University of San Diego Strategic Plan Annual Report 2021-22

ACADEMIC YEAR 2021-22

Envisioning 2024

Strategic Plan Annual Report Including the Strategic Initiatives Grant (SIG) Program

Mission

Why we are here The University of San Diego is a Roman Catholic institution committed to advancing academic excellence, expanding liberal and professional knowledge, creating a diverse and inclusive community, and preparing leaders who are dedicated to ethical conduct and compassionate service.

Vision

Where we want to be by 2024 The University of San Diego sets the standard for an engaged, contemporary Catholic university where innovative Changemakers confront humanity’s urgent challenges.

Core Values Values we commit to

The University of San Diego expresses its Catholic identity by witnessing and probing the Christian message as proclaimed by the Roman Catholic Church. The university promotes the intellectual exploration of religious faith, recruits persons and develops programs supporting the university’s mission, and cultivates an active faith community. It is committed to the dignity and fullest development of the whole person. The Catholic tradition of the university provides the foundation upon which the core values have been adopted to support the mission and continued vision.

◊ ◊ ◊ ◊ ◊

Academic Excellence Knowledge Community Ethical Conduct Compassionate Service

President’s Message and Executive Summary Dear USD Campus Community, As we continue to deliver on the goals related to our Envisioning 2024 strategic plan, we are filled with hope as we close out the 2021-22 academic year.

Our students, alumni, faculty and staff continued to show true resilience throughout the volatility of the global pandemic, leaving us with the strength we gained, the lessons we learned and the bonds we forged.

To date, as part of our Strategic Initiatives Grant (SIG) Program, USD has provided more than $2.8 million since the program’s initiation in 2017, and 48 projects have been granted to support the five goals and six pathways within our strategic plan. As we plan for the next academic year, we continue to remain focused on our five strategic goals: (1) enhancing student learning and success, (2) strengthening diversity, inclusion and social justice, (3) improving structural and operational effectiveness, (4) elevating faculty and staff engagement, and (5) amplifying local and global engagement and reputation.

IN SUPPORT OF GOAL 1, USD was granted a 10-year reaffirmation of accreditation by the Western Association of Schools and Colleges’ Senior College and University Commission. We also qualified for the Thematic Pathway for Reaffirmation process, a shortened accreditation process for institutions with an already healthy fiscal condition, strong student achievement indicators and sustained quality performance.

OUR SECOND GOAL is fueled by our continued work on the Horizon Project, a campus-wide initiative to create a more inclusive and more diverse university. The College of Arts and Sciences began an extensive diversity, equity and inclusion (DEI) hiring process aimed at hiring from three thematic clusters: climate change and environmental justice, the human and technology, and borders and social justice. As a result, 15 new faculty members, 73% of whom are either diverse or women in underrepresented fields, will start teaching in the Fall 2023 semester. The Knauss School of Business embarked on a nationwide cluster of hiring effort with a focus on diversity as well. This resulted in 11 new tenure-track faculty members, as well as a new associate dean of student success and associate professor of marketing who brings extensive relevant experience to their new role, which will help the school deliver on its promise to make possible an unparalleled level of student success. The School of Law hired an associate director for community engagement and inclusion. The School of Leadership and Education Sciences (SOLES) hired new members for its Center for Race in Education, Leadership, and Mental Health as well as a new professor in the Counselor Education and Supervision program.

Our Center for Inclusion and Diversity held its inaugural Diversity and Inclusion Impact Award ceremony this spring. The award was created to recognize outstanding faculty members and staff from the College of Arts and Sciences, SOLES and the Shiley-Marcos School of Engineering for their work with helping communities of color, as well as those who are underserved and marginalized. We also continue to make great strides in our efforts to be designated as a Hispanic serving institution (HSI). Today, we have the most diverse student body and faculty in our history, yet we recognize that there is more we can do to benefit the learning and success of all students, advance educational equity and become a first-choice university for underrepresented students.

UNDER GOAL 3, the university made a bold and decisive move by signing a commitment to officially become a University of Laudato si’, as acknowledged by the Vatican Dicastery for

Promoting Integral Human Development. In addition to campus events, Laudato si’ has informed classroom discussions, new faculty fellow programs, and can be seen in the university’s newly adopted investment policy, which reflects the university’s commitment to social justice, stewardship of the planet, protection of human life and dignity, and promotion of the common good into its investments. USD was one of the first Catholic universities in

Table of Contents 1 Mission, Vision and Core Values

major elements of USD’s Renaissance Plan including the renovation of Founders, Camino

2 President’s Message and Executive Summary

and Sacred Heart Halls; the renovation of Copley Library; the completion of the Learning

4 Strategic Plan Explained

the nation to take this step and receive this recognition by the Vatican. We also completed

Commons; and construction of the Knauss Center for Business Education, home of the newly named Knauss School of Business, which is scheduled to open in fall 2022.

AS PART OF GOAL 4, the College of Arts and Sciences debuted the Africana studies minor, an interdisciplinary program designed for students eager to learn about Black history and culture as well as a new Arabic certificate. In addition to these academic programs, the college established the Anti-Racism Transformation Award, which recognizes staff and faculty members who have been advocates for and have actively promoted antiracism on campus. The Law School launched a speaker series called Perspectives on Justice, Equity, and the Law, and formed a DEI Task Force as well as a DEI Student Advisory Group.

Its admissions office hosted a Mentors in the Law for the First-Gen Students event and partnered with Snell & Williams to host a Diversity in the Law panel and networking reception.

The Law School is also co-sponsoring a diversity pipeline to the law program called Just the Beginning — Summer Legal Institute, a weeklong immersion experience on campus for more than 40 high school students. In addition to its faculty members publishing books related to DEI topics, SOLES launched a schoolwide book club, started a new speaker series, facilitated Multicultural Social Justice Committee workshops and a Diversity, Inclusion, and Social Justice Showcase, and welcomed two new diversity postdoctoral fellows. SOLES also has been awarded six of USD's new strategic initiative grants. Led by faculty and staff members across SOLES and the university, these six projects provide exciting new directions for

4 Strategic Initiative Grant (SIG) Program Explained 6 Goal 1: Enhancing Student Learning and Success 9 Goal 2: Strengthening Diversity, Inclusion and Social Justice 13 Goal 3: Improving Structural and Operational 17 Goal 4: Elevating Faculty and Staff Engagement 21 Goal 5: Amplifying Local and Global Engagement and Reputation 26 Key Performance Indicators by Goal 36 Governance and Leadership

increasing equity and diversity on the campus during the next two academic years.

FINALLY, IN AMPLIFYING GOAL 5, we launched our inaugural College Corps program.

Participating students who complete 450 hours of service between August 2022 and June 2023 are eligible to receive a $7,000 stipend provided in monthly installments as well as an additional $3,000 Education Award, upon completion of the program. We are recruiting 95 undergraduate students to conduct public service work during the 2022-23 school year, which will be the first of a two-year partnership with the state initiative.

Now, more than ever, the world needs innovative Changemakers who will confront humanity’s urgent challenges. In this report, you will find myriad examples of how we are living up to that vision and why we are excited to look toward the horizon at what lies ahead as we empower students to live purposeful lives and prepare for our 75th anniversary in 2024.

Onward,

James T. Harris III, DEd

Strategic Plan and SIG Annual Report 2021-22

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Strategic Plan Explained Inspired by faith, informed by our core mission and values and dedicated to the ongoing legacy of our founders, the University of San Diego’s strategic plan envisions a more distinctive identity among the most respected Catholic universities in the world. USD’s vision (adopted September 25, 2016) is to set the standard for an engaged, contemporary Catholic university where innovative changemakers confront humanity’s urgent challenges. The strategic plan was created in 2016 to help the university realize its vision by 2024, the year of USD’s 75th anniversary.

The most fundamental element of the Envisioning 2024 strategic plan is student success, which means helping our students to graduate with a global perspective as compassionate citizens and ethical leaders.

The strategic plan also calls for the university to act in alignment with our Culture of Care (by being good stewards of God’s creation) and by advancing community initiatives as an Anchor Institution for the City of San Diego, the neighborhood of Linda Vista, the U.S./Mexico border region and beyond. Envisioning 2024 was created by faculty, staff, students and community stakeholders. It resulted in five measurable goals related to student success (bulleted) and six interconnected pathways (see visual). The goals describe what USD will do to achieve its vision and the pathways describe how it will achieve its vision. The Strategic Plan is guided by a Strategic Planning Steering Committee (SPSC) and subcommittees for each of the five goals. This report details the various initiatives and measures in support of USD’s strategic goals.

The dashboards in this report contains key performance indicators (KPIs) with targets to reach by 2024.

• Goal 1: Enhancing Student Learning and Success • Goal 2: Strengthening Diversity, Inclusion and Social Justice • Goal 3: Improving Structural and Operational Effectiveness • Goal 4: Elevating Faculty and Staff Engagement • Goal 5: Amplifying Local and Global Engagement and Reputation

ANCHOR INSTITUTION

LIBERAL ARTS EDUCATION FOR THE 21ST CENTURY

ACCESS AND INCLUSION

PRACTICE CHANGEMAKING

ENGAGED SCHOLARSHIP

CARE FOR OUR COMMON HOME

Strategic Initiative Grant (SIG) Program Explained About One of the opportunities identified in the Envisioning 2024 strategic plan was that USD wanted to create an environment that fosters and rewards creativity, innovation and interdisciplinary collaboration. From this, the SIG program was born in the 2017-18 academic year. The funding program supports teams or individual faculty members, staff, students or administrators as they pilot innovative initiatives in support of USD’s five strategic goals. The purpose of the fund is to jumpstart, but not permanently fund, initiatives for a two-year time frame. The initiative must span across multiple units on campus or extend out into the community. The chart below serves as a summary of the number and amount of awards funded from this program thus far. Working with the SPSC, the Office of Institutional Effectiveness and Strategic Initiatives (IESI) coordinates the five-step award process.

1.

Idea development

2.

Preproposal and review by SPSC subcommittees

3.

Full proposal and review by the SPSC

4.

Recommendation to strategic leadership team

5.

Funding announced and development of assessment plan

Year

No. of PreProposals

No. of Full Proposals

No. of Awards

USD Funding (Two-Year Period)

Fall 2017-18 (Cohort 1)

71

28

10

$933,430 (FY 2018 and 2019)

Spring 2017-18 (Cohort 2)

21

10

5

$169,900 (FY 2019 and 2020)

2018-19 (Cohort 3)

31

18

8

$408,500 (FY 2020 and 2021)

2019-20 (Cohort 4)

33

22

7

$368,100 (FY 2021 and 2022)

2020-21 (Cohort 5)

20

11

8

$437,325 (FY 2022 and 2023)

2021-22 (Cohort 6) TOTAL

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Strategic Plan and SIG Annual Report 2021-22

23

14

10

$518,596 (FY 2023 and 2024)

199

103

48

$2,835,851

The newly funded projects for fiscal year (FY) 2023 and 2024 (the cohort 6 awardees) are bulleted below and introduced in detail throughout this report: • Creating Equity and Inclusion by Supporting Students in Introductory Mathematics Classes with Near Peer Course Mentors

Awards are categorized into four monetary categories: (a) less than $25,000, (b) $25,000-$49,999, (c) $50,000-$74,999, and (d) $75,000 or more. The bar chart indicates the monetary categories awarded for cohorts 1–6.

• Urgent Challenges Preundergraduate Research Experiences • Advancing Diversity, Equity and Inclusion through the Development of the Leadership Scholars Program • From Conception to Impact: Envisioning the Future of Conversations of Color

MONETARY AWARD CATEGORIES – COHORTS 1-6 16 14 12 10 8

• Graduate Summer Bridge Program

6

• The Positive Psychology Project: Building Resilience in USD Deferred Action for Childhood (DACA) Students

2

• Social Justice and Advocacy within the #BlackLivesMatter Movement at USD and Beyond • Torero Urban Scholars

4 0

< $25

$25-50K

$50-75K

$75K

Beginning in academic year 2019-20, IESI held annual summits to

• Operationalizing USD’s Next Generation of Sustainability Professionals through Data and Leadership Development

celebrate the work of initiative awardees. In April 2022, this tradition

• How Scared Are You? Mapping the Threat Environment of San Diego County’s Elected Officials

for Science and Technology to review poster presentations from all cohorts

continued with awardees gathering in the Strata Plaza of the Shiley Center of awardees and to discuss next steps for continued development.

