Moving Diversity Forward
at the University of Maryland

Question 1: What do you think of when you hear “diversity”?

• Richness and Pain.
• How do we deserve our reputation as inclusive and diverse?
• Translate numbers into richness.
• Whether this campus looks diverse depends on perspective – diversity in pockets – looking at visual diversity.
• Difficult to compete for undergraduates of color. Do numerical goals mask real diversity?
• Tension between representation and what we do with diverse populations when they are here.
• Pedagogical bereft – we teach to certain norms, especially international doctoral students – we don’t yet support what they need.
• Our students can’t compete due to lack of nurturing and guidance.
• Role of mentoring.
• At its core, the University was not designed to deal with diversity by standards of today.
• Need synergy of values we bring to the University.
• The campus has to define what we mean by diversity:
  • different units have different definitions,
  • should continue to be redefined over time,
  • needs to be al “inclusive,”
  • different groups perceive UMCP differently.
• Bottom level – how do we learn enough from each other? Create an engaged community that provides opportunities for all.
• Need to create the right climate (e.g. some groups may not have the means to participate in enrichment activities.)
• There are “wounded people.” How do we get beyond this so we can all reap the benefits.
• One problem: we don’t have opportunities to interact with one another as in university towns.
• We may ask, “Why do we want a diverse community in the first place?”
  • Social justice.
  • Importance of education.
• Should identify diversity experiences that were meaningful to students and build on them.
• Don’t want “Paul Revere” diversity – when I come in people say “here comes diversity.” When I leave “there goes diversity.”
• The administration has few African American, Latino, and Asian leaders.
• It’s both “presence” and “activities.”
• Social justice – spring break trip. Shared commitment to a specific goal.
• Individuals change attitudes through working together as a team. The challenge is to develop those experiences in being able to develop connections with faculty, staff, etc. who you may have little in common with.
• A welcoming climate is critical.
• Why is it so difficult to get a diverse community here?
  • history,
  • being able to develop a climate of trust – There’s a perspective that you’re making us to this (doing us a favor) versus this is going to be a meaningful, beneficial experience.
• Need to operate on a premise of “respect” to get to “inclusion”
• Need to move beyond “tolerance” to “respect.”
• University campus is the best place to advance diversity inclusion.
• “Trust” is critical (in the military one had to learn to trust fellow service members regardless of their backgrounds.)
• Key:
  • Need to build challenging experiences that are inclusive
  • Need to build trust
• Diversity often focuses too much on differences and not “commonalities”. Need to accept what people have to offer; now there may be too much focus on differences.
• Need commitment to provide “opportunities” for all, regardless of background.

Question 2: What should be included in the strategic plan?

• Need clarity on messages that we give everyone when they join the institution – what we mean by diversity and for what?
  • better education,
  • more opportunities,
  • more “just community.”
• Cannot afford to miss an individual’s special skills & talents.
• Like some “ambition” is the plan – UM should be the model campus.
• As a research university, should think about how we might design and evaluate programs specifically designed to address diversity issues.
• Ideas:
  • Talk to HBCUs
  • Faculty exchanges – bring experts here to mentor as in building diversity
  • Conduct research on programs that are diversity-focused (intergroup dialogue), others successfully do.
  • Look at “best practices” and replicate at UM
  • Bring a panel from Michigan and other universities recognized as being leaders in this area.
  • Bring faculty and administrators that have been effective here.
  • Training for faculty at orientation
    • Address dangers of stereotyping students based on race, etc.
    • Right now some are making hurtful statements like “students with lower SATs don’t belong here.” Yet, Banneker scholars and others have achieved at a high level
    • AGNR addresses the issue of diversity in their new faculty orientation – 3 days long – intense- and has shown to be beneficial.
    • Provost should have a university-wide faculty orientation
    • Orientations should include sections on being a campus citizen
  • Staff should have orientation on diversity issues, perhaps Human Resources would be able to develop this.
  • Should include orientation with diversity for new chairs. Some unit heads do it well; others don’t. Should be a part of Unit head review.
  • Equity officers should have more authority
• In search committee, person who charges should talk about values with respect to diversity. In many cases , diversity seems like an after thought. There needs to be clear reasons why we value diversity in search charges.
• Are job descriptions so narrow that they exclude a diverse candidate pool?
• As administrators we need to model what we expect students to do (we play/pray/socialize separately) A faculty club might help. Should have same expectations for faculty and administrators as we do for students.
• Core values can be barriers to diversity. The professoriate is far behind (in 1800s)
• Another set of ideas:
  1. There are dialogue circles for students. Establish these for faculty and staff.
  2. Expansion of mentorship
     • Find programs that work – find them and expand them. Example: summer research program in BSOS for undergrads interested in PhD study.
     • Mentoring is difficult in large environments particularly difficult to find ways to develop programs.
  3. Equal access to special student programs. Are special programs attracting diverse students? There are good students elsewhere besides Honors. Faculty should have equal access too.
  4. New employee and faculty orientations. Make them mandatory. Include diversity topics.
  5. Resource Study. Find programs that work. Expand the ones that work. Eliminate those that don’t work.

