StandardsofProfessionalPracticeforChiefDiversityOfficersinHigherEducation2.0

NationalAssociationofDiversityOfficersinHigherEducationMarch2020

TaskForceMembersRogerL.Worthington,PhD,ChairChristineA.Stanley,PhDDarylG.Smith,PhD

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ExecutiveSummary.................................................................................................................................................2StandardsofProfessionalPracticeforChiefDiversityOfficersinHigherEducation2.0.........4Preamble..................................................................................................................................................................4StandardOne.........................................................................................................................................................7StandardTwo........................................................................................................................................................8StandardThree.....................................................................................................................................................8StandardFour........................................................................................................................................................9StandardFive......................................................................................................................................................10StandardSix........................................................................................................................................................10StandardSeven..................................................................................................................................................11StandardEight....................................................................................................................................................12StandardNine.....................................................................................................................................................12StandardTen.......................................................................................................................................................13StandardEleven................................................................................................................................................14StandardTwelve...............................................................................................................................................14StandardThirteen............................................................................................................................................15StandardFourteen...........................................................................................................................................16StandardFifteen................................................................................................................................................16StandardSixteen...............................................................................................................................................17

References................................................................................................................................................................18Acknowledgments.................................................................................................................................................20

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ExecutiveSummary

TheNationalAssociationofDiversityOfficersinHigherEducation(NADOHE)hasestablishedstandardsofprofessionalpracticeforchief*diversityofficers(CDOs)inhighereducation.Giventhecomplexitiesofdifferinginstitutionaltypes,missions,historicallegacies,andcurrentcontextsandthevariedprofessionalbackgroundsandtrajectoriesofCDOs,institutionswillinevitablydifferinthedetailsoftheapplicationofthesestandardsintermsofcriticalfeaturesincluding,butnotlimitedto,(a)theorganizationalstructureintheportfoliooftheCDO,(b)theallocationofhuman,fiscal,andphysicalresources,(c)theoptimaldegreeofcentralizationversusdecentralizationofequity,diversity,andinclusion(EDI)efforts,(d)theprocessesofbuildinginstitutionalandorganizationalcapacity,(e)theuniqueorganizationalmanifestationsofinstitutionalchange,and(f)thespecificfocusandmetricsrelatedtomechanismsofaccountability.CDOsplaythecentraladministrativeroleinguiding,facilitating,andevaluatingtheseprocessesonbehalfoftheinstitution(Williams&Wade-Golden,2007,2013).Thehighestlevelsofcommitment,responsibility,andaccountabilityresidethroughoutinstitutionalleadership,inwhichcabinet-levelCDOsserveastheprincipaladministratorstoadvancemission-driveneffortsthroughhighlyspecializedknowledgeandexpertise.Throughthestandardsofprofessionalpracticethatfollow,NADOHEprovidesguidanceandsupporttoindividualsservingasCDOs,aswellastotheinstitutionswheretheywork.

StandardOne:Chiefdiversityofficershaveethical,legal,andpracticalobligationstoframetheirworkfromcomprehensivedefinitionsofequity,diversity,andinclusion—definitionsthatareinclusivewithrespecttoawiderangeofidentities,differentiatedintermsofhowtheyaddressuniqueidentityissuesandcomplexintermsofintersectionalityandcontext.

StandardTwo:Chiefdiversityofficersworktoensurethatelementsofequity,diversity,andinclusionareembeddedasimperativesintheinstitutionalmission,vision,andstrategicplan.

StandardThree:Chiefdiversityofficersarecommittedtoplanning,catalyzing,facilitating,andevaluatingprocessesofinstitutionalandorganizationalchange.

StandardFour:Chiefdiversityofficersworkwithseniorcampusadministratorsand,whenappropriate,governingbodies(e.g.,trusteesorregents)toreviseorremovetheembeddedinstitu-tionalpolicies,procedures,andnormsthatcreatedifferentialstructuralbarrierstotheaccessandsuccessofstudents,faculty,andstaffwhobelongtomarginalizedandoppressedgroups.

*TheNationalAssociationofDiversityOfficersinHigherEducation(NADOHE)acknowledgesthatthetermchiefdiversityofficeriscontroversial,andNADOHEwillappointanindependenttaskforcetoassessandtomakearecommendationastoanofficialassociationpositiononnomenclatureregardingtheuseofthewordchief.ThetermschiefdiversityofficerandCDOareusedinthisdocumentasahistoricallycommonreferent.

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StandardFive:Chiefdiversityofficersworkwithfaculty,staff,students,andappropriateinstitutionalgovernancestructurestopromoteinclusiveexcellenceinteachingandlearningacrossthecurriculumandwithincocurricularprogramming.

StandardSix:Chiefdiversityofficersworkwithinacommunityofscholarstoadvocateforinclusiveexcellenceinresearch,creativity,andscholarshipinallfieldsasfundamentaltothemission-drivenworkoftheinstitution.

StandardSeven:Chiefdiversityofficersarecommittedtodrawingfromexistingscholarshipandusingevidence-basedpracticestoprovideintellectualleadershipinadvancingequity,diversity,andinclusion.

StandardEight:Chiefdiversityofficersworkcollaborativelywithseniorcampusadministratorstoplananddeveloptheinfrastructureforequity,diversity,andinclusiontomeettheneedsofthecampuscommunity.

StandardNine:Chiefdiversityofficersstrivetooptimizethebalancebetweencentralizationanddecentralizationofeffortstoachieveequity,diversity,andinclusionthroughouttheinstitution.

StandardTen:Chiefdiversityofficersworkwithsenioradministratorsandmembersofthecampuscommunitytoassess,plan,andbuildinstitutionalcapacityforequity,diversity,andinclusion.

