Diversity and Equity
Strategic Planning Toolkit
Minnesota State Colleges and Universities
INCLUSIVE EXCELLENCE STATEMENT
“Inclusive Excellence re-envisions both quality and diversity. It reects a striving for
excellence in higher educaon that has been made more inclusive by decades of
work to infuse diversity into recruing, admissions, and hiring; into the curriculum
and co-curriculum; and into administrave structures and pracces. It also
embraces newer forms of excellence, and expanded ways to measure excellence,
that take into account research on learning and brain funconing, the assessment
movement, and more nuanced accountability structures. In the same way, diversity
and inclusion eorts move beyond numbers of students or numbers of programs
as end goals. Instead, they are mullayered processes through which we achieve
excellence in learning; research and teaching; student development; instuonal
funconing; local and global community engagement; workforce development; and
more.”
Williams, et. al (AAC&U)
INTRODUCTION ........................................................................................................... 2
Strategic Planning Purpose and Proposed Outcomes ....................................................... 2
Why do Diversity Strategic Planning? ............................................................................... 3
Equity 2030 ....................................................................................................................... 4
.................................................................................................................. 5
USING THE TOOLKIT .................................................................................................... 6
Using the Toolkit ............................................................................................................... 6
PHASE 1: THE DIVERSITY PLANNING TEAM ................................................................ 7
Convening the Team ......................................................................................................... 7
Team Membership Roles .......................... ......................................................................... 8
.......................................................................................... 9
PHASE 2: INSTITUTIONAL NEEDS ASSESSMENT ...................................................... 10
.......................................................................... 10
............................................................................................ 11
.... ......................................................................................... 20
PHASE 3: DATA ANALYSIS .......................................................................................... 21
.................................................................................... 21
........................................................................................................... 21
.................................................................................................. 21
Minnesota State Strategic Framework Diversity Measures ........................................... 22
PHASE 4: DRAFTING THE PLAN ................................................................................. 23
....................................................................... 23
Examples ........................................................................................................................ 23
............................................................................................................ 24
PHASE 5: COMMUNICATION PLAN ........................................................................... 25
................................................................................ 25
................................................................................ 26
PHASE 6: SUSTAINING THE PROCESS ....................................................................... 27
.................................................................... 27
REFERENCES .............................................................................................................. 30
APPENDICES .............................................................................................................. 31
TABLE OF CONTENTS
2 | Diversity and Equity Strategic Planning Toolkit
INTRODUCTION
philosophy that inclusiveness and excellence are one in
the same and that inclusiveness should be embedded
inclusive excellence is embedded in our colleges and
STRATEGIC PLANNING PURPOSE AND
PROPOSED OUTCOMES
“If diversity is to become a core Institutional value,
it is because leaders are committed to high-caliber
diversity planning and implementation techniques.”
(Williams 2013, 309)
Diversity and Equity Strategic Planning Toolkit | 3
INTRODUCTION
WHY DO DIVERSITY STRATEGIC
PLANNING?
»
»
»
»
achieve Equity 2030
»
» Communicates commitment to diversity
»
Even though understanding the issues around historically
Williams (2013) suggests using the following guiding
perspecves for the diversity plan:
1. The Access and Equity Perspecve
2. The Learning and Diversity Perspecve
3. The Mulcultural and Inclusive Campus
Climate Perspecve
4. The Diversity Research and Scholarship Perspecve
5. The Leadership Commitment Perspecve
Diversity plans should be viewed as living documents that
“ I think diversity plans are incredibly
important. Whether you make diversity
a focus of your academic plan or do
a stand-alone plan, the issue is to
get something done. You’ve got to
approach implementation in a way
that has accountability, resources,
presidential involvement, and
coordination or the plan is dead on
arrival. We have seen lots of plans
throughout the years; the challenge
is to implement in a meaningful way
[things] that can truly lead to change”
— Professor of Psychology and Associate
Vice Provost at a public university on
the West Coast
4 | Diversity and Equity Strategic Planning Toolkit
INTRODUCTION
ACHIEVING EQUITY BY
which will assist Minnesota State in providing equitable
and inclusive work and learning environments. Through
strategic priority areas to ensure outcomes are aligned
1. DIVERSITY, EQUITY, AND INCLUSION COMPETENCY
AND EXPERTISE:
2. EQUITY IN ACADEMIC AND CO-CURRICULAR
OUTCOMES:
advances student success and equitable academic
outcomes to close equity gaps across Minnesota State.
3. CIVIL RIGHTS COMPLIANCE:
improves processes and policies that ensure compliance
4. CAMPUS CLIMATE:
stakeholder engagement and experiences to ensure
welcoming and inclusive environments across Minnesota
State.
Diversity and Equity Strategic Planning Toolkit | 5
INTRODUCTION
KEY DEFINITIONS
Diversity
Diversity Plan
Equity
Inclusion
See a comprehensive list of key terms and denitions at
minnstate.edu/system/equity/glossary.html
6 | Diversity and Equity Strategic Planning Toolkit
USING THE TOOLKIT
strategic campus diversity plan.
Implementing a Communication Plan
Sustaining the Process
Drafting the Plan: Setting Goals,
Strategies, and Outcomes
Analyzing Data
Conducting an Institutional
Needs Assessment and Research
Convening the
Planning Team
TOOLKIT PHASES
Diversity and Equity Strategic Planning Toolkit | 7
THE DIVERSITY PLANNING TEAM
PHASE 1: Convening the Planning Team
phase describes how to convene and work with a diversity planning team.
1. Convening the Team
APPENDICES G, H,
and I.
