Planning Process

Planning Lead

Rackham’s planning lead from 2015-16 was Tabbye Chavous, Associate Dean of Academic Programs and Initiatives, Professor of Education and Psychology. In 2016-17, the planning lead will be Mark Kamimura-Jimenez, Assistant Dean of Programs, Policy and Diversity Initiatives for Rackham Graduate School.

Planning Team

Rackham’s 2015-16 planning team included (alphabetically):

  • Natalie Bartolacci, Program Officer, Graduate Student Programs Office
  • Dana Brown, Administrative Assistant, Dean’s Office
  • Shelly Conner, Assistant Dean and Director of Institutional Research
  • Carol A. Fierke, Vice Provost and Dean of Rackham
  • Emma Flores-Scott, Program Officer, Graduate Student Programs Office
  • Mark Kamimura-Jimenez, Director of Graduate Student Programs Office
  • Aileen Kim, Communications Manager
  • Mike Solomon, Associate Dean of Academic Programs and Initiatives and Professor of Chemical Engineering
  • Gisselle Velez-Ruiz, Program Officer, Graduate Student Programs Office
  • Felecia Webb, Rackham Postdoctoral Fellow.

Additional Notes

  1. As of March 2016, new members have come onto the planning team, including (alphabetically):
    • Deborah Stirrup, Admissions Officer
    • Cindy Sutton, Academic Records Assistant
    • Shih-Wen Wu, Business Systems Analyst
  2. The aforementioned members are part of a newly-formed Rackham Diversity, Equity, and Inclusion Advisory Committee (RAC DAC), initially convened in late Fall 2015.
  3. As will be detailed in subsequent sections of this plan, we have developed numerous formal and informal mechanisms for gathering information from student voices (e.g., student surveys, student forums) regarding both DE&I experiences and ideas/contributions around actions and solutions. These mechanisms also include our Rackham staff (e.g., Graduate Student Programs , Dean’s Office) having regular conferrals with diverse student constituencies around DE&I issues (e.g., Rackham student advisory boards, Rackham student organizations and other student organization partners, Rackham graduate student staff, among others). As such, student perspectives shaped and informed all of the strategic objectives and actions outlined in this plan. However, we do not currently have formal student members of the initial Rackham DE&I advisory committee, given that committee’s initial focus on addressing DE&I issues within the Rackham organization, which had not been systematically explored before and for which we had little data or community input. As we work on further developing and formalizing the charge and working structures of this new Rackham DE&I Advisory Committee (RAC DAC) as a part of our DE&I plan, one important action step will be to work on the best ways to structure the committee to address issues related to both Rackham’s internal organization and its mission to support graduate students and graduate education. Central to this step would be to involve and connect with, but not overburden students.

Planning Process: Stage 1

In May 2015, Assistant Vice Provost (AVP) Ellen Meader was invited to a Rackham Leadership Team (RLT) meeting, which includes all Deans and Directors of Rackham organizational units. AVP Meader discussed with RLT the 2015 Provost’s Diversity Task Force report recommendations and subsequent action steps/efforts at the university-level. Discussion also included aspects of the task force report that implicated graduate education and current and potential efforts by Rackham.

In summer 2015, the U-M Deans/Academic Program Group (APG) discussed the mission, process, and goals related to the President’s DE&I Strategic Plan charge.

  • Rackham submitted a census of its current diversity activities, organized by Rackham Institutional Research unit, to the Provost’s Office, as was requested from all U-M units.
  • U-M College/Unit Deans were asked to designate DE&I unit leader by 8/1/15 (Rackham designee: Tabbye Chavous).
  • An initial meeting of DE&I unit leader/Chavous and Rackham Dean Janet A. Weiss focused on considering key objectives and measurable outcomes related to those objectives.
  • The DE&I lead drafted structure of planning process for Dean to discuss at 8/24/15 APG retreat; the draft was informed by DE&I unit leader’s engagement with Rackham leadership around planning process (Dean Weiss, Dean’s Group, Associate Deans’ Group, Rackham Leadership Team).
  • In late summer 2015, DE&I unit leader met with volunteer staff members in Dean’s Office, Graduate Student Programs Office (GSP), and Institutional Research (Chavous, Conner, Kamimura-Jimenez, Ida Faye Webster) as initial, informal planning group. The planning group focused on mapping and organizing Rackham’s current diversity activities from the census (formal activities); i.e., the “Diversity Inventory Grid” (see description below).
  • The DE&I unit leader held two meetings with Rackham Leadership Team (RLT) diversity subgroup representing a variety of Rackham units (Chavous, Donna Reed, Mark Kamimura-Jimenez, Shelly Conner, Rex Patterson). The subgroup focused on planning the August RLT meeting agenda:
    • A follow up of the May RLT meeting (Assistant Vice Provost Meader’s visit/discussion of the 2015 Provost’s Diversity Task Force report recommendations);
    • Sharing the President’s and Provost’s DE&I Strategic Plan charge and process; and
    • Discussion of individual and shared views of diversity and diversity objectives for Rackham, using DE&I Inventory Grid as discussion tool.

