USD Strategic Plan Annual Report 2021

STRATEGIC PLAN ANNUAL REPORT 2020-21

Envisioning 2024

Because the World Needs Changemakers

Table of Contents 3 President's Message 4 Mission, Vision and Core Values 6 Executive Summary 7 Strategic Plan Explained 8 Goal 1: Enhancing Student Learning and Success 12 Goal 2: Strengthening Diversity, Inclusion and Social Justice 14 Goal 3: Improving Structural and Operational Effectiveness 17 Goal 4: Elevating Faculty and Staff Engagement 20 Goal 5: Amplifying Local and Global Engagement and Reputation 22 Strategic Initiative Funding Program 26 Key Performance Indicators by Goal 37 Governance and Leadership

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President’s Message Dear Campus Community, This academic year was one of tumult and transition, but at the same time, one of rebirth and rejuvenation. It was a year of challenge, but also one of hope. As the University of San Diego embarks on the sixth year of its Envisioning 2024 strategic plan, I’m thrilled about all that’s to come. It is truly a time to celebrate.

The University of San Diego is proud to be ranked by Washington Monthly as the No. 1 university in the nation committed to public service.

As part of USD’s Renaissance Plan, I’m also excited to report that we opened our newest building, known as the Learning Commons —— a two-story, 36,000-square-foot building that’s home to 13 flexible smart classrooms, a dynamic Town Square, and an outdoor plaza. We renovated Copley Library. We completed the renovation of Camino Hall and Founders Hall, two of our original buildings and home to some of our most cherished spaces. And we even broke ground on a new, 120,000-square-foot complex that will be known as the Knauss Center for Business Education.

We also launched a new initiative at USD called the Horizon Project, designed to move the University of San Diego into the forefront of Catholic higher education by following Pope Francis’ guidance that as a Catholic community we must be more “open, expansive, and welcoming.” Today, we have the most diverse student body and faculty in our history and the Horizon Project will propel those efforts to the next level by outlining concrete steps to ensure that efforts to achieve inclusive excellence and to affirm racial justice are unequivocally woven into the fabric of our institution. These are exciting times at USD as we forge our allegiance for underserved and underrepresented groups on our campus, in our community, and to future generations of USD students and alumni so that every member of our community can thrive. That means, over the next five years, by the year 2026, we will dedicate the time, the energy, and the resources necessary to be recognized as a Hispanicserving institution; be one of the top-100 most diverse, independent universities in the country; increase the number of full-time Black faculty members within each of the professional schools and the College of Arts and Sciences; and be a leader among our national Catholic peer universities based on our percentage of students of color enrolled, percentage of Black students enrolled, and our retention and graduation rates of students of color.

This year, we closed out the academic year by hosting not one, but two commencement celebrations —— one for our graduating Class of 2021 and a second for our Class of 2020. Our 2020 graduates finished classes last year, in the early months of the pandemic and, when we held their virtual commencement celebration in the fall, during Homecoming and Family Week, we invited them to come back in the spring for all the pomp and circumstance. It was nice to have them back on campus! And speaking of being back on campus, I am excited about our plans to return fully to campus in the fall. Employees will be returning to Alcalá Park over the summer, and we will be ready to welcome students back for Olé Weekend! USD will truly be at its best once our students, faculty, and staff return.

The world is facing many urgent challenges today. At USD, we are taking steps to confront many of those challenges through our Envisioning 2024 strategic plan. 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.

James T. Harris III, DEd

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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 will use to get from our mission to our vision 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

Executive Summary Despite the coronavirus pandemic bringing operations and most

diversity, equity and inclusion (DEI). The Horizon Project is a clarion

in-person learning to a halt this year, the University of San Diego’s

call for solidarity that outlines the immediate, concrete and material

students, faculty, administrators and staff were resilient in their pursuit

steps that USD will take to ensure that inclusive excellence efforts are

of excellence and utilized the USD mission and vision —— as well as the

unequivocally woven into the fabric of USD. In order to catalyze these

Envisioning 2024 strategic plan —— to guide their collaborative efforts.

changes, the Board of Trustees fully endorsed this new initiative and

The Envisioning 2024 Strategic Plan includes five goals. This executive

committed an additional $15 million over the next five years to achieve

summary highlights some of what we have accomplished within each of those five goals.

Goal 1 is focused on Enhancing Student Learning and Success. Several initiatives from this year illustrate USD’s commitment to academic excellence. Students graduating this year represented USD’s first full class to complete the new Core Curriculum and the Career Readiness Program. A new associate provost of academic planning and innovation joined the Office of the Provost to lead the academic plan process, and a draft plan was completed in May. USD gained national recognition for its bold decision to move to a test-blind, or test-free, admissions policy, given the inequitable impact the pandemic had on the availability of testing. The Faculty Alert Outreach system was introduced this year.

This system allowed faculty members to identify students who were struggling in their class(es) and connected students to the appropriate resource and offices. The Fall 2020 to Spring 2021 retention of first-year students was 98%, the highest it has ever been at USD, indicating that, despite the pandemic, innovative retention efforts had a positive impact on the experience of Torero students.

Goal 2 is focused on Strengthening Diversity, Inclusion and Social Justice. To this end, this year, President Harris launched the Horizon Project, USD’s multiyear, comprehensive, and strategic initiative for

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Strategic Plan Annual Report 2020-21

the goals outlined in the Horizon Project. The Anti-Racism Task Force, comprised of 13 faculty members, administrators and students, engaged in full campus-wide conversations about racism and intolerance and delivered 40 recommendations for the university’s consideration. This year, for the first time in USD history, USD admitted more nonwhite students than white students. As part of USD’s commitment to creating a welcoming, inclusive, and safe community, all students are now also required to complete an online education requirement, which includes training to support the university’s DEI goals.

Goal 3 is focused on Improving Structural and Operational Effectiveness and many initiatives were implemented or improved upon to enhance the university. The official groundbreaking ceremony for the Knauss Center for Business Education was held in April 2021. In the fall of 2020, a completely renovated Copley Library reopened and a brand-new Learning Commons opened as well. The new budget model redesign process, designed to move USD from an incremental budget model to an incentive-based model, remained in progress, with a pilot planned during fiscal year 2022 with the School of Business, the School of Law and the division of Professional and Continuing Education. The university also established a new Climate Action Plan this year, which aligns with the recently completed Energy Master Plan. These will provide

Strategic Plan Explained the actionable steps that will allow the university to become carbon

Inspired by faith, informed by our core mission and values, and dedicated

neutral by 2035. Several enterprise-level projects also were completed

to the ongoing legacy of our founders, the University of San Diego’s

this year in information technology services (ITS). These included the

strategic plan envisions a more distinctive identity among the most

implementation of Unimarket and Workday as well as a revamp of the

respected Catholic universities in the world. USD’s vision (adopted

MySanDiego portal.

September 25, 2016) is to set the standard for an engaged, contemporary

Goal 4 is focused on Elevating Faculty and Staff Engagement, which was

Catholic university where innovative Changemakers confront humanity’s

crucial during the pandemic. With the change to remote learning, the

urgent challenges.

Learning Design Center (LDC) at USD utilized three different technology

Our strategic plan was created in 2016 to help the university realize its

solutions to support faculty members in the delivery of remote teaching:

vision by 2024, the year of USD’s 75th anniversary. The most fundamental

Blackboard, Zoom and Panopto. To support faculty members using

element of the Envisioning 2024 strategic plan is student success, which

these technologies, the LDC partnered with the Center for Educational

means helping our students to graduate with a global perspective as

Excellence (CEE) to provide robust training and support for faculty

compassionate citizens and ethical leaders. The strategic plan also calls

members to help them not only adopt the new technologies, but also

for the university to act in alignment with our Culture of Care by being

adapt curricula to meet the needs of distance learners with these new

good stewards of God’s creation and by advancing community initiatives

toolsets. Specifically, LDC/CEE implemented two trainings: Remote

as an anchor institution for the City of San Diego, the neighborhood

Teaching 101 and Remote Teaching 102 Course Design Basics for Engaged

of Linda Vista, the U.S.-Mexico border region and beyond. Envisioning

Remote Teaching. CEE also facilitated 15 successful communities

2024 was created by students, faculty members, staff and community

of practices and an additional 11 faculty reading circles comprising

stakeholders.

faculty participants from every school and unit on campus. The topics

It resulted in five measurable goals related to student success, as well

and books focused on a range of pedagogical development, including antiracism, indigenous knowledge and inclusive practices. The pandemic highlighted a need for leadership with new skills such as leading in uncertainty, supporting people in times of complexity and chaos, and making hard decisions with little information. The Department Chair Leadership Development program pivoted, both in design and format, which resulted in a robust and engaging online training of these new skills. Finally, this year 228 employees were honored at the Annual Employee Service Award celebration hosted by the Office of Human Resources.

Goal 5 is focused on Amplifying Local and Global Engagement and Reputation. Success in this area provided creative opportunities for USD as an anchor institution. The School of Business developed a new partnership with the NEOMA Business School in France to design a dual degree program for undergraduate students to begin in Fall 2021. The 2020 Changemaker Challenge asked students to think about

as six interconnected pathways that provide guidance for how USD acts as a Changemaker in addressing humanity’s urgent challenges —— such as homelessness, cross-border engagement, food justice, environmental justice, human trafficking and educational equity.

The strategic plan is guided by a Strategic Planning Steering Committee (SPSC), as well as a subcommittee for each of the five goals. This report details the various initiatives and measures executed in support of USD’s strategic goals. The dashboard 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

innovative ways of addressing homelessness in San Diego through the

ANCHOR INSTITUTION

lens of community partners’ issues, and the results were revealed in a virtual program. And USD was proud to be ranked No. 1 in the nation by Washington Monthly for its commitment to public service.

This executive summary offers just a sample of what USD accomplished this year, and the full report provides details on the many initiatives in

LIBERAL ARTS EDUCATION FOR THE 21ST CENTURY

ACCESS AND INCLUSION

support of USD’s strategic goals. At the end of the report, each of the five goals contains a table with key performance indicators (KPIs). USD is looking forward to meeting all targets for all KPIs by 2024.

PRACTICE CHANGEMAKING

ENGAGED SCHOLARSHIP

Please continue reading to learn how USD is committed to its mission and vision, and how it utilizes the Envisioning 2024 strategic plan to lead the way.

