Index
ISBN: 978-1-78714-806-2, eISBN: 978-1-78714-805-5
ISSN: 1479-3644
Publication date: 28 August 2018
This content is currently only available as a PDF
Citation
(2018), "Index", Campus Diversity Triumphs (Diversity in Higher Education, Vol. 20), Emerald Publishing Limited, Leeds, pp. 239-252. https://doi.org/10.1108/S1479-364420180000020019
Publisher
:Emerald Publishing Limited
Copyright © 2018 Emerald Publishing Limited
INDEX
Academic
course participation
, 71
institutions
, 224, 229
integration
, 66
and intellectual development
, 66
leadership
, 232
preparation
, 126
self-efficacy
, 63–64
skills
, 63–64
and social connection
, 66, 69, 71
support programs on university and college campuses
, 167
Academic connection (AC)
, 67, 69–71
Academic Deans
, 175, 178, 181
Academic Departmental Chairs
, 175, 178, 181
Academic Network
, 20
Academic performance
, 67, 69, 72
cumulative GPA per cohort
, 73
first to second year persistence/retention
, 73
persistence/retention
, 74
weighted Cum GPA–MCAS SB cohort
, 73
See also Curriculum
Accountability
, 196
Actual grade point averages
, 69
Ad-hoc committees
, 223
Administrators
, 229
Admissions Office
, 170, 174
Advocacy
, 190–192
Affinity-resource groups
, 22
African American students
, 412
African axiom
, 4
African-American academics
advocate for and advance diverse faculty
, 23
analyzing and assessing university’s plan for diversity
, 19–21
black faculty connection to black student success
, 14–15
business of education
, 14
case for attracting, affirming, and advancing
, 12–13
condition of education
, 13
dearth of African-American faculty
, 16–18
diverse faculty for success
, 21–23
ensuring diverse faculty
, 24
five-point model
, 18–19
frontiers of society advancement
, 15–16
State of Union
, 12–13
visible support
, 21
African-American faculty
, 16
dearth
, 16–18
African-American students
, 12
Alliance for Minority Participation (AMP)
, 31, 36–37
Alumni
, 67, 127, 129, 130
CAHMCP
, 122, 126
Rabb-Venable
, 157
Alumni Relations
, 128
American Academy of Ophthalmology
, 149, 155
American Association of Colleges and Universities
, 65–66
American Association of University Professors (AAUP)
, 193–194
American Association of University Professors of Ophthalmology (AUPO)
, 152
American Council on Education (ACE)
, 23, 193–194
American Journal of Public Health
, 90
American Medical Association (AMA)
, 109
Amherst College
, 2
Annual Assembly of NMA
, 155
Anti-racist
, 91
Assistant Vice President/Vice Provost of Equity, Diversity, and Inclusion (AVP-VP, EDI)
, 187
Associate Provost
, 28
Associate Provost for Diversity and Intercultural Education at Denison University
, 231–232
Associate Provost for Student Development and Public Affairs (APSDPA)
, 28
Associate VP of Student Success
, 171
Authority
, 186, 189, 196–197
Babson College
, 2
Bias Response Team
, 179
Big Ten Academic Alliance (BTAA)
, 211
Biomedical and behavioral sciences (BBS)
, 5, 134
background
, 136–137
challenges
, 142–143
community outreach
, 140–141
mentored research training
, 137–138
peer mentoring
, 138–139
professional development
, 139–140
role of program staff
, 141–142
Bistro University (BU)
, 28
Black culture centers
, 92
Black faculty connection to black student success
, 14–15
Black feminism
, 91
Blalock-Taussig shunt
, 115
Blogs
, 189
Blue Baby Syndrome. See Tetralogy of Fallot
Board of Trustees of the University of Health Sciences
, 130
Branding and Marketing Department
, 177, 178
Brown vs. Board of Education of Topeka (1954)
, 17, 235
Business of education
, 14
California Polytechnic State University
, 2
California State University, Los Angeles
, 2
Campus climate
, 5, 179
case study snapshot
, 55
improvement
, 213
programmatic framework
, 49
Campus Climate Engagement Team
, 214
