STRATEGIC PLAN ANNUAL REPORT 2020-21

Envisioning 2024Because the World Needs Changemakers

Strategic Plan Annual Report 2020-21 | 1

Table of Contents

3 President's Message

4 Mission, Vision and Core Values

6 Executive Summary

7 Strategic Plan Explained

8 Goal 1: Enhancing Student Learning and Success

12 Goal 2: Strengthening Diversity, Inclusion and Social Justice

14 Goal 3: Improving Structural and Operational Effectiveness

17 Goal 4: Elevating Faculty and Staff Engagement

20 Goal 5: Amplifying Local and Global Engagement and Reputation

22 Strategic Initiative Funding Program

26 Key Performance Indicators by Goal

37 Governance and Leadership

President’s MessageDear Campus Community,This academic year was one of tumult and transition, but at the same time, one of rebirth and rejuvenation. It was a year of challenge, but also one of hope. As the University of San Diego embarks on the sixth year of its Envisioning 2024 strategic plan, I’m thrilled about all that’s to come. It is truly a time to celebrate.The University of San Diego is proud to be ranked by Washington Monthly as the No. 1 university in the nation committed to public service.As part of USD’s Renaissance Plan, I’m also excited to report that we opened our newest building, known as the Learning Commons —— a two-story, 36,000-square-foot building that’s home to 13 flexible smart classrooms, a dynamic Town Square, and an outdoor plaza. We renovated Copley Library. We completed the renovation of Camino Hall and Founders Hall, two of our original buildings and home to some of our most cherished spaces. And we even broke ground on a new, 120,000-square-foot complex that will be known as the Knauss Center for Business Education.We also launched a new initiative at USD called the Horizon Project, designed to move the University of San Diego into the forefront of Catholic higher education by following Pope Francis’ guidance that as a Catholic community we must be more “open, expansive, and welcoming.” Today, we have the most diverse student body and faculty in our history and the Horizon Project will propel those efforts to the next level by outlining concrete steps to ensure that efforts to achieve inclusive excellence and to affirm racial justice are unequivocally woven into the fabric of our institution. These are exciting times at USD as we forge our allegiance for underserved and underrepresented groups on our campus, in our community, and to future generations of USD students and alumni so that every member of our community can thrive. That means, over the next five years, by the year 2026, we will dedicate the time, the energy, and the resources necessary to be recognized as a Hispanic-serving institution; be one of the top-100 most diverse, independent universities in the country; increase the number of full-time Black faculty members within each of the professional schools and the College of Arts and Sciences; and be a leader among our national Catholic peer universities based on our percentage of students of color enrolled, percentage of Black students enrolled, and our retention and graduation rates of students of color. This year, we closed out the academic year by hosting not one, but two commencement celebrations —— one for our graduating Class of 2021 and a second for our Class of 2020. Our 2020 graduates finished classes last year, in the early months of the pandemic and, when we held their virtual commencement celebration in the fall, during Homecoming and Family Week, we invited them to come back in the spring for all the pomp and circumstance. It was nice to have them back on campus! And speaking of being back on campus, I am excited about our plans to return fully to campus in the fall. Employees will be returning to Alcalá Park over the summer, and we will be ready to welcome students back for Olé Weekend! USD will truly be at its best once our students, faculty, and staff return.The world is facing many urgent challenges today. At USD, we are taking steps to confront many of those challenges through our Envisioning 2024 strategic plan. In this report, you will find myriad examples of how we are living up to that vision and why we are excited to look toward the horizon at what lies ahead as we empower students to live purposeful lives and prepare for our 75th anniversary in 2024.

James T. Harris III, DEd

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VisionWhere we want to be by 2024The University of San Diego sets the standard for an engaged, contemporary Catholic university where innovative Changemakers confront humanity’s urgent challenges.

MissionWhy we are hereThe University of San Diego is a Roman Catholic institution

committed to advancing academic excellence, expanding

liberal and professional knowledge, creating a diverse and

inclusive community, and preparing leaders who are dedicat-

ed to ethical conduct and compassionate service.

Core ValuesValues we will use to get from our mission to our visionThe University of San Diego expresses its Catholic identity by witnessing and probing the Christian message as proclaimed by the Roman Catholic Church. The university promotes the intellectual exploration of religious faith, recruits persons and develops programs supporting the university’s mission, and cultivates an active faith com-munity. It is committed to the dignity and fullest development of the whole person. The Catholic tradition of the universi-ty provides the foundation upon which the core values have been adopted to support the mission and continued vision.

� Academic Excellence

� Knowledge

� Community

� Ethical Conduct

� Compassionate Service

the actionable steps that will allow the university to become carbon neutral by 2035. Several enterprise-level projects also were completed this year in information technology services (ITS). These included the implementation of Unimarket and Workday as well as a revamp of the MySanDiego portal.

Goal 4 is focused on Elevating Faculty and Staff Engagement, which was crucial during the pandemic. With the change to remote learning, the Learning Design Center (LDC) at USD utilized three different technology solutions to support faculty members in the delivery of remote teaching: Blackboard, Zoom and Panopto. To support faculty members using these technologies, the LDC partnered with the Center for Educational Excellence (CEE) to provide robust training and support for faculty members to help them not only adopt the new technologies, but also adapt curricula to meet the needs of distance learners with these new toolsets. Specifically, LDC/CEE implemented two trainings: Remote Teaching 101 and Remote Teaching 102 Course Design Basics for Engaged Remote Teaching. CEE also facilitated 15 successful communities of practices and an additional 11 faculty reading circles comprising faculty participants from every school and unit on campus. The topics and books focused on a range of pedagogical development, including antiracism, indigenous knowledge and inclusive practices. The pandemic highlighted a need for leadership with new skills such as leading in uncertainty, supporting people in times of complexity and chaos, and making hard decisions with little information. The Department Chair Leadership Development program pivoted, both in design and format, which resulted in a robust and engaging online training of these new skills. Finally, this year 228 employees were honored at the Annual Employee Service Award celebration hosted by the Office of Human Resources.

Goal 5 is focused on Amplifying Local and Global Engagement and Reputation. Success in this area provided creative opportunities for USD as an anchor institution. The School of Business developed a new partnership with the NEOMA Business School in France to design a dual degree program for undergraduate students to begin in Fall 2021. The 2020 Changemaker Challenge asked students to think about innovative ways of addressing homelessness in San Diego through the lens of community partners’ issues, and the results were revealed in a virtual program. And USD was proud to be ranked No. 1 in the nation by Washington Monthly for its commitment to public service.

This executive summary offers just a sample of what USD accomplished this year, and the full report provides details on the many initiatives in support of USD’s strategic goals. At the end of the report, each of the five goals contains a table with key performance indicators (KPIs). USD is looking forward to meeting all targets for all KPIs by 2024.

Please continue reading to learn how USD is committed to its mission and vision, and how it utilizes the Envisioning 2024 strategic plan to lead the way.

Strategic Plan Explained Inspired by faith, informed by our core mission and values, and dedicated to the ongoing legacy of our founders, the University of San Diego’s strategic plan envisions a more distinctive identity among the most respected Catholic universities in the world. USD’s vision (adopted September 25, 2016) is to set the standard for an engaged, contemporary Catholic university where innovative Changemakers confront humanity’s urgent challenges.

Our strategic plan was created in 2016 to help the university realize its vision by 2024, the year of USD’s 75th anniversary. The most fundamental element of the Envisioning 2024 strategic plan is student success, which means helping our students to graduate with a global perspective as compassionate citizens and ethical leaders. The strategic plan also calls for the university to act in alignment with our Culture of Care by being good stewards of God’s creation and by advancing community initiatives as an anchor institution for the City of San Diego, the neighborhood of Linda Vista, the U.S.-Mexico border region and beyond. Envisioning 2024 was created by students, faculty members, staff and community stakeholders.

It resulted in five measurable goals related to student success, as well as six interconnected pathways that provide guidance for how USD acts as a Changemaker in addressing humanity’s urgent challenges —— such as homelessness, cross-border engagement, food justice, environmental justice, human trafficking and educational equity.

The strategic plan is guided by a Strategic Planning Steering Committee (SPSC), as well as a subcommittee for each of the five goals. This report details the various initiatives and measures executed in support of USD’s strategic goals. The dashboard in this report contains key performance indicators (KPIs) with targets to reach by 2024.

• Goal 1: Enhancing Student Learning and Success

• Goal 2: Strengthening Diversity, Inclusion and Social Justice

• Goal 3: Improving Structural and Operational Effectiveness

• Goal 4: Elevating Faculty and Staff Engagement

• Goal 5: Amplifying Local and Global Engagement and Reputation

Executive SummaryDespite the coronavirus pandemic bringing operations and most in-person learning to a halt this year, the University of San Diego’s students, faculty, administrators and staff were resilient in their pursuit of excellence and utilized the USD mission and vision —— as well as the Envisioning 2024 strategic plan —— to guide their collaborative efforts.

The Envisioning 2024 Strategic Plan includes five goals. This executive summary highlights some of what we have accomplished within each of those five goals.

Goal 1 is focused on Enhancing Student Learning and Success. Several initiatives from this year illustrate USD’s commitment to academic excellence. Students graduating this year represented USD’s first full class to complete the new Core Curriculum and the Career Readiness Program. A new associate provost of academic planning and innovation joined the Office of the Provost to lead the academic plan process, and a draft plan was completed in May. USD gained national recognition for its bold decision to move to a test-blind, or test-free, admissions policy, given the inequitable impact the pandemic had on the availability of testing. The Faculty Alert Outreach system was introduced this year. This system allowed faculty members to identify students who were struggling in their class(es) and connected students to the appropriate resource and offices. The Fall 2020 to Spring 2021 retention of first-year students was 98%, the highest it has ever been at USD, indicating that, despite the pandemic, innovative retention efforts had a positive impact on the experience of Torero students.

Goal 2 is focused on Strengthening Diversity, Inclusion and Social Justice. To this end, this year, President Harris launched the Horizon Project, USD’s multiyear, comprehensive, and strategic initiative for

diversity, equity and inclusion (DEI). The Horizon Project is a clarion call for solidarity that outlines the immediate, concrete and material steps that USD will take to ensure that inclusive excellence efforts are unequivocally woven into the fabric of USD. In order to catalyze these changes, the Board of Trustees fully endorsed this new initiative and committed an additional $15 million over the next five years to achieve the goals outlined in the Horizon Project. The Anti-Racism Task Force, comprised of 13 faculty members, administrators and students, engaged in full campus-wide conversations about racism and intolerance and delivered 40 recommendations for the university’s consideration. This year, for the first time in USD history, USD admitted more nonwhite students than white students. As part of USD’s commitment to creating a welcoming, inclusive, and safe community, all students are now also required to complete an online education requirement, which includes training to support the university’s DEI goals.

Goal 3 is focused on Improving Structural and Operational Effectiveness and many initiatives were implemented or improved upon to enhance the university. The official groundbreaking ceremony for the Knauss Center for Business Education was held in April 2021. In the fall of 2020, a completely renovated Copley Library reopened and a brand-new Learning Commons opened as well. The new budget model redesign process, designed to move USD from an incremental budget model to an incentive-based model, remained in progress, with a pilot planned during fiscal year 2022 with the School of Business, the School of Law and the division of Professional and Continuing Education. The university also established a new Climate Action Plan this year, which aligns with the recently completed Energy Master Plan. These will provide

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ANCHOR INSTITUTION

ACCESS AND INCLUSIONLIBERAL ARTS EDUCATIONFOR THE 21ST CENTURY

ENGAGED SCHOLARSHIPPRACTICE CHANGEMAKING

CARE FOR OUR COMMON HOME

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Goal 1: Enhancing Student Learning and Successresearch at the university. These teams produced green papers, including issues to be addressed and opportunities for advancing academics through a series of proposed priorities. In the months of March and April 2021, the wider community of faculty had the opportunity to review the green papers and provide additional input and ideas via an online platform. In May 2021, a draft of the Academic Plan was completed and submitted to the Office of the Provost.

