2026 Workforce Development and Advancement Report for Virginia Military Institute (July 1, 2026)

Summary

Virginia Military Institute (VMI) 2026 Workforce Development and Advancement Report, with a cover letter dated July 1, 2026 to Governor Abigail Spanberger. The letter closes with the name Briana Williams, Chief Diversity Officer. The report states that the 2025-26 academic year was marked by institutional transition, with VMI appointing Lieutenant General David J. Furness as its 16th superintendent. It describes Spanish-language access measures by Human Resources and Physical Plant, the Office of Diversity, Opportunity, and Inclusion having a dedicated Program Coordinator for the first time, and an annual employee Inclusive Excellence training now in its fifth year. It also reprints a news item about the appointment of a chief diversity officer.

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“2026 Workforce Development and Advancement Report for Virginia Military Institute (July 1, 2026).” Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/2026-rd396-fdd2702d57/, SHA-256 5fc9d5478da01b284c27bfec4130e882d037e6c43a9b385aff43d06dfe6dd616.

Full text

July 1, 2026

The Honorable Abigail Spanberger
Governor of Virginia
P.O. Box 1475
Richmond, Virginia 23218

Dr. Sesha Joi Moon
Chief Diversity Officer and Director of Diversity, Equity, and Inclusion
Commonwealth of Virginia
P.O. Box 1475
Richmond, Virginia 23218

In accordance with § 2.2-602(B) of the Code of Virginia, I respectfully submit the 2026 Workforce
Development and Advancement Report for Virginia Military Institute (VMI).
The 2025-26 academic year was marked by a period of institutional transition. During this time, the
Office of Diversity, Opportunity, and Inclusion focused on maintaining momentum in existing
programs, strengthening partnerships, and supporting efforts across the Institute that contribute to
employee engagement, leadership development, and community connection.
The enclosed report highlights workforce development and advancement efforts undertaken across
VMI by departments including Human Resources, Academic Affairs, Physical Plant, the Office of
Diversity, Opportunity, and Inclusion, cadet organizations, and community partners. It also
identifies opportunities for continued improvement and outlines priorities for the coming year.
VMI remains committed to developing leaders of character, supporting employee success, and
fostering an environment where cadets and employees can thrive. We welcome any feedback on this
report and appreciate the Commonwealth’s continued support of these efforts.
If you have questions, please contact me at williamsba@vmi.edu.

Sincerely,

Briana Williams
Chief Diversity Officer
Virginia Military Institute

Enclosure: 2026 Workforce Development and Advancement Report
cc: Valarie Stores, Director of Human Resources
Briana Williams, Chief Diversity Office
AGENCY OVERVIEW
Pursuant to § 2.2-602 of the Code of Virginia, Virginia Military Institute submits this annual report
on workforce development and advancement efforts related to the Institute’s Inclusive Excellence
framework. The report highlights efforts across the Institute to support cadet development,
strengthen the employee experience, and expand community engagement.
A period of institutional transition marked the 2025-26 academic year. Following the departure of
Major General Cedric Wins ’85 and a period of interim leadership, VMI appointed Lieutenant
General David J. Furness ’87, USMC (Ret.), as its 16th superintendent. During this transition, the
Office of Diversity, Opportunity, & Inclusion (DOI) focused on maintaining momentum in existing
programs, strengthening partnerships, and identifying opportunities for future growth rather than
launching major new initiatives.
The efforts described in this report reflect contributions from departments and employees across
VMI, including Human Resources, Academic Affairs, Physical Plant, the DOI Office, cadet
organizations, and community partners. Together, these efforts support the Institute’s commitment
to developing leaders of character while fostering an environment where all employees and cadets
can succeed.
The report also identifies opportunities for continued improvement. While departments made
progress in areas such as employee support, language accessibility, leadership development, and
community engagement, it was the Institute’s subordinate departments that developed many of
these initiatives rather than the Institute pushing them through a coordinated top-down approach.
Strengthening connections among these efforts will help VMI build a more intentional approach to
workforce development and organizational effectiveness across the entire institution in the years
ahead.

