D
A message from President Daniel J. Curran
Inclusion and Diversity: Focus for the University of Dayton
Dear colleagues:
I strongly believe improving diversity and inclusion ranks high among our strategic priorities for the University of Dayton if we are to reach our vision of academic excellence and be true to our mission as a Catholic, Marianist institution. The President's Council affirms this direction.
The results of the Campus Climate Audit tell us that we must focus on strengthening diversity and inclusion if we are to continue to be a vibrant, welcoming learning community. The trustees and the administration agree that we must concentrate on systemic, measurable change that will move the University toward realizing the Vision of Excellence.
The University of Dayton strives to be a community committed to the Catholic and Marianist educational tradition. Within this tradition, we recognize the importance and educational value of other traditions and beliefs held by members of the community. These traditions and beliefs are shaped by a wide variety of life experiences: culture; race and ethnicity; religious backgrounds; gender; socio-economic status; age; sexual orientation; and varying abilities. We are committed to achieving an intellectual, cultural and social environment on campus in which all are encouraged to make their contributions. We envision a campus climate in which community members think, act, learn and grow without prejudice, intimidation or discrimination.
As Provost Fred Pestello and I wrote in the 2004 Joint Report to University-Wide Diversity Plans, “to be successful in this endeavor, UD must build and sustain an environment that is inviting and supportive for all who work, learn, and live here. We also recognize that it is essential for UD to recall that the concept of inclusion is fundamentally Catholic and Marianist, and, therefore, consistent with the University’s past, present, and future. It also is important for us to lead the way by advancing and embracing diversity and inclusion in all areas as an educational responsibility that we must uphold. All of us – students, faculty, staff and administrators — must learn to function effectively in diverse settings as to do so will clearly demonstrate the successful commitment to and fulfillment of our mission.”
We will make systemic adjustments over time that allow the University of Dayton to retain its distinct identity while becoming a model institution that truly prepares students for success in a diverse, global workplace. For more than 150 years, we have believed that to be effective, education must address the needs of the whole person, imparting more than just knowledge. It must reflect each individual’s experiences, celebrate cultural differences, and address a variety of social and historical perspectives. We must build on our strong foundation of social justice that is inherent in our Catholic and Marianist heritage. Finally, the University must maintain an environment that is inviting and supportive for all to realize their personal and professional goals.
Recognizing that accountability is essential to any successful initiative, University leaders have accepted the challenge of making a lasting cultural change on campus — one that integrates diversity, inclusion and social justice principles throughout the fabric of the University. Furthermore, we believe that each individual must take part in this effort to transform our community. Through the collective efforts of individuals, the world changes. Therefore, the President’s Council offers its personal commitment to, and invites others to join us in, cultivating an environment that educates, encourages, and empowers all who enter our community.
Sincerely,
Daniel J. Curran, President
A Diversity & Inclusion Action Plan for University of Dayton
University of Dayton's Goal: To Be a Catholic Leader in Higher Education
Attached are the plans of all areas of the University which were initially created in the academic year of 2002-03 and modified in 2003-04. In the Joint Report from the President and Provost on Diversity Plans (January 2004), we called upon the campus community to “increase the pace of implementation of diversity initiatives in order to remain authentic and competitive in all areas of University life. There is a strong need for the entire University to fully become competent in the area of diversity.” To aid us in the endeavor, we engaged the services of Global Lead Management Consulting (GLMC), an internationally recognized leader in guiding higher education institutions and corporations in developing and implementing diversity strategies. During the past year, GLMC worked with the University of Dayton to assess and address specific areas of greatest need, and to implement strategic approaches that will strengthen our University community.
The plans offer hope; yet there is a realization that we have work to accomplish to appropriately position the University in the national forefront. Our students have expressed (as noted in the results of the National Survey of Student Engagement) that their desire to become more competent in working and living in a global environment is a commitment for us. The results of the Campus Climate Audit reveal a similar message for the faculty, administration and staff.
The plans also reveal an unsettling reality. Numerous studies and reports focused on diversity, inclusion and campus climate have been issued over the years, and virtually all have come to the same conclusion: change was necessary. What is unsettling, however, is that the university continues to struggle to create real and measurable change. There has not been a consistent, official university-wide implementation/action plan with identified goals, and concrete strategies for achieving them.
With these plans, we are on track to accomplishing this aim, by using a tested model that will yield measurable and achievable results that will give us clear direction for the future.
Outlined below are just four of the most important steps that we have taken to achieve this goal:
§ The University of Dayton’s Inclusion and Diversity Teams have been appointed and will operate under the leadership of the Institutional Steering Team reporting directly to the President’s Council. The leaders of the Institutional Team, School of Law Dean Lisa Kloppenberg, Vice President for Athletics Ted Kissell, and Vice President for Enrollment Management Robert Johnson have been charged with the duty to fully engage the campus to effect change in five specific areas:
1. Recruitment and Retention of Faculty
2. Recruitment and Retention of Administration and Staff
3. Recruitment and Retention of Students
4. Diversity Lecture Series
5. Diversity Plans
· We will continue to seek best practices through an institutional commitment to attend such conferences as the National Conference on Race and Ethnicity where we can learn more about successful strategies from peer and other institutions. This institutional commitment will help us to shape our future
· We will tie the work of the Inclusion and Diversity Teams to the Vision of Excellence, which will serve as our foundation for the distinctiveness that we seek
· Each administrator and unit will be held accountable for progress in implementing their action plans and contributing to progress with regard to the University's diversity and inclusion goals, making clear the expectations and consequences.
As we strive toward our distinct position as a Catholic leader in higher education, we call upon you to help us achieve our goal by striving to make our university the leader and model for all to witness.
The plans contained in this document are but a beginning for the University. They were crafted by the leadership of the University – deans, department chairs, directors, vice presidents – alongside with staff, long-term and recently hired employees who care deeply about the direction we taking. We acknowledge and express appreciation for the hard work and the persistence it has taken to reach this point, and urge us to continue pressing forward.
We aspire to become a stronger community by truly welcoming and assuring the success of all who enter onto our campus. We can be a place where all will be valued and respected – and will feel valued and respected. These are our expectations, and we ask you to join us in making them reality. We have made great strides…but we have so much more to accomplish to achieve our desired destination. Our plans will guide us to find our way.
