1. Ensure that facultycomposition (T/TT, NTT and PTLs) corresponds to the demographics of the School’s student body, and that of the state of New Jersey. The School will increase the diversityof its facultyby at least 25% over the next five years.
1.1 Engage in targeted outreach and recruitment processes to attract those with disabilities, from underrepresented racial and ethnic groups, or with diverse identities and backgrounds.
Priority 1: Recruit, Retain, and Develop A Diverse Community
1. Continue to have all search committees attend the STRIDE training offered by DICE. 2. Analyze data from Institutional Research when it becomes available.
Monitor where advertisements are being placed to recruit potential faculty. Search Committee
1.2 Monitor the impact of competitive total compensation packages to recruit and retain those: with disabilities, from underrepresented racial and ethnic groups, or with diverse identities and backgrounds.
1.3 Expand mechanisms for recognition and rewards for those whose research, dissemination efforts, teaching, service, or communityengagement promote the principles of IIDEA.
Examine the impact of competitive total compensation packages on the recruitment and retention of those with disabilities, from underrepresented racial and ethnic groups, or with diverse identities and backgrounds.
1. Review School's practices on how recognition and awards are provided for those whose research, dissemination efforts, teaching, service or community engagement promote the principles of IIDEA. 2. Identifymechanims for more opportunities to recognize and provide awards to those whose research, dissemination efforts, teaching, service, or community engagment promote the principles of IIDEA. 3. Develop more awards for those whose research, dissemination efforts, teaching, service or community engagement promote the principles of IIDEA.
1.4 Expand recognition of civically engaged/communitybased scholarship, service, teaching and outreach (especiallyin tenure and promotion process).
Indentifymechanisms for more opportunties to recognize civically engaged/community-based scholarship, service, teaching and outreach.
1.5 Ensure facultysearch committees use evidencebased hiring practices to recruit those: with disabilities, from underrepresented racial and ethnic groups, or with diverse identities and backgrounds.
2. Retain 90- 100% of those hired during this 5-year time period.
Dean, Associate Dean for Faculty Development and IIDEA Committee
1. Continue to have all search committees attend the STRIDE training offered by DICE. 2. Develop a repositoryof resources focusing on evidence-based hiring practices. 3. Develop a handbook on evidencebased hiring practices for search committees and update on an as needed basis. Dean1 Associate Dean for Finance and Administration 1,2,3
2.1 Facilitate faculty networking opportunities within the School and across the larger university. Document how many networking opportunities within the School and across the larger universitywere provided to faculty.
2.2 Provide formal supports for professional development in order to enhance research, teaching, service, communityengagement, and dissemination of knowledge, teaching, and practice innovations.
1. Identify the formal supports needed for professional development in order to enhance research, teaching, service, communtyengagement, and dissementation of knowledge, teaching, and practice innovations. 2. Document the type of formal supports provided for professional development in order to enhance research, teaching, service communityengagement, and dissemenation of knowledge, teaching, and practice innovations. 3. Evaluate the effectiveness of the formal supports provided for professional development in order to enhance research, teaching, service, community engagement, and dissementation of knowledge, teaching, and practice innovations.
2.3 Evaluate the School’s mentoring programs for TT and NTT faculty and use feedback to make substantive changes.
1. Develop a plan for evaluating the School's mentoring programs for TT and NTT faculty. 2. Document how the feedback from the evaluation was used to make substantive changes in the mentoring programs for TT and NTT faculty. TBD
Associate Dean for Faculty Development and Associate Dean for Research
3. Ensure the staff composition corresponds to the demographics of the School’s student body, and that of the state of New Jersey. The School will increase the diversityof its staff by25% over the next five years.
3.1 Engage in targeted outreach and recruitment processes to attract those with disabilities, from underrepresented racial and ethnic groups, or with diverse identities and backgrounds.
3.2 Ensure staff search committees use evidence-based hiring practices to recruit those with disabilities, from underrepresented racial and ethnic groups, or with diverse identities and backgrounds.
