Working Group #5: Foster a Positive Work …•Fadyia Lowe Health Education Coordinator, University Health Service •Carl Mattacola Regular Faculty, Health Sciences – Rehabilitation

An Equal Opportunity University

“see tomorrow.” Working Group #5:

Foster a Positive Work Environment for Faculty and Staff


Members of Working Group 5• Jeff Clymer (co‐chair) Regular Faculty, English• Randa Remer‐Eskridge (co‐chair) Assistant Dean, Health Sciences – Student Services• Karen Badger Special Faculty, College of Social Work• Taylor Blair Admissions Officer, Admissions and Registrar• David Brennen Dean, College of Law• Jann Burks Agriculture Extension Specialists, 4‐H Central Operations• Jonathan Burns Administrative Staff Officer, Centralized Business Operations• Erika Chambers Work‐Life Director, Work Life• Lisa Collins Assistant Dean, College of Ag, Food and Environment• Patty Cook‐Craig Regular Faculty, College of Social Work• Alan Daugherty Regular Faculty, Internal Medicine & Divisions, Cardiology• Jordan Haney Student, Student Center• Debra Harley Regular Faculty, Special Education and Rehabilitation• William Henderson Student Affairs Officer, College of Engineering• Fadyia Lowe Health Education Coordinator, University Health Service• Carl Mattacola Regular Faculty, Health Sciences – Rehabilitation Sciences• Frederick Schmitt Regular Faculty, Sanders‐Brown Center on Aging• Mike Smith Council on Aging Director, Council on Aging• T. Lynn Williamson Deputy General Counsel, Office of Legal Counsel


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The Piñata


Review by Integration Committee


FOSTER A POSITIVE WORK

ENVIRONMENT FOR FACULTY AND

STAFF

Strengthen and Support our Talent

Ensure a Culture of Mutual Accountability

and Ethics

Focus on Best Practices in

Recruiting and Retaining National and International Talent to Meet our

Objectives


Strengths• The University of Kentucky offers a highly competitive benefits package and

has consistently maintained affordable healthcare benefits for both staff and faculty, contributing more than $89 million over the last 12 years to minimize premium increases.

• UK has expanded healthcare coverage to all individuals who reside in the same residence.

• UK is committed to a full‐time faculty comprised of scholar‐teachers. Over the past decade, UK has tried to reduce its reliance on non‐tenure track faculty. In Fall 2003, full‐time faculty accounted for 70.1% of all instructional faculty; by Fall 2012, this had grown to 81.1%.

• To support faculty growth, the Office for Faculty Advancement provides a full range of career progression services.

• UK’s Office of Work‐Life additionally supports faculty and staff in managing their professional and personal responsibilities across all stages of life.


Challenges• Only one third of staff claim to be satisfied with their salary/wage.• There is not a clear career path for staff• For over a decade, faculty salaries have stayed at more than 10% below the

benchmark median• Salary is the primary reason faculty indicate they have considered/are

considering leaving UK• The majority of faculty members surveyed state that they do not feel valued

for their research, teaching, service activities, and for their loyalty (years of service) to UK.

• UK lacks a campus‐wide, programmatic mechanism for identifying and developing future leaders among junior‐ and mid‐level faculty and staff


Opportunities• UK can develop innovative work‐life policies and practices that broaden

extrinsic rewards beyond better pay (e.g., acknowledgement and recognition) for quality work, and tap into latent intrinsic rewards (i.e., sense of accomplishment, meaningful work, etc.) that result from a productive and satisfying organizational climate.

• Department chairs and supervisors can be empowered with greater latitude to craft creative and flexible work‐life solutions tailored to a particular faculty/staff member’s strengths, interests, and needs.

• UK can set salary targets that are benchmarked to salaries against the best institutions.


Strategy 1: Strengthen and Support our Talent

• UK will endeavor to provide increased compensation for productive faculty and staff. UK will examine and work to maintain salaries at or above the benchmark average.

• Increase professional development for faculty and staff at all stages of their careers.

• Promote work‐life effectiveness.• Foster an environment of positive health and wellness.


Strategy 1: Metrics

• Results of organization‐wide UK at Work survey which includes measures of work‐life support, employee engagement, satisfaction, etc.

