Diversity and Inclusion Forum

R. Tamiko Halualani, Ph.D. Author

09/26/2017 Added

216 Plays

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R. Tamiko Halualani visited the university on Monday, September 25, 2017, to report on a diversity analysis conducted by Halualani & Associates. Three open forums were offered to the campus community.

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[00:00:06.403]Good afternoon, my name is Dr. Rona Halualani,
[00:00:09.336]I'm happy to be back here at the University of Nebraska
[00:00:11.661]Lincoln.
[00:00:13.000]I am part of the consultant team,
[00:00:16.563]I'm the lead of Halualani and Associates.
[00:00:19.899]We engaged in a diversity mapping project.
[00:00:23.519]We began this winter/spring and so I'm here today
[00:00:28.299]to talk a bit about the findings, yes?
[00:00:32.061]So I'm a communications scholar by trade so I do not
[00:00:35.203]mind being interrupted.
[00:00:37.420]So if you have questions as I go through this just
[00:00:40.723]raise your hand and I'm happy to, I'm used to that,
[00:00:44.920]actually, to answer any questions.
[00:00:48.163]Alright so let me get started.
[00:00:50.359]As I said earlier, my team and I, I represent a team
[00:00:54.022]of three.
[00:00:55.236]I'm the one that travels, I'm the lucky one that
[00:00:57.155]gets to travel and we looked at your campus in terms
[00:01:02.875]of diversity efforts in courses beginning in the
[00:01:06.179]winter and the spring of this year.
[00:01:07.736]So it's been not quite a year since we finished.
[00:01:10.435]There is a final report, should be on your website.
[00:01:14.376]It's very detailed, I apologize, it's detailed with
[00:01:17.494]everything that we found with also action steps and
[00:01:20.339]recommendations.
[00:01:21.395]My firm and I, I used to be the diversity leader on
[00:01:25.113]my home campus that I'm a faculty member of at
[00:01:27.677]San Jose State University.
[00:01:29.412]I'm a professor of intercultural communication and I've
[00:01:31.331]been doing diversity mapping for the last 10 years.
[00:01:34.715]You are our 48th institution we've mapped.
[00:01:38.317]We've mapped Penn State, all the Indiana University
[00:01:43.096]campuses, we've mapped large size schools, midsize,
[00:01:46.419]small as well as faith based and secular,
[00:01:50.237]which is really interesting.
[00:01:51.539]As well as health sciences institutions and whatnot.
[00:01:56.659]So let me talk a little bit about diversity mapping.
[00:02:00.056]Diversity mapping is a methodology that I started
[00:02:02.317]in 2007.
[00:02:03.596]It's different than campus climate assessment.
[00:02:06.115]So campus climate assessment is really when you're
[00:02:09.859]looking at the experience of your campus members.
[00:02:13.336]How do they experience UNL?
[00:02:15.075]That's not what we did.
[00:02:16.659]We did the other side of the coin where we look at
[00:02:19.459]the institutional actions and efforts that have been
[00:02:22.259]engaged in with regards to diversity equity inclusion.
[00:02:25.699]And what we ultimately did is we examined five to six
[00:02:28.514]years of all of your diversity, equity, and inclusion
[00:02:31.108]efforts here at UNL to see what are you doing?
[00:02:34.275]What are you doing well?
[00:02:35.555]What do you have that are great leverage points?
[00:02:37.311]What are some areas that you need to focus on more?
[00:02:40.099]What are your next steps?
[00:02:41.875]That's what we do with regard to diversity mapping.
[00:02:44.355]And ultimately this is to make your next decision points
[00:02:47.395]as a campus and to take strategic action.
[00:02:50.472]So we have strategies about how do you move forward
[00:02:54.419]in a very specific focus way without just doing everything,
[00:02:59.896]but doing things that you really want to do with
[00:03:01.997]regard to diversity, equity, and inclusion.
[00:03:05.619]So diversity mapping is a process by which, again,
[00:03:09.853]we look at all of your efforts.
[00:03:12.077]These are efforts that you've actually completed
[00:03:14.499]or engaged in.
[00:03:15.515]Not what you said you would do, right?
[00:03:17.437]Now what you promised to do, but efforts that we can
[00:03:20.593]document that have been, that are regularly going,
[00:03:24.237]that have been completed or have been started.
[00:03:28.094]Many campuses use our maps and I'll show you what your
[00:03:31.336]map looks like a little bit later.
[00:03:33.395]They use it as kind of their baseline, their before shot,
[00:03:36.056]before that cleanse.
[00:03:38.616]Before that fitness regimen.
[00:03:40.899]And you could easily make a list of all of your own
[00:03:43.459]efforts yourself, but we do something called analytical
[00:03:47.574]mapping where we examine every one of your efforts,
[00:03:50.995]let me show you, and we examine them according to 43
[00:03:54.397]analytical layers and these layers, it's like holding
[00:03:57.695]something up to the light and moving it slightly
[00:03:59.917]so you could look at 43 different angles.
[00:04:02.776]So you'll see, this is a huge spreadsheet for just
[00:04:05.732]your efforts where this column right here are the
[00:04:10.317]actual efforts and we look at what years were they in,
[00:04:15.096]what kind of effort was it, who owns it,
[00:04:18.195]what was the target populations, what aspects of diversity
[00:04:21.215]are involved in it?
[00:04:22.694]Who put it on? Was it university wide?
[00:04:24.979]Was it program-driven? Was it student initiated?
[00:04:27.677]All of these layers are gonna be able to make sense of
[00:04:30.632]what your diversity activity is doing.
[00:04:33.197]And we did this for your undergraduate courses,
[00:04:35.816]your ACE courses, and your graduate curriculum as well.
[00:04:38.819]So it was very, we lived and breathed UNL for the last
[00:04:41.597]10 months.
[00:04:43.614]And it was a really fascinating exploration.
[00:04:47.939]So let me go back.
[00:04:51.416]We do this so that we can identify your strengths,
[00:04:54.637]we can identify your gaps in opportunities.
[00:04:56.771]I come from a campus that historically reinvented
[00:04:59.215]the wheel every couple years and it was demoralizing.
[00:05:03.315]And we also, I'm from a system, the California State
[00:05:07.537]University System where we don't have a lot of new money.
[00:05:09.997]We have like dwindling state contributions to our funding.
[00:05:14.899]So we have to repurpose what we already have.
[00:05:18.797]So I'm very sensitive to cost and I'm very sensitive
[00:05:21.336]to budget and resources.
[00:05:23.299]And so mapping, I initially started the mapping methodology
[00:05:27.096]at my home institution.
[00:05:28.978]We were being furloughed, budgets were tough,
[00:05:32.035]and so we wanted to look at what we did and what
[00:05:34.397]we could repurpose and that's kind of how this started.
[00:05:36.396]We have a process really quickly where I'm in the
[00:05:40.577]Silicon Valley, I live right around the corner from Google
[00:05:43.197]where we take advantage of kind of their search
[00:05:46.271]engine optimization as well as kind of web scraping.
[00:05:48.992]You have a pretty deep digital footprint in terms of
[00:05:52.499]what you do with diversity, equity, and inclusion.
[00:05:54.692]There's individual websites off of programs and divisions.
[00:05:57.454]You have a lot of documents that are available.
[00:05:59.816]Your students are very ever-present on social media,
[00:06:03.235]your events are on YouTube, Vine, and Vimeos.
[00:06:06.397]We got a lot of information that way,
[00:06:08.216]but we also had a couple of survey mechanisms to
[00:06:11.816]collection information directly from you.
[00:06:13.779]Thank you if you responded to them.
[00:06:16.195]One was a diversity efforts informational survey
[00:06:19.117]and it was just basically asking you if you had
[00:06:21.859]participated in a diversity effort within the last
[00:06:24.696]five years and asking you questions about what that was.
[00:06:26.992]What we really look for is we look to see that we're
[00:06:31.892]getting at all the formal and informal efforts.
[00:06:35.059]By the time we pulled open your diversity informational
[00:06:39.139]efforts survey we actually had 80 to 90 percent of
[00:06:41.859]what was already there.
[00:06:43.016]So we used that as kind of a cross-check,
[00:06:44.776]but we did find some things that we didn't have that
[00:06:48.637]was in kind of a corner that nobody really knew about
[00:06:51.275]that was taken on by a staff or a faculty member on
[00:06:53.574]their own volition and we incorporated those, as well.
[00:06:57.235]We take all of this information, we analyze this
[00:07:01.139]through domain analysis.
[00:07:03.075]It's kind of like those of you that do quantitative work,
[00:07:05.315]it's like a visual cross tabs SPSS in a way.
[00:07:09.437]And we use that to build the large scale maps.
[00:07:15.699]So this is one of eight that we're gonna hand over
[00:07:18.352]to your campus.
