Standard 3 Header

Standard 3

What does COPRA say about Standard 3?

October 2013, Diversity: COPRA continues to evaluate diversity against the context of the program itself, allowing programs based in different geographic locales and regions to be sensitive to local diversity issues and concerns. Programs are expected to provide program- and mission-specific diversity plans that detail strategies to promote faculty, student, and curricular diversity and foster an overall climate of inclusiveness. 

Programs in recent cohorts have had difficulty articulating to COPRA how the program works to “promote diversity and climate of inclusiveness” without a strategic diversity plan, developed with respect to a program’s unique mission and environment. The Commission seeks more substantial evidence regarding programmatic efforts to promote diversity and a climate of inclusiveness, specifically demonstrable evidence of good practice, a framework for evaluating diversity efforts, and the connection to the program’s mission and objectives. The requirement of a written diversity plan will be reflected in forthcoming changes to the Self-Study Instructions and expected of the 2014-15 Cohort. 

June 2013, Diversity: COPRA expects that student and faculty diversity will be reflected in each aspect of a school’s programs.  COPRA evaluates diversity against the context of the program itself, allowing programs based in different geographic locales and regions to be sensitive to local diversity issues and concerns.  Programs are expected to provide program- and mission-specific diversity plans that detail strategies to promote faculty, student, and curricular diversity and foster an overall climate of inclusiveness.

June 2012, Faculty Qualifications:  The Commission approved updated language to the definitions for Academically Qualified Faculty and Professionally Qualified Faculty, in addition to clarifying the faculty rules in the Self Study Instructions.  You can view the changes to the definitions and instructions here. Some highlighted changes include:

  • Emphasizing the maintenance of scholarship activities in the Academically Qualified definition
  • Clarifying the definition of Professionally Qualified to call for a “graduate” degree, instead of a “terminal” degree.
  •  Adding “nucleus” to the basis of judgment statement that suggests 75% of [nucleus] faculty should be academically qualified.

Click to read more COPRA Policy Statements.