SOLES-Wide Executive Summary and End of the Year ReportResponding to the Moment with a Movement:Anti-RacismGoals, Outcomes and Next Steps

Table of ContentsPage #

Dean’s Office 2Multiculturalism and Social Justice (MCSJ) Committee 10

Academic Departments 12Counseling Marital & Family Therapy 12Department of Leadership Studies 15Department of Learning and Teaching 18Naval Reserve Officers Training Corps 21Institutes & Centers 24Nonprofit Institute 24Jacobs Institute for Innovation in Education 27Catholic Institute for Mental Health 30SOLES Global Center 31Center for Restorative Justice 32

1

Dean’s Office

Video:Dean's Office Anti-Racism Goals

Executive Summary:

The Office of the Dean has established a comprehensive anti-racism strategy which takes intoaccount the needs of multiple stakeholders across several departments. At the cornerstone of ourefforts was accepting the responsibility to hold ourselves, and the entire SOLES community,accountable for continuous anti-racism efforts, some of which can be measured through aquantitative lens.

Beginning in November, 2020, the Dean’s Office hosted a SOLES-wide anti-racism workshop,through the Racial Equity Institute, which was provided to both faculty and staff. In all, 36 facultymembers and 42 staff members attended the 3-hour training, which set the foundation for ourfuture anti-racism work through establishing a common language and the conditions necessary tospeak about racism at SOLES. The next SOLES-wide anti-racism workshop (2021-2022academic year) will be developed in collaboration with recommendations from theMulticulturalism and Social Justice Committee (MCSJ) and other community members at SOLES.

The next step was to use quantitative measurement tools to establish a baseline understandingof the racial and gender makeup of SOLES faculty, staff, and students, respectively, for eachacademic program and department. This data not only informed current recruitment/outreachefforts for other DEI goals, but it will serve as a monitoring strategy for each department movingforward. As a result of using these metrics, the Dean’s Office obtained approval for recruiting anadditional 4 post-doctoral BIPOC fellows, one of whom will be joining SOLES in the Fall 2021semester and three additional who will join in Spring and/or Fall 2022. In addition, a school-widesalary review was conducted in order to ensure equitable pay across SOLES, which resulted inone salary adjustment. Moving forward, all of these analyses will become an annual, systematicprocess.

Through our student support efforts, we discovered that SOLES lacked a reporting andaccountability process for people who have been impacted by acts of racial intolerance withinSOLES. Thus, the STARS (Soles Takes Anti-Racism Seriously) program was developed with anemphasis on the following: (1) developing a reporting process, (2) establishing a support system,and (3) designing and delivering training for faculty, staff and students. The full 3-tier STARSseries was offered and delivered in sequence during the spring/2021 semester. In all, 65 people

2

participated in STARS 1, 27 people participated in STARS II, and 32 people participated inSTARS III. Additional STARS trainings are scheduled for Summer 2021, and the complete 3-tiersequence will be offered during the 2021-2022 academic year. The final step will be educatingthe SOLES community about the STARS reporting procedures.

As part of our faculty development efforts, the Dean’s Office provided additional writing centersupport to assistant-level and pre-tenure professors, who historically tend to be women andBIPOC. These efforts began in the spring/2021, through providing writing and research coaching,and are nested under a larger effort to help women/BIPOC professors move through the tenurepathway and eventually help diversify our faculty. In addition, the submission process forreceiving writing center support was updated to include a collection of demographic data such asgender, race, ethnicity and first-generation status. The Dean’s Office also hosted twodecolonizing pedagogies workshops to both full and part-time faculty in the Fall, 2020 and Spring,2021, respectively. The workshops, which were very well attended, were organized by AssociateDean Dr. Sarina Molina and Dr. Antonio Jimenez-Luque.

In collaboration with SOLES’ Multiculturalism and Social Justice Committee, SOLES ran theinaugural Anti-Racism Professional Development Workshop series. The series’ goal is to supportfaculty in the development of pedagogical and andragogical practices specifically as they relateto the goals of anti-racism. Designed by faculty members on the Multiculturalism and SocialJustice Committee, workshops addressed syllabus revision, student racial identity developmentand techniques and skills for engaging students in challenging race-based discussions. Facultywho attended each workshop will receive the SOLES Diversity Badge (digital and paper), whichthey can proudly display on their email signature and office doors. This badge demonstratesfaculty commitment to doing the work of growing and educating themselves to be responsive totheir students and our school-wide community. The workshop series will continue in the2021-2022 school year with hopes of offering this valuable professional development to facultybeyond SOLES.

In regard to student support, the Dean’s Office began by determining metrics for financial aid andstudent scholarship distribution by gender and race. Moving forward, these data will besystematically determined both at the department and aggregate levels. In addition, a moretransparent and equitable process was developed for announcing GA and RA positions. Thisimportant step was finalized in the Fall, 2020 through creating a centralized webpage, which isavailable to all eligible students at the same time. The GA/RA demographic form, which isembedded in the application process, will allow for analysis by gender, race and ethnicity. Thelatest data shows at least 626 unique views of the page since August, 2020. Lastly, the inauguralLadany Student Award will be announced at this year’s SGSA award ceremony, and movingforward the award will be announced at the Diversity, Equity and Social Justice ExcellenceShowcase.