TITLE
OFFICE OF ENROLLMENT MANAGEMENT
SCHOOL OF EDUCATION & ALLIED PROFESSIONS
SCHOOL OF BUSINESS ADMINISTRATION
UNIVERSITY OF DAYTON RESEARCH INSTITUTE
LEARNING TEACHING RESOURCE CENTER
ENGLISH LANGUAGE MULTICULTURAL INSTITUTE (ELMI)
HONORS PROGRAM/SCHOLARS PROGRAM
DIVISION OF STUDENT DEVELOPMENT
DIVISION FINANCE AND ADMINISTRATIVE SERVICES
DIVISION OF UNIVERSITY ADVANCEMENT
DIVISION OF ATHLETICS DEPARTMENT
For more information about the University Diversity Plans please contact Lynnette Heard, Executive Director, Office of the President at 229-4122 or lynnette.heard@notes.udayton.edu.
STRategic Imperative: Talent: Our mission-based approach makes attracting and retaining diverse, high quality students, faculty and staff critical to our success. |
||||||
|
Strategic Focus Area: Recruiting, Retention, Advancement and Career Development: The degree to which all individuals have a favorable chance of being hired, retained and advanced within an institution (UD). |
||||||
|
|
|
|
|
|
||
|
|
Owners |
Resources |
Timing |
Measures |
||
|
Currently Doing/Continue or Increase |
|
|
|
|
||
|
Assure that all search committees are broadly represented and also knowledgeable of the University’s diversity objectives. Provide complete information about expectations regarding candidates’ skills and experience with managing diversity. |
President’s Council Campus Climate Institutional Steering Team |
Training and commitment |
Fall 2004 |
Committees are diverse and completely trained on hiring for diversity. |
||
|
Cultivate diverse management teams at all levels of the University, especially in administrative and advisory levels. |
President’s Council Campus Climate Institutional Steering Team |
Training and appropriate recruitment |
Ongoing |
Management teams and advisory councils ( and BOT) reflect “diverse by design” |
||
|
Quick Wins |
|
|
|
|
||
|
Include members of underrepresented group in strategic planning committees, senates, and other governing and management bodies within units. |
President’s Council |
Appropriate recruitment and appointment |
Ongoing |
Committees, senates and management bodies are “diverse by design.” |
||
|
Provide opportunities for faculty and staff from underrepresented groups to be promoted to leadership positions. |
President’s Council, Deans, Department Chairs and supervisors. Human resources |
Training, development, mentoring, coaching and commitment |
Ongoing |
Increase percentage of women and underrepresented groups who are advanced each year. |
||
|
Emphasize diversity-related activities and professional development in employee performance evaluations |
President President’s Council Human Resources Executive Director |
Annual evaluations and recognition of achievement |
Fall 2005 |
All employees who demonstrate diversity success in work are acknowledged and recognized. |
||
STRategic Imperative: Talent: Our mission-based approach makes attracting and retaining diverse, high quality students, faculty and staff critical to our success. |
||||||
|
Strategic Focus Area: Recruiting, Retention, Advancement and Career Development: The degree to which all individuals have a favorable chance of being hired, retained and advanced within an institution (UD). |
||||||
|
|
|
|
|
|
||
|
Stretch Goals |
|
|
|
|
||
|
Action |
Owners |
Resources |
Timing |
Measures |
||
|
Institute any necessary organizational realignments, systems of accountability, resource mobilization and allocation strategies, and long-term planning strategies necessary to ensure realization of University’s diversity goals. |
President President’s Council |
Organizational review and possible funding |
Ongoing |
Systems established |
||
|
Ensure that the unit mission statement and strategic plan reflect the University’s strategic focus on diversity. |
President President’s Council Management Teams |
Review of statements and plans to assure alignment |
Immediate and ongoing |
Alignment completed with strategic focus |
||
|
Assess the efficacy of the existing configuration of offices and current reporting relationships, and identify methods to facilitate and enhance coordination and collaboration across campus. |
President President’s Council All campus leaders |
Review of organizational structure and collaborations |
Ongoing |
Assessment completed and enhanced collaboration and coordination in place. |
||
Strategic Imperative: Talent: Our mission-based approach makes attracting and retaining diverse, high quality students, faculty and staff critical to our academic achievement. |
||||||||||||
|
Strategic Focus Area: Performance, Accountability, and Measurement: The degree to which UD creates a real and equal ability for faculty, staff administration and students to execute actions to achieve a specific standard of measurement. |
||||||||||||
|
|
|
|
|
|
||||||||
|
Action |
Owners |
Resources |
Timing |
Measures |
||||||||
|
Currently Doing/Continue or Increase |
|
|
|
|
||||||||
|
Diversity initiatives are overseen in the Office of the President. |
President Executive Director Campus Climate Institutional Steering Team |
Time, reallocation of projects |
Ongoing |
Initiatives are aligned with university’s strategic plan |
||||||||
|
Monitor data on minority student enrollment and employment (particularly level “C” and above). |
President President’s Council Campus Climate Institutional Steering Team |
Plans and strategies to achieve goals. |
Ongoing |
Specific improvement in all identified areas. |
||||||||
|
Benchmark diversity and inclusion against peer institutions. Gain an understanding and appreciation for links between accreditation and diversity success. |
President President’s Council Campus Climate Institutional Steering Team |
Review of data and requirements |
Ongoing |
Specific improvement in all identified areas.
|
||||||||
|
Quick Wins |
|
|
|
|
||||||||
|
Action |
Owners |
Resources |
Timing |
Measures |
||||||||
|
Learn more about diverse groups at UD to gain better understanding and appreciation of culture and climate. In particular, better awareness of Chinese culture and expectations of staff when hosting delegations and students is needed |
President President’s Office President’s Council
|
Opportunities to learn |
Ongoing |
Greater awareness and understanding of other cultures – particularly the Chinese culture. |
||||||||
|
Stretch Goals |
|
|
|
|
||||||||
|
Performance Management guided by principles of “diverse by design” philosophy so that all employees are measured by their efforts to improve the culture for the better. |
Human Resources All |
Reward system established to encourage compliance/acceptance |
TBD |
New system established.
|
||||||||
Strategic Imperative: Talent: Our mission-based approach makes attracting and retaining diverse, high quality students, faculty, and staff critical to our success. |
||||||||||||
|
Strategic Focus Area: Communication: The level to which an institution supports and builds processes and systems for transmitting, sharing and exchanging information and knowledge. |
||||||||||||
|
|
|
|
|
|
||||||||
|
Action |
Owners |
Resources |
Timing |
Measures |
||||||||
|
Currently Doing/Continue or Increase |
|
|
|
|
||||||||
|
Develop and communicate clear and consistent descriptions of UD’s diversity competencies, objectives and initiatives. |
President President’s Council Institutional Steering Team |
All communication vehicles and opportunities available |
Ongoing |
All university members know and clearly understand UD’s diversity and inclusion definitions. |
||||||||
|
Quick Wins |
|
|
|
|
||||||||
|
Diversity Site created from the President’s webpage |
Executive Director UDIT |
Talent and messages Small pool of funds to support Web admin |
Fall 2004 |
Site created and visited often |
||||||||
|
Diversity communiqués issued often in written and oral forms and in all venues. |
President Public Relations University Advancement Others as appropriate |
Opportunity, time and funds identified from the plan |
Fall 2005 |
Diversity communication plan developed and implemented.
