Diversity Strategic Plan

In order to support Objectives 1 and 3 of the Focus on the Future Strategic Plan and our role within this “public university acting in the public interest and creating public good” (p. 2), the Division of Student Affairs makes a strong commitment to transformative actions intended to ensure all members of the campus community feel that they matter and experience a sense of belonging. Our actions will be a model for other divisions and units within BGSU as well as other peer institutions.

Objective 3 specifically calls for BGSU to “support all individuals to build a quality learning community that fosters diversity and inclusion, collaboration, creativity, and excellence.” To champion this objective, the Division of Student Affairs will prioritize the development of this community by providing premier services to underserved students.

To that end, the Division of Student Affairs will strive to:

  1. Recruit and retain diverse staff
  2. Develop and maintain Social Justice and Inclusion competencies in its workforce
  3. Provide accessible and culturally targeted programs and services
  4. Foster an inclusive campus climate

The Division of Student Affairs will commit to thorough and continual enhancement in all these areas by employing comprehensive data and assessment to inform and improve our practices. We are dedicated to meeting the changing needs of our students and community, and we will continue to help those we serve learn, grow, and contribute to the good of our global society.

RECRUITMENT AND RETENTION

GOAL:

The Division will recruit employees who reflect BGSU’s diverse student body. It prioritizes developing a culture in which underserved employees are supported, grow professionally, and can experience a sense of belonging within the BGSU and Bowling Green communities. To accomplish these goals, the Division and all of its offices, departments, and programs will implement intentional strategies to ensure that highly qualified staff with Social Justice and Inclusion competencies are recruited and retained.

Action Item #1 - Require Social Justice and Inclusion competencies in new Administrative Staff hires. Job requirements will include at least two of the ACPA/NASPA Social Justice and Inclusion competencies.

Action Item #2 - Develop and implement additional search committee training to reduce implicit bias, diversify candidate pools, and evaluate candidates in an unbiased manner.  All search committee members and department heads will be required to participate in this training within the last three years prior to a search.

Action Item #3 - Share the Division’s Diversity Strategic Plan and related initiatives with applicants and current employees to highlight the Division’s commitment to diversity and social justice.

Action Item #4 - Provide the opportunity for career support and mentorship for staff from underserved groups. This may include collaborating to establish identity-based affinity groups for staff, developing a formal mentorship program, and/or providing professional development support for members of underserved groups.

Action Item #5 - Assess recruitment and retention strategies based on data and adjust strategies as necessary. Exit interviews will be offered to identify ways to improve retention.

EDUCATION AND HUMAN DEVELOPMENT

GOAL: 

After ACPA/NASPA Competency Areas (see Key Terms and Definitions), the education and development of student affairs staff’s Social Justice and Inclusion competencies broadly consists of two key areas: 1) establishing a baseline of knowledge, skills, and dispositions appropriate for all employees within each individual unit; and 2) providing staff with pathways for continued development and growth that allow our campus to meet the current and future needs of our student population.

Action Item #1 - Use baseline indicators of the ACPA/NASPA Social Justice and Inclusion competency to help staff members assess their own level of awareness, knowledge, and skills.

Action Item #2 - Establish and evaluate goals related to the ACPA/NASPA Social Justice and Inclusion competency for each staff member annually or biannually.

Action Item #3 - Provide effective education for supervisors on “Intermediate” and “Advanced” outcomes of the ACPA/NASPA Social Justice and Inclusion competency that relate to their roles as supervisors of staff or units/areas, as well as foundational outcomes when needed.

Action Item #4 - Determine and communicate how staff evaluations in each unit will be tied to taking advantage of opportunities to attend unit, campus, local, state, or national conferences and workshop sessions that address diversity and belonging issues.

Action Item #5 - Ensure that Division of Student Affairs Professional Development efforts regularly have tracks focused on the ACPA/NASPA Social Justice and Inclusion competency at all employment levels (professional, graduate, and undergraduate) and incorporate campus and community partners as attendees and presenters where appropriate.

Action Item #6 - Develop and execute assessment plans for the Division of Student Affairs and each of its units that measures progress and the effectiveness of staff education and developmental initiatives.

PROGRAMMING AND SERVICES

GOAL: 

The Division of Student Affairs works to provide programs and services that are accessible to a wide range of students and focused on supporting underserved student populations. All programs and services should be designed with these goals in mind. To accomplish these goals, Student Affairs units will engage in ongoing assessment of programs and services, make improvements to programs and services to meet identified needs, and collaborate with others.

Action Item #1 - Engage in ongoing assessment to determine the reach and inclusivity of services and programs. Assessment will include, as appropriate, usage data, evaluation of program content and format, and measures of effectiveness across demographic groups. (Using demographic information from CSS only)

Action Item #2 - Improve content, format, design (e.g. universal), advertising, and other aspects of programs and services to increase inclusivity and participation. This includes developing effective programs and services that appeal to a wide variety of students, while also meeting the need for programs and services focused on underserved groups.

Action Item #3 - Collaborate with institutional units and groups, external partners, and students to build programs and services with a broader reach and wider appeal.

CLIMATE

GOAL:

The Division of Student Affairs continues to improve campus climate. To this point, we will develop a three-year plan for continuous improvement in campus climate regarding equity, diversity, and inclusion. This would be primarily assessed through 1) the reported satisfaction of all groups regarding the attitudes, behaviors, and standards of staff; and 2) the responsiveness of the campus and division when issues of bias, microaggressions, and other incidents occur.

Action Item #1 - Institute a Division of Student Affairs staff climate study to determine the level of reported satisfaction regarding the responsiveness of the campus and Division related to issues of equity, diversity, and inclusion.

Action Item #2 - Increase financial and administrative support for conferences, projects, and events focused upon diversity, equity, and inclusion to build a healthy organizational climate.

Action Item #3 - Provide effective training to ensure all staff are prepared to contribute to a culture of mutual respect.

Action Item #4 - Expand services for students, especially around discrimination and minority stress.

* Key Terms and Definitions:

The ACPA and NASPA Professional Competency areas are intended to define the broad professional knowledge, skills, and, in some cases, attitudes expected of student affairs professionals. The Social Justice and Inclusion Competency is defined as as both a process and a goal which includes the knowledge, skills, and dispositions needed to create learning environments that foster equitable participation of all groups while seeking to address and acknowledge issues of oppression, privilege, and power. A copy of the Professional Competencies can be found here