DEI = Division, Exclusion, Indoctrination
“Phased work begins this summer to advance Bendapudi’s vision, key goals”
- Thread starter BobPSU92
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DEI = Division, Exclusion, Indoctrination
Reviewed the current ICA directory and there appears to be more than under Barbour… check those titles out and explain to me what these people do all day? Most are never available because they’re too busy but few can explain what busy means. As is true throughout the university, bloat is everywhere and still the major problem. Little direction and not much vision. Meet the new boss, same as the old boss. Talk about systemic…
- Foster diversity, equity, inclusion and belonging --
My neighbor here in Naples, David Kleppinger BOT member ([email protected]), was enthusiastic and effusive in his summation of Nelli's capabilities for the heralded position of Pres. of Penn State. YET - we now have a topic for research and discussion that is only to be heart-warming for a very select 'few'.......
No matter where the evaluation is made -- within a family, high school, Big Ten, AAU, National and International polls and/or Rankings -- the ONLY valued circumstance is - Performance - ! Any other condition of operation/s or social activity is for internal use, and not 'dirty laundry' for external publication. And not interfere with the core goals of a student's educational foundation and future success after graduation.
DEI and B has no use in educational excellence for any student - no matter how different !
IF .... this is a pet project of Nelli ..... she has outlived her usefulness and MUST be fired for cause immediately. Penn State deserves better, much better.
"The strength of our country will not be in the inclusion of people – it will be the Principles we keep, not the imaginary ideas and whims of those who will bend over backwards to please……"
If you look at PSU’s announcement when they began the search the barren’s replacement, DEIB.
was on the list of candidate criteria and expectations for the role. PSU advanced it, and no doubt, hired Neeli because, at least in part, they felt that she would embrace, prioritize, and lead DEIB. efforts. So this wasn’t merely Neeli’s brainchild.Nowadays, you are unlikely to find leadership criteria and expectations in universities (and corporations) that do not emphasize DEIB.
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A state flagship university which only educates white suburban straight Christian students isn’t fulfilling its mission.
We disagree. Who said placement at institutions of higher should only be about achievement? Schools should be able to build out their student body using any metric they want if they find that doing so enriches their campus and community. The difference in achievement (academic or otherwise) for students applying to Harvard and other elite schools is negligible at best regardless of ethnicity, gender, or socioeconomic status. They could easily take another 5,000 students with similar GPAs and standardized test scores if they wanted. But, they’re allowed to provide preference to legacies (who make up about 10% of their student body) and donors but not ethnicity or gender? Even with AA preference African Americans made up less than 7% of Harvard’s student body.
A friend of mine applied to every elite law school in the US and was accepted to all but UChicago. He went to Harvard. Who knows why, but it's because for whatever reason, he didn't make the cut for whatever diverse student body Chicago wanted. Should he sue them? Clearly, if good enough to get in every top law school in the country, there must be some kind of discrimination going on.
Will be interesting to see what happens with the situation at Thomas Jefferson High School for Science and Technology given they recently changed their admissions process from an exam to a written essay. As a result, African-American enrollment went from 1 to 6%, and Asian enrollment fell from 73 to 54%. Guess who is suing?
High School Did Not Discriminate Against Asian American Students, Court Rules
Parents had objected to Thomas Jefferson High School in Virginia changing its admissions policies, including getting rid of an exam. The case appears headed for the Supreme Court.
Do you have the data that shows number of applicants by race, number accepted into the institution by race, and number who accepted admission by race? Any other numbers are meaningless without these details.We disagree. Who said placement at institutions of higher should only be about achievement? Schools should be able to build out their student body using any metric they want if they find that doing so enriches their campus and community. The difference in achievement (academic or otherwise) for students applying to Harvard and other elite schools is negligible at best regardless of ethnicity, gender, or socioeconomic status. They could easily take another 5,000 students with similar GPAs and standardized test scores if they wanted. But, they’re allowed to provide preference to legacies (who make up about 10% of their student body) and donors but not ethnicity or gender? Even with AA preference African Americans made up less than 7% of Harvard’s student body.