Updates on progress made from the strategic initiatives currently receiving funding (cohorts 4 and 5) may be found throughout this report and those initiatives that were funded as part of the strategic initiative grant process have SIG next to their name.

Updates/conclusions on progress made from strategic initiatives receiving funding during prior years (cohorts 1–3) may be found in prior years’ reports; browse at https://www.sandiego.edu/iesi.

The bar chart indicates where the initiatives indicate primary goal alignment.

MAIN ALIGNMENT TO SP GOALS – COHORTS 1-6 25 20 15 10 5 0

GOAL 1

GOAL 2

GOAL 3

GOAL 4

GOAL 5

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Goal 1: Enhancing Student Learning and Success Core Curriculum See Goal 1 KPIs C and R

The fifth year of the core curriculum was one of recognition and transition. The collective work of crafting, implementing and assessing the core was robustly commended by the external reviewers as part of USD’s reaffirmation of accreditation with WSCUC. As an example, the role of the core’s Diversity, Inclusion, and Social Justice (DISJ) area of inquiry was noted as integral to promoting greater DISJ initiatives throughout the campus community. In addition, the Critical Thinking and Information Literacy Task Force 2.0 created recommendations for revision to be presented to the Core Curriculum Committee in the 2022-23 academic year. The Committee looks forward to continuing its work and faculty often present USD’s best practices in general education at regional and national conferences.

Academic Program Review See Goal 1 KPI S Progress on completing academic program reviews (APRs) for all programs continued this year, with many external reviews playing catchup after the pandemic. The policy and process for academic program review at USD has gained dynamic, participatory momentum over the

Academic Plan See Goal 1 KPI A and M In 2021-22, the Provost’s Office completed the second stage of the USD Academic Plan. In this stage, the deans presented the priorities of the Academic Plan to stakeholders in their units with the goal of articulating actions that are being developed or will be developed in the next three years (2022-2025) in alignment with the priorities. The proposed actions and their expected outcomes were discussed by the Dean’s Council. This process has increased a shared understanding of the work happening across units, which will lead to greater synergies and collaborations.

In addition, the academic units proposed a series of concrete initiatives to the Provost’s Office in the areas of DEI, interdisciplinary initiatives and centers, program innovation, scholarship recognition and

past decade as an authentic opportunity to improve. Having said this,

communication, faculty excellence and accountability processes.

some programs at USD that are professionally accredited have not been

Enrollment Plan and Torero Promise See Goal 1 KPIs D, G, H and I

though USD’s APR process. In March 2022, USD’s accreditor, WSCUC, recommended that USD focus on ensuring these accredited programs go through the internal APR process in a timely manner, particularly for the long-term plan and MOU benefits. WSCUC also recommends implementing a process for aligning core, program and institutional outcomes.

The University Assessment Committee, among other stakeholders, will discuss this recommendation next year to assure continuous improvement for every program.

This year, USD made steady progress toward our strategic enrollment goals. USD added two schools to the Torero Promise, bringing the total to 10 Catholic schools across San Diego, Riverside and San Bernardino counties. In Fall 2022, USD has over 100 students planning to enroll from these schools and 80% of them are Catholic, 81% are students of color and 40% are first-generation college students. Another objective of the enrollment plan is the implementation of the test-blind admissions policy, now in its second year. A committee continues to review the cohorts of students who were admitted before and after this policy to ensure similar rates of academic success, and USD will continue this policy until at least 2023.

Despite national trends showing a decline in transfer students, USD has strong transfer applicant pools and has made progress on several transfer initiatives. USD completed its redesign on notifying students of their transfer credits earlier in the admissions process and continues to

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strengthen its partnership with the San Diego Community College District (SDCCD). In fact, as an example of that partnership, we launched the Constance Carroll Trailblazer Scholarship program in honor of our former Board of Trustee member and retired Chancellor of the SDCCD. USD also has a record number of deposits from international students for Fall 2022, helping us refocus our goal of expanding our global reach. USD also made strides in becoming a model program for our veteran and military connected students. Our innovative ROTC Prep Program will be welcoming its second cohort of future cadets to campus this fall, and the university formed a task force to make recommendations on how USD can become a Military Center of Excellence.

Torero Gateway: Expanding Concurrent Enrollment Opportunities (SIG) See SIG Assessment Plan This initiative seeks to leverage and enhance the relationships USD has been developing with community-based organizations (CBOs) (such as Ocean Discovery Institute, MANA Hermanitas, Reality Changers, Urban League Project Ready, Barrio Logan College Institute, Kearny High School-USD Upward Bound, High Tech High Elevate, etc.) to enroll 100 students from local high schools and community colleges each semester into USD’s dual enrollment (DE) program. The initiative funding allows USD to provide textbooks, other class materials, and cover transportation costs that often are barriers for these students. Additionally, the initiative will develop a campus support network of faculty, current students and staff who will guide and advise these students during their semester. The goal is to develop a program where students who participate in the Concurrent Enrollment program and attend USD eventually become mentors for students coming from the same organizations and local communities. By expanding USD’s dual enrollment program to this level, the initiative hopes to begin seeing more local students consider USD for their college choice. In addition, USD will further advance its reputation as an anchor partner among local high schools. In Fall 2021, we had 35 students participate in our DE program, 69% of whom were students of color. These students represented 11 different high schools (six public, two Torero Promise schools and 27 charter schools). The High-Tech High cluster of schools was the largest participant. For Spring 2022, we had 81 students participate. A big part of the increase was the initiative launched by Dr. Perla Myers to host a concurrent enrollment class at Hoover High School. Of the 59 who took their class at USD, 73% were students of color and they represented 15 high schools and three CBOs. While many of these students were only juniors, we had our first USD enrollee for Fall 2022; they participated in the program, applied to USD and have committed to attend.

Retention and Student Success See Goal 1 KPIs F and J-L The Faculty Alert Outreach system, which allows faculty to proactively connect students who are struggling in their class(es) to the appropriate resources and offices, was continued this year. Online platforms were used again over the summer to provide incoming students and families with earlier online onboarding experiences related to wellness, belonging and academic success.

Incoming first-year students had the opportunity to participate in the Pandemic Times class, The Story of Now, which was offered over the summer to engage students academically prior to the start of the semester. The Fall 2021 to Spring 2022 retention was 95.9%. One highlight of this retention data is that there was 100% retention of Black students. The Fall 2021 cohort of students were admitted to USD test blind and with the test blind admittance, there was 100% implementation of both the writing and math assessments to ensure the correct placement of incoming students into the appropriate first-year writing and math courses. There do appear to be gaps in the Fall 2021 cohort’s preparation for their academics, particularly in math, and that is due primarily to the pandemic disruption caused during their junior and senior years of high school. One of the initiatives that is being finalized for Summer 2022 is the development of workshops for incoming first-year students wanting help in developing their math and writing skills, and these will be offered alongside the Pandemic Times class. One of the other goals of the Student Success Committee this past year was to examine the tutoring support services currently available to students and to identify additional services that might be needed to support students academically.

The committee partnered with the Institutional Research and Planning office to identify academic disciplines where there are the highest levels of DFW grades and started working with these academic departments to find ways in which to better support students to ensure academic success. The two Student Success Summits organized by the Committee this past year focused on engaging the campus community on discussions around the Horizon Project and one of its goals of USD becoming an HSI. Specifically, participants were asked to consider how their office/unit/team could better serve Hispanic students and other underrepresented students and think of ways in which to act on these ideas.

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National Fellowships and Prestigious Student Awards (SIG) See SIG Assessment Plan The purpose of the National Fellowships strategic initiative project was to implement a faculty team approach to better support USD students in their applications to national fellowships such as Rhodes, Goldwater, Marshall, Truman, etc. A faculty support team was created and is still active. In Fall

students with 200+ actively hiring companies across four career fairs this year. USD’s online networking and mentorship site, Torero Employer and Alumni Mentors (TEAM), now has more than 6000 Torero accounts and embodies experiential learning by enabling USD students to develop key communication and relationship-building skills needed to thrive in the professional world. CDev continues to develop events and offer students lifetime career services even after they graduate; in 2021-22, in partnership with the USD Alumni Association, 20 virtual career and industry-based networking events were attended by over 900 students and alumni. In addition, CDev provided a total of 560 coaching sessions to support new

2021, one student applied to Marshall,

graduates and alumni with their job search and career planning.

one applied to Rhodes, six applied to Fulbright, two applied to Critical

One Stop Student Center See Goal 1 KPI T

Language Scholarship, one applied to Gaither, one applied to CHCI, one applied to PPIA and three applied to Goldwater. Dr. Karen Shelby was offered a position as a full-time director of national fellowships and she will continue the efforts of the Fellowships Advising Team. Dr. Shelby will continue outreach efforts by reaching out to rising juniors and inviting them to the National Fellowships Opportunity Workshop in the fall and the Fellowships Writing Workshop in the spring. Those interested in applying the following fall will receive applicant support over the summer. The Fellowships Advising Team this year participated in the virtual National Association of Fellowship Advisors, learning best practices in the area of supporting students in their application for national scholarships and fellowships. The team continued efforts from last year by visiting advising meetings for students in the Honors Program at every stage (first, second, third and fourth years). The team also continued to stay in communication with the LLC director, Career Development Center, the Registrar’s Office, the Office of Undergraduate Research and other units on campus to identify students that may benefit from this opportunity.

Enhance Postgraduation Opportunities See Goal 1 KPIs B and N-Q

This year, One Stop Student Center (OSSC) staff were excited to welcome students back for in-person service. OSSC staff continued to work on implementing recommendations from the One Stop Steering Committee.

This included realigning registration time slots with business hours and turning off course waitlist notifications during weekends and holidays to increase student access to resources when they need them the most.

To further increase student support, OSSC implemented a phone appointment system through Calendly for new and existing students and added a temporary OSSC counselor who is fluent in Spanish. This has led to reduced student wait times and additional access for Spanish-speaking students and families. As OSSC looks ahead to next year, the office is excited to partner with an OSSC consultant who will help us continue the work of the One Stop Steering Committee, utilizing best practices in this area.

Alumni Relations See Goal 1 KPI E This year, the USD Alumni Association engaged more than 20% of USD’s 75,000 alumni, an increase from 18% at the end of the last academic year. This figure — the alumni engagement metric (AEM) — comes from national standards set by the Council for the Advancement and Support of Education. The AEM measures alumni engagement through communication, volunteerism, philanthropy and event participation.

This engagement was accomplished through more than 250 virtual and in-person programs including alumni spotlights, a speaker series,

The Career Development Center (CDev) enhances postgraduation opportunities for students by providing high-touch career guidance with virtual and in-person engagements. CDev hosted Torero Trek company visits to 29 organizations, including the San Diego Padres, Microsoft and the Wall Street Journal, offering students insights into working with these businesses and potential career paths. CDev further facilitated Torero career exploration and networking opportunities by connecting 8

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and networking and wellness events. Alumni were kept apprised on everything-USD through the deployment of millions of customized emails and entertained with storytelling podcasts and social events. The Alumni Association offers many ways for USD graduates to remain in touch with, be advocates for, and support their alma mater. Through partnerships across campus, the Alumni Association worked to support its mission: to engage and enrich the Torero community for life.

