West Texas A&M University

Buff Transit Tracker
Diversity and Inclusion Strategic Action Plan

Excellence Through People
2013-2018 Diversity and Inclusion
Strategic Action Plan

Table of Contents

Statement of Understandings
Strategic Goal
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5
Goal 6
Goal 7
Comments

Mission Statement

The faculty, staff, and students of West Texas A&M University seek to

  • develop and sustain an increasingly diverse and inclusive community of learners necessary to accomplish the institution’s academic mission and position the University as a leader in diversity and inclusion;
  • provide the infrastructure needed to support diversity in all its forms within and among the teaching, learning, research, scholarly, creative, and service environments that define our campus;
  • develop an appreciation for and understanding of the benefits of diverse, inclusive, and cross-cultural perspectives; and
  • establish the rules, procedures, programs, practices, and resources necessary to achieve excellence, access, opportunities, and effectiveness in teaching and learning, research, service, leadership, and outreach activities of the University.

Vision Statement

West Texas A&M University is a progressive University that provides a superior academic experience in an engaged, student-centered environment supported by a pioneering spirit that fosters critical thinking and social responsibility.

WTAMU seeks to be a first choice institution – first choice for students, for faculty and staff, for employers, and for graduate schools.

West Texas A&M University’s Core Values of academic and intellectual freedom, pursuit of excellence in all endeavors, creativity and innovation, respect for the dignity of all individuals, cooperation and communication, community service and leadership, exceed expectations of internal and external customers, continuous improvement, integrity, and diversity inspires every member of the University community to develop an appreciation of and commitment to the responsibilities of leadership through people while promoting personal and intellectual growth. While these Core Values remain as relevant today as it has for decades, the context for pursuing these Core Values through individuals, groups, communities, and leadership is noticeably changing as we learn, live, and work in the 21st century.

To continue to embrace our Core Values fully as our inspiration, West Texas A&M University must guide its future so that it will become a University that not only provides access and opportunity, but that also embraces and reflects the diversity of opinions, ethnicities and races, and cultures that will most certainly be our future. Our goal must be to assure that each student’s potential to make positive contributions to our society is not constrained but enhanced by the rich diversity of differences that makes us who we are as a people. The University community must embrace diversity and inclusion in a manner that will cause WTAMU’s students to embrace it as well, thus strengthening their academic and personal skills and competencies so that their Core Values are demonstrated and supported effectively. This is West Texas A&M University’s cultural expectation-this is West Texas A&M University’s vision for the future.

Statement of Understandings

As we face the challenges of the 21st century, our world, national, state, and University communities face important changes in composition. In the 21st century, women and ethnic and racial populations will assume roles of greater importance in society’s leadership and in the workforce.

This fact requires that we take strategic action steps to embrace the inevitable growth of a more diverse and inclusive society both generally and within our University campus community. Our aim is to create a multicultural and intercultural community of student scholars, faculty, and staff that is welcoming and where all campus community members are treated with respect.

As we move toward this aspiration, it is important that we understand the language used in regard to accomplishing our diversity and inclusion goals:

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Diversity

refers to the fact that our communities, both locally, regionally, and nationally, consist of many individuals, each having unique attributes based on a variety of social, physical, and cultural characteristics. The University uses the definition that the Association of American Colleges and Universities (AAC&U) created to describe diversity: "individual differences (e.g., personality, learning styles, and life experiences) and group/social differences (e.g., race/ethnicity, class, gender, sexual orientation, country of origin, and ability as well as cultural, political, religious, or other affiliations)". Diversity in higher education is a process, a range of differences, factors needing attention, and living and working together.

