universitywide diversity strategic planning toolkit

Strategic Planning Toolkit 1

Universitywide Diversity Strategic Planning ToolkitCHARTING OUR INCLUSIVE PATH FORWARD

“Rutgers can be a leader on the national stage by redefining how and where we find excellence. This work is born and bred out of a commitment to diversity in all of its forms.”

- President Jonathan Holloway

The variety of personal experiences, values, and worldviews that arise from differences of culture and circumstance. Such differences include race, ethnicity, gender and gender identity, age, religion, language, disability status, sexual orientation, socioeconomic status, geographic region, and more.

Actively working to identify and eliminate barriers that have prevented full participation across differences in culture and circumstance, specifically

redressing the exclusion of historically underrepresented groups in higher education. Attention to equity involves ensuring access, opportunity, and

advancement for all students, faculty, and staff in every stage of education and career development.

The act of creating environments in which individuals and groups feel welcomed, respected, supported, and valued by eliminating practices and behaviors that marginalize. An inclusive climate embraces differences and offers respect in words and actions so that all people can fully participate in the University’s opportunities.

DIVERSITY

INCLUSION

EQUITY=

diversity.rutgers.edu


Table of Contents

STRATEGIC PLANNING AT-A-GLANCE 4

WHY AND HOW WE WILL CHART OUR INCLUSIVE PATH FORWARD

A Call to Action 5 Strategic Direction 6 University Priorities 7 DefiningInclusiveExcellence 8 The Need for Strategic Planning 9 Planning Process Overview 10 Planning Tools Overview 11

STRATEGIC PLANNING STEPS

STEPONE:MapOutPlanningProcess 12 STEPTWO:GatherInformationandConductSelf-Assessment 13 STEPTHREE:DevelopVision–SetGoals,IdentityMetrics 14 STEPFOUR:Chancellor-ledUnits(CLU)AdoptDiversityStrategicPlan 15 STEPFIVE:UniversityCommunicatesVision 16 STEPSIX:ImplementPlan 16

PLANNING TOOLS

ChecklistforOrganizationalUnit(OU)Planning 18 DiversityStrategicPlanningAssessmentSurvey 19 StakeholderEngagementGuidelines 30 InformationGatheringandDataGuide 32 ReflectonCurrentandIdealState 33 VisionandGoalSettingGuide 34 OrganizationalUnit(OU)ActionPlanDevelopmentWorksheet 35 SummarySheetforAssessmentofOrganizationalUnit(OU) ActionPlan 36 StrategicPlanSMARTGoalsTemplate 38


Strategic Planning At-A-Glance

1 MapOutPlanningProcess

2 GatherInformationand ConductSelf-Assessment

3 DevelopVision–SetGoals, IdentifyMetrics

4 Chancellor-ledUnitsAdopt Diversity Strategic Plan

5 UniversityCommunicatesVision

6 ImplementPlan

Checklist for Organizational Unit(OU)Planning

InformationGatheringand DataGuide

Diversity Strategic Planning AssessmentSurvey

StakeholderEngagement Models

VisionandGoalSettingGuide

OrganizationalUnit(OU ActionPlanDevelopment Worksheet

SummarySheetfor AssessmentofOrganizational Unit(OU)ActionPlan

StrategicPlanSMARTGoals Template

STEPS

HOW SHOULD I USE THIS TOOLKIT?

• Evaluateunitactionplansandensuretheyaccomplishaims.

• Tracktheinstitutionaleffortsusedtocreateadiversitystrategicplan.

• Understandthepurposeandgoalsoftheplanningprocess.

• Drawonresourcesandsupportsavailabletocreateadiversityactionplan.


A Call to Action

DearUniversityCommunity,

Duringtheracialreckoningofsummer2020,thequestionwasposed,“Whatistheacademicversion of thoughts and prayers?”Awildlypopularresponsewas,“diversityandinclusion.”Thoughtsandprayers,inandofthemselvesarenotbad,butwhentheyareonlystatementsofsupport,whenactionsandhelpareneeded,theyareinsufficient.Theproblemisnotthathighereducationarticulatesacommitmenttodiversityandinclusion,theproblemisoftentimesitendsthere.

Thechallengesaheadofusaregreat,butwemustmeetthismomentwithaction.ThediversitystrategicplanningprocessisamechanismforouruniversitycommunitytoassesswhereweareandcommittowhatwewilldotochartamoreinclusivepathforwardatRutgers.We will not let perfect be the enemy of the good. Asaninstitution,wearecommittedtomakingprogress,notjustbecausethismomentdemandsit,butbecauseourfuturedoes.

Don’tsitonthesidelines,helpusbuildaninclusiveacademy,abelovedcommunity–theuniversityofouraspirations.

Inservice,

Enobong(Anna)BranchSeniorVicePresidentforEquity


Strategic Direction

Inordertobuildamorediverse,equitableandinclusiveuniversitycommunityandenabletheinstitutionalpursuitofexcellence,weneedamechanismtoarticulateChancellor-leduniteffortsanduniversitystrategicdirectiontoenablealignment.

Wehavedefinedfiveprioritiesthatencapsulateareaswheretheuniversityneedstomakeprogress.

RECRUIT,

RETAIN, AND

DEVELOP

A DIVERSE

COMMUNITY

PROMOTE

INCLUSIVE

SCHOLARSHIP

AND TEACHING

DEFINE

SUSTAINABLE

AND

SUBSTANTIVE

COMMUNITY

ENGAGEMENT

BUILD THE

CAPACITY

OF LEADERS

TO CREATE

INCLUSIVE

CLIMATES

DEVELOP AN

INSTITUTIONAL

INFRASTRUCTURE

TO DRIVE

CHANGE

Whileourprioritiesareshared,ourplanningprocessrecognizesandvaluestheuniqueattributeseachChancellor-ledunitbringstotheuniversity.IndividualizedplanningenablesNewBrunswick,Newark,Camden,andRutgersBiomedicalHealthSciences(RBHS)toruntheirownracebuildingonexistingefforts,definingtheirrelationshiptotheirlocalcommunitywithspecificity,whileconnectingtothestrategicdirectionoftheuniversity.

WE ARE PULLING IN THE SAME DIRECTION, BUT WE ARE NOT ALL IN THE SAME BOAT.

Ouruniversityprioritiesreflectsharedobjectives,enablingustodefinebenchmarksforachievementandstructuralmechanismsforaccountabilitytobeabelovedcommunity.

WewillassessChancellor-ledunitanduniversityinitiativesagainstthenationallandscapetoaccomplishtwoaims:

1.Identifygapsandobstaclestoachievingourgoals.

2.Highlightinitiativesthatneedtogrowtomovetheuniversitytowardexcellence.


