DEIB Roadmap Recommendations at a Glance
Priority by year and group
Academic Year 2021-2022
SCHOOL-WIDE
1 Establish a Council on Equity and Belonging (CEB), a Dean-level advisory council, to oversee implementation and accountability of the Roadmap’s recommendations.
2 Offer a regular climate survey to faculty, staff, and students that specifically emphasizes inclusion and belonging for all. Implement relevant feedback provided in the climate survey. [ANNUAL]
3 Systematically reinforce Carey’s values and diversity, equity, inclusion, and belonging with all school stakeholders. [ONGOING]
4 Ensure that all school community members understand their options for handling concerns. [ONGOING]
FACULTY
5 All faculty search (hiring) committee members will be required to take diversity training every two years.
6 Per existing practice, Carey Business School will continue to publish aggregate faculty demographic data via the university Faculty Composition Report. A link to this report will be added to the Carey webpage for prospective faculty.[ANNUAL]
7 Conduct an annual climate check for Carey faculty members and provide a communication channel with the leadership. [ANNUAL]
8 Embed the issues of diversity, equity, inclusion, and belonging in faculty research and training events. [ONGOING]
9 Every faculty member will implement general accessibility and inclusion best practices in their teaching. [ONGOING]
STAFF
10 Increase staff diversity and publish representation data. [ONGOING]
11 Effectively communicate available learning opportunities for all staff, including managers and aspirational managers. [ONGOING]
STUDENTS
12 Take actions aimed at increasing the diversity of student applicants across all programs. [ONGOING]
13 Make students an integral part of diversity initiatives at Carey. [ONGOING]
ALUMNI
14 Establish a more significant linkage between diverse alumni and recruitment efforts.
COMMUNITY
15 Continue to encourage and support faculty, staff, and students to actively engage with institutions and organizations to positively impact our communities, grow local businesses, and support higher education and graduate school dreams for under-served student populations. [ONGOING]
Academic Year 22-23
SCHOOL-WIDE
2 Offer a regular climate survey to faculty, staff, and students that specifically emphasizes inclusion and belonging for all. Implement relevant feedback provided in the climate survey. [ANNUAL] (continued)
3 Systematically reinforce Carey’s values and diversity, equity, inclusion, and belonging with all school stakeholders. [ONGOING] (continued)
4 Ensure that all school community members understand their options for handling concerns. [ONGOING] (continued)
FACULTY
5 All faculty search (hiring) committee members will be required to take diversity training every two years. (continued)
6 Per existing practice, Carey Business School will continue to publish aggregate faculty demographic data via the university Faculty Composition Report. A link to this report will be added to the Carey webpage for prospective faculty.[ANNUAL] (continued)
7 Conduct an annual climate check for Carey faculty members and provide a communication channel with the leadership. [ANNUAL] (continued)
8 Embed the issues of diversity, equity, inclusion, and belonging in faculty research and training events. [ONGOING] (continued)
9 Every faculty member will implement general accessibility and inclusion best practices in their teaching. [ONGOING] (continued)
16 Orientation or early co-curricular activities for every academic program will include the importance of the concepts of diversity, equity, inclusion, and belonging in business. [ANNUAL]
17 Expand efforts to hire post-doctoral fellows and invite visiting faculty from underrepresented communities.
18 Increase diversity in faculty leadership positions such as vice, associate, assistant deans, and academic program directors.
19 Ambiguity in processes such as promotions, resource allocation, and end-of-year evaluations can lead to perceptions of inequality, leading to a climate that may be detrimental to the overall feeling of inclusion and belonging. Hence, we recommend increasing the transparency and objectivity of these processes.
