What is “InclusiveExcellence?”

TheIE“Scorecard:”Long-termPlanningfor Inclusive Excellence

SeeUW-System’ssummaryhere:

What is this“Scorecard?”

The “scorecard”below answersUW-L’s needforaunit-level,long-termplanning structureforthe InclusiveExcellenceinitiative. TheUW-LIEImplementationTaskForce heard,throughconversation withdepartment chairs andotherheadsof units,that strategies forengaging in InclusiveExcellencewereneeded.Theteamidentifiedthegoalscategoriesframeworkof the“InclusiveExcellenceScorecard”developedbytheAmerican AssociationofCollegesand Universities(AAC&U--the“inventors” of theInclusiveExcellenceinitiative)asthemostappropriateframeworkforourcampus. UW-L’steamthen identifiedseveralpossibleUW-L-specificgoalsunder eachof AAC&U’s larger goalscategories, andthenidentified a UW-L-specificmeans togaugeaunit’sprogresstowardthatgoal.Use itas ameans to generateideas forgoal-settingand as a planning processto monitortheusefulnessof changes.

Theteam boreinmind thatAAC&U’sInclusiveExcellenceinitiativefocusesexclusively onstudentlearning,whereasUW-Lhasbroadened the ideaofInclusiveExcellencetoincludeworkplace issues.Becausemanyunits directly servestudentsand thusplayveryspecificroles in studentlearning,theteamdecidedtoretaintheoriginalgoalscategoriesfromAAC&U: accessand equity,diversity in theformaland informalcurriculum,campusclimate,and student learning anddevelopment. ButbecauseUW-Lis committedtoan excellentlyinclusiveworkplace,thechartbelowalso offersexamplesof goalsand gauges ofprogress thataddressworkplaceissues,whethertheunitdirectlyservesstudentsor not.

Inordertofacilitateplanning even further,thetwoindividual-levelplanning toolsthatour campushasdeveloped(theInclusiveExcellenceInventoryofInstructorPracticesand the IE Self-Developerfornon-instructionalstaff)matchup with thesesamefourcategories.

Whatdo those fourcategoriesmean?

1.Accessand Equity:

AAC&Udescribesthiscategoryas“Paying attentiontocompositionalnumbersand status,reductionof barriers toparticipation,andachievingequitablesuccesslevels acrossgroups.” Theseideasapplywhether theunitfocusses on studentsoron workplace.

2.Diversityin the Formaland Informal Curriculum:

AAC&Udescribesthiscategoryas“Including diversitycontent in courses,programs, andexperiencesacrossthevariousacademicprograms andinthesocial dimensionsof thecampusenvironment.”WhileUW-Ldoesnothavea “curriculum”foremployees,units couldestablishgoalsthat helpthemlearn aboutnewpopulations bytaking advantage oftheuniversity’sprogramming.

3.CampusClimate:

AAC&Udescribesthiscategoryas“Developing a psychologicaland behavioral climatesupportiveofall students.”Forworkplaceissues,unitscouldsubstitute“employees”for“students.”

4.StudentLearningand Development:

AAC&Udescribesthiscategoryas“Assuring thatstudentsacquirecontentknowledgeaboutdiversegroupsand cultures,and developcognitivecomplexity.” Foremployees, units might consider relevant goals for professional development .

Thechartbelowthenidentifiespossibleformsof evidencethatunits couldmonitor inordertodeterminewhen theyhaveaccomplished a goal.It thusoffers awealthof ideastoguidechange,intentionallybroadenough to beusedbyacademicdepartmentsas wellasotherunits.Bychoosing among alargerange of

possibilities,thechartallowsconsiderableflexibilitytoselectthegoalsthat bestfit a particularunit’smajorfunctions, strengths,and opportunitiesforprofessionaldevelopment.

Howshouldweusethis “Scorecard?”

In general,here arethesteps we recommend:

1.Determine whichofthefourgoalscategoriesyou’dliketo workon.Youmightwishtouseone of theadditionalplanning toolsavailable to you tohelpyoudeterminewhereyou wantto focusyourefforts(seethelinks inthesection below).Youmight,of course,decide thatyouwant to work in more thanonegoal category.

2.Setsomespecific,reasonable goalsto worktowardover aparticular periodofyears.Theadditionalplanning toolssuggestedbelowcan helpyouidentifyspecificgoals, ascanthe “SampleIndicatorsand Documentation”columnin thetablebelow. Also,perhapsyour unitcan identify a speicifcpopulation youwould liketoservebetter.

