Archetype Project

Seattle University

SDAD 577: Foundations of the Student Affairs Profession

Created by:Eden Tullis Catie HolkerKatie Dabbs Katie GastSophie Boyer Victoria Navarro Benavides

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Joan Hirt (2006) notes that although research universities often ascribe to a tripartite mission that emphasizes education, teaching, and research, “the hallmark of these universities is, however, their focus on the generation of new knowledge (p. 85).”

Their Vision Statement is as follows:

The University of Washington educates a diverse student body to become responsible global citizens and future leaders through a challenging learning environment informed by cutting-edge scholarship. Discovery is at the heart of our university. We discover timely solutions to the world’s most complex problems and enrich the lives of people throughout our community, the state of Washington, the nation and the world.

(University of Washington, 2012j)

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University of Washington Washington State University

Campus Diversity

44.4% Students of Color (University of Washington, Assessment Unit Staff Office of Minority Affairs, 2011)

23% Multicultural Students (Washington State University, Quick Facts, 2012)

Location Seattle--large, metropolitan city; urban campus

Pullman--small, college town; residential campus

ValuesUW “educates…global citizens…informed by cutting-edge scholarship” (University of Washington, Vision & Values, 2012)

WSU “conducts transformational research and provides world-class education” (Washington State University, About WSU, 2012)

Size 42,428 (University of Washington, Discover the University of Washington, 2012)

26,000 (Washington State University, About WSU, 2012)

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• As of the autumn of 2010, the undergraduate student body at the UW was comprised of 52% women and 48% men.

• Interesting findings• Underrepresented and international students have seen a

rise in the past 12 years

The chart below summarizes ethnicity demographics

(University of Washington, Assessment Unit Staff Office of Minority Affairs, 2011, p. 2) 4

What’s valued and promoted: holistic growth, a comprehensive learning community, engagement, inquiry, discovery, and growth

“We help our students find their authentic selves and realize their richest, healthiest, and most ambitious vision of their educational experience.”

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(University of Washington, 2012i)

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Open commitment to diversity

Department specific websites are navigable and expansive

Commitment to preparing students to become global citizens

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Departments and professionals easily become siloed

Serving Veteran StudentsLack of resources and information

Stereotypes within AdmissionsThe community and region feel UW is

exclusive

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An innovative & interactive webpage with Youtube clips and social media hyperlinks

Used as a marketing tool for the rest of UW

9(University of Washington, 2012f)

Positives:Extensive and packed with

informationChecklists for current and

prospective students

Negatives: No resources for parents or alumni No real connection to the rest of the

institution outside of links to other departments

Not aesthetically pleasing, no photos(University of Washington, 2012g) 10

11(University of Washington, 2012a)

PositivesComprehensive resource and guide Inclusive and welcoming languageTransparent about operations and services

NegativesFocuses too strongly on current studentsNo dedication to prospective students,

parents, or alumniObvious silo/separation of department, i.e.

no connection to UW as a whole12(University of Washington, 2012h)

“At the University of Washington, diversity is integral to excellence. The University values and honors diverse experiences and perspectives, strives to create welcoming and respectful learning environments, and promotes access, opportunity, and justice for all. Valuing and honoring diversity.  It’s the Washington way.” (University of Washington, 2012d).

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14Office of Minority Affairs & Diversity, 2011

Goal 1: Provide Leadership and Communicate Commitment to Diversity

Goal 2: Attract, Retain, and Graduate a Diverse and Excellent Student Body

Goal 3: Provide Rich Learning Experiences and Prepare Students for Global Citizenship

Goal 4: Attract and Retain a Diverse Faculty and Staff

Goal 5: Encourage and Support Diversity Research

Goal 6: Create and Sustain a Welcoming Climate for Diversity 15(University of Washington, University Diversity Council, 2010)

Their blatant commitment to diversity as demonstrated in the mission statement, promotional statements, and materials provided by the university for the purpose of outreach. Of the 12 programs reviewed on the Center

for Experiential Learning and Diversity’s website, for example, each program mentions diversity overtly in its mission (University of Washington, 2012b).

