Executive Summary Report - Diversity & Inclusion
Executive Summary Reportfrom the Commission on Diversity and InclusionJune 30, 2017
IntroductionMay 25, 2017Washington University is deeply committed to diversity, inclusion, and equity and is activelyengaged in a process of institutional transformation. Our Board of Trustees established strategicpriorities in the university’s Plan for Excellence, which includes the goal to “strengthen diversityand improve gender balance and inclusiveness in all segments of the university community.” 1Additionally, our mission statement affirms that the university is to:“Welcome students, faculty, and staff from all backgrounds to create an inclusive communitythat is welcoming, nurturing, and intellectually rigorous.” 2In February 2015, following a semesterof campus activism and dialogue,Chancellor Mark S. Wrighton andProvost Holden Thorp established aSteering Committee for Diversity andInclusion. The committee was led byNancy Staudt, Dean of the School ofLaw, and was charged with the creationof a university-wide plan for increaseddiversity. The Report of the SteeringCommittee for Diversity and Inclusiondefined a two-year, 12-point actionplan that included the establishment ofa Diversity Commission to implementthe resulting strategy. To accomplishthis goal, Adrienne Davis, vice provostand the William M. Van Cleve Professorof Law, was appointed as chair of thecommission. Vice chairs were LinlingGao-Miles, lecturer, Internationaland Area Studies in Arts & Sciences;Julia Macias, assistant dean, ScholarsProgram, and director, AnnikaRodriguez Scholars Program; and WillRoss, associate dean for diversity andprofessor of medicine, Schoolof Medicine.The Commission on Diversity andInclusion began its work in August 2015and was composed of 27 members ofthe Washington University community,including faculty members, staff, andstudents—undergraduate, graduate,and professional students—from allcampuses. To tackle the action items,we appointed 12 working groups andutilized the perspectives, experiences,and expertise of more than 230 facultymembers, staff, and students. Theworking groups were as follows:(i) Data Framing, (ii) Diversifying Staff,(iii) Diversity Training, (iv) EliminatingTechnology Barriers, (v) Events,(vi) Faculty/Faculty Pipeline,(vii) Graduate Student Diversity,(viii) Honors and Recognition,(ix) Race/Identity/Social JusticeInstitute Task Force, (x) Sex andGender Equity, (xi) Task Force onDiversity Strategic Planning, and(xii) Undergraduate Student Diversity.In addition, we took on the task ofmaking recommendations on: aninstitutional scorecard, a chief diversityofficer, a centralized “academy” tohouse training and other inclusioninitiatives, tenure standards, urbanfellows, publicity/communicationsstrategy, and support for theuniversity’s Supplier Diversity Initiative.We also solicited input from theuniversity’s standing LGBT AdvisoryCommittee.To understand the shifting landscape ofinstitutional leadership in diversity andinclusion, we engaged thought leadersin academic diversity, meeting withthree academic chief diversity officersat peer institutions3 and one localcorporate chief diversity officer.4 Wemet with key leaders at the university,including Holden Thorp, executivevice chancellor and provost; HankWebber, executive vice chancellor foradministration; Legail Poole Chandler,vice chancellor for human resources;Ellen Rostand, assistant vice chancellorfor public affairs; Lynn McCloskey,assistant provost; Gephardt Instituteleader Amanda Moore McBride;and Stephanie Smith, manager ofsupplier diversity.Finally, we invited the broaderuniversity community to participatein our work, through formal meetings,town halls, campus diversity andinclusion advocacy groups, andinformal “coffee hours” hosted by theindividual working groups at the Centerfor Diversity and Inclusion.A Report of the Steering Committee for Inclusion and Diversity, August 14, 2015, at ersity-and-Inclusion-Report-2015-1.pdf (pages 8-10.) Mark Wrighton, “Chancellor Statement on Diversity,” Washington University in St. Louis: Diversity at WUSTL, ersity-and-InclusionReport-2015-1.pdf (at page 8) and wustl.edu/about/mission-statement3 Patrick Simms, Vice Provost and Chief Diversity Officer, University of Wisconsin; George Hill, Vice Chancellor for Equity, Diversity and Inclusion, and Chief Diversity Officer, VanderbiltUniversity; and Jerry Kang, Vice Chancellor for Equity, Diversity and Inclusion, University of California, Los Angeles.4Emily Pitts, Chief Diversity Officer, Edward Jones.Washington University in St. Louis12 1
