdecision(Grutterv.Bollinger),emphasizethepresenceofdiversityasanessentialcomponentforprovidinga“highqualitylearningexperienceinthe21stCentury”(Gurinetal.,2004;Milemetal.,2005).

MuhlenbergCollegeStatementonDiversityRevisedApril24,2014Diversity,asaffirmedintheCollege’smissionstatement,isafundamentalMuhlenbergvalue.TheCollegebelievesthatdeeplyengagingwiththemultipleconcerns,formsandexpressionsofdiversityenrichestheliberalartseducationofallourstudents,preparesourgraduatesforlivesofleadershipandglobalcitizenship,andenhancesthequalityoflifeoncampusforallofourcommunitymembers.WebelievethattheMuhlenbergcommunityshouldcultivateadesireandanabilitytounderstand,mutuallyrespect,andmeaningfully


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engagewithmanifoldperspectivesandexperiences,particularlythoseofhistoricallyunderrepresentedandmarginalizedgroups.Tothisend,wearededicatedto: aninclusive,innovativeandevolvingacademicprogramthatforegroundshuman

diversityandtheexperienceandperspectivesofthesegroups, educationalandprofessionalopportunitiesforstudents,facultymembersandstaff

membersfromthesegroups,and goodcitizenshipintheLehighValleybysupportingongoingCollege‐sponsored

communityoutreachefforts,andbyintentionallydoingbusinesswithareavendorsandservice‐providersoperatedby,fairlyemploying,andservingthesegroups.10

Muhlenbergwillnotachieveitsmissionuntileachmemberofourcommunityrecognizesandunderstandsthebenefits,tensionsandintersectionsinherentinteachingandlearningaboutdiversity.Doingsomeansthatsomecommunitymembers,especiallythosefrommajoritygroups,mayexperiencemomentsofdisequilibrium.TheCollegebelievesthatthesemomentsareproductiveopportunitiesforteachingandlearning;theyareconsistentwithMuhlenberg’sdedicationtoprovidingliving,learningandworkingspacesthataresafeandwelcoming.11ThesecommitmentsreflectMuhlenberg’sinvestmentinprinciplesofjusticeandequality.Theyassumeapersistentandvigorousefforttoconfrontandchallengeprejudicedattitudesandbehaviorsthatexclude,demeanormarginalizemembersofourcommunity.Theyalsoassumethatsuccessinengagingdeeplywithdiversitymustnotleadtocomplacency,butinstead,mustinspireustostriveforanongoing,ever‐deepeningintegrity.RationaleforRevisionstotheStatementonDiversityCommunityfeedbackregardingthetermdiversitytooktwoforms:(1)thattheterm’suseinthestatementshouldconnoteanexpansiveunderstandingofhumandifferences,and(2)thatitshouldreflectanunderstandingofhistoriesofoppression.TheDSPCdidnotfindthesecallstobemutuallyexclusive,andasaresult,builtthestatementaroundanappreciationofdiversitythat,whilebroad,prioritizesanengagementwithunderrepresentationandmarginalization.Alongsimilarlines,therewassignificantcommunityconsensusthatthestatementadvocatethatengagingwithdiversityatMuhlenbergshouldnotberestrictedtoanysubgroupofpeople,butinsteadistheresponsibilityoftheentirecampuscommunity.Additionally,manycommunitymemberssupportedamoredetailedidentificationofthespecificareasfordevelopmentalwork(academicprogram,professionalopportunities,LehighValleyengagement).10TheCollege’sSupplierDiversityPolicy(2014)outlinesMuhlenberg’scommitmenttointentionalbusinesspractices.11TheCollege’sHateandBiasPolicy(2014)andtheCollege’sNon‐DiscriminationPolicy(date?)outlineMuhlenberg’scommitmentstosafetyandinclusiveness.


