Inclusive Excellence Plan

Introduction 

We have the expectation that the Inclusive Excellence Plan drafting process will take 6-12 months and require many drafts and redrafts of which this is the first. Although we have had some successes in addressing academic success and diversity issues through Plan 2008, Equity Scorecard, LEAP, and the 2008 Campus Climate Study, several of our goals remain unmet or partially unmet. We want to make sure that we develop the Inclusive Excellence Plan in an iterative way with input from all aspects of the campus community. The planning process has been initiated by diversity groups, and they will be joined in the development of future drafts of the plan by campus leadership groups, such as Chancellor’s Staff and UPLAN, who have responsibility for developing and implementing the plan. Consequently, we will ensure that the Inclusive Excellence Plan will be an all-University plan.    

Description of the Program 

Inclusive Excellence is the umbrella framework under which the UW System and its institutions will move forward in coming years to address strategically equity, diversity and inclusion beyond Plan 2008.  

The central premise of Inclusive Excellence holds that UW System colleges and universities intentionally need to integrate their diversity efforts into the core aspects of their institutions—including academic priorities, leadership, quality improvement initiatives, decision-making, day-to-day operations, and organizational cultures—in order to maximize their success.  

At UW Oshkosh, Inclusive Excellence is a University-wide initiative designed to enhance student academic success by expanding diversity programs to include more than race and ethnicity.  IE emphasizes student success and all the competencies necessary to ensure all students have a positive educational experience.  Its goal is to share the outcome of student success across the University by bringing in faculty as a critical tool in student success. 

Current State:

Over the past several years, UW Oshkosh has conducted numerous studies looking at academic success and diversity issues across the campus.  These studies include: 

• Plan 2008 
• Equity Scorecard 
• LEAP 
• 2008 Campus Climate Study 

Based on these studies, the University concludes that it needs a more systematic approach to reaching its goals of enhanced academic and student success.  There is also a need for greater awareness of diversity. 

Historically, diversity has been seen in terms of race and ethnicity, and to a lesser extent, gender.  With Inclusive Excellence, the campus can now look at diversity in the broadest possible sense and create processes that bring traditionally marginalized groups into the discussion of how to create a learning and working environment that capitalizes on the strengths of individuals and provides mechanisms to narrow achievement gaps.  

How is Inclusive Excellence different from prior diversity initiatives? 

First, Inclusive Excellence is different from prior diversity initiatives because it is focused on closing Access and Success gaps for all students.  As an institution, we are committed to providing Access to students.  In fact, Our MISSION is to serve people by: 

• Providing students with access to a high-quality, affordable, comprehensive education that enables them to develop their general intellectual capacities, specific interests and abilities through academic programs and personalized student development services. 

With Inclusive Excellence, we plan to provide Access to all students but will add the focus on enhancing support to ensure the closure of student Success gaps. 

Second, in the past, diversity initiatives have focused on recruitment of students based on race and ethnicity considerations.  Programs have emphasized increasing the number of students of color in the UW System.  While some progress has been made in achieving this goal, recruitment efforts are only one aspect of diversity.  Recruitment is important but retention of these students, especially through to graduation, has been more problematic.  In addition, race/ethnicity considerations are not the only measure of diversity.   

Inclusive Excellence is a broader concept looking to support student success by reaching every aspect of diversity.  This broader concept includes, but is not limited to: 

• Race/Color 
• Ethnicity 
• Gender 
• Age 
• Religion 
• Sexual/gender orientation 
• Non-traditional students 
• Veterans  
• First generation college students 
• Transfer students 
• ESL students 
• Disability/Ability Status – physical and mental 
• Socioeconomic status/class 
• International status 
• Marital status 
• Family status 
• Academic preparation/educational status 
• Employment status 

In addition, faculty, academic staff and classified staff are seen as an integral part of success for a diverse student body.  They must be much more pro-active in student engagement.  They must reach out to students both in the classroom and outside to ensure academic excellence.  Faculty, academic staff and classified staff must have knowledge of all services available to facilitate access and success of students.  This is a fundamental change from prior programs.  The weight has shifted from students managing their own success to the entire learning community supporting student success and excellence. 

Third, another main difference between prior diversity initiatives and Inclusive Excellence is that the latter will expand its scope to include the climate issues of faculty, academic staff and classified staff.  Faculty and staff provide role models and offer support to all students.

Lastly, and perhaps most importantly, Inclusive Excellence will be integrated into the University’s Key Operational Plans, Strategic Plan and Governing Ideas.  Each Operational Plan will have Inclusive Excellence components that every Unit and Program will incorporate into its day-to-day operations. 