2. Planning Team
and community members.
credibility to implement a high-caliber diversity plan.
Adequate student involvement during all phases of the process remains
a best practice to ensure transparency and student perspectives are
embedded into the campuses diversity plan.
WHAT DOES IT MEAN TO BE
A MEMBER OF A DIVERSITY
PLANNING TEAM?
Members of the team should
bring their experiences,
knowledge, and skills fully
into this process. Expectations
of planning team members
include:
» Participation in focus groups
» Obtaining campus buy-in
» Remaining objective
» Guiding discussions
» Being an active participant
» Seeking feedback throughout
the process
“ Diversity plans
were initiated
by individuals
who took risks,
articulated
powerful visions,
and followed
through with
specic initiatives.”
(Humphreys 1999)
8 | Diversity and Equity Strategic Planning Toolkit
THE DIVERSITY PLANNING TEAM
TEAM MEMBER ROLES
The Campus Diversity Ocer:
President, Vice President, Provost, or Dean
(Administrators): These leaders have overarching
it.
Faculty and Sta:
might include staunch diversity champions as well as others
who provide relevant experience.
Students:
challenges.
Community Stakeholders:
Subject-maer Experts: These individuals may bring
or system.
Diversity Planning Team
Recommended 10–16 members
Advisor to
the planning
Administrators
Faculty
Sta
Students
Community Stakeholders
Subject-matter Experts
Diversity and Equity Strategic Planning Toolkit | 9
THE DIVERSITY PLANNING TEAM
3. Team Orientaon
your team.
i. Present the toolkit to the group and walk through it with the planning team.
e. Brainstorm resources the group will need to complete the task at hand.
4. Develop a common language with denions of terms to be used through this process.
APPENDIX C.
5. Develop a raonale and purpose for the diversity plan that aligns with the mission statement
and strategic plan of the college or university. APPENDIX B.
10 | Diversity and Equity Strategic Planning Toolkit
PHASE 2: Conducting Assessment and Research
OVERVIEW
consistent and measurable.
planning team will have to work with units to gather
could be done.
part can have an impact within that area.
Important reminder: Those leading this process should
oriented.
Williams (2013) states that in order for an institution to delve
into where it wants to go, rst it must take into account
where it is on its diversity journey. This phase should include
a comprehensive “diversity audit” that assesses institutional
history, demographics, current oces, policies, initiatives,
and priorities as they relate to diversity.
INSTITUTIONAL NEEDS ASSESSMENT
Diversity and Equity Strategic Planning Toolkit | 11
III. Physical Environment
Yes, very
much so
To a good
extent
Minimal
No, not
at all
Not sure
or N/A
a. Is the location for the institution easy to access (location, accessibility, etc.)?
b. Are people from various backgrounds and identities represented in the décor in
individual oces and common spaces (i.e., photographs, art, displays, reading
materials, etc.)?
Please describe the reasons for your responses (e.g., numbers, documents, programs, etc.):
II. History
Yes, very
much so
To a good
extent
Minimal
No, not
at all
Not sure
or N/A
a. Does the institution have an unintentional or intentional history of excluding members of
diverse identities, backgrounds, and/or experiences?
b. Does the institution have a history of including members of diverse identities,
backgrounds, and/or experiences?
c. Are there aspects of the inclusive or exclusive history of the institution (positive or
negative) that need to be made more transparent and acknowledged?
d. Are there individuals from diverse backgrounds who made contributions to the
institution and who are no longer with the institution who need to be included in
the history?
Please describe the reasons for your responses (e.g., numbers, documents, programs, etc.):
I. Mission Statement, Goals, and Values
Yes, very
much so
To a good
extent
Minimal
No, not
at all
Not sure
or N/A
a. Does our institution have an Inclusive Excellence statement?
b. Is our institution’s diversity, equity, and inclusion philosophy statement aligned with
and in support of Inclusive Excellence?
c. Is the Inclusive Excellence statement prominently displayed in or on our marketing
materials, website, job applications, wall art/posters, and other institution materials?
Please describe the reasons for your responses (e.g., numbers, documents, programs, etc.):
INSTITUTIONAL NEEDS ASSESSMENT
SAMPLE NEEDS ASSESSMENT
12 | Diversity and Equity Strategic Planning Toolkit
V. Climate and Culture
Yes, very
much so
To a good
extent
Minimal
No, not
at all
Not sure
or N/A
a. Is the climate in the institution welcoming to members of all identities, backgrounds,
and experiences?
b. Are the traditions and celebrations of each campus unit inclusive (i.e., global calendar,
dietary preferences, learning, disability, cost, etc.)?
c. Does the college/university have annual awards that recognize individuals and/or
clusters/departments for their practices and contributions to Inclusive Excellence?
d. Does the “hidden” or unocial culture of the institution support Inclusive Excellence?
(You could have a culture that expresses the value of Inclusive Excellence and
simultaneously have an unocial culture lled with disparaging and exclusive jokes,
behavior, and traditions.)
e. Does the institution have the organizational structures and procedures for
addressing departmental climate concerns (e.g., bias response protocol, educational
campaign, etc.)?
Please describe the reasons for your responses (e.g., numbers, documents, programs, etc.):
IV. Policies and Procedures
Yes, very
much so
To a good
extent
Minimal
No, not
at all
Not sure
or N/A
a. Have you considered what impact institutional policies and practices may have on
diverse identities, backgrounds, and experiences?
b. Does the campus have any specic policies or see a need for policies that
advance equity?
c. Are there policies that ensure sta get time o from duties to get professional
development and diversity training?
d. Do sta apply policies and practices fairly and consistently to all individuals?
e. Are sta adequately trained on equity, inclusion, and compliance policies
and procedures?