DE&I Inventory Grid

In Summer and early Fall 2015, the Rackham Leadership Team diversity subgroup re-visited activities reported in the Provost’s diversity census, added others, and organized them in the context of core Rackham diversity mission areas. See Appendix A. Core mission areas (columns) included:

Diversity in Student Population: “Excellence Requires Diversity”
  • This mission area later expanded and re-labeled “Diversity” to reflect our inclusion of a focus on both students and our Rackham staff and internal organization
  • Emphasis on efforts to enhance diversity in demographic make-up of community members (e.g., graduate student population; Rackham staff)
High Quality Academic Environment

This mission area later expanded to include students, faculty, and staff, particularly Rackham staff, and re-labeled “High Quality Academic and Professional Environment”)

  • Includes focus on:
    • Equitable student access to high quality mentoring
    • Academic/research & scholarship supports
    • Academic & professional development programming, preparation for diverse career outcomes
    • Inclusive, supportive, equitable diversity climates
Retention/Supports Structures and Eliminating Barriers to Degree Completion

This mission area later expanded to include our internal Rackham organization and staff and re-labeled “Retention/Eliminating Barriers to Success”)

  • This mission area focused on structural and policy supports for progress and eliminating/minimizing barriers, especially those most likely to be experienced disproportionately or uniquely by particular identity/demographic groups
  • Includes focus on:
    • Instrumental supports (funding)
    • Policies
    • Activities/resources to support personal development and well-being outcomes known to influence academic/professional progress, performance, completion
Organization of the DE&I Inventory Grid

The DE&I Inventory Grid was organized in three ways (rows)

  1. Individuals/entities responsible for implementing activities (Rackham and non-Rackham units); who is accountable for various Rackham activities
  2. “Targets” of activities, e.g., focused on graduate programs, students, faculty, postdocs, or staff
  3. Diversity foci or “types of diversity” taken up in activities; identity groups activities intended to serve/support

The Inventory Grid helped our Rackham Leadership Team and DE&I Planning Team to:

  • Get a sense of Rackham’s large number of existing individual and synergistic efforts related to diversity, equity, and inclusion
  • Think together about the objectives of our current activities (or what we think they are) – explicitly or implicitly
  • Consider ways we do or need to evaluate outcomes of our different activities
  • Identify “imbalances,” or “gaps” in the objectives served by our activities and/or diversity issues addressed and supported by particular types of activities
  • Think about areas of work or functions in Rackham not easily captured in a census-type inventory listing (e.g., formal and informal organizational structures and practices conducted by individuals and units; efforts not directly impacted by Rackham but outcomes dependent on partnerships outside of Rackham)
  • Consider best ways to describe such activities and efforts in a strategic plan such that we can assess, evaluate, and improve on
Note

We continued to use the Diversity Inventory Grid document throughout the academic year as tool to aid our DE&I activities review and planning. We have continued to revise and develop this document as we have received community feedback around our activities/offerings. We have presented this Inventory Grid to a variety of audiences and constituencies from our academic programs. We also have shared this document with other DE&I unit leads and faculty leaders to stimulate ideas and interests in integrating Rackham DE&I activities and offerings into their respective DE&I Strategic Plans. The Appendices of this plan include the most recent version of Rackham’s Diversity Inventory Grid document.

