Diversity Fact Sheet

2013: A Departmental review of diversity, equity and inclusion

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Southeastern Oklahoma State University is proud to present this

Diversity Fact Sheet. The University’s commitment to diversity is clearly articulated in

its 2015 Vision Statement:

“Strong academic and student life programs with a solid liberal arts and sciences

foundation will characterize the University. Areas such as diversity, globalization,

uniqueness, and cultural richness will be distinctive features of the institution.’’

In addition, Southeastern’s five strategic goals are Academic Excellence, Facilities,

Funding, Recruitment and Retention, and Diversity and Cultural Competence:

“By 2015, Southeastern will have established a nurturing environment and

programming that attracts, actively recruits, and retains a university community of

faculty, staff, and students with diverse national, ethnic, and racial backgrounds.’’

The University recognizes that reaching this goal is an on-going process that requires

diligence and strategic planning. Providing such an environment is something we

owe to our students and leaders of tomorrow as they continue down the path to

success.

Larry Minks

President

Southeastern Oklahoma State University

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Message from President Minks..................................................................................... 1

Table of Contents .......................................................................................................... 2

Prologue ......................................................................................................................... 3

Historic Diversity Events .............................................................................................. 4

Office of Equity, Compliance and Diversity ............................................................. 5-6

Office of Human Resources ..................................................................................... 7-14

Department of Health, Physical Education and Recreation

Department of Athletics ............................................................................. 15-19

Counseling Center ...................................................................................................... 20

Enrollment Management Division ......................................................................... 21-24

Math Department ........................................................................................................ 25

Department of Biological Sciences ......................................................................... 26-27

Department of Music ............................................................................................. 28-29

Talent Search ......................................................................................................... 30-32

Educational Opportunity Center ........................................................................... 33-34

Department of Social Sciences ............................................................................... 35-36

Center for Regional Competitiveness .................................................................... 37-39

Aviation .................................................................................................................. 40-41

Aviation Management ............................................................................................ 42-43

Department of Management and Marketing ........................................................ 44-45

Department of Residence Life ............................................................................... 46-47

Student Support Services ....................................................................................... 48-50

Minority Student Programming ............................................................................ 51-52

Occupational Safety and Health ................................................................................. 53

Honors Program ..................................................................................................... 54-59

Prepared by: Office of Equity, Compliance and Diversity

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Prologue

Southeastern Oklahoma State University continues to remind everyone that diversity is

that rich mixture of race, age, sexual orientation, religion, varying physical abilities, gender,

ethnic and geographic backgrounds essential to the quality of campus life. Students need new

skills, competencies and knowledge to meet the challenges of America’s increasing diversity and

to build a better world. To provide them with these skills, Southeastern Oklahoma State

University’s professors, administration and staff have committed themselves to providing

educational opportunities that promote the intellectual, cognitive and moral development of its

students.

The University is consistently trying to create and re-evaluate its commitment to

diversity. There is a struggle in providing the best education in the most open learning

environment. The University continues to strive to attract and open opportunities for qualified

staff that adequately represent the diverse student body. Students from diverse populations are

recruited through established venues such as college fairs, counselor contacts, etc. Also, SOSU

recruits and advertises through ethnically and racially specific, religious and Native American

outlets such as the Black Alumni Chapter, the Talent Search Alumni Chapter, as well as

participation in numerous parades and activities. In addition, the Henry G. Bennett Memorial

Library contains the largest collection of racially and ethnically specific holdings in southeast

Oklahoma and northern Texas.

Southeastern Oklahoma State University is committed to promoting diversity and equal

opportunity. It is the policy of the University that there is no discrimination on the bases of race,

ethnicity, color, national origin, sex, age, religion, handicap, or status as a Vietnam era veteran,

special disabled veteran, or status protected under applicable federal, state or local law or

ordinance in any of its policies, practices, or procedures. This includes, but is not limited to,

admissions, employment, financial aid and educational services. This policy is in compliance

with Title VI of the Civil Rights Act of 1964; Title VII of the Civil Rights Act of 1964, as

amended by the Equal Employment Opportunity Act of 1991; Executive Order 11246 as

amended; Title IX of the Education Amendments of 1972 of the Higher Education Act, and other

federal laws and regulations. Complaints of discrimination and harassment are investigated and

enforced by the Affirmative Action Officer primarily for faculty and staff; complaints of

discrimination and harassment are investigated and enforced primarily by Student Services for

students.

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Historic Diversity Events

1996- First Native American Symposium

1997- First Diversity Report created by Academic Affairs

2003- First Diversity Fact Sheet

Captain Gail Gorski – graduated from SE in 1974. She was the first female pilot hired by

United Airlines and was named Distinguished Alumni in 2012.

Crystal Robinson – graduated from SE in 1996 and was the first African American

female to play in the WNBA and also was the fall 2007 Commencement speaker. She

was also named to the SE Athletics Hall of Fame Class of 2009.

Joe Chow – graduated from SE 1980 SE grad, was the first Asian male to be our

Commencement Speaker in spring 2011.

Dr. Cordell Adams – graduated from SE in 1982 and was the first African American male

named as Distinguished Alumni in 2009 and also our Commencement speaker for fall

2012.

The first African American Reunion with alumni who graduated in the 70’s during

Homecoming 2010.

Reenactment of Kate Galt Zaneis, the ninth president of Southeastern State Teachers

College (1935-37), who was the first female in the nation to serve as a president of a

public college or university.

Diversity Advisory Council

Title IX Advisory Council

2013- Native American Center for Student Success ribbon cutting

Appointment of Native American Advisement Counselor

Native American Studies Program

Black Alumni Chapter of SOSU Foundation

Hispanic Honor Society

SOSU Library houses largest ethnic collection in Southeastern Oklahoma and North

Texas

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Mission Statement: The Office of Equity, Compliance and Diversity (OECD) is a unit of the

Office of the President which promotes, integrates, and transfers equity and diversity principles

to insure a welcoming and nurturing environment and advance the mission of Southeastern

Oklahoma State University. The OECD employs multiple approaches to attain its strategic

objectives. These include:

OECD strives to:

Ensure the University's compliance with State and Federal Equal Opportunity,

Affirmative Action laws, and the Americans with Disabilities Act;

Protect equal opportunity, related to conditions, terms and privileges of employment and

education;

Develop an Affirmative Action plan

Provide an internal avenue of redress through the investigation and resolution of

complaints of unlawful discrimination and harassment, including sexual harassment;

Support the University in its proactive recruitment, hiring and retention policies to

enhance a welcoming and nurturing environment for students and employees;

Foster mutual respect and understanding among all campus communities and

constituents.

Promote an awareness of, and appreciation for diversity awareness and partnerships

OECD plays a role in the following:

Establishing personal networks and professional working relationships with agencies,

professional associations, businesses and community leaders;

Participating in minority professional events, monthly meetings and annual conferences

e.g. Oklahoma Diversity Officers and Practitioners Consortium, National Conference on

Race and Equity in Higher Education, Oklahoma Women in Higher Education, etc.;

Retaining active membership and participating on community boards and community

based organizations;

Raising awareness of recruitment and retention policies for faculty and staff;

Developing training programs for all University members;

Supporting efforts to expand an inclusive multicultural curriculum;

Grievance process for ADA and harassment.

Training Programs Available:

EO/AA Update Briefings

Legal and Illegal Interviewing Practices

AA Plan Development

Diversity Awareness Training

Cultural Competence Training

Sexual Harassment Prevention Training

The Office of Equity, Compliance and Diversity

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Resources Available:

Information on Affirmative Action

Information on Diversity related programs

Information on Americans with Disabilities Act

Information on Sexual Harassment Policy

Information on Discrimination, Disparate Treatment and equity.

Additional Information and Resources

Visit the U.S. Equal Employment Opportunities Commission (EEOC) web site for

extensive information on the employment laws they enforce. Information on the federal

civil rights laws enforced by the US. Department of Education can be found at the Office

for Civil Rights site

EthicsPoint (anonymous complaint reporting through Regional University System of

Oklahoma (RUSO ): https://secure.ethicspoint.com/domain/media/en/gui/30756/index.html

Where is the Office for Equity, Compliance and Diversity? Room 311- Administration Building

580-745-3090 FAX 580-745-7448

In case of emergency, contact: The Office of the President at 580-745-2512.

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Office of Human Resources

Mission Statement

The Office of Human Resources is committed to facilitating the accomplishment of Southeastern

Oklahoma State University’s mission by providing services in the areas of human resources

including: employee benefits, salary administration, worker’s compensation, human resource

development and leadership development, confidential personnel recordkeeping, equal

opportunity employment and effective employee relations. We will continually search for and

implement better and more efficient ways to provide these services -- all of which promote the

security and well being of the University’s most valuable resource – our students, faculty and

staff.

Vision Statement

The Office of Human Resources strives to ensure compliance with University and Board policies

and procedures, and federal and state employment and benefit laws. We also recognize and

support the rich diversity of students, employees, visitors and local community by being

sensitive and culturally aware.

The Office of Human Resources will support and enhance the Southeastern Vision 2015 through:

Research, development and revision of university policies and procedures, such as our

Affirmative Action, Equal Employment, Nondiscrimination policy.

Participate in the globalization of SE through efforts to improve the university recruiting,

search and screening procedures.

Identify and encourage our uniqueness by continued advisement and HR staff leadership

participation and in the Southeastern Staff Association, the Institutional Diversity

Council and our HR webpage, Employment Opportunities webpage, and in our

advertisement statewide and nationwide and networking with RUSO and other higher

education institutions.

Encourage and provide learning opportunities about cultural richness through

participation and development of the Southeastern Organizational Leadership

Development Committee by providing and attending cultural workshops each year for

faculty, staff and students. This committee will partner with the Office of Student

Services in this endeavor. Continue support of student cultural groups by donating to

their fundraising activities.

Core Values

The Office of Human Resources is committed to the core values of:

kindness

honesty and integrity;

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confidentiality;

professionalism;

customer-focused service;

innovation and creativity;

open and effective communications;

accurate, timely and reliable information; and

teamwork.

A. Curricular Enhancements:

The Office of Human Resources, in coordination with the Office of Equity, Compliance and

Diversity, promotes affirmative action awareness and responsibilities by addressing/monitoring

all aspects of employment policies, practices and procedures, including the application and

selection process; fringe and statutory benefits; training opportunities (including the Southeastern

Organizational Leadership Development workshops) ; performance appraisals; promotions and

transfers; and discharges and retirements.

B. Policy, Procedures and Practices:

The Office of Human Resources, in coordination with the Office of Equity, Compliance and

Diversity, distributes copies of the Southeastern Nondiscrimination, Equal Opportunity,

Affirmative Action Policy to all current employees of the University community and to all those

who join as new employees who join the SE community in the future by including this policy in :

the Academic Policies and Procedures Manual; the Administrative, Professional and Support

Staff Employee Handbook, and in the SE College Catalog; other appropriate publications,

agreements and contracts. A copy of the Affirmative Action Plan is also on file in the SE library

for reference by students and staff, and copies of this policy are made continually available in the

Office of Human Resources.

