Roudebush Hall
Roudebush Hall, home of Miami's administrative offices

College of Education, Health and Society

Foundational Goal 2: Promote a diverse culture of inclusion, integrity, and collaboration that deepens understanding and embraces intercultural and global experiences.

Objective 1: Attract and retain a diverse community of students, faculty, staff, and administrators.

Metric 18: Grow the diversity of our students, faculty, and staff.

Strategies:

  • Develop or continue to strengthen the following initiatives in the area of faculty and staff diversity:
    • Support at least one Heanon-Wilkins scholar per year with the ultimate goal of hiring those selected as permanent faculty;
    • Develop a diversity handbook and best practices to recruit diverse faculty;
    • Make cluster hires to add diverse faculty;
    • Train diversity advocates through the Women in Science and Engineering Leadership Institute at University of Wisconsin-Madison workshops: “Searching for Excellence in Diversity” and “Implementing Workshops for Search Committees”;
    • Emphasize the importance of working with and contributing to diverse environments in staff position announcements;
    • Develop departmental level plans for attracting underrepresented faculty and staff.
  • Develop or continue to strengthen the following initiatives in the area of student diversity:
    • Engage current underrepresented students in recruiting additional undergraduate and graduate students of color;
    • Partner with urban schools and agencies to attract diverse students (e.g., teacher academy, KNH science programs);
    • Participate in the Holmes Scholars program to recruit and support diverse doctoral and post doctoral students;
    • Increase number of students in the urban teaching cohort;
    • Establish transfer agreements with two-year institutions having diverse student populations;
    • Create freshman seminars focused on issues of diversity and social justice in EHS fields;
    • Market and recruit for the new Transformative Education M.Ed., focusing particularly on the concentration in social justice and equity education;
    • Develop departmental level plans for recruiting and attracting underrepresented students;
    • Emphasize social justice in the mission statement and goals listed on the divisional diversity webpage.

Challenges and Opportunities:

  • Losing diverse students to the BIS program on the regional campuses
  • Competing with Teach for America for diverse students interested in teacher education.   

Objective 2: Create an environment where our people live, learn, and work cooperatively with those of widely varied backgrounds, beliefs, abilities, and lifestyles, moving beyond boundaries to welcome, seek, and understand diverse peoples and perspectives.

Metric 19: 75% of Miami students will report that they feel welcome and have had significant and meaningful interactions with diverse groups.

Strategies:

We will develop or strengthen the following initiatives to ensure that EHS is a safe and inviting place for all its members and visitors:

  • Establish an EHS faculty & student diversity council which will be responsible for organizing a divisional orientation for new students and faculty as well as planning activities that promote discussion and community building throughout the year.
  • Offer cultural intelligence workshops for faculty, staff, and students through the Cultural Intelligence Center.
  • Institute Miami and EHS version of the “Expect Respect” program (which originated at the University of Michigan).
  • Retrofit one of the EHS restrooms as a gender-neutral bathroom.
  • Establish a graduate assistant seminar on multicultural advising and teaching.

Challenges and Opportunities:

  • Devising a budget for diversity-related programming and workshops.

Objective 3: Achieve cultural competency among members of the Miami community by immersing them in domestically and globally relevant learning experiences.

Metric 20: By the time of graduation, 60% of Miami students will have studied abroad or studied away.

Strategies:

  • Partner with other universities to offer study abroad or study away opportunities (similar to what the SAHE program has done with Bowling Green State University, University of Vermont, and Indiana University of Pennsylvania).
  • Organize all international initiatives under one umbrella, and develop marketing strategies, including the creation of a new marketing position in EHS.
  • Incorporate study abroad components into high demand courses such as FSW 261 and FSW 365; and encourage other departments to target courses with similar appeal and relevance for study abroad.
  • Offer faculty incentives to create winter term study away courses  that feature a cultural immersion experience (e.g., Miami Tribe, ELL programs in Hamilton, tutoring children of migrant workers).
  • Offer faculty incentives to create multidisciplinary study away or study abroad experiences.
  • Create short-term study abroad workshops (e.g., Belize) to mesh with tight curricular parameters in professional preparation programs.
  • Revise curricular requirements in early childhood education and other teacher education programs to enable time for study abroad or study away.
  • Pursue a partnership with the Atlanta University Center Consortium, which would allow student and faculty exchanges with four historically black colleges and universities (Clark Atlanta University, Spellman College, Morehouse College, and Morehouse School of Medicine).

Challenges and Opportunities:

  • Developing a tracking system for non-credit-bearing study away and study abroad experiences
  • Identifying and funding faculty incentives for designing and implementing study abroad and study away experiences.

Metric 21: All Miami students will have a curricular or co-curricular cultural learning experience, (e.g., intensive community engagement, service learning experience, intercultural or global learning requirement) by the time they graduate.

Strategies:

  • Continue virtual interactions with South African teachers and students.
  • Continue Miami Connections program and engagement with EPIC (Chinese) program.
  • Encourage other departments to follow FSW example of requiring all  majors to complete formal internships or field placements so that students benefit from extensive community engagement and cultural learning experiences.
  • Promote two new courses, EDL/FSW/BWS 382 and 383: Service in Urban Communities I & II,  which feature fieldwork in local urban communities.
  • Following the excellent examples set by SAHE and SLAM, develop additional departmental partnerships with campus offices to engage students in leadership, diversity, and social justice initiatives.
  • Include cultural immersion assignments in appropriate curricula (e.g., UTC, SAHE, KNH).
  • Place 100% of all teacher preparation students in a diverse school for their field experience.
  • Develop new service-learning courses and other opportunities for community engagement (e.g., Oxford Choice Food Pantry, Hueston Woods Trail maintenance).

Challenges and Opportunities:

  • Securing enough placements to accommodate all students.

Objective 4: Expand, virtually and physically, Miami's global involvement.

Metric 22: All faculty and staff will engage in meaningful, globally diverse cultural activities (e.g., volunteer or community engagement, course or workshops on global and intercultural topics, professional training on diversity issues, regular interaction with diverse groups, participation in cultural events) within the past 24 months.

Strategies:

  • Send administrative staff to Center for American & World Cultures events (even during work hours), and incorporate participation in these events into their development plan and evaluation. 
  • Institute a ‘passport’ for international or global experiences and activities which can be ‘stamped’ each time an activity is completed.
  • Develop and teach courses with an international focus or component.
  • Engage in research collaborations with international colleagues and venues.
  • Support faculty and students who deliver presentations at international conferences.
  • Recruit and mentor international students.
  • Encourage participation in global diversity programming.
  • Provide cultural intelligence training for staff members who work with international students.
  • Explore connections with alumni who are based internationally.

Challenges and Opportunities:

  • Securing more funds to support international travel.

Metric 23: Miami will expand, virtually and physically, by 50%, its international partnerships to increase its impact on the global stage.

Strategies:

  • Develop or continue to strengthen the following international partnerships and activities:
    • Partnerships with Korean and Chinese universities;
    • Partnership with Bermuda College to develop the M.Ed. in Special Education;
    • Hosting of international scholars;
    • EPIC program exchange and hosting of Chinese delegations;
    • Faculty exchanges on the international level;
    • Partnership with Fengtai Educational District in Beijing;
    • Summer institutes for Chinese educators.

Challenges and Opportunities:

  • Securing funding to support travel and other expenses related to building international partnerships.