Text Only Version

Inclusion, Diversity & Equity at Shenandoah Conservatory

 

The Five-Year Strategic Plan Is A Framework For Meaningful Organizational Change Around Inclusion, Diversity and Equity (IDE)

Shenandoah Conservatory is currently undertaking a range of actions to further strengthen our commitments around Inclusion, Diversity and Equity. Those actions range from new processes/standards in all faculty searches, initiatives at the program level to reimagine curriculum, recruitment initiatives, efforts to shape performance programming, and ongoing faculty conversations around race/racism, to the promotion of bias reporting.

Even while these steps and changes are occurring, it’s imperative that we work to ensure a further cultural shift, enabling us to do better at valuing, engaging and inspiring all of our conservatory faculty, staff, students and audience members.

Changing culture is hard work, requiring both short- and long-term commitments. In support of that change, the conservatory is using a comprehensive process to create a 5-year strategic plan; an operating manual that will institute and systematize new ways of doing business. Benefits of a comprehensive strategic plan include the following:

  • Aligns initiatives/work around IDE and provides clear vision, commitment and resources to sustain change
  • Ensures diverse internal leadership and shared ownership
  • Ensures work is informed/strengthened by perspective of outsider experts, alumni, students and faculty
  • Ensures accountability and sustainability
  • Clarifies and affirms both short- and long-term action and commitments
 

Inclusion, Diversity & Equity Goals

Adopted by Shenandoah Conservatory Faculty on May 26, 2021

View Goals

 

Operational Definitions

(as adopted by Shenandoah University)
 

Trumpet
InclusionThe advancement and presence of an environment where diverse individuals and groups can fully belong and participate.
ShenCoLAB
DiversityThe unique identity and lived experience of individuals and groups in our community, and how we prioritize and represent that.
Dance Ensemble
EquityThe presence of targeted and comprehensive policies, practices, and resources that promote access, full participation, and success of a diverse community at Shenandoah.

 

 

Faculty & Staff Diversity

 

Core Goals
  1. Identify, attract and retain a diverse faculty and staff
  2. Advance a climate that fosters inclusion
  3. Promote diversity and inclusion in performance research, teaching and service within the Shenandoah University community and neighboring communities

Personnel

Chosen Actions & Tactics
  1. Formalize search process to center IDE (develop and pilot in Fall 2021; report in Spring 2022)
  2. Establish resource groups to aid in retention of new faculty and staff (develop in Spring 2022 for implementation/pilot in Fall 2022)

Ongoing Faculty Development & Education

 

Core Goals
  1. Support faculty engagement in ongoing reflexive practices that support personal and professional growth in support of a conservatory culture that values inclusion, diversity and equity
  2. Transfer practices to curriculum using workgroup format
  3. Engage in yearly curriculum and pedagogy reviews focused on evaluating the impact of inclusion, diversity and equity initiatives on students’ educational experiences

Personnel

Chosen Actions & Tactics
  1. Support (and highlight offerings for) faculty engagement in ongoing reflexive practices that support personal and professional growth in support of a conservatory culture that values inclusion, diversity, and equity
    1. Develop and pilot in 2021/22 with reporting Fall of 2022 (evaluation to include narrative format, include relational work (not just knowledge/info))

Pedagogy & Curriculum

 

Core Goals
  1. Rethink Shenandoah Conservatory curricular content to include an IDE lens
  2. Enable conservatory faculty to make use of inclusive pedagogy strategies in the classroom
  3. Re-examine power and assessment as it relates across students and faculty roles in the classroom, the studio and in ensembles/productions

Personnel

Chosen Actions & Tactics
  1. Training for faculty in inclusive pedagogy
    1. Develop in Spring 2022 for implementation/pilot in Fall 2022
  2. Program directors lead revision/rethinking of program content to include/incorporate an IDE lens

Student Diversity & Equity in Recruitment & Retention

 

Core Goals
  1. Strategically employ scholarships to further strengthen student diversity
  2. Strengthen retention of students from underrepresented groups
  3. Build relationships with prospective students from divers backgrounds through strategic outreach to high schooler students and specific targeted high schools

Personnel

Chosen Actions & Tactics
  1. Strategically employ scholarships to further strengthen student diversity
    1. Develop and pilot in 2021/22, reporting in Fall 2022
  2. Strengthen retention of students from underrepresented groups
    1. Investigate and examine in Fall 2021, developing and piloting in Spring 2022, reporting in Fall 2022
  3. Build relationships with prospective students from diverse backgrounds through strategic outreach to high schooler students and specific targeted high schools
    1. Develop in 2021/22 for pilot in Fall 22, reporting Spring 2023

Student Performance Programming in Ensembles & Productions

 

Core Goals
  • Increase representation and inclusive practices in student performance programs in ensembles, productions and recitals

