PART 3 | Recommendations
Part 2 describes the opportunities for growth that 麻豆AV should focus on, and Part 3 will offer recommendations to support 麻豆AV in reaching those opportunities of growth. The recommendations below follow stakeholder listening sessions and a review of existing documents, key themes from the stakeholder listening sessions, and promising practices we are aware of from other literature or institutions of higher education. Similar to Part 2, Part 3 will focus on recommendations to include A) Developing a JEDI Vision; B) Broadening the Focus of JEDI Work; C) Creating Systems of Accountability; D) Creating Systems of Capacity Building; E), Creating a JEDI Communication Strategy; F), Connecting and Collaborating; and G), and Structural Support for the CDO (senior JEDI leader) and JEDI Division.
These recommendations should be considered at the adoption of this report, prioritized, and planned for phased implementation. The recommendations will require additional resources, discussion and planning, and evaluation. Even if all recommendations are fully adopted, it would not be feasible to move into implementation all at once. We recognize these recommendations take substantial resources and time; however, urgency and significant financial investments are highly encouraged.
Developing a JEDI Vision
PMJ recommends that 麻豆AV develop a comprehensive Justice, Equity, Diversity, and Inclusion (JEDI) vision for the campus. This should be led by the Chief Diversity Officer (CDO) with a shared language and responsibilities across the executive leadership team. A few speci铿乧 actions could include:
- CDO Strategy & Planning: The CDO should have the capacity and space to create a vision, strategy, and action plan that can align with the 鈥淩oad Map to the Future.鈥� This process may take a while to create a cohesive and institution-wide strategy, and the CDO should also communicate the vision, strategy, and action in progress while developing the 鈥滐瑏nalized鈥� strategy. Of the possible responsibilities of a CDO, this is one of the most pressing.
- Embedded in Institutional Planning Efforts: JEDI visioning and strategy should be built into strategic and annual planning processes. JEDI must be embedded as foundational aspects of these plans on institutional, divisional, and departmental levels.
- Executive Leadership Alignment: Senior Leadership can regularly and clearly communicate the goals, strategies, and actions necessary to propel JEDI initiatives forward. This should occur regularly in writing and oral messaging, emphasizing the explicit ties of JEDI initiatives to their teams鈥� work.
- Executive Leadership Presence: Senior Leadership should be present at JEDI-focused programs and events to showcase their support and commitment to JEDI initiatives. Attendance and presence at these events will also help them build personal and professional capacity.
- Communication and Transparency: The CDO should create an annual report to update stakeholders and the community on progress towards achieving the vision of the 鈥淩oad Map for the Future.鈥� This includes communicating the conditions for success and failures, parties responsible for metrics and outcomes, and ongoing projects for action. There will be more focus on this in the Communication section.
Broadening the Focus of JEDI Work
PMJ recommends 麻豆AV broaden the focus of JEDI work on campus beyond a racial justice lens. Racial justice can be the center of JEDI, but it must go broader and intersectional and not approach race from a binary Black and White framework. Acknowledging dimensions of intersecting identities and oppressions is essential for JEDI initiatives across campus. Some speci铿乧 actions 麻豆AV could take include the following:
JEDI Employee Development: Ensuring all employees working in JEDI-related roles have a clear understanding of JEDI research, theory, and practice (generally and in their 铿乪lds) can support employees in actualizing principles that align with the values of JEDI work. Additionally, employee training and development in understanding how intersectional approaches improve their ability to serve students and employees across campus will elevate the overall JEDI climate. There will be more details in the Capacity Building section.
Identity-based & Intersection Education: 麻豆AV leadership should engage with employees focusing on disability justice, undocumented communities, LGBTQ+ communities, veteran communities, and formerly incarcerated/justice-involved communities and assess their needs. Additionally, JEDI-related visioning, strategies, and efforts should include disabled people, LGBTQ+ people, undocumented people, veterans, formerly incarcerated/justice-involved people, and non-Christian religious people with an intersectional lens, as these communities are not mutually exclusive or monolithic communities. These are key populations identi铿乪d as priorities on 麻豆AV鈥檚 campus, as evidenced by the offices, committees, and programs targeting these students鈥� success.
CDO Uses Intersectional Lens: The new Chief Diversity Officer should have a strong lens of intersectional understanding regarding race, gender, sexuality, disability, immigration status, veteran status, and other dimensions of social identity. The CDO should also have the demonstrated experience to implement intersectional approaches to JEDI work and educate others on JEDI in organizational change management strategies.
