By Jane R. Elgass
Lester Monts is a man with a mission—infusion of multiculturalism in all areas of academic affairs at the University—and he’s counting on collaboration with units across campus to achieve that goal.
Monts is vice provost for academic and multicultural affairs, succeeding Charles D. Moody Sr., who was the U-M’s first vice provost for minority affairs.
The new title for Mont’s position is based on recommendations two years ago by the Committee to Review University Programs in Minority Affairs and Services, headed by former dean of the School of Social Work, Harold R. Johnson.
The title change indicates that “upper administration regards multiculturalism as a very important part of the overall mission of the University, especially in academic affairs,” Monts says. “It broadens the perspective of the office and its charge, and moves multiculturalism to a very important position in the academic mission of the University.”
Reporting to Monts are the Center for Research on Learning and Teaching (CRLT); the Office of Orientation; the University Mentorship Program; the Army, Navy and Air Force Officer Education Programs; and the Office of Academic Multicultural Initiatives, directed by John H. Matlock and formerly called the Office of Minority Affairs.
Monts says his office will focus on faculty development and school/college relations and that the Office of Academic Multicultural Initiatives will concentrate on academic initiatives, including research on campus climate, student success issues and multicultural development programs.
Matlock’s office, he says, “will also continue to focus on outreach activities. We will continue to provide strong support for our pre-college programs. They are a very important part of our recruitment and retention efforts.”
Monts sees his office “functioning both as an initiator and a collaborator with the Graduate School, the Office of Research and Development, and with the schools and colleges as we move to further enhance support for research and teaching. I’ve met with the deans and we have identified areas where support for minority faculty is needed. I appreciate the deans’ input and am confident we can work cooperatively to assist faculty.”
Monts adds that he plans to continue his interaction with students. “I have met with several student groups and leaders, and benefited tremendously from their experiences at Michigan and their understanding and willingness to help reconcile the challenges we face.”
Another set of collaborations is occurring between Monts’ office and the Office of the Vice President for Student Affairs. “In a number of instances, our work on student issues overlaps, especially those related to students of color. Our recent collaborations with Vice President [Maureen A.] Hartford and her staff have been very productive.”
One of Monts’ concerns is the negative perception, held by many, of the general climate at the Uni-versity for minority students and faculty.
“This impacts our ability to retain minority faculty and students,” he says. “We should work with the faculty, staff and students to establish a climate that is open and responsive to the needs of everyone in the community. It is in our best interest to value, respect and appreciate the contributions of those who have made this campus, this society, this world what it is.”
Noting that nearly 25 percent of U-M students are students of color or international students, he says “we can no longer be a University stressing a mono-cultural society. We have opportunities to move in directions that will help us achieve our goals. Multiculturalism, cultural pluralism, diversity—whatever one wishes to call it—is a profound part of our lives, and it has to be viewed as beneficial to all students as well as to faculty. Providing a positive climate and encouraging more student and faculty involvement in multicultural learning will certainly benefit all students.
“The attainment of a multicultural university is not some ‘pie-in-the-sky’ goal,” Monts adds. “The anticipated demands of a changing world compel us to proceed in this direction. As participants in this society, we are all in this together.”
One of the University’s most successful programs in attracting minority faculty has been the Target of Opportunity Program, which Monts now administers. Through the program, funds are made available to units that wish to hire faculty of color whose disciplinary focus contributes to the unit’s programmatic goals.
Monts says the program should be seen as one that “simply increases the number of minority faculty on campus. We should also use Target of Opportunity funds to build programs that contribute to the multicultural mission of the Univer-sity. They can contribute to teaching and research, while increasing the number of faculty from underrepresented groups.
“We need to view faculty of color for what they represent intellectually, not just as numbers for the annual affirmative action report. Michigan is fortunate to have attracted such outstanding faculty.
“The University is known internationally for its intellectual prowess. If we are to remain at the cutting edge, we must explore areas that continue to give us that glimmer of stardom. The Target of Opportunity Program can be used in a number of creative ways to support that exploration.”
On board since July 1, Monts already has developed new and redefined existing programs of faculty support, all based on a philosophy of greater recognition and visibility for multicultural activities. These include a Faculty Career Development Program, the Presidential Professors and Lecturers Program, and a program of Faculty Awards for Research and Creative Projects, a modified version of a program formerly based in the Horace H. Rackham School of Graduate Studies.
The career development program is designed to provide minority faculty members, especially junior faculty, with research and teaching support that will help them achieve tenure. Faculty would receive support for one full term of release time, “during which they can explore their research specialty and develop materials that will afford them a strong tenure bid,” Monts explains.
Though geared primarily to minority faculty, applications from non-minority faulty also will be considered in this program if “their research contributes to the University’s multicultural goals and philosophy. We don’t want to close the door to non-minority faculty whose teaching and research focuses on these issues,” Monts states, adding that “some of those already very active in this area are non-minority faculty.
“Again, it is important that faculty in general, not just faculty of color, look at ways to infuse multicultural activities into their courses and research, and show a commitment to working with a diverse student body.”
Monts worked with the Graduate School and the Office of the Vice President for Research to develop these programs.
The Presidential Professors and Lecturers Program is new and the name “demonstrates President [James J.] Duderstadt’s long-term commitment to programs designed to address the University’s multicultural goals,” Monts notes.
“There are a number of stellar individuals who can contribute a great deal to the University by introducing faculty and students to new and rewarding approaches to learning, research and other creative activities,” Monts says.
Presidential professors will be in residence for one term and will teach a graduate seminar or undergraduate course, will be expected to interact with faculty and students, and will be expected to work also with the greater community. Lecturers will be on campus for a shorter period of time, usually linked to a series of lectures, a showing of their artistic work or a performance, and might, for example, teach a master class or may lead a University performance group.
The continuing program is the King/Chavez/Parks Visiting Professor Program, which brings scholars to campus for short visits to lecture and interact with students and faculty. The visiting faculty are required to have some involvement in local K-12 activities, and work with area universities also is encouraged. The program is funded by the state and the University.
Monts plans to act on a proposal to establish a Center for Multicultural Teaching, a recommendation of the Council on a Multicultural University, that would bring together the work done on curriculum design by individual faculty and the expertise available in the Office of Academic Multicultural Initiatives and CRLT.
“Given Michigan’s record of success in this area, we certainly will be in an excellent position to obtain external funding to support his effort,” he says.
