Our Commitment to Diversity, Equity, and Inclusion

Miami's Diversity and Inclusion Statement

What Constitutes Diversity?

A pair of students examining a paper machine.We view diversity holistically, understanding that the definition is constantly evolving. Our definition of diversity includes but is not limited to race, ethnicity, color, nationality, sex, sexual orientation, gender identity and expression, class, religion, disability, age, military status, visa status, economic status, geographic location, and language/linguistic ability. Diverse and well-reasoned ideas, approaches, and experiences are also essential parts of inclusion and equity.
 
 

What Are Our Guiding Principles and Values

A student holding a portfolio showing their resume to an employer.Miami University is committed to and fully embraces the philosophy and belief that a diverse academic community is among an institution's greatest strengths. As decades of research and experience have shown, every unit and individual on campus benefits from diversity when there is an environment where people from a wide variety of backgrounds learn from one another, share ideas, and work collaboratively to ask and solve questions. This is especially important given Miami's commitment to excellence in undergraduate teaching and learning. A diverse and inclusive campus enhances the living, learning, and working environment for every student, staff, and faculty member. Together, these benefits help Miami achieve its special mission as a public institution in Ohio, educating students across the state and preparing them to be leaders in a variety of fields who are ready for the demands of the 21st century workforce. We therefore aspire to attract and retain a broadly diverse group of faculty, staff and students.

What is the Rationale for Our Position

Two electrical and computing engineering students working at a laptop.Actively engaging with a variety of people, perspectives, experiences, and ideas is part of a comprehensive and meaningful education in the 21st century. Research has repeatedly demonstrated that engaging with a variety of perspectives and dialoguing across diverse experiences can provide opportunities for those involved to think critically, increase understanding of disparate ideas, deepen learning, interact in meaningful ways with varied communities, and effectively participate in a heterogeneous world with increasingly porous borders. This research also tells us that students who interact with diverse peers and take courses that include multicultural perspectives are more engaged learners, more likely to become involved in community service programs, more successful in occupations that require teamwork and collaboration, and more likely to remain enrolled in school and pursue professional or graduate degrees after completing undergraduate degrees. 1

1 See, for example, Gurin (2004); Gurin, et al (2002); Milem (2003); College Board (2009, 2010); Coleman et al (2006); Gratz v Bollinger (2003); Grutter v Bollinger (2003); Parents Involved in Community Schools v Seattle School District (2007); Regents of the Univ of California v Bakke (1978); Fisher v Univ of Texas at Austin (2013; 2016).

Strategic Diversity Goals

(Specific to the College of Engineering and Computing)

To be consistent with our University's diversity goals, our College's goals will use the same categories

Curriculum/Training

  • Offer inclusive pedagogy workshops for all faculty.
  • Offer Safe Zone workshops to departments for all faculty, preferably at departmental meetings.
  • Integrate diversity/inclusion text on class syllabi for 100% of our College's courses.
  • Use diverse and inclusive language and examples when appropriate in classes and meetings
  • Highlight and celebrate some of our existing programs such as the SEEC scholars, Humanitarian Engineering, Grand Challenges Scholars Program, etc.

Recruitment

  • Actively participate in the Cincinnati Public Scholars program in conjunction with university and CPS partners.
  • Continue to engage underrepresented populations in programmatic offerings, including CEC Scholars.
  • Create support mechanisms to attract high-quality underrepresented faculty and staff.

Retention

  • Improve data collection on underrepresented populations to help with identifying deficiencies and strengths, and then use that data to develop retention programming.
  • Help existing student organizations implement Big Sibling programs to encourage support and persistence of students in CEC majors.
  • Assess programming for faculty/staff advancement opportunities, and implement improvements and incentives to achieve them.

Culture

  • Support the creation of new student organizations for diverse populations, either through direct encouragement from staff/faculty or from partner universities.
  • Nominate faculty/staff for university, regional, and national recognition and awards for their work as allies and advocates for diversity and inclusion.
  • Implement a diversity/inclusion talking point (e.g. research finding, possible initiative, etc.) as a regular agenda item at departmental and divisional meetings, particularly among leadership.
  • Invite speakers from diverse backgrounds for college and department sponsored events to showcase role models of difference.
  • Redesign some of our common spaces in the college to celebrate diversity, equity, and inclusion.