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Strategic Plan

LSA DEI Strategic Plan - Goal Status

LSA's community is comprised of people with different roles—faculty, staff, and graduate and undergraduate students—each with its own needs and contributions to make around diversity, equity, and inclusion. To see the progress status for each group's goals, click on the headers below. 

Faculty Related Goals

Improve Faculty Retention and Departmental Climate


Monitor and evaluate retention process


Recognize work related to DEI


Raise awareness about teaching evaluations


Revise faculty evaluation criteria to reflect DEI

Improve Faculty Mentoring and Career Advising


Review mentoring plans


Offer LAUNCH program to all new LSA faculty

Develop and implement DEI course offerings for LSA faculty


Train and support for faculty mentors


Support chairs in mentoring

Faculty Recruitment

Establish departmental diversity recruitment plans for position requests (pending LSA EC approval)


Create postdoctoral fellowships


Continue postdoctoral fellowship program

Build Faculty Accountability and Expertise

AD for DEIPD position is filled and is instrumental in operationalizing the faculty plan.

Undergraduate Education Goals

Recruit, Retain, and Support Transfer Students

Implement LSA-specific strategy for recruitment, retention, and support of a diverse population of transfer students.

Launch College-wide, department-based discussions with goal of creating departmental transfer-friendly cultures, including hosting, making transfer students more visible as part of their undergraduate populations.

Continue targeted commitment to recruiting community college students, and make commitment to work with tribal colleges to recruit and retain Native American students in particular.

Increase the size of the current transfer student population in LSA to approximately 1,200–1,300 students per year and increase the attention to diversifying the transfer applicant pool.

Minimize Differential Access to Resources for Students

The LSA Laptop Program will enter the fourth year of the proposed four-year pilot in 2018-2019. It was extended to transfer students in 2017. Next step is to determine whether full institutionalization is feasible.

Continue to grow size and engagement of Kessler Presidential Scholars Program, which is designed to serve first- generation college students in LSA.

Expand Passport Scholarship Plan for all CSP Summer Bridge students.

Invest in the future success of LSA students by building the LSA Opportunity Hub, with expanded internship programs, both domestic and international, and career services.

Raise sufficient scholarship funding to assure that all LSA students have the resources necessary to pursue experiential learning in study abroad programs, internships, and research opportunities.

Create new initiatives and expand existing ones to ensure that every LSA student is able to take full advantage of a variety of learning opportunities without barriers to access and inclusion.

Build More and Better Student Recruitment Pipelines

Create goals based on recent completion of 2-Year Action Plan Goals related to pipeline profile and coordination and collaboration opportunities for the College and the University.

Improve the Support, Opportunities, and Rewards for Inclusive Teaching Across LSA Curriculum

Highlight excellence in inclusive teaching practices and pedagogies as a key dimension in the LSA Teaching Awards for the next five years. Also consider creating a new award for this purpose.

Have LSA Executive Committee consider including inclusive practices as a dimension in College’s tenure and promotion and LEC review files.

Have LSA Executive Committee consider asking teaching statements to address inclusive teaching and mentoring practices as part of the hiring dossier.

Continue to develop the LSA Inclusive Pedagogies Website: https://sites.lsa.umich.edu/inclusive-teaching/

Use “NiNi” Grants administered by LSA’s Instructional Support Services (ISS) to enhance use of new technologies in classroom and lab instruction.

NiNi+DEI Projects started Spring Term 2018 and will be implemented in the classroom over the next two years. Begin to assess success of the projects.

Improve Quality of and Support for Courses That Serve the Race & Ethnicity (R&E) Degree Requirement

Increase the visibility and transparency of R&E courses by requiring an R&E-specific description in the course guide and syllabus for each individual course, and by featuring R&E courses on College and advising websites and in other materials.

Create avenues for faculty and GSI professional development and training, including the creation of a position for a CRLT-based R&E consultant and a suite of professional development opportunities.

Promote discussion and dialogue in R&E courses, for example by limiting the section size in large courses to eighteen students. Launch IGR “R&E Engagement” pilots with IGR-facilitation.

Continue to chart progress toward goal and use course evaluations and other mechanisms for assessment.

Provide resources for students enrolled in R&E courses, by exploring potential dimensions of an R&E resources center.

Provide positive incentives and rewards for R&E teaching, including a new Outstanding Contributions to Undergraduate Education Award that specifically recognizes R&E excellence.

Simplify the R&E course approval process for faculty who have already had two courses approved for R&E certification.

Launch three-year period of experimentation and innovation with R&E courses, including “R&E Engagement” pilots with IGR and the use of undergrad course consultants; “Global R&E” pilots with the International Institute; pilots with CEAL for more Community-Based Learning R&E options; conversations around “R&E Science.”

LSA Student Idea: In 2016-2017, we want to actively experiment with the creation of a Student Advisory Committee on R&E and find creative and meaningful ways to involve undergraduates, formally and informally, in the redesign of courses and in the creation of new methods to provide support and feedback for faculty and GSIs struggling to make their classrooms more inclusive.

