Purpose - Northern Arizona University
NORTHERN ARIZONA UNIVERSITYUniversity Diversity Strategic Plan - Draft #5Last Revised 1/25/2019Purpose The NAU Diversity Strategic Plan (DSP) is meant to be a fluid document designed to focus and prioritize the university’s attention and resources towards an increasingly culturally competent, diverse, inclusive, and successful environment for all, with particular attention to those groups that have been historically underrepresented, marginalized, or underserved in higher education. The NAU DSP aligns with the University Strategic Plan (USP) that, in turn, aligns with the Arizona Board of Regents Strategic Plan, “Impact Arizona.” The planning process is occurring through the NAU Center for University Access and Inclusion (CUAI).The DSP is meant to encourage collaboration, coordinate efforts over time, and embed the importance of diversity and inclusion in planning and budgeting decisions across all levels of the university. The DSP acknowledges and builds on the university’s existing strengths. It is not meant to proscribe other efforts and initiatives. StructureThe NAU DSP provides the high-level assessment process and criteria and proposes to place accountability on leadership positions at each level of the university structure. It is anticipated that each VP area, and ultimately each college, department and unit, will prepare and implement a DSP that aligns with the university’s DSP, but is also uniquely relevant and meaningful to the area/unit (unit plans). In the final version, some of the strategies will be for university wide implementation. Others will be suggestions to be considered and adopted according to what is relevant and meaningful to a particular unit. Current WorkThe current work on the draft DSP is to prioritize the identified strategies over time and determine suitable metrics to ensure the plan’s goals are achieved. This is occurring now through two task forces that meet regularly in anticipation of circulating the DSP for wider vetting and input by stakeholders. A third task force is tackling changes to search processes to expand the ways in which diversity and inclusion can be effectively represented throughout the process. The draft DSP is continually updated and available for all to review and on the Center for University Access and Inclusion website. Input and membership on the task forces are welcome. Contact CUAI@nau.edu for more informationDSP Vision:A broadly diverse, inclusive, and culturally competent university community in which all can thrive DSP Values: Shared responsibility for access and inclusionFair and equitable division of resources and supportRespect for and celebration of differencesCivil engagementGoal 1:Maintain a culturally competent community and accessible environment (Aligns with draft USP Goal 4 Section 1)Goal 2:Increase, support, retain and graduate historically underrepresented students (Aligns with draft USP Goal 1 Section 3)Goal 3:Increase, support, and retain historically underrepresented faculty, staff, and administrators (Aligns with draft USP Goal 5 Section 4)Goal 4:Adopt accurate and reliable assessment methods and metrics for all diversity strategies and initiativesGoal 5:Establish clear accountability and communication surrounding diversity strategies at every level of the universityDefinitionsAccess: The removal of barriers to enter, communicate, and make full use of facilities, programs, services, and opportunities.Cultural competency: The institutional and personal commitment to obtain and demonstrate knowledge and skills that allow us to learn, work, and engage effectively in a diverse environment. Diversity: The complexity of personal experiences, values, and worldviews that arise from differences and intersections of culture and circumstance. Such differences and intersections include race, sex, ethnicity, age, religion, language, ability/disability, sexual orientation, gender identity and expression, socioeconomic, veteran or other status, or geographic region.Historically underrepresented groups: Those diverse groups, identities, and communities which historically lack access to, are underrepresented or underserved, or are marginalized at institutions of higher education. Inclusion: An environment where all people engage in creating a community where all groups have equal access and are welcomed and valued. Inclusive: The measure of the institution’s expanding access, participation, and resources to historically underrepresented individuals, groups, and communities.Goal 1Maintain a culturally competent community and accessible environment1.1Cultural Competence:Establish a common understanding of Cultural competency and diversity-related definitionsResources, rights, and responsibilities around diversityReference NAU’s commitment to diversity prominently in recruitment, orientation and advertising materialsRequire mandatory cultural competence educationIncrease learning opportunities Inventory and refine existing offerings and identify gapsImplement and/or expand access to Safe Zone, Inclusion Zone, DREAM Zone and other Zone trainings as appropriate Develop a series of workshops for the NAU community that will provide the information individuals need to successfully engage as members of NAU’s diverse community, as well as model the values of the university. Subjects might include:Productive dialog Free speech and hate speechImplicit biasMicro and macro aggressionsDe-escalation Others as later identifiedAdd a diversity day to the University Leadership Program Encourage the use of human libraries and personal stories and incorporate technology as a tool for expanding the reach of diverse experiences and perspectives of students, staff, and faculty Support diversity symposiums Expand the Faculty Professional Development Diversity Symposium series to include staff and students Support international experiences and engagement for historically underrepresented groups Institutionalize the value of diversity-centered learning, service, scholarship, and work by embedding diversity as important in Learning outcomesPerformance expectations Performance appraisalsPromotion and tenure requirementsProfessional developmentIncentivize diversity-centered learning, service, scholarship, and work byProviding stipends and release timeOffering opportunities to earn distinctions for taking or providing diversity related training and expanding curricular and co-curricular activitiesImplementing voluntary diversity-related certificate or badging