Diversity & Inclusion
Forum will examine results of campus climate survey
The University of South Florida will hold a campus forum on April 15, 2004 at 2:00 pm in College of Education TECO Room to discuss the recently completed campus climate survey from 2002. The survey will be used as a basis for developing strategies for enhancing USF's climate for diversity and inclusiveness.
"My goal is to ensure that the university community is inclusive and welcoming for all people," said USF President Judy Genshaft. "Diversity and inclusiveness are intertwined throughout our Strategic Plan, and each of us must take responsibility for continuing to enhance our campus climate."
The forum will include remarks by President Genshaft and Provost Renu Khator, followed by a full presentation of the survey's findings by Sociology Professor James Cavendish, who conducted the survey for the Provost Office. The event will also feature an opportunity for questions and answers, as well as information-sharing sessions facilitated by Deborah Love.
- Executive Summary – 2010 USF Campus Climate Survey [PDF]
- Executive Summary – 2002 USF Campus Climate Survey [PDF]
- Final Report – 2002 USF Campus Climate Survey [PDF]
- Final Report – Tables 1-11 [PDF]
- Final Report – Tables 12-13 [PDF]
- Final Report – Tables 14-15 [PDF]
- Final Report – Tables 16-20 [PDF]
- Final Report – Tables 21-26 [PDF]
History of Diversity Initiatives at USF
- One University initiative was undertaken in the past that bears similarity to the
proposed Diversity Change Process. In 1995, under the direction of former President
Betty Castor, the University started a five-year diversity action planning and implementation
process call the Diversity 2000 Strategic Planning Program. "The overall goal was
to foster a learning community of shared vision and values where differences are valued,
and where all individuals can reach their full potential" (Office of Diversity Initiative,
The planning program began in March 1995 and encompassed an implementation schedule that continued until the year 2000. The process was broken down into vice presidential areas and units, whereby each area was asked to develop comprehensive diversity action plans for the five-year period.
The process included unit organizational diversity profiles that determined strengths and weakness regarding representation of individuals from underrepresented groups; that examined all areas of effort within each unit (such as instruction, research, support services, grants, etc.) in light of needs associated with diversity and pluralism; and explored each unit's climate to determine the extent of their hospitality to all forms of diversity. Following the profile review, each planning group built on existing strengths and weaknesses by developing goals, strategies, and timetables for enhancing diversity, interactive pluralism and community in their respective areas.
By August 1997, diversity plans were developed for each vice presidential area and the respective units, and these plans remain on file within the Office on Diversity (Digest of Summary Plans, 1997, Feb.). Since that time, it is unknown how much was done by departments to follow through on their diversity plans. Limited data are available, and no summary report exists to report on the outcomes of this effort.
Other Diversity Studies and Initiatives
Other efforts to examine or foster diversity on campus include a limited and disparate mix of small research studies including several that examine disparities in salary equity (conducted in the mid- to late-1990s), and a recent but limited study conducted in 2000 to examine the status of equal opportunity at USF (Wajeeh, 2000). All of these reports are being reviewed and incorporated into the 2002 Campus Climate Survey and the Office on Diversity's current efforts to make diversity change an ongoing and successful effort.
- Micceri, T. & Frenzel, K. (1999, April). An Analysis of USF Faculty Salaries by Sex - Including 1999 Equity Adjustments. Retrieved July 2002, from http://usfweb2.usf.edu/bpa/oir/studies.htm.
- Office of Diversity Initiatives. (1996, March 11). Diversity 2000 strategic planning program: Guidelines for developing strategic action plans for vice presidential areas and their units. Retrieved July 2002, from http://usfweb2.usf.edu/divinit/diveguide.htm.
- Office of Diversity Initiatives. (1997, Feb.). Diversity 2000 planning program: Digest of summary plans.
- Wajeeh, E.M. (2000, July). Status of equal opportunity survey. Retrieved July 2002, from http://usfweb2.usf.edu/bpa/oir/studies.htm.
Organizational Structure that can help guide USF toward Diversity Success:
Education institutions and businesses that are serious about diversity usually employ specialized organization units or a combination of units. They usually will involve special organizational structures to provide guidance, expertise, decision-making and general leadership of diversity initiatives. Reasons why:
- To move forward simultaneously many issues that must be generated through issue identification and needs analysis.
- To enhance the quality of input by reaching out to those not normally consulted in policy and program introductions.
- To serve as senior management's voice to promote credibility for the company's efforts and enhance the likelihood of employee support for the strategies and actions which emerge during a change process.
- To send the correct message that diversity will be taken seriously.
- To expand ownership of the issues beyond the traditional supports or interested parties.
The organization structure that is recommended is a combination Council/Task Force. This organizational structure will be charged with developing a more refined vision and strategies for improving the USF climate and diversity initiatives. The council will consist of 10-15 members composed of senior administrators, faculty, staff and students. Because it is necessary to understand and develop an inclusive vision, the council will operate utilizing a consensus approach with senior officials, the Provost and the President. The council can provide guidance on the assessment and resolution of climate and diversity issues that the organization may face by recommending appropriate interventions and programs. The council will research what has been done, what is currently being done, and what needs to be done. The council is charged with taking the framework USF has articulated in its strategic plans and refining objectives, goals and strategies. The council may be asked to identify policies, programs and practices that are in need of revision to meet the needs of a diverse faculty, staff, and student body.
