Institutional Diversity: Excellence in Action
1992
Copyright, August 1992 by the Board of Trustees, Michigan State University
Copies available from the Office of the Provost, the Office of the Vice President for Finance and Operations, and the Office of the Vice President for Student Affairs and Services, Michigan State University, East Lansing, MI 48824.
This report was produced under the direction of the Office of the Provost by University Publications, Division of University Relations, Michigan State University. Editing and production supervision: Kristan A. Tetens. Graphic design and art direction: Cynthia Lounsbery. Photography: Kim Kauffman Photography, Inc.
MSU is an affirmative-action, equal-opportunity institution.
CONTENTS The Background: A Changing America
The Past Decade
Contexts for Change: Intensifying Efforts to Meet Increasing Needs
Building on a Long Tradition
Recognizing Windows of Opportunity
Developing Solutions: Achieving Excellence Through Diversity
Developing Solutions: Creating Excellence Through Diversity Within Community
Making Commitments: The MSU IDEA
The MSU IDEA as a Collection of Ideas
Beyond Compliance: Personal Commitment to Community
The MSU IDEA and Other Planning Platforms
Avoiding the "Trance of Non-Renewal"
Leadership and Administration
1. Demonstrated Leadership for Increased Efforts to Advance Diversity Within Community
2. Statewide Citizens' Advisory Group to the University
3. All-University Excellence in Diversity Conference
4. Excellence in Diversity Awards and Grants
5. Sexual Orientation Task Force
6. Leadership Positions for Diversity Within Community
7. Administrative Internships and Fellowships
8. Council for Multicultural Community
9. The College-Level Planning Program and the Support Unit Planning Program
10. Administrative and Performance Review and Reward Systems
11. Handicappers and Veterans
12. Restructuring of the Department of Human Relations
Recruitment and Retention
Faculty
13. Enhancement of Current Efforts
14. Competitive Retention of Underrepresented Group Faculty
15. Peer Review and Reward System
16. Improved Exit Interviews
17. Collaborative Opportunities for Visiting Faculty
Undergraduate Students
18. New Goals to Increase the Presence of Minorities Among Undergraduate Students
19. Increasing Persistence Through the Academic Progression: K-12 to the University
20. Expanded Academic Support Programs
21. Quality of Campus Life
22. Financial Support and Employment Programs
Graduate and Graduate/Professional Students
23. Increasing Graduate and Graduate/Professional Diversity: The Next Step
24. Special Recruitment Programs
25. Retention Programs
26. Graduate Assistantships
Support Staff
27. Unit Responsibility for Hiring and Promotion of Underrepresented Group Staff
28. Hiring Assistance to Units: Continuous Recruitment and Agency Referral Programs
29. Staff Development
30. Handicapper Recruitment and Retention Across Vice-Presidental Areas
Instruction (Curriculum), Research, and Outreach
31. Diversity and Multicultural Awareness Across the Curriculum
32. Multidisciplinary Instruction, Research, and Outreach
33. Support for Women's Studies, Ethnic Studies, and Gay and Lesbian Studies Courses
34. Improving Instruction for a Multicultural Academic Community
35. Outreach Programs
36. Professional Preparation of Student Affairs Staffs
37. Student Leadership Development Courses
38. Contributions of Diverse and Multicultural Groups in MSU's History
39. Bringing Faculty from Historically Black Colleges and Universities to MSU
Climate
40. Safety and Security for Students, Faculty, and Staff
41. Discrimination and Harassment
42. Biased Language
43. Orientation and Development Programs for Faculty, Students, and Staff
44. Programs, Conferences, Art Collections, Exhibits, and Performances
45. Family-Supportive Arrangements
46. Underrepresented Group Presence on Governance and Other Committees
47. Media and Issues of Diversity
48. Faculty and Staff Surveys to Describe Climate of Opinion on Diversity Issues
49. Program Accessibility and Enabling Technology
50. Toward a New Community
LIST OF TABLESTable 1
Composition of the Labor Force in 1985 and Projected Composition Increases from 1985 to 2000
Table 2
Population Diversity: U.S., Michigan, and Michigan State University
Table 3
Minority Enrollments at MSU, Fall Terms 1981-91
Table 4
Persistence/Attrition Data for 1991 - First-Time Freshmen, All Ethnic Groups
Table 5
Academic Workforce, 1988-91
Table 6
MSU Graduate Admissions of Minority Students, 1981-91
Executive Summary MSU IDEA II is a plan for advancing excellence through diversity within the Michigan State University community. It represents a cooperative effort among administrative units and constituent groups to build an exemplary multicultural environment within which demographic and cultural diversity are present, diversity is valued, and cross-cultural understanding is promoted. Such a transformed community supports all members in reaching their full potential.
Like the first draft of the MSU IDEA which was initiated by the Office of the Provost in 1989, MSU IDEA II calls not only for traditional responses to individual and constituent group needs, but significant institutional restructuring and redirection within a context of fiscal constraints. President John A. DiBiaggio has stated that the MSU IDEA is not a bureaucratic design, not a list of political promises, not a retrospective report, but a "forward looking," "urgently needed" plan of action.
Central to the plan is increasing the presence of underrepresented groups within the faculty, administration, staff, and student populations. Increased presence itself, however, does not ensure greater understanding and appreciation for difference. The plan calls for a range of efforts to capture the value of diversity and to translate that value into interactive pluralism and expanded opportunities for learning.
While continuing a focus on underrepresented groups for which the University has federally mandated responsibilities (i.e. Blacks, Hispanics, Asian/Pacific Americans, Native Americans, women, handicappers, and Vietnam-era veterans), MSU IDEA II also directs attention to the value of diversity as reflected in individual differences based on religion, ethnicity, national origin, and sexual orientation.
As MSU continues to advance multicultural excellence through diversity, it also seeks to develop a renewed sense of community--a community that Ernest Boyer asserts must be purposeful, open, just, disciplined, caring, and celebrative. This search is not new to the land-grant tradition of Michigan State University, which has long championed education that serves the needs of people and acts as a catalyst for social change. However, it takes on additional importance as a charge to the University as it educates for life in the twenty-first century.
The University itself must be a truly multicultural community if it is to maintain excellence and provide leadership to the larger state, national, and international communities that it serves. In a multicultural community, diversity is woven into the entire fabric of daily activity. It takes an important place in the University's value and reward system and demonstrates the University's social, economic, and moral reason for being. Diversity and excellence within community must become so institutionalized that a comprehensive plan, such as the MSU IDEA II will no longer be necessary.
MSU IDEA II contains 50 initiatives in the areas of leadership and administration; recruitment and retention of faculty, students, and staff; instruction, research, and outreach; and climate. Highlights of the fifty initiatives are presented below:
A NOTE ABOUT LANGUAGE Minorities on Campus, the American Council on Education's handbook for enhancing diversity in colleges and universities, warns that because discussions of diversity are "emotionally charged and value-laden," documents such as the MSU IDEA II are susceptible to misunderstanding if uses of language are not clarified by way of introduction. (Green, p. xvi)
The Association of Handicappers in Higher Education "Yes! Ability" campaign points out the necessity of using civil not medical terms in the context of civil rights. The MSU IDEA II focuses on competence not condition and uses the term "handicapper" (competent regardless of handicap) in preference to "handicapped" (limited) or disabled (incompetent, legally disqualified) in order to affirm that the plan deals with the many who can do and not with the few who can not.
MSU IDEA II borrows language from federal documents when referring to federally protected groups. Labels such as "minorities," "protected group members," and "underrepresented groups," can be problematic because they tend to aggregate diverse groups and individuals under collective headings that can lead to stereotyping and confusion. Although it might be desirable to avoid such terms all together or to disaggregate groups with every reference, this is often not feasible. We have frequently made language choices in the interest of readability, so that the important message and spirit of this document could reach a broad audience. A glossary of terms is appended to this document in an attempt to clarify terminology applied within MSU IDEA II.
While consideration has been given to using language carefully throughout MSU IDEA II, we acknowledge the difficulty of the task. With the authors of Minorities on Campus, we "hope that readers will keep their sights on the challenge and the solutions rather than on the vehicle of expression. Language has its limitations, human potential has few." (p. xvii)
The MSU IDEA II: An Overview"...Colleges and universities must become true communities of learners in which the most sacrosanct assumptions of cultural arrogance must be examined and a new basis of learning established--one that includes the whole human family."
"I'd like to see the extent of racial and gender diversity become a measure of greatness among our universities. Diversity enriches the learning environment... The point is all of us in the various disciplines need to listen and learn from new voices. There is a dialogue that is legitimate, important to scholarship, and that connects to better education."
