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Equity & Inclusion: Diversity in Higher Education

Diversity in Higher Education

College Students Are More Diverse Than Ever. Faculty and Administrators Are Not

Diversity in Learning Assistance Programs

Learning Assistance Programs must:

  • advocate for sensitivity to multicultural and social justice concerns by the institution and its personnel
  • ensure physical, program, and resource access for all constituents
  • modify or remove policies, practices, systems, technologies, facilities, and structures that create barriers or produce inequities
  • ensure that when facilities and structures cannot be modified, they do not impede access to programs, services, and resources
  • establish goals for diversity, equity, and access
  • foster communication and practices that enhance understanding of identity, culture, self-expression, and heritage
  • promote respect for commonalities and differences among people within their historical and cultural contexts
  • address the characteristics and needs of diverse constituents when establishing and implementing culturally relevant and inclusive programs, services, policies, procedures, and practices
  • provide personnel with diversity, equity, and access training and hold personnel accountable for applying the training to their work
  • respond to the needs of all constituents served when establishing hours of operation and developing methods of delivering programs, services, and resources
  • recognize the needs of distance and online learning students by directly providing or assisting them to gain access to comparable services and resources

Council for the Advancement of Standards in Higher Education. (2019). CAS professional standards for higher education (10th Ed.). Washington, DC: Author.

Diversity in Wisconsin Higher education