MAKING THE PLAN WORK

Infuse the DMC mission, mision, and malues into center programming, establishment of services and resources, and into center partnerships.

• Utilize values as DMC 10-year planning tracks — meaning all experiences created will fit into one of our four values as the track leaders/name and meaning making.

• Develop DMC101 training, peer-led, on the importance of mission, vision, and values and how to implement.

• Create planning rubric for major DMC program(s), collaboration requests, and programmatic/ service evaluations.

• Incorporate mission, vision, and values into job descriptions and responsibilities.

If the DMC mission, vision, and, values are incorporated into programmatic development and evaluation, then those who engage with the DMC will experience a measurable affinity for the work, center, and mission.

Establish partnership with the Dean of Faculty office to engage instructional faculty in curricular and co-curricular multidisciplinary and intersectional work.

• Ensure instructional faculty are compensated for their contributions to the academy and student affairs.

• Incorporate faculty knowledge and experience to DMC curricular, co-curricular, and service development.

• Provide avenues for students, student organizations, and faculty collaboration.

• Leverage better integration of social justice education.

• Develop co-curricular experiences such as, but not limited to, DEI fellowship.

If the DMC develops and establishes a faculty fellow role, the center will have a measurable impact to support scholarship, education, and experiential engagement as a means to create shared experience at Hamilton.

Utilize program data, feedback, and narratives to develop rationale for increasing DMC staffing capacity.

• Conduct initial SWOT (strength, weaknesses, opportunities, and threats) analysis with DMC student constituents and professional campus colleagues assessing perceived staffing needs, strengths, weaknesses, and opportunities.

• Identify/distinguish roles for FTE, faculty fellows, graduate assistants, and student staff.

• Identify role support structures (retention and thriving).

• Develop role support structures (retention and thriving).

• Draft a DMC staffing proposal/position descriptions.

• Align DMC staffing proposal with advisory council report and recommendations; consider inclusion of audit and action council.

• Share SWOT analysis and needs assessment with division of DEI leadership and stakeholders.

If the DMC develops a strategic plan and staffing structure, it will increase its ability to fulfill strategic plans and decrease professional burnout and mission creep.

Redefine established student learning outcomes and incorporate into the DMC co-curricular programs and services.

• Identify student information clearinghouses and points of contact and support for students who we seek to engage at the DMC.

• Establish relationships with student information clearinghouses, ensuring we can annually share information with all self-identified students at the beginning of the academic year.

• Identify areas of student growth that can be responded to with co-curricular resources.

• Develop co-curricular resources with leadership application.

• Adopt and implement leadership curriculum into student ambassador and cluster leaders learning and development.

If the DMC develops student learning outcomes, it will have a measurable impact upon co-curricular skill and knowledge development.

Foster a culture of evidence in utilizing data, analysis, and reporting to support center work and ongoing assessment of impact outcomes. ACTION

• Establish relations and partnership with institutional research office to support data intentions, assessments, and impact outcomes.

• Identify data points and student life cycle milestones.

• Develop metrics to assess data points (DMC mission and values) and student life cycle milestones.

• Create a timeline for assessment.

• Develop support structures and feedback loops for interpretation of assessments.

• Consolidate and create consistent reports that measure and speak to leverage, impact, and influence outcomes.

If the DMC develops and utilizes an assessment framework and tools, it will have a greater narrative to share, metrics to speak to culture of accountability, and increased transparency.

As assessed, proposed, and reported by the 2006-08 student group Social Justice Initiative, a cultural education center (CEC) will have tangible impacts on the wellbeing, affinity development, and socio-emotional and leadership development of Hamilton students. See the SJI’s initial proposal impact outcome language.

• If the College shows its commitment to its stated goals of diversity with a CEC, current students [from] underrepresented groups would feel more welcome at the school and more likely to feel attached to the institution as graduates and give back to Hamilton. At the present most alums from these groups feel alienated and do not come back except when invited by multicultural student groups, much less give money to the College.

• A CEC will help with retention of students from underrepresented groups.

• A CEC is a proactive step to prevent incidents of harassment or greater tragedy on campus rather than waiting for another incident to occur before acting.