Adopted: November 27, 2018 ACADEMIC SENATE of CALIFORNIA POLYTECHNIC STATE UNIVERSITY San Luis Obispo, CA AS-857-18 RESOLUTION ON CAMPUS CLIMATE: OUDI COLLECTIVE IMPACT REPORT, FUNDING, AND STUDENT FEES BACKGROUND: For many years WASC has commented on the lack of diversity at Cal Poly. In addition, Cal Poly has had many instances of hateful and disrespectful activities that have negatively impacted campus climate--- such as the "Black Face" incident that occurred in Spring 2018. The Office for Diversity and Inclusion (OUDI) has proposed a number of initiatives to strategically and collaboratively improve campus climate. The Collective Impact Year End Report (June 2018) is one such important response. The recommendations in the report include a variety of strategies such as cluster hires for faculty, a First Year Experience program for new faculty hires, and additional recruitment resources for the Admissions Office. Moreover, Cal Poly is the most expensive campus for students in the CSU. This presents challenges for Cal Poly in attracting underrepresented students. The University of California which is nominally more expensive, has considerably greater resources that it can use to reduce the effective cost of education for underrepresented students. This need to increase resources has led Cal Poly to establish opportunity grants. However, other sources of money will be needed if Cal Poly is to make substantial progress in addressing diversity and inclusion issues. 1 WHEREAS, Cal Poly has established opportunity grants that will support efforts on behalf 2 of diversity and inclusion; and 3 4 WHEREAS, The Inclusive Excellence Council will be meeting to review the 5 recommendations in the Collective Impact Year End Report of June 2018; 6 and 7 8 WHEREAS, Cal Poly has had success in fundraising in several areas including Athletics 9 and new campus building construction; and 10 11 WHEREAS, Cal Poly is in the planning stage for the next Advancement Campaign; 12 therefore be it 13 14 RESOLVED: That the Academic Senate acknowledges the acceptance of OUDI' s 15 Collective Impact Year End Report of June 2018 and shall strongly 16 encourage the Cal Poly campus to be involved in discussions of the report; 17 and be it further 18 RESOLVED: That Cal Poly shall continue raising funds in support of diversity and 19 inclusion as a continued priority; and be it further 20 21 RESOLVED : That Cal Poly shall establish diversity and inclusion as a theme of the 22 upcoming Advancement campaign; and be it further 23 ' 24 RESOLVED: That the Vice President for Student Affairs and the Provost should report 25 annually to the Academic Senate on the uses of all Campus Academic Fees 26 and the Student Success Fee. Proposed by: Paul Choboter - Math Department, Dianne DeTurris -Aerospace Engineering, Ashley Eberle -Career Services, Harvey Greenwald - Emeritus Academic Senate Chair, Camille O'BryantAssociate Dean, CSM Date: September 13, 2018 Revised: October 12, 2018 Revised: October 24, 2018 OFFICE OF THE PRESIDENT MEMORANDUM Date: December 11, 2018 Copies: K. Enz Finken C. Villa K. Humphrey M. Ewing J. De Leon To: Dustin Stegner Subject: Response to AS-857-18 Resolution on Campus Climate: OUDI Collective Impact Report, Funding and Student Fees This memo acknowledges receipt of the above-entitled Academic Senate resolution. I appreciate the findings and recommendations of the OUDI Collective Impact Report. Diversity and inclusion remain a priority for the university. We will continue to move forward as a community to create the campus climate we envision. University Development's commitme_nt to raise funds for diversity and inclusion, in addition to other areas across campus, will remain steadfast. Our ongoing actions and initiatives focused on diversity and inclusion will result in positive, incremental change over time. Please express my appreciation to the Academic Senate members for their attention to this important matter and for their continued support of diversity and inclusion. CALIFORNIA POLYTECHNIC STATE UNIVERSITY SAN LUIS 08l~PO CA 9J407-lilll0 805.756.6000 WWW.CAI .POLY. EDU • Movingtowardssame goal Common Progress Measures • Measures that get to TRUE outcome Mutually Reinforcing Activities Curriculum Strategy Group Co-Leads: Jennifer Teramoto Pedrotti, Camille O'Bryant, Denise Isom Charge Infuse diversity, inclusion, and social justice into the curriculum to advance socially relevant instruction and prepare all students for the future. Problems Identified The curriculum strategy group tended to focus more on possible solutions/recommendations than actual problems. However, we offer the following four problem areas that are relevant to the recommendations we made. • Need for increased awareness about the importance of infusing diversity, inclusion and social justice into the curriculum or advancing socially relevant instruction. • Need for more professional development opportunities to learn how to infuse diversity, inclusion and social justice into the curriculum • Need for better retention of faculty and staff who are interested in and/or have the expertise to advance culturally relevant instruction • Need for a more defined community of faculty and staff who are interested in/committed to advancing socially relevant instruction • Cal Poly does not have a clear or sustainable record of preparing students for the future as evidenced by findings from DLO Assessment project (2008-2011} or observations from WASC reaccreditation report (date?) Short Term (ST) Recommendations (To be explored within the next year) Recommendation 1: We recommend that each college/unit increase their explicit commit to increasing diversity and inclusiveness awareness, knowledge, and skills, specifically in attracting (and successfully hiring) applicants that value these areas: 1. Each college will develop a College Diversity Statement 2. Each college will develop a position description for an Associate Dean position (either half time or full} that will incorporate specific and significant responsibility regarding diversity and inclusion 3. Statements of Diversity and Inclusion will be required not only for all hires to faculty positions, but also for all hires to staff positions Rationale and Relevance: The College Diversity Statement and requiring of Statements for Diversity and Inclusion serve as outward facing examples of our value for diversity and inclusion. These examples may deepen our hiring pools in both staff and faculty. The addition of Associate Dean positions (or a reallocation of time devoted to these topics within existing positions) allows for dedicated personnel to be responsible for the activities in this section, including assisting with the hiring process and assessment of skills in this area, and in terms of developing systematic efforts at retention of new faculty and staff focused on these areas. Achievable Timeline • Fall, 2018: Developing a College Diversity Statement could be assigned to a committee within each college. Requiring Statements of Diversity and Inclusion is already mandated for faculty and would just be expanded to staff. OUDI could provide consultation if necessary. • 2018-2019 Academic Year: Reorganizing or developing positions descriptions for the Associate Deans is something that could be accomplished rather quickly. If these positions were created as new then funds would need to be identified to determine if the various colleges could support them . If existing positions were reorganized to include diversity and inclusion as a significant portion of duties, additional funds may not be needed. Measurement Efforts • Reports of diversity and inclusion efforts in the college could be submitted by Associate Deans with this area of responsibility • Monitoring of pool of applicants with re: to diversity aspects • Recording of demographics with re: to successful hires • Recording developments in curriculum and/or service work related to diversity and inclusion • If increases occurred in underrepresented faculty or staff, it may also be correlated with increases in underrepresented students; keeping close watch on this to see if this relationship bears out would be important data to collect Recommendation 2: Creation of a "First Year Experience" for all new faculty that consists of attending a specific number of the following to increase cultural competence before full teaching loads are in place. Examples of activities