WORKFORCE DEVELOPMENT AND ADVANCEMENT EFFORTS
I. Equal Employment Opportunity, Accessibility, and Employee Support
VMI continued efforts to support equal employment opportunity, accessibility, and employee
success through initiatives led by Human Resources, Physical Plant, and other departments across
the Institute.
Human Resources expanded language access support for employees whose primary language is not
English. New employee orientations included bilingual assistance, allowing employees to ask
questions and receive answers in their primary language. Human Resources also translated select
onboarding materials into Spanish to improve accessibility and understanding.
Physical Plant developed some of the Institute’s most significant language access initiatives during
the year. The department established a computer lab configured with Spanish-language capabilities,
including Spanish-language operating systems and keyboards, and worked with training vendors to
increase the availability of Spanish-language training modules. Physical Plant also expanded access to
translated timesheets and workplace communications and utilized bilingual staff and translation
technology to support employee training and day-to-day operations.
Physical Plant further demonstrated a commitment to supporting employees through workplace
accommodations and accessibility measures. One employee reflected that during a period of
temporary disability, they felt fully supported, respected, and able to continue contributing as a
member of the team. What stood out most was not the accommodation itself, but the sense that
they remained a valued member of the workplace throughout the experience. This example reflects
the type of workplace culture VMI seeks to foster across the Institute.
While these efforts occurred without direct DOI involvement, they represent the type of employee-
focused practices the Institute seeks to encourage. Building stronger partnerships among DOI,
Human Resources, and other departments to better connect and coordinate these efforts will be a
priority moving forward.

II. Workforce Development and Organizational Capacity
For the first time, the DOI Office had a dedicated Program Coordinator. The position increased the
office’s capacity to organize programs, support curriculum development, improve communications,
and maintain a more consistent presence across the Institute.

One notable enhancement to Cadet Inclusive Excellence Training was the addition of experiential
learning activities focused on belonging, exclusion, and group dynamics. Rather than approaching
these topics solely through discussion, the activities allowed cadets to engage with them directly and
reflect on their experiences afterward.

The training program continued to incorporate guest speakers and subject matter experts. In April,
VMI alumnus Grant Harris ’06 facilitated sessions for first and second class cadets focused on
neurodiversity in leadership and the workplace. The presentations challenged cadets to consider how
different ways of thinking, learning, and problem-solving positively contribute to team effectiveness
and organizational success. By connecting neurodiversity to leadership, communication, and
workplace performance, the sessions encouraged cadets to think more broadly about how leaders
can recognize and leverage the strengths of those they lead.

The DOI Office continued its annual employee Inclusive Excellence training program, now in its
fifth year. This year’s session featured workplace culture expert Catherine Mattice of Civility
Partners, whose presentation focused on workplace civility, respectful communication, and practical
strategies for navigating conflict and strengthening workplace relationships. The DOI Office
selected the topic consistent with DHRM Policy 2.35, which establishes the Commonwealth’s
commitment to fostering a culture of inclusion. Focusing on civility was particularly well-suited to
this moment and addressed dynamics affecting productivity, morale, and engagement across a
number of the Institute’s professional environments. Annual training also provides a valuable
foundation of knowledge for our workforce, and the office recognizes the importance of
augmenting that knowledge with additional touchpoints throughout the year.

The DOI Office also hosted monthly cultural heritage programming throughout the academic year,
bringing educational displays, celebrations, and informal learning opportunities into shared spaces
across the Institute. Programming included an expanded Diwali celebration and VMI’s first
observance of Arab American Heritage Month, among others. These events have become a
consistent point of connection between cadets and employees, drawing a regular following as well as
occasional participation from the Institute’s senior leadership. For many employees, these monthly
touchpoints represent their most direct and regular engagement with DOI programming.

Academic Affairs contributed to workforce development efforts through leadership development
and shared governance initiatives. Four faculty members, including the Dean of the Faculty,
participated in the Southern Conference Provosts LEAD Workshop. The Faculty Advisory Council
continues to provide faculty with a direct voice in institutional discussions and decision-making,
while the Women’s Faculty Working Group and participation in the Virginia Network for Women
in Higher Education support professional development and employee engagement.

The DOI office developed and released a Request for Proposals seeking an external partner to
assess VMI’s organizational culture, engagement, and institutional effectiveness. The resulting
engagement will help Institute leadership better understand employee experiences, identify
organizational strengths, and determine where additional attention may be needed.

III. Cadet Development and Community Engagement
The Building BRIDGEs Club and the Civil Discourse Initiative continued to create opportunities
for leadership development, civic engagement, and constructive dialogue for cadets, faculty, staff,
alumni, and community members. Both initiatives draw support from collaboration among faculty,
cadets, staff, and community partners, with the DOI office serving as a collaborator on select
programs and activities.

The Building BRIDGEs Club secured grant funding from the Allstate Foundation to support
volunteer service opportunities, transportation for community engagement activities, personal
hygiene kit projects, holiday outreach efforts, and related civic engagement programming.

