NADOHE Sets Professional Guidelines

The National Association of Diversity Officers in Higher Education has developed and approved standards of professional practice for its members. The standards, approved by the group’s Board of Directors last month, will be used to promote uniformity of practice in light of the evolving characteristics of the position on campuses nationwide.

The 12 standards are:

1) Has the ability to envision and conceptualize the diversity mission of an institution through abroad and inclusive definition of diversity.

2) Understands, and is able to articulate in verbal and written form, the importance of equity, inclusion, and diversity to the broader educational mission of higher education institutions.

3) Understands the contexts, cultures, and politics within institutions that impact the implementation and management of effective diversity change efforts.

4) Has knowledge and understanding of, and is able to articulate in verbal and written form, the range of evidence for the educational benefits that accrue to students through diversity, inclusion, and equity in higher education.

5) Has an understanding of how curriculum development efforts may be used to advance the diversity mission of higher education institutions.

6) Has an understanding of how institutional programming can be used to enhance the diversity mission of higher education institutions for faculty, students, staff, and administrators.

7) Has an understanding of the procedural knowledge for responding to bias incidents when they occur on college or university campuses.

8) Has basic knowledge of how various forms of institutional data can be used to benchmark and promote accountability for the diversity mission of higher education institutions.

9) Has an understanding of the application of campus climate research in the development and advancement of a positive and inclusive campus climate for diversity.

10) Broadly understands the potential barriers that faculty face in the promotion and/or tenure process in the context of diversity-related professional activities (e.g., teaching, research, service).

11) Has current and historical knowledge related to issues of nondiscrimination, access, and equity in higher education institutions.

12) Has awareness and understanding of the various laws, regulations, and policies related to equity and diversity in higher education.