2005 – 2006 Membership

Co-Chairs

• Jana Estergard, Equal Opportunity Officer
• Charlotte Hardin, Assistant Vice President for Multicultural Programs and Student Diversity

Commissioners

• Leslie Anderson, Assistant Professor, Counseling Department
• Bob Barnett, Assistant Director, Plaster Student Union
• Jerry Chin, Department Head, Computer Information Systems
• Kathy Clancy, Director of the Mayor’s Commission on Human Rights
• Casey Comoroski, Assistant Director of Athletics
• Diane Elliott, Assistant Professor, School of Social Work
• Melida Gutierrez, Associate Professor, Geography, Geology and Planning Department
• Tammy Jahnke, Acting Assistant Provost, Office of the Provost
• Samuel Knox, UNITE of Southwest Missouri
• Jill Murphy, Employment Specialist, Human Resources
• Megan O’Rourke, Graduate Student, Communication Department
• Patrick Scott, Associate Professor, Political Science Department
• Jerry Trick, Associate Professor, Math Department, West Plains Campus
• Michael VanFossen, Assistant Director, Residence Life
• Steve Williams, Local Business Owner

The Commission wishes to extend a special thank you to Lisa Searles, Alison Hahn, Tabitha Vickers and Yulanda Jones for their administrative support and creative ideas.

Introduction

In his examination of American education and civic life, Stephen Macedo asserts, “diversity is the great issue of our time.” [1] For Macedo, the driving force of diversity is the “never-ending contest over what defines us a nation.” As a public affairs institution with the single purpose of developing educated persons, the implementation of a diversity agenda is a critical dimension of Missouri State University’s pursuit of educational excellence. The University should be committed to becoming, and known for achieving, a diverse community in which individuals from different backgrounds and cultures feel free to express a wide range of ideas and beliefs in an environment that promotes civility, fairness, and equity.

Recent research demonstrates that students possess more sophisticated cognitive and affective abilities when they are in environments where diversity is engaged through the curriculum and co-curricular activities as well as community involvement and interest in the public good.[2] In one of the several amicus briefs filed on behalf of the University of Michigan, a group of Fortune 500 companies noted:

The students of today are this country’s corporate and community leaders of the next half century. For these students to realize their potential as leaders, it is essential that they be educated in an environment where they are exposed to diverse ideas, perspectives, and interactions. Today’s global marketplace and the increasing diversity in the American population demand the cross-cultural experience and understanding gained from such an education. [3]

Skills and competencies to effectively interact with diverse cultures and societies not only enrich our lives but have also become necessary to function in today’s educational institutions and workplaces. Further, the ability to adapt easily to rapid economic, social and cultural changes is imperative.

Changing community and workforce demographics require that our institution change to more closely mirror society. To ultimately achieve a more diverse and inclusive environment, Missouri State must respond with a pro-active and aggressive diversity agenda reaching all facets of the University system. Diversity is not about merely meeting legal mandates; it is about recognizing that an institutional culture of empowerment and inclusion has a positive impact on institutional performance, student learning, and on the greater global community. Diversity and inclusion therefore must become a strategic imperative at Missouri State University.

The efficacy of a diversity plan is dependent on the commitment to the educational value of diversity by institutional leadership as well as the ongoing funding of and support for diversity initiatives.[4] To achieve success, Missouri State University must have leadership at all levels that understand the value of diversity and demonstrate ongoing commitment. These individuals must be accountable for increasing and supporting diversity as an institutional pt realize that the pursuit of diversity involves continuous experimentation, assessment, innovation and risk-taking. It is only through this type of transformational process that institutional gains toward diversity and inclusion can be successfully achieved.[5]

Definition of Diversity

As outlined in the University’s strategic plan Imagining and making Missouri’s future: a long-range vision and five-year plan (2006-2011):

Diversity is comprised of the multiplicity of people, cultures, and ideas that contribute to the richness and variety of life. It broadly encompasses a mixture of similarities and differences along a multitude of dimensions including, but not limited to, values, cultures, concepts, learning styles, and perceptions that individuals possess. According to the Higher Learning Commission of the North Central Association of Colleges and Schools, diversity “is represented in many forms, such as differences in ideas, viewpoints, perspectives, values, religious beliefs, backgrounds, race, gender, age, sexual orientation, human capacity, and ethnicity of those who attend and work in the organization.”