StandardEleven:Chiefdiversityofficersworktoensurethatinstitutionsconductperiodiccampusclimateassessmentstoilluminatestrengths,challenges,andgapsinthedevelopmentandadvancementofanequitable,inclusiveclimatefordiversity.

StandardTwelve:Chiefdiversityofficersworkwithsenioradministratorsandcampusprofessionalstodevelop,facilitate,respondto,andassesscampusprotocolsthataddresshate-biasincidents,includingeffortsrelatedtoprevention,education,andintervention.

StandardThirteen:Chiefdiversityofficersworkwithsenioradministratorsandcampusprofessionalstofacilitateandassesseffortstomentor,educate,andrespondtocampusactivism,protests,anddemonstrationsaboutissuesofequity,diversity,andinclusion.

StandardFourteen:Chiefdiversityofficersarecommittedtoaccountabilityforadvancingequity,diversity,andinclusionthroughouttheinstitution.

StandardFifteen:Chiefdiversityofficersworkcloselywithsenioradministratorstoensurefullimplementationofandcompliancewiththelegalandregulatoryrequirementsfortheinstitution.

StandardSixteen:Chiefdiversityofficersengageintheirworkinwaysthatreflectthehighestlevelsofethicalpractice,pursuingself-regulationashighereducationprofessionals.

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StandardsofProfessionalPracticeforChiefDiversityOfficersinHigherEducation2.0

Preamble

TheNationalAssociationofDiversityOfficersinHigherEducation(NADOHE)hasestablishedstandardsofprofessionalpracticeforchief*diversityofficers(CDOs)inhighereducation(Worthington,Stanley,&Lewis,2014;Worthington,Stanley,&Smith,2020).InstitutionalandindividualmembersofNADOHErecognizetheimperativeforcollegesanduniversitiestoreflecttheirespousedvaluesandtodeliverontheircommitmenttomaketheirinstitutionsinclusivelearningandworkingenvironmentsforall.AsmembersofNADOHEandthroughtheappointmentofCDOs,collegesanduniversitiesmakeacommitmenttothepursuitofinclusiveexcellenceasamission-drivenedictatalllevelsoftheinstitution.Thestandardsarewrittentoreflectapplicationatthehighestoperationalleveland,whereappropriate,toprovideguidanceregardinghowthesestandardscanbeappliedatotherlevels(e.g.,division,college,school,department,program). Thesestandardsreflectdefinitionalaspectsofaprofessionratherthanspecificcontentofknowledge,awareness,andskillsthatcharacterizethecompetenciesofanindividual.Standardsfocusatahighlevelontheworkofthoseintheprofessionratherthanonspecificjobroles.Permeatingthemessuchasspecializedexpertise,professionaljudgment,ethics,self-regulation,andprofessionalismarewrittenintothestandardstoensuretheyapplyacrossthebreadthofpracticeandtodiscouragetheirbeingtreatedasseparatetopicsorareasofcompetence.WhereasCDOsmay(ormaynot)havespecificcompetenciestocarryoutacomprehensivecampusclimatestudyordeliveraworkshopfocusedonimplicitbiasforfacultysearchcommittees,theyarecommittedtothestandardsofpracticethatensurethecompetentdeliveryofsuchcriticalactivitieswithinaninstitution.Withinthatcontext,CDOsmustrecognizethescopeandlimitsoftheiruniquesetofcompetenciesinadvancinginstitutionalobjectivesandmustbeabletobuildcapacityfromwithinoroutsidetheinstitutiontoensuretheprogressofEDIefforts. Giventhecomplexitiesofdifferinginstitutionaltypes,missions,historicallegacies,andcurrentcontextsandthevariedprofessionalbackgroundsandtrajectoriesofCDOs,institutionswillinevitablyapplythesestandardsindifferentways,withdetailsandcriticalfeaturesthatmightinclude,butarenotlimitedto,(a)theorganizationalstructureintheportfoliooftheCDO,(b)theallocationofhuman,fiscal,andphysicalresources,(c)theoptimaldegreeofcentralizationversusdecentralizationofEDIefforts,(d)theprocessesofbuildinginstitutionalandorganizationalcapacity,(e)theuniquemanifestationsofinstitutionalchange,and(f)thespecificfocusandmetricsrelatedtoaccountability.CDOsplaythecentraladministrativeroleinguiding,facilitating,andevaluatingtheseprocessesonbehalfoftheinstitution(Williams&Wade-Golden,2007,2013).

