1. Faculty Recruitment and Retention John Mihelich Angelique EagleWoman Vicki Trier Rebecca Tallent Christine Berven Nick Sanyal Anne Marshall Sayantani Dasgupta Zaida Rivera

2. The Problem Focus on racial/ethnic and gender reporting within faculty as diversity categories Current Data and Graphs for snapshot of campus faculty

3. 2010 – 12 Data by Racial Identification and Gender

4. 2011-12 Graph by Racial Identification

5. 2006-12 Graph by Gender

6. Report and Action Priorities Produced Revised Report Action Item Prioritization Met with Provost Secured Funding for Annual Faculty of Color Roundtable and Reception Roundtable

7. Roundtable of Racially/Ethnically Diverse Faculty Report was reviewed as a favorable contribution to campus initiatives Discussion on the amount of service, outreach and other activities by diverse faculty Discussion on information available to diverse candidates and new hires Establish support network and working group for current faculty - First informal mentoring gathering last night Strong need for search committee training across departments

8. Next Steps Search Committee Training Search Chairs – Best practices requirements – Diversity Recruiting Plan Diversity Excellence Awards – Teaching, Advising, Research, Outreach Diversity Welcome Packet Multicultural Caucus of the Faculty Senate Continue to cultivate the support network – March 5 th Provost’s Office and HRAI Office held the Third Annual Faculty-Staff Reception

9. What is the Certificate in Diversity and Stratification? The Interdisciplinary Certificate in Diversity and Stratification is housed in the Department of Sociology & Anthropology The Certificate offers hands-on tools to teach students how implement the theories and discussions of valuing diversity in their lives and work places.

10. How does the curriculum accomplish those goals? SOC/ANTH 301 (Intro to Diversity and Stratification): Required class that is the foundation of the program and sets the tone for the certificate – Using group activities, guided reflections, and service-learning the course encourages students to critically explore their experiences, values, and perspectives in the world Focus Course(s): Participants take 3-6 additional courses from a list of “diversity focused classes” Experiential Credits: Participants take 3-6 credits including three 1-credit workshops that focus on specific populations or skill sets

11. Staff Recruitment and Retention Elissa Keim Hoey Graham Jesse Martinez Mo Hendrickson Kim Malm Angela Helmke

12. 2011-2012 Focus Increased training for Supervisors – Supervisory Excellence Program (Pilot Summer 2012) Cultural Competency Sexual Harassment Prevention for Supervisors Diversifying the Workforce: Step by Step Strategies Development of a best practices guide to strategies for increasing staff diversity

13. Hiring Guide: Strategies and Resources for Increasing Diversity President’s Statement of commitment to diversity at UI Position description – diversity as an element Search committee composition Job announcement – commitment to diversity Recruiting and hiring – Recruitment plan – Advertising Resources – building a diverse pool (incl. targeted advertising) – Active Recruiting (incl. personal networking) – Evaluation, Selection, & Interview of candidates Screening Sample questions – Reference Checks and Background Checks – Ambassador Program Concepts/Guidelines – keeping the top choices in the pool Dual Career Services Housing Schools Childcare Churches/organizations, etc. – Period of Offer to Acceptance – Closure - closing out the search process, incl. communication with candidates not selecte d

14. What’s next Short-term goals Collaborate with Faculty R & R subcommittee Finalize best practices guide Ambassador program – Develop resources – Recruit and train ambassadors Long-term goals Improve exit interview questionnaire, and improve accessibility of data Produce recruitment video – selling U of I as the employer of choice Develop resources to assist new hires in adapting to and settling into the community (extension of ambassador program) Diversity education - training for all employees

15. Expanded Health Insurance Policy The faculty senate, with broad support from many quarters, adopted a policy last month to extend health benefits to “another eligible adult individual within the employee’s household” “Other eligible adult individual” is defined as: – a married spouse of the employee or another adult individual who falls within certain eligibility criteria based on: a) living together with the employee in the same residence with intention to do so indefinitely, and b) being financially responsible with the employee for the other’s welfare. This policy, when implemented, will greatly enhance the university’s ability to build diverse applicant pools for staff and faculty positions. It is a huge step forward for diversity.

16. Student Recruitment and Retention Ray Gasser Jeannie Levinski Rochelle Smith Matthew Kurz Debbie Buchanan Matt Wappett Alton Campbell Ed Galindo Marilyn Pope Yolanda Bisbee

17. Student Recruitment and Retention Diversity Landing (Web) Page Upward Bound/GEAR UP Presentation Academic Support – esp. disability support

18. Spanish Content Development Partnered with Irina Crookston, Chair of Foreign Languages 3 credit Graduate summer “internship” Funded through EM and HRAI Focus is on prospective student/admit pages Goal: Launched by September

19. University Housing MOSAIC Community Partnership with LGBTQA Director Search Preferred Qualifications: Spanish Speaking Website Development: Spanish Content

21. Community & State-Wide Engagement John Foltz Art Taylor Janice Fletcher Maxine Dakins Harriet Shaklee Mandy Hanousek Melina Ronquillo Steve Beyerlein

22. MULTICULTURAL CURRICULUM AND CO- CURRICULUM Andrew Turner, Mario Reyes, Traci Craig, Rodney Frey, Bruce Mann, Steve Martin, Cori Planagan.