Enrollment Plan and Torero Promise Enrollment Plan and Torero Promise See Goal 1 KPIs D, G, H and IDespite the pandemic, USD still made significant strides in supporting the four directions of the Enrollment Plan: 1) Enhancing USD’s Reputation, 2) Being an Anchor Institution, 3) Strengthening Our Commitment to Access and Inclusion and 4) Promoting Global Citizenship.

USD gained national recognition for its bold decision to move to a test-blind, or test-free, admissions policy, given the inequitable impact the pandemic had on the availability of testing. Recognizing the importance of transfer students in the enrollment plans, USD revised the transfer credit policy, approved by the University Senate last year, to provide students with a faster and more transparent review of their previous coursework. Under the leadership of Professor of Mathematics Perla Myers, PhD, USD admitted its first cohort of AnchorStem Scholars.This program is the result of a National Science Foundation (NSF) grant to increase the number of talented, low-income students who seek to earn degrees in STEM-related fields. USD is in conversation with several local public high schools and San Diego Community College partners to identify pathway opportunities —— including financial assistance —— for students to enroll in a six-year (2+2+2) program for local high school students to earn their high school

diploma, attend a San Diego Community College to earn their associate’s degree, and then enroll at USD to complete their bachelor’s degree. Finally, in March 2021, Bill Drayton, founder of Ashoka, at the Ashoka U Exchange, featured USD in his opening remarks, during which he commended USD on the changemaking essay students were required to write as part of their admissions application. He showcased USD as an institutional leader to the rest of the global network.

Retention and Student Success Retention and Student Success See Goal 1 KPIs F and J-NThe reality of remote teaching and learning required USD and the Student Success Committee, the committee that provides direction for the university’s retention efforts, to be very intentional about outreach to students this year. Several programs were developed or continued to ensure that all students received the support they needed to succeed.

The Torero Connector Initiative continued this year, providing every student with proactive personalized outreach at key times in the semester to ensure they were connected with resources as needed. The Faculty Alert Outreach system was also introduced this year, which allowed faculty members to identify students who were struggling in their class(es) and connect students to the appropriate resources and offices. To foster success in the remote learning environment, the university aided nearly 300 students in need of laptops or other technology.

Using tools such as Twilio and Case Management, the One-Stop Student Center and enrollment partners, including financial aid, student accounts and the registrar, continued to provide quality service to USD students remotely by responding to more than 110,000 individual cases over the course of the academic year —— a 34% increase from the year prior.

Core Curriculum Core Curriculum See Goal 1 KPIs C and R

Students graduating during the 2020-21 academic year who followed a traditional four-year timeline to graduation represent USD’s first full class to complete the new core curriculum, which was implemented in Fall 2017.

Notable strengths of the core curriculum are beginning to emerge, particularly with respect to the curricular area of integrative learning. The COVID-19 pandemic provided the opportunity to make a positive change to the first-year integrative learning program with the creation of learning community-wide faculty panels, in the highly successful Integration Series, as part of the Living Learning Communities. Faculty members from diverse disciplines came together to talk about a variety of topics from their points of view. One such presentation, connecting English and economics, provided an economic and literary analysis of Mary Shelley's novel, Frankenstein.

These interdisciplinary experiences are revisited by our students in their final year at USD, when they build on this integrative learning experience by completing a core project that ties their enhanced liberal arts background with what they’ve learned in the core curriculum. For the project, students will apply a breadth of knowledge to an advanced problem or issue that requires a solution based on multiple disciplinary perspectives.

Academic Program Review Academic Program Review See Goal 1 KPI SAcademic program review (APR) is a four-stage process:

1. Program self-study

2. External review team site visit and report

3. Academic Review Committee recommendations

4. Program’s long-term plan (LTP) and administrative memorandum of understanding (MOU)

Of all programs that were implemented prior to 2011 and are now more than 10 years, 70% have had at least one fully completed APR, following all four steps, in the last 10 years. In addition, there are currently 30 active LTPs and MOUs.

Typical categories of goals and action areas in the LTP and MOU include faculty, facilities, supplies, equipment, student enrollment, administrative support, curriculum and assessment. In an effort to continuously improve the APR process, USD’s APR Policy 6.6 went through a two-year revision process and was approved by the University Senate and then by the president in October 2020. Revisions included the clarification and articulation of the LTP and MOU processes, increased mechanisms for communication with program faculty during the APR process and the annual communication of APR results to the University Senate and the university’s executive leadership. After the policy was revised, a focus group was held in March 2021 to evaluate the effectiveness of the APR process. Data analysis is already underway and decisions that lead to continuous improvement will be made based on the results of the focus group.

The coronavirus pandemic made an impact on APR productivity. In academic year (AY) 2020-21, 100% of programs stated that the pandemic stagnated LTP improvement due to the faculty’s transition to remote learning. In addition, some external reviewer visits were put on hold until on-site visits could resume. However, those who were willing to hold virtual site visits were scheduled and hosted via Zoom. The self-study writing portion made excellent progress during AY 2020-21, with seven programs beginning Stage 1 of the APR. USD also hosted three virtual external site visits this year.

Academic Plan Academic Plan See Goal 1 KPI AIn AY 2018-19, the Dean’s Council developed a framework for the Academic Plan (AP), including five areas: 1) Student Experience; 2) Enrollment, Programs and Schools; 3) Teaching, Learning and Innovation; 4) Research and Intellectual Outputs and 5) University Academic Reputation.

A new associate provost of academic planning and innovation joined the Office of the Provost in AY 2020-21 to lead the AP process. Five teams composed of faculty members, associate provosts, deans and associate deans were created to represent each area. Patricia Márquez, PhD, associate provost for planning and innovation and dean of the Joan B. Kroc School of Peace Studies, is organizing the work of the Academic Plan committees. In two summits, which took place during the fall and spring semesters, the teams met to review data on the current status in these areas and present initiatives for advancing teaching, learning and

Stage 4: Long-Term Plan and MOU

Stage 3: Internal Review

Stage 2: External Review

Stage 1: Self-Study

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goal of improving the student experience by making the USD One-Stop Student Center best in class.

Alumni Relations Alumni Relations See Goal 1 KPI UThe USD Alumni Association created its own strategic plan to align to the institution’s Envisioning 2024 strategic plan and to guide the unit’s efforts in changemaking. The three priorities of the plan are to 1) drive support to USD through philanthropy and advocacy; 2) engage and connect alumni with the university and one another through programming, volunteerism and career development and 3) strengthen the Alumni Association through inclusion, diversity, development and community collaboration.

Highlighted initiatives from the year are included in this report. The Alumni Association conducted more than 250 virtual programs in the 2020-21 academic year, engaging more than 13,000 program registrants. Programs included storytelling podcasts, interviews with prominent alumni, identity-based affinity gatherings, and events hosted by regional Torero Clubs. The Alumni Association also utilized faculty presenters to promote lifelong learning and highlight contemporary topics such as systemic racism, climate change and vaccine hesitancy. Partnerships with the Career Development Center, as well as Welcome to the City events, served to engage alumni and provide networking opportunities for both students and alumni.

A virtual version of the Alumni Association’s signature fundraising event, the USD Wine Classic, raised more than $80,000 for scholarships for underrepresented students at USD. These efforts help USD to fulfill its mission and to engage and enrich the Torero community for life.

Innovative Technology: USD’s online platform for mentoring and networking, T.E.A.M, brought students and alumni together to connect with each other for career advice and mentorship and users grew from 3,362 to 4,393, a 30% increase year over year. In addition to a record number of jobs and internships posted to Handshake software, this year’s adoption of Brazen, an online career fair platform, allowed the Career Development Center to host five career fairs during AY 2020-21.

High-Touch Career Guidance: The Career Development Center is proud to report that 100% of students graduating in the Class of 2021 completed the Career Readiness Program (CRP). The CRP provides a customized, career-development experience for all undergraduate students. The program is integrated into the curriculum as a graduation requirement and develops the students’ career exploration process. According to the student survey question, “I am able to articulate the value of a liberal arts education (i.e., to a family friend, relative, prospective employer, supervisor, or graduate school admissions committee)” early evidence indicates that 83.3% of students agree or strongly agree with this statement which, among others, is an important outcome of CRP.

One Stop Student Center One Stop Student Center See Goal 1 KPI TUnder the charge of the president, a One-Stop Steering Committee of 25 individuals from a variety of departments across campus came together in Spring 2021 to reimagine the One-Stop Student Center given the new e-service capabilities prompted by the pandemic. This reimagining involved research on best practices, student and parent surveys and input from focus groups. The committee submitted its final recommendations to the President's Administrative Team in May, with the

National Fellowships and Prestigious Student Awards National Fellowships and Prestigious Student Awards See Goal 1 KPI EWith strategic initiatives funding for the first time this year, a team of faculty members was identified to serve as fellowship advisors to support outreach efforts to students and faculty, as well as to provide assistance with student applications. COVID-19 affected the number of students applying to national fellowships, given that most are international experiences. Nonetheless, three students applied for Marshall Scholarships and one student applied for a Rhodes Scholarship in Fall 2021. The team has focused on creating recruitment strategies, building internal processes to identify and support future applicants, and encouraging students to build their community engagement and research skills throughout their years at USD. One USD student, Gregor Leech, was awarded a Barry Goldwater Scholarship in 2021 to support his undergraduate studies in science and research.

Enhance Post-Graduation Opportunities Enhance Post-Graduation Opportunities See Goal 1 KPIs B ,O, P and QAlthough COVID-19 brought about uncertainties, students continued to benefit from the Career Development Center’s strength in compelling connections, innovative technology and high-touch career guidance as they navigated the career exploration process during the pandemic.

Compelling Connections: Students participated in the Virtual Torero Trek program and had the opportunity to visit 66 companies through 26 Torero Treks. Hosted by employers, alumni and parents, 602 students had insights into the culture and career paths of companies, such as Boeing, Starbucks, The Bank of Tokyo-Mitsubishi, AT&T, Wall Street Journal, United Way, Nike, Hulu, Intel and many start-up companies and nonprofit organizations.

The second round of Coronavirus Aid, Relief, and Economic Security (CARES) Act Higher Education Emergency Relief Funding (HEERF) from the federal government (more than $2.8 million dollars) was also distributed to 2,715 undergraduate students. Student Affairs, Student Support Services, the Career Development Center, University Ministry and other units adapted co-curricular programing to offer virtual opportunities for students to experience a sense of belonging and to promote their success. Because the fall semester started in August and ended in November, earlier than normal to avoid the winter flu season and an increased number of COVID cases, an additional December session was offered to students who wanted to take a course before the holidays to remain engaged academically. A total of 488 undergraduate students were enrolled during this session.

A number of initiatives were developed in Summer 2020 to provide incoming students and families with an earlier onboarding experience, as well as access to resources for academic success. PeopleGrove was used as an online platform to engage students in various activities, including those related to wellness, belonging and academic achievement. Through Torero Circles, groups of students organized into the affinity units to which students most identify. These groups helped foster connection to the university and to peers, while also delivering important information to new students. The Academic Open House event provided students with a general overview of the academic experience and opportunities at USD, as well as how to transition academically to the college environment.