3

Finally, the SOLES Social Justice webpage, which was launched in the Fall, 2020, will serve as ahub for all of SOLES’ Social Justice/Anti-racism initiatives and events. Currently, Associate DeanMolina and the MCSJ is evaluating whether SOLES events should be open to faculty, students,practitioners and community members outside of SOLES.

GoalWhat did you choose to focus on?What measurable goals did you

set?

OutcomesWhat metrics did you collect?

What did you find out?

Next StepsWhat are your next

steps?Which new goals will

you set?

1.Provide SOLES-wide training viathe Racial Equity Institute

● Racial Equity Institutedelivered a three-hourworkshop offering in-depthillustrations of the followingobservations.

● The workshop was attendedby 36 SOLES faculty and42 staff members.

Currently seeking2021-2022SOLES-wideanti-racism training inconsultation with MCSJ& other communitymembers

2. Engage in a school-wide salaryreview.

Review conducted & onenecessary adjustment made.

Continue annual,systematic review.

3. Identify resources forpost-doctoral fellowships of colorand for faculty of color.

● Resources have beenidentified.

● Initial Post-doc searchunderway.

● Three additionalsearches have beenapproval from theProvost’s Office.

● Provide ongoingsupport & PD forPost-doc faculty.

● Connect withCollegePost-DocFaculty

4

4. Collect and present metricsaccording to gender and race foreach academic department andprogram.

See Table 1 ● Continue tomonitor and setgoals.

● Collect metricsfor SOLESfaculty and staff.

5. SOLES will implement STARS(SOLES Takes Anti-RacismSeriously) Training in the Fall andSpring semesters

● 65 people participated inSTARS 1,

● 27 people participated inSTARS II, and

● 32 people participated inSTARS III.

Additional STARStrainings are scheduledfor summer/2021, andthe complete 3-tiersequence will beoffered during the2021-2022 academicyear.

6. SOLES will provide WritingCenter support to faculty givingpriority to assistantprofessors/pre-tenure professors.

● Writing and researchcoaching was provided inthe spring/2021.

● 4 BIPOC facultymembers applied for theprogram.

The submissionprocess for receivingwriting center supportwas updated to includecollection ofdemographic data suchas gender, race,ethnicity andfirst-generation status.

5

7. SOLES will systematically collectdata on Student Scholarship andFinancial Aid. The review will trackand present scholarship and FAdata by gender & race

See Table 2 Moving forward, thesedata will besystematicallydetermined both at thedepartment andaggregate levels.

8. SOLES will create a transparentsystem for announcing GA/RApositions such that all SOLESstudents will have access to thesame information and opportunitiesat the same time.

● In the fall/2020, acentralized webpage waslaunched, which becameavailable to all eligiblestudents at the sametime.

● The latest data shows atleast 626 unique views ofthe page sinceAugust/2020.

The GA/RAdemographic form,which is embedded inthe applicationprocess, will allow foranalysis by gender,race and ethnicity.

9. SOLES will host a FacultyDecolonizing the Curriculum OpenHouse in the Fall and Spring opento all SOLES faculty (full and parttime)

Two decolonizing pedagogiesworkshops were offered to bothfull and part-time faculty(fall/2020 and spring/2021,respectively).

The workshops, which werevery well attended, wereorganized by Associate DeanDr. Sarina Molina and Dr.Antonio Jimenez-Luque

Continue to offer theworkshops through theFaculty Open House inthe fall (2021) andspring (2022).

6

10. SOLES will create a SocialJustice Webpage, which will serveas an information hub for eventsand resources. (How manyindividuals access this webpage?)

The SOLES Social Justicewebpage was launched in thefall/2020.

Current website traffic data:

Dean Molina and theMCSJ is evaluatingwhether SOLES eventsshould be open tofaculty, students,practitioners andcommunity membersoutside of SOLES.

11. SOLES will award the inauguralLadany Student Award for Diversityat its annual Diversity, Equity andSocial Justice ExcellenceShowcase

Gladys Leyva Penuelas wasawarded the inaugural LadanyDiversity award during theSOLES Graduate StudentAssociation Award Ceremonyon May 14, 2021.

Moving forward, theaward will beannounced at theDiversity, Equity andSocial JusticeExcellence Showcase.

Table 1 Soles Enrollment (Degree Students) 2018-2020

SOLES Fall 2018 Fall 2019 Fall 2020

TOTAL 863 883 878

Female 76% 77% 74%

Male 24% 23% 26%

International 3.7% 2.9% 2.7%

Students of Color 43.5% 44.6% 47.9%

7

Did Not Disclose 5.9% 5.3% 4.7%

White 46.9% 47.1% 44.6%

Table 2

Percentage ofEnrollment

Percentage ofScholarship Allocation

White 47.1% 39.9%

Unknown 5.3% 2.63%

Asian 7.9% 11.79%

Black/AfricanAmerican

5.9% 13.8%

Hispanic/Latino 25.3% 25.71%

Two or More Races 5.2% 6.15%

8

9

Multiculturalism and Social Justice (MCSJ) Committee

GoalOutcome Next Steps

Goal 1 MCSJ would like SOLES to adopt a policyto address acts of intolerance esp. related tosocial media. Add this policy to our code ofconduct . Draft a policy to be reviewed and votedupon by faculty.

