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The AAS Task Force on Diversity and Inclusion in Astronomy Graduate Education has completed its final report, and the AAS Board of Trustees has voted to endorse it. The Task Force presented its findings at a plenary held at the AAS 233rd meeting in Seattle, January 2019.
Executive Summary
At the January 2017 AAS meeting in Texas, the AAS Council (now the AAS Board of Trustees) approved the creation of a Task Force on Diversity and Inclusion in Astronomy Graduate Education. This document details the charge, goals, membership, structure, and activities of the task force.
The Task Force held its first meeting in November 2017. At that first meeting, the Task Force members, to facilitate the work of the Task Force, approved the creation of three working groups. Each working group was co-chaired by two Task Force members who recruited additional members from the community. These working groups took primary responsibility for soliciting input from the community around their topic and developing the recommendations contained in this report. In addition, presentations were made to the four AAS Diversity committees (CSWA, CSMA, SGMA, and WGAD) by the Task Force liaisons from each committee to directly solicit their input and feedback. The committees were also given a chance to review this report in draft form to comment. All recommendations were discussed and approved by the entire Task Force. See Appendix II for details of the Task Force creation and timeline of activities.
The Task Force’s list of detailed recommendations by category is summarized below. Details of each recommendation, and the justification behind it, including references from social science research supporting the recommendation, are found in the main report. Evidence-based resources and tools that will help in the implementation of the recommendations are included in the Appendices.
Admissions: Goals and Recommendations to Departments
Retention: Goals and Recommendations to Departments
Data Collection and Metrics for Success: Goals and Recommendations to Departments
Goals and Recommendations to the AAS
The AAS thanks to all for their work:
Added 11 April 2019: The National Academies of Sciences, Engineering, and Medicine have joined with more than 40 colleges, universities, and research institutions to launch an Action Collaborative on Preventing Sexual Harassment in Higher Education.
Astronomy Graduate Program Taskforce Recommendation Compliance
Each recommendation generated from the taskforce is marked by the data we have available for each institution.
Implemented
Not implemented
Implementation in progress
No data available
Showing 10 results
Browse Institutions and Degrees
Institution and Degrees
Admissions
Retention
Data Collection
University of California, Irvine
MS and PhD in Physics
Admissions
-
Partner with and recruit from undergraduate programs that produce large numbers of graduates from underrpresented groups (e.g., MSIs, HSIs4, and Tribal Colleges
-
Implement evidence-based, systematic, holistic approaches to graduate admissions, based on the existing literature as well as on self-study when possible
-
Coordinate with graduate schools and other campus offices to ensure that program level policies and practices aimed at diversity and inclusion are supported and amplified at the institutional level
Retention
-
Engage in genuine, open, and sometimes difficult conversations
-
Conduct assessments to identify areas of need or opportunities
-
Create short- and long-term actionable department plans with measurable outcomes that address the five goals
-
Incentivize and support professional development in the support of the five goals
-
Take actions based on the departmental plan and monitor progress toward outcomes, employing inclusive processes
-
Encourage ongoing improvements toward inclusiveness by iterating through the process represented in steps 1-5
Data Collection
-
Participate in the recommended AAS/AIP6 national demographic and climate survey, and encourage all relevant members (e.g., graduate students, postdocs, researchers, faculty) to participate
-
Regularly collect and analyze data relevant to graduate education, including the demographics of applicant pools, admitted and enrolled students, and disaggregated progress and success rates
-
Assess the success of steps taken to improve the educational experience of graduate students using an evidence-based rubric
-
Report results on progress in implementing the recommendations of this Task Force on the platform provided by the AAS, and on departmental websites
University of Iowa
PhD in Physics (Astronomy Emphasis) & MS in Astronomy
Admissions
-
Partner with and recruit from undergraduate programs that produce large numbers of graduates from underrpresented groups (e.g., MSIs, HSIs4, and Tribal Colleges
-
Implement evidence-based, systematic, holistic approaches to graduate admissions, based on the existing literature as well as on self-study when possible
-
Coordinate with graduate schools and other campus offices to ensure that program level policies and practices aimed at diversity and inclusion are supported and amplified at the institutional level
Retention
-
