Unit Name: College of Family and Consumer Sciences
Point of Contact for Plan Feedback: Melissa Landers-Potts; mlpotts@uga.edu
Inclusive Excellence Priority I: Building an Inclusive Living/Learning Environment that Supports Access and Success for Diverse Students
Summary: Our main goals are to create an inclusive living and learning environment for FACS students that supports UGA’s Priority 1.
FACS Inclusive L/L Environment Goal #1: Promotion and Enrollment
Unit Goal 1.1: Increase enrollment of underrepresented and underserved students at undergraduate and graduate levels
Key Performance Indicator 1: Number of underrepresented and underserved students enrolled at the undergraduate and graduate levels.
Data Source: Office of Institutional Research, UGA Admissions, Student Success and Advising Center, and FACS Data Reporting OneDrive
Annual Targets:
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AY2022-23 Baseline |
Reach out to the Office of Institutional Research, Student Success and Advising Center, and UGA Admissions regarding documentation and data involving FACS recruitment efforts for 1st years, transfer students, graduate students, and current underrepresented and underserved student percentages in the college. |
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AY2023-24 |
Identify 2-3 new places to recruit underrepresented and underserved undergraduate and graduate students and maintain relationships. |
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AY2024-25 |
Identify 4-6 new places to recruit underrepresented and underserved undergraduate and graduate students and maintain relationships. |
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AY2025-26 |
Assess recruiting efforts and maintain relationships with key recruiting partners. |
Unit Goal 1.2: Increase the promotion of FACS inclusive excellence work through the website, social media, and displays in the physical building to increase awareness regarding inclusive excellence-related initiatives, programming, and stories.
Key Performance Indicator 2: Number of visits to inclusive excellence-related content on FACS website and social media; Inclusive Excellence content displays and references in physical building
Data Source: FACS OTIS and FACS Communications
Annual Targets
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AY2022-23 Baseline |
Work with FACS Communications and Student Success and Advising Center to assess the baseline for inclusive excellence related content and accessibility without tokenizing underrepresented groups. Display inclusive excellence-related work and inclusive values within FACS in the physical building |
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AY2023-24 |
Work with units such as FACS communications to develop a strategy to promote inclusive content regularly (examples: create a dedicated Inclusive Excellence newsletter or an Inclusive Excellence section into existing newsletters/publications, have faculty cite their work with underrepresented populations on their college webpages); Continue to display inclusive excellence-related work and inclusive values within college in the physical building. |
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AY2024-25 |
Continue to refine strategies. Increase website and social media engagement above original baseline; Continue to display inclusive excellence-related work and inclusive values within college in the physical building. |
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AY2025-26 |
Continue to refine strategies. Increase the percentage of website and social media engagement to 20% above original baseline; Continue to display inclusive excellence-related work and inclusive values within college in the physical building. |
FACS Inclusive L/L Environment #2: Scholarship Funding
Unit Goal 2: Increase need-based scholarships for underserved undergraduate and graduate education.
Key Performance Indicator 1: Number of new need-based scholarships created for FACS undergraduate and graduate education
Data Source: FACS Development Office, Office of Student Financial Aid
Annual Targets:
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AY2022-23 Baseline |
Consult with FACS Development Office to confirm the number of current need-based scholarships for underserved undergraduate and graduate students. Consult with the UGA Financial Aid office to collect information about FACS students’ financial needs. |
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AY2023-24 |
Work with FACS Development + FACS Dean’s Office to develop a fundraising strategy for scholarships over 1-5 years. |
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AY2024-25 |
Create 1-2 new scholarships for underrepresented students. |
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AY2025-26 |
Maintain connections to continue with scholarship funding. Develop strategy to add 2-3 more. |
FACS Inclusive L/L Environment #3: Inclusive Learning Environment
Unit Goal 3.1: Promote an inclusive and representative curriculum, classroom environment and assessment techniques for all students by providing faculty training.
Key Performance Indicator 1: Number of FACS faculty who receive training and implement changes in courses.
Data Source: Faculty & Department Head reports; Student & alumni feedback.
