Proposal Diversity, Equity, and Inclusion Resources

Below are some resources that may be of use in developing DEI sections in grant applications.   This is not an exhaustive list and Dartmouth offices (The Division of Institutional Diversity and Equity, Grants GPS and the Office of Sponsored Projects) that support grant applications and diversity and inclusion are available to discuss and support investigators.   

Institutional Resources | Offices on Campus

Institutional Diversity and Equity

The Division of Institutional Diversity and Equity – through strategic planning, policy oversight and campus partnerships – strives to ensure that Dartmouth College is a diverse, welcoming and inclusive community where staff, faculty, and students can thrive while in pursuit of their educational and professional endeavors.

Faculty of Arts & Sciences – Office of Faculty Development & Diversity

In the Office of the Dean, the senior advisor for faculty development, diversity, and inclusion focuses on issues of equity and climate for Arts and Sciences faculty. The senior advisor serves on the dean's leadership team to ensure consideration of diversity and inclusion across all types of policies, processes, and decision making in Arts and Sciences.

The senior advisor also works with a wide range of campus stakeholders, from individual faculty members and department chairs to offices across the institution such as the Office of Institutional Diversity and Equity and the Provost's Office. With these partnerships, the Office of the Dean pursues sustainable changes that broaden participation and improve the faculty experience.  

Geisel – Office of Diversity, Inclusion, and Community Engagement

The Office of Diversity, Inclusion, and Community Engagement (DICE) at the Geisel School of Medicine at Dartmouth is responsible for developing, implementing, and overseeing Geisel’s diversity programs and executing its mission of promoting unity and respect within its community. DICE serves as an advisor to underrepresented students and student groups and works to support and ensure the success and retention of all minority students, faculty, and staff. 

Guarini School of Graduate and Advanced Studies

The Guarini School is committed to developing a climate that acknowledges and embraces diversity, supporting a culture that fosters inclusion, and actively pursuing equity. Our commitment is driven by recognition of historical injustices and a firm belief that welcoming differences of opinion, experience, identity, and perspectives helps build a stronger community. 

Thayer School of Engineering – Diversity, Equity, and Inclusion Committee

Mission: A Thayer that embodies openness, accessibility, collaboration, and human-centered innovation, that elevates the voices of those from historically marginalized backgrounds, and continually works towards a community that comes together across differences as we respond to the challenges in our world.

Tuck School of Business – Diversity, Equity, and Inclusion

Tuck develops wise, decisive leaders who better the world through business.

Diversity and inclusion are cornerstones to delivering on that mission. Among the attributes of wisdom are the inclusivity and empathy to understand and work effectively with others, and core to decisiveness is the ability to thoughtfully seize opportunities. It is through wise, decisive leadership that bold decisions can be made to substantially improve business performance and the world we live in. 

Title IX Office 

At Dartmouth, we value integrity, responsibility, and respect for the rights and interests of others, all central to our Principles of Community. We are dedicated to establishing and maintaining a safe and inclusive campus where all have equal access to the educational and employment opportunities Dartmouth offers. We strive to promote an environment of sexual respect, safety, and well-being. In its policies and standards, Dartmouth demonstrates unequivocally that sexual and gender-based harassment, sexual assault, sexual exploitation, dating or domestic violence, provision of alcohol and/or other drugs for purposes of prohibited conduct, and stalking are not tolerated in our community. 

This site provides information on Dartmouth's programs for promoting sexual respect, and resources, policies, and procedures for preventing and responding to sexual assault, sexual and gender-based harassment, and other forms of sexual misconduct.

If you or someone you know has been affected by sexual or gender-based harassment, sexual assault, sexual exploitation, dating or domestic violence or stalking, please reach out to the Title IX office for guidance and support.

