DEIA and Belonging

Promoting diversity, equity, inclusion, access, and belonging for all people in the academic and research environment is a goal embraced by UNH and the many organizations that provide funding for its activities. This is especially true in the STEM (science, technology, engineering, and math) fields.

Federal agencies, in particular, have begun to require potential grantees to include plans to promote DEIA&B in their grant applications, and then, if an award is made, implement those plans.

While not inclusive, the resources on this page are designed to assist UNH researchers in developing the necessary plans. Resources often overlap the sections, and many of the agencies have provided resources that will be useful to all researchers, so be sure to check the agency listings as well as all the general sections.

Need something that's not here? Have a resource to add?  Contact

Federal Agency Requirements and Resources

Promoting Inclusive and Equitable Research (PIER) Plans
Applicants are required to include a Promoting Inclusive and Equitable Research (PIER) Plan as an appendix to the research proposal narrative. The PIER Plan must be specific to the research proposal and will be considered a key part of the scientific and technical merits of the proposed research.

  • Plans may include, but are not limited to:
    • strategies of your institution (and collaborating institutions, if applicable) for enhanced recruitment of undergraduate students, graduate students, and early-stage investigators (postdoctoral researchers, and others), including individuals from diverse backgrounds and groups historically underrepresented in the research community;
    • strategies for creating and sustaining a positive, inclusive, safe, and professional research and training environment that fosters a sense of belonging among all research personnel; and/or
    • training, mentoring, and professional development opportunities.
  • Plans may incorporate or build upon existing diversity, equity, accessibility, and inclusion efforts of the project key personnel or applicant institution(s), but should not be a re-statement of standard institutional policies or broad principles.
  • The complexity and detail of a PIER is expected to increase with the size of the research team and the number of personnel to be supported.
  • Some solicitations may include additional guidance language for PIER Plans tailored to the scope and objectives of the solicitation and history of the programmatic activities.

Impact on Merit Review
Unless otherwise tailored in the solicitation (Funding Opportunity Announcement or DOE Laboratory Call), the merit review criteria for the evaluation of applications are as follows, in descending order of importance:

  • Scientific and/or Technical Merit of the Project
  • Appropriateness of the Proposed Method or Approach
  • Competency of Applicant’s Personnel and Adequacy of Proposed Resources
  • Reasonableness and Appropriateness of the Proposed Budget
  • Quality and Efficacy of the Plan for Promoting Inclusive and Equitable Research

The guiding reviewer questions for the criterion, Quality and Efficacy of the Plan for Promoting Inclusive and Equitable Research, include the following:

  • Is the proposed Promoting Inclusive and Equitable Research (PIER) Plan suitable for the size and complexity of the proposed project and an integral component of the proposed project?
  • To what extent is the PIER Plan likely to lead to participation of individuals from diverse backgrounds, including individuals historically underrepresented in the research community?
  • What aspects of the PIER Plan are likely to contribute to the goal of creating and maintaining an equitable, inclusive, encouraging, and professional training and research environment and supporting a sense of belonging among project personnel?
  • How does the proposed Plan include intentional mentorship and are the associated mentoring resources reasonable and appropriate?
  • Additional reviewer questions which may be included in the solicitation applicable to the scope of the solicitation and history of the research efforts.

Promoting Inclusive and Equitable Research (PIER) Plans

Inclusion Plans
Inclusion, defined as the full participation, belonging, and contribution of organizations and individuals, is a core NASA value and SMD has been piloting the addition of Inclusion Plans for some program elements in Research Opportunities in Space and Earth Sciences (ROSES). At their core, Inclusion Plans are designed to raise awareness of barriers to creating and sustaining positive, inclusive working environments and to get proposers actively thinking about ways to foster diverse and inclusive practices for their research and mission teams.

Starting in ROSES-2023, Inclusion Plan requirements were standardized for all participating program elements. Beginning in ROSES-2024, the evaluation processes for these plans has also been standardized.

On February 20, 2024, 3:00 - 4:30 PM Eastern, NASA’s Science Mission Directorate (SMD) Inclusion Plan Community of Practice will host a webinar to discuss requirements for and evaluation of Inclusion Plans in ROSES-2024. The webinar will (1) discuss the motivation and goals of Inclusion Plans, (2) describe Inclusion Plan requirements and how they differ from previous years, and (3) discuss how Inclusion Plans will be evaluated.  The webinar will be broadcast live via WebEx. Connection.