What would you like included in the Diversity plan?

• Projects/ Experiential learning Experiences that require diverse group interaction.
• Funding for minority/women job fair participation.
• Diversify the leadership positions in the university (Deans, Chairs, etc.)
• Devise policies that are more family friendly, more supportive of diversity centered scholarship (redefine excellence).

Questions for the Diversity Plan Committee…

• How do we measure/account for our progress/setbacks?

 

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What would you like to have included in the University’s Diversity Plan?

Reduced emphasis on quantifying outcomes as related to diversity to promote quantities=inclusion.

A very clear definition of diversity/inclusion. There are different types of diversity – racial, cultural, handicap and various other types on campus. A definition of diversity - both US based versus international/global, it’s important they not be co-mingled. Diversity should also be defined beyond numbers, success can’t be defined by numbers.

We need to focus on the US diversity, too. We should acknowledge the histories and dynamics of power and privilege that have shaped many people’s experiences.

Recognition that diversity should not be the end goal, but a necessary mechanism to achieve excellence.

Closing graduation gaps between groups.

Distinction must be articulated between globalization and diversity.

If we are trying to bring more international students to campus, we need more support for them in addition to doing paperwork/reporting data.

Diversity training should be a mandatory part of faculty and staff orientation.

A clear goal and measurable plan that includes all races, nationalities and origins.

List specific steps and timelines as to expectations with measurable outcomes and accountability. What would be the consequences if the outcomes are not met?

Accountability of the University but also the colleges and departments. An on-going and continued conversation and action plan.

Chief diversity officer position and centralization of resources.

Full disclosure of community comments.

An avenue to provide feedback of experience when employees leave – exit interview, there is not as much fear of retaliation.

Generate trust, confidentiality, privacy, goal setting and actions reviewed annually.

The ability to incorporate measurable “value of diversity” in every activity.

Counter the perception/consideration that faculty members are valuable, where as staff members are not. Faculty vs. Staff class mentality.

Equitable opportunities for all assessments.

Professional development for staff.

Need for leadership driven diversity plans at all levels, (campus, college and department).

See more action than just seeing discussion happen.

More activities that engage various departments to bring us together in our informal environment.

More commitment from departments – meaning inclusion into department goal diversity plans. Not only academic departments but departments made up of support of staff that helps run the University.

Reallocation funds should be used for diversity funding.

The use and abuse of adjunct faculty, they carry our teaching load, serve on committees and write letters of recommendation for our students. In return they are underpaid, undervalued and have no job security. The university contributes to the creation of an underclass and to social and economic suffering in the lives of people who serve our students. A blind spot where money, not justice is the bottom line.

Mandatory training for all university employees on diversity at all levels.

Type of diversity pledge taken by supervisors on the level of the honor pledge for students.

Training on how to be tolerant, without judgment. Open forums as opportunities to learn about cultures, relations, sexual orientation etc; so we can more comfortably talk in diverse situations without feeling we’re inadvertently being offensive. Learn how to ask questions without making assumptions.

Develop an assertiveness training program that empowers individuals to inform others if they aren’t comfortable with a specific word, joke etc;

It takes longer than an hour for people to feel comfortable enough to open up, what frame of reference does each person bring to the table – does it matter based on the topic? Get past talking and make actual changes

What questions do you have for the Diversity Plan Steering Committee?

How will the Diversity Plan be activated and how will our success/challenges be measured?

What resources will be allocated to the diversity plan?

Why haven’t you engaged specific constituent groups who have long been invested in diversity issues on campus? Also, how have offices and faculty who work on diversity issues been included?

What are the next steps?

How will you define diversity in the broadest sense to include power and privilege?

What will accountability look like across the university?

Will you post all comments and not just the glittered ones on website after this forum?

How will we encourage “trust” within campus society?

The class structure separates us, why segregate into groups (Admin, Exempt, and Faculty)? We need to be more of a family.

Some supervisors no not allow their employees to attend or participate in such activities, is there any recourse for those employees?

When is the next meeting we can look forward to?

How well defined are the goals of the steering committee?

Are you really including everyone ( LGBT, Bi-racial, Spirituality) diversity class?

Can there really only be one woman of color in FM Administration? Yikes.

Retention of faculty of color very low, why do they leave? What deliberate identifiable efforts are made to keep them?