Video hasbeen createdand sharedwith theSOLEScommunity.

● Embed the coursein orientations.

● Visit selectcourses and shareand discuss thevideo withstudents.

10

Goal 2 Initiate a Faculty Workshop Seriesregarding the challenges of the teaching of raceand racism and related topics.

Series wasdeveloped andtaught to theSOLES facultycommunity.

● Record the series.● Require the

workshop seriesof all new faculty(full & part time))

● Offer theworkshops tofaculty outside ofSOLES.

● Survey facultyregarding neededtrainings.

Goal 3 Develop an internal syllabus review tooland share with each academic department.

Tool wasdeveloped &presented atthe SyllabusReviewWorkshop inFebruary.

Make the tool availableto academicdepartments.Teach the workshop insubsequent schoolyears.

Academic Departments

Department of Counseling Marital and Family Therapy

Video: CMFT Anti-Racism Goals

Executive Summary:

Since May 2020, the Department of Counseling & Marital and Family Therapy has been focusingon doing explicit work that is focused on Justice, Diversity, Equity, and Inclusion, which is outlinedin the Department’s JEDI Plan. The process began in the summer/2020 with a workgroup (facultyand staff) within the department that met to address racial injustice in the country. That meetingled to separate programmatic meetings within the counseling and MFT programs, which led to the

11

creation of the CMFT JEDI plan. This was followed by monthly department discussions whichcontinued through the fall/2020. This culminated in a thought exchange, which led to the creationand approval of the department’s 4 racial equity and anti-racism goals. In the spring/2021, thedepartment formed four working committees, which will focus on planning and logistics and acontinuous anti-racism process.

On December 7, 2020 the following goals specifically focused racial equity and anti-racism werevoted on and approved by the department’s full-time faculty and staff: (1) The department is in theprocess of crafting a department statement about anti-racism and social justice to be included inthe AY21-22 program handbooks and course syllabi. A subcommittee will propose a departmentanti-racism statement at the May meeting.

The department will also conduct an analysis of the diversity (e.g., race/ethnicity, gender identity,languages spoken, licensure/credential status, alum status, years of experience) of sitesupervisors and adjuncts through self-report measures every year and use the data to makeinformed decisions about clinical placements and teaching positions.

The department will explore, develop, and launch a CMFT Anti-Racism Advisory Group during Fall2021 made up of community stakeholders (e.g. faculty, site supervisors, adjuncts, students,alums, and community members) to provide guidance on the department’s vision, policies,innovation, response, and training in relation to racial inequality and anti-racism.

Finally, the department will develop a plan to gain and review data on the student experienceregarding racial equity that will inform the department on student needs, as well as providingstudents with a direct voice in our anti-racism activities each year. The timeline for this process willbegin in the fall/2021, when the advisory group will be formed, and continue throughintersession/2022 (data collection) and spring/2022 semester, where findings will be disseminatedvia a state of the department meeting.

Goal Outcomes Next Steps

12

Create and adopt adepartment anti-racismstatement.

1.The MFT faculty willreview the COUNprogram’s anti-racismstamen at their nextprogram meeting.2.COUN will review MFT’ssuggestions.3.All feedback/suggestionswill be sent to asubcommittee, which sillsynthesize and propose aa department anti-racismstatement.

The meeting will be held inMay/2021.

Analysis of sitesupervisor and adjunctdiversity.

1.The department GA,Phillip Tran, will determinewhich metric are availableto determine diversityassessment of thedepartment faculty andstaff.2.Phillip’s findings will besubmitted to asubcommittee, which willdetermine the next courseof action, includingadministering a survey tosupervisors/adjuncts.

13

Create CMFT anti-racismadvisory group.

1.The subcommitteeidentified severalquestions regarding thestructure of this work(power dynamics), thatthey will continue toexplore.2.The faculty decided thatthe advisory group shouldbe purely advisory ratherthan agoverning/decision-makingbody.3.The subcommittee willreach out to colleagues inDLS to get input/seekguidance about theiradvisory group.

Report back in the May meeting.

Obtain guidance fromstudent experiences.

1.A subcommittee hasproposed creating focusgroups to gather studentexperience information.2.The subcommittee alsoproposed having anoutside facilitator conductthe focus groups and willcreate a proposal for nextyear’s budget.3.Considering producing areport of vital statistics tobe shared with studentsand communitystakeholders.

Timeline:● Fall/2021 (assemble advisory

group)● Intersession/2022 (collect

data)● Spring/2022 (disseminate and

have a state of thedepartment meeting)

14

Department of Leadership Studies

Video: DLS Anti-Racism Goals

Executive Summary:

In an attempt to co-construct a more socially just learning environment, the Departmentof Leadership Studies set forth on making both structural and cultural changes atSOLES. To begin with, the department undertook an inclusive approach to engaging inDEI and anti-racism work, which involved faculty, students and staff. In the aftermath ofthe tragic murder of George Floyd, and the racial unrest the ensued, the departmentheld a community meeting with faculty, students and staff to hear students’ concernsabout the racism and trauma that they were experiencing in the department, SOLES,and the university more widely. In addition to BIPOC student outreach, Black studentand Black faculty letters were published.

