|Overall Rating||Silver - expired|
|Submission Date||March 3, 2017|
Western Kentucky University
PA-4: Diversity and Equity Coordination
|1.67 / 2.00||
Associate Vice President for Academic Affairs & Chief Diversity Officer
Provost's Office & Academic Affairs
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 mission of Western Kentucky University is to prepare students to be productive, engaged, socially responsible citizens and leaders of a global society. The success of these future leaders is enhanced through the encouragement and support of faculty, staff, and community, as well as a willingness to embrace the multiple dimensions of diversity. The encompassing dimensions of diversity involve an appreciation of the differences and unique contributions represented by individual identity, opinion, and culture. Differences may be represented through areas such as race, gender, ethnicity, language, religion, sexual orientation, geographic location, abilities or disabilities, and socioeconomic status.
Western Kentucky University places a premium on teaching and student learning and growth; therefore, it is important for the University to seek achievement of diversity among its faculty, staff and student populations. As stated in the University’s Strategic Plan, Challenging the Spirit, three (3) of the five (5) Strategic Goals relate to the importance of diversity in the development of culturally responsible citizens, growing a high quality and diverse student body, and enhancing the climate for diversity and collegiality. The Strategic Plan’s performance indicators include the engagement of the Chief Diversity Officer who has direct access to the President. A Presidential appointed Diversity Enhancement Committee serves in an advisory capacity to the Chief Diversity Officer who is responsible for overseeing diversity initiatives, continuous improvement in meeting diversity goals, and establishing a Diversity Plan for the University.
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:
A Social Justice Colloquium OIDI was hosted in the Spring of 2014, and will be hosted again in the Fall 2015 & Spring 2016. This is a training resource which has six ongoing groups led by a faculty person or a staff person. The groups were made up of six members.
The Office of Institutional Diversity and Inclusion has also launched the diversity tool, “Keep It Real” (diversity game) in Fall 2014. Diverse groups of students played the game together for 2 hours. Students engaged in deep dialogue about issues pertaining to diversity and inclusion. Spring semester 2015 OIDI will host game nights at Residence Life Housing Residences. OIDI also hosts and cosponsors various programs and events which provide opportunities for campus community members to increase their cultural competency.
Additionally, all incoming freshman participate in cultural competence training, which lasts 45 minutes and is called, "U-ROCK." Topics covered in this training include diversity, inclusion, tolerance, and respect for others.
A number of other programs exist to support cultural competence. These can be found at: http://www.wku.edu/dec/
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
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.