Envisioning 2024: Strategic Plan Annual Report 2022-23

Strategic Plan Annual Report / Academic Year 2022-23

Envisioning

2024 Including the Strategic Initiatives Grant Program

About Envisioning 2024 Strategic Plan

Inspired by faith, informed by our core mission and values, and dedicated to the ongoing legacy of our founders, the University of San Diego’s strategic plan envisions a more distinctive identity among the most respected Catholic universities in the world.

The strategic plan was created in 2016 to help the University realize its vision by 2024, the year of USD’s 75th anniversary. The most fundamental element of the Envisioning 2024 strategic plan is student success, which means helping our students to graduate with a global perspective as compassionate citizens and ethical leaders. The strategic plan also calls for the university to act in alignment with our culture of care — by being good stewards of God’s creation and by advancing community initiatives as an anchor institution for the City of San Diego, the neighborhood of Linda Vista, the U.S.-Mexico border region, and beyond. Envisioning 2024 was created by faculty members, staff, students and community stakeholders. It resulted in five measurable goals related to student success (bulleted) and six interconnected pathways (see visual).

The goals describe what USD will do to achieve its vision and the pathways describe how it will achieve its vision. The strategic plan is guided by a Strategic Planning Steering Committee (SPSC) and subcommittees for each of the five goals. This report details the various initiatives and measures in support of USD’s strategic goals. The dashboards in this report contains key performance indicators (KPIs) with targets to reach by 2024.

• Goal 1: Enhancing Student Learning and Success

• Goal 2: Strengthening Diversity, Inclusion and Social Justice

• Goal 3: Improving Structural and Operational Effectiveness

• Goal 4: Elevating Faculty and Staff Engagement

• Goal 5: Amplifying Local and Global Engagement and Reputation

ACCESS AND INCLUSION LIBERAL ARTS EDUCATION FOR THE 21 ST CENTURY

ENGAGED SCHOLARSHIP PRACTICE CHANGEMAKING CARE FOR OUR COMMON HOME

Strategic Initiative Grant (SIG) Program

About

One of the opportunities identified in the Envisioning 2024 strategic plan was that USD wanted to create an environment that fosters and rewards creativity, innovation and interdisciplinary collaboration. From this, the strategic initiative grant (SIG) program was born, beginning in the 2017-18 academic year. The funding program supports teams or individual faculty members, staff, students, or administrators as they pilot innovative initiatives in support of USD’s five strategic goals. The purpose of the fund is to jumpstart, but not permanently fund, initiatives for a twoyear time frame. The initiative must span across multiple units on campus or extend out into the community. The chart to the right serves as a summary of the number and amount of awards funded from this program. Working with the Strategic Planning Steering Committee (SPSC), the Office of Institutional Effectiveness and Strategic Initiatives (IESI) coordinated the five-step award process.

1. Idea Development and Workshop

2. Pre-proposal and Review by SPSC Sub-committees

3. Full-proposal and Review by the SPSC

4. Recommendation to Strategic Leadership Team and the President’s Decision

5. Development of Assessment Plan

Updates on progress made from the strategic initiatives currently receiving funding (Cohorts 5 and 6) may be found throughout this report and those initiatives that were funded as part of the strategic initiative grant process have “SIG” next to their name.

Updates/conclusions on progress made from strategic initiatives receiving funding during prior years (Cohorts 1-4) may be found in prior year’s reports; browse to: https://www. sandiego.edu/iesi/strategic-plan/strategic-initiative-funding/ annual-reports.php .

IESI Annual Summit

Each year, IESI holds Annual Summits to celebrate the work of strategic initiative awardees. In April 2023, this tradition continued with awardees gathering in the new Nexus Theatre within the Knauss Center for Business Education to review poster presentations from cohorts of awardees and to discuss next steps for continued development.

Goal 1: Enhancing Student Learning and Success

Core Curriculum

See Goal 1 KPIs C and R

The sixth year of the core curriculum saw a deepened ability to integrate the liberal arts and the Catholic Intellectual Tradition. Acting on the findings of the Critical Thinking and Information Literacy Task Force 2.0, the Core Curriculum Committee charged a task force to separate and re-write the student learning outcomes for critical thinking and information literacy. These recommendations were received, thus setting the stage for the final phase of this essential multi-year curriculum

revision process. The committee looks forward to the completion of this revision in the next academic year. Additionally, the committee re-launched the Advanced Writing Competency workshops for faculty members who will teach classes that satisfy those learning outcomes in the core curriculum. Faculty members continue to present USD’s best practices in general education at regional and national conferences. Assessment of student learning also continues on schedule.

Academic Program Review

See Goal 1 KPI S

This year, all APR guidelines and self-study templates were revamped and moved to Google Suite using Google Docs, Google Sheets, Google Slides, and more. They had previously been in Microsoft Word, which made formatting and collaboration among multiple self-study writers difficult. The new templates were also made to better align with Institutional Research and Planning’s new academic program data website. Self-study question prompts related to diversity, equity and inclusion in the academic programs were also added.

Academic Plan

See Goal 1 KPI A

This year, the Office of the Provost continued to disseminate the seven strategic priorities and actions of the USD Academic Plan with deans, faculty members and administrators. Furthermore, this year, the provost’s office led specific actions recommended by the “team of teams” tied to the priorities related to faculty excellence, scholarship, and program design. In addition to actively hiring a new diverse cohort of faculty members in various fields, the annual orientation of this group of faculty members was redesigned to cultivate a deeper sense of belonging and to increase overall retention. Another key action in the “faculty excellence” priority was taking steps to assess the needs of adjunct faculty members through a series of town hall meetings and one-to-one conversations with the goal of creating a plan for their career paths within the university. In regard to supporting scholarship, the provost’s office, together with the dean of the university library, led the centralization of faculty publications from all academic units, followed

by a presentation of the intellectual outputs to the wider community. In terms of assessing academic programs, a new strategic plan for online learning/distance education is being developed through an inclusive process of ideation and consultation.

7 STRATEGIC PRIORITIES OF THE ACADEMIC PLAN

1. Faculty excellence through an environment that cultivates a diversity of academic fields and pathways with adequate support.

2. Towards a truly engaged, diverse and inclusive community of life-long learners.

3. Scholarship with knowledge generation, creative work, and intellectual outputs inspired by our vision of preparing changemakers to engage humanity’s urgent challenges.

4. Pedagogical innovations and high-impact practices as a path to enhancing the student learning experience in order to fulfill USD’s vision of setting the standard as an engaged, contemporary Catholic university preparing innovative changemakers to address humanity’s urgent challenges.

5. Interdisciplinary collaborations as an integral element of the student learning experience and program design.

6. Assess and adapt academic programs to attract life-long learners and remain relevant, addressing current trends and demands, and considering the opportunities emerging from new modes of learning, productivity, and community building.

7. A distinctive and creative academic presence among a larger set of local, national, and international audiences through exciting types of engagements.

Enrollment Plan and Torero Promise

See Goal 1 KPIs D, G, H, and I

In February of 2016, as USD was engaged in the strategic planning process that led to Envisioning 2024 , the Office of Undergraduate Admissions launched a project called the Torero Promise. This innovative commitment to our local Catholic high schools provided a guaranteed pathway for students from the five diocese high schools. That first year, we enrolled 24 students from these schools in the first-year class. Since then, the program has expanded to include not only a guaranteed promise of admission, but also includes a financial commitment to meet 100% of the demonstrated

financial need a family may have. The program also now includes 10 high schools: the original five, three in San Bernardino and Riverside counties, St. Jeanne De Lestonnac in Temecula, and the Cristo Rey School in San Diego. From that relatively small cohort of students in 2016, we now have more than 475 students apply for admission and we enroll close to 100 students from these schools in the first-year class. In all, since we established the Torero Promise, we have enrolled nearly 500 students under the program.

In addition to providing this opportunity to hundreds of deserving local

students, the Torero Promise has been a foundational piece of our overall strategic enrollment plan, implemented in 2019. Among its goals, the enrollment plan focuses on USD becoming an anchor institution, expanding access and diversity and enrolling more Catholic students. Among the Fall 2023 entering first-year students, 93 will be from Torero Promise schools. Eighty-three percent of these students identify as Catholic, 74% as students of color, 55% as Hispanic, and 38% as first-generation students.

Torero Gateway: Expanding Concurrent Enrollment Opportunities (SIG)

See SIG Assessment Plan

USD has offered local high school students the opportunity to take a class at USD while they were in high school since as early as 2006. In 2021, with the help of a Strategic Initiative Funding Grant, the Office of Undergraduate Admissions was able to expand the program, allowing more students to participate, and also providing some funding for books, course materials, and transportation to campus. These additional resources helped reduce some of the key barriers that students from underserved communities have often faced. In partnership with Perla Myers, PhD, and the AnchorSTEM program, we have been able to strengthen and expand our relationships with many local community-based organizations, such as Reality Changers, Ocean Discovery Institute, MANA Hermanitas, the Barrio Logan College Institute, as well as others. In addition, through the support of faculty members in the dean’s office in the College of Arts and Sciences, most recently

Dr. David Miller, improvements have been made in the scheduling and availability of classes available to these students. And, finally, through careful and deliberate outreach to local high schools, our pool of students has grown and now represents a much broader cross section of neighborhoods across the city. Many of these students are now becoming Toreros. Since the grant in 2021, we have had more than 30 students apply for admission and, in this most recent applicant pool, there were 13 former Torero Gateway students who applied for admission and six have committed to join us as first-year students in Fall 2023.

Retention and Student Success

See Goal 1 KPIs F and J-N

This year, the Student Success Committee continued to work with constituents across campus to increase student retention, create a deep sense of belonging for all students at USD, ensure the experience of a first-class education for all, and increase graduation rates. USD seeks to prepare students to lead a meaningful, joyful life post-graduation and this committee serves to ensure this happens in various ways. In 2019, USD achieved our highest ever one-year retention rate of 92%. The following year, largely due to the coronavirus pandemic, that rate fell to 84%. The goal was to attain retention rates back in the 90th percentile post-COVID. And, from Fall 2021 to Fall 2022, we were able to accomplish that with a retention rate of 90.3% for the first-year cohort.

