Committed to Positive Impact

�鶹��Ƶ’s Plan for Inclusive Excellence is guiding efforts across campus and our community to build a culture where everyone feels included; collectively contributes to a positive climate and inclusive practices; and advances equitable educational outcomes for all.

Inclusive excellence requires all of us to recognize that change takes many hands and ongoing, intentional, systemic actions. On this page, you will find updates on our progress, stories of community action, and institutional learning as we travel this journey.

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1-Pager Progress Report (PDF)

Goal 1: Training, Learning, & Development

Learning Inclusive Teaching Practices

Fourteen professors developed their competence, expertise, and understanding of inclusive teaching practices, then widened their best practice circle to 500 in a matter of months. They learned how to engage students from different backgrounds and identities and ensure that students see themselves in the class syllabus and curriculum. "When faculty ignore an issue that comes up in the classroom, students from vulnerable groups often read that silence as agreement with what was said,” said Cynthia Miller-Idriss, professor of sociology and education. “Addressing those hot moments are a really important first step in having our students feel a little bit more heard and understood in the classroom.”

Learning to Listen, Learning to Act

The first year of our journey toward inclusive excellence has taught us a great deal. We have learned how to listen more deeply to members of our community.

In this one-year update, we share some of the actions we’ve taken, while acknowledging the challenges we still face. We share stories of early progress, including faculty training on inclusive teaching practices and exciting creative collaborations, with the understanding that we are not yet where we aim to be. We share promising data and areas we intend to improve.

We’ve learned that for change to happen, all of us need to redouble our commitment to this important work. To ensure lasting impact, we must recognize that this work is necessary for all of us, not just some of us. That we must continue to seek out the ideas and perspectives of people who haven’t always been invited to the table—and keep working hard when good intentions don’t always have positive results.

We have made some notable strides in this rededication of ourselves to strengthening the best in our community at �鶹��Ƶ—an institution that values free and honest inquiry, integrity, and the affirmation of human dignity for all. We strive to foster a community where individuals of all identities and experiences—regardless of perspective, gender identity and expression, religion, race, sexual orientation, age, disability, ethnicity, nationality, or political affiliation—are understood, appreciated, and fully included.

We hope you will see a part of yourself, and for yourself, in these stories. This is only the beginning of our journey, and we hope you will be inspired to lend your voice and continue to push and challenge us as we walk this path together.

Next Steps

Develop a holistic evaluation tool for measuring success of the plan
Deepen the focus on research
Administer a staff and faculty campus climate survey
Engage the community in mapping action items for years 3 to 5 of the plan
Deepen work with faculty on inclusive pedagogy
Broaden student engagement with the plan
Enhance accessibility campus wide
Increase recruitment and retention of students, staff, faculty
Invest $61 million toward student scholarship principally, along with academic centers, faculty research and teaching, student services, and staff professional development
Continue the focus on sense of belonging

Training, Learning, & Development

Objective: Members of the �鶹��Ƶ community will demonstrate cultural competency by learning key concepts that will reduce bias and foster diversity, equity, and inclusion, and equip them to lead change in a complex world.

�鶹��Ƶ Facutly take an active role in Inclusive Excellence. 27 faculty trainers yielded more than 500 trained faculty members in inclusive teaching practices.

40+ Well-trained facilitators

41 �鶹��Ƶx2 instructors engaged in 30+ hours of faculty-led learning communities focused on teaching about structures of power, privilege, and inequality.

�鶹��Ƶ first-year students take an active role in inclusive excellence. 89% of incoming first-year students at eagle summit participated in an intercultural engagement session in Summer 2018.

30 conversation leaders

19 staff members and 11 graduate students led dialogues about inclusivity with 265 colleagues in student services and program roles through �鶹��Ƶ Connects.

�鶹��Ƶ Leaders take an active role in Inclusive Excellence. 100% of the President's Cabinet has completed an intercultural competence assessment and is engaged in ongoing learning.

450+ faculty & staff

454 faculty and staff participated in 32 inclusive excellence trainings in fall 2018; 77% indicated that they learned something they will use to make their teaching or work more inclusive.

Access & Equity

Objective: We will transform the way we recruit, hire, train, develop, evaluate, and recognize �鶹��Ƶ faculty, staff, and administrators to encourage the achievement of our diversity, equity, and inclusion goals.

