Diversity Action Plan 2014

2014-2019

D I V E R S I T Y

A C T I O N P L A N

This year, I charged the Diversity Action Planning Committee to develop a three-to-five year diversity and inclusion plan forGeorgia College. Specifically, I asked the committee to ensure the process was inclusive and the final plan would be“actionable.” The Committee held forums, developed a website and worked with governance structures on campus todevelop a plan that would move Georgia College toward inclusive excellence. This process allowed for various voiceswithin the GC community and the broader Milledgeville community to be heard around issues of difference.

I endorse this diversity action plan as actionable and capable of developing a strategic framework to advance GeorgiaCollege as a campus of inclusive excellence. As part of my commitment to diversity, I have made several steps inaddressing issues of diversity at Georgia College. These include the following actions:

• The inclusion of diversity as one of my top initiatives in my 2013 and 2014 State of the University Addressess;

• The relocation of the Office of Institutional Equity and Diversity within the area of Academic Affairs and the Office of the Provost;

• The creation of the Georgia College Legacy Fund to attract first generation college students to our campus;

• The charging of a representative Diversity Action Planning Committee to create the Diversity Action Plan.

In addition to the above, Georgia College is beginning to implement a community-based engaged learning initiative thatwill include cultural competence in service learning. Implementation of this Diversity Action Plan will require support fromthe entire Georgia College community. The Georgia College mission states that our institution’s responsibility is to“develop the intellectual, professional, and civic skills and dispositions that enable graduates to thrive in an information-intensive and diverse global society.” This plan supports our mission to develop students for a global community.

As Georgia College celebrates its Quasquicentennial Anniversary, we highlight the fact that diversity enriches theeducational experience of our students and reflects the values of our community. I look forward to working with you inimplementing this plan.

With Bobcat Pride,

Steve M. DormanPresident

Contents

Contents

Presidential Charge .........................................................................................................................................................................................................4

Executive Summary ........................................................................................................................................................................................................6

2014 - 2019 Diversity Action Plan ...................................................................................................................................................................................8

Student Diversity Access and Success .........................................................................................................................................................................16

Curriculum, Creative Learning and Scholarship .........................................................................................................................................................17

Faculty and Staff Recruitment and Retention Success ...............................................................................................................................................19

Campus Climate.............................................................................................................................................................................................................21

Charts

Curriculum, Creative Learning and Scholarship ..............................30Strategy A - Increase enrollment of students from traditionally underrepresented populations

Strategy B - Implement Faculty Fellows Program to create a vibrant community of faculty champions/ambassadors of

diversity in curriculum, creative learning and scholarship

Strategy C - Support the design and re-design of innovative courses, creative learning opportunities and scholarshipssteeped in cultural diversity

Strategy D - Obtain the faculty expertise to offer a diverse curriculum that can offer our students an understanding of

the diverse cultures of the world

Strategy E - Increase community engagement opportunities

Strategy F - College, department and faculty reward structure

Student Access and Success ...............................................................22Strategy A - Create a diversity overlay to include U.S. diversity (domestic) requirements in the core curriculum

Strategy B - Increase retention rates of students from underrepresented student groups

Strategy C - Increase graduate rates from traditionally underrepresented student populations

Additional Strategies

Campus Climate ..................................................................................48Strategy A - Assess, review and share campus climate data

Faculty and Staff Vitality and Viability Recruitment and Retention.................................................................42

Strategy A - Develop colleges, department and faculty reward system

Strategy B - Retain a diverse workforceStrategy C - Promote a commitment and modeling of diversity and inclusive excellence at all levels of university

leadership and management

A sample work plan template and worksheet used by the Diversity Action Planning Committee ....................................50

Resources ............................................................................................58

DIVERSITY ACTION PLAN | 3 | GCSU.EDU

Presidential Charge

T he ethnic diversity of our faculty, staff and students doesnot match the state or the region of the state in which weare located. This should leave each of us with a level of dissatisfaction.

While I could provide you with data to prove this point, I don’tthink any of you need to see data to believe what I am saying. Andrather than focus on the data, at this point, I would much rather usfocus on our attention on our heart and our actions.

We pride ourselves in our liberal arts mission, as the university witha broad curriculum and broad experiences to prepare students toface the wide opportunities which lay before them in the future, yetour lack of diversity does not suit us well to do this very thing.Colleagues, we cannot be the kind of university we desire to bewithout giving some thought and action to our diversity as alearning institution. We cannot adequately prepare students for themulticultural and multiethnic world they face unless we, too, fullyembrace this world ourselves.

While we desire to be an institution that has greater diversityamong faculty and students, we clearly have some internal work todo. It will be also important for us to lead and fully engage ourcommunity on this issue. Finally, it will be important to put intoplace a plan, a structure and a process to recruit diverse facultyand students.

Dr. Steve DormanGeorgia College President State of the University address January 2013.

In the spring of 2013, President Dr. Steve Dorman charged the Diversity Action Planning Committee to develop a realistic three-five year plan to address diversity at Georgia College. Dorman specifically asked that the plan be actionable and measureable.



Presidential Charge

A committee representing a cross-section of the institution was formed to develop a diversity action plan around the identifiedgoals. The committee and the areas they represent are:

• Toi Franks, Staff and former Staff Council

• Steven Jones, Quality Enhancement Plan

• Funke Fontenot, President’s Commission on Diversity

• Suzanne Pittman, Enrollment Management

• Tom Ormond, Academic Affairs

• John Hachtel, University Communication

• Kyle Cullars, Auxiliary Services

• Libby Davis, International Education

• Rosalie Richards, STEM Education

• Chavonda Mills, MOVE

• Joe Windish, Diversity Leadership Team

• Bruce Harshbarger, Student Affairs

• Carol Ward, Human Resources

• Qiana Wilson, Legal Affairs

• Flor Culpabondal, College of Health Sciences Faculty

• Gita Phelps, College of Business Faculty

• Tsu-Ming Chiang, President's Commission

• Doc St. Clair, University Senate Staff

• James Winchester, University Senate Faculty

• Julia Metzker, Quality Enhancement Plan Faculty

• Jarrett Martin, SGA representative

• Juawn Jackson, SGA representative

• Johnny Grant, University-Community Partnership

• Geneva Braziel, University-Community Partnership

• Ken McGill, Academic Chair

• Veronica Womack, Chair of the Diversity Action Planning Committee

3ac

tiona

bles Three overarching goals were identified for the plan including:

• Recruitment and retention of diverse students,

• Recruitment and retention of diverse faculty and staff, and the

• Creation of an environment on campus and in the greater Milledgevillecommunity that creates a welcoming environment for diverse students.

Executive Summary


This executive summary provides the blueprint for GeorgiaCollege’s Diversity Action Plan (DAP). The DAP reflects our institution’s commitment to InclusiveExcellence. Under the leadership of Dr. Dorman, the

importance of diversity and inclusion efforts at Georgia Collegehave been strategically outlined in the DAP.

Georgia College (GC) is Georgia’s designated public liberal artsuniversity located in the Middle Georgia region. The primary goalof the institution is to be recognized as a state and national leaderin student-focused learning and innovative teaching and creativelearning opportunities that result in graduates who can becomeactive global citizens and compete in the 21st century workforce.Our mission states, “Through its teaching, research, and service,Georgia College enriches the lives of students and their local andglobal communities.” These important pursuits will requirestrategic thought and planning to ensure opportunities areidentified, developed and assessed for goal accomplishment.

Diversity:

In full cooperation with the DAP, the definition of diversitytraditionally utilized by Georgia College includes race, color,religion, national origin, sex, age, veteran status, disability, sexualorientation, genetic information, gender identity/expression andsocioeconomic class. In addition, diversity also encompassesdifferences of thought and opinion within the university community.Historically, there has been exclusion and marginalization of certainmembers of society that have resulted in limited access andsuccess in institutions of higher education, resulting in societalinequities and gaps in opportunities. The value of diversity atGeorgia College promotes a university that is inclusive, whilestrategically restricting traditions, processes and systems thatperpetuate exclusion and marginalization to create equity within allaspects of the university experience.

Inclusive Excellence:

The ultimate goal of the DAP is to assist Georgia College inachieving Inclusive Excellence. Inclusive Excellence is defined aspractices and processes that help to assimilate diversity and qualityefforts and leads to infusing diversity into recruiting and retentionefforts of faculty, staff and students. It also affects admissions andretention processes and activities, hiring and promotion processesand systems, curriculum, creative learning experiences andscholarship, co-curricular activities and administrative structuresand practices.

Diversity Focus:

The DAP also focuses on underrepresented students who havehistorically been marginalized within U.S. institutions of highereducation. The DAP defines underrepresented as AmericanIndians/Alaskan Natives, African-Americans/Blacks, Hispanics,Latinos/a, Pacific Islanders and Native Hawaiian, Asians, multiracial,Lesbian, Bisexual, Gay, Transgendered, Queer (LGBTQ) students,first generation and students with disabilities. In addition, the plantargets students of specific socioeconomic status and geographiclocation. Finally, the DAP also recognizes the need for local and globallearning collaboration and supports a learning environment thatfosters success for all students and internationalization of thecurriculum.


Executive Summary

Goals and Strategies:

The predominant goal of the Diversity Action Plan is to develop strategies andobjectives that can develop and support inclusiveness, diversity and theparticipation of diverse groups (faculty, staff, students and the Middle Georgiaregion) within all areas of Georgia College. The Middle Georgia region isdefined as Baldwin and surrounding counties.

Goal I - Student Diversity in Access and Success. Develop strategies that can increase access and success for underrepresentedstudent groups, with particular focus on the Middle Georgia region andexpand the success of underrepresented student groups in retention andgraduation at Georgia College.

Goal II - Diversity in Curriculum, Creative Learning and Scholarship. Develop strategies that promote diversity competence in curricular activitiesand assist faculty, staff, and student scholarship, professional developmentand research on diversity and inclusion.

Goal III - Inclusive Campus Climate. Develop processes that assist the institution in creating an environment ofinclusion by developing policies, processes, programs, co-curricular activitiesand activities that may advance and sustain an inclusive campus environment.

Goal IV - Faculty and Staff Recruitment and Retention Success. Create strategies to increase diversity of faculty, professional staff andadministration at all levels of Georgia College. These efforts will includeopportunities for developing a system of accountability in hiring, promotionand professional development opportunities.

Each of these goals will be the basis for the strategies for InclusiveExcellence within the DAP. The Diversity Action Plan 2014-2019 is an actionplan that is designed to provide actionable and measurable strategies ofinclusion that are planned and intentional in scope.

