Tickle College of Engineering Diversity Action Plan
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Tickle College of Engineering Diversity Action Plan
(06/25/2021)
The mission of the University of Tennessee, Knoxville, Tickle College of Engineering is (tickle.utk.edu/about/mission/):
• To provide high quality education in the major engineering disciplines from the undergraduate through doctoral levels through a creative balance of
academic, professional, and extracurricular programs;
• To foster and maintain mutually beneficial partnerships with our alumni, friends, industry, and local, state, and federal governments through public
services assistance and collaborative research; and
• To be a major contributor to our nation’s technology base through scholarship and research.List of Acronyms: • ADASA: Associate Dean of Academic and Student Affairs • CDL: College Diversity Lead • CGE: Center for Global Engagement (a campus center) • CGI: Committee on Global Initiatives • DDE: Division of Diversity and Engagement • EWB: Engineering Without Borders • FDSC: Faculty Diversity Subcommittee • GSPDRC: Graduate Student Professional Development Review Committee • HR: Human resources (typically refers to the campus-level office, context-dependent) • HUP: Historically underrepresented populations • IDI: Intercultural Diversity Inventory • OED: Office of Equity and Diversity • OEDP: Office of Engineering Diversity Programs • TCE FD: TC Finance Director • TICE DEI WG: TCE Diversity, Equity, and Inclusion Working Group • URM: Underrepresented Minorities
Goal 1: Create and sustain a welcoming, supportive, and inclusive campus climate.
Objectives Actions Metrics/Benchmarks Date Responsible Party(ies)
1. Complete initial climate • Report submitted to 1. Complete initial 1. Rely on or build off climate
Evaluate the current state assessment (surveys, interviews, dean summarizing assessment and assessments being completed
of the college and get focus groups) to baseline current current college reporting May 2021 or in Division of Diversity and
buy-in on the value of and college state climate and in out- as available from DDE Engagement. College DEI Lead
need for diversity, equity, year assessments, climate assessment (CDL) responsible for
and inclusion (DEI) in 2. Regularly re-assess climate (at least comparing to interfacing as appropriate.
engineering from every 3 years) previous climate to 2. Repeat assessment and
students, faculty, staff, assess growth and reporting every three 2. CDL responsible for initiating
deans, and department trends years thereafter and performing follow-up
heads • Feedback from focus assessments
groups at all levels
(students, staff,
faculty,
administrators)
1. Form TCE DEI working group (WG) • Frequency of TCE 1. Early fall 2021 TCE DEI 1. CDL to solicit
Discover and share what with representatives from each DEI WG meetings, WG members identified nominations/volunteers for
TCE centers and center, department, office, and the number of active and kick off meeting members from all centers,
departments are already Anti-Racism and Allyship Taskforce participants held. Meetings held departments, offices, and
doing to develop and 2. Interact with the Division of • Annual feedback monthly and group AATF. CDL serves as chair
strengthen Diversity and Engagement (DDE), survey data communication and coordinator of TCE DEI
department/center/unit Council for Diversity and collected from TCE established through MS WG.
climate through Interculturalism (CDI), and other DEI WG members Teams.
promoting active intra- offices to understand what DEI on impact, value, 2. CDL and TCE DEI WG
college DEI information activities are happening UTK-wide and direction of TCE 2. Spring 2022, initial coordinate with DDE, CDI,
and best practices 3. Survey members of TCE and TCE DEI WG; and from discussions with other and campus calendars to
exchange DEI WG on value and impact of DEI TCE students, staff, groups on campus to understand regularly
WG faculty, understand TCE needs scheduled DEI activities
4. Establish a biannual Engineering administrators on and relationship with
DEI summit for DEI WG members, perceived value and other ongoing efforts. 3. CDL responsible for initiating
department/center members, and impact of TCE DEI college survey to include
others (e.g., DDE) across campus WG. 3. Initial survey questions about TCE DEI WG
5. Design and implement a dashboard • Number of centers administered in larger
for sharing resources in public- and departments TCE survey in Spring
facing website (similar to this GSA represented in TCE 2022. Annually in 4. CDL and TCE DEI WG to plan
example) DEI WG Spring thereafter. and execute Engineering DEI• Number of faculty Summit with college events
and staff 4. First Engineering DEI staff.
participating summit planned for
• Number of tips and Spring 2022 (and even 5. Design process led by CDL
practices collected year springs thereafter with TCE communications,
• to alternate with TCE DEI WG, and OEDP (in
WomEngineer’s Day) collaboration with relevant
folks in DDE and CDI Data
5. Design begins during Subcommittee).
Fall 2021. Implementation
Implementation of
initial dashboard
expected in Fall
2021/Spring 2022.
1. Give IDI assessments to all faculty, • Percentage of 1. Start Fall 2020, 1. Assessment requests
Educate college members staff, and students members of each complete with initiated by CDL
on DEI issues and (prioritize Deans, DHs, ADHs, staff, groups with IDI administration (college- 2. College and department
opportunities faculty, GTAs, GRAs and UGs) assessments. level and department leadership to integrate this
2. Incentivize attendance • Percentage of heads) by July 2021 into annual performance
at SafeZone training for all college faculty completing 2. Start with AY21 annual review for DHs, faculty, and
members (administration, faculty, SafeZone training review, Ongoing. staff. Coordinate with the
and staff, and students (prioritize • Participation rates 3. Begin identifying Pride Center to ensure we
GTAs, GRAs, and UGs)) of TCE members in opportunities in Fall don’t overwhelm them.
