Both the IUPUI Mission Statement and Strategic Plan make diversity and creating an inclusive climate key objectives. Using Daryl Smith’s (2009, 2015) diversity model framework, the IUPUI Diversity Plan addresses four diversity indicators: Institutional Viability and Vitality; Education and Scholarship; Climate and Intergroup Relations; and Access and Success.
Institutional Viability and Vitality Initiatives
Building institutional capacity for diversity through the recruitment and retention of a diverse professoriate and staff; level of diversity in university boards and the level of engagement of these boards in diversity matters; strategies for monitoring progress; as well as communications about inclusion and equity are among the components addressed in this indicator. Components included in Institutional Viability and Vitality are: diversity of faculty and staff by level; institutional history on diversity Issues and incidents; institutional strategies and resources; centrality of diversity in the planning, mission statements and program reviews; frameworks and indicators for monitoring diversity; public constituency perceptions of institutional commitment to diversity; board diversity and engagement.
Education and Scholarship
Ensuring that every university constituent has access to the information, materials and experiences necessary to engage an increasing diverse world competently is key to this indicator. Are we preparing students with the knowledge and skills to function across difference? How does the institution contribute to and create opportunities for faculty to enhance their capacity to engage students in coursework and research that will empower students to function in a pluralistic society? Does the university offer sufficient coursework to address these needs? Are students and faculty encouraged to pursue diversity in their research for capstone courses, advanced degrees and/or promotion and tenure? Components included in framing Education and Scholarship in the framework are: availability (presence of diversity-related courses and requirements, degree to which courses include diversity issues and placement of such courses); experience (course-taking patterns of students, research that engages society); learning (quantity and substance of students learning about diversity, capstone and dissertations about diversity); and faculty capacity (level of faculty expertise on diversity-related matters, level and diversity of faculty participating in diversity efforts; research, publishing).
Climate and Intergroup Relations
Programmatic efforts designed to improve campus climate for students at all levels, staff and faculty are essential to this indicator. Further, attention is paid to the level of engagement and perceptions and satisfaction with treatment and about the climate. Components included in Climate and Intergroup Relations are: type and quality of group interactions; perceptions of the institution (climate, commitment, fairness); and quality of experience/engagement on campus, satisfaction.
Access and Success
Traditionally these indicators have been limited to undergraduate success. While important, attention must be given to graduate student enrollment and success as well. Additionally, the growing need for better representation in STEM fields makes participation by diverse students in these areas essential. Access and Success components in the diversity framework include: undergraduate/graduate student population by fields and levels; success of students (graduation, persistence, honors, STEM fields, gateways); transfer among fields (especially STEM); pursuit of advanced degrees.
The following metrics are recommended for measuring improvement
- Change over time
- Change in relation to specific goals
- Change in comparison to national, statewide or peer institutional data
- Change in comparison to outstanding performers
- Change in comparison to other IUPUI academic units
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