Enhancing Post-Graduation Opportunities

See Goal 1 KPIs B ,O, P, and Q

The Career Development Center enhances post-graduation opportunities for students by empowering them to explore the intersection of their interests, values, beliefs and talents in pursuit of career paths that lead to personal and professional fulfillment. In 2022-23, the center hosted six career fairs, which garnered a total attendance of 2,097 students, with four of the six fairs breaking attendance records — providing Toreros the opportunity to connect with 251 employer booths (in-person and virtual) who were actively hiring. The Career Development Center also hosted nine Torero Treks, where students met professionals from 16 leading organizations, such as Disney, Crown Bioscience and Relativity Space, to explore career paths and build connections through meaningful networking opportunities. Through a high-tech and high-touch approach, the center’s team provided 1,829 individual career counseling appointments, both virtually and in-person. Of these appointments, 26% were first- and second-year students. In collaboration with campus partners, 11 members of the USD Parent Board served as mentors to students during the Spring 2023 semester. To further enhance post-graduation opportunities, the Career Development Center filled two inaugural leadership positions this year: an associate director of employer relations and an associate director of communications and assessment.

Alumni Relations

See Goal 1 KPI U

This year, as always, the USD Alumni Association, led by the Office of Alumni Relations staff and a volunteer Board of Directors, strived to meet its mission to engage and enrich the Torero community for life. This was carried out through in-person and virtual activities, such as traditional signature events, networking opportunities, alumni-student interactions, alumni spotlights, and highlights of innovative USD faculty and programs. The association’s DEI Task Force developed workshops and created a virtual series focused on ensuring a welcoming environment for all. More than 100 regional events engaged over 2,000 participants across the U.S., while international programming included tours, reunions and participation in the Camino de Santiago pilgrimage. Utilizing the national standard for measuring success, we were proud to reach our goal of engaging 28% of our alumni in meaningful ways.

Creating Equity and Inclusion by Supporting Students in Introductory Mathematics Class with Near-Peer Course Mentors

See SIG Assessment Plan

Students at USD and nationally often find the first college mathematics classes to be obstacles to success in their career paths and in college overall. This is especially true for students from under-resourced communities; Black, Indigenous, or People of Color (BIPOC); or first-generation college students. Courses in algebra and calculus are prerequisite courses for many majors, programs, and careers, especially in STEM fields and in business. Students in these mathematics classes often feel extensive stress and anxiety and this negatively impacts their success — not only in these classes, but in all their classes — and impairs their overall

adjustment to college. This initiative adds an additional layer of support in several of our introductory mathematics classes by engaging students who have been successful in these courses to be near-peer course mentors (NPCMs). The diverse group of NPCMs will build relationships with the students and the students will know that the NPCM is familiar the instructor, how the instructor teaches, and what concepts the instructor emphasizes. The NPCM will also provide feedback to the instructor on student difficulties because students are often more comfortable asking questions and sharing challenges with a near-peer than with an instructor. To determine

whether the initiative is working, we will construct an instrument to measure math anxiety based on the Abbreviated Math Anxiety Scale (AMAS) (Hopko et. al, 2003). This year, we modified the AMAS and focused on implementation. Next year, we will focus on analyzing the data. We expect to see decreased anxiety in the students each semester. By the end of the two-year pilot program, we expect that, on average, there will be 25% fewer D/F/W grades in sections with NPCMs compared to those without NPCMs.

Urgent Challenges Pre-Undergraduate Research Experiences

See SIG Assessment Plan

Science achievement gaps begin early and persist, and due to the COVID-19 restrictions for schools, students most disadvantaged by inequitably distributed resources had even less hands-on STEM experiences than students who come from households with more financially advantaged homes. Results from the mathematics placement exam at USD indicate that 66% of the cohort of incoming students needed to start with college algebra or a lower-level of mathematics that will not count toward their STEM major plan of study, which can delay their graduation by at least a semester. The AnchorSTEM leadership team overseeing this initiative wants to make sure that USD scholars begin college as prepared as possible to succeed in STEM. They believe that if students have the opportunity to participate in immersive learning and research activities during the summer before they start at USD, they will be able to compensate for some of the learning loss they have experienced due to COVID-19. Given the success of the pilot of a similar program and the ongoing pandemic conditions that exist, the initiative creates six AnchorSTEM Urgent Challenge Scholar Summer Positions for incoming first-year STEM students — who are local to San Diego, with a commitment to community

engagement through a connection to a San Diego partner community-based organization, and who have at least one of the following identities: first-generation college students and/or low-income students and/or students who are Black, Indigenous, or a Person of Color (BIPOC).

that is tied to one of USD’s urgent challenge areas: environmental justice; cross-border engagement; educational equity, homelessness, food insecurity, or human trafficking. During Summer 2022, we selected these eight rising stars, who are San Diego residents and were recommended by our partner community organizations to become

AnchorSTEM Urgent Challenge Scholars. During Summer

Each scholar will spend approximately eight weeks during the summer prior to joining USD, with mentorship from a faculty member in a STEM region and/or one of the urgent challenge areas. The scholar will learn and apply a socio-technical STEM lens to investigate a topic

2023, we plan to select an additional four scholars to engage in research to complete the expected 12 Rising Stars stipulated in our outcome. Each of the scholars participated in at least two workshops provided by the Office of Undergraduate Research. Six of the scholars engaged in projects that advance knowledge that addresses at least one of the urgent challenges. All of them engaged in important STEM initiatives and created relationships with a mentoring group composed of faculty members, staff, students

and community members and developed their social capital. Six scholars participated in a culminating presentation that disseminated information about the urgent challenge for an audience that incorporates multiple stakeholders, including community members. All scholars took the mathematics placement exam in the beginning of summer, and six of them placed comfortably by the end of summer in a mathematics class that advances their STEM program of study. The majority of the scholars enhanced their sense of belonging at USD, as measured by the Sense of Belonging assessment questions in the USD first-year student questionnaire (pre and post). These experiences proved very valuable for the scholars, and we learned many valuable lessons that we are applying for Summer 2023, including setting the expectation for all scholars that they participate fully during the eight weeks and attend other sessions intended to prepare them for success in their college experience. Some of the scholars were not ready for the rigor of their academic classes. During Summer 2023, we plan to be more intentional in preparing them for the specific courses they will take, while still giving them rich research experiences.

Goal 2: Strengthening Diversity, Inclusion, and Social Justice

Horizon Project

See Goal 2 KPI U

The Horizon Project is designed to move USD into the forefront of Catholic higher education by following Pope Francis’ guidance that as a Catholic community we must be more “open, expansive, and welcoming.” This is the time for more action and over the next three years (to 2026), we will dedicate the time, energy and resources necessary to build a more inclusive

campus community. As a university that recognizes the challenges of a more diverse, multicultural and global world, we now stand at a liminal moment in history and we must look to the horizon as our path forward. While The Horizon Project has many goals organized into the three P’s (people, policies and practices), progress on the most prominent ones are provided below.

GOAL

Be recognized as a Hispanic Serving Institution (by achieving 25% undergraduate Latinx enrollment, as required by the Hispanic Association of Colleges and Universities)

Be one of the 100 most diverse, independent universities in the country (according to a diversity index developed by USD and from a list of national peers)

Be among the top 10 of our national Catholic peers for:

• Percentage of students of color enrolled

• Percentage of Black students enrolled

• One-year retention rate

• Six-year graduation rate for students of color

Increase in the number of full-time Black faculty members within each of the Professional Schools and the College of Arts and Sciences

CURRENT PROGRESS

Initiatives related to recruiting and retaining a diverse faculty are in process

CID Refresh

See Goal 2 KPI A

Regina Dixon-Reeves, PhD, serves as vice provost for diversity, equity and inclusion and is the director of the Center for Inclusion and Diversity (CID). Under Dr. Dixon Reeves’ leadership, a number of new programs and initiatives have been developed. As one example, Thriving at USD is a three-part workshop series that reinforces the three essential skills we believe everyone in our community should be proficient in. These skills are the ability to listen empathetically and see and hear others as they want to be seen and heard; to engage in courageous conversations by using conflict resolution techniques during difficult conversations that allow us to salvage relationships and move forward in community; and the use of bystander intervention techniques to intervene when needed as an active ally to ensure that all members of our community feel safe. These workshops are currently being delivered to incoming students and student leaders, but will eventually be made available to existing students, faculty members and staff.

Sahmie S. Wytewa serves as USD’s tribal liaison within the CID. Wytewa spent the year supporting Native American and Indigenous students, strengthening campus and community partnerships, and developing a calendar of events after the position had been dormant for more than a year.

Recruiting and Retaining a Diverse Staff and Administration

See Goal 2 KPIs C and R San Diego County has a diverse population and USD seeks to reflect this diversity. The table shows the percentage of USD’s all-employee diversity in Fall 2022 alongside the percentage of San Diego County’s population diversity as reported by the U.S. Census Quick Facts (July 1, 2022). The university will continue to implement recruitment and selection toolkits, and will seek to increase the diversity of its staff and administration.

Recruiting and Retaining a Diverse Faculty

See Goal 2 KPIs C and S

This year, the vice provost of DEI participated in the final round of more than 45 interviews for new tenure-track faculty hires and asked applicants about their commitment to DEI, as well as provided search committee workshops to all faculty hiring committees. These workshops include the best practices for hiring and included topics such as: writing inclusive job descriptions; utilizing passive as well as active recruitment strategies; drafting effective questionnaire protocols; orienting search committee members; and using an evaluation rubric. These best practices allow us to cast a wider net with the goal of attracting the best candidates to our searches and ultimately ending up with a more academically robust and diverse faculty. In addition to the search committee workshops, two new workshops were also introduced for retaining faculty: a Bias Workshop for ARRT Committee members and a Syllabus Audit Workshop for all faculty members. Both workshops were

developed at the request of faculty members and department chairs. The Bias Workshop for Appointment, Reappointment, Rank and Tenure (ARRT) Committees shares research on the service burdens of women faculty members and faculty members of color; bias in student evaluations and publishing; and cognitive errors to consider when reviewing promotion and tenure documents. The Syllabus Audit Workshop leads groups of faculty members through individual reflection and small group conversations about diversifying their course using a four-part rubric. The rubric encourages faculty members to look critically at the type of texts used; diversity of authors and experiences represented; accessibility of the content; and consideration of how the knowledge was produced and how it should be presented so that it aligns with our values. Both workshops were created in collaboration with CID and the Center for Educational Excellence (CEE).

