Diversity Equity Inclusion Strategic Plan_March03_2021

DIVERSITY , EQUITY & INCLUSION PLAN

TABLE OF CONTENTS

EXECUTIVE SUMMARY Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 The Strategic Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Process Implementation Plan. . . . . . . . . . . . . . . . . . . . . . . . . 6 Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 DIVERSITY, EQUITY AND INCLUSION PLAN College History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 The Strategic Planning Process. . . . . . . . . . . . . . . . . . . . 12 Values Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Statement of Assurance, Equal Employment Opportunity and Affirmative Action . . . . . . . . . . . . . . . . 13 Diversity, Equity and Inclusion Defined . . . . . . . . . . . . . 13 Current College-Wide Efforts . . . . . . . . . . . . . . . . . . . . . . 14 FACULTY Faculty Subcommittee Members.. . . . . . . . . . . . . . . . . . 15 Current State. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Goals..........................................19 Strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 PrimaryLead(s)andTimeline......................26 Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 UNDERGRADUATE STUDENTS Undergraduate Sub-committee Members.. . . . . . . . . . 30 Current State. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Goal...........................................30 Strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 PrimaryLead(s)andTimeline......................34 Indicators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 GRADUATE STUDENTS Graduate Student Subcommittee Members. . . . . . . . . 38 Current State. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Primary Lead(s) and Timeline . . . . . . . . . . . . . . . . . . . . . 42 Indicators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 STAFF Staff Subcommittee Members . . . . . . . . . . . . . . . . . . . . . 45 Current State. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Goal...........................................46 Strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 PrimaryLead(s)andTimeline......................49 Indicators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Appendix: Faculty - Appendix A. Scorecards. . . . . . . . . . . 53 Appendix: Faculty - Appendix B. . . . . . . . . . . . . . . . . . . . . . 54 Appendix: Faculty - Appendix C. . . . . . . . . . . . . . . . . . . . . . 55 Appendix: Undergraduate Students. . . . . . . . . . . . . . . . . . 56 Appendix: Graduate Students. . . . . . . . . . . . . . . . . . . . . . . .59 Appendix: Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

MESSAGE FROM THE DEAN

We value diversity, equity and inclusion because creating truly equal opportunity for all is a moral imperative, and because diverse institutions are better institutions. Our leadership in the humanities and social sciences helps raise awareness of this problem as we work to identify new paths toward change. Creating a more diverse, equitable and inclusive college is not easy. It’s hard and it’s complicated, but we must find the collective will to make it happen. We can and must do better. Systemic racism in the world requires systemic solutions, and systemic change takes energy and resolve. True transformation requires concrete actions, and the resources to sustain them. The strategic plan that follows is a collection of concrete actions and firm determination to fully implement them. It was produced by a group of 20 faculty, staff and students, with input from over 200, and I am enormously grateful for their collective effort in creating it. As dean, I commit to finding the resources to implement these strategies. I ask all of you to help. We will not change the college or the world overnight, and we will not look up one day a few years from now and say “lo, the work here is done.” The work is ongoing. But we will be a better place, in every way, for doing it.

RICHARD SCHEINES Bess Family Dean, Dietrich College of Humanities and Social Sciences

Systemic racism in the world requires systemic solutions, and systemic change takes energy and resolve.

DIETRICH COLLEGE DIVERSITY, EQUITY AND INCLUSION PLAN

EXECUTIVE SUMMARY

INTRODUCTION Inclusion is one of the core values of Carnegie Mellon University, “reflected in a culture and climate that seeks, welcomes and advances talented minds from diverse backgrounds.” In the Dietrich College of Humanities and Social Sciences, we are committed to recruiting, retaining and cultivating a diverse, equitable and inclusive community. We believe these values are key to the very heart of our college — that it is a moral imperative for us to provide equal opportunity and support to all, and that doing so makes us a better college. We strive to make Dietrich College a place where people of all identities, perspectives and experiences feel welcome, able to present their authentic selves and empowered to reach their full potential. Our diversity is one of our greatest strengths. However, it is clear that we have not always upheld these values and made these aspirations a reality. We must do better — and we will.

We strive to make Dietrich College a place where people of all identities, perspectives, and experiences feel welcome, able to present their authentic selves and empowered to reach their full potential.

Guided by our shared understanding of diversity, equity and inclusion for the university , we developed this strategic plan to articulate actionable steps that Dietrich College can take both immediately and in the future.

DIVERSITY

EQUITY

INCLUSION

We believe that every person should feel as though they belong here. We are learning how to involve more unique perspectives and actively invite participation from historically underrepresented groups to make our community a better place for all.

We are intentional about eliminating barriers that have prevented full participation and are working to increase access to resources and networks for underrepresented groups across our student, faculty and staff populations.

We understand and value that every individual is unique. We see this uniqueness shaped by race, ethnicity, national origin, gender, gender identity, sexual orientation, socioeconomic status, age, physical abilities, religious beliefs, political beliefs and other life experiences and ideologies.

Conversations with our faculty, staff, undergraduate and graduate students have identified serious problems facing underrepresented minorities 1 (URMs) and women. Demographic data indicates we have much work to do to attract and retain URM students, faculty and staff, and the environment has often been much less welcoming and inclusive than it should be.

