Description: Halualani and graduate research assistants Haiker and Lancaster conducted an extensive inventory and mapping of all diversity efforts and courses on campus. We needed to establish a baseline measure or the starting point for where the university was with regard to incorporating major diversity efforts across all levels at the institution (top-down; non-academic to academic to the community) and for all campus constituencies (undergraduate and graduate students, staff, faculty, managers and administrators, community members). Our team first set out to collect data from all campus divisions about current diversity efforts; then enter and organize this data in a spreadsheet program, followed by graphically mapping the data into a brainstorming software program.
We set out to collect information about current diversity efforts, activities, and programs from across San José State University. For definitional purposes, our team referred to "diversity effort" as "any activity or program that promotes and or supports the active appreciation, engagement, and support of all campus members in terms of their backgrounds, identities, and experiences (as constituted by gender, socioeconomic class, political perspective, age, race, ethnicity, religion, sexual orientation, disability, regional origin, nationality, occupation, language, among others, and the intersection of these aspects) and or promotes the larger importance of diversity, difference, or cultural sharing for the public."
Information about diversity efforts, programs, and activities was collected in the following ways. First, we issued an email request from the Office of the President to all campus divisions, units, programs, and departments to send all information about their current diversity efforts and documentation by a specific date (three weeks as the deadline) for the president to review in a mapping. We also conducted a search of over 1,000 campus Web site links related to "diversity" and "culture." Team members then extracted this web information and inserted it into a spreadsheet program (Microsoft Excel). Last, we engaged in live "data collection" tours through which we visited as many of the main campus division offices in a two-week period and collected relevant information and interviewed program representatives.
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