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PHASE II IMPLEMENTATION PLAN

DIVERSITY AND EQUITY

November 1, 2008

SECTION 1 / EXECUTIVE SUMMARY

UNK’s Phase I Strategic Plan aims to achieve national distinction for excellence among institutions

of our kind -- public, residential, primarily undergraduate universities. Many of the Strategic Plan’s

development goals pertain specifically to teaching, scholarship, and other operational functions. But

the Plan also states expectations, grounded in analysis of our mission, about the character of the aca-

demic community and learning environment we will maintain, with respect to considerations of di-

versity and equity. Those objectives shape all aspects of the plan, and they reflect similar values stated

in policies, plans, and other guidance issued to govern all University of Nebraska campuses by the

University’s Board of Regents and Central Administration.

To assemble a comprehensive view of UNK’s situation with respect to those principles and goals,

and to chart main directions of advance, in 2007 the Chancellor commissioned Cheryl Bressington,

AA/EEO Director, to form a planning task force and develop a Phase II plan for institutional diversity

and equity. The 14-member group, composed of individuals having appropriate interest or expertise,

began work in September 2007. It shared its analysis with the Strategic Planning Committee at key

points. The text herein reflects the group’s work as revised to accommodate comments and sugges-

tions. (Members of the group are listed in Appendix A.)

This Phase II Plan for Institutional Diversity and Equity is one of a family of implementing plans,

several of which address diversity and equity goals pertinent to their assigned subjects. In that con-

text, the role of this Plan is to highlight pertinent initiatives identified in other plans and to identify

cross-cutting or supplemental steps that will reinforce UNK’s institutional commitment to these core

values and aims.

UNK’s situation with respect to established diversity/equity goals is improving but mixed. Since

joining the University of Nebraska, UNKs curriculum has been enriched with Cultural Diversity

courses, a Women’s Studies Program, and more recently by an Ethnic Studies Program. The student

population has diversified markedly, with a large influx of both international students and students

of color from Nebraska and surrounding states. Within the faculty, representation of women has also

improved, although not as quickly in senior ranks as in lower ranks. On the other hand, minorities

remain underrepresented in our faculty and at some levels of administration, and a recent climate

survey found that women and people of color still encounter instances of offensive conduct. Student

persistence data indicate that our retention and graduation rates for most minorities continue to lag

those of white students. Recently, moreover, some observers fear the gains of recent years may be

transitory -- subject to reversal based on the ebb-and-flow of state and national politics.

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Generally, the main opportunities identified in this plan – and in UNK’s family of Phase II imple-

menting plans -- to improve our situation are as follows:

•Organization: We can improve administrative oversight of our relevant plans/activities by

restructuring our organization.

•Faculty Composition: Targeted planning and additional training within colleges, as well as

new resources, will help to diversify our candidate pools in faculty searches. Visiting faculty

programs would also be valuable. For faculty, enhanced mentoring is a notable interest and

is therefore a priority in this plan.

•Multicultural Education – in Academics, Student Life, and the Workplace: We can enhance

the formal and informal curricula that educate students, staff, and community about

diverse cultures and that make UNK a hospitable, supportive environment for all.

Key initiatives include expansion of the ethnic studies program, informational

programming for students and employees, and systematic training on key issues.

•Campus Climate: To maintain a healthy organization, and in particular to address findings

of our campus climate survey, we can clarify and broaden awareness of UNK’s applicable

policy and behavioral standards at all levels and in all units. And we must take every

opportunity to assure all members of our community that our commitment to these goals is

enduring, because it is central to our mission.

The initiatives outlined in this plan (and the outcomes they seek), and those identified in other

Phase II plans, are designed to move us closer to our strategic ambition: to be a truly exemplary educa-

tional institution and learning community. In the end, however, although it is important to have these

plans and programs, much depends on the personal commitment of each individual to the values

and principles identified here as core. In that sense, this plan as call to action speaks directly to every

member of our campus community.

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SECTION 2 / PURPOSE AND PLANNING PARAMETERS

I. Mission, Vision, and Values: Within the University of Nebraska, all campuses are governed by goals

and policies that are established by the University Board of Regents and implemented through the

Central Administration. This Phase II implementing plan has been informed by and aligns with that

guidance, which includes:

•ThePresident’sStatementonDiversity,whichcommitstheUniversityofNebraskatoprepare

students for a world of diverse cultures, to foster campus climates centered on mutual respect,

and to create student and workplace communities that reflect a multicultural society.

