Given the Task Force's Adoption of the Making Excellence Inclusive framework, we have established the following subcommittees as a way to guide our work and division of responsibility. These subcommittees represent the Inclusive Excellence (IE) Scorecard, which is a multidimensional management and measurement tool. The final subcommittee, SU as a Workplace, is not a part of the IE but represents the interest of the Task Force in exploring the campus climate for faculty and staff. Broadly, the subcommittees as a part of their charge are to explore factors that drive and constrain the ability to move towards inclusive excellence , including shifting demographics, institutional inequities, workforce needs, and political and legal dynamics, for example.
Each subcommittee, led by a chair, has engaged in the following tasks relevant to its respective charge:
- Engaged in data gathering and inventory of various sources of information;
- Identified gaps in information and developed strategies for obtaining various other sources of information; and
- Identified other university partners (units and departments) and began consulting with these representatives as a resource to further analyze existing data and to understand current policies or practices.
The Task Force is comprised of the following subcommittees:
- Access and Equity
- External Relationship – Community Partnership. Is Seattle University perceived as a “good neighbor?” – Campus accessibility and community engagement
- Composition and Success Rates for Historically Underrepresented Students. Comparative analysis of university success rates and national data
- Financial Aid Allocation and Awarding Practices
- Recruitment and Retention Practices. Analyzing retention data and practices; mechanisms for identifying at-risk students
- Diversity in the Formal and Informal Curriculum
- Development and Growth of Students through Delivery of Diversity and Social Justice Education. - Cataloging of various formal offerings
- Outside the Classroom. Opportunities for development outside of the classroom – the student experience
- Accessibility of Informal Opportunities for Growth. Equitable access to information and opportunities, networks, social support, etc.
- Student Experience. Whether and how students currently experience the values of justice in the curriculum; pathways for enhancement
- Campus Climate
- Assessment of Campus Climate: Quantitative assessment and qualitative assessment via focus groups
- Student Learning and Development
- Pedagogical Diversity. Inventory of the current state of pedagogical diversity in Seattle University classes (e.g., forms of teaching and learning that reflect the mission and the values and goals of inclusive excellence)
- Faculty Development and Training. Support for faculty development in pedagogical diversity (e.g., New Faculty Institute, Center for Faculty Development; Wismer Center; informal practices; etc.)
- Assessment. Measuring the impact of various broad forms of pedagogical diversity and the strategic goal of inclusive excellence
- Evaluation. The extent to which faculty evaluation procedures (e.g., annual performance reports; tenure; promotion) align with these values
- Educational Technology. Pursuit of the tension between technological innovation inclusive excellence in the classroom; promise and pitfalls of technological advancement in higher education
- SU as a Workplace
- Demographic Snapshot. Information gathering and assessment of Seattle University’s workforce
- University Recruitment and Hiring Practices. Collaborate with representatives of Human Resources and Faculty Services to understand policies and practices
- Retention Practices. Analyzing retention data and practices; mechanisms of support for diverse faculty and staff
- Workplace Conditions and Culture. Qualitative assessment of atmospheric conditions. Whether those employed by Seattle University experience it as an inclusive environment
