Committee Members

Jo Birdsell (co-chair) – Professor of Education, Bob Brower (co-chair) - President of the University, John Wu (liaison) – Professor of Psychology, Linda Beail – Professor of Political Science, Sylvia Cortez – Director, Discipleship Ministries, Lily Davis – Director, Diversity and International Student Services, Jamie Gates – Associate Professor of Sociology, Dale Hudson – Assistant Director for Admissions Outreach, Sherita Lucky – ASB President, Becky Modesto – Director, Community Ministries, Paula Pegues – Resident Director, Nease Hall East, Joaquin Rodriguez –Alumnus, Caye Smith – Associate Vice President for Student Development and Hadley Wood – Vice Provost for Faculty Development; Dean of General Education; Professor of French and Literature

Point Loma Nazarene University has a history of efforts to address issues of diversity as far back as ten years ago when the President at the time formed the Diversity Task Force. More recently, President Brower has re-formed the Diversity Committee and re-shaped its membership and purpose.

The committee meets throughout the year to serve as a clearinghouse of ideas and issues regarding cultural competence. Although the committee does not initiate individual diversity events, updates about University events are given so that Diversity Committee members can participate. In addition, should there be a need for additional activities or events, the committee may encourage other leaders or organizations on campus to explore and initiate them.

The Diversity Committee served a dual role in the last two years. They maintained their work as usual and added the task of being WASC Group Seven. A WASC liaison, John Wu (Faculty) assisted the committee.

Committee Charge

The charge of the committee was to:

• review concerns from the last WASC visit
• investigate and report on programs or other efforts to address the concerns
• analyze the success or effectiveness of the efforts by examining evidence or data
• make recommendations for continues success or improvement.

The specific areas of concern raised by WASC were:

1. increase recruitment of diverse faculty and staff
2. recruit a diverse student body
3. ensure the success of a diverse student body with support networks and services
4. attention to campus climate
5. address the diversity dimension to the curriculum

This essay outlines steps taken in order to respond to WASC concerns. It will detail current programs and initiatives, provide an analysis of what evidence or outcomes was gathered and make recommendations for further action.

Supporting Appendices
PLNU Mission, Vision and Values

Increase Recruitment of Diverse Faculty and Staff

The trend data in recruitment of diverse faculty and staff indicates a slight increase. The percentage of full-time women faculty members has remained at roughly 40% from 99-00 to 05-06. As the number of full-time faculty members have increased, so too has the ethnic diversity. Data indicate the following trends from 99-00 to 05-06. The White, Non-Hispanic population changed from 91.5% to 86.3%. Black, Non-Hispanic changed from 1.6% to 2.9%. Asian/Pacific Islander changed from 0 to 3.3%. The American Indian/Alaskan Native and Hispanic percentages were slightly less than in 99-00 (.7% vs. .8% for American Indian/Alaskan Native and 5.4% vs. 4.3% for Hispanic). Data can be found in Table 4.1.

The trend data in recruitment of diverse staff also indicates a slight increase. The percentage of male and female full-time staff members is 47.4% and 52.6%. There has been a change in the percentage of White, Non-Hispanic full-time staff from 81.4% to 76.5% The increase is seen in the Black, Non-Hispanic population which has changed from 1.8% to 3.9% and in the Hispanic population which has changed from 13.0% to 17.0%. Data can be found in Table 4.3.

Analysis

The numbers of diverse faculty have increased as the size of the faculty increased. As departments have faculty positions available, efforts are made to advertise broadly to capture more diverse applicants.

Changes in staff positions are evident as well. Some key staff positions have been filled with ethnically diverse women. They have served to assist with campus climate and diversity efforts. These include the Director of Student Advising, the Director of Diversity and International Student Services and the Director of Discipleship Ministries.

Additional Questions

Is there equity in distribution of women and ethnically diverse faculty and staff? That is, are women and ethnically diverse faculty members represented equitably in rank?

What is the distribution of ethnically diverse staff throughout the campus?