•TheUniversityofNebraska’sStrategicFrameworkDocument,whichcallsforclosemonitoring

of campus climates and seeks specifically to address underrepresentation issues in the faculty

and to increase enrollment and graduation of persons of color.

•UniversityofNebraskaBylaw4.1outliningtheobligationsimposeduponmembersofanaca-

demic community, which include the duty to respect the dignity of others.

•BoardofRegentsPolicyRP-3.1,EqualOpportunity/AffirmativeAction,which(a)requiresthat

employees be equitably treated without regard to individual characteristics other than

employment qualifications, quality of performance, and compliance with University policy,

(b) establishes guidelines for AA/EEO planning, and (c) sets personnel standards and

procedures to address employment and promotion opportunities for women and minorities.

•1991and1993Regents’goalsrelatedtogenderequityandminorityaffairs,andsubsequent

plans and reports, which called for continued attention to recruitment and retention of

people who add cultural, ethnic, racial, and gender diversity within our student body,

faculty, and staff.

Those principles are echoed in a variety of UNK policies, plans, and procedures. Most important-

ly, however, they are rooted in the institution’s fundamental self-concept as a university, and they are

reinforced by the strategic ambition to be excellent and exemplary among our national peers. UNK’s

2007 Phase I Strategic Plan makes this abundantly clear. In examining the imperatives inherent in our

mission, it identifies the following central values:

•Wemustprovideaninclusiveacademiccommunityandfosterineachindividualthe

attitudes and skills required by responsible life in society.

•Wemustcreateacampuscommunitywhosediversity–ethnic,experiential,geographic,

intellectual, etc. – is itself an educational resource.

•Wemustprotectandnurtureaclimateofmutualrespectgroundedinprinciplesofacademic

freedom and academic responsibility.

1.OnJanuary23,2009theNUBoardofRegentsissuedastatementaccompanyingeffortsto

embrace diversity. The NU General Council also issues implementing guidelines for campuses.

This plan aligns fully with the Regents statements and implementing guidelines.

Furthermore, broad goals adopted in the Phase I Strategic Plan include (a) strengthening mul-

ticultural aspects of both the academic curriculum and the informal curriculum that structures

student life, (b) recruiting and retaining a more diverse faculty, staff, and student body, with increased

numbers of underrepresented populations, (c) collaborating with regional organizations to promote

respect for all cultures and peoples, and (d) promoting a campus climate centered on mutual respect

and equitable treatment for all.

In sum, the University of Nebraska at Kearney regards a diverse social, cultural and intellectual en-

vironment as an inherent characteristic of a university that decisively shapes its academic curriculum,

scholarly activity, workforce and student body, community institutions and dynamics, and impact on

individuals and society. We want our community to reflect the multiplicity of human characteristics

including cultural backgrounds, perspectives and viewpoints, values, and religious beliefs. We em-

brace the full variety of human attributes encompassing race, gender, age, sexual orientation, gender

identity, human capacity, life experience including veteran status, and ethnicity. We aim deliberately

to create an equitable, hospitable, appreciative, safe and inclusive campus environment – one that

honors the full spectrum of all community members’ contributions.

II. Situation Appraisal: As indicated earlier, the institutional values underlying diversity and equity

goals require actions in all major spheres of campus activity. We are not concerned only with employ-

ment matters, although they are of course pertinent. Our concern is the character of our learning en-

vironment and campus community. This planning process began, accordingly, with a comprehensive

review of our situation with respect to diversity and equity goals. Of major assistance in that regard are

the following three studies.

•2006-07ProgresstowardDiversityReport,preparedfortheUniversity-wideDiversityCommittee.

•2007ReportbytheChancellor’sAdvisoryCommitteeonGenderEquity.

•2005UNKClimateSurveyReport.

Major features of our current situation are as follows.

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A. ORGANIZATIONAL STRUCTURE

Across campus, many units have planning and operating responsibility relevant to the diversity/

equity goals established in our Phase I Strategic Plan. In fact, the trend at UNK over time has been to

disaggregatethatresponsibilityratherthantoconsolidateit,aswehaveestablishedspecializedoffices

and advisory groups with charters tailored to particular perspectives and needs.

•TheHumanResourcesOfficeoverseesemploymentpolicy/practice,andtheAA/EEOOfficein

particular oversees policy, plans, and activities promoting a diverse workforce and ensuring

compliance with nondiscrimination policies.

•Facultyhiring,compensationandadvancementareregulatedbyacademicpoliciesandthe

collective bargaining contract.

