DIVERSITY, EQUITY AND INCLUSION STRATEGIC PLAN

Transcription

1 DIVERSITY, EQUITY AND INCLUSION STRATEGIC PLAN

2 The School of Public Health Diversity, Equity, and Inclusion Strategic Plan 3.0 I. Overview As the fourth ranked School of Public Health in the United States, our mission, vision, and values reflect longstanding commitments to diversity, equity, and inclusion. We work toward creating an environment within the School of Public Health that allows for positive contributions from all those engaged in public health and that maximizes equity and inclusion among our stakeholders. As a starting place for our strategic planning, we bring these core institutional aspirations into the forefront of conversations with faculty, staff, and students. The University of Michigan School of Public Health is pursuing a healthier world with compassion, innovation, and inclusion to create meaningful, lasting impact. We believe in compassion. Our work is born from compassion, leading to knowledge, research, and action. We believe in innovation. We ve seen a better future, it s why we are driven to help. Through creative problem solving and innovative thinking, we lay the groundwork for a healthier world. We believe in inclusion. We work with diverse talents across campus and across the world to bring more than ideas. We partner to create lasting solutions. We pursue impact. The ultimate goal of our work is to create positive change and have a lasting effect on the health of the world. Our Values The University of Michigan School of Public Health is committed to the following core values: Improved health for populations and individuals worldwide; Health equity for all people; Diversity and inclusion in education, research, and service; Ethical principles of teaching, learning, research, and practice; Excellence and innovation; Equitable partnerships with individuals, communities, and practitioners. Diversity: We commit to increasing diversity, which is expressed in myriad forms, including race and ethnicity, gender and gender identity, sexual orientation, socio economic status, 1

3 language, culture, national origin, religious commitments, age, (dis)ability status, and political perspective. Equity: We commit to working actively to challenge and respond to bias, harassment, and discrimination. We are committed to a policy of equal opportunity for all persons and do not discriminate on the basis of race, ethnicity, color, national origin, age, marital status, sex, sexual orientation, gender identity, gender expression, disability, religion, height, weight, or veteran status. Inclusion: We commit to pursuing deliberate efforts to ensure that our campus is a place where differences are welcomed, different perspectives are respectfully heard, and where every individual feels a sense of belonging and inclusion. We know that by building a critical mass of diverse groups on campus and creating a vibrant climate of inclusiveness, we can more effectively leverage the resources of diversity to advance our collective capabilities. II. Implementation Highlights For each of our strategic objectives (SO) we continue to make substantial progress in either implementation or understanding our barriers to implementation. The details of those accomplishments are in both our school s annual report and in our Year three report submitted to the Provost s Office. To see a full list of activities linked to strategic objectives, please see School of Public Health Annual Report in the M+Box files. Here we highlight a couple of our successes. Within SO #1 to create an elected and empowered DE&I committee and to increase visibility of committee members. The school wide DE&I committee was formed and represents one faculty, staff, and student from each department. With guidance from SPH Marketing and Communications department, we developed a getting to know your representative section in our weekly, school wide e newsletter to introduce committee members to the SPH community, created a uniform signature for representatives, and hosted semester community meet and greets. The six departments within SPH embody diversity, equity, and inclusion and continually make a concerted effort around DE&I. To develop a DE&I leaderful community, each department has their own DE&I committee which host events, workshops, and trainings (SO #1, # 4, #7, and #10). Some of the programming efforts initiated at the department level include: Department of Biostatistics community dialogues around inclusion. Department of Environmental Health Sciences hosted a DE&I summit to begin the conversation around inclusiveness and climate (SO # 4, #5, #6, #7, and #10). Department of Epidemiology hosted a series of Ted Talks and team building exercises (SO# 7, SO # 8). Department of Health Behavior Health Education hosts a monthly book club, meditation, and current event dialogue (SO # 4, #5, #6, #7, and #10). Department of Health Management and Policy sponsored ZingTrain (SO# 4, #7, and #10). Department of Nutritional Sciences hosted student DE&I town hall gatherings. 2