A friend of mine applied to every elite law school in the US and was accepted to all but UChicago. He went to Harvard. Who knows why, but it's because for whatever reason, he didn't make the cut for whatever diverse student body Chicago wanted. Should he sue them? Clearly, if good enough to get in every top law school in the country, there must be some kind of discrimination going on.
Will be interesting to see what happens with the situation at Thomas Jefferson High School for Science and Technology given they recently changed their admissions process from an exam to a written essay. As a result, African-American enrollment went from 1 to 6%, and Asian enrollment fell from 73 to 54%. Guess who is suing?
High School Did Not Discriminate Against Asian American Students, Court Rules
Parents had objected to Thomas Jefferson High School in Virginia changing its admissions policies, including getting rid of an exam. The case appears headed for the Supreme Court.www.nytimes.com
Does anyone outside of Harvard have this data? If meaningless, how in the world were Asian students able to sue for discrimination? Do they have this data? The basis of the SFFA lawsuit vs. Harvard/UNC was Asian students were deliberately being discriminated against because they were accepted at a rate lower than the number of applications they received from them (this doesn't distinguish majors/areas of study). As noted, Harvard receives perfect academic achievement scores from four times as many candidates as they have available spots, and from that there are probably a disproportionate of them going for Economics, Government, or Computer Science.
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This from a report prepared a Nobel Prize winning economist who had access to all of Harvard's admissions data (for the class of 2026, Harvard admitted 1,984 students):
As I detail in Section 3 below, Harvard’s applicant pool is full of students with outstanding academic credentials. More than 8,000 applicants for the class of 2019 had perfect GPAs, approximately 3,500 applicants had perfect SAT math scores, and nearly 1,000 applicants had perfect ACT and/or SAT composite scores. In that pool, having strong academic credentials is not sufficient to make an applicant a strong candidate for admission. The record in this case makes clear that it is often the non-academic aspects of a candidate’s application that determine whether the candidate is admitted from this academically exceptional pool, that the evaluation of each candidate takes into account the full context of his or her life experiences, and that Harvard’s ultimate goal is to admit a student body that exhibits excellence in a variety of forms and includes students with diverse experiences, backgrounds, skills, and interests. Harvard’s admissions data are consistent with these facts. They show, for example, that candidates who are strong on dimensions other than academics are rarer than academically strong candidates. They also show that candidates who receive high ratings in at least three of the four categories rated by admissions officers (academic, extracurricular, athletic, and personal)—referred to in this report as candidates who are “multi-dimensional”—have a high admission rate and compose a much larger share of the admitted class than candidates who are exceptional on just one dimension.
Prof. Arcidiacono reveals a significant misunderstanding of Harvard’s admissions process by focusing so much of his analysis on academic achievement. For example, four of the six regression models that Prof. Arcidiacono offers do not include controls for the three non-academic ratings (extracurricular, personal, and athletic), which are central to Harvard’s evaluation of candidates for admission. And Prof. Arcidiacono accounts in only a crude and limited way for considerations of high school quality and socioeconomic background that Harvard uses to place in context each applicant’s prior academic achievement. Such analyses are fundamentally flawed and unreliable because they fail to account for the multi-dimensional evaluation Harvard employs when rendering its admissions decisions.
