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Diversity, Equity and Inclusion Education and Training Resources

Action Item (as stated with DEI strategic plan launch in 2016)

The university will continue to develop central DEI education and training resources designed to enhance our campus climate. We will expand the diversity, equity and inclusion training program topics and our volunteer network of facilitators, the Facilitator Engagement Program (FEP). We will provide train-the-trainer development opportunities for all FEP members on existing and new training programs. We will continue to enhance the web presence for our programs and resources.

In Year Five, Organizational Learning (OL) responded to current events related to racial and social injustice that impacted the sense of psychological and physical safety for faculty and staff. 

Progress Update

In Year Five, Organizational Learning (OL) responded to current events related to racial and social injustice that impacted the sense of psychological and physical safety for faculty and staff. Using its DEI Lifelong Learning Model, OL designed educational and supportive resources for numerous stakeholder groups on the Ann Arbor campus and at Michigan Medicine. These resources included just-in-time programming focused on anti-racism and on the national election, a tumultuous event that pointed up the nation’s deep political divide.

With input from the expanded Facilitator Engagement Program (FEP), OL designed several programs in response to world events. Due to the ongoing need for virtual training, we did not add new instructor-led courses but did continue to provide foundational DEI programming. Offerings included:

To support remote and hybrid work, OL developed Digital Accessibility Bootcamp 1.0 and a Digital Accessibility Starter Kit. For units, OL partnered with the Office for Institutional Equity (OIE) and Information Technology Services (ITS) to create sessions on creating accessible Google documents and moderating virtual meetings for accessibility and inclusion. A disability awareness course will be published in Canvas by the end of the fiscal year.

OL also partnered with ODEI and the Office for Health Equity and Inclusion to provide an opportunity for the U-M community to come together following the murder of George Floyd.  Processing the Derek Chauvin Trial Verdict: U-M Community Listening Circles reached 166 participants over three sessions.

In Year Five, OL dedicated time to support the Facilitator Engagement Program (FEP) community of 62 volunteer facilitators, who met regularly to discuss and plan anti-racism efforts despite the stress and exhaustion of this work. Together, these dedicated volunteers extended the reach of OL’s impact by leading five unit-specific programs for 172 attendees and facilitating one session with 21 attendees for their local departments.

In addition, OL partnered with the Center for Research on Learning and Teaching (CRLT) to develop a hybrid version of a daylong workshop originally created in Year Four for university leaders and focused on cultivating climates resistant to sexual harassment. In all, 170 participants completed the asynchronous course and 191 attended three synchronous sessions.

One of OL’s newer offerings is Stepping In: Responding to Disrespectful and Biased Behaviors in Healthcare. In the past year, this workshop developed by University of Virginia Health has reached 665 people. Additionally, OL created a program to help all U-M leaders cultivate a safe, harassment-free environment. Beginning in June of 2021, Stepping In For Respect: Gender Bias for Leaders has been offered on a monthly basis. 

In Year Five, establishing university values became a new central action item in response to the Wilmer-Hale report on sexual misconduct. In response, OL has integrated sexual harassment and misconduct with DEI education via micro-consulting services to assist schools, colleges and units in developing values. OL also offers a session for DEI Leads, Creating Your Desired Culture.

By the end of the fiscal year in July 2021, OL and the Office of Health Equity and Inclusion (OHEI) in Michigan Medicine had presented more than 174 sessions to over 7,323 faculty and staff. Since the DEI launch in October 2016, OL and OHEI have also engaged all units that submitted a DEI plan and, together, offered 1,242 instructor-led courses that reached 36,891 participants. 

Responsibility: Organizational Learning

Inclusive Facilities and Resources

Action Item (as stated with DEI strategic plan launch in 2016)

The university will convene a DEI Facilities Working Group to establish campuswide guidelines for new construction that support a more accessible and inclusive physical environment. The working group will partner with units across campus whose missions support accessibility and inclusion.