Strategic Plans & Reports

●      Toward Equity: Aligning Action and Accountability (02.01.2023)

●      Arts & Sciences

o   Arts & Sciences Report on Inclusive Excellence (03.01.2021)

●      Thayer School of Engineering

o   Diversity, Equity, and Inclusion Strategic Plan[1]  

o   Diversity and Inclusion at Thayer School - 2021-2022 Report (09.01.2022)

●      Geisel School of Medicine

o   Geisel DEI Dashboard 

●      Tuck School of Business

o   Tuck School of Business Action Plan (10.01.2021)

●      Guarini School of Graduate and Advanced Studies

o   Diversity Commitment and Plan 

●      Arthur L. Irving Institute of Energy and Society 

o   An Inclusivity, Equity, and Justice Roadmap for the Arthur L. Irving Institute for Energy and Society (08.27.2021)

Campus Programs

Center for Social Impact

The Dartmouth Center for Social Impact prepares students to be transformative leaders for the common good. Through community-driven experiential learning, our students cultivate their skills, scholarship, and passion to develop high-impact approaches to the most pressing societal problems. Our graduates go on to lead lives of purpose personally and professionally as social innovators, direct service providers, activists, philanthropists, and community researchers.

Dartmouth Emerging Engineers (DEE)

The mission of the DEE program is to improve the first-year experience of students entering Dartmouth with an interest in engineering. The program provides tutoring and mentoring support to help students build a solid academic foundation for engineering within a culture of encouragement and collaboration. 

E.E. Just Program

Named after Ernest Everett Just, a Dartmouth Valedictorian (1907) and pioneering African American cell biologist, the E.E. Just program seeks to increase the number of underrepresented minorities at Dartmouth pursuing degrees and careers in STEM disciplines. The program illuminates pathways to success in STEM by providing opportunities for intellectual engagement, professional growth and mentorship within a diverse and inclusive community of Dartmouth scientists.

First Generation Office

The First-Generation Office (FGO) empowers first-generation students to thrive.

The First-Generation Office is here to support all of Dartmouth's first-generation college students with academics, social belonging, and professional development. We spearhead several initiatives, including the First-Year Summer Enrichment Program (FYSEP) and the Prepare to Launch Program (PLP), which is currently in development.

The FGO consists of a group of intelligent, caring, and hard-working students and staff members. We work with students, mentors and mentees, friends and peers, staff, faculty, and even alumni, who come together to enrich each other's Dartmouth experience.

Shabazz Center for Intellectual Inquiry 

The mission of the Shabazz Center for Intellectual Inquiry is to enhance the intellectual and cultural milieu of the Dartmouth College campus with particular regard to those issues which pertain to the historical and contemporary experiences of people of African descent.

The Shabazz Center for Intellectual Inquiry aims to enhance the out-of-classroom experience by incorporating contemporary academic inquiries into student residential space. 

The Shabazz Center Fellow, Undergraduate Advisor (UGA), and Staff Advisor organize programs and activities in conjunction with faculty and staff members of the African and African American Studies Program to ensure a vibrant public discourse.

The community houses the offices of the Afro-American Society and is used for a wide variety of student-initiated and Center-sponsored programs and events. The Center has an affiliation with the African and African American Studies Program. The Center’s residents interact regularly with the Shabazz Center Fellow, who resides in the adjacent apartment. Program initiatives promote the intellectual breadth of residents and stimulate intellectual dialogue within the greater community through public forum as well as individual and group activities.

Native American Program

We strive to make Dartmouth a respectful and welcoming environment where all cultural identities are celebrated. Given the diversity of our indigenous community, most students differ in how they connect to their communities and/or to their cultural identity. No matter where Native and Indigenous students are in their level of connection or identity, this is their community. 

The mission of the Native American Program is to support the well-being and success of Indigenous students at Dartmouth through programming and initiatives dedicated to four main pillars: Academic Support, Well-Being, Community Engagement, and Personal and Leadership Development.

OPAL – Office of Pluralism and Leadership

OPAL’s mission is to foster a Dartmouth where all students can thrive, value difference, and contribute to the creation of a socially just world.

OPAL achieves its mission by centering the values, needs, strengths, and practices of marginalized communities and by approaching leadership, community development, and personal growth through the lens of social justice.

Community | We know what it is like to feel different and alone. We gather in fellowship as a way to support and uplift one another.

Authenticity | We respect the inherent dignity in all people. With empathy and compassion, we strive to be honest, to be ourselves, and to create spaces for others.

Intersectionality | Systematic injustices and social inequality are the result of interrelated and interlocking forms of oppression. We act and work in ways that honor the multiple dimensions of each person’s identity (dominant and marginalized) that intersect, influence one another, and compound to create unique experiences.

