1

Rubrics for measuring progress in DEI

Philosophy and Mission of Diversity, Equity, and Inclusion

Components Stage One: Stage Two: Stage Three:
Emerging Developing Transforming

DEFINITION OF There is no campus- There is an The institution has a

DIVERSITY, wide definition for operationalized formal, universally
INCLUSION AND diversity, inclusion definition for accepted definition for
EQUITY and equity. diversity, inclusion high quality diversity,
and equity on the inclusion and equity that
campus, but there is is used consistently to
some variance and operationalize many or
inconsistency in the most aspects of diversity
application of the on campus.
term.

STRATEGIC The campus does Although certain The campus has

PLANNING not have an official short-range and long- developed an official
strategic plan for range goals for strategic plan for
advancing diversity, diversity, inclusion advancing diversity,
inclusion and equity and equity have been inclusion and equity on
on campus. defined for the campus, which includes
campus, these goals viable short-range and
have not been long-range
formalized into an institutionalization goals.
official strategic plan
that will guide the
implementation of
these goals.

ALIGNMENT WITH While diversity, Diversity, inclusion Diversity, inclusion and

INSTITUTIONAL inclusion and equity and equity are often equity are part of the
MISSION complement many mentioned as a primary concern of the
aspects of the primary or important institution. Diversity,
institution's mission, part of the inclusion and equity are
they remain on the institution's mission, included in the campus'
periphery of the but are not included official mission and/or
campus. Diversity, in the campus' official strategic plan.
inclusion and equity mission or strategic
are rarely included plan.
in larger efforts that
focus on the core
mission of the
institution.
 2

ALIGNMENT WITH Diversity, inclusion Diversity, inclusion Diversity, inclusion and

CAMPUS RENEWAL and equity stands and equity are tied equity are tied formally
AND alone and are not loosely or informally and purposefully to other
TRANSFORMATION tied to other to other important, important, high profile
EFFORTS important, high high profile efforts on efforts on campus (e.g.,
profile efforts on campus (e.g., general general education,
campus (e.g., education, campus/community
general education, campus/community partnership efforts,
campus/community partnership efforts, establishment of learning
partnership efforts, establishment of communities,
establishment of learning improvement of
learning communities, teaching, writing
communities, improvement of excellence).
improvement of teaching, writing
teaching, writing excellence emphasis,
excellence etc.).
emphasis, etc.)

ACCREDITATION The campus does The campus The campus always

not include sometimes includes includes diversity,
diversity, inclusion diversity, inclusion inclusion and equity as
and equity as factors and equity as factors factors that meaningfully
that meaningfully that meaningfully contribute to
contribute to contribute to disciplinary, institutional,
disciplinary, disciplinary, and other accreditation
institutional, and institutional, and efforts.
other accreditation other accreditation
efforts. efforts.

HISTORICAL Diversity, inclusion Diversity, inclusion Diversity, inclusion and

CONTEXT and equity and their and equity and their equity and their complex
relationship to the complex relationship relationship to place are
geographic or to place are fully acknowledged,
cultural history of acknowledged but not widely understood, and
the community are widely understood, used to build an inclusive
not acknowledged nor used to build an present and future.
nor widely inclusive campus.
understood.
 3

II. Faculty Support for and Involvement in Diversity, Equity and Inclusion

Components Stage One: Emerging Stage Two: Stage Three:

Developing Transforming

FACULTY Very few members An adequate number A substantial number of

KNOWLEDGE know what diversity, of faculty members faculty members know
AND inclusion and equity are know what diversity, what diversity, inclusion
AWARENESS or understand why they inclusion and equity and equity are and
are essential aspects of a are and understand understand why it is an
student’s education. why it is an essential essential aspect of a
aspect of a student’s student’s education.
education.

FACULTY Very few faculty While a satisfactory A substantial number of

INVOLVEMENT members are instructors, number of faculty influential faculty
& SUPPORT supporters, or advocates members are members participate as
of diversity, inclusion supportive of instructors, supporters,
and equity. Few support diversity, inclusion and advocates of
the strong infusion of and equity, few diversity, inclusion, and
diversity, inclusion and faculty members are equity support the
equity into the academy advocates for infusing infusion of diversity,
or into their own diversity in the inclusion and equity both
professional work. A overall mission and/or into the institution's
few faculty members on their own professional overall mission and the
campus sustain work. An inadequate faculty members'
diversity, inclusion, and or unsatisfactory individual professional
equity activities. number of key faculty work.
members are engaged
in diversity, inclusion
and equity.

