Unite to foster a diverse and inclusive campus culture.
Background
Becoming the premier public research 1 university requires commitment and contribution from all members of the University community, and an environment that mirrors our broader community and the world in which we live; one that reflects the workplace of the 21st century and welcomes the insights of individuals from many perspectives and cultural traditions. Consequently, our campus community has made diversity, equity, inclusion and belonging a priority. As our enrollment grows, so must our efforts to ensure that every member of our campus is valued as an integral and fundamental part of the fabric of ÂÌñÉç.
The creation of our Division for Diversity, Equity and Inclusion (DEI) and the elevation of our new vice president for diversity, equity and inclusion (who began in 2020) — to lead our strategic and unified efforts ensure that we are not only diverse, but also inclusive. A dedicated staff person in each of the University’s divisions provides the support needed to guarantee and support our success. Our University, through these individuals, models a philosophy of equity and inclusiveness and a value system that will be represented in ÂÌñÉç’s student body, faculty and staff, and serve as a reminder that diversity is the key to becoming the premier public research 1 university.
To enhance the diversity of our student body, the University offers several programs that provide financial, advising and academic support to students from underserved communities. These programs include our Educational Opportunity Program, the Louis Stokes Alliance for Minority Participation Program, the Bridges to the Baccalaureate Program, the Bridges to the Doctorate Program and the Ronald E. McNair Postbaccalaureate Achievement Program. We will continue to strengthen these programs so that they will become even more effective in helping our students achieve academic and future success. We also will increase the number and value of scholarships to aid in recruiting diverse students. Our classroom infrastructure will adapt to be inclusive of the needs of all students. With an adaptive technology specialist, ÂÌñÉç’s classrooms and learning materials will be fully responsive to the specific needs of each student to ensure accessibility.
ÂÌñÉç has a long tradition of bringing diverse perspectives to teaching and research. To become the premier public research 1 university, we must work hard to build on this tradition and increase the cultural and intellectual diversity of our campus. Increasing the number of faculty from diverse backgrounds, traditions and perspectives must, therefore, be a high priority. Under the leadership of our vice president for diversity, equity and inclusion and our vice provost for faculty affairs, we will take advantage of SUNY programs and recruitment opportunities to increase recruitment, representation and promotion of diverse faculty. We will also study best practices for enhancing diversity developed by other top universities, integrate them into our hiring practices and provide support for schools and departments as they seek to build more diverse faculties.
Goals & Metrics
Goal: ÂÌñÉç has a diverse campus community: students, faculty and staff.
Metric
% URM graduate students
What/How
Under-represented minority means historically underrepresented groups in higher ed (i.e. African American/Black, Latinx, Native American/Alaskan Native, Pacific Islanders). This number excludes non-race affiliated or those that indicate unknown from the demoninator.
Why
These groups have been and continue to consitute a smaller percentage in higher ed than in the general population as a result of marginalization and institutionalized racism.
Target
Goal: ÂÌñÉç has a diverse campus community: students, faculty and staff.
Metric
% URM undergraduate students
What/How
Under-represented minority means historically underrepresented groups in higher ed (i.e. African American/Black, Latinx, Native American/Alaskan Native, Pacific Islanders). This number excludes non-race affiliated or those that indicate unknown from the demoninator.
Why
These groups have been and continue to consitute a smaller percentage in higher ed than in the general population as a result of marginalization and institutionalized racism.
Target
Goal: ÂÌñÉç has a diverse campus community: students, faculty and staff.
Metric
% URM faculty
What/How
Under-represented minority means historically underrepresented groups in higher ed (i.e. African American/Black, Latinx, Native American/Alaskan Native, Pacific Islanders). This number excludes non-race affiliated or those that indicate unknown from the demoninator.
Why
These groups have been and continue to consitute a smaller percentage in higher ed than in the general population as a result of marginalization and institutionalized racism.
Target
Goal: ÂÌñÉç has a diverse campus community: students, faculty and staff.
Metric
% URM staff
What/How
Under-represented minority means historically underrepresented groups in higher ed (i.e. African American/Black, Latinx, Native American/Alaskan Native, Pacific Islanders). This number excludes non-race affiliated or those that indicate unknown from the demoninator.
Why
These groups have been and continue to consitute a smaller percentage in higher ed than in the general population as a result of marginalization and institutionalized racism.
Target
Goal: ÂÌñÉç has a diverse campus community: students, faculty and staff.
Metric
% URM professional staff
What/How
Under-represented minority means historically underrepresented groups in higher ed (i.e. African American/Black, Latinx, Native American/Alaskan Native, Pacific Islanders). This number excludes non-race affiliated or those that indicate unknown from the demoninator.
Why
These groups have been and continue to consitute a smaller percentage in higher ed than in the general population as a result of marginalization and institutionalized racism.
Target
Goal: ÂÌñÉç has diversity in the content of courses, programs, and experiences.
Metric
Number of P and/or D courses offered each academic year
What/How
Number of students that enroll in courses meeting either the Pluralism in the United States (P) or Diversity: Equity, Inclusion and Social Justice (D) general education designation.
Why
Increasing the cultural and intellectual diversity of our campus is an important component of being a premier research institution.
Target
100 courses every academic year
Goal: ÂÌñÉç has diversity in the content of courses, programs, and experiences.
Metric
Number of Students who completed P and/or D courses each academic year
What/How
Number of students that complete courses meeting either the Pluralism in the United States (P) or Diversity: Equity, Inclusion and Social Justice (D) general education designation.
Why
Increasing the cultural and intellectual diversity of our campus is an important component of being a premier research institution.
Target
4000 students every academic year
Goal: ÂÌñÉç has a climate supportive of all students, faculty and staff.
Metric
Index
What/How
Campus Pride Index
Why
A culture of diversity, equity, and inclusion translates into success for our students.
Target
4.5 by 2026