RECRUIT, RETAIN, AND DEVELOP A DIVERSE COMMUNITY

AchieveauniversitypopulationthatmorecloselyreflectsthestateofNewJersey,payingparticularattentiontohistoricallyunderrepresentedpopulationsamongstudents,faculty,andstaff.Providestrategicsupporttobuildtheca-pacityofindividualstoengageacrossdifferencesinidentityandexperience,attendingtothedifferencebetweencom-positionaldiversityandaninclusivecommunity.Thisdimen-sionreferstocommunityoutreacheffortstobuildaware-nessofRutgersasadestinationofchoiceforstudents,faculty,andstaff,professionaldevelopmenttosupportthedevelopmentofmulticulturalcompetencies,andengage-mentopportunitiestocultivateaninclusiveculturepromot-ingconnectionamonggroupsthatareunderrepresented.

PROMOTE INCLUSIVE SCHOLARSHIP AND TEACHING

Valueandsupportresearchandteachingthatadvancesanunderstandingofdiversity,inclusion,equity,andaccess.Thisdimensionreferstothecenteringofstudents’backgrounds,experiences,andcultural/linguisticframesofreferenceaswellastheexperiencesofindigenousandothermarginalizedcommunities,reviewingandamendingthecurriculumtopromoteunderstandingofdiversityandequitywithinacademicdisciplines,andpromoting/supportingscholarlyresearchonequityandsocialjustice—aswellasthescholarswhoproduceit.

BUILD THE CAPACITY OF LEADERS TO CREATE INCLUSIVE CLIMATES

Equipleaderstoaddressinstancesofsystemicracism,homophobia,sexism,ableism,classism,xenophobia,etc.andpromoteinclusionintheirareasofresponsibility.Thisdimensionreferstopromotinganunderstandingofhowbiasanddiscriminationalongvisibleandinvisibleidentityiswovenintothefabricofinstitutionsofhighereducationthatdisruptsrecruitmentandretentionefforts,highlightinghowissuesofinstitutionalcultureimpactclimateandunitculture,andbuildconfidenceintheirabilitytoactinrealtimewheninstancesofinequityappear.

DEVELOP AN INSTITUTIONAL INFRASTRUCTURE TO DRIVE CHANGE

Createandsustainaninfrastructurethatsupportsaccountabilityforinstitutionalchange.Thisdimensionreferstotheprocedures,processes,policies,resources,organizationalstructures,recognitionandrewardsforprogress,andtheuseofmetricsandotherevidencetodriveintentionaldecisionmakingarounddiversity,equity,andinclusion.

DEFINE SUSTAINABLE AND SUBSTANTIVE COMMUNITY ENGAGEMENT

LeverageRutgers’educationalmissiontoimproveoutcomesandreducedisparitiesforhistoricallyunderrepresentedandunderservedpopulationsinthecommunitiesthatsurroundourcampusesandthroughoutNewJersey.Thisdimen-sionreferstomarshallingtheuniversity'scoreactivitiesofteaching,research,studentandstaffengagementinserviceofthepublicgoodpromotingtheinstitutionalcommitmenttothecommunityonandoffcampus.Wemustengageourpublics,ensurecommunityengagementisreflectedinthecurriculum,rewardcommunityengagedresearchandscholarship,andnurturereciprocalrelationshipswithcommunityinstitutions.Ouraspirationistoserveasinstitutionalanchors,movingbeyondlocation“in”butbeing“of”andinpartnershipwiththesurroundingcommunity.


Inclusive Excellence means an institution has adopted means for the cohesive, coherent, and collaborative integration of diversity and inclusion into the institutional pursuit of excellence.

Strategic planning is the process through which we will assess and align efforts in service of this goal.


The Need for Strategic Planning

Everyorganizationalunitshouldcompleteadiversityactionplantoalignorganizationalunitgoalswiththeuniversitypriorities.Thediversitystrategicplanningprocesswillhelpyouto:

• Shapestrategiesforrecruiting,retaining,anddevelopingadiversecommunityofstudents,staff,andfaculty.

• Expandcurriculumtopromoteunderstandingofdiversityandequitywithinacademicdisciplinesandreflectcommunityengagement.

• Adoptculturallyinclusiveteachingpracticesthatcenterstudents’backgrounds,experiences,andcultural/linguisticframesofreferenceaswellastheexperiencesofindigenousandothermarginalizedcommunities.

• Deepenrelationshipstothesurroundingcommunitythroughpartnershipdevelopmentwithexistingorganizationsandcreatingopportunitiesforemployee/studentengagement.

• Honeleadershipcapacitytobuildandsustainaninclusiveclimatethatactivelymitigatesinequity.

TheOfficeofSeniorVicePresidentforEquityprovidescentralsupportforthestrategicplanningprocess.WeworkcloselywithyourChancellor-ledunitplanningteamtosupporttheirprogress.Hereareafewkeypeopletoknowaswellastheareatheyareresponsiblefor.

• Students and Community EngagementMichellTollinchi,InterimAssistantVicePresidentforEquity

• FacultyCorrineCastro,SeniorDirectorforFacultyDiversityandInclusion

• Staff and AlumniJoanCollier,DirectorofInstitutionalEquityandStrategicInitiatives

[email protected].

WithineachChancellor-ledunitthereisaleaderspearheadingtheplanningprocess.Beintouchwiththemtoaskclarifyingquestionsastheyariseandlearnaboutadaptationstotheprocesstoservelocalobjectives.

• Rutgers University – New BrunswickEnobong(Anna)Branch,SeniorVicePresidentforEquity

• Rutgers University – NewarkSherri-AnnP.Butterfield,ExecutiveViceChancellor

• Rutgers University – CamdenNyeemaWatson,ViceChancellorforDiversity,Inclusion,andCivicEngagement

• Rutgers Biomedical Health SciencesSangeetaLamba,ViceChancellorforDiversityandInclusion

WHO CAN I ASK FOR HELP?


Planning Process Overview

STEP ONE: MAP OUT PLANNING PROCESSFormaplanningcommittee,organize,andlaunchplanningprocessinorganizationalunit(OU).

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KEY TERMSChancellor-led Unit referstoNewBrunswick,Newark,Camden,andRutgersBiomedicalHealthSciences.

Organizational unitreferstotherangeofadministrative,academic,andhybridunitsfoundacrosstheuniversity.Insomeinstances,thereareorganizationalunitsthatsitoutsideoftheChancellor-ledunits,forexample,unitsincentraladministration.Inthosecases,pleasesubstituteChancellor-ledunitfortheOfficeoftheSeniorVicePresidentforEquitytogetadditionalsupportoraskclarifyingquestions.

STEP TWO: GATHER INFORMATION AND CONDUCT SELF-ASSESSMENT Gather/analyzedatatounderstandthecurrentstateofyourorganizationalunitandidentifystrengths/gaps/needsrelevanttotheuniversitypriorities.

STEP THREE: DEVELOP A VISION – SET GOALS, IDENTIFY METRICS ArticulateorganizationalunitgoalsanddevelopanOrganizationalUnitDiversityActionPlan.