[00:07:19.395]This is, you can't read all the fine details,
[00:07:21.859]but I just want you to see this is your massive
[00:07:23.896]institution in the sense of these are all your units,
[00:07:26.477]programs, and divisions and all those white kind of balloon
[00:07:29.775]bubbles that are jetting out, those are the actual
[00:07:32.975]efforts from each of those divisions in those units.
[00:07:36.595]So it's actually quite big that you can zoom in
[00:07:38.536]and zoom out.
[00:07:39.539]And we have maps like that for your curricula
[00:07:41.336]as well as your efforts.
[00:07:45.896]A diversity effort was basically anything that was
[00:07:49.757]not a course.
[00:07:51.736]So it could be an academic support program,
[00:07:53.597]it could be a scholarship or financial aid for
[00:07:57.779]international students or first generation students,
[00:08:00.275]it could be a policy or a directive that you need to
[00:08:03.353]follow with regard to equity.
[00:08:05.176]And the way we looked at diversity is we have 75
[00:08:08.179]search terms where we cast our net wide and we pull
[00:08:11.256]everything in.
[00:08:12.339]If the topic related in any way to a diverse group,
[00:08:16.098]a diverse topic, diverse content, we pulled that in.
[00:08:20.814]If the effort was maybe not really specific in terms
[00:08:26.435]of diversity content, but it was for a diverse group,
[00:08:29.093]we pulled that in, as well.
[00:08:30.515]If it was a diversity context or setting we pulled
[00:08:32.995]all of that in.
[00:08:34.750]So that allows us, we'd rather have everything kind of
[00:08:37.837]in our net and we can use, we can rely on our layers
[00:08:41.219]to make sense of it.
[00:08:42.616]We looked at all aspects of diversity; gender, race,
[00:08:45.859]ethnicity, socioeconomic status, political ideology
[00:08:48.995]perspective, religion, intersectionality,
[00:08:51.816]sexual orientation, we look specifically at transgender,
[00:08:54.115]disabilities, regional origin, age generation,
[00:08:57.875]nationality, linguistic background, we did all of that
[00:09:00.856]to pull that in and make sense of what was going on.
[00:09:04.259]Same thing, as well, for your courses.
[00:09:07.256]Diversity courses were any of your current catalog
[00:09:09.779]offerings related to undergraduate, ACE, and graduate
[00:09:13.736]and we pulled all of those.
[00:09:15.214]Not just the usual suspects, mind you,
[00:09:17.414]not just the courses I teach.
[00:09:19.112]I teach the diversity required courses.
[00:09:20.616]We pulled in, we looked at every course in every
[00:09:24.017]department across all the disciplines because
[00:09:26.877]diversity is incorporated in different ways depending
[00:09:30.494]on the discipline.
[00:09:34.515]So you see my big awesome right there.
[00:09:36.696]So I am happy to say that UNL had the most responses
[00:09:42.272]that I have ever seen in the last 10 years.
[00:09:45.555]Wahoo! We've got to celebrate that.
[00:09:47.555]So we had 3,189 responses via the Diversity Efforts
[00:09:51.699]Informational Survey, so that was huge.
[00:09:55.736]And the great thing about that is that we were able
[00:09:58.875]to get a lot of information that way.
[00:10:00.896]How long an effort had been up, what was really the
[00:10:03.677]nature of it, and people gave us tons of information
[00:10:06.654]that way.
[00:10:07.635]Not only that, people would attach a document,
[00:10:09.891]an explanation, kind of a review of what happened or
[00:10:14.195]whatnot and we reviewed 168 plus documents submitted to us.
[00:10:18.899]We had faculty sending us assignments and syllabi,
[00:10:22.995]all sorts of really awesome things.
[00:10:24.739]So thank you if you were part of that group.
[00:10:27.037]We read through everything.
[00:10:29.576]We read over a total of 672 total pages that were
[00:10:32.819]sent to us that related to diversity, equity, inclusion.
[00:10:35.635]We do nothing else--
[00:10:37.699]Just kidding, we are very much engaged on the work.
[00:10:41.917]We had an instrument called the Diversity Pedagogy
[00:10:44.856]Instrument that was just for your instructors on
[00:10:47.394]the campus and it really asked them questions about
[00:10:50.099]what are the three courses they teach the most regularly.
[00:10:54.026]We don't want to know, necessarily, just about the one
[00:10:56.268]diversity course you taught 10 years ago.
[00:10:58.421]We wanted to know what do you teach regularly and of
[00:11:00.669]what you teach regularly in what way, if at all,
[00:11:04.429]is diversity incorporated?
[00:11:06.930]Is it incorporated in terms of topical content?
[00:11:09.549]Is it incorporated in terms of maybe you don't teach
[00:11:12.407]anything related to the subject matter, but you incorporated
[00:11:14.930]inclusive pedagogical techniques.
[00:11:17.047]Difficult dialogue is about power in intersections,
[00:11:19.687]active learning associated with particular identities,
[00:11:23.709]those particular things.
[00:11:25.182]So we got 341 responses on the Diversity Pedagogy
[00:11:28.866]Instrument, it's about roughly what we normally get
[00:11:31.026]at an institution your size.
[00:11:33.426]So we did get a lot of, a good amount of faculty input.
[00:11:37.627]So let's get to the heart of it, what does your diversity
[00:11:41.207]activity reveal about the state of diversity of
[00:11:44.669]inclusion here on your campus?
[00:11:46.887]And this is what we found, we found that there is
[00:11:48.791]activity going on.
[00:11:51.687]And that's not always, that might so common-sensical,
[00:11:55.426]but we got to campuses where there's actually very few
[00:11:58.066]activities going on.
[00:12:00.087]So you actually have a high amount.
[00:12:03.010]Over the five to six years that we looked at you had
[00:12:05.042]11,151 diversity efforts.
[00:12:07.767]That only tells you the number.
[00:12:10.829]So it's not always a numbers or a quantity game.
[00:12:13.469]You could be at institution that has 1200 diversity
[00:12:18.346]efforts, but maybe those efforts are one time,
[00:12:20.589]maybe they're not institutionalized,
[00:12:22.546]maybe they're off of one time money and maybe they're
[00:12:25.090]on broad level cultural diversity issues.
[00:12:27.666]So that doesn't tell us a lot about quality.
[00:12:30.029]I would rather kind of see a campus where they had
[00:12:32.688]45 well placed, well intentioned, well resources
[00:12:37.229]permanent institutionalized efforts that look at the
[00:12:40.327]spectrum of diversity.
[00:12:41.687]So it's not just a numbers game, right?
[00:12:43.346]So you understand.
[00:12:44.589]The quality measure for us is how much of the focus
[00:12:47.502]of the efforts is actually on diversity, equity,
[00:12:50.007]and inclusion.
[00:12:51.010]If I were to take diversity, equity, and inclusion out of
[00:12:53.250]those efforts, would those efforts seek to exist?
[00:12:56.145]If so that tells us more about quality.
[00:12:59.527]Happy to say that 99% of your diversity efforts are
[00:13:03.186]primarily focused on diversity, equity, and inclusion.
[00:13:06.269]Meaning they were centrally designed and created for
[00:13:08.669]that purpose.
[00:13:10.109]That's a good sign.
[00:13:11.807]We also found that it was intrinsically motivated.
[00:13:14.087]So we wanted to look at how many of these efforts
[00:13:16.407]were mandated, how many of them related to compliance
[00:13:18.706]issues, how many of them related to a lawsuit,
[00:13:22.269]so we often kind of go to campuses where that's kind of
[00:13:24.930]the context.
[00:13:25.970]There was definitely a high degree of intrinsic motivation.
[00:13:29.069]So you're doing this because this is important,
[00:13:31.207]it reflects the values, there's movement in that
[00:13:33.826]particular area.
[00:13:35.527]We saw the quality, the 99% primary focus and we see that
[00:13:38.567]all divisions are on deck.
[00:13:41.704]Now, your student affairs, your academic affairs,
[00:13:44.087]and your office of the chancellor,
[00:13:46.066]and I believe a few of the other divisions do much,
[00:13:49.389]much more, they're the heavy lifters,
[00:13:51.168]but all divisions in their own way are contributing
[00:13:54.303]to this diverse activity and these diverse efforts.
[00:13:59.026]But, so that was the good news, the bad news is there's
[00:14:01.104]no real strategic anchor to any of these efforts.
[00:14:04.866]So if were to throw all of these efforts,
[00:14:07.410]put each of them on an index and throw them up in the air
[00:14:09.584]they may very well appear in the very same fashion
[00:14:12.706]and format that we reviewed them.
[00:14:15.389]We couldn't tell where you were going,
[00:14:17.684]what's the larger vision with diversity, equity,
[00:14:19.607]inclusion?