23. Focus on diversity curriculum American Diversity component of CORE – 3 credit course, general education – Engage students in contemporary & historical issues of social & cultural diversity in U.S. – Foster awareness & understanding of our collective complexity of American community – Passed by General Faculty, April 24, 2012

24. Focus on diversity website resources Worked with UI web team to develop focus group scripts Conducted 4 focus groups with diverse students/faculty/staff: – Native American group (10 members) – Women’s group (9 members) – Unity (multicultural) group (9 members) – LGBTQA group (9 members) Conducted on-line survey for additional representation (veterans, disability services, alumni, etc.) – 18 completed

25. Diversity website resources, cont. Conducted 5 individual interviews with CORE and library faculty on website resources Data being collected, analyzed, and recommendations to be developed over summer for UI web development team Expected revisions to diversity website for fall 2012

26. WWAMI Commitment to Diversity Faculty Award Initiated in 2011 Reflects our mission Student-selected Recognizes: – Community building – Mentoring diversity – Curriculum or research that enhances diversity

27. Culture and Climate Assessment Rula Awwad-Rafferty Jane Baillargeon Dan Campbell Gloria Jensen Brian Hopper

28. Culture and Climate Assessment Defined Organizational Culture and Climate Defined Assessment Reviewed data collected in terms of definitions Developed action plan for next year

29. Culture and Climate Assessment Organizational Culture is a system of shared meaning that gives the culture its standards and distinction. Organizational Climate is the attitudes, feelings and values that characterize how the culture works.

30. Culture and Climate Assessment Characteristics of Organizational Culture – Individual initiative – Risk tolerance encouraged – Clear direction of objectives and expectations – Integration and cooperation of units – Management support – Control through rules and regulations – Identifying with the organization – Reward system based on performance – Conflict tolerance – Communication patterns Adapted from Robbins, Stephen

31. Culture and Climate Assessment Values of the Organizational Climate: – Learn, create, and innovate – Preserve and transmit knowledge – Act with integrity – Treat others with respect – Celebrate excellence – Change lives – Welcome and include everyone – Take responsibility for the future From LEADING IDAHO: Strategic Plan 2011-20156

32. Culture and Climate Assessment Culture basic findings: – Overall students, faculty and staff agree on the shared meaning that gives our culture its standards and distinction. Two areas of concern: – Control – Reward System Additional data needed: – Risk Tolerance – Integration – Identity

33. Culture and Climate Assessment Climate basic findings: – Overall students, faculty and staff share the attitudes, feelings and values that characterize the UI. One area of concern: – Integrity Additional data needed: – Staff perspective on learn, create and innovate – Celebrating excellence – Staff perspective on take responsibility for the future

34. Culture and Climate Assessment Basic findings: The committee will continue to – Define the characteristics of culture – Work with merging paradigms – Build on what we know, look for the gaps, add other perspectives

35. Appreciative Inquiry and Action Are we doing what we need to be doing? Are we affecting change? Where is the compass? And where is the rudder? Three foundational ideas : Appreciative inquiry; Community Capitals framework & Ripple Effect Mapping Borrowed from extension and Horizons programs with modifications and adaptations

36. Appreciative Inquiry Acknowledging the past, recognizing the best in people and the efforts, appreciating the successes, strengths, and opportunities, and looking toward potentials; Asking positive questions to move forward. Photo by Rula Awwad-Rafferty, Palouse Falls

37. Community Capitals Framework The university is a community, an eco-system, – Understand the interconnected multilayered landscape Capital: existing resources invested to create new resources over a long period of time. – Replaces a single framework of reference Importance of on place, interdependency, balance, and ripple effects.

39. Ripple Effect Mapping Simply, REM is an intentional, reflective, mind map; – Better understand ripple effects of the diversity council creation, and ongoing concerted efforts on people, institution, place, and overall progress and future orientation/engagement. – Recognize short, medium, and long range steps to achieve goals. Total impacts, not simple counting Activities are related to a larger purpose, everyone counts, the larger community counts Reflective, addresses community capitals, and engages all members of the team. Fun, engaging & visual

40. Image source: http://aparentinsilverspring.com/wp-content/uploads/2010/12/ripples1.jpg