Please describe the reasons for your responses (e.g., numbers, documents, programs, etc.):
INSTITUTIONAL NEEDS ASSESSMENT
Diversity and Equity Strategic Planning Toolkit | 13
VII. Supervision
Yes, very
much so
To a good
extent
Minimal
No, not
at all
Not sure
or N/A
a. Do supervisors demonstrate openness to diverse perspectives, values, and opinions?
b. Do supervisors take into consideration these diverse identities, backgrounds, and
experiences in the workplace (i.e., religious holidays, accommodations, children/no
children, oce coverage, etc.)?
c. Do supervisors provide an opportunity to listen, learn about, and understand the
diverse identities, backgrounds, and experiences of each supervisee?
Please describe the reasons for your responses (e.g., numbers, documents, programs, etc.):
VI. Leadership
Yes, very
much so
To a good
extent
Minimal
No, not
at all
Not sure
or N/A
a. Do leaders within the institution publicly express the value of Inclusive Excellence?
b. Do leaders within the institution actively practice Inclusive Excellence in strategic
planning, training, hiring, recruitment, transforming the climate, etc.?
c. Has college/university leadership participated in Inclusive Excellence training?
d. Have senior sta within the institution allocated or shifted new or existing nancial
resources to support Inclusive Excellence initiatives?
e. Are senior sta within the institution accessible to meet on a regular basis either
individually or with groups to listen and learn about their diverse experiences?
f. Are individuals from diverse identities, backgrounds, and experiences represented
within the institution’s leadership?
g. Does the institution have someone who takes the lead on Inclusive Excellence and
holds everyone else accountable for diversity and inclusiveness? (Ideally, everyone
takes shared ownership and responsibility.)
Please describe the reasons for your responses (e.g., numbers, documents, programs, etc.):
INSTITUTIONAL NEEDS ASSESSMENT
14 | Diversity and Equity Strategic Planning Toolkit
IX. Human Resources
Yes, very
much so
To a good
extent
Minimal
No, not
at all
Not sure
or N/A
a. Is Inclusive Excellence embedded in all employee job descriptions (i.e., everyone in the unit
has responsibility for diversity and inclusiveness)?
b. Is the institution's Inclusive Excellence statement prominently displayed on all job
applications, job advertisements, interview questions, and other HR documents?
c. Is Inclusive Excellence an integral part of employee orientation (i.e., introduction of
concepts, training, transition, etc.)?
d. Are evaluation and merit conceptualized and dened to include Inclusive
Excellence (i.e., employees are partly evaluated and recognized for their contributions
to inclusiveness)?
e. Do all employees receive a strong and regular message that they are valued for their
diverse experiences, opinions, and thoughts in the unit?
f. Are all search committees representative of diverse populations, and do they receive
training to avoid bias in hiring?
Please describe the reasons for your responses (e.g., numbers, documents, programs, etc.):
VIII. Professional Development
Yes, very
much so
To a good
extent
Minimal
No, not
at all
Not sure
or N/A
a. Is inclusiveness embedded in the performance reviews for faculty and sta?
b. Are there funds available for professional development in the areas of Inclusive
Excellence for employees?
c. Beyond funds, are there other resources provided for the professional
development of employees (i.e., paid time, coverage, reporting out, and sharing
with colleagues, etc.)?
d. Does leadership provide and promote opportunities for Inclusive Excellence training
including cultural competency?
Please describe the reasons for your responses (e.g., numbers, documents, programs, etc.):
INSTITUTIONAL NEEDS ASSESSMENT
Diversity and Equity Strategic Planning Toolkit | 15
XII. Managing Conict
Yes, very
much so
To a good
extent
Minimal
No, not
at all
Not sure
or N/A
a. Is the institution aware of the resources on campus for addressing discrimination (i.e., EEO/
AAO, CDO, CARE, etc.)?
b. Is there a protocol in the institution for managing conict and disputes?
c. Is there education on how to manage conict in an inclusive way?
d. Is pre-education done to help focus conict toward constructive outcomes?
Please describe the reasons for your responses (e.g., numbers, documents, programs, etc.):
XI. Committees and Taskforces
Yes, very
much so
To a good
extent
Minimal
No, not
at all
Not sure
or N/A
a. Does the institution consider diverse identities, backgrounds, and experiences in the
membership of committees and taskforces?
b. Is attention to Inclusive Excellence included in the charge of committees or taskforces?
Please describe the reasons for your responses (e.g., numbers, documents, programs, etc.):
INSTITUTIONAL NEEDS ASSESSMENT
X. Budget
Yes, very
much so
To a good
extent
Minimal
No, not
at all
Not sure
or N/A
a. Does the budget explicitly include funds for Inclusive Excellence projects and initiatives?
b. Are Inclusive Excellence initiatives and projects adequately nanced (compared to
other priorities in the unit)?
c. Are Inclusive Excellence initiatives a permanent part of the budget?
d. How are funding priorities tied closely to institutional diversity and Inclusive Excellence
priorities and goals?
Please describe the reasons for your responses (e.g., numbers, documents, programs, etc.):
16 | Diversity and Equity Strategic Planning Toolkit
XIV. Programs and Services
Yes, very
much so
To a good
extent
Minimal
No, not
at all
Not sure
or N/A
a. Are the materials universally designed (i.e., information delivered in multiple means, sent
out ahead of time, closed-captioning, delivered in alternative format, etc.)?
b. Are the programs and services accessible (individual learning styles and needs,
nancially, physically, assistive technology, etc.)?
c. Is the content inclusive of dierent identities, experiences, and backgrounds?
d. Are the registration materials accessible to assistive technology devices?
e. Do you include dietary preferences in your event registration?
