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The program shall demonstrate a commitment to diversity and shall evidence an ongoing practice of cultural competence in learning, research and service practices.

a. A written plan and/or policies demonstrating systematic incorporation of diversity within the program. Required elements include the following:

Description of the program’s under-represented populations, including a rationale for the designation

There are four primary faculty in the MPH program, 2 females and 2 males. All are SDA, as this is a requirement for primary faculty employment at Andrews. The visa status of our faculty is: 3 United States Citizens, 1 Permanent Resident. The ethnic identity of these faculty members are: 1 Hispanic and 3 Blacks (1 Black of dual African-American and Hispanic Heritage).

The following charts show the diversity statistics of the MPH students from 2013-2014 collected by Andrews. Please note that the information here is different than the number of students reported in this Self-Study because the university has included the Dietetic

Internship students who are no longer part of this program and have not taken courses outside of their internship. Also, Andrews does not ask an individual their specific religious beliefs if they are not SDA.

20 4 0 5 10 15 20 25 Female Male

Gender

17 7 0 5 10 15 20

Seventh-day Adventist Other

Religion

1 ₄ 1 18 0 5 10 15 20 Dependent of Exchange Scholar Not in US Permanent Resident US Citizen

Visa Status

13 4 6 1 0 2 4 6 8 10 12 14 20-29 30-39 40-49 50-59

Age

48 | P a g e

Figure 1.8.1. Student Diversity Statistics 2013-2014

Source: Andrews University Institutional Research

The following charts show the diversity statistics of the MPH students from 2014-2015 collected by Andrews. Please note again that Andrews does not ask what specific religion an individual is if they are not SDA.

3 6 3 12 0 2 4 6 8 10 12 14

Asian Black Hispanic White

Ethnicity

16 3 0 5 10 15 20 Female Male

Gender

17 1 1 0 5 10 15 20 Seventh-day Adventist Other None

Religion

1 ₂ 3 13 0 2 4 6 8 10 12 14 Dependent of Exchange Scholar Not in US Permanent Resident US Citizen

Visa Status

8 6 5 0 2 4 6 8 10 20-29 30-39 40-49

Age

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Figure 1.8.2. Student Diversity Statistics 2014-2015

Source: Andrews University Institutional Research

The MPH program’s most underrepresented population is individuals outside of the SDA church. This is due mainly to the fact that Andrews is a private SDA school and is promoted most widely within the church.

A list of goals for achieving diversity and cultural competence within the program, and a description of how diversity-related goals are consistent with the university’s mission, strategic plan and other initiatives on diversity, as applicable

Master of Public Health:

The goals for achieving diversity and cultural competence within the program are:

 To have at least 30% of MPH students from outside of the United States.

 To have at least 25% of the MPH students be male.

 To have at least 50% of MPH students from outside of public health professions.

 To have at least 25% of MPH program faculty from outside of the United States. Andrews University Mission Statement:

Andrews University, a distinctive Seventh-day Adventist institution, transforms its students by educating them to seek knowledge and affirm faith in order to change the world.

Andrews University students will: Seek Knowledge as they...

 Engage in intellectual discovery and inquiry

 Demonstrate the ability to think clearly and critically  Communicate effectively

 Understand life, learning, and civic responsibility from a Christian point of view  Demonstrate competence in their chosen disciplines and professions

2 2 4 10 1 0 2 4 6 8 10 12

Asian Black Hispanic White Two or

More

50 | P a g e Affirm Faith as they...

 Develop a personal relationship with Jesus Christ  Deepen their faith commitment and practice  Demonstrate personal and moral integrity

 Embrace a balanced lifestyle, including time for intellectual, social, spiritual, and physical development

 Apply understanding of cultural differences in diverse environments Change the World as they go forth to...

 Engage in creative problem-solving and innovation  Engage in generous service to meet human needs

 Apply collaborative leadership to foster growth and promote change

 Engage in activities consistent with the worldwide mission of the Seventh-day Adventist Church

The Andrews Affirmative Action Plan’s Policy of Nondiscrimination states that the established policy of Andrews to select the most qualified persons available for university positions without illegally discriminating upon the basis of race, color, creed, ethnic background, country of origin, age, sex, height, weight, physically challenged, marital status, sexual orientation, political preference, or past military service. (Hereinafter, persons so discriminated against are referred to as women, minorities, and physically challenged.)

