Providing courses (e.g., general education, capstone and thematic sequences), research, publishing and societal engagement on diversity-related matters.
Awareness
The Association of Public and Land Grant Universities, or APLU, provides overarching guidance for Kansas State University through its Commitment to Diversity, stating that “human and intellectual diversity contribute to academic excellence” and that the APLU “champions diversity, educational equity, and the preparation of individuals who can live and work effectively in an increasingly multicultural and interdependent world.” The Higher Learning Commission, or HLC, further defines its expectations for accreditation, requiring that “the institution understands the relationship between its mission and the diversity in society.” Regarding the criteria for teaching and learning, the HLC also articulates that “the education offered by the institution recognizes the human and cultural diversity of the world in which students live and work.”
Alignment
Diversity is woven into the academic mission of Kansas State University, as demonstrated in the university-level student learning outcomes and the K-State 8 general education program. One of the five university-level student learning outcomes is Diversity, defined as “students will demonstrate awareness and understanding of the skills necessary to live and work in a diverse world.” All programs are required to have diversity-focused learning outcomes that are assessed for proficiency. In addition, the K-State 8 requires that all undergraduate students take at least one course tagged for Human Diversity in the U.S., and another tagged for Global Issues and Perspectives. Programs offered by our social transformation studies department equip students with marketable skills and knowledge that translate into successfully living and working in a diverse world. Further, Kansas State University demonstrates commitment to the scholarship of diversity as a common element in the strategic plan and values faculty effort in discovery around the topics of diversity, equity, inclusion and belonging.
Aim 3
Establish an inclusive and equitable learning climate across the university.
Aim 3A
Create opportunities and outcomes for learning in diversity, equity, inclusion and belonging that permeate throughout the curriculum, from within majors to general education, as well as in co- and extra-curricular activities.
3a.2 Assure that all bachelor’s degree programs have clear and measurable student learning outcomes in diversity, equity, inclusion and belonging.
3a.3 Assure that assessment of all K-State 8 tagged courses in Human Diversity in the U.S. accomplishes the intended learning outcomes.
3a.4 Require all students to complete at least one course in diversity, equity, inclusion and belonging that outlines the brief history of historically underrepresented and underserved populations in the United States.
3a.5 Establish student learning outcomes in diversity, equity and inclusion as part of cocurricular and extra-curricular activities.
3b.1 Engage the Teaching and Learning Center fully in providing professional development in all areas, especially topics related to diversity, equity, inclusion and belonging.
3b.2 Establish the expectation that faculty and staff engage in professional development annually on topics related to diversity, equity, inclusion and belonging.
3b.3 Create systems to reward faculty and advisors who demonstrate innovative and inclusive teaching and advising practices.
3b.1 Attain 30% of professional development on topics related to diversity, equity, inclusion and belonging.
3b.2 Expectation of faculty engagement in diversity, equity, inclusion and belonging professional development is codified in University Handbook.
3b.3 Existence and maintenance of reward system.
Aim 3C
Establish a community of scholars to advance the university in the creation and promotion of ideas and knowledge on diversity, equity, inclusion and belonging.
3c.1 Funding and staffing for a center or institute.
3c.2 A cataloging system is in place.
3c.3 Establish baseline percent — perhaps 7% of undergraduates who are engaged in research — then seek a 2% increase per year through duration of the plan.