Add or annotate cases below. Add your own campus as a case or exemplar.
UCLA HERI -- using data to understand equity and inclusion.
UCLA’s Higher Education Research Institute (HERI), in an effort to further EDI initiatives, utilized existing metrics and surveys to measure their production and successes. In order to frame and best utilize their resources, HERI first established and identified goals, background, and problems surrounding equity and inclusivity as they relate to their institution. After framing their research, they then surveyed existing resources both in house and through other higher education institutions, identifying what data they currently possessed and what data may be useful.
By having concrete goals and identifying the problems and challenges in addressing these goals, UCLA’s HERI was able to conduct research that would measure their current progress in these efforts. Establishing frameworks based on goals, background, and problems and assessing resources available will direct research. It is important to assess where your institution is currently standing regarding your equity and diversity goals in order to assess where more efforts and resources need to be directed. Measuring-And-Benchmarking-Campus-Equity-and-Inclusion.pdf. (n.d.). Retrieved from "https://www.heri.ucla.edu/PDFs/Measuring-And-Benchmarking-Campus-Equity-and-Inclusion.pdf"
Harvard GSE 2014 report on diversity and inclusion.
Oftentimes universities already have existing offices, initiatives, and practices in place to further push and enrich the conversation of equity and diversity on campus. Creating new offices and resources may not be the best course of action for a university given their constraints (resources, funding, etc.); examining and focusing on empowering existing offices and initiatives may prove to be more beneficial.
Harvard’s Graduate School of Education launched ‘Fulfilling the Promise of Diversity’ in 2014 in an effort to extend the conversation of diversity and equity into the community. This initiative opened up dialogue that allowed HGSE to view this challenge as a deeper challenge than previously imagined. As a result, HGSE recognized the importance of ‘advancing diversity and inclusion across curriculums, classrooms, and in hiring’. The ‘Fulfilling the Promise of Diversity’ initiative has now evolved and extended into further research and other EDI initiatives and research projects such as the ‘Education Accountability Project’ and ‘Reimagining Integration Diverse and Equitable Schools (RIDES)’.
Diversity, Equity, and Inclusion. (n.d.). Retrieved June 19, 2019, from Harvard Graduate School of Education website: https://www.gse.harvard.edu/about/diversity-equity-and-inclusion1.
Inclusive Community Grants Program. (n.d.). Retrieved June 19, 2019, from Wellesley College website: "http://www.wellesley.edu/about/missionandvalues/diversityandequity/partnerships/grants"
Students are key stakeholders in EDI initiatives, but are their voices truly being heard? One of the ways to promote the student voice in creating and modifying offices, policies, and initiatives is to get them actively involved in the conversations and actions across campus. Wellesley College has a ‘Turn Ideas into Actions’ program where the college provides Inclusive Community Grants to students, faculty, and staff that create programs, events, or initiatives to promote inclusivity and diversity. This allows students an opportunity to take an active role in how the university promotes EDI initiatives and also allows students an opportunity to be a part of the generative, creative, and implementation process of policy and programs. Students can also apply for these grants with faculty and staff, creating greater communication and collaborative efforts.
Roger Williams University Faculty Peer Engagement
One of the key questions in implementing EDI initiatives is how to create a sense of ownership in the advancements of equity and diversity. Faculty and staff as well we other stakeholders have various responsibilities that take up time and effort, sometimes resulting in pushback. Faculty, staff, and other stakeholders should feel an ownership in these initiatives and that their role in advancement is making a positive change in their classrooms and on campus. Faculty, like students, learn well from their peers.
At Roger Williams University, two professors applied for funding through the Andrew W. Mellon Foundation and attended a conference on Diversity and Civility. After attending, they began to recognize the importance of faculty development and their role as being major influences on the students’ experiences on campus. Creating time and space for faculty to engage in open discussion is essential in driving EDI initiatives, as well as time and space for individual and collective reflection on issues of equity and diversity in the classroom. RWU also promotes dialogue through year-long themes around equity and diversity that extends beyond classrooms and campus into the community and greater society. This multilateral approach allows faculty, staff, and students to view the importance of dialogue and action on these issues across various landscapes.
Faculty Lead Classroom Equity Initiatives Across Campus | Roger Williams University. (n.d.). Retrieved June 19, 2019, from "https://www.rwu.edu/news/news-archive/faculty-lead-classroom-equity-initiatives-across-campus"
UMN Org chart of services.
Identifying how the various offices of both academic and student units communicate and relate will help in understanding how initiatives and policies are carried out and supported across campus. One way of doing this is to create an organizational chart. Although your institution’s offices may not have direct connections with one another, this will help in identifying and questioning the barriers that may be in place blocking communication, transparency, and flow between these units. The University of Minnesota has established an organizational chart that displays how their offices of equity and diversity relate to one another. Organizational charts help articulate how these offices relate to one another and also help show where communication could be better established. These charts provide opportunities for universities to question how they can better lower barriers and increase communication across both academic and student units.
Organizational Chart | Office for Equity and Diversity. (n.d.). Retrieved June 19, 2019, from "https://diversity.umn.edu/organizational-chart"
University of Pittsburgh.
Centralizing available resources will allow faculty, staff, and students to engage with the different offices, policies, and initiatives. It is important to allow these resources to be accessed readily, and for those viewing to see these offices, policies, and initiatives as interconnected. The University of Pittsburgh does so by not only connecting offices, but departments and schools through their diversity missions and pages.
In their effort to support and promote diversity and inclusivity, the University of Pittsburgh also provides resources that extend beyond the university and into the community. This allows members of the university opportunities to seek out additional support and service throughout their communities.
Additional University Resources | Office of Diversity & Inclusion | University of Pittsburgh. (n.d.). Retrieved June 19, 2019, from "https://www.diversity.pitt.edu/resources/additional-university-resources"
The Power of Intentionality: Cal State Fullerton’s Strategic Approach to Ensuring Equity. Cruz, J. R.
This case study details Cal State Fullerton's approach to equity through urgent mobilization, liberal education, prioritizing true high impact practices and accelerating change through concrete actions. Their goals have been to: Develop and maintain a curricular and cocurricular environment that prepares students for participation in a global society and is responsive to workforce needs, Improve student persistence, increase graduation rates university-wide, and narrow the achievement gap for underrepresented students, Recruit and retain a high-quality and diverse faculty and staff, and Increase revenue through fundraising, entrepreneurial activities, grants, and contracts. They seek to accomplish these goals through developing general education pathways and outcomes and implementing high-impact practices while focusing on student success teams and building momentum.
McCuen@aacu.org. (2016, April 21). The Power of Intentionality: Cal State Fullerton’s Strategic Approach to Ensuring Equity [Text]. Retrieved June 19, 2019, from Association of American Colleges & Universities website: "https://www.aacu.org/newsletter/2016/may/feature"
New Programs at University of Virginia Target Underserved Populations.
This article highlights two programs developed by the University of Virginia (UVa). The new programs are seeking to increase the numbers of students from low- and moderate income families. The first program focuses on affordability, providing financial support and guidance, whereas the second program aims at raising awareness of higher education in underserved communities.
Campus Models and Case Studies [Text]. (n.d.). Retrieved June 19, 2019, from Association of American Colleges & Universities website: "https://www.aacu.org/campus-model/new-programs-universityvirginia-target-underserved-populations"