A Culture of Inclusion

Strategic goal themes

Pursuit of Academic Excellence for Human Well-being | Research in Action | A Culture of Inclusion | Social Responsibility through Community Engagement | Formation of Hearts and Minds | Sustainability of Valuable Resources

Share your work

Working on a project related to a strategic theme? Let us know.

Share your work

  • Overview
  • Fall 2018
    Racial/Ethnic Minority Student Enrollment
    24.7% 1.1%
  • Fall 2012 (cohort)
    Racial/Ethnic Minority Student Graduation Rates
    79.5% 3.7%
  • Fall 2018
    Woman Student Enrollment
    54.6% 1.3%
  • Fall 2018
    Racial/Ethnic Minority Faculty
    18.2% -0.1%
  • Fall 2018
    Woman Faculty
    40.2% 0.1%
A Culture of Inclusion


Dr. William Welburn
Vice President for Inclusive Excellence

Goal statement

Foster a diverse teaching and learning environment and a culture that values, respects, welcomes, and promotes a sense of belonging for members of our campus and our community.


Attract, retain and graduate a diverse and inclusive community of students


  • In consultation with recruitment partners, ensure a diverse set of prospects is developed and managed via the customer relationship management (CRM) system
  • Engage underrepresented student populations in disciplines with historically lower participation rates through pedagogies such as high-impact educational experiences
  • Build on academic success models that have been demonstrated to enhance student engagement, persistence and graduation

Attract and retain a diverse and inclusive community of faculty and staff committed to our mission


  • Broaden applicant pools by requiring a diversity component in all hiring plans
  • Utilize equitable hiring practices when hiring faculty and staff in academic and nonacademic programs and units
  • Ensure all hiring units are provided with information regarding strategies for diverse hiring practices and for hiring faculty and staff “for the common good”
  • Conduct an annual assessment of our human resources across all academic and nonacademic programs and units
  • Develop and implement a competitive and just compensation package, a merit system that is tied to performance, and a system for addressing salary compression and other market inequities
  • Foster a culture of inclusion and diversity among university leadership that ensures a commitment to mission and a diverse learning environment
  • Develop and implement a leadership institute that provides faculty and staff assuming managerial and administrative assignments with the knowledge, skills and attitudes for effective leadership

Enhance opportunities for diverse and inclusive learning and scholarship


  • Map diversity across the curriculum to identify areas of strength and areas for improvement
  • Develop strategies to increase cluster hiring capacity to facilitate the strategic development of diverse and inclusive learning and scholarship

Foster a community culture that values, respects, welcomes, and promotes a sense of belonging


  • Engage all members of the campus community in dialog with one another on topics that promote a community culture that values, respects and promotes a sense of belonging
  • Provide opportunities and encourage all members of the campus community to further develop their cultural, multicultural and intercultural competencies
  • Encourage growth of student chapters of professional organizations, particularly those focused on underrepresented student populations that enhance student engagement, student success and student-professional networking

Engage diverse communities beyond the boundaries of our campus


  • Through community groups, such as the Near West Side Partners (NWSP), and other initiatives, such as Promoting Assets and Reducing Crime (PARC), strengthen partnerships that enhance our neighborhoods and communities

Culture of Inclusion dashboards

Associated with this theme are several key metrics, which help us assess our progress toward the achievement of the goal. For each metric, Marquette’s current value is shown in comparison to the previous value, along with an indicator of the direction of the change. More detailed data are accessible for each metric, including a trend over time and, if available, a comparison to a group of 22 referent universities comprising both peer and aspirational schools. Often, the availability of comparison data lags by a year or more. For some metrics, comparison data cannot be disaggregated by school; thus, only group comparison statistics are shown. For internally tracked metrics, although comparative data are not available, the data will be tracked over time.