• All faculty hires must meet two of the eight Building on Inclusive Excellence (BIE) criteria (DP)
• All faculty and staff involved in hiring must complete professional learning in implicit bias and microaggressions (DP)
• All search committees must include an Inclusion Representative (equity advocate), beginning Fall 2021 (DP)
• Faculty search committees must adopt strategies to recruit applicant pools with a proportion of historically underrepresented groups that is similar to the proportion among those holding terminal degrees in the discipline (DP)
• The Center for Inclusive Excellence offers learning communities and other professional learning opportunities on equity-minded hiring (J).

Complete by Summer 2021:

• Academic Affairs is hiring a cluster of tenure-track faculty members with a demonstrated record of success in research, teaching and/or service with Black populations (J)

In progress:

• Academic Affairs will hire a cluster of tenure-track faculty engaged in public-facing, border or Indigenous scholarship (SP)
• All search committees will participate in professional learning on inclusive hiring practices (SP)

• We have a bias reporting system, Inclusive SDSU, to document incidents that both support our campus commitment to equity and inclusion, and that fall short
• We have three new Cultural Centers for the Latinx, Native and APIDA communities, for a total of 9 Centers serving historically underserved communities
• Employees have created 15 Employee Resource Groups (affinity groups) that foster community and provide opportunities for professional development and leadership for faculty and staff, with particular attention to employees from historically underrepresented and underserved backgrounds
• The Center for Inclusive Excellence offers learning communities and other professional learning opportunities for faculty and staff on addressing microaggressions, promoting racial justice, unpacking whiteness, racism in education, and racial battle fatigue (J).
• The Center for Inclusive Excellence offers professional learning opportunities for students on implicit bias, identity and allyship. 
• Campus data systems now include a nonbinary option in those systems which store and use gender, including pronouns on class rosters, and include name fields that default to chosen names unless there is a legal or regulatory requirement to use the legal name
• We have established a process and organized structure to coordinate, expand, and increase visibility of heritage month programs and events (SP)

Complete by Summer 2021:

• We are developing “Principles of Community” that articulate our community’s commitment to access, equity, inclusion, and diversity (J)
• The Division of Student Affairs and Campus Diversity is organizing an annual Symposium on Black Lives and Minds to provide a platform for Black students, faculty, staff, alumni and community members to present scholarship, display their work, share ideas and make connections (J)
• Working with local artists that specialize in Black culture, Arts Alive is designing and facilitating three placemaking projects across the university campuses that address the histories and contributions of Black peoples and communities. (J)

• The Division of Student Affairs and Campus Diversity is re-designing the
  Student Organization Conflict and Identity Awareness (SOCIA) training to include anti-racism and anti-bias

In progress:

• Engage Arts Alive SDSU to display 10 permanent outdoor representations of diverse communities (such as statues, murals, sculptures) across the university campuses (SP)
• Develop a structured, universitywide calendar to promote and highlight diversity-related programs and university-sponsored events (to include student, faculty, staff and administration-led events). (SP)
• Develop a protocol for continuous review and development of campus materials, events and programs to ensure diverse backgrounds, identities, and experiences are reflected with respect and authenticity. (SP)
• Establish and launch intergroup dialogue programs (SP)
• Implement an on-boarding program that emphasizes SDSU’s values and educates all newly hired staff, regardless of classification, graduate students, undergraduate students, newly hired lecturers, and tenure-track faculty about implicit bias, inclusive communication, SDSU’s designation and identity as an Hispanic-Serving Institution, and the university’s connection with the Kumeyaay people (SP)

• All of the Cultural Centers offer expanded student retention programs
• The Knowledge Education Empowerment Program (KEEP), which focuses on career readiness for students who identify or are interested in issues facing African Americans in business/industry, has been expanded. (J)
• Beginning with the Fall 2022 application cycle, SDSU will provide special admissions consideration to community college students participating in targeted retention programs, including Umoja, Puente, Calworks and Extended Opportunity Programs and Services (EOPS), and Hermanos-Unidos Brothers United.
• The Center for Inclusive Excellence offers professional learning and other programs to support and amplify scholarship that advances social justice, equity, diversity and inclusion
• We now have a Director of Graduate Student Diversity to focus on concerns of graduate
  students from underrepresented communities

In progress:

• Establish an SDSU microsite at every community college in the SDSU service area (SP)
• Establish four new bachelor’s programs and two new master’s programs at SDSU Imperial Valley (SP)
• Ensure participation in professional learning on inclusive practices for all admissions committees (SP)
• Develop a service delivery model that expands placement of therapists in university programs, departments and centers in order to increase capacity to meet the unique needs of all students, including students from diverse backgrounds, graduate students and students enrolled in SDSU Global Campus programs. (SP)
• Open a new multidisciplinary space to house and support campus basic needs initiatives. The space will serve as a wellness hub for presentations and workshops and where students can meet with ECRT case managers and community partners to receive one-on-one personalized support. (SP)
• Ensure participation in professional learning on inclusive practices for all retention, tenure, and promotion committees, staff supervisors and managers (SP)
• Establish and provide institutional support for structured mentoring programs for all faculty and staff (regardless of classification). (DP, SP)
• Establish and provide institutional support for structured leadership development opportunities for all faculty and staff (regardless of classification) aligned with unit Diversity and Inclusion Plans.(SP)