4 In alignment with SO # 5 and # 8, to create a system for faculty and staff continuing professional education. SPH finished its inaugural year for implementing DE&I continuing professional education for all faculty and staff. Courses taken were captured on the modified annual staff performance evaluations and faculty merit reports. In partnership with School of Public Health Instructional Services, Organizational Learning, the Center for Research on Learning and Teaching, and the DE&I Program, we sponsored 23 workshops with 526 attendees to help faculty, staff, and students begin dialogue around diversity, equity, and inclusion topics. In alignment with SO #10 to improve student to student interaction in the classroom. The Graduate Student Staff Assistant hired through the Rackham initiative hosted 11 student focus groups with 92 graduate students to gain insight on the current DE&I climate. The report generated from the focus group provides additional context to the baseline campus climate survey results received from central DE&I census survey. The information received will help inform leadership on future planning for the graduate student community. Within SO#7 to promote and support an inclusive staff environment, the baseline data from the staff campus climate survey was disseminated to the community to create a shared understanding of the current staff climate. The survey data was delivered through the intranet and at a staff open house with comparison data tables in poster format created by the SPH business intelligence analyst. To increase the connection between SPH leadership and student organization leadership, we hosted 3 brainstorming sessions with 28 student leaders from 7 student organizations to discuss student focused SOs#8, #9, and #10. The students provided information on current climate challenges along with suggestions to foster student interactions within the building. In partnership with the Office of Student Engagement and Practice, a DE&I mini grant program was created for students. Awardees focused on Decolonizing Public Health Teach In, LGBTQA+ community dialogue, a Taste of the World, and a 3 day symposium to discuss resistance movements in marginalized communities. The mini grant serves as an action item within SO #10 to improve student to student interaction in the classroom. In partnership with SPH Human Resources and SPH Marketing and Communications and within SO #7 to promote an inclusive and supportive staff environment. We developed a school wide new staff orientation that takes place every four months. The new staff orientation serves as a mechanism to provide new staff members with an overview of the School of Public Health. During Year Three, we will continue to bring a menu of professional development courses to SPH, partner with the Center for Research Learning and Teaching to incorporate inclusive 3

5 teaching into the classroom and to create connection within our community. With the complete picture of our current climate from the new survey results, we plan to place a concerted effort around understanding the dynamics underlying cultural norms affecting our climate and the challenges influencing a sense of inclusion for faculty, staff, graduate students, and undergraduate students in our community. III. Data and Analysis: Key Findings Sources of Data To collect data we used Business Objects, town halls, departmental meetings, focus groups, Qualtrics, and monthly inquiries to each department and DE&I committee members to collect quantitative and qualitative data. With the sponsorship of the Graduate Student Staff Assistant through Rackham, we hosted 11 focus groups including 92 students. The survey questions were developed by DE&I leads and Graduate Student Staff Assistant. The protocol was reviewed and approved by the Institutional Review Board (IRB). In partnership with our business intelligence analyst, we now have access to the student, staff, and faculty demographics within each of the reportable categories to understand the diversity of our school. School of Public Health Leadership hosted 3 focus groups with 28 students representing 7 student organizations leaders to discuss student focused strategic objectives 8, 9 and 10. Collected an anonymous survey from 134 attendees of the DE&I program workshops offered by School of Public Health Instructional Services, Center for Research Learning and Teaching, and UM HR s Organizational Learning. In partnership with our Marketing and Communications team, the Student Campus Climate Survey had a 43% unit response rate compared to an overall campus wide response rate of 21%. All students received an opportunity to enter a random drawing for a gift card. Data collected from DE&I committee departmental representatives who each met with their department constituents, often once a month. Key Findings The key findings below were taken from a combination of campus climate survey results and student focus groups. Key findings are: 4

6 Some faculty, staff, and students are unclear how to report a bias incident or concern and how the report is handled when received. Overall, non white staff, and students feel less included in the School of Public Health. Some of our undergraduate students feel disconnected from the larger SPH community. Some SPH community members are unsure what is actually being done by the DE&I program and perceive it as being more symbolic than impactful. Some domestic and international students feel disconnected from each other, despite both groups indicating they would like to engage more with the other. DE&I is often focused on racial and ethnic diversity. There is not enough focus on other kinds of diversity, such as socioeconomic diversity, LGBTQA+, or mental/physical disability. Some academic/phd advisors do not acknowledge difficulties that are unique to minority groups or are not sensitive to mental/physical disabilities. The findings from the focus groups will be disseminated to SPH leadership and used to create new action items within the appropriate objectives. IV. Strategic Objectives* Following the university wide initiative, the SPH strategic objectives focus on our three major constituencies faculty, staff, and students in three major areas: (1) recruitment, retention, and development, (2) education and scholarship, and (3) promoting an equitable and inclusive environment. *All strategic objectives and related actions will be pursued in accordance with the law and University policy. Overview of the 5 Year Strategic Objectives School Wide Objectives 1. To create an elected and empowered Diversity Equity Inclusion Committee to help the school in developing, evaluating, and prioritizing actions to reflect our commitment. 2. To develop a system for sharing and responding to individual concerns. Faculty Objectives 3. To recruit and retain a diverse faculty. 4. To improve faculty s ability to teach and mentor a diverse graduate and undergraduate study body. Teaching faculty of all ranks and roles will increase their experience and skills with inclusive teaching practices, based on a professional development cycle of learning, feedback, reflection, and implementation. 5

