WORKING GROUPS - DRAFT

Diversity Assessment:  Student Services Sub-Committee

1.  Compliance/Benchmarking

(Connie, Latoria and Meghan)

Primary charge:  To consider proposal 2 compliance for student services functions and make recommendations.

  • Understand that implications of proposal 2 from a student services perspective (Exercise:  Write a list of relevant questions that continue to come up in conversation about Proposal 2.  These can be shared with the “visiting” lawyers on Friday, February 9th from 9am - 10am).
  • Determine if there are needed changes to mission statements, programs/services, etc.  (Exercise:  Review language for student services offices and make recommendations for needed changes where appropriate).
  • Determine what can be learned from other institutions/states that have lived in a proposal 2 like climate (Exercise:  Conduct informational interviews with select schools and summarize findings).

2.  Marketing/Communication

(Kathleen and Michelle)

Primary charge:  To develop a marketing message on the value of diversity and to create a communication plan.

  • Determine how diversity can be utilized in messaging (Exercise:  Review GVSU documents/statements that discuss key University value, i.e. liberal education, diversity and community, etc.).
  • Develop a series of messages to communicate the value of diversity at GVSU.  (Exercise:  Work with institutional marketing).
  • Gather feedback on these messages from a diverse group of students, faculty and staff.  (Exercise:  Work with institutional marketing to conduct focus groups).
  • Share messages broadly with the campus community (Exercise:  Add them to institutional marketing “talking points”, make a list of key places where messages should be incorporated [i.e. Transitions “Do Something” guide, parent orientation, housing handbook, website, etc.].
  • Connect with admissions to determine how message development might impact/connect with their work.
  • Find a way to reinforce that diversity is a value throughout the GVSU website – a symbolic way to show a relationship between all of the areas that advocate/support diversity efforts specifically (Exercise:  Develop a symbol that can be used throughout publications and/or the GVSU website.  Consider an adaptation or small version of the diversity resources brochure).

3.  Space/Environment

(Milt and Damon)

Primary charge:  To consider physical/symbolic “safe places” for students on campus and make recommendations.

  • Communicate the importance of safe places for students that may be in the minority on GVSU’s campus.  (Exercise:  Write a piece on the importance of such locations and their role in facilitating diversity).
  • Determine factors that communicate an environment of openness and inclusion (Exercise:  Research how other institutions or places have assessed the messages that are being sent to diverse students).
  • Assess how the needs of diverse students are being met with space as it is currently allocated – with consideration of the Kirkhof addition (Exercise:  Conduct a space audit.  Look at reception areas, student study spaces, buildings.  Do these areas reflect the students we serve?).
  • Determine what is observed in the art on campus that reflects and supports GVSU’s commitment to diversity.  (Exercise:  Look for areas needing improvement.  Work with Henry Matthew to determine how artwork is selected).

4.  Staff Development/Expectations

(Chris and Koleta)

Primary charge:  To assess and improve the level of multicultural competency for student services staff.

  • Define who is included in the definition of “student services” staff.  (Exercise:  Conclude how COT, grounds and maintenance, etc. might be included in this definition and where they can/should be included in diversity efforts).
  • Determine a baseline for diversity efforts/knowledge with student services staff (Exercise:  Determine an instrument(s) to be used for personal and group measurement).
  • Determine the climate on diversity for student services staff (Exercise: Develop and conduct a climate study that determines the nature of retention/satisfaction issues).
  • Find ways to institutionalize best practices in working with staff [i.e. consider other recommendations from the Division of Student Services Intercultural Committee that may be utilized by staff on campus] (Exercise:  Connect with the AP committee and Human Resources on initiatives of mutual interest).

5.  Data and Assessment (Voices)

(Diana, Sulari and Tony)

Primary charge:  To make meaning of the various data points that we currently have by connecting them together to create a meaningful picture of diversity on campus.

  • Determine what voices are/are not being heard as it relates to GVSU and diversity (Exercise:  Summarize all of the current studies/surveys at GVSU that shed light on aspects of diversity according to faculty, staff and students).
  •  Package the current evidence of GVSU’s strengths and weaknesses on issues of diversity and create a format for communicating this information annually (Exercise:  Work with Philip Batty and institutional marketing.  Create a “diversity dashboard”).
  • Understand the timeline for how data are collected and, where appropriate, make recommendations for improvement (Exercise:  Determine if there are surveys/tools where diversity questions should be added, improved OR suggestions for new data collection methods.  Work with Philip Batty and others as determined).

6.  Student Leadership

(Brenda and Meghan)
Primary charge:  To consider the importance of multicultural competency in student leadership training and find ways to support its inclusion.

  • Develop an inclusive list of leadership development programs and determine how diversity is communicated throughout (Exercise:  Assess student organization leadership training – Aaron Haight; leadership development programs – Valerie Holmes; Transitions leader training – Heather Hall; Housing RA/MA Training – Janet Walls, Intramurals, etc.)
  • Consider leadership development with student employees and determine how diversity might be better incorporated into their experiences in an intentional way (Exercise:  Connect with Student Employment). 

7.  Bias Incidents Protocol

(Marlene and Bruce)

Primary charge:  To consider the strengths/weaknesses of the bias incidents protocol and to work with the TAB group to resolve areas needing improvement.

  • Spread the word on the Bias Incidents Protocol to various groups (Exercise:  Review list of targeted groups at TAB meeting and continue outreach efforts to student groups).
  • Improve the bias incident protocol message (Exercise:  Update the message and work with institutional marketing to change the card, website, etc.).
  • Conduct training with specific groups that are key to implementing the protocol (Exercise:  Work with campus police to train officers, housing to train RA/MA staff, union to train COTs, UAS to train faculty, Dean’s Council and Senior Management Team, etc).

8.  Curricular/Co-Curricular Efforts

(Marlene, Diana)

Primary charge:  To solidify the ways in which co-curricular programs support diversity/multiculturalism in the curriculum.

  • Determine ways to connect programming with the curriculum and individual faculty (Exercise:  Record the practices of the student services Lib 100 program committee and make recommendations for other best practices not being utilized).
  • Communicate the importance of tying co-curricular diversity efforts to the curriculum (Exercise:  Work with the teaching and learning sub-committee to find ways to mutually share this message and communicate it to the larger campus community).
  Last Modified Date: March 24, 2014
Copyright © 1995 - 2014 Grand Valley State University is an Equal Opportunity/Affirmative Action Institution