Throughout the year, the Building BRIDGEs Club organized community service projects with
organizations including Habitat for Humanity, Yellow Brick Road, Campus Kitchen, and the
Rockbridge Area Relief Association. The Club also partnered with the Office of Career Services on a
Career Networking Dinner and collaborated with faculty on an educational visit to the Virginia
Museum of Fine Arts. In partnership with the DOI Office and the Commandant’s Office, the
Building BRIDGEs Club established three cadet community service awards recognizing exceptional
commitment to service and civic engagement.

The Civil Discourse Initiative continued to provide opportunities for cadets and community
members to engage with complex issues through dialogue, debate, and civic learning. Programming
included “Food for Thought” discussions, intercollegiate debates, community workshops, and
participation in UVA’s Democracy 360 Conference. Participation remained strong throughout the
year. Two separate events each drew approximately 150 participants, a February debate on the VMI
Honor Code brought together 50 cadets, faculty, staff, and alumni, and five cadets traveled to
Charlottesville to participate in the Declaration Next program alongside students from across
Virginia. Together, these programs encouraged participants to engage differing perspectives with
intellectual curiosity and mutual respect.
STRATEGIC INITIATIVE: INCLUSIVE HISTORY PROJECT
The DOI office initiated the Inclusive History Project as an effort to expand understanding of the
individuals, communities, and experiences connected to VMI’s history while creating opportunities
for education, research, and public engagement.

During the year, the Inclusive History Project working group secured the Superintendent's support,
established partnerships with cadets, employees, alumni, and community stakeholders, and
developed a grant proposal to support future project activities. These efforts established a
foundation for broader collaboration and future implementation. The History Department has also
independently developed a publicly accessible online database documenting the experiences of
enslaved individuals connected to VMI, providing a scholarly foundation that the Inclusive History
Project aims to complement and build upon.

ASSESSMENT OF IMPACT
On the Populations Served
Cadets across all four class years participated in Inclusive Excellence Training, including experiential
learning activities, facilitated discussions, and presentations by subject matter experts designed to
strengthen understanding of leadership, communication, diversity, belonging, and organizational
effectiveness. The Building BRIDGEs Club and the Civil Discourse Initiative expanded
opportunities for service, civic engagement, professional networking, and constructive dialogue.
Monthly cultural heritage programming brought cadets together around shared celebrations of
diverse histories and traditions, while planning for the Inclusive History Project created new
opportunities for cadets to engage with VMI’s history and their role in shaping its future.

On the Workforce
Employee-focused efforts at VMI continued to expand through language access initiatives,
accessibility accommodations, leadership development opportunities, shared governance structures,
and workplace culture programming. Human Resources, Physical Plant, Academic Affairs, and other
departments all played important roles in advancing this work.

Monthly cultural heritage programming served as a consistent point of engagement for employees
throughout the academic year, providing recurring opportunities for faculty and staff to connect
with cadets around shared celebrations. Hosting programming in the dining hall during lunch hours
helped reduce participation barriers for employees and contributed to stronger engagement with
DOI programming. The opportunity ahead is to make that work visible, connect it across
departments, and build on it intentionally.

Many of VMI’s employee-focused efforts have developed within individual departments rather than
through a coordinated Institute-wide strategy. That reality reflects both institutional strength and an
opportunity for growth. Employees across VMI are finding ways to support one another and
improve the workplace experience. Greater coordination among those efforts will make them more
visible, more sustainable, and more impactful.
On the Budget
The DOI Office delivered programming within the allocated budget. Grant funding secured by the
Building BRIDGEs Club through the Allstate Foundation supported community engagement
activities and reduced institutional costs associated with service programming.

2026-27 GOALS
Goal 1: Strengthen Cadet Leadership Development and Engagement
Continue integrating Inclusive Excellence principles into cadet leadership development through
educational programming, experiential learning, facilitated dialogue, and peer leadership
opportunities. Expand opportunities for service, civic learning, and constructive engagement while
using assessment findings to strengthen the overall cadet experience.

Goal 2: Enhance Employee Engagement and Workplace Culture
Expand collaboration among DOI, Human Resources, and other departments to support the
employee experience through training, organizational assessment, and coordinated workplace culture
initiatives. Use assessment findings to better understand employee experiences, identify
opportunities for improvement, and develop a more intentional, Institute-driven approach to
employee engagement.

Goal 3: Expand Community Engagement and Civic Learning
Strengthen relationships with community organizations, educational institutions, civic partners, and
alumni stakeholders to create meaningful opportunities for service, dialogue, leadership
development, and public engagement. Advance implementation of the Inclusive History Project and
continue building sustainable partnerships that connect VMI more deeply with the communities it
serves.