(This structure will enhance not take the place of senior management leadership and involvement)
Diversity Change Process
(Part I of a Continuing Process)
Purpose: To facilitate the University of South Florida's continued transformation into an organization that values diversity and seeks to enhance and incorporate diversity into its research, teaching, service, and community.
This process does not specifically address compliance, reporting, and investigation activities. However, these activities will be evaluated.
It is not necessary that this process is followed in sequential order. Several of the steps listed have been completed; some have been implemented and are on-going. Other steps in the process may not be appropriate or necessary. The process allows for flexibility, changes, and the review of previous steps.
Communication and marketing must be an integral part of this process. The community must be kept informed about the work and stakeholders must have an opportunity for review and comment.
I. First Phase (January 2003 - April 2003)
- Conceptual buy-in from the President and Provost (President and Provost will enhance communications about climate, community, and diversity. Statements will help set directions and provide guidance to USF).
- Associate Vice President appointed by President and Provost
- Information reviewed by President, Provost, Senior Management and AVP
- Briefing of Senior Level Officials (buy-in)
- Discussion of education/business/ethical rationale for diversity change process.
- Identify key education/business/ethical rationale and endorsement by senior management.Discussions of target areas, critical areas, what the process will look like and what is expected from each senior official.
- Associate deans, assistant deans, directors and other key managers/supervisors informed by their senior officials
- More briefings to management, advisory committees, and USF stakeholders
- Research and information gathering
- Information shared regarding next steps
II. Second Phase (February 2003 - May 2003)
- Council on Campus Environment and Diversity (CED) membership criteria developed, members
identified and appointed by the President and Provost
- Letter from President defines charge and authority
- Council provided with necessary support
- President and Provost meet with CED and gives charge, expectations, timeline, etc.
- CED and Senior Management (SM) trained in diversity concepts and USF's rationale for the diversity change process, provided with (draft) strategic plan information. CED and SM briefed about the Campus Climate survey. The goal of this work is to ensure understanding and to set the stage to create an inclusive and welcoming environment for faculty, staff, and students. CED and SM to draft diversity and values statement. Draft shared with the USF community for comments.
- CED makes preliminary assessment of administrative needs
- Data/information on issues gathered (who, what)
- Staffing and budget determined
- Timetable assessment
- Preliminary identification for targeted activity areas
- CED makes preliminary assessment of climate (Dr. Cavendish's Climate Survey will provide
information to the CED and the need to do in-depth research on some issues may not
- Interviews with key influencers
- Understand culture
- Identify related priorities
- Research further defined by information received from interviewees (methodologies, timing, responsibilities)
- Key research issues are defined with Climate Survey (Dr. Cavendish is developing this instrument.)
- CED compiles and analyzes data
- Questionnaires/website mailed with requested return/response date
- Data analyzed
- Focus group interviews (who, what, when, where, questions developed - yield more grassroots level information to help clarify, pinpoint, and evaluate)
- Analysis of data: Development of findings and recommendations
- Information presented to CED, President, and Provost
III. Third Phase (May 2003 - August 2003)
- CED establishes sub-teams (Sub-teams may be established at earlier step.)
- Divide in sub-teams to work with the data and the issues more closely: Critical issues
will be identified according to the following:
- Administrative Structure
- Faculty and Staff Recruitment, Retention, Enhancement
- Student Recruitment, Retention, and Degree Completion
- Research and Curriculum Diversification/Integration
- Work and Learning environment/climate for /faculty, students, staff and community
- *Develop key sub-areas for 1-6 above.
- Divide in sub-teams to work with the data and the issues more closely: Critical issues will be identified according to the following:
- Sub-teams define administrative structure (e.g., gender issues, climate, recruitment,
work and family)
- Priorities set in each area with:
- Define priorities, develop action plan
- Resources assessed
- Priorities set in each area with:
- CED management
- Prepares and presents draft Final Action Plan to senior management for review and comment
- Presents Plan to key stakeholders for review and comment
- Presents Final Action Plan to senior management for approval
- Approves Final Action Plan
- Identifies from Plan key issues for Senior Management to work on in their areas
- CED with Marketing
- Communication plans developed
- Resources are identified
- Assistance provided to ensure appropriate communication from all units
IV. Fourth Phase (August 2003 - December 2003)
- Associate deans, directors and other key managers briefed
- Survey results
- Action plans
- Communication plans
- Associate deans, directors and other key managers discuss
- Information through department meetings, action plans, and manages expectations.
- Accountability measures, how to monitor and report information.
- Areas and colleges develop unit plans, outcome measures, and assessment strategies.
- CED presents
- Consultants selected for specific areas
- First round of Plans readied
- AVP/CED monitors
- Employee reactions
- Measure Program (s) effectiveness, keep momentum
- AVP/CED develops
- Plans for refinement
- Priorities for next year's initiatives
- Plans for second phase
Programs, training, communications, and leadership support will continue. Continued monitoring by CED and AVP. Administrative support provided by DIEO.
Diversity issues included on agendas for each college and division: Update and assessment information continuously provided to President and Provost.
Summary: Research, understanding, planning, implementation, building and assessment of diversity work require leadership, commitment, time and action. The university will benefit from using and effectively managing its diversity. The expectation and result should be an enhancement of culture that will be more responsive to our faculty, staff, students and community.