Recruiting and Retaining a Diverse Student Body

See Goal 2 KPIs F-Q,

and T

We are on target to accomplish many of the goals in the enrollment plan, including becoming a Hispanic Serving Institution (HSI), having 50% of our undergraduate students identify as a student of color, and enrolling more students from San Diego County. In addition, Student Success Summits this year continued to focus on the retention of diverse students. In December 2022, the topic of the summit was on first-generation student support, transfer-student support, and the OneStop student center. In March 2023, the topic of the summit was on HSI student support mechanisms.

Advancing Educational Equity: Enhancing Retention and Graduation Rates for USD’s Black Undergraduate Students (SIG)

See SIG Assessment Plan The initiative consists of four components that aim to advance the retention and graduation of Black undergraduate students at USD. Those four components are:

1) the Black Summer Immersion Program, 2) the Black P.E.E.R. Mentor program, 3) Continuous Onboarding Opportunities, and 4) the Sequential Developmental Program. A new director of the Black Student Union was hired this year and will continue to implement the program to support USD students.

Building an Inclusive Campus Environment

See Goal 2 KPI B Campus climate surveys were designed to help colleges and universities measure and assess both their strengths and weaknesses around diversity and inclusion efforts for students, faculty members, staff and administrators. The surveys provide insight into what shapes the experiences and perceptions of diverse individuals on campus to help institutions create an environment where everyone feels safe, respected and valued. In Spring 2021, all undergraduate students answered questions related to campus climate on the National Survey of Student Engagement (NSSE, for first-year and senior students) or the Culturally Engaging Campus Environments Survey (CECE, for sophomore and junior students). Another in-house survey for graduate students and employees was launched in Fall 2021. A key finding in the surveys highlighted differences in people feeling safe, respected, and valued at USD among people of color and white people. As a goal, USD seeks to decrease these differences between the 2021 and 2024 survey administrations. To support this goal, this year all members of the President’s Cabinet (and anyone who reports to someone on the President’s Cabinet) were asked to self-assess and assess their department for how to create a more welcoming, inclusive

environment for all. Departments examined their policies, practices and procedures that may be contributing to some members of our community feeling less safe, respected, and valued than others. Hundreds of ideas for advancing equity at USD were submitted. Of the ideas, 71 are institutional, meaning USD central administration should strategically work on them, and 115 are department-specific, meaning the department should work on them. Some opportunities will be implemented in the short term (this semester), medium term (1-2 years), and long term (3-5 years). Opportunities were categorized as shown in the pie chart.

Catholic Student-Focused Initiatives

See Goal 2 KPIs D and E University Ministry fosters the faith and holistic development of all members of the USD community. Masses were celebrated each weekday, every Sunday night, and on special occasions throughout the year — including USD’s signature traditions, such as the Mass of the Holy Spirit, The All-Faith Service and the Our Lady of Guadalupe Mass. Two hundred students participated in one of the six retreats, with another 112 helping to plan and facilitate those retreats. Two immersion experiences were offered — at the U.S.-Mexico border and in downtown San Diego — and, for the first time since the pandemic, we resumed our Tijuana Day Trips and visits to Rachel’s Night Shelter, a safe haven for women and children experiencing homelessness. These offerings impacted more than 50 students. University Ministry continued to offer small faith-based sharing groups, which provided an authentic experience of community to 158 students while supporting them in their spiritual growth. The team also launched a new program, Coffee House, bringing together more than 200 students to explore the intersection of real life and lived faith.

Advancing Diversity, Equity, and Inclusion (DEI) through the Development of the Leadership Scholars Program

See SIG Assessment Plan

This initiative seeks to create a cross-campus Leadership Scholars Program for undergraduate and graduate student mentors that focuses on engaged scholarship and diversity, inclusion and social justice (DISJ). We envision a program that promotes educational equity and the development of campus-specific DEI action research projects, whereby undergraduates, graduate students, and faculty members can collaborate. This year, we provided small research grants for graduate students to conduct diversity-related research. We also provided professional development funds for PhD student instructors to build DISJ professional competencies that indicate higher knowledge, skills and dispositions for implementing DISJ into their teaching and research. In fact, students scored higher on a post-test than a pre-test, after the implementation of the professional development exercise. We purposefully paired undergraduate students together with graduate students

conducting research, thereby creating an intergenerational mentorship model. Five graduate students worked with several undergraduate students as co-collaborators for their action research, and we provided stipends for mentors to do this work. We held two retreats — one in the fall and spring. We also successfully executed the final action research symposium, where MA and PhD students presented final projects. We want our students to leave our program confident in their research skills and in their approach to teaching or facilitation, especially within the intersections of leadership, diversity and inclusion. As leadership scholars, they must understand the ways that systemic racism impacts all organizations at all levels, and have the content expertise, as well as pedagogical strategies, to engage in these issues in their research and in the classroom. Faculty members, staff and students attended and presented at various conferences this year, including nine presentations and eight posters.

From Conception to Impact: Envisioning the Future of Conversations of Color

See SIG Assessment Plan

Students who identify as Black, Indigenous, and/or People of Color (BIPOC) at USD often report feeling a sense of isolation, lack of belonging, and lack of representation in the cultural and educational artifacts, both within the classroom and structurally, throughout the university. The emotional toil and burden this places upon BIPOC students often serves as a contributing factor to higher attrition rates, resulting in a tremendous loss for the institution. As such, it has become increasingly important for BIPOC faculty members and staff to create spaces of belonging and understanding to support them to build community and honor and leverage social, familial, cultural, linguistic, resistance and aspirational capital as they navigate higher education. This initiative seeks to create a cross-campus model for a Conversations of Color (CoC) series for students, faculty members and staff that expands engaged scholarship opportunities and diversity, equity, and inclusion (DEI) practices with an emphasis on educational equity. The School of Leadership and Education Sciences (SOLES) currently offers a similar program and this initiative seeks to

expand that university-wide. With support from the Strategic Initiative Funding Program, Conversations of Color can increase engaged scholarship opportunities for BIPOC faculty members, staff and students. Specifically, the initiative will use funds to hire outside BIPOC facilitators, increase the physical space for faculty members or staff of color conversations, and hire graduate assistants to help with research and administrative tasks. This year, we gathered faculty initiative leaders and hired a graduate research assistant to review evaluation data from the SOLES program. Through this process, we have learned that we will also need to include staff representatives for the development of training materials. We plan to begin holding events next year.

Graduate Summer Bridge Program

See SIG Assessment Plan

Graduate students who identify as BIPOC, first-generation, and/or low-income often feel underprepared going into their graduate programs. If they have not had much exposure to what graduate school might be like or what to expect, then they are likely to feel anxiety, a lack of confidence, imposter syndrome, or negative selfefficacy going into and even during their programs. USD’s graduate student population is growing and so is its diversity, and it is imperative that we continue to explore how to meet their needs to set them up for success. Investing in the overall success of a diverse and growing graduate and professional student population means creating efforts to enhance their sense of belonging and self-efficacy. To foster this, this initiative will develop a Graduate Summer Bridge Program. This year, there was a 19.4% increase in bridge program registration from 2021 to 2022 and 8.4%

of the total incoming graduate students from the Hahn School of Nursing and Health Science, the Joan B. Kroc School of Peace Studies, the Knauss School of Business, the School of Law and the School of Leadership and Education Sciences registered for the program in 2022. Students’ self-efficacy increased by 3% from the pre- and postsurvey. This result prompted us to conclude that incoming graduate students already have a high sense of self-efficacy, which is great to know. This also prompted us to focus more attention on sense of belonging, our other metric, since selfefficacy is relatively much higher. Sense of belonging increased by approximately 52% among survey respondents from the pre- to the post-assessment. In the postassessment, 35% of respondents also identified individuals or offices to connect with for support during their graduate program career.

Sense of belonging increased by approximately 52% among survey respondents from the preto the post-assessment

Social Justice and Advocacy within the #BlackLivesMatter Movement at USD and Beyond

See SIG Assessment Plan

The collective #BlackLivesMatter Social Justice and Advocacy Series is a communal effort whereby stakeholders collaboratively share their talents and gifts to ensure success. So far, we have created a website that serves as the hub for information, meetings and resources. We have curated interactive events and compiled a collection of recommended resources for audiences of various demographics, including activists, educators, allies, families and those in need of healing. We have discussed readings and current events and showcased art from the community. This initiative seeks to build off of and scale up the current model developed by SOLES to reach across campus, throughout San Diego, and around the nation and the globe. During the August 2022 Summer Retreat, we brainstormed to create a list of speakers for the 2022-23 year and invited them to come to campus. We intentionally invited people with differing intersectional identities (ex: male, female, and non-binary speakers; from different disciplines; etc.). We also invited people who were chosen to receive diversity awards across campus (including the Diversity and Inclusion Impact Award, the Friere and Hooks award and the Fostering Black Excellence Award). We worked to highlight those in our community who are supporting efforts around #BLM, critical race theory, community outreach, and more. Overall, we organized six events and had 242 registered participants, plus 86 views of our recorded events on our YouTube channel. We hosted 14 BIPOC keynote speakers, panelists and faculty members from USD and the community, and we look forward to continuing this important work.

The Positive Psychology Project (PoPP): Building Resilience in USD Deferred Action for Childhood Arrivals (DACA) Students

See SIG Assessment Plan

The State of California has the highest school enrollment rate for DACA recipients, with approximately 197,900 students. Current research focuses on the challenges and limitations that DACA students encounter, including external protective factors, such as financial opportunities and access to health care. DACA students experience strong uncertainty because of their temporary legal status that is strongly influenced by wavering political policies; they often report high levels of psychological distress and exhaustion, hostility, and a destabilizing sense of non-belonging, isolation, hopelessness, and suicidality. During their critical period of transition to adulthood at the university, and especially during the COVID pandemic, DACA students are burdened with navigating legal, social, and educational barriers, which place their mental health and well-being at risk. While DACA students have so much to negotiate as they pursue higher education, most of the literature and research on DACA students are framed from a deficit perspective. Guided by Positive Psychology, this initiative introduces the Positive Psychology Project (PoPP), a strength-based, rather than a deficit or pathology-oriented program, that is centered on the rich internal strengths and inherent resources that figure prominently in DACA students’ success in higher education. This year, we piloted the program with six Mexican undergraduate students who identify as DACA recipients. They were offered structured and collaborative opportunities to connect with each other, and learn and apply character strengths such as love, creativity, zest, humor, gratitude, mindfulness, hope, kindness, self-control and emotional regulation with their peers in an eight-session group format. Students authored and shared a brief essay, “A Better Version of Me,” in which they established SMART goals for themselves to develop between sessions and during their careers at USD. They also connected this to character strengths, as well as their meaning and purpose of life detailed in their “Recalling My Story” essay.