The next step was to deepen our understanding of the inequities BIPOC students wereexperiencing in their classes, so the department hosted a series of small groupconversations/focus groups throughout July/August 2020. Approximately 25 studentsacross all SOLES programs participated in these discussions. In September, at thefaculty retreat, the knowledge gained from the students’ experiences was used toestablish the antiracism/DEI goals we have outlined for the 2021/2022 academic year.

As a result of our collaboration with students, faculty and staff, the following goals havebeen achieved: (1) 100% of faculty and staff have taken one or more trainings focusedon anti-racism, (2) 100% of faculty have reviewed and revised syllabi to ensure they areintegrating critical perspectives and the inclusion of a diverse representation of BIPOCscholars, and (3) adjunct lecturer positions have been widely advertised and 5 newBIPOC adjunct faculty have been engaged. Although three of the four primaryantiracism/DEI goals have yielded significant short-term outcomes, the most robust goalwas the formation of the Plan to Action Committee, which is at the heart of our work.

The Plan to Action Committee, consisting of five students and four faculty representingeach of our programs, was charged with laying out the groundwork for development of acomprehensive 5-year DEI plan. The committee, which met 14 times from October/2020through February/2021, drafted and presented a strategic planning process forconsideration by the DLS faculty and students in December/2020. Their sixrecommendations, including suggested timeline and budget implications, were broughtto the entire faculty at the spring faculty meeting. Once approved by the faculty, it will goto the student body for their approval. At the conclusion of the planning phase, the

15

Committee will be disbanded (although some members may seek to take up a formalrole in the actual strategic planning process) and this process will be continued by agroup formed to develop the DEI 5-year DEI plan. This group will set the goals for thefuture work for the Department of Leadership Studies.

The DLS is in solidarity with our BIPOC students. Our department stands againstracism, and we recognize that many have suffered from inequities that have goneunrecognized and unaddressed. We also realize that this is a journey, that there’s morework to be done. We are committed to take up the recommendations of the committee,and to continue to work together (faculty, students and staff) to improve the department,SOLES and USD to enable a more racially just learning environment for all.

Goal Outcomes Next Steps

Put into place a Plan to ActionCommittee and assess theoutcomes of this Committeefor advancing thedepartment’s work on DEI.

In January, we willassess the progress ofthis Committee andthe opportunity tomove theirrecommendedoutcomes forward tothe next committee.The Committee willsubmit a report to thefaculty. In June we willmeasure the outcomeof the 5-year Equity,Diversity and Inclusioncommittee’s work inadvancing thedepartment’s work onDEI.

The committee has completed itswork and a final report is underreview by DLS faculty.

16

Increase the percentage offaculty, staff andadministrators in DLS whoparticipate in professionaldevelopment that is focusedon DEI.

100% of faculty andstaff have taken one ormore trainings focusedon anti-racism.

Continue to provide opportunitiesfor faculty and staff to participate inDEI/anti-racism trainings, both atUSD and beyond.

Increase the representationof BIPOC scholars in oursyllabi and include criticalperspectives that support thegoals of social justice.

100% of faculty havereviewed and revisedsyllabi to ensure theyare integrating criticalperspectives and theinclusion of a diverserepresentation ofBIPOC scholars.

We will assess this goal by askingall faculty to submit information asto how they changed their syllabiand to offer some reflection as tothe effects of these changes on theoverall success of the class as itrelates to social justice.

Increase our efforts to bepurposeful in hiring a diversegroup of adjuncts.

Adjunct lecturerpositions have beenwidely advertised and5 new BIPOC adjunctfaculty have beenengaged.

We will assess this goal bymonitoring the race, ethnicity, andother DEI demographics of ourhires to determine the makeup ofthe 2020-21 hires.

17

Department of Learning and Teaching

Video:DLT Anti-Racism Goals

Executive Summary:

The Department of Learning and Teaching, which includes the dual teaching credentialprogram, the online master’s degree in education program, TESOL, and PhD ineducation for social justice program, has developed five anti-racism goals, two of whichhave already been achieved this academic year. The DLS takes a view of anti-racisteducation focused on the critical role teacher educators play in recruiting diverse andsocially just educators and engaging them in rigorous scholarship and forward-thinkingpractice that develops and expands critical consciousness about schooling and racism.We are committed at interrogating and disrupting the continued criminalization of andviolence against racialized members of our community, in particular BIPOC, andincluding special needs populations and those with disabilities.

Of central concern is the role of educational institutions as mechanisms that reinforceracial hierarchy through assimilating others, separating, sorting, and linking themarginalized to labor that benefits the dominant culture and criminalizing those whodon’t easily or willingly conform to these processes. We, therefore, seek to be adepartment that values diversity, equity and inclusion from a socially just perspective.With these values in mind, the department has established both short-term andlong-term antiracism/DEI goals for the 2021-2022 academic year and beyond.

First and foremost, the DLT has prioritized co-creating a department anti-racismstatement through being intentional about operationalizing the term and notion ofanti-racism. Thus, beginning in fall/2020, anti-racism was placed at the top of theagenda at each DLT meeting, which has included the engagement participation of bothadjunct faculty and DLT students. During the DLT retreat on January 21, 2021, avalues-based discussion was had where both structural and cultural elements wereexplored with the intention of creating an anti-racism agenda within the department andinstitution.

