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