Regis’ Action Plan – Beginning to Address Systemic Racism outlines how over the next year the Regis community will accomplish the goals set forth in the President's Commitment to Do Better. It will also serve as the framework for a longer-term Strategic Plan for Inclusive Excellence.

The action plan is only a first step. We are committed to doing the work needed to accomplish the tasks we set out for ourselves.

We will hold ourselves accountable and share progress reports with the community after six and twelve months.

View our six-month progress report.

The voices and input of our students, alumni, faculty, staff, community members, and partners are critical to ensure this plan is something we can all believe in.

We are committed to doing better, each and every day.

Strategic Goals

Below are the goals we set out for ourselves and a broad overview of the tasks that we have identified to meet those goals. Regis community members can view our detailed Institutional Action Plan, including the proposed timeline for each task, progress, and persons responsible, here.

We are always open to feedback on these tasks. If you would like to provide feedback on this plan, please email InclusiveExcellence@regiscollege.edu or fill out this form.

  • Goal 1: Expanded and Required Learning and Professional Development

    • Mandatory online training for all faculty and staff
    • Work with the Multicultural Students Association and the Student Government Association on training materials and implementation
    • Hold an in-depth racial healing workshop with the Administrative Council and Student Affairs and Enrollment Leadership Team
    • Design a registration and tracking system for all learning and professional development opportunities
    • Publish a training calendar listing additional learning opportunities throughout the year for faculty, staff, and students

    Goal Lead: Audrey Grace, Associate Vice President for Inclusive Excellence and Chief Diversity Officer

  • Goal 2: Affirmatively Hiring for Diversity

    • Gather and report data on faculty and staff diversity and retention
    • Update our search committee and hiring policies
    • Develop and offer workshop on the adjunct hiring process for all program directors
    • Hold unconscious bias workshops for search committee members
    • Develop a long term plan for inclusion and retention
    • Develop a long term plan for assessment of outcomes
    • Conduct periodic reviews of hiring and diversity for full and part time faculty

    Goal Lead: Mary Erina Driscoll, Vice President of Academic Affairs

  • Goal 3: Review of Course Content and Outcomes

    • Gather and report data on course and program completion and undergraduate core learning outcome assessment by demographics
    • Disseminate course and program data as appropriate to ensure that changes can be made in response to the data and impact is assessed over time
    • Begin implementation of undergraduate e-portfolio across all four years and assess over time students' own perceptions of their academic program
    • Create a process for faculty to have access to all relevant institutional survey data to better understand academic (course and program level) experiences
    • Conduct a course catalog descriptions inventory and audit using diversity, equity, and inclusion frameworks
    • Conduct an inventory of existing diversity, equity, and inclusion faculty practices
    • Review and revise of existing forms and templates using diversity, equity, and inclusion frameworks
    • Develop a rubric to review current syllabus language, using the Center for Urban Education framework, use the rubric to review current syllabi language, and incorporate the rubric into existing policies and processes.
    • Review and revise the Program Annual Report of Service to include explicit language and evaluation tools regarding curriculum as it relates to diversity and inclusion
    • Review and revise directions and expectations for 5 Year Academic Comprehensive Review in light of diversity and inclusion
    • Include diversity, equity, and inclusion as part of Academic Assessment workshops and meetings
    • Work with the Curriculum and Academic Policies committees to incorporate student voice and participation
    • Update classroom observation forms to include Universal Design For Learning practice and pedagogy and content engagement with diversity, equity, and inclusion

    Goal Lead: Kathryn Edney, Dean, College of Arts and Sciences

  • Goal 4: Increase Student Participation in Institutional Decision-Making

    • Review existing opportunities for student engagement and assess efficacy
    • Identify and design student capacity building opportunities, such as advocacy training and leadership training
    • Work with student leaders, including the Student Government Association, student senators, the School of Business and Communication's Student Advisory Board, and other student groups to set short-term and long-term goals for involvement in decision-making
    • Work with President’s Office (and institution-wide) to establish a formal calendar of events and opportunities where students are able to share their voices on a variety of topics
    • Collaborate with Student Government Association, Partners in Excellence Mentoring Program, Career Services, Institutional Advancement and Alumni Relations, Board of Trustees, and other areas to establish a process for informal mentoring, career pathways, employment opportunities, among other things, for students of color in leadership positions
    • Work with Graduate Student Affairs to expand opportunities for graduate and online student voice in decision-making

    Goal Lead: Walt Horner, Dean of Students

  • Goal 5: Document and Make Public Experiences of Black Students at Regis

    • Draft a Statement of Purpose and A Call for Oral Histories
    • Create a Project-specific Deed of Gift
    • Determine final storage for the collection
    • Discuss with key faculty members how this project can be incorporated into the curriculum for selective courses
    • Create a list of questions to be asked during the interviews
    • Create bound transcripts of interviews
    • Determine how to follow up on the stories
    • Hold a final presentation of the oral histories

    Goal Lead: Justyna K. Szulc-Maziarz, Archivist

  • Goal 6: Update and Make More Accessible Our Bias Response Protocols

    • Incorporate graduate students, Regis North, faculty, as well as undergraduate student and staff in achieving goal.
    • Review current DIRECT and other university bias response protocols
    • Review website and other publications for clear language and links to reporting options
    • Create draft of bias response protocols for review
    • Gather feedback on new protocols and reporting accessibility from students, staff, and faculty

    Goal Lead: Bridget Buoniconti, Assistant Dean of Student Affairs and Chief Conduct Officer and Director of Residence Life

  • Goal 7: Diversify the Alumni Council and Build Alumni Affinity Group

    • Establish a GOLD (Graduate of the Last Decade) subcommittee of the Alumni Council with diverse representation
    • Hold bi-monthly community dialogues on racism with alumni
    • Set the ground work for an Alumni Affinity Group
    • Offer the racial healing workshop to alumni

    Goal Lead: Molly Zuccarini, Director of Alumni Relations

  • Goal 8: Support or Grow Identity-Based Spaces for Students

    • Work with the student diversity council and Multicultural Student Association
    • Survey students on need for identity-based spaces and use of Center for Ministry and Service spaces for affinity conversations
    • Design and implement a community education plan on the need for identity-based spaces
    • Draft plan for use of existing spaces both campus-based and online
    • Include identity-based resources on the website
    • Build out a long-term plan for new identity-based spaces

    Goal Lead: Denise N. Mashmasarmi, Associate Director for Inclusive Excellence

  • Goal 9: Build Founders' Day as a Day-Long Community Dialogue on Racism, Equity, and Social Justice

    • Build a Founders' Day planning committee, incorporating various constituencies, including students, faculty, and staff
    • Determine the goals for the events
    • Develop the schedule and logistics for the event
    • Market the event widely
    • Develop a post-event assessment

    Goal Lead: Mary Lou Jackson, Special Assistant to the President for Mission Effectiveness

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