3. Identify other training and additional training 2020, Ongoing. 3. CDL responsible for
educational opportunities on opportunities identifying and marketing
campus and market to college • Post-training self additional opportunities
assessment results
and periodic focus
groups
1. Provide orientation training for • Participant feedback 1. Relevant onboarding at 1. CDL to develop and deliver
Institutionalize that DEI students, staff, faculty that on orientation new faculty orientation onboarding training for
work is everyone’s includes direct communication effectiveness starting in August 2021. faculty, staff, and graduate
responsibility in the about current college through post-event Onboarding for TCE students. Work with DOS
college climate, intended college climate, surveys or focus students starting office to develop and deliver
DEI, mentoring, etc. groups August 2021. training for UG students.2. Create meaningful mentoring • Participation rates of 2. Begin designing 2. CDL to develop and
programs and affinity groups for students, faculty, mentoring programs oversee mentoring
students, faculty, and staff and staff in and affinity groups programs and affinity groups
3. Establish commissions that report mentoring and during AY21. Roll out to 3. CDL to develop and
to TCE Dean, affinity groups faculty, staff, and oversee college
including international students, • Periodic feedback students by Fall 2021. commissions. Dean
graduate students (see also Goal from participants of 3. Identify initial set of responsible for receiving and
6), exempt staff, nonexempt staff effectiveness, commission focuses by reviewing reports and acting
4. Establish monetary awards for relevance, and value Feb 2021. Solicit on recommendations.
presentation at TCE Diversity of affinity groups commissioners and hold 4. CDL office to establish and
Awards Banquet for students, and mentoring first meetings in dispense monetary awards,
student groups, staff, faculty programs Mar/Apr 2021. First work with TCE Business
5. Establish DEI-focused service • Verification of report on Manager and Development
awards to be presented at the TCE receipt of reports recommendations to to ensure funding. Office of
awards banquet. Award categories from commissions to Dean by May 2021. Diversity Programs to assist
will include at a minimum Early Dean Ongoing with planning and hosting
Career (pre-tenure), Sustained • Report to Dean of 4. Monetary award annual honors banquet
Contributions (demonstrating award recipients at amounts and source of 5. CDL office to establish
efforts over a period of 7 years or Annual TCE Diversity funds identified by Jan awards. TCE Honors and
more), potentially unit or team Awards Banquet and 2021. Award Awards committee to
recognition. Monetary prizes will development of descriptions updated to evaluate awards
be provided that match equivalent awards for students, indicate prize by Jan 6. WomEngineer’s Leadership
research awards. student groups, 2021 prior to Council to plan and host
6. Continue WomEngineer’s Day as staff, faculty nominations. Monetary WomEngineer’s Day
biannual event. • Annual review of the prize given at Spring 7. CDL, Associate Dean of
7. Explicit consideration of pool of nominees for 2021 banquet. Faculty Affairs, and
DEI work in annual performance all college-level Awarding of prizes Department leadership to
reviews and promotion and tenure awards that assesses ongoing. update P&T and annual
recommendations. demographics of 5. DEI-focused awards review expectations to
nominees and established and include DEI. Department
awardees over time advertised by Jan 2021 chairs will work with their
• Create additional for nominations and faculty to integrate
college-level awards presentation at Spring appropriate language in
to recognize 2021 TCE awards their department bylaws.
outstanding efforts banquet. Ongoing.
in DEI and monitor 6. WomEngineer’s Day
nominations and planning to commence
one semester prior toselections. Include the event. Timing of the
awards targeted for next WomEngineer’s
different levels of Day (originally planned
college members for spring 2021) will
(students, staff, depend on the ongoing
early-career faculty, pandemic situation,
sustained efforts, likely will occur in
teams or subunits) Spring 2023. Recurring
• WomEngineer’s Day, every two years
planned and led by (expected to remain
students, every odd- primarily in odd-year
year Spring Spring to alternate with
• Feedback from post- Engineering DEI
WomEngineer’s Day Summit).
survey by attendees 7. Annual review, tenure,
and post-event and promotion criteria
review by planning updated to include DEI
committee work by Aug 2021.
• Instructions added Department bylaws
to DH email for updated to reflect DEI
documenting D&I consideration in all
work in annual reviews by May 2022.
reviews Ongoing.
• Updates to all
department bylaws
to explicitly include
DEI contributions as
part of annual
performance review
and P&T review
• Periodic focus
groups and surveys
of faculty, staff, and
students that
includes the
perceived
importance andrelevance of DEI in
TCE and engineering
fields
• Annual report out to
the college Board of
Advisors (BOA) on
activities and collect
feedback from BOA
1. Establish Anti-Racism and • Evaluation of bias 1. Chair identified by 1. CDL, Dean to establish
Allyship Taskforce incident reports August 2020. task force and appoint
Integrate Anti-Racism and 2. Identify Taskforce structure, related to TCE Executive chair
Allyship across the college subcommittees, and goals students, staff, and committee 2. Taskforce chair and
3. Report on activities, findings, faculty members identified executive committee to
and identified needs to Dean • Participation rates by October 2020. establish initial task
annually. Incorporate of students, staff, 2. Taskforce force structure and
feedback from constituent and faculty in structure, evaluate any need for
groups (students, staff, Taskforce and subcommittees, change.
faculty, BOA) in report to Taskforce-planned and goals for initial 3. Taskforce chair to
support long-term evaluation activities year identified by submit reports.
of task force activities and • Feedback from December 2020.
efficacy. URM-led focus Task force
groups on the structure will be
effectiveness of regularly reviewed
Anti-Racism and and updated with
Allyship Task Force consideration of
current needs and
availability of
participants.
