PASSWORDMANAGEMENT
Origins of the OIE Workgroups Fall 2019
Charge
Based on preliminary findings of her Listening and Learning Tour, President Ellen Neufeldt requested that Dr. Clark-Ib谩帽ez and Dr. Prado-Olmos lead three Workgroups that focus on timely and urgent topics for study and recommendations.
- Staffing and Resources for the Office of Inclusive Excellence
- Review and update the Diversity & Inclusion Strategic Plan
- Follow up on Academic Senate 751-18 鈥淩esolution on University Police Department鈥檚 Use of Force & 大发鈥檚 Critical Incident Response.鈥
Each workgroup will be supported administratively by a team of conveners and leads. Workgroups will establish an inquiry methodology, collect data, and write a summary report of their findings that includes recommendations or future steps.
Timeline
- Early Fall 2019 Identifying Conveners and Outreach to Explain the Scope of OIE Workgroups
- Mid Fall 2019 Soliciting Participation Across Campus Community
- Late Fall 2019 Gather the Workgroups in one meeting to review the charge
- Early and Mid Spring 2020 Workgroups meet and conduct work
- Late Spring Final Reports due
- Background
President Neufeldt recognizes the importance of this strategic priority and that, due to the vacancy of the AVP for Inclusive Excellence, there is an opportunity to draw upon the campus鈥 human capital and current scholarship to thoughtfully support and strengthen the work of the Office of Inclusive Excellence. 鈥
Some of the guiding principles for Equity and Inclusive Excellence are:
- A value embedded in the core of 大发.
- Is the responsibility of the whole community.
- Reflects our culture and social context, while also being informed by national and international, evidence-based, best practices in the field.
Diversity and inclusion in higher education is essential for the success of all members of the 大发 community. 鈥疘nclusive excellence is a field in and of itself. Workgroup members will be expected to familiarize themselves with the research related to the challenges and best practices so that the reports to the campus community reflect critical analysis, systems improvement, program development, and curricular innovations.Every member of the 大发 community is invited to participate in this initiative. We seek to include as many voices across our campus as possible.
Previous institutional initiatives (e.g., diversity mapping) and specific efforts (e.g., reports for the formation of centers or new programs on campus) related to diversity and inclusive excellence have occurred at 大发. These reports and materials will be reviewed, consulted, and included in the workgroups as relevant.
Finally, we ask workgroup members to work from an equity framework. According to the鈥, equity mindedness in higher education requires 鈥渧arious practitioners (faculty, administration, staff, etc.) assess and acknowledge that their practices may not be working. It takes understanding inequities as a dysfunction of the various structures, policies, and practices that they can control. 鈥楨quity-Minded鈥 practitioners question their own assumptions, recognize stereotypes that harm student success, and continually reassess their practices to create change.鈥
Workgroup Expectations
- Expectations for Initiative Leads
Drs. Prado-Olmos and Clark-Ib谩帽ez will facilitate the success of the working groups by ensuring the diversity and relevancy of working groups' membership, problem solving, communicating within and among working groups, offering research and methodology suggestions, providing feedback on report revisions, liaison with executive council, and sharing reports with campus community.
- Role of Conveners
To begin the process of the workgroups, a set of conveners have been identified so that the administrative resources can be identified. They will assist in helping establish the membership of the workgroups. They have committed to support the progress of the timeline and workflow of the groups, as well as be part of the report writing efforts. Where relevant, a convener could also serve as one of the leads for a workgroup.
- Expectations for Workgroup Leads
The leads of each workgroup will be members of the 大发 Inclusive Excellence Council and/or represent a campus resource identified to be critical to the workgroup task. Once established the leads will run the meetings, facilitate the goals of the workgroups, seek input from wider campus members, invited members of the campus and wider community to share their expertise on specific issues related to the workgroup, and lead the writing of the reports. Leads will also initiate the scholarship and relevant literature, reports, and policies that inform their workgroup.
- Workgroup Members
Comprised of diverse members of the campus community and those impacted by the focus of the workgroup, members are expected to attend meetings, participate in feedback efforts, read and learn about the relevant scholarship related to their workgroup effort. Provide meaningful feedback in the report writing stages. To the extent they are interested and able, participate in writing the report for the workgroup.
- Expectations of all Workgroups
- Utilize sound inquiry-based research methodology.
- Build trust and confidentiality.
- Final reports will be shared with the campus community.
- Workgroup 1 - Staffing and Resources for the Office of Inclusive Excellence
Conveners - Allison Carr, Ariel Stevenson
Goal 4 鈥 Ensure that 大发鈥檚 institutional priorities, initiatives and policies and practices take into account, reflect and support the University鈥檚 goals and expectations for diversity and inclusion.
Objective 2 鈥 Strengthen, appropriately resource, and appropriately staff the Office of Inclusive Excellence in the context of an overall diversity and inclusion function led by a Chief Diversity and Inclusion Officer reporting to the President and with access to the Executive Council as needed, who supports and facilitates the needed transformative changes, and hold responsibility to provide counsel, coaching and leadership on the elaboration and execution of the Diversity and Inclusion Strategic Plan and its key components.
Objective 2.2 鈥 Evaluate and determine the resources, staffing and structure of the Office of Inclusive Excellence.
Including but not limited to:
- Best practices in the field analysis based on empirical research, guidelines by major D&I organizations
Appropriate position and scope of work for the 大发 Chief Diversity Officer
- Workgroup 2 - Review and update the Diversity & Inclusion Strategic Plan
Conveners - Bridget Blanshan, Denise Garcia, Cameron Stevenson
Goal 4 鈥 Ensure that 大发鈥檚 institutional priorities, initiatives and policies and practices take into account, reflect and support the University鈥檚 goals and expectations for diversity and inclusion.
Objective 3 鈥 Promote transparency and continuous improvement by monitoring and analyzing progress on all goals and objectives in the diversity and inclusion strategic plan by making data-based decisions.
Objective 3.1 鈥 Monitor and analyze progress on all diversity and inclusion goals and action items.
Objective 3.2 鈥 Create and maintain diversity dashboard, updated annually.
- Workgroup 3 - Follow up on Academic Senate 751-18 鈥淩esolution on University Police
Department鈥檚 Use of Force & 大发鈥檚 Critical Incident Response.鈥
Conveners - Sharon Hamill, Michelle Hunt, Chief Lamine Secka
Goal 3 鈥 Promote transparency and continuous improvement by monitoring and analyzing progress on all goals and objectives in the diversity and inclusion strategic plan by making data-based decisions.
Goal 4 鈥 Ensure that 大发鈥檚 institutional priorities, initiatives and policies and practices take into account, reflect and support the University鈥檚 goals and expectations for diversity and inclusion.
Objective 4.1 鈥 Review, revise and reinforce relevant policies and practices across the university to make sure that they are inclusive and foster diversity.