Are exit interviews done, if so how is the information used? (lessons learned).

Other Comments

The Provost said we should help students who are willing to work hard and have talent. What about the students who don’t know the definition of working hard in college? The students who don’t know how to “play the game”. What about the students who don’t have the talent, but that are willing to work hard? What obligation do we have to residents of this state who have not received a quality K-12 education?

Is there a way to allow for discomfort in these conversations about diversity? If we are honest about wanting to engage in issues about diversity, we have to be willing to engage in the hard, uncomfortable conversations. That’s the only way any of us can grow and learn.

Have multiple sessions so everyone can attend.

The MICA office is directly reflected in goal 4/ strategy C. How can resources can be re-allocated to help the office fulfill the goals/mission of the strategic plan and university.

There should have been structured time – a true open forum for people here who wanted to provide opinions/ideas in a professional and respectful manner. You need to do one separately for student (a town hall) before final exams start!

It is nice to see the time extended to hear open discussion.

Same old, same old, the color coded tables were ironic.

Thanks for beginning the process. We need to talk to each other not in small groups.

I liked the small group. I think the offer for the open mike forum is good too.

No way to know the demographics of the diversity initiatives, who we’re reaching.

It would be interesting to know the demographics of staff and faculty in attendance.

See lip service and not enough done. We’ve worked on this for years and don’t really see the impact.

It’s important to make everyone feel comfortable to be involved and participate, so that diversity occurs naturally, rather than artificially populating job search committees for instance.

Rather than have optional race/background questions on surveys/job applications etc. Why not require these questions not be on the form. It would show that race is not a factor, it’s the person’s qualifications that matter.

I agree with the students that the division of people by type goes fundamentally against the point of diversity which includes difference of class and age.

International students names always mispronounced.

English for international students are much pressured to drop accents.

Students see this forum as only lip service, where was the Provost.

How does campus measure their success with diversity for students?

Need space for separate groups to have their central location.

Look beyond colors black and white.

We are so worried about what offends each individual that we are too afraid to talk to each other.

Institute a formal mentor program or succession plan for new staff on diversity.

Provide opportunities “to learn how to talk with people different than myself, never really had education or training on communication with others different than me”. Must be careful about using the word “tolerant”.

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Question 1: What do you think of when you hear “diversity”?

Search committee: steps towards committees to diversify. What do other depts. do? What q’s are asked of candidates?

What dept heads are couraged to encourage diversity in depts…. some faculty get folks like themselves (white ?)… (in Public Health)

Diversity see different depts. getting white people that study diverse topics… some laws prevent from asking…

Accents are critiqued…

We’re here cuz we wanna see more diversity

Folks here are not the problem

How do you punish depts. who don’t get diversity?

Diversity in general: the word is spoken … a lot… Folks from asian countries… diversity is a trade off with lower quality people

HBCU’s don’t have sci progs to prep students to students to come to UMDCP… wish we could reach out more to get more a diverse student population Jim Gates talked about this a few years ago… Einstein thought of light in new perspective… more diverse people, more diverse ideas…

SPIRAL prog for minorities to come in & get an edge on grad research…played games… few of students go to gradschool… want to see it done on large scale… Dr. Leigh teaching Algebra book… his bro wrote calculus book… train students on larger background… games that challenge…

The heart part speaks louder than the mind part… we’re supposed to appreciate differences but in reality, don’t see it. Visible diversity big component…race gets equated w/ diversity other elements of diversity not considered that intersect

Some see diversity in black/white…asian folks seen as weird in my program… as a black/asian person it’s been alienating here... to justify what I am & why we’re important… the east coast is old thinking in terms of race…

Asians attend higher Ed at aggregate level… disaggregate APA population

Don’t apologize for accent & who you are pulling yourselves up by bootstraps is bad

How do we get in this room & what’s one position in this room… are not people not treated in an equitable way… not an issue of #s but an issue of Power

(Consensus) I’m concerned about the recession worried about ? studies being cut…

Age discrimination age 51... more & more older folks in PhD programs. Older you get more you see it….

When I was reading strategic plan examples cited in Plan were bad examples focusing of power/privilege & not on numbers per se… but #’s important

Going to a bunch of schools, we talk really well about diversity in reality… a lot of this not happening that are not happening class not talked about… (socioeconomic)

We are a classist institutions

We need to make a lot of changes

People high in admin don’t care about

Class as talking about Excellence

If UNIV draw our people doing work

Intersectionality conference not well attended

MICA office not known about

Div programs not known about & ghettoized(?)