3.Figureout howyou willgauge yourprogress(see“SampleEvidence” inthetablebelow).

4.Brainstormsomewaystoaddressthegoalsyou haveset. Prioritizethoseideas, andchooseoneor twotoimplementfirst.

5.Collectdatausingthe gaugeyou’veidentified inStep 3. Thisis yourstarting point(your“baseline”)soyouknowhowfaryou’vecome whenyou checkagainlater.

6.Implementyourinitial ideas.

7.Collectnewdatausingthegauge(s)youidentified in Step 3. Didyourideashavethe effectyou wanted tosee? Didyougetenoughchange? Ifnot,trytounderstand why.Basedonyouranalysis,returnto step 4. Ifyourideashad thedesired effect,startatstep1andchoosenewgoals.

Whatotherplanningtoolsare available?

TheInclusiveExcellenceInventoryofPracticesforInstructionalStaffcapturestheresearch literatureon good practices.Youcangettoit fromhere:

TheInclusiveExcellenceSelf-DeveloperforNon-InstructionalStaffprovidesideasforindividualengagement in the IE Initiative. Use ithere:

UW-L’sIEPlanningScorecardi

IEArea / SampleIndicatorsandDocumentation / SampleEvidence
AccessandEquityAttentiontocompositionalnumbersandstatus,reductionofbarrierstoparticipation,andsuccesslevelsof faculty,staff,andstudents /
  • Compositionaldiversitythataims tobringmultiple voicesintotheconversation,includingvoiceshistoricallyexcluded
/
  • Abilitytoworkwithdiversestudentsincluded in requestsfornewpositionsandinhiringcriteria

  • 3-and5-yearturnoverratesamongfacultyand staffarelowand/ordropping
/
  • Fallingturnoverrates

  • Policies(e.g.,bylaws)evaluatedbyoutsideconsultant foreffectsonretentionandsuccessofadiverseworkforceandstudentbody(e.g.,definitionof scholarshipisroadenoughto includeresearch ofinteresttowiderangeofprofessionals;teachingevidencedefinitionsareclearandfair,standardsarenotarbitrary)
/
  • Chairparticipationintrainingon spousalhiring,FMLA,ADAprotocols,interpersonalinteraction,etc.
  • Followedbylawschecklist

  • Courses,classrooms,andofficesareasaccessibleaspossibletoallpersons
/
  • Reviewedbydepartmentchairs,orcommittees,reportedtoADAcoordinator

  • Allsyllabi,coursematerials(includingfilms),andeventsadsincludeaccessibilitystatementandlistacontactpersonfor inquires
/
  • Reviewedbydepartmentchairand/orADAs;printingservices

  • Equitygapsidentified,then closed;e.g.:
  • nosystematicpatternsin studentgrades,orinstudentaccesstoandparticipationinbeneficiallearningexperiencesorevents
  • salaries,tenure,ratesofpromotion/careerprogressionareequitablecomparedtoDelaware,CUPA,orUWSystemdata
  • LTEpositionsusedappropriately(e.g.,notforpermanentpositions)
/
  • MeasurescollectedthroughIR(e.g.,DWFs,gradesinkeycourses,GPAs,graduationrates,retentionrateswithinthemajor)andactionplansgenerated
  • 80%ofdeptstaffhavetakenonlinetrainingon equitygaps
  • Inequitiesnotedtodeanorotherappropriateadministrator
  • Deanorotheradministratornotified

IEArea / SampleIndicatorsandDocumentation / SampleEvidence
Diversityinthe
FormalandInformalCurriculumInclusion ofdiversitycontentincourses,programs,andexperiencesacrossthevarious academic programsandin thesocialdimensionsofthecampus environment /
  • Identifydiversity-relatedknowledge,attitudes,andskillsnecessaryforgraduatesofprogramsortobeacquiredbyeventparticipants
  • orstaffinservice units;
  • constructplanstoensure andmeasureacquisitionthereof
/
  • StudentLearningOutcomesdefinedbydepartmentorunitandtrackedthroughprograms
  • Addedto jobdescriptionsfornewpositions;
  • Addedtoannualreviewandprogramassessment;classroomclimateitemaddedto SEIs

  • Coursesandexperiencesrelatedtodiversitytopicsincludedand/orrequiredinthecurriculum
/
  • StudentLearningOutcomesdefinedbydepartmentandtrackedthroughprograms

