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Powering Inclusive Excellence

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5 Dimensions of Inclusive Excellence

Access and Success
Refers to the compositional diversity among the organization's constituent groups (staff, faculty, students, visitors, patients, alumni, customers, community partners, etc.) and their context-specific outcomes or benefits gained from their relationships with the organization. Processes like recruitment, retention, development, and long-term outcomes (graduation, tenure, career advancement, etc.) are the key focus of this dimension.
Climate and Intergroup Relations
Refers to what it feels like for individuals to be here and the behavioral experiences and norms that are present. Effective and innovative cultures depend on individuals feeling comfortable to take interpersonal risks and to bring their whole selves to their work and learning. Measuring constituent perceptions related to feeling respected, belonging, and prevalence of affirming relationships with peers and organizational administration are among the concepts present in this dimension.
Education and Scholarship
Relates to the ways in which curriculum, teaching, research, scholarship, and employee and student development contribute to our passion for discovery, innovation, community engagement, service, and social justice. Programs and processes in this dimension include intentionally designed curricula and pedagogies, as well as targeted professional development activities, that promote intercultural awareness and competence.
Infrastructure and Investment
Refers to the policies, resources, organizational and communication structures, and performance measures that inform and enable an intentionally inclusive, equitable, and innovative organization.
Community and Partnership
Refers to how place-based organizations like ours engage reciprocally and in a participatory way with our surrounding neighborhoods, counties, and the Commonwealth. Specifically, how we as an organization understand and track our impacts in terms of the financial and social well-being of the communities and partners with which we are engaged.
University of Virginia. (2022). Division for Diversity, Equity, and Inclusion: Inclusive Excellence.

Reports and Recommendations from the Identifying and Dismantling Racial Injustice Task Force


Under the guidance of the Diversity, Equity and Inclusion sector, the Inclusive Excellence Coordinating Council (IECC) will drive Niagara University’s diversity, equity and inclusive strategic planning using the Inclusive Excellence Framework. This will include promoting, developing, implementing, and assessing the plan, developing a shared vision for efforts, and establishing and monitoring measurable goals and objectives. The IECC will promote efforts to link strategic planning, assessment, and resource allocations. The Council will analyze data for which evidence-based decisions regarding diversity, equity and inclusion efforts will be made, and that will lead not only toward greater diversity but toward a more equitable and inclusive environment by embedding principles of diversity, equity and inclusion in the campus and broader community. This process is called Inclusive Excellence. Using established campus-wide accountability measures, the IECC will report annually on goal progress and achievement.

Niagara University will use the Inclusive Excellence Framework to drive diversity, equity and inclusion efforts. This framework is composed of five dimensions.

  • Access & Success
  • Climate & Intergroup Relations
  • Education & Scholarship
  • Infrastructure & Investment
  • Community & Partnership

Each dimension will have a subcommittee that will conduct a self-study of the assigned dimension. Each subcommittee will receive facilitation guidance, including suggestions for appropriate data and reflection questions to support the work. In addition, each subcommittee will review and incorporate relevant work and recommendations from the task force report on Identifying and Dismantling Racial Injustice. In examining the data, each subcommittee will identify areas of challenge or “hot spots” and recommend strategies for improvement. The ODEI will schedule opportunities for each subcommittee to meet with the Niagara University campus community to gather their input and perspectives on the identified areas of challenge