The uncertainty of what the college experience would look like in the remote environment was also an issue that was addressed through the development of the Academic Pledge made to both incoming and continuing students. The pledge was created for students so they would feel confident that their USD college experience would still be a robust and enriching one with the hallmarks of USD’S commitment to academic excellence, even while remote during the pandemic. In addition, during Summer 2020, a special class, titled Pandemic Times, was offered to incoming first-year students to engage them early and academically. A total of 188 students enrolled in this free, one-unit class. Of these students, 165 (88%) attended USD in the Fall 2020 semester. There were a number of students who deferred their enrollment at USD from Fall 2020 and so there was active outreach to these students throughout the fall semester to encourage their enrollment for Spring 2021. Those efforts resulted in 88 first-time, first-year students being enrolled. This cohort participated in a unique Living Learning Community (LLC) experience to ensure connection to the campus community.

The Fall 2020 to Spring 2021 retention of first year students was 98%, the highest it has ever been at USD, indicating that, despite the pandemic, all the innovative retention efforts had a positive impact on the experience of Torero students.

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applications from Latino and Black students during this year’s admission cycle. For the first time in USD history, USD admitted more nonwhite students than white students. The Horizon Project also calls for the institution to be recognized as a Hispanic Serving Institution (HSI) and a task force has been working on a set of recommendations that will help USD not only achieve the 25% enrollment benchmark for that designation, but also be truly prepared to serve and retain these students.

As an example, another priority in the Horizon Project is the expansion of the Student Support Services (SSS) program. SSS currently serves 420 students. By increasing enrollment in the SSS transitional bridge program to 100 (from 80) each year, and by adding an additional staff resources, USD will be able to assist more than 20 incoming first-year and transfer SSS students —— including those who are first-generation, low-income, have disabilities or are underrepresented. In addition, as part of the University of San Diego’s commitment to creating a welcoming, inclusive, and safe community, all students are now required to complete an online education requirement, which includes training related to diversity, equity and inclusion.

Building an Inclusive Campus Environment Building an Inclusive Campus Environment See Goal 2 KPIs B and WTo continuously measure whether USD is succeeding or needing improvement in creating a positive climate, a sense of belonging and an inclusive campus environment, two surveys are systematically sent to students on a three-year cycle. The Culturally Engaging Campus Environment Survey (CECE) is a national survey created by the National Institute for Transformation and Equity in order to assess and understand institutions' campus environments and to maximize success among diverse students. This survey was sent to sophomore and junior students

the percentage of San Diego County’s population diversity as reported in the U.S. Census Bureau 2020. The largest minority population in the county is Hispanic/Latino at 34.1%. Similarly, the largest minority group employed at USD is Hispanic/Latino at 20.7%. However, the university’s white population is roughly 14% higher than that of the county and the university’s Hispanic/Latino population is roughly 12% lower than that of the county. Thus, the university will continue to implement staff and administration recruitment and selection toolkits, and will seek to increase diversity in these areas through the Horizon Project.

Recruiting and Retaining a Diverse Faculty Recruiting and Retaining a Diverse Faculty See Goal 2 KPIs C, S and TUSD continues to diversify its faculty through the utilization of the Faculty Recruitment and Retention Toolkit (adopted in 2012 and updated in 2021). The College of Arts and Sciences’ Post-Doctoral Faculty Diversity Program has become a model for the entire campus and is now expanded to the Hahn School of Nursing and Health Science and the School of Leadership and Education Sciences. Recommendations from the Anti-Racism Task Force, which was established in Fall 2020, included expanding the Post-Doctoral Fellowship program to all academic units. The program encourages academic units to identify faculty members of color and then provide them a two-year teaching and scholarship opportunity. Those selected and considered as full-time faculty members are invited to attend departmental and school events and are provided support from their colleagues and administrators.

In addition, the Anti-Racism Task Force —— comprised of 13 faculty members, administrators and students —— engaged in full campus-wide conversations about racism and intolerance. The task force established the following four working subcommittees: 1) Campus-Wide Anti-Racism Training; 2) Recruitment, Hiring and Retention of Minority Faculty; 3) Recruitment and Retention of BIPOC Students and 4) Campus Climate and Student Experience.

The work of each subcommittee culminated in the establishment of the April 14, 2021, Anti-Racism Task Force Final Report to the provost and chair of the University Senate. The report included more than 40 recommendations for consideration. Further, the task force will continue to review select university policies and will work with administrators to adopt changes as needed.

Recruiting and Retaining a Diverse Student Body Recruiting and Retaining a Diverse Student Body See Goal 2 KPIs F-Q, U and VThe Horizon Project lays out a set of specific goals and objectives around diversity and access. Among them are to be one of the most diverse, independent universities in the country and to be a leader among USD Catholic peers based on the percentage of students of color enrolled and in the retention and graduation rates of students of color. USD’s test-free admissions policy has already helped the institution move in this direction, as the university experienced more than a 20% increase in

Goal 2: Strengthening Diversity, Inclusion and Social JusticeHorizon Project Horizon Project See Goal 2 KPI XThis year, President Harris launched the Horizon Project, USD’s multiyear, comprehensive and strategic initiative for diversity, equity and inclusion (DEI). The Horizon Project is a clarion call for solidarity that outlines the immediate, concrete and material steps that USD will take to ensure that inclusive excellence efforts are unequivocally woven into the fabric of the institution. The objectives outlined in the Horizon Project —— organized into people, policies and practices —— align with Envisioning 2024.

The Horizon Project also sets forth a path to move USD into the forefront of Catholic higher education by promoting engagement, strengthening Catholic values and working toward USD’s highest aspirations for racial and social justice. In order to catalyze these changes, the Board of Trustees has fully endorsed this new initiative and committed an additional $15 million over the next five years (to 2026) to achieve the goals outlined in the Horizon Project. This includes a $1 million matching gift program, which will match donor contributions toward endowed funds that support the Horizon Project’s goals. This will allow USD to commit the dedicated time, energy and resources needed to achieve one of the key pathways of the strategic plan: Access and Inclusion. USD’s investment in the Horizon Project will build upon the momentum of the Envisioning 2024 strategic work by creating pipelines that will channel all our diversity, equity and inclusion efforts into a concerted university-wide response that is supported by dedicated leadership and accountability structures.

CID Refresh CID Refresh See Goal 2 KPI A

Dr. Richard Miller, the interim vice provost for diversity, equity and inclusion and the director of the Center for Inclusion and Diversity, began at USD on Sept. 1, 2020. A national search for a permanent vice provost took place during AY 2020-21 and the new hire will begin in August 2021. Dr. Miller provided research and

recommendations to guide the work of the permanent hire. As the recommendations were developed, the coronavirus pandemic required communication with various campus constituencies to be conducted via Zoom. This increased meeting attendance and positively enhanced dialogue between groups on a broad range of diversity issues, including the involvement of current students, staff, faculty, and alumni of color.

Recruiting and Retaining a Diverse Staff and Administration Recruiting and Retaining a Diverse Staff and Administration See Goal 2 KPIs C and R2020 Population Diversity Statistics

San Diego County has a diverse population and USD’s workforce largely reflects this diversity, with some areas for improvement. The table shows the percentage of USD’s all-employee diversity in Fall 2020 alongside

San Diego County* University of San Diego*

Hispanic/Latino 34.1% 20.7%

White 45% 61%

Black or African American 5.5% 3.59%

American Indian or Alaska Native 1.3% 0.33%

Asian 12.6% 8.66%

Hawaiian or Pacific Islander 0.6% 0.08%

Two or More Races 4.6% 2.19%

*Numbers are approximate and do not equate to 100%

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Climate Action Plan Climate Action Plan See Goal 3 KPI BThe Climate Action Plan (CAP) is a framework used to reduce USD's greenhouse gas emissions that contribute to climate change. Approved in November 2016, the CAP sets out a general methodology for establishing short-, medium- and long-term strategic goals and feedback mechanisms that provide performance data and specific recommendations to reduce the environmental impact of the university. In October 2019, after advocacy from students and in consultation with campus experts, President Harris signed the Second Nature Presidents’ Climate Commitment, establishing a new campus emissions reductions goal of climate neutrality by 2035. To achieve this, the university will be updating the 2016 CAP. Thus, this year, in addition to having classes work on some of the strategies in the current CAP (such as environmental issues and sociology students creating posters focused on each component of the CAP), USD established a new Climate Action Plan and Care for Our Common Home Advisory Committee with two major charges: 1) review, update and enhance the current CAP to reflect new ideas and a new commitment to carbon neutrality by 2035 and 2) define an implementation plan with a timetable to take actions that will reduce USD’s carbon footprint. The recently completed Energy Master Plan, a 234-page document, will guide the CAP and provide more CALL experiences for students studying engineering, the natural sciences, business, communication studies and marketing.

Climate Change Opportunities for StudentsClimate Change Opportunities for StudentsSee Goal 3 KPI DIn addition to many of the CALL opportunities related to or focused on the impacts of climate change, students had other opportunities to learn about and participate actively in climate change research. Examples included a suite of new courses from Climatology to Environmental Issues, to Politics and the Environment, to Environmental Justice, to inclusion of climate change in Sustainable Supply Chain Management, and the Science of Coffee.

Internship and research opportunities were also available in environmental and ocean sciences, biology, sustainable engineering and communication studies. Outside of coursework, students were able to intern for the San Diego Climate Collaborative, the Equinox Quality of Life Dashboard, and Willdan Engineering, the company that assisted USD with creating the Energy Master Plan, among many others.

Finally, a series of events engaged students and faculty members to participate in deep, complex and solution-based conversations as part of the Laudato Si’ series and Conversations of Consequences, mixing art, social justice activism and climate change.

million to support the Horizon Project, USD’s multiyear, comprehensive and strategic initiative for diversity, equity and inclusion.

The Budget Model Redesign process, designed to move USD from an incremental budget model to an incentive-based model, remains in progress with a pilot planned during fiscal year 2022 with the School of Business, School of Law, and Professional and Continuing Education. The new incentive model will provide a transparent and accountable budget process that facilitates the growth of the academic and auxiliary programs.

Campus as a Living Lab Campus as a Living Lab See Goal 3 KPIs A and D

Education comes alive at the University of San Diego, where discussions and learning are actively applied, bringing changemaking practices out of the classroom and into the community. Through this, students truly experience the Campus as A Living Lab (CALL). CALL formally started in Fall 2019, encouraging students, faculty members and staff to develop real-world, hands-on integrated course and research projects designed to enhance sustainable solutions on campus. Projects over the years have contributed to several important operational and strategic initiatives. Some examples from 2020-21 include environmental issues and theatre classes teaming up so students could create videos about critical environmental issues; students in a sustainable supply chain management class and a procurement class worked together and collaborated directly with the Office of Procurement on campus to find ways to save monetary resources; in environmental management, students worked with faculty members and administrators to propose operational changes on campus; and in two upper-division communication studies courses, students worked in groups to create social media and marketing materials showing how food and climate change intersect.

Goal 3: Improving Structural and Operational EffectivenessRenaissance Plan Renaissance Plan See Goal 3 KPI JMany exciting projects for USD facilities took place this year. The official groundbreaking ceremony for the Knauss Center for Business Education was held in April 2021. When completed in August 2022, the 120,000-square-foot complex, including Olin Hall, will be an innovation and collaboration ecosystem, unifying all USD School of Business stakeholders in pursuit of the aspirational vision to drive business stewardship. In the fall of 2020, a completely renovated Copley Library reopened. The first and second floors were redesigned to encourage collaborative study and active learning and a large elegant new foyer on the second floor.