•Thecurriculumiscomposedbyourfaculty.AWomen’sStudiesProgramandanEthnic

Studies Program are located in Academic Affairs. Cultural Diversity courses are overseen by a

special committee.

•AWomen’sCenterislocatedintheDivisionofStudentLife.

•TheOfficeofMulticulturalAffairs(OMA)inStudentLifepromotesawarenessofallcultures

and helps with recruitment and retention activities particularly with respect to American

multicultural students.

•TheInternationalEducationOfficeinAcademicAffairsoperatesrecruitmentandstudent

support services for international students. It acquired its student services mission from a

combinedinternational/Americanstudentserviceselementin2000;thecombinedofficethen

evolved into what is now OMA.

•TheAdmissionsOffice,inAcademicAffairs,conductsoutreachactivitiestoU.S.

populations that are underrepresented in our student body.

•TheOmbudsperson,seekswaystoresolveindividualconcerns

informallyandconfidentially.Thisoffice,untilapproximately2000,wasjoinedwiththe

AA/EEOOffice.

•Wehavehadtwocampusadvisorycommittees,oneongenderequitymattersandoneon

minority affairs. These groups have interacted with similar University-wide committees and

worked to inform the Chancellor and others of issues pertaining to their interests.

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This dispersed array of entities results, in large part, from a laudable effort to address particular

needs with dedicated staff. In retrospect, however, we devoted somewhat less attention to developing

ways to evaluate our situation comprehensively and to guide our programs cohesively. At present our

senioradministratoronthesemattersistheDirectoroftheAA/EEOOffice.

Butthatofficehasafocusedcharterandisunderstaffedevenforthoseduties.Muchofwhatdeter-

mines our character as an inclusive educational community is beyond its cognizance. Recognizing

this, in the summer of 2000 the UNK Chancellor established a campus-wide committee on diversity,

tomonitorprogresstowarddiversitygoals.Itsmembersrepresentedavarietyofofficesresponsible

for activities relevant to diversity on campus, as well as units whose collaboration was important to

achievement of our goals. It reported annually to the Administrative Council about ongoing initia-

tives. Although it served a useful purpose, it was an ad hoc group that lacked planning authority or re-

sponsibilityinitsownright,anditceasedworkinapproximately2003.Nocomparablecampus-wide

grouporofficeexiststoday.Themostrecentreport(2006-07)preparedfortheUniversity-wideDiver-

sity Committee observes that we lack a campus-wide forum to facilitate comprehensive oversight and

development of collaborative strategies, and it hopes that this Phase II Plan will address that need.

B. POLICY/PLANS

A variety of documents state University-wide and UNK policies and standards with respect to

diversity and equity. A partial list of University-wide statements is provided in the Mission, Vision,

and Values, discussion above. At UNK we have the following policies within the cognizance of the

AA/EEOOffice.

AffirmativeActioninEmploymentPolicy

AffirmativeActionRecruitmentPolicy

Equal Educational Opportunity Policy

Equal Employment Opportunity Policy

Policy on Nondiscrimination in Institutional Services to the Public

Nondiscrimination Policy

Nondiscrimination Policy Statement

SexualHarassmentPolicy

Consensual Relationships Policy

SexualHarassmentandDiscriminationGrievanceProcedures

This network of interrelated and overlapping postures attests to UNK’s interest in, and history of,

addressing major issues visibly and authoritatively. At the same time, these policies address only a

subset of our challenges and opportunities in this area – and it is a subset that reflects mainly legal

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mandates. What such a list lacks, in the view of many observers including members of the Diver-

sity and Equity planning task force, is a commitment expressly grounded in overarching mission im-

peratives – i.e., in the essence and responsibilities of an educational institution. This deficiency is

much like, and may reflect, the disaggregated nature of our administrative structure with respect to

these issues. One purpose of our Phase I Plan and this Phase II plan, therefore, is to state a unifying

commitment and program that reflects inherent values raising diversity and equity to institutional

priorities at UNK, and that reaches all aspects of our activity. The Mission, Vision, and Values discus-

sion above responds directly to that interest.

As we may lack overarching policy, we also lack an overarching plan on diversity/equity matters.

TheAA/EEOOfficeproduces,perBoardofRegentspolicy,anannualanalysisofunderrepresentation

inUNKoffices,whichshouldbeusedtoguideemploymentplanning.Butthis,onceagain,addresses

only a subset of the range of relevant factors and issues. This Phase II plan is an initial attempt to de-

fine and address a wider action agenda.

