A Planning Process for the Next Diversity Plan 

In 2009, UW–Madison submitted its close-out report on institutional initiatives under Plan 2008, incorporating findings from the Plan 2008 Mid-point Study conducted in 2003. The University of Wisconsin Board of Regents approved and mandated “Inclusive Excellence” (IE) with its broadened definition of diversity as the framework for diversity initiatives across all UW institutions. Clearly re-stating that race and ethnic issues of access, retention and curricular change continue as critical goals, the IE framework encompasses all areas of diversity and difference, including gender, physical ability, sexual preference, language, religion, and national origin and others.

Our Strategic Priorities, 2009–14 

  • Provide an exemplary undergraduate education; 
  • Reinvigorate the Wisconsin Idea and renew our commitment to our public mission; 
  • Invest in scholarly domains in which we have existing or potential strength and impact; 
  • Recruit and retain the best faculty and staff, and reward merit; 
  • Enhance diversity in order to ensure excellence in education and research; 
  • Be responsible stewards of our resources. 

A New Diversity Planning Process 

The 2012 Diversity Forum became the platform to launch the diversity planning process. An institutional scan through a campus-wide impact study of diversity programs and initiatives is being compiled as a base document for the past five years to recap two published progress reports, “A Second-Year Progress Report on the Campus Strategic Framework 2010-2011” and “Strategic Diversity Update” (Spring 2011). 

On Nov. 14, 2012, the University Committee (UC) issued the following charge to the Campus Diversity and Climate Committee: 

As provided in Faculty Policies and Procedures, the Campus Diversity and Climate Committee has the responsibility to advise administration, the faculty, the academic and classified staff and the students on campus diversity and climate policy and to participate in long-range planning for the campus. In that context, the University Committee charges the CDCC to appoint a representative ad hoc committee of faculty, staff and students to develop a comprehensive proposal for a new diversity plan for UW-Madison. We ask that because this will be a shared governance committee that you work with ASM, ASEC and the UC to identify individuals to appoint to it. The University Committee stands ready to provide advice and support for the CDCC as is develops a charge for the ad hoc committee and once appointed requests that it provide periodic updates on it progress to the CDCC, which in turn is asked to communicate and with the relevant governance bodies and administration.

The UC asks that the draft diversity plan be completed by no later than April 2013 so that it can be presented for endorsement by the faculty senate, the academic staff assembly and the ASM student council prior to the end of the academic year. 

Read the statement from Damon Williams on Diversity Plan 2013.


 Activity      Date
2012 Diversity forum, with some 400 members of the campus community participating in the Roundtable Conversations about diversity planning and inclusive excellence. October 12
Engaged discussions with key campus groups, including an on-line discussions board specifically for students. Througout the fall semester
Creation of the ad hoc committee to draft the diversity plan. End of the fall semseter
Winter Inclusive Excellence Symposium February 15, 2013
Ad hoc Committee campus-wide listening sessions Fall semester 2013
Ad hoc Committee draft Spring 2014


HISTORY: A Quarter Century's Journey

Social Change at UW-Madison

In the 1940s and 1950s the G.I. Bill brought many middle-class Americans into universities, a phenomenon that resulted in the emergence of the “big” universities and “revolutionized” the student population. The academic elites had initially resisted the entry of G.I. Bill students into higher education institutions, convinced that it would result in the “watering” down of standards of academic excellence.

Many among the new rising middle class of American professionals and academics felt it important to provide access to higher education for other disadvantaged and underrepresented groups, i.e., the racial and ethnic minorities. By the mid-1960s, the recruitment effort targeting African Americans was underway at UW-Madison and the presence on campus of these students—many of whom were civil rights organizers and leaders in their own right—continued to power the forces of change.

Positive aspects of change

  • Development of support programs
  • Increased Recruitment efforts
  • Financial Aid
  • Academic Learning Programs, particularly the Five Year Program (later renamed the Academic Enhancement Program or AAP);
  • Increased awareness of multiculturalism and movements for curriculum change, including creation of ethnic studies courses and departments
  • Student of color activism and self-advocacy resulting in vibrant student organizations like the Black Student Union, Union Puertorriqueña and others
  • Creation and filling of staff positions charged with aspects of recruitment, support and retention of diverse students
  • Development of alliances among fellow students, faculty and staff
  • Community awareness and support with increased media coverage of issues of underrepresentation among students and faculty, in particular.

Negative manifestations

As in the late 1940s and 1950s, when academic elites resisted the entry of G.I. Bill students into universities, so too was there resistance to the admission of students of color often on the argument that they came in under “lower academic standards.” Racial tensions on campus resulted in a rise in the number of racially-charged incidents with outrageous behaviors by UW-Madison students particularly in 1986 and 1987.

