College of Arts and Sciences
Department/Unit Diversity Plan 2009-2010
Department/Unit: __Pan-African Studies________________ ______
Vision Statement: The creation of the Department of Pan-African Studies (PAS) in 1973 was one of the earliest and most successful diversity initiatives undertaken by the
University of Louisville. By virtue of its curriculum and faculty composition, the mere existence of the department contributes to diversity in the College of Arts and Sciences
(A&S) and the University. The Department of Pan-African Studies remains committed to contributing actively and positively to the recruitment and retention of students and
faculty of color and with gender equity. Moreover, the scope of a Pan-African department suggests that the meaning of diversity must also reflect a world view in its curriculum,
and a student and faculty population that is part of a "global African community." The Diversity and Retention Plan outlined below describe s how the department proposes to
translate its commitment to build an inclusive, pluralistic campus community and curriculum.
I. Identify at least three key diversity initiatives for your department/unit keeping in mind the stated goals of the A&S Diversity Plan
Initiative and related Goal
Maintain and further
enhance diversity among
the faculty in the
department at Uof L
Strategies
Utilize position retention
opportunities as well as
expansion of the
department’s programs to
identify and recruit faculty
and staff from under
represented groups .
Tactics/Action
Follow the A & S Faculty
Retention Guidelines and
advertise new positions in
venues accessed by a
diverse population to fill
vacant and new positions.
Also work with other
departments in facilitating
joint appointments.
Assessment /
Measurement
Fill at least 75% of all
department programmatic
needs with faculty positions
from underrepresented
groups including women,
and individuals from the
African Diaspora.
Reporting
Schedule
Every 3 years
Responsible Person(s)
Department Chair, Directors
of Undergraduate and
Graduate Programs, Chair
of Personnel, all faculty.
Expected
Outcome
At least 50% of all full-time
faculty should be of African
ancestry and at least 50%
should be women in 3-5
years
Continue to expand
“diversity” in the PAS
curriculum and programs as
a means of adding diversity
to University curriculum.
Step up efforts to reorganize
the undergraduate and
curriculum to reflect
diversity not only in its
courses but in areas of
concentrations
Increase public relations on
the minors in the
department highlighting its
diversity in areas of
concentrations.
Continue to offer crosslisted courses as a means of
getting students in other
programs exposed to PAS
courses.
Offer courses and
eventually certificates
through on line courses
Submit a PhD proposal
Expand PAS involvement
in community partnership
programs in areas identified
in the Signature
Partnerships Initiative.
Further enhance the
departments outreach
programs with groups and
organizations identified in
the Signature Partnership.
Submit a Teachers Institute
Certificate Proposal
Develop relationships
between the three centers in
the department with groups
and organizations identified
in the Signature Partnership
Initiative
Further enhance the faculty,
student and outreach
activities with those of the
Signature Partnership
Initiatives.
Annual and five-year
review of number of
students enrolled in PAS
courses, minors and majors.
3 & 5 year Reports
Department Chair, Directors
of Undergraduate and
Graduate Programs, all
faculty.
Increase both enrollment
and graduation rates in all
programs by 50% in 3-5
years
3 & 5 year Reports
Department Chair, Directors
of Centers, Chair of
Outreach committee,
graduate student
association, all faculty.
Increase community
engagement and
enhancement.
Annual and five-year
review of retention and
graduation rates in minors
and majors.
Annual and five-year
review of students
enrollment in on-line
courses.
Annual and five-year
review of retention and
graduation rates in
graduate certificates, MA
and possible PhD programs
Annual and five-year
review of centers.
Annual review of outreach
committee.
Feedback from the
community
Establish informal and
formal relationships with at
least 2-3
groups/organizations over a
5 year period
II.
How will your unit increase diversity among faculty, administrators, staff and/or students?
Initiative and related Goal
Strategies
Increase employment and
retention of faculty of color
and with gender equity to
occupy current and future
vacant full time positions
Recruit and hire under
represented people of color
and gender for full-time
faculty positions
Tactics/Action
Continue to implement
A&S Faculty Retention
Guidelines that give
preference to “diversity
hires”, expedite searches,
and direct hires that
increase diversity.
Advertise vacant faculty
positions in venues that are
accessible by
underrepresented
populations.
Use term and research
faculty positions as means
of “bridging” qualified
candidates into tenure-track
faculty positions.
Increase employment and
retention of faculty of color
and with gender equity in
current and future term
appointments and PTLs
Recruit and hire under
represented people of color
and gender for term faculty
and PTL positions
Develop faculty
Internship/mentoring
Programs to encourage and
hire on a part-time basis
recent graduates as term
faculty or PTLs
Assessment /
Measurement
Use faculty annual retreats
to identify faculty needs
Reporting
Schedule
5 year departmental review
report on faculty growth,
recruitment and retention.