Supporting Appendices
Women in PLNU Leadership
International Full-Time Faculty

Recruitment of a Diverse Student Body

Conscious efforts to increase the diversity of PLNU’s undergraduate student body have met with measurable success. PLNU has the advantage of already recruiting a significantly diverse graduate student population. Since 2000 there has been significant attention given by admissions to recruitment efforts related to diversity, marked improvement in financial aid available to students of color and modest efforts to build the university’s student services and support networks to support a more diverse population.

Consistent with national trends, PLNU undergraduate enrolment of women has remained right at or slightly above 60% from 2000 until the present. PLNU graduate enrollment of women in 2005-06 was 66%. Data tables can be found at the following links:
Undergraduate Admissions Data: Table 1.3.1
Graduate Admissions Data: Table 1.3.2
Enrollment Data: Table 2.2

Between 2000 and 2006, the percentage of PLNU incoming undergraduate students who identify themselves as something other than White, Non-Hispanic went from 14% to 20%. Incoming PLNU graduate students who identify themselves as something other than White, Non-Hispanic is at 38% for 2004-2005. For 2005-06 22.8% of the overall student population identified themselves as something other than White, Non-Hispanic. Data tables can be found at the following links:
Undergraduate Admissions Data: Table 1.4.1
Graduate Admissions Data: Table 1.4.3
Enrollment Data: Table 2.3

Admissions Office

Efforts at having the enrollment of the University be more reflective of the geographic region we serve are underway. The Admissions Office seeks counselors who represent the ethnic and cultural diversity of the Southwest. Currently there are counselors of Hispanic, Nicaraguan and Korean descent. In addition, an Associate Director for Outreach is housed in the Admissions Office. His efforts have connected PLNU with Advancement Via Individual Determination (AVID)—a high school program that prepares first generation and under represented students for college. His work with the Ministerial Alliance—an organization of local African-American ministers–has increased PLNU’s visibility in the African American community. 15-20 African American pastors from the city now regularly gather on PNLU’s campus for special events. The Director also conducts Encuentro , an annual regional conference at PLNU for Latino youth groups and leaders from the Spanish-speaking Nazarene churches.

Financial aid initiatives for under-represented students

In the intervening years since the WASC team visit, there has been a more deliberate process set in place for assisting minority students in financing their education. What at one time was a more informal and subjective approach to identifying and qualifying financially needy students, for a limited amount of funds, became a more formal system by which minority students were identified and filtered as to meeting newly established eligibility criteria. The University’s commitment to diversity grants also grew by 150%. The improved process was established and refined by an ad hoc group of faculty and administrators as a part of the Century II Task Force on Enrollment Management. Specifically, the process designed the linking of the offices of admission and financial aid in an analysis of one’s eligibility with a required application for financial aid. Institutional funds are now available to a broader spectrum of under-represented population, including both new and continuing students.

During the 2001-2002 academic year, the University earmarked diversity grants in the amount of $250,000.00. The Director of Diversity and International Student Services works with the Admissions Committee to select students of ethnically diverse backgrounds who exhibit potential to serve as leaders at the University. These students are awarded scholarships that can be renewed each year. In 2005-2006, 54 scholarships were awarded. Of that 54, 24 were for incoming freshmen, 11 were for returning students (sophomores), and 19 renewals (beyond the second year).

Analysis

The strength of PLNU’s improvement in diversity has come from an intentional increase in resources committed from admissions staff and university financial assistance. While there have been modest gains in the percentage of students of color on PLNU’s campus, we are concerned that there is yet to be a critical mass of students of color on campus that may more positively effect campus climate regarding diversity. While our diversity statistics are comparable to universities of our kind, we are particularly concerned about the low percentage of Latino/a students in comparison to the general population of our region and the low percentage of Asian students in comparison to other universities in California.

A consistent challenge to increasing the percentage of students of color on PLNU’s campus is the relatively racial and ethnic homogeneity of the Christian communities from which PLNU’s current population is most likely to be drawn.

Recommendations

Initial indications point to a positive trend in enrollment of students of color at PLNU. Sustaining these gains will take increasing intentional efforts from admissions, financial aid and student support staff. Progress can be made by sustaining and increasing diversity leadership scholarships, ongoing and increasing recruitment infrastructure for diverse neighborhoods and schools, ongoing commitment to a diverse admissions staff, and an increase in special outreach programs for students of color who meet our mission target.