Question 2: What should be included in the strategic plan?

train fac & staff on language cultural sensitivity

train staff fac on what inclusiveness means… beyond racial diversities

system of accountability… the stuff generated from this list, they know. We’re just telling again. No teeth with processes… excuses made… training can be on computer

other colleges do stuff w/ alcohol

sexual harassment training mandatory

people will ignore you until you’re worth talking to you… grassroots approach find ways to get together to teach w/o sitting through a 6 hour lecture people think you need high tech, but you don’t BGSA LGSA ? studies need to put sarcasm into action to help ourselves.

There are networks of people… people of color… students of color

Fac get exhausted & not rewarded in tenure process getting burnt out… how do we be a resource…

Jr. fac of color get credit for mentorship of students of color… plus work on their research that relates to diversity… publishing process for

We need a VP of Diversity to sit on the Prez’s board like we used to (exec dir of OHRP) re or diversity programs under this person have admin & faculty partners as equals with ethnic progrs + in for group relations program students fac

We have a more constraints and burdens on our time lift restraints

People who lo low income work are in cafeteria… create pipeline for their children to be students

They need to talk about disability in the strategic plan

Accommodations should be available already rather than needing to call ahead

Put disability studies as a major

Individual classes (ethnic based)… are being cut… Native American… Students protest & University responds… why not be pro-active?

How do we recruit students… how do we support transfer students…

White student orientation @ Mount Holyoke college… controversy

We’re @ an institution of higher ed & people don’t know history of diversity in USA or @ UMD… beyond race… disability age.. power/privilege

White student coordinator?

@ U Michigan Orientation did diversity work & we don’t do that here…

If University houses a space where students required diversity then

Diversity req. resented … privileged students disruptive… don’t marginalized these courses

ASL not considered a language… doesn’t count as foreign language requirement

Aspirational peer

Minn, umich, uberkely, UCLA

How do we measure success w/ diversity? What’s the metric? Retention? What’s your experience?

No competition for spaces of students of color

Who’s at fault when a class is full of white guys in science? Is UMD @ fault?

For the party they are responsible for, they are accountable for Strategic Plan has very limited mention about recruitment emphasis of “in house” US minorities. It appears that focus is heavily in recruiting international students rather than providing US minority students the opportunity to pursue higher education and to become scholars.

A lot of students of color are in many ways the only face of diversity at Maryland. Many of these students of color often find themselves not only responsible for attempting to do well in their classes, and participating in student organizations, but also to serve as recruiters for middle and high school students of color to attend UM. Strategic efforts need to be presented and followed through to increase not only # of students, but also faculty, staff, administrators of color to campus.

International students- not enough tolerance. Univ des***? Look beyond black and white. People don’t realize there is more diversity than black & white. Maybe think about Latino. Names are mispronounced. We’re suggesting that people should go beyond race. There are other kinds of diversity.

This model of diversity is problematic. Why is it difficult to be an international student? What about students with diversity? Why is it about tolerance? How can we increase access? It’s expensive. International students can’t take courses at other institutions in the Washington Consortium. There are stereotypes that are imposed on students from other countries.

People have to understand that US citizens also can’t be understood. Everyone should be taught to understand each other. There is intolerance of difference when it’s an international accent.

What is being done to educate students about diversity?

Why are people grouped eg., all graduate students, non-exempt staff, undergraduates, etc.

Not enough done for international students to support them throughout the year – not only at orientation.

There are advocacy offices/units for us students. More resources needed for the advocacy units. MICA, eg., told international students their services were for undergraduates therefore could not help international graduate students. Why MEI (?) only for international students.

Should be more tolerance at all levels. Being international sometimes works against students when they apply for assistantships.

Teach professors how to deal with international students. For example, professors won’t say there are too many black students in a dept, but they may say there are too many international or ESL students.

Reallocation of resources to support graduate students life and diversity education

International Students make a huge contribution to the US economy ($14 billion/year)

Additional Comments: Participants were very unhappy with the format of the event. Felt they were silenced and their criticism was “contained” at the table. They wanted to be able to speak/voice issues in the large group.

Also felt that groups should have been mixed.

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Students complained that we should not be separated into preselected groups and that it should have been an open forum. Taking notes at tables is not “listening.”

We need to address the needs of international students and especially international graduate students. They feel that they have been forced to change because of their accent. Feel that it is demeaning to pass an international Teaching Assistant test.

An international graduate student said “Why must I change my accent? Some faculty have accents and no one challenges them.”

An undergraduate said that they were disappointed that they could not speak. The undergrads met in advance and prepared comments that were not able to be heard.

A representative from the Latino Student Union was very disappointed because the issues are spoken on numerous occasions. Nothing happens. They do not hear about any changes. As an academic institution we are not supporting our students.

The students would like a Forum Part II, to handle some of the problems that happened at the forum.

