Diversity Strategic Plan

Diversity, Equity, and Inclusion Strategic Action Plan
2021 - 2022
September 15, 2021

Recent and Ongoing Progress
Land acknowledgement
We acknowledge that the University of Nevada, Reno is situated on the traditional

homelands of the Numu (Northern Paiute), Wašiw (Washoe), Newe (Western
Shoshone), Nuwu (Southern Paiute) peoples. These lands continue to be a gathering
place for Indigenous Peoples and we recognize their deep connections to these
places. We extend our appreciation for the opportunity to live and learn on their
territory.
Diversity & Inclusion’s Strategic Planning Report

Education is about the practice of freedom…and for that reason, the classroom remains the most radical
space of possibility in the academy
—bell hooks
Overview
Diversity & Inclusion’s (D&I) development of its Diversity, Equity and Inclusion
(DEI) University Strategic Plan, follows a standard of excellence in all peer institutions
and was premised on the need to carry out extensive and ongoing engagement with
university stakeholders to identify and advance DEI goals. This required a work-logic
that promoted more effective intergroup relationships and decision-making, at every
level of the university: academic, student services, administrative units, as well as staff
and faculty advocacy and affinity groups. Though Diversity & Inclusion was primarily
responsible for structuring the work and monitoring the implementation and progress of
the university’s DEI Strategic Plan, it has been an institution-wide effort. Further,
because it is an ever-evolving process, rather than an arrived at resolution, a functional
logic of continuous partnerships and collaborations across the university with the
different university stakeholders must be sustained. This means ongoing strategic
planning and organizing in a direction that begins at the base, that is, with each area
and unit, grounded in data and research into systematized arrangements, moving into
resource identification and university-wide communication, and going back to the areas
and units for assessments and further agreements.
The formation of the Presidential Diversity and Inclusion Task Force (PDITF),
in the early months of 2020 initiated the first stages of the foundational work for the
DEI Strategic Plan. Each unit assessed their needs, areas of accomplishment, and
areas for improvement. Departing from the 2018-19 Climate Survey findings, but
critically, the following research-based, data driven efforts of the campus-wide PDITF,
DEI goals and objectives were put in place for each participating unit. From those
goals and objectives, Diversity & Inclusion was able to draw parallels and identify four
themes to promote inclusive excellence—and the latter, as defined by the American
Association of Colleges and Universities’ (AACU), as “the active linking of DEI to
creativity, innovation, and excellence”. In our plan we aim to promote inclusive
excellence in enrollment/hiring, retention, and graduation rates/promotion for
underrepresented students, including students, faculty and staff; overall education in
democratic co-existence; and improving upon more inclusive communication and
symbolic language.
This report will provide a brief overview of the PDITF’s recent, ongoing, and
planned progress in key areas and lead into the shared goals and associated actions
to foster inclusive excellence. The document is not intended to be an exhaustive
report, but instead, provide insight into actions taken collaboratively across units, which
then contribute to overarching university initiatives. One should view the report as a
dynamic, living plan that by its very nature can never be fully completed but that
requires continuous evolutions, over time, based on our university’s evolving DEI
advancements and community needs.
Inclusive Excellence in increasing enrollment, retention and graduation of

underrepresented students
What We Heard:
Focus on creating a welcoming and enriching environment. Support for our Black, Indigenous, and People of Color
(BIPOC) students and other underrepresented/minoritized student groups: financially, academically, and emotionally.
What We Are Doing:

In 2019, Diversity & Inclusion organized a series of focus groups following the presentation of the Climate Study results. In
these sessions, undergraduate students shared that they would like to see more diversity in peers, faculty, staff, as well
as across areas of study. Following these sessions, not only with students, but also with faculty and staff, Diversity &
Inclusion, working directly with the President, created the Presidential Task Force. Starting with the academic units, each
Dean identified and appointed a representative for each College/School, who worked on two levels: as an academic unit
DEI representative for the university, but importantly, in coordination with an internal, more broadly representative DEI
committee. Each organizing unit identified at least one student goal to advance diversity and inclusion.
At this initial stage, the office also partnered with Orientation organizers, Nevada FIT, the Core Curriculum unit, and The
Center, Every Student, Every Story to provide trainings and learning opportunities centered on diversity, equity, inclusion,
and social justice. Through this partnerships, one immediate action resulting for the early 2021-22 academic year was the
incorporation of DEI trainings, as a central element in this year’s Nevada FIT, impacting approximately 3,670 new
students, who attended a training on diversity, equity, inclusion, and social justice. Further over 450 mentors and
orientation leaders were also participants of a workshop on DEI values-focused action to advance social justice and
allyship (or accompaniment).
Given the numerical importance of Hispanic/Latinx students for the state, as well as the nation, the longstanding UNR
goal of achieving Hispanic Serving Institutions (HSI), as is the case with the majority of the other NSHE institutions, has
also been incorporated into the emerging DEI Action Plans, in order to support our Hispanic/Latinx students as well as
other, first-generation, low-income and/or underserved student populations. Consistently, each College/School has
created specific recruitment, enrollment, and retention goals, which include the creation of affinity groups and clubs,
outreach efforts at high schools, recruitment campaigns, and more (see Appendices).
Planned Initiatives:
• Focus on Latinx students • Emphasis on integration of
and advancing HSI efforts with Student Services Fall 2021 Enrollment
designation for increased retention, 2%
belonging and community 8% 3% White
• Focus on Indigenous 0%
groups, legislative tuition • Focus on creating a culture of 1% Hispanic
access and scholarship assessment, evaluation and 8% Black
programs transparency on DEI
4% Asian
• Emphasis on integration of • DEI Dashboard to include 52%
efforts with Student Native American
student enrollment and
Services for increased retention Pacific Islander
retention, belonging and 22%
community Multiple
International
Unknown
Inclusive Excellence in the Classroom and Education in Democracy

What We Heard:
There is a need for increased focus on social justice, diversity, equity, and inclusion issues in the student curriculum
What We Are Doing:

In 2021, Diversity & Inclusion—in active collaboration with academic units, university departments, community groups,
governmental and non-governmental organizations—launched its Dialogue, Equity, and Democracy series. Within this
series, eight (8) panels and workshops have been hosted: Dismantling Racism, Immigration & Democracy, Women &
Democracy, Neurodiversity & DEI, Tobacco & Communities of Color, Coded Bias, as well as an activity to mark the
verdict of George Floyd’s murder and in recognition of all victims of racial/ethnic violence. Additionally, several side
projects have been initiated, including the We the Pack video series, a video campaign focused on the implicit bias and
microaggressions experienced by our different campus communities.
Planned Initiatives: Further, and in order to advance the notion of inclusive excellence in teaching a diverse classroom, a
pilot project was initiated in April 2021, following the documented identification of the academic DEI Task Force of
requiring, “faculty development and teaching supports on DEI”. This evolving series of workshops will be expanded in
early October and will consist of four, two-hour sessions, each, building upon the evidence to further provide a set of clear
and tangible recommendations on pedagogies and teaching that address and are mindful of anti-racist, xenophobic, anti-
immigrant, sexist, homophobic, transphobic, and other anti-educational biases and concerns. All sessions will be led by
Dr. Kenya Minott, working directly with academic Task Force members and Deans. Specifically, and working in close
collaboration with the Office of the Provost, the workshops will:
• Address principles of inclusive excellence, diversifying syllabi, the impact of microaggressions in building inclusive
environments, managing classroom conflict, and addressing hate and bias in the classroom.
• Examine specific courses, as well as teaching practices, to advance inclusive excellence.
• Submit a proposal for the development of a graduation requirement course, on Social justice, Power and Democracy.
Inclusive Excellence in faculty and staff

recruitment, development, and retention At UNR,
What We Heard:
Prioritize diversity and expand efforts to hire BIPOC and
underrepresented faculty and staff. Further, there are hierarchical of academic faculty are of
structures, and inconsistent practices, that exclude and inequitably underrepresented and minoritized
impact underrepresented faculty and classified staff.
(URM) domestic identities
What We Are Doing:

Though the COVID-19 pandemic introduced budgetary/financial of administrative faculty are
constraints, Diversity & Inclusion continued advocating for the hiring of of underrepresented and minoritized
those marginalized and historically excluded groups. Further, this aligns (URM) domestic identities
with the Chancellor’s goal of advancing “equity practices”, utilizing the
National the Association of System’s Heads’ (NASH) Equity
Framework, into overall, system-wide, NSHE strategic planning. In this of classified staff are of
commitment, the Chancellor is focused, during this year, on Equity
Practice #7 (out of 9 in total), “Faculty and Staff Hiring, Retention, underrepresented and minoritized
Promotion and Rewards”. (URM) domestic identities
With the continuation of implicit bias training for all search committees,
the office developed and implemented a new online training. The training
has been completed by 585 Search Committee members, since its Only 2% of academic faculty are Black; 7%
launch in October of 2021. of academic faculty are Hispanic/Latinx;
In each College/School DEI Action Plans, diverse faculty recruitment is a and less than 1% are Native American
priority. The plans include goals to address diversity in search pools,
create faculty success programs, and create post-doctoral programs.
In 2021, Diversity & Inclusion collaborated with
Planned Initiatives: a Vice President for Administration and
• Clear alignment with NASH Plan’s Pillar no. 7, on faculty and staff Finance DEI Task Force—which included
hiring and retention Human Resources and Facilities—to create
• Departing on the advances on faculty and staff hiring of the past 6 goals that promote equitable hiring,
years, and utilizing Workday DEI information, development of professional development opportunities, but
strategies on retention, belonging and community also a more welcoming work environment.
• Focus on creating a culture of assessment, consistent use of data and
evidence, evaluation and transparency on DEI
• By 2022, Diversity and Inclusion will work with HR to expand search
committee training to include searches for classified staff and hourly
workers
• Better integration and focus of Faculty and Staff Affinity Groups
• Focus on transparency, top to bottom: initiating with high-level
administration, supervisors and departmental chairs, to address
arbitrariness, opaqueness, lack of transparency in supervising,
personalism and to advance mentoring, retaining, promotion and
tenure
• Faculty and staff DEI Dashboard created to improve data collection
and reporting; monitor and improve diversity in all departments and to
be integrated with the Students’ DEI Dashboard
Inclusive Excellence in Communication, Symbols and Safe Spaces

What We Heard:
Actions taken on campus, systemically and individually, have caused hurt and pain. Many of our different campus
communities (e.g., BIPOC, LGBTQ+, women, religious and other) have been personally impacted by hate, bias,
microaggressions, and other forms of harm. There is a need to work proactively, and in an integrated fashion, to address
those harmful systemic, and individual, issues. A sense of belonging, requires, at minimum, that students, staff, and
faculty feel safe, heard and supported, throughout campus.
What We Are Doing:

Diversity & Inclusion has led the work of the University Hate & Bias Response Team since 2019. This group has
reviewed hate and bias incidents, reported by university members and created educational resources for the campus
community to address hate and bias across the different environments. Importantly, the existing Hate and Bias Response
Reporting Site that was developed and improved last year, and following the model and in-house training with
representatives of the Anti-Defamation League and its Hate/Uncycled: Inclusive Campuses Challenging Bias and Hate
learning tools.
Responding to the multiple levels of need created by the pandemic and addressing the socio-economic, as well as
health impacts being experienced, differently, by the diverse UNR communities, Diversity & Inclusion, and in collaboration
with some of the members of the Work, Life, Family and Council, carried out a University-wide survey to identify needs
pertaining to social needs and emotional well-being for the different campus communities. Findings were shared with
campus leadership, as well as Affinity Groups and the Faculty Diversity Committee, to begin considering resources and
operations, as the University moved away from remote work.
In an effort to decrease overreliance on “policing” and to emphasize community partnerships, Diversity & Inclusion has
actively been collaborating with Police Services to create a Police Services DEI Action Plan for the department (see
Appendices).
Additionally, in working in close collaboration with the Senate’s Faculty Diversity Committee, Disability Resource Center
and MarCom, Diversity & Inclusion added a Neurodiverse Alliance last Spring 2021 to its office-sponsored faculty and
staff Initiatives. Importantly, this continues to align our work on accessibility concerns. and as it is also being promoted
by the Board of Regents, with its renaming of its Cultural Diversity Committee (CDC) to Inclusion, Diversity, Equity and
Accessibility Committee (IDEA).
Planned Initiatives:
• Emphasis on educational outlets and resources, sense of belonging and emotional well-being and other
• Addressing long-standing anxieties/discomforts among BIPOC groups
• Working with the Students Services’ Student Activism Team, our Hate and Bias Response Team will continue to
improve on its alignments with the Title IX/EO Office, focus on better integration, transparency and more timely
responses, to support not only students, but also faculty and staff
• Ongoing monthly celebrations and acknowledgment/communication on important DEI dates through increasing
integration of efforts and timely communication
• Continuing to develop the role of the D&I as a central coordinator of DEI efforts, avoiding fragmentation and
weakening of efforts
• Expanding the UDI’s social media presence
• Creating and dissemination of DEI Terms and Communications Guide
• Development and dissemination of We the Pack video series
• Ongoing development of the open-access, Dialogue, Equity and Democracy public education series
• Ongoing Education on Freedom of Expression, Respectful Dissent and Democracy, including this year’s, 2022
Northern Nevada Diversity Summit
• First year celebration of October 12th as Indigenous People’s Day—a NSHE recognition coordinated successfully,
last year, by the ODI, through NSHE’s Equity, Diversity and Inclusion Council (EDIC)
• Proposal for Iconography and Representation Task Force to carry out an inventory of critical/principal university
spaces to ensure the representation of the university’s original inhabitants and the evolving diversity of our communities
• Proposal for a Center for Restorative Justice, as part of Diversity & Inclusion and integrating the related work of
Police Services and Title IX/EO Office, to initiate anti-bias training with senior administration, including Deans,
continuing into the campus community
o Required resources and infrastructure, including personnel, to demonstrate a commitment to prevent, respond
to, and take accountability for harmful, discriminatory, and harassing behaviors
College of Business Diversity and Inclusion Operational Action
Plan
Strategic Goals
Goal Area 1: Student Centered
Objective 1: Increase percentage of under-represented undergraduate students by through targeted

assessment, program development, advertising, and outreach.
Action Items:
• Create Hispanic or Latinx Business Student Association and hold first meeting (In progress)
• Solicit significant student input via feedback forms/surveys to gather input on ideas and
opportunities for improvement in diversity.(Ongoing)
• Revise College of Business Vision/Mission/Initiative statements to more organically and
explicitly integrate the College’s value of Diversity and Inclusion (In process)
• Utilize College of Business social media platforms to create student engagement via posts, blogs,
and other collaborative means (Ongoing)
Metrics/Performance Indicators:
• Create outline of Hispanic Business Student Association, identify association leaders; collect and
store student input for ongoing creating Diversity goals for the College; College of Business posts its
revised Vision/Mission/Initiative statements on the departmental site; student recruiting
information and events are publicized through social media platformsstarting in summer 2022.
Objective 2: Improve gender balance of undergraduate students
Action Items:
• Sponsor International Women’s Symposium online to increase visibility of College of Business to

women on campus and across the country (March 8, 2021)
• Create and offer new course, “BUS 150 Women in Business Leadership” at the 100 level to introduce
students to the College of Business, allowing time for a Business major or minor add-on (In progress)
• Create minor in “Managing Organizations” to help students outside the College see the value of
these skills for not-for-profit settings (In progress)
• Tailor requirements for minor and double major to different majors to allow students to graduate in
four years, perhaps with full summer loads, or overloads in spring and fall semesters (Ongoing)
• Feature women faculty in “Why I chose business” videos for social media (Ongoing)
• Create outline of events for the upcoming symposium; develop curriculum outline and have
course approved through Curriculum process; identify required courses for minor; map out
requirements and specific timeline for students, by semester, for majors in other colleges, and
identify areas where their courses already satisfy the College of Business requirements; draft a
list of discussion questions for the video series and identify five women within the faculty
toparticipate.
Goal Area 2: Faculty Centered
Objective 1: Increase number of under-represented full-time academic faculty
Action Items:
• Encourage undergraduate students from under-represented groups to consider academia as a

Business major (Ongoing)
i. Hold information sessions specifically for students from diverse backgrounds
ii. Explain how academia works, PhD programs usually provide student funding
• Introduce strong undergraduate students to research by recruiting them to do independent
studies (In progress)
i. Recognize faculty support of undergraduate research efforts
ii. Undergraduate research symposium
• Hold information sessions specifically for students from diverse backgrounds about PhD programs
(Fall 2021); host an Undergraduate Research Symposium (Spring 2022).
Objective 2: Increase percentage of under-represented administrative faculty & staff
Action Items:
• Increase outreach efforts in searches for administrative positions by increasing the College’s
presence at outreach and recruiting events.
Number of diverse applicants
Recent accomplishments
Mandela Washington Scholars
- Is a six week program sponsored by the US State Department that brings 25 young
entrepreneurs from Sub-Saharan Africa to campus to learn about leadership and
entrepreneurship.
- Two former Mandela Scholars have returned to UNR to pursue MBAs.
PhD Project
- Is an organization focused on helping Black/African American, Latinx/Hispanic