Next door to the library, the brand-new Learning Commons opened. It features 13 classrooms and a flexible study and collaboration space. It is also the new home of the Honors Program and Writing Center. The major restoration of the campus legacy buildings —— Camino, Founders and Sacred Heart Halls —— includes two new elevators and other ADA upgrades, new windows, air conditioning throughout the basement and first floor, electrical and structural enhancements and major system upgrades. Both academic and residential spaces feature new lighting, lounges and a bright interior. Finally, Shiley Theatre has also undergone upgrades and the reopening will commence in August 2021.

Increase Endowment and Student ScholarshipsIncrease Endowment and Student ScholarshipsSee Goal 3 KPI HAs of April 30, 2021, in academic year 2020-21, USD raised more than $25.4 million, which includes $5 million for endowed funds, $859,000 for endowed scholarships and $3 million for current-use scholarships.

Strideto2024@USD and New Budget ModelStrideto2024@USD and New Budget ModelSee Goal 3 KPIs E, G and IStrideTo2024@USD includes three key elements: 1) a series of initiatives to enhance efficiencies and achieve savings, 2) the Comprehensive Administrative Review (CAR) process and 3) the budget redesign process.

The goal is to reallocate a minimum of $15 million to enhance student financial aid, attract and retain top talent and advance new strategic initiatives by 2024. As of June 30, 2021, approximately $12.5 million, or 83%, in savings have been identified through a combination of the CAR process and efficiency initiatives. Additionally, the university recognized and redirected $6.6 million of identified savings. Consistent with the stated goals, $2.7 million was directed to enhance student financial aid, $900,000 toward salary increases to attract and retain top talent and $3

in Spring 2021 and USD looks forward to analyzing the data for continuous improvement in Fall 2021. USD also administered the National Survey of Student Engagement (NSSE), a national survey distributed by Indiana University to measure students’ perceptions of their learning experience and a personal sense of engagement with the campus community. This survey was sent to first-year and senior students in Spring 2021 and USD also looks forward to analyzing the data for continuous improvement in Fall 2021. Outside of the measurement component, Student Affairs at USD led a couple of important initiatives related to inclusivity this year. All graduate and undergraduate students were required to complete the student Everfi module on diversity, equity and inclusion. In addition, Student Affairs staff completed the faculty/staff Everfi module on diversity, equity and inclusion.

Catholic Student-Focused Initiatives Catholic Student-Focused Initiatives See Goal 2 KPIs D and EThe Office of University Ministry offers a full range of programming to support the spiritual development of all members of the USD community. Students from all faith backgrounds, as well as those who do not identify with a faith tradition, are welcome to participate in Masses, retreats, faith sharing groups and community engagement projects. During the 2021-22 academic year, University Ministry offered two new retreats. Black Lives are Beloved supported students interested in connecting their concern for racial injustice with their faith. Awaken, Restore, and Renew welcomed incoming first-year students who began their USD journey at the start of the spring semester. The university’s long-running commitment to interfaith collaboration was reflected in the All-Faith Service, which was celebrated virtually this year, as well as a multipart speaker series, titled Jewish Culture and Antisemitism. University Ministry also created a video series highlighting the ways in which members of the USD community experience the divine in the midst of ordinary activities, such as painting, teaching, singing and swimming.

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11 Faculty Reading Circles comprising faculty participants from every school and unit on campus. The topics and books focused on a range of pedagogical development including antiracism, indigenous knowledge and inclusive practices. CEE also supported faculty relationship-building with students in response to the challenges of remote teaching during the coronavirus pandemic. The weekly Community Builder newsletter has put more than 55 different activities and strategies at the fingertips of faculty members.

Faculty Engagement with the Learning Design Center Faculty Engagement with the Learning Design Center See Goal 4 KPI RWith the change to remote learning, the Learning Design Center (LDC) at USD utilized three different technology solutions to support faculty in the delivery of remote teaching. These technologies were Blackboard, Zoom and Panopto. To support the faculty in use of these technologies, the LDC partnered with the Center for Educational Excellence (CEE) to provide robust training and support for faculty members to help them not only adopt the new technologies, but to also adapt their curricula to meet the needs of distance learners with these new toolsets. Specifically, LDC/CEE implemented two significant trainings. Remote Teaching 101 (RT101) provided 900 faculty members with access to self-paced training modules on the basics of how to use these technologies. In addition, Remote Teaching 102 (RT102) Course Design Basics for Engaged Remote Teaching was offered. RT102 provided faculty members with the remote learning experience from the student perspective while challenging them to rethink and redesign their course experiences for students who would be accessing their courses remotely. Using the backwards design instructional design framework, faculty members looked at all aspects of their courses from lectures, discussions, activities and assessments and examined new ways to deliver their course materials using the three USD-supported technologies. In addition to these trainings, LDC and CEE provided webinars on conducting engaging Zoom lectures and implementing retention strategies for remote learners. Each of these trainings received a satisfaction rating of more than 4.5 out of 5. When USD transitions back to in-person teaching, LDC, CEE and Information Technology Systems (ITS) will continue to support faculty in the effective implementation of online

Faculty WorkloadFaculty WorkloadSee Goal 4 KPI QThe faculty workload pilot in the College of Arts and Sciences established the strong value of a workload model that supports High Impact Practices (HIP) and undergraduate research. There is wide interest among other departments in implementing this model, which would greatly improve inequities among faculty members who are currently leading HIPs without remuneration. The goal is to eventually include all departments in the college. Due to the pandemic this year, work in this area has not transpired as originally intended at the university level. Expanding this model will continue once the university resumes normal operations.

Faculty CompensationFaculty CompensationSee Goal 4 KPIs B, C, D and EIn order to address the need for a competitive, comprehensive program to attract and retain exceptional tenured and tenure-track faculty members, the Faculty Compensation Task Force was formed in 2018. Soon after the completion of the salary framework by the Faculty Compensation Task Force in Spring 2019, the Faculty Compensation Working Group convened to create a Faculty Compensation Policy. The policy was presented to the University Senate in Fall 2019 and the task force passed an amended version in December 2019. President Harris sent this version back to the Univeristy Senate with some suggested changes in Spring 2020. The first round of salary adjustments, effective Jan. 1, 2020, were provided to eligible tenure-line faculty members with salaries below the minimum in the framework. Further changes will be approved as appropriate. This year, additional salary adjustments were made to alleviate compression issues.

Faculty Engagement with the Center for Educational Faculty Engagement with the Center for Educational Excellence Excellence See Goal 4 KPI HOver the past year, the Center for Educational Excellence (CEE) has dedicated its focus on building relationships among colleagues as they grow their pedagogical toolkits. Highlights include introducing Communities of Practices and Faculty Reading Circles as new offerings. CEE facilitated 15 successful Communities of Practices and an additional

Changemaking in Information Technology Changemaking in Information Technology See Goal 3 KPI KDespite the pandemic and an already busy information technology (IT) department supporting remote learning and the e-campus environment, several enterprise-level projects were completed in IT this year including the implementation of Unimarket, the implementation of Workday and the revamp of the MySanDiego portal.

These projects were implemented with the direction of an IT Changemaking Committee. First, the University of San Diego collaborated with Unimarket to bring the community the USD Marketplace, an eProcurement solution that aims to simplify the purchasing and payment process for end users across the USD campus. The single sign-on provides access to multiple vendors (such as Amazon, Office Depot, Grainger, VWR, Fisher Scientific, Dell, CDW and McKesson Medical Surgical) at the same time, making it easy to compare costs, fill shopping carts and complete the buying process in a relatively short time. In addition, the central marketplace allows for the capture of information related to diversity and inclusion, sustainable purchasing and green spend.

Second, USD launched the Workday Enterprise Management system, a robust cloud-based solution for human capital management, finance, and procurement managing transactions that impact people, processes and technology. Workday functionality supports industry-standard, best practices such as standardized business processes, enhanced real-time reporting and analytics for strategic decision-making, reduced volume of manual transactions and enhanced data integrity. And, finally, a revised MySanDiego portal was launched in June. The new portal increased user and mobile friendly technology for faculty members, staff, students and applicants.

AASHE STARS Sustainability RatingAASHE STARS Sustainability RatingSee Goal 3 KPI CIn March 2021, USD submitted its third Sustainability Tracking, Assessment and Rating System (STARS) evaluation. During April, the application was reviewed by the Association for the Advancement of Sustainability in Higher Education (AASHE), which has requested clarification on nine of the credits by June 26, 2021. Previous USD submissions led to a STARS Gold rating in 2014 and 2017, and the current application reveals that USD will likely achieve Gold again. USD is developing programs that will help the university achieve its goal of a Platinum rating by the next submission in 2024. Further, AASHE has recommended that USD submit one or more of the institution’s STARS Points of Distinction for a case study and/or for an annual AASHE Award.

Energy Savings Energy Savings See Goal 3 KPI FThrough the diligence of the staff in facilities management, as well as improved technology and equipment upgrades, USD avoided more than $1.2 million in energy costs between April 2020 and February 2021. USD decreased electricity consumption by 22.1%, natural gas consumption by 27.0% and overall energy consumption by 24.2% versus the same 11-month period in AY 2019-20. Much of this was accomplished by changing building occupancy schedules and temperature settings, as well as attentiveness by staff to turn off unnecessary lights and other equipment.

Goal 4: Elevating Faculty and Staff Engagement

applications and physical classroom technologies. RT101 will become required training for incoming USD faculty members, as a way to provide an orientation to the effective implementation of our suite of educational technologies.

Faculty Engaged Scholarship Faculty Engaged Scholarship See Goal 4 KPIs J-OThe University of San Diego’s mission and core values affirm its commitment to teaching, research and other scholarly activities to advance the common good and to serve the local, national and international communities.

To that end, and consistent with its status as a nonprofit institution of higher education, USD seeks to encourage its students, faculty and other employees to engage in various forms of creative works in order to create ideas and inventions that benefit society.

For the period from July 1, 2020, to April 30, 2021 (the date the copy was due for this report), the Office of Sponsored Programs assisted 75 faculty members across all academic units with submitting 146 proposals valued at $36,111,724. Of these submissions, 85 were for research valued at $23,743,772; 41 were for service valued at $7,765,747; eight were for training valued at $4,137,468; nine were for instruction valued at $392,737 and three were for scholarships valued at $72,000.

In addition, 132 awards were received valued at $16,169,413. Total awards during this period include multiyear awards from previous fiscal year submissions and administrative actions. Of these awards, 42 were for service valued at $8,666,377; 63 were for research valued at $4,696,651; 19 were for training valued at $1,813,885; three were for scholarships

valued at $646,000 and five were for instruction valued at $346,500.

External funding provides an opportunity to further USD’s mission and vision. Awards identified by faculty members as directly supporting Envisioning 2024 Goals 1-5 are provided in the following breakdown, with some awards meeting more than one goal: Goal 1, 73%; Goal 2, 67%, Goal 3, 25%, Goal 4, 86% and Goal 5, 96%. In addition to this impressive data, one of the ways that institutions of higher education support engaged scholarship is through the development of intellectual property (IP) policies in which the university has an ownership interest in the IP created by its faculty and other employees, subject to various exceptions traditionally recognized in academia and also subject to shared royalty arrangements for licensed inventions to incentivize and reward faculty and employees for their creations. The structure of these policies advances the institutional nonprofit, charitable mission. These policies also create a positive incentive for the university to invest in and dedicate resources toward activities that advance entrepreneurship, technology transfer, potential commercialization of creative work and collaboration with faculty and other employees to promote ideas and inventions for the common good. Although many of USD’s peer and aspirational institutions have robust IP policies to support faculty and staff, USD’s current Intellectual Creativity Policy (Policy 2.8.1) was approved in 1994 and has not been updated since. To rectify this, over the past couple of years, a task force has been working to examine and recommend updates to the policy. Last year, a revised IP Policy was drafted. This year, the task force finalized it, as well as providing an additional document that lists what support is needed to facilitate the development of IP, especially patentable inventions, at USD.

bring them into the appropriate range. This year —— despite the fact that financial constraints due to COVID-19 impeded intended progress toward advancing staff and administrator salaries —— employee salaries were highly prioritized. While merit increases had to be withheld this year, a decision that was consistent among most institutions of higher education, the university successfully maintained continuity of pay throughout the pandemic. Furthermore, when university finances started recovering more quickly than anticipated, some of the initial reduction in retirement and vacation benefits were able to be restored. The intent for next year is to revisit efforts to address necessary salary adjustments to address compression concerns and/or to move individual employee salaries closer to the midpoint of their assigned pay grade (market value) when appropriate.