STAFF
10 Increase staff diversity and publish representation data. [ONGOING] (continued)
11 Effectively communicate available learning opportunities for all staff, including managers and aspirational managers. [ONGOING] (continued)
20 Fair and equitable compensation is a critical component of ensuring an inclusive workforce. Conduct a formal pay equity audit of all staff roles every three years to ensure equity to market and internally. [ANNUAL]
21 Equip managers and leaders to lead and manage inclusively. [ONGOING]
STUDENTS
12 Take actions aimed at increasing the diversity of student applicants across all programs. [ONGOING] (continued)
13 Make students an integral part of diversity initiatives at Carey. [ONGOING] (continued)
ALUMNI
22 Expand and support diverse alumni networks.
COMMUNITY
15 Continue to encourage and support faculty, staff, and students to actively engage with institutions and organizations to positively impact our communities, grow local businesses, and support higher education and graduate school dreams for under-served student populations.[ONGOING] (continued)
Academic Year 23-24
SCHOOL-WIDE
2 Offer a regular climate survey to faculty, staff, and students that specifically emphasizes inclusion and belonging for all. Implement relevant feedback provided in the climate survey. [ANNUAL] (continued)
3 Systematically reinforce Carey’s values and diversity, equity, inclusion, and belonging with all school stakeholders. [ONGOING] (continued)
4 Ensure that all school community members understand their options for handling concerns. [ONGOING] (continued)
FACULTY
5 All faculty search (hiring) committee members will be required to take diversity training every two years. (continued)
6 Per existing practice, Carey Business School will continue to publish aggregate faculty demographic data via the university Faculty Composition Report. A link to this report will be added to the Carey webpage for prospective faculty. [ANNUAL] (continued)
7 Conduct an annual climate check for Carey faculty members and provide a communication channel with the leadership. [ANNUAL] (continued)
8 Embed the issues of diversity, equity, inclusion, and belonging in faculty research and training events. [ONGOING] (continued)
9 Every faculty member will implement general accessibility and inclusion best practices in their teaching. [ONGOING] (continued)
16 Orientation or early co-curricular activities for every academic program will include the importance of the concepts of diversity, equity, inclusion, and belonging in business. [ANNUAL] (continued)
23 Every program should provide some opportunities for field-related discussions around diversity, equity, inclusion, and belonging for students enrolled in that program.
24 Investigate the expansion of executive education course offerings beyond broad concepts of diversity and inclusion (such as Leading Inclusively, a current course) to include deeper dives into topics such as Racial Equity, Leadership, and Race, Disability Equity and Accessibility, or others.
STAFF
10 Increase staff diversity and publish representation data. [ONGOING] (continued)
11 Effectively communicate available learning opportunities for all staff, including managers and aspirational managers. [ONGOING] (continued)
20 Fair and equitable compensation is a critical component of ensuring an inclusive workforce. Conduct a formal pay equity audit of all staff roles every three years to ensure equity to market and internally. [ANNUAL] (continued)
21 Equip managers and leaders to lead and manage inclusively .[ONGOING] (continued)
STUDENTS
12 Take actions aimed at increasing the diversity of student applicants across all programs. [ONGOING] (continued)
13 Make students an integral part of diversity initiatives at Carey. [ONGOING] (continued)
ALUMNI
25 Develop and expand connection opportunities for diverse alumni and students.
COMMUNITY
15 Continue to encourage and support faculty, staff, and students to actively engage with institutions and organizations to positively impact our communities, grow local businesses, and support higher education and graduate school dreams for under-served student populations.[ONGOING] (continued)
26 Intentionally invest in the local community via procurement and other Hopkins Local buying initiatives. Evaluate the sources and vendors with whom Carey is spending money and commit to a target percentage to allocate to minority-based businesses in Baltimore and Washington, D.C.
27 Enhance engagement in Washington, D.C. by 2024
28 Advance the reputation of the school as a committed community partner in the Baltimore-D.C. region.
Note: Each recommendation comes with proposed steps, a timeline and a party responsible for overseeing the implementation. Information on steps, timeline and responsible parties is available in the main document. Some activities from these recommendations will be ongoing or repeated annually. These are included in the year they should begin.