The Diversity Action Plan has four key goals:

StudentDiversity inAccess and Success

Diversity inCurriculum,Creative

Learning andScholarship

InclusiveCampusClimate

Faculty and Staff

Recruitment and Retention

Success


Diversity Action Plan 2014-2019

Diversity Action Planning CommitteeWork Plan

The Diversity Action Planning Committeedeveloped a work plan that would includecreating strategies and objectives aroundthe goal of the committee and engagingthe Georgia College community and thegreater Milledgeville community in adialogue about the needs of the plan. Twopublic forums were held on the GeorgiaCollege campus and one in theMilledgeville Harrisburg community. Themonth of September 2013 was designatedas the month for dialogue for the plan. Thepublic forums were held with the help ofGregg Kaufman, instructor and coordinatorof the American Democracy Project and hispublic deliberations class. In addition, Dr.Jan Clark, associate professor of rhetoric,assisted in training the facilitators for thepublic forums. The public forums were acollaborative effort between the AmericanDemocracy Project and the Diversity ActionPlanning Committee. Each of the forumswas very well attended by faculty, staff andstudents and community members,resulting in over 200 participants. Theforum held in the Harrisburg communitywas very well-attended by elected officialsof Milledgeville, including Mayor RichardBentley, City Council and CountyCommission members and members of theschool board. Johnny Grant, GeorgiaCollege’s university-community liaison wasinstrumental in the great attendance bycommunity elected participants. There wasalso great representation from GeorgiaCollege including Provost Kelli Brown andother faculty and staff members.

Information gathering:

When giving the Diversity Action PlanningCommittee its charge, Dorman expressedthe need for the planning process to beinclusive and as open as possible.Therefore, the plan is the result of severalcollaborative efforts including thedevelopment of a Diversity Action Plansurvey that could be accessed by websitefor public input. Other informationgathering processesincluded extensivecollaborations with thePresident’s Commissionon Diversity (PCOD) andUniversity SenateResources, Planning andInstitutional PolicyCommittee (RPIPC). Inaddition, the GC StudentGovernment Associationhad representation onthe planning committee,was briefed on the planand provided input.Based on committeework and information from the publicforums and the diversity action plan websitesurvey, the Diversity Action PlanningCommittee developed strategies thataddressed the issues raised by Dorman andother participants of the public forums andthe website survey. The followingdocument highlights the foundationalprinciples that were used to develop theplan and the strategies that will promoteInclusive Excellence at Georgia College.



A

A

B

B

A: The pictures above illustrate the public forumson the DAP held in the Harrisburg community inMilledgeville, Ga. The Harrisburg community is alow-income, predominately African-Americanneighborhood that is working to revitalize itscommunity through efforts associated with acommunity garden, an afterschool program andother grassroots activities.

B: The pictures above are public forums on theDAP that were located on Georgia College’s cam-pus.



Finally, the DAP alsorecognizes the need forlocal and global learningcollaboration andsupports a learningenvironment that fosterssuccess for all studentsand internationalization ofthe curriculum.

Diversity: In full cooperation with the DAP, the definition of diversity that has traditionally been utilized by Georgia College includes race, color, religion, national origin, sex, age, veteran status, disability, sexual orientation, genetic information,gender identity/expression and socioeconomic class. In addition, diversity also encompassesdifferences of thought and opinion within theuniversity community.

Historically, there has been exclusion andmarginalization of certain members of society thathave resulted in limited access and success ininstitutions of higher education, resulting in societalinequities and gaps in opportunities. The value ofdiversity promotes a university that is inclusive, whilestrategically restricting traditions, processes andsystems that perpetuate exclusion and marginalization to create equity within all aspects of the university experience.

Inclusive Excellence: The ultimate goal of the DAP is to assist Georgia College in achieving Inclusive Excellence. Inclusive Excellence is defined as practices and processes that help to assimilate diversity and quality efforts, and leads toinfusing diversity into recruiting and retention of faculty, staff and students, admissions and retention processes and activities, hiring and promotion processes and systems, curriculum, creative learning experiences and scholarship, co-curricular activities and administrative structures and practices.

Foundational Principles and Definitions

As Georgia’s public liberal arts university located in theMiddle Georgia region, the primary goal of the institutionis to be recognized as a national leader in student-focusedlearning and innovative teaching and creative learningopportunities. We seek to develop graduates who canbecome active global citizens and compete in the 21stcentury workforce.

1

Diversity Focus: The Diversity Action Plan also focuses on underrepresented students who have historically been marginalized within U.S. institutions of higher education. This diversity action plan defines underrepresented as American Indians/Alaskan Natives, Pacific Islanders and Native Hawaiians, African-Americans/Blacks, multiracial, Hispanics, Latinos/as, Asians, LBGTQ students, first generation and students with disabilities and targeting students of specific socioeconomic status and geographic location.

34

2



As reflected in the University’s mission:

All of Georgia College’s founding principles reflect Inclusive Excellence. Start-ing with our basic theme of 3Rs representing the values Reason, Respect andResponsibility, issues of diversity and inclusion are compatible to the values ofGeorgia College. Our institution’s mission recognizes, “academically engag-ing, student-centered programs often take learning beyond the traditionalclassroom and develop the intellectual, professional, and civic skills and dispo-sitions that enable graduates to thrive in an information-intensive and diverseglobal society. Through its teaching, research and service, Georgia College

enriches the lives of students and their local and global communities”. Our mission suggests that Inclusive Excellence should be fostered in all aspects ofGeorgia College activities and efforts.

In addition, the DAP also reflects University’s Strategic Directions and Institu-tional priorities 2011-2014 as several strategic directions are firmly grounded indiversity and achieving Inclusive Excellence. However, for the purposes of thisplan, we have focused on Strategic Directions One, Four and Five.

Strategic Direction One firmly states the link be-tween an exceptional undergraduate learning ex-perience and a diverse student population as wellas the importance of a welcoming campus climateon the learning experience.

Strategic Direction One: Exemplary UndergraduateLearning Experience (build excellence and distinc-tion in the Georgia College undergraduate educa-tional experience consistent with the university'seducational values and its undergraduate publicliberal arts mission).

• Institutional Priority - Attract an academically well-prepared and diverse student population

• Institutional Priority - Address campus climate challenges related to student diversity

Strategic Direction Four focuses on the importantrole of Georgia College in the Middle Georgia re-gion, highlighting the significance of the Early Col-lege program and its link to the surroundingcommunity.

Strategic Direction Four: Strong Partner for Creat-ing a Better Community and State (strengthencommunity and regional ties through programs,partnerships, research and service that enhanceseconomic, educational and cultural opportunities)

• Institutional Priority - Develop strategies to enhance the success of Early College

• Institutional Priority - Build broader awareness and recognition of Georgia College contributions to its communities and state

• Develop programming for the renovated Campus Theatre, Sallie Ellis Davis House, and institutional gallery spaces that encourages community interaction

Strategic Direction Five highlights the importanceof selecting faculty and staff that can carry out ourmission and create an institutional work and learn-ing environment of excellence and success.

Strategic Direction Five: Talented, mission-investedfaculty and staff (Recruit and retain highly qualifiedfaculty and staff who are invested in the university’smission, its students and its commitments to rea-son, respect and responsibility).

Finally, the plan also recognizes the theme of our Quality Enhancement Plan, “Building a Culture of Engaged Learning.” Through community connections and partnerships, Georgia College provides a unique opportunity for students to study and learn in one of the most diverse communities in the state.

STRATEGICDIRECTION 1 STRATEGIC

DIRECTION 4 STRATEGICDIRECTION 5

Georgia College Student Profile

Georgia College has nearly 6,700 students;about 5,700 of them are undergraduates.

Our students come from many backgrounds andcultures, including a demographic make-up ofAsian 1.5 percent, Hispanic 4.7 percent,Multiracial .07 percent, Black 7.5 percent,American Indian or Alaskan Native .30 percent,and White 82.4 percent. The school is also 61percent female and 39 percent male. Inaddition, most students are residents ofGeorgia, but the campus hosts students from 35other states and nearly 50 foreign countries.

Inclusive Excellence Resources

In addition, Georgia College has fostered avaried number of partners, programs and eventsthat have been identified as Inclusive Excellenceresources. These resources have assisted indiversity and inclusion endeavors for faculty,staff, students and the larger MilledgevilleCommunity and have utilized both on campusand off campus resources in achieving InclusiveExcellence. (Appendix A)

GC Student Demographics

nearly

6,700students

about

5,700undergrads

4.7%hispanic

7.5%black

.30%american indianalaskan native

.07%multiracial

82.4%white

1.5%asian




Student Diversity Access and Success:

Baldwin County Population Profile

According to the most recent census, BaldwinCounty is about 55 percent White, 42 percentAfrican-American, 2 percent Hispanic/Latino-American and 1 percent Asian-American. Thereis also a glaring difference in the familyresources of Milledgeville and Baldwin countyresidents and the average Georgia Collegestudents. Milledgeville mirrors Baldwin Countydemographically as only 17.7 percent of thepopulation has a bachelor’s degree or higherand has a poverty level of 44 percent. Themedian family income for Milledgeville is near$23,000/year, while the median family incomefor Georgia College students is roughly$80,000/year.

Baldwin Co.Demographics

median family income (mfi)

$23,000/yrvs. GC Students FMI

at $80,000/yr

2%hispanic

42%black

44%poverty

level17.7bachelor’s degree or

higher 55%white

1%asian

Demographically, Milledgeville/Baldwin County and our student

population are

quite different

Development


Georgia College’s Diversity Action Plan Development

Modeled organizationally after the California State University, Chico’s diversity plan, Georgia College’s DAP was di-vided into four goal areas: Student Access and Success, Curriculum, Creative Learning and Scholarship, Campus Cli-mate and Campus Vitality and Viability. The Diversity Action Planning Committee was also divided into foursubcommittees to address each of the goals and each workgroup appointed a subcommittee chairperson. The sub-committee and chairpersons are listed below:

1. Student Access and Success: Tom Ormond (chair)

2. Curriculum, Creative Learning and Scholarship: Rosalie Richards and Chavonda Mills (co-chairs)

3. Campus Climate: Joe Windish (chair)

4. Faculty and Staff Recruitment and Retention Success (Vitality and Viability): Funke Fontenot (chair)

The work plan developed by the Diversity Action Planning Committee for the DAP was centered on the four goals ofthe plan. Each subcommittee would develop up to five strategies associated with their respective goal. The DiversityAction Planning Committee as a whole wanted to ensure that each strategy would assist in the action ability of eachgoal. Therefore the committee was tasked with answering the question: How do we make the goals of the plan ac-tionable? To achieve this objective each subcommittee would chart the following course. Up to five strategies wouldbe identified to accomplish the goal of the subcommittee. A responsible party and timeframe would be recognizedfor each strategy. Each of the strategies would also conclude with a reporting out system for accountability. There-fore, each strategy would build a broad infrastructure for the sustainability and success of the plan. Appendix I showsan example of the work plan template.

