A Diversity and Inclusion Plan for KCAD
Preface
All learners are welcome at Kendall College of Art and Design of Ferris
State University. As a college within Ferris State University, we look to the words of its founder, Woodbridge N. Ferris, who is credited as saying, “My plea in Michigan—and it will be my plea to the last breath I draw, and the last word I speak—is education for all children, all men, and all women of
Michigan, all the people in all our states all the time.”
KCAD values diversity. We recognize the myriad ways in which we differ: by race, ethnicity, gender, sexual orientation, age, social class, ability, faith and ethical values, national origin, and political beliefs. All of these provide a richness that greatly enhances our
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An inclusive KCAD is a community that provides a safe, welcoming, and diverse environment in which to live, learn, work, and play.
This is the KCAD we are creating, one in which students, faculty, and staff work together to explore the ways creative expression and innovation in the fields of art and design can meaningfully shape the local and global communities of which we are a part.
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Introduction and Background
In 2013, the KCAD Diversity, Equity and Inclusion Committee was formed to identify KCAD’s challenges and strengths in these areas. It recommends institutional goals, structures, initiatives and policies relevant to supporting, educating, and promoting diversity, equity, and inclusion.
What are Diversity, Equity, and Inclusion?
KCAD upholds civic responsibility as a core value in its mission by encouraging and supporting diversity, and this is an integral part of how we define leadership.
Diversity recognizes and embraces our differences, both individual and social differences. Below are just some of the ways we at KCAD—we as humans—may be different from one another:
Race
Heritage
Gender identity
Gender expression
Age
Ethnicity
Citizenship status
Sexual orientation
Political
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• Objective 1: Recruit and retain a diverse student body.
• Objective 2: Recruit and retain diverse faculty and staff.
• Objective 3: Enhance programs and curriculum to engage discourse and learning around the topics of diversity and inclusion.
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Through this Strategic Priority KCAD seeks to recruit, enroll, and support a broader pool of diverse students. This includes expansion of our early engagement pipeline for diversity through a strengthening of our K-12 connectivity in the city and the state to include more Dual-enrollment opportunities, more faculty outreach, and more continuing education for youth and K-12 teachers. KCAD seeks to address economic barriers for potential students.
In addition, KCAD seeks to enhance and grow global opportunities for students and encourage international students through partnerships with overseas institutions and enhanced support for international students on campus. KCAD seeks to develop diversity and inclusion awareness on campus through curriculum, programs, study abroad opportunities, awareness programming, and student activities.
Final Words
KCAD nurtures creativity. We challenge ourselves to learn from the
Diversity allows students to form their own views and opinions; diversity is vital to the
L&C alumna Adrienne Reed Oliver has had her heart set on working at Lewis and Clark Community College ever since she graduated from the college in 1990. “Lewis and Clark Community College has been a long-term goal for me since I graduated,” Reed Oliver said. “I was so inspired by my speech teacher, Linda Watkins, I vowed to return and give back the same support, the same constructive criticism and the same demands for only the best, just as she had.” As Lewis and Clark’s Coordinator of Diversity and Inclusion, Reed Oliver is focused getting to know students individually and helping them overcome specific obstacles.
Support the recruitment and retention of underrepresented student populations by creating coordinating, and managing the two tiered Diversity Achievement Program: the Secrets to Success Transition Program alongside the Diversity Peer Mentoring Program § Create, maintain, and schedule various diversity and inclusion related initiatives such as the Social Justice Speaker Series, the Diversity Dialogue Series, Soup & Substance Luncheons, and Cultural Heritage Months § Recruit, train, and supervise undergraduate student workers and student mentors for the Diversity Peer Mentoring Program § Taught three sections of the First Year Seminar for 25 first year students § Work with, train, and supervise a graduate assistant from the master 's program in
The Lebenon School District will form a committee to visit colleges and universities that include minority staff. The Lebenon School District will provide an orientation program for new hires on the payroll process, budget process and the culture of the school system. The Lebenon School District will identify and recruit paraprofessionals to consider teaching as a career. The Lebenon School District will develop community contacts with civic, fraternal, and other organizations to help with networking opportunities. The Lebenon School District will provide in-service training in regard to cultural differences for committee interviewers and hiring
Many colleges prevail in the task of creating a more diverse student population on their campuses. However, the majority of colleges struggle with creating and promoting meaningful interactions between students with different backgrounds, according to Frank Bruni (Bruni). This form of diversity has proven to be an incredible challenge for college campuses everywhere. How can college help foster diverse interactions among students? Riverside City College has created a solution to this problem.