Make sure that there is equitable access to all types of people. Are we assessing the various groups to see how well people are doing when they graduate? Students want to challenge the university administration to review the success of all groups of students.

Apply diversity work to the APT process.

We need to accept people and not just tolerate them.

Students feel that the Asian American Program Director needs to have a better space than one in Cole Field House.

The development of a diversity plan is a work in progress and we must continue the dialogue and keep the energy going.

It’s the university’s obligation to remove any prejudice on this campus.

There’s a large international student group and there’s no web site for them – or support. There’s an orientation and then that is all. International students need a guide to help them avoid mistakes – a web site.

The diversity course requirement is not strict enough to educate students. Many students need to be helped to understand diversity. UM needs to critically think about the diversity requirements.

Why are cultural studies being cut when they should not be? We see many things being cut but not the football team.

Globalization is not diversity.

Create a student advisory board for input into the diversity plan.

There is disappointment that Asian American Studies is not a major yet. Is it a money issue? The students would like a room.

To have diversity we need to recognize the different cultures. We are not just one group.

We need to look beyond the black and white. There are many other colors.

We need to be assured that the comments will be seen and read by the diversity planning committee and the leadership.

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Give attention to needs of international students

Don’t like faculty, student, staff tables.

Who is listening? Not enough time at conference.

Concerns about accents and teaching assistants. Students shouldn’t be forced to change language to “pass”.

Stereotypes for international students a problem.

Want administrators to understand international students.

Wanted to have voices heard. Came up with document.

This isn’t a forum. Where is the Provost? Is this a trend?

4th or 5th event. Angry & disappointed. Mere publicity events. Students in back of room talking to each other.

Very frustrating. We don’t hear about progress.

Not just numbers but academic diversity.

Not providing basic academic information for students.

Email list of students interested in working with students interested in diversity.

Too many events on diversity. It’s all the same. We know problems. Need to reach each other.

Need a diversity fair and follow-up meetings. Not realizing goals.

Students came wanting to be heard.

Diversity is about equitable access and ability to pursue our goals.

Success measured by outcomes, not by numbers.

Who is in administration? Unless there’s diversity there, won’t work.

Faculty not getting credit or tenure when they help minorities.

Need more efficient townhall.

Wants more room and better rooms for space for minority students.

Rapidly changing world.

Priority is to weed out prejudice, etc. wherever it is in UMd.

No place for international friends – need support – moral, physical, language. Want to show we care about them.

Suggest a three credit course in diversity. Some students don’t understand diversity.

Critically think of academic courses to help understand minorities.

Funding must be made available.

What is the priority? Students or sports?

Diversity is not globalization.

Create a student advisory board on diversity to hold UMd accountable for implementation of ideas.

Want a major of Asian-American Studies.

Cultural center or room.

Very insulting to be told that all minority students should form one group.

Asian Pacific American Heritage Month

Need accessible offices for diverse students.

Need to look beyond black and white, acknowledge all colors.

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Question 1: What do you think of when you hear “diversity”?

Fairness/Justice/Equality of opportunity: Everyone does the work, not everyone gets the credit.

Beauty and richness in differences.

Not just “minorities” – respect/tolerance for everyone.

Equity vs. Diversity (first has legal ramifications).

“Self-selection” at work in attendance at diversity events.

Diversity (representation) seems to be weighed against “Excellence” (gaining one leads to decline in the other) – myth of the “talented few” who “pull themselves up by the bootstraps.”

Excellence and diversity are not mutually exclusive. (Diversity is not just numbers, and there are differences in people’s “minority” status.)

Our definition of inclusiveness is itself exclusive – not just race/disability/sex – but economic class/status as well. Need to think outside of our walls.

Community “assumptions” that we make – there are many other invisible elements of diversity (e.g., no everyone is straight, not everyone believes in God, etc.) that we need to be conscious of.

“Excellence” is relative and essentially meaningless.

Excellence at UMd equates to raising UMd’s rankings. For example, “time to degree” is affected by economics, disability, educational background, etc.

Representation of different ethnic groups. Plenty of undergraduate minorities, not so many graduate students, especially gender.

Fear of being trapped in indicators, not in what people offer.

Count bounded groups but no celebrating each other’s diversity. Must have both.

Students we’re placing in public schools don’t look like people we’re teaching. Want to see broader mix of students so people in public schools can be taught by people who look like them.

Filter through different viewpoints that don’t connect. Look at issues through eyes of gay man. (No partner benefits until yesterday.)

Diversity for me is through LGBT community.

How to include straight white males in the discussion? Men feel left out. Can now count straight white males as minority.

People in general want to feel a part of University.

Mentorship in diversity. Important for students to have mentors who look like them. Until we can invest in that initiative, we have a long way to go.

