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AnnualDiversityPlanAccountabilityReport
3
Leadership Team ‐ strategically address enrollment. Members of the leadership team made personal phone calls to
racially diverse high school seniors who had been admitted to the university, encouraging them to enroll.
Department Heads – generated and executed enrollment management plans, faculty hires related to Strategic Goals
Developed and revised CEHD Graduate Student Council – increased student engagement in College decision making,
increased graduate students’ voice regarding College guidelines. Engage students through seminars, focusing on
professional development working in the profession. Awarded over 130 travel and research grants, aimed at providing
PhD students with the resources necessary to excel in their program.
Developed and revised CEHD Undergraduate Student Council; All FTIC and Transfer students take part in a learning community, thereby increasing their engagement in the College and University; CEHD has offered over $250,000 in
scholarships and support for global education experiences. This has resulted in a 3‐fold increase in persons taking field
trips abroad and in semester‐long study abroad over the past 2 years.
2. Recruitment and Retention ‐ efforts this past year to retain and recruit. Ongoing efforts to address recruitment and
retention of underrepresented groups across faculty and students continue.
Faculty ‐ 1) mentoring program for faculty; 2) new faculty orientation; 3) increased faculty recognition; 4) faculty newsletters related to research support and 5) implementation of tactics determined from 2012 faculty retention study. As a result of faculty retention study, department heads have been authorized to negotiate counter offers as a retention strategy to keep talented faculty at the CEHD. The executive associate dean meets with each search committee to go over guidelines, to emphasize recruitment for diversity, and to bring attention to the recruitment for diversity handbook. Graduate Students ‐ 1) mentoring program for graduate students; 2) stipends; 3) family friendly policy revision and 4) include student contribution to CEHD’s diversity mission as part of all scholarships and awards given to graduate students. Undergraduate Students‐1) telephone calls to accepted students, new recruitment; 2) transfer recruitment partnership with Lone Star College – Montgomery, 3)Collaborative in service learning projects to support diverse and at‐risk students in Aldine ISD;4) John Deere Foundation Grant to recruit urban high school students into STEM Education; 5) established relationships with Texas Association of Future Educators (TAFE) Chapters; 6)new high schools campus visits to the University; 6) TAFE conferences and state convention representation and recruitment presence. Staff ‐ 1) creating staff ombuds; 2) annual staff conference; 3) departments/deans office staff codes of conduct and 4) staff exit interviews.
3. Advisory and/or Developmental Council Groups – progress made to advisory groups/development councils
understand and reflect the university’s and unit’s commitment to diversity
The College has strengthened the roles of our student, faculty, and staff advisory groups. Further, the College has
increased the information being provided to the dean’s development council related to diversity. Below are examples of
strengthened roles for each group:
Dean’s Development Council (DDC) – bi‐annual meetings include faculty diversity research presentations; College
diversity trends shared, DDC engaged in supporting College in work with racially/ethnically diverse P‐16
Dean’s Office – monthly reports on climate, diversity and equity
Dean’s Council – monthly dialogue on climate, diversity, and equity
Committee on Diversity Initiatives (CoDI) – cross‐College advisory committee address climate, diversity, and equity
CoDI Subcommittees ‐ Education & Trust Building, Communications, Evaluation & Sustainability, and Leadership
tactical groups that execute College/departmental climate, diversity, and equity activities
Departmental/Dean’s Office Climate, Diversity, and Equity Committees – committees tactically address climate,
diversity, and equity activities based upon each unit’s climate survey findings
Graduate Student Council – representatives from each department student group. From a policy standpoint, the GSAC
has addressed family‐friendly policies, GA stipends, and student experience (via seminars)
AnnualDiversityPlanAccountabilityReport
4
Undergraduate Student Council – The Undergraduate Student Council ‐ Members speak to constituency groups throughout the semester and represent the College at recruitment, matriculation, and fundraising events in the future
4. Unit Climate ‐ unit’s climate based on data, noting major themes, including strengths, challenges, and opportunities.
The College continues its strong efforts to address climate within the College, departments and programs. Specific focus
has been placed on strategies, tactics, and processes to support progress towards the College’s diversity goals.
CEHD Office of ODDI: 1) collects monthly data on College‐wide/departmental climate, diversity, and equity activities; 2)
provides leadership to College and departmental level climate activities and supports for deans/department heads and
3) College leadership on climate issues including department conflict, faculty recruitment, faculty retention, staff
retention, graduate student supports, specific climate issues related to race/ethnicity, sexual orientation and gender
identity, religion, power, and communication Departments: 1) conduct Fall 2013/Spring 2014 climate surveys and
compare with 2011 survey data; 2) offer programs, workshops, and seminars to address climate, diversity and equity
based upon departmental 2011 climate survey findings CoDI Subcommittees: 1) Leadership – Equity white paper;
2) Education and Trustbuilding – Climate issues based on Faculty Senate anti‐bullying document 3) Communications –
Diversity webpage development support; 4) Evaluation and Sustainability –College‐wide support of Diversity goal 3
Activities and Action Plans
Fall 2012‐Fall 2013: 1) development of CEHD Diversity Webpage for external audience; 2) development of CEHD
Diversity Webpage for internal Spring 2013: 1) creation of CEHD Difficult Dialogues Initiatives Program; 2) university‐
wide Climate Survey with CEHD UG oversampled; 3) university‐wide Graduate Student Climate Survey, CEHD results
shared at College and departmental level with development of actions plans Summer 2013: beginning of Dean’s
Monthly Climate, Diversity, and Equity reports Fall 2013: 1) Dr. C.K. Gunsalus: College sponsored university‐wide speaker
on Incivility; 2) DCDOC Initiative on creating share values and processes, procedures and tactics; 3) EPSY Climate Survey
for faculty, students, and staff; 4) creation of Staff Exit Interviews; 5) CoDI Subcommittee on Leadership: Equity white
paper; 6) CoDI Subcommittee on Education and Trust Building: Bullying white paper Spring 2014: 1) March 2014 CEHD
Conference: A Dialogue on Climate, Inclusion, and Respect, addressing themes from 2011 Climate Survey; 2) launch
CEHD Diversity Webpage for external audience; 3) launch CEHD Diversity Webpage for internal audience; 4) Deans Office
and Departmental Climate Surveys (for remaining three departments) for faculty, students, and staff; 5) UG Climate
survey results and action plans from departments; 6) Mentoring symposium for graduate students and faculty; 7)
Women Researchers on Women’s Issues symposium launch Staff Exit Interviews
Addressing areas of improvement identified from 2012 Accountability Report
1. Diversity of Student Enrollment and Subsequent Graduation Rates ‐ Explanation of the enrollment‐graduation gap of
diverse undergraduate students was also identified by CEHD as priority warranting further investigation. The
enrollment‐graduation gap is impacted by the characteristics of the College’s internal and external transfers; both
groups are less racially diverse than our FTIC students. CEHD analyses show 87% of our FTIC students graduate from
the College, and there are no demographic differences among those who do not.
2. Targeted Improvements and Action Planning to Address Climate Survey Findings ‐ College has systematically addressed
the 2011 climate survey findings through the implementation of tactics described above. The 2014 CEHD Conference:
A Dialogue on Climate, Inclusion, and Respect is strategically organized to address the major CEHD climate themes
identified in the 2011 survey.
3. Alignment of Diversity Goals to Maximize Recruitment and Retention Efforts ‐ Demonstrate stronger alignment of our
CEHD Diversity Goals to maximize faculty recruitment and retention efforts (see Faculty section page 2).
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