|
||||||||
|
Stretch Goals |
|
|
|
|
||||||||
Strategic Imperative: Values: Our behaviors must be aligned with our goals as a community and our university values. |
||||||||||
|
Strategic Focus Area: Leadership Commitment: The extent to which an institution’s leaders have pledged or are entrusted to create an environment where diversity is valued. |
||||||||||
|
|
|
|
|
|
||||||
|
Action |
Owners |
Resources |
Timing |
Measures |
||||||
|
Currently Doing/Continue or Increase |
|
|
|
|
||||||
|
Adopt and publish University-wide diversity plan based on existing documents from ‘03-‘04. |
President, Provost’s Council |
Division and unit plans submitted to complete university-wide document |
Spring 2005 |
Benchmark success based on reports from units on an annual basis. |
||||||
|
Demonstrate support and leadership for addressing all of the diversity challenges. |
Campus Climate Institutional Steering Team |
Time and conviction to address difficult issues |
Ongoing |
Leadership team addresses diversity issues.
|
||||||
|
Adoption of the Bias-Related policy, protocol and procedure to assure that incidents and crimes are handled appropriately. Assure that all on campus receive training on reporting and responding to hate crimes and bias-related incidents. |
President’s Council, BRIT and UDPD |
Time to assure approvals and education. Funding for training. |
Fall 2004 until adopted |
All campus members know and understand how and when to report bias-related incident Quarterly report of incidents Educational programs in place in student and employee orientation. Ongoing awareness.
|
||||||
|
Quick Wins |
|
|
|
|
||||||
|
Action |
Owners |
Resources |
Timing |
Measures |
||||||
|
University team attends NCORE conference to “harvest” new strategies in diversity |
President, VP for HR, team members |
Annual funding of approx. $125,000 – shared throughout campus. |
Annually beginning in Spring 2004 |
President and team attend and return with new initiatives for implementation. |
||||||
|
Annual Diversity Celebration |
Campus Climate Institutional Steering Team |
Annual funding |
Beginning in Fall or Spring 04/05 |
Celebration planned and implemented with wide participation from across campus. Recognition for all individual and unit success in diversity.
|
||||||
|
Action |
Owners |
Resources |
Timing |
Measures |
||||||
|
Annual Diversity Lecture Series |
President and appointed Committee Corporate Exec Cte from Advancement |
Annual financial resources of approx. $200,000 for fees & mktg. Solicitation for complete sponsorship of the Series to assure University investment is maximized. |
Beginning Fall 2004 |
Lecture Series launched (with Andrew Young as first speaker), committee formed to plan for first and ongoing lectures, strong attendance and continued funding. |
||||||
|
Annual President’s Council Diversity Retreat |
President’s Council Campus Climate Institutional Steering Team |
Time, financial commitment, consultants |
Annually beginning Winter 2004 |
Retreat held; and diversity strategic plan developed – “Framework for Diversity at UD” – working title…
|
||||||
|
Stretch Goals |
|
|
|
|
||||||
|
Board of Trustees adopts statement on diversity |
President with BOT |
Time and work with new inclusion teams. |
TBD |
Statement adopted and communicated to all on campus |
||||||
|
Require and measure demonstrated skills in managing diversity as a standard for all in leadership positions |
President with direct reports; Direct reports hold their units accountable |
Commitment, education and ability to resist “push back.” |
Beginning Fall 2005 |
All leaders held accountable for meeting diversity mgmt goals.
|
||||||
Strategic Imperative: Values |
||||||||||
|
Strategic Focus Area: Culture Change |
||||||||||
|
|
|
|
|
|
||||||
|
Action |
Owners |
Resources |
Timing |
Measures |
||||||
|
Currently Doing/Continue or Increase |
|
|
|
|
||||||
|
Fully develop China Initiatives in conjunction with the Provost’s Office and brief President’s Office staff and leadership on strategies. |
President Provost |
TBD with Provost and others |
Ongoing |
China program evaluated and determined to be successful. Students enrolled and successful |
||||||
|
Completion of campus climate survey to understand prohibitive factors affecting achievement of success for underrepresented individuals. |
Human Resources President’s Council |
Global Lead’s expertise and strategies |
Winter 2005 |
Data reveals important and useful information to develop strategies for improvement. |
||||||
|
Quick Wins |
|
|
|
|
||||||
|
New model for Multicultural Organizational Development, Social Justice and Campus Climate created |
President, Executive Director, Campus Climate Institutional Steering Team |
Annual funding of approximately $80,000 to support the new model. Travel funds for Marchesani and Jackson to launch teams. |
Launch in Winter 2005 |
New model launched New model working effectively at the end of the year. |
||||||
|
As appropriate, continue to issue statements on key social issues for the campus and the community (i.e. women’s issues, Supreme Court ruling on affirmative action.) |
President |
Opportunity to offer statements |
As needed |
Statements distributed and posted on websites.
|
||||||
|
Stretch Goals |
|
|
|
|
||||||
|
Action |
Owners |
Resources |
Timing |
Measures |
||||||
|
Identify new approaches to safeguard the financial stability of diversity priorities. |
President’s Council |
Secure ongoing funding |
AY05 and beyond |
Diversity strategies become part of operational budgets on an annual basis. |
||||||
|
Identify systems of accountability and reward for entire campus. |
President’s Council, Campus Climate Institutional Steering Team |
Funding and proposals for new system |
TBD |
System adopted and communicated throughout the campus.
|
||||||
Strategic Imperative: Goodwill |
||||||||||
|
Strategic Focus Area: Community Involvement |
||||||||||
|
|
|
|
|
|
||||||
|
Action |
Owners |
Resources |
Timing |
Measures |
||||||
|
Currently Doing/Continue or Increase |
|
|
|
|
||||||
|
Continue to support and attend multicultural activities on campus dealing with issues of social justice and dignity. |
President President’s Council |
Time and small pool of funding for programs |
Ongoing |
Participation and support are expected and encouraged by all. |
||||||
|
Continue to support the Dayton Early College Academy’s development and governance so as to sustain the program and its lasting connection to UD. |
President Executive Director Dir. Govt Relations |
Relationship building, advocacy, and other support as needed |
Ongoing |
DECA becomes part of the institutional fabric of UD as a key partnership with the DPS. |
||||||
|
Support the Dayton to Durban: Summit on Institutional Racism and other similar anti-racism efforts |
Prof. Randall & others President
|
Funding TBD |
Fall 2006 and as requested |
Funding and support provided. |
||||||
|
Quick Wins |
|
|
|
|
||||||
|
Develop and sustain meaningful and strategic linkages with underrepresented communities. |
President |
Assessment of current linkages and selection of priorities |
Fall 2004 and ongoing |
Partnerships developed and renewed. |
||||||
|
Continue the involvement in neighborhood revitalization and other issues important to the Dayton community. |
President Others as designated |
Funding – TBD and personal commitment |
Ongoing |
UD recognized as an essential partner and asset for ALL segments of community.