Each Goal will include:

• Strategies (up to five)• Responsible entity• Timeframe• A broad infrastructure for success• Indicators of success/report out after completion.


Development

The Diversity Action Planning Committee also generated a timeline to complete the proposal for the Diversity ActionPlan.

Timeline for plan development:

August 2 ..............................................Each subgroup will submit three Strategies of Success to chair of the committee

August 23.......................................................................................................Report on the plan to the University Senate

September .........................................................................This month will be devoted to public deliberation of the planin collaboration with the American Democracy Project

September 10 .........................................................................Public Deliberation/Public forum on the plan (on campus)

September 18 .........................................................................Public Deliberation/Public forum on the plan (on campus)

September 26 ....................Public Deliberation/Public forum on the plan (Harrisburg community Collins P. Lee Center)

October 18 ........................................................................................Each subgroup will submit all Strategies of Success

November 1-8 .....................................................................A scheduled report out to the campus community will occur

November 22.........................................................................................The first subgroup report draft will be submitted

December 1-6 .......................................................................Chair of the committee will write rough draft of final report

December 13 .....................................................................................................Deadline for revisions to rough draft due


Student Diversity Access and Success:

I. Student Diversity Access and Success: Georgia College is interested inincreasing the diversity by attracting underrepresented students to campus. The DAPspecifically targets enrollment, retention and graduation strategies that will assistGeorgia College in attracting and retaining underrepresented populations as well asassisting in the degree completion.

In order to implement the goals of the DAP, an advisory committee will be organizedto assist the process. In addition, a subcommittee from the advisory committee will becreated to develop a report of the committee’s work for Dr. Dorman.

Advisory Committee: The advisory committee to work on the goals of the StudentDiversity Access and Success goal will be comprised of the director of the Office ofInstitutional Equity and Diversity, representatives from University Housing, the CulturalCenter, the Women’s Center, University Advancement, Disability Services, EnrollmentManagement, the President’s Commission on Diversity, the International EducationCenter, the Safe Space program, the Student Government Association,underrepresented students’ group representative, University Communications, Centerfor Student Success, the Dean of Students and at least two community representatives.

Reporting Party: an advisory committee representative, the President’s Commissionon Diversity student success subgroup chair, and the director of the Office ofInstitutional Equity and Diversity.

Strategy A. Increase enrollment of students from traditionally underrepresented populations

Actionables:

1. Examine GC’s current community outreach programs and efforts to attract local and Middle Georgia region students (includes Early College program, YES, High Achievers, Communities in Schools, local and regional recruitment efforts) to revise and additional support.

2. Develop an inventory to identify barriers that prevent underrepresented student populations from enrolling at Georgia College.

3. Develop an admissions plan for addressing identified barriers to the recruitment of underrepresented populations, with focus on regional issues.

4. Identify funding sources and increase number of scholarships for underrepresented student populations.

5. Identify efforts that have been successful in the recruitment of underrepresented groups at Georgia College for increased support

Strategy B. Increase retention rates of students from underrepresented student population groups

Actionables:

1. Identify campus best practices for retaining underrepresented student populations

2. Develop a plan of action to enhance retention rates of underrepresented minority students.

3. Identify and cultivate affiliations with mentoring programs external to GC (such as 100-Black Men of Atlanta) that have track records assisting in the retention of underrepresented groups.

Strategy C.Increase graduation rates from traditionally underrepresented student populations.

Actionables:

1. Examine best practices of successful programs (i.e., SOAR, International Education Center, Disability Services, Safe Space) to determine strategies to enhance graduation rates of underrepresented students

2. Examine best practices of academic support programs (supplemental instructors and Math Emporium) shown to increase course completion rates and determine strategies to enhance graduation rates of underrepresented student groups

3. Offer academic language support services targeted to non-native speakers ofEnglish or those who need additional language supplemental instruction.

4. Academic advisors will be trained in the use of the Student Success Collaborative Advising software.

The following section identifies the strategies developed by the Diversity Action Planning Committee for the DAP. These strategies will take one to five years to complete.


Curriculum, Creative Learning and Scholarship:

II. Curriculum, Creative Learning and Scholarship: DAP seeks strategiesthat focus on the learning experiences of Georgia College students that promotediversity competence in curricular activities and assist faculty, staff, and studentscholarship, professional development and research on diversity and inclusion.

In order to implement the goals of the DAP, an advisory committee will beorganized to assist in the process. In addition, a subcommittee from the advisorycommittee will be created to develop a report of the committee’s work to Dr.Dorman.

Advisory Committee: The advisory committee to work on the goals of theCurriculum, Creative Learning and Scholarship will include the director of theOffice of Institutional Equity and Diversity, representatives from the Office of theRegistrar, the Center for Engaged Learning, Teaching and Scholarship, the Directorof Assessment, representatives from the President’s Commission on Diversity, thedirector of the Quality Enhancement Plan, and an Innovative Course BuildingGroup (ICBG) member and University Senate representation.

Reporting Party: an advisory committee representative, the President’sCommission on Diversity curriculum subgroup chair and the Director of the Officeof Institutional Equity and Diversity

Strategy A. Create a Diversity Overlay: to include U.S. diversity requirements in the corecurriculum.

Actionables:

1. Determine that addition of domestic diversity overlaydoes not affect current graduation requirements

2. Inventory current diversity course offerings

3. Incentivize faculty to incorporate domestic diversity in the curriculum by providing faculty development opportunities

4. Establish learning outcomes for domestic diversity in the curriculum

5. Develop a promotional plan to increase understanding of the need to incorporate domestic diversity into the curriculum by the faculty

Strategy B.Implement Faculty Fellows Program to create a vibrant community of facultychampions/ambassadors of diversity in curriculum, creative learning, andscholarship.

Actionables:

1. Develop a plan for implementation and sustainability

2. Secure funding and other resources

3. Recruit and retain Faculty Fellows

Strategy C. Support the design and re-design of innovative courses, creative learningopportunities and scholarship steeped in cultural diversity.

Actionables:

1. Work with QEP director to successfully diversify the curricula, creative learning and scholarly activities

2. Implement mini-grants program to incentivize course design/redesign, creative learning activities and scholarship

3. Recognize and celebrate innovations in curricula, courses, creative learning and scholarly activities that demonstrate added value to diversity

Strategy D.Obtain the faculty expertise to offer a diverse curriculum that can offer our studentsan understanding of the diverse cultures of the world.

Actionables:

1. Develop an inventory of international expertise of faculty

2. Assess current needs in international curriculum based on inventory

3. Evaluate foreign language curriculum based on inventory

4. Update and Implement International Education Strategic Plan


Curriculum, Creative Learning and Scholarship:

Strategy E. Increase Community Engagement Opportunitiesaround Diversity and Inclusion

Actionables:

1. Perform an inventory of existing community engagement opportunities that involve underrepresented groups

2. Create a plan for student engagement in community-based learning that includes underrepresented students

3. Establish reciprocal relationships with community groups that engage people with diverse backgrounds

Strategy F.College, Department and Faculty Reward System

Actionables:

1. Perform self-assessment

2. Develop benchmark data

3. Establish a goal of what we would like to accomplish

4. Evaluate progress and implement reward structure

5. Publish results


Faculty and Staff Recruitment and Retention Success:

III. Faculty and Staff Recruitment and Retention Success: DAP seeks todevelop strategies to increase diversity of faculty, professional staff andadministration at all levels of Georgia College. These efforts will includeopportunities for developing a system of accountability in hiring, promotion andprofessional development opportunities.

In order to implement the goals of the DAP, an advisory committee will be createdto assist in the process. In addition, a subcommittee from the advisory committeewill be created to develop a report of the committee’s work to Dr. Dorman.

Advisory Committee: The advisory committee that will work on the goals of theFaculty and Staff Recruitment and Retention Success will include: the College’s(Arts and Sciences, Education, Health Sciences and Business) Diversity LeadershipTeam. The appointed team will work in collaboration with the director of theOffice of Institutional Equity and Diversity, a representative from the UniversitySenate, Human Resources and a representative from the President’s Commissionon Diversity

Strategy A. College, Department and Faculty Reward Structure

Actionables:

1. Each dean will appoint a school Diversity Leadership Team

2. Each school Diversity Leadership Team will perform self-assessment of staff and faculty of the individual school and curriculum, research, scholarship around diversity

3. Assess how diversity is measured in IFR assessment and how the school may work to increase diversity

4. Develop strategy for implementing diversity into IFR and reward system

5. Implement reward structure that promotes Inclusive Excellence through reward system

6. The dean will develop an annual plan for provost and president on how the school is to include diversity into all aspects of the school

Strategy B: Recruit a Diverse Workforce

Actionables:

1. Each vice president will appoint a division Diversity Leadership Team

2. Each vice president will meet with OIED, HR and PCOD to review Affirmative Action Plan goals for the year.

3. Identify Affirmative Action Plan expectations and implement plans for attracting and hiring from underrepresented groups for specific work categories in the AAP

4. Each VP and division Diversity Leadership Team will develop a diversity recruitment plan for the year

5. Each division will identify a trained group of individuals that can serve on a cross section of search committees

6. Provide career transition support for new hires

7. Vice president will develop an annual diversity report and give to president

Advisory Committee: The director of the Office of Institutional Equity andDiversity, a representative from Human Resources, a divisional representative from(Administrative Services, University Advancement, Student Affairs) DiversityLeadership Team that is created by the vice president, in consultation withUniversity Senate


Faculty and Staff Recruitment and Retention Success:

Strategy C: Retain a Diverse Workforce

Actionables:

1. Perform exit interviews for underrepresented employees to identify barriers to retention

2. Provide leadership training/professional development opportunities for faculty and staff from underrepresented groups

3. Develop an inventory of university compliance and grievance policy to assess for impact on retention of underrepresented groups

Advisory Committee: Division Diversity Leadership Team, the director of theOffice of Institutional Equity and Diversity, a representative from the President’sCommission on Diversity, in consultation with University Senate

Reporting Group: representative of President’s Commission on Diversity, thedirector of the Institutional Equity and Diversity, a representative from a DiversityLeadership Team

Strategy D: Promote a Commitment and Modeling of Diversity and Inclusive Excellence at alllevels of university leadership and management

Actionables:

1. Conduct inventory of all university-wide committees to assess representation

2. Cultivate diverse teams at all levels of the university, especially at the administrative level

3. Strengthen the articulation between unit/departmental-level planning, implementation, reporting and accountability for inclusion

4. Conduct an inventory of diversity of governing and advisory boards for representation

5. Increase the diversity profile and sensitivity of governing and advisory boards, such as the alumni board of trustees, etc.

