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Regents approve 2012-13 tuition

The Board of Regents, State of Iowa met yesterday. The key item on the agenda was a proposed increase in tuition and mandatory fees for the 2012-13 academic year. The board passed the proposal.

Key points:

The tuition increase for the 2012-2013 academic year of $240-$242, or 3.75 percent, is the lowest average tuition increase since fiscal 1997 (with the exception of the fiscal 2009 increase of 3.2 percent).

The 3.75 percent increase is within the Higher Education Price Index (HEPI) range of 2.6 to 4.2 percent for fiscal 2013.

In addition:

The board has requested that by February each university review its’ relevant policies preventing and reporting on child abuse.
The board approved the professional development assignment (PDA) requests for fiscal 2013.
The board also approved revisions to Chapter 6 of the Board of Regents Policy Manual.
The UNI Dormitory revenue bonds were sold and approved. This project supports both the local and state economy by providing investment grade bonds to investors and helps sustain employment through construction projects.

Full details about the BOR docket items can be found online at http://www.regents.iowa.gov/Meetings/DocketMemos/11Memos/December2011/december2011docket.htm

Regents consider tuition increase for 2012-13

The Board of Regents, State of Iowa met last week. The key item on the agenda was the first reading of a proposed increase in tuition and mandatory fees. These items will be voted on at the December meeting. Spencer Walrath, Northern Iowa Student Government President (NISG), reported that a resolution to support the increase was voted on and passed by the NISG Senate, but only after a great deal of debate.

Key points about the proposal:

The proposed tuition increase for the 2012-2013 academic year of $240-$242 or 3.75 percent would be one of the lowest increases in the past 30 years. The average tuition increase in that 30-year period was 7.3 percent -- almost double the current proposal.

The proposed 3.75 percent increase is within the Higher Education Price Index (HEPI) range of 2.6 to 4.2 percent for fiscal 2013.

The proposed increase preserves a level of quality commensurate with the needs of the state and Iowa families.

Because of UNI's high dependence on state appropriations for its general-fund budget (46.7 percent vs. 33.5 percent at UI and 35 percent at ISU), reductions in state funding carry a disproportionate impact. Therefore, the board reiterated its support for a special appropriation request of $12 million, to be added to the university’s base budget -- $4 million per year for three years.

In addition:

Joe Murphy, state relations officer for UNI, was recognized for his four years of service to the university, the board and the state. Joe has taken a position in the private sector. He did an outstanding job and will be missed.
Special guest Jackson Katz presented an overview of a prevention initiative in the UNI Center for Violence Prevention that focuses on systematically incorporating the Mentors in Violence Prevention (MVP) Strategies program throughout a number of programs of study, including the UNI Teacher Education program. Katz is a nationally known author, educator and founder and director of MVP Strategies
A list of updated Academic and Administrative Fees was discussed and will be voted on in December.
The board approved our request to proceed with project planning for the Redeker Center Expansion project. The project will expand the existing convenience store, add seating to the dining facility, expand production in the central bakery/commissary, and provide additional office/support space.
The board received the annual economic development report. Last year UNI Business & Community Services provided service in all 99 counties of Iowa to nearly 1,300 unique businesses, community and local government clients; another 100,000 individuals were engaged in the MyEntre.Net entrepreneurial support system.
Executive Vice President and Provost Gloria Gibson provided highlights of our progress toward meeting the goals of our strategic plan and how those goals relate to the BOR strategic plan.. The full presentation is online at http://www.regents.iowa.gov/Meetings/DocketMemos/agendaitems.html
A special presentation highlighted UNI's Teacher Education Program, Total Quality Partnership grant activities, and our partnerships on the state and national level.

Full details about the BOR docket items can be found online at http://www.regents.iowa.gov/Meetings/DocketMemos/11Memos/October2011/october2011docket.htm

Regents approve fiscal 2013 appropriations request

The Board of Regents, State of Iowa met on Sept. 20 in West Des Moines. The key item on the agenda was the fiscal 2013 appropriations request. The proposal was unanimously approved as presented. To take effect, the appropriations request needs to be approved by the Iowa General Assembly during the next legislative session.

The proposal included a 4-percent increase for all three public universities. That equates to $3 million for UNI. According to President Allen, that funding will be focused in three areas: 1) undergraduate education; 2) pre-K through 12 education issues; 3) safety and security. Included in that request was full salary funding for the Regent institutions.

Regents emphasized that even if the full request is granted by the Legislature, the budget will still be 21 percent lower than in 2009.