As one of this country's premier land-grant/AAU institutions, Michigan State University has a heritage of providing quality education in a context of commitment to social equity. Now a changing America demands that we achieve a higher level of effort to secure excellence by advancing diversity and community. To meet this challenge today and for the future, Michigan State University presents its comprehensive diversity plan -- MSU IDEA II (Institutional Diversity: Excellence in Action). This more inclusive and comprehensive transformational plan is a revision of the MSU IDEA, first published on April 4, 1989.
At Michigan State University, the achievement of excellence is multidimensional. Diversity and pluralism in the student body, in the faculty and staff, in the curriculum, and in the climate of the University are integrally associated with this goal. It requires specific actions as well as continuing and informed dialogue among different cultures and differing points of view. Maintaining preeminence in the creation, transmission, application, and preservation of knowledge necessitates a diversity of perspectives and background experiences. Preparing students to solve the difficult problems of a postindustrial, pluralistic world calls not only for sound disciplinary and multidisciplinary study, but for constructive peer-to-peer and faculty-student experiences that will expand and deepen perspectives, awaken or reinforce ethical sensibilities, and heighten understanding and respect for cultural and ethnic differences.
With the inauguration of MSU IDEA II, Michigan State University gives voice to the promise of an academic community for the future. In such a transformed community, diversity is woven into the entire fabric of the University's daily life; it takes an important place in the institution's value and reward system because it is necessary for the University's continuing excellence and integral to the its social, economic, and moral reason for being. Progress toward such a re-vision of community at MSU requires a commitment that goes beyond achieving compliance. It means increasing the presence of underrepresented group members significantly. It calls upon all members of the community to create an hospitable climate where diversity and difference are celebrated, where civility based on mutual respect is natural, and where cultural variety flourishes and vitalizes productive intellectual and social interaction. Such a multicultural environment benefits not only those who have traditionally been underrepresented and disadvantaged, but all who work and study at this institution. It discourages fragmentation and unproductive particularization, while encouraging that difference be valued. It supports all members of the community in reaching their full potential. It provides leadership for the larger community that the University serves.
THE BACKGROUND: A CHANGING AMERICARecent reports catalog a series of challenges that face "a changing America." The United States is moving from an industrial society to one based in information and technology. An internationalized marketplace provides new contexts for this nation's economic and political leadership. Our need is for more and better-prepared skilled workers who are trained to cooperate and to excel in a multicultural global economy.
Shifting demographic patterns are a crucial issue in responding to these developments. Between now and the year 2000, minorities and women will make up approximately 85 percent of net additions to the nation's work force, and the number of handicappers in the workplace will increase. The anticipated increase in minorities and women by the year 2000 is reflected in the following projections for the national work force.
By the year 2000 one out of every three people living in the United States will be nonwhite and one-third of all school children will be minorities. In 1987, 24 percent of Michigan school children were minorities, and these percentages are growing yearly. Michigan's economic prosperity depends upon the success of these expanding minority populations in education and in the job market (Hodgkinson, p. 2). The state's social vitality and the integrity of its educational system depend on the many benefits that a successful multicultural community affords.
THE PAST DECADE Higher education's approach and level of effort must improve significantly to more adequately recruit, retain, and encourage underrepresented groups who will play an increasingly important role in our economy and society during the next century. National indicators have suggested that education's progress toward diversity "lost momentum" during the 1980's in several critical areas. Recently, universities and colleges have renewed commitments and made efforts to evaluate past experiences and to advance diversity with renewed energy. Such initiatives must continue and increase in intensity and effectiveness if we are to prepare for the conditions that lie ahead.
As reported in the Fall 1987/Winter 1988 issue of Educational Record,
The lack of [educational] progress is reflected at every . . . stage of the pipeline. Attrition is a major problem on many campuses, so fewer minorities are receiving undergraduate degrees. An inhospitable environment . . . deters minorities from pursuing graduate degrees. The insufficient pool of doctorates combined with a lack of commitment to affirmative action has produced the most minimal representation of minorities in the faculties and administrations of predominantly white institutions (p 9).
In considering the recruitment of underrepresented minority students into higher education, it is important to note trends in the high school graduation rates for these groups. While high school completion rates for traditional-age Blacks (18-24) has increased nationally from 68 percent in 1976 to 75 percent in 1988, it still is considerably lower than the 82 percent rate for white students. For Hispanic youth, the high school completion rate, while fluctuating somewhat over the past several years, has shown no appreciable gain and remains extremely low at 55 percent.
Of further concern is the significant decline since the mid-1970s in the percentage of Black and Hispanic high school graduates who are enrolling in college. For Black students, the decline has been from 33 percent in 1976 to 28 percent in 1988. The percentage of Hispanic graduates enrolling declined from 36 percent to 31 percent during this same period (ACE Research Briefs, Vol. 1, No. 3, 1990). Recent reports of 1989 enrollments show some gain in the percentage of Black high school graduates enrolling (31.8 percent), but a further decline (28.7 percent) is noted for Hispanic high school graduates. (The Chronicle of Higher Education Almanac, August 1991). These low rates of enrollment are of particular concern given the improved levels of academic preparation being reported for Black, Hispanic, and Native American high school students (ACE Research Briefs, Vol. 1, No 3, 1990).
Although overall minority student enrollment nationally has increased in actual numbers and percentage of total enrollment, these overall increases must not mask the disproportionately low enrollment of Blacks, Hispanics and Native Americans in undergraduate, graduate, and professional programs.
While MSU had its largest percentage enrollment of minority students fall term 1991, it is imperative that enrollment of the underrepresented minorities keep pace with their growing representation within the state and nation. Table 2 shows the relation of population diversity within the U.S., Michigan, and the University. Particular attention must be directed toward increasing the numbers of Black and Hispanic first-time freshmen. Further, with an increasing concentration of Blacks, Hispanics, and Native Americans in two-year colleges (ACE Research Briefs, Vol. 2, No 3. 1991), greater attention must be directed toward providing these students an opportunity to continue their education and to attain bachelor's degrees. Table 3 depicts the number of students from minority groups enrolled at MSU from 1981 to 1991.
The retention of historically underrepresented minority groups also requires greater attention. Their persistence at MSU and nationally falls short of the rate for all students. Nationally, Blacks and Hispanics are less likely to persist and earn a bachelor's degree (ACE Research Briefs, Vol. 2, No 3. 1991). At MSU, while overall retention rates may be higher than many institutions, the retention rates for Blacks, Hispanics, and Native Americans fall behind that for all students. New strategies must be pursued to help ensure greater opportunity for success for all students admitted. Strategies to strengthen academic support programs and to improve the quality of campus life must both be employed to achieve this end. Table 4 summarizes persistence and attrition rates for first-time freshmen of all ethnic groups in 1991.
Within the past decade other shifts in student enrollments have been noted. The enrollment of women nationally has increased from 51 percent in 1980 to 54 percent in 1988, and there has been a moderate increase (2.5 to 2.8 percent) in the enrollment of international students. At Michigan State University, however, the percentage of women enrolled fall term 1991, 51 percent, was below the national average, while the percentage of international students, 5.6 percent, was considerably above.
Data from the National Center of Health Statistics suggests that less than 5 percent of all handicapper 18- to 22-year-olds in Michigan are attending public colleges or universities in the state. This percentage contrasts with approximately 30 percent for all residents aged 18-22. Although higher education institutions report increases in handicapper enrollment (National Association of Student Personnel Administrators Forum), Michigan State University and other higher education institutions must continue to pursue ways to make access and opportunity for this underrepresented group if their full potential is to be realized.
Michigan State has shown slow but steady improvement in recruitment rates for minority and women faculty within the tenure system over the last decade, with the percentage of tenure system protected class employment rising from 20.4 in 1980 to 29.3 in 1991; however, the University has been less successful in retaining minority and women faculty during that same time period. Minorities and women are underrepresented among the tenure-stream faculty relative to availability in a number of disciplines, and the progress of minorities and women into senior faculty ranks and into administrative leadership positions is slow.
Table 5 summarizes the composition of the academic workforce between 1988 and 1991.
The University has begun to show progress in reversing the significant decline in graduate minority student enrollment over the last ten years; however, despite recent increases, minority and women graduate students are not well-represented in several key areas. Table 6 charts minority graduate student applications, admissions, and enrollments between 1981 and 1991.
Representation of women and minorities in the support staff has increased significantly over the past decade, so that most support job groups have representation comparable to that available in the workforce. However, maintaining this record and correcting the remaining areas of support staff underutilization will be difficult and will require creative approaches due to increasing fiscal constraints, contractual seniority provisions, and limited opportunity and availability in specialized areas. Additional attention must be paid to the minority turnover rates for support staff, which tend to exceed those of non- minority staff.