Torero Urban Scholars

See SIG Assessment Plan

Historically, individuals who have been formerly incarcerated lack access to basic and fundamental human rights educational equity being one of them. In response, Torero Urban Scholars (TUS) is designed to provide student support services to formerly incarcerated students at the University of San Diego and those interested in transfer to USD from neighboring community colleges/incarceration facilities. Torero Urban Scholars seeks to provide tools and resources to administrators, faculty members, and staff across campus to facilitate the support needed to successfully work with these students. The program will develop workshops and trainings for best practices, raising awareness, breaking down stigmas surrounding our students, and establishing allies. This year, workshops were provided and 85.7% of participants said they were confident in their ability (as employees) to support students in the Torero Urban Scholars program.

Goal 3: Improving Structural and Operational Effectiveness

Renaissance Plan

See Goal 3 KPI J

The Renaissance Plan’s capital projects (Copley Library, Learning Commons, Founders Hall, Camino Hall, Sacred Heart Hall, Olin Hall and the Knauss Center for Business Education) were completed in August 2022. The Renaissance Plan’s annual deferred maintenance projects will continue through fiscal year 2028.

Increase Endowment and Student Scholarships

See Goal 3 KPI H

As of May 31, 2023, during the 2022-23 academic year, USD raised more $3.2 million for endowed funds, including $2.2 million for endowed scholarships, as well as $3.0 million for current-use scholarships. In particular, development raised over $800,000 in endowed funds for the Torero Renaissance Scholars Program, which provides scholarships for USD students who identify as former foster youth, homeless, or are at risk for homelessness.

YEAR (AS OF MAY 31ST EACH YEAR) NEW ENDOWED FUNDS NEW ENDOWED SCHOLARSHIPS NEW FUNDS FOR CURRENTUSE SCHOLARSHIPS

2022-23 $3.2 million $2.2 million $3 million

2021-22 $30.6 million $4.3 million $4 million

2020-21 $5 million $859,000 $3 million

2019-20 $4 million $2.3 million $2.2 million

Strideto2024@USD and New Budget Model

See Goal 3 KPIs E, G, and I StrideTo2024@USD includes three key elements: a series of initiatives to enhance efficiencies and achieve savings, the Comprehensive Administrative Review (CAR) process, and the budget redesign process. The 2024 goal is to reallocate a minimum of $15 million to enhance student financial aid, attract and retain top talent, and advance new strategic initiatives. As of June 30, 2022, $15 million, or 100%, of savings has been identified through a combination of the CAR process and efficiency initiatives; additionally, the university recognized and redirected $12.7 million, or 85%, toward key priorities. Consistent with the stated goals, $3.3 million was directed to enhance student financial aid and $3.0 million was used to support The Horizon Project. Additionally, as a result of the continued momentum under StrideTo2024@USD in

fiscal year 2023, the university was able to make additional compensation adjustments in June 2023 for staff employees, enhancing the previous January 2022 compensation adjustments aimed to attract and retain top talent. The total investment for faculty members, staff, and administrator compensation adjustments was $6.4 million and was completed two years in advance of the original 2024 stated goal. The

Budget Model Redesign process, designed to move USD from an incremental budget model to an incentive-based budget model, remains in progress as the university’s enrollment and overall financial position continues to recover from the lingering impacts of the coronavirus pandemic. The new incentive-based budget model will provide a transparent and accountable budget process that facilitates the growth of the academic and auxiliary programs.

Campus as a Living Lab

See Goal 3 KPIs A and D

Campus as a Living Lab formally started in Fall 2019, encouraging students, faculty members, and staff to develop real-world, hands-on integrated courses and research projects designed to enhance sustainable solutions on campus. Projects over the years have contributed to several important operational and strategic initiatives. As an example, cluster hires in the College of Arts and Sciences, as well as other faculty hires focused on Climate Change and Environmental Justice. This year, the Office of Sustainability, in collaboration with the Changemaker Hub and the Environmental Integration Lab, hosted USD’s inaugural Student Sustainability Summit where approximately 100 students workshopped and identified campus sustainability solutions within the sectors of conscious consumerism, food security, water use and transportation systems. Also, in the spring semester, USD Design Lab fellows — supported by the Environmental Integration Lab, Changemaker Hub, and Student Affairs — produced reports on sustainable commuting, conscious consumerism and community building.

Climate Action Plan

See Goal 3 KPI B

The 2016 Climate Action Plan (CAP) is currently being updated to better support the university’s goal of achieving climate neutrality by 2035. The updated plan will include a set of carbon reduction strategies to be undertaken across the campus, as well as recommendations about how USD can integrate sustainability within academics, increase its environmental partnership with the San Diego community, and expand upon its environmental justice efforts. At the beginning of this academic year, USD began implementing its Energy Master Plan (EMP), a bold and comprehensive plan focused on upgrading the university’s energy infrastructure to achieve its goal of carbon neutrality. The projects undertaken this year are expected to save close to 500,000 kilowatt hours of electricity annually, which is equal to saving approximately 204 metric tons of carbon dioxide from being emitted into the atmosphere every year.

Sustainability Efforts

See Goal 3 KPIs C and D

This year, USD’s Office of Sustainability became fully staffed with the additions of a new climate and energy manager, a sustainability coordinator, and six student program assistants. The team implemented and hosted a variety of sustainability-related programs and events, such as the green office and campus resident eco-certification programs; the Student Sustainability Summit; three thrift clothing pop-ups;

and several educational presentations on campus. During the year, more than 1,500 Toreros connected with some form of sustainability programming. The office also focused on improving USD’s transparency in reporting its climate progress by launching a new Climate Action Data Dashboard on the sustainability website, as well as undertaking new assessments of USD’s water consumption and waste production

habits. Due to these efforts and more, USD continues to possess a Gold Star rating under the Sustainability Tracking, Assessment, and Rating System (STARS), organized by the Association for the Advancement of Sustainability in Higher Education. The sustainability office is committed to developing new programs and initiatives for the campus community, and to helping the university achieve a Platinum STARS rating by 2024.

University of Laudato Si’

See Goal 3 KPI L

This year, we established a steering committee to support USD’s efforts in sustainability, climate change, and environmental justice — the central tenets of Laudato Si’. We worked on the reporting components of the seven pillars of Laudato Si’, initiated the design of a website, and worked on strengthening our community efforts. As part of the College Corps program, our students have worked on several projects that connect the impacts of climate change, the disproportionate effects on disadvantaged communities, and the need to work together to solve these issues. We have been planning our second and third celebrations of Laudato Si’ fellows with a focus on elected officials and religious leaders. Finally, the planning of the Lighting the Way Forward conference, which will take place in January 2024, on the future of Catholic higher education, will feature specific plenaries and sessions on Care for Our Common Home.

Water Justice Exchange (SIG)

See SIG Assessment Plan

Challenges connected to water are a result of injustices, ones that intersect both social and environmental impacts. Water justice is embedded in and specific to historic and socio-cultural contexts and includes, but transcends, questions of distribution to include those of cultural recognition and political participation, and is intimately linked to the integrity of ecosystems. The San Diego region faces multifarious critical and complex water justice issues, symptomatically manifested as trash and sewage pollution in the Tijuana River watershed, wetlands that need restoring and protecting, contamination necessitating remediation, and a call to climate change readiness, to name a few. Additionally, historic inequities in San Diego’s zoning and planning laws have long-term public health implications, but also can exasperate challenges in the face of a changing climate. The initiative seeks to create and launch an inter-campus, inter-community synergistic exchange to advance our understanding of and innovative solutions to our critical local water justice challenges. The Water

Justice Exchange (WJE) is designed to foster collaborative multidisciplinary research, student experiential learning, policy creation (advocacy), and community projects at the nexus of water, social and environmental justice in the San Diego County and Tijuana region. Specific areas of focus include water quality, water security, water reuse, water remediation, water justice, water policy, environmental resilience, and climate change adaptation and mitigation related to the watersheds and coastal waters in the region. This year, in August 2022, we held our second WJE Ideation Collaborative at the Ocean Discovery Institute, with a focus on Connecting Communities and Water. Two-dozen faculty members, researchers, community members, and students attended this collaborative, and engaged in an immersive experience and proposal workshopping session to ideate new boundary-spanning efforts to advance

water justice in the San Diego-Tijuana region through community projects or engagement, interdisciplinary research, policy development or advocacy training, and interdisciplinary coursework development. We seedfunded six new boundary-spanning proposals that resulted from the workshop. Additionally, in Spring 2023, we hosted a visiting scholar from the University of the West Indies at Cave Hill, Barbados. Ms. Shamika Spencer is a doctoral candidate who spent the semester at USD teaching us about her biofuel research, which utilizes rum wastewater, and she is helping us to begin a new branch of the research at USD that utilizes local waste, including wastewater from beer breweries. A team of undergraduate students worked on this project with Ms. Spencer during the semester, and a second cohort of students is continuing the research (in collaboration with the Barbados team and the WJE leadership team) in Summer 2023.

Changemaking in Information Technology

See Goal 3 KPI K

The information technology (IT) department has had another busy year supporting all campus constituents. New systems that completed implementation this year were: CourseDog’s course scheduling (with course catalog underway); Workday, Phase 2; MultiFactor Authentication (Duo) across many systems; a new Identity Management System; and the Zoom Phone system; as well as finishing the upgrade of the ITS and remaining websites to the USD 2.0 web architecture. Projects and implementations IT began this past year, which are still underway, are the upgrading of the USD wireless network, implementation of the Affinaquest advancement system (replacing Advance), and the implementation of Canvas (to replace Blackboard). IT has also begun exploring the use of Generative AI at USD.

