Can We Make Our Campuses Both Inclusive and Diverse? Jonathan Alger President, James Madison University (USA) Can We Make Our Campuses Both Inclusive and Diverse? Abstract for: Jonathan Alger, President, James Madison University President Alger will briefly review arguments and messages for various audiences about why diversity in higher education matters. He will highlight the need for higher education and P-12 education systems to build pathways of access and opportunity together. Finally, he will share ideas about the importance of leadership and policies in promoting diversity and inclusion, as well as the roles professors and students can play in these efforts.

Diversity Arguments/Messages: Why it Matters Educational Mission Moral/Social Justice Legal

Diversity Arguments/Messages: Why it Matters Educational Mission Moral/Social Justice Legal Educational Mission: Diversity has educational benefits for all students – diversity and excellence go hand in hand; they are not competing concepts (key legal argument in Michigan cases – backed up by research about impact on learning, teamwork effectiveness, and life experiences after higher education) Moral/Social Justice: Equal opportunity in education is a foundation of a free society Legal: Need to remedy history of discrimination and exclusion

Other Societal Arguments Economic Microcosm of Society/Civic Health Leadership Development National Security Economic: Need to maximize human capital (our most important strategic resource) Microcosm of Society/Civic Health: Need to create a community where people can learn to live and work together – we need educated, engaged citizens for democracy to flourish Leadership Development: Higher education is the gateway to leadership in many fields, and we need diverse leaders to build trust in institutions (including government, military, legal system) National Security: Divided societies are inherently unstable

Building Pathways of Access and Opportunity Higher education and P-12 education systems must work together to ensure access and opportunity Students get “tracked” early (e.g., college v. vocational) – we need to intervene early (e.g., Valley Scholars, Professors in Residence, summer camps on campus) Continually evaluate criteria used to define “merit” in admissions – especially those that might have a disparate impact on particular groups (e.g., standardized test scores)

Inclusive Campus Climates: Leadership and Policies Articulate access, inclusion and diversity in mission, vision, strategic plan (JMU: core quality) Leaders must regularly talk about how diversity supports the educational mission (including celebrations, recognitions, etc.) “Interrupt the usual” in admissions, hiring, tenure and promotion policies to examine criteria and processes used Assessment and Accountability: Hold institution and leaders accountable for efforts (not quotas) Campus Celebrations: MLK Week, Diversity Conference and awards

Inclusive Campus Climates: Teaching Incorporate issues of diversity and inclusion across the curriculum and within courses, not just as a separate topic Provide training and support for professors to work with more diverse classrooms and to promote active learning, including teamwork (e.g., Center for Faculty Innovation)

Inclusive Campus Climates: Role of Students Empower students and student organizations to play leadership roles in facilitating dialogue across differences (e.g., DEEP Impact, religious organizations working together) Support organizations where professors, staff, and students can celebrate and share their identities (e.g., Madison Hispanic Caucus) Provide support for first-generation college students (e.g., Centennial Scholars – mentoring, tutoring, etc.)