CONTENT OUTLINE

Diversity efforts at The University of Maine are led by the Provost. Robert Kennedy became Provost and Vice President for Academic Affairs last summer. During his first semester, he devoted considerable time to understanding the history of the University’s diversity efforts and to proposing a more cohesive approach to those efforts. With the advice and assistance of the previous year's steering committee, Dr. Kennedy devised a three-tier organizational structure that was formally introduced in October to all those involved in diversity efforts on campus, and to community representatives who had been involved and would be included in this year’s efforts.

a.   University/Community Diversity Committee

The new organization features the University/Community Diversity Committee, whose purpose is to integrate the University’s diversity efforts among the members of the campus and surrounding community. The Committee is comprised of campus and community members representing protected groups, as well as a network of campus and community leaders with responsibility for, or an interest in, broad diversity issues. The Committee’s mission is to provide input into, and broad oversight of, the University’s diversity efforts.

Sixty-four individuals were invited to join this year’s University/Community Diversity Committee. This group includes senior administrators, directors of units focusing on groups protected by the University’s nondiscrimination policy, directors of units whose work impacts directly on one of the goals of the UM Diversity Action Plan, student representatives from student government and from student organizations representing protected groups, representatives of employee governance groups , representatives of campus diversity advocacy groups, and community representatives (town managers and police chiefs of neighboring towns, the Governor of the Penobscot Nation, and individuals representing protected groups in the area).

The University/Community Diversity Committee, chaired by the Provost, will meet once each semester. The first meeting was held on April 18 and featured a panel of students, faculty and staff discussing personal experiences and feelings about being racial minorities at the University. Panelists also offered suggestions for areas most needing attention by the Diversity Committee, including mentoring of first year minority students and faculty, diversity education for majority students, additional programming at the ALANA Center, inclusion of diverse perspectives throughout the curriculum, and an event bringing together different racial/ethnic student groups.

b.     Diversity Planning and Implementation Group

In addition to the comprehensive University/Community Diversity Committee, Provost Kennedy established a smaller Diversity Planning and Implementation Group that met monthly throughout the year. This group’s purpose is to implement current and future Diversity Action Plans and efforts, and to monitor progress on action items during the year. The group develops, executes, and evaluates specific plans for achieving the University’s long and short term diversity efforts. It is comprised of twelve individuals directing units responsible for implementing the Diversity Action Plan and is chaired by the Provost.

c. Commission on the Status of Racial and Ethnic Minorities

The third segment of the newly configured diversity organizational structure is the Commission on the Status of Racial and Ethnic Minorities. The Commission is advisory to the Provost, who does not attend all meetings. Its purpose is to serve as an advocacy group and to consider the need for new programs or strengthened programs in areas such as recruitment and retention, curricular and co-curricular programs, and public service/outreach. The Commission reviews established policies and procedures, collects and assesses relevant data to recommend initiatives for positive and substantive change. The Commission fosters a network of resources across campus and in surrounding communities. As an advocacy group for racial and ethnic minorities, the Commission parallels the President’s Council on Women, the President’s Disabilities Council, and the GLBT Allies Council (advising the Vice President of Student Affairs). 

2)  Funding of Diversity Efforts

As stated in last year’s Progress Report, President Hoff has allocated a base budget of $50,000 to diversity efforts coordinated by Provost Kennedy. During FY01, these funds were allocated to:  special ALANA recruitment efforts ($2500); Los Coloros Unidos ($500); the Native American Studies Research Symposium ($15,000) and competitively selected Diversity Grants ($14,325), both described in greater detail below; and costs related to several individuals attending the annual National Conference on Race and Ethnicity in Higher Education (approximately $7000).

   a.   Native American Studies Research Symposium

During FY00, the University of Maine College of Education and Human Development sponsored a highly successful diversity conference. This year, University diversity funds provided major support for Initiating The Dialogue: Research Ethics in Indian Country. The symposium, held on campus on April 12-13, 2001, was sponsored by the Native American Studies Program. Additional financial support was provided by the National Aeronautics and Space Administration MU-SPIN Program, as well as several University of Maine colleges, departments, and programs.

The symposium was described in campus announcements as follows: “For Indian people, research is a two way street. Many Indian communities are developing programs that will assist and benefit their communities. Academic research is a way to facilitate that development. Many Indian communities welcome researchers; however, they are concerned with the theft or inappropriate use of cultural properties and traditional knowledge. Academic researchers, for their part, are concerned with the ability to conduct research and to acquire the most complete information and data available. However, this responsibility is often interpreted as academic license. While the academic community is committed to creating an environment of responsibility to the profession and to academic institutions, it also has a responsibility to the subjects of its research.”