Annual Targets:
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AY2022-23 Baseline |
Each unit will begin discussions about how best to conduct a curricular review of College of FACS courses and establish which courses need to integrate or update inclusive and representative curricular material; Inclusive Excellence Committee/Dean’s Office will discuss best methods of assessing progress and obtaining stakeholder feedback on curricular inclusiveness (e.g., end-of-course survey questions, other student & alumni surveys, focus groups, etc.). Note (8/5/23): Inclusive Excellence Committee/Dean's Office assessed the importance of expanding Goal 3.1 to include classroom environment and student assessment techniques & annual goals edited for FY2023-2025. |
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AY2023-24 |
Work with 1 department to update inclusive and representative curricular content and teaching and learning techniques using the principles of the Universal Design for Learning (UDL) Model and emphasize teaching strategies to increase belongingness and strengths-based learning. Provide progress report to Inclusive Excellence Committee/Dean’s Office as per methods identified in FY 2022. |
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AY2024-25 |
Review department from FY2023 and work with 1-2 additional departments to update inclusive and representative curricular content and teaching and learning techniques using the principles of the Universal Design for Learning Model (UDL) and emphasize teaching strategies to increase belongingness and strengths-based learning. Provide progress report to Inclusive Excellence Committee/Dean’s Office as per methods identified in FY 2023; Obtain stakeholder feedback on teaching and learning inclusiveness and representativeness of curriculum according to methods determined. |
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AY2025-26 |
Review department from FY2023 and work with 1-2 additional departments to update inclusive and representative curricular content and teaching and learning techniques using the principles of the Universal Design for Learning (UDL) Model and emphasize teaching strategies to increase belongingness and strengths-based learning. Provide progress report to Inclusive Excellence Committee/Dean’s Office as per methods identified in FY 2023; Obtain stakeholder feedback on teaching and learning inclusiveness and representativeness of curriculum according to methods determined. |
Unit Goal 3.2: Create agentic learning environments for underserved undergraduate and graduate students.
Key Performance Indicator 1: Number of platforms through which undergraduate and graduate students can express their sentiments regarding the inclusiveness of the FACS learning environment and develop relationships with faculty.
Data Source: Data gathered and sent to Dean’s Office/Inclusive Excellence Committee from newly created avenues reflecting student sentiments and feedback.
Annual Targets:
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AY2022-23 Baseline |
Take inventory of existing pathways in FACS for undergraduate and graduate students to voice observations related to inclusiveness of FACS learning environment. Discuss and lay groundwork for new efforts to obtain student feedback (Examples: undergraduate and graduate student-faculty Inclusive Excellence liaison positions in departments and/or in student organizations; FACS Inclusive Excellence advisory board, mentoring of underserved undergraduate students by graduate students/faculty, affinity groups that cut across hierarchies [faculty, staff, graduate, undergraduate students], etc.). |
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AY2023-24 |
Ensure the existence of 2-3 pathways for giving underserved students a voice about the inclusiveness of FACS learning environment. Obtain feedback/data from students through pathways and discuss at end of academic year with Dean/Inclusive Excellence Committee; Assess effectiveness of pathways and make any necessary changes. |
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AY2024-25 |
Maintain previously effective pathways for giving underserved students a voice about inclusiveness of FACS learning environment and establish any new efforts resulting from analysis of student feedback in AY2023-24. |
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AY2025-26 |
Maintain previously effective pathways for giving underserved students a voice about inclusiveness of FACS learning environment and establish any new efforts resulting from analysis of student feedback in AY2024-25. |
FACS Inclusive L/L Environment #4: Clarifying Processes for Reporting
Unit Goal 4. Identify systems currently in place for undergraduate and graduate students for handling Inclusive Excellence-related grievances, conduct needs assessment, and address gaps.
Key Performance Indicator 1: Well-designed and disseminated materials clarifying process for reporting and addressing Inclusive Excellence related grievances.