At the beginning of the academic year, the Nondiscrimination, Equal Opportunity, Affirmative

Action Policy is presented in new faculty orientation, and in the new staff orientations, and at

various departmental meetings held with full-time employees. The policy is also given to new

employees when they sign up for payroll and benefits in the Office of Human Resources.

Policies and procedures are highlighted on the Human Resources web page where links are

provided for the RUSO board, SE faculty and SE staff handbooks.

C. Programs and Initiatives:

SE has established a standard procedure to guide the process of hiring employees. It also

represents a procedure for affirmative action monitoring and reporting for each position within

the institution. The procedure serves as a definitive base for those who participate in the process.

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It is distributed and reviewed at the initial meeting with the official or diverse group responsible

for the selection. The procedure involves a number of steps. It includes but is not limited to the

following:

1. Vacancy. A vacancy is defined as that which requires the hiring of

a replacement of an employee for a current position or the hiring of

an additional employee in a newly created position. Each time a

vacancy is declared, the job description is reviewed to include

additional duties and responsibilities and to delete those items that

no longer apply. The job descriptions are uniform in design, and an

attempt is made to be as specific as possible. The department

declares a vacancy by initiating an Employment Request form with

pertinent information from the job description. The Employment

Request form is filed with the director of human resources and

reviewed by the affirmative action officer. The affirmative action

officer and/or the director of human resources meet with each

member of the search committee that has not undergone training

within one year. The following is an outline of a job description and

the Employment Request form:

JOB DESCRIPTION

a. Job Title - It is as concise as possible.

b. Department - Identifies department where position is

assigned.

c. Job Summary - A brief description of major responsibility(s)

of the position and the title of the direct supervisor.

d. Essential Duties and Responsibilities - General areas

of responsibility are outlined in this section. Additional

safety duties are included.

e. Minimum Education, Training and Experience -

Required - This part of the job description clearly

states the education, training, experience and skills that

are absolutely necessary to perform the job. All job

requirements must be job related. Vague qualifications,

such as personality traits and social skills and other

traits such as age, sex, race, color, creed and nationality

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are not included. Qualifications unique to this

particular job are also included at this point.

Preferred - This sub-section is used to clearly state

preferred qualifications whenever those have been established.

g. Signature of Supervisor and Date Signed - The immediate

supervisor signs and dates the job description.

EMPLOYMENT REQUEST

a. Replacement for Existing or New Position - Establishes that

the position is an existing one and the name of the outgoing

employee is listed, or establishes the position is a new

position. If the position is a new job classification, a detailed

job description must accompany the Employment Request Form.

b. Department - Identifies the department where the position

is located.

c. Recommended Title - Identifies the recommended title for a

new position.

d. Requested Salary Range and Approved Salary Range -

The specific salary range is requested and must be confirmed

by the Director of Human Resources for equity with

comparable positions at the university and comparable

universities located in the State of Oklahoma and in the Board

of Regents of the Regional University System of Oklahoma

(RUSO) tuition and fees comparison group of other state

universities as well as RUSO schools. In some instances the

salary range is negotiable and may be determined by national

survey statistics because of scarcity, competition between

agencies, uniqueness of the position, etc.

For faculty positions, the Southeastern faculty salary card is

applied to determine equitable salaries for faculty based on

academic rank, teaching experience, with the exception of the

programs under the John Massey School of Business, which

pays market per the AACSB requirements. Faculty salary

comparisons are conducted using AAUP survey data, which is

also reported in the Chronicle of Higher Education.

e. Beginning Date of Employment - The department lists the

earliest possible date of hire.

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f. Type of Appointment and Job Classification - This section

indicates whether the position is Regular Full-time, Temporary

Full-time, Regular Part-time, Temporary Part-time, Graduate

Assistant. This section also indicates Administrative/

Professional, Support/Non-classified, or Technical/Professional.

g. Skills Required - The minimum skills and experience required

to perform the job responsibilities and duties are listed as they

appear on the job description.

h. Educational Qualifications Required - The minimum education

required to perform the job responsibilities and duties is listed

as it appears on the job description.

i. Justification for this Position - Justification for filling this

position is documented by the supervisor making the

employment request.

j. Advertising – University website, local, state, and national

newspapers preferred by the department for publicizing the

vacancy. The AAO reviews and assigns further advertising as needed.

k. Search Committee Chair and Members or Interviewer - Names

of the committee or interviewer are entered on this document. The

affirmative action officer and/or the director of human resources review for

diversity.

j. Signatures of Approval - This section contains signatures

of all applicable supervisors and administrators.

2. Procedure for Application. The university maintains a complete

application file for review. For a complete application, four items are required to

be submitted to the Office of Human Resources: (1) a letter of application, (2) a

vitae, (3) three professional references with contact information including the

names, phone number and/or email, and (4) college transcripts, if applicable. An

application deadline date maybe set to indicate the last day applications can be

received, or the department may determine to use the statement "until position is

filled."

3. Search Procedures. SE initiates a search for applicants as follows:

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a. Internal announcement of a vacancy. Notices are

posted on the Job Announcement bulletin board. In

addition, announcements are distributed via campus

mail or mass e-mail broadcast to all areas upon request

by the search committee or interviewer.

b. External announcement of a vacancy. Notices are

published in recruitment area newspapers (i.e., local,

state, regional, national), in any appropriate specialized

publications, and posted on the employment page of the

university web site. Notices for faculty positions and

executive or administrative academic positions (i.e.,

department chair, dean, vice president, and assistant

vice president) may also mail to college placement

offices in Oklahoma and an eight-state region around

Oklahoma. The Workforce Oklahoma Durant Center

and the Veterans Office representative (located within

the Durant Workforce office) receive position

announcements via email attachment.

A search may not be required for certain non-faculty positions if an

adequate pool of standing applications is on file. This includes

non-exempt positions such as technician, secretary, clerk,

maintenance worker, groundkeeper and custodians. The area

supervisor is authorized to review applications, interview applicants

and recommend employment.

4. Screening of Applicants. A screening committee or interviewer(s)

is appointed for each position. The Office of Human Resources

sends the screening committee chair and committee members or

interviewer(s) an Employment Legal Perspective listing that

describes the equal employment opportunity laws affecting hiring

decisions and practices, an Applicant Screening Chart that provides

anti-discrimination guidelines, and the Screening Committee

Statement of Understanding of Affirmative Action and Equal

Employment Opportunity (containing the university Affirmative

Action Compliance Statement) that each committee member signs.

By signing, each individual screening committee member indicates

that he or she has reviewed the information, understands the

selection process and will comply with the process. Once the

deadline has passed for accepting applications, the screening

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committee begins its processes. All applications are screened based

on job related qualifications as outlined in the job description,

which is also provided to the search committee. The search

committee is advised to provide the job description to candidates

for review.

On average three to five candidates are invited to interview with the

screening committee members from the organizational unit, and

appropriate members of related units/divisions. Professional

positions may also be interviewed by the unit vice president and,

when applicable, the university president.

After this series of interviews, the department chair/supervisor and

the dean evaluate the candidates on the basis of their qualifications

and appropriateness for the open position. A recommendation is

forwarded to the unit vice president and, when applicable, the

university president for final approval.

Subsequently, an offer is made and an Employment Transaction

form is prepared with the effective start date.

Short-term, temporary part-time and temporary full-time

appointments usually do not involve the screening process and are

also approved by the unit vice president.

5. Reasons for Selections and Rejections. The university has

established a standard procedure whereby the screening committee

members must record during the screening process their reasons for

rejection of the unsuccessful applicants. This information remains

on file for the required length of time. All screening committee

members must attend a training session with the affirmative action

officer and/or the director of human resources. If members served

on other committees and attended the training session within one

academic year, they will be exempt.

6. Notification. Following the screening process, interviews of the

finalists, and recommendations for hire, all applicants not selected

are notified that the position has been filled.

Periodic reviews are made as required of documents relating to the employment process; e.g., job

descriptions, job announcements and advertising procedures to assure that the input of their use

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is not discriminatory against persons protected by this compliance plan and by law. Periodic

review is made of selection procedures to ascertain affirmative action compliance. The

university supports the philosophy that each employee should be given an opportunity to

advance either in position and/or salary; therefore, any policy statement should not adversely

affect an employee's opportunities for advancement.

To indicate institutional compliance with the various laws and regulations that require a

Nondiscrimination, Equal Opportunity and Affirmative Action Policy, the following statement is

intended to reflect that Southeastern Oklahoma State University shall, in a manner and respects,

continue to be an Equal Educational Opportunity. This institution , in compliance with Title VI

and VII of the Civil Rights Act of 1964, Title IX of the Education Amendment of 1972, and

other federal laws and regulations does not discriminate on the basis of race, color, national

origin, sex, age, religion, handicap, genetics, or status as a veteran in any of its policies, practices

or procedures. This includes, but is not limited to, admissions, employment, financial aid, and

educational services.

It is the policy of Southeastern Oklahoma State University to take every available opportunity to

ensure that each applicant who is offered a position at the University shall have been selected

solely on the basis of qualification, merit, and professional capability alone.

It is further the policy of the University to be in voluntary compliance with any and all statues,

regulations, and executive orders which deal with equal opportunity and nondiscrimination,

regardless of whether such statues, regulations, or executive orders be of federal or state origin.

The University subscribes to the fullest extent the principle of the dignity of all persons and their

labors. In order to insure complete equal opportunity, the University shall actively recruit

applicants for positions from all segments of the population locally and nationally.

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These two separate but integrated departments work with a very diverse population of students.

Because the majority of the faculty both teach and coach, the recruitment of student-athletes

impacts our academic department’s enrollment. As student-athletes are recruited, the

determining factors in the recruitment process are athletic ability, academic eligibility, and

character development. After these student-athletes enroll at Southeastern and become a part

of our program, they become an integral part of us with differences and similarities accepted as

a part of each individual. The relaxed atmosphere and the nature of many of our courses

contribute to a setting that is conducive to a comfortable, informal interaction among our

diverse population of students and/or student-athletes.

This active recruitment benefits the Department in three ways:

Many of these student-athletes want to teach physical education and coach or work in

a recreation setting so they declare a major in Health and Physical Education or

Recreation.

The student-athletes who do not major in Health and Physical Education or

Recreation will still generally enroll in some departmental courses.

The recruitment of student-athletes results in a very diverse roster of students

populating our classes.