7 5. To create a Continuing Professional Education (CPE) system for faculty focused on the leadership, communication, and supervision skills to develop and maintain a diverse, equitable, and inclusive environment. Staff Objectives 6. To recruit and retain a diverse research and administrative staff. 7. To promote an inclusive and supportive staff environment. 8. To create a Continuing Professional Education (CPE) system for staff focused on the leadership, communication, and supervision skills to develop and maintain a diverse, equitable, and inclusive environment. Student Objectives 9. To recruit and retain a diverse student body. 10. To improve student student interactions in the classroom. 11. To increase student s understanding of the role of diversity and inclusion in public health by incorporating ASPPH diversity and inclusion competencies into our classes. In the table below, we illustrate how our 5 year strategic objectives map onto the university s key areas and the primary goal they will help us accomplish (i.e. D=diversity, E=equity, I=inclusion) 5 Year Strategic Objective Recruitment, Retention, and Development Education and Scholarship Promoting an Equitable and Inclusive Environment Service Faculty Staff Student Faculty Staff Student Faculty Staff Student Faculty Staff Students 1 DE&I DE&I DE&I DE&I DE&I DE&I DE&I DE&I DE&I DE&I DE&I DE&I 2 EI EI EI EI EI EI 3 D D 4 DE&I 5 DE&I I 6 D D 7 EI 8 I DE&I I 9 D D 10 EI E 11 DE&I 6

8 V. Goal Related Metrics Each year in an annual diversity report to the school, we will publish diversity, equity, and inclusion metrics to track our progress over time. Key metrics for each category include: Undergraduate Students Demographic Composition: Headcount Race/ethnicity Sex Graduation Rates: 4 Year 6 Year Enrollment: Entry status (new, continuing) Student class level (freshman, sophomore, junior, senior) Climate Survey Indicators: Satisfaction with overall UM climate/environment Semantic aspects of the general climate of UM campus overall Semantic aspects of the DEI climate at UM campus overall Feeling valued at UM campus overall Feeling of belongingness at UM campus overall Assessment of UM institutional commitment to diversity, equity, and inclusion Perceptions of equal opportunity for success at UM campus overall Feeling able to perform up to full potential at UM campus overall Feelings of academic growth at UM campus overall Feelings of discrimination at UM campus overall Graduate Students Demographic Composition: Headcount Race/ethnicity Sex Diversity of the student applicant pool, SPH incoming class, and students overall Enrollment: Student class level (Graduate Masters/Doctoral/Professional) Climate Survey Indicator 7

9 Satisfaction with climate/environment in department of School/College Assessment of semantic aspects of the general climate in department of School/College Assessment of semantic aspects of the DEI climate in department of School/College Feeling valued in department of School/College Feeling of belongingness in department of School/College Assessment of department in School/College commitment to diversity, equity, and inclusion Perceptions of equal opportunity for success in department of School/College Feeling able to perform up to full potential in department of School/College Feelings of academic growth in department of School/College Feelings of discrimination in department of School/College Staff Demographic Composition: Headcount Race/ethnicity Sex Age (Generation cohort) Diversity of the SPH staff applicant pools reviewing information from central Diversity, Equity and Inclusion Office Climate Survey Indicators: Satisfaction with unit climate/environment in work unit Assessment of semantic aspects of the general climate in work unit Assessment of semantic aspects of the DEI climate in work unit Feeling valued in work unit Feeling of belongingness in work unit Assessment of work unit commitment to diversity, equity, and inclusion Perceptions of equal opportunity for success in work unit Feeling able to perform up to full potential in work unit Feelings of professional growth in work unit Feelings of discrimination in work unit Equity: Number of staff assessed during pay equity reviews Inclusion Metrics Number of staff participating in Continual Professional Education (CPEs) o Number of staff participating in STRIDE workshops o Number of staff participating in CRLT Inclusive teaching workshops o Number of staff participating in leadership, communication, and supervision training 8

