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Culture Charter

In the Division of Academic and Student Affairs, there are some colleagues who are in official leadership roles – they serve as chairs of committees, or heads of department, or directors, and so on. These leaders can and should consider the behavioral aspirations for leaders to guide how they show up in their roles and in their interactions with others.

There are also community members who, at times, because of circumstances, find themselves in more informal leadership positions.1 At these times, those community members should consult the behavioral aspirations for leaders and aspire to uphold them where and when possible.

Behavioral Aspirations – Summary

  • For Community Members
    Being a Division community member in any role, discipline, or position comes with important expectations for contributing to a positive environment in which to live, work, and learn. Here, being a member of the Division community is about demonstrating our values: Curiosity, Empathy, Collaboration, Equity and Accessibility, Integrity, and Trust. We all share responsibility for creating the collaborative, supportive, and respectful environment we wish to be a part of. By embodying our values in our work and interpersonal interactions, we all have an opportunity to build a collaborative and supportive community – one that facilitates our mutual success as a Division, to the betterment of our entire student body and community. Below are specific behaviors our community members are expected to uphold.
  • For Leaders
    Leadership at the Division of Academic and Student Affairs (DASA) has a high bar. Leaders need to embody accountability over and above that expected of the broader community so we can support the development of a positive and effective organizational culture and can have a powerful impact on the communities we serve. Leadership is about leading to our values: Curiosity, Empathy, Collaboration, Equity and Accessibility, Integrity, and Trust. By leading to these values, we will help forge a positive working environment. Leaders here will find ways to engage with, recognize, and invest in the full diversity of the people in the Division’s community and contribute to thoughtful decisions that will lead us toward the achievement of our stated cultural and strategic goals. Below are specific behaviors our leaders are expected to uphold.

Behavioral Aspirations

For Community MembersFor Leaders
Aspire to openness and curiosity
Show up at work with openness and curiosity so that collectively we can build a thoughtful and inclusive culture that welcomes all.
Model openness and curiosity
Show through our words and actions how to build a divisional culture that is open to new people, ideas, perspectives, and needs.
Speak up for what matters to us and our stakeholders
We advocate for ourselves, for our colleagues and students, when we feel safe to do so, to help create a culture in which we can all safely voice our concerns, reduce negative cultural dynamics, and build a healthy workplace.
Be an advocate
We advocate for those who have less power than we do and for individuals and groups whose needs are not being adequately addressed through the Division’s work.
Be collegial and build positive relationships
We build healthy relationships with our colleagues to develop a sense of collective responsibility, collaboration, and innovation toward our everyday work and functions.
Set the tone for positive relationships and understanding between students and among employees
Our words and actions should help create an environment where students and employees can develop trust, feel safe, and grow healthy and constructive relationships.
Work in the best interest of DASA’s stakeholders, values, and strategic plan goals
We guide our everyday work by practicing DASA values and striving to support DASA’s strategic plan, in order to best serve our stakeholders.
Demonstrate transparency and integrity in decision-making, and lead to DASA’s strategic plan and values
When making decisions, we use DASA’s strategic plan to guide our decisions and investments and communicate the connections to the Division’s mission, vision, values, and strategic plan goals whenever possible to elevate transparency and integrity.
Bring empathy and care into our everyday work
Collectively, we help build a caring and supportive working environment. We treat our colleagues and students with respect, make efforts to build positive connections, and offer support whenever possible.
Lead supportively and with care for others
We can work to accomplish results while still demonstrating a high degree of support and care. We are considerate to the needs of employees, colleagues, and students, and we foster a caring environment.
Seek out opportunities for collaboration whenever possible When faced with problems, we find opportunities to get creative and innovative. We find opportunities to collaborate with colleagues and students, and collectively implement new ideas and innovative solutions to the most complex problems.Model healthy and productive collaboration
Sometimes in this Division we can get stuck in our own silos. To accomplish our vision, we need to work together, and as leaders we should be modeling healthy collaboration.
Help identify barriers to equity and fairness to help reduce bias in programs, services, supports and opportunities
If we can do so safely, we use our voice and our work to identify and, where possible, eliminate barriers to equity and fairness. All of us have to help solve these challenges, to elevate awareness of barriers, and to design better educational experiences, services, and supports.
Break down barriers to equity and fairness, build equitable and inclusive programs, services, and supports, and expand equality of opportunity
All organizations suffer from systemic inequalities and barriers to equity and fairness. As leaders in our division, we hold a high degree of accountability for breaking down barriers to equity and fairness so that we can build inclusive programs, services, and supports.
Embrace change constructively
We have an imperative to build better higher educational experiences for our students and colleagues. Reimagination is integral to our vision. To equip our organization for reimaginig for the better, all community members must be ready to adapt to the changing needs of our stakeholders and constructively embrace change with positive efforts.
Model adaptability and resourcefulness
Our vision calls on us to build the educational experiences of the future. To do so, all of us as DASA’s leaders must be willing to model adaptability and resourcefulness so that we can innovate in our work to better serve our stakeholders.
Be a team player taking on our fair share of responsibility
We must be proactive team players in assuming our fair share of the load, encouraging colleagues and students during difficult times, and building up the division and its people with a team-oriented approach.
Give credit where credit is due and reward individuals and teams for positive work toward the Division’s vision and goals
As leaders at DASA, we need to recognize the strengths in our colleagues, peers, and direct reports. To be part of a healthy and collaborative culture, we need to acknowledge the strength and contributions of contributors at all levels.
1 Consider, for example, a delegation of Division staff traveling to represent DASA at a conference. There may be someone in that delegation who assumes a “leadership” role for that event. This individual should consult the behavioral aspirations for leaders and aspire to uphold them where and when possible.