2030 Initiative<\/a>, the university\u2019s comprehensive plan for the next decade and beyond.<\/p>\n\u201cWe had a number of departments that applied to be in the institute, which speaks quite a bit to the enthusiasm that is in the departments,\u201d said Otieno. The units involved included Educational Psychology, Facilities Planning and Management, the College of Health Sciences-Equity Alliance Committee, the Graduate School, Criminal Justice & Criminology and the Lubar College of Business.<\/p>\n
\u201cWe wanted to have areas that were very committed, and they had to have supportive leadership,\u201d Vang said. One other aspect of the planning was to have the involvement of a variety of people at different levels, she said.<\/p>\n
The groups met through the spring semester in small groups, and all 30 team members came together once a month. Using data from surveys and the university\u2019s Office of Assessment and Institutional Research, the teams decided on plans to move forward.<\/p>\n
Not just from the top down<\/h3>\n
The schools, colleges and departments that took part in the spring institute are sharing what they\u2019ve learned and accomplished with other areas of the university, Vang said. The DEI office continues to be available to support all efforts.<\/p>\n
Grassroots activities are critical to DEI.<\/p>\n
\u201cMy philosophy is that it can\u2019t just be from the top down, just from the chancellor,\u201d Vang said. \u201cWe want people at the unit level, at the department level, to discuss climate and culture that will ensure a sense of belonging for everyone.\u201d<\/p>\n
While many of the units were already engaged in DEI efforts, the institute spurred more action.<\/p>\n
Participants said that one key outcome of the institute was being able to take the time to consider what they needed to improve and develop plans for change.<\/p>\n
\u201cIt allowed us to set aside time for careful consideration of where the Graduate School has achieved DEI principles and where we can think about our gaps,\u201d said Bonnie Klein-Tasman, professor of psychology and associate dean of the Graduate School.<\/p>\n
‘You wonder where to start’<\/h3>\n
\u201cIt definitely helped with providing us some guidance because there’s so much to do,\u201d said Karen Miyoshi, administrative manager in the College of Health Sciences and member of the college\u2019s equity alliance commitee. \u201cYou wonder where to start.\u201d<\/p>\n
One key takeaway from the institute was the need to set priorities, said Klein-Tasman. \u201cIf we spread ourselves too thin and don\u2019t engage in clear prioritization, then nothing will get done. We really need to be deliberate about what is high impact and doable, what is going to have an impact but will take more time.\u201d<\/p>\n
\u201cWe had been working in Facilities Planning Management on issues related to DEI \u2013 things like more inclusion and fair expectations,\u201d said Leah Callan Stoiber, Institutional Review Board administrator in University Safety and Assurances. She was one of the leaders of that team, along with Jennifer Herriges, lab safety coordinator in the same area.<\/p>\n
Unlike some of the other teams that took part, many employees in Facilities Management don\u2019t work directly with students, although the area does have student employees.\u00a0 The team wanted to focus on the experiences of employees in Facilities Management, Stoiber said. \u201cWe wanted to participate in the institute because we felt we were at a point where we weren\u2019t sure what to do next and how to move forward,\u201d said Stoiber. \u201cThe DEI institute really helped us to home in on areas that should be priorities and set goals.\u201d<\/p>\n
Importance of collaboration<\/h3>\n
Klein-Tasman and Miyoshi emphasized the importance of collaboration in making plans and setting goals. The Graduate School has a team of faculty and staff contributing to its efforts.<\/p>\n
The CHS equity alliance committee has three co-chairs to help ensure collaboration and input from varied perspectives. \u201cThe whole idea of being inclusive is really getting different perspectives,\u201d Miyoshi said.<\/p>\n
Besides racial and ethnic diversity, the team wanted representation from different employment categories.<\/p>\n
Using data from the institute as a guide was very helpful, according to Tom LeBel, associate professor and chair of the Department of Criminology and Criminal Justice. That department, which like many of the other units had been doing DEI work before the institute, found that they were enrolling a very diverse group of students, including increased numbers of women and Hispanic students. However, many of the underrepresented students weren\u2019t making it through to graduation.<\/p>\n