Special attention should be given to expanding outreach programs to churches with more diverse Christian populations.

Supporting Appendices
Diversity Staff in the Admissions Office
Diversity Initiatives at PLNU
Diversity Scholarships
Scholarship Information for 2006 Showing “Needs Based” Scholarships

Ensuring the Success of a Diverse Student Body with Support Networks and Services

A number of new institutional initiatives have been implemented in the past five years to increase support networks and services for women and students of diverse racial and ethnic backgrounds. These support networks and services have functioned not only to facilitate an increase in the percentage of students of color, but to provide greater campus awareness of the presence and needs of students of color. Of note are specific improvements in the departments of Student Development and Spiritual Development, the establishment of the Center for Justice and Reconciliation, and the ongoing programming of the Margaret Stevenson Center for Women’s Studies.

Student Development Initiatives in Diversity

Since the 1996-97 accreditation cycle, the Office of Student Development established an office of Diversity and International Student Services. Lilia Davis, who is bilingual in English and Spanish, directs the efforts of this office. Although clubs are under the Associated Student Body (ASB), the Director draws them together in a collaboration called MOSAIC (Multicultural Opportunities for Students Actively Involved in Community). The clubs that are a part of MOSAIC include:
ALAS—Association of Latin American Students
BSU—Brothers and Sisters United—formerly Black Student Union
ASU—Asian Student Union
Huio Hawaii Club
International Club—for international students and others
Mu Kappa Club—for students whose parents are missionaries
SSJ—Students for Social Justice

Each club is open to any and all students. A lounge, centrally located in the Nicholson Commons, is dedicated to providing space for MOSAIC meetings and events. The director also works with Admissions Counselors to assist in a smooth transition for incoming freshmen, particularly those of a culturally diverse background. Part of this support entails leading a group of volunteer students know as Team Barnabas, whose mission is to support incoming diverse students, particularly those who are first generation in the university environment. During the New Student Orientation, a breakfast welcoming students of diverse backgrounds is hosted for students and their families. Current club representatives are invited to attend the breakfast to share their experiences and make personal connections with the incoming freshmen and transfer students.

A Gospel Choir has been organized on campus. “Voices of Praise” is open to students, staff, faculty and families. Their first appearance at a campus event was at the February 24, 2006 chapel as a part of Black History Month.

Spiritual Development Initiatives in Diversity.

Since the 1996-97 accreditation cycle, the Office of Spiritual Development has hired Sylvia Cortez, a Hispanic professional, as Director of Discipleship Ministries. Her responsibilities include the selection and training of small groups of students across the University for the purpose of leading bible studies, the organization and sponsoring of men’s and women’s retreats, and the coordination of women-in-ministry events. In addition, Outreach Ministries maintains a full range of activities designed to help University students participate in meaningful cross-cultural service experiences on a national and worldwide scale, including trips to South America, Central America, Europe, Africa, and Mexico. For the summer of 2006, 120 students going to seven different countries are each going through 16 weeks of logistic and cross-cultural training. These students often return to campus as leaders in cross-cultural sensitivity. Students routinely conduct academic tutoring sessions in Southeast San Diego in Hispanic and African-American neighborhoods and make presentation in the inner city areas.

University Center Initiatives

In 2002 the university established the Center for Justice and Reconciliation (CJR) whose mission it is to “study poverty and oppression and teach Christian means of social engagement.” The center has paid particular attention to raising awareness around racial and ethnic discrimination and the strong correlation between race and oppression. Of special note is the well-attended public forum series, Brewed Awakening: Serving Fair Trade Coffee, Tea and Speakers to Stir the Social Conscience. With a minimum attendance of 40 and maximum of 160 (averaging 60), Brewed Awakening topics in 2004-2006 included:

Thursday November 18, 2004
Latinos y Latinas en la Iglesia
Michael Mata, Director, Urban Leadership Institute at Claremont School of Theology