Responsible Person(s)
The Department Chair in
collaboration with the Chair
of the personnel committee
and UBM
Expected
Outcome
At least 50% of all full-time
faculty should be of African
ancestry and at least 50%
should be women.
Periodically assess the
venues used to advertise
vacant position relevant to
the number of applicants
that are from
underrepresented groups
who applied
Use annual evaluations of
term position sto identify
the rate of success of this
bridging program within the
department.
Use annual evaluations of
Graduate/Teaching
Assistants and PTL’s to
assess the success and/or
weakness of the mentoring
program
5 year departmental report
on faculty growth,
recruitment and retention
that includes term faculty
and PTLs
The Department Chair in
collaboration with the Chair
of the personnel committee
At least 50% of all term
time faculty and PTLs
should be of African
ancestry and at least 50%
should be women.
Increase employment and
retention of staff of color
and with gender equity – in
current and future full-time
and part-time positions
Recruit, hire and train
underrepresented people of
color and gender for staff
positions with the inetent of
upgrading to administrative
positions..
Continue to implement
A&S Retention Guidelines
that give preference to
“diversity hires
Advertise vacant staff
positions in venues that are
accessible by
underrepresented
populations.
Continue to support staff in
the pursuit of developing
their education and skills
building, that includes
administration and
leadership.
Increase recruitment and
retention of students of
color and with gender
equity
Develop and offer
enrichment programs for
High School Students of
Color as a means of adding
diversity to the University
undergraduate student
population
Continue development of
the Future Scholars
Program & expand to
include high school
sophomores and juniors.
Further develop mentoring
opportunities for students
participating in the Essence
Program
Use faculty annual retreats
to identify staff needs
5 year staff evaluation
report using annual reports
presented at faculty retreat
meetings.
The Departmental Chair in
collaboration with the
UBM.
At least 50% of all staff
should be of African
ancestry and at least 50%
should be women.
Annual Report to the
departments retreat meeting
The Director for
Undergraduate
Studies/Future Scholars and
Essence Programs
At least 75% of the student
participants applying to
universities of which at
least 50% apply to UofL.
Periodically assess the
venues used to advertise
vacant position relevant to
the number of applicants
that are from
underrepresented groups
who applied
Use annual staff evaluations
to identify the success of
staff development and
training. Also, periodic
meetings with staff and the
chair to discuss
performance and skill
needs.
Follow up with the students
participating in these
programs and determine the
rate of success of students
applying to U of L (not
specific to PAS), as well as
to other universities.
Assess the extent to which
the applications were
successful.
III.
If applicable, how will your unit increase curricular and programmatic diversity, and cultivate inclusive pedagogy?
Initiative and related Goal
Further develop a
curriculum that reflects
cultural diversity and
gendered experiences in the
context of the United States
as well as in the other parts
of the African Diaspora.
Strategies
Offer a full complement of
PAS courses that fulfill
general education
requirements in both
content area (Arts and
Humanities, History, and
Social and Behavioral
Sciences) and competency
(Cultural Diversity) areas.
Tactics/Action
Develop new courses as
well as edit and submit
already existing courses for
CD 1 and CD 2, as well as
for content competency
Assessment /
Measurement
Annual review of the
department’s undergraduate
curriculum
Reporting
Schedule
3 & 5 year report to the
faculty retreat meeting
Five-Year Report
comprising data from
annual reports using
Annual report to the faculty
retreat meeting
Responsible Person(s)
Chair of the department,
Chair of the curriculum
committee, Director of
Undergraduate Studies
Expected
Outcome
The number of students
enrolled in PAS courses
will be increased by 50% in
3-5 years.
Increase the number of PAS
courses cross- or co-listed
with other departments.
Increase the number of PAS
courses approved for Gen
Ed as online courses so that
a wide range of students can
have access to these.
Offer course groupings as
PAS minors that give
students the opportunity to
select diversity areas that
are of interest to them
and/or complements their
major.
Restructure and market the
current PAS minor options
to reflect its race/ethnicity,
gender, and cultural focus
Consolidate course
groupings and increase
public relations/information
dissemination related to the
options and process of
earning a PAS minor in
race/ethnicity, gender, and
culture.
Five-year review of the
undergraduate curriculum
Offer options for a PAS
minor that reflect diversity
in a global perspective
Implement and market the
PAS African Studies and
Caribbean Studies minors
Annual review of the
number of students
selecting the PAS minors
Annual review of the
number of students enrolled
in PAS courses designated
as Gen Ed as well as PAS
course in general.