CARE FOR OUR COMMON HOME

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

Of all programs that were implemented prior to 2011 and are now more than 10 years, 70% have had at least one fully completed APR, following all four steps, in the last 10 years. In addition, there are currently 30 active LTPs and MOUs. Typical categories of goals and action areas in the LTP and MOU include faculty, facilities, supplies, equipment, student enrollment, administrative support, curriculum and assessment. In an effort to continuously

Students graduating during the 2020-21 academic year who followed a

improve the APR process, USD’s APR Policy 6.6 went through a two-year

traditional four-year timeline to graduation represent USD’s first full class

revision process and was approved by the University Senate and then

to complete the new core curriculum, which was implemented in Fall 2017.

by the president in October 2020. Revisions included the clarification

Notable strengths of the core curriculum are beginning to emerge,

and articulation of the LTP and MOU processes, increased mechanisms

particularly with respect to the curricular area of integrative learning. The COVID-19 pandemic provided the opportunity to make a positive change to the first-year integrative learning program with the creation of learning community-wide faculty panels, in the highly successful Integration Series, as part of the Living Learning Communities. Faculty members from diverse disciplines came together to talk about a variety of topics

for communication with program faculty during the APR process and the annual communication of APR results to the University Senate and the university’s executive leadership. After the policy was revised, a focus group was held in March 2021 to evaluate the effectiveness of the APR process. Data analysis is already underway and decisions that lead to continuous improvement will be made based on the results of the focus

from their points of view. One such presentation, connecting English and

group.

economics, provided an economic and literary analysis of Mary Shelley's

The coronavirus pandemic made an impact on APR productivity. In

novel, Frankenstein.

academic year (AY) 2020-21, 100% of programs stated that the pandemic

These interdisciplinary experiences are revisited by our students in

stagnated LTP improvement due to the faculty’s transition to remote

their final year at USD, when they build on this integrative learning experience by completing a core project that ties their enhanced liberal arts background with what they’ve learned in the core curriculum. For the project, students will apply a breadth of knowledge to an advanced problem or issue that requires a solution based on multiple disciplinary

learning. In addition, some external reviewer visits were put on hold until on-site visits could resume. However, those who were willing to hold virtual site visits were scheduled and hosted via Zoom. The self-study writing portion made excellent progress during AY 2020-21, with seven programs beginning Stage 1 of the APR. USD also hosted three virtual

perspectives.

external site visits this year.

Academic Program Review See Goal 1 KPI S

Academic Plan See Goal 1 KPI A

Academic program review (APR) is a four-stage process:

In AY 2018-19, the Dean’s Council

1. Program self-study 2. External review team site visit and report 3. Academic Review Committee recommendations 4. Program’s long-term plan (LTP) and administrative memorandum of understanding (MOU)

Stage 1: Self-Study Stage 2: External Review Stage 3: Internal Review Stage 4: Long-Term Plan and MOU

developed a framework for the Academic Plan (AP), including five areas: 1) Student Experience; 2) Enrollment, Programs and Schools; 3) Teaching, Learning and Innovation; 4) Research and Intellectual Outputs and 5) University Academic Reputation.

A new associate provost of academic planning and innovation joined the Office of the Provost in AY 2020-21 to lead the AP process. Five teams composed of faculty members, associate provosts, deans and associate deans were created to represent each area. Patricia Márquez, PhD, associate provost for planning and innovation and dean of the Joan B. Kroc School of Peace Studies, is organizing the work of the Academic Plan committees. In two summits, which took place during the fall and spring semesters, the teams met to review data on the current status in these areas and present initiatives for advancing teaching, learning and

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research at the university. These teams produced green papers, including

diploma, attend a San Diego Community College to earn their associate’s

issues to be addressed and opportunities for advancing academics

degree, and then enroll at USD to complete their bachelor’s degree. Finally,

through a series of proposed priorities. In the months of March and

in March 2021, Bill Drayton, founder of Ashoka, at the Ashoka U Exchange,

April 2021, the wider community of faculty had the opportunity to review

featured USD in his opening remarks, during which he commended USD on

the green papers and provide additional input and ideas via an online

the changemaking essay students were required to write as part of their

platform. In May 2021, a draft of the Academic Plan was completed and

admissions application. He showcased USD as an institutional leader to the

submitted to the Office of the Provost.

rest of the global network.

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

Retention and Student Success See Goal 1 KPIs F and J-N

Despite the pandemic, USD still made significant strides in supporting the

The reality of remote teaching and learning required USD and the Student

four directions of the Enrollment Plan: 1) Enhancing USD’s Reputation, 2)

Success Committee, the committee that provides direction for the

Being an Anchor Institution, 3) Strengthening Our Commitment to Access

university’s retention efforts, to be very intentional about outreach to

and Inclusion and 4) Promoting Global Citizenship.

students this year. Several programs were developed or continued to

USD gained national recognition for its bold decision to move to a test-

ensure that all students received the support they needed to succeed.

blind, or test-free, admissions policy, given the inequitable impact the

The Torero Connector Initiative continued this year, providing every student

pandemic had on the availability of testing. Recognizing the importance of

with proactive personalized outreach at key times in the semester to

transfer students in the enrollment plans, USD revised the transfer credit

ensure they were connected with resources as needed. The Faculty Alert

policy, approved by the University Senate last year, to provide students

Outreach system was also introduced this year, which allowed faculty

with a faster and more transparent review of their previous coursework.

members to identify students who were struggling in their class(es) and

Under the leadership of Professor of Mathematics Perla Myers, PhD, USD

connect students to the appropriate resources and offices. To foster

admitted its first cohort of AnchorStem Scholars.This program is the result

success in the remote learning environment, the university aided nearly

of a National Science Foundation (NSF) grant to increase the number of

300 students in need of laptops or other technology.

talented, low-income students who seek to earn degrees in STEM-related

Using tools such as Twilio and Case Management, the One-Stop Student

fields. USD is in conversation with several local public high schools and San Diego Community College partners to identify pathway opportunities —— including financial assistance —— for students to enroll in a six-year (2+2+2) program for local high school students to earn their high school

Center and enrollment partners, including financial aid, student accounts and the registrar, continued to provide quality service to USD students remotely by responding to more than 110,000 individual cases over the course of the academic year —— a 34% increase from the year prior.

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The second round of Coronavirus Aid, Relief, and Economic Security (CARES) Act Higher Education Emergency Relief Funding (HEERF) from the federal government (more than $2.8 million dollars) was also distributed to 2,715 undergraduate students. Student Affairs, Student Support Services, the Career Development Center, University Ministry and other units adapted co-curricular programing to offer virtual opportunities for students to experience a sense of belonging and to promote their success. Because the fall semester started in August and ended in November, earlier than normal to avoid the winter flu season and an increased number of COVID cases, an additional December session was offered to students who wanted to take a course before the holidays to remain engaged academically. A total of 488 undergraduate students were enrolled during this session.

A number of initiatives were developed in Summer 2020 to provide incoming students and families with an earlier onboarding experience, as well as access to resources for academic success. PeopleGrove was used as an online platform to engage students in various activities, including those related to wellness, belonging and academic achievement. Through Torero Circles, groups of students organized into foster connection to the university and to peers, while also delivering

National Fellowships and Prestigious Student Awards See Goal 1 KPI E

important information to new students. The Academic Open House event

With strategic initiatives funding for the first time this year, a team

provided students with a general overview of the academic experience

of faculty members was identified to serve as fellowship advisors

and opportunities at USD, as well as how to transition academically to

to support outreach efforts to students and faculty, as well as to

the college environment.

provide assistance with student applications. COVID-19 affected the

The uncertainty of what the college experience would look like in the

number of students applying to national fellowships, given that most

the affinity units to which students most identify. These groups helped

remote environment was also an issue that was addressed through the development of the Academic Pledge made to both incoming and continuing students. The pledge was created for students so they would feel confident that their USD college experience would still be a robust and enriching one with the hallmarks of USD’S commitment to academic excellence, even while remote during the pandemic. In addition, during Summer 2020, a special class, titled Pandemic Times, was offered to

are international experiences. Nonetheless, three students applied for Marshall Scholarships and one student applied for a Rhodes Scholarship in Fall 2021. The team has focused on creating recruitment strategies, building internal processes to identify and support future applicants, and encouraging students to build their community engagement and research skills throughout their years at USD. One USD student, Gregor Leech, was awarded a Barry Goldwater Scholarship in 2021 to support his

incoming first-year students to engage them early and academically.

undergraduate studies in science and research.

A total of 188 students enrolled in this free, one-unit class. Of these

Enhance Post-Graduation Opportunities See Goal 1 KPIs B ,O, P and Q

students, 165 (88%) attended USD in the Fall 2020 semester. There were a number of students who deferred their enrollment at USD from Fall 2020 and so there was active outreach to these students throughout the fall semester to encourage their enrollment for Spring 2021. Those efforts resulted in 88 first-time, first-year students being enrolled. This cohort participated in a unique Living Learning Community (LLC) experience to ensure connection to the campus community.

The Fall 2020 to Spring 2021 retention of first year students was 98%, the highest it has ever been at USD, indicating that, despite the pandemic, all the innovative retention efforts had a positive impact on the experience of Torero students.

Although COVID-19 brought about uncertainties, students continued to benefit from the Career Development Center’s strength in compelling connections, innovative technology and high-touch career guidance as they navigated the career exploration process during the pandemic.

Compelling Connections: Students participated in the Virtual Torero Trek program and had the opportunity to visit 66 companies through 26 Torero Treks. Hosted by employers, alumni and parents, 602 students had insights into the culture and career paths of companies, such as Boeing, Starbucks, The Bank of Tokyo-Mitsubishi, AT&T, Wall Street Journal, United Way, Nike, Hulu, Intel and many start-up companies and nonprofit organizations.

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Innovative Technology: USD’s online platform for mentoring and

goal of improving the student experience by making the USD One-Stop

networking, T.E.A.M, brought students and alumni together to connect

Student Center best in class.

with each other for career advice and mentorship and users grew from

Alumni Relations See Goal 1 KPI U

3,362 to 4,393, a 30% increase year over year. In addition to a record number of jobs and internships posted to Handshake software, this year’s adoption of Brazen, an online career fair platform, allowed the Career Development Center to host five career fairs during AY 2020-21.

High-Touch Career Guidance: The Career Development Center is proud to report that 100% of students graduating in the Class of 2021 completed the Career Readiness Program (CRP). The CRP provides a customized, career-development experience for all undergraduate students. The program is integrated into the curriculum as a graduation requirement and develops the students’ career exploration process. According to the student survey question, “I am able to articulate the value of a liberal arts education (i.e., to a family friend, relative, prospective employer, supervisor, or graduate school admissions committee)” early evidence indicates that 83.3% of students agree or strongly agree with this statement which, among others, is an important outcome of CRP.