Creating Systems of Accountability
PMJ recommends that 麻豆AV create more systems of accountability around JEDI topics and issues. There should be clear expectations from the President and at all levels that every department and employee must prioritize JEDI learning and actions. A few speci铿乧 actions could include:
- Annual planning and strategic planning: All departments should have speci铿乧 JEDI goals as they create annual and strategic planning. From an institutional perspective, this should be built into planning systems and structures. Those leading the planning efforts should receive training to understand how to create goals and identify success metrics. Department directors and divisional leads must be trained to hold teams accountable to the JEDI goals. The department and divisional leads must also be held accountable by their senior leaders. Annual reporting should include speci铿乧 JEDI metrics and goals that each unit is expected to address. The new JEDI division and even the Office of the President should have systems of accountability around JEDI goals. A system of accountability should be infused into all aspects of the culture. Holding individuals and units accountable to JEDI learning and action should come from a place of love, respect, and care.
- Institutional research should center JEDI work and ensure research and assessment provide disaggregation by demographics, identities, and communities. Institutional research likely already disaggregates around race and gender; moreover, they should expand to include LGBTQ+ identities, disabilities, veteran status, carceral-system impacted, religion, and veterans. JEDI values should be the center of research and outcomes related to classes, programs, support services, and human resources. The disaggregated research should be widely communicated and utilized to start a conversation on action plans.
- Budgets and resource allocation should take JEDI work into account. Departments doing meaningful JEDI work should be resources to encourage their efforts, and financial support should align. Departments that do not prioritize or center JEDI work should be held accountable regarding financial resources. As institutions prioritize JEDI work, the financial and staffing resources should re铿俥ct the expected additional work.
- Performance evaluations for all employees should include JEDI topics, and people should know they are evaluated on their JEDI learning efforts and actions. The focus should be on growth and effort and should meet people where they are. Those who do not actively engage in JEDI learning and action should be held accountable through performance review, performance planning, and disciplinary processes. The supervisors providing the evaluations must also have the training to understand how to engage in this conversation and coach the employee toward growth. Adjusting performance evaluations will often require conversations with shared governance groups and bargaining units.
- Numerous stakeholders named that when bias incidents occur outside of a formal policy or legal violation, nothing comes of it. A bias reporting and response process should be created to address bias-related incidents. It should focus on employees and students. It should collaborate with Title IX, human resources, and student conduct. This recommendation also aligns with the Cozen Report, which emphasized accountability and transparency and addressed incidents that do not violate policy. The focus should be on restorative justice, addressing the harm caused, and learning for those who caused the harm. A common model for bias response is a team with a lead chair, and as it evolves, a full-time employee may be needed. This often can be in collaboration with an Ombudsperson. The process should be well communicated and transparent and ensure people know where to report, how to report, and what happens after they report. A successful example to learn from is the .
Creating a System for Capacity Building
PMJ recommends that 麻豆AV establish a new program or department with intentional goals of JEDI employee training and development. 麻豆AV has over 4,000 employees, and to effectively train and develop employees, a new office would need to be created to train and develop employees effectively. A growth goal would be to have a minimum of two full-time trainers. The trainers should be highly trained in JEDI topics, intergroup dialogue, and action planning. Learning outcomes should focus on social justice theories, self-awareness and identity exploration, intergroup dialogue skills, individual actions, and department JEDI strategies. They should offer training around anti-racism, LGBTQ+ issues, UndocuAlly training, disability justice training, sex and gender-based violence, and interfaith dialogue workshops. This recommendation aligns with the recommendations from the Cozen report, speci铿乧ally focusing on sex and gender-based violence. The trainers should host regular and ongoing training for individuals and departments. They should also be provided with a budget to outsource to experts as needed. An example to consider as a model is the and the , which provide both short-term and long-term development opportunities. Employees should be provided release time to engage in ongoing JEDI training and development, and it should be placed on them only to do JEDI work outside of the normal job duties and time.
The new JEDI training officer should begin their efforts by working with the senior leaders, institutional researchers, and marketing and communication team members.
