The case specifically discusses Top 5 Ways to improve diversity in STEM (Science, Technology, Engineering, Mathematics) Studies at Edith Cowan University (ECU), Australia.
International Universities are to do more to promote on-campus diversity and inclusion. Today, it is one of the top criteria people evaluate within the higher education landscape.
Photo Credit: https://www.rcpath.org/profession/equality-diversity-and-inclusion.html
Here are some of the Action Plans to foster diversity in STEM at ECU:
1. Predetermined,
standard “STEM Batch” structure
There needs to be a
standard structure for the batch of students to be inducted for STEM studies.
Here we recommended a model with a predefined number of students in a batch
based on a few factors affecting diversity and inclusion, for example, gender,
socio-economic class, and national origin.
The model can be
extended to cover a lot of other factors that have to do with diversity, such
as language, ethnicity, sexual orientation, functional abilities, and age.
If approved and implemented
well, ideally with the induction of batches thrice a year, the action plan has
a huge potential to improve diversity in STEM at ECU.
Once a batch is onboard
in consonance with the action plan proposed above, a “Diversity Ambassador”
shall be elected for a period of not less than one-third of the entire batch
duration. For instance, batch duration is one year, and an elected
representative shall continue to be a Diversity Ambassador for four months. Following
this practice, two more candidates will get a chance to be elected as
Diversity Ambassadors, each for four months. Consequently, there will be three
Diversity Ambassadors in a batch of one year, six Diversity Ambassadors in a
batch of two years, and so forth.
The criteria for
nominations are proposed to be based on equal opportunity for every person part
of the batch, irrespective of gender, race, color, nationality, and all
that.
Role of the Diversity Ambassador: The ideal person elected as Diversity Ambassador shall be responsible for promoting diversity across ECU, especially in his/her STEM batch, by:
- Scheduling weekly or monthly get-togethers,
- Arranging events to celebrate diverse cultural festivals of every STEM batch student,
- Introducing inclusive language courses,
- Positioning ECU experts as thought leaders in national and international seminars on diversity,
- Joining policymakers in formulating diversity policies and SOPs, etc.
3. The
Diversity Club
Establishing a
dedicated “Diversity Club” or “Diversity Society” to be led by an elected
Diversity Ambassador would help foster diversity more effectively. The
Diversity Club would be a physical space/office to hold all diversity-related
activities and events. Having a dedicated space for the promotion of equity,
diversity, and inclusion would itself spread word of mouth and help inculcate a
sense of inclusivity among STEM students of ECU.
4. Financial
Assistance Programs
A well-thought-out
Financial Assistance Program is another action plan to foster diversity in STEM
studies. The program shall be tailored to students coming from low
socio-economic classes of remote parts of Australia and various underdeveloped
regions of the world. Effective and efficient implementation of this action
plan is definitely going to improve diversity in STEM. The proposed program
will consist of a mix of public-sector, private-sector, and ECU Institutional Scholarships
to be awarded based on both need and merit bases.
5. Inclusive
Placement Programs
Another means to foster diversity and inclusion in STEM is the cultivation of ECU’s healthy industrial linkages with the corporate world. The proposed placement program is to be aimed at promoting equal employment opportunity (EEO) for all. When students from around the globe sense that STEM studies at ECU have bright employment opportunities, they will rush for STEM enrollment at ECU. Especially, ECU needs to tag it as an “Inclusive Placement Program” to grab diversity from different parts of the world.
What would success look like in 3 years?
With extended support from ECU, we are pretty sure the proposed
action plans above, if approved by ECU management, would work in real time.
Have a look at the following measures:
Action Plan 1 – For
example: with a STEM batch of 21 students, we have:
·
11 females and 10 males (cannot exactly divide
21 into two halves).
- Of 11 females, 4 are low class, 4 middle class, and 3 high class. Likewise for the 10 males.
·
7 Muslims, 7 Christians, and 7 Hindus.
- 3 Muslims from underdeveloped, 2 from developing, and 2 from developed regions.
- 3 Christians from underdeveloped, 2 from developing, and 2 from developed regions.
- 3 Hindus from underdeveloped, 2 from developing, and 2 from developed regions.
Counting and comparing these measures against predefined
numbers will yield a well-diversified class of STEM.
Action Plan 2 – Electing
a Diversity Ambassador in a timely, fair, and transparent fashion will give us
results. Next, with a better sense of responsibility on the part of the elected
ambassador and again reelections on time are surely going to enhance diversity.
Action Plan 3 – If
established as proposed, the STEM-enrolled students would get a better chance
to visit the club, seek a membership card, and converse to raise voices on
fostering diversity and inclusion. Everyone would feel honored to be part of
the club for 3 years.
Action Plan 4 – Ideally,
if the scholarship is awarded to every single STEM student, or at least to
those from underdeveloped regions with low socio-economic class, it is going to
work itself and the scholarship holders would attract the rest of the needy
fellows among their circles.
Action Plan 5 – Employment is everyone’s ultimate desire! In 3 years’ time, this unique program tagged as the “Inclusive Placement Program” is going to work in case every single STEM alumnus gets a lucrative opportunity to work at a reputable organization. If implemented as planned, this is to grab huge diversity in ECU’s STEM program.