10 Faculty Demographic Composition: Headcount Race/ethnicity Sex Tenure status Climate Survey Indicators: Satisfaction with climate/environment in department of School/College Assessment of semantic aspects of the general climate in department of School/College Assessment of semantic aspects of the DEI climate in department of School/College Feeling valued in department of School/College Feeling of belongingness in department of School/College Assessment of department in School/College commitment to diversity, equity, and inclusion Perceptions of equal opportunity for success in department of School/College Feeling able to perform up to full potential in department of School/College Feelings of academic growth in department of School/College Feelings of discrimination in department of School/College Equity: Number of faculty assessed during pay equity reviews Inclusion Metrics: Number of faculty and staff participating in Continual Professional Education (CPEs) o Number of faculty participating in STRIDE workshops o Number of faculty participating in CRLT Inclusive teaching workshops o Number of faculty participating in leadership, communication, and supervision training 9

11 VI. Action Planning Tables with Details and Accountabilities In this section, we outline the preliminary measures of success, detailed action steps, and who is accountable to achieve our goals. ACAP Advisory Committee on Academic Programs ADSEP Assistant Dean for Student Engagement and Practice ADF Assistant Dean for Finance and Administration HR Human Resources MarCom Marketing and Communications OGC Office of General Counsel OIE Office of Institutional Equity Senior Associate Dean for Administration EDD Executive Director of Development and Alumni Engagement Strategic Objective 1. Create an elected and empowered Diversity Equity Inclusion Committee Measure of Success Increase the number of people involved in strategic planning, taking action, and evaluating success. Detailed Actions FY17: Create an inaugural committee with departmental representation of faculty, staff, and students FY17: Formalize the committee s charge and resources FY17 22: Committee meets monthly FY17: Develop outreach plan FY17: Develop SPH DE&I Google Site/Calendar FY18: Dissolve DE&I Google Site/Calendar and incorporate material into new SPH Intranet FY18: Implement DE&I Committee outreach plan FY18: Incorporate DE&I training skills into Committee meetings FY18 22: Create toolkit for DE&I Committee members to utilize when meeting with constituency groups Who is Accountable? ADSEP Dean, ADSEP,, MarCom Dir 10

12 2. Develop a system for sharing and responding to individual concerns Increase school responsiveness to individual concerns FY18 22: Committee conducts inventory of DE&I actions occurring within departments FY17 FY22: Collect comments from SPH community (both anonymous and not) FY17: Develop process for responding to individual comments by school leadership and ensure OIE referrals as needed FY17 22: Develop process for handling concerns FY18 22: Report out aggregate information on incidences within the school FY18 22: Work with OIE to ensure proper connections to the school FY20: Collect climate survey responses on school responsiveness, ADSEP, HR Dir, ADSEP, HR Dir, Chairs, ADSEP, HR Dir, ADSEP, HR Dir, Chairs, ADSEP, HR Dir, Chairs 3. Recruit and retain a diverse faculty Increase diversity in our applicant pools, interview pool, and yield Update: Action item shifted from FY18 to FY20 in order to raise awareness of the comment process and build trust within the SPH community FY17: Change search committee process to recruit from larger applicant pools FY17: Change search committee process to interview a larger pool using Skype, Zoom, etc. FY18 22: Establish checkpoint to assess efforts to generate initial candidate applicant pool before proceeding to campus interviews FY18: SPH Leadership collaboration with DE&I Junior Faculty Working Group FY18: Complain to relevant university leadership regarding, Search committee chairs, Search committee chairs 11