One Stop Student Center See Goal 1 KPI T Under the charge of the president, a One-Stop Steering Committee of 25 individuals from a variety of departments across campus came

The USD Alumni Association created its own strategic plan to align to the institution’s Envisioning 2024 strategic plan and to guide the unit’s efforts in changemaking. The three priorities of the plan are to 1) drive support to USD through philanthropy and advocacy; 2) engage and connect alumni with the university and one another through programming, volunteerism and career development and 3) strengthen the Alumni Association through inclusion, diversity, development and community collaboration.

Highlighted initiatives from the year are included in this report. The Alumni Association conducted more than 250 virtual programs in the 2020-21 academic year, engaging more than 13,000 program registrants.

Programs included storytelling podcasts, interviews with prominent alumni, identity-based affinity gatherings, and events hosted by regional Torero Clubs. The Alumni Association also utilized faculty presenters to promote lifelong learning and highlight contemporary topics such as systemic racism, climate change and vaccine hesitancy. Partnerships with the Career Development Center, as well as Welcome to the City events, served to engage alumni and provide networking opportunities

together in Spring 2021 to reimagine the One-Stop Student Center

for both students and alumni.

given the new e-service capabilities prompted by the pandemic. This

A virtual version of the Alumni Association’s signature fundraising event,

reimagining involved research on best practices, student and parent

the USD Wine Classic, raised more than $80,000 for scholarships for

surveys and input from focus groups. The committee submitted its final

underrepresented students at USD. These efforts help USD to fulfill its

recommendations to the President's Administrative Team in May, with the

mission and to engage and enrich the Torero community for life.

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Goal 2: Strengthening Diversity, Inclusion and Social Justice

CID Refresh See Goal 2 KPI A Dr. Richard Miller, the interim vice provost for diversity, equity and inclusion and the director

Horizon Project See Goal 2 KPI X

of the Center for Inclusion and Diversity, began at USD on Sept. 1, 2020. A national search for a

This year, President Harris launched the Horizon Project, USD’s multiyear,

permanent vice provost took place during AY

comprehensive and strategic initiative for diversity, equity and inclusion

2020-21 and the new hire will begin in August

(DEI). The Horizon Project is a clarion call for solidarity that outlines the immediate, concrete and material steps that USD will take to ensure that inclusive excellence efforts are unequivocally woven into the fabric of the institution. The objectives outlined in the Horizon Project —— organized into people, policies and practices —— align with Envisioning 2024.

2021. Dr. Miller provided research and recommendations to guide the work of the permanent hire. As the recommendations were developed, the coronavirus pandemic required communication with various campus constituencies to be conducted via Zoom. This increased meeting attendance and positively enhanced

The Horizon Project also sets forth a path to move USD into the forefront

dialogue between groups on a broad range of diversity issues, including

of Catholic higher education by promoting engagement, strengthening

the involvement of current students, staff, faculty, and alumni of color.

Catholic values and working toward USD’s highest aspirations for

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

racial and social justice. In order to catalyze these changes, the Board of Trustees has fully endorsed this new initiative and committed an additional $15 million over the next five years (to 2026) to achieve the goals outlined in the Horizon Project. This includes a $1 million matching gift program, which will match donor contributions toward endowed funds that support the Horizon Project’s goals. This will allow USD to commit the dedicated time, energy and resources needed to achieve one of the key pathways of the strategic plan: Access and Inclusion.

USD’s investment in the Horizon Project will build upon the momentum of the Envisioning 2024 strategic work by creating pipelines that will channel all our diversity, equity and inclusion efforts into a concerted

2020 Population Diversity Statistics

San Diego County*

University of San Diego*

Hispanic/Latino

34.1% 20.7%

White

45% 61%

Black or African American

5.5%

3.59%

American Indian or Alaska Native

1.3%

0.33%

Asian

12.6% 8.66%

Hawaiian or Pacific Islander

0.6%

0.08%

Two or More Races

4.6%

2.19%

university-wide response that is supported by dedicated leadership and

*Numbers are approximate and do not equate to 100%

accountability structures.

San Diego County has a diverse population and USD’s workforce largely reflects this diversity, with some areas for improvement. The table shows the percentage of USD’s all-employee diversity in Fall 2020 alongside

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the percentage of San Diego County’s population diversity as reported in the U.S. Census Bureau 2020. The largest minority population in the county is Hispanic/Latino at 34.1%. Similarly, the largest minority group employed at USD is Hispanic/Latino at 20.7%. However, the university’s white population is roughly 14% higher than that of the county and the university’s Hispanic/Latino population is roughly 12% lower than that of the county. Thus, the university will continue to implement staff and administration recruitment and selection toolkits, and will seek to increase diversity in these areas through the Horizon Project.

Recruiting and Retaining a Diverse Faculty See Goal 2 KPIs C, S and T USD continues to diversify its faculty through the utilization of the Faculty Recruitment and Retention Toolkit (adopted in 2012 and updated in 2021).

The College of Arts and Sciences’ Post-Doctoral Faculty Diversity Program has become a model for the entire campus and is now expanded to the Hahn School of Nursing and Health Science and the School of Leadership and Education Sciences. Recommendations from the Anti-Racism Task

applications from Latino and Black students during this year’s admission

Force, which was established in Fall 2020, included expanding the

cycle. For the first time in USD history, USD admitted more nonwhite

Post-Doctoral Fellowship program to all academic units. The program

students than white students. The Horizon Project also calls for the

encourages academic units to identify faculty members of color and then

institution to be recognized as a Hispanic Serving Institution (HSI) and a

provide them a two-year teaching and scholarship opportunity. Those

task force has been working on a set of recommendations that will help

selected and considered as full-time faculty members are invited to

USD not only achieve the 25% enrollment benchmark for that designation,

attend departmental and school events and are provided support from

but also be truly prepared to serve and retain these students.

their colleagues and administrators.

As an example, another priority in the Horizon Project is the expansion of

In addition, the Anti-Racism Task Force —— comprised of 13 faculty

the Student Support Services (SSS) program. SSS currently serves 420

members, administrators and students —— engaged in full campus-wide

students. By increasing enrollment in the SSS transitional bridge program

conversations about racism and intolerance. The task force established

to 100 (from 80) each year, and by adding an additional staff resources,

the following four working subcommittees: 1) Campus-Wide Anti-Racism

USD will be able to assist more than 20 incoming first-year and transfer

Training; 2) Recruitment, Hiring and Retention of Minority Faculty; 3)

SSS students —— including those who are first-generation, low-income,

Recruitment and Retention of BIPOC Students and 4) Campus Climate and

have disabilities or are underrepresented. In addition, as part of the

Student Experience.

University of San Diego’s commitment to creating a welcoming, inclusive,

The work of each subcommittee culminated in the establishment of

and safe community, all students are now required to complete an online

the April 14, 2021, Anti-Racism Task Force Final Report to the provost

education requirement, which includes training related to diversity, equity

and chair of the University Senate. The report included more than 40

and inclusion.

recommendations for consideration. Further, the task force will continue

Building an Inclusive Campus Environment See Goal 2 KPIs B and W

to review select university policies and will work with administrators to adopt changes as needed.

Recruiting and Retaining a Diverse Student Body See Goal 2 KPIs F-Q, U and V The Horizon Project lays out a set of specific goals and objectives around diversity and access. Among them are to be one of the most diverse, independent universities in the country and to be a leader among USD Catholic peers based on the percentage of students of color enrolled and in the retention and graduation rates of students of color. USD’s

To continuously measure whether USD is succeeding or needing improvement in creating a positive climate, a sense of belonging and an inclusive campus environment, two surveys are systematically sent to students on a three-year cycle. The Culturally Engaging Campus Environment Survey (CECE) is a national survey created by the National Institute for Transformation and Equity in order to assess and understand institutions' campus environments and to maximize success among diverse students. This survey was sent to sophomore and junior students

test-free admissions policy has already helped the institution move in this direction, as the university experienced more than a 20% increase in

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in Spring 2021 and USD looks forward to analyzing the data for continuous improvement in Fall 2021. USD also administered the National Survey of Student Engagement (NSSE), a national survey distributed by Indiana University to measure students’ perceptions of their learning experience

Goal 3: Improving Structural and Operational Effectiveness

survey was sent to first-year and senior students in Spring 2021 and USD

Renaissance Plan See Goal 3 KPI J

also looks forward to analyzing the data for continuous improvement in

Many exciting projects for USD facilities took place this year. The

and a personal sense of engagement with the campus community. This

Fall 2021. Outside of the measurement component, Student Affairs at USD led a couple of important initiatives related to inclusivity this year.

All graduate and undergraduate students were required to complete the student Everfi module on diversity, equity and inclusion. In addition, Student Affairs staff completed the faculty/staff Everfi module on diversity, equity and inclusion.

Catholic Student-Focused Initiatives See Goal 2 KPIs D and E The Office of University Ministry offers a full range of programming to support the spiritual development of all members of the USD community.

Students from all faith backgrounds, as well as those who do not identify with a faith tradition, are welcome to participate in Masses, retreats, faith sharing groups and community engagement projects. During the 2021-22 academic year, University Ministry offered two new retreats.

Black Lives are Beloved supported students interested in connecting their concern for racial injustice with their faith. Awaken, Restore, and Renew welcomed incoming first-year students who began their USD journey at the start of the spring semester. The university’s long-running

official groundbreaking ceremony for the Knauss Center for Business Education was held in April 2021. When completed in August 2022, the 120,000-square-foot complex, including Olin Hall, will be an innovation and collaboration ecosystem, unifying all USD School of Business stakeholders in pursuit of the aspirational vision to drive business stewardship. In the fall of 2020, a completely renovated Copley Library reopened. The first and second floors were redesigned to encourage collaborative study and active learning and a large elegant new foyer on the second floor.

Next door to the library, the brand-new Learning Commons opened. It features 13 classrooms and a flexible study and collaboration space.

It is also the new home of the Honors Program and Writing Center. The major restoration of the campus legacy buildings —— Camino, Founders and Sacred Heart Halls —— includes two new elevators and other ADA upgrades, new windows, air conditioning throughout the basement and first floor, electrical and structural enhancements and major system upgrades. Both academic and residential spaces feature new lighting, lounges and a bright interior. Finally, Shiley Theatre has also undergone

commitment to interfaith collaboration was reflected in the All-Faith

upgrades and the reopening will commence in August 2021.

Service, which was celebrated virtually this year, as well as a multipart

Increase Endowment and Student Scholarships See Goal 3 KPI H

speaker series, titled Jewish Culture and Antisemitism. University Ministry also created a video series highlighting the ways in which members of the USD community experience the divine in the midst of ordinary activities, such as painting, teaching, singing and swimming.