3. Annual report to
Dean and Dean’s
office by May 2021.
Recurring annually
in May.
1. Host events, speakers, panels, etc. • Number of events 1. Start Spring 2021. 1. OEDP (Office of Engineering
Collaborate within TCE that serve as a platform for per semester Ongoing Diversity Programs), Dept.
and with other STEM showcasing women and URMmajors to offer co- professionals in STEM fields in an • Student 2. Effort previously Heads, Deans,
curricular programming effort to connect under- participation rates started and Communications Specialists
showcasing women and represented students with at events. progress already 2. Dept. Heads, Deans, Faculty,
URM professionals professionals in their field. • Post-event survey underway. Ongoing Communications Specialists,
2. Increase publicity of for feedback on Development office (to help
accomplishments of URM and speakers, identify alumni stories of
women students, alumni, and engagement, and note)
faculty event series
• Number of student
or faculty provided
recommendations
for future speakers
and events
• Number of articles
in each TCE and
department
newsletter/update
featuring a woman
or URM student or
alumni
• Representation of
TCE constituents
included in The
Conversation and
resulting media
coverageGoal 2: Attract and retain greater numbers of individuals from historically underrepresented populations1 into faculty, staff, and administrative positions
(particularly department heads, directors, deans, and vice chancellors).
Objectives Actions Metrics/Benchmarks Date Responsible Party(ies)
1. Initiate study to determine most • Percentage of new faculty at 1. Spring 2021 1. CDL, FDSC (Faculty
Attract greater numbers of effective practices to date in each rank who are from Diversity
individuals from historically increasing TCE diversity and HUPs. Subcommittee)
underrepresented promote use these practices • Feedback from applicants in
populations (HUP) into facu throughout the college exit survey on inclusivity and 2. Fall 2020 2. CDL, FDSC
lty 2. Track search data (diversity of value for diversity in search
pools, salary and startup offers, process.
success rate) • Feedback from faculty on 3. Fall 2021 3. CDL
3. Conduct exit survey of applicants value of STRIDE training.
addressing inclusivity of search
process.
3. Explore opportunities for funding
professional development events
targeting prospective faculty 4. Spring 2021 4. CDL
candidates from HUPs
4. Identify a college level lead (CDL,
Goal 1, Responsible Parties) to
coordinate and provide
accountability for diversity,
climate, and inclusion in the TCE.
5. Designate college pool of “diversity 5. Spring 2021 5. CDL
advocates” for search committees
6. Work with provost to strengthen
dual career support 6. Fall 2021 6. CDL, Provost
7. Include improving diversity,
climate, and inclusion in
1
The Higher Education Act defines the term “minority” as an American Indian, Alaskan Native, Black (not of Hispanic origin), Hispanic (including persons of Mexican, Puerto Rican, Cuban, and Central
or South American origin), Pacific Islander, or other ethnic group underrepresented in science and engineering. Note: identification of a particular group as underrepresented may vary by discipline
(e.g., women are underrepresented in many STEM fields; Asian Americans in social science and humanities fields.). See formal definition at www.govinfo.gov/content/pkg/USCODE-2011-
title20/html/USCODE-2011-title20-chap28-subchapIII-partE-subpart3-sec1067k.htm. “Historically underrepresented” can refer to any population that has been excluded over time in a higher
education context by virtue of their identity(ies). This exclusion can occur on the basis of race, ethnicity, nationality, sexual orientation, gender identity/expression, socioeconomic status, ability, or
level of parental education.administrator evaluations, for 7. Fall 2021 7. CDL
example DHs, ADs, Directors.
8. Require STRIDE training for all 8. Spring 2022 8. CDL
faculty
1. Apply ASEE EDGE Assessment Tool • Strengths and areas of 1. Fall 2020 1. FDSC
Retain greater numbers of 2. Offer trainings on improvement identified in
individuals from historically sensitivity/diversity and deploy EDGE survey 2. Spring 2022 2. FDSC
underrepresented climate survey regularly (see Goal 1 • Percentage of HUP faculty
populations (HUP) also) successfully tenured and
into faculty 3. Increase fraction of administrators promoted to associate, full
and faculty with STRIDE 2 (focused professor. 3. Fall 2021 3. CDL
on retention) training • Feedback from faculty on
4. Provide professional development inclusivity, value of diversity.
opportunities through faculty • Feedback from faculty and 4. Spring 2021 4. CDL
women’s group and other affinity administrators on value of
groups STRIDE 2 training
5. Conduct exit interviews of faculty • Feedback from faculty leaving 5. Start Fall 2021 5. CDL
who leave the university UTK on inclusivity, climate.
