Comprehensive Strategy and Plan

Current State of Diversity and Belonging

The following diversity and belonging comprehensive strategy and plan was created to aid us in the goals of our overall university strategic plan. Within this document, we address the current state of diversity and belonging through data, our strategies to establish Bowling Green State University as an institution of choice for students, faculty, and staff from marginalized and minoritized groups, and our plans to improve the climate on our campuses as they relate to diversity and belonging.

Data on Bowling Green State University Students, Faculty, and Staff

Below are charts based on publicly available data filtered by race, ethnicity, and by gender. The categories are based on Integrated Postsecondary Education Data System (IPEDS) standards. Institutional Research utilizes federal and state definitions for data collection purposes.  Please note that these data are not inclusive of all of the ways that people identify their race, ethnicity, or gender identities. Historically, data have been collected based on specific information on race, ethnicity, and gender without the ability to make updates as we learn more about how people identify. For example, male/female as the only option reinforces sex assigned at birth, whereas, BGSU strives to challenge such narrow traditions that do not recognize gender identities and expressions. You will notice that there are charts below labeled Gender, though they reflect Sex. This is an area that we hope to improve moving forward.  For data on additional years, please see Appendix B.

BGSU Diversity & Belonging Survey Data

Diversity and inclusion is not the responsibility of any one person, but a collective effort that requires a commitment by each of us. In Bowling Green State University's (BGSU) newly developed strategic plan, Focus on the Future, Objective Three calls for us to empower and support all people to achieve excellence. Last year the BGSU Task Force on Diversity and Inclusion was charged with reviewing the current state of our diversity and inclusion efforts, assessing their success and effectiveness and providing a framework for our university moving forward. As a result of their recommendations, a new Cabinet-level position for diversity and belonging was appointed to ensure a holistic approach. A brief survey from President Rodney K. Rogers and Chief Diversity & Belonging Officer, Jennifer McCary was sent to the campus community with the goal of identifying benchmark data related to diversity and belonging at BGSU. The BGSU Diversity & Belonging Survey was open from August 23, 2019 – December 19, 2019.

Definitions

In order to advance the work of the 2019 Diversity and Inclusion Task Force, the Diversity and Belonging Council reevaluated the recommended definitions of diversity, belonging, equity, and inclusion. Sessions were held on both campuses, as well as online, for members of the BGSU and broader community to provide feedback on the terms. It is the recommendation of the Council that these definitions be implemented university-wide to create a common language and understanding of these concepts and terms. Language is powerful. Many of the terms we use today are situated within an evolving historical narrative that continues to impact how each of us navigates the world.

The goal of providing background and definitions for the terms listed below is to help us improve dialogue about a variety of social topics. When we better appreciate the power of our words and the weight they carry, we can reduce several misunderstandings by strategically thinking through the way we describe our thoughts and experiences. More importantly, a common linguistic framework helps us to listen and better understand each other as we engage in these exchanges.

As a public university for the public good, it is our responsibility to ensure that each student, faculty, staff, and community member has the ability to participate without barriers and to feel affirmed. At BGSU this means understanding the power of our words and the language we choose to use.

Diversity is the recognition of intersecting identities and social hierarchies, particularly related to race, ethnicity, gender, sexual orientation, age, disability, religion, and socio-economic status.  (Modified from BGSU Inclusion Network, 2012, as cited in Student Affairs Diversity Committee, 2014).

Belonging is an ongoing process of finding and creating connections.  It is about the extent to which students, faculty, and staff feel valued, respected, included, and empowered.  When people belong, they experience being affirmed by the campus community, inclusive of the people, physical spaces, and organizational structures within that community (adapted from Strayhorn, 2018, p. 4).

Equity is the practice of ensuring that personal or social circumstances, such as protected class or intersecting identities, are not obstacles to achieving one’s potential. Equity is reflected in policies and processes which acknowledge that we live in a world where not all people are afforded the same resources, treatment, and opportunity, and works to remedy this fact (modified from Equity and Quality in Education, 2012).

Inclusion is an active process that engages the community to cultivate an environment that sustains and affirms all members, particularly those from historically marginalized or minoritized groups. It is a commitment to distribute privilege and influence across differences and a willingness to act on this commitment (BGSU Focus on the Future Task Force on Diversity and Inclusion and Diversity Strategic Plan Committee, 2019).

Belonging is the result of a successful alignment of diversity, equity, and inclusion efforts.