FACULTY Very few of the most There are only several A highly respected,
LEADERSHIP influential faculty (two or more) influential group of
members on campus influential faculty faculty members serves
serve as leaders for members who provide as the campus' diversity,
advancing diversity, leadership to the inclusion and equity
inclusion, and equity on campus' diversity, leaders and/or advocates
the campus and/or are inclusion, and equity and encourages
not encouraging efforts and encourage colleagues to engage in
colleagues to engage in colleagues to engage diversity, inclusion and
diversity work on in diversity, inclusion equity work on campus
campus or in their and equity work on or in their courses.
courses. campus or in their
courses.
 4

FACULTY In general, faculty Although faculty Faculty who are involved

REWARDS members are not members are in diversity, inclusion
encouraged to engage in encouraged to pursue and equity receive
diversity, inclusion and diversity, inclusion recognition for it during
equity; faculty members' and equity activities, the faculty member's
work in diversity, their work in review, tenure, and
inclusion and equity is diversity, inclusion promotion and sabbatical
not usually recognized and equity is not process; faculty is
during their review, always recognized encouraged to pursue
tenure, and promotion during their review, diversity, inclusion and
and sabbatical tenure, and promotion equity activities.
processes. and sabbatical
processes.

FACULTY There are few There are some There are many
DEVELOPMENT opportunities and opportunities and opportunities and
AND dedicated funds to dedicated funds to dedicated funds to
INCENTIVES support and sustain support and sustain support and sustain the
faculty capacity for the faculty capacity to faculty capacity to do
diversity over time. do diversity, inclusion diversity, inclusion and
There are few incentives and equity related- equity related-work over
provided (e.g., mini- work over time. There time. There are many
grants, course releases, are some incentives incentives are provided
funds for conferences, are provided to to pursue diversity,
etc.) to pursue diversity pursue diversity, inclusion and equity
activities. inclusion and equity activities.
activities.

ACADEMIC Few, if any, Several departments In a fair to large number

DEPARTMENTS departments infuse offer opportunities to of departments, diversity,
diversity, inclusion and engage in diversity, equity and inclusion
equity as formal part of inclusion and equity shape course content,
their academic related activities (e.g., project design, and
programs. research, study pedagogy.
abroad) and courses,
but these
opportunities and
courses typically are
not a part of the
formal academic
program of the
department and/or are
not primarily
supported by
departmental funds.
 5

III. Teaching, Research, and Service Supporting Diversity, Equity, and Inclusion

Components Stage One: Emerging Stage Two: Stage Three:

Developing Transforming

KNOWLEDGE Few faculty members Many faculty Most faculty members

AND recognize how their members recognize incorporate multiple
AWARENESS OF ways of knowing impact multiple ways of ways of knowing into
DIVERSITY, their teaching and knowing and some teaching and learning
INCLUSION AND learning in the incorporate multiple practices
EQUITY IN classroom. ways of knowing into
RELATION TO teaching and learning
DISCIPLINES practice.

CURRICULUM The curriculum as it is The current Evidence of a strong

currently constituted is curriculum reflects a value for diversity,
only minimally related value for diversity, inclusion and equity is
to diversity and inclusion and equity easily apparent
inclusiveness. Efforts to in certain areas and throughout the curricular
change the curriculum not in others. offerings at the
do not explicitly Curricular change institution. Curricular
acknowledge the efforts acknowledge change efforts integrate a
importance of diversity, the importance of value for diversity,
inclusion and equity as diversity, inclusion inclusion and equity as
an asset to innovative and equity but not an informing influence.
curricular practice. consistently. Curricular change is a
reciprocal process in
which the institution
changes by learning from
new, diverse influences.

FACULTY Few faculty members Some faculty Most faculty members

TEACHING AND integrate a variety of members integrate a integrate a variety of
LEARNING inclusive teaching and variety of inclusive inclusive teaching and
STRATEGIES learning approaches that teaching and learning learning approaches that
AND METHODS is designed to respond to approaches that is is designed to respond to
the diverse experiences designed to respond the diverse experiences
of students in their to the diverse of students in their
classes. experiences of classes.
students in their
classes.
 6

TEACHING AND The campus offers few The campus offers The campus offers many
LEARNING if any resources to resources to support resources to support the
RESOURCES support the development the development of development of inclusive
of inclusive teaching and inclusive teaching and teaching and learning
learning approaches that learning approaches approaches that are
are designed to respond that are designed to designed to respond to
to the diverse respond to the diverse the diverse experiences
experiences of all experiences of all of all students in any
students in any given students in any given given classroom.
classroom. (Teaching classroom. (Teaching (Teaching and learning
and learning centers, and learning centers, centers, mentoring
mentoring programs, mentoring programs, programs, etc.)
etc.) etc.)