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Thehighestlevelsofcommitment,responsibility,andaccountabilityresidethroughoutinstitutionalleadership.Cabinet-levelCDOsserveastheprincipaladministratorstoadvancemission-driveneffortsthroughhighlyspecializedknowledgeandexpertise.InstitutionalcommitmenttotheworkofCDOsischaracterizedbyleadership,evidence,resources,andcoordination;thatis,executiveadministrators(e.g.,trustees,presidents,provosts)seekoutandexamineevidencethatreflectsinstitutionalstrengthsandweaknesses,allocateresourcesaccordingly,andempowertheirCDOstopromotecoordinatedeffortstowardinstitutionalgrowth,change,andaccountabilityrelatedtoEDIissues. Overthepastsevendecades,theworktowardaccess,nondiscrimination,equity,diversity,inclusion,andjusticehasbeencontinuouslyevolving.Diversityinhighereducationhasprogressedfromanalmostsingularfocusonincreasingaccessforprotectedgroupstoacomprehensiveconceptualizationofinstitution-widesocialintegrationacrossallfunctionsofcollegesanduniversities.Whereasearlyeffortstowardaccessprimarilyfocusedoncompositionaldiversityintermsofraceandgender,andinturnaffirmativeaction,thesubsequentrecognitionoftheneedtoretainandpromotethesuccessofstudents,faculty,andstafffrommarginalizedandoppressedgroupsledthefieldtoaimaboveandbeyondnumericaldiversitytowardissuesofequity,inclusion,andjustice.Whereas,compositionaldiversity—especiallyintermsofcriticalmass—isinsomesenseanecessary(thoughinsufficientinandofitself)preconditionforachievingequityandinclusion,thevastmajorityofinstitutionshavenotreachedeventhatprecondition.Theshiftfrommonoculturalismtowardnondiscriminationinturnhasledtoafocusonmulticulturalorganizationaldevelopment(Espinosa,Turk,Taylor,&Chessman,2019;Jackson,2014;Jackson&Hardiman,1997).Withanincreasinglydiversepopulation,inclusiveexcellencehasbecomeanimperativeforinstitutionsacrossthecurriculum,cocurricularprograms,researchandscholarship,leadershipdevelopmentateverylevel,andcommunityengagement.Fromtheframeworkofinclusiveexcellence,highereducationinstitutionsarecompelledbytheabundanceofevidencethatdiversityisacriticalfactorinthequalityofeducationaloutcomes—theeducationalbenefitsofdiverselearningandworkingenvironments—suchthatexcellenceisunachievablewithoutdiversity.Inclusiveexcellenceisrelatedtotheeducationalbenefitsforstudentsandforlearning.Ithasbecomeincreasinglyclearthatdiversityiscriticalforexcellenceinscholarship,research,andtheresultingcurriculumandleadstobetterknowledgeforallfieldsinthehumanities,socialsciences,naturalsciences,aswellasinmedicine,business,publicaffairs,andlaw.Indeed,theevolutionoffocusingoninclusiveexcellenceemergesfromtheinstitutionallevel,requiringcapacity-buildingthroughouttheinstitutioninthecontextofitsmission.Asthecomplexityoftheworkincreases,highereducationleadersmustrecognizetheessentialneedforhighlyspecializedknowledgeandexpertiseandfosterthedevelopmentandapplicationofevidence-basedpractices.Inthatcontext,theprofessionaldevelopment

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needsofCDOsmustbeunderstoodtoexpandthedepth,breadth,andscopeoftheirexpertise,whiletheprofessionaldevelopmentoffaculty,staff,andadministratorsispromotedthroughouttheinstitution. Historically,CDOshavecomefromavarietyofcareertracks,includingtenuredacademicfacultypositionsandnonacademicstaffpositions(e.g.,studentaffairs,humanresources,businesssector,government;Williams&Wade-Golden,2013;Witt/Keiffer,2011)andfromawidevarietyofprofessionalbackgroundsandeducationalcredentials(e.g.,law,psychology,highereducationadministration,business,engineering,humanities,medicine).VeryfewCDOshavespecializededucationalcredentialsorfoundationalprofessionalexperiencesthatdirectlyinformtheirEDIrolesandresponsibilities,andthereissubstantialvariationinthelevelsandtypesofqualificationsrequiredtoperformthedutiesoftheCDO,aswellasinthetitlesthatareattachedtotherole(e.g.,director,assistant/associateviceprovost,vicepresident). Broadly,CDOshavemultipleresponsibilitiesandallegiancesto(a)theirinstitutions,(b)divisionsorunitswithintheinstitution,(c)individualinstitutionalconstituents,(d)individualsandorganizationsoutsidetheirinstitutions,and(e)theprofession.Insomeinstances,allegiancetotheinstitutionmayrequireCDOstoworkwithpowerfulindividualswhomightbeaversetotheEDImissionofhighereducationandwithotherswhomightattempttoadvocateorlegislateagainsttheirefforts.Inthatcontext,theworkofCDOscanbeinherentlyfraughtwithchallenges,threats,incongruities,andconflictsintheirallegiancesandtheiradvocacyfortheinterestsofthosewithwhomtheywork.WhereasCDOshaveanobligationtoidentifytheirmultipleallegiancesopenlyinthespiritoftransparency,institutionalmembersofNADOHErecognizeandunderstandtheinherenttensionsthatmayarisewhenCDOsadvocateforaccountabilityinareasofrealorperceiveddeficitofindividualleaders,unitsanddivisions,ortheinstitutionmorebroadly.Itisincumbentoninstitutionstorespondtothesepotentialtensionswiththeutmostfairnessandprofesssionalismforallpartiesandtoactinconcertwiththemission-drivenimperativeforadvancinginclusiveexcellenceinhighereducation. Throughthestandardsofprofessionalpracticethatfollow,NADOHEprovidesguidanceandsupporttoindividualsservingasCDOsaswellastheinstitutionswheretheywork.Thisdocu-mentisdirectedtoindividualCDOs,andaseparatedocument(inthefuture)willprovidemorespecificguidanceforinstitutions.WhereappropriatewehavedelineatedtheboundariesbetweenresponsibilitiesofinstitutionsandtheindividualsservingintherolesofCDOs.

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StandardOne

Chiefdiversityofficershaveethical,legal,andpracticalobligationstoframetheirworkfromcomprehensivedefinitionsofequity,diversity,andinclusion—definitionsthatareinclusivewithrespecttoawiderangeofidentities,differentiatedintermsofhowtheyaddressuniqueidentityissuesandcomplexintermsofintersectionalityandcontext.

Comprehensivedefinitionsandframingofequity,diversity,andinclusionvarywidelyintheliteratureandhaveevolvedtobecomemoreinclusiveofmarginalizedidentities,toaccountforshiftingconceptualizationsofidentities,toincorporatechanginglanguageregardingidentities,andtorespondtochangesinlegalandregulatoryrequirementsinfederalandstatelaws.Figure1providesadescriptionofthemultitudeofdimensionsofsocialidentitycharacteristicsinherenttotheworkofdiversityinhighereducation(Worthington,2012).Furthermore,Crenshaw(1989)definedtheconceptofintersection-alitytoaccountformultipleidentitieswhenconsideringhowthedifferentwayssystemicsocialinequities,discrimination,andoppressioninteracttoshapetheexperiencesofmarginalizedpeopleand,indeed,contemporaryresearchandscholarshipthroughstructural,political,andrepresentationalprocesses.