Staff and Administrator Leadership DevelopmentStaff and Administrator Leadership DevelopmentSee Goal 4 KPI GOver the past several years, four programs were deployed across campus, designed to make leadership development opportunities broadly accessible across the institution and deepen our collective leadership capacity. This year specifically, the Collaborative Leadership for Change Program successfully transitioned to a remote format and provided highly engaging dialogue around the real work of leadership, emotional intelligence, managing conflict, and diversity, equity and inclusion. Participants included faculty members and administrators from units across campus. Additionally, customized sessions based on two of the most impactful tenants of transformational leadership, Individualized Consideration and Intellectual Stimulation, were developed this year and offered to supervisors on campus.

Practice of Joining and Employee Recognition ProgramsPractice of Joining and Employee Recognition ProgramsSee Goal 4 KPIs F and PThe Practice of Joining Orientation Program for new employees continued to be a success this year focused on the mission, vision, values and history of USD. Current USD employees rose to a myriad of challenges this year as a result of the pandemic, and many of USD’s internal heroes were recognized through the Community of Human Resources @ USD (CHR@USD) awards. These awards honor faculty members, staff and administrators who exemplify the university’s mission and values in their work and interactions with others. Ten individuals were granted this prestigious award and the Department of Human Resources added a new team category this year that recognized four teams for their hard work and positive spirit. In addition to the CHR@USD awards, 228 employees were honored at the Annual Employee Service Award celebration. USD also celebrated recipients of the Manual Hernandez Staff Employee of the Year and Virginia Rodee Administrator of the Year awards.

Changemaker Fellows Changemaker Fellows See Goal 4 KPI I

The Changemaker Faculty Fellows Development Program provides faculty members with opportunities to learn about practicing changemaking, as well as learn how their colleagues from other academic units

strive to make a positive impact on teaching, research and community engagement.

Since 2018, more than 60 faculty members from across the university have participated in this program. Through a series of workshops during the academic year, faculty members learn how to incorporate the practice of changemaking and social innovation into their classrooms. This year, faculty members were invited to participate in a virtual workshop with Ashoka Fellows, to explore how to incorporate diversity, equity and inclusion into their pedagogy and were also provided with texts to foster discussions on anti-Black racism and racial justice. Finally, also this year, an Engaged Scholarship Task Force, a joint body created by the University Senate and Office of the Provost, issued a report and recommendations on faculty-engaged scholarship and what that means, especially in light of the university's recent achievement of the Carnegie Classification of an R2 (High Research Activity) university. Going forward, the April 2021 recommendations will be implemented in three phases.

Department Chair Leadership Development Department Chair Leadership Development See Goal 4 KPI SThe pandemic highlighted a need for leadership with new skills: skills such as leading in uncertainty, supporting people in times of complexity and chaos and making difficult decisions with little information. The Department Chair Leadership Development program pivoted both in design and format, which resulted in a robust and engaging online training. Nine USD department chairs participated in the three-day intensive program. The participants engaged in deep personal learning about their own leadership strengths and liabilities and explored how to take up critical issues, such as resolving conflict among faculty members and working with diversity, equity, inclusion and belonging. The focus of this program was to elevate the engagement and performance of faculty leaders, giving them the tools they need to effectively lead their departments. The design team is currently creating the next iteration of this leadership program and is looking forward to launching another cohort of department leaders next year.

Staff and Administrator CompensationStaff and Administrator CompensationSee Goal 4 KPI AThe new Staff and Administrator Compensation Structure was implemented last year and is being used to appropriately classify positions into pay grades aligned with market values. Employees paid below the minimums of their new pay grades received increases to

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Study Abroad and International ExperiencesStudy Abroad and International ExperiencesSee Goal 5 KPIs H and IDue to COVID-19, international mobility was largely nonexistent this year. However, the university continued to move forward and expand its global connections and cross-cultural interactions without mobility and with an eye toward the future. The School of Business developed a new partnership with the NEOMA Business School in France to design a dual degree program for undergraduate students to begin in Fall 2021. At the graduate level, MBA and MS Business Analytics students participated in virtual international consulting projects for companies in Germany and Brazil, such as BMW and Nokia. The Global Center in the School of Leadership and Educational Studies implemented a new scholarship opportunity for Black, Indigenous, and People of Color (BIPOC) students with limited travel experience to participate in a global studies activity. The College of Arts and Sciences received a grant from the Chapman Family Foundation to further internationalize the faculty and provide opportunities for students to expand their international experiences. In the absence of international mobility, USD’s International Center launched several Collaborative On-Line International Learning (COIL) initiatives. COIL, also called the Virtual Exchange, connects USD faculty members with faculty members from abroad to collaborate and design activities to engage students across both universities. Therefore, even in the absence of international mobility, students could have a multicultural experience within their USD courses. Funding from the FACE Foundation, which supports the French-American Embassies cultural exchange, provided financial support for USD to work with faculty members in France. The Chapman Family Foundation and the International Center will also support COIL initiatives next year, even after international mobility begins again, as a way to further internationalize the curriculum and student learning. The continued development of new initiatives during the COVID-19 crisis truly demonstrates the high value USD places on developing global Changemakers who are prepared to confront the world’s most urgent challenges through international collaborations and experiential learning activities.

Changemaker Hub Changemaker Hub See Goal 5 KPI J Over the last 10 years, the Changemaker Hub has sponsored or co-sponsored a variety of curricular and co-curricular opportunities for students, faculty members and staff that has deepened and broadened the practice of changemaking across the campus. The vibrant Ashoka Changemaker campus network comprises more than 40 institutions dedicated to institutional change. As the only campus in the network that requires its student applicants to write an essay about changemaking and dedicating a full day to practicing changemaking during new student orientation, USD is a leader and role model institution in this network.

In AY 2020-21, the Changemaker Hub provided students, faculty members, staff and community partners with meaningful and impactful ways to address the issue of homelessness, while continuing to support initiatives that focused on making the campus a more inclusive and equitable community. The 2020 Changemaker Challenge asked students to think about innovative ways of addressing homelessness in San Diego through the lens of community partners’ issues and the results were revealed in a virtual program. The 2020 Changemaker Challenge, which attracted an audience of 200 students for the competition, received 59 entries. Questions that students tried to answer in innovative ways for the community partners to solve social problems related to homelessness, included: “How might we provide opportunities during COVID-19 for the homeless to engage in a way that will allow them to connect with others and that is safe and dignified?” “How might we help reimagine a sanitation process in a way that it complies with pandemic sanitation guidelines, is safe for clients, and is cost and time effective for the organization? “How might we help provide the homeless with access to feminine hygiene products in a way that provides privacy while helping break the stigma?” “How might we help provide access for those experiencing homelessness in areas further from downtown to store their personal items in a way that is convenient and safe so they can have more opportunities to move freely and to take care of their daily needs?” A prize pool of $5,000, generously donated by the USD Parent Board Association, was divided among the finalists, based on the percentage of votes received.

National Branding and Marketing CampaignNational Branding and Marketing CampaignSee Goal 5 KPIs A and BAs part of Envisioning 2024, the University of San Diego embarked on an endeavor to breathe new life into the brand and showcase it in a new comprehensive institutional marketing plan. First, a Brand Council was established to conduct research and message testing as it relates to what it means to be a part of USD. Next, contemporary fonts, new designs and a new voice and tone to connect with university audiences were introduced. Finally, the new brand was brought to life in a comprehensive institutional marketing plan. This year, USD completed the

first year of a three-year plan. Known internally as Explore Your Horizon, the institutional marketing plan included video, audio, out-of-home, digital and social channels targeting reputation-based messaging, as well as enrollment support for undergraduate and graduate recruitment. It provided more than 100 million impressions that enhanced the university’s brand and provided increased visibility locally, regionally and nationally. It also garnered 8 million completed views of our institutional video and brought 290,104 unique visitors to USD’s customized landing page, which took them on a journey to learn more about the university’s undergraduate, graduate, and professional and continuing education programs.

Anchor Institution and Community Engagement Anchor Institution and Community Engagement See Goal 5 KPIs E, F and GCommunity-engaged learning is woven throughout USD’s curriculum. Each year, courses, programs, scholarships and partnerships at the Karen and Tom Mulvaney Center for Community, Awareness, and Social Action make it possible for USD’s faculty members, staff and students to contribute more than 416,000 hours of community engagement locally and globally. Several highlighted achievements from this year are included in this report.

The University of San Diego was proud to be ranked No.1 in the nation by Washington Monthly for its commitment to public service. USD’s Turning Wheel mobile classroom hit the road for the first Turning Wheel Educational Connection event at Cesar Chavez Park in Barrio Logan; the classroom provided complimentary internet access to local families along with additional resources such as free health screenings during the pandemic. Also, as an anchor institution to our community, USD was

asked to contribute to the Inclusive Economics Recovery and Resilience Agenda for the City Heights neighborhood; USD provided guidance regarding real estate, purchasing, employment, workforce development, cluster anchor goals, building community infrastructure, and core products and services. Other current initiatives include the Youth Engagement Initiative, the Scott MacDonald Community Scholarship program, the Local Vendor Initiative, the Tijuana Hub and Story Map, the Mulvaney Immersion Communities for Action and Humility program and Beyond Borders.

Military Hub Military Hub See Goal 5 KPI KThe Military Hub is an initiative that gained strategic initiative grant funding starting in Fall 2019. The initiative sought to establish a USD Military Hub to address the needs of the USD military community and deepen the work of various entities around campus. It opens the door for stronger military outreach and community partnerships through the development of united campus efforts to educate the military population on higher education opportunities. In Phase 1 of its funding, Hub leaders created an advisory board, hired a faculty expert to organize its efforts, and created mission, vision and goal statements. In Phase 2 of its funding, the Military Hub built partnerships with community organizations such as the San Diego Coast Guard City Committee and the San Diego Chamber of Commerce Committee for Veterans and Military Affairs, created data collection processes and joined elite military and veteran organizations. In Phase 3 of its funding, it marketed and branded itself via an online presence, as well as securing increased scholarships for students. In Phase 4, it will focus on campus connections to support

Goal 5: Amplifying Local and Global Engagement and Reputation

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student growth and retention, as the military-connected student enrollment population has grown by 45% over the last five years (Fall 2015 to Fall 2020).

Success in Athletics Success in Athletics See Goal 5 KPIs C and DRooted in its vision of Winning in the Classroom, Winning on the Playing Field, and Winning in the Community, USD Athletics persevered for another successful year in the unique 2020-21 season. Torero scholar-athletes posted a 3.30 cumulative GPA in the fall semester, with all 17 varsity programs achieving a GPA of 3.0 or higher for the first time in the athletic department’s history. Along with academic success, USD sports combined for the fourth-most team wins among West Coast Conference schools with 101 victories and seven different teams received national rankings throughout the season.

