Excerpt from the 2020-2022 FSE Diversity, Equity and Inclusion Plan

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The Ira A. Fulton Schools of Engineering (FSE) at Arizona State University (ASU) is committed to cultivating a culture of diversity, equity and inclusion through the implementation of programs and initiatives that support a collaborative and inclusive environment. With this plan for 2020-2022, FSE outlines a set of strategic goals, objectives, and initiatives that build on our current accomplishments and enable further advances in making the school an accessible and welcoming leader in engineering education.

1. DIVERSITY, EQUITY, AND INCLUSION (DEI) FSE uses the following definitions to frame this plan:

• Diversity can be defined as membership that represents a range of identities and of identifying features within a group or organization (e.g., a university). Diversity has frequently been discussed with respect to factors such as race, ethnicity, gender, culture, sexual orientation, religion, age, physical abilities, and socioeconomic status. However, diversity can also be considered in terms of ideas and expertise (e.g., academic disciplines and methodologies). In engineering, underrepresented minorities (URMs) often include women, persons with disabilities and three racial and ethnic groups—Blacks, Hispanics, and American Indians or Alaska Natives (as defined by the National Science Foundation).
• Equity argues that persons should have equal or equivalent opportunities to succeed and thrive regardless of their background or “starting place”—differences in personal or social circumstances should not be allowed to create permanent obstacles. Thus, a more equitable organization is one that (pro)actively works to identify, remove, or mitigate such circumstances and obstacles. Notably, equity is often misunderstood to mean “treat everyone the same.” However, equity does not imply equal treatment, but instead demands providing and personalizing resources, without bias, such that everyone has opportunities for equal outcomes.
• Inclusion can be defined as the extent to which (a) members of an organization are invited to meaningfully participate in the mission, operation, and leadership of that organization, and (b) the contributions of those members are clearly acknowledged and valued. An organization is considered more inclusive when it not only comprises diverse members, but those members (and their ideas, needs, and perspectives) are welcomed and valued.

With this plan, FSE prioritizes DEI as key factors to our collective success in the 21st century.

2. VISION

Our vision is to embed inclusivity as a core tenet of FSE so that all faculty, staff, academic associates, and students achieve their full potential enabled by an environment that is diverse, equitable and inclusive. We aim to achieve global leadership in engineering education, aligned with an access mission, by recognizing diversity and inclusivity as a source of strength to our collective success.

3. OUR NEED

ASU represents students, faculty, and staff from all 50 states, three territories and over 135 countries, many of those enrolled in FSE. We are one of the largest colleges at ASU and one of the largest, most comprehensive engineering colleges in the United States. As of 2019, FSE is serving over 24,000 students. As such, we share the responsibility and vision to embed inclusivity as a core tenet of engineering education and practice, as well as the drive to incorporate it as a guiding principle in how FSE operates on a daily basis. All FSE students, staff, faculty, academic associates, and their colleagues should be supported in achieving their full potential, empowered by an environment that is diverse, inclusive, and equitable. Our responsibility further extends to global leadership. Our aim is to be a leader in inclusive, 21st century engineering education and practice, by recognizing and promoting diversity as a fundamental source of strength essential to our collective success.

4. GOALS & INITIATIVES

FSE prioritizes three overarching goals to frame this plan:

1. Create and maintain a student body and workforce across FSE that is diverse in multiple dimensions and inclusive for all.
2. Empower faculty, staff, students, and academic associates at FSE to embrace the core values and practice of diversity, equity and inclusion.
3. Be a global leader in diversity, equity, and inclusion in engineering.

Building on our accomplishments to date, we will continue designing and implementing activities that target the 10 strategic objectives outlined below. Accomplishing these objectives has the potential for the most immediate and impactful change to our culture.

1. Commit to balancing the diversity of students at all levels to reflect population statistics for female and URMs in Arizona
2. Improve student recruitment, persistence and success of target populations
3. Increase coordination with industry to increase career-readiness of targeted populations and connect committed employers with these populations
4. Foster a culture of inclusion among graduate and undergraduate students and provide an encouraging and supportive environment for all students, faculty, and staff
5. Ensure all undergraduate students acquire the knowledge, experience, and cultural competencies necessary to succeed in a multicultural, globally connected world and contribute to the Fulton culture of inclusion
6. Balance the diversity of faculty and staff hires, at all levels, with those who are committed to thriving in a DEI environment
7. Provide training to students, faculty, and staff to improve DEI awareness
8. Establish metrics for faculty and staff evaluations that assess DEI contributions
9. Recognize and honor participation and accomplishments related to DEI
10. Establish procedures for periodic assessment of diversity and inclusivity and for adjustment of DEI initiatives

Implementation of the strategic objectives dovetail with current FSE- and ASU- efforts (see Narrative) and will target students, faculty, and staff. Specific objectives, activities, and metrics aligned with the goals are articulated below.

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