New Faculty Administrators’ Orientation – Aug. 2013 Making Diversity “Part and Parcel”

1. New Faculty Administrators’ Orientation – Aug. 2013Making Diversity “Part and Parcel” Kumea Shorter-Gooden, Ph.D. Chief Diversity Officer & Assoc. Vice President kshorter@umd.edu 301.405.6810

2. OUR COMMITMENT TO: INCLUSIVE EXCELLENCE

3. Many Accomplishments • 35% of undergraduates are U.S. students of color • One-quarter of tenured/tenure-track faculty are U.S. “minority” or international • 32% of tenured/tenure-track faculty are women • 38% of non-tenure-track faculty are women • Only university in US with freshman class that is 15% Black AND overall graduation rate of 70% or above • Top-25 LGBT-friendly university • New undergraduate General Education diversity requirements -- “Understanding Plural Societies” and “Cultural Competence”

4. Continued Challenges ACHIEVEMENT GAP: Fall 2010 Six-Year Graduation Rates – Entering Class, Fall 2004 (From IPEDS GRS – online tools) All Frosh – 82% Asian – 87% White – 83% Hispanic – 75% Black – 69%

5. Continued Challenges URM GRAD STUDENTS & FACULTY • Fall 2012 Black and Hispanic graduate students -- 7% and 3.7% (7.9% and 2.3% in 2000) • Fall 2012 Black and Hispanic tenured/tenure-track faculty -- 5.1% and 3.9% (10% and 5% in1997)

6. Promotion Rates for Junior Faculty hired between 1993 and 2005Office of Faculty Affairs

7. Mixed Reviews from Faculty of Color

8. Making diversity “part and parcel” Fully integrated, not an add-on or afterthought • Composition of faculty, undergrad and grad students, staff, Search Committees, Board of Visitors – not tokenism • All academic program curricula, not just Gen Ed Diversity requirement • Pedagogical approaches for diverse learners • Research and scholarship agendas • Ambient environment • Ongoing question: “How will this policy or procedure or substantive area of research/teaching enhance our diversity and inclusion?”

9. Strategies • Assess strengths and areas of growth re diversity & inclusion – What do the #s tell us? Disparities in outcomes? What do underrep’d students and faculty say? What’s the climate? How well are we engaging with diversity issues in reseach/teaching? • Educatefaculty and staff around best practices in recruitment and retention of underrep’dgroups • Engagefaculty around diversity issues in discipline and implications for department/institute • Develop diversity & inclusion goals and plan of action • Utilize campus resources – Diversity Officers, ADVANCE Professors, Center for Teaching Excellence, Office of Diversity & Inclusion

10. Key Points • Culture change requires systematic ongoing efforts • Building community is at heart of diversity & inclusion • When we’re more effective with underrep’d groups, we’re more effective with everyone • Importance of leadership • We’re all in this together!