Advisory Committee: the director of the Office of Institutional Equity andDiversity, a representative from Human Resources, Division (AdministrativeServices, University Advancement, Student Affairs) Diversity Leadership Teamrepresentative.


Campus Climate: Assess, Review and Share:

IV. Campus Climate: Assess, Review and Share: DAP develops ways toassist Georgia College in developing opportunities of inclusion through policies,processes, programs, co-curricular activities and activities that may advance andsustain an inclusive campus environment.

In order to implement the goals of the DAP, an advisory committee will bedeveloped to assist the process. In addition, a subcommittee from the advisorycommittee will be created to develop a report of the committee’s work to Dr.Dorman.

Advisory Committee: The advisory committee to work on the goals of CampusClimate will be comprised of the Student Government Association, arepresentative of an underrepresented student group and representative fromInstitutional Research, the President’s Commission on Diversity, Office ofInstitutional Equity and Diversity, representative from Human Resources, Dean ofStudents and University Diversity Leadership Team.

Strategy A.Assess, Review and Share Campus Climate data

Actionables:

1. Assess the 2012 campus climate survey for benchmark data

2. Readminister the 2012 campus climate survey in 2014 to compare survey answers for changes over time.

3. Assess 2014 NSSE student campus climate data questions and compare to national average and to use as campus benchmark data

4. Assess 2014 NSSE student campus climate data questions and compare to 2011 data

5. Make public comparison results

Advisory Committee: Comprised of a representative from the StudentGovernment Association, representatives from a underrepresented student group,a representative from Institutional Research, a representative from President’sCommission on Diversity, the director of the Office of Institutional Equity andDiversity, a representative from Human Resources and the Dean of Students.

Strategy B. Assess current communication strategies with respect to diverse studentpopulations and develop a branding and imaging strategy that successful targetsunderrepresented groups.

Actionables:

1. Make an inventory of current communication strategies both internal and external

2. Assess representation of university images for diversity

3. Develop branding and imaging strategies that successfully target underrepresented groups

Advisory Committee: Members of division and college Diversity LeadershipTeams, representative of the President’s Commission on Diversity, members ofunderrepresented student groups, University Communications and a StudentGovernment Association representative.

Strategy C.Use information collected on community during Carnegie Classification efforts andthe QEP to identify successful University-Community collaborative efforts.

1. Identify key university community partnerships that can be strengthened

Advisory Committee: Director of Quality Enhancement Plan, members fromcollege and division Leadership Teams, representatives of the President’sCommission on Diversity, representative from the Student GovernmentAssociation and University Communications.

Planning: Will accompany QEP effort

Strategy D: Identify at least one university and one community event/s that canserve as a university-community partnership event that promotes diversity andinclusion through intentional participation efforts.

Advisory Committee: Director of Quality Enhancement Plan, members fromcollege and division Leadership Teams, representatives of the President’sCommission on Diversity, representative from the Student GovernmentAssociation and University Communications

Diversity Action Plan - Curriculum, Creative Learning and Scholarship


Diversity Action Plan - Student Access and Success

RESPONSIBLE TIME GOALACTIONABLE RATIONALE ACTIVITIES MEASURE OF SUCCESS PARTY FRAME COST INDICATORS

1. Examine GC’s com-munity outreach efforts(Early College, YES,Higher Achievers, Com-munities in Schools)

2. Develop an inventoryto identify barriers forunderrepresented stu-dents

3. Develop an admis-sions plan to addressidentified barriers to re-cruitment of underrep-resented groups.

Develop opportunitiesto successfully recruitlocal students

To increase access ofunderrepresented stu-dents

Demographics

1. Develop an inventoryof current university out-reach efforts

2. Development of acommunication plan thattargets underrepre-sented minority stu-dents, their families andcommunities.

1. Develop inventory ofreasons students declineadmissions based on Ad-missions phone survey

1. Conduct a series ofworkshops and academicsummer camps targetingthe future academicneeds and aspirations ofstudents in the local re-gion.

2. Work closely with localarea high school coun-selors to identify poten-tial underrepresentedminority applicants.

3. Personalized visits(GLIMPSE Days andWeekends) for underrep-resented minority stu-dents.

Develop outreach effort to community

1. Lessen list of barriers

1. Provide four workshops and re-lated activities to underrepre-sented minority groups per year.

2. Increase number of underrep-resented minority students at-tending campus visitation events.

Admissions Office

Office of InstitutionalEquity & Diversity(OIED)

Cultural Center

Admissions Office/Advancement/OIED

Geneva Braziel, Superintendent,Baldwin School District

Suzanne Pittman,AVP for EnrollmentManagement VP for University Ad-vancement

Spring2015

Spring2015

Spring2015

0

0

$5,000

Increased number ofstudents from pro-grams as students

Decrease in numberof barriers

None

INCREASE ENROLLMENT OF STUDENTS FROM TRADITIONALLY UNDERREPRESENTED POPULATIONS

STRATEGY

AUsing the QEP (building a culture of engaged learning) as a vehicle to develop a curriculum that fosters intercultural competencies by students and faculty, the subcommittee recommends the following strategies:




4. Identify fundingsources and increasescholarships

5. Identify efforts thathave been successful atrecruiting underrepre-sented students at GC

To become competitiveinstitution

To better prepare for re-cruitment efforts

1. Provide four-year re-newable scholarships forthree 100-Black Men Pro-gram (or another similarprogram) recipients atthe cost of $5,500 perstudent per academicyear.

2. Provide scholarships tocover the housing cost ofthree underrepresentedminority students fromBaldwin County, who areenrolled in the GCBridge Scholars Program.

3. Provide four-year re-newable scholarships of$5,000 to three outstand-ing and financially needyinternational students.

Develop best practicesinventory based on GCprevious efforts

Increased number of scholarships

Best practice model developed

Admissions/Advancement

Admissions Office

Fall 2014/ongoing

Spring 2015

TBA

0 Implementation ofbest practices model

INCREASE ENROLLMENT OF STUDENTS FROM TRADITIONALLY UNDERREPRESENTED POPULATIONS

STRATEGY

AUsing the QEP (building a culture of engaged learning) as a vehicle to develop a curriculum that fosters intercultural competencies by students and faculty, the subcommittee recommends the following strategies:





1. Identify campus bestpractices for retainingstudent populations

2. Develop plan to en-hance retention rates ofunderrepresented stu-dent populations

3. Identify and cultivateaffiliations with mentor-ing programs externalto GC with successfulmentoring programs forunderrepresented stu-dents

Develop best ap-proaches to increasingretention of underrep-resented students

Coordinate retentionefforts for underrepre-sented students

To develop successstrategies for mentor-ing underrepresentedstudents

1. Identity best practicemodels on campus

2. Survey university com-munity to retention ef-forts

1. Identify key stakehold-ers in retention efforts

2. Develop list of currentretention efforts

1. Develop and foster re-lationships with existingsuccessful mentoringprograms

1. Best practice models

1. Action plan for increased re-tention of underrepresentedgroups

1. Increased external support sys-tems

Admissions Office

Cultural Center

OIED

OIED

Cultural Center

Center for StudentSuccess

Safe Space

Admissions

OIED

Cultural Center

Safe Space


Fall 2016

Fall 2016

Fall 2016

N/A

N/A

NA

1. List of campus bestpractices of retentionfor underrepresentedstudents

1. Action plan for re-tention enhancementof underrepresentedstudents

Collaborative mentor-ing efforts developed

STRATEGY

BUsing the QEP (building a culture of engaged learning) as a vehicle to develop a curriculum that fosters intercultural competencies by students and faculty, the subcommittee recommends the following strategies:

INCREASE RETENTION RATES OF STUDENTS FROM UNDERREPRESENTED STUDENT GROUPS

Diversity Action Plan - Curriculum, Creative Learning and ScholarshipDiversity Action Plan - Student Access and Success


1. Examine best prac-tices of successful pro-grams i.e., SOAR,Disability Services, In-ternational EducationCenter, to determinestrategies to enhancegraduation rates of un-derrepresented minor-ity students.

2. Examine best prac-tices of academic sup-port programs(supplemental instruc-tors and Math Empo-rium) shown to increasecourse completion ratesand determine strate-gies to enhance gradu-ation rates ofunderrepresented mi-nority students.

Utilizing the successesof our exemplary pro-grams, discussionsshould be conductedto develop a set ofstrategies/best prac-tices to enhance grad-uation rates ofunderrepresented mi-nority students.

Utilizing the successesof our exemplary aca-demic support pro-grams, discussions willbe conducted to de-velop a set of strate-gies/best practices toenhance graduationrates of underrepre-sented minority stu-dents.

1. Develop a list of GCprograms that have beensuccessful in achievinghigh graduation rates.

2. Schedule meetings ofprogram personnel todevelop a compendiumof activities/suggestionsfor improving graduationrates.

3. Develop a list of bestpractices for improvinggraduation rates.

4. Share findings acrosscampus

1. Inventory successes ofthe supplemental instruc-tors and Math Emporiumin increasing course com-pletion rates of studentsacross campus.

2. Determine the feasibil-ity of refining programsto meet the needs of un-derrepresented minoritystudents.

3. Develop a list of bestpractices to ensurecourse completion and inturn improve graduationrates.

4. Share findings acrosscampus.

Development of list of best practices.

Feasibility document sharedacross campus.

OIED

Cultural Center

Safe Space

International Educa-tion Center

Disability Services


Academic Affairs

Math department

Spring2016

Fall 2017

N/A

N/A

Develop a best practices model forGC that increasesgraduation rates ofunderrepresentedstudents

None

STRATEGY

CUsing the QEP (building a culture of engaged learning) as a vehicle to develop a curriculum that fosters intercultural competencies by students and faculty, the subcommittee recommends the following strategies:

INCREASE GRADUATE RATES FROM TRADITIONALLY UNDERREPRESENTED STUDENT POPULATIONS




STRATEGY

CRESPONSIBLE TIME GOAL

ACTIONABLE RATIONALE ACTIVITIES MEASURE OF SUCCESS PARTY FRAME COST INDICATORS

3. Offer academic lan-guage support servicestargeted to non-nativespeakers of English orthose who need addi-tional language supple-mental instruction.

4. Academic advisorswill be trained in theuse of the EducationAdvisory Board: Stu-dent Success Collabo-rative Advisingsoftware.

Offering academicsupport servicesspecifically targeted tointernational studentsor other underrepre-sented minority stu-dents will improvetheir academic per-formance and increaseretention and gradua-tion rates.

GC has purchased theEducation AdvisoryBoard: Student Suc-cess Collaborative(EABSSC) software, atool to improve stu-dent advising which inturn will move stu-dents purposefully to-ward degreecompletion.