STEP FOUR: CHANCELLOR-LED UNITS ADOPT DIVERSITY STRATEGIC PLAN

ThisstepwillhelptodescribehoworganizationalunitswillworktogethertoachievetheChancellor-ledunit’sgoalsandadvancetheuniversitypriorities.

STEP FIVE: UNIVERSITY COMMUNICATES VISION UniversitycommunicatesvisionandoutlinesoverarchinguniversitystrategiesthatwillsupportthefulfillmentoftheChancellor-ledunitsdiversitygoals.

STEP SIX: IMPLEMENT PLAN Launchinternalworkplanwithbenchmarks,timelines,andinstitutionalsupport.


Planning Tools Overview

CHECKLIST FOR ORGANIZATIONAL UNIT (OU) PLANNING Orderedactivitieswithineachsteptohelpguidetheplanningprocess.

INFORMATION GATHERING AND DATA GUIDE Thistoolprovidesaslewofresourcestohelpyourorganizationalunitapproachtheself-assessmentprocesses,includingreviewquestionstopromptreflection.

DIVERSITY STRATEGIC PLANNING ASSESSMENT SURVEY Tooltoenablestakeholderengagementinformingbothuniversityandchancellor-ledunitdiversityplanning(administeredelectronicallythroughQualtrics,visitdiversity.rutgers.edu).

STAKEHOLDER ENGAGEMENT MODELS Anoverviewofwhyengagementmattersandmodelsforgatheringadditionalinputtoinformyourorganizationalunitplanningondiversity,equity,andinclusion.

VISION AND GOAL SETTING GUIDE Seriesofstepstoguidethevisioningandgoalsettingprocess.Theaimistocreateasharedunderstandingofthewhyofchangesothatyourorganizationalunitcanidentifyconcretelywhatmustchange,whichisthefoundationofyourorganizationalunitgoals.

ORGANIZATIONAL UNIT (OU) ACTION PLAN DEVELOPMENT WORKSHEET Anoutlineofactionplanelements,theaimistosummarizehowyourorganizationalunitwillworktowardschange.

SUMMARY SHEET FOR ASSESSMENT OF UNIT ACTION PLAN AtooltoassistChancellor-ledunitsinreviewingorganizationalunitactionplans,enablingconsistencyinevaluationandfeedback.

STRATEGIC PLAN SMART GOALS TEMPLATE Outlineandbriefdescriptionsofstrategicplanelements.


Map Out Planning ProcessEstimated Time to Completion: 2-4 weeks (February)

STEP ONE

1. Choose a chair (or co-chairs) who will guide the diversity strategic planning process in yourorganizationalunitandconsultwithyourChancellor-ledplanninglead.Thisconversationwillprovideanoverviewoftheplanningprocess,aswellasinformationabouttimelineandavailablesupport.

2. Create a planning committee to lead the diversity planning process in your organizational unit.Youraimistocreateacrosssectionofyourorganizationandbringtheircollectiveinsightstobearonissuesofdiversity,inclusion,andequity.Whenselectingmembersfortheplanningteam,besuretoincludekeystaffandfacultywhoworkondiversityandequityeffortsaswellasstudentswhoareinyouracademicunitorarethetargetoftheservicesofferedbyyouradministrativeunit.Designatestafftoprovideadministrativesupportandassistinorganizingthestrategicplanningprocesswithinyourorganizationalunit.

• Academicunitsmaywanttoconsiderorganizingthecommitteeintosubcommitteesfocusedonsubpopulationswithintheschool:undergraduatestudents,graduatestudents,staff,andfaculty.

• Administrativeunitsmaywanttoconsiderorganizingthemselvesintosubcommitteesinordertofocusonthetwoimplicitcomponentsoftheirplanning:1)howtheycansupporttheuniversityprioritiesthroughtheirworkfunctions?and2)assesstheirorganizationalunitanddefinegoalsthatrelatetotheorganizationalclimate,forexample,howitcanbetterrecruit,retain,anddevelopstaff.

3. Review and discuss the University Equity Audit.Readtheexecutivesummary,reflectonthefindingsfromthecentraladministrationself-studyandsharewhichoutcomesreflectissuesfoundinyourorganizationaswell.Identifyaspirationsthatoverlapwithareasinneedofchangeinyourorganizationalunittokeepinmindthroughouttheplanningprocess.ThefullUniversityEquityAuditandtheExecutiveSummarycanbefoundonline.

4. Develop a workplan to support the activities of the planning team. ReviewtheChecklist for Organizational Unit Planningtofamiliarizeyourselveswiththeactivities,developatimelineforcompletingthem,andhaveapreliminarydiscussionofkeyissues.

Thisstepwillhelpyoutoformaplanningcommittee,organize,andlaunchplanningprocessincoordinationwiththediversitystrategicplanningteamwithinyourChancellor-ledunit.

Checklist for Organizational Unit Planning

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Gather Information and Conduct Self-AssessmentEstimated Time to Completion: 6 weeks (February-March)

1. Create a shared understanding of the current stateofdiversity,equity,andinclusioneffortsinyourorganizationusingtheInformationGatheringandDataGuide.Thisincludes,uncoveringpastreportsand/oractivities,previousdiversitygoalsandaccomplishments,etc.thatdemonstratehow

Thisstepwillhelpyoutogather/analyzedatatounderstandthecurrentstateofyourorganizationalunit(OU)andidentifystrengths/gaps/needsrelevanttotheuniversitypriorities.

Information Gathering and Data Guide

Diversity Strategic Planning Assessment Survey

Stakeholder Engagement Guidelines

yourorganizationhasbeenengagedintheworkofdiversityinthepasttoinformfutureefforts.Compileinformationonactivitiesinyourorganizationalunitatpresentthatsupport,directlyorindirectly,theachievementofuniversitypriorities.

2. Review the Equity Scorecard and Summary found in the University Equity Audit,payingparticularattentiontoareasofstrengthandopportunitiesforgrowthforyourChancellor-ledunit.Whilethisdataprovidesa10,000footview,itreflectstheactivitiesandchallengesfacingyourorganizationalunitaswell.Drawonittoidentifymetricstotrackasmeasuresofprogress.

3. Encourage members of your organization to complete the Diversity Strategic Planning AssessmentSurvey,theresultswillbedisseminatedattheChancellor-ledunitlevelanddelineatedbyeachorganizational(academicandadministrative)unitresponsiblefordiversitystrategicplanning.

4. Engage your stakeholders(students,staff,faculty,alumni,community).Thegoalsandactionplanyoudevelopshouldnotbeasurprisetothem.Takestepsearlyinyourplanningprocesstocapturetheirperspectivesonwhatneedstochange.TheDiversity Strategic Planning AssessmentSurveysupportsthisaimfortheentireuniversitycommunity,butyoumaybenefitfromadditionalmethodsofengagement.UsetheStakeholderEngagementGuidelines tool to reviewavarietyofapproaches,alsoconsiderwhetherapastmechanismusedtoengageyourcommunitycanbedrawnonforthispurpose.