As I detail in Section 3 below, Harvard’s applicant pool is full of students with outstanding academic credentials. More than 8,000 applicants for the class of 2019 had perfect GPAs, approximately 3,500 applicants had perfect SAT math scores, and nearly 1,000 applicants had perfect ACT and/or SAT composite scores. In that pool, having strong academic credentials is not sufficient to make an applicant a strong candidate for admission. The record in this case makes clear that it is often the non-academic aspects of a candidate’s application that determine whether the candidate is admitted from this academically exceptional pool, that the evaluation of each candidate takes into account the full context of his or her life experiences, and that Harvard’s ultimate goal is to admit a student body that exhibits excellence in a variety of forms and includes students with diverse experiences, backgrounds, skills, and interests. Harvard’s admissions data are consistent with these facts. They show, for example, that candidates who are strong on dimensions other than academics are rarer than academically strong candidates. They also show that candidates who receive high ratings in at least three of the four categories rated by admissions officers (academic, extracurricular, athletic, and personal)—referred to in this report as candidates who are “multi-dimensional”—have a high admission rate and compose a much larger share of the admitted class than candidates who are exceptional on just one dimension.
Prof. Arcidiacono reveals a significant misunderstanding of Harvard’s admissions process by focusing so much of his analysis on academic achievement. For example, four of the six regression models that Prof. Arcidiacono offers do not include controls for the three non-academic ratings (extracurricular, personal, and athletic), which are central to Harvard’s evaluation of candidates for admission. And Prof. Arcidiacono accounts in only a crude and limited way for considerations of high school quality and socioeconomic background that Harvard uses to place in context each applicant’s prior academic achievement. Such analyses are fundamentally flawed and unreliable because they fail to account for the multi-dimensional evaluation Harvard employs when rendering its admissions decisions.
You're able to sue if you have money to hire a lawyer, and the Asian students lost their lawsuit but still had to pay for the lawyer. Unless you know the percentage accepted by race you really can't say much other than the percentage by race of the incoming student body. The best example is Native Americans are typically stated as <1% of the student body for most schools yet I suspect the Native American acceptance rate is >>>50%, probably darn near 100%. But people like you will stand around and say we don't have enough Native Americans in our school.
I think you're on the right track if your study body is representative (or close to) the ethnic make-up of our country. To your example, Native Americans make up about 2.9% of the US population. Enrollment percentage at Harvard? 2.9%. Asians make up about 7% of the US population but but are about 28% of Harvard's student body.
I still remember comments on a rutgres message board after the 2015 football game at PSU that University Park was “white bread”.
well, they got something rightI still remember comments on a rutgres message board after the 2015 football game at PSU that University Park was “white bread”.
I still remember comments on a rutgres message board after the 2015 football game at PSU that University Park was “white bread”.
You should check your numbers. Also, Asia is a big land area and includes India, Pakistan, etc. Here's a link. First number up is Native Americans listed as <1%. As always, the category "non US citizens" is nebulous.
Harvard College Campus Life - BigFuture College Search
Harvard College is in an urban setting and has 7,062 undergraduate students. Campus housing costs an average of $21,190 a year. Harvard College competes in Club, Intercollegiate, Intramural, NCAA Division I and NCAA Division IAA sports.
Not a huge fan myself, but I do really enjoy all of the over-reactions from the thin of skin.
You should check your numbers. Also, Asia is a big land area and includes India, Pakistan, etc. Here's a link. First number up is Native Americans listed as <1%. As always, the category "non US citizens" is nebulous.
Harvard College Campus Life - BigFuture College Search
Harvard College is in an urban setting and has 7,062 undergraduate students. Campus housing costs an average of $21,190 a year. Harvard College competes in Club, Intercollegiate, Intramural, NCAA Division I and NCAA Division IAA sports.bigfuture.collegeboard.org
Mine are from the current admissions class (and from Harvard's website):
Admissions Statistics
Harvard welcomes students from across the country and all over the world, with diverse backgrounds and far-ranging talents and interests.
Mine are from the current admissions class (and from Harvard's website):
Admissions Statistics
Harvard welcomes students from across the country and all over the world, with diverse backgrounds and far-ranging talents and interests.college.harvard.edu
Come on. Penn State laughs at Harvard.
.........
Not only do you have to look at acceptance rates, but you also have to look at the numbers of applicants from different minorities. If minorities are not applying to your school because they are unwelcome there, you have a problem, irrespective of whether or not they would be accepted if they had applied.