Statement of Values

Missouri State shares a belief in the following values of diversity as articulated in the American Council on Education’s 1998 Statement on Diversity:

1. Diversity enriches the educational experience.
   We learn from those whose experiences, beliefs, and perspectives are different from our own, and these lessons can be taught best in a richly diverse intellectual and social environment.
2. Diversity prompts personal growth – and a healthy society.
   Diversity challenges stereotyped preconceptions; it encourages critical thinking; and it helps students learn to communicate effectively with people of varied backgrounds.
3. Diversity strengthens communities and the workplace. Education within a diverse setting prepares students to become good citizens in an increasingly complex, pluralistic society; it fosters mutual respect and teamwork; and it builds communities whose members are judged by the quality of their character and their contributions.
4. Diversity enhances America’s economic competitiveness.
   Sustaining the nation’s prosperity in the 21st century will require us to make effective use of the talents and abilities of all our citizens in work settings that bring together individuals from diverse backgrounds and cultures.

As a result of these values, Missouri State University is committed to creating physically and psychologically safe environments where students, faculty, and staff will be valued for both their similarities and differences. Differences should be viewed as valued resources for academic, cultural and personal development. A challenging atmosphere which fosters the exploration of issues from multiple perspectives will enhance intellectual exploration as well as personal, professional and institutional growth.

President's Commission for Diversity

Established by President Nietzel during fall 2005, the President’s Commission for Diversity was charged with helping the University develop a blueprint that will address significant and substantial progress on the institutional diversity goals. The Commission was specifically requested to provide recommendations regarding:

1. University-wide goals for improving the presence of diversity among individuals, ideas and cultures.

2. Specific strategies that will advance progress on these goals.

3. Criteria for success and assessment methods for tracking accomplishments.

Comprised of faculty, staff, students, administrators and community leaders, the President’s Commission for Diversity engaged in extensive dialogue and research throughout the year to inform our understanding of diversity and to prepare a blueprint for an ongoing institutional diversity strategy. In addition to nine meetings of the full Commission, a steering group and six working groups were established and met regularly throughout the year. The working groups were established to provide a focused lens through which Commission members considered diversity issues and initiatives. The working groups focused on the following areas: student issues, faculty and staff (employee) issues, community issues, diversity in the curriculum, and diversity research.

In addition to our own research, the Commission studied various reports on campus diversity initiatives prepared by the American Association of American Colleges and Universities in cooperation with the James Irvine Foundation, reviewed a number of diversity plans from other universities, took full advantage of a Diversity Inc. webinar regarding best practices for diversity councils and benefited from a detailed presentation by a member of the highly successful Sodexho corporate diversity council. Sodexho also graciously provided the commission with a wealth of information about the structure of their diversity council and their corporate diversity strategy.

Consistent with the ongoing dialogue and research, the Commission followed three primary principles of practice[1]:

1. Take a multidimensional approach. Orchestrating multiple and varied initiatives is a central principle of strong diversity practices.
2. Strive to engage all members of the campus community.
3. Focus on process. The Commission recognizes that diversity is a means toward achieving important educational outcomes, not an end in itself.

Coupled with the primary principles of practice, the Commission also considered the various dimensions of diversity. Four dimensions of campus diversity were assessed individually and then relationally through our review process. The figure below depicts the four interrelated dimensions of campus diversity identified by D.G. Smith in the 1997 book, Diversity Works: The Emerging Picture of How Students Benefit. The dimensions are intended to be used as a framework for understanding campus diversity. These dimensions can be seen through the lens of the specific groups involved, the campus activities or initiatives focused in the area, the institutional efforts to enhance vitality and viability and the kinds of questions asked in an evaluation.

