Diversity, defined to include all aspects of human difference, is both a social responsibility and an intellectual commitment. It is required to achieve excellence through learning, teaching, scholarship, student development, institutional functioning and engagement in local and global communities.
Diversity also can be considered in light of learning styles and learning experiences. It encompasses access and intellectual inclusion in curriculum, research and scholarship, service and holistic integration into the academic culture for all members of the University community.
UD has made diversity a guiding principle, yet by many measures, we are still striving to meet the expectations this principle implies. Going forward, the University of Delaware will put diversity efforts at the forefront of every undertaking. We will address issues of campus culture and community through open dialogue, inclusive decision-making, clear communication and accountability.
Campus Diversity by the numbers (provided by Institutional Research)
- Undergrad Enrollment: First Generation
- Graduate and Professional & Continuing Studies: First Generation
Who does the Vice Provost of Diversity serve?
The Vice Provost for Diversity serves faculty, staff and students. We also collaborate with other offices on campus which can be found on the here “Where to Go for Help”
For urgent issues, is it necessary to make an appointment or do you allow walk-ins?
The Vice Provost for Diversity is located within the Office of the Provost at Hullihen Hall 116. However, due to the nature of the office and confidentiality, it is highly recommended to make an appointment. The administrative staff will ensure a reasonable turn-around for your meeting request.
Does the Vice Provost for Diversity offer training classes?
Yes, we work with the Offices of Equity and Inclusion, Student Life and Human Resources to develop training and seminars for groups to create and sustain a diverse environment. Trainings may be customized to meet your needs.
The multicultural requirement also offers an opportunity for students to expose to the principles and values of diversity, equity, and inclusion through the classroom experience
We will utilize best practices for recruiting and hiring diverse faculty in all disciplinary fields. Most importantly, we will increase the representation of historically underrepresented and underserved groups, first generation, low-income, and other diverse groups and women at all faculty ranks.
Accountability Partners: president, provost, vice provost for diversity, vice provost for faculty affairs, deans, deputy deans, and department chairs, department faculty and staff, Faculty Senate, ADVANCE-IT, Human Resources.
Directed Areas of Improvement:
- a. Set goals for colleges and departments to achieve diversity goals using data from Institutional Research (UD), national organizations, federal and state data warehouses when applicable to set goal objectives. Hold deans, chairs, directors, and academic leadership accountable for achieving diversity goals. Encourage academic leadership, deans, chairs, and faculty to foster a more engaged, welcoming and inclusive campus climate in their classrooms, academic centers, laboratories, and other areas where academic learning occurs.
- b. Goal setting should be part of the yearly evaluative process.
- c. Ensure that every search committee is trained in the best practices for recruiting faculty from historically underrepresented and underserved groups at the outset.
- d. Create Talent Acquisition Initiative in Provost Office to increase our ability to attract and retain talented faculty of color, women, and scholars of various nationalities; initiative should be led by Deans with help from the Provost Office. Develop a Visiting Faculty Scholars Program, Visiting Professorships, and post doctorate opportunities to help recruit talented faculty from historically underrepresented and underserved groups, first-generation, low-income, and other diverse groups. Strengthen mentoring and professional development initiatives for all faculty ranks at the institutional, college, and department level, paying particular attention to developing best practices for improving the retention and career advancement of faculty of color, women, and scholars of various nationalities, ethnicities, and cultures.
- e. Develop a leadership program for mid-career women and faculty from historically underrepresented and underserved groups who may be interested in pursuing chair and other administrative positions.
- f. Encourage deans, chairs, and senior leadership to make greater efforts to identify and appoint historically underrepresented and underserved faculty to leadership positions within academic departments and programs.
- g. Encourage Chief Diversity Advocates for each college to develop a recruitment diversity blueprint for faculty from historically underrepresented and underserved groups, first-generation, low-income, and other diverse groups using industry’s best practices.
To enhance the learning experience of all undergraduate students—to endow our students with valuable competency skills that make them distinguished scholars and global citizens with a broad set of experiences—our student body must reflect the world we inhabit in an effort to prepare our students to live and work in an increasingly diverse world. To do anything less is a disservice to the learning experience.