How to support staff in diverse departments: race, religion, gender, etc.. Becomes complex to work amongst ourselves. Library is trying to put it all together.

Been at UMd for 30 years. Much has changed. Wonderful environment. Movement on many fronts.

Race and socioeconomic need go hand in hand. Can’t be ignored – we won’t fix it until we can.

Disability Support Services is understaffed/underserved to extreme. Handicap accessibility is an issue.

Important to enrich expression of diversity.

Still resistance to concept of diversity.

Question 2: What should be included in the strategic plan?

Equality of benefits needs to be a priority. MOUs for staff unions very specifically focused on “traditional” family situations. We are way behind our peers and this makes us less competitive when recruiting (especially LGBT).

Faculty searches are not serious about diversity. The “equity checklist” is not sufficient. Faculty don’t know how to make searches more inclusive. Need closer oversight by dept. chairs and/or deans.

Diversity should be enforced through PRDs. Every unit head should have established benchmarks.

Support for recruitment and retention of diverse faculty. “Target of opportunity” support discontinued by current Provost. System needed overhaul, but was very useful.

Development/institutional giving targeted to provide fellowships to diverse graduate students and post-docs.

Stronger commitment of University resources to support students/schools in local community (“high need” area). No incentive for faculty to engage with community.

Disaggregate measures of “excellence” by race/gender/etc. so that we know how well we’re meeting the needs of diverse groups.

“Hard work” to be done re: what goes on in the classroom (interactions between professor and student).

Strategic Plan needs system of evaluation, supervision, preserve/protect diversity of thought.

Recruitment efforts need to reach out beyond traditional geographic areas/communities.

Recruitment goal of foreign students in Strategic Plan is over-ambitious.

University structure/hierarchy/procedures are old-fashioned and do not conform with new ideas/practices. There are new ways of being a student/professor.”

Create Diversity Council to include Equity Council and related organizations, as well as representatives from departments and colleges.

Special “Diversity Day” annually.

Strategic Plan contradictions: Provost’s preference for full-time students is dangerous to minority students who must work.

Target funds to recruit financially strapped.

Pay more attention to make-up of Core Curriculum Committee. Infuse committee with diversity. Not certain what composition it needs. Internationalization not represented. More comprehensive, diverse curriculum needed.

Current curriculum diversity requirements are vague or permit courses unrelated to diversity. Some departments get around diversity requirement with comparative courses.

Academic units should teach and recognize diversity. Challenge faculty to teach in context of diversity.

Interdisciplinary, cross-teaching courses to synthesize minority. Funding an issue. How to teach cross-disciplinary, but not penalize departments or faculty.

Correct out-dated and offensive course titles and descriptions.

Need some way to get full faculty buy-in – hearts and minds – before true diversity will be present.

Need to establish measurable diversity goals for faculty. What would be evidence that faculty are adequately engaging diversity?

Campus lacks critical mass of many minorities, so we lose those we get.

Need better retention efforts of faculty and students. Must recognize that many minority students are first generation.

Better coordination between numerous and disparate diversity organizations. Programs need to talk to one another on a regular basis.

Resources! Resources! Resources!

Better support for diversity research.

Define diversity as responsibility of everyone.

Those with disabilities feel very isolated, especially those with hidden disabilities.

Appreciate and value diversity and disability studies more. In tenure decisions, take into account that major journals often shun diversity and disability research.

University should take a much more active role nationally removing barriers to diversity.

Online training for diversity.

Need a forum for faculty to discuss diversity.

Need more senior, tenured, minority faculty, so can mentor younger faculty and focus more on diversity needs rather than achieving tenure.

Endow faculty chairs for minority faculty.

Link minority faculty in different departments across campus.

University needs to devote resources to finding best practices at other universities. E.g., how do other similar universities better retain minority faculty and students?

Money! More funding available for student tuition reimbursements. Mostly minority. Money decreasing dramatically in graduate school.

No money in libraries either. Giving up assistantships, reducing minority opportunities.

Provost is major downsizing – where is money going? Where’s the oversight?

Graduate minorities lost to Emory. Other than in women studies, no color amongst graduate students.

Need Native American Studies and Latino Studies. $2.4 million for Asian American Studies, but no support from University.

Need a Minority Advisory Group as a sounding board for true diversity (e.g., budget issues, curriculum issues).

Get more young faculty mentoring across the board, in fact, not just in rules.

Baltimore Sun compares College Park to historically black institutions. We are highest of MD groups giving racial groups support, or are we? What are we doing? Do we know what it is?

Find a way to measure success. Use focus groups to find out from students what is working. Are we helping or not? Interview students. Ask minority students what they need for support.

Develop best practices from other universities and from other units across campus.

Greater, more open, more fully articulated commitment to diversity on the part of the President and upper administration.