Dimensions of Campus Diversity [7]

The dimensions of campus diversity include climate and intergroup relations, education and scholarship, institutional viability and vitality, and access and success. In addition, both the national context and global context might impact one or more dimensions.

Diversity Dialogues

The President’s Commission for Diversity employed a multidimensional approach to begin the discussion about diversity and to solicit input from various constituencies. In keeping with the key principles identified above, the Commission sought to engage the entire community in an initial dialogue about diversity. In addition to hosting an information table at the Multicultural Opportunity Festival, the Commission’s work has been the topic of newspaper articles, television spots and radio shows. The Commission also established a web page whereby persons both internal and external to the University may make suggestions and comments (see http://www.missouristate.edu/diversitycommission/).

The primary focus for the Commission this year was the coordination of diversity dialogues – all of which were extremely well attended. Two dialogues were held targeting faculty, staff and students. Two additional dialogues are tentatively scheduled for a later date. The dialogues provided the Commission with a way to advise the campus community as to the role of the Commission as well as a means to begin engaging the community in collegial discussions about diversity. Members of the Commission and graduate student volunteers facilitated the dialogues and detailed notes were taken at each. Four primary questions were asked during each dialogue. It is noteworthy that the general ideas and themes expressed in response to each question were expressed during both dialogues.

Participants at both dialogues expressed strong interest in the Commission hosting ongoing diversity dialogues. It was suggested to hold dialogues similar in structure as well as host gatherings where members of the campus community could meet and discuss diversity issues in a more informal setting.

Question 1: What is diversity?

At both dialogues, participants identified diversity as a concept much broader than ethnic or racial diversity including broadly defined aspects such as one’s approach to work, one’s worldview, religions background and experiences, ideology, etc. The participants also shared the perspective that diversity is not narrow, but includes extensive grouping in addition to race or ethnicity to include elements such as socioeconomic status, sexual orientation, gender, veteran status and disability. The concept of access to higher education was also discussed as an element impacting diversity at both dialogues.

It was expressed at the dialogue targeting faculty and staff that the University should not confuse diversity with legal requirements of equal opportunity and affirmative action. Diversity is a much broader concept.

Question 2: How should diversity look on campus?

At both dialogues, participants expressed that diversity on campus should mirror the diversity in society beyond that in southwest Missouri and that the University should reflect a more inclusive and supportive atmosphere than the local community presently provides. Some additional perspectives offered as to how diversity should look on campus include.

• The University should create a campus climate that is truly supportive and friendly to those of diverse backgrounds.

• Diversity efforts should be seen at all levels of the institution, from administration to faculty, staff and students, and should include both verbal and written communications.

• The University calendar could reflect holidays from various traditions.

• Campus organizations and advocacy groups focusing on diversity could be established for faculty and staff.

• Efforts in recruiting persons who are racially and/or ethnically diverse will improve the “visual feel” of diversity on campus.

Question 3: What are the perceptions of the campus climate regarding diversity?

At both dialogues, participants reflected on their perceptions of the campus climate regarding diversity and, as with the other questions, there was significant overlap in the responses. At the student dialogue, several students discussed their experiences in the Springfield community and how negatively they were treated as a result of being diverse. Some additional perspectives offered at the dialogues are summarized below:

• The current campus climate is apathetic or even hostile at times.

• The University is out of step even with our academic peers. For example, the majority of Benchmark Institutions have sexual orientation listed in their nondiscrimination statements. Also, many other schools have research dollars going toward diversity studies as well as initiatives for minority faculty and staff, work-life balance programs and partner benefit options.

• It is important to see diversity modeled and valued at the highest levels of administration.

• The campus seems to hold the view that “diversity is OK as long as nothing changes.”

• There are offices such as Equity and Diversity, Multicultural Student Services and Disability Services as well as many faculty and staff who work very hard to make the campus more diverse, but diversity does not appear to be an institutional priority.

