Plan for 2019 - 2020


Renewing Marquette University's commitment to equity, diversity and inclusive excellence

Grounded in our Catholic, Jesuit mission, Marquette University’s vision is to create a diverse and vibrant campus community in which all enjoy mutual respect and are actively engaged in the life of the university.

Current Diversity & Inclusion Efforts Proposed 2020-2023 Plan for diversity, equity and inclusion

1) Build a welcoming, inclusive community.

Priority: Generate shifts in campus culture toward greater collaboration in diversity practices and a culture of accountability

  • Initiate an annual lecture on Racial Justice.
  • Create a common template for all campus divisions and colleges to develop goals-based, multiyear diversity, holding departments accountable through an annual review process on their progress toward their stated diversity, equity, and inclusion goals. 
  • Conduct quinquennial campus climate survey.
  • Support the development of Race, Ethnic, and Indigenous Studies, Gender and Sexualities Studies, the Center for Urban Research, Teaching and Outreach, and other interdisciplinary academic initiatives as they contribute to a more diverse learning environment. 
  • Support the development of the Center for Engagement and Inclusion in their efforts to serve inclusive learning and the social and cultural needs of a diversity of students.

Priority: Incentivize inclusive innovation

  • Focus the Explorer’s Challenge on projects that seek to improve diversity, equity and inclusion at Marquette and in Milwaukee. 
  • Support development of Marquette’s Institute for Women’s Leadership as it advances gender equity and creates programming and training opportunities for women in leadership 
  • Support for ADVANCE (NSF-funded initiation) on gender and STEM faculty development and enhancement. 
  • Design and sustain ongoing inclusive programming that encourages faculty, staff and student involvement and conversation that interconnects issues of diversity, equity, inclusion, and social justice.
  • Expand small grants to faculty to better incorporate diverse themes and inclusive teaching practices into their courses to five per year.

Priority: Enhance diversity in our physical, educational and cultural spaces

  • Conduct a cultural audit of campus spaces to determine how to better align existing Marquette imagery with the history and values of the institution.
  • Collaborate with students, the Haggerty Museum, and local artists to beautify the campus through diverse mural project(s).
  • In light of the 50th anniversary of the founding of the Educational Opportunity Program, seek opportunities to integrate diversity in the cultural heritage of the university. 

Priority: Enhance communication between university leadership and marginalized students

  • Host an annual Symposium on Diversity, Inclusion, and Social Justice with meaningful student input.
  • President, Provost, and other university leaders host student listening sessions once per semester focusing on issues of diversity, equity, and inclusion.

2) Attract, retain and advance a diverse community of learners with a focus on underrepresented, low-income and first-generation students.

Priority: Enhance outreach to the local community and facilitate pipeline programs from high school to Marquette and from undergraduate to graduate school.

  • Cultivate and maintain strategic partnerships with local schools that serve underrepresented students, such as the Encuentros mentor program with Cristo Rey Jesuit High School and the Leadership and Brotherhood Summit for Young Men of Color with MPS.
  • Ramp up Spanish language capacity, outreach, and marketing strategies through Spanish print and digital materials and additional culturally competent, bilingual staff in key areas such as the Office of Admissions, Marquette Central, New Student and Family Programs, and the Office of Marketing and Communication.

Priority: Address financial challenges for low-income students

  • Review financial policies to make college more affordable for first generation students and students from low-income households. 
  • Seek ways of increasing financial support that contributes to the success of EOP students. In 2019-20, two gifts that included scholarship support, support for RISE, and support for High Impact Practices, were received by the University.

Priority: Engage in high-impact practices to support underrepresented student development, engagement, and retention

  • Broaden peer-to-peer, faculty-to-student, and alumni-student mentoring programs through the Division of Student Affairs, academic departments, and by leveraging existing and emerging alumni associations. 
  • Support the growth of academic-based student professional organizations, such as SHPE, SACNAS, NSBE, AISES.
  • Create a “student experience” fund for low-income students to support their engagement in academic conferences, study abroad, internships, and research experiences.
  • Work with the Office of Economic Engagement to create a diverse leadership pipeline initiative through internships, scholarships and other forms of talent development. 

3) Attract and retain faculty and staff from populations that are underrepresented across campus.

Priority: Adopt a campus-wide faculty search and hiring protocol that centers diversity and equity

  • Expand faculty workshops on inclusive excellence to focus on hiring, training on cultural awareness and implicit bias, and sustaining a welcoming environment across race, gender, gender identity, religious and spiritual beliefs, and other social and cultural identities. 
  • Create department-specific hiring plans to broaden racial and gender diversity, monitor faculty demographics by discipline, and to ensure equitable hiring practices.

Priority: Create pipelines for women and people of color who are underrepresented among faculty, staff, and administrators

  • Support campus wide launch of the NSF-funded ADVANCE program at Marquette in its efforts to address gender equity and the intersections of gender and race/ethnicity among faculty, particularly in STEM disciplines. 
  • Utilize the resources of Employee Resource Groups in hiring.
  • Continue cluster hiring initiatives of faculty with emphasis on diversity and inclusion.
  • Intentionally engage faculty from populations that are underrepresented by race, gender, gender identity and other dimensions of diversity in the “FELOS” leadership development program.