A culture of inclusion

The powerful and important theme of inclusion – recognizing that all individuals and groups are essential to our society as a whole – in the messages of the Rev. Martin Luther King Jr. is especially relevant today. In light of sweeping changes in America’s political landscape, Dr. King’s emphasis on considering the needs and best interests of all people when setting political agendas is resurfacing in the messages and actions of the president-elect.

President-elect Barack Obama currently is appointing leaders and advisers who represent all of America. His election to the presidency is, in itself, an encouraging testament to the strength of a participatory democracy and to America’s growing inclusivity. With stated priorities of increasing college affordability, a student tax credit for public service and funding for basic research that can benefit all people, his commitment to inclusion in higher education is exciting.

As for Central Michigan University, adopting the right mindset about inclusion at all levels is critical to realizing our vision to be a diverse community of students, faculty and staff joined in the common pursuit of learning and scholarly activity.

University-wide, CMU embraces its responsibility to best educate students to be culturally competent – to know how to interact effectively and respectfully with people of other cultures. Last fall, the Academic Senate passed a cultural competency recognition program in which students who participate in coursework addressing multicultural and international issues and experiences receive a special designation on their transcripts.

A new graduate degree emphasis in Native American studies began this semester. CMU faculty and staff members have engaged in diversity training, and CMU maintains pre-college programs like Upward Bound and Gear Up as well as efforts in the schools to help students with financial aid and ACT/SAT test preparation. The newly revised Strategic Plan for Advancing Diversity helps us become aware of our own perspectives and embrace ways to understand how others see the world.

As an institution of higher education, inclusivity is especially important in the classroom. Academic teaching strategies should be flexible enough to incorporate alternative techniques to help ensure effective learning for all students. For example, it cannot be assumed that a particular reference made in the classroom will be understood by all; referencing a particular television program to make a point could rely on potentially faulty generational or cultural assumptions. Inclusive classrooms create a safe, supportive environment by considering the needs and experiences of all students.

Inclusion does not happen automatically; it requires the collaborative efforts of individuals to increase and support diversity efforts, to help implement processes and to exhibit appropriate behavior. The Office for Institutional Diversity leads the charge, but it is everyone’s responsibility to promote and foster inclusiveness at CMU.

I am optimistic about the strides that continue to be made for diversity and inclusion at CMU while recognizing the long way we have yet to go. I am optimistic that most will use the upcoming presidential inauguration and the Martin Luther King Jr. holiday as inspiration to recommit to finding ways to become more culturally competent and improve our university community through inclusivity and respect.

Michael Rao
University President