Once again, I am delighted toshare our latest edition of theODEI Newsletter, “DiversityCounts” with all of you. Sinceour last issue – much has happened, and more is beingplanned to bring a high level ofthinking about diversity to ourcampuses. In this issue, we arehighlighting activities and pro-grams that help our campusesdemonstrate their commitmentto diversity. This of courseincludes the upcoming system-wide diversity conference:“Making Diversity Count: Ensuring Inclusion, Access and Impact,” The conference inNovember, is a collaborationbetween the University FacultySenate and ODEI to explore keyissues affecting students andfaculty as the State and Univer-sity become more diverse. Wewelcome your participation inthis first system-wide diversitycollaboration [see p.2], andhope you will join us and bringa colleague or two along to par-ticipate in the workshops anddiscussions.When I think about the impor-tance of diversity and equity inour society, I can’t help butthink about the last fifty yearsof leadership and legislationthat propelled our country for-ward. Our country enduredyears of upheaval as racial violence erupted in the 1960’sin protest against discrimina-tion and limited employmentand education opportunities.Freedom Riders seeking tointegrate buses needed the pro-tection of federal marshals, andschools like the University ofAlabama called for militia toprotect newly-admitted blackstudents. By 1963, the country

seemed ready to build on itsdemocratic traditions as200,000 Americans joined civilrights leaders in the March onWashington. Then, in a time ofgreat tumult, following Presi-dent Kennedy’s assassination,the Civil Rights Act of 1964passed and became a bench-mark in the timeline of civilrights protections to help thecountry become more tolerantof its own diversity.During this time, universitiesbecame the testing ground forthe admission of African Amer-icans throughout the South. AtVanderbilt University in May1963, President Kennedyoffered these thoughts: “Libertyand learning will be and mustbe the touchstones of any freeuniversity in this world,” adding:“Of the many specialobligations incumbent upon aneducated citizen, I would citethree as outstanding: your obli-gation to the pursuit of learning,your obligation to serve thepublic, your obligation to upholdthe law.” Today, PresidentObama’s signature initiative onrace, “My Brother’s Keeper,”revives the issue of educationalequity to offset the troublingand endemic underachievementof black and Latino males.President Obama’s words echoPresident Kennedy’s belief inour social obligation. ‘We needto give every child—no matterwhat they look like, no matterwhere they live—the opportu-nity to meet their full potential.”At SUNY, we are engaged insimilar endeavors to championthe next generation of studentsand scholars.In many ways, celebratingdiversity in SUNY supports

positions of social responsibil-ity forged by history. Wesometimes speak of culturalcompetence in a world markedby cultural, economic, racial andgender differences. Our cam-puses support the freedomsand the responsibility that Pres-ident Kennedy felt we shouldensure. In recent years, wehave strengthened ourprograms for those with disabil-ities, veterans and LGBTQpopulations. Becoming attunedto groups that still need help toachieve equity in our societyand in our institutions is a chal-lenge we face. I am proud to support the commitment to make diversitycount by individuals throughoutSUNY who sustain the goals ofliberty and learning as demo-cratic traditions within ourUniversity system.

Carlos N. MedinaChief Diversity Officer and Senior Associate Vice Chancellor ODEI

OUR PROGRAMS AND INITIATIVES> Empire State DiversityHonors Scholarship Program (ESDHSP)

> Faculty Diversity Program (FDP)

> Graduate Diversity Fellowship Program(GDFP)

> Native American Initiative(NAI)

> Explorations in Diversityand Academic Excellence(EDAE)

> Doctoral Diversity Fellowships in STEM (DDF-STEM)

> Replications (REPLIC)

> Access to Success (A2S)

Inside this Issue . . .2 Making Diversity Count

Conference 3 Diversity in Student Life 4 Care and Community in

Diversity and DiverseLearning Experiences

7 Modeling GovernmentProcess

8 The Purple Run at The College at Brockport

9 Life in the World of Affirmative Action Officers

11 Making Contacts, WinningContracts for M/WBE

12 Books of Interest

. . . and more!

Looking Back to Look Forward

Fall 2014 • Volume 1 • Issue 3

DIVERSITYCountsOffice ofDiversity, Equity

and Inclusion

PAGE 2

DIVERSITY COUNTS

The Chancellor’s leadershiphas revitalized SUNY’s strategicgrowth, and one dimension ofthat growth is the breadth ofSUNY’s diversity and emphasison access, inclusion and suc-cess. The dimensions of studentand faculty inclusion have alwaysbeen a core part of the Univer-sity’s vision and mission, butfinding ways to build an under-standing of diversity’s value inleadership, academic affairs andgovernance are critical too.Throughout the University, lead-ership must help carry this prior-ity forward, particularly in a timeof global connection, shifting de-mographics and far greater di-versity. Recognizing SUNY’sdiversity today and planning forthe future are essential.To work toward a bolder,

larger, more systemic view ofdiversity, the Office of Diversity,Equity and Inclusion has part-nered with the University Faculty Senate to work on issues of cultural competenceand diversity in all sectors ofthe University. This collabora-tion has generated the themesfor our Fall conference, “MakingDiversity Count: Ensuring Equity, Inclusion, Access and

Impact.” Both Chancellor NancyZimpher and Board of TrusteeChair, H. Carl McCall are scheduled to provide openingremarks to kick start SUNY’sfirst university-wide colloquiumon diversity with an emphasison faculty development, studentinclusion and a broader visionfor diversity and affirmativeaction programs throughout the University. Helping leaders to create a

framework for diversity in theircolleges and programs is oneaspect of the conference. Dr.Daryl G. Smith, Senior ResearchFellow and Professor Emeritaof Education and Psychology at The Claremont Graduate University is renowned for herwriting on achieving faculty diversity and will be one of thekeynote speakers and work-shop leaders at the conference.Dr. Smith will guide the discus-sion on strategic governanceand discuss how students benefit from a more systemicapproach to diversity. She isalso a co-author of To Form aMore Perfect Union: CampusDiversity Initiatives, A DiversityResearch Agenda, and Assess-ing Campus Diversity Initiatives.