Thursday January 20, 2005
Reporting in the Public Square: Limitations on Being a Voice for the Voiceless
Jim Goldsborough, Former San Diego Union Tribune reporter

Thursday February 24, 2005
Welcoming the Stranger: Faith, Immigration and Social Justice
Moises Escalante & Rosemary Johnston, Interfaith Coalition for Immigrant Rights

Thursday March 17, 2005
Who is my Neighbor? Reconciliation with our Muslim Brothers and Sisters
Imam Sharif Battikhi (Inter-Religious Council), Affad Shaikh (Council on American-Islamic Relations), Muslema Permul (student activist) and Shareef El-Arbi (Muslim Youth Council of San Diego)

The Margaret Stevenson Center for Women’s Studies was established to offer Point Loma Nazarene University students and faculty an opportunity to engage in interdisciplinary study of women’s status and contribution to the world. Examples of programs that support women include the Women in Science Careers discussion group, co-sponsored by the Center for Teaching and Learning. Started in 1994, this group meets every couple of weeks in the Spring semester with groups as large 10-20, Led by Dawn Page (Biologist), this group involves mentoring around the pragmatics of career logistics. Another program effective in supporting diversity has been the Life Issues Forum for graduating seniors. Co-sponsored with Discipleship Ministries of Spiritual Development and held every Spring semester, this eight week series is led by PLNU staff and faculty and is open to all graduating senior women.

Analysis

Many of the institutional supports in place for students of color are recent additions to PLNU campus life. The positive impact of these changes has already begun, but the greatest impact should take shape in the next five years. A systematic study of student responses to diversity initiatives is needed to identify specific strengths and weaknesses of the programs. We are seeing increasing participation in programs designed to increase awareness of concern to students of color, but the overall impact of these initiatives remains unmeasured.

Supporting Appendices
MOSAIC
Team Barnabas Mentoring
PQS, LEAP and University Now at PLNU
Wellness Center Programs around Diversity and Women’s Issues

Attention to Campus Climate

PLNU has made several efforts to address the concerns about “campus climate for gender and ethnic diversity” noted by the last team visit. Interdisciplinary centers, faculty and student initiatives and initiatives beyond campus have focused efforts to engage the campus community in dialogue and awareness about gender and ethnic diversity issues.

Women’s Studies Center

The Margaret Stevenson Center for Women’s Studies offers Point Loma Nazarene University students and faculty an opportunity to engage in interdisciplinary study of women’s status and contribution to the world. In addition to the Women’s Studies minor in the curriculum, the center’s other primary mission is to sponsor co-curricular events that will transform the campus climate into an atmosphere that is more equitable and inclusive for women of all races and ethnicities. Since its beginning in 1999, the center has each year sponsored dramatic performances, film showings, public lectures by PLNU faculty on their gender-related research, and lectures from prominent off-campus speakers (on topics ranging from women and Islam, to feminist theology, to the gendered nature of history during the Cold War). The center also sponsors several discussion groups and forums for targeted populations, such as a “Women in Science Careers” group for female science majors, an 8-week series on finances, ambition, relationships and health for women students during the semester they will graduate, and a bi-monthly lunch group for professional staff and faculty women to discuss gender issues and support strategies. For the past two years, the Women’s Studies Center has co-sponsored “Women in Ministry Week” with the Spiritual Development office, bringing attention to the issue of women’s leadership in our campus chapel services, which are required for all students and key place for impacting the community. Since 2004, women’s studies students have initiated and carried out week-long “Stop the Violence” events, including a Take Back the Night speak-out and candlelight vigil, and a “These Hands Don’t Hurt” activity for men and women at the center of campus. The women’s studies steering committee includes not only faculty from different disciplines across campus, but also member of the alumni office, student development, and spiritual development, allowing the center to impact the entire campus community beyond just academics.