The Impact of COVID-19

Prior to the start of this global pandemic, we were preparing for a demographic shift due to the 2008 recession. Years of data analysis have prepared colleges and universities for a decrease in enrollment of approximately 15% by 2025. Our strategic planning efforts were helping to positively position Bowling Green State University, and the impacts of COVID-19 have only accelerated our timeline.

COVID-19 is not only a threat to our health, it is also a threat to our recruitment and retention of students, staff, and faculty. This pandemic has not and will not affect everyone equally. Many of the changes we have been asked to make in our lifestyle have been easy for some and unbearable for others. Thoughts of what the future will hold have left many of our own community members feeling vulnerable, anxious, and at risk. As we center people, we must be thoughtful of and patient with one another, and remember that we all entered this pandemic from different vantage points.

While COVID-19 is a major health crisis that we face, without our intentional intervention, it may also be a crisis of community division. This is not the story we want to tell. Instead, let our story be one of how this pandemic made us stronger.

Diversity and Belonging Comprehensive Strategy and Plan

Strategic goals were created to provide greater clarity on ways that we will enhance our campus culture to support diversity and belonging. These goals are intended to guide each member of our community in a collective effort to improve the experiences of individuals, and inspire us to improve the conditions of this region and world.  Working with a consultant, the leadership of Diversity and Belonging considered the current state of diversity and inclusion, based on information that was available.

Strategic Goals

1. Each BGSU student will graduate with the cultural competence necessary to live a meaningful and productive life in a diverse world

2. We will equip students from all identities with the tools and support necessary to overcome personal and societal barriers, graduate, and achieve success 

3. Through our strategies, we will enhance our culture to support diversity and belonging from our hiring practices, to our recruitment and retention initiatives  

4. Faculty, staff, and students will feel a sense of belonging with the BGSU community as a whole

Over the course of multiple meetings, the Diversity and Belonging Council reached consensus on these five thematic strategies and the plan for action captured under each theme. These strategies will guide the University through 2023.

Strategy 1

ADVOCACY: Advocate for just and equitable policies and practices to ensure a safe and inclusive community where each person feels empowered and supported.

• Monitor university policies for negative/adverse diversity and inclusion impacts
•  Review university assessment practices to ensure commitment to equity, diversity, and inclusion processes (e.g., disaggregating data) and outcomes (e.g., persistence, graduation) for diverse populations
• Develop a system to provide continuous feedback and suggestions
• Explore incentives for faculty and staff participation in ally and advocate training workshops
• Encourage participation of faculty, staff, and graduate students in affinity groups
• Assess current onboarding practices and training needs for new staff members
• Establish a network of Faculty and Staff Diversity Advocates who will serve as liaisons between campus community, various divisions and units

Strategy 2

EDUCATION AND DEVELOPMENT: Deliver impactful social justice and cultural competency professional development opportunities and trainings to enhance faculty, staff, and students’ capacity.

• Review extant literature to develop cultural competency standards for faculty, staff, and students
• Establish university-wide learning and developmental outcomes related to diversity and inclusion that can be used for programming and assessment purposes
• Offer professional development resources to educate staff on issues related to diversity, equity, inclusion, and social justice (e.g., share current articles; form book club; tiered training workshops; webinars/webcasts; share information about campus, regional, and national opportunities)
• Offer train-the-trainer sessions for a variety of diversity, equity, inclusion, and social justice workshops to build a network of approved co-facilitators

Strategy 3

PROGRAMMING: Implement high-quality educational and engagement opportunities for university faculty, staff, and students.

• Conduct an audit of programming based on the mission, vision, values, etc. of the university
• Move beyond satisfaction-only assessment methods to assess the effectiveness of faculty, staff, and student learning
• Update university-wide learning and developmental outcomes related to student learning, development, and success that can be used for programmatic and assessment purposes to expand on Personal and Social Responsibility to diversity and inclusion

Strategy 4

COMMUNITY: Leverage campus and community partnerships to create a diverse community of belonging.

• Survey current and forecasted internal and external collaborations and partnerships
• Explore funding opportunities with current and new partners
• Develop a campus and community partner communication plan
• Form cross-campus coalitions that connect students, faculty, staff, and community members

Strategy 5

ACCOUNTABILITY: Demonstrate the positive impact of Diversity and Belonging initiatives to campus climate.

• Track, measure, assess, and report progress for the strategic plan
• Form or continue assessment committees to support and provide accountability for unit-level initiatives related to goals and metrics
• Communicate assessment results
• Explore the appointment of a President-designated administrator responsible for diversity, inclusion, and belonging efforts for faculty (i.e., Vice Provost for Faculty Diversity and Inclusion)