|
||||||
|
Action |
Owners |
Resources |
Timing |
Measures |
||||||
|
Fund and participate with students in projects, programs and activities promoting social justice issues. |
President President’s Office Staff as appropriate |
Annual pool of funds: approximately $60,000 |
Ongoing |
Projects funded, reports given and shared |
||||||
|
Initiate dialogues and discussions with Appalachian, Native American, Asian, Hispanic and African American communities about improving relationships with UD. Work with NCCJ to facilitate. |
TBD, Fitz Center |
Little to no cost for meals |
January 2005 |
Various diverse communities look to UD for resources, solutions and partnerships |
||||||
|
Stretch Goals |
|
|
|
|
||||||
|
Strategic Imperative: Market: Our students and the communities we serve are increasingly more diverse. Our approach to teaching and intellectual growth need to be reflective of the needs of the people who learn from us. |
||||||||||
|
Strategic Focus Area: Student Satisfaction: The extent of interaction, shared common interests and joint ownership among students leading to a successful and satisfying experience.
|
||||||||||
|
|
|
|
|
|
||||||
|
Action |
Owners |
Resources |
Timing |
Measures |
||||||
|
Currently Doing/Continue or Increase |
|
|
|
|
||||||
|
President’s Emissaries will recruit and retain members who reflect the diversity and inclusion goals of the University. |
Coordinator of Planning Support |
Funding for programs and activities |
Launch in Fall 03 and continue |
Each class of Emissaries is increasingly more diverse and inclusive of all students. |
||||||
|
Quick Wins |
|
|
|
|
||||||
|
President’s Emissaries will participate in ongoing diversity train-the-trainer sessions and will serve as discussion leaders among their peers in classrooms, living communities, and throughout the campus. |
Coordinator of Planning Support |
Trainers Resource Guides Promotional materials Equipment |
Launch in Fall 04 and continue |
All Presidents’ Emissaries will be trained. Each President’s Emissary will lead at least one diversity dialogue per semester. |
||||||
|
President’s Emissaries will become trained on intercultural relations, particularly related to cultural relationships with China. |
Coordinator of Planning Support in collaboration with the Provost’s Office |
Trainers Resource Guides ELMI assistance Assistance from faculty and staff familiar with Chinese customs and language |
Launch in Fall 05 and continue |
Training completed and President’s Emissaries demonstrate cultural competency in relating to Chinese guests and students. |
||||||
|
Stretch Goals |
|
|
|
|
||||||
|
President’s Emissaries will become a primary source of student interaction in 2006 for the 50 Chinese students. |
Coordinator of Planning Support Provost’s Office and others designated |
Social and educational opportunities for interaction |
Launch in Fall 06 and continue |
President’s Emissaries assist as hosts for educational and social events. |
||||||
Strategic Imperative: Talent: Our mission-based approach makes attracting and retaining diverse, high quality students, faculty and staff critical to our success. |
||||||||||
|
Strategic Focus Area: Recruiting, Retention, Advancement and Career Development: The degree to which all individuals have a favorable chance of being hired, retained and advanced within an institution (UD). |
||||||||||
|
|
|
|
|
|
||||||
|
Action |
Owners |
Resources |
Timing |
Measures |
||||||
|
Currently Doing/Continue or Increase |
|
|
|
|
||||||
|
Diverse candidate pools are utilized for all position openings. Staff create specific goals to achieve diversity goals (not quotas) and plans to enhance the representation at all levels. Explore feasibility of using executive search firms if current strategies generate few competitive candidates from underrepresented groups and women. |
President and all direct reports |
Human Resources and Career Services using all available outlets to attract diverse candidates |
At time of posting of positions |
Candidate pool reflects diverse population of qualified applicants (staff and students). |
||||||
|
Support for employee skill development (professional development and advancement). |
President Human Resources |
Funds to support training and tuition reimbursement |
Yearly and as needed |
All staff are encouraged, and actually avail themselves of training, education and skill enhancement programs. |
||||||
|
Quick Wins |
|
|
|
|
||||||
|
Develop understanding of leadership responsibilities for diversity impact in the President’s Office and all who report to the President. Demonstrate commitment to mission and encourage teambuilding. Embrace concept of “Diverse by Design.” |
President, Executive Director, Global Lead |
President’s Retreat and ongoing training |
August 2004 and throughout the year |
All staff accepts and works toward achieving diversity goals as a part of performance management plan. |
||||||
|
Statement from President Curran on UD’s direction in hiring, retaining, advancing and developing ALL UD faculty, staff and administrators. |
President |
Communiqué to all on campus; HR training |
Fall 2004 |
All units understand how to recruit to achieve diverse pools. |
||||||
|
Recruit and hire from a diverse pool of student employees to assist support staff’s work. Increase opportunities to interact and work with students (i.e. mentoring, support and career networking). |
Office Coordinator Executive Director |
Annual commitment of approximately $9,000 for salary & benefits |
Ongoing and completed for AY04 and AY 05 |
Diverse pool of candidates exists from which to select finalist(s) for student worker positions.