Progress update

To date, the university has advanced an array of recommendations generated by the U-M Student IDEA (Inclusion, Diversity, Equity and Accessibility). The Student IDEA Board was created in Year Three to assess U-M’s infrastructure in terms of its ability to support and include students who are impacted by barriers within the university culture relating to disability, accessibility or ableism. The specific task was to generate actionable recommendations that could be attained within a short- to medium-term timeline, in a collective and collaborative way. Using an approach the Board referred to as Universal Design for Living, members set about the work of creating an institution that is both accessible and proactive in all aspects. During Year Four and Year Five, the Provost’s Office has planned and implemented strategies for achieving a number of those initiatives. The work is ongoing.

A key recommendation from the IDEA Board report was to centralize disability resources on a single hub. That hub has been approved and is nearing completion with the introduction of a new central URL, disability.umich.edu. This clearinghouse of accessibility and accommodations for disabled students, faculty and staff offers comprehensive guidance for all units and individuals on campus.

Several advances were made in 2020–21 to improve accessibility of the physical campus infrastructure. A map of general fund buildings was created to clearly show accessible routes, parking and building features. Work on this continues, with an estimated completion date of October 2021. For recent and ongoing construction projects, training accessibility modules were introduced for new building project reviews and building inspectors. Training in accessibility awareness was provided for the Facility User Network, and all design managers on campus were introduced to new training protocols such as ADA Checklist and analysis.

On the teaching front, CRLT partnered with community members to develop and deliver numerous presentations for instructors on the topic of digital accessibility. In addition, Universal Design for Learning core principles were introduced to LSA’s Science Learning Center, Sweetland Writing Center and Comprehensive Studies Program at the annual Peer Tutor Summits (February 2020, February 2021).

Within the Services for Students with Disabilities Office, a new interim director—appointed in July 2020—moved quickly to enact a variety of changes, including improved communications, regular newsletters and emails from the director and frequent updates to the SSD website. In addition, the student advisory board was revamped and restarted. Effective July 1, 2021, the interim director was named to a permanent role. Oluwaferanmi O. Okanlami, MD, MS is the new Director of Student Accessibility and Accommodation Services (SAAS). In this role, Dr. Okanlami will oversee three key resources: Services for Students with Disabilities, the U-M Adaptive Sports & Fitness Program and the existing Testing and Accommodation Centers.

During the 2020–21 academic year, SSD added three staff members to lower the student-to-advisor ratio and implemented the Accommodate data management system, which will significantly advance the accommodations process and reduce the need for disclosure. Also in response to an IDEA Board recommendation, the online intake form for students seeking accommodations was streamlined.

Two recommendations were advanced regarding the intentional recruitment of disabled students, one of which focused on providing equal access to physical fitness and adaptive sports for all students with disabilities. In response, the Division of Student Life (DSL) partnered with SSD to launch a new initiative: the Adaptive Sports and Fitness Program.

Finally, new accessibility and accommodations information for prospective and admitted students has been added to all Office of Undergraduate Admissions websites and brochures, and to the recruitment/admissions websites of several schools and colleges across campus.

Responsibility: Office of the Provost and the Office of University Facilities and Operations

Innovative Pilot Program for Students to Promote Intercultural Development

Action Item (as stated with DEI strategic plan launch in 2016)

Starting in Fall 2016, the university will pilot an innovative student assessment and training program, with the ultimate goal of administering the Intercultural Development Inventory (IDI) or a similar assessment tool to a large cohort of students annually. The tools will assess intercultural acumen, defined as the ability to shift cultural perspective and appropriately adapt behavior to cultural differences and commonalities. This will be supported by follow-up that includes a customized learning plan, intercultural training and pre- and post-assessments to gauge program effectiveness and inform future program investments.

Progress update

Since 2016, the Intercultural Development Inventory has become a major component of the intercultural learning program at the Trotter Multicultural Center. Anchoring this work at Trotter has allowed for ongoing development of three iterations of IDI administration as well as topical workshops, created at the request of student groups and course instructors. In Year Five, a total of 2,716 students participated across all intercultural learning options.