CONTEXTS FOR CHANGE:The decade of lost momentum and insufficient magnitude in recruitment and retention of underrepresented groups in the faculty and student body as well as a lack of progress in staff areas where underutilization still exists could have a significant impact on this nation's future. In One Third of a Nation, the American Council on Education/Education Commission of the States recalls that it has been twenty years since the Kerner Commission emphasized how inconsistent such a trend is with our national ideals and "how much it threatens our democratic system that succeeds only as it provides its citizens with opportunities to share in national life and prosperity" (pp. 17-18).
Our political health depends upon a discerning electorate and our economic health requires a skilled and educated labor pool. Our social health requires that all citizens have opportunity for full participation. Powerlessness is contagious and threatens our national integrity and our humanity. Racism, sexism, bias against handicappers, heterosexism, antisemitism or similar denigration based on religion, and other forms of discrimination that prevent people from realizing their human rights and their full potential must be eliminated. We cannot afford to have a permanent underclass comprised primarily of underrepresented group members and confined by poor education to low-paying jobs or long-term unemployment. We must not deny the opportunity for advancement and an improved quality of life to any of our citizens.
President DiBiaggio, in writing for the Summer/Fall 1989 issue of the Educational Record, has broadly affirmed his commitment to diversity in the context of quality of life issues. He noted that, "until we optionally and practically value diversity (not merely appreciate it) on our campus, we preclude full attainment of the quality of life our students, faculty and staff deserve." The University has the opportunity and responsibility to teach by what it models--to promote within the larger society an improved quality of life for all peoples.
BUILDING ON A LONG TRADITION Michigan State University has a history of commitment to the elimination of inequality. In 1935 the governing Board of Michigan State College endorsed a strong policy of nondiscrimination based on race or color. This vision was broadened in 1955 to ban discrimination on the basis of sex, religion, or national origin. The University adopted an affirmative-action program in 1970, adding handicappers and veterans in 1974. In a recent action, the Board renewed its dedication to this historical affirmation. The board monitors that program through annual reports.
The University's affirmative action activities for students over three decades confirm the commitment. Michigan State was a leader in support for economically/educationally disadvantaged students through pioneering efforts such as "Project Ethyl" (1963), which became the Detroit Project and eventually the College Achievement Admissions Program (CAAP) in 1983. Since the early 1970s, MSU has also provided access and support for underrepresented groups of students through OSS (the Office of Supportive Services), EOP (the Office of Equal Opportunity Programs), MECCA (the Multi-Ethnic Counseling Center Alliance), and MAP (the Minority Aide Program). Michigan State was among the first schools to create an Office of Programs for Handicapper Students (in 1971), the first to hire a handicapper director, and a leader in responding to handicapper needs for increased access to academic programs. In 1988 Michigan State became the headquarters for the Michigan Consortium for Enabling Technology.
During the past two decades a number of major affirmative action initiatives have also been implemented for support staff. Support staff vacancies were publicly posted beginning in 1972. Affirmative action "bypass" provisions were negotiated in collective bargaining agreements in 1974 (Clerical Technical Union) and 1982 (Locals 1585 and 999). These provisions have been very helpful in the achievement of formal affirmative action goals, first developed for support staff in 1978. Guidelines for filling support staff vacancies were developed in 1979 through the Twelve-Step Support Staff Hiring Procedure. A network of affirmative-action referral agencies was developed in the 1970s and 1980s. Through regular dialogue and strengthened procedures, this network has become an important link for recruitment, hiring, and retaining protected class applicants. Through a combination of these efforts, departments have made substantial progress in meeting affirmative-action goals, both in terms of hiring and promoting staff to ensure distribution through all grade levels.
In the late 1970s, the Office of the Provost developed clear affirmative action guidelines to monitor searches for protected faculty group members through the Fourteen-Step Planning and Hiring Procedure. Since 1976 the Mildred B. Erickson Fellowship Fund has provided help primarily for women students re-entering MSU, and in the same year the Board of Trustees created the MSU Affirmative Action Graduate Financial Assistantship Program for minorities and women entering underrepresented fields. In the early 1980s, the Women's Advisory Committee to the Provost and the Women's Advisory Committee to the Vice President for Student Affairs and Services were instrumental in the development of an institutional policy on sexual harassment which served as a model for many other institutions. Also established in the 1980s were special programs on sexual assault and safety education within the Division of Student Affairs and Services. Today, through the Martin Luther King, Jr.-Cesar Chavez-Rosa Parks Initiative and through a variety of other strategies, the University continues to foster demographic diversity and intercultural education.
In recent years, through academic governance within colleges, departments and schools, the academic affairs area has also been planning for significant curriculum changes to improve intercultural education and support other diversity-related goals. In 1988 The Council to Review Undergraduate Education (CRUE) recommended that the undergraduate curriculum should include increased opportunities for students to study national diversity and international and multicultural experience. That recommendation will be implemented within the Integrative Studies Program in keeping with the Integrative Studies Policy, approved by the Academic Council in January 1991, and as the University curriculum is revised and updated through the conversion to a semester calendar. Within the revised curriculum, all students will be required to take courses dealing with national diversity and international or multicultural experience.
RECOGNIZING WINDOWS OF OPPORTUNITY Although Michigan State has actively encouraged equity on its campus for many years, President John DiBiaggio has recognized that our programs have not always produced sufficient results. In his 1988 State of the University address, Dr. DiBiaggio focused the University's attention on the future and on the need for a new level of effort. He noted that,
As never before, in part because of salutary societal changes, we have the opportunity to demonstrate in very real ways and in very long-lasting ways a land-grant commitment that, because of both attitudes and demographics, was unable to be attained earlier. In the MSU . . . of the twenty-first century we need to see the embodiment of our heritage . . . That task starts today. And our results must match our rhetoric.
President DiBiaggio reinforced the need for additional efforts on behalf of diversity in his April 1989 memorandum to the University community on equal opportunity, nondiscrimination and affirmative action in which he stated that "we must come to understand that diversity and quality are not adversaries, but allies." He noted that the extent to which we advance equality in the next few years
will be a primary measure of our excellence as a university, as a state, and as a nation. We must open our professional circles and our classrooms to new dialogue and to a diversity of perspectives. If we are to educate our students for a multicultural world, we must provide a pluralistic community . . . There is diversity in our excellence. And there is excellence in our diversity. The reconfiguration of Michigan State University must reflect participation of all groups, including those clearly underrepresented.
DEVELOPING SOLUTIONS: Nationally, approximately 500,000 faculty - almost as many as we have today - will be required to fill vacancies in the next 20 years. Although changing economic conditions will certainly not permit MSU to replace all of its retiring faculty, retirements from the University will provide possibilities for diversifying our faculty during the next 15 years. In addition, other separations will add to this number of employment opportunities. In an increasingly competitive market, however, it is unlikely that our present hiring and retention patterns for women, handicappers, and minorities can effectively respond to this opportunity. Based on present hiring rates as well as currently projected opportunities for hiring, even assuming continuation of present availability levels, it would take some academic departments and schools several decades to achieve representation equal to present availability for women and for minorities. During this period, fiscal pressures are likely to increase and positions that are filled will frequently have to serve multiple University goals. In this context, special diligence and attention to hiring underrepresented groups members will be required.
Despite an otherwise low turnover rate, it is also projected that there will be nearly 1,000 retirements of support staff in the next fifteen years. Although hiring for staff positions will also be curtailed, retirements will offer some hiring opportunities at all support staff levels, at a time when women and minorities make up an increasing share of the available national and state workforce.
In the face of such projections, it becomes clear that the University must develop more innovative means for addressing retirement opportunities, and take advantage of the overall increase in availability while at the same time seeking additional funding for difficult-to-fill underrepresented group positions. MSU must devise new strategies for recruitment and retention if it is to keep pace in a competitive market for underrepresented faculty and staff.
MSU must also develop creative measures for cultivating students throughout the educational network--as early as K-12, but also in community colleges. In addition, the University must improve support systems and provide encouragement to undergraduates so they will realize their potential and move on to graduate school and to academic and professional careers in greater numbers.
It is critical that as we seek to educate a diverse student population, we demonstrate our commitment to the retention of the students we enroll. We must recognize that the experiences and perceptions of current students in many dimensions define the University for those who follow and thus have significant influence on recruitment efforts. We now have the opportunity to demonstrate our resolve to increase the satisfaction and success of underrepresented groups through basic changes in organizational culture and to promote a quality of campus life that reflects respect for the worth and dignity of each individual. To do less will discourage higher education study for many we seek to educate.
DEVELOPING SOLUTIONS: Increasingly it is recognized that cultural differences among people contribute to the learning environment and to the creation of new knowledge. The traditional "melting pot" or assimilationist approach often meant the assimilation of minorities into a dominant culture that denied them the opportunity to maintain and express their cultural heritage. It often means that women are measured by male values and models, particularly when entering nontraditional fields. This approach has placed limited value on some contributions of both women and minorities. It has also restricted learning opportunities within higher education. The new, transformed community will value differences and the diverse contributions of its members.