Inclusion Plan Resources

  • General
  • IDEA definitions
  • Challenges to inclusive working environment
  • Best practices
  • Assessments/metrics
  • Team dynamics/safety
  • Policies/laws/EOs
  • Workshops --  Inclusion Plan Best Practices Workshop Agenda with links to presentations and recordings
  • Training

Plan for Enhancing Diverse Perspectives (PEDP)
A “Plan for Enhancing Diverse Perspectives” (PEDP) is a summary of strategies to advance the scientific and technical merit of the proposed project through inclusivity. Broadly, diverse perspectives refer to the people who do the research, the places where research is done, as well as the people who participate in the research as part of the study population.

The PEDP is submitted as a 1-page “Other Attachment” to be included in grant applications submitted in response to specified Notices of Funding Opportunities.

Within the Research Strategy, applicants should align their description with the PEDP strategies and milestones, and are encouraged to refer to information included in the PEDP attachment. In the 1-page PEDP summary, applicants are expected to show how enhancing diverse perspectives is supported throughout the application and how this strengthens the scientific and technical merit of the project (in terms of significance, investigator(s), innovation, approach, and environment), as appropriate.

It is anticipated that every PEDP will be unique and will depend on the content and structure of the scientific aims, the required expertise, the environment, and the performance site(s). Innovative and sustainable approaches that support scientific excellence by fostering inclusive environments and practices are encouraged. 

Key Elements to be included in a PEDP for a proposed research program:

  • Summary of strategies (and their rationales) that advance the scientific and technical merit through expanded inclusivity
  • Timeline and milestones for the PEDP
  • Approaches to assessing progress towards meeting the PEDP defined goals

When a PEDP is required, as specified in the NOFO, applications submitted without such a plan will be considered incomplete and will be withdrawn prior to peer review. The PEDP will be assessed as part of the scientific and technical peer review evaluation and will be considered as part of the scientific and technical merit of the proposed project, as determined by scientific peer review.


Plan for Enhancing Diverse Perspectives -- Brain Initiative

An Acronym to Know—Plan for Enhancing Diverse Perspectives (PEDP) -- National Institute of Allergy and Infectious Diseases (NIAID)

NIGMS Continues and Expands Its MIRA Program -- National Institute of General Medical Sciences (NIGMS)

Plan For Enhancing Diverse Perspectives (PEDP) -- National Institute of Neurological Disorders and Stroke (NINDS)

Plans for Enhancing Diverse Perspectives (PEDPs) -- Human Virome Program

PEDP Template -- Scientific Editing and Research Communication Core (SERCC), The University of Iowa

Policy and Strategy
Funding Opportunities and Training

Diversity, Equity, Inclusion, Justice and Accesibility (DEIJA) -- National Sea Grant & New Hampshire Sea Grant
National Sea Grant and New Hampshire Sea Grant are committed to integrating principles of diversity, equity, inclusion, justice and accessibility (DEIJA) into their programs through all functional areas – research, extension, education, communications, and administration.

NH Sea Grant has a role to play in combatting structural, societal, and environmental injustices, and we will hold ourselves accountable to this necessary and critical work now and for months and years to come.In order to strengthen NH Sea Grant’s ability to learn about, appreciate, and implement greater DEIJA principles through our work, we are taking steps to build a more culturally competent organization by:

  • Educating ourselves in collaboration with our colleagues, partners, volunteers, and constituents by listening, sharing and learning
  • Working with experts to help us move our organization from awareness to accountability and action
  • Acknowledging the roles of history, legacy, and geography
  • Integrating DEIJA considerations into our organizational planning, implementation, reporting and communications
  • Reaching out more broadly in recruiting and hiring, proposal solicitation and reviews, project design and program advising

NHSG encourages potential PIs to consider how they can increase the implementation of justice, equity, diversity and inclusion into their projects through their approaches, collaborations, topics, students, and engagement efforts. NHSG staff members are ready and willing to discuss integration ideas with potential PIs. NHSG staff members can often provide key information, contacts, access to networks, best practices, and expertise during the project design, development, and implementation phases.

