Statement from the Dean of College of Nursing



The University of ToledoCollege of Nursing2016-2017Strategic Plan for Diversity and InclusionTable of Contents TOC \o "1-3" \h \z \u Statement from the Dean of College of Nursing PAGEREF _Toc480374163 \h 4Statement from the College Inclusion Officer of College of Nursing PAGEREF _Toc480374164 \h 4College Diversity Committee PAGEREF _Toc480374165 \h 4The University of Toledo Mission Statement PAGEREF _Toc480374166 \h 5What We Mean by Inclusion and Diversity PAGEREF _Toc480374167 \h 7College of Nursing Faculty, Staff and Student Data PAGEREF _Toc480374168 \h 8Methodology and Data Findings PAGEREF _Toc480374169 \h 8COLLEGE OF NURSING FACULTY INSTITUTIONAL DATA: 2012 - 2016 PAGEREF _Toc480374170 \h 8STUDENT INSTITUTIONAL DATA: 2013 – 2015 PAGEREF _Toc480374171 \h 9STAFF INSTITUTIONAL DATA PAGEREF _Toc480374172 \h 9Diversity Assessment Survey PAGEREF _Toc480374173 \h 9FACULTY DATA – 2016 DIVERSITY ASSESSMENT SURVEY PAGEREF _Toc480374174 \h 9STUDENT DATA – 2016 DIVERSITY ASSESSMENT SURVEY PAGEREF _Toc480374175 \h 11STAFF DATA – 2016 DIVERSITY ASSESSMENT SURVEY PAGEREF _Toc480374176 \h 12THE PATH FORWARD PAGEREF _Toc480374177 \h 14College of Nursing Goal 1.1: PAGEREF _Toc480374178 \h 14College of Nursing goal 1.2: PAGEREF _Toc480374179 \h 15College of Nursing goal 2.1 PAGEREF _Toc480374180 \h 16College of Nursing Goal 3.1: PAGEREF _Toc480374181 \h 17College of Nursing Goal 3.2: PAGEREF _Toc480374182 \h 18College of Nursing Goal 6.1: PAGEREF _Toc480374183 \h 19College of Nursing Goal 6.2 PAGEREF _Toc480374184 \h 20Proposed Budget PAGEREF _Toc480374185 \h 21Appendix A: Ethnic Descriptions PAGEREF _Toc480374186 \h 22Appendix B: College of Nursing Faculty Data PAGEREF _Toc480374187 \h 23Appendix C: College of Nursing Student Data PAGEREF _Toc480374188 \h 24Statement from the Dean of College of NursingAs Interim Dean of the University of Toledo College of Nursing I embrace our College and University Diversity missions in assuring our faculty, staff and students have a sense of representation, inclusion and participation in the aspects of their work and educational environments.? I support the ongoing efforts by the College and University to assure we address?all aspects of diversity.? – Interim Dean Kelly PhillipsStatement from the College Inclusion Officer of College of NursingAs the Inclusion Officer for the College of Nursing I am eager to serve the college and university in the fulfillment of our plans for diversity and inclusion. I have the support of the Interim Dean and the Diversity Committee. – Inclusion Officer Kristi ReuilleCollege Diversity CommitteeThe purpose of the college of nursing diversity committee is to encourage and support all CON faculty staff administrators and students in the fulfillment of the CON mission statement related to diversity.CON mission statement related to diversity is found in the CON diversity plan: The College of Nursing embraces differences in ideas and acknowledges the value of learning, working, and social experiences that promote acceptance of human diversity related to age, color, ethnicity, gender, religion disability, social-economic status, sexual orientation, gender identity, race, and national origin. Within this framework, a diversity of engagements will foster faculty, staff and student respect for each other. The College of Nursing is committed to creating a learning environment where students provide healthcare for diverse populations in a spectrum of settings.We, as members of the diversity committee of the College of Nursing, support the strategic plan for diversity and inclusion and have worked together with the inclusion officer and the Interim Dean of the College of Nursing to formulate the report presented in this document.Members of the Diversity Committee: Temeaka Gray (chair), Kristi Reuille (vice-chair), Carol Bryan, Lindsay Gregory, Pam Marok, Kathleen Mitchell The University of Toledo Mission StatementThe mission of The University of Toledo is to improve the human condition; to advance knowledge through excellence in learning, discovery and engagement; and to serve as a diverse, student-centered public metropolitan research university. The core values are:Compassion, Professionalism and Respect: Treat every individual with kindness, dignity and care; consider the