Coupled with increased respect, appreciation, and celebration of differences must come renewed attention to those common interests and shared values that provide the infrastructure of community. Greater emphasis on cross-cultural communication is needed as we seek to expand opportunities for interaction among individuals and groups of different backgrounds and to develop a stronger sense of community within the University.
Institutions of higher education have a unique opportunity and responsibility in our increasingly pluralistic society to model and teach both the values of diversity and community, to demonstrate that diversity and community are no less alien concepts than diversity and excellence. Ernest Boyer, in the forward to Campus Life, In Search of Community, states the challenge succinctly ". . . .I'm convinced that the challenge of building community reaches far beyond the campus, as well. Higher education has an important obligation not only to celebrate diversity, but also to define larger, more inspired goals, and in so doing serve as a model for the nation and the world" (p. xiii).
This special report of the Carnegie Foundation provides six principles that can assist in defining the type of community we strive to be and which can serve as guidelines in the daily decision-making that shapes the nature of the institution. These principles specifically address diversity within the community. These principles clearly echo principles that have governed internal institutional advancement at MSU through the R3 (refocusing, rebalancing, and refining) planning process for several years and will continue to shape the University for the future.
A hallmark of the academy is open inquiry and freedom of expression. The MSU IDEA II attempts to avoid the polarization engendered by oversimplified debates about "political correctness." It recognizes that institutional choices have always had political implications. Rather than seeing multiculturalism as a threat to open expression, it emphasizes that cross-cultural education, as it is understood at MSU, is designed to stimulate knowledgeable open debate and dialogue which are the hallmarks of academic freedom and academic excellence. It encourages the incorporation of the significant dialogues about diversity and multiculturalism - with their philosophical, political, and demographical components - into classes and co-curricular activities.
The communication of ideas, and the critical analysis and testing of those ideas are as central to the purpose of the University and the quality of the teaching-learning process as they are central to promoting diversity within community. In the discussion of an open community, special attention is directed toward the need for civility as well as clarity of expression if a climate of reasoned discourse is to be supported. According to the Boyer's report, "...Incivility is a problem, and all too frequently words are used not as the key to understanding but as weapons of assault." A just community requires that diversity be aggressively pursued; a disciplined community calls for a clear definition of responsibility to others and reinforces the values of honesty and integrity as fundamental to the educational enterprise.
President DiBiaggio, when talking about developing community, has given special attention to the importance of making Michigan State University a more caring community. A modern university must demonstrate that it is a humane enterprise which acknowledges the need for interaction, support and encouragement among peoples. Such an emphasis does not deny the importance of individual independence and autonomy in academic endeavors; rather, it contributes to a quality of campus life that can support individual achievement.
The university as a celebrative community acknowledges both tradition and change. Much can be learned from the traditions and celebrations of constituent groups. Sharing rituals and traditions of the university serves to connect both individuals and constituent groups.
To build community while promoting diversity and excellence continues to be a challenge of enormous proportion in an institution of the size and complexity of Michigan State University. Yet as a social institution, we must continue to examine our organizational structure, policies and practices to ensure that there are no institutional barriers that arbitrarily divide those who choose to work and study here.
The institution itself must seek to become a truly multicultural organization with a demonstrated commitment to excellence and diversity within community. Racism, sexism, bias against handicappers, heterosexism, antisemitism or similar devaluation based on religion or ethnicity are antithetical to both individual and community development. As the University pursues a greater sense of community, it will continue to champion open inquiry and freedom of expression, encourage the communication of ideas and invite and promote the critical analysis and testing of those ideas. Failure to do otherwise would deny our responsibility as an educational institution committed to being a progressive social force in shaping the future. Promoting excellence, valuing diversity and building community must be pursued in concert as the institutional agenda to educate for life in the twenty-first century.
MAKING COMMITMENTS: THE MSU IDEA In response to the challenges and opportunities presented by the quest for excellence through diversity within community, the MSU IDEA provides for the increased presence of minorities, women, and handicappers in the faculty, staff, student body, and administration. It addresses critical retention issues in relation to the quality of campus environment. Persistence through academic progression from K-12 to graduate school is also a key element. The MSU IDEA attempts to prevent both overt inequities and more subtle manifestations of inequality within the University. It endeavors to ensure that instruction (including curriculum), research and outreach, governance, and other academic community activities, contribute to a climate that is hospitable to diverse groups, to open dialogue, and to new knowledge.
To meet the needs of Michigan and the nation in the twenty-first century, the MSU IDEA offers 50 University-level initiatives and augmentations to continuing programs. It also engages all academic units in a reassessment of goals and other activities through a College-Level Planning Program and support units in a Support Unit Planning Program. Administrators, faculty, staff and students throughout Michigan State University will be held responsible not only for greater efforts on behalf of diversity and excellence, but also for results.
THE MSU IDEA AS A COLLECTION OF IDEASThe MSU IDEA is drawn from many people's ideas for action. It is a distillation of suggestions that have come across administrative lines and from a number of constituent groups. The Women's Advisory Committee to the Provost, the Women's Advisory Committee to the Vice-President for Finance and Operations, the Women Students' Advisory Council, the Black Faculty and Administrators' Association, student governing groups, the Hispanic Institute Task Force, the Hispanic/Native American Faculty Staff Association, the Minority Advisory Council to the President, Gay and Lesbian Faculty and Staff Association, the Alliance of Gay/Bi/Lesbian Students, the Women's Studies Program, the Urban Affairs Program, the Graduate School, the Council to Review Undergraduate Education, the Asian-Pacific American Faculty and Staff Association, the Council of Deans, the President's Handicappers' Advisory Committee, the Supportive Services Advisory Committee, and several other concerned groups as well as many individuals have contributed directly or indirectly to the MSU IDEA.
That so many have taken a hand in developing this plan for institutional excellence through diversity and community is encouraging. However, their contributions are just a beginning in what should be a major collegial effort in the 1990s and beyond. Our hope is that every faculty member, student, staff member, and administrator at Michigan State University will demonstrate personal and collective commitment to the principles and implementation of the MSU IDEA so that the plan will succeed.
BEYOND COMPLIANCE: Crucial to the success of this effort must be the awareness that all of us in the University community are responsible for embodying and communicating the University's values. The quality of life not only for underrepresented groups, but for everybody on this campus will be determined not only by increasing numbers and demographic diversity or by adherence to the letter of the law. It will also be determined by our genuine concern for others--by the intellectual generosity, civility, and hospitality we extend to others, by the ethics we impart through our actions as well as our words, and by the spirit behind the institutional structures and procedures we create and support. Administrative leadership, curriculum, pedagogy, co- curricular activities and numerous other factors contribute to the degree of community or alienation that all people who work or study here experience.
Progress in achieving diversity within community comes slowly and painfully because it requires changes in well-established attitudes and habits. In these matters we must be better than our predecessors and former selves. We should be vigilant lest our daily working relationships, our professional hierarchies, our curricula, and our pedagogics become confining rather than empowering. We should be wary lest our views of excellence exclude the benefits of diversity from the definition and our review and evaluation processes become signs of the narcissism or self-centeredness of our times, perpetuating ourselves and our perspectives to the exclusion of constructive variety.
We must commit ourselves to building new bonds among a world of talented peers. We must commit ourselves to creating a successful multicultural community that encourages all who work and study at MSU to reach their full potential. We must work to open our networks, promotional channels, and assignments to create an empowering environment through mentoring and sponsoring as well as other programs and special efforts. Our continued excellence and our intellectual integrity depend on our emphasizing development as well as selection, cooperation and collegiality as well as competition and prestige.
THE MSU IDEA In "Multiculturalism: The Crucial Philosophical and Organizational Issues," Patrick Hill, provost and professor of philosophy at Evergreen State University, has commented on the nature of the changes that are currently occurring within higher education and within contemporary experience more generally.
It is easy to read contemporary experience in the light of simpler times, of a more familiar order, and to regard the explosion of diversity as productive of fragmentation, incoherence, and conflict . . . I . . . prefer the metaphor inchoateness to the backward-looking metaphor of fragmentation. We are not staring wistfully at the fragmented ruins of a temple once whole, but poring over the recently discovered jottings of a novel whose form or plot has yet to emerge . . . If higher education were to take as its role the creation of new structures of dialogue and invention and cooperative discovery (i.e., structures appropriate to an inchoate world), there may indeed emerge a new world order . . . a new world order that empowers hitherto excluded peoples of our nation and of the world to contribute their expertise on an equal footing to our collective understanding of ourselves, society, and the world (p. 47).