Hire a part-time tutor or graduate assistant toassist students withgrammatical, mechanicaland idiomatic languageconcerns.

Once the pilot has beencompleted, all advisorswill be trained in the useof the EABSSC software(potentially Spring 2014).Implementation of soft-ware with students on orbefore fall 2014.

Numbers of students utilizing thisservice; retention rates.

Complete roll out of EABSSC.

Academic Affairs



Academic Affairs

Enrollment Manage-ment

Spring2016

Spring2017

$20,000 for part-time position, or $5,300 (+ tuitionwaiver) for Grad.Assist. position

Alreadypurchased

None

None

Using the QEP (building a culture of engaged learning) as a vehicle to develop a curriculum that fosters intercultural competencies by students and faculty, the subcommittee recommends the following strategies:

INCREASE GRADUATE RATES FROM TRADITIONALLY UNDERREPRESENTED STUDENT POPULATIONS

Diversity Action Plan - Curriculum, Creative Learning and ScholarshipDiversity Action Plan - Student Access and Success


A. Develop permanentbudget line designatedfor the recruitment ofunderrepresented mi-nority students

B. Increase faculty en-gagement in efforts torecruit underrepre-sented minority stu-dents.

While GC’s Office ofEnrollment Manage-ment has adequate re-sources to conduct itscurrent recruitment ac-tivities, to move to-ward a more targetedapproach to recruit un-derrepresented minor-ity students will requireadditional resourcesdedicated to this spe-cific task.

One of the most pow-erful resources to aidin recruitment efforts isclearly the faculty.

1. Allocate $15,000 toward name buys and recruitment materials targeted at underrepre-sented minority students

2. Allocate $40,000 for thehiring of part-time/sea-sonal recruiters (possiblyretirees) who live in tar-geted communities andare established, have apresence in local highschools, and have flexiblework schedules.

3. Allocate $30,000budget line towards inter-national student recruit-ment for internationaltravel to recruitment fairsand visits to Educa-tionUSA and advising cen-ters; targeted recruitmentmaterials; and name buys.

1. The Office of Enroll-ment Management (OEM)will work with groups offaculty to develop a re-cruitment plan that willmerge the talents of fac-ulty with the recruitmentexpertise of the OEM.

2. Designate a lead facultymember who will work inconjunction with OEM tospearhead this effort. Thefaculty member will begiven a one-course re-lease per semester.

Creation of a funding line for thedesignated funds

1. Establishment of recruitmentplan including training plan.

2. Enlistment of faculty (numberto be determined).

3. Completion of training sequence.

4. Completion of goals and ob-jectives established in plan.

Enrollment Management


OIED

Admissions

Academic Affairs/Faculty

Spring2017

Spring2017/Fall2018

$85,000 per fiscalyear

$5,000

None

None

ADDITIONAL STRATEGIESUsing the QEP (building a culture of engaged learning) as a vehicle to develop a curriculum that fosters intercultural competencies by students and faculty, the subcommittee recommends the following strategies:





C. Office of FinancialAid will develop a fi-nancial aid counselingprogram for underrep-resented minority stu-dents.

If GC is to recruit un-derrepresented minor-ity students, financialbarriers should be min-imized.

1. Develop a list of FAQtailored for underrepre-sented minority students.

2. Provide appropriateresponses.

3. Develop a counselingprogram to address un-derrepresented minoritystudents’ financial con-cerns.

4. Provide workshops asdeemed appropriate.

List of FAQ and responses.Identification of counseling pro-gram and workshop timeline.Implementation of above pro-gram.

Enrollment Manage-ment

Spring2017

0 None

ADDITIONAL STRATEGIESUsing the QEP (building a culture of engaged learning) as a vehicle to develop a curriculum that fosters intercultural competencies by students and faculty, the subcommittee recommends the following strategies:



STRATEGY

A CREATE A DIVERSITY OVERLAY TO INCLUDE U.S. DIVERSITY (DOMESTIC) REQUIREMENTS IN THE CORE CURRICULUM

TIME GOALACTIONABLE RATIONALE ACTIVITIES MEASURE OF SUCCESS RESPONSIBLE PARTY FRAME COST INDICATORS


1. Determine that ad-dition of domestic di-versity overlay doesnot affect current grad-uation requirements.

2. Develop a promo-tional plan to increaseunderstanding of theneed to incorporatedomestic diversity intothe curriculum by thefaculty

3. Define domestic diversity

To demonstrate thatstudents can completegraduation require-ments within four yearswithout exceedingHOPE limits or increas-ing course require-ments

If faculty will be askedto design and/or mod-ify courses to incorpo-rate domestic diversity,they must understandthe value of having do-mestic diversity in thecurriculum.

To identify courses thatcan satisfy diversityoverlay requirements,a definition of domes-tic diversity needs tobe adopted

Develop example gradu-ation plans

1. Invite experts to cam-pus to discuss impor-tance of domesticdiversity in the curriculum

2. Invite faculty fromCOPLAC institutions tocampus to discuss howthey have included diver-sity in the curriculum

1. Survey GC communityon definition of domesticdiversity

2. Draft GC definition ofdomestic diversity

3. Send definition of do-mestic diversity to ad-ministration, staff counciland senate for approval

Graduation plan developed andapproved by registrar, collegedeans and provost.

1. Forums and seminars plannedand offered to faculty

2. Faculty approve inclusion of domestic diversity in the curriculum

Domestic diversity definition ap-proved by administration, staffcouncil and University Senate andadopted

Registrar’s office

OIED

PCOD and Diversity Leadership Team

Spring2015

Spring2015

Spring2015

None

Variable:$250-$2,500

None

None

None

None




STRATEGY

ACREATE A DIVERSITY OVERLAY TO INCLUDE U.S. DIVERSITY (DOMESTIC) REQUIREMENTS IN THE CORE CURRICULUM


4. Inventory current diversity course offerings

5. Establish learningoutcomes for domesticdiversity in the curriculum

6. Incentivize faculty to incorporate domesticdiversity in the curriculumby providing faculty de-velopment opportuni-ties

Identify core coursesthat can satisfy domes-tic diversity overlay re-quirements

To ensure commonlearning outcomes aremet by courses satisfy-ing domestic diversityoverlay requirements

To provide faculty withinformation and direc-tion on how to incor-porate domesticdiversity into theircourses

Prepare inventory of do-mestic diversity relatedcourses

1. Draft learning out-comes for domestic di-versity in the curriculum

2. Map to QEP learningoutcomes

3. Send learning out-comes to SoCC/CAPCfor approval

Develop workshops to fa-cilitate course designthat incorporates domes-tic diversity into new andexisting courses

Inventory of diversity relatedcourses completed and document available for reference.

Approval of learning outcomes

Workshops developed and offered to faculty

CAPC/SoCC

GC Assessment Team

CELTS

Fall 2016

Fall 2016

Spring2016 - continuous

None

None

Variable:$500-$2,500

None

None

Faculty recognitionand award at end-of-year awardsprogram





1. Develop a plan forimplementation andsustainability

2. Secure funding andother resources

Create a clear, equitable, assessableand sustainable planfor implementing asuccessful Fellows Program and requestfor proposals

Incentivize program bycreating mini-grantsand other practicesidentified in objective#1

1. Identity best practicemodels

2. Survey university community to determineinterest

3. Create Fellows Pro-gram Plan that incorpo-rates feedback from #2

4. Prepare RFP and sup-porting documentation

1. Request pilot funds formini-grant program

2. Collaborate with exist-ing mini-grant programsand funding resources

3. Write grants

4. Create and implementmini-grant program

1. Best practice models

2. Faculty Fellows Program Sur-vey and feedback

3. Faculty Fellows Program Plan

4. Request for Proposals - FacultyFellows Program

1. Pilot funding available

2. Mini-grant program imple-mented

CELTS

CELTS

Fall 2016

Fall 2016and continuous

None

Pilotfundingfrom DiversityAction Plan -($10,000/year foryears); subsequentfundingfrom grants

1. Inclusive processfor identifying, assessing and including facultyinterest and feed-back into design ofpotential program

2. Defined and sus-tainable FellowsProgram with ra-tionale, outcomes,timelines and indi-cators of success

3. Competitiveprocess to accesssuccessful academicpractices

Sustainable streamof funding and re-sources to supportmini-grant program

STRATEGY

B IMPLEMENT FACULTY FELLOWS PROGRAM TO CREATE A VIBRANT COMMUNITY OF FACULTY CHAMPIONS/AMBASSADORS OF DIVERSITY IN CURRICULUM,

CREATIVE LEARNING AND SCHOLARSHIP.Using the QEP (building a culture of engaged learning) as a vehicle to develop a curriculum that fosters intercultural competencies by students and faculty, the subcommittee recommends the following strategies:




3. Recruit and retainfaculty fellows

Attract a cross-discipli-nary faculty core whorepresent diverse areasof interests and per-spectives; facilitate amentoring model toensure high retentionof fellows

1. Implement best prac-tices for recruitmentidentified from models

2. Announce fellows pro-gram and RFP via email, etc.

3. Advertise fellows pro-gram at departmental,faculty and programmeetings across campus

4. Facilitate program ac-tivities that encouragecommunity-building,mentoring of novice fel-lows, and recruitment ofnew fellows by existingfellows

5. Implement strategiesfor advancing faculty re-ward and recognition[see Strategy C #3 andStrategy F]

1. Best practice recruitment planimplemented; public relationsprocess implemented

2. Increase in designed/re-de-signed course offerings, scholarlyand creative learning activities ondomestic diversity

3. Increase in the number of fel-lows participating in the learningcommunity

4. Reward structure implemented[see strategy F]

CELTS Fall 2017 N/A 1. Faculty demandand interest in thefaculty fellows Program

2. High retentionof faculty in the fellows program

3. Demonstratedadvocacy andchampioning of diversity by facultyfellows

4. Sustained learn-ing communityaround diversity incurricula, creativelearning and scholarship

STRATEGY

BIMPLEMENT FACULTY FELLOWS PROGRAM TO CREATE A VIBRANT COMMUNITY OF FACULTY CHAMPIONS/AMBASSADORS OF DIVERSITY IN CURRICULUM,

CREATIVE LEARNING AND SCHOLARSHIP.Using the QEP (building a culture of engaged learning) as a vehicle to develop a curriculum that fosters intercultural competencies by students and faculty, the subcommittee recommends the following strategies:




1. Hire a QEP directorwith expertise andproven track record ofsuccess in the integra-tion of diversity intocurricula, creative learn-ing and scholarly activi-ties

Diversity is critical to“building a culture ofengaged learning”.Therefore, as the QEPimplementation oc-curs, diversity is a req-uisite component ofcurricula, creativelearning and scholarlyengaged activities.Consequently, theQEP director will playa significant role in fo-cusing attention on therole of diversity in en-gaged learning andsupporting the inte-gration of diversityinto engaged learningactivities.