might include (a fuller list could be developed if desired) : • CTLT Book Circle on The Culturally Inclusive Educator • Implicit BiasTraining (extended version) • UndocuAlly Training (all three) • Participate in the summer TIDE program (CTLT) Rationale and Relevance: This recommendation would assist the campus in creating organized opportunities for faculty to begin to develop cultural competence and inclusive teaching strategies, while also making explicit our campus value for diversity and inclusion from the beginning of the hiring process. As newer faculty have reduced teaching loads, some time would be available to spend on these endeavors such that they enter their full load of teaching with more expertise in inclusive teaching strategies and/or cultural awareness. Associate Dean positions (following execution of recommendation 1) could assist in the identification of appropriate activities for this section. Achievable Timeline: • 2018-2019 Academic Year: Development of this First Year Experience could occur in anticipation of the faculty cohort beginning on campus in 2019-2020. New faculty hires could work with their college (or OUDI if necessary) to devise a plan for their first year experience, which would be approved by the college. Report of activities related to diversity and inclusion could be submitted to Dean of each college (and the Provost if desired) at the end of each year. Measurement: • Faculty could be evaluated on this area as a part of their probationary period (e.g., measurement in awareness, knowledge, and skills) separate from the RPT process. Recommendation 3: We recommend that a group be established on campus for young professionals who are devoted to diversity topics and work. This group would be a place where mentoring, professional development, and other topics would be presented in addition to having social events and opportunities for networking and mingling (similar to the Young Professionals Networking Group in the community). Partnering with other community groups (e.g., YPNG, Race Matters, NAACP, etc.) could be explored as well. Rationale and Relevance: Some reports of staff and faculty who have left positions at Cal Poly cite among their reasons the lack of diversity and lack of community on the Central Coast and the San Luis Obispo. A group such as this, would help to lead new faculty and staff to a group of individuals that may be similar to them in interests and potentially demographics . 2 Achievable Timeline: • Fall 2018: Create a "mixer'' event inviting individuals with interest and experience working in areas of diversity and inclusion across the campus to come together • Winter/Spring 2019: Offer 2-4 events focused on various professional development topics (e.g., "Doing Diversity Work at a Predominantly White Institution" or "Creating Community on Campus") given by diversity/inclusion-focused faculty and staff who have been on campus for a longer period of time. Measurement: • Create opportunities for involved individuals to give feedback and evaluations on effectiveness and utility Recommendation 4: We recommend that the University DLOs become ULOs and are utilized as CLO's and PLO's in course proposal and course and program reviews/assessments. 1. Update the existing Diversity Learning Objectives (DLO's) 2. Integrate the DLOs into the Program Learning Objectives (PLOs) for Academic Affairs and Students Affairs 3. Operationalize the DLO's in parallel with Course Learning Objectives (CLO's) for all applicable course proposals and course reviews (i.e. course proposals would require faculty to list which DLO's are applicable to their course and indicate how the course content and assessments meet those objectives) 4. Provide professional development/training on how to write measurable diversity learning objectives (CTLT). Rationale and Relevance: This recommendation would strengthen the University DLO's, establish them as the common university-wide set of measurable goals and work to better integrate and assess diversity and inclusion in course proposals, GEGB course reviews, as well as AA and SA program evaluations. Future campus assessments of student learning around DLO's will more accurately reflect and inform our efforts and success in these areas. Achievable Timeline: • 2018-2019 Academic Year: The USCP taskforce has committed to contemporizing the existing DLO's, OUDI can issue an additional charge to expand that effort • 2018-2019 Academic Year: Consultation for and writing of a senate resolution to include the DLO's in the ULO's and function alongside CLO's • Work with SA to weave DLO's into their PLO's and as part of ongoing program evaluations • CTLT and their Inclusive Excellence specialist will design workshops/trainings around the development, integration and assessment of DLO's Recommendation 5: We recommend that the RPT/WPAF process Include a review of Diversity and Inclusion efforts. 1. Add a section to the WPAF for a Diversity Statement (separate narrative section or in addition to existing narratives on Teaching Philosophy and/or Professional Development) 2. Revise language in the WPAF instructions to include Diversity and inclusion efforts in the Teaching, Research, and Service sections 3. Provide trainings and materials for department and college Promotion and Retention Committees to assist in their assessing of the D&I content and student evaluations 4. Provide training for faculty on inclusive teaching practice and design (CTLT - expansion of TIDE trainings, Inclusive instruction book circles, etc.) Rationale and Relevance: As the University works on recruiting and retaining student with marginalized identities, faculty and staff can have an extraordinary impact (positive or negative) on these students' ability to succeed at Cal Poly. Faculty and staff need relevant tools and resources to become better equipped to create inclusive classrooms, to meet University, College, Department 3 DLOs, and the University values around Diversity and Inclusion. The additions of Diversity and Inclusion into the RPT/WPAF processes, encourages meaningful integration while also establishing a mechanism for accountability as well as an institutionalized means to recognize and reward exemplary efforts Achievable Timeline: • 2018-2019 Academic Year: OUDI, in partnership with departments and colleges already implementing elements of the recommendation, can work to develop best practice models for voluntary implementations in the Fall of 2019 • 2018-2019 Academic Year: Consultation with Academic Personnel to develop strategies for campus wide implementation and any needed senate resolutions and/or contract negotiations • Development of materials and trainings for both faculty members and department and college PRC's Recommendation 6: Expand the current University USCP requirement to two courses, a lower and upper division. Recast/rename USCP to reflect a more critical engagement with issues of Diversity (e.g. "Critical race and intersectional studies", etc.). As is currently the case with USCP, this two-course requirement would be fulfilled through the G.E. program , not as an addition to it. Courses must be reviewed and approved by a committee of scholars with expertise in ethnic studies, queer studies, and/or women's and gender studies. Rationale and Relevance: The most recent university assessment of our DLO's, our G.E. program, and University WASC accreditation, all revealed a need to increase the presence of diversity in our curriculum. Current racialized and gendered issues on campus, along with the student demands that have followed, call for a new ethnic studies requirement. This two-course University requirement would meet that need while not adding to impacted curricular programs . Achievable Timeline: • 2018-2019 Academic Year: With the G.E. Taskforce report due this Spring, the campus will be posed for this change and can begin work in the Fall to write the needed senate resolution 4 Long Term Recommendations (To be explored within the next 2-3 years} (2-4 Long Term Recommendations) Recommendation 1: We recommend that Cal Poly commits to university-wide cluster hires focused on diversity and inclusion such that: • These hires occur every 2-3 years to have a cumulative effect • Sources of funding for money toward new faculty lines should be identified by the Provost's Office (e.g., earmarking some of the Opportunity Grant funds) • Cluster hires that focus on staff