6. Conduct annual survey of • Feedback from junior HUP
probationary faculty to probe faculty on mentoring 6. Start Spring 2021 6. CDL
effectiveness of mentoring, experience
progress toward P&T expectations, •
climate
1. Require job search candidates to • Percentage of new college 1. Spring 2021 1. CDL
Attract greater numbers of include diversity and inclusion administrators hired who are
individuals from historically statement with application from HUPs.
underrepresented 2. Promote strong confirmation of • Feedback from search
populations (HUP) value of diversity in interview candidates on inclusivity of 2. Spring 2021 2. CDL
into faculty-oriented meetings with upper level hiring process.
administrative positions administration 3. Fall 2021 3. CDL
3. Conduct exit surveys of applicants
for faculty positions.
1. Identify opportunities and • Feedback from TCE 1. Spring 2021 1. CDL, DHs
Retain greater numbers of advocate for leadership administrators from HUPs on
individuals from historicallyunderrepresented development opportunities for support and inclusivity of TCE
populations (HUP) HUP faculty climate. 2. Spring 2022
into faculty-oriented 2. Provide a transition guide and • Feedback from administrator 2. CDL
administrative positions resource list for new administrative focus groups on college
hires getting settled in Knoxville or climate, inclusivity.
Tullahoma. • Feedback from administrators 3. Spring 2022 3. CDL, Provost
3. Have mentoring program for leaving position (exit
faculty interested in administrative survey) on inclusivity and
positions with emphasis on equity for administrators in
diversity and inclusion TCE. 4. Spring 2021 4. CDL
4. Conduct focus groups of current
administrators
5. Conduct exit polls of applicants for 5. Spring 2021 5. CDL
administrative positions.
1. Require that everyone has STRIDE • Feedback from HUP staff on 1. Fall 2022 1. TCE FD or Designee,
Attract greater numbers of training before serving on a search TCE climate Dir. Of Eng. Div.
individuals from HUPs into committee. • Percentage of new hires that Programs
staff and staff-related 2. Encourage utilizing the staff are HUPs
administrative positions advisory committee to meet with • Feedback from applicants on 2. Annually, Beginning 2. TCE Finance Director
non-exempt staff candidates and inclusivity of hiring process Spring 2021 or Designee
provide feedback to the hiring
authority. 3. TCE Finance Director
3. Have liaison (like faculty) for 3. Spring 2022 or Designee
candidates to reach out to obtain
benefits information, insurance, 4. Ongoing 4. TCE Finance Director
campus, etc. starting Spring 2021 or Designee and HR
4. Advertise benefit information and
professional development 5. Business Managers or
opportunities in job Directors (Hiring
announcement 5. Spring 2023 Managers that post
5. Assess staff demographics, position and write
inclusivity survey, 2010 TCE DAP the announcement)
data, and campus climate
survey (see Goal 1 also)
6. Have more flexible benefits such 6. July 6. Business
as student loan paid, moving 2022 – obtain data Manager/Director
expenses, etc. analysis to provide
departments to7. Pay for interviewee costs to come help them plan for 7. TCE Finance Director
to the in-person interview. TO and work into or Designee and
8. TCE HR reviews all job postings for their budget hiring managers
inclusive language and suitable 7. Ongoing 8. Campus Recruitment
qualifications. starting Spring 2021 with TCE HR
9. Advertise job postings across 8. Ongoing 9. TCE Finance Director
multiple sources and platforms. starting Spring 2021 or Designee
9. Start Spring 2021
1. Provide development • Percentage of staff and staff- 1. Ongoing 1. TCE Admin in
Retain greater numbers of opportunities for staff to work related administrators who starting Spring 2021 collaboration with
individuals from HUPs in with a diverse student and faculty are from HUPs. HR, OED and other
staff and staff-related population. • Feedback from HUP staff and 2. Fall semester 2021 departments and
administrative positions 2. Administer TCE campus staff-related administrators programs that are in
climate survey (see Goal 1 also) on TCE climate place to help with this
3. Implement and utilize • Feedback in exit surveys of 3. Ongoing and achievement.
existing programs for retention by staff and staff-related starting Spring 2021 2. Dean, diversity
using widespread communication. administrators on inclusivity, and TCE Finance
4. Provide a transition guide and equity. 4. Currently Director or Designee
resource list for new staff getting and Ongoing 3. TCE Finance Director
settled in Knoxville or Tullahoma. beginning Spring or Designee
5. Continue TCE Staff Advisory 2021 4. Ongoing
Council. 5. Fall 2021 collaboration with
6. Develop workshops for all staff on 6. Spring 2023 University Partners to
diversity and inclusion topics. promote and
7. Create a clear pathway for all staff 7. Spring 2023 communicate the
to be promoted variety of existing
programs such
as K@te, HR, LinkedI
n and OED which all
promote diversity and
inclusion.
5. TCE Administration
and Dean; utilize
existing programs and
maybe developing
our own.
6. TCE Finance Director
7. UTK HRGoal 3: Attract, retain, and graduate increasing numbers of undergraduate and graduate students from historically underrepresented populations and
international students.