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Finally,theDSPCperceivedastrongcallwithinfeedbackthattherevisedstatementshouldinspiretheMuhlenbergcommunitytowardpositivechangearticulatedwithoutpaternalisticorculturally‐biasedlanguage.Aspartofthiscall,somecommunitymembersexpressedadesirethatthestatementoutlineveryspecificgoalsandinitiatives.However,theDSPCunderstandstheDiversityStrategicPlanitselftobethemechanismbywhichtheover‐archingaspirationalaimsofthestatementwillbeaddressedintheshortterm.Inthisway,thestatement’svisionofMuhlenbergcanhelptheCollegecontinuetorefinegoalsandinitiativesthroughouttheDiversityStrategicPlanprocess,andbeyondit.OverviewoftheProcessthatProducedtheRevisedStatementonDiversityAsubcommitteeofDSPCmembersworkedtodevelopthefirstsetofrevisionsinthesummerof2013.Theserevisions,alongwithappendingrationales,werethenpresentedtotheentireDSPCinthefallof2013.Afterdiscussionwithinthecommittee,theDSPCsolicitedfeedbackfromthecampuscommunityinthespringof2014byorganizingseveralfocusgroupdiscussionsaswellasarrangingforonlinefeedback.Thisinformationwasthencollatedandanalyzedtoinformthefinalrevision.


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AppendixD

ConsortiumforFacultyDiversity(CFD)TheConsortiumforFacultyDiversityoperateswiththeprimarymissionofincreasingopportunities,includingtenuretrackpositions,forteacher‐scholarsofcoloratmemberinstitutions.AllmemberinstitutionsareresidentialliberalartscollegeswithmissionsakintoMuhlenberg’s.MuhlenbergbenefitsfromconsortialmembershipintheCFDinthreerelated,butdifferentways:1)theopportunityforourstudentsandfacultytolearnfromteacher‐scholarswithvaluableexpertiseonsingleormulti‐yearfellowships;2)theopportunitytoretainsomeofourfellowsintenuretrackpositions;3)theopportunitytohirefellowsintotenuretrackpositionsfromotherconsortialcolleges.Muhlenberg’sapplicationformembershipintheConsortiumforFacultyDiversitywasapprovedonFebruary4,2010.ThattimingallowedtheCollegetobeginrecruitingconsortialfellowsinthe2011‐12yearforthe2012‐13year.ThepointisthatMuhlenbergisinanearlyimplementationstageofitsCFDprogram.ItwilltakeseveralyearsfortheCollegetostrategicallyalignCFDrecruitmentwithtenuretrackopeningsinparticulardepartments.AcommonmisunderstandingabouttheCFDisthatitexiststoprovidesingleyearpre‐orpost‐doctoralfellowshipsfortheirownsake,orasameansofquicklyboastingfacultydiversitymetrics.Thepurposeisafellowshipprogramwhichallowsteacher‐scholarsofcolortoprepareforcontinuingandtenuretrackpositionseitheratthefellowshipcollege,oratoneoftheothersixtyconsortialcolleges.


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AppendixELegalInformationandBestPracticesBackground:AsubcommitteechairedbyAdrianShanker’09,consistingofCoreyGoffandMattDicken’14waschargedwithprovidingtheDSPCwithinformationrelevanttobestpracticesandlegalinformation.Thesubcommitteeworkfocusedonadmissions,employmentandsupplierdiversity,threeareasthatneededadditionalinformationtoberesearchedandreviewed.Thereviewprocess:Foreachresearcharea,thesubcommitteeattemptedtofirstreviewcurrentpracticesandthenresearchlegalinformationandbestpracticesinordertoprovideasetofrecommendationsthatwouldbeapplicabletoMuhlenbergCollege.Thereviewprocesswasasfollows:1. Bestpractices&legalinformationregardingdiversityinadmissions

a. ConsultwithChrisHookerHaringtounderstandcurrentpoliciesb. Reviewcurrentlaws(includingFisherv.UniversityofTexasSupremeCourtruling)c. Reviewstatedpoliciesat“diversitybenchmarks”d. Reviewrelevantbestpracticesliterature‐ChronicleofHigherEd,etc...