also be considered (with an emphasis on experience with underrepresented students and relevant topics) o Faculty interview process with regard to diversity question(s) should be expanded to staff interview process so as to assess staff candidates' past experience related to diversity and social justice driven initiatives; reviewed by OUDI; etc. Rationale and Relevance: This recommendation addresses the need for more underrepresented faculty and staff on campus, and indirectly may bring a better climate for underrepresented students as well. In addition, it asks all colleges to work together to be more explicit about value of diversity and inclusion in their area of campus, and spreads the work across the different disciplines to make sure that multiple voices contribute to the discussion. Achievable Timeline: This recommendation requires the development of funds for faculty lines (via Opportunity Grants may be the best sources; part of the 25% devoted to the campus, perhaps), and requires the continued use of a committee to assess and recommend faculty proposals to the provost (staff cluster could be overseen by existing Student Affairs personnel). Once this funding is developed, the cluster hire could occur every 2-3 years. Measurement: Measurement would be obtained by noting the increase in diversity within pools and after new staff and faculty are hired . This is a longer term goal as it will come to fruition as more positions are filled. Recommendations for the Strategy Group Itself Please provide a brief narrative of your suggestions for the strategy group (i.e. structure, name, charge, constitution, co-lead structure, etc.) The structure of the strategy group worked well. It was beneficial to have more than one co-lead, as multiple views were brought to the planning and process. The meeting schedule allowed enough time to get work done in between meetings, but was stringent enough to keep the group on task. 5 Recruit and Retain Strategy Group 6-1-18 Group Charge This group looks to fulfill our moral imperative to recruit and retain underserved and underrepresented students (URM, pt generation, low income, women in male-dominated fields, etc.). Problems Identified • We do successfully recruit students of color, but can't compete with the financial support provided by the UCs and private institutions • Faculty, staff, and students of color face discrimination in local communities when seeking housing • Campus visits by prospective students are not always funneled through Admissions • On boarding is inconsistent across units and there is a need for mentoring programs for faculty and staff of color • Admissions & Recruitment is not adequately resourced (not enough FTEs/unable to pay volunteers-Poly Reps, Partners Ambassadors, Hometown Heroes) • Cross Cultural Centers are not adequately resourced (not enough FTEs and need more programming funds) Short Term Recommendations (To be explored within the next year) {2-4 Short Term Recommendations) Recommendation Provide Admissions & Recruitment additionalresources (staffing, programming, and targeted scholarship programs) to recruit URM. SMART Specific: Provide opportunities for competitive prospects to build and foster relationships with key campus influencers. Expand currently enrolled student volunteer efforts-Hometown Heroes/ Ambassador . groups. Identify and promote scholarship programs prior to each recruitment cycle. Expand prospect student database across university to help maintain accurate records of recruitment activities throughout campus colleges/departments/clubs/organizations Measurable: Applicant/Yield data analysis; Post event/activity qualitative surveys Attainable: Hire admissions staff to implement robust group tour and campus visitor center program. Hire staff to support alumni/current student volunteer programs ; and universal prospect student database implementation. Provide collateral to promote recruitment activities and scholarship programs. Relevant: Strengthen relationship between prospects and campus influencers Use data being collected by University Advising (Beth Merritt Miller) to support implementation of new programs specifically targeting identified gaps & risk factors. Require all faculty and staff to provide a statement about the role of diversity and inclusion in Higher Education as a supplemental question in all applications and answer a question about diversity and inclusion during their interview Timely: Generally takes an 18 month cycle to recruit the next class of students-begin hiring additional staff with operating budget over next 3-6 months Specific:Examine policies related to identification of 1st gen/Pell eligible/etc. to balance student privacy with the need of Food Pantry, University Advising, etc. to do targeted outreach. Explore possibility of mandatory advising at a specific time e.g. end of 1st year or start of 2nd- use staff and faculty advisors- ensure that all students talk to someone at some point. Target at-risk populations (higher representation of students in need of support for retention) & provide information about resources Measurable: Graduation and persistence rates. Attainable: University Advising currently has a survey, we should continue and provide : additional follow-up conversations . Relevant: This would assist students in reaching their goal and strengthen our work with CSU Graduation Initiative Timely: Review quarterly Specific: Require all faculty (including lecturer positions) to include diversity statements in their application. Require all staff (including MPPs) to answer a supplemental question about equity and inclusion in the application. Faculty already required to answer a diversity question during interview. Include this process for staff through HR providing preapproved sample questions. All staff interviews require asking at least one of these questions. Ask HR to provide a rubric of what constitutes an acceptable answer. Measurable: The measure will largely be whether or not this is being implemented. The EEF report could also include a checkbox on whether or not the diversity question was asked as a supplemental question in the application and during the interview. Attainable: Do we need to get union approval for this in staff applications and interviews? We also would like a process for vetting the sample diversity questions such as sending them out to campus along with a 2 Strategic coordination of efforts to publicize diversity and inclusion resources to all students Provide additional resources (staff and programming funding) for the Cross-Cultural Centers. Create a university-wide snapshot of student volunteers and paid positions around recruitment and retention of underrepresented students. Starting with the survey/feedback process and additional suggestions. Relevant: This sends an outward facing message of Cal Poly's values of equity and inclusion and ensures that all staff and faculty know about and have answered to those values Timely: We would like this to take place by 2019/2020. 1 Specific:Quarterly meetings of representative staff from different offices ; that represent diversity and inclusion programming. Communicate with faculty about text & links to put on syllabi & course websites ( coordinated by CTLT/OUDI/CCC/U. Advising/Campus Health & Wellbeing) to: connect students to campus resources; have consistent inclusion statement; statement encouraging students to ask for help. Measurable: By using a database we would be able to track engagement and usage of the services. We would also need to get feedback from students. Attainable: Yes, through clear communication and timelines. Relevant: Providing a comprehensive resource to assist students by coordinating resources in one place . . Timely: Quarterly meeting to discuss . upcoming programming and services ; Specific: Hire 2 FTE for CCCs and add another ; $150,000 in programming funds. Expand existing programs like PCW and fund new initiatives including monies to send students to conferences and on alternative break trips. Measurable: Staff hired and funds allocated. , Attainable: Reallocation of existing funds and/or donor-driven. Relevant: Provide additional support for SOC : and other underrepresented groups. Timely: In place for 2019-2020 academic year. Specific:A detailed report created through surveying campus entities on their initiatives related to recruitment and retention of URMs. Include: hours of effort