thoughts and ideas of others inside and outside of the University with a strong commitment to exemplary personal and institutional altruism, accountability, integrity and honor;Discovery, Learning and Communication: Vigorously pursue and widely share new knowledge; expand the understanding of existing knowledge; develop the knowledge, skills and competencies of students, faculty, staff and the community while promoting a culture of lifelong learning;Diversity, Integrity and Teamwork: Create an environment that values and fosters diversity; earn the trust and commitment of colleagues and the communities served; provide a collaborative and supportive work environment, based upon stewardship and advocacy, that adheres to the highest ethical standard;Engagement, Outreach and Service: Provide services that meet students' and regional needs and where possible exceed expectations; be a global resource and the partner of choice for education, individual development and health care, as well as a center of excellence for cultural, athletic and other events;Excellence, Focus and Innovation: Strive, individually and collectively, to achieve the highest level of focus, quality and pride in all endeavors; continuously improve operations; engage in reflective planning and innovative risk-taking in an environment of academic freedom and responsibility; andWellness, Healing and Safety: Promote the physical and mental well-being and safety of others, including students, faculty and staff; provide the highest levels of health promotion, disease prevention, treatment and healing possible for those in need within the community and around the world. What We Mean by Inclusion and DiversityInclusionAn inclusive environment provides opportunity for full participation in the life of the university by each of its members. The inclusive university embraces differences and fosters a sense of belonging among all its members, including faculty, staff, students, and the community.DiversityDiversity is a core value of The University of Toledo. As a scholarly community that encourages diversity of thought as reflected in our broad array of disciplines, we embrace the many things in life that makes us different. The university is open to people of all racial, ethnic, cultural, socioeconomic, national and international backgrounds. We welcome diversity of pedagogy, religion, age, diverse abilities, sexual orientation, gender identity/expression, and political affiliation. Diversity is essential to our ability to survive and thrive. Every individual is a necessary asset, and we demonstrate this in our policies, practices, and everyday operating procedures.College of Nursing Faculty, Staff and Student DataMethodology and Data FindingsData for this Diversity Plan is comprised of two sources: 1) University Institutional Data, and 2) a university-wide Diversity Assessment Survey conducted in 2016.COLLEGE OF NURSING FACULTY INSTITUTIONAL DATA: 2012 - 2016The College saw increases in the hiring of individuals from diverse backgrounds during this time period, a trend which continues in data not presented here. Females are overrepresented in the faculty, with the College having two male Caucasian instructors. Figure 1 shows the numbers of tenured, tenure-track and instructor level faculty in the College of Nursing. See Appendix A for ethnic group descriptions. See Appendix B for College of Nursing Faculty Institutional data and plots.Figure 1. Tenured, Tenure-Track and Instructors in the College of NursingSource: Office of Institutional ResearchSTUDENT INSTITUTIONAL DATA: 2013 – 2015Institutional data show that the College of Nursing undergraduate student population decreased by 73 students or 5.5 per cent from Fall 2013 to Fall 2015. The two ethnic groups with largest decreases were male Hispanic/Latino (-45 per cent), female Black or African American (-12 per cent).STAFF INSTITUTIONAL DATAThere is no staff institutional data provided for the College of Nursing. This is because the low numbers of staff in the College of Nursing.Diversity Assessment SurveyDuring the Spring 2016 semester, an anonymous university-wide Diversity Assessment Survey was administered to faculty, staff and students. The details of this survey are presented in the University of Toledo Strategic Plan for Diversity and Inclusion 2016. College of