|Submission Date||Jan. 31, 2020|
University of Delaware
PA-6: Support for Underrepresented Groups
|0.25 / 3.00||
Does the institution have a publicly posted non-discrimination statement? :
The non-discrimination statement, including the website URL where the policy is publicly accessible:
The University of Delaware does not discriminate against any person on the basis of race, color, national origin, sex, gender identity or expression, sexual orientation, genetic information, marital status, disability, religion, age, veteran status or any other characteristic protected by applicable law in its employment, educational programs and activities, admissions policies, and scholarship and loan programs as required by Title IX of the Educational Amendments of 1972, the Americans with Disabilities Act of 1990, Section 504 of the Rehabilitation Act of 1973, Title VII of the Civil Rights Act of 1964, and other applicable statutes and University policies. The University of Delaware also prohibits unlawful harassment including sexual harassment and sexual violence.
Please see https://sites.udel.edu/oei/non-discrimination-policy/ for details.
Does the institution have a discrimination response protocol or committee (sometimes called a bias response team) to respond to and support those who have experienced or witnessed a bias incident, act of discrimination or hate crime?:
A brief description of the institution’s discrimination response protocol or team (including examples of actions taken during the previous three years):
Informal: The complainant has the option to resolve the matter informally. The complainant and the respondent will work with a member of the OEI staff to resolve the matter and in some cases other offices may be brought into the conversation to resolve the issue. A possible outcome may result in moving the complaint into the Formal Process. See the policy for more details on this process. Formal: The complainant has the option to file a formal complaint in most cases, and an investigation may ensue. An investigator will interview the complainant, the respondent and any witnesses, and collect any documentation that may be relevant to the case. Once the investigation has concluded, the parties are invited to meet with the investigator to review the draft report and respond to it in writing as outlined in the policy. The investigator then completes the final report and notifies the parties in writing of the outcome. The parties are invited to meet with the investigator to review and discuss the final report and to learn of next steps. Sanctioning and appeal processes are outlined in detail in the policy. Standard of Proof: The standard of proof in all matters under this Policy will be preponderance of the information. This standard requires the Investigator to conclude that it is more likely than not that the Respondent violated this policy in order for there to be a finding of responsible. Under this standard, individuals are presumed not to have violated this Policy unless a preponderance of the information supports a finding of responsible.
Does the institution have programs specifically designed to recruit students from underrepresented groups?:
Does the institution have programs specifically designed to recruit staff from underrepresented groups?:
Does the institution have programs specifically designed to recruit faculty from underrepresented groups?:
A brief description of the institution’s programs to recruit students, staff and/or faculty from underrepresented groups:
The University of Delaware’s educational mission is to prepare students to live in an increasingly interconnected and diverse world. To do so, we are committed to fostering a robust educational environment that supports critical thinking, free inquiry, and an understanding of diverse views and values. We see diversity as a core value and guiding principle for our educational mission and thus must work to make diversity an integral part of everyday life on campus. To this end, we take diversity to mean both the recognition and appreciation of the different backgrounds, values, and ideas of those who comprise our campus, as well as a commitment to ensuring that all people on our campus are treated according to principles of fairness, civility, dignity, and equity. We are committed to building an educational community that understands people from different backgrounds and economic circumstances, with different needs, and from diverse personal and philosophical beliefs. We want to make all people who are part of the University feel welcome and valued in campus life.
Our University is committed to embracing a diverse and inclusive campus that reflects our collective views, experiences, capabilities, cultures, aspirations, and ultimately our commitment to excellence.
Educational communities are enriched by the contributions and full participation of people from different backgrounds.
We strive to:
Increase the racial and cultural diversity of its students, faculty and staff.
Create a climate that encourages the University community to respect and appreciate individual and cultural differences.
Promote equity for people of different backgrounds throughout all areas of University life.
Develop organizational practices that include the participation and perspectives of these groups.
Enhance the curriculum by including the contributions and perspectives of different races, cultures and gender
admissions website, HR website
Does the institution have mentoring, counseling, peer support, academic support, or other programs to support students from underrepresented groups on campus?:
Does the institution have mentoring, counseling, peer support or other programs to support staff from underrepresented groups on campus?:
Does the institution have mentoring, counseling, peer support or other programs to support faculty from underrepresented groups on campus?:
A brief description of the institution’s programs to support students, staff and/or faculty from underrepresented groups:
UD is implementing many recommendations from our Diversity Action Plan, including underrepresented group Caucuses which meet regularly with the Office of Equity and Inclusion to discuss issues or concerns and guide University action. The University also has programs and resources available to faculty, staff and students - from free educational programming and professional development to support groups or networks - to support and improve a campus climate of diversity and inclusion, and to support underrepresented groups on campus.
Does the institution have training and development programs, teaching fellowships and/or other programs that specifically aim to support and prepare students from underrepresented groups for careers as faculty members?:
A brief description of the institution’s programs to support and prepare students from underrepresented groups for careers as faculty members:
UD's Faculty Senate Committee of Diversity and Inclusion will "review all University policies and practices pertaining to diversity and inclusion in the recruiting and retaining of students and faculty. The committee shall submit an annual report in May evaluating the status of policies and practices, including current data on the recruitment and retention of underrepresented faculty and students. It shall recommend for consideration by the Senate statements of goals, policies, and practices pertaining to (1) the recruitment, retention, promotion, and general well-being of underrepresented faculty; (2) teaching by faculty that contributes to an inclusive, dynamic campus community in which underrepresented populations are welcomed, represented, and engaged; and (3) encouraging faculty research that furthers knowledge of diversity in its many forms." This Committee of the Faculty Senate also works with the Executive Council Diversity Committee and the Vice Provost for Diversity to pursue the goals of the Equity and Inclusion Action Plan
Does the institution produce a publicly accessible inventory of gender-neutral bathrooms on campus?:
Does the institution offer housing options to accommodate the special needs of transgender and transitioning students?:
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
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.