In the first year of our work, all the nine universities have found that it is very important to work with leadership  at the department level, college, and university level. There are multiple diversity and inclusion initiatives ongoing at each of our universities and we must integrate with these if our work at improving graduate climate is to be successful. As such, each of our universities will be using the following maturity model self-assessment tool (private communication M. Darrow, D. Rover) to analyze where they are in the project on their campus and how they can sustain the project throughout and after the grant.

  Level 1: INITIALIZATION Level 2: REPEATABLE Level 3: DEFINED Level 4: MANAGED Level 5: OPTIMIZING
Implementation experienced by students Prototypes are defined and tested on small-scale. Basic metrics are established to track progress. Structures are in place to repeat earlier successes The project is documented and the essential features are standardized. Responsibilities are defined. Detailed measures are collected. Continuous process improvement is enabled by quantitative and qualitative data
Model of student success Used in initial design, but not a focus while starting implementation.   Project can be described in terms of a model of student success. Improvements in project are based on a model of student success.  
Goals     Short-term improvement targets identified. Long-term targets are identified Short and long-term targets are tracked.
Project leadership Initial leaders/champions   Roles defined for deputy leaders Primary leadership has a term-limit. Process in place for selecting or electing new leadership
Partners No faculty, staff buy-in beyond initial leaders Limited faculty, staff buy-in beyond initial leaders Project includes at least one internal partner/program Project includes more than one internal partner/program Project includes more than one internal partner/program
Resources External resources Limited, ad-hoc, internal resources Multiple internal resources are identified, if not yet provided Multiple internal resources are provided Funding in place + new funds are sought.
Departments   Department leadership knows about project. Long-term planning discussed with department leaders Project incorporated into the work of target departments. Project is part of the educational mission of departments.
Colleges   College leadership knows about project. Long-term planning is discussed with College leaders   Project is part of the educational mission of College.
Connection to university mission     Project described in terms of university  mission Project is shown to support the university mission University leadership talk about project as supporting mission
Communication Communication about the project is ad-hoc   Communication plan is in place, messages tailored to what stakeholders care about. Stakeholders receive regular communication about project.  
Top down advocacy   Institutional leaders know about the project Institutional leaders know about student success due to the project The project is intuitively understood by stakeholders and institutional leaders There is clear commitment from institutional leaders