[00:14:20.727]We couldn't tell if it was related to diversity engagement
[00:14:23.464]on difficult topics.
[00:14:24.770]We couldn't tell if diverse recruitment was your issue.
[00:14:28.327]We couldn't tell if you were even interested in campus
[00:14:31.229]climate as being a major kind of focus.
[00:14:34.706]So I talked about this in the recommendations if
[00:14:36.887]you looked at that and with your leadership is that
[00:14:39.266]there's no strategic framing or alignment around this.
[00:14:43.170]And it is my belief, and belief of many institutions,
[00:14:45.949]that just like you have a master plan for your academic
[00:14:49.229]side of the house, just like you have a master plan for
[00:14:51.970]capital improvements in your buildings as well as
[00:14:55.810]your financial, that you should have a plan for DE&I,
[00:14:59.287]diversity, equity, inclusion.
[00:15:01.044]That goes beyond just getting people here,
[00:15:04.064]but that are really about all sorts of things
[00:15:06.770]university wide.
[00:15:08.007]So the kinds of conversations that you want to have,
[00:15:10.084]the kinds of support programs for the different kinds of
[00:15:14.247]groups and experiences and whatnot.
[00:15:16.786]So no strategic framing or alignment.
[00:15:19.265]There needs to be a strategic mindset.
[00:15:21.287]In addition to this point we found that there was a
[00:15:25.067]predominant silo effect on your campus.
[00:15:28.247]We see that pretty much everywhere we go.
[00:15:30.050]We found one campus that did not have a silo effect,
[00:15:32.344]and what I mean by that is most of your diversity
[00:15:35.410]efforts are actually individually created,
[00:15:37.426]driven, and funded by their own individual units or
[00:15:42.025]divisions.
[00:15:43.767]90%, in fact, were program-driven.
[00:15:46.727]10% were student initiated and that was the work of your
[00:15:49.010]student organizations and your clubs that have
[00:15:52.205]generated their own activity.
[00:15:54.210]My point being here is that if diversity and inclusion
[00:15:57.810]is that important to UNL, we would see a more centralization
[00:16:02.589]of that priority, which means also resources and more
[00:16:09.346]of a focus.
[00:16:10.546]Think about it from a cost or a budget point of view.
[00:16:13.330]If most of the efforts are driven by your units,
[00:16:17.506]they're also depleting their individual budgets for
[00:16:20.647]that particular function in addition to the whole host
[00:16:25.986]of other functions in their portfolio.
[00:16:28.047]Whereas when we see a strategic anchoring,
[00:16:31.046]we see usually centralized resources dolled out
[00:16:33.469]in which units can then inhabit a goal,
[00:16:37.287]a diversity strategic goal, in the way that they want,
[00:16:40.306]but it has to follow the framing of the goal,
[00:16:43.287]but it's centrally resources, its' centrally steered,
[00:16:47.847]it's centrally focused.
[00:16:49.650]16% of your efforts are collaborations.
[00:16:52.345]So we looked to see are you working together on any
[00:16:55.229]of these efforts?
[00:16:56.626]I'd argue that we saw many of your efforts as
[00:16:58.943]collaborations because they were cost sharing.
[00:17:01.927]Which again points to the point about strategic alignment
[00:17:05.204]and if it's that important to you.
[00:17:07.490]It's hard to put an event together.
[00:17:09.309]You might not have enough money for that speaker,
[00:17:11.367]you may have to pair up with somebody to kind of
[00:17:13.464]share that and whatnot.
[00:17:15.410]We found 364 collaborators across your entire mapping.
[00:17:18.643]There's an average of three collaborators per effort
[00:17:22.087]and you have 58 external collaborators.
[00:17:24.269]And we can highlight which ones and in which areas,
[00:17:27.789]but I thought that that was useful.
[00:17:29.386]If you have a strategic alignment in place,
[00:17:32.109]you're gonna see much more collaboration because a good
[00:17:34.825]diversity strategy allows for that,
[00:17:36.887]but you're also gonna see maybe less reliance on
[00:17:40.770]each other to combine budgets to put something on,
[00:17:44.749]so to speak.
[00:17:46.007]There is some degree of we look for is there a level
[00:17:50.007]of institutionalization and permanence with regard
[00:17:52.669]to your diversity efforts?
[00:17:54.187]My point here is that I myself, historically,
[00:17:56.807]and I've seen this at other campuses,
[00:17:58.866]you'll see diversity efforts being anchored to a person.
[00:18:01.927]And when the person leaves, those efforts start to
[00:18:06.429]wane out where they should be kind of permanently or
[00:18:10.556]sedimented to the infrastructure of the organization.
[00:18:13.607]So we're looking at that, we're looking for that.
[00:18:15.366]We found that 54% of your diversity efforts are gonna
[00:18:19.970]probably last for a good three to five years on
[00:18:22.667]a strategic cycle.
[00:18:24.185]But we also found that 42% of those efforts are one shot
[00:18:27.527]immediate short term, meaning they last like a week,
[00:18:32.509]maybe even a day if it's a speaker event.
[00:18:34.884]Most of the efforts that we found here were events.
[00:18:37.186]So it kind of also tells you that a lot of them
[00:18:40.290]are one time kind of one shot deals.
[00:18:42.866]So the diversity strategic alignment that I'm talking
[00:18:45.730]about may help with regard to a level of
[00:18:48.163]institutionalization for things that are gonna resonate
[00:18:51.586]and they're gonna resonate longer than a shorter
[00:18:53.807]period of time.
[00:18:54.926]So this is just showing you in orange those are all
[00:18:56.967]years efforts and at the top you have single year
[00:19:00.530]efforts.
[00:19:01.527]It looks like your single year efforts are increasing
[00:19:03.506]within the last two years.
[00:19:05.869]So your one shot deals are actually increasing.
[00:19:09.330]You have mostly events or programming.
[00:19:13.250]Meaning that student affairs is actually doing a great
[00:19:15.367]deal of heavy lifting.
[00:19:16.989]Now, academic affairs has a good number of events
[00:19:18.930]as well, but student affairs they're very much about
[00:19:22.029]the co-curricular building up of a campus.
[00:19:24.989]And we see that here.
[00:19:26.269]48% of your effort types are events.
[00:19:28.685]And I love events and I think events are really
[00:19:32.166]important for the learning mission and exposure that
[00:19:34.850]you want to provide to your campus members.
[00:19:37.468]But I'm also wondering what is it that UNL really
[00:19:40.084]wants to do.
[00:19:41.287]Do you want to let 1,000 flowers bloom? Which is great.
[00:19:43.365]Or do you want to focus on one or two or three areas?
[00:19:47.346]I always use the example of University of Michigan.
[00:19:49.927]This is a common chart that we see at most places
[00:19:53.229]we go to.
[00:19:54.327]It's like some of them 70% events,
[00:19:56.829]few academic support programs, a little bit of recruitment,
[00:20:00.565]and then that might be it,
[00:20:02.056]and a little bit of everything else.
[00:20:03.607]Well they had a similar issue and they said,
[00:20:05.269]"You know what? We want to focus on one to two
[00:20:08.083]"to three things."
[00:20:09.511]They chose a theme.
[00:20:11.047]They decided for two years they would focus on
[00:20:12.827]racial justice.
[00:20:13.949]They wanted to build up curricularly, co-curricularly
[00:20:17.111]policy and committees all related to racial justice
[00:20:20.328]and they did that for two years.
[00:20:22.493]And they got a lot of traction out of that kind of
[00:20:25.209]focus and so I always tell institutions it's up to you,
[00:20:27.191]but to not be afraid of giving yourself that lecture.
[00:20:32.068]It doesn't mean you're not doing anything else,
[00:20:33.991]but it does mean that you are putting a lot of energy
[00:20:36.653]towards that particular thematic focus.
[00:20:40.054]There are gonna be different effort types depending
[00:20:44.333]on the division.
[00:20:45.335]So blue is student affairs, green is the office of the
[00:20:50.455]chancellor, orange is the academic affairs and I think
[00:20:52.914]I put silver is the Institute of Agriculture and
[00:20:55.154]Natural Resources.
[00:20:56.637]You'll see that student affairs has their hands a little
[00:20:59.197]bit in everything in terms of events, trainings and
[00:21:00.397]workshops, student clubs/organizations,
[00:21:03.086]and campus resources.
[00:21:04.717]But you also see that a good amount of what they do
[00:21:09.853]as well as what academic affairs does are campus
[00:21:13.373]resources and even trainings and workshops.
[00:21:16.312]So different effort types, this was a common slide
[00:21:18.935]that we also see depending on the institution.
[00:21:21.173]We looked at your events.
[00:21:22.893]We looked to see how many events not just occurred once,
[00:21:25.677]but occurred more than once.
[00:21:27.133]We call them recurring events.