CONCLUSION
This year’s work reaffirmed an important principle: meaningful institutional change rarely belongs to
a single office. It emerges through the combined efforts of employees, cadets, faculty, alumni, and
community partners working toward shared goals. Yet the impact of those efforts grows when
partners make them visible to one another, ground them in shared objectives, and support them
through intentional collaboration. A central priority for DOI moving forward will be helping to
connect these efforts so that successful practices can be shared, strengthened, and sustained across
the Institute.
VMI Inclusive Excellence
One Virginia Strategic Plan

1 August 2021

Office of the Superintendent
Virginia Military Institute
Lexington, Virginia 24450
VMI Inclusive Excellence
One Virginia Strategic Plan
1 August 2021

Contents
Executive Summary––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 2
Strategic Framework –––––––––––––––––––––––––––––––––––––––––––––––––––––––– 3
Vision, Mission and Values ––––––––––––––––––––––––––––––––––––––––––––––––––– 5
Goal 1: Access and Success ––––––––––––––––––––––––––––––––––––––––––––––––––– 6
Goal 2: Climate and Intergroup Relations –––––––––––––––––––––––––––––––––––––– 10
Goal 3: Education and Scholarship –––––––––––––––––––––––––––––––––––––––––––– 11
Goal 4: Organizational Culture and Accountability ––––––––––––––––––––––––––––––– 13
Goal 5: Community Engagement ––––––––––––––––––––––––––––––––––––––––––––– 16

Appendix:
Dr. Jamica N. Love Named Chief Diversity Officer at VMI –––––––––––––––––––––––––– 17
VMI Inclusive Excellence – One Virginia Strategic Plan

Executive Summary
The VMI Board of Visitors directed VMI to develop a Diversity, Equity, and Inclusion Recruitment Plan in
October 2020. Development of this plan will require additional study, input, and review before finalization.
This document represents an initial framework for initiating discussions and formalizing goals,objectives, and
metrics to measure progress. The Plan will focus on five major goals:

1. Achieve and maintain a more diverse and inclusive cadet body, faculty, staff, and administration.
2. Create and sustain an organizational environment that affirms and represents diversity and employs
inclusive practices throughout its daily operations.
3. Engage cadets, faculty, staff, alumni, and the community in learning varied perspectives of domestic
and international diversity, equity, inclusion, and social justice. Create and sustain an organizational
environment that affirms and respects diversity and employs inclusive practices throughout its daily
operations.
4. Create and sustain an institutional infrastructure that effectively supports progress and accountability in
achieving DE&I goals.
5. Community Engagement: leveraging institutional philanthropy and community partnerships to create
collective impact with other community organizations.

VMI will consider input from other state agencies and guidance from the following publications in
developing the Plan:

1. The ONE Virginia Plan (Many Virginians: One Commonwealth)
2. State Council of Higher Education for Virginia (SCHEV) revised and updated “Pathways to
Opportunity: The Virginia Plan for Higher Education.”
3. The Virginia Department of Human Resource Management “Navigating Pathways to Workforce
Excellence.”

2
Strategic Framework
In response to social unrest across the country, the need for diversity, equity and inclusion (DE&I) has moved
to the top of the agenda for many institutions. However, in order to make a lasting commitment to DE&I,
institutions must move beyond a contemporaneous response to social unrest and take steps to implement
a lasting institutional commitment to creating an inclusive environment. Advancing the agenda of DE&I
extends beyond simply inviting members of underrepresented communities into VMI, it requires careful
consideration of VMI’s mission, unique military structure, and strategic policy to formulate a true strategic
plan. The goal of this plan is to produce institutional transformation through a program known as Inclusive
Excellence. The plan will draw on VMI’s solid foundation of accountability, honor, integrity, and respect.

Association of American Colleges & Universities (AAC&U) uses inclusive excellence to guide colleges and
universities when incorporating diversity, equity, and educational quality. Inclusive excellence features four tenets;

1. Achieving educational equity in an inclusive, accepting setting.

2. Learning the skills, information, and mindsets cadets need to impact a diverse society.

3. Building a climate in classrooms and on the post that supports all cadets

4. Fostering learning opportunities that accept diversity is a benefit to problem-solving.

Johns Hopkins University Press notes, “Daryl G. Smith has devoted her career to studying and fostering
diversity in higher education. In “Diversity’s Promise for Higher Education,” Smith brings together research
from a wide variety of fields to propose a set of clear and realistic practices that will help colleges and
universities locate diversity as a strategic imperative...” Daryl Smith (2020) notes that educational institutions
must see the work of DE&I as central to their job. Additionally, Smith advises colleges and universities that
want real institutional change to see diversity as essential for their mission and not just as a value. Lastly,
Smith (2020) notes that diversity connects to enhanced leadership, positive transformation, cadet success,
accountability, and more equitable hiring practices.