Volleyball reached the NCAA Tournament for the 24th time in program history, advancing to the second round for the fifth time in six seasons. Football tied the FCS record for most consecutive conference wins with 39-straight PFL victories. Women’s tennis was selected to the NCAA Tournament for the second-straight season, golf competed in its first NCAA Champion-ship since 2011, and three Toreros competed in the NCAA championships individually in tennis and cross country. Individually, three Toreros were named All-Americans and four Toreros earned conference player of the year awards. Women’s basketball senior Myah Pace earned the Alcalá Award, which is presented to two seniors who exemplify the balanced and holistic development that is the primary goal of a USD education.

In the summer of 2020, USD Athletics established the Bernie Bickerstaff Diversity and Inclusion Fund to directly support programming and educational resources for Torero scholar-athletes. The Toreros also came together to organize a successful civic engagement initiative, with nearly 100 percent of eligible scholar athletes registering to vote prior to the November 2020 elections.

Right here in San Diego, there are significant disparities in educational opportunities across different neighborhoods. In poorer neighborhoods, where the majority of students are Black and Latino, limited access to college counseling, advanced placement courses and other college access skills, often result in a culture that does not aspire to higher education.

This initiative seeks to leverage and enhance the relationships USD has been developing with community organizations (Ocean Discovery Institute, MANA Hermanitas, Reality Changers, Urban League Project Ready, Barrio Logan College Institute, Kearny High School-USD Upward Bound, High Tech High Elevate, etc.) to enroll 100 students from local high schools and community colleges each semester into USD’s dual enrollment program. The funding will offset the costs of application fees and tuition (which is currently only $75 per class), but more importantly, it will allow USD to provide textbooks and other class materials, and cover transportation costs that often are barriers for these students. Additionally, the initiative will develop a campus support network of faculty members, current students and staff who will guide and advise these students during their semester. The goal is to develop a program where students who participate in the concurrent enrollment program and attend USD eventually become mentors for students coming from the same organizations and local communities. This will have the added benefit of providing current USD students with leadership and mentoring opportunities. By expanding USD’s dual enrollment program to this level, the initiative hopes to begin seeing more local students consider USD for their college choice. In addition, USD will further advance its reputation as an anchor partner among local high schools.

Advancing Educational Equity, Enhancing Retention and Advancing Educational Equity, Enhancing Retention and Graduation Rates for USD’s Black Undergraduate Students Graduation Rates for USD’s Black Undergraduate Students Project Contact: Dr. Ashley C. Barton, director of the Black Student Resource Commons

Cohort: No.5, AY 2020-21

Main Strategic Goal Alignment: Goal 2: Strengthening Diversity, Inclusion and Social Justice

About: The initiative consists of four components that aim to advance the retention and graduation of Black undergraduate students at USD. Those four components are 1) the Black Summer Immersion Program; 2) the Black P.E.E.R. Mentor program; 3) Continuous Onboarding Opportunities and 4) the Sequential Developmental Program. For the Black Summer Immersion program, the funding is used for meals, to hire a temporary residential student staff, group engagement activities, and for a faculty stipend. The funding for the Black P.E.E.R. Mentor program is utilized to provide grants to mentors and provide book stipends to mentees. For the Continuous Onboarding program, funds are used for programs and initiatives aimed at supporting Black students' transitions into USD with a strong focus on their first semester; these include initiatives

and programs aimed at identity development, academic preparedness and community building. Finally, the Sequential Development Program funds are used for day trips and retreats aimed at building a sense of belonging, further developing student confidence and developing constructive social support systems.

The Water Justice Exchange (WJE): Fostering Synergistic The Water Justice Exchange (WJE): Fostering Synergistic Research, Teaching and Solutions for Local Water Challenges Research, Teaching and Solutions for Local Water Challenges

Project Contact: Dr. Marissa Forbes, research rssociate in the Shiley-Marcos School of Engineering

Cohort: No.5, AY 2020-21

Main Strategic Goal Alignment: Goal 3: Improving Structural and Operational Effectiveness

About: Challenges connected to water are a result of injustices, ones that intersect both social and environmental impacts. Water justice is embedded and specific to historic and sociocultural contexts and includes, but transcends, questions of distribution to include those of cultural recognition and political participation, and is intimately linked to the integrity of ecosystems. The San Diego region faces multifarious critical and complex water justice issues, symptomatically manifested as trash and sewage pollution in the Tijuana River watershed, wetlands that need restoring and protecting, contamination necessitating remediation and a call to climate change readiness, to name a few. Additionally, historic inequities in San Diego’s zoning and planning laws have long-term public health implications, but also can exacerbate challenges in the face of a changing climate. The initiative seeks to create and launch an intercampus, intercommunity synergistic exchange to advance our understanding of and innovative solutions to our critical local water justice challenges. The Water Justice Exchange (WJE) is designed to foster collaborative multidisciplinary research, student experiential learning, policy creation (advocacy) and community projects at the nexus of water, social and environmental justice in the San Diego County

Strategic Initiative Funding ProgramAboutAboutInspired by faith, informed by our core mission and values, and dedicated to the ongoing legacy of our founders, the University of San Diego’s strategic plan envisions a more distinctive identity among the most respected Catholic universities in the world. USD’s vision (adopted September 25, 2016) is to set the standard for an engaged, contemporary Catholic university where innovative Changemakers confront humanity’s urgent challenges. The current strategic plan was created in 2016 to help the university realize its vision by 2024, the year of USD’s 75th anniversary. The strategic plan was thus titled Envisioning 2024. One of the opportunities identified in the Envisioning 2024 strategic plan was that USD wanted to create an environment that fosters and rewards creativity, innovation and interdisciplinary collaboration. From this, the strategic initiative funding program was born beginning in the 2017-18 academic year. The funding program supports teams or individual faculty members, staff, students or administrators as they pilot innovative initiatives in support of USD’s five strategic goals. The purpose of the fund is to jump-start, but not permanently fund, initiatives for a two-year timeframe. The initiative must span across multiple units on campus or extend out into the community. The chart below serves as a summary of the number and amount of awards funded from this program thus far.

The eight newly funded projects for Fiscal Year 2022 and 2023 (the 2020-21, Cohort 5 awardees) are described below. Updates from strategic initiatives in currently funded cohorts may be found in the 2020-21 Strategic Initiatives Annual Report.

Torero Gateway: Expanding Concurrent Enrollment Torero Gateway: Expanding Concurrent Enrollment Opportunities Opportunities Project Contact: Stephen Pultz, assistant vice president of enrollment management

Cohort: No.5, AY 2020-21

Main Strategic Goal Alignment: Goal 1: Enhancing Student Learning and Success

About: Equal access to educational opportunities (educational equity) remains one of the most pressing challenges facing the US today.

Year No. of Pre- No. of Full No. of Total USD Proposals Proposals Awards Funding

2017-2018 92 38 15 $500,000 (Cohorts 1 & 2)

2018-2019 31 18 8 $410,000 (Cohort 3)

2019-2020 33 22 7 $375,000 (Cohort 4)

2020-21 20 11 8 $474,000 (Cohort 5)

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and Tijuana regions. Specific areas of focus include water quality, water security, water reuse, water remediation, water justice, water policy and environmental resilience, as well as climate change adaptation and mitigation related to the watersheds and coastal waters in the region.

Committee and Implementation of Diversity and Inclusion Committee and Implementation of Diversity and Inclusion Mid-Career and Junior Faculty and Staff Service Awards Mid-Career and Junior Faculty and Staff Service Awards Project Contact: Dr. Farrah Karapetian, assistant professor of visual arts

Cohort: No.5, AY 2020-21

Main Strategic Goal Alignment: Goal 4: Elevating Faculty and Staff Engagement

About: The strategic initiative will create an awards committee to develop criteria, procedures, eligibility and an application process for two anti-racist service awards at USD (a Mid-Career Diversity Service Award and an Early-Career Diversity Service Award), as well as fund the first two years of the awards in three units across campus: the College of Arts and Sciences, the Shiley-Marcos School of Engineering and the School of Leadership and Education Sciences. The awards will recognize the labor dedicated to diversity mentoring work, as well as preventing and combating anti-Black racism and promoting racial consciousness on campus. Further, the funding will be used to support the expansion of these awards across all units of the university, demonstrating the value of a university-wide award.

Cross-Campus Racial Equity Advocates Program Cross-Campus Racial Equity Advocates Program Project Contact: Dr. Lisa Nunn, professor of sociology and director of the Center for Educational Excellence

Cohort: No.5, AY 2020-21

Main Strategic Goal Alignment: Goal 4: Elevating Faculty and Staff Engagement

About: This initiative seeks to create a Cross-campus Racial Equity Advocates Program. The Advocates Program will increase equity and compensation to those currently performing work critical to the university’s stated goal of strengthening diversity, inclusion and social justice across campus. The Advocates program is innovative because, for the first time, it explicitly recognizes and rewards Black, Indigenous, and People of Color (BIPOC) faculty members and staff for the additional labor they perform combating anti-Black racism and promoting racial consciousness on campus, and tangibly values the experience, expertise, and perspective that they bring to all corners of university life. The Advocates Program comes with monetary compensation as well as a title that can be recognized in rank, promotion and tenure decisions and annual merit and performance evaluations. Such structures are rare in higher education today. Research on higher education demonstrates that many colleges and universities undervalue and overlook the labor that BIPOC faculty members, staff and administrators do to foster diversity, equity and inclusion in their campus cultures. For example, faculty members of color are saddled with greater student mentoring demands, greater teaching demands for courses that tackle challenging racial content, as well as greater service demands (as many task forces, committees and panels seek to be racially diverse), all the while facing microaggressions in everyday campus interactions alongside lower student evaluations compared to their white counterparts. These demands drain BIPOC faculty members' time and energy, which makes them vulnerable to having lower scholarly productivity, lower job satisfaction

and risk of burnout. This can negatively impact hiring and retention rates of BIPOC faculty as well. The initiative funds will be used to create a stipend for a team of seven racial equity advocates and for funding of Advocates’ programming initiatives.

Developing a Mentoring Program for Supporting Success and Developing a Mentoring Program for Supporting Success and Retention of a Diverse Faculty Retention of a Diverse Faculty Project Contact: Dr. Sandra Sgoutas-Emch, professor of psychological sciences

Cohort: No.5, AY 2020-21

Main Strategic Goal Alignment: Goal 4: Elevating Faculty and Staff Engagement

About: Faculty members of color, as well as women faculty members, face unique hurdles in the academy that reduce their likelihood of climbing the academic ladder or reaching tenure and promotion. Moreover, past interviews with faculty members at USD have reported feeling overwhelmed and unsure about how to successfully navigate the many aspects of their careers, including which courses to teach, how much research is enough, and selecting appropriate service options. Although work has been done to help rectify this, studies have shown that quality mentoring experiences are important indicators of the success and retention of faculty members. This initiative seeks to create a formalized mentoring program for faculty members. The proposed mentoring program is designed to provide resources and tools to support a diversity of faculty members with an anti-racist perspective. The initiative includes training modules to help support and sustain a faculty mentoring program that can be designed and implemented across different academic units. Evidence-based practices as part of the mentoring program will include training programs for mentors/mentees and chairs of departments, implementing accountability measures, applying a developmental approach to address the changing needs across one’s career and mentor mapping to match needs with different types of mentors.

