Campus Diversity Triumphs : Valleys of Hope.

Front Cover -- Campus Diversity Triumphs: Valleys of Hope -- Acknowledgments -- Contents -- List of Contributors -- Foreword -- Introduction -- Reference -- Part I. Innovations, Perspectives, and Trends -- A Five-point Model to Attract, Affirm, and Advance African-American Academics -- Introduction -- The Case for Attracting, Affirming, and Advancing African-American Academics -- The State of the Union -- The Condition of Education -- The Business of Education -- The Black Faculty Connection to Black Student Success -- Advancement of the Frontiers of Society -- Benefit to All Students -- Why the Dearth of African-American Faculty? -- The Five-point Model -- Perspective: Analyze and Assess the University's Plan for Diversity -- Presence: Show Visible Support -- Position: Create Conditions that Allow Diverse Faculty to Succeed -- Promotion: Advocate for and Advance Diverse Faculty -- Prosper: Ensure Diverse Faculty Thrive, Financially, As Well As Other Faculty -- Conclusion -- References -- Engaging Faculty in Campus Transformation: The Diversity Fellows Program -- The Challenge -- How It Worked - DFP as a Tool for Engaging Faculty in Campus Transformation -- Good Faith Planner (GFP) -- Faculty Mentoring Program (FMP) -- Scholar 2 Scholars (S2S) -- Shattering the Silences (STS) -- Alliance for Minority Participation (AMP) -- Literature Pertaining to the DFP as a Best-Practice Initiative -- Conclusion -- References -- Appendix 1. Five-Year Change in Headcount for Underrepresented Student Populations -- Appendix 2. Introductory Paragraph of a Typical Good Faith Planner -- Building a Diversity and Inclusion Certificate for Transformative Campus Change -- Evolution of Diversity Training -- Programmatic Framework -- Climate -- Value -- Identity Development Theory -- Partnerships -- Planning and Coordination.

Constructivism for Diversity and Inclusion Training -- Curriculum and Delivery -- Constructivism -- Assessment and Evaluation -- Case Study Snapshot -- Climate -- Value -- Partnerships -- Planning and Coordination -- Curriculum and Delivery -- Assessment and Evaluation -- Conclusions -- References -- To Bridge or Not to Bridge: The Importance of Academic and Social Connection Efforts in Summer Bridge Programs -- Introduction -- SB Programs: History and Purpose -- Literature on SB Programmatic Impact and Outcomes -- Tinto's Model of Student Departure -- Critiques of Tinto's Model Along Cultural Lines -- Inclusion versus Integration -- Pascarella and Terenzini's Institutional Integration Model -- Background -- Organizational Description -- Program Description -- Evaluation Purpose -- Evaluation Question -- Methodology -- Evaluation Design -- Study Instruments -- Reliability and Validity -- Data Collection/Study Instruments -- Survey -- Focus-Group Interviews -- Findings -- Academic Connection -- Social Connection -- Academic Performance and Retention -- Conclusion -- Limitations -- Recommendations for Future Research and Practice -- References -- Institutional Connection Scale Survye -- Information Letter -- Am I This or That? Supporting Queer and Trans Students of Color -- How Did We Get Here: Challenge for Development's Sake? -- Intersectional Failure -- Non-performative -- What Do Intersectional Erasure and Non-performatives Do When Put Together? -- Toward an Intersectional Model: Making Queer and Trans Students of Color Possible, Coalition Building -- References -- Diversity Need Not Apply: The Reality of Campus Culture -- Culture, It's Real! -- Institutional Culture on Student Involvement -- Institutional Change -- Conclusion -- References -- Part II. Diversity in Medical Universities and Health Care.

Intercultural Consciousness: A Premedical Teaching Methodology -- Introduction and Importance -- Methods -- Conclusion -- References -- From Dream to Hope: The Success of the Chicago Area Health and Medical Careers Program -- Introduction -- CAHMCP in Context -- Outcomes -- CAHMCP Challenges -- Segregation as an Ongoing Reality -- Academic Preparation -- The CAHMCP Model -- Interconnected Program Components -- What Makes CAHMCP Work? -- Collaboration with Chicago Medical School -- Future Directions -- References -- Building Institutional Climate Support for Underrepresented Students in the Biomedical and Behavioral Sciences -- Introduction -- Background -- Mentored Research Training -- Peer Mentoring -- Professional Development -- Community Outreach -- The Role of Program Staff -- Challenges -- Conclusion -- References -- The Rabb-Venable Excellence in Research Program: Increasing the Participation of Underrepresented Minority Students and Res... -- The Need for Underrepresented Minority Ophthalmologists -- Program Goals of the Rabb-Venable Excellence in Research Program -- Recruitment of Medical Students/Awareness Building -- Residents and Fellows Recruitment -- Rabb-Venable Excellence in Research Program Participation Criteria -- The Rabb-Venable Excellence in Research Annual Meeting -- Longitudinal Program Data -- Medical Student Participants -- Resident/Fellow Participants -- Conclusion -- References -- Part III. Institutional Inclusive Excellence -- The Senior Diversity Officer Is a Beacon for Campus Diversity and Inclusion -- Why Is the Diversity and Inclusion Strategic Plan Important? -- Components of a Successful Office of Institutional Diversity and Inclusion Strategic Plan -- OIDI Advisory Board -- Conclusions -- References.

Integrating Equity, Diversity, and Inclusion into the DNA of Public Universities: Reflections of a Chief Diversity Officer -- Introduction -- Chief Diversity Officers: Ambassadors for Hope and Institutional Transformation -- Making Equity, Diversity, and Inclusion a Choice -- Leadership and Advocacy -- Leadership, Advocacy, and the Chief Diversity Officer -- Education and Training -- Soup and Substance -- Diverse Curriculum Content and Inclusive Teaching Styles -- Workforce Diversity -- Authority and Resources -- Conclusion -- References -- Carpe Diem in Two Acts: How an Equity and Diversity Framework Anchors and Activates Equity and Diversity Work in Higher Edu... -- Background -- The Minnesota Model -- Carpe Diem Act One: Reimagining Equity and Diversity -- A Framework for Transforming the University of Minnesota -- Carpe Diem Act Two: Equity and Diversity Is Everybody's Everyday Work -- Strategic Priority 1: Increasing Representational Diversity -- Strategic Priority 2: Improving Campus Climate -- Strategic Priority 3: Leveraging Strategic Partnerships with Internal and External Communities -- Cases of Perfect Storms -- Washington Doesn't Play Ball -- Moving Day at the President's Office -- Charlie Hebdo Comes to Minnesota -- Theory into Practice -- Conclusion -- References -- Advocating for a Diversity and Inclusion Commitment at Liberal Arts Colleges: Essential Conversations in the Role of the Ch... -- References -- Epilogue -- References -- Index.

This book provides insightful accounts into the diversity program successes and promising practices by diversity officers working on college and university campuses in the United States.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.