• Salaries as compared to benchmarks.• Percentage of eligible employees utilizing flexible work arrangements.• Number of faculty and staff with completed professional development

goals on their performance evaluations.• Percentage of faculty and staff participating in CELT, HR, or other

campus avenues of professional development.• Results of organization‐wide measures of physical and psychological

health and well‐being.


Strategy 2: Ensure a Culture of Mutual Accountability and Ethics

• Establish and/or refine clear performance review criteria and expectations that are connected to university‐wide standards for promotion and tenure for faculty, and to a consistent and effective system of accountability for staff.

• Enhance system of tracking faculty productivity and rewards.• Determine how to leverage the different title series more effectively

to supplement our degree programs and advance the strategic goals of our Colleges.

• Train leaders on best practices in promoting accountability.


Strategy 2: Ensure a Culture of Mutual Accountability and Ethics

• Evaluate the processes for overseeing faculty and staff to ensure consistency and fairness, especially as relating to ethical behavior, accountability, compliance and productivity.

• Provide avenues (e.g., town hall meetings, forums, etc.) for disclosure of results of university activities.

• Promote widespread compliance.


Strategy 2: Metrics

• DOE tracking on research, teaching, service, administration and professional development; development and use of accountable ways to assign DOE and evaluate success according to assignment.

• Staff evaluation tracking that uses accountable ways to assign Job Standards and evaluate success according to assignment.

• Percentage of faculty and staff participating in campus‐based supervisor and leadership‐related trainings.

• Number of faculty and staff contributing to research and grant funding.


Strategy 3: Focus on Best Practices in Recruiting and Retaining

National and International Talent to Meet our Objectives

• Engage in best practices to attract diverse pools of talented faculty and staff.• Encourage creative partnerships and collaborations around shared teaching

and research goals and missions.• Strive to increase the number of Named Professorships, faculty and staff

memberships in National Societies and Academies, and number of faculty and staff members who receive awards.

• Strive to increase the recruitment of professional staff on the national level.


Strategy 3: Metrics• Number of international faculty and staff.• Number of top faculty members in their fields as determined by honors

awarded.• Number of named Professorships.• Number of faculty and staff memberships in National Societies and

Academies.• Number of faculty and staff members who receive awards.


Strategy 3: Metrics• Percent of faculty retained at UK from one year to the next, tracked

according to rank and by key categories, such as diversity initiatives.• Number of Fulbright Scholars.• Number of hires where we were successful in securing the preferred

candidate.• Number of staff recruited at the national level.


“see tomorrow.” Goal #6:

Enhance our Role as an Inclusive Place of Collaboration for People of all Identities


Members of Working Group for Goal #6

• Randa Remer‐Eskridge (co‐chair) Assistant Dean, Health Sciences – Student Services• Debra Harley (co‐chair) Regular Faculty, Special Education & Rehabilitation• Erika Chambers Work Life Director, Work‐Life• Micaha Dean Student, Admission and Registrar• Doyle Friskney Assoc. VP Technical Services, IT Enterprise Architect Group• Christine Harper Assistant Dean, Student Affairs• Elizabeth Leibach Intern’l Student/Scholar Director, UK Intern’l Center• Fadyia Lowe Health Education Coordinator, University Health Services• Kristen Mark Regular Faculty, Kinesiology – Health Promotion• Trenika Mitchell Clinical Faculty, Pharmacy Practice & Science


ENHANCE OUR ROLE AS AN

INCLUSIVE PLACE OF

COLLABORATION FOR PEOPLE OF ALL IDENTITIES

Foster a Diverse Community of

Engaged Students

Create and Implement a Plan

for Improving Workforce

Diversity and Inclusion

Embrace Inclusion of Diversity Efforts

into our Culture

Incorporate Global Perspectives into

the UK Community


Strengths• Between 2006‐2012, the number of African American faculty at UK increased

by 27.8%, and the number of Hispanic faculty increased by 117.9% • UK faculty collaborate and partner with educators abroad, building networks

that help recruit faculty, staff and students from all over the world. • The number of enrolled under‐represented minority students, defined as

African American, Hispanic/Latino(a), and Native American, has increased significantly over the past several years.


Challenges• While we have seen some increases, the overall amount of diversity within

faculty and staff remains small, as does their number among the senior ranks and leadership positions compared to national statistics.