Special request

Because of UNI's high dependence on state appropriations for its general-fund budget (46.7 percent vs. 33.5 percent at UI and 35 percent at ISU) reductions in state funding carry a disproportionate impact. Therefore, the board approved a special appropriation request of $12 million, to be added to the university's base budget -- $4 million per year for three years.

"UNI has a bright future, but it's faced with financial challenges that clearly set us apart from our sister Iowa universities," said UNI President Ben Allen. "This is only the first step in the process. If we receive the funds, we'll use them to sustain our current operations and continue to educate Iowans who in turn serve Iowa. The funds also will allow us to make some investments to effect change that will strengthen the university. If the funding doesn't come through, it will be much more difficult to overcome our challenges and position the university to be stronger in the long run."

Other business

As part of the consent agenda, the Regents approved the following:

The finalization of a Malcolm Price Laboratory School Boundary Line and Student Transfer Agreement between UNI and the Cedar Falls Community School District.
Appointment of Jan Hanish as Interim Vice President for Administration and Financial Services.
Funding for renovations associated with fire-safety and Americans with Disabilities Act (ADA) compliance.
Proposed awards from the Iowa Grow Iowa Values Fund.
The quarterly Report of Crime Statistics from the three public universities[KB1]
Five-year capital plan for state appropriations. This included the Baker Hall demolition/Bartlett Hall renovation project.

The full Board of Regents, State of Iowa docket can be found at http://www.regents.iowa.gov/Meetings/DocketMemos/11Memos/September2011/0911AGENDA.pdf

United States Senate Appropriations Subcommittee on Labor, Health and Human Services, Education and Related Agencies Field Hearing
“Preserving America’s Economic Security”
February 5, 2011 12:30 p.m.
Gallagher-Bluedorn Performing Arts Center, University of Northern Iowa
Testimony: Dr. Benjamin J. Allen President, University of Northern Iowa

Introduction

Senator Harkin, staff members, ladies and gentlemen, I am pleased to have this opportunity to speak to the critical issue of “Preserving America’s Economic Security.” I have had the honor of serving as president of the University of Northern Iowa (UNI) for the past four and a half years. I have served as a faculty member or administrator at one of the Regents universities for the past 30 years. At UNI, we serve more than 13,000 students, ninety percent of whom are from the State of Iowa. Our students are predominantly undergraduate students. Seventeen percent are first generation college students from families where neither parent has earned any college credits. More than 75 percent of UNI’s students stay in Iowa for their first jobs or for graduate school. I have consistently argued that UNI can provide no better assistance in the area of economic development than to provide a quality education to these students who tend to stay in Iowa after graduation.

As an educator, I recognize that we are at a critical time in our nation’s history as our once world-leading status in educational achievement has slipped. At the heart of economic security is an educated and productive citizenry: our human capital. As an economist, I am well aware of the research that documents the direct relationship between educational attainment and economic productivity. Thus, it is essential that access to a high quality education be equitably available to all students. The availability of federal student financial aid is foundational to access for millions of students today and must be preserved, particularly for first generation students who face significant challenges in making their dream of college a reality.

My testimony today will focus on the programs at the University of Northern Iowa supported by federal funds that increase the accessibility to higher education for more students and improve the quality of the education they receive. I will provide real examples of people who are being and have been helped to achieve their educational goals and are contributing to the state and national economies as the result of their participation in federally funded programs. Although my perspective is from UNI, I believe that similar examples and arguments can be made across Iowa and the nation.

While financial aid is the largest single component of the federal funding which the university receives, other programs from the U.S. Department of Education provide funding that serves a critical role in enabling students to attain the skills and abilities to be ready for higher education, beginning with the early childhood years. After discussing the value of the Pell Grant program for our students at UNI, I will highlight two other areas that help tremendously in providing access to not only education but to the opportunity to make a contribution to the economy and society. These two areas are teacher education, with an emphasis on special education, and the TRIO programs.

Pell Grants, Affordability and Accessibility

For the United States to compete in the global economy, its citizens must have the education and skills that equal and exceed that of people from other countries. In the past several decades, we have slipped as a country in terms of the percentage of adults with a post-secondary education degree. The most recent census data report that 24.3 percent of Iowans have a bachelor’s degree, below the national average of 27.7 percent (U.S. Census Bureau, Statistical Abstract of the United States: 2011). We must make higher education accessible and affordable to more Americans.