[00:21:28.855]We found that the great majority of your events
[00:21:30.935]were one time.
[00:21:32.157]And I don't think there's inherently wrong with that,
[00:21:35.255]but I do think when we think about higher education
[00:21:39.133]and all these great events that we have,
[00:21:41.533]dialogue series, speaker series,
[00:21:43.975]we're getting exposure to different topics, right?
[00:21:46.472]We're getting exposure to different perspectives,
[00:21:49.117]but they're only one time.
[00:21:51.133]And they're typically not linked to a course.
[00:21:54.237]So for us the dream is to link these events to a
[00:21:58.793]learning outcome that's linked to a course that's even
[00:22:02.033]linked to an assignment.
[00:22:03.394]Because they you really get to see how that event
[00:22:06.535]translates into the diversity learning of a student
[00:22:10.055]or even of a campus member.
[00:22:11.697]And that kind of brings it full circle and it makes
[00:22:13.874]the one time longer than one time, right?
[00:22:16.178]It almost extends the temporarily of that.
[00:22:19.474]17% of your events are recurring,
[00:22:22.455]and I'll talk a little bit about that.
[00:22:24.336]But we wanted to look, also, at the kind of engagement
[00:22:27.357]level about diversity.
[00:22:29.074]So I'm gonna toggle back and forth between these
[00:22:31.255]next two slides.
[00:22:32.338]This is a taxonomy that I created with two of my grad
[00:22:36.176]students in 2012.
[00:22:37.858]This is my homage to Bloom's taxonomy, I'm that old.
[00:22:42.097]I love Bloom's taxonomy, that's how I was trained,
[00:22:44.664]that's how I learned.
[00:22:45.971]But there as nothing equivalent for a taxonomy of
[00:22:49.138]learning about diversity topics.
[00:22:51.997]When I teach in my class about cultural patterns
[00:22:56.578]and cross-cultural awareness, it's a very different kind
[00:23:00.578]of instruction, it's a very different kind of conversation
[00:23:03.133]that takes place than when I'm talking about critical race
[00:23:05.975]theory and privilege.
[00:23:08.153]The latter takes weeks longer, it takes a different
[00:23:11.575]cognitive and affective demand.
[00:23:14.178]And so I wanted this to reflect the differences there.
[00:23:16.672]It scaffolds up like a painting scaffold,
[00:23:19.871]it's similar to the notion of Bloom's with engagement.
[00:23:22.295]The blue levels are the higher engagement level,
[00:23:25.394]meaning they require more cognitive demand and affective
[00:23:27.453]demand and the lower ones less so.
[00:23:29.735]But level four subsumes level three, two, and one.
[00:23:33.161]What is important, I'm gonna take this for the video,
[00:23:37.655]is that level five is the critical stage upon which
[00:23:43.474]you want to meet or exceed.
[00:23:45.215]Level five is when you're getting into issues of
[00:23:47.209]structures inequalities, power differences in equalities,
[00:23:50.796]positionality, and differences in that way.
[00:23:54.407]You could have all these great conversations on your
[00:23:56.576]campus about culture and diversity and intercultural
[00:23:58.631]competencies, but you might not ever talk about power.
[00:24:01.997]And for us the full spectrum needs to be engaged
[00:24:06.557]in a particular way.
[00:24:07.794]So we wanted to look at what are your events seem to be--
[00:24:11.272]What kinds of levels of learning do your events
[00:24:13.411]seem to be striving for?
[00:24:15.895]And we found that a great major--
[00:24:17.650]56% were focused on knowledge awareness,
[00:24:19.695]introducing new topics, introducing new ideas,
[00:24:24.983]maybe even exposure to a different group,
[00:24:27.314]but 26%, even 27% were focused on the critical evaluation
[00:24:33.714]of power differences and social agency in action.
[00:24:38.274]They were focused on the higher levels of engagement.
[00:24:40.573]So our point was isn't that interesting and how is it
[00:24:44.493]that in the future, thinking about your event,
[00:24:47.271]how are you making sure that you traverse those
[00:24:50.273]different engagement levels?
[00:24:51.849]Some campuses actually take our, and you're welcome to
[00:24:54.631]if you want, take this when they design and set out
[00:24:57.310]their events, but a lot of faculty actually use this
[00:24:59.910]in their courses.
[00:25:01.170]And so I'm happy to share in any way that you see fit
[00:25:04.093]if you find that to be comfortable.
[00:25:08.798]We looked at your recurring events and your one time
[00:25:11.069]events so if you see these two columns,
[00:25:12.930]the colors you see represents the more variation on the
[00:25:17.847]constructions of diversity and culture that they're
[00:25:20.803]being exposed to.
[00:25:21.983]So you'll see that there's a great amount of coverage
[00:25:25.423]in terms of political ideology, and all these other
[00:25:27.788]different aspects, but the one time events still have
[00:25:30.786]more coverage on religion, gender, disability,
[00:25:34.327]sexual orientation, international global cultures,
[00:25:37.087]and race/ethnicity.
[00:25:38.386]Sometimes the recurring events have a higher proportion
[00:25:41.250]of those recurring events that look at aspects of
[00:25:43.788]certain diversity over the other.
[00:25:46.247]We didn't see that so much here, we saw more coverage
[00:25:48.265]on particular constructions in one-time events.
[00:25:50.850]We also look at your blended focus.
[00:25:54.887]So we're wanting to know if your efforts are framed
[00:25:58.487]for everybody, the mainstream, or if you have efforts
[00:26:01.767]that are actually framed to fit the needs of a
[00:26:04.487]specific group.
[00:26:05.570]And that's not exclusionary, that's just it's customized
[00:26:08.290]for a group.
[00:26:09.410]First generation, female students, female faculty members
[00:26:12.930]or employees, it's customized in other ways.
[00:26:15.906]We found that 70% of your efforts were actually
[00:26:18.066]specific group focused.
[00:26:19.650]Which is a really high amount.
[00:26:21.266]Normally we see this flipped, normally we see efforts
[00:26:24.130]that are diversity and it's for everybody and it's
[00:26:27.229]not really customized, it's one-size-fits-all,
[00:26:29.970]it's a little bit more generic.
[00:26:31.626]We only found that in 30% whereas we typically find
[00:26:34.690]that to be 70, 80% in other campuses.
[00:26:38.127]So that's actually a very good sign and a good finding.
[00:26:40.647]You have a robust focus on important segments.
[00:26:44.029]I find this to be an important layer because of the
[00:26:47.826]focus on college completion in the state of higher ed
[00:26:52.324]nationally and specifically on under represented groups.
[00:26:55.789]So if I show this very busy chart, bare with me.
[00:26:59.906]Keep in mind that the colors represent different kinds of
[00:27:04.545]efforts that relate to campus climate in retention
[00:27:07.447]and graduation.
[00:27:08.487]These are things like student clubs and organizations,
[00:27:10.370]campus resources, financial aid, academic program support,
[00:27:13.886]retention-graduation initiative.
[00:27:15.906]Along the margin there are actually specific groups.
[00:27:18.884]Native-American, African-American, Asian-American,
[00:27:22.889]students with disabilities, female campus members.
[00:27:25.826]And we can look to see of what percentage of those
[00:27:28.946]kinds of effort types are designated for those
[00:27:31.447]particular groups.
[00:27:32.527]You're gonna see the greatest variety in terms of
[00:27:35.426]the healthier more even blends are gonna be for
[00:27:38.249]multiple historically under-represented campus members.
[00:27:41.026]But you'll also see in the blue that there's a lot of
[00:27:43.730]student clubs and organizations for these different
[00:27:45.748]groups, but maybe not as many campus resources.
[00:27:48.626]And maybe not as many academic support programs.
[00:27:52.333]So UNL should kind of look at that in relation
[00:27:55.490]to their focus on retention and graduation in terms
[00:27:57.927]of is there enough for these particular groups?
[00:28:00.290]If student clubs and organizations are gonna be
[00:28:03.425]a huge designation for peer support and student
[00:28:08.130]community, have we resourced them?
[00:28:11.117]Have we supported them in the ways that we should?
[00:28:14.450]Those are kind of some questions.
[00:28:17.629]So I argue to put more focus on campus climate.
[00:28:21.207]You've got 316 efforts that specifically in my mind
[00:28:24.569]are categorized under campus climate.
[00:28:28.349]And this is the notion of structures of belonging.
[00:28:30.807]I said this earlier today that a lot of our focus is
[00:28:34.089]always gonna be on diverse recruitment,
[00:28:36.066]getting students here, access issues, making sure
[00:28:39.549]they're through the door.
[00:28:41.069]But the other question is what are you recruiting
[00:28:42.647]them towards?
[00:28:43.789]What will be here when they're here.