What is Diversity?
Understanding the uniqueness of each person based on a collection of human attributes, cultures, traditions,
learning styles, etc. As an institution of higher education with a military foundation we also adopt the
definition of diversity from the Military Leadership Diversity Commission- Diversity is recognizing,
appreciating, respecting, and utilizing various human attributes. Diversity creates performance advantages
through the synergy of diverse ideas. The following are the most common individual differences referenced
when assessing diversity;
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VMI Inclusive Excellence – One Virginia Strategic Plan

• Age
• Ethnicity
• Gender/Gender Identity
• Physical Ability
• Race
• Religion/Spiritual Beliefs
• Sexual Orientation
• Socio-Economic Status

What is Equity?
Equity refers to fairness and justice and is distinguished from equality: Whereas equality means providing
the same to all, equity means recognizing that we do not all start from the same place and must acknowledge
and make adjustments to address historical and existing discrimination. Inequities happen when unfair or
biased practices, policies, or situations contribute to a lack of equality. Equity must permeate all practices,
policies, and procedures for every constituent.

What is Inclusion?
Inclusion means valuing all members of a community. Inclusion is manifested by bringing traditionally
excluded individuals and groups into activities, policies and decision-making processes in a fashion that
shares power, privilege, and affirms one’s culture. The result of inclusion is an institution that promotes
belonging and values knowledge of all people.

4
Vision, Mission and Values
Vision
To be the premier small college in the nation, unequalled in producing educated and honorable
citizen-leaders, with an international reputation for academic excellence supported by a unique
commitment to character development, self-discipline and physical challenge, conducted in a
military environment.

Mission
The Virginia Military Institute believes that the measure of a college lies in the quality and perfor-
mance of its graduates and their contributions to society. Therefore, it is the mission of the Virginia
Military Institute to produce educated, honorable men and women, prepared for the varied work of
civil life, imbued with love of learning, confident in the functions and attitudes of leadership, possess- ing
a high sense of public service, advocates of the American Democracy and free enterprise system,and
ready as citizen-soldiers to defend their country in time of national peril.

Values
Members of the Virginia Military Institute community are committed to the highest ethical
standards in furtherance of our mission. Our policies and procedures provide guidance for the
application of the ethical values stated below in our daily lives and work as members of this
community.

We are committed to:

Honor:
We will support the Cadet Honor System.

Integrity:
We will conduct ourselves with integrity in our dealings with and on behalf of the Institute.

Accountability:
We will be accountable as individuals and as members of this community for our ethical
conduct and for compliance with applicable laws and Institute policies and procedures.

Respect:
We will respect the rights and dignity of others.

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VMI Inclusive Excellence – One Virginia Strategic Plan

Goal 1: Access and Success
Achieve and maintain a more diverse and inclusivecadet
body, faculty, staff, and administration

Objective 1
Achieve increased cadet enrollment from historically underrepresented and underserved populations.

Tasks
1. Implement new gateway initiatives to make VMI a preferred destination for cadets from
underrepresented and underserved populations. (Director of Admissions, Chief Diversity Officer)

2. Increase diversity of cadet populations by increasing financial aid. (Director of Financial Aid)

3. Conduct recruiting activities at locations targeting underrepresented populations. (Director of
Admissions)

4. Involve multi-cultural cadets, staff, and alumni in the process of developing activities that will assist in
the recruitment of underrepresented populations of prospective cadets. (Chief of Staff & Director of
Admissions)

5. Improve how cadets of color, first-generation college cadets, and other underrepresented populationsare
identified in the admissions inquiry and applicant pool. (Director of Admissions)

6. Increase yield for admitted first-time college or transfer cadets from underrepresented and underserved
populations. (Director of Admissions)

7. Increase community partnerships to assist with the recruitment of underrepresented cadets. (Director of
Admissions & Chief Diversity Officer)

Metrics and Indicators (disaggregate by demographics where possible)

1. Enrollment numbers for gateway program participants

2. Yield rate for admitted first-time college and transfer cadets

3. Financial assistance funding

6
Objective 2
Increase retention and academic success of historically
underrepresented and underserved undergraduate cadets.

