From Conceptualization to Implementation: Making the Case for a Chief Diversity Officer Jeanne Arnold, MSW, Ed.D. Grand Valley State University Vice President for Inclusion and Equity (616) Marlene Kowalski-Braun, MS Grand Valley State University Women’s Center Director (616) A Place Where Doors are Open and All Voices are Heard

CHIEF DIVERSITY OFFICER (CDO) definition… A growing trend in higher education to formalize diversity/inclusion/equity as institutional commitments and to centralize responsibility for diversity efforts. This person has direct access to the president/chancellor or provost. (Williams & Wade-Golden, 2007)

Changing demographics of colleges and universities (students, faculty and staff) Working to fulfill missions of creating global citizens, aware of the world, civic minded Workforce demanding cultural competence Response to bias incidents and other tensions around diversity Why create a CDO position?

Current research on the CDO Should report to the president or senior academic officer of the institution, be involved with all aspects of affirmative action, and involved in creating equity and learning models around diversity. Senior leadership should create a position where the CDO works with ALL to enhance diversity from bottom up, top down, and across the institution. Must provide CDO with both symbolic and material resources to encourage the change process. This means that the person needs a title (to show connected power to president or provost) and a healthy budget (to partner, start initiatives and influence change). (Williams & Wade-Golden, 2007)

Telling Your Story Models Position Paper or Proposal Tools

Telling Your Story What are the institutional mission, vision, and values? Do they speak to the need for a CDO? How does diversity data make a case? Recruitment/retention numbers for students/faculty/staff, demographics of the campus, climate study? Have there been critical incidents that reflect the climate of the campus? Bias incidents, campus unrest, the creation of new organizations, etc. What functions are not being served currently or being done well? Affirmative action, training, ombuds, etc.

Relationship between CDO and Other Strategic Diversity Capabilities Learning and Diversity Affirmative Action and Equity Multicultural (Williams & Wade-Golden, 2007)

Models for building a CDO position THREE Archetypes of CDO Vertical Structure Collaborative Officer Model Unit-Based Model Portfolio Divisional Model (Williams & Wade-Golden, 2007)

Percentage of CDOs Across the three Archeptypes of Vertical Structures (Williams & Wade-Golden, 2007)

Position Paper OR Proposal (considerations for content) oIntroduction (who is the writer or writing team?) Mission, vision, values Presidential quotes AAC&U Statement of Liberal Learning, 1998 oOperational frameworks (i.e. define diversity) oCurrent reality oSummary of research/diversity data oCritical incidents of significance/anecdotal stories oHow the CDO position improves the campus Cite research on the role of the CDO oCDO position description/examples of work at university oBudget and staffing

Tools for recruitment Convey Depth of Commitment to diversity Leadership for the search Title Marketing the position Role of a search firm Relationships with Candidates Before the interviews During the interviews Post-hire Considerations Relocation logistics Acclimation to campus (welcome receptions) Introductions to off-campus community Office location and support

Tools for implementation “The First 100+ Days” Learning about the history of diversity initiatives Introductions to the campus and larger community Quick wins/low-hanging fruit

GVSU example… VP for Inc. and Equity Advocacy Groups Individuals (faculty/staff) Off Campus Community Governance Groups Students/ Alumni Campus Events

Working Towards a Plan Strategic Plan Small Changes; Building the Division Meeting with Groups Growing Individual Relationships

Conclusion Unanswered questions? Resources Evaluation Thank you