Recently, the dean of a university business school asked me to write a diversity statement as part of an application for a teaching position. I asked him what goes in a diversity statement; he didn’t have an answer, and I didn’t apply.

On the other hand, Kizilcec and Saltarelli do have an answer, at least in part. In a nutshell, focus on the experience of students at the virtual classroom door, so to speak, and “nudge” them inside [1].

This paper presents the results of a field experiment to increase enrollment of students in massive open online courses (MOOCs) from four underrepresented populations by placing a concise diversity statement and graphic on the enrollment pages for courses. Can a diversity statement increase diversity in MOOCs? That is to say, can it increase enrollments from diverse and underrepresented populations? Yes, it can, according to this research, for MOOC students of lower socioeconomic status (SES). Women? No. Older people? No. People in less-developed countries? No.

As a former retailer, these findings reminded me of the “last mile” challenge in (online) retail to get shoppers to choose a product [2]. The paper showcases a meticulous research design and concludes with a comprehensive list of 68 references.

As an educator, I have used nudges for retention and completion for individual students, but have pondered what to do for “shop and drop” students who start and withdraw within the first week. An inclusive welcome statement may be part of the answer.

Researchers interested in hearing more about Saltarelli’s critical thinking and design thinking for inclusive and welcoming online learning experiences are referred to [3]. An introduction to Kizilcec’s Future of Learning lab can be found online (http://learning.cis.cornell.edu/). Practitioners curious about inclusion in organizations--the next door after education--should see [4].

Now I know what to write in my diversity statement for the dean.