Tasks
1. Identify specific barriers to the academic progress and success of underrepresented and underserved
cadet populations (Deputy Superintendent for Academics and Dean of the Faculty)

2. Ensure broad participation of underrepresented and underserved cadets in experiential learning
opportunities or other high-impact programs (Commandant, & Deputy Superintendent for Academics
and Dean of the Faculty)

3. Assess the effectiveness of academic support and high-impact cadet success and mentorship programs to
ensure efforts and outcomes align with goals; identify opportunities for continuous improvement.
(Director of Athletics, Director of Assessment & Evaluation, Commandant, & Deputy Superintendent
for Academics and Dean of the Faculty)

4. Address the equitable cadet access of admission policies, procedures, and financial assistance (FAFSA,
grants scholarships, etc.) (Director of Financial Aid & Director of Admissions)

Metrics and Indicators (disaggregate by demographics where possible)

1. Participation rates in academic support programs

2. First to second year retention rates

3. Second to third year retention rates

4. Results of program evaluation/assessments

5. Participation rates of first-year Cadet’s mentorship by upper-class cadets

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VMI Inclusive Excellence – One Virginia Strategic Plan

Objective 3
Recruit and retain a diverse faculty and staff

Tasks
1. Create an aggressive multi-dimensional recruitment and retention plan for all levels of faculty and staff.
(Deputy Superintendent for Finance, Administration and Support & Chief Diversity Officer, Deputy
Superintendent for Academics and Dean of the Faculty & Chief Diversity Officer)

2. Improve workplace experience through the use of exit interviews and climate surveys and the
implementation of employee leadership and mentoring programs including underrepresented and
underserved populations. (Director of Assessment and Evaluation, Director of Human Resources,
Director of the Center for Leadership and Ethics, and Deputy Superintendent for Finance,
Administration and Support)

3. Review and benchmark salaries for equity issues and examine diversity and experiences of
underrepresented managers, executives, and tenured faculty to identify and remove barriers to
opportunities and advancement. (Chief Diversity Officer, Director of Human Resources, & Deputy
Superintendent for Academics and Dean of the Faculty)

4. Increase recognition programs that acknowledge the contribution made to advance diversity, equity,
and inclusion. (Deputy Superintendent for Academics and Dean of the Faculty, Deputy Superintendent
for Finance, Administration and Support, Commandant, & Director of Human Resources, and Chief
Diversity Officer)

5. Create and evaluate strategies to recruit and retain faculty and staff with diverse physical ability
disabilities, and ensure that accommodations for employees with diverse abilities are easily accessible.
(Office of Human Services, Deputy Superintendent for Finance, Administration and Support,
Commandant, & Chief of Staff)

6. Collaborate with tenured professors and professional staff at Historically Black Colleges & Universities
(HBCUs) and Hispanic Serving Institutions (HSIs) for resource sharing and talent acquisition. (Deputy
Superintendent for Finance, Administration and Support, Deputy Superintendent for Academics and
Dean of the Faculty & Chief Diversity Officer)

8
Metrics and Indicators (disaggregate by demographics where possible)
1. Faculty and staff headcount and percentages.

2. Managerial and executive staff counts and percentages

3. Retention rates for faculty and staff

4. Tenure and promotion rates

5. Review of dashboard

6. Leadership development participation for faculty and staff.

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VMI Inclusive Excellence – One Virginia Strategic Plan

Goal 2: Climate and Intergroup Relations
Create and sustain an organizational environment that affirms and respects
diversity and employs inclusive practices throughout its daily operations

Objective 1
Create and maintain a climate that acknowledges and celebrates diversity and employs
inclusive practices throughout its daily operations, aligned with VMI’s vision, mission, and values.

Tasks
1. Use ongoing Institute climate surveys and focus groups to periodically assess cadet, faculty, and staff
feedback that may signify barriers to a welcoming and inclusive environment related to diversity.
(Director of Assessment and Evaluation & Chief Diversity Officer)
2. Create a meaningful dialogue between and among groups that increases understanding of varied
perspectives and the nature of social and economic inequalities. (Deputy Superintendent for Academics
and Dean of the Faculty, Commandant, Director of the Center for Leadership and Ethics, & Chief
Diversity Officer)
3. Offer educational and celebratory events for cadets, faculty, staff, and the VMI community that
recognizes, value, and honors diversity and promotes inclusion. Evaluate these programs to gauge the
impact on the climate for diversity and inclusion. (Deputy Superintendent for Academics and Dean of
the Faculty, Commandant, & Chief Diversity Officer)
4. Provide ongoing compulsory education and training for the VMI community on the prevention of
harassment, discrimination, and identity-based violence and related equity policies; promote productive
ways to resolve conflict; effectively address concerns and complaints. (Inspector General, and Chief
Diversity Officer)
5. Ensure that all VMI cadets, faculty, and staff are compliant with newly released DHRM Training on
Cultural Competence. (Deputy Superintendent for Academics and Dean of the Faculty, Commandant,
& Director of Human Resources)
6. Support physical spaces that address the needs of multicultural and underrepresented/underserved
populations. (Institute Planning Officer & Chief Diversity Officer)