Goal 2: Strengthening Diversity, Inclusion and Social Justice Horizon Project See Goal 2 KPI U

In 2020-21, the President announced USD’s multiyear, comprehensive and strategic initiative for DEI: The Horizon Project. The Horizon Project is a clarion call for solidarity that outlines the immediate, concrete and

to these efforts. A standing HSI Council was also established with

material steps that USD will take to ensure that inclusive excellence

representatives from faculty, staff and administration and their charge

efforts are unequivocally woven into the fabric of the institution. The

will be to oversee and implement the recommendations of the original

objectives outlined in the Horizon Project, organized into people, policies

ad-hoc HSI Task Force from last year.

and practices, align with Envisioning 2024. In order to catalyze these changes, the Board of Trustees fully endorsed this new initiative and committed an additional $15 million (to 2026) to achieve the goals outlined in the Horizon Project. This year, in 2021-22, a Horizon Project task force was created to further define and clarify the goals of the project. Gathering institutional and market data, a set of peer institutions was created for comparisons of USD’s national and Catholic peers. In addition, specific measures were established, helping to quantify the enrollment and retention targets needed to achieve the goals. Progress on USD’s journey so far toward meeting these goals include implementing a test-free admissions policy, adding a new virtual tour of campus in Spanish to USD’s website, focusing on transfer enrollment through a transfer taskforce reviewing the awarding of credit and scholarships, presenting at the Hispanic Association of Colleges and Universities conference, revamping orientation and pre-enrollment to be more inclusive, implementing a first-generation action team to research and implement the needs of the population, adding an interview with USD’s chief diversity officer for all new faculty hires, adding more Spanish services within the Parent and Family Relations department, hiring a staff member dedicated to Latinx support within University Ministry, implementing equity checks to ensure student leader applicant pools in Student Affairs are diverse, and implementing intentional programming supports such as summer bridge programs, among others. The Student Success Committee took the lead on communicating the specifics of the Horizon Project, holding Student Success Summits on both becoming an HSI and the Horizon Project overall. Presentations were made at the President’s Cabinet, Faculty Senate and the President’s Forum, ensuring that there is widespread understanding of why the Horizon Project is central to our mission and values, what it entails, how we will measure our success and how every member of the campus can contribute

CID Refresh See Goal 2 KPI A After a national search, in August 2021, Dr. Regina Dixon-Reeves was appointed as the vice provost for DEI at USD. As part of her role, she leads the Center for Inclusion and Diversity (CID). The Center seeks to create an inclusive community that fosters an understanding and respect for diversity among the university’s students, faculty, staff, administrators, alumni and campus visitors. CID programming this year included campus talks about disability awareness, Hispanic Heritage month, the Black Student Experience at USD, LGBTQ Wellness Week and Native American Heritage month, among others. In addition, CID was asked to guest speak at many events across campus including the Alumni Diversity Reception for Law Students, New Student Orientation, fundraising with University Advancement, Mortar Board awards, Humanities Center Women of Color, Associated Student Government Senate and DEI in Medicine. CID also participated in listening sessions with various groups across campus including Black, first-generation, Latinx, military/veteran, native and indigenous groups, athletes, leaders, students with disabilities, transfer and commuter students. The vice provost of DEI utilized these listening sessions to create a list of opportunities for the university to improve its support of these student groups and will provide those recommendations to the President’s Strategic Leadership Team. In addition, beginning in Fall 2022, Sahmie S. Wytewa has been named the Tribal Liaison for CID.

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Recruiting and Retaining a Diverse Staff and Administration See Goal 2 KPIs C and R

commitment to DEI, as well as provided DEI workshops to the hiring committees. Several strategic initiatives were also launched or funded this year to support retaining a diverse faculty; these included the College Diversity and Inclusion Mid-Career and Junior Faculty Service Awards, the Cross-Campus Racial Equity Advocates Program and a

San Diego County has a diverse

mentoring program. The University Senate also created a committee on

population and USD’s workforce

Diversity, Equity, and Campus Climate (DECC). The DECC recommended

reflects this diversity, with some

work be completed in the following areas and is tracking efforts/actions

areas for improvement. The table

taken related to these areas: hate crimes and acts of intolerance;

shows the percentage of USD’s

incident response team; DEI trainings; campus climate reporting; DEI

all-employee diversity in Fall

processes and policies; DEI accountability; DEI in the curriculum;

2021 alongside the percentage

diverse faculty recruitment, hiring and retention; and diverse student

of San Diego County’s population diversity as reported by the U.S. Census Quick Facts (July 1, 2021). The

recruitment, retention and experience.

university will continue to implement recruitment and selection toolkits and will seek to increase the diversity of its staff and administration.

San Diego County*

University of San Diego*

Black or African American

5.5%

4%

American Indian or Alaska Native

1.3%

<1%

Asian

12.6%

9%

Hawaiian or Pacific Islander

0.6%

<1%

Two or More Races

4.6%

2%

Hispanic or Latino

34.1%

21%

White

45%

59%

Race/ Ethnicity Unknown

-

2%

Nonresident Alien

-

2%

*Numbers are approximate and do not equate to 100%

Recruiting and Retaining a Diverse Student Body See Goal 2 KPIs F-Q USD’s student body is continuing to reflect the goals and aspirations of the Horizon Project. In the entering class of 2021, we enrolled the most ethnically diverse class in our history with 44% of the class identifying as a student of color, including a record number of Black students. In addition, 33% of our new transfer students in Fall 2021 identified as Hispanic. By spring of 2022, 100% of the entering Black cohort returned, indicating strong progress in our retention work. While final numbers will not be available until the formal census in September 2022 (after the print date of this report), the entering class of 2022 reflects even greater diversity and, for the first time, we have more first-year deposits from

Recruiting and Retaining a Diverse Faculty See Goal 2 KPIs C and S This year, the vice provost of DEI participated in the interviews (75+) for new tenure-track faculty hires and asked applicants about their

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students of color than we do white students (48% students of color, 41% white) for Fall 2022.

Advancing Educational Equity: Enhancing Retention and Graduation Rates for USD’s Black Undergraduate Students (SIG) See SIG Assessment Plan The initiative consists of four components that aim to advance the retention and graduation of Black undergraduate students at USD. Those four components are (1) the Black Summer Immersion Program, (2) the Black P.E.E.R. Mentor program, (3) Continuous Onboarding opportunities, and (4) the Sequential Developmental Program.

For the Black Summer Immersion Program, the funding is used for meals, to hire a temporary residential student staff member, group engagement activities and for a faculty stipend.

The funding for the Black P.E.E.R. Mentor program is utilized to provide grants to mentors and provide book stipends to mentees. For the Continuous Onboarding program, funds are for programs and initiatives aimed at supporting Black students’ transitions into USD with a strong focus on their first semester; these include initiatives and programs aimed at identity development, academic preparedness and community building. Finally, for the Sequential Development Program, funds are used for day trips and retreats aimed at building a sense of belonging, further developing student confidence and developing constructive social support systems. This year, all the logistical needs (room reservations, workshops, excursions, etc.) were completed in order to successfully execute the program and it is clear that this program can have a very positive impact on its participants.

In fact, over 90% of participants indicated positively through the daily survey and the end of program survey that their participation in the Black Summer Immersion Program has aided them in their preparation for college at USD. However, it is also clear that it will require more fulltime professionals coordinating and executing the program for it to be more successful. Also this year, practices and plans were developed to support both mentors and mentees in this program. However, the flexibility to develop activities for mentors and mentees were hindered by the restrictions of COVID-19. Thus, upon further reflection, it would be most helpful to have a pre-set schedule with programs and events that students can note in their calendar with advanced notice. In the spring, we were able to successfully develop an overnight camping experience for Black students.

Through collaboration with Outdoor Adventures, participants were able to work as a team, build confidence and learn one another’s stories.

Students indicated that they experienced one of the best times they had at USD. They described the trip as transformative and key to feeling more connected to peers and to their journey at USD. It was more difficult than expected to get students to participate though.

For some, the idea of trying something so much out of their comfort zone was too much. But, for those who were able to participate, it was life changing. They built community and kinship in a way that they were not expecting, but felt wonderful. Based on their reflections of their trip, the time they had was an incredible addition to their college experience.

Strategic Plan and SIG Annual Report 2021-22

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Building an Inclusive Campus Environment See Goal 2 KPI B and T

Catholic Student-Focused Initiatives See Goal 2 KPIs D and E

Several efforts were made to build an inclusive campus environment

This year, the Office of University Ministry (UM) was able to resume

this year. First, as stated earlier, a vice provost for DEI was hired and the

offering in-person Masses, retreats and other programs to support

Horizon Project was launched. The campus climate survey for graduate

the spiritual development of all members of the USD community.

students and employees was launched in Fall 2021, immediately following

Altogether, 270 students participated in one of six retreats offered

the surveys undergraduate students completed in Spring 2021; data from

throughout the year. For the first time since the start of the pandemic,

these surveys were reviewed at several President’s Cabinet meetings

UM hosted an immersion experience, providing eight students with an

and some of this data can be found in the table below. USD seeks to

extended experience of education and solidarity at the U.S./Mexico

decrease the differences of white people and people of color feeling

border. Six faith-sharing groups engaged 111 students on a regular basis,

safe, respected and valued at the institution between the 2021 and 2024

helping them to make authentic friends, experience God’s love and

survey administrations.

discern God’s call. Masses were held each day, every Sunday night and

In addition, Student Affairs held many events in the Commons, trained

on special occasions throughout the year. UM also increased its focus on

students on DEI, supported multicultural organizations and held programming for administrators and staff on racial justice. The Institute for College Initiatives including Student Support Services remained

serving USD’s Hispanic student population by offering Mass in Spanish every Wednesday, as well as by revitalizing Our Lady of Guadalupe Mass and Farmworkers Mass, two beloved USD traditions.

active in supporting students from low-income families, first generation, students with disabilities and other underrepresented backgrounds.

In addition, many of the 10 new strategic initiative grants that received funding this year for fiscal years 2023 and 2024 were primarily related to Goal 2 of the strategic plan; these included almost $500,000 of funding for the following: a DEI leadership scholars program, conversations of color, a graduate summer bridge program, a psychological student support system for DACA students, #BLM at USD, and a program supporting those who have been formally incarcerated.

CAMPUS CLIMATE SURVEY FOR GRADUATE STUDENTS AND EMPLOYEES (2021 RESULTS)

Graduate Students

Faculty

Staff and Administrators

All (n=325)

POC (n=164)

White (n=130)

All (n=317)

POC (n=92)

White (n=175)

All (n=530)

I feel safe at this institution

79%

76%

84%

77%

70%

83%

86%

81%

90%

I feel respected at this institution

74%

72%

78%

61%

49%

69%

66%

63%

69%

I feel valued at this institution

69%

67%

72%

56%

52%

61%

58%

56%

61%

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Strategic Plan and SIG Annual Report 2021-22

POC (n=220) White (n=260)

Goal 3: Improving Structural and Operational Effectiveness

Renaissance Plan See Goal 3 KPI J

Strideto2024@USD and New Budget Model See Goal 3 KPIs E, G and I

In December 2021, the USD Board of Trustees Chair Don Knauss and

StrideTo2024@USD includes three key elements: a series of initiatives

his wife, Ellie, increased their commitment to the business school to

to enhance efficiencies and achieve savings, the Comprehensive

$50 million. The Knauss Center for Business Education which will house

Administrative Review (CAR) process and the budget redesign process.

the Knauss School of Business — where business meets purpose — will

The 2024 goal is to reallocate a minimum of $15 million to enhance

open in August 2022. Its 120,000 square feet are intentionally designed

student financial aid, attract and retain top talent and advance new

to create an innovation and collaboration ecosystem that empowers

strategic initiatives. As of June 30, 2022, $15 million, or 100%, of

student experiences. Groundbreaking technology includes active learning

savings has been identified through a combination of the CAR process

classrooms, data analytics labs, a production studio, student start-up

and efficiency initiatives; additionally, the university recognized and

incubator spaces and dozens of collaboration spaces. Another exciting

redirected $11.7 million, or 78%, of those savings toward key priorities.

project announced this year was the approval to build a Wellness Center

Consistent with the stated goals, $3.3 million was directed to enhance

and Athletic Practice Facility. In addition, Olin Hall renovations will be

student financial aid and $3.0 million was to support the Horizon

completed in Fall 2022.