2. Bestpractices&legalinformationregardingdiversityinemploymenta. ConsultwithAnneSpecktounderstandcurrentpoliciesb. ReviewUS,PA,andAllentownemploymentnon‐discriminationlaws(including

recentEEOCrulings‐includingMiaMacyvsEricHolder,EEOCv.M.Slavin&SonsLtd.,andE‐RaceprogramatEEOC)incontrasttoMuhlenberg’spolicy(eg:what’smissingthatlegallyneedstobeincluded)

c. ReviewbestpracticesfromSHRMd. Reviewrelevantliteratureonproactivediversityhiringe. RelevanttoSHRMandliterature‐‐‐anylegalrestrictionsorbestpracticesregarding

benefitsthatmayhelptoattractdiversecandidates3. Bestpractices&legalinformationregardingsupplierdiversity

a. Reviewpublic‐facinginformationregardingMuhlenberg’spolicyb. ConsultwithKentDyertounderstandcurrentpracticesc. ReviewinformationfromWBENC,NMSDCandNGLCCd. Reviewrelevantliteratureonsupplierdiversity

FindingsandRecommendations:Admissions Background:IntheJune2013Fisherv.UniversityofTexascase,theSupremeCourt

madeanarrowdecisionthatlargelyupheldprinciplesfrompreviousrulings(GrutterandGratz)relatedtothevoluntaryuseofraceasafactorinadmissionsdecision‐making.Althoughthedecisioncontinuestorecognizediversityasaneducationalvalue,itrequiresincreaseddemonstrationthat“noworkablerace‐neutralalternativewouldproducetheeducationalbenefitsofdiversity.”Thisraisesthebarforinstitutionstojustifyeventhoserace‐consciouspoliciesandpracticesthatare“narrowlytailored”andgroundedina“compellinginterest.”


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DeanChrisHooker‐HaringprovidedaccesstoaconfidentialreportonMuhlenberg’srace‐consciouspoliciesandpracticesforthesub‐committee’sresearchpurposes.Compiledbyanad‐hocworkinggroupin2007,thereportrespondedtothen‐currentfederalprecedentbyprovidingdocumentationthatourrace‐consciouspracticeswerebeingemployedincompliancewiththelaw.ThefollowingrecommendationsweremadeafterconsideringthisreportinlightofbestpracticesthattakeFisherv.UniversityofTexasintoaccount.

WhileitisunlikelythataschoolofMuhlenberg’ssizeandstaturewouldfacejudicialreview,bestpractices12suggestthatabodyisappointedtoperiodicallyreviewthelegalityofthecollege’srace‐consciouspoliciesandpractices,inadditiontocompilingdocumentationthatreflectshowthesepracticeswereselectedfromamonganarrayofrace‐neutraloptions,inordertosupporta“compellinginterest”basedinthecollege’sstatedmission.Itisthereforeimperativethatallinstitutionalstatements(mission,diversity,strategicplans)affirmdiversityasacoreinstitutionalvalue.

DeanHooker‐Haringandbestpracticesliteraturesuggestedthatthereisanation‐wideneedtoidentifyandcultivaterace‐neutralpoliciesthatcaneffectivelypursuediversitygoalsinapost‐Fisheradmissionsworld.Itisimportanttonotethat“inselectingrace‐neutralapproaches,[institutions]maytakeintoaccounttheracialimpactofvariouschoices.”13

Approachesshouldbedevelopedthatpreparethecollegefortheeventualityofanevenmorenarrowtailoringofhowrace‐consciouspracticeswillbelegalinadmissionswork.ItisrecommendedthattheCollegeprioritizeinitiativesormechanismsthatensureMuhlenbergcanworkcreativelyandstrategicallytodeveloppioneeringrace‐neutralpoliciesthatarelaw‐abidingandeffective,inconversationwithotherleadingprogressiveinstitutions.