by student by 3 Diversity Action Initiatives summary, researcthe efforts made in terms of what requests are made for actions, hours committed to thinitiative/effort, whether effort is volunteer or paid, whose responsibility or who supervises efforts. h e week/quarter/year, staff, faculty; supervisory roles and accountability; assessments/program reviews; unmet demands and goals (recruit, retain whom?). Measurable: Summarize the raw data by targeted population and by recruitment and retention goals. Attainable: Who would be the entity or staff/faculty person who could conduct the surveys and compile the detailed report? If relevant entities responded to the survey promptly, the report could reasonably completed quickly . Relevant: In order to evaluate whether to provide student course credit or pay for effort, whether staff position is needed/appropriate, or whether the work is seasonal or year-round, the kind of effort put in (or that should be put in) need to be assessed. The research is also necessary to understand what recruitment/retention efforts are well met or not met adequately or at all . Timely: By October 2018 , , , . Long Term Recommendations (To be explored within t he next 2-3 years) {2-4 Short Term Recommendatio~s) Recommendation Implement the Exit Interview Protocol that includes exit interviews for all permanent Cal . Poly employees. SMART Specific:We would first like a report from HR on where campus is at already with this process. Beyond that, we recommend a 3rd , party contractor to provide an anonymous survey for all employees leaving Cal Poly along with an optional in-person interview with the 3rd party contractor to collect more ' information. This survey/collection process : would also need to include an informed : consent process where we let the participant : know that if they disclosed experiences like · sexual harassment, the university may need j to pursue an investigation . We would also . stress the need for an Om buds position that serves staff and faculty for an option where . people can vet their options, including reporting options, BEFORE we lose valuable employee~. 4 Create a Housing Liaison position to assist newly hired faculty and staff transition to the San Luis Obispo County community. Develop a mentoring program for new faculty and staff of color and from other underrepresented groups -· Measurable: The 3rd party contractor would provide an annual report outlining trends and data. Attainable: Reallocation of existing funds . Relevant: This would help us have data behind the knowledge that many staff and faculty of color are leaving campus after not having positive campus climate experiences Timely: We would like the report out in Fall 2018 and an Om buds by 2020 Specific: Hire 1 FTE (split between Academic · Personnel and Human Resources) to create partnerships with local cities and governments to assist staff and faculty transition to the community . Measurable: Someone hired into this role or · change offunctions to meet this need Attainable: Reallocation of existing funds Relevant: To combat housing discrimination Timely: In place for 2019-20 Specific : Have each Division of the institution create a mentoring program for incoming faculty and staff as part of the onboarding process. Measurable: Programs are vetted through , HR/Academic Personnel and the FSAs. Attainable: Redirect a portion of staff roles in HR/Academic Personnel to develop mentoring programs. Relevant: This will help new faculty and staff from underrepresented groups make connections quickly and help to create a sense of belonging. Timely: In place for the 2019-20 academic . year. Recommendations for the Strategy Group Itself Please provide a brief narrative of your suggestions for the strategy group (i.e. structure, name, charge, constitution, co-lead structure, etc.) We recommend dividing this group into two groups . One that focuses on recruitment and retention of students and the other on recruitment and retention of faculty/staff . Within each strategy group, there would be a sub group for recruitment and another for retention. 5 Campus Climate Strategy Group For nearly four months (February 2018 to May 2018), a group of Cal Poly faculty, staff, students and administrators met to discuss and develop recommendations as the Campus Climate Strategy Group. Unfortunately, during this period, several bias incidents occurred on and off campus, including a student in blackface, which had a significant negative impact on Cal Poly's community: The incidents sparked student-led demonstrations and calls for immediate changes in the campus climate. Specifically, a group of students, The Drylongso Collective, organized and presented a list of demands to the administration to address the various racist acts that impact historically marginalized and underrepresented groups on campus. In response, the Campus Climate Strategy Group convened and recognized the responsibility to advocate and include, where appropriate, the student demands offered by the Drylongso Collective into the recommendations being offered to OUDI. The student demands provided a salient student voice and further enriched the discussions by the various representatives on the Campus Climate Strategy Group. Charge The Campus Climate Strategy Group was charged with developing strategies and actions that will move the campus climate towards one that reflects the values oflove, empathy, respect, inclusion, and the valuing of differences in order to increase the well-being of all individuals at Cal Poly. Problems Identified The members of the Campus Climate Strategy Group first met to review the previous and current efforts related to diversity and inclusion at Cal Poly. During this time, recommendations collected at the various Collective Impact forums were also reviewed. In the various meetings thereafter, the group focused their discussions on identifying, assessing. and sharing best practices and strategies to ensure a welcoming, inclusive and nurturing environment at Cal Poly. The Campus Climate Strategy Group was asked to look broadly across the various departments and programs to examine ways the campus can enhance their efforts to improve the learning. living, and working environments for students, faculty, and staff at Cal Poly. Several themes emerged highlighting areas where Cal Poly should focus efforts: communication and messaging, leadership investment, partnerships and collaborations, education and learning opportunities, and institutional self-assessment. Several strategies were discussed that target these identified themes and the following priorities were identified: • Communication/messaging o Communicate clear expectation that everyone is responsible for diversity work, campus wide, and should be recognized for such work o Town hall in Spring. and Report Out (State of Diversity) in Fall (highlighting current and historical progress) • Leadership investment o Venue(s) for hearing student/faculty/staff voices o Communicate clear expectations of conduct with associated accountability system (policy, code of conduct) • Partnerships/ collaborations o Community relations (SLO, region, California) • Education/learning o Onboarding of students/faculty /staff and employee orientation • Institutional self-assessment o Campus climate survey and report/action plan Recommendations The following are recommendations developed by the Campus Climate Strategy Group that include both short and long-term strategies that address specific needs for improving the campus climate at Cal Poly: Recommendation 1: Communicate clear expectation that everyone is responsible for diversity work, campus-wide, and should be recognized for such work For Cal Poly to build a campus culture that is inclusive and welcoming, every member of the Cal Poly community needs to see themselves as someone who has a responsibility to make all members of the community feel welcome. As our campus community changes, we need to continue to educate ourselves about issues around diversity and inclusion. Along with personal development, initiatives focused on systemic changes including the development and implementation of strategies to track and measure how everyone on campus is working to build an inclusive campus culture must be incorporated. This recommendation could be measured in a variety of ways dependent on the actual strategies implemented. Specific strategies and measurements that