Diversity Plan

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.

  • Goal 1: Increase enrollment of underrepresented and underserved students at undergraduate and graduate levels.
  • Goal 2: Increase need-based scholarships for undergraduate and graduate education.
  • Goal 3: Expand resources to promote an inclusive learning environment.

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:

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.

AY2023-24

Identify 2-3 new places to recruit underrepresented and underserved undergraduate and graduate students and maintain relationships.

AY2024-25

Identify 4-6 new places to recruit underrepresented and underserved undergraduate and graduate students and maintain relationships.

AY2025-26

Assess recruiting efforts and maintain relationships with recruiting partners.

Unit Goal 1.2: Increase the promotion of FACS diversity work through the website, social media, and displays in the physical building to increase awareness regarding diversity-related initiatives, programming, and stories.

Key Performance Indicator 2: Number of visits to diversity-related content on FACS website and social media; DEIB content displays and references in physical building

Data Source: FACS OTIS and FACS Communications 

Annual Targets

AY2022-23 Baseline

Work with FACS Communications and Student Success and Advising Center to assess the baseline for diversity related content and accessibility without tokenizing underrepresented groups. Display diversity-related work and inclusive values within FACS in the physical building

AY2023-24

Work with units such as FACS communications to develop a strategy to promote inclusive content regularly (examples: create a dedicated DEIB newsletter or a DEIB section into existing newsletters/publications, have faculty cite their work with underrepresented populations on their college webpages); Continue to display diversity-related-work and inclusive values within college in the physical building.

AY2024-25

Update website to highlight diversity related content and develop social media strategy; increase the percentage of website and social media engagement to 10% above the original baseline; Continue to display diversity-related work and inclusive values within college in the physical building.

AY2025-26

Continue to refine strategies. Increase the percentage of website and social media engagement to 20% above original baseline; Continue to display diversity-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:

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.

AY2023-24

Work with FACS Development + FACS Dean’s Office to develop a fundraising strategy for scholarships over 1-5 years.

AY2024-25

Create 1-2 new scholarships for underrepresented students.

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:

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; DEI 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:  DEI Committee/Dean's Office assessed the importance of expanding Goal 3.1 to include classroom environment and student assessment techniques.

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 Model and emphasize teaching strategies to increase belongingness and strengths-based learning.  Provide progress report to DEI Committee/Dean’s Office as per methods identified in FY 2022.

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 and emphasize teaching strategies to increase belongingness and strengths-based learning. Provide progress report to DEI 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.

AY2025-26

Review departments from FY2023 + FY2024 and work with 1-2 departments to update inclusive and representative curricular content. Provide progress report to DEI Committee/Dean’s Office as per methods identified in FY 2023; Obtain stakeholder feedback on 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/DEI Committee from newly created avenues reflecting student sentiments and feedback.

Annual Targets:

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 DEIB liaison positions in departments and/or in student organizations; FACS DEIB advisory board, mentoring of underserved undergraduate students by graduate students/faculty, affinity groups that cut across hierarchies [faculty, staff, graduate, undergraduate students], etc.).

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/DEI Committee; Assess effectiveness of pathways and make any necessary changes.

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 and emphasizing teaching strategies to increase belongingness and strengths-based learning. Provide progress report to DEI 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.

AY2025-26

Review departments from FY2023 + FY2024 and work with 1-2 departments to update inclusive and representative curricular content and teaching and learning techniques using the principles of the Universal Design for Learning Model and emphasizing teaching strategies to increase belongingness and strengths-based learning. Provide progress report to DEI 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.

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 DEIB-related grievances, conduct needs assessment, and address gaps.

Key Performance Indicator 1: Well-designed and disseminated materials clarifying process for reporting and addressing Diversity, Equity, Inclusion, and Belonging (DEIB) related grievances.

Data Source: FACS Human Resources and Dean’s Office

Annual Targets:

AY2022-23 Baseline 

Dean’s Office and DEI 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. 

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.)

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.

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 diversity and inclusion internal advocates, and inform staff and faculty searches via training and development efforts to ensure representation in diversity, which aligns with UGA’s Priority #2.  