A. Curricular Enhancements –Several courses are offered as a part of the

Departmental curriculum:

HPER 3462 – ADAPTED PHYSICAL EDUCATION (The course focuses

on adapting teaching techniques and modifying lesson plans as well as how

to meet the needs of exceptional children.) [required in both programs]

HPER 3652 – RECREATIONAL LEADERSHIP (The course focuses on

planning and executing recreational programs for all age groups.) [required

in Recreation program] [elective in Health and Physical Education program]

HPER 4622 – COACHING WOMEN’S TEAM SPORTS (The course

focuses on planning and coaching women in basketball, softball, and

volleyball.) [elective in both programs]

HPER 4802 – CARE AND PREVENTION OF ATHLETIC INJURIES

(This course focuses on recognizing, preventing and treating common

athletic injuries. Some of the topics studied are:

the differences in handling males and females with Head Illnesses;

a race comparison in handling Head Illnesses;

the differences in males and females involved in Sudden Cardiac Events;

a race comparison with individuals involved in Sudden Cardiac Events;

Department of Health, Physical Education and Recreation

Department of Athletics

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the differences between males and females suffering muscular-skeletal

injuries;[required in Health and Physical Education program];[elective in

Recreation program]

HPER 4982 – SPORT PSYCHOLOGY (The course focuses on

gaining an understanding of how to address the differences in

coaching males and females.) [elective in both programs]

B. Policy, Procedures and Practices --

Because of the intertwining of personnel in the HPER Department and Athletics

Department, our Departmental Faculty interacts daily with both genders of

students from all races and cultures and lifestyles. Our discipline attracts

students, and especially student-athletes, from many places in the world. These

students are our business and our calling; therefore, each of us works to help each

student feel comfortable and appreciated in our department. We want each

student to graduate with a degree and to achieve his/her personal career goals.

C. Programs and Initiatives –

HPER 3553 – ELEMENTARY SCHOOL PROGRAM --- multicultural

games and dances are taught and practiced. This initiative was implemented

to expose Southeastern students to physical activities from other countries and

to encourage Teacher Candidates to integrate information from other areas of

the curriculum with physical education, e.g., geography, social studies.

HPER 3462 – ADAPTED PHYSICAL EDUCATION --- the whole course

emphasizes “inclusion”. Students are required to observe a student with a

disability for a total of six hours. They also do a physical activity with

students with disabilities at a local elementary school. After this experience,

students submit a Reflection Paper.

HPER 3652 – RECREATIONAL LEADERSHIP --- Nursing Home Field

Experience. Students are required to volunteer for a total of five hours. They

are expected to help the Activity Director with whatever is planned.

SPECIAL OLYMPICS TRACK MEET --- students from our classes as

well as faculty members plan and administer the Special Olympics Track

Meet for the special athletes in this region.

D. Recruitment, retention or mentorship –

Dr. Reed, through the Connect to Complete Title III Grant, is serving as a

Mentor to five to ten Native American students.

Our instructor/coaches work closely with the very diverse population of our

student-athletes.

Within Athletic Training, the work force is comprised of male, female,

African American, Hispanic, Caucasian, and Native American. The Head

Trainer and Assistant Trainer work daily with each other and each of the

graduate assistants and undergraduate student assistants as they care for the

student-athletes.

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This information reports gender and ethnicity as well as a breakdown of sport-by-sport

participation. In no way are we saying that all of these student-athletes major in one of our

programs, however, it does have a definite impact on our enrollment.)

Sports Ethnicity Breakdown for 2011 - 2012

Baseball

White Black Asian Hispanic American

Indian

Native

Hawaiian

Two or

M o r e

Races

Other/Unknown Non-Resident

Alien

M W M W M W M W M W M W M W M W M W

Student-Athletes 19 0 0 0 0 0 1 0 8 0 0 0 0 0 0 0 0 0

Football

White Black Asian Hispanic American

Indian

Native

Hawaiian

T w o

or

M o r e

Races

Other/Unknown Non-Resident

Alien

M W M W M W M W M W M W M W M W M W

Student-Athletes 50 0 74 0 0 0 0 0 5 0 2 0 0 0 0 0 0 0

Bas

ket

ball

White Black Asian Hispanic American

Indian

Native

Hawaiian

Two or

M o r e

Races

Other/Unknown Non-Resident

Alien

M W M W M W M W M W M W M W M W M W

Student-Athletes 4 0 11 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0

Men's Golf

White Black Asian Hispanic American

Indian

Native

Hawaiian

Two or

M o r e

Races

Other/Unknown Non-Resident

Alien

M W M W M W M W M W M W M W M W M W

Student-Athletes 10 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

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Women’s Softball

White Black Asian Hispanic American

Indian

Native

Hawaiian

Two or

M o r e

Races

Other/Unknown Non-Resident

Alien

M W M W M W M W M W M W M W M W M W

Student-

Athletes

16 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0

Women's Basketball

White Black Asian Hispanic American

Indian

Native

Hawaiian

Two or

M o r e

Races

Other/Unknown Non-Resident

Alien

M W M W M W M W M W M W M W M W M W

Student-Athletes 0 14 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0

Women's Cross Country

White Black Asian Hispanic American

Indian

Native

Hawaiian

Two or

M o r e

Races

Other/Un

known

Non-Resident

Alien

M W M W M W M W M W M W M W M W M W

Student-Athletes 0 6 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0

White Black Asian Hispanic American

Indian

Native

Hawaiian

Two or

M o r e

Races

Other/Unknown Non-Resident

Alien

M W M W M W M W M W M W M W M W M W

Student-Athletes 9 0 1 0 0 0 2 0 0 0 0 0 1 0 0 0 0 0

Women's Tennis

White Black Asian Hispanic American

Indian

Native

Hawaiian

Two or

M o r e

Races

Other/Unknown Non-Resident

Alien

M W M W M W M W M W M W M W M W M W

Student-Athletes 0 4 0 0 0 0 0 1 0 2 0 0 0 0 0 0 0 1

Mens Tennis

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Women's Volleyball

White Black Asian Hispanic American

Indian

Native

Hawaiian

Two or

M o r e

Races

Other/Unknown Non-Resident

Alien

M W M W M W M W M W M W M W M W M W

Student-

Athletes

0 11 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0

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Counseling Center

A. Curricular Enhancements: Specific counseling endeavors must be directed to the reduction

of marginalization of individual students or student populations on college campuses because

mental illness does not discriminate. The SE Counseling Center strives to provide services,

programs, and interventions which support students’ mental health, individual development,

personal goals, and community engagement. Such efforts are based on a foundation of

respecting others and valuing diversity of ethnic and cultural backgrounds, freedom of

expression, sharing of opinions different from one’s own, and interacting with the community at

large to build safe, equitable, and enriching opportunities to meaningfully engage with others.

B. Policy, Procedures and Practices: “SE will not discriminate in any employment practice,

education program, or educational activity on the basis of race, color, religion, national origin,

sex, age, disability, or veteran status. The Director of Institutional Diversity, AAO has been

designated to handle inquiries regarding the nondiscrimination policies.” The SE Counseling

Center upholds this practice through its staff hiring practices, educational endeavors, and clinical

mental health services.

C. Programs and Initiatives: The SE Counseling Center Department Mission states

in an effort to extend the university’s learning environment, the Counseling Center offers

services designed to encourage students in acquiring skills to become proactive, socially

responsible, and accountable individuals. The Counseling Center supports a holistic approach,

which facilitates student development and achievement through personal counseling, educational

programming, and crisis intervention. The Counseling Center’s emphasizes the importance of

participating, modeling, and offering co-curricular activities which value and support the needs

of a varied student population.

C. Recruitment, retention or mentorship: The SE Counseling Center strives to have diverse

representation among its staff and student workers which encourages a welcoming interaction for

all individuals seeking mental health services

Counseling Center

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Enrollment Management Division

A. Curricular Enhancements:

ORIE 1002 – College Success

Beginning in 1991 the ORIE 1002 (College Success) courses have include cultural exploration,

understanding diversity and global perspectives as part of the curriculum. As stated in each

syllabus, the purpose of this course is to provide an opportunity for freshmen students to learn,

practice and adopt specific strategies to support their success in college. Class time is spent in a

variety of activities, including lectures, exercises, and group discussions of issues relevant to

student achievement. Class texts and curriculum include time on diversity and understanding.

Additionally, designated ORIE 1002 sections for specific student populations include:

1) a Native American student section taught by a Native American instructor with cultural

curriculum integrated with college success strategies.

2) a non-traditional student section is also provided for students who are clients of Student

Support Services and integrates adult learning strategies for student success.

Native American Studies

Southeastern offers a Native American Studies minor (18 semester hours) that is coordinated

through the Behavioral Sciences department in conjunction with the Native American Center for

Student Success. It is multi-disciplinary in nature. Choctaw Language and Culture and

Chickasaw Language and Culture are offered by instructors from the Choctaw Nation of

Oklahoma and The Chickasaw Nation. Instructor offices are provided in the Center for Student

Success housed with the Native American Center for Student Success. Students may also

complete a minor in Choctaw Language.

Native American Studies Minor Requirements (choose three, fourth may be taken for

elective credit):

NS 1113: Introduction to Native Studies

NS 3113: Native Policy and Law

NS 3213: Native Religion and Philosophy

One of the following:

NS 1513/CHTW 1513: Choctaw Language and Culture

NS 1213: Chickasaw Culture and Language

Six Hour of Electives Required (Choose any two of the following.)

NS 2113: Native Health and Wellness

NS 3313: Native Educational Policy

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SOC 3823: Native American Cultures

HIST 3573: Native American History

ENG 3963: Native American Literatures

ART 3103: Native North American Art

SOC 2453: Race, Gender, and Ethnic Relations

B. Policies, Procedures and Practices:

Beginning in 2008, each job description for Enrollment Management includes a statement for

diversity:

“Must demonstrate a commitment to diversity and ability to work with diverse persons.”

The Division of Enrollment Management is committed to providing opportunities for ALL

students to reach their full potential by focusing on access and success. We do this by:

Establishing relationships with prospective and current students, recognizing each

student’s unique background and experience.

Establishing policies and procedures that support individuals and foster productive

communities by identifying and breaking down barriers to student access and success.

Supporting student access by actively recruiting and retaining students and staff with

diverse backgrounds and actively recruiting traditionally under-represented students.

Supporting student success by listening to student needs and providing individualized

assistance to overcome barriers.

Supporting civic engagement by recognizing and promoting responsible citizenship

through community-base problem solving in the student programs we administer.

Reflection on diversity and engagement in our individual responsibilities to recruitment,

retention, partnerships, campus climate and professional development.

All student recruitment publications reflect the diversity of our student population and feature

student life opportunities and student cultural opportunities.

Enrollment Management has hosted workshops on diversity as part of staff training and actively

encourages staff to participate in the University SOLD program, campus programs on diversity,

and participation in cultural events.

The Enrollment Management Vision Statement includes specific language regarding diversity as

demonstrated in the statements below:

Enhance Southeastern’s strengths of connectedness and familial relationships by

emphasizing personal attention to the individual needs of all parties.

Actively recruit and retain a university community of faculty, staff and students with

diverse national, ethnic and racial backgrounds.

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Actively recruit traditionally under-represented students and offer scholarship programs

to attract students of various socio-economic and academic levels.

Offer the highest standard of services that promotes combinations of student recruitment

and retention strategies in consideration of changing demographics and course delivery

methods.

C. Programs and Initiatives:

Native American Student Visitation Day- 2006, 2007, 2008, 2009, 2010, 2011, 2012

Local high school students experience a day on campus to gain a better knowledge of campus

life and to learn more about local tribal nation’s resources.