This report represents the culmination of two years of deep engagement, focused strategizing, factfinding, bench marking, and listening to the voices of our Washington University community.Developing an action plan thatpromotes diversity, inclusion, andequity at Washington Universityrequires a shared understanding ofthese key values and recognitionthat many of these ideas, terms, anddefinitions are evolving and will requirea commitment to continuous learningover the course of time.We at Washington University believe thatthe twin goals of diversity and inclusionare essential to our mission of excellencein teaching, research, patient care, andservice.5 Diverse communities that arealso inclusive produce knowledge,solve complex problems, teach andlearn, and offer patient care betterthan homogeneous and non-inclusivecommunities. Thus, inclusion supportsthe university’s foundational goals andmission. Enhancing the diversity ofour university community is but onecomponent necessary for achievingour goals; we must also criticallyexamine and be prepared to changeour institutional structures, practices,and policies as needed to createan environment that is welcoming,collaborative, productive, and inclusive.DIVERSITYAs Provost Holden Thorp’s “Statementon Diversity” makes clear:“Washington University welcomesdifference on our campus in the formof gender, race, ethnicity, disability,geography, socioeconomic status,age, politics, religion, philosophy,sexual orientation, gender identity orexpression, and veteran status. We seekto bring these different backgroundsand perspectives to the great problemsfacing the world.” 6Within this comprehensive array ofidentities, expressions, and experiencesare many points of intersectionality,reflecting the complex and dynamicnature of human beings in their socialenvironment. We recognize thatsocial location as well as historic andenduring structural inequalities havedisadvantaged some in our community.Consequently, we are committedto expanding access to members ofunderrepresented and marginalizedgroups because it is both just andresults in a more vibrant, innovative,and productive institution.Not only are diverse groups important,but so are diverse experiencesand viewpoints within each group.Underrepresented identities arenot interchangeable—we believevaluing each individual as unique isa sign of equity and respect, evenwhen individuals share backgroundcharacteristics across a group. Truediversity reflects a wide range ofcultural differences and encompassesmany different individual attributes,both visible and invisible.INCLUSIONAn inclusive academic communitycommits to establishing the bestpossible conditions to supportand promote the diverse peoplethat comprise the community byensuring fair access to educationaland employment resources andopportunities. It meaningfully conveysrespect for and recognition of the valuethat diverse individuals and groupsbring to our institution. It fostersthoughtful interaction across groups,promotes the expression of diverseviewpoints in discussions and debates,and seeks inclusion in our decisionmaking processes across the university.An inclusive Washington Universitywill leverage our diversity to achieveour mission and goals of excellence ineducation and scholarship.As Chancellor Mark Wrighton has noted:“Diversity strengthens our senseof community and is vital to ourknowledge creation, problem solving,and productivity—all of which areessential to our mission as a world-classuniversity. Enhancing our diversity,while making Washington University amore inclusive place, is not an option. Itis an imperative. And, we know that wehave work to do.” 7We engaged more than 230 members ofthe university community, principallythrough working groups, informal ashington University in St. Louis, “Mission Statement: Strategic Priorities” at: wustl.edu/about/strategic-priorities also Steering Committee Report, at page 8: wustl.edu/about versity-and-Inclusion-Report-2015-1.pdf6Holden Thorp, “Provost Statement on Diversity” at provost.wustl.edu/diversity7Wrighton, “Chancellor Statement on Diversity” at 52 Please click on report names to view full reports
COMMISSION MEMBERScoffee hours, and other large forumswith interested community members.Each working group produced its ownreport, which was then presented to thecommission for review and approval.Taken together, these reports provide aroad map to our goal.There are some important issues wewere unable to tackle at this juncture,most notably the specific needs ofcontingent faculty members, contractworkers, professional school students,and international school students. Inaddition, we encourage WashingtonUniversity to expand its focus toinclude other forms of diversity, suchas religious and disability differences.These topics are addressed at variousjunctures in the full reports, whichare available online; neverthelesswe strongly recommend that theuniversity would benefit from a moresustained focus.It is our belief that WashingtonUniversity in St. Louis is poised tobecome a leader in the areas ofdiversity and inclusion within highereducation, research, patient care, andservice. In order to address each of theareas within this report, it will requirecommitment, as well as dedication oftime and resources to implement newinitiatives, while building on existingstrengths.Adrienne Davis, ChairKevin GarzaVice Provost; William M. Van