Campus Climate Workgroup
, 213
Campus culture reality
culture
, 96–99
institutional change
, 100–102
institutional culture on student involvement
, 99–100
Campus diversity
, 190, 237–238
programs
, 167
Campus environment. See Campus climate
Campus transformation, DFP as tool for engaging faculty in
, 31–32
Carpe Diem
, 203
cases of perfect storms
, 214–218
equity and diversity in everybody’s everyday work
, 208–210
equity and diversity in higher education
, 202
Minnesota model
, 202–203
reimagining equity and diversity
, 203–207
Case study snapshot
, 55
assessment and evaluation
, 58
climate
, 55
curriculum and delivery
, 57–58
partnerships
, 56
planning and coordination
, 56–57
value
, 56
Caucasian students
, 15
Central Michigan University (CMU)
, 187
Certificate in Diversity and Inclusion (CDI)
, 46, 55–58
“Change agent”
, 33, 43, 100, 102, 190
Charles Drew Saturday Science Academy
, 156
Chicago Area Health and Medical Careers Program (CAHMCP)
, 5, 122
academic preparation
, 126
challenges
, 126
collaboration with CMS
, 129–130
components
, 125
in context
, 123–125
future directions
, 130–131
interconnected program components
, 128
leadership
, 127
model
, 127–128
outcomes
, 125–126
segregation as ongoing reality
, 126
work
, 128–129
See also Diversity Fellows Program (DFP); Rabb-Venable Excellence In Research Program (RVERP); Summer Bridge programs (SB programs)
Chicago Medical School (CMS)
, 122
collaboration with
, 129–130
Chicago Public Schools (CPS)
, 123
Chief Diversity Office
, 166
Chief diversity officer (CDO)
, 3, 6, 166, 186, 187–188, 190–192, 197, 222, 224–225, 229, 236
Chronicle
, 20
Cisgenderism
, 92
Civil Rights Act (1875)
, 16–17
Civil Rights Act (1964)
, 47
CLEAR hiring initiative implementation
, 211–212
Co-Chair
, 36
Coding process
, 70
Collaborative Professionals Community (CPC)
, 37
College and University Professional Association for Human Resources (CUPA-HR)
, 24
College MADE Initiative
, 203, 214
College-level course completion
, 63
Commissions
, 223
Community Colleges
, 170, 174
Community engagement
, 208, 217
Community outreach
, 140–141
Community/society, leadership development
, 202
Compositional diversity
, 191
Condition of Education Report of NCES
, 13
Connection
, 65–66
black faculty connection to black student success
, 14–15
Connector
, 113
Consciousness of Self, Congruence, Commitment, Collaboration, Common Purpose, Controversy with Civility, Citizenship of leadership (7 C’s of leadership)
, 202
Constructivism
, 53–54
for diversity and inclusion training
, 52–53
Piagetian-based
, 54
Constructivist-learning environment
, 53
Contextual education
, 127–128
Continuous improvement, outcomes, and accountability
, 217
Coordination
, 190
case study snapshot
, 55–58
programmatic framework
, 52
Correspondent
, 113
Counter narratives
, 16
Critical thinking
, 194
Cultural lines, Tinto’s model along
, 64–65
Cultural/culture
, 96–99, 108–109
awareness and sensitivity
, 109
centers services
, 91–92
change model
, 102
competence
, 108, 109, 180–181, 191
humility
, 116
population
, 108
sensitivity
, 108–109
Curriculum
, 65–66
case study snapshot
, 55
and delivery
, 53
diverse curriculum content
, 193–195
diversity in
, 212
programmatic framework
, 53
See also Academic performance
Data collection methods
, 69
Data collection/study instruments
, 70
DD fellow
, 34, 36, 37
Dean of Student Initiatives
, 171
Deans and Assistant Deans in Student Life
, 181
Delivery
case study snapshot
, 55
programmatic framework
, 53
Demographics
, 98
Diabetic retinopathy
, 154
Disability and Access Awareness
, 57
Discrimination
, 167
Discussion director
, 112
Diverse curriculum content
, 193–195
Diverse democracy
, 191
Diverse Faculty Recruitment and Retention Brochure
, 172