Project strategic initiative. Additionally, as a result of the momentum

Increase Endowment and Student Scholarships See Goal 3 KPI H

under StrideTo2024@USD in fiscal 2022, the university was able to

As of May 31, 2022, in academic year 2021-22,

was able to reinstate USD's 10% contribution to 403(b) accounts after

USD raised more than $67.8 million, which includes $30.6 million for endowed funds, $4.3 million for endowed scholarships and $4.0 million for current-use scholarships. In particular, development raised over $1.2 million for Horizon Project scholarships which the university will match to provide scholarships

accelerate the timeline for faculty, staff and administrator compensation adjustments by two and a half years, redirecting $5.4 million toward employee salaries to attract and retain top talent. Also, the Board this was put on hold during the pandemic. The Budget Model Redesign process, designed to move USD from an incremental budget model to an incentive-based model, remains in progress with the hold-harmless year planned for fiscal 2023. The new incentive model will provide a transparent and accountable budget process that facilitates the growth of the academic and auxiliary programs.

for underserved populations.

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Sustainability Efforts See Goal 3 KPIs C and F This year, USD hired a new director of sustainability. The Board of Trustees (BOT) also unanimously approved two major changes to the investment policy and the energy master plan that will affect the overall ratings for USD and enhance our visibility for setting the standard in university sustainability efforts. Major changes to the investment policy include specific language from Laudato si’ with a focus on climate change and social justice. USD added clear

Campus as a Living Lab See Goal 3 KPIs A and D

directives and has committed approximately $60 million dollars to focus

Campus as a Living Lab formally started in Fall 2019, encouraging students, faculty members and staff to develop real-world, handson integrated course and research projects designed to enhance sustainable solutions on campus. Projects over the years have contributed to several important operational and strategic initiatives.

This year, research projects were implemented in the College of Arts and Sciences, the Knauss School of Business and the Shiley-Marcos School of Engineering on topics such as food issues, sustainable clothing, social/ environmental justice, solar installations, procurement and supply chain issues and waste management. Moreover, new climate fellows supported by the Environmental Integration Lab and the Changemaker Hub produced three reports on food issues. Finally, procurement processes

on environmental, social and governance investing opportunities, and has promised divestment from fossil fuels by 2035 to match the goal of carbon neutrality. The Energy Master Plan was approved by the BOT in March 2022. The plan is a 14-year commitment to improvements and changes to USD’s use of energy with close to $7 million in savings at the end. The plan also requires inclusion of undergraduate research and internship projects to provide opportunities for workforce development.

USD continues to hold a Gold Star rating under the Sustainability Tracking, Assessment, and Rating System (STARS) organized by the Association for the Advancement of Sustainability in Higher Education. USD is developing programs that will help the university achieve its goal of a Platinum rating by the next submission in 2024.

are being reviewed and improved as a result of projects in sustainable supply chain courses and resulting in an internship with the Office of Procurement Services at USD.

Climate Action Plan See Goal 3 KPI B The Climate Action Plan (CAP) is a framework used to reduce USD’s greenhouse gas emissions that contribute to climate change.

Approved in November 2016, the CAP sets out a general methodology feedback mechanisms that provide performance data and specific

University of Laudato si’ See Goal 3 KPI L

recommendations to reduce the environmental impact of the university.

USD has become one of a select few universities that have been approved

In October 2019, after advocacy from students and in consultation with

by the Vatican for formal designation as a University of Laudato si’ for

campus experts, President Harris signed the Second Nature Presidents’

our commitment to “Care for Our Common Home” with a specific focus

Climate Commitment, establishing a new campus emissions reductions

on environmental and social justice issues. In the 2015 papal encyclical,

goal of climate neutrality by 2035. To achieve this, the university will be

Pope Francis called for urgent action to care for our common home, the

updating the 2016 CAP. This year, after personnel changes, the Climate

poor and the vulnerable who are disproportionately impacted by global

Action Committee was re-established and added new members with

environmental problems such as climate change, pollution, access to

broader expertise and skills in specific areas. Representation was

clean water and loss of biodiversity. USD has a seven-year commitment

designed to cover as many relevant areas of campus as possible.

to work on strategies to combat climate change impacts, its effects on

Subcommittees were formed to create mini implementation plans that

disadvantaged communities and to design an integrated plan to show this

would be integrated into the final comprehensive version of the new CAP.

commitment. Many of the initiatives of Goal 3 support these efforts.

for establishing short, medium and long-term strategic goals and

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Environmental Integration Lab (SIG) See SIG Assessment Plan

Water Justice Exchange (SIG) See SIG Assessment Plan

The Environmental Integration Lab (EIL) seeks to bring together

The Water Justice Exchange (WJE) is designed to foster collaborative

faculty and students in a concerted effort to connect campuswide

multidisciplinary research, student experiential learning, policy creation

sustainability endeavors as it relates to climate change. This year, EIL

and advocacy, and community projects at the nexus of water, social and

created a virtual space which includes faculty highlights on research

environmental justice in the San Diego County and Tijuana regions. This

topics, faculty expertise in particular areas related to climate change,

year, an inaugural two-day Ideation Collaborative in August 2021 was held

a list of community partners and courses related to the environment.

with two-dozen attendees from a wide range of USD departments and

EIL also developed social media to advertise events, newsletters, and

external organizations/institutions. In addition, WJE held a large, hybrid

discuss important sustainability insights. In addition, faculty developed

three-speaker panel and community celebration/art show event in May

a data system that describes sister, regional and nonprofit universities’

2022. WJE also nurtured an active and connected WJE community that

sustainability centers across dimensions such as missions and visions,

includes partnerships with many groups including California Sea Grant,

programming activities, websites, funding structures and other elements.

Native Like Water, San Diego Audubon, San Diego Regional Water Quality

The goal is to benchmark USD’s sustainability efforts and those of peer

Control Board, Scripps Institution of Oceanography, Sustainability Matters,

institutions to determine where USD is

Tijuana River National Estuarine Research Reserve, UCSD Natural Reserves,

doing well and where it needs to grow. The

and the Water Tech Alliance. WJE will continue to gain more community

EIL and Changemaker Hub also formed a

partners. The initiative also seed-funded six proposals for >$18,000

partnership program, the Climate Alliance,

total that resulted from the 2021 Ideation Collaborative proposal writing

which will consist of a group of 10-12

workshop: the Audubon Advocates Support— Prioritizing Stormwater

fellows, tasked with campus projects

Infrastructure for Habitat Value, the Integrative Research Project

such as a campuswide oat milk default

Between USD Environmental Integration Lab and the San Diego Audubon,

campaign, developing a campaign to

Water Justice through the Lens of Community, the Young Environmental

feature the humans behind animal farming, or implementing the Zero

Justice Advocates — STEM High School Students Span Boundaries to

Footprint Initiative (a nonprofit dedicated to building a climate resilient

Empower Their Communities to Improve Human Health and Environmental

carbon-capture farming network). Also this year, the EIL participated

Protection, and the Fall in Love with Mission Bay: An Oral History Project.

in the Worldwide Teach-In, an effort to engage hundreds of universities

The WJE leadership team co-developed and utilized an award rubric to

and middle/high schools around the world by hosting a climate justice

assess whether/how much to award for the proposals received. Many

teach-in to enhance conversations about climate change. The event

of the projects are still in the early stages. Next year, we will assemble

emphasized the importance of interdisciplinary perspectives to address

an external advisory committee to assess the state of the WJE and the

climate justice.

progress of funded work.

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Equinox Project (SIG) See SIG Assessment Plan

prioritized making the organization more accessible to BIPOC youth by working with regional nonprofits such as Ocean Discovery Institute and San Diego Coastkeeper to offer membership scholarships to students and elevate L20/20 mentorship opportunities. L20/20 currently has a steering committee of 11 individuals, two of which are USD graduate students in the Environmental and Ocean Sciences Department. It applied to host two USD fellows to create a direct opportunity for students to gain hands-on experience with community engagement, programming and research to elevate the San Diego region’s just and inclusive transition for its growing green workforce. Last year, a research student developed an applied framework for the successful inclusion of student-led research into the dashboard, and this year we worked with faculty in the EIL to identify new opportunities to operationalize this framework. In addition to EIL faculty, we also connected with the EIL’s research students to identify potential operational and engagement pathways for other USD students. This research and engagement are key to the project’s expansion across campus. NPI staff worked over Summer 2021 with faculty members from the School of Engineering who utilized the equinox data sets from the Water Use indicator page directly in their course curriculum to support students learning around data and data visualization. In 2021, we amended the dashboard’s “about” page

The Equinox Project seeks to more deeply engage faculty and students

to introduce a new informational section on the university’s commitment

by providing opportunities for research in support of the Quality of

to Care for our Common Home. Graduate assistants at NPI supported

Life (QOL) Dashboard’s data for the purpose of knowledge generation,

dashboard staff to develop the SEEN, which focuses on broadening

as well as opportunities to connect USD students with the Leaders

data resources to encompass a more holistic approach consistent with

2020 Young Professionals Network in service of student learning,

research with a social equity focus. Graduate students supported the

student success and community impact. This year’s QOL Dashboard

development and analysis of new data sets and worked closely with

includes two new indicators: Climate Change and Planning and State

community partners at RISE San Diego to launch the new SEEN indicator.

of Equity and Engagement in Neighborhoods (SEEN). The dashboard

Additionally, each of the 16 indicator pages includes a robust Regional

calls attention to the ways in which local nonprofits, government and

Response section which highlights the deep roots of projects, programs

businesses are working together to ensure San Diego County is on a

and partnerships supporting the quality-of-life indicator. New work

path to greater health, wealth, comfort and sustainability for current and

supported by the San Diego Regional Climate Collaborative hosted on

future generations. In the past year, the staff team, as well as graduate

USD’s campus was integrated into the water use indicator, elevating

research assistants at the Non-Profit Institute (NPI) supported the

USD’s role as an anchor institution.

dashboard’s annual update. Through this update, NPI staff connected

Changemaking in Information Technology See Goal 3 KPI K

with 10 additional staff members across the university, as well as engaging more than 20 faculty members and 40 undergraduate students in dialogue and research to support data and regional response projects.

Additionally, the dashboard engaged more than 60 community partners to support both data collection and dissemination, as well as these partners providing direct feedback on the updated dashboard. With Leaders 20/20 (L20/20) opening its programming to the public to expand its reach across the San Diego region and within the University of San Diego amongst the COVID-19 pandemic, there was a 15% increase in USD student and faculty engagement in virtual and in-person programming over the last year. L20/20 saw an overall benefit to the organization by opening programming to the public across the San Diego region and has been able to grow its active USD membership by 20%. L20/20 also 16

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Despite the pandemic and an already busy information technology (IT) department supporting remote learning and the e-campus environment, several new enterprise-level projects were launched this year including Workday phase 2, a major upgrade to the campus network, review of the CourseDog system, full IT configuration of the new business school buildings, several new online degrees/courses, preparations for multifunction authentication using Duo, the move to Zoom phone (instead of physical phones in offices) and the launch of many new schools/departments websites.

Goal 4: Elevating Faculty and Staff Engagement Faculty Engagement with the Center for Educational Excellence See Goal 4 KPI H Supporting faculty as USD navigated the return to in-person teaching, the Center for Educational Excellence (CEE) focused on inclusive teaching strategies and relationship building, both among faculty colleagues and between students and faculty. Faculty from every school and unit across campus and from every department within each school participated in CEE offerings and events this year. Faculty came together in communities of practice on topics ranging from mentoring students to inspiring discussions in class, and they joined faculty reading circles on 13 different books. The CEE funded travel for faculty to expand their pedagogical toolkits at a wide variety of teaching conferences. Faculty

Employee Workload See Goal 4 KPI N and O The faculty workload pilot in the College of Arts and Sciences was

gathered for expert guest speakers from around the country who ran workshops on inclusive teaching and they also gathered to hear their own students’ voices in a new student panel series, “What I Wish My Professors Knew.”

extended beyond its initial two-year period. The model is designed to provide faculty with workload credit for mentoring students engaged in undergraduate research and creative work. An important goal of the model is to address inequities among faculty who mentor scholarly work by students, and the long-term goal is to include all departments in the college. Due to the pandemic and the impending transition to a revised budget model, new allocations such as those required to support the expansion of this workload model are on hold. Expansion of the workload model will resume once the new budget model is in place and new funding allocations can be resumed. To support faculty and employee workloads, as well as work:life balance, USD took initial steps in spring 2022 to implement a remote/flexible work arrangement and will reassess its effectiveness at the end of the summer.