Although the challenges for change are numerous and complex, colleges and universities across the nation have begun to respond to these as opportunities. Like its peer institutions, Michigan State University is reviewing its values, its curriculum and its climate. The MSU IDEA is only one of many new programs comprising Michigan State 2000 and is integrally connected to other University platforms for improvement, including the Council to Review Undergraduate Education (CRUE), the Council on the Review of Research and Graduate Education (CORRAGE), Planning for a Lifelong University System (PLUS), Administrative Management and Program Support (AMPS), Managing for Excellence and Employee Excellence Programs (EEP), and SETT 92 (the conversion to a semester calendar). The MSU IDEA is one in a series of related efforts that emphasize harmonious interaction of diverse groups on this campus. All these platforms move MSU toward being a university that is multidimensionally excellent; multidisciplinary and built on excellent departments and schools; integrated; humanitarian and caring; strongly coupled, both externally and internally; pluralistic and diverse; built on current and selectively developed strengths; state-of-the-art in its use of new technology in the learning environment; and more efficient and effective. These R3 principles stand in opposition to the isolation, fragmentation, territorial or disciplinary competition and distrust, that undermine cooperative collegial effort, inhibit effective use of limited resources during times of fiscal constraints, and threaten the future of this University and higher education more generally.
The interrelationship of curriculum, of disciplines, and academic support groups - and the productive interactive involvement of ethnically and racially diverse groups, traditional and nontraditional students, handicappers, women, and gay men and lesbians throughout the mainstream of University life - are allied goals. They combine in our comprehensive program to become a more caring community, one that rededicates itself to the common good within and beyond academe. Like other university platforms for change, the MSU IDEA is a living, evolving plan. Its aim is to enhance Michigan State's leadership in advancing diversity and multidimensional excellence, expanding educational opportunities, and preparing our students to be enlightened citizens in the pluralistic and globally interdependent world of tomorrow.
AVOIDING THE "TRANCE OF NON-RENEWAL" John Gardner tells us that colleges have a tendency to sink under a spell of self-approval and self-preservation that resists acknowledging flaws and misses opportunities to create beneficial change. Gardner observes that a primary strategy for breaking the "trance of non-renewal" is to encourage diversity in the system. (Gardner, p, 24)
Annual progress reports on the April 1989 draft of the MSU IDEA as well as a history of working programs, demonstrate that MSU's commitment is more than rhetoric. However, although we have a worthy record on which to build, we cannot afford to be complacent. Advancing Diversity within the conception of a new multicultural community is essential as we meet the future. Much remains to be done to create the diverse and hospitable MSU we envision. If MSU is to become a better university, it must accept the challenge to change, to be excellent in both traditional and new ways; it must find creative energy to maintain diversity as a necessary high priority and to reach goals, especially during times of limited economic resources. The MSU IDEA represents this institution's acceptance of that challenge--a challenge that requires increased sensitivity to the relationship among the concepts of excellence, diversity and community from everyone at Michigan State University. In an essay on "Quality and Diversity" from his Tomas Rivera Lecture, Arturo Madrid provides a thoughtful view of central issues in the MSU IDEA.
The Vision of Michigan State University for the Year 2000
INITIATIVES AND AUGMENTED PROGRAMS MSU IDEA II calls for improved strategies and objectives to advance collaborative efforts on behalf of diversity and excellence within community at Michigan State University in the 1990s and beyond. Concerted action across this institution is necessary to increase the presence of underrepresented groups in the faculty and academic staff, student body, support staff, and administration. Instruction (including curriculum), research, and outreach as well as a hospitable campus climate, must also contribute to furthering the University's commitment to diversity and excellence within community. The following new initiatives as well as augmentations to continuing initiatives and programs address these issues.
LEADERSHIP AND ADMINISTRATION Demonstrated Leadership for Increased Efforts to Advance Diversity Within Community1 The Board of Trustees, the President and administration of Michigan State University recommit themselves to providing strong, visible leadership to enhance diversity within community.
a. University leaders have emphasized and will increasingly emphasize publicly and repeatedly, the University's condemnation of overt and subtle forms of racism; sexism; denigration of the worth of handicappers; heterosexism; and intolerance based on religion, ethnicity, age, or physical characteristics. University leaders will visibly demonstrate their ongoing commitments to diversity and community in local, state, and national public appearances; public statements; news releases; fund raising; budgeting; monitoring of affirmative-action efforts and support for hiring and programs.
b. The President and the administration will provide visible support to the new Office for Affirmative Action Compliance and Monitoring and to those specifically charged with advancing diversity and cross-cultural understanding in the vice-presidential areas. See Initiative 12.
c. The University has presented its recommendations for changes in procedures and policies related to eradicating discriminatory behavior during the 1991-92 academic year. Recommended procedures for taking effective action in cases where the human rights and dignity of others are violated are being forwarded through established administrative and governance channels.
d. The leadership of the University at all levels will encourage open and educative, scholarly discourse about issues associated with the MSU IDEA and its concepts.
Statewide Citizens' Advisory Group to the University 2 A diversely constituted statewide Citizens' Advisory Group has been established as part of MSU IDEA I. It provides an opportunity for leaders from business, industry, education, and the broader community to join with University representatives to address issues relating to underrepresentation of minority groups, handicappers, and women. The Citizens' Advisory Group will also undertake projects that advance broad cross-cultural understanding at MSU. Continued effort will be made to strengthen this important partnership with leaders across the state.
All-University Excellence In Diversity Conference 3 The University will continue to hold an annual All-University Excellence In Diversity Conference.
a. Major keynote addresses will highlight the need for a continuing commitment to diversity, community, and excellence.
b. A variety of other campus events, including workshops, seminars, performances, exhibits, and roundtable discussions will be part of the conference.
c. Excellence in Diversity awards and grants will be presented in an appropriate ceremony during the conference (see Initiative 4).
d. Evaluation of the University's progress on excellence in diversity and program planning will be part of the conference.
e. The event should be evaluated within five years of the first annual conference.
Excellence in Diversity Awards and Grants 4 Michigan State University will continue to publicly recognize achievements in advancing excellence through diversity and cross-cultural understanding by presenting the series of diversity awards and grants established in MSU IDEA I.
a. Michigan State will present a series of Excellence in Diversity awards for units, groups and/or faculty, students, and support staff who have made exceptional contributions to affirmative-action efforts and to increasing multicultural understanding at this University. Awards to individuals will carry public and monetary recognition.
b. Michigan State will present the Excellence in Diversity grants program to provide funding for research projects and/or curriculum or program development which are likely to contribute to affirmative action and cross-cultural understanding at MSU.
c. The awards and grants program will be evaluated within five years of the inauguration of the project.
Sexual Orientation Task Force 5 The University will receive recommendations from a University-wide Task Force on Lesbian and Gay Issues that was established to study and make a report on gay, lesbian and bisexual concerns.
a. With the approval of the President, the Vice Presidents for Academic Affairs, Finance and Operations, and Student Affairs and Services have cooperated in bringing to MSU consultants to advise the University on effective procedures for creating the task force and processing its recommendations.
b. After review of consultants' recommendations, the administration, in consultation with the Gay and Lesbian Faculty and Staff Association and with gay/bi/lesbian student groups, has established an all-University task force to explore issues and develop recommendations.
c. The University-wide task force on Lesbian and Gay Issues will review University and unit level policies, procedures and practices and make recommendations to the vice presidents that are designed to ensure the protection of the rights of gay men and lesbians and to support their retention.
Leadership Positions for Diversity Within Community 6 Leadership positions for racial, ethnic, and multicultural issues will continue to be established in the areas of academic affairs, finance and operations, and student affairs and services.
Assistant Provost for Student Academic Support Services and Racial, Ethnic, and Multicultural Issues.
a. A Senior Advisor for Racial, Ethnic and Multicultural Issues who reports directly to the Provost was established under MSU IDEA I. As part of a reorganization of the Office of the Provost, the former Senior Advisor will take on additional duties related to support and retention of students and will become the Assistant Provost for Student Academic Support Services and Racial, Ethnic and Multicultural Issues.
The new Assistant Provost will be a key advisor to the Provost for racial, ethnic, and multicultural issues in meetings of the Office of the Provost and other functions of the Provost's staff. The new Assistant Provost attends the Council of Deans meetings and meetings of other University-level groups relevant to his/her position.
The new Assistant Provost identifies issues of racial, ethnic, and multicultural concern; develops strategies that can be implemented within existing administrative lines, and assists in assuring accountability for support and retention efforts and results. The Assistant Provost is active in exploring, evaluating, and implementing institutional, self-study, and societal research relevant to diversity, cross-cultural understanding, and excellence.
The Office of the Provost has consulted with representatives of groups specifically involved with racial, ethnic, gender, sexual and multicultural concerns about the appointment. The person in this position addresses generic issues and also brings sensitivity and special expertise from particular cultural backgrounds in order to 1) increase communication between the Office of the Provost and minority and other ethnic groups 2) advance cross-cultural understanding, and 3) develop and maintain support and retention services.