Diverse Faculty Recruitment and Retention Toolkit
, 172
Diverse Issues in Higher Education
, 20
Diversity & Inclusion Certificate program
, 4
Diversity
, 7, 14, 100, 236–237
analyzing and assessing university’s plan for
, 19–21
in curriculum
, 212
through disciplines annual symposia
, 213
diversity-related professional development
, 52–53
division
, 30
faculty for success
, 21–23
in higher education
, 202
initiatives
, 29, 38
leaders on campuses
, 53
in medical education or training
, 108
perspectives
, 29
plan
, 55
programs
, 102
strategic plan importance
, 166–167
See also Representational diversity
Diversity @UGA: Beyond the Numbers program
, 57
Diversity and inclusion
, 221
CDOs
, 222–223
components of successful office of institutional diversity and inclusion strategic plan
, 168
constructivism for diversity and inclusion training
, 52–53
faculty members
, 228–229
hiring faculty
, 227
inclusive academic environment
, 231–232
liberal arts colleges
, 224–227
mission statement of diversity and inclusion strategic plan
, 168
partnership
, 230
strategic plan importance
, 166–167
transformative diversity and inclusion certificate program
, 51
Diversity and Inclusion Strategic Planning Committee
, 168–182
Diversity budget allocations, initial reviews of
, 30
Diversity Community of Practice (DCoP)
, 203, 214
Diversity Coordination Task Forces
, 31, 32
Diversity education
, 46, 108–109
Diversity Fellows Program (DFP)
, 4, 28
AMP
, 36–37
challenge
, 29–30
complexities of higher education diversity
, 38–39
FMP
, 34–35
GFP
, 32–34
impact on-campus climate
, 38
literature pertaining to DFP as best-practice initiative
, 38–39
S2S
, 35
STS
, 36
as tool for engaging faculty in campus transformation
, 31–32
See also Chicago Area Health and Medical Careers Program (CAHMCP); Rabb-Venable Excellence In Research Program (RVERP); Summer Bridge programs (SB programs)
Diversity Retention Specialist
, 171, 175
Diversity training
evolution of
, 47–48
program
, 56–57
Division of Human Resources
, 177
Dred Scott vs. Sanford (1856)
, 16
Dynamic institutional climate
, 230–231
Economic, demographic, and political trends (EDP trends)
, 225
Economics
, 98
Education
business of
, 14
condition of
, 13
contextual
, 127–128
diversity
, 46, 108–109
equality in higher
, 235
equity in higher
, 202
gender diversity
, 47
higher
, 14, 46, 88, 100
medical
, 109
and training
, 186, 189, 191–192
EEOs
, 230
Effective communication
, 109
Effective Communication in Diverse Groups
, 57
Electronic codebook
, 70
Environment
, 98
constructivist-learning
, 53
inclusive academic
, 223
learning
, 53
Piagetian-based constructivist
, 53
Equality in higher education
, 235
Equity
, 223
in higher education
, 202
program
, 223
Equity, diversity, and inclusion (EDI)
, 186
authority and resources
, 196–197
CDO
, 187–188
diverse curriculum content and inclusive teaching styles
, 193–195
leadership, advocacy, and CDO
, 190–192
making EDI choice
, 189–190
Soup and Substance program
, 192–193
workforce diversity
, 195–196
Equity and diversity framework
in everybody’s everyday work
, 208
“grass-tops” approach
, 208–209
in higher education
, 202
reimagining
, 203
strategic priorities
, 210–214
for transforming UMN
, 203–207
Excellence
, 217
Executive leaders
, 189, 197
Executive leadership programs
, 23
Executive Order 9981 (1948)
, 17
External community, leveraging strategic partnerships with
, 214
Facebook
, 189
Faculty
, 172
concerns for students
, 66
engagement
, 29, 37
hiring
, 228
recruitment
, 176
Faculty Center for Teaching and Learning
, 4
Faculty Mentoring and Education Template (FRAME)
, 32
Faculty Mentoring Program (FMP)
, 31, 34–35
Faculty of color initiative (FOCI)
, 19, 212
writing workshops
, 212
Feminist movements
, 91
Fisher vs. Texas (2016)
, 114