As of April 30, 2021, in academic year 2020-21, USD raised more than $25.4 million, which includes $5 million for endowed funds, $859,000 for endowed scholarships and $3 million for current-use scholarships.

Strideto2024@USD and New Budget Model See Goal 3 KPIs E, G and I StrideTo2024@USD includes three key elements: 1) a series of initiatives to enhance efficiencies and achieve savings, 2) the Comprehensive Administrative Review (CAR) process and 3) the budget redesign process.

The goal is to reallocate a minimum of $15 million to enhance student financial aid, attract and retain top talent and advance new strategic initiatives by 2024. As of June 30, 2021, approximately $12.5 million, or 83%, in savings have been identified through a combination of the CAR process and efficiency initiatives. Additionally, the university recognized and redirected $6.6 million of identified savings. Consistent with the stated goals, $2.7 million was directed to enhance student financial aid, $900,000 toward salary increases to attract and retain top talent and $3

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and strategic initiative for diversity, equity and inclusion.

Climate Action Plan See Goal 3 KPI B

The Budget Model Redesign process, designed to move USD from an

The Climate Action Plan (CAP) is a framework used to reduce USD's

million to support the Horizon Project, USD’s multiyear, comprehensive

incremental budget model to an incentive-based model, remains in progress with a pilot planned during fiscal year 2022 with the School of Business, School of Law, and Professional and Continuing Education.

The new incentive model will provide a transparent and accountable budget process that facilitates the growth of the academic and auxiliary programs.

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

greenhouse gas emissions that contribute to climate change. Approved in November 2016, the CAP sets out a general methodology for establishing short-, medium- and long-term strategic goals and feedback mechanisms that provide performance data and specific recommendations to reduce the environmental impact of the university. In October 2019, after advocacy from students and in consultation with campus experts, President Harris signed the Second Nature Presidents’ Climate Commitment, establishing a new campus emissions reductions goal of climate neutrality by 2035. To achieve this, the university will be updating the 2016 CAP. Thus, this year, in addition to having classes work on some of the strategies in the current CAP (such as environmental issues and sociology students creating posters focused on each component of the CAP), USD established a new Climate Action Plan and Care for Our Common Home Advisory Committee with two major charges: 1) review, update and enhance the current CAP to reflect new ideas and a new commitment to carbon neutrality by 2035 and 2) define an implementation plan with a timetable to take actions that will reduce USD’s carbon footprint. The recently completed Energy Master Plan, a 234-page document, will guide the CAP and provide more CALL experiences for students studying engineering, the natural sciences, business, communication studies and marketing.

Climate Change Opportunities for Students See Goal 3 KPI D Education comes alive at the University of San Diego, where discussions and learning are actively applied, bringing changemaking practices out of the classroom and into the community. Through this, students truly experience the Campus as A Living Lab (CALL). CALL formally started in Fall 2019, encouraging students, faculty members and staff to develop real-world, hands-on 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. Some examples from 2020-21 include environmental issues and theatre classes teaming up so students could create videos about critical environmental issues; students in a sustainable supply chain management class and a procurement class worked together and collaborated directly with the Office of Procurement on campus to find ways to save monetary resources; in environmental management, students worked with faculty members and administrators to propose operational changes on campus; and in two upper-division communication studies courses, students worked in groups to create

In addition to many of the CALL opportunities related to or focused on the impacts of climate change, students had other opportunities to learn about and participate actively in climate change research. Examples included a suite of new courses from Climatology to Environmental Issues, to Politics and the Environment, to Environmental Justice, to inclusion of climate change in Sustainable Supply Chain Management, and the Science of Coffee.

Internship and research opportunities were also available in environmental and ocean sciences, biology, sustainable engineering and communication studies. Outside of coursework, students were able to intern for the San Diego Climate Collaborative, the Equinox Quality of Life Dashboard, and Willdan Engineering, the company that assisted USD with creating the Energy Master Plan, among many others.

Finally, a series of events engaged students and faculty members to participate in deep, complex and solution-based conversations as part of the Laudato Si’ series and Conversations of Consequences, mixing art, social justice activism and climate change.

social media and marketing materials showing how food and climate change intersect.

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AASHE STARS Sustainability Rating See Goal 3 KPI C

Changemaking in Information Technology See Goal 3 KPI K

In March 2021, USD submitted its third Sustainability Tracking,

Despite the pandemic and an already busy information technology (IT)

Assessment and Rating System (STARS) evaluation. During April, the

department supporting remote learning and the e-campus environment,

application was reviewed by the Association for the Advancement

several enterprise-level projects were completed in IT this year including

of Sustainability in Higher Education (AASHE), which has requested

the implementation of Unimarket, the implementation of Workday and the

clarification on nine of the credits by June 26, 2021. Previous USD

revamp of the MySanDiego portal.

submissions led to a STARS Gold rating in 2014 and 2017, and the

These projects were implemented with the direction of an IT

current application reveals that USD will likely achieve Gold again. USD is developing programs that will help the university achieve its goal of a Platinum rating by the next submission in 2024. Further, AASHE has recommended that USD submit one or more of the institution’s STARS Points of Distinction for a case study and/or for an annual AASHE Award.

Energy Savings See Goal 3 KPI F Through the diligence of the staff in facilities management, as well as improved technology and equipment upgrades, USD avoided more than $1.2 million in energy costs between April 2020 and February 2021. USD decreased electricity consumption by 22.1%, natural gas consumption by 27.0% and overall energy consumption by 24.2% versus the same 11-month period in AY 2019-20. Much of this was accomplished by changing building occupancy schedules and temperature settings, as well as attentiveness by staff to turn off unnecessary lights and other equipment.

Changemaking Committee. First, the University of San Diego collaborated with Unimarket to bring the community the USD Marketplace, an eProcurement solution that aims to simplify the purchasing and payment process for end users across the USD campus. The single sign-on provides access to multiple vendors (such as Amazon, Office Depot, Grainger, VWR, Fisher Scientific, Dell, CDW and McKesson Medical Surgical) at the same time, making it easy to compare costs, fill shopping carts and complete the buying process in a relatively short time. In addition, the central marketplace allows for the capture of information related to diversity and inclusion, sustainable purchasing and green spend.

Second, USD launched the Workday Enterprise Management system, a robust cloud-based solution for human capital management, finance, and procurement managing transactions that impact people, processes and technology. Workday functionality supports industry-standard, best practices such as standardized business processes, enhanced real-time reporting and analytics for strategic decision-making, reduced volume of manual transactions and enhanced data integrity. And, finally, a revised MySanDiego portal was launched in June. The new portal increased user and mobile friendly technology for faculty members, staff, students and applicants.

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Goal 4: Elevating Faculty and Staff Engagement Faculty Workload See Goal 4 KPI Q The faculty workload pilot in the College of Arts and Sciences established the strong value of a workload model that supports High Impact Practices (HIP) and undergraduate research. There is wide interest among other departments in implementing this model, which would greatly improve inequities among faculty members who are currently leading HIPs without remuneration. The goal is to eventually include all departments

11 Faculty Reading Circles comprising faculty participants from every school and unit on campus. The topics and books focused on a range of pedagogical development including antiracism, indigenous knowledge and inclusive practices. CEE also supported faculty relationship-building with students in response to the challenges of remote teaching during the coronavirus pandemic. The weekly Community Builder newsletter has put more than 55 different activities and strategies at the fingertips of faculty members.

in the college. Due to the pandemic this year, work in this area has not transpired as originally intended at the university level. Expanding this model will continue once the university resumes normal operations.

Faculty Compensation See Goal 4 KPIs B, C, D and E In order to address the need for a competitive, comprehensive program to attract and retain exceptional tenured and tenure-track faculty members, the Faculty Compensation Task Force was formed in 2018.

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 force passed an amended version in December 2019. President Harris sent this version back to the Univeristy 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. Further changes will be approved as appropriate. This year, additional salary adjustments were made to alleviate compression issues.

Faculty Engagement with the Center for Educational Excellence See Goal 4 KPI H

Faculty Engagement with the Learning Design Center See Goal 4 KPI R With the change to remote learning, the Learning Design Center (LDC) at USD utilized three different technology solutions to support faculty in the delivery of remote teaching. These technologies were Blackboard, Zoom and Panopto. To support the faculty in use of these technologies, the LDC partnered with the Center for Educational Excellence (CEE) to provide robust training and support for faculty members to help them not only adopt the new technologies, but to also adapt their curricula to meet the needs of distance learners with these new toolsets. Specifically, LDC/ CEE implemented two significant trainings. Remote Teaching 101 (RT101) provided 900 faculty members with access to self-paced training modules

Over the past year, the Center for Educational Excellence (CEE) has

on the basics of how to use these technologies. In addition, Remote

dedicated its focus on building relationships among colleagues as

Teaching 102 (RT102) Course Design Basics for Engaged Remote Teaching

they grow their pedagogical toolkits. Highlights include introducing

was offered. RT102 provided faculty members with the remote learning

Communities of Practices and Faculty Reading Circles as new offerings.

experience from the student perspective while challenging them to

CEE facilitated 15 successful Communities of Practices and an additional

rethink and redesign their course experiences for students who would be accessing their courses remotely. Using the backwards design instructional design framework, faculty members looked at all aspects of their courses from lectures, discussions, activities and assessments and examined new ways to deliver their course materials using the three USD-supported technologies. In addition to these trainings, LDC and CEE provided webinars on conducting engaging Zoom lectures and implementing retention strategies for remote learners. Each of these trainings received a satisfaction rating of more than 4.5 out of 5. When USD transitions back to in-person teaching, LDC, CEE and Information Technology Systems (ITS) will continue to support faculty in the effective implementation of online

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applications and physical classroom technologies. RT101 will become

valued at $646,000 and five were for instruction valued at $346,500.

required training for incoming USD faculty members, as a way to provide

External funding provides an opportunity to further USD’s mission and

an orientation to the effective implementation of our suite of educational technologies.

Faculty Engaged Scholarship See Goal 4 KPIs J-O The University of San Diego’s mission and core values affirm its commitment to teaching, research and other scholarly activities to advance the common good and to serve the local, national and international communities.

