The Inclusive Excellence Framework

  

Inclusive Excellence is a framework designed to help campuses integrate diversity and quality efforts. As a model, Inclusive Excellence assimilates diversity efforts into the core of institutional functioning to realize the educational benefits of diversity. Applying Inclusive Excellence concepts leads to infusing diversity into an institution’s recruiting, admissions, and hiring processes; its curriculum and co-curriculum; and its administrative structures and practices. Inclusive Excellence means an institution has adopted means for the cohesive, coherent and collaborative integration of diversity and inclusion into the institutional pursuit of excellence. Adapting the Inclusive Excellence model reflects the understanding that diversity and inclusion are catalysts for institutional and educational excellence, are to be invited and integrated into the very core of the educational enterprise, and are not isolated initiatives. The Inclusive Excellence Framework includes five focus areas:

 

Access & Success (Click here for additional information)

Goal: Achieve a more diverse and inclusive undergraduate and graduate student body, faculty and staff. (Click here for Inclusive Excellence Funded Example)

 

Campus Climate and Intergroup Relations (Click here for additional information)

Goal: Create and sustain an organizational environment that acknowledges and celebrates diversity and employs inclusive practices throughout its daily operations (Click here for Inclusive Excellence Funded Example)

 

Education and Scholarship (Click here for additional information)

Goal: Engage students, faculty and staff in learning varied perspectives of domestic and international diversity, inclusion and social justice. (Click here for Inclusive Excellence Funded Example)

 

Institutional Infrastructure (Click here for additional information)

Goal: Create and sustain an institutional infrastructure that effectively supports progress in achieving diversity goals in the University Strategic Plan. (Click here for Inclusive Excellence Funded Example)

 

Community Engagement (Click here for additional information)

Goal: Leverage the University’s mission as a state-wide system of institutions to improve outcomes and reduce disparities for historically underrepresented and underserved populations in Missouri and in global outreach efforts. (Click here for Inclusive Excellence Funded Example)

 

Proposed Timeframe:

February-Campus Conversations

March 1-April 15- UM Call for submissions (Campus Proposal Review) March (TBD)-Campus Proposal Review Submission Deadline

 

Please contact the Office of Diversity, Equity, and Inclusion (ODEI) at 314-516-5695 or odei@umsl.edu if there are any questions.

 

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Access and Success 

Goal​: Achieve a more diverse and inclusive undergraduate and graduate student body, faculty, and staff.

Objective 1​: To achieve increased enrollments of underrepresented student populations.

Strategies​:

  1. Implement selected pipeline initiatives to make a UM System campus an organization of choice for historically underrepresented/underserved populations.
  2. Assess, and where needed, enhance existing pipeline initiatives with the potential to make a UM System campus an organization of choice for historically underrepresented /underserved populations.
  3. More fully engage multicultural alumni in appropriate marketing and student recruitment and retention programs.

Indicators​:

  1. Number of pipeline program participants who enroll at a UM System campus.
  2. Increased yield for admitted first-year and transfer students from historically underrepresented/underserved populations.
  3. The number of first-time full-time undergraduate or transfer students from historically underrepresented/underserved populations.

 

Objective 2​: To increase the academic success of historically underrepresented/underserved populations.

Strategies​:

  1. Identify specific barriers to the academic progress and achievement of historically underrepresented/underserved populations.
  2. Ensure broad participation of historically underrepresented/underserved populations in undergraduate and graduate research and experiential learning opportunities.
  3. Assess the effectiveness of one or more pipeline or undergraduate academic support programs each year to ensure that efforts and outcomes are aligned with goals, and opportunities for continuous improvement are identified.

Indicators​:

  1. First to second year retention rates of historically underrepresented/underserved populations.
  2. Second to third year retention rates.
  3. The graduation rates of historically underrepresented/underserved populations.
  4. Comparison of the academic progress and success of historically underrepresented/underserved populations who participate in selected academic support programs with students with similar entry profile who do not participate.

 

Objective 3​: To increase the recruitment and retention of a diverse graduate and professional student community.