  • Programmingaddressesabroadrangeofdiversityissuesandgroups
/
  • Addedtoprogramassessment

  • Programmingexploreshowawide rangeofpopulationsrelatetoanissueortopic(e.g.whatdoes “sustainability”meanfortheinner citypoor?)
/
  • Addedtoprogramassessment

  • Supportforandvaluingofresearcharounddiversityissuesandgroups,includingissuesrelated to teachingandlearninginadiscipline,bymembersoftheunit
/
  • Includedinbylaw’sdefinition of scholarship

  • Activecommitmenttodevelopallmembers’diversity-relatedbasesofknowledgeandpractice
/
  • Addedtoannualreview
  • 80%ofdeptmembershavecompleted2EquityMindednessorCulturalCompetencymodulesorattended2ormore InclusiveFridayseachyear

IEArea / SampleIndicatorsandDocumentation / SampleEvidence
CampusClimate:
Thedevelopmentofapsychologicalandbehavioralclimatesupportiveofall students,staff,andfaculty /
  • Students,faculty,andstaffunderstand whatconstitutesharassmentbasedonrace,ethnicity,gender,andsexualorientation,knowwhattodowhentheyencounterit,andunderstandtheconsequencesofengaginginit aswell asthe impactitcan have
/
  • Allsupervisorsannuallytakeonlinesexualharassmentquiz(HUBwebsite),monitoredbydeansanddirectors
  • Sexualharassmentquiz isadmission tickettonewfacultyorientation
  • Unitplanstoincludeother trainingsaspartoffaculty/staffdevelopment

  • Membersseektodevelopknowledgeofawiderangeofhistorically-underservedgroups
/
  • 80%ofstaffcompleteculturalcompetencyself-studiesavailableperyear

  • Memberslearn what “equitymindedness”means andhowtoimplementitdaily
/
  • Participationinrelevantprofessionaldevelopmentaddedtoannualreview

  • Promotionofcross-groupconversation,collaboration,problem-solving,planning
/
  • Committeescommittobroadrepresentation(e.g.race,gender,sexualorientation,disability,universityemploymentstatus)
  • Collaborativecourseassignmentsintentionallydevelopcross-groupinteraction

  • Allmembersofthedepartmentandallstudentsin allcoursesunderstandthehallmarks(ground rules)of civility,knowhowtorespondto incivility,andknowhowand whytoupholdthesestandardsofbehavior
/
  • Departmentsandunitsadoptastatementon civility,include itinbylaws,andincorporateitintosyllabiandpolicies

  • Aimto bea“safespace”wherestudents,staff,andfacultyfeelnoneedto passasamemberof adominant group in ordertofeelconnected
/
  • 80%ofstaffparticipate in culturalcompetencyand/orLGBTSafeSpacetraining

IEArea / SampleIndicatorsandDocumentation / SampleEvidence
StudentLearningand
DevelopmentTheacquisition ofcontentknowledgeaboutdiversegroupsandculturesandthedevelopmentofcognitivecomplexity /
  • Goalsandmeasuresforacquisitionofknowledgeaboutdiversegroupsandculturesnecessaryforcreatinginteractionacrossgroups
/
  • Learningoutcomesidentifiedandassessed

  • Creationofintentionallydiverseandcollaborativelearningenvironments
/
  • Collaborativecourseassignmentsintentionallydevelopcross-groupinteraction

  • Development of unitmembers’skillsindesigning and leadingactivitiesandexperiencesrequiringinteractionacrossgroups
/
  • Participationin appropriateCATLworkshops

  • Monitoringcognitiveandsocialdevelopmentindiverselearningenvironments
/
  • Learningoutcomesidentifiedandassessed

  • Monitoring senseof ethnic,racial,andculturalidentityforallstudents
/
  • Studentscanseethemselvesreflectedincurricula;opportunitiesexist forstaffandstudentstodeveloppositivenon-dominantgroupidentity(e.g.,studentsencouragedtoparticipateinorgsthatrepresentdiversity;studentparticipation in High-ImpactPracticesisequitableacrossgroups;communityplacementsitesvettedforinclusivity)

iadaptedfromDamonA.Williams,etals,TowardaModelofInclusiveExcellenceandChangeinPostsecondaryInstitutions(pdf)(Washington,DC:AAC&U,2005).