Clearly our universities must do their part to make higher education affordable. We at UNI understand that and we also know we must be vigilant in searching for ways to contain costs. We have taken steps to remove administrative costs by combining two colleges, combining two departments, eliminating a vice president position and a division, reducing general funds to athletics, combining other administrative positions and eliminating programs that have low enrollment. We have also collaborated with the University of Iowa and Iowa State University in areas of information technology, human resources and facilities planning. We will continue to vigorously explore ways to maintain the quality of education provided with a minimum of resources.

Universities, including UNI, must also do more in providing financial aid of all types to provide opportunities for all qualified students. Having said that, however, funding at the state level is making that goal difficult to reach. At the state level, funding for UNI has decreased over the past two years by approximately $20 million, a greater than 20 percent decrease in state funding. Despite this reduction we have maintained a set-aside of at least 18 percent of tuition for financial aid to help provide more access to higher education. This constitutes $12,793,629. Furthermore, we have dedicated an additional $10 million plus university funds for student employment beyond the federal work study program. Nearly 75 percent of our students work to help support their education. In addition, UNI has focused its fundraising campaign on student scholarships. In October we announced a $10 million gift from Mark and Jill Oman that will fund scholarships. A summary of financial programs at UNI is included in Exhibit 1. I call to your attention the Academic Competitiveness and Smart Grant programs which have been eliminated for 2011-2012. This will represent a loss of $1 million in financial aid at UNI.

For FY2012, we are anticipating further budget reductions from the state. The Governor’s budget proposes a 6 percent cut, approximately $4.6 million, for UNI. It is obvious that we need the federal government to maintain its student aid and education program funds for access to be maintained and important education programs preserved.

The economic recession, from which we are still recovering, has put considerable stress on families and their ability to afford higher education. Over the last three years at UNI we have seen the proportion of students receiving Pell grants increase from 25 percent to 30 percent, or an additional 700 students. During the 2009-2010 academic year, more than 3,300 UNI students were awarded a total of about $11 million, an increase of 42 percent over the previous year. A portion of this increase is due to the opportunity for students to receive a summer Pell Grant. Yet, the unmet need of our students averages $6,544 per person. If the amount available were to be reduced by 20 percent, as some in the Congress have suggested, the net effect could be a doubling of the out-of-pocket expenses for a student receiving the maximum Pell grant. Many students will face the unfortunate choice of dropping out or borrowing more.

At UNI the level of debt upon graduation for students who have taken out loans has risen by 67 percent over the past ten years, reaching an average of $25,735 for our most recent graduating class. These large debt loads in themselves constitute a risk to economic security. For example, the outstanding graduates of our teacher education program might not choose to enter the vitally important teaching profession because of the challenge of repaying their student loans on the relatively low incomes of beginning teachers

The data strongly suggest the impact and importance of the Pell program and other need-based programs in promoting student success at UNI. More compelling are the examples of talented people who are given an opportunity to earn a degree and eventually make significant contributions to the economic future of this country.

Let me introduce you to Ms. Danielle Stuck, who is a Pell Grant recipient. She is currently a junior at UNI working towards her psychology degree. She plans on either pursuing a clinical psychology degree or going to graduate school to become a college professor. It should be noted that she graduated from high school in Iowa, she is attending college in Iowa, and she intends to live in Iowa upon graduation. She is a first generation college student with no parental guidance or support. College was clearly not a guarantee for her. She was able to attend college only because of the help of the Pell Grant and a few scholarships. She stated that this aid made a huge difference in her life. It opened doors that were inaccessible to her due to factors that were not in her control. She states, “To a young college student struggling to get by, the Federal Pell Grant is truly a blessing.” She did not tell us this but we got permission to share that she was valedictorian of a class of 312 at Thomas Jefferson High School and she carries a perfect 4.0 grade point average at UNI as a member of the Honors Program. What a loss it would be for all of us not to have a student of her ability able to attend college.

We were very pleased to hear on February 1, that the Department of Education issued the Pell Grant schedule indicating that for the academic year of 2011-2012 the maximum grant will be $5,550. Senator Harkin, your leadership in securing the funding necessary to make that happen is greatly appreciated. The challenge now is to sustain that level.

Given the recent sharp increase in demand for Pell Grants and the implications for future funding, there are indications the new Congress may reexamine the Pell Grant Program. I encourage you and your colleagues to avoid policies that would restrict student access by penalizing students, like Danielle Stuck, in their ability to pursue a legitimate course of study at an institution of higher education and, in the long-run, to make great contributions to the economy of the United States.