To that end, and consistent with its status as a nonprofit institution of higher education, USD seeks to encourage its students, faculty and other employees to engage in various forms of creative works in order to create ideas and inventions that benefit society.

vision. Awards identified by faculty members as directly supporting Envisioning 2024 Goals 1-5 are provided in the following breakdown, with some awards meeting more than one goal: Goal 1, 73%; Goal 2, 67%, Goal 3, 25%, Goal 4, 86% and Goal 5, 96%. In addition to this impressive data, one of the ways that institutions of higher education support engaged scholarship is through the development of intellectual property (IP) policies in which the university has an ownership interest in the IP created by its faculty and other employees, subject to various exceptions traditionally recognized in academia and also subject to shared royalty arrangements for licensed inventions to incentivize and reward faculty and employees for their creations. The structure of these policies advances the institutional nonprofit, charitable mission. These policies also create a positive incentive for the university to invest in and dedicate resources

For the period from July 1, 2020, to April 30, 2021 (the date the copy

toward activities that advance entrepreneurship, technology transfer,

was due for this report), the Office of Sponsored Programs assisted 75

potential commercialization of creative work and collaboration with faculty

faculty members across all academic units with submitting 146 proposals

and other employees to promote ideas and inventions for the common

valued at $36,111,724. Of these submissions, 85 were for research valued

good. Although many of USD’s peer and aspirational institutions have

at $23,743,772; 41 were for service valued at $7,765,747; eight were for

robust IP policies to support faculty and staff, USD’s current Intellectual

training valued at $4,137,468; nine were for instruction valued at $392,737

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

and three were for scholarships valued at $72,000.

updated since. To rectify this, over the past couple of years, a task force

In addition, 132 awards were received valued at $16,169,413. Total awards

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

during this period include multiyear awards from previous fiscal year submissions and administrative actions. Of these awards, 42 were for service valued at $8,666,377; 63 were for research valued at $4,696,651; 19 were for training valued at $1,813,885; three were for scholarships

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year, a revised IP Policy was drafted. This year, the task force finalized it, as well as providing an additional document that lists what support is needed to facilitate the development of IP, especially patentable inventions, at USD.

Changemaker Fellows See Goal 4 KPI I The Changemaker Faculty Fellows Development Program provides faculty 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.

Since 2018, more than 60 faculty members from across the university have participated in this program. Through a series of workshops during the academic year, faculty members learn how to incorporate the practice of changemaking and social innovation into their classrooms.

This year, faculty members were invited to participate in a virtual

bring them into the appropriate range. This year —— despite the fact that financial constraints due to COVID-19 impeded intended progress toward advancing staff and administrator salaries —— employee salaries were highly prioritized. While merit increases had to be withheld this year, a decision that was consistent among most institutions of higher education, the university successfully maintained continuity of pay throughout the pandemic. Furthermore, when university finances started recovering more quickly than anticipated, some of the initial reduction in retirement and vacation benefits were able to be restored. The intent for next year is to revisit efforts to address necessary salary adjustments to address compression concerns and/or to move individual employee salaries closer to the midpoint of their assigned pay grade (market value) when appropriate.

equity and inclusion into their pedagogy and were also provided with

Staff and Administrator Leadership Development See Goal 4 KPI G

texts to foster discussions on anti-Black racism and racial justice. Finally,

Over the past several years, four programs were deployed across

workshop with Ashoka Fellows, to explore how to incorporate diversity,

also this year, an Engaged Scholarship Task Force, a joint body created by the University Senate and Office of the Provost, issued a report and recommendations on faculty-engaged scholarship and what that means, especially in light of the university's recent achievement of the Carnegie Classification of an R2 (High Research Activity) university. Going forward, the April 2021 recommendations will be implemented in three phases.

Department Chair Leadership Development See Goal 4 KPI S The pandemic highlighted a need for leadership with new skills: skills such as leading in uncertainty, supporting people in times of complexity and chaos and making difficult decisions with little information. The

campus, designed to make leadership development opportunities broadly accessible across the institution and deepen our collective leadership capacity. This year specifically, the Collaborative Leadership for Change Program successfully transitioned to a remote format and provided highly engaging dialogue around the real work of leadership, emotional intelligence, managing conflict, and diversity, equity and inclusion. Participants included faculty members and administrators from units across campus. Additionally, customized sessions based on two of the most impactful tenants of transformational leadership, Individualized Consideration and Intellectual Stimulation, were developed this year and offered to supervisors on campus.

design and format, which resulted in a robust and engaging online

Practice of Joining and Employee Recognition Programs See Goal 4 KPIs F and P

training. Nine USD department chairs participated in the three-day

The Practice of Joining Orientation Program for new employees continued

Department Chair Leadership Development program pivoted both in

intensive program. The participants engaged in deep personal learning about their own leadership strengths and liabilities and explored how to take up critical issues, such as resolving conflict among faculty members and working with diversity, equity, inclusion and belonging. The focus of this program was to elevate the engagement and performance of faculty leaders, giving them the tools they need to effectively lead their departments. The design team is currently creating the next iteration of this leadership program and is looking forward to launching another cohort of department leaders next year.

Staff and Administrator Compensation See Goal 4 KPI A The new Staff and Administrator Compensation Structure was implemented last year and is being used to appropriately classify

to be a success this year focused on the mission, vision, values and history of USD. Current USD employees rose to a myriad of challenges this year as a result of the pandemic, and many of USD’s internal heroes were recognized through the Community of Human Resources @ USD (CHR@USD) awards. These awards honor faculty members, staff and administrators who exemplify the university’s mission and values in their work and interactions with others. Ten individuals were granted this prestigious award and the Department of Human Resources added a new team category this year that recognized four teams for their hard work and positive spirit. In addition to the CHR@USD awards, 228 employees were honored at the Annual Employee Service Award celebration. USD also celebrated recipients of the Manual Hernandez Staff Employee of the Year and Virginia Rodee Administrator of the Year awards.

positions into pay grades aligned with market values. Employees paid below the minimums of their new pay grades received increases to

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Goal 5: Amplifying Local and Global Engagement and Reputation Study Abroad and International Experiences See Goal 5 KPIs H and I Due to COVID-19, international mobility was largely nonexistent this year. However, the university continued to move forward and expand its global connections and cross-cultural interactions without mobility and with an eye toward the future. The School of Business developed a new partnership with the NEOMA Business School in France to design a dual degree program for undergraduate students to begin in Fall 2021. At the graduate level, MBA and MS Business Analytics students participated in virtual international consulting projects for companies in Germany and Brazil, such as BMW and Nokia. The Global Center in the School of Leadership and Educational Studies implemented a new scholarship opportunity for Black, Indigenous, and People of Color (BIPOC) students with limited travel experience to participate in a global studies activity.

The College of Arts and Sciences received a grant from the Chapman Family Foundation to further internationalize the faculty and provide opportunities for students to expand their international experiences.

In the absence of international mobility, USD’s International Center launched several Collaborative On-Line International Learning (COIL) initiatives. COIL, also called the Virtual Exchange, connects USD faculty members with faculty members from abroad to collaborate and design activities to engage students across both universities. Therefore, even in the absence of international mobility, students could have a multicultural experience within their USD courses. Funding from the FACE Foundation, which supports the French-American Embassies cultural exchange, provided financial support for USD to work with faculty members in France. The Chapman Family Foundation and the International Center will also support COIL initiatives next year, even after international mobility begins again, as a way to further internationalize the curriculum and student learning. The continued development of new initiatives during the COVID-19 crisis truly demonstrates the high value USD places on developing global Changemakers who are prepared to confront the world’s most urgent challenges through international collaborations and

In AY 2020-21, the Changemaker Hub provided students, faculty members, staff and community partners with meaningful and impactful ways to address the issue of homelessness, while continuing to support initiatives that focused on making the campus a more inclusive and equitable community. The 2020 Changemaker Challenge asked students to think about innovative ways of addressing homelessness in San Diego through the lens of community partners’ issues and the results were revealed in a virtual program. The 2020 Changemaker Challenge, which attracted an audience of 200 students for the competition, received 59 entries. Questions that students tried to answer in innovative ways for the community partners to solve social problems related to homelessness, included: “How might we provide opportunities during COVID-19 for the homeless to engage in a way that will allow them to connect with others and that is safe and dignified?” “How might we help reimagine a sanitation process in a way that it complies with pandemic sanitation guidelines, is safe for clients, and is cost and time effective for the organization? “How might we help provide the homeless with access to feminine hygiene products in a way that provides privacy while helping break the stigma?” “How might we help provide access for those experiencing homelessness in areas further from downtown to store their personal items in a way that is convenient and safe so they can have

experiential learning activities.

more opportunities to move freely and to take care of their daily needs?”

Changemaker Hub See Goal 5 KPI J

Association, was divided among the finalists, based on the percentage of

Over the last 10 years, the Changemaker Hub has sponsored or cosponsored a variety of curricular and co-curricular opportunities for students, faculty members and staff that has deepened and broadened the practice of changemaking across the campus. The vibrant Ashoka Changemaker campus network comprises more than 40 institutions dedicated to institutional change. As the only campus in the network that requires its student applicants to write an essay about changemaking and dedicating a full day to practicing changemaking during new student orientation, USD is a leader and role model institution in this network.

A prize pool of $5,000, generously donated by the USD Parent Board votes received.

National Branding and Marketing Campaign See Goal 5 KPIs A and B As part of Envisioning 2024, the University of San Diego embarked on an endeavor to breathe new life into the brand and showcase it in a new comprehensive institutional marketing plan. First, a Brand Council was established to conduct research and message testing as it relates to what it means to be a part of USD. Next, contemporary fonts, new designs and a new voice and tone to connect with university audiences were introduced. Finally, the new brand was brought to life in a comprehensive institutional marketing plan. This year, USD completed the

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first year of a three-year plan. Known internally as Explore Your Horizon,

asked to contribute to the Inclusive Economics Recovery and Resilience

the institutional marketing plan included video, audio, out-of-home,

Agenda for the City Heights neighborhood; USD provided guidance

digital and social channels targeting reputation-based messaging, as

regarding real estate, purchasing, employment, workforce development,

well as enrollment support for undergraduate and graduate recruitment.

cluster anchor goals, building community infrastructure, and core

It provided more than 100 million impressions that enhanced the

products and services. Other current initiatives include the Youth

university’s brand and provided increased visibility locally, regionally and

Engagement Initiative, the Scott MacDonald Community Scholarship

nationally. It also garnered 8 million completed views of our institutional

program, the Local Vendor Initiative, the Tijuana Hub and Story Map, the

video and brought 290,104 unique visitors to USD’s customized landing

Mulvaney Immersion Communities for Action and Humility program and

page, which took them on a journey to learn more about the university’s

Beyond Borders.

undergraduate, graduate, and professional and continuing education

Military Hub See Goal 5 KPI K

programs.

Anchor Institution and Community Engagement See Goal 5 KPIs E, F and G

The Military Hub is an initiative that gained strategic initiative grant funding starting in Fall 2019. The initiative sought to establish a USD

Community-engaged learning is woven throughout USD’s curriculum.