5. Develop a shared understanding of the ideal stateofyourorganizationreflectingontheinformationgatheredfromyourstakeholders.Identifyconcretelywhatneedstochangetomoveyourorganizationalunittowardstheideal.Youraimistodevelopasharedunderstandingofyourorganizationalunit’saspirations.

NOTE: The self-assessment is an internal document that can take any format the planning team decides. It will inform the Organization Unit Diversity Action Plan, which will be shared.

STEP TWO

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Develop a Vision – Set Goals, Identify Metrics Estimated Time to Completion: 4 weeks (April-May)

1. Develop goals and metrics. Drawontheself-assessmentcompletedinsteptwotocraftorganizationalunitgoalsthatsupporttheachievementoftheuniversitypriorities,whichprovidethefoundationforChancellor-ledunitgoals.UsetheVisionandGoalSettingGuide tosetspecificgoalsthatmeaningfullyrespondtowhatyouheardfromyourstakeholders.

2. Identify concrete strategies and supports needed to achieve each goal, along with metrics that can be used to assess progress. Revisitexistingactivitiesinyourorganizationalunitthatsupportequity,diversity,andinclusion,andassesswhethertheyneedtobestopped,adapted,orstrengthenedtosupportachievementofyourgoals.Inconsideringinitiatives,especiallyneworexpandedinitiatives,articulatewhyitwillsubstantiallyimproveperformancerelatedtooneormoreoftheprioritiesidentified.

3. Draft your action plan. Use the OrganizationalUnitDiversityActionPlanWorksheet to share howyourorganizationalunitgoalswillworktogethertomoveyourunittowarditsidealstate,aswellasmethodstomeasureshort-andlong-termprogresstowardsyourgoalsinthenext3to5years.

4. Share your plan with the Chancellor-led unit planning team. OrganizationalunitplanswillnotbefinaluntiltheChancellor-ledunitDiversityStrategicPlanisfinal.Therewillbeanopportunityfordiscussionandmodifications,asneeded,toensurealignmentbetweenorganizationalunitandChancellor-ledunitgoals.

ThisstepwillhelpyoutoarticulateorganizationalunitgoalsanddevelopanOrganizationalUnitDiversityActionPlan.

Vision and Goal Setting GuideOrganizational Unit (OU)

Action Plan Development Worksheet

STEP THREE

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Chancellor-led Units Adopt Diversity Strategic Plan Estimated Time to Completion: 4 months (May-August)

1. Review Organizational Unit Diversity Action Plans,utilizingtheSummarySheetfortheAssessmentofOrganizationalUnitDiversityActionPlans.TheaimistoensurealignmentwiththestrategicdirectionoftheChancellor-ledunit,establishafloorthatallorganizationalunitsmeettosupporttheachievementofsharedgoals,andassessrequestsfornewinstitutionalsupportneededtoachieveorganizationalunitgoals.

2. Frame the importance of diversity, equity, and inclusion fortheChancellor-ledunit,connectingthediversitystrategicplantoitsmissionandrelationshiptothesurroundingcommunity.

3. Define Goals usingtheStrategicPlanSMARTGoalsTemplate. ShapeChancellor-ledunitgoalsthat,ifachieved,wouldadvancetheuniversityprioritiesandidentifymetricsorindicatorsformeasuringprogresstowardsthosegoalsoverthenext3to5years.

4. Share goals with the Office of the Senior Vice President for Equity. TherewillbeareviewanddiscussionofplansacrosstheChancellor-ledunitstoidentifyoverarchinguniversitystrategiesandresourcesneededtoachievegoals.ThePresident’sOfficewillalsoweighinonthewhetherthegoalsoutlinedsufficientlyadvancetheuniversitypriorities.

5. Draft the Chancellor-led Unit Diversity Strategic Plan. DevelopanarrativethatsharesthestrategicdirectionfortheChancellor-ledunit,drawontheassessmentoftheorganizationalunits,anddescribehowtheirgoalsrelatetoandwillsupporttheachievementofChancellor-ledunitgoalsandadvancetheuniversitypriorities.Sharetheconcretesteps,responsibilities,andtimelinesforputtingthegoalsandstrategiesoutlinedintopractice,specifyinghowtheactivitiesoforganizationalunitswillbetracked.

ThisstepwillhelptodescribehoworganizationalunitswillworktogethertoachievetheChancellor-ledunit’sgoalsandadvancetheuniversitypriorities.

Summary Sheet for Assessment of Organizational Unit (OU) Diversity Action Plan

Strategic Plan SMART Goals Template

STEP FOUR

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University Communicates Vision

Implement Plan

Estimated Time to Completion: 1 month (September), Ongoing

Estimated Time to Completion: 3 Months (October-December), Ongoing

1. Chancellor-led unit plans are finalized,andcommunicationsplansaredevelopedtosharethenewstrategicgoals.

2. Share Rutgers path forward with the university community and external stakeholders. WewillhavedevelopedaunifiedvisionofRutgerscommitmenttodiversity,coupledwithconcretestrategicplansthatoutlinehoweachofitspartscontributetothecollectivegoal.

1. Develop an implementation plan at the Chancellor-led unit level. Identifyleadersforeachareaofwork,aswellasanestimatedtimelineforspecificstrategies.Askeachorganizationalunittodesignateapointpersontocoordinateandmonitoroverallimplementationwithintheirunit.

2. Launch your work!

3. Check-in regularly. TheOfficeoftheSeniorVicePresidentforEquitywillprovideongoingmonitoringofplannedefforts.Expecttoprovideanannualupdateonunitprogressaswellasmid-yearcheck-intostayabreastofneedsandprovidesupport.

4. Share your progress often. Yourinternalandexternalstakeholdersneedtoknowaboutyourongoingactivitiestoachieveyourgoals.PleasecontacttheOfficeoftheSeniorVicePresidentforEquityforongoingsupportincommunicatingyourcommitmentandsuccesses.

STEP FIVE

STEP SIX

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Tools


Checklist for Organizational Unit (OU) Planning

STEP ONE: MAP OUT PLANNING PROCESS Chooseachair(orco-chairs)whowillguidethediversitystrategicplanningprocessinyourorganizationalunitandscheduleaconsultationmeetingwithyourChancellor-ledunitplanninglead.

Createaplanningcommittee(andsubcommittees,ifneeded)toleadtheplanningprocess

Holdinitialplanningcommitteemeetinganddevelopaworkplan,whichidentifieswhoisresponsibleforeachstepinthechecklistandoutlinesatimelineforcompletion.

STEP TWO: GATHER INFORMATION AND CONDUCT SELF-ASSESSMENTReviewtheEquityScorecardandSummaryoftheUniversityEquityAudit.

Compilepastreportsand/oractivities,previousdiversitygoalsandaccomplishmentsforyourorganizationalunit.

ReviewresultsfromDiversityStrategicPlanningAssessmentSurvey.

Engageyourstakeholderstosupporttheplanningprocess.