Operationalizing USD’s Next Generation of Sustainability Professionals through Data and Leadership Development

See SIG Assessment Plan

The Nonprofit Institute (NPI) will use our Environment and Social Justice Hub (HUB) programs in coordination with USD’s director of the care for our common home, to operationalize cross-campus networks of faculty members and students to enable opportunities for applied research and mentorship pathways that elevate the University’s profile as a University of Laudato Si’. The HUB, catalyzed by previous strategic initiative funding, has a suite of established programs which present a unique opportunity for the university to develop the next generation of climate change, sustainability and environmental justice leaders. Prior funding was essential to starting up major HUB initiatives: the Equinox Project’s Quality of Life Dashboard (QoL Dashboard); Leaders 20/20; The San Diego Regional Climate Collaborative (SDRCC); Environmental Integration Lab (EIL); and Leaders for Outdoor Equity. With this project, the HUB will leverage its connections, partnerships and programs to build stronger connections between faculty research, student class and internship projects, and regional quality of life issues in the San Diego region. This year, we worked directly with the EIL faculty members and shared information and fliers for multiple Leaders 20/20 events, including the Holiday Party and Dashboard Launch in

December 2022 as well as our new virtual series, Brewing Connections, which works with faculty members and staff in the School of Leadership and Education Sciences to provide a learning experiences for existing members and non-members to get connected to the Leaders 20/20 network. In early 2023, we coordinated with campus partners and launched an opportunity for USD Students who were participating in the College Corps program to receive a free one-year Leaders 20/20 membership. Additionally, all Leaders 20/20 events in 2023 so far (15 students) have received a membership, including with Brewing Connections. Our Spring Networking Mixer was offered to College Corps Fellows as an opportunity to secure service and learning hours towards their program requirements. In 2022, we had six USD students graduate and continue their Leaders 20/20 membership and three of those former students are now serving on the Leaders 20/20 Steering Committee. In 2023, we have been working to make Leaders 20/20 annual programming and events more standardized — this will support more clarity around membership benefits and hopefully incentivize enrollment. We have spent a lot of time coordinating with campus partners, like the Mulvaney Center and EIL, to offer free memberships to USD students where possible. We are hopeful that this partnership with College

Corps will continue with the 2023-24 cohort. In 2022, Leaders 20/20 began to include Green Workforce Jobs through Newsletters and social media platforms and we surveyed members on what they wanted to see more or less of. Leaders 20/20 members indicated, through dialogues and surveys, that they were not interested in an additional platform for Green Jobs. Instead, the members requested that we make it consistent outreach and updates on available opportunities through our newsletters and social media platforms. As a result, we have been working to alert regional partners to utilize us as a resource for job sharing, and new opportunities are shared on our platforms weekly. Additionally, our College Corps USD Undergraduate Fellow developed a research blog on Understanding the Green Workforce, which was published in January 2023 and has been downloaded more than 100 times. Additionally, we hosted three College Corps Fellows of our own who supported Leaders 20/20 and the Equinox project. They conducted research and developed media and leadership campaigns. Two of these fellows will be wrapping up additional research blogs on the value of outdoor access and a second on the importance of STEM programs to support the Green Workforce. In 2022-23 we

utilized participation in the Californian’s For All College Corps program to open up dialogues and partnerships with interested parties in the SDRCC and USD network. Through this program, we were able to place 16 students in the College Corps programs at host sites with eight different SDRCC partners, including the City of San Diego, Chula Vista, Encinitas, La Mesa and Carlsbad, as well as other agency partners. The students in these roles received hands-on experience supporting climate action planning in San Diego, as well as mentorship and career development. We utilized this experience to work with SDRCC partners and have been discussing ways to operationalize additional crosscutting mentorship in year two. We will be launching a cohort model, where fellows and host sites will participate in two to three workshops during the year focused on networking. We will also work with faculty members from the EIL and from SOLES to provide support. We look forward to launching this formal mentorship program in 2023. Additionally, we are looking at ways to do more formal mentorship matchmaking within the existing Leaders 20/20 network and will be partnering with Ocean Discovery Institute for current members to serve as mentors for their high school fellows.

“I joined Leaders 20/20 so that I could stay connected to the environmental community in the San Diego region. After being so involved in the sustainability movement in college, I wanted to tap back into that after I moved back to San Diego.”

— Sophie Barnhorst, Public Policy Advisor at the San Diego Regional Chamber of Commerce

Goal 4: Elevating Faculty and Staff Engagement

Faculty Compensation

See Goal 4 KPIs B, C, D, and E

In order to address the need for a competitive, comprehensive program to attract and retain exceptional tenured and tenuretrack faculty members, the Faculty Compensation Task Force was formed in 2018. Soon after the completion of the salary framework by the Faculty Compensation Task Force in Spring 2019, the Faculty Compensation Working Group convened to create a Faculty Compensation Policy. The policy was presented to the University Senate in Fall 2019 and the task force passed an amended version in December 2019. President Harris sent this version back to the University Senate with some suggested changes in Spring 2020. The first round of salary adjustments, effective Jan. 1, 2020, were provided to eligible tenure-line faculty members with salaries below the minimum in the framework. In 2021, additional salary adjustments were made to alleviate compression issues. In January 2022, the university accelerated compensation increases to all eligible faculty members.

Faculty Engagement with the Center for Educational Excellence

See Goal 4 KPI H

This year, the Center for Educational Excellence (CEE) continued to offer signature ways for faculty members to develop their teaching, with a few new additions: Faculty Excursions, an opportunity to visit unique locations around San Diego to inspire new teaching ideas; and Open Classroom, an opportunity for faculty members to sit in on a colleague’s class for one day to learn something interesting in a new discipline, to get better acquainted with colleagues across campus, and to inspire new teaching strategies. Beyond our new initiatives, faculty members from every school and unit across campus, and from nearly every department within each school, participated in our signature offerings. Faculty members joined reading circles on 11 different books, met informally to discuss teaching and mentoring through our ‘A Little Bit of Teaching’ initiative, and attended a wide variety of conferences via our CEE Travel Grants. If faculty members were unable to attend an offering, we still saw excellent engagement through our popular newsletters: Your Teaching Toolkit, The Community Builder, and The Adjunct Voice, with subscription and open rates 27% higher than the industry average.

Faculty Engaged Scholarship

See Goal 4 KPIs J-O

Listed are some of the initiatives the Office of the Provost, in working with others, have started and/ or implemented during AY 2022-23 to address the recommendations from the Faculty Engaged Scholarship Task Force: restructured the USD Research Associate application and review process with clear eligibility and criteria; launched the Faculty Research Publications Fund to supplement research publication expenses; hired a new associate provost for engaged scholarship, who will start in September 2023; re-activated the Office of Undergraduate Research (OUR) Faculty Advisory Group with a charge of promoting, facilitating, and enhancing undergraduate research, and advising on best practices in OUR programs; supported OUR to continue working with University Advancement and with faculty members to seek and obtain external funding to increase the number of undergraduate student research opportunities, especially among underrepresented student groups; made research, scholarship, professional development opportunities

more visible to faculty via a Faculty Hub website; designed and developed a USD Research Expertise Database to facilitate and promote research collaboration among researchers across the USD campus and with external organization; dedicated the month of April as Research Month with a series of events held on campus and held a Faculty Scholarship celebration to recognize faculty members and administrators who made significant efforts in grant endeavors at USD; strategically designed and implemented summer research program activities with students and faculty scholars throughout Summer 2023 to engage students, build community and celebrate USD’s dedication to undergraduate summer research and student experiences; offered a grants development seminar in Spring 2023 to support faculty members’ efforts to pursue external grant proposals and will continue to do so this coming year; and designed a new faculty orientation program to include an international experience and research collaboration across disciplines and the USD campus.

College Diversity and Inclusion Service Awards for Mid-Career and Junior Faculty (SIG)

See SIG Assessment Plan

The strategic initiative will create an awards committee to develop criteria, procedures, eligibility, and an application process for two anti-racist service awards at USD (a Mid-Career Diversity Service Award and an EarlyCareer Diversity Service Award), as well as fund the first two years of the awards in three units across campus: the College of Arts and Sciences, the Shiley-Marcos School of Engineering, and the School of Leadership and Education Sciences. The awards will recognize the labor dedicated to diversity mentoring work, as well as work preventing and combating anti-Black racism and promoting racial consciousness on campus. Further, the funding will be used to support the expansion of these awards across all units of the university, demonstrating the value of a universitywide award. After already developing the committee with the College of Arts and Sciences, SOLES, and the Shiley-Marcos School of Engineering, this year (202223), we added the Hahn School of Nursing, the Knauss School of Business, the School of Law, and the Joan B. Kroc School of Peace Studies, expanding the award

campus-wide. The full committee met multiple times to refine awards criteria, the rubric, timeline and the call for awards, as well as to review the nominees in advance of awarding funds. In more than doubling the schools that we reached with this award, we also more than doubled the submissions received as compared to last year. The first year’s committee determined that the two awards allocated each school would go to one faculty member and one staff employee, respectively, per school. Over the course of two years, it was apparent that the schools that had participated for both years had more awareness of the award and, therefore, more candidates in both faculty and staff categories. Still, staff nominees lagged far behind faculty nominations, suggesting it is still difficult for campus affiliates to recognize the labor performed by staff members in the area of diversity. The number of strong applicants definitely increased, as did their competitiveness. With time, the strong feelings associated with the award will contribute to the retention of faculty members, staff, and students of color.