Engage in genuine, open, and sometimes difficult conversations
-
Conduct assessments to identify areas of need or opportunities
-
Create short- and long-term actionable department plans with measurable outcomes that address the five goals
-
Incentivize and support professional development in the support of the five goals
-
Take actions based on the departmental plan and monitor progress toward outcomes, employing inclusive processes
-
Encourage ongoing improvements toward inclusiveness by iterating through the process represented in steps 1-5
Data Collection
-
Participate in the recommended AAS/AIP6 national demographic and climate survey, and encourage all relevant members (e.g., graduate students, postdocs, researchers, faculty) to participate
-
Regularly collect and analyze data relevant to graduate education, including the demographics of applicant pools, admitted and enrolled students, and disaggregated progress and success rates
-
Assess the success of steps taken to improve the educational experience of graduate students using an evidence-based rubric
-
Report results on progress in implementing the recommendations of this Task Force on the platform provided by the AAS, and on departmental websites
University of Michigan, Astronomy and Astrophysics
MS and PhD in Astronomy and Astrophysics
Admissions
-
Partner with and recruit from undergraduate programs that produce large numbers of graduates from underrpresented groups (e.g., MSIs, HSIs4, and Tribal Colleges
-
Implement evidence-based, systematic, holistic approaches to graduate admissions, based on the existing literature as well as on self-study when possible
-
Coordinate with graduate schools and other campus offices to ensure that program level policies and practices aimed at diversity and inclusion are supported and amplified at the institutional level
Retention
-
Engage in genuine, open, and sometimes difficult conversations
-
Conduct assessments to identify areas of need or opportunities
-
Create short- and long-term actionable department plans with measurable outcomes that address the five goals
-
Incentivize and support professional development in the support of the five goals
-
Take actions based on the departmental plan and monitor progress toward outcomes, employing inclusive processes
-
Encourage ongoing improvements toward inclusiveness by iterating through the process represented in steps 1-5
Data Collection
-
Participate in the recommended AAS/AIP6 national demographic and climate survey, and encourage all relevant members (e.g., graduate students, postdocs, researchers, faculty) to participate
-
Regularly collect and analyze data relevant to graduate education, including the demographics of applicant pools, admitted and enrolled students, and disaggregated progress and success rates
-
Assess the success of steps taken to improve the educational experience of graduate students using an evidence-based rubric
-
Report results on progress in implementing the recommendations of this Task Force on the platform provided by the AAS, and on departmental websites
New Mexico State University
MS and PhD in Astronomy
Admissions
-
Partner with and recruit from undergraduate programs that produce large numbers of graduates from underrpresented groups (e.g., MSIs, HSIs4, and Tribal Colleges
-
Implement evidence-based, systematic, holistic approaches to graduate admissions, based on the existing literature as well as on self-study when possible
-
Coordinate with graduate schools and other campus offices to ensure that program level policies and practices aimed at diversity and inclusion are supported and amplified at the institutional level
Retention
-
Engage in genuine, open, and sometimes difficult conversations
-
Conduct assessments to identify areas of need or opportunities
-
Create short- and long-term actionable department plans with measurable outcomes that address the five goals
-
Incentivize and support professional development in the support of the five goals
-
Take actions based on the departmental plan and monitor progress toward outcomes, employing inclusive processes
-
Encourage ongoing improvements toward inclusiveness by iterating through the process represented in steps 1-5
Data Collection
-
Participate in the recommended AAS/AIP6 national demographic and climate survey, and encourage all relevant members (e.g., graduate students, postdocs, researchers, faculty) to participate
-
Regularly collect and analyze data relevant to graduate education, including the demographics of applicant pools, admitted and enrolled students, and disaggregated progress and success rates
-
Assess the success of steps taken to improve the educational experience of graduate students using an evidence-based rubric
-
Report results on progress in implementing the recommendations of this Task Force on the platform provided by the AAS, and on departmental websites
Princeton University
BS, MS, and PhD in Astrophysical Sciences
Admissions
-
Partner with and recruit from undergraduate programs that produce large numbers of graduates from underrpresented groups (e.g., MSIs, HSIs4, and Tribal Colleges
-
Implement evidence-based, systematic, holistic approaches to graduate admissions, based on the existing literature as well as on self-study when possible
