Chancellor’s Committee on Diversity, Inclusion, and Community

Draft Recommendations Rollout Spring 2016 Chancellor’s Committee onDiversity, Inclusion, and Community

GoalsTransparencySolicit FeedbackDid we miss anything?What is already working?General SuggestionsProposed OutcomesCommunity EngagementLearn & ListenConcept Refinement

Diversity, Inclusion & Community Committee Ellen Armour Greg Barz Tony Brown André Churchwell Joe Bandy Executive Chair Katie Crawford Rolanda Johnson Anjali Forber-Pratt Donna Ford Frank Dobson Dennis Dickerson Jesse Ehrenfeld William Luis Beverly Moran Co-Chair Jana Lauderdale Sankaran Mahadevan Ebony McGee Tiffany Patterson William Robinson Keivan Stassun Co-Chair Edward Wright-Rios Tiffiny Tung

DIVERSITY • Undergraduate Residential Experience • Trans-institutional Programs • Education Technologies • Healthcare Solutions

Why Diversity and Why Now? • Critical to our mission and values: excellence in scholarship, teaching, service • Address problems and questions that are ambitious, innovative, and inspiring • Address our complex and painful histories while creatively forging an inclusive future • Cultivate a vibrant, diverse, and inclusive intellectual community where those of all backgrounds feel valued and respected • Engage with diverse communities in Nashville, the nation, and around the globe to build a just and humane world

Phase 1 Phase 2 Phase 3 Planning and Organizing the Structure and Foundation September-November Town Halls January Launch of Website January Timeline Task Forces February Campus Rollout of Draft Recommendations April Draft and Revise the Formal Report May-June Final Report Submitted to Chancellor Zeppos July 1

Phase 1: Research Steering Committee Vision/Charge Where are we going? History Where have we been? Beverly Moran, Co-Chair Keivan Stassun, Co-Chair Joe Bandy, Executive Co-Chair 22 Faculty Total Ellen Armour Beverly Moran, Chair Dennis Dickerson Frank Dobson Jesse Ehrenfeld Tiffany Patterson Katie Crawford, Chair William Luis Edward Wright-Rios Analytics Where are we now? Best Practices Where do we want to be? Tony Brown Anjali Forber-Pratt Rolanda Johnson Jana Lauderdale William Robinson Keivan Stassun, Chair Joe Bandy André Churchwell Donna Ford Sankaran Mahadevan Ebony McGee Greg Melchor-Barz, Chair Tiffiny Tung

Staff Town Hall All-Student Town Halls (2) Graduate Student Town Hall Monthly Student Perspectives Group (3) Monthly Staff Advisory Council (4) Presentation to Faculty Senate Input Sessions • Diversity Task Forces (5): • What is Diversity? • Academic Freedom and Freedom of Speech • Climate and Culture • Ensuring Accountability • Salience of Race • Identity Groups Special Topics Meetings to Engage Issues of: Race/Ethnicity Class LGBTQI Women Gender Religious Minorities Disability

Phase 2: Draft recommendations Administration, Governance, and Accountability Climate & Culture Staff Anjali Forber-Pratt Gregory Melchor-Barz, Chair Beverly Moran Tiffany Patterson Donna Ford Rolanda Johnson Keivan Stassun, Chair Edward Wright-Rios Andre Churchwell Dennis Dickerson, Chair Jesse Ehrenfeld Beverly Moran Faculty & Students Teaching Community Engagement & Research Centers Jana Lauderdale Ebony McGee William Robinson, Chair Keivan Stassun Tiffiny Tung Joe Bandy, Chair Katie Crawford Tony Brown Frank Dobson Ellen Armour, Chair Joe Bandy William Luis Sankaran Mahadevan

Phase 3: April 4 – may 10 Draft recommendations rollout ____________________________________________________________ Vice Chancellors Deans Senior Leadership Student Leadership Faculty Senate Individual Schools and Colleges Student Town Halls Staff Town Halls University Staff Advisory Council Department Meetings Development and Alumni Relations

Summary Recommendations* * Final Report to include subsidiary recommendations as well

Early orientation and mentorship program for incoming students • When naming buildings, correct past wrongs, and for new names consider former students who have accomplished across diverse groups that reflect campus culture • Update the registrar system to facilitate the use of preferred names and pronouns • Provide resources for International Students to integrate into the larger community while maintaining cultural values • Unconscious bias education for all • Embrace principles of universal design across campus Culture and Climate

Diversify faculty by retaining existing faculty, growing the underrepresented faculty • Make Vanderbilt the leading producer of PhDs from underrepresented groups Faculty and Students • Make Vanderbilt a leader in a national effort to transcend the “standardized testing regime” • Provide an Experience Vanderbilt, enabling full participation in student life, and engaging all students in issues of difference and marginalization

Teaching & Curriculum

Create explicit opportunities for staff to meaningfullycontribute to the educational mission, and recognize those contributions • Enhance training, education, and clear pathways for professional and leadership development • Commit to providing all staff a living wage • Enhance shared governance • Increase representation of • underrepresented groups Staff

Increase support for existing academic and community programs/centers with a record of fostering diversity, inclusion, and community • Explore the creation of one or more major new academic and community programs/centers that • would further the goals • of fostering Vanderbilt’s • leadership and visibility • in diversity, inclusion • & community = Community Engagement &Research Centers

Data collection and analysis on salaries, climate, identity category demographics and rank Support the Deans and hold them accountable for performance on diversity goals Work with Assistant Dean for Diversity and Inclusion at School level to develop "tool kits" for deans and chairs Annual report on moving faculty through the ranks from assistant to associate to full to chaired professor Create diversity and inclusion plans through processes that are appropriate for each school/college and that are representative of staff, students, and faculty Goals and Metrics Support & Accountability CHANCELLOR PROVOST DEANS & CDO Administration, Governance, Accountability CHAIRS FACULTY STAFF STUDENTS Diversity plans made public for community input

Questions,Feedback,Suggestions?

