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2017-2020 UO Diversity Action Plan Template
Instructions
This template is for deans and vice presidents to use in preparing plans to increase diversity, equity,
and inclusion in their units consistent with our university mission, strategic priorities, and the IDEAL
Framework. Action plans will include a brief executive summary and a structured format for
delineating tactics, measurement plans, lead personnel, and timelines. Plans should cover three
years, with priorities addressed in year one. Yearly progress reports will provide opportunity for
ongoing consultation and collaboration. Plans for the first year are due no later than March 17, 2017
and should be submitted to [email protected]. Additional resources and assessment data are
available to assist in creating plans at inclusion.uoregon.edu/IDEAL/resources. For technical
assistance and advice, please contact DEI colleagues at [email protected] or via telephone at 6-
2206.
Executive Summary (1-2 pages)
•
Statement from the unit’s leadership that:
o
Describes the stakeholders and the developmental process
o
Briefly summarizes the unit’s demographic context and tactics for each of the identified
strategies
o
Explains lessons learned along the way, and any recommendations for university-wide
action plan initiatives
Goals, Strategies, and Tactics"
• Consistent with the president’s priorities and the IDEAL Framework, the Action Plan should
focus on five goals:
(a) creating an environment that is welcoming and respectful for all;
(b) recruiting diverse faculty, staff and students;
(c) retaining diverse faculty, staff and students;
(d) facilitating achievement at all levels of the university and;
(e) inspiring leadership to prioritize equity, inclusion and diversity in plans as well as
actions.
o
The appendix includes foundational questions that will be helpful as units engage in
discussion and develop tactics for each of the identified strategies.
o For each of the identified strategies, list your unit’s tactics (including the specific target
groups of students, staff, faculty, alumni, etc.), measures of success, lead personnel
and their titles, timeline, the resources you plan to deploy, and also how they will be
identified (e.g., reallocating staff time, reallocating funds, fundraising). Advancement will
work with VPEI to develop a “clearinghouse” for fundraising proposals to minimize
duplication or conflict.
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GOAL #1 (I: Inclusion): Create an inclusive and welcoming environment for all.
School, College, Research, or Administration Strategy 1 – Create a more welcoming, respectful
and inclusive climate for all.
Tactics
Target Measures
Resources to be used
for this tactic
Name and
title of lead
personnel
Timeline
1.1
1.2
1.3
Describe the evaluation tool that you will utilize to measure progress and ensure accountability.
School, College, Research, or Administration Strategy 2 – Incorporate promising practices that
eliminate implicit bias and combat racism as well as other forms of discrimination. Incorporate
promising practices to increase equity, inclusion and inter-cultural understanding in onboarding,
performance evaluations, tenure and promotion, and other unit processes and policies in ways that
allow all members of the unit to thrive and succeed.
Tactics
Target Measures
Resources to be used for
this tactic
Name and
title of lead
personnel
Timeline
2.1
2.2
2.3
Describe the evaluation tool that you will utilize to measure progress and ensure accountability.
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GOAL #2
(D: Diversity): Increase the representation of diverse students, faculty, staff, and
community partners at all levels of the university.
School, College, Research, or Administration Strategy 1 – Incorporate active recruitment
strategies, processes to eliminate conscious and unconscious bias, and other promising practices to
recruit diverse staff, faculty, administrators, undergraduate, and graduate students from traditionally
under-represented communities.
Tactics
Target Measures
Resources to be used for
this tactic
Name/title of
lead personnel
Timeline
1.1
1.2
1.3
Describe the evaluation tool that you will utilize to measure progress and ensure accountability.
School, College, Research or Administration Strategy 2 – Use promising practices and effective
strategies to retain diverse staff, faculty, administrators, undergraduate, and graduate students from
traditionally-underrepresented communities.
Tactics
Target Measures
Resources to be used for
this tactic
Name/title of
lead personnel
Timeline
2.1
2.2
2.3
Describe the evaluation tool that you will utilize to measure progress and ensure accountability.
GOAL #3
(A: Achievement): Facilitate access to achievement, success, and recognition for under-
represented students, faculty, staff, and alumni.
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School, College, Research, and Administration Strategy 1 – Eradicate any existing gaps in
achievement between majority and under-represented students, faculty and staff in graduation rates,
tenure and promotion, professional opportunities, leadership opportunities and recognition.
Tactics
Target Measures
Resources to be used
for this tactic
Name and
title of lead
personnel
Timeline
1.1
1.2
1.3
Describe the evaluation tool that you will utilize to measure progress and ensure accountability.
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School, College, Research, and Administration Strategy 2 – Increase faculty, student, staff, and
alumni participation (with special focus on groups that are currently under-represented) in global
leadership experiences, research, professional development opportunities, and scholarships (e.g.
Rhodes Scholar and Marshall Scholar competitions) as well as other prestigious awards and
recognitions.