TheU.S.DepartmentofJusticeandtheU.S.DepartmentofEducationco‐authoredguidelinestohelpinstitutionsachieveracialdiversitygoalswhileabidingbyanincreasinglynarrowcourtprecedent.Theysuggestthatinstitutionspreparethemselvesbydevelopingsomerace‐neutralapproaches,suchas: developingpipelineprogramswithlocalsecondaryschools grantingadmissionspreferencetoallstudentsfrom(a)school(s)selectedbasedon

theirdemographics(i.e.racialorsocioeconomicmakeup) BucknellUniversityhasdevelopedscholarshipsandtargetedrecruitmentprograms

thatseek“studentswhovaluediversityandinclusivenessandwhowanttoexplorethesometimesdifficult–andoftenrewarding–terrainofdifferencesamongcultures,mindsetsandbackgrounds.”ItisrecommendedthattheCollegeconsidertheimpactof:a)addinganexplicitpositiverecognitionofhighschoolstudentswhoareactiveindiversityworkasafactorintheindividualized,holisticreviewofapplicants;andb)broadcastingthisasarecognizedvaluetoapplicantpools.Thisapproachwouldneedtobedevelopedinsuchawayastonotsupersedeongoinglegalrace‐consciouspractices.

12ResourcesthatwereusedtodeterminebestpracticesareavailabletotheDSPCintheBestPracticesandLegalsub‐committee’sGoogleDrivefolder.TheyincludeguidelinespreparedbytheCollegeBoard’sAccess&DiversityCollaborativeandjointlybytheU.S.DepartmentofJusticeandtheU.S.DepartmentofEducation.13U.S.DepartmentofJusticeandU.S.DepartmentofEducationguidelines


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Employment Inits’Non‐DiscriminationPolicy,thecollegestates“MuhlenbergCollegedoesnot

discriminateagainstanypersonbasedonage,color,disability,gender,genderidentity,nationalorethnicorigin,race,religion,sexualorientation,veteranstatus,oranyotherbasisprotectedbyapplicablefederal,stateorlocallaws.”Additionally,collegepolicyexplicitlyprohibitsdiscriminatoryharassment14.Thecollegerelies,almostsolelyonadherencetothesewrittenpoliciesforcompliancewithlocal15,state16andfederal17anti‐discrimination,employmentlaws.

TheU.S.EqualEmploymentOpportunityCommissionthroughtheEradicatingRacismandColorismfromEmployment(E‐RACE)InitiativeandtheSocietyforHumanResourceManagementviatheirStrategicDiversityManagementPlanhaveissuedbestpracticestoimprovehiringdiversityandpreventraceandcolordiscriminationinhiring,promotionandretention.BasedonconversationswithMuhlenberg’sVPforHumanResourcesitappearsthecollegelacksadequateresourcesfortraining,policyenforcementandstaffingtobeinlinewithmanyEEOCandSHRMbestpractices.

Thecollegelacksconsistencyinrecruitment,hiringandretentionpracticesfromonedepartmenttothenextacrosscampus.Hiringmanagersdonotreceiveformaltrainingonsearchtechniques,hiringpracticesorEqualEmploymentOpportunity(EEO)lawsnordotheyhaveatrackingsystemforself‐analysisorexternalreview.Asaresult,individuals,notsystemsaredetermininghiringmethodology.

ItisrecommendedthatthecollegetakeimmediateactiontowardimplementingthefollowingEEOCandSHRMrecommendations; Allhiringmanagersshouldreceiveformaltrainingpriortoconductingtheirfirst

searchandonaregularbasistobedeterminedbyHumanResourcesandtheProvost’sOfficethereafter.Thattrainingshouldincludediversityrecruitingtechniquesandareviewofapplicablelocal,stateandfederalemploymentdiscriminationlaws.

ConsistentrecruitmentandhiringpracticesshouldbedevelopedbyHumanResourcesandtheProvost’sOffice.Includetheestablishmentofneutralandobjectivecriteriaforeachdepartmentoncampustopreventsubjectiveemploymentdecisionsbasedonpersonalstereotypesorhiddenbias.

PurchaseapplicanttrackingsystemthatwillensureconsistencyindataandallowthecollegetomonitorEEOcomplianceinhiring,promotionandretention.

AlthoughaninitialreviewofEEOCandSHRMrecommendationshasbeencompleted,itisrecommendedthatamorethoroughevaluationofcurrentpolicyversustheaforementionedbestpracticesbeconductedbyHumanResourcesandtheProvost’sOfficeoraDSCPdesigneeincooperationwiththoseoffices.

