ACTION PLANS |
COHORT 1A |
Cohort 1A included participants in senior positions in the College of Agricultural Sciences, NW National Marine Renewable Energy Center, College of Education, Department of Animal and Rangeland Sciences, School of Language, Culture, and Society, College of Science, Food Science and Technology, School of Mechanical, Industrial, and Manufacturing Engineering, College of Engineering, and the Senior VP for Academic Affairs. |
Training: Continue to use admin meetings for Difference, Power, and Discrimination program training, for example on microagressions |
Position Descriptions: Add statement about diversity and inclusion, need to develop guidelines |
Mentoring: Look at practices across college |
Hiring: Continue to implement needing approval practices |
Mechanical, Industrial, and Manufacturing Engineering: Educate faculty on best practices |
College of Engineering: Change position descriptions to bring in equity and inclusion |
College of Engineering promotion and tenure: Integrate equity and inclusion into dossiers and evaluation |
Give "credit" for and encourage fostering of diversity work in teaching, service, research |
Improve college climate towards enhanced collegiality and support of all personnel |
Develop college mentoring plan for various personnel (all unclassified) with concerted attention to issues of fostering/supporting diversity |
Re-envision metrics for teaching quality |
Hiring: Spring term arrange all College search advocate training, potentially required for all potential search committee chairs |
Position Description/diversity statement: Work with College of Agricultural Sciences to develop implementation guidelines |
Change position descriptions |
Promote Diversity and Inclusion in public/unit meeting |
Discuss Diversity and Inclusion climate in units I direct |
Develop diversity plan for College of Public Health |
Ensure diverse applicant pool in all College of Agricultural Sciences searches |
Develop a 'toolkit' for administrators for creating an equitable, inclusive, and just workplace |
Develop a mentoring plan for our department that will be used for both recruitment and retention |
Develop "rules of engagement" for the department |
Improve signage in Withycombe and Weniger (my buildings) regarding where rooms are (including bathrooms) |
Create Difference, Power, and Discrimination university learning outcome for all grad students |
Require mentoring training for grad faculty |
Require sexual harassment training for all Graduate Teaching Assistants/Graduate Research Assistants/Graduate students |
Train the trainers program for grad students |
Training with an eye to co-facilitate future ADVANCE sessions |
New Provost Hire/Faculty of color social gathering |
Move OSU to secure Hispanic Serving Institution Status |
To meet Hispanic Serving Institution goals, join the Inter-University Program for Latino Research and Hispanic Association of Colleges and Universities |
Provide Difference, Power, and Discrimination education for the leadership |
Require evaluating of position descriptions during this academic year to include equity and inclusion activities |
Revamp the hiring process |
Recruiting toolkit, make the ads more welcoming, place the ads more broadly, engage in proactive recruiting for women and minorities, expand the definition of diversity to be more inclusive |
Diversify the leadership, hire a new Associate Dean this year |
Organize an annual half day retreat most probably tied into the annual department retreat dealing with 'equity and inclusion' |
Work within department to establish rotating 'professional allies' for marginalized groups |
Volunteer to participate in College of Agricultural Science activities dealing with equity and inclusion |
Work with College of Agricultural Science departments as requested to initiate and maintain equity and inclusion programs |
Faculty 101: Non-discrimination, microagressions, role-play, case studies |
Mentor junior Mechanical, Industrial, and Manufacturing Engineering faculty on equity, diversity, and inclusion in dossiers, do in class, research, teaching/service |
Content for offsite meeting: Transforming Engineering Culture to Advance Inclusion and Diversity |
Active recruitment of diverse candidate pool (women, underrepresented groups) include BI statements as part of application |
Increase mentoring activities of new faculty and assoc. profs |
Short workshops (3 hrs.) on most important aspects of equity, diversity and inclusion; code of conduct and non discrimination policy, microaggressions, climate and case scenarios for women, minorities, LGBTQ, and religion/culture |