• All students earning a bachelor’s degree in Criminal Justice are required to take a course on “Race-Relations in Criminal Justice”
• The School of Public Affairs, though Global Campus, offers a course on race relations and policing that is available to law enforcement and other agencies affiliated with the criminal justice system in San Diego and across the nation
• The Center for Inclusive Excellence offers learning communities and other professional learning opportunities on inclusive pedagogy, closing equity gaps, and  infusing allyship and anti-racism into the classroom. (J)

Complete by Summer 2021:

• Every academic department is reviewing existing coursework and/or developing new curricula to advance racial and social justice, anti-racism, and cultural diversity across the curriculum. (DP)

In progress:

• Provide all faculty and advisors with information on student success and equity gaps in their classrooms and their respective colleges. In addition, provide research-informed recommendations and professional development for ways to support student success in their teaching.(SP)
• Invest in campuswide technological and professional development support as the foundation for a coordinated campus approach to advising, teaching, and co-curricular support services. (SP)
• Implement a wellness toolkit for faculty and staff to further promote and educate the campus community about the resources available for students through Counseling & Psychological Services and the Economic Crisis Response Team (ECRT) to support student mental health and basic needs. (SP)

• A Hispanic Serving Institution (HSI) task force was established and provided recommendations for the campus
• The Chair of HSI Affairs was created
• The Latinx Resource Center officially opened in Spring 2020
• The HSI Advisory Council has been convened to provide guidance and support the Chair of HSI Affairs in implementation of the Task Force recommendations

In progress:

• Implement an on-boarding program that emphasizes SDSU’s values and educates all newly hired staff, regardless of classification, graduate students, undergraduate students, newly hired lecturers, and tenure-track faculty about SDSU’s designation and identity as an Hispanic-Serving Institution (SP)

• A full-time Tribal Liaison was hired
• The Native Resource Center officially opened in Fall 2019
• SDSU has adopted an official SDSU Kumeyaay Land Acknowledgement to be promulgated ubiquitously throughout the university in forms such as, but not limited to, oral statements and ceremonial introductions at campus events, written statements on university webpages, written statements on college, departmental, or programmatic websites, or on commemorative plaques.
• The Kumeyaay Nations flag will be raised, lowered, and appropriately respected on the SDSU campus
• All course syllabi will include the official SDSU Land Acknowledgement statement.

In progress:

• Finalize a formal partnership agreement for admissions and recruitment with Kumeyaay Community College (SP)
• Academic Affairs will hire a cluster of tenure-track faculty engaged in public-facing, border or Indigenous scholarship (SP)
• Implement an on-boarding program that emphasizes SDSU’s values and educates all newly hired staff, regardless of classification, graduate students, undergraduate students, newly hired lecturers, and tenure-track faculty about the university’s connection with the Kumeyaay people (SP)
• Modify campus Environmental Health & Safety policy to allow for smudging at designated locations on campus 

• Campus Diversity is now a university-wide Division
• The Center for Inclusive Excellence, which includes a team of faculty fellows called the Professors of Equity, the Chair of Inclusive Research and Scholarly Excellence, the Director of Inclusive Curriculum, and a Diversity Officer for Student Engagement, is a hub for professional learning and development around JEDI issues for all faculty, staff and students
• An increase in the Instructionally-Related Activities student fee has supported increased staff for all of the Cultural Centers
• All academic and administrative units/divisions have developed individual diversity plans;  all academic departments and schools will have completed their own plans by October 2021 
• Every major campus unit (college, division, auxiliary) has, or is establishing, a standing diversity council to better coordinate and promote unit-specific DEI activities (SP)
• Every major campus unit (college, division, auxiliary) has one or more Diversity Liaisons to support implementation and coordination of JEDI efforts across units
• The VP for Student Affairs and Campus Diversity holds town halls at least twice a semester to report on progress of all of these initiatives, and to provide a forum for continuing conversations around institutional and structural racism (J)

In progress:

• Expand the role of the Diversity Liaisons to better coordinate DEI activities across colleges and units.(SP)
• Establish a sustainable centrally funded information technology unit responsible for managing campuswide accessibility to implement and drive institutional governance and policy (SP)
• Develop a task force and apply for Asian American and Native American Pacifc Islander-Serving Institutions (AANAPISI) status. (SP)