During Year Five, Student Life developed three separate, non-IDI topical workshops in response to the needs and interests of various student groups and faculty members. In all, 368 students participated in five workshop sessions, with content drawn from theoretical frameworks and other intercultural learning tools. Workshops included:

  •       Intercultural Learning: An Exploration of Organizational Cultural
  •       Intercultural Communication featuring ICS framework
  •       Cultural Intelligence featuring CQ capabilities framework

The IDI remained our most popular and versatile intercultural learning offering, with 2,348 individuals from our academic partner cohorts and 14 student groups participating.

The Inventory is most commonly used for the individual development track, which includes an individual results session following completion of both the inventory and a group results session. During the individual session, which is facilitated by a licensed, campus-based IDI consultant, students receive a 30+ page report generated by IDI, including their individual results profile and an Intercultural Development Plan tailored to those results. During Year Five, 88.1 percent of participants in this track completed their one-on-one meeting with an IDI consultant, up from 69.8 percent in Year Four. 

Key Metrics of IDI Participation for Year Five

  • 1041 Completed Inventories
    • 817 completed for IDI Workshop Participation
    • 224 completed as a post-assessment for a course or program (e.g., Rackham PD DEI Certificate and ARTDES 434)
  • 782 IDI group results workshop participants (17 workshops) 
  • 525 IDI individual results sessions with licensed IDI consultants

Intercultural Learning Cohorts

Academic Classes and Program Partners (12 cohorts)

  • School of Education: EDUC 471 Development Summer Internship Program Course (IDI w/individual)
  • College of Engineering:
    • M-STEM Summer Bridge Program M-ENGN & M-SCI (Summer 2020)
    • ENGR 260 Course (Fall 2020 and Winter 2021)
  • Penny W. Stamps School of Art & Design: ARTDES 434 Course (Winter 2021)
  • Rackham Graduate College: PD DEI Certificate (2020/2021)
  • Ross School of Business: BBSA Student Leaders (Winter 2021)
  • School of Nursing:  
    • N196 Course (Summer and Fall 2020)
    • N 373 Course (Fall 2020 and Winter 2021)
  • School of Public Health: EPID 603 Course (Winter 2021)

Student Life and Student Organization Cohorts (7 cohorts)

  • CAPS: Postdoc and Fellows (Winter 2021)
  • Planet Blue Student Leaders (Fall 2020)
  • Student Sustainability Coalition (Fall 2020)
  • UM Sustainable Food Program (Fall 2020)
  • Panhellenic Association – Fall 2020
  • Wolverine Support Network- Winter 2021
  • Music Matters-Winter 2021

Looking ahead, the intercultural learning program at Trotter will continue to develop topical workshops for organizations and classes. The IDI will remain a signature offering of the program. 

Our ongoing priority will be to maintain high-capacity training of additional IDI consultants. This will ensure that all participating students, organizations and classes have an opportunity to understand their current levels of intercultural competence and gain insights on how to interact more effectively across differences within and beyond the campus community. 

Responsibility:  Division of Student Life

Diversity, Equity and Inclusion Contributions in Staff Evaluations

Action Item (as stated with DEI strategic plan launch in 2016)

The university will convene a working group to establish best practices for including DEI-related contributions and training in staff performance reviews. Ultimately, this independent metric for employee evaluation will be used to assure individual accountability, track growth over time and recognize employee contributions.

In Year Five, Organizational Learning (OL) continued its ongoing efforts to socialize the Michigan Expectations Model. OL also offered virtual training sessions such as Microlearning: Impactful Development Conversations for use by or with supervisors to encourage open and honest dialogue during the performance review process.

Progress Update

In Year Five, Organizational Learning (OL) continued its ongoing efforts to socialize the Michigan Expectations Model. OL also offered virtual training sessions such as Microlearning: Impactful Development Conversations for use by or with supervisors to encourage open and honest dialogue during the performance review process. In addition, many campus units now include DEI course attendance as one of the professional development components of their performance reviews.

In Year Four, OL created a new and improved performance Valuation for Michigan Medicine and a virtual training program—which continued in Year Five—to support individuals and leaders through the implementation process. This new valuation includes goal setting and tracking of DEI and other professional development training offerings.