Native November- 2011, 2012

Various events are hosted throughout the month of November. In coordination with the Choctaw

and Chickasaw Nations, cultural and educational events are held on the Durant campus. The

events are open to all college students as well as the community. Example of events: Traditional

Social Dances, Fashion Show, Stickball, Guests Speakers, Roundtable Discussion with Choctaw

Nation staff, Field Trip to Chickasaw Cultural Center.

Cultural Activities

Provide cultural development for students and staff through attending tribal and community

events.

Cultural Tour of Choctaw Historical Sites in Oklahoma- 2008

Attended Red Earth (students and staff)- 2010, 2011, 2012

Choctaw Nation Labor Day Festival (students and staff)- 2008, 2009, 2010, 2011

Choctaw Indian Fair in Mississippi (students and staff)- 2010, 2011

Professional Development

Students and staff attend state and national conferences of professional organizations with a

focus on Indian Education.

State Johnson O’Malley- 2005, 2006, 2007, 2008, 2009, 2010, 2011, and 2012

Oklahoma Native American Students in Higher Education – 2012; Hosting 2013

National Johnson O’Malley- 2006, 2007, 2008, 2009

National Indian Education Association- 2006, 2008, 2009, 2010, 2011, 2012

Grant Applications

Submit grants annually to funding sources outside of the university.

U.S. Department of Education- Professional Development Teacher Education:

Awarded in 2005, 2009. Applied for annually between 2006 and 2012. Awarded the

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NAEIE grant in 2005 and 2009. Approximately 2.2 million awarded from both grants

combined.

U.S. Department of Education Title III Grant- C2C Project- Retention and Capacity

Building for the University: Awarded in October of 2011. Approximately 2 million in

grant funds awarded.

Increase Staff and Facilities

To increase the number of staff who works with Native American students.

October 2005 = 1 staff

January 2006 = 2 staff

March 2006 = 2 staff and 1 Choctaw Peer Advisor

June 2006 = 2 staff and 1 Choctaw Peer Advisor,1 Chickasaw Higher Education

staff

October 2011- 5 full-time staff, 1 Choctaw Peer Advisor, 1 Chickasaw Higher

Education staff, 1 Choctaw Language Instructor moved into the newly renovated

200 sq. ft. Native American Center for Student Success.

Summer Outreach Programs

Provide summer programs on campus to Native American high school students.

2009- Bat Camp for Chickasaw Students

2010- Johnson O’Malley Coordinator Workshops

2013- Chickasaw Summer Academy

International Student Office - Development

Enrollment Management is working to develop an International Student Office on campus to

meet the needs of our international student population. The proposal for the office which will

feature student support services and cultural programming will be submitted in Spring 2013.

This is a joint effort between Student Affairs, Enrollment Management and Academic Affairs.

D. Recruitment, Retention or Mentorship

Within the Enrollment Management Division each job posting is posted in a variety of areas to

encourage application from a diverse population. Each hiring committee meets regularly with

Human Resources and the Director of Equity, Compliance and Diversity and AAO to review

hiring practices. It is of the utmost interest of the division that our staff reflects the diversity of

our student population.

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Math Department

The Mathematics Department at Southeastern Oklahoma State University continues to be

committed to diversity.

A. Curricular Enhancements:

We address diversity issues in the classes that we teach.

In Elementary Math Methods and Secondary Math Methods, equity is one

of the 5 main “principles.” Gender equity is especially in the forefront in

consideration. Alternative algorithms used by other cultures are studied

and respected.

In History of Math and Math in the Liberal Arts, and somewhat in all of

our courses, we talk about contributions of women and various ethnic

groups to the field of mathematics.

B. Policy, Procedures, and Practices:

Heightening cultural competence and diversity for prospective teachers is a main

goal of our Mathematics Education program.

C. Programs and Initiatives: We have not instituted any programs with the specific purpose of

promoting diversity.

D. Recruitment, Retention or Mentorship:

We have 1 female full-time faculty member (out of 8) and 2 female adjunct

instructors (out of 3), and 1 Native American full-time faculty member.

The processes for hiring in the math department are standardized at the

university level.

About 40% of our Math and Math Education majors are minorities.

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The Department of Biological Sciences recognizes that issues of diversity and cultural

competence are important. As just one example that highlights this importance, based on one of

our minority populations of students, Native Americans, in 2012, the rankings in Diverse Issues

In Higher Education show that we are 9th

on the list of undergraduate producing programs for

graduation of those with Biological and Biomedical Sciences degrees.

A. Curricular Enhancements-

We offer a Bioethics course (BIOL4642) in the Fall and Spring semesters. Since topics

are often based in medicine and environmental issues it provides a great opportunity to

address issues across cultural, gender, economic, ethnic, etc., backgrounds. The students

also comment regularly on student reviews or directly to the faculty involved about the

importance of what they learn from other students (with a range of minorities and

backgrounds represented) in the class regarding such issues.

The senior seminar capstone courses required in our department also have a civic

engagement writing/presentation project which often brings such issues into the

classroom.

B. Policy, Procedures and Practices

None noted.

C. Programs and Initiatives

The Oklahoma Louis Stokes Alliance for Minority Participation (OK-LSAMP, a.k.a.,

“OKAMP”) program is funded by the National Science Foundation (NSF), and is

intended to increase the number of under-represented minorities in the fields of science,

math, engineering, and technology by providing qualifying students with scholarships

and paid summer-internship opportunities. Oklahoma State University (OSU) serves as

the lead institution for the program, is responsible for all communication with NSF, and

serves as the contact for the OKAMP program at SOSU.

The OKAMP program was implemented at SOSU in 1994 with Phase I, which provided

the first 5 years of funding (1994-1999), approximately $364,000.

Phase II followed and provided funding from 1999-2004, approximately $460,000.

Phase III followed and provide funding from 2004-2009, approximately $320,000.

Phase IV followed and is providing funding from 2009-2014, approximately $160,000.

Phase V proposal is currently being written to be submitted in October, 2013, and is a 5-

year proposal for 2014-2019.

Department of Biological Sciences

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D. Recruitment, retention or mentorship

Although for the most part none noted applies,

two faculty have recently declared their minority status to the Chair (it is unknown if they

had declared this to the University at the time of their hire).

Our entire faculty encourages minority students to become teaching assistants as student

employees in the laboratory courses.

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Department of Music

A. Curricular Enhancements

1. Our ensembles are continually investigating and performing a wide-range of multi-

cultural musical offerings. Examples include the Southeastern Chorale presenting a concert

dealing with the African-American experience from enslavement to freedom. Genres specific to

African-American music were included, as were classical pieces written by black composers.

The Chorale in the past has also programmed French concerts and concerts specific to the British

Isles, as well as programming pieces as diverse from African to Russian to Finnish. The

Symphonic Winds also programs diverse musical pieces and has offered cultural specific

concerts, such as Irish or American music offerings. At each concert program notes are included

to give context and information to inform the audience and performers alike. At times, lectures

are given prior to these concerts to supplement the material presented.

2. The Musical Arts Series has become a strong part of the cultural offerings the

University has for both the school and community. A wide-range of multi-cultural concerts are

present each year within the programming. This year began with a Mariachi Band performance

and continued with percussion World Music. Past programming as included the Harlem Boys

Choir and international performers presenting music particular to their cultures. This is in

addition to concerts specific to the Western European traditions, such as Early Baroque and

Music of the Spanish Medieval period. Additionally, the Steger/Bass International Institute

brings some of Europe’s most noted pianists to campus.

3. MUS 1113 Music In American Society is one of our general education offerings

which covers the full gamut of American popular music of all genres, and provides societal and

cultural contexts. Approximately 2000 students have taken this class in the past three years.

4. We now offer a World Music course as an upper level Liberal Arts credit.

B. none noted

C. Programs and Initiatives

1. We have committed to making student travel an integral part of the student’s experiencing

cultural diversity. This can be in the simple form of taking our students to participate in National

Honor Bands and Choirs which take place in larger cities in different parts of the country, such

as Seattle, Los Angeles, and San Antonio. We also have introduced our students to world travel

with the Jazz Band and CAT 5 performing in China, and the recent Southeastern Chorale trip to

Europe. These journeys bring new insights and perspectives to their music making and

development as citizens of the world.

2. We seek opportunities to expand musical offerings through commissioned works. The

Southeastern Chorale has now commissioned David Childs to compose a piece based on Native

29

American stories. This will be presented in the Fall of 2013. Other works have been

commissioned by the Chorale and by Symphonic Winds.

D. None noted.

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Talent Search

A. Curricular Enhancements- Within your discipline, who are you addressing, embracing and

demonstrating the various philosophic, global perspectives, cultural, ethnic, gender difference,

etc.?

The Talent Search program serves 861 students between grades 6 – 12 encouraging and

motivating them to attaining an education beyond high school. Diversity is celebrated

and is evident among the staff. The importance of diversity is discussed at every

group meeting with the students. All flyers and publications distributed to the students

as well as the program’s website incorporate diversity. Cultural activities celebrating

diversity are also incorporated into programming every year as possible

The effectiveness of the established non-discriminatory selection process is shown by

the ethnic representation of Talent Search participants for the previous four year

funding cycle.

The Talent Search program encourages diversity by making the program accessible to

those with disabilities, employing staff representative of diverse ethnic backgrounds,

and celebrating the cultural heritage of the service area.

During summer camp and at any overnight field trip, students are paired with a

roommate from a different school and of a different culture or ethnicity. Camp

counselors are selected to reflect the diversity of the participants, as well.

Diversity is recognized, discussed and valued as an important part of the program

and of life.

The participants were introduced to an anti-bullying campaign “Stand for the Silent”

where issues such as “differences” are addressed. These included “urban vs. red-

neck”, “gay vs. straight”, “jock vs. nerd”, etc. Several participants have worked to

establish a “Stand for the Silent” campaign in their respective schools.

Target Area Project Participants

45%

16%

28%

10% 1%

74% 5%

14%

6% 1%

Source: U. S. Census 2010 Source: Talent Search Annual Report FY2012

Native American Hispanic Other Caucasian African American

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B. Policy, Procedures and Practices

Professional Development is included in the program budget to assure that staff have the

opportunity to increase their knowledge and skills related to diversity and multicultural issues.

Staff attend conferences annually at their state professional organization, as well as the regional

organization. TRiO professionals across the state, region, and nation are very diverse,

representing many cultures, the majority of whom are minorities.

Time is devoted at monthly staff meetings to discuss various cultural and diversity

issues and topics.

C. Programs and Initiatives

Talent Search has not initiated new programs or initiatives that are ongoing other than

those that are field trip or event specific (as in a. curricular enhancements above).

D. Recruitment, retention or mentorship of diverse workforce

The current Talent Search project has operated successfully in the target area

for thirty-six years. Every effort is made to assure that the diversity of the

staff mirrors that of the target population. The current staff of five represent

four decades and the demographics of whom are as follows:

1 male, 4 females

1 African American who is part Native American

3 European Americans, 2 of whom are part Native American

Advertisements to fill vacancies on the staff of the Talent Search program are

as follows:

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Position Announcement

Talent Search – a TRiO Program, is accepting applications for the position of Guidance

Specialist. The position is a grant supported, 12-month appointment available through

Southeastern Oklahoma State University in Durant, Oklahoma serving students grades 6-

12 from McCurtain County satellite office.