The MPH program’s diversity plan is consistent with the university’s Affirmative Action Plan when it comes to the recruitment of faculty, staff and students.

Policies that support a climate free of harassment and discrimination and that value the contributions of all forms of diversity; the program should also document its commitment to maintaining/using these policies

The Student Handbook (http://bulletin.andrews.edu//content.php?navoid=1054&catoid=10) for Andrews explains the university wide policies that support a climate free of harassment and discrimination as well as the actions that can be taken if an individual feels as if they have been discriminated against or harassed. The Student Handbook states:

Andrews University affirms that every human being is valuable in the sight of God. The University expects students, employees and guests to treat each other and the wider community with respect and dignity, and will not tolerate discrimination or harassment. Students have the right to supportive academic, work and residential settings that are free from conduct that could create a hostile, intimidating or offensive environment. Students and employees should report inappropriate, erratic, harassing, threatening or violent behavior, no matter how mild or severe, that may jeopardize the health or safety of an individual or the community or that disrupts the mission and/or normal processes of the University. This allows the University to address behavioral concerns in a timely manner.

51 | P a g e Discrimination:

Andrews University prohibits discrimination against any student on the basis of race, color, national origin, sex, religion, age, disability or any other legally protected characteristic. Discrimination that occurs because of a legally protected characteristic may violate the policies of the University even if the discriminatory behavior is not unlawful.

Sexual orientation, which is not a legally protected characteristic, is regarded by the University in a manner consistent with the position of the Seventh-day Adventist Church, which makes a distinction between orientation and behavior. Sexual orientation is not to be a consideration in issues related to academic, work or residential environments, except as necessary to upholding the University’s commitment to moral propriety as understood by the Seventh-day Adventist Church. However, promoting or engaging in certain behaviors is prohibited in the University’s Code of Student Conduct.

Harassment:

Andrews University prohibits harassment of any kind. Harassment is often based upon an intentional intolerance or disparagement of personal characteristics such as race, color, national origin, sex, sexual orientation, religion, age or disability, or any legally protected characteristic. Harassment occurs when a person or group engages in unwelcome conduct so severe and/or pervasive that it unreasonably interferes with an individual’s work or academic performance or creates an intimidating, hostile or offensive academic, work or residential environment. Harassment is prohibited whether it takes place on-campus, off-campus, or in cyberspace. This definition of harassment should not be construed to infringe on the right of faculty, staff and students to discuss, inquire, express and petition within the limits described later in this section.

Sexual Harassment:

Like other forms of harassment that are based on an individual’s legally protected characteristic, sexual harassment is a form of discrimination, and it is strictly prohibited. Unlawful sexual harassment takes one of two forms: 1) quid pro quo harassment or 2) hostile environment harassment. Quid pro quo harassment typically involves an exchange of sexual favors for some benefit, and it most often occurs where there is a power differential (e.g., professor and student or boss and employee). Hostile environment harassment can occur when conduct is so severe and/or pervasive that it unreasonably interferes with an

individual’s work or academic performance or creates an intimidating, hostile or offensive work or academic environment. Both kinds of harassment are prohibited. The following are types of behavior which may constitute sexual harassment:

 Unwelcome sexual advances or requests for sexual favors  Unwelcome touching

 Showing/displaying sexually suggestive or objectifying pictures or words  Sexually suggestive jokes

Other unwanted verbal, visual or physical conduct of a sexual nature may constitute sexual harassment when:

 Submission to such conduct is made either explicitly or implicitly as a term or condition of an individual’s employment, academic achievement or advancement

52 | P a g e  Submission to or rejection of such conduct is used, threatened or insinuated as the

basis for decisions affecting employment, wages, promotion, assigned duties or academic standing of an individual

 Such conduct has the purpose or effect of interfering with an individual’s ability to carry out his or her responsibilities

Stalking:

Stalking is an insidious form of harassment that may initially be dismissed as harmless yet can dramatically impact the life of the person stalked and pose both physical and

psychological risks. Most stalkers know the person they target. Stalking behavior is strictly prohibited and all concerns about stalking should be taken seriously, whether or not there appears to be a level of threat. Stalking behaviors include, but are not limited to:

 Non-consensual communication, including face-to-face, telephone calls, voice messages, electronic mail, online communication, written letters, unwanted gifts, etc.  Threatening or obscene gestures

 Pursuing or following

 Surveillance or other types of observation  Trespassing

 Vandalism

 Non-consensual touching

What to do about Discrimination or Harassment:

If you witness or experience behavior which you think is inappropriate, you should do something about it. The following steps are suggestions you may want to consider. Every circumstance is different, however, and the important thing is that you do take some steps to correct the behavior.