4. Retain 90- 100% of those hired during this 5-year time period.
4.1 Provide formal supports for professional development.
4.2 Establish a staff mentoring program to enhance opportunities for advancement.
4.3 Once established, evaluate the effectiveness of this mentoring program and use feedback to make substantive changes.
4.4 Formalize processes to recognize staff for their service and other important milestones and contributions.
4.5 Create clear and transparent pathways for promotion.
Associate Dean for Faculty Development and Associate Dean for Diveristy, Equity, and Inclusion
Monitor where advertisements are being placed to recruit potential faculty. Search Committee
1. Continue to have all search committtees attend the STRIDE training offered by DICE. 2. Develop a repositoryof resources focusing on evidence-based hiring practices. 3. Develop a handbook on evidencebased hiring practices for search committees and update on an as needed basis.
1. Identify the formal supports needed for professional development. 2. Document the type of formal supports provided for professional development. 3. Evaluate the effectiveness of the formal supports provided.
1. Identify mentoring programs that have been deemed effective in ehancing opportunities for advancement. 2. Implement a staff mentoring program to enhance opportunities for advancement. TBD
1. Develop a plan for evaluating the School's mentoring programs for staff. 2. Document how the feedback from the evaluation was used to make substantive changes in the mentoring programs for staff. TBD
Identifymechanisms for recognizing staff for their service and other important milestones and contributions. 2. Institutionalize processes to recognize staff for their service and other important milestones and contributions.
1. Identify the various ways individuals can be promoted. 2. Disseminate this information to staff. TBD
Dean and Associate Dean for Finance and Administration 1,2,3
Associate Dean for Finance and Administration
Associate Dean for Finance and Administration and Staff Council
Associate Dean for Finance and Administration
Dean and Associate Dean for Finance and Administration
Dean and Associate Dean for Finance and Administration
5. Retain at least 90% of students enrolled to ensure the diversityof student population in each program option (i.e., BASW, MSW, PhD, and DSW).
5.1 Analyze demographic data collected during the admissions process that allows for examination of the intersectionality of the student population, in order to track and eliminate institutional barriers that mayblock their succeess. Such an analysis should also be used to identify what new data needs to be collected.
Develop a tracking system for each program option.
5.2 Ensure strong financial support packages to meet student needs. Continue to provide strong financial supports for students.
5.3 Increase institutional support to ensure the success of all students, including those with disabilities, from underrepresented racial and ethnic groups, or with diverse identities and backgrounds.
5.4 Analyze data on student graduation rates for each program option (i.e., BASW, MSW, PhD, and DSW), identify potential barriers to student success, and develop institutional supports as needed.
Advocate for institutional support to ensuure the success of all students, including those with disabilities, from underrepresented racial and ethnic groups, or with diverse identities and backgrounds.
Develop a tracking system for each program option.
Assistant Dean for Admissions and Recruitment and PhD and DSW
1. Promote inclusive pedagogical practices for faculty, lecturers, and doctoral students. Foster content related to IIDEA in scholarship and in the BASW, MSW, PhD, and DSW curriculum. The School will increase the number of trainings focused on inclusive pedagogical practices for faculty, lecturers, and doctoral students by 30% over the next five years. The School will increase the content related to IIDEA in 50% of the courses offered in each program option (i.e., BASW, MSW, PhD, and DSW) over the next five years.
1.1 Support the Office of Academic Affairs and the curriculum committees to create and deliver skill-based training for all faculty(T/TT, NTT) in inclusive pedagogies.
1.2 Provide opportunities for all facultyto participate in both formal and informal co-curricular learning experiences that help foster inclusive pedagogies and IIDEA initiatives.
1.3 Increase support and resources for facultyto infuse content related to IIDEA into the BASW, MSW, PhD, and DSW curriculums.
1.4 Increase support and resources for faculty, lecturers, and doctoral students whose scholarship, teaching, and dissemination efforts focus on furthering IIDEA.