Figure1:Three-DimensionalModelofHigherEducationDiversityAdaptedfromWorthington(2012).

Language Use, Socioeconomic Status,

Political Ideology

Focal Groups:

Core Areas: Recruitment & Retention Campus Climate Curriculum & Instruction Research & Inquiry Intergroup Relations & Discourse Student/Faculty/Staff Achievement & Success Leadership Development Nondiscrimination Procurement/Supplier Diversity Institutional Advancement External Relations Strategic Planning & Accountability

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InstitutionalhistoricallegaciesprovideafoundationalcontextforhowCDOsworkwithinthemissionsofcollegesanduniversities(Hurtado,Milem,Clayton-Pedersen,&Allen,1998).Theseinstitutionalcontextsprovidetheethical,legal,andpracticalconsiderationsforCDOstoaddresswhenplanningandcarryingouttheirwork.Whencurrentmissionsandhistoricalcontextsreflectexclusionarypractices,CDOsdeclaretheircommitmenttoframetheirworkfromcomprehensivedefinitionsofequity,diversity,andinclusionandtoworkcollaborativelywiththeinstitutiontowardsorganizationalchange. Thehistoryofdiversityinhighereducationhasevolvedfromanarrowfocusoncompo-sitional,structural,orrepresentationaldiversity(e.g.,countingstudents,faculty,andstafffromunderrepresentedandminoritizedgroups)tomorefullyaddressingissuesofequity,inclusion,justice,nondiscrimination,climate,andinclusiveexcellence(Smith,2015).CDOsadvocateforinstitutionstoadoptandframetheworkofEDIfromcomprehensivedefinitionsthatrecognizecompositionaldiversityasanecessarybutinsufficientconditionforsuccessinaddressingtheinstitutionalimperativeforEDI.

StandardTwo

Chiefdiversityofficersworktoensurethatelementsofequity,diversity,andinclusionareembeddedasimperativesintheinstitutionalmission,vision,andstrategicplan.

CDOsframetheirworkasmission-driveneffortsinserviceoftheinstitutiontoachieveitsvision,mission,andstrategicgoals/objectives.Ideally,collegesanduniversitieshavearticulatedhowEDIisanimperativewithintheirstrategicplans,includingtheirmissionandvisionstatements,whichprovideguidanceformembersacrosstheinstitutionincarryingoutmission-drivenactivities(Smith,2015).IncontextswhereinstitutionshavenotyetintegratedtheimperativeofEDIintheirmission,vision,andstrategicplans,CDOsworkcollaborativelytowardthatgoalinaccordancewiththetype,size,mission,andgoalsoftheirinstitution.Inlargercollegesanduniversities,CDOsmayworkwithsmallerunitswithintheinstitutiontoestablishlocalizeddepartmentalordivisionaldiversityplanstotailorlocalizedeffortsasneeded.Strategicplansshouldbeupdatedperiodicallytoreflectadvancements,accomplish-ments,gaps,deficits,developmentalprogressions,andthecontinuouslyevolvingnatureoftheinstitutionandtheprofessionofdiversityinhighereducation.

StandardThree

Chiefdiversityofficersarecommittedtoplanning,catalyzing,facilitating,andevaluatingprocessesofinstitutionalandorganizationalchange.

LeadershipofinstitutionalchangeiscentraltotheworkofCDOs.TheveryfoundationsofUShighereducationwereestablishedonexclusionaryprinciplesofpreparingonly

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affluentWhitemenforpositionsofaccess,power,leadership,andgovernance.Thereisextensiveevidencethathighereducationinstitutionscontinuetomaintainthestatusquoandareslowtochangewhenitcomestoequity,diversity,andinclusion(Espinosaetal.,2019;Morphew,2009;Smith,2015).Theworkofdiversityinhighereducationishighlycomplex,beginningwiththeexpansivescopeoftheworkthatneedstobedoneacrossfocalgroups,coreareas,andsocialidentitycharacteristics(seeFigure1).Inaddition,institu-tionalcommitmenttoEDIrequiresleadership,coordination,resources,andevidencefromthehighestlevelsofadministrationandacrossalllevelsoftheorganization.Planningorganizationalchangerequiresanunderstandingofstrengthsanddeficitsacrosstime,collaborationandcoordinationofeffortsthroughouttheinstitution,andtheappropriateallocationofresourcestoachievedesiredgoals.Withinthatcontextthereisvalueinwork-ingwithfinancialanddevelopment/advancementofficestodeterminespecificstrategiesforprovidingtheresourcesneededtoexcelinEDIchangeefforts.CDOsprovidehighlyspecializedknowledgeandexpertisetohelpfacilitateandcatalyzeeffortstowardinstitu-tionalchange,whereastheresponsibilityforinstitutionalandorganizationalchangeresidesmorebroadlywithmembersacrosstheentirecollegeoruniversitycommunity,whichrequirescommitmentfromthehighestlevelsofadministrativeleadership(e.g.,president,provost,trustees).

StandardFour

Chiefdiversityofficersworkwithseniorcampusadministratorsand,whenappropriate,governingbodiestoreviseorremovetheembeddedinstitutionalpolicies,procedures,andnormsthatcreatedifferentialstructuralbarrierstotheaccessandsuccessofstudents,faculty,andstaffwhobelongtomarginalizedandoppressedgroups.