[00:28:45.949]Because if they see something that it's not and they're
[00:28:48.267]here and they're like, "This is not what I thought
[00:28:51.426]"it would be," then you see your retention rates and
[00:28:54.066]folks departing and leaving the institution or
[00:28:56.945]kind of washing out.
[00:28:58.703]So those two need to be very much in conversation
[00:29:01.869]with each other.
[00:29:03.490]You do, of the efforts that you have on structure of
[00:29:06.450]belonging and climate, you seem to have more on
[00:29:08.749]interactional support networks and more on
[00:29:11.225]adjustment and acclimation issues.
[00:29:13.626]So getting them oriented to UNL.
[00:29:15.586]But there wasn't much for folks after that.
[00:29:17.570]So if they knew where the bookstore was and they knew
[00:29:19.662]where their classes were there wasn't as much on
[00:29:22.333]how do you integrate them into the life of this
[00:29:24.749]community.
[00:29:25.785]Whether, what if they don't want to be in a student
[00:29:27.746]organization? That's a thing.
[00:29:28.866]I was in a few student organizations, but I wasn't in
[00:29:30.544]all of them.
[00:29:31.586]Greek life wasn't for me.
[00:29:33.207]I didn't have a lot of other native Hawaiian students
[00:29:35.570]that went to that school.
[00:29:36.786]I had to figure out another way to integrate.
[00:29:38.610]There wasn't a sense of how they might be able
[00:29:41.209]to do that unless they were in a really awesome
[00:29:43.167]department or they worked on campus and they kind of
[00:29:45.745]knew that.
[00:29:47.369]So those were kind of some things we notice.
[00:29:49.207]We looked at all the definitions of diversity that were
[00:29:52.565]embedded in each of your efforts.
[00:29:54.266]This is what we do.
[00:29:55.490]We code up to four different aspects of diversity
[00:29:58.567]that are captured in every effort.
[00:30:01.015]So if an effort looks at gender or it looks at
[00:30:03.476]sexual orientation, socioeconomic class status,
[00:30:05.918]and then political ideology, those all go down in our
[00:30:08.601]codings.
[00:30:09.742]What we found overall is that you have really important
[00:30:12.643]highly relevant and complex constructions of culture.
[00:30:15.456]The ones we found the most, the top four,
[00:30:17.738]was your efforts seem to engage race/ethnicity,
[00:30:20.883]gender, intersectionalities, and socioeconomic status
[00:30:24.639]to a high degree.
[00:30:26.002]Intersectionalities is the notion, kind of like
[00:30:29.203]Patricia Hill Collins and other scholars,
[00:30:31.363]where it's multiple dimensions of culture and diversity
[00:30:34.361]in relation to one another.
[00:30:35.902]And that's how our students are understanding diversity.
[00:30:38.702]They laugh at me when I come with these categorical
[00:30:40.782]exclusions.
[00:30:42.819]And they're like, "Rona, I am this and this all at once,
[00:30:45.961]"they conflict with each other in this moment,
[00:30:48.222]"and over here I'm this and this,
[00:30:50.059]"I'm all of these things all of the time,
[00:30:51.662]"where are the theories that reflect that?"
[00:30:53.760]You actually are covering those in your efforts,
[00:30:55.899]I'm not even in the curricula.
[00:30:57.779]Whether those are events or dialogues, (mumbles) dialogues,
[00:31:01.139]you're looking at that.
[00:31:02.462]I argue that more, and I believe political ideology
[00:31:05.956]and perspective was incorporated in intersectionalities
[00:31:08.419]in the way those were handled.
[00:31:10.803]But I also think that there's more room here for more
[00:31:13.763]on disabilities.
[00:31:15.179]I think when we talk about disabilities or engage
[00:31:18.841]disabilities we think about disability support services.
[00:31:22.499]But there's a huge area called disability studies,
[00:31:26.483]critical disability studies that has some of the best
[00:31:29.443]critical power-based work I've ever seen.
[00:31:31.763]There's even queer disability studies,
[00:31:33.902]there's journals on this, there's PhD programs in it,
[00:31:36.702]it's fantastic.
[00:31:38.142]More on active duty/veterans, more on issues of religion
[00:31:42.579]and relation beyond the curriculum.
[00:31:45.440]There's a lot more room for other kinds of constructions
[00:31:47.859]of culture, as well.
[00:31:50.163]And we looked at how diversity is framed.
[00:31:52.360]It is framed as a topic, a group, a context or a
[00:31:54.483]setting, or a demographic?
[00:31:56.403]And we found that the great majority of those were framed
[00:31:58.736]as topics or issues.
[00:32:00.302]They're also framed in terms of groups and they're
[00:32:03.443]framed in some way in terms of context or settings.
[00:32:07.238]We looked at your approach on diversity.
[00:32:09.522]Active diversity seems to be the approach you're
[00:32:13.360]engaging in.
[00:32:14.542]That's the active appreciation of cultural differences
[00:32:16.942]in cultures, cultural comparisons.
[00:32:19.902]Next is inclusion or looking at historically
[00:32:22.996]under-represented issues.
[00:32:24.862]We did find, but to a lesser degree,
[00:32:26.921]a focus on social justice.
[00:32:28.979]So it was there.
[00:32:30.563]That, again, goes back to strategic alignment about
[00:32:32.702]what do you, what's the approach you want to look at
[00:32:35.582]in terms of activity?
[00:32:36.736]Inclusive excellence?
[00:32:38.179]Out of AACU where diversity is everybody's business,
[00:32:40.458]it's not just about this group over here who has
[00:32:43.043]to worry about it, it's all of us.
[00:32:45.221]Is an approach based on ally-ship that we should
[00:32:48.046]engage in perspective taking and advocate for
[00:32:50.366]someone beyond myself?
[00:32:54.106]Is it perspective taking, is it intercultural
[00:32:56.446]competencies?
[00:32:57.468]How do you want to frame this?
[00:32:58.729]Right now it's a little bit more of an amorphous,
[00:33:00.944]culture is important, diversity is important.
[00:33:04.906]I'm not sure if that's gonna lead you in a direction,
[00:33:08.165]and I don't even know if that's fully inclusive.
[00:33:11.961]I think people don't fully get the message behind that.
[00:33:15.529]I look at capacity issues, organizational capacity
[00:33:19.566]is the notion, the ability of an organization to do
[00:33:22.867]the work that it needs to do.
[00:33:25.069]And capacity involves resources, it involves knowledge,
[00:33:30.203]it involves the skillsets and experiences of the people
[00:33:32.787]in your community.
[00:33:34.085]And we looked at the different kinds of capacity that
[00:33:36.110]are created around diversity inclusion.
[00:33:38.286]We found, and this is not uncommon for a learning
[00:33:40.750]institution such as yourself, that over half of your
[00:33:44.227]capacity is based on educational capacity or
[00:33:46.889]educational resources where it's about exposure and
[00:33:49.987]learning.
[00:33:51.446]We did see about 35% of your efforts that are focused on
[00:33:54.206]organizational or structural resource and capacity,
[00:33:57.747]meaning that you're building things into your
[00:34:00.544]organizational infrastructure on diversity,
[00:34:02.851]equity, inclusion.
[00:34:04.248]And then we also saw a degree of social capital
[00:34:06.707]resource capacity, which is the mechanism through which
[00:34:11.366]you connect campus members to one another,
[00:34:14.190]you connect students with one another.
[00:34:16.206]And so I'm wondering is this what you're angling for?
[00:34:20.147]How would this look if you do a diversity strategy,
[00:34:22.249]what would your capacity look like?
[00:34:27.125]This is something I created called change order.
[00:34:31.726]This is my homage, I do a lot of homages,
[00:34:34.227]this is my homage to the change order literature out there,
[00:34:36.910]management change order.
[00:34:38.590]And this is to identify where you are strategically
[00:34:41.150]in terms of diversity inclusion.
[00:34:43.186]And it goes a little bit like this; first order,
[00:34:45.244]second order, third order, fourth order.
[00:34:47.184]Many of you heard me say this last November
[00:34:49.033]and we like to see a progression even though it's
[00:34:52.729]a bit recursive.
[00:34:53.929]But first order are typically it's the level that's
[00:34:57.390]foundational when an institution declares it's
[00:35:00.030]commitment to diversity, equity, and inclusion.
[00:35:02.005]We love it, it's important, it has to happen first.
[00:35:04.329]We just don't love it if you live there for 30 years.
[00:35:07.449]We like to see you move into second order.
[00:35:10.846]Second order is when that commitment that you've
[00:35:13.390]declared in beautifully written mission statements and
[00:35:15.929]speeches and you've got a fantastic website,
[00:35:18.285]is then backed up and demonstrated through actions.
[00:35:21.689]Programs that are created, "No, we want to do this,
[00:35:24.925]"we want to create a resource for this particular campus."