Cross-Campus Racial Equity Advocates Program (SIG)

See SIG Assessment Plan

This initiative seeks to create a Cross-Campus Racial Equity Advocates Program. The advocates program will increase equity and compensation to those currently performing work critical to the university’s stated goal of strengthening diversity, inclusion and social justice across campus. The advocates program is innovative because it, for the first time, explicitly recognizes and rewards Black, Indigenous, and People of Color (BIPOC) faculty members and staff for the additional labor they perform combating anti-Black racism and promoting racial consciousness on campus, and tangibly values the experience, expertise, and perspective that they bring to all corners of university life. The advocates program comes with monetary compensation, as well as a title that can be recognized in rank, promotion and tenure decisions and in annual merit and performance evaluations. Such structures are rare in higher education today. Research on higher education demonstrates that many colleges and universities undervalue and overlook the labor that BIPOC faculty members,

staff, and administrators do to foster diversity and inclusion in their campus cultures. The initiative funds will be used to create a stipend for a team of seven Racial Equity Advocates and for the funding of advocates’ programming initiatives. This year, all the positions were filled. As the team of advocates began logging and reporting all the extra activities they do, it quickly became clear that a feedback survey for those whom they served, collaborated or partnered with was not a viable idea, given the widely varied nature of their activities. Instead, advocates have reported informal feedback on their contributions in our monthly meetings. So far, it is unclear whether the data will show that retention of BIPOC faculty members improved during this two-year period, as those data are not available. However, conversations with our Racial Equity Advocates over the two years of the program indicate that it is doubtful that improving compensation and recognition for the small number of seven BIPOC faculty members who participate in our program will have an effect on BIPOC retention more broadly. Thus, broader and longer-term programs will be needed.

Mentoring Program for Supporting Success and Retention of Diverse Faculty (SIG)

See SIG Assessment Plan

Faculty members of color as well as women faculty members face unique hurdles in the academy that reduce their likelihood of climbing the academic ladder and reaching tenure and promotion. Moreover, past interviews with faculty members at USD at-large have reported feeling overwhelmed and unsure about how to successfully navigate the many aspects of their careers, including which courses to teach, how much research is enough, and selecting appropriate service options. Although some work has been done to help rectify this, studies have shown that quality mentoring experiences are important indicators of the success and retention of faculty members. The initiative sought to create a formalized mentoring program for faculty. The proposed mentoring program is designed to provide resources and tools to support a diversity of faculty members with an anti-racist perspective. Evidence-based practices as part of the mentoring program will include training programs for mentors/mentees and chairs of departments, implementing accountability measures, applying a developmental approach to address the changing needs across one’s career, and mentor mapping to match needs with different types of mentors. This year (2022-23), we completed anti-racist and DEI training with both the mentees and mentors in collaboration with the Center for Inclusion and Diversity (CID). We also continued to hold

lunches with mentors and mentees to exchange ideas and answer questions. We added a happy hour discussion on the Appointment, Reappointment, Rank, and Tenure (ARRT) process for the mentees with former members of the ARRT committee there to answer questions. We also created some of the online training programs this year (for mentors and chairs); the online course will be piloted in Fall 2023 and completion of the 10-module course will result in a certificate. Finally, we ended the pilot program with a reflective conversation where we collected information about the program and lessons learned. The main points were that mentoring needs to be better recognized, there needs to be a formal mentoring program with programs to help facilitate quality relationships and provide training, and, finally, chairs need to be more vigilant and check-in on mentoring relationships so that they are informed of the needs of the mentee and so that rotations of mentors can happen, when needed. Both mentors and mentees felt the program was helpful and solidified their views that mentoring is a worthy endeavor that requires a lot of work, intentionality and training. Mentees were enthusiastic to use what they learned to become mentors themselves. Formal training and more recognition from the university as a whole are essential to keep quality mentoring relationships going and effective.

Intellectual Property Policy

See Goal 4 KPI L

Although many of USD’s peer and aspirational institutions have robust intellectual property policies to support faculty members, USD’s current Intellectual Creativity Policy (Policy 2.8.1) was approved in 1994 and has not been updated since then. To rectify this, over the past few years, a task force has been working to examine and recommend updates to the policy. In 2019-20, a revised IP Policy was drafted. In 2020-21, the task force finalized a draft as well as provided an additional document that lists what supports are needed to facilitate the development of IP, especially patentable inventions. In 2021-22, the policy was submitted for consideration by the University Senate. Currently, the policy is with USD’s general counsel who will decide what to do next based on the outcome of the task force.

Changemaker Faculty Fellows

See Goal 4 KPI I

The Changemaker Faculty Fellows Development Program (formerly called the Changemaker Faculty Champions program) provides faculty members with opportunities to learn about practicing Changemaking, as well as learn about how their colleagues from other academic units are striving to make a positive impact on teaching, research, and community engagement. Since 2013, a total of 89 faculty members from across the university have participated in this program, including six faculty members this year. This year’s cohort of Changemaker Faculty Fellows participated in workshops on how to implement design thinking in their classes and how to create a culture of empathetic listening. They read Bettina Love’s book, We Want to Do More than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom, and learned about the homelessness crisis in San Diego through a visit with our community partner, People Assisting the Homeless (PATH). The fellows then delivered thoughtful presentations of the ways in which they could continue to practice Changemaking at USD at the Changemaker Faculty Fellows Showcase in May 2023.

Staff and Administrator Compensation

See Goal 4 KPI A

In response to increased turnover and accelerated pay inflation, the university partnered with an external consultant to conduct a specialized compensation study with the purpose of analyzing the local San Diego market as well as peer universities, focusing primarily on staff positions that were most difficult to fill and had the highest turnover. As a result, more than 300 staff members received market adjustments to their pay, outside of the annual compensation review process.

Staff and Administrator Leadership Development

See Goal 4 KPI G

Professional development programs continued to be offered and expanded. In the 2022-23 academic year, the Center for Inclusion and Diversity (CID) continued to train faculty search committee participants in managing bias and promoting diversity throughout the recruitment process. Eighteen employees participated in the Collaborative Leadership for Change program presented by the Conscious Leadership Academy through USD’s School of Leadership and Education Sciences; 11 employees participated in the Leaders in Mission Formation program, a pilot program facilitated by Mission Integration; and 21 employees participated in Restorative Justice training presented by USD’s Center for Restorative Justice.

Employee Orientation and Recognition Programs

See Goal 4 KPI F

The Living the Mission orientation program for new employees continued to be a success this year, focusing on the mission, vision, values, and history of USD. A new employee engagement program, called Torero Employees Connect, was introduced to encourage employees to further explore the USD mission and engage with the USD employee community beyond the

initial orientation program and 245 employees were honored at the annual Employee Service Award celebration, and USD celebrated recipients of the Manuel Hernandez Staff Employee of the Year and Virginia Rodee Administrator of the Year awards.

Goal 5: Amplifying Local and Global Engagement and Reputation

Study Abroad and International Experiences

See Goal 5 KPIs H and I

This year, USD returned to pre-pandemic numbers in study abroad enrollment. There were opportunities for USD undergraduate students to study abroad during the fall and spring semesters, and the faculty-led academic programs came back in a robust way for both undergraduates and graduate students, spanning six of the seven continents. This year, USD was also awarded a grant from the Institute of International Education American Passport Project which will fund passports for 25 underrepresented students in the incoming Class of 2027. This grant is just one step USD is taking to remove the barriers to study abroad for our underrepresented student population.

USD continues to be nationally ranked for the percentage of undergraduate students who study abroad and in the top 50 nationally for the total number of students who have international academic experiences. Additionally, our students — graduate and undergraduate — engage in extracurricular experiences globally, across

the border, and within San Diego’s multicultural community. Some examples include: the Knauss School of Business through their Student International Business Club (SIBC), doing projects for companies from Costa Rica to France; Mission and Ministry taking students across the border to Mexico to meet with community leaders supporting issues of economic justice; the Hahn School of Nursing and Health Science engaging in medical missions at clinics just across the U.S.-Mexico border; the Shiley-Marcos School of Engineering bringing students to Ecuador to collect data for a community-based project that will help advance the goal of a fossil-fuel free approach to powering boats on the Amazon rivers; and, students from the School of Leadership and Education Sciences (in partnership with the Mulvaney Center for Community, Awareness, and Social Action along with the Changemaker Hub) providing workshops in Mexico for at-risk youth focused on leadership and character development. These are just a few of the examples in which our students, faculty members, and staff continue to confront the world’s most urgent challenges through international collaborations and experiential learning activities.

Changemaker Hub

See Goal 5 KPI J

In AY 2022-23, the Changemaker Hub provided students, faculty members, staff, and community partners with meaningful and impactful ways to address the issue of food justice, while continuing to support initiatives that focused on making the campus a more inclusive and equitable community. The 2022 Changemaker Challenge, which attracted an audience of more than 200 students for the competition, received over 65 entries. It asked students to think about innovative ways of addressing food justice on campus in collaboration with our community partner, Farm Forward. Specifically, students were asked to submit their ideas on how we might create a culture of transparency around our animal product sourcing at USD and how we might create a culture where plant-based food choices are the default option at USD sponsored events. The winning ideas were developed in the Spring 2023 semester and will continue to be implemented in the Fall 2023 semester. In addition, one of the winning ideas from the 2021 Changemaker Challenge — making oat milk the default option for coffee drinks at Aroma’s coffee shop — was successfully piloted in April 2023. USD is the first university in the United States to pilot such an initiative and the hub is working to make this permanent in the next academic year. The challenge was made possible through funds by the USD Parent Board Association.

National Branding and Marketing Campaign

See Goal 5 KPIs A and B

As part of Envisioning 2024 , the University of San Diego embarked on an endeavor to breathe new life into the brand and showcase it in a new, comprehensive institutional marketing plan. During Phase 1, a Brand Council was established to conduct research and message testing as it relates to what it means to be a part of USD. Next, we introduced contemporary fonts, new designs, and a new voice and tone to connect with our audiences. Finally, we brought the new brand to life in the comprehensive institutional marketing plan. Phase 2 included video, audio, out-of-home, digital, and social channels targeting reputation-based messaging as well as enrollment support for undergraduate and graduate recruitment — that enhanced the university’s brand and provide for increased visibility locally, regionally, and nationally. The focus for Phase 3 is to tell stories that promote the strengths that are distinctive to USD — including our excellence in learning, the nurturing community, the inspiring environment, and how our Catholic traditions inform everything our students, faculty, staff, and alumni do to live out USD’s vision to confront humanity’s challenges by fostering peace, working for justice, and leading with love.