Cleve Professorof Law, School of LawMD Candidate, School of Medicine,Class of 2019Linling Gao-Miles, Vice ChairDiana GrayLecturer, International and Area Studies,Arts & SciencesAssociate Dean for Faculty Affairs; Professorof Obstetrics, Gynecology and Radiology,School of MedicineJulia Macias, Vice ChairAssistant Dean, Scholars Programs;Director, Annika Rodriguez Scholars ProgramWill Ross, Vice ChairAssociate Dean for Diversity; Professor ofMedicine, School of MedicineYoon GrovesAssociate Director for Advising and StudentAffairs, Olin Business SchoolJesse HuangJoseph AckermanUndergraduate Student, School ofEngineering & Applied Science,Class of 2018William Greenleaf Eliot Professor of Chemistry,Arts & SciencesBruce LindseyUndergraduate Student, Arts & Sciences,Class of 2018Dean, College of Architecture/GraduateSchool of Architecture & Urban Design;E. Desmond Lee Professor for CommunityCollaborationLolly BuenaventuraSteve MalterRuby AroraUndergraduate Student, Olin Business School,Class of 2019Associate Dean; Director of UndergraduatePrograms, Olin Business SchoolLaTanya BuckJordan MendozaDirector, Center for Diversity and Inclusion(Nov. 2015–July 2016)Mario CastroUndergraduate Student, Major in Psychology,Arts & Sciences, Class of 2016(Nov. 2015–Aug. 2016)Alan A. and Edith L. Wolff Distinguished Professorof Pulmonary and Critical Care Medicine;Co-Director, Office of Faculty Development,School of MedicineCambrie NelsonSiomari Collazo ColonMBA Student, Annika Rodriguez Scholar,Class of 2016 (Nov. 2015–June 2016)Associate Dean for Administration,The Brown SchoolMBA Student, Olin Business School,Class of 2017Edward PoyoLori SettonDirector, Diversity and Inclusion,Content Development and Program Delivery,Office of Human ResourcesLucy and Stanley Lopata DistinguishedProfessor of Biomedical Engineering, Schoolof Engineering & Applied Science; Professorof Orthopaedic Surgery, School of MedicineEmelyn dela PeñaAnthony TillmanDenise DeCouAssociate Vice Chancellor for Student Affairs;Dean, Center for Diversity and InclusionAssistant Provost for Student SuccessShruti DesaiAssociate Dean for Strategic Initiatives, Officeof the Vice Chancellor for Student AffairsAssociate Director of Residential Life(Nov. 2015 –July 2016)Tonya EdmondAssociate Dean for Diversity; Associate Professor,The Brown SchoolLaShawnda FieldsPhD student, The Brown SchoolJames Parker, (ex officio)COMMISSION STAFFCecilia Hanan ReyesAdministrative Lead for the Commission;Administrative Assistant, Office of the ProvostLilly Leyh-PierceWorking Group Coordinator for the Commission;Special Assistant, Executive Vice Chancellorfor Administration
August 2015Proposed 12-Point Action PlanImmediate Action Items1. The university will commit increased financial resources to ensure that werecruit, admit, and support a diverse population of undergraduate, graduate, andprofessional students;2. The university will commit increased resources to ensure that we recruit, hire, andsupport diverse faculty through a variety of initiatives, including pipeline work;3. Deans, leaders, and managers will review and assess hiring, promotion, andretention practices for the purpose of promoting greater staff diversity andinclusion;4. The university will consider and evaluate a possible race/identity/social justiceinstitute with the help of a faculty-led task force;5. The university will create a repository with the goal of having a single location thatsupports the integration and analysis of diversity-related data and resources;6. The university will institutionalize diversity and inclusion training across thecampuses for students, staff, and faculty;7. The university will host university-wide diversity and inclusion events (perhapssimilar to the February 2015 event “Race and Ethnicity: A Day of Discovery andDialogue”) with students playing a key planning role;8. Each school and unit will devise a strategic plan for promoting diversity andinclusion;9. All deans, leaders, and managers will identify and eliminate technology-basedbarriers to diversity and inclusion in both the employment and academic contexts;10. The university will recognize and honor individuals and/or groups who haveadvanced diversity and inclusion;11. The university will issue and post annual diversity and inclusion scorecards; and12. The chancellor will create a Commission on Diversity and Inclusion, which willhelp to implement the action items outlined above.4 Please click on report names to view full reports