14http://www.muhlenberg.edu/pdf/main/aboutus/hr/harassment_policy.pdf15Allentownordinancewww.padiversity.org/allentownordinance.html16PAHumanRelationsCommissionhttp://www.portal.state.pa.us/portal/server.pt/community/phrc_home/18970/employment_discrimination/70781617EEOCLawshttp://www.eeoc.gov/laws/types/index.cfm


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SupplierDiversity ThereisapubliclyfacingreferencetoaSupplierDiversityPolicyintheCollege’s

DiversityStatement18,howeveritwasdiscoveredthroughconversationswithKentDyerandareviewofthecollege’spurchasingwebsitethatMuhlenberglacksaformalizedSupplierDiversityPolicy,staffaregenerallyunawareofthestatedinstitutionalgoaltosupportsupplierdiversity,andprospectivevendorswouldn’tnecessarilybemadeawareofbidopportunities.

Sinceaformalizedsupplierdiversitypolicydoesnotexist,itisrecommendedthatonebedevelopedbyacollegecommitteethatincludesinternaladvocatesfordiversity,aswellaspeopleinvolvedinpurchasing.Bestpracticesinthediversityworldsuggestthatastrongsupplierdiversitypolicyshouldstatetheinstitutionalcommitmenttodiversityasitpertainstovendors,recognizediversitycertificationsfromtheWomen’sBusinessEnterpriseNationalCouncil(WBE),NationalMinoritySupplierDiversityCouncil(MBE),USBLNDisabilitySupplierDiversityProgram(DBE),andtheNationalGayandLesbianChamberofCommerce(NGLCC).Inaddition,theCollegeshouldrecognizediversitycertificationsfromtheCommonwealthofPennsylvania,whilerecognizingthatPennsylvaniadoesnotcertifyLGBT‐ownedbusinesses.AnexemplarypolicythatcouldbeusedasamodelisTDBank’spolicy:http://www.tdbank.com/aboutus/prospectivesuppliers.html

Manysupplierdiversitypoliciesdon’tincludeLGBT‐ownedbusinesses,givenMuhlenberg’scommitmenttoLGBTinclusion;itisrecommendedthatMuhlenberg’spolicyspecificallyincludeLGBT‐ownedbusinesses.Thisisagrowingtrendinthecorporatesupplierdiversitycommunity.

Cutting‐edgepoliciesalsorequiresupplierstoaffirmtheinstitutionsnon‐discriminationpolicy.ThisisquicklybecomingabestpracticeandsomethingtheCollegealreadyincludesinbiddocuments.Thecurrentpolicyisuptodateandisverystrong.Itisrecommendedtoincludethisexistingpolicyintheeventualsupplierdiversitypolicy.TheeffectofthismeansthatanyvendorseekingtodobusinesswithMuhlenbergmustfirstaffirmthattheydon’tdiscriminateagainsttheiremployeesbasedontheprotectedclassesMuhlenberghasidentifiedinitsnon‐discriminationpolicy.

Thebestsupplierdiversitypoliciestrackinstitutionaldiversityspendingandsetannualgoalsandbenchmarks.Forexample,aninstitutionmightsaytheirgoalistoreach10%diversitypurchasing.ItisrecommendedthatMuhlenbergincludethisinitspolicy.Mostinstitutionssettheirgoalasapercentageoftotalspendratherthanafirmdollarvalue.

BasedonconversationswithKentDyerandinformalconversationswithmembersofDSPC,itseemsthatmanydepartmentsmaketheirpurchasingdecisionsoutsideofthecollege’spurchasingprocess.Itisrecommendedthatthesupplierdiversitypolicybeintendedtoincludeallcollegepurchasesaboveadecided‐upondollarthresholdandthateverystaffmemberwhomakescollege‐fundedpurchasesbemadeawareoftheinstitutionalcommitmenttosupplierdiversityandencouragedtoconsideritevenwhenpurchasesarebelowthedollarthreshold.

18“Finally,MuhlenbergCollegealsocommitsitselftogoodcitizenshipinthewider,localcommunitybysupportingwithourbusinessthosevendorsandservicesthatareoperatedbyandfairlyemployunderrepresentedgroups.”(MuhlenbergCollegeDiversityStatement)

muhlenberg college year diversity strategic plan · muhlenberg college’s five‐year diversity...

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