Incoming Rackham Dean and Vice Provost Carol A. Fierke attended an APG retreat (with other Deans, the Provost, and the Vice Provost team) in late summer (8/24); she received preliminary information to share with DE&I unit leader and other Rackham staff to inform strategic planning process document, due 9/22/15.

Following, there was an initial meeting of the DE&I unit leader and Dean Fierke for preliminary discussions of the strategic planning process.

Rackham submitted its planning document and started implementing strategic planning process in September 2015.

Planning Process: Stages 2 and 3

We continued discussion of the DE&I plan with Rackham subgroups (DE&I planning subgroup, formal/informal meetings with staff members in various units/positions) through Fall 2015.

The DE&I Planning subgroup (using the Diversity Grid Inventory as a guide) developed a few examples of specific core mission areas, objectives associated with those areas, and with measurable outcomes associated with them, including:

  • appropriate assessment metrics for benchmarking baseline/current status, outcomes (both distal and proximal), and progress/improvement
  • example descriptions of Rackham activities related to a particular objective and how those activities contribute to objective (directly or indirectly)
  • identification of data/information needed to benchmark history and current status for particular objectives
  • plan to maximize use of existing Rackham data
  • decide/plan additional information we need to collect during process
  • The subgroup shared examples with broader Rackham leadership and other appropriate community members (meetings with Deans, RLT, Management Team, Graduate Student Programs staff members, etc.)

Data Identification

The diversity planning subgroup identified current/existing sources of data on Rackham programs and student experiences (e.g., program-level and student-level data from Rackham Program Review, Rackham research/surveys, information drawn from Rackham staff engagement with Student Advisory Boards, Student Organizations). More detail on these data/information sources is provided in subsequent sections.

More Community Input

To augment and help focus use of existing data, the Rackham DE&I strategic planning team planned and implemented several community engagement events over the Fall 2015 and Winter 2016 terms with students, faculty, and staff to learn about DE&I experiences, challenges, and proposed action steps and solutions from diverse constituencies. These events were planned and co-led with Rackham staff, other academic program staff, Rackham graduate student organization leaders, and other interested graduate students.

The DE&I unit leader also presented information and updates on Rackham’s DE&I strategic plan process in a variety of settings (including community engagement events), addressing questions and gathering additional input. These settings included: Rackham Chairs/Directors meetings; Department Chairs meetings; Rackham Executive Board (including its two student members); Rackham Student Diversity Forum; Rackham Faculty and Staff Diversity Forum (for faculty and staff in Rackham programs); Rackham Faculty and Staff Diversity Forum (for students, staff, and faculty in Rackham programs); Rackham Leadership Team meetings; Rackham Staff Forum meetings (for staff within Rackham); and in one of the biweekly Academic Affairs Diversity Planning Group (AADPG) meetings (meetings of all U-M DE&I unit leads).

The DE&I planning team organized community input themes and used them to illuminate, focus, and complement themes from Rackham’s existing data sources. Together, this information supported refining our DE&I planning approach and identification of key objectives for DE&I strategic plan draft, prepared for submission in March 2016.

  • The DE&I draft document was developed by the DE&I unit lead, in collaboration with Rackham DE&I Advisory Committee (RAC DAC), Rackham Leadership Team members (RLT), Dean’s Group, and other community members who provided input/feedback. All of the strategic objectives, indicators of success, and proposed action steps included were based on community input from students, staff, and faculty, along with information drawn from Rackham data.

Identifying DE&I Knowledge “Gaps”

Our data-organizing and community input efforts yielded important information and insights, especially around student experiences and program-level trends. However, engaging in this DE&I planning process also helped reveal some “gap” areas in our information about and understanding of DE&I issues, including:

  • Need for assessment/evaluation process across our various ongoing DE&I activities to help us better understand the different impacts of our programmatic work
  • Recognition of significant program- and student-level data and input mechanisms but need for more input from faculty and staff members around DE&I issues
  • Need to include and increase focus on structure and climate of Rackham’s internal organization and staff experiences related to DE&I
  • Need to include and gather information about DE&I goals, challenges, and needs from units reporting to Rackham Dean and Vice Provost Fierke (Michigan Society of Fellows, Mary A. Rackham Institute, Michigan Quarterly Review)

