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Diversity is a somewhat amorphous concept; however, it is crucial to our growth as a nation, especially the growth and personal development of college and university students. Most college and university campuses are diverse societies, composed of individuals of many ethnicities, religions, ages, sexual identities, and physical abilities. It is not hard to see the diversity on a campus; people of different backgrounds and cultures comprise the vast majority of the campus population. The University Diversity and Inclusion Office commonly has a vice president, an associate provost, or chief diversity officer for diversity who serves as the senior administrative head. This leader has the responsibility to provide educational activities and programs systematically.

This chapter discusses the role that the University Diversity and Inclusion Office plays in educating the campus about global diversity awareness and inclusivity excellence. The chapter outlines a systematic and flexible approach to addressing the demographic shift that is occurring on college and university campuses and how best to deal with campus bias incidents. The components of the University Diversity and Inclusion Office strategic direction are examined with particular attention focused on the role of the office, its leadership, and the mission of the institution. A section on proposed successful campus-wide diversity initiatives is included as examples of an essential endeavor that enhances campus diversity. This organizational structure has won a national (HEED) Higher Education Excellent in Diversity Award.

This study investigated the development of institutional repositories (IRs) at doctoral institutions, identifying factors that influence development and best practices using a comparative case study analysis approach to gather and analyze data. The development of a repository is one of the more complex projects that librarians may undertake. While many librarians have managed large information system projects, IR projects involve a larger stakeholder group and require support from technical services, public services, and administration to succeed. A significant increase in the development of repositories is expected with technology and process improvements for digital collection development so further study is warranted. Both institutional and subject repositories were examined for the case studies. Best practices and recommendations for future developers, such as early involvement of stakeholder groups and the need to educate both librarians and teaching faculty about open access collections, are also discussed. This study contributes to a more informed understanding of the development of IRs and identifies a model framework for future IR developers. The best practices framework incorporates the processes from the case study sites and includes additional factors identified from the case study interviews. Key to the framework is the inclusion of stakeholder groups on campus and assessment measures. While the case studies focused on doctoral institutions, the framework can be adapted to any size institution.

The flow of international students crossing borders to pursue educational opportunities has been significantly affected by the COVID-19 pandemic, causing higher education systems worldwide to consider the context and realities of global academic mobility before and after the health crisis. In this chapter, the authors will use primary data on international educational exchange to understand the effects of COVID-19 on internationalization in US higher education. This chapter analyzes international student mobility trends before and during the COVID-19 pandemic, drawing upon comprehensive evidence reported by thousands of US higher education institutions. The chapter then discusses how COVID-19 affected international student mobility to and from US higher education institutions, including supports provided to students and flexibility regarding virtual enrollment. It concludes with a synthesis of the immediate and possible long-term effects on global student mobility patterns.

As higher education institutions see the increased enrollment of online students, the services they provide must adapt to meet their needs. This chapter presents an in-depth case study of the steps that one private American university took, following Kezar’s model (2005), to improve online student engagement. The first phase involved buy-in from leadership and creating a valid justification for the collaboration efforts. The second phase involved taking the first steps to create a culture of collaboration across the institution. The third phase involved the development of programs that continued collaboration efforts through various campuses and departments to create tangible products promoting student success. The institution focused more on the process of collaboration than the results in an effort to create a foundation that could outlast staff changes and restructuring of departments. Early results indicate a potential for other universities to examine their processes used for collaboration between colleges and departments.

This chapter focuses on successful strategies for increasing the number of males who enter and succeed in science at the college level. These strategies reflect lessons we have learned over the years from the Meyerhoff Scholars Program, launched in 1989, for high-achieving African American students in science and engineering at the University of Maryland, Baltimore County (UMBC).

This chapter compares how three institutions from three countries, Canada, Hong Kong and the United Kingdom, use international student recruitment as an institutional capability. Institutional capability to recruit students from international markets is determined by a mix of national policy, internal cultures and institutional resources and capabilities. This chapter explores the complex nature of institutional operations in higher education institutions (HEIs) by considering the perspectives of senior leaders, administrators and international student recruiters and how they implement their international student recruitment plans while facing increasing competition and unstable government policies. The results show what is needed is for institutions to improve their institutional capabilities to respond to national policies and to adapt to the changing global landscape. It also discusses the importance of understanding highly localised, institutional culture and practice and how national policy is one dimension that shapes international student recruitment. International case study allows you to draw these conclusions and to examine how strategy and policy contexts shape individual institutional capability. Institutional context shows capabilities in international student recruitment practice are unique and institutional responses to policies and competition are based on their internal cultures. Institutional actors view government policy as the ‘playing field’ to achieve their institutional strategies; however, there is more to international student recruitment than merely national policies such as the ability to communicate and coordinate activities within institutions. This chapter highlights the importance of understanding the capabilities of the institutions themselves as they attempt to recruit students from international markets. This chapter reinforces the notion that it is not only what the policies say or do, but also how these policies are interpreted at the practice level that shapes international student recruitment.

Purpose – This chapter discusses a study in which we examined campus architecture, spatial design, aesthetics, and cultural policy with regard to the manner in which attributes in these visual and textual entities shape the full range of diversity of the student body or the individuals and collective group who study within the university.

Methodology – This chapter presents the qualitative element of a larger multi-method inquiry. The data for this study were generated from a sample composed of eight universities in four states in the United States and of cultural policy documents from multiple universities in addition to the eight specific universities that were visited on-site.

Findings – Twelve themes emerged from data derived from campus visits to eight universities representing diverse geographies and institutional structures and from analysis of the cultural policies of 30 institutions of higher education. Taxonomic analysis (analysis of the organization of themes and their relationships to one another) revealed important directional associations among the themes yielding rich findings for future theory development and testing.

Implications – The findings yielded important understandings about the influence of cultural policy as reflected in the campus community, on inclusion, exclusion, and diversity. Of particular note were the unexpected thematic findings regarding the political, proprietary preferences of “disabled” groups related to space ownership and the future implications of occupying specialized designated architectures. We conclude with conceptual and methodological directions for expanding this research agenda internationally and for informing change in cultural policy and architectures on campus communities.

The transition from school to work or to postsecondary training is a critical period for all students. For students with learning disabilities who have the potential to pursue higher education, colleges and universities offer an age-appropriate, integrated environment in which they can expand personal, social, and academic abilities leading to an expansion of career goals and employment options. The transition, however, of high school students with LD to higher education settings has been made difficult by inadequacies in the preparation received in secondary schools. Still secondary schools face serious difficulties in developing effective instructional programs for college-bound high school students with LD (Halpern & Benz, 1987; Mangrum & Strichart, 1983). It appears that many students with LD find themselves unprepared at college entry in a number of areas including inadequate knowledge of subject content, underachieving in academic skills, poor organizational skills (e.g. time management and study skills), poor test-taking skills, lack of assertiveness, and low self-esteem (Cordoni, 1982; Dalke & Schmitt, 1987; Mull et al., 2001; Vogel, 1982).

Many of the largest athletics programs in the United States today are dependent upon revenue streams to sustain their teams. While still in the earliest stages, athletic professionals are finding ways to deepen the engagement with potential and current fans and donors with their department's mission and values. Social media is being used to put fans in the seats as well as create new paid content. No longer limited to the column inches in a newspaper or 30 seconds of highlights on the local news, athletics programs are breaking new grounds in the world of social media.