Since the launch of the five-year DEI Strategic Plan in 2016 and extending through the end of July 2021, 36,789 faculty and staff members have participated in Organizational Learning DEI educational sessions—and that number continues to grow.

During the 2020–21 academic year, all new and ongoing initiatives were informed by the Michigan Expectations Model, with a specific emphasis on the DEI Lifelong Learning framework to help guide staff learning and development as it relates to diversity, equity and inclusion. The model is based on six areas of focus representing overall behavioral expectations for faculty and staff as we seek to create a more diverse, inclusive and welcoming environment: 

  • Pursues Self-Awareness
  • Exhibits Intercultural Responsiveness
  • Listens Inclusively and Seeks Diverse Feedback
  • Promotes Inclusive Relationships
  • Resolves Conflicts
  • Aligns to Institutional Commitment

Responsibility: Office of the Provost and University Human Resources

Increased Web and Online Accessibility Testing

Action Item (as stated with launch of DEI strategic plan in 2016)

The university will establish a new full-time position for a screen reader testing expert. This individual will have responsibility for testing the accessibility of webpages for all U-M campuses, U-M Google apps and the university’s core online systems such as enrollment or employment. Additional tests will be conducted in the Canvas environment, in collaboration with the Assistive Technology Higher Education Network (ATHEN).

Progress update

In the past fiscal year, the Digital Information Accessibility Coordinator and the accessibility team developed a central website to house accessibility-related resources, guides and training materials (accessibility.umich.edu). Currently, the team and the Coordinator are working to create another website, which will house all U-M disability, accommodation and accessibility resources in one centralized location. The aim is to help those with disabilities navigate the many offices and support services available to them at the university.

Responsibility: Office for Institutional Equity

Professional Development in DEI for Deans and Executive Leadership

Action Item (as stated with DEI strategic plan launch in 2016)

The university will provide professional development experiences in DEI-related issues for new deans and executive leaders both as part of their onboarding process and as continued leadership support. Training will be offered centrally as a supplement to professional development resources provided by the Office of the Provost. Topics will include recruitment and retention issues specific to diversity, equity and inclusion, as well as skill development for fostering an inclusive climate.

Progress update

During the past year, Chief Diversity Officer Robert M. Sellers and Deputy Chief Diversity Officer Katrina Wade-Golden engaged deans and executive leaders in two meetings to discuss DEI issues and plans. These discussions centered on refocusing and advancing efforts on anti-racism. They also underscored the importance of integrating DEI into the institution’s response to COVID-19. Other key topics included plans for transitioning from the initial five-year DEI Strategic Plan to the next DEI strategic plan, DEI 2.0.

These conversations tapped the capacity gained from previous DEI skill-building retreats for deans and executive leadership, which were planned and executed in partnership with the Department of Organizational Learning. The retreats were designed to achieve four goals established for this work: 1) deepen alignment and commitment to advance DEI objectives, with an emphasis on culture/climate change; 2) foster and enhance collaborations and connections across U-M senior leadership; 3) strengthen individual and team capacities in DEI leadership; and 4) solicit input in the creation of a roadmap for senior leadership development in DEI. Going forward, additional retreats and opportunities for engagement with priority DEI topics will be offered. 

Responsibility: Office of Diversity, Equity & Inclusion

Student Support and Resources to Improve the Campus Climate

Action Item (as stated with DEI strategic plan launch in 2016)

The university will use data-driven best practices to increase capacity and improve its overall effectiveness in providing resources for student support and educational programming to improve the campus climate. In addition, student communications will focus on raising awareness about—and increasing utilization of—related resources, organizations and channels for reporting campus climate concerns.

Progress update

 In Year Five, Student Life efforts to enhance campus climate were shaped by the disproportionate impacts of COVID-19 and a heightened awareness of continued violence toward people of color, specifically police brutality targeting Black people. In preparation for a particularly challenging year, Student Life remained flexible in order to best direct resources for changing needs. We focused our campus climate efforts on 1) gathering information directly from students, 2) delivering support services and resources to meet their needs and 3) creating educational spaces that strengthen our individual and collective knowledge, awareness, skills and actions related to stewarding diverse, equitable and inclusive campus communities. 