Center for Justice and Reconciliation

The CJR has an interdisciplinary emphasis on race, ethnicity, and class issues, with a mission “to study poverty and oppression and teach Christian means of social engagement.” This is accomplished not only through curriculum like the Urban Term, but also through sponsoring a “Race Forum,” in which issues of racism at PLNU can be discussed by students, and through the “Brewed Awakening” series of speakers on issues of cultural and socio-economic diversity. Serving fair-trade coffee, tea and speakers to stir the social conscience, Brewed Awakening has sponsored campus-wide talks on “Latinos y Latinas en la Iglesia” by Michael Mata, Director, Urban Leadership Institute, Claremont School of Theology, “Welcoming the Stranger: Faith, Immigration and Social Justice” by members of the Interfaith Coalition for Immigrant Rights, and “Who is my neighbor? Reconciliation with our Muslim Brothers and Sisters” by
Imam Shariff Batiki (San Diego Interreligious Alliance) and members of the Council on American-Islamic Relations.

Faculty Initiatives

Two sessions of the required seminar for all new faculty members are devoted to issues of diversity: “Who are our Students? Stereotypes and Statistics” and “Diversity Issues at Point Loma Nazarene University.” Since 2000, the Social Issues Discussion group has met weekly during lunch, sponsored by the Provost, to read and discuss books about social justice issues involving race, class and gender. About 20 faculty members regularly attend (see list of readings in the appendix). The Center for Teaching and Learning is currently sponsoring a bi-monthly faculty seminar on Islamic culture, history and religion.

Student Initiatives

The Office of Spiritual Development sponsors several student-led ministries which serve in urban areas and involve students in cross-cultural ministry, such as tutoring children, activities at orphanages in Mexico, and medical and construction ministries in Mexico. In 2005 PLNU began an initiative in Service Learning which will link internships, field trips, or volunteer experiences in settings dealing with diversity to enhance specific classes and coursework for students.

There has been a strong emphasis in the past five years to encourage students to develop greater appreciation for cultural diversity via study abroad programs. PLNU has hired an additional staff member to help students participate in existing programs around the globe, and has developed several summer and semester study abroad programs of its own (in South Africa, Vienna, London, and Paris). In 2005, 26% of PLNU graduating seniors reported that they participated in a Study Abroad program (a substantial and positive difference from the 18% reported nationwide).

Another positive climate development was the election of an African-American woman to head the Associated Student Body in 2005-2006. This is the first African-American to serve as ASB President and one of only three women ever elected to the position.

Initiatives focused on serving a racially diverse constituency beyond the student body

PLNU is taking steps to become more relevant to, and inclusive of, a more racially diverse constituency. In July 2003, an event for Spanish-speaking pastors throughout the southwest was held on campus. Over 125 pastors came to the event. It was very well received and helped establish stronger connections with churches in the region. A multinational event for pastors is being planned for July 1006.

The Latino Alumni and Friends Association (LAFA) is active in communicating news of and to Latino alumni, and hosts an event each year at homecoming to raise funds for scholarships for students of ethnically diverse backgrounds.

The vision to make the university a more inclusive and diverse place is shared personally by the top administration. President Brower and his wife attended a Spanish Institute in Costa Rica for five weeks in 2005 to improve their Spanish skills. This immersion into a culture and language different than their own has given them increased perspective into life as an “other”. President Brower shares his experiences with students, faculty and staff and continues to practice his Spanish.

PLNU has established a connection to Korean Nazarene University. It is expected that this connection will serve both universities in the development of cultural competence.

Supporting Appendices
Women’s Programs Through Spiritual Development
Women Chapel Speakers
Urban Ministries Opportunities
Love Works
Film Forum
Center for Justice and Reconciliation
Urban Term
The Center for Women’s Studies
Armenian Center for International Development
Diversity in Wesleyan Center Initiatives
Diversity Elements in the New Faculty Seminar
Social Issues Discussion Group Readings
Center for Teaching and Learning Diversity Discussion Groups
Reading List for the Women in Science Careers Group
Latino Alumni and Friends Association (LAFA) at PLNU

Diversity Dimensions of the Curriculum

The note from the last WASC report regarding curriculum was, “And finally, continued efforts should be made to add the diversity dimension to the curriculum.” There have been a variety of programs that address teaching for and about cultural competence. These include efforts in general education, international studies, development of new majors and minors, faculty development and the integration of coursework with off campus study.