Inclusion is the opposite of exclusion. Inclusion is honoring the right to participate in society in a full way as represented by the Americans with Disabilities Act as Amended. Nationally, it is accepted that inclusion means we are one although we are not the same. The Association of American Colleges and Universities (AAC&U defines inclusion as "the active, intentional, and ongoing engagement with diversity - in the curriculum, in the co- curriculum, and in communities (intellectual, social, cultural, geographical) with which individuals might connect-in ways that increase awareness, content knowledge, cognitive sophistication, and empathic understanding of the complex ways individuals interact within systems and institutions"
Multiculturalism is a philosophy that recognizes, accepts, and integrates the contributions and achievements of all people into the social and economic fabric of the community in which they live. Multiculturalism is valuing diversity. Multiculturalism is the inevitable change of the 21st century that will promote an interactive, interdependent society.
Interculturalism is the next level of multiculturalism. It is strong communities interacting with each other. Interculturalism impacts how members of a community conduct their business. It provides opportunities for people to change and promotes the inclusion concept.
Access and Opportunity ensures that all qualified persons have equal access to, and can take part in, all aspects of a university, such as educational programs and employment.
Equity is the fair treatment of people on the basis of merit, the recognition of disadvantage, and the absence of discrimination.
Affirmative Action is grounded in moral and social responsibility to amend wrongs done in the past to those Americans who were not of the majority population. These legal obligations are based on numerical measures and were designed to increase the representation of minorities and women in areas of employment where they were previously underrepresented. It is a tool used to facilitate equal opportunity. Affirmative action requires overt actions and special efforts to correct the effects of past discrimination, to eliminate present discrimination, and to prevent discrimination in the future. Affirmative action is quantitative, legally driven, remedial, and is designed to open up a system. Resistance to affirmative action is due to perceived limits to autonomy in decision making and perceived fears of reverse discrimination.
Discrimination means the unequal treatment of people based on some characteristic other than individual merit and achievement. The historic fact that women, ethnic and racial minorities, and others have been excluded from full participation in society and the full benefits of our educational system has deprived these individuals of their rights and suppressed their talents. Affirmative action seeks to address these historic facts by expanding the range of talent available in our society and by increasing the diversity and inclusion of the persons and programs that our University serves. The long-term goal of affirmative action is to redress the inequities resulting from past and present discriminatory practices as a means of facilitating the attainment of access and opportunity for everyone. The vision of a University community that recognizes, values, and effectively manages differences can be achieved by embracing and moving beyond affirmative action to affirming the diversity among us as a people. To truly serve and fulfill our mission and implement our Core Values, we can accept no less. Discrimination is contrary to the mission, vision, and Core Values of West Texas A&M University.

 

Strategic Goals

West Texas A&M University established an Office for Diversity and Inclusion in Fiscal Year 2013 in an effort to enhance the University experiences for all qualified students, faculty, and staff, and visitors, including those who are multicultural, first generation, female, and LGBTQ.

West Texas A&M University provides equal opportunity to all employees, students, applicants for employment, and the public regardless of race, color, religion, sex, national origin, disability, age, genetic information or veteran status. West Texas A&M University will promptly and thoroughly investigate all complaints of discrimination, sexual harassment, and related retaliation in accordance with applicable federal and state laws, A&M System Policy 08.01 and Regulation 08.01.01, WTAMU Procedure 32.01.02.W1. and other university rules and/or procedures.

Sexual harassment is a form of discrimination based on sex. It is defined as unwelcome conduct of a sexual nature, which includes unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Sexual violence, which includes rape, sexual assault, sexual battery, and sexual coercion, is a form of sexual harassment.

Any member of the campus community or public who witness, are subjected to, or are informed about incidents of discrimination, sexual harassment, and/or related retaliation involving faculty, staff, or students should contact Harvey Hudspeth, 2501 4th Avenue, Canyon, Texas, (806) 651-2116.

The University is developing plans to enhance programs and activities that encourage intentional and educational interaction that respects the validity of different perspectives in an effort to make the campus more welcoming to all students, faculty, staff, and visitors.

In addition to the University's Equal Opportunity/Nondiscrimination statement, the University uses the definitions that the Association of American Colleges and Universities (AAC&U) created to describe inclusion and diversity.

The Office for Diversity and Inclusion is initiating conversations and collaboratively implementing programming and activities in the spirit of these definitions in order to promote a supportive environment where all students, faculty, and staff are celebrated and valued and where multiple perspectives are respected and welcomed.

The West Texas A&M University Diversity and Inclusion Strategic Action Plan will be reviewed annually. Revisions, updates, and additions will be made as necessary to continue embedding diversity and inclusive excellence into the culture of West Texas A&M University. The Excellence Through People 2013-2018 Diversity and Inclusion Strategic Action Plan is the responsibility of all members of the WTAMU community because all of us have an obligation to be welcoming to and respectful of others

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Goal 1 Develop and implement programs, activities, and services designed to increase and enhance student, faculty, and staff diversity in all its forms.