Personal Development | We believe that change is ongoing, lifelong work that begins within ourselves. We are committed to seeking out new experiences, perspectives, and knowledges.

Empowerment | We support individuals and communities in finding their power and becoming agents of social change.

Solidarity | We believe that forming coalitions and acting in solidarity with other groups makes us more powerful than when we act alone.

OPAL facilitates several student mentoring programs, including Asian American Mentoring Program, International Student Mentor Program; Kinfolk Mentoring Program (Black identifying students); Latinx Partnerships for Success; and  Partnerships in Pride (LGBTQIA+ students).

Triangle House

Of the many symbols that resonate in LGBTQIA+ communities, the triangle holds a special significance. In the mathematical form of the Delta, the triangle represents change, a characteristic that defines the LGBTQIA+ fight for social equality and social justice. A profound metaphor for the resiliency of LGBTQIA+ communities, the triangle is the only geometric shape impervious to distortion and deformation.

The upside-down version of the triangle is a reminder of the LGBTQIA+ community’s painful history during the holocaust. Originally intended as a badge of shame, the pink triangle and black triangle have been reclaimed as international symbols of gay pride and lesbian pride.

You do not have to identify as lesbian, gay, bisexual, transgender, or queer to live in Triangle House. It is open to any student, whether LGBTQIA+ or Ally identified, who wants to deepen their understanding of these topics.

Student Research & Recruitment Resources

ASURE Summer Research Immersion Programs

ASURE (Academic Summer Undergraduate Research Experience) provides an undergraduate summer research experience open to all non-Dartmouth students that focusses on academic research, networking, and mentoring. A second summer program, iSURF, which focuses on Biomedical Sciences is funded and managed by the New Hampshire INBRE (IDeA Networks of Biomedical Research Excellence) program. iSURF, which began in 2011, brings 11–14 students to Dartmouth for a period of 10 weeks in the summer. Approximately 15–30% of iSURF students are from URM and others are often Pell grant eligible, which serves as an indication of financial need for college education or the first in their family to go to college. Both the ASURE and iSURF programs are immersion summer experiences that include a journal club, poster presentation, and participation in other social, recreational, and professional-development activities. All costs of the students that participate are covered, and they receive a summer stipend ($4,500), free housing, and compensation for travel expenses. Students in these programs regularly meet with members of the Dartmouth faculty and with current PhD students to talk about the process of applying to, getting into, and succeeding in graduate school. These programs also cultivate ties to Dartmouth and our region and to create lifelong student and faculty friendships and scientific collaborations. Each year, one or two students from these summer programs matriculate as a graduate student at Dartmouth. 

Dartmouth PREP (DPREP)

DPREP supported by the Guarini Graduate School, is a 1-year program designed to enhance competitiveness when applying to the nation’s strongest biomedical sciences Ph.D. programs. DPREP encourages applications from underrepresented minorities with a recent baccalaureate degree in a field related to biomedical sciences who are interested in pursuing a research doctorate.

Guarini Scholars Program

Dartmouth's Scholar's Program hosts a four-day workshop at Dartmouth for 45 motivated undergraduates who are curious about graduate careers in STEM and are looking for support in the graduate school application process. Scholars are offered graduate school application resources, poster presentation feedback, and practice mock interviews among other professional development activities, and they also receive an introduction to Dartmouth and its programs. 

Mellon Mays Undergraduate Fellowship Program

The Mellon Mays Undergraduate Fellowship is the centerpiece of the Mellon Foundation's initiatives to increase diversity in the faculty ranks of institutions of higher learning. MMUF operates on many campuses throughout the United States and South Africa.

The fundamental objective of MMUF is to address, over time, the problem of underrepresentation in the academy at the level of college and university faculties. This goal can be achieved both by increasing the number of students from underrepresented minority groups (URM) who pursue PhDs and by supporting the pursuit of PhDs by students who may not come from traditional minority groups but have otherwise demonstrated a commitment to the goals of MMUF.

The program is designed to encourage fellows to enter PhD programs that prepare students for professorial careers; it is not intended to support students who intend to go on to medical school, law school, or other professional schools. 

