HKS is prototyping cloud-based softwarethat tracks how frequently — or infrequently — students join class discussions.The software can produce charts that showstudents’ gender and nationality, ranking them by those who have participated least.This system is just one tool faculty canadopt to create a classroom environment where more students feel welcome to chime in and professors can level the playingfield. Nine faculty members are using thisnew software in 13 classes with more than 300 students.

Takeaway

This School is developing systems to leverage data in order...

In 2016 the Chan School completed aSchoolwide climate survey that examinedinclusion and belonging for all constituents. The survey data were collected and analyzed by an outside agency (the Culturally Engaging Campus EnvironmentsProject) and are available to all, and the findings were also presented in a number of live forums. During the last threeyears, the School has included questions on diversity and inclusion in student and staff exit surveys and has also added thesequestions to course evaluations. Exit surveyand course evaluation D&I questions are used for quality-improvement...

Over the past several years Radcliffe hasworked proactively to ensure that all staffwith formal responsibility have the autonomy, staff, and fiscal resources to achievethe diversity and inclusion goals set in theirstrategic plans. While the positions listedabove have formal responsibility, the deanhas repeatedly emphasized that all Radcliffestaff members, regardless of department orgrade level, play an essential role in creatinga diverse and inclusive community.

Takeaway

This practice is about a School’s thinkingexplicitly about how to align authority...

The associate dean for diversity is formallyresponsible for all aspects of strategy relatedto diversity, inclusion, and belonging. In addition, the senior director of human resources, associate dean for faculty affairs,and associate dean for student services are responsible for specific aspects of diversityand inclusion strategy for staff, faculty,and students, respectively. These latterofficials have specific compliance obligations related to diversity — e.g., affirmativeaction reporting, annual student diversity reporting to the Association of Schoolsand Programs of Public Health (...

Senior leaders are held accountable to ensure that the areas they oversee achieve the diversity, inclusion, and belonging goalsas defined — and included in this are strategic planning efforts such as multiyearplanning to create and populate pipelines.An annual “state of the department” staffdiversity report is shared with individual senior leaders by the dean, and a conversation about obstacles to staff diversity is part of the performance review process.

Takeaway

This practice is an example of elevating diversity, inclusion, and belongingwork to the same...

The Center for Education Policy Research(CEPR) successfully created OneCEPR, aspace where information related to diversity, equity, and inclusion (DEI) is shared,and began making more connectionsbetween DEI and CEPR’s work. This was prompted after CEPR’s leadership reflected on the following:

• What are our core values?
• Is diversity at the organizational level reflected here?
• Does the Center value people’s individual diversity?
• Are folks satisfied with CEPR’s culture?

Had the leadership not posed...