1.5 Encourage visiting appointments of scholars who advance the university’s institutional diversitygoals, the principles of IIDEA, and build community through mechanisms that foster diversity, equity, inclusion, and justice research.
1. Provide trainings focused on inclusive pedagogical practices for faculty, lecturers, and doctoral students. 2. Develop a tracking system to document the number of trainings focused on inclusive pedagogical practices.
3. Review all current and new courses to determine if there is content related to IIDEA in the curriculum for each program option. 4. Develop a tracking system to document the content related to the IIDEA in the curriculum for each program option. 5. Provide opportunities for faculty and PhD and DSW students to include content related to IIDEA in their scholarship.
Provide resources for the Office of Academic Affairs to create and deliever skill-based trainings for all facutly (T/TT/NTT/) in inclusive pedagogies.
1. Continue to support facultytravel to conferences where theywill attend trainings focused on inclusive pedagogies and on information related to IIDEA. 2. Continue to provide teaching circle content on inclusive pedagogies. 3. Document the opportunties provided for all facultyto participate in both formal and informal cocurricular learning experiences that help foster inclusive pedagogies and IIDEA initiatives.
Document the types of supports and resources provided for facultyto infuse content related to IIDEA into the BASW, MSW, PhD, and DSW curriculums.
Document the types of supports and resources provided for faculty, lecturers and doctoral students whose scholarship, teaching, and dissemination efforts focus on furthering IIDEA.
Document the number of visiting scholars and the ways in which theyfoster diversity, equity, inclusion, and justice research.
Dean 1 and Associate Dean for Academic Affairs 2,3, Assistant Dean of Lecturer Development 2,3
We have a course on inclusive pedagogycreated bySam Jones. Faculty and PTLs have been encouraged to review the course content. There has been discussion on ways to evaluate the effectiveness of this course. Over the last 5 years, we have held a PTL Conference that has addressed inclusive pedagogy. We are committed to an ongoing review of the syllabi to ensure its reflects content related to IIDEA.
In November 2022, a training was held focused on bias reporting. In December 2022, there was a training held focused on making courses more accessible. These trainings were helpful for students and faculty to learn how to navigate the website in order to report bias.
Incorporated the Liberatory Consciousness Framework competency into foundational and specialization classes.
1.Establish several mutuallybeneficial community collaborations over the next five years, extending the School’s reach throughout the state of New Jerseyand beyond.
1.1 Create a new Task Force on Community Engagement (comprising faculty and staff), in which reciprocity and equityserve as guiding principles.
1.2 The Task Force will define a continuum of communityengagement that ensures representation of faculty and staff members varied expertise and knowledge dissemination.
a mechanism that captures this aspect of communityengagement.
The survey--completed in October 2022--that was disseminated captured some of the community engagement efforts, and data have informed the next steps of the committee. 1.3 Strengthen relationships with communities to facilitate mutually beneficial collaborations. 1. Maintain rapport with 900+ field agencies. 2. Develop a strategic plan to strengthen relationships with communities to faciliate mutuallybeneficial collaborations.
Meeting with other centers at the School to discuss community engagement efforts.
1.4 Develop community roundtables, advisorygroups, and other avenues to ensure that community input is prioritized.
how many roundtables have taken place and advisory groups have been developed.
1.5 Create processes for tracking and sharing information related to communityengagement efforts.
1. Develop a webpage that will highlight community engagement efforts. 2. Develop mechanisms for tracking and sharing information related to community engagement efforts.
1.6 Provide resources and establish institutionalized supports for community engagement efforts as recommended by the Task Force on Community Engagement, including the establishment of target numbers of projects.
1.7 Establish mechanisms to recognize and reward faculty and staff for effective community engagement activities.
Document resources provided bythe Dean to support communityengagement efforts as recommended bythe Task Force on Community Engagement.
1 Identify mechanisms for more opportunities to recognize and provide awards to facultyand staff for effective communityengagement. 2. Develop more awards for facultyand staff for effective community engagement activities.