Formally involve more students in the R&E Course Approval process

Continue to chart progress toward goal & use course evaluations and other mechanisms for assessment

Detailed Five-Year Plan for R&E teaching and learning goals will be developed, no later than Year 3, as the recommendations above, and from the formal review, are discussed in greater detail. During/after year five of the LSA DEI plan, we aspire to have fully implemented the recommendations from the 2015-2016 R&E Review and to have improved the visibility and quality of all courses serving the requirement.

Improve the Support, Opportunities, and Rewards for Inclusive Teaching Across LSA Curriculum

Evolve partnership between REBUILD and CRLT and LSA to improve UGED intro science courses using evidence-based techniques.

Encourage coordination among student learning communities and support offices; look for synergies with the “Growing STEM” community to build a sustainable pipeline, including for URM students, women, into STEM fields, from pre-college programs through medical and professional school.

Continue to support and work to better define and utilize the capacity of "Growing STEM" as an NCID Knowledge Community. Directly involve more LSA NS departments.

Actively involve students, both undergrad and graduate, in these efforts. LSA student idea from Plan-A-Thon: Create a Women in STEM Advisory Group.

Detailed Five-Year Plan for R&E teaching and learning goals will be developed, no later than Year 3, as the recommendations above, and from the formal review, are discussed in greater detail.

Promote Inclusive Community-Based Education

Continue to support and increase opportunities for engaged and community-based curricular/co-curricular initiatives. Increase staffing and administrative support for CEAL to grow capacity for faculty development and course consultation, and to support the Engaged Pedagogy Initiative with Rackham that trains graduate and undergraduate students in Community-Based Learning (CBL) techniques.

Create new platforms to combine CBL with theme-based and multi-year initiatives that bring faculty, 
students, and staff together for deeper and more sustained impact in local communities.

Increased resources for transportation and logistics, including ongoing conversations about the UM-Detroit Connector Bus Service as well as ongoing support for growth of Semester in Detroit Program and other Detroit-based learning opportunities such as the UROP Summer Community-Based Research Program that will need a new and improved UM-Detroit Center.

Support curricular innovations for Project Community. The Sociology Department has submitted a proposal to strengthen the course.

Reinvest in the Comprehensive Studies Program

Provide ample support to the CSP by continuing to act on the recommendations of the CSP Futures Task Force and the CSP Faculty Advisory Committee.

Better align CSP with other academic support and enrichment programs and better align CSP and relevant LSA academic departments.

Grow the size and the scope of the program to ensure that students with the most need have ample access to services and support required to thrive, especially first-generation students and those from lower socioeconomic backgrounds.

Do major evaluation of CSP—with national benchmarking—to make it the most robust program of its kind in the nation.

Expand the Scope of the Undergraduate Research Opportunity Program (UROP)

Support the expansion of UROP’s work with transfer students as part of the larger strategy to recruit, retain, and support transfer students. (See Strategic Goal #5).

Continue to create opportunities for CSP students to participate in UROP through current activities, including mini courses for diverse students and other outreach activities.

Create pipeline programs for alumni of UROP, including URM alumni, to encourage them to seek future research opportunities both on and off campus, workshops on graduate school selection and application, and other related areas especially but not limited to students in STEM fields.

Work more collaboratively with CSP and Newnan advisors to make connection with UROP for students who are in need of faculty mentorship and guidance for future academic work.

Make Study Abroad Accessible for All Students

Continue to support “I Am Study Abroad” campaign on all College/U-M media outlets. Begun in winter 2016, it uses promotional videos, bus signs, table tents, and posters featuring students of various races, ethnicities, genders, sexual orientations, socioeconomic backgrounds, academic majors, and on-campus involvements who studied abroad with CGIS. It also includes a video series, “Faces of Study Abroad.”

Continue to increase number of Pell Grant recipients who do study abroad programs; continue to increase the level of diversity in terms of race, ethnicity, SES status and social identity in study abroad cohorts.

TBD in consultation with CGIS and LSA community.

Support Efforts to Build Open and Inclusive Cultures

Continue $120,000 Student Diversity Leaders Fund to support student-generated ideas and initiatives, especially but not exclusively in the learning communities.

The LSA Democracy in Action Fund was launched in January 2017 to provide support for student-generated ideas and initiatives.

Deepen Connection to Departments

Creation of the Sociology Opportunities for Undergraduate Leaders (SOUL) program to support and enrich the experiences of first-generation college students majoring in sociology.

Graduate Education Goals

Expand Preview Weekends for Graduate Student Recruitment

Engage additional natural science units in participating in preview weekends.

Expand Preview Weekends to Social Science programs. Engage social science units who have expressed interest


Add new interested units to Preview weekends.


Continue adding programs as needed.

Create Partnerships with Minority Serving Institutions

Develop a plan to compile contacts of potential partner institutions from departments (plus alumni and other connections) to create network.