Simultaneous with the rise in tensions and racist incidents was the rise to new levels of minority student activism and organizing. A Minority Coalition was formed in 1987 by assertive students in the BSU, PAWA and UP. With the growing clamor for action, university leaders moved for systematic efforts to address the issues of underrepresented groups. In June 1987, a Steering Committee was convened, comprising 13 students, and 10 faculty and staff members. In an unprecedented move, a BSU student Charles Holley was named Committee chair. The Committee’s tasks were to:

  • Identify institutional barriers to recruitment and retention of minority undergraduates and graduate students
  • Explore the creation of a multicultural center, a student-staff-faculty committee on racism and sexism
  • Review academic offerings of cultural pluralism (i.e., an Ethnic Studies requirement; a mandatory orientation session for entering minority students; and recommend mechanisms for the involvement of the Madison community in making the university a comfortable place for people of color.

In November 1987, the Steering Committee presented its full report with recommendations. What is known widely as the Holley Report thus served as the foundational document of the first-ever campus diversity plan.

In 1988 the Madison Plan stated:

“…UW-Madison enjoys a proud history of educating many struggling first-generation Wisconsin college students who went on to lead this state and nation. The keys to the university’s success have been its accessibility and educational excellence."

Today both elements are in jeopardy. Although it is an educational bargain in many respects, UW-Madison remains out of reach to the students with the fewest resources. And the quality of the educational experience is seriously compromised by the limited ethnic and cultural diversity of the faculty, staff and students.”

Stated goals of the Madison Plan:

  • Leadership and visibility in working to achieve a more diverse UW-Madison
  • Double the number of women and minorities in the faculty
  • Double the number of under-represented students 

Results and lessons learned

  • Substantial increases in the number of women faculty and faculty of color -- When the Madison Plan was launched in 1988, only 6 percent were faculty of color, and only 16 percent were female. By October 1997, slightly more than 10 percent were faculty of color; 22 percent were women in a faculty body of 2,171.
  • As a top-down effort, the success of the Madison Plan with faculty hiring was due to clear involvement and leadership of the chancellor and senior administrators.
  • But the challenges in student recruitment—particularly of African Americans and American Indians—continued daunting: small pools of prospective students and strong competition from other large (and selective) colleges and universities kept UW-Madison’s numbers low.

The Next Decade: 1988–97

  • 1988 Five Year Madison Plan 
  • 1991 Annual reviews of outcomes are conducted
  • 1994 The Madison Commitment: At the end of the 5-year period, UW-Madison governance bodies and the administration renewed the commitment to diversity, and move to align with the UW System ten-year Design for Diversity 

In 1997, UW System began to lay the groundwork for the next 10-year diversity plan and continue the work started in its 1988 Design for Diversity.

  • Public hearings were held across the state.
  • The Board of Regents approved the umbrella Plan 2008 with 7 goals.
  • The Regents mandated each UW campus to draft its own campus diversity plan.

Creating the Diversity Plan 2008

  • In 1998, UW-Madison began a major planning process, with an assessment and institutional scan to review the outcomes and lessons from the past 10-year diversity effort.
  • Simultaneously at UW System, efforts were underway to assess and evaluate the outcomes of the System-wide Design for Diversity.
  • Based on that assessment, UW System identified seven (7) goals to serve as the basis for campus-wide discussions and guidelines for each UW institution’s campus Plan 2008.

The Seven Goals

  1. Increase the number of Wisconsin high school graduates of color who apply, are accepted, and enroll at UW System institutions.
  2. Encourage partnerships that build the educational pipeline by reaching children and their parents at an earlier age.
  3. Close the gap in educational achievement, by bringing retention and graduation rates for students of color in line with those of the student body as a whole.
  4. Increase the amount of financial aid available to needy students and reduce their reliance on loans.
  5. Increase the number of faculty, academic staff, classified staff and administrators of color, so that they are represented in the UW System workforce in proportion to their current availability in relevant job pools. In addition, work to increase their future availability as potential employees.
  6. Foster institutional environments and course development that enhance learning and a respect for racial and ethnic diversity.
  7. Improve accountability of the UW System and its institutions.

Plan 2008 was widely vetted. UW-Madison campus listening sessions and town halls were scheduled, to generate input and responses from constituencies across the university. A large university-wide Steering Committee was convened by the Provost and the Associate Vice Chancellor/Point Person for Diversity; two co-chairs were named, and four task force/working groups, each with co-chairs, were created:

  • Undergraduate Student Issues
  • Graduate and Professional Student Issues
  • Diversity in the Curriculum Issues; and 
  • Human Resources: Faculty and Staff Issues.

Fifty-four members were in attendance at the first meeting. Plan 2008 was published by Steering Committee Co-Chairs Vice Chancellor Paul Barrows and University Committee Chair Professor Bernice Durand. Deans and Directors responded by presenting their own unit diversity plans. To document the results of our diversity efforts, the Office of the Vice Chancellor published the Diversity Update as the university’s “report card."


2011: Strategic Diversity Update (PDF) 
Plan 2008 UW System (PDF)
UW-Madison Plan 2008 (PDF)
1988: The Madison Plan (PDF)
1987: The Holley Report (PDF)


Academic Planning and Institutional Review 


Patrick Sims

Vice Provost for Diversity and Climate

Division of Diversity, Equity and Educational Achievement

Ruby Paredes

Assistant Vice Chancellor and Interim Associate Vice Provost for Diversity and Climate

Division of Diversity, Equity and Educational Achievement