NAVIGATING ACADEMIC BELONGING Student Insights

"I find mid-semester check-ins to be helpful. If students can provide feedback to their professors mid-semester, then the course can be adapted to best suit that class of students. Offering anonymous feedback surveys and one-on-one meetings allows students to voice what they think the professor should keep, quit, and start doing in regards to teaching style and structure. Even if only a few students participate, it still makes a difference in those students’ experience."

In order to address the need for a competitive, comprehensive program to attract and retain exceptional tenured and tenure-track faculty Soon after the completion of the salary framework by the Faculty Compensation Task Force in Spring 2019, the Faculty Compensation Working Group convened to create a Faculty Compensation Policy. The policy was presented to the University Senate in Fall 2019 and the task

As we navigate transitioning back to campus, there are a few things students want their professors to know. The Center for Educational Excellence hosted a student panel in relation to academic belonging.

Here are the most common things students wish their professors knew.

Send your syllabus out early!

Incorporate group work & collaboration.

Get to know your students!

Be flexible & compassionate!

"I wish my professors would create more dynamic syllabi. Every student has their own learning style and offering a variety of different lessons and assignments helps to accommodate each student."

Faculty Compensation See Goal 4 KPIs B-E

members, the Faculty Compensation Task Force was formed in 2018.

I wish my professors knew...

"I prefer classes that have a lot of small assignments throughout the semester. When my entire grade is determined by one or two assignments, I feel stressed and like my whole grade could be determined by one bad day.

When there are a lot of small assignments, I am able to stay on track and experience deeper learning."

"Even though every professor offers office hours, I don’t always feel welcome to attend. It’s important for professors to welcome their students and cultivate a sense of trust. Also, some students might not know what office hours are. I think professors should explain what they are and invite any sort of question or needed support into their office."

Be creative! Invite a guest lecturer or co-teach a lesson.

Allow a moment of silence after asking a question.

Use inclusive tech strategies!

force passed an amended version in December 2019. President Harris sent this version back to the University Senate with some suggested changes in Spring 2020. The first round of salary adjustments, effective Jan. 1, 2020, were provided to eligible tenure-line faculty members with salaries below the minimum in the framework. In 2021, additional salary adjustments were made to alleviate compression issues. This year, in

"Not every student is the same and you don’t always know what a student might be dealing with. I think it’s important to build courses around accessibility so that every student has the chance to be successful regardless of obstacles they might be facing. This might be allowing groups to work outside, offering more virtual assignments, or offering in-class time to work on assignments."

Acknowledge the online to in-person learning transition.

Provide feedback with enough time for improvement.

January 2022, the university accelerated compensation increases to all eligible faculty.

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17

Faculty-Engaged Scholarship See Goal 4 KPIs J-K and M

these awards across all units of the university, demonstrating the value of a university-wide award. This year, we formed an initial committee

For the period of May 1, 2021 to April 30, 2022, the Office of Sponsored Programs assisted 83 faculty members across all academic units submitting 176 proposals valued at $38,154,649 external funds. Of these submissions, 99 were for research valued at $26,309,727; 57 were for service valued at $10,560,211; 16 were for training valued at $914,364; two were for scholarships valued at $330,000; and two were for instruction valued at $40,347. In addition, 187 awards were received valued at $26,198,145. Total awards during this period included multiyear awards from previous fiscal year submissions and administrative actions. Of these awards, 67 were for service valued at $17,682,839; 95 were for research valued at $6,579,865; 22 were for training valued at $1,315,191; two were for scholarships valued at $620,250; and one was for instruction valued at $0. External funding provides an opportunity to further USD’s mission and vision. Awards identified by faculty members as directly supporting Envisioning 2024 Goals 1–5 are provided in the following breakdown below, with some awards meeting more than one goal. Over the years, Goal 5 has consistently been the one in which most awards are aligned to.

Year

with the units listed above. The committee met multiple times to develop awards criteria, a call for awards and, eventually, a relationship with the Center for Inclusion and Diversity, which greatly amplified awareness of the award. We were able to distribute what became called the Diversity and Inclusion Impact Award to one faculty member and one staff member at each School involved, in recognition of a sustained commitment to justice. Awardees each received a certificate, a plaque, $1000 and the opportunity to be honored publicly at a lunch. At that lunch, President Harris announced that the award would be universitywide by next year and, indeed, we have now integrated the Knauss School of Business, the School of Law, Hahn School of Nursing and Health Science and the Joan B. Kroc School of Peace Studies. We hope this award will contribute to the retention of faculty, staff and students of color, in conjunction with other DEI efforts occurring across campus.

Cross Campus Racial Equity Advocates Program (SIG) See SIG Assessment Plan The Cross-Campus Racial Equity Advocates Program seeks to increase equity and compensation to those currently performing work critical to the university’s stated goal of strengthening diversity, inclusion and

Goal 1

Goal 2

Goal 3

Goal 4

Goal 5

2019-20

56%

46%

15%

91%

96%

2020-21

73%

67%

25%

86%

96%

indigenous and people of color (BIPOC) faculty and staff members for the

2021-22

74%

62%

28%

84%

96%

additional labor they perform combating anti-Black racism and promoting

social justice across campus. The advocate’s program is innovative because it for the first time explicitly recognizes and rewards Black,

racial consciousness on campus, and tangibly values the experience,

College Diversity and Inclusion Service Awards for Midcareer and Junior Faculty (SIG) See SIG Assessment Plan

expertise and perspective that they bring to all corners of university life.

The advocates program comes with monetary compensation as well as a title that can be recognized in rank, promotion and tenure decisions and annual merit and performance evaluations. Such structures are rare in higher education today. The initiative funds are used to create a stipend for a team of seven racial equity advocates and for funding of advocates’ programming initiatives. This year, four of the seven advocate positions were filled for the Spring 2022 semester. Each of the four were compensated $2,500 for the semester’s work. Feelings of burnout were somewhat reduced for the four advocates but not for other BIPOC faculty.

Advocates reported that they felt less burned out by the work because

The strategic initiative will create an awards committee to develop criteria, procedures, eligibility and an application process for two antiracist service awards at USD (a Mid-Career Diversity Service Award and an Early-Career Diversity Service Award), as well as funding the first two years of the awards in three units across campus: College of Arts and Sciences, the Shiley-Marcos School of Engineering and the School of Leadership and Education Sciences. The awards will recognize the labor dedicated to diversity mentoring work, as well as preventing and combating anti-Black racism and promoting racial consciousness on campus. Further, the funding will be used to support the expansion of 18

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they were heartened by the monetary compensation of this program, but they did not report that they relieved any other faculty members of work. Upon discussions with the advocates, we quickly came to realize that no labor burden would be alleviated by this initiative. Our advocates tallied their hours of work as relevant to this program and all of the work done was a continuation of the kinds of activities and advocacy they were already engaged in. Thus, it is unlikely that any other BIPOC faculty member’s racial equity-related work burden was reduced. It has become clear that the advocates program is too small in scope and compensation to make a noticeable impact on BIPOC faculty retention.

Mentoring Program for Supporting Success and Retention of Diverse Faculty (SIG) See SIG Assessment Plan

Intellectual Property Policy See Goal 4 KPI L

Faculty of color as well as women faculty face unique hurdles in the

intellectual property policies to support faculty, USD’s current Intellectual

academy that reduce their likelihood of climbing the academic ladder/

Creativity Policy (Policy 2.8.1) was approved in 1994 and has not been

reaching tenure and promotion. Moreover, past interviews with faculty at

updated since then. To rectify this, over the past few years, a taskforce

USD at-large have reported feeling overwhelmed and unsure about how to

has been working to examine and recommend updates to the policy.

successfully navigate the many aspects of their careers, including what

In 2019-20, a revised IP Policy was drafted. In 2020-21, the taskforce

courses to teach, how much research is enough and selecting appropriate

finalized a draft as well as provided an additional document that lists

service options. Although work has been done to help rectify this, studies

what supports are needed to facilitate the development of IP, especially

have shown that quality mentoring experiences are important indicators

patentable inventions. In 2021-22, the policy was submitted for

of success and retention of faculty. The initiative sought to create a

consideration by the University Senate.

Although many of USD’s peer and aspirational institutions have robust

formalized mentoring program for faculty. The proposed mentoring program is designed to provide resources and tools to support a diversity of faculty with an antiracist perspective. The initiative includes training modules to help support and sustain a faculty mentoring program that can be designed and implemented across different academic units. Evidencebased practices as part of the mentoring program will include training programs for mentors/mentees and chairs of departments, implementing accountability measures, applying a developmental approach to address the changing needs across one’s career and mentor mapping to match needs with different types of mentors. This year, mentees were given a beginning questionnaire that focused on their perceived needs so their mentors could tailor their experience. We also held multiple luncheons for to improve the initiative. This summer we will work on developing modules

Changemaker Fellows See Goal 4 KPI I

for online training. So far, the relationships were rated satisfactory overall

The Changemaker Faculty Fellows Development Program provides faculty

mentees, mentors and both. Surveys and discussion groups were utilized

for most of the pairings. There were several areas of strength mentioned and many topics that mentors felt important to be trained in for the future. External mentors were mentioned, and we assigned some of those mentors this year. Overall, it appears that those who are assigned as mentors are also those who volunteer for other services on campus.

Because of the extensive time commitment for quality mentoring, there needs to be a way to reduce the workload for those who agree to be mentors so more time can be devoted to this vital service.

members with opportunities to learn about practicing changemaking, as well as learn how their colleagues from other academic units strive to make a positive impact on teaching, research and community engagement. This year, faculty members were invited to participate in a design thinking workshop; met with staff from People Assisting the Homeless to learn; explored ways to incorporate DEI into their pedagogy; and were also provided with texts to foster discussions on anti-Black racism and racial justice.

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Staff and Administrator Compensation See Goal 4 KPI A

the institution in order to deepen our collective leadership capacity.

Numerous job search committee participants engaged in training

As part of Envisioning 2024, the university conducted two compensation studies in 2019 with the purpose of comprehensively analyzing the market to construct new pay structures for faculty, staff and administrators. The focus of the compensation structure was on being affordable, internally equitable, externally competitive and just. While the goal was to complete pay adjustments by 2024, the Board of Trustees approved to accelerate the remaining adjustments by two and a half years. Thus, we are pleased that 164 faculty members, 112 administrators and 324 staff members received market adjustments to their pay effective January 2022.

Over the past several years, professional development programs were deployed. These were designed to make leadership development opportunities broadly accessible across

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Strategic Plan and SIG Annual Report 2021-22

development work. This year, the Collaborative Leadership for Change program provided highly engaging dialogue around the real work of leadership, emotional intelligence, managing conflict and DEI. Participants included faculty members and administrators from units across campus.

Employee Orientation and Recognition Programs See Goal 4 KPI F The Living the Mission orientation program for new employees continued to be a success this year focused on the mission, vision, values and

Staff and Administrator Leadership Development See Goal 4 KPI G

20

for managing bias and diversity and inclusion in their professional

history of USD. Current USD employees continued to rise to a myriad of challenges this year as a result of the pandemic, and many of USD’s best were recognized through the Community of Human Resources at USD (CHR@USD) awards. These awards honor faculty members, staff members, administrators and teams who exemplify the university’s mission and values in their work and interactions with others. In addition to the CHR@USD awards, 198 employees were honored at the Annual Employee Service Award celebration. USD also celebrated recipients of the Manuel Hernandez Staff Employee of the Year and Virginia Rodee Administrator of the Year awards.