Please click on report names to view full reportsExecutive SummaryThe Commission on Diversity and Inclusionalong with our 12 working groups have workedfor two years to implement the 12-pointaction plan. In addition, we researched otherinitiatives to aid Washington University inSt. Louis in reaching its goals of diversity,inclusion, and equity for students, staff, facultymembers, and all employees throughout theuniversity system.Nineteen individual reports comprise the bulk of theCommission on Diversity and Inclusion Report (datedJune 30, 2017). These individual reports track the 12-pointaction plan and our additional research, including the finalrecommendations, background information, pertinentattachments, and appendices.What follows are highlights culled from the individualreports.The commission undertook an intentionally wide-rangingconsideration of the university’s needs and opportunities.We note that the university often defaults to the academicschools and departments in discussing diversity andinclusion. However, some of our largest units are notacademic departments; indeed, all of our units, academicand administrative, play crucial roles at the university andwe cannot achieve our diversity and inclusion goals withoutrecognizing and including them.Report 1: Race and Ethnicity Center [Action Item #4]The Race and Ethnicity Center report states that,“[G]lobal research universities tackle great problems, andrace comprises one of the greatest challenges of our times.While Washington University has an outstanding African andAfrican-American Studies department in the College of Arts &Sciences, the university lacks a university-wide infrastructurethat facilitates the comparative study of race/ethnicityand faculty member engagement in shaping national andlocal policy.” After much research and consultation, werecommend: W ashington University create a “university-wide researchcenter focused specifically on race and ethnicity.” T he center would “serve three broad primary purposes:promote outstanding research that helps shape nationalconversations on race/ethnicity; facilitate studentlearning and research on race/ethnicity; provide aninfrastructure for our faculty members to intervene inpublic discourse and policy design, including addressinglocal and regional needs.” S uch a center would house curriculum for undergraduateand graduate students, “especially in the fields ofAsian-American, Latinx, and comparative race/ethnicitystudies,” facilitate student research, and help developa pipeline for the next generation of race and ethnicityscholars.Report 2: Identifying Technology Barriers[Action Item #9]The Eliminating Technology Barriers report states that,“For many people, their first or only contact with” theuniversity is “through technology,” mainly the university’slibraries, numerous websites, and email system. However,some—be they students, staff, faculty, or visitors—experiencebarriers when attempting to access technology. Thus,we recommend: F unding is made available so that “all students have thecomputer equipment and software necessary for successin their studies.” Student Financial Services will identifythose students in need of a laptop and software so thatall students are outfitted with a personal computer andthe software needed to pursue academic studies. T he university must “require all websites and onlineresources . to follow web accessibility best practices,aiming to adhere to WCAIG 2.0 AA standard” so that thosewith “visual, hearing, motor, or cognitive disabilities, or. older technology” not be excluded or barred from “fullaccess to university web resources” and thus be able toengage in the benefits of all online opportunities. M ake the university’s hiring platforms more user-friendly,consistent, and functional in order to eliminate anybarriers “for diverse applicants, who may not haveaccess to the internal networks and connections”needed to navigate the system. This includes eliminatingany unnecessary firewalls so potential students andemployees can access “key resources, includingscholarship, programming, and other . resources.”Washington University in St. Louis 5
Report 3: Undergraduate Students;Report 4: Graduate Students [Action Item #1]; andReport 5: Urban FellowsThe Undergraduate Student Diversity and Graduate StudentDiversity reports recommend ways to both increase thenumber of students from underrepresented and marginalizedgroups and to ensure their academic success. A separatereport recommends a signature community engagementstrategy that will strengthen the university’s “presence in theSt. Louis community and region” in a way that aligns with ouracademic mission as a research institution. Recommendationhighlights are: B uild intellectual support for a diverse student body byincreasing the retention of women and students of colorin STEM fields through “providing multiple pathways tobe a pre-med student,” “expanding the use of transitionand summer bridge programs, and” by “providingfinancial support for summer programs.” P rovide financial transparency in the true costsassociated with an undergraduate education bysupplying “students with the range of non-textbookestimated costs . associated with the instructionalrequirements of a course, minor, and major” and“adjusting the Cost of Attendance (COA) calculus toprovide requisite financial aid to include support of theCOA for a major course of study.” C reate a standing committee to promote graduatestudent diversity, host signature national conferencesand