Taskforce Framework

Recommendation:
Create a new division or unit led by a Vice President or a Chief Diversity Officer who reports to the President.

Action:
This recommendation has been accepted and a Chief Diversity and Belonging Officer was appointed.

Phase 3 - Implementation:
Implement recommendation, leveraging partnerships, coordinating efforts, and meeting short and long term goals.

Rationale:
Diversity and Inclusion is the work of the entire campus. However, in order to advance the strategic plan,  structural change, allows for " more direct examination of underlying institutional values, goals, and evaluation that are then linked to multicultural values and efforts throughout the campus or unit . . .    [ and which] are typically more intrusive and lead to more extensive dialogue and systemic changes within the institution” (Lyddon, 1990, as cited in Pope, Reynolds, & Mueller, 2019, p. 103).

Recommendation:
Name the new unit Equity, Diversity, and Inclusion or Diversity, Inclusion, and Belonging.

Action:
The new Division was named Diversity and Belonging. Other name changes included Office of Title IX and Center for Violence Prevention and Education.

Phase 2 - Build support/approval:
Once initial discussions and planning has taken place, those assigned should gain broad support and necessary approvals.

Rationale:
The previous unit under the Division of Student Affairs was named Equity, Diversity, and Inclusion (EDI). The Task Force moved this forward as an option as well as Diversity, Inclusion, and Belonging (DIB). There is a general perception that equity is the work of everyone, but addressed by the Office of Human Resources. Due to this, and the institutional commitment to helping people feel like they "belong," Diversity, Inclusion, and Belonging will be the new division's name.

Recommendation:
Separate LGBTQ+ Programs from OMA into an distinct office.

Action:
This recommendation is a future goal as we will explore reallocation of funding and new funding (e.g. donors, grants, etc.) to support building out LGBTQ+ Programs.

Phase 1 - Initial planning process:
Those assigned to lead each task must determine campus readiness, appropriate actions, timeline and metrics.

Rationale:
Currently, the funding has not been identified to separate these offices without harming the services of each office. Therefore, LGBTQ+ Programs will remain under OMA and will be evaluated further in AY 2020-2021.

Recommendation:
Provide inclusive pedagogy professional development for instructors.

Action:

1. An investment of time and resources will be made during the fall 2019 semester to establish workshops to increase a knowledge of inclusive pedagogy.
2. Leads on this will need to meet to determine next steps and metrics.
   

Phase 1 - Initial planning process:
Those assigned to lead each task must determine campus readiness, appropriate actions, timeline and metrics.

Rationale:
An inclusive pedagogy nurtures an equitable and safe learning environment where all students, regardless of their varied backgrounds, identities, abilities, and experiences, feel they belong and know that they are valued, supported, challenged, and empowered.

Recommendation:
Provide training for faculty and staff (e.g., implicit bias, prejudice, racism, and harassment).

Action:

1. Identify trainers through the Center for Faculty Excellence, the Office of Human Resource, the Division of Diversity and Belonging, and outside vendors to provide trainings and workshops.
2. Leads on this will need to meet to determine next steps and metrics.
   

Phase 3 - Implementation:
Implement recommendation, leveraging partnerships, coordinating efforts, and meeting short and long term goals.

Rationale:
Workshops and trainings raise awareness of unconscious and implicit bias which influences hiring, promotion, grading, etc. Having a deeper understanding of issues such as prejudice, racism, and harassment increase the probability of members of the community holding people accountable for behaviors negatively impacting campus climate.

Recommendation:
Implement curricular, co-curricular, and extra-curricular programming.

Action:
Explore key collaborations and partnerships necessary to successfully and intentionally develop cultural experience to help student development.

Phase 1 - Initial planning process:
Those assigned to lead each task must determine campus readiness, appropriate actions, timeline and metrics.

Rationale:
As we prepare our students for life after college, co-curricular activities that provide an opportunity for structured learning can  complement the formal curriculum. Students engage in several extra-curricular activities and there is an opportunity for more intentional collaborations for diversity and inclusion education if we build upon the existing curricular, co-curricular, and extra-curricular programming.