13 Establish trend data for departments the lack of adequate mechanisms for collecting faculty candidate pool metrics FY17 22: Evaluate past history of retention by department (5 year retrospective) FY18 22: Develop exit interview process for faculty FY18 22: Faculty focus groups regarding opportunities and challenges to improving faculty DE&I climate FY18: Promote participation in university faculty climate survey, HR Dir, HR Dir, MarCom Dir 4. Improve faculty s ability to teach and mentor a diverse graduate and undergraduate study body. Teaching faculty of all ranks and roles will increase their experience and skills with inclusive teaching practices, based on a professional development cycle of learning, feedback, reflection and implementation. Increase number of course syllabi reflecting DE&I commitment statements Improve course DE&I evaluation scores across the school Update: ODEI handled marketing and communications for faculty survey involvement. This was not a role delegated to DE&I leads. FY18 19: Conduct faculty town hall to communicate climate survey results and prioritize the school s efforts based on feedback FY17 FY22: Promotion of CRLT Inclusive Teaching Workshops FY17: Templates for syllabi created and disseminated to include statement of DE&I commitment FY18: Collect/evaluate syllabi and provide reports annually to DE&I Committee, Executive Committee, and Curriculum Committees FY18: Introduce diversity syllabus criteria onto Faculty Merit Report FY17: Identify DE&I questions to add to course evaluation FY18: Send DE&I course evaluation questions to faculty each semester, Chairs, ADSEP, Chairs, ADSEP, ACAP Dean,, Chairs, ADSEP 12

14 5. Create Continuing Professional Education (CPE) system for faculty Improve student exit survey scores Improve the climate survey scores pertaining to faculty behavior Develop SPH specific training materials FY18: Select 2 3 DE&I questions to be added to the SPH standard course evaluations FY18: Include DE&I course evaluations scores in Annual Faculty Merit Review FY18 FY22: Faculty peer reviews of inclusive teaching practices FY19 FY22: Develop a syllabus template that incorporate inclusive teaching principals FY18: Analyze Department and OSEP exit survey data and create list of DE&I issues to be addressed FY18 22: Analyze Rackham exit survey data gathered from departments and create list of DE&I issues to be addressed FY17: Identify existing faculty leadership, communication, and supervision workshops that incorporate DE&I issues FY17: Define the expectations for faculty involvement in workshops (e.g. number of credits needed per year) FY18: Disseminate workshop information and scheduling notifications to faculty via the Portal FY18 FY19: Incorporate CPE category on annual merit FY18 FY22: Set up contacts and contracts with external providers when necessary (e.g. LEA, IDI, DISC, Racial Equity Institute, etc.) FY18 22: Develop 1 2 case studies per year from SPH incidents to use in faculty training, ADSEP Dean,, ADSEP, Dept chairs, HR Dir, ADF Dean,, Chairs, MarCom Dir, ADF, ADF, HR Dir, OGC 13

15 6. Recruit and retain a diverse research and administrative staff Increase diversity of the staff FY18: DE&I Junior Faculty Working Group develops and implements orientation for SPH junior faculty FY18: DE&I Junior Faculty Working Group compiles junior faculty resources on Canvas site FY17 22: Require DE&I language in all staff postings FY17: Revise staff compensation philosophy to include expanded salary hiring ranges, rewards system, and greater transparency around salary FY19: Assess applicant pools, interview pools, and yield for two key job titles to understand starting point (e.g. research area specialist intermediate, admin assist) HR Dir, ADF, Dept Admins HR Dir, ADF, Dept Admins HR Dir, ADF, Dept Admins Update: Action item shifted from FY17 to FY18 due to building internal Business Intelligence capacity FY18: Build staff hiring toolkit utilizing existing University guidelines and resources FY18: Submit completed staff hiring toolkit to UHR for approval FY18: Implement staff hiring toolkit FY18 FY19: Develop training to orient supervisors to staff hiring toolkit FY18 22: Require hiring supervisors to explain steps they took to attract and/or interview a diverse pool of candidates FY17 22: Work with Department Admins to create strategy to, HR Dir, HR Dir, HR Dir, HR Dir, HR Dir, Dept Admins, HR Dir, Dept Admins 14

16 increase diversity in applicant and interview pools 7. Promote an inclusive and supportive staff environment Improve climate survey scores around inclusion FY18 22: Monitor and verify DE&I language on all staff postings FY19 22: Perform an equity review of all administrative staff salaries and develop a plan to address any potential issues FY20 22: Perform an equity review of all research staff salaries and develop a plan to address any potential issues FY19: Establish and report out an exit interview process to understand why staff leave FY17: Create school wide new staff orientations conducted every 6 8 weeks FY18 19: Create a consistent new employee orientation across all departments for staff within the first 1 2 weeks upon their arrival FY17: Create a consistent form of communication for all staff for School and University topics FY17 22: Continue education efforts around effective supervision techniques and the new performance review process to ensure employees are: (1) engaged with unit goals, (2) setting goals in coalition with supervisor, and (3) receiving positive and constructive feedback that helps grow their skills and career FY18: Implement school wide new staff orientations FY18 22: Implement department level new staff orientations HR Dir, ADF, Dept Admins HR Dir, ADF HR Dir, ADF HR Dir, Dept Admins, HR Dir, HR Dir, Dept Admins HR Dir, Dept Admins, MarCom Dir HR Dir, ADF, HR Dir, HR Dir, Dept Admins 15