1.8 Implement the recommendations of the Community Engagement Task Force to ensure the effective leveraging of community and university resources.
Document the implementation of the recommendations that leveraged the communityand universityresources.
2. The School will collaborate with communities to identifytheir strengths, challenges, and the resources that will empower them and enhance their resilience, as recommended bythe Task Force on Community Engagement.
2.1 Support the CommunityEngagment Task Force to develop a collaborative community engagement plan that can be used as a model to identify areas of emerging social work practice, specialized field placements for students, and opportunities for faculty and staff volunteerism, including establishment of target numbers of projects/communities.
2.2 Provide opportunities for T/TT/NTT faculty to collaborate on communityengagement efforts by developing a competitive internal funding initiative to foster such collaboration to engage in substantive communityengagement initiatives.
2.3 Engage in fundraising efforts to leverage external support for substantive community engagement initiatives.
2.4 Establish institutional support and resources to sustain these community engagement initiatives.
Provide resources to the CommunityEngagement Task Force to develop a collaborative community engagement plan.
Develop a competitive internal funding initiative to foster collaborations between T/TT/NTT facultyto communityengagement efforts.
Document the amount of funds allocated to community engagement initiatives that have been secured by fundraising efforts.
Community Engagement Task Force1,2 Director of Communications 1
Community Engagement Task Force
Dean, Associate Dean for Finance and Administration, IIDEA, Staff Council, Community Engagement Task Force
Community Engagement Task Force
Associate Director of Development
1. Identify institutional support and resources to sustain these communityengagement initiatives. 2. Advocate for institutional support and resources to sustain these commmunityengagement initiatives. Dean
3. The School will ensure that community engagement is reflected in the curriculum and in co-curricular opportunities to ensure reciprocal relationships with communityorganizations in New Jersey and beyond.
3.1 Continue and expand student’s practical learning experiences through field placements in a multitude of social work settings.
3.2 Continue to highlight the focus of community engagement in coursework, especiallywhen developing research studies and interventions at the micro-, meso-, and macro-levels.
Document the number of existing and new field placements.
Executive Director of Practicum Learning
Develop a tracking system to document the content related to communityengagement for each program option. BASW Curriculum Committee, MSW Curriculum Committee, PhD Executive Committee, DSW Executive Committee
3.3 Build on the strength of the School’s studyabroad programs in partnership with Rutgers Global for service learning opportunities to include new offerings. Document the number of new studyabroad offerings. MSW Director, and Director Office of Global Programs
Priority 4: Build the Capacity of Leaders to Create Inclusive Climates.
1. Equip leaders, program and center directors to address instances of systemic racism, homophobia, transphobia, sexism, ableism, classism, xenophobia, among others, and promote inclusion in their areas of responsibility. 100% of administrators, program and center directors, IIDEA Committee members, staff and student leaders will participate in trainings. Enroll at least 20 of the above-named individuals, over the next five years, in a IIDEA related leadership training.
1.1 Train all administrators (i.e., dean, assistant and associate deans), program and center directors, IIDEA Committee members, staff and student leaders in content related to IIDEA principles and values.
1.2 Leverage existing University-wide leadership development initiatives and training resources to equip administrators and program and center directors with the competencies to create academic environments that foster respect and promote IIDEA principles.
1. Provide trainings for leaders and program and center directors, focusing on how to address instances of systemic racism, homophobia, transphobia, sexism, ableism, classism, xenophobia. 2. Provide trainings that will enhance leaders and program and center directors to promote inclusion.
Develop a training for all administrators (i.e., dean, assistant and associate deans), program and center directors, IIDEA Committee members, staff and student leaders based on content related to IIDEA principles and values. TBD
Document the number of trainings attended.
Committee, Staff Council, and DICE
IIDEA Committee, Staff Council, and DICE
Associate Dean for Administration and Finance, IIDEA Committee, Staff Council
Information has been submitted to Office of Communications, Catie Buttner. Working on communicating efforts internallyand externally via the School's website.
