Summary of Vision and Goals

Vision Statement 1 > Who is in the room: Staff represent and engage with a broad range of backgrounds, perspectives, ways of seeing and knowing the world.

• Goal 1: Create new policies for hiring staff and student employees that (a) value energy-relevant experiences and knowledge from across multiple disciplines, (b) advertise position openings to broad networks, (c) consider the possibility of remote work, and (d) confer with students, faculty, and staff on how our hiring processes could improve.

Vision statement 2 > The experience of being in the room: Ours is an organization where all staff are valued, supported, and have a voice, and where different ways of seeing the world are encouraged.

• Goal 1: Identify and provide an easily accessible pathway to resources for support and retention of staff members who identify with underrepresented groups.
• Goal 2: Create and set policies for team calls/meetings that encourage equitable sharing of space and generate dialogue that doesn't make assumptions about staff members' beliefs.

Vision statement 1 > Who is in the room: Irving Institute educational programs are welcoming of and accessible to students of all class years, ages, social, economic, and cultural backgrounds, areas of academic study, previous experience with energy, and other relevant experience and identities.

• Goal 1: Develop a system of financial aid for any cost-bearing undergraduate educational programs that is generous, biased toward students' claimed need, and non-judgmental.
• Goal 2: (Education assessment rubric, part 1 of 3) Develop a rubric for evaluating our educational programs that identifies potential barriers to application and full engagement, including level of energy experience, physical and emotional safety, disability/accessibility needs, and need for support before and during the program. Use this rubric when deciding which new programs to implement and how they will be implemented.

Vision statement 2 > Who is speaking: Irving Institute educational programs value and provide a platform for stakeholders from all corners of the energy landscape.

• Goal 1: (Education assessment rubric, part 2 of 3) Develop a rubric for evaluating the extent to which our educational programs provide a platform for a wide variety of stakeholders involved in a given energy landscape to share knowledge. This rubric will prioritize inclusion of broad voices, challenge assumptions about who is an "expert," and compensate partners equitably. Use this metric when deciding which new programs to implement and how they will be implemented.

Vision statement 3 > What content is being shared: Irving Institute educational programs address historic and ongoing intersections between energy systems and racism, colonialism, imperialism, classism, sexism, and other relevant systems of oppression.

• Goal 1: (Education assessment rubric, part 3 of 3) Develop a rubric to assess the portfolio of educational programs, ensuring that the content of each program recognizes societal inequities relevant to the topics covered in that program, and that across our portfolio, a wide variety of "energy AND ___" societal inequity issues are addressed. Ensure that the degree of evaluation of social inequity in each program is appropriate to the content, structure, and medium of the program. Use this rubric when deciding which new programs to implement and how they will be implemented.

Vision statement 1 > Who is the research for: Institute-supported research is interdisciplinary and stakeholder-driven.

• Goal 1: Develop a rubric to evaluate the consideration of the needs of marginalized stakeholders in research projects. Use this rubric as a factor in research funding decisions and in review of early stage project selection and planning.

Vision statement 2 > What is the research about: The Institute research portfolio includes projects that address historic and ongoing intersections between energy systems and racism, colonialism, imperialism, classism, sexism, and other relevant systems of oppression.

• Goal 1: Do an annual review of proposed research projects, funded projects, and research collaborations to evaluate the extent to which our research portfolio addresses systems of oppression.
• Goal 2: Using the annual review (above), set annual goals to expand the portfolio's engagement with systemic inequities.

Vision statement 3 > Who does the research: Participation in Institute research initiatives is open and accessible to students, faculty, and other researchers from a wide range of social, economic, and cultural backgrounds, areas of academic study, previous experience with energy, and other relevant experience and identities.

• Goal 1: When selecting research projects to fund, evaluate the diversity of experience, identity, and background of candidates in the pool. Value multiple and diverse forms of knowledge and expertise in evaluating experience and methodological backgrounds of potential researchers.

Vision statement 1 > Event content: Across the portfolio of Institute conferences, public talks, and other events, there are opportunities for people of all ages and identities, social, economic, and cultural backgrounds, areas of academic study, and previous experience with energy to engage with Institute programming.

• Goal 1: (Engagement assessment rubric, part 1 of 2) Develop a rubric for evaluating our public events that ensures that each academic term, the slate of public events is planned so that there is a diversity of topics, and audiences.