C. THE CURRICULUM AND PEDAGOGY

As UNK has grown into its University role, and even earlier in its history of growth into a compre-

hensive institution, it has increasingly incorporated national and international society as the subject

matter of its teaching, scholarship, and service and into its concept of student development. A key

step has been to diversify the content of the curriculum – and to give prominent attention to the roles

of multiple cultures in our history and future. Nearly a decade ago a University-wide consultant, Dr.

Joe White, advised us that much of diversity strategy depends on progress in diversifying the curricu-

lum, which is, after all, what a university is about.

Main features of our academic landscape now include:

•TheWomen’sStudiesProgram,whichwasfoundedin1987,offersamultidisciplinary

academic minor, and sponsors a student honor society and a variety of activities on campus.

Enrollmentintheminorhasincreasedfrom4in1995to20in2007(24in2006).

•TheCulturalDiversity(CD)program,whichoriginatedin1994withtherequirementthatall

students take CD courses as part of general education, and which includes courses

contributed by all colleges.

•TheInternationalStudiesProgram,whichoffersanacademicmajor/minorandmanages

exchange,studyabroad,andinternshipprograms.Between1995and2007,enrollments

increasedfrom6to37inthemajorandfrom5to10intheminor.

•TheEthnicStudiesProgram,whichoffersaminordrawnfromavarietyofdisciplines.This

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relatively recent initiative was initially suggested by Dr. Joe White and was established as a

campus goal in 2000.

As UNK’s student body has diversified (see the discussion below), and as we have incorporated

new content into the curriculum, the Center for Teaching Excellence has sponsored a variety of pro-

grams reviewing challenges, opportunities, and best practices for faculty in a multicultural setting.

D. THE STUDENT BODY AND STUDENT LIFE

UNK’s student demographics have changed significantly over the last decade and a half (since

we joined the University of Nebraska). Although we remain a predominantly white institution, en-

rollment of people of color, multicultural students, international students, and nonresident students

has increased markedly (while enrollment of Nebraska residents and white students has declined).

InpartthisreflectschangesinNebraska’spopulation,andnotablytheinfluxofHispanicpeoplesin

communities throughout our region. It is also attributable, however, to concerted outreach efforts by

marketers and recruiters and to an improved campus climate for students from diverse backgrounds.

Majortrendsinthecompositionofthestudentbodybetween1991and2007havebeenasfollows.

•In2007enrollmentofAfricanAmericanstudentsreachedthehighestleveleverachieved,

nearlydoublingthe1991total.

•Similarly2007enrollmentofHispanicstudentswasanall-timehigh,morethandoublingthe

1991total.

•2007enrollmentofinternationalstudentsmorethanquadrupledthe1991number,

amountingto7.6%ofourentirestudentbodyand9%ofourundergraduatestudentbody.

•Asian-Americannumbershavegrownslightly,whilethegeneralpopulationofwhitestudents

has declined.

•NativeAmericanstudentnumbershavedeclinedsomewhat.

•Thenumberofstatesrepresentedinourstudentbodyhasgrownfrom25to45.Thenumber

ofcountrieshasremainedrelativelyconstant(47in1991;46in2007),withahighof54

achieved in 2004.

From a representation standpoint, then, with the exception of lackluster results for Native Ameri-

can communities, our general situation has improved substantially over the years.

As for comparative retention and graduation results, however, the numbers tell a somewhat

different story.

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UNK graduation rates for all categories of minority students lag those at similar institutions na-

tionwide. And freshmen retention and six-year graduation rates for some minority student groups at

UNK are significantly lower than those of white students. For instance, for the Fall 2001 entering class

thefreshmenretentionratesforHispanicstudentswas80%,forblackstudentsitwas66.7%,andfor

whitestudentsitwas82%.Forthatcohortthesix-yeargraduationrateforHispanicstudentswas40%;

forblackstudentsthatratewas25%;forwhitestudentsitwas58.7%.

UNK’s retention rates for nonresident students are lower than for resident students, and the gap

between nonresident and resident retention at UNK is substantially larger than at other University of

Nebraska campuses. For the Fall 2001 entering class of nonresident freshmen (not including interna-

tionals)thefreshmanretentionratewas75.6%,whileforNebraskaresidentsitwas82.4%.Inthatco-

hortthesix-yeargraduationratefornonresidentswas43.6%,comparedto58.7forNebraskaresidents.