Federal Programs to Prepare Students for Success in College and Life

While financial aid is the largest single component of the federal funding which UNI receives, other programs from the U.S. Department of Education provide funding which serves a critical role in enabling students to attain the skills and abilities to be ready for higher education, beginning with the early childhood years. I would like to highlight two areas: teacher education, with an emphasis on special education, and the TRIO programs.

Teacher Education with emphasis on special education. As you know, UNI is the largest preparer of teachers in the state with more than 500 new teachers graduating each year, and UNI has provided a leadership role in addressing the shortage of teachers certified in special education. Federal grants continue to enable us to provide courses for teachers who are not certified, professional development for teachers in the field, and enrichment for our teacher education programs on campus.

Our work now by our federally funded Center on Literacy, Language, and Disability Studies in Early Childhood Education, in partnership with the Iowa Department of Education, has particular promise for the future of early childhood and early elementary school children with special needs. We are working with children and teachers in inclusive classrooms on new teaching methods to build literacy, language, and communication skills, which are the essential building blocks for all education. For too many years it has been assumed that special needs children could not attain literacy and communication skills. With innovations in technology and approaches that integrate sensory activities with traditional pedagogies, our work is demonstrating gains well beyond previous expectations. Our work has also extended to parents and family-centered practices to foster and enhance learning. Exhibit 2 contains a statement by Emily Thatcher, Consultant, Bureau of Student and Family Support Services, Iowa Department of Education, which speaks to the impact of our work:

In little more than two years of these projects, students with significant disabilities are demonstrating increased ability to communicate and grow in their literacy skills and challenge their teachers to provide greater levels of literacy instruction. As gains in literacy and communication skills are demonstrated, family involvement has increased and many are encouraged to consider educational outcomes not thought to be obtainable for their students.

This is not the time to cut back on programs that hold such promise for our children. The economic payback of this investment in this cutting-edge, research-based education that prepares students to be contributing members of society is substantial.

TRIO Programs. UNI places a high priority on providing a quality education to financially disadvantaged and minority students. Accordingly, UNI is proud to be partner with the federal government in providing the TRIO programs. Many students, particularly first generation, would never aspire to college or believe it was in the realm of possibility were it not for the TRIO programs. This past academic year, UNI served 3,385 individuals through its Educational Opportunity Center, Educational Talent Search, and Upward Bound programs. Two thirds of these students were low income and first generation. Nearly half were minority. These are the populations which form the base for America’s economic future. The TRIO programs have demonstrated success in reducing the achievement gap. These gains in achievement and productivity are critically important if the United States wants to regain its competitiveness in the global economy. Cutting back these programs will indirectly affect the long-term vitality of the economy. Now is not the time to reduce the funding for these programs.

Full recovery from the recession will require more people with more education. To be competitive and creative and entrepreneurial in the global business environment individuals need knowledge and skills appropriate for the twenty-first century in science, mathematics and technology; in foreign language and cultural understanding; and in entrepreneurship and innovation. All of this requires the very best prepared teachers and an education system that serves all of our citizens from birth to death.

UNI can cite many individuals who were helped or are being helped by the TRIO programs. Examples of success stories are provided in Exhibit 3. I would like to highlight how the TRIO has helped one individual who is now helping the United States advance in a critically important area for economic development—science education. Reygan Freeny, a former participant of the TRIO programs and a soon-to-be holder of a Ph.D. degree in Chemistry from the University of Iowa, is an instructor in our Department of Chemistry and Bio-Chemistry. Ms. Freeny places an extraordinarily and well-deserved high value on the TRIO programs here at UNI.

I was a low-income, African-American girl from a single parent household residing on the eastside of Waterloo, Iowa and labeled as a, “low-income, disadvantaged youth.” This was my identifier before becoming a participant in the Classic Upward Bound Program (CUB)… The program leveled the educational and socioeconomic playing field for a poor girl whose mother only graduated from high school.

The Classic Upward Bound Program challenged me to become a scholar . . . and the Student Support Services (SSS) program fostered its growth while I attended college. The SSS program staff served as academic advisors, confidants, and (at times) a surrogate mother because my family did not understand many of the issues I faced as a college student.

I think about these programs and the impact on my life and how my mother and I sat in an office filing out the FAFSA Federal Student Aid form and she had never planted a foot in a university office before this meeting. I have finished all the requirements for my Ph.D. in chemistry and will be defending my dissertation related to nanoscience shortly. I believe I was worth the investment of the TRIO programs; it provided me with awareness and empowerment that a lonely child growing up on the wrong side of the tracks did not have access to. Statistically speaking, I should not be where I am today… TRIO has equipped me with the tools for being a change agent and an investment in America’s future.