Data Source: FACS Human Resources and Dean’s Office
Annual Targets:
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AY2022-23 Baseline |
Dean’s Office and Inclusive Excellence Committee will begin to identify systems currently in place for addressing grievances at university, college and departmental levels; Consult with other colleges on campus about models that exist. |
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AY2023-24 |
Dean’s Office and Committee will: Continue identifying systems currently in place for addressing grievances at university, college and departmental levels and consulting with other colleges on campus about models that exist as well as create a visual of systems in place (flow chart reflecting the processes, etc.); Consider best avenues of increasing student awareness of flow chart (e.g., website; links to website on syllabi, etc.) |
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AY2024-25 |
Examine materials created and work with student leaders to complete a needs-assessment; Edit materials if necessary and consider gaps. Determine the best way of addressing gaps and begin to implement any changes. |
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AY2025-26 |
Continue to implement recommended changes and work with stakeholders to assess changes made. |
Inclusive Excellence Priority II: Recruiting and Retaining a Diverse Workforce to Advance Our Mission in the 21st Century
Summary: Our main goals are to elevate FACS recruitment and retention for every staff and faculty position, empower a group of inclusive internal advocates, and inform staff and faculty searches via training and development efforts to ensure representation of inclusive excellence, which aligns with UGA’s Priority #2.
FACS Diverse Workforce Goal #1: Recruitment and Retention
Unit Goal 1.1: Design and perform strategic recruitment by having each department partner with discipline and/or industry specific organizations until saturation is met.
Key Performance Indicator 1: Number of discipline and/or industry specific organizations identified by discipline/department (examples include: Georgia Clinical and Translational Science Alliance, American Society of Nutrition, Diversify Dietetics, International Textile and Apparel Association, National Council on Family Relations, etc.).
Data Source: Lists collected by hiring chairs, department heads, current faculty, staff, and students
Key Performance Indicator 2: Number of minority-serving organizations targeted towards underrepresented group candidates (examples include: Historically Black Colleges and Universities (HBCUs), Hispanic Serving Institutes (HSIs), and Tribal Colleges and Universities (TCUs), veterans, etc.)
Data Source: Lists collected by hiring chairs, department heads, current faculty, staff, and students
Annual Targets:
| AY2022-23 Baseline | Determine a baseline of the current number of discipline and/or industry organizations that FACS connects with for recruiting and retention efforts; Establish the current number of minority-serving organizations that FACS connects with for recruiting |
| AY2023-24 | Add and connect with additional discipline, industry, and/or minority-serving organizations; Develop relationships and maintain connections with these organizations |
| AY2024-25 | Add and connect with additional discipline, industry, and/or minority-serving organizations; Develop relationships and maintain connections with these organizations |
| AY2025-26 | Evaluate partnerships and maintain connections |
Unit Goal 1.2: Establish an ongoing effort to educate leadership, faculty and staff, and search/hiring committee members about recruitment and retention best practices.
Key Performance Indicator 1: Number of leadership, faculty and staff, and search/hiring committee members attending an Inclusive Excellence recruitment workshop.
Data Source: Minutes and/or brief report from screening committee meetings, FACS Human Resources, Office of Faculty Affairs
Annual Targets:
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AY2022-23 Baseline |
Explore current training and resources internal and external for further action and the next phase for the AY2023-24 annual target. |
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AY2023-24 |
At least 25% of search committees conduct inclusive excellence meetings, at least 1 representative from each committee has attended the Office of Faculty Affairs faculty search committee training. |
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AY2024-25 |
At least 50% of search committees conduct inclusive excellence meetings, at least 1 representative from each committee has attended the Office of Faculty Affairs faculty search committee training. |
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AY2025-26 |
At least 75% of search committees conduct inclusive excellence meetings, at least 1 representative from each committee has attended the Office of Faculty Affairs faculty search committee training. |
Unit Goal 1.3: Design and enact strategic retention strategies in FACS.
Key Performance Indicator 1: Number and quality of retention activities supporting faculty and staff members.
Data Source: List of efforts identified and initiated by Dean’s Office/Inclusive Excellence Committee; Faculty/staff feedback evaluation of retention activities
Annual Targets:
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AY2022-23 Baseline |
Take inventory of existing support resources for FACS faculty and staff to discuss future resources to increase retention (e.g., strengthening mentoring in FACS, creating employee-generated affinity groups, creating a directory of existing UGA support resources, etc.) |
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AY2023-24 |
Begin to establish 1-2 support resources for faculty/staff in FACS; Dean’s Office/Inclusive Excellence Committee will gather feedback from FACS faculty and staff on the effectiveness of retention efforts at the end of the academic year. |
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AY2024-25 |
Continue offering successful support/retention resources for FACS faculty and staff based on AY2023-24 feedback; Establish 1 additional support resource, if faculty-staff communicate a need; Gather feedback on their effectiveness of retention efforts at the end of AY2024-25. |
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AY2025-26 |
Continue offering successful support/retention resources for FACS faculty and staff based on AY2024-25 feedback; Gather feedback on effectiveness of retention efforts at the end of AY2025-26. |
FACS Diverse Workforce Goal #2: Clarifying Processes for Reporting
Unit Goal 2.1 Identify systems currently in place for faculty and staff at UGA and FACS for handling Inclusive Excellence-related grievances, conduct needs assessment, and address gaps.
