Walking the Talk_ Public Administration Organizations and Social by malj

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									   Walking the Talk: Public
Administration Organizations and
         Social Equity

  NASPAA’S Perspective
    on Social Equity
 American Society for Public Administration
          District IV Conference
            October 1-3, 2009
     Ethel Williams
School of Public Administration
   University of Nebraska at
            Omaha
    NASPAA
BACKGROUND AND OVERVIEW
           NASPAA
NASPAA is the National Association of
 Schools of Public Affairs and
 Administration. It is an institutional
 membership organization which exists to
 promote excellence in public service
 education. The membership includes U.S.
 university programs in public affairs,
 public policy, public administration and
 nonprofit management.
              NASPAA
NASPAA, founded in 1970 and incorporated
 in 1977, serves as a national and
 international resource for education and
 training for public service. Its institutional
 membership includes more than 260 U.S.
 and Non- U.S. university programs in
 public affairs, public policy, public
 administration, and public management.

        http://www.naspaa.org/about_naspaa/about/overview.asp
               NASPAA
Membership in the Association is open to academic
 programs within accredited institutions of higher
 education. These programs must have
 separately identified curricula leading to a
 professional graduate or undergraduate degree
 in public affairs, administration or policy, and
 have a substantial commitment to the purpose
 of NASPAA.

         http://www.naspaa.org/about_naspaa/about/overview.asp
NASPAA
THE TALK
          NASPAA
The following statements and policies
 concerning social equity provide an
 overview of the provisions and
 articulations of social equity,
 diversity, and equal treatment.
                  NASPAA
   Current NASPAA Standards for Professional Masters Degree
    Programs in Public Affairs, Policy, and Administration
   NASPAA Standards 2009: Proposed Accreditation Standards
    (7/10/09)
   NASPAA Diversity Guideline
   NASPAA Urban Management Education Guidelines
   2003 NASPAA Strategic Directions
   NASPAA Member Code of Good Practice
   Teaching Resources (Journal of Public Affairs Education)
                      NASPAA
Current NASPAA Standards for Professional
  Masters Degree Programs in Public Affairs,
  Policy, and Administration:

   Standard 4.21 : Common Curriculum Components
       Diversity Across the Curriculum. Program activities must prepare
        students to work in and contribute to diverse workplaces and
        communities. Consequently, courses, curriculum materials, and
        other program activities should expose students to differences
        relating to social identity categories such as race, ethnicity,
        gender, class, nationality, religion, sexual orientation, disability,
        age, and veterans status.
                     NASPAA
   Standard 5.5: Faculty Diversity
       There should be evidence that specific plans are being
        implemented to assure the diversity of the composition of the
        faculty with respect to the representation of minorities, women,
        and persons with disabilities. Programs and plans to insure
        faculty diversity shall generally reflect NASPAA's Diversity
        Guidelines.

   Standard 6.1: Admission Goals and Standards
       Admission goals, policy and standards, including academic
        prerequisites, should be clearly and publicly stated, specifying
        any differences for pre-service, in-service or other categories of
        students, and reflecting specific concern for the representation
        of minorities, women, and persons with disabilities. Programs
        and plans designed to insure student diversity shall generally
        reflect NASPAA's Diversity Guidelines.“
                     NASPAA
NASPAA Standards 2009: Proposed
 Accreditation Standards (7/10/09) To be voted
    on at the NASPAA Annual Business meeting on Friday,
    October 16, 2009

   Standard 3.2: Faculty Diversity
       The program will promote diversity and a climate of
        inclusiveness through its recruitment and retention of faculty
        members.“
       The program’s faculty, as a group, should include a variety of
        perspectives and experiences (e.g., gender, ethnicity, race,
        disabilities) to invigorate discourse with each other and with
        students and to prepare students for the professional workplace.
                      NASPAA
   Standard 4.4: Student Diversity
       The program will promote diversity and a climate of
        inclusiveness through its recruitment, admissions practices, and
        student support services.“

