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Diversity Action Plan

A strategic diversity plan for The Christ College of Nursing and Health Sciences addresses the imperatives of a sustained diversity initiative. This plan is comprehensive in that it confronts issues of diversity within the ranks of students, faculty, and staff. It emphasizes the importance of an inclusive learning environment, extending beyond the classroom, into the community. The Christ College of Nursing and Health Sciences, guided by its core values of caring, collaboration, integrity, and excellence strives to offer its students, faculty, and staff a positive learning and working environment. TCCNHS recognizes the importance of providing an inclusive environment that celebrates diversity and seeks to foster growth in a number of ways. The College’s Diversity Task Force has created a five‐year plan to promote diversity efforts. Its five main focus areas are the following:

  1. Leadership
  2. Campus Climate
  3. Recruitment, Retention, and Satisfaction of students from under‐represented populations
  4. Recruitment, Retention, and Satisfaction of faculty and staff from under‐represented populations
  5. Teaching and Learning

Within each focus area, multiple outcomes are identified, with identified strategies of how each outcome shall be achieved. Additionally, each outcome is partnered with multiple metrics, indicating how the outcomes are measured.

DIVERSITY PLAN

The Diversity Plan is consistent with the University System of Ohio Board of Regents Undergraduate and Graduate Student Diversity Report (2012): https://www.ohiohighered.org/sites/ohiohighered.org/files/uploads/data/statistical‐profiles/e nrollment/diversity_2012.pdf

Focus Area 1:

Leadership Outcome 1.1: A demonstrated capacity to foster a diverse and inclusive environment through modeling inclusive behaviors, advocating for a diversity agenda, and holding one’s self and others accountable. Strategies & Metrics:

  1. Monitor policy, planning, and decision‐making bodies (Upper Administration, Associate Deans, Faculty/Staff/Student Chairs) so that they continue to build diversity and inclusion expertise through yearly continued education and professional development opportunities. a. Metric: Annually track the number of professional development opportunities with the number of participants in attendance.
  2. Create diversity programming budget to align with the College’s 2016‐2021 Strategic Plan that allocates funding for faculty and staff professional development opportunities related to diversity‐centered learning. a. Monitor budgetary use on a yearly basis that ensure.

Outcome 1.2: Increased diversity in leadership. Strategies & Metrics:

  1. Be more intentional in the recruiting and hiring of faculty and staff in Director Level or above positions from underrepresented minority populations. a. Annually measure diverse leadership through Integrated Postsecondary Education Data System (IPEDS) survey b. Monitor the development of hiring policies that support underrepresented minorities.

Focus Area 2: Campus Climate

Outcome 2.1: A campus that is welcoming, diverse, and inclusive. Strategies & Metrics:

  1. Establish a Diversity and Inclusion Committee that will support all diversity efforts at the college.
  2. The Diversity Committee will plan and implement diversity and inclusive based programs in collaboration with the college community. a. Program effectiveness will be measured through surveys based on the outcomes that are developed for individual programs. b. A minimum of one diversity and inclusion program will be provided per semester.
  3. Promote professional development training and co‐curricular programs that engage college members in the community and that value diversity and inclusion. a. Monitor and measure the number of events promoted throughout the academic school year. b. A minimum of one community diversity and inclusion program will be promoted per semester.
  4. Create a designated area within the college to foster a campus climate that reflects diversity and inclusion.

Outcome 2.2 An institutional infrastructure that effectively monitors and evaluates progress. Strategies & Metrics:

  1. The Diversity and Inclusion Committee will publish an annual diversity report, highlighting the achievements and progress of the institution to be circulated publicly on the College website. a. Complete yearly evaluative assessment of diversity programs and initiatives.

Focus Area 3: Recruitment, Retention, and Satisfaction of Students from Underrepresented Minorities

Outcome 3.1: Targeted recruitment initiatives to attract and retain a greater proportion of underrepresented minority students. Strategies & Metrics:

  1. Collaborate with Director of Marketing to continue inclusivity that promotes a brand that is committed to recruiting, retaining, and supporting diverse minority students. a. Perform annual evaluations through current minority student focus groups measuring student and community perceptions of College brand.
  2. Create a partnership program with an urban Cincinnati Public high school for students who are interested in investigating a nursing career a. Monitor the effect on increasing diversity in first year first time students. b. Measure the conversion and yield rate of students who participated in the partnership program.
  3. Annually review the impact of holistic admissions practices on recruitment of underrepresented minority students. a. Increase enrollment for underrepresented minority students to a target of 20% ‐ 25% of the total enrollment by 2021.