ODEI hopes to have copies ofDr. Smith’s book, Diversity’sPromise for Higher Education:Making it Work, available at theconference. Dr. Kerry Ann Rockquemore,

President and CEO of the National Center for Faculty Development and Diversity, willalso be presenting a keynoteaddress at the conference. Herpresentations often center onissues of work-life balance,mentorship and tenure for underrepresented faculty. Herweekly advice column in InsideHigher Education provides tipsfor faculty and has become ahighly-valued resource for fac-ulty in achieving career goalsand coping with career stress.ODEI and the University

Faculty Senate hope you willexplore this opportunity and attend this year’s conference.For more information, visit our conference website:(http://www.suny.edu/making-diversitycount/) or contact theOffice of Diversity, Equity andInclusion at 518-320-1189.Please join us @SUNYDiversityon Twitter to add to the conver-sation on diversity and issuesof inclusion in higher education.

University Faculty Senate and Office of Diversity Co-sponsored Conference:

“Making Diversity Count: Ensuring Inclusion, Access and Impact”

Making Diversity Count:

ENSURING EQUITY, INCLUSION, ACCESS AND IMPACT

A co-sponsored conference by the SUNY Office of Diversity,

Equity and Inclusion (ODEI) and the University Faculty Senate

Diversity is a critical and important component of the University’s

Strategic Plan as developed in the Six Big Ideas exploring why and

how Diversity Counts. As a University, the systemic commitment

to an inclusive and equitable academy has never been more

important. The partnerships and strategies that help SUNY build

inclusive access and a transformative environment where diversity

thrives make this an exciting time for New Yorkers and all those

who recognize the steps SUNY has taken to embark and succeed

in building a portfolio of diversity initiatives. We hope you will join

us as faculty (full time and contingent), staff and administrators

share the best practices and collaborate on future projects that

will continue to help SUNY grow in this critical dimension.

SAVE THE DATE

NOVEMBER 12-13, 2014

Albany Marriott

189 Wolf Rd, Albany, NY 12205

For more information, visit: www.suny.edu/makingdiversitycount/

@SUNYDiversity

Conference Speakers

H. Carl McCallChair, Board of Trustees

Nancy L. ZimpherChancellor

Daryl G. SmithSenior Research Fellowand Professor Emerita of

Education and Psychology Claremont Graduate

University

Kerry Ann RockquemorePresident and CEO

National Center for FacultyDevelopment and Diversity

PAGE 3

DIVERSITY COUNTS

by Elizabeth Carrature, ODEI

The synergy of student engagement activities and institutional diversity can be anintentional part of campus lifeand student learning. The ques-tion of intentionality surfacesmore and more when attempt-ing to measure the success ofdiversity programs that meldwith campus events, cultural oridentity programs or even cur-ricular programs that have afocus on diversity. Many campuses are striving

to create more inclusive environ-ments so that students who appreciate their learning envi-ronments build a positive momentum for satisfaction, per-sistence, learning, and ultimately,student success. Metrics that recognize a

pluralistic view of campus lifecan help frame the success of a diverse democracy in campuslife. Advancing a frameworkthat ties the many threads ofstudent life to the single goal of student success shows thatthere are many pathways tocurricular and social engage-ment. Their diversity coupledwith the diversity of the stu-dents and their experiencesmust be shaped by a collabora-tive effort among administra-tors, faculty, and staff thatstrives to intentionally repro-duce arenas for engaged learn-ing in each sphere.

Some of the principles for engaged learning include:

1. Creating environments thatpromote contact betweenstudents and faculty.

2. Promoting cooperation, collaboration and reciprocitythrough peer exchangeamong students.

3. Participation in small group learning environments(learning communities,

discussion sessions, labs,in-class learning circles,supplemental instruction).

4. Participation in applied learn-ing that recognizes the research and discovery foun-dations of active learning.

5. High expectations for stu-dents with support throughfirst-year programs includ-ing developmental models.Many SUNY collegesdemonstrate success withtheir EOP programs, orienta-tions, first-year seminarsand additional supportsthroughout the year.

6. An environment that contin-ually strives to communicaterespect for the diverse talentsof learners and adapts tonew learning strategies.

The frequency with which students repeatedly experience environments thatapply an engaged learningmodel can help to promote educational success.Together, positive learning

outcomes and self-developmentoutcomes are entwined as criti-cal elements of the student experience.Implementing multiple high-

impact practices should reachand involve all students in someway. While all campuses utilizesome high impact engagementactivities, it is important to findways to evaluate who partici-pates. Are diverse students, includ-

ing LGBT and others, apt to par-ticipate? Are heightened engagement

patterns among diverse popula-tions showing evidence of success? An important question

college leaders might ask is:How can the college communityintegrate clear, coherent, structured academic and careerpathways for students that are

highly engaging and cognizantof increasingly diverse learn-ers? The challenges of being in-tentional in college and diversityleadership can reap rich re-wards for student achievementand institutional success.

