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Amway Employees Complete Amway Leadership Certification Program

In November, nearly 70 employees from the Amway Corporation completed The Amway Leadership Certification Program (ALCP).  This 8-month program, led by IPEx facilitators, offers 6 Graduate Level credits to those that complete the program.  A Graduation Ceremony will be held on December 16.  The ALCP course has run annually since 2009 with over 450 Amway employees completing the program.

Are you a Distinguished Adjunct?

A Davenport University Distinguished Adjunct is committed to our mission and vision.

If you have demonstrated excellence in teaching, and have been recognized for the quality of your work by certifying or accrediting bodies, and if your service and scholarship have made significant contributions to their profession and/or discipline, you could be a Davenport University Distinguished Adjunct.

W-2 – Mailing Address

The Payroll department will be processing W-2′s in the near future.  In order to ensure that your 2016 W-2 reflects your correct address, please go to www.davenport.edu and login to Banner Self-Service to confirm your employee mailing address.  If needed, please update your employee mailing address as soon as possible.

W4- Payroll Reminder

W4 – PAYROLL REMINDER

IRS regulations (Reg. 3103492(f)(2)-1(c)(3)) require Davenport University to annually remind employees to file a new form W-4 whenever there is a change in filing status, a change in withholding allowances or a change in exempt status.  Employees are able to file a new W-4 at any time throughout the year to update tax filing status and withholding allowances. The form can be obtained by accessing the Federal W4 form at www.irs.gov under Forms and Pubs.

Receive Your W2 Electronically

As in previous years, Davenport University employees may choose to receive their W2 statement online through the Davenport website.  In a continued effort to reduce costs and improve efficiency, employees may consent to receive all future W2 statements only in electronic format. Electronic access is available at the same easy-to-use, secure web site at which employees can currently access pay statements.  If employees choose not to consent to receiving only an electronic version of their W2, then the paper form W2 will be generated and mailed to the employee mailing address on file on or before January 31 of each year.

Consent can be revoked at any time by the employee and will be automatically revoked upon end of employment with Davenport University.

How DU Defines Diversity

Numerous U. S. organizations representing different sectors, sizes and geographic locations profess their commitment to diversity. However, depending on the company and how it defines diversity, the demonstration of any dedication can range from lip-service to identified organizational outcomes for which leaders and all employees are held accountable.

What is diversity?  This seemingly simple question belies complex, historically and institutionally situated responses. Within higher education, definitions of diversity have gradually expanded in scope to reflect human differences on a variety of identity characteristics, including but not limited to race, ethnicity, age, gender, sexual orientation, religion, disability, national and geographic origin, language use, socioeconomic status, first-generation college status, veteran and military status and political ideology (Cuyjet, Howard-Hamilton, & Cooper, 2001; Smith, 2009; Stulberg & Weinberg, 2011; Worthington, 2012).

To ensure an appropriate understanding and approach to diversity at DU, during 2013-2015 a research project was undertaken by Drs. Keri Dutkiewicz and Rhae-Ann Booker, and they are working on publishing an article detailing their results. In this case study, the researchers considered qualitative survey results of employee diversity definitions submitted during our all-employee DEI level 1 training held 2012-2013.  From the 626 training participants, 454 definitions were received and coded. Significant themes emerging from the definitions of diversity include perceptions of diversity as:

  • action or non-actionable “fact” of existence,
    • “Valuing differences/building understanding and accepting many people”
  • respect,
    •  “Respect of the fact that all are created equal and that no one is more important or superior to another”
  • a workplace initiative, which may or may not be part of an individuals’ perspective outside of work,
    • “Acknowledging the workforce includes others very different than oneself and to be productive we must explore those differences and embrace them with regard and respect”
  • something apart from me, and/or
    • “Understanding the experience of other groups. I.E. race, gender, sex, etc.”
  • common, learned metaphors—salad bowl, melting pot.
    • “A melting pot of everyone’s backgrounds, characteristics, behaviors, cultures, etc.”

Overall, the results reveal largely positive attitudes towards diversity within broad, inclusive definitions referencing multiple diversity dimensions.  Significantly, most of our definitions do not directly mention race, ethnicity, gender and/or sexual orientation. Researchers question the extent to which broad individual and institutional definitions of diversity may enable a culture of inaction around historical, systemic inequities.  Broad definitions of diversity may be a necessary first step in building a culture of inclusion; however, additional work is required to ensure that these definitions do not overshadow the investment needed to create inclusion.

If our goal at DU is action, then our focus on definitions matters not for the precise terminology chosen. What matters is the individual attitude towards diversity. What do you think can be done to inspire everyone to do their part to build inclusion within and beyond their DU workplace, which will allow us to more effectively leverage the diversity that exists?

Cuyjet, M. J., Howard-Hamilton, M. F., & Cooper, D. L. (2011). Introduction. In M. J. Cuyjet, M. F. Howard-Hamilton,
& D. L. Cooper (Eds.), Multiculturalism on campus: Theory, models, and practices for understanding diversity and creating inclusion. Sterling, VA: Stylus.

Smith, D. (2009). Diversity’s promise for higher education: Making it work. Baltimore, MD: John’s Hopkins University Press.

Stulberg, L. and Weinberg S.  Eds. (2011). Diversity in American higher education: Toward a more comprehensive approach. New York: NY: Routledge.

Worthington, R. L. (2012). Advancing scholarship for the diversity imperative in higher education: An editorial. Journal of Diversity in Higher Education, 5(1), 1-7.

DU Attends Michigan Sport Business Conference

On November 4th, Internship Manager Brandi Melkild and DU students attended the University of Michigan’s nationally recognized, 5th annual Michigan Sport Business Conference (MSBC).  It was our first year, and certainly won’t be our last!  Read below for reflections from your fellow students, and keep a look out on PantherJobs/Events/Workshops to be sure you don’t miss important opportunities like this.

Warm Clothing Drive!

The Black Student Union is collecting gently used warm clothing for those in need around Grand Rapids. If you have items to donate, you can drop off items at the W.A. Lettinga Campus Welcome Desk, the Center for Campus Life (CCL), the Broadmoor and Kraft Lake Offices, or the front desk of South Hall. Items will be collected until the end of December. 

GRAND RAPIDS: 2016 Winter Potluck

Sign up here.

Davenport University Testing Services Among Top 100 in the Nation for CLEP Exam Administration

Davenport University Testing Services is among the top 100 in the nation that administers the most CLEP (College Level Exam Program) exams.  Becoming a top 100 CLEP test center is no easy feat and has great benefits to the students and community we serve. Learn more about the benefits of the CLEP exams here.

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