Military Hub to address the needs of the USD military community and

Each year, courses, programs, scholarships and partnerships at the

deepen the work of various entities around campus. It opens the door

Karen and Tom Mulvaney Center for Community, Awareness, and Social

for stronger military outreach and community partnerships through the

Action make it possible for USD’s faculty members, staff and students

development of united campus efforts to educate the military population

to contribute more than 416,000 hours of community engagement

on higher education opportunities. In Phase 1 of its funding, Hub leaders

locally and globally. Several highlighted achievements from this year are

created an advisory board, hired a faculty expert to organize its efforts,

included in this report.

and created mission, vision and goal statements. In Phase 2 of its

The University of San Diego was proud to be ranked No.1 in the nation

funding, the Military Hub built partnerships with community organizations

by Washington Monthly for its commitment to public service. USD’s Turning Wheel mobile classroom hit the road for the first Turning Wheel Educational Connection event at Cesar Chavez Park in Barrio Logan; the classroom provided complimentary internet access to local families along with additional resources such as free health screenings during the pandemic. Also, as an anchor institution to our community, USD was

such as the San Diego Coast Guard City Committee and the San Diego Chamber of Commerce Committee for Veterans and Military Affairs, created data collection processes and joined elite military and veteran organizations. In Phase 3 of its funding, it marketed and branded itself via an online presence, as well as securing increased scholarships for students. In Phase 4, it will focus on campus connections to support

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Strategic Initiative Funding Program student growth and retention, as the military-connected student enrollment population has grown by 45% over the last five years (Fall 2015 to Fall 2020).

Success in Athletics See Goal 5 KPIs C and D Rooted in its vision of Winning in the Classroom, Winning on the Playing Field, and Winning in the Community, USD Athletics persevered for another successful year in the unique 2020-21 season. Torero scholarathletes posted a 3.30 cumulative GPA in the fall semester, with all 17 varsity programs achieving a GPA of 3.0 or higher for the first time in the athletic department’s history. Along with academic success, USD sports combined for the fourth-most team wins among West Coast Conference schools with 101 victories and seven different teams received national rankings throughout the season.

Volleyball reached the NCAA Tournament for the 24th time in program history, advancing to the second round for the fifth time in six seasons.

Football tied the FCS record for most consecutive conference wins with 39-straight PFL victories. Women’s tennis was selected to the NCAA Tournament for the second-straight season, golf competed in its first NCAA Champion-ship since 2011, and three Toreros competed in the NCAA championships individually in tennis and cross country. Individually, three Toreros were named All-Americans and four Toreros earned conference player of the year awards. Women’s basketball senior Myah Pace earned the Alcalá Award, which is presented to two seniors who exemplify the balanced and holistic development that is the primary goal of a USD education.

In the summer of 2020, USD Athletics established the Bernie Bickerstaff Diversity and Inclusion Fund to directly support programming and educational resources for Torero scholar-athletes. The Toreros also came together to organize a successful civic engagement initiative, with nearly 100 percent of eligible scholar athletes registering to vote prior to the November 2020 elections.

About 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 current strategic plan was created in 2016 to help the university realize its vision by 2024, the year of USD’s 75th anniversary. The strategic plan was thus titled Envisioning 2024. 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 strategic initiative funding program was born beginning 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 jump-start, but not permanently fund, initiatives for a two-year timeframe. 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.

Year

No. of Pre- Proposals

No. of Full Proposals

No. of Awards

Total USD Funding

2017-2018 92 (Cohorts 1 & 2)

38

15 $500,000

2018-2019 31 (Cohort 3)

18

8

$410,000

2019-2020 33 (Cohort 4)

22

7

$375,000

2020-21 (Cohort 5)

11

8

$474,000

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The eight newly funded projects for Fiscal Year 2022 and 2023 (the 202021, Cohort 5 awardees) are described below. Updates from strategic initiatives in currently funded cohorts may be found in the 2020-21 Strategic Initiatives Annual Report.

Torero Gateway: Expanding Concurrent Enrollment Opportunities Project Contact: Stephen Pultz, assistant vice president of enrollment management Cohort: No.5, AY 2020-21 Main Strategic Goal Alignment: Goal 1: Enhancing Student Learning and Success About: Equal access to educational opportunities (educational equity) remains one of the most pressing challenges facing the US today.

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Strategic Plan Annual Report 2020-21

Right here in San Diego, there are significant disparities in educational

and programs aimed at identity development, academic preparedness

opportunities across different neighborhoods. In poorer neighborhoods,

and community building. Finally, the Sequential Development Program

where the majority of students are Black and Latino, limited access to

funds are used for day trips and retreats aimed at building a sense

college counseling, advanced placement courses and other college

of belonging, further developing student confidence and developing

access skills, often result in a culture that does not aspire to higher

constructive social support systems.

education.

The Water Justice Exchange (WJE): Fostering Synergistic Research, Teaching and Solutions for Local Water Challenges

This initiative seeks to leverage and enhance the relationships USD has been developing with community organizations (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 program. The funding will offset the costs of application fees and tuition (which is currently only $75 per class), but more importantly, it will allow USD to provide textbooks and 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 members, 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. This will have the added benefit of providing current USD students with leadership and mentoring

Project Contact: Dr. Marissa Forbes, research rssociate in the ShileyMarcos School of Engineering

opportunities. By expanding USD’s dual enrollment program to this level,

Cohort: No.5, AY 2020-21

the initiative hopes to begin seeing more local students consider USD for

Main Strategic Goal Alignment: Goal 3: Improving Structural and

their college choice. In addition, USD will further advance its reputation

Operational Effectiveness

as an anchor partner among local high schools.

About: Challenges connected to water are a result of injustices, ones

Advancing Educational Equity, Enhancing Retention and Graduation Rates for USD’s Black Undergraduate Students

that intersect both social and environmental impacts. Water justice

Project Contact: Dr. Ashley C. Barton, director of the Black Student Resource Commons Cohort: No.5, AY 2020-21 Main Strategic Goal Alignment: Goal 2: Strengthening Diversity, Inclusion and Social Justice

is embedded and specific to historic and sociocultural contexts and includes, but transcends, questions of distribution to include those of cultural recognition and political participation, and is intimately linked to the integrity of ecosystems. The San Diego region faces multifarious critical and complex water justice issues, symptomatically manifested as trash and sewage pollution in the Tijuana River watershed, wetlands that need restoring and protecting, contamination necessitating remediation

About: The initiative consists of four components that aim to advance the

and a call to climate change readiness, to name a few. Additionally,

retention and graduation of Black undergraduate students at USD. Those

historic inequities in San Diego’s zoning and planning laws have long-

four components are 1) the Black Summer Immersion Program; 2) the

term public health implications, but also can exacerbate challenges in

Black P.E.E.R. Mentor program; 3) Continuous Onboarding Opportunities

the face of a changing climate. The initiative seeks to create and launch

and 4) the Sequential Developmental Program. For the Black Summer

an intercampus, intercommunity synergistic exchange to advance our

Immersion program, the funding is used for meals, to hire a temporary

understanding of and innovative solutions to our critical local water

residential student staff, group engagement activities, and for a faculty

justice challenges. The Water Justice Exchange (WJE) is designed to

stipend. The funding for the Black P.E.E.R. Mentor program is utilized

foster collaborative multidisciplinary research, student experiential

to provide grants to mentors and provide book stipends to mentees.

learning, policy creation (advocacy) and community projects at the

For the Continuous Onboarding program, funds are used for programs

nexus of water, social and environmental justice in the San Diego County

and initiatives aimed at supporting Black students' transitions into USD with a strong focus on their first semester; these include initiatives

Strategic Plan Annual Report 2020-21

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and Tijuana regions. Specific areas of focus include water quality, water

Cohort: No.5, AY 2020-21

security, water reuse, water remediation, water justice, water policy

Main Strategic Goal Alignment: Goal 4: Elevating Faculty and Staff

and environmental resilience, as well as climate change adaptation and mitigation related to the watersheds and coastal waters in the region.

Committee and Implementation of Diversity and Inclusion Mid-Career and Junior Faculty and Staff Service Awards Project Contact: Dr. Farrah Karapetian, assistant professor of visual arts Cohort: No.5, AY 2020-21 Main Strategic Goal Alignment: Goal 4: Elevating Faculty and Staff Engagement About: 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 fund the first two years of the awards in three units across campus: the 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 these awards across all units of the university, demonstrating the value of a university-wide award.

Cross-Campus Racial Equity Advocates Program Project Contact: Dr. Lisa Nunn, professor of sociology and director of the Center for Educational Excellence

Engagement About: This initiative seeks to create a Cross-campus Racial Equity Advocates Program. The Advocates Program will increase equity and compensation to those currently performing work critical to the university’s stated goal of strengthening diversity, inclusion and social justice across campus. The Advocates program is innovative because, for the first time, it explicitly recognizes and rewards Black, Indigenous, and People of Color (BIPOC) faculty members and staff for the additional labor they perform combating anti-Black racism and promoting racial consciousness on campus, and tangibly values the experience, 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. Research on higher education demonstrates that many colleges and universities undervalue and overlook the labor that BIPOC faculty members, staff and administrators do to foster diversity, equity and inclusion in their campus cultures. For example, faculty members of color are saddled with greater student mentoring demands, greater teaching demands for courses that tackle challenging racial content, as well as greater service demands (as many task forces, committees and panels seek to be racially diverse), all the while facing microaggressions in everyday campus interactions alongside lower student evaluations compared to their white counterparts. These demands drain BIPOC faculty members' time and energy, which makes them vulnerable to having lower scholarly productivity, lower job satisfaction

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Strategic Plan Annual Report 2020-21

and risk of burnout. This can negatively impact hiring and retention

survival to wealth-generating enterprises by helping female, new-

rates of BIPOC faculty as well. The initiative funds will be used to create

American and non-native-English speaking restaurateurs become

a stipend for a team of seven racial equity advocates and for funding of

consumer packaged goods manufacturers. The initiative includes four

Advocates’ programming initiatives.

related components: 1) creating a program to support restaurants;

Developing a Mentoring Program for Supporting Success and Retention of a Diverse Faculty

2) using data from the State of Diverse San Diego Entrepreneurs survey to

Project Contact: Dr. Sandra Sgoutas-Emch, professor of psychological sciences Cohort: No.5, AY 2020-21

expand and promote small business directories (could be food and nonfood innovation related, but with a focus on local entrepreneurs); 3) offering case and relationship management by peers and advisors that represent the targeted communities along the journey of business growth and, where possible, the path to contracting with USD and

Main Strategic Goal Alignment: Goal 4: Elevating Faculty and Staff

partners to USD and 4) accessing native-language courses in lean start-

Engagement

up and other related topics. This proposal will increase our bridges to

About: Faculty members of color, as well as women faculty members,

work in USD’s core anchor neighborhoods, further bridging our town-

face unique hurdles in the academy that reduce their likelihood of climbing the academic ladder or reaching tenure and promotion.