Here are some ideas to pursue:

• Define or characterize stu-dent engagement in collegeexperiences and activities;

• Define desired outcomes forstudents as a result of theirengagement;

• Produce an inventory of current student engagementactivities;

• Determine how current activities link to desired out-comes and inclusion goals—and at what stage(s).

In the National Survey of StudentEngagement, five essential areasof educational performance arestressed: 1) the level of academicchallenge, 2) active and collabo-rative learning, 3) student-facultyinteraction, 4) enriching educa-tional experiences, and 5) sup-portive environments.*

*McGlynn, Angela. (2008). Na-tional Survey of Student Engage-ment: Findings Worth Noting.The Hispanic Outlook in HigherEducation. (18:15), 52-54.More research on this topic includes: McKlenney, Kay M.(2007). The Community CollegeSurvey of Student Engagement.The Community College Review.(35:2), 137-146.Hampel, R. and Pleines, C.(2013). Fostering student inter-action and engagement in a virtual learning environment.An investigation into activity

Diversity in Student Life, High Impact Engagement and Campus Leadership

Many campusesare striving to create more inclusive

environments sothat the campusambience and

student responseto their learningenvironments build a positivemomentum forsatisfaction, persistence, learning, and

ultimately, studentsuccess.

COMMENDATIONS & CELEBRATIONSEach year we strive tosustain a progressivestance on issues ofunderrepresentationand this year, SUNYSystem has been rec-ognized for itsprogress, receiving its third con-secutive Higher Edu-cational Excellence inDiversity (HEED)Award from Insightinto Diversity. Wewould like to com-mend Buffalo Stateand SUNY Oneonta fortheir HEED recogni-tions and Kevin An-toine, at DownstateMedical for his leader-ship recognition as aDiversity Visionary.

PAGE 4

DIVERSITY COUNTS

by Beverly Moore, SUNY Sullivanand Tara George, SUNY Purchase/Montclair State University, NJ,with notes from Joseph Skrivanek,Program Director

The Baccalaureate & BeyondCommunity College MentoringProgram at SUNY Purchase isentering its 15th year this fall,with a remarkable history ofsuccess in supporting minorityand first-generation collegestudents on their academicjourneys. In reality, it is reallythree closely aligned programsunder one umbrella. The threeprograms include: The NIHsponsored Bridges to the Baccalaureate Program, theNSF and privately sponsoredResearch and Science VisionsPreparation Program (RSVP),and the PepsiCo Foundationsponsored Baccalaureate andBeyond Program for students in the humanities and socialsciences. The vast majority ofstudents in this program arefrom underrepresented minori-ties; others are first-generationcollege students. More than70% of participants have goneon to complete a Bachelor’s degree and over a third of themhave gone on to do graduatework. It is a joy to share aclassroom with these youngpeople. They are highly moti-vated and, in many cases, theyare discovering over the courseof the program that they are capable of academic achieve-ments that have not been imagined for them as a matterof course. As educators, our inclination

may be to focus on academicpreparedness, but our experi-ence is that belief in one’s ownabilities, along with the careand reliable support of othersmake up the real ‘magic ingre-dients’ of our students’ success.As noted in Education Week,“teachers must be ‘warm demanders,’ meaning that theyneed to communicate clear,high expectations and hold

students accountable for theirperformance, but also show careand concern” (Heiten, 2012). The true value of the pro-

gram is that it convinces thestudents that a four-year col-lege is for them; that they cando it—that they should do it. Bybringing these promising youngpeople onto a four-year campuswith a cohort of peers whoshare similar academic profiles,the program helps put to restany doubts they might have hadabout their academic futures.The value of this belief in ourstudents was personally acknowledged by PresidentObama, when he presentedPurchase College with thePresidential Award for Excel-lence in Science, Mathematicsand Engineering Mentoring. Dr. Joe Skrivanek, founder andDirector of the program, metwith the President in the WhiteHouse to accept the President’srecognition and award.

How it Begins

It all begins with recruitment,early in the academic year, atsix participating community colleges. Coordinators at theseparate colleges disseminateinformation and hold recruit-ment meetings for interestedstudents where they learn moreabout the opportunity, and canmeet and question Dr. Skrivanek,Director of the program, andwith the SUNY Purchase pro-

gram coordinator. Near the endof the fall semester, a Reunionmeeting is held at SUNY Purchase, though potential recruits, as well as alumni ofthe program, are strongly en-couraged to attend. During thespring, an Orientation Day bringsnew recruits, their friends andfamilies, program mentors, instructors, and coordinatorstogether again for a heartylunch and detailed informationabout what to expect during theprogram. Emails to and fromstudents impart further infor-mation and responses. A senseof belonging begins to grow. This incubation period is

critical to our students’ success,as it underlies a growing senseof support and efficacy for theintense academic and personaldemands that lie ahead. Studentsare not abruptly introduced totheir new surroundings, room-mates and peers, or mentors,but instead are finding connec-tions and pathways that developnaturally throughout the pro-gram experience. Everything begins officially

on move-in day: Whatever ishappening that day, there arealways good foods and laughter-filled games of friendly compe-tition to ease the process andprovide a hearty welcome. Students settle into the largecampus apartments with helpfrom family members and newroommates, mentors, and

Care and Community in Diversity and Diverse Learning Experiences

I couldn't be moreafraid of presentingthan I was when I first came here. Mypresentations alwaysresulted in stutteringrants that made mefeel inadequate.