1. Indicate assertively to the alleged harasser that such conduct is offensive, unwelcome and should be stopped immediately (studies show that most harassers will stop if they know their behavior is offending someone).

2. Document a written report of the incident noting date, time, location; identifying alleged harasser and witnesses; and giving a detailed description of the unwanted behavior incident.

3. Submit the report to one of the following: academic advisor or dean (if classroom- related), work supervisor or human resources director (if work-related), residence hall dean or Student Life (if peer-related or you are unsure who to report to).

Andrews University takes seriously any reports it receives of sexual and other forms of unlawful harassment or discrimination. A process is available for an investigation to be conducted and, where necessary, for corrective action to be taken.

Any student who makes, in good faith, a complaint/report of harassment or discrimination will suffer no adverse action from the University because of that complaint/report.

53 | P a g e Policies that support a climate for working and learning in a diverse setting.

The following is the Working Policy of Andrews. These policies have been adapted by the MPH program. The Working Policy is available in full at the following webpage:

https://www.andrews.edu/sed/resources/faculty/policy/au_employment_expect.pdf Employment Expectations:

Effective teaching is dependent on an active engagement in scholarly productivity. Students deserve the highest quality instruction; and research keeps faculty current in their professional field, brings new knowledge to students in a timely manner, and encourages students to critically evaluate knowledge and contribute to its reassessment, synthesis and development.

All faculty are expected to understand the mission of Andrews University and actively contribute to the continuous improvement of its programs and services for students. The employment expectations for each faculty member shall be based on general job

descriptions appropriate to the rank held. The usual employment calendar includes at least ten months with a regular faculty load of assignments and at least two months (8 weeks) of non- teaching time protected for professional/scholarly activities. In those schools with year- round program offerings, an equivalent amount of protected time shall be provided within a two year period.

The faculty shall use a repertoire of instructional practices such as individual tutorials and various kinds of studio, internship, practicum, laboratory and clinical experiences. Much teaching and learning, at the graduate and undergraduate levels, occurs outside the formal mechanism of courses and credits. Therefore, faculty instructional duties shall include activities such as, working with students to develop undergraduate honors theses, to undertake an independent study in areas not otherwise available, to develop master's and doctoral theses, as well as participating in graduate-degree written and oral examinations and academic advising for students at all levels. Also essential to all faculty members' responsibilities is the revision of course materials and the creation of new courses that respond to the newest contributions to their field and to relevant interdisciplinary connections.

By accepting a faculty appointment at this university, the faculty assumes a responsibility to pursue scholarly activities which necessitate free inquiry, free expression, intellectual honesty, respect for the dignity and rights of others, and openness to change. The rights and responsibilities exercised within the academic community must be compatible with these characteristics. Academic freedom/integrity is essential to the functioning of a university. It applies to its teaching, research, and public service and involves both the faculty and students. Faculty members are responsible for providing students with the same kind of freedom that they claim for themselves, namely, the freedom to consider conflicting views and to make their own evaluations of data, evidence, and doctrines of the Seventh-day Adventist Church. Furthermore, faculty members have a responsibility to maintain an atmosphere conducive to intellectual inquiry.

54 | P a g e Policies and plans to develop, review and maintain curricula and other opportunities including service learning that address and build competency in diversity and cultural considerations.

The curricula of the MPH program is developed by the MPH faculty. Within the MPH program, students address and build competency through service learning in the following courses, as reflected in their respective syllabi: Vegetarian Nutrition and Disease Prevention (FDNT 520), Current Issues in Nutrition and Wellness (FDNT 565), Cultural Competency and Minority Health (PBHL 526), Program Planning and Evaluation (PBHL 545), Adventist Health and Healing (PBHL 546), Field Practicum (PBHL 580), Integration of Spirituality in Health Care (PBHL 646), Capstone Program Project (PBHL 697), and Capstone Research Project (PBHL 698).