Dartmouth began its MMUF program in 1989. Beginning in 2005, Dartmouth extended its commitment to the program by sponsoring additional students as associate fellows funded by the dean of faculty and provost. Altogether, more than 200 students have completed MMUF at Dartmouth, with nearly 70% pursuing graduate degrees of some kind. Nearly 30 alumni of the program have joined the professoriate.

Recruiting Initiatives 

Dartmouth graduate programs are represented at:

ABRCMS, Annual Biomedical Research Conference for Minoritized Scientists, is the largest, professional conference for minority students to pursue advanced training in science, technology, engineering and mathematics (STEM) that attracts thousands of undergraduate and graduate students, postdoctoral scientists and faculty, program directors and administrators. 

SACNAS, a society (and annual conference) of scientists dedicated to fostering the success of Hispanic/Chicano and Native American scientists. 

AISES, the American Indian Science and Engineering Society, is a national, nonprofit organization focused on substantially increasing the representation of American Indians, Alaska Natives, Native Hawaiians, Pacific Islanders, First Nations and other indigenous peoples of North America in STEM careers. 

Ivy Plus symposium in which Ivy Plus schools visit all of the universities in Puerto Rico over the course of a week.

Undergraduate Research and Advising Office (UGAR)

UGAR oversees advising and research within the undergraduate curriculum. In keeping with Dartmouth’s core values of “academic excellence” and “independence of thought within a culture of collaboration,” UGAR promotes advising and research across campus as these foster the individualization of students’ academic exploration and intellectual growth.

Women in Science Project (WISP)

WISP was co-founded in 1990 by Karen E. Wetterhahn and Carol Muller, who shared a concern about the underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields at the national level. They set out to develop programs that would foster success in the sciences for Dartmouth undergraduate women. That vision gave rise to WISP, which remains nationally recognized and replicated.

The program creates collaborative learning environments where women can thrive in STEM and aim to enhance the experiences of female students, particularly in their first year. A comprehensive set of proven intervention strategies include:

●      Mentoring

●      Early hands-on research experience

●      Role models

●      Access to information

●      Building a community in the sciences


Teaching Resources

Dartmouth Center for the Advancement of Learning (DCAL)

The Dartmouth Center for the Advancement of Learning (DCAL) facilitates professional development for Dartmouth's teachers. We embrace Dartmouth's commitment to maintain a diverse and inclusive workplace and welcome all members of Dartmouth's scholar-educator community to join us in cultivating a culture that values and rewards teaching. We are committed to creating an inclusive environment that welcomes diversity in many aspects, including but not limited to race, ethnicity, national origin, gender, gender identity, gender expression, sexual orientation, age, disability, socio-economic status, class, and religion. We acknowledge we gather on the indigenous lands of the Abenaki. We welcome and strive to include all voices - those we already have and those we want to include. We encourage you to help us include a diversity of perspectives and experiences in our work.   

We understand that Dartmouth students differ in terms of learning abilities and disabilities, and that these differences affect teaching and course design. We recognize classroom power dynamics associated with race, gender, ethnicity, class, and other identities, and understand how they can impede learning. We believe it is important for teachers to be aware of their own implicit biases, assumptions, values and expectations of students, and be able to articulate how these might affect interactions with students. 

We recognize the importance of diversity and inclusion in teaching effectiveness, and therefore provide professional development that allows Dartmouth teachers to create learning environments that welcome, challenge and support all students. We also work to increase our own knowledge and capacity in this area and seek to partner with other staff and faculty who have expertise and conduct programs in these areas. and its various offerings as well options at Geisel and Thayer, such as the Emerging Engineers.

Mentoring Resources

Faculty Diversity and Development

Office of the Provost

Workforce Development

Center for Professional Development

The Center for Professional Development empowers Dartmouth’s diverse undergraduate student community to confidently pursue their career goals. The CPD team is committed to supporting students of all backgrounds, identities, abilities, and interests. They are mobilizing to create an inclusive environment where everyone feels welcomed, respected, and supported.

As part of this goal, the CPD staff have compiled a list of career resources, below, to support each of our diverse communities and remove barriers to success.

The CPD is also creating new programs around inclusivity in the workplace, allyship, and how to assess an organization’s commitment to diversity, equity and inclusion. They offer private 1:1 coaching appointments to support undergraduates’ individual interests and career plans.