seminars, and consolidate graduate student diversityrecruitment efforts and weekends across all schools. E xpand the Gephardt Institute’s innovative St. LouisUrban Fellows Program so that students can “use theireducations and skills to combat historic and structuralinequality and ongoing disparities.”Report 6: Faculty; Report 7: Tenure Standards; andReport 8: Gender Equity [Action Item #2]These three reports address and implement the sameaction item: ensuring the university hires a diverse facultyand commits the requisite resources for their promotion,retention, and professional success. Because of our statureas a global research university, there is also an emphasis onour unique role of producing the next generation of excellentscholars and researchers.6 Please click on report names to view full reports C reate a Provost’s Postdoctoral Fellowship Program toharness the power of postdoctoral fellowships in theservice of diversifying the next generation of scholarsand researchers, at Washington University and in theacademy more broadly. Such a program would centralizeefforts to ensure a well-resourced, universal experiencethat combines the outstanding research experiencecharacteristic of Washington University, with a supportivecohort experience and unique professional developmentand mentoring opportunities. I nvest in a communications infrastructure to enhanceawareness and deepen the use of existing universitypipeline programs. D eepen our commitment to diverse faculty recruitmentby piloting innovative approaches that include creatingnew partnerships, broadening the reach of searchseminars and workshops, and especially empoweringour “front lines” (i.e., individual faculty members) torecruit and mentor through toolkits and small grants tomentor trainees. At the institutional level, explore waysto structurally reduce barriers to high-cost STEM hiresand explore the feasibility of cluster hires. E nsure that the academic careers of underrepresentedfaculty members thrive through connecting them tokey institutional resources; publicizing their work;committing resources to research in disparities,equity, and diversity and inclusion; and exploring aservice scholars program that will value the additionalinstitutional work they do. W e believe civic and community engagement is animportant academic value and furthers diversity andinclusion; therefore, we “recommend that each school,or . each academic department review its tenure andpromotion standards” and decide if “a communityengagement component aligns with” its priorities, goals,and mission. However, community engagement shouldnot be mandated as a tenure requirement nor, if adopted,should it disadvantage any faculty members. The facultymust retain control over the tenure process.
O n the Danforth Campus, we should increase the“percentage of female tenured-track faculty from” the“current level of 32 percent to a target goal of 50 percent”and on the Medical Campus substantially increase thenumber of women faculty members on the investigatortrack as well as “achieve parity on the clinician track.” O n both campuses, establish an Office for WomenFaculty as a means to advance gender equity initiatives,including ensuring gender pay equity. Establish equity in paid leave between staff and faculty.Report 9: Staff [Action Item #3]; Report 10: Academy;and Report 11: Training [Action Item #6]Taken together, these three reports make recommendationsregarding the diversification, training, and support foruniversity staff. Although these reports also include studentsand faculty members, the recommendations center mainlyon building a more diverse university staff as well as a moreinclusive working environment overall. S upport Human Resources’ efforts to advance a careerdevelopment program for staff, including creating aProfessional Leadership Academy & Network (PLAN)track for junior-level staff; developing managers’leadership skills to better facilitate inclusive units;and studying the possibility of “creating a signaturefellowship” plan in order to develop a “high-impactpipeline for senior administrative positions . atthe university.” C reate an Academy for Diversity and Inclusion forstaff and faculty members, to become the university’s“primary forum for changing climate and culture” byhousing diversity and inclusion resources, includingtraining resources, support for campus affinity groups,and annual events and recognition ceremonies. P rovide and encourage training to create and builddiversity and inclusion awareness, knowledge, and skillsby making available fundamental core courses to newand existing members of the university community.These would include standard introductory courses onTitle IX, anti-bias training, SafeZones, and Green Dot–Bystander Intervention Training. E ncourage staff and faculty members to participatein training by implementing an innovative suite ofrecognition and incentive opportunities. U ndertake a consistent approach to evaluating currentand future