|
||||||
|
Stretch Goals |
|
|
|
|
||||||
|
Action |
Owners |
Resources |
Timing |
Measures |
||||||
|
Designated pool of dollars earmarked for recruiting and hiring diverse administrators, staff and faculty in specific areas. |
President and President’s Council |
Sufficient funds – est. $125,000/per yr. for next 3-5 years |
AY 06 and beyond until goals are achieved |
Administrators, faculty and staff composition reflects university’s statistical and mission-driven goals for inclusion and diversity. |
||||||
|
Complete University commitment to attracting, retaining, advancing and developing diverse employee pool to assure that all sincerely feel and know they are wanted and included. |
President and President’s Council |
Frequent communication and participation with all employees |
AY 05 and beyond |
Inclusion -- creating an environment people are comfortable working in. |
||||||
RE
|
STRATEGIC IMPERATIVE: Market |
Our students and the communities we serve are increasingly diverse. Our approach to teaching and intellectual growth needs to be reflective of the needs of the people who learn from us. |
|||
|
STRATEGIC FOCUS AREA: Student Satisfaction |
The extent of interaction, shared common interests and joint ownership among students leading to a successful and satisfying experience. |
|||
|
|
||||
|
Action |
Owners |
Resources |
Timing |
Measures |
|
Currently Doing/Continue or Increase |
|
|
|
|
|
Remain a physical space that is welcoming and available to all students |
W/C prof. and student staff |
Funding for artwork, furnishings, etc. |
Ongoing |
Student use of the Center continues to gradually increase |
|
Ensure the Center’s programming and initiatives address the needs of and are available to all students, particularly underserved populations |
W/C prof. and student staff other UD depts./ divisions |
Programming funds |
Ongoing |
Regular staff review of student-oriented programming and services to ensure the Center is meeting the needs of a diverse student body. Informal student and SDV staff “surveys” |
|
Confront and address student actions and situations that subject others to “sexual, psychological, physical, verbal or other similar harassment or abuse.” |
W/C prof. and student staff, SDV admin. & staff, faculty |
UD policies and procedures a variety of communication vehicles funding for student climate surveys |
Ongoing |
Steady improvement in various measures of student climate, e.g. reports of bias-related incidents, sexual misconduct, etc. |
|
Work with Student Employment as well as advisors of other student organizations to recruit a diverse group of student employees and volunteers for the Center |
W/C Director |
Funding for student staff |
Occasional, but ongoing |
Center’s student staff is diverse in many ways |
|
Assess and address, on an ongoing basis, the climate for women students, particularly as it relates to UD’s policies, practices, and educational programs relating to sexual misconduct / assault. |
W/C prof. staff, W/C Advisory Board, Provost, SDV admin. & staff |
Funding for student climate surveys Funding for educational programming |
TBD
Ongoing
|
Results of student climate surveys indicate steady improvement in all student climate A reduction in the number of reported and unreported incidents of sexual misconduct
|
|
|
Action |
Owners |
Resources |
Timing |
Measures |
||||||||||
|
|
Communicate health and wellness-related information and current events to students |
W/C prof. staff, W/C student communications staff, UD Counseling and Health Center staff |
Funding for programming and communication vehicles (website and newsletter) |
Bi-semester (newsletter) and ongoing (website) |
Increasing circulation of newsletter and number of “hits” on website Increasing submissions from students, faculty and staff for both the newsletter and website |
||||||||||
|
|
Foster the development of student “women leaders” |
W/C prof. staff, faculty, Women’s Leadership Conference organizers, other UD depts./ div. |
Funding for student staff Funding for programming |
Ongoing
Ongoing |
Increasing participation by students in the Women’s Leadership Conference. More women students receiving prestigious fellowships, grants, awards, etc. |
||||||||||
|
|
Highlight student service work, retreats and study abroads which focus on global women’s issues. |
W/C prof. staff, student volunteers |
Funding for programming Communication vehicles |
Annually |
Generating more awareness and interest in such activities among first and second year women |
||||||||||
|
|
Support student-sponsored programs and initiatives on issues of critical importance to women. |
W/C prof. staff, various student organizations |
Funding for programming Communication vehicles |
Ongoing |
Successful events which expose many students to critical issues
|
||||||||||
|
|
STRATEGIC IMPERATIVE: Talent |
Our mission-based approach makes attracting and retaining diverse, high quality students, faculty and staff critical to our success. |
|||||||||||||
|
|
STRATEGIC FOCUS AREA: Recruiting, Retention, Advancement, Career Devel. |
The degree to which all individuals have a favorable chance of being hired, retrained and advanced within an institution. |
|||||||||||||
|
|
Action |
Owners |
Resources |
Timing |
Measures |
||||||||||
|
|
Remain conscious of the diversity that is to be found in the UD community and ensure the Center’s programs and initiatives are available to all. |
W/C prof. staff, W/C Advisory Board |
Funding for programming |
Ongoing |
Regular staff review of faculty and staff-oriented programming and services to ensure the Center is meeting the needs of a diverse community |
||||||||||
|
|
Confront and address faculty and staff actions and situations that subject others to “sexual, psychological, physical, verbal or other similar harassment or abuse.” |
W/C prof. staff, University administration |
UD policies and procedures a variety of communication vehicles regular climate surveys |
Ongoing |
Results of BRI group’s work and climate surveys indicate a reduction in such incidents / activities |
||||||||||
|
|
Assess and address, on an ongoing basis, the climate for women faculty and staff, particularly as it relates to salary equity and equal opportunities for personal and professional growth and development. |
W/C prof. staff, H/R, Provost |
Regular climate surveys and assessments of salary and opportunity equity. |
TBD |
Results of surveys and assessments indicate steady improvement in the climate for women and progress toward parity in salary and opportunity
|
||||||||||
|
|
STRATEGIC IMPERATIVE: Talent |
Our mission-based approach makes attracting and retaining diverse, high quality students, faculty and staff critical to our success. |
|||||||||||||
|
|
STRATEGIC FOCUS AREA: Education and Training |
The level to which an institution supports and builds processes and systems to allow for individuals and teams to expand and grow. |
|||||||||||||
|
|
Action |
Owners |
Resources |
Timing |
Measures |
||||||||||
|
|
Operate a formal mentoring program for faculty and staff women at all levels. |
W/C prof. staff, W/C mentoring coord., CL&ED, UD Counseling Center staff |
Funding for programming |
Annually |
Increasing participation in the program, particularly by women faculty and clerical / technical staff |
||||||||||
|
|
Partner with other campus and external resources to offer information and programming of relevance to UD women. |
W/C prof. staff, UD women’s organizations, WST, student organizations, external org. |
Funding for programming Various communication vehicles |
Ongoing |
Improved awareness of these resources, measured by increased attendance, utilization and requests for information |
||||||||||
|
|
Support and promote others’ (internal and external) educational opportunities. |
W/C prof. staff, UD women’s organizations, WST, student organizations, external org. |
Funding for programming Various communication vehicles |
Ongoing |
Improved awareness of these resources, measured by increased attendance, utilization and requests for information
|
||||||||||
|
STRATEGIC IMPERATIVE: Talent |
Our mission-based approach makes attracting and retaining diverse, high quality students, faculty and staff critical to our success. |
||||||||||||||
|
STRATEGIC FOCUS AREA: Performance, Accountability |
The degree to which an institution creates a real and equal ability for faculty, staff, administration and students to execute actions to achieve a specific standard of measurement. |
||||||||||||||
|
Action |
Owners |
Resources |
Timing |
Measures |
|||||||||||
|
Participate in internal initiatives such as the CDC, BRIT, key employment searches, etc. to model best practices for community involvement and help ensure that all members of the UD community get/ remain involved in and are held accountable for diversity efforts. |
W/C prof. staff |
Staff time Various communication vehicles |
Ongoing |
Increased awareness of and participation in such activities by members of the UD community.
