|Office of Equity and Diversity Strategic Priorities:||Improving Campus Climate|
|Increasing Representational Diversity|
|Leveraging Strategic Partnerships|
|Academic Resources||Discuss diversity/inclusion issues in regular meetings and routine conversations.|
- Track meeting notes and summarize on quarterly basis for reflection.
- Check in with staff 2x year to see what they observe.
|Conduct review of workshop - are there published/posted materials that contradict diversity and inclusion ethos/goals? |
- Complete survey and report.
- Is there evidence? Develop a rubric.
|Consider rate adjustment, credit or other mechanisms to address economic equity issues. For Imaging Lab, how can socioeconomic status restrict students' learning and what can we do to help? For example, we have commonly used photographic equipment available for student use, but should we have more? Imaging Lab will monitor student user sign in logs to help determine the overall need and see what the budget will allow.|
- Measure use and survey users about cost of equipment (access and use).
|Consider diversity/inclusion in staffing decisions. 1) Identify and recruit student staff from underrepresented populations. 2) Make greater effort to attract diverse candidate pool in student searches. 3) Follow search guidelines and seek diverse pool in any non-student openings.|
- Increased diverse hires; increase diversity in candidate pools.
|Encourage staff to attend diversity-related professional development activities, including Implicit Bias in Staff Searches workshop.|
MEASURES: -Participation. -Discuss what was learned. -How has staff participation changed unit practices?
|Continue to collaborate with UMN Makerspace Community-of-Practice, CSE Anderson Labs, CSE Machine Shop, and Regis Center for the Arts|
- What changes occurred and how did it contribute to increased efficiencies and partnerships?
|Advancement||All staff will complete the OED Certificate. MEASURES: -Participation. -Discuss what was learned. -How has staff participation changed unit practices?|
|Architecture||Host facilitated conversations with SOA faculty, staff, and students on the topic of belonging. Event could encourage dialogue and identify ways to improve SOA members' sense of belonging.|
- Participation rate and number of events.
- Summary of recommendations and extent to which they were adopted.
|Develop SOA diversity committee and statement, which would communicate the school's commitment to a broader audience and would allow the school to set its own diversity goals.|
- Was statement developed?
- Change in enrollment numbers/% /change in curriculum/hire instructors?
- Show where it was communicated/disseminated.
|Improve recruitment of underrepresented students through targeted recruiting visits to undergraduate programs with more diverse populations.|
- Increase in percentage of students from underrepresented populations.
- Track recruiting, results, and retention. Create trend reports, including quality and impact on culture of the school.
|Budget and Finance||All staff will participate in spring Implicit Bias in Staff Searches workshop. |
MEASURES: -Participation. -Discuss what was learned. -How has staff participation changed unit practices?
|CSBR||Actively design and develop projects to include diverse groups of stakeholders.|
- Track, report, and evaluate effectiveness of project (consider outside evaluation of projects).
- Include diverse groups in the design.
|Recruit staff and graduate students to the center from diverse perspectives, backgrounds and skill sets. MEASURES: - Track and monitor increased diversity in pools and in hires.|
|Dean's Office||Host lunch with new staff in the spring to check in on the quality of their onboarding. Aggregated feedback will be communicated to all supervisors.|
- Did lunch occur?
- Collect, evaluate, and disseminate feedback to appropriate/relevant people.
|Host meeting with underrepresented faculty to inquire about their perceptions of our diversity climate. Participants will be asked what we can do better to retain them. |
- Did lunch occur?
- Collect and disseminate feedback to appropriate/relevant people.
|Dean will charge Diversity Committee to pay attention to lecture rosters, events, etc. to see who is included/who participates. Committee members will be encouraged to connect with appropriate units if participation of diverse individuals could be improved.|
- Collect data on participation of diverse individuals at events.
|Dean will partner with HR to: 1) ensure best practices in searches, which includes following Search Procedures; 2) pause searches if insufficient number of underrepresented candidates in a pool; 3) insist on one or more underrepresented candidates for on-campus interviews; and 4) track diversity in search committee member and candidate pool demographics.|
- Track participation and trend data; monitor for increased percentages of diverse hires.
|Fund 5 faculty and staff per year who are interested in taking the Intercultural Development Inventory (IDI). Offer will be made on a first come, first served basis. Participants will be asked to meet as a group to help facilitate accountability with their intercultural development plans. |
- Response and participation rate.
|Design in Health||Pending|
|DHA||Host spring department retreat/meeting for presentation/workshop focused on developing more inclusive syllabi and assignments. Ilene Alexander from Center for Educational Innovation will be tapped for expertise. Measures: attendance, faculty who report making a change or requesting further support.|
- Did workshop occur? Participation.
- Number of requests for additional support?
- Number of faculty reporting on changes?
|Develop actionable plan for recruitment and retention of grad students from under-served populations. DGS and Head will draft diversity goals and a plan to be reviewed by the grad faculty. Plan will include early review of graduate applications to screen for possible students eligible for the Dove awards. MEASURES: - Track recruitment and retention; increase diversity.|
|GMD||Present inclusive content in both program and communications. To do this, GMD proposes to initially conduct an audit of current communication and program inclusiveness based on elements of diversity that include ethnicity, age, cultural origin, gender, sexuality, ability, size, and other attributes. The audit will be repeated periodically to measure change and look for areas that can be improved. |
- Was audit conducted?
- What is the schedule to repeat the audit?