trainings by assigning “one office or group theresponsibility” of assessment.Report 12: Honors and Recognition [Action Item #10]and Report 13: Events [Action Item #7]Recognizing and honoring our community members for theirwork on diversity, inclusion, and equity should become aregular and formal effort. It is important to institutionalizeevents that honor individuals as well as groups thatundertake the hard work of making our campus moreinclusive and equitable. Such recognition should be designedto build community and can even inspire and spark “newnetworking and collaborations.” C reate annual awards to recognize individuals and/or groups “who have made significant contributionsto diversity and inclusion,” including the award of “acash prize of 3,000” for staff, faculty members, andstudents, including a supplemental prize of 2,000for “the networks and institutions that nourished theindividuals” and made their diversity work possible. H old a summit every two to three years to coincide withthese awards; summits should be designed to sparkfurther innovation and collaboration in campus diversityand inclusion work. C ontinue the Day of Discovery and Dialogue, either asan annual or biannual event; house the event in theacademy and designate a standing committee tooversee it. C reate a permanent place for “diversity and inclusionevents sponsored by staff and faculty . [and] affinitygroups” including a “permanent home for Trailblazers”and “similar diversity and inclusion events.”Washington University in St. Louis 7
Report 14: Supplier Diversityand Report 15: Publicity/Communications StrategyThese reports focus on ways to support the diversityand inclusion efforts of two key university teams, theuniversity’s Supplier Diversity Initiative and Office ofPublic Affairs. We were impressed with both teams’ recentinnovations and successes. These recommendationsencourage the university to continue investment in both ofthese crucial areas. T he Supplier Diversity Initiative has had greatsuccess in increasing the percentage of minority- andwomen-owned suppliers working with the universityand pioneering innovative pipeline programs. Werecommend that the university “continue its supportfor the Supplier Diversity Initiative and consider ways toexpand this program,” especially the UnderrepresentedCapacity Building Program and the Apprentice Work andEducation Program. E mpower Public Affairs to coordinate other keystakeholders and develop a strategic communicationsplan that will “position the university as an industrythought leader in the area of diversity and inclusion.”Commit 75,000 annually “to more tightly defin[ing]success, more clearly defin[ing] audiences and actions,and creat[ing] compelling messages that will moveaudiences to act.”Report 16: Strategic Planning [Action Item #8];Report 17: Data [Action Item #5];Report 18: Scorecard [Action Item #11]; andReport 19: Chief Diversity OfficerThese reports concern strategic planning and administrativesupport of diversity and inclusion. We recommendenhancements to infrastructure regarding support ofdiversity and inclusion. “ [C]ontinue to foster diversity and inclusion strategicplanning at each academic and administrative unit”by using a process that includes, among other items,“problem identification; crafting school or unitspecific vision, mission, and values statement[s]”; and“developing guidelines and products.” C onduct regular exit interviews for faculty and staffmembers, as well as for students who leave the universityfor non-academic reasons.8 Please click on report names to view full reports P ilot “an innovative approach to measuring . progressin diversity and inclusion . in two ways: longitudinallythrough objective indicators and as real-time ‘snapshots’of climate and need.” A lthough much of our diversity and inclusioninfrastructure is relatively new, we risk pilot programsand test initiatives becoming legacy programs that lingerwithout proven outcomes or past their efficacy. Hence,we should ensure regular assessment of legacy programsand also regularize climate surveys and integrate theiroutcomes into long-term planning and institutionaldecision-making. D evelop a university-wide “diversity and inclusionrepository” to collect and house a wide array ofindicators and to support internal institutional research,scholarly research, and assessment. Aspire to nationalleadership and best practices in this area. E xpand the university populations we currently track toinclude research teams, human subject pools, and postdoctoral fellows. Create a dedicated position/office that will serve twopurposes. First, focus on assessment and measurementdesign and
Executive Summary Report from the Commission on Diversity and Inclusion June 30, 2017. Washington University in St. Louis 1 Washington University is deeply committed to diversity, inclusion, and equity and is actively engaged in a process of institutional transformation. Our
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