Accountability Partners: president, provost, deputy provost for academic affairs, Faculty Senate, Center for Teaching and Assessment of Learning, vice president for Enrollment Management, deans, assistant deans, chairs, associate chairs, faculty, and academic advisors.
Directed Areas of Improvement:
- a. Encourage and create diverse transformative learning experiences that affirm our mission to develop critical thinkers, responsible ethical leaders, and problem solvers.
- b. Assess pre-college outreach and enrichment programs as appropriate to improve the pipeline for recruitment of students from historically underrepresented and underserved groups, first-generation, low-income, and other diverse students. Assess and strengthen the ladders of access of historically underrepresented and underserved groups, low-income, and first-generation students from the Associate in Arts Program to UD’s main campus in order to create a more seamless undergraduate experience.
- c. Evaluate, strengthen and improve tutoring, advising, mentoring, academic development across departments, colleges, and our institution to improve student success for students from historically underrepresented and underserved groups, first-generation, low-income and other diverse students.
- d. Within six years, ensure the four- and six-year graduation rates for historically underrepresented and underserved students, first-generation, low-income, international and other diverse students are consistent with the graduation rates of the entire graduating cohort.
In order to create a more diverse faculty pool globally, we will be intentional in our attempts to recruit, retain, mentor, and professionally develop graduate, professional, and continuing studies students from historically underrepresented and underserved groups, first-generation, and low-income students who are essential to building the pool of candidates in the academic pipeline.
Accountability Partners: president, provost, senior vice provost for Graduate and Professional Education, associate vice provost for Professional and Continuing Studies, deans, assistant deans, director for Graduate Recruiting and Diversity, graduate directors, and all chairs, associate chairs, and faculty.
Directed Areas of Improvement:
- a. Encourage departments to develop a plan for diversifying the graduate student populations in their units that attracts students from historically underrepresented and underserved groups, low-income, and first-generation students.
- b. Set intentional benchmark goals in each developing action plan for improving recruitment, retention, mentoring, professional development, and job placement opportunities for students from historically underrepresented and underserved groups. These plans should align with their college’s diversity blueprint, the Delaware Will Shine Strategic Plan, and the diversity initiatives of the Inclusive Excellence diversity action plan.
- c. Assess and strengthen pre-graduate outreach and enrichment programs to improve the pipeline for recruitment of students from historically underrepresented and underserved groups, first-generation, low-income, and other diverse students;
- d. Provide bridge-funding incentives for strengthening graduate student offers to talented students from historically underrepresented and underserved groups, first-generation, low-income, and other diverse groups (i.e. including summer research opportunities).
- e. Improve graduation rates (and time of completion to MA and PHD) for historically underrepresented and underserved groups, first-generation, low-income, and other diverse groups.
- f. Assess graduate curriculum and encourage the institution, departments and programs to reflect the histories, cultures, and experiences of historically underserved, underrepresented, and international groups in the core academic offerings at UD.
In order to create a more inclusive and engaged campus community, our professional, exempt, nonexempt, salaried and hourly staff should reflect the diverse world in which we live. A more diverse professional and salaried staff fosters new ways of thinking and problem solving. Such viewpoints increase workplace adaptability, employee innovation and motivation, and broaden the range of services we are able to provide for faculty and students, and a diverse workforce means we will be more effective in meeting the diverse needs of our academic community.
Accountability Partners: president, provost, executive vice president, and all vice presidents, vice provosts, managers, directors, deans, assistant deans, and chairs, Human Resources, Office of Equity and Inclusion.
Directed Areas of Improvement:
- a. Recruit and retain a diverse workforce by ensuring all searches involve a competitive and open process.
- b. Educate those responsible for hiring about the impact of intentional and unintentional biases that compromise an equitable and inclusive search.
- c. Hold unit managers, directors, deans, chairs, vice presidents and academic leadership accountable for increasing diversity among professional and salaried staff in their respective units.
- d. Create an opportunity to develop an optional 360-evaluation process to assess diversity practices and managerial efforts to create a welcoming and inclusive work environment.
- e. Encourage senior leadership in administrative areas to include staff and managerial efforts that foster a more diverse and inclusive campus climate as part of the performance evaluation process.