Strategies​:

  1. Continue recruiting a diverse graduate and professional student population with the goal of making each UM System campus the destination of choice for graduate students from historically underrepresented/underserved populations.
  2. Create a benchmark to assess the effectiveness of key graduate student recruitment or retention initiatives to ensure that efforts and outcomes are aligned with goals and that opportunities for continuous improvement are identified.
  3. Connect graduate/professional students with faculty and alumni mentors.

Indicators​:

  1. Number of students from historically underrepresented/underserved populations admitted to graduate school.
  2. Time-to-degree and graduation rates of historically underrepresented/underserved populations.
  3. The number of graduate degrees awarded to historically underrepresented/underserved populations.

 

Objective 4​: To achieve and retain a more diverse faculty and staff

Strategies​:

  1. Increase the likelihood of diverse faculty and staff applicant pools by developing and implementing a comprehensive recruitment and retention plan - focusing on advertising, job descriptions, career ladders, search committee processes and education, and special faculty recruitment initiatives like cluster hires, “targets of excellence,” and “future faculty.”
  2. Implement outreach and recruitment strategies to increase staff applicants and hires from historically underrepresented populations.
  3. Implement faculty/staff exit surveys and use the results for identification of issues and opportunities for continuous improvement.
  4. Create leadership development and career path programs for faculty and staff (with special attention given to historically underrepresented populations to enhance their leadership opportunities.)

Indicators​:

  1. Number and proportion of the various categories of historically underrepresented faculty.
  2. Number and proportion of historically underrepresented staff by major employee group.
  3. New historically underrepresented faculty and staff by type of employee.
  4. Voluntary departure rates of historically underrepresented faculty and staff (or turnover rates as defined by the state for staff) by employee type.
  5. Number and proportion of historically underrepresented faculty who achieve tenure and promotion by cohort.

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Institutional Climate and Intergroup Relations

Goal: Create and sustain an organizational environment that acknowledges and celebrates diversity and employs inclusive practices throughout its daily operations.

Objective: Create a climate that is supportive and respectful and that values differing perspectives and experiences.

Strategies:

  1. Use surveys and/or focus groups to periodically assess student and employee feedback on the climate for diversity and inclusion.
  2. Create meaningful dialogue between and among groups that increases understanding of varied perspectives and the nature of social and economic inequalities.
  3. Educate the campus community on the prevention of harassment, discrimination and productive ways to resolve conflict. Effectively address concerns and complaints.
  4. Offer educational and celebratory events for students, faculty, staff and the community that recognize, value and honor diversity and promote inclusion. Evaluate selected programs for their impact on the climate for diversity and inclusion.
  5. Develop and maintain high visibility of UM System’s Principles of Community including annual on- and off-campus promotions such as student and employee orientations and athletic events and posting the principles in classrooms and offices.
  6. Increase recognition programs that acknowledge contributions made to advance diversity and inclusion.

Indicators:

  1. Perceptions of the climate for diversity as measured by relevant questions on the Employment Climate Survey analyzed by race/ethnicity, gender, sexual orientation, gender identity, employee type and senior management area.
  2. Awareness and understanding of the UM System’s Principles of Community as measured by questions on the Employment Climate Survey.
  3. Benchmark comparisons of diversity and climate-related perceptions and experiences as measured by national or multi-institution surveys (e.g. National Survey of Student Engagement (NSSE), Profile of Today’s College Student (National Association of Student Personnel Administrators).

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Education and Scholarship

Goal: Engage students, faculty and staff in learning varied perspectives of domestic and international diversity, inclusion, and social justice.

Objective 1: Offer courses, curricula, and learning opportunities at the undergraduate, and graduate levels that achieve diversity and inclusion learning goals.

Strategies:

  1. Establish incentives for individual faculty and academic units to adapt existing courses and academic programs for global outreach education, and develop new courses and programs as needed.
  2. Develop opportunities that help faculty assess the achievement of diversity-related learning outcomes in class or extra-curricular experiences.
  3. Hire faculty and staff with content expertise in areas of study that examine diverse identities and cultures.