Recruiting/Faculty Search ResourcesAssociate Provost for Faculty Affairs
Professor of Government 

Mellon Postdoc to Tenure Program

Dartmouth College invites applications from recent PhDs for a two-year residential postdoctoral appointment as Faculty Fellows. These positions convert automatically to a regular full-time tenure-track appointment as Assistant Professor. Faculty Fellows are part of a cohort of faculty committed to increasing diversity in their disciplines.

Provost's Fellowship (PROF) Program

The PROF program aims to prepare early career scholars for long-term success in higher education. Through a partnership among the Frank J. Guarini School of Graduate and Advanced Studies, Arts and Sciences, and the Provost's Office, PROF Fellows benefit from Dartmouth's flagship role in cultivating teacher-scholars. We seek future faculty invested in the transformative impact of a liberal arts education who are also producing innovative research at the forefront of their fields.

César Chávez Fellows in Latinx Studies

The César Chavez Predoctoral Fellowship promotes student and faculty diversity at Dartmouth, and throughout higher education, by supporting the career trajectories of underrepresented minority scholars and others with a demonstrated ability to advance educational diversity. Applicants will be selected on the basis of their academic achievement, promise in both research and teaching, and their demonstrated commitment to addressing racial underrepresentation in higher education.

Charles Eastman Fellows in Native American and Indigenous Studies

The Charles Eastman Predoctoral Fellowship aims to promote student and faculty diversity at Dartmouth and throughout higher ed by supporting the completion of the doctorate by selected Native American scholars. 

Thurgood Marshall Fellows in African American and African Diasporic Studies 

The Thurgood Marshall Dissertation Fellowship supports scholars working in any geographies and disciplines and interdisciplinary spaces across African Diaspora, African American, African, or Africana Studies. Particular attention will be given to candidates whose work augments and complements current faculty in the African and African American Studies Program (AAAS). Applicants will be selected on the basis of their academic achievement, promise in both research and teaching, and their demonstrated commitment to educational diversity. Applications from candidates who are underrepresented in their fields are especially welcome.

Guarini Dean's Asian American Studies Dissertation and Postdoctoral Fellowship 2023

Dartmouth College invites applications for the Guarini Dean's Fellowship in Asian American Studies. The fellowship supports scholars whose research addresses any aspect of Asian American experiences and cultures. Particular attention will be given to candidates whose work augments and complements current faculty in Asian Societies, Cultures, and Languages (ASCL). The fellow is expected to pursue research activities while participating fully in the intellectual life of ASCL and the college. Applicants will be selected on the basis of their academic achievement, promise in both research and teaching, and their demonstrated commitment to educational diversity. Applications from candidates who are underrepresented in their fields are especially welcome.

Industry and Entrepreneurship 

Corporate and Foundation Relations

The Office of Corporate and Foundation Relations (CFR) works with Dartmouth faculty and administrators and with foundations and corporations to develop mutually beneficial partnerships that advance knowledge and have the potential to make a positive impact on campus and in the world.

Dartmouth Technology Transfer Office

Our mission is to transfer Dartmouth technology to benefit the world, attract and retain world-class faculty and researchers, and generate and distribute revenue by commercializing Dartmouth technology.

Magnuson Center for Entrepreneurship

The mission of the Magnuson Center for Entrepreneurship is to serve Dartmouth students, faculty and alumni along all points of the entrepreneurial journey. Originally conceived of in the Provost Division, and as part of the Office of Entrepreneurship and Technology Transfer (OETT), that also includes our Technology Transfer Office (TTO), the Magnuson Center was established in 2018 through a generous gift from Allison and Rick Magnuson ’79, the Center brings together various programs that support entrepreneurship and innovation at Dartmouth and beyond.  By bringing together these diverse resources, the Magnuson Center is able to streamline services and help Dartmouth entrepreneurs thrive.

National Networks and Associations

American Indian Science and Engineering Society (AISES)

The American Indian Science and Engineering Society (AISES) is a national nonprofit organization focused on substantially increasing the representation of Indigenous peoples of North America and the Pacific Islands in science, technology, engineering, and math (STEM) studies and careers. The vision of AISES is for the next seven generations of Native people to be successful, respected, influential, and contributing members of our vast and ever-changing global community.