Requirements: Bachelor’s degree required. Master’s degree or pursuant in counseling,

guidance, education, communications, or closely related field, preferred. Must be able to

relate to disadvantaged youth, parents, school administrators and personnel, service

agencies and postsecondary personnel in a positive manner. Must have strong oral and

written communication skills; the ability to relate effectively to persons from diverse

cultural backgrounds, and computer literacy. Display initiative, assume responsibility and

perform duties with minimal supervision. Must have dependable transportation, a valid

driver’s license, and a willingness to work flexible hours with some weekend and evening

work. Must be an advocate for low-income, first generation students and capable of

providing appropriate career and educational information and assistance with the

application process for admissions and financial aid. Salary commensurate with education,

training, and experience. Must be eligible to work in the United States. Preference given

for educational/social background similar to that of students served (low income/first

generation, and/or disabled.) and previous experience in TRiO, or other programs for

students from disadvantaged backgrounds.

Talent Search will continue to encourage applications from the traditionally under-

represented by advertising in publications that have a targeted audience (e.g. The Black

Chronicle and The Indian Citizen).

Fliers of job openings will be posted in areas that lend exposure to opportunities

(Multicultural Centers, Vocational Rehabilitation reception areas, other TRiO programs,

etc.)

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Educational Opportunity Center

A. Curricular Enhancements

The Educational Opportunity Center does not have a “curriculum” however, we do

provide tutoring to students who are working to increase their skills to complete their GED or

assist them in improving their skills as they prepare for an admissions or placement test. The

philosophy of our tutoring component and any type of self-help presentation or study skills

information would be to maintain an atmosphere of acceptance, helpfulness and

encouragement toward meeting academic goals set by the diverse population EOC serves.

B. Policy, Procedures and Practices

Equal educational opportunity and the advancement of all persons toward the goal of

postsecondary enrollment underline the strong commitment of the EOC program to the

accomplishments of the EOC program participants. EOC partners with the university in the

pursuit of committing services to the underrepresented.

Current policies and procedures within EOC support this commitment and EOC seeks to

employ highly qualified individuals with experience and a philosophical belief and

commitment to serving the underrepresented. Proactive advocacy for the disadvantaged is a

must and EOC staff members must possess a desire and ability to advocate for this

population.

Training is provided regularly which will allow staff members to grow professionally as

they seek to have a greater awareness and appreciation for diversity. State and regional

conferences offer hands-on workshops that provide the opportunity for participants to have a

greater understanding, acceptance and value of diverse backgrounds.

C. Programs and Initiatives

EOC Guidance Specialists disseminate information on education regularly to the

Choctaw Nation GED classes, rehabilitation programs, women’s shelters, TANF staffings,

DOC facilities, Headstart parent groups and community resource committee meetings.

Guidance Specialists regularly participate in campus as well as community sponsored

activities such as Martin Luther King, Jr. observations/parade, Black Expo, SOLD

Workshops, Hispanic Festival, Juneteenth Celebration, Red Ribbon Week, International

Festival of Cultures at Grayson County College, cultural awareness activities, Black

Ministerial Alliance scholarship activity, Women’s Health Fair and race relations breakfasts.

They have good rapport with social service agencies, tribal entities and education

professionals in their various counties in an effort to insure correct information is

disseminated and appropriate referrals are made (i.e. CDIB card holders are provided with

educational benefits to tribal members). Prospective students are also made aware of

multicultural offices available on various campuses.

Brochures are distributed to service agency personnel for their information and to

encourage referrals. In order to reach a higher number of eligible disadvantaged adults,

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materials are disseminated through wider means. Promotional materials are displayed in

pertinent areas throughout the target area where potential participants have access to them.

The following list are examples of sites where EOC promotional materials are distributed:

grocery stores, craft shows, veterans centers, public libraries, employment offices,

community centers, crises shelters, court houses, city halls, county fairs, recycle centers,

Laundromats, senior nutrition centers, public health departments, department of corrections,

recreation centers, WIC distribution centers, low income housing offices, commodity

distribution sites, high traffic, extended hour businesses, county extension offices,

neighborhood churches, tribal offices, post offices, mental health centers, and rehabilitation

centers.

In addition, electronic and print media reach potential participants through public service

announcements and advertisements, human interest stories, and talk shows. Usual television

coverage includes spots on local community life programs and quarterly public service

announcements on local cable information channels.

D. Recruitment, retention or mentorship of diverse workforce

Oklahoma is one of the most impoverished states in the nation. Education is the key

factor, and gaining valuable job skills at a university, college or technical school can

ultimately mean higher paying jobs.

Information about educational opportunity and the financial aid sources to pay for it are

widely publicized so that adults residing in the target counties have the information and the

access to an EOC representative for additional services. Presentations are made to entire

groups (GED classes, Headstart parents’ groups, TANF groups, minority center participant

groups, etc.) in order to ensure all potential participants have equal access to information

about, and the opportunity to apply for, the EOC services.

Routine staff meetings include a review of data on participants receiving services. Numbers

of participants by gender, ethnicity, disability, and veteran status are critically analyzed to

determine representation compared to the target population

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Department of Social Sciences

The Department of Social Sciences adopted the following statement on diversity

and engagement in the Fall Term of 2010:

“The Department of Social Sciences is firmly committed in principle and action to

fostering diversity in all the academic disciplines it encompasses. All the faculty agree

that given the world’s increasingly global interactions, the department must make

concerted efforts to promote understanding, sensitivity, and respect for the range of

cultures, abilities, and human identities as they have developed historically and in the

present. Attention to diversity in all of its manifestations is essential to the principles of

equality and social justice for all. Accordingly, all departmental policies, including

hiring, promotion and daily administration, encourage openness and equity. Issues of

ethnicity, gender, religion, and, indeed, all aspects of cultural and political heterogeneity,

are woven into the department’s curricula, both in individual courses that deal entirely

with historical, political, economic, and geographical variation and as themes in larger

survey classes. Comparative analysis is an integral part of the disciples of History,

Political Science, Economics, and Geography, and perhaps in no other academic

disciplines is diversity so central. Matters of diversity are directly stated as program

objectives and included in program assessment.”

A. Curricular Enhancements

All courses and programs within the Department of Social Sciences emphasize human

cultures, histories, and institutions from a global perspective.

*The Department regularly offers courses on a rotating basis that explore the history,

politics, and cultures of Europe, Asia, Africa, and South America

* The Department offers courses on African-American and Native American History, the

latter contributing to the Native American Studies Program

* The Department has recently instituted courses on Trans-Atlantic History, focusing on

historical developments across traditional geographic and cultural divisions.

*The Department offers surveys on both global politics and global history

* The Department offers courses in geography that contrast the peoples, religion, and

cultures of various regions of the world.

* The Department offers courses in economics that focus on financial and cultural

globalization, and the various social responses.

* The Department offers a course as part of the General Education Program, American

Social and Cultural History, which specifically explores America’s growing ethnic,

cultural, religious, and intellectual diversity.

B. Policy, Procedures and Practices

All Department policies and procedures are nondiscriminatory.

36

*The History Program has social and cultural diversity as a stated goal, evaluated as part

of the assessment program through testing and student surveys

* Professionalism is the expected norm, and the Department maintains adequate reviews

and holds regular meetings to ensure compliance and nondiscrimination

C. Programs and Initiatives

The Department and its members have been active participants in programs that

encourage cultural diversity

* Active participation in the Native American Studies Symposium

*Partner in the National Council for History Education colloquiums that emphasize the

use of primary resources in the comparative study of history

* Faculty members have participated in panels on diversity at academic conferences

around the country

D. Recruitment, Retention and Mentorship

The Department represents a diverse group of individuals

* In July 2011, the magazine Diversity Issues in Higher Education ranked the Department

11th nationally in awarding degrees to Native American students

* One-third of the Department faculty is foreign born

* One sixth of the faculty is Native American

* In all future recruitment efforts for new faculty members, the Department’s job

announcements will state specifically that members of minorities are encouraged to

apply.

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Center for Regional Competitiveness (CEC)

The Center for Regional Competitiveness makes an effort to integrate diversity and

cultural competence into our daily work environment.

A. Circular Enhancements: As an adjunct professor, I teach a chapter on global marketing

and Direct Foreign Investment, and incorporate other global issues throughout the course.

I show the students videos illustrating how each different customs affects introductions,

presentations, hand signals, and other issues. We also discuss the different types of food

in countries that is offered by American fast food franchises.

B. Policy, Procedures and Practices: None

C. Programs and Initiatives: The CRC Summer Youth Camp for students in the Summer

Youth Camp from low income families. This camp is a week-long intensive training on

implementing STEM initiative through Lego Mindstorm. The students learned how to

create, develop, and build a technology driven system to solve a problem. They also

learned how to produce a professional PowerPoint and present the entire process to an

audience.

Each summer, the CRC office staff supports and assists with a one day Native

American youth academy at the Choctaw Event Center. Students from many different

tribal nations from Oklahoma attend this highly anticipated event. The Choctaw Nation

started this effort several years ago. Our office was pleased to join their efforts.

D. Recruitment, Retention, or Mentorship: The CRC has made an effort to hire a business

major, who is also an international student as our student worker. International students

can only work on campus. By hiring these talented student, it gives our office an

opportunity to be mentors by teaching the students work place practices, assisting with

their studies, and acclimating them into our society. Over the past few years, the office

has hired Vietnamese and Mexican student workers. We have learned much from them

about their countries and customs, which helps us be more engaged in global issues and

brought more understanding of their cultures.

38

Minority Student Programming

Educational and Cultural Programs

Educational and cultural programming are developed with the intention of increasing

awareness, understanding and consciousness regarding each represented culture and the

history of people of various decent. Our sponsored and co-sponsored programs include:

Martin Luther King Day Celebration

Black History Month

Big Twelve Conference on Black Student Government

Native American Activities-

Native American Film Festival

Round Table Discussions- What does it mean to be Native or indigenous to North

America?

Honor Our Elders Banquet

Book Talks

Choctaw Intertribal Pow-Wow

Native American Symposium

Concerts

International Student Activities-

International Student Welcome Back Party

Assisting students with attaining Social Security Cards

Assistance with shopping at area stores- Since being in a new environment can be

quite taxing, this office attempts to help our students adjust in as soothe a manner

as possible. This means taking students shopping. This office will take students

to buy personal items and even teach the student how to spend his or money

wisely. This type of shopping occurs at least five times a week.

Transportation to different facilities - This office takes students to and from the

airport and will take students to off campus class sites. This office sees students

with this request at least three times a week.

Assistance with getting on campus employment. The office deals with helping

the student to obtain housing and getting employment at least twice a week.

The students have had field trips to the State Fair of Texas and Six Flags over

Texas. The students really enjoy these trips because it gives them an opportunity

to see a different part of the U.S.A.

39

Carnival of Cultures- is an event on campus that offers our faculty, staff and friends the

opportunity to celebrate the unique cultural heritage of our students at southeastern

Oklahoma State University.