may be utilized include: • Beginning in Fall 2018, highlight existing mandatory and optional diversity trainings for the campus community • Beginning in Fall 2018, intentionally embed diversity and inclusion into new faculty orientation, new employee orientation, SLO days presentations, and club advisor training • Beginning in Fall 2019, annually collect and report out from every college and division how they are promoting and rewarding diversity and inclusion efforts • Beginning in Fall 2019, include diversity and inclusion activities into employee performance evaluations and faculty RPT (retention, promotion, and tenure) evaluations In order for many of these strategies to be implemented, financial and personnel resources will be needed. Trainings and presentations require both financial resources for items such as space and materials, and personnel resources for the individuals who will provide consistent offerings and a presence at relevant activities. This may require additional employees who can perform the work, such as an Associate Vice President for Diversity and Inclusion in every college and division, and additional budget for increasing and maintaining opportunities. Page 2 ofl 1 Recommendation 2: Provide a Report Out (State of Diversity) in Fall quarter and a Town Hall in Spring quarter The campus community is interested in ease of access to information surrounding diversity and inclusion at Cal Poly. The Report Out will provide an opportunity to share our progress, including both successes and failures, thus providing individuals with enhanced understanding, increased transparency, and distinguishes diversity and inclusion as a shared priority for Cal Poly. The Report Out would also highlight the intended direction for the campus for the next academic year. The Town Hall will provide an opportunity for students, faculty, and staff to ask questions and hear from administration - an essential piece in building trust. The Town Hall will provide an opportunity for administration to hear what has worked well, where gaps still exist, and provide information or clarity. This recommendation could be implemented in a variety of ways and we propose the following for consideration: • The Fall 2018 Report Out would be formatted as interactively as possible while focusing primarily on providing information to attendees. • The Spring 2019 Town Hall would be formatted as a question and answer session. While some presentation of the purpose and relevancy may be provided, the majority of the time should be utilized to exchange perspectives, ideas, and opinions. • Topics should address all issues surrounding diversity and inclusion including some of the more difficult topics like campus climate, racism, hostile work environment, sexual harassment, discrimination, and the meaning of diversity • All Cal Poly internal and external community members would be welcomed in order to provide everyone with an opportunity to share their thoughts and commitments to the university • Incorporate various means for participation - in-person, live-streamed, recordings, and other uses and technology - so everyone has an equal opportunity to voice their questions without fear or intimidation • Marketing would focus on the singular event in order to avoid confusion with other similarlypurposed opportunities • Limit the number of panelists and/or presenters so as to avoid confusion or dilute the topic or issue being discussed The Campus Climate Strategy Group proposes the Report Out and Town Hall be coordinated by the Office ofUniversity Diversity and Inclusion (OUDI). As neither are a current activity provided by OUDI, additional personnel resources may be necessary. These additional personnel resources would primarily be within OUDI yet consideration must be given for those departments and individuals with whom OUDI would need to partner with in order to provide these opportunities. Page 3 ofll Recommendation 3: Provide a consistent platform for students, faculty and staff to express feedback about campus climate to administration and other decision-makers Opportunities for students, faculty and staff to provide feedback about the campus climate are often only available as a response to acute incident scenarios. The infrequent availability for these platforms leaves members of the campus community with pain and frustration as a result of overt racism, exclusion, microaggressions, and overwhelming homogeny. As a result, the impact of the acute incident scenarios is amplified. Providing regular, reciprocal communication will allow voices to be heard and campus leaders to proactively resolve issues before they escalate. Increasing conversations inside and outside the classroom will ensure diversity and inclusion isn't just a topic in a time of crisis. Additionally, increasing conversations will improve the ability of university leaders to speak authentically on this topic resulting in greater trust with students. This recommendation could be implemented in a few ways that can be measured using a variety of methods as follows: • Beginning in Fall 2018, student, faculty, and staff voices will be elevated through the piloting of new formal and casual opportunities to meet with leaders with the purpose of discussing campus climate. These should occur regularly, regardless of campus incidents. • In order to ensure the campus community feels confident submitting a biased incident report, beginning in Fall 2018, an incident response plan will be created and implemented. The plan will establish a realistic baseline for biased incident reporting. The plan will also standardize open forums for students, faculty, and staff immediately following an incident while publishing transparent updates on a Cal Poly webpage. • Beginning in Winter 2019, new platforms will be utilized or created that weave in diversity and inclusion. This should include inviting students, faculty, and staff to more public meetings such as Associated Students Incorporated (ASI), Foundation Board, Office of University Diversity and Inclusion, etc), and facilitating more ongoing classroom and meeting discussions through incentivized dialogue training with faculty and staff, to begin in Spring 2019. • Beginning in Fall 2018 and continuing thereafter, campus will see an increase in attendance at both acute and ongoing listening opportunities • Campus climate survey results will show improvement on opportunities for student, faculty, and staff voices to be heard • Beginning in Fall 2019, campus will review results from faculty and staff exit surveys to determine if strategies were successful • Beginning in Spring 2019, student retention rates and Graduate Status Reports (GSR) will be utilized to determine if strategies were successful • Additional details and tactics for consideration are included in the Addendum The Campus Climate Strategy Group recognizes that some of these strategies may take time to produce results, but recommends the implementation of the short-term strategies as critical. The campus cannot wait until the next egregious bias incident to occur before taking action. Additionally, personnel resources will be necessary for this recommendation, and it is proposed that the Office of University Diversity and Inclusion take the lead on the coordination of and administrative support for responding to reports of bias incidents. The President's Office should also be responsible for the coordination of and marketing of the regular listening sessions for students, faculty, and staff. We also foresee University Communications assisting with spreading the word about existing public meetings. Each of these activities will require not only the departments leading the effort to be involved, but also those individuals with whom they may partner. Page 4 ofl 1 Recommendation 4: Communicate clear expectations of conduct with associated accountability systems Cal Poly students, faculty, and staff are lacking a consistent message regarding campus expectations related to campus climate. Each area of campus, and individual, has a different perspective of what a positive campus climate looks and feels like resulting in confusion over campus ideals. Cal Poly not only needs to clearly define standards for a positive campus climate, but also to put into place a clear accountability system for those who do not adhere to campus expectations. This recommendation could be implemented in a variety