DIVERSITY, EQUITY, AND INCLUSION STRATEGIC PLAN

Transcription

1 DIVERSITY, EQUITY, AND INCLUSION STRATEGIC PLAN

2 I. Overview The School of Public Health Diversity, Equity, and Inclusion Strategic Plan 2.0 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 towards creating an environment within the School of Public Health that allows for positive contributions from all of 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. Our Mission The University of Michigan School of Public Health seeks to create and disseminate knowledge with the aim of preventing disease and promoting the health of populations worldwide. We are especially concerned with health equity and thus have a special focus on disadvantaged populations who suffer disproportionately from illness and disability. We serve as a diverse and inclusive crossroads of knowledge and practice, with the goal of solving current and future public health problems. Our Vision The University of Michigan School of Public Health will be the premier academic institution in public health recognized for the way it integrates research, teaching, service and practice in a diverse environment to develop effective solutions to public health problems. 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; 2

3 Excellence and innovation; Equitable partnerships with individuals, communities, and practitioners. In the Fall of 2015, the University of Michigan President issued a campus-wide charge to develop strategic plans that demonstrate each school or college s commitment to diversity, equity, and inclusion. To respond to the President s Diversity Charge, the School of Public Health adopts the following definitions and commitments. 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, 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 we made substantial progress in either implementation or understanding our barriers to implementation. The details of those accomplishments are in both our school s annual report (on our intranet) and in our Year 1 report submitted to the Provost s Office. Here we highlight two of our successes. First, the School of Public Health has decided on a school-wide expectation for continuous professional education for faculty and staff. The faculty and staff are invested in learning and growing as individuals and as units. DE&I is incredibly easy to map onto key skills of leadership, interpersonal communication, team building skills, and other workplace improvement efforts. Once we began conversations about the need for us to make the entire school a better place to work for everyone, we had virtually no resistance to the idea of requiring faculty and staff to complete 8 hours per year of professional education in DE&I-related skill development. Second, our ability to focus dedicated staff, key leadership and a central DE&I Committee on DE&I implementation has made all the difference in the world. We have successfully hired a DE&I Program manager and integrated DE&I into our monthly Executive Committee meetings, Deans/Chair meetings, and department administrator meetings. Our DE&I Committee is now at full strength, with 18 members representing one student, one staff, and one faculty from each of our six departments. 3

4 During year 2, we plan to continue to bring a menu of professional development courses to SPH, partner with the Center for Research Learning and Teaching to incorporate inclusive teaching into the classroom, and increase connection within our community. III. Data and Analysis Process used to collect data During the first year we created an online DE&I portal for chairs, department administrators, student program coordinators, and the DE&I committee. The DE&I portal included reporting forms to electronically collect information on DE&I activities. The reporting form asked who, what, when, how, and how many people types of questions. In addition to the online reporting form, we held meetings where we asked participants to fill our index cards on particular topics to help us build better systems for the school (e.g. a better staff orientation). In partnership with our Business intelligence analyst, we requested student, staff, and faculty numbers within each of the reportable categories. In partnership with our Marketing and Communications team we met our goal of an 80% response rate for staff campus climate survey, hosted a pizza party and $50 gift card random drawing. Sources of Data We used Business Objects, town halls, departmental meetings, and monthly inquiries to each department and DE&I committee members to collect quantitative and qualitative data. Process Used to Analyze Data Our DE&I Implementation team reviewed the findings from these reports and data sources, put them in tabular form, or graphs for display at the school s Executive Committee meeting in May and the Deans/Chairs meeting in April to give leadership an overall picture of our progress. Action Item Generation We are consistently working to translate the data we collect into new actions items. Our town halls have provided a lively way in which the school s leadership (deans, chairs, programs directors, staff steering committee, student leadership) can pick up ideas to formulate annual plans. In addition, the school s leadership is in continuous dialogue with key constituencies to 4

5 investigate these ideas about action items through monthly faculty meetings or monthly deans and chairs meetings to gauge their potential usefulness in addressing key needs. IV. Data and Analysis: Key Findings We did not formally conduct a climate survey this past year but one of our key measures of success is to increase the number of students, staff, and faculty who are participating in planning and taking action on DE&I activities. School-wide level town hall and Public Health Week - 3 Department level DE&I meetings -19 DE&I committee meetings - 14 Community interactions -507 Overall, this year was a tremendous success in terms of the number of people and activities that are beginning to engage in DE&I efforts. We also collected very valuable qualitative data from our staff retreat in June to build a better staff orientation process. Listed below are just a few of the great ideas: Provide a tour of the building for new staff Incorporate informal activities for colleagues to have the opportunity to meet each other Learn the significance and historical relevance of School of Public Health V. 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 Five-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. 5

6 4. To improve faculty s ability to teach and mentor a diverse graduate and undergraduate study body. 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 five-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) Five-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

