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Diversity and Inclusion Committee

DSAES Diversity and Inclusion Committee Charge

The DSAES Diversity and lnclusion Committee is charged with making a significant impact on the DSAES community through developing division-wide training, education, facilitated conversations and resources related to diversity, equity, inclusion and social justice. The DSAES Diversity and lnclusion Committee is also charged with:

  • Develop a DSAES-wide multi-year plan for diversity, equity, inclusion and social justice for the division.
  • Develop educational programs and training experiences for DSAES staff which increases the knowledge, skills and abilities of our staff in being advocates in the areas of diversity, equity, inclusion and social justice.
  • Consult and serve as a resource for DSAES departments in developing, implementing, and assessing diversity initiatives.
  • Create a Diversity and Inclusion Champion program for every department ensuring all staff across the division is aware of training, education and resources are available in diversity, equity, inclusion and social justice.
  • Assess the campus climate for students and DSAES staff every other year in consultation with the Center for Diversity and Inclusion and the DSAES Director of Assessment and Planning.
  • Recommend policies, practices, and programs designed to improve the culture of DSAES.

Timeline

In the fall of 2018, the Division formed a Diversity and Inclusion Committee Group to conduct a self-assessment of the Division of Student Affairs and Enrollment Services’ (DSAES) Diversity and Inclusion (D&I) efforts. The committee was created with the following charge:

  • Evaluate the division’s current standing with diversity and inclusion through our collective departments and division efforts.
  • Conducts a Division Audit Based on the Global Diversity and Inclusion Benchmark Categories, determining DSAES’s current level of action related to each of the benchmarks, and include an Executive Summary and Recommendations.
  • Involve staff members to gauge awareness and collect qualitative data to address outstanding needs for the project.
  • Specifically, provide recommendations for the future role for the DSAES Diversity and Inclusion Committee.

Nominations were sought from the DSAES Senior Leadership Team. Applications were sought in December 2018, and group members were determined in January 2019. The Committee was originally comprised of thirteen individuals from across the Division. This group has been meeting since January 2019 to conduct an extensive review of the Division using the 2017 Global Diversity & Inclusion Benchmarks (GDIB): Standards for Organizations across the World.

The Global Benchmarks consist of 14 different categories that are organized into four groups (foundation, internal, external, and bridging). Each category is then divided into 5 levels, with the 5th level being the “Best Practice” in Diversity & Inclusion efforts.

For this Self-Assessment, the DSAES Diversity and Inclusion Committee, did not review four of the categories. These four categories are areas in which the Division does not have adequate internal control and/or leadership from an institutional context to be able to be measured within the institution. These four are identified in the Benchmark Rating section of this report as being omitted from this self-assessment.

The Working Group utilized the GDIB’s definitions of diversity and inclusion as a basis for this self-assessment.

Diversity: The variety of similarities and differences among people, including but not limited to: gender, gender identity and expression, ethnicity, race, native or indigenous origin, age, generation, sexual orientation, culture, religion, belief system, family status, socio-economic difference, appearance, language and accent, disability, mental health, education, geography, nationality, work style, work experience, job role and function, thinking style, and personality type.

Inclusion: How diversity is leveraged to create a fair, equitable, healthy, and high-performing community in which all individuals are respected, feel engaged and motivated, and their contributions toward meeting organization goals are valued.

According to the 2017 Global Diversity and Inclusion Benchmarks, for each category, the benchmarks are divided into five levels that indicate progress toward the best practices in that category:

LEVEL 5: BEST PRACTICE
Demonstrating current best practices in D&I; exemplary for other organizations globally.

LEVEL 4: PROGRESSIVE
Implementing D&I systemically; showing improved results and outcomes.

LEVEL 3: PROACTIVE
A clear awareness of the value of D&I; starting to implement D&I systemically.

LEVEL 2: REACTIVE
A compliance mindset; actions are taken primarily to comply with relevant laws and social pressures.

LEVEL 1: INACTIVE
No D&I work has begun; diversity and a culture of inclusion are not part of organizational goals.

The group did an in-depth review of association policies, processes, training material for both volunteers and staff, meeting minutes, program goals and evaluations, and communications. Additionally, the group sought out feedback from various groups through the following methods:

  • A review of documents from the Division of Student Affairs and Enrollment Services.
  • Focus Groups with UH students, DSAES leadership staff members and front-line and mid-level staff members from the Division.
  • A Division-wide survey to the 426 individuals that was sent May 1, 2019. The last of 191 total responses was received May 24, 2019, for a 45% response rate.
  • DSAES Department information gathering of the following: policies; training materials and guides; recruitment and personnel processes; marketing and communication examples,
  • DSAES Department Self-Assessment questionnaire focusing on Diversity and Inclusion areas of focus.
  • DSAES Department Self-Assessment of performance in relation to the ten (10) categories we were evaluating within the Global Diversity & Inclusion Benchmark, which also included narrative responses for their reasoning for their self-assessment level.

