Intiative 2: Inclusive Work & Learning Environment
Provide avenues for individual and organizational change that will enhance the academic, residential and employment environments by advocating for the well-being and success of all individuals in the LMU community.
2.1 Campus Climate and Intergroup Relations Project
The Climate Survey provides a confidential way for people to speak up about their experiences at LMU and share their ideas on how to improve the learning and working environment. The purpose of the project was to obtain the views of the community on their experiences and perceptions of the general campus atmosphere, with an emphasis on diversity, and their expectations and satisfaction as part of the LMU community. Campus climate is defined as “the formal and informal environment, both institutional and community based, in which individuals learn, teach, work, and live in a postsecondary setting” (California Postsecondary Education Commission, 1990, p. 26).
2.2 Recruiting and Hiring Teacher-Scholars for Mission
This is a three-part program, jointly administered by the vice president for intercultural affairs and the vice president for mission and ministry. Part One, “Recruiting and Hiring Teacher-Scholars for Mission,” introduces faculty search committees to the following topics: history of LMU, reflections on LMU’s Catholic identity, the Catholic intellectual tradition, ethnic diversity and religious identity in U.S. Catholic universities, benefits of faculty diversity and the definition of hiring faculty for mission. The term “hiring teacher-scholars for mission” is defined inclusively as hiring candidates who are supportive of and will contribute to LMU’s distinctive mission as a Catholic university, who will enhance ethnic diversity and who will contribute to gender equity.
Part Two, “Moving Away from Traditional Recruitment Strategies: Recruiting and Hiring Teacher-Scholars for Mission,” focuses on best practices and proactive strategies for recruiting teacher-scholars for mission, relevant institutional policies and legal and ethical principles.
Part Three, “Evaluation of the Search Committee,” is a survey designed to collect data that describe the nature of faculty searches. The survey serves as the accountability piece for the search process. The data are analyzed at the end of the academic year and findings are reported to the president and other executive-level administrators, the Intercultural Advisory Committee, vice president for mission and ministry, deans and faculty.
2.3 Recruiting and Hiring Staff for Mission
This is a two-part professional development program, jointly administered by the vice president for intercultural affairs, vice president for mission and ministry, and vice president for human resources. Part One, “Recruiting and Hiring Staff for Mission,” introduces the following topics: history of LMU, reflections on LMU’s Catholic identity, the Catholic intellectual tradition, ethnic diversity and religious identity in U.S. Catholic universities, benefits of staff diversity and the definition of hiring staff for mission. The term “hiring staff for mission” is defined inclusively as hiring candidates who are supportive of and will contribute to LMU’s distinctive mission as a Catholic university, who will enhance ethnic diversity and who will contribute to gender equity.
Part Two, “Evaluation of the Search Committee,” is a survey designed to collect data that describe the nature of staff searches. The survey serves as the accountability piece for the search process. The data are analyzed at the end of the academic year and findings are reported to the president and other executive-level administrators, the Intercultural Advisory Committee, vice president for mission and ministry, deans and faculty.
2.4 Faculty Retention Toolkit
Faculty retention is critical to the health and welfare of LMU. The Faculty Retention Toolkit contains strategies that impact the retention of pre-tenure and post-tenure faculty. While the strategies in the toolkit can have a positive impact on the retention of all faculty, they are particularly useful in retaining women and faculty of color.
2.5 Faculty Exit Survey
The goal of the Exit Survey is to “create a sense of closure for the interviewee, to request and obtain valid feedback about the organization, and to facilitate the transition for both employee and organization” (McDowell, 2000, p.4). The LMU Faculty Exit Survey is a means of determining the reasons why a departing faculty has decided to leave the University. The Exit Survey helps LMU faculty and administrators: (1) gather and collect data in a structured manner, (2) aggregate the results for the institution as a whole, (3) analyze the findings to identify consistent trends, patterns, and themes, and (4) use the results to determine and implement strategies to increase retention and reduce turnover (Dorst, Obrien and March, 1987).
2.6 Flexible and Accommodating Faculty Retention Policies and Programs
The Flexible and Accommodating Faculty Retention Policies and Programs booklet provides a summary of faculty retention policies and programs offered by Loyola Marymount University (LMU). The document also provides links to resources for additional information.
2.7 Executive Level Diversity Project
The executive level workshop introduces Vice Presidents, Deans, and Directors who are new to LMU Institutional Mission and Identity, Interculturalism and Diversity.
2.8 The Ethnic Minority and Gay/Straight Faculty/Staff Network
The Ethnic Minority and Gay/Straight Faculty/Staff Networkis housed in the Office of the Vice President for Intercultural Affairs. Network executives include two representatives from the African-American, Latino/a, and Asian-Pacific Islander faculty/staff associations, and the Gay/Straight Faculty-Staff Network. The network addresses issues of interculturalism as it pertains specifically to faculty and staff at critical points such as recruitment and retention, as well as other aspects relevant to their professional lives. For example, one of the associations or the Gay/Straight Network may introduce new faculty and staff to members of their affinity group. University-wide acknowledgement of the network enables participating faculty and staff to claim “credit” for their service contributions in ways that may be more easily recognized by departments and other campus units.
2.9 Data Speaks
This four-page semi-annual newsletter is designed to support LMU’s intercultural goals by broadcasting statistics to the campus community that demonstrate success as well as educational gaps.
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Strategic Goal 2: Inclusive Work & Learning Environment