Key Performance Indicator 1: Well-designed and disseminated materials clarifying process for reporting and addressing Inclusive Excellence-related grievances.
Data Source: FACS Human Resources and Dean’s Office
Annual Targets:
|
AY2022-23 Baseline |
Dean’s Office/Inclusive Excellence Committee & FACS Human Resources will begin to identify systems currently in place for addressing grievances at university, college and departmental levels; Consult with other colleges on campus about models that exist. |
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AY2023-24 |
Dean’s Office/Inclusive Excellence Committee & FACS Human Resources will continue identifying systems currently in place for addressing grievances at university, college and departmental levels and consulting with other colleges on campus about models that exist; Create a visual (flow chart reflecting the processes, etc.). |
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AY2024-25 |
Examine materials created and work with faculty and staff to complete a needs-assessment; Edit materials if necessary and consider gaps. Determine best way of addressing gaps and begin to implement any changes. |
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AY2025-26 |
Continue to implement recommended changes and work with stakeholders to assess changes made. |
FACS Diverse Workforce Goal #3: Internal Advocates
Unit Goal 3: Expand training and development opportunities related to inclusion for faculty and staff
Key Performance Indicator 1: Number of sessions, workshops, conferences, or programs faculty and staff attend related to Inclusive Excellence ; Number of Inclusive Excellence leadership training attendees for faculty and/or staff in supervisory roles.
Data Source: FACS Dean’s Office annual report, Annual reports from departments; UGA elements, and other tracking software; Dean’s Office
Annual Targets:
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AY2022-23 Baseline |
Consult with Office of Inclusive Excellence, HR Learning and Development – establish a baseline, consult with the FACS Dean’s office annual report, consult with Office of Faculty Affairs. |
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AY2023-24 |
> 1 college-level Inclusive Excellence education/community building event per semester (e.g., Brown bags, speaker, common book, etc.); create student and faculty ambassadors focused on FACS culture and position openings; leverage Dean’s College update; 3% increase in faculty/staff completion of Inclusive Excellence training |
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AY2024-25 |
> 1 college- level and 1 department-level Inclusive Excellence education/community building event per semester; leverage current social media to promote student and faculty ambassadors and position openings (monthly spotlights); 3% increase in faculty/staff completion of Inclusive Excellence training |
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AY2025-26 |
> 1 college- level and 1 department-level Inclusive Excellence education/community building event per semester; leverage current social media to promote student and faculty ambassadors and position openings (bi-weekly spotlights); 3% increase in faculty/staff completion of Inclusive Excellence training, add question to annual review forms |
Key Performance Indicator 2: Number of awards and award nominations for faculty and staff inclusion efforts.
Data Source: FACS Awards nominations; Super Includer award nominations
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AY2022-23 Baseline |
Establish and annually accept nominations for Inclusive Excellence Award; Refine criteria for the Super Includer Award for faculty and staff. |
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AY2023-24 |
Continue granting awards annually and highlight winners across communication channels and at FACS assemblies. |
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AY2024-25 |
Continue granting awards annually and highlight winners across communication channels and FACS assemblies; Consider a new award if appropriate. |
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AY2025-26 |
Continue granting awards annually and highlight winners across communication channels and FACS assemblies; Consider a new award if appropriate. |
Inclusive Excellence Priority III: Expanding Partnerships and Outreach to Strengthen Diverse Communities
Summary: Our main goals are to increase visibility of outreach efforts for each FACS department and unit, create incentives for outreach faculty, staff, and students to engage in Inclusive Excellence -related efforts, and utilize the centrality of Student Success and Advising Center (SSAC) to build cooperative, student-led Inclusive Excellence outreach efforts, which aligns with UGA’s Priority #3.