Presenters at the symposium included: Jeff Brendremer (Archaeologist Mohegan Tribe), Duane Champagne (UCLA), Donald Fixico (University of Kansas), Marilyn Jones (Director of Suquamish Tribal Museum), Kevin Howlett (Salish-Kootenai Tribal Council), Kenneth Morrison (Arizona State University), and Nate St. Pierre (Montana State University).

b.     Diversity Grants  

The Provost’s Diversity funds supported approximately $14,000 in competitive diversity grants this year. In late September, the Provost announced the availability of these grants, a new initiative of the Diversity Committee. The criteria for awarding diversity grants included: furthering the goals of the Diversity Action Plan; evidence that one time efforts will be cost shared with the initiating unit or that on going efforts will be phased into funding by the initiating unit; clear plans for assessing the outcomes with preference to those having systemic change as a goal; and a focus on racial/ethnic diversity initiatives that impact a broad campus audience, with preference for projects also impacting the surrounding community

Six diversity grants were funded this year. Each is briefly described below (a report on outcomes of funded proposals is expected in the Provost’s office at the end of the academic year):

• A project focusing on the recruitment of Native American students through the development and implementation of a model web site portal targeting this specific population of prospective students. This web site may eventually support an alumni network or a career opportunities data base. The proposal, funded in the amount of $4250, was submitted jointly by the Wabanaki Center and ASAP Media Services.

• The showing of a multi-media program entitled “American Pictures: coinciding with a workshop/lecture on “Confronting Racism in America.” The proposal was jointly submitted by the Office of Multicultural Programs and Peace Studies and funded in the amount of $2000.

   

• The development of a student athlete peer mentor program to provide student athletes of color assistance in making the transition into University life. The mentors are minority student athletes who have completed at least two semesters at the University of Maine. Diversity funds, in the amount of $1000, were used to send the Coordinator of Diversity Programs in the Department of Athletics to the NCAA Diversity Education Seminar and the Diversity Train the Trainer Seminar in January, 2001.

• Financial support for a Curriculum Transformation Institute during May Term 2001. The four day workshop, Training the Trainers: Teaching Strategies for Navigating the Multicultural Classroom, is designed for at least 25 faculty, lecturers and/or teaching assistants. Each participant is asked for a revised syllabus or new course syllabus to be worked on during the Institute. Four presenters, representing racial/ethnic minority groups, will cover Teaching About Diversity and Teaching Diversity to Students, Curriculum Development, Pedagogy, Emotional Issues, and Encountered/Alliance Building. The proposal, submitted by the Diversity Across the Curriculum Program, was funded by that program and by a $3000 diversity grant.

• Support, in the amount of $1075, for the campus visit of this year’s Class Book author. James McBride, author of The Color of Water: A Black Man’s Tribute to His White Mother, visited the University on March 28, 2001 to make a public presentation and several smaller presentations to students. Mr. McBride’s visit culminated a year long dialogue on the book, including an October faculty workshop on The Color of Controversy: Teaching Contentious Issues that involved over 30 faculty from across the disciplines in a probing discussion of race and identity and how to approach these issues in the classroom, and a November Controversy Luncheon Series panel on the class book featuring faculty, staff, and community members.

• Support, in the amount of $3000, for a continuing program of summer stipends for new course development to encourage faculty in the College of Liberal Arts and Sciences to offer first year seminars that engage diversity as a topic and approach. This supplements college funds already committed to fund development of two to three new courses in this area. This will be the second year of a college-wide project to engage every entering student in a broad appreciation of the choices they must make as educated persons. Five pilot seminars (in four disciplines—English, History, Psychology, and Physics)  were developed in the summer of 2000 and taught during this past academic year, all developed with diversity criteria in mind.

In addition to the diversity base budget allocations, $50,000 was allocated on a one-time basis to support the start up costs of the Diversity Across the Curriculum program (described in a separate section below). Specifically, these funds were used for staff support, summer grants, office machinery and supplies, and a graduate assistant.

Finally, the University of Maine has an Opportunity Hire fund to assist in recruiting and transitioning new faculty and professional staff who help meet goals specified in the Affirmative Action Plan. This year, approximately $100,000 provided partial or full funding for two minority faculty members (tenure eligible), one lecturer in Native Studies, three minority professional staff, and a Visiting Professor from Bates College who taught Black Studies in the fall semester. Finally, $3000 in Opportunity Hire funds was distributed to search committees upon request to support travel for additional, highly ranked women and minority applicants in departments where these groups are underrepresented. 

Modeled after the University of Maine’s highly successful and well-established Women in the Curriculum (WIC) Program, the Diversity Across the Curriculum (DAC) Program seeks to raise faculty members’ awareness and knowledge about racial and ethnic diversity. It is expected that faculty can then help their students better understand diversity in their areas of study. The hope is that the University’s curriculum will be transformed by having diversity issues and perspectives introduced in the appropriate context. Dr. Maureen Smith, Assistant Professor and Director of the Native American Studies Program, directs the DAC program.

DAC has announced the availability of “faculty reading grants” this summer. These small grants will fund the development of new courses or the transformation of existing classes. Reading grants are also available to faculty interested in learning more about, or looking for alternatives in, diversity education.

During May term (May 22-23, 2001), DAC sponsored a Diversity Leadership Training Workshop with nationally recognized diversity trainer, Victor Lewis. Mr. Lewis was featured in the film, “Color of Fear.” Issues addressed included the emotional dynamics of teaching diversity, the impact of such teaching on students of color and mainstream students, developmental perspectives, and understanding of racial identity theories.