Metrics and Indicators (disaggregate by demographics where possible)
1. Perceptions of climate for diversity and inclusion as measured by climate survey and other sources of
information
2. Using climate surveys and evaluations, measure awareness and understanding of Institute resources
related to harassment, discrimination, and identify-based violence.
3. Results of program evaluations designed to facilitate intergroup dialogue and trust
4. Using national benchmarking, triangulate institutional results
10
Goal 3: Education and Scholarship
Engage cadets, faculty, staff, alumni, and the community in learning varied perspectives of
domestic and international diversity, equity, inclusion, and social justice. Create and sustain an
organizational environment that affirms and respects diversity and employs inclusive practices
throughout its daily operations.

Objective 1
Offer courses, curricula, art/artistic events, and learning opportunities
at the undergraduate level that achieve DE&I learning goals.

Tasks
1. Establish DE&I competencies for cadets, faculty, and staff. (Deputy Superintendent for Academics and
Dean of the Faculty Commandant, Chief Diversity Officer)
2. Create opportunities that help faculty, staff, and cadets assess the achievement of DE&I learning
outcomes in class or co-curricular activities. (Director of Assessment and Evaluation, Deputy
Superintendent for Academics and Dean of the Faculty, Commandant, Director of Athletics, & Director
of Human Resources)
3. Hire faculty and staff with content expertise in areas of study that examine diverse cultures and
intersectionality. (Deputy Superintendent for Academics and Dean of the Faculty)
4. Provide opportunities for cadets to learn about diverse identities and cultures. (Commandant & Chief
Diversity Officer, Deputy Superintendent for Academics and Dean of the Faculty)
5. Reevaluate the curriculum with a diversity, equity, and inclusion lens (Deputy Superintendent for
Academics and Dean of the Faculty, Department Heads & Chief Diversity Officer)
6. Incentivize research conducted by cadets and faculty in diversity, equity, and inclusion areas. (Deputy
Superintendent for Academics and Dean of the Faculty & Chief Diversity Officer)
7. Provide compulsory multi-faceted training and education for cadets, faculty, and staff on “difficult
dialogues” in multiple settings, e.g., classrooms, living environments, organizations, offices, etc.
(Chief Diversity Officer, Deputy Superintendent for Academics and Dean of the Faculty, Director of
Intercollegiate Athletics Commandant, and Director of the Center for Leadership and Ethics)

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VMI Inclusive Excellence – One Virginia Strategic Plan

Metrics and Indicators (disaggregate by demographics where possible)
1. Participation by faculty and staff in professional development programs related to curricular
transformation, in support of diversity, equity and inclusion

2. Cadet participation in co-curricular opportunities tied to Inclusive Excellence

3. Research output related to DE&I topics

4. Evaluation of programs related to inclusive teaching

5. Self-reported improvement in knowledge and skill related to teaching and curricular development

Objective 2
Increase the cultural competencies of faculty and staff.

Tasks
1. Create virtual and in-person professional development opportunities designed to improve awareness and
competencies of faculty and staff with regards to DE&I. (Chief Diversity Officer & Director of Human
Resources)

Metrics and Indicators (disaggregate by demographics where possible)
1. Level of participation in professional development opportunities

2. Self-reported growth in awareness and competencies

3. Faculty assessment of diversity-related learning goals

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Goal 4: Organizational Culture
and Accountability
Create and sustain an institutional infrastructure that effectively supports
progress and accountability in achieving DE&I goals.

Objective 1
Develop a robust, empowered infrastructure to address longstanding institutional
challenges and sustain the journey toward Inclusive Excellence.

Tasks
1. Incorporate diversity, equity and inclusion in all strategic planning efforts. (Deputy Superintendent for
Finance, Administration and Support, Deputy Superintendent for Academics and Dean of the Faculty,
Commandant, & Chief Diversity Officer)

2. Increase diversity of applicant pool for all levels of administration, faculty, and staff positions. (All Hiring
Managers)

3. Conduct annual compulsory training for senior leadership in alignment with values. (Chief Diversity
Officer)

4. Design processes and share resources and best practices across the institution. (Chief Diversity Officer)

Metrics and Indicators (disaggregate by demographics where possible)
1. Documentation of mission and scope for Chief Diversity Officer

2. Documented processes for reporting progress towards the DE&I goals established in the Inclusive Excel-
lence framework

3. Evidence of DE&I integration in the post (campus) wide and unit-level operations plans

4. Report on where the use of shared resources and dispersion of best practices have been implemented

5. Number of formal cross-post collaborations

13
VMI Inclusive Excellence – One Virginia Strategic Plan

Objective 2
Create a culture of evaluation and continuous improvement for administrators and senior leaders.