Fisher vs. University of Texas at Austin (2016)
, 17
Five-point model
, 4, 18–19
Five-year change in headcount for underrepresented student populations
, 42
Focus-group interviews
, 71
For-credit SB programs
, 62
Formal mentoring system
, 173
Frontiers of society advancement
, 15
benefit to all students
, 15–16
Fund for faculty of color hires
, 212
Gallery of Excellence
, 213
Game plan
, 117
Gender
diversity education
, 47
gender non-conforming students
, 88–89
gender-centered services
, 90
identity
, 89
Generation Next
, 208
Glaucoma
, 154
Good Faith Planner (GFP)
, 31, 32–34
general information/instructions
, 42–43
Good Health Place
, 128
Graduate Scholars
, 136–137
Graduate School
, 139, 141, 170, 175
Graduates
, 88
“Grass-roots” approach
, 208, 214
“Grass-tops” approach
, 208, 214
Group, leadership development
, 202
Grutter vs. Bollinger (2003)
, 114, 167
Hampton University
, 23
“Hands-On Activity Fair”
, 156
Harvard University
, 23
Health Insurance Portability and Accountability Act (HIPAA)
, 112
Health science-related cultural competence seminars
, 5
Healthcare
certifications
, 127
disparities in United States
, 151
healthcare-focused STEM program
, 5
issues
, 124
Heteropatriarchy
, 89, 90
Higher education
, 14, 46, 88, 100
Higher Education Act (HEA)
, 62–63
Higher Education Cooperative Act (HECA)
, 125
Hiring
, 14
Homophobia
, 90
Human Resources, & Student Life
, 181
Human Resources Office
, 173
Humility
, 116
Ideation phase
, 110
Identity
development theory
, 50–51
gender
, 89
theory
, 50
Illinois Board of Higher Education (IBHE)
, 125
Illinois Institute of Technology (IIT)
, 123
Illustrator
, 113
Immortal Life of Henrietta Lacks, The
, 112
‘Immunizations in the Park’
, 124
Impact programs
, 30
Implementation phase
, 110
Inaugural RVERP
, 149
Inclusion
, 65–66, 222, 236
Inclusion strategic plan
components of successful office of
, 168
importance
, 166–167
Inclusive academic environment
, 223
Inclusive community
, 18
Inclusive excellence
, 4, 18, 208, 213, 218
Inclusive ground-up approach
, 210
Inclusive teaching styles
, 193–195
Individual
, 202
Inequitable procedures
, 195
Information, organizational culture framework
, 98
Initiative for Maximizing Student Diversity (IMSD)
, 5, 138
Graduate Scholars
, 138
Leadership Team
, 142
program
, 135, 142
program components
, 137
Scholars
, 140, 141
Inspiration phase
, 110–111
Institute for Diversity, Equity, and Advocacy (IDEA)
, 210, 212
faculty profiles
, 213
Institutional connection scale survey
, 78–85
Institutional culture
, 63, 96
on student involvement
, 99–100
Institutional diversity
, 46, 48, 187
components of successful office of
, 168
Institutional Effectiveness and Research
, 170, 175, 178
Institutional Integration Scale Survey
, 69–70
Institutions
, 20, 21, 96
change
, 100–102
collaboration
, 230
commitment
, 223, 225, 227
contexts
, 202
and goal commitments
, 66
policies
, 97
strategic positioning
, 207
value alignment
, 56
workforce
, 195
Integration
, 65–66
Intellectual adaptation
, 54
Interactions with faculty
, 66
Interconnected program components
, 128
Intercultural consciousness
, 110
AMA
, 109
cases
, 114
cultural humility
, 116
HIPAA
, 112
methods
, 110
post Baccalaureate peer community
, 117
Post Baccalaureate Program
, 111
Tetralogy of Fallot
, 115
Intergenerational Diversity
, 57
Internal community, leveraging strategic partnerships with
, 214–215
International Education and Global Community Exchange program
, 180
International Education Office
, 181
Intersectional erasure and non-performatives
, 92
Intersectional model
, 92–93
Intersectional student services
, 91
Intersectionality
, 91
Interviewees
, 65
Interviews
, 69
Itasca Project
, 208
JAMA article on ophthalmology workforce
, 152
Jim Crow racial caste system