FACS Partnerships Goal #1: Increase Visibility
Unit Goal 1: Increase visibility of Inclusive Excellence outreach activities, initiatives, and accomplishments of FACS by department/unit.
Key Performance Indicator: FACS Annual Outreach Reports for each FACS department and unit
Data Source: FACS Dean’s office, FACS Human Resources, and FACS faculty members, students, and alumni; Content on social media and other public-facing communications by FACS and its faculty and students.
Annual Targets:
| AY2022-23 Baseline | There is no current baseline. Consider ways of highlighting FACS outreach activities with underserved populations (e.g., Inclusive Excellence-focused FACS newsletter or Inclusive Excellence section of FACS newsletter, social media content, indication of outreach activities with underserved populations on faculty/student biographies); Consider best way for faculty to report their Inclusive Excellence activities (annual performance reviews and annual reports) |
| AY2023-24 | Evaluate and take inventory of the variety of existing Inclusive Excellence-related activities in which faculty, staff and students are engaging. Determine if models for documenting and acknowledging faculty and staff Inclusive Excellence outreach activities exist at UGA with annual performance reviews and annual reports. Highlight FACS Inclusive Excellence activities as determined in FY2022-23. |
| AY2024-25 | Create an Inclusive Excellence outreach report template and include Inclusive Excellence reporting in the FACS Annual Report form for all departments and units for faculty, staff and students; Implement decisions made for faculty to report Inclusive Excellence outreach efforts from FY 2023-24; Highlight FACS Inclusive Excellence outreach activities as determined. |
| AY2025-26 | Evaluate and make any necessary changes to Inclusive Excellence outreach report template and faculty reporting process; Highlight FACS Inclusive Excellence activities as determined and assess effectiveness of communications. |
FACS Partnerships Goal #2: Creation of Incentives
Unit Goal 2: Create incentives for outreach faculty, staff, and students to engage in Inclusive Excellence-related efforts.
Key Performance Indicator 1: Create Inclusive Excellence community outreach award that reflects Inclusive Excellence efforts that extend beyond UGA to benefit the larger community, possibly with a financial prize, for which faculty, staff, and students could be eligible.
Data Source: FACS Dean’s Office, UGA Development Office, FACS Alumni Association, FACS Human Resources, other organizations focused on Inclusive Excellence.
Targets:
| AY2022-23 Baseline | FACS Deans Office and FACS Human Resources will collaborate to consult with the UGA Development office, FACS Alumni Association, UGA Office of Inclusive Excellence, and other entities at UGA focused on inclusive excellence to assess existing outreach award models. |
| AY2023-24 | Create a coalition within the college to identify and clarify selection criteria and process as well as funding sources for prizes for Inclusive Excellence outreach award; select name for award. |
| AY2024-25 | Implement selection process based on criteria identified in AY2023-24 for award; announce recipient and offer award at FACS Awards ceremony. |
| AY2025-26 | Implement selection process based on criteria identified in AY2024-25 for award announce recipient and offer award at FACS Awards ceremony. |
FACS Partnerships Goal #3: Build Outreach Efforts
Unit Goal 3: Utilize centrality of SSAC and other FACS units to build cooperative Inclusive Excellence outreach efforts in the Athens-Clarke County community.
Key Performance Indicator 1: Implement FACS MLK Day of Service and increase faculty, staff, student and alumni participation over time.
Data Source: Registration information, Evaluation completed by MLK Day of Service participants
Annual Targets:
| AY2022-23 Baseline | Examine archives to assess continued fitness of previous MLK service projects as well as new, appropriate ones in Athens community; work with faculty, staff, student organizations, and alumni stakeholders within FACS to determine best projects. |
| AY2023-24 | Review information from AY2022-23 to begin implementation and planning for AY2024-25. |
| AY2024-25 | Implement MLK Day of Service based on stakeholder feedback; publicize on social media, television screens in Dawson & FACS 2000; gather post-MLK Day of Service feedback to guide following year’s project. Have 25 FACS participants. |
| AY2025-26 | Implement MLK Day of Service based on stakeholder feedback; publicize on social media, television screens in Dawson & FACS 2000; gather post MLK-Day of Service feedback to guide following year’s project. Have 25 FACS participants. |