Through this strategic plan we will work to reimagine the student experience and design
multi-year “learning and earning” pipelines that help students chart their career
pathways.
To accomplish this, we will create a living and learning technology plan that supports
and empowers our students, build an intentional campus plan that takes advantage of
our beautiful location and Southern California climate, and expand programs and services
that foster diversity, equity, and inclusion practices that add meaning, value, and
significance to students’ lives and learning experiences.
A Community Strengthened by Diversity, Equity, Inclusion, and Justice
1. A learning environment that includes a focus on DEIJ
Offer courses in each program, major, and GE that have DEIJ as a focus of discussion
and study; ensure that equity issues in syllabi and course assignments are addressed.
We have successfully completed several key milestones that lay the foundation for
a more inclusive and equitable academic environment. Our journey began with the implementation
of the Equity Advocate / Implicit Bias Training, a critical step in fostering an understanding
of these essential concepts among our faculty and recently staff. This extensive program,
initiated in September 2022, has been institutionalized for both faculty and staff.
Following closely, we identified and put in place a dedicated Initiative Team comprising
Deans, Chairs, and Committees. This team has been instrumental in driving our DEIJ
efforts forward. Additionally, we have shared the DEIJ Course Review exercise with
our Faculty E & I Committee, ensuring that our curriculum aligns with our inclusive
values. One of the notable achievements has been the systematic sharing of the 2022
DEIJ Curriculum Assessment Report. It now appears on the EEIR website for ease of
access. This report's dissemination has been crucial in identifying areas for improvement
and in charting the course for future curriculum development.
In December 2022, we embarked on developing and publishing the CTL's DEIJ Toolbox,
an online resource tailored to our diverse academic disciplines. This toolbox not
only serves as a resource but also as a testament to our commitment to ongoing learning
and adaptation in the field of DEIJ.
The implementation of CHESS 2.0 training to facilitate access to the Faculty CTL DEIJ
Toolbox marked another significant milestone. This training was essential in empowering
our faculty to effectively utilize the toolbox, enhancing their teaching and engagement
with DEIJ principles. The Toolbox is now migrating from a PDF document format to an
online platform for more direct user friendly access.
Our syllabus has undergone a transformation, reflecting our commitment to DEIJ in
both content and pedagogy. Alongside this, we have implemented a Culturally Responsive
Pedagogy focused Train the Trainer model (as part of the institutionalization of CHESS),
ensuring that our teaching staff are not just recipients of knowledge but also its
disseminators.
While we have made commendable progress, several milestones are still underway. The
solicitation of course listings and descriptions from department chairs is in progress,
with an expected completion in April 2024. The engagement of the DEIJ Course Content
Review is halfway through, with an anticipated completion in May 2024. Additionally,
training faculty to train schools and divisions on equity elements, and identifying
DEIJ learning outcomes for each program, are scheduled to commence in 2024.
In conclusion, our DEIJ initiative 1.1.1. has seen substantial achievements. We have
laid a solid foundation and are on a promising path to creating a more diverse, equitable,
inclusive, and just academic environment. The progress we have made is a testament
to our commitment to these values and our dedication to continuous improvement in
this crucial area.
Last updated: January 25, 2024
The initiative has achieved a milestone completion rate of 57.5%. It is noteworthy
that all milestones achievable within the designated timeframe have been successfully
met, as indicated in the dashboard snapshot provided.
Milestones at 100% Completion:
Equity Advocate/Implicit Bias Training and Ongoing Support:
Annual fall training supplemented by ongoing one-on-one and small group professional
development. Available in-person and online.
Initiative Team Identification:
Team members, comprising teens or teen designees, have been identified
Sharing of Previous DEIJ course review process with faculty and the faculty Equity
and Inclusion Committee:
The report has been directly shared with the faculty committee and is accessible in
the curriculum and pedagogy toolbox on the faculty development and inclusive excellence
website.
Systematic Sharing of DEIJ Curriculum Assessment Report:
The report is directly available on the faculty development and inclusive excellence
website.
Collaborative Development and Publication of the Center for Teaching and Learning’s
(CTL) Discipline Specific DEIJ Toolbox:
Resource available on the faculty development and inclusive excellence website.
Migration to online platform underway for enhanced accessibility.
Training sessions are planned for new faculty learning community and are open to other
faculty upon request.
Implementation of trainings, including CHESS 2.0, and incorporating the CTL DEIJ Toolbox:
Partnership established with CHESS for institutionalizing HSI faculty development.
Writing workshop in Ojai planned for Spring 2024.
Collaborative co-editing of special issue journal featuring contributions from CHESS
participants.
Reworking of syllabus course on the website and Train the Trainer Model:
Course available on Faculty Development and Inclusive Excellence website.
Future plans include offering a certificate of completion and a digitized quiz for
course completion acknowledgment.
Upcoming Plans (Fall 2023 - Spring 2024):
Solicit course listings and descriptions from department chairs.
Engage DEIJ course review with faculty Equity and Inclusion Committee.
Faculty Training: Equipping schools and divisions with equity elements/content in
Assignments & Assessments.
Formulate a strategy for identifying DEIJ learning outcomes for each program.
