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CONTENTS Jesuit Identity Diversity Defined Current Practices Areas of Improvement Vision Objectives Qualifications Jesuit Counterparts Works Cited Appendix 3 4 5 7 9 10 13 14 15 16

THE QUESTION FROM THE STUDENTS: If we, as a university community, truly believe in diversity, what more should we do at an institutional and structural level to ensure that we are cultivating a community filled with a variety of world viewpoints, experiences, and leadership styles?

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The mission of Loyola University Chicago states, We are Chicago's Jesuit Catholic University-- a diverse community seeking God in all things and working to expand knowledge in the service of humanity through learning, justice and faith. The vision of the University follows stating, Loyola University Chicago is the school of choice for those who wish to seek new knowledge in the service of humanity in a world-renowned urban center as members of a diverse learning community that values freedom of inquiry, the pursuit of truth and care for others. Both the mission and the vision statements of the university contain the word diversity. We believe this to mean that diversity is a value central to who we are. Diversity is a pillar of Loyola University Chicago and should be at the core of our institutional practices. According to Jesuit ideals, the term cura personalis, care for the whole person, is essential to our values and our faith. Peter-Hans Kolvenbach, the former Superior General of the Society of Jesus 1983-2008, stated: Tomorrow!s "whole person! cannot be whole without an educated awareness of society and culture with which to contribute socially, generously, in the real world. Loyola University Chicago, with the help of the Chief Diversity Officer, must continue to teach a faith that does justice by continuing to teach a student body that is well-rounded by all means. As a Jesuit institution of higher learning we are asking for more. We are asking that we, Loyola University Chicago, stay true to the ideals of our mission, vision, and Jesuit identity.

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Go forth and set the world on fire St. Ignatius

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Diversity is an inclusive concept that refers to race, ethnicity, gender, faith, tradition, age, physical and mental ability, sexual orientation, immigration and economic status. It is through our understanding and valuing of " diversity that we maximize the unique contributions we are all capable of making as students, employees, and members of the community. Diversity is the climate of multiple perspectives, ideas, and viewpoints from which individuals can gain knowledge; though, diversity not only represents a multitude of identities, but also expands our openness to new ideas and experiences. An institution is diverse when a multiplicity of backgrounds exist within the institution. Individuals of the institution are exposed to a variety backgrounds and are therefore benefiting and enriching their higher education experience. Loyola!s mission of being Chicago's Jesuit Catholic University-- a diverse community seeking God in all things and working to expand knowledge in the service of humanity through learning, justice and faith fully supports diversity.

John Gardner Author of Building Community Wholeness incorporating diversity{is} the transcendent goal of our time, the task for our generationclose to home and worldwide. The play of conflicting interests in a framework of shared purposes is the drama of a free society. It is a robust exercise and a noisy one, not for the faint-hearted or the tidyminded. Diversity is not simply good in that it implies breadth of tolerance and sympathy. A community of diverse elements has greater capacity to adapt and renew itself in a swiftly changing world.

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Loyola University Chicago has an expressed commitment to diversity. It is written in our mission and vision statements, as well as displayed through current practices and policies. We would like to acknowledge current administrators, their efforts, as well as school and department wide policies who are making a strong effort in regards to diversity. Exposing Students to Environments of Higher Education: In the past year, the Admissions Department has made an extra effort in recruiting underrepresented populations. These advancements have been achieved through school visits and college fairs and through examining key areas of recruitment. Admissions has acknowledged and acted on research supporting the idea that students from schools and institutions that might be limited in their ability to properly prepare students to come to a university such as Loyola, have a better chance of succeeding when they are brought on campus, or exposed to an environment of higher learning. Setting Aside Resources: Provost Pelissero implemented a diversity initiative to set aside additional resources to help different departments, under his jurisdiction, hire new faculty members from underrepresented populations, who might not have previously looked to Loyola as a feasible place of work. Institutional Support for Undocumented Students

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In 2011, the Governor of Illinois signed the DREAM Act, which made scholarships, college savings, and prepaid tuition plans available for undocumented students who have graduated from Illinois high schools. In 2012, President Obama signed an Executive Order called Deferred Action, which allows undocumented youth, under the age of 30, to be protected from deportation and to apply for a work authorization. Loyola University Chicago supports both governmental actions. The university also provides a guide for undocumented students to obtain financial aid through the Office of Student Diversity and Multicultural Affairs. The President of the University, Father Michael Garanzini, S.J. believes that our universities should again be institutions where hard work is rewarded without regard to the personal status of our students.