Please describe the reasons for your responses (e.g., numbers, documents, programs, etc.):
XIII. Events
Yes, very
much so
To a good
extent
Minimal
No, not
at all
Not sure
or N/A
a. Is the location accessible to all attendees?
b. Are routes to the event safe (i.e., well-lit area, wheelchair accessible, etc.)?
c. Do you check a global holiday calendar before scheduling the time and day of
the event?
d. Are the registration materials accessible to assistive technology devices?
e. Do you include dietary preferences in your event registration?
Please describe the reasons for your responses (e.g., numbers, documents, programs, etc.):
INSTITUTIONAL NEEDS ASSESSMENT
Diversity and Equity Strategic Planning Toolkit | 17
XV. Marketing and Communication
Yes, very
much so
To a good
extent
Minimal
No, not
at all
Not sure
or N/A
a. Is there a variety of methods for getting the word out (i.e., email, web, social media, and
hard copy)?
b. If the information is available in more languages than English, is there an on-demand
and/or automated translation?
c. Is the information accessible in terms of physical accessibility?
d. Is the information easy to nd?
e. Are all potential attendees included in the marketing?
f. Are reminders sent to help attendees process the information and requirements in
order to attend the event?
Please describe the reasons for your responses (e.g., numbers, documents, programs, etc.):
INSTITUTIONAL NEEDS ASSESSMENT
XVI. Measuring Progress
Yes, very
much so
To a good
extent
Minimal
No, not
at all
Not sure
or N/A
a. Is the denition of Inclusive Excellence included in how the institution assesses impact of
diversity, equity, and inclusion eorts?
b. Is Inclusive Excellence assessed?
c. Is Inclusive Excellence embedded in your evaluation practices for strategic priorities?
Please describe the reasons for your responses (e.g., numbers, documents, programs, etc.):
18 | Diversity and Equity Strategic Planning Toolkit
XVIII. New Student Orientation
Yes, very
much so
To a good
extent
Minimal
No, not
at all
Not sure
or N/A
a. Is the institution’s diversity/inclusiveness statement provided to all new incoming students?
b. Is the diversity/inclusiveness statement reviewed with or highlighted for students?
c. Is there diversity/inclusiveness training or information provided to new students?
d. Are students provided with the skills and knowledge to successfully manage and deal
with diversity in and out of the classroom (e.g., how to discuss issues of diversity using
civil discourse, skills for interacting with individuals who are dierent, etc.)?
e. Do top-level administrators provide a verbal message about the importance of diversity
and inclusiveness during orientation?
f. Are the safety, comfort, and needs of diverse students considered in planning student
orientation (e.g., LGBT students, students of color, students with disabilities, Jewish
students, etc.)?
Please describe the reasons for your responses (e.g., numbers, documents, programs, etc.):
XVII. New Projects and Initiatives
Yes, very
much so
To a good
extent
Minimal
No, not
at all
Not sure
or N/A
a. When new projects or initiatives are introduced to the institution, is inclusiveness explicitly
explained (i.e., participation, content, impact)?
b. Is there a procedure by which new programs and initiatives are introduced to the
institution, and is Inclusive Excellence part of the process?
c. Is a widely representative range of identities, backgrounds, and experience included
in the planning and decisions from the beginning?
d. Is Inclusive Excellence embedded in the project evaluation process?
Please describe the reasons for your responses (e.g., numbers, documents, programs, etc.):
INSTITUTIONAL NEEDS ASSESSMENT
Diversity and Equity Strategic Planning Toolkit | 19
XX. Curriculum
Yes, very
much so
To a good
extent
Minimal
No, not
at all
Not sure
or N/A
a.
Has the institution identied student learning outcomes and concepts related to
diversity (e.g., cultural competencies, worldview, privilege, social justice, etc.)?
b. Is there a diversity course requirement for the institution?
c. Does the institution oer any courses on diversity, global awareness, or
cultural competence?
d. Do the courses cover a diversity of social identities, groups, or concepts
(e.g., African American, women, LGBTQI, racism, disability, etc.)?
e. Do course evaluations completed by students have items regarding the climate for
inclusiveness in the classroom?
f. Do courses address student preparation for cultural competence?
Please describe the reasons for your responses (e.g., numbers, documents, programs, etc.):
XIX. Student Advising
Yes, very
much so
To a good
extent
Minimal
No, not
at all
Not sure
or N/A
a. Are advisors trained to address issues of diversity/inclusiveness and work with
diverse populations?
b. Are advisors knowledgeable of the resources on campus available to support
diverse students?
c. Are advisors using language and strategies that validate and encourage students from
diverse groups to succeed (e.g., “You’re a talented and skilled student,” as opposed to
“You’re a poor and underprepared minority student.”)?
d. Is the advising sta diverse, representing dierent groups?
e. Are advisors undertaking outreach to diverse students (e.g., presentations at student
organization meetings, involvement in multicultural events and activities)?
Please describe the reasons for your responses (e.g., numbers, documents, programs, etc.):
INSTITUTIONAL NEEDS ASSESSMENT
20 | Diversity and Equity Strategic Planning Toolkit
INSTITUTIONAL NEEDS ASSESSMENT
ADDITIONAL DATA SOURCES
ANNUAL EQUITY AND INCLUSION ASSESSMENT
MINNESOTA STATE ACCOUNTABILITY DASHBOARD minnstate.edu/board/accountability/index.html)
INSTITUTION’S AFFIRMATIVE ACTION PLAN
CAMPUS CLIMATE SURVEYS
EQUITY SCORECARD – MINNESOTA STATE COLLEGES AND UNIVERSITIES (in development)
EXTERNAL DATA:
This Needs Assessment was adapted from the work of Dr. Jesús Treviño,
Dr. Thomas Walker, and Johanna Leyba at the University of Denver’s Center
for Multicultural Excellence. Learn more at du.edu/cme
Diversity and Equity Strategic Planning Toolkit | 21
DATA ANALYSIS
DATAINFORMED DECISIONMAKING
data analysis group.