I am pleased to saythat on Friday I will be presenting first and am expecting to give the greatest presentation this

faculty has ever seen.

}

~-Bershley

Jean-CharlesBaccalaureate and Beyond Student

Prepping for final project.

experienced campus residents.Faces filled with questions areeverywhere among flying Frisbees or games of Bocceball on the huge lawns ofAlumni Village. Before our firstclass begins, big smiles and agenuine sense of care andcommunity multiply among usall. This sense of community is one of the most powerfulsupports our students have inthe program, but that doesn’tmean it’s all fun and games! One of the truly special

elements of the program is thefact that students are paid to attend the course. It is an acknowledgement of the realitythat many students of the socio-economic backgrounds thisprogram seeks to help simplycannot afford not to work in thesummer. Some students willtell you at the start that it is onereason why they participate.But with very few exceptions,that paycheck they receive dis-appears as a motivating factoras the students are drawn intothe work of the program andthe social and academic oppor-tunity begins to reveal itself.

Academic Expectations

Students may feel hey…fiveweeks…it can’t be too hard, canit? But—with all the fun comesa lot of serious study at a ratherquick pace. Expectations arehigh and upheld. The amount of required work meets, if notexceeds that of a typical 15-week semester. Students readseveral novels, two scholarlymonographs, and quite a fewarticles from primary sources.They also watch and analyzedocumentaries, study topicconnections with currentevents, and complete severalwriting assignments, includinga research essay and presenta-tion on identity. Following the first week of

class, students typically reflecta more confident and comfort-able range of expectations:

“I enjoyed the way my pro fessorstaught the class because theywere not only teaching, but theaura of the room appeared to bevery open and their teachingstyles were very personal, whichwas wonderfully refreshing tome because it made the teachersa lot more approachable, as wellas relatable. I am very excited forwhat Purchase has in store forme!” – Atiyyaa Surita

By the end of the secondweek, the students share ahappy sense of discovery:

“This week we read Making Stories by Jerome Bruner. Itwas difficult to read, but I didenjoy it. The author talked abouthow narrative is used in life, lit-erature, and law to create storiesand identity. He made severalreferences to books, authors, andpsychologists that I did not knowmuch about. So if he mentionedsomething I did not recognize, Iresearched it on google. I learnedquite a bit from reading thatbook … It was interesting to hearwhat the other students got outof it. They came up with a lot ofinsights that I did not even thinkabout.” – Brianna Bertholf

Scaffolding, Mentoring, andPeer-to-Peer Learning

Each student meets withone of us at least once perweek outside class for advisingand discussion, though we frequently also share conver -sations, texts, and emails. Agraduate teaching assistant is a part of our class, and meetsindividually with students, aswell. Two program mentors and the Department Chair havescheduled and unscheduledmeetings with each student,and a Program Coordinatorconfers regularly with them.There is an unquestioned,open-door policy among all participants in the program.Discussions may occur under acamping tent in the surrounding

woods, during work-outs in thegym, or over a shared meal prepared by one or another ofthe students.

Buffet of Integrated LearningExperiences

Personal expression, roomfor individual growth, and learn-ing through experience are critical components of the pro-gram. The theme of the courseis identity, which opens thedoor to myriad perceptions andinterpretations of who we are,how and why we might be otherwise, and why thesethings matter. Identities of immigration, race, gender, incarceration, ability, and possi-bility … these topics, amongothers, hallmark the avenues of inquiry that students chooseto explore. As they conducttheir research and share ideas,they embrace new experiencesof self-understanding along the way. As individuals, theiridentities encompass learningas a holistic and community experience. A plethora of recreational

activities are built-in to thesummer program. The scheduledactivities included canoeing inthe Great Swamp in DutchessCounty, hiking in the WardPound Ridge Reservation and

PAGE 5

DIVERSITY COUNTS

Continued on page 6

Week four has been an intense week forme. I have been

spending a lot of timereading and writing,preparing for my final paper and

presentation. I haveused this week to geta lot of feedback aboutmy rough draft on the topic of biracialidentity. The end isgetting closer and I am becoming a littlenervous about the

final presentation, but I know, with the helpof my two great professors and myclassmates, I will beable to make itthrough.

}

~-Enasia BattsBaccalaureate and Beyond Student

A Baccalaureate & Beyond Community College Mentoring

Program student.

PAGE 6

DIVERSITY COUNTS

cultural excursions to Broadway.But the informal recreation alsowas a valuable part of the com-munity building that studentsand faculty so enjoyed.

“I have been enjoying my stayhere at Purchase. Last week wasquite eventful; I saw a Bald Eagleand a pig for the first time. Iloved canoeing! I will attempt tojoin a rowing team at my nextcollege. We dabbled in a bit of Biology, as well. It was fun see-ing the different kinds of crittersthat live in the lake. On Thursday,a bunch of people got togetherand had dinner. The meals werevery diverse because everyonecooked food from their own cul-ture. I managed to pick up a fewrecipes that I'm looking forwardto trying soon. I have also begunworking out with some of theguys. It's challenging, but I intendto grow both physically and men -tally while I'm here at Purchase.”– Bershley Jean-Charles