-
Coordinate with graduate schools and other campus offices to ensure that program level policies and practices aimed at diversity and inclusion are supported and amplified at the institutional level
Retention
-
Engage in genuine, open, and sometimes difficult conversations
-
Conduct assessments to identify areas of need or opportunities
-
Create short- and long-term actionable department plans with measurable outcomes that address the five goals
-
Incentivize and support professional development in the support of the five goals
-
Take actions based on the departmental plan and monitor progress toward outcomes, employing inclusive processes
-
Encourage ongoing improvements toward inclusiveness by iterating through the process represented in steps 1-5
Data Collection
-
Participate in the recommended AAS/AIP6 national demographic and climate survey, and encourage all relevant members (e.g., graduate students, postdocs, researchers, faculty) to participate
-
Regularly collect and analyze data relevant to graduate education, including the demographics of applicant pools, admitted and enrolled students, and disaggregated progress and success rates
-
Assess the success of steps taken to improve the educational experience of graduate students using an evidence-based rubric
-
Report results on progress in implementing the recommendations of this Task Force on the platform provided by the AAS, and on departmental websites
The Ohio State University
BS and PhD in astronomy
Admissions
-
Partner with and recruit from undergraduate programs that produce large numbers of graduates from underrpresented groups (e.g., MSIs, HSIs4, and Tribal Colleges
-
Implement evidence-based, systematic, holistic approaches to graduate admissions, based on the existing literature as well as on self-study when possible
-
Coordinate with graduate schools and other campus offices to ensure that program level policies and practices aimed at diversity and inclusion are supported and amplified at the institutional level
Retention
-
Engage in genuine, open, and sometimes difficult conversations
-
Conduct assessments to identify areas of need or opportunities
-
Create short- and long-term actionable department plans with measurable outcomes that address the five goals
-
Incentivize and support professional development in the support of the five goals
-
Take actions based on the departmental plan and monitor progress toward outcomes, employing inclusive processes
-
Encourage ongoing improvements toward inclusiveness by iterating through the process represented in steps 1-5
Data Collection
-
Participate in the recommended AAS/AIP6 national demographic and climate survey, and encourage all relevant members (e.g., graduate students, postdocs, researchers, faculty) to participate
-
Regularly collect and analyze data relevant to graduate education, including the demographics of applicant pools, admitted and enrolled students, and disaggregated progress and success rates
-
Assess the success of steps taken to improve the educational experience of graduate students using an evidence-based rubric
-
Report results on progress in implementing the recommendations of this Task Force on the platform provided by the AAS, and on departmental websites
University of California, San Diego
PhD in Physics
Admissions
-
Partner with and recruit from undergraduate programs that produce large numbers of graduates from underrpresented groups (e.g., MSIs, HSIs4, and Tribal Colleges
-
Implement evidence-based, systematic, holistic approaches to graduate admissions, based on the existing literature as well as on self-study when possible
-
Coordinate with graduate schools and other campus offices to ensure that program level policies and practices aimed at diversity and inclusion are supported and amplified at the institutional level
Retention
-
Engage in genuine, open, and sometimes difficult conversations
-
Conduct assessments to identify areas of need or opportunities
-
Create short- and long-term actionable department plans with measurable outcomes that address the five goals
-
Incentivize and support professional development in the support of the five goals
-
Take actions based on the departmental plan and monitor progress toward outcomes, employing inclusive processes
-
Encourage ongoing improvements toward inclusiveness by iterating through the process represented in steps 1-5
Data Collection
-
Participate in the recommended AAS/AIP6 national demographic and climate survey, and encourage all relevant members (e.g., graduate students, postdocs, researchers, faculty) to participate
-
Regularly collect and analyze data relevant to graduate education, including the demographics of applicant pools, admitted and enrolled students, and disaggregated progress and success rates
-
Assess the success of steps taken to improve the educational experience of graduate students using an evidence-based rubric
-
Report results on progress in implementing the recommendations of this Task Force on the platform provided by the AAS, and on departmental websites
University of Washington, Seattle
MS and PhD in Astronomy
Admissions
-
Partner with and recruit from undergraduate programs that produce large numbers of graduates from underrpresented groups (e.g., MSIs, HSIs4, and Tribal Colleges