WIC has traditionally incorporated multiculturalism into many of its courses and campus program offerings. This year, the faculty offering the Introduction to Women’s Studies course received a grant from the University’s Center for Teaching Excellence to produce a resource manual that will enable faculty to “globalize” the curriculum for that particular course. The WIC library expanded its collections of videos and books on women of color and global feminism. Rhea Cote Robbins (a member of the University of Maine System Diversity Committee) taught Franco American Women’s Experiences in the fall and two faculty members co-taught Jewish Women in History and Culture in the spring semester. The Associate Director of Women’s Studies taught Current Global Issues for Women in Historical Perspective this spring. Several WIC lunch series programs and Women’s History Celebration events focused on race and ethnicity, including Donna Loring’s presentation on “Educational Apartheid in Maine: The Maine Indian Experience.” Ms. Loring is the Penobscot representative to the Maine State Legislature and member of the UMS Diversity Committee.

The Franco American Studies Program (FAS) organized an interdisciplinary reading group for faculty to examine challenging texts within cultural studies, including topics such as: language and identity, post-colonialism, and uses of history in identity formation.  They also sent out letters to first year and transfer students who self-identified themselves as Franco Americans.  Throughout the year, they also received information on activities sponsored by the Centre and FAS. Another initiative sponsored by FAS was a Brown Bag Lunch series for the spring semester.  Among the topics for the presentations were: “Franco Festivities”, a film by Francis Gagnon exploring the role of festivals in Franco American communities;  Rhea Coté Robbins, author of Wednesday’s Child, reading from a work in progress, “Down the Plains”; and Nos Histoires de l’Ile, Amy Morin, from the Canadian American Center, presenting the Old Town Oral History Project.

In 2000-01, The University of Maine Cooperative Extension (UMCE) took diversity issues to task - educating employees and volunteers about diversity issues in the workplace, both within the organization and among the minority populations served by UMCE outreach programs.  Among the many diversity efforts undertaken, which are also described in more detail below, are:  the formation of a Diversity Group; staff development training, civil rights workshops, and diversity outreach programs to populations served by UMCE throughout the State of Maine.

• UMCE’s Diversity Group focuses on how we treat one another within the organization, and how we treat our external audiences. The Diversity Group offers employee training to move UMCE toward universal adoption of our core values and behavior policies. The group has coordinated a two-day workshop titled Toward Creating a More Inclusive Organization which focused on diversity awareness and sensitivity to “levelism,” and assisted UMCE employees with the creation of outreach strategies to reach under-served and under-represented audiences in Maine.  Financial commitment, salaries:  $1,820

• staff development training is meant to give UMCE staff and volunteers the tools to understand the diversity of the people that we work with so that all employees and audiences are treated with dignity and respect and feel valued. All UMCE employees have administrative support to learn, practice and incorporate our diversity goals, and to hold themselves, and one another, accountable for moving the organization toward this vision.
• UMCE held two Civil Rights Training workshops in 2000 to help ensure compliance with all university, state, and federal laws regarding employee and client civil rights. The Civil Rights Act, Americans with Disabilities Act, and sexual harassment law were presented and discussed. Each attendee will lead a county or specialist unit in the creation of a civil rights plan to meet our federal obligations.  Financial commitment, salaries:  $3,000

The educational outreach programs of UMCE also serve diverse populations in Maine:

• UMCE delivered Peer Education Training to forty-five students at 3 schools in southern Maine, focusing on respect, healthy choices, diversity, and conflict resolution.  Financial commitment, salaries:  $1,140

• A Wild Blueberry Integrated Crop Management Program is supported by UMCE for a company that is owned and managed by the Passamaquoddy Tribe on 2000 acres of blueberry barrens in Washington County. The use of trained pest scouts and traps has reduced the number of fields being sprayed, and has increased the effectiveness of the insecticide when it is needed. It is estimated that there is a 50% reduction in insecticide applications on the land. The blueberry fields provide income for the tribe as well as for migrant Native Americans that work at harvest time.  Financial commitment, salaries:  $2,200

 Student Affairs

The Committee on Diversity and Unity in the Residence Halls conducted a culture climate study.  The committee used focus groups to gather information about minority and international students living in residence halls. This summer, they will compile a report and present recommendations.

•  The Multicultural Leadership Institute, a 5-week course designed to teach leadership skills to minority students.

Sisters Supporting Sisters Program, an African-American women support group.

The Minority Mentor Program, which paired faculty and staff with new minority students.

Talk Soup at the ALANA Center for minority students to share a meal and discuss current campus issues.

Cultural enrichment programs including: Dia de los Muertos, Kwanzaa, Martin Luther King, Jr. Commemoration, 16 de Septiembre, and, Chinese New Year.  

Dialogue on Racism, facilitated by Clarence Glover, Assistant to the Superintendent of Schools at Dallas Independent School District      

 

6)  Franco American Centre

7)  Recruitment of Minority Students

8)  Assessment and Future Planning

(Office of the Vice President for AcademicAffairs June 2001)