Special Assistant for Multicultural Development
b. To more effectively assist students in their own development and to maintain an environment supportive of diversity within community, the Special Assistant will 1) provide greater opportunity for students to interact with others unlike themselves, 2) encourage students to focus on shared values, 3) assist students to understand and value differences, 4) help students to challenge stereotypes, 5) confront prejudice and discriminatory behaviors among students, and 6) prepare students for leadership roles in a pluralistic society. This position will report to the Vice President for Student Affairs and Services.
Multicultural Development Coordinator
c. This assistant will be appointed to provide broad support for MSU IDEA initiatives, including 1) coordinating the unit-level planning process, 2) providing/coordinating programming and training on racial, ethnic, and multicultural issues, 3) providing support on career counseling and leadership development, 4) coordinating the administrative internship/mentoring program, and 5) providing support to selection committees and special recruitment efforts for support staff. This position will report to the Vice President for Finance and Operations through the Assistant Vice President for Human Resources.
Director of the Women's Resource Center
d. Over 51 percent of MSU students, 66.9 percent of University support staff, and 32.7 percent of faculty and academic staff are women as of fall term 1991. With this increasing population comes a need for programs, resources and other assistance pertaining to women's safety and security, sexual harassment, and other issues. Providing special attention to women's issues will be the primary responsibility of leadership in the Women's Resource Center, which will replace the current Division of Women's Programs (see initiative 12c) and consolidate several other existing projects. This responsibility will include addressing women's rights and needs through dialogues with the vice presidents and providing information and referrals to women on matters such as sexual harassment, women's safety and security, women's roles in managing work and family, and career development. It will involve coordinating and facilitating programs throughout the University on issues relating to the quality of life for women faculty, students, and staff.
Appointments of Women, Minorities, and Handicappers to Leadership Positions
e. The President and the vice presidents will actively increase efforts to recruit and retain women, minorities, and handicappers for high-level leadership positions (vice presidents, deans, chairs, directors, and executive management) throughout the University.
Administrative Internships and Fellowships 7 The University will sustain and augment development programs that encourage the advancement of underrepresented group members into higher education leadership positions.
a. The Office of the Provost will continue to support and will augment the CIC Administrative Leadership Program as described in MSU IDEA I. The purpose of the program is to "identify women and minority faculty with exceptional ability and promise who may wish to consider senior administrative leadership positions."
MSU initiated the CIC Program with the other Big Ten Universities and the University of Chicago. Four fellows are selected from each institution to attend seminars on academic administration and participate in on-campus learning and enrichment programs throughout the year. The Office of the Provost will support increasing participation and evolving off-campus and on-campus programming associated within this initiative.
b. The Vice President for Finance and Operations will establish an administrative internship/mentoring program. The purpose of the program is to identify women and minority staff with exceptional ability and promise who are interested in career advancement and to provide them with exposure to underrepresented areas and levels of the University.
c. The University will continue to nominate candidates for administrative fellowships as part of the yearly American Council on Education's Center for Leadership Development programs. Underrepresented group faculty members will continue to be actively encouraged to become candidates for these fellowships.
Council for Multicultural Community 8 A Council for Multicultural Community will be established at the University level to advance cross-cultural communication, interaction, and learning opportunities among constituent groups, to serve as advocate to the President and vice presidents with regard to diversity-related issues, and to explore further the development of a multicultural "Center for a New Community" (see Initiative 50).
a. The group will provide a focus and forum for discussion and debate of cross-cultural issues relating to handicappers; racial, ethnic or religious groups; women; and gays, bisexuals, and lesbians.
b. Membership will be drawn from currently established and/or affiliated racial, ethnic, and religious groups; women's groups; handicapper groups; and gay, bisexual or lesbian groups, as well as nonminority representatives from the University community with expertise and/or interest in multicultural cooperation. It should include faculty, staff, students, and administrators. The chairperson will be selected by the council from its membership.
c. The group will report to the President in the consultative mode through the vice presidents, and will meet with several or a single vice president as appropriate, given the issues under exploration.
d. The President and the vice presidents will continue to meet with established University affiliated minority, women's, handicapper, gay, and lesbians groups in accordance with past patterns of practice and scheduling opportunities.
The College-Level Planning Program and the Support Unit Planning Program9 To ensure ownership for renewed affirmative-action efforts at all levels of the University, the Provost and the Vice President for Finance and Operations have established or will establish unit-level planning programs, one for the academic affairs area (the College-Level Planning Program) and one for University support units (the Support Unit Planning Program). The College Level Planning Program is being implemented in accordance with MSU IDEA I guidelines. These programs require units to advance diversity, pluralism, and excellence by undertaking profile reviews in order to identify strengths and weaknesses and to set goals, strategies and timetables for unit-specific initiatives.
College-Level Planning Program
a. Colleges will continue to engage in a three- to six-year strategic planning and review process begun under MSU IDEA I to advance diversity and pluralism efforts (see THE MSU IDEA College-Level Planning Packet distributed September 1989 as well as update memorandum from Provost to Deans and separately reporting directors, November 1990 and November 1991). As part of continuing and augmented efforts under this program, academic support units such as Undergraduate University Division, the Honors College, the Office of Admissions and Scholarships, and the Office of the Vice Provost for Computing and Technology will be requested to develop formal plans.
The College-Level Planning Program will continue to be monitored by deans and by the Office of the Provost as part of the Academic Program Planning and Review (APP&R) process. Consideration of affirmative-action efforts and utilization status will be part of this review as well as in monitoring associated with the annual affirmative-action report to Board of Trustees. The annual affirmative-action report is the responsibility of the Office of Affirmative-Action Compliance and Monitoring.
Support Unit Planning Program
b. To ensure achievement of affirmative action goals and a multicultural community, support units will participate in a unit-level planning process. This process will include 1) an assessment of units' current affirmative action efforts and utilization status, 2) development of unit-level strategies and objectives to achieve diversity and a multicultural environment which supports all staff in reaching their full potential, and 3) an annual update of plans and review by the Vice President for Finance and Operations of progress in meeting support unit planning objectives.
Administrative and Performance Review and Reward Systems 10 The Vice Presidents for Academic Affairs, Finance and Operations, and Student Affairs and Services will give increased attention to holding administrators who report to them accountable for commitment to the University's intensified efforts to advance diversity and pluralism.
a. Annual administrative performance reviews will give significant consideration to progress made in furthering the University's commitment to diversity, excellence, and community, especially as shown in college-level plans and support unit plans.
b. Administrators will be held responsible for increasing attention in hiring to candidates' commitment to, and competency in, the area of multicultural environments
c. Administrators will be held responsible for seeing that efforts to advance the University's commitment to diversity within community are recognized in college, department, school, unit reward systems (e.g., reappointment, tenure, promotion, merit pay decisions, and in nominations for college and university distinguished service awards). Care should be taken to ensure that the reward system does not "devalue" nontraditional contributions made by some participants. Rewards are to be based on criteria established to evaluate meritorious performance.
d. Administrative accountability will be ensured through adjustments of financial support for units and merit pay for responsible administrative leaders.
Handicappers and Veterans11 The University will increase efforts to make the environment more conducive to handicapper and veteran involvement in university life.
a. The Assistant Provost and Assistant Vice President for Academic Human Resources and the Assistant Vice President for Human Resources will work with a subcommittee of the President's Handicapper Advisory Committee to study issues related to the employment of handicappers throughout the work force and to make recommendations based on their findings. Areas for study include data collection needs, rates of hire, evaluation instruments and procedures, promotion and benefits. See President's Handicapper Advisory Committee Recommendation 8; also see MSU IDEA II Initiatives 30, 34 e-h, and 49.
b. The Assistant Provost and Assistant Vice President for Academic Resources and the Assistant Vice President for Human Resources will facilitate gathering information about Vietnam-era veterans and identifying and addressing their concerns.
Restructuring the Department of Human Relations 12The Department of Human Relations will be restructured, in accordance with Initiative 13 of MSU IDEA I, in order to 1) increase effectiveness in affirmative-action compliance and monitoring, 2) increase visible high-level leadership for diversity and pluralism, 3) strengthen the role and responsibility of the vice presidents in facilitating programs for diversity and cross-cultural understanding specific to the vice-presidential areas, and 4) increase cooperation among vice-presidential areas in advancing diversity and pluralism initiatives in order to make the most effective use of creative planning and funding opportunities.
a. The University will establish the Office for Affirmative-Action Compliance and Monitoring under the leadership of an Advisor to the President and Executive Director. The Office will focus increased efforts on monitoring and compliance and will increase interaction with academic and support units to provide additional attention to affirmative-action efforts.
b. The University will establish leadership positions in three vice-presidential areas for diversity and pluralism advocacy and programs to increase awareness of, and sensitivity to, issues related to advancing diversity within community and implementing other MSU IDEA initiatives.
c. The University will establish a Women's Resource Center to bring together and coordinate resources, advocacy for women's issues, and women's programs for faculty, staff and students. The Women's Resource Center will consolidate several existing initiatives, replace the current Division of Women's Programs and use current resources as appropriate.