17 FY18 19: Develop and implement onboarding welcome packet FY18 19: Develop and implement DE&I Orientation to orient all staff to strategic plan FY18: Conduct staff town hall to communicate climate survey results and prioritize the school s efforts based on feedback, HR Dir, HR Dir 8. To create Continuing Professional Education (CPE) system for staff Improve the climate survey scores pertaining to staff supervisor behavior Update: Conduct changed town hall to walk through gallery session FY18 22: Communicate university level DE&I initiative updates back to staff FY18 20: Begin implementation of exit interview process in two departments per year FY18: Train key stakeholders on Intercultural Development Inventory FY19 22: Develop grant process for staff led DE&I events FY17: Identifying existing staff leadership, communication, and supervision workshops that incorporate DE&I issues FY17: Define expectations for staff involvement FY17: Offer LEA assessment and coaching sessions to a group of top staff leaders in the school (department admins, executive directors, etc.) FY17: Develop a school wide policy regarding professional development expectations for staff. Clarify these expectations and parameters for all staff, specifically grant funded research staff (e.g., when should, MarCom Dir HR Dir, Dept Admins, HR Dir, ADF, ADF, HR Dir, Dept Admins ADF ADF, HR Dir,, Dept Admins 16

18 9. To recruit and retain a diverse student body Reduce # staff staff and staffstudent reported incidents Increase applications from URMs they be given release time from work or be required to take vacation?) FY17 22: Bring a menu of professional development learning opportunities to SPH and offer free of charge to departments for their staff FY18: Include category in staff performance review that reflects staff leaderful DE&I behavior FY18: Incorporate tracking of Continuous Professional Education participation into staff merit system FY18: Hold informational forum regarding staff Continuous Professional Education policy FY19: Develop mechanism for staff to evaluate supervisors FY20: Develop method for providing supervisors with constructive feedback FY17 22: Set up system for review of comments FY18 22: Market electronic comment collection to staff FY18 22: Develop 1 2 case studies per year from SPH incidents for use in staff training FY17 22: Hold DE&I events and workshops to engage students as well as gather and analyze data on climate FY17 22: Partner with Associate Dean Stephen Gay (UMMS) to recruit health science graduates through joint recruitment, including information sessions and outreach programs FY17 22: Improve recruitment from existing pipeline programs, such as the SPH Summer, ADF ADF, HR Dir ADF, HR Dir, HR Dir, ADF, HR Dir, ADF HR Dir,, MarCom Dir HR Dir,, OGC ADSEP Chairs, Admission Chairs, ADSEP, Chairs, Admission Chairs, SEP 17

19 Improved satisfaction Enrichment Program (SEP) and Future Public Health Leaders Programs (FPHLP), by giving admissions presentations to these groups FY17 22: Increase pipeline program participant connections to UM faculty and alumni during time on campus FY18 22: Develop mechanism for tracking applicants to the School of Public Health who participated in pipeline programs FY17 22: Train faculty to be aware of areas for inclusion during the admissions process through STRIDE workshops and other training opportunities FY17 22: Expand capacity to reach out to admitted students (e.g. campaign to connect them with diversity focused organizations) to illustrate our DE&I commitment FY18: Engage alumni in recruitment by asking them to reach out to admitted students FY18: Enhance relationships with minority serving institutions, UM Flint and Dearborn undergraduate programs, and local community colleges to encourage students at those institutions to apply FY19: Begin surveying SPH PhD student funding streams to conduct equity review FY18: Promote participation in university student climate survey and FPHLP leadership, ADSEP, Chairs, Admission Chairs, SEP and FPHLP leadership, ADSEP, Chairs, Admission Chairs, SEP and FPHLP leadership, ADSEP Chairs, Admission Chairs, ADSEP ADSEP, MarCom Dir ADSEP, Development Dir, MarCom Dir ADSEP, Admission Chairs, HR Dir, ADSEP, MarCom Dir 18