Governing Ideas/Core Values

The University of Wisconsin Oshkosh COMMUNITY VALUES: 

• Diversity and Inclusivity. We believe that a university community connects the perspectives and backgrounds of diverse social and academic groups of people. To meet this aim, a university community must be inclusive in its composition and support a civil atmosphere and a tolerant environment for learning. 

• Engagement and Support. We believe the vitality of ideas is supported by mutually reinforcing relationships that involve students, faculty, staff, administrators and the broader community. The student-faculty relationship is the most central relationship in the University. This spirit of engagement also must extend beyond the borders of our campus as we seek to stimulate, serve and shape our society. 
• Social Awareness and Responsiveness. We believe that educators and students should explore and engage the challenges that confront regional, national and global communities, using their intellectual and creative capabilities to understand, investigate and solve problems. Social awareness will allow us to respond to domestic and international needs for equitable and sustainable societies. 

The value of Inclusive Excellence is championed in all we do and aligned in all governing practices, particularly our key operational plans. In 2005, we developed a set of Key Operational Plans to allow UW Oshkosh to better align and enhance our resources. The seven Key Operational Plans are:  

• Academic Program and Student Outcomes Assessment Plan  
• Enrollment Management and Student Support  
• Human Resource Support and Development  
• Facilities Master  
• Information Technology  
• Finance and Budgeting  
• Advancement and Relationship Development  

The refinement of the seven Key Operational Plans and Strategic Action Initiatives designed to implement the plans is on-going and provides the framework for integrating Inclusive Excellence initiatives into the core aspects of the institution’s planning and day-to-day operations.   

The Initiation of the Inclusive Excellence Plan 

Broadly speaking, the Campus has created a theory-based, research-driven process to integrate in an on-going way data from the Equity Scorecard, Plan 2008, LEAP and the 2008 Campus Climate Survey as the basis for critical decision-making on issues of inclusion and diversity. 

The Division of Student Affairs under the direction of Vice Chancellor Petra Roter has begun to look at how Inclusive Excellence can be implemented in the Division.  Making Inclusive Excellence a process-driven as well as a metrics-based outcome, this group is looking at how to build Inclusive Excellence skills and competencies into its staff and predict the state of IE in the future.   

This work by Student Affairs is an example of a new way of approaching Student Affairs under the Inclusive Excellence initiative. It represents IE expanding across the University in the way services are delivered to students. 

The Goals, Challenges and Proposed Initiatives 

RECRUITMENT OF STUDENTS, FACULTY AND STAFF AND OTHER ISSUES OF ACCESS: 

• Increase efforts to ensure the largest and broadest pool of applicants/candidates in recruitment by identifying best practices 
• Provide Cultural Competency training for those staff members in student academic support positions 
• Expand and enhance the role of Admissions Liaisons and add retention specialists  
• Provide relocation support and assistance for trailing spouse/partner 
• Provide year-long program of support and mentoring for new faculty, academic staff and classified staff 

RETENTION OF STUDENTS, FACULTY AND STAFF 

• Provide academic and social support to new faculty and staff.  Expand outreach efforts on campus to students to enhance feelings of belonging and support. 
• Create opportunities for shared experiences across diverse groups in a safe environment to improve understanding of difference  
• Provide economic support for professional development and collaborative research on issues of Inclusive Excellence 
• Provide training of chairs/supervisors on diversity and inclusivity issues in the work unit and classroom 
• Create mentoring programs that provide professional development opportunities 
• Have senior administrators publically support campus climate issues and inclusivity  

ACADEMIC AND SOCIAL STUDENT SUPPORT 

• Provide skills and knowledge to faculty, academic staff and classified staff to support diversity  
• Create opportunities for the safety, comfort and care of diverse students 
• Provide training to those in student academic support offices to adopt a language of validation and support 
• Increase the number of diverse staff representing campus groups and provide them with the means to support student academic success 
• Organize and measure outreach efforts to identify best practices: 
• What sources (schools/programs/environments) produce students with the greatest likelihood of success? 
• What are the key indicators of success for students? 

FACULTY AND STAFF DEVELOPMENT ON ISSUES OF INCLUSION/CULTURAL COMPETENCY

• Make demonstration of commitment to inclusivity a job responsibility for all faculty, academic staff and classified staff 
• Provide incentives for professional development in Inclusive Excellence 
• Provide Inclusive Excellence workshops to familiarize the campus community with its purpose and demonstrate how it will improve the community.  This is the main task of the Council of Equity and Affirmative Action. 
• Have every Search and Screen committee communicate the value of diversity and inclusivity in the recruitment process 
• Provide staff members the skills and knowledge to support diversity; for example, conflict resolution, mediation, group facilitation, diversity circles 
• Change the renewal, tenure, and promotion processes to include Inclusive Excellence 
• Provide merit value/credit for faculty who provide service on inclusivity efforts; for example, supporting   organizations focusing on campus climate and inclusivity issues 

