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Archive for the ‘inclusive excellence’ Category

The coyote knew full well that despite his best efforts and the strongest ACME (sp) product available to him, there was no way he would ever catch the fleeting road-runner.  An anvil would crush him, he would fall into a deep chasm, or if all failed – they would go to commercial.  He knew it.  His wife knew it.  [...]

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Results indicated that successful male AA students;
a. found/created social enclaves within the environment of the university,
b. only engaged with the university to get specific needs satisfied,
c. retained very close ties with their home environment (parents and/or friends),
d. suggested that they saw themselves as representatives of friends, family, or cultural group that did not have that opportunity, and
e. were committed to a sense of deferred gratification – each was going through current discomfort for a better tomorrow.

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Unless we come to grips with the fact that education has shifted from a process of learning to a process of readying for employment…we will continue to struggle.
Until we make a concerted effort to search for competence (if we know how to define and recognize it) rather than comfort (to make us feel safe)…we will continue to struggle.

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This is the script of a presentation to the 2010 Diversity Forum carded for March 29 – 31st at the University of Wisconsin-Oshkosh.

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Universities are businesses. They work on a business model. They gloat about their endowments. They gloat about their alumni. They do not bring you in unless you have one or two grants attached to your butt. They are businesses. This is not about social activism, and social change, and social responsibility. If you are proposing a change to what we do, then demonstrate how your proposal will add to the profitability and recognition of our university. This is a business.

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The concept of Inclusive Excellence (IE) suggests that you are trying to have your university or college be more inviting or inclusive to a wider variety of social and ethnic groups while retaining a high level of academic challenge. This is the fifth in a series of papers that are designed to respond to this very issue of Inclusive Excellence. If read in sequence, these papers aim to guide you toward that goal of Inclusive Excellence.

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The “I” in IE suggests a more inclusive posture – the inclusion of students from a wider framework of both social and ethnic minority populations. The “E” argues for maintenance of the current academic integrity of the school.

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The very first thing you gauge is whether your Chancellor is a leader or a manager. If your Chancellor is a leader – you have a shot at making this Inclusive Excellence effort work. If your Chancellor is a manager – stay two or three years, build your resume, and get out! It will not ever work there.

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Inclusive Excellence: Part II – Marketing You guys remember the story about the priest and the dog?  Well there was this lady whose dog had died.  She took it to the local priest for burial.  The priest declared: “My lady, we don’t bury dogs!  We bury people. That’s what we do here.”  The lady pleaded [...]

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How do we, as a culture, move to a state of inclusion without first achieving readiness? We do not include anything (new foods, new music, a new child…) without a readiness to include. Otherwise, it is an imposition. Regardless to what it is, there must be a process of readiness to engage if (a) proper learning is to take place, and (b) you are expected to participate in that newly learned behavior. Consider any developmental process –walking, reading, driving…. It follows the same path.

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