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Faculty and Staff Composition and Experience As of 2006, Faculty were 66.5% male identified

and 82.5% white identified (University of Washington, n.d.)

Campus climate survey conducted in 2005 and 2008 revealed an overall perception of diversity promotion by faculty, staff, and academic student employees (ASE) was favorable, with averages ranging from 3.7-4.7 on a scale of 6 (meaning highly favorable).

On contrary, African American/Black and Native American faculty were less satisfied with the climate of overall diversity promotion. African American/Black faculty and ASE rated

their experience in 2005 and 2008 as 3.2. Native American faculty and ASE indicated in

2005 a 3.6 rating and in 2008 a 2.9 rating

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(University of Washington, Office of the Vice Provost for Academic Personnel, n.d.)

UW’s dedication to diversity comes to life in its mission, but little is stated about its historical approach to inclusion and exclusion of diverse populations. If the university were to acknowledge the exclusive nature of predominantly white institutions (PWI), the University of Washington will not only recognize its past as problematic but also frame its current commitment to diversity as a transformative and respectable endeavor. (Hurtado, Milem, Calyton-Pedersen, and Allen, 1998)

The UW could benefit from highlighting its commitment to differentially-abled, gender non-conforming, and veteran populations. In doing so, the university expands common notions of diversity and affirms its dedication to equitably serving more people.

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Specialized Work

Decentralized Units within Student Life

Structured/Political Environments

Risk Takers

Competitive

Independent

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Hirt, J. B. (2006). Where you work matters: Student affairs administration at different types of institutions. Lanham, MD: University Press of America.

Hurtado, S., Milem, J. F., Calyton-Pedersen, A. R., & Allen, W. R. (1998). Enhancing campus climates for racial/ethnic diversity: Educational policy and

practice. The Review of Higher Education, 21(3), 279-302.

Office of Minority Affairs & Diversity. (2011). Diversity at the University of Washington: All campus (report). Retrieved from www.washington.edu/diversity/diversitystats2011.pdf

University of Washington, Assessment Unit Staff Office of Minority Affairs. (2011). Diversity at the University of Washington: All campuses.  Retrieved

from http://depts.washington. edu/omad/wp-content/uploads/2010/07/2011-10-10- DATA-PACKET-for-the-Board-of-Regents-REV-2011-12-06.pdf

University of Washington, Office of the Vice Provost for Academic Personnel. (n.d.). Fact Sheet. Retrieved from http://www.washington.edu/admin/acadpers/ tools/factsheet0607.pdf

University of Washington, University Diversity Council (2010). Diversity at UW: A blueprint for the future.  Retrieved from http://www.washington.edu/diversity/blueprint/Diversity %20Blueprint.pdf

University of Washington. (2012a). Career Center of the University of Washington. Retrieved from http://careers.washington.edu/

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University of Washington. (2012b). Center for Experiential Learning and Diversity. Retrieved from http://expd.uw.edu/

University of Washington. (2012c). Discover the University of Washington. Retrieved from http://www.washington.edu/discover/

University of Washington. (2012d). Diversity. Retrieved from https://www.washington.edu/diversity/

University of Washington. (2012e). Health and Wellness. Retrieved from    http://depts.washington.edu/livewell/

University of Washington. (2012f). Husky Union Building. Retrieved from              http://hub.washington.edu/

University of Washington. (2012g). International student services at the University of Washington. Retrieved from http://iss.washington.edu/

University of Washington. (2012h). Q Center of the University of Washington. Retrieved from http://depts.washington.edu/qcenter/

University of Washington. (2012i). Student Life. Retrieved from http://depts.washington.edu/stdntlfe/wp-content/uploads/2012/02/Coverletter-

FINAL1.pdf

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University of Washington. (2012j). Vision & Values. Retrieved from

http://www.washington .edu/discover/visionvalues/

Washington State University. (2012k). About WSU. Retrieved from http://about.wsu.edu /about/

Washington State University. (2012l). Quick Facts. Retrieved from http://about.wsu.edu/ about/facts.aspx

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