Second, through curating a monthly speaker series the DLT intends on creatingauthentic experiences where both faculty and DLT students can interact in workshopswith a focus on antiracism in schooling. Additionally, the DLT Speaker Series as well asthe PhD program BLM Social Justice and Advocacy series meetings are open to DLT

18

students, SOLES and the USD community at large. The evaluations from the DLT/BLMspeaker series will be used to create the speaker list for the 2021-2022 academic year.

Finally, the department’s long-term goals (3-5) will align with USD’s strategic visioning2024 goals, which will begin to be implemented in the fall/2021. At present, a BIPOCpost-doc is being interviewed for a position within DLT, which aligns with our goal torecruit and retain faculty of color. Over the next few years, the department hopes toincrease BIPOC student representation through creating a cohort specifically of BIPOCstudents as well as developing an anti-racism/DEI statement specifically related to DLTfieldwork experience.

Goal Outcomes Next Steps

Devote time to operationalizethe notion of anti-racismthroughout each DLT meeting.Be intentional aboutoperationalization of the termanti-racism to include violence,school to prison pipeline.

Place topic on the agendafor Retreat on January 21,2021 with thesediscussion items:

● What do we, as adepartment, believein. Determining ourown values ratherthan reacting to amandate.

● What can wechange?

● How can weleverageresources?

● What does ananti-racism agendalook like in terms of:

1. Student Support2. Curriculum,3. Systematic or

InstitutionalizedOperations

Revise course syllabi forsummer teacher candidateadmits.

19

Provide authentic experiencesfor teacher candidates in termsof meeting and interacting withexpert speakers andparticipating in workshops.

Develop a list of potentialguest speakers andworkshop leaders whocould be invited toconduct programs wheremultiple classes couldattend at once.

Use findings from evaluations ofDLT/BLM speaker series tocreate 2021/2022 speaker list.

Recruit more students of colorinto the DL & T programs byproviding better financialsupport.

Change admissionapplication to be moreintentional surroundinghow candidates arechosen to receivediversity money bydeveloping guidelinesand criteria forqualifications for thosescholarships.

One current BIPOC post-doccandidate is being considered.

Create a cohort specificallycomposed of students of color.

Earmark funds specific toblack students. Look foralternative fundingsources by applying forgrants to specificallysupport and provideassistance for teachercandidates of color,undocumentedimmigrants, LGBTQ,BIPOC groups.

20

Develop a statement aboutwhat we value and prioritize infield work in terms ofanti-racism, equity, anddiversity.

Place statement onwebsite, wordpress site,and in the initialprofessional agreementthat students sign at thebeginning of theirprogram. Update thecurrent language onwebsite, provide advisingmaterials.

Naval Reserve Officers Training Corps

Video:NROTC Anti-Racism Video

Executive Summary:

In response to the nationwide racial equity protests in the spring and earlysummer/2020, the chief of naval operations, Admiral Michael Gilday, encouraged aNavy-wide dialogue about race relations and inclusion in America. In particular, thisdiscourse focused on how to actively strive for strong measures of diversity andinclusion in the U.S. Navy. What was learned about the Navy’s existing efforts, whileadmirable in many respects, was that they clearly fell short of adequately addressingthe societal challenges of this day. Thus, on July 1, 2020, the Navy stood up Task ForceOne Navy (TF1N), to identify and make recommendations to dismantle barriers toequality while creating sustainable opportunities.

The purpose of Task Force One Navy is to analyze and evaluate issues in our societyand military that detract from Navy readiness, such as racism, sexism and otherstructural and interpersonal biases to attain significant and sustainable inclusion anddiversity related reforms. The taskforce focused on recruiting, leadership training, andpast and current experiences within the overall Navy command climate. The taskforcecreated a campaign plan to form a long-term implementation strategy designed toeffectively dismantle barriers to equality and ultimately move the Navy closer toachieving its desired end-state of inclusion, respect and tolerance.

21

At NROTC San Diego, our primary efforts fall under the recruiting LOE in our goals toattract, train and produce Navy and Marine Corps officers that reflect the makeup of ournational community. At the University of San Diego, the premier DEI program in place isthe NROTC Navy Preparatory Program (NPP), which focuses on creating opportunitiesfor students who are committed to STEM fields of study but may have beendisadvantaged from achieving high standardized test scores, or exposure toextracurricular activities, due to socioeconomic status. Thus, NROTC San Diego iscommitted to achieving these goals through strengthening its outreach to underservedcommunities, establishing a “whole person” approach to evaluating candidates, as wellevaluating redistribution or establishment of additional NROTC units that serveminority-serving institutions.

NROTC San Diego has developed a measurable goal of doubling the number of NPPscholarships at USD for the 2021/2022 academic year, which aligns with the Navy’sgoal to improve the number of minority applicants, selections and commissionings toreflect the national demographic percentages. Through a five-year partnership withUSD, the NPP plans on admitting more applicants from underserved communities aswell as providing academic mentoring and advising, focused education skills courses,and allowing scholarship recipients to participate in other NROTC activities.

Goal Outcomes Next Steps

22

Improve the number ofminority applicants,selections andcommissionings to reflectthe national demographicpercentages.

● Strengthen outreach tounderservedcommunities.

