Diversity, Equity, Inclusion & Belonging (DEIB) Plan
Diversity Statement
The School of Music (“School”) at the University of Kansas is committed to creating and maintaining a diverse, equitable, and inclusive environment for its students, faculty, and staff. As such the School pledges to:
• Recognize that diversity in the School’s faculty and staff, classrooms, ensembles, studios, and organizations is critical to maintaining academic and artistic excellence.
• Provide an equitable and safe environment that embraces and respects all people, regardless of their race, ethnicity, gender identity, age, disability status, religious beliefs, sexual orientation, first-generation status, socio-economic status, citizenship status, national origin, and veteran status.
• Acknowledge that sustained dedication to these values is only possible through:
- ongoing professional and personal development in the areas of diversity, equity, inclusion, access, and social justice(1);
- the development of policies that encourage the recruitment and retention of faculty, staff, and students from diverse backgrounds.
(1) Social justice encompasses diversity (the presence of difference) and multiculturalism (inclusion of a multiplicity of cultures). "The goal of social justice education is full and equal participation of all groups in a society that is mutually shaped to meet their needs. Social justice includes a vision of society that is equitable and all members are physically and psychologically safe and secure."*
*From Adams, M., Bell, L.A., & Griffin, P. (2007). Teaching for diversity & social justice (Second edition). Routledge. The KU library website provides information and resources for anyone interested in learning about social justice: https://guides.lib.ku.edu/socialjustice.
Diversity Goals
Action Step 1.1: Make existing resource information relevant to DEIB issues available on the School of Music website
• Development of a resource guide of available services on campus.
- Timeline: First year of implementation
- Assessment Tool: Number of times accessed on the website
- Lead/monitor: Communications office
• Establish a clear, safe, and non-consequential mechanism within the School for all students, faculty, and staff to report incidents of bias, discrimination, or harassment on the School DEIB website.
- Timeline: First year of implementation
- Assessment Tool: Number of times accessed, and reports made
- Lead/monitor: DEIB committee
• Require the use of consistent, up-to-date, inclusive language with respect to race, ethnicity, gender identity, sexual orientation, ability, and so forth, for all students, faculty, and staff; e.g., syllabi, rehearsals, performances, searches, etc.
- Timeline: First year of implementation
- Assessment Tool: Number of reports of non-inclusive language
- Lead/monitor: DEIB committee
Action Step 1.2: Increase inclusiveness in the School of Music by researching and proposing the following gender-inclusivity issues
• Restroom in Murphy Hall.
- Timeline: Third year of implementation
- Assessment Tool: A gender-inclusive restroom
- Lead/monitor: DEIB committee & Dean’s Office
• Change course titles and description, e.g., Men’s Glee, Women’s Chorale, etc.
- Timeline: Second year of implementation
- Assessment Tool: Change in course titles and description
- Lead/monitor: DEIB committee & Associate Dean for Academic Affairs Office
• Change concert attire.
- Timeline: Third year of implementation
- Assessment Tool: Change in concert attire
- Lead/monitor: Ensemble directors
Action Step 1.3: School of Music faculty and staff participate in diversity and cultural competency training
• Participate in university-level training sessions on DEIB topics.
- Timeline: Second year of implementation
- Assessment Tool: Percentage of completions
- Lead/monitor: Vice Provost for Diversity and Equity
• Expand offerings of both voluntary and mandatory cultural competency training for the School faculty and staff, e.g., Safe Zone training in Murphy Hall, diversity-specific training at retreats, etc.
- Timeline: Third year of implementation
- Assessment Tool: Number of participants
- Lead/monitor: DEIB committee and Office of the Dean
Action Step 2.1: Increase the visibility of multicultural students and events in the School promotion materials and publications
• Require inclusion of multicultural content in the School promotion materials and publications (e.g. feature articles on experiences of international, multicultural, and underrepresented students and alumni)
- Timeline: First year of implementation
- Assessment Tool: Review of publications and promotion materials
- Lead/monitor: DEIB committee
• Create a School Diversity Student Organization (student organization registered with KU) that can help with outreach, recruitment and DEIB activities
- Timeline: First year of implementation
- Assessment Tool: Review of organization
- Lead/monitor: Graduate Office
• Increase efforts to bring students from underserved schools to campus visits and activities
- Timeline: Second year of implementation
- Assessment Tool: Recruitment data
- Lead/monitor: Recruitment office
• Increase faculty visits and activities in underserved schools, especially in KCK. These visits could include the School Diversity Student Organization and Recruitment Office to facilitate student involvement and the distribution of recruitment materials.
- Timeline: First year of implementation
- Assessment Tool: Recruitment data
- Lead/monitor: Recruitment office and Associate Dean for DEIB
• Provide free concert tickets to major ensemble performances to high school students.