Progress statement adding to intro/lead-in

Housed within the Dean of Students Office, the Campus Climate Support Team (CCST) serves as the mainstay of our collective campus climate efforts. From July 1, 2020 to May 27, 2021, CCST received 63 reports of campus climate concerns representing 48 unique concerns, assisted 53 students and responded to 13 non-affiliated reporters. Fourteen individuals were referred were referred to the Office for Institutional Equity or the Office of Student Conflict Resolution for additional follow-up.

In Year Five, Student Life prioritized its work with institutional partners in three key areas: (1) sharing information regarding student needs and experiences, (2) coordinating support resources and (3) identifying opportunities for structural change in operations, communications, programming and training. This was particularly important and impactful during the November 2020 presidential election, as students voiced concerns around their emotional and mental health, safety on campus and in the classroom and the state of our democracy. Leading up to the election, and in response to requests from the student-led Campus Climate Advisory Council, we focused on providing:

  • Sources for nonpartisan, trusted information 
  • Clear, coordinated communications 
  • Information that provided context for events in real time
  • Insights into potential policy impacts based on election outcome(s)
  • Space for discussing current events with professors and fellow students

Through close institutional partnerships and collective effort, Student Life launched weekly student emails highlighting election-related information, educational opportunities and support services. We also intensified programming to meet the anticipated needs of students leading up to, during and after the election. Emphasis was on training staff and faculty for engaging both inside and out of the classroom. Efforts included:

  • Coordination of dedicated services and programs in Counseling and Psychological Services (CAPS) and other areas offering formal support. 
  • Enhanced campus climate support initiatives, including information for urgent situations, coordinated by the Dean of Students Office and the Office of Institutional Equity.
  • Virtual weekly peer-group sessions hosted by Wolverine Network Support, offering guidance on how to navigate issues around the debates and election.
  • In-person and virtual Community Connections programming for students before and after the election.
  • Workshops and related sessions focused on self-care, such as the Healing Justice Workshop: Self-care for Activists and Changemakers.
  • Resources equipping staff and faculty to support students through the election. 

Additionally, the College of Engineering’s COVID-19 Challenge surfaced a variety of student ideas to address food insecurity that the Maize & Blue Cupboard was able to initiate. These included a reservation system for shoppers, meal kits and cooking demos, a SNAP webinar, North Campus food distributions (which served 1,289 people) and collaboration with the student-run Food Recovery Network to glean 4,577 pounds of food from M Dining for redistribution to those in need.

Central to Student Life’s campus climate support work is our increased focus on educational programming to strengthen anti-racism education and intercultural learning. In Year Five, the peer-led MESA Anti-Racism and Coalition Building Teach-In program conducted 59 virtual teach-ins:  46 for undergraduates and 13 for graduate students, staff and faculty. The total number of participants was 1,370. 

Looking ahead, Student Life will continue to:

  • Enhance student access to and engagement with our divisional programs, resources and services.
  • Create environments where all students can feel valued and supported.
  • Advance students’ individual skills and organizational practices in support of creating diverse, equitable and inclusive environments.

Responsibility: Division of Student Life

Trotter Multicultural Center

Action Item (as stated with DEI strategic plan launch in 2016)

A new multicultural center will be built in the heart of campus. Inspired by the advocacy of the Black Student Union, and with the enthusiastic support of campus leadership, this building will serve as a venue for student programs and activities that develop cultural learning and skills for collaborative engagement. In addition to providing event and meeting space for student organizations, the Trotter Multicultural Center (TMC) will serve as a center for campus conversations on and programming to improve climate, student support and diversity, equity and inclusion at the University of Michigan.

Progress update

Through intensive efforts, Trotter was able to function as a welcoming community space during the entire 2020–21 academic year, while preserving the health and safety of all visitors. Year Five for the Trotter Multicultural Center was deeply impacted by the pandemic. The new building, which opened in April 2019, was forced to close in March 2020 for the duration of Year Four. In Summer 2020, hours of operation and building use policies were changed in preparation for reopening on August 31, 2020. In response to a series of executive orders, public health-informed recommendations and best practices, numerous changes were implemented. These included the installation of wall-mounted hand sanitizer dispensers, removal of furniture, reduced room capacities and deeper, more frequent cleaning. Throughout the pandemic, Trotter also served as a distribution site for Maize and Blue COVID safety kits. These and other measures made it possible for the Center to remain open.