Creating a JEDI Communication Strategy
麻豆AV has many amazing JEDI efforts occurring. However, stakeholders often felt unaware of the goals, actions, and collaboration methods. 麻豆AV should employ a full-time communication staff member focused on JEDI work. PMJ recommends it reports to the Office of Marketing and Communications, but directly supports the work of the Chief Diversity Officer. The role should create close collaborations between the CDO area and Marketing and Communications. The person in this role should have a strong understanding of JEDI topics and issues. A few speci铿乧 JEDI Communication Strategic Actions should include:
- Creating a clear JEDI vision, strategy, and action plan, and widely and regularly communicating this. Ensure employees have an understanding of foundational JEDI terms and values.
- Creating a communication plan focused on JEDI work. The communication officer should ensure adequate communication goes out to employees, students, alums, and community members on JEDI challenges, efforts, impact, and next steps. There should be regular press releases and social media communication to update on crises as well as celebratory accomplishments. Transparency should be at the center of the communication plan
- The communication officer should ensure all senior leaders are aware of the communication plan and JEDI efforts, and the senior leaders should have the skills to openly dialogue about JEDI issues and efforts.
- The communication officer should also have the skills to engage with the media about JEDI topics and crises.
Connecting and Collaborating
PMJ recommends creating structures that intentionally and regularly promote collaboration, trust, and communication between individuals, groups, committees, and coalitions doing JEDI work, so they can easily share information and build effective, efficient, and synergistic efforts. Some speci铿乧 actions to encourage collaboration could be:
- Host regular meetings or gatherings each semester or quarter with all individuals and departments doing JEDI work, whether under the CDO, student affairs, the Provost, the Union, or auxiliary services. The CDO should also lead an annual retreat to ensure people are aware of the vision, mission, and key JEDI priorities. There could also be sub-groups, such as a racial justice coalition for those focused on anti-racism work.
- The group should create a shared communication plan. Hence, they are aware of key priorities, efforts, and events not to duplicate efforts and move towards a just campus synergistically.
- The groups should focus on trust-building, healing, co-conspirator actions, and coalition-building. Many JEDI-focused groups have intergroup challenges that deter them from collaborating and being effective. The group should prioritize trust-building, cross-group and intergroup coalition building, and healing. An outside facilitator is often more effective at leading these efforts versus the CDO, as it can make it difficult for them to lead and be a part of the group.
Fully Utilizing DEI Commission 麻豆AV is very fortunate to have a DEI Commission that has demonstrated an unwavering commitment to fostering an environment that is equitable, diverse, and inclusive for all members of the campus community. However, in order for the Commission to be successful, there are necessary resources that are needed. Here are some recommendations to ensure the success of the DEI Commission:
- 麻豆AV Establish Clear Goals and Objectives:
- The larger institution needs to develop a clear vision for DEI/JEDI with respective metrics.
- Diverse Representation:
- The Commission already re铿俥cts the diversity of the 麻豆AV community, including faculty, staff, students, and community stakeholders.
- Transparency and Accountability:
- Create a transparent process for selecting Commission members and leadership roles.
- Reporting:
- Require the Commission to provide regular reports to the 麻豆AV administration, faculty, staff, and students about its activities and outcomes to show they are providing oversight for the 麻豆AV DEI vision.
- Assessment and Data Collection:
- Implement a robust system for collecting and analyzing data related to diversity and inclusion on campus. Regularly assess the campus climate, survey the 麻豆AV community, and use metrics to track progress toward DEI vision.
- Inclusive Policies and Practices:
- 麻豆AV leadership should collaborate with the Commission to review and revise university policies, practices, and procedures to ensure they align with DEI principles.
- Encourage academic departments and administrative units to develop and implement their own DEI action plans with alignment to institutions goals.
- Resource Allocation:
- Ensure that the Commission has adequate resources, including funding, personnel, and administrative support, to carry out its initiatives effectively.
- Partnerships and Community Engagement:
- Foster partnerships with external organizations, community groups, and businesses that share a commitment to DEI. These collaborations can provide additional resources and perspectives.
- Long-Term Planning:
- Develop a multi-year DEI strategic plan that outlines the Commission's goals and initiatives over several years. This will provide a roadmap for sustained progress.
- Monitoring and Adaptation:
- Regularly assess the effectiveness of the Commission's initiatives and adjust strategies as needed. Be willing to adapt to changing circumstances and evolving needs.
- Communication and Outreach:
- Promote the Commission's work through various communication channels, including social media, newsletters, and campus-wide announcements. Engage in proactive outreach to ensure that the entire 麻豆AV community is aware of DEI efforts.