Moreover, past interviews with faculty members at USD have reported feeling overwhelmed and unsure about how to successfully navigate the

to-gown and anchor strategies with focused pathways to access. The anchor neighborhoods for focused outreach will be Linda Vista, City Heights and (binational) Tijuana, Mexico. Pending demand, the initiative would also like to do outreach to USD’s tribal partners via USD’s Tribal

many aspects of their careers, including which courses to teach, how

Communities liaison.

much research is enough, and selecting appropriate service options.

Design Thinking Studio

Although work has been done to help rectify this, studies have shown that quality mentoring experiences are important indicators of the success and retention of faculty members. This initiative seeks to create a formalized mentoring program for faculty members. The proposed mentoring program is designed to provide resources and tools to

Project Contact: Dr. Juan Carlos Rivas Espinosa, associate director of the Changemaker Hub Cohort: No.5, AY 2020-21 Main Strategic Goal Alignment: Goal 5: Amplifying Local and Global

support a diversity of faculty members with an anti-racist perspective.

Engagement and Reputation

The initiative includes training modules to help support and sustain

About: The COVID-19 pandemic, the Black Lives Matter racial justice

a faculty mentoring program that can be designed and implemented

movement and the ongoing economic recession have exacerbated the

across different academic units. Evidence-based practices as part of the

importance of these issues as we, as a society, come to terms with the

mentoring program will include training programs for mentors/mentees

ways in which racial injustice impacts each of these challenges. Across

and chairs of departments, implementing accountability measures,

campus, we have observed an increasing number of students who have

applying a developmental approach to address the changing needs

become more aware of these urgent challenges and are activated to

across one’s career and mentor mapping to match needs with different

not only learn about these challenges, but also to engage with them.

types of mentors.

Students have a desire to explore and identify solutions to the

Anchor Entrepreneurship: Combining Inclusion, Diversity, and Food and Beverage Innovation for Our Common Home Project Contact: Dr. Rachel Lozano Castro, director of the Small Business Development Center Cohort: No.5, AY 2020-21

challenges they learn about in their classes and through community immersion. However, many lack the skills and methodology to engage creatively, explore, ideate and co-create potential solutions in partnership with the community. The existing programs for student interaction and engagement with the community provide space for personal and classroom reflection, yet these spaces could be more

Main Strategic Goal Alignment: Goal 5: Amplifying Local and Global

impactful —— for student learning and for our community partners

Engagement and Reputation

—— by incorporating Design Thinking. This initiative seeks to create a

About: During the coronavirus pandemic, entrepreneurs, and in particular

Design Thinking Studio at USD that will provide the space, tools and

restaurant owners, have been 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

methodologies to engage in creating institutional and local change concerning urgent global challenges by bringing together students, faculty members, community partners and organizations to collaborate in resourceful and innovative ways.

opportunities, care for our common home and a transition from basic

Strategic Plan Annual Report 2020-21

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| Strategic Plan Annual Report 2020-21

Key Performance Indicators by Goal GOAL 1: Enhancing 1: Enhancing Student Learning and Success Key Performance Indicators ID Key Initiative or Measure

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

A Academic Plan —— Planning Framework created New associate provost of 5 teams created to represent 5

with five areas academic planning and areas, data reviewed, summits innovation hired held, and draft of AP submitted to provost B

Career Readiness Program (CRP)

Planned

Implemented

Implemented

Implemented

2024 Target Document with strategies and measures created

100% of graduates completed CRP Full implementation

C Core Curriculum Designed Implemented 4/5 competencies assessed 5/5 competencies assessed 5/5 competencies assessed and

implementation restarting

5/5 competencies assessed

D Enrollment Plan and Torero Planning Planning Implemented Implemented Realigned with the new Horizon

Promise Project objectives

Full implementation

E National Fellowship Plan —— —— —— Funding began for advising Advising team active and focused Increase in applications and team on recruitment strategies and awards from benchmark year internal processes needed to identify and support students F Student Success Action Plan Designed Implemented New policies, onboarding Student success summits Continuation of TCI; Faculty

and orientation began Outreach system created; earlier Onboarding; Pandemic Times; Torero Circles

Increased retention rates

G ^UG enrollment (fall census headcount)

5,711

5,744

5,855

5,919

*5,529 5,900-6,000

H ^GR enrollment (fall census headcount)

2,797

3,131

3,218

3,262

3,332 3,100-3,500

I

^UG transfer enrollment

31% of new students

29% of new students

25% of new students

30% of new students

30% of new students 25%

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)

*84.2% (F19 returned F20) 92%

K

^UG transfer one-year retention rate

89.9% (F15 returned F16)

86.2% (F16 returned F17)

88.7% (F17 returned F18)

88.1% (F18 returned F19)

*86.6% (F18 returned F19) 92%

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)

80.5% (enrolled F14) 80%

M ^Student to faculty ratio per common data set

13.9:1

13.7:1

13:1

12.9:1

12.4:1

13:1 max

N `Student participation in experiential learning

——

——

94.0% (per class of 2019)

92.2% (per class of 2020)

Not yet available

90%

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)

Not yet available

95%

Q

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

R ~Senior students’ responses Not a survey year on NSSE “very much” or "quite a bit” in terms of their learning experience within the categories

$60,000 (as of 6/1/2020 data file)

$60,000 (as of Jan. 19, 2021 data file)

Increase from prior reporting

CT —— 87 Not a survey year Not a survey year Not yet available CT —— 75% Writing —— 77% Writing —— 75% Speaking —— 77% Speaking —— 75% Working with others —— 76% Working with others —— 75% Personal values —— 71% Personal values —— 75% Numerical —— 71% Numerical —— 75%

S Completion of academic program —— —— —— 69% 70% 100% of programs that are 10+ review process years old have gone through the entire APR process T Revamp One Stop Student Center —— —— —— —— Committee provided research and Revamped center launched recommendations to President U

Alumni Association Strategic Plan ——

——

——

——

Created

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 ~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.

Created with goals achieved

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GOAL 2: Strengthening 2: Strengthening Diversity, Inclusion and Social Justice Key Performance Indicators

| Strategic Plan Annual Report 2020-21

ID Key Initiative or Measure

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

A Center for Inclusion and —— —— Working group formed Working group recommendations Interim vice provost hired; Diversity Refresh provided; vice provost position permanent position search approved underway

2024 Target Coordination of efforts across campus with shared measures

B Core Curriculum Diversity Proposal Development Development Began Assessed Assessments to show

DISJ requirements improvement from benchmark C Diversity Toolkits Implemented Implemented Implemented Implemented Fully implemented and updated this year

Fully implemented; provide updates as needed

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

40.9%

42.6%

44.5%

39.8%

44.7% 55%

E

37%

35%

35%

34%

34% 40%

F ^UG total minority student enrollment

36.4%

37.1%

37.5%

38.3%

40.6% 50%

G ^GR total minority student enrollment

37.3%

38.4%

39.5%

40.4%

43.2% 50%

H ^UG Hispanic/Latino student enrollment

19.3%

19.6%

20.1%

20.8%

22.2% 25%

I ^ All UG first generation student enrollment

19%

18%

18%

17%

16% 20%

J ^ All UG Pell eligible student enrollment

16%

18%

17%

17%

17% 20%

K ^UG international student enrollment

9%

9%

10%

9%

7% 12%

L

8%

9%

9%

9%

9% >8%

87.1% (F15 returned F16)

92% (F16 returned F17)

89.4% (F17 returned F18)

92.4% (F18 returned F19)

86% (F19 returned F20) 92%

N ^UG total ethnic minority student 78.6% (enrolled F10) six-year graduation rate

83% (enrolled F11)

76.4% (enrolled F12)

80.8% (enrolled F13)

80.3% (enrolled F14) 75%

O ^UG Black AA student six-year graduation rate

63.6% (enrolled F10)

68.6% (enrolled F11)

66.7% (enrolled F12)

77.1% (enrolled F13)

63.9% (enrolled F14) 75%

P

76.5% (enrolled F10)

83.8% (enrolled F11)

74.9% (enrolled F12)

78.9% (enrolled F13)

75.4% (enrolled F14) 80%

Q ^UG first generation eligible student six-year graduation rate

78.4% (enrolled F10)

81% (enrolled F11)

79.5% (enrolled F12)

82.1% (enrolled F13)

76.2% (enrolled F14) 80%

R

^Minority all employees (staff, faculty and administrators)

33.4%

34.8%

37.1%

37.9%

35.6% 50%

S

^Minority all instructional full-time faculty

22.5%

24.2%

25.4%

26%

26% 30%

^Catholic faith of all students (UG and GR)

^UG/GR military-connected student enrollment

M ^UG ethnic minority full-time first-year fall-to-fall one-year retention rate

^UG Pell Grant recipients six-year graduation rate

T

^Female tenured faculty

41.5%

41.2%

43.4%

43.4%

44.4% 50%

U U.S. News Campus Ethnic Diversity index (between 0 and 1)

——

0.59

0.60

0.60

Not yet available

>.75

V

$30,854

$31,264

$23,800

Not yet available

Not yet available

Less than $30,000

Not a survey year

8% lower

Not a survey year

Not a survey year

Not yet available

Equal to comparison group

Average debt of graduates according to College Insight

W ~NSSE Campus Environment Survey student response on encouraging contact among students from different backgrounds

X Horizon Project —— —— —— —— Approved 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 ~2014-2015 results were 9% lower ^Data from USD’s Office of Institutional Research and Planning Additional data disaggregated by demographics can be found at the links below: For ID E, see Catholic faith of students by degree level here: https://www.sandiego.edu/irp/internal/graphs/enroll-religion.php For IDs F and G, see UG&GR minority student enrollment by gender and race/ethnicity diversity here: https://www.sandiego.edu/irp/internal/graphs/enroll-stu-char.php For ID M, see UG minority retention rates (first to second year) by gender and race/ethnicity here: https://www.sandiego.edu/irp/internal/graphs/fyretent-gen-eth.php For ID N, see UG minority six-year graduation rates by gender and race/ethnicity here: https://www.sandiego.edu/irp/internal/graphs/fygradrates-eth-gen.php For ID R, see all employees by gender and race/ethnicity here: https://www.sandiego.edu/irp/internal/statbook/staff.php/allemp.html For IDs S and T, see all full-time faculty by academic unit, tenure status, gender and race/ethnicity here: https://www.sandiego.edu/irp/internal/statbook/faculty.php/ftethgen.html