Strategic Action 1.1

Develop a student recruitment plan that will increase the diversity of the undergraduate and graduate student population in numbers and by college and by department. (2011-2015 University Strategic Plan, Imperative 2)

Key Performance Indicators:

1. Increased number of Hispanic students from 1,857 in Fall 2013 to 2,911 in Fall 2018.

2. Increased number of African American students from 454 in Fall 2013 to 490 in Fall 2018.

3. Increased number of Asian American students from 103 in Fall 2013 to 108 in Fall 2018.

4. Increased percentage of underrepresented students in the undergraduate student population.

5. Increased percentage of female students in traditionally male fields like science and engineering.

6. Greater focus and dedication of recruitment resources on selected geographical locations and ethnic/racial communities with large numbers of students from underrepresented groups with multiple intelligences.

Responsible Persons:

Vice President for Enrollment Management
College Deans
Director of Admissions

General Timeliness:

September 2014 and Ongoing

Strategic Action 1.2

Review and improve university-wide strategies for sustaining and graduating underrepresented undergraduate students by

1. Developing and distributing a University Academic Persistence Directory, for majors and undeclared majors, by college, department, and unit of university-level assistance provided to underrepresented and non-underrepresented undergraduate students at West Texas A&M University beginning with their first year.

2. Identifying academic persistence and graduation patterns of all undergraduate students, with focused attention on underrepresented and at-risk populations at West Texas A&M University.

3. Implementing a program of modified undergraduate advising.

4. Developing and offering intensive seminars for faculty to transform their courses to incorporate cultural perspectives.

Key Performance Indicators

1. Number of courses certified through peer review as exemplary in their inclusion of cultural perspectives.

2. Increased number of first-time freshmen and transfer students completing the first academic year GPA’s of 2.0 and above from 80 percent to 85 percent.

3. Improved fall-to-fall retention rate from 65.5 percent to 70 percent.

4. Improved six-year graduation rate from 39 percent to 42 percent.

Responsible Persons

Associate Provost for Academic Affairs
Teaching Excellence Center
Director of First Year Experience
Transfer Coordinator
Chief Diversity and Inclusion Officer

General Timeliness: 2014-2015

2015-2016
2016-2017
2017-2018

Strategic Action 1.3

Create new and innovative programs to increase enrollment, progression, retention, and placement of underrepresented graduate students by

1. Developing and distributing a University Academic Persistence Directory of graduate programs at West Texas A&M University beginning with their first year of graduate studies.

2. Identifying academic persistence and graduation patterns of all graduate students, with focused attention on underrepresented and at-risk populations at West Texas A&M University.

3. Implementing a program of graduate conference presentations, research, and internship opportunities related to graduate majors.

4. Adding HBCU graduate fairs to the graduate faculty visits.

5. Partnering with Compact for Diversity and other related underrepresented graduate support programs.

6. Partnering with HBCU undergraduate departments who have students pursuing graduate degrees in areas of graduate programs at West Texas A&M University.

7. Showcasing the WT graduate programs for underrepresented undergraduates and graduates in a one-day tour and information fair.

8. Identifying and increasing the quantity and quality of outreach programs and activities that target undergraduate underrepresented students that are designed to enhance graduate study preparation for this population of college students.

9. Hiring an undergraduate minority dissertation fellow.

10. Expanding the number of underrepresented graduate tuition scholarships of 97 in Fall 2013 to 150 in Fall 2018.

Key Performance Indicators

1. Increased number of underrepresented graduate student scholarships from 97 in Fall 2013 to 127 in Fall 2018.

2. Increased number of Hispanic graduate students from 73 in Fall 2013 to 91 in Fall 2018.

3. Increased number of African American graduate students from 9 in Fall 2013 to 10 in Fall 2018.

3. Increased number of Asian American graduate students from 5 in Fall 2013 to 6 in Fall 2018.

4. Increased percentage of underrepresented graduate students in the graduate student population.

5. Greater focus and dedication of recruitment resources on selected geographical locations and ethnic/racial communities with large numbers of students from underrepresented groups with multiple intelligences.

Responsible Persons

Associate Provost for Academic Affairs
Dean of the Graduate School
Director of Advising Services for Graduate Students
College Deans

General Timeliness

September 2015

Strategic Action 1.4

Develop a comprehensive plan to provide a common, connected, and cohesive experience for students designed to improve academic performance, academic persistence, and cultural understanding.

Key Performance Indicators

1. Document increases in the number of students participating in a first-year experience program and demonstrating greater academic performance, academic persistence, and cultural understanding.