programs for students and all classes of employees tied to professional development and job readiness;Creating opportunities for diversity fellows and professorships Establish a diversity leadership program similar to the University Leadership Program Ensure that processes for reporting of emergency and non-emergency incidents of suspected bias, discrimination, or harassment are transparent and accessible to students, faculty, staff and the publicEstablish multicultural campus community centers – places of belonging and learning1.2Barrier Removal and AccessContinue to require and expand accessible and universally designed physical, technological, and academic infrastructure Build, expand, and educate the campus community about inclusive and universally designed pedagogical methodology and classroom spacesImplement Disability Zone training1.3Community Engagement around DiversityIdentify diversity ambassadors to participate in community events and commission, and partner with officials in Flagstaff, Coconino and community campus locationsPromote combined public and NAU eventsIdentify service opportunities with campus communities throughout ArizonaHold an Inclusive Excellence speaker series on diversity topicsSupport relationships between campuses, tribal communities, community colleges, sister universities and beyondGOAL 2Increase, support, retain, and graduate historically underrepresented students(Cross-reference with strategies for cultural competence.)2.1Enroll, support, retain, and graduate diverse students in increasing numbers per metrics identified in Section 5 2.2 Develop and implement a required online learning module for all admitted students to complete before beginning classes that will explain University values around diversity and shared responsibility for access and inclusionThe importance of cultural competence in the marketplace of ideasOur hopes for their university experience during their time at NAUTips for civil engagement and proper scholarly discourse surrounding contentious issuesRelated policies and resources for a safe working and learning environment 2.3Undergraduate and Transfer Strategies (To be expanded by EMSA and academic areas)Increase diversity and inclusion related student scholarships, travel, conference attendance, and study abroad opportunities Expand 2 + 2 programs with minority serving institutions (MSIs)Expand support for student engagement opportunities/resources Increase support for financial aid through the NAU Foundation and non-NAU resources Expand visibility of programs and servicesPartner with alumni/developing alumni affinity groups2.4 Graduate Student Strategies (TBD with student leaders and GC/GSA input)Provide specific graduate student opportunities (assistantships, research, and commission work) to assist in diversity issues within areas that need help with their diversity initiativesAsk each program to identify one or two external funding/ fellowship/ post-doc/career placement services available to underrepresented students in their discipline (e.g. APA’s Minority Fellowship Program)Fund an institutional membership with the National Center for Faculty Development and Diversity which serves graduate students and junior facultyUse the Council of Graduate Schools (CGS) as a resource for nationally-recognized diversity initiatives and trends in graduate educationGoal 3Increase, support, and retain underrepresented faculty, staff, and administrators(Cross-reference with strategies for cultural competence.)3.1 Recruit, hire, support, and retain underrepresented faculty, staff, and administrators in increasing numbers per metrics identified in Section 53.2Expand New Employee Orientation to emphasizeUniversity values around diversity and shared responsibility for access and inclusionThe importance of cultural competence in the marketplace of ideasOur hopes for the university experiences of students, faculty, and staffTips for civil engagement and proper scholarly discourse surrounding contentious issues Information about diversity commissions through materials or in person presentationRelated policies and resources for a safe working and learning environment 3.3General Recruitment and Retention Strategies Utilize the services of a vendor which will automatically place all NAU job postings with each state’s job board and multiple electronic publications that target historically underrepresented individuals, including women, minorities, individuals with disabilities, and veteransAt the division, college, or department level, supplement vendor services with targeted efforts to reach diverse applicants through other organizations and publications relevant to the particular discipline or position being recruited (e.g. AABHE - American Association of Blacks in Higher Education; the Society of Hispanic Professional Engineers)Post NAU diversity-related values and expectations on the Human Resources applicant website and require applicants for all administrator and faculty positions and designated professional and staff positions to provide a statement (similar to a statement of teaching philosophy) about how they will support diversity at NAUCraft job postings with language that emphasizes the value placed on diversity and inclusion and the support and resources available Make search committee trainings for all members more robust and comprehensive, using a variety of learning methods and including topics of diversity best practices, implicit and unconscious bias, effective postings, targeted advertising, support services and community resources for applicantsProvide enhanced opportunities for professional development and training for those who will be representing diversity interests on search committeesProvide relief and incentive to those who sit on search committees as diversity representatives through such mechanisms as credit for service, reassigned workload, acknowledgment in performance appraisals, awards and recognition, or other meaningful measuresEstablish employment pipelines with community colleges, apprentice programs, and community organizations to mentor and attract future applicants for staff positionsCreate a recruitment committee participant pool made up of members from the diversity commissions to represent the commissions in all administrative searches beginning at the dean levelProvide enhanced opportunities for professional development and training regarding diversity best practices for recruitment and retentionPartner with the Office of Alumni Engagement to develop and