STUDENT Few if any faculty have Some faculty include Most if not all faculty
LEARNING identified the need for student learning include student learning
OUTCOMES diversity, inclusion and outcomes focusing on outcomes focusing on
equity learning diversity, inclusion diversity, inclusion and
outcomes for students; and equity as part of equity as part of their
student learning their typical typical assessment
outcomes developed in assessment practices. practices
academic departments
do not address diversity

SERVICE Few if any faculty Some faculty Many faculty incorporate

incorporate diversity, incorporate diversity, diversity, inclusion and
inclusion and equity as inclusion and equity equity as an informing
an informing quality of as an informing quality of their college
their college service quality of their service efforts.
efforts. college service
efforts.

RESEARCH Few if any faculty Some faculty conduct Many faculty conduct
conduct research which research which in research which in form,
in form, content, or both, form, content, or content, or both, reflects
reflects a commitment to both, reflects a a commitment to
diversity, inclusion and commitment to diversity, inclusion and
equity as an integral diversity, inclusion equity as an integral asset
asset to disciplinary and and equity as an to disciplinary and
institutional integrity. integral asset to institutional integrity.
disciplinary and
institutional integrity.
 7

ACADEMIC Few, if any, departments Several departments In a fair to large number

DEPARTMENTS infuse diversity, offer opportunities to of departments, diversity,
inclusion and equity as a engage in diversity, equity and inclusion
formal part of their inclusion and equity shape course content,
academic programs. related activities (e.g., project design, and
research, study pedagogy.
abroad) and courses,
but these
opportunities and
courses typically are
not a part of the
formal academic
program of the
department and/or are
not primarily
supported by
departmental funds.

IV. Staff Engagement and Involvement in DEI
Components Stage One: Emerging
STAFF KNOWLEDGE Very few staff members
AND AWARENESS know what diversity,
inclusion, and equity are or
understand why they are an
essential part of an
education.
STAFF ENGAGEMENT Very few staff members are
AND INVOLVEMENT supporters, instructors, or
advocates of diversity,
inclusion, and equity. A few
staff members on campus
sustain diversity activities.
STAFF INCENTIVES & In general, staff members are
REWARDS not encouraged to engage in
diversity, inclusion and
equity; few if any incentives
are provided (e.g., funds for
conferences, professional
development etc.) to pursue
diversity activities; staff
members' work in diversity,
inclusion and equity is not
usually recognized during
their performance review
and promotion process.
NON-ACADEMIC Few, if any, units (e.g.
DEPARTMENTS Purchasing, Human
Resources, Dining Services,
Student Life) infuse
diversity, inclusion and
equity as a formal part of
their operational practices.
8
Stage Two: Stage Three:
Developing Transforming
Some staff members A substantial number of
know what diversity, staff members know what
inclusion, and equity diversity, inclusion, and
are and understand why equity are and can
they are an essential articulate why they is an
part of an education. essential part of an
education.
While some staff A substantial number of
members are staff members participates
supportive of diversity, as supporters, instructors
inclusion, and equity and advocates of diversity,
few are advocates for inclusion, and equity and
infusing diversity in infuse diversity both into
the overall mission the institution's overall
and/or their own mission and the staff
professional work. members' individual
professional work.
Although staff Staff members who
members are engage in diversity
encouraged and are practices receive
provided various recognition for it during
incentives (funds for the campus' performance
diversity conferences, review and promotion
professional process; staff are
development, etc.) to encouraged and are
pursue diversity provided various
activities, their work in incentives (funds for
diversity, inclusion and diversity conferences,
equity is not always professional development,
recognized during their etc.) to pursue diversity,
performance review inclusion and equity
and promotion process. activities.
Several departments In a fair to large number of
infuse diversity, departments, diversity,
inclusion and equity equity and inclusion are a
into their operational part of the department’s
practices but these formal strategic planning,
initiatives are not a part programmatic and budget
of the formal unit practices.
annual planning and
 9

budget.