Recruitment and Retention Faculty Enhancement Of Current Efforts13 The Office of the Provost will continue to advance the recruitment of Black/African-Americans, American Indians, Hispanics, Asian/Pacific Islanders, women, and handicappers through the series of initiatives described in MSU IDEA I.
Enhanced Faculty Recruitment Incentive Program
a. An Enhanced Faculty Recruitment Incentive Program with funding and provisions as these are available will continue to provide opportunities for continuous recruitment of underrepresented group members through a partnership between the colleges and the Office of the Provost.
The MSU Handbook for Searches with Special Attention to Affirmative Action and Diversity
b. All academic search and selection committees in the University will continue to use the new MSU Handbook for Searches with Special Attention to Affirmative Action and Diversity. Updated and augmented additions to the Handbook will be produced periodically.
Developing Underrepresented Group MSU Graduates for MSU Faculty Positions
c. The colleges, with the continued support of the Office of the Provost, will continue to hire from among their most promising underrepresented group graduate students to fill entry-level faculty positions at Michigan State, particularly in areas where national availability for potential underrepresented group candidates is severely limited.
Support for Resource Database Development for Professionals in Underrepresented Groups
d. The University will continue to participate in consortia (such as the recently formed Consortium to Support Development of Hispanic Professionals described below) and to employ other means to develop in an ongoing and systematic way, resource data bases to assist in the recruitment and retention of underrepresented groups and to provide assistance to underrepresented communities, to universities, and to other agencies and organizations.
Competitive Retention of Underrepresented Group Faculty14 MSU will continue to take a strong institutional position on competitive retention of faculty members from underrepresented groups in order to maintain their presence on campus.
a. Colleges may, on a partnership basis, seek funding when necessary and appropriate for proposals to improve retention of underrepresented group faculty members. Faculty mentoring and sponsorship initiatives, research leaves and facilitation, well-developed tenure system appointment extension programs, and other creative means to ensure retention will be encouraged.
b. The colleges, in partnership with the Office of the Provost, will continue intensified efforts to retain current underrepresented group faculty in the face of external recruiting efforts by peer institutions. Deans, chairpersons, and directors should be alert to external recruiting efforts and should draw the attention of the Provost to cases where the Office of the Provost might intervene.
c. The Office of the Provost will actively encourage the nomination of outstanding senior underrepresented group faculty for University Distinguished Professorships and other special honors so that senior underrepresented group faculty receive visible recognition for their excellence. Just as in recruitment, care should be taken to ensure that complete dossiers are presented, and that they are scrutinized fairly so that people with both traditional and nontraditional evidences of excellent records are given opportunities for these awards.
Peer Review and Reward System15 The Office of the Provost will continue to emphasize through public statements, information dissemination, and administrative and faculty workshops the means for achieving equitable peer reviews and rewards (e.g., equitable application of University guidelines for reappointment, promotion, and tenure; recognition of multidimensional excellence, including contributions to advancing hospitable multicultural educational environment; teaching excellence; nontraditional scholarship; and outreach activities).
Improved Exit Interviews 16 The Offices of the Assistant Provost and Assistant Vice President for Academic Human Resources, with the Assistant Vice President for Human Resources, will improve and expand exit interviews to determine why people leave MSU. This information will be used to improve retention. Exit interview data will become part of the Academic Program Planning and Review discussions between deans and the Office of the Provost to improve retention efforts in academic units. The offices of the assistant vice presidents should involve the Office of Affirmative-Action Compliance and Monitoring in the improvement of exit interviews.
Collaborative Opportunities for Visiting Faculty17 The Office of the Provost, in collaboration with the Graduate School and the colleges, will continue its commitment to visiting faculty programs as ways of creating and maintaining a more diverse group of faculty at MSU. The University will explore additional means for bringing underrepresented group faculty to campus with the goal of providing role models for students and of developing faculty and student recruitment and retention networks. Special attempts will be made to take advantage of faculty sabbatical leaves and summer availability and to match these with research opportunities.
New Goals to Increase the Presence of Minorities Among Undergraduate Students18 The University will continue its MSU IDEA I campaign to increase the presence of underrepresented minorities in the MSU undergraduate student population in an effort to reach the following all-University goals.
a. The representation of minority undergraduate student population, disaggregated by groups, should be equal to or exceed the representation of college-bound Michigan high school graduating seniors in those groups at the end of the first three-year planning period.
b. Beyond that period the University, in partnership with the K-12 system and other agencies, will aim for representation that mirrors the population of the state. The University will aim for representation of minorities across the institution at all undergraduate levels. The intention is to focus not only on increased recruitment of minority students but also ensuring that their academic progress is similar to the rate of nonminority students.
c. The Office of the Provost will review and adjust these goals periodically.
Increasing Persistence Through the Academic Progression: K-12 to the University19 The University will increase efforts to improve the persistence of minorities through the academic progression--from elementary schools into high schools, from high schools into the University, and from community colleges into the University. Special attention will be directed to increasing the participation of underrepresented minority males in all recruitment and retention programs.
The Detroit Compact Incentive Scholars Program
a. The University will continue its commitment to the Detroit Compact Incentive Scholars Program. In cooperation with the statewide Presidents' Council, The Detroit Compact will continue to identify students to whom Michigan State University will agree to provide the equivalent of full-tuition scholarships on a renewable basis.
Adopt-A-School Program
b. The Undergraduate University Division will continue to sponsor the King-Chavez-Parks College Day Program. This program is designed to increase college involvement in helping high schools improve the preparation of the students they graduate. The program involves direct intervention with selected high schools or middle schools around the state. Students from the schools visit Michigan State University during the year, sponsored by the MSU college that has adopted that school. Students are encouraged to continue to take college preparatory work at the high school, to ensure that they will be college-bound upon completion of high school. The Office of Minority Student Affairs will continue to work collaboratively with the King/Chavez/Parks Program on the Adopt-A-School Program.
Youth at Risk Proposals
c. The Office of the Provost, through the Vice Provost for University Outreach and in cooperation with the Kellogg Foundation, will focus on Youth-at-Risk as a major theme. In advancing social, economic, and educational opportunities for underrepresented groups, the University, through partnerships with the colleges and appropriate support units, will seek to increase its involvement in such projects as the Upward Bound CHOICE Program, the Black Child and Family Institute, 4-H Youth Programs, The Michigan Compact, and other youth-at-risk related activities.
d. The Office of the Provost, through the Vice Provost for Computing and Technology, will continue to develop and enhance telecourses and other programs using academic technology, such as "Tune in Math and Science" to serve school districts in inner cities or other areas where there are a large number of students at risk.
e. The Office of the Provost, through the Vice Provost for Computing and Technology, will continue its support for youth-at-risk initiatives through technological assistance and training of families to families associated with the Black Child and Family Institute.
Key Community Development Program
f. The Office of Minority Student Affairs in conjunction with other recruiting efforts will develop further linkages in key communities across the state to discuss 1) what MSU can do to recruit minority students, 2) what MSU can do to retain more minority students once enrolled, and 3) what schools can do to better prepare students for MSU entry.
Transfer Programs - Community College Outreach
g. The Office of the Provost, through the Assistant Provost for Student Academic Support Services and Racial, Ethnic, and Multicultural Issues and the Assistant Provost for Undergraduate Education and Academic Services, will seek to increase the number of minority students who transfer from community colleges to continue their educations at Michigan State.
Increased Support and Participation in the CIC "Advancing Diversity in Higher Education" Program
h. The University will continue to increase support for and participation in "Advancing Diversity in Higher Education," an expanded set of Committee on Institutional Cooperation (CIC) programs designed "to improve minority access to the University, to recruit qualified minority students as early as possible, and to retain minority students by providing mentoring, peer networking, and financial aid." The expanded CIC programming includes initiatives for the elementary and secondary school levels, for undergraduate education, for graduate education, for professional careers, and for leadership positions.
Retention Task Forces
i. The Office of the Provost and the Vice President for Student Affairs and Services will focus attention on coordinated efforts to improve retention through a series of task forces to work on immediate and long term retention issues.
Expanded Academic Support Programs 20 The University will continue to enhance academic support and retention programs.
Bridge and Enrichment Programs
A. The Assistant Provost for Academic Student Support Services and Racial, Ethnic, and Multicultural Affairs will undertake a careful review of Summer enrollment programs such as SUPER and all other bridge and enrichment programs designed to increase retention so that subsequent investments of scarce resources can be focused on those programs that have potential for being most effective in advancing retention goals.
