Diversity, Equity and Inclusion Plan

ACEJMC Indicator: The unit’s curriculum creates culturally proficient communicators capable of learning with, working on, and advancing the value of diverse teams. The unit’s curriculum includes instruction on issues and perspectives relating to mass communications across diverse cultures in a global society.

• In line with Elon’s Inclusive Excellence definitions, develop the definition/philosophy of what DEI means for the SOC and identify underrepresented groups on which our initiatives will focus.
• Develop broad DEI goals/learning objectives that need to be addressed across the SOC curriculum (Inclusive Excellence Committee). These goals/learning objectives would be inclusive of both domestic and international DEI, as well as multi-faith, accessibility, and diversity of political thought. SOC Core and each department and program then develops their own course learning objectives based on major and industry-specific issues.
• Shepherd the new required Inclusive Communications Leadership course through the University Curriculum Committee process and prepare faculty to begin teaching the course in the fall of 2023.
• Develop one or more COM and/or department elective courses specifically related to DEI, including a course that could be included in Elon’s AER designation.
• Promote engaged/experiential learning by encouraging faculty, staff, and students to develop and participate in hands-on activities to better understand DEI topics. Engaged/experiential learning would include:
  • Determining how DEI can be infused into ELRs and a means of assessing it
  • Encouraging student undergraduate/graduate research and creative projects focusing on DEI issues in communications
  • Promoting leadership experiences that require an understanding of DEI
  • Encouraging faculty to increase DEI engaged/experiential learning opportunities in the classroom (e.g., Service Learning, diverse clients for capstone projects, etc.)
  • Integrating DEI into Fellow’s and iMedia trips
• Invite diverse professionals to present in classrooms and at larger SOC events to provide exposure to different perspectives.
• Begin identifying areas where the SOC can move beyond inward DEI (internal teaching, learning, training, and inclusive climate) and move toward outward DEI (advocating for social justice outside of the university). The question would be: How is the SOC advancing social justice beyond the academy? This might involve partnering with one or more outside organizations to create a center or centers advocating for social justice. This also opens the door for grant opportunities.

KPIs:

• Completed SOC DEI definition/philosophy and identification of underrepresented groups
• Course syllabi reflecting addition of DEI learning outcomes; grid of where DEI is taught across the curriculum
• Assessment of Inclusive Leadership Course, including Unit 1 descriptions and faculty assessment of course outcomes
• Scores showing increased cultural competence on senior assessment exam, including questions on the Inclusive Excellence course, DEI definitions, and questions from courses in each department
• Number and types of courses offered under new AER designation; assessment of course impact
• DEI goals for ELR’s and assessment of meeting them; documentation of experiential learning activities
• Identities of diverse speakers inside and outside of the classroom, content of discussions, and post-event surveys on discussion impact

ACEJMC Indicator: In alignment with the institution’s mission, the unit demonstrates effective efforts to help recruit, retain, and graduate a student population reflecting the diversity of the population the institution aims to serve.

• Work with Admissions to increase the percentage of BIPOC, LGBTQIA, and international students in the SOC in alignment with Elon University averages.
• With its SOC colleagues and students, Inclusive Excellence Committee identifies the equity issues most affecting students in the SOC and then determines ways to address them. Equity issues might include:
  • Unpaid internships
  • Who gets to participate in programs like Elon in L.A.; who doesn’t and why?
  • Lack of access to resources in high school or college (e.g., hardware and software programs, camera equipment, etc.)
  • Creating a sense of belonging for international students
• Determine financial resources available and necessary to address equity issues and where they should be targeted. For example:
  • Full-time staff member or faculty fellow to address equity issues and manage DEI programs
  • Develop or partner with media-related programs that speak to diverse audiences
  • Exploring an Elon in Atlanta program
  • More scholarships for internships or study abroad/away

• Strengthen SOC’s relationship with undergraduate college-access programs both inside and outside of the University and develop direct admit partnerships with colleges serving minority students.
  • Partner with the Elon Academy and Odyssey programs to recruit diverse undergraduate students in all majors
  • Investigate and engage other NC college-access programs where the SOC could become involved
  • Develop direct admit partnerships with MSIs, Tribal institutions, HSIs and HBCUs to recruit diverse graduate students
• Conduct targeted outreach to racially and ethnically diverse high schools and identify opportunities such as the Scripps Howard Emerging Journalists Program to recruit students to the SOC. Explain to potential students the kind of jobs that await them in the field.
• Direct student media and communications organizations, including the Sport Management Society, to develop ongoing DEI plans for recruiting and retaining diverse students and leaders, and for ensuring that organization content and initiatives are inclusive of a diverse range of people and issues.
• Create list of diversity grants, awards, and internship programs and encourage students to apply (e.g., AAAA Multicultural Advertising Internship Program, LaGrant Foundation, etc.).