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Specific support for “target of opportunity” initiatives by departments and colleges to promote diversity of faculty.

Stronger development emphasis to create endowed fellowships for outstanding graduate students of color- for both recruitment and retention.

Stronger commitment to using the resources of the university to support academic and personal achievement of diverse students in the Maryland schools i.e. some depth and imagination in being responsive to the community needs.

More faculty –“mandatory” should attend.

Concrete plan related to the development and mentoring of tenure-track faculty and faculty without permanent status.

What ‘specifically’ is being planned to address the issue of retention of minority faculty.

Thank you for moving this forward.

Emphasis on increasing the numbers of tenure-track African- American professors.

Why is the retention of African American faculty so abysmal at Maryland?

An action plan to recruit and retain disadvantaged undergraduate and graduate students.

Incorporate ways to reward faculty who work with disadvantaged communities and students.

Should we address target opportunity for support of an incentive plan that allows for recruitment and retention of faculty to diversify the faculty.

Break boundaries but encourage collaboration across

Fairness and justice opportunity, equality, richness

Diversity/activity/respect

Diversity/equity

Under representation of faculty, staff and students.

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ISSUES:

Academic Programs:

• What is the guarantee that academic programs around identity will stay around regardless of budget (i.e. AAST, USLT, LGBT)?
• What is being done to introduce new programs or at least classes around other underrepresented identities (i.e. Native American studies, Multiracial, biracial studies)
• What is being done to further the USLT minor? AAST Minor? LGBT studies minor? To keep Native American studies classes?
• How can we increase classes, faculty, and resources for these programs, specifically increasing faculty of color?
• Why are AAST and the Office of LGBT Equity in Cole Field House? Why is there no office for USLT?

Offices and Student Groups

• In general, we need more resources and support for MICA, OMSE, Nyumburu, OHRP, etc. – basically offices and departments that support minority student outreach and retention and support multicultural student groups.
• MICA resources: first History/Heritage Month t-shirts were cut, who know what will be cut next? How can we guarantee that UMD will continue to support multicultural student groups’ programs and ensure visibility of Heritage/History months (or multicultural events in general) on campus?
• What can UMD do at an institutional level to support multicultural student groups and offices?

Retention and Outreach

• Which schools receive UMD outreach? Does UMD do enough to outreach to LGBT students and students of color?
• Retention efforts are only present in research but not in implementation of programs to increase retention—plus we actually need more research on retention because currently it’s skewed (only incoming is done, not outgoing)

Administration in General

• Last semester’s event around Strategic Plan – publicity stunt; no one taking notes?
• President and Provost don’t think our groups should exist? Very problematic—there’s a feeling on this campus that student groups and academic offices that deal with specific identities aren’t welcome/empowered – unequal discourse
• Simple example: why is the meeting at 1:30? What about students that have classes/work/etc?
• Other examples: response to noose incident? Response after Virginia Tech?
• President’s website on “student highlights”: http://www.president.umd.edu/statements/2008/stateofcampus/students.cfm. -- What’s up with excluding identity-based groups?
• How do we ensure that upper-level administration understands our needs, issues, and struggles (i.e. cultural competency)?

SGA

• Budget cuts—how can student groups engage in effective programming? Ex. Pride Month got $0
• More emphasis on LGBT students/students of color represented in SGA
• More emphasis on student voting and getting out information about student platforms

SOME THOUGHTS ON DIVERSITY

Currently, it seems that diversity at UMD is focused on numbers and statistics. However, as student leaders and members of various identity-based groups, we feel that there needs to be more initiatives taken by administration that further diversity, inclusion and respect at the institutional lever that ultimately translate into concrete programs and opportunities for students. We feel that our (often under-funded and sometimes unwelcomed) student groups and academic programs do much to help make UMD a top university. Thus, UMD should invest itself more multicultural issues, student needs and voices, and growth of identity-based academic programs. Academic programs such as the Asian American Studies Program, the U.S. Latino/a Studies Program, and LGBT Studies are an asset to the university and need to be given more attention with regards to increasing classes and faculty. We also believe that diversity issues on this campus are NOT the same as issues of globalization!