Goal 5: Amplifying Local and Global Engagement and Reputation Study Abroad and International Experiences See Goal 5 KPIs H, I, and L USD was able to selectively, and carefully, begin again with international mobility after the pandemic. There were opportunities for USD undergraduate students to study abroad during the fall and spring semesters and for some undergraduate and graduate programs to restart faculty-led academic programs taking our students abroad.

USD continues to be in the top 5 nationally for the percentage of undergraduate students who study abroad and in the top 50 nationally for the total number of students who have international academic experiences. Additionally, our students, graduate and undergraduate, engage in extracurricular experiences globally, across the border and within San Diego’s multicultural community. Some examples include the Knauss School of Business through their Student International Business Club (SIBC), doing projects for companies from Baja California to London; Mission and Ministry taking students across the border in Mexico to meet with community leaders supporting issues of economic justice; the Hahn School of Nursing and Health Science engaging in medical missions to help Ukrainian refugees at the U.S.-Mexico border; and the Engineering Exchange for Social Justice supporting USD students to design alternative energy solutions in Trinidad and Tobago. These are just a few of the examples in which our students, faculty and staff confront the world’s most urgent challenges through international collaborations and experiential learning activities.

USD’s Academic Plan was a recommendation to require a multicultural/ international experience. This would leverage our location on the border and build upon the expertise and activities already in place. It would also assure access for all of our student community to develop as global citizens and Changemakers. If approved as part of the Academic Plan, we would also need to clearly define what constitutes these experiences and develop opportunities to assure all students have access. The experience can be tracked using the same system that is used in the School of Leadership and Education Sciences for all their graduate students.

Changemaker Hub See Goal 5 KPI J In academic year 2021-22, the Changemaker Hub provided students, faculty members, staff and community partners with meaningful and impactful ways to address the issue of food justice, while continuing to support initiatives that focused on making the campus a more inclusive and equitable community.

The Fall 2021 Changemaker Challenge, which attracted an audience of over 200 students for the competition, received over 100 entries.

It asked students to think about innovative ways of addressing food justice through the lens of community partners’ issues such as helping university students understand the impact of factory-farmed animal

International/Multicultural Experience for All (SIG) See SIG Assessment Plan According to surveys, approximately 50% of USD graduates study abroad, compared to 10% nationally; USD consistently ranks in the top 10 universities nationwide for this statistic. In addition, approximately another 30% of USD students engage in a multicultural experience such as cross-border engagement or community-engaged learning in the San Diego area. This initiative seeks to research why the remaining 20% of students do not study abroad or engage in a multicultural experience in the hopes of making this a graduation requirement for all undergraduate

products on marginalized communities, creating a culture where plant-based food choices are the default option in university settings, and creating ways of getting food to families and seniors in the Linda Vista community so it increases Bayside’s outreach and supports local businesses. The winning ideas were developed in the Spring 2022 semester and will continue to be implemented in the Fall 2022 semester.

The challenge was made possible through funds by the USD Parent Board Association. In addition to the challenge, the Hub also provided numerous opportunities for students to engage in social change in and out of the classroom.

students. This past year, a top discussion within the development of

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National Branding and Marketing Campaign See Goal 5 KPIs A and B

Anchor Institution and Community Engagement See Goal 5 KPIs E-G, K, and M

As part of Envisioning 2024, the University of San Diego created a

A few important successes occurred as it relates to USD being an anchor

comprehensive institutional marketing plan to breathe new life into

institution as well as faculty/staff/student engagement in the community

the brand, build greater awareness of the university and attract

this year. First, as part of USD’s commitment to investing and supporting

new students and their parents. A Brand Council, comprising alumni,

local and diverse small businesses, USD received a grant from the Local

students, faculty and staff, was established to conduct research and

Initiatives Support Corporation which has supported over 25 businesses

message testing as it relates to what it means to be a part of USD. Next,

in Linda Vista and City Heights. In addition, USD was able to use funds

we introduced contemporary fonts, new designs and a new voice and

to sponsor the town’s multicultural fair, which is a huge event in the

tone to connect with our audiences. Finally, we brought the new brand

community and an exceptional place for small vendors to sell at and

to life in a national advertising campaign. The university will launch its

expand their customer base. The grant also funded the reopening of

second year of the advertising campaign, which will run from September

the farmers market, a weekly Linda Vista event that prioritizes Linda

through May. The focus for year two is providing general brand lift for the

Vista, BIPOC and minority-owned businesses to feature in the market.

University of San Diego, meeting enrollment goals at the undergraduate

Second, the University of San Diego is now a part of the Californians For

and graduate levels, promoting the opening of the Knauss Center for

All College Corps program. The program will give students a hands-on

Business Education and supporting our institutional goal to become

opportunity to serve their communities and, in return, receive $10,000

officially designated as an HSI. The plan includes print, audio, out-of-

to pay for their education after a year of service. The University of San

home, digital and social channels as well as targeted enrollment support

Diego was selected to be one of 48 new campus partners participating

for undergraduate and graduate recruitment, enhancing the university’s

in College Corps. The USD planning team and leaders for the grant are

brand and providing increased visibility locally, regionally and nationally.

the faculty supporting Care for the Common Home, the Mulvaney Center and the Non-Profit Institute. The University Advancement team was also instrumental in bringing this opportunity to USD and for also helping take

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the lead in writing the grant. Third, with assistance from the Faculty Council on Community Engagement, USD continued implementation of common community engagement and public service designations for courses in Banner across the entire university. The designation requires the utilization of the Community Engagement Institutional Assessment rubric as a tool to outline the expectations and criteria for a course to be designated, as well as the corresponding student learning outcomes.

Anchor Entrepreneurship (SIG) See SIG Assessment Plan

Design Thinking Studio (SIG) See SIG Assessment Plan This initiative seeks to create a Design Thinking Studio at USD that will provide the space, tools and methodologies to engage in creating institutional and local change concerning urgent global challenges by bringing together students, faculty, community partners and organizations to collaborate in resourceful and innovative ways. This year, a team was put together and several draft designs of the Design Academy program were put together. The initiative ran a small version of the curriculum on a select group of students and the test was very successful; it was focused on sustainability projects and using Design Academy content to help students learn design thinking. The pilot was called Climate Alliance and was done in partnership with the Environmental Integration Lab. It was a six-week program with 15 students participating. Five community partners were gathered for feedback that will be used for future planning. Some of the feedback we received from community partners was that the proposed design would put too much work on their end. This has made us rethink our strategy and perhaps run the initiative based not only on what topic best matches USD’s defined urgent challenges but rather select the topic according to the community partners willingness to test out the initiative with us.

During the pandemic, entrepreneurs and, in particular, restaurant owners, were hit harder than most industries due to thin operating margins, high labor costs, perishable inventory and the toughest pandemic-related restrictions. This initiative seeks to support vulnerable entrepreneurs while creating experiential learning opportunities for USD students — aligned to Care for Our Common Home — while supporting DISJ in the community. This year, we translated existing curriculum and marketing material into other languages, trained an entrepreneur on the finer points of the curriculum, worked with community partners to promote the program, selected candidates for the program, coordinated with manufacturers, distributors, buyers and investors for network development, and ran the series. We also cultivated industry partners to make the program sustainable in the long term and cultivated an investor group with connections to local grants/loans to help the entrepreneurs access necessary capital. Next, we will convene a group of faculty members that would like to have their courses embedded within this program with entrepreneurs as well as identify faculty members that might co-facilitate with external experts with industry experience (i.e., a nutrition faculty with an external packaging expert). We will also connect with existing USD initiatives (i.e., MBA work with Access for Jobs, Local and Diverse Supplier work with Procurement, Mulvaney Center, in general, and, specifically, Turning Wheels and Tijuana Hub for anchor community outreach). We see this project growing beyond the restaurant industry to be more about anchor entrepreneurship which sets us up to be an inclusive innovation hub.

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Food Studies Initiative (SIG) See SIG Assessment Plan

Mixtec Community Garden (SIG) See SIG Assessment Plan

The Food Studies Initiative (FSI) seeks to execute a series of diverse

This initiative is based on a collaboration with the Mixtec community in

campus meetings and events that will simultaneously serve as a

Linda Vista. It is multifaceted and seeks to focus on multiple aspects

laboratory to better understand USD community values related to food,

of the community: a community garden, linguistic mapping and

accelerate the creation of a permanent Food Studies Program, support

development, and the preservation of indigenous knowledge, medicinal

related fundraising and transform food at USD from an auxiliary part of

usage and traditional foods. All efforts are linked to student learning at

campus life to a powerful vehicle for expressing values and enhancing

USD in multiple disciplines. Last year, garden boxes were built. This year,

USD’s educational mission. This year, the FSI collaborated with the

we continued to work on transcriptions of recordings. In the Fall 2021

Changemaker Hub to host an event, held multiple presentations and

semester, we held three events with Miguel Villegas Ventura (also known

book clubs, published an article in USD Vista, developed courses related

as Una Isu) who is a trilingual Ñuu Savi (Mixtec) rap artist, indigenous

to food studies, created a partnership with USD Dining Services that will

migrant rights activist, community organizer, Tu’un Savi (Mixtec) language

begin next year, discussed FSI on various podcasts, collaborated with

instructor, and a dancer as well. The first event took place at USD, in an

Farm Forward to obtain two grants, developed curriculum for a food

outdoor venue, and consisted of a presentation and performance by

studies minor to begin in Fall 2023, completed a website for the initiative

Una Isu. The second event, Poetry, Rap, and the Oral Traditions of Native

and developed a vision statement for food studies at USD.

Communities, was a workshop held at Access Community Center. The third event also took place at Access Community Center: Mixtec Hip Hop: Una Isu, Trilingual Hip Hop. All three events were well attended by USD students from multiple courses, USD faculty, USD alumni, community members, colleagues from other institutions in the area and some representatives from local Native American tribes in the region. Students wrote brief reflection papers. Collaboration with the Mixtec Garden and courses also included the analysis of a trilingual version of a Ñuu Savi poem and brief presentation on the author. The students’ oral and written reflections provided evidence of deep learning on the topics of multilingualism, intersectionality of (indigenous) identities and binational realities, immigration and migration, grassroots activism, urban

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agriculture and socially engaged aesthetic works. We will be planning

administration instructions and outcome data related to PAX-funded

additional events for 2022-2023, including digital cartography in Spring

projects. PAX funded three major projects. First, the HEART Dashboard

2023. During this academic year, the leadership team met several times

pilot project provided important data on the contribution of illicit

with Lucien Serapio Carroll, a linguist with expertise in the word prosody

massage to the San Diego regional sex economy. Second, the Medical

of Ixpantecpec Nieves Mixtec. In collaboration with Carroll, we are

Rotation Project, in collaboration with UCSD medical school personnel

developing additional instructional materials for the community that will

and the USD Hahn School of Nursing and Health Sciences, designed

be used in courses at different levels. This will build upon the previous

a medical rotation curriculum for medical and nursing students.

Tu’un Savi courses that we conducted last year with the assistance of

Third, the Partnerships for Education and Research-Based Legislation

the linguist and poet Celerina Patricia Sánchez.

collaborative teaches students, faculty and staff how to use their

PAX Initiative (SIG) See SIG Assessment Plan

expertise and experience to engage in effective and impactful

The Partners Against eXploitation (PAX)

partners to pursue other opportunities for continued funding.