of ways and we propose the following for consideration: • Beginning in Fall 2018 and implementing by Winter 2019, develop a zero tolerance policy describing the steps taken when incidents of racism occur. Policy should be made available during the admissions process as well as posted to the Cal Poly website • Beginning in Fall 2018, evaluate student orientation programs, Week of Welcome (WOW) and SLO Days, Greek Life, student clubs, and other student organizations to ensure student leaders and other group members are current with policies of appropriate conduct • Beginning in Fall 2019, utilize online platform to create and establish a training focused on empathy for all faculty and staff • Beginning in Fall 2019, partner with New Student Transition Program (NSTP) to incorporate empathy training for students during WOW and SLO Days In order for these strategies to be implemented, time, financial, and personnel resources will be needed. It will take significant time and collaboration across campus to reach shared expectations of conduct as well as an accountability system. Personnel resources would also be needed in order to evaluate the various programs on an ongoing basis which may require an additional work assignment for an individual or individuals. Financial and personnel resources will be needed in order to create a training focused on empathy that ties into our expectations of conduct. Development of online training also requires a significant investment of time to make it engaging and information. Page 5 ofll Recommendation 5: Improve the relationship between San Luis Obispo community and Cal Poly students, faculty, and staff, especially those from underrepresented groups The San Luis Obispo community doesn 't identify Cal Poly students as their own - as valued members of the overall San Luis Obispo city/ county community. Students of color as well as faculty and staff of color don't feel supported or cannot find the resources they need in the larger community, which is less diverse than Cal Poly's student body. The recommendation is to improve the relationship/perceptions of the San Luis Obispo community (and beyond) to Cal Poly students, with a focus on underrepresented students. The recommendation aims to foster allyship between community members and the campus community so that students, faculty and staff feel a sense of welcoming and belonging off-campus, and the SLO community (and even county) will gain increased awareness of the diversity that people of color bring to this area through increased visibility and interaction with students of color . Specific strategies could be put into place to foster allyship, explore relationship-building between community members and students, encourage and promote community service efforts by students in the community, and provide resources for new students, staff and faculty to help widen their networks and help them feel more connected to the community. This might look like: • Beginning in Fall 2018, highlight stories of our underrepresented groups, on our website, through direct media pitching ; on social media; through videos that are put online, on public access television or used in media pitches; in marketing campaigns throughout town; and other ways to introduce students to the community. A redesigned website could drive the narrative and get our stories to an external audience. A marketing campaign could introduce students of color to the community (see bJtJJ.:,_Jf.w~W-llQrtlu:(1_;1 < J. " jou1ual.rorn.Ll 111011 11 I, ~nm1111lQr,1mu11L1l'· dt• 1(1( ( I l l-,; 9772.2.) • Beginning in Fall 2019, organize a Diversity Celebration in Mission Plaza, for on-campus and community (including nonprofit) groups to participate in, with a focus on a broad range of diversity. Make it an annual event, open and accessible to all. • Beginning in Winter 2019 and continuing, gather community leaders together to talk about ways to attract and support people of color who live and work in the area . Increase partnerships with the city, the San Luis Obispo Chamber of Commerce and other groups to improve the climate for residents as well as business owners and find more ways to support and retain them . Find more opportunities to invite the community on campus to engage with students (during Week of Welcome, for example). • Beginning in Fall 2018, enhance communication channels throughout campus to funnel story ideas to communications and marketing teams on stories about students of color. Coordinate with AS!, Student Affairs and other divisions/ departments to learn earlier of community service projects, programs and events to promote their events/raise the profile of what our students are doing in the community. Possibly encourage community service (e.g. faculty members could offer credit). • Beginning in Spring 2019, create a diversity resource guide with a range of resources on campus and in the community, including but not limited to community resources and organizations, faith organizations, cultural clubs, local markets/restaurants/businesses (such as hair salons), media outlets, events and community contacts. It could be organized into various sections - see , , 1 Jill 1 . 1 • L 1 1 , 11 ' 1 • Updated annually, it would serve as a resource for all students but be geared toward underrepresented, marginalized groups to provide increased support and a larger sense of community as soon as they become a member of our campus community. • Beginning in Summer 2019, explore relationship-building in various other ways, such as: community get-togethers or potlucks between students and SLO resid ents, listening sessions and other opportunities to bring various groups together . Page 6 ofll • Beginning in Fall 2019, establish a partnership with San Luis Obispo and northern Santa Barbara county school districts to educate K-12 students on diversity and inclusion. This could include partnering with teachers to allow students the opportunity to teach supplemental material (and tell their story) to students in grades K-12, complementing the curriculum. Some of the ideas within this recommendation could be accomplished within a year, but many of the ideas are ongoing, long-term commitments to increase awareness and foster better understanding, empathy and sense of belonging between the campus and external communities. While we have identified beginning dates for the proposed strategies, we recommend that the final product may not be evident until a later time. The overall recommendation could be measured by a handful of metrics such as number of story pitches, news releases, story coverage, community service hours, and/or even a survey of community members to gauge current and future views. These ideas will take better coordination and communication between many departments, divisions and groups on campus. For this reason, time, financial, and personnel resources will need to be available. Personnel from University Marketing and University Communications would be involved to coordinate and facilitate marketing and communications efforts. Students would be engaged to work on the diversity resource guide (and annual updates. Perhaps one could turn it into an app?). The campaigns, events, resource guide, and other suggestions would require a budget for production. Page 7 ofll Recommendation 6: Enhance the onboarding of students, faculty, and staff and embed into new employee orientation learning opportunities related to diversity and inclusion Vision 2022 states that Cal Poly "will have an enriching, inclusive environment where every student, faculty, and staff member is valued." That Cal Poly will "create a rich culture of diversity and inclusivity that supports and celebrates the similarities and differences of every individual on campus." And that "recruitment and retention of faculty and staff will be drive by professional development opportunities ... " In order to achieve this vision, a positive campus climate, and a rewarding space in which to learn and work, Cal Poly must focus efforts on the effective onboarding and orientation of students, faculty, and staff. Through effective onboarding and orientation, the university can highlight the priority we place on a diverse and inclusive climate. As a result of providing opportunities to learn of these priorities, including how we define them and what they entail, we will not only benefit from greater retention of our students, faculty, and