Higher Education is broken in Pennsylvania because of structural problems in the original design and the continued inability to address those issues. Various people can get on their hobby horses and tilt at the windmills of their choice, but the basic problems are two:
1. Increased regulation and costs are being applied over a declining pool of 18 year olds. Whenever you have required costs increasing and a shrinking customer base, you have a bad business.
2. Pennsylvania has a surplus of state schools of every variety. Too many branch campuses, main campuses, and state schools. They were built up over the decades and now we cannot reduce them fast enough.
There are two outcomes that are possible:
1. A rational political process would cut and close overlapping programs with reductions to every institution.(Does anyone think our state government could manage such a process?)
2. A slow decline will occur across all member institutions, with campuses gradually withering away over decades of weakening attendance and maintenance, along with faculty and union retirements.
Option #2 is currently being played out as we speak and it will meander along its dispiriting path until supply and demand are balanced.
All the rest of the talk about various interest groups and their demands on this leaking ship are entertaining diversions.
1. Increased regulation and costs are being applied over a declining pool of 18 year olds. Whenever you have required costs increasing and a shrinking customer base, you have a bad business.
2. Pennsylvania has a surplus of state schools of every variety. Too many branch campuses, main campuses, and state schools. They were built up over the decades and now we cannot reduce them fast enough.
There are two outcomes that are possible:
1. A rational political process would cut and close overlapping programs with reductions to every institution.(Does anyone think our state government could manage such a process?)
2. A slow decline will occur across all member institutions, with campuses gradually withering away over decades of weakening attendance and maintenance, along with faculty and union retirements.
Option #2 is currently being played out as we speak and it will meander along its dispiriting path until supply and demand are balanced.
All the rest of the talk about various interest groups and their demands on this leaking ship are entertaining diversions.
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I do like the structure adopted by the University of Texas. If you graduate at the top of your class (I forget the precise percentage rank) in ANY high school in Texas, you are guaranteed admission to the University.
As an addendum with some data.
Illinois and Pennsylvania have approximately the same number of 15 to 19 year olds: 890K and 850K respectively.
There are 11 State Schools in Illinois, including the University of Illinois at Champaign-Urbana.
There are 13 State Schools in the Pennsylvania State School System alone. That excludes Penn State, Temple, Pitt and Lincoln. It also excludes Penn College (A 4 year Penn State Subsidiary). So, we are up to 18. We have a similarly large system of feeder junior colleges and branch campuses that is larger than anything in Illinois.
When you have a state government that administers anything in a less efficient manner than Illinois, you know you have a problem! (And yes, I worked at a State school in Illinois and lived there for a few years, so I have at least some familiarity with the system, though that knowledge is dated)
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“
- Transform Penn State’s internal operations”
DEIB agile team leads share updates on plans, progress
Efforts underway to enhance the bias reporting approach and develop student resource ‘hub’; Special Adviser for Institutional Equity report recommendations shared
”UNIVERSITY PARK, Pa. — In April, Penn State President Neeli Bendapudi shared four key actions for the University to take to enhance equity and belonging for students, faculty, staff and the broader Penn State community. These actions support Bendapudi’s goals related to diversity, equity, inclusion and belonging (DEIB), and are in alignment with some of the key recommendations that Dr. Jennifer Hamer, special adviser for institutional equity, shared as part of her evaluation of DEIB-related programs and activities across the University.
Bendapudi named four members from her senior leadership team — to collaborate with equity-focused partners at the University — to lead agile teams to advance each of the four equity-enhancing initiatives. The teams have begun their work and are each moving forward on individual timelines with a shared goal to make progress this upcoming academic year.”
I would love to know how much all this marbles-in-mouth talk is costing the university.
