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Developing and Implementing an Institutional Research Office Diversity, Equity, and Inclusion Strategic Plan

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Title: Developing and Implementing an Institutional Research Office Diversity, Equity, and Inclusion Strategic Plan
Language: English
Authors: Hansen, Michele J., Keith, Caleb J., Mzumara, Howard R., Graunke, Steven
Source: New Directions for Institutional Research. Spr-Win 2021 (189-192):93-108.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 16
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Institutional Research, Strategic Planning, Diversity, Justice, Inclusion, Institutional Mission, Position Papers, Colleges, Recruitment, Labor Turnover, Educational Opportunities
DOI: 10.1002/ir.20354
ISSN: 0271-0579
Abstract: This article describes how a large Institutional Research and Decision Support (IRDS) office engaged in efforts to promote culturally responsive and inclusive institutional research (IR) practices that take into account the increasingly diverse student, faculty, and staff populations we serve. We describe how we developed a diversity, equity and inclusion (D.E.I.) strategic plan that addressed the following: (a) ensuring our Mission Statement reflects our commitment to diversity; (b) applying an equity lens to our work; (c) supporting campus-wide D.E.I. efforts while helping the campus live out a commitment to D.E.I.; (d) implementing internal office practices to support the recruitment and retention of a diverse team; and (e) ensuring IR professionals have access to and opportunities to learn about current trends in equity and inclusion. Our approach was guided by Kendi's conceptualization of antiracism, and we examine how we have opportunities to make antiracist decisions in various aspects of our work, including how we frame IR, analyze and label data, and interpret results given local contexts and structural inequities.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1326322
Database: ERIC
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  Value: <anid>AN0155218579;ndi01mar.21;2022Feb15.07:07;v2.2.500</anid> <title id="AN0155218579-1">Developing and implementing an institutional research office diversity, equity, and inclusion strategic plan </title> <sbt id="AN0155218579-2">INTRODUCTION</sbt> <p>This article describes how a large Institutional Research and Decision Support (IRDS) office engaged in efforts to promote culturally responsive and inclusive institutional research (IR) practices that take into account the increasingly diverse student, faculty, and staff populations we serve. We describe how we developed a diversity, equity and inclusion (D.E.I.) strategic plan that addressed the following: (a) ensuring our Mission Statement reflects our commitment to diversity; (b) applying an equity lens to our work; (c) supporting campus‐wide D.E.I. efforts while helping the campus live out a commitment to D.E.I.; (d) implementing internal office practices to support the recruitment and retention of a diverse team; and (e) ensuring IR professionals have access to and opportunities to learn about current trends in equity and inclusion. Our approach was guided by Kendi's conceptualization of antiracism, and we examine how we have opportunities to make antiracist decisions in various aspects of our work, including how we frame IR, analyze and label data, and interpret results given local contexts and structural inequities.</p> <p>Following the senseless killings of George Floyd, Breonna Taylor, and many other Black Americans in the summer of 2020 and the social unrest that took place around the United States and the world, many higher education institutions of began to systematically examine ways to enhance racial equity and inclusion. The Association for Institutional Research (2020) issued a statement on racial injustice in an effort to acknowledge the range of emotions individuals were feeling and the grief experienced as citizens witnessed or experienced racism, unearned White privilege, and injustice in US society. Institutional research (IR) leaders acknowledged that IR is a critical partner in diversity, equity, and inclusion (D.E.I.) efforts and urged IR offices to go beyond serving as a central hub for collecting and analyzing data to being empowered to facilitate vital conversations with a critical analysis lens (Peters, 2020). Peters also called on IR professionals to reframe their thinking, engage in professional development, and be aware that subtle and overt biases may affect the way data are analyzed, shared, and interpreted.</p> <p>The focus of this article is how a sizable Institutional Research and Decision Support (IRDS) office at a large 4‐year public urban institution engaged in efforts to promote culturally responsive and inclusive IR practices that take into account the increasingly diverse student, faculty, and staff populations it serves. We describe how we developed a D.E.I. strategic plan that addresses the following: (a) ensuring our mission and vision statements reflect our commitment to diversity; (b) applying an equity lens to our work; (c) supporting campus‐wide DEI efforts while helping the campus live out a commitment to DEI; (d) implementing internal office practices to support the recruitment and retention of a diverse team; and (e) ensuring IR professionals have access to professional development opportunities to learn about current trends in D.E.I. and become more aware of the biases that we and stakeholders may bring to data reporting and interpretation. Our approach was guided by Kendi's (2019) conceptualization of antiracism as we examined how we have opportunities to make antiracist decisions in various aspects of our work, including how we frame IR, analyze and label data, and interpret results given local contexts and structural inequities.</p> <hd id="AN0155218579-3">Developing an IRDS D.E.I. strategic plan</hd> <p>Understanding the local context is important in D.E.I. work. As such, we took into account the Indiana University Purdue University‐Indianapolis (IUPUI) institutional context, as well as events occurring at a national level as we developed our IRDS D.E.I. strategic plan. After a turbulent summer marred by the murder of George Floyd and dominated by massive protests across the country, IUPUI revisioned its focus on antiracism initiatives. The IUPUI division of Diversity, Equity & Inclusion implemented several programs and readings as part of IUPUI's efforts to be an inclusive campus. The Racial Healing Project was a program initiated to engage students, staff, faculty, and administration in the movement and process of racial healing by aiding participants in understanding the current covert and overt manifestations of racism, reconciling the historical trauma and legacy of racism in the United States, and providing strategies to cope with and combat racism across campus. Another program was the Antiracism Initiatives Plan which included the formation of an action committee charged with examining the university's actions and policies to identify where systemic racism is translated into higher education's daily practices, expectations, predictions, decision‐making, and regulations that target Black and other people of color. Additionally, over the course of the 2020–2021 academic year, there were facilitated reading groups for staff and faculty members that read and discussed Kendi's (2019) <emph>How to be an Antiracist</emph>.