|
|||||||||||
|
STRATEGIC IMPERATIVE: Talent |
Our mission-based approach makes attracting and retaining diverse, high quality students, faculty and staff critical to our success. |
||||||||||||||
|
STRATEGIC FOCUS AREA: Communication |
The level to which an institution supports and builds processes and systems for transmitting, sharing and exchanging information and knowledge. |
||||||||||||||
|
Action |
Owners |
Resources |
Timing |
Measures |
|||||||||||
|
Continue to develop and improve the Center’s primary communication vehicles, its newsletter and website. |
W/C prof. staff, W/C student communication staff |
Funding for communication vehicles (website and newsletter) |
Ongoing |
Increasing circulation of newsletter and number of “hits” on website Increasing submissions from students, faculty and staff for both the newsletter and website |
|||||||||||
|
Develop, as needed, additional materials (pamphlets, etc.) on topics of particular relevance to women faculty, staff & students. |
W/C prof. staff, W/C student communication staff, H/R, SDV |
Funding for production / distribution of materials |
As Needed |
Increased awareness about these topics
|
|||||||||||
|
STRATEGIC IMPERATIVE: Values |
Our behaviors must be aligned with our goals as a community and our university’s values. |
||||||||||||||
|
STRATEGIC FOCUS AREA: Leadership Commitment |
The extent to which an institution’s leaders have pledged or are entrusted to create an environment where diversity is valued. |
||||||||||||||
|
Action |
Owners |
Resources |
Timing |
Measures |
|||||||||||
|
Continue to welcome all into the Center |
W/C prof. and student staff, WST staff |
Funding for programming |
Ongoing |
Use of the Center continues to gradually increase |
|||||||||||
|
Ensure Center’s programming and resources reflect the diversity in the UD community. |
W/C prof. staff |
Funding for programming and other resources (e.g. library) |
Ongoing |
Regular staff review of programming and services to ensure the Center is meeting the needs of a diverse community Solicit suggestions from representatives of diverse groups for programming and library materials
|
|||||||||||
|
STRATEGIC IMPERATIVE: Values |
Our behaviors must be aligned with our goals as a community and our university’s values. |
||||||||||||||
|
STRATEGIC FOCUS AREA: Culture / Values |
The degree to which an institution supports and values individual differences and alternative beliefs. |
||||||||||||||
|
Action |
Owners |
Resources |
Timing |
Measures |
|||||||||||
|
Continue to challenge the entire UD community to embrace / get involved in diversity efforts. |
W/C Director |
Staff time |
Ongoing |
Increasing involvement in such efforts by the entire UD community |
|||||||||||
|
Offer and support programming and initiatives which highlight / celebrate differences and alternative perspectives / beliefs. |
W/C prof. staff, W/C Advisory Board, W/C student staff, other UD depts. / div. |
Funding for programming Staff time |
Ongoing |
Regular assessment of University-wide programming to ensure the needs of the entire community are being addressed
|
|||||||||||
|
Strategic Imperative: Goodwill |
Our devotion to our mission and relationship with the community is critical to being a true example of the Marianist tradition. |
||||||||||||||
|
Strategic Focus Area: Community Involvement |
The extent of interaction, shared common interests and joint ownership among an institution and its community. |
||||||||||||||
|
Be a repository of information on Dayton community resources of particular interest to women. |
W/C prof. staff, W/C Advisory Board |
Staff time |
Ongoing |
Center and its staff and Advisory Board can provide members of the UD community with information on Dayton-area resources for women |
|||||||||||
|
Partner with other institutions / agencies to bring resources and information to UD women. |
W/C prof. staff, W/C Advisory Board, WST |
Funding for programming Staff time |
Ongoing |
Programming and initiatives for UD women are comprehensive of all the information and resources available
|
|||||||||||
|
STRATEGIC IMPERATIVE: Innovation |
Our commitment to leveraging the contribution of all students, faculty, and staff helps us achieve breakthrough thinking and academic achievement. |
||||||||||||||
|
STRATEGIC FOCUS AREA: St/F/Sf Involvement |
The extent of interaction, shared common interests and joint ownership among an institution and its faculty, staff, administration and students. |
||||||||||||||
|
|
|
|
|
|
|||||||||||
|
Action |
Owners |
Resources |
Timing |
Measures |
|||||||||||
|
Ensure that all the Center’s programming and initiatives are collaborative and bring together a variety of individuals and groups to achieve mutually beneficial goals / objectives. |
W/C staff, other UD depts. / divisions, external organizations |
Staff time |
Ongoing |
Resources of all participants are maximized through collaboration All programs and initiatives the Center is involved in meet multiple groups’ goals and objectives
|
|||||||||||
Strategic Imperative: Market: Our students and the communities we serve are increasingly more diverse. Our approach to teaching and intellectual growth need to be reflective of the needs of the people who learn from us |
||||
|
Strategic Focus Area: Student Satisfaction: The extent of interaction, shared common interests and joint ownership among students leading to a successful and satisfying experience |
||||
|
|
||||
|
Action |
Owners |
Resources |
Timing |
Measures |
|
Currently Doing/Continue or Increase |
|
|
|
|
|
Continue working to improve ministry to students of diverse backgrounds |
Campus Ministry Team |
C.M. Team DSP staff Other faculty and staff |
Ongoing |
Students of all backgrounds will find support at UD for growing in their faith |
|
Quick Wins |
|
|
|
|
|
Promote awareness of existing support groups for pregnant single students, single moms, and students with sexual orientation concerns by communicating information about these groups to Women’s Center, Counseling Center, R.A.’s, fellows, and other Residence Education staff for referrals |
C.M. Team |
Mary Louise Foley Kathleen Rossman |
Ongoing |
Communication about these groups has happened and staff/ students in these areas know to refer students to these groups. |
|
Readings in Spanish at major liturgies; Signers for the deaf at major liturgies; increase use of multicultural music at Masses (Spanish, African; gospel; etc.) |
C.M. Team; Liturgy Workgroup |
Spanish speakers on campus; C.M. Team |
Ongoing (already begun) |
Major liturgies have some Spanish readings and multicultural music; Signers at major liturgies |
|
Promote most C.M. programs (retreats, service projects, etc.) as available to all students, Catholic or not, in all C.M. publications, website, and talks to key student groups. |
C. M. Team |
C.M. Team, |
By May 2005 |
C.M. publications, flyers, website, etc, have been reviewed for this content. Presentations to tour guides, orientation leaders, RA’s, fellows, etc, explain this. |
|
Collaborate with Diverse Student Population Staff on developing new fall retreat for Latin American and African American first year students
|
Director Retreats Workgroup |
DSP Staff |
Fall of 2004 (planning is underway) |
The retreat will happen and be well attended by students (30 students, first time through)
|
|
Action |
Owners |
Resources |
Timing |
Measures |
|
Continue collaboration with DSP on events which celebrate diversity (Hispanic Heritage Month; Black Catholic Month; MLK day observances; Civil Rights Tour, Ebony Heritage series, Kwanzaa, UD Connections, etc
|
Coordinated by RLM, C.M. Team |
DSP Staff Other faculty and staff Campus calendar |
Ongoing |
List of possible events generated during spring/ summer/fall 2005. Each Campus Minister will participate in at least one event which celebrates diversity per year. |
|
Stretch Goals |
|
|
|
|
|
Establish contact with area churches and houses of worship asking about availability and willingness to welcome UD students, transportation, UD students already known to be involved in their church, etc.