STEP THREE: DEVELOP VISION – SET GOALS, IDENTIFY METRICSDevelopgoalsandmetricsdrawingonyourself-assessment.

Identifyconcretestrategiesandsupportsneededtoachieveeachgoal.

DraftyourOrganizationalUnitActionPlan.

ShareyourplanwiththeChancellor-ledunitplanningteam.

STEP FOUR: CHANCELLOR-LED UNIT (CLU) ADOPTS DIVERSITY STRATEGIC PLAN RespondtofeedbackfromtheChancellor-ledunit.Makemodificationsasneededtofinalizeyourplan.

STEP FIVE: UNIVERSITY COMMUNICATES VISION Developacommunicationsplanforsharingyournewstrategicgoalsandprioritieswithmembersofyourorganizationalunit,aswellasexternalstakeholders.

STEP SIX: IMPLEMENT PLAN DesignateapointpersontocoordinateandmonitoroverallimplementationwithintheChancellor-ledunitplanninglead.

Launchyourwork!


Diversity Strategic Planning Assessment Survey

This tool will be administered electronically through Qualtrics (visit diversity.rutgers.edu for more information), enabling stakeholder engagement informing both university and chancellor-led unit diversity planning.

WeanticipatethesurveybeinginthefieldfromlateJanuarythroughmid-February.UnitscanexpecttoreceiveinitialresultsbyMarch1.Participationisconfidentialandstronglyencouraged.Pleaseencourageyourorganizationalunitmemberstotakeadvantageoftheopportunitytoshapetheinstitutionalpathforwardbyreflectingonwherewearenowandwhatneedstochange.

Notallquestionswillbeaskedofallparticipantssothelistingbelowdoesnotreflecttheorderinwhichitwillappearforsurveytakers.Weareprovidingthequestionsbelowsoplanningcommitteesarefamiliarwiththequestionsbeingasked,sincetheymaybefruitfulforengagementinotherforumsaswell.

This first set of questions is asked of all respondents: students (undergraduate and graduate), postgraduate learners and trainees, staff, and faculty.

Reflecting on your experiences at Rutgers University, respond to the prompts below assessing the vision, leadership, and messaging about diversity, equity, and inclusion.

STRONGLY AGREE

AGREE DISAGREESTRONGLY DISAGREE

1.Rutgersisactivelycommittedtoissuesofequity,inclusion,anddiversity.

2.Ourmissionandvisionstatementsincludereferencestoourgoalsondiversity,equity,andinclusion.

3.Universityleaders–includingChancellors,Executive/SeniorVicePresidents,ViceChancellors,Deans,andothers–helpsetthetoneforcreatinganengagingandinclusiveenvironmentforallgroups.

4.Ourequityandinclusionvaluesarereflectedininternalandexternalcommunications,suchasprogramdescriptions,outreachmaterials,website,andnewsletters.

5.Theuniversity’scoreactivitiesofteaching,clinicalservice,research,student,trainee,andstaffengagementisutilizedinserviceofthepublicgood.


Respond to the prompts below reflecting on efforts to engage in sustainable and substantive community engagement within your organizational unit (school, division, or administrative department). Communityengagementisdefinedastheprocessofworkingcollaborativelywithandthroughgroupsofpeopleaffiliatedbygeographicproximity,specialinterest,orsimilarsituationstoaddressissuesaffectingthewellbeingofthosepeople.

Note: We welcome opinions and/or impressions from all members of the community, however, if you do not have a perspective to share, please select not applicable.

STRONGLY AGREE


DON’T KNOW

NA

1.Rutgerssupportsaresearch,teaching,clinical,andpublicserviceagendathatisresponsivetotheneedsofourincreasinglydiverselocal,state,national,andglobalcontext.

2.Thecurriculumincludeselementsrelatedtopublicand/orcommunityengagement.

3.Weprovideemployees (faculty and staff) withopportunitiestoengageincommunity-basedlearningandpublicservice.

4.Weprovidestudents (undergraduate and graduate) withopportunitiestoengageincommunity-basedlearningandpublicservice.

5.Communityengagedresearchisrewardedinevaluationmetricsforfaculty,suchaspromotionandtenure.

6.Structuresandresourcesexisttonurtureandstrengthenrelationshipswithinstitutionsinthesurroundingcommunitybeyondindividualoutreach.

[Final question] Please share any additional information you would like us to know that is not captured above.


Respond to the prompts below reflecting on efforts to recruit a diverse community within your organizational unit (school, division, or administrative department). Diversity reflectsdifferencesinracial,ethnic,gender,socioeconomic,immigrant,international,sexualorientation,ability/disability,andreligiousbackgrounds.Note: We welcome opinions and/or impressions from all members of the community, however, if you do not have a perspective to share, please select not applicable (NA).

STRONGLY AGREE


DON’T KNOW

NA

1.Rutgersactivelyvaluesandseekstohirea diverse staff.

2.Weemploybestpracticesfortheinclusivehiringofstaff,suchas:removingarbitraryqualifications,appointingdiversehiringcommittees,activeoutreachtounderrepresentedcommunities,usingclearevaluationcriteria,beingopentocandidateswithnon-traditionalbackgrounds,etc.

3.Rutgersactivelyvaluesandseekstohirea diverse faculty.

4.Weemploybestpracticesfortheinclusivehiringoffaculty,suchas:definingsearchesbroadly,appointingdiversesearchcommittees,activelyreachingouttoscholarsfromunderrepresentedgroups,usingclearevaluationcriteria,beingopentocandidateswithnon-traditionalbackgrounds,etc.

5.Facultysearchesregularlyattractadiversepoolofhighlyqualifiedcandidatesand/orattractapoolthatrepresentstheavailabilityofPhD’sinthisfield.

6.Rutgersactivelyvaluesandseekstoenrolldiverse undergraduate students.

7.Ouroutreachandrecruitmentprocessesfor undergraduate studentsemploytargetedpracticesforattractingdiversepopulations.

8.Rutgersactivelyvaluesandseekstoenroll diverse graduate students.

9.Ouroutreachandrecruitmentprocessesfor graduate studentsemploytargetedpracticesforattractingdiversepopulations.

10.Rutgersactivelyvaluesandseekstoenroll diverse postgraduate learners and trainees(postdocs/residents/fellows).

This set of questions is asked only of faculty and staff.


Respond to the prompts below reflecting on efforts to retain and develop a diverse community within your organizational unit (school, division, administrative department, etc.).

Note: We welcome opinions and/or impressions from all members of the community, however, if you do not have a perspective to share, please select not applicable (NA).

STRONGLY AGREE


DON’T KNOW

NA

1.Therearesufficientopportunitiestosupportmyculturalgrowthanddevelopment,suchasdialogueabouttopicsrelatedtodiversity,inclusion,andequity.

2.Allstaffhavesupportfromleadershiptocontinuetheirprofessionalgrowthandcareeradvancement.

3.Allstaffintheunit(department,center,institute,school,office)arecomfortableandknowledgeableaboutworking with diverse student and postgraduate populations.

