Multicultural Awareness Project for Institutional Transformation (MAP IT) 
Administrator Form (Form A)

This questionnaire is designed for administrators in postsecondary educational institutions.

Following each of the guiding principles provided below are questions designed to assist in assessing the extent to which the [insert name of institution here] supports that principle in daily practice. When responding to these items, think broadly and inclusively about such terms as “multicultural” and “diverse groups” (i.e., to include race, religion, gender, ethnicity, culture, home language, social class, sexual orientation, age, and disability). Please respond using a scale of 1 to 4 in which 1=never or almost never, 2=occasionally, 3=often, and 4=almost always or always. If the item does not apply to your job, indicate so by selecting not applicable (NA).  If you have inadequate information, indicate so by selecting don't know (DK).  A space for comments has been provided at the end of each section.  

Guiding Principle 1:
The educational institution should articulate a commitment to supporting access to higher education for a diverse group of students, thus providing the opportunity for all students to benefit from a multicultural learning environment. 

1.1	As you understand the mission of [insert name of  program, department, unit, or 
institution here], does that mission make a commitment to access for diverse students?

1.2 Is a commitment to multicultural issues central to the mission of [insert name of program, department, unit, or institution here]?

1.3 Does [insert name of program, department, unit, or institution here] support higher education for students from all cultural groups?

1.4 Does [insert name of program, department, unit, or institution here] attempt to recruit and retain a diverse student body?

1.5 Does [insert name of program, department, unit, or institution here] operate in a manner that values a multicultural learning environment in which all students will learn?

1.6 Do admissions policies consider potential predictors of academic success beyond traditional measures such as standardized test scores, class rank, or grade point average (GPA)?

Comments related to institutional commitment to access for diverse students:

Guiding Principle 2:
The educational institution's organizational structure should ensure that decision making is shared appropriately and that members of the educational community learn to collaborate in creating a supportive environment for students, staff, and faculty.

2.1 Does the organizational structure of your program, department, or unit ensure that decision making is appropriately shared among administrators, faculty, and staff?

2.2 Do students have an appropriate role in decision making within your program, department, or unit?

2.3 Do administrators, faculty, and staff collaborate to create a supportive environment for students?

2.4 Are you directly involved in efforts to create a supportive learning environment for students from diverse backgrounds?

2.5 Are successful efforts being made to recruit and retain a diverse work force?

2.6 Do you work in a supportive work environment?

2.7 Are you directly involved in efforts to create a supportive working environment for faculty and staff?

2.8 At your institution, have you been discriminated against on the basis of race, ethnicity, home language, religion, gender, sexual orientation, social class, age, disability, or any other group identification?

2.9 Does discrimination hinder your opportunities to participate fully in your educational institution?

Comments related to the role of organizational structures in creating supportive learning and working environments:

Guiding Principle 3:
Professional development programs should be made available to help staff and faculty understand the ways in which social group identifications such as race, ethnicity, home language, religion, gender, sexual orientation, social class, age, and disability influence all individuals and institutions.

3.1	When allocating professional development funds to you, does your program, 
department, or unit give equal consideration to multicultural conferences, workshops, etc., along with other types of professional development requests?

3.2 If your employment agreement requires professional development days, does this required development include information on multiculturalism?
3.3 If you have authority over the funding or planning of professional development activities, do you endeavor to provide opportunities to address multicultural issues?

3.4	Do optional professional development opportunities sponsored by your program, 
department, or unit include information on multicultural issues?

3.5	Does your program, department, or unit provide financial support for you to 
participate in external professional development activities that address multicultural issues?

3.6	Do you encourage faculty or staff to improve, revise, or redevelop programs based on 
information learned via multicultural professional development activities?

Comments related to professional development opportunities:

Guiding Principle 4:
Educational institutions should equally enable all students to learn and excel.

4.1 Does your institution [or program, department, or unit] equally enable all students to learn and excel?

4.2 Are the administration, faculty, and staff appropriately diverse to serve a diverse student body?

4.3 Are students whose first language is not English provided with the services and support they need to achieve academic success? 

4.4 Are first generation college students and students from underrepresented populations given information and services that provide the support they need to achieve academic success? 