2. Feasibility or evaluation studies of Senior Capstone Experience submitted by colleges.

Responsible Person

Provost and Vice President for Academic Affairs
Vice President for Student Affairs
College Deans

General Timeliness

September 2015

Strategic Action 1.5

Identify and, as appropriate, expand the quantity and quality of outreach programs and activities that target under-represented pre-college and high school groups particularly programs designed to increase academic/career preparation and encourage college attendance

Key Performance Indicators

1. Number of new or significantly enhanced innovations at the college and department levels.

2. Improved results from program pre and post enhancements.

Responsible Persons

Pre-College Program Supervisors, Outreach Directors/Coordinators
Grants Directors
College Deans
Director of Admissions
Director of Career Services

General Timeliness

January 2015

Strategic Action 1.6

Establish outreach programs that focus on other higher education Institutions- HBCU’s, women’s colleges, Hispanic Serving Institutions, and community colleges-and activities to facilitate the transfer of underrepresented groups to West Texas A&M University.

Key Performance Indicators

1. Increase in the number and percentage of transfer students who are members of underrepresented groups.

2.Articulation agreements for collaboration between West Texas A&M University and selected colleges

Responsible Person

Provost and Vice President for Academic Affairs
VP for Enrollment Management

General Timeliness:

January 2015

Strategic Action 1.7

Develop an intentional faculty and staff job search recruitment plan to increase the diversity of the campus culture that encourages, supports, and rewards the participation of women and other underrepresented populations in the job search and candidate review process.

Key Performance Indicators

1. Increased proportion of new faculty who are female and/or members of underrepresented groups.

2.Increased proportion of new staff hires who are members of underrepresented groups

3.Updated recruitment procedure documents.

Responsible Persons

Chief Diversity and Inclusion Officer
Director of Human Resources
Equal Employment Opportunity Officer
Provost and Vice President for Academic Affairs
College Deans

General Timeliness

1. 2014-2014 Fiscal Year
2. 2015-2016 Fiscal Year
3. 2016-2017 Fiscal Year
4. 2017-2018 Fiscal Year

Strategic Action 1.8

Develop a commission on women that encourages, supports, and rewards the participation of women in the campus culture.

Key Performance Indicators

1. Increased utilization of the skills and potential of all employees.

2. Increased programs that address the challenges facing women who enter and contribute to higher education.

3. Increased programs that demonstrate employment equity and an inclusive culture.

4. Improved representation of women at all levels of the University to more strongly reflect the university’s diversity and inclusion goals.

Responsible Persons

Chief Diversity and Inclusion Officer
Vice President for Student Affairs
Director of Human Resources
Equal Employment Opportunity Officer
Provost and Vice President for Academic Affairs
College Deans

General Timeliness

2015-2016 and Ongoing

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Goal 2 Develop and implement activities and programs that are designed to improve the
campus climate for students, faculty, and staff and that are aligned with one or more of
the University’s Core Values.

Strategic Action 2.1

Develop University-wide incentive programs to support college, department, unit diversity-related innovations.

Key Performance Indicators

1. Increase in NSSE cultural literacy WT scores of 2.82 (First Year) and 2.91 (Senior) Academic and Intellectual Experiences “Included diverse perspectives (different races, religions, genders, political beliefs, etc.,) in class discussions or writing assignments.”

2. Increase in NSSE cultural literacy WT scores of 2.71 (First Year) and 2.71 (Senior) Academic and Intellectual Experiences “Had serious conversations with students of a different race or ethnicity than your own.”

3.Increase in NSSE cultural literacy WT scores of 2.68 (FirstYear) and 2.68 (Senior) Academic and Intellectual Experiences “Had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values.”

4. Increase in NSSE cultural literacy WT scores of 2.82 (First Year) and 2.71 (Senior) Institutional Environment “Encouraging contact among students from different economic, social, and racial or ethnic backgrounds.”

5. Increase in NSSE cultural literacy WT scores of 2.73 (FirstYear) and 2.72 (Senior) Educational and Personal Growth “Understanding people of other racial and ethnic backgrounds.”

6.Increase in number of programs supported University-wide by college, department, or unit in priority areas of recruitment, admissions, and academic persistence activities and in innovations to improve University climate and intercultural experience.

7.Implementation of at least one new incentive targeting or directly involving faculty and staff and one targeting or directly involving students.

Responsible Person

Chief Diversity and Inclusion Officer

General Timeliness

January 2015

Strategic Action 2.2

Develop multi-year plans for long-term, sustainable collaborative projects that promote positive and supportive relationships between students from majority, underrepresented, and international groups.

