Inclusion Plan Resources

Inclusion is a core NASA value as described in the NASA policy statement on Diversity, Equity, Inclusion, and Accessibility (DEIA). Additionally, Strategy 4.1 of “Science 2020-2024: A Vision for Scientific Excellence” states that NASA should “Increase the diversity of thought and backgrounds represented across the entire SMD portfolio through a more inclusive environment.” In keeping with this core value, some NASA Research Opportunities in Space and Earth Sciences (ROSES) programs are piloting the addition of a required Inclusion Plan.

Below are resources to support writing, revision, and implementation of Inclusion Plans. This includes NASA’s definitions of DEIA, materials supporting required elements of a plan, and other resources to facilitate realization of a successful plan.

In a continuation and extension of our ROSES inclusion plan pilot study, ROSES-2023 takes a more uniform and consistent approach to inclusion plan requirements. By the time final text for all of the opportunities are released, we anticipate that more than a dozen program elements in ROSES-2023 will require a 2-page "Inclusion Plan". For more information, please see Section IV(e)ii of the ROSES-2023 Summary of Solicitation for more information.

This page is a work in progress. Please check back for further updates.


IDEA definitions

  • NASA defines inclusion as “the full participation, belonging, and contribution of organizations and individuals.” 
  • NASA defines diversity as “the entire universe of differences and similarities.”
  • NASA defines equity as “the consistent and systematic fair, just, and impartial treatment of all individuals, including individuals who belong to underserved communities that have been denied such treatment.”
  • NASA defines accessibility as “the design, construction, development, and maintenance of facilities, information and communication technology, programs, and services so that all people, including people with disabilities, can fully and independently use them.”

Challenges to Inclusive working environment

  • This article highlights the importance of Inclusion in STEM research and educational settings and present useful argument of why “Diversity” alone is not enough to create a safe and inclusive environment that enables every members of the lab/research group to thrive.
  • “Minority Serving Institutions: America's Underutilized Resource for Strengthening the STEM Workforce” (2019). This report highlights the challenges and possible solution to the creation of an inclusive workforce in STEM fields. Source:
  • “Decades of systemic racial disparities in funding rates at the National Science Foundation”. This report presents decades of data on the disparities in funding from NSF STEM programs. It also highlights the importance of a more inclusive work culture that may help minimize these gaps at the receiving ends of the funding pipeline. Source:
  • AIP Task Force to Elevate African American Representation in Undergraduate Physics and Astronomy (TEAM-UP) 2020 report: this report analyzes many barriers undergraduate students face in their career with special attention to the structural and persistent barriers that exist also in department, institutions and research groups. Source:

Best practices


Team dynamics/safety



  • The Inclusion Plan Best Practices Workshop, held Nov. 1-2, 2022, was hosted by NASA SMD with the goal of providing proposers with some background and tools needed to be active participants in creating and maintaining inclusive work environments. Topics included common barriers to inclusive working environments, psychological safety, understanding the distinction between inclusion, diversity, equity, accessibility, and more. Recordings and slides are available at


  • UC Berkeley Othering and Belonging Institute: the website offers several resources and training focused on Inclusion (as well as Diversity and Equity) within the academic, research and social settings. Source:
  • National Research Mentoring Network offer mentoring workshops at different levels (undergraduate, graduates, and postdocs/faculty). Source:

Professional societies

  • content coming soon

Frequently asked questions

  • content coming soon

Please contact Dr. Amanda Nahm should you have any questions or have suggestions for resources to be added to this page.

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