|Submission Date||Jan. 11, 2016|
PA-4: Diversity and Equity Coordination
Director, Human Resources Development
Does the institution have a diversity and equity committee, office, and/or officer tasked by the administration or governing body to advise on and implement policies, programs, and trainings related to diversity and equity on campus?:
Does the committee, office and/or officer focus on one or both of the following?:
|Yes or No|
|Student diversity and equity||Yes|
|Employee diversity and equity||Yes|
A brief description of the diversity and equity committee, office and/or officer, including purview and activities:
The primary purpose of the Office of Diversity and Multicultural Affairs (ODMA) is to accomplish the mission set forth in Auburn University's Strategic Diversity Plan: Establish diversity as a core value at Auburn University. ODMA is headed by Dr. Overtoun Jenda, Associate Provost for Diversity and Multicultural Affairs, and is made up of the following units: Strategic Diversity Initiatives; Access and Community Initiatives; Women’s Initiatives; Educational Opportunity Resource Center; and Assessment, Planning, and Dissemination.
The Multicultural Diversity Commission provides a permanent and visible forum for deliberating and developing policies and initiatives on matters of diversity, tolerance, and inclusiveness. The Commission reports to the President and meets four times (2 per semester) during the academic year.
The Diversity Council provides a forum for developing and implementing diversity programs in Auburn University’s colleges, schools, and administrative units, and promotes cooperation and collaboration among units on matters concerning diversity. The Council is guided by the Strategic Diversity Plan and university diversity policies and initiatives and meets four times (2 per semester) during the academic year and once during the summer semester.
These entities address diversity and equity for students and employees.
The full-time equivalent of people employed in the diversity and equity office:
The website URL where information about the diversity and equity committee, office and/or officer is available:
Does the institution make cultural competence trainings and activities available to all members of the following groups?:
|Yes or No|
A brief description of the cultural competence trainings and activities:
Cultural competence trainings and activities are available to all students through the Multicultual Center, located in the Auburn University Student Center. Cultural competency is also addressed in the curriculum of Auburn’s UNIV 1000 “The Auburn Experience” courses.
Human Resources Development Courses for faculty, staff, administrators:
Safe Zone (ER500)
Every member of the Auburn Family deserves the opportunity to be successful academically and socially, and this seminar explains how participants can become informed about and willing to provide a safe environment for all Auburn students but particularly the gay, lesbian, bisexual, and transgender community. This interactive program focuses on the issues facing this community and how participants can assist in providing a Safe Zone for them.
Diversity in the Workplace: Learning and Practicing Cultural Competence (MG530)
Diversity in the workplace is frequently, and mistakenly, viewed as a legally mandated program in the same vein as Affirmative Action (AA) and/or Equal Employment Opportunity (EEO). By equating diversity with organizational “cultural competence,” this workshop helps participants distinguish how diversity differs from AA and EEO; realize the importance and impact that diversity has on overall productivity and workplace success; understand what it means to be able to recognize and respond effectively to the similarities and differences in people and to make better decisions based on that understanding; and learn and practice an approach to achieving a “cultural competence” that celebrates diversity in the workplace.
Understanding the Impact of Four Generations in the Workplace (MG540)
Traditionalists, Baby Boomers, Generation X, and Generations Y–for the first time, the
American workforce is composed of four generations. This situation, when complicated by the large numbers of the Baby Boomer generation nearing retirement age, has created a new set of workplace dynamics affecting the numbers available to join the workforce, the skills necessary for organizations to be competitive in a knowledge-based economy, and, potentially, the smooth operation of the workplace environment. To begin to understand how to effectively use the strengths, skills, and perspectives of a multi-generational workforce, participants will learn in this introductory seminar who the four generations are and the people, places, events, and things that have shaped them; what the impact of four generations is on the labor force; how we can plan for that impact; and, most importantly, how we can employ the multi-generational workforce productively.
Generations: M.E.E.T. for Respect in the Workplace (MG550)
Using realistic workplace situations, this program shows participants how to recognize, respond to, and resolve differences involving generational issues that can impact productivity, teamwork, and customer/stakeholder satisfaction. Participants will learn how to recognize and understand generational issues in the workplace, identify those situations where generational issues frequently occur, determine how these issues are affecting important relationships, minimize the negative impact of such differences, and increase the opportunities for individual, team, and organizational success.
The website URL where information about the cultural competence trainings is available:
The information presented here is self-reported. While AASHE
staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.