Tactics
Target Measures
Resources to be used
for this tactic
Name and
title of lead
personnel
Timeline
2.1
2.2
2.3
Describe the evaluation tool that you will utilize to measure progress and ensure accountability.
GOAL #4 (L: Leadership): Leadership will prioritize and incorporate diversity, equity, and inclusion in
plans and actions.
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School, College, Research, or Administrative Strategy 1 – Develop and promote programs that
support, mentor and prepare members of under-represented groups for leadership opportunities (i.e.
department heads, directorships, deanships, vice presidencies, etc.) at the UO.
Tactics
Target Measures
Resources to be used
for this tactic
Name and
title of lead
personnel
Timeline
1.1
1.2
2.3
Describe the evaluation tool that you will utilize to measure progress and ensure accountability.
School, College, Research, or Administrative Strategy 2 – Utilize philanthropy and other
resources to advance the work of diversity, equity, and inclusion in your unit and across the
University.
Tactics
Target Measures
Resources to be used
for this tactic
Name and
title of lead
personnel
Timeline
2.1
2.1
2.3
Describe the evaluation tool that you will utilize to measure progress and ensure accountability.
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APPENDIX
Foundational Questions to Consider
The following questions will assist in developing unit plans. Please note that you are not required
to answer these questions or submit a separate document addressing them.
School, college, and research units will likely find all questions helpful, while administrative units
should focus on questions 1 and 6-9.
1. What steps will you take, in the next few months, to assess and improve the unit’s “climate”
and demographic context as it relates to faculty, students and staff who are from
underrepresented groups such as people of color, women, and people with disabilities,
international students and faculty, and people who identify as LGBTQA? Consider evaluating
your unit’s mission, vision, values and data points as part of your assessment and planning
processes.
2. What steps will you take, over the next year (short-range) and three years (long-range), to
foster inclusion and equity among diverse student populations? How will you promote their
academic achievement(s) and success(es), including timely graduation? For example, how
does your unit plan to incorporate best practices in inclusive pedagogy to ensure that the
needs of diverse students are being met? How will your unit use curricular and co-curricular
resources to provide students with an understanding of the unique experiences faced by
minorities in the US context in ways that sharpen critical thinking and encourage an inclusively-
vibrant intellectual community? What efforts will be engaged to ensure that students from
diverse backgrounds are being prepared to pursue such highly competitive scholarships and/or
professional opportunities as Fulbright, Rhodes and other scholarship programs?
3. What categories of excellent faculty are needed most to improve the diversity of the school’s
faculty? What efforts will the school take, in the next year and three years, to increase the
diversity of its faculty (e.g. active recruitment processes, implicit bias training, targeted hiring,
cluster hiring, visiting professorships, pre-doctoral/post-doctoral programs, recruitment from
Minority Serving Institutions, including Historically-Black Colleges and University, Hispanic-
Serving Institutions, Tribal Colleges and Women’s Colleges)?
4. How will your unit support faculty, including faculty of color, women, international faculty,
faculty with disabilities, and faculty who identify as LGTBQA, as they move toward tenure, into
full professorships, and into the positions of academic leadership? For example, how will your
unit use best practices in mentoring, onboarding, professional development, coaching, and
other resources to support, retain, and advance faculty? What current practices, policies, and
processes related to teaching, research, and service need to be examined to ensure that all
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faculty members have an equitable opportunity to succeed? What opportunities exist for
partnering with other schools and colleges in meeting the needs of diverse faculty?
5. How will the unit allocate resources to achieve the diversity and inclusion goals, strategies, or
tactics that require resources? If fundraising is required, please indicate how the leader of
your unit will identify sources of funds.
6. What categories of staff and administrative support are needed most to improve the diversity of
the unit’s staff? What efforts will the school take, in the next year and three years, to increase
the diversity of its staff (e.g. active recruitment processes, implicit bias training, targeted hiring,
cluster hiring, visiting professors, pre-doctoral/post-doctoral programs, recruitment from
Minority- Serving Institutions, Hispanic-Serving Institutions, Historically-Black Colleges and
University (HBCU), Tribal Colleges, and Women’s Colleges?
7. How will your unit support the retention and advancement of staff, including staff of color,
women, international staff and staff with disabilities, and staff that identify as LGTBQA as they
advance through the organization? For example, how will your unit use best practices in
mentoring as well as onboarding, professional development, coaching, and other resources to
support, retain and advance staff? How will current evaluative processes be examined to
insure that they are inclusive? What steps will your unit take to provide these staff employees
with the skills that are needed to be become candidates for leadership either here or at other
universities?
8. How is your unit working to support the recruitment and retention of diverse graduate and
undergraduate students? For example, what training is being offered about issues of implicit
bias, equity in evaluations and cross-cultural understanding? How are expectations in this
regard being generally communicated? How is achievement in these areas being encouraged,
rewarded, and incorporated into evaluative and salary processes?
9. How will your unit communicate its plan to internal and external stakeholders? What aspects of
communication and marketing are you envisioning? What steps will your unit take to ensure
accountability and transparency?
