DIVERSITY, EQUITY, AND INCLUSION STRATEGIC PLANNING
Figure 1. Timeline of the 2015-‐2016 Strategic Planning Process
Sep. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun. Jul. Aug. Sep. Oct.Information gatheringData collection and analysisPreliminary legal review of draftDraft reviewed by Vice-‐Provost's OfficeFaculty and staff comment on draftRevise draftDraft resubmitted to Vice-‐Provost's OfficeDraft undergoes legal reviewRevise draftPrepare draft for distributionSNRE constituents comment on draftFinal revisions and approval of draft
Strategic Planning Activities 2015 2016
Planning Lead: Dorceta E. Taylor, Professor and Director of Diversity, Equity, and Inclusion Planning Staff: Samantha Sha<uck, Program Manager and Alumnus SNRE’s DEI Commi9ee: Professors Mary Carl Hunter, Ive<e Perfecto, and Brad Cardinale Sara O’Brien – Director of Office of Academic Affairs Kela McClure – Director of Human Resources Elena Huisman – Diversity RepresentaLve of the Student Government.
74.6
65.4
17.5
84.8 88
.7
44.7
55.3
46.5
35.1
55.7
52.3
71.0
53.1
78.0
67.7
20.1
76.3 79.3
43.3
56.8
41.1
35.9
51.6
43.5
68.8
47.1
63.6
63.6
32.3
63.6
80.6
66.7
62.5
54.8
44.8
54.8
65.5
74.2
46.7
71.4
63.0
25.9
59.3
81.5
59.3
55.6
48.1
59.3
59.3
69.2
81.5
63.0
0
10
20
30
40
50
60
70
80
90
100
Feeling welcomed at SNRE
Feeling like I belong in SNRE
Inclusion of low income people
Inclusion of women
Inclusion of men Inclusion of all races/ethniciOes
Inclusion of all sexual
orientaOons
Inclusion of all gender idenOOes
Inclusion of people with disabiliOes
Inclusion of all ages
Inclusion of veterans
Inclusion of different
naOonaliOes
Inclusion of all religious groups
Percen
tage
Figure 5. Inclusiveness in SNRE: Percentage Giving High RaOng (Score of 3.6-‐5.0)
Students Alumni Staff Faculty
30.0
38.6
24.8
16.4
29.2
27.9
40.3
26.2
9.3
31.9
30.3
50.0
16.7
6.7
33.3 34.6
51.9
11.5
11.5
33.3
0.0
10.0
20.0
30.0
40.0
50.0
60.0
I've become more understanding of racial/ethnic differences
Ge[ng to know people with different racial/ethnic backgrounds has been easy
My social interacOons are largely confined to people of my own race/ethnicity
I feel I need to minimize various characterisOcs of my culture to fit in
SNRE has done a good job of supporOng diversity
Percen
tage
Figure 6. Social InteracOons in SNRE: Percentage Giving High RaOng (Score of 3.6-‐5.0)
Students Alumni Staff Faculty
2.4
2.4
29.6
18.2
3.2
4.8
9.7
14.4
5.8
7.3
2.4
5.6
7.2
5.4
34.8
20.1
2.7 3.3
14.8
14.3
4.5
6.1
3.3
7.7
9.7
6.7
3.1
9.6
15.5
12.9
3.4
6.6
9.4
3.1
0.0
13.3
0.0
0.0
7.6
15.2
11.4
7.6
7.6
3.8
7.6
3.8
3.8
15.2
0
5
10
15
20
25
30
35
40
Number of domesOc racial and ethnic
minority students in SNRE
Number of domesOc racial and ethnic
minority students in my FOS
Number of internaOonal students
in SNRE
Nunber of internaOonal students in my FOS
Number of male students in SNRE
Number of male students in my FOS
Number of female students in SNRE
Number of female students in my FOS
Number of domesOc minority faculty in SNRE
Number of internaOonal faculty in
SNRE
Number of female faculty in SNRE
Number of male faculty in SNRE
Percen
tage
Figure 7. Percent Expressing High SaOsfacOon with Demographic Diversity in SNRE (Score of 3.6-‐5.0)
Students Alumni Staff Faculty, etc.
Surveys
Student Town Hall
Focus Groups – 61 parLcipants in 12 separate sessions
DraZ Plan Review and Listening Sessions
• 137 students – 47,7% response rate • 201 alumni (2010-‐2015) – 29% response rate • 37 staff – 44.6% response rate • 51 faculty and research scienLsts – 37.2% response rate
• 40 students parLcipated
• 43 students • 12 staff • 6 faculty and research scienLsts
• 9 staff a<ended • 5 faculty and research scienLsts a<ended
Figure 2. Data CollecOon Methods
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
Primary Faculty Adjunct Faculty Dry Appointments
Supplemental Faculty
Research ScienOsts
Research Fellows
Staff
Figure 4. Demographic CharacterisLcs of SNRE's Faculty, Research ScienLsts, and Staff
% White
% Asian
% Black
% Hispanic
% Biracial or MulOracial
% Unknown
The percentage of internaLonal students enrolled in SNRE rose from 13.2% in 2010 to 29.3% in 2015. The percentage of domesLc white students fell from 70.2% to 51.9%
in the same period. Despite growth in some segments
of SNRE’s domesLc minority populaLon, some of these students are sLll underrepresented in the
school’s populaLon.
SNRE has a staff of 83 that is predominantly female (71.1%) and
white (78.3%). Though 14.5% of the staff is Asian, none are Hispanic, and 2.4% are
black. There are no NaLve Americans on SNRE’s faculty,
among the research scienLsts or fellow, or on the staff.
Unlike the student body which is predominantly female, SNRE’s faculty is predominantly male.
SNRE faculty are overwhelmingly also white: 63.5% of the primary
faculty are white, and 80% or more of the adjuncts, dry appointments, and supplemental faculty are white.
SUMMARY OF DEI ACTIVITIES UNDERTAKEN IN SNRE IN THE PAST YEAR SNRE has undertaken several DEI acLviLes in the past year that will help future diversity efforts. Among these are:
• Including DEI acLviLes in new student orientaLon in fall 2106. • The hiring of addiLonal recruitment and career development staff in the Office of Academic Programs. • The expansion and streamlining of student recruitment acLviLes – parLcularly those aimed at students historically
underrepresented in SNRE’s populaLon. • The parLcipaLon of increased number of faculty in internship programs for diverse undergraduates from around the
country. • The launching of two naLonal diversity programs hosted by the school – the Doris Duke ConservaLons Scholars Program
(for undergraduates) and the Environmental Fellows Program (for graduate students). • Increased diversity acLviLes aimed at and support for lesbian, gay, bisexual, transgender/transiLoning, and queer/
quesLoning students. • Increased diversity acLviLes aimed at and support for internaLonal students. • Increased number of keynote speakers who are people of color, and • The hiring of new faculty and staff of color.
RECRUITMENT, RETENTION, AND DEVELOPMENT GOALS I. Faculty objecOves:
• Increase diversity in the SNRE faculty. • Improve retenLon rates of all faculty; parLcularly faculty from
groups historically underrepresented in SNRE. • Improve training, mentoring, and development of SNRE faculty.
II. Master’s and doctoral student objecOves:
• Develop admissions procedures that are more inclusive of and a<racLve to historically underrepresented students.
• Solicit more applicaLons from persons who have been historically underrepresented in SNRE’s student populaLon.
• Increase the matriculaLon rate of diverse students in SNRE by making it more affordable for all to a<end the school.
• Develop pracLces that facilitate meaningful engagement of all students in SNRE in the life of the community.
• Increase the professional development of all SNRE students.
III. Staff objecOves: • Increase the level of diversity of the staff through a more
comprehensive hiring process. • Ensure that staff wages are equitable.
GOALS RELATED TO EDUCATION AND SCHOLARSHIP Faculty objecOves:
• Increase the parLcipaLon of faculty in DEI curricular acLviLes.
• Support increased parLcipaLon of faculty uLlizing inclusive teaching techniques and strategies.
• Help faculty to enhance their mentoring acLviLes aimed at students, research fellows, research scienLsts, junior colleagues, and the staff they supervise.
Master’s and Doctoral student objecOves:
• Create opportuniLes for enhancing learning about diversity.
• Increase awareness about exisLng campus-‐wide diversity, equity, and inclusion resources.
• Increase student engagement in faculty-‐student mentoring.
• Develop a school-‐wide peer mentoring iniLaLve. Staff objecOves:
• Increase parLcipaLon of staff in DEI acLviLes.
250
218 218
201
184
149
28 2519
12 9 85 1 4 4 4 312 17 17 15 20 20
0 0 0 1 1 07 6 11 11 15 127
15 17 13 16 11
47
65
81 78 7584
0
50
100
150
200
250
300
Numaber of Students
Year
Figure 1. Total SNRE Student Enrollment by Race, Ethnicity, and Residency Status, 2010-‐2015
White
Asian
Black
Hispanic
Native American
Two or More
Unknown
Non-‐Citizen/Non-‐Permanent Resident
2010 2011 2012 2013 2014 2015
Figure 3. Total SNRE Student Enrollment by Race, Ethnicity, and Residency Status, 2010-‐2015
SNRE’s Demographics
SNRE’s Climate