[00:35:27.747]Third order kicks it up a notch, it's when you engage
[00:35:30.926]in those actions more than once, so it's subsequent,
[00:35:33.549]and then there are two kickers; first kicker is it
[00:35:36.547]has to be strategically anchored, there has to be a
[00:35:39.106]direction for where you're going.
[00:35:40.766]And the second kicker is you need to track the impact
[00:35:46.365]of those particular efforts.
[00:35:48.249]I didn't say the A word, which is assessment.
[00:35:51.186]But basically, for me, it's how do you know you're
[00:35:54.348]moving in the di--
[00:35:55.792]How do you know this is serving you well?
[00:35:57.630]How do you know that you're moving in the direction
[00:35:59.209]that you want to?
[00:36:00.208]It could be, "We're able to have conversations on
[00:36:01.689]"this campus, Rona, that we weren't able to have
[00:36:03.468]"two or three years ago."
[00:36:04.729]"We have done this, and this, and this,
[00:36:06.974]"this program has done this for us."
[00:36:09.006]Whatever it is, quantitative/qualitative,
[00:36:11.149]taking a read of the temperature in terms of what those
[00:36:15.907]efforts are doing, that's third order.
[00:36:18.446]Fourth order is kind of the epiphany of it all,
[00:36:20.526]it's deep cultural change that's transformative,
[00:36:23.769]efforts are institutionalized, their grounded and
[00:36:27.587]resourced by base money, they're embedded in the
[00:36:30.366]organizational infrastructure and there's deep
[00:36:32.544]cultural change.
[00:36:33.550]So I always talk about the difference between pervasive
[00:36:35.685]change and deep cultural change.
[00:36:37.849]You could have a diversity statement on every job
[00:36:40.524]statement that comes out of UNL.
[00:36:42.606]That's widespread, it's circulated, and it's pervasive,
[00:36:45.529]but it is creating the deep cultural change?
[00:36:47.587]Is it affecting more than one constituency?
[00:36:49.710]Is it creating an impact?
[00:36:51.950]Is it linking up to your community?
[00:36:54.830]What is it actually doing?
[00:36:56.569]So, we see UNL as solidly positioned in second order.
[00:37:00.205]So you're beyond the declaration of the commitments
[00:37:04.426]to engage in an action.
[00:37:07.209]But we don't see the strategic anchors and we actually
[00:37:09.765]see very little, there was some, impact determination
[00:37:13.241]of what it is you do.
[00:37:14.707]So I use the example this morning, I'm a lap swimmer.
[00:37:18.190]So I could be treading water, I'm moving,
[00:37:21.107]but I'm not moving forward, right?
[00:37:23.667]I'm still in the same place that I started when I first
[00:37:25.710]started treading water.
[00:37:27.027]That's a metaphor that I think about when I think about
[00:37:29.390]UNL in terms of there's activity, there's movement,
[00:37:32.411]there's efforts going on, but there's no directional
[00:37:36.889]momentum, okay?
[00:37:38.990]So that's where we see you in terms of your change order.
[00:37:42.787]If we look at a composite, this is a composite that
[00:37:46.762]I create to kind of get a sense of the overall portrait
[00:37:50.245]of where you are right now, this is just--
[00:37:52.889]Remember, I'm before the cleanse, I'm before the
[00:37:55.769]fitness regimen, right?
[00:37:57.950]I'm before that.
[00:37:59.086]So what we see right now is we see, can I walk here?
[00:38:04.590]We see that there's the areas that need work on
[00:38:07.566]or the infrastructure, you don't have a point person
[00:38:10.307]at the higher levels in a central role that really
[00:38:14.009]is able to pay attention to diversity, equity,
[00:38:17.206]and inclusion.
[00:38:18.204]And this is beyond Title IX.
[00:38:20.009]Title IX's incredibly important, but this is the proactive
[00:38:22.286]stuff that happens in addition to Title IX.
[00:38:24.846]Little on diverse strategy, you don't have much
[00:38:28.089]diversity momentum, what you do have is you have a
[00:38:30.523]great deal of capacity on learning and exposure to
[00:38:33.289]diversity topics.
[00:38:34.686]You do have some momentum and activity in terms of
[00:38:38.190]diversity achievement on retention and graduation.
[00:38:40.405]I know that you've been working on that.
[00:38:41.966]And probably one of your strengths is you have
[00:38:43.907]diversity curricular exposure.
[00:38:46.547]Albeit, not perfect, but you do have that.
[00:38:49.004]So that's kind of the composite of where we see
[00:38:51.867]you all right now in terms of your efforts.
[00:38:56.067]So diversity activity without a strategy,
[00:38:58.889]all divisions on deck, there's more room here.
[00:39:01.525]I did argue for recommendation for a diversity
[00:39:04.510]strategic plan, one that has a vision,
[00:39:07.566]on that has an approach, goals and priorities,
[00:39:11.449]action steps, targets, milestones, benchmarks,
[00:39:13.907]and outcomes.
[00:39:15.761]Now, this doesn't have to be, I actually see most
[00:39:17.906]strategic plans university wide even that are too big.
[00:39:21.646]It could be one to two goals or priorities that are
[00:39:24.830]for the next two to three years.
[00:39:26.809]I think that sometimes when you create five to eight
[00:39:29.390]to 10 goals you're deflated by the end because you
[00:39:32.067]can't get it all done and do it well.
[00:39:34.249]I would just rather do something really focused
[00:39:36.304]and do it well.
[00:39:37.347]Everything in it's own due time.
[00:39:39.310]But notice targets, milestones, benchmarks,
[00:39:42.126]and outcomes as well.
[00:39:43.566]Campus conversations, I know you do husker dialogues
[00:39:46.763]on this campus, but even as you create that strategy
[00:39:50.626]about what does diversity and inclusion mean to
[00:39:53.747]this particular community, 'cause it's gonna mean
[00:39:55.662]something different here and where you are in your
[00:39:57.827]regional specificities.
[00:39:59.950]And then a diversity infrastructure.
[00:40:02.112]Whether that's somebody who's appointed,
[00:40:04.351]somebody who knows you all, or somebody from the outside.
[00:40:07.246]There are PhD areas in this now, as well.
[00:40:09.686]There is an association called the National Association
[00:40:12.467]of Diversity Leaders in higher ed.
[00:40:14.729]I mean, there is, and this didn't exist when I first
[00:40:18.510]started this whole world in the 90s.
[00:40:21.966]So it's a much different day and age,
[00:40:24.051]but this would be somebody that would be on it,
[00:40:25.945]they would be on point.
[00:40:27.390]I did recommend a campus climate survey,
[00:40:29.642]'cause remember at the beginning of this presentation
[00:40:31.646]I said that's not what we do.
[00:40:33.027]Because even though we looked at all your efforts
[00:40:35.289]to tell you everything about it and what's going on,
[00:40:37.529]and these are your patterns in behavior institutionally,
[00:40:40.166]we can't tell you how people are experiencing
[00:40:42.446]those efforts.
[00:40:43.838]We don't have that information.
[00:40:45.609]We didn't give people a survey and ask them
[00:40:47.753]about their experiences on this campus.
[00:40:49.667]So that is going to help you.
[00:40:51.310]I believe maybe there's something in the works with
[00:40:53.726]regard to this, but this is something--
[00:40:55.987]I actually said every two years, that's ambitious,
[00:40:58.409]that's a little aggressive, but it's something that
[00:41:01.355]you want to kind of get a base foundation to do.
[00:41:06.349]And I specifically, I want to know if a student came in
[00:41:09.029]in their first year, I want to know how they're doing
[00:41:11.667]two years later.
[00:41:13.509]I don't want to, usually climate surveys are done
[00:41:15.509]every five years so you actually miss out on
[00:41:17.566]from the moment students come in to when they actually
[00:41:20.845]leave or graduate, you may not capture them in that
[00:41:23.209]timeframe.
[00:41:25.566]I also recommend diversity efforts for staff and
[00:41:28.307]faculty, one of the most neglected populations in
[00:41:30.666]any mapping I've ever done, 48 of them,
[00:41:33.630]is that staff members.
[00:41:35.566]Staff members are usually, they don't have customized
[00:41:39.326]efforts for themselves, their own kinds of sessions,
[00:41:42.350]their own kinds of workshops.
[00:41:44.192]They're building their own skillset, they're bringing
[00:41:46.430]their own diversity competencies there and they're
[00:41:48.752]usually, usually the efforts are for faculty or
[00:41:51.849]for students, but not non-instructional employees.
[00:41:53.675]So diversity professional development.
[00:41:57.868]And streamline the diversity educational capacity,
[00:42:00.688]let's link up the co-curricular events that you have
[00:42:03.107]so many of to the curricular side of the house.