Larger workshops on mentoring both for mentors and mentees -- Kerry Ann Rockquemore mentoring network map |
COHORT 2A |
Cohort 2A included participants in senior positions in Finance and Administration, College of Education, University Relations and Marketing, Forest Ecosystems and Society, Statistics; Chemical, Biological, and Environmental Engineering; Animal and Rangeland Sciences, Fisheries and Wildlife, School of Civil and Construction Engineering, and the Interim Provost. |
Work with Provost's Council on strategy and action plan |
Engage Provost's Council in transformative experiences that helps leaders embody change |
Local interruptions: Budget and fiscal planning staff awareness; Business, Finance, and Accounting council discussion |
Inclusivity in policies, development, and communication, student engagement in tuition |
Data - resources for reports, accessibility and inclusivity of reports |
Develop a College-level ADVANCE advocate group that would meet regularly and be officially part of the process of programming and faculty development |
Create and implement ongoing training communications, marketing and public affairs programs for all URM employees and Oregon State University communicators to support the university's inclusion, equity and social justice goals and strategies |
Revise curriculum for FES520 (College of Forestry research methods class) to include social justice concepts |
Provide learning materials about social justice to department faculty |
Provide (lead) workshop for faculty to revise their own curriculum |
At faculty meetings initiate conversations of the importance of equity, inclusion, social justice |
Form mentoring groups of 3 faculty (1 sr, 1 med, 1 jr) from diverse identities to continue conversations about inclusion, social justice as part of advancement |
Faculty Partnership; one minority junior faculty partners with a senior faculty in achieving professional goals and experiencing success for both junior and senior faculty |
I will talk with my department head on the need to provide social justice training to each new faculty member |
I will volunteer myself as a social justice awareness coordinator within my department |
Create a grad level Difference, Power, and Discrimination class to invite future STEAM leaders to unpack their own identities and implications for social privilege/oppression |
Anonymous 'pulse check' with staff to get feedback |
Health and Human Rights Initiative proposal infusing Justice and Diversity into STEM |
Redo standard assessment of teaching |
Develop one "introduction" slide that can be inserted into a faculty member's first lecture to introduce social equity and inclusiveness |
Slide of expectations of faculty/class climate |
Some expectation of inclusion w/ communication professionals |
Similar to search advocate, why not Promotion and Tenure advocate |
Search Advocates named in College |
Holistic graduate admissions |
Embedding social justice content in faculty mentoring model |
Chemical, Biological, and Environmental Engineering-specific ADVANCE activity |
COHORT 2B |
Cohort 2B included participants in senior positions from Fisheries and Wildlife, Finance and Administration, School of Nuclear Science and Engineering, Biochem/Biophysics, College of Earth, Ocean, and Atmospheric Science, Oregon Climate Change Research Institute, Outreach and Engagement, Wood Science, Environmental and Molecular Toxicology, and the University's President. |
Develop a climate survey template and analytical framework to assess climate, culture, and empowerment within and between STEM departments at OSU |
Increase awareness of accessibility challenges (make it more real for all of us) and improve accessibility to Finance and Administration physical resources at OSU |
Increase the awareness of issues of Equal Opportunity and Access within Finance and Administration, focusing first on Student, Faculty and Staff-Facing Service Provider Groups |
Discuss diversity and inclusion definitions and actions with faculty, get everyone to think about their participation every year |
Update all position descriptions to include commitment to diversity and inclusion enhancement language and better reflect time spent making non-academic contributions to the department and university |
Take steps to equalize success among new grad students |
Diversity and privilege awareness training for all faculty (mandatory) |
Seminar series on issues of diversity in Fisheries and Wildlife |
Arrange additional training on implicit bias for all faculty during regular meetings |
Arrange trainings for faculty and staff related to providing reasonable accommodations, engaging in appropriate hiring practices and managing/supervising employees with disabilities |