7 VI. Goal-related Metrics Each year in an annual diversity report to the school, we plan to publish the diversity, equity, and inclusion metrics that will allow us to track our progress over time. Some of the key metrics for each category include: Diversity Metrics Diversity of the student applicant pool, SPH incoming class, and students overall Diversity of the faculty applicant pools and full governing faculty Diversity of the SPH staff applicant pools and SPH staff Equity Metrics Number of reported incidents Number of staff and faculty assessed during pay equity reviews Inclusion Metrics Climate measures for faculty, staff, and students 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 and staff participating in leadership, communication, and supervision training VII. 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 Assistant Dean for Student Engagement & Practice (previously ADAA) Human Resources ADF Assistant Dean for Finance and Administration HR MarCom Marketing & Communications OGC Office of General Counsel OIE Office of Institutional Equity Senior Associate Dean for Administration Strategic Objective 1. To create an elected and empowered Measure of Success Increase the number of people involved Detailed Actions FY17: Create an inaugural committee with departmental representation of faculty, staff and students Who is Accountable? 7

8 Diversity-Equity- Inclusion Committee 2. Develop a system for sharing and responding to individual concerns in strategic planning, taking action, and evaluating success Increase school responsiveness to individual concerns 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: Create toolkit for DE&I Committee members to utilize when meeting with constituency groups FY19: Committee conducts inventory of DE&I actions occurring within departments FY17-FY22: Collect comments from SPH community (both anonymous and not) FY17: Install comment boxes around SPH buildings to collect comments Dean,,, MarCom Dir,, HR Dir,, HR Dir Update: In an effort to ensure comments are submitted through appropriate reporting channels, SPH Leadership has elected to utilize an electronic reporting system FY17: Develop process for responding to individual comments by school leadership and ensure OIE referrals as needed FY17-22: Develop process for handling concerns,, HR Dir, Chairs,, HR Dir FY18: Report out aggregate information on incidences within the school,, HR Dir, Chairs FY18: Work with OIE to ensure proper connections to the school FY20: Collect climate survey responses on school responsiveness,, HR Dir, Chairs Update: Action item shifted from FY18 to FY20 in order to raise awareness of the comment process and build trust within the SPH community 8

9 3. To recruit and retain a diverse faculty 4. To improve faculty s ability to teach and mentor a diverse graduate and undergraduate student body. Increase diversity in our applicant pools, interview pool, and yield Establish trend data for departments Increase number of course syllabi reflecting DE&I commitment statements Improve course DE&I evaluation scores across the school 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: 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 the lack of adequate mechanisms for collecting faculty candidate pool metrics FY17-22: Evaluate past history of retention by department (5 year retrospective) FY18: Develop exit interview process for faculty FY18: Faculty focus groups regarding opportunities and challenges to improving faculty DE&I climate FY18: Promote participation in university faculty climate survey 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 FY18: Select 2-3 DE&I questions to be added to the SPH standard course evaluations, Search committee chairs, Search committee chairs, HR Dir, HR Dir, MarCom Dir, Chairs,, Chairs,, ACAP Dean,, Chairs,, 9

10 5. To 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-FY22: Faculty peer reviews of inclusive teaching practices FY18: Include DE&I course evaluations scores in Annual Faculty Merit Review FY18: Analyze Department and OSEP exit survey data and create list of DE&I issues to be addressed FY18: Analyze Rackham exit survey data 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: Develop 1-2 case studies per year from SPH incidents to use in faculty training FY18: Adapt Train-the-Trainer materials for SPH faculty environment Dean,,,, HR Dir, ADF Dean,, Chairs, MarCom Dir, ADF, ADF, HR Dir, OGC 6. To 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 HR Dir, ADF, Dept Admins HR Dir, ADF, Dept Admins 10

11 FY18: 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 Update: Action item shifted from FY17 to FY18 due to building internal Business Intelligence capacity 7. To promote an inclusive and supportive staff environment. Improve climate survey scores around inclusion 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: Require hiring supervisors to explain steps they took to attract and/or interview a diverse pool of candidates FY17-FY22: Work with Department Admins to create strategy to increase diversity in applicant and interview pools FY18-FY22: Monitor and verify DE&I language on all staff postings FY18: Perform an equity review of all administrative staff salaries and develop a plan to address any potential issues FY19: Perform an equity review of all research staff salaries and develop a plan to address any potential issues FY18: 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: 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, HR Dir, HR Dir, HR Dir, HR Dir, HR Dir, Dept Admins, HR Dir, Dept Admins 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 11