Virtuallyallhighereducationinstitutionswereestablishedincontextsthatlimitedaccesstoeducationandemploymentbasedongender,race,ethnicity,religion,ability,financialmeans,andothermarginalizedandminoritizedidentitystatuses.Whereasinstitu-tionsofhighereducationuniformlytendtoseektoattractandretainstudents,faculty,andstafffromawidediversityofbackgrounds,systemicsocietalforcesareknowntoinfluencenorms,procedures,andpoliciesthatcreatebarrierstoaccessandsuccessformembersofmarginalizedandoppressedgroups.Itisclearnowthatthesebarriershavealsolimitedacademicscholarship,research,andtheapplicationsofthatknowledgeinsociety.Oneprominentandongoingfocusofinstitutionalchangeistoidentifyandremoveorrevisepoliciesandproceduresthatcreatedifferentialstructuralbarrierstoaccessandsuccess.TheseeffortsonthepartofCDOsareoftenincollaborationwiththesharedgovernancestructureswhichhavedirectauthoritytocreate,change,andeliminateexistinginstitutionalpoliciesandprocedures.

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StandardFive

Chiefdiversityofficersworkwithfaculty,staff,students,andappropriateinstitutionalgovernancestructurestopromoteinclusiveexcellenceinteachingandlearningacrossthecurriculumandwithincocurricularprogramming.

Inclusiveexcellenceisasinequanonofdiversityinhighereducationteachingandlearning.Academicexcellenceinthe21stcenturyrequiresattentiontoissuesofEDIintegratedacrossthecurriculum,intheclassroom,onthepartofinstructorsateverylevelofstatusandexperience,onthepartofmanystaffwithresponsibilitiesforcocurricularprogramming,onsyllabi,infacultydevelopmentprograms,andinrelationtostudentsofeverybackground.IssuesofEDIarefundamentaltotheteachingandlearningmissionofhighereducationinstitutionsinwaysthatpermeateandtranscenddisciplinaryfieldsofstudy,academicprograms,andinstructionalmethods.Inaddition,CDOsalsoworktoemphasizehowacurriculumandteachingthatareinclusiveareessentialforallstudents.Studentsareoftenmostvocalabouttroublesomeexperiencestheyhaveinsidetheclass-roominrelationtotheirpeersandtheirinstructors,inadditiontoproblematiccontentandpedagogicalapproaches.CDOsareoftencalledupontoaddresscomplaintsrelatedtovirtu-allyeveryfacetofteachingandlearningacrossthecurriculumandcocurricularprogramsandtoidentifywaystoadvancetheprofessionaldevelopmentoffacultyandstaffintheirinstructionalroles.CDOsneedtoworkcloselywithfaculty,centersforteachingexcellence,andotherteachingprofessionalstobecomearesourcetothem.

StandardSix

Chiefdiversityofficersworkwithinacommunityofscholarstoadvocateforinclusiveexcel-lenceinresearch,creativity,andscholarshipinallfieldsasfundamentaltothemission-drivenworkoftheinstitution.

Academichistoryisrepletewithexamplesofmonocultural,exclusionary,exploitative,andoppressiveresearchandscholarlyworks,whichareoftenexacerbatedbytheglacialpaceofdiversifyingthefacultyandstaffatmanypredominantlyWhiteinstitutions(PWIs;Kumashiro,2000;Smith,2015).Althoughextremeexamplesofracist,sexist,ableist,andotherexploitativeandoppressiveforcescontinuetosurface—notonlyhistoricallybutintocurrenttimes—thevastmajorityofinstitutionscontinuetostrugglewithmorepervasiveandhiddenpracticesthathinderscientificadvancementthroughworksandovergeneral-izationsfrommethodologiesthatarenotinclusiveandhaveignoredimportantdifferencesanddisparities.Inclusiveexcellenceatitscorerevealsthatembeddingdiversityissuesintoalmosteveryknowledgedomainwillincreaseexcellenceinknowledgeresearchforthe21stcentury.Understandingthewaysdiversitycontributestoexcellencerequiresadeep

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understandingnotonlyoftheparticularmissionoftheinstitutionbutofdisciplinaryprac-ticesandquestions.CDOsneedtodevelopdiversitychampionstoassistwiththisprocess,sotheycanbecomemoreknowledgeablefromengagementwithdeansanddepartmentchairsaswellasfacultychampionsacrossdifferentdisciplines. Ultimately,notonlydoesthisserveparticularcommunities,butitadvancesknowledgeforallwhetherinengineering,medicine,business,orthearts.

StandardSeven

Chiefdiversityofficersarecommittedtodrawingfromexistingscholarshipandusingevidence-basedpracticestoprovideintellectualleadershipinadvancingequity,diversity,andinclusion.

Anabundanceofscholarshipprovidesthebasisforevidence-basedpracticeamongCDOsandcontributestothecontinuingevolutionoftheprofessionandfieldofstudy(Chang,Witt,Jones,&Hakuta,2003).WithburgeoningscholarshiparoundEDI,thefieldevolvesandCDOsmustprogressintheirownprofessionaldevelopment,advancetheprofessionaldevelopmentofothers,andimprovetheeffectivenessoftheworkbeingdonethroughouttheirinstitutions. Overthepastseveraldecades,scholarlyinquiryhasyieldedsubstantialevidencefortheeducationalbenefitsofdiversityinhighereducation,whichhasbecomethebasisforU.S.SupremeCourtrulingsupholdingthepracticeofaffirmativeactioninhighereducationadmissions(Buckner,2003;Gurin,Nagda,&Lopez,2004;Hurtado,2007).Withinthatcontexttherearerequirementsforlocalizedevidence-baseddemonstrationoftheneedandtheimpactofaffirmativeactionpractices.CDOsworkcollaborativelywithadmissionsandenrollmentmanagementprofessionalstotailortheireffortswithinlegalrequirementstoadvancetheeducationalbenefitsofdiversitythroughevidence-basedpractices,whicharenotjusttodefendtheworkofdiversitybuttoadvanceexcellenceinapluralisticsociety.Indeed,CDOsdrawfromawealthofscholarshipforevidence-basedpracticesinamultitudeofcoreareas,suchas,butnotlimitedto:recruitingandretainingunderrepresentedstudents,faculty,andstaff;assessingandimprovingthecampusclimatefordiversityandinclusion;assessingandimprovingclassroomclimateandinstruction;promotinginclusiveexcellenceinscholarlyandcreativeactivity;encouragingintergrouprelationsanddiscourse;developingleadership;counteringbiasanddiscrimination;engagingthecommunity;raisingfinancialsupport.