Arrange for trainings of faculty on sexual harassment. |
Develop undergraduate and graduate-level seminar course on diverse voices in nuclear science and engineering |
Adopt aspirational target of 50% of external seminar speakers as women and > 2 of ~ 15 URM |
Explicitly give all Junior faculty priority to invite one speaker each year |
Generate/maintain list of former seminar speakers as search consultants |
Establish ADVANCE faculty Networking Fund to enable qualifying Biochemistry and Biophysics junior faculty to attend meetings |
Develop graduate seminar to introduce and discuss how our biases affect our vision and work in science |
Promote research group discussion on bias and privilege |
Oregon Climate Change Research Institute lunch and learns on ADVANCE |
Service -- connect with Lonnie B. Harris Black Cultural Center, Society For Advancement of Chicanos/Hispanics and Native Americans in Science, or the Black Graduate Student Association |
Marine Studies Initiative - perspectives on inclusion will be reflected in Center of Excellence Proposal |
Be an ally for ADVANCE colleagues |
Advance Inclusive excellence and social justice |
Determine appropriateness of current building names |
Public recognition of Native lands |
Paid family and medical leave |
Tenure and promotion evaluations consistent with position descriptions |
Position the OSU division of University Outreach and Engagement as a smaller, but replicated version of the ADVANCE grant conversations |
Engage gay students in a discussion of how to redefine departmental environmental through identification of barriers/issues |
Develop a Diversity and Inclusion vision, policy, and plan for College of Agricultural Sciences and College of Science; implement plan in Toxicology and Chemistry |
COHORT 2C |
Cohort 2C was a special cohort of Assistant Professors that included participants from Education; Chemical, Biological, and Environmental Engineering; School of Language, Culture, and Society; Electrical Engineering and Computer Science; Psychology; School of Public Policy; Physics; Mechanical, Industrial and Manufacturing Engineering; Forest Ecosystems and Society; Biochemistry, and Geosciences. |
Design and implement a 4-6 week Difference, Power, and Discrimination component of Chemical, Biological, and Environmental Engineering year long professional development course for first year grad students |
Design and implement a new course for Ethnic Studies: Power, Oppression, and STEM, that explores the relationship of inequality to the knowledge structures and social applications of STEM |
Create a new 4 credt Teaching of Psychology class for the School of Psychology graduate teaching assistants that includes information from the ADVANCE Seminar and about teaching diverse students |
Lead conversation with graduate students about equity and inclusion in physics |
Support group/gatherings for junior faculty |
Conduct departmental climate survey on diversity and inclusion |
UNIVERSITY RELATIONS AND MARKETING SPECIAL COHORT |
University Relations and Marketing staff participated in a special ADVANCE seminar that was delivered over the course of several weeks in Winter and Spring of 2016. |
Targeted recruiting |
Hold meetings at cultural centers |
Recruit PROMISE interns/more diverse interns |
Organize an equity film series |
Audit of inclusion in materials |
Develop system of connecting with, and learning from, student groups across campus |
Develop a more inclusive and open communication environment among designers |
Create more inclusive style guides and content |
Inclusive Hiring |
All University Relations and Marketing employees participate in ADVANCE |
Revamp social policy to include values about diversity |
Create/share diverse content |
Foster accepting community on social media |
Review/update/expand media lists |
Bring Punman to campus |
Build relationships with cultural centers |
Change search process and position descriptions |
Work with staff on our attitudes and client services |
Have guest speakers for division and staff meetings |
Show understanding of inclusion, justice, by University Relations and Marketing staff |
University Relations and Marketing climate survey |
Become a search advocate |
Create a library of resources for everyone in University Relations and Marketing to access |
Conduct ADVANCE training for University Relations and Marketing staff and campus community |
Pay more attention to language used in performance evals and feedback of work |
Evaluate creative work with lens toward diversity, equity, and inclusion; be willing to challenge accepted norms in recruitment materials |