Website Suggestion Box: https://www4.vanderbilt.edu/diversity-inclusion-community-committee/ Email Committee Co-Chairs or Executive Chair: beverly.moran@law.vanderbilt.edukeivan.stassun@vanderbilt.edu joe.bandy@vanderbilt.edu Opportunities for Further Input

Draft Recommendations Rollout Spring 2016 Chancellor’s Committee onDiversity, Inclusion, and Community

subsidiary slides to follow

Recommendation: Implement an early orientation program that addresses the key areas that often become problems for students from under-resourced high schools in the following areas: writing, study habits, time management, skill development in science if needed, math tutoring if needed, ways to cope with academic challenges and overall preparation for college life. Pairing with a Life Coach Mentor. That mentor should be trained and develop a relationship with students that respects the students’ abilities. (1) Culture and Climate

II. Recommendation: In order to better support multicultural programs that are sponsored by various organizations that contribute to understanding and education across the populations that are at Vanderbilt, create a new academic/student affairs multicultural center that would house these better-funded centers with leadership that includes the CDO (chief diversity officer) and a faculty/staff/student committee. This includes Black History Month, Cinco de Mayo, Disability Awareness Month, Pride Week, and Women’s History Month as major activities that involve faculty, administrators, students, and staff fully present and engaged. Increase the budgets by 2-3 times for Cultural Centers that sponsor the above activities. These centers include the Bishop Joseph Johnson Black Cultural Center, the K.C. Potter Center, and the Cunningham Women’s Center. Also, develop at least one program per year on racial, gender, sexual violence for several years that includes faculty, staff, and students as well as administrators.(part of 2, 9) Culture and Climate (2)

Culture and Climate III. Recommendation:When naming buildings, consider including former students who have accomplished much as well as famous people across diverse groups that reflect the campus culture. Correct past wrong doings in regards to the names of buildings that may be considered racist or problematic. Revitalize awards for students, faculty, and staff. Additionally, address reasons why such efforts to create (or recreate) such awards have been put on hold. (3 and 4) IV. Recommendation: Update the registrar system to facilitate the use of preferred names and pronouns, allowing LGBTQI students to have the option to self-identify their sexual orientation or gender identity, if they choose, in a standardized procession university forms.

Culture and Climate V. Recommendation: Though there are spaces for all religious groups on Vanderbilt’s campus, we should make sure that they are better supported, including the development of a larger inter-faith center. Each religious space needs to be made readily accessible. If not, transportation should be provided within the regular system of transportation. Also, provide truly vegetarian food for those who cannot eat meat; that means not preparing vegetarian food in spaces where meat is also prepared. This will require training and education of and oversight by dining and catering staff. (10)

Culture and Climate VI. Recommendation: Provide resources for International Students to assist them in integrating into the larger community while maintaining their cultural values. Provide support for international students to grow their multiple identities while in the U.S. and feel confident should they decide to return home and re-integrate self into home culture. This International Students Office should expand to develop programs to teach American students about international students, their countries, their cultures, and their values. (11) VII. Recommendation:Training in unconscious bias for racism and sexism for administrators, deans, faculty, search committees, admission committees, and all staff. Include all HR personnel and all orientation staff. Also include sensitivity training in regards to LGBQTI populations. Workshops, forums, and teaching programs to educate the community about all aspects of the LGBQI community and enhance understanding of diversity. Include the Potter and Women’s Centers in such training. VUPD also should be included in the training. Develop in-house with appropriate internal and outside experts and professionals to ensure training is done in a manner consistent with best research and practice. (13)

VII. Recommendation: Do due diligence and conduct background searches on any organizations potentially partnering with Vanderbilt to assess alignment with VU’s diversity and inclusion initiatives before entering into any agreements. One example brought up in the student town hall meeting is VU’s ongoing relationship with Corrections Corporation of America (CCA), which was felt should be severed. (14) Number 16 moved to accountability report. IX. Recommendation: Embrace principles of universal design across campus and be intentional about inclusion for all campus-wide events and media output. This includes bringing campus up to Americans with Disability Act and Architectural Access Board standards as outlined by the law and being a leader in regards to accessibility, including incorporation into early phases of all projects versus retrofitting. Culture and Climate

Recommendation: Diversify the Vanderbilt faculty to serve Vanderbilt's diverse undergraduate student body, increase the diversity of our graduate student body, and bring added expertise and expansion to Vanderbilt's portfolio of teaching and research scholarship