Azusa Pacific University scholars view creation as a reflection of God-honoring diversity, and draw upon the full spectrum of human knowledge and methods of inquiry developed across centuries. As an academic community, we examine our life together and determine the attributes, assumptions, and practices that promote or inhibit a full reflection of truth and life.
God-honoring diversity serves not only as a value of our Wesleyan heritage, but also exists as a kingdom principle, which includes an embrace of the broader community and the application of scholarship to service the woundedness of the world.
Our policies and curriculum evidence this principle as does faculty recruitment, hiring, and development programs. Hallmarks of this commitment to a diverse community include sustained scholarly dialogue around difficult issues marked by respect, openness, civility, and active listening. Faculty members stand equipped to engage diverse learners and utilize pedagogical practices that support diversity.
Current Five-Year Goals (PDF)
A. Recognition and valuing of structural and interactional diversity
- Develop a plan for faculty and student recruitment designed to diversify the pool of applicants. This plan must be proactive and flexible in seeking out promising prospects for positions and enrollment to reflect the diversity of the surrounding communities
- Demographic data indicates that over the past 5-year span the ethnic and gender diversity of the faculty and student population have continued a trend of growth and stability annually.
- The Office of Undergraduate Admissions sponsors an annual event called, Connections, which organizes a preview and information day for high school students from underrepresented populations.
- Unlearn Week seeks to nurture the reconciling love of Christ toward all people and to demonstrate how, as the body of Christ, we can express this compassion by overcoming misconceptions within ourselves and with others.
- At the graduate level, the continued representation of multiple APU graduate programs is presented in Diverse Magazine's 100 top minority degree producers annual report.
- Advertising in Diverse Magazine and Hispanic Outlook on Higher Education has resulted in increased diversity in new faculty. The Office of the Provost has effectively diversified the faculty pool and the new hires annually by marketing positions in new publications.
- The Diversity Council of Faculty Senate comprised of faculty representation from each of the schools/college and Office of the Provost has shown a significant focus upon the exposure of diversity issues within the curriculum to all students.
- In the division of Student Life, the freshman Beginnings program in which all freshmen participate now has an imbedded diversity component.
- The Center for Academic Service-Learning and Research works alongside faculty of various disciplines, integrating service projects into their course work, annual assessments of student experiences indicate diversity-related learning.
B. Faculty and student scholarly development in diversity
- Promote cultural competency through workshops, seminars, diversity mentors, and access to resources to assist in the implementation of diversity in the curriculum.
- The Christians on Diversity in the Academy (CDA) conference was established in 2008 through a partnership of the Office of Diversity Planning and Assessment and the Faculty of Color Network. This event has served as a forum for the exchange of ideas and engagement in learning related to issues of diversity and their integration in the curriculum, higher education systems, and policies.
- The New Faculty Orientation week, which is planned by the Office of Faculty Development, has expanded the diversity presentation into a God-honoring Diversity workshop, which takes place each year during orientation week.
- The Office of Diversity Planning and Assessment has become increasingly engaged in presenting at school-specific full faculty fall retreats. Involvement in these events has been exercised through aiding in planning activities related to diversity learning.
- The Office of the Provost has continued to establish and support opportunities for learning around Diversity and instruction for faculty.
- Presently a faculty program called Imago Dei in the Curriculum (IDIC) is projected for development by the Office of Diversity Planning and Assessment. The two-day summer workshop serves to equip faculty to engage diversity in the classroom. IDIC is an interdisciplinary approach taught by faculty from various disciplines to provide resources for participants.
- IDIC proposal (PDF)
- The Alice V. Watkins Imago Dei Ethos Award has proved to be a significant incentive for diversity-related scholarship. The award recognizes a faculty member who advances the diversity discussion through their scholarship and is given with a monetary award.
- The Faculty of Color Network was established four years ago to address the retention and support issues voiced by faculty of color on campus.
- A Faculty of Color welcome banquet, established from the Faculty of Color Network allows incoming faculty of color and their families to become connected to one-another, key administrators, and board members.
- Expand and increase allocation of scholarship funds for students of cultural or ethnic minority populations entering the university.
- Scholarship increases have taken place in the Multi-Ethnic Leadership Scholar program over the past five years.
- The Ethnic Studies Minor was established in 2007, and recently completed its first three-year program review reporting positively in enrollment growth, faculty quality, and student satisfaction.
- Diversity workshop and training opportunities for students, staff, and faculty engagement around issues of diversity have continued to expand.
- Web resources have been established for diversity knowledge, which is specific to faculty. These pages provide aid for faculty to engage diversity in both their curriculum and the classroom. In addition, an online diversity-training tool is presently being developed by the Office of Diversity Planning and Assessment, which will be accessible to all university faculty as a resource for learning.
- Web resources may be viewed online
- Opportunities for interactive diversity-related dialogue have yet to be established via the web, this is an area of needed development. The planned revisions being made to the Office of Diversity Planning and Assessment website for the 2010-2011 academic year will perhaps afford opportunity to implement communication tools and a web forum for dialogue.
D. Evaluation for structural and interactional diversity
- Conduct annual institutional research on, and analysis of, the composition of student, faculty, course offerings, and scholarly activity related to both structural and interactional diversity.
- The Office of Diversity Planning and Assessment has worked in conjunction with the Office of Institutional Research and Assessment to identify and collect relevant data concerning both structural and interactional diversity. In addition, the development of the Academic Vision Diversity Assessment Tool (AVDAT), has greatly aided these efforts.
- In the 2008–09 academic year, the Office of Diversity Planning andAssessment generated a special Board Diversity Report, which was presented before the Board of Trustees at the January 2009 meeting. This report was then converted to the Annual Diversity Audit which is a comprehensive report of all structural and interactional diversity data collected. The first annual edition of this report will be generated Summer 2010 and utilized for future strategic diversity planning.
- The Office of Institutional Research and Assessment has effectively integrated diversity into the Program Review report template as to improve assessment.
- Program Review information may be found by visiting the Office of Institutional Research and Assessment website.