Tasks
1. Engage critical leaders and stakeholders in analyzing disaggregated data and special studies to understand
better and address longstanding challenges for underrepresented and underserved cadets, faculty, and
staff. (Chief Diversity Officer & Director of Assessment and Evaluation)
2. Continue systems of reporting and accountability for SWaM procurement. (Director of Procurement)
3. Track the retention for diverse faculty, staff, and cadets (graduation rates) (Director of Assessment and
Evaluation).
4. Evaluate internal policies, processes, and practices throughout the institution. (Institute Planning
Committee - IPC)

Metrics and Indicators (disaggregate by demographics where possible)
1. Annual reports from VMI’s CDO to the Commonwealth demonstrating progress toward the ONE Vir-
ginia Goals
2. Documentation of reporting processes

3. Work groups dedicated to analyzing disaggregated data related to DE&I.

4. Number of policies and processes evaluated and redesigned using an equity lens

14
Objective 3
Sustain and increase institute-wide efforts designed to amplify potential secure gifts,
grants, and opportunities to advance the DEI goals in the Inclusive Excellence framework.

Tasks
1. Seek foundation support for key gateway and academic-support programs that serve women,
international, underrepresented, and underserved populations, veterans, and those with diverse abilities.
(Chief Diversity Officer)

Metrics and Indicators (disaggregate by demographics where possible)
1. Funding support for DEI initiatives from fundraising efforts

2. Increased initiatives aimed at women and multicultural alumni cultivation

3. Annual reports on the satisfaction or the engagement of multicultural alum

15
VMI Inclusive Excellence – One Virginia Strategic Plan

Goal 5: Community Engagement
Community Engagement: Leverage institutional philanthropy and
community partnerships to create collective impact with other community organizations

Objective
Evaluate and expand community engagement and partnerships
to create collective impact with other community organizations.

Tasks
1. Evaluation of existing engagement and partnerships to determine how to best leverage the institution’s
resources to bring about the conditions of collective impact. (Deputy Superintendent for Academics and
Dean of the Faculty, Commandant, Director of Intercollegiate Athletics, and Chief Diversity Officer

2. Identify and build partnerships with community organizations. (Deputy Superintendent for Academics
and Dean of the Faculty, Commandant, Director of Intercollegiate Athletics, and Chief Diversity
Officer)

Metrics and Indicators (disaggregate by demographics where possible)
1. Results of evaluation

2. Number and type of partnerships

3. Demonstrated impact of partnerships on community outcomes

16
Dr. Jamica N. Love Named
Chief Diversity Officer at VMI
Lexington, Va., May 26, 2021—After nearly two decades of experience
in cadet engagement, behavioral intervention, and accountability in
higher education, Dr. Jamica N. Love has been named the chief diver-
sity officer at VMI.

She was chosen from a competitive pool of candidates in a national
hiring search.

“She stood out, and will be the right person at the right time,” said Mi-
chael Hamlar, a member of the VMI board of visitors and part of the
chief diversity officer search committee. “It’s an honor to recommend
her for this position, and we are excited to see what she accomplishes.”

Through the development of programs and initiatives, Love is tasked
with a mission focused on guiding the strategic direction of the Institute’s diversity, equality, and inclu-
sion. Her office will be located in Smith Hall and she will report to Maj. Gen. Cedric T. Wins ’85, VMI
superintendent.

“Her experience and education will bring a wealth of good ideas and meaningful change to VMI,” said
Wins. “I look forward to working closely with Dr. Love to bring new opportunities to the Corps of Cadets
and the entire VMI community to connect and grow.”

Love earned both her doctoral degree in higher education administration and her master’s degree in
counseling psychology from Northeastern University. She earned a bachelor’s degree in general experi-
mental psychology from Emmanuel College, also in Boston.

She has held roles at Roxbury Community College, Pine Manor College, Eastern Nazarene College,
among other schools, where her responsibilities often focused on cadet life, campus morale, compliance,
suicide prevention, and the implementation of multicultural and social justice programs. Most recently,
she has served as a keynote speaker for national and regional conferences addressing diversity,equality,
and inclusion in education.

“I desire to guide cadets to be principled individuals and responsible citizens as it pertains to their
development and understanding of equality, equity, and inclusion,” said Love. “Diversity is about a moral
imperative, and a desire to see social justice achieved in the areas of age, class, ethnicity, gender, national-
ity, physical ability, race, religion, and sexual orientation.”

Love will assume this position July 9, and will be appointed a Lieutenant Colonel in the Virginia Militia.

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