, 16–17
Job posting
, 230
K-12 schools
, 17
Keeping Our Faculty symposia (KOF symposia)
, 213
Lab tours
, 137–138
Latino Medical Students Association (LMSA)
, 155
Latino Success Center
, 171, 175
Leadership
, 98, 190–192
and advocacy
, 186, 189–190
development
, 202
skills
, 194
style
, 237
Learning and Teaching Offices (LTO)
, 194
Learning environment
, 53
Lesbian, gay, bisexual, transgender (LGBT)
, 92
LGBT-centered student services
, 90
Lesbian, gay, bisexual, transgendered, and queer community (LGBTQ community)
, 88–89, 187, 223
Lev Vygotsky’s perspective
, 54
Leveraging strategic partnerships with internal and external communities
, 214
Liberal arts colleges
, 7, 224, 226–227, 229–230
Literary luminary
, 113
Lockjaw reaction
, 3
Longitudinal program data
, 158–159
Marketing & Communications
, 171, 175
Matching process
, 34
Medical education
, 109
Medical Ethics principles
, 111–112
Medical profession
, 109
Medical students/awareness building, recruitment of
, 154–155
Medicine, osteopathy, dentistry, veterinary science, optometry, pharmacy, podiatry, or public health (MODVOPPPP)
, 122
Mental health
, 142
Mentalism
, 193
Mentored research training
, 137–138
“Mentoring Pipeline for Careers in Medicine” program
, 156
Michigan Civil Rights Initiative
, 114
Micro-aggressions
, 57, 193
Millennium Leadership Initiative
, 23
Minnesota model
, 202–203
Mission
, 90
Mission statement of diversity and inclusion strategic plan
, 168
Multicultural Academic Student Services (MASS)
, 187
Multicultural Access, Diversity, and Excellence (MADE)
, 203, 214
Multicultural Center for Academic Success (MCAS)
, 66, 67–68
MCAS SB program
, 67, 68, 71, 72
Multicultural Office
, 175, 181
Multicultural recruitment of faculty
, 229
Multicultural Research Awards (MRA)
, 212
Multiculturalism
, 236
Multidimensional campus climate framework
, 202, 216
National Academy of Sciences (NAS)
, 135
National Center for Education Statistics (NCES)
, 13
National Center for Institutional Diversity
, 6
National Center for Postsecondary Research (NCPR)
, 63
National Eye Institute (NEI)
, 159
National Eye Institute of National Institutes of Health (NEI-NIH)
, 150
National Institutes of Health (NIH)
, 159
National Medical Association (NMA)
, 6, 149
Ophthalmology Section members
, 155
National Name Exchange Program
, 169
Native American Programs
, 187
NCSU-IMSD program
, 5–6, 135–137, 143
Needs-based financing
, 235
Non-performatives
, 91–92
Non-Rochester City Scholarship
, 71
Non-summer bridge participants
, 63
Non-White domestic racial group
, 136
Nonmedical graduate degrees in fields
, 126
North Carolina State University (NCSU)
, 5, 135, 136
North Star Center
, 68
NVivo
, 70
Office for Equity and Diversity (OED)
, 203
Office of Diversity Education
, 187
Office of Institutional Diversity and Inclusion (OIDI)
, 168
advisory board
, 182
Office of Institutional Diversity and Training and Development
, 57
Office of International Education and Division of Human Resources
, 177
Office of the Associate Provost (OAP)
, 29
Offices of Vice President for Diversity and Inclusion (OVPDI)
, 28
Online Programs
, 170, 175
Ophthalmology
, 148, 151
American Academy of Ophthalmology
, 149, 155
JAMA article on ophthalmology workforce
, 152
URM residents in
, 153
Optimism
, 188
Organizational culture
, 96, 97
Organizational description
, 67–68
Orientation process
, 63
Participant-centered session
, 114
Partnerships
, 230
case study snapshot
, 56
programmatic framework
, 51–52
Pascarella and Terenzini’s Institutional Integration model
, 66
Patient care
, 149
Peer mentoring
, 138–139
Peer-group interactions
, 66
Persistence
, 74
Persistence data
, 69
Perspective
, 18–19
Piagetian-based constructivism
, 54
Piagetian-based constructivist environment
, 53