-
Implement evidence-based, systematic, holistic approaches to graduate admissions, based on the existing literature as well as on self-study when possible
-
Coordinate with graduate schools and other campus offices to ensure that program level policies and practices aimed at diversity and inclusion are supported and amplified at the institutional level
Retention
-
Engage in genuine, open, and sometimes difficult conversations
-
Conduct assessments to identify areas of need or opportunities
-
Create short- and long-term actionable department plans with measurable outcomes that address the five goals
-
Incentivize and support professional development in the support of the five goals
-
Take actions based on the departmental plan and monitor progress toward outcomes, employing inclusive processes
-
Encourage ongoing improvements toward inclusiveness by iterating through the process represented in steps 1-5
Data Collection
-
Participate in the recommended AAS/AIP6 national demographic and climate survey, and encourage all relevant members (e.g., graduate students, postdocs, researchers, faculty) to participate
-
Regularly collect and analyze data relevant to graduate education, including the demographics of applicant pools, admitted and enrolled students, and disaggregated progress and success rates
-
Assess the success of steps taken to improve the educational experience of graduate students using an evidence-based rubric
-
Report results on progress in implementing the recommendations of this Task Force on the platform provided by the AAS, and on departmental websites
University of Wyoming
PhD
Admissions
-
Partner with and recruit from undergraduate programs that produce large numbers of graduates from underrpresented groups (e.g., MSIs, HSIs4, and Tribal Colleges
-
Implement evidence-based, systematic, holistic approaches to graduate admissions, based on the existing literature as well as on self-study when possible
-
Coordinate with graduate schools and other campus offices to ensure that program level policies and practices aimed at diversity and inclusion are supported and amplified at the institutional level
Retention
-
Engage in genuine, open, and sometimes difficult conversations
-
Conduct assessments to identify areas of need or opportunities
-
Create short- and long-term actionable department plans with measurable outcomes that address the five goals
-
Incentivize and support professional development in the support of the five goals
-
Take actions based on the departmental plan and monitor progress toward outcomes, employing inclusive processes
-
Encourage ongoing improvements toward inclusiveness by iterating through the process represented in steps 1-5
Data Collection
-
Participate in the recommended AAS/AIP6 national demographic and climate survey, and encourage all relevant members (e.g., graduate students, postdocs, researchers, faculty) to participate
-
Regularly collect and analyze data relevant to graduate education, including the demographics of applicant pools, admitted and enrolled students, and disaggregated progress and success rates
-
Assess the success of steps taken to improve the educational experience of graduate students using an evidence-based rubric
-
Report results on progress in implementing the recommendations of this Task Force on the platform provided by the AAS, and on departmental websites
Yale University
PhD in Astronomy
Admissions
-
Partner with and recruit from undergraduate programs that produce large numbers of graduates from underrpresented groups (e.g., MSIs, HSIs4, and Tribal Colleges
-
Implement evidence-based, systematic, holistic approaches to graduate admissions, based on the existing literature as well as on self-study when possible
-
Coordinate with graduate schools and other campus offices to ensure that program level policies and practices aimed at diversity and inclusion are supported and amplified at the institutional level
Retention
-
Engage in genuine, open, and sometimes difficult conversations
-
Conduct assessments to identify areas of need or opportunities
-
Create short- and long-term actionable department plans with measurable outcomes that address the five goals
-
Incentivize and support professional development in the support of the five goals
-
Take actions based on the departmental plan and monitor progress toward outcomes, employing inclusive processes
-
Encourage ongoing improvements toward inclusiveness by iterating through the process represented in steps 1-5
Data Collection
-
Participate in the recommended AAS/AIP6 national demographic and climate survey, and encourage all relevant members (e.g., graduate students, postdocs, researchers, faculty) to participate
-
Regularly collect and analyze data relevant to graduate education, including the demographics of applicant pools, admitted and enrolled students, and disaggregated progress and success rates
-
Assess the success of steps taken to improve the educational experience of graduate students using an evidence-based rubric
-
Report results on progress in implementing the recommendations of this Task Force on the platform provided by the AAS, and on departmental websites