Objectives Actions Metrics/Benchmarks Date Responsible Party(ies)
1. Identify faculty/ staff • Consortium sub- 1. Jan. 22 form 1. CDL
Gather best practices via members with strong committee formed subcommittee
connecting UTK/TCE external connections at • Report on committee
networks to networks with external research centers, activities issued annually 2. Edwards Asst. Dean
external research centers other universities, etc. to dean
(e.g., NSF Engineering 2. Establish regular • Number of assessment 2. Monthly starting Feb. 22
Research Center, UW-Do It), communications and strategies and best
and institutions nationwide; provide best practices to practices collected
learn what works and recruitment committees,
adapt/adopt to develop ADASA
effective and sustainable 3. Establish committee with 3. Aug. – Oct. 22 External 3. Associate Deans:
practices industry, DOE/NSF/ etc. partners established Research, Faculty Affairs,
4. Collect assessment 4. Ongoing; starting Feb. 22 & ADASA
strategies and best 4. Edwards Asst. Dean
practices
Recruit a UG class that values 1. Collect UG recruitment • Percentage of students 1. Fall 2021 1. Department Heads will
inclusion and expand the data annually for from HUP and provide input on goals
proportions of under- students from HUP and international (first-year and assistance to recruit,
represented populations. international students vs. transfer) that are TCE Data Analyst will
2. Increase participation of increase each year. 2. Fall 2021 - Spring 2022 centralize all recruitment
student groups focused • Annual review and data and provide reports.
on diversity at TCE open feedback sessions of
house events on and off recruitment data. 2. TCE Departments, OEDP,
campus • Percent increase in Students (e.g. TCE
3. Emphasize inclusion students from HUPs 3. Fall 2021 - Spring 2022 Ambassadors, etc.),
within online and social attending TCE open house Student Groups
media communications events each year. implement events. OEDP
strategy. • Satisfaction survey to be will administer survey.
4. Incentivize faculty administered after the 4. Fall 2021 - Spring 2022
participation in open house. 3. TCE Comm. Office consult
department visits and • Number of students who with OEDP to implement
interaction actively participate within5. Review admissions programming through use digital marketing and
standards to identify of digital marketing. 5. Fall 2021 survey.
barriers (standardized • Review digital marketing
test scores, admission comments and 4. Dean Office, TCE
criteria, etc.) and satisfaction survey. Departments, OEDP
provide tools/resources • Percent increase in encourage faculty
to improve HUP students from HUPs who participation and OEDP
recruitment. actively participate within host feedback session.
6. Partner with HUP departmental
student organizations programming. 6. Initial program 5. Deans, OEDP, Faculty
and departments for • TCE faculty participation development during (TCE, Math, etc.) work
more targeted on panel discussion about AY21-22, peer-to-peer with recruitment
recruitment (e.g., use their past experiences. recruiting in Spring 2022 committee in ADASA to
peer-to-peer approach • Percent increase in for AY22-23 update Undergraduate
to recruit students) students’ enrollment at- Admission and improve
risk students. experience.
• Review admission
comments and 6. ADASA and OEDP will
satisfaction survey once develop program.
confirming enrollment. Student societies and
• Participation of HUP departments will
student organizations in implement program.
recruitment OEDP will administer
• Feedback from current survey.
and recruited students on
peer-to-peer recruitment
effectiveness
Expand support of UGs from 1. Collect UG retention • Percentage of HUPs that 1. Fall 2021 1. Department Heads will
HUPs to improve academic data annually for are retained each year provide input on goals
and professional success. students from HUPs and (FR to Graduation). and assistance to recruit,
international students • Administer exit survey TCE Data Analyst will
2. Increase TCE for TCE students who 2. Fall 2021 - Spring 2022 centralize all recruitment
collaboration with graduate or transfer-out. data and provide reports.
support offices in • Annual review and
advising, professional feedback sessions of 2. TCE Support Office
retention data. (Advising & Prof. Practice)practice, and • Percent increase in will provide
housing/financial aid students’ retention from 3. Fall 2021 feedback/survey data and
3. Schedule informational HUPs who actively consult with OEDP on
meetings of office of participate within improvement measures
professional practice support offices. of collaboration.
with all student groups • Review student services
serving HUPs. comments and 4. Fall 2021 3. TCE Prof. Practice
4. Provide improved satisfaction survey about responsible for hosting
guidance to employers services provided. sessions, data tracking,
to help international • Percent increase in and providing
students work in participation by students feedback/survey data.
positions that typically in HUPs in Engineering
require work Professional activities 4. TCE Prof. Practice
authorizations. (co-op/internships and 5. Fall 2021 responsible providing
5. Create program for a development sessions). guidance, data tracking,
small cohort of first • Satisfaction survey to be and providing
generation and HUPs administered after the feedback/survey data.
(Math 131 ready) to event.
launch in the 2021-2022 • Number of special 5. ADASA responsible
academic year. information sessions to through diversity
6. Work with TCE to engineering student 6. Fall 2021 committee to host
enhance Student societies related to feedback sessions and
Resource Center to under-represented review. TCE Support
provide academic students each academic Offices (Advising and
support within TCE year (with a target of Prof. Practice) and OEDP
introductory subjects for one to each group per responsible for hosting
at HUPs year). Satisfaction survey program.
7. Provide engineering to be administered after 7. Summer 2021
transition program for the event. 6. ADASA responsible
pre-calculus-ready • Creation of one-page through diversity
students at the guidance document for committee to host
undergraduate level to employers. Satisfaction feedback sessions and
improve retention and survey to be review. Support Srv
graduation efforts administered for (Student Success,
8. Develop individual employers and 8. Spring 2022 Multicultural Student
departmental international students. Life, Department
mentoring/transition Tutoring, etc.) and OEDP
programs to improve responsible for hostingretention of HUPs’ • Percent increase in program and
success at the students’ retention from feedback/survey data.
departmental level first generation and
HUPs students (Math 7. ADASA responsible
131 ready) who co-op. through diversity
TCE student committee to host
participation on panel feedback sessions and
discussion about their review. OEDP, Advising, &
past experiences. ENGAGE responsible for
• Percent increase in hosting program and
students’ academic pass feedback/survey data.
rate within introductory
freshmen/departmental 8. ADASA responsible
STEM subjects for HUPs. through diversity
Satisfaction survey to be committee to host
administered for feedback sessions and
students’ experience. review. OEDP, Advising,
• Percent of pre-calculus- ENGAGE/Honors & TCE
ready students to start Departments responsible
MATH 141 in fall of for hosting program and
freshman year feedback/survey data.