The progress achieved reflects our commitment to advancing DEIJ in all aspects of
our academic community. We look forward to continued success in the upcoming phases
of this initiative.
Last updated: August 31, 2023
2. DEIJ training and programming
Identify and deliver DEIJ training programs for employees. Identify and deliver similar
programs for student leaders and student employees across campus. Ensure that these
trainings have a strong educational element (not just a celebration-of-culture focus).
Milestone 1: Evaluation and Development of DEIJ Training Objectives Status: Completed Duration: October 2022 - July 2023 Achievement: 100% Our journey began with an in-depth evaluation of our existing DEIJ training programs
for staff, faculty, and students. This foundational step, completed in collaboration
with our representative team, focused on developing targeted Learning Objectives (LOs)
based on the identified needs. The successful completion of this phase has provided
a solid framework for enhancing our training initiatives to be more impactful and
relevant.
Milestone 2: Pilot of the DEIJ Training Program Status: In Progress Duration: August 2023 - May 2024 Achievement: 75% Currently in progress, we are piloting a comprehensive DEIJ training program extending
the 1.1.1. efforts listed previous for faculty, encompassing faculty, students, and
staff. This phase includes the integration of online resources and an assessment scheme
to monitor the effectiveness of the program. With 75% completion working with our
IT dept, we are on the verge of concluding this pivotal phase, which will inform the
broader roll-out of the training program.
Milestone 3: Full-scale Roll-out of DEIJ Program Status: Scheduled Duration: August 2024 - May 2025 Achievement: 25% (Preparatory Work) Looking ahead, the full-scale roll-out of our DEIJ program is set to commence in August
2024. This ambitious initiative, currently in its preparatory stages, aims to offer
a tiered engagement model to address the diverse needs within our community. The preparatory
work for this extensive roll-out is well underway.
Milestone 4: Integration and Expansion of DEIJ Training Status: Scheduled Duration: August 2025 - May 2026 Achievement: 25% (Preparatory Work) The final phase of our DEIJ training program focuses on the integration of these efforts
into a formalized student program, promoting joint sessions for faculty, staff, and
the wider campus community. This phase, crucial for ensuring comprehensive DEIJ education
across our campus, is in the early stages of planning and development.
In summary, our progress in developing and implementing a robust DEIJ training program
reflects our unwavering commitment to fostering an inclusive and just campus environment.
We are making significant strides towards realizing our vision of a campus community
where diversity is not only recognized but celebrated and where every individual feels
valued and empowered.
Last updated: January 25, 2024
Our initiative spent the 2022-23 academic year with two important goals:
Audit of needs and current DEIJ training practices: what is out there, and what does
our campus community want to learn?
Pilot program development: given the needs and existing resources, what formal training
regimen would help make progress toward co-creating a DEIJ-informed, competent campus
community?
Our audit revealed that many departments / offices on campus engage in internal DEIJ
training, but there is a need and desire for targeted training on strategies to engage
around DEIJ topics.
For the 2023-24 year, all campus community members will complete an annual training
on communicating for inclusion to set a baseline standard of behavioral expectations.
Additionally, we have developed pilots for two training programs that will target
near all faculty and staff as a part of their existing professional learning plans:
the first on implicit bias, the second on microaggressions. Both sessions will overview
the phenomena, invite participants to identify them, and develop strategies to intervene
skillfully. Presentations will be vetted by on- and off-campus DEIJ experts, including
faculty, staff, and consultants. Pilot trainings will be separated out for faculty
and staff given different needs and the timing of trainings: faculty are on a more
standardized calendar and instructional expectations, whereas staff have more variance
in their schedules, start dates, and responsibilities. Following the pilot, we hope
to develop opt-in trainings for faculty and staff on other DEIJ topics.
After an overview of best practices and advice of the General Counsel, our team determined
that student DEIJ work is best addressed through the formal curriculum and opt-in
programming. (The new proposed IDEAS general education scheme does ask students to
complete one U.S. diversity and one global diversity course to graduate from Cal Lutheran.)
We plan to work with Student Life to explore ways of expanding opt-in opportunities
for students to learn more about DEIJ topics.
Last updated: August 31, 2023
A SoCal and Student-Centric Campus Plan
3. Mission- and identity-informed spaces and places
Prioritize construction, renovation, and design projects that reinforce the university’s
HSI and Lutheran identity and promote our commitment to sustainability.
Although the actual initiative is complete (Prioritize construction, renovation, and
design projects that reinforce the university’s HSI and Lutheran identity and promote
our commitment to sustainability), work is underway on multiple projects dentified
as priorities:
Ahmanson Science Building (Remodel) – Design and bidding has completed Phase 3 of
this project, and construction will commence when final permits are obtained. The
$2.8 million construction bid to fully remodel the second floor of the building (including
installing new HVAC and roofing) was reviewed and approved by the Board of Regents
Construction Oversight Committee on Aug. 2, 2023, and the project was award to Christie
Building and Development, a Newbury Park contractor that has completed multiple Cal
Lutheran projects successfully. Work is expected to complete in late-spring 2024.