Structural Support for the Chief Diversity O铿僣er and JEDI Division
PMJ recommends several shifts as the new Chief Diversity Officer (CDO) hiring process begins. Through stakeholder listening sessions as well as current research and literature around CDOs, PMJ recommends a shift in the structure around JEDI work and JEDI leadership. This section will overview several recommendations, including a JEDI Division, JEDI staffing structure, reporting lines, CDO resources, and CDO support.
Division of Justice, Equity, Diversity, and Inclusion
Though many JEDI functions are occurring at 麻豆AV, some work efforts and groups are disconnected. The CDO role at many institutions, including at 麻豆AV, has often been a singular role with many expectations. For the CDO to be effective, it should have the resources, power, and expectations to address the many forms of injustices and oppression occurring at the institutional level. The CDO would lead the new JEDI Division and have the people, financial, and political power to be effective as an institutional leader. The JEDI Division should include several reporting lines, including several new areas previously mentioned. The CDO cannot do the work alone and needs aligned staffing, support, and autonomy to take immediate action, plan for long-term campus climate change, and serve as an advisor to the President and consultant to other campus leaders. 麻豆AV is a large and complex institution, and a single CDO cannot shift an organization of its size. Resources, including people and budgets, must be allocated to create real change. Establishing a JEDI unit adds signi铿乧ance and value to other traditional university units. For example, has an office structure that includes a CDO; an Assistant VP for learning & development; an Assistant VP for student development and engagement; a research officer; a deputy Title IX Coordinator (with a dotted line to the compliance office); and more. Additionally, model includes a CDO (within a Central Office), includes four (4) Assistant/Associate Provosts, administrative supports, a DEI strategic planning team, four (4) programming units, an evaluation & assessment team, as well as a Business Office and Communications/Marketing team. Lastly, California State University, Sacramento鈥檚 model includes a VP and CDO, Director of Operations, oversight of the Office for Equal Opportunity (compliance), Office for Disability Justice (ADA/504), and Office for Cultural Transformation (programming, training, and faculty diversity). These models are just a few of possible campus models that can support a community as large and diverse as 麻豆AV1.
1 University of Michigan and California State University, Sacramento are listed as peer institutions according to , the most recent year readily available.
Some direct and/or dotted reporting lines to the new JEDI Division include the following:
- Associate Vice President of Compliance and their direct reports should closely align with the JEDI Division regardless of where it reports to; the AVP should be the lead for compliance, and the CDO should support their work but not spend signi铿乧ant time doing day-to-day compliance work. Although the AVP of Compliance needs to understand speci铿乧 policies and laws, it should also be connected to the overarching JEDI vision of the institution and go beyond compliance. Establishing the CDO as separate from the day-to-day operational responsibilities of the work of the AVP of Equity and Compliance allows them to focus on the strategic and visionary approach to advancing the systemwide equity framework for 麻豆AV. Both roles are of paramount importance in any organization. Still, they encompass different responsibilities and require distinct skill sets. The CDO cannot have the potential overwhelming workload of being heavily involved in the day-to-day AVP of Equity and Compliance department.
- Office of JEDI Training and Development (see the section in Capacity Building); a signi铿乧ant function of JEDI work includes shifting the campus climate, which can largely happen by educating the institutional employees. This office can also serve in a coaching and consultation role as departments move to create and implement their own JEDI strategies. This office should ensure that managers and institutional leaders have the knowledge and tools to engage in JEDI work and lead JEDI work effectively. This areas should be led by a seasoned, knowledgeable, and skilled JEDI administrator.
- Bias Reporting and Response; a signi铿乧ant theme that emerged from stakeholders was the lack of knowledge on what to do when a bias incident occurs. Stakeholders shared about incidents that harmed individuals and the campus climate yet did not fall under a speci铿乧 policy or law. There should be a response team and a full-time individual to educate on bias incidents, manage reports, and guide the institution with response plans. The goal is to prevent bias incidents from occurring; however, the current situation will be supporting those impacted and their communities and restoring harm that has been done. This person or team could also sit under the Office of JEDI Training & Development.
- Communication officer (see Communication JEDI Strategy); one key strategy to ensure JEDI work is effective is dedicated communication staffing and plans. The role of a communication officer is critical to the CDO鈥檚 success. This role can remain in the Office of Marketing and Communications, but should have dotted line reporting to the JEDI Division. If communication is not transparent, regular, and well-planned, the JEDI Division will not succeed. A long-term strategy would also be having a project manager lead key initiatives within the JEDI Division. However, at an initial period, the Communication Officer may also have the skills to serve as a communication officer and project manager. The communication officer should ensure it regularly communicates to the institution about the success and outcomes of key initiatives. The institution needs to know what current issues are, what actions are being planned, and the progress being made. Consider JEDI dashboards, press releases, social media campaigns, and annual and strategic reports.