[00:42:05.907]Linking it to a learning outcome, linking it to a
[00:42:08.009]particular course, linking it maybe even to an
[00:42:11.107]assignment.
[00:42:12.467]Which leads us into the courses.
[00:42:15.129]So I have a few slides on these and then I can
[00:42:18.590]answer if any of you have questions is we wanted
[00:42:21.747]to look at every course in your curriculum.
[00:42:25.722]We did this through your catalog offerings,
[00:42:29.226]we did this all through syllabi that we could find
[00:42:32.430]and we were exposed to and people shared with us.
[00:42:34.846]Some individuals actually sent us whole assignments,
[00:42:37.486]they sent us their teaching portfolio,
[00:42:39.947]they were very generous.
[00:42:41.343]But we tried to make sense of your undergraduate,
[00:42:43.470]ACE, and graduate.
[00:42:44.926]We looked across the curriculum, right?
[00:42:47.082]We even got enrollment spreadsheets from your institution
[00:42:49.486]because it's not just enough to look at what's created,
[00:42:52.286]what's on the books, but how much are you offering them?
[00:42:55.289]How often are these courses offered?
[00:42:58.924]Is it once every two years?
[00:43:01.033]So we looked at a two to three year window and see
[00:43:03.347]how many semesters these courses are offered.
[00:43:05.513]So this is what we found, we looked at primary,
[00:43:07.886]partial, and integrated diversity courses.
[00:43:10.009]If a course had 50% and above of that course focused
[00:43:14.627]on some aspect of diversity.
[00:43:16.350]Whether it's a history course that looks at a particular
[00:43:19.427]historical period that has particular groups in it,
[00:43:21.769]a language instruction course that looks at a
[00:43:23.965]particular language or a nation or women studies,
[00:43:26.887]gender course right?
[00:43:28.442]We looked at how many of it was primary,
[00:43:30.307]50% and up, partial 49% and below, it could be one day,
[00:43:34.729]one week, one month of the course or integrated,
[00:43:38.227]it's strone throughout the particular course.
[00:43:41.566]And this is what we found, we found that 37% of both
[00:43:46.465]your undergraduate and your graduate curricula are
[00:43:49.187]diversity related in some way.
[00:43:51.347]ACE had the larger percentage, which is no uncommon,
[00:43:53.872]about 49%.
[00:43:56.205]What we did find, and you'll see some other slides,
[00:43:58.147]is a great deal of your ACE and your undergraduate
[00:44:00.169]focus on international diversity.
[00:44:03.325]Less so on domestic diversity, less so on issues of
[00:44:06.587]race and ethnicity and gender and sexual orientation
[00:44:09.006]within this national context.
[00:44:11.069]Many campuses across the country do this where
[00:44:13.790]they're like, "We do a lot on diversity,"
[00:44:16.190]but come to find out it's focused on study abroad,
[00:44:19.390]it's focused on certain nations, it's focused on language,
[00:44:23.369]it's focused on international dimensions.
[00:44:26.729]We saw a little bit of that and much more of that in ACE.
[00:44:30.590]So I'll talk more about that.
[00:44:32.750]If we look at primary, partial, and integrated,
[00:44:35.027]UG stands for undergraduate, ACE is your GE area,
[00:44:38.147]graduate is GR, we found that ACE has the largest
[00:44:43.230]percentage of primary diversity related course.
[00:44:46.349]Again, not uncommon because maybe there was an
[00:44:49.267]intention there.
[00:44:50.313]We see that your graduate, although they have 44% were
[00:44:54.971]partial, they had the highest percentage of courses
[00:44:57.566]that were integrated.
[00:44:58.867]So these were disciplines and departments that had
[00:45:01.806]literally strone diversity throughout it's entire
[00:45:05.769]program.
[00:45:07.866]This is like social work, nursing, this could be one
[00:45:10.965]of the health sciences professions, this could be any
[00:45:13.870]of the social science areas, we found much more of that
[00:45:16.569]in your graduate curriculum.
[00:45:17.886]In fact, your graduate curriculum seems to put more
[00:45:20.409]of a focus on race, ethnicity, and intersectionalities
[00:45:22.867]than your undergraduate as well as your ACE.
[00:45:27.322]We also found that all of your courses were
[00:45:30.547]disciplinary content courses.
[00:45:32.867]So we looked to see what kind of a course is it?
[00:45:34.547]Is it a core subject matter course,
[00:45:37.586]is it a language instruction course, is it an elective?
[00:45:41.326]And we look to see is it disciplinary content?
[00:45:43.646]The good news is that they're all predominantly
[00:45:45.872]disciplinary content courses.
[00:45:47.347]But the approach throughout is culture general,
[00:45:50.028]meaning that they're learning about a topic that's
[00:45:52.282]larger than culture, maybe identity or maybe they're
[00:45:56.925]looking at climate change, global climate change
[00:46:03.769]and diversity is a part of that.
[00:46:05.806]That's what we call culture general.
[00:46:07.903]Two or more cultures, meaning that they're looking
[00:46:10.345]at more than one cultural aspect.
[00:46:12.147]Again, you see undergraduate and ACE are predominantly
[00:46:15.552]focused on international whereas we saw graduate
[00:46:18.168]more focused on domestic issues of diversity.
[00:46:20.268]And we look at the temporality,
[00:46:22.227]are they talking about diversity historically or
[00:46:24.569]in the past?
[00:46:25.566]Are they talking about them historically and in
[00:46:27.486]contemporary times?
[00:46:28.686]We saw a blend in undergraduate, ACE we saw historical,
[00:46:31.792]and graduate we saw contemporary.
[00:46:34.547]We like the blend of both.
[00:46:37.310]Trinh Minh Ha talks a lot about when you place
[00:46:41.667]a certain culture in a certain historical period
[00:46:45.124]of time, which then kind of creates and shapes them
[00:46:47.909]in a particular way.
[00:46:49.273]Certain cultures are anthropologically over here
[00:46:52.729]and they're yesterday.
[00:46:54.249]We like to see the blend of historical and contemporary.
[00:46:57.003]We saw that of the definitions of diversity, again,
[00:47:00.506]we coded four different aspects of diversity for
[00:47:03.827]every particular course that's being encompassed
[00:47:07.851]and we saw that undergraduate has those in that
[00:47:12.009]particular column, ACE and graduate in their
[00:47:14.866]particular columns.
[00:47:15.870]Graduate, as a highlight, looks at in the highest
[00:47:19.829]proportion intersectionalities.
[00:47:22.644]They're able to capture intersectionalities and
[00:47:24.510]race and ethnicity, those were their top leading
[00:47:26.526]categories.
[00:47:27.529]Where you see race and ethnicity as the sixth kind of
[00:47:30.445]definition of diversity that are being engaged
[00:47:33.082]in the most, which is still okay but it's not as much,
[00:47:35.827]in undergraduate and ACE.
[00:47:38.846]And I made pretty specific recommendations about ACE.
[00:47:41.214]I think you're at a really important juncture point.
[00:47:43.849]ACE is important, Achievement Centered Education
[00:47:46.547]courses because it is GE.
[00:47:48.270]How do you ensure that every student that graduates
[00:47:50.325]from here gets a high quality exposure to aspects
[00:47:55.444]of diversity inclusion or diversity engagement?
[00:47:58.366]How do you all make sure that is?
[00:48:00.588]How do we make sure that a diversity requirement,
[00:48:04.350]which is they look at structured inequalities,
[00:48:06.750]the look at the historical oppressions of the past,
[00:48:10.409]but they look at the societal contributions,
[00:48:12.569]the diverse communities and groups have made to
[00:48:15.310]this country.
[00:48:16.658]How do we make sure that's all captured?
[00:48:18.270]How do we make sure we talk about the past and the
[00:48:19.966]contemporary times with relation to diversity?
[00:48:21.449]That is ACE's and any GE area, that is it's goal.
[00:48:25.049]That's why it was created so long ago,
[00:48:28.206]to give that exposure.
[00:48:29.950]Does every UNL student have that exposure now?
[00:48:32.627]So I made a recommendation to have very detailed
[00:48:35.710]questions posing that.
[00:48:37.804]We can even, and remember, we have all these layers.
[00:48:42.910]We can take any layer and criss-cross them.
[00:48:45.849]So this is a layer where I can look at class level
[00:48:49.369]by curriculum and look at all the
[00:48:52.063]different definitions of culture that are being eengaged.
[00:48:54.409]So the more colors you see from your seat,
[00:48:57.287]the more colors you can see the more aspects of diversity
[00:49:00.009]are being engaged.
[00:49:01.129]Purple is race and ethnicity, green is international.
[00:49:04.924]So you'll see in the undergraduate that green is very
[00:49:08.835]much present.
[00:49:10.019]There is an international focus.
[00:49:11.469]But you see in the graduate on the bottom,
[00:49:13.289]and you can see at what level.
