Objective 7

Primary Constituents
Students, Staff, and Faculty in Academic Programs, Schools/Colleges/Units, Rackham Staff
Primary DE&I Goal
Promoting an Equitable and Inclusive Community
Other Applicable Domains
Diversity

Five-Year Strategic Objective 7

Continue and deepen engagement of Rackham’s various constituencies with regard to developing, evaluating and prioritizing actions and strategies for how to improve diversity, equity and inclusion

Measures of Success for Objective 7

  • Attendance and/or participation in Rackham input/feedback structures (e.g., attendance and input in town halls or group forums, survey responses of students, faculty, staff; number and nature of comments/suggestions made in meeting discussions with various constituencies, such as those with program/department chairs, Rackham Executive Board, Deans’ groups; Rackham Leadership Team, Rackham Staff Forum, Rackham staff committees, Graduate Coordinators)
  • Number and nature of complaints or expressed concerns about lack of inclusion or undue burden in the planning process received in feedback;
  • Reported improvements in clarity, inclusion, and community buy-in and accountability in planning process

FY17 Actions

  • Work to develop and formalize structure and functions of a new Rackham Diversity, Equity, and Inclusion Advisory Committee (RAC DAC); consider and decide on most effective ways of including participation and perspectives of Rackham staff and students, faculty, staff from Rackham programs, and alumni
  • Hold multiple discussions of the proposed five-year plan objectives and FY actions in Fall Term 2016; re-visit at end of Winter Term or Spring 2017; include discussion with multiple constituencies (students, faculty, staff, postdocs, alumni)
  • Seek input from multiple constituencies (e.g., deans from other academic units, leadership from student organizations) on plan updates and revisions for Year Two
  • Explore and document “best practices” from other institutions where student climate is positive and where others have overcome situations where students of color and other underrepresented or marginalized groups feel the burden of educating on and representing diversity in a disproportionate manners