Clearly there is more to do, to help Non-Nebraska and underrepresented minority students stay

on course in their programs and find a satisfying place in our living and learning environment. We

havedeployedavarietyofinitiativestothatend:GreekorganizationsforHispanicstudentshavebeen

formed and are active; dozens of recipients of our multicultural community builder scholarships

support many high-visibility programs; major annual conferences on campus provide our students

meaningful opportunities to showcase UNK for prospective students; the ethnic studies program el-

evates the place of these subjects in our curriculum, and so forth. This is, however, an effort requiring

coordinated and continuing attention and action across the campus.

E. FACULTY AND NON-FACULTY WORKFORCE

Diversity, particularly among the faculty, is a matter of high interest to important constituencies.

The last two decennial accreditation reviews conducted by the North Central Association urged us to

improve on that score. Also, the University-wide consultant Dr. Joe White advised us that a critical

step in any diversity plan is to address underrepresentation issues among the faculty. It is plain, in

short, that success by that measure is seen by many as a key indicator of institutional quality.

Our progress, overall, has been uneven. We have larger numbers of multicultural faculty (includ-

ingnonresidentaliens)thanwasthecaseyearsago–11in1991vs.29in2006(anall-timehigh).And

thatgrowthhasoccurredwhilethenumberofwhitefacultyhasdeclinedslightly(to280from285).

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Butthemulticulturalsegmentofourfacultystillamountstoonly10%ofthetotal–andnumbersin

ethnic categories are so small that a loss or gain of a single individual will produce wide variations in

multi-year comparisons.

Growth in representation of women on the faculty has been more significant – rising steadily from

80in1991to133(anall-timehigh)in2006.Thisreflectssignificantefforttobroadenthesearchpro-

cess–in2005and2006,forinstance,UNKhired44newfacultymembers;20weremenand24were

women.Womennowconstituteabout43%ofourfaculty,butprogresshasbeenlessnotableinsenior

ranksthaninlowerandmiddleranks.Asof2006,amongtenure-trackfaculty,womencomprised

18.6%oftheProfessorrank,43.6%oftheAssociateProfessorrank,and56.9%oftheAssistantProfessor

rank. In general women appear to fare well in the UNK promotion process: of the 47 faculty promo-

tionsthatwereawardedin2005and2006(combined),23weremenand24werewomen.Analyses

conducted by the University of Nebraska at Kearney Education Association show that we do not have

gender equity issues with respect to salaries for women faculty.

In view of the large influx of women in mid- to lower ranks of the tenure track faculty, a 2007

report prepared by the Chancellor’s Advisory Committee on Gender Equity noted that, in addition

to continued recruiting efforts for senior positions, UNK should address mentoring and professional

development needs to guide new women faculty as they advance in their UNK careers from junior or

entry level positions.

Asforotheremployees,annuallytheAA/EOOfficecompilesanAffirmativeActionPlanthatana-

lyzes the current workforce in comparison with workforce availability (the applicable marketplace).

In 2007 this analysis has showed that UNK’s workforce composition is less diverse than the available

pool in all employee categories except technical/paraprofessional. For the prior four years, results

were better in the Managerial/Professional and Secretarial/Clerical categories, but we experienced

some slippage during the most recent year.

Overall, some key features of our non-faculty workforce situation are as follows.

•Womenconstitute54%ofthatworkforce(2006data):Representationissignificantatalllevels

butloweratadministratorlevelthanmostothers(43%attheadministratorlevel;56%at

managerialprofessionallevel;98%attheclericallevel;67%atthetechnical/paraprofessional

level;10%intheskilledlaborcategory;47%inservice/maintenance).

•Femalepromotionrates(withinandoutofajobgroup)in2006exceededratesformalesinall

categoriesbutclericalandservice/maintenance.In2005femalepromotionratesexceeded

rates for males in all categories but administrative.

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•In2005and2006,ourrecordinhiresforparticularcategorieswasasfollows:

1.Administrative:8newhires--6males,2females.

2. Managerial/professional: 47 new hires – 20 males, 27 females.

3.Clerical:26hires–1male,25females.

4. Technical/paraprofessional: 4 new hires – 2 males, 2 females.

5.Skilled:13newhires–11males,2females.

6.Service/maintenance:23newhires–11males,12males.

To summarize our workforce situation, over time UNK has succeeded in attracting more women and ethnic mi-

norities to both faculty and non-faculty positions. Progress has been very much slower with respect to people of color

than with respect to gender balance. And even in the case of gender, progress has been slower at senior levels than at

others, for both faculty and non-faculty positions.