Indicators:

  1. Participation by faculty and staff in professional development programs related to curricular transformation, diversity and inclusion.

 

Objective 2: Increase the multicultural competencies and capacities of faculty and staff.

Strategy:

  1. Establish on-line and in-classroom professional development opportunities designed to improve multicultural awareness of faculty and staff.
  2. Assist faculty with assessing diversity related learning goals.

Indicator:

  1. Participation by faculty and staff in professional development programs related to curricular transformation, diversity and inclusion.

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Institutional Infrastructure

Goal: Create and sustain an institutional infrastructure that effectively supports progress in achieving diversity goals in the University Strategic Plan.

Objective 1: Sustain and increase university-wide efforts designed to amplify the potential to secure gifts, grants, and opportunities to advance the goals outlined in this framework.

Strategies:

  1. Incorporate diversity and inclusion interests into philanthropic campaign efforts.
  2. Seek corporate and foundation support for key pipeline and academic support programs that serve women, international, historically underrepresented populations, and/or students with diverse abilities.
  3. Engage women alumni, international alumni, alumni from historically underrepresented populations, and alumni with diverse abilities in diversity and inclusion efforts (e.g. reunions, yield events, speaker series, recognition events, student mentoring, etc.).

Indicators:

  1. Increased funding support for diversity and inclusion initiatives from philanthropic efforts.
  2. Increased initiatives aimed at women and multicultural alumni cultivation.
  3. A dedicated FTE for the engagement of multicultural alumni.

 

Objective 2: Engage key leaders and stakeholders in analyzing disaggregated data and special studies to better understand and address long-standing organizational challenges, recruitment and yield of historically underrepresented/underserved undergraduate/graduate students and the loss of tenure-track women faculty and tenure-track faculty of color.

Strategies:

  1. Schedule regular and on-going meetings with key leaders and relevant university committees to review data and reports to increase organizational learning and understanding of significant issues to be addressed.
  2. Set expectations that practices and outcomes related to diversity and inclusion are vital measures of institutional excellence. Create a culture of organizational learning and continuous improvement at all levels.
  3. Institute systems of reporting and accountability and continuous improvement to optimize the realization of the university’s diversity and inclusion goals.
  4. Develop and report on key areas in all four dimensions of the diversity framework.
  5. Increase research and grant funding opportunities, which include diversity/inclusion related outcomes.

Indicators:

  1. An annual report to the Board of Curators on selected indicators outlined in the inclusive excellence framework.
  2. Report on Inclusive Excellence goals, objectives, strategies and measures with academic and administrative units, commissions and other bodies as appropriate.

 

Objective 3: Provide economic inclusion opportunities for diverse suppliers in the state of Missouri by increasing UM System (campuses, health system, and extension) purchases of goods and/or services from diverse suppliers.

Strategies:

  1. Increase and improve diverse supplier spending within spend pools (Design and Construction and UM Supply Chain) collectively to a target of 15% annual spending by FY 2018 with diverse suppliers across the enterprise.
  2. Grow supplier diversity spending by UM System major supplier’s utilization of diverse suppliers as part of their contractual obligation. Target goal of $3 million dollars of annual spending.
  3. Expand and focus communication of UM Supplier Diversity initiatives, efforts and results across all areas of the operation (leadership, faculty, staff).
  4. Assist and drive business opportunities to diverse suppliers in mid-Missouri. Help with supplier development in mid-Missouri working with City of Columbia, REDI and other corporate stakeholders.

Indicators:

  1. Annual supplier diversity report issued reflecting annual progress.
  2. Quarterly review of spending results to ensure work is on-track and/or if adjustments to plans can be made if results fall short.
  3. Included as part of annual report on diversity to the Board of Curators.
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Community Engagement

Goal: Leverage the University’s mission as a state-wide system of institutions to improve outcomes and reduce disparities for historically underrepresented and underserved populations in Missouri and in global outreach efforts.