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GOAL 3: Improving Structural and Operational Effectiveness Key Performance Indicators

| Strategic Plan Annual Report 2020-21

ID Key Initiative or Measure

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

2024 Target

A Campus as a Living Lab —— —— —— In development Implemented Fully implemented across all academic units with direct connections to USD’s operational efficiency and CAP B Climate Action Plan (CAP) Plan developed Plan implemented Plan implemented President’s new Climate Committee started to update Commitment; Energy Master Plan plan in alignment with new EMP

created; 21.3% decreased

emissions since 2010

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

C AASHE STARS sustainability rating

Gold rating

Gold rating

Gold rating

Gold rating

Not yet available

Platinum rating

D

415

408

491

537

Not yet available

Increase each year

$10.2 million in savings identified

$12.5 million in savings identified $15 million in savings identified

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

E StrideTo2024 Development Comprehensive Administrative CAR recommendations

Review (CAR) completed implemented; expense efficiencies recognized

F Energy savings Efficiency and conservation Efficiency and conservation Efficiency and conservation 35.5% decreased energy 24.2% reduction in total energy

measures in progress measures in progress measures in progress consumption FY10, new consumption compared to prior baseline taken for FY20, year and $1.2 million in savings $4.3 million in savings April 2020-February 2021 FY 18-20

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

G Budget Model Redesign —— Under development Under development Parallel testing of new Pilot planned for FY 2022 for incentive budget model with Business, Law, and PCE old incremental budget model

Fully implemented incentivebased budget model

H *Increase endowment assets (value at end of fiscal year)

>$600 million

$503,568,000

$529,998,000

$545,567,000

$532,240,000

Not yet available

I Moody bond rating A1 A1 A1 A1 A1

Maintain A1

J Renaissance Plan Many projects in preplanning Many projects in preplanning Learning Commons Founders and Camino Halls Founders and Camino Halls

or planning stages or planning stages; Mission construction; Copley Library renovation; School of Business renovated; Learning Commons

and Ministry and Engineering renovation; Engineering Space planning; Olin Hall planning; opened; Copley Library opened;

construction completed Mission and Ministry Center groundbreaking of Knauss Center completed Shiley Theatre upgrades

Renaissance Plan completed and on budget

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

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

| Strategic Plan Annual Report 2020-21

ID Key Initiative or Measure

2018-2019

2019-2020

2020-2021

Committee created, research and benchmarks completed

Structure implemented: salary increases

On hold due to pandemic Employee compensation at market

B Faculty Compensation Initiative Taskforce formed

Salary framework completed; Faculty Compensation Policy created

Policy in revision, first round of salary adjustments completed

Additional salary adjustments made to alleviate compression issues

Employee compensation at market

C

$139,790

$137,909

$136,044

Not yet available

Increase from prior year

D *Average associate professor salary

$101,917

$103,072

$102,451

Not yet available

Increase from prior year

E

*Average assistant professor salary

$82,465

$84,063

$87,828

Not yet available

Increase from prior year

F

HR Practice of Joining Orientation Began for all new employees tradition

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

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

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

5% to have completed a program

A

2017-2018

Staff and Administrator Compensation Internal review Initiative

*Average full professor salary

2024 Target

G Employee participation in HR 50 events to 1000 participants development programs

100/2622 employee engagement: Not yet available 3.8% have completed a program

H Faculty/Staff CEE Development ——

240/2622 employee engagement; 9.1% have participated in a program

259/2638 employee engagement; 9.8% 365/2365 employee engagement; 10% of employees to participate in have participated in a program.

15.4% have participated in a program programming

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

9%

12.6%

16.2% 20%

J

Faculty and Staff Engaged Scholarship 93 awards totaling $11.3 million 93 awards totaling $9.6 million 127 awards totaling $18.1 million —— new external funds

132 awards totaling $16.2 million (for the period July 1, 2020-April 30, 2021)

100+ awards totaling $11 million awarded each year

K

Research and development according to NCSES HERD Survey by fiscal year

Not yet available

Increase from prior year

$5,642,000

$6,036,000

$8,607,000

L Intellectual Property Policy Taskforce formed Under development Policy drafted Policy finalized by taskforce with Policy formed and in effect additional document regarding supports needed for IP and patentable inventions M Increase number of externally funded professorships and endowed chairs

——

≈23

≈22

≈22 25

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

90

104

94

N/A, impacted due to COVID-19

Increase from prior year

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

96

105

72

Not yet available

Increase from prior year

P Campus Climate survey responses Not a survey year (strongly agree or agree to knowing how work contributes to mission and values)

Staff —— 87% Not a survey year Not a survey year Admin —— 85% Faculty —— 79%

Q Faculty workload —— CAS pilot active CAS pilot active CAS seeks expanding to other departments

Staff —— 80% Admin —— 80% Faculty —— 80%

R Faculty Engagement with Learning —— —— —— Blackboard, Zoom, and Panopto Continued support of technologies,

Design Center trainings; RT 101 and 102 trainings orientation for new faculty members implemented S Department Chair Leadership —— Development

Program developed and funding granted

Implemented

Implemented

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

Continued support

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

| Strategic Plan Annual Report 2020-21

ID Key Initiative or Measure

2017-2018

2018-2019

2019-2020

2020-2021

2024 Target

A

Comprehensive Institutional Marketing Plan

Research and Brand Council recommendations completed

Creative Development

Implemented

Completed year one of three

Complete all three years

B

University of San Diego Media hits (according to Meltwater)

31,374

29,374

21,350

Not yet available

30,000

C

Creation of Athletics Strategic Plan

Developed

Implemented

Implemented

Not yet available

Fully implemented

D Student athlete community service 5,500+hours; WCC Community 5,000 hours; WCC Community 4,000 hours Not yet available More hours than the prior year;

Service Trophy Service Trophy winner of the WCC Community Service Trophy E Carnegie Classifications

R2; Community Engagement R2; Community Engagement R2; Community Engagement R2; Community Engagement R2; Community Engagement Classification Classification Classification Classification Classification

F

Anchor partnerships (with formal agreements in place)

Formal agreement process developed

39

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59 >50

G

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

< 2.5%

2.5%

3.5%

Not yet available

13%

——

Strategic initiative funding granted

In progress, locations explored

On hold due to pandemic

Establish and launch USD Rome Center

H Rome location

I Multicultural experience for all —— —— About 85%; SI funding granted Sources of multicultural experiences

students determined and defined

100% of students to have one

J Changemaker Hub —— —— —— Created assessment plan SLO assessments gathered, reported on, and used for continuous improvement K

Military Hub

——

Funded

Implemented

Implemented

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

Implemented with continuous funding

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Strategic Planning Steering Committee Co-Chairs Andrew T. Allen, PhD Vice President, Institutional Effectiveness and Strategic Initiatives, Professor of Economics Rangapriya Kannan-Narasimhan, PhD Associate Professor of Management, School of Business and Faculty Director of Torero Ventures Catalyzer Members Joey Abeyta President of the Associated Students Yasmine Kahlor Graduate Student Council Chair Jane Georges, PhD Dean and Professor, Hahn School of Nursing and Health Sciences Kimberly Alessio President, University of San Diego Alumni Association Rick Olson, PhD Member at Large Associate Dean and Professor, Industrial and Systems Engineering Donald Godwin, EdD Assistant Vice President and Dean of Students and Member at Large James T. Harris III, DEd Ex Officio President

Linda Dews, MSEd SGC5 Co-Chair Assistant Dean, School of Leadership and Education Sciences Christopher Nayve, JD SGC5 Co-Chair Associate Vice President for Community Engagement and Anchor Initiatives

Invited Guests

Peter Marlow, MBA Associate Vice President, University Communications Elizabeth Giddens, PhD Director, Institutional Effectiveness and Strategic Initiatives Paula Krist, PhD Director of Institutional Research and Planning Deborah Kelly, PhD Clinical Professor of Economics

Board of Trustees Officers Donald R. Knauss, Chair Constance M. Carroll, Vice Chair Sister Carolyn Osiek, RSCJ, Secretary Robert R. Dean ’94, Treasurer Members Rev. P. Rubén Arceo, SJ

Jeffrey W. Martin

Michael Lovette-Colyer, PhD SGC1 Co-Chair Vice President, Mission Integration

Mark Bosco

Rev. Peter McGuine ’85

Jon Balousek

Darrin Montalvo

Neena Din, PhD SGC1 Co-Chair Associate Dean, College of Arts and Sciences and Adjunct Faculty, Biology

Thomas Breitling ’91

Sister Mary Theresa Moser, RSCJ, PhD

Kim Busch

Tom Mulvaney ’77

Chris Carr ’86

Virginia C. Nelson ’79

Sue Cunningham

Michael Persall ’02

Leandro A. Festino

Paul Purcell '97

John Frager

Matthew J. Reno ’80

Kevin R. Green ’76 and ’79

Peter Seidler

James T. Harris III

Darlene Marcos Shiley, Chair Emerita

Daniel C. Herbert ’82 and ’86

Alan Schulman

Laurie Kelley

Susanne Stanford ’75

Tom Lupfer

Sandra Stangl

Susan H. Mallory

Massih Tayebi

Mike Williams, PhD, JD SGC2 Co-Chair Director, Changemaker Hub and Professor, Political Science and International Relations Joi Spencer, PhD SGC2 Co-Chair Interim Dean and Professor, School of Leadership and Education Sciences Richard Miller, PhD SGC2 Co-Chair Interim Vice Provost for Diversity, Equity and Inclusion Michel Boudrias, PhD SGC3 Co-Chair Associate Professor, Environmental and Ocean Sciences Mark Peters, PhD SGC3 Co-Chair Director for Mission in Mission and Ministry Kristin Moran, PhD SGC4 Co-Chair Associate Dean and Professor, Communication Studies Janice Evelyn SGC4 Co-Chair Director of Learning and Development, Human Resources

Administration

James T. Harris III, DEd, President Gail F. Baker, PhD, Vice President and Provost and Chief Diversity Officer Richard P. Virgin, Vice President for University Advancement Monsignor Daniel Dillabough, Vice President for Mission and Ministry Carmen M. Vazquez, Vice President of Student Affairs Katy Roig, Vice President for Finance and Chief Financial Officer Ky Snyder, Vice President of Operations and Chief Operating Officer Andrew T. Allen, PhD, Vice President for Institutional Effectiveness and Strategic Initiatives

Strategic Plan Annual Report 2020-21

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

7/2021