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StandardEight

Chiefdiversityofficersworkcollaborativelywithseniorcampusadministratorstoplananddeveloptheinfrastructureforequity,diversity,andinclusiontomeettheneedsofthecampuscommunity.

Planning,assessing,andbuildingtheinfrastructurenecessarytoaccomplishtheworkofdiversityinhighereducationisamajorfocusofCDOs.Widevariationsinthetype,size,mission,andgoalsofhighereducationinstitutionsrequirecarefulassessmentandplanningacrossorganizationalanddivisionallinestorecognizeandunderstandthephysical,human,andfiscalresourcesneededtocarryoutthemultifacetedworkofEDI.CollaborationwithinandacrossorganizationalunitsisessentialinthedesignoftheinstitutionalinfrastructureforEDIefforts.PlanninganddevelopingforEDItomeettheneedsofthecampuscommu-nitynecessitatecollaborationandbuildingofstrategicrelationships(e.g.,seniorcabinetadministrators,academiccollegedeans,studentaffairspersonnel,facultyandstaffcouncilsandleaders,externalcommunityleaders).

StandardNine

Chiefdiversityofficersstrivetooptimizethebalancebetweencentralizationanddecentral-izationofeffortstoachieveequity,diversity,andinclusionthroughouttheinstitution.

Theworkrelatedtoinclusiveexcellencerequiresbalancebetweenactivitiesthatarelocalizedwithindifferentunitsacrossinstitutionsandworkthatisimplementedandguidedatacentrallevel.Withtheincreasingcomplexityandspecializationofmanyinstitutions—thatmightinclude,forexample,medicalcentersormultiplecampuses—thisbalanceisimportanttoconsider.Centralizedadministrativeunitsoncollegecampusesarerespon-sibleforprovidinganoverarchingconceptualframeworkandvisionfordevelopinganinstitutionalplanforEDI,aswellasspecificcampus-wideeffortsrelatedtoplanning,programming,assessment,evaluation,andreporting.Monitoringprogressandcommu-nicatingareaswhereprogressisbeingmadeorisneededareessentialforsubstantiatingtheworkasimperativethroughoutaninstitution.Inclusiveexcellenceeffortsatthecampuslevelmusttargetrecruitment,retention,campusclimateassessmentandresponse,facultyandstaffdevelopment,research,accessibility,nondiscriminationandantibiasefforts,andequitypolicies,processes,andpractices,amongothers.CDOsworkwithcampusconstitu-entstooptimizethebalancebetweencentralizationanddecentralizationforEDIefforts,inwhichlargerinstitutionsarelikelytohaveanetworkofdecentralizeddiversityprofess-sionalsconnectedtothediversitystrategicplanthroughasharedframeworkanddirectorindirectreportinglines.Achievingbalancebetweencentralizedanddecentralizedorgan-izationcantranslateintothedifferencebetweendisconnected,siloed,incongruous,and

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redundantEDIactivities,programs,andoperationsversusthosethatarecoordinated,integrated,conceptuallyconsistent,andsupportive.WhenEDIeffortsaretoohighlycentralized,thedangeristhatcollectiveresponsibilitydoesnottakeshapewithinaninstitutionandprogressfloundersinsteadofflourishingthroughactivelyengaged,collaborativeefforts.Alternatively,decentralizedorganizationcanresultinpoorlycommunicatedefforts,activitiesandprogramsthataredisconnectedandhiddenwithinsilos,promisingandeffectivepracticesthatfunctioninisolation,andoutdatedorineffectiveprogramsthatcontinuewithoutaccountabilityorincompetitionwithothersiloedunitsworkingatcross-purposeswithinthesameinstitution.Fundamentally,theworkofEDIisaboutembeddingtheworkthroughouttheinstitutionandbuildingcapacityineveryunit.ItisalsoabouthowthecentralizedCDOhelpsfacilitatethesharingofevidence-basedandpromisingpractices,aswellasproblemsandchallengesacrossotherwisesiloedunits,departments,andcampuses.Theplanning,prioritizing,resourcing,andcoordinationofdecentralizedresponsibilitiesoccursfromwithinacentralizedconceptualframework.

StandardTen

Chiefdiversityofficersworkwithsenioradministratorsandmembersofthecampuscommunitytoassess,plan,andbuildinstitutionalcapacityforequity,diversity,andinclusion.

InstitutionalcapacityfortheworkofEDIdependsonhighlyspecializedexpertise,planning,resources,assessment,accountability,andcoordination.CDOshelpmembersofthecampus-widecommunityincreasetheircompetenciestoaddressEDI,andtheyarecommittedtotheirownongoingprofessionaldevelopmentaswell.Organizationally,buildinginstitutionalcapacityrequiresprofessionaldevelopmentfordiversityprofess-sionalsthroughouttheinstitution,butalsothedevelopmentofcompetenciesamongallinstitutionalconstituentstobuildstrong,highperformanceteamsandtocultivateleaderswhoinspireinclusionandpromotediversity.CDOsareoftenaskedtodeliveroroverseeprofessionaldevelopmentprogrammingasonewaytohelpbuildinstitutionalcapacityforEDI.Capacitybuildingwithininstitutionsisintricatelytiedtoleadership,vision,strategy,resources,communications,measurement,assessment,andaccountability.Successfulcapacitybuildingultimatelyresultsinanorganizationalculturecharacterizedbyasystemofsharedbeliefs,values,norms,habits,andassumptionstoadvanceEDIefforts.

