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Survey
Dear Colleagues –
Dean Scott Thomas has asked that in the process of revising this action plan that
we re ect the ve high leverage change opportunities that he outlined in his
Dean’s Message of March 26, 2018 (located on the CESS “About Us” webpage);
create measurable actions that will produce small wins producing culminative
impacts toward desired change; and adhere to planning that is reasonable in
scope and responsible in resource management. We plan to nalize the plan in
June, and launch it in September 2019 with the aim to help us move closer to the
ideals of our mission and vision in the College. We are asking for your feedback on
this plan that is newly framed using the concepts of People, Programs, and Place;
but, it was rst developed in alignment within the framework of UVM's four pillars
of UVM’s Inclusive Excellence.
This survey is designed to present the near nal draft of diversity and inclusion
action statements developed by varying degrees of involvement by the
contributors listed below. You will be asked after each of the three sections
(People, Programs, and Place) to concisely share what resonates with you and what
feedback you would like to offer. The CESS Faculty Committee on Equity, Action
and Diversity will host a Diversity Brown Bag forum on May 3 at noon to host a
conversation about this action plan (to be held in Waterman 426). This survey will
close on May 10.
Thank you for your input on this important strategic action planning document,
and your ongoing commitment to advance equity, diversity and inclusion every
day!
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with colleagues,
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PEOPLE
4. Create an annual awards program that recognizes faculty, staff and students
to recognize exceptional diversity and equity work in CESS who pursue
inclusive excellence in teaching, research and/or service, to be managed by the
CESS Dean's Of ce. Additionally, the CESS Innovation Fund and other internal
grants will award a designated percentage to proposals that demonstrate
impact on diversity, equity, and inclusive excellence. (by Spring 2020)
10. Develop a core team of CESS faculty, students, staff, and community
members to collaborate with CESS senior leadership in creating action items
informed by university campus climate results and follow-up processes,
including how data will be shared and will inform change. (Summer/Fall 2019)
12. Examine and formalize existing exit interview form questions and process
for CESS faculty and staff. (begin 2019-2020)
13. Explore scholarship funding opportunities for our in-state and out-of-state
underrepresented students in both undergraduate and graduate programs
while following University policies in creation of these scholarships. (begin
2019-2020)
What resonates with you about the statements of People, and what
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PROGRAMS
1. Based upon an inventory of needs across the College, provide annual college
professional development opportunities designed to support faculty in 1)
incorporating Universal Design for Learning (UDL) principles in their teaching,
2) designing curricula informed by an evolving equity and social justice
framework, 3) ensuring that syllabi and teaching materials re ect current
guidelines on accessibility, and 4) continuing to develop their own critical
consciousness concerning issues relevant to their role in higher education. (by
Spring 2022)
5. Create, vet, and pilot CESS equity related questions for course
evaluations. Consider language that addresses classroom conversations,
valuing student identities/presence, and ability of professor to cultivate
critical spaces for learning and growth as it relates to equity and diversity. (by
Fall 2019 and Spring 2020)
8. The CESS Strategic Innovation Fund program and other internal grants will
include speci c criteria around inclusive excellence and will have the option to
give preference to proposals that demonstrate impact on inclusive excellence.
(begin in 2019-2020)
9. Establish two to four external formal MOU CESS accessible pathway
partnerships to foster recruitment, enrollment, and retention of students of
color and other underrepresented backgrounds (e.g., rst generation, low-
income, English Language Learners, individuals with developmental
disabilities, learners who do not have a four-year degree, learners who have
degrees in other countries) towards CESS undergraduate, graduate, and
certi cate programs. Activation and fostering of these partnerships should
result in a minimum sustainable annual increase of 2% (10 to 14 students). (by
Spring 2021)
10. Create a mentorship and retention program for CESS undergraduate and
graduate students who self-identify as students of color and other
underrepresented identities. Program design and outcomes should be created
in collaboration with CESS colleagues advancing retention, students
representing underrepresented ethnicities/races and identities, campus
partners, and in accordance with current research and best practices of
mentoring and retention programs. (by end of Fall 2019)
13. Offer and provide resources for an annual CESS diversity lecture series
hosted by the Committee for Equity Action and Diversity (CEAD) Committee.
(Spring 2019)
14. Acknowledge ongoing work to improve digital and physical accessibility
within the college. (Spring 2020)
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PLACE
What resonates with you about the statements of Place, and what