Pipeline
process
, 154
programs
, 152, 154
for students
, 123
Planning
case study snapshot
, 56–57
programmatic framework
, 52
Plessy v. Ferguson
, 235
Plessy vs. Ferguson (1896)
, 16
Political conditions
, 98
Position
, 18–19
Post Baccalaureate Program
, 111, 128
Post Baccalaureate Seminar
, 108
Postgraduate Medical Preparation (PMP)
, 130
Postsecondary institutions
, 176
Power
, 196–197
Pre-/Post-Doctoral Fellowship Program
, 173
Pre-College Programs
, 128
Predominantly white institutions (PWIs)
, 12, 19
Presence
, 18–19
Prevent Blindness
, 151
Private sector businesses
, 49
Professional development
, 139–140
Professional development and training
, 51
Professional development seminars (PDS)
, 139
Professional/Graduate School Test Prep Program
, 128
Program Coordinators
, 171, 175, 178
Program participants
, 63
Program staff role
, 141–142
Programmatic framework
, 48
assessment and evaluation
, 54–55
climate
, 49
constructivism
, 53–54
constructivism for diversity and inclusion training
, 52–53
curriculum and delivery
, 53
identity development theory
, 50–51
partnerships
, 51–52
planning and coordination
, 52
value
, 49–50
Promotion
, 18–19
Prosper
, 18–19
Provost
, 28, 29
Provost Fellow
, 28, 29
Public universities, integrating EDI to
authority and resources
, 196–197
CDO
, 187–188
diverse curriculum content and inclusive teaching styles
, 193–195
leadership, advocacy, and CDO
, 190–192
making EDI choice
, 189–190
Soup and Substance program
, 192–193
workforce diversity
, 195–196
Pyramid Reverse/Inverted for Diversity and Excellence model (PRIDE model)
, 6
Qualtrics survey platform
, 58
Queer and trans people of color
, 89
Queer and trans students of color (QTSOC)
, 88, 92
challenge for development’s sake
, 88
intersectional erasure and non-performatives
, 92
intersectional failure
, 90–91
non-performative
, 91–92
toward intersectional model
, 92–93
“Quick-win” diversity initiatives
, 30
Rabb-Venable Excellence In Research Program (RVERP)
, 5–6, 148
annual meeting
, 156–158
longitudinal program data
, 158–159
need for underrepresented minority ophthalmologists
, 151–153
participation criteria
, 156
program goals of
, 153–154
recruitment of medical students/awareness building
, 154–155
residents and fellows recruitment
, 155–156
See also Chicago Area Health and Medical Careers Program (CAHMCP); Diversity Fellows Program (DFP); Summer Bridge programs (SB programs)
Rabb-Venable program
, 5, 6
Rabb-Venable Research Award
, 158
Race/racism
, 89, 90, 92, 193
race-centered services
, 90
racial tensions
, 167
Randomized trial research design
, 63
Real Men Consortium
, 31
Recruitment
, 211, 222
recruiting faculty
, 230
Reflection
, 115
Regents of University of California vs. Bakke (1978)
, 114, 124
Registered Student Organizations
, 181
Reimagining equity and diversity
, 203–207
Reliability
, 70
“Renegades”
, 31
Representational diversity
, 210–213
leading in scholarship and practice
, 213
recruitment
, 211–212
retention
, 212–213
See also Diversity
Research
, 149
training programs
, 134
Researcher
, 113
Residents and fellows recruitment
, 155–156
Resources
, 186, 189, 196–197
Resources
, 196–197
Responsible Conduct for Research (RCR)
, 139
Retention
, 14, 15, 17, 64, 66, 67, 69, 72, 74, 212–213, 222
Rigorous data analysis
, 208
Rochester City Scholarship Program
, 68
Rochester Institute of Technology (RIT)
, 67
RIT AALANA students
, 72
Rosalind Franklin University of Medicine and Science (RFUMS)
, 130
Same-discipline matches
, 34
Sanism
, 193
Scholar 2 Scholar (S2S)
, 31, 32, 35
Scholars
, 64–65, 135, 137, 139, 140, 142
Graduate
, 136–137
undergraduate NCSU-IMSD
, 136
Scholarship Reconsidered
, 13
School to scientist pipeline
, 135
Science Technology Engineering and Math (STEM)
, 135
disciplines