</p> <p>In addition to programs implemented by the institution, there were cosmetic changes to campus and the surrounding area as well as new policies implemented. Blanketing the skywalks over campus streets were banners that read "Black Lives Matter" and "Discrimination has no place here." A few blocks over, an esthetically beautiful detailed Black Lives Matter mural was created. There was also a fundamental policy change on campus. The IUPUI Faculty Council approved a change to faculty promotion and tenure guidelines that created an additional pathway for faculty advancement that allows for the recognition of faculty effort and achievements in areas that enhance D.E.I. work. This marked IUPUI as a national model in establishing a unique, integrative pathway rewarding faculty work that is aligned with the university's core values and strategic goals of creating a more welcoming and inclusive campus (Flaherty, 2021). Moreover, in an effort to cement a genuine commitment to D.E.I. and move beyond words and statements, all IUPUI units and schools began a year‐long process of developing D.E.I. strategic plans. IUPUI's IRDS office was charged with developing data reports, analytics, and survey research processes to support the campus in assessing progress toward D.E.I. strategic plan goals. We also developed our own IRDS D.E.I. strategic plan to guide and reframe our work in this area</p> <p>The development of the IRDS D.E.I. strategic plan took place against the backdrop of a campus committed to transformational change to attain D.E.I. strategic goals. As opposed to incremental change, which represents gradual improvements in policies and practices, we label the change at IUPUI as transformational. Transformational change is more frame breaking and requires visionary leaders who recognize the need for an organization to fundamentally redefine its identity, vision, and strategies in an effort at reorientation to build new structures, processes, and improve culture (Nadler & Tushman, 1995). The new IRDS D.E.I. strategic plan required a radical shift in our models of conducting traditional IR analysis, reporting, data visualization, survey research, and program evaluation.</p> <p>We realized that as an IR office we play a key role in building equity‐minded decision cultures and must commit to creating shared understandings and meanings—the language and data labels we use matter. In order to engage in D.E.I. work effectively, it is critical for us to understand institutional contexts and foster understanding of what structures, policies, implicit biases, stereotypes, and factors are contributing to inequities. According to McNair et al. (2020), being equity‐minded emphasizes institutional responsibility to build equity and data analyses that should direct practitioners to focus on what they can do to close equity gaps instead of attributing inequities to student deficits. In other words, being equity‐minded entails ongoing assessment of institutional practices and consideration of how practices can be changed to achieve institutional equity goals. Additionally, many frameworks do not fully consider the experiences of marginalized groups or approach their experiences from a deficit perspective (National Survey of Student Engagement, 2021). In alignment with the National Survey of Student Engagement tips for more inclusive data analysis, we needed to take time to thoughtfully select appropriate frameworks to help answer proposed research questions. Capturing all voices and ensuring that voices of marginalized groups and individuals are heard is a key part of our role as data analysts and reporters. We cannot ignore small populations and need to approach data reporting of small Ns with privacy concerns at the forefront; however, we must also be mindful that small Ns may represent marginalized populations whose experiences may be obscured through traditional analysis and reporting. It is imperative to find ways to uncover and amplify the experiences of these groups, regardless of N‐size. Finally, we needed to rethink comparisons and reference groups. White students' experiences are often held as the norm to which other groups are compared (Mayhew & Simonoff, 2015), carrying the assumption that White students' experiences are "normal" and implying these experiences and outcomes should be achieved by other student groups.</p> <p>Our strategic planning approach was guided by Kendi's (2019) conceptualization of antiracism and we examined how we have opportunities to make antiracist decisions in various aspects of our work. Like Kendi, we believe that in order to embark on a successful journey to become antiracists, we must engage in self‐reflection to understand our history and contexts that played a role in forming our current beliefs. However, self‐reflection is not enough. As IR professionals, we must make a genuine commitment to eradicate inequities among groups, which requires examination of racist policies and the ideas that cause and maintain racial inequities. In our IR work this means it is not enough to conduct analyses showing there are inequities in student success outcomes based on student group membership (e.g., Black or African American, Latinx, low‐income, first generation). We must also facilitate conversations and action around the policies and practices that may be the root cause of these inequities, as well as the erroneous assumptions that may be supporting these policies. Additionally, our approach should measure success in creating inclusive climates by results, not by intentions.</p> <p>The process of developing the IRDS D.E.I. strategic plan began with an environmental scan of the local context as well as a comprehensive review of the published literature relevant to conducting effective IR D.E.I. work. Creating the plan was an iterative process, and input was gathered from all members of the office during a series of large and small interactive group discussions. The development of the plan was guided by the following questions:</p> <p></p> <ulist> <item> How does the IRDS Mission Statement reflect our commitment to diversity?</item> <p></p> <item> How do we apply an equity lens to our work?</item> <p></p> <item> How does IRDS assist IUPUI in living out a strong commitment to diversity and support campus D.E.I. efforts?</item> <p></p> <item> Does IRDS ensure that IUPUI schools, units, offices and decision‐makers across campus have access to and know how to use and leverage pertinent information to enhance D.E.I. efforts?</item> <p></p> <item> Do IRDS professionals present and lead discussions on equity and inclusion at professional meetings?</item> <p></p> <item> How does IRDS implement internal office practices to support the recruitment and retention of a diverse team?</item> <p></p> <item> In what ways can we ensure IRDS professionals are aware of current trends in D.E.I. practices?</item> </ulist> <p>We structured the plan to describe our <emph>Current Reality</emph> (what we were already doing well to support campus D.E.I. work), <emph>Plans and Next Steps</emph> (a roadmap of steps and actions needed to reach our strategic priorities), as well as <emph>Metrics and Assessment</emph> (how the effectiveness of the plan is measured). See the Appendix for the actual IRDS D.E.I. strategic plan.</p> <hd id="AN0155218579-4">Implementing the IRDS strategic plan</hd> <p>The successful implementation of our strategic plan and the attainment of the associated objectives required us to set new priorities, allocate appropriate resources, and ensure everyone in IRDS was working towards common goals and objectives. In order to achieve our D.E.I. strategic plan objectives, we realized we needed to develop shared mission and vision statements that explicitly articulate our commitment to D.E.I. and how our work advances the campus' commitment to assessing and attaining unit, school, and campus‐wide D.E.I. strategic goals. We also needed to apply an equity lens to our work. Applying an equity lens required that we—at a minimum—continue to disaggregate data to help decision‐makers understand inequities in access and outcomes by faculty, staff, administrator, and student groups (e.g., first generation, gender, historically marginalized, under‐resourced, low‐income, nontraditional, transfer). It also entailed designing our interactive reports so decision‐makers could examine the intersections between group identities and understand how intersectionality affects students, faculty, staff, and administrators' experiences on campus and success outcomes. To mitigate the possibility of stakeholders being alienated by our reports and data interpretations, we needed to ensure we use inclusive language and appropriate labels in our reporting. One necessary step was to develop a guide to the meaning of key terms (e.g., diversity, equity, inclusion, social justice) to create shared understanding and meaning. We adopted the following definitions:</p> <p></p> <ulist> <item> Diversity recognizes a range of identities and the value in the varied perspectives that each identity brings to a collective. Here we seek to highlight those efforts that target groups underrepresented in our institutions, particularly those having a range of racial/ethnic, socioeconomic, and academic backgrounds.