While hiring results are affected by many considerations, available data and analyses suggest at least that UNK

must pay continuing attention to efforts to enrich candidate pools from the diversity standpoint, notably for oppor-

tunities at senior levels. This requires emphasis at all levels of the search and hiring process. Moreover, once we hire

individuals who enhance UNK’s diversity situation, we have a special interest in guiding their subsequent careers and

incentivizing decisions to remain with us.

F. CAMPUS CLIMATE

In2005UNKadministeredasurveyofallemployeesconcerningthecampusclimatewithrespecttothreesub-

stantive areas: gender equity, diversity, and overall attitudes toward the workplace. This was the first such survey

since1992.Plansaretorepeatitperiodically.Theresponseratetothissurveywasexcellent:506of809completedit,

or63%.

The report’s described the result on gender and diversity matters substantially as follows:

Gender Equity and Diversity Attitudes

In general, UNK’s attitudinal climate for gender equity and diversity was positive. Employees felt valued as

individuals regardless of race or gender, etc.; they thought they had adequate access to gender equity and

diversity programs and materials; and they thought that sexual harassment issues were taken seriously.

However,somerespondentswerelesspositiveregardingcommitmenttoresolvingdiscriminationatthe

department level. Some also thought fear of reprisal hindered reporting of instances of discrimination.

Results were also less positive regarding opportunities for professional development and appointments to

committee work.

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Gender Equity and Diversity Behaviors

The survey indicated that some women and minority employees encounter instances of offen-

sive conduct by others. Though occurrences of sexual harassment were low, incidents of prejudicial

remarks or behaviors were much higher, especially those tied to gender. Faculty members were the

greatest source of prejudicial remarks or behaviors. More than one in four women and more than one

in three respondents who were single, widowed, or divorced experienced a prejudicial remark or be-

havior tied to their gender. A third of service workers had received these types of remarks of behaviors

from non-faculty members. More than a third of minorities had experienced prejudicial remarks or

behaviors tied to race or ethnic background.

In sum, while the survey indicated that our campus climate on gender and diversity matters is

generally good, it also suggested that we have a continuing challenge to bring conduct in line with

our declared policy and community expectations. This requires continuing emphasis at all levels of

administration, including in first-echelon supervisory relationships.

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SECTION 3 / THE ENVISIONED PROGRAM

A. THRESHOLD ISSUES

This planning process has revealed, perhaps first of all, that in order to advance we need to ensure

that we can see the entire problem and steer our capabilities comprehensively toward unifying objec-

tives. It seems likely that our disaggregated present structure is not adequate to this task – and indeed

may handicap us in developing and deploying a sensible action program on these matters.

It is not clear, however, that adding administrative superstructure is the right solution for UNK.

We are resource-constrained, our responsible units are fiscally stretched at present, and we need to

choose wisely between investing in activities and investing in superstructure. For instance, in other

contexts and indeed in the diversity area, we have used special committees as forums in which units

with operating responsibility (i.e., committee members represent those units) can develop a collective

appreciation of our circumstances and promote collaborative effort. That model consolidates vision

and oversight without adding costs, and it is a feasible option for the future in this area. In any event,

a threshold issue is how we will organize at the top to identify our diversity challenges/opportunities

on a continuing basis, to recommend policy, to mobilize relevant operating capabilities throughout

the administrative apparatus, and to monitor and adjust this plan in the future.

A related issue is somewhat narrower and more operational: how best to capitalize on synergy

betweentheAA/EEOOfficeandtheHumanResourcesOffice,andhowbesttoapproachspecialized

personnel functions (including complaint investigations) now handled by UNK staff.

Accordingly, the first recommendation is a task for the UNK administrative team.

Initiative: (a) develop an oversight mechanism to help UNK leaders coordinate diversity efforts, over-

see this implementation plan, monitor the campus climate and provide needed information and

assistance; (b) review specialized investigative functions for possible reassignment (including out-

sourcing).

Responsible for Implementation

• Cabinet and Administrative Council

Resource Requirements Sources

• None

TimelineRequirements Sources

• ASAP

Measure of Progress

• New Entities/Processes Established.

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B. PROGRAM RELATED TO PHASE I GUIDANCE

With respect to particular goals and objectives identified in UNK’s Phase I Strategic Plan, the fol-

lowing initiatives are important. Several are featured in other Phase II plans, and they are identified

here to reinforce the analyses that have led them to be addressed elsewhere.

Initiatives are organized and numbered with reference to applicable Phase I goals and objectives.