During the Fall 2020 semester, Trotter continued to pursue its educational mission by hosting three academic classes, all presented in person with an online option. These included:

  • Intro to Environmental Politics: Race, Class, and Gender
  • Selected Topics in Black World Studies, Section 003 – Hoop Dreams:

  Race and Basketball in America

  • Law and Border

Building use shifted away from room reservations for groups and organizations to a model that enabled students to reserve individual study spaces. From September 2020 through April 2021, the Center accommodated a total of 589 reservations. During this time, building managers conducted hourly rounds to confirm adherence to policies, conduct spot cleaning and analyze building use. Guest counts made during these rounds—a total of 12,177 guests were counted from September through April—enabled us to adjust hours of operation and provided insights into space usage.

During Year Five, all programming shifted to virtual and online platforms. In all, Trotter presented 50+ programs and workshops for more than 1,900 students. In addition, our newly created interfaith videos have garnered 1,051 views to date. The Center also conducted 1,041 Intercultural Development (ID) Inventories and coordinated 525 individual results meetings between students and licensed IDI Consultants.

Year Five programming highlights included:

  • Cultural Engagement Programming (three events, 116 participants)
  • How to FLOURISH wellness & identity series (eight events, 150 participants)
  • Intercultural Learning (22 workshops, 1,150 participants)
  • Interfaith Programming (11 events, 94 participants)
  • Trotter Distinguished Leadership Series (three events, 163 participants)

Overall, there were a total of 34 partnerships: 21 with academic units, seven within Student Life and six with multiple units and departments.

In the 2021–22 academic year, Trotter will expand hours of operation to pre-pandemic levels and will safely return to in-person programming while retaining the best practices of virtual engagement developed this year. Leveraging our strong alliances with units and departments, the Center will resume its role as a central hub for engaging, gathering and learning.

Responsibility: Division of Student Life

Campuswide Climate Survey

Action Item (as stated with DEI strategic plan launch in 2016)

Using advanced methodology, we will conduct the first-ever Campus Climate Survey on Diversity, Equity and Inclusion to help us understand faculty, staff and student perspectives and experiences related to work and study at the university. The resulting data will be used to assess the present campus climate, guide current and future decisions and provide a metric of accountability for change over time. Administered for the first time in 2016–2017, the climate survey will generate university- and unit-level data in a way that can be repeated to measure progress. The university-level sampling efforts will take place during Fall 2016, and census efforts will deploy beginning in Spring 2017 (staff) and continue in Fall 2017 (student and faculty). Data from the census efforts will be used to provide unit-level reports to the DEI planning units. Further, data will be collected at the end of Year Five to provide central administration as well as the 50 planning units with follow-up climate survey data against which to measure progress.

 

Progress Update
In keeping with our commitment to collect data at the start and finish of the five-year strategic planning process, we are collecting campuswide climate data in the current (2021–22) academic year. 

Planning for these surveys is underway, with a faculty advisory group guiding the process. A Year Five survey that will engage both a sampling and a census approach is scheduled to be fielded in Fall 2021. 

Derived from census survey data, all schools, colleges and units will receive follow-up student, faculty and staff reports to provide their planning unit with actionable climate data as they advance their unit-based DEI goals and initiatives and prepare to move into DEI 2.0. 

Going forward, our intention is to continue providing broad access to university-level data. For example, we will continue to make university-level sampling climate survey data available through public use data files, for access by the general public via direct download from the Inter-university Consortium for Political and Social Research (ICPSR 37096) website or from the DEI website. Access does not require affiliation with an ICPSR member institution. These efforts are supported through an ongoing partnership among ODEI, the Institute for Social Research (ISR) and the independent research firm SoundRocket.

 

Responsibility: Office of Diversity, Equity & Inclusion