After graduating from MHS, the next challenge in my mission to ascend from my circumstances was to become the best student at The Pennsylvania State University (Penn State). With consideration of my mother not graduating high school, it was imperative and self- driving that I reward her sacrifices by excelling in my academic career. Eager to outperform, consequently, I earned the Smeal Merit Diversity Scholarship for three consecutive years (Freshmen-Junior) at Penn State. This prestigious scholarship is only awarded to the top five minority business students at Penn State. In addition to my academic successes, I became very active on campus and served as a leader at the top of four different campus-organizations.
(Black 2013) It is obvious that integrated schools improve education for low-income and minority students, so the solutions to the stratification issues we face should include, (1) helping all parents understand diversity provides benefits to everyone and (2) developing and supporting policies that promote diversity, while maintaining individual choice to a degree. To address the issue of helping parents understand the importance of diversity, schools should utilize the increased marketing that has come with more choice. Instead of focusing entirely on the fiscal bottom line or test scores, schools could explain that critical thinking and better preparation for a multicultural world with its global economy are some of the benefits of integrated schools, areas white students are currently lacking in. (Black 2013)
For the first time in the history of our country the number of children of color, specifically African-American, Latino and Asian are quietly passing the number of white children. This change impacts not only our nation’s public schools, but will impact the culture of our entire nation and poses a conundrum for society. In order to maintain our status as a Super Power in the world we must improve the academic outcome for the new and diverse majority of American students. Their success is linked to the well being of our entire country. There are other challenges faced by educators today, such as more students living in poverty, more ELL students, changes in curriculum and environmental changes.
Demographically, Jefferson City High School (JCHS) had 74.3% White students and 16.6% Black students with 42.4% free (or reduced) lunch in a population of 2,618 in 2008 (DESE, 2014). Thus defining JCHS as a large suburban secondary school based in an urban setting. I was hired for the 2009 school-year to help model the vision of learning in my school community by supporting the development of faculty skills that match the will of our directive. The mission of the JCHS community seeks to teach, inspire, motivate, and empower students to be responsible members within a global society (Jefferson City, 2011). The details of successful implementation to fulfill our mission to each student were ambiguous in both philosophy and application.
Currently there are only 1,520 Hispanics out of 24,146 students attending K-State. To become a national model in multiculturalism K-State promote the recruiting and retention of Hispanics and other minority/multicultural groups (both currently accounting for only 15% of the student population) as they are under-represented in the institution. In addition, the State of Kansas reported a high school graduation rate for Black (75%), Hispanics (77%) and Whites (88%) for the years 2011-12. K-State is adapting the curriculum and adding new courses, encouraging multicultural content on existing courses, offering of scholarships to attract all the Kansas high school graduates not only White graduates. The implementation of the use of culturally competent teaching techniques promoting diversity and multiculturalism teaching practices is discussed in the Final Office of Diversity K-State 2025 Strategic Action and Alignment Plan document dated February
During my high school career, I attended Presentation Academy in Louisville, Kentucky. This is an all-female college preparatory school located downtown. The school considered itself an advocate for social justice and a provider of proper cultural capital, a set of knowledge, perspective, norms, and language styles shared by a group, for a successful future in the diverse community (Class Notes 10/18/17). Through analysis of Presentation Academy’s demographic background and curriculum opportunities, I recognize that the school’s stratification could hinder some students success; however, the level I was placed in during my time there provided me with the benefits of the stratification.
Diversity Success Strategies Student’s Name Institutional Affiliation Diversity success Strategies Although there may be clear differences between people which include financial abilities, ethical background, race and even sexual orientation, some things tend to unite people. For instance, when it comes to feelings, it does not matter the race, skin color or even ethnic background. Human beings are predisposed to feeling joy, pain, satisfaction and love on equal measures. In particular, life and death tend to have the same impact on humans.
Diversity can be defined as the variety of beliefs, interests, and experiences within groups of people. Redlands’ excellent ethnic diversity reveals statistics with less than half of white majority and more than half of minority students. As a Hispanic female, the word minority has traveled with me constantly. The fact that The University of Redlands encourages all minorities as well as the majority to pursue a future career captivates my attention. Truly, diversity has inspired me of to collaborate and compete with many different cultures and morals.
We understand that each individual is unique and recognize our individual difference. As a group we will be focusing on age, gender and race. Why its important to manage these diversities, what will happen if they aren't managed and how these applied in the workplace and
For years, Anne Arundel County Public Schools (AACPS) struggled to reform Bates Middle School’s, a highly diverse and largely minority populated school, performance as indicated by state standardized testing scores, which were 14-27% behind the county average. “Bates was marked for Corrective Action (the third and highest tier of school improvement) by AACPS” (Snyder, Klos & Grey-Hawkins, 2014, p. 3). To improve student engagement and achievement the school decided to apply a different curricular approach that focused on “the integration of art into the academic content curricula [to provide] a logical approach to address the variety of students’ intelligences that are reflected in their different learning