staff from underrepresented groups, but also move toward a richer and positive campus climate. Specific strategies could be put into place to highlight the value of diversity and inclusion, promote learning about unconscious bias and its impact on our relationships, encourage allyship, and provide resources for new students, faculty, and staff to connect with others in the campus community. This might look like: • By Fall 2018, student orientation events (SLO Days, WOW, etc) would include an emphasis on the value of diversity and inclusion at Cal Poly • By Fall 2019, onboarding of students would include dedicated sessions to learning about the definition of diversity and inclusion, strategies for how to avoid bias and discrimination, and approaches for being inclusive • By Fall 2018, faculty and staff orientation sessions would include an emphasis on the value of diversity and inclusion at Cal Poly • By Winter 2019, onboarding of faculty and staff would include opportunities to learn about diversity and inclusion, awareness of unconscious bias, and strategies for being inclusive. These learning opportunities would be required for management (MPP) and confidential employees and strongly encouraged for all others • By Spring 2019, opportunities to learn about being an effective ally would be offered to new and existing students, faculty and staff • By Fall 2019, Cal Poly will provide a diversity resource guide for all new students, faculty, and staff to connect to campus and community resources, including a special focus on those resources available for individuals from underrepresented groups While some of these strategies already have dedicated personnel, many are not within the current scope of their roles, thus additional time, financial, and personnel resources would be necessary. Campus-wide working groups would need to form, both for student efforts and separately for faculty and staff efforts, in order to collaborate, partner, and share resources for implementing these strategies. Developing and producing learning opportunities requires expertise, about the subject as well as effective learning strategies, and takes time to produce. Personnel resources would need to be made available in order to take on these additional responsibilities which may require additional staffing. Also, budgetary resources would need to be made available in order to supply space, materials, and the resource guide. Page 8 ofll Recommendation 7: Conduct a campus climate survey with a clear action plan for how report findings will be utilized It is crucial for Cal Poly to cultivate a welcoming and inclusive climate for individuals of all backgrounds. A campus climate survey will provide Cal Poly with a better understanding and assessment of how members of the campus community relate to and interact with one another on a daily basis. The results of the survey will highlight areas of strengths and weaknesses at Cal Poly so the campus can focus efforts appropriately on improving the working and learning environments at Cal Poly. The following are strategies to make the distribution, analysis, and resulting efforts of the campus climate survey of impact at Cal Poly: • By Fall 2018, create an outcome report of 2014 Campus Climate Survey. Provide a comprehensive report of the outcomes and deliverables that occurred as result of the 2014 Campus Climate Survey. Report should also include survey results and outcomes that were not implemented and provide a rationale. The 2014 Campus Climate Survey Committee should be consulted for input and development of report. Outcome report should be presented via forums, websites, print, and other venues campus-wide • By Fall 2018, assess all recent, current, and forthcoming surveys being administered across campus to avoid survey fatigue and duplication of efforts • Beginning in Fall 2018, create a new Campus Climate Survey Committee. The new committee should include campus-wide representation of students, faculty, and staff, with a focus on formulating research design and survey questions. The committee will consult with scholars who study this type of research/scholarship throughout the research design and survey construction process. The committee will actively reach out to student, faculty, and staff groups to solicit input and feedback, including input from area experts like SAFER, Office of Equal Opportunity, Cross Cultural Centers, Human Resources and Academic Personnel, and Office of University Diversity and Inclusion • Beginning in Winter 2019, pilot test new Campus Climate Survey and allow time for revisions before campus-wide distribution in Spring 2019 • Maintain a subset of 2014 and subsequent survey questions to ensure longitudinal study, change over time, and analysis for each survey instance The Campus Climate Strategy Group anticipates this to be an approximately 2 year process - 1 year for development, 2 months to promote, 2 months to administer, 5 months to analyze, and 3 months to operationalize with tangible deliverables. The results should provide Cal Poly with a current temperature of campus climate, and ensure findings and future tangible deliverables are equitably distributed across campus. Given the Jong-term commitment of this endeavor, we recognize time and personnel resources must be made available. This planning, distribution, analysis, and delivery of the survey will require ample collaboration and significant investment of people and time. While we anticipate the Office of University Diversity and Inclusion may take the lead on this effort, we also know the effort will require thorough input on both the development and the results. Page 9 ofl 1 Recommendation s for the Strategy Group The Campus Climate Strategy Groups proposes several ideas for how this strategy group can be utilized moving forward. • Utilize the group for providing clarity on recommendations, input on proposed strategies prior to implementation, and providing feedback on campus efforts • Utilize select members to track and measure the implementation of recommendations • Utilize select members to collaborate across campus on various subsets of recommendations • Utilize select group members to combine with others across campus who can focus on providing communications and marketing efforts • Transition the group into a platform for students, faculty, and staff of all backgrounds to share feedback, including projects, progress, and concerns Page IO ofl I Addendum Additional information related to recommendation 3: Provide a consistent platform for students, faculty and staff to express feedback about campus climate to administration and other decision-makers 1. Emphasize the bias incident reporting web page and Campus Police contact info for all campus audiences via email and in all ongoing trainings (faculty/staff orientation, WOW, etc.) so all campus community members feel confident if they need to report an incident. 2. Create a campus incident response plan to be implemented after any future campus incidents of bias or racism, including 1) timely open forums for students, faculty and staff to have their questions answered and speak directly to university leadership; and 2) transparent communication via website and email to inform campus and external audiences like parents/alumni of the steps taken to remedy the situation and preserve a safe, civil environment. 3. Recommend, incentivize (via evaluation/RPT) and provide training to faculty regarding how to discuss issues of diversity and inclusion in a classroom context so students feel they have a regular opportunity to share their perspectives. 4. Evaluate the ongoing calendar of administrative meetings open to the public (ASI, OUDI, President's Office, Foundation Board) and promote them to students so they know of all opportunities to make their voices heard via existing platforms. 5. Elevate the voices of staff and faculty who work directly with students (like professional advisors) to the leadership level through quarterly roundtable discussions with 10 professionals at a time to respond to growing concerns before they become a major issue. 