- Results of the audit.
- To what extent were changes implemented?
|Present exhibitions that are physically accessible for all guests (Universal Design). GMD has been applying Universal Design principals in the design of exhibitions since the College of Design was formed. However, since many exhibitions are developed with faculty or community guest curators, it is always good to review these principals with each exhibition to ensure that the underlying rationale is understood and applied. This will be reviewed with all involved as each exhibition is developed. |
- To what extent are these principles being reviewed with every exhibitor?
- To what extent are UD principles implemented?
|HR||Promote diversity and inclusion in the college's onboarding and offboarding processes.|
- Reading of docs to look for evidence of diversity and inclusion.
- Summarize changes suggested.
- Survey people who were onboarded and offboarded regarding satisfaction.
|Increase number of underrepresented hires. Actively partner w/Dean's Office and units to ensure best practices in searches, which includes: 1) insist on diverse makeup of search committees; 2) advertise staff positions in publication for diverse groups; 3) pause searches if there are insufficient numbers of underrepresented candidates; 4) participate in staff search committee meetings to determine screening/interview pools; and, 5) increase coaching to hiring authorities, search committee chairs, and search committees to broaden understanding of diversity and implicit bias. |
- Track diversity of committee makeup, screening pool, interview pool, and hires.
|HR staff will complete OED Certificate.|
- Discuss what was learned.
- How have has staff participation changed unit practices?
|IT||For spring semester 2017, Design IT is launching a project to better measure out-of-pocket costs incurred by students in the computer labs. Printing costs can be quite expensive for certain courses. While we know printing costs in total are approximately $100,000 per year, our project aims to collect more detailed information such as costs by course, type of printing, and other categories. Our primary measure of success is the detailed collection of 90% of all non-laser printing costs incurred in the CDes computer labs. We will measure this by comparing total receipts from Gopher Gold as listed in UM Reports to total costs tracked in our new system.|
- Summarize cost.
- Summarize users and non-users (e.g. program, year in program, etc.).
|MDC||We will improve the connections among grad student RAs and project leads. Students reported in the MDC annual review that they liked the office environment, but felt each group hung out separately.|
- Track number of events.
- Track retention.
|We will report periodically on our urban design and community engagement projects that involve marginalized communities.|
- Track number of reports, projects, communities across state.
|We will match or exceed in employment per year the minority ratios of the population of the metro area. This will include students, staff, and affiliates of the MDC.|
- Track diversity of students, staff, and affiliates.
|Landscape Architecture||Work to remove hidden financial barriers (beyond tuition) to landscape degrees for all students. Reduce or eliminate extra fees for printing, materials, software, computer hardware, etc. Provide alternate delivery methods and/or create funds to offset purchase costs of said items. Promote transparency around these costs by being much more explicit about them in program and course materials.|
- Identity money saved/reduced each year.
|Develop resources to assist international students in program with transition to academic culture and life in the United States through curriculum and course revisions, amended teaching methodologies, orientation activities and connecting with existing resources at the University.|
- Identify resources and changes made.
|Begin tracking diversity of guest lecturers, critics, and visitors with overall goal to increase representation. Utilize foundation or other funds to bring diverse guests to campus for fall studio critiques and/or spring studio critiques.|
- As is.
|Student Services||January 2017 unit retreat focused on socio-economic factors related to diversity and student success. Staff are working on action steps related to this issue for FY18.|
- Identify action steps, ways to measure success, and implement. This was the first step exploring the areas that the Diversity Committees's report last year called out. We then folded this into goals in the yearly performance review process.This year our retreat focused on exploring our own cultures (self-awaremness) and our own cultural approach to conflict. We will continue as a group to explore the areas that afect creating a welcoming and inclusive environment for students by educating ourselves and our ways of seeing, knowing, and action-taking.
|Staff will review use of inclusive language in student recruiting publications and orientation materials.|
- Report on changes made. We have been looking at our language in the broad range of materials we create with Admissions and within our unit. Some things are easy, such as not using words like can't and don't when we can use cannot and do not as the elisions are confusing for non-native English speakers, for both students and parents.
|Increase focus on diversity in staff recruitment/searches. |
- Track diversity of committee makeup, screening pool, interview pool, and hires. Our search processes have been critically reviewed and new strategies implemented. WE were successful with a hire last fall where our strongest recruitted candidate was also brought diversity to the group.
|New staff will complete OED Certificate and some staff who have already completed it are participating in post-certificate groups. |
MEASURES: -Participation. -Discuss what was learned. -How has staff participation changed unit practices? I can see cnahges in the awareness and ongoing focus on inclusion in the group. More staff have completed the certificate and two staff participated in the next level in centrally facilitated groups and projects. This is a subtle area in which to track and mark changes.
|Host a dinner with student members of the CDes Diversity Committee and student panelists who helped with the Experience MN event for diverse students last fall. Discuss college diversity climate. |
- Extent to which action steps were identified?
This plan transformed somewhat. The idea morphed into our Diversity Committeee rep, in partnership with a just graduated student rep and the current student rep, taking this on. We discussed effective ways to host students in conversations about climate and felt a team fro the diversity Committee including students and advisor was the way to go. They applied for and received a grant from OED and have hosted two of the three conversations with students. We will analysze the data and move forward from there.
|Continue to partner with the Office of Admissions (and our academic departments) in programming and special recruiting initiatives to increase diversity |
- Track number of diverse students who apply and accept.