4.Wehaveastrongfacultymentoringsystemwhichiseffectiveinsupportingallfacultymembersinthetenureandadvancementprocess,aswellasinexpandingtheiracademicandprofessionalgrowth.

5.Theunit(department/center/institute/school)providesasupportiveandwelcomingenvironmentforall facultymemberstopursuetheircareersasteachersandscholars.Facultyfromgroupshistoricallyunderrepresentedinthefieldand/orinsocietyarefullyincludedinourintellectuallife.

6.Allfacultyintheunit(department,center,institute,school)arecomfortableandknowledgeableaboutworking with diverse student and postgraduate populations.

7.Wehaveastrongadvisingsystemfor undergraduates,whichiseffectiveinsupportingallstudentsbothacademicallyandprofessionally.


8.Extrasupportisprovided,whereneeded,toensurethesuccessofundergraduate studentsfromunderresourcedbackgrounds,studentswithdisabilities,studentswhosefirstlanguageisnotEnglish,studentswithlimitedfinancialresources,andthosefacingotheracademicorsocialchallenges.

9.Supportforpostgraduationsuccessof undergraduate studentsreflectsthediverseneedsofourstudentbody,includingcareerassistance,gradschoolpreparation,etc.

10.Wehaveastrongmentoringsystem,whichiseffectiveinsupportingall graduate students bothacademicallyandprofessionally.

11.Wehaveastrongmentoringsystem,whichiseffectiveinsupportingall postgraduate learners and trainees bothacademicallyandprofessionally.

STRONGLY AGREE


DON’T KNOW

NA


Respond to the prompts below reflecting on the role of leaders in shaping inclusive environments within your organizational unit (school, division, or administrative department).

Respond to the prompts below reflecting on the need to develop an institutional infrastructure to drive change at Rutgers broadly and within your organizational unit (school, division, or administrative department).

Note: We welcome opinions and/or impressions from all members of the community, however, if you do not have a perspective to share, please select not applicable (NA).

STRONGLY AGREE AGREE DISAGREE STRONGLY DISAGREE

1.Leadershipfostersacultureofrespectandcollaborationacrossdifferencesinalllevelsandpositions,creatinganenvironmentwhereallstudents,faculty,andstafffeelwelcomeandareabletoengage.

2.Leadersareawareofhowevaluationbiasmaynegativelyimpactunderrepresentedstaffandfacultycreatinginequities.

3.Leadershipencouragesinnovationthataddressesequityandinclusioninourworkplace,curriculumdevelopment,andteachingpractices,whererelevant.

5.Leadershavethecross-culturalskillstoaddressissuesofinsensitivity,exclusion,ordisrespectwhentheyarise.

STRONGLY AGREE


DON’T KNOW

NA

1.Acommitmenttodiversity,equity,andinclusionisbuiltintopoliciesandplans.

2.Therearestructurestoensureongoingeffortsaremadetoincreasediversity,ensureequity,andidentifyandremoveallbarrierstoinclusion.

3.Facultymembers’contributionstoequity,inclusion,anddiversityarerecognizedandrewarded.

4.Staffmembers’contributionstoequity,inclusion,anddiversityarerecognizedandrewarded.

5.Weregularlyandsystematicallycollectandanalyzedataaboutequity,inclusion,anddiversity.


This set of questions is asked only of students (undergraduate and graduate), postgraduate learners and trainees, and faculty.

Respond to the prompts below reflecting on efforts to promote inclusive scholarship and teaching within your academic department.


1.Courseofferingsincludeexplicitattentiontoissuesofdiversity,equity,andinclusionastheyrelatetoourfield(s)ofstudy.

2.Teachingpracticesthroughoutthedepartment/schoolareculturallyrelevant(centeringofstudents’backgrounds,experiencesandcultural/linguisticframesofreference),accessible,andinclusiveforallgroups.

3.Faculty research agendas address issuesofequity,inclusion,anddiversityasrelatedtotheirfield(s)ofinquiry.Scholarlyresearchonequityandsocialjusticeissupportedandpromotedbythedepartment.

4.Whentheunit(department/center/institute/school)holdsinternalandexternalspeakerevents,lectureseries,colloquia,and/orconferences,theseeventsincludespeakersfromdiverseandunderrepresentedgroups.


This set of questions is asked only of graduate students.

Respond to the prompts below reflecting on efforts to recruit, retain, and develop a diverse community within your organizational unit (school, division, administrative department, etc.).


1.Rutgersactivelyvaluesandseekstohire a diverse staff.

2.Rutgersactivelyvaluesandseekstohire a diverse faculty.

3.Rutgersactivelyvaluesandseekstoenroll diverse graduate students.

4.Ouroutreachandrecruitmentprocessesfor graduate students employtargetedpracticesforattractingdiversepopulations.


6.Graduate students of all identities andexperiencesarevaluedbyfaculty.

7.Graduate students of all identities andexperiencesarevaluedbystaff.

8.Wehaveastrongmentoringsystem,whichiseffectiveinsupportingallgraduate studentsbothacademicallyandprofessionally.

9.Theunit(department/center/institute/school)providesasupportiveandwelcomingenvironmentforallgraduate studentstopursuetheircareersasteachersandscholars.Graduatestudentsfromgroupshistoricallyunderrepresentedinthefieldand/orinsocietyarefullyincludedinourintellectuallife.


This set of questions is asked only of undergraduate students.





3.Rutgersactivelyvaluesandseeksto enroll diverse undergraduate students.

4.Ouroutreachandrecruitmentprocessesfor undergraduate studentsemploytargetedpracticesforattractingdiversepopulations.


6.Undergraduate students of all identitiesandexperiencesarevaluedbyfaculty.

7.Undergraduate students of all identitiesandexperiencesarevaluedbystaff.

8.Wehaveastrongadvisingsystemfor undergraduates,whichiseffectiveinsupportingallstudentsbothacademicallyandprofessionally.

9.Extrasupportisprovided,whereneeded,toensurethesuccessofundergraduate students fromunderresourcedbackgrounds,studentswithdisabilities,studentswhosefirstlanguageisnotEnglish,studentswithlimitedfinancialresources,andthosefacingotheracademicorsocialchallenges.

10.Supportforpostgraduationsuccessof undergraduate studentsreflectsthediverseneedsofourstudentbody,includingcareerassistance,gradschoolpreparation,etc.


This set of questions is asked only of postgraduate learners and trainees.





3.Rutgersactivelyvaluesandseekstoenroll diverse postgraduate learners and trainees(postdocs/residents/fellows).


5.Postgraduate learners and trainees of all identities and experiencesarevaluedbyfaculty.

6.Postgraduate learners and trainees of all identities and experiencesarevaluedbystaff.

7.Wehaveastrongmentoringsystem,whichiseffectiveinsupportingall postgraduate learners and trainees bothacademicallyandprofessionally.