Organizations

There are two different ethnic organizations that this Dean of Students Office advises:

BSA Black Student Association) The Black student Association is a support group of

students that share similar ethnic backgrounds. This group of students meets once a

week, usually on Monday nights. The meeting begins at 6:30 p.m. and lasts for

approximately one hour. This group generally has anywhere from 15-30 people in

attendance.

ISA (International Student Association) the International Student Association is a

support group for the International students on our campus. This organization usually

meets once every two weeks and the executive officers normally meet two or three days

prior to the entire body of members. This Meeting begins at 9:00 p.m. on Monday

evenings and will last approximately, one hour and thirty minutes.

These organizations provide unique opportunities for students to work collectively

together to share similar cultural worldviews that are connect with their heritage.

Community Outreach Programs- Over the past year this office has collaborated with

universities, schools, private and non-profit business to bring awareness about diversity.

40

Aviation

A. Curricular Enhancements- Within your discipline, how are you addressing,

embracing and demonstrating the various philosophic, global perspectives,

cultural, ethnic, gender difference, etc.?

In AVIA 3152 We discuss Human Behavior, Motivation, Personality types. We also

cover Physiological Obstacles for flight students and acceptance of the flight students that

includes all of their faults and problems.

In AVIA 4663 A detailed analysis of current issues facing management in various

segments of the aviation industry. The social and economic impact that the aviation

industry has on the US and World economy.

B. Policy, Procedures and Practices-Do you have an established process for assuring an

unbiased, culturally competent, proactive, and open work environment? Have you

reviewed your existing policies, procedures and practices to reflect the commitment of

Southeastern to diversity? Have you instituted training with faculty and staff that will

heighten cultural competence and diversity?

Diversity refers to the variety of backgrounds and characteristics found among

humankind; thus, it embraces all aspects of human similarities and differences. To this

end, a Professional Pilot must understand what Cultural Competence is and how those

managers, pilots, flight crew, passengers and others that we interact with will be of a

global diverse group of humankind

C. Programs and Initiatives-Have you instituted any programs or initiatives to promote

diversity &/or cultural competency?

We have Women in Aviation group and Flight team that interact with other

universities.

Attending the Women in Aviation national conference.

41

Outreach programs to high schools and civic groups.

Member and attending the Aviation Accreditation Board International

conferences.

Member and attending the University Aviation Association.

Summer camp for 8th and 9

th grader was a good representation of a diverse

population.

D. Recruitment, retention or mentorship of diverse workforce. What efforts, plans,

preparation are underway to insure a diverse workforce?

We are recruiting at High Schools, Air shows (EAA Oshkosh Air Venture), and at

the Women in Aviation conference.

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Aviation Management

1. Curricular Enhancements- Within your discipline, how are you addressing, embracing

and demonstrating the various philosophic, global perspectives, cultural, ethnic,

gender difference, etc.?

In AVIA 3113 Aviation Legal Topics issues involving illegal discrimination in all

its forms is discussed as well as ways in which the goals of diversity and inclusion

can be accomplished within an organization.

In AVIA 3143 Aviation History we discuss the development of how various

human cultures have viewed the universe with respect to flight. We follow several

world views that culminate with the development of modern science and how this

allowed humans to finally understand the physical universe and conquer the air.

In AVIA 2113 Aviation Management & AVIA 3133 Aviation Administration

everything concerning the full range of issues involved in advertising, recruiting,

interviewing, hiring, disciplining, and firing workers are discussed. Conducting

all of these HR functions in a non-discriminatory manner and encouraging

diversity are emphasized.

In AVIA 4643 Aviation Physiology a number of psychological issues are

discussed including how our brains process information and how easily we can be

fooled. This includes a discussion of stereotyping, group membership and

identification, peer pressure, being unaware of your own biases and

discrimination, etc.

In AVIA 4663 Contemporary Topics in Aviation an analysis of current issues

facing the management and operations of an aviation businesses are discussed

Contemporary issues have included issues such as racial and ethnic profiling

passengers, cultural misunderstanding among passengers, and gender issues in

aviation.

2. Policy, Procedures and Practices-Do you have an established process for assuring an

unbiased, culturally competent, proactive, and open work environment? Have you

reviewed your existing policies, procedures and practices to reflect the

commitment of Southeastern to diversity? Have you instituted training with

faculty and staff that will heighten cultural competence and diversity?

Diversity refers to the variety of backgrounds and characteristics found among

humankind; thus, it embraces all aspects of human similarities and differences.

We have no specific policies beyond University policy regarding assuring an

unbiased, culturally competent, proactive, and open work environment. When

hiring faculty and adjuncts we do attempt to announce our openings to as wide an

audience as possible.

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3. Programs and Initiatives-Have you instituted any programs or initiatives to promote

diversity &/or cultural competency?

We have an active Women in Aviation, International (WAI) chapter, an Alpha Eta

Rho chapter and the SOSU Flight team. All of the groups are recognized by

SOSU and are open to all students. These groups all interact with other campus

groups and groups from other universities.

Recent activities:

WAI student members have attended previous WAI national conferences

and plan to attend the 2013 conference in Nashville, TN this spring.

Outreach programs to high schools and civic groups.

Faculty membership in and attendance at the Aviation Accreditation

Board International conferences (our accrediting body) as well as University

Aviation Association meetings where one faculty is an officer in the organization.

2012 Aviation Summer Camp for 8th and 9

th grade students was well

attended by a diverse population. Another, hopefully larger, Aviation Summer

Camp will be held this summer. A number of students assisted with the summer

camp and provided excellent role models from diverse backgrounds.

4. Recruitment, retention or mentorship of diverse workforce. What efforts, plans,

preparation are underway to insure a diverse workforce?

We routinely recruit at High Schools in our region, at air shows (such as the

EAA’s Air venture in Oshkosh, WI), and at the Women in Aviation, International

conference. Our alumni also act as recruiters within their organizations nation-

wide and around the world.

44

Department of Management & Marketing

JMSB Student Population Diversity

The JMSB’s student population is diverse, but primarily consists of White/Caucasian (53.86%)

and Native American (25.31%) students. The largest changes in the JMSB’s student body are

the increase in Black/African American (26.1%), and Hispanic (20.0%) students. Approximately

69% of students are Oklahoma residents and 16% are Texas residents. Notable changes in

residency status are that international student enrollment has increased by 250%, With respect to

gender, women comprise just over half of the student population (54.5%) Full-time students

represent 65% of the student body; however, part-time students account for the largest growth

(46.5%).

A. Diversity in the Curriculum

Many business courses address diversity. Human Resource Management, for example, and other

courses, especially International Business, address the global business environment. A look at

almost every business text will show a chapter or more of diversity and/or global subject matter.

Examples of Curricular Enhancements:

a. MNGT 3443 (Supervisory Management): There is a chapter in the course textbook on

diversity and multiculturalism; one Discussion Board is allocated for discussion of diversity

related issues.

b. MNGT 3533 (Human Resource Management): Issues of diversity, equal employment

opportunity, and affirmative action are presented in multiple chapters in the textbook.

Additionally, managing global human resources is an additional chapter that addresses

multicultural issues within a human resources context.

c. MNGT 5223 (Behavioral Management): This is a course on managing people in organizations

and one chapter in the textbook for this class summarizes equal employment opportunity

legislation in the U.S., provides updated work force demographics; addresses surface-level and

deep-level dimensions of diversity, and presents a process model of the positive and negative

effects of diverse work environments.

d. MNGT 5773 (Principle Centered Leadership): Some of the hardest leadership decisions are

the ones that have moral or ethical stakes. The purpose of the course is for students to develop

their own workable definition of moral leadership, a definition that they build during the course

sessions and document, at the end, in a course term paper. This is a literature-based leadership

course. Each class is dedicated to debating and drawing lessons from a powerful work of fiction,

biography, autobiography, or history. The literature spans 2,000 years, covers 8 countries and all

45

of the continents, and continually challenges students to expand their understanding of the world

and their place, as future leaders, in it.

B. Policy, Procedures and Practices

Faculty work closely with the Student Disabilities Office to ensure that appropriate

accommodations are made for those students indicating a need for accommodation.

Publications

Dr. C.W. Von Bergen has published extensively in the area of diversity. Some of his publications are listed below.

i. Von Bergen, C. W., & Collier, G. (2013). Tolerance-as-Civility-in-Contemporary-Workplace-Diversity-

Initiatives_021013

ii. Von Bergen, C. W. (2013). Misconstrued Tolerance: Issues for Multicultural and Diversity Training.

Development and Learning in Organizations: An International Journal, 27(2), 9-12.

iii. Von Bergen, C. W., Bressler, M. S., & Collier, G. (2012). Creating a Culture and Climate of Civility in a Sea of

Intolerance. Journal of Organizational Culture, Communications and Conflict, 16(2), 95-114.

iv. Von Bergen, C. W., & Bressler, M. S. (2011). A Matter of Conscience:_Do Conflicting Beliefs and Workplace

Demands Constitute Religious Discrimination? Journal of Behavioral Studies in Business, 3, 113-126.

v. Von Bergen, C. W., & Bandow, D. (2010). Diversity and Religion in the Workplace. In R. A. Oglesby, H. P.

Leblanc, III, & M. G. Adams (Eds.), Business Research Yearbook: Global Business Perspectives, XVII (2) (pp. 557-

563). Beltsville, MD: International Graphics.

vi. Von Bergen, C. W. (2009). Conscience in the Workplace. Employee Relations Law Journal, 35, 3-24.

vii. Von Bergen, C. W. (2008). “The Times They are A-Changin”:_Family Responsibilities Discrimination and the

EEOC. Employee Responsibilities and Rights Journal, 20, 177-194.

viii. Von Bergen, C. W., Mawer, W. T., & Howard, R. (2008). Family Responsibilities Discrimination:_The EEOC

Guidance. Employee Relations Law Journal, 34, 15-34.

ix. Von Bergen, C. W. (2008). Caregiver Discrimination:_The Latest Type of Illegal Bias? In R. A. Oglesby & M.

G. Adams (Eds.), Business Research Yearbook: Global Business Perspectives (pp. 566-571). Beltsville, MD:

International Graphics.

x. Von Bergen, C. W., & Mawer, W. T. (2007). Burlington Northern and Santa Fe Railway Co. v. White:_Has the

Supreme Court Opened the Floodgates for Employee Retaliation Lawsuits? Southern Law Journal, 17, 119-128.

xi. Von Bergen, C. W., Soper, B., & Parnell, J. A. (2005). Workforce Diversity and Organisational Performance.

Equal Opportunities International, 24 (3/4), 1-16.

46

Department of Residence Life

The Department of Residence Life makes efforts in the area of diversity and cultural competence

in the following manner:

A. Curricular Enhancements:

The Department of Residential Life recognizes that it plays a unique role in the

University environment. The Department is a primary conduit of interaction between

the University and a significant portion of the student body during their out-of-class

experience at the institution, therefore it has a role in fostering a diverse and

accommodating environment.

B. Policy, Procedures, and Practices:

o The Department of Residence Life has a mission statement that states: “The

Department of Residence Life creates a living environment that supports

student learning, fosters personal growth and development, and encourages

personal integrity and civic responsibility…we value the individuality of each

student and the diversity reflected within our community.”