Objective 1: Increase outreach to historically and underserved/diverse populations throughout Missouri

Objective 2: Provide leadership in inclusion, diversity, and equity in throughout state

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Funded Access and Success Example

 

Initiatives and Actions

Measurement and

Timeframe

 

Responsible Unit/

Process Owner

 

Initiative: Bridge Program Saturday Academy Expansion

 

Build on the extremely successful Bridge Program Saturday

Academy that equips students for success in their academic and career endeavors. The 12-week academy is conducted the first and second Saturday of the month from October through March. Students are provided course offerings in mathematics, science, written and oral communication, career research, personal professional development and college planning.

 

The Bridge Program continues to serve more than 132 seniors during the Saturday Academy who have been accepted into more than 100 colleges and universities collectively. For example, in the 2016-2017 academic year, 53% of the participating Bridge senior participants attend one of the UM-System schools. More than 53% of senior participants overall selected majors in STEM fields.

 

Seventeen percent of Bridge seniors received full cost scholarships and 58% receive two or more scholarship offers from various institutions. Collectively, Bridge participanting seniors were awarded more than three million dollars in scholarship offers from institutions throughout the US. Since

2003, the Bridge Program has maintained a 100% high school graduation and college matriculation rate.

 

This year, the Bridge Program accepted more than 800+ students into the Saturday Academy Program from an applicant pool of more than 1,000 students. Action: Increase the number of student in Saturday Academy by 100 and the possibility number of schools impacted.

Cost Estimate: $25,508

Instructors: $18,085 – 8 Additional Instructors

Supplies: $6,703 (Course Material, lab materials, etc.)

Metric for Success:

Increase number of

schools impacted from

111 to 116, and add 100

more students to the

Saturday Academy

Program

 

Timeframe: 2018-19 Academic Year

Office of Pre-Collegiate Student

Services – Bridge Program (PSS)\Natissa Small,

Senior Director

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Funded Institutional Climate and Intergroup Relations Example

 

Initiatives and Actions

Measurement and Timeframe

Responsible Unit/ Process Owner

Initiative: Diversity Dialogues: Lunch and Learn: “Breaking Barriers-You Matter”

 

The mission of the Office of Multicultural Student Services (MSS) provides comprehensive student retention services to diverse student populations while increasing multicultural awareness within the campus community.

 

Action: MSS will provide a series of Lunch and Learn “Breaking Barriers - You Matter” workshops to promote the importance of creating a safe learning environment for all. All participants will engage in workshops intentionally designed to promote constructive dialogue regarding cultural differences and race relations. Each session will provide a variety of topics to support efforts for fostering a community of understanding and respect amongst cultural and racial differences. Additionally, engaging conversations will be provided to promote a greater understanding, awareness, and acceptance of differences amongst all identities.

 

Cost Estimate: $8,250

Marketing: $2,000

Print Materials: $3,000

Training: $2,500-Cultural competency training for 15 staff (MSS team and other campus partners) provided by the St Louis Anti-Defamation League. Curriculum Books: $750 ($50 ea.)

 

Metrics for success:

- Providing a preworkshop survey to determine current beliefs, values, and stereotypes regarding differing cultures and ethnic groups.

 

- Program evaluation will be provided immediately following completion of each “Breaking Barriers You Matter” dialogue session.

 

- Follow-up post assessment focus group will take place immediately following completion of each four-part series offered.

 

Timeframe: Implementation will begin immediately following receipt of funds

Student Support

Services,

Multicultural

Student Support

Services

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Funded Education and Scholarship Example

                   Initiatives and Actions

Measurement and Timeframe

Responsible Unit/ Process Owner

Initiative: Diversity Dialogues

 

Lunch and Learn: “Breaking Barriers-You Matter”

 

The mission of the Office of Multicultural Student Services (MSS) provides comprehensive student retention services to diverse student populations while increasing multicultural awareness within the campus.

 

Action: MSS will provide a series of Lunch and Learn “Breaking Barriers – You Matter” workshops to promote constructive dialogue regarding cultural differences and race relations. Each session will provide a variety of topics to support efforts for fostering a community of understanding and respect amongst cultural and racial differences. Additionally, engaging conversation will be provided to promote a greater understanding, awareness, and acceptance of differences amongst all identities.