Efforts underway to enhance the bias reporting approach and develop student resource ‘hub’; Special Adviser for Institutional Equity report recommendations shared
”UNIVERSITY PARK, Pa. — In April, Penn State President Neeli Bendapudi shared four key actions for the University to take to enhance equity and belonging for students, faculty, staff and the broader Penn State community. These actions support Bendapudi’s goals related to diversity, equity, inclusion and belonging (DEIB), and are in alignment with some of the key recommendations that Dr. Jennifer Hamer, special adviser for institutional equity, shared as part of her evaluation of DEIB-related programs and activities across the University.
Bendapudi named four members from her senior leadership team — to collaborate with equity-focused partners at the University — to lead agile teams to advance each of the four equity-enhancing initiatives. The teams have begun their work and are each moving forward on individual timelines with a shared goal to make progress this upcoming academic year.”
I would love to know how much all this marbles-in-mouth talk is costing the university.
Gotta' spend money to spend money.You aren‘t the least bit intrigued by “collaborate with equity-focused partners”?
Understood, but PSU (and all colleges) need to be careful now that Affirmative Action has been shown the door.
Is Neeli pushing DEIB.
on her own? It was a big part of the job description when she was hired. Are any of the trustees into it?That's a big ask on a public forum.Is Neeli pushing DEIB.
My brother and I went to PSU. Neither of my kids were interested in PSU (despite going to lots of gams as kids) and I had no problem with it. It just costs too much. I’m not sure I see the return on investment. My son got into Comp Sci at a SUNY school. He was admitted into the honors program. He got some scholarships and the total cost per year is under $18k for in state students. There were more PA people visiting the school than I would have expected. It’s much smaller than PSU and the profs met with my son personally. They really made him feel welcome. He just took a math class at a community college before his freshman year and got an A. The cost was low and it counts as college credit. I just see education differently now. It’s more utilitarian. I don’t see the sense of overpaying for college.
Center for Social Change and Belonging to build pathways to success for students
Marcelius Braxton has been named the center's inaugural director
See the link below. From the article:
”UNIVERSITY PARK, Pa. — In a continued effort to support Penn State’s commitment to diversity, equity, inclusion and belonging initiatives, Student Affairs has reimagined resources to create the Center for Social Change and Belonging to enhance and bridge existing initiatives focused on developing community and fostering actionable change.
“We are excited to better align resources in support of our student communities, particularly related to equity-minded education, alongside resource connection and support,” said Brian Patchcoski, assistant vice president for diversity, equity and inclusion in Student Affairs. “The Center for Social Change and Belonging is positioned to raise up and augment the work our affinity and identity-based centers in Student Affairs, alongside our campus partners, while also filling gaps that students experience as they navigate various resources.”
With a focus on enhancing pathways for student success, the center is charged with working with colleagues within Student Affairs and across the University in bridging curricular and co-curricular opportunities and furthering the capacity of students, staff and faculty to explore diverse perspectives while fostering community action and change.”
I have no idea what any of this means. Anyway, why ”reimagine” resources when you can add new resources on top? Unless they have…
Marcelius Braxton has been named the center's inaugural director
See the link below. From the article:
”UNIVERSITY PARK, Pa. — In a continued effort to support Penn State’s commitment to diversity, equity, inclusion and belonging initiatives, Student Affairs has reimagined resources to create the Center for Social Change and Belonging to enhance and bridge existing initiatives focused on developing community and fostering actionable change.
“We are excited to better align resources in support of our student communities, particularly related to equity-minded education, alongside resource connection and support,” said Brian Patchcoski, assistant vice president for diversity, equity and inclusion in Student Affairs. “The Center for Social Change and Belonging is positioned to raise up and augment the work our affinity and identity-based centers in Student Affairs, alongside our campus partners, while also filling gaps that students experience as they navigate various resources.”
With a focus on enhancing pathways for student success, the center is charged with working with colleagues within Student Affairs and across the University in bridging curricular and co-curricular opportunities and furthering the capacity of students, staff and faculty to explore diverse perspectives while fostering community action and change.”
I have no idea what any of this means. Anyway, why ”reimagine” resources when you can add new resources on top? Unless they have…
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