Recommendation:
Recruit and retain students, faculty, staff, and administrators from marginalized groups.

Action:
Admissions, the Office of the Provost, the Office of Human Resource, the Division of Student Affairs, the Division of Diversity, Inclusion, and Belonging, several colleges, and other areas across BGSU campuses will work to continue to implement programs, services, and incentives to help with this.

Phase 2 - Build support/approval:
Once initial discussions and planning has taken place, those assigned should gain broad support and necessary approvals.  

Rationale:
We value the talent and skills that members of our community bring to the university. As Higher Education continues to shift, we must become innovative around recruitment, screening, and selection of candidates, explore the needs of individuals once they are here; and establish supportive opportunities to help people want to stay.

Recommendation:
Implement and evaluate strategic goals.

Action:
Using this planning document as well as other strategic planning documents, each lead needs to determine metrics.

Phase 1 - Initial planning process:
Those assigned to lead each task must determine campus readiness, appropriate actions, timeline and metrics.  

Rationale:
Establishing metrics that could be utilized to monitor, evaluate, and communicate our diversity and inclusion efforts is the only way to know if we are successfully advancing our goals.

Recommendation:
Monitoring and accountability.

Action:
The CDBO, the Deans, and various committees will develop ways to monitor efforts and hold our community accountable.

Phase 1 - Initial planning process:
Those assigned to lead each task must determine campus readiness, appropriate actions, timeline and metrics.  

Rationale:
In order to improve diversity and inclusion programming, focus on the recruitment and retention of  students, faculty, and staff from minoritized groups, and address the sense of belonging; monitoring and accountability for diversity and inclusion efforts will be a key priority.

Recommendation:
Accessibility.

Action:
Seek input on things that can be done immediately and within the existing budget while also evaluating long-term goals.  Enhance (or develop) training/workshop for faculty and staff on disability issues and accommodations.

Phase 4 - Quality review:
Conduct progress reports and seek input on ways to improve.

Rationale:
As we discuss diversity and inclusion efforts, people with disabilities are the group too often left out. While we have a strong Accessibility Services staff, there are resources needed for that office as well as across campus to create a more inclusive campus for people with disabilities.

Recommendation:
University-wide terms and definitions for diversity, equity, and inclusion.

Action:
PACODI will engage the Dean's, Faculty Senate, USG, GSS, ASC, CSC, Cabinet, Executive Council, and any other constituency group to discuss definitions and select universal terminology.

Phase 2 - Build support/approval:
Once initial discussions and planning has taken place, those assigned should gain broad support and necessary approvals.  

Rationale:
Members of the BGSU community and those benchmarking against BGSU often look for common definitions, language, and terminology. For consistency in plans, policies, grant applications, etc. standard definitions could benefit the community.

Recommendation:
Require inclusive pedagogy professional development for all faculty.

Action:
Based on what we know about inclusive pedagogy and the impact on equity, safety, and a sense of belonging, there will be an investment made to identify the necessary resources for faculty to feel that they have the tools to build inclusion into their teaching.

Phase 3 - Implementation:
Implement recommendation, leveraging partnerships, coordinating efforts, and meeting short and long term goals.

Rationale:
An investment of time and resources will be made during the fall 2019 semester to establish workshops to increase a knowledge of inclusive pedagogy.

Recommendation:
Utilize diversity and inclusion data and metrics for accountability.

Action:
Existing scorecard needs to be reviewed to understand current use and make updates. A new scorecard needs to be developed for accountability.

Phase 4 - Quality review:
Conduct progress reports and seek input on ways to improve.

Rationale:
In order to make BGSU a more diverse and inclusive environment, we need to define, collect, and use data to inform our efforts and to hold ourselves accountable.

Recommendation:
Ensure diverse representation (e.g., race, ethnicity, gender) on all hiring committees and committees granting funding from any source (e.g., scholarship committees).