Americans, and Native Americans receive PhDs and become business professors.
- UNR supports the PhD Project, has had faculty attend their national conference, and
utilizes their help to find diverse applicants for faculty openings.
Black Business Student Association
- Created in 2018, it provides mentorship, partnerships, and service-learning

opportunities for Black and African students.
College of Agriculture, Biotechnology & Natural Resources
Diversity and Inclusion Strategic Plan for 2021-2022
CABNR Diversity Committee:
The Diversity, Equity, and Inclusion Committee developed a set of long-term goals to support the
proposed mission and vision of CABNR encompassing students, communities, and faculty and staff as
part of an overall Strategic Plan. In consideration of resources and feed-back regarding the Strategic Plan
from a survey of stakeholders, the committee selected three goals to focus upon for the 2021-2022
Strategic Plan. These goals, along with related actions and outputs, are listed below. Please note that
this selection does not imply relative significance/importance but rather represents our opinion of what
is feasible to accomplish in the immediate future.
Strategic Goals
Goal Area 1. Student Centered
Objective 1: Reduce barriers that limit underrepresented students from enrolling in CABNR programs
Action Items:
• Assess the application rate for underrepresented groups CABNR admissions, number of
students admitted and admits to enrolled (Ongoing)
• Create an inventory of cultural hubs or locations to recruit students from in order to increase
diversity
• Assess ways to target recruitment of underrepresented groups from junior high schools, high
schools. (i.e., utilizing best practices of mentorship programs lead by the county school districts
such as the Clark County School District Mentoring Program)
• Facilitate recruitment and active participation strategies for secondary school students and
their guardians to complete the Free Application for Federal Student Aid (FAFSA).
• Explore recruitment of prospective students from tribal communities throughout the Great
Basin area with consideration of geographic area tribal community in lieu of state boundary.
Create collaborations and programs that can improve tribal students participation in CABNR
programs. (i.e., New Beginnings for Tribal Students program). Create internship program for
Tribal students currently enrolled (In progress)
• Assess the distribution of academic scholarship funds in CABNR to determine if awards are
being equitably funded (Ongoing)
• Report that relates to quantitative data regarding applicants, admitted, and enrolled students
to specific majors in CABNR for identifying gaps in diversity, as well as the cultural hubs and
mentoring programs that may be effective at filling those gaps submitted to Dean by May 31,
2022; increase retention of Tribal students and increase number of Tribal transfer students into
CABNR programs; meet grant required match for tribal students program; report regarding
equity in distribution of scholarship funding submitted to the Dean by May 31, 2022
Goal Area 3*. Community Centered
Objective 1: Enhance individual and communities’ ability to improve and achieve economic security
Action Items:
• Explore recommendations to the CABNR Marketing and Commmunications team for ways to
improve communications to a diverse audience
• Evaluate demographic characteristics of program participants for the purpose of identifying
deficiencies in program diversity
o Identify a pipeline from diverse groups utilizing cultural hubs within the community to
expand the promotion of CABNR Extension programs including small business
development and professional development.
o Identify ways to improve communication about CABNR Extension and NAES programs to
urban, rural, suburban, tribal and inner-city populations (Ongoing)
• Improve our reach in all segments of the community with limited English proficiency
o Explore translation certification (such as Test of English as a Foreign Language known as
TOEFL) to support internal staff, faculty who are relied upon to translate literature for
Extension’s programs
• Deliver a document to the CABNR Marketing and Communications team with recommendations
by May 31, 2022; create a report on the evaluation of baseline effectiveness and efficiency of
programming to reach diverse groups within the community prepared by May 31, 2022; report
to the Dean on opportunities for training and translation certification by May 31, 2022.
Goal Area 9. Faculty and Staff Centered

Objective 1: Cultivate a more diverse and intercultural CABNR workforce, including academic,
administrative faculty, staff, students, and volunteers
Action Items:
• Recognize efforts by faculty and staff toward the goal of achieving diversity, equity and inclusion
(In progress)
• Explore ways to provide CABNR-wide professional development opportunities related to
diversity, equity and inclusion (In progress)
• Review appropriate tools recommended by the University Diversity and Inclusion Officer tools
that will assess current climate within CABNR and among constituents
• Launch of Diversity Award program and award of first recipient by May 31, 2022; conduct, co-
host, or collaborate on at least two seminars with subject matter experts that can be delivered
* Numbering of the goal areas is based upon the CABNR DEI Strategic Plan
to all CABNR employees in both northern and southern areas of the state by end of academic
year 2021-2022
College of Education and Human Development Diversity
and Inclusion Operational Action Plan
Mission Statement
Inspired by its land-grant foundation, the University of Nevada, Reno provides outstanding learning,
discovery, and engagement programs that serve the economic, social, environmental and cultural needs
of the citizens of Nevada, the nation, and the world. The University recognizes and embraces the critical
importance of diversity in preparing students for global citizenship and is committed to a culture of
excellence, inclusion, and accessibility.
COED Mission:
The College of Education & Human Development is a recognized leader in guiding, shaping, and
mentoring high-performing education professionals who will go forth with a lifelong love of learning and
with the skills essential for thriving in a global, knowledge-based economy. We are committed to a
diverse and inclusive learning community that works to promote education across disciplines for
everyone, locally, nationally and around the globe. The University of Nevada, Reno is recognized by the
Carnegie Classification of Institutions of Higher Education as an R1 institution, which is reserved for
doctoral universities with the highest levels of research activity.
1. Prepares well-qualified educators, human development specialists, counselors, administrators,

and other professionals to address critical community needs;
2. Conducts original research and scholarship to improve the knowledge base in professional
practice and policy;
3. Engages with the state, local school districts, and communities through outreach and reciprocal
partnerships to strengthen social, educational, and economic well-being of all Nevada citizens,
including children; and
4. Cultivates professionals who are culturally competent, locally relevant, and globally aware.
COED Vision:
In all of its activities, College of Education and Human Development faculty and staff embrace the
following values for our graduates and ourselves:
1. We value diversity, including but not limited to age, ethnicity, class, gender, indigeneity,
language, disability, ability, race, sexual identity, religious status, gender expression, educational
background, geographic context, nationality, immigration status, income, marital status,
parental status, and work experiences.
2. We value ethical practice and abide by the ethical guidelines of each of our respective
professional organizations.
3. We value integrity in all of our actions.
4. We value equity.
5. We value respect.
6. We value a culture of caring and relationship building.
To meet our values, COEHD has established the following DEI goals that will be carried out by the
Associate Dean of Diversity, Equity, Inclusion & Undergraduate Programs in collaboration with the
Diversity Committee. Below are the goals and their respective action items.
Strategic Goals
Goal Area 1: Education for Diversity, Equity, and Inclusion
Objective 1: Engage in ongoing needs Assessment through action research

Action Items:
a. Report/reflect on the demographics across all constituencies

i. Create a report to share with faculty and students [Spring 2021]
ii. Meet with departments to review retention and graduation rates, request
feedback/identification of collective and individual responses [Spring/Fall 2021]
b. Conduct a collaborative study about the climate in the college (focus on policy, curriculum,
pedagogy, relationship building, professionalism)
i. Use surveys, interviews/focus groups, etc.
i. [IRB to be submitted March 2021]
ii. [Phase one Data Collection (survey) to commence in April of 2021]
iii. [Phase two of Data collection (interviews/focus groups) to commence in Fall
2021]
c. Collect data, analyze data, implement initiatives, study effectiveness, reflect, collect data, etc.
Sharing findings with departments/centers, engaging in collective reflection and identification of
next steps.
i. [Recurrent with Phase three planned in Spring of 2022]’
Objective 2: Increase Awareness of DEI

Action Items:
a. Diversity Committee sponsored speaker series (internal and external to college) – engagement
of faculty, students, community
i. Speaker 1: Fall 2020
ii. Speaker/Panel 2: Spring 2021
iii. Speaker/Panel 3: Fall 2021
b. Integration of individual diversity goals for the year
Objective 3: Provide opportunities for training and exchanges of ideas/practices

Action Items:
a. Speaker series
b. Program-level goals & sponsored events
Objective 4: Build capacity for the integration DEI frameworks in curriculum, pedagogy & policies
Action Items:
a. Curriculum mapping in light of accreditation’s focus on diversity as a cross-cutting theme
b. Peer modeling & exchange of ideas
c. Update the definition of “diversity” throughout all policy documents
i. Critically examine existing policies and practices for bias [Ongoing]
Objective 5: Create a DEI award structure in the college

Action Items:
a. Create an award structure for college specific DEI award through a competitive
nomination/submission process. [Nomination language completed. Call to be circulated in late
February 2021. First Award to be given during Spring Ceremony]
b. Highlight important initiatives in the college. [To commence upon receipt of nominations in the
spring of 2021]
Objective 6: Revamp the College’s DEI webpage.

Action Items:
a. Include resources for students, faculty, and staff [Spring 2021- ongoing]
• Data analysis; attendance to series and subsequent forums; critical reflection on diversity goals
at the end of the year; evaluation of curricular material; reflections on teaching evaluations;
attendance to student diversity forums (see below).
Goal Area 2: Student Recruitment, Retention & Graduation
Objective 1: Increase diversity in teacher education students and all college programs
Action Items:
a. Targeted recruitment
b. Continue/materialize “grow your own” discussions with the school district [Fall 2021 due to
COVID]
c. Review/evaluate recruitment and practices – [Fall 2020/Spring 2021]
d. Move from passive to active recruitment techniques [Spring 2021]
Objective 2: Retention: & Graduation

Action Items:
a. Targeted campaigns to identify and respond to student needs (Student Success Center) –
[Ongoing]
b. Venues for sharing information anc collaborating with students– Student Diversity Forums
(twice a semester)
i. [First forum held in Fall 2020- Next forum in Spring of 2021]
c. Cultivation of spaces of belonging for all students
• # of students from recutiied and retained from diverse backgrounds; identify “Grow your own”
program leaders and sign-in roster for the first meeting; # of students who complete their degrees;
post- Student Diversity Forum’s meeting evaluations; ongoing data collection and evaluation of
effectiveness of responses to identified issues.
Goal Area 3: Faculty Recruitment and Retention
Objecive 1: Recruitment – [Fall 2021 and beyond because of Hiring Freeze]

Action Items:
a. Advertisement of positions through many venues
b. The Diversity committee will create a faculty-oriented interview protocol specific for different
fields (Develop pool of questions) that the search committee can use in interviews (members of
the committee can serve as consultants as needed).
c. Critical analysis of all steps of the search committee work
d. Create a pipeline from our own doctoral students
Objective 2: Retention – [Discussion with chairs to commence in Spring/Fall of 2021]

Action Items:
a. Creation of support structures (e.g. formal and informal mentoring within and beyond program
areas)
b. Balance of service obligations of assistant professors
• # of faculty recruited and retained; pool of questions are made available to interviewers;
indeifty 10 doctoral students within the pipeline; mentoring program leaders and mentees are
identified.
College of Engineering Diversity and Inclusion Operational
Action Plan
Mission Statement
discovery, and engagement programs that serve the economic, social, environmental, and cultural needs
excellence, inclusion, and accessibility. Based on the belief that a diverse community of engineering
professionals better serves a diverse society, the College of Engineering at the University of Nevada Reno
is committed to maintaining and enhancing an inclusive community with open collaboration, equal
access, and equality for our entire campus community. The College strives at the highest level to attract,
develop, and support qualified persons of diverse backgrounds through collaboration and innovation to
participate in its' educational, research, and outreach missions and programs to advance the field of
engineering and society at the local, regional, national, and global levels. The College of Engineering
(CoEN) is focused on striving for inclusive excellence through
• Committed leadership
• Dedicated financial and human resources
• Understanding of current and historical institutional context
• Accountability and data collection
• Intersectional Approach
Vision: The vision for diversity within the College of Engineering is to achieve national recognition as
a leading institution in inclusive excellence based on the ASEE professional society standard
• Deans pledge (https://diversityrecognition.asee.org/application-process/guidelines/)
We define diversity as the condition of having different fundamental characteristics or being composed
of differing elements; the inclusion of different types of people (such as people of different races or
cultures) in a group or organization.
The CoEN Diversity committee recognizes that many dimensions exist that describe human beings and
speak to the human experience, such as race and ethnicity, gender and gender identity, sexual orientation,
socio-economic status, language, culture, national origin, religious commitments, age, physical and
mental ability status, neurodiversity, learning preferences, military status, immigration status, citizenship
status, political perspectives among other identity categories.
We define equity as the condition of having justice according to natural law or right, specifically the
freedom from bias, favoritism, or inconsistent treatment.
The CoEN Diversity committee will promote equality of access, opportunity, outcomes,
engagement/contribution, and reward/compensation by actively challenging and responding to bias,
harassment, and discrimination in our College. We are committed to providing an environment of equal
opportunity for all persons so that they can maximize their potential. Any form of discrimination based on
race, color, national origin, age, marital status, sex, sexual orientation, gender identity, gender expression,
ability status, religion, height, weight, or veteran status as prescribed by University policy is prohibited.
We define inclusion as the act, activities, and policies of including or the state of being included.
The CoEN Diversity committee is committed to pursuing deliberate efforts to ensure that our College is a
place where differences are valued, different perspectives are respectfully heard, and where every
individual feels a sense of belonging. We know that by building a critical mass of diverse groups and
creating a vibrant climate of inclusiveness, we can more effectively leverage the resources of diversity to
advance our collective capabilities.
Strategic Goals
To accomplish its mission and achieve its vision, the College has set the following strategic goals:
Goal 1: Improve our shared understanding and valuing of diversity in all its forms.
Goal 2: Increase the recruitment, retention, and completion rate of students of diverse backgrounds.
Goal 3: Increase the recruitment and retention of faculty and staff of diverse backgrounds.
Goal 4: Engage in diversity in our curriculum, scholarly and artistic endeavors, and daily operations.
Strategic Objectives/Priorities
To achieve these goals, the College has set the following strategic objectives:
• Training DEI committee and faculty/staff, including Safe Zone