This statement by Ms. Freeny identifies the profound effect the TRIO programs have on the individual. One could argue that these programs effectively end the poverty cycle in many families, as well as add to the workforce highly educated individuals.

Final Observations

We are right to talk about education and economic development, but we should also be talking about the values of this nation. Offering every young man and woman, and indeed displaced adults, the opportunity to obtain the knowledge and tools needed for a successful productive life is the right thing to do. Here at UNI, and I would argue that at all institutions of higher learning, we strive to make every student achieve the best education possible for them. To make that happen, those students first have to recognize that the opportunity exists for them to get a degree. Those students have to be prepared properly for college. The TRIO programs address both of those issues. And, of course, those students have to be able to afford to attend a college or university. Pell grants, scholarships provided by the universities and others, and reasonable tuition levels address the issue of affordability. We know that currently we are helping many, but certainly not all. We are not doing enough--to start doing less would be wrong. I want to extend our deep appreciation to you, Senator Harkin, for your outstanding leadership and commitment to programs in education, health, human services, and the workforce. We must not let these programs erode.

Thank you very much. I would be pleased to respond to questions.

Tuesday, October 5, 2010

The University has recently undertaken two significant initiatives. Together they will help position the university for the future -- a future of growth, promise and academic excellence.

First, on Sept. 16, the Board of Regents, State of Iowa approved UNI's Strategic Plan. This plan sets forth a focused vision that prepares students for success in a globally competitive and culturally diverse world. The goals will help us establish clear priorities and focus our efforts, and in doing so, achieve our mission. Thank you to the members of the Strategic Planning Committee for all of their work and to Executive Vice President and Provost Gibson for her leadership. The full plan is online at http://www.uni.edu/strategicplan.

Secondly, the Office of University Relations, over the last three years, has been researching and identifying UNI's position in the marketplace, one that reflects UNI's core values and strategic direction. One of the first strategic steps UNI will take is to launch the "I am…" campaign. Beginning next week you will see and hear more about the I am… campaign as we prepare for a public launch on Oct. 11. Thank you to the faculty, staff and students who assisted in this initiative and the Office of University Relations for its leadership. You can learn more about the campaign at http://www.IamUNI.net/inside.

Ben Allen

9/10/10

Standing on Higher Ground

Members of the UNI community,

An understanding and appreciation of society's human diversity is an essential component of an excellent education and a foundation for responsible citizenship. At the University of Northern Iowa, we educate citizens and leaders who will influence our society in the future, and our graduates take with them the knowledge and values they learn or refine while with us. Thus it is our institutional priority to value, promote and teach about diversity. To that end, UNI must be a place that welcomes people of all backgrounds and beliefs.

At the core of the academic experience is the healthy exchange of ideas. As many of you know, UNI is hosting "Standing on Higher Ground," a series of projects that examine, from a Lesbian, Gay, Bisexual and Transgendered (LGBT) perspective, civility, understanding, and the cost to a community when those qualities are missing.

The Standing on Higher Ground project has drawn the attention of the Westboro Baptist Church (WBC), of Topeka, Kan. The WBC states on its website that it plans to protest some of the Standing on Higher Ground events. Let me be clear, the messages and approach this group uses are contrary to my core values and the values of this institution. However, while the WBC's protests may be offensive, one of the roles of a university is to uphold all citizens' rights to freedom of expression. I call on you as members and leaders of a community of critical thinkers to be good examples of civility.

I am confident we can embrace this opportunity to increase civility on campus and aid in developing empathy for people with different lives and beliefs. The university is taking the necessary steps to promote civil discourse and help ensure public safety at these events, and the dean of students will send a message to all students regarding the importance of civil discourse.

Those interested in learning more about the "Standing on Higher Ground" project can find a full description of events at http://www.gbpac.org/learn/standing-on-higher-ground

Ben Allen

1/14/10

University of Northern Iowa announces first round of reorganization plans

University of Northern Iowa President Ben Allen today announced the first round of a series of realignments of administrative and academic units at the university. According to Allen these changes will help the university more effectively meet the needs of students and respond to the realities of the state budget.

"Several years of reductions in state appropriations have severely affected our ability to maintain our current organizational structure," said Allen. "We've been developing strategies to help reduce expenses and increase revenue. Some of those strategies can go into effect immediately, while others will take more time."