Question 4: What initiatives could Missouri State consider to improve diversity?

Several excellent suggestions were brought forth at each dialogue. The Commission recorded the recommendations and all received full consideration. Some suggestions offered at the dialogues include:

• Add a diversity requirement to the curriculum.
• Programs such as ethnic studies, gender studies and religious studies should be expanded.
• The University should add “commitment to diversity” to the mission statement.
• The University should increase the recruitment of minority faculty, staff and students.
• Change should come from several levels, not just the administration. The University also needs to work to empower the students to create change.
• A training requirement on diversity (similar to that required on sexual harassment and equal opportunity) should be added for faculty and staff.
• The University should expand faculty and staff minority recruitment efforts and look at other options such as visiting professorships and faculty programs.
• Greenwood Lab School should reinstate scholarships so the student body becomes more diverse.
• The University should add “sexual orientation” to the nondiscrimination policy.
• The University should expand support systems for diversity efforts. For example, add staff to offices such as Minority Student Services and Equity and Diversity as well as provide resources to other units on campus who work with diverse populations.
• Work with the city of Springfield to be more welcoming to people who are diverse.

The participants also shared the perspective that diversity is not narrow, but includes extensive grouping in addition to race or ethnicity to include elements such as socioeconomic status, sexual orientation, gender, veteran status and disability. The concept of access to higher education was also discussed as an element impacting diversity at both dialogues.

It was expressed at the dialogue targeting faculty and staff that the University should not confuse diversity with legal requirements of equal opportunity and affirmative action. Diversity is a much broader concept.

Diversity Goals

Based on the excellent feedback received during the Diversity Dialogues, the President’s Commission for Diversity identified the following four goals to provide a framework for the development of an initial strategic, system-wide plan for achieving diversity and inclusion.

1. To continue creating a campus climate that values and respects differences.
2. To expand the support of programs that explore the experiences, perspective and contributions of various cultures, groups and individuals.
3. To continue creating a diverse community of faculty, students and staff that reflects both our pluralistic society and our commonalities and that is consistent with the goals of a public affairs institution.
4. To foster institutional environments and opportunities, including the development of academic courses, which enhance learning about and respect for diversity.

Recommendations

Goal 1: Create a Campus Climate that Values and Respects Differences

Objective 1 The President, members of Administrative Council and other institutional leaders must take an active role in defining and prioritizing campus climate and diversity goals. More frequent attendance at events and activities promoting diversity, attention to the celebration of diversity in all aspects of campus life and the clear willingness to allocate resources to achieve equity are but a few concrete demonstrations of leadership.

Action 1.1.a Publicize the Missouri State University statement on diversity.

Action 1.1.b Add a statement regarding commitment to diversity to the Missouri State University mission.

Action 1.1.c Diversify the President’s and Vice-presidents’ staffs to provide a model for the campus community.

Action 1.1.d The President’s annual State of the University address to the campus and his remarks at college meetings should incorporate a report on the state of equal opportunity, affirmative action and diversity at Missouri State University. Such materials should also be incorporated in remarks made at State of the Division addresses and college meetings by members of Administrative Council and Academic Council.

Action 1.1.e Coordinate regularly scheduled diversity dialogues.

Action 1.1.f Engage in dialogues regarding diversity with members of historically under-represented populations who are faculty, staff and students at the University.[1]

Action 1.1.g Regularly review progress toward achieving diversity goals in the vision and mission statement.

Objective 2 The President should add a senior level position charged with providing leadership to the University system on diversity initiatives and the development, implementation and assessment of a diversity long-range plan in consultation with the President’s Commission for Diversity.

Objective 3 The President’s Commission for Diversity should be maintained and charged with the overall development of a diversity long-range plan.

Objective 4 Communicate diversity initiatives and activities.

Action 1.4.a Create and maintain a matrix identifying all campus activities and processes related to campus diversity issues and make it available online.