“The number one highlight of my week was definitely seeingHoller If You Hear Me on Broadway. This was not the firstBroadway show I’ve seen, but itwas undoubtedly the best. I saythis not only because the musicand choreography were impec-cable, but because the storylinewas very heartfelt, full of life,radical, and oh-so relatable. It alsogreatly connected to the focus ofmy final project, so that waswonderful in its own way becauseI got a lot of new insight, which isalways a good thing for research.I’m so glad I got the opportunityto attend this show because in all honesty, if it weren’t for thisprogram, I probably wouldn’thave even known about it. So for that, thank you faculty!” –Atiyyaa Surita

Achievements, Inspiration, and Vision

This past summer, 22 stu-dents participated in program.Students in the Humanities andSocial Science areas pursuedtopics that focused on identityand mounted research presen-tations: “Are You Who You ThinkYou Are? Memory and IdentityFormation,” “Self-Identity Eco-nomically Molded” and “Betrayal:It’s Impact on Identity Forma-tion.” Research presentationsfor the STEM disciplines rangedfrom chemistry to environmen-tal science and psychology, withtopics including: “AntimicrobialPeptides”, “Controls of the Inter - tidal Population of the AsianShore Crab (Hemigrapsus san-guineus)”, and” How BelongingNeeds Affect Social Perception.”From a teacher’s perspective

it is thrilling to see the look of

pride and wonder on the facesof parents and family memberswho come to the student sym-posiums that mark the climax of the program, and watch ourstudents deliver scholarly pre-sentations on serious, thoughtfultopics. It is even more satisfy-ing to hear from our studentsafterwards how proud they areof themselves to have beenpushed through an academicprocess they were not surethey could survive. Our studentsshow us, again and again, thatcare and community make aprofound and positive differ-ence in learning experiences.

References

Heiten, L. (2012). Lisa Delpit onpervasive inequities. Retrievedfrom http://www.edweek.org/tm/articles/2012/04/03/delpit_bb.html

Care and Community in Diversity and Diverse Learning Experiences

I have become waymore outgoing than I usually am and thatin part has to do witheveryone I have met.I'm usually a more reserved person, butin meeting all of thepeople I have met

since being here, I’vecome out of my shellmore and more as theweeks have gone by....I have changed someof my study habits dueto all the work we didin B&B over the pastfive weeks. I learnednot to leave everythingfor last minute and my writing has gottenstronger. My publicspeaking skills are still not as good asthey could be but better than they

were! I wouldn't do ANYTHING different if I had the chance to this program overagain. I have loved andenjoyed my time hereso much. The peoplethat I have met I feel Iwill be friends with fora very long time andthe lessons that I havelearned are going tostay with me forever.

}

~-Alexas DiSantoBaccalaureate and Beyond Student

Continued from page 4

Recreational activities were part of the summer program. Activities included canoeing in the Great Swamp in Dutchess County (above),and sampling algae collected in the field at Ward Pound Ridge Reservation (below).

New York State SenatorGustavo Rivera of the Bronx,Professor Raul Huerta (Morris -ville State College) Yaser Robles(SUNY Oneonta),Carlos Medina(ODEI), Noelle Paley (SUNYCortland) and Francisco Colon(Stony Brook University) pre-pared students on issues andbills pending in the Senate earlier this year in a pre-sessionat SUNY System Administrationthis past Spring. Students wereprepared to discuss campaignfinance reform but also exploredfinancial aid and tuition policiesfor undocumented students aswell as the impact of minimumwage legislation that was recently reviewed. The program emulates the

service and commitment of ourelected senators and providesan invaluable “hands-on” opportunity to learn about thelegislative process in New YorkState government. Senator Rivera, an alumnus

of a Model Senate Program, reflected on the issues thatsenators must face saying: ”Youhave to balance your positionwith that of your constituency.”Students learn to appreciate the disparate points of viewpresented by the model sessionsenators and followed the Sen-

The Model New York StateSenate Session Project is an an-nual leadership developmentprogram that takes place on sev-eral SUNY campuses and culmi-nates with presentations bystudents in the New York StateSenate Chamber. Colleges spon-sor students in collaborationwith the Puerto Rican/HispanicTask Force of the New YorkState Legislature, SUNY andCUNY. This year, more than 60SUNY and CUNY students par-ticipated in the ‘mock” senatemeeting following seminars andtraining and coaching by theircampus coordinators. Participation helps students understand the process of legislative decision-making and the different viewpointssupported by communitygroups and their legislators.While becoming active in com-munity politics or statewidegovernance may be a future aspiration, all participants furthered their organizational,research and public speakingskills as they prepared a posi-tion statement or speech on acurrent legislative issue. Eachstudent followed the protocolsof the Senate to present a persuasive appeal for votingsupport within the chamber.

Modeling Government Process PAGE 7

DIVERSITY COUNTS

ate’s formal rules of etiquetteand parliamentary procedure—recognizing only one speaker ata time. Whether or not studentspursue a political career, thesestudent emissaries and campusleaders begin to recognize coreissues of equity and inclusionas important functions in government representation.

SUNY students presenting at the senate chamber.

Above, left to right: Carlos Medina (ODEI),Raul Huerta (Morrisville State College–ProgramCoordinator), Yaser Robles (College atOneonta–Faculty Coordinator), GustavoRivera (NYS Senator from the Bronx–StudentModel Senate alumnus).

Below: Model Senatorspreparing and deliveringtheir “positions” on Campaign Finance Reform.At right is FranciscoColon, Coordinator of theModel Senate program atStony Brook University.