1 For the purposes of our strategic plan, URMs include individuals who identify as Black, Hispanic, American Indian and Native Hawaiian/Pacific Islander.

DIETRICH COLLEGE DIVERSITY, EQUITY AND INCLUSION PLAN

EXECUTIVE SUMMARY

Real progress has been made in appointing more women into department head 2 and college leadership 3 roles, although much more work remains as we strive to hire, promote and retain more women in faculty and staff positions. Members of the Dietrich College community have provided compelling anecdotal evidence of issues regarding climate; however, this strategic plan is the first time the college has made a commitment to systematically collect and analyze data on the environment in which our faculty, staff and students learn and work. In 2017, Dietrich College hired Ayana Ledford as its first director of Diversity, Equity and Inclusion. Work began on a number of initiatives (see below) to make the college a more inclusive and welcoming environment for all. In spring 2019, the college began a year-long strategic effort in diversity, equity and inclusion in coordination with efforts at the provost’s level. Ledford chaired a committee of over 20 faculty members, staff and students tasked to develop strategic plans for four sub-groups: faculty, staff, undergraduate students and graduate students. Bess Family Dean Richard Scheines tasked each sub-group to research where we are now, formulate goals for where we want to be in 5 to 10 years and articulate concrete strategies for getting us there. Committee members formulated the goals and strategies included in this plan. Their recommendations reflect feedback garnered from over 200 members of the Dietrich College community through open listening sessions and discussion groups. While the strategic planning effort took place, the college started to implement several efforts related to diversity, equity and inclusion. The chart below highlights these actions. ONGOING COMMITMENTS • Developed new appointment processes for assistant/associate deans and department heads • Established new faculty hiring procedures • Hosted faculty training on inclusive teaching practices with the Eberly Center for Teaching Excellence and Educational Innovation • Increased funding for student-led programming • Piloted a staff professional development series • Reimagined orientation programming to include DEI topics for students and new faculty As we introduce our strategic plan and lead or contribute to university-wide commitments to become more diverse, equitable and inclusive, we have created an initial list (subject to revision) of actions we intend to prioritize. This list of actions builds on our on-going efforts to advance a climate that fosters inclusion within Dietrich College. These efforts include evaluation and monitoring of our climate through focus groups, third-party surveys, and on-going discussion groups with undergraduate and graduate students, staff, and faculty. Additionally, investing in the retention and success of all our members through messaging, curricular and co-curricular

2 Over the last five years, six of eight new department head appointments were women. 3 Over the last five years, seven of eight new assistant or associate dean appointments were women.

DIETRICH COLLEGE DIVERSITY, EQUITY AND INCLUSION PLAN

EXECUTIVE SUMMARY

activities, accessible resources, professional development as well as holding individuals accountable for fostering an environment where everyone feels responsible for advancing diversity and inclusion. These efforts have informed our early efforts with the diversity, equity, and inclusion strategic planning process, which we anticipate, as a living document, will evolve with greater input from all stakeholders.

NEW, PRIORITIZED COMMITMENTS Scholarship and Research

• Cluster hires: We will dedicate funding to make cluster hires that build greater scholarly capacity and expertise in areas such as (but not limited to): Black and African American history and culture, critical race studies and social justice and the political economic underpinnings and psychology of discrimination. • Strategic Opportunity Fund: This provost-supported fund will help departments create

opportunities to diversify their faculty. • Support for new and existing centers:

— We will play key roles in a university-wide committee of faculty and other stakeholders to study and recommend the creation of one or more cross-college research centers or institutes that are focused on issues germane to racism and social justice. The centers will leverage our strengths in interdisciplinary research in order to create knowledge as well as engage the community. — We will increase funding for existing centers/initiatives like Arts Greenhouse, the Center for Africanamerican Urban Studies & the Economy (CAUSE) and the Data-Driven Diversity (D3) Lab, which bridge both community and institutional efforts to reach equity and build knowledge through partnerships and research. Education • Modular courses: We will join the university to develop a modular set of courses in cultural competencies, including topics related to bias, discrimination, anti-racism, anti-sexism and cultural sensitivity. • Integration across the curriculum: We also will integrate the above topics into a wide array of existing courses to provide faculty and students with multiple pathways to engage with content germane to these topics. Community • High school program: We will launch a new CMU Humanities and Arts pipeline program, housed in Dietrich College and the College of Fine Arts, that will identify students in Pittsburgh high schools, with an emphasis on underserved communities, who are interested in the humanities, social sciences or the arts. We will provide year-round programming aimed at preparing these students for college, scholarships for those admitted and general support throughout their experience. • Community activist fellows: We will invite activists from the Pittsburgh region to join the Dietrich College in short-term appointments as fellows to complement our curricular and co-curricular offerings. • Arts Greenhouse: We will expand funding for the Arts Greenhouse program, which works with Pittsburgh-area educators and students to demonstrate and highlight the many connections humanistic and creative-thinking structures have to a variety of creative forms, including creative writing, performance, visual arts and technological arts.