Key Performance Indicator

Establishment of at least one strategic partnership between the Office for Diversity and Inclusion and

1. International Student Affairs Office
2. Grants Directors
3. Pre-College Program Offices
4. Alumni Relations

Responsible Person

Chief Diversity and Inclusion Officer

General Timeliness

January 2014

Strategic Action 2.3

Facilitate the design, development, and/or implementation of a variety of awareness-based educational programs and skill-based diversity programs for all students, faculty, and staff to improve University climate.

Key Performance Indicator

Increase in the number of training and seminar programs, number of faculty and staff who attend, and/or number of those who develop and offer programs that increase cultural competence.

Responsible Person

Chief Diversity and Inclusion Officer

General Timeliness

Beginning on or Before September 2014; and Ongoing

Strategic Action 2.4

Develop and/or improve materials that articulate the value and benefits of a diverse and inclusive community and promote the University’s efforts to create and sustain a welcoming and respectful teaching, learning, and working environment for all.

Key Performance Indicator

Increased attention to and focus on diversity to include inclusive images and messages in publications and other marketing media developed University-wide for University operations and programs.

Responsible Persons

Chief Diversity and Inclusion Officer
Vice President for Institutional Advancement

General Timeliness

August 2014 and Ongoing

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Goal 3 Implement comprehensive educational and training opportunities for students, faculty, and staff that include a review of state and federal issues, best practices, and research related to recognizing, valuing, and effectively managing the many different cultural perspectives that comprise our community.

Strategic Action 3.1

Evaluate the Freshman Seminar Curriculum and document the courses that incorporate cultural perspectives.

1. Document the courses that incorporate cultural perspectives.
2. Increase the courses that incorporate cultural perspectives.
3. Continue to require all students to take at least one course that incorporates cultural perspectives.

Key Performance Indicators

1. Report submitted to the Provost and Vice President for Academic Affairs.
2.Increase in the number of courses offered and number of Students participating.
3.Change in the requirements for completing the Freshman Seminar Curriculum.

Responsible Person

Associate Provost for Academic Affairs
College Deans

General Timeliness

September 2016


Strategic Action 3.1.2

Develop and offer intensive seminars for faculty to transform their courses to incorporate cultural perspectives.

Key Performance Indicators

Number of courses certified through peer review as exemplary in their inclusion of cultural perspectives.

Responsible Persons

Chief Diversity and Inclusion Officer
Teaching Excellence Center

General Timeliness

April 2015

Strategic Action 3.2

University-wide research agenda related to diversity and inclusion issues and identification of incentive, reward, and/or recognition programs and related resources that support the implementation of this agenda.

Key Performance Indicator

Publication of a research agenda related to diversity and inclusion issues.

Responsible Persons

Chief Diversity and Inclusion Officer
Vice President for Research and Sponsored Programs and Dean of the
Graduate School.

General Timeliness

January 2015

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Goal 4 Design, develop, and implement a comprehensive system of responsibility, accountability, and recognition for increasing campus diversity, improving campus climate, and advancing the knowledge base for creating and sustaining a culturally diverse community of learners, teachers, researchers, and workers.

Strategic Action 4.1

Update and/or institutionalize initial diversity assessment and establish a continuous improvement process, characterized by periodic student, faculty, and staff surveys; diversity programs inventories; and other assessments that provide information on areas needing improvement and areas of success.

Key Performance Indicator

1.2014-2015 study led by Dr. Sylvia Hurtado, Professor and Director of the Higher Education Research Institute (HERI) at UCLA in the Graduate School of Education and Information Sciences, for campus climate for diversity perspectives of undergraduate and graduate students, staff, and faculty.
2.Publication and dissemination of assessment and inventory results and implementation by the Diversity Committee in collaboration with the Office for Diversity and Inclusion, colleges, departments, units, and offices to collaboratively design and recommend improvement strategies and identification of successful approaches that should be sustained.

Responsible Persons

Chief Diversity and Inclusion Officer
Associate Provost for Academic Affairs
Diversity Committee

General Timeliness

April 2014 and Ongoing

Strategic Action 4.2

Review and update the University Diversity and Inclusion Strategic Action Plan plan as a tool to monitor goal achievement in the area of diversity and inclusion University-wide consistent with the direction set by the academic agenda and research agenda as a guide for identifying resources to support and sustain diversity and inclusion innovations.

Key Performance Indicator

Publication and dissemination of Updated Diversity and Inclusion Strategic Action Plan, with revised and/or new goals or strategic actions that extend the plan for two additional years (2017, 2018)

Responsible Person

Chief Diversity and Inclusion Officer

General Timeliness

Versions: Draft, September 2017; Final, December 2017

Strategic Action 4.3

Create a task force to review diversity and inclusion aspects of faculty roles and rewards, emphasizing area evaluation process, diversity and inclusion expectations, , and the relationship of departmental expectations to college and University work.