Anchor Institution and Community Engagement

See Goal 5 KPIs E-G and K

The 2022-23 academic year was a strong year for community engagement and anchor institution work, and focused on deepening our local and global reputation as a university that facilitates democratic partnerships and builds solidarity to foster greater inclusion, prosperity, and social justice. Building on USD’s high national ranking as a campus previously ranked No. 1 in regards to “Most Committed to Public Service,” USD received a $1.9 million College Corps grant from California Governor Gavin Newsom’s Office of California Volunteers. USD is one of only 45 colleges and universities from across the state to provide $10,000 in public service grants for students to complete 450 hours of public service in the San Diego region. The cohort is composed of 90 USD students, which includes 65% students of color, 62% firstgeneration students, and 10% Dreamers. The College Corps students provided more than 31,000 hours of service to 43 San Diego

community-based organizations focused on equity, sustainability and education.

Internationally, we are proud that USD’s Tijuana Hub has fully launched and several immersion trips have already taken place. In partnership with the Office of the Provost, USD faculty members visited alumni-owned businesses in Tijuana. Faculty members left the experience enthusiastic about finding ways to integrate the Tijuana Hub into their course content. Finally, some anchor economic development highlights from this year include: the Mulvaney Center, alongside Linda Vista Partners, acquired a $52,500 grant to support 25 local BIPOC businesses in the Linda Vista community, bringing the Mulvaney Center’s grant total to $150,000 in direct funding for small BIPOC Businesses in the Linda Vista community since Fall 2021; and The Mulvaney Center, with the Linda Vista Farmers Market, received a $30,000 grant aimed at addressing food insecurity and sovereignty in the Linda Vista community.

Anchor Entrepreneurship (SIG)

See SIG Assessment Plan

During the coronavirus pandemic, entrepreneurs, and in particular restaurant owners, have been hit harder than most industries due to thin operating margins, high labor costs, perishable inventory, and the toughest pandemic-related restrictions. This initiative seeks to support vulnerable entrepreneurs, while creating experiential learning opportunities, care for our common home, and a transition from basic survival to wealth-generating enterprises by helping women, new-American, and non-native-Englishspeaking restaurateurs become consumer packaged goods manufacturers. This year, we continued work creating a program to support restaurants; used data from the State of Diverse San Diego Entrepreneurs survey to expand and promote small business directories; offered case and relationship management by peers and advisors that represented the targeted communities along the journey of business growth; and accessed native-language courses in lean start-up and other related topics.

Design Thinking Studio (SIG)

See SIG Assessment Plan

Students have a desire to explore and identify solutions to the urgent challenges they learn about in their classes and through community immersion. However, many lack the skills and methodology to engage creatively, explore, ideate, and co-create potential solutions in partnership with the community. The existing programs for student interaction and engagement with the community provide space for personal and classroom reflection, yet these spaces could be more impactful — for student learning and for our community partners — by incorporating design thinking. This initiative seeks to create a Design Thinking Studio at USD that will provide the space, tools and methodologies to engage in creating institutional and local change concerning urgent global challenges by bringing together students, faculty members, community partners, and organizations to collaborate in resourceful and innovative ways. As of this year, we now have two different curriculua iterations of each seven-week program. So

far, the feedback is very positive, for both the student edition and for the community partner edition. The urgent challenges were not decided by the advisory team. Instead, we had the community and campus partners select the topics, provide funding, and set up timelines for the design labs held. It was far more successful to set up the challenges this way, as it created buy-in from all participants. Student Affairs contributed $15,000 to provide stipends to students, which was very helpful. The Fall 2022 ideas lost momentum because of staffing changes with the community partner; however, the Spring 2023 campus-focused ideas will become pilots in the fall. In addition, we hosted one Community Partner Summit, where more than 300 ideas were submitted.

Three ideas were

selected by the community partner (Metropolitan Area Advisory Committee, MAAC) to pilot. For the Design Studio on campus (renamed the Design Lab), we had six teams working on different projects. Six main ideas

were selected from the hundreds brainstormed. One pilot will take place during Fall 2023 orientation and the other five will be developed next academic year. We also ran a major pilot from a design lab from 2021 — Oat Milk as a Default at Aromas — a successful pilot that may go into full implementation in Fall 2023. After running our first Design Studio/Design Lab with a community partner, we realized how difficult it is to hold external teams accountable. By pivoting the program to focus on existing urgent challenges on campus, we are able to better control the pilot efforts and expand our work. We worked with the Office of Sustainability, the Student Affairs division and the Environmental Integration Lab to do this work. We had more than 100 students engaged in the Sustainability Summit, 21 students in the Design Lab, and more than 50 students engaged in ideation and interviews. This semester’s work allowed us to try various approaches and it was fantastic to see how much each project improved by involving lived experience experts throughout the entire process. Moving forward with only on-campus partners, we will be able to play a role in connecting academic and co-curricular areas and departments.

Success in Athletics

See Goal 5 KPIs C and D

Headlined by the most successful single season in department history and rooted in its vision of Winning in the Classroom, Winning on the Playing Field, and Winning in the Community, University of San Diego Athletics enjoyed a dynamic 2022-23 campaign, including three West Coast Conference championships and five berths to the NCAA postseason. In the classroom, Torero scholar-athletes achieved a 3.21 cumulative GPA in the Fall 2022 semester, with more than 70% earning a 3.0 or above. Swimming and diving graduating senior Elena Elie was presented with USD’s 2023 Alcalá Award, which marks the highest possible recognition for an undergraduate student at the university. Women’s volleyball led the charge for San Diego on the playing field, reaching new, unprecedented heights as they achieved and

sustained a No. 2 national ranking during the regular season, en-route to the Toreros’ first-ever NCAA National Semifinal appearance in December 2022. Accolades after volleyball’s Final Four run included a sweep of the WCC’s major awards, one First-Team All-American selection, and recognition for Jennifer Petrie as the National Coach of the Year by the American Volleyball Coaches Association. Men’s soccer joined volleyball in the postseason by going undefeated in conference play, earning the program its first WCC Championship since 2015 as it ended an eight-year NCAA Tournament drought. Women’s basketball followed with its second consecutive berth to the Women’s National Invitational Tournament, advancing to the event’s round of 16. In the spring, men’s tennis, women’s tennis, and men’s golf

all qualified for the NCAA postseason competition, with both Ryan Keckley (men’s tennis) and Nadia Abdala (women’s tennis) taking home WCC Coach of the Year honors after Keckley steered his team to another WCC title. Under first-year head coach David Cormier, women’s rowing captured the Cal Cup at the San Diego Crew Classic for the first time since 2010. In June, volleyball’s Gabby Blossom was named the 2023 WCC Mike Gilleran Scholar-Athlete of the Year, and San Diego volleyball earned the 2023 WCC Female Sportsmanship Award. And in the community, the Toreros’ impact continued, with each of USD’s 17 Division I programs partnering with multiple organizations to provide nearly 3,000 hours of volunteerism across 97 total service events.

How Scared Are You? Mapping the Threat Environment of San Diego County’s Elected Officials

See SIG Assessment Plan

Targeted threats and the perpetration of physical violence toward individuals serving in locally elected leadership positions have been increasing steadily around the world. Such threats include ad hominem attacks based on a person’s identity, political opinion, race or place of origin. While the majority of threats take place through remote technology — phone, social media, email, doxing — an increasing number play out in real life. Such real-life threats include verbal assaults at both organized events (i.e. council meetings) and informal settings (i.e. on airplanes or in restaurants), escalating to physical attacks and even assassinations. Sadly, the United States, and our own backyard of San Diego, is no exception. Without clear data on the scale of the problem, the rise in threats and ad hominem attacks are too easily discounted, with a resultant increased potential for physical violence and the resignation from public life by individuals. This project will expose the scale of the threat, offering an innovative strategy to tackle the risk of rising levels, which impedes our county’s ability to address all major challenges of our time and advance social justice. Across the country those most particularly at risk of attack represent politically under-represented groups, including Black, Indigenous, People of Color (BIPOC), women, and members of the LGBTQ+ community. The result here is two-fold: one, if targeted attacks are successful, under-represented individuals are likely to withdraw from positions of political influence, reinforcing dominant power structures and undermining diversity, equity, and inclusion; and, two, if not structurally prevented, these attacks place the responsibility of protection on individuals, essentially reinforcing the undue burden already born by those for whom many existing institutions do not equitably serve. Democracy cannot function without the individuals who do the hard work of serving in roles of elected

government. Our study will look at the experiences of all San Diego County school boards K-12, the four San Diego County Community College Boards, all San Diego County City Councils, and the County Board of Supervisors. Our goal is to assemble a database that can be used to analyze trends in political threats or violence in the county and develop an ongoing data collection

and threat rating and assessment process. This threat-assessment rating system (San Diego Political Violence Index, SDPVI) would be a useful tool for policymakers, community organizers, and law enforcement to redress dangers to our community. With the involvement of the media and intentional public dissemination activities, the SDPVI will be a key tool to effectuate public discourse on this most essential challenge of our time. Combined with the active engagement of policymakers, there is a real opportunity here to

improve democratic functioning, restore civility to public life and reinforce local capacity to address all aspects of a healthy, inclusive, and just San Diego. This year, we documented all incited threats and harassment by San Diego County elected officials in the time period studied. We are now working on drafting an article outlining the full methodology to share. There were several good lessons learned in our data collection process, particularly related to getting high-level response rates, as well as in the social media aspect. The journal article we are drafting will collect and document these lessons learned — for ourselves and the wider academic community investing in studying this topic. It proved to be a bit too much to take on the development of a political index while doing other aspects of the research. We still aim to invest in the development of an index, but it will not be completed within the reporting period. We have had one article appear in The San Diego Union-Tribune, as well as one story on local radio station KPBS. Another story ran in June 2023 with the National Conflict Resolution Center. Further, we held three community conversation events. These conversations have had audiences from 10 to 30 people and included speakers from the San Diego County District Attorney’s office and the San Diego City Attorney’s office, among others. We continue to work with our media partner, The San Diego Union-Tribune, on running a special edition or a special media piece on the topic. This year, we also successfully integrated three students into the research work. The Kroc Practice Fellow will have her literature review published as part of our overall package of research. It has been great to have students involved in this project. They have not only contributed hugely, but also provided keen insights and ideas that our team needed to advance the work.