• Diversity Statements included on syllabi
• Increase awareness of committee and engagement with departments
• Student training
• Female Diversity Speaker
• Prioritize accessibility for students and staff with ability challenges
Given the above goals and objectives outlined by the College with input from University Committees our
immediate action plan is as follows:
Education for Diversity, Equity, and Inclusion Training Across College Faculty and Staff
Objective 1: Have at least 75% of faculty and staff participate in interactive training related to bias, equity,
and inclusion.
Measures: The College has retained an outside training agency, Cultural Excellence: Ideas and Discussion
(CEID) (Regina Lewis, Ph.D.), to provide training to each unit. This training targets departments,
leadership, and outreach positions within the College. ReginaSpeaking will provide documentation of all
faculty and staff that participate in the offered training. Lists of those who participate will be compared to
the faculty and staff throughout the College to assess completion. This task will be completed by the end
of Spring 2021.
Engineering Unit Action Plan Development
Objective 2: Each department/unit will generate three actionable and measurable goals to integrate
diversity, equity, and inclusion throughout all departmental activities.
Measures: Finalized goals will be delivered to the College diversity, equity, and inclusion committee no
later than the last day of the Spring 2021 semester. The committee will review preliminary goals to ensure
that goals are measurable and aligned with best practices to integrate diversity, equity, and inclusion.
Completion of goal development by all departments/units is expected and will be measured.
Revision and publication of the College of Engineering Diversity, Equity, and Inclusion Strategic
Plan
Objective 3: Revise and publish a diversity, equity, and inclusion strategic plan that reflects the goals of the
College and the units within the College
Measures: By the end of the Fall of 2021, the College of Engineering will publish its first diversity, equity,
and inclusion strategic plan. This plan will be integrated with larger College and University strategic
documents. This strategic plan's goals, priorities, and objectives will be assessed through coordinated
efforts with University and disciplinary efforts for change in engineering. Publication of this plan also
creates additional accountability for the College to lead on diversity, equity, and inclusion efforts.
Graduate School Diversity and Inclusion Operational Action Plan
Mission Statements:
• University of Nevada, Reno Mission Statement
Inspired by its land-grant foundation, the University of Nevada, Reno provides outstanding
learning, discovery, and engagement programs that serve the economic, social, environmental
and cultural needs of the citizens of Nevada, the nation, and the world. The University
recognizes and embraces the critical importance of diversity in preparing students for global
citizenship and is committed to a culture of excellence, inclusion, and accessibility.
• Graduate School Mission Statement
The University of Nevada, Reno Graduate School seeks to create a 21st century graduate
student environment that values and promotes diversity, exploits the power and promise of
technology, and provides an outstanding educational experience that enables students to
successfully achieve their career goals, while serving as a catalyst for transforming the state’s
economy into one that is diversified and knowledge based.
Goal Area 1: To increase enrollment, retention, and graduation rates of diverse graduate students
• Objectives:
1. Adopt and implement innovative recruitment strategies for underrepresented college
students
 We will implement annual Virtual Graduate School open house sessions
multiple times throughout the academic year and will advertise these sessions
with our current GradFIT partners and with other regional institutions with high
undergraduate underrepresented student enrollments. Also, we will expand the
reach of our GradFIT program by holding both in-person and virtual GradFIT
options to serve a larger population of prospective students. These efforts will
be assessed by the tracking attendance and creating a database which will allow
us to determine whether participants apply and matriculate into graduate
programs at the University.
2. Increase and improve graduate student resources/services to assist with retention and
graduation rates in areas such as mentoring, mental health support, funding and
professional development.
3. Review policies and practices such as graduate program handbooks and graduate school
policies/requirements for inclusive and equitable language/procedures
• Measures:
o Increased enrollment, retention, and graduation numbers
 Enrollment and retention will be evaluated on a semester basis and graduation
on an annual basis. Graduate programs will be evaluated and demographic data
will be reviewed to increase identify priority areas for recruitment, retention
and graduation of underrepresented groups within graduate programs. For
example, some programs may need to increase efforts in diversifying their
gender ratio or other underrepresented groups and more targeted approaches
can be made to those populations based on the annual evaluations and review
of demographics.
o Increased number of campus opportunities, resources, and services for graduate
students related to professional/career development, well-being, and mentoring
 Current initiatives meeting the needs of students will be expanded and
advertised through the use of the web, social media and email to all graduate
students. Evaluations of these initiatives will be given for graduate students to
provide feedback on the effectiveness of these initiatives to determine what can
be improved.
o Revisions of graduate program handbooks and other graduate student-related
documents that are equitable and accessible
Goal Area 2: To increase an inclusive and equitable environment for all graduate students
• Objectives:
1. Increase awareness of current resources and services available to graduate students and
their families
2. Creation of family-friendly policies and environment to increase non-financial family
support for graduate students.
 Hosting of social gatherings and events that encourage family attendance
that can familiarize family members to the experiences of graduate student
life and encourage more involvement with the graduate student’s research.
Increased attendance of family members to events such as
thesis/dissertation defenses. The word “family” also refers to any
individuals the graduate student considers to be family and does not
necessarily include partners, children, parents, etc., but can include friends
or other non-immediate relatives.
3. Implementation of biennial climate/experience survey to graduate students
4. Required equity and diversity training provided by Graduate School Staff and Faculty
Facilitators of the University of Wisconsin-Madison’s Center for Improvement of
Mentored Research Experiences in Research (CIMER) to new graduate faculty through
Mentoring Mentors program
• Measures:
o Increased use of resources and services by graduate students. Evaluation of these
resources and services will be done on an annual basis to further improve efforts.
o Increased involvement between the University and graduate students’ family members.
Family members report an increase in a sense of belonging and feeling welcomed
through survey tools distributed to family members and their students.
o Adoption and implementation of new initiatives based on biennial survey results to
address concerns. As well as initiate proactive initiatives to meet potential challenges
that could arise
Goal Area 3: To create an inclusive and equitable environment for all postdocs
• Objectives:
1. Increase awareness of current resources and services available to postdocs that can
better serve the population’s professional development and sense of belonging.
2. Establish postdoctoral association and advisory board to further expand the presence
and importance of postdocs at the University. These groups will serve as a voice to
advocate for the population at large to provide further support to postdocs.
3. Implementation of biennial climate/experience survey to postdocs to better understand
experiences and challenges faced by the population in an effort to combat these
negatives.
• Measures:
o Increased use of resources and services by postdocs through the increase of attendance
to events and utilization of resources to provided to them. Evaluation of these events
and resources will be done on an annual basis with consultation from postdoc leaders to
further improve efforts.
o Increased engagement and visibility of postdoctoral population on University campus.
Postdocs representatives serving on various University committees and increased
feedback is sought from postdocs in regards to larger University decisions such as the
University Strategic Plan.
o Adoption and implementation of new initiatives based on biennial survey results to
address concerns and challenges of the postdoc community. The results will be evaluated
with the postdoc advisory board, postdoc association and upper administration in an
effort to further support postdocs with challenges they may be facing.
Honors College Diversity and Inclusion Operational Action Plan
Mission Statement
The Honors College underwent a systemic strategic planning process during the 2019-2020 AY that
recast honors in a far-more DEI-focused manner. Since the previous honors program’s mission
statement did not display a clear alignment with the UNR mission statement’s focus on DEI, a new set of
mission pillars (values), integrated into the mission statement, were created which will now guide a
significant amount of program operations moving forward. This is articulated below.
Strategic Goals
Goal Area 1 Devise new DEI-focused honors mission pillars that guide program operations
Objective 1: New pillars finalized and integrated into mission and program operations
Measures/Performance Indicators:
a. Integration of pillars and new DEI-focused holistic assessment protocols into new
honors admission process
a. Timeline: by 8/1/2020
b. Personnel: HC MPO staff and admission committee staff
b. Integration of pillars into new honors course proposal process
b. Personnel: Erin Edgington/curriculum committees
c. Dissemination of pillars/revised honors mission on website and in print/promo
materials
b. Personnel: HC staff and marcom liaisons
d. Integration of pillars into new Honors Record (student archive of accomplishment
and program requirement fulfillment)
b. Personnel: HC staff and TLT liaisons
e. Integration of new pillars into new honors student conduct policy
b. Personnel: HC advising staff
f. Integration of new pillars into Phase 2 of the Mentorship/Coaching Program
b. Personnel: HC staff and external stakeholders
Goal Area 2: Create community-enhancing experiences that augment the centrality of DEI competency
within the honors framework
Objective 1: LLC Freshman course sections revised with new DEI-focus
a. Revised syllabi complete with new focus in place
b. Personnel: HON215 teaching faculty
b. Recruitment of new DEI-focused teaching staff to augment current HON215 class
section capacity
b. Personnel: HC staff and recruited teaching faculty
Objective 2: Develop Honors-focused international trips for underrepresented honors
populations, specifically, and HC students generally
a. USAC and faculty-liaison contacts established
b. Personnel: HC staff
b. Prospective trip times and locations determined
b. Personnel: HC staff, USAC, faculty ambassadors
c. Student scholarship dollars identified for trips
b. Personnel: Dean
d. Trip itineraries/details finalized
b. Personnel: LLC planning committee
Objective 3: Develop DEI/Global Competency Area Studies Micro-Curriculum within honors to
advance DEI awareness and HC mission opportunities (equity)
a. Convene subcommittee
b. Personnel: subgroup of larger LLC planning committee
b. Identify SLOs for DEI/Global Competency Curriculum continuum
b. Personnel: subcommittee
c. Identify and revise HON215/6, HON410, and international trip focus to align DEI/global
competency interests and SLOs
b. Personnel: LLC planning committee and subcommittee
Goal Area 3: Increase Underrepresented student population in honors
Objective 1: Revise and enhance recruitment outreach activities
a. Dean/staff will conduct direct recruitment sessions with at least 10 DEI-targeted high
school student groups yearly
b. Personnel: Dean/MPO staff
b. Dean/staff will conduct direct recruitment sessions with at least 10 DEI-targeted on-
campus groups yearly
b. Personnel: Dean/MPO staff
c. MPO staff will plan at least 3 joint programmatic activities between HC and DEI-targeted
organizations yearly
b. Personnel: MPO/HSC
d. New print/online/social media marketing materials/campaigns created that is more DEI-
centric
b. Personnel: MPO/HC staff
Objective 2: Devise and fulfill numerical recruitment goals
a. 10% of program students will hail from underrepresented populations
b. Personnel: HC/MPO staff
b. 15% of program students will hair from underrepresented populations
b. Personnel: HC/MPO staff
College of Liberal Arts Diversity and Inclusion Operational
Action Plan
Mission Statement
With the mission of the University of Nevada, Reno as a guiding principle, the College of Liberal Arts
educates and inspires students to be engaged, flexible, and critically literate global citizens. Our students
learn to evaluate, synthesize, communicate, experiment, and create in order to produce solutions to a
range of known and future problems. Our ambitious, innovative, and community-engaged research and
creative work in and across the Creative Arts, Humanities, and Social Sciences focuses on the varied
contexts and expressions of the human condition. We aim to create a community of diverse and agile
thinkers, makers, and doers who thrive in a challenging, changing world. Ultimately, we seek to better
society and elevate humanity.
The College of Liberal Arts is committed to advancing diversity, equity, inclusion, and access in order to
ensure the highest level of scholarly and creative achievement and social and interpersonal
engagement. The college defines diversity as encompassing the broad array of cultural factors, including
age, ability, religion, race, ethnicity, socioeconomic status, first generation college status, sexual
orientation, indigenous heritage, nation of origin, gender and gender identity, language, immigration
status, and veteran status. The college views diversity of representation and creating a sense of
belonging to be key to its mission of forming a culturally diverse and inclusive community of faculty,
staff and students who are prepared and committed to participating in and serving an increasingly
diverse and connected global community. Our strategic plan is driven by objectives established in
relation to faculty, staff, graduate student, and undergraduate student recruitment and retention efforts
designed to increase the diversity present within the college and to ensure an equitable and inclusive
approach to all aspects of college operations, governance, and community relations.
Significant CLA Achievements in Advancing DEI

The College of Liberal Arts developed the following statement on racism and bias, which it highlights on
its website and encourages faculty to use on their syllabi:
“The College of Liberal Arts unequivocally rejects white supremacy, racism and other forms of
hate and bias. We will work to dismantle racism and discrimination on campus, in our
communities and in society as part of our shared efforts to elevate humanity. We are committed
to creating a campus community where all can work and learn freely, safely and productively,
regardless of race, ethnicity, religion, origin, citizenship status, sexual orientation, gender
identity, political affiliation, economic status, veteran status, or ability.”
The statement and additional resources are made readily available and public on our Diversity, Research
& Engagement webpage, which also contains a link to a robust list of Antiracist, antibias and antihate
resources and important messages on Black Lives Matter and Anti-Asian Hate and Bias. The
development of this webpage and related resources was a significant achievement last year, but the
other important milestones include the development of our identity-based faculty and staff working
groups (See Goal 3 for more details), the creation of minors in identity-based areas studies (see Goal 2
for more details), the development of a CLA Search Toolkit and search committee training that
incorporates best practices for recruiting diverse faculty and staff, and the launching of a new college
magazine entitled Elevating Humanity, which highlights the multiple ways faculty, staff and students in
the college engage diverse and underserved communities (see Goal 6 for more details).
To advance our mission, the College of Liberal Arts has identified the strategic goals below for 2021–
2022, which are drawn from our 2019–2024 Strategic Plan. Goals are assessed annually and a related
implementation plan is created each year:
Strategic Goals
Goal 1: Recruit to advance a culture of inclusion and increase the diversity of applicants and
acceptances among our faculty and staff.
Objectives:
• By May 2022, the Associate Dean of Diversity, Equity and Inclusion will develop supplemental
online search committee training focusing on implicit bias in hiring and how to conduct diverse,
equitable, and inclusive searches. (This training is currently offered in person.)
• Ensure that efforts to increase faculty diversity translate to diverse representation across all
faculty and staff contract types and across all roles assumed by faculty and staff members,
including administrative positions within the college; will report findings by May of 2022.
• By November 2021, compile and examine faculty, staff and student demographics in the college
and use data to inform decisions regarding recruitment efforts for 2022.
• Prioritize retention efforts by providing more structured opportunities and events for mentoring
and professional development of faculty and staff from diverse backgrounds, including the
following:
• Recruit 5–10 current faculty members to participate in the CLA Faculty Success Program
in Spring 2022.
• Encourage diverse faculty to participate in the multiple workshops and mentoring
opportunities offered in our CLA Faculty Professional Development Program.
• Continue developing and supporting affinity-based working groups. We currently have
three; our goal is to have six by May of 2022.
• Work with the Planning Committee to evaluate and reconsider P&T practices and policies to
ensure they are equitable. Complete a report with recommendations by May of 2022.
Measures/Performance Indicators
• Solicit and examine feedback from users of online search committee training regarding its
quality and effectiveness.
• Demographic data on faculty, staff and students will be compiled, shared, and made readily
available by the end of November 2021.
• Solicit and examine feedback from faculty who participate in our multiple mentoring and
professional development workshops, working groups, and programs.
Goal 2: Advance a culture of inclusion to improve recruitment and retention of diverse undergraduate
and graduate students.
Objectives:
• Increase opportunities for culturally diverse and underrepresented students at LiberalArtsFit

through outreach, recruitment, and the development of innovative programming, like forums
specifically for first-generation college students.
• Support the development of new courses and academic programs, especially for Applied Liberal
Arts and DEI initiatives (minors in Black, Latinx, Indigenous, LGBTQ, and Asian Studies, for
example). Expand current minors in Ethnic, Indigenous, and Latinx studies, and develop minors
in Black and Asian/Asian American studies by May 2022.
• Develop an innovative BA in DEI Leadership program to be offered by Fall 2022.
• Develop a recruitment plan and programming to recruit underrepresented and undeserved high
school students from throughout the state, including summer youth programs targeting specific
groups and programs that bring K-12 to UNR.
• Create bilingual brochures and promotional videos in English and Spanish for recruitment.
Provide departments with a bilingual toolkit to enhance the recruitment of students from
diverse backgrounds. Coordinate with departments and programs to develop best practices for
recruiting students from diverse backgrounds.
• Develop a marketing campaign centering on diversity, equity, and inclusion that targets
underrepresented groups—Black, Native American, and Latinx.
• Enhance the effectiveness of recruitment efforts by assessing (through the use of data from
Entrance/Exit interviews with students of color) and quantifying where possible those variables
identified as relevant to students’ decision to matriculate at UNR/CLA and/or terminate
matriculation prior to degree attainment.
• Support identity-based Living Learning Communities through academic programming and by
offering related courses, and establish a CLA LLC that is diverse and inclusive.
• Increase the diversity of students by 1% (from 42% to 43%).
• Track progress on recruitment and LiberalArtsFIT programming by examining data; track and
evaluate number of new courses and new programs added; collect data on number of brochures
and videos shared; collect and continually evaluate student enrollment and retention data.
Goal 3: Foster our environment of inclusivity and engagement for students, faculty, and staff
Objectives:
• Establish and support identity-based working groups (e.g., Black, Latinx, Indigenous, LGBTQ+,
Asian, etc.) that have been historically underrepresented in our college and at the university.
These working groups make recommendations to improve faculty, staff, and student
recruitment and retention by focusing on removing structural barriers and inequities that
impede the personal and professional growth of individuals from these groups. They also serve
to support faculty and staff who identify with these identities and advance related research in
the field. Three groups have already been established: Indigenous, Latinx and Black. By May of
2022 we will have three additional working groups: LGBTQ+, AAPI and Disability.
• Offer regular forums, dialogues, and trainings that increase student, faculty, and staff
understanding of the relevance of concepts such as diversity, equity, inclusion, and antiracism.
• Use results of UNR Climate Survey to re-evaluate and revise the CLA Strategic Plan. Build a plan
for addressing key areas identified for improvement, like enhancing a sense of belonging and
addressing hierarchical barriers.
• CLA Diversity Committee will develop a climate survey for the college. Survey will be completed
by May of 2022 and implemented in Fall 2022. It will include a tool and mechanism for collecting
additional demographic information related to diversity (e.g., sexuality and religion) while
considering ethical and legal issues concerning the collection and use of such data.
• Assist all departments and programs in establishing diversity committees or have designated
diversity officers/liaisons that help identify and implement DEI goals for the department that
align with the DEI goals of the college and university.
• Restructure the CLA Diversity Committee so that it is comprised of at least one diversity liaison
from each department or program in the college and more students.
• Improve coordination and communication with departments and programs regarding DEI issues
through online communication tools (websites, listservs, etc.) and other mechanisms.
• Continue collaboration with the College of Education, the Office of the Provost, TMCC, and the
Washoe County School District to support Pack Teach—an interdisciplinary academic diversity,
equity, and inclusion initiative to expand access to higher education for K-12 students in the
state from underrepresented backgrounds and help prepare future educators from diverse
backgrounds.
• Track number of working groups and committees established; evaluate progress on strategic
plan and climate survey; evaluate impact of Pack Teach (e.g., level of satisfaction, job
placement, student demographics, and other data).
Goal 4: Advance Latino Research Center; seek regional as well as national recognition of its mission as a
hub for Latinx research and engagement and support the goal of the university to become an HSI.
Objectives:
• Conduct a Northern NV Latinx community assessment to learn the specific needs and assets of
the community. The results will guide programming and research initiatives.
• Continue hosting Entérate events to engage members of the local Latinx community.
• Organize and host events that correspond to Latinx cultural celebrations. (e.g., Día de los
Muertos, Hispanic Heritage Month, and Latinx student graduation celebration).
• Engage students in research and networking opportunities. (e.g., support their participation in
the United States Hispanic Leadership Institute national conference and on the Latino Student
Advisory Board).
• Continue to advance research in the field through the publication of Border-lines, participation
in the CLA Latinx Studies Working Group; the development of scholarly talks and forums; and
seeking funding to support research-related activities.
• Report findings and data from community assessment; track number of events hosted, research
and networking opportunities created, publications, scholarly forums, and grants or additional
funding obtained.
Goal 5: Enhance understanding of diversity, equity, and inclusion and CLA’s leadership in this area
through education, training, programming, and professional development.
Objectives:
• Continually update and enhance our Diversity, Research & Engagement website and list of
antiracist, antibias and antihate resources.
• Develop additional workshops, tutorials and resources related to DEI and antiracism work.
• Continue to create and support programming centering on DEI and antiracism through the use
of our CLA Diversity Fund and the work conducted by the Campus and Community Engagement
Committee.
• Develop DEI campaigns, including one related to the institutional goal of becoming a Hispanic
Serving Institution.
• Collaborate with key stakeholders on campus and in the community to share resources and
maximize outreach and public engagement efforts to diverse and underrepresented
communities.
• Conduct assessment of Diversity, Research & Engagement website and list of resources; track
and assess the amount and quality of workshops, programming, tutorials, and campaigns
created; create and maintain a list of key stakeholders on campus and in the community.
Goal 6: Strengthen community ties, university relations, access to higher education, and outreach
efforts to diverse and underrepresented communities by developing innovative and engaging public
programming.
Objectives:
• Reward faculty for developing and participating in public engagement activities, especially those
centering on DEI initiatives; ensure these efforts are recognized and valued beyond traditional
forms of service; develop clear guidelines and definitions for outreach and community and public
engagement by May of 2022.
• Prioritize diversity, equity, and inclusion in outreach and public engagement efforts.
• Assess the use and effectiveness of CLA community listservs; develop a plan for improving the use
of community listservs and other forms of social media.
• Track engagement perception of the college in the community (utilize community listservs, solicit
feedback, collect and analyze data, consult with key stakeholders).
• Ask students, faculty, and members of the community about their needs and the type of
programming they would like to see. Invite them to assist with developing programming that
addresses their needs and interests.
• Promote CLA community engagement activities, especially those centering on diversity, equity
and inclusion; publish a second edition of Elevating Humanity in Fall of 2022 and disseminate
widely.
• Continue to cultivate relationships and collaborations with key stakeholders on campus and in the
community; ensure key stakeholders represent a broad spectrum of constituents and diverse
communities, especially those that serve underrepresented populations.
• Expand access to higher education for diverse, non-traditional, and underserved populations
through collaborations with key stakeholders at UNR, in the NSHE System, and in the state of
Nevada. For example, the Humanities Extended Project and the Nevada Prison Education Project.
• Compile reports and recommendations on campus and community engagement; track number
of workshops, tutorials, resources, and campaigns created; create and maintain a list of key
stakeholders on campus and in the community.
Goal 7: Solicit and secure funding and resources necessary to establish and support initiatives that
center on diversity, equity, and inclusion.
Objectives:
• Prioritize fundraising efforts that center on diversity, equity, and inclusion.
• Increase support for existing CLA Diversity Fund.
• Create and support internal fellowships that provide faculty with opportunities to work in the
Department of Gender, Race and Identity for 1–2 years.
• Raise funds to establish additional equity scholarships for underrepresented students.
• Raise funds to expand the number of students served by the CLA Student Emergency Fund.
• Evaluate amount of funds raised or percentage increase in funding for DEI programs;
track and assess number of scholarships and funding opportunities added.
University Libraries and Teaching & Learning Technologies
Diversity and Inclusion Operational Action Plan
University Libraries Mission & Vision
In support of the University mission to advance teaching, research, student learning, and community
engagement, the University Libraries embrace intellectual inquiry and innovation, nurture the
production of new knowledge, and foster excellence in education through scholarly resources, active
learning environments, cutting-edge technology, and exceptional service.
The University Libraries aspire to be partners in the scholarly and creative achievements of students,
faculty, and staff, leaders in the academic library community, and contributors in the University’s efforts
to become nationally known for academic excellence and positive community impacts.
Mission Statement of the Libraries/TLT Equity, Diversity & Inclusion Committee