8.Theunit(department/center/institute/school)providesasupportiveandwelcomingenvironmentforallpostgraduatelearnersandtraineestopursuetheircareersasscholarsand/orclinicians.Postgraduate learners and trainees fromgroupshistoricallyunderrepresentedinthefieldand/orinsocietyarefullyincludedinourintellectuallife.


This set of questions is asked only of staff.

Respond to the prompts below reflecting on efforts to promote an inclusive workforce within your organizational unit.


1.Opportunitiesforstafftolearnabouttopicsrelatedtoequity,inclusion,anddiversityareactivelysupportedandvaluedbymyunit(department/center/institute/school)andattentiontotheseissuesisincludedinourwork.

2.Myunitpromotesaninclusiveculture.Day-to-dayinteractionswithmycolleaguesareinformedbyself-awarenessandrespectforothers.

3.Leadershipisattentivetothedifferingneedsofstudents/staff/facultyandconsistentlyworkstoprovidesupportandmeettheneedsofstaff.


Stakeholder Engagement Guidelines This tool provides an overview of why stakeholder engagement matters and models for gathering additional input to inform your organizational unit planning on diversity, equity, and inclusion.

Stakeholderengagementisintegralinanystrategicplanningprocessbecauseitbroadenssupportandownershipofthepathforward.Specifically,itenablesthedevelopmentofinclusiveandequitableplansthatareinformedbyinsightsandperspectivesofthevariousconstituentgroups.Byallowingyouto:

• Identifyingissuesofconcernearly,targetinggroupsforinputintentionallyandgaininginsight.

• Gainbuy-inforchangestopromoteequitableaccessandoutcomesresultingfromconsultation.

• Developasharedvisionforthefutureoftheorganizationalunitinformedbyandrepresentativeofitsdiversestakeholders.

Stakeholdersareinternalandexternal,theyincludefaculty,staff,students,alumni,andcommunitypartnersandmore.Approachtheprocessofstrategicplanningasopportunitytodopurposefulstakeholderengagement,stayingattunedtothreeareas.

1. Communication

• Allowforopenandinclusivedialogue.

• Provideclearguidelines,makesureyourstakeholdersknowwhattoexpect.

• Provideupdatesthroughouttheprocess.

2. Be Transparent

• Shareinformationwithstakeholdersthatisrelevanttotheirconcernsandinterest.

• Transparencyenablestrustbuildingandstrengthensrelationships.

• Italsoprovidesasharedbasisforassessment,identifyingareasofstrengthandopportunitiesforgrowth.

3. Timeline

• Providedeadlinestoensuretimelycompletionoftasks.

• Providescheduleforplanningupdatestoyourcommunity.


Stakeholder engagement can take any form that meets your needs. Here are a few options to consider:

• Small group strategy meetings areaneffectivestructureforgroupsofconstituentstodiscusstheirneedsandinformothersofhowtheywouldwanttoseethemaddressed.

• Focus groups enableastructured,facilitatedconversationorganizedaroundquestionspreparedinadvancetogetthegrouptalking.Focusgroupscantargetspecificpopulations(womengraduatestudents,facultyofcolor,etc.)orbefocusedonaspecifictopic(diversityinthecurriculumorracialdynamicsintheunit).

• A Town Hallisanopenforumtoallowforalargerconversationacrossconstituentgroups.Theycanbeagoodforumtoshareupdates,process,andprovideoveralltransparencyaboutstrategicplanningprocess,servingasavehicleforyourcommunitytomeetleadersshepherdingtheprocess.However,theycanbeunwieldlyanddifficulttomanageconversation.Ifyouraimistogetfeedback,orfacilitatedialogue,consideranothermethod.

• Affinity groups areanygroupofpeoplethatgatherbasedonasharedidentity.Theyoftenhaveaspecificmissionandpurposetoprovidesupportandcombatisolation.Theycanbeinformativeresourcesabouttheneedsofaspecificgroupand/orhosttargetedeventstofacilitateaconversation.


Information Gathering and Data GuideThis tool provides a slew of resources to help your organizational unit approach the self-assessment processes, including review questions to prompt reflection.

ACTIVITIES ASSESSMENTTheaimofthequestionsbelowistoaprovideaframeworkforreviewingactivitiesinyourorganizationalunitthat,directlyorindirectly,supportdiversity,equity,andinclusion,bothonandoffcampus.Theframeworkissimplistictoaffordyouflexibilityinsummarizingtheactivitiesyouhaveundertakenandoutlininghowtheyhelptosupporttheuniversitydiversitypriorities.Theaimincompilingyouractivitiesistosupportyourgoalsetting,enablingyoutomaketheconnectionbetweenactivitiesyouareengagedinandtheoutcomesyouwouldliketosee.

Reflection Questions

1)Whatdowedo?

2)Whydowedoit?

3)Whodoesitserve?Primaryaudience(s)?• Staff• Students• Faculty• Community• Alumni

4)Howmuchdowe(department,division,school,etc.)spendonactivitiesdirectly relatedtodiversity,equity,andinclusionannually?

• less than $999• $1000-$2499• $2500-$4999• $5000-$9,999• $10,000-$15,000

5)Isitworking?• 1=No,asdeterminedbyevidence(e.g.:assessment,unmetmetrics,etc.)• 2=Notsure,nobasistodetermine• 3=Somewhat,anecdotal/informalevidenceonly(e.g.:athankyounote)• 4=Yes,asdeterminedbyevidence(e.g.:specificmetricsand/orqualitativeindicatorsofsuccess)

6)Doesthisactivitysupportanyoftheuniversitydiversitypriorities?How?


What is your current state and ideal state in relation to each diversity priority, by population (where applicable)? What would your ideal state be?

Describe the Current State: Inwhatareasdoestheorganizationalunitneed/wanttoimprove?Aimtodevelopastatementofthechallengesatpresentthatservesasaguidingtenetprovidingasharedunderstandingofthe“why”ofchange.

Describe the Ideal State:Whatwouldyouridealstatebe?Iftheorganizationalunitimprovedovertime,whatwouldchangelooklike?Aimtodevelopasharedunderstandingofyourunit’saspirations.Rememberyouarenottryingtodefineyourconcretegoalshere;itisokaytothinkbigevenifitseemsoutofreach.

Identify Aspirational Peers and Practices

Whoareyouraspirationalpeers?Why?Whataretheydoinginrelationtotheareasyouhaveidentifiedasinneedofchangethatcouldbeadopted?

DIVERSITY PRIORITIESCURRENT STATE

(Identify Challenges)IDEAL STATE

(Define Aspirations)

Recruit,Retain,andDevelopDiverseCommunityPopulations to address: Undergraduate Students, Graduate Students, Postgraduate Learners, Faculty, Staff

PromoteInclusiveScholarshipandTeachingPopulations to address: Undergraduate Students, Graduate Students, Faculty

DefineSustainableandSubstantiveCommunityEngagement

BuildtheCapacityofLeaderstoCreateInclusiveClimates

DevelopanInstitutionalInfrastructuretoDriveChange

Reflect on Current and Ideal State


This tool contains a series of steps to guide the visioning and goal setting process.