In the process of contacting potential partners to help facilitate the Dayof Services (ex. Elijah's Promise).
Develop trainings for field instructors that enhance their knowledge and awareness of inclusive leadership and practices that will promote inclusivity in the work environment.
1.3 Provide students with opportunities to develop the competencies needed to become leaders who promote academic and workplace cultures that center respect, address instances of inequity, promote welcoming environments, and the principles of IIDEA.
1.4 Identify how bias and discrimination is woven into the fabric of higher education, how this disrupts recruitment and retention efforts, and impacts school culture and climate.
Document the opportunities provided for students to deepen the competencies needed to become leaders who promote academic and workplace cultures that center respect, address instances of inequity, promote welcoming environments, and the principles of IIDEA.
1. Provide workshops on bias and discrimination, ensuring such workshops provide content on how bias and discrimination are woven into the fabric of of higher education and how this disrupts recruitment and retention efforts. 2.Use data from DICE's Campus Climate Surveyto determine how bias and discrimination mayhave impacted the School's culture and climate. TBD
1.6 In partnership with
underrepresented racial and ethnic groups, or with diverse identities and backgrounds more opportunities for advancement in these positions.
Document the types of supports provided for initiatives that prepare women from underrepresented racial and ethnic groups, or with diverse identities and backgrounds for leadership positions.
1. Ensure that the School’s policies, practices, and procedures promote equity, facilitate the principles of IIDEA, provide transparency, and enhance accountability. Revise 100% of those recommended for revision, taking into consideration Universitypolicyand relevant state and federal laws.
1.1 Partner with the Dean, the Associate Dean for Administration and Finance, and the Staff Council to audit and revise all policies, practices, procedures, and processes through a lens of IIDEA principles.
1.2 Revise anyidentified policies, practices, procedures, and processes that hinders the promotion of equityand inclusion and do not facilitate the principles of IIDEA.
1.3 Develop policies, practices, procedures, and processes that support a school climate that promotes the principles and values of IIDEA.
Document how the School's policies, practices, and procedures promote equity, faciliate the principles of IIDEA, provide transparency, and enhance accountability.
1. Audit and review the School's policies, practices, and procedures. 2.Develop a tracking system to monitor which policies, practices, and procedures were revised. TBD
1. Audit and review the School's policies, practices, and procedures related to the promotion of T/TT/NT faculty and staff. 2.Develop a tracking system to monitor which policies, practices, and procedures were revised. TBD
Document policies, practices, procedures, and processes that have been developed to support a school climate that promotes the principles and values of IIDEA.
1.4 Advocate for Universityrevision of any identified policies, practices, procedures, and processes that are beyond our local control, in partnership with other university units. Document the university's revision of anyidentified policies, practices, procedures, and processes.
1.5 Provide an annual update on the status of revisions of the identified policies, practices, procedures, and processes and the development of policies and practices that support a school climate that promotes the principles and values of IIDEA.
1.6 Develop and implement a strategic communication plan that provides ongoing updates to faculty, staff, students, and other constituents about the School’s efforts to advance IIDEA and its progress toward attaining the goals in the DEI strategic plan.
Identifymechanisms for providing annual updates on the status of revisions of the identified policies, procedures, and processes and the development of policies and practices that support a school climate that promotes the principles and values of IIDEA. TBD
Dean, Associate Dean for Administration and Finance,Staff Council, Program Directors, Center Directors, Hub, IFF
Dean, Associate Dean for Administration and Finance,Staff Council, Program Directors, Center Directors, Hub, IFF
Dean 1 Associate Dean for Administration 1,2 Associate Dean for Faculty Development 1,2
Dean, Associate Dean for Administration and Finance,Staff Council, Program, Center Directors, Hub, IFF
Dean and Associate Dean for Administration and Finance
Dean, Associate Dean for Administraiton and Finance,Staff Council, Program, Center Directors, Hub, IFF