1. Create strategic planfor sustaining diversity inengaged learning (uni-versity mission/vision es-sentiality; data collectionand gap analysis; system-atic assessment; market-ing; resources/fundraisinggoals; university-commu-nity relationship; value totenure, promotion andretention; governance,etc.)

2. Craft action plan for in-tegrating diversity in en-gaged learning (includinga mini-grant program[see strategy C; objective2] and targeted commu-nity engagement)

3. Support professionaldevelopment activitiesthat focus on diversity inteaching, learning andcommunity engagement

1. Hired QEP director with diver-sity expertise and proven trackrecord in curriculum, creativelearning and scholarship (includ-ing community engagement)

2. Strategic Plan document forsustaining diversity in engagedlearning (including communityengagement)

3. Action Plan for integrating di-versity in engaged learning (in-cluding community engagement)

4. Professional Development Pro-gram focused on integrating di-versity in teaching, learning andcommunity/civic engagement

QEP Task Force Fall 2015 SeeQEP

1. QEP director’sdiversity role is included in the jobdescription

2. QEP director’s diversity role is submitted in theQEP document presented to theSouthern Association of Colleges andSchools Commis-sion on Colleges

3. See goal indicators for Objectives 2 and 3

STRATEGY

C Support the design and re-design of innovative courses, creative learning opportunities and scholarship steeped in cultural diversity





2. Implement mini-grants program to incentivize course design/re-design, creative learning activities and scholarship

To provide faculty, staffand students with in-centives to build onexisting strengths andexpand learning op-portunities around is-sues of diversity; toprovide faculty, staffand students with pro-fessional developmentopportunities thatfocus on diversity inteaching, learning, andcommunity engage-ment

1. Create sustainablemini-grant award structure

2. Find funding

3. Implement profes-sional developmentworkshops faculty, stu-dents and staff

4. Recruit participationby faculty, students andstaff

5. Provide showcase op-portunities to dissemi-nate practices

6. Assess outcomes/impact

1. Diversity Mini-grant AwardsProgram Plan

2. Professional developmentworkshops

3. Mini-grant recipients

4. Designed and re-designed cur-ricula, courses; expanded cre-ative learning and scholarlyactivities; expanded academicengagement in community issues

CELTS Fall 2015 $10,000 - 10mini-grants -$1000/grant(dependingon individ-ual or de-partment

1. Diversity-relatedstudent learningoutcomes in curricula

2. Diversity-relatedstudent learningoutcomes increative learningand scholarly activities

3. Number and frequency of offer-ings of diversity-related courses,creative learningand scholarly activities

4. Demand forcourses, creativelearning and schol-arly activities

5. Demand bycommunity partici-pants for academicengagement anddemand by univer-sity community forpublic participationin academic en-deavors

STRATEGY

CSupport the design and re-design of innovative courses, creative learning opportunities and scholarship steeped in cultural diversity





3. Recognize and cele-brate innovations in cur-ricula, courses, creativelearning, and scholarlyactivities that demon-strate added-value todiversity

To demonstrate thatthe academic contribu-tions by faculty, staffand students matter,GC will recognize andcelebrate achievementin advancing diversityin curricula, creativelearning and scholarlyactivities

1. Craft communicationsplan with GC Communi-cations to highlight bestand better practices

2. Implement of commu-nications plan that in-cludes traditional andnon-traditional commu-nity outlets

3. Implement recognitionand celebration activitiesat the GC community(university, college, anddepartment/program,and unit levels) and com-munity partners

4. Facilitate successfulapplication by faculty,students and staff withexternal academicawards

5. Offer showcase oppor-tunities to disseminatepractices locally and re-gionally, as well as sup-port for university andcommunity partners totravel to/for national andstate conferences andcreative events (e.g.plays, exhibitions)

1. Diversity Communications Plandrafted

2. Diversity activities showcasedin newsletters, magazines, re-cruitment materials, web and so-cial media, community and othermedia outlets, non-traditionalcommunication pathways,speeches by administrators, etc.

3. Diversity recognitions and cel-ebrations

4. Successful applications for ex-ternal awards

5. Showcase opportunities at re-gional, state and national levels

GC Communications,CELTS, Academic Affairs

Varies Awards, ad-vertise-ments,travel

1. QEP director’sdiversity role is in-cluded in the jobdescription

2. QEP director’s diversity role is submitted in theQEP document presented to theSouthern Association of Col-leges and Schools Commission onColleges

3. See goal indica-tors for Objectives2 and 3

STRATEGY

C Support the design and re-design of innovative courses, creative learning opportunities and scholarship steeped in cultural diversity





To increase the numberof faculty with signifi-cant expertise in spe-cific internationalcultures

To prepare our studentsto live in an increasinglyinterconnected world

To increase curriculumofferings in modern for-eign language

Our students will livein a world that is evermore connected. Nocredible liberal artsuniversity can serve itsstudents well that doesnot have significantfaculty expertise in allmajor areas of theworld including Asia,Africa, and Central andSouth America.

The curriculum ofGeorgia College willbe significantly richerin its offerings ofcourses on China, theMiddle East, Africa,and South and CentralAmerica.

Students with thesesought after languageswill be better able tocompete in an increas-ingly interconnectedworld.

1. Prioritize the hiring offaculty in areas where expertise is currentlylacking.

2. Hire faculty identifiedwith expertise that islacking in the curriculum

New hires with interna-tional expertise in theareas where we currentlylack expertise will be en-couraged to developcourses in their areas ofexpertise

The modern foreign lan-guage department willadd Chinese and Arabicto their course offerings

After five years, the university hassignificant expertise in areaswhich are currently lacking: Asia,the Middle East, and has our cur-rent expertise in Africa and Cen-tral and South America havebeen enhanced.

Are there courses being offeredon African, Asia, Central andSouth America in several depart-ments in the college?

Students will be able to take atleast four semesters of Chineseand Arabic

Office of the Provostwill, in conjunctionwith the Office of In-stitutional Equity, en-sure that globaldiversity has beensignificantly in-creased.

Office of the Provostand Office of Institu-tional Equity

Office of the Provostand Office of Institu-tional Equity

5 Years

5 Years

5 Years

Departments thatpropose hires to in-crease global expert-ise will be prioritized.Departments acrossthe university willhave significant ex-pertise in China andat least one otherarea of Asia. It willalso have significantexpertise in the Mid-dle East and more ex-pertise in Africa,Central and SouthAmerica than it cur-rently has.

Do we have sufficientcourses for our stu-dents to go beyondthe global overlay re-quirements andmajor/minor in areastudies, and are thesecourses being taughtby people with signifi-cant expertise inthese areas?

Are these languagecourses well sub-scribed and do wehave increased partic-ipation in studyabroad to areas of theworld such as Asia,Africa, the MiddleEast, and Central andSouth America?

STRATEGY

D Obtain the faculty expertise to offer a diverse curriculum that can offerour students an understanding of the diverse cultures of the world




STRATEGY

ERationale: (1) Community-based learning is a high impact practice that leads to disproportionate academic benefits to underrepresented students and (2) Community en-gagement provides opportunities for GC students to engage with people from diverse backgrounds and (3) Strategy aligns strongly with the Quality Enhancement Plan


Perform an inventory ofexisting community en-gagement opportuni-ties that involveunderrepresentedgroups

Create a plan for stu-dent engagement in community-basedlearning that includesunderrepresented students

Establish reciprocal re-lationships with com-munity groups thatengage people with di-verse backgrounds.

Assessment of existingopportunities will informefforts to expand existingor develop new opportu-nities.

Designing a plan to inten-tionally include underrep-resented students incommunity engagementactivities will create oppor-tunities for new programs

Meaningful relationshipswith community groupswill increase the opportu-nities for GC students toengage with people fromdiverse backgrounds

Survey faculty, staff, Cam-pus Life, GIVE Center toidentify existing commu-nity engagement opportu-nities and the degree towhich activities includeunderrepresented popula-tions

1. Establish a draftinggroup to review commu-nity engagement inven-tory data

2.Identify existing programs in need of enhancement

3. Draft plan, includingtargets

4. Implement plan

Meet with leaders of localorganizations and deter-mine community needsthat can be met by stu-dent/faculty projects.

Surveys completed and out-comes distributed

Plan is drafted and reviewed bycampus constituents

Local organizations are ap-proached to engage in conversa-tions?

CELTS, QEP directorand Carnegie Classi-fication Committee



Spring 2015

Fall 2016

Spring 2015

Undeter-mined.Could befunded byQEP pro-posal



High return on sur-vey (>70 percent)would be an excel-lent result.

Plan is imple-mented and com-munityengagement op-portunities thatserve underrepre-sented studentsare increased by >10 percent.

Meetings with localorganizations leadsto an increase of>10 percent ofcommunity en-gagement oppor-tunities that serveunderrepresentedpopulations.

Increase Community Engagement Opportunities




1.Perform self-assessment

2. Develop benchmarkdata

3. Establish a goal ofwhat we would like toaccomplish

Assess how colleges,departments and fac-ulty are currently incor-porating diversity intheir curriculum. Weneed to know wherewe currently stand be-fore we can establishgoals for improvement

Collect informationfrom other universitieson 1) effective waysfaculty are incorporat-ing diversity in the cur-riculum and 2) rewardstructures other univer-sities have imple-mented to promotediversity

After analyzing whatthey currently aredoing and best prac-tices, each faculty, de-partment and collegeshould establish goalsof what they would liketo accomplish eachyear.

Include sections on IFRand/or annual evaluationreports to summarizehow faculty are incorpo-rating diversity in theircurriculum

1. Identify best practiceson campus and fromother universities. Pre-pare a list of effectivemethods faculty maychoose from to use intheir classes.

2. Perform training/work-shops on how to incorpo-rate best strategies.Identify strategies for ad-vancing faculty rewardand recognition. Preparea list of effective strategies.

1. Identify strategies to implement during the nextyear to incorporate diversity.

2. If reward structure in-volves financial reward,securing finances.

1. An option on digital measuresis available to record ways facultyare incorporating diversity.

2. Data is collected

1. A list of best practices andstrategies has been producedand published

2. The selected reward structurehas been identified and pub-lished college goals to incorpo-rate diversity are published.

The selected reward structure hasbeen identified and financial re-sources secured.

Individual faculty

Diversity curriculumcoordinator, CETL

Deans, diversity dur-riculum coordinator

Dec. 2014

Dec. 2015

Dec. 2016

Varies forworkshop

Data is collected fromall faculty on their IFR

Faculty are aware ofbest practices to in-corporate in classes

Faculty are aware ofthe reward structurefor implementingtheir diversity plan.