20 10. Improve studentstudent interactions in the classroom with SPH climate Reduce negative studentstudent interactions (assess on FY18 19: Conduct student town hall to communicate climate survey results and prioritize the school s efforts based on feedback FY18: Increase faculty support of recognized student organizations (e.g. increase faculty engagement at student organization events) Faculty partnered with PHSAD to host their workshop this year FY18 22: Provide support to build DE&I skills and capacity within student organizations whose missions support various forms of diversity FY18 22: Develop rapid response mechanism for addressing campus climate incidences FY18: Develop cultural exchange initiative FY18 19: Work with Rackham and SPH student groups to address PhD student DE&I concerns in exit surveys FY17 22: Provide workshops, such as Change It Up (bystander intervention), to empower students to identify and address issues of bias, discrimination, and micro aggressions FY Expand capacity of scholarships and endowments to recruit a diverse student body FY Review graduate program admission requirements FY17 22: Bring Center for Research on Learning and Teaching workshop on faculty handling of student student bias in classrooms to SPH wide faculty meeting, ADSEP, ADSEP, ADSEP, MarCom ADSEP, Chairs ADSEP EDD ADSEP, ADSEP 19

21 11. To increase students understanding of the role of diversity by incorporating ASPPH diversity and inclusion competencies into our classes climate survey) Increase in number of courses that address ASPPH diversity competencies in their courses FY18 22: Set up a mechanism/process for reporting and addressing issues of bias, discrimination and micro aggressions that are transparent and accessible to all students FY18 22: Develop grant process for student led DE&I events FY18: Develop 1 2 case studies from SPH incidents for use in faculty training FY19: Develop professional guidelines and teamwork expectations for all SPH students FY 19 22: OSEP continually partner with student organizations for inclusive programing for entire student body. FY17: Disseminate ASPPH Diversity and Equity in Public Health competencies to Faculty FY18 22: Faculty work to identify how ASPPH competencies are, or can be, met in their classes FY18 22: Faculty list ASPPH DE&I competencies on course syllabi FY18 22: Course syllabi evaluated for ASPPH competencies, ADSEP, ADSEP, ADSEP, OGC, ADSEP, Chairs, Chairs, Chairs, ACAP VII. Plans for Supporting, Tracking, and Updating the Strategic Plan We consider this strategic plan to be a living document, and we have much work to do to engage our internal and external stakeholders. In addition, as priorities change, we fully expect to add or modify the objectives and plans set forth here. In general, we will use multiple approaches to support, track, and update our school s strategic plan: The SPH DE&I Committee: We have created a committee composed of faculty, staff, and students to encourage engagement and provide advice and support regarding annual development, refinement, planning, and evaluation of our strategic goals and actions 20

22 arising from the school s strategic plan. The committee continues to develop their own formal governance structures and agreed to the following: Lead in disseminating university and school related DE&I information to SPH departments and student organizations, as well as relaying input from these groups back to the SPH DE&I Committee and SPH leadership. Provide DE&I specific input and recommendations, informed by constituent consultation, to SPH leadership. Work with SPH leadership to develop and revise SPH DE&I policies, as well as assist with creating procedures for implementing DE&I actions to support achievement of strategic goals. Select winners of the annual SPH Diversity Award and to revise nomination criteria as needed. In conjunction with the SPH Dean s Office, plan the annual SPH Diversity Town Hall. Inform the school s communication strategy around DE&I and assist in annual reporting of DE&I processes and outcomes. Liaison between the school wide and departmental DE&I committee Annual Diversity Town Hall: To celebrate and communicate our accomplishments, we are planning an annual gathering where we present the Eugene Feingold Diversity Award and provide space for departments to highlight their annual DE&I activities. It is also a good venue for gathering fresh input on new directions. Monthly Deans and Chairs Meetings: Each month we will collect information about what has been accomplished, what action items are in need of support, and where we may need to update our strategic plan. Tracking and updating the strategic plan will be a standing agenda item. School Wide Faculty Meetings: Twice a year we will review progress toward the school s strategic goals and activities to help faculty keep track of expectations and avenues for achieving those goals. These meetings will be an opportunity for the DE&I committee to gather ideas and disseminate plans related to updates and approach. Meetings with Students and Student Organizations: Twice a year we will hold open forums for student discussions on DE&I issues and review progress the school has made on its strategic plan. Departmental DE&I Committees: Each of the School of Public Health s six departments has created a DE&I committee with one member that serves as a liaison to the schoolwide DE&I committee. We will use this connection for dissemination of information, review of DE&I mini grants, and planning of school wide town hall. 21