Department Reports on Inclusive Excellence

When and to whom to report:  Academic departments’ Inclusive Excellence (IE) reports are due July 1. The report should be uploaded into Digital Measures by the department chair and a hyperlink to the report will pull as part of the departmental component of the department's annual report. 

Departments are encouraged to develop goals and plans associated with the Equity Liaison program and the data on equity by department.

How will this be used? The Inclusive Excellence Coordinator will summarize across units to get a better profile of UWL and will provide the summary to the Provost and the Equity and Diversity Strategic Planning Content Liaisons. 

Do you have questions? Need help?  Please contact Deb Hoskins (CATL)  

Click here for the Inclusive Excellence Reporting Form.

What to consider:  UW-L and UW System have identified three central goals for the Inclusive Excellence initiative, aimed at serving historically underrepresented student populations better:  improving accessclosing equity gaps (differences in performance between underserved populations and students as a whole); and improving the campus climate.  The form asks units to report in one or more of those three goal areas. 


Definitions and sample responses:  Remember that this report should reflect unit-level activity, rather than individual.  Think of each element of your “plan” as a “goal.” 





Sample responses 

1.Improving access 

including but not limited to, improving access to:  higher education in general, UW-L in particular, specific majors and minors;  the full range of educational opportunities offered to students through your college and its programs (including, but not limited to internships, service learning, undergraduate research, study abroad, problem-based learning, authentic assignments).   

Identify the “High-Impact Practices” department members currently use and assess student use of and barriers to engaging in them; use this information to reduce barriers.  Useful help:  colleagues from outside the department to interview students or administer surveys; list of “high-impact practices” and strategies for improving them. 


Work with community partners on diversity awareness 

2.Closing equity gaps 

including but not limited to narrowing performance gaps between dominant groups and historically underserved populations in:  initial courses leading to a program (“gateway” courses);  courses within General Education for non-majors;  courses across a program;  particular types of assignments or learning experiences. 

Implement student self-evaluation forms on written assignments to help students and the department identify gaps in knowledge and/or skills. Department will evaluate these forms at the end of each term and develop appropriate responses.  Useful help: examples of such forms, CATL staff assistance in developing responses likely to help; data from IR to help gauge success. 


Develop and implement diagnostic, early assignments (within the first three weeks of a course) that can identify problems;  develop and implement early and intentional interventions based on this assignment. Useful help: workshop to develop such assignments and interventions (CATL? Writing Center?); data from IR to help gauge success. 

3.Improving campus climate 

including but not limited to:  developing effective, civil communication skills for discussing difficult topics related to diversity;  bringing diversity issues into course content;  providing the campus and community with diversity-related programs and events;  developing student, staff, and faculty bases of knowledge related to diversity or particular populations;  developing partnerships with diverse communities beyond UW-L that serve community-defined needs;  extending expertise on diversity issues and populations to other organizations (e.g., professional associations, other campuses, local businesses or agencies, UW System organizations).    

Learn about implicit  biases and identify ways they might influence our pedagogy. Useful help:  resources on implicit bias and its effects; free books; facilitator from outside the department to guide  departmental discussion  


Find ways for more  students to see themselves represented in course content and assignments across our programs. Useful help: strategy for mapping across course sin a program; assistance developing and delivering a department-level workshop.