, 37
programs
, 231
undergraduate programs
, 37
Scientific opportunity
, 134
Segregation as ongoing reality
, 126
Seized the day. See Carpe Diem
Seminars
, 109, 110, 139
Senior diversity officer
components of successful office of institutional diversity and inclusion strategic plan
, 168
diversity and inclusion strategic plan importance
, 166–167
OIDI advisory board
, 182
Sense of belonging
, 62–64
Sexual orientation
, 89
Shattering the Silences (STS)
, 31, 36
“Shocking weakness” of American higher education
, 13
Social Change Model
, 202
Social cohesion
, 62
Social connection (SC)
, 21, 66, 70–72
efforts of MCAS SB program
, 67
focus-group interview protocol and
, 71
Social gatherings
, 212–213
Social identity
, 51
theory
, 50
Social integration
, 66
Social justice
, 217
Social media
, 130, 155, 189
Social skills
, 63–64
Social-relationship-building activities
, 68
Socialization
, 98
Socio-economic context
, 88
Socrative (technology application)
, 115–116
Soup and Substance program
, 192–193
“Special urgency” of American higher education
, 13
Staff Council
, 178
Staff/Executive/Administrate/Managerial
, 176
State Board of Higher Education
, 37
State Department of Elementary and Secondary Education
, 37
Statewide Collaborative Diversity Conference
, 31
Strategic Diversity Leadership
, 227
Strategic priorities
, 209
improving campus climate
, 213
increasing representational diversity
, 210–213
leveraging strategic partnerships with internal and external communities
, 214
Strategy
, 98
Student National Medical Association (SNMA)
, 154, 155
Student Outreach and Transition Office
, 170, 175
Student participants
, 68
academic self-efficacy
, 64
Students
, 64, 110, 124
of color
, 62, 64–65, 67, 68
higher education experience
, 64
institutional culture on student involvement
, 99–100
persistence
, 66
protestors
, 1
student centered experiential education
, 127
success
, 63–64
Tinto’s model of student departure
, 64
Summarizer
, 113
Summer Bridge programs (SB programs)
, 4, 62
academic connection
, 71
academic performance and retention
, 72–74
background
, 67
critiques of Tinto’s model along cultural lines
, 64–65
cumulative GPA per cohort
, 73
data collection/study instruments
, 70
evaluation design
, 69
evaluation purpose
, 69
evaluation question
, 69
findings
, 71–74
first to second year persistence/retention
, 73
focus-group interviews
, 71
history and purpose
, 62–63
inclusion vs. integration
, 65–66
limitations
, 75
literature on SB programmatic impact and outcomes
, 63–64
methodology
, 69–71
organizational description
, 67–68
Pascarella and Terenzini’s institutional integration model
, 66
persistence/retention
, 74
program description
, 68–69
recommendations for future research and practice
, 75
reliability and validity
, 70
social connection
, 72
study instruments
, 69–70
survey
, 70–71
Tinto’s model of student departure
, 64
weighted cum GPA–MCAS SB cohort vs. general RIT AALANA student population
, 73
See also Chicago Area Health and Medical Careers Program (CAHMCP); Diversity Fellows Program (DFP); Rabb-Venable Excellence In Research Program (RVERP)
Survey Monkey
, 70–71
Surveys
, 69–71
Sustainability
, 204
practices
, 228
System-wide collaboration/shared responsibility
, 217
System-wide task force
, 204
Teachable moment
, 194
Teamwork
, 229
Tetralogy of Fallot
, 115
Texas study
, 66
Tinto’s model
along cultural lines
, 64–65
of student departure
, 64
Title VII of the Civil Rights Act (1964)
, 17
Training and Development
, 56, 57
Transfer Office
, 171
Transformation
change
, 39
framework
, 204
through self-examination
, 204, 218
Transformative campus change
, 46
case study snapshot
, 55–58
evolution of diversity training
, 47–48
programmatic framework
, 48–55