Anchor Entrepreneurship: Combining Inclusion, Diversity, and Anchor Entrepreneurship: Combining Inclusion, Diversity, and Food and Beverage Innovation for Our Common Home Food and Beverage Innovation for Our Common Home Project Contact: Dr. Rachel Lozano Castro, director of the Small Business Development Center

Cohort: No.5, AY 2020-21

Main Strategic Goal Alignment: Goal 5: Amplifying Local and Global Engagement and Reputation

About: During the coronavirus pandemic, entrepreneurs, and in particular restaurant owners, have been hit harder than most industries due to thin operating margins, high labor costs, perishable inventory and the toughest pandemic-related restrictions. This initiative seeks to support vulnerable entrepreneurs, while creating experiential learning opportunities, care for our common home and a transition from basic

survival to wealth-generating enterprises by helping female, new-American and non-native-English speaking restaurateurs become consumer packaged goods manufacturers. The initiative includes four related components: 1) creating a program to support restaurants; 2) using data from the State of Diverse San Diego Entrepreneurs survey to expand and promote small business directories (could be food and non-food innovation related, but with a focus on local entrepreneurs); 3) offering case and relationship management by peers and advisors that represent the targeted communities along the journey of business growth and, where possible, the path to contracting with USD and partners to USD and 4) accessing native-language courses in lean start-up and other related topics. This proposal will increase our bridges to work in USD’s core anchor neighborhoods, further bridging our town-to-gown and anchor strategies with focused pathways to access. The anchor neighborhoods for focused outreach will be Linda Vista, City Heights and (binational) Tijuana, Mexico. Pending demand, the initiative would also like to do outreach to USD’s tribal partners via USD’s Tribal Communities liaison.

Design Thinking Studio Design Thinking Studio Project Contact: Dr. Juan Carlos Rivas Espinosa, associate director of the Changemaker Hub

Cohort: No.5, AY 2020-21

Main Strategic Goal Alignment: Goal 5: Amplifying Local and Global Engagement and Reputation

About: The COVID-19 pandemic, the Black Lives Matter racial justice movement and the ongoing economic recession have exacerbated the importance of these issues as we, as a society, come to terms with the ways in which racial injustice impacts each of these challenges. Across campus, we have observed an increasing number of students who have become more aware of these urgent challenges and are activated to not only learn about these challenges, but also to engage with them. Students have a desire to explore and identify solutions to the challenges they learn about in their classes and through community immersion. However, many lack the skills and methodology to engage creatively, explore, ideate and co-create potential solutions in partnership with the community. The existing programs for student interaction and engagement with the community provide space for personal and classroom reflection, yet these spaces could be more impactful —— for student learning and for our community partners —— by incorporating Design Thinking. This initiative seeks to create a Design Thinking Studio at USD that will provide the space, tools and methodologies to engage in creating institutional and local change concerning urgent global challenges by bringing together students, faculty members, community partners and organizations to collaborate in resourceful and innovative ways.

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GOAL 1:GOAL 1: Enhancing Student Learning and Success Key Performance Indicators Enhancing Student Learning and Success Key Performance Indicators

ID Key Initiative or Measure 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 2024 Target

A Academic Plan —— Planning Framework created New associate provost of 5 teams created to represent 5 Document with strategies with five areas academic planning and areas, data reviewed, summits and measures created

innovation hired held, and draft of AP submitted to provost

B Career Readiness Program (CRP) Planned Implemented Implemented Implemented 100% of graduates completed CRP Full implementation

C Core Curriculum Designed Implemented 4/5 competencies assessed 5/5 competencies assessed 5/5 competencies assessed and 5/5 competencies assessed implementation restarting

D Enrollment Plan and Torero Planning Planning Implemented Implemented Realigned with the new Horizon Full implementation Promise Project objectives

E National Fellowship Plan —— —— —— Funding began for advising Advising team active and focused Increase in applications and team on recruitment strategies and awards from benchmark year

internal processes needed to identify and support students

F Student Success Action Plan Designed Implemented New policies, onboarding Student success summits Continuation of TCI; Faculty Increased retention rates and orientation began Outreach system created; earlier

Onboarding; Pandemic Times; Torero Circles

G ^UG enrollment (fall census 5,711 5,744 5,855 5,919 *5,529 5,900-6,000 headcount)

H ^GR enrollment (fall census 2,797 3,131 3,218 3,262 3,332 3,100-3,500 headcount)

I ^UG transfer enrollment 31% of new students 29% of new students 25% of new students 30% of new students 30% of new students 25%

J ^Undergraduate retention rate 87.3% (F15 returned F16) 90.5% (F16 returned F17) 89.9% (F17 returned F18) 92.1% (F18 returned F19) *84.2% (F19 returned F20) 92% (first-year retention fall to fall)

K ^UG transfer one-year 89.9% (F15 returned F16) 86.2% (F16 returned F17) 88.7% (F17 returned F18) 88.1% (F18 returned F19) *86.6% (F18 returned F19) 92% retention rate

L ^Six-year graduation rate for 77.8% (enrolled F10) 81.8% (enrolled F11) 80.4% (enrolled F12) 81.4% (enrolled F13) 80.5% (enrolled F14) 80% first-year UG

M ^Student to faculty ratio 13.9:1 13.7:1 13:1 12.9:1 12.4:1 13:1 max per common data set

N `Student participation in —— —— 94.0% (per class of 2019) 92.2% (per class of 2020) Not yet available 90% experiential learning

O `Employed in field that 94.5% (per class of 2017) 93.2% (per class of 2018) 94.9% (per class of 2019) 91.5% (per class of 2020) Not yet available 95% aligns with career goal

Key Performance Indicators by Goal

Q Median earnings of former —— —— —— $60,000 (as of 6/1/2020 $60,000 (as of Jan. 19, 2021 Increase from prior reporting students who received data file) data file) federal financial aid (10 years after entering institution) from College Score Card

R ~Senior students’ responses Not a survey year CT —— 87 Not a survey year Not a survey year Not yet available CT —— 75% on NSSE “very much” or Writing —— 77% Writing —— 75% "quite a bit” in terms of their Speaking —— 77% Speaking —— 75% learning experience within Working with others —— 76% Working with others —— 75% the categories Personal values —— 71% Personal values —— 75%

Numerical —— 71% Numerical —— 75%

S Completion of academic program —— —— —— 69% 70% 100% of programs that are 10+ review process years old have gone through

the entire APR process

T Revamp One Stop Student Center —— —— —— —— Committee provided research and Revamped center launched recommendations to President

U Alumni Association Strategic Plan —— —— —— —— Created Created with goals achieved

LEGEND: green italics = already met the 2024 target; yellow underline = progressing as intended toward the 2024 target; red bold = requires attention to meet the 2024 target

~2014-2015 results were 88%, 77%, 76%, 79%, 66% and 62% (same order as above).^Data from USD’s Office of Institutional Research and Planning`Data from USD’s Career Development Center *The coronavirus pandemic may have negatively affected these numbers.

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GOAL 2GOAL 2: Strengthening Diversity, Inclusion and Social Justice Key Performance Indicators: Strengthening Diversity, Inclusion and Social Justice Key Performance IndicatorsID Key Initiative or Measure 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 2024 Target

A Center for Inclusion and —— —— Working group formed Working group recommendations Interim vice provost hired; Coordination of efforts across Diversity Refresh provided; vice provost position permanent position search campus with shared measures

approved underway

B Core Curriculum Diversity Proposal Development Development Began Assessed Assessments to show DISJ requirements improvement from

benchmark

C Diversity Toolkits Implemented Implemented Implemented Implemented Fully implemented and updated Fully implemented; provide this year updates as needed

D ^Catholic faith of UG first 40.9% 42.6% 44.5% 39.8% 44.7% 55% time, first-year students (at time of enrollment)

E ^Catholic faith of all students 37% 35% 35% 34% 34% 40% (UG and GR)

F ^UG total minority student 36.4% 37.1% 37.5% 38.3% 40.6% 50% enrollment

G ^GR total minority student 37.3% 38.4% 39.5% 40.4% 43.2% 50% enrollment

H ^UG Hispanic/Latino student 19.3% 19.6% 20.1% 20.8% 22.2% 25% enrollment

I ^ All UG first generation student 19% 18% 18% 17% 16% 20% enrollment

J ^ All UG Pell eligible student 16% 18% 17% 17% 17% 20% enrollment

K ^UG international student 9% 9% 10% 9% 7% 12% enrollment

L ^UG/GR military-connected 8% 9% 9% 9% 9% >8%student enrollment

M ^UG ethnic minority full-time 87.1% (F15 returned F16) 92% (F16 returned F17) 89.4% (F17 returned F18) 92.4% (F18 returned F19) 86% (F19 returned F20) 92% first-year fall-to-fall one-year retention rate

N ^UG total ethnic minority student 78.6% (enrolled F10) 83% (enrolled F11) 76.4% (enrolled F12) 80.8% (enrolled F13) 80.3% (enrolled F14) 75% six-year graduation rate

O ^UG Black AA student six-year 63.6% (enrolled F10) 68.6% (enrolled F11) 66.7% (enrolled F12) 77.1% (enrolled F13) 63.9% (enrolled F14) 75% graduation rate

P ^UG Pell Grant recipients 76.5% (enrolled F10) 83.8% (enrolled F11) 74.9% (enrolled F12) 78.9% (enrolled F13) 75.4% (enrolled F14) 80% six-year graduation rate

Q ^UG first generation eligible 78.4% (enrolled F10) 81% (enrolled F11) 79.5% (enrolled F12) 82.1% (enrolled F13) 76.2% (enrolled F14) 80% student six-year graduation

rate

R ^Minority all employees (staff, 33.4% 34.8% 37.1% 37.9% 35.6% 50% faculty and administrators)

S ^Minority all instructional 22.5% 24.2% 25.4% 26% 26% 30% full-time faculty

T ^Female tenured faculty 41.5% 41.2% 43.4% 43.4% 44.4% 50%

U U.S. News Campus Ethnic —— 0.59 0.60 0.60 Not yet available >.75 Diversity index (between 0 and 1)

V Average debt of graduates $30,854 $31,264 $23,800 Not yet available Not yet available Less than $30,000 according to College Insight

W ~NSSE Campus Environment Not a survey year 8% lower Not a survey year Not a survey year Not yet available Equal to comparison group Survey student response on encouraging contact among students from different

backgrounds

X Horizon Project —— —— —— —— Approved Launched, implemented, and completed by 2026

LEGEND: green italics = already met the 2024 target; yellow underline = progressing as intended toward the 2024 target; red bold = requires attention to meet the 2024 target

~2014-2015 results were 9% lower^Data from USD’s Office of Institutional Research and PlanningAdditional data disaggregated by demographics can be found at the links below:For ID E, see Catholic faith of students by degree level here: https://www.sandiego.edu/irp/internal/graphs/enroll-religion.php For IDs F and G, see UG&GR minority student enrollment by gender and race/ethnicity diversity here: https://www.sandiego.edu/irp/internal/graphs/enroll-stu-char.php For ID M, see UG minority retention rates (first to second year) by gender and race/ethnicity here: https://www.sandiego.edu/irp/internal/graphs/fyretent-gen-eth.php For ID N, see UG minority six-year graduation rates by gender and race/ethnicity here: https://www.sandiego.edu/irp/internal/graphs/fygradrates-eth-gen.php For ID R, see all employees by gender and race/ethnicity here: https://www.sandiego.edu/irp/internal/statbook/staff.php/allemp.htmlFor IDs S and T, see all full-time faculty by academic unit, tenure status, gender and race/ethnicity here: https://www.sandiego.edu/irp/internal/statbook/faculty.php/ftethgen.html

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GOAL GOAL 3: Improving Structural and Operational Effectiveness Key Performance Indicators3: Improving Structural and Operational Effectiveness Key Performance Indicators

ID Key Initiative or Measure 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 2024 Target

A Campus as a Living Lab —— —— —— In development Implemented Fully implemented across all academic units with direct connections to USD’s operational efficiency and CAP

B Climate Action Plan (CAP) Plan developed Plan implemented Plan implemented President’s new Climate Committee started to update Updated plan implemented; become Commitment; Energy Master Plan plan in alignment with new EMP carbon neutral by 2035. Reduce created; 21.3% decreased GHGs by 26.7% (from 2020) by emissions since 2010 2024 to stay on track for 2035.