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StandardEleven

Chiefdiversityofficersworktoensurethatinstitutionsconductperiodiccampusclimateassessmentstoilluminatestrengths,challenges,andgapsinthedevelopmentandadvancementofanequitable,inclusiveclimatefordiversity.

Campusclimateassessmentsareanintegralcomponentoftheworkofdiversityinhighereducation(Worthington,2008,2012).CDOscommonlyhavetheprincipalresponsibilityforplanning,implementing,andutilizingcampusclimatestudiesto(a)assesstheclimateforequity,diversity,andinclusion,(b)advanceaplanofactiontoenhanceorimproveareasofconcernregardingEDI,(c)assistcampusleadersandconstituentsinrecognizingandaddressingissuesthatareilluminatedbyclimateassessments,and(d)incorporatefindingsofcampusclimateresearchintostrategicEDIplanningfortheinstitution.Periodic,iterativecampusclimateassessmentsaregenerallythenormforinstitutionsofhighereducation.Insomecases,forinstitutionslargeandsmall,thereareneedsforassessmentsthatareeithercomprehensive(broad-based,institution-wide)andmorenarrowlyfocused(local,tailoredtospecificissues).Thenatureandmethodologyofcampusclimateresearchdifferssubstantiallyfrommostotherformsofresearchinquiry,andeventhemostadvancedscholarssometimesdonotrecognizetheconceptualframesfromwhichclimatestudiesareconducted.CDOsmuststaycurrentwiththeliteratureoncampusclimateresearchtokeepabreastofthemethodologicalandconceptualframeworksforthisworkasitcontinuestoevolve,especiallyintermsofhowitdiffersfromotherformsofresearchandinlightoftheconceptualdebatesthatmayoccurwithadvancedscholarsunfamiliarwithclimateinquiry.InstitutionalresearchofficesaspartnersfortheCDOcanbecriticalforsecuringavailabledata,obtainingIRBapproval,andreceivingassistancewiththeproperdistributionofdatafromclimatesurveys.

StandardTwelve

Chiefdiversityofficersworkwithsenioradministratorsandcampusprofessionalstodevelop,facilitate,respondto,andassesscampusprotocolsthataddresshate-biasincidents,includingeffortsrelatedtoprevention,education,andintervention.

Collegeanduniversitycampusesaresomeofthemostcommonsettingsforhateandbiasincidentstooccur(Anti-DefamationLeague,2018;Jones&Baker,2019).Perpetratorsofhateandbiasincidentscanbestudents,staff,orfacultywithinaninstitutionormaycomefromoutsidetheinstitution,sometimesbyinvitationfromoneormorecampusconstituents.Manyhighereducationinstitutionshaveformedbiasresponseteamscomprisedofinstitu-tionalprofessionals(e.g.,CDOs,counselors,medicalpersonnel,lawenforcementofficers,residentiallifestaff,studentconductstaff)withresponsibilitiesforeffortsdesignedas

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prevention,education,intervention,andresponse.CDOsoftenplayakeyleadershiproleinoverseeingtheappointments,training,andfunctioningofbiasresponseteamsoncollegeanduniversitycampuses.Basedonhowsocialmediaoperatesonandoffcampus,dealingwithhatecrimesandbiasincidentsoftenrequiresthattheCDOworkwithpresidentsandmediarelationsteamstodetermineprotocolsfornotifyingboththeinternalandexternalcommunitiesaboutincidents.

StandardThirteen

Chiefdiversityofficersworkwithsenioradministratorsandcampusprofessionalstofacilitateandassesseffortstomentor,educate,andrespondtocampusactivism,protests,anddemonstrationsaboutissuesofequity,diversity,andinclusion.

Collegesanduniversitieshavelongbeenthelocationsofsocialandpoliticalactivism.Rhoads(2016)describedthelonghistoryofstudentactivismbeginninginthe1960s,highlightingthepivotalrolesplayedbycollegestudentsinthecivilrights,feminist,anti-war,andgayliberationmovements,throughtheanti-apartheid,OccupyWallStreet,andBlackLivesMattermovementsinsubsequentdecades.Studentactivismhadadramaticresurgenceoncollegeanduniversitycampusesafter2015withasignificantuptickinstudentdemandsforrevisedcurricula,diversityamongstudent,faculty,andstaffrepre-sentation,andpoliticalprotestscenteredonsocialjusticeissues.CDOsneedtohavecloseworkingrelationshipswiththeofficesofstudentaffairs,campussafety,andgeneralcounselforhowstudentscanhavetheirneedsandrightsprotectedevenastheinstitutionmanagesmattersthatcanbedisruptive.CDOscanplayaroleinhowtheinstitutionrespondstostudentconcernsinwaystomitigatecampusunrest;buttheyalsoneedtobeawarethatsomeprotestsareaboutissuesoflocal,national,orglobalconcernoutsideofcampus.Beingknowledgeableabouthowtodeployteach-insanddialoguesessionsiscriticalforCDOs.Thereisagreatdealofcomplexityinvolvedinmediatingbetweenandamongvariedinterestgroupswithsometimesdramaticallydifferentworldviews,makingitimportanttohaveaninstitution-wideresponseteamwhenprotestsanddemonstrationsarise.CDOsareoftenengagedwithstudentactivismoncampus,playingcentralrolesinproactiveplanningandcampusresponses.Mentoringandsafetyhavebecomecriticalfocalpointsoftheseefforts.