STRATEGY

F College, Department and Faculty Reward Structure





4. Evaluate progressand implement rewardstructure

5. Publish results

Evaluate the IFR andannual reports to seethe progress made.

Keep everyone in-formed on the effec-tive strategies thathave been imple-mented [See StrategyC # 3 for more detailson publishing results]

Faculty, college andschools evaluate strate-gies they implementedto see if they havereached their goals.

Maintain a website of ac-tivities. Notify alumniand community of activi-ties

Department chairs,deans, diversity dur-riculum coordinator

GC Communications,CELTS, Academic Af-fairs

Fall 2017

AnnuallystartingFall 2017

Varies (publica-tions)

Identification of suc-cessful faculty/pro-grams

Faculty and commu-nity awareness of ac-tivities that effectivelyincorporate diversity

STRATEGY

FCollege, Department and Faculty Reward Structure




Diversity Action Plan - Faculty and Staff Vitality and Viability Recruitment and Retention


1. Dean will appointDiversity LeadershipTeam

2. Vice president willappoint Diversity Lead-ership Team

Increase accountabilityof diversity issues atGC

Increase accountabilityof diversity issues atGC

1. Assess diversity of staffand faculty, curriculum, re-search, scholarship.

2. Assess diversity in IFRand staff reward system

3. Dean will develop annual report for provostand president

1. VP will meet with HR,OIED and PCOD to reviewAAP goals for the year

2. ID AAP expectations andimplement plans for attractingunderrepresentedfor work categories

3. VP and Diversity Leader-ship Team will develop di-versity recruitment plan forthe year

4. Each Division will IDtrained search committeemembers

5. Each VP will provide Ca-reer Transition Support fornew hires

6. Each VP will develop an-nual diversity report forPresident

1. Dean appoint Diversity Leadership Team

2. Accountability system developed

1. VP appoint Diversity Leadership Team

2. Inclusive AA Planning process

3. Trained search committees

4. All areas of GC has CareerTransition Support

Dean

School Diversity Leadership Team

Executive Cabinet

Appointmentof TeamSpring 2014

Assessment ofreward systemFall 2016

Ongoing

Appointmentof TeamSpring 2014

Trained SearchcommitteesSpring 2016

Career Transition Support 2016

0

0

Accountability systemdeveloped

NA

STRATEGY

A DEVELOP COLLEGES, DEPARTMENT AND FACULTY REWARD SYSTEM


Diversity Action Plan - Faculty and Staff Vitality and Viability Recruitment and RetentionSTRATEGY

BRESPONSIBLE TIME GOAL


1. Identify AffirmativeAction Plan (AAP) ex-pectations and imple-ment plans forattracting and hiringfrom underrepresentedgroups for specific workcategories in the AAP.

2. Move beyond thecurrent assumptions onquality/qualificationsand the traditionalrubric of evaluation tofoster greater diversity

We seek to promotepolicies and practicesthat are designed to pre-pare students for a di-verse democracy byproviding opportunitiesfor students to en-counter perspectives intheir studies that reflecta range of human expe-riences.

Recruitment and retention success

1. Establish an institu-tional-level Diversity Re-cruitment Fund (DRF) tosupport more proactiverecruiting efforts (e.g. toattend/recruit at disci-pline-specific jobfairs/conferences);2. Engage in active out-reach efforts to recruitcandidates from under-represented groups;3. Develop clear commu-nication and accountabil-ity strategies on AAP fordepartments; request ac-tion plans from depart-ments for addressingdiversity.

1. Require targeted train-ing for search commit-tees and departmentchairs;2. Ensure better utiliza-tion of HR hiring tools(e.g. Evaluation rubrics inPeopleAdmin-incorpo-rate questions assessingdiversity in the rubric);3. HR to provide “just intime” assistance with thesearch and hiringprocesses.4. Support public schoolsystems within our com-munity by delivering pos-itive marketing messageson their behalf. Providesuccess stories.

1. Develop and communicate anaction plan based on AAP gapanalysis;

2. The percent of applicant poolthat includes underrepresentedgroups;

3. Units report in their annualProgress and PlanningReport(APPR) the percent of hiresfrom underrepresented groups.

1. Creation and communicationof rubric;

2. Number of people trained inuse of rubric

3. Survey of search committeeand department/unit heads onthe usefulness of the trainingand applicable rubrics;

4. Exit interviews for search can-didates on the campus interviewexperience

Deans/DepartmentChairs/Unit Heads

Office of InstitutionalEquity and Diversity

Department/unit heads

HR

Institutional Equity

New LeadershipTeams

1. Short-Term:Units report inthe APPR theyear to yearimprovementon diversitygoals;

Long-Term: At the end ofyear five, unitsshould pro-vide data/re-port showingalignment withbenchmark.

Short-Term:Developmentand testing ofrubric(year 1)

Long-Term:Full imple-mentation and evaluationof rubric

EstimatedCost: $2000per nationalsearch.

0

1. Acknowledgeand recognize bestpractices in work-force diversity hir-ing;

2. Establish an an-nual workforce di-versity award fordepartments/units.

None

RETAIN A DIVERSE WORKFORCE





3. Provide Career Tran-sition Support (CTS) fornew hires.

4. Provide leadershiptraining/professionaldevelopment opportu-nities for faculty andstaff from underrepre-sented groups..

A diverse faculty andstaff are essential to theachievement of this goal.Improved morale and in-creased productivity areadditional benefits.

1. Provide dual career sup-port (including partnershipwith community);

2. Develop a relocation as-sistance policy per Board ofRegents guidelines;Strengthen work/life bal-ance programs.

1. “Grow your own” for pro-fessional development op-portunities for workforcedevelopment;

2. Identify local and nationalopportunities for leadershipdevelopment and providefunding support.

1. Policies and opportunities inplace;

2. Effective communication of thepolicies and opportunities to can-didates.

1. Percentage of underrepre-sented workforce who have par-ticipated in leadershipdevelopment opportunities;

2. Percentage who have beenprovided leadership opportuni-ties as a result of (a) above;

3. Percentage of underrepre-sented workforce who have participated in professional development opportunities;

4. Percentage who have completed professional develop-ment opportunities as a result of (c) above.

1. University Senate

2. HR/Department/UnitHeads

3. Diversity Leader-ship Teams

1. All unit heads

2. HR

3. Office of Institutional Equityand Diversity

4. Diversity Leadership Team

Short-Term:Policies developed andpresented orsenate approval;

Long-Term:Implementationof policies.

Short-Term:Carry out aneeds assess-ment; identifyand makeavailable rele-vant training

Long-Term:Documentnumber andtypes of pro-fessional devel-opmentopportunitiesand number ofparticipants aswell as ad-vancement op-portunitiesmade availableas a result

To be determinedby nature and scope ofpolicies.

TBD-too manyvariables-de-pends onprogramsand numberof participants

NA

None


STRATEGY

B



STRATEGY

BRESPONSIBLE TIME GOAL


5. Create a welcomingand supportive campusclimate for faculty andstaff

6. Revise and developpolicies and programsthat support retentionof a diverse faculty andstaff.

1. Develop collaborativepartnerships with thecommunity to create asupportive and welcom-ing Milledgeville com-munity;2. Improve awareness ofexisting policies and pro-cedures for the variousprotected categories ofindividuals (e.g. ADA ac-commodations);3. Provide opportunitiesfor campus and commu-nity dialogues on issuesof diversity and inclusive-ness;4. Establish pro-activepolicies and practicesthat foster and reward diversity.

1. Establish support sys-tems/mentoring to en-hance the success of newfaculty and staff, includ-ing methods to rewardactivities that foster di-versity and inclusiveness;2. Provide dual-careersupport; institute policiesand programs for spousalhire;3. Develop policies forshort-term housing andchildcare;4. Develop policies andprocedures to enhancework/life balance.

1. Increased retention/decreasein turn-over; Faculty/staff satisfaction survey;

1. Policies and practice in place;

2. Increased retention/decreasein turn-over;

3. Faculty/staff satisfaction survey

1. University leadership;

2. University senate;

3. HR/Office of Institutional Equity;Units/departments

1. University leadership;

2. University senate;

3. HR/

4. Office of Institutional Equity;

5. University Auxiliary Services

6. Diversity Leadership Teams

Short-Term:Review, revi-sion and ap-proval ofpolicies andprocedures;provide training

Long-Term:Each unit/de-partment con-sistently showsdocumentedevidence of awelcoming and supportingcampus climate.

Short-Term:Review, revi-sion and ap-proval ofpolicies andprocedures;provide train-ingLong-Term:Implementa-tion of newpolicies andprograms

NA

TBD basedon scope

Improved morale

Increaseretention/decreasedturn-over

Improved morale

Increaseretention/decreasedturn-over







1. Cultivate diverseteams at all levels ofthe university, especiallyat the administrativelevel.

2. Strengthen the articulation betweenunit/departmental-levelplanning, implementa-tion, reporting and accountability.

3. Increase the diversityprofile and sensitivity ofgoverning and advisoryboards, such as thealumni board, board oftrustees, etc.

1. Require demonstrated skills inmanaging diversity as a standardqualification for all leadership positions;2. Ensure that position descriptionsand search committees for leader-ship positions require expertise infostering a diverse, inclusive andequitable environment as a particu-larly desirable characteristic forleaders ;3. Ensure that appropriate effortsare made to create diverse candi-date pools

1. Each year, each unit will designatediversity initiatives to be pursued dur-ing the coming year and to be in-cluded in the annual report;2. Each year, the president and provostwill require a report of progress towarddiversity as part of the annual reportsfrom each college/administrative unit.3. Hold supervisors accountable byspecifically making support for diver-sity a performance criterion in their an-nual performance evaluation.