COURSE/CURRICULUM CULTURAL INFUSION 

• Create a diversity course requirement for students.  Course should include a mixture of social identities, social groups, social class, privilege and concepts. 
• Require a diversity workshop/training for supervisors/department chairs (see inclusivity training on previous page) 
• Ensure student learning outcomes and concepts related to Inclusive Excellence are included in all class syllabi 
• Provide student learning outcomes based on high-impact and effective educational practices that include: 

• Ensure that course evaluations speak to issues of inclusivity and diversity in the classroom 

METRICS 

• Revisit the DFW data from the Equity Scorecard and identify the most problematic Gateway classes 
• Evaluate the structure, content, and pedagogy of the Gateway classes 
• Consider changes to format of Gateway classes; for example, enhanced tutoring support 

ENHANCING PARTNERSHIPS 

• Require all new courses and programs to demonstrate an inclusivity component 
• Finalize the reorganization and structure of the delivery of student academic support services 
• Create more hybrid and online courses that demonstrate inclusivity 

EDUCATIONAL PIPELINES AND FINDINGS IN SUPPORT THEREOF: 

• Evaluate and quantify the effectiveness of Bridge programs, including: 

• Identify skills and tools critical for college success 
• Evaluate the effectiveness of pre-college programs: 

• Evaluate whether enhanced scholarship programs and financial aid improves student success  
• Answer the question of how outside work impacts student success 
• Evaluate whether older students (non-traditional students)/transfer students demonstrate better academic success 
• Conduct a study of students to determine what services would better support student success and how those services should be delivered 
• Formalize and expand the Second Year Experience program 
• Use mentoring programs to enhance recruitment and retention efforts (peer, social, academic, professional) 

EDUCATIONAL OPPORTUNITIES THAT FOSTER RESPECT FOR DIFFERENCE 

• Ensure that community service and support for Inclusive Excellence is publicly acknowledged and supported 
• Expand mentoring programs for faculty, academic staff, classified staff and students 

LEADERSHIP AND ACCOUNTABILITY FOR PROGRAMS WITH METRICS: 

• Ensure there is demonstrated commitment by senior administration to the value of Inclusive Excellence 
• Ensure there are resources allocated in support of inclusivity efforts 

INSTITUTIONAL RECEPTIVITY AND BUILDING ON THE WORK OF THE CAMPUS CLIMATE STUDY 

• Ensure that traditions and celebrations are inclusive 
• Expand the use of and support for diversity affinity/resource groups 
• Revisit the climate study results to stay familiar with identified challenges and better understand ―unofficial culture‖ – processes that often exclude marginalized groups from decision-making.  Identify what is ―our history‖ and what should be changed.  
• Seek out senior administration’s commitment to and role in improving climate 
• Compel units and departments to have discussions around issues of climate and inclusivity 
• Communicate widely the University’s policy supporting job flexibility and design in reasonable accommodation 
• Improve knowledge of services that support reasonable accommodation in the learning environment 
• Provide training to supervisors and department chairs to be sensitive to issues of work/life balance 
• Demonstrate support of job flexibility in design and implementation to permit enhanced job satisfaction 

CLEARLY IDENTIFY THE ROLE OF THE COUNCIL OF EQUITY AND AFFIRMATIVE ACTION AND ITS TASKS AND EXPECTATIONS 

• Provide training to campus community on purpose of Inclusive Excellence to departments and units 
• Assist the Office of Equity and Affirmative Action to meet Affirmative Action Plan goals for employment 

CONNECTION AND TRANSPARENCY OF INCLUSIVE EXCELLENCE PRINCIPLES ACROSS ALL KEY OPERATIONAL PLANS, COLLEGE PLANS AND UNIVERSITY STRATEGIC PLANS 

• Identify senior administration diversity officers and work to improve understanding of their roles by the campus community 
• Improve the campus community awareness of the affirmative action planning process 

In addition to the goals proposed above, the following have also been proposed for consideration of inclusion in the Key Operational Plans.   