(Benchmark: 80%).
Satisfaction survey to be
administered after the
event.
• Percent of students from
HUPs with Math ACT Sub
scores of 25-27 starting
departmental
engineering courses in
sophomore year
(Benchmark: 80%).
Satisfaction survey to be
administered after the
event.
• Departmental URM
student retention rates(Benchmark: increase by
20% annually until
department reaches
overall URM annual
graduation success rate -
80%). Satisfaction survey
to be administered after
the event.
Recruit and retain a graduate 1. Collect GR recruitment • Percentage of students 1. Fall 2021 1. Department Heads will
student class that values and retention data from HUP and provide input on goals
inclusion and expand the annually for students international (MS vs. and assistance to recruit,
proportions of students from from HUP and PhD) that are retained TCE Data Analyst will
HUPs international students each year. centralize all recruitment
• Administer exit survey data and provide reports.
2. Provide UG research for TCE students 2. Spring 2022
experiences for students graduate or discontinue. 2. ADASA responsible
from HUPs Annual review and through diversity
3. Work with National GEM feedback sessions of 3. Spring 2022 committee to host
Consortium to recruit retention data. feedback sessions and
HUPs into exist graduate • Percentage of UG HUPs review. OEDP & TCE
programs. to attend graduate Departments host UG
school. TCE student research program and
participation on panel collect data.
discussion about their
past experiences. 3. ADASA responsible
• Percentage of GEM through diversity
applicants to attend committee to host
graduate school. feedback sessions and
Satisfaction survey to be review. OEDP, TCE
administered after the Departments, GEM
event. Consortium and
Graduate School
responsible for hosting
recruitment event and
collect data.Goal 4: Develop and strengthen partnerships with diverse communities 2 in Tennessee and globally.
Objectives Actions Metrics/Benchmarks Date Responsible Party(ies)
1. Identify faculty/ staff • Faculty/staff list created 1. Apr. 21 form 1. CDL
Build a strong network with members/ UT Research • Collaboration site, subcommittee
local industry members that Foundation/ Office of channels, structure
value DEI Research and Engagement created
personnel with strong • Frequency of meetings
external connections to • Number of participants
form a subcommittee • Feedback survey to
2. Gather a list of HUP-led determine value of 2. May – Aug. 21 2. Edwards Asst. Dean
local tech and network and participation relationship building with
manufacturing industries • Number of industry industry
and contacts (executives partners.
and HR) • Committee formed,
3. Include tech and structure established and 3. Aug. 21 begin to include 3. Office of Professional
manufacturing industry charged industry reps in monthly Practice
contacts in monthly or bi- • Survey industry partners or bi-monthly meetings
monthly meetings on value of HUP outreach
4. Invite contacts to DEI efforts, value proposition
outreach summit with 4. May 22 Annual 4. Assoc. Dean for Research
campus consortium or symposium and Facilities
make them partner-
members
1. Identify faculty/staff with • Faculty/staff list created 1. Apr. 21 form 1. ADASA, CDL, TCE
Discover and adapt outreach connections to nationwide • Collaboration site, subcommittee Development
and partnership practices HUP organizations and channels, structure
from nationwide under- consortiums and invite to created
representative organizations form advisory committee • Focal point for
and consortiums to ensure 2. Gather a list of HUP communication 2. May 21 2. ADASA diversity and
efforts to create and organizations and contacts committee between generate/consolidate the scholarship committees,
strengthen partnerships are (NACME, SECME, etc.) campus units established list of nationwide WomEngineer’s
effective and sustainable • Frequency of meetings
2 People from various cultural, racial, and ethnic backgrounds.from UTK college and UTK- • Number of participants external URM Leadership Council, OEDP,
wide offices of DEI • Committee formed, organizations CDL
3. Reach out to contacts with structure established and 3. May – Dec. 21 identify
existing relationships at charged and establish 3. ADASA diversity
such organizations • Number of DEI outreach relationships committee CDL, ETEC
(WEPAN, NAMEPA, ASEE- approaches from national
MINDS, etc.) and organizations
determine what • Number of guest
collaborations are already speakers and workshop
in place leaders
4. Document DEI 4. Jan – Dec. 22 document 4. CDL, Office of Community
engagement and practices Engagement
partnership approaches of
national organizations
5. Invite contacts to DEI 5. May 22 Annual 5. CDL, Office of Community
outreach summit with symposium Engagement
campus consortium as
guest speakers/workshop
leaders
1. Gather a list of • Staff/faculty list created 1. Mar. 21 form 1. CDL
Expand STEM education faculty/staff with interests • Subcommittee formed, subcommittee
outreach to communities and and responsibilities for structure created, and
P-12 and community/state STEM outreach (broader charged
colleges and institutions with impacts for grants) to • Collaborative site
diverse populations in the form/join a subcommittee developed 2. Apr. – Dec. 21 establish
regions from which UTK 2. Establish internal and • Number of student needs relationships externally 2. ADASA Outreach
recruits external STEM education identified and internally Committee