6. Establish "Open Air Lunches" once a month at 805 Kitchen where students can have a free lunch with administrators and discuss what's on their mind regarding campus climate. Page 11 of 11 Black Students at Public Colleges and Universities A SO-STATE REPORT CARD By Shaun R. Harper and Isaiah Simmons USCRace and Equity Center @ FORDFOUNDATION A grant from the Ford Foundation funded the production and dissemination of this tcport. The USC Race and Equity Center gntcfully acknowledges Ford's genei-ous support of our research, and 1111 the other ways it demonstrates serious commitment to raclal equity. The authors gntcfully acknowledge Shareef Ron McDonald for inspiring this project. Opinion, expressed hctcin belong entirely to the authors and do not RetCSSllrily represent viewpoints of the Ford Foundation or the Trustees of the University of Southern California. &comm~nd~d dtation: Harper, S. R., & Simmons, I. (2019). 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C Bt, T . I Ut il ,. lb1 ,..." ' SIDdll!li!,,ls\m,nity ... ,., ..• 35,11 20.7 l.1.2 18.1 •7.6 ;, 45:l 2.2:; ·~· Horllella>lnllliadlllqondledlr,qy l ,1 1.1 11., 111.1 ...... ,u .,.o •l'l ,0 u '" lkwM!m>M!till,riy ,., -0.!I ....55.6 11,9 ll.l 44,0 ·12,9 11 27:l t.00'" illl,mlyoflkw- ,., ,. 50.I ,., .... J.l) lJ.1 ,..." ... ·~· ,., 4.4 lil,7 u.o 11.6 20.l -1.5 " "' w.st!mllewMmllimtr 31.3 99:l :'il.00 .. 23 24 •• GIJIOEREQ!loY COIIPIIl10NEQU"1 ILACII FACULTYSRIDOO-T0-11.ACK RmO NEWYORK B..,.,._,\lo!wnly ~lll~ateolslandCIJll Cl!II-Nllr.dColiilt CUN!BrooldynCol"' lll'lltlyCollo!, ClltlH1111!rtolq CIMY.kmJ,yColloll!ol!ltiml-llllYlnronCoiloll! ClltYl)leeMDJU.,. ClllY!crtCollop r•,i.i,itmc.u.,, Sllll!Brnoil1!dW ,., Sta.mvidcEqui ty Index Score,., SS.1 .... ... "11.J .... ,.. .. 21?1 u,"~ ·= 14.8 17.l ·10 llD.l 39.9 u U.4 ......... 141G 94:l 1.15 ,. .... 48.8 51,4 117.2 ...• " 30:l uo lU 17.8 ,.. 83 .6 38.4 ·~ 46.9 51.S 1964 "' 52:1 2.75 2.28 .... tu ., SU o.s .... ... ,,.. " u.s ,... ·~· 11.8 -a.a. 70 .9 29.l 52.,2 llH 21:l :!.25 ~· .,U I 11.1 ... ..• u ....... LILI Ui"" .... 17.1 •.. 65.9 S4.l ,.. .!8.5 -I.I 1588 40 40;1 1.75 ... 17.I ·1,5 II~ u., ,.. s1.e ·M ... " 2.n'"' 11'.8 11,1 11.1 n., 17,8 U .I 17-1 17.I ..., ·1L3 •M ·10.8 -u.o -1-3 14 .1 61.9 ..,., 54 .'7 58.0 57.9 as.t 53.2. ~,., n.1 11,6 II .. ...·~·.,., L7 42.1 1,8 ,... ... 311,8 11 .... to ,.., 50.8 "·' .., H.l 11'6.., .... ,.. A 1015 .., 2.Ul•••....-14.l ,u .... . "' 61.7 .... .,,... 1., I"'JUl 46:1" .. tl" 61 17!1.. 99:l IU 46:1 UhJ I 2.,75 HO ,... LU 1.U l ,!10 I.SOIt .J; · U u.1 ..... ,u 10.• A .... ·U 59.t ll'.M!lltJof/iirtlC..'riyollllcimall ... 15.1 , r~ 0. 1 1'... ... o 141' " IIIM!liyofToo,IJ u.s ·3.5 ' C S5.2 -.... l.l 19.4 43.t ·2'-4 1477 67:l 1.75 WliltltalellillIIIW!IY COMPl£IIOll(qJ!Tl BUO:SJUDEIT·JO.ll.ACkFAClll.n1moBIUITT PENNSYLVANIA Statewide Equity ,., lndex Score !-.,.llir.nr{dl'ol~ so.o ,.., ,., 53.8 ·11,7 29 :1 1.89 ClmlmnlyolP""'lilldl •LO ..... -0.5 .... ..,.. ..• ..... "' ,., ,.. 14.f "·' "' , l.U ... r;..,.11,;,riyd""'*"" . . SS.9 46,1 41.0 ss.1 ·14.9 ...EJSt~•lllliluJ!llilmlyolPemsylya,i, ,.. ...•u u U.4 41.l -14,9 L,O ....S4.8 45,2 1., .12.6 ,,... ·20.9 12.12tilalalliwn!yoll'!nns!l,,11io -2.0 ,u42 ,5 57,5 U,I lU 54.7 -RUKit!lmllilffllYal~ 14,2. .... "" ... 15 ,,.. 48,3 •U,J 1.tslrdHa.. lli;,.,;ty ,., 1.u. ·4,6 45,0 ss.o 11., ,.,,40.2 .52.0 -11.9 19911 LOO--.ti•""'1Mllia ... ~4.t ... .... ... 14,2 47.1 ,... ..... 6L' -21.a ...Mllemilollm,r,Kyof"""1twnia ,. -s., ...32.0 47.8 •15.8PonnsylnS!ao~ .... ,... -0.1 .... ,., ,.. 14.i -U .,., ,.o .... as.a -11.8 ...~St,ttu.-.nilJ,\ilola ...., ~, ..., ..., ..~Stellnlnlly-leMr lU 4LO "'11>,JmaSla!lmril-leil:s u .t ·1,7 50.9 ,., SS-7 •14.J l'lo~IID~ rc ,g \1 .... ... 43-1 ·11.9 "' '" ,.,,..,_Wlltriyi!le-lolnd ..... 41,l ,., 67,7 •31,0 fow-/lllni,Sllllmoniy~ .., 14.! -9.S .,. .... -u .2'"' 41,2 -13.9""'1syl,amaSU!ellt,riy-oolefAll!il>eny20.11 14 ,2. 4M ,., , "·' .... .. ,...8) .7 Ll H,I: c 1 .,Ptnosym,Stn~ .. C I.. .. . ,11.2 ,.... -1:u LOO .... 51 ,1 · 15.1 l'!nns,ma~ellmmy-l,hish\'>il- u .. u ,, 24,1 ·l. l ,,. 101:1 1515~ 1/nt.fflilyds..tlCamli~lmto l!MolyofS.Ol'.arolatl/3U 12.1 · U.3 -u: 731,I 40.6 ., .... 17.5 7LO • U ,..,., •1.9 .. tlOG u•• l!:5:1 .!.S!l uo Mnlhropllwe,sity 31!.l ·1 .6 7LO 29.0 14.7 Sl5.7 ss.1 1., 13115 60:1 us SOUTHDAKOTA REPRESOO'ATIOIIEQUm G!NO£R6)UITT COMl"Ullllf(QUITY 11.ACKSTUIIElfl'•TO-IUClFACllllYRITIO Statewide Equity Inde x Score ,.,_,;lxil Sll<> ,., ... •O,t >LI 11.1 U,.1' -u , I uo-.ty ,., tl.l .,.. ltl!-2.19 LnrUnimity J7.7 •., 112.7 33.0 -10 ,3_Sbll_, u ....•l:t,1,u samlloitlon •. 50.t .. 88:1Sta•ll1lveo!y 34.4 , 11.102 1.25" l.!14 1)$1111be,f-Sbbllfm\J 14.1 ... 4J.0 0 1.5 use u l ,U SIJlllossS~•Unifflllly 8.t.15 31 .9 21,6 -11.0 144 48:l LU "' ll "" ,~ ,.,sTnlmSlulld!onil ·M 57..L ..... ... 4).7 ·14-1 1.75r.... MM1o1ema1oodUnro,mty -13.1 IJ,1 JI,& 411.-4 · 5.6 ... .... .... l EUTlmllN~T"" 1L7 '" 14S4 10! 14 :l !.7$r.... 11.11un1"'oity-OJll,geSooon lJ,5 "·' ·10.J ,.., 4S.S ,,.. -u.1 .., u,,u 51.5 ... A 45.$ 1410TallN~ 10.D 57.4 42.6 ·-· 37,4 ··-·.., 49:1 2. 50T""IINillM!illJ'lll~usllvoti lJ.5 · 6.3 ,u .,., "' ... llJLO tt.o lU .... 31.J -n.s lt rl. 1,UTomMIIIMnly-llqnlll ...54.7 4S,l L6 190 24:lr... MMUn.-..lJ-ianAmDnil 07.1 .... 10-1 ....-11.1!,ml.&Mlllilenly-Tt:lllbna 14.9 .... ,.. 55-l "' 57.7 42,l 1.4 54 .8 ..., 2811 10-..L uoremSta•Univmly U-5 ·M ",. • U1.... lrll'"""Jti - • 42.l 51.1 14,2 .... -u'" "" 6-4:1 .t.671..,,- ~lllior,iJ u .s ,.. 9:U ,., 37.5 41,l ".... r· ... .. , ~-1!:l"""*t~- < ... ·lit.I"·' .. "" l.U 2.00Unilwyolllo..,,!Hlwlal, lJ,5 -5-8 ... 30,4 13.3 lnilnlyof- u .... )1.1 LS 15.$ ..., ,S :l ,.. lliil'enil)'of_V-_ 17.J u.s 1B 57.S 42 .5 1,2 1,.• ·•-1 275 :1 llMIIJolllx1lllms .... 1'.S ... S7.J 41-1 l.O ,o •• • J ,l .. 11:1 IIIIYersityolillrthTmntlilJlas H. S 1s.o 6!1..5 31 ,5 u.2 ,u . 5,3 11 38!1 --,o11msa,....,. n.9 U ,S .... .... n.a ,., ..... 1011 Unt,o,IJoll..,dAustill ... u., -9.3 63,0 37,0 .., 10 .ll ·11,9 " .. 11:1 .,,-.&yolltmafllllas ,,.. ·'3 ., ....·l"-1 .. .,,,"·" ..,lllil'enil)'ofl..,atBPaso ll,5 ·10.9 58 .0 14,3 39 ,0 .u.1 .. 11,1 --,o11 ... 111- ·-· a .s .., 91.f 41 .4 ..• .... 31.I L6 ,_.,. 1St1 111/versityolloosatlj{er ·,.,-· u .s -4.3 6:Z.S ,,. ,.. 42 .2 .,.a .., 16 18 :l tliallyof lmsoldlePoniUlcl! ... .... . .. 37.0 H,0 19.31 ... .,.s 11' 40:1 l/lllldyolTO>iRi>l'rudeYall,y 13.5 .13,9 45 .1 54 ,1 io.4 40.S -6.! .. .,, .., ... !tmllN\mlnly ·-u· "' ·U 4 a. , ,,. .... ... .u... , I ,., " 100 ,1 I 0.10' 31 32 UTAH Statewide Equity Index Score "' u 0.1 ..., ·0,4 ,u.I• M.... S9,li "'' 15.9 63.O 41.5 25.7 -l.7 _,_, -9.l 2-4:1 2 .25 ,., .., JL> 11.9 11.1 37.1 ·lU J4,:1 IUCICSTUDENWQ.81.ACIFAaJLRllATIO VIRGINIStatewide Equity lln1Dpl,,1to,.,,_, ,.. H.J ·14,8 ColieloolWillmandlloy u ....-u.2 lloo/JI-IIWo,ly ,... tU -J.1.,4 ... 12,J ·17.1--lllilffllyLo.,,.,,,illiwntY ... tU •ll.4 0~Doom,ill""ily 31 ,1 ..., ... ~.-.i~ 15-S H-1 .,.o UolMilyofl!alyilashi111011 .. 22.J ·lS.4 -.t}d\tJl,ia u ,u •I i.I Umr!>us .., WlllqtooSimill/WIiiy ... -~ilMlst, .., -2., GBfDEREQUIJY 47.1 52.9 ,., ........ ... ss.o 1.1 .., .... ,.. 55.1 ..., 0,$ ,... o .t ... 56.S 43,2 .., CONPLETIOIIEQUITY 45.9 ... -7.t. 87.9 ·2,0 ,.. .... -9.1 47.5 57.1 ·9.5 S,.t et.I -1n.e 54.6 70.4 •15.7 0 ILACISTUDDlf.TO-BU.CIFACULTYUTID 71:l .. "' 46:l 1 "' " H:11 ... U:l MO u, ... 3.00 t.25 2.SO WESTVIRGINIA R!PUSEITATIOII~ Statewide Equity Jndcx Score l.79 ---failmSUO,~ ,.. 0,6 ""DIREOUJJY COIIPLETIOIIEQUJJY n.o ·S.6 8U0l STllDBIT-TO&ACKFACULTYRATIO 64:1 :z.oo ClmloillbrC..,. u ,., U-7 •17.!I 1.00 ... ,., 44.B •7.J 26:1 3.00HanllalllnnlJ Slefrl,,dlll"'11y u ,., ,., .... 57.1 ,,.. ....·11-2 ... " ni1 ,.., l!!sllbrtyl/wllly .., -2.5 .... ,., 29 .I ....· H.S 49 0,75 ilrlliq/r,ia~ ... H,S 83.S 19.1 ,..•15-2 11 11 UlO .., ... ..., ll ,O 20.0 ·16 .1w,,rn;nolloners!yhs!ioteolechrrolol'I ,., ,. "',. ,.. 34 • • CONPLETION(OUITY 8UCImrDBn-1'0-BlACK RIIIOFACULTY WISCONSIN Statewide Equity Index Score 1.6947,9 ·1.l ..... -to.a 71.4 84.l -12.7 ,.,, 4L5 -tLO 24.! 59.8 -21-5 31:1 ,..."' ,,. ..,,· 14 ,0 ~"'-1"·' "·' ,...14.2 -39.3 79 15 5:1 1,25 21 ,4 ,~, -ts .I u~ ,_,," ,...32,6 61,! ·18.B 100 6'1:1 31.0 SU ..fl. 7 ,.., .., < ~" ,~, 41.& ·15.l 30 LSI) 29,G 57.4 -11.1 c;a ..., u, WYOMING Statewide Equity Index Score 1. 7 5 RIPRl3MAIION Gl!IDSIEll'/lllEQUITY - ~-.£il (lah ,.,111...tyof-lai 6U, U.9 il1Molyaflll>1lilt-utloae ... I.I -7A .... .... illMllllyo'-- ,., •.. -~· ..,.1 ,., .....IIIIMIJo'- &.':: illrooiyoff(,anirt-0,hb,I, ,.. .., -5.6 IIMalyd- .. u ,.,Uniloin-l'lattedl! u -7.1 .. .., • LS-. a1-r• illivemlyollils

AS-180-85 Resolution on Strategic Planning

Abstract

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AS-180-85 Resolution on Strategic Planning

Abstract

Extracted data

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