12 process to ensure employees are: 1) engaged with unit goals, 2) setting goals in coalition with supervisor, 3) receiving positive and constructive feedback that help grow their skills and career FY17: Create a more formalized structure and charge for the Staff Steering Committee to ensure the group is empowered, meetings are productive and moderated and approved processes/changes are stewarded to fruition and communicated throughout the school HR Dir, ADF 8. To create Continuing Professional Education (CPE) system for staff Improve the climate survey scores pertaining to staff supervisor behavior Update: Removing this action item in order to invest efforts in staff component of school-wide DE&I Committee, rather than forming an additional committee. FY18: Implement school-wide new staff orientations FY18: Implement department-level new staff orientations FY18: Develop and implement onboarding welcome packet FY18: Develop and implement DE&I Orientation to orient incoming staff to strategic plan FY 18: Develop and implement monthly conversation as a venue for hearing community thoughts FY18: Conduct staff town hall to communicate climate survey results and prioritize the school s efforts based on feedback FY18-22: Communication of universitylevel 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 FY17: Identifying existing staff leadership, communication and supervision workshops that incorporate DE&I issues FY17: Define expectations for staff involvement, HR Dir, HR Dir, Dept Admins, HR Dir, HR Dir, MarCom Dir HR Dir, Dept Admins, HR Dir, ADF, ADF, HR Dir, Dept Admins 12

13 9. To recruit and retain a diverse student body Reduce # staff staff and staffstudent reported incidents Increase applications from URMs FY17: Offer LEA assessment and coaching sessions to a group of top staff leaders in the school (dept 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 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 to staff free of charge to the department 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: 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 Enrichment Program (SEP) and Future Public Health Leaders ADF ADF, HR Dir,, Dept Admins, ADF ADF, HR Dir ADF, HR Dir, HR Dir, ADF, HR Dir, ADF HR Dir,, MarCom Dir HR Dir,, OGC Chairs, Admission Chairs,, Chairs, Admission Chairs, SEP and FPHLP 13

14 Improved satisfaction with SPH climate Programs (FPHLP), by giving admissions presentations to these groups FY17-22: Increase pipeline program participants connections to UM faculty and alumni during time on campus FY18: 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 FY17-18: 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 & Dearborn undergraduate programs, and local community colleges to encourage students at those institutions to apply FY19: Begin surveying SPH Ph.D. student funding streams to conduct equity review FY18: Promote participation in university student climate survey 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) FY18: Provide support to build DE&I skills and capacity within student organizations whose missions support various forms of diversity leadership,, Chairs, Admission Chairs, SEP and FPHLP leadership,, Chairs, Admission Chairs, SEP and FPHLP leadership, Chairs, Admission Chairs,, MarCom Dir, Development Dir, MarCom Dir, Admission Chairs, HR Dir,, MarCom Dir,,, 14

15 10. To improve student-student interactions in the classroom 11. To increase students understanding of the role of diversity by incorporating ASPPH diversity and inclusion competencies into our classes Reduce negative student-student Interactions (assess on climate survey) Increase in number of courses that address ASPPH diversity competencies in their courses FY18-19: 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 Ph.D. 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 microaggressions 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 FY18: Set up a mechanism/process for reporting and addressing issues of bias, discrimination and microaggressions that are transparent and accessible to all students FY18: Develop grant process for studentled 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 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,, MarCom Dir,,,,,, OGC,, Chairs, Chairs, Chairs, ACAP In March, April, and May we will have extensive conversations with faculty, staff, and students of the School of Public Health around these Action Plans. While some of the details may change, the emphasis on documenting timelines, accountability, and measures of success will be focal points of discussion. In addition, we plan to conduct another ADVANCE climate survey of the school after we have implemented some of these actions (e.g. FY18). 15

16 VIII. 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: 1. The New SPH DE&I Committee: We have created a new 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 arising from the school s strategic plan. The committee has been developing their own formal governance structures and agreed to the following: The DE&I Committee will ensure representation from each department of SPH, each departments will select staff and faculty representatives on their own and departments will select one student representative from either Masters or Ph.D. programs. Representatives to the DE&I Committee will be asked to serve for at least a 1-year commitment and up to 3 years, and the full committee will meet once a month. Subcommittees will be formed and meet more frequently to accomplish specific tasks. The specific charge of the DE&I Committee will be to: 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. 2. Creation of a Google site and calendar which is now shifted to DE&I portal: SPH is a dynamic school with continual changes in faculty, staff, and students. In order for everyone to have access to our evolving plan and our accomplishments to date we will utilize the DE&I portal that contains information on data collected and progress-todate. 3. 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 departments can highlight their annual DE&I activities. It is also a good venue for gathering fresh input on new directions. 16

17 4. 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. 5. 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 also be an opportunity for the DE&I committee to gather ideas or disseminate plans related to needed updates to our approach. 6. School-wide Staff Meetings: Twice a year we will review progress toward the staff s strategic goals and activities to help staff better understand the expectations and supports for achieving those goals. We will also use these meetings to identify barriers and challenges, plus gather ideas for updates to the strategic plan. 7. Meetings with Students and Student Organizations: Twice a year we will hold open forums for student discussions on DE&I issues, plus review progress that the school has made on its strategic plan. 17