RESEARCH AND ASSESSMENT
ANALYSIS
1.
Our Strengths:
» What are our strength areas? Where is inclusiveness
» How we can maintain or enhance those areas?
»
that have led to greater inclusiveness? Can they be
replicated?
Where Can We Improve?
»
»
be changed to become more inclusive?
» What resources do we need or have to do so?
»
Why?
»
2.
a. Which data corresponds under which indicator?
Co-Curricular Outcomes
2. Civil Rights Compliance
5. Campus Climate
6. Supplier Diversity
Management and Development
8. Community Engagement
and Partnerships
PHASE 3: Analyzing the Data
22 | Diversity and Equity Strategic Planning Toolkit
DATA ANALYSIS
DATAINFORMED DECISIONMAKING CONTINUED
3.
»
»
»
»
A Brief Note on Data Storage and Analysis
You will need to store the data you collect in a data management system that
Here, your goal is to glean answers to
your Needs Assessment quesons so that you have as complete a picture as possible of your instuon’s state of equity
and diversity.
assistance.
Data Analysis Resource and Tip
DIVERSITY DATA INVENTORY
BEST PRACTICES
1. Establish a research team to
evaluate existing diversity policies
and programs.
2. Dene diversity eorts that
include both curricular and non-
curricular programs.
3. Collect diversity data on campus.
4. Organize and analyze the diversity
data.
5. Develop a visual map with data
analysis ndings.
Diversity and Equity Strategic Planning Toolkit | 23
SETTING GOALS, STRATEGIES, AND OUTCOMES
PHASE 4: Drafting the Plan
SETTING GOALS, STRATEGIES, AND OUTCOMES
GOALS AND OBJECTIVES
STRATEGIES OR ACTION STEPS
OUTCOMES
» S
»
»
Appendix F
24 | Diversity and Equity Strategic Planning Toolkit
SETTING GOALS, STRATEGIES, AND OUTCOMES
their Diversity Plan. The Diversity Plan template can be used
DETERMINING THE TIMEFRAME FOR
THE DIVERSITY PLAN
ELEMENTS OF THE DIVERSITY PLAN
»
»
Diversity Philosophy Statement
»
»
»
Strategies and Key Partners
»
Outcomes and Measures
»
»
»
These elements are included in the Diversity Plan Template that
accompanies this toolkit.
Objective/Goal
Access, Equity, and Opportunity – Increase and improve access to [college/university name] for underrepresented
students and students with varying levels of academic preparation.
Key Partners and
Stakeholders
CDOs, Multicultural Aairs Ocers, Finance Department, Senior Student Service Ocials, Local School
Board Representatives.
Strategies
Assess current enrollment and nancial data. Develop comprehensive student support strategies which are culturally
relevant. Work with community stakeholders to implement paths to increase access to higher education for traditional
and non-traditional learners.
Measures
Increase and improve access to [college/university] for underrepresented students and students with varying levels of
academic preparation. Increase co-occurring enrollment.
Action Steps
Create an explicit presence of inclusion resources, initiatives, and information on the [college/university] website.
Rene the strategic marketing plan to target underrepresented students and students with varying levels of academic
preparation by increasing K–12 and community exposure to and understanding of
[college/university] programs and resources.
Outcome
The number of underrepresented students and students with varying levels of academic preparation increased 15%
by 20XX.
Diversity and Equity Strategic Planning Toolkit | 25
COMMUNICATION PLAN
COMMUNICATION PLAN AND TIMELINE
»
Appendix A
» How do campuses align their diversity and strategic
»
» Why is diversity planning important? What impact can a
What is a Diversity Communicaon Plan?
1.
2.
3.
4.
method to be used. Possible methods can include yers,
posters, focus groups, department meengs, community
meengs, etc.
5.
you will respond to their response. Let them know how
PHASE 5: Implementing a Communication Plan
26 | Diversity and Equity Strategic Planning Toolkit
COMMUNICATION PLAN
COMMUNICATION PLAN AND TIMELINE CONTINUED
6.
7.
8.
9.
PLANNING STAGE COMMUNICATION ELEMENT EXAMPLE STAKEHOLDERS
Forming the Diversity
Plan Committee
Approach members to be
part of the team
Letter from President or CDO
Potential members for
the committee
Needs Assessment
Communicate process
and progress
Entire diversity planning team
Data Analysis
Communicate the data
analysis process
At meetings and via email Entire diversity planning team
Setting Priorities
Share a draft of priorities identied
in Needs Assessment
Planning team and some
key stakeholders
Drafting a Plan
Share a draft of the diversity plan
and gather feedback
Draft document shared in
community discussion sessions
Campus and external community
Implementing the Plan
Share the timeline and
implementation plan
Campus-wide campaign Campus and external community
Sharing the Progress
Communicate progress on
implementation
Initial report Campus and external community
Diversity and Equity Strategic Planning Toolkit | 27
SUSTAINING A SUCCESSFUL DIVERSITY PLAN PROCESS
PHASE 6: Sustaining the Process
IMPLEMENTATION AND ASSESSMENT TIMELINE EXAMPLE
This meline was adapted from Williams, D. 2013. Strategic Diversity Leadership: Acvang change and transformaon in higher educaon.
culture and values.