Key Performance Indicator

Incorporate recommendations of task force to address the issues of current concern and planning of future development.

Responsible Persons

Provost and Vice President for Academic Affairs
Chief Diversity and Inclusion Officer
College Deans

General Timeliness

Task Force/Committee recommendations by September 2015;

Implementation Plan to follow in Academic Year 2016-2017

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Goal 5: Develop both internal and external collaborations and partnerships that are designed to build capacity for extending diversity and inclusion education related research throughout the University and to the broader community and other organizations affiliated with and/or serviced by the University.

Strategic Action 5.1

Facilitate the development of courses, programs, and research projects- both on campus and off- that support diversity training and cultural education for working professionals in government, industry, and education.

Key Performance Indicators

1. Creation and marketing of at least two courses, programs, and/or research projects for targeted audiences/
constituencies in government, industry, and education.

2.Collaborative agreements established with other University units-e.g., Education on Demand, Veterans Services, University centers, grant supported programs, and departments– to develop and/or disseminate products and services resulting from the implementation of this project.

Responsible Persons

Chief Diversity and Inclusion Officer
Vice President of Research and Sponsored Programs Associate Provost for Academic Affairs

General Timeliness

September 2014

Strategic Action 5.2

Strengthen ties with local communities by involving individual community members and organizations from those communities in
University sponsored or supported programs and by supporting community efforts to create and sustain a welcoming and respectful environment for all.

Key Performance Indicator

Increase in the number and type of offerings, events, and programs made available to the community and/or formally supported by one or more units within the University.

Responsible Persons

Chief Diversity and Inclusion Officer
Associate Provost for Academic Affairs

General Timeliness

August 2014 and Ongoing.

Strategic Action 5.3

Enhance existing and/or initiate new collaborations with Hispanic Serving institutions that provide mutual benefits for participating institutions and that contribute toward increasing access to and improving the quality of higher education opportunities for Hispanic students.

Key Performance Indicator

Addition of at least two more programmatic connections between the University and Hispanic Serving Institution’s, particularly institutions within Texas.

Responsible Persons

Provost and Vice President for Academic Affairs
Chief Diversity and Inclusion Officer

General Timeliness

September 2015 and Ongoing.

Strategic Action 5.4

Enhance existing and/or initiate new collaborations with HBCU’s that provide mutual benefits for participating institutions and that contribute toward increasing access to and improving the quality of higher education opportunities for African American students.

Key Performance Indicator

Addition of at least two more programmatic connections between the University and HBCU’s, particularly institutions within Texas.

Responsible Persons

Provost and Vice President for Academic Affairs
Chief Diversity and Inclusion Officer

General Timeliness

August 2016 and Ongoing.

Strategic Action 5.5

Establish partnerships with corporations and other institutions to collaborate on issues related to the identification and implementation of effective diversity management practices.

Key Performance Indicator

Increase the number of external organizations working with University entities on diversity and inclusion or cultural-related matters.

Responsible Persons

Chief Diversity and Inclusion Officer
Vice President for Institutional Advancement

General Timeliness

August 2016

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Goal 6: To provide two $500 scholarships for University students by establishing an endowment for University students who promote diversity and inclusion.

Strategic Action 6.1

Develop University support for a scholarship program that includes strategies for enhancing diversity and inclusion and sustaining matriculation levels of entering undergraduate and graduate students.

Key Performance Indicators

Endowment created; scholarships offered.

Responsible Persons

Provost and Vice President for Academic Affairs
Vice President for Institutional Advancement
College Deans
Vice President for Enrollment Management

General Timeliness

September 2015

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Goal 7: Develop and implement programs, activities, and services in all University units designed to increase a culture of inclusion for students, faculty, and staff.

Strategic Action 7.1

Assist each University division, college, department, and unit with the development and implementation of a diversity and inclusion strategic action plan.

Key Performance Indicators

1. Increased programs, activities, and services that demonstrate multiple perspectives.
2. Increased diversity and inclusion programs.
3. Increased university persistence and graduation rates
4. Improved diversity and inclusion campus climate.

Responsible Persons: Chief Diversity and Inclusion Officer

Provost
Vice Presidents
College Deans
Department Chairs
Supervisors
Managers

General Timeliness

August 2014 and Ongoing.

 


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