Improve Support Systems for Students of Color

It is imperative that we improve the support systems for students of color that may struggle during their collegiate years.

These efforts ultimately increase their persistence and retention at ESU.

The sub-goals connected to this initiative include learning opportunities, accountability practices, space for crucial conversations, mentorship, and creating an inclusive and welcoming campus community. Student support is delivered in multiple ways to meet students where they are.

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Sub-goal #1: Develop and Implement University-wide Diversity Certificate and Recognition Program.

Supporting the Learning and Development IE Scorecard

Strategies

• Curriculum Sub-committee of D&I research different certificate models from other institutions of higher education.

• Develop criteria and framework for ESU’s certificate program.

• Get support from key stakeholders such as President’s Council, Provost Leadership Team, and Department Chairs.

• Create promotional flyer for the program and share the information about the certificate at various university meetings.

• New employees will be required to take DEI and bias training within their first 30 days to better understand ESU’s changing student demographics.

Results

The DEI Certificate was created to help faculty and staff not only enhance their learning and development but also show their commitment to diversity, equity, and inclusion. The structure of the program challenges participants to engage with specific topics and issues that our students may face. The growth in knowledge and self-awareness of participants will help them better understand and support our students. The program launched Fall 2020 with an informational session for interested faculty and staff.

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Sub-goal #2: Perform a programming audit from the past year to examine the number or campus programs as it relates to D&I.

Supporting the Campus Climate IE Scorecard

Strategies

• Comprehensive database of college-wide and campus-specific initiatives that relate directly to the academic success of students belonging to historically underrepresented and underserved student populations.

• Implement measurable initiatives that aim to increase the retention and/or graduation rates of students belonging to historically underrepresented and underserved student populations, and assess progress toward established outcomes.

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Sub-goal #3: Develop the Women of Color Initiative.

Supporting the Learning and Development IE Scorecard

Strategies

• Establish Women of Color Initiative committee representing diverse faculty and staff.

• Develop mission and vision for program.

• Develop core components of the program that address issues related to persistence and retention.

Results

The Women of Color Initiative was created as a direct response to support retention efforts at ESU. In Spring 2020, women from various departments collaborated to establish the foundation of WOCI that include mentorship, discussion, and women's empowerment. Sister Chat was launched in March 2020 as a response to COVID-19 and the need to engage our women of color differently in a virtual environment. Fall 2020 programming includes workshops and opportunities for socially distanced interactions.

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Sub-goal #4: Expansion of the Diversity Dialogue Project

Supporting the Learning and Development IE Scorecard

Strategies

• Recruit new members to the Diversity Dialogue Committee.

• Secure funding to expand the program.

• Move program under the Diversity and Inclusion Committee to increase institutional support.

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Inclusive Excellence Scorecard Definitions

• Access and Equity: Attention to compositional numbers and status, reduction of barriers to participation, and success levels of faculty, staff, and students
• Diversity in the Formal and Informal Curriculum: Inclusion of diversity content in courses, programs, and experiences across the various academic programs and in the social dimensions of the campus environment
• Campus Climate: The development of a psychological and behavioral climate supportive of all students, staff, and faculty
• Student Learning and Development: The acquisition of content knowledge about diverse groups and cultures and the development of cognitive complexity

Source: Williams, D. A., Berger, J. B., & McClendon, S. A. (2005). Toward a model of inclusive excellence and change in postsecondary institutions. Washington, DC: Association of American Colleges and Universities.