Personnel

Chosen Actions & Tactics
  1. Implement new, permanent criteria for theatre season planning, production casting and staffing that uphold the highest standards of IDE
    1. Develop in Fall 2021 for implementation/pilot in Spring 2022
  2. Rebrand and market the dance January guest artist showcase as one that features diversity, both in content and the guest artists who are brought in to choreograph. Students will be introduced to new voices and styles, as will the audience through talkbacks and outreach programs.
    1. Develop for pilot in Spring 2022
  3. Plan music ensemble seasons and recitals with increased representation and diversity of artists (including works by women, the LGBTQ+ community, artists of color, etc.). While some programs may have more diversity than others, each program should include historically underrepresented composers and artists, and/or an exploration of non-canonical, global contexts for works by canonical composers.
    1. Define inclusive practice in each area of programming in 2021/22 for pilot beginning Fall 2022 (including recitals)

Professional Guest Artist Performance Season

 

Core Goals
  1. Representation: Increase and sustain representation of underrepresented artists and works
  2. Inclusion: Create, implement and sustain inclusive curatorial and engagement practices
  3. Accountability: Be intentional in our efforts, assess our progress and create a sustainable support system

Personnel

Chosen Actions & Tactics
  1. Representation: Increase and sustain representation of underrepresented artists and works
    1. Determine set of values including mission statement for IDE and create benchmark recommendations (develop in 2021/22 for implementation in Fall 2022)
  2. Inclusion: Create, implement and sustain inclusive curatorial and engagement practices
    1. Ways to create World of the Piano and New Music lens of diversity representation (develop in 2021/22 for implementation in Fall 2022)
    2. Student engagement task force to work for curatorial as well / what is connection to student council (develop in Fall 2021)
    3. Establish internal and external relationships education community organizations and national organization working with underrepresented populations (3 year strategy
  3. Accountability: Be intentional in our efforts, assess our progress and create a sustainable support system
      1. (develop in 2021/22 for implementation in Fall 2022)

 

 

Faculty & Staff Diversity

Hakeem Leonard, Leader
Jeff Marlatt
Stephanie Higgins
Jennifer Green-Flint
Kailee Fullmer ’21 (M.M. in Pedagogy – CCM Voice)

March 22

Submit completed worksheets (with special attention paid to race and gender) to Dean’s Office.

IDE Alumni Advisory Group, Shenandoah Conservatory Student Council and consultants review and give feedback regarding potential goals within 7 days.

May 14

Craft a few specific 5-year target goals, as well as any immediate and near-future changes/commitments, providing a timeline and outlining tactics needed, and identifying who should be responsible for success of various tactics.

Shenandoah Conservatory faculty, dean, Shenandoah Conservatory Student Council, IDE Alumni Advisory Group and consultants review and give feedback within 7 days.

May 19

Zoom call with IDE Alumni Advisory Group

May 25–26

Work on final document during Assessment Week. (Zoom meeting with IDE Consultant.)

May 26

Present to Shenandoah Conservatory faculty

Student Diversity & Equity in Student Recruitment & 1st Year Retention

Kirsten Trump, Leader
Ryan Romine
Erica Helm
Matt Niess
Ethan Hemmings ’24 (B.M. in Music Production & Recording Technology)

March 22

Submit completed worksheets (paying special attention to gaps by race, gender and income) to Dean’s Office.

IDE Alumni Advisory Group, Shenandoah Conservatory Student Council and consultants review and give feedback regarding potential goals within 7 days.

May 14

Craft a few specific 5-year target goals, as well as any immediate and near-future changes/commitments, providing a timeline and outlining tactics needed, and identifying who should be responsible for success of various tactics.

Shenandoah Conservatory faculty, dean, Shenandoah Conservatory Student Council, IDE Alumni Advisory Group and consultants review and give feedback within 7 days.

May 19

Zoom call with IDE Alumni Advisory Group

May 25–26

Work on final document during Assessment Week. (Zoom meeting with IDE Consultant.)

May 26

Present to Shenandoah Conservatory faculty

IDE in Pedagogy & Curriculum

Jennifer Adams, Leader
Charlie Maybee
Keith Salley
Kathryn Green
Maya Bhatnagar ’22 (B.F.A. in Theatre Design & Production – Stage Management)

March 22

Submit completed worksheets (noting the extent to which conservatory programs/areas are using IDE lens or framework in courses) to Dean’s Office.

IDE Alumni Advisory Group, Shenandoah Conservatory Student Council and consultants review and give feedback regarding potential goals within 7 days.

May 14

Craft a few specific 5-year target goals, as well as any immediate and near-future changes/commitments, providing a timeline and outlining tactics needed, and identifying who should be responsible for success of various tactics.

Shenandoah Conservatory faculty, dean, Shenandoah Conservatory Student Council, IDE Alumni Advisory Group and consultants review and give feedback within 7 days.

May 19

Zoom call with IDE Alumni Advisory Group

May 25–26

Work on final document during Assessment Week. (Zoom meeting with IDE Consultant.)

May 26

Present to Shenandoah Conservatory faculty

Ongoing Faculty Education around IDE

David Edelman, Leader
Stephanie Standerfer
Daniel Padierna
Tony Meadows
Mariagracia Rivas Berger ’21 (M.M.T.)