Demographic Data

For detailed faculty and student demographic, retention, and graduation data, please see �鶹��Ƶ's Academic Data Reference Book.

New Faculty Hires

Overall, 21% of �鶹��Ƶ’s full-time faculty self-identify as faculty of color and 50% as women. Over the past two years, 39% of new tenure-line and 35% of new term faculty hires self-identify as faculty of color; 43% of new tenure-line and 55% of new term faculty hires identify as women. Over this two year period, 56 new tenure-line and 103 new term faculty have been appointed.

39% of new tenure-line faculty, 35% of new term faculty, and 21% of the overall faculty identify as people of color over the past two years

New faculty hires identifying as people of color over the past two years compared to the overall faculty

43% of new tenure-line faculty, 55% of new term faculty, and 50% of the overall faculty identify as women over the past two years

New faculty hires identifying as women over the past two years compared to the overall faculty

�鶹��Ƶ is committed to Inclusive Excellence. 56% of newly-hired �鶹��Ƶx instructor-advisors identify as staff of color, compared to 41% of staff of color overall. 100% of the new instructor-advisors have terminal or master's degrees.

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�鶹��Ƶ is committed to inclusive excellence. More than 4600 exams are given each year by the Academic Support and access center in response to accommodation needs.

�鶹��Ƶ leads on Inclusive Excellence. Led by �鶹��Ƶ's School of Public Affairs, 6 partner universities launched the Diversity Alliance to build pipelines of diverse public affiairs scholars and practitioners.

Partnering for Success

In April 2018, President Burwell signed on to . Presidents enrolled in the Excelencia in Action (E-Action) network collaborate with Excelencia in Education to leverage collective expertise and resources, foster partnerships, and amplify current efforts at the national level.

Opening Doors for Future Teachers

The new partnership between �鶹��Ƶ's School of Education and DC Public Schools is aimed at establishing a diverse pipeline of teachers for the city's schools. 9 dual enrollment DCPS students successfully completed their first semester at �鶹��Ƶ through the new partnership.

Comparing Retention Rates

The latest one-year retention rates of historically underrepresented groups, including first generation, Pell-eligible, African American, and Latinx students, are comparable to or exceed the university average.

Focusing on Web Accessibility

Content across �鶹��Ƶ’s public websites is scanned to monitor ongoing accessibility, and content publishers are trained regularly on aspects of web accessibility.

Reducing Food insecurity

In response to student-conducted surveys indicating food insecurities on campus, the Market, a student-operated food pantry, opened in spring 2018 on the lower level of Letts Hall. 197 students accessed the pantry in 2018.

Highlights from Year 1

Men and women in military uniform holding the American flag.

Stories Worth Telling: Honoring Military Service at �鶹��Ƶ

Who Is Taking Care of the Caregivers?

Inclusive Excellence: The First Six Months

First Steps Toward Inclusive Excellence

Fall 2018 Update

In January, we began our journey toward inclusive excellence. The beginning of a new semester is a good time to take stock of progress and challenges. It's also an ideal time to restate our commitment, as an institution and as individuals, to��creating a culture of inclusion and equity at �鶹��Ƶ. Learn how �鶹��Ƶ is taking first steps toward��our goals for inclusive excellence, and look for ways you can get involved.

We still have much work to do to achieve our vision, and we continue to learn along the way. In some areas, we've moved forward incrementally but know more work is needed. While there are numerous improvements to facilities to make them more accessible, many more are needed, and we know the construction on campus is making it difficult to get around. As a result of PCDI Listens, �鶹��Ƶ Dining has expanded some of its offerings, but others are needed to address more of our community's needs. We're still actively working to clarify our bias response process. Early efforts are underway to establish diversity resources for faculty and staff hiring committees.

Our initial steps have been a result of our collective efforts. Continued progress will require all of us to collaborate and remain committed to this challenging and crucial work.

First Steps Toward Inclusive Excellence

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Faculty, students, and staff, including President Sylvia Burwell, share how �鶹��Ƶ is beginning to move forward together toward achieving inclusive excellence goals.