Transformative diversity and inclusion certificate program
, 51
Transformative Diversity Education Framework
, 48, 52, 55
Transgender
, 112
Transphobia
, 90
Travel tracer
, 113
Trust
, 196
Twitter
, 189
Unconscious bias
, 195
Undergraduate NCSU-IMSD Scholars
, 136
Undergraduate Scholars
, 138
Undergraduate students
, 88, 89
Underrepresented minority (URM)
, 6
faculty
, 228
need for URM ophthalmologists
, 151–153
residents in ophthalmology
, 153
student enrollments
, 125
students
, 123, 126, 152
Underrepresented students (UR students)
, 64–65, 67, 134
five-year change in headcount for
, 42
populations
, 66
undergraduate students in STEM fields
, 135
United States, health care disparities in
, 151
Universal Declaration of Human Rights (1948)
, 17
University administrators
, 96
University Diversity Office
, 171–173, 175, 178, 180, 181
University of Georgia (UGA)
, 46
Faculty and Staff Diversity Certificate
, 57
Office of Institutional Diversity
, 55
University of Illinois at Chicago (UIC)
, 149
University of Massachusetts (UMass Amherst)
, 2
University of Minnesota (UMN)
, 202, 208
Equity and Diversity framework
, 216
Framework for Reimagining Equity and Diversity
, 203
framework for transforming
, 203–207
PRIDE model
, 6
University of Missouri (UM)
, 1–2, 4
University Provost & President’s Office
, 181
University-wide strategic planning processes
, 210
University’s institutional policies
, 98
Upward Bound and Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP)
, 187
Upward Bound TRIO program
, 62–63
Urban Health Program (UFP)
, 128
Urban university mission statements
, 108
US Equal Employment Opportunity Commission (2015)
, 17
US Supreme Court Fisher v. University of Texas (2016)
, 195
Usual suspects
, 52
Validity
, 70
Value
, 49–50, 56
Vice President for Diversity and Inclusion (VPDI)
, 28, 38
Vocabulary enricher
, 113
Voting Rights Act (1964)
, 17
Vygotsky-based social constructivism
, 53
War on Poverty (1964)
, 17
White Supremacy
, 89, 90
Women in Science & Engineering Leadership Institute (WISELI)
, 211
Women-centered services
, 91–92
Workforce diversity
, 186, 189, 195–196
Written/Unwritten (Smith)
, 228
Young Scientist Program
, 128
Zone of Proximal Development (ZPD)
, 54
- Prelims
- Introduction
- Part I Innovations, Perspectives, and Trends
- A Five-point Model to Attract, Affirm, and Advance African-American Academics
- Engaging Faculty in Campus Transformation: The Diversity Fellows Program
- Building a Diversity and Inclusion Certificate for Transformative Campus Change
- To Bridge or Not to Bridge: The Importance of Academic and Social Connection Efforts in Summer Bridge Programs
- Am I This or That? Supporting Queer and Trans Students of Color
- Diversity Need Not Apply: The Reality of Campus Culture
- Part II Diversity in Medical Universities and Health Care
- Intercultural Consciousness: A Premedical Teaching Methodology
- From Dream to Hope: The Success of the Chicago Area Health and Medical Careers Program
- Building Institutional Climate Support for Underrepresented Students in the Biomedical and Behavioral Sciences
- The Rabb-Venable Excellence in Research Program: Increasing the Participation of Underrepresented Minority Students and Residents in Ophthalmology
- Part III Institutional Inclusive Excellence
- The Senior Diversity Officer Is a Beacon for Campus Diversity and Inclusion
- Integrating Equity, Diversity, and Inclusion into the DNA of Public Universities: Reflections of a Chief Diversity Officer
- Carpe Diem in Two Acts: How an Equity and Diversity Framework Anchors and Activates Equity and Diversity Work in Higher Education
- Advocating for a Diversity and Inclusion Commitment at Liberal Arts Colleges: Essential Conversations in the Role of the Chief Diversity Officer
- Epilogue
- Index