● Establish “WholePerson” concept

● Eliminate OAR testrequirement

● Evaluate redistributionor establishment ofadditional NROTC unitsthat serveminority-servinginstitutions

● Establish Navyoversight program

Increase Navy PreparatoryProgram (NPP) participantsto 10 students at USD forthe next academic year.

· Attract studentswho are committedto STEM fields ofstudy

● 156/1000 annualNROTCscholarships arefocused on studentswho may not havethe traditionalacademicfoundation tocompete forscholarships due tostructural barriers.

● 5 current NPPstudents at USD

● 5-year effort andpartnership with Navyand USD

● Academic mentoringand advising

● Focused educationskills courses

● Association withNROTC

23

The Command ManagedEqual Opportunity (CMEO)program provides anenvironment in which allpersonnel can perform totheir maximum ability,unimpeded by institutionalor individual biases basedon race, color, religion, sex(including gender identity),national origin, or sexualorientation.

Training:● Open forum where

180-200 personnelhad the opportunityto engage inconversations aboutrace relations andinclusion.

● Resources forreporting,accountability, andresolution of EOissuesexpeditiously.

● CMEO program trainingand reporting (annually)

● Implicit bias Training(annually)

● Micro AggressionTraining (annually)

Institutes

The Nonprofit Institute

Video:NPI Anti-Racism Goals

Executive Summary:

For several years, the Nonprofit Institute has been committed to advancing anti-racismthrough research, education and training in the area of diversity, equity and inclusion(DEI). Most recently, in December 2019, the institute formalized its Justice, Equity,Diversity and Inclusion (JEDI) work through a series of monthly team meetings wherehonest conversations were had about racial equity and anti-racism. Since then, theinstitute has deepened its internal work and developed the JEDI subcommittee, which iscomprised of 6 staff members and several graduate assistants. The subcommittee

24

leadership team has also helped inform the NPI’s external training, research andeducation in the nonprofit community.

As stated in our June 1st, 2020 letter, after the tragic death of George Floyd, the NPI iscommitted to supporting leaders and organizations who are changemakers for socialgood, with aspirations for a better world. NPI took a look at programming and resourcesprovided to regional nonprofits and committed to anti-racism goals that leveraged ourexpertise: racial equity training, leadership development, and social justice research.

The first initiative was FORTIFY, a virtual racial equity training series aimed to providenonprofit leaders with a foundational understanding, tools, and resources necessary tolead in the areas of race relations and equity while strengthening the leadership,well-being and sustainability of nonprofit leaders and organizations committed to thework of equity and social justice. This series is now available for purchase on Vimeo. Inall, 210 nonprofit leaders participated in FORTIFY: The Racial Equity Series, and 180participated in the post-series survey. In this survey, 94.7% of survey participants statedthat they plan to make changes to their organization as a result of what they learnedduring the series.

The Nonprofit Institute is now piloting HORIZON, a new program to engage and connectRISE alumni and alumni from other NPI leadership programs into a growing network ofleaders working with underserved communities. Facilitated by Dr. Zachary Green,HORIZON will be cohort-based and convene this network on an ongoing basis. Thenetwork will provide the means for deeper leadership development of alumni, rooted inadaptive leadership, trauma-informed and restorative justice approaches to foster acommunity of people with shared values, experiences, and empathy that can beextended to others.

Finally, the NPI will launch the State of Urban Neighborhoods (SUNRISE), a dashboardof indicators identifying and tracking issues of enduring challenge for low-income,communities of color in the San Diego region. SUNRISE will aggregate localized datafrom such sources as California Healthy Communities Index, National Equity Index, andNPI-led community focus groups and surveys. SUNRISE indicators will be showcasedin the annual Equinox Quality of Life Dashboard, to inform the region’s decision-makersabout critical issues and key trends with climate/environmental, health andsocioeconomic disparities across the San Diego region.

25

Goal Outcomes Next Steps

Racial Equity Training Series forthe Nonprofits in the Region:

● FORTIFY: The RacialEquity Series

● The Nonprofit AcademyRacial Equity Workshops

● The State of Nonprofit andPhilanthropy Summit

● Bank of America NonprofitTraining Series

● Nonprofit GovernanceSymposium

Over 2,000 participantsattended the five events listedon the left-hand column.

FORTIFY:● 180 participated in the

post-series survey. Inthis survey, 94.7% ofsurvey participantsstated that they plan tomake changes to theirorganization as a resultof what they learnedduring the series. 97.6%of survey participantsare interested in a 2.0version of FORTIFY.

FORTIFY 2.0 indevelopment.

Leadership Development forAdvocates and Activists fromPrimarily BIPOC CommunitiesThrough EstablishedCommunity-Based Partnerships.

HORIZON is a new programwhich will engage andconnect RISE alumni andalumni from other NPIleadership programs into agrowing network of leadersworking with underservedcommunities.

In piloting phase.

HORIZON will be launched inthe summer of 2021.

Ongoing Research and Trackingof Trends on Issues thatDisproportionately ImpactCommunities of Color fromCOVID-19 to Climate.

● SUNRISE● 5 sets of equity-based

research have beenreleased this year.

● 2 Op-Eds released inthe SD Union Tribune.

SUNRISE is in production.

Research and Op/Eds are anongoing process.