WHAT NEEDS TO CHANGE Identifythegapbetweenyourcurrentstateandtheidealstate-theseareareasinneedofchange.Substantialimprovementintheseareaswillhelpinmovingyourorganizationalunittowardstheideal.Forexample:buildcross-culturalskillstoengageacrossdifference;increasedsenseofbelonging;changeinpoliciesandprocedures;improvedrecruitmentandretentionoffaculty,staff,andstudents;improvedpromotionandgraduationrates;improveddepartmentalculture.Feelfreetodrawonthelanguageusedintheprioritiestoidentifywhatneedstochange.

DIVERSITY PRIORITIESWHAT NEEDS TO

CHANGE?WHAT SUPPORTS ARE

NEEDED?

Recruit,Retain,andDevelopDiverseCommunity

PromoteInclusiveScholarshipandTeaching




Vision and Goal Setting Guide

MOVING TOWARD THE IDEAL, LINKING EFFORT TO INSTITUTIONAL CHANGE Identifyspecificdesiredoutcomesthatcanbeshorterorlongerterm,thatifachievedwouldindicatemeasurableprocessonthethingsthatneedtochange.Whatsupportsand/oractivitieswillsupportachievementoftheseoutcomes?Revisitthelistofactivitiescompiledduringyourself-assessment.Identifyingactivitiesthatneedtobestopped(tocreatenewresources),adapted,orstrengthenedtomovetheunittowardtheidealstate

DIVERSITY PRIORITIES DESIRED OUTCOMEWHAT SUPPORTS OR

ACTIVITIES ARE NEEDED?

Recruit,Retain,andDevelopDiverseCommunity






An outline of action plan elements, the aim is to summarize how your organizational unit will work towards change.

Drawonthedesiredoutcomesandevaluatetheavailabilityofsupportsandactivitiestosetgoalsforyourorganizationalunit.YourOrganizationalUnitDiversityActionPlaniscomposedof:

• Abriefintroductionthatframestheimportanceofdiversity,equity,andinclusiontoyourorganizationalunit,describestheprocessfordevelopingthegoals,andidentifieswhetheradditionalinstitutionalsupportand/orresourcesareneededtoachievethem.

• AGoalDevelopmentWorksheetforeachpriority.Note:Dependingonthefocusofyourorganizationalunit,itmaynotbenecessarytodevelopgoalsforeachpriority.Ifyouareunsure,plantocheck-inwiththeplanningleadforyourChancellor-ledunit.

PRIORITY YOU ARE TRYING TO ADDRESS

1. Recruit,Retain,andDevelopaDiverseCommunity2. PromoteInclusiveScholarshipandTeaching3. DefineSustainableandSubstantiveCommunityEngagement4. BuildtheCapacityofLeaderstoCreateInclusiveClimates5. DevelopanInstitutionalInfrastructuretoDriveChange

GOALS

Whatdoyouwanttoachieveorchangeregardingtheabovepriority?

Organizational Unit (OU) Action Plan Development Worksheet

STRATEGIES DELIVERABLES

Whatgeneralstrategiesorapproaches,oractivitieswillyouusetoaccomplishyourgoals?

Foreachstrategy,listoneormorespecificactionsorresourcesyouwilluseordeveloptoimplementit.

METRICS

Whatinformationwillyoutrackandreviewtomeasurebothshort-andlong-termprogresstowardyourgoals?Whatsource(s)willbeused?


A tool to assist Chancellor-led unit in reviewing organizational units action plans enabling consistency in evaluation and feedback.

ORGANIZATIONAL UNIT:

CONTACT:

UNIVERSITY PRIORITY

PLAN QUALITY*1= Fair2= Good3= Excellent

CHANCELLOR-LED UNIT ALIGNMENT LEVEL**1= Low2= Moderate3= High

FEEDBACK TO ORGANIZATIONAL UNIT

Recruit,Retain,andDevelopaDiverseCommunity





Summary Sheet for Assessment of Organizational Unit (OU) Action Plan


*Plan Quality

Fair

• Weakframingoftheimportanceofdiversity,equity,andinclusiontotheorganizationalunit.

• Noorlittleevidenceofengagementacrossstakeholdergroups.

• Weakconnectiontotheuniversitypriorities.

• Moderaterelationshipbetweenthegoalspecifiedandmetricsidentifiedtomeasureshort-andlong-termprogress.

Good

• Diversity,equity,andinclusionareframedasimportanttotheorganizationalunit.

• Solidevidenceofengagementacrossstakeholdergroups.

• Marginallyadvancestheuniversitypriorities.

• Strongrelationshipbetweenthegoalspecifiedandmetricsidentifiedtomeasureshort-andlong-termprogress.

Excellent

• Excellentframingoftheimportanceofdiversity,equity,andinclusiontotheorganizationalunit,connectingtheactionplantothemissionandpurposeoftheorganizationalunit.

• Extensiveengagementacrossstakeholdergroups.

• Advancestheuniversitypriorities.

• Strongrelationshipbetweenthegoalspecifiedandmetricsidentifiedtomeasureshort-andlong-termprogress.

**Chancellor-led Unit Alignment Level

Low Alignment Theunit’sgoalsmettheneedsoftheorganizationalunitbuthaveaweakrelationshiptothestrategicdirectionoftheChancellor-ledunit. Moderate Alignment Theunit’sgoalshaveamoderaterelationshiptothestrategicdirectionoftheChancellor-ledunitbutdonotbuildonexistinginitiatives. High Alignment Theunit’sgoalshaveastrongrelationshiptothestrategicdirectionoftheChancellor-ledunit,buildonthestrengthsofexistinginitiatives,andoffermeansforpartnershipacrossunits.


The Chancellor-led Unit Diversity Strategic Plan will articulate goals and overarching strategies to guide the collective work to support institutional change. These goals should guide investment and efforts in support of university priorities, outline benchmarks for achievement, and provide structural mechanisms for accountability. Note for some priorities you may need multiple goals to capture your aspirations for each population (students, postgraduate learners/trainees, staff, and faculty). Goals should be Specific, Measurable, Attainable, Relevant, and Time Bound (using one worksheet per goal).

SMART GOAL ELEMENT ENVISIONING CHANGE

Goal Description Describeyourunitgoalhere,detailhowitmeetsSMARTgoalelementsbelow

S: Specific Detailexactlywhatneedstobedone(Who,What,WhereandWhy)

M: MeasurableHowwillyoumeasureprogresstowardsthegoal?

A: AttainableThebestgoalsareadelicatebalancebetweenbeingchallenging,yetachievable

R: RelevantHowdoesthisgoaltieintoyourmissionandkeyresponsibilities?Howisitalignedwithuniversitywidediversitypriorities?

T: Time-Bound Havingadeadlineisakeypartofsettingandachieving goals

Strategic Plan SMART Goals Template

universitywide diversity strategic planning toolkit

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