PAGE 8

DIVERSITY COUNTS

In the United States, one inevery four women will experi-ence domestic violence at somepoint within her lifetime; andevery two minutes, someone is sexually assaulted. Nearlyeveryone will be impacted bythis violence in some capacity.The high occurrence of violencethroughout the country rein-forces the need for preventionprogramming at The College at Brockport and campuseseverywhere. The College at Brockport

hosted its second annual PurpleRun for domestic violenceawareness. Students from Pre-vention and Outreach Services,the Women’s Center, the Centerfor Select Respect and Brock-port Late Night conceived, developed and implemented thePurple Run in May 2013 withthe objective of raising aware-ness and support for victimsand survivors of domestic violence and sexual violence.This thoughtful collaborationhas resulted in a new campustradition: the Purple Run! The4K route that winds throughcampus is lined with green andgold (to show Brockport pride),and purple (the color of domes -tic violence awareness). Participants and those who

want to support survivors butwho did not want to completethe 2.5 miles of color madnessspent the hours 5pm-8pm in theCampus Mall participating in acommunity art splatter project,“Paint a Pot” art projects cour-tesy of Residential Life/Learn-ing Communities, taking photos,visiting color stations, interact-ing with community and cam-pus advocacy organizations andpurchasing raffle tickets for achance to win prizes from localvendors! All proceeds will go to RESTORE Sexual AssaultServices, which provides directservices to our Brockport students on concerns related to sexual violence.The Purple Run is a fun

and safe way for students to

celebrate the end of classes,while fostering awareness onthe important issue of relation-ship violence. Both this yearand last, the Purple Run pro-vided an opportunity for nearly300 students, faculty, staff andcommunity members to partici -pate in collaborative activitiesthat inspire hope while buildingfoundations for a healthy campus community.

Student Voices on The PurpleRun Planning Committee

“The Purple Run is important tome because it is a positive way tobring together our campus com-munity when talking about thesetough topics. Relationship violenceand domestic violence are not funthings to talk about; no one likesto talk about them. But if we findtime to talk about what we cando as friends, family, and neigh-bors and celebrate those positiveactions, we can learn how to bet-ter support each other.”– Paige, Class of 2016, Student Chair, Purple Run

“The Purple Run is a great way to bring the Brockport campustogether to support a rising issuein our society. Seeing so manypeople from our communitygather together shows howstrong of a family we have hereat Brockport, and I am veryproud to be a part of it.” – April, Class of 2014, Student Chair, Purple Run

“I am passionate about the Purple Run because it embracestwo of my favorite things: raisingawareness about domestic violence and running. I find it empowering to run for a cause,and I think other people do too.” – Anna, Class of 2011 and 2015,Graduate Assistant for Violence and Sexual AssaultPrevention

Contributed by: Caitlin Powalski, MPHCoordinator, Prevention and OutreachServices Center for Select Respect

Bridging and Bonding atBrockport at The Purple Run

Photos from The Purple Run.Credit: Richard Black, Design& Production, The College at Brockport.

We also:

• Engage in outreach and re-cruitment of IWD and veterans.

• Ensure that outreach and recruitment efforts are docu-mented and retained for a period of three years.

• Conduct periodic review of all physical and mental jobqualification standards.

• Provide an email or phonenumber as an alternative toonline application systems.Set up a process to ensurethe phone or email is moni-tored at least once a quarter.

• Utilize specific language thatmust be included when incor-porating the equal opportunityclause into a subcontract byreference. The “new” languagethat must be incorporated inboldface type within docu-ments is noted here:

“This contractor and subcon-tractor shall abide by therequire ments of 41 CFR §§ 60-300.5(a) and 60-741.5(a).These regulations prohibit discrimination against qualifiedindividuals on the basis of protected veteran status or disability, and require affirma-tive action by covered prime contractors and subcontractorsto employ and advance in employment qualified protectedveterans and individuals withdisabilities.”

Required Changes to Affirmative Action Plans

• Use/design of a self-audit, internal reporting system tomeasure the effectiveness ofthe recruitment efforts

• If a campus determines thatthe totality of its effort wasnot effective, it must imple-ment alternative or additionaloutreach efforts

• Determine the degree towhich the campus objectiveshave been reached

• Determine whether IWDs havehad the opportunity to partici-pate in campus-sponsored

by Gloria Lopez, SUNY-wide Affirmative Action Officer, ODEI

For many state-operatedcampus Affirmative Action Officers and some Directors ofHuman Resources, the worldchanged on March 24, 2014. Wewoke up and realized that wewere not in Kansas anymore.On that date, the new Section503 of the Rehabilitation Actand the Vietnam Era Veterans’Readjustment Assistance Act(VEVRAA) went into effect, thefirst revision to these regula-tions in about 30 years. As aresult, SUNY became responsi-ble for monitoring campusprogress to the suggestedbenchmark of 7% for Individu-als with Disabilities (IWD) or a suggested benchmark for veterans of 7.8%*. See:http://www.dol-esa.gov/errd/VEVRAA.jsp. This article will highlight

some of the changes our campuses must implement toensure compliance. This articleshares the resources, goodpractices, and answers a fewquestions that I have received.

Campus Recruitment Changes

In addition to asking each ap-plicant and employee about race,gender, and ethnicity, we mustalso invite them to voluntarilyself-identify as a veteran and/ora person with a disability. Theforms that we must use can befound at http://old.suny.edu/compliance/topics/employeehrcompliance/ofccpcompliance.cfm. If you have not done so already, we must survey ourstaff this year and every fiveyears about their disability orveteran status.We should be reviewing our

applicant tracking system to en-sure that it allows data on veter-ans and Individuals withDisabilities (IWDs) to be includedas confidential information sepa-rate from the application.