promote alumni affinity groups with whom to partner for diversity recruitmentSupport development of pathways for promotion Partner with the NAU Foundation and University Advancement to increase opportunities for diversity related travel, and conference attendance3.4Faculty Recruitment and Retention StrategiesOffer alternatives to the current burden on faculty of color to represent diversity interests on search committeesCreate college faculty recruitment committees consisting of specially trained faculty and staff who serve for at least a full academic year to strategize on efficient college-wide faculty recruitment opportunities and represent diversity issues, as needed, on departmental search committees Provide enhanced opportunities for professional development and training regarding diversity best practices for recruitment and retentionWhere feasible, create applicant pools for certain faculty positions and regularly do combined advertising for the collegeEstablish and maintain a faculty recruiting relationship with minority graduate students nationally through participation in the annual Compact for Faculty Diversity Institute for Teaching and Mentoring , the Association of Hispanic Colleges and Universities, and similar organizationsPartner with the Office of Alumni Engagement to develop and promote alumni affinity groups with whom to partner for diversity recruitmentPartner with the NAU Foundation and University Advancement to increase opportunities for diversity related endowed positions, research funding, and visiting practitioners and scholarsExplore cluster hiring opportunities3.5Retention Strategies around Diversity Related Research, Teaching Excellence, and Learning OutcomesExpand current faculty mentoring program to offer targeted mentoring for diverse faculty Fund an institutional membership with the National Center for Faculty Development and Diversity to provide mentoring and scholarship for graduate students and faculty Include rewards for diversity engagement at the faculty awards event Build capacity for and reward demonstrated and effective diversity related teaching, research, and publication in all disciplinesProvide incentives to partner with the Center for University Access and Inclusion on research around diversity, inclusion, access, and best practicesPublish findings in scholarly journals that disseminate best practices and promote research into diversity and inclusion initiatives at NAU and beyondGoal 4Adopt accurate and reliable assessment methods and metrics for all diversity strategies and initiatives4.1Surveys and Data Gathering Implement one or more diversity climate survey(s) to be administered periodically to all students, faculty, staff, and administrators to establish a baseline and measure progress towards goals The first student survey will occur during the spring 2019 semester administered by EAB.Select and implement a mechanism for students and employees to privately self-identify as members of the LGBTQIA community to help the university better track recruitment, retention, and programming effortsSelect and implement a mechanism for students to privately self-identify to the university as members of the disability community to better track recruitment, retention, and programming efforts4.2AssessmentEstablish task force(s) on assessment and measurement to design appropriate tools (with attention to both qualitative and quantitative data) to measure the effectiveness of strategies implemented as a result of this plan and provide guidance to the professional staff and researchers working in the Center for University Access and InclusionDesignate accountable offices and individuals for data collection and assessmentDevelop effective assessment and evaluation, with careful evaluation of qualitative and quantitative data collection4.3Metrics4.3.1Establish goalsStudents ABOR Performance Measures ABOR 2025 Metrics –EducateUndergraduate EnrollmentGraduate EnrollmentFreshman Retention RateTotal Enrollment6-year Graduation rateABOR 2025 Metrics – AchieveBachelor’s Degrees AwardedGraduate Degrees AwardedArizona Community College Transfers Awarded Bachelor’s DegreesNAU Performance Measures – to be determinedFor comparisonHUG demographics for qualified Arizona residents Relevant national demographics and statisticsAdd: Existing NAU dashboardsAPLU Powered by Publics dataEmployees Affirmative action plan data by job groupCensus Labor marketIPEDSCUPA Survey of Earned Doctorates (SED)Goal 5Confirm clear accountability and correct communication surrounding diversity strategies at all levels of the university5.1AccountabilityDesignate accountable positions at all levels of the university:University PresidentAcademicProvostDeansChairs and directorsFacultyAdministrativeVice presidentsAssistant/associate vice presidentsDirectors and managersStaff5.2CommunicationEstablish a web-based Diversity Dashboard tocommunicate statistics and progress toward strategic plan and affirmative action goalsprovide a mechanism for feedback and suggestions for continuous improvement post division and department diversity strategic plansPublish periodic reports for the administration and general NAU community based on data collectedExisting StrengthsThe university plan acknowledges and leverages the university’s existing strengths and efforts of individuals, groups, and programs for their work towards a diverse and inclusive working and learning environment. These include, but are not limited to, the following:ASNAU Diversity RepresentativeApplied Indigenous StudiesCenter for International EducationCenter for University Access and Inclusion Disability ResourcesDisability Studies Program Diversity Commissions – Office of the PresidentCommission on Disability Access and DesignCommission on Ethnic DiversityCommission for Native AmericansCommission on the Status of Women LGBTQIA CommissionDiversity CurriculumEMSA Student ServicesEquity and AccessEthnic Studies Faculty Professional DevelopmentFaculty Senate Diversity CommitteeGlobal Languages and CulturesGlobal Learning InitiativeGraduate Student Government Diversity RepresentativeInstitute for Human DevelopmentNative American Cultural CenterNative American Student ServicesNAU 4 AllOffice of Inclusion: Multicultural & LGBTQIA Student ServicesPresident’s Diversity and Equity AwardsStudent affinity groupsSupervisors AcademyUnited Diversity CouncilUniversity Leadership ProgramVeteran Success CenterWomen's & Gender Studies ................
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