Initiative seeks to build on the opportunity

advocacy as it relates to human trafficking. PAX has submitted one grant application and is collaborating with on-campus and community

human trafficking. Situated in a large,

Success in Athletics See Goal 5 KPIs C and D

diverse border city, USD is a multidisciplinary

Rooted in its vision of Winning in the Classroom, Winning on the

university with a focus on changemaking. This perfectly positions the

Playing Field and Winning in the Community, the University of San

university to drive change in the fight against human trafficking. The PAX

Diego Athletics enjoyed a dynamic 2021-2022 campaign, sending five

Initiative seeks to facilitate communication and connections between

teams to the NCAA postseason and two to invitational tournaments

the university’s various units to collaborate on innovative solutions to

alongside two conference championships. Women’s volleyball set the

the urgent challenge of human trafficking. This year and last, PAX began

tone in the fall with its 25th NCAA tournament appearance in program

with a core group to lead and manage the initiative. The core group

history, marking the 12th consecutive season the team has advanced

meets on a weekly basis to discuss projects, outreach, engagement

to the postseason. Football captured its Pioneer Football League with

and next steps. PAX also established relationships with a number of

a record-tying 12th regular season title. Women’s basketball earned

experts at USD and around the community (called the PAX Collaborative).

an at-large bid to the Women’s National Invitation Tournament. Men’s

The collaborative seeks to facilitate networking as well as consultation

tennis won the WCC and advanced to the NCAA Tournament. Women’s

with experts for their input and assistance on projects, policy and

tennis, swimming and diving, and men’s golf all qualified for NCAA

research matters that have arisen related to human trafficking. The

postseason competition, with swimming and diving also taking part

initiative completed an initial analysis of the San Diego landscape when

in the CSCAA National Invitational. Torero scholar athletes achieved a

the project started, and we continue to track agencies, organizations

3.21 cumulative GPA in the fall semester, with over 71% earning a 3.00

and individuals in their connections and contributions to antitrafficking

or above, and each of USD’s 17 Division I sports partnered with multiple

efforts in San Diego. PAX is working with Tablecloth software to develop a

organizations to provide 2,700 hours of volunteerism.

USD has to be a leader in the fight against

customized platform into which PAX can enter data related to timelines,

Strategic Plan and SIG Annual Report 2021-22

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Key Performance Indicators by Goal GOAL 1: Enhancing Student Learning & Success - Key Performance Indicators ID

Key Initiative or Measure

2016-2017

2017-2018

2018-2019

2019-2020

A

Academic Plan (AP)

-

Planning

Framework created with 5 priority areas

New Associate Provost of Academic Planning & Innovation hired

B

Career Readiness Program (CRP)

Planned

Implemented

Implemented

Implemented

C

Core Curriculum Implementation

Designed

Implemented

4/5 competencies assessed

5/5 competencies assessed

D

Enrollment Plan and Torero Promise

Planning

Planning

Implemented

Implemented

E

Alumni Association Strategic Plan

-

-

-

-

F

Student Success Action Plan

Designed

Implemented

New policies, onboarding, orientation

Student success summits began

G

^UG Enrollment (Fall census headcount)

5,711

5,744

5,855

5,919

H

^GR Enrollment (Fall census headcount)

2,797

3,131

3,218

3,262

I

^UG Transfer Enrollment

31% of new students

29% of new students

25% of new students

30% of new students

J

^Undergraduate Retention Rate (first year retention fall to fall)

87.3% (F15 returned F16)

90.5% (F16 returned F17)

89.9% (F17 returned F18)

92.1% (F18 returned F19)

K

^UG Transfer 1-Year Retention Rate

89.9% (F15 returned F16)

86.2% (F16 returned F17)

88.7% (F17 returned F18)

88.1% (F18 returned F19)

L

^Six-Year Graduation Rate for First Year UG

77.8% (enrolled F10)

81.8% (enrolled F11)

80.4% (enrolled F12)

81.4% (enrolled F13)

M

^Student: Faculty Ratio per Common Data Set

13.9:1

13.7:1

13:1

12.9:1

N

`Student participation in Experiential Learning

-

-

94.0% (per class of 2019)

92.2% (per class of 2020)

O

`Employed in field that aligns with career goal

94.5% (per class of 2017)

93.2% (per class of 2018)

94.9% (per class of 2019)

91.5% (per class of 2020)

P

`Average Starting Salary

$52,645 (per class of 2017)

$53,587 (per class of 2018)

$55,747 (per class of 2019)

$60,669 (per class of 2020)

Q

Median earnings of former students who received federal financial aid (10 years after entering institution) from College Score Card

-

-

-

$60,000 (as of 6.1.2020 data file)

R

~Senior students’ responses on NSSE “very much” or “quite a bit” in terms of their perceived learning gains within the categories

Not a survey year

CT- 87%, Writing- 77% Speaking- 77% Working with others- 76% Personal values- 71% Numerical – 71%

Not a survey year

Not a survey year

S

Completion of academic program review process

10%

22%

41%

*69%

T

Revamp One Stop Student Center

-

-

-

-

~2014-2015 results were 88%, 77%, 76%, 79%, 66% and 62% (same order as above). ^Data from USD’s Office of Institutional Research and Planning `Data from USD’s Career Development Center *The coronavirus pandemic may have negatively affected these numbers.

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Strategic Plan and SIG Annual Report 2021-22

2020-2021

2021-2022

2024 Target

1st stage completed: 5 teams created to represent the 5 priority areas, data reviewed, Summits held, and draft of AP submitted to Provost

2nd stage completed: Deans of the academic units proposed actions and outcomes to align to the 5 AP priorities

All stages completed

100% of graduates completed CRP

100% of graduates completed CRP

100% of graduates completed CRP

5/5 competencies assessed and restarting

5/5 competencies assessed and restarting

5/5 competencies assessed

Realigned with the new Horizon Project objectives

10 Catholic schools, Test blind policy, transfer and international apps up

Full implementation

Created

Not yet available

Created with goals achieved

Continuation of TCI; Faculty Outreach system created; earlier Onboarding; Pandemic Times; Torero Circles

New online boarding experience, writing and math assessments, DFW study, HIS student success summits

Increased retention rates

*5,529

5,702

5,900-6,000

3,332

3,339

3,100-3,500

30% of new students

23% of new students

25%

*84.2% (F19 returned F20)

91.9% (F20 returned F21)

92%

*86.6% (F19 returned F20)

86.9% (F20 returned F21)

92%

80.5% (enrolled F14)

80.0% (enrolled F15)

80%

12.4:1

12.3:1

13.0:1 max

94.5% (per class of 2021)

Not yet available

90%

92.6% (per class of 2021)

Not yet available

95%

*$59,925 (per class of 2021)

Not yet available

3% increase from prior year

$60,000 (as of 1.19.2021 data file)

$74,816 (as of 6.7.2022 website)

Increase from prior reporting

CT- 75% Writing- 69% Speaking- 65% Working with others- 69% Personal values- 61% Numerical – 62%

Not a survey year

CT- 75% Writing- 75% Speaking- 75% Working with others- 75% Personal values- 75% Numerical – 75%

*70%

80%

100% of programs that are 10+ years old have gone through the entire APR process

Committee provided research and recommendations to President

One Stop implemented many of committee’s recommendations

Revamped center launched

LEGEND:

green italics = already met the 2024 target yellow underline = progressing as intended toward the 2024 target red bold = requires attention to meet the 2024 target

Strategic Plan and SIG Annual Report 2021-22

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GOAL 2: 2: Strengthening Diversity, Inclusion, & Social Justice - Key Performance Indicators ID

Key Initiative or Measure

2016-2017

2017-2018

2018-2019

2019-2020

A

Center for Inclusion and Diversity Refresh

-

-

Working group formed

Working group recommendations provided; Vice Provost position approved

B

Core Curriculum DISJ Requirements

Proposal

Development

Development

Began

C

Diversity Toolkits

Implemented

Implemented

Implemented

Implemented

D

^Catholic faith of UG first time, first year students (at time of enrollment)

40.9%

42.6%

44.5%

39.8%

E

^Catholic faith of all students (UG and GR)

37%

35%

35%

34%

F

^UG total Minority student enrollment

36.4%

37.1%

37.5%

38.3%

G

^GR total Minority student enrollment

37.3%

38.4%

39.5%

40.4%

H

^UG Hispanic/Latino student enrollment

19.3%

19.6%

20.1%

20.8%

I

^All UG first generation student enrollment

19%

18%

18%

17%

J

^All UG Pell eligible student enrollment

16%

18%

17%

17%

K

^UG international student enrollment

9%

9%

10%

9%

L

^UG/GR Military-connected student enrollment

8%

9%

9%

9%

M

^UG Ethnic Minority full time first year fall to fall 1-year retention rate

87.1% (F15 returned F16)

92.0% (F16 returned F17)

89.4% (F17 returned F18)

92.4% (F18 returned F19)

N

^UG total Ethnic Minority student 6-year graduation rate

78.6% (enrolled F10)

83.0% (enrolled F11)

76.4% (enrolled F12)

80.8% (enrolled F13)

O

^UG Black/African American student 6-year graduation rate

63.6% (enrolled F10)

68.6% (enrolled F11)

66.7% (enrolled F12)

77.1% (enrolled F13)

P

^UG Pell Grant recipients 6-year graduation rate

76.5% (enrolled F10)

83.8% (enrolled F11)

74.9% (enrolled F12)

78.9% (enrolled F13)

Q

^UG first generation eligible student 6-year graduation rate

78.4% (enrolled F10)

81.0% (enrolled F11)

79.5% (enrolled F12)

82.1% (enrolled F13)

R

^Minority all employees (staff, faculty, & admin)

33.4%

34.8%

37.1%

37.9%

S

^Minority all instructional full-time faculty

22.5%

24.2%

25.4%

26.0%

T

Campus Climate Survey Administration

Not a survey year

NSSE and CECE surveys administered for undergraduates

Not a survey year

Not a survey year

U

Horizon Project

-

-

-

-

^Data from USD’s Office of Institutional Research and Planning *The coronavirus pandemic may have negatively affected these numbers.

Note: Additional data disaggregated by demographics for KPI indicators E, F, G, L, M, N, R, and S can be found here: https://www.sandiego.edu/irp/

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Strategic Plan and SIG Annual Report 2021-22

2020-2021

2021-2022

2024 Target

Interim Vice Provost hired; permanent position search underway

Vice Provost hired

Coordination of efforts across campus with shared measures

Assessed

Recommendations for action steps (based on findings) provided to administration and are awaiting financial support

Assessments to show improvement from benchmark and utilization of data for continuous improvement

Fully implemented and updated this year

Fully implemented

Fully implemented; provide updates as needed

44.7%

37.5%

55%

34%

32%

40%

40.6%

42%

50%

43.2%

44%

50%

22.2%

23.1%

25%

16%

18%

20%

17%

Not yet available

20%

*7%

*7%

12%

9%

8%

>8%

86.0% (F19 returned F20)

91.9% (F20 returned F21)

92%

80.3% (enrolled F14)

79.2% (enrolled F15)

75%

63.9% (enrolled F14)

68.1% (enrolled F15)

75%

75.4% (enrolled F14)

80.7% (enrolled F15)

80%

76.2% (enrolled F14)

78.2% (enrolled F15)

80%

35.6%

36.9%

50%

26.0%

28.4%

30%

NSSE and CECE surveys administered for undergraduates

USD Campus Climate Survey administered for graduate students and employees

Decrease differences between white people and POC feeling safe, respected, and valued

Approved

Launched and implemented

Launched, implemented, and completed by 2026

LEGEND:

green italics = already met the 2024 target yellow underline = progressing as intended toward the 2024 target red bold = requires attention to meet the 2024 target

Strategic Plan and SIG Annual Report 2021-22

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GOAL 3: 3: Improving Structural & Operational Effectiveness - Key Performance Indicators ID

Key Initiative or Measure

2016-2017

2017-2018

2018-2019

2019-2020

A

Campus as a Living Lab

-

-

-

In development

B

New Climate Action Plan (CAP)

Plan developed

Plan implemented

Plan implemented

President’s new Climate Commitment; Energy Master Plan created; 21.3% decreased emissions since 2010

C

AASHE STARS Sustainability Rating

Gold rating

Gold rating

Gold rating

Gold rating

D

Number of courses teaching sustainability to students, whether in a related or focused way

415

408

491

537

E

StrideTo2024

Development

Comprehensive Administrative Review (CAR) completed

CAR recommendations implemented; Expense efficiencies recognized

$10.2 million in savings identified

F

Energy Savings

Efficiency and conservation measures in progress

Efficiency and conservation measures in progress

Efficiency and conservation measures in progress

35.5% decreased energy consumption FY10, new baseline taken for FY20, $4.3 million in savings FY 18-20

G

Budget Model Redesign

-

Under development

Under development

Parallel testing of new incentive budget model with old incremental budget model

H

Increase endowment assets (value at end of fiscal year)

$503,568,000

$529,998,000

$545,567,000

$532,240,000

I

Moody Bond Rating

A1

A1

A1

A1

J

Renaissance Plan

Many projects in pre-planning or planning stages

Many projects in pre-planning or planning stages; Mission & Ministry and Engineering Center construction

Learning Commons construction; Copley Library renovation; Engineering Center completed

Founders, Camino, and Sacred Heart Halls renovation; School of Business planning; Olin Hall planning; Mission and Ministry Center completed

K

Information Technology Projects

-

-

-

Development

L

University of Laudato Si

-

-

-

-

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Strategic Plan and SIG Annual Report 2021-22

2020-2021

2021-2022

2024 Target

Implemented

Increased course-base projects across undergraduate academic units; Climate Fellows supported

by EIL and Changemaker Hub; Procurement Internship for Business Student

Fully implemented across all academic units with direct connections to USD’s operational efficiency and CAP

Committee started to update plan in alignment with new EMP

Climate Action Planning Committee reconstituted with the creation of subcommittees

Updated plan implemented; Become climate neutral by 2035. Reduce GHGs by 26.7% (from 2020) by 2024 to stay on track for 2035.