DSAES Diversity and Inclusion Committee Implementation Plan

Year One (2020-21)

  • Develop common language and talking points around the importance of Diversity, Equity and Inclusion as well as what the division is doing to support these values; work towards greater articulation of the “why” behind the importance of diversity and inclusion work.
  • Explore the creation of a DSAES-wide multi-year plan for diversity, equity and inclusion. Similar to the DSAES Strategic Plan, it is suggested the Division consider a series of long-term goals around diversity and inclusion, and what needs to be done to accomplish individual and collective goals.
  • Develop and implement an implicit and explicit bias training for search committee chairs and members, as well as task forces and workgroups of the division.
  • Create a consistency plan/guideline for the DSAES hiring process with special attention to bias trainings, accommodation offerings (e.g. breaks for breastfeeding mothers, golf cart transportation for candidates with physical disabilities, back-up plans if technology is inaccessible), appropriate ways to determine D&I competencies of all candidates, and how to recruit from diverse populations (e.g. affinity group list servs).
  • Create a Diversity and Inclusion Champion program. Departments will create a liaison that will connect to the Diversity and Inclusion Committee to bring opportunities and education back from the work of the Diversity and Inclusion Committee.
  • Navigation improvements to the Division website would enhance the Division’s value of Diversity and Inclusion, and the programs we offer in this area; Develop a division-wide calendar of Diversity and Inclusion education, including future opportunities from the DSAES Diversity and Inclusion Committee, as well as other diversity-related departments within the division to increase staff awareness and involvement in opportunities.
  • To ensure D&I is a priority for the Division, develop an online tool kit on the DSAES website that includes training modules, case studies and other educational content that may be used for department staff meetings, retreats and student training experiences.
  • Expand diversity and inclusion education (programs, workshops, webinars, etc.) for DSAES staff.
  • Design and distribute a follow-up survey for staff and Graduate/Instruction/Research Assistants to gather additional information related to identities within the Division and ways the Division can support these varying identities
  • Develop an organizational structure and budget to continue to broaden the work of diversity and inclusion for division staff.
  • In partnership with the Professional Development Committee’s New Staff Orientation, create ongoing Intercultural Development Inventory (IDI) sessions for new staff joining the DSAES community within their first six months of employment.
  • Highlight the university’s diversity statement on the DSAES website.
  • With the MarCom Committee and/or the DSAES Director of Communications, conduct an annual photo shoot to increase the pool of diverse images in order to enhance accurate representation of our student body.

Year Two (2021-22)

  • Implement implicit and explicit bias training for all staff across DSAES.
  • Add a section within departmental annual reports and assessment plans to highlight Diversity and Inclusion assessment and accomplishments.
  • The DSAES Diversity and Inclusion Committee could consult with departments on action planning around growth and action planning to increase diversity, equity and inclusion efforts for departments.
  • Once a Divisional newsletter resurfaces, ensure Diversity and Inclusion educational content is included in each edition; highlight staff members who are actively volunteering in the Division (committees, task forces, work groups, etc.).
  • Develop a refined Diversity and Inclusion communication strategy to highlight the positive work that individuals and departments are doing in this area.
  • Create a culture in DSAES where staff, particularly front line and office staff, are empowered to attend diversity and inclusion programs, with accountability measures.
  • All leadership should participate in coaching or other forms of professional development related to diversity and inclusion.
  • With the MarCom Committee and/or the DSAES Director of Communications, develop diversity and inclusion training for staff involved in the creation and approval of communication and marketing materials on an ongoing basis.
  • Ensure that Diversity and Inclusion is addressed in all DSAES staff’s annual e-performance document in some way (goals, responsibilities, competencies); update all DSAES job descriptions to include experience with diversity and inclusion is preferred.
  • Develop strategies to elevate work-life benefits that already exist at UH (wellness leave, flu shots, office ergonomics, office space, telecommute, flexible work week etc.).
  • With the MarCom Committee and/or the DSAES Director of Communications, improve division-wide marketing efforts by utilizing a Diversity and Inclusion lens and aligning marketing with Diversity and Inclusion goals.
  • Share outcomes of DSAES/CDI assessment data specific to Diversity and Inclusion to the Division and the campus community.

Work Teams

Improving the working environment for our black and brown colleagues

  • This work group will develop the priorities for this area.
  • Provide listing of Affinity spaces and develop others as needed.
  • Mechanisms for check-ins during periods of potential triggering events/trauma based on global, national and local issues. (How to check-in)
  • Develop intentional retention and support systems for black and brown colleagues.
  • Reporting Form for issues of discrimination/microaggressions, etc. (CDI/EOS/HR)
  • Celebrate community events that have impact on groups in the division, with education around the historical significance.
  • Members:
    • Kim Burkes
    • Anneliese Bustillo
    • Norma Lara-Cisneros
    • Michael Crook
    • Krista Huff
    • Kimberley Monroe
    • Norma Ngo
    • Ayodele Ogunye
    • John Shiflet
    • Andrea Trevino