Life in the World of Affirmative Action Officers PAGE 9

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educational, training , recre-ational and social activities

• Measure campus compliancewith the Affirmative ActionPlan’s specific obligations

• Campuses must document allactions taken to comply withaudit and reporting require-ments and retain such docu-mentation as employmentrecords. For additional infor-mation, see http://old.suny.edu/compliance/topics/employeehrcompliance/ofccpcompliance.cfm.

Best Practices in Recruiting

• Ask current veteran employ-ees to help in recruitment efforts. Seek their input onhow to attract veteran appli-cants and referrals.

• Reduce your recruitment costsby posting your job openingson several free websites thatveterans review often such as:a state job bank, Hero2Hired,Vetsuccess.gov, Veterans JobBank, and the Career Centerfor Wounded Warriors and Disabled Veterans.

• Contact a local Veterans Employment Representativeat an American Job Center.Tell them that you want to hirea veteran. They will do theheavy lifting for you.

• Consider using social mediato post jobs and find veterancandidates. Create a Face-book page and/or a LinkedInprofile for your business.

• Consider aligning with veteranservice organizations (VSO’s)in your community. Find localVSO’s by visiting the nationaldirectory.

• Student Veterans of Americachapters can help you contactcareer centers at local univer-sities, colleges and tradeschools.

• Participate in career fairs and hiring events focused on veterans if practical andappropriate.

Gloria LopezSUNY-wide Affirmative Action Officer, ODEI

On March 24,2014, the new

Section 503 of theRehabilitation Actand the VietnamEra Veterans’Readjustment Assistance Act(VEVRAA) wentinto effect, thefirst revision tothese regulationsin about 30 years.

As a result, SUNY became responsible formonitoring thecampus progressto the suggestedbenchmark of

7% for Individualswith Disabilities(IWD) or a suggested

benchmark forveterans of 7.8%.

Continued on page 10

*These benchmarks havebeen set by the Office ofFederal Contract Compli-ance Programs, (OFCCP)

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• Locate a career fair or partici-pate in a virtual career fair.See: http://www.uschamberfoundation.org/hiring-our-heroes.

FAQ

How do I translate Veteranskills and competencies to civilian occupations?When considering a veteran,

sometimes we may want totranslate military service tocivilian occupations. Below area few sites that may help insuch translation so that we canuse the skills and competenciesveterans have achieved to enhance their success at SUNY.

• Consult internal veteran employees to understand distinctions and describe themilitary roles that align withyour job openings.

• O*Net Online offers the Military to Civilian Crosswalkthat can be used to search formilitary classification codes

that best correspond to a particular civilian job title.

• Credentialing OpportunitiesOn-Line (COOL) offers web-sites to help determine howmilitary careers, ratings andexperience can translate tomeet job descriptions, civiliancertification and license requirements: Army and Navy.See: Army: www.cool.Army/mil/index.htm or Navy: www.cool.navy.mil/index.htm.

Do I need to modify my requestfor reasonable accommodationforms?Yes. You should include the

name and contact informationof the person responsible forprocessing the requests for accommodations. You shouldalso include this statement onyour employment opportunitypage of your website.

At the pre-offer stage, an individual states that he/she isnot disabled. At the post-offerstage, the same individualstates that he/she is disabled.

Can I modify the original self-identification to show that theindividual is disabled? If the individual confirms

that he/she was disabled at the time of the pre-offer, yes. If not, no.

With thousands of veterans returning home and the influx ofmore IWDs into the workforce,we are charged with these re-sponsibilities to ensure that weare taking affirmative action torecruit, hire, promote, and retainthese veterans and IWDS. Withthis in mind, we will have aworkshop on VEVRAA and§503 at the Making DiversityCount conference to be held on November 12th and 13th inAlbany, NY.

So…click your red shoes together and engage.

See you in November!

Life in the World of Affirmative Action Officers Continued from page 9

Come to a workshop onVEVRAA and §503 at the

Making DiversityCount conferenceto be held on November 12-13 in Albany, NY.

We are also featuring an

update on Title IXas a workshop.

From Assessing Learning to Effecting ChangeThe 18th Annual Fall ForumNovember 7, 2014College of the Holy Cross,Worcester, MassachusettsLead speaker: Dr. DavidDirlam with Sessions on assessment tools: LearningOutcomes Network ratingforms, Course Design Survey,and a Student Learning Assessment Report Template.http://www.neean.org/

NADOHE 2015 Annual ConferenceNational Associations of Diversity Officers in HigherEducationMarch 16-18, 2015Washington, DChttp://www.nadohe.org/2015-conference

Diversity Abroad ConferenceMoving Beyond Barriers:Transforming InternationalEducation through InclusiveExcellenceMarch 22-24, 2015New Orleans, LAhttp://www.diversitynetwork.org/conference

Affirming Diversity in Socialand Educational Justice15th Annual Conference onDiversity in Organizations,Communities and NationsJuly 15-17, 2015University of Hong Konghttp://ondiversity.com/the-conference

Upcoming Events of Interest in Diversity and Higher EducationTransforming STEM Higher Education: Network for Academic Renewal ConferenceNovember 6-8, 2014Atlanta, GeorgiaThe conference will strate -gically address several dimensions of STEM highereducation reform, includinginnovative and effective approaches to undergraduateSTEM teaching and learning;strategies for measurementand evaluation; inclusive ex-cellence; faculty professionaldevelopment; and advance-ment of effective institutionalchange strategies.https://aacu.org/meetings/stem/14/index.cfm