[00:49:15.503]Like the 400 level and the graduate has a little bit
[00:49:18.606]more of the international, but also a little bit
[00:49:21.068]more of the race and ethnicity in terms of proportion.
[00:49:23.386]A graduate you see 500, 600, 700 level courses have
[00:49:26.686]more of the race and ethnicity focus.
[00:49:29.609]If we look at ACE you'll see that a great proportion
[00:49:34.270]of ACE is focused not just on broad culture diversity,
[00:49:37.406]but they're also focused more on international.
[00:49:39.886]And those of you that are in the faculty right now
[00:49:43.587]and students, you may already have known this,
[00:49:46.143]but now we have the evidence to kind of back that
[00:49:48.603]hunch up if you actually had that.
[00:49:51.934]We looked at how many of the courses are actually
[00:49:54.947]offered.
[00:49:55.987]I have more detailed information not on this slide
[00:49:57.665]about how many semesters.
[00:49:59.688]I have information about how many students were
[00:50:03.689]involved in diversity-related courses over the last
[00:50:05.886]five to six years, we have a lot of data.
[00:50:08.271]So what we see is that the highest percentage of
[00:50:10.591]offered courses are in ACE.
[00:50:13.725]And that makes sense because when you have a GE
[00:50:16.145]required area, more of those courses are offered.
[00:50:19.188]It's kind of the bread and butter for a lot of
[00:50:21.905]departments that do a lot of those particular courses.
[00:50:24.245]But you see how important ACE is, right?
[00:50:26.431]If ACE courses are being offered the most,
[00:50:29.130]what kind of curricular exposure is being provided
[00:50:31.567]in those courses?
[00:50:32.923]We had about roughly a split in terms of what's offered
[00:50:35.951]and what's not offered.
[00:50:38.351]We could even send you information about what are
[00:50:40.890]the courses that aren't offered?
[00:50:42.843]And I looked for kind of patterns and trends.
[00:50:44.686]Are the courses that have more to do with race,
[00:50:47.311]ethnicity, and gender not offered as much?
[00:50:50.490]I didn't see any direct correlations,
[00:50:53.148]but there's some things that we can look at
[00:50:56.671]a little bit more.
[00:50:58.187]And why aren't they offered as much?
[00:50:59.711]Do you not have as many faculty to teach it?
[00:51:01.803]Does that translate, maybe then, into a need for
[00:51:03.999]tenure tract and/or instructor positions to really
[00:51:06.648]get at these areas?
[00:51:07.903]Is there not enough mastery of this particular area?
[00:51:10.508]Is there a way in which we can allow for that?
[00:51:13.243]In the diversity pedagogy instrument we asked a question
[00:51:15.690]about how much diversity training and diversity
[00:51:19.167]pedagogical training faculty have received.
[00:51:21.424]The majority of the respondents said that they received
[00:51:23.828]very little and they wanted more.
[00:51:27.167]So I kind of ran that again I was like,
[00:51:28.927]"They want more?"
[00:51:30.106]Usually it's like, "Faculty you want more of this?"
[00:51:32.388]Meaning they received very little and they want more.
[00:51:36.363]At least the respondents on the DPI.
[00:51:40.202]And so for us this finding about the curricular
[00:51:43.407]analysis is really leading to a decision point about
[00:51:46.965]diversity curricular conversations.
[00:51:49.268]What do you want to do in terms of diversity content?
[00:51:52.170]And if it's not just diversity content,
[00:51:54.123]how do we know that there are diverse inclusive
[00:51:56.927]pedagogical approaches inscribed in that curriculum?
[00:51:59.986]You may be in a department or a discipline where
[00:52:02.047]you don't get to talk a lot about diversity.
[00:52:04.767]Maybe in terms of settings, but maybe you do a lot
[00:52:07.231]of advising or mentoring of diverse students.
[00:52:11.806]Do you have kind of the best practices,
[00:52:15.770]understandings, and research for how to do that in ways
[00:52:18.325]where you can be responsive and attentive
[00:52:21.386]and culturally aligned with regard to that?
[00:52:25.663]So there's a lot of opportunities in terms of the
[00:52:27.469]curriculum.
[00:52:29.546]And then a creation of a diversity impact culture,
[00:52:31.887]which is thinking about how in fact you want to move
[00:52:35.566]forward to make sure it's moving you in the right
[00:52:37.551]direction.
[00:52:38.868]And this was only one percent, really, of our data.
[00:52:41.828]These were just the highlights, we have so so many more.
[00:52:46.250]But I want to open it up to questions.
[00:52:49.746]Since we have some time, I hope,
[00:52:52.970]I hope you have some questions.
[00:52:57.050]Yeah, we did notice some courses that were like that
[00:52:59.908]and we put them appropriately in both places, right?
[00:53:03.450]And there could be courses that have an internationalization
[00:53:07.049]feel that very much are connected to global issues
[00:53:10.925]of power and global capitalism and whatnot.
[00:53:13.949]I teach those courses, as well, where you've got an
[00:53:16.308]international context but it's situated in power
[00:53:19.290]differences.
[00:53:20.687]But those are different than local national,
[00:53:22.511]but those are very much connected.
[00:53:23.948]But we also saw the very traditional trend where there
[00:53:26.511]are courses that are completely based on an international
[00:53:30.751]dimension, right?
[00:53:33.130]Or framework and not at all connected to power.
[00:53:36.948]They might be connected to history and economics,
[00:53:38.751]but maybe not in terms of the positionalities or
[00:53:41.631]issues of privilege or whatnot.
[00:53:44.239]So we work really hard to tease that out.
[00:53:46.287]But that were some courses that fit kind of in
[00:53:48.207]both areas.
[00:53:49.391]And we noted those.
[00:53:51.605]There needs to be more to be done, clearly.
[00:53:54.988]I can say that about everywhere.
[00:53:56.510]It's the number one challenge nationally.
[00:53:59.483]I think that what we saw with regard to your,
[00:54:02.687]on the faculty recruitment side, is there was a lot of
[00:54:06.308]attention paid to what could we be doing differently?
[00:54:09.471]Your unique like my institution where you have
[00:54:13.791]limitation on what you can do legally in terms of
[00:54:16.148]recruitment strategies.
[00:54:18.388]You can't outwardly recruit a diverse group, right?
[00:54:22.127]So to speak.
[00:54:23.951]But there is, we saw efforts where there was a lot of
[00:54:26.671]trying to figure out some creative ways to do that.
[00:54:30.287]So that we liked.
[00:54:31.727]But there's other things that can be done, as well.
[00:54:35.807]So we put in diverse staff recruitment,
[00:54:39.151]you have to continue to do that in diverse faculty
[00:54:42.346]recruitment just because it's just getting much more
[00:54:46.031]difficult and we even push the issue of retention.
[00:54:50.367]'Cause when you hire them and you bring them here,
[00:54:52.428]the other kind of key trap is the retention part of it.
[00:54:55.759]But there are parts of a diversifying faculty
[00:54:59.287]initiative where you make it a part of the process that
[00:55:03.007]diverse candidates have to be brought to campus.
[00:55:07.307]If not, the search is canceled and I'm not sure if you
[00:55:11.770]fully have that.
[00:55:13.108]We saw elements that would be attached to that.
[00:55:15.208]But that is an area that should be explored.
[00:55:18.948]And that's an area that we had to go to, as well,
[00:55:22.767]in terms of how do we get people here?
[00:55:26.668]That was more in the individual programs and units.
[00:55:32.203]There wasn't a larger university-wide centralized focus,
[00:55:38.810]which I think also bares out in terms of the the data
[00:55:42.306]and the kinds of outcomes that you have,
[00:55:44.570]is it wasn't so much there.
[00:55:46.030]But we saw it in pockets.
[00:55:48.468]That's what our data told us, yeah.
[00:55:51.530]Well there's probably a very long detailed report,
[00:55:55.307]but if you have other questions you can email me
[00:55:59.209]directly and I'm happy to answer questions.
[00:56:01.306]I actually told individuals in the last presentation,
[00:56:03.466]if people are interested in relationships in their unit,
[00:56:06.948]it's something that I do.
[00:56:08.607]It's like, "Oh, we're curious to see in terms of
[00:56:12.650]"our division, these years, or these aspects on gender,
[00:56:19.370]"what do you know?"
[00:56:20.570]And my email address is on the website,
[00:56:23.050]it's rona@halualani.com.
[00:56:26.911]Email me.
[00:56:28.007](chuckles)
[00:56:32.037]Any other questions.
[00:56:34.663]All of this will be made available to you.
[00:56:37.905]Thank you so much for your time and it was a real honor
[00:56:41.267]to work with your community, thank you.
[00:56:44.810](applause)

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Diversity and Inclusion Forum

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