With that in mind, pending Board of Regents, State of Iowa, approval, Allen intends to reduce the number of the university's administrative divisions from four to three. Effective July 1, 2010 UNI's Marketing & Advancement Division will be dissolved, eliminating one university vice president position.

The Marketing & Advancement Division is comprised of the Offices of University Marketing & Public Relations; University Development, which includes the UNI Foundation; and Alumni Relations, which includes the UNI Alumni Association. Bill Calhoun, current UNI vice president and president of the UNI Foundation, will remain as president of the UNI Foundation and will continue to report to Allen. University Development and Alumni Relations will continue to report to Calhoun. University Marketing & Public Relations, led by James O'Connor, assistant vice president for marketing and public relations, will now report to Allen.

"On the academic side, Executive Vice President and Provost Gloria Gibson has recommended combining UNI's Colleges of Humanities & Fine Arts (CHFA) and Natural Sciences (CNS), Allen said. "I strongly support this plan. It will have a positive impact and provide opportunities to improve student learning, efficiency and effectiveness."

This move would mark the first time colleges have been combined at UNI.

"Combining these colleges will strengthen the academic offerings of the combined college and will help reduce administrative expenses," Gibson said. "CHFA currently doesn't have a dean. Given that fact, and that these two colleges provide the vast majority of our liberal arts core courses, the time is right to bring these colleges together with the goal of developing new, integrated programs that will serve the needs of our students and the state."

Gibson will appoint a committee of faculty, staff and students that will develop specific plans to carryout the reorganization. Consolidation of the two colleges is to be complete by June 30, 2011.

Joel Haack, current CNS dean, will be the inaugural dean of the new college. Haack will lead the transition team, as well as serve as CHFA dean until the new college is up and running.

Students enrolled in programs in the two existing colleges will be able to continue course work toward their degrees.

Along with the college consolidation, Gibson intends to combine the Department of English Language and Literature and the Department of Modern Languages. Samuel Gladden, associate professor of English will be appointed acting head of the Department of Modern Languages. He and Jeffrey Copeland, head of the Department of English Language and Literature, will lead a transition team charged with developing plans for a new, integrated department.

The college and department consolidation plans will require approval by the Board of Regents.

11/19/09

A Thanksgiving Message from President Allen

Faculty, staff and students,

As we begin the holiday season, now is an appropriate time to reflect on the many reasons to be grateful for our university community.

The academic year thus far has had its fair share of challenges requiring much of your attention. On behalf of the university, thank you for your patience through these challenging times and your determination to act swiftly on the opportunities presented to advance our university community and mission.

UNI is a place where academic excellence is achieved, our differences and similarities should be celebrated, and opportunities for personal successes are nurtured.

The UNI spirit is alive, and I am grateful for the cooperation that continues advancing our efforts to be an inclusive university community.

Safe travels and Happy Thanksgiving,

Ben Allen

11/12/09

Statement from President Allen about recent bias-related incidents

During the past week, bias-related incidents have been reported to the Dean of Students Office and UNI Police. The incidents include an assault; racial slurs being shouted and objects thrown at students from a passing car; and most recently, slurs were spray-painted on university property.

The university took swift action. Investigations of each of these incidents are underway. Support services have been offered to the individuals who reported the incidents and the vandalism has been repaired.

I want to be very clear. The university will not tolerate these types of acts. Please contact UNI Police if you have any information about these incidents.

Anytime students suspect there has been a bias-related incident, we encourage them to contact the Dean of Students or UNI Police. Faculty and staff are asked to contact the Office of Compliance and Equity Management or UNI Police to report bias-related incidents.

The University of Northern Iowa seeks to be an ethical, caring and diverse community, and a safe institution of higher education. UNI takes great pride in promoting a healthy environment and will hold accountable those individuals whose actions violate the law or university conduct policies.

Bias-related incidents threaten our efforts to promote an inclusive university community based on respect for all persons. Together, we must maintain an environment of mutual respect, dignity and tolerance for the wellbeing of our students, faculty, staff and visitors.

Ben Allen

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RESOURCES

Dean of Students Office: 273-2332

http://www.uni.edu/studentaffairs/deanofstudents/

Compliance and Equity Management: 273-2846

http://www.uni.edu/equity/

UNI Police: 273-2712

http://www.vpaf.uni.edu/pubsaf/police_division/index.shtml

UNI Safety Web page: http://www.uni.edu/safety/

Diversity Matters Web page: http://www.uni.edu/diversity/