IN OUR VISION…ODEI aspires to

strengthen diversity asan integral componentof academic excellenceat the State University

of New York. Engagement throughinclusion is a corevalue, and ODEI promotes new

partnerships, withinthe 64-campus SUNYsystem and beyond,that embrace the

inseparable connectionbetween academic excellence and diversity.

ference. Representatives fromthe county and state supportedthe conference and welcomedparticipants—some even pro-vided video greetings, includingSenators Charles Schumer andKirsten Gillibrand as well as Alfonso David, Esq., representingthe Governor’s office. CountyExecutive Steven Bellone andNassau County Deputy Execu-tive for Health and HumanServices Phillip Elliott addedtheir support, recognizing theways that this marketing andoutreach event could impact the economy on Long Island.Speed networking sessions

were a novel feature of thisconference and afforded 624sessions to take place, resultingin a form of “matchmaking”where 52 buyers were matchedwith 80 vendors. Pamela Swanigan, Director

of SUNY’s University-wide Minority and Women-Owned

SUNY’s university-wide Office of Minority and Women’sBusiness Enterprise joined withStony Brook University and theNew Millennium DevelopmentServices Inc. in sponsoring aregional economic developmentconference in June 2014, whichattracted approximately 700small and minority and women-owned Long Island businessesto network and learn aboutcontract opportu nities in NewYork State.The conference was de-

signed to recognize the diversityof vendors and contractors onLong Island and help thesesmall-scale businesses becomeaware of business opportunitieswith Stony Brook and SUNY, theDormitory Authority and a myr-iad of other companies. Long Island officials underscored the importance of maximizingM/WBE outreach through devel-opment initiatives like this con-

Making Contacts, Winning Contracts for M/WBEPAGE 11

DIVERSITY COUNTS

Business Enter prise also cre-ated an awards program to recognize SUNY colleges thatare working hard to improvetheir M/WBE parti cipation. Inthis first year of awards, StonyBrook was recognized as themost improved campus, andPurchase College received anaward for both Minority Busi-ness Enterprise and Women’sBusiness Enterprise. Two keyofficers at Stony Brook, Assis-tant Director of Contracts MaryLaCorte and John Mastromarino,in the Office of Procurement,both received individual awardsfor the use of innovative andstrategic tools to maximizeM/WBE outreach. Under Pamela’s leader-

ship, extensive workshop training and information sharing with the business community is helping SUNY reach new plateaus in M/WBE participation.

Great ConferenceMetrics!

703 Conference Attendees

92 Conference Exhibitors

12 Workshops

38 Conference Speakers

Pamela Swanigan, Directorof SUNY’s University-wide Minority and Women-Owned

Business Enter prise.

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African Americansand Community Engagement inHigher Education: Community Service, Service-Learning, andCommunity-Based Research

ISBN13: 978-1-4384-2873-4 hardcoverISBN-978-1-4384-2874-1 paperback

SUNY Press, 2009

Edited by Stephanie Y. Evans, Collette M, Taylor,Michelle R. Dunlap and DeMond S. Miller

The contributors encourage campus administrators faculty/staff and the community to reflect on the beneficial relationships that can thrive in terms of engagement beyond the campus to help build cultural competence.

Books of InterestODEI has partnered with SUNYPress to display titles on various aspects ofdiversity. These and other titles are available at SUNYPress.edu.

Diversity, Social Justice, and Inclusive Excellence:

Transdisciplinaryand Global

Perspectives

ISBN13: 978-1-4384-5163-3 HardcoverISBN13: 978-1-4384-5164-0 ebook

SUNY Press, 2014

Edited by Seth N. Azumah and Mechthild Nagel

The essays in this volume focus on many aspects of diversity and oppression in various cultures and how systems of oppression

may be challenged.

Black Male Collegians: Increasing Access,

Retention, and Persistence in Higher

Education, AEHE

ISBN: 978-1-118-94165-2Jossey Bass, 2014

Edited by Robert T. Palmer, J. Luke Wood,T. Elon Dancy, and Terrell L. Strayhorn

Improving college access and success amongBlack males has garnered tremendous attention. The lack of progress among

Black men in higher education has causedresearchers, practitioners, and policymakersto become increasingly focused on ways to increase their access and success.

It delineates institutional policies, programs,practices, and other factors that encouragethe success of this population in our society.

Engaging Imagination

by Alison James,and Stephen D.Brookfield

ISBN: 978-1-118-40947-3, 2014

Jossey-Bass Publisher

Nurturing creativity and innovation for success beyond the classroom. Alison

James, an expert in creative arts education,and Stephen D. Brookfield, bestselling

author, outline how creative exploration canextend students’ reflective capabilities in apurposeful way, help them understand theirown potential and learning more clearly,and imbue students with the freedom togenerate and explore new questions.

IN OUR MISSION…ODEI strengthensSUNY’s ability to create a learning

environment needed todevelop extraordinaryleaders who will succeed in an

increasingly culturallydiverse and globalizedsociety. The office focuses on SUNY’sgoal of providing thehighest quality

educational experiencethat is fully

representative of thediversity of human difference in

New York State.

A Publication of

The Office of Diversity, Equity and Inclusion (ODEI)

SUNY System Administration

State University Plaza10th floor

Albany, NY, 12246

Phone: 518-320-1189Fax: 518-320-1155

http://system.suny.edu/odei/

Other New and Interesting Titles