March 22

Submit completed worksheets (noting currently available faculty education around IDE, and faculty’s perception of same) to Dean’s Office.

IDE Alumni Advisory Group, Shenandoah Conservatory Student Council and consultants review and give feedback regarding potential goals within 7 days.

May 14

Craft a few specific 5-year target goals, as well as any immediate and near-future changes/commitments, providing a timeline and outlining tactics needed, and identifying who should be responsible for success of various tactics.

Shenandoah Conservatory faculty, dean, Shenandoah Conservatory Student Council, IDE Alumni Advisory Group and consultants review and give feedback within 7 days.

May 19

Zoom call with IDE Alumni Advisory Group

May 25–26

Work on final document during Assessment Week. (Zoom meeting with IDE Consultant.)

May 26

Present to Shenandoah Conservatory faculty

IDE in Guest Artist Performance Season

Courtney Reilly, Leader
Akemi Takayama
John O’Conor
Martha Wollner
Jonathan Newman
Azaria Rubio
Edward Cho ’23 (D.M.A. in Performance)

March 22

Submit completed worksheets (noting the extent to which current/recent guest artist programming has revealed diversity or otherwise promoted IDE issues/concerns) to Dean’s Office.

IDE Alumni Advisory Group, Shenandoah Conservatory Student Council and consultants review and give feedback regarding potential goals within 7 days.

May 14

Craft a few specific 5-year target goals, as well as any immediate and near-future changes/commitments, providing a timeline and outlining tactics needed, and identifying who should be responsible for success of various tactics.

Shenandoah Conservatory faculty, dean, Shenandoah Conservatory Student Council, IDE Alumni Advisory Group and consultants review and give feedback within 7 days.

May 19

Zoom call with IDE Alumni Advisory Group

May 25–26

Work on final document during Assessment Week. (Zoom meeting with IDE Consultant.)

May 26

Present to Shenandoah Conservatory faculty

IDE in Student Performance Programming (Ensembles & Productions)

Carolyn Coulson, Leader
Tim Robblee
Michael Forest
Maurice Fraga
Doris Lederer
Trevion Walker ’21 (B.F.A. in Theatre Design & Production – Stage Management)

March 22

Submit completed worksheets (noting the extent to which current/recent student performance programming has revealed diversity or otherwise promoted IDE issues/concerns) to Dean’s Office.

IDE Alumni Advisory Group, Shenandoah Conservatory Student Council and consultants review and give feedback regarding potential goals within 7 days.

May 14

Craft a few specific 5-year target goals, as well as any immediate and near-future changes/commitments, providing a timeline and outlining tactics needed, and identifying who should be responsible for success of various tactics.

Shenandoah Conservatory faculty, dean, Shenandoah Conservatory Student Council, IDE Alumni Advisory Group and consultants review and give feedback within 7 days.

May 19

Zoom call with IDE Alumni Advisory Group

May 25–26

Work on final document during Assessment Week. (Zoom meeting with IDE Consultant.)

May 26

Present to Shenandoah Conservatory faculty

Change Management Consultants

Change Management Consultants

Dr. Lacretia Flash

Assistant Vice President of Diversity & Inclusion
Berklee College of Music and Boston Conservatory at Berklee

Dr. Montressa Washington

Co-Director of Institute for Entrepreneurship
Assistant Professor of Management
Shenandoah University

EXPERTISE: Change Management and Organizational Change

 

ShenCo Alumni IDE Advisory Group

Theatre
Toshi Calderon ’15

B.F.A. in Acting

Instrumental (Flute)
Sarah Howard-Carter ’01 

B.M. in Performance

Theatre
Tyler Clarke ’18

B.F.A. in Acting

Theatre
Felipe Cuesta ’16

B.F.A. in Theatre Design & Production

Music Therapy
Fredrica Dooley-Brown, ’19

B.M.T., M.M.T.

Instrumental (Clarinet)
Erika Battalla Gates ’13 

M.M. in Conducting

Dance
Shannon Giles ’15

B.F.A. in Dance

Dance
Deontay Gray ’17

B.F.A. in Dance

Dance/PALM
Ashanté J. Green ’15

B.F.A. in Dance, M.S. in Performing Arts
Leadership & Management

Theatre
Jessie Hooker-Bailey ’10

B.F.A. in Musical Theatre

Dance
Alexus Mateo ’17

B.F.A. in Dance

Theatre
Jordan Leigh McCaskill ’17

B.F.A. in Musical Theatre

Instrumental (Violin)
Marco (Bohnett) Pflanzen ’20

B.M. in Performance

Vocal/Opera
Alexis Pinero-Benson ’05, ’12

B.M. in Performance,
M.M. in Performance

Theatre
Jenny Ravitz ’11

B.F.A. in Musical Theatre

 

 

Foundational Resources

The framework for developing a 5-year strategic plan, while led by the Dean’s office, builds on:

The development of the 5-year strategic plan includes a comprehensive feedback loop involving faculty, staff, Shenandoah Conservatory leadership, students and IDE Alumni Advisory Group.