       The recruitment and service processes should be transparent,
        accountable, ethical, equitable, diverse, and participatory. A
        program should encourage diversity in its student body to help
        prepare students for the workplace of the 21st Century.


http://www.naspaa.org/accreditation/standard2009/docs/NS2009%20Final%207.10.2009
    .pdf
                   NASPAA
   NASPAA Diversity Guideline
Approved by NASPAA Executive Council April 12, 1992 Chicago, Illinois
  April 11, 1992 Baltimore, Maryland Revised April 15, 1993. Revised
  by COPRA October 10, 2005
       This document contains the guiding principles
        for the standards. It provides explanations
        for the language in the standards and
        examples to prevent confusion.

http://www.naspaa.org/accreditation/seeking/reference/guidelines.asp
   #diversity
                           NASPAA
NASPAA Urban Management Education
 Guidelines
Created by ICMA/NASPAA Task Force on Local Government
   Management Education (1992)
   17. Racial and Ethnic Diversity
        An increase in both the number of women and minority students preparing for managerial
         careers in local government and local government program faculty who are women or
         members of minority groups is essential to increase the number of women and minority
         persons in local government management and to develop greater sensitivity among those
         trained for management to the needs, concerns, attitudes, and values of the broad range of
         persons directly served by local government programs. These groups also need effective
         representation in the policy-making processes of local government. To achieve this end,
         local government programs must make an active effort to involve women and minority
         persons as members of their faculties and as speakers, intern supervisors, professional
         mentors, and educational resource persons.



                       http://www.naspaa.org/principals/resources/urban.asp
                   NASPAA
2003 NASPAA Strategic Directions
Endorsed by Executive Council, October 2003


   Strengthen attention to diversity in the
    accreditation process within member schools.“


   Diversity remains a core priority for NASPAA and
    its member institutions
                         NASPAA
   Strategic Directions
       Maintain visibility of NASPAA as an advocate not only for increased diversity in
        hiring and retaining faculty but also for increased diversity within member
        schools’ masters degree programs
       Increase efforts to expand recruitment and graduation of students of color and
        women within PA/PP doctoral programs
       Promote increased accountability in these programs. Develop and disseminate
        models and best practices from member schools, plus from other professional
        schools and related disciplines that inform public affairs doctoral education
       Establish mentoring and matching programs within member institutions
       Develop information on variability of diversity relative to program location and
        geographic location
       Survey and assess doctoral program resources in member schools
       Explore moving from guidelines to standards with regard to MPA/MPP program
        diversity efforts and performance.
                   http://www.naspaa.org/principals/strategic_planning/future_directions2004.asp
                   NASPAA
   NASPAA Member Code of Good Practice
Adopted by the NASPAA Executive Council, October 2005

   Programs holding membership with NASPAA adhere to
    NASPAA’s Member Code of Good Practice by which they
    agree to be bound by the following provisions:
       Pursues diversity in student body, faculty, and curriculum
             NASPAA
   Teaching Resources on NASPAA’s
    website (Journal of Public Affairs
    Education)
    NASPAA
WALKING THE TALK
                        NASPAA
   NASPAA structures
       Diversity Committee
            Chair: Blue Wooldridge, Virginia Commonwealth University
             Steven E. Aufrecht, University of Alaska
             Kyle Farmbry, Rutgers University, Newark
             Norma Riccucci, Rutgers University, Newark
             Nadia Rubaii-Barrett, Binghamton University
             Vidu Soni, Central Michigan University
       Social Equity and Public Affairs Education Committee
            Chair: B.J. Reed, University of Nebraska at Omaha
             Nadia Rubaii-Barrett, Binghamton University
             James H. Svara, Arizona State University
             Henry B. Thomas, University of North Florida
             Blue Wooldridge, Virginia Commonwealth University
                 http://www.naspaa.org/principals/committees/committees.asp#diversity
                        NASPAA
   NASPAA structures
       NASPAA Executive Council
            18 members
            6 female
            4 African American (2 female)
            1 Asian descent
       NASPAA Staff
            6   members
            5   female
            1   Asian descent
            1   African American

								
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