Gold rating

Gold rating

Platinum rating

Unavailable

525

Increase each year

$12.5 million in savings identified

$15 million in savings identified

$15 million in savings identified

24.2% reduction in total energy consumption compared to prior year and $1.2 million in savings April 2020-February 2021

Approval of Energy Master Plan; expected increased savings and improvements for next 14 years

20% reduction in total energy consumption from FY20 baseline with a minimum of $515,000 in savings per year

Pilot planned for FY 2022 for Business, Law, and PCE

Hold-harmless year planned for FY 2023 for entire University

Fully implemented incentive-based budget model

$692,916,000

Not yet available

>$600 million

A1

A1

Maintain A1

Founders, Camino, and Sacred Heart Halls renovated; Learning Commons opened; Copley Library opened; Groundbreaking of Knauss Center for Business Education

Knauss Center for Business Education will open in Fall 2022; Olin Hall renovations will be completed in Fall 2023; new Wellness Center and Athletics Practice Facility Approved

Renaissance Plan completed

Unimarket implementation, Workday implementation, and the revamp of the MySanDiego Portal

Workday phase 2, campus network upgrade, review of Course Dog system, Business School IT configuration, Duo MFA, and Zoom phone launch

Fully implemented

-

1/7 years

7-year commitment completed (post 2024)

LEGEND:

green italics = already met the 2024 target yellow underline = progressing as intended toward the 2024 target red bold = requires attention to meet the 2024 target

Strategic Plan and SIG Annual Report 2021-22

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GOAL 4: 4: Elevating Faculty and Staff Engagement Key Performance Indicators ID

Key Initiative or Measure

2017-2018

2018-2019

2019-2020

A

Staff and Administrator Compensation Initiative

Internal review

Committee created, research and benchmarks completed

Structure implemented; salary increases

B

Faculty Compensation Initiative

Taskforce formed

Salary framework completed; Faculty compensation Policy created

Policy in revision, first round of salary adjustments completed

C

*Average Full Professor Salary

$139,790

$137,909

$136,044

D

*Average Associate Professor Salary

$101,917

$103,072

$102,451

E

*Average Assistant Professor Salary

$82,465

$84,063

$87,828

F

HR Employee Orientation

Began for all new employees

Employee orientation with focus on mission, values, history of USD

Employee orientation with focus on mission, values, history of USD

G

Employee participation in HR development programs

50 events to 1000 participants

100/2622 employee engagement; 3.8% have completed a program

^Unavailable

H

Faculty Development from the Center for Educational Excellence

-

240/2622 employee engagement; 9.1% have completed a program

259/2638 employee engagement; 9.8% have participated in a program

I

Changemaker Faculty Fellows (percent of TT faculty who have completed program)

-

9%

12.6%

J

Faculty and Staff Engaged Scholarship – new external funds

$11.3 million

$9.6 million

$18.1 million

K

Research and Development according to NCSES HERD Survey by fiscal year

$5,642,000

$6,036,000

$8,607,000

L

Intellectual Property Policy

Taskforce formed

Under development

Policy drafted

M

Increase number of externally funded professorships and endowed chairs

-

≈23

≈22

N

Faculty Workload

-

CAS pilot active

CAS pilot active

O

Remote/Flexible Work Arrangements

-

-

Implemented Spring 2020 due to COVID-19

*Data from NCES/IPEDS ^The coronavirus pandemic may have negatively affected this number.

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Strategic Plan and SIG Annual Report 2021-22

2020-2021

2021-2022

2024 Target

On hold due to pandemic

Employee compensation at market (2024 goal met early in 2022)

Employee compensation at market

Additional salary adjustments made to alleviate compression issues

Compensation increases completed for all eligible faculty

Employee compensation at market

$137,703

Not yet available

Increase from prior year

$104,434

Not yet available

Increase from prior year

$87,722

Not yet available

Increase from prior year

Employee orientation with focus on mission, values, history of USD

Employee orientation with focus on mission, values, history of USD

Employee orientation with focus on mission, values, history of USD

60 events to 893 participants; 18% of full-time employee engagement

Not yet available

5% to have completed a program

365/2365 employee engagement; 15.4% have participated in a program

331/2362 employee engagement; 14.0%

10% of employees to participate in programming

16.2%

20.3%

20%

$7.6 million

$6.7 million

$11 million awarded each year

Not yet available

Not yet available

Increase from prior year

Policy written by Taskforce with additional document regarding supports needed for IP and patentable inventions

Policy submitted for consideration

by University Senate

Policy formed and in effect

≈22

Not yet available

25

CAS seeks expanding to other departments

On hold until new budget model

Seek expansion to other University Academic Units

Implemented all year due to COVID-19

Post pandemic ad-hoc committee reviewed possibility of continuing this. Initial implementation began.

Policy and procedure documented.

LEGEND:

green italics = already met the 2024 target yellow underline = progressing as intended toward the 2024 target red bold = requires attention to meet the 2024 target

Strategic Plan and SIG Annual Report 2021-22

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33

GOAL 5: 5: Amplifying Local & Global Engagement and Reputation - Key Performance Indicators ID

Key Initiative or Measure

2017-2018

2018-2019

2019-2020

2020-2021

A

Comprehensive Institutional Marketing Plan

Research and Brand Council Recommendations completed

Creative Development

Implemented

Completed year 1 of 3

B

University of San Diego Media Hits

31,374

29,374

21,350

15,935

C

Creation of Athletics Strategic Plan

Developed

Implemented

Implemented

Not yet available

D

Student athlete community service

5,500+hours; WCC Community Service Trophy

5,000 hours; WCC Community Service Trophy

*4,000 hours

*436 hours

E

Carnegie Classifications

R2; Community Engagement Classification

R2; Community Engagement Classification

R2; Community Engagement Classification

R2; Community Engagement Classification

F

Anchor Partnerships (with formal agreements in place)

Formal agreement process developed

39

46

59

G

Increase USD purchases from local, diverse (minority, service-disabled/veteran, small business, and women-owned) vendors

< 2.5%

2.5%

3.5%

3.8%

H

Abroad Locations

Madrid only

Madrid continues, planning for Rome

Madrid continues, planning for Rome, researching Tijuana location

Madrid continues, planning for Rome, researching Tijuana location

I

Multicultural experience for all students

-

-

SI funding granted

Research about barriers

J

Changemaker Hub

-

-

-

Created assessment plan

K

Designation of Community Engagement and Public Service in Courses

-

-

Proposal submitted to academic units, including rubric for community engagement institutional assessment

Proposal submitted to academic units, including rubric for community engagement institutional assessment

L

Increase number of faculty-led USD study abroad courses (UG & GR)

90

104

94

*0

M

Increase number of faculty involved in community projects (according to Collaboratory)

96

105

72

Not available

*The coronavirus pandemic may have negatively affected these numbers.

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Strategic Plan and SIG Annual Report 2021-22

2021-2022

2024 Target

Completed year 2 of 3

Complete all 3 years

21,027

30,000

Not yet available

Fully implemented

*2,700 hours

More hours than the prior year; winner of the WCC Community Service Trophy

R2; Community Engagement Classification

R2; Community Engagement Classification

~89

>50

7.69%

13%

Madrid continues, planning for Rome, Tijuana Hub opens

Have multiple locations abroad

Conversations about including graduation requirement in Academic Plan

Adoption for graduation requirement and 100% of students to have multicultural experience

Measures utilized

SLO assessments gathered, reported on, and used for continuous improvement

Implemented. Programmed in Banner, used for student learning, and experiences input into Collaboratory

Programmed in Banner, used for student learning, and experiences input into Collaboratory

*48

Increase from prior year

*70

Increase from prior year

LEGEND:

green italics = already met the 2024 target yellow underline = progressing as intended toward the 2024 target red bold = requires attention to meet the 2024 target

Strategic Plan and SIG Annual Report 2021-22

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Governance and Leadership Strategic Planning Steering Committee

Board of Trustees

Andrew T. Allen, PhD Rangapriya Kannan-Narasimhan, PhD Neena Din, PhD Carole Huston, PhD Regina Dixon Reeves, PhD Joi Spencer, PhD Michel Boudrias, PhD Mark Peters, PhD Eileen Fry-Bowers, PhD, JD Claire Weatherford Christopher Nayve, JD Linda Dews, MSEd Vincent Moiso Julia Cantzler¬, PhD, JD Justice Zoto Samuel White Meena Kaypur Jim Bolender, PhD Mike Williams, PhD, JD Rick Olson, PhD Cynthia Avery, EdD Theresa Harris Elizabeth Giddens, PhD Margaret Leary, PhD Peter Marlow, MBA James Harris, DEd

Donald R. Knauss, Chair Tom Mulvaney, JD ’77, Vice Chair Sister Carolyn Osiek, RSCJ, Secretary Robert R. Dean ’94, Treasurer Rev. P. Rubén Arceo, SJ Jon Balousek Bernie Bickerstaff ’68 Mark Bosco Thomas Breitling ’91 Kim Busch Chris Carr ’86 Curtis S. Chambers ’19 Sue Cunningham Leandro A. Festino John Frager David G. Hale James T. Harris III, DEd Laurie Kelley Kimberly M. Koro, JD ’86 Tom Lupfer Susan H. Mallory Jeffrey W. Martin Rev. Peter McGuine ’85 Darrin Montalvo Sister Mary Theresa Moser, RSCJ, PhD Virginia C. Nelson, JD ’79 Michael Persall ’02 Paul Purcell ’97 Matthew J. Reno ’80 Alan Schulman, JD Peter Seidler Darlene Marcos Shiley, Chair Emerita Susanne Stanford, JD ’75 Sandra Stangl ’90 Massih Tayebi, PhD

Leadership and Administration James T. Harris, DEd – President Gail F. Baker, PhD – VP and Provost Andrew T. Allen, PhD – VP of IESI Charlotte Johnson, JD – VP of Student Affairs Michael Lovette Colyer – VP of Mission Integration Katy Roig – VP for Finance and Chief Financial Officer Tom Skinner, JD – General Counsel and Advisor to the President Ky Snyder – VP of Operations

OFFICE OF INSTITUTIONAL EFFECTIVENESS AND STRATEGIC INITIATIVES Vice President Andrew T. Allen, PhD Director Elizabeth O. Giddens, PhD

7/2022