DIETRICH COLLEGE DIVERSITY, EQUITY AND INCLUSION PLAN

EXECUTIVE SUMMARY

Assessment and Accountability • We strive to make the strategic planning and implementation process as transparent as possible. We will work with the D3 Lab to conduct periodic climate surveys, and we will track our progress toward our goals utilizing scorecards and demographic data for recruitment and retention. • Exit interviews: We will work with the central administration to conduct third-party exit interviews for all faculty who leave the college. We are also partnering with Carnegie Mellon Human Resources to conduct exit interviews for staff THE STRATEGIC PLAN The DEI Strategic Plan identifies short-term, intermediate and long-term goals to achieve within the next 5 to 10 years. Although each of our sub-groups worked independently, their work yielded three shared priorities.

SHARED PRIORITIES

1. Recruit, hire and retain talented faculty and staff that contribute to our diversity and inclusion goals.

2. Recruit, enroll, retain

3. Expand an inclusive college community environment.

and graduate talented undergraduate and graduate students that contribute to our diversity and inclusion goals.

The subgroups also submitted many strategies to help Dietrich College achieve its goals. Below are common strategies proposed by the sub-groups, which can be used as overarching strategies for our work. OVERARCHING STRATEGIES 1. Recruit from the broadest possible pool of exceptional talent, 2. Encourage all members of the college community 3. Develop academic and mentoring strategies that

4. Convey, through its transparency, messaging, accountability and evaluation, how our diversity, equity and inclusion goals contribute to

to contribute to diversity, equity and inclusion efforts.

concurrently support the principle of academic freedom and advance a culture of mutual respect.

while increasing resources, access and equity in the process.

our pursuit of academic excellence.

DIETRICH COLLEGE DIVERSITY, EQUITY AND INCLUSION PLAN

EXECUTIVE SUMMARY

PROCESS IMPLEMENTATION PLAN

The following charts provide a high-level summary of college-wide goals and strategies, as well as goals and strategies for faculty, staff, undergraduate students and graduate students. A Diversity, Equity and Inclusion Advisory Committee of faculty and staff has been formed to guide this work and hold the college accountable for making progress. A Student Advisory Group also will be formed to assist the Advisory Committee. The color-coded implementation plan below will help the college to track the implementation process. Because this is a living document, the DEI advisory committee will periodically review, update and reprioritize the goals based on feedback from key stakeholder groups.

INITIATE

IN PROGRESS

COMPLETE

COLLEGE-WIDE GOAL Build a multicultural, inclusive and equitable college climate.

Create reporting mechanisms to communicate the status of the college’s DEI initiatives F21 - In Progress F22 F23 F24 F25 Create a standing council to provide oversight, facilitate communication and accountability. F21 - In Progress F22 F23 F24 F25 Host departmental and college-wide events that center on diversity, equity and inclusion, as well as provide opportunities for administration and students to interface. F21 - In Progress F22 F23 F24 F25 Establish a request for proposal pool of funds for students, staff and faculty to receive support to provide programming, conduct outreach efforts or events for the community. F20 - In Progress F22 F23 F24 F25

Conduct a Dietrich College Climate Survey. F21 - Initiate F22

F23

F24

F25

Institute mentorship training to all faculty advisors that are specific to the needs of first- generation graduate students and those from URM populations. F21 - Initiate F22 F23 F24 F25

DIETRICH COLLEGE DIVERSITY, EQUITY AND INCLUSION PLAN

EXECUTIVE SUMMARY

FACULTY GOALS Improve access and equity for historically underrepresented minorities and women faculty. Strategic Initiative: Create hiring practices to enhance the diversity of hiring Each department should develop a departmental diversity recruitment plan to address its specific conditions and goals. F21 - Initiate F22 F23 F24 F25 Create a hiring procedures checklist at the college level. F21 - Complete F22 F23 F24 F25 Develop aspiration goals and search approvals. F21 - Initiate F22 F23 F24 F25 Create search training. F21 - In Progress F22 F23 F24 F25 Develop hiring process accountability. F21 - In Progress F22 F23 F24 F25

Strategic Initiative: Leverage resources to improve the effectiveness of hiring Identify resources to attract candidates. F21 - In Progress F22 F23 F24 F25

Expand the Dietrich Fellows program to parallel the President's Postdoctoral Fellowship Program. F21 - Complete F22 F23 F24

F25

Create new full professor positions. F21 - Initiate F22

F23

F24

F25

Strategic Initiative: Improve the transparency and equity of reappointment, promotion and tenure (RPT) processes Develop leadership training and usage of a Promotion and Tenure Checklist. F21 - In Progress F22 F23 F24 F25

Strategic Initiative: Help departments retain and develop faculty Develop a mentorship program. F21 - Initiate F22 F23 F24

F25

Identify sponsorship opportunities. F21 - Initiate F22

F23

F24

F25

Strategic Initiative: Create equity in service Track service and teaching activities. F21 - Initiate F22 F23

F24

F25

DIETRICH COLLEGE DIVERSITY, EQUITY AND INCLUSION PLAN

EXECUTIVE SUMMARY

FACULTY GOALS Build an intellectual community that fosters, supports and rewards excellence in teaching and scholarship in diversity. Strategic Initiative: Provide resources for and encourage research on diversity, equity and inclusion Prioritize fundraising for research on diversity, equity and inclusion. F21 - In Progress F22 F23 F24 F25 Create cluster hires that use interdisciplinary approach of hiring faculty from multiple departments. F21 - In Progress F22 F23 F24 F25 Strategic Initiative: Increase the importance of providing diversity content in courses Provide training to create diversity content in courses. F21 - Initiate F22 F23 F24 F25