- The Division of JEDI needs dedicated team members focused on research and effectiveness. This should be in collaboration with the Office of Institutional Research. Ideally, all Office of Institutional Research employees would have the knowledge and skills to focus on JEDI topics deeply; however, in the current state, a researcher should either sit in the Division of JEDI or be assigned to support this new Division. There are many JEDI efforts, and the institution needs to understand the impact and outcomes.
- The Commission on Diversity and Inclusion is pivotal in promoting equity and inclusivity within an organization or institution. The Commission should continue to report to the President to ensure that the Commission's efforts are well-coordinated, elevated, and aligned with the overall strategic vision of the institution with a dotted line to the CDO. Additionally, the university needs to adopt a comprehensive DEI strategic framework, complete with measurable metrics to support the work of the Commission.
- The Division of JEDI and CDO needs administrative support like other senior institutional officers to be effective.
- Budgets should be analyzed and ensure they are sufficient based on expected work and outcomes.
Naming of the Chief Diversity O铿僣er
The title of the Chief Diversity Officer is a standard and known title in higher education, private industry, and in governmental organizations. 鈥淐DO鈥� is a common organizational title similar to chief academic officer or senior student affairs officer, which may or may not be used in an everyday title. However, there could be some limitations to using 鈥淐DO.鈥� The term 鈥渄iversity鈥� is a simplistic word that does not fully encompass the breadth or depth of what someone in this role should be doing. If 麻豆AV would consider a change in title, a few other options could be 鈥淰ice President of Justice, Equity, and Inclusion,鈥� 鈥淰ice President of Diversity, Equity, and Inclusion,鈥� or 鈥淐hief Equity & Inclusion Officer.鈥� Some institutions use dual titles, such as 鈥淰ice Provost of Equity and Chief Diversity Officer.鈥� The challenge with changing the title would lead to the person and institution having to explain the role and function, which could be a challenge but also an opportunity to rede铿乶e and set new expectations. Regardless of title, it is critical to note that this role should have the same level of title, in铿倁ence, and power as other vice presidents or cabinet level officers. The position should also report to the President and have in铿倁ence over the entire institution regarding JEDI vision and efforts.
Support for the Chief Diversity O铿僣er
Outside of a new JEDI Division, there are several other needs to ensure the CDO is successful. Many senior officers as well as anyone doing JEDI work, the emotional exhaustion, burnout, and turnover are high. In order to fully support people in these roles, a support structure and wellness plan must be considered. The working world and higher education is shifting, and employees are demanding more emotional and well-being support in order to be effective and be retained. The following are critical to the long-term success of the CDO:
- The President should continue to supervise the CDO, and the CDO should have direct and regular access to the President.
- The President should have a strong understanding of how to support a CDO. Supervising the CDO should include an understanding of how to lead, mentor, develop, and support a team member doing full-time JEDI Work with an identity-conscious lens (Brown et al., 2019). The institution should consider direct support around wellness, emotional health, and well-being for the CDO鈥揳s well as all employees and especially those who may experience vicarious trauma鈥� and support them in attending conferences and development opportunities. The CDO role should consider the institutional structure that can support wellness as well as reduce the need for self-caret. Their emotional, mental, and physical health is critical to their success.
The recommendations stated above may not be achievable all at once, but there should be a long-term strategy to get to the point of having a well-structured and resourced Division of JEDI. The CDO needs the institutional power to create a strategy, act, and hold the institution accountable. The fundamental role of the CDO role is to challenge an institution to change. Many CDOs are not set up to be effective and are held accountable for not meeting expectations. Additionally, the work of a CDO is deeply personal, and often the person in a CDO role is personally experiencing racism, sexism, cisgenderism, homophobia, ableism, and other forms of oppression, while also trying to shift a large institution's culture. The CDO needs personal and institutional support to be effective and maintain their wellness.
| Areas of Concern & Growth | Recommendations Overview |
|---|---|
| JEDI Visions for the Institution |
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| Coordination of JEDI Efforts |
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| Focus on JEDI Work |
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| Infrastructure to Support the CDO |
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| Structure on Accountability |
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| Communication |
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| Capacity Building |
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