DRAFT Diversity Strategic Planning Goals

To the Muhlenberg Community:

Thanks to the many faculty, students, staff, and trustees who participated in small group discussions of the draft diversity statement, who attended the forum to discuss the draft diversity plan goals, or who commented on these documents electronically.  The diversity statement subcommittee, co-chaired by Janine Chi and Troy Dwyer, is conducting a close analysis of community comments on the draft.  They promise to circulate a revised draft later this spring.

The entire DSPC has reviewed the comments on the draft goals and have made several important changes as a result of this feedback. The Revised Goals are:

Goal #1:   Cultivate a campus community that is supportive of inclusion, justice and social equality.

Goal #2:   Actively recruit and retain a student body with increasing numbers of students from historically underrepresented and marginalized groups.  1

Goal #3:   Actively recruit and retain more faculty and staff from those racial and ethnic groups that have had limited access to careers in higher education.

Goal #4:   Strengthen the depth and complexity of teaching and learning about diversity. 2

Goal #5:   Engage more deeply with the diverse communities of Allentown and the Lehigh Valley.

Goal #6:   Assign responsibility for the measurement, assessment, and coordination of diversity initiatives.


Randy Helm


1 While Goals 2 and 3 both speak to recruitment and retention, the language in the goals is somewhat different to reflect differences particularly in the "recruitment" portion of each goal.  While faculty recruitment tends to be quite individualized and targeted, admissions recruitment needs to employ the widest possible funnel at the very front end of the recruitment process (which then becomes more targeted and individualized as the process moves forward).  One process tends to be one-at-a-time and targeted, while the other needs to generate volume on an annual basis, and so casts the widest possible net at the outset.

2 Many community members felt that the word “academic,” which was used in the original phrasing of this goal, only had implications for the curricular program.  They pointed out that teaching and learning at Muhlenberg is not restricted to the classroom, and does not occur only between a teaching faculty member and a learning student. Indeed, students also learn from staff members (who usually have differing roles than faculty members) and from one another.  The faculty and staff too engage in ongoing learning, from each other, as well as from students. While this goal certainly has implications for both the curriculum and for faculty development, it seeks to exercise Muhlenberg’s existing engagement as a vibrant intellectual community in which everyone teaches and everyone learns.