Strategic Initiative: Increase the use of inclusive classroom practices Develop training on inclusive classroom. F21 - Initiate F22 F23 F24

F25

Include a measure of inclusivity in faculty course evaluations. F21 - In Progress F22 F23 F24

F25

STAFF GOALS Build and foster a positive work environment for staff in Dietrich College Strategic Initiative: Increase the visibility and recognition of staff contributions including efforts made by staff to foster a positive work environment Host annual Dietrich Staff Awards to recognize their contributions. F21 - Initiate F22 F23 F24 F25 Strategic Initiative: Increase opportunities and funding for professional development In partnership with Human Resources, identify and encourage training opportunities for staff to improve advancement and offer specific diversity, equity and inclusion training, as well as training for faculty and staff concerning civility. F21 - In Progress F22 F23 F24 F25 Recruit, hire, and retain staff members with diverse backgrounds. Strategic Initiative: Review job descriptions, develop a repository of partners to market open positions and establish a clear onboarding practice for new staff Identify data to determine the applicant pool, as well as gather information about staff departures during exit interviews. F21 - In Progress F22 F23 F24 F25 Learn and provide complete transparency concerning job grade-level decisions. F21 - Initiate F22 F23 F24 F25 Expand partnerships with Human Resources, to increase pool and visibility of college-level, employment opportunities, including Partnership with Vibrant Pittsburgh to help identify resources and community outside of the college. F21 - In Progress F22 F23 F24 F25

DIETRICH COLLEGE DIVERSITY, EQUITY AND INCLUSION PLAN

EXECUTIVE SUMMARY

GRADUATE AND UNDERGRADUATE STUDENT GOALS Recruit and retain a diverse student body.

Undergraduate Strategic Initiative: Create Diversity@Dietrich, A Series of DEI events and trainings Establish a fall and spring semester colloquium focused on DEI. We envision the colloquia to be a pairing of speakers (faculty working in this space, notable speakers from other institutions or local leaders) and student-led panels/workshops. F21 - Initiate F22 F23 F24 F25 Host monthly/quarterly lunch workshops targeted at educational practices for educating students, centered around a specific issue/problem/challenge each session. F21 - Initiate F22 F23 F24 F25 Increase awareness and marketing for DEI events already occurring around campus, making it easier for our students, staff and faculty to find and attend these events. F21 - In Progress F22 F23 F24 F25 Undergraduate Strategic Initiative: Launch the Dietrich Academy, a summer pre-college program for low-income, first-generation and/or other historically underrepresented students Develop LEAP - a high-quality, intensive summer program for low-income, first-generation and/or underrepresented students from the Pittsburgh region. We will aim to connect these students to each other fostering a strong cohort and to encourage them to identify with and apply to Dietrich College. F21 - In Progress F22 F23 F24 F25 Graduate Strategic Initiative: Provide equitable financial support to expand PhD Fellowships to support one program participant per year per department Repurpose existing Dietrich College fellowships so that instead of each unit receiving a small sum annually, the college uses these funds to bootstrap college-wide fellowships for PhDs who contribute to the College’s diversity. F21 - Complete F22 F23 F24 F25 Graduate Strategic Initiative: Develop programs for improving the pathway of the PhD students by building on existing undergraduate programs at the college level Create a framework and build the infrastructure to centralize certain aspects of existing programs aimed at increrasing diversity in the college that would ensure the long-term sustainability of such programs. F21 - Initiate F22 F23 F24 F25 Graduate Strategic Initiative: Fifth-year Masters Bridge Program Establish a one-year bridge-to-PhD post-baccalaureate or master’s program for students who contiibute o the College’s diversity. F21 - Initiate F22 F23 F24 F25

DIETRICH COLLEGE DIVERSITY, EQUITY AND INCLUSION PLAN

EXECUTIVE SUMMARY

CONCLUSION We must be intentional and systematic in our approach if we are to make meaningful progress on our diversity, equity and inclusion goals. Students, faculty, staff and alumni have spoken at town halls, submitted petitions, sent emails and shared concerns on social media. We hope this DEI Strategic Plan demonstrates that we have listened. We will continue to do so. We share your commitment to making Dietrich College an organization that values diversity and equity to build an inclusive community.

The following pages provide a more in-depth look at our current state and provide detailed explanations for each goal and strategy. This is a living document that will be revisited and updated over time, and we invite you to provide feedback on this document and our ongoing work. Our shared commitment and work are needed to make real, lasting change. We will continue to test new ideas and have difficult conversations about tough issues. We will listen and learn as we move forward as a community. We believe this plan provides the college with the ability to make incremental progress and focus on continual improvement. It offers strategies that challenge us to reinvent how we educate, work and celebrate as a community. We know that we will rise to this challenge by doing our part and thank all of those who have joined us to move Dietrich College forward.

We share your commitment to making Dietrich College an organization that values diversity, and actively works to assure equity and create

an inclusive community.

