• Uses vague terms to describe diversity without indicating an awareness or understanding of challenges underrepresented individuals in higher education face and the factors influencing underrepresentation of particular groups in academia.
• No indication of efforts to educate self about diversity topics in higher education.
• Discounts the importance of diversity.
• Unaware of demographic data about diversity in specific disciplines or in higher education.
• Uncomfortable discussing diversity-related issues.

Demonstrates some qualities consistent with weak and strong characteristics.

• Understands and is knowledgeable of diversity from either personal experience or education about the experiences of those with identities different from one’s own.
• Sophisticated understanding of differences stemming from ethnic, socioeconomic, racial, gender, disability, sexual orientation, and cultural backgrounds and the obstacles people from these backgrounds face in higher education.
• Familiar with demographic data relevant in higher education. Provides examples of programs to address climate or underrepresentation.
• Understands challenges experienced by underrepresented individuals in higher education. Addresses why it’s important for faculty to contribute to meeting the above challenges.

• Limited experience or plans for advancing diversity, equity and inclusion in the classroom, service activities and through research.
• Description of efforts are brief or vague.
• May have attended a workshop or read books, but no interest in participating in efforts to enhance a welcoming climate for all.

• Shows aspects of weak and strong characteristics. May have attended several activities (conferences, student organizations, talks).
• Shows commitment to addressing diversity, equity, inclusion through research, teaching or service but not through all three categories.

• Significant direct experience advancing diversity, equity and inclusion through research, service and teaching. Examples may include advising an organization supporting underrepresented individuals; addressing attendees at a workshop promoting diversity, equity, inclusion; creating and implementing strategies and/or pedagogy to encourage a respectful class environment for underrepresented students; serving on relevant university committee on diversity, equity and inclusion; research on underrepresented communities; active involvement in professional or scientific organization aimed at addressing needs of underrepresented students.
• Track record spans career stages and provides examples as undergraduate or graduate student and in faculty positions, if appropriate.

• Unclear what unique efforts candidate would undertake at Cornell. Merely says they would do what is asked, if hired.
• May have participated peripherally in efforts promoting equity diversity, equity and inclusion.

• Details plans to promote diversity, equity and inclusion through research, service and teaching at Cornell and within their department and/or campus-wide.
• References ongoing efforts at Cornell and ways to improve and modify them to advance diversity, equity and inclusion.