The Equity, Diversity & Inclusion Committee focuses on building and sustaining a healthy organizational
culture, providing inclusive services to our campus community and collaborating with campus partners
in DEI efforts. We are committed to:
• Diversity: Advocating for the importance and positive impact of diversity in the Libraries staff,
collections, exhibits, services and spaces.
• Equity: Meeting people where they are and working toward equitable policies and practices of
fairness, justice, equal access, and equal opportunity for all people.
• Inclusion: Helping lead the Libraries/TLT to a place where differences are welcome, different
perspectives are respectfully heard and where every individual is valued and feels a sense of
belonging.
This committee will provide a forum for library employees to participate and collaborate in equity,
diversity, and inclusion efforts, including:
Cultivating inclusive learning environments that accelerate self-agency through outreach, programs,
events and services responsive to patron needs.
Co-creating an atmosphere that attracts and retains talent from diverse applicant pools.
2021-2023 Action Plan Goal Areas

1. Strategic Plan for Equity, Diversity, and Inclusion
2. Programming
3. Spaces and Places
4. Inclusive Personnel Recruitment and Retention
5. Research Agenda
6. Collections
Goal area 1 – Strategic Plan for Equity, Diversity, and Inclusion
Objective 1.1: Craft and adopt a Libraries & TLT Diversity Statement, reflecting a goal of
Inclusive Excellence throughout the organization.
Objective 1.2: Create and adopt an EDI Strategic Plan reflecting a long-term vision and
actionable goals in support of Libraries, campus and organizational priorities.
• 1A. Submit a draft EDI Strategic Plan to Libraries Administration for review and
approval. Assigned to: EDI Committee. Timeline: 2021 Summer.
• 1B. Assign responsibility and create a timeline with milestones for each segment of the Strategic
Plan.
• 1C. EDI Committee to coordinate and record progress updates each semester.
Goal area 2 - Programming

Objective 2.1: Incorporate EDI into Libraries/TLT programming and outreach efforts.
• Action item 2.1.1: Inventory Libraries/TLT departments and committees for existing and planned
programs and initiatives, and work with them to incorporate EDI into their work.
• Assigned to: EDI Committee.
• Timeline: 2021 (initial inventory).
• Example – Outreach Committee Book Displays. Curated displays of traditional print
and/or eBooks to incorporate representational months and/or to thoughtfully include
EDI perspectives, regardless of display theme.
• Objective 2.2: Develop EDI-focused programming and outreach initiatives.
• Action item 2.2.1: Use programs such as the Wikipedia edit-a-thons to expand collective
activities designed to address gender and racial biases while facilitating the creation of
content by underrepresented groups.
• Timeline: 2021 (fall); ongoing.
• Note: Past Wikipedia edit-a-thons have focused on Black History and Women of
Nevada/Women’s History.
• Objective 2.3: Seek campus and community programming partners.
• 2.3.1: Partner with science faculty to create a Wikipedia edit-a-thon aimed at women in
STEM, to be used as class work.
• Timeline: AY2022.
• 2A. Number of events
• 2B. Number of participants
• 2C. Number of new and/or continuing partners
• 2D. Documented course integration and instructor/student feedback
• 2E. Post-event assessment (TBD)
Goal area 3 - Spaces and Places

Objective 3.1: Identify areas of change based on evidence-based findings
• Action item 3.1.1: Conduct IRB-sanctioned research on Library Spaces and First-
Generation Students. Analyze results to determine if students feel culturally welcomed
and that they belong within the physical spaces of the University Libraries; identify
actionable and measurable recommendations to improve Library Spaces.
• Timeline: Spring 2021 (survey/completed); Focus groups (in progress); Analysis
(Summer/Fall 2021).
• Action item 3.1.2: Facilitate a Library Space Audit with participation from Libraries
committees (e.g., Onsite User Experiences; Exhibits; Outreach) and departments/units.
• Timeline: TBD/2022.
Metrics/Performance Indicators: Level of participation; documented change(s) based on findings

Objective 3.2: Land Acknowledgment
• Action item 3.2.1: Draft Land Acknowledgement language and solicit feedback.
• Assigned to: EDI Committee. Timeline: In progress.
• Measures/Performance Indicators: Libraries adoption and public display of land
acknowledgement
Action item 3.2.2: Encourage Libraries staff to include a Land Acknowledgement in Sig files and
at presentations.
• Measures/Performance Indicators: Staff adoption and display of land acknowledgement
Objective 3.3: Lactation Spaces; support of campus efforts to offer additional facilities
• Action item 3.3.1: Explore possible spaces within the Mathewson-IGT Knowledge Center
• Partner with Committee on the Status of Women, Campus Facilities Planning and
Libraries Building Operations to identify potential lactation space(s) to be conveniently
accessible to students and others in need of appropriate space.
• Assigned to: Associate Dean Kopecky.
• Timeline: 2021-2022 (Spring 2021, space identified; building plans are in-progress to
determine feasibility/cost /timeline)
• Measure/Performance Indicator(s): New space(s) by 2023
• Objective 3.4: Develop service/resource-specific EDI statements.

• Action item 3.4.1: Partner with Libraries/TLT units to encourage the development of EDI
statement specific to their unit
• Assigned to: Working Group/TBD. Timeline: 2022-2023
Goal area 4 – Inclusive Personnel Recruitment and Retention (2022-2023)

Objective 4.1: With Libraries/TLT HR officer, review recruitment and retention processes to assess
inadvertent or implicit biases and attract candidates from underrepresented groups, including processes
and procedures for student employees.
Objective 4.2: Collaborate on efforts to retain employees from underrepresented groups after
the hiring process.
• Assigned to: Working Group/TBD.
• Timeline: 2022-2023
Goal Area 5 – Research Agenda (2022-2023)

Objective 5.1: Identify research gaps in the literature of equity, inclusion and academic research
libraries.
Objective 5.2: Provide training and resources on ethical, equitable, and inclusive research
practices; share resources with campus and professional communities.
Objective 5.3: Explore citation practices within Libraries/TLT faculty research projects
• Action item 5.3.1: Research potential changes/improvements to promote equitable approaches
• Action item 5.3.2: Create tools/resources to help colleagues analyze sources and authorities in
their research – can we be more equitable and inclusive in conducting our research?
• Measures/Performance Indicators: Assess recent scholarly publications for current
practices. Commit to a case study based on EDI Committee projects to test these
resources.
• Assigned to: Working Group(s)/TBD. Timeline: 2022-2023
Goal Area 6 – Library Collections
Objective 6.1: Assess acquisition practices for print and e-format collections to identify possible gaps in
resources for the study or representation of diversity, equity and inclusion.
• Action item 6.1.1: Explore GOBI Approval Plan profile; make recommendations while considering
curricular needs, fiscal constraints, and Subject Liaison expertise and input.
• Measures/Performance Indicators: Profile data (pre/post)
• Assigned to: Associate Dean Kopecky Timeline: 2021-2022
Orvis School of Nursing Diversity and Inclusion Operational
Action Plan
Mission Statement
discovery and engagement programs that serve the economic social, environmental and cultural needs
of the citizens of Nevada, the nation and the world. The University recognizes and embraces the critical
importance in preparing students for global citizenship and is committed to a culture of excellence,
inclusion and accessibility.
OSN Mission:
Inspired by values of caring, compassion, and inclusion, the Orvis School of Nursing prepares the next
generation of nurse leaders to promote the health and wellbeing of diverse populations in Nevada, the
nation, and the world through excellence in nursing education, discovery, and engagement.
Vision:
Is to educate and graduate the best-prepared, confident leaders for the state, national and global
community; to be a nexus for research and creativity that focuses on vital issues of our time; and to
serve as a catalyst for the betterment of our society
OSN Vision:
To educate and inspire current and future nurses to be providers and change agents improving the
health and wellbeing of our society; to encourage and support research and innovation; to focus on the
challenges of a rapidly changing and culturally diverse healthcare environment.
Strategic Goals
Goal 1: Integrate values of diversity, equity, and inclusion into core processes
Objective 1: Include representation from the OSN Diversity, Equity, and Inclusion Committee on faculty
and staff searches and Assistant Dean for Diversity, Equity, and Inclusion on faculty searches by the end
of 2021
Action item 1: Establish a formal step in the faculty search committee for the candidates to be
interviewed by the Assistant Dean for Diversity, Equity, and Inclusion on their accomplishments and
career goals related to diversity, equity, and inclusion. The OSN faculty and staff search committees will
include members from the OSN Diversity, Equity, and Inclusion Committee.
Measure(s)/Performance Indicator(s):
• Percentage of search committees who met set criterion; formal search procedures will be
shared with 100% of faculty and staff.
Objective 2: Increase research and publication collaboration between faculty and staff with two or three
collaboration initiatives by the end of 2022
• number of research publications or presentations on topics of diversity, equity, and

inclusion from OSN research faculty
Objective 3: Collaborate with the OSN Faculty Affairs Committee and administrative leadership to add
diversity, equity, and inclusion components to staff and faculty annual performance reviews by the end
of 2022
• Faculty and staff reviews will include a designated section to evaluate individuals' work and
accomplishments related to diversity, equity, and inclusion.
Objective 4: Revisit School's values to ensure its alignment with a commitment to diversity by the end of
2021
• The new OSN strategic plan will include a designated section for diversity, equity, and
inclusion
Objective 5: Increase access to interest groups for distant faculty and students by the end of 2022
• number of distant faculty and students present in their interested committees or groups
Objective 6: Integrate diversity into the curriculum throughout the undergraduate and graduate courses
by the end of 2022
• All undergraduate and graduate course syllabi will include an official diversity, equity, and
inclusion statement
Objective 7: Recruit and retain diverse faculty and staff by the end of 2023
• Increase the percentage of faculty and staff from underrepresented groups by 10%
Goal 2: Ensure diversity, equity, and inclusion are evident in education, research,
scholarship, practice, and service activities.
Objective 1: Implement an OSN Diversity, Equity, and Inclusion Committee by the end of 2021
• The new OSN bylaws will include the OSN Diversity, Equity, and Inclusion Committee as a
standing committee. The OSN website will include a designated webpage for diversity,
equity, and inclusion. The committee will have scheduled monthly meetings
Objective 2: Create an annual event focused on diversity, equity, and inclusion for all OSN stakeholders
by the end of 2025
• Establish an annual celebration event dedicated to diversity, equity, and inclusion
Objective 3: Revise all course syllabi to include teaching strategies and pedagogies that are inclusive of
diverse populations by the end of 2022
• All undergraduate and graduate course objectives will reflect the American Association of
Colleges of Nursing's essentials to ensure diversity and inclusivity in teaching delivery
Objective 4: Establish an annual research award honoring those who advance diverse scholarship by the
end of 2022
• An annual reward will be established to honor a researcher whose scholarship is dedicated

to advancing diversity, equity, and inclusion
Objective 5: Use faculty relationships to expand service and facilitate other learning opportunities that
engage diverse populations in underserved and underrepresented communities by the end of 2021
Action Item 1: Collaborate with DRC and other campus partners to establish Neurodiversity Alliance as
one of the University Presidential initiatives under the Office of Diversity and Inclusion
Objective 6: Apply for diversity federal grants and funding by the end of 2025
• The OSN's research on diversity, equity, and inclusion will be nationally recognized and
funded
Objective 7: Actively participate in the University of Nevada, Reno Cultural Diversity Summit held
annually
• Number of presentations submitted at the Cultural Diversity Summit annually

Goal 3: Recognize and promote the core values of diversity, equity, and inclusion and
increase investment in and commitment to the diversity of the student body, faculty,
and staff.
Objective1: Leverage faculty and staff to increase awareness of commitment to diversity, equity, and
inclusion at student recruitment events by the end of 2025
Action item 1: Collaborate with the Associate Deans for graduate and undergraduate programs and the
OSN Student Affairs Committee to
Measure(s)/Performance indicators:
• increase the presence of students from the underrepresented groups by 10% at both levels
Objective 2: Assess current initiatives to identify opportunities for recruitment by the end of 2022
• Generate a report with details of the effort for recruiting students, faculty, and staff from
underrepresented groups in OSN annual recruiting events
Objective 3: Create a holistic program that addresses financial and mentorship opportunities to support
recruitment and retention by the end of 2022
• Generate an annual report that depicts such opportunities
Objective 4: Increase endowments and grants to support and retain students from underrepresented
populations by financially by 2025
Action item 1: Establish a designated funding source for the OSN Diversity, Equity, and Inclusion
Committee and scholarships for the students from underrepresented populations
Measure(s)/Performance Indicators:
• Amount of funding
Goal 4: Provide support to neurodiverse students, faculty, and staff.

Objective 1: Establish ongoing collaboration with DRC by the end of 2021
Action item 1: Establish regular meetings and dialogue by the end of 2021
Action item 2: Educate faculty and students of services provided by the end of 2022
Action item 3: Collaborate with Neurodiversity Alliance and DRC to develop educational events for OSN
faculty and students about neurodiversity awareness and available services and resources available on
campus and in the community
• Documented collaborative initiatives and activities between the OSN and DRC, monthly
meeting between the OSN Assistant Dean for Diversity, Equity, and Inclusion and DRC
leadership team
Goal 5: Establish internal and external collaborative interprofessional relationships that

support diversity, equity, and inclusion.
Objective 1: Establish ongoing collaboration with other departments and schools within the
University by the end of 2025
Action item 1: Co-host DEI events with other departments and schools on campus
Objective 2: Establish ongoing collaboration with healthcare institutions and organizations by

the end of 2025
Action item 1: Co-host DEI events with healthcare institutions and organizations
Objective 3: Collaborate with professional nursing organizations by 2025

Action item 1: Co-host DEI events with professional nursing organizations
• number of events hosted

Reynolds School of Journalism
Diversity & Inclusion Operational Action Plan
AY 2021/22
Mission Statements
RSJ: The Reynolds School of Journalism and Center for Advanced Media Studies is an inclusive
community of faculty, students, and staff committed to facing the challenges of truth-seeking,
advancing the media professions, and serving the public good in a complex world.
Diversity Committee: To have a measurable impact on the recruitment, retention, graduation

rates, employability and graduate school acceptances of Reynolds School students and alumni,
particularly those from diverse backgrounds.
Strategic Action Goals for AY 2021/22
1. Implement tiered advising structure to increase RSJ resources for recruitment and
retention of diverse students
Objectives:
• Hire Coordinator of Academic Success and GA
• Reorganize RSJ staffing to increase resources and programs related to
recruitment and retention, and to enhance capacity for DEI initiatives for
students and faculty
• Implement RSJ High School Outreach program (in which RSJ profs lecture in HS
classes)
• Develop RSJ-centric programs at Living Learning Community
• Enrollment data, retention and graduation rates, DEI programs and spending,
recruitment events and digital outreach, HS class visits, LLC programs
2. Revise RSJ promotion and tenure guidelines to include added criteria for engaged
scholarship, to enhance faculty opportunity for research and creative production with
communities of color
Objectives:
• Update P&T criteria to address engaged scholarship
• Incorporate revised criteria into RSJ bylaws
• Provide grants through CAMS and /or the Vierra Fund for Diversity Innovation to
support engaged faculty research and creative production with communities of
color
• Revised and approved P&T policies, research grants awarded for engaged
scholarship
3. Implement training programs to enhance faculty/staff cultural competence and

attention to student resilience issues
Objectives:
• Develop workshops in accordance with 2020 faculty survey of training needs
• Develop programs to enhance faculty/staff awareness of student mental health
and resilience issues
• Number of trainings conducted and faculty/staff participants (including KUNR),
programming developed related to resilience, spending for training and
programming
College of Science Diversity and Inclusion Operational Action Plan
Mission Statement
discovery, and engagement programs that serve the economic, social, environmental and cultural needs
excellence, inclusion, and accessibility.
College of Science Mission Statement