DIETRICH COLLEGE DIVERSITY, EQUITY AND INCLUSION PLAN

DIVERSITY , EQUITY & INCLUSION PLAN

DIETRICH COLLEGE DIVERSITY, EQUITY AND INCLUSION PLAN COLLEGE HISTORY Dietrich College has been CMU’s home for research and education focused on humanity since 1969. The very founding of the college was rooted in diversity in education. When Carnegie Institute of Technology and Mellon Institute merged in 1967, the proposal for the new university called for the establishment of a College of Humanities and Social Sciences (H&SS). Many of the original departments within H&SS had roots in Margaret Morrison Carnegie College, a women’s college that closed in 1973, which included economics, English, history, modern languages and psychology. The opening of H&SS also marked the first time that men could earn a bachelor of arts degree at the university. The college’s academic programs and research reputation have continued to grow over past several decades. In 2011, businessman, scholar, philanthropist and longtime CMU trustee William S. Dietrich II announced a plan to provide a record-breaking gift of a $265 million fund to support CMU. The university renamed H&SS the Marianna Brown Dietrich College of Humanities and Social Sciences in honor of Dietrich’s mother. Today, Dietrich College students study under some of the world’s leading scholars in fields that were pioneered at CMU, such as decision science, technical writing, history and policy and cognitive neuroscience. Students and faculty in our 11 departments and programs collaborate across disciplines to address complex societal problems. Through its curriculum and experiential learning opportunities, Dietrich College develops students and alumni as engaged citizens and professionals. Among our alumni are government and corporate leaders, distinguished academics and founders of nonprofit organizations and startups. THE STRATEGIC PLANNING PROCESS Carnegie Mellon University’s Dietrich College of Humanities and Social Sciences is committed to recruiting, retaining and cultivating a diverse, equitable and inclusive community. We strive to make the college an institution where people of all identities, perspectives and experiences feel welcome, able to present their authentic selves and empowered to reach their full potential. However, it is evident through the data the college has collected that there is significant room for improvement in all areas of our work. Charged by leadership to develop a plan focused on underrepresented groups and women, we are determined to elevate voices, positions and needs in order to meet our goal of academic excellence through fostering a diverse, inclusive and equitable community. In May 2019, a committee of more than 20 faculty, staff and students began the strategic planning process for diversity, equity and inclusion. This committee has formed four subcommittees — one each for faculty, staff, graduate students and undergraduates.

DIETRICH COLLEGE DIVERSITY, EQUITY AND INCLUSION PLAN

DIVERSITY, EQUITY AND INCLUSION PLAN

The overarching priorities that emerged from the committees’ work are:

SHARED PRIORITIES

1. Recruit, hire and retain talented faculty and staff that contribute to our diversity and inclusion goals.

2. Recruit, enroll, retain

3. Expand an inclusive college community environment.

and graduate talented undergraduate and graduate students that contribute to our diversity and inclusion goals.

Our strategic plan reports on where we are now, describes where we want to be in 5–10 years and presents concrete strategies for how we can get there. It is intended to be a living document that will be revisited and updated.

VALUES STATEMENT We value diversity, equity and inclusion because diverse institutions function better than homogenous ones and because providing equal opportunity for all is a moral imperative. We will, therefore, strive to build a community that fosters and values equity, inclusion and dignity for all. We will strive to promote a culture of respect, scholarship, innovation and integrity, and we will strive to advance talented minds from diverse backgrounds. We will work to achieve these goals by implementing concrete practices at the center of our daily work that minimize bias and support diversity, by holding ourselves accountable to show progress and by attending to and revising these practices relentlessly. STATEMENT OF ASSURANCE, EQUAL EMPLOYMENT OPPORTUNITY AND AFFIRMATIVE ACTION Equal employment opportunity, non-discrimination and affirmative action are all fundamental components of diversity, equity and inclusion. Consistent with the University’s Statement of Assurance and Equal Employment Opportunity / Affirmative Action Policy , Carnegie Mellon University’s Dietrich College ofHumanities and Social Sciences does not discriminate in admission, employment, or administration of programs or activities on the basis of race, color, national origin, sex, handicap or disability, age, sexual orientation, gender identity, religion, creed, ancestry, belief, veteran status, or genetic information. DIVERSITY, EQUITY AND INCLUSION DEFINED The terminology used in plans for diversity, equity and inclusion can vary and be interchangeable. To insure the framework for this plan is understood by its readers, we have agreed to this shared understanding of its terminology that is guided by university leadership.

DIETRICH COLLEGE DIVERSITY, EQUITY AND INCLUSION PLAN

DIVERSITY, EQUITY AND INCLUSION PLAN

DIVERSITY

EQUITY

INCLUSION

We understand and value that every individual is unique. We see this uniqueness shaped by race, ethnicity, national origin, gender, genderr identity, sexual orientation, socioeconomic status, age, physical abilities, religious beliefs, political beliefs and other life experiences and ideologies.