Process used to collect data

Our DE&I planning group first identified existing data sources and already established mechanisms for gathering community input. A historical Rackham strength is its capacity around gathering systematic program data and its organizational approach of using program data for decision-making and strategic action related to our work with students and academic programs. As such, we had already had rich sources of data: program-level and student-level data from the Rackham Program Review process; Rackham’s Institutional Research unit (IR); Rackham research/surveys such as Rackham’s NSF-funded Alliances for Graduate Education and the Professoriate (AGEP) program. In addition, we took advantage of the regular input opportunities from our Rackham Student Advisory Boards (such as those for the Rackham Merit Fellowship and AGEP programs) and input on DE&I-related issues from members of student organizations, such as the Students of Color of Rackham (SCOR) and Rackham Student Government (RSG).

Following our data gathering process, as noted, we also identified “gap” areas, or areas of information for which we did not have systematic information or systematic ways of gathering information. These areas included:

Assessment/Evaluation

One gap area identified was our uneven assessment/evaluation information for our various programmatic initiatives and resulting need for evaluation/assessment information across all on-going Rackham programs and initiatives. In response, we documented the programs and initiatives for which we have developed evaluation and assessment processes and those for which we do not (included in “Service, Partnership, and Collaboration” column of our DE&I Grid Inventory document). Furthermore, included as an action step in the first-year of our DE&I plan is reviewing our current program evaluation processes and developing assessment metrics and approaches across our DE&I-related activities.

Faculty and Staff Input

A second gap area was our recognized need for more input – not only from students but also from faculty and staff around DE&I challenges and solutions. To respond to this gap, we held community events for both students (Rackham Student DE&I Forum), for faculty and staff (Faculty and Staff DE&I Forum), and for all groups together (Student, Staff, and Faculty DE&I Forum) to allow for input and ideas sharing from multiple constituencies across our programs. We also presented our DE&I plan and engaged discussion in a range of faculty-focused and staff-focused meetings (i.e., meetings with Rackham department and graduate chairs, Rackham Faculty Allies, Rackham Executive Board, Rackham Staff Forum, Rackham Leadership Team).

DE&I within Rackham

We also recognized the need for data and input from Rackham staff around DE&I strengths and challenges within the Rackham organization. Through this planning process, we learned that there had never been a systematic examination of the climate experiences of Rackham staff but that staff members felt challenges and concerns around a variety of DE&I-related issues. To starting addressing this gap, in mid-December 2015, after consultation with the Dean and Rackham Administrative Director, the DE&I Unit Lead convened an initial Rackham Diversity, Equity, & Inclusion Advisory Committee (RAC DAC).

  • The group first convened to discuss and plan its role in relation to the DE&I strategic plan implementation and oversight, as well as to discuss and define the best structures and functions of this new Rackham committee for supporting DE&I in the broader Rackham community. However, given the lack of prior information on Rackham staff climate experiences or perspectives related to DE&I, it became clear that an important initial goal for this group would be to support our planning around enhancing DE&I among Rackham staff, including developing new ways of engaging Rackham staff and community perspectives, input, and ideas around DE&I within Rackham.
  • A priority in the formation of this group was diverse membership, with regard to race/ethnicity, gender, Rackham unit, level of experience/seniority, among other areas of diversity. In addition, our new Rackham Administrative Director (Dawn Viau), in her efforts to learn about and improve the Rackham staff organization, began to engage with and gather informal information from staff around the strengths and challenges in Rackham, including those related to DE&I.
Note

Working on developing and refining the RAC DAC structure and functions – including the best committee structures to work on issues within Rackham as well as issues within our graduate programs and graduate student community – will be an immediate strategic action step within Rackham’s DE&I plan. Critical to this step will be the participation and input of students, staff, and faculty from Rackham programs.

DE&I in Rackham-Affiliated Units

Finally, we identified the need for gathering DE&I data/information from Rackham-affiliated units that report to Dean Fierke in her roles as Rackham Dean and Vice Provost for Graduate Affairs. These units include: the Michigan Society of Fellows, the Mary A. Rackham Institute, and the Michigan Quarterly Review. Accordingly, the Rackham DE&I unit lead followed up and met with the Directors of each of these units to discuss with them the Rackham DE&I plan and process and to learn about their views of the specific DE&I goals (implicit or explicit), strengths, and challenges that applied to their units’ missions. Discussion also focused on the ways that the units’ current practices and policies may support or not support DE&I goals, as well the outcome indicators, or metrics by which they do or might evaluate their goals. Strategic objectives and action steps related to these units are included in Rackham’s DE&I plan.