Now the team is looking at why this is happening and finding ways to improve retention rates, LeBel said. One key is that nearly 50% of entering students are first-generation students, meaning they may face extra financial and support challenges, and are not as familiar with college requirements. One area the team is looking at is adjusting the curriculum to encourage students to stay the course and provide the best experience for them.<\/p>\n
\u201cStudents come in and they\u2019re all excited about taking criminal justice courses, but the way college works is you take a lot of general education courses that first year,\u201d LeBel said. That discourages some, especially first-generation students, he said. One way to adapt the curriculum would be to\u00a0add a section of the introductory course in criminal justice for all first-year majors to help build community, LeBel added. That new section will start in fall 2023.<\/p>\n
Many ways to increase diversity<\/h3>\n
Units that went through the institute are looking at a variety of ways to increase diversity, equity and inclusion. One way: Increasing recruiting from public schools with diverse student bodies. Another example: The Graduate School has an application fee grant program for students coming from undergraduate programs and post-baccalaureate graduate school preparation programs that typically attract underrepresented students.<\/p>\n
Programs are also looking at bringing in more instructors from underrepresented groups or inviting alumni speakers from such groups to meet with students and show what careers are possible with a college education.<\/p>\n
\u201cWhen minority students don\u2019t see themselves represented in the faculty and staff, that sends a message,\u201d said Dietmar Wolfram, senior associate dean and professor in the School of Information Studies.<\/p>\n
He\u2019s leading a team made up of representatives from the three schools that are going to be part of the new College of Community Engagement and Professions, which officially starts in July 2023. (Representatives from the departments of Educational Psychology and Criminology and Criminal Justice were part of the institute and are part of the CCEP team.)<\/p>\n
Many units are looking at other ways to increase the focus on DEI. The Graduate School, for example, is revamping its mission statement to make sure it reflects the school\u2019s commitment to DEI.<\/p>\n
Amplifying existing work<\/h3>\n
Another approach is to establish or amplify the work of existing committees and groups that can give more insight into the student and staff experience. The Graduate School has a Racial Justice and Equity Graduate Student Advisory Group, made up of students who have an interest in leadership, concerns and infrastructure related to Black, Indigenous and other people of color. Klein-Tasman and Dana-Mar\u00eda Baldwin,the Graduate School\u2019s DEI coordinator, meet with these students regularly to discuss their ideas and concerns. Both Klein-Tasman and Baldwin are members of the school\u2019s DEI team.<\/p>\n
One intangible benefit of the DEI work has been better understanding and communication around the issues. The CHS equity alliance committee invited colleagues in the Zilber School of Public Health and the College of Nursing to join them for a series of educational workshops \u2013 the Culture of Racism, Recovery and Resiliency, offered through the School of Continuing Education.<\/p>\n
\u201cAt each one of our meetings, we have a little bit of time to talk freely to one another about what\u2019s in the news or experiences we might have had,\u201d said Miyoshi. \u201cIt\u2019s a place to talk openly about issues related to diversity and racism and systemic bias \u2013 those things that are hard to talk about.<\/p>\n
\u201cThis is a safe space, and it\u2019s OK for us to be able to say the things that are uncomfortable, and no judgment will be made,\u201d added Yeeiliania Hamilton, administrative assistant and another member of the CHS committee. \u201cWe can all take things in and educate one another in a way that is not judgmental.\u201d<\/p>\n
As a number of schools and colleges realign, the DEI efforts may change, but they will continue, according to those who took part in the institute.<\/p>\n
\u201cI think we are all aware that it\u2019s an ongoing process,\u201d said Miyoshi. \u201cIt\u2019s not just reading one book or going to one class that will do it for us. It\u2019s always going to be evolving and growing.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"
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