CURRENT COLLEGE-WIDE EFFORTS This plan is not the beginning of our DEI efforts — it is indicative of our ongoing work at Dietrich College. We have implemented many concrete changes over the last few years. For example, our director of diversity and inclusion has implemented training that all of our undergraduate students and faculty receive at their orientations. Faculty search committee chairs are now receiving training, and in the next round of hiring, we will require all committees to have a diversity advocate and to demonstrate good faith efforts toward a candidate pool that is diverse at every stage. Another concrete practice we have changed was a recommendation from the Task Force on Campus Climate and members of our own faculty: improve the process by which we appoint leadership positions in the college. For example, we now fill part-time faculty associate dean positions by soliciting nominations widely and selecting finalists with a committee representing a wide array of stakeholders. We will review, revise and document the processes by which we appoint department heads, award chairs, ask for service on important committees and appoint a wide array of other positions. Our community has been critically thinking about ways to provide access to immersive learning experiences involving different perspectives. Initiatives such as our Askwith Kenner Global Languages and Cultures Room bring the world to campus. The room offers students and the community an interactive language classroom and learning space. We also are transforming minds of our undergraduate students through a required idea-driven Grand Challenge Seminar in their first year. Faculty from a wide range of disciplines across CMU co-teach the seminars, which focus on issues affecting students’ lives in the 21st century. The courses encourage students to recognize how multiple perspectives are essential to address complicated problems, and they build concrete skills — like collaboration, communication and data analysis — that can be used in other courses as the students successfully navigate their university experience and beyond. Not only do we invest in our students, faculty and staff, but Dietrich College also seeks out meaningful ways to engage the broader community. Since 1999, high school and college students from across western Pennsylvania have addressed topics of difference and diversity during Carnegie Mellon’s Martin Luther King, Jr. Day Writing Awards. Winners have touched on topics ranging from racial and sexual identity to the current political climate and more. In 2018, Dietrich College launched the Pittsburgh Summer Internship Program to connect our undergraduates students with internship opportunities at nonprofits, government organizations and startups throughout the region. We provide support to the students as they give back and learn from staff at a variety of organizations, including the Women’s Law Project, FISA Foundation and 412 Food Rescue. This is only a snapshot of our efforts. We seek to strengthen our efforts by embedding diversity, equity and inclusion in every part of our college’s social and academic fabric.

DIETRICH COLLEGE DIVERSITY, EQUITY AND INCLUSION PLAN

FACULTY

CURRENT STATE Faculty diversity, equity and inclusion are central to the mission of the Dietrich College. As scholars, it is central to our understanding of the world. As educators, it is a central piece of our educational mission. As community members, we thrive when we feel included, valued and equal. It is imperative for our excellence as scholars, educators and community members that we increase the diversity of faculty in the Dietrich College. It is necessary to understand the baseline of the current distribution of faculty (tenure-track and teaching-track) 1 within Dietrich College, as well as the historical analysis of hiring, promotions and exits among tenure-track faculty. 2 This section provides an overview of the current state of faculty diversity within the College to identify opportunities to improve diversity in future hires. The percent of female and underrepresented minority (URM) faculty for academic year 2019-2020 (1a) and 2018–2019 (1b) are shown in Table 1. The information separates tenure track and teaching faculty.

FACULTY SUBCOMMITTEE MEMBERS Linda Babcock (chair) Jennifer Keating Ayana Ledford Korryn Mozisek Mame-Fatou Niang Roshni Nischal Jeria Quesenberry Christopher Rosado Joe Trotter

Tenure Track

Teaching Track

Assistant Associate

3.8% URM

34.6% Female

10.0% URM 20.0% Female

8.9% URM

35.6% Female

9.1% URM 54.5% Female

Full

3.0% URM

32.8% Female

12.5% URM 56.3% Female

Overall

5.1% URM

34.1% Female

10.8% URM 45.9% Female

Table 1a. Dietrich College: Tenure track and teaching track, AY 2019–2020 by rank and demographic Tenure Track Teaching Track Assistant 6.7% URM 30.0% Female 0.0% URM 25.0% Female Associate 8.1% URM 35.1% Female 20.0% URM 60.0% Female Full 1.5% URM 32.4% Female 5.6% URM 61.1% Female Overall 4.4% URM 32.6% Female 8.8% URM 52.9% Female

Table 1b. Dietrich College: Tenure track and teaching track, AY 2018–2019 by rank and demographic

1 We did not analyze research track as there is only one research track faculty member in Dietrich. 2 Data are not available historically for teaching track faculty.

DIETRICH COLLEGE DIVERSITY, EQUITY AND INCLUSION PLAN

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Faculty advancement through tenure The demographic gender and racial representation of our faculty changes slowly. This is driven in large part by the low turnover rates and the large number of years that faculty (especially at the full professor level) remain at CMU. While this is a desirable aspect of the faculty on many dimensions, it constrains the college’s ability to change the diversity of our faculty.

FY14-FY17, DIETRICH COLLEGE

Figure 1 provides demographic information about the movement of tenure-track faculty from Fiscal Year (FY) 2014 to FY2017. It is a replication that follows the procedure of Babcock and Chow (December 2018) using Dietrich College tenure-track faculty.