This mission statement, reflecting our embrace of diversity and

cultural competence is posted in our main office, all professional staff

offices, and on our website.

This mission statement is discussed at length twice a year during the

training of student staff, and included in all student staff manuals.

o Diversity training: Professional staff in the Department of Residence Life has

attended the SOLD seminar on “Disability Etiquette” on April 23rd

2012 and

the SOLD seminar entitled “Diversity Head to Head” on November 29, 2012.

o The Department of Residence Life Supervisory Staff Manual refers to the

Statement of Ethical Principles and Standards of the American College

Personnel Association (ACPA), relevant ethical standards therein include:

“Treat students with respect as persons who possess dignity, worth,

and the ability to be self-directed.”

“Develop multicultural knowledge, skills, competence, and use

appropriate elements of these capacities in work with students.”

“[do] not discriminate on the basis of age, culture, ethnicity, gender,

ability, gender identity, race, class, religion, or sexual orientation.”

o Specific training modules are required for student staff on diversity at least

once a year during Resident Assistant training, often presented by the Dean of

Students.

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C. Programs and Initiatives

o The Department of Residence Life has implemented, in the Fall of 2012, a

gender neutral housing policy. The option of selecting a gender neutral

community has been added to the housing application online.

o The Department, through construction of new residential facilities in 2006,

expanded the number of ADA compliant housing options for disabled resident

accommodations. Additionally, the department has developed a policy for

ADA accommodation of service animals.

D. Recruitment, retention or mentorship:

o The Department of Residence Life recruits at the end of each semester

through a widely circulated collection of flyers, student bulletins, and word-

of-mouth publicity campaign by current Resident Assistants and professional

staff. The selection process for employment as student staff includes a two

part interview process (one on one and as a group of applicants) that takes into

account factors such as (the following positive factors are specifically listed

on interview forms):

“Able to clearly articulate views and opinions…”

“Showed problem solving ability.”

“Open attitude toward diverse opinions and experiences.”

“Stated ideas without putting others down.”

“Was supporting in comments and behavior.”

“Actively listened to others.”

“Expressed creative ideas.”

o The following descriptors are listed as negative factors on employment

interview forms:

“Did not demonstrate an appreciation for different opinions or life

experiences.”

“Did not listen or incorporate the ideas of others.”

“Role in group was not positive”

“Appeared rigid in thinking and unable to compromise.”

“Confronted others aggressively.”

o Question # 13 in the standard 1 on 1 interview form for employment asks

student applicants “What does diversity mean?” Additionally the

interviewing panel is asked to evaluate the candidate’s “understanding of

diversity and intolerance.”

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Through a grant competition, funds are awarded to institutions of higher education to provide

opportunities to first-generation, low-income students and students with disabilities for academic

development, assist with basic college requirements, and motivate toward the successful

completion of their postsecondary education. The goal of the Student Support Services (SSS)

program is to increase the college retention and graduation rates of this disadvantaged

population.

A. Curricular Enhancement

Through a grant competition, funds are awarded to institutions of higher

education to provide opportunities to first-generation, low-income students and students

with disabilities for academic development, assist with basic college requirements, and

motivate toward the successful completion of their postsecondary education. The goal of

the Student Support Services (SSS) program is to increase the college retention and

graduation rates of this disadvantaged population.

The SSS program is collaborating with Residence Life and Academic Advising to include

cultural experiences into the curriculum for students in the FIRST program. These

students are first-generation and the majority is also considered low-income. By

clustering classes and working with instructors, we have been able to plan cultural events

that are incorporated into the assignments in classes such as English Composition,

Introduction to Psychology, Business and Professional Speaking and Theatre

Appreciation.

B. Policy, Procedures and Practices Student Support Services ensures access to and participation in all services for all SSS

participants regardless of disability, race, national origin, color, gender, age, sexual

orientation, or religion. SSS staff works closely with the ADA Compliance Committee to

ensure full participation of students with disabilities. Efforts to promote inclusion of

students with disabilities include the University’s commitment to remove architectural

barriers; provide convenient accessible parking and referrals to adaptive transportation;

and alternate media on request (Braille, tape recordings, and textbooks on CD). Referrals

are made to SE departments and community agencies to assist individuals in overcoming

barriers to participation that could be related to disability, gender, race, color, ethnicity,

language, or national origin.

To ensure access and participation for diverse groups, SSS has a plan to inform the

institutional community (students, faculty, and staff) of the goals, objectives, and services

of the project and eligibility requirements for participation in the project.

C. Programs and Initiatives The SSS program offers cultural experiences each semester to their participants. Some of

our trips have been to events such as Red Earth, Chickasaw Cultural Center, Dallas

Museum of Art, Dallas Summer Musicals at Fair Park, Fort Worth Science Museum, etc.

The social interaction among students from diverse cultural backgrounds is a learning

Student Support Services

49

experience in itself. SSS staff has opportunities to attend trainings that address diversity,

cultural competence, working with students with disabilities, etc. each year. Two of the

SSS participants are selected to serve on the ADA Compliance Committee each year as

student advocates and all SSS students are encouraged to attend the Open Forum where

students with disabilities or advocates can voice their concerns to the ADA Compliance

Committee.

D. Recruitment, retention or mentorship: Employing personnel who have similar histories to

the participants is a priority of the SSS program. Key elements considered in the selection

of a highly qualified staff include the appropriate philosophy, attitude, experience,

education and commitment to the educational future of all low-income, first-generation

students and students with disabilities. By the very nature of these backgrounds, student

will actually be mentored by staff members who understand the inherent obstacles and

challenges of a diverse population.

The SSS program is collaborating with Residence Life and Academic Advising to include

cultural experiences into the curriculum for students in the FIRST program. These

students are first-generation and the majority is also considered low-income. By

clustering classes and working with instructors, we have been able to plan cultural events

that are incorporated into the assignments in classes such as English Composition,

Introduction to Psychology, Business and Professional Speaking and Theatre

Appreciation.

E. Policy, Procedures and Practices: Student Support Services ensures access to and

participation in all services for all SSS participants regardless of disability, race, national

origin, color, gender, age, sexual orientation, or religion. SSS staff works closely with the

ADA Compliance Committee to ensure full participation of students with disabilities.

Efforts to promote inclusion of students with disabilities include the University’s

commitment to remove architectural barriers; provide convenient accessible parking and

referrals to adaptive transportation; and alternate media on request (Braille, tape

recordings, and textbooks on CD). Referrals are made to SE departments and community

agencies to assist individuals in overcoming barriers to participation that could be related

to disability, gender, race, color, ethnicity, language, or national origin.

To ensure access and participation for diverse groups, SSS has a plan to inform the institutional

community (students, faculty, and staff) of the goals, objectives, and services of the project and

eligibility requirements for participation in the project.

F. Programs and Initiatives: The SSS program offers cultural experiences each semester to

their participants. Some of our trips have been to events such as Red Earth, Chickasaw

Cultural Center, Dallas Museum of Art, Dallas Summer Musicals at Fair Park, Fort

Worth Science Museum, etc. The social interaction among students from diverse cultural

backgrounds is a learning experience in itself. SSS staff has opportunities to attend

trainings that address diversity, cultural competence, working with students with

disabilities, etc. each year. Two of the SSS participants are selected to serve on the ADA

Compliance Committee each year as student advocates and all SSS students are

50

encouraged to attend the Open Forum where students with disabilities or advocates can

voice their concerns to the ADA Compliance Committee.

G. Recruitment, retention or mentorship: Employing personnel who have similar histories to

the participants is a priority of the SSS program. Key elements considered in the selection

of a highly qualified staff include the appropriate philosophy, attitude, experience,

education and commitment to the educational future of all low-income, first-generation

students and students with disabilities. By the very nature of these backgrounds, student

will actually be mentored by staff members who understand the inherent obstacles and

challenges of a diverse population.

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Minority Student Programming

Educational and Cultural Programs

Educational and cultural programming are developed with the intention of increasing awareness,

understanding and consciousness regarding each represented culture and the history of people of

various decent. Our sponsored and co-sponsored programs include:

Martin Luther King Day Celebration

Black History Month

Big Twelve Conference on Black Student Government

Native American Activities-

Native American Film Festival

Round Table Discussions- What does it mean to be Native or indigenous to North

America?

Honor Our Elders Banquet

Book Talks

Choctaw Intertribal Pow-Wow

Native American Symposium

Concerts

International Student Activities-

International Student Welcome Back Party

Assisting students with attaining Social Security Cards

Assistance with shopping at area stores- Since being in a new environment can be quite

taxing, this office attempts to help our students adjust in as soothe a manner as possible.

This means taking students shopping. This office will take students to buy personal items

and even teach the student how to spend his or money wisely. This type of shopping

occurs at least five times a week.

Transportation to different facilities - This office takes students to and from the airport

and will take students to off campus class sites. This office sees students with this

request at least three times a week.

Assistance with getting on campus employment. The office deals with helping the

student to obtain housing and getting employment at least twice a week.

The students have had field trips to the State Fair of Texas and Six Flags over Texas.

The students really enjoy these trips because it gives them an opportunity to see a

different part of the U.S.A.

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Carnival of Cultures- is an event on campus that offers our faculty, staff and friends the

opportunity to celebrate the unique cultural heritage of our students at southeastern Oklahoma

State University.

Organizations

There are two different ethnic organizations that this Dean of Students Office advises:

BSA Black Student Association) The Black student Association is a support group of

students that share similar ethnic backgrounds. This group of students meets once a

week, usually on Monday nights. The meeting begins at 6:30 p.m. and lasts for

approximately one hour. This group generally has anywhere from 15-30 people in

attendance.

ISA (International Student Association) the International Student Association is a

support group for the International students on our campus. This organization usually

meets once every two weeks and the executive officers normally meet two or three days

prior to the entire body of members. This Meeting begins at 9:00 p.m. on Monday

evenings and will last approximately, one hour and thirty minutes.

These organizations provide unique opportunities for students to work collectively together to

share similar cultural worldviews that are connect with their heritage.

Community Outreach Programs- Over the past year this office has collaborated with

universities, schools, private and non-profit business to bring awareness about diversity.

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Occupational Safety and Health

Occupational Safety and Health is a Federal program (OSHA) and as such, we adhere to all

current government guidelines with regard to diversity.

Specifically, as a department, do not provide any additional or special curricular or recruiting

enhancements, provide no policy nor procedure exceptions, and have no program initiatives or

incentives of any kind to any one group of students but rather direct our efforts to be all inclusive

with no undue exception nor focus on any one particular group. We remain totally objective in

all of our efforts.

Occupational Safety is open to anyone of any race or ethnic background, nationality, gender,

sexual preference, or religion, who desires a career helping their fellow citizens stay

occupationally safe.

Our national organization (ASSE) has voiced concern and interest in diversity but has not given

any clear directive for college occupational safety programs.