V. Student Support for and Involvement in Diversity, Equity, and Inclusion
Components Stage One: Emerging
STUDENT Very few students know
KNOWLEDGE what diversity, inclusion and
& AWARENESS equity are or understand why
knowledge and experience in
these areas are essential to
their education and their
future work.
STUDENT Few, if any, linkages exist
SUCCESS between student knowledge,
skills, and dispositions
related to diversity, inclusion
and equity and campus
definitions of student
success both within the
classroom and outside of it.
STUDENT Only a handful of co-
OPPORTUNITIE curricular opportunities to
S FOR enhance student learning
ENGAGEMENT about diversity, inclusion
and equity issues are
available; Very few students
are involved or engaged in
diversity activities.
STUDENT Few, if any, opportunities on
LEADERSHIP campus exist for student
leaders to develop expertise
on diversity, inclusion and
equity issues; few, if any,
opportunities on campus
exist for students to take on
leadership roles in
advancing diversity in co-
curricular settings
throughout the campus.
10
Stage Two: Stage Three:
Developing Transforming
Some students know A substantial number of
what diversity, students know what
inclusion and equity diversity, inclusion and
are and understand equity are. They
why knowledge and understand and can
experience in these articulate why knowledge
areas are essential to and experience in these
their education and areas are essential to their
their future work. education and their future
work.
Some evidence exists Publicly available
supporting the link definitions of student
between diversity, success in curricular and
inclusion and equity co-curricular experiences
and student success. always include references
to diversity, inclusion and
equity as a critical
indicator.
There are some There are ample
opportunities offered to opportunities and options
enhance student offered to enhance student
learning on diversity, learning about diversity,
inclusion and equity inclusion and equity issues
issues. However, on campus and within the
involvement and larger community.
engagement are limited Administrators at all
to affinity groups, and levels, faculty, staff, and
co-curricular students actively
programming exists in collaborate with
segregated community members to
communities. assure the development of
these opportunities.
There are some There are a number of
opportunities on training and development
campus for student opportunities to develop
leaders to develop students’ expertise on
expertise on diversity, diversity, inclusion and
inclusion and equity equity issues. Students are
issues; there are some encouraged to develop
opportunities on inclusive leadership skills
campus for students to and serve as advocates and
take on leadership roles ambassadors for
in advancing diversity institutionalizing diversity
in co-curricular in curricular settings
settings throughout the throughout the campus.
campus.

STUDENT The campus has neither
INCENTIVES formal mechanisms (e.g.
AND REWARDS diversity notation on
students’ transcripts, etc.)
nor informal mechanisms
(news stories in paper,
unofficial student certificates
of achievement) that
encourage students to
participate in diversity
initiatives.
VI. Administrative Leadership and Institutional Support for Diversity, Equity, and Inclusion
Components Stage One: Emerging
COORDINATION There is no formal
OF INSTITUTIONAL campus-wide entity (e.g.,
EFFORTS community of practice,
committee, center, office,
or clearinghouse) charged
with coordinating various
campus constituencies in
the implementation,
advancement, and
institutionalization of
diversity, inclusion and
equity.
11
While the campus The campus has formal
offers some informal mechanisms in place that
incentives and rewards encourage students to
that encourage students participate in diversity and
to participate in inclusion efforts and
diversity provides campus wide
activities/efforts and/or recognition for their
reward students for participation in these
their participation in efforts throughout the
diversity-related campus.
activities, the campus
offers few or no formal
incentives and rewards.
Stage Two: Stage Three:
Developing Transforming
There is a formal The institution supports a
campus-wide entity coordinating entity
charged with actively engaged in
coordinating various assisting various campus
campus constituencies constituencies in the
in the implementation, design, implementation,
advancement, and advancement, and
institutionalization of institutionalization of
diversity (e.g., diversity. (e.g., community
community of practice, of practice, committee,
committee, center, center, office, or
office, or clearinghouse).
clearinghouse), but the
entity either does not
coordinate diversity
activities exclusively or
provides services only
to a certain
constituency (e.g.,
students, faculty) or
limited part of the
campus (e.g., certain
majors).