Action 1.4.b Establish a diversity site on the main University webpage that links to a calendar of diversity related events.

Action 1.4.c Expand the University calendar to reflect the major holidays and celebrations from the wide range of religions and cultures of the world. Information about the holidays and/or celebrations should be made available online. Further, members of the University community should be sensitive to the holidays and celebrations when planning University functions and ensure that religious accommodations are made as necessary.

Objective 5 Review and update University policies incorporating the institutional commitment to diversity.

Action 1.5.a Revise the University nondiscrimination policy to include sexual orientation.

Action 1.5.b Review other institutional policies to ensure they are inclusive and incorporate the institutional commitment to diversity.

Objective 6 Establish a campus climate subcommittee of the President’s Commission for Diversity that would monitor the progress toward achieving the diversity goals established.

Action 1.6.a Institutionalize the use of campus climate surveys or other appropriate means to continue to monitor the accomplishment of campus climate goals. Develop appropriate instruments and processes to collect and analyze information on campus climate. The methodology should include both surveys and focus groups to obtain information not only on perceptions, but also on the reasons for these perceptions.

Action 1.6.b Develop an annual campus climate report to be shared broadly and openly and to be discussed with the entire campus community.

Objective 7 Include climate, diversity and affirmative action criteria in all University employee and organizational unit performance evaluation processes, especially for senior officers with University-wide responsibility; highlight the fact that achieving diversity is the responsibility of the entire University community, not only of the offices specifically charged with promoting diversity.

Action 1.7.a Develop guidelines and incorporate into existing documents criteria which describe how individuals or departments work towards enhancing diversity and collegial campus climate.

Action 1.7.b Include the criteria related to promoting diversity on all University and organizational performance evaluation forms.

Action 1.7.c Offer incentives to staff to promote diversity in their areas and across campus.

Goal 2: Expand the Support of Programs that Explore the Experiences, Perspectives and Contributions of Various Cultures, Groups and Individuals

Objective 1 Recognize individuals and organizational units for exceptional progress in advancing campus climate objectives.

Action 2.1.a Develop guidelines for recognizing contributions to creating a community climate that values diversity.

Action 2.1.b Have an annual recognition of faculty, staff, administrations, as well as departments, who have made significant contributions to enhancing the campus climate and achieving diversity goals.

Objective 2 Explore ways to promote closer collaboration between Missouri State University, community groups, local government, the Chamber of Commerce and regional businesses.

Objective 3 Continue to promote and expand opportunities of curricular, co-curricular and extra-curricular activities that promote communication, community involvement and appreciation for diversity.

Action 2.3.a Increase the participation opportunities for students, faculty and staff in diversity programming and activities. All members of the University community, especially institutional leaders and faculty, should be encouraged to attend such activities more frequently.

Action 2.3.b Encourage greater participation on campus committees by faculty, staff and students from historically under-represented populations.

Action 2.3.c Include the celebration of diversity in campus activities such as SOAR, the new student convocation and homecoming.

Action 2.3.d Explore the establishment of and/or expand the number of affinity groups on campus for faculty and staff.

Action 2.3.e Increase the recognition on campus of minority student groups and organizations targeting under-represented students.

Objective 4 Infuse “celebrate community – honor diversity” into the physical environment on campus.

Action 2.4.a Provide and/or solicit funds for acquiring artwork that celebrates diversity.

Action 2.4.b Develop criteria for evaluating and selecting statues, paintings, architecture, etc. that will enhance the spirit of valuing and honoring diversity.

Goal 3: Create a Diverse Community of Faculty, Students and Staff that Reflects Both Our Pluralistic Society and Our Commonalities and that Is Consistent with the Goals of a Public Affairs Institution

Objective 1 Implement efforts to recruit, hire and retain employees from under-represented groups at all levels of the University – including the most senior levels and highly visible positions.

Action 3.1.a Establish a special fund to enhance the recruitment and retention of faculty and staff from historically under-represented populations.