I. LEARNING GOAL: To enlarge students’ understanding of the world, to improve their ability to

think critically, and to prepare them for advanced study and productive careers, by engaging with each

as an individual learner.

Objective 1: Recruit and retain a diverse faculty of scholars who teach well.

Initiative 1: Develop college-specific plans to increase faculty diversity which take account of repre-

sentational variances in disciplines. Enhancing faculty diversity is a priority identified in our Phase II

Academic Advancement Plan.

Initiative 2: Educate department and search chairs on techniques and resources for conducting

searches.

Initiative3:Identifyandexploitopportunitiestoadjustpolicyandpracticeinlightofapplicantfeed-

back about ways to make UNK an attractive location for new and diverse faculty.


• Senior Vice• Chancellor• Deans• Department Chairs


• Human Resources Office and AA/EEO Officer


• Cabinet, deans, chairs• Human Resources Office and AA/EEO Officer


• None Additional


• None Additional


• None Additional

TimelineRequire-ment• One year

TimelineRequire-ment• Ongoing


Measure of Progress

• Completed Plans• Increase in numbers of diverse faculty• Improved peer comparisons

Measure of Progress

• Completed training schedules• Publications

Measure of Progress

• Applicant response to AA/EO Survey• Increase in diverse faculty• Improved peer comparisons

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Initiative 4: Enhance resources enabling departments and deans to expand search pools and recruit-

ment activities.

Initiative6:Mentoring,utilizingbestpractices,shouldbeprovidedforallfaculty. Thisisapriority

identified in our Phase II Academic Advancement Plan.

Initiative 5: Enhance funding for visiting faculty/scholar programs to attract faculty from diverse

groups.

Initiative 7: Recognition in annual evaluations, as in the promotion and tenure process, for efforts to

promote diversity.

Initiative8:Conductdepartmenttrainingworkshopsondiversityanditsvaluetoauniversity

campus.


• Cabinet• Administrative • Council


• Academic Deans• Department Chairs and Faculty


• Senior Vice • Chancellor, deans• International Education office


• Senior Vice • Chancellor• Academic Deans• Department Chairs and Faculty


• Academic Deans • Department Chairs• Human Resources Office and AA/EO Officer


• Additional funds


• None additional


• Additional funds


• None additional


• None additional


TimelineRequire-ment• ASAP




Measure of Progress

• Increase in diverse faculty• Improved peer comparisons

Measure of Progress

• Increase in Job Satisfaction

Measure of Progress

• Increase in number of diverse visiting faculty

Measure of Progress

• Changes in Academic Policies• Increase in Citations of Diversity Efforts in Evaluations

Measure of Progress

• Number of Events Held• Participation in Events• Climate survey results

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Initiative9:Continue toexpandEthnicStudiesandCDcourseofferings. This isaddressed inour

Phase II Academic Advancement plan.

Initiative 1: Expand programming to educate the UNK community about diverse cultures.

Initiative 1: Evaluate existing student recruitment and retention programs for effectiveness in recruit-

ing and retaining students from underrepresented groups.


• Senior Vice • Chancellor• Academic Deans • Department Chairs


• OMA, AA/EO Office• Student Life• International Education


• Undergraduate Admissions• Graduate Admissions• International Education• Student Life Division


• Possibly seed funds for new courses.


• Possible additional funds


• None additional




Measure of Progress

• Number of students • Ethnic Studies Minors• Number of CD courses

Measure of Progress

• Number of programs• Student/staff participation

Measure of Progress

• Positive recruitment results• Increase in minority and nonresident retention and graduation rates

II. Student Development Goal: To graduate individuals who are prepared for the responsibilities

and opportunities of leadership, citizenship, and careers in a pluralistic, democratic, multicultural, and

entrepreneurial society.

Objective 3: Provide an array of programs designed to enhance personal development, association-

al, and learning experiences in student government, co-curricular activities, residential/Greek and

community life, and community or societal service.

Objective 5: Enroll a larger and well-prepared student body that reflects the growing diversity of the

State.

17

V. Organizational Development Goal: To build a strong, effective institution by empowering staff,

organizations, and the campus as a community to attain strategic goals.

Objective 6: : Promote a safe, welcoming, healthy, and supportive work climate characterized by

mutual respect and trust.

Initiative 2: Continue to improve the quality and appeal of UNK academic offerings in respect to diver-

sity. This is identified also under out Phase I learning goal, but it is important to recruitment as well.

Initiative3:ContinuetoimprovetheUNKclimateforallstudents.