- Timeline: Second year of implementation
- Assessment Tool: Recruitment data
- Lead/monitor: Recruitment office and ensemble directors
Action Step 2.2: Increase efforts to retain students of diverse backgrounds
• Develop and implement a mentorship program using students from School Diversity Student Organization as peer mentors/advisors.
- Timeline: First year of implementation
- Assessment Tool: Retention data
- Lead/monitor: Director of MSP
• Create an award to recognize student involvement in advancing the diversity and equity goals of the School of Music
- Timeline: First year of implementation
- Assessment Tool: Recruitment data
- Lead/monitor: DEIB committee
• Increase number of Multicultural Scholars Program awards
- Timeline: First year of implementation
- Assessment Tool: Recruitment data
- Lead/monitor: MSP Director
•Encourage students to take advantage of the Supplemental Instruction Program (SI) for free tutoring in Music Theory
- Timeline: First year of implementation
- Assessment Tool: Number of Participants
- Lead/monitor: First-year Theory Coordinator
Action Step 2.3: Increase multicultural diversity and inclusiveness in the content of academic classes and solo and ensemble repertoire
• Encourage academic faculty and GTAs to diversify class content and course offerings (e.g. include multicultural aspects into lectures, class readings, rehearsals, concerts, and syllabi).
- Timeline: Second year of implementation
- Assessment Tool: Review of syllabi and class offerings
- Lead/monitor: DEIB committee
- Explore the possibility and administration of introducing new popular and world music ensembles, such as Mariachi, Andean, Caribbean, R&B, and Hip-Hop music ensembles. Ensembles and courses recently added include KU West African Drum Ensemble, African Drum Ensemble, Steel Drum Ensemble, Exploration of Hip-Hop & Intersections of American Culture, Drumming Cultures of the World, History of Rock and Roll, Survey of Jazz, Music Videos
- Timeline: Second year of implementation
- Assessment Tool: Ensembles added
- Lead/monitor: DEIB committee and Associate Dean for Academic Affairs Office
Action Step 2.4: Increase multicultural diversity and inclusiveness of invited and sponsored performances, lectures, master classes, workshops, clinics, and festivals
• Develop policies requiring inviting a minimum number of multicultural and diverse guest speakers and performers. Invited guests in 2021-22: Frances Colon, Camille Thurmon, Candice Hoyes, Anthony Bolden, Joyce McCall, Emilio Solla, Tiempo Libre, Amir ElSaffar, Steinhardt Lecture Guests
- Timeline: Second year of implementation
- Assessment Tool: Existence of diverse events
- Lead/monitor: DEIB committee
• Promote multicultural musical events not sponsored by the School of Music (e.g. performances of non-Western music and musicians at the Lied Center and Kauffman Center, events organized by the Office of Multicultural Affairs, Center for East Asian Studies, Center for Latin American and Caribbean Studies, Center for Russian, East European and Eurasian Studies, etc.)
- Timeline: First year of implementation
- Assessment Tool: Monitoring student attendance to these events through REC 100
Action Step 3.1: Expand job postings to enhance the pool of qualified minority applicants
• Send job postings to peer institutions in more diverse regions, as well as HBCUs (Historically Black Colleges)
•Ensure search committees include a Diversity Advisor to oversee job postings and monitor the acquisition of a diverse applicant pool
- Timeline: First year of implementation
- Assessment Tool: Applicant data
- Lead/monitor: Office of the Dean and Human Resources
Action Step 3.2: Establish clear practices and processes for search committees to enhance/align “Hiring for Excellence”
• Mandatory training is in place for everyone serving on search committees.
- Timeline: Second year of implementation
- Assessment Tool: number of participants
- Lead/monitor: Office of the Dean and Human Resources
• Search committees must report on what steps they took to enhance the pool of qualified minority applicants.
- Timeline: Second year of implementation
- Assessment Tool: applicant data
- Lead/monitor: Office of the Dean and Human Resources
• Search committees must report on the rationale for the inclusion or exclusion of minority candidates from the final pool.
- Timeline: Second year of implementation
- Assessment Tool: Applicant data
- Lead/monitor: Office of the Dean and Human Resources
Action Step 3.3: Commit to training, support, professional development, and recognition of faculty and staff
• Devote one or two faculty/staff meetings per semester to diversity training
• Timeline: First year of implementation
• Assessment tool: Faculty/staff participation
• Lead/monitor: Associate Dean for DEIB
• Implement a Diversity Award for the staff or faculty member who has contributed substantially to creating a more inclusive School community
• Timeline: First year of implementation
• Assessment tool: Actualization of the award
• Lead/monitor: DEIB Committee
• Implement exit interviews when faculty and staff accept new positions or retire
- Timeline: First year of implementation
- Assessment Tool: Number of participants
- Lead/monitor: Dean’s office