|Submission Date||Feb. 27, 2015|
Carnegie Mellon University
PA-4: Diversity and Equity Coordination
Assistant VP for Diversity and EOS
The Office of Equal Opportunity Services
Does the institution have a diversity and equity committee, office, and/or officer tasked by the administration or governing body to advise on and implement policies, programs, and trainings related to diversity and equity on campus?:
Does the committee, office and/or officer focus on one or both of the following?:
|Yes or No|
|Student diversity and equity||Yes|
|Employee diversity and equity||Yes|
A brief description of the diversity and equity committee, office and/or officer, including purview and activities:
The Diversity Advisory Council (DAC) was formed in 1999 in order to define the problems and challenges of diversity, craft strategies for making progress and monitor that progress into the future. Since then, Carnegie Mellon has acknowledged more and more the enormous benefit and opportunity derived from engaging a diverse, interdisciplinary community. Carnegie Mellon University will develop leaders from a broad range of backgrounds who possess the knowledge, intellectual and cultural skills and global perspective necessary to benefit the communities with which they are associated. The university will contribute to these outcomes by
• bringing together talent that is broadly representative
• maintaining an environment that fosters meaningful and authentic exchanges which will add to our students’ knowledge and skills and engender in all of us a global perspective.
TIMELINE OF THE UNIVERSITY’S DIVERSITY MEASURES:
1997-1998 Strategic plan identifies diversity as a priority.
1998-1999 Special diversity committee develops recommendations, including the creation of the Diversity Advisory Council (DAC).
November 1999 President’s letter to the University Community
http://www.cmu.edu/president/diversity.html; DAC meets for the first time.
April 2000 DAC issues its “Problem Statement”
2000-2001 DAC creates work groups that develop recommendations for
approval by the DAC.
2001-2002 Implementation of work group recommendations begins.
2002-2003 Moved to a more decentralized implementation of DAC work
group recommendations in the colleges and departments; Carnegie Mellon takes a lead position among universities in support of the University of Michigan’s Supreme Court appeal on affirmative action.
2006-2007 Focus was on increasing minorities in administration and senior level staff positions and closely monitoring minority undergraduate enrollment.
2007-2008 Analysis of 2006-07 staff survey results and its implications.
Support review of “Community Success” pillar in strategic plan review process.
2008-2009 2008 university strategic plan approved by Board of Trustees;
Community Success pillar revised.
2009-2010 “Guiding Principle for University Culture” drafted.
2010-2011 “Guiding Principle” adopted; implementation begins.
2011-2012 School-based projects (“One Thing”) on meaningful and authentic
The full-time equivalent of people employed in the diversity and equity office:
The website URL where information about the diversity and equity committee, office and/or officer is available:
Does the institution make cultural competence trainings and activities available to all members of the following groups?:
|Yes or No|
A brief description of the cultural competence trainings and activities:
Human Resources’ Learning & Development office has facilitated the following examples of cultural training opportunities and activities:
• Workshops on multi-generational workplaces.
• Diversity sensitivity training programs.
• Book discussions on topics of race and culture.
• Courses on intercultural communications.
• Training on how to treat people with disabilities.
The website URL where information about the cultural competence trainings is available:
The information presented here is self-reported. While AASHE
staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.