Preparing People to Lead Extraordinary Lives

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Growth of Scholarships The university announced a new scholarship campaign with the goal of raising $80 million. The focus of the campaign is to raise new funds for endowed scholarships, which would be used to establish a new endowed fund or to increase an existing scholarship fund. Endowed funds can exist indefinitely and can create a constant stream of income for support. Currently, the campaign has raised $28 million and needs to raise $52 million more. The greater success of this campaign, the greater the amount of money will be available to help students of all backgrounds. This is something that will benefit students on all levels and allow the university to provide more scholarships for students across the board. Human Resources Practice According to Tom Kelly, the university!s Sr. Vice President for Administrative Services & Chief Human Resource Officer, Loyola currently has a very detailed and descriptive Affirmative Action Policy. The university is continuously making efforts to gather all data from the Census, Educational Digest Research, and more, to see where the demographics of the pool of qualified applicants lie. This data is used and shared with search and hiring committees throughout the process of hiring new faculty and staff.

We acknowledge and appreciate other efforts that are being made within the Undergraduate Admissions Office as well as the Division of Student Development, including, but not limited to the Department of Student Diversity and Multicultural Affairs and the Cultural Competency Committee. The commitment of these departments and university faculty, staff and administration has achieved great progress. However, students believe that more progress can be made. &!

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Context of Chicago

At Loyola we refer to ourselves as Chicago!s Jesuit University, yet as an institution we do not reflect the diversity of Chicago. According to the 2010 United States Census, the African American population of the City of Chicago is 36.8 percent. This is a glaring difference from our university!s student African American population of 3.9 percent. We believe as an urban campus, Loyola needs be representative of its surrounding community. It is also important to note that our very own Rogers Park is the most diverse neighborhood in the city of Chicago. As a university we are not contributing to the diversity of this neighborhood. According to the graph, when comparing Loyola University to DePaul University, as a fellow Catholic, private, and urban institution of comparable size, we are not where we potentially could be in regards to students of underrepresented populations. According to The Office of Institutional Research, in 2011 the percentage of minority students recruited in the freshman class at the university was 38 percent. In 2012, this percentage was again 38 percent. There are efforts that could be made to change this.

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Diverse Faculty and Staff Loyola has one thousand and sixty seven faculty members. One hundred and seventyfive of these faculty members come from a minority background. Six hundred and sixtytwo faculty members are women and seven hundred and five faculty members are men. Twenty-three faculty members are nonresident aliens. The following is the percentage breakdown of the faculty: 12.8% minorities, 48.4% women, 51.5% men, and 1.68% non-resident aliens. It is imperative that Loyola increase the number of faculty members that come from underrepresented populations. ! '!

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Rising Cost of Attendance

Over the past four years, Loyola has raised tuition steadily by an average of $1,200 each year, according to Loyola!s Common Data Set records, available on the university website. These increases are a problem because the more expensive an education at Loyola is, the more it deters students from underrepresented populations Strategic Plan for the Future of the University In September of 2012, Loyola presented a new document regarding the new strategic plan for the university titled, Positioning Loyola for the Future. This document poses diversity as an issue of high student concern, as well as a high priority among the leadership and task force stating action must be taken. Within this proposal diversity is mentioned several times. One such topic that covers diversity is the Areas of Strategic Importance section, especially the portion that regards enrollment and financial aid. "The document clearly states, [A] Multiyear plan to reduce the discount rate to a blended rate capped at 35 percent and manage student indebtednessCapping Pell-eligible students to 25 percent. In response to these statements, the Task Force committee of the document defended their plans by stating they believe it is a more positive approach to provide more resources and support to a smaller group of Pell-eligible students, as opposed to fewer resources to a larger group. While this is a response that has been mentioned several times, there are no written or tangible plans within the document that support these ideas or explain how resources would be reallocated. There is also no plan as to combating the possible effects of how this could change the overall diversity climate of the campus. Institutional Support for Undocumented Students