</item> <p></p> <item> Equity seeks to meet the needs of individuals to ensure their access to opportunities and resources.</item> <p></p> <item> Inclusion involves systems and dispositions that seek to engage individuals from diverse backgrounds and create a welcoming and supportive environment in which these individuals can successfully operate.</item> <p></p> <item> Socially Just IR Practice involves being culturally responsive, avoiding bias in our IR work and also exposes and seeks to understand the impact of social structures on power and oppression.</item> </ulist> <p>Incorporating a socially just approach to IR work required more than simply adopting a term and definition. It required our office and staff members to explore and shift paradigms related to current practice. A socially just approach to education includes considering how issues of power, privilege, and identity impact the experiences and perceptions of students and educators. By extension, socially just IR practice acknowledges power differentials in each step of the IR process (in addition to considering bias and culture). An example of socially just IR practice is the assessment of student retention that seeks to understand the impact of campus climate on students' continuation at an institution. A socially just approach also means striving to contribute to the improvement of society (or an institution) and positive outcomes for individuals or working to eliminate injustices and inequity. In other words, we promote "full and equal participation of all groups in a society [or an institution] that is mutually shaped to meet their needs" (Bell, 2007, as cited in Dorime‐Williams, 2018, p. 43).</p> <p>Our D.E.I. strategic plan called for us to uncover and understand the experiences of all members of the campus community by administering and allocating resources to regularly administered climate surveys to assess their perceptions of inclusion and belonging. Only by continuously and intentionally interrogating and disaggregating data and considering intersectionality of identities (e.g., race, ethnicity, gender, LGBTQ+ status) would we surface nuances for various demographic groups. Our plan implementation required that we arm key leaders and stakeholders with data to enable them to develop the appropriate interventions to address any kinds of overt and subtle biases that may exist, as well as address inequities among our faculty, students and staff from marginalized groups.</p> <p>Our strategic plan execution required us to prioritize how we, as a comprehensive IR office, play a vital role in assisting our campus to live out "a strong commitment to diversity" (Indiana University, 2021) as stated in the IUPUI mission statement. As such, we needed to ensure we were providing a wealth of data and information to help the campus assess and measure progress in terms of the campus's D.E.I. strategic goals. This entailed preparing and disseminating a number of analytic, assessment, and survey research reports such as an annual campus diversity report in collaboration with vice chancellor for D.E.I.; campus, school, and unit‐level climate surveys; program evaluation and assessment reports to measure the effectiveness of D.E.I. office initiatives and programs; and program evaluation reports to assess progress on key initiatives or collaborative grant projects such as the Organizational Change for Gender Equity in STEM Academic Professions, and the IUPUI ADVANCE grant project (also known as Project EPIC; Evidence‐Informed Promotion of Inclusive Climate), funded by the National Science Foundation and led by the executive vice chancellor and chief academic officer in the IUPUI office of academic affairs.</p> <p>In alignment with these efforts, our D.E.I. plan stated that we needed to continuously engage in efforts to ensure decision‐makers across campus are aware of our reports and have the data fluency necessary to understand how to use the data and reports we provide. These efforts include the following: providing data workshops, designing an accessible website with numerous interactive reports (https://irds.iupui.edu/) with universal design principles applied, and development of a comprehensive integrated data infrastructure—comprised of student, faculty, staff, financial, diversity, and strategic planning indicators—to provide unprecedented access to data for all decision‐makers across IUPUI to help monitor their D.E.I. goals. We also optimized the use of enabled data visualization technologies such as Tableau to democratize data and put them in the hands of decision‐makers. The technology‐enabled data reports allow users to explore, interact with, disaggregate, and analyze information that is actionable and tailored to specific D.E.I. decisions. We also recognized that these efforts aimed at improving data fluency had to be expanded and improved. One necessary action plan was to develop a data dictionary or guide— such as a <emph>Diversity Data Cookbook</emph>—to clarify terms we use in data reports or publications (e.g., historically marginalized, minoritized). The development would require consultation with D.E.I. office and the Multicultural Center to ensure alignment with other campus definitions and a commitment to keeping up with changes in labels as they can be fluid and change (e.g., adopting terms such as Latinx, using BIPOC as an acronym that stands for Black, Indigenous, people of color).</p> <p>Previously, we established the Data Inquiry Group with the primary purpose of leveraging the data and analytic tools available across the campus. Group members are composed of key data users and analysts in schools and other units as appointed by deans or vice chancellors. The group has approximately 43 members and meets 2–3 times per semester. The charge is to serve as data coaches for IUPUI in collaboration with the IRDS office. As such, group members engage in dialogue around data‐driven decision‐making, serve as advisors around types of data needed for decision‐making, and provide input on issues such as data quality, literacy, use, capacity, and transparency. We leveraged the Data Inquiry Group to provide information on our services including data resources and reports available for schools and units to develop and assess progress on their individual D.E.I. strategic plans. In addition to the establishment of this new IRDS‐centric group, in order to ensure that we are at the table to bring forth key D.E.I. data when decisions are being made, IRDS professionals also serve on various councils, groups, and committees across campus, including the Chancellor's Diversity Cabinet, Program Review and Assessment Committee, deans' meetings, Enrollment Management Advisory Council, Strategic Information Council, and more. Serving on and being active participants on these key councils and committees ensures that data and information is integrated into discussions and decisions and is not an afterthought. The plan also advocated that we participate on hiring committees bringing a D.E.I. lens to hiring processes at IUPUI.</p> <p>Our D.E.I. plan also emphasized the importance of IRDS professionals emerging as leaders in the field of IR D.E.I. work. This included IRDS professionals serving as leaders in promoting D.E.I. and empowering others to use data and information to enhance D.E.I. initiatives across campus, as well as at external professional meetings. Specific examples include serving in leadership roles in external associations such as the Association for Institutional Research and publishing peer reviewed articles and manuscripts related to our D.E.I. work. Our plan also states that we should bring a D.E.I. lens to all internal and external presentations, even when the topic is not explicitly about D.E.I. work (i.e., discussions of our work related to test‐optional admissions; during the development of all student, faculty, and staff surveys; in the evaluation of the effectiveness of first‐year programs, and more).