 

 

Marketing: $2,000

Print Materials: $3,000

Training: $2,500-Cultural competency training for

15 staff (MSS team and other campus partners)

provided by the St Louis Anti-Defamation League.

Curriculum Books: $750 ($50 ea.)

 

Cost Estimate: $8,250

 

Metrics for success:

- Providing a preworkshop survey to determine current beliefs, values, and stereotypes regarding differing cultures and ethnic groups.

 

- Program evaluation will be provided immediately following completion of each “Breaking Barriers You Matter” dialogue session.

 

- Follow-up post assessment focus group will take place immediately following completion of each four-part series offered.

 

Timeframe: Implementation will begin immediately following receipt of funds

Student Support

Services,

Multicultural

Student Support

Services

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Funded Institutional Infrastructure Example

Responsible

Unit

Initiatives and Actions

Measurement and Timeframe

Process Owner

UMKC College of Arts and Sciences – recruiter

Meet with advisors in diverse high schools to identify the most effective recruitment strategies for their study body to facilitate and support their postsecondary transition to UMKC

Measurement of Success: The number of targeted recruitment strategies that are developed and implemented at diverse regional high schools.

 

Success Target: To conduct a needs assessment with faculty/staff at two high schools, develop tailored recruitment plans that addresses the unique needs of their study bodies, and pilot the recruitment plans in the two schools this in the 2017-2018.

Longer-term (i.e., in the following 3-5 years) measurements of success will include the number of students recruited/school.

Future measurements of success will be based on an evaluation of our baseline number of students/school and increases in the number of students recruited per school over time.

UMKC College of

Arts and Sciences

Dashboard

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Funded Community Engagement Example

                                    Initiatives and Actions

Measurement         and   Timeframe

Responsible Unit/ Process Owner

Initiative and Action: Honors 3030:

 

Beyond the Buildings

Offer Honors 3030: Beyond the Buildings with a specific St. Louis diversity focus. This initiative is aimed at both the Education and Scholarship goal and the Community Engagement goal. This course has been offered three times, but we are unable to do so again because of the high costs associated with it. The last time it was run, we were able to fund it with a grant but are no longer eligible for that same source.

 

The primary goal of the “Beyond the Buildings” seminar is to promote projects to see how people are making a difference in St. Louis neighborhoods. It is an additional goal to inspire others to begin their own sustainable projects. Various areas have been the focus of the seminars, including Normandy and St. Louis City areas. The program promotes a strong collaboration between our students and several non-profit organizations that are attempting to make a positive contribution to the particular community. The videos that the students prepare with strong guidance and learning from the Nine Network Academy demonstrate what many people in St. Louis have been able to accomplish through hard work, determination, and opportunities. These service learning projects allow our students to connect with people and the community by moving outside of the classroom to the community itself; the people of the community become the “guiding” force of the learning experience. The students present their videos to members of the community, Honors faculty, and parents and peers of the Honors students. Diversity has been an integral part of all three previous seminars, and the instructor would like to expand the diversity focus and make it the course theme if it can be offered again.

 

The documentaries that the students produced are available to view on YouTube:

2013 – The People of St. Louis (13 films):

https://www.youtube.com/playlist?list=PLPydneHqH9R5rg0s

SgTiyffr24h-y2tTs

2014 – Preservation Matters (11 films):

https://www.youtube.com/playlist?list=PLPydneHqH9R5ehqu

Oy6WouIa5ayDP8-g7

2015 – Sustainability (12 films):

https://www.youtube.com/playlist?list=PLPydneHqH9R7VcL

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Estimated Cost: $5,000

The course requires $5000 to cover the costs of film-making and travel. The Honors College used GRA and gift funding to pay for the class twice and grant funding the third time.

Metrics: The most tangible results will be the lasting artifacts of the student produced films. Course syllabi and learning goals will be additional measurements. Timeframe: This course can be run in AY18 (and again in AY19), depending on funding.

Pierre LaClede Honors College

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