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Joseph McShane S.J President of Fordham University If racial Diversity was not considered in higher education, Such a turn of events would be the end of our Jesuit identity: a disaster for our students, for Catholic higher education, and for the society we serve.

Loyola University Chicago supports governmental action in regard to the Dream Act, but the assistance ends after admission. These students have no access to financial aid and it is very difficult for them to attend the institution. Sister Jesuit universities, such as Fordham, Santa Clara, and Loyola Marymount University, have implemented scholarship programs specifically for this demographic of students. Santa Clara University has a Scholarship Program for Undocumented Immigrants. This is a million dollar program given to 25-30 undocumented immigrants. It began 10 years ago. Tuition, as well as room and board, are provided for these students. Loyola Marymount University provides resources and support for undocumented students on how to work the financial aid process. The Loyola Marymount University Jesuit Community uses their private dollars to pay for undocumented student!s tuition. ! (!

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Loyola University Chicago strives to be a diverse institution committed to social justice. The Chief Diversity Officer Position is envisioned as an administrative position that works towards improving campus climate for all individuals through the development of a strategic plan that will create a more equitable and inclusive university. Loyola, as a supportive community and innovative institution, must pursue and retain an array of individuals from different backgrounds and social identity groups. Our institution will continue as a leader in issues facing our global community, only as long as we have a diverse pool of talent from which to draw new ideas and ways of thinking. Peer Jesuit Catholic institutions have similarly recognized this need to formally and structurally ensure their campuses become and remain increasingly more diverse. These universities have already implemented a similar position to address the issue of diversity in the campus community: Boston College, Georgetown University, Gonzaga University College of the Holy Cross, Saint Louis University, The University of San Francisco, Santa Clara University, and Xavier University.
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As a member of the President's Cabinet, and at a position of Vice Presidential status, the key initiative of the Chief Diversity Officer (CDO) will be to craft a strategic plan for diversity at Loyola University Chicago. The strategic plan will be based on the following objectives:

Objective One: Preparing and distributing regular reports on the status of diversity initiatives to the campus community. The CDO will collect research data and empirical evidence that relates to diversity on campus. Empirical evidence, in this context, refers to observations regarding diversity on Loyola!s campus. The CDO will be executing many initiatives, which will be relayed through a bi-annual report to be given to the President, his Cabinet, and other pertinent individuals. The document will also be accessible to the Loyola Community. This report will showcase the progress Loyola is making as a university, as well as the initiatives the CDO is working on to further the university!s progress in diversity issues. This report will serve as a check on the CDO's position, and will indicate the success of his or her strategic plan over time.

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Objective Two: Create policy proposals, provide recommendations for institutional policy changes, and coordinate implementation, where appropriate, supporting diversity. The creation and revision of university policy in regards to diverse populations will be the responsibility of the CDO. The CDO will make it a priority to go through current policies and update language and guidelines pertaining to diversity where he/she deems necessary. He/she will do this by creating proposals, gauging support of the Loyola community, and presenting these proposals to the appropriate parties. The CDO will work with other related departments to create proposals and recommendations for new policy and its implementation. Objective Three: Support the recruitment of a diverse student body. The CDO will have the responsibility of advising and supporting the recruitment of a diverse student body. He/She will work in tandem with student management to identify gaps throughout the student body, and enhance workshops and student events to accordingly support the underrepresented groups of students. Specific examples of events and workshops that could better focus on these groups of students with advising from the CDO are Loyola Weekend, campus overnights, and more. The CDO would also be an intentional partner in the financial aid process when recruiting students from underrepresented populations to ensure that financial support is available to students to help offset costs of attending Loyola. Objective Four: Support the retention of a diverse student body. The CDO will be a leader in working with stakeholders that include, but are not limited to, faculty, alumni relations, departments in Student Development, the Office of Student Diversity and Multicultural Affairs, and Second Year Initiatives in issues of retention. The implementation of new initiatives should increase the rate of retention and persistence of minority students. It is also important to expand and continue support of existing programs that seek to increase the academic success and graduation of underrepresented students, such as the STARS (Students Together Are Reaching Success) and ACE (Achieving College Excellence) programs. !