POLICY-MAKING The institution’s official
ENTITIES and influential policy-
making
board(s)/committee(s) do
not recognize diversity,
inclusion and equity as
essential educational goals
for the campus
DIVERSITY- There is not a senior
FOCUSED STAFF administrator whose
POSITIONS primary paid responsibility
is to advance diversity,
inclusion and equity across
the institution
HIRING & Hiring and retention
RETENTION policies and procedures do
not address diversity,
inclusion and equity
considerations.
12
The institution’s The institution’s policy-
official and influential making
policy-making board(s)/committee(s)
board(s)/committee(s) recognize diversity,
recognize diversity, inclusion and equity as
inclusion and equity as essential educational
essential educational strategy and formal
strategy, but no formal policies have been
policies have been developed or
developed. implemented.
Senior administrators There is a senior
with formal administrator whose
responsibility for primary responsibility is
advancing diversity, advancing diversity,
inclusion and equity inclusion and equity across
exist; however, the institution. This
decision-making individual has senior-level
authority for these decision-making authority
individuals may be equal to other
limited and not administrative peers
consistently integrated within the leadership team;
into senior cabinet the individual is integral to
level decision-making. all campus renewal and
In other cases, senior transformation efforts.
administrators charged
formally with
advancing diversity
efforts are asked to
perform multiple mid-
level administrative
tasks, (e.g. diversity,
affirmative action or
ombudsman work or
multicultural student
affairs.
Policies and procedures The institution has
are designed to hire developed hiring and
and train a diverse retention policies and
workforce but have procedures that have
proven only partially proven to be highly
successful. effective at bringing and
keeping individuals who
add to its diverse
workforce.

PROFESSIONAL Professional development
DEVELOPMENT designed to prepare faculty
and staff to adequately
meet the needs of a diverse
campus is lacking.
FUNDING The campus' diversity,
inclusion and equity
activities are supported
primarily by soft money
(short-term grants) from
sources outside the
institution.
SENIOR The campus'
ADMINISTRATIVE administrative leaders
LEADERSHIP have a limited and/or
contradictory
understanding of diversity
and are unaware that it is
an essential component of
education, often confusing
it with affirmative action
INSTITUTIONAL There is no organized,
EVALUATION & campus-wide effort
ASSESSMENT underway to account for
the number and quality of
diversity activities taking
place. (e.g. campus
climate assessments,
student diversity learning
outcomes, NSSE, or
Equity Scorecards).
INSTITUTIONAL Accrues and tracks
RESEARCH diversity-related data only
when required by external
agencies (Federal and state
governments, foundations,
etc.).
13
Some professional Faculty and staff have
development designed access to an adequate
to prepare faculty and array of effective
staff to meet the needs professional development
of a diverse campus is programs to prepare them
available, but some of to meet the needs of a
it is either inadequate diverse campus.
or ineffective.
The campus' diversity, Primarily operational or
inclusion and equity endowed funding from the
activities are supported campus supports the
by both soft money campus’ diversity
(short-term grants) activities
from sources outside
the institution as well
as hard money from the
institution.
Administrative leaders Administrative leadership
share an expansive functions as a unified team
understanding of which consistently
diversity and its operationalizes its
importance, but do not commitment to diversity,
yet have a consistent equity, and inclusion as an
plan to operationalize essential feature in its
it. campus renewal efforts.
An action plan for An ongoing, systematic
assessment of effort is in place to
diversity, inclusion, implement, evaluate, and
and equity initiatives recalibrate the assessment
across the institution of diversity efforts that are
has been proposed but taking place throughout
research of such data the campus. Research has
has not been initiated been initiated and is
nor disseminated. currently being
disseminated throughout
the campus.
Responds to requests Initiates research and
regarding diversity, dissemination for ongoing
inclusion and equity institutional
but seldom initiates improvements.
research and
dissemination of such
data.
 14

INSTITUTIONAL Little concrete evidence Some evidence exists Institutional policy and
RESOURCE exists that institutional that institutional policy decision-making in
MANAGEMENT policy and decision- and decision-making in resource management
making in resource resource management (including budgeting,
management (including (including budgeting, purchasing, vendor
budgeting, purchasing, purchasing, vendor management, and human
vendor management, and management, and resource planning) is
human resource planning) human resource characterized by a
integrates an institution- planning) integrates an consistent, institution-wide
wide value for diversity, institution-wide value value for diversity, equity,
equity, and inclusion. for diversity, equity, and inclusion.
and inclusion.

SPECIALIZED Specialized goal-oriented Specialized initiatives Specialized initiatives—

INITIATIVES initiatives (ad hoc task sometimes integrate regardless of the topic
forces, presidential institutional diversity, addressed—always
commissions, task-based inclusion and equity support and integrate the
committees of limited efforts occurring established commitment to
duration, among others) do elsewhere on campus diversity, equity, and
not take into account but with no reliable inclusivity across the
institutional diversity, consistency. campus.
inclusion and equity
efforts.

ALUMNI AFFAIRS The college seldom or The college sometimes The institution has an
never engages with alumni engages with alumni active, reciprocal
who represent diverse who represent diverse relationship with alumni
populations within the populations within the who represent diverse
larger community. larger community. populations within the
community. This engaged
work includes an active
donor base, board
representation, and
involvement in curricular
and co-curricular activities
as consultants, advisors,
and participants.