Initiative 1: Enhance understanding and appreciation of all cultures through education and profes-

sional development programming for students and staff. Initiatives identified in our Phase II Aca-

demic Advancement Plan also address this objective.

Initiative 2: Improve unit and departmental use of employment opportunity advertising in light

of our need to widen awareness of UNK and broaden applicant pools among underrepresented

populations.


• Senior Vice Chancellor• Deans• Chairs • Faculty


• Cabinet• Administrative Council


• Administration• All UNK Community Members


• Unit Directors• Hiring managers• Human Resources Office and AA/EO Officer


• Possible seed funds for courses.


• Possible increase in programming funds


• Possibly increased programming funds


• None additional





Measure of Progress

• Number of Ethnic Studies Minors• Assessment Results of CD Courses

Measure of Progress

•Positive results in Student Surveys

Measure of Progress

• Positive results in Student Surveys and Climate Surveys

Measure of Progress

• Increase in Diversity of Staff and Administrators

18

Initiative 3:Throughout the UNK community, and especially the supervisory structure, promote

awareness of policies on nondiscrimination, sexual harassment, and other standards of conduct.

Initiative 4: Throughout the UNK community, and especially in the supervisory structure, promote

awareness of, and improve advising about, formal and informal remedies for perceived policy viola-

tions.


• Cabinet• Administrative Council


• Cabinet• Deans• Department Chairs• Directors• Student Life Division• Human Resources Office• Ombudsperson


• None additional


• None additional



Measure of Progress

• Number of/ attendance at training events

Measure of Progress

• Increased number of matters handled internally and within departments• Decreased number of complaints to outside agencies• Climate survey responses

19

SECTION 4 / RELATIONSHIP TO UNIVERSITY OF NEBRASKA STRATEGIC FRAMEWORK

The University of Nebraska Strategic Framework Document (SFD) identifies important objectives and

accountability measures relating to diversity. This Plan (as well as other Phase II Plans), includes ini-

tiatives addressing those interests. In particular:

SFD Goal One, which seeks to enhance access to the University, requires campuses to increase

enrollment of students of color, employing measures permitted by state and federal law. While

UNK has had considerable success in diversifying its student body, this objective requires

sustained attention. This Phase II plan adopts the same approach. The Phase II Plan for

Academic Enhancement also addresses important preconditions for continued success in

recruiting and retaining students: diversifying our curriculum and faculty.

SFD Goal Two, which seeks to maintain high quality educational programs, aspires for

campuses to meet or exceed the average of peer institutions in the proportion of faculty who are

women or people of color, employing measures permitted by state and federal law. It also

enjoins campuses to conduct campus climate surveys and minimize differences in assessment

of climate among groups of employees, especially women and people of color. This Phase II Plan

notes that we have much work to do in diversifying our faculty, and the Phase II Academic

Advancement Plan also identifies it as a development priority. As for campus climate surveys,

we completed a survey which has informed both our Phase I and Phase II strategic planning

processes, and we have committed to conduct further studies periodically.

SFD Goal Three, which seeks to build a talented workforce, envisions that campuses will increase

enrollment of nonresident students and will work to increase the global literacy of our students

and citizens. UNK already has a good record in recruiting nonresident students, both residents

of other states and citizens of other countries. This Phase II plan ratifies that effort and adopts

it as a continuing priority. As for increasing global literacy, we envision that this will be a

significant result of the diversified and internationalized academic curriculum envisioned in

this plan and in our Phase II Academic Advancement Plan. That objective will also be advanced

as we enhance our “informal” curriculum of inter-cultural interactions and programming about

diverse cultures.

20

APPENDIX A

PLANNING GROUP MEMBERS

Chair: AA/EEO Director Cheryl Bressington

Members:

Vice Chancellor for Business and Finance: Barbara Johnson

Dean of the College of Education: Ed Scantling

Director of Admissions: Dusty Newton

Director of International Education: Jerry Fox

DirectorofOfficeofMulticulturalAffairs:JuanGuzman

Director of Academic Success: Gail Zeller

DirectorofMarketing:DwannHolmes-Olsen

Assistant to the Senior Vice Chancellor: Deb Bridges

Assistant Dean, Graduate Studies/Research & Distance Education: Carol Lomicky

Faculty/AffirmativeActionRepresentative:PradeepBarua

Assistant Athletic Director: Shawn Fairbanks

HumanResourcesBenefitsManager:LindaClark

Students: Kaoruko Yuhara and Akimi Aikawa

phase ii implementation plan diversity and equity · plan diversity and equity ... visiting faculty...

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