</p> <p>We immediately acknowledged that the effective implementation of our IRDS D.E.I. strategic plan required that IRDS professionals incorporate D.E.I. activities into their existing IR work. One promising practice that we implemented was that "diversity and inclusion" is listed as an IRDS core value and an integral part of our annual performance appraisal process. As such, IRDS professionals are rewarded for engaging in D.E.I. work and receive formal feedback on their progress. Additionally, we continuously encourage IRDS professionals to engage in professional development activities and allocate resources to make this participation possible. However, we also realized many professional development activities in which IRDS staff participated were not directly related to D.E.I. work. Regretfully, we concluded that given the nature of our work and urgent requests for data and information, we often did not take the time to engage in the professional development activities directly related to D.E.I. and offered by IUPUI. Our plan articulated that engaging in quality D.E.I. and culturally responsive IR work necessitated ongoing professional development. We planned to take the following steps to attain our strategic plan goals: (a) ensure that we explicitly support IRDS professionals in participating in campus‐specific and external D.E.I. professional development opportunities; (b) incorporate D.E.I. professional development activities into existing meetings and activities such as IRDS monthly meetings, check‐ins, and strategic planning retreats; (c) actively involve all IRDS professionals in the D.E.I. strategic planning process; (d) learn to be effective allies to assist others to ensure their voices are heard when they may not be heard otherwise; and (e) commit to being learners and constantly educating ourselves by reading, participating in professional development, and engaging in self‐assessment.</p> <p>Finally, our strategic plan underscored the need to take active steps in increasing diversity in the IR field by recruiting, hiring, and retaining more IR professionals of color and from other marginalized identities. A plethora of empirical investigations have shown the benefits of diversity and inclusion in the work environment. In their comprehensive review of the literature, Stewart and Valian (2018) found that bringing in diverse perspectives can promote more creative solutions to complex problems and enhance innovation when the work context values those perspectives in contributing to innovation instead of encouraging prompt consensus. They also contend that a major benefit of diversity is the message it sends to new professionals entering into the work setting context as it conveys that this is a place where you belong and fit regardless of your background. As such, our plan focused on the need to engage in best practices to recruit new staff to enhance diversity and retain talent by fostering an inclusive environment that allows for sharing of diverse perspectives. Also, we planned to initiate inclusive interview processes that minimize bias. Hiring more diverse IR professionals also means that we must enhance efforts to attract and retain a diverse IRDS staff by intentionally expanding where we announce or advertise positions and job openings. As such, we must use sources that attract large IR applicant pools (consisting of IR professionals of color and other diverse background) such as <emph>Insight Into Diversity</emph>; <emph>Academic Diversity Search, Inc.; DIVERSE: Issues in Higher Education (formerly Black Issues in Higher Education); Higher Ed Jobs; or The Chronicle of Higher Education</emph>.</p> <hd id="AN0155218579-5">Metrics and assessment of the IRDS D.E.I. strategic plan</hd> <p>Evaluation of the effectiveness of our strategic plan and the attainment of the associated objectives required the identification of metrics to track, along with the conceptualization of related assessment measures. These assessment measures allow for us to systematically and iteratively determine our progress toward achieving the plans and steps identified in our D.E.I. strategic plan. Identified assessment methods need not be unique to each question domain within the D.E.I. strategic plan, but need to provide some indication of the effectiveness of the department in achieving the steps identified in the plan.</p> <p>For example, to determine the effectiveness of the plan in ensuring that IRDS' mission and vision statement reflect our commitments to diversity, identified metrics involve a content analysis of the IRDS mission and vision statement to ensure that they reflect genuine commitment to D.E.I. and that external audiences understand the mission. Assessment of the metrics may entail conducting focus groups of external stakeholders to ensure that IRDS is clearly articulating their commitment to D.E.I. externally. Additional assessment might be a quick "pulse" survey to frequent collaborators to see if they are aware that a commitment to D.E.I. work is included in the mission and vision.</p> <p>To determine the effectiveness of the plan in ensuring IRDS professionals present and lead discussions on equity and inclusion at professional meetings, our identified metrics involve the total number of D.E.I.‐related publications and presentations by IRDS staff each year, along with the number of D.E.I. committees, programs, or experiences in which IRDS staff members are members or facilitators. Assessment includes compiling the numbers related to each of the metrics. Staff members can self‐report on these initiatives, through the annual evaluation process, allowing the office to compile these data annually.</p> <p>The purpose of identifying metrics and assessment methods related to the D.E.I. strategic plan is to allow office leadership—and all staff members—to have measurable and meaningful information about the efficacy of the plans implementation and the ways in which it contributes to real, consequential change in the office and across the campus. A full list of the associated metrics and assessment measures can be found in the IRDS D.E.I. strategic plan (see Appendix).</p> <hd id="AN0155218579-6">CONCLUSION</hd> <p>The development and implementation of effective IR D.E.I. strategic plans requires the acknowledgement of the critical role that we (as IR professionals) play in advancing equity‐minded institutional decision cultures. We argue that the design and implementation of effective D.E.I. strategic plans requires the following: (a) an environmental scan of local and national contexts to take into account events, practices, and policies related to D.E.I.; (b) an examination of mission and vision statements to ensure they explicitly reflect the IR office's commitment to D.E.I.; (c) a commitment to bringing an equity lens to IR work and investigating institutional environments and policies that are the root causes of inequities among students, faculty, and staff; (d) the allocation professional development resources to make certain that IR professionals are equipped with the knowledge, skills, abilities, and mental schemas necessary for D.E.I. work; (e) an intentional effort to create inclusive IR office environments that welcome diverse perspectives to foster innovation and more creative problem solving; and, finally, (f) a dedication to increasing diversity in the IR field by recruiting, hiring, and retaining more IR professionals of color. Successfully making D.E.I. an integral aspect of our IR work means we must reframe and reimagine our roles as important collaborators and leverage our expertise so that decision‐makers turn to our data to drive critical decision making and advance institutional D.E.I. work (Peters, 2020). Ideally, through the development and implementation of D.E.I. strategic goals, our data and analytics activities will be used to help stakeholders truly understand the institutional structures, practices, and policies that may be contributing to problematic inequities in outcomes.</p> <p>APPENDIX THE IUPUI INSTITUTIONAL RESEARCH AND DECISION SUPPORT DIVERSITY, EQUITY, AND INCLUSION STRATEGIC PLAN</p> <p>HOW DOES THE IRDS MISSION AND VISION STATEMENTS REFLECT OUR COMMITMENT TO DIVERSITY?</p> <p>Current reality</p> <p>While our mission and vision statements clearly articulated our IRDS office purposes, goals and values as well as desired future state, our mission and vision did not explicitly state our commitment to D.E.I..