4.5 Do students from a variety of social and cultural groups succeed proportionately at your institution?

Comments related to equal educational opportunity:

Guiding Principle 5:
Educational institutions should help students understand how knowledge and personal 
experiences are shaped by contexts (social, political, economic, historical, etc.) in which we live and work, and how their voices and ways of knowing can shape the academy.

5.1 Is the exploration of multicultural perspectives a degree requirement at the institution where you work?
5.2 Does your institution [or program, department, or unit] provide opportunities for civic engagement?

5.3 Does your institution provide learning opportunities in other cultural environments, whether inside or outside the U.S?

5.4 Are scholarships available to enable low-income students to participate in cross-cultural learning experiences such as international programs?

5.5 Do students’ perspectives inform policy decisions that you make?

Comments regarding knowledge construction:

Guiding Principle 6:
Educational institutions should help students acquire the social skills needed to interact 
effectively within a multicultural educational community.

6.1 Does your institution [or program, department, or unit] provide services that assist students in acquiring the social skills needed to interact effectively within a multicultural learning environment?

6.2 Do you talk openly and constructively with students about multicultural issues?

6.3 Does your institution [or program, department, or unit] provide opportunities for students to interact with people from diverse backgrounds?

6.4 Does your institution [or program, department, or unit] provide students with factual information that contradicts misconceptions and stereotypes?

Comments related to the acquisition of communication skills:

Guiding Principle 7:
Educational institutions should enable all students to participate in 
extracurricular and co-curricular activities to develop knowledge, skills, and attitudes that enhance academic participation and foster positive relationships within a multicultural educational community.

7.1 Does your institution [or program, department, or unit] provide co-curricular opportunities that enable students to develop knowledge, skills, and attitudes that enhance academic participation? 

7.2 Does your institution [or program, department, or unit] sponsor any undergraduate professional or honor societies or career-related activities that provide multicultural opportunities?
7.3 Do you sponsor activities that enable students, faculty, and staff to interact socially?

7.4 Does your institution [or program, department, or unit] act to organize activities and projects that enable students from diverse groups to work together collaboratively? 

Comments on extracurricular and co-curricular activities:

Guiding Principle 8:
Educational institutions should provide support services that promote all students' intellectual and interpersonal development.

8.1 Does your institution [or program, department, or unit] provide support services such as advising, academic and career counseling, tutoring, or mentoring programs that promote all students’ intellectual and interpersonal development?

8.2 Are learning resources and information technology equally accessible to all students?

8.3 Are learning resources and technology laboratories on your campus open at times that accommodate diverse student schedules?

8.4 Are academic support services universally designed to meet the needs of all students, including students with disabilities?

8.5 Is advocacy around multicultural issues central to your institution’s [or program’s, department’s, or unit’s] student services mission?

8.6 To what extent do you personally take responsibility for promoting and developing opportunities for a multicultural student experience?

8.7 Does your institution [or program, department, or unit] sponsor and support activities and organizations that encourage students’ expression of identity and cultural differences?

8.8 Does your institution [or program, department, or unit] proportionately serve students from diverse backgrounds?

Comments related to student services:

Guiding Principle 9:
Educational institutions should teach all members of the educational community about the ways that ideas like justice, equality, freedom, peace, compassion, and charity are valued by many cultures.

9.1 Does your institution [or program, department, or unit] expose students to the ways that ideas like justice, equality, freedom, peace, compassion, and charity are valued by many cultures?

9.2 Do you implement these values in your interactions with students?

9.3 Do you implement these values in your interactions with colleagues? 

9.4 Do you point out the important ways in which all humans are similar when discussing cultural differences?

Comments regarding intergroup relations:

Guiding Principle 10:
Educational institutions should encourage educators to use multiple culturally sensitive techniques to assess student learning.

10.1 Are the forms of assessment used by your institution [or program, department, or unit] for purposes such as course placement, career exploration, determining preferred learning styles, and/or assessing learning and study strategies culturally sensitive?

10.2 Does your institution [or program, department, or unit] provide multiple forms of assessment for purposes such as course placement? 

Comments on assessment:

Institutions may choose to add demographic questions, as long as those questions do not serve to identify individuals.