Chair of the department,
Chair of the curriculum
committee, Director of
Undergraduate Studies
Current Chair
The number of students
enrolled in PAS minors and
majors will be increased by
at least 25% in 3-5 years.
Strengthen and expand the
graduate programs,
including the development
of a PhD Program that
reflect cultural diversity and
gendered experiences in the
United States as well as in
the other parts of the
African Diaspora.
Offer a broad range of
graduate courses that are
multidisciplinary and
focused on the experiences
and perspectives of African
American men and women
as well as other populations
of the African Diaspora.
Reassess the range of
current graduate course
offerings and based on this
assessment develop new
courses, and/or offer
already existing courses that
have been dormant for both
the PAS graduate programs
as well as electives in other
graduate programs
Annual review of the
department’s graduate
curriculum
Five year report using
annual reports to the faculty
retreat.
Chair of the department,
Chair of the curriculum
committee, Director of
Graduate Studies
The number of students
enrolled in the PAS MA and
certificate programs will be
increased by at least 25% in
3-5 years.
Annual review of the
department’s outreach
activities.
3 &5 year Reports using
annual report to the faculty.
Chair of the department,
Director of study abroad
programs, faculty
responsible for the
department’s internship
programs
Increase the number of
students enrolled in PAS
Study Abroad and local and
international internship
programs by at least 25% in
3-5 years.
3 & 5 year reports using
annual reports to the PAS
faculty retreat meetings.
Chair of the department,
Chair of the curriculum
committee, Faculty
responsible for the PAS
Honors program
At least 5 PAS courses
would be accredited as
Honors courses in 3-5 years.
.
Begin to offer online
graduate courses
Educate students through
direct exposure to
underrepresented
populations in the US and
diverse populations in other
regions of the African
Diaspora.
Develop and offer PAS
courses (including those
that have Gen Ed
requirements) as part of the
Honors Program
Provide educational
opportunities for students
through various forums and
avenues external to the
classroom settings.
Increase the number of
campus speakers,
workshops and other
diversity events sponsored
or co-sponsored by PAS
Further strengthen and
expand the department’s
study abroad programs.
Provide opportunities for
students enrolled in Honors
programs to take PAS
courses as well as for PAS
students to enroll in a PAS
Honors program that
includes cultural diversity
Further strengthen and
expand the department’s
internship program locally
and internationally.
Develop and offer the
Introduction to Pan African
Studies as an Honors
course.
Apply for grants to develop
an Honors program in PAS
Annual review of the
department’s study abroad
and internship programs
Annual review of the
department’s Introduction
to Pan African Studies
honors course
Annual review of the efforts
to develop and implement a
PAS Honors Program
An established honors
program in the department
in 5 years.
IV. How will your unit improve the satisfaction, retention and graduation rates of students from under-represented groups?
Initiative and related
Goal
Strategies
Tactics/Action
Increase the satisfaction of
under-represented groups
enrolled in the department’s
undergraduate and graduate
programs as well as in the
general student population.
Include professional
development activities as
part of students’
undergraduate and graduate
education and training.
Increase support for the
activities of the Cheikh
Anta Diop Society (the
PAS academic organization
for students), including, if
possible, funds for
workshops and group travel
Increase support for the
activities of the PAS
Graduate Student
Association including, if
possible, funds for
presentation at professional
conference, attendance of
workshops and travel on
study abroad and/or
internship
Increase the number of
campus workshops and
public lectures for students
sponsored or co-sponsored
by the Department.
Involve students in the work
of all PAS curriculum and
outreach committees.
Assessment /
Measurement
Nature of activities
organized.
Number of activities
organized.
Annual assessments of the
impact of the organized
activities on the
professional development
PAS student community
and the student community
in general.
Annual assessments of the
extent to which these
activities assist in the
professional development of
the students who are
members of the groups and
organizations.
Reporting
Schedule
Responsible Person(s)
Expected
Outcome
3 & 5 year reports including
annual reports at the faculty
retreat
Chair of department, faculty
representatives for student
organizations, Student
representatives, Chair of the
outreach committee.
At least 25% of the
activities organized by
student groups or
organizations associated
with the department will be
supported by PAS.
Exit surveys from both
undergraduate and graduate
students
At least 25 % of PAS
majors/minors and graduate
student will engage in an
internship that is either
service oriented or research
based in 3-5 years.
At least 50% of all graduate
students will present at
professional conferences in
3-5 years.
At least 25% of all PAS
majors/minors and graduate
students will participate in a
study abroad program in 3-5
years.