Create best practices for invitations and publicity |
Continued investment by all employees in commitment to diversity |
More diverse project teams |
Reinstitute new employee orientation |
Hiring: review position descriptions, recruitment from diverse groups, search advocates on committees, review interview process |
Evaluate physical space for accessibility and inclusiveness |
More critical of accessibility standards in web work |
COHORT 3A |
Cohort 3A included partcipants in senior positions from Agricultural Sciences; Animal Sciences, Biology; Environmental and Molecular Toxicology; Forestry; Forest Engineering, Resources, and Management; Institute for Natural Resources; Integrative Biology; Mathematics; Mechanical, Industrial and Manufacturing Engineering; Outreach and Engagement; School of Civil and Construction Engineering; and the Senior VP for Academic Affairs. |
Develop equity and inclusion component of a faculty excellence initiative (FEI) |
Develop action plans for the first two focus areas: P&T process and PD |
Establish ongoing mentoring pathways for tenure stream faculty |
Design Provost fellow program for providing leadership experience in Central admin |
What are other places doing to manage commitments |
Create proposed structure that could represent these values |
Discuss with CoF leadership, check for alignment with strategic plan |
Discuss with dept. faculty and solicit feedback from partners. Revise/repeat |
Compare to other units/institutions, create implementation plan, seek approval |
Develop diverse partnerships to inform positions, priorities and programs |
Expand diverse partnerships in communities and across the state to inform positions, priorities and programs |
Develop culturally relevant print and technology-driven resources and materials |
Develop bilingual print and technology-driven resources and materials |
Recruit faculty and staff from historically underrepresented populations |
Recruit faculty and staff who have worked effectively with historically underrepresented populations, diverse languages, and multicultural settings |
Increase program offerings for diverse audiences |
Create an interactive map of services, programs, people and partnerships offered through the Division and the Extension Service |
Fund strategic initiatives that equitably serve a broad diversity of learners, communitities and stakeholders |
Align strategic actions with the Office of Institutional Diversity |
Revitalize DCT Streering Committee |
Evaluate Division Climate |
Convene key conversations (module topics) Needs Assessment |
Generate and invest in innovations |
Develop statewide (or regional) social justice tours [Kali note: this was an action plan item from Reed Cohort 2A |
Recruitment and retention of a more diverse workforce |
Position the Division of O & E as the statewide provider of an equity and diversity lens curriculum |
Create mentor/mentee relationships |
Conduct PoP training for college P&T committees |
Provide assistance to faculty on P&T dossiers for midterm reviews and actual promotions |
Conduct Climate Survey |
Digitize historic class photos in hallway and install an electronic kiosk |
Enhance website inclusion of imagery, stories, and opportunities |
Familiarize myself with deparmental mentoring programs |
Familiarize myself with College new faculty orientation program |
Confer with ADs in other colleges to brainstorm on mentoring programs and coordinate or springboard from their experiences to advance faculty success |
Assess the value of existing mentoring programs to faculty |
Develop options for future college faculty orientation and mentoring programs and seek input from Dept. Heads |
Propose options for future mentoring program based on input from Dept. Heads |
Begin implementation and ongoing cycle of assessment and revision |
Discuss with campus leadership & admin |
Discuss with faculty senate (F.S.) colleagues, e.g. EC, P&T committee, Fac. Econ. Welfare |
Line up allies in F.S. for FS presentation and action item |
Draft resolution for changes to PDs and P&T |
Guidelines in Faculty handbook |
Review the language at peer institutions and forge a framework |
Review and propose updates to COE templates for position descriptions, annual performance reviews, P+T dossier assessment |
Communicate rationale for change and proposed templates |
Authorize new templates |
Develop hiring proposal: justifications (EIJ, what would OSU look like?); goals, outcomes, integrate w/ Native American Educ Pathways/NIREEI proposals |
Engage collaborators and special interest support |
Present final proposal to Provost |
Create welcoming environment in the department |