The College of Science unites disciplines in the pure, applied, social, mathematical, and natural sciences
around the central tenets of the scientific method and logic to provide students with outstanding
educational and research experiences. The College recognizes that diversity of thought, background,
and experience enrich and expand the scientific enterprise; and affirms the inclusion of all populations
to enhance overall success in academic programs and excellence in research productivity.
Alignment
The College of Science mission aligns with the University’s mission by recognizing the link between
diversity/inclusion and excellence in education/research. The pursuit of excellence in education and
research influences all decision-making and resource allocation at the college level. Expanded diversity
and inclusion are necessary and fundamental components to continuing success in education and
research. Thus, growth in diversity and inclusion is vital to the success of the college, influencing
decision-making and resource allocation.
Strategic Goals
Goal Area 1: Education for Diversity, Equity, and Inclusion

Objective: Support Diversity, Equity, and Inclusion initiatives within individual units and across
the college.
Actions:
a. Establish the DEI Collective, a voluntary meeting of representatives from programs and
departments meeting at least once per semester.
b. Compile an annual list of DEI initiatives ongoing within programs and departments.
c. Compile recommendations at least annually for supporting DEI initiatives within and between
programs and departments.
d. Commit college resources to support DEI initiatives each year.
a. Number of units participating in DEI Collective; number of self-identified representatives
engaged
• Spring 2021 meeting: 7 of 10 units participating; 14 self-identified representatives
• Fall 2021 meeting to be scheduled
b. Number of units able to report substantive activities
• Spring 2021 meeting: 5 of 10 units reporting specific unit-level activity
c. Clarity and breadth of recommended action categories (from easily achievable to aspirational)
• Spring 2021 meeting: recommendations compiled into nine action categories; two acted
upon immediately
d. Specific actions and College resources dedicated to support DEI recommendations and
initiatives
• Spring 2021 to Fall 2021:
i. Discover Science lectures – land acknowledgement incorporated; continued efforts
attract diverse speakers; request that every speaker address DEI in career/life
ii. Celebration of college community during diversity awareness months
• African American Heritage Month (Feb ‘21) and Women’s History Month (Mar ‘21) –
A shared humanity https://www.unr.edu/nevada-today/stories/leaders-in-science
• Hispanic Heritage Month (Sep ’21) – Benuto lab story lined up for release
• Indigenous People’s Day (Oct ’21) – Autumn Harry story lined up for release
Goal Area 2: Student Recruitment and Retention

Objective: Support and further develop programs designed to enhance student recruitment,
student retention and student success across all demographics.
Actions:
a. Prioritize recruitment from Nevada high schools serving diverse and underrepresented
populations.
b. Hire qualified and diverse Pack Mentors for ScienceFIT.
c. Maintain College of Science Student Emergency Fund to support students in need.
d. Mandate advising for every student for first three semesters.
a. Number of recruitment visits to and events hosting Nevada students from high schools serving
diverse and underrepresented populations.
• Spring 2021 – hosted 3 Nevada Bound events targeting low-SES high schools as identified by
the southern recruitment office
b. Demographics of college students; demographics of Science Pack Mentors
• Fall 2021
i. 635 first-year students; 29% Hispanic, 45% White (self-identified IPEDS ethnicity)
ii. 113 Pack Mentors; 17% Hispanic, 38% White (self-identified IPEDS ethnicity)
iii. 3146 undergraduate students; 24% Hispanic, 51% White (self-identified IPEDS ethnicity)
c. Amount raised and number of students supported by Student Emergency Fund
• Spring 2021 - $136,750 raised and distributed to 547 students
d. Retention of first-year students
• Fall 19 to Fall 20 – 81%
• Fall 20 to Fall 21 – 81%
Goal Area 3: Faculty Recruitment and Retention
Objective: Support a diverse and excellent faculty body through recruitment and retention strategies.
Action Items:
a. Prioritize efforts to obtain a diverse and qualified applicant pool for every faculty search.
b. Provide a college-specific new faculty orientation and onboarding series each fall.
c. Verify that all early career faculty are being mentored in 5 areas, as specified in the college
mentoring plan: research success; teaching excellence; graduate student and postdoc
supervision; university structure, processes, and navigation; and work/life balance and cultural
comfort.
a. Demographics of search pools; demographics of finalists; demographics of hires
b. Faculty participation; faculty feedback
c. Faculty retention to promotion and beyond
School of Public Health
Diversity and Inclusion Operational Action Plan
UNR Mission Statement: Inspired by its land-grant foundation, the University of Nevada, Reno
provides outstanding learning, discovery, and engagement programs that serve the economic,
social, environmental, and cultural needs of the citizens of Nevada, the nation, and the world.
The University recognizes and embraces the critical importance of diversity in preparing students
for global citizenship and is committed to a culture of excellence, inclusion, and accessibility.
School of Public Health Mission Statement: Develop, disseminate, and apply knowledge to
protect and promote the health and well-being of individuals, families, and communities. The
mission will be accomplished through the following core values:
• Promoting health equity
• Embracing diversity
• Advancing knowledge
• Succeeding through collaboration
• Developing workforce excellence
Alignment: School of Public Health (SPH) mission aligns with the UNR mission in the
development and application of knowledge to serve Nevada populations at different levels
(individual, family, community) to accomplish the outcomes of health and wellbeing.
To accomplish the goals and objectives laid out in this document a ten-member Diversity and
Inclusion Committee will be comprised of representatives from all academic divisions (Public
Health Practice, HAP/SBH, Kinesiology, and Epi/Biostats), CASAT, and the NV Public Health
Training Center, one undergraduate student and three graduate students (on-line and in-person
MPH, and Ph.D.). This committee will work with the UNR Public Health Club to plan and host
events. The DEI committee will have a seat on the SPH Executive Board and report committee
progress regularly. Committee terms will last two years, meet monthly, and host other meetings
as needed. The committee will remain responsible for this plan until a Diversity, Equity, and
Inclusion Officer position is filled. Until the appointment of the DEI Officer, the DEI committee
will decide and document committee structure (i.e., committee chair, co-chairs, executive board,
etc.) to fulfill the plan objectives. An Associate Dean for DEI is the ultimate goal
We value human diversity in all its richly complex and multi-faceted forms, whether expressed
through race and ethnicity, culture, political and social views, religious and spiritual beliefs,
language and geographic characteristics, gender expression, gender identity and sexual identity,
1
learning and physical abilities, age, and social or economic classes.
We at the School of Public Health value human diversity in all its richly complex and multi-
faceted forms, whether expressed through race and ethnicity, culture, political and social views,
religious and spiritual beliefs, language and geographic characteristics, gender expression,
gender identity, and sexual identity, learning and physical abilities, age, and social or economic
classes. We respect the value of every member, and everyone is encouraged to share their unique
perspective as an individual, not necessarily as a representative of any category.
This document is intended to be inclusive of everyone associated with the SPH including but not
limited to Divisions, Centers, employee positions, education programs, and student level.
Inclusion in the School of Public Health is the request to participate and contribute to the culture
and development of SPH. Involvement creates a collaborative, supportive, and respectful
environment that in turn increases the participation and contribution of all employees and
students.
Goal Area 1. Learning Environment
Objective 1: Provide a supportive and nurturing learning environment to prepare students to

collaborate with diverse communities in Nevada, regionally, the nation, and globally.
Measures:
a. Plan and develop a short diversity and inclusion video to articulate SPH's vision, mission,
and values as well as professional expectations to which students and faculty will be held
(year 1).
i. Video will be both welcoming and instructional to include student’s diverse
experiences, peer and faculty with student experiences.
ii. Annually, screen diversity and inclusion video with every incoming student
cohort during student orientation. This video will also be available to students
through the MPH or Ph.D. student resource page where views will be monitored.
iii. Each student will be required to confirm with his/her advisor that the material
presented in the video has been viewed and understood.
b. Every year provide a department orientation that explicates teaching expectations and
resources for instructional support to all letter of appointment faculty and teaching
assistants two weeks prior to the start of the semester or course being taught.
c. Develop and pilot educational training on inclusive excellence for teaching faculty and
teaching assistants from all SPH divisions and Centers. Training will be developed and
piloted by the end of 2021.
i. Training will cover microaggressions, cultural humility, tough conversations, and
safety.
ii. Confirmation of training completion will be provided and will be part of annual
evaluations (ongoing).
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iii. Training from other Colleges that include the above topics are acceptable for
SPH.
d. The MPH practicum provides an important opportunity for students to gain real-life
public health experience while serving the needs of the community. SPH will evaluate the
needs of students and communities to ensure students are prepared to engage with
communities in culturally sensitive and meaningful ways.
e. Require a diversity, equity, and inclusion statement as part of the planning/contract for
MPH practicum for all MPH students.
Goal Area 2. Department climate
Objective 1: Foster and monitor a school climate that encourages diversity, inclusion, and
critical discourse.
Measures:
a. Continue the annual cross-sectional climate survey for SPH student populations.
b. Foster an active student group that represents the SPH student body. This body will have
a direct line to the SPH executive committee to make recommendations. Currently, the
Public Health Club is an active body at the graduate level. A parallel club at the
undergraduate level is needed. Additionally, these clubs will need support to develop and
sustain a public health outreach and advocacy agenda.
c. Develop a faculty and staff policy or procedure to inform every SPH community member
about the process of responding to a student complaint, (e.g., a student opens about an
issue or a grievance). Including a checklist to be reported to the executive committee
monthly/annually.
d. Develop “Diversity in Public Health” opportunities for a speaker series, listening

sessions, presentation of public health research to encourage connections within and
throughout the disciplines on campus.
e. Within two years, develop a Diversity, Equity, and Inclusion Officer position that will be
at least part-time and part of SPH executive leadership.
i. Within 5-years, the DEI Officer position will become an Associate Dean position.
3
Objective 2: Transform SPH into a culturally respectful and sensory landscape to create a
multicultural welcoming physical space.
Measures:
a. In year 1, develop multicultural health visualizations with narrative or audio explanations
(e.g., murals, posters, wall colors, etc.) to be displayed within SPH buildings.
Visualizations will be updated and rotated annually. The PH Club will offer significant
input to reflect the student's perspective.
b. In year 1, display of country and state flags to demonstrate SPH national and
international reach and commitment to working with diverse peoples. This could be a
display that is part of health visualizations (a, above). An effort to include Indigenous
symbols and flags will be a priority.
c. In year 1, translate the tagline “Making Health Happen” into Spanish, Paiute,
Vietnamese, Tagalog, Korean, and diverse Chinese languages to display within SPH
buildings. These language selections will widen depending on student and population
change. Seek out collaborations with the different cultural departments and programs to
include participation from their respective cultures.
i. In year 1, add a “The SPH demonstrates its commitment to diversity by”

section to the SPH website. In this section of the website, the efforts SPH
makes to DEI will be highlighted. For example, links to scholarships,
opportunities to participate in the SPH DEI committee, Diversity in Public
Health speaker series, photos of the multicultural health visualizations, etc.
and will include a student feature as a platform to share diverse experiences.
Goal Area 3. Recruitment and Retention
Objective 1: The college student population will reflect the diversity of the state and regional
population. All students will be given equitable opportunities to be successful in their academic
endeavors and plan for graduation.
Measures:
a. In year 1, collaborate with UNR undergraduate advisement to create outreach and

recruitment events focused on specific populations in Nevada including secondary
education students, transfer students from community colleges, and other institutions.
b. Annually assess recruitment initiatives to refine opportunities for recruitment at all

program levels.
4
c. By year 2, work with the SPH development officer to secure funding for scholarships
from donors that prioritize funding for students of color, first-generation, students raised
in poverty, and otherwise historically underserved populations who pursue Public Health
Practice, Social and Behavioral Health, Epidemiology, Biostatistics, Health
Administration and Policy, and Kinesiology.
d. Continue providing resources to all students through the online Student Resource center.
Objective 2. Faculty recruits and hires will reflect the diversity of the SPH and University
student population. Faculty will be mentored for retention and promotion across all
demographics and SPH tracks equally.
Measures:
a. In year 1, create a list of traditional and non-traditional channels and events for faculty
recruitment for each division/track (Public Health Practice, Social and Behavioral Health,
Epidemiology, Biostatistics, Health Administration and Policy, and Kinesiology). The
search committee chair will use these lists to post open positions.
i. The Search Committee Coordination will include at least one member of the
SPH DEI Committee until such time that it is overseen by the Associate
Dean of DEI to ensure that the makeup of the search committees,
job/position announcements, placement, and hiring practices follow the SPH
commitment to DEI.
ii. All recruitment and retention efforts will include the DEI Committee member
and/or Associate Dean’s input and guidance.
b. In year 1, develop two sets of diversity and inclusion diversity questions, one set for
candidate screening and one set for final candidates. Once developed, these questions will
be submitted to UNR human resources for approval and used for all SPH candidates.
i. This activity will provide more effort in search processes to screen and hire
people who value diversity and have those skills.
c. In the first year, implement a policy that offer letters for each new faculty will designate a
senior faculty member for the new faculty to contact.
d. Within three to five years, develop a formal mentorship program to include any faculty
willing to participate. The goal of the mentorship program is retention and developing a
sense of belonging among faculty.
i. As part of this initiative, mentors will be provided training on how to be a
good mentor and how to mentor for diversity and inclusion.
ii. SPH will identify other mentor programs on campus to adapt and adopt.
e. Develop a mentorship requirement to be incorporated into annual evaluation guidelines

for full professors’ evaluation. Requiring full professors to collaborate with new faculty
5
will increase research and publication production, in turn, will retain new faculty and
foster a sense of belonging.
Objective 3: Establish internal and external collaborative interprofessional relationships that

support diversity, equity, and inclusion.
Measures:
a. Collaborate with faculty in other departments and schools within the University to
increase interdisciplinary research to increase opportunities for students at all levels.
b. Continue to seek out new relationships with local, national, and global health care
institutions and organizations to foster inter-organizational partnerships. An increase in
partnerships with the goal of new placements for student interns and recruitment of
working professionals into the program as students.
c. Increase collaboration with local, national, and global professional public health
organizations through our partner programs, student internships, and other programs.
d. Explore the opportunity of becoming a Hispanic Service Health professions school

(HSHPS). This initiative will be led by the SPH executive leadership.
e. Support the development of programs across the University that center DEI, for example,
an Indigenous Cultural Studies Department, Gender, Race, and Identity, College of
Liberal Arts. Support includes cross-listing courses, developing courses that meet Silver
Core objective 10, and seeking out joint appointment positions.
f. The President’s Diversity, Equity and Inclusion Task Force (PDEITF) - the Dean-
designated PDEITF for the Academic Units (AU) member will work closely with the
UNR DEI office and the SPH DEI committee and/or the Associate Dean of DEI to ensure
alignment with UNR goals for DEI.
g. By year 3, develop the formalized infrastructure for learning communities (LC). These
peer-led groups of 8-12 members will be topic-based with the goals of building
community, collaboration, and advancing DEI within SPH administration, teaching,
scholarship, and service. All members of SPH will be invited to join topic-based LCs.
i. Development of the LC process will begin in year 2. This includes research
of LC development and best practices.
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Updates to Action Plan August 31, 2021
Diversity and Inclusion Committee:
• Committee members were recruited including a member from each discipline, a
student from each program, and a staff member.
• Meetings were held during the Spring Semester 2021 beginning February 23,
2021, including March 19, March 23, April 1, April 6, April 27, May 11.
• Meetings resume the week of September 6, 2021.
• Subcommittees
o Multicultural Visualizations/Landscapes
o Outreach: Website
o Ad Hoc: Syllabus Subcommittee to create DEI Statement for syllabi
• Starting in April 2021, the DEI committee will have a seat on the SPH Executive
Board and report committee progress regularly.
o Attended bi-weekly executive board meetings to report progress
• The committee will remain responsible for this plan until:
o a Diversity, Equity, and Inclusion Officer position is filled, OR
o Associate Dean of Diversity, Equity, and Inclusion position is created and
filled.
ACTION ITEM: Add an international student of any level to the committee.

