|Overall Rating||Gold - expired|
|Submission Date||May 2, 2017|
University of Arizona
PA-4: Diversity and Equity Coordination
|1.33 / 2.00||
Office of Sustainability
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 Senior Diversity Officer: provides intellectual leadership and vision for diversity and inclusion initiatives to align them with University priorities; ensures that related initiatives develop new capabilities, programs and activities that anticipate and meet University needs; draws on research, scholarship, and information on national trends to develop and support innovative programs and policies relevant to campus diversity and inclusion; partners with the Diversity Coordinating Council to engage campus and community stakeholders; develops metrics and procedures to track institutional trends and help units increase accountability through qualitative and quantitative assessments of programs, policies, and services; prepares reports for presentation to senior leadership and the Board of Regents; serves as a member of the Provost’s senior leadership group and works closely with the Diversity Coordinating Council, Deans’ Council, shared governance members, and other campus leaders; represents the University at various community, civic, and professional meetings and conferences as requested; effectively manages resources to advance new and ongoing diversity and inclusion efforts in an efficient, cost-effective, and high impact manner; and establishes a collaborative, supportive, and high-performance culture that supports the success of those who work in the Office of Diversity & Inclusion.
The Diversity Coordinating Council synchronizes the wide range of campus offices that contribute to achieving the UA's diversity goals, including Student Affairs and Enrollment Management offices that concentrate on student recruitment and multicultural programming. It also includes other units that focus on community outreach, federal compliance issues, faculty recruitment and development, and strategic planning.
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:
The University of Arizona encourages cultural competency in many ways. For faculty and staff there are professional development courses that encourage faculty and staff to support multiple perspectives and promote respect of other cultures. For example, there is a workshop series on "Diversity in the Classroom" for faculty and instructors that focuses on making classrooms more inclusive and responsive to students from various backgrounds.
In addition to professional development, all students and employees may attend the SafeZone training workshops administered by the Center of Lesbian, Gay, Bisexual, Transgender, and Queer Studies. Our SafeZone training raises awareness to the issues that the LGBTQ community faces and promotes an inclusive atmosphere at the University of Arizona.
Our Ombuds Program Director offers cultural competency training to units and departments by request.
Lastly, employees can take university courses through the Qualified Tuition Reduction program allowing employees the opportunity to learn about a multitude of cultures and ideas.
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
Updated: July 2016
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.