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StandardFourteen

Chiefdiversityofficersarecommittedtoaccountabilityforadvancingequity,diversity,andinclusionthroughouttheinstitution.

CDOshavetheresponsibilityandauthoritytoensurethataccountabilityforEDIeffortsareintegratedthroughouttheentireinstitution.CDOsarenotsolelyresponsibleandaccountableforEDI,buttheyareexpectedtoidentifywaystoaccomplishtheworkoftheinstitution,usingmeasurableandrealisticmetricsofassessmenttoestablishbenchmarks,demonstrateprogress,measureoutcomes,andevaluateinstitutionalchange.Account-abilityoftenarisesfromgoalsandobjectivesestablishedwiththeinstitutionalstrategicplansorEDIstrategicplansofcollegesanduniversities.CDOsmustmaintaininstitutionalaccountabilityforthecommitmenttoEDIthroughcarefulmonitoringofgoals,objectives,activities,programs,initiatives,benchmarking,measurement,assessments,metrics,andcommunicationsacrosstheinstitutionaboutprogress,gaps,strengths,weaknesses,andachievements.Oftenthiswillincludeworkingwithothersenioradministrators,governingboards,andtrusteestoincludethemintheaccountabilityprocess.

StandardFifteen

Chiefdiversityofficersworkcloselywithsenioradministratorstoensurefullimplementationofandcompliancewiththelegalandregulatoryrequirementsfortheinstitution.

Collegesanduniversitiesespousevaluesforequalopportunityandaccessintheireducationalprogramsandactivities(Harper,2008).Aneducationalenvironmentfreefromdiscriminationisoneofthekeyelementsforaninclusiveandsafecampus.CDOsmusthavehighlyspecializedknowledge,expertise,andtrainingtoworkincollaborationwithlegalcounsel,complianceofficers,andotherregulatoryofficialsinaddressingpotentiallegalissuesandthreatsthatinfluencetheworkofEDIfortheinstitution.Highlyspecializedtrainingandexpertiseincludedemonstratedknowledgeofcurrentstateandfederallawregulationsandtrendsineducationrelatedtolegalandregulatorycompliancewithdiversityandequityissuesinhighereducation,whichinclude,butarenotlimitedtoworkinginpartnershipwithseniorandsystemadministrationsuchasgeneralandlegalcounsel,thechancellor,president,provost,andcampusandcommunitylawenforcementofficials,aswellastheofficesofacademicaffairs,studentaffairs,andhumanresources:(a)tominimizeriskandnegligenceofandtoensurecompliancewithlegalrequirements,(b)tooversee,assess,andsustaincampuspoliciesthatelevateequity,fairness,inclusion,andsafety,and(c)todevelop,implement,monitor,andmakerecommendationsfornondiscriminationandanti-harassmentpolicies,processes,andpracticesassociatedwithEqualEmploymentOpportunity,TitleVIIandTitleIXprograms,AmericansWith

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DisabilitiesAct,affirmativeaction,andotherapplicablehumanrightsprotectionspursuanttolocal,state,andfederallawsandregulations.CDOswillrequireperiodicprofessionaldevelopmenttostayuptodateonthenuancesofthelawasitrelatestoprotectedclassareasandrelatedmatters.

StandardSixteen

Chiefdiversityofficersengageintheirworkinwaysthatreflectthehighestlevelsofethicalpractice,pursuingself-regulationashighereducationprofessionals.

Self-governanceandaccountabilityaredefiningfeaturesofaprofession.Assuch,CDOsadheretoasetofethicalprinciplesintheirworktoestablishthehigheststandardsofpractice,topromotethewelfareofthosetheyserve,tomaintaincompetencies,toresolvepotentialconflictsofinterestbetweenconstituentsandtheinstitutionstheyserve,toactresponsibly,toavoidexploitation,andtoupholdtheintegrityoftheprofessionthroughexemplaryconduct(Welfel,2016).Withinthatcontext,CDOsarecommittedtoprinciplesofcivilandhumanrights,accountability,justice,transparency,veracity,fidelity,respect,andintegrity,amongothers.CDOsfaceamultitudeofmoralandethicaldilemmasincarryingouttheirwork,andwithinthatcontext,theymustactwiththehigheststandardsofmoralandethicalconduct.WhentheyencounterconflictsrelatedtoEDIissuesthatoccurbetweentheirinstitutionandtheinterestsofthosetheyservewithintheinstitution,CDOsseekresolutioninwaysthatdemonstratefidelity,respect,integrity,veracity,transparency,justice,andaccountabilityinpursuitofhigherorderhumanandcivilrights.InstitutionsofhighereducationhaveanobligationtorecognizeandunderstandtheethicalprinciplesinherenttotheworkofCDOsandtoactivelysupport,protect,andfacilitatetheirefforts.

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Acknowledgments

TheNationalAssociationofDiversityOfficersinHigherEducationwouldliketothankthefollowingindividualsfortheirworkontheconceptualization,writing,andeditingofthesestandards:

RogerL.Worthington(Chair)ChristineA.Stanley,andDarylG.Smith

Inaddition,wewouldliketoacknowledgethefollowingindividualsfortheirfeedbackandreviewsofearlierdraftsofthisdocument:

CharleneAlexanderNancyCantorMitchellChangLisaColemanDi-TuDissassaArchieErvinSharonFries-BrittPauletteGranberryRussellKimberlyGriffin

GlenJonesMarvetteLacyMarilynMobleyCandaceM.MooreYolandaMosesMathewLawrenceOuellettRichSalasKellySlayKaranWatson