WE PROPOSE

• Make identity-based academic programs a priority at UMD
  • Work on increasing classes, faculty, etc. for USLT, AAST, LGBT studies
  • Build on ultimately having the above programs turned into majors
  • Encourage more students to take these classes (see Diversity requirement bullet point)
• Changing the diversity requirement
  • Currently one can take a agriculture, biological anthropology, archeology, geography, kinesiology and satisfy this requirement
  • Instead, students should be required to take a diversity class from one of the academic programs around identity in order to be more intentional with what students are exposed to
• Student voice and representation
  • Increase and/or involve students of color/LGBT students in panels, advisory boards, search committees etc etc
• Simple way of promoting HM visibility and diversity at a university-wide level:
  • Send out a press release with details about the month to ALL students on campus (currently not everyone knows that UMD celebrates BHM, APAHM, PM, AIHM, etc with many many events!)
• Meet and greet type even with President, Provost, VP Student Affairs, others
  • Especially geared towards minority and/or identity-based groups
• Give more resources, funding, attention to offices that support minority students such as MICA, OMSE, Nyumburu, OHRP, etc.
• Increase diversity in faculty
• First look fair – have a calendar of events for students with different events
• Create a more genuine appreciation of diverse communities and publicize that to the student body
• Acceptance/apology of UMD connections to slaves
• Promote partner benefits for University employees

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There is no equity in our salaries. New people come in making more than the people training them.

We do not like the title Non-Exempt it implies a negative message.

We want to have the Non Exempt conference brought back. What happened to the Administrative Assistance Day Celebration?

All administrators and Faculty need diversity training.

We need to have release time to attend diversity programs

We need more equitable promotional opportunities rather than favoritism

There should be a LDI training for non exempts who want to become managers

Administrators do not include us in meetings or ask us to join important committees.

More classes need to be given to Boss’s that cannot speak Spanish.

Why can’t we evaluate our supervisors?

Equity people do not help us. What do they do? HR is for the university not staff.

Contingent Contract people are not told they have to shovel snow when they sign the contract.

We want a program that will help us get promoted and we need someone to listen to us rather than always siding with the supervisors.

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Classification: Exempt

Q #1 To have diversity reflected at upper levels of UMCP staff, councils, boards, programs etc. UMCP does a good job of bringing a diverse staff in low and middle management staff, but a lousy job at upper management staff levels.
Q #2 Would like to see the annual diversity report reflect numbers of staff (non white) in upper level management, by salary ranges as well as position titles.
Q #3 It seems the Diversity Steering Committee consists primarily of academic/faculty staff; not necessarily individuals who are employed in non-academic/faculty positions. The one or two on the currently on the council e.g. Gloria Aparicio, do not represent the interests of all ethnic minorities; only the Latino population.

Break out groups during the first meeting held, were ok - however, it would have been better if the reason why individuals were segregated into different groups had been explained to those who attended the first meeting; then there may have been less objection to the format used. I liked the format used for the first meeting, though I do respect the comments of the students who shared in an open forum at the conclusion of the meeting. The problem is that as an exempt staff person on campus, the problems the students referenced are not the same problems that a staff person has in terms of diversity.

Additionally, more time was spent on introduction activities at the first meeting, than what was allotted to the group process. This was really annoying. I'm not interested in seeing everyone "patted on the back" for their role in putting this project together or hearing their individual "story." I’ve heard them all, I want to see some results.

I also feel that Dr. Narvidan(?) made a strategic error when he announced that he was not interested in ideas that required some sort of quantitative evaluation of success. I mean after all, how else are you going to be able to “measure" results in this area? Besides, all this comment did was to give credence to those folks who do not want to use "numbers" as a way to measure success. Just more talk and feel good rhetoric and what I want to see is results.

Classification: Graduate

Professors should facilitate the classes so that ESL students would still have the chance to speak up. I'd like to know what actions will the Diversity Steering Committee do to implement our comments, and the participation of each department chair/faculty should be represented in the Committee.

Classification: Exempt

I really don't understand the need for this when we are already a very diverse campus. These 'feel good' measures do nothing but waste time and resources.

Classification: Undergraduate

Moving diversity forward will require INTENTIONAL and frequent contact between members of different groups on campus, especially between students and staff members/administrators. Staff/administrators need student ongoing, intentional contact with students to make thoughtful policy and students need to not only be heard, but also to hear staff and administrators. Some concrete suggestions are:
1. Include more students on the committee responsible for this event. My understanding is that there is 1 undergraduate and 1 graduate student. I suggest including 3 of each.
2. Set up forums each semester to hear student and staff voices on this topic (by forum, I do not mean small dialogues segregated by class status at the University, but a FORUM where everyone can speak and be heard).
3. Increase the CORE Diversity requirement for undergraduate students from 1 course to 3 courses, or 1 course combined with an intergroup dialogue course.
4. Require all staff and administrators to participate in an intergroup dialogue.
5. Create a committee to encourage collaboration between student identity based groups and to create a plan for funding diversity initiatives.
6. Include "gender identity and expression" and "class status" in the University\'s nondiscrimination policy.
7. Have the diversity steering committee look at economic class and its impact within the University, and suggest ways to address this issue.
8. Encourage or require department Directors to have student advisory boards.

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