D&I Infrastructure for the Division

  • Develop common language and talking points around the importance of Diversity, Equity and Inclusion as well as what the division is doing to support these values; work towards greater articulation of the “why” behind the importance of diversity and inclusion work. (Pair with Training Work Group)
  • Develop an organizational structure and budget to continue to broaden the work of diversity and inclusion for division staff.
  • Explore the creation of a DSAES-wide multi-year plan for diversity, equity and inclusion Similar to the DSAES Strategic Plan, it is suggested the Division consider a series of long-term goals around diversity and inclusion, and what needs to be done to accomplish individual and collective goals.
  • Design and distribute a follow-up survey for staff and Graduate/Instruction/Research Assistants to gather additional information related to identities within the Division and ways the Division can support these varying identities. (to include visible and invisible identities) (Climate Survey)
  • Members:
    • Varselles Cummings
    • Sarah Flores
    • Otis Johnson
    • Keith T. Kowalka
    • Patrick Lukingbeal
    • Kimberley Monroe
    • Joey Ratcliff
    • Lorraina Schroeder

D&I Training, Education and Orientation for New DSAES Staff

  • Develop common language and talking points around the importance of Diversity, Equity and Inclusion as well as what the division is doing to support these values; work towards greater articulation of the “why” behind the importance of diversity and inclusion work. (Pair with Infrastructure Group)
  • Mechanisms for check-ins during periods of potential triggering events/trauma based on global, national and local issues. (How to check-in)
  • Develop and implement a bias training for search committee chairs and members, as well as task forces and workgroups of the division. Chair certification training
  • Create a consistency plan/guideline for the DSAES hiring process with special attention to bias trainings, accommodation offerings (e.g. breaks for breastfeeding mothers, golf cart transportation for candidates with physical disabilities, back-up plans if technology is inaccessible), appropriate ways to determine D&I competencies of all candidates, and how to recruit from diverse populations (e.g. affinity group list servs).
  • In partnership with the Professional Development Committee’s New Staff Orientation, create ongoing Intercultural Development Inventory (IDI) sessions for new staff joining the DSAES community within their first six months of employment.
  • Expand diversity and inclusion education (programs, workshops, webinars, etc.) for DSAES staff. Provide listings of available DEISJ training.
  • Members:
    • Anneliese Bustillo
    • Michael Crook
    • Chandra Gonzalez
    • Keith T. Kowalka
    • Ken McBride
    • Javon Miller
    • Andrea Mitchen
    • John Shiflet
    • Monica Thompson

Communication, Inclusion and Outreach

  • Highlight the university’s diversity statement on the DSAES website.
  • Provide listing of Affinity spaces and develop others as needed.
  • To ensure D&I is a priority for the Division, develop an online tool kit on the DSAES website that includes training modules, case studies and other educational content that may be used for department staff meetings, retreats and student training experiences.
  • Create a Diversity and Inclusion Champion program. Departments will create a liaison that will connect to the Diversity and Inclusion Committee to bring opportunities and education back from the work of the Diversity and Inclusion Committee.
  • Navigation improvements to the Division website would enhance the Division’s value of Diversity and Inclusion, and the programs we offer in this area; Develop a division-wide calendar of Diversity and Inclusion education, including future opportunities from the DSAES Diversity and Inclusion Committee, as well as other diversity-related departments within the division to increase staff awareness and involvement in opportunities.
  • With the MarCom Committee and/or the DSAES Director of Communications, conduct an annual photo shoot to increase the pool of diverse images in order to enhance accurate representation of our student body.
  • Division messages having “open for dialogue” to move conversations forward and not set
  • Celebrate community events that have impact on groups in the division, with education around the historical significance.
  • Members:
    • Ashlynd Bunce
    • Norma Lara-Cisneros
    • Sarah Flores
    • Krista Huff
    • Keith T. Kowalka
    • Ken McBride
    • Antonio Pee
    • Tamera Nevels

Membership Roster

Ashlynd Bunce Student Centers
Anneliese Bustillo Women and Gender Resource Center
Michael Crook Center for Student Involvement
Varselles Cummings Center for Diversity and Inclusion
Sarah Flores Student Centers
Chandra Gonzalez Scholarships and Financial Aid
Krista Huff Enrollment Services Communications and Marketing
Otis L Johnson Student Housing and Residential Life
Keith T. Kowalka - Chair Student Affairs and Enrollment Services-Student Life
Norma Lara-Cisneros Campus Recreation
Patrick Lukingbeal UH Wellness and Integrated Enrollment Services
Ken McBride Counseling and Psychological Services
Javon Miller Center for Fraternity & Sorority Life
Andrea Mitchen Dean of Students Office
Kimberley Monroe Campus Solution Services
Tamera Nevels Student Centers
Norma Ngo Counseling and Psychological Services
Ayodele Ogunye University Career Services
Antonio Pee Student Housing and Residential Life
Joey Ratcliff Prospective and New Student Programs / Office of Admissions
Lorraine Schroeder LGBTQ Resource Center
Kimberly Shaw Student Centers
John Shiflet Cougars In Recovery
Monica Thompson University Career Services
Andrea Trevino Student Centers
Laura Zavala-Membreno Counseling and Psychological Services