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Leadership to Foster Diversity

Most MICUA member institutions have established offices of diversity and multicultural affairs to demonstrate their commitment to enhancing cultural diversity on campus and have assigned staff to coordinate programming and oversee the range of issues related to diversity. In addition, many colleges and universities have created affinity groups comprised of students, faculty, and staff to complement this work and develop collaborative initiatives to build an inclusive environment.

Goucher College launched the Center for Race, Equity, and Identity (CREI) in fall 2015.  It was established by the newly hired Assistant Dean of Students – Race, Equity, and Identity. The Center engages all students in educational and co-curricular opportunities through social justice, intersectionality, and Critical Race Theory. The Assistant Dean of Students supervises the Center’s operations and programmatic efforts for students of color, first-generation and/or socioeconomically disadvantaged students, LGBTQIA students, and international students.  To further this work, the College established a one-year appointed position with a Baltimore City community organizer and advocate.

Stevenson University is in the process of hiring an Associate Vice President for Diversity, Inclusion, and Compliance, and an Assistant Vice President for Multicultural Affairs. In 2015, the University created an Office of Multicultural Affairs. A supplementary online bias reporting form was implemented for the campus community to anonymously report matters of interest to the Office of Multicultural Affairs or Stevenson University in general.  A Multicultural Advisory Committee was also created in 2015, comprised of faculty, staff, and affinity club leaders.  Other efforts to promote diversity include forming a group of Diversity Ambassadors to increase awareness and to foster the knowledge and skills required to create change concerning diversity and inclusion.  Stevenson also has a Student Affairs Cabinet that meets weekly to discuss current topics related to diversity and inclusion.

In 2015-2016, the President’s Cabinet at Loyola University Maryland initiated a series of “Diversity Learning Sessions,” including questions surrounding the effectiveness of the current institutional diversity structure. A working group on “employer of choice” took up a similar question as part of the strategic planning process. In addition, Loyola has adopted a multi-office approach to institutional diversity, including ALANA (African, Latino, Asian, Native American) Services, the Center for Community Service and Justice, and a Women’s Center. The University has also implemented a multi-position approach through the positions of Assistant Vice President for Human Resources and Title IX Coordinator, Assistant Vice President for Student Development and Title IX Deputy, and Associate Vice President for Faculty Affairs and Diversity.

Johns Hopkins University will launch a new Center for Diversity and Inclusion and a new Center for Student Success in fall 2016. These centers will have additional capacity to address the needs expressed by students and staff.  The Center for Student Success, reporting to the Dean of Academic and Student Services, will not only house current mentoring and support programs such as the Mentoring Assistance Peer Program, Johns Hopkins Underrepresented in Medical Professions, and HopIn, but will also expand programming related to scholars and second-year students. The Center for Diversity and Inclusion, reporting to the Dean of Student Life, will include the Office of Multicultural Affairs; Interfaith Center; Office of Lesbian, Bisexual, Transgender, and Questioning Life; and the Office of Gender and Equity (all currently existing offices).

The University’s Bloomberg School of Public Health has a standing Committee on Equity, Diversity, and Civility (CEDC), which is tasked with “developing and recommending efforts to educate the School community about diversity, equal opportunity, and civility and their importance in the School environment. It monitors those policies and procedures that have been approved by the Advisory Board including recruitment, promotion, tenure, salary equity, termination, and equal program accessibility and opportunity of faculty, staff, and students.”

The University’s Applied Physics Laboratory (APL) supports numerous efforts to create a diverse and inclusive work environment. The Diversity Working Group (DWG) was founded in 1999 to define the actions needed from supervisors and managers to achieve APL’s envisioned commitment to diversity. The Diversity Management and Employee Relations (DMER) Section was established as a critical step in furthering APL’s efforts to attract and retain a diverse, high quality staff. In addition, APL established the Women and Minority Advisory Council in order to aid the DWG and DMER Section. This body serves as a liaison between APL’s female and minority staff, the DWG, and the DMER Section on matters related to the recruitment, professional development, and retention of women and minorities.

Washington Adventist University’s Office of Diversity is led by the Vice President for Ministry and has a Diversity Steering Committee to provide vision and guidance. The responsibility of the Committee is to serve as an advisory group, facilitate and coordinate initiatives, develop programs, and support training and conflict resolution. Three Action Teams (administrative, student, and academic) are the voices of the Committee and help ensure accountability.   

McDaniel College’s Office of Student Diversity and Inclusion provides leadership and direction for the College’s initiatives in diversity and multiculturalism; offers programs and provides guidance and assistance, both academic and non-academic, to underrepresented students; supports and coordinates student groups that serve the needs of diverse student populations; and develops programs, services, and training opportunities to promote diversity awareness and understanding within the larger campus community.  Specially trained student facilitators called Diversity Empowerment and Education Peers (DEEP) help implement programs and promote awareness on a variety of diversity-related issues.

Notre Dame of Maryland University reconstituted the Institutional Diversity and Inclusion Council to enhance understanding, cooperation, and education about cultural diversity and inclusion on campus during the 2015-2016 academic year.  The Council conducted a survey of all the diversity-related programming provided on campus (approximately 70 programs and events) and asked for suggestions for future diversity programs and initiatives. In addition, a new Director of Student Leadership and Inclusion was appointed in July 2015, and NDMU’s President, Dr. Marylou Yam, formed a President’s Student Advisory Council (SAC) to address issues of diversity and other prominent student concerns on campus.

Last fall, the Office of Multicultural Affairs and International Student Programs at Hood College was reorganized to meet the growing needs of students. The former Director of Multicultural Affairs and International Student Programs (OMA/ISP) was appointed as Director of International Student Services, while retaining full-time status.  The former Assistant Director of Student Activities was appointed Assistant Director of Student Engagement and Coordinator of Diversity and Inclusion. This position is responsible for multicultural programming and services on campus.  The Coordinator also advises several student organizations, including the Black Student Union, La Comunidad (Latino Student Union), and Queer Student Union.
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