Outcome 3.2: Increase retention and satisfaction of underrepresented minority students. Strategies & Metrics:

  1. Create a student mentorship program for minority students in their coursework throughout their specified program. a. Monitor the academic performance of the mentees in their coursework throughout their specified program. b. Monitor participation and satisfaction within the mentorship program.
  2. Provide language and academic support for English as Second Language learners. a. Increase resources for students and/or instructors to better meet needs of ESL learners within College Library. b. Explore or advertise resources available through Greater Cincinnati Consortium of Colleges and Universities.
  3. Strengthen individualized tutoring and early intervention program initiatives to raise level of proficiency in potentially at‐risk students. a. Track utilization of individualized tutoring and early intervention program initiatives by underrepresented minority populations.
  4. Explore funding opportunities specifically for underrepresented minority students.

Focus Area 4: Recruitment, Retention, and Satisfaction of Faculty and Staff from Underrepresented Minorities

Outcome 4.1: Increase the number of faculty and staff from under‐represented populations across all departments and programs. Strategies & Metrics:

  1. Craft position descriptions using inclusive language to attract a diverse pool of candidates; emphasize diversity expertise in position descriptions. a. Develop a routine checkpoint of inclusive language prior to approval of open position postings.
  2. Actively and purposefully advertise in publications that are circulated within diverse communities. a. Track the percentage of job postings in targeted diverse communications.
  3. Collaborate with the Hiring, Employment and Promotion Committee, as well as Human Resources to create other means for attracting more diverse applicant pools. a. Track new hire/retention data of underrepresented minority populations over a five‐year period.
  4. Create a departmental toolkit and training for staff recruiting and workplace diversity, with attention to recruitment strategies, interviewing, orientation, career advancement, and succession planning.

Outcome 4.2: Improve retention and satisfaction of underrepresented faculty and staff. Strategies & Metrics:

  1. Annually recognize a faculty or staff member’s contribution to diversity enhancement at TCCNHS.
  2. Conduct exit interviews with faculty and staff from under‐represented populations to better understand reasons for leaving the institution and help inform future retention efforts. a. Compile data on a yearly basis to assess.
  3. The Diversity Committee will meet on a quarterly basis with TCCNHS leadership to give feedback and express needs or concerns of diverse employees. a. Summarize feedback at each meeting and assess outcomes.

Focus Area 5: Teaching & Learning

Outcome 5.1: Faculty, staff, and students will demonstrate and promote professional practices that are culturally responsive to the diverse needs of our communities. Strategies & Metrics:

  1. Promote service‐learning activities within curriculum for faculty, staff, and students to attend together that address needs of diverse populations in collaboration with community groups.
  2. Provide ongoing training in cultural sensitivity to members of faculty and staff that will promote campus dialogue and action around issues related to diversity. a. Assess each individual training session’s outcomes through surveying faculty and staff participants. b. Assess student perceptions of faculty and staff cultural sensitivity though yearly campus diversity climate survey.

Outcome 5.2: Faculty, staff, and students will foster a culturally competent learning and working environment that contributes to graduating culturally responsive students and develops interactions among community members. Strategies & Metrics:

  1. Increase the frequency of culturally relevant experiences throughout the curriculum. a. Measure student satisfaction of culturally relevant experiences in the curriculum on a yearly basis from 2016‐2021. b. Survey faculty to monitor frequency of culturally relevant course experiences on a biennial basis.
  2. Provide trainings focused on LGBTQQIA populations for faculty, staff, and students.
  3. Create a module related to diversity and inclusion to be completed during onboarding for all new college employees.

Diversity Statistics

The Christ College of Nursing and Health Sciences provides a wide variety of consumer information to help prospective and enrolled students, faculty, and staff make decisions about their education and place of employment. Click here to see employee demographics.

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