Increased Programs in Academic Units
b. The Assistant Provost for Student Academic Support Services and Racial, Ethnic, and Multicultural Issues and the director of the Undergraduate Division will augment continuing collaborative efforts with academic units to increase retention of Black/African American, Asian/Pacific Islander, American Indian, and Hispanic students. Such college-based programs for minority students as those within the Colleges of Agriculture and Natural Resources (Minority Apprenticeship Program), Arts and Letters (DIAL -- Diversity in Arts and Letters Program), Business, Communication Arts and Sciences, Engineering, Natural Science, Human Health Programs, and Veterinary Medicine are positive examples. The Office of Minority Student Affairs in the Division of Student Affairs and Services will further efforts to support and cooperate in carrying out such programs.
Workshops for Excellence
c. Workshops for Excellence specifically designed to expand career options and to challenge minority students to excel will be expanded by Student Affairs and Services.
Quality of Campus Life21 Renewed attention will be given to factors within the environment that contribute to, or detract from, the quality of life for students from diverse groups. Because a student's sense of belonging, or "fit" with the University is often a primary factor in retention, additional efforts will be made to ensure an environment that promotes respect for the worth and dignity of each individual, that provides opportunity for the development of self identity, that offers access to opportunity, and provides support and encouragement to be involved, to persist and to succeed. See the section on "Climate" in this report, for additional initiatives addressing quality of life issues.
Financial Support and Employment Programs22 The University will emphasize the need for increased financial support and employment programs for underrepresented group students.
Support for No-Need Students
a. Institutional grant aid will be used to award no-need based scholarships to academically outstanding students; underrepresented minority group students will be encouraged especially to apply.
"Packaging" Financial Aid
b. University guidelines for "packaging" of aid will continue to be reviewed to ensure access and continuing opportunity for underrepresented groups. Specific attention will be given to the combination of grants, scholarships, loans, and work in financial aid awards.
Employment Opportunities for Underrepresented Group Students
c. Additional attention will be given to student employment opportunities for handicapper and minority students to provide both financial support and experience for furthering career objectives. Student employment should increasingly represent the changing nature of the workforce.
d. The Office of the Office of the Provost will encourage colleges and departments to hire promising undergraduate members of underrepresented groups as undergraduate assistants for professors teaching large section classes.
Scholarship and Loan Programs Databank
e. A databank will be developed by the Office of Minority Affairs in conjunction with the Office of Financial Aid to compile and store information on scholarship and loan programs available to underrepresented group students. One aspect of this service will include staff support in advising minority students regarding the financial aid process and direct referral to financial aid services.
International Placement Program
f. The International Placement Program will provide greater service to both international and domestic students. MSU will continue to host a career fair or forum specifically targeted to the employment of international students and will increase the resources available to both domestic and international students concerning internship and employment opportunities throughout the world.
Volunteer Community Service Grant Program
g. The Division of Student Affairs and Services will seek sources of funding to support minority students who otherwise could not participate in volunteer community service because of the need to work for pay
Community Volunteers for International Programs
h. Voluntary organizations such as Community Volunteers for International Programs (CVIP) will be supported to encourage interactions between various groups in the University and community.
Graduate and Graduate/Professional Students(In cooperation with the Vice President for Research and Graduate Studies)
Increasing Graduate and Graduate/Professional Diversity: The Next Step23 To reverse a ten-year decline in the number of underrepresented minority graduate and graduate/professional students, every department/school in the University with a graduate or graduate/professional program that is underrepresented in certain minority groups will recruit at least one new underrepresented minority graduate student during the next academic year. Those units that have few women in their graduate programs will recruit at least one additional woman each academic year. Units that are underrepresented in minorities and women will recruit from both groups.
a. The Office of the Provost will continue to facilitate the linkages between colleges, Urban Affairs Programs, the Graduate School, and the offices of associate and assistant deans to achieve this goal. The Office of the Provost will provide travel support for recruitment if necessary.
b. The Graduate School will coordinate, monitor, and support the recruitment of minority students in cooperation with the Affirmative-Action Graduate Fellowship Awards Program (AAGFAP) and the colleges. This will include strengthening networks and linkages with alumni, community organizations, historically Black colleges, predominantly Hispanic colleges, colleges with high Asian American enrollments, tribal colleges, and colleges with high American Indian enrollments.
c. The Graduate School will offer additional four-year fellowships for underrepresented graduate students with remission of tuition.
d. The Graduate School in concert with the Office of the Provost and AAGFAP will form a small working advisory group representing a diversity of ethnic and cultural backgrounds in order to assure that the needs of diverse groups are considered. The Graduate Associate/Assistant Deans Group will serve as a University-wide Graduate Recruitment Committee for minority students with advice from the Graduate School's advisory group.
Special Recruitment Programs24 Fairs, internships and other special programs sponsored by the Graduate School, the Division of Student Affairs and Services, and other units will be continued and augmented to introduce underrepresented group students to the opportunities for graduate study at MSU.
a. The Graduate School, in cooperation with AAGFAP, will provide and seek support to expand programs and recruitment fairs such as "Enhancing Your Future," designed to encourage minorities to consider post-baccalaureate education.
b. The Division of Student Affairs and Services will extend its efforts to introduce undergraduates to career opportunities in student affairs work and to promote graduate study in higher education. Minority students will continue to be targeted. A statewide program recently initiated will be pursued and special attention will continue to be given to both academic programs and ways to finance graduate study.
c. Additional undergraduate student internships will be sought within the Division of Student Affairs and Services that will encourage minority students to become more familiar with the field and to pursue graduate study in higher education.
d. The Graduate School, in concert with the Office of the Provost, will coordinate, monitor, and support undergraduate (and high school) programs, such as the Summer Research Opportunity Program and the Research Internship Program, designed to increase the pool of potential minority graduate students.
Retention Programs 25 The Graduate School, with deans, directors and department chairpersons, and/or the Division of Student Affairs and Services will help to create a congenial academic climate for underrepresented group graduate students.
a. Orientation, sponsorship, and mentoring programs as well as support programs and services will be designed both in academic units and at the University level to provide for an environment that will encourage underrepresented group members to complete graduate programs.
b. The Office of the Provost and the Graduate School will support the development of measures of the academic and learning/living climate for graduate education with special attention to underrepresented group graduate students, as a step toward making changes which will improve community support for the pursuit of excellence for all.
Graduate Assistantships 26 Increased attention will be given to appointing minorities and graduate students from other underrepresented groups to assistantships within academic units and the Division of Student Affairs and Services.
Support Staff Unit Responsibility for Hiring and Promotion of Underrepresented Group Staff 27 The Vice President for Finance and Operations in cooperation with the Office of the Provost will encourage hiring and promotion of members of federally protected minority groups, women, handicappers, and Vietnam-era veterans to University Support Staff positions, particularly where they are underrepresented.
a. All Units have a responsibility to initiate comprehensive recruitment and selection strategies to maximize diverse hiring and promotion at all levels.
b. All Units are responsible for assessing promotional tracks to ensure that diverse staff are consistently hired into these tracks and are provided work experience and training to help them qualify for promotions.
c. Hiring audits and annual affirmative-action reviews as part of the Support Unit Planning Program and College-Level Planning Program will provide the means for monitoring hiring, promotion and retention results.
Hiring Assistance to Units: Continuous Recruitment and Agency Referral Programs28 The Office of Human Resources will provide units with assistance through the continuous recruitment and agency referral programs to support recruitment of underrepresented groups to the University Support Staff.
Continuous Hiring
a. Support units with underrepresented positions having limited availability of protected group candidates can work in partnership with the Vice President for Finance and Operations as needed to arrange transitional funding necessary to take advantage of targeted hiring opportunities when they arise, or to broaden possible recruitment or retention activities. As part of this "continuous recruitment process," support units are also encouraged to make referrals of candidates from underrepresented groups, seek candidates from nontraditional sources, and to make use of broadly defined job descriptions to encourage more flexible responses to recruitment opportunities.
Agency Referral Program
b. Human Resources will continue and expand its Community Agency Referral program through which underrepresented applicants are given consideration for vacancies. Particular attention will be paid to augmenting this program to identify qualified candidates for professional and technical positions.
Staff Development 29 Since an essential characteristic of a successful multicultural environment is that it supports its members in reaching their full potential, the Office of the Vice President for Finance and Operations reaffirms its commitment to ongoing and augmented staff orientation and development.
Orientation
a. New hires are to be given orientation and support to help them transition to MSU as a new working environment
Career Advising
b. The Office of Human Resources will make a career advising program available to support staff (possibly through linkages with the Division of Student Affairs and Services). Special attention will be given to helping women, minority, and handicapper staff members develop progressive career paths and to implement developm