The Swanson School of Engineering (SSOE) has identified the improvement of diversity as one of the five priority focus areas in its academic mission. Diversity refers to those differences (race, religion, gender, national origin, physical ability, sexual orientation, age, geographic origin, socio-economic level, culture, language, ethnic background, intellectual skills, and others) that individuals bring to the school while contributing to the mission of the Swanson School of Engineering. The Diversity Action Plan (DAP) documents the School's strategic initiatives for improving and sustaining diversity in its workforce and student body. The plan includes those institutionalized actions (activities and programs) of creating access for under-represented groups (African-Americans, Hispanics, Native Americans, women, and academically or economically disadvantaged students) and including all qualified individuals in its engineering education without sacrificing the standards and academic integrity of the school. The purpose of the DAP is to guide the school in improving the enrollment of under-represented freshman and graduate engineering students, increasing the engineering degree production rate of underrepresented groups and recruiting more faculty and staff from underrepresented groups.
The mission of the Engineering Office of Diversity is to support the Swanson School of Engineering's efforts in building a diverse workforce, student body and equitable academic supports to meet the academic needs and graduation requirements of all students that contribute to the school's diversity, and fostering an inclusive environment in which faculty, staff and the student body are valued for their unique cultures, experiences, and perspectives.
The Engineering Office of Diversity envisions a diverse workforce that provides quality engineering education for all students; a diverse student body that is reflective of the nation’s mixture of differences and similarities; an inclusive environment in which those difference and similarities are appreciated, valued and respected; and equitable academic supports that improve the quality and ultimate graduation of women and students traditionally underrepresented in engineering.