Goal Area 1: Learning Environment
ACTION ITEM: Create the Welcoming Message video for distribution by Spring 2022
for all classes in SPH.
ACTION ITEM: Develop a process to ensure that all LOA and other lecturers/instructors
have access to course materials for classes they will be teaching two weeks prior to the
beginning of the semester.
Using a list of classes and instructors, enable access to required reading and other
course materials.
ACTION ITEM: Develop training for inclusive excellence in the classroom to be
reviewed bi-annually by all faculty/instructors/teaching staff.
ACTION ITEM: Create space on evaluations to confirm attendance to the inclusive
excellence training as part of a commitment to DEI and its practices.
ACTION ITEM: Develop space on the academic advisor form to include confirmation
that the Welcoming Video material presented has been viewed and understood by the
student.
7
ACTION ITEM: Create a diversity, equity, and inclusion statement as part of the
planning/contract requirement for MPH practicum for all MPH students.
ACTION ITEM: Develop a standard DEI statement for all syllabi.
Goal 2: Department Climate:

ACTION ITEM: Support the development of an SPH Student Caucus including the
support of an undergraduate student SPH Club that works with the graduate student club.
Caucus representatives will have direct access to the executive committee as needed.
ACTION ITEM: Develop a policy to inform all faculty/staff/instructors how to properly
respond to a student complaint(s) which should include links to the policy and forms used
to report complaints to the proper authority. To be included in the Welcoming video.
ACTION ITEM: Create a Subcommittee to provide opportunities for a speaker series,

listening sessions, presentation of public health research to encourage connections within
and throughout the UNR disciplines on campus during the academic year.
Goal 3: Recruitment and retention
ACTION ITEM: Develop a strategic plan to locate and obtain scholarship funding for
specific groups of students.
ACTION ITEM: Gather a list of traditional and non-traditional channels and events for
faculty recruitment for each division/track (Public Health Practice, Social and Behavioral
Health, Epidemiology, Biostatistics, Health Administration and Policy, and Kinesiology)
to use as the first level of recruitment by search committees.
ACTION ITEM: The subcommittee of the DEI Committee will develop two sets of
diversity and inclusion diversity questions, one set for candidate screening and one set for
final candidates, for use by all search committees.
ACTION ITEM: Each offer letter to a potential candidate will include the invitation of a
current faculty/staff member randomly selected by position/rank equal to the candidate.
Create a list of current faculty/staff who are willing to be part of the Welcome Wagon.
ACTION ITEM: Create a subcommittee to fully develop the mentoring program,
establish the goals and desired outcomes, and manage the timelines for its inception.
8
UPDATED PROJECTED TIMELINE:
Year 1:
• Develop multicultural health visualizations with narrative or audio explanation.
• Display of country and state flags to demonstrate SPH national and international reach
and commitment to working with diverse peoples.
• Translate tagline “Making health happen” into Spanish, Paiute, Vietnamese, Tagalog,
Korean, and diverse Chinese languages and display within SPH buildings.
• Add to the SPH website “The SPH demonstrates its commitment to diversity by” section.
• Gather a list of traditional and non-traditional channels and events for faculty recruitment
for each division/track (Public Health Practice, Social and Behavioral Health,
Epidemiology, Biostatistics, Health Administration and Policy, and Kinesiology) to use
as the first level of recruitment by search committees.
• The subcommittee of the DEI Committee will develop two sets of diversity and inclusion
diversity questions, one set for candidate screening and one set for final candidates, for
use by all search committees.
• Annual Climate Survey
Year 2:
• Develop a strategic plan to locate and obtain scholarship funding for specific groups of
students.
• Create a subcommittee to fully develop the mentoring program, establish the goals and
desired outcomes.
• Development of the Learning Communities (LC) process includes research of LC
development and best practices.
• Annual Climate Survey
• Review Welcoming Video for updates
• Develop a Diversity, Equity, and Inclusion Officer position will be at least part-time and
part of SPH executive leadership
Year 3:
• Develop the formalized infrastructure for learning communities
• Apply to become a Hispanic Service Health professions school (HSHPS)
• Annual climate survey
• Review Welcoming Video for updates
Within 5-years, the DEI Officer position will become an Associate Dean position.
9
VPAF Diversity and Inclusion Operational Action Plan
Division Overview
Administration and Finance (VPAF) encompasses a wide variety of support functions and essential
operations at the university, including Business and Finance, Planning/Budget and Analysis, Human
Resources, Facilities Services, Real Estate and University Police Services.
Inclusive excellence for VPAF is dependent on how well it values, engages and includes the
rich diversity of students, staff, faculty, volunteers, community, and alumni constituents.
The following goals are established to make and measure progress on attributes that demonstrate the
value, engagement and inclusion of the VPAF team members and the interactions with campus and
community constituents.
Goal 1: Create a committee to help the division plan and measure/monitor Diversity,
Equity and Inclusion.
Objective #1.1–Nominate individuals that wish to participate and identify stakeholders

by March 1, 2021.
Objective #1.2 – Establish a schedule for regular meetings.
Objective #1.3– Draft and work with leadership to finalize a plan by September 1, 2021.
Objective #1.4– Create goals and measure progress on goals through May 2022
• List of committee members; meeting notes in unr.box.edu folders; plan submitted to D & I Office;
plan contents and progress tracked in meeting notes.
Goal 2: Diminish the perceptions and representations of a social hierarchy between

Classified, Administrative Faculty and Academic Faculty by addressing perceived
differences in communication levels, with a specific focus on Classified staff.
Objective #2.1– Reduce reliance on top down communication by identifying a communication

model within VPAF that is successful in disseminating information to all employees by May
2022. Examples might be VP-level communicates campus-wide topics, AVP communicates
divisional topics and managers communicate day-to-day implementation. Modes of
communication should also be explored to include use of meetings, email, Teams and other
modes that will successfully reach each employee.
Objective #2.2– Determine how employees can provide anonymous feedback/concerns or ask
questions about University-wide initiatives (such as listening sessions) by January 2022.
Objective #2.3– Encourage individual employees to participate in committees, meetings and

projects by sharing division-wide lists of opportunities by January 2022.
• VPAF Communication Model that is shared by the VP with all employees; number of listening
sessions and/or an anonymous survey collection tool; Get Involved” section on the HR website
communicated to VPAF employees and related marketing data (number of views, etc.)
Goal 3: Take steps to build a culture of inclusive excellence in the work environment
utilizing feedback from the climate survey. When faculty and staff feel included, the
University is a place where students want to be.
Objective 3.1 – Define the elements of an inclusive employment environment for University of
Nevada, Reno by using focus groups within VPAF by December 2021.
Objective 3.2 – Develop reference materials that educate employees on how to advance as
Classified staff and Administrative Faculty by December 2021.
Objective 3.3 – Identify general responsibilities and expectations of supervisors in creating and
maintaining an inclusive work environment by May 2022.
Objective 3.4 – Create a plan for supervisory training and support materials that includes
actionable behaviors in creating an inclusive environment and improves consistency in the
experience of employee that would be offered in the future by May 2022.
• VPAF inclusive employment environment definition made public; number of knowledge base
articles on website; written plan shared
Police Services Diversity and Inclusion Operational Action Plan
Mission Statement
To support the Nevada System of Higher Education through proactive community
involvement, service, protection and trust.
Strategic Goals
Goal 1: Increase positive community exposure to University Police Officers
through the development and implementation of at least 3 new community
activities and/or social media events by June 2022.
Objective 1: Develop a committee to plan and implement community and social media
engagement by October 1st.
Action Item 1: Committee will be formed by October 2021.
Action Item 2: Committee will meet bi-weekly to plan 2 months of community engagement.
Target 1: Implement a “[joke]” social media post each week for 6 weeks.
Target 2: Organize an officer scavenger hunt related to Officer’s personal knowledge
about the University.
Target 3: Drop-in workout classes with police chief and officers once a month.
Advertised on social media.
Target 4: Create a quarterly newsletter or social media post that highlights at least two
Officers through a personal bio.
Action Item 3: Committee will evaluate successes and failures.
Action Item 4: Highlight community engagement in public safety and protection and
community involvement (M.S.)
• List of committee members submitted to Dr. Gordon Mora; number of events; number of
social media posts shared; newsletter circulated
•
Goal 2: Focus on improving the work environment for women in Police Services
by reviewing, evaluating, and clearly communicating maternity policies and
FMLA, during and post pregnancy and/or adoption or placement.
Objective 1: Review current policy, incorporate state requirements, and solicit input from HR
and police department members on what should be changed (specifically including when an
officer should be pulled from full duty and how often employees should be given a lactation
break).
Actions:
• Form committee by September 2021
• Meet with HR in October 2021
• Solicit input from department by October 31, 2021
Objective 2: Create and present a new maternity and family leave policy to command staff by
11/01/2021.
• Completing a policy review and sharing research in Nevada box; Presentation to
command staff; post policy for entire department
Goal 3: Create opportunities for civilian staff to be integrated with sworn officers
as a single community.
Objective 1: Create a committee of civilian staff and sworn officers to meet and discuss issues
between the two groups and foster integration.
Action Item1: Identify committee members and establish meeting date by 1 November.
Objective 2: Committee will meet quarterly to discuss upcoming trainings/ events, and plan for
civilian staff to attend/ participate. First meeting will take place within the Fall 2021 semester.
Action Item 2: Encourage members of civilian staff to go on a ride along with sworn
officers for patrol and court runs.
Action Item 3: Sworn officers go on a ride along with civilian staff to understand their role
and duties in department.
Objective 3: Establish standard procedure for alternating staff to keep front office open, or for
duty officer to take station calls so front office can be closed for training/ events. Procedure will
be implemented by January of 2022.
• List of civilian committee members shared; meeting notes shared in NevadaBox; number
of trainings; number of ride alongs; procedures established and shared.
Marketing and Communications Update on Efforts on Diversity, Equity, and Inclusion
September 2021
• Coordinate “diversity in marketing” education for marketing and communications faculty

and staff across campus.
o Schedule an outside expert speaker to give a presentation to MAC Team
members about diversity in marketing and communications - In progress (we
had a speaker scheduled in June that fell through) to be completed by Fall
2021
o Share all diversity events and initiatives in monthly MAC Meeting - Ongoing
• Collaborate on Presidential and campus-wide DEIA oriented communications, including

formulating rapid social media responses.
o Multiple video, web and communications support provided on key Presidential
communications such as the US Immigration Policy, Atlanta shootings, George
Floyd verdict, Commitment to DACA, etc. – Ongoing
o Participate in Student Activism Working Group to develop the structure and
procedures for a rapid social media response team – In progress to be
completed by August 2021
• Develop a brand for the Office of Diversity and Inclusion, including redesign diversity
webpages to increase visibility and traffic.
o Creative support on tagline, identifier, and stationery - Completed
o Design special Pride sponsorship logo - Completed
o Optimize webpages and create new webpages as needed - Ongoing
• Ensure all University communications and imagery are accessible and reflective of the
diverse culture and identities across campus.
o Coordinated a 2021 diversity photoshoot and updated imagery across web and in
collateral to reflect current diversity of student body - completed
o Help coordinate “The Wolf Pack Way” banner campaign on campus to highlight
diverse alumni from UNR – Completed by August 2021
o Recruit a diverse mix of students to highlight in University videos - Ongoing
o Regularly rotate images on homepage to reflect a diverse and inclusive
environment - Ongoing
• Create an Inclusive Language Style Guide for University faculty and staff as a
companion to the University brand style guide – Completed by September 2021
• Help create, brand, and promote University diversity campaigns.
o Web, creative, and communications support for 2021 Diversity Summit -
Completed
o Web, creative, and communications support for “Dialogue, Equity, and
Democracy” series - Completed
o Web, creative, communications, and video support of “We the Pack”
Microaggression video series - Completed
• Create a content strategy to highlight and celebrate underrepresented groups and
groups that have or currently face discrimination.
o Manage an internal MarCom Theme calendar to promote activities, events,
holidays, etc. centered around diversity - Ongoing – covered over a dozen so far)
o Design new Pride sponsorship identifier - Completed
• Increase support for University diversity, equity, and inclusion initiatives through focused
Nevada Today content, hub pages, and Nevada Weekly roundups.
o Meet with relevant University groups and discuss content opportunities for all
major DEI Office recognized observances - Completed
o Build landing pages/content hubs and supporting information architecture for
select observances - Completed
o Highlight observances in Nevada Weekly newsletter with relevant roundups -
Completed
o Include DEI stories each month in Nevada Today and/or NSights - Ongoing;
published 7 blog posts and 22 stories so far)
• Develop a campaign to educate the University community on the purpose for and value
of becoming a Hispanic Serving Institution. (Waiting on direction for a coordinated HSI
specific campaign).
o Created a Spanish version of “The Wolf Pack Way” - Completed
o Coordinated TV and digital recruitment ads in Spanish - Completed
o Redesigned and optimized key student webpages in Spanish - Completed
o Developed campaign around Hispanic Heritage Month –September 2021
o Serve on Alianza committee (Claudia Ortega-Lucas) and look for opportunities to
promote Chicanx and Latinx students, faculty, events, and initiatives across
campus as well as help with marketing material production in Spanish - Ongoing
• Send one team member to the annual NCORE conference to learn about and share
current diversity-related ideas and initiatives – Completed; sent eight team members
to the virtual 2021 conference
• Represent the MarCom department on the Hate & Bias Sub-Committee, as integrated to
the Student Services’ Student Activism working group – Ongoing
Division of Student Services
Diversity, Equity and Inclusion Strategic Plan
2020-2023
Division Mission Statement

The Division of Student Services exists to recruit, retain, and graduate students.
Goal Area 1 - Education for Diversity, Equity, and Inclusion
Objective 1: The Division will provide clear Diversity and Inclusion Key Terms and Definitions for all Student
Services DEI initiatives, programs, etc. by February 2021.
Action Steps:
• By December 2021, 75% of faculty and staff within Student Services will be able to locate the key
terms and definitions and have integrated them into their work.
• By June 2022, 90% of faculty and staff within Student Services will be able to locate the key terms
and definitions and have integrated them into their work.
• By February of each subsequent year, conduct an annual review of the key terms and definitions
to ensure they remain aligned with NWCCU and national organizations.
Objective 2: Each Department/Unit will develop individual DEI strategic plans by the end of Spring 2021.
Action Steps:
• By Fall 2021, departments/units will directly connect their DEI plans to the Goals and Objectives
contained in the Division DEI plan.
• By end of Spring 2022, departments/units will report on their progress toward incorporating into
their plans the identification of resources allocated and/or needed to support developed goals and
partnerships.
• By end of Spring 2022, departments/units plans will contain short and long-term goals. Progress
toward short-term goals will be reported back by the end of Fall 2021. Progress toward long term
goals will be reported back by end of Spring 2022.
Objective 3: Establish a Student Services Diversity Committee (SSDC) with representation from each
department.
Action Steps:
• By end of Spring 2021, Student Services will form the Student Services Diversity Committee (SSDC).
The SSDC will be responsible for compiling yearly academic year-end reports that include goals,
accomplishments, and data concerning Diversity, Equity, and Inclusion efforts throughout Student
Services.
• By end of Summer 2021, the Student Services Diversity Committee will develop a Diversity
professional development series that will be implemented in Fall 2021. This series will achieve a
participation rate of 65% throughout the Division over the course of the academic year and will
include a participant evaluation completion process.
Objective 4: The Division will begin to advance culturally appropriate and sensitive assessment methods that
are socially just and utilize anti-racist data and student-centric survey methods.
Action Steps:
• By end of Spring 2021, Persistence Research will develop a professional development workshop
series that identifies culturally appropriate and sensitive assessment practices including examples
of a wide variety of culturally appropriate and sensitive assessments, utilizing anti-racist data and
student-centric survey methods.
• By Fall 2021, Persistence Research will develop a rubric or scorecard to assess the level of
culturally appropriate and sensitive assessment plans developed by each department.
• By Spring 2022, 75% of department/unit assessment plans will incorporate statements identifying
how they are using culturally appropriate and sensitive assessment methods.
Objective 5: Departments/Units in Student Services will collaborate with each other and external partners to
embrace a wider definition of diversity that discourages systemic discrimination and ableism, and
encourages equity and inclusion.
Action Steps:
• Beginning in Summer 2020, department/units will conduct bi-annual reviews of policies,
procedures, and accessibility practices that have served to perpetuate systemic bias and create
systemic barriers for student success
• By end of Fall 2020, departments/units will have identified the steps they are taking to end the
systemic bias in the policies, procedures, and practices within their areas.
• By Summer 2021 (and each Summer thereafter), each Student Services department/unit will
develop three goals that demonstrate and submit their collaboration efforts across Student
Services or externally that illustrates the efforts it is taking to broaden equity and inclusion efforts
and discourage systemic discrimination.
• By end of Fall 2021, departments/units will report on the progress they’ve made regarding their
systemic bias elimination efforts.
Objective 6: Each member of the Division will participate in a workshop series focused on Universal Design
for Learning Practices.
Action Steps:
• By May 2021, the Disability Resources Center (DRC) will develop a Universal Design for Learning
Practices Series.
• By July 2021, 40% of the Division will have participated in the Universal Design for Learning Series.
• By December 2021, 75% of the Division will have participated in the Universal for Design Learning
Series.
• By July 2022, 100% of the Division will have participated in the Universal Design for Learning
Series.
Goal Area 2 - Student Recruitment, Access, Engagement and Retention
Objective 1: Recruit and enroll underrepresented undergraduate and graduate students utilizing
partnerships, collaborations, and support for existing pathway programs.
Action Steps:
• By Summer 2021, Student Services will organize a working group to review existing University
pathway programs and implement best practices from across the nation.
• By Fall 2021, Enrollment Services and Records will determine a set of priorities that focus on the
development of data-informed effective recruitment strategies in line with institutional efforts for
minoritized populations.
• By Spring 2022, Enrollment Services will conduct a review of all recruitment activities and assign a
specific target for success and utilize outcomes-oriented metrics to quantitatively define success.
• By Summer 2022, Enrollment Services in conjunction with other Student Services
departments/units will develop activities that strengthen the University’s link with ethnically
diverse and rural school districts, familiarize high-school students with the University’s
opportunities and resources through on-campus programs.
• By 2023, increase enrollment of underrepresented populations to 50% of total undergraduate
student enrollment.
Objective 2: Develop action plans to address systemic barriers to the recruitment and retention of
prospective and/or current students.
Action Steps:
• By Fall 2021, departments/units will develop specific action plans contained in their DEI strategic
plans that address systemic barriers in their areas to the recruitment and retention of prospective
and/or current students.
• By end of Spring 2022, departments/units plans will summarize and report out on the short and
long-term goals contained in their action plans.
• By Summer 2022, progress toward short-term goals will be reported back.
• By Fall 2022, progress toward long term goals will be reported back.
Objective 3: Develop and assess engagement and retention initiatives that close the opportunity gap for
minoritized, non-represented, and underrepresented campus student populations.
Action Steps:
• By Summer 2021, Student Services will conduct an analysis of the number and types of programs
and initiatives dedicated to supporting the recruitment and retention of minoritized, non-
represented, and underrepresented student populations.
• By Summer 2021, Student Services in conjunction with ASUN will design and conduct a Housing
and Food Insecurity survey that will be distributed to all students.
• By Fall 2021, Student Services will develop student affinity programs and spaces for groups that
have low retention rates in order to increase sense of belonging and provide additional resources
and support to these students. The retention rates of students participating in these programs and
spaces would be tracked.
• By Summer 2022, Student Services will document and disseminate quantitative and qualitative
evidence of the impact of these initiatives.
Objective 4: Enhance students’ ability to communicate with others across difference.