Highlights from the First Six Months of the Plan

President Burwell Introduces �鶹��Ƶ's Plan for Inclusive Excellence

Check out the plan details

�鶹��Ƶ's Plan for Inclusive Excellence Builds on a Legacy of Promising Practices

Our commitment to diversity, equity and inclusion pre-dates the inclusive excellence plan, which builds on those efforts and promising practices.

Fall 2017

Diversity & Inclusion in the Classroom and on Campus

�鶹��Ƶ Experience (�鶹��Ƶx), a set of two required transition courses, is rolled out to all first-year students in academic year 2018-2019. The first pilot of �鶹��Ƶx1, which launched last year, had a retention rate of 98%. University-wide discussions on implementing additional courses related to diversity and inclusion into the �鶹��Ƶ Core begin.

The Office of Human Resources announces a slate of new , and Dean of Academic Affairs and Senior Vice Provost Mary Clark launch a train-the-trainers program-called the "Faculty Development Leadership Cohort on Diversity and Inclusion"-that will expand our capacity to foster more inclusive classrooms. Our discrimination policy is revised, and plans are announced for opening .

New African American & AFRICAN DIASPORA STUDIES Major (Aug 2017)

A new African-American and African Diaspora Studies (AADS) major launches within the College of Arts and Sciences. The program examines African American history and culture in the U.S. in the context of contemporary and historical African cultures, theories of racial ideology and race politics, and the distinctive artistic, literary, and cultural practices of African people worldwide. The program is offered by the Critical Race, Gender, and Culture Studies Collaborative, a vibrant and inclusive community that explores diverse voices, histories, and experiences through socially-engaged scholarship.

Summer 2017

Diversity Website (Jun 2017)

President Burwell announces launch of this Diversity website as the primary source for �鶹��Ƶ diversity and inclusion resources. Its purpose is to facilitate greater awareness and engagement of the entire community. The site also houses information related to �鶹��Ƶ's Inclusive Excellence Plan and provides links to assist with confronting bias, reporting discrimination, and keeping us accountable for our commitments.

New Era of Leadership

In her first six months, President Burwell embarks on a listening tour, meeting with more than 1,000 faculty, staff, administrators, students, and alumni to learn more about �鶹��Ƶ's opportunities and challenges. She taps Makeba Clay as expert consultant to help American sharpen its diversity and inclusion strategy and create accountability.

Spring 2017

Anti-Racist Research & Policy Center (May 2017)

Ibram X. Kendi, best-selling author and award-winning historian, is announced as the founding director of �鶹��Ƶ's new Antiracist Research and Policy Center. The Center will bring together teams of faculty and student researchers to conduct cutting-edge, intersectional, and interdisciplinary research of racial inequality and discrimination of a national and international scope. �鶹��Ƶ believes the Center will serve as a global leader for antiracist research and policymaking.

Climate Survey Revisions (Jan 2017)

President's Council on Diversity and Inclusion (PCDI) provides input on the Undergraduate Campus Climate Survey to the Office of Institutional Research and Assessment. Revisions to the survey are made to gather more comprehensive data from current undergraduate students regarding diversity and inclusion on campus.

Fall 2016

Initiative to Diversify Faculty & Staff Hiring (Oct 2016)

A plan for diversifying and retaining diverse faculty, Target of Opportunity Program (TOP), is developed by Mary Clark, Dean of Academic Affairs and Senior Vice Provost and Dr. Cheryl Holcomb-McCoy, Dean of the School of Education. Human Resources examines every phase of staff hiring process with the goal of increasing diversity and inclusion. HR leaders meet with 60 staff members of color to identify changes the university could make to improve racial climate and establish a new staff and faculty people of color affinity group.

February 29, 2016: President's Charge

To make lasting improvements in both the diversity and inclusiveness of our community, �鶹��Ƶ is committed to the following actions:

Establish a presidential council to oversee these plans, monitor institutional progress, recommend new objectives, and plan necessary resources
Introduce a mandatory course on diversity and inclusion for all first-year and transfer students
Revise and elevate awareness of discrimination policies, channels for complaint, and avenues for support
Reallocate five tenure or tenure-line positions to recruit diverse candidates to �鶹��Ƶ's faculty
Develop programs to cultivate inclusive classrooms, including an entry program for newly appointed tenure-line��faculty and dialogue sessions for current faculty

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