Key Performance Indicators by Goal

Goal 1: Enhancing Student Learning & Success - Key Performance Indicators

(Last revised for AY 2022-23 Strategic Plan Annual Report)

(2016-2021)

Legend: green italics = already met the 2024 target; yellow underline = progressing as intended toward the 2024 target; red bold = requires attention to meet the 2024 target

who received federal financial aid (10 years after entering institution) from College Score Card - -

CT- 87%

Writing- 77%

(as of 6.1.2020 data file) $60,000 (as of 1.19.2021 data file)

CT- 75%

Writing- 69%

R Senior students’ responses on NSSE “very much” or “quite a bit” in terms of their perceived learning gains within the categories Not a survey year

Speaking- 77%

Working with others- 76%

Personal values- 71%

Numerical – 71%

Not a survey year Not a survey year

Speaking- 65%

provided research and recommendations to President

Goal 1: Enhancing Student Learning & Success - Key Performance Indicators (2021-2024)

(Last revised for AY 2022-23 Strategic Plan Annual Report)

Legend: green italics = already met the 2024 target; yellow underline = progressing as intended toward the 2024 target; red bold = requires attention to meet the 2024 target

ID KEY INITIATIVE OR MEASURE

A Academic Plan (AP)

B Career Readiness Program (CRP)

2021-2022

Deans of the academic units proposed actions and outcomes to align to the 5 AP priorities

2022-2023

Beginning to implement

2024 TARGET

Implemented and completed

100% of graduates completed CRP 100% of graduates completed CRP 100% of graduates completed CRP

C Core Curriculum Implementation 5/5 competencies assessed and restarting 5/5 competencies assessed and restarting 5/5 competencies assessed

D Enrollment Plan and Torero Promise

Continue to implement

Progressing on HSI goal, 43.7% UG students identify as students of color, and more partnerships with Catholic HS in SD County

Become HSI by 2026, have 50% UG students identify as students of color, and enroll more students from SD county

F Student Success Action Plan

New online boarding experience, writing and math assessments, DFW study, HSI student success summits

Retention rates returned to 90th percentile post-COVID Increased

R

students’ responses on NSSE “very much” or “quite a bit” in terms of their perceived learning gains within the categories

CT- 75%

Writing- 75%

Speaking- 75% Working with others- 75% Personal

75%

Goal 2: Strengthening Diversity, Inclusion, & Social Justice - Key Performance Indicators (2016-2021)

(Last revised for AY 2022-23 Strategic Plan Annual Report)

Legend: green italics = already met the 2024 target; yellow underline = progressing as intended toward the 2024 target; red bold = requires attention to meet the 2024 target

A

Goal 2: Strengthening Diversity, Inclusion, & Social Justice - Key Performance Indicators (2021-2024)

(Last revised for AY 2022-23 Strategic Plan Annual Report)

Legend: green italics = already met the 2024 target; yellow underline = progressing as intended toward the 2024 target; red bold = requires attention to meet the 2024 target

ID KEY INITIATIVE OR MEASURE

A Center for Inclusion and Diversity Refresh

B Core Curriculum DISJ Requirements

T Campus Climate Survey

2022-2023

2024 TARGET

Vice Provost hired Tribal Liaison hired Coordination of efforts across campus with shared measures

Recommendations for action steps (based on findings) provided to administration and are awaiting financial support

Assessment continues on schedule

Assessments to show improvement from benchmark and utilization of data for continuous improvement

USD Campus Climate Survey administered for graduate students and employees

Equity Assessment audit implemented with President’s Cabinet to help decrease differences

Decrease differences between white people and POC feeling safe, respected, and valued

Launched and implemented Implemented Launched, implemented, and completed by 2026

Goal 3: Improving Structural & Operational Effectiveness - Key Performance Indicators (2016-2021)

(Last revised for AY 2022-23 Strategic Plan Annual Report)

Legend:

savings April 2020-February 2021

Pilot planned for FY 2022 for Business, Law, and PCE

Many projects in pre-planning or planning stages

Many projects in pre-planning or planning stages; Mission & Ministry and Engineering Center construction

Learning Commons construction; Copley Library renovation; Engineering Center completed

Founders, Camino, and Sacred Heart Halls renovation; School of Business planning; Olin Hall planning; Mission and Ministry Center completed

Founders, Camino, and Sacred Heart Halls renovated; Learning Commons opened; Copley Library opened; Groundbreaking of Knauss Center for Business Education

Unimarket implementation, Workday implementation, and the revamp of the MySanDiego Portal

Goal 3: Improving Structural & Operational Effectiveness - Key Performance Indicators (2021-2024)

(Last revised for AY 2022-23 Strategic Plan Annual Report)

Legend: green italics = already met the 2024 target; yellow underline = progressing as intended toward the 2024 target; red bold = requires attention to meet the 2024 target

A Campus as a Living Lab

Increased course-base projects across undergraduate academic units; Climate Fellows supported by EIL and Changemaker Hub; Procurement Internship for Business Student

hosted USD’s inaugural Student Sustainability Summit; USD Design Lab fellows produced reports on Sustainable Commuting, Conscious Consumerism, and Community Building

Fully implemented across all academic units with direct connections to USD’s operational efficiency and CAP

B New Climate Action Plan (CAP)

Climate Action Planning Committee reconstituted with the creation of subcommittees

USD began implementing its Energy Master Plan (EMP)

Updated plan implemented; Become climate neutral by 2035. Reduce GHGs by 26.7% (from 2020) by 2024 to stay on track for 2035

F

G Budget Model Redesign

H Increase endowment assets (value at end of fiscal year)

Approval of Energy Master Plan; expected increased savings and improvements for next 14 years

Saved close to 500,000 kilowatt hours of electricity annually, which is equal to saving approximately 204 metric tons of carbon dioxide from being emitted into the atmosphere

20% reduction in total energy consumption from FY20 baseline with a minimum of $515,000 in savings per year

Hold-harmless year planned for FY 2023 for entire University In progress, delayed due to pandemic Fully implemented incentive-based budget model

$652,516,000

$652,679,000 >$600 million

I Moody Bond Rating A1 A1

Maintain A1

J Renaissance Plan

Knauss Center for Business Education will open in Fall 2022; Olin Hall renovations will be completed in Fall 2023; new Wellness Center and Athletics Practice Facility Approved

All completed. The Renaissance Plan’s annual deferred maintenance projects will continue through fiscal year 2028.

Renaissance Plan completed

K Information Technology Projects

Workday phase 2, campus network upgrade, review of Course Dog system, Business School IT configuration, Duo MFA, and Zoom phone launch

Many projects in progress; see write-up

L University of Laudato Si 1/7 years 2/7 years

Fully implemented

7-year commitment completed (post 2024)

Goal 4: Elevating Faculty & Staff Engagement - Key Performance Indicators (2017-2022)

(Last revised for AY 2022-23 Strategic Plan Annual Report)

Legend:

A Staff and Administrator Compensation Initiative Internal review Committee created, research and benchmarks completed Structure implemented; salary increases On hold

Taskforce formed Salary framework completed; Faculty compensation Policy created Policy in revision, first round of salary adjustments completed Additional salary adjustments made to alleviate compression issues

Goal 4: Elevating Faculty & Staff Engagement - Key Performance Indicators (2022-2024)

(Last revised for AY 2022-23 Strategic Plan Annual Report)

Legend:

Goal 5: Amplifying Local & Global Engagement and Reputation - Key Performance Indicators (2017-2021)

(Last revised for AY 2022-23 Strategic Plan Annual Report)

Legend: green italics = already met the 2024 target; yellow underline = progressing as intended toward the 2024 target; red bold = requires attention to meet the 2024 target

Goal 5: Amplifying Local

&

Global Engagement and Reputation - Key Performance Indicators (2021-2024)

(Last revised for AY 2022-23 Strategic Plan Annual Report)

Legend: green italics = already met the 2024 target; yellow underline = progressing as intended toward the 2024 target; red bold = requires attention to meet the 2024 target

Governance and Leadership

Strategic Planning Steering Committee

Andrew T. Allen, PhD

Rangapriya Kannan-Narasimhan, PhD

Carole Huston, PhD

Regina Dixon Reeves, PhD

Michel Boudrias, PhD

Mark Peters, PhD

Christopher Nayve, JD

Linda Dews, MSEd

Vincent Moiso

Julia Cantzler , PhD, JD

Jim Bolender, PhD

Mike Williams, PhD, JD

Rick Olson, PhD

Theresa Harris

Elizabeth Giddens, PhD

Margaret Leary, PhD

James Harris, DEd

Board of Trustees

Donald R. Knauss, Chair

Tom Mulvaney, JD ’77, Vice Chair

Sandra Stangl ‘90, Secretary

Robert R. Dean ’94, Treasurer

Rev. P. Rubén Arceo, SJ

Jon Balousek

Bernie Bickerstaff ’68

Thomas Breitling ’91

Kim Busch

Jacqueline Dupont Carlson ‘89

Chris Carr ’86

Curtis S. Chambers ’19

Sister Suzanne Cooke, RSCJ

Sue Cunningham

Leandro A. Festino

John Frager

David G. Hale

Leadership and Administration

James T. Harris III, DEd

Laurie Kelley

Kimberly M. Koro, JD ’86

Tom Lupfer

Jeffrey W. Martin Rev. Peter McGuine ’85

Darrin Montalvo

Sister Mary Theresa Moser, RSCJ

Virginia C. Nelson, JD ’79

Michael Persall ’02

Paul Purcell ’97

Matthew J. Reno ’80

Alan Schulman, JD

Timothy Scott, JD ’96

Peter Seidler

Darlene Marcos Shiley, Chair Emerita

Susanne Stanford, JD ’75

James T. Harris, DEd – President

Gail F. Baker, PhD – Senior Vice President and Provost

Andrew T. Allen, PhD – Vice President of Institutional Effectiveness and Strategic Initiatives

Charlotte Johnson, JD – Vice President of Student Affairs

Michael Lovette-Colyer, PhD – Vice President of Mission Integration

Katy Roig – Vice President for Finance and Chief Financial Officer

Tom Skinner, JD – General Counsel and Advisor to the President

Ky Snyder – Vice President of University Operations

Richard P. Virgin, Vice President of University Advancement

Office of Institutional Effectiveness and Strategic Initiatives

Andrew T. Allen, PhD, Vice President of IESI

Elizabeth O. Giddens, PhD, Director of IESI