Sources of Data

In developing our DE&I Strategic Plan, we were able to draw on a variety of data and information sources:

  • Institutional data: This includes current and historical data at the college- and graduate program-levels on student enrollments, completion/attrition, time to degree; data also are disaggregated by gender, race/ethnicity (underrepresented minority student status), and international status. This year, we also began to disaggregate the data further (domestic men and women, international men and women, first generation 4-year college student, first generation U.S. citizen, Pell-grant recipient).
  • Rackham Program Review: In addition to program-level data, we drew on themes based in student-reported survey responses in Rackham’s regular (4-year) review of all graduate programs, representing programs across all disciplines and schools/colleges (i.e., Rackham current student surveys for all Rackham master’s and Ph.D. programs; Ph.D. exit surveys across Rackham programs).
  • Rackham Research: We examined representative student data collected in recent Rackham research (2015, 2016) that examined more in-depth the experiences of doctoral students around climate, sense of belonging/community, and mentoring (i.e., our NSF-AGEP Identity Experiences survey).
  • Central themes were identified and organized from our Rackham DE&I Community Forum meetings (with students, faculty, staff from graduate programs), held in Fall 2015 and Winter 2016.
  • Themes from University-wide DE&I events posted on the university DE&I site were examined, with attention to those themes relevant to graduate students and graduate education, as well as to staff experiences.
  • Themes organized from formal and informal meeting discussions/notes involving various Rackham constituencies (e.g., Rackham Faculty Allies for Diversity, Rackham Department/Graduate Chairs across all schools/colleges, Rackham Leadership Team, Student Advisory Boards, Students of Color of Rackham, Rackham Student Government).
  • Human Resources data on the demographic make-up of Rackham staff.
  • Initial themes organized from informal individual and group meetings with Rackham staff on staff experiences, including perceived strengths and challenges of Rackham related to DE&I issues.
  • Themes organized from discussions/notes involving leadership of Rackham-affiliated units (Society of Fellows; Michigan Quarterly Review, Mary A. Rackham Institute).

Process used to analyze data

As we moved forward to engage our work, we utilized a variety of data/information sources from students, faculty, and staff (e.g., admissions and enrollment data, retention data, community engagement activities themes, etc.), as well as other related information to guide our priorities.

First, we examined and discussed historical and current trends and key themes in our existing data around recruitment, retention, and students’ experiences in their academic programs (e.g., student reports around program supports, mentoring, climate, sense of belonging). As we gathered community input from our engagement activities, we used themes from the community input to focus and organize our data examination. For instance, we identified key issues and themes reported by graduate students attending our Rackham Student Forum events and then went back to our program-level and student-level to examine and highlight how our data from larger, representative groups of students across campus reflected these issues and themes.

Across all of our analyses efforts, we also challenged ourselves to understand feedback from our communities in the context of their diversity (i.e., the perspectives of both historically underrepresented and/or marginalized groups, as well as majority groups and Allies engaged in trying to understand and/or address DE&I issues). We also recognized (and actively discussed) diversity in perspectives within our own DE&I planning committee around the salience and meanings/interpretations of community feedback and data analyses outcomes.

Action Idea Generation Activities

To support our data gathering and community input process, we planned and held several community engagement events in which students, faculty, and staff offered ideas and suggestions for enhancing DE&I:

Rackham DE&I Student Forum (December 2015)
  • Co-organized by Rackham staff, student organization leaders and other students, as well as staff from other schools/colleges/graduate programs
  • Provided brief overview of DE&I university charge and Rackham goals
    1. Graduate students and invited facilitator led small- and large- group dialogue and discussion of
      1. DE&I challenges experienced by graduate students; and
      2. potential short-term and long-term ideas and solutions to address challenges
        • Invited facilitator was a Rackham alumni whose scholarship and professional profile focuses on diversity and equity
        • Staff (including faculty administrators) served as scribes and listeners
  • Sent follow-up survey questions to all Rackham graduate students to allow for input from those not able to attend
  • Compiled and organized themes from Forum and made available on Rackham website
Rackham Faculty & Staff DE&I Forum (February 2016)[1]
  • Provided brief overview/updates around DE&I university charge and Rackham goals
  • Presented summary of the student-generated DE&I challenges and ideas/solutions from the December Student Forum to faculty and staff in various Rackham graduate programs
  • Facilitated small- and large- group dialogue and discussion of
    • perceptions of most pressing DE&I challenges in graduate education and for graduate students; and
    • potential short-term and long-term ideas and solutions to address challenges
Formation of initial Rackham Diversity, Equity, & Inclusion Advisory Committee (RAC DAC) (December 2015)
  • Initial focus on:
    • Discussion of possible committee charge and scope
    • Considering ways committee might be best structured to support DE&I for internal Rackham organization and staff, including attention to representation of staff from diverse backgrounds and different Rackham units
  • Subsequent meetings (January, February, and March 2016) continued above discussion; ideas generation also focused on:
    • Best ways to identify and include Rackham staff issues in Rackham’s DE&I plan
    • RAC DAC’s possible roles in DE&I plan oversight/accountability
    • Potential for using initial RAC DAC committee model for Rackham staff to develop distinct or “partner” RAC DAC committee structure focused on student issues (and that involved student members and possibly faculty and staff members from academic programs)
Presentation of DE&I Strategic Plan to Rackham Staff Forum (January 2016)
  • Provided brief overview/updates around DE&I university charge and Rackham goals
  • Follow-up e-mail to Rackham staff inviting them to share thoughts/ideas related to enhancing DE&I and/or to participate in the committee focused on enhancing DE&I within Rackham (RAC DAC)
  • Provided DE&I planning updates in subsequent Staff Forum meeting (February 2016)
Rackham Faculty Allies for Diversity Meeting (February 2016)
  • Provided brief overview/updates around DE&I university charge and Rackham goals; engaged questions
  • Discussed ideas about ways Rackham’s DE&I plan could impact/support Allies’ respective academic units’ DE&I plans
  • Follow-up e-mail invitations to Faculty Allies to share thoughts/ideas related to enhancing DE&I
Rackham Leadership Team Meeting (March 2016)
  • Updates, questions, discussions related to Rackham DE&I plan
  • Crowdsourcing activity to generate ideas for supporting DE&I within Rackham organization and Rackham staff
Navigating the Maize:

A collaborative student conference of Rackham’s NSF-Alliances for Graduate Education and the Professoriate (AGEP) program, Students of Color of Rackham (SCOR), and the Society of Minority Engineers and Scientists-Graduate Component (SMES-G) (March 2016)

  • Conference led and co-planned by graduate students, with support from Rackham staff. Conference sessions with student, faculty, and staff participants included panels and presentations focused on addressing DE&I-relevant issues of concern to students, as well as academic and professional development supports, e.g.:
  • #Scholar Activism: Navigating Campus Politics and Social Issues
  • Analysis of case studies of DE&I in higher education
  • Sessions on “The State of the Union: Diversity Equity and Inclusion in STEM,” “The Invisible Labor of Minorities in the Academy,” and “Graduate Experiences in the Social Sciences and Humanities”
  • Student, Faculty, & Staff Panels; Alumni and Postdoctoral Fellow Panels
  • Research Poster Sessions; TED Style Graduate Student Research Talks
Rackham Graduate Chairs/Directors Meeting (March 2016)
  • Updates, questions, discussions related to Rackham DE&I plan
  • Crowdsourcing activity to generate ideas for supporting DE&I in their academic programs, especially those ideas that Rackham could help support or collaborate with programs in implementing
Rackham Student, Faculty, & Staff DE&I Forum (March 29 and 30, 2016)[2]
  • Overview, updates, questions related to U-M and Rackham DE&I planning
  • “Taking Action” focus, following up on key theme from prior student and faculty/staff forum events- “Training”
  • The need for education and “diversity skill building,” e.g., for effectively engaging diversity and inclusion in the classroom, in mentoring, in leadership roles, among other areas
  • Small group activity with mixed groups of students, faculty, and staff; participants outlined and reviewed/critiqued each others’ specific ideas for knowledge, skills/competencies, and/or capacity building around DE&I for faculty, students, and/or staff