ACTIVATING IMPLEMENTATION
FOCUS ON FOSTERING STRATEGIC
DIVERSITY LEADERSHIP
Diversity Leadership Framework. Establishing a strategic
YEAR 1 YEAR 2 YEAR 3
PHASE 1
Launching the Planning Process
PHASE 2
Selecting the Diversity Planning
and Implementation Team
PHASE 3
Establishing Readiness
PHASE 4
Training and Orientation for
Diversity Planning Team
PHASE 5
Writing the Diversity Plan
PHASE 6
Diversity Plan Review
PHASE 7
Implementation
PHASE 8
Quality Review
PHASE 9
Evolving the Implementation
PHASE 10
Accountability Review and
Celebration of Success
28 | Diversity and Equity Strategic Planning Toolkit
SUSTAINING A SUCCESSFUL DIVERSITY PLAN PROCESS
BUILD ON CURRENT CAPACITY AND LEADERS
energy among the campus community to embrace the diversity plan and
PROVIDE TRAINING AND SUPPORT TO THE DIVERSITY PLANNING TEAM
»
» Diversity Strategic Planning
»
Ensure that the training provided includes both content training and skills
can assist in ensuring that leaders develop new understandings and
diversity and equity planning and programming.
PRINCIPLES OF STRATEGIC
DIVERSITY LEADERSHIP
PRINCIPLE 1
Redene issues of diversity, equity,
and inclusion as fundamental to the
organizational bottom line of mission
fulllment and institutional excellence.
PRINCIPLE 2
Focus on creating systems that enable
all students, faculty, and sta to thrive
and achieve their maximum potential.
PRINCIPLE 3
Achieve a more robust and integrated
diversity approach that builds on prior
diversity models and operates in a
strategic, evidence-based, and data-
driven manner, where accountability
is paramount.
PRINCIPLE 4
Focus diversity-related eorts to
intentionally transform the institutional
culture, not just to make tactical moves
that lead to poorly integrated eorts
and symbolic implementation alone.
PRINCIPLE 5
Lead with a high degree of cultural
intelligence and awareness of dierent
identities and their signicance in
higher education.
Diversity and Equity Strategic Planning Toolkit | 29
EMPHASIZE ACCOUNTABILITY
»
»
»
»
»
»
SUSTAINING A SUCCESSFUL DIVERSITY PLAN PROCESS
“ If institutions implement a strong accountability
system, diversity leadership can assume a valued
position in ways that are similar to nancial
stewardship, research productivity, and other
tangible examples of leadership.”
(Williams 2013, 293)
30 | Diversity and Equity Strategic Planning Toolkit
Aguirre, A., and Marnez, R. 2007. “Praccing Diversity Leadership in Higher Ed.” Associaon for the Study of Higher Educaon
Report, 32(3): 71–107.
American Associaon of Colleges and Universies. 2015. Comming to Inclusive Excellence: A campus guide to self-study and
planning. aacu.org/sites/default/les/CommingtoEquityInclusiveExcellence.pdf
American Associaon of Colleges and Universies. 2015. Step up and lead for equity: What higher educaon can do to reverse
our deepening divides. aacu.org/campus-tools/step-up-equity
Humphreys, D. 2006. “Diversity Plans: What impacts can they have?” Diversity Readers Digest.
diversityweb.org/digest/f99/divplan.html
Hurtado, S. 2007. ASHE Presidenal Address: “Linking Diversity with the Educaonal and Civic Missions of Higher Educaon.”
Review of Higher Educaon, 30(2): 185–196.
Loden, M. 1996. Implemenng Diversity. Chicago, Illinois: Irwin Professional.
Minnesota State Colleges and Universies. 2015. “1B.1 Equal Opportunity and Nondiscriminaon in Employment and Educaon.”
Minnesota State Colleges and Universies Board Policies, Chapter 1 Secon B.
minnstate.edu/board/policy/1b01.html
Taylor, J. and Drake, E. 2014. “Parcipatory Qualitave Data Analysis. A p-a-day by and for evaluators.” American Evaluaon
Associaon. aea365.org/blog/?s=data+analysis&submit=Go
Treviño, J. 2009. Center for Mulcultural Educaon: Inclusive Excellence Toolkit. University of Denver.
Utah Valley University (2014). Inclusion Plan. uvu.edu/inclusion/docs/inclusion_plan1.pdf
Williams, D. A., and Clowney, C. 2007. “Strategic planning for diversity and organizaonal change: A primer for higher educaon
leadership.” Eecve Pracces for Academic Leaders, 2(3): 1–16.
Williams, D. 2013. Strategic Diversity Leadership: Acvang change and transformaon in higher educaon. Sterling, VA: Stylus
Publishing, LLC.
REFERENCES
Diversity and Equity Strategic Planning Toolkit | 31
LETTER TO STAKEHOLDERS
toward our unwavering commitment to equity and student success.
this planning process.
growth.
APPENDIX A
32 | Diversity and Equity Strategic Planning Toolkit
APPENDIX B
EXAMPLES OF VISION, MISSION, AND CORE THEME STATEMENTS
UTAH VALLEY UNIVERSITY MISSION STATEMENT
CORE THEME: INCLUSIVE
INCLUSION VISION and VALUES STATEMENT
are culturally relevant and responsible. We believe in our
community. We believe in Oregon State University.
OUR MISSION
Earth Ecosystems
OUR VISION
We believe
and equitable campus community. Success at building
celebrate our humanity. We believe in our community. We
believe in Oregon State University.