Student representatives will
contribute at least once per
year in outreach and
curriculum affairs.
Increase the graduation rate
of under-represented groups
enrolled in both the
undergraduate and graduate
programs.
Offer a curriculum that
maintains the academic
interests to both
undergraduate and graduate
students.
Maintain Graduate
Certificate in Pan-African
Studies and explore options
that make them more
interesting, relevant and
representative of the
Diaspora
Maintain Master of Arts in
Pan-African Studies and
explore options that make
them more interesting,
relevant, and representative
of the Diaspora
Periodic review of the
number of students enrolled
in the programs
3 & 5 year reports using
annual reports at the faculty
retreat
Chair of department,
Directors of the
Undergraduate and
Graduate programs
Graduation rates for both
the undergraduate and
graduate programs will
meet the Council for Post
Secondary Education
requirement in 3-5 years.
3 & 5 year reports using
annual reports at the faculty
retreat
Chair of department,
Directors of the
Undergraduate and
Graduate programs
At least 25 % of the student
population enrolled in PAS
programs (especially at the
graduate level) will be
recruited from outside the
state of Kentucky and/or are
internationally in 3-5 years.
Periodic review of the
number of students
graduating from the
programs
Periodic review of students
exit survey
Explore development of
Ph.D. in Pan-African
Studies that involves input
from scholars and
institutions from the
Diaspora
Increase the recruitment and
retention rate of underrepresented groups enrolled
in both the PAS
undergraduate and graduate
programs.
Continue to provide
financial support in the
form of scholarships and
assistantships
Increase the number of
academic awards and other
forms of academic
recognition for PAS majors
and minors.
Seek funds to maintain the
current number of graduate
assistants.
Seek funds to increase
partial scholarships for
graduate students without
assistantships.
Periodic review of the
number of students enrolled
in the program that receive
scholarships and
assistantship and compare
with graduation rates.
Periodic review of
undergraduate and graduate
student exit surveys.
V. How will your unit create or maintain a welcoming environment in which diversity, social justice and provision of academic
opportunity are intrinsic values?
Initiative and related
Goal
Strategies
Tactics/Action
Assessment /
Measurement
Promote the professional
growth and development of
faculty.
Provide professional
opportunities to all faculty
members and financially
support these efforts where
possible.
Seek additional funding for
faculty research, travel and
grant development
Review of the annual work
plans of all faculty members
and ensure that at least 5%
designated as service is
fulfilled.
.
.
.
Ensure that all junior
faculty members have an
opportunity to serve on all
department committees.
Ensure that all senior
faculty members have an
opportunity to chair all
department committees.
Reporting
Schedule
3 & 5 year reports.
Responsible Person(s)
Expected
Outcome
Chair of department, chair
of personnel committee, all
faculty
All faculty travel present at
professional meetings at
least once per year.
At least 25% of the total
faculty will engage in grant
writing.
Review the annual
assessment of all faculty
members and determine the
extent to which their effort
in the area of service is
being met.
Rotation of Chairs of
committees for all
Associate/Full faculty.
All junior faculty serve on
each committee at least
once in 5 years.
Encourage faculty service
on formal and informal
College and University
networks and committees
Maintain collegial relations
within the Department
Continue monthly faculty
lunches.
Continue departmental
social gatherings.
Continue Brown Bag
luncheon series for PAS
At least 25% of all faculty
will be on a College and/or
University committee
Review participation by
faculty in departmental
activities.
Periodic one –to-one
meeting between chair of
department and faculty
members.
Annual Report to faculty
retreat
Chair of department, chairs
of committees, all faculty
To have at least 75% of all
faculty participate in
departmental meetings,
social gatherings, and
departmental organized
campus and/or community
activities
Faculty, Associate Faculty
and graduate students.
Continue to offer collegial
support to all PAS faculty,
associate faculty of color
from other departments, and
the diverse faculty on
campus in general
Maintain the department’s
commitment to community
engagement with partners
that are underrepresented in
campus activities
Ensure that PAS senior
faculty members are
available to consult with
and mentor junior faculty
within the department and
from other departments of
the College and University.
Formalize relationships
with affiliated faculty by
making them associates to
PAS and encourage greater
collaboration in teaching,
research, and community
activities
Encourage collaborative
research on issues and
people of the African
Diaspora on a faculty level
or through one of our
research centers.
Continue host departmental
social gatherings that
include Associates and
supporters to the
department.
Enhance already existing
relationships between PAS
and campus and community
partners
Identify new partners and
develop relationships in
areas identified as priorities
in the College of A & S and
the University in general
Continue Brown Bag
luncheon series for PAS
Faculty, Associate Faculty
and graduate students
Continue to work with and
offer support to the
Saturday Academy, the
Anne Braden Institute, the
Yearlings Club, the
NETWORK, the
Kentucky African American
Heritage Museum, and the
Muhammad Ali Center, etc
.