KPIs:

• Comparison of University and School averages of BIPOC, LGBTQIA, and international students
• KPIs on equity issues that need addressing in the SOC (TBD)
• Amount of funds available to address equity issues and how funds were distributed
• Number and nature of program partnerships with college access and direct admit programs; number of undergraduate and graduate students applying/admitted to School from partnerships
• Outreach efforts to diverse high schools; surveys of participant interest in Elon COM
• DEI plans for each student media outlet/organization; progress on plans
• List of DEI grants/internships and number of SOC students who applied

ACEJMC Indicator: The unit demonstrates effective efforts to enhance all faculty members’ understanding of diversity, equity, inclusion, and ability to develop culturally proficient communicators capable of learning with, working on and advancing the value of diverse teams. The unit also demonstrates intentional efforts to recruit and retain faculty and professional staff who are female and from demographics that are historically, domestically marginalized.

Faculty Development

Faculty development is a significant issue to consider in enhancing the SOC faculty’s intercultural competence. As such, the SOC will:

• Treat faculty development as a continuing education model by benchmarking where faculty are in their own intercultural competence and encouraging them to move to the next level. Provide a means of faculty self-assessment based on current DEI models.
• Emphasize and encourage faculty to attend existing DEI training/workshops within Elon (e.g., CATL, CREDE) and workshops/programs held outside the university.
• Enlist an outside DEI organization (such as AORTA or REI) to provide a training session for all SOC faculty on the nuances of teaching DEI (e.g., dealing with varied emotions and perspectives around DEI).
• Increase the number of DEI resources available to faculty within each major. Each major identifies DEI resources in their major (e.g., books, articles, videos, websites, speakers, etc.), and publishes them on their department Moodle pages.
• Develop a consistent schedule of ongoing panels/sessions where faculty who are infusing DEI into their courses can share what they’re doing with others in the SOC (e.g., how to infuse DEI into production/hardware/software courses).

KPIs:

• Faculty self-assessment and progress on intercultural competence outlined in faculty Unit 1s; increase in IC scores across the SOC
• Number of DEI-related workshops attended by faculty across the SOC
• Number of faculty attending AORTA/REI training and how faculty applied training
• Creation of DEI departmental database and number of times resources are utilized by faculty
• Number and topics of faculty peer-sharing workshops; number of faculty attending

Faculty Recruitment

• Rather than treating each search separately, develop ongoing relationships with diverse professional organizations within the discipline (Hispanic Public Relations Association, National Association of Black Journalists, international communication associations, etc.). These relationships could build trust and name recognition with the SOC and ideally lead to more diverse hiring pools.
• Identify and build relationships with university graduate programs with diverse student populations for ongoing faculty recruitment. Move recruitment periods earlier to be competitive with Tier 1 schools
• Consider developing an SOC Emerging Scholars Program for Ph.D. and M.F.A. candidates from underrepresented groups. Invite candidates to campus to present their academic work in single-day symposia or multi-day mini conferences and to get to know the SOC and its faculty.

KPIs:

• Number of diverse professional organizations with whom we’ve built relationships
• Number of relationships built with graduate programs with diverse student populations
• Number of participants in Emerging Scholars Program and their assessment of the program
• Increase in number of diverse candidates applying for the SOC and where the relationship originated (e.g., Emerging Scholars, relationships with graduate programs)
• Surveys to applicant pools

ACEJMC Indicator: The unit demonstrates that it has an inclusive climate, free of harassment and all forms of discrimination, in keeping with the acceptable cultural practices of the population it serves, accommodates the needs of those with disabilities, and values the contributions of all forms of diversity.

• Conduct a benchmark inclusive climate survey of SOC students, faculty, and staff and create strategies to strengthen areas where we are doing well and address areas needing improvement.
• Further develop programming around the needs of marginalized students; safe spaces where marginalized students can be heard, and where other students can listen. These include programming for:
  • Unity in Communications
  • Women of the Elon Entertainment Empire (WEEE)
  • Women Influencers in Sports (WINS)