- f. Develop a professional mentoring program to help enhance career development opportunities and create clear and achievable pathways for growth and promotion.
Developing common ground values and clear objectives for achieving inclusion and diversity in all areas of operation at UD makes benchmarking, accountability, goal setting, and the allocation of resources achievable. When our academic community comes together around these common ground values, we can more clearly ascertain the importance of inclusion, diversity and their value here at UD. We will continue to make inclusion and diversity an integral and ongoing component of UD campus life culture.
Through campus-wide conversations about diversity, equity, and inclusion, with the purpose of engaging students, faculty, and staff in dialogues about the necessity of valuing and respecting human differences in all of its forms, the University of Delaware community reaffirms that diversity is a cornerstone of institutional and academic excellence. Diversity is critical to preparing our students to live and work in an increasingly diverse and global world. But we must also make the principles of diversity, equity, and inclusion organic to the educational experience through tangible ways in curricular and co-curricular activities. In this way we create a transformative experience for all our students, and visibly recognize the importance of diversity research and scholarship, and its ability to impact our academic community in creative and innovative ways.
Accountability Partners: president, provost, executive vice president, and all vice presidents, vice provosts, managers, directors, deans, assistant deans, and chairs, and all faculty and staff.
Directed Areas of Improvement:
- a. Operationalize diversity education and awareness, cultural competencies valuation and practice, professional development and training for all individuals working in every area of the university community.
- b. Develop accountability measures with accountability partners that assess the effectiveness of cultural competencies within the curricula, classrooms, departments, colleges, academic and professional units that interact with the campus community and its constituency groups.
- c. Strengthen, re-engineer, and/or re-imagine the multicultural requirement as both a domestic and international/global competency.
- d. Evaluate undergraduate curriculum and encourage departments and programs to consider the histories, cultures, and experiences of historically underserved, underrepresented, and international groups in the core academic offerings at UD.
- e. Continue to think of the opportunities the Common Reader and FYE/FYS offer for instilling principles/ practices of diversity, equity, inclusion, civility, civic responsibility, and mutual respect as an intellectual enterprise. Because every student has to participate in FYE/FYS and the Common Reader program, this is a prime opportunity to fold these principles into our general education objectives.
- f. The Passport System offers a way to track student participation across an array of social and intellectual experiences. It provides value for co-curricular activities and programming, and further develops the critical skills our students need for success in the global community. If students have a tangible representation of their diverse experiences at UD (one we can see and know), those practices/principles are more likely to be impactful and long lasting.
- g. Make diversity goals, initiatives, actions and their results transparent to the academic community through action steps that lead to success in achieving diversity goals at all levels of the institution.
- h. Encourage colleges to develop diversity blueprints and action plans that align with our educational goals and the university’s strategic plan.
- i. Communicate those diversity objectives to the larger academic community through focus groups and community forums that allow discussion of goals and objectives.
- Inform the academic community of the diversity structure (i.e. OEI, CSD, VPD) and the role each unit plays in creating a more diverse, welcoming, and inclusive community.
No other area of the diversity action plan deserves our persistent and diligent attention more than this area—and it is the most difficult to change —but it is possible. Improving our campus climate means that we must take meaningful and honest inventory of errant and improper practices—eliminate them—and strengthen, re-engineer, and create alternative ways of interacting, learning, and engaging that allows all members of our academic community to feel valued, respected, and appreciated for the unique gifts and talents that they share with our community. When these principles of respect and civility are violated, we must act as a community “to ensure that our campus is physically accessible, safe, and nurturing, with zero tolerance for bigotry and harassment.”
We will work to create a more welcoming and inclusive campus community that respects and appreciates all human difference. We will accomplish this goal through education and awareness, policy development, advocacy relationships with the diversity caucuses, faculty, staff and student groups, while maintaining transparency in our processes.
Accountability Partners: president, provost, executive vice president, and all vice presidents, vice provosts, managers, directors, deans, assistant deans, chairs, faculty, students, and staff.
Directed Areas of Improvement:
- a. Create substructures of accountability that monitor, report, and provide recommendations to remedy acts of bigotry, harassment, bullying, and other forms of uncivil and disrespectful behavior that are counter to fostering an equitable and inclusive academic environment.