Action 3.1.b Develop a vigorous advertising campaign that affirms the University's commitment to affirmative action and diversity.

Action 3.1.c Design and implement a system of equal employment consultants/advisors to promote maximum effort in recruiting diverse candidates.

Action 3.1.d Support equal employment/affirmative action policies and practices in all searches (e.g., diverse search committee make-up).

Action 3.1.e Identify, mentor and prepare a diverse pool of students and/or current employees to nurture and prepare for future employment and promotional opportunities.

Action 3.1.f Regularly review the workplace climate for faculty and staff from under-represented groups.

Action 3.1.g Expand the exit survey for faculty and staff to include questions about diversity and the campus climate.

Objective 2 Develop and implement special programming targeting faculty and staff from under-represented populations.

Objective 3 Continue to make services and employment available to persons with disabilities.

Action 3.3.a Include a statement on all job listings encouraging individuals with disabilities to apply for employment at Missouri State University.

Action 3.3.b Advertise employment opportunities in journals with a large readership of persons with disabilities.

Action 3.3.c Develop and share guidelines on providing employment for persons with disabilities with all departments.

Objective 4 Expand the recruitment and retention of students from a diversity of backgrounds, especially those from under-represented populations.

Action 3.4.a Regularly review and update Missouri State University’s minority student recruitment goals and the plan for achieving them.

Action 3.4.b Strengthen and promote scholarship opportunities for undergraduate students from historically under-represented populations.

Action 3.4.c Strengthen existing programs for retaining students from historically under-represented populations both at Missouri State University and in the community.

Action 3.4.d Increase the involvement of students in the planning of diversity programs and activities.

Action 3.4.e Develop and administer an exit survey to students, especially to those leaving the University without a degree, which includes questions about diversity and campus climate.

Action 3.4.f Educate students about the University nondiscrimination policy and the grievance processes available to them.

Action 3.4.g Coordinate informal gatherings for students to discuss diversity issues.

Goal 4: Foster Institutional Environments and Opportunities, including the Development of Academic Courses, which Enhance Learning about and Respect for Diversity

Objective 1 Infuse diversity into the curriculum and promote pedagogical strategies that encourage student involvement and facilitate respect of diverse perspectives.

Action 4.1.a Encourage the promotion and development of study programs and courses that require students to contemplate, in a direct manner, issues relating to diversity.

Action 4.1.b Support the development and continuation of individual courses and programs throughout the academic departments that foster a deeper understanding of the ideas, arts, religions, beliefs, and practices of various groups in the United States and throughout the world.

Action 4.1.c Require a general education diversity component for all students and increase offerings of diversity themed courses in the relevant general education requirements.

Action 4.1.d Provide diversity awareness training for all students during orientation as part of the Introduction to University Life course.

Action 4.1.e Assist faculty with infusing diversity, multicultural education and universal design into their courses. Institute and provide seminars to help faculty develop culturally sensitive educational opportunities for all students.

Action 4.1.f Review and strengthen, where needed, existing programs such as Gender Studies, African- American Studies, Religious Studies, etc.

Action 4.1.g Establish committees to explore and develop new study programs such as American Ethnic Studies, Disability Studies, Gay, Lesbian and Bisexual Studies, etc.

Action 4.1.h Develop a summer Multicultural Institute wherein students, faculty and staff can take diversity courses during the summer and participate in other emersion programs. A research component for faculty should be added to infuse scholarship on diversity and multiculturalism with the student experience.

Objective 2 Strengthen and expand opportunities to study abroad and exchange programs to provide students with opportunities to study and live in a culture other than their own.

Action 4.2.a Explore out-of-area partnerships through visiting professors, regional opportunities such as the Cherokee Nation and other emersion programs.

Action 4.2.b Encourage the building of partnerships that allow students real contact in naturalistic settings such as schools, community agencies and living environments.

Objective 3 Provide professional development activities that assist all personnel in the understanding of their own and other cultures and in their awareness and appreciation for diversity.