  • DEIJA related topics – is there a way to connect a coastal and marine topic you are interested in with a justice, equity, diversity, or inclusion topic? For example, municipal land use/climate policies and equity, or seafood/sea vegetables and food security.
  • DEIJA partnerships – is there someone you could include in your project who could inform, co-investigate, or benefit from the research in ways that enhance the DEIJA aspects of the work? Would the work benefit from collaborations with someone you have not routinely partnered with in the past?
  • Engagement for DEIJA – have you considered or sought out best practices for engaging with a new audience or stakeholders in ways that are more equitable, just, and inclusive? Are you taking stakeholders' needs, resources, and expertise into consideration when designing engaged projects? Have you contacted a NHSG staff member or other outreach specialist for engagement assistance?
  • DEIJA considerations for students – is your research taking the needs, resources, relative opportunities, and perspectives of students, especially underserved students, you work with into consideration in ways that will enhance their success as well as the success of the project?
  • DEIJA and science communication – are you planning any communications associated with your project? Have you considered communications products more accessible to diverse audiences?

Reaching Outward and Looking Inward -- Building Sea Grant Resilience from the Lens of Diversity, Equity, Inclusion, and Justice
2022 National Sea Grant’s Diversity, Equity and Inclusion, and Justice (DEIJA) Visioning Plan

Our Values -- NH Sea Grant

Broader Impacts

One of the desired outcomes of NSF-supported research projects is Inclusion ─ increasing and including the participation of women, persons with disabilities and underrepresented minorities in science, technology, engineering, and mathematics (STEM)

The Project Description must contain, as a separate section within the narrative, a section labeled “Broader Impacts”. 
This section should provide a discussion of the broader impacts of the proposed activities. Broader impacts may be accomplished through the research itself, through the activities that are directly related to specific research projects, or through activities that are supported by, but are complementary to the project. NSF values the advancement of scientific knowledge and activities that contribute to the achievement of societally relevant outcomes. Such outcomes include, but are not limited to: full participation of women, persons with disabilities, and underrepresented minorities in science, technology, engineering, and mathematics (STEM); improved STEM education and educator development at any level; increased public scientific literacy and public engagement with science and technology; improved well-being of individuals in society; development of a diverse, globally competitive STEM workforce; increased partnerships between academia, industry, and others; improved national security; increased economic competitiveness of the U.S.; use of science and technology to inform public policy; and enhanced infrastructure for research and education. These examples of societally relevant outcomes should not be considered either comprehensive or prescriptive. Proposers may include appropriate outcomes not covered by these examples.


Safe and Inclusive Working Environments for Off-Campus or Off-Site Research

It is NSF policy to foster safe and harassment-free environments wherever science is conducted. NSF’s policy recognizes that a community effort is essential to eliminate sexual and other forms of harassment in science and to build inclusive scientific climates where people can learn, grow, and thrive. Accordingly, for each proposal that proposes to conduct research off-campus or off site, the AOR (UNH's Grant and Contract Administrator in Sponsored Programs Administration) must complete a certification that the organization has a plan in place for that proposal that describes how the following types of behavior will be addressed:

  1. Abuse of any person, including, but not limited to, harassment, stalking, bullying, or hazing of any kind, whether the behavior is carried out verbally, physically, electronically, or in written form; or
  2. Conduct that is unwelcome, offensive, indecent, obscene, or disorderly.

This plan should also identify steps the proposing organization will take to nurture an inclusive off-campus or off-site working environment, e.g., trainings; processes to establish shared team definitions of roles, responsibilities, and culture, e.g., codes of conduct; and field support, such as mentor/mentee support mechanisms, regular check-ins, and/or developmental events

Communications within team and to the organization should be considered in the plan, minimizing singular points within the communications pathway (e.g., a single person overseeing access to a single satellite phone), and any special circumstances such as the involvement of multiple organizations or the presence of third parties in the working environment should be taken into account.  The process or method for making incident reports as well as how any reports received will be resolved should also be accounted for.

 The organization’s plan for the proposal must be disseminated to individuals participating in the off-campus or off-site research prior to departure.  

Proposers should not submit the plan to NSF for review.

Biological Sciences (BIO) and Geosciences (GEO) Pilot - Plans for Safe and Inclusive (SAI) Working Environments
As of Spring 2023, BIO and GEO are piloting an effort on safe and inclusive fieldwork in their core solicitations that must be included in the proposal ( n lieu of that certification by the AOR). This 2-page supplementary document must address the following four sections:

  1. a brief description of the field setting and unique challenges for the team;
  2. the steps the proposing organization will take to nurture an inclusive off-campus or off-site working environment, including processes to establish shared team definitions of roles, responsibilities, and culture, e.g., codes of conduct, trainings, mentor/mentee mechanisms and field support that might include regular check-ins, and/or developmental events; 
  3. communication processes within the off-site team and to the organization(s) that minimize singular points within the communication pathway (e.g., there should not be a single person overseeing access to a single satellite phone); and 
  4. the organizational mechanisms that will be used for reporting, responding to, and resolving issues of harassment if they arise.  