- b. Create opportunities on campus to permanently or temporarily erect visible symbols and images in university offices, residence halls, and other public spaces on campus that represent the diversity of our world.
- c. Work with facilities to place multilingual signs in strategic places on campus as a gesture of a welcoming and inclusive community. Encourage all areas of campus life to adopt this practice for websites and other public spaces on campus.
- d. Utilize the Office of Equity and Inclusion, Residence Life and Housing, the Center for Black Culture, University Student Centers, and other academic units that support students from historically underrepresented and underserved groups, first-generation, low-income, and other diverse groups to educate the campus community on ways to create safe and welcoming spaces that enrich academic achievement, foster a sense of belonging, celebrate diversity, and nurture positive relationships among students, faculty, and staff.
- e. Encourage curricular and co-curricular opportunities for all students to engage in interracial and intercultural peer-to-peer conversations that promote the common ground values of respect and civility, justice and equity, and the cultural and social understanding of human difference in all its forms as foundational to building a diverse and just society.
- Foster intercultural dialogue at all levels of the institution to promote an appreciation and respect for human difference in all its forms as an important step in creating a more welcoming and engaged campus community.
Building out a successful, connected, and communicative diversity network is key to achieving success in reaching our diversity goals. It helps strengthen alliances, better utilizes resources, and minimizes redundancy and ineffectiveness of initiatives. Such networks also help to build accountability and shared responsibility amongst key stakeholders of diversity efforts. Transparency of diversity efforts and initiatives—our purpose for such developments, the processes to implement and sustain these efforts, and an ability to measure the success or failure of these efforts with an eye towards re-engineering, strengthening or creating more effective measures for meaningful diversity engagement–is crucial to fully actualizing our diversity goals.
Create accountability processes that encourage leadership and the campus community at large to achieve diversity goals and objectives for their academic units and/or offices.
Accountability Partners: president, provost, executive vice president, and all vice presidents, vice provosts, managers, directors, deans, assistant deans, and chairs, associate chairs, and all others in leadership positions.
Directed Areas of Improvement:
- a. Develop a clear operational structure for diversity, equity, and inclusion that strengthens diversity leadership, governance and accountability at every level of the institution, and builds distinct yet shared collaboration in meeting diversity goals.
- b. Set institutional strategic priorities for the recruitment, support and success of faculty members, students and staff members of color, as well as other underrepresented and underserved groups.
- c. Incentivize collaboration of central diversity initiatives.
- d. Ensure accountability measures for vice provosts, vice presidents, deans, chairs, managerial and all other administrative leadership for achieving diversity goals.
- e. Develop unit plans and diversity measures that are consistent with the university action plan.
- f. Develop and create metrics that allow us to assess, evaluate, and analyze progress towards reaching diversity goals at every level of the institution.
- In order to build alliances with partners who share a common purpose of creating access to education, particularly at institutions of higher education, we must make it our mission to affirm our values and principles through action. We will develop stronger bonds with our surrounding communities that bridge opportunity divides, sustains our commitment to solve the inequities that challenge people locally and around the globe, leverage our scholarship in ways that enrich the collective knowledge of our communal collaborations, and foster working relationships with external partners that better integrates diversity as a foundation of excellence.
Build stronger alliances and collaborative partnerships with external community groups and local and regional civil, social and educational institutions to demonstrate UD’s commitment to diversity.
Accountability Partners: president, provost, executive vice president, and all vice presidents, vice provosts, managers, directors, deans, assistant deans, and chairs, associate chairs, faculty, staff, and all others in leadership positions, as well as alumni groups, external community advocates and community groups.
Directed Areas of Improvement:
- a. Develop an advisory board of community leaders to help strengthen community outreach in local and regional middle and high schools.
- b. Develop stronger relationships with external constituencies and community groups that fortify pipeline initiatives for students from historically underrepresented and underserved communities and other diverse groups.
- c. Build stronger ties with alumni who want to assist with diversity initiatives.
- d. Strengthen ties with senior leadership teams at regional universities and colleges to share best practices in fostering a more diverse and inclusive campus community.
- e. Connect diversity initiatives with the newly formed Community Engagement Initiative at the University of Delaware.