Vice President for Equity, Diversity and Inclusion
Vice President for Equity, Diversity and Inclusion
Southern Oregon University
Position Number: A00424
Rate: $100,000 - $125,000 @ 1.0 FTE salary commensurate with experience
The Vice President for Equity, Diversity and Inclusion (VPEDI) is the Chief Diversity Officer responsible for the executive leadership, strategic planning and administrative oversight for institutional equity and diversity. Reporting to the President and serving as a member of the President's Cabinet, the primary purpose of the position is to fulfill the educational mission of the institution by developing, coordinating, implementing, and assessing operational and strategic goals related to equity, diversity and inclusion. This VPEDI is uniquely positioned to identify and implement an organizational office structure that best aligns available resources with university and legislative initiatives.
As SOU seeks to strengthen its commitment to racial and social justice and to make the university a better and stronger environment for members across all spectrums of identity, the VPEDI will promote deep, structural institutional reforms and foster a culture of self-examination, healing, and constant improvement to achieve an understanding of institutional equity and diversity integral to the institution's culture and values. The role will build internal and external bridges and provide strong, creative, collaborative, and energetic leadership to support and sustain a diverse and welcoming campus community. The VPEDI works alongside Cabinet members who embrace shared responsibility in cultivating, sustaining, and continuously developing an environment in which equity is sought intentionally and inclusiveness is practiced actively. More information about the Office for Equity, Diversity & Inclusion can be found at edi.sou.edu.
• Master’s Degree in a field related to the duties performed. Related degrees may include but are not limited to sociology, social anthropology, public administration, student development, counseling and guidance, women studies, gender studies, ethnic studies, disability studies, and indigenous studies.
• Five years of significant leadership experience leading initiatives, programs, activities and services related to institutional access, diversity, inclusion, and social justice.
• Thorough knowledge of the 1964 Civil Rights Act, the 1991 Civil Rights Act, the Americans with Disabilities Act, Title IX of the Education Amendments of 1972, Affirmative Action, Equal Employment Opportunity, and other applicable laws.
• Successful record of influence, community building, networking, and deploying effective programs for diversity and inclusion.
• The successful candidate will not only maintain a strategic role but will also be required to be “hands-on” in completing administrative and operational tasks.
• Doctorate degree in higher education leadership or a field related to the duties performed.
• Diversity training certification.
• Experience with traditional and adult learners.
• Experience seeking external funding.
• Active in state and national equity and diversity organizations.
Knowledge, Skills, and Abilities:
Effective performance of the duties requires an expertise in Standards of professional practice promulgated by the National Association of Diversity Officers in Higher Education (NADOHE); and are as follows:
o Have ethical, legal, and practical obligations to frame their work from comprehensive definitions of equity, diversity, and inclusion—definitions that are inclusive with respect to a wide range of identities, differentiated in terms of how they address unique identity issues and complex in terms of intersectionality and context.
o Work to ensure that elements of equity, diversity, and inclusion are embedded as imperatives in the institutional mission, vision, and strategic plan.
o Are committed to planning, catalyzing, facilitating, and evaluating processes of institutional and organizational change.
o Work with senior campus administrators and, when appropriate, governing bodies (e.g., trustees or regents) to revise or remove the embedded institutional policies, procedures, and norms that create differential structural barriers to the access and success of students, faculty, and staff who belong to marginalized and oppressed groups.
o Work with faculty, staff, students, and appropriate institutional governance structures to promote inclusive excellence in teaching and learning across the curriculum and within cocurricular programming.
o Work within a community of scholars to advocate for inclusive excellence in research, creativity, and scholarship in all fields as fundamental to the mission-driven work of the institution.
o Are committed to drawing from existing scholarship and using evidence-based practices to provide intellectual leadership in advancing equity, diversity, and inclusion.
o Work collaboratively with senior campus administrators to plan and develop the infrastructure for equity, diversity, and inclusion to meet the needs of the campus community.
o Strive to optimize the balance between centralization and decentralization of efforts to achieve equity, diversity, and inclusion throughout the institution.
o Work with senior administrators and members of the campus community to assess, plan, and build institutional capacity for equity, diversity, and inclusion.
o Work to ensure that institutions conduct periodic campus climate assessments to illuminate strengths, challenges, and gaps in the development and advancement of an equitable, inclusive climate for diversity.
o Work with senior administrators and campus professionals to develop, facilitate, respond to, and assess campus protocols that address hate?bias incidents, including efforts related to prevention, education, and intervention.
o Work with senior administrators and campus professionals to facilitate and assess efforts to mentor, educate, and respond to campus activism, protests, and demonstrations about issues of equity, diversity, and inclusion.
o Are committed to accountability for advancing equity, diversity, and inclusion throughout the institution.
o Work closely with senior administrators to ensure full implementation of and compliance with the legal and regulatory requirements for the institution.
o Engage in their work in ways that reflect the highest levels of ethical practice, pursuing self-regulation as higher education professionals
• Extensive understanding of the complexity and multiple dimensions of diversity, inclusion, and equity, including - but not limited to - age, class, culture, disability, ethnicity, gender, nationality, race, religion, sexual identity, sexual orientation and socioeconomic status as it relates to the impact, implementation, and management of effective diversity change efforts.