Diversity and Equity Strategic Planning Toolkit | 33
APPENDIX C
KEY TERMS AND DEFINITIONS
Academic Success
Access(ible)
historically underserved or underrepresented students.
Anity Groups
Campus Climate
Co-curricular Learning
Cultural Competence
Stay up to date on key terms by referring to Minnesota State’s regularly
updated online glossary at minnstate.edu/system/equity/glossary.html
34 | Diversity and Equity Strategic Planning Toolkit
APPENDIX C
KEY TERMS AND DEFINITIONS
Culturally Relevant/Responsible
Culture
Diversity
behaviors and policies.
Domesc/Local Mulcultural Experiences
Early Alert
Equity/Equitable
Ethnicity
Diversity and Equity Strategic Planning Toolkit | 35
APPENDIX C
KEY TERMS AND DEFINITIONS
First-generaon Student
or university.
Global
Inclusion
(Inter) Cultural Competence
Intercultural Engagement
Intergroup Dialogue
Interreligious Engagement
and cross-cultural contexts.
Learning Communies
Mulcultural
36 | Diversity and Equity Strategic Planning Toolkit
KEY TERMS AND DEFINITIONS
Personal Safety
and spaces.
Safe Spaces
Underrepresented
These key terms and denions were adapted from the work
of Utah Valley University Oce of Inclusion and Diversity’s
Inclusion and Strategic Plan 2014–2018. Learn more at uvu.
edu/inclusion/docs/inclusion_plan1.pdf
PROPOSED TIMELINE FOR MINNESOTA STATE INSTITUTIONS
SUBMITTING A DIVERSITY PLAN BY JULY
JANUARY 2020
JANUARY 2020
Training and Toolkit
JANUARY-JULY 2020
(Review OEI strategic plan, review current diversity
plan (if applicable), engage stakeholders, idenfy
limitaons and
resource constraints)
SEPTEMBER 2020
* For campuses with an exisng plan already in place
and submied to system oce.
JULY-OCTOBER 2020
(Idenfy data sources, integrate campus IR, or other
resource for data assistance)
OCTOBER 2020-JANUARY 2021
JANUARY-APRIL 2021
APRIL 2021–JUNE 2021
JULY 2021
AUGUST 2021
APPENDIX C
APPENDIX D
Diversity and Equity Strategic Planning Toolkit | 37
APPENDIX E
VISION AND MISSION
DIVERSITY PHILOSOPHY STATEMENT
RATIONALE
GOALS, PARTNERSHIPS, OUTCOMES
IMPLEMENTATION/ASSESSMENT PLAN
BUDGET SHEET
Diversity/Equity/Inclusion Plan Template
38 | Diversity and Equity Strategic Planning Toolkit
APPENDIX E
Priority Area 1: Diversity, Equity and Inclusion Expertise and Strategy
KEY PARTNERS AND STAKEHOLDERS
OFFICE OF EQUITY AND INCLUSION STRATEGIES
MEASURES
1–2 YEAR OUTCOMES
3–5 YEAR OUTCOMES
Diversity/Equity/Inclusion Plan Template
Diversity and Equity Strategic Planning Toolkit | 39
Priority Area 1: Diversity, Equity and Inclusion Expertise and Strategy
KEY PARTNERS AND STAKEHOLDERS
OFFICE OF EQUITY AND INCLUSION STRATEGIES
MEASURES
1–2 YEAR OUTCOMES
3–5 YEAR OUTCOMES
Diversity/Equity/Inclusion Plan Template
APPENDIX E
40 | Diversity and Equity Strategic Planning Toolkit
APPENDIX E
Priority Area 1: Diversity, Equity and Inclusion Expertise and Strategy
KEY PARTNERS AND STAKEHOLDERS
OFFICE OF EQUITY AND INCLUSION STRATEGIES
MEASURES
1–2 YEAR OUTCOMES
3–5 YEAR OUTCOMES
Diversity/Equity/Inclusion Plan Template
Diversity and Equity Strategic Planning Toolkit | 41
APPENDIX E
Priority Area 1: Diversity, Equity and Inclusion Expertise and Strategy
KEY PARTNERS AND STAKEHOLDERS
OFFICE OF EQUITY AND INCLUSION STRATEGIES
MEASURES
1–2 YEAR OUTCOMES
3–5 YEAR OUTCOMES
Diversity/Equity/Inclusion Plan Template
42 | Diversity and Equity Strategic Planning Toolkit
APPENDIX E
Priority Area 2: Equity in Academic Outcomes
support Equity 2030.
KEY PARTNERS AND STAKEHOLDERS
OFFICE OF EQUITY AND INCLUSION STRATEGIES
MEASURES
1–2 YEAR OUTCOMES
3–5 YEAR OUTCOMES
Diversity/Equity/Inclusion Plan Template
Diversity and Equity Strategic Planning Toolkit | 43
APPENDIX E
Priority Area 3: Civil Rights Compliance
civil rights laws.