General Education

Discussions are underway to determine how we might re-shape the General Education program with the university’s core values as the integrating points. The core values include,

• A global perspective and experience
• Ethnic and cultural diversity

A Dean of General Education was named in the 2004-2005 academic year with responsibility to provoke discussion, seek alternative and successful practices as well as inventory current levels of understanding of faculty in issues related to the integration of the core values and their disciplines.

International Studies

Point Loma Nazarene University participates in selected semester-long programs for students who would benefit from an academic experience that cannot be offered on the San Diego campus. These programs are officially Point Loma endorsed and are offered through Point Loma Nazarene University and other institutions. International Studies started in 1997-98 with a total of 24 students studying abroad. In 2004-2005 a total of 208 students studied abroad. An Office of International Studies now assists students considering this option.

Development of New Majors and Minors

International Development Major
This major in the School of Business provides students with the opportunity to study and evaluate economic development theories/models, development planning, development programming, grassroots development projects, democratization, gender issues in development, urban problems, and other factors that affect the development process.

Minor in Women’s Studies
The minor in women’s studies, begun in 1999, offers students of any major a chance to explore gender issues in substantive and theoretical ways through an interdisciplinary curriculum that focuses on women. The minor provides analytical tools that complement many fields of study and helps prepare students for graduate school or entry into professions of ministry, education, law, health care, public service, media, and business. The 17-unit minor includes courses in political science, history, literature, economics, nursing, theology, communications and nutrition. Twelve students have graduated with this minor and approximately 100 students per year take a women’s studies course.

Faculty Development

In order to teach about diversity, one must first know something about it. The Center for Teaching and Learning facilitates faculty study groups for this purpose. One has been a study of feminist pedagogy. Another is a group focused on Islam. In addition, the Social Issues Discussion Group provides a venue for continued learning and development in community. A sample of books read by these groups can be found in the appendices.

Integration Of Coursework With Off Campus Study

PLNU professors designed coursework that integrates and off-campus component where students live and/or work with ethnically, linguistically and/or socio-economically different than themselves.

In summer 2005 the Center for Justice and Reconciliation sponsored its first Study Abroad in the Global South summer program, a month of study in South Africa. Two weeks were spent in Johannesburg and two weeks in Cape Town studying South African cultures, history and politics. After a semester of coursework in preparation, many of the historic sites students read about in class - Soweto township, site of many resistance movements against the Apartheid Government, the gold mines of the mineral rich “Gold Reef,” Robben Island where Nelson Mandela was imprisoned, and St. George’s Cathedral, a church that was attacked by police forces hostile to the non-violent resistance of the parishioners - were visited. Other important sites, like Ndlovu Medical Centre, a rural health clinic that also serves as a small business development incubator for some of South Africa’s poorest residents were visited as well. Students also had a chance to visit rural and urban schools while studying recent changes in South Africa’s education system. In preparation for and during the trip, students took the following coursework.

SOC360 Race and ethnicity: Comparing South Africa and the United States (3 credits) Students studied race and ethnicity as historically situated socio-political constructs through a comparative analysis of race relations in South Africa and the United States. Centered on the role that race/ethnicity has played in the stratification of society, special attention was paid to race and ethnicity as variables in access to jobs, education, healthcare, housing and other social needs.

REL490 Special Topics in Religion: Theology from African Perspectives (3 credits)
Students had the opportunity to learn about contemporary theological concerns from important South African scholars.

There has been research conducted to determine if there is a change in perspective by students who participated in the International Study program. The data indicates that study abroad is a way to help students open up to other cultures and ideas. The Diversity Committee will work with the Office of International Studies to see how we might make more meaningful connections for students as they prepare for and return from programs.

In partnership with interested teaching faculty and community leaders, every other summer the director of the Center for Justice and Reconciliation coordinates an intensive cross-cultural immersion sociological and theological educational curriculum designed to combine praxis and academic reflection on the complexities of urban life while living and serving in City Heights, a diverse, low-income community in San Diego.
Required Courses

SOC 490	Urban Issues: Interdisciplinary Analysis of Life in the Inner City (3)
THE 360	Life of Holiness: Life in Solidarity with those who Suffer (3)
Internship	Internship in local social service agencies (4)

The School of Nursing is a part of the work of the Mid-City Church of the Nazarene. In this mid-city location, a clinic is available to local residents. Students in the nursing department assist with the work of the clinic as part of their coursework and training.

