Diversity statement: [Your name]
Replace the blue placeholders with your own words and delete the grey notes as you go. Follow the limit in the ad; without one, about a page is enough.
Prompt | [paste the exact wording from the ad] |
Name used | [diversity, inclusion, perspective, service or community statement] |
Position | [job title, department, institution] |
Limit | [pages or words] |
Programs there | [offices, programs or courses you could work with] |
Answer the prompt, with evidence. Every paragraph should answer part of the prompt above with something you did, for whom, and what changed. State your role plainly: founded, ran or helped with.
Opening
Where this work shows up in your field and your job, in a few sentences. No dictionary definitions.
[What you noticed, in your field or your classroom] [What this statement will describe]
See an example opening
Much of what I know about who gets to become an engineer I learned in the machine shop. As a teaching assistant for Manufacturing Processes, I noticed that the students who struggled most with the first machining project were not the weakest students. They were the ones who had never used a lathe, and many had transferred from community colleges.
An invented example: the candidate and the course are made up.
Evidence
Two or three examples, one paragraph each: the situation, what you did, and what changed, with a number if you have one.
[Example 1: a short label.] [The situation: who the students or colleagues were] [What you did, and your role] [What changed]
[Example 2: a short label.] [The situation] [What you did, and your role] [What changed]
[Example 3 (optional): a short label.] [The situation] [What you did, and your role] [What changed]
See an example paragraph
Open shop hours. In 2023 I started two evening sessions a week, run with the shop manager, where any student could practice on the lathe and mill before graded work. About 25 students came regularly, most of them transfer students. In the two semesters after the sessions began, the share of students who failed the first machining project fell from 18 percent to 7 percent.
Situation, action, result, and the writer's role in it. Invented figures.
What I learned
[How the experience changed the way you teach, mentor or do research]
Plans at [Institution]
Name programs, courses or offices that already exist there, and lead with what you could start in year one.
Program or office: [its name, and what you would do with it]
In your courses: [a practice you would keep or bring]
In your research or service: [students you would involve, groups you would join]
How you'll know it worked: [a measure]
Closing
One or two sentences: what students and colleagues can count on from you.
[Closing sentences]
Before you send it
Every part of the prompt is answered
Each example says what you did, for whom, and what changed
Your role in each example is stated plainly
The plans name this institution's programs, courses or offices
At least one plan is something you could start in year one
No example repeats one from your teaching or research statement
Within the limit in the ad
A colleague who worked beside you would recognize every claim