• Demonstrated knowledge, skills, awareness of and demonstrated commitment to contemporary issues of inclusion, social justice, diversity, access, and equity, including the current scholarship and pedagogical approaches that inform and address these issues.
• Understanding of under-represented student group development with the proven ability to advise students from diverse backgrounds, and ability to relate effectively with students, faculty, administrators, staff, and the public, particularly around sensitive issues of diversity and inclusion.
• Able to communicate a compelling and inspired vision or sense of core purpose, set clear milestones, and motivate large teams or groups of people. Demonstrated ability to provide and implement leadership initiatives.
• Demonstrated ability to initiate, establish, and foster communication and teamwork by maintaining a positive, cooperative, productive work atmosphere in and outside the University with the ability to establish and maintain effective working relationships within a diverse population and with those from various cultural backgrounds.
• Ability to effectively communicate the importance of equity, inclusion and diversity in verbal and written forms.
• Demonstrated ability to interpret, consistently apply, and make independent decisions within legal and general policy and regulatory guidelines. Skill to conceptualize, analyze and interpret educational issues, policies, and regulations as it relates to diversity, equity and inclusion.
• Understanding of how curriculum development efforts may be used to advance the diversity mission of higher education institutions.
• Strong analytical and research skills; ability to gather, evaluate, and to develop well-reasoned conclusions and recommendations. Ability to proactively assess work operations and anticipate potential problems; ability to develop and implement strategies for preventing/resolving problems.
• Initiative in independently planning, organizing, and performing work assignments within broadly defined parameters. Ability to work with a high level of productivity and accuracy/attention to detail.
• Excellent organizational and time management skills with the ability to set own priorities to coordinate multiple assignments with fluctuating and time-sensitive deadlines.
• Efficient computer skills and proficiency with a variety of computer applications including word-processing, spreadsheets, databases, software applications and online systems.
• Ability to effectively perform work of a highly sensitive and confidential nature that requires access to information, use of sound judgment and strict discretion, and maintain strict confidentiality of privileged information.
• Ability to interact diplomatically with diverse personalities and to exercise judgment and tact in interactions with faculty, staff, students, and the public.
• Demonstrated ability to work with senior officials and executives from within and outside the University, and ability to think strategically and serve as a sounding board for the executive team.
• Proven experience developing, organizing, and administering budgets.
• Commitment to process monitoring and continuous process improvement in systems and services. Knowledge of training, conflict resolution and mediation methods.
Special Instructions to Applicants:
Each applicant is required to provide (as attachments to the online application) the following supplemental documents: (1) letter providing some detail of the applicant’s qualifications and interest in the position; (2) current resume/CV; and (3) the names, addresses, and telephone numbers of at least three professional references. If you are unable to attach the supplemental materials to the online application please contact Human Resources for assistance.
For inquiries and additional information, please contact: Human Resource Services via email at firstname.lastname@example.org or by phone at (541)552-8553.
•Must be willing to travel and attend training programs off-site for occasional professional development.
•Must be able to work additional hours and adjust working hours to meet special jobs. May be called back periodically to perform work as needed on an emergency basis.
•Must be able to successfully pass a pre-employment background check.
•Under the provisions of the Fair Labor Standards Act (FLSA):
-Position classification defined as “exempt” are not subject overtime
•The person holding this position is considered a “mandated reporter” under the Oregon Revised Statues and is required to comply with the requirements set forth by the Oregon department of Human Services.
Notice to Prospective Employees
Section 485 of the Higher Education Act, and The Federal Crime Awareness and Campus Security Act of 1990 (now referred to as the “Clery Act”), requires that prospective employees be notified of the availability of SOU’s Annual Security and Fire Safety Report. The report provides the annual statistics and campus policies for the reporting of and responding to campus crimes and fires; access to campus facilities; conduct code and campus policies on use, possession and sale of drugs/alcohol; and educational/information programs to inform the campus community about campus security procedures and crime prevention.
An electronic copy of the Annual Security Report (ASR)can be accessed at the following link:
https://inside.sou.edu/assets/security/AnnualCrimeReportFinal.pdf. A physical copy of the ASR is available at no charge upon request. To request a copy please visit the Campus Public Safety Office at 382 Wightman Street, Ashland OR 97520. For more information call 541-552-6258, or email email@example.com.
All applicants must apply online at https://jobs.sou.edu/postings/8897.
For more information about Ashland, SOU and the position, please visit our flyer located here: https://jobelephant.com/banners/SOUVPEDIPositionProfile.pdf
Southern Oregon University is a welcoming community committed to inclusive excellence and the celebration of diversity. Without diversity, our educational process is diminished. Working together in support of our commitment to diversity, we strengthen and enrich our role as learners, educators and members of a tightly connected global community. We encourage those who share in our commitment to diversity, to join our community and we expect all our employees to demonstrate an ability and desire to create an inclusive campus community.