Diversity, Equity, and Inclusion at Reed

Where We Stand

Administrative Division-level Priorities

The vice presidents’ and deans’ administrative division-level DEI plans are living documents that will shift and change as the college’s work continues to progress. Below are four strategic priorities defining the scope of the work for the 2022–23 academic year.

  1. Campus Climate Culture: Gauge the institution’s climate to illuminate and address inequitable conditions (policies and practices relating to both institutional and interpersonal interactions) that affect the well-being of all members of the campus community, including BIPOC and historically marginalized students, faculty, and staff.
  2. Academic Equity & Student Success: Create equitable systems that promote academic equity and student success for BIPOC and historically marginalized students both inside and outside of the classroom.
  3. Hiring, Retention & Promotion: Implement accountability measures that promote equitable processes to eliminate inequitable practices in hiring, retention, and promotion decisions.
  4. Education, Training & Employee Development: Provide anti-racism training and professional development opportunities to students, faculty, and staff.

Sampling of Current Projects & Initiatives: 2022–23

Priority: Campus Climate Culture


Create and sustain a campus culture where members of constituent groups feel like they belong and matter, where trust is fostered, and there are high levels of engagement.


A campus community where everyone feels like they belong and matter necessitates a community environment in which everyone is able to thrive personally and professionally. This goal refers to the objectives, strategies, and activities that enable us to create a campus culture that supports our ability to engage across different perspectives and embrace different identities and experiences reflective of the inherent value of diversity representation.

Examples of Evidence
  • Surveys
    • Surveys that address levels of engagement and sense of belonging (OID, Institutional Research)
    • Staff engagement survey (HR, launched fall 2022)
    • Faculty & staff campus climate survey (OID, launched fall 2022)
  • Exit Interviews (HR), ongoing

Priority: Academic Equity & Student Success


Create equitable systems that promote academic equity and student success for BIPOC and historically marginalized students both inside and outside of the classroom.


Ensure that ongoing programs and services address student needs through assessment and evaluation to better understand the student experience from the student perspective. 

Examples of Evidence:
  • Aggregate and disaggregated data from institutional measurements, such as the National College Health Assessment (Health & Well-being), Residential Student Experience Survey (Residence Life), Your First College Year/Connections Survey (Institutional Research), Satisfactory Academic Progress Report (Registrar), First Destination Survey (CLBR), and etc. to track progress. (Student Life)
  • Student Engagement Survey (OID)

Priority: Hiring, Retention & Promotion


Implement safeguards that promote equitable processes to eliminate inequitable practices in hiring, retention, and promotion decisions.


Ongoing assessment of the extent to which every member of our community is well-positioned for success. This goal addresses the objectives and strategies used to increase and maintain compositional diversity, including but not limited to strategies related to recruitment and retention of students, faculty, and staff.

Examples of Evidence:
  • Develop dashboards, including but not limited to the following:
    • Demographics of students, faculty, and staff (Institutional Research)
    • Demographics of faculty recruitment, retention, and tenure (Dean of Faculty)
    • Demographics of staff recruitment, retention, and promotion (HR)
    • Tracking the application and impact of mitigating bias workshops (OID)

Priority: Education, Training & Employee Development


Advance the college’s institutional mission by supporting faculty and staff in their use of educational content and inclusive pedagogical practices.


Reed is committed to academic excellence through scholarly practice, creative thinking, and engaged citizenship. Our commitment to inclusive excellence engages us in reflective inquiry—examining our pedagogical practices to ensure that students of all identities, learning styles, and backgrounds have equitable access and opportunities to learn. Intentional, deliberate, and developmentally structured professional development learning opportunities that support the pedagogy, advising, and multicultural competencies of faculty and staff help to support an environment of creativity and innovation where all can thrive.

Examples of Evidence:
  • Application of inclusive pedagogy framework (OID, Center for Teaching & Learning in progress)
  • Student surveys (OID, Dean of the Faculty, Institutional Research)

Questions regarding each plan can be directed to the Office for Institutional Diversity.

Sharing Plans, Goals & Objectives

We recognize that transforming our college is collective work. In the months ahead as these plans take shape, there will be opportunities for input and feedback. In the spirit of openness and accountability, this website will provide a space for community members to view updates to the plans and to see how the work is advancing.

President Audrey Bilger and the President's Staff:

Phyllis Esposito, Vice President & Dean for Institutional Diversity
Karnell McConnell-Black, Vice President for Student Life
Kathy Oleson, Dean of the Faculty & Professor of Psychology
Hugh Porter, Vice President for College Relations & Planning
Milyon Trulove, Vice President & Dean of Admission and Financial Aid
Lynn Valenter, Vice President of Finance and Treasurer