Periodic review at
committee chairs meetings
Assess the extent to which
there are collaborative
activities across discipline
and departments.
Annual Report at faculty
retreat
Chair of department, chairs
of committees and all
faculty
At least 25% of PAS
activities will involve our
Associate faculty and/or
other faculty of color from
other departments.
3 & 5 year reports using
Outreach Chair report at
faculty meetings & annual
report at faculty retreat
Chair of department, chair
of outreach committee, all
faculty
At least 50% of the
department’s outreach
activities to be hosted with
partners in the wider
Louisville community,
and/or through a national or
international network
Assess the extent to which
collaborative activities
foster collegiate
relationships, productive
academic outcomes, and/or
socially conscious
education in the
community.
Plan to participate in one
activity of each partner per
semester.
Estimate the total
human/financial support
given to each partner on a
yearly basis.
Estimate the total human
and/or financial support
given to other campus
and/or community groups.
Further develop a research
environment that addresses
diversity and social justice
by providing academic
opportunities and civic
engagement
Utilize the three centers
located in the department to
access resources, engage in
research, foster civic
engagement, and public
education centered on
themes of race, gender &
social inequality
Augment the Center for
Crime and Justice in the
Black Community and
further develop
relationships with partners.
Expand the role of the PanAfrican Studies Institute for
Teachers in teachers’
training and intercultural
education.
Establish the Underground
railroad Research Institute
as a viable research and
education unit in the
department with a strong
outreach program.
Plan for each center to
submit at least one grant per
semester
Plan for each center to
host/organize at least one
activity per semester.
Assess the level of
involvement by campus and
off campus community
members in the various
activities.
Plan for each center to have
at least 1 publication and/or
two presentations per year
that are a result of the
research conducted by the
centers/institutes.
3 & 5 year reports using
periodic reports at faculty
meetings by the directors of
the centers/institutes
Chair of the department,
Directors of the
centers/institutes
At least 3 grants per year to
be submitted .
At least 3 public education
events per year.
At least 3 publications/or
presentations from the
research conducted by the
centers.
VI. How will your unit ensure that its administrators, faculty, and staff take advantage of diversity education opportunities provided
by UofL?
Initiative and related
Goal
Strategies
Further enhance faculty,
staff and student interests in
teaching, conducting
research, and presenting
themes on diversity and
inequality.
Include in the department’s
annual plan and budget
opportunities and funding
for faculty, staff and student
to develop their teaching,
research, and outreach
agendas focused on
diversity and inequality
Continue to provide a
healthy environment that
encourages and facilitates
faculty, staff, and student
conversations on issues of
diversity and social
inequality
Encourage formal and
informal forums so that
faculty, staff and students
can converse on issues of
diversity and inequality
happening on and off
campus.
Tactics/Action
Encourage and support
efforts to enhance courses
focused on diversity and
inequality
Assessment /
Measurement
Reporting
Schedule
Responsible Person(s)
Assess the number of
faculty, staff, and student
who participated in any of
the actions listed
3 & 5 year reports using
periodic reports at faculty
meetings and faculty
retreats.
Chair of department,
Directors of the graduate
and undergraduate
programs, all faculty
To become a main source of
faculty and student
resources on issues of
diversity and inequality as it
relates to race, gender and
social inequality.
Assess the number of
informal and formal forums
organized per year which
involves PAS participation.
3 & 5 year reports using
reports from annual faculty
retreats.
Chair of department, all
faculty, all staff, student
representatives
To become a safe haven for
conversations formally and
informally on issues of race,
gender and social inequality
among faculty, staff,
student, and community.
Support research efforts by
negotiating time and/or
financial support to faculty
working on grants and other
research projects focused on
diversity and inequality
Encourage and financially
support faculty, staff, and
students to attend diversity
conferences, meetings, and
training workshops.,
Organize and/or support
forums that include faculty,
student and staff as well as
forums that are separate for
each group
Provide a space in the
department for both
Expected
Outcome
Assess the number of
faculty, staff, and student
who participated in any of
undergraduate and graduate
students to gather and have
discussions on diversity and
inequality.
Encourage faculty to allow
extra credits for students in
their classes to attend
campus and community
forums on any theme on
diversity and inequality.
the actions listed.
Monitor the use of the space
provided by the department
for student to gather and
converse.
At the periodic one-to –one
meetings between the chair
and staff to include
discussion on issues arising
re diversity and inequality