1. Recruit a diverse board membership;

2. Provide pertinent initial trainingto board members;

3. Provide diversity-initiative updates to board members

1. Administrators exhibit commit-ment to diversity

2. Diversity in the make-up of ad-ministrative and unit-level leader-ship positions

3. Position descriptions reflect diversity as a desirable characteristic

Annual reports include progresstoward greater diversity

the annual performance evaluation is updated to include a criterion for measur-ing commitment to diversity

1. A board whose make-up models diversity

2. Board actions that reflect sensitivity to diversity

1. University Leadership/ExecutiveCabinet

2. Administrative leadership searchcommittees

3.Unit leadership

4. Diversity Teams

1. University Leadership/ExecutiveCabinet

2. Unit leadership/supervisors

3. Diversity Leader-ship Team

1. VP for Advancement

2. All other units withgoverning and advisory boards

Short-Term: Position descrip-tions are updatedand search committees aretrained/chargedregarding issuesof diversity

Long-Term: Diversity is evident in themake-up of administrativeand unit-levelleadership posi-tions

Short-Term: Annual reportsinclude diversitymeasures

Long-Term: Improvement in diversitymeasures isclearly evident

Short-Term: Newand replacement appointmentsimprove diversityof the board

Long-Term:Board actions re-flect sensitivityto diversity

Minimal,if any

Minimal, if any

Funds maybe neededfor initialboard orientation/training (if itis not beingdone now)

Administrators exhibit commit-ment to diversity

Diversity in themake-up of ad-ministrative andunit-level leader-ship positions

Annual reports include progresstoward greater diversity

The annual per-formance evalua-tion is updated toinclude a criterionfor measuringcommitment to diversity

Recognition ofunits that excel inmodeling diversityover the prior year

Board make-upand actions reflect sensitivity to diversity

STRATEGY

C PROMOTE A COMMITMENT AND MODELING OF DIVERSITY AND INCLUSIVE EXCELLENCE AT ALL LEVELS OF UNIVERSITY LEADERSHIP AND MANAGEMENT



Diversity Action Plan - Campus Climate


1. Assess and comparecampus climate surveydata

2. Assess communica-tions strategies for di-versity branding and imaging

3. Assess representa-tion of university im-ages

4. Use information fromCarnegie activity forsuccessful universitycommunity partnerships

5. Identify one university and commu-nity event/s that canpromote Diversity andInclusion effort

To develop strategiesto successfully guideefforts

Build on existing university initiatives

1. Assess 2012 campus climate data

2. Readminister campus climate questions in 2014 to compare

3. Assess 2014 NSSE student campus climatedata questions

4. Compare 2014 NSSEwith 2011 data

5. Make public comparisons

1. Inventory current commu-nications strategies internaland external

2. Assess representation ofuniversity for diversity

3. Develop branding thathighlight diversityIdentify key university-com-munity partners

Identify key university-community partners

Identify two events to builduniversity community relations

University knowledge of results

Diverse branding and Imagingstrategies

Coordinated QEP effort

Successful community-universityevent

President’s Commission onDiversity (PCOD)

Office of InstitutionalEquity & Diversity(OIED)

University Communications

PCOD

OIED

Diversity LeadershipTeams

Director of QualityEnhancement Plan(QEP), PCOD, OIED

Diversity LeadershipTeam

Fall 2015

Fall 2014

TBA

Spring2015

TBA

Minimal

TBA

University knowledgeof data

NA

Coordinated university efforts

Stronger university-community relations

STRATEGY

A ASSESS, REVIEW AND SHARE CAMPUS CLIMATE DATA



Diversity Action Plan - Work plan template guidance and worksheet

Five- Year Strategies: The goal is a broad category, which describes theexpected long-term effects of the diversity actionplan. This goal remains constant for the entirefive-year period.

Georgia College diversity action plan has four goals:

I. Student Access and SuccessII. Curriculum, Creative Learning

and ScholarshipIII. Campus ClimateIV. Institutional Vitality and Viability

Strategies:A strategy is the means or broad approach bywhich the goals will be achieved. The identifica-tion of strategies will be the basis for the Diver-sity Action Plan (DAP) for Georgia College.Useful strategies will highlight Georgia College’sstrengths or opportunities, or reduce the influ-ence of program weaknesses or threats (SWOT).There can be multiple strategies for achievingeach five-year goal. A particular strategy doesnot have to be used every year. For each strat-egy, there should be one or more objective andcorresponding activities.

SWOT Analysis: University strengths are identified as signatureprograms at Georgia College that could assist inreaching the identified goals and inclusive excel-lence. Georgia College opportunities are aspectsof the environment that facilitate reaching thegoals. Opportunities are not just positive aspectsof the environment but can also be a chance toaddress gaps and initiate new activities.

SWOT Analysis: (continued)Georgia College weaknesses are elements inter-nal to Georgia College that are barriers to reach-ing the goals. Threats are aspects of theinternal/external environment that are barriers orpotential barriers to reaching program goals.

Objectives: An objective is a statement describing the resultsto be achieved and the manner in which these re-sults will be achieved. Objectives should beSMART, that is, Specific, Measurable, Achievable,Realistic and Time-phased. Specific objectivesinclude what areas of concern or programs willbe targeted and what will be accomplished;measurable objectives include how much change is expected with enough specificity that theachievement of the objective can be measuredthrough counting or through documentation ofchange or completion; achievable objectives canbe accomplished given existing resources andconstraints; realistic objectives address the scopeof the problem and reasonable programmaticsteps; and time-phased objectives provide a timeline indicating when the objective will be meas-ured or a time by which the objective will be met.

Rationale for the objective: The rationale for the objective clearly describeswhy and how the objective will contribute to ac-complishing the goal of your respective goal.The objective should be clearly justified, relate tothe program strategy and goal, and link to pro-gram outcomes and the strategic goal. In addi-tion, you may provide context that shows why thisobjective is necessary given GC’s resources orconstraints; how and why the work is being done.

Measures for accomplishing objectives andperson/agency responsible for accomplishingthe objective:The measures are quantifiable criteria that describewhether or not the objective was accomplished.Measures might include target numbers (e.g., 50faculty trained in sexual harassment issues), orquantifiable changes (such as faculty reporting in-creased confidence in teaching about diversity is-sues after attending a training session), orcompletion of an activity. Clearly identify the per-son/agency that is MOST responsible for accom-plishing the objective.

Activities:Activities in support of the objective: Describe anticipated events that take place as partof a program in support of the objective. Althoughspace is limited for activities in the work plan tem-plate for each objective, you should list all activitiesfor each objective.

Activity Completion Date: Identify when you anticipate completing each activity.

In the table on the next page, please list three tofive Strategies of Success (SOS) that have been se-lected by your subgroup. Next list an objective foreach SOS. Next, identify the activities that will beneeded to support the objective. Please identify aresponsible party for each strategy and who willperform the activities needed. If the activity re-quires new personnel please identify. Next, providea timeframe to achieve each strategy using short-term and long-term goals. What is the time framein which to accomplish the goal? Please put a coston each SOS. Next, identify a reward or award foreach SOS. Finally, how will we measure success?

Work Plan|


Diversity Action Plan - Curriculum, Creative Learning and ScholarshipDiversity Action Plan - Work plan template guidance and worksheet

Strategy Of Success Objective of Please Identify activities Responsible Party Time Frame Cost for How do we (Up to Five) the strategy for each strategy (School, Unit, Department, Person) Up to 5 years each strategy Reward/Award measure success




SWOT Analysis of goals - Please list existing programs at Georgia College that accomplish the goal of your subgroup:

Existing program Successful as-is Opportunities needed for improvement





Student Access and Success

Five-Year Goal 1:

List any GC Signature (existing) programs that align with the strategies (if applicable):

Objective 1:

Rationale for the objective:

Cost of Strategy: Reward/Award

Measures for accomplishing the objective and person/agency for accomplishing the objective:a.

b.

c.

d.

How will we measure the objective andperson/agency responsible for gathering data:a.

b.

c.

d.

Activity completion date:a.

b.

c.

d.

Activities in support of the objective:a.

b.

c.

d.




Curriculum, Creative Learning and Scholarship

Five-Year Goal 1:


Objective 1:




b.

c.

d.


b.

c.

d.


b.

c.

d.


b.

c.

d.




Campus Climate

Five-Year Goal 1:


Objective 1:




b.

c.

d.


b.

c.

d.


b.

c.

d.


b.

c.

d.


Diversity Action Plan - Curriculum, Creative Learning and ScholarshipDiversity Action Plan - Work plan template guidance and worksheet

Institutional Vitality and Viability

Five-Year Goal 1:


Objective 1:




b.

c.

d.


b.

c.

d.


b.

c.

d.


b.

c.

d.



Diversity Action Plan - Resources

University Community

StudentOrganization

Research andScholarship

Events and Activities Facilities Programs

Evaluation, StrategicPlanning and DirectivesPartnerships

1. Diversity Peer Educators

2. Diversity Leadership team

3. Student Oriented Activities and Resources (SOAR) mentors

4. Interfaith Council and InterViews Alliance

5. Multicultural Organization that Values Empowerment (MOVE)

6. President’s Commission on Diversity

7. African-American Male Initiative (AAMI)

8. Call Me Mister Program

9. Safe Space Program

1. Art as an Agent for Change

2. Black Student Alliance (BSA)

3. Latino Student Alliance (LSA)

4. Goodrich Hillel

5. Pride Alliance

6. EMPOWER

1. 100 Black Men of Atlanta

2. 100 Black Men of Milledgeville

3. Campus Club of Milledgeville

4. Center forEngaged Learning

5. Communities in Schools

6. Georgia College Early College

7. International Education Center

8. Oconee Regional Education Service Agency (RESA)

9. Office of AcademicOutreach

9. Science Education Center

10. University Systemof Georgia DiversitySummit

1. American Democracy Project

2. Diversity Teach Circle

3. Science to Service Initiative

4. Diversity Reports and White papers

1. 3Rs4All! Real Conversations

2. Climate Survey

3. Customer Service 4.0

1. ChrisYuleHanzKaa Celebration

2. Clothesline Project

3. Begemann-Gordon Lecture Series

4. Embracing Diversity in the Healthcare: Workforce Panel

5. Flagg Legacy Social Justice Lecture Series

6. Martin Luther King Day

7. Take Back the Night

8. “Vagina Monologues”

9. Women’s History Month

10. Women on Wednesday

11. Lavendar Graduation

1. Office of Institutional Equityand Diversity

2. Cultural Center

3. Women’s Center

4. Women’sResource Centre and Library

5. Cultural Library and Resource Center

6. Smith House Student Organization Offices

7. Sallie Ellis Davis House

8. Office of DisabilityServices

1. Africana Studies program

2. European Studies Program

3. GLIMPSE recruitment program

4. Latin American and Caribbean Studies program

5. Mentoring African- Americans for Leadership, Education and Connection (MALE Connection)

6. Minority Youth in Business

7. Race, Ethnicity and Gender Studies Program

8. Third World StudiesProgram

9. Summer Experience for Economically Disadvantaged Students (AmericanChemical Society Project SEED)

10. Women’s Studies Program

11. Youth Enrichment Services (YES)Program

12. High Achievers Program


Diversity Action Plan - Curriculum, Creative Learning and ScholarshipDiversity Action Plan - Comments

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Diversity: the art of thinking

independently

together.

MALCOLM FORBES

Georgia College, the state’s designated public liberal arts university, combines the educational experience expected at esteemed private liberal arts colleges with the affordability of public higher education.

Documents

Diversity Action Plan 2014