26

Jacobs Institute

Video:Jacob's Institute Anti-Racism Goals

Executive Summary:

The Jacobs Institute empowers inclusive innovation and leadership in education throughresearch, development, professional learning, and through the California GlobalEducation Project. The institute’s 8 subgoals are specific to the needs of eachrespective department and are nested within two overarching goals: (1) increasingprofessional learning opportunities that support an anti-racist focus specifically, and (2)elevating BIPOC voices and experiences internally and externally.

In the research space, through a collaboration with multiple school partners (e.g., SanDiego Unified, High Tech High, KIPP), the VisMO core programs provided opportunitiesfor culturally responsive pedagogy, design thinking, and increased employment ofdiverse and multilingual teachers. These efforts reached underserved students from theSan Diego community with the hopes of closing the opportunity gaps in visuospatial skilldevelopment and social emotional skills development. In addition, we supported CajonValley Union School District's World of Work Initiative to close the opportunity gaps incareer development in K8.

In the development space, two programs, Pactful and Jacobs Teen InnovationChallenge, elevated BIPOC voices and experiences. Pactful integrated new elements tothe curriculum addressing disparities including race, socioeconomics, gender andgeography. The Jacobs Teen Innovation Challenge (JTIC) included students from 14countries, with 65% of US participants from Title 1 schools. JTIC included guestspeakers of diverse heritage to webinars to share their experiences and perspectives ondesign thinking.

In the professional learning space, the institute established meaningful relationships andsupported organizations with missions focusing on supporting BIPOC, marginalized andunderserved communities. This included providing micro-awards totaling $5,000 to 11deserving organizations.

Finally, through the California Global Education Project, the institute will provideeducators with professional learning and support to recognize biases and implementanti-racist and inclusive teaching practices. This includes reading and discussing works

27

on antiracist and culturally relevant pedagogy as well as listening to educators inunderserved communities here and abroad in order to foster self-examination, actionplanning and accountability.

Goals Outcomes Next Steps

1. Increase professionallearning opportunities thatsupport an anti-racist focusspecifically.2.Elevate BIPOC voicesand experiences internallyand externally.

As per below.

RESEARCHSubgoals:

1. Intentionally involveBIPOC in our work.

2. Build connections andauthentic relationshipswith BIPOC.

The VisMO core program achievedthe following:

1. Reached underservedstudents from the San Diegocommunity.

2.Utilized reading materials withdiverse characterrepresentation.3.Encouraged students todesign a creative processaligned to their culture, family,and community.4.Hired teachers representingdiverse cultural backgroundsand multilingualism.

The Cajon Valley Union SchoolDistrict recognized and embracedthe potential of underservedstudents and communities to closethe opportunity gaps in careerdevelopment.

28

DEVELOPMENTSubgoalsElevate BIPOC voices andexperiences through thePactful curriculum and tool.

Pactful integrated new elements tothe curriculum addressingdisparities including race,socioeconomics, gender andgeography.

Jacobs Teen Innovation Challenge:1.65% of student signupsincluded Title 1 schools.2. Invited guest speakers ofdiverse heritage to webinars toshare experiences andperspectives on design thinking.3.14 countries represented;involving students of diverseraces and ethnicities.

PROFESSIONAL LEARNINGSubgoals

1.Establish meaningfulrelationships withorganizations with missionsfocusing on BIPOCcommunities.2.Support organizationsserving marginalized andunderserved communities.

● Oceanside Promise● North San Diego NAACP● Detour Fancy Expo and

Leadership Academy● Remake Learning Days

o Provided 11 micro-awardstotaling $5,000 to supportorganizations servingmarginalized andunderserved communities.

29

CALIFORNIA GLOBALEDUCATION PROJECTSubgoals

1.Provide educators withprofessional learning andsupport to recognize biasesand implement anti-racistand inclusive teachingpractices.2.Read and discuss workson antiracist and culturallyrelevant pedagogy, forself-examination,courageous conversations,action planning andimplementation, andaccountability.3.Listen to educators inunderserved communitieshere and abroad.

Catholic Institute for Mental Health

Video:CIMHM Anti-Racism Goals

Executive Summary:The Catholic Institute for Mental Health Ministry has established clear and measurableanti-racism goals for the 2021-22 academic year. Our stakeholders include students,youth groups, professionals, and the community at large. Through using social mediaplatforms (e.g., Twitter and Instagram), the institute plans to reach and engage youngerand more ethnically diverse groups. In addition, the institute has a measurable goal ofhighlighting the expertise of underrepresented and marginalized speakers for coursecontent delivered through PCE. Finally, in order to promote mental health in

30

underserved communities, the institute has an outreach plan whereby mental health ispromoted to underserved groups in trainings and presentations.

Goal Outcomes Next Steps

Increase and amplify voicesof underrepresented andmarginalized groups in coursecontent delivered throughPCE to be at least 50% ofhighlighted “expert” speakersand content videos.

Increase social mediaoutreach to younger and moreethnically diverse targetgroups.

Emphasize the mental healthneeds of underserved groupsin training and presentationsto community groups.

Tanya Ibrahim (SOLESGA and MA student)led a Zoom session onhow to engage youthin mental healthministries.