Softball Dugouts – Design and bidding has completed on this project, and construction
will commence when final permits are obtained. The $850,000 construction bid was reviewed
and approved by the Board of Regents Construction Oversight Committee on Aug. 2, 2023,
and the project was award to McAuliffe Construction, a Thousand Oaks construction
contractor. Although McAuliffe Construction has not worked on campus previously, the
company has stellar references. Work is expected to complete in late 2023.
Track and Field (Design) – Cal Lutheran project management identified Little, a Southern
California architectural firm, as an ideal designer to complete schematic design for
a new track and field facility on campus. Little specializes in athletic facilities,
and has completed successful designs for both world-class facilities and facilities
for other CLU-conference schools. The $100,000 proposal was reviewed and approved
by the Board of Regents Construction Oversight Committee on Aug. 2, 2023, and the
project management team is currently finalizing the contract.
Last updated: August 31, 2023
4. Outdoor classroom and student programming spaces
Leverage the distinctive features of Cal Lutheran’s climate and natural environment
by designing and erecting multipurpose pavilions, outside recreational amenities,
and the like.
Cabinet worked with outdoor classroom users, and chose a location on the east side
of Kingsmen Park for the first outdoor classroom. This location was chosen do both
minimize classroom distractions and provide new activity in an area that is underutilized.
Cal Lutheran staff is doing the design in-house, and the design is currently finishing
and being prepared to submit for permitting. Project management staff expects to start
construction in late fall.
Last updated: August 31, 2023
A Bolstered Technology Infrastructure
5. Technology improvements
Build a mid-21st century technology infrastructure that improves work flows, processes,
and procedures so that students and CLU employees have a much improved and more efficient
end-user experience.
The Canvas Learning Management System project is complete and operationalized; summer
courses have been using Canvas starting with Session 1 at the end of May. Information
Technology Services (ITS) and Digital Learning teams are gearing up to support Fall
2023 courses.
The new Residential Management System, Starrez, is also operational as of Aug. 1 and
Residence Life is using it to manage student housing for fall.
Last updated: August 31, 2023
6. Online curriculum content
Charge Deans, Department Chairs, and Program Directors to encourage faculty to work
with instructional designers and curriculum experts to create or enhance select online
courses.
There are ongoing conversations between AllCampus, deans, program chairs/directors
and the Digital learning team on online course development for courses within programs
that are to be offered fully online in fall 2024. Significant process has been made
and AllCampus is expected to complete the development of the first wave of 33 courses
by August 2024. Meanwhile, the Digital Learning unit continues to develop, update
and refresh new and other existing online courses that are not part of the AllCampus
arrangement.
Last updated: January 25, 2024
The inventory of online course development needs for both undergraduate and graduate
programs have been completed. Schedules have been created for the development and
refresh of over 243 courses that were identified for online development. About 30
courses that were earmarked for refresh and development in the School of Management
in the 2022-23 academic year are about 80% completed.
Last updated: August 31, 2023
Development of Purpose and Career Readiness
7. Experiential learning requirement
Create a plan to require experiential learning (internships, study abroad, clinical
work, mentored research, etc.) for all undergrad and graduate students. Develop a
funding plan to support the costs to students.
Check back for more information soon.
Last updated: August 31, 2023
8. Partnerships between Career Services, academic advisors, and faculty
Equip faculty and staff alike to help undergraduate students chart their collegiate
and post-collegiate journeys. Encourage faculty and staff to jointly advise students
about majors, career options, and graduate school and to familiarize students with
the concept of vocation.
The goal and purpose of this initiative is to reach more students with key career
and vocational information earlier, and provide the chance to learn, reflect, and
synthesize information to enable students to make future life and career plans. By
partnering with faculty and staff around campus, it allows us to reach more students
with critical information that can impact their future.
An example of the impact is, in one semester we were able to reach an additional 683
students through class presentations, vocational games and icebreakers, career assignments,
and during first year experience courses. Many faculty members are including career
assignments in their courses and/or inviting career services staff to make presentations.
A number of faculty have made a career profile a requirement so Career Services can
send students opportunities. They are also crafting assignments that make career assessments
a requirement, and faculty, advisors, and staff are encouraging students to take advantage
of resumes reviews, counseling, contacts, events, workshops, and special programs
such as various internship programs and our student-alumni mentor program.
Last updated: January 25, 2024
The Advisor Toolkit has been completed but will be updated every semester with new
and relevant content. The initial trainings are scheduled for Fall 2023, and additional
communication will go out with the start of the semester. The marketing plan will
be ongoing, but much of it will happen in Fall 2023. Individual and group meetings
are already underway with faculty, advisors, and staff. All meetings, workshop sessions,
and usage is being tracked as well as how many students actually take part in toolkit
games, exercises, or assignments (core or extra credit). In addition, a new video
was complied with marketing and can be found on the Vocation Toolkit website. As an added bonus, we created a Canvas Course with no assignments called “Career
Services Resources,” that all students and faculty have access to, with information
on career related topics including vocation and purpose.
Last updated: August 31, 2023
9. A campus-wide focus on retention and completion
Identify practices that can be embedded into campus awareness and operations to continually
improve retention efforts and student satisfaction over time.
