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University Initiatives to Promote Excellence Through Inclusion
The University has a number of programs and initiatives designed to promote excellence through inclusion. Summarized below are some examples in the area of Inclusive Excellence Programs designed to address the educational pipeline. Also summarized are programs and initiatives associated with the University's Council on Inclusive Excellence.
1. Inclusive Excellence Programs designed to address the educational pipeline
Recognizing the importance of diversifying the faculty and curriculum to enhance educational quality, the College implemented a program in the 2004-2005 academic year to bring persons of color to campus through two-year post doctoral and pre-doctoral teaching and research positions as well as one-year post-baccalaureate fellowship positions.
The LEAD (Leadership Excellence and Academic Development) Scholars Program, initiated in fall 2007, is a four-year academic program within the portfolio of the University Honors Program. To be invited into the LEAD Scholars Program, students must be first-generation, have submitted a FAFSA that shows need for financial aid, and be offered financial aid packages that include merit-based funds (i.e., scholarships, grants). Of the students who meet these criteria, approximately 50 are selected to participate in the program each year.
The School has developed a range of outreach efforts to attract women and students from underrepresented groups to engineering. Examples include: SEEDs (Spring Engineering Education DayS) Saturdays in April introducing high school students to engineering – preference is given to underrepresented groups in engineering; SES (Summer Engineering Seminar) summer program aimed at underrepresented groups in engineering – more than half of the participants are women and more than half of them are minority participants; GetSET, a collaboration with the Society of Women Engineering to provide a summer residential camp for 60 to 80 local African American and Hispanic high school girls; and the Sally Ride Festival, a day-long Spring event that includes workshops for middle-school girls to support their interests in science and mathematics.
2. Council on Inclusive Excellence Programs and Initiatives
Please visit the Council’s Web site for a summary of its goals, accomplishments, and continuing projects. The Council’s activities in its first three years centered around: (1) developing the theme of “identity” to guide its efforts over a three-year period, (2) developing programs for engaged dialogue in a broad array of campus settings, and (3) developing mechanisms for weaving inclusive excellence into the fabric of the University at all levels. Appreciation is expressed to the advisory councils and working committees collaborating with the Council.
Highlights to date include:
a. Implemented the three-year campus-wide theme on Identity: Individuality, Community, Humanity. Exploring our identity to understand ourselves, others, and how we relate in the world for diversity initiatives, which took place each winter quarter from 2008 to 2010. Major guest speakers included Sean Theriault, Sylvia Hurtado and Troy Duster, who addressed topics such as “Growing up Gay in the Catholic Church” and “Whitewashing Diversity in Academia: What’s Behind the Strong Resistance to Multiculturalism?”
b. Established programs for Engaged Dialogue to provide students, faculty, and staff with opportunities for acquiring the knowledge and capacity to engage in civil discourse on topics related to identity, religion, sexuality, and cultural diversity. Examples include Kip Fulbeck’s The Hapa Project, which was in exhibition at the de Saisset Museum throughout 2008-09, and the Difficult Dialogue Project being piloted by the Office of Multicultural Learning in collaboration with various academic programs.
c. Implemented Perspectives. In consultation with staff and students, Perspectives, a three-part peer-educator program, was designed for student leaders to assist them in fostering an inclusive community at Santa Clara University. The program’s three parts are (1) Exploring Perspectives, which focuses on exploring one’s own social identity and multiple identities; (2) Understanding Perspectives, which focuses on developing an understanding of intergroup communication; and (3) Challenging Perspectives, which focuses on obtaining skills to engage in and challenge intergroup dialogue. A competitive grant awarded by the Access & Equity Grants program of the Jesuit Network for Equitable Excellence in Higher Education supported the program’s implementation and the evaluation of its effectiveness.
d. Developed SCU’s new Diversity Web site to provide information, in a single place, on all of SCU’s Inclusive Excellence initiatives.
e. Established the Multicultural Reading Area in Learning Commons to feature print and other materials associated with diversity course in the new Core Curriculum. Quarterly exhibits enliven the area!
f. Instituted Inclusive Excellence Awards to honor students, faculty, and staff who demonstrate an outstanding commitment to enhancing SCU’s multicultural community.
g. Established the Inclusive Excellence Roundtable to identify best practices for faculty recruitment. Professor Allen Hammond, a faculty member from the law school who is a member of the Council, chairs the Roundtable. Important goals of the Roundtable include identifying shared norms and best practices to guide the campus and enhancing the University’s efforts to further diversify its recruitment and candidate pools and ultimately its faculty.
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