Action should be designed in such a way that will help create and maintain a mutually respectful, inclusive and equitable community that intentionally recognizes the contributions of its members.

Action 4.3.b Establish regularly scheduled classes/workshops/seminars for managers and supervisors on effective management practices in a diverse work environment.

Action 4.3.c Set aside time (e.g., a half-day once a semester) to allow staff to attend training and professional workshops on topics such as serving a diverse student population, cross-cultural communication, performance evaluations in a diverse organization and affirmative action.

Action 4.3.d Invite speakers who are scholars in the field of diversity studies, business and governmental leaders in diversity initiatives, etc. to provide forums for employees on diversity awareness.

Action 4.3.e Identify an annual diversity-related theme (e.g.,” Privilege”, “Cultural Sensitivity and Awareness”, etc.) that annual diversity awareness activities are structured around.

Objective 4 Institute and provide seminars to help faculty develop culturally sensitive educational opportunities for all students.

Action 4.4.a Support and endorse diversity training workshops and similar initiatives.

Action 4.4.b Offer workshops for faculty in a continuing program to bring diversity awareness and sensitivity to the classroom and the relationships between faculty and students.

Action 4.4.c Provide discussion groups in various disciplines, as well as across disciplines, to address how diversity in teaching and learning styles can be addressed to improve overall student achievement and success.

Moving Forward

The goals and recommendations set forth in this document are intended to serve as a blueprint for Missouri State University for the development of an ongoing institutional diversity strategy. It is the intent of the President’s Commission for Diversity that the entire University system will expand upon these recommendations. Based on the tremendous success of the diversity dialogues and the request by faculty, staff and students to continue the conversation about diversity, the Commission feels that the University is well positioned to successfully develop and implement a long-term diversity plan. Further, the Commission continues to receive positive feedback from corporations, businesses, organizations and private citizens from throughout Southwest Missouri in support of our efforts.

The President’s Commission for Diversity continues its important work. At the present time, the Commission is establishing a clearer structure as an ongoing entity and identifying potential Commissioners to ensure broad representation. In addition, the Commission is reviewing recommendations made by the PEC Diversity Committee and others, finalizing a campus climate survey, and researching diversity evaluation and assessment materials. The Commission is also engaged in the coordination of a Springfield diversity dialogue as well as the facilitation of additional campus dialogues and activities designed to continue the important conversation about diversity. The Commission recognizes that diversity is a means toward achieving important educational and societal outcomes, not merely an end in itself.

[1] Macedo, S. 2000. Diversity and distrust: Civic education in a multicultural democracy, x. Cambridge, MA: Harvard University Press.

[2] Gurin, P., Dey, E.L., Hurtado, S. and Gurin, G. 2002. Diversity and higher education: Theory and impact on educational outcomes. Harvard Education Review 72(3): 330-66. See also Bowen, W.G. and Bok, D. 1998. The shape of the river: Long tern consequences of considering race in college and University admissions. Princton, NJ: Princeton University Press.

[4]Milem, J., Chang, M. and Antonio, A. 2005. Making diversity work on campus: A research-based perspective. Washington, DC: Association of American Colleges and Universities.

[5] Berger, J.B., and Milem, J. 2000. Organizational behavior in higher education and student outcomes. In Higher education: Handbook of theory and research, ed. J.C. Smart, Vol XV: 268-338. New York: Agathon. See also Birnhaum, R. 1998. How colleges work: The cybernetics of academic organization and leadership. San Francisco: Jossey-Bass.

[6] Milem, J., Chang, M. and Antonio, A. 2005. Making diversity work on campus: A research-based perspective. Washington, DC: Association of American Colleges and Universities.

[7] Smith, D. G. and Associates. 1997. Diversity works: The emerging picture of how students benefits. Washington, DC: Association of American Colleges and Universities.

[8] The federal definition of historically under-represented populations includes ethnic and racial minorities, women, and persons with disabilities. Various academic bodies are also beginning to expand the definition to include socio-economic status and sexual orientation inthis category.