NEW FACULTY

EXITING FACULTY

FULL PROFESSORS N = 69 F = 33% URM = 3%

N = 0.5 F = 50%

N = 2 F = 25%

URM = 0%

N = 2.25 F = 56% URM = 11%

TENURED ASSOCIATE N = 28 F = 43% URM = 11%

N = 0

N = 0.75 F = 67%

URM = 0%

N = 3.75 F = 40%

URM = 0%

UNTENURED ASSOCIATE N = 6 F = 0% URM = 17%

N = 0.25 F = 100% URM = 100%

N = 0.25 F = 100%

URM = 0%

N = 1.75 F = 14% URM = 14%

ASSISTANT PROFESSORS N = 30 F = 27% URM = 10%

N = 5.25 F = 24%

N = 0.75 F = 67%

URM = 5%

URM = 0%

Figure 1. Dietrich tenure track faculty movement, FY2014 to FY2017, Averages

DIETRICH COLLEGE DIVERSITY, EQUITY AND INCLUSION PLAN

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It is critical to analyze and focus our efforts on the movement of the faculty through tenure rather than the year-to-year changes in demographics. See Faculty Appendix C. There are three measures that should be the focus on our efforts to diversify the faculty: • Hiring: Historically at Dietrich, 88% of hiring has taken place at the assistant professor level. • Promotions: This is an important way to analyze the success of faculty within Dietrich. • Exits: Departures from Dietrich are relatively infrequent with fewer than 3% of tenure-track faculty leaving the institution each year. Though small, this metric offers an opportunity to evaluate how Dietrich can improve. The lowest panel provides statistics for assistant professors. Averaged over four years, Dietrich has 30 assistant professors, 27% of whom are female and 10% URM. During this time, 5.25 assistant professors were hired each year, 24% of whom were female and 5% were URM. This data implies that hiring at the assistant professor level decreased diversity at that level. In addition, less than one assistant professor (0.75) left their position per year, of which 67% were female and 0% URM. It is worth comparing the Dietrich tenure-track faculty demographics to those of CMU tenure track 1 over the same period. While female representation for Dietrich at full professor (33%) and tenured associate (43%) is higher than CMU (19% and 32%), the untenured rank of female representation at Dietrich is on par with CMU (0% and 27% Dietrich versus 25% and 27% CMU). For URM faculty, Dietrich has higher representation for all levels except for full professor (10%, 17%, 11%, 3%) compared to CMU (9%, 6%, 7%, 4%). This data informs our understanding of the current state of faculty at Dietrich College. It also offers opportunities to improve diversity in faculty by: • focusing on creating opportunity by assuring diversity in applicant pools for hiring at the assistant professor positions, • creating opportunity by assuring diversity in applicant pools for full professor positions, and • examining ways to retain female faculty. Using promotion and exit data in the Dietrich College for FY2014 to FY2017, it is possible to project tenure-track faculty representation for percent female (Figure 2) and percent URM (Figure 3) in 50 years.

Figure 2. Projections for female tenure-track faculty in Dietrich

1 See the Babcock/Chow report for the CMU statistics over the same time period.

DIETRICH COLLEGE DIVERSITY, EQUITY AND INCLUSION PLAN

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Figure 3. Projections for URM tenure-track faculty in Dietrich

In 50 years, Dietrich will have a smaller proportion of full professors who are female than present, and the overall percent of female professors at all levels will also decrease Conversely, the percent of full professors who are URM will increase from 3% to 5.5%, while the percent of URM professors at all levels will decrease From these analyses, the current results of hiring and promotion practices will not improve faculty diversity within the college. DISPARITIES This analysis shows that men attain tenured full professor in an average of 3.54 years compared to women, who take 5.8 years. There is insufficient data to report statistics for URM faculty. In terms of faculty leadership, there is good representation of women among department heads and leaders of academic institutes, while the representation of URM is low. Data on Dietrich-based research centers indicates that 25% are led by women and 5% are led by URM faculty members.

Academic Year 2014

Academic Year 2019

% Female

44%

60%

% URM

10%

Table 2. Dietrich Leadership

DIETRICH COLLEGE DIVERSITY, EQUITY AND INCLUSION PLAN

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The President’s Task Force on Campus Climate indicates that there is much work to do in the area of inclusive climate. Interactions between faculty and staff and faculty and graduate students were singled out as being particularly problematic. GOALS GOAL 1: Improve access and equity for historically underrepresented minorities and women faculty. DESIRED OUTCOMES: Increase diversity at assistant professor and post-doc level. Increase retention of female and URM faculty. Maintain salary equity.

Increase racial diversity at full professor level to peers at CMU. The five most diverse universities identified in the US News and World Report top 30 universities yields a benchmark of 9.3% URM faculty. We can measure our performance by tracking net new hires of URM full professors at the teaching and tenure-tracks.

Each department will achieve salary parity for female and URM faculty relative to white male faculty. The Dean's Office will work with the University to conduct salary equity studies to assure equity for all faculty.

The vast majority of hiring takes place at the assistant professor level. By targeting this level and post-doctoral hires, which could transition into faculty positions, diversity can be improved for both the tenure track and the teaching track positions. Progress can be measured by the outcomes of departmental faculty and post-doctoral searches.

Losing talented female and URM faculty works against our ability to diversify our faculty and undercuts any gains made through hiring. We aim to retain female and URM faculty. Each department will report exits of faculty by demographic group and rank each year.

GOAL 2: E nsure a multicultural and inclusive faculty climate. DESIRED OUTCOMES: Create a more inclusive culture for faculty. Once a climate survey is launched for CMU, we will begin tracking progress towards achieving a more inclusive climate for Dietrich faculty. GOAL 3: P rovide support for conducting diversity, equity and inclusion research. DESIRED OUTCOMES: Increase research on diversity, equity and inclusion. Research on diversity, equity and inclusion can help to improve the college’s climate by providing evidence-based interventions that can be implemented and focusing attention on these issues within our community. Using faculty annual reports, it will be possible to measure diversity, equity and inclusion research by department including: number of faculty involved, number of published papers, number of research events, number of presentations and amount of research dollars applied for and awarded.