C AASHE STARS sustainability Gold rating Gold rating Gold rating Gold rating Not yet available Platinum rating rating

D Number of courses teaching 415 408 491 537 Not yet available Increase each year sustainability to students, whether in a related or focused way

E StrideTo2024 Development Comprehensive Administrative CAR recommendations $10.2 million in savings $12.5 million in savings identified $15 million in savings identified Review (CAR) completed implemented; expense identified efficiencies recognized

F Energy savings Efficiency and conservation Efficiency and conservation Efficiency and conservation 35.5% decreased energy 24.2% reduction in total energy 20% reduction in total energy measures in progress measures in progress measures in progress consumption FY10, new consumption compared to prior consumption from FY20 baseline taken for FY20, year and $1.2 million in savings baseline with a minimum of $4.3 million in savings April 2020-February 2021 $515,000 in savings per year FY 18-20

G Budget Model Redesign —— Under development Under development Parallel testing of new Pilot planned for FY 2022 for Fully implemented incentive- incentive budget model with Business, Law, and PCE based budget model old incremental budget model

H *Increase endowment assets $503,568,000 $529,998,000 $545,567,000 $532,240,000 Not yet available >$600 million (value at end of fiscal year)

I Moody bond rating A1 A1 A1 A1 A1 Maintain A1

J Renaissance Plan Many projects in preplanning Many projects in preplanning Learning Commons Founders and Camino Halls Founders and Camino Halls Renaissance Plan completed or planning stages or planning stages; Mission construction; Copley Library renovation; School of Business renovated; Learning Commons and on budget and Ministry and Engineering renovation; Engineering Space planning; Olin Hall planning; opened; Copley Library opened; construction completed Mission and Ministry Center groundbreaking of Knauss Center completed Shiley Theatre upgrades

LEGEND: green italics = already met the 2024 target; yellow underline = progressing as intended toward the 2024 target; red bold = requires attention to meet the 2024 target

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GOAL 4GOAL 4: Elevating Faculty and Staff Engagement Key Performance Indicators: Elevating Faculty and Staff Engagement Key Performance Indicators

ID Key Initiative or Measure 2017-2018 2018-2019 2019-2020 2020-2021 2024 Target

A Staff and Administrator Compensation Internal review Committee created, research Structure implemented: salary On hold due to pandemic Employee compensation at market Initiative and benchmarks completed increases

B Faculty Compensation Initiative Taskforce formed Salary framework completed; Faculty Policy in revision, first round of salary Additional salary adjustments made to Employee compensation at market Compensation Policy created adjustments completed alleviate compression issues

C *Average full professor salary $139,790 $137,909 $136,044 Not yet available Increase from prior year

D *Average associate professor salary $101,917 $103,072 $102,451 Not yet available Increase from prior year

E *Average assistant professor salary $82,465 $84,063 $87,828 Not yet available Increase from prior year

F HR Practice of Joining Orientation Began for all new employees Employee orientation with focus on Employee orientation with focus on Employee orientation with focus on Employee orientation with focus on tradition mission, values, history of USD mission, values, history of USD mission, values, history of USD mission, values, history of USD

G Employee participation in HR 50 events to 1000 participants 100/2622 employee engagement: Not yet available 60 events to 893 participants; 18% 5% to have completed a program development programs 3.8% have completed a program of full-time employee engagement

H Faculty/Staff CEE Development —— 240/2622 employee engagement; 259/2638 employee engagement; 9.8% 365/2365 employee engagement; 10% of employees to participate in 9.1% have participated in a program have participated in a program. 15.4% have participated in a program programming

I Changemaker Faculty Fellows (percent —— 9% 12.6% 16.2% 20% of TT faculty who have completed program)

J Faculty and Staff Engaged Scholarship 93 awards totaling $11.3 million 93 awards totaling $9.6 million 127 awards totaling $18.1 million 132 awards totaling $16.2 million (for 100+ awards totaling $11 million —— new external funds the period July 1, 2020-April 30, 2021) awarded each year

K Research and development according $5,642,000 $6,036,000 $8,607,000 Not yet available Increase from prior year to NCSES HERD Survey by fiscal year

L Intellectual Property Policy Taskforce formed Under development Policy drafted Policy finalized by taskforce with Policy formed and in effect additional document regarding supports needed for IP and patentable inventions

M Increase number of externally funded —— ≈23 ≈22 ≈22 25 professorships and endowed chairs

N Increase number of faculty-led study 90 104 94 N/A, impacted due to COVID-19 Increase from prior year abroad courses (UG & GR)

O Increase number of faculty involved 96 105 72 Not yet available Increase from prior year in community projects (according to Collaboratory)

P Campus Climate survey responses Not a survey year Staff —— 87% Not a survey year Not a survey year Staff —— 80% (strongly agree or agree to knowing Admin —— 85% Admin —— 80% how work contributes to mission and Faculty —— 79% Faculty —— 80% values)

Q Faculty workload —— CAS pilot active CAS pilot active CAS seeks expanding to other departments

R Faculty Engagement with Learning —— —— —— Blackboard, Zoom, and Panopto Continued support of technologies, Design Center trainings; RT 101 and 102 trainings orientation for new faculty members implemented

S Department Chair Leadership —— Program developed and funding Implemented Implemented Continued support Development granted

LEGEND: green italics = already met the 2024 target; yellow underline = progressing as intended toward the 2024 target; red bold = requires attention to meet the 2024 target

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GOAL GOAL 5: Amplifying Local and Global Engagement and Reputation Key Performance Indicators5: Amplifying Local and Global Engagement and Reputation Key Performance Indicators

ID Key Initiative or Measure 2017-2018 2018-2019 2019-2020 2020-2021 2024 Target

A Comprehensive Institutional Research and Brand Council Creative Development Implemented Completed year one of three Complete all three years Marketing Plan recommendations completed

B University of San Diego Media hits 31,374 29,374 21,350 Not yet available 30,000 (according to Meltwater)

C Creation of Athletics Strategic Plan Developed Implemented Implemented Not yet available Fully implemented

D Student athlete community service 5,500+hours; WCC Community 5,000 hours; WCC Community 4,000 hours Not yet available More hours than the prior year; Service Trophy Service Trophy winner of the WCC Community

Service Trophy

E Carnegie Classifications R2; Community Engagement R2; Community Engagement R2; Community Engagement R2; Community Engagement R2; Community Engagement Classification Classification Classification Classification Classification

F Anchor partnerships (with Formal agreement process 39 46 59 >50formal agreements in place) developed

G Increase USD purchases from local, < 2.5% 2.5% 3.5% Not yet available 13% diverse (minority, service-disabled/ veteran, small business, and women-owned) vendors

H Rome location —— Strategic initiative funding granted In progress, locations explored On hold due to pandemic Establish and launch USD Rome Center

I Multicultural experience for all —— —— About 85%; SI funding granted Sources of multicultural experiences 100% of students to have one students determined and defined

J Changemaker Hub —— —— —— Created assessment plan SLO assessments gathered, reported on, and used for continuous improvement

K Military Hub —— Funded Implemented Implemented Implemented with continuous funding

LEGEND: green italics = already met the 2024 target; yellow underline = progressing as intended toward the 2024 target; red bold = requires attention to meet the 2024 target

Strategic Planning Steering CommitteeCo-ChairsAndrew T. Allen, PhDVice President, Institutional Effectiveness and Strategic Initiatives,

Professor of EconomicsRangapriya Kannan-Narasimhan, PhDAssociate Professor of Management, School of Business and Faculty

Director of Torero Ventures CatalyzerMembersJoey AbeytaPresident of the Associated StudentsYasmine KahlorGraduate Student Council ChairJane Georges, PhDDean and Professor, Hahn School of Nursing and Health SciencesKimberly AlessioPresident, University of San Diego Alumni AssociationRick Olson, PhDMember at LargeAssociate Dean and Professor, Industrial and Systems EngineeringDonald Godwin, EdDAssistant Vice President and Dean of Students and Member at LargeJames T. Harris III, DEdEx OfficioPresidentMichael Lovette-Colyer, PhDSGC1 Co-ChairVice President, Mission IntegrationNeena Din, PhDSGC1 Co-ChairAssociate Dean, College of Arts and Sciences and Adjunct Faculty, BiologyMike Williams, PhD, JDSGC2 Co-ChairDirector, Changemaker Hub and Professor, Political Science and

International RelationsJoi Spencer, PhDSGC2 Co-ChairInterim Dean and Professor, School of Leadership and Education SciencesRichard Miller, PhDSGC2 Co-ChairInterim Vice Provost for Diversity, Equity and InclusionMichel Boudrias, PhDSGC3 Co-ChairAssociate Professor, Environmental and Ocean SciencesMark Peters, PhDSGC3 Co-ChairDirector for Mission in Mission and Ministry Kristin Moran, PhDSGC4 Co-ChairAssociate Dean and Professor, Communication StudiesJanice EvelynSGC4 Co-ChairDirector of Learning and Development, Human Resources

Linda Dews, MSEdSGC5 Co-ChairAssistant Dean, School of Leadership and Education SciencesChristopher Nayve, JDSGC5 Co-ChairAssociate Vice President for Community Engagement and Anchor Initiatives

Invited GuestsPeter Marlow, MBAAssociate Vice President, University CommunicationsElizabeth Giddens, PhDDirector, Institutional Effectiveness and Strategic InitiativesPaula Krist, PhDDirector of Institutional Research and PlanningDeborah Kelly, PhDClinical Professor of Economics 

Board of TrusteesOfficersDonald R. Knauss, ChairConstance M. Carroll, Vice ChairSister Carolyn Osiek, RSCJ, SecretaryRobert R. Dean ’94, TreasurerMembersRev. P. Rubén Arceo, SJ Jeffrey W. MartinMark Bosco Rev. Peter McGuine ’85Jon Balousek Darrin MontalvoThomas Breitling ’91 Sister Mary Theresa Moser, RSCJ, PhDKim Busch Tom Mulvaney ’77Chris Carr ’86 Virginia C. Nelson ’79Sue Cunningham Michael Persall ’02Leandro A. Festino Paul Purcell '97John Frager Matthew J. Reno ’80Kevin R. Green ’76 and ’79 Peter SeidlerJames T. Harris III Darlene Marcos Shiley, Chair EmeritaDaniel C. Herbert ’82 and ’86 Alan SchulmanLaurie Kelley Susanne Stanford ’75Tom Lupfer Sandra StanglSusan H. Mallory Massih Tayebi

AdministrationJames T. Harris III, DEd, President Gail F. Baker, PhD, Vice President and Provost and Chief Diversity Officer Richard P. Virgin, Vice President for University AdvancementMonsignor Daniel Dillabough, Vice President for Mission and MinistryCarmen M. Vazquez, Vice President of Student AffairsKaty Roig, Vice President for Finance and Chief Financial OfficerKy Snyder, Vice President of Operations and Chief Operating OfficerAndrew T. Allen, PhD, Vice President for Institutional Effectiveness and

Strategic Initiatives

Strategic Plan Annual Report 2020-21 | 37

OFFICE OF INSTITUTIONAL EFFECTIVENESS AND STRATEGIC INITIATIVES

Vice President Andrew T. Allen, PhD Director Elizabeth O. Giddens, PhD

7/2021