Association of Native American Medical Students

The Association of Native American Medical Students (ANAMS) is a student organization representing Native American graduates, health professionals and students throughout the U.S. and Canada. The goals of ANAMS include providing support and a resource network for all Native Americans currently enrolled in various allied health professions schools. ANAMS strives to increase the number of Native American students in medicine and other health professions. Exposure and recognition on a national level throughout the medical community is what we continue to promote.

Advancing Research in Science (ARIS)

The Center for Advancing Research Impact in Society (ARIS) works with U.S. and international scientists and engagement practitioners to build capacity, advance scholarship, grow partnerships and provide resources to help them engage with and demonstrate the impact of research in their communities and society. Founded in September 2018 and housed at the University of Missouri, with support from the National Science Foundation (NSF), the ARIS Center (ARIS, OIA #1810732) emphasizes support for serving traditionally underserved populations while providing inclusive public engagement to ensure a diverse science workforce. The work of the center is beneficial to researchers who increase knowledge and discovery, to practitioners who collaborate with researchers and community stakeholders, and to the public who benefit from research and education advancements. ARIS is home to a thriving community of practice including more than 1,000 members.

Asian Pacific American Medical Student Association (APAMSA)

APAMSA serves as a forum for student leaders to engage these health issues and develop initiatives and projects addressing those needs. The local, regional, and national activities of APAMSA aim to promote the health of the AANHPI community and help healthcare workers understand how to care for AANHPI patients in a culturally sensitive manner. Finally, APAMSA provides an important venue for medical students to meet, exchange experiences, and develop personally and professionally through leadership and service.

Association for Women in Science 

AWIS champions the interests of women in science across all disciplines and employment sectors. Working for positive system transformation, AWIS strives to ensure that all women in these fields can achieve their full potential. 

For individuals seeking equity for women in science, engineering, technology and math, AWIS provides career development, networking, mentorship, and leadership opportunities. In addition, our thought leadership, research, and advocacy benefit all women in science.

As a result of the work we do, women in STEM will be:

●      Compensated fairly and without discrimination;

●      Advanced equitably and without bias;

●      Respected and recognized for their scientific achievements;

●      Exposed to successful role models in leadership positions; and

●      Able to achieve optimum work/life integration.

Black Science Coalition and Institute (B-SCI)

The Black Science Coalition and Institute (B-SCI) started in 2019. Our logo the "Power Flask" was created with the help of African American Graphic Designers ( and represents the struggle of African Americans in science and their ability to overcome.  B-SCI seeks to foster scientific interest, research, skepticism, objectivity, knowledge, and innovation in black and historically underrepresented communities.

GLMA: Health Professionals Advancing LGBTQ+ Equality (previously known as the Gay & Lesbian Medical Association) 

GLMA is a national organization committed to ensuring health equity for lesbian, gay, bisexual, transgender, and queer (LGBTQ+) communities and equality for LGBTQ+ health professionals in their work and learning environments.  To achieve this mission, GLMA utilizes the scientific expertise of its diverse multidisciplinary membership to inform and drive advocacy, education, and research.

Originally open only to physicians, residents and medical students, in 2002, GLMA expanded its mission and now represents the interests of tens of thousands of LGBTQ+ health professionals of all kinds, as well as millions of LGBTQ+ patients and families. GLMA's membership includes approximately 1,000 member physicians, nurses, advanced practice nurses, physician assistants, researchers and academics, behavioral health specialists, health profession students and other health professionals. Our members reside and work across the US and in several other countries. Their practices represent the major healthcare disciplines and a wide range of health specialties, including: internal medicine, family practice, psychiatry, pediatrics, obstetrics/gynecology, emergency medicine, neurology, and infectious diseases.

National Center for Faculty Development and Diversity

Founded in 2010, NCFDD is the leading provider of professional development in higher education. Working with over 300 colleges and universities, as well as thousands of individuals in schools across the country, we are 100% devoted to supporting faculty members, postdocs and graduate students in making successful transitions throughout their careers.

Our mission is to change the face of power in the Academy. By developing, connecting and empowering the next wave of academic leaders, we can strengthen the higher education system and improve the academic experience for all.




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