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Honors Program

A. Curricular Enhancements

Composition I and II

In Honors Composition I, the first thing we read is a 1977 review of George Steiner’s book The

Kingdom of Appearances. The article begins with the words, “The eye is never naked,” and it

goes on to explain the distinctions between biological sight and culturally coded sight. Biological

sight, for example, can be compromised by astigmatism, but there is also a sense that what we

are able to see is determined by who we are--by virtue of our upbringing, our ethnic heritage,

our gender, our geographical placement in the world, our education, and our religious beliefs. All

of these cultural influences code us in ways that work to determine who we see as the SAME

(like us) and as OTHER (not like us).

We run this thought through all of our course readings that include texts by black and white

women (Alice Walker, Virginia Woolf, Simone de Beauvoir, Peggy McIntosh) and white men

(Barett J. Mandell, Plato, Michel Foucault), writers who hail from very different times and

places, but who are all asking questions about what it means to be a gendered/ white/ black/

Chinese/ male/ female/ heterosexual/ homosexual/ educated/ uneducated/ powerful/ powerless

human being. The course also asks what it means to exist in the location of the virgule (the slash

mark) situated between all these binary relationships.

The writing practice of Honors Composition I asks that students respond to these texts before

they are discussed in class, and then asks that the students write about the texts linking them

together in new ways for their major papers. It is in this writing practice that students come to

grapple with the influence that their own personal codings have on the topics we discuss. Since

the focus in Honors Composition I is on expository writing, the papers offer students the

opportunity to explain themselves and the texts they have read and in the process create new

texts of their own.

We follow a similar pattern in Honors Composition II, but this course focuses on argument, and

the students learn how to take a position and support it within a particular context and with

evidence/ sources. In keeping with the previous semester, we learn to write arguments by reading

excellent ones, such as those that appear in Martin Luther King, Jr.’s “Letter from Birmingham

Jail” and Langston Hughes’ poem, “Theme for English ‘B.”” Next we read Nathanial

Hawthorne’s The Scarlet Letter as a further introduction to issues of gender/ power and the

secular/ religious. Finally we read Virginia Woolf’s Three Guineas, a carefully supported treatise

against war. All semester we build a blog and post entries that help us understand the driving

forces, the compasses, directing our lives. The final paper is then a well-researched paper on an

issue of social justice that each student chooses individually and wishes to support. All of these

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assignments have the goal of encouraging all of us to practice our cultural competence (and to

recognize our lack thereof) on a daily basis.

B. Policy, Procedures, and Practices

Diversity and Honors Office Work Environment:

In order to ensure that we have a culturally competent and proactive work environment, Lyndi

Scarberry, my Office Assistant, and I attend diversity presentations whenever possible. If we are

unable to attend, we send a student worker who reports back to us the subject of the presentation.

In fall 2012, Morgan Pierce, a student worker and member of the Honors Program, attended one

of Dr. Stubblefield’s presentations.

When Dr. Stubblefield became the University point person on issues of diversity, we invited her

to make a presentation to me and several members of the Honors Program, including the

President of the Honors Advisory Council, Matt Heggy. Her interactive presentation helped us

see the varying amounts of cultural capital that each of us came with when we arrived at the

university.

Most recently, on February 26, 2013, I attended a presentation Dr. Stubblefield made called

“Diversity: Head to Head,” on diversity in the workplace.

Diversity Related Program Mission Statement, Objectives, and Outcomes:

Mission Statement:

“The mission of the Honors Program is to enhance the education and cultural experience of

academically gifted students in ways that enrich the university community.”

Diversity–Related Program Objectives

One of our Program objectives states:

“Southeastern Honors students will grow in their commitment to ethics and to the

broader community (local, national, and global).”

This objective insists that our students and their views must not remain insular if they tend

toward insularity when they arrive on campus.

One of the other primary objectives of our program is for students “to develop the

sense that those who have greater abilities have a responsibility to use them in

ways that promote the public good and not just private gain.”

This objective insists that the students come to understand what consists in “the public good,”

and our students are inculcated with the values of equity, diversity, and inclusion.

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Diversity-Related Student Outcomes

In terms of student outcomes, students completing the Southeastern Honors Program shall be

able to:

“engage in discussions that promote a free flow of ideas and demonstrate as

global perspective;

Demonstrate an awareness of the breadth and richness of the human knowledge

base and of the related educational possibilities;

Show a commitment to ethics and the broader community (local, national, and

global);

Affirm that those who have greater abilities have a responsibility to use them in

ways that promote the public good and not just private gain”

Each of these outcomes insists on the value of respect for others in terms of the knowledge base

and personal dignity and in terms of an ethical commitment that is not just local but global.

C. Programs and Initiatives

Regional and National Initiatives:

Since 1995, I have taught in the Southeastern Honors Program and have been been active with

the Great Plains Honors Council (a Regional Honors Organization) and the National Collegiate

Honors Council (the national organization that supports undergraduate honors education). Two

years ago I was elected to serve on the NCHC Board of Directors. Over the last 14 years, I have

served on the various permutations of the NCHC Committee on Diversity Issues and have served

since 2004 as chair or co-chair of that national committee.

In 2006, I founded the Diversity Forum that is held annually at the NCHC conference.

I have also co-edited an NCHC monograph titled Setting the Table for Diversity and recently

issued a call for a second NCHC monograph on diversity titled Occupying Honors Education.

Publications Related to Diversity:

Book:

Coleman, Lisa L. and Jonathan Kotinek, eds. (2010). Setting the Table for Diversity. Monograph on

Diversity Issues in Honors. Lincoln, Nebraska: National Collegiate Honors Council. Print.

Book Chapters:

Coleman, Lisa L. “Woolf’s Feminism Comes in Waves” (2012). Invited Chapter on Woolf and Feminism

for Virginia Woolf in Context, Ed. Jane Goldman and Bryony Randall. Cambridge University

Press, November 2012.

57

Coleman, Lisa L. “Writing as Unraveling: Woolf’s Gendered Deconstruction of War.”

(2010). The Theme of Peace and War in Virginia Woolf’s Writings: Essays on Her

Political Philosophy. Ed. Jane Wood. Edwin Mellen P. 61-77. Print.

Coleman, Lisa L. “Psyche as Text: Diversity Issues and First-Year Honors Composition.”

(2010). Setting the Table for Diversity: Monograph on Diversity Issues in Honors.

Ed. Lisa L. Coleman and Jonathan D. Kotinek. Lincoln, Nebraska: National

Collegiate Honors Council. 201-25. Print.

Paper Presentations Related to Diversity and Gender Issues:

National

2008 “A Writer Has None.” Editing Woolf: Woolf Editing. Eighteenth Annual Conference on Virginia

Woolf. University of Denver, Denver CO (21 June).

2007 “Memory, Civic Discourse, and Ethics: A Postfeminist Declaration of Sentiments and

Resolutions.” Civic Discourse, Feminisms, and Rhetorics: Feminism(s) and Rhetoric(s)

Conference. Little Rock, AR (Oct.).

2007 “Teaching the ‘Other Margin’: Or, First Year Honors Composition as Identity (De)construction.”

Representing Identities: Conference on College Composition and Communication. NY (March).

2004 “Rereading Woolf and Writing,” Back to Bloomsbury: Fourteenth Annual International Conference

on Virginia Woolf, University of London, London, England (June).

2003 “Revisiting: ‘For Sarah; Or a Writer’s Work is Never Done.’” Feminism(s) and Rhetoric(s)

Conference. Ohio State University. Columbus, OH (October).

2003 “Unhinging Identity Politics: Just Linking Rhetorics, Poetics, and Feminist Composition

Pedagogy.” Feminist Narratives of Connection and Displacement: Conference on College

Composition and Communication. NY (19 March).

2002 “Having a Life.” “Women’s Ways of Making it in Rhetoric and Composition.” Conference on

College Composition and Communication, Chicago, IL (March).

2000 “Bodies that Matter: Gender Issues in the Honors Composition Classroom.” Capital Ideas: National

Collegiate Honors Council Conference, Washington, D.C. (October).

2000 “I”s Wide Shut: Or Can Woolf’s Woman Tell the Truth About Her Experiences as a Body?”

Conference on the Female Principle: Eclipses and Re-Emergences. The University of Texas at

Arlington, Arlington, TX (April).

1999 "Negotiating the Two Brinks: Spivak's and Butler's Interdisciplinary Rhetorics of Interruption."

Rhetoric(s) and Feminism(s) Conference, Minneapolis, MN (September).

1999 "Rereading 'the Subject' Through Virginia Woolf." Ninth Annual Virginia Woolf Conference,

University of Delaware, Newark, DE (June).

1995 "The Women Writing," Fifth Annual Virginia Woolf Conference, Westerville, OH (Summer).

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Special Diversity-Oriented Lectures and Workshops

National:

2011 Panelist, “Diversity IS Honors Education: Top-Ten List of Strategies for Cultural Diversity.” National Collegiate Honors Council Conference, Phoenix,

AZ (Friday, October 21).

2010 Panelist, “Digging into Setting the Table for Diversity. “Rhythms and Currents National Collegiate Honors Council Conference. Kansas City, KS. (Saturday, 23

November).

2009 Panelist, “A Seat at the Table: An Overview and Preliminary Discussion of Setting

the Table for Diversity.“ Honors in the Global City.” National Collegiate Honors

Council Conference. Washington, D.C. (Friday 30 Oct.).

2008 Panelist, “Setting the Table for Diversity.” National Collegiate Honors Council

Conference. San Antonio, TX (24 Oct.).

2007 Panelist, Developing in Honors Workshop: “Diversity in Honors.” Creative

Tensions, Challenging Environments: National Collegiate Honors Council Conference.

Denver, CO (01 November).

2003 Workshop Leader, “Uncommon Ground or Community Otherwise.” “Strategies for

Honors Diversity” Workshop. Finding Common Ground: National Collegiate Honors Council Conference, Chicago, IL (November).

D. Recruitment, Retention, and Mentorship

Recruitment and Diversity

The Honors Program works diligently to advertise our interest in a diverse student population in honors.

Of 130 students admitted to our program, there are:

African Americans 02 1.5 %

African American/Asian 01 .77%

Caucasians 90 69 % Caucasian/Hispanics 06 .77%

Hispanic 06 4.6%

Japanese American 01 .77% Native American 25 19%

Pacific Islander 02 1.5%

Unspecified 02 1.5%

Retention and Diversity

During the calendar year of 2012-2013, 16 of the 130 admitted students (12%) lost their scholarship

due to failure to meet minimum GPA requirements:

Caucasians 09 6% Native American 06 4.6%

Hispanic 01 .77%

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Mentorship and Diversity

We also have students of various sexual orientations, who have openly disclosed and even write about

their orientation. I work to create an intellectual space in my classroom and in the Program that

encourages all students to express their views on important societal issues that confront them, their fellow

students, their families, and their local and global communities.

In the workplace of the Honors Program, we consistently hire honors students of every gender and race.

Their presence helps new recruits know that every gender and race is welcome in the Honors space. We

also encourage our student workers to attend diversity workshops, as noted above. They are also

encouraged to represent the Honors Program at university activities to illustrate publicly that our Program

is diverse and that excellence knows no color or sexual orientation. This is a commitment I have to

Honors that I work on daily, but we can, and will, do more.