• UK falls behind the mean for gender distribution in seven of the nine NCES discipline categories. Additionally, although the number of UK’s women faculty has increased, much of this increase has been in the non‐tenure series.

• Data collection related to diversity is challenging due to self‐reporting issues and the lack of representative categories to fit individual identities.

• UK falls behind in retention rates in comparison to benchmarks. • UK has experienced a decrease in financial assistance with an increase in cost

of tuition for students, potentially reducing access for underrepresented and minority students.


Challenges• Salaries already below market values are compounded with few raises for

faculty and staff and a decrease in benefits, potentially making it difficult to recruit a diverse faculty.

• Many units on campus are functioning with fewer personnel, while overall responsibilities are increasing.

• UK falls behind in inclusion for sexual diversity in general university policies and resources in comparison to benchmark schools.

• UK lacks robust resources and dedicated staff to address LGBTQ needs among faculty, staff, and students.


Opportunities• UK is committed to enhancing and expanding our role as one of the most

diverse places in the Commonwealth. • Our students have a strong commitment to new opportunities in this area

and are likely to welcome initiatives in this area• The numbers of college‐aged individuals in Kentucky who are Hispanic and

African American are projected to increase.• Development of new Living Learning Programs can provide opportunities for

more targeted conversations related to diversity and inclusion. • UK can leverage its existing and future diversity by acknowledging the

intersectionality of identities on campus.


Strategy 1: Foster a Diverse Community of Engaged Students

• Provide safe opportunities for students of the campus community to engage actively in diversity dialogues.

• Address demographic imbalances.• Expand awareness of all university students about the importance of

engagement in diverse activities, throughout the course of their education.• Proactively engage K‐12 students and their families to help them prepare

for success at institutions of higher learning.


Strategy 1: Metrics• Document percentage of both on and off campus students engaged in

difficult dialogues• Annually measure number of ongoing initiatives that address diversity

relative to benchmarks• Increase percentage of enrolled students from under‐represented groups • Widen the use of TallyCat system to track student engagement in activities

with a focus on diversity• Create a survey that assess diversity and inclusion and students’

perceptions of the campus climate


Strategy 1: Metrics• Increase Pell‐grant students graduation rate• Increase under‐represented groups graduation rate• Increase number of students engaged in education abroad opportunities• Ensure compliance that Limited English Proficiency (LEP) students enjoy the

same access to services as all students (Department of Justice, Executive Order 13166, August 2011)

• Assess barriers that currently exist in accessing education at the University of Kentucky

• Create programs that address barriers to accessing secondary education


Strategy 2: Create and Implement a Plan for Improving Workforce

Diversity and Inclusion• Increase opportunities for faculty and staff to build engagement with and

knowledge of inclusiveness and diversity issues and goals.• Hold academic and staff leadership accountable for creating an inclusive

environment, increasing the pool of diverse candidates and providing a climate for under‐represented groups to excel.

• Conduct training/professional development on explicit and implicit bias.• Continually review our overall progress.


Strategy 2: Create and Implement a Plan for Improving Workforce

Diversity and Inclusion• Encourage consistent and on‐going engagement with learning about the

multiple identities and affiliations of all people.• Examine HR procedures, promotion practices, and salaries at benchmark

institutions to create a competitive structure for employees.• Expand and strengthen supports within the University for gender identity

and gender expression.


Strategy 2: Metrics• Determine hiring metrics that increase the presence of individuals from

under‐represented groups• Determine rank and promotion metrics that increase the presence of

individuals from under‐represented groups• Reduce percentage of turnover of faculty and staff within under‐

represented groups• Document number of participants engaged in annual community and

campus workshops and programs to increase diversity and inclusion knowledge and skills

• Utilize pre and post assessment tools to measure the acquirement of knowledge and skills related to diversity and inclusion


Strategy 2: Metrics• Number of individuals engaged in activities that promote and bring about

change on the micro, meso, and macro level• Acknowledge diversity change agents through formal recognition and

rewards. Measure success based on the number of individuals nominated in each academic year.

• Measure perceptions of acceptance in the work environment based on all attributes of diversity

• Consistent unit review of diversity and inclusion progress towards college strategic goals related to the University Strategic Plan

• Track number of individuals in a college with MJRs or DOE time designated to diversity oriented activities.