relationships • Number of educational
modules built
3. Capture /document • Number of educational 3. Jan. – Dec. 22 build 3. ADASA Outreach
student needs and build modules implemented educational modules Committee, TCE OEDP
educational modules from • Number of STEM
existing sources for outreach events at P-12
summer or AY sessions facilities
4. Coordinate P-12 STEM
outreach with Office ofEng. Diversity Programs, • Event feedback collected 4. June 22 summer program 4. UTK Office of Community
Student Affairs and TCE and program revisions Engagement, ADASA
DEI outreach consortium identified Outreach Committee
to build upon established
summer programs at UTK
5. Expand STEM outreach at 5. Mar. – May 23 conduct P- 5. UTK Undergraduate
P-12 facilities 12 program Admissions
Improve broader impacts 1. Increase college level • Number of faculty using 1. Fall 2021 1. CDL, TCE Research Office,
sections of proposals that resources for developing college resources to ADASA- Outreach
address outreach. broader impacts (BI) develop BI elements Committee
elements in proposals • Feedback from faculty
2. Create database of lessons who use the BI resources 2. Fall 2021 2. CDL, TCE Research Office,
learned in development of on the effectiveness and ADASA- Outreach
BI plans value of those resources Committee, TCE DEI WG
• Number of BI lessons
learned collected in
databaseGoal 5: Ensure that curricular requirements include significant intercultural perspectives.
Objectives Actions Metrics/Benchmarks Date Responsible Party(ies)
1. Identify and • Survey of courses 1. Fall 2021 and Annual 1. DH (or designee),
Increase cultural awareness of develop relevant content to available to students in EF thereafter EF/Honors
students in existing be covered as part of core EF and departments to directors (or
core EF and/or required and departmental courses, in identify where Action 1 designee)
departmental courses. the context of global can be easily
challenges of the implemented. This list
21st century and inclusive should include the
engineering design. number of faculty
2. Initiate collaboration members teaching these 2. Spring 2022 2. TCE Academic
between TCE and relevant courses and students Affairs, and TCE
university units, such enrolled in these courses. Communications Of
as the department of theatre, • Survey to assess students’ fice
OIT, etc. to create short clips intercultural development
highlighting cultural (using IDI or similar
differences. The clips will be platforms) on entrance
shown during TCE student and graduation.
orientation and are made • Include cultural awareness
accessible to UT community as a critical part of an
for education purposes. (see engineering project
goal 1 also) grading rubric. Reserve a
3. Engage Office of Equity and course session to discuss 3. Fall 2021 and Annual 3. Faculty (or
Diversity in identifying the overall performance thereafter designee)
content and/or training of the class in
faculty to include DEI as a incorporating cultural
required topic in engineering awareness into their
seminar or professional design.
topics courses. DEI are • Anonymous survey that
presented in the context of assesses the quality and
academic and industry effectiveness of the DEI
environments. Concrete, short clips. Use the survey
relatable test cases are results to improve the
presented in an interactive next version of the DEI
way. For example, include short clips.
implicit bias training (similar • For engineering seminar
to STRIDE) in UG classes. (see or professional courses,goal 1 also). This training require students to attend
would be incorporated in the DEI session and write
upper-division engineering a two-page reflection
seminars or professional essay that summarizes the
topics courses which touch seminar content and
on requirements for evaluates their own biases
licensure, professional ethics, and professional
and membership in conducts. The Harvard
professional societies. One of Implicit Association Test
the requirements from the might be included as part
accrediting body for all of this assignment if the
engineering programs across instructor finds it helpful.
the country is that students
must demonstrate an ability
to work in diverse
teams. This goal is connected
to that requirement
Develop new experiences for 1. Establish a college-wide • Annual report from the 1. Fall 2021 and Annual 1. Committee on Global
TCE students Committee on Global committee. This report thereafter Initiatives (CGI)
Initiatives (CGI) to coordinate should include historical
study abroad courses and data on the number and
other international initiatives. demographics of students,
2. Assess TCE standing UT faculty, and faculty 2. Fall 2021 2. CGI
compared to peer institutions exchange involved in the
in terms of international program, quantitative and
student demographics to qualitative analysis on the
strategically establish impact of the program on
international partnerships for the students, faculty, and
2+2, 2+3 programs and UT, and updates on future
faculty exchange to increase strategies to reach our
international population and DAP goal.
exposure in TCE. • Report on funds raised to
3. Participate in, organize support EWB and related 3. Fall 2021 and Annual 3. CGI and DHs (or
and/or host new global activities, number of thereafter appointee)
competitions and events student memberships in
leveraging and showcasing EWB and similarTCE unique strengths and organizations, number of
resources. activities held annually.