These plans will be submitted as supplemental documents and reviewed as part of the Broader Impacts merit review criterion.


Resources created/compiled by UNH Sponsored Programs Administration (SPA):

Resources and Training Opportunties

Disability and Health Promotion -- Center for Disease Control and Prevention (CDC)
Resources, statisitics, multi-media resources
Disability Impacts All of Us -- Infographic with stats re: extent and impact of diabilities

Diversity and STEM: Women, Minorities, and Persons with Disabilities -- National Center for Science and Engineering Statistics (NCSES)
2023 report with accompanying data tables and additional resources
Report       1/20/2023 Webinar

Gender Bias in Education -- American Association of University Women

Making the Invisible Visible - Understanding Intersectionality
Committee on Equal Opportunities in Science and Engineering (CEOSE)  2021-2022 Biennial Report to Congress

Women in STEM Statistics -- STEM

Research Fieldwork Safety Program
Assists researchers in creating safety plans to address safety issues associated with field research and offers new training for field scientists on prevention of interpersonal violence, bias, and harassment

Resources created/compiled by UNH Sponsored Programs Administration (SPA):

Research with Indigenous Communities
UNH Library Research Guide

UNH Diversity, Equity, Access & Inclusion
Portal for UNH's DEAI efforts

  • UNH Diversity Offerings -- More than 100 programs, initiatives and policies at UNH address diversity, equity and inclusion across numerous fields
  • Civil Rights & Equity Office -- Provides oversight of the University’s compliance efforts in regard to affirmative action, Title IX, disability laws and regulations, equal employment laws and campus initiatives aimed at creating a diverse, welcoming and equitable campus
  • Office of Community, Equity & Diversity -- Provides programs and practices grounded in anti-discrimination and anti-racism to cultivate opportunities for all to flourish
  • Aulbani J. Beauregard Center for Equity, Justice, and Freedom -- Works collaboratively with the whole UNH community to create a more inclusive, equitable, and socially just campus through education, advising, advocacy and community building
  • UNH Safe Zones -- Educational program to raise awareness of lesbian, gay, bisexual, transgender, queer, questioning, intersex, asexual, aromantic, pansexual and other (LGBTQIA+) issues and contribute to a campus climate of inclusion at UNH
  • Sexual Misconduct -- Explanation of Title IX and UNH compliance activities

UNH Institute on Disability
Builds local, state, and national capacities to respond to the needs of individuals with disabilities and their families through innovative and interdisciplinary research, academic, service, and dissemination initiatives

  • Events -- Leadership training and professional development opportunities that are progressive, culturally relevant and increasingly diverse
  • Technical Assistance & Consultation -- Evidence-based, expert professional development and technical assistance both in New Hampshire and across the country

Advancing Inclusion and Anti-Racism in the College Classroom
A course redesign tool developed by the UC Berkeley Department of Environmental Science, Policy, and Management in partnership with the UC Berkeley Center for Teaching and Learning

Best Practices for Diversity & Inclusion in STEM Ed & Research: A Guide By and For Federal Agencies
National Science and Technology Council (NSTC) report

BPCnet Resource Portal
Provides resources that may be helpful to PIs or Departments who are writing their Broadening Participation in Computing (BPC) Plans required by NSF's Directorate for Computer and Information Science and Engineering (CISE)

Creating a Gender Inclusive Research Space
NH EPSCoR BIOSENS Professional Development video of presentation by Cyndee Gruden (University of New Hampshire) and Dr. Anna Marie LaChance (University of Massachusetts at Amherst) – Recorded June 22, 2023

Disability and Health Promotion
Center for Disease Control and Prevention (CDC) resources, statistics, and multi-media resources

Diversity Resources for Organizers
A guide to creating a diverse, inclusive, and accessible conference experience

Minority Postdoc - Diversity Stakeholders
List of institutional diversity stakeholders in academia, industry, government, non-profits, etc.

People with Disabilities in the Workforce
Video from the National Center on Accessible Education Materials (AEM) about making the workplace more inclusive for people with disabilities

Resources re: language, issues, demographic studies highlighting inequities & barriers, etc. from Out to Innovate, a professional society and global community of LGBTQ+ students and professionals in science, technology, engineering, and mathematics