|
New Protestant Campus Minister, Liturgy Workgroup |
Faculty and Staff already connected to these places of worship |
Spring ’05 and forward |
Method for completion determined by Spring ‘05(eg: New CM subcommittee) List is composed and contacts made, with results compiled and available for distribution Dec ‘06 Info included on website, CM publications, flyers, etc. Presentations to tour guides, orientation leaders, RA’s fellows, etc. to explain this. |
|
Evaluate ministry to GLBT students, with view of strengthening it. |
C.M. Team |
Kathleen Rossman Brian Halderman, S.M. |
Fall of 2004 |
By early Spring 2005, CM will have completed a review of ministry to GLBT students; have plans in place for the future, including strategies for getting the word out about this support ministry |
|
Recruit and cultivate student leaders among groups under-represented in Center for Social Concern programs (students of color, males, fraternity members, athletes, evangelical Christians, etc.)
|
Center for Social Concern
|
DSP Office, other faculty and staff, Greek Life, Athletics, Student organization list |
04-05 Academic Year |
CSC will consciously invite 10 students from under-represented groups (students of color, males, fraternity members, athletes, evangelical Christians, etc.) to take on leadership roles in Into the Streets, BreakOuts, and Plunges during this academic year.
|
|
Action |
Owners |
Resources |
Timing |
Measures |
|
Retreats and faith communities will make a connection with diverse students groups and seek to be given an opportunity to address their leadership on who we are and what we offer. |
RFC |
DSP Office, other faculty and staff, Greek Life, Athletics, Student organization list |
04-05 Academic Year |
December 2004 information of meetings will be gathered and staff will choose meetings to attend Winter 2005 R&FC staff (and selected students) will attend a minimum of 3 meetings If interest lists are generated, these will be shared with appropriate CM groups. Then we will evaluate the process |
|
Examine and re-articulate our approach to ministry to minority students/ students of other faith traditions in a way that flows from our Catholic and Marianist mission at UD |
Directors C.M. Team |
CCMA resources Experience of other Universities |
Fall of 2004 |
We will be able to clearly articulate our goals in this area, along with some methods |
|
Assess and evaluate ministry to non-Christian students on campus: Identify major groups represented; strategize ways to reach out to them
|
Director C.M. Team |
UD Faculty and Staff of different faith traditions Archdiocesan Office of Ecumenical and Interfaith Relations |
By May of 2005 |
We will develop a list of area places of worship and/or faculty and staff resource contacts by May 2005 We will make it clear to all CM how to access this information.
|
|
Action |
Owners |
Resources |
Timing |
Measures |
|
Director of Campus Ministry will send a welcome letter to incoming students representing diverse Christian traditions and faiths at UD. Purpose is to welcome participation in CM and provide info about worship opportunities and faith communities for them (if this info is available at this time. Include: synagogue, mosque, Orthodox, Episcopalian, Methodist, Lutheran, Presbyterian, Church of the Brethren, Disciples of Christ, Baptist Options, AME, Evangelical, Non-denominational (Ginghamsburg, Fairhaven, Far Hills Church at Clyo, Apex Community Church (Old Far Hills location) Congregational, 7th Day Adventist, Mormon, Hindu Temple, Buddhist Community (check w. Judy Martin). This letter can be hand delivered by RLM ministers. This allows them to begin to know them personally, and have a sense of their interests, needs, and possible contributions to campus ministry. |
Director of Campus Ministry Liturgy Workgroup Residence Life Ministry New Protestant Campus Minister |
Registrar/UD database
Sophomore Interns? |
Fall 2005 |
Letter will be written by Summer 2005. RLM will hand deliver within 1st two weeks of Fall 2005 to 1st and 2nd year students with goal of meeting personally 40% of the students. Letter mailed to juniors and seniors during 1st week of classes. |
|
Establish contact with area churches and houses of worship asking about availability and willingness to welcome UD students, transportation, UD students already known to be involved in their church, etc. |
New Protestant Campus Minister, Liturgy Workgroup |
Faculty and Staff already connected to these places of worship |
Dec ‘05 |
Method for completion determined by Spring ‘05(eg: New CM subcommittee) List is composed and contacts made, with results compiled and available for distribution Dec ‘06
|
|
Investigate new possibilities for transportation of UD students to area churches (Public Safety, other students, Mom’s limo, churches themselves?) |
New Protestant Campus Minister, Liturgy Workgroup |
|
Dec ‘05 |
Information is gathered and available for use in Jan, ‘06 |
Strategic Imperative: Talent: Our mission based approach makes attracting and retaining diverse, high quality students, faculty, and staff critical to our success. |
||||||
|
Strategic Focus Area: Leadership commitment: The extent to which we have pledged or are entrusted to create an environment where diversity is valued. |
||||||
|
|
|
|
|
|
||
|
Action |
Owners |
Resources |
Timing |
Measures |
||
|
Currently Doing/Continue or Increase |
|
|
|
|
||
|
All advertising for new hires includes non-discriminatory clause |
Rector |
HR |
Long Range |
Look at who is hired |
||
|
Introduction of Catholic and Marianist identity to new students and employees |
Rector's staff |
The vowed religious |
Yearly |
Comparison with other SM sponsored universities |
||
|
Introduction of the multi-cultural and multi-national character of the Society of Mary |
Rector's staff |
The vowed religious |
Yearly |
Percentage of participation of our faculty, staff, and students |
||
|
Rector and Staff walk the talk, but also talk the walk publicly |
Staff |
All SM/FMI on campus |
Yearly |
Compare with other diversity issues. |
||
|
Quick Wins |
|
|
|
|
||
|
Cooperate with Admissions Office in recruiting African American and Latino students from Marianist sponsored high schools. |
Rector's staff |
Admissions counselors |
yearly |
Compare with comparable recruiting efforts |
||
|
Information sharing with faculty, staff, students and administration regarding Marianist sponsored Social Justice issues: e.g. sweat shop employees. |