Global Center

Video: Global Center Anti-Racism Video

Executive Summary:The SOLES Global Center has established a BIPOC Scholarship program in order tofinancially assist those with limited travel opportunities. The Global Center has severalinitiatives to support BIPOC and Women owned businesses. The Global Center will puttogether accessible diversity resources for students who identify in anunder-represented social or ethnic group. The resources will be available for eachcountry where a global studies program is located.

31

Goal Outcomes Next Steps

1. Establish BIPOCScholarshipProgram tofinancially assistthose with limitedtravel opportunities

.

1. Nine (9) studentsawarded scholarships. Allrecipients identified asBIPOC. 89% indicatedthey had neverparticipated in a globalstudies experience.

1. Continues BIPOCScholarship Program

2. Initiate NorthAmerica FacultyTravel Grantprogram to supportcoursedevelopmentfocused onIndigenous and/orBlack populations’experiences &wisdom

2. A travel Grant hasbeen established.

2. Continue toencourage coursedevelopment onIndigenous and Blackpopulations

3. Establish aSpeaker Series toeducate studentson career benefitsof global studiescourses with afocus on Blackstudents in SOLES.

3. Two sessionsheld

a. Graduate Global Studies andBlack Student Experiencesb. Showcasing Your GlobalStudies Experiences for careeradvancement

3. Continue speakerseries

32

Center for Restorative Justice

Video:Restorative Justice Anti-Racism Goals

Executive Summary:

The Center for Restorative Justice’s mission is to promote restorative justice in highereducation and other institutions through applied research, coursework and training, andby building a supportive and inclusive community of practice. The center’s primaryactivities include (1) conducting research and developing RJ theory, (2) provide trainingand education, and (3) nurturing a community of practice. The center, which waslaunched in 2019, has six primary initiatives which support the implementation of RJ invarious settings including K-12, healthcare/academic medicine, catholic campuses, andthe campus PRISM project which promotes RJ initiatives for sexual misconduct oncollege campuses. The most robust initiative is the center’s certificate in RJ facilitationand leadership, which is a 3-course sequence offered to both graduate students as wellas the wider community beyond USD.

The center’s DEI goals were established through an interrogation of current curriculumand practices, engaging in national anti-racist RJ projects, supporting the USDcommunity by providing restorative practices on campus, and by increasing BIPOCengagement with the center. The center’s most recent DEI initiative is called HealHumanity Now (HHN), which focuses on RJ and bias. The “HEAL” in Heal HumanityNow is an acronym that stands for Honor the power of every voice, Equity-focusedpractices, Anti-bias project outcomes, and Leadership development. The HHN initiativeis being led by one of the center’s graduate assistants, L. Tomay Varlack-Butler, MSW.

In addition to providing DEI committee work, racial healing circles and RJ & biastrainings at USD, at the national level, the center has partnered with Vermont LawSchool to provide a series of national institutes on restorative justice and policing. Thecenter has also leveraged the diversity of its national team through consulting andfacilitating for higher education institutions requesting RJ in response to bias relatedharms on college campuses.

Goal Outcomes Next Steps

33

Conduct DEI review ofcenter projects.

● Enlist a national teamto review thecurriculum for theCertificate inRestorative JusticeFacilitation andLeadership.

● Develop a newnational initiativefocused on restorativeapproaches to bias.

● The national teammet in July, 2020 toensure the RJcertificatecurriculum wasdecolonized.

● The Heal HumanityNow (HHN) RJ andBias initiative hashad 2 strategicplanning meetingsthus far.

● Ongoing review of curriculum● Formal launch of HHN

Engage in national,antiracist projects.

● Partner with VermontLaw School to providea series of nationalinstitutes on restorativejustice and policing

● ncrease the number oftrainings focused onRJ and bias

● Support our nationalteam in deliveringfacilitation andconsultation focusedon RJ and bias

● The first institute onRJ and policing washeld inFebruary/2021.

● 2 trainings on RJand bias have beendone this year.

● Four facilitations(on collegecampuses) focusedon RJ and biashave been donethis year.

The second institute on RJ andpolicing is scheduled for October2021.

34

Support USD DEI efforts.● Provide facilitation

support for racialhealing circles

● Support departmentalrequests for learningabout restorativeapproaches to bias

● Serve on relevant DEIcommittees

● 3 racial healingcircles werefacilitated this year.

● 3 webinars werecreated for USDcommunity:

1.“Healing with aracial andrestorative lens.”2.#Blackgradsmatter: respondingrestoratively tohistory.3.#Blackgradsmatter: a ritual todisrupt the prisonpipeline.

● Serving on 2 USDDEI committees:o USD CampusClimate Taskforceo DLS Plan toAction DEICommittee

● Continued support of USDDEI efforts

35

Increase BIPOCengagement.

● Ensure diversity ofAdvisory Council

● Ensure diversity ofnational training team

● Ensure diversity ingraduate assistantpositions

● Seek funds to supportBIPOC scholarshipsfor Certificate inRestorative JusticeFacilitation andLeadership

● 7/19 AC membersare BIPOC

● 14/27 nationaltrainers are BIPOC

● ¾ GAs are BIPOC● 3 grant proposals

were submitted inorder to fundBIPOC scholarships(not funded).

● Submit additional grantproposals for BIPOCscholarships

36