Action Steps:
• By Fall 2021, departments/units in conjunction with Persistence Research will develop specific
learning outcomes that include knowledge to communicate across difference; attitude towards
interacting with diverse others; and skill as a ratio of low/high quality interactions. By Fall 2021,
the Center for Student Engagement will continue to conduct Deliberative Dialogues at least twice
per semester.
• By Spring, 2022, The Center for Student Engagement will conduct train the trainer sessions for
Student Services faculty in order for them to facilitate Deliberative Dialogues with the students
they work with directly.
• By Fall 2022, Student Services will develop an Intergroup Dialogue program for students to help
them learn how to hold conversations around identity.
• By Summer 2023, a deliberative dialogue session will be incorporated into summer orientation.
• By Summer 2022, Student Services will develop a certificate program for students on how they can
ensure their events, advertisements, work (writing, media, etc.) is ADA accessible.
Objective 5: Develop and assess students’ knowledge and skills around ethical decision-making, empathy,
individual leadership, and personal accountability.
Action Steps:
• By Spring 2022, departments/units in conjunction with Persistence Research will develop specific
overall learning outcomes that include knowledge and skills around ethical decision-making,
empathy, individual leadership, and personal accountability.
• By Spring 2022, departments/units holding events and programs that facilitate students’
increased knowledge and skills around ethical decision making, empathy, individual leadership, or
personal accountability will develop specific learning outcomes for each event and program.
Goal Area 3 – Faculty/Staff Recruitment and Retention
Objective 1: Create a Recruitment and Retention Practices Committee to formulate best practices, resources
and guidelines for the recruitment and onboarding of diverse faculty and staff.
Action Steps:
• By the end of January 2021, Student Services will identify individuals across the division to serve on
the Recruitment and Onboarding Practices Committee that meets quarterly.
• By Summer 2021, the Recruitment and Onboarding Practices Committee will have identified best
practices and resources for individual functional areas and across the division related to the
recruitment and onboarding of diverse faculty and staff.
• By Spring 2022, the Recruitment and Onboarding Practices Committee will share a final document
to Student Services personnel describing expectations and guidelines for the recruitment and
onboarding of diverse faculty and staff.
• By Summer 2022, the Recruitment and Onboarding Practices Committee will have developed a
comprehensive assessment of the recruitment and onboarding experiences of candidates for
positions (Classified and Administrative Faculty) across the Division.
Objective 2: Annual Evaluations will utilize the ACPA/NASPA Competency Areas of Social Justice and
Inclusion to help Student Services staff develop competencies in these two areas and will include a section
documenting professional development including participating in sponsored Division wide DEI trainings
and/or certifications.
Action Steps:
• By Summer 2021, Student Services will use baseline indicators of the Social Justice and Inclusion
competencies to help staff member’s asses their level of knowledge, awareness, and skills.
• By Spring 2022, Student Services departments/units will establish yearly Social Justice and
Inclusion goals for each staff member.
• By Spring 2022, departments/units will develop competency markers for individual staff that will
be incorporated into the annual evaluation process.
Objective 3: Develop a mentorship program that focuses on building relationships and connecting new and
existing employees across diverse staff groups.
Action Steps:
• By Spring 2021, a working group will develop the mentorship program.
• By Summer 2021, Student Services will launch the mentorship program.
• By Summer 2022, the mentorship program will utilize participation data and the evaluation of
individual commitment through performance evaluation acknowledgement.
Objective 4: Develop a system to assess faculty and staff experiences and determine changes needed to
improve access and work culture.
Action Steps:
• By end of Summer 2021, Student Services will organize a working group to review existing
Divisional efforts for assessing work culture/climate and develop a new Division-wide system to be
implemented by Spring 2022.
• By mid-Fall 2021, the working group in conjunction with Human Resources will develop a survey
tool used across the Division. By beginning of Spring 2022, each department/unit director will
have trained in the use of the tool and will begin the implementation of the periodic work
culture/climate system.
• By Summer 2022, Student Services will develop an exit interview process for outgoing staff to
learn more about their experiences and determine potential additional changes needed to
improve access and work culture.
University Libraries Diversity and Inclusion AY22
Operational Action Plan
University Libraries Mission & Vision
In support of the University mission to advance teaching, research, student learning, and community
engagement, the University Libraries embrace intellectual inquiry and innovation, nurture the
production of new knowledge, and foster excellence in education through scholarly resources, active
learning environments, cutting-edge technology, and exceptional service.
The University Libraries aspire to be partners in the scholarly and creative achievements of students,
faculty, and staff, leaders in the academic library community, and contributors in the University’s efforts
to become nationally known for academic excellence and positive community impacts.
Mission Statement of the Libraries Equity, Diversity & Inclusion Committee

The Equity, Diversity & Inclusion Committee focuses on building and sustaining a healthy organizational
culture, providing inclusive services to our campus community and collaborating with campus partners
in DEI efforts. We are committed to:
• Diversity: Advocating for the importance and positive impact of diversity in the Libraries staff,
collections, exhibits, services and spaces.
• Equity: Meeting people where they are and working toward equitable policies and practices of
fairness, justice, equal access, and equal opportunity for all people.
• Inclusion: Helping lead the Libraries to a place where differences are welcome, different
perspectives are respectfully heard and where every individual is valued and feels a sense of
belonging.
This committee provides a forum for library employees to participate and collaborate in equity,
diversity, and inclusion efforts, including:
• Cultivating inclusive learning environments that accelerate self-agency through

outreach, programs, events and services responsive to patron needs.
• Co-creating an atmosphere that attracts and retains talent from diverse applicant pools.
AY21 Accomplishments
Goal area 1 – Strategic Plan for Equity, Diversity, and Inclusion
• Initial draft of a detailed EDI Strategic Plan was submitted to Libraries Dean Ray,
reflecting a long-term vision and actionable goals in support of Libraries, campus and
organizational priorities. Revised final plan to be completed by May 2022 based on the new
direction and guidance of Dean Cardwell.
Goal area 2.2 – Programming
• Continued to use Wikipedia edit-a-thons to expand collective activities designed to
address gender and racial biases while facilitating the creation of content by
underrepresented groups. April 21, 2021 UNR JEDI Wikipedia Edit-A-Thon partnered with
faculty and graduate students in the Department of Ecology (new collaboration); focus was
on pages for women scientists and scientists of color. Participants: 31; Edited Articles: 12:
Content added: 3,000+ words; 43 citations.
• Conducted IRB-sanctioned research on Library Spaces and First-Generation Students
through Spring 2021 survey and April-July focused interviews. Analysis is underway to
determine if students feel culturally welcomed and that they belong within the physical
spaces of the University Libraries. AY22 Goal is to identify actionable and measurable
recommendations to improve Library Spaces. AY23 publication goal.
• Identified potential space within the Mathewson-IGT Knowledge Center for a student-
use Lactation Quiet Room, in partnership with Committee on the Status of Women,
Campus Facilities Planning and Libraries Building Operations. Plans were submitted to
campus administration; on-hold pending funding.
• Partnered with major book vendor (GOBI) to identify Diversity Award book categories
that would strengthen the collection in areas of equity, diversity and social justice.
AY22 Goal Areas

1. Strategic Plan for Equity, Diversity, and Inclusion
2. Programming
3. Spaces and Places
4. Inclusive Personnel Recruitment and Retention
5. Collections
Objective 1.1: Craft and adopt a Libraries Diversity Statement, reflecting a goal of
Inclusive Excellence throughout the organization.
Objective 1.2: Create and adopt an EDI Strategic Plan reflecting a long-term vision and
actionable goals in support of Libraries, campus and organizational priorities.
• 1A. Submit a final EDI Strategic Plan to Libraries Administration for approval.
Assigned to: EDI Committee. Timeline: May 2022.
• 1B. Assign responsibility and create a timeline with milestones for each segment of the Strategic
Plan.
• 1C. EDI Committee to coordinate and record progress updates each semester.
Goal area 2 - Programming
Objective 2.1: Incorporate EDI into Libraries programming and outreach efforts.
• Action item 2.1.1: Inventory Libraries departments and committees for existing and planned
programs and initiatives, and work with them to incorporate EDI into their work.
• Timeline: May 2022 (initial inventory).
• Example – Outreach Committee Book Displays. Curated displays of traditional print
and/or eBooks to incorporate representational months and/or to thoughtfully include
EDI perspectives, regardless of display theme.
• Objective 2.2: Develop EDI-focused programming and outreach initiatives.
• Action item 2.2.1: Use programs such as the Wikipedia edit-a-thons to expand collective
activities designed to address gender and racial biases while facilitating the creation of
content by underrepresented groups.
• Timeline: ongoing.
• Note: Past Wikipedia edit-a-thons have focused on Black History, Women of
Nevada/Women’s History, and Women Scientists and Scientists of Color.
• Objective 2.3: Seek additional campus and community programming partners.
• 2.3.1: Timeline: (ongoing).
• 2A. Number of events
• 2B. Number of participants
• 2C. Number of new and/or continuing partners
• 2D. Documented course integration and instructor/student feedback
• 2E. Post-event assessment (TBD)

Objective 3.1: Identify areas of change based on evidence-based findings
• Action item 3.1.1: Complete analysis and publish results on Library Spaces and First-
Generation Students research. Analysis is to determine if students feel culturally
welcomed and that they belong within the physical spaces of the University Libraries,
and to identify actionable and measurable recommendations to improve Library Spaces.
• Completed: Survey, 100 responses; Individual Interviews; 9 completed
• Timeline: Analysis and publication draft, AY22.
• Action item 3.1.2: Facilitate a Library Space Audit with participation from Libraries
committees (e.g., Onsite User Experiences; Exhibits; Outreach) and departments/units.
• Timeline: AY22.
Objective 3.2: Land Acknowledgment

• Action item 3.2.1: Monitor and support campus direction for formal Land
Acknowledgement.
• Action item 3.2.2: Encourage Libraries staff to include a Land Acknowledgement in Sig files and
at presentations.
• Measures/Performance Indicators: Staff adoption and display of land acknowledgement
Objective 3.3: Lactation and Quiet Spaces; support of campus efforts to offer additional
facilities
• Action item 3.3.1: Identified potential space within the Mathewson-IGT Knowledge Center;
await funding to move forward.
• Partner with Committee on the Status of Women, Campus Facilities Planning and
Libraries Building Operations. The identified space will be conveniently accessible to
students and others in need of appropriate space for lactation and other private needs.
• Assigned to: Associate Dean Kopecky.
• Timeline: AY22
Measure/Performance Indicator(s): New space(s) by 2023
Goal area 4 – Inclusive Personnel Recruitment and Retention (2022-2023)

Objective 4.1: With Libraries HR officer, review recruitment and retention processes to assess
inadvertent or implicit biases and attract candidates from underrepresented groups, including processes
and procedures for student employees.
• Assigned to: Mary Martini (HR Liaison); Heather Damonte (Assistant to the Dean).
• Timeline: May 2022 for initial review and recommendation.
Objective 4.2: Retain employees from underrepresented groups after the hiring process.
• Assigned to: Mary Martini (HR Liaison); Heather Damonte (Assistant to the Dean).
• Timeline: AY22 retention report.

Objective 5.1: Assess acquisition practices for print and e-format collections to identify resource gaps for
the study or representation of diversity, equity and inclusion.
• Action item 5.1.1: Continue review of GOBI Approval Plan profile; make recommendations while
considering curricular needs, fiscal constraints, and Subject Liaison expertise and input.
• Assigned to: Associate Dean Kopecky
• Timeline: May 2022/ongoing
• Measures/Performance Indicators: Profile data (pre/post)
Future Plans
Spaces and Places: Encourage Libraries units to develop EDI statements specific to their unit.
Research Agenda: Identify literature and research gaps regarding academic libraries’ equity and
inclusion. Provide training and resources on ethical, equitable, and inclusive research practices; share
resources with campus and professional communities.
#
Office of Information Technology
Diversity, Equity, and Inclusion Operational Action Plan
September 2021
The Office of Information Technology (OIT) recognizes that we are part of a world of great
diversity – gender, race, culture, age, sexual orientation, abilities, skills, experience, values, and
aspirations. We are committed to being an inclusive organization where all employees are
empowered, valued, respected, and engaged. For this purpose, we will:
• Actively pursue a highly qualified and diverse workforce.

• Encourage diverse ideas, perspectives, and points of view.
• Establish a work environment that respects and embraces diversity.
• Serve and engage with the diverse local community, encouraging innovation and
collaboration.
These commitments enable us to reach our full potential, fueling innovation and connection with
our employees, the University, and communities we serve.
Goal Area 1: Use inclusive language, imagery, and voices in all communications for
OIT including emails, website materials, printed materials, social media, and
presentations.
Objective 1: Rework the strategic directions of OIT to include DEI.

Action Steps:
The OIT DEI TF members will:
• Review current OIT and University Core Theme Alignment. Rewrite or modify to include
DEI language and goals.
• Review OIT Strategic Directions. Rewrite or modify to include DEI language and goals.
• Send recommendations to OIT Directors group.
• Send changes to modify the website and internal documents to the Communications
Specialist once approved. Distribute to all OIT division employees.
Objective 2: Encourage all members of the OIT division to think in a more empathetic way that ties DEI
into our everyday processes.
Action steps:
• A working group will distribute a list of resources that covers what to look for in content
related to DEI. The working group will be available as an editing team via a listserv for
content creators to check for DEI as part of the editing process for all new materials as
requested (perform a DEI check similar to a grammar check on all emails,
communications, etc.).
• Departments will check their existing materials for DEI – website, publications, emails,
guides, etc. and make changes where necessary as they come across any issues.
Goal Area 2: Expand DEI internal education and resources for OIT division
employees.
Objective 1: Create a platform to share DEI information with OIT.
Action steps:
• The OIT DEI TF will survey OIT division employees to determine an appropriate platform
on which to share information within the division.
• Share and post resources on a regular basis (every month) to create a reference and
resource library that includes items like books and articles related to DEI. All OIT division
employees are welcome to post to this platform, but the final responsibility of posting at
least one resource will rotate monthly among OIT DEI TF members.
Objective 2: Facilitate events that incorporate DEI education and discussion.

Action steps:
• Include DEI information and events in the OIT newsletter by looking at the University's
calendar and looking at local event calendars for DEI events to share. The
Communications Specialist for OIT will put these items into the newsletter. The DEI TF
committee members are encouraged to find and share resources as suggestions of what
to include.
• Find guest speakers who can speak to technology and diversity at least twice a year. Host
these events and open them to all distributed IT employees. DEI TF committee members
will all work to find and suggest speakers to come and give these presentations. The
Communications Specialist will organize the presentation event.
• Create open discussions around DEI topics for the OIT division. DEI TF committee
members will all work to find and suggest speakers, resources, and topics as discussion
points. The Communications Specialist will organize the materials to distribute and will
organize the meeting for OIT division employees to discuss.
Objective 3: Encourage DEI training for OIT division employees.
Action steps:
A working group will:
• Seek out current University training resources through HR. The working group will share
the resources with OIT leadership (directors and managers) to facilitate leadership’s
awareness and use of these resources with OIT division employees.
• Educate the OIT division about digital accessibility to make people aware of accessibility
issues, the importance of inclusivity, and how to make sure their work is accessible
through workshops and Tech Talks.
• Find outside community resources and share with the OIT division employees.
Goal Area 3: Expand diversity in hiring student workers, staff, and faculty.
Objective 1: Create a mentorship program that encourages OIT division employees to act as mentors to
help young people in the community to get them acquainted with IT. This program should focus on helping
young people who may not otherwise consider IT as a career path.
Action steps:
• Create a mentorship committee comprised of OIT and distributed IT employees.

• That committee will establish guidelines including time commitment to be a mentor.
o Talk to Dave Shintani and someone from The Center to discuss possibilities.
• Recruit OIT division and distributed employees who might be interested in the
mentorship program.
• Market the program around campus and to local high schools, community youth
programs, etc. (The OIT Communications Specialist can assist with creating recruitment
materials and contacting potential mentorship partners. Other division communications
specialists can also assist if a distributed IT employee is on the committee and their
specialist is interested in helping.)
• Run the mentorship program and solicit feedback from participants to improve the
program in future years.
Objective 2: Expand diversity in student workers.