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John Gardner Author of Building Community True diversity requires going beyond the composition of the students enrolled. It requires diversity at all levels: students, faculty, staff, administrators, governing board and, ultimately, alumni. Furthermore, diversity should not be seen as the goal; it should be seen as the means to achieving equity and pluralism.

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Objective Five: Coordinate campus initiatives to recruit, retain, and advance diverse faculty, administrators, and staff. The CDO will be in charge of overseeing initiatives for expansion and retention of diversity in the faculty, administrators, and staff. The CDO will work with Human Resources, the Provost, the Deans, and search committees to increase the pool of diverse applicants when hiring. At Loyola, it is in our Student Promise and ethical code to provide an environment in which all students feel comfortable, welcomed, and represented. According to research from the Women in Science & Engineering Leadership Institute, Students who see themselves reflected in their faculty and staff will feel more comfortable in the classroom setting and in the campus environment. Objective Six: Design and deliver presentations, workshops, learning modules and educational materials for Loyola faculty, staff, and administration that enhances awareness and increases skills in the areas of diversity, equity, and inclusion across all divisions of the university. The CDO will be expected to design and deliver cross-cultural, diversity " and equity presentations to faculty and staff regarding the importance of the role of diversity on campus. These presentations or workshops are intended to increase cultural competency for members serving on search committees for potential faculty. Objective Seven: Support the incorporation of diversity and inclusion across the curriculum. The CDO will examine how diversity can be better represented in the core curriculum. Diversity is a pillar of a Jesuit education, and needs to be voiced through the course options. Since all students are required to take a set of core classes to enhance education, it would be prudent to include diversity in the curriculum to ensure all students learn about our Jesuit values in a safe and respectful classroom experience.

George Kuh Author of Student Success in College: creating conditions that matter Institutions have particularly recognized the need to hire more faculty of color to help recruit and serve as role models and mentors for underrepresented students.

Objective Eight: Represent the university at professional conferences such as the Association of Jesuit Colleges and Universities Conference on Multicultural Affairs (AJCU-CMA). The CDO will have the responsibility of representing Loyola University Chicago at professional conferences that include, but are not limited to the Association of Jesuit Colleges and Universities Conference on Multicultural Affairs (AJCU-CMA). The AJCU-CMA conference was established to ensure optimal access to Jesuit higher education for all minorities and underrepresented students. We believe this type of conference, along with similar conferences, will equip this individual with knowledge and ideas that will directly benefit the university and assist in the overall goals of the CDO. ! " *"!

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The Chief Diversity Officer of Loyola University Chicago must be a highly qualified individual with a wide range of skills, knowledge, and experience. The CDO must be able to show a commitment to Loyola!s mission and vision, as well as leadership skills. Credentials

