Student Health and Well-Being

Goal: Employ an external assessment process to gauge and then align structures and practices with industry best practices. Through this assessment we will incorporate feedback and guidance to adjust staffing, structures, and student disability services providing students/learners with equitable, inclusive, and positive experience with student disability services, their departments, and JHU as a whole.

Future State

  • SDS exemplifies proactive approaches to accessibility and inclusion; across all schools, SDS has the ability to implement, lead-in and consult on best practices in disability services and inclusion 
  • SDS Hubs are fully staffed, as outlined in the approved proposal, with capacity to work with students in an engaged, timely, and effective way, balancing systemic approaches to change with understanding the unique needs of each student 
  • SDS staff is experienced, representative of people with disabilities, and have the capacity to move beyond service delivery to begin change agents in making Hopkins a leader in disability inclusion 
  • Systems and policies are reflective of the less traditional ways students with disabilities may need to navigate their education 
  • Diversity efforts inherently include disability, climate is inclusive within SHWB and beyond best practices. Through this assessment we will incorporate feedback and guidance to adjust staffing, structures, and student disability services providing students/learners with equitable, inclusive, and positive experience with student disability services, their departments, and JHU as a whole. 

Timeline

  • Year 1 – Recruiting changes, start of the E. Baltimore Hub, Interim goal setting and prioritization based on available feedback, including AHEAD surveys to be done in Fall 2022; Establish annual trainings in collaboration with OIE and D&I for key partners (faculty) and awareness raising programming (university-wide) 
  • Year 2 – AHEAD outcomes and recommendations reviewed and plan for action established; Annual survey developed and timeframe established; Establish annual data metrics and begin collecting; Refine annual trainings/professional development; Establish practices to incorporate ongoing and annual feedback 
  • Year 3 – Review, assess and refine disability services practices; Track changes and outcomes; Adjust priorities to reflect changes in needs and feedback 
  • Years 4 – 5 – Assess progress on strategies and retool as necessary