Action steps:
• Promote open positions to student clubs on campus and to DRC students.
• Review language used in recruitment to be in line with University DEI.
• Contact the student news outlets if the outlets have job posting opportunities.
Objective 3: Expand diversity in OIT division employees.
Action steps:
• The OIT DEI TF committee will review the Placement Goals Summary yearly to use it as a
tool to inform hiring decisions, expand hiring pools, and inform where to post job
opportunities.
• Review the places that jobs are posted to help diversify the pool of applicants keeping in
mind the Placement Goals Summary for the year.
• The search coordinator will contact the working group when a new search is coming up.
The working group will develop a list of places to post job opportunities that will
encourage or inform a wider audience of applicants.
• When working with applicants during the interview process, the search committee
coordinator will invite a member of the working group to contact the applicants
regarding DEI. The member of the working group can share the Diversity Committees and
Affinity Groups webpage, and other diversity groups within the Reno/Tahoe area, with
the applicants and encourage them to learn about those and get involved. This is
intended to make the applicant feel included and know they have a place, a voice, and
respect here at the University. The working group member will try to arrange meetings
between the applicants and representatives from those groups if interested.
1
UNR Med Strategic Plan Table for Faculty Diversity and Inclusion
UNR Med Diversity Statement

UNR Med recognizes that diversity promotes excellence in education, research and health care. Our school is an inclusive and
engaged community and recognizes the added value that students, faculty and staff from different backgrounds bring to the
educational experience. We strive to develop culturally competent graduates to care for the residents of Nevada and the nation.
ODI Mission Statement

To advance diversity initiatives and policies in order to promote access and equity throughout our institution. We foster shared
commitment to a culture of diversity and an inclusive environment to support the success of our students, faculty, staff, and surrounding
community.
Faculty Diversity and Inclusion Goals

1. Culture and Climate: Enhance a culture of inclusivity that welcomes and values diversity
2. Faculty Recruitment and Retention: Recruit and retain faculty and senior administrative staff from diverse backgrounds
3. Faculty Pipelines: Identify and attract individuals from diverse backgrounds to careers in science and academic medicine
4. Professional Development and Advancement: Provide faculty development to individuals from diverse backgrounds to nurture
career advancement and promotion
5. Research and Scholarship: Develop and promote research and scholarly activities related to diversity and healthy communities
6. Training: Develop/expand training in diversity-related topics for faculty/departments, UME curriculum, and GME curriculum
ODI SP TABLE | April 2020

2
Culture & Climate

Objective Activity Metric
Widely communicate UNR Annual meetings between ODI and 100% of departments/units will engage in
Med’s core values and Dept Chairs and Unit Directors to these meetings with faculty/staff from the
goals related to diversity discuss DEI Office of Diversity and Inclusion and/or
and inclusion members of the Council on Diversity
Initiatives (or SP Director)
Each department / Unit sets D&I Each department/unit will have at least one
goals goal related to diversity and one goal related
to inclusion every year (preferably in
support of UNR Med Strategic Plan priorities
and culture initiatives), and will report on
progress of these goals in their annual
department report to the Dean
Diversity training during 100% of new faculty and staff will receive
onboarding/ orientation diversity-related orientation content
Coordination with Advancement Representative from Advancement and

and Engagement department to Engagement is a member of Council on
regularly highlight diversity Diversity Initiatives (CDI)
initiatives and programs at UNR
Med
Ensure that individuals from all Climate surveys (CDI, Standpoint, Dennison)
backgrounds feel welcomed, performed every 1-3 years indicate that
included, and valued faculty are satisfied with UNR’s efforts
around diversity and inclusion, and that they
feel valued for their contributions

3

Recognize the role of Disseminate results of climate Offering data dialogues when data are
diversity as a bedrock of surveys on diversity and inclusion released (may want to publish on
excellence intranet)
Ensure that diversity values and Associate Dean of Diversity and Inclusion
goals are considered in UNR Med is a voting member of Med Executive
operating practices Committee
Annual faculty citizenship reports Faculty report adequate efforts

include value for activities related to
promotion of diversity and inclusion
Annual department/unit reports Progress on goals will be reported in
include value for activities related to Annual Department Reports to the Dean
promotion of diversity and inclusion and chairs will meet all goals
Honor those at UNR Med who EDEI Awards for faculty/staff and
reflect and promote diversity and learners
inclusion
AAMC pilot of Foundation FPIE assessments will lead to action Number of workshops given and
Principles of Inclusive plans for participating outcomes on goals generated in
Excellence (FPIE) initiative units/departments workshops
Diversity initiatives will be CDI meets regularly, with ongoing Meetings at least 6 (usually 12) times a
integrated under the development and review of year
umbrella of the Council on initiatives and data
Diversity Initiatives to
increase effectiveness

4
Faculty Recruitment and Retention

Recruit and hire Diversity/Implicit Bias training for 100% of search committee members will
individuals representing search committees participate in the training on diversity
MBDGs for faculty and unconscious bias
positions
Implementing best practices through DCL will be monitored by the Office of
use of Diversity Checklist (DCL) Professional Recruitment for adherence
to the policy and required checklist
items will have 100% compliance
EEO reports will be monitored at each

stage in the hiring process to ensure
diversity in the candidate pool
Recruit and hire The Standing Search Committee DCL will be monitored by the Office of
individuals representing (SSC) will constitute the core of each Professional Recruitment for adherence
our Mission-Based search committee for leadership to the policy and required checklist
Diversity Groups (MBDGs) positions. The SSC utilizes best items will have 100% compliance
for senior administrative practices from the literature to
staff positions promote diversity at each stage of EEO reports will be monitored at each
the hiring process. stage in the hiring process to ensure
diversity in the candidate pool
Participate in AAMC’s Implement AAMC’s toolkit with SSC Number of departments/units adopting
Holistic Approach to and participating departments/units. FHR practices; diversity of applicants,
Faculty Recruitment and A Faculty Holistic Review (FHR) interviews, hires; implementation
Retention in Academic Implementation Team at UNR Med checklist
Medicine pilot will adopt best practices more
broadly at UNR Med.
Create expectations for Department Chairs include data on Annual reports for faculty, staff, and
leaders to be agents of recruitment and retention in annual Chairs will include at least one goal
change to promote department reports

5
diversity in recruitment related to promoting diversity and one

and retention goal related to advancing inclusion
Assess needs and respond ODI and the Office of Faculty (OF) Joy in Work Study is being carried out in
to opportunities to will conduct regular assessments of OF in 2020 to help understand reasons
strengthen the retention reasons that maintain retention of for retention. Themes will be identified
of diverse faculty current faculty from MBDGs, and and used in culture planning to improve
develop programming to strengthen retention.
those reasons
May do stay interviews in the future
ODI and OF/HR will conduct faculty 100% of faculty who leave UNR Med will
exit interviews to identify barriers be offered an exit survey and interview
around faculty retention and develop
initiatives to address those barriers
ODI will communicate diversity 100% of new faculty and staff receive
resources and initiatives during info/training during onboarding
faculty and staff onboarding and
orientation sessions
Provide regular Diversity Dialogues DD held monthly and attendance
opportunities for faculty, monitored
staff, and students to
discuss issues related to
diversity and inclusion at
UNR med and in health
care
Provide opportunities for Affinity groups, like GWIMS, LMSA, Affinity groups remain active, with at
faculty and students from APAMSA, MPSA, Rural SIG, Women least one meeting per semester
MBDGs to connect in Medicine

6
Faculty Pipelines
Create external pipelines OPR will contact these prospective Number of outreach contacts
and partnerships to attract applicants early in the completion of
and recruit faculty from their programs to discuss the
MBDGs benefits of careers in academic
medicine and match their interests
with available opportunities at UNR
Med
Using Workforce Diversity Number of visits with residents from
Champions (WDCs) develop HBCUs/HSIs/MSIs
relationships (and eventually
pipelines) with Historically Black Number of applicants from these
Colleges and Universities (HBCU), institutions
Hispanic Serving Institutions (HSIs)
and Minority Serving Institutions
(MSIs) with residency and graduate
programs
Educationally Create opportunities for students to OPR
underserved/rural shadow and work in rural fields to
pipelines and incentives encourage careers in rural medicine
Partnership/pipeline with 3R Net to

recruit rural faculty
Attend rural annual events to recruit

Create pipelines and Work with UNR Med graduate GME Director and Workforce Diversity
partnerships with medical medical education programs to Champion to attend Student National
schools, residency and develop strategies for increased Medical Association (SNMA) conference
fellowship programs at diversity in residents and fellows to recruit medical students to UNR Med
UNR Med and at other residency programs

7
universities to identify, OPR Recruiter to attend National

attract, and support Hispanic Medical Association (NHMA)
students from MBDGs to annual conference with table to recruit
establish careers in
academic medicine Create Nevada chapter of NHMA
Internal Medicine Residency has

implemented Holistic Review practices
to interview, evaluate and rank
applicants for residency at UNR Med
Family Medicine Residency has

implemented asking all applicants for
residency questions related to
competence and background in diversity
during interviews

8
Professional Development and Advancement

Broaden the pipeline to Leadership training modules offered Number of MBDG faculty participating in
enhance faculty through Leadership Development LDA offerings
development programs Academy (LDA)
focusing on the transition
from junior to senior
faculty and leadership
Increase MBDG OF will target individuals from Number of MBDG faculty participating in
participation in faculty MBDGs at the assistant professor programming (internal and AAMC
development and level to participate in programming offerings)
leadership opportunities aimed at helping them to advance to
the associate professor level, and Amount spent on MBDG faculty
associate level to full professor level. development
OF will also target MBDG faculty for

leadership development through
AAMC programs.
Assess and address faculty ODI and the Office of Faculty (OF) Needs of MBDG versus non-MBDG
development needs for will conduct regular assessments of faculty do not differ significantly and if
MBDG faculty needs for faculty development and they do, needs are addressed with
develop programming in response to appropriate programming
those needs
Reduce disparities in ODI and OF will analyze current No significant differences between
advancement for MBDG trends in promotion for faculty to MBDG and non-MBDG faculty in
faculty identify any possible inequities in promotion
promotion and tenure trends for
diverse faculty, will inquire as to the
barriers around advancement, and
will develop programs to address
these barriers (i.e., GWIMS activities)

9
Research and Scholarship

Increase research and Written into new job descriptions of Number of studies and scholarly work
scholarly activity related to Associate Dean of Clinical Research and addressing DEI – ask ADCR and ADBR
diversity and healthy Associate Dean of Biomedical Research
communities
Increase number of MBDG Office of Medical Research to write R25 OMR

students and Residents grant to fund additional research
working on research opportunities for students and we will
projects through grants actively recruit students from MBDGs to
and mentoring programs participate
Continue to advance The IBRG workgroup will continue to UNR Med students, faculty, staff take
research on implicit bias refine the Implicit Relational Assessment the IRAP
through the work of the Procedure (IRAP)
Implicit Bias Research The IBRG workgroup will continue to Content woven into the curriculum
Program (IBRG) workgroup develop curricular content on identifying and evaluated
and managing implicit bias, currently
being piloted with UME students
The IBRG workgroup will assess the Increased diversity of applicants,
effectiveness of training on implicit bias interviews, and hires after the training
for search committees
The IBRG workgroup is working with Increased diversity of applicants,
Admissions and Student Affairs at UNR interviews, and offers after the training
Med and in the PA Program, as well as
with GME, to deliver and assess training
for admissions committees on implicit
bias

10
Expand Trainings/Curricula in Diversity

Develop and deliver Diversity Health Series Number of trainings offered each year
diversity-related trainings
for faculty and Inclusive Medicine Series
departments/units
Microaggressions and Bystander
Intervention Training
Implicit Bias and HCD Training
Safe Zone Training

Expand UME Curriculum Expand Year 2 curriculum ACTraining modules addressing bias
against patients has been developed
and launched in AY 2019-2020
Develop Clerkship offerings # hours content in OB/GYN and
Psychiatry Clerkships
Analyze Year 1&2 weekly cases for Monitor reinforcement of stereotypes,
diversity create opportunities to add diversity-
related issues to allow for self-directed
student learning through case
questions)
Develop cultural humility curriculum in 2-3 online interactive modules
Medical Spanish elective, drawing upon developed and assess impact
principles of ACTraining for patient care
Develop GME Curriculum Create list of topics for residency # trainings offered in each residency
directors to choose trainings and
develop that content

Appendix I, References
Oregon State University. (2018). Diversity Strategic Plan. Institutional Diversity.

https://diversity.oregonstate.edu/sites/diversity.oregonstate.edu/files/docs/oid_str
ategicplan-web.pdf
Rider University. (2020). Inclusive Excellence Plan. Inclusive Excellence Plan.
https://www.rider.edu/sites/default/files/2020-10/2021SA-
0320_InclusiveExcellencePlanDocument.pdf
Truckee Meadows Community College. (n.d.) Goals and Commitments. Equity,
Inclusion, and Sustainability Office. https://www.tmcc.edu/diversity
University of Arizona. (2018). Office of Diversity and Inclusion Strategic Plan 2018-
2023. College of Medicine Phoenix.
https://phoenixmed.arizona.edu/sites/default/files/about/diversity-inclusion/ie-
champions/diversity-strategic-plan.pdf
University of California, Berkeley. (2009). UC Berkeley Strategic Plan for Equity,
Inclusion, and Diversity Pathway to Excellence 2009. Diversity Strategic Plan.
https://diversity.berkeley.edu/sites/default/files/executivesummary_webversion.pd
f
University of Connecticut. (2015). UCONN Diversity: A Task Force Report. Office for
Diversity and Inclusion. https://diversity.uconn.edu/inclusive-teaching-
practices/2015-diversity-task-force-report/
University of Idaho. (2019). Diversity Plan. Diversity at the University of Idaho.
https://www.uidaho.edu/-/media/UIdaho-Responsive/Files/Diversity/diversity-
plan---fy-2019-revised.pdf
University of Michigan. (2020). Diversity, Equity & Inclusion Strategic Plan (2016-2021).
Diversity, Equity & Inclusion Campuswide & Unit Plans.
https://diversity.umich.edu/wp-
content/uploads/2020/10/DEI_StrategicPlan_2020Update.pdf
University of Missouri. (2017). MU Inclusive Excellence Plan. Inclusion, Diversity &
Equity. https://diversity.missouri.edu/wp-content/uploads/2018/07/MU-Campus-
Inclusive-Excellence-plan-5-23-18.pdf
University of Nevada, Las Vegas. (2015). At the Crossroads: UNLV Strategic Diversity
Leadership Report Executive Summary.
https://www.unlv.edu/sites/default/files/page_files/121/diversity%20cons%20exec
%20summary%20%2803-15%29%20%281%29.pdf
University of Oregon. (2019). Strategic Plan. UO Alumni.
https://www.uoalumni.com/s/1540/images/gid3/editor_documents/about/uoaa-
strategicplan-2019-24.pdf?gid=3&pgid=61
University of Utah. (2020). Strategic Plan. Spencer S. Eccles Health Sciences Library
University of Utah. https://library.med.utah.edu/lib/strategicplan/
University of Virginia. (n.d). Diversity and Inclusion. University of Virginia School of
Medicine, Family Medicine. https://med.virginia.edu/family-
medicine/education/family-medicine-residency-program/diversity-and-inclusion/
Washington State University. (2021). Strategic Diversity Action Plan. Elson S. Floyd
College of Medicine.
https://s3.wp.wsu.edu/uploads/sites/1506/2021/06/WSUMED-2020_21-Strategic-
Diversity-Action-Plan-rd2-SE-JS.pdf

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Diversity, Equity, and Inclusion Strategic Action Plan

September 15, 2021

We acknowledge that the University of Nevada, Reno is situated on the traditional

Diversity & Inclusion’s Strategic Planning Report

Inclusive Excellence in increasing enrollment, retention and graduation of

What We Are Doing:

Inclusive Excellence in the Classroom and Education in Democracy

What We Are Doing:

• Examine specific courses, as well as teaching practices, to advance inclusive excellence.

Inclusive Excellence in faculty and staff

What We Are Doing:

Inclusive Excellence in Communication, Symbols and Safe Spaces

What We Are Doing:

Objective 1: Increase percentage of under-represented undergraduate students by through targeted

Objective 2: Improve gender balance of undergraduate students

• Sponsor International Women’s Symposium online to increase visibility of College of Business to

Goal Area 2: Faculty Centered

Objective 1: Increase number of under-represented full-time academic faculty

• Encourage undergraduate students from under-represented groups to consider academia as a

Objective 2: Increase percentage of under-represented administrative faculty & staff

Mandela Washington Scholars

- Is an organization focused on helping Black/African American, Latinx/Hispanic

Black Business Student Association

- Created in 2018, it provides mentorship, partnerships, and service-learning

Goal Area 9. Faculty and Staff Centered

1. Prepares well-qualified educators, human development specialists, counselors, administrators,

Objective 1: Engage in ongoing needs Assessment through action research

a. Report/reflect on the demographics across all constituencies

Objective 2: Increase Awareness of DEI

Objective 3: Provide opportunities for training and exchanges of ideas/practices

Objective 5: Create a DEI award structure in the college

Objective 6: Revamp the College’s DEI webpage.

Goal Area 2: Student Recruitment, Retention & Graduation

Objective 2: Retention: & Graduation

Goal Area 3: Faculty Recruitment and Retention

Objecive 1: Recruitment – [Fall 2021 and beyond because of Hiring Freeze]

Objective 2: Retention – [Discussion with chairs to commence in Spring/Fall of 2021]

• Training DEI committee and faculty/staff, including Safe Zone

Significant CLA Achievements in Advancing DEI

• Increase opportunities for culturally diverse and underrepresented students at LiberalArtsFit

Mission Statement of the Libraries/TLT Equity, Diversity & Inclusion Committee

2021-2023 Action Plan Goal Areas

Goal area 2 - Programming

Goal area 3 - Spaces and Places

Metrics/Performance Indicators: Level of participation; documented change(s) based on findings

• Objective 3.4: Develop service/resource-specific EDI statements.

Goal area 4 – Inclusive Personnel Recruitment and Retention (2022-2023)

Goal Area 5 – Research Agenda (2022-2023)

Goal Area 6 – Library Collections

• number of research publications or presentations on topics of diversity, equity, and

• Establish an annual celebration event dedicated to diversity, equity, and inclusion

• An annual reward will be established to honor a researcher whose scholarship is dedicated

• Number of presentations submitted at the Cultural Diversity Summit annually

• Generate an annual report that depicts such opportunities

Goal 4: Provide support to neurodiverse students, faculty, and staff.

Goal 5: Establish internal and external collaborative interprofessional relationships that

Objective 2: Establish ongoing collaboration with healthcare institutions and organizations by

Objective 3: Collaborate with professional nursing organizations by 2025

• number of events hosted