Action:

1. Determine how many committees there are.
   
2. Determine the impact that will have on members of minoritized groups before implementing. 
   

Phase 1 - Initial planning process:
Those assigned to lead each task must determine campus readiness, appropriate actions, timeline and metrics.  

Rationale:
In order to ensure that equity is happening within selection processes, all selection- and scholarship-based committees (e.g., search committees, committees granting funding of any sort) must have diverse representation (i.e., race, ethnicity, gender).

Recommendation:
Require diversity and inclusion training for all students, faculty, staff, and administrators to increase multicultural competence and add cultural competence and commitment to diversity to employee performance evaluations.

Action:
Use existing cultural competence standards in order to show evidence of  a commitment to diversity  and inclusion. Work with various contracting and governing agencies, as well as the Office of Human Resource, and the Deans to include cultural competence in job listings and evaluations for faculty and staff.

Phase 1 - Initial planning process:
Those assigned to lead each task must determine campus readiness, appropriate actions, timeline and metrics.  

Rationale:
Cultural competence creates an increased ability to understand and interact with people across cultures. Helping faculty, staff, and students understand ethnocentrism and cultural relativism will help to move our campus to being a more inclusive place that values our differences.

Recommendation:
Reallocate existing faculty, staff, and administrators.

Action:
We are moving forward with this recommendation and will continue to evaluate organizational structure.

Phase 3 - Implementation:
Implement recommendation, leveraging partnerships, coordinating efforts, and meeting short and long term goals.

Rationale:
In order to support the new structure, there must be a reassignment of existing faculty, staff, and administration.

Recommendation:
Earmark investments of new resources and resource savings from improvements in efficiency.

Action:
We are moving forward with this recommendation and will continue to identify resources.

Phase 3 - Implementation:
Implement recommendation, leveraging partnerships, coordinating efforts, and meeting short and long term goals.

Rationale:
Resources are needed in order to support the recommendations of mandatory trainings for faculty and staff for example, as well as faculty professional development, which would require significant resource investment.

Recommendation:
Implement improvements to PACODI based upon review/assessment of current structure and charge.

Action:
We will not be continuing with this recommendation. The President and CDBO will review membership, and a new group will be created to replace PACODI. Invitations will go out by the end of August 2019.

Phase 2 - Build support/approval:
Once initial discussions and planning has taken place, those assigned should gain broad support and necessary approvals.  

Rationale:
PACODI has not historically been empowered to take action. After a full membership review and name change, this group will have a new identity and will be responsible for executing many of the actions that will come from this strategic document.

Recommendation:
Continue current charge and structure of SACODI.

Action:
The CDBO will work with the co-chairs of SACODI to determine if SACODI can play a role in students having a sense of belonging. Consider a name change to capture belonging and measure the impact of initiatives.

Phase 3 - Implementation:
Implement recommendation, leveraging partnerships, coordinating efforts, and meeting short and long term goals.

Rationale:
With the recent restructuring of SACODI and the necessity of student involvement in diversity and inclusion work, no immediate changes are needed for this committee. To align with the institutional commitment to belonging, the committee should consider adding belonging to the mission.

Recommendation:
Require each college to implement DACODI or similar committee.

Action:
Each college needs to identify membership and begin meeting.

Phase 3 - Implementation:
Implement recommendation, leveraging partnerships, coordinating efforts, and meeting short and long term goals.

Rationale:
DACODI functions as a committee tasked with infusing diversity and inclusion into the work of each college. By creating a DACODI or committee in each area, there will be a constant point of contact for PACODI and units are more likely to achieve diversity and inclusion goals.

Recommendation:
Designate a single committee chair from the BGSU community to serve on NIOT with continued formal involvement by the university

Action:
The university has appointed a designee to serve as the NIOT representative. This person will need to gain clarity of the role, define what is manageable, yet meaningful, and continue to engage with the community. 

Phase 4 - Quality review:
Conduct progress reports and seek input on ways to improve.

Rationale:
There is a need to clarify the universities involvement in NIOT’s work. While there is a valued relationship, those previously tasked with co-chairing have expressed concern with the workload.