The MPH faculty plan to develop, review and maintain curricula and other opportunities involving service learning through the Yearly Faculty Summer Retreat and the monthly MPH faculty meetings. As part of their responsibility, the MPH Advisory Board and MPH Student Advisory Board are also part of the review of the MPH program to ensure diversity and cultural competency are present. We also encourage stakeholders and students to review the various syllabi in order to ensure diversity and cultural competency is present within the program.

Policies and plans to recruit, develop, promote and retain a diverse faculty.

The following programs and policies are those of Andrews. The MPH program has adapted these policies which can be found at:

https://www.andrews.edu/board/docs/working_policy_2013_administration_w_index.pdf Affirmative Action:

Andrews University affirms that Christian principles are not compatible with various forms of discrimination, which have encrusted and divided modern societies. Andrews University further affirms that all persons are of equal worth in the sight of God and that they should be so regarded by all of His people. Moreover, this nation was founded upon the ideals of equal worth of all persons and equal opportunity for each individual to realize his or her fullest potential. Therefore, the university is committed to teaching and observing the Biblical principles of equality.

The law does not require Andrews University to have a written program of affirmative action, but, in the spirit of the law, the university has issued this program as a guide to its employees and constituencies to enlighten and assist in implementing a policy of

affirmative action throughout the university. The university reserves the right to express disagreement from time to time with reference to specific remedies and regulations that may be proposed to eradicate discrimination.

A delicate balance must be found between affirmatively seeking to assist those in a discriminated class and providing equal opportunity for all individuals, whether or not in such discriminated class. The university is committed to try to bring about this delicate balance. The task is impossible if the only resources are legislation, litigation and

55 | P a g e antagonism, but it is possible in an atmosphere of cooperation and understanding among all concerned.

Policy of Nondiscrimination:

The free exercise of religion guaranteed by the Constitution of the United States includes the right to establish and maintain religious educational institutions. Andrews University is incorporated as a Michigan non-profit educational corporation, organized and operated by the Seventh-day Adventist Church as an integral part of the Church's teaching ministry. Federal and state constitutions, guidelines and case law clearly recognize the right of religious institutions to seek personnel and students who support the goals of the institution, including the right to give preference in employment of faculty and staff and admission of students to members of the church which sponsors and supports the institution's goals.

The university reserves and relies upon the constitutional and statutory rights it has as a religious institution, including its right to give preference to Seventh-day Adventists in admissions and employment. The university expects its employees to follow the religious teachings and practices of the Seventh-day Adventist Church; and to uphold Biblical principles of morality, deportment and dress as interpreted by the Church. The university claims the constitutional, as well as the specific statutory exemptions, which are either set forth specifically or implied from 42 USC Section 2000e-2; Section 6-1.5 of Federal Executive Order 11246; 41 CFR Sections 60-1.5(5); 34 CFR Sections 86.21, 86.31, 86.40 and 86.57(b); Michigan Compiled Laws 37.2403.

Except for these special concerns, it is the established policy of Andrews University to select the most qualified persons available for university positions without illegally discriminating upon the basis of race, color, creed, ethnic background, country of origin, age, sex, height, weight, physically challenged, marital status, sexual orientation, political preference, or past military service. (Hereinafter, persons so discriminated against are referred to as women, minorities, and physically challenged.)

Andrews University is also committed to the same policy of nondiscrimination in education, research and all aspects of faculty, staff, student, and alumni relations. All personnel policies, including all matters affecting compensation, benefits, promotions, and employee discipline are administered without regard to race, color, creed, ethnic background, country of origin, age, sex, height, weight, physically challenged, marital status, sexual orientation, political preference, or past military service. The following program of affirmative action should be read with an awareness that the above religious reservations are controlling.

In the event of a conflict between this policy and program of affirmative action and other provisions of the Working Policy Manual, such other provisions of the Manual will control.

56 | P a g e Program of Affirmative Action: General Goal:

The general goals of the university's program of affirmative action, and of the specific practices and procedures which compose it; are to recruit and hire qualified women, minorities, and physically challenged. The practices and procedures outlined below are

In document CONSULTORIA ANALISIS DE LOS COSTOS EN OFICINAS ADMINISTRATIVAS Y COMERCIALES DE LA EMPRESA EFICIENTE UTILIZADA PARA REGULACIÓN TARIFARIA INFORME FINAL (página 64-73)