  • Goal 1:  Design and perform strategic recruitment by having each department partner with discipline and/or industry specific organizations until saturation is met.
  • Goal 2:  Identify systems currently in place for faculty and staff at UGA and FACS for handling DEIB related grievances, conduct needs assessment, and address gaps
  • Goal 3: Expand training and development opportunities related to inclusion for faculty and staff

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 minorityserving organizations; develop relationships and maintain connections with these organizations
AY2024-25 Add and connect with additional discipline, industry, and/or minorityserving 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 a DEIB diversity recruitment workshop.

Data Source: Minutes and/or brief report from screening committee meetings, FACS Human Resources, Office of Faculty Affairs

Annual Targets:

AY2022-23 Baseline 

Explore current training and resources internal and external for further action and the next phase for the AY2023-24 annual target.  

AY2023-24 

At least 25% of search committees conduct diversity and inclusion meetings, at least 1 representative from each committee has attended the Office of Faculty Affairs faculty search committee training. 

AY2024-25 

At least 50% of search committees conduct diversity and inclusion meetings, at least 1 representative from each committee has attended the Office of Faculty Affairs faculty search committee training. 

AY2025-26 

At least 75% of search committees conduct diversity and inclusion 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/DEI Committee; Faculty/staff feedback evaluation of retention activities

Annual Targets:

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.)

AY2023-24 

Begin to establish 1-2 support resources for faculty/staff in FACS; Dean’s Office/DEI Committee will gather feedback from FACS faculty and staff on the effectiveness of retention efforts at the end of the academic year.

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.

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 DEIB-related grievances, conduct needs assessment, and address gaps.

Key Performance Indicator 1: Well-designed and disseminated materials clarifying process for reporting and addressing DEIB-related grievances.

Data Source: FACS Human Resources and Dean’s Office

Annual Targets:

AY2022-23 Baseline 

Dean’s Office/DEI 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. 

AY2023-24 

Dean’s Office/DEI 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.).

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.

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 Diversity, Equity, Inclusion, and Belonging (DEIB); Number of DEIB 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:

AY2022-23 Baseline 

Consult with Office of Institutional Diversity, HR Learning and Development – establish a baseline, consult with the FACS Dean’s office annual report, consult with Office of Faculty Affairs. 

AY2023-24 

> 1 college-level DEIB 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 DEIB training

AY2024-25 

> 1 college- level and 1 department-level DEIB 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 DEIB training

AY2025-26 

> 1 college- level and 1 department-level DEIB 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 DEIB 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

AY2022-23 Baseline 

Establish and annually accept nominations for DEI Excellence Award; Refine criteria for the Super Includer Award for faculty and staff. 

AY2023-24 

Continue granting awards annually and highlight winners across communication channels and at FACS assemblies. 

AY2024-25 

Continue granting awards annually and highlight winners across communication channels and FACS assemblies; Consider a new award if appropriate.  

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 DEIB-related efforts, and utilize the centrality of Student Success and Advising Center (SSAC) to build cooperative, student-led DEIB outreach efforts, which aligns with UGA’s Priority #3.

  • Goal 1: Increase visibility of DEIB outreach activities, initiatives, and accomplishments of FACS by department/unit.
  • Goal 2: Create incentives for outreach faculty, staff, and students to engage in DEIB-related efforts.
  • Goal 3: Utilize centrality of SSAC to build cooperative, student-led DEIB outreach efforts.

FACS Partnerships Goal #1: Increase Visibility

Unit Goal 1: Increase visibility of DEB 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., DEIB-focused FACS newsletter or DEIB 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 DEIB activities (annual performance reviews and annual reports)
AY2023-24 Evaluate and take inventory of the variety of existing DEIB-related activities in which faculty, staff and students are engaging. Determine if models for documenting and acknowledging faculty and staff DEIB outreach activities exist at UGA with annual performance reviews and annual reports.  Highlight FACS DEIB activities as determined in FY2022.
AY2024-25 Create a DEIB outreach report template and include DEIB reporting in the FACS Annual Report form for all departments and units for faculty, staff and students; Implement decisions made for faculty to report DEIB outreach efforts from FY 2023; Highlight FACS DEIB outreach activities as determined.
AY2025-26 Evaluate and make any necessary changes to DEIB outreach report template and faculty reporting process; Highlight FACS DEIB 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 DEIB-related efforts.

Key Performance Indicator 1: Create DEIB community outreach award that reflects DEIB 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 diversity Annual

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 Institutional Diversity, and other entities at UGA focused on diversity 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 DEIB 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 DEIB 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.  Increase participation of FACS community members by 20% from AY2024-25. 
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