4. Explore a degree option for • Survey of percentage of 4. Fall 2021 4. CGI (implementation
TCE students similar to HUP in TCE international depends on high–level
Georgia Tech’s International experiences. university
Plan. The International Plan is • Update annually a administration
a four-year undergraduate dedicated college website support)
academic program aimed at to showcase students’
developing the global international/global
competence of students experiences.
within the context of their • Survey the impact that
majors. study abroad has on
5. Engage student internship and scholarship 5. Spring 2021 and 5. CGI, EWB advisors, TCE
organizations, such as opportunities, foreign Annual thereafter Communications
Engineers without Borders language skill, and career Office, and TCE
(EWB) and collaborate w/ success of students who Executive team, in
HUP and international are participating in study
student organizations to coordination with UT
abroad program or other
encourage participation in administration, such as
international/global
existing program. degree programs. Student CGE
6. Offer travel support for interviews should be 6. Fall 2021 and Annual
member(s) of HUP and conducted whenever 6. CGI
thereafter
international organizations to possible.
participate in existing
opportunities.Goal 6: Prepare graduate students to become teachers and researchers in a diverse world.
Objectives Actions Metrics/Benchmarks Date Responsible Party(ies)
Increase access to 1. Develop and deploy a • Website deployed 1. Deployed Spring 2021, 1. AD of Academic
opportunities for curricular and website listing all • Rates of early-career (y1- updated continually and Student Affairs
extracurricular professional opportunities for professional y2) publication thereafter (ADASA)
development activities for development available to • Retention rates
graduate students of diverse grad students in TCE • Graduate exit surveys
backgrounds. 2. List activities categorically, in (perceived preparedness, 2. Deployed Spring 2021 2. ADASA
accordance with the desired skill self-assessment,
skillset of TCE graduate placement satisfaction)
students (see action 3 in the • Website free-form
following objective) feedback / anonymous
3. Develop a “showcase comments 3. Deployed Spring 2021 3. ADASA
curriculum” to guide students
on which opportunities to
pursue within each category
based on the stage of their
career and background/self-
assessment in relevant skills
4. Update website continually 4. Beginning Fall 2021, 4. ADASA
such that all activities minimum monthly
publicized through other thereafter
means (e.g. TCE e-mail
newsletter) are
first/concurrently made
available through the website
5. Publicize website in TCE and 5. Late Spring 2021 or at the
during new graduate student start of the Fall 2021
orientation semester 5. ADASA
Understand the literature, peer 1. Form college graduate • Formation of committee 1. Completed Spring 2021 1. AD of Academic
best-practices, and current student professional • At least 6 peer institutions and Student Affairs
graduate student needs with development review reviewed (ADASA)
respect to equitable graduate committee (GSPDRC) • Brief surveys of
student professional 2. Perform a literature review participants in ongoing 2. Completed Spring 2021 2. GSPDRC
development and survey of peer-institution TCE professional
best-practices for development activitiesprofessional development of (perceived skill growth,
graduate students from value of activity, etc.)
diverse backgrounds • Graduate student entry
3. Based on results of lit. review survey quantitative and 3. Deployed Spring 2021 3. GSPDRC
and peer survey, propose a qualitative results
desired TCE graduate student (perceived preparedness,
skill set to include the desired skill self-assessment, etc.)
(non-major) technical and • Graduate exit survey
non-technical skills necessary quantitative and
for all TCE graduate students qualitative results
to be successful in careers in (perceived preparedness,
a diverse world placement satisfaction,
4. Develop a common etc.) 4. Developed Spring 2021 4. GSPDRC
framework and set of • Broad survey of current
requirements for surveying graduate students
professional development (quantitative &
activities hosted within TCE qualitative)
with respect to their • Graduate student focus
effectiveness in promoting groups
the desired skillset.
5. Survey current graduate 5. Fall 2021 5. GSPDRC
students to understand their
self-assessed skillset, and
their perceptions of TCE
programs in developing this
skillset and preparing them
for post-graduation careers in
a diverse world
6. Present, to TCE, findings and 6. Fall 2021 6. GSPDRC, ADASA
a plan for revision to existing
professional development
activities and additional
activities to be developed
(following the initial activities
in the following objective)
7. Deploy a procedure for 7. First revision Spring 2022, 7. ADASA
continuous (minimum annually thereafter
annual), evidence-basedsupplementation/revision of
graduate student
professional development
activities with emphasis on
fostering equitable access
and preparing all graduate
students for careers in a
diverse world
Implement initial activities to 1. Provide orientation for • Percentage of graduate 1. Fall 2021 1. ADASA
promote best practices in graduate students to students participating is
fostering diversity and equity understand the DEI-related professional
in post-graduation careers demographics and development activities
preparation level of the • Percentage of graduate
student population they will students completing IDI
be working with assessment
2. Make IDI assessment • Percentage of graduate 2. Fall 2022 2. ADASA
available to all graduate students with implicit bias
students (see also Goal 1) training
3. Make implicit bias awareness • Post-workshop surveys of 3. Fall 2022 3. ADASA
training (i.e., STRIDE) value of the workshops,
available to all graduate degree to which they feel
students prepared to teach and
4. Promote activities of the conduct research in a 4. Spring 2021 4. ADASA
Teaching and Learning diverse world.
Innovation Center on
teaching diverse learners
5. Sponsor a graduate student 5. Fall 2021 5. ADASA
workshop on teaching
diverse populations of
students
6. Sponsor a graduate student 6. Spring 2021 6. ADASA
workshop on collaborating
with diversity
officers/program directors in
industry and universities
7. Sponsor a graduate student
workshop on authoring 7. Fall 2021 7. ADASAbroader impacts plans for research proposals 8. Sponsor a workshop on 8. Fall 2021 8. ADASA federal grant opportunities that address diversity initiatives
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