</p> <p>Current Mission</p> <p> <emph>IRDS provides accurate, timely, and actionable information to support decision making at IUPUI. Using information from this office will allow greater coordination and alignment of activities to achieve maximum effectiveness in regard to IUPUI's Strategic vision, mission, values, and goals related to the success and learning of our students as well as overall institutional effectiveness. We strive to be a national leader in institutional research and decision support in higher education</emph>.</p> <p>Current Vision</p> <p> <emph>Empower the entire IUPUI community to use data and analytics to make evidence‐based decisions that shape IUPUI's future</emph>.</p> <p>Diversity and Inclusion is listed as a Core Value and this is used as part of our annual formal performance appraisal feedback.</p> <p> <emph>IRDS team members should strive to promote an atmosphere of inclusion and tolerance. This includes the recruitment, retention, and meeting the needs of diverse students, staff, and faculty. IRDS team members demonstrate a commitment to civility and mutual respect in all interactions and are willing to expand knowledge of diverse cultures and perspectives. Behaviors associated with meeting expectations in annual performance appraisal process promotes an atmosphere of inclusion, respect, and acceptance; addresses the needs of diverse staff, faculty, and students</emph>.</p> <p>Plans and next steps</p> <p></p> <ulist> <item> We recognize it is important to explicitly state our commitment to diversity, equity and inclusion in our mission statement.</item> <p></p> <item> We began to develop new shared vision and mission statements just prior to the pandemic. We will resume this process and refine our mission and vision statements—including our commitment to diversity, equity and inclusion—during the IRDS D.E.I. Strategic Planning Process.</item> </ulist> <p>Metrics and assessment</p> <p></p> <ulist> <item> Metrics could involve a content analyses of mission and vision statement to ensure that it reflects genuine commitment to D.E.I. and that external audiences understand the mission.</item> <p></p> <item> Assessment of the mission statement and vision statement may entail conducting focus groups of external stakeholders to ensure that WFYI is clearly articulating their commitment to D.E.I. externally. Another thought might be a quick "pulse" survey to frequent collaborators (e.g., Chancellor's Diversity Cabinet, Program Review and Assessment Committee, Data Inquiry Group, Enrollment Management Advisory Council, Strategic Information Council) to see if they are aware that a commitment to D.E.I. work is included in the mission and vision, and prominently featured on the website.</item> </ulist> <p>HOW DO WE APPLY AN EQUITY LENS TO OUR WORK?</p> <p>Current reality</p> <p>We in IRDS engage in many efforts to promote culturally responsive and inclusive institutional research (IR), institutional effectiveness (IE), and assessment practices that take into account the increasingly diverse student, faculty, and staff populations we serve. We engage in the following practices:</p> <p></p> <ulist> <item> We disaggregate data to help decision‐makers understand inequities in access and outcomes by student groups (e.g., first generation, gender, historically marginalized, under‐resourced, low‐income, nontraditional, transfer).</item> <p></p> <item> We disaggregate data to help decision‐makers understand inequities in access and outcomes by faculty and staff groups (e.g., gender, historically marginalized, age, rank).</item> <p></p> <item> We have designed our interactive reports so decision‐makers can examine intersectionality.</item> <p></p> <item> We conduct various analyses and investigations that examine inequities in student access and outcomes (e.g., retention, academic performance, student engagement, learning outcomes). These analyses allow decision‐makers to understand and ideally address inequities.</item> <p></p> <item> We conduct various analyses and investigations that examine inequities in faculty hiring and outcomes. These analyses allow decision‐makers to understand and ideally address inequities.</item> <p></p> <item> We strive to always use inclusive language and appropriate labels in our reporting in an effort to consider power structures and engage in socially just IR/IE/assessment work.</item> </ulist> <p>Plans and next steps</p> <p></p> <ulist> <item> Need to develop a guide to the meaning of terms such as diversity, equity, inclusion, social justice, and more to create shared understanding and meaning.</item> <p></p> <item> Critical to understand institutional context and foster understanding of what structures, policies, implicit biases, stereotype threats and factors that are contributing to inequities.</item> <p></p> <item> Consider how we conceptualize our research. This is just as important as the methods we select. Our frameworks help us determine what variables to use and how to approach interpretations. Important to be aware that many frameworks do not fully consider the experiences of marginalized groups or approach their experiences from a deficit perspective. We need to make sure to take some time to thoughtfully select a framework to help answer proposed research questions.</item> <p></p> <item> We need to also pay attention to small populations. All voices are important</item> <p></p> <item> Rethink comparisons and reference groups. White students' experiences are often held as the norm to which other groups are compared (Mayhew & Simonoff, 2015), carrying the assumption that White students' experience is "normal" and implying this should be achieved by other student groups.</item> <p></p> <item> We need to continuously take steps to intentionally acknowledge the importance of interrogating and disaggregating data and considering intersectionality.</item> <p></p> <item> We need to work as a team to make sure everyone in IRDS embraces the importance of socially just IR/IE/assessment practices.</item> <p></p> <item> Plan, whenever possible or necessary, to disaggregate beyond federally required levels in order to better understand or account for groups that may be traditionally marginalized.</item> <p></p> <item> Ensure that we apply Universal Design Principles to our website and all reports to so that they can be accessed, understood and used to the greatest extent possible by all people.</item> <p></p> <item> Use the following as a guide for data reporting at a minimum: National Survey of Student Engagement (NSSE), Tips for More Inclusive Data Sharing and Analysis: https://nsse.indiana.edu/support-resources/data-results-guides/tips-for-more-inclusive-data-sharing-and-analysis/index.html</item> </ulist> <p>Metrics and assessment</p> <p></p> <ulist> <item> Metrics may focus on the percentage or number of reports and dashboards that include data disaggregation and intersectional identities.</item> <p></p> <item> Assessment may be an annual audit of reports created in the past year.</item> <p></p> <item> Another assessment and evaluation measure may involve conducting surveys or focus groups with campus stakeholders to understand how reports increased awareness and behaviors associated with D.E.I.</item> <p></p> <item> Finally, we may conduct an annual audit of the IRDS website, posted presentations, and reports related to the use of inclusive language and appropriate labels (especially because these can be fluid and shift). This audit might also include who is used as references and comparator groups in reports</item> </ulist> <p>HOW DOES IRDS PLAY A ROLE IN ASSISTING IUPUI TO LIVE OUT "A STRONG COMMITMENT TO DIVERSITY"?</p> <p>Current reality</p> <p>We provide a wealth of data and information to help IUPUI assess and measure progress in terms of living out "a strong commitment to diversity." The following are reports prepared and activities engaged in to this end:</p> <p></p> <ulist> <item> Prepare and disseminate an annual campus‐level Diversity Report in collaboration with Vice Chancellor Karen Dace and the Chancellor's Diversity Cabinet.</item> <p></p> <item> Plan, administer, and disseminate results from campus climate surveys.</item> <p></p> <item> Support the data and assessment needs of all D.E.I. initiatives and programs.