Goals and Values

Stetson University President Wendy B. Libby commenting on Many Voices, One Stetson at the opening Faculty/Staff meeting that took place Wednesday, Aug. 24, 2016.


Our mission at Stetson University is to provide an excellent education in a creative community where learning and values meet and also to foster in students the qualities of mind and heart that will prepare them to reach their full potential as informed citizens of local communities and the world. We value the development of the whole person committed to engaging and building lifelong connections with the larger world through Personal Growth, Intellectual Development and Global Citizenship. To that end, the University fosters policies, practices and modes of inquiry to support and explore these values areas.

Stetson University has a rich institutional history of commitment to civil rights. Despite that commitment, Stetson University also recognizes the pervasiveness of exclusion and alienation based on age, race, ethnicity, religion, disability, gender, gender identity, sexual orientation, veteran status and other kinds of difference that has marred both United States history and Stetson’s own past experiences.

As a reaction to that history and a reflection of Stetson’s commitment to civil rights, the foundational priority of Stetson University’s 2014-19 strategic plan is to “Be a Diverse Community of Inclusive Excellence.” This priority represents a holistic commitment to further develop a pervasive and sustainable learning and working community that not only includes individuals from a wide array of backgrounds, but also pro-actively values and empowers them. As we act upon the strategic plan, the values of diversity and inclusive excellence should influence every initiative.

The University Task Force on Diversity and Inclusive Excellence (the Task Force) was established to provide insight, direction, and guidance for this University-wide effort. The Task Force’s charge has four main components:

  1. Engage the University community in reflection and discussion about diversity and inclusive excellence;
  2. Facilitate structured learning about diversity and inclusive excellence for faculty, staff, administration, and student leadership;
  3. Encourage leadership at every level of the university to identify and enact changes on an on-going basis to support and encourage diversity and inclusive excellence on campus;
  4. Make specific measurable recommendations for three- and five- year goals for enhancing inclusive diversity at our University.