Sifting and Winnowing
Alumni Are Key to Diversity Efforts
By Jon Graan '69, WAA's chair of the board and a financial adviser with Van Fossan and Associates in Barrington, Illinois
As a UW alum, I get so much personal satisfaction from helping someone who may not have been able to make it to Wisconsin. One student who comes to mind is Marcus, a sophomore from Senn High School in Chicago. He was the number one pick of everyone on the Chicago alumni club's scholarship committee. The summer before his freshman year on campus, he participated in the Summer Collegiate Experience, taking six credits and earning a 3.75 GPA. Also a Chancellor's Scholar, he went on to serve on the Homecoming Court. It makes me feel great when I see what he's been able to accomplish, despite coming from a difficult high school environment.
Senn High School has special significance for me because in 1992, when I served as president of the Chicago alumni chapter, we established an Adopt-a-School program there. We recruited alumni to speak about their careers and college experiences at this inner-city school, which has a culturally diverse student body coming from more than thirty different countries. The Adopt-a-School program is still going strong, and it fostered the establishment of the Chicago club's multicultural scholarship.
As a UW alum, I get so much personal satisfaction from helping someone who may not have been able to make it to Wisconsin. One student who comes to mind is Marcus, a sophomore from Senn High School in Chicago. He was the number one pick of everyone on the Chicago alumni club's scholarship committee. The summer before his freshman year on campus, he participated in the Summer Collegiate Experience, taking six credits and earning a 3.75 GPA. Also a Chancellor's Scholar, he went on to serve on the Homecoming Court. It makes me feel great when I see what he's been able to accomplish, despite coming from a difficult high school environment.
Senn High School has special significance for me because in 1992, when I served as president of the Chicago alumni chapter, we established an Adopt-a-School program there. We recruited alumni to speak about their careers and college experiences at this inner-city school, which has a culturally diverse student body coming from more than thirty different countries. The Adopt-a-School program is still going strong, and it fostered the establishment of the Chicago club's multicultural scholarship.
I was also privileged to join other alumni in the selection process for twenty Chicago students who are now at UW-Madison as part of the Posse program. This program provides leadership training for multicultural students to prepare them for college. Once on campus, Posse members support each other and help to promote cross-cultural communication among their fellow students.
The reason I share these experiences is to show how an individual or a group of alumni can make a difference. There is always more we can do. You can participate in a college fair at a high school that serves a greater cross section of minorities. And those alumni chapters that don't have any multicultural activities should start at least one - such as, perhaps, a Prospective Students Day. Do something — and whatever you're doing now, add one more thing. If we can get 118 clubs across the international boundaries to do that, then that's 118 activities that weren't going on a year ago.
The Wisconsin Alumni Association "gets" it, and the university "gets" it. They understand the long-range benefits of diversity and inclusivity in terms of enriching our campus and maximizing the potential of our society. WAA is currently searching for someone to fill the position of director of diversity, but diversity is not just the responsibility of any one individual. It falls to every one of us, whether we're in Appleton or California or New York or Minneapolis. We all have to work at making our alumni activities more multicultural and diverse than they are.
The reason I share these experiences is to show how an individual or a group of alumni can make a difference. There is always more we can do. You can participate in a college fair at a high school that serves a greater cross section of minorities. And those alumni chapters that don't have any multicultural activities should start at least one - such as, perhaps, a Prospective Students Day. Do something — and whatever you're doing now, add one more thing. If we can get 118 clubs across the international boundaries to do that, then that's 118 activities that weren't going on a year ago.
The Wisconsin Alumni Association "gets" it, and the university "gets" it. They understand the long-range benefits of diversity and inclusivity in terms of enriching our campus and maximizing the potential of our society. WAA is currently searching for someone to fill the position of director of diversity, but diversity is not just the responsibility of any one individual. It falls to every one of us, whether we're in Appleton or California or New York or Minneapolis. We all have to work at making our alumni activities more multicultural and diverse than they are.
I personally have benefited from the associations that I've had with people from various backgrounds. It's made me more open-minded and enhanced my life in many ways. This has inspired me to invite others to get involved, and when you ask Badgers to help out, they most often will try to do their part. If you'd like to get involved in making the campus more diverse, contact WAA toll-free at (888) 947-2586, or give me a call at (847) 680-0662.
Why Campus Climate Matters
By Peter D. Spear, UW-Madison's Provost
It all comes down to people. To offer an exciting environment in which to learn, to discover, and to share ideas, a university first must welcome differences among people and ensure an atmosphere of respect and acceptance.
Last fall, Chancellor John D. Wiley MS'65, PhD'68 unveiled a strategic plan for UW-Madison that has as one of its key priorities a commitment to "nurture human resources." As provost, I am proud to play a leadership role in guiding this priority. A university's most important resources are the individuals who live, learn, and work there. Each person — whether a first-year student or a longtime faculty or staff member — is entitled to a campus climate that is safe, respectful, and inclusive.
It all comes down to people. To offer an exciting environment in which to learn, to discover, and to share ideas, a university first must welcome differences among people and ensure an atmosphere of respect and acceptance.
Last fall, Chancellor John D. Wiley MS'65, PhD'68 unveiled a strategic plan for UW-Madison that has as one of its key priorities a commitment to "nurture human resources." As provost, I am proud to play a leadership role in guiding this priority. A university's most important resources are the individuals who live, learn, and work there. Each person — whether a first-year student or a longtime faculty or staff member — is entitled to a campus climate that is safe, respectful, and inclusive.
Improving campus climate is closely linked to the goal of increasing diversity. There are several reasons why it is important to increase the diversity in our student body and within the ranks of faculty and staff. As a state university, it is our responsibility to include Wisconsin students of all backgrounds, regardless of race, ethnicity, gender, religion, sexual orientation, age, class, and ability/disability. We also must reflect the world in which we live by enrolling and hiring individuals who differ in these human characteristics. Doing so allows us to learn from each other as we share our differing perspectives, personal values, customs, and life experiences. It also prepares students for careers in which they will work with a wide variety of people. And being inclusive and providing a positive climate in which everyone can learn and work productively helps us attract and retain outstanding students, staff, and faculty.
Diversity includes international students. We must ready students to thrive within a global economy and to contribute as citizens of a global society. Our international students come to campus with much to teach us about the world, and they return home with a better understanding of the United Sates and our culture. With greater mutual understanding comes greater tolerance and a better world community.
Diversity includes international students. We must ready students to thrive within a global economy and to contribute as citizens of a global society. Our international students come to campus with much to teach us about the world, and they return home with a better understanding of the United Sates and our culture. With greater mutual understanding comes greater tolerance and a better world community.
For UW-Madison to continue to be a world-class university, a positive climate for all is just as essential as bright and curious students, dedicated faculty and staff, and state-of-the-art classrooms and laboratories. To be successful, those in every school and college, as well as our alumni and friends beyond campus, must devote significant time, energy, and resources to achieving the goal of improving campus climate. Creating a positive climate is among our top priorities, not only because it is the right thing to do, but also because it will make this a better university.