Vision statement 2 > Disability accessibility: All events and communications are accessible to people with disabilities.

• Goal 1: All public events are held in ADA-compliant buildings on or off-campus. Advocate that ADA compliance information is easily available on the College space reservation site.
• Goal 2: All videos that are posted to our website are captioned.
• Goal 3: Advocate for College-level guidance on ensuring that all public events that are not recorded have an ASL interpreter available for simultaneous interpretation.
• Goal 4: All web materials are WCAG 2.1 AA compliant and therefore usable with assistive readings software and attentive to color-blind palette choices and all images distributed via social media and email include alt-text.

Vision statement 3 > Who is speaking: Irving Institute conferences, public talks, and other events value and provide a platform for stakeholders from all corners of the energy landscape, including individuals who are not traditionally seen as "experts" or have less social power relative to other stakeholders.

• Goal 1: (Engagement assessment rubric, part 2 of 2) Develop a rubric for evaluating our public events that assesses the extent to which our public events provide a platform for a wide variety of stakeholders involved in a given energy landscape to share knowledge. This rubric will help us prioritize inclusion of broad voices, challenge assumptions about who is an "expert," and ensure we compensate speakers equitably.

Vision statement 4 > Advertising: In advertising our programs, Institute communications seeks to reach new and broader communities within and beyond Dartmouth. We do this by meeting people where they are, advertising to the widest possible audience, recognizing cultural differences, and being transparent about the purpose of our events and who is welcome.

• Goal 1: Investigate new channels for distributing event advertising and developing new communication partnerships; advertise in a targeted manner to 30% more channels than in 2020-2021.
• Goal 2: Use the two-part rubric (under Vision statements #1 and #3) to evaluate our digital communications, including digital advertising, our website, etc.

Vision statement 5 > Relationships: The Irving Institute seeks to build and sustain productive and mutually rewarding relationships with a wide range of Dartmouth faculty, staff, departments, centers, and institutes. This relationship-building is focused on learning about different constituencies and incorporating a broad set of voices in Institute programming. It seeks to create equitable and collaborative partnerships.

• Goal 1: The Irving Institute fosters dialogue within our team, among our close partners, and within the larger Dartmouth centers/institutes community about what respectful and co-beneficial partnership means. The Irving Institute develops internal policies and practices that guide our approach to equitable and ethical partnership within and beyond Dartmouth.
• Goal 2: The Institute expands our circle of close-knit "sounding board" partners beyond the Office of Sustainability, the Thayer School of Engineering, and the Revers Center for Energy at Tuck Business School, adding three more groups to our "kitchen cabinet," and partnering with these new groups regularly on projects, programs, formal and informal feedback.

Vision statement 1 > Advisory Board participation: Participation in the Institute Advisory Board is accessible to people with broad geographic locations, professional and personal responsibilities, economic resources, energy sector experience, and other relevant factors.

• Goal 1: Work with the Advisory Board Chair and members to develop policies that promote participation of Advisory Board members with varying needs and backgrounds.
• Goal 2: Cultivate environment of collegiality among board members and between board members and Institute staff; ensure equity of voice and speaking time.

Vision statement 2 > Advisory Board membership: Irving Institute Advisory Board members represent and engage with a broad range of age, social, economic, and cultural backgrounds, relationships to energy systems, academic and professional experiences, and other relevant experiences and identities.

• Goal 1: Work with the Advisory Board Chair and membership and with Dartmouth leadership to broaden the range of perspectives and experiences when adding new board members. For example, seek representation from people whose work focuses on "energy AND ___" issues such as public health, indigenous self-determination, and rural poverty.

Vision statement 1 > What we buy: Whenever possible, the Irving Institute purchases goods and services from vendors that pay employees fair wages, work to minimize their environmental impact, are socially responsible, and are owned by economically disadvantaged groups, including women, people of color, and/or military veterans. For maximum impact and viability, we will seek to foster this policy change through advocacy at the level of the Dartmouth administration.

• Goal 1: With internal Dartmouth partners, the Institute will advocate for the Dartmouth administration to develop institution-wide procurement practices that are in alignment with the above vision.
• Goal 2: Explore avenues for accomplishing the above goal, including the ENVS 50 class project, hiring student interns, and direct advocacy through the Dartmouth Centers Forum (DCF) and/or the EVP and Provost's offices. Document and share findings with relevant partners in furtherance of the above goal.