Analysis

Our preliminary efforts in addressing this area of concern were in adding courses rather than by curricular change. Currently, there is no systematic way to determine curriculum changes that address diversity. Some of the courses can be found by key words in a course title or course description. However, the work of the General Education committee may help us to develop a more holistic, integrated approach.

There is little to no data in order to determine the impact of these programs on student development and understanding of their cultural competence. As new programs are developed and these revised, consideration of what the outcomes of these programs might be and how it might be determined might be part of the criteria for program approval.

Supporting Appendices
General Education Curricular Initiatives
Statistics from International Study
Faculty-Run Trips Connection to Courses
Courses that Consider Gender Equality Issues
Presence of Ethnic and International Diversity in the Curriculum
International Studies Major
International Development Major
Women’s Studies Minor
Development and Role of Service Learning at PLNU

Recommendations

1. Continue to recruit ethnically diverse faculty and staff who represent the demographics of California and the world.
2. Continue efforts to “grow our own” ethnically diverse and female faculty members by supporting them in their doctoral studies.
3. Initial indications point to a positive trend in enrollment of students of color at PLNU. Sustaining these gains will take increasing intentional efforts from admissions, financial aid and student support staff. Progress can be made by sustaining and increasing diversity leadership scholarships, ongoing and increasing recruitment infrastructure for diverse neighborhoods and schools, ongoing commitment to a diverse admissions staff, and an increase in special outreach programs for students of color who meet our mission target.
4. Special attention should be given to expanding outreach programs to churches with more diverse Christian populations.
5. Increase the level of institutional support for the Admissions Associate Director of Outreach in order to expand outreach programs for underrepresented populations.
6. Continue to increase the level of institutional support for the Director of Diversity and International Students along with the M.O.S.A.I.C. student club alliance.
7. More substantive data is needed to measure the campus climate. Single questions asking merely to report “discrimination” and “harassment” may not tap into more subtle but powerful aspects of exclusivity or tokenism that affect students and faculty on campus.
8. The role of the Diversity Committee needs to be clarified and strengthened. Currently is serves as a clearinghouse to coordinate information about initiatives from academics, residential life, spiritual development and student development. However, the committee needs a more powerful role in the strategic planning process for the university, and structural access points for presenting and implementing coordinated initiatives.
9. The Center for Justice and Reconciliation and Center for Women’s Studies do exemplary and creative work across disciplines and coordinating co-curricular activities with faculty, spiritual development, and student development. These Centers should be given additional financial support and administrative staff to increase their impact on the campus.
10. Study abroad experiences need to be better integrated back into the life and perspective of the PLNU campus. Students have life-changing experiences with diverse cultures and races, but have few ways to bring that transformation back to bear on the larger campus climate.
11. Ethnic and gender diversity issues should be addressed in the primary focal point of the community: chapel. Chapel services are required for all students, and given our nature as a faith-based institution, the things that are said and modeled in chapel carry a particularly weighty message. From ethnic diversity in music and worship styles, to the demographics of speakers heard, to addressing topics of racism and sexism or educating about and celebrating more diversity, chapel is a key site where these issues could be explored and grappled with.
12. Link the work of the Office of International Studies with the Diversity Committee. Perhaps a representative of the office could be on the committee. Efforts to assist students as they transition to and return from study abroad programs may help increase or sustain their cultural competence.
13. Consider ways to study the curriculum and determine which courses are contributing to students’ development of cultural competence. Will the indicators be course titles? Descriptions? Course readings or activities? How might these courses be integrated into the General Education curriculum?
14. Add detail to the core values:
    • Global perspective and experience
    • Ethnic and cultural diversity

What is it that PLNU students should know and be able to do in these areas? How will we determine whether they demonstrate these core values as they graduate and beyond?