Rector's staff |
Province personnel |
yearly |
Percentage of involvement |
||
|
Support Campus Ministry strategies that involve faculty, staff, and students in Social Justice work |
Rector's staff |
finances |
yearly |
Assess the actual number of participants |
||
|
Partner with all university divisions to implement their specific plans that enhance the Catholic and Marianist identity of the University |
Rector's staff |
Vowed religious and the Rector's council |
yearly |
Assess the actual number of participants. |
||
|
Stretch Goals |
|
|
|
|
||
|
The Office of the Rector is a vibrant, interactive, and appropriately collaborative partner in establishing the diverse climate of the University. |
Rector's staff |
|
|
We will have arrived. |
||
Strategic Imperative: Market |
||||
|
Strategic Focus Area: Student Satisfaction |
||||
|
|
|
|
|
|
|
Action |
Owners |
Resources |
Timing |
Measures |
|
Currently Doing/Continue or Increase |
|
|
|
|
|
Support the items in the plans of each of the schools and academic support areas that report to the Provost. |
Pestello |
Leadership, managerial support, and funding |
As reported by deans and directors |
As reported by deans and directors |
|
At an institutional level, continue to support the NSSE survey that provides feedback on many student perspectives including those related to diversity. |
J. Untener |
Funding and support |
Ongoing |
Standard report, report by major |
|
Quick Wins |
|
|
|
|
|
Increase collaboration with Student Development. At the level of the Provost, expand and formalize the level of communication and cooperation in way that more fully integrates the living with the learning so that the diversity issues can be addressed in a more holistic and systemic way. |
Pestello Schuerman |
Time and Leadership |
Six months |
Number and quality of joint efforts |
|
|
|
|
|
|
Strategic Imperative: Talent |
||||||
|
Strategic Focus Area: Recruiting, Retention, Advancement, Career Development |
||||||
|
|
|
|
|
|
||
|
Action |
Owners |
Resources |
Timing |
Measures |
||
|
Currently Doing/Continue or Increase |
|
|
|
|
||
|
Support the items in the plans of each of the schools and academic support areas that report to the Provost. |
Deans and directors of each of the units. |
Leadership, managerial support, and funding |
As reported by deans and directors |
As reported by deans and directors |
||
|
Provide staff support for and ready access to the Faculty Hearing Committees so that there is a formal and accessible venue to present grievances |
J. Untener |
Ongoing effort |
Annual and ongoing |
Standards as stated in by-laws and procedural documentation |
||
|
Provide staff support for the Faculty Affairs Committee of the Academic Senate so that it can address issues of faculty life |
Ex Committee of AS |
Ongoing effort |
Annual and ongoing |
Standards as stated in by-laws and procedural documentation |
||
|
Continue the publication, presentation, and distribution of the Faculty Compensation Report to ensure transparency and monitoring of faculty salary issues
|
J. Untener |
Ongoing effort |
Annual and ongoing |
Feedback from ELC, AS, AAUP, and Faculty Board |
||
|
Continue the summary report on Promotion and Tenure for the Board of Trustees
|
J. Untener |
Ongoing effort |
Annual and ongoing |
Standards as stated in by-laws and procedural documentation |
||
|
|
|
|
|
|
||
Strategic Imperative: Talent |
||||||
|
Strategic Focus Area: Education and Training |
||||||
|
|
|
|
|
|
||
|
Action |
Owners |
Resources |
Timing |
Measures |
||
|
Currently Doing/Continue or Increase |
|
|
|
|
||
|
Support the items in the plans of each of the schools and academic support areas that report to the Provost. |
Pestello |
Leadership, managerial support, and funding |
As reported by deans and directors |
As reported by deans and directors |
||
|
Continue to offer the “Just-in-Time Diversity Workshops” and continue the new practice of making these mandatory for all departments with an approved search |
Untener |
Planning and Organization and minimal funding |
Twice Annually |
Number of participants and implementation in search processes |
||
Strategic Imperative: Talent |
||||||
|
Strategic Focus Area: Performance, Accountability, Measurement, and Communication |
||||||
|
|
|
|
|
|
||
|
Action |
Owners |
Resources |
Timing |
Measures |
||
|
Currently Doing/Continue or Increase |
|
|
|
|
||
|
Support the items in the plans of each of the schools and academic support areas that report to the Provost. |
Pestello |
Leadership, managerial support, and funding |
As reported by deans and directors |
As reported by deans and directors |
||
|
Continue to address diversity issues in Provost’s Council including student, faculty, and institutional measures from Enrollment Management, Climate Surveys, and other available sources. |
Pestello |
Leadership and meeting time. |
Ongoing |
As reported on agendas and in minutes |
||
Strategic Imperative: Values |
||||||
|
Strategic Focus Area: Leadership Commitment and Culture Change |
||||||
|
|
|
|
|
|
||
|
Action |
Owners |
Resources |
Timing |
Measures |
||
|
Support the items in the plans of each of the schools and academic support areas that report to the Provost. |
Pestello |
Leadership, managerial support, and funding |
As reported by deans and directors |
As reported by deans and directors |
||
|
Establish an Assistant or Associate Provost specifically to handle internationalization of the University to improve diversity |
Pestello |
Salary, benefits, and associated budget |
One year |
Implementation |
||
Strategic Imperative: Goodwill |
||||||
|
Strategic Focus Area: Community Involvement |
||||||
|
|
|
|
|
|
||
|
Action |
Owners |
Resources |
Timing |
Measures |
||
|
Currently Doing/Continue or Increase |
|
|
|
|
||
|
Support the items in the plans of each of the schools and academic support areas that report to the Provost. |
Pestello |
Leadership, managerial support, and funding |
As reported by deans and directors |
As reported by deans and directors |
||
Strategic Imperative: Innovation |
||||||
|
Strategic Focus Area: Faculty and Staff Involvement |
||||||
|
|
|
|
|
|
||
|
Action |
Owners |
Resources |
Timing |
Measures |
||
|
Support the items in the plans of each of the schools and academic support areas that report to the Provost. |
Pestello |
Leadership, managerial support, and funding |
As reported by deans and directors |
|||