Plan 1: Academic Program and Student Outcomes Assessment Plan 

• Include all areas of diverse members of the student population within metrics 
• Establish a baseline on participation rates of underserved students prior to beginning the Compass Project Pilot Study.  Assess student outcomes after building capacity to support academic success through student participation in a broad set of high-impact educational practices  
• Address the high failure rate in gateway courses through course enhancement  
• Provide curriculum infusion of diversity and inclusivity issues preceded by a campus-wide curriculum review to establish a baseline from which the impact of professional development and other enhancements can be measured 
• Require each college/unit to plan for inclusion of equity and diversity in a measurable way; including assessment and measurable outcomes.  Establish a level by which success is rewarded and non-compliance is addressed in a formal way 
• Establish an annual equity scorecard key indicator report through the Office of Institutional Research 
• Expand and enhance existing precollege programs for underserved students 
• Develop additional precollege programs for underserved students 
• Improve coordination and centralization of services for underserved students 
• Encourage campus involvement of underserved students 
• Highlight achievements of underserved students at the university in publications, programs, and promotional material 
• Develop and deliver staff development programs for all faculty, academic staff, and classified staff. 
• Increase integration of speakers, programs and activities that deal with racial/ethnic/equity issues into mainstream of campus activities 
• Expand, replicate or adapt successful curricular models that incorporate multicultural experiences and perspectives 
• Develop First Year Experience for all students that focus on diversity, equity and community 
• Determine the role and interrelationship of various diversity committees and groups on campus  
• Incorporate a reward system for faculty and staff who champion diversity, issues of social justice and equity through their disciplines and with their students 
• Include a SOTL grant specially aligned to IE 
• Include a Faculty Development grant in both teaching and research that is specifically aligned with IE 

Plan 2 : Enrollment Management and Student Support Plan 

Recruitment 

• Develop an alternate fee structure for bridge and remedial courses to avoid reducing first year students’ funding for the cost of these programs  
• Increase offerings of remedial and support programs for students admitted with low ACT/SAT scores both on and off campus 
• Develop Partnership School Program 
• Expand and enhance existing precollege programs for underserved students 
• Develop additional precollege programs for underserved students 
• Increase number of underserved students who participate in all university program for youth 
• Expand and intensity efforts to recruit underserved students from high schools in the UW Oshkosh service region 
• Develop Partnership Communities outside the UW Oshkosh services region 
• Increase Graduate student recruitment efforts 

Retention 

• Develop a method of transitioning support from liaison admission counselors to minority retention program counselors once students are on campus 
• Improve coordination and centralization of services for underserved students 
• Encourage campus involvement of underserved students 
• Develop and deliver staff development programs for all faculty, academic staff and classified staff 
• Increase integration of speakers, programs and activities that deal with racial/ethnic/equity issues into mainstream of campus activities 
• Expand, replace, or adopt successful curricular models that incorporate multicultural experiences and perspectives 
• Develop First Year Experiences for all students that focuses on diversity, equity and community  

Plan 3: Human Resource Support and Development Plan 

• Include in performance appraisals and goal setting a specific criterion of a demonstrated commitment to and support of diversity and equity  
• Educate faculty and academic staff on the rights of classified staff with respect to climate and work/life issues 
• Increase communication of position vacancies to underserved students/faculty/staff through special mailings, personal relationships and institutional networking 

Plan 4: Facilities Master Plan 

• Install gender-neutral/family bathrooms in all campus buildings 
• Maintain power door functionality – required by ADA Section 504 legislation 
• Locate lactation rooms in various areas over campus 
• Develop a priority snow-removal plan so that individuals can use a designated route to move through campus during heavy snow weather  

Plan 5: Information Technology Plan 

• Add a place on admission forms, employment forms, etc. to capture LBGTQ metrics on students and employees 

Plan 6: Finance and Budgeting Plan 

• Develop an alternate fee structure for bridge and remedial courses to avoid reducing first year funding for the cost of these programs 
• Seek additional sources of financial support for underserved students 
• Increase integration of speakers, programs and activities that deal with racial/ethnic issues into mainstream of campus activities  

Plan 7: Advancement and Relationship Development Plan 

• Develop a donor plan for funds to be used for enhancement of accessibility on campus for disabled students/employees/public 
• Highlight achievements of diverse people of color at the university in publications, programs, and promotional materials 
• Increase integration of speakers, programs and services and activities that deal with racial/ethnic/equity issues into mainstream of campus activities 
• Determine the role and interrelationship of various diversity committee and groups on campus 

Plan 8: Inclusive Excellence (to be determined) 

• Implement a modified tenure clock policy to facilitate work/family balance, leaves 
• Create awareness of the exit interview opportunity through the Office of Equity & Affirmative Action 
• Develop exit interviews across units that follow best practices and use the feedback from these processes 
• Establish a training requirement for students/employees on harassment, bias and hate crime prevention 
• Carry out existing Affirmative Action Plan goals and objectives 

Prepared by: Inclusive Excellence Leadership Team 

• Pamela M. Lassiter, JD (Team Leader) 

• Irma Burgos 

• Dr. Liz Cannon 

• John Palmer 

• Dr. Carleen Vande Zande 

November 4th, 2009

Inclusive Excellence Key Operational Plans Appendices