KEY PARTNERS AND STAKEHOLDERS
OFFICE OF EQUITY AND INCLUSION STRATEGIES
MEASURES
1–2 YEAR OUTCOMES
3–5 YEAR OUTCOMES
Diversity/Equity/Inclusion Plan Template
44 | Diversity and Equity Strategic Planning Toolkit
APPENDIX E
Priority Area 3: Civil Rights Compliance
KEY PARTNERS AND STAKEHOLDERS
OFFICE OF EQUITY AND INCLUSION STRATEGIES
MEASURES
1–2 YEAR OUTCOMES
3–5 YEAR OUTCOMES
Diversity/Equity/Inclusion Plan Template
Diversity and Equity Strategic Planning Toolkit | 45
APPENDIX E
Priority Area 4: Campus Climate
KEY PARTNERS AND STAKEHOLDERS
OFFICE OF EQUITY AND INCLUSION STRATEGIES
MEASURES
1–2 YEAR OUTCOMES
3–5 YEAR OUTCOMES
Diversity/Equity/Inclusion Plan Template
46 | Diversity and Equity Strategic Planning Toolkit
OBJECTIVE/GOAL
Access, Equity, and Opportunity – Increase and improve access to [college/university name]
for underrepresented students and students with varying levels of academic preparation.
KEY PARTNERS AND
STAKEHOLDERS
CDOs, Multicultural Aairs Ocers, Finance Department, Senior Student Service Ocials, Local School
Board Representatives.
STRATEGIES
Assess current enrollment and nancial data. Develop comprehensive student support strategies which are
culturally relevant. Work with community stakeholders to implement paths to increase access to higher education
for traditional and non-traditional learners.
MEASURES
Increase and improve access to [college/university] for underrepresented students and students with varying
levels of academic preparation. Increase co-occurring enrollment.
ACTION STEPS
Create an explicit presence of inclusion resources, initiatives, and information on the [college/university] website.
Rene the strategic marketing plan to target underrepresented students and students with varying levels of
academic preparation by increasing K–12 and community exposure to and understanding of
[college/university] programs and resources.
OUTCOME
The number of underrepresented students and students with varying levels of academic preparation increased
15% by 20[XX].
APPENDIX F
DEVELOPING GOALS, ACTION STEPS, AND OUTCOMES
Diversity and Equity Strategic Planning Toolkit | 47
APPENDIX G
CONVENING THE PLANNING TEAM
Excerpt from Chapter 9 of “Strategic Diversity Leadership: Activating change and transformation
in higher education”
COMMITTEE ROLE RESPONSIBILITY
“ I am not quite sure what we are supposed to do. We have developed a plan
that I feel good about, but how do we implement it? Is it our responsibility?
After all, even though we came up with some good strategies, we do not
supervise the admission oce. How do we put our suggestions into action
as a committee when we do not have any budget or real administrative
authority? Just because the president tasked us to create a plan does not
mean we are ready to continue forward with next steps. I am just not sure.”
48 | Diversity and Equity Strategic Planning Toolkit
APPENDIX H
CONVENING THE PLANNING TEAM
Excerpt from Chapter 9 of “Strategic Diversity Leadership: Activating change and transformation
in higher education”
A HUB FOR STRATEGIC THINKING
Diversity and Equity Strategic Planning Toolkit | 49
APPENDIX I
RECOMMENDATION DESCRIPTION
Understand the
limitations of your
committee.
It is vital to understand the scope and limits of the committee. Can it authorize initiatives, or only recommend
them? If it can recommend only, who in the organization will be the person to issue any nal decisions?
Formulate the
committee's
definition of
diversity.
Early in the process, the committee should dene diversity in the context of its process as a group. Will it work on
diversity issues broadly dened or through the prism of a particular issue or group?
Develop a clear
understanding of
current diversity
and capacity
levels.
The committee should begin by reviewing the institution's current data and developing a comprehensive
understanding of the various diversity oces, units, and initiatives on campus. This process may include gathering
data from the institution's research oce as well as more dynamic data in areas like succession rates and time to
promotion, graduation rates, and academic achievement levels in the critical gateway courses. Additionally, the
committee should launch its work with full knowledge of current diversity programs and initiatives. Hence the
committee should consider beginning its work with relevant diversity plans, reports, evaluation, assessments, and
so on.
Gather feedback
from the
organization.
The committee should send out a survey to community members about the greatest challenges and opportunities
of diversity and the overall tangible recommendations to inform the work of the group. It is important to
manage community member expectations by making it clear that the committee is using the survey expressly
for exploratory purposes. It is always discouraging for community members who take the time to give feedback
and then feel that nothing is done with their suggestions. It is also important to interact informally with various
members of the community to get individual perspectives.
Align the agenda
of the committee
to the institution's
strategic agenda.
Develop a clear picture of the institution's top priorities for the year, and then nd out how to tie the committee's
goals to the goals of the institution's most senior leaders and governance groups.
Prioritize your
work.
Use the information that has been gathered to prioritize and implement the work of the committee. By working
this way, the committee will be able to discern which goals and initiatives are most likely to be embraced and the
ideal order for implementing them.
Create a culture
of accountability
for committee
members.
Set a regular meeting schedule for the entire year. Incorporate criteria for ongoing participation in committee and
subcommittee meetings, including an attendance policy. Assign clear responsibilities and then set policies for
promoting communication and creating accountability.
Establish a working
budget and stang
appropriate to
deliver the work.
Whether the committee is an ad-hoc or standing group, and involved in advising or implementation, it is
critical that the committee have adequate sta and nancial support. At a minimum this should include rooms,
refreshments, audiovisual equipment, and a host of other physical supports. Institutions should also dedicate sta
resources that can help facilitate the overall eort, from recording committee minutes and processing requests, to
following up on correspondence and minor projects.
RECOMMENDATIONS FOR SUCCESSFUL DIVERSITY COMMITTEES
Excerpt from Chapter 9 of “Strategic Diversity Leadership: Activating change and transformation
in higher education”
This document is available in alternative formats to individuals with disabilities.
To request an alternate format, contact Human Resources at 651-201-1664.
Individuals with hearing or speech disabilities may contact us via their
preferred Telecommunications Relay Service.