Create conceptual framework of partner activities (faculty exchanges, student exchanges, 4+1 programs, etc.)

Carry out the planned activities with identified partners.


Evaluate effectiveness of partnerships.

Improve Admissions Training and Support

Promote admissions workshop to LSA admissions chairs and committee members.

Create internal website for sharing information on admission and selection of prospective applicants, including language for communications.


Continue admissions workshops.

Offer follow-up sessions on various recruitment opportunities such as SROP, MICHHERS, REUs, etc.

Involve Graduate Students in the Dean’s Office DEI initiatives

Consider Town Hall meetings with Graduate Students or other methods of gathering student input.

Investigate creation of other means of continuous feedback to the College (student organizations, website, online chats, etc.).


Consider a Graduate Student Advisory Board


Coordinate with Rackham on outreach.

Involve Graduate Students in the Dean’s Office DEI initiatives

Promote existing trainings offered via CRLT, ELI, IGR, and other campus partners.


Create website for training options.

Evaluate existing training to determine whether new programming could fill in any gap; involve students in evaluations.ontinue admissions workshops.

Continue to create new training or adjust existing training to meet student needs. Evaluations will help make adjustments.

Staff Related Goals

Review and Update LSA Policies for Staff

Review policies; update to ensure DEI support.

Perform ongoing monitoring and improvement of policies for alignment with DEI objectives.

Add policies as needed to support DEI; discontinue policies hindering efforts.

Create Staff Diversity, Equity, Inclusion and Culture (DEI) Officer Position

Hire new staff diversity, equity, inclusion, and culture officer

DEI Officer produces annual or bi-annual report on effectiveness of diversity recruitment and training efforts.

DEI Officer engages in planning process for next 5-year planning cycle.

Enhance Overall LSA Staff Employment Branding with DEI Efforts

Make job postings and advertisements more impactful with respect to DEI in LSA.

Incorporate positive data from UM-wide climate survey if available about state of DEI in LSA employee communications.

Increase Active Recruitment of Diverse Applicants for LSA Staff Positions

Update existing list of recruitment sources for diverse applicants for hiring manager use.


Continue review of diversity of applicant pools.

Evaluate effectiveness of recruitment sources at improving diversity of applicant pools and hires.

Engage in Career Development for Key Staff Positions

Develop initial data on key LSA positions; use in creating succession plan.

Leverage recruitment and professional development efforts to support growth in pipeline for key positions.

Evaluate change in composition of key positions occupied by incumbents from diverse background by 2021.

Monitor Staff Climate and Focus on Staff Retention

Continue monitoring potential climate issues and proactively resolving DEI-related issues.

Review trends in DEI issues; determine intervention effectiveness.

Educate supervisors on UHR retention toolkit; commence conducting interviews.

Accommodating LSA Staff with Disabilities

Review ADA cases for LSA; continuously improve interactive process.

Provide regular reminders about ADA training in MyLinc and additional resources and training available.

Develop and Implement Staff and Supervisory Professional Development

Continue reviewing data from LSA-specific sessions, competency data, and U-M climate survey to assess impact of sessions.

Enhance Analysis and Information Sharing on Career Opportunities and Paths for Diverse Staff

If U-M climate survey includes career development question, use as baseline to determine if positive change occurs.

Conduct career development sessions to provide guidance on career advancement.

Create and review data on transfers to determine when diverse staff experience positive career changes.

Analyze employment status change data to determine if concerns exist for diverse groups; take corrective action if appropriate.

Evaluate 2016-2021 progress to determine impact activities on diverse groups.

Build and Publish a Dedicated LSA Website on Staff Diversity


Solicit ongoing stakeholder feedback on site value.

Expand site to include information on progress to 2021 plan, DEI events on campus, and employee resource groups.

Create and Implement a DEI Expectations Statement for Staff

Develop and communicate staff DEI expectations or competency statement for staff; review and update over time.


Assess baseline DEI competence of LSA staff

Capture qualitative information in ePerformance on DEI-related staff development; deferring to rollout of new UHR DEI competency model. As measure of various DEI activities, evaluate change in staff aggregate DEI competency.

Launch a Staff Internship Program with Targeted Outreach to Diverse Applicant Pools


Evaluate long-term success of initial internships; determine if program expansion feasible.

Utilize Space Naming to Optimize Inclusivity in Recognition of Significant Figures and Events

Review and revise LSA space naming policies; update to ensure DEI support.

Evaluate opportunities to use space naming and other strategies associated with space/location to recognize events or individuals associated with the property.

Enlist Students as Diversity Workers and Allies

Extend the Peer Tutor Summit Model to talk about important issues in common, regardless of discipline, namely creating a welcoming, diverse, inclusive, and equitable climate and cultivating a growth mindset in the students they work with.

Annual Leadership in Action training for undergraduate student leaders.

Create a $120,000 Student Diversity Leaders Fund to support student-generated ideas especially (though not exclusively) in the learning communities.