Strategy 2: Metrics• Expand health benefits to include gender identity and gender expression for

students, faculty, and staff• Create structurally inclusive space on‐campus (e.g., gender neutral

restrooms for families and transgender‐identified individuals)• Research best practices in relation to HR procedures, promotion practices,

and salaries for faculty and staff• Bring the University compensation for faculty and staff to the current

market value in comparison to benchmark institutions


Strategy 3: Embrace Inclusion of Diversity Efforts into our Culture

• Evaluate, strengthen and develop programs to improve student, staff and faculty diversity and inclusion on campus.

• Engage the community in defining what it means to be diverse and inclusive.

• Ensure continual communication regarding the value of inclusion and diversity.

• Leverage technology to create interactions with diverse groups.


Strategy 3: Embrace Inclusion of Diversity Efforts into our Culture

• Expand formal and informal curricular and co‐curricular activities that strengthen relationships.

• Benchmark against the best.• Make continual progress to improve access for persons with disabilities.• Create a more inclusive environment by including many different forms of

communication in multiple and alternative languages.• Proactively engage local community and expand partnerships.


Strategy 3: Metrics• Create survey questions that evaluate the perception of the community

within and external to the University that the University of Kentucky is communicating broadly the importance of diversity and inclusion and actively engaged in related impactful activities.

• Number of community members reporting UK as an inclusive environment and other measures on our campus climate survey.

• Measure ADA compliance within our campus facilities and online for people with disabilities.

• Create a list of applied learnings from best‐in‐class benchmarking.• Based on applied learnings, create multi‐group diversity and inclusion

events and workshops and measure the number of participants. • Align service and outreach activities with diversity and inclusion goals


Strategy 3: Metrics• Track research initiatives that focus on diversity and inclusion goals focused

on diversity related topics (e.g., health disparities, LGBTQ* issues, disability, etc.).

• Track international research initiatives.• Each college held accountable to set aside research dollars to fund

innovative research in the area of diversity that meet the university’s inclusion and diversity goals.

• Track number of activities related to diversity that are on‐going


Strategy 4: Incorporate Global Perspectives into the UK

Community• Expand opportunities for improved communication with key UK community

partners to maintain focus on international student concerns.• Provide professional development opportunities for staff and faculty to

promote meaningful global interactions across all programs of study.• Provide formal and information structures for appropriate academic

support of international students, while monitoring academic performance.• Ensure active integration of international students into UK’s academic and

co‐curriculum areas.


Strategy 4: Incorporate Global Perspectives into the UK

Community• . Expand resources to better support students, faculty and staff studying

and serving outside their home country.• Provide opportunities for inclusion of international perspectives.• Expand global partnership with other educational institutions.• Expand local community partnerships with international foci


Strategy 4: Metrics• Number of programs implemented by the International Student Services

Work Group• Percentage of faculty, staff, and academic advisors participating in

workshops related to the integration of international students• Percentage of at‐risk international students receiving academic support via

international academic specialists• Results of pre and post first year academic assessments for at‐risk

international students• Percentage of international undergraduate students who are retained after

each semester compared to non‐international students and benchmarks• GPA of international undergraduate students after each semester compared

to non‐international students


Strategy 4: Metrics• Percentage of student organizations dedicated to welcoming and creating

an inclusive environment for international student populations• Percentage of programs/activities offered via Student Life that provides

opportunities for non‐international students to learn more about international cultures and practices.

• Increase number of partnerships with other global educational partners• Increase percentage of students involved in education abroad at both the

graduate and undergraduate level• Increase number of faculty involved in international initiatives (e.g.,

Fulbrights)• Increase number of faculty involved in international research, research that

has any impact on those outside the United States.


Strategy 4: Metrics• Increase positive change in students ethnocultural empathy and openness

to diversity• Increase courses that incorporate international/global perspectives

measured by review of syllabi• Increase number of international students at the undergraduate, graduate,

and professional levels


We want your feedback!

Documents

Working Group #5: Foster a Positive Work …•Fadyia Lowe Health Education Coordinator, University Health Service •Carl Mattacola Regular Faculty, Health Sciences – Rehabilitation