Make commitment to EIJ central tenet of department culture |
Ongoing education opportunities of faculty on EIJ |
Diversity recruitment practices for grad students |
COHORT 3B |
Cohort 3B included participants in senior positons from Biochemistry and Biophysics; Biological and Ecological Engineering; Chemical, Biological and Environmental Engineering; Crop & Soil Science; Electrical Engineering and Computer Science; Horticulture; Mathematics; Oregon Sea Grant; School of Psychological Science; Veterinary Medicine; Admin-VP & Dean of Graduate School; and the Provost. |
Update all position descriptions to include diversity statement |
Develop strategies to document diversity activities consistent with the PD |
Identify, incorporate diversity metrics into peer, student teaching evaluations |
Review BEE PR material, website for responsiveness to diveristy issues |
Include Assistant Professors as non-voting members on BEE P&T committee |
Introduce quarterly "listening sessions" for students |
Assist faculty in keeping their work demands in balance with their personal lives by checking in with them and offer assistance in a casual format and/or in the periodic review of faculty (PROF) process |
Increase vigilance to identify and assist students struggling to maintain adequate grades, fit into OSU, or have other difficulties. Assist these students by directing them to the appropriate resources |
Peer review of teaching will include review of the instructor/professor's effort to assist struggling students |
Define and implement data filters to eliminate noise in scores (low enrollment, low participation, online, etc.) |
Define robust & unambiguous standards for excellence (bottom/top quartile, individual faculty progression merits) |
Mentor Junior Faculty (bootcamp on teaching expectations and P&T - training when scores drop below threshold) |
Mentor P&T Committees/School Heads |
Work with campus community to promote policy |
Change my position description to explicitly address my role as associate head for graduate programs and to include my commitment to the study and practice of equity, inclusion and justice |
Search Advocate training |
Grad Handbook revisions - remove structural barriers, increase transparency |
Focused and intentional recruitment of underrepresented minority (URM) students |
Develop a sustainable and valued DPD component in our graduate curriculum |
Assessment and reflection (student climate survey, other?) |
Work toward a more broadly applicable and subscribed course(s) in DPD for STEM graduate students in ENGR? |
Evaluate current tools used for documenting annual faculty productivity in the College of Science (COS) |
Meet with COS Heads and Dean to gauge enthusiasm for the addition of equity, inclusion, diversity, and social justice initiatives as a metric for annual faculty evaluation |
Determine the weighting of the new inclusivity, equity, and justice metric. Determine if it needs to be written into all current and/or future position descriptions |
Gather faculty input on the new metric by listening to potential concerns, as well as faculty ideas on actions they can take to encourage greater inclusivity, equity, and justice |
Rollout newly modified evaluation form COS-wide |
Pre-seminar survey |
Pre-seminar reading on oppression and fragility |
Seminar part 1 & 2 |
Post seminar survey |
Provide training, workshops, and opportunities for discussions on pertinent issues |
Encourage all faculty/staff in the CVM to go through search advocate training; have a search advocate on every search committee |
Increase transparency of promotion & tenure process |
Give women and people from URMs increased opportunities for leadership training |
Revise all position descriptions and FARs to document involvement in SJEI and diversity |
Establish and charge an Empowering and Inclusive committee |
Promote program transparency and buy-in |
Equitable search and recruitment |
Integration of OSG Empowering/Inclusive activiteis into broader Sea Grant Network |
Seminar on inclusive programs in Graduate Education and increasing URM participation |
Greater Cohort building for marginalized groups (SACNAS, MANNRS, NSBE, 1st Gen, Veterans, LBG, T populations) |
Best practices for mentoring grad students who are 1st gen/URM |
Grad DPD further exploration |
Work with Provost and SVPAA on P&T Transparency |
Develop process for peer mentoring of teaching |
Offer workshops on active learning/course design |
Develop policy for equitable consideration of eSET scores |
Develop process of annual activity report |
Evaluate how teaching efforts and success are considered in unit-level P&T |
Consider formal policy for “mid-tenure” teaching leave |