Summary of engagement activities (see applicable flyers/advertisements in Appendix B)

  • Rackham Leadership Team meetings on DE&I (August, September 2015)
  • Attendees included Rackham Deans (Dean, Associate Deans, Assistant Deans) and Directors/Managers of Rackham units
  • Rackham Chairs/Directors presentation on DE&I (Two meetings, October 2015)
  • Attendees included Graduate Chairs of Rackham programs
  • Faculty Allies for Diversity meeting (October 2015)
  • Attendees included 29 Faculty Allies, representing 25 graduate programs across schools/colleges
  • Active encouragement of Rackham students and Rackham staff to participate in U-M Diversity, Equity, & Inclusion Summit activities (November 2015)
  • Rackham Student DE&I Forum (December 2015, March 2016)
  • Participants included 100 graduate students, representing graduate programs across all four of Rackham’s disciplinary divisions, and across schools/colleges
  • Formation of initial Rackham Diversity, Equity, & Inclusion Advisory Committee (RAC DAC) (December 2016); subsequent meetings in January, February, and March 2016
  • Current RAC DAC includes 14 staff, representing 8 Rackham units and a variety of staff roles/positions
  • Rackham Executive Board Presentation on DE&I (January 2016)
  • Attendees included: Rackham Executive Committee (15 of 25 faculty board members representing 15 graduate programs across schools/colleges; as well as Rackham Deans – Dean, Associate and Assistant Deans; also two student members)
  • Rackham Staff Forum (meetings of Rackham staff) presentation and updates (January 2016, February 2016)
  • Regular/monthly meeting of all Rackham Staff, across all Rackham units
  • Active encouragement of Rackham student and Rackham staff participation in University-wide BeHeard events for students and staff (January-February 2016)
  • Three (3) LSA Department Chairs Meeting (dedicated portions of each meeting on DE&I updates, information sharing about Rackham DE&I resources, and questions/discussion) (February 2016)
  • College of Engineering (CoE) Department Chairs Meeting (dedicated portion of meeting on DE&I updates, information sharing about Rackham DE&I resources, and questions/discussion) (February 2016)
  • All-Department Chairs Meeting (for Rackham department chairs not in LSA or CoE; dedicated portion of meeting on DE&I updates, information sharing about Rackham DE&I resources, and questions/discussion) (February 2016)
  • Rackham Faculty and Staff Diversity Forum (February 2016)
  • Participants included 31 faculty and 55 staff, representing graduate programs across Rackham’s disciplinary divisions and across schools/colleges
  • Rackham staff participation in #umichchat panel entitled “#WhoWillBeNext: U-M’s commitment to Diversity, Equity, Innovation, and Change” (February 2016)
  • Faculty Allies for Diversity meeting (February 2016)
  • Attendees included 25 Faculty Allies, representing 23 Rackham graduate programs across schools/colleges
  • AADPG presentation by Rackham DE&I unit lead (February 2016)
  • Attendees included AADPG Unit Leads
  • Rackham Leadership Team meeting on DE&I (March 2016)
  • Attendees included Rackham Deans (Dean, Associate Deans, Assistant Deans) and Directors/Managers of Rackham units
  • Navigating the Maize: A collaborative student conference of Rackham’s NSF-Alliances for Graduate Education and the Professoriate (AGEP) program, Students of Color of Rackham (SCOR), and the Society of Minority Engineers and Scientists-Graduate Component (SMES-G) (March 2016)
  • Participants included 84 students, 13 faculty, and 19 staff and administrators representing graduate programs at U-M, as well as visitors from 10 other institutions.
  • Rackham DE&I Student, Staff, and Faculty Forum, repeated on March 29 and 30, 2016
  • Participants included 84 attendees: students (40%), faculty (20%), and staff (40%), representing graduate programs across Rackham’s disciplinary divisions and across schools/colleges

[1] Another DEI Student Forum was also planned for February, but extreme weather/snow on the day of the event caused it to be cancelled.

[2] Given the timing of these events, input and organized themes were not available in time to incorporate into the DE&I plan draft submitted on March 31. But, this information – along with further community input – will be considered as we continue to revise and develop the draft in preparation for the Fall 2016 plan launch.