• Assist students and faculty in developing their own action-based strategies for creating inclusive climates while at Elon and in their careers.
• Create programming where students from all majors and identities can come together, get to know each other, and share student experiences. For example:
  • Students from two different majors work together on a class project
  • Opportunities for international students to be recognized and talk about themselves and their culture
• Fund opportunities for students, staff, and faculty to participate in national DEI events/conferences within the communications discipline. Create a process for students to apply for funds to attend events.
• Make DEI an integral part of SOC Advisory Board programming by reporting and seeking input on DEI initiatives, creating opportunities for members engaged in DEI to connect with underrepresented students and DEI student programs (e.g., Unity in Communications), and inviting members to Student Advisory Board meetings.
• Gather regular feedback from students, faculty, and staff on SOC’s inclusive climate through informal meetings organized by the SOC and/or departments/programs. Encourage departments to inform and engage students around DEI initiatives and opportunities within the department in alignment with the larger SOC DEI plan.
• Add student members and members from SOC Programs (iMedia/Media Analytics) to the SOC Inclusive Excellence Committee to provide input to ongoing DEI plans, initiatives, and progress.
• Add faculty/staff and student Inclusive Excellence Awards to end-of-year SOC awards program beginning in spring of 2023.

KPIs:

• Results of climate survey conducted in 2022 and every three years thereafter; strategies TBD based on initial survey
• Ongoing membership/attendance at events/meetings of diverse student organizations (e.g., Unity in Communications); new members coming into these programs
• Student workshops on how to communicate with others in an equitable and inclusive way; assessment of workshops
• Faculty workshops on advising and counselling marginalized students; assessment of workshops
• COM-wide gatherings/projects: Number of events/initiatives; feedback from students on initiatives
• Number of faculty, staff, and students attending national DEI conferences
• Documentation of advisory board input and connections with marginalized students
• Compilation of student feedback on informal climate meetings
• Addition of students and program representatives to Inclusive Excellence Committee
• Criteria for both student and faculty/staff Inclusive Excellence awards and profiles of winners

As part of the 5-year plan, develop strategies for communicating DEI initiatives and meaningful progress on the DEI plan to faculty, staff, students, and outside audiences. Communications should be ongoing and regularly updated (rather than static) and should include:

• Updating and revising the SOC DEI page and making it more prominent to identify on the SOC homepage.
  • Include the 5-year SOC DEI plan and progress toward its achievements.
  • Highlight ongoing news, events, and activities related to School and Department initiatives. This would include features on students and faculty engaging in DEI research, creative projects, and other activities.
  • Include lists of national DEI conferences and student award/grant/internship programs
  • Consider creating a video encapsulating DEI philosophy and activities in the SOC

• Integrating DEI content throughout the SOC website.
• Amplifying DEI initiatives, upcoming events, and ongoing progress on SOC social media pages.
• Integrating DEI content into SOC events such as Admissions weekends, Fellows weekend, Family weekend, etc.

KPIs:

• Written communications plan to align with DEI plan
• Reach of communications
• Effectiveness of communications (awareness, attitudes, behaviors)

To successfully carry out and assess the 5-year plan, the Inclusive Excellence committee asks the SOC to consider the following:

• Make a Collective Commitment. As we work toward the inclusion of DEI into all our SOC practices, moving the DEI plan forward cannot solely be the responsibility of the Inclusive Excellence Committee. All faculty, staff, students, administrators, and SOC standing committees must make a collective commitment to being accountable for the plan. As such, we recommend identifying who will be primarily responsible for each element of the plan to ensure all elements are adequately addressed and moved forward.We also recommend that the plan be shared in a meaningful way with students (not just posted on the website) to show that DEI is a shared responsibility among everyone who engages with the SOC.
• Adequately Fund the Plan. As business consultant Janice Gassam Asare says, “A strong indication of a company’s commitment to DEI can be found in in the money that is apportioned to DEI efforts.” Without adequate funding, we are simply talking the talk without than walking the walk.

As such, we recommend the SOC estimate the cost of the DEI plan and include the costs in the annual SOC budget – either as a separate line item or with costs added to various current line items. The budget should include funding for leveling the playing field for underrepresented students, such as scholarships, equipment financing, or ELR funding.

• Hire/Appoint an Inclusive Excellence Executive Director. Related to the first consideration, we strongly recommend hiring/appointing a full-time director to coordinate DEI efforts across the SOC. In addition to DEI programming, the director would be a touchpoint for faculty to self-assess their intercultural competence, determine where they can improve, and help with integrating DEI into their coursework. The director would also help to create partnerships with appropriate organizations and programs outside the university to further our DEI efforts.

If the SOC does not have the budget to hire a full-time director now, the position could be phased in by appointing a well-trained faculty member to the position in exchange for course releases and/or monetary compensation (like the School of Education does) or by creating a Faculty Fellow for Inclusive Excellence. However, we strongly urge the SOC not to expect additional free labor from faculty, especially from marginalized faculty who have already been carrying the weight of Elon’s DEI efforts on their shoulders. Faculty engaging in this effort must be adequately compensated. Otherwise, we risk perpetuating the very thing we are trying to overcome.