</item> <p></p> <item> Provide data to support school and unit‐level D.E.I. strategic plan process and goals.</item> <p></p> <item> Provide data support for IUPUI strategic planning process which includes a focus on Goal 9: Promote an Inclusive Campus Climate.</item> <p></p> <item> Create and maintain a series of interactive accessible reports that disaggregate student, faculty, and staff data to understand access, recruitment/hiring, and outcomes.</item> <p></p> <item> Help design and administer surveys (self‐administered questionnaires, focus groups, interviews) to assess student, staff, and faculty perceptions and experiences.</item> <p></p> <item> We engage in collaborative work in support of the IUPUI ADVANCE Project led by the office of academic affairs</item> </ulist> <p>Plans and next steps</p> <p></p> <ulist> <item> Continuously make efforts to ensure decision‐makers across campus are aware of our reports and have the data fluency necessary to understand how to use the data and reports we provide.</item> <p></p> <item> Develop a data dictionary or guide to clarify terms we use in data reports (e.g., historically marginalized, minoritized). May need to consult with D.E.I. and the Multicultural Center to Ensure Alignment. Develop a Diversity Cookbook. These labels can be fluid and change and we want to be sure we keep up with those changes.</item> <p></p> <item> Work with groups such as multicultural center and IUPUI D.E.I. office to ensure we are using proper terms and labels in reports.</item> <p></p> <item> Ensure that data definitions are accessible and widely shared on IRDS website that can have definitions of common data fields.</item> <p></p> <item> Limit bio‐demographic data given while fulfilling data requests‐right now based mostly on who is asking</item> <p></p> <item> Survey reports (static paper/PDF reports) not always broken out by demographic information and looking at intersection of different demographics the same way IRDS Tableau reports are.</item> <p></p> <item> Constantly survey and keep up with trends and any changes in language.</item> <p></p> <item> Living out means to go beyond reporting. Practicing what we preach. Holding ourselves accountable to have a strong commitment to diversity.</item> <p></p> <item> Develop instructions on how to properly use reports/dashboards</item> <p></p> <item> There is more about these plans in the next section specifically focused on ensuring access and use of data, information, analyses, reports and investigations. Specific plan:</item> </ulist> <p>Metrics and assessment</p> <p></p> <ulist> <item> Metrics might include the number of D.E.I. related analyses and reports conducted and generated each year. Particular attention may be paid to ad hoc reports.</item> <p></p> <item> Another metric may be related to the data dictionary and diversity cookbook.</item> <p></p> <item> Assessment may include the number of reports, as well as retaining a "map" of where and for whom these activities take place.</item> <p></p> <item> In conjunction with the assessment of how we apply an equity lens to our work, additional measures may involve conducting surveys or focus groups with campus stakeholders to understand how reports increased awareness and behaviors associated with D.E.I.</item> <p></p> <item> Additionally, assessment may include using web analytics to determine the number of people or "hits" used to access the data dictionary and diversity cookbook.</item> </ulist> <p>DOES IRDS ENSURE THAT IUPUI SCHOOLS, UNITS, OFFICES AND DECISION MAKERS ACROSS CAMPUS HAVE ACCESS TO AND KNOW HOW TO USE AND LEVERAGE PERTINENT INFORMATION TO ENHANCE D.E.I. EFFORTS?</p> <p>Current reality</p> <p>We have engaged in several efforts to ensure decision‐makers across campus are aware of our reports and have the <emph>data fluency</emph> necessary to understand how to use the data and reports we provide. The following are steps and activities we have engaged in:</p> <p></p> <ulist> <item> Developed a comprehensive integrated data infrastructure (student, faculty, staff, financial, diversity indicators, and strategic planning indicators) to provide unprecedented access to data for all decision‐makers across IUPUI to help monitor their D.E.I. goals.</item> <p></p> <item> Optimized the use of enabled technology such as Tableau to put data in the hands of decision‐makers. The technology‐enabled data reports allow users to explore, interact with, disaggregate, and analyze information that is actionable and tailored to specific decisions.</item> <p></p> <item> Conducted a series of data workshops to enhance data fluency and help decision‐makers navigate the wealth of data reports and analytics available across IUPUI and IU for decision making, planning, and implementing improvements to enhance inclusion.</item> <p></p> <item> Developed small teams within IRDS who work collaboratively with decision‐makers in schools and in units to ensure that that we are providing them with quality information and data tools so that they are empowered and effective decision‐makers. Process is integrative, nimble, and data is actionable and aligned with strategic planning decisions.</item> <p></p> <item> Meet with new leaders to explain what services, resources, and data our office provides to support their role as leaders.</item> <p></p> <item> Established the Data Inquiry Group (DIG). The primary purpose of DIG is to leverage the data and analytic tools available across IUPUI. Group members are composed of key data users/analysts in schools and other units as appointed by Deans from each school or Vice Chancellors of units. The group has approximately 43 members and meets 2‐3 times per semester. The charge is to serve as data coaches for IUPUI in collaboration with the IRDS. As such, group members engage in dialogue around data‐driven decision‐making, serve as advisors around types of data needed for decision‐making and provide input on issues such as data quality, literacy, use, capacity, and transparency.</item> <p></p> <item> Leverage data analytic power with the formation of Strategic Information Council (SIC). SIC meets regularly and strategically mine our data repositories, including advising tools and institutional analytics developed by [vendors] or available through Canvas, in order to identify soluble barriers to student success and to address them systematically. The council engages in a deliberate cycle of piloting responses to identified barriers, evaluating their efficacy, and rapidly scaling them up or implementing policy to support undergraduate student retention and success in coordination with appropriate councils, faculty governance groups, and the Center for Teaching and Learning.</item> <p></p> <item> IRDS professionals serve on various councils, groups, and committees across campus to make sure we at the table and ensure data/information is integrated into discussions/decisions and is not an afterthought: Chancellor's Diversity Cabinet, Program Review and Assessment Committee (PRAC), Deans Meetings, Enrollment Management Advisory Council (EMAC), Strategic Information Council (SIC), and more.</item> <p></p> <item> We participate on hiring committees bringing a D.E.I. lens to hiring processes at IUPUI.</item> </ulist> <p>Plans and next steps</p> <p>We need to continuously make efforts to ensure decision‐makers across campus are aware of our reports and have the data fluency necessary to understand how to use the data and reports we provide. We also need to continuously be at the table and ensure that we are members of key committees, councils, groups, and meetings so that data/information is integrated into every stage of the decision‐making process and is not an afterthought. Here are specific action plans:</p> <p></p> <ulist> <item> Engage in audit or needs assessment to make sure our reports and investigations are serving campus needs in terms of working toward creating an inclusive campus climate.</item> <p></p> <item> Provide workshops and information sessions specifically related to the D.E.I. Strategic Planning process. These workshops should not just highlight where to find information but how to translate data into actionable recommendations.