Strategic Diversity Planning, Training, and Assessment
Strategic Diversity Planning, Training, and Assessment provides support for diversity, equity, and inclusion efforts at The Ohio State University. Services include toolkits, resource guides, workshops, and consultations to assist with inclusive excellence planning, DEI education, and data analytics and reporting. We also coordinate and manage the Buckeye Portal for Inclusive Excellence.
We support Ohio State's strategic vision to assure that diversity, equity, and inclusion are core principles of everything that we do by providing the knowledge and tools needed to foster a climate of excellence that is socially diverse, welcoming, and supportive for all students and employees.
DEI Data Practice to Further Meaningful Change in Higher Education
February 21, 2023
3:00-4:30 p.m. Keynote | 4:30-5:30 p.m. Reception
Ideation Zone | Pomerene Hall
Tools for Strategic Diversity Planning, Training, and Assessment
Inclusive Excellence Team Certificate ProgramLearn more about the Inclusive Excellence Team Certificate Program
Planning and Assessment ResourcesLearn more about planning and assessment
DEI Education ProgramLearn more about DEI Education
Make a Data RequestLearn more about Data Requests
The Association of American Colleges & Universities (AAC&U) calls on higher education to address diversity, equity, and inclusion as critical to the well-being of a democratic culture. As stated in Ohio State's Strategic Plan, “diversity and inclusion are core principles in everything we do at this institution, from academic programming and resources to the hiring and promotion of faculty and staff.”
Inclusive excellence is the idea that true excellence is only possible through diversity, equity, and inclusion. The goal of an inclusive excellence plan is to bring the vision of inclusive excellence into practice, where we merge our values of diversity, equity, and inclusion with our policies and practices to ensure access to opportunities and excellence for our students, faculty, staff and community. Inclusive excellence cuts across recruitment and retention, teaching and learning, student development and belonging, employee development, promotion and tenure, institutional policy and practice, and our outreach and engagements with local, state, national, and global communities. Inclusive excellence – excellence through diversity, equity, and inclusion - should be central to everything we do.
Diversity, as in “a diversity in people and ideas,” is the diversity across social differences such as race, ethnicity, sex, gender or gender expression, sexual orientation, ability, religion, age, veteran status, or other social group differences. We also value the diversity of experience, knowledge, and perspective that people bring to our community. Ohio State has a non-discrimination notice (pdf doc) that outlines our protected classes.
Inclusion is the practice of active, intentional, and ongoing implementation of inclusive climates, policies, processes, structures, systems, and services. Inclusive practices create work environments, classrooms, residences, activities, and opportunities that support members of our diverse community to flourish. Inclusion requires increased awareness, cultural competency, content knowledge, and empathetic understanding of the complex ways in which individuals engage with and are impacted by systems and institutions.
Equity is the removal of barriers and the creation of opportunities for historically minoritized, excluded, and underserved populations to have equal access to and participate in educational programs and workplaces and receive services.
Belonging is the feeling of social connection and relation to those around you and to the institution. Sense of belonging is created through the dynamic interplay between Buckeyes and Ohio State. We achieve this by creating an environment where all feel truly welcome and valued. Through positive and affirming interactions with diverse peers and supportive environments, we grow a sense of belonging that impacts persistence, retention, and success. These experiences translate into feeling validated and valued as a member of our Buckeye community.
Bollen, K. A., & Hoyle, R. H. (1990). Perceived cohesion: A conceptual and empirical examination. Social forces, 69(2), 479-504.
Hagerty, B. M., Williams, R. A., Coyne, J. C., & Early, M. R. (1996). Sense of belonging and indicators of social and psychological functioning. Archives of Psychiatric Nursing, 10(4), 235–244. https://doi.org/10.1016/s0883-9417(96)80029-x
Hoffman, M., Richmond, J., Morrow, J., & Salomone, K. (2002). Investigating “sense of belonging” in first-year college students. Journal of College Student Retention: Research, Theory & Practice, 4(3), 227-256.
Hurtado, S., Alvarado, A. R., & Guillermo-Wann, C. (2012). Inclusive learning environments: Modeling a relationship between validation, campus climate for diversity, and sense of belonging. In Annual Conference of the Association for Studies in Higher Education (Vol. 53, pp. 1689-1699).
Hurtado, S., & Carter, D. F. (1997). Effects of College Transition and Perceptions of the Campus Racial Climate on Latino College Students' Sense of Belonging. Sociology of Education, 70(4), 324. https://doi.org/10.2307/2673270