|Submission Date||May 12, 2017|
James Madison University
PA-4: Diversity and Equity Coordination
|1.22 / 2.00||
Executive Director, Campus and Community Programs
Office of Access and Inclusion
Does the institution have a diversity and equity committee, office, and/or officer tasked to advise on and implement policies, programs, and trainings related to diversity, equity, inclusion and human rights on campus?:
Does the committee, office and/or officer focus on students, employees, or both?:
A brief description of the diversity and equity committee, office and/or officer, including purview and activities:
The Office of Access and Inclusion provides leadership, coordination and support. Dr. David Owusu-Ansah and Mr. Arthur Dean serve as the Executive Directors with faculty, campus and community as their main areas of responsibilities. They assist with the following: facilitating a number of campus initiatives, fostering collaboration throughout the university and ensuring support for all groups, facilitating campus climate and culture, and supporting curricular elements for diversity and inclusion within the university. More information is available at https://www.jmu.edu/diversity/about.shtml.
The President of the University commissioned every division and academic college to create a Diversity Council. The chairs of the divisional and college Diversity Councils meet monthly to look at micro and macro opportunities for JMU. Their main goal is to enhance, create and ensure diversity, access and inclusive initiatives are in place at JMU. More information is available at https://www.jmu.edu/diversity/leadership/index.shtml.
Estimated proportion of students that has participated in cultural competence trainings and activities (All, Most, Some, or None):
Estimated proportion of staff (including administrators) that has participated in cultural competence trainings and activities (All, Most, Some, or None):
Estimated proportion of faculty that has participated in cultural competence trainings and activities (All, Most, Some, or None):
A brief description of the institution’s cultural competence trainings and activities for each of the groups identified above:
Student Cultural Competence Trainings:
1. The Office of Access and Inclusion has partnered with key departments to ensure that JMU’s student leaders are aware and prepared to lead diverse students at JMU. Example of those trained at JMU are Residence Life staff, Orientation leaders, University Recreation staff, Diversity Education Empowerment Program facilitators, Madison Equality (LGBTQ), College Student Personnel Administration graduate students, and key academic program mentorship program leaders.
2. Since 2002, JMU's Institute for Innovation in Health and Human Services (IIHHS) has offered the Building Cultural Competency Workshop (BCCW) two or three times a semester to provide a forum for participants across health professions to discuss personal, professional and institutional dynamics that influence the quality of patient care and interactions with colleagues. Between 2002 and October 2016, over 3,000 students have participated in the Building Cultural Competency Workshop. Emily Akerson, Anne Stewart, Art Dean and Marsha Mays Bernard have been involved in planning the workshop. See http://www.jmu.edu/news/chbs/041316_building_cultural_competency_workshop.shtml
Faculty Cultural Competence Training:
1. An Intergroup Dialogue program. "Intergroup Dialogue (IGD) is a nationally recognized, evidence-based program that brings together small groups of individuals with different social identities to share their experiences and gain deeper understanding of each other. (Social identities refer to salient sociological constructs such as gender, race/ethnicity, nationality, socioeconomic status, sexual orientation, ability/dis-ability, spirituality/religion, or other belief systems – including political affiliation.) The opportunity to explicitly engage in meaningful, in-depth dialogue about these matters deepens our capacity for genuine relationships with colleagues, students, and others of different backgrounds and experiences." See https://www.jmu.edu/cfi/career-development/faculty-communities/intergroup-dialogues.shtml
As an example, the Center for Faculty Innovation, May 2014 Symposium, included a session called "Creating Space and Opportunity for Diversity and Understanding through Dialogue", presented by Dr. Janell Bauer, Dr. Vesna Hart & Mr. Arthur Dean. This panel was designed to share efforts to promote diversity awareness through dialog at JMU. The panel discussed the background of the Intergroup Dialog Model (theoretical and evidence-based); the goals of the program at JMU; examples of the current implementation and programs including student and facilitator testimonials; future directs; and initial information on assessment of the program.
2. Faculty Recruitment, Selection and Retention on-line informational session, see: https://www.jmu.edu/humanresources/recruitment/faculty-recruitment/
3. Faculty Departmental Dialogues for academic units. These departmental dialogues are designed to do the following:
a. Create a set of common values,
b. Assist the department with the creation of a diversity statement,
c. Determine the diversity of curriculum and scholarship that is within the department (i.e., faculty will share what they are researching and teaching), and
d. Determine what type of diversity in the curriculum, scholarship, and environment are needed to strengthen and support the goals of each department.
JMU Talent Development also offers diversity-focused trainings for faculty and staff, see http://www.jmu.edu/talentdevelopment/
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
Responsible Party: Arthur Dean, Executive Director, Campus and Community Programs, Office of Access and Inclusion
Entered by Melissa Altman
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.