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A doctoral degree from an accredited institution must be a requirement. At least 5-10 years of post-graduate work experience in higher education which involved developing, implementing, and evaluating diversity programs is essential. The candidate must have experience with and an understanding of budget and grant management. Knowledge of Diversity/Social Justice This candidate must possess a technical expertise with tangible demonstration of diversity issues, and the ability to masterfully coordinate with a broad range of internal and external parties. The CDO will be required to maintain confidentiality and to handle sensitive matters with judgment, tact, and diplomacy. Experience and appreciation for a Jesuit education and the values which are encompassed in that, as well as an overall understanding of social justice should be highly encouraged. The candidate should be extremely knowledgeable in equal opportunity and affirmative action issues. Collaboration Leadership and collaboration are a hallmark of all employees at Loyola University, and the CDO should be no exception. This position will have to work with many different departments and offices of the university and integrate their strategic plan into these areas, so a strong understanding of how this works is critical. This individual should also have an in-depth perspective on organizational change to move their strategic plan through the university community and create a team approach to cultural change. The common vision created by the CDO will match and be fluidly integrated into the university!s strategic goals and overall mission. Exceptional problem solving and communication skills, including interpersonal skills, public-speaking, writing, small group facilitation, active listening, and conflict resolution are all critical attributes for the success of this individual and their position. *#!

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The Following is a list of fellow Jesuit institutions who currently have the position or office devoted to Diversity:
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Boston College Georgetown University Gonzaga University College of the Holy Cross Saint Louis University The University of San Fransisco Santa Clara University Xavier University
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Common Data Set 2011-2012. DePaul University, 2011. Web <http://oipr.depaul.edu/cds/2011/2011CDS_B.pdf> "Dreamers." The Santa Clara. Santa Clara University, n.d. Web. 20 Nov. 2012. <http://www.thesantaclara.com/scene/dreamers-1.2633797?pagereq=1>. Erdman, Brian, Dr. Common Data Set 2010-2011. Loyola University Chicago, 2010. Web. <http://www.luc.edu/media/lucedu/institutionalresearch/cds/CDS_10_11.pdf>. Erdman, Brian, Dr. Common Data Set 2011-2012. Loyola University Chicago, 2011. Web http://www.luc.edu/media/lucedu/institutionalresearch/cds/CDS_11-12.pdf Fine, Eve, and Jo Handelsman. Benefits and Challenges of Diversity in Academic Settings. Rep. N.p.: Board of Regents of the University of Wisconsin System, 2010. Web. http://wiseli.engr.wisc.edu/docs/Benefits_Challenges.pdf Gardner, John William. Building Community. Washington, D.C.: Independent Sector, 1991. Print. Kolvenbach, Peter-Hans, Rev. "Commitment to Justice in Higher Education." Commitment to Justice in Higher Education. Creighton University, 6 Oct. 2000. Web. Kuh, George D. Student Success in College: Creating Conditions That Matter. San Francisco, CA: Jossey-Bass, 2010. Print. McShane, Joesph, S.J, and Tim Reidy. "Affirmative Action and Academic Freedom." American Magazine 11 Sept. 2012: n. pag. Print. ""Resources for Undocumented Students." Luc.edu. Loyola University Chicago. Student Diversity & Multicultural Affairs, n.d. Web. <http://luc.edu/diversity/resources/non-uscitizenstudent/>. Vision and Values." Vision and Values. Loyola University Maryland, n.d. Web. <http://www.loyola.edu/about-loyola/visionvalues/values.html>. "The Value of a Jesuit Education." Luc.edu. Loyola University Chicago, n.d. Web. <http://www.luc.edu/undergrad/about/jesuit-colleges.html>. http://100.lmu.edu/Assets/Centennial/Website/Oral+History/Legaspi+Oral.pdf

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"" Individuals consulted in the process of creating this proposal: Diversity Council Fr. Justin Daffron Sadika Sulaiman Hara Johnathan Heintzelman Shannon Howes Robert Kelly Tom Kelly Kenechukwu Mmeje John Pelissero Kathleen Maas Weigert " ! *&! A body of student representatives that address issues surrounding diversity at the university Associate Provost for Academic Services Director of Student Multicultural & Diversity Affairs Senior Vice President for Advancement Director of Student Leadership Development Vice President for Student Development Senior Vice President for Administrative Services and Chief Human Resources Officer Associate Dean of Students Provost Assistant to Provost for Social Justice