</item> <p></p> <item> Provide workshops and information sessions specifically related to creating an inclusive campus and make it a standard workshop to support D.E.I. ongoing initiatives across campus.</item> </ulist> <p>Metrics and assessment</p> <p></p> <ulist> <item> Metrics might be the number of D.E.I. related analyses and reports conducted and generated each year. Particular attention may be paid to ad hoc reports.</item> <p></p> <item> Another metric may be related to the data dictionary and diversity cookbook.</item> <p></p> <item> Assessment may include the number of reports, as well as retaining a "map" of where and for whom these activities take place.</item> <p></p> <item> Maybe in conjunction with the assessment of #2, additional measures may involve conducting surveys or focus groups with campus stakeholders to understand how reports increased awareness and behaviors associated with D.E.I.</item> <p></p> <item> Additionally, assessment may be using web analytics to determine the number of people or "hits" used to access the data dictionary and diversity cookbook.</item> </ulist> <p>DO IRDS PROFESSIONALS PRESENT AND LEAD DISCUSSIONS ON EQUITY AND INCLUSION AT PROFESSIONAL MEETINGS?</p> <p>Current reality</p> <p>IRDS professionals often serve as leaders in promoting D.E.I. and empowering others to use data and information to enhance D.E.I. initiatives across campus. The following are specific examples:</p> <p></p> <ulist> <item> We provide and deliver many presentations at national conferences and professional meetings that directly focus on D.E.I. IR/IE/assessment/program evaluation: Association for Institutional Research (AIR), Indiana Association for Institutional Research (INAIR), Assessment Institute, Higher Learning Commission (HLC), Association of Public and Land Grant Universities Meetings (APLU), and more.</item> <p></p> <item> We serve in leadership roles in external associations (AIR, INAIR) and serve as a co‐leader of the D.E.I. Track at the Assessment Institute in Indianapolis.</item> <p></p> <item> We publish peer reviewed articles and manuscripts related to our D.E.I. work.</item> </ulist> <p>Plans and next steps</p> <p></p> <ulist> <item> We need to continue to make sure we are publishing and presenting on our D.E.I. work and how we strive to apply an equity lens when doing IR/IE/Assessment and Program Evaluation. We often focus on our internal work, but could also hold ourselves up as a national model for this work.</item> <p></p> <item> We should bring a D.E.I. lens to presentations to all external presentations, even when the topic is not explicitly about D.E.I. work (i.e., discussions of our work related to test‐optional admissions and COVID‐related surveys).</item> </ulist> <p>Metrics and assessment</p> <p></p> <ulist> <item> Metrics may involve the total number of D.E.I.‐related—by specific focus or the use of a D.E.I. lens—publications and presentations by IRDS staff each year.</item> <p></p> <item> Additional metrics may relate to the number of D.E.I. committees, programs, or experiences in which IRDS staff members are members or facilitators.</item> <p></p> <item> Assessment would include compiling the numbers related to each of the metrics.</item> </ulist> <p>DO WE ENSURE IRDS PROFESSIONALS IN THE UNIT HAVE ACCESS AND OPPORTUNITIES TO CURRENT TRENDS IN EQUITY?</p> <p>Current reality</p> <p></p> <ulist> <item> We provide feedback to IRDS professionals during performance appraisal feedback meetings. Diversity and Inclusion is listed as a Core Value and an integral part of our annual performance appraisal process.</item> <p></p> <item> We continuously encourage IRDS professionals to engage in professional development activities and allocate resources to make this participation possible.</item> <p></p> <item> Many of the professional development activities we participate in are not directly related to D.E.I. work.</item> <p></p> <item> Admittedly, given the nature of our work and urgent requests for data and information, we often do not take the time to engage in the professional development activities directly related to D.E.I. offered by IUPUI.</item> </ulist> <p>Plans and next steps</p> <p>Engaging in quality D.E.I. and culturally responsive IR/IE/assessment/program evaluation work necessitates ongoing professional development. We plan to take the following steps:</p> <p></p> <ulist> <item> Ensure that we explicitly support IRDS professionals in participating in D.E.I. campus and external professional development opportunities</item> <p></p> <item> Incorporate D.E.I. professional development activities into existing meetings and activities such as IRDS monthly meetings, check‐ins, and strategic planning retreats.</item> <p></p> <item> Actively involve all IRDS professionals in D.E.I. Strategic Planning process.</item> <p></p> <item> Learn to be effective allies to assist others to ensure their voices are heard when they may not be heard otherwise.</item> <p></p> <item> Commit to being learners and constantly educating ourselves: read, learn, participate in professional development, and self‐assessment.</item> </ulist> <p>Metrics and assessment</p> <p></p> <ulist> <item> Metrics may involve the total resource allocation (dollar amount devoted) to support staff professionals in participating in D.E.I. professional development opportunities, both internal and external. Metrics may also include number of events and professional opportunities attended.</item> <p></p> <item> Metrics and assessment may involve measuring to the extent to which D.E.I. professional development activities are integrated into existing meetings and activities such as monthly meetings, check‐ins, and strategic planning retreats.</item> <p></p> <item> May conduct focus groups to actively involve all IRDS professionals in D.E.I. Strategic Planning process. Important that all are involved into the development and assessment of D.E.I. strategic plan.</item> <p></p> <item> Assess the extent to which staff have learned to be effective allies to assist others to ensure their voices are heard when they may not be heard otherwise.</item> <p></p> <item> Assess extent to which staff are committing to being learners and constantly educating themselves: reading, self‐assessment, participating in professional development. Knowledge, awareness and participation could be assessed by surveys, focus groups, interviews or content analyses of existing documents and programming content.</item> <p></p> <item> Assessment may include allowing staff to self‐report on D.E.I.‐related training they have attended (on‐ or off‐campus), either through the annual evaluation process or some other means. This number could be compiled annually.</item> </ulist> <p>HOW DO WE IMPLEMENT INTERNAL OFFICE PRACTICES TO SUPPORT THE RECRUITMENT AND RETENTION OF A DIVERSE TEAM?</p> <p>Current reality</p> <p></p> <ulist> <item> We engage in best practices in terms of recruiting new staff in an effort to enhance diversity and ensure that we have an inclusive interview process that minimizes bias.</item> <p></p> <item> We try to retain talent by fostering an inclusive environment while offering competitive salaries/benefits.</item> </ulist> <p>Plans and next steps</p> <p></p> <ulist> <item> We plan to enhance efforts to attract and retain a diverse IRDS staff. For example, we will expand where we announce positions and job openings.</item> <p></p> <item> Be intentional about where we post job opportunities to ensure a diverse pool of applicants is available.</item> </ulist> <p>Metrics and assessment</p> <p></p> <ulist> <item> Metrics may focus on the implementation of strategies to enhance diversity (number of and nature of) such as implicit biases training, inclusive interview strategies to minimize biases, practices to enhance the diversity of applicant pools by posting positions in sources that attract and are welcoming to readers of color.</item> <p></p> <item> Metrics may also include the number of staff of color, LGBTQ+, and women over time and the development of benchmarks to assess improvement in staff representation.</item> <p></p> <item> Assessment may also involve the development and implementation of a climate survey to ensure that staff feel affirmed and valued for their unique perspectives.</item> <p></p> <item> Additional assessment may include allowing staff to self‐report on D.E.I.