Group of diverse students working together on a computer.

Why Plan?

DEIB planning provides a blueprint for collaborative action by engaging partners—including those responsible and those most affected—in developing a shared vision, mission, and objectives to address priority DEIB goals.

 

Key Questions to Consider

  • Who is most affected, and who is responsible, and how can we assure their meaningful participation in planning?
  • What is the shared vision and mission for advancing DEIB, and what will it take to get there?
  • How much, of what, do we hope to accomplish, and by when?
  • How will we address factors that contribute to the problem or goal, and how can we reach and engage those most affected and best positioned to make changes?
  • What particular strategies will we use to achieve success?
  • How will we adapt promising approaches to fit our context?

 

Some Recommended Actions

  1. Engage key community members and stakeholders; that is, those interested in, affected by, and responsible for advancing DEIB in your unit, program, or group, in planning.
  2. Review and utilize the DEIB Planning Worksheet (pdf) to support and record your group’s efforts.
  3. Develop a shared vision and mission (the what and why) for the DEIB effort.
  4. State the measurable objectives (how much of what you hope to accomplish by when).
  5. Review potential strategies in the Realizing Goals and Strategies for Advancing DEIB (pdf) to consider as you develop a plan that fits the context of your unit. Target strategies for particular groups and relevant factors, including to:
    • Reach and engage particular groups experiencing inequities (i.e., related to race, ethnicity, gender, income)
    • Address relevant factors and determinants affecting the problem/goal, including:
      • Personal factors [These may include: knowledge, beliefs, skills, education and training, education and training, experience, cultural norms and practices, social status, cognitive or physical abilities, gender, age, genetic predisposition]
      • Environmental factors [These may include: social support, available resources and services, barriers (including financial, physical, and communication), social approval, incentives and disincentives, time costs and delays, policies, living conditions, poverty, and disparity in status]
      • Social determinants that produce inequities [These may include: a) Differential exposures and opportunities for particular groups (e.g., stress, support networks); a) Differential vulnerabilities and capabilities (e.g., education); and c) Differential consequences (e.g., access to quality services, discrimination)]
  6. Select strategies to be used in the initiative, including:
    • Evidence-based and practice-based approaches for this issue [See Resources]
    • Specific changes in organizations and systems to be implemented (e.g., changing policies; strengthening services and supports; modifying access, barriers and opportunities; providing information and enhancing skills)
  7. Identify those who can best implement strategies, and how they can be engaged in the effort, including:
    • Those intended to benefit: those from groups most affected by inequities (e.g., racial/ethnic minorities, those with disabilities) and those whose actions are critical for success (e.g., those responsible, those experiencing disadvantage)
    • Agents of change: those who may be in a position to change factors and determinants that affect the problem/goal, including those with power and influence (e.g., administrators, student leaders)
    • Channels of influence: those parts of the university through which people can be reached and engaged (e.g., Provost’s Office, Office of DEIB, Student Affairs, Center for Service Learning, Office of Faculty Development, Center for Teaching Excellence, etc.)

 

Resources to Help with Planning

 

Planning Tools from the Community Tool Box