NADOHE StandardsThe Standards of Professional Practice for Chief Diversity Officers are the exclusive property of NADOHE andmay not be copied or reproduced in any format without NADOHEs prior written permission. NADOHE Presidential Task Force for the. Development of Standards of Professional Practice for CDOs. Roger L. Worthington. University of Maryland. Christine A. Stanley. Texas A M University. William T. Lewis, Sr. Virginia Tech University. Deployment guide for Office 2013 v. Oct 2013 Office and SharePoint content publishing team. Guide. Learn how to install and configure the new Office in your. NOTE Approved by the NADOHE Board of Directors October, 2. The authors would like to thank the following individuals for their review and feedback of earlier drafts of this document Molly Corbett Broad, Damon A. Professional Access 2013 Programming Ebook Download' title='Professional Access 2013 Programming Ebook Download' />Microsoft Professional Program in Data Science. Careers in some of the most indemand technical fields require a new set of skills. We created the Microsoft. Get your team access to Udemys top 2,000 courses anytime, anywhere. Try Udemy for Business. Professional Access 2013 Programming Ebook FreeWilliams, Glen Jones, Kenneth Bouyer, Ana Mari Cauce, Michael Stevenson, John Majer, Benjamin Reese, Paulette Granberry Russell, Archie W. Ervin, Elizabeth Ortiz, Debbie Seeberger, Jeanne Arnold, Shirley M. Collado, Kenneth Coopwood, Gilda G. Garcia, Joan Holmes, Kevin Mc. Donald, Wanda Mitchell, Marilyn Sanders Mobley, Raji Rhys, Carmen Suarez, Gregory Vincent, William B. Harvey, and Arthur Dean. Correspondence regarding these standards may be sent to the National Association of Diversity Officers in Higher Education infonadohe. Abstract. The National Association of Diversity Officers in Higher Education NADOHE have developed and approved Standards of Professional Practice for Chief Diversity Officers CDOs. The standards established in this document are a formative advancement toward the increased professionalization of the CDO in institutions of higher education. These standards encompass a broad range of knowledge and practices that are reflected in the work of CDOs across differing professional and institutional contexts. The standards are useful as guideposts to help clarify and specify the scope and flexibility of the work of CDOs, and provide a set of guidelines to inform and assist individual administrators and institutions in aligning the work of CDOs on their campuses with the evolving characteristics of the profession. The standards take into account the relatively wide variations in professional backgrounds, expertise, organizational structures, fiscal resources, and scope of administrative authority that exist across institutional contexts. The standards of professional practice should not be applied rigidly or prescriptively to define who is qualified to do the work of diversity in higher education institutions or how diversity and inclusion offices should be configured. This document should be used as a tool to facilitate the advancement of significant and effective change on college and university campuses by emphasizing the role of the CDO as an organizational change agent for equity, diversity, and inclusion. Keywords chief diversity officer, diversity, higher education administration, National Association of Diversity Officers in Higher Education, standards of professional practice. National Association of Diversity Officers in Higher Education. Standards of Professional Practice for Chief Diversity Officers. A fundamental commitment to inclusive excellence embedded throughout higher education institutions is critical to the health and functioning of colleges and universities. Inclusive excellence starts at the highest level of administrative authority, is expressed prominently in institutional missions and strategic plans, and is supported through meaningful allocations of fiscal, human, and physical resources AASCUNASULGC Task Force on Diversity, 2. Clayton Pederson, ONeill, Mc. Tighe Musil, 2. 00. Leon, 2. 01. 4 Williams, 2. Williams, Berger, Mc. Clendon, 2. 00. 5 Williams Wade Golden, 2. The emergence of the chief diversity officer CDO position as a senior administrative role in colleges and universities signals the critical need to expand representation across higher education among students, faculty, and administrators, as well as within the curriculum Harvey, 2. The strategies CDOs use for institutional transformation must be expansive, while at the same time taking into account the expertise of existing senior leaders, and advancing a diversity portfolio that reflects institutional values, mission, and culture Stanley, 2. Stevenson, 2. 01. Indeed, all higher education leaders should embody and demonstrate the critical values of equity, diversity, and inclusion, and should enable entire campus communities to access and articulate the contributions of and the rewards gained from an inclusive learning and working environment. Standards of professional practice help to facilitate a broader understanding of how the CDO functions, and are useful as guideposts to help clarify and specify the scope and flexibility of their work. This document provides standards of professional practice for CDOs as members of the National Association of Diversity Officers in Higher Education NADOHE. These standards encompass a broad range of knowledge and practices that are reflected in the work of CDOs across contexts. This document should be used to guide current and aspiring CDOs in leading higher education institutions toward inclusive excellence and organizational change. The standards are both fluid and flexible to account for the wide variations in personal and professional backgrounds and characteristics of individual CDOs, as well as the broad range of institutional contexts within which they provide leadership. By no means should this document be interpreted as exhaustive, rigid, or overly prescriptive in nature. British Pharmacopoeia 2011 Pdf more. The flexibility of scope in the standards of professional practice is intended to honor the unique missions and strategic directions established by a broad array of higher education institutions. Thus, our professional standards do not aim to be fully comprehensive of every skill or competency exhibited by CDOs however, equity, diversity and inclusion are invaluable threads to be woven throughout the fabric of institutional strategic plans. The Work of the Presidential Task Force. Since its inception in 2. NADOHE Board of Directors has been engaged in dialogue and discussion about the professionalization of the chief diversity officer in higher education Worthington, 2. Over the course of time, the board developed a strategic plan that included an initiative to advance the professional standing of CDOs among higher education administrators NADOHE, 2. In 2. 01. 2, NADOHE commissioned a presidential task force on the development of standards of professional practice for CDOs. The work of the task force began in earnest in 2. CDOs. A set of draft standards was developed and presented to the NADOHE board of directors and membership during the 2. The general sentiment during the institute was that the development of professional standards of practice was an historical step toward the professionalization of the field. However, there were some voices of concern that the standards should not be overly prescriptive or used as part of hiring or summative personnel decisions by presidents, provosts and trustees. There was broad consensus that the document should be inclusive of the range and scope of work and responsibilities of CDOs from a broad array of different types of institutions and practicing within a variety of different contexts. The task force reviewed the feedback from the membership provided during the institute and further revised the document to integrate the scholarly literature, the task force charge, and the membership feedback.