‐related training they have attended (on‐ or off‐campus), either through the annual evaluation process or some other means. This number could be compiled annually.</item> <p></p> <item> Assessment may also include noting where advertisements for open positions were placed; this obviously would only occur when positions need to be filled.</item> </ulist> <ref id="AN0155218579-7"> <title> REFERENCES </title> <blist> <bibl id="bib1" type="bt">1</bibl> <bibtext> Association for Institutional Research. (2020, June). Statement on racial injustice. https://<ulink href="http://www.airweb.org/resources/diversity-equity-and-inclusion-resources/diversity-equity-and-inclusion">www.airweb.org/resources/diversity-equity-and-inclusion-resources/diversity-equity-and-inclusion</ulink></bibtext> </blist> <blist> <bibl id="bib2" type="bt">2</bibl> <bibtext> Dorime‐Williams, M. (2018). Developing socially just practices and policies in assessment. New Directions for Institutional Research: No. 177. Special issue: Assessment and social justice: Pushing through paradox (pp. 41 – 56). Jossey‐Bass. https://doi.org/10.1002/ir.20255</bibtext> </blist> <blist> <bibl id="bib3" type="bt">3</bibl> <bibtext> Flaherty, C. (2021, May 14). The DEI pathway to promotion. Inside Higher Ed. https://<ulink href="http://www.insidehighered.com/news/2021/05/14/iupui-creates-path-promotion-and-tenure-based-dei-work">www.insidehighered.com/news/2021/05/14/iupui-creates-path-promotion-and-tenure-based-dei-work</ulink></bibtext> </blist> <blist> <bibl id="bib4" type="bt">4</bibl> <bibtext> Indiana University. (2021). IUPUI strategic plan. https://strategicplan.iupui.edu/vision-mission-values #:∼:text=IUPUI's%20mission%20is%20to%20advance,master's%2C%20professional%2C%20and%20Ph.</bibtext> </blist> <blist> <bibl id="bib5" type="bt">5</bibl> <bibtext> Kendi, I. X. (2019). How to be an anti‐racist. Random House Publishing Group.</bibtext> </blist> <blist> <bibl id="bib6" type="bt">6</bibl> <bibtext> Mayhew, M. J., & Simonoff, J. S. (2015). Non‐White no more: Effect coding as an alternative to dummy coding with implications for higher education researchers. Journal of College Student Development, 56, 170 – 175.</bibtext> </blist> <blist> <bibl id="bib7" type="bt">7</bibl> <bibtext> McNair, T. B., Bensimon, E. M., & Malcom‐Piquex, L. (2020) From equity talk to equity walk: Expanding practitioner knowledge for racial justice in higher education. Jossey‐Bass. https://doi.org/10.1002/9781119428725</bibtext> </blist> <blist> <bibl id="bib8" type="bt">8</bibl> <bibtext> Nadler, D. A., & Tushman, M. L. (1995). Types of organization change: From incremental improvements to discontinuous transformation. In D. A. Nadler, R. B. Shaw, & A. E. Walton (Eds.), Discontinuous change: Leading organizational transformation (pp. 15 – 34). Jossey‐Bass.</bibtext> </blist> <blist> <bibl id="bib9" type="bt">9</bibl> <bibtext> National Survey of Student Engagement. (2021). Tips for more inclusive data sharing and analysis. https://nsse.indiana.edu/support-resources/data-results-guides/tips-for-more-inclusive-data-sharing-and-analysis/index.html</bibtext> </blist> <blist> <bibtext> Peters, E. (2020, July 28). IR is a critical partner in diversity, equity, and inclusion work. Association for Institutional Research. https://<ulink href="http://www.airweb.org/resources/publications/eair-newsletter/special-features/2020/07/28/ir-is-a-critical-partner-in-diversity-equity-and-inclusion-work">www.airweb.org/resources/publications/eair-newsletter/special-features/2020/07/28/ir-is-a-critical-partner-in-diversity-equity-and-inclusion-work</ulink></bibtext> </blist> <blist> <bibtext> Stewart, A. J. & Valian, V. (2018). An inclusive academy: Achieving diversity and excellence. MIT Press.</bibtext> </blist> </ref> <aug> <p>By Michele J. Hansen; Caleb J. Keith; Howard R. Mzumara and Steven Graunke</p> <p>Reported by Author; Author; Author; Author</p> </aug>
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  Data: Developing and Implementing an Institutional Research Office Diversity, Equity, and Inclusion Strategic Plan
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  Data: <searchLink fieldCode="AR" term="%22Hansen%2C+Michele+J%2E%22">Hansen, Michele J.</searchLink><br /><searchLink fieldCode="AR" term="%22Keith%2C+Caleb+J%2E%22">Keith, Caleb J.</searchLink><br /><searchLink fieldCode="AR" term="%22Mzumara%2C+Howard+R%2E%22">Mzumara, Howard R.</searchLink><br /><searchLink fieldCode="AR" term="%22Graunke%2C+Steven%22">Graunke, Steven</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22New+Directions+for+Institutional+Research%22"><i>New Directions for Institutional Research</i></searchLink>. Spr-Win 2021 (189-192):93-108.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Institutional+Research%22">Institutional Research</searchLink><br /><searchLink fieldCode="DE" term="%22Strategic+Planning%22">Strategic Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Justice%22">Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Mission%22">Institutional Mission</searchLink><br /><searchLink fieldCode="DE" term="%22Position+Papers%22">Position Papers</searchLink><br /><searchLink fieldCode="DE" term="%22Colleges%22">Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Recruitment%22">Recruitment</searchLink><br /><searchLink fieldCode="DE" term="%22Labor+Turnover%22">Labor Turnover</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Opportunities%22">Educational Opportunities</searchLink>
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  Data: 10.1002/ir.20354
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  Data: 0271-0579
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  Data: This article describes how a large Institutional Research and Decision Support (IRDS) office engaged in efforts to promote culturally responsive and inclusive institutional research (IR) practices that take into account the increasingly diverse student, faculty, and staff populations we serve. We describe how we developed a diversity, equity and inclusion (D.E.I.) strategic plan that addressed the following: (a) ensuring our Mission Statement reflects our commitment to diversity; (b) applying an equity lens to our work; (c) supporting campus-wide D.E.I. efforts while helping the campus live out a commitment to D.E.I.; (d) implementing internal office practices to support the recruitment and retention of a diverse team; and (e) ensuring IR professionals have access to and opportunities to learn about current trends in equity and inclusion. Our approach was guided by Kendi's conceptualization of antiracism, and we examine how we have opportunities to make antiracist decisions in various aspects of our work, including how we frame IR, analyze and label data, and interpret results given local contexts and structural inequities.
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    Identifiers:
      – Type: doi
        Value: 10.1002/ir.20354
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 93
    Subjects:
      – SubjectFull: Institutional Research
        Type: general
      – SubjectFull: Strategic Planning
        Type: general
      – SubjectFull: Diversity
        Type: general
      – SubjectFull: Justice
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Institutional Mission
        Type: general
      – SubjectFull: Position Papers
        Type: general
      – SubjectFull: Colleges
        Type: general
      – SubjectFull: Recruitment
        Type: general
      – SubjectFull: Labor Turnover
        Type: general
      – SubjectFull: Educational Opportunities
        Type: general
    Titles:
      – TitleFull: Developing and Implementing an Institutional Research Office Diversity, Equity, and Inclusion Strategic Plan
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Hansen, Michele J.
      – PersonEntity:
          Name:
            NameFull: Keith, Caleb J.
      – PersonEntity:
          Name:
            NameFull: Mzumara, Howard R.
      – PersonEntity:
          Name:
            NameFull: Graunke, Steven
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-print
              Value: 0271-0579
          Numbering:
            – Type: issue
              Value: 189-192
          Titles:
            – TitleFull: New Directions for Institutional Research
              Type: main
ResultId 1