Nursing participation in the survey included 110 students, 29 faculty, and 11 staff members who completed the survey.FACULTY DATA – 2016 DIVERSITY ASSESSMENT SURVEYFigures 2 and 3 show the faculty ratings of university inclusiveness and equity for the College of Nursing. Figure 2. Faculty Ratings of University InclusivenessSource: 2016 Diversity Assessment SurveyFigure 3. Faculty ratings of University EquitySource: 2016 Diversity Assessment SurveySTUDENT DATA – 2016 DIVERSITY ASSESSMENT SURVEYFigure 4 shows College of Nursing student ratings of the overall cultural competence of the University of Toledo, as well as cultural competence ratings of the Faculty, Staff and Administration of the University. Figure 5 shows students’ ratings of how often they think about diversity and multicultural issues. Figure 4. College of Nursing student ratings of cultural competenceSource: 2016 Diversity Assessment SurveyFigure 5. College of Nursing Student ratings of thinking about multicultural issuesSource: 2016 Diversity Assessment SurveySTAFF DATA – 2016 DIVERSITY ASSESSMENT SURVEYFigures 6 and 7 show College of Nursing Staff ratings of University Inclusion and equity.Figure 6. College of Nursing Staff ratings of University InclusionSource: 2016 Diversity Assessment SurveyFigure 7. College of Nursing Staff ratings of University EquitySource: 2016 Diversity Assessment SurveyTHE PATH FORWARDGOAL TimelinesImmediate: 1 to 5 monthsShort: 6 to 12 monthsMedium: 13 to 24 monthsLong: 25 to 36 monthsUniversity Goal 1Increase students, faculty, and staff experience of inclusiveness, equity and respect incrementally each year over the next five years. College of Nursing Goal 1.1:Develop a mechanism for tracking cohorts of nursing students regarding their ethnic identity.Given that we have institutional data for all undergraduate nursing students at the University of Toledo, the College of Nursing seeks to develop a mechanism for tracking the following cohorts of students:Pre- nursing studentsNursing students who apply to the Basic BSN major (aka “the major”).Nursing students who are accepted into the major Nursing students who matriculate into the majorNursing students who graduate from the UT College of Nursing with a Baccalaureate degreeThe College of Nursing faces a unique situation, in that our Undergraduate programs are part of a Consortium with Bowling Green State University (BGSU). This means that a complete picture of the status of diversity and inclusion in the undergraduate programs cannot be established without Institutional Data from BGSU. For number 1 above, data for pre-nursing students will be available only for University of Toledo students.For number 3 above, there are 80 students per semester in the Fall, Spring and Summer semesters from the UT/BGSU consortium program.Note that our desire is to track entire cohorts regarding their self-reported ethnic identities, rather than to identify individual students.The American Association of Colleges of Nursing (AACN) and the Ohio Board of Nursing (OBN) (pre-licensure programs only) ask for annual aggregate data related to gender and race. According to research conducted by the inclusion officer and reported to the members of the diversity committee, the data categories that must be reported to the AACN and the OBN are collapsed categories of the data available through the Office of Institutional Research at the University of Toledo. Therefore, if the Office of Institutional Research is able to provide this data in a timely manner for reporting, it may be sufficient for reporting needs for the University of Toledo. However, given that the Basic BSN program is a consortium with Bowling Green State University, the College of Nursing may need to continue to collect this data from those who are enrolled in the Basic BSN program in order to provide a complete picture of those who matriculate into and graduate from the Basic BSN program.Action Steps:Strategy 1: Identify contacts in the UT and BGSU systems to attempt to obtain institutional data on the cohorts mentioned aboveResponsible parties: Assistant Dean Student Services, Inclusion Officer, Student Admissions Retention and Progression Committee (SARP), Diversity CommitteeTime Period: Short 6-12 monthsCollege of Nursing goal 1.2:Continue the robust work of the College of Nursing Diversity CommitteeAction Steps:Strategy 1. Continue to update the goals of the Diversity CommitteeResponsible Parties: Inclusion officer, Diversity CommitteeTime Period: Immediate 1-5 monthsStrategy 2. Hold diversity events for students throughout the academic yearResponsible Parties: Inclusion Officer, Diversity CommitteeTime period: Short 6-12 monthsStrategy 3. Increase student attendance at diversity events by serving pizza or a similar option.Responsible Parties: Assistant Dean for student services, Inclusion Officer, Diversity Committee Time period: Short 6-12 monthsAnticipated Budget: $750.00 for food for diversity events throughout the year.University Goal 2Based on Fall 2015 headcounts, incrementally increase the recruitment of minority students, persons with disabilities and other underrepresented students until the enrollment of these students reflects the community in Ohio served by The University of Toledo.College of Nursing goal 2.1Based on Fall 2015 headcounts, incrementally increase the recruitment of minority students, persons with disabilities and other underrepresented students until the enrollment of these students reflects the community in Ohio served by The University of Toledo College of Nursing.Action Steps:Strategy 1: Develop a recruitment plan for African American students in the Toledo areaResponsible Unit: Assistant Dean of Student Services, Recruitment and Communications SpecialistTime Period: 6 – 12 monthsMeasure: Number of visit programs, marketing materialsAnticipated budget: $3,000Strategy 2: Develop a summer nursing camp for prospective African American and Underrepresented Nursing StudentsResponsible Unit: Assistant Dean of Student Services, Recruitment and Communications SpecialistTime Period: 13 – 24 monthsMeasure: camp enrollmentAncitipated Budget: $2,400 – a 4- day, day camp for 8 students ( includes lunch, snacks, stethoscopes, blood pressure cuffs, scrubs)University Goal 3Based on Fall 2014 to Fall 2015 retention rates, increase the rate of retention of minority students, persons with disabilities and underrepresented students by 10 percent within five years through targeted programming for groups with rates of retention below the institutional average.College of Nursing Goal 3.1:Develop and implement procedures related to a holistic admissions protocol for the Undergraduate BSN major in the UT College of NursingAction Steps:Strategy 1: Develop a mission statement for holistic admissionsTime Period: Immediate 1-5 monthsResponsible Parties: Holistic Admissions Task Force, SARP CommitteeStrategy 2: Finalize components of holistic admissions process including rubric, criteria, etc.Measures: Shepherd the process of holistic admission through Task Force, SARP Committee, the University’s legal team, CON Council. Selection criteria are broad-based, linked to the CON mission and promote diversity. Responsible Unit: Holistic Admissions Task Force, Student Admission, Retention & Progression Committee (SARP)Time Period: 13 - 24 months. Earliest implementation date would be Fall semester of 2018, with a possible delayed start.Anticipated Budget: $49,421 salary and benefits for an admission processorCollege of Nursing Goal 3.2:Make meaningful progress toward the development and implementation of a Multi-Cultural Student Nurses Organization student group within the UT College of NursingAction Steps:Strategy 1: Identify a faculty advisor for the group. Responsible Parties: Diversity Committee, Inclusion Officer, Assistant Dean for Student ServicesTime Period: Immediate 1-5 months (Two faculty have volunteered).Strategy 2: Contact and continue to interface with Office of Student Involvement and Leadership. Responsible Parties: Diversity Committee, Inclusion Officer, Assistant Dean for Student ServicesTime Period: Short 6-12 monthsUniversity Goal 4Increase and retain the numbers of faculty who are minorities, women, people with disabilities and veterans over the next five years.College of Nursing response to University Goal 4: We support the goal of the university by encouraging representation from members of the diversity committee on search committees in the college. University Goal 5Increase the number of minorities, persons with disabilities, women and veterans in administrative positions (chair level and above) over the next five years.College of Nursing response to University Goal 5: We support the goal of the university by encouraging representation from members of the diversity committee on search committees in the college. University Goal 6Cultivate mutually beneficial community-university partnerships that further the mission of the University to serve Toledo, with an emphasis on historically and currently underserved communities. College of Nursing Goal 6.1:Crosswalk the Basic BSN curriculum with accreditation standards related to diversity and inclusion, current efforts to meet those standards, and current efforts to support the development of a spirit of diversity and inclusion within the Basic BSN Curriculum.Action Steps: Strategy 1. Conduct Crosswalk of the BSN Curriculum Responsible Parties: Inclusion officer, Director of Assessment and Evaluation, Curriculum Committee, BSN Program Director.Time Period: Short 6-12 monthsStrategy 2. Identify opportunities to support the inclusion of diversity within the Basic BSN curriculum.Time Period: Medium 13-24 monthsResponsible Parties: Inclusion officer, Curriculum Committee, BSN Program DirectorCollege of Nursing Goal 6.2Continue work with community outreach initiatives including Toledo Early College, MedTAPP grant, Latino Youth Summit and Community ClinicTime Period: OngoingProposed Budget$49,421 salary and benefits for an admission processor$3,000 African American Recruitment$2,400 – a 4- day, day camp for 8 students ( includes lunch, snacks, stethoscopes, blood pressure cuffs, scrubs)$750.00 for food for diversity events throughout the yearPrioritized Budget$2,400 – a 4- day, day camp for 8 students ( includes lunch, snacks, stethoscopes, blood pressure cuffs, scrubs) $750.00 for food for diversity events throughout the year$3,000 African American Recruitment$49,421 salary and benefits for an admission processorAppendix A: Ethnic DescriptionsEthnic Descriptions?ETHNICITYDESCRIPTIONAmerican Indian or Alaska NativeA person having origins in any of the original peoples of North and South America (including Central America) who maintains cultural identification through tribal affiliation or community attachment.AsianA person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.Black or African AmericanA person having origins in any of the black racial groups of Africa.Hispanic/LatinoA person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.Native Hawaiian or Other Pacific IslanderA person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.Nonresident aliena person who is not a citizen or national of the United States and who is in this country on a visa or temporary basis and does not have the right to remain indefinitely.Race and ethnicity unknownRace UnknownTwo or more racesTwo or more racesWhiteA person having origins in any of the original peoples of Europe, the Middle East, or North Africa.Source: Office of Institutional DataAppendix B: College of Nursing Faculty DataRANKGENDERRACE20122013201420152016Assistant ProfessorFAfrican American01112Assistant ProfessorFCaucasian or White14141077Associate ProfessorFAsian10011Associate ProfessorFCaucasian or White111114109InstructorFCaucasian or White1515161515LecturerFCaucasian or White10000None_RankFAfrican American11002None_RankfAsian00001None_RankFCaucasian or White00000None_RankFCaucasian or White3638333646None_RankFHispanic10001None_Rankf2 or more races00000None_RankFUnknown00100ProfessorFAsian01111ProfessorFCaucasian or White66677InstructorMCaucasian or White21332None_RankMCaucasian or White22112ProfessorMCaucasian or White11110Source: Office of Institutional DataNote that those with the None_Rank specification are Clinical associates who are hired on a semester by semester basis and are not considered faculty of the College of Nursing.Appendix C: College of Nursing Student Data201320142015College of Nursing133212811259F111710781054American Indian or Alaska Native342Asian231917Black or African American908879White912866853Hispanic/Latino405142Nonresident alien7613Race and ethnicity unknown212125Two or more races212323M215203205Asian447Black or African American13911White172162166Hispanic/Latino11106Native Hawaiian or Other Pacific Islander1Nonresident alien797Race and ethnicity unknown544Two or more races353Source: Office of Institutional Data ................
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