GOAL 4: E nhance teaching and diversity. DESIRED OUTCOMES:

Increase the emphasis on diversity equity and inclusion in education courses. Dietrich College can promote diversity, equity and inclusion through educational coursework, programming and values. In addition, the college can update faculty course evaluations to include a question on inclusive classroom practices. The college can work with the student subcommittee to design a measure to include on faculty annual reports.

DIETRICH COLLEGE DIVERSITY, EQUITY AND INCLUSION PLAN

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STRATEGIES Hiring, retention and promotions are the mechanisms by which our faculty diversity improves. To accomplish these goals, we have identified strategies to achieve desired outcomes. The strategies have been prioritized by level of importance, 1 to 3, with a timeline. Level 1 strategies should be prioritized immediately with the remaining implemented as part of the five-year plan. GOAL 1: Improve access and equity for historically underrepresented minorities and women faculty. STRATEGY A: CREATE HIRING PRACTICES TO ENHANCE THE DIVERSITY OF HIRING PRIORITY LEVEL 1

Each department should develop a departmental diversity recruitment plan to address its specific conditions and goals.

Plans should include a review of historical data about hiring pool composition and how it compares to candidates who were interviewed, invited for campus visits and made offers. This data can be used to identify opportunities to improve practices and develop plans and strategies to cultivate diversity in the applicant pool, ensuring procedures are free of explicit and implicit bias. This approach helps to promote intellectual diversity and contribute to the production of innovative and transformative knowledge. Create a hiring procedures checklist at the college level. Develop aspiration goals and search approvals. Create search training. Develop hiring process accountability. Faculty search

For each search, the department will work with the associate dean of faculty and Dietrich College’s director of diversity and inclusion to determine appropriate aspirational goals for what constitutes a diverse applicant pool and set of campus invitations. All searches will strive to have diversity in gender and race for both applicant pools and campus invitations. All searches must get approval from the dean to continue the search related to the diversity of the applicant pool and for the campus invitation list.

For every search, at least three faculty members (the department head, the search chair and a faculty member who is assigned the role of diversity advocate) will be trained on search best practices and how to use the Dietrich College Faculty Hiring Checklist. Training will take place every year and will be conducted by the Dean’s Office.

A ll hiring will follow the Dietrich College

committee members can voice concerns to the dean, to training facilitators or to the faculty ombudsperson group (see below under climate) if practices are compromised. The dean’s approval will be required for each of the following stages: • request for faculty search and hire; • approve applicant pool demographic diversity prior to contacting and scheduling interviews; • approve job offer packaging incentives based on robust interview pool; and • report search process for future lines.

Faculty Hiring Checklist, including procedures to diversify the applicant pool, set objective criteria for evaluation, interview and selection procedures.

DIETRICH COLLEGE DIVERSITY, EQUITY AND INCLUSION PLAN

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STRATEGY B: LEVERAGE RESOURCES TO IMPROVE THE EFFECTIVENESS OF HIRING PRIORITY LEVEL 1 Identify resources to attract candidates

Expand the Presidential Post-doctoral Fellows Program to Dietrich Fellows The dean will contribute resources to a general pool from which post-doctoral fellows can be partially subsidized. The fellows will participate in the programming for the President's Postdoctoral Fellowship Program and will be matched with internal and external faculty mentors. The Dean’s Office will offer tailored supplemental programming to the President's Postdoctoral Fellowship Program to focus Dietrich College recruiting efforts.

Create new positions By creating new full professor positions, Dietrich College can increase diversity, equity and inclusion in research and in education. The dean and associate dean will help departments to leverage the newly created Faculty Target of Opportunity Fund to accomplish this goal.

The new associate dean for faculty will coordinate efforts to secure resources such as space, start- up packages, daycare spots, etc. to maximize prospect of offer acceptance. The associate dean will also work with CMU alumni networks and the Office of Corporate Relations for help with spousal hiring. Where appropriate, the associate dean can work across departments where candidates are interdisciplinary and can contribute to the goals of multiple departments. The dean and associate dean will help departments applying for the newly created Faculty Target of Opportunity Fund to hire faculty that contribute to CMU’s mission of diversity, equity and inclusion.

STRATEGY C: IMPROVE THE TRANSPARENCY AND EQUITY OF REAPPOINTMENT, PROMOTION AND TENURE (RPT) PROCESSES PRIORITY LEVEL 1 PRIORITY LEVEL 2 Develop leadership training

Create faculty workshops Junior faculty going through the RPT process lack clarity about how to develop a compelling portfolio of research, service and teaching and ultimately evaluation. Departments should create periodic workshops that offer a mock evaluation of a fictitious candidate to educate junior faculty on the process.

A Promotion and Tenure Checklist can be used by department chairs to ensure consistency in practices and timing of feedback. This approach may be of particular value to junior faculty regarding promotion and tenure processes. The checklist will establish clear guidelines regarding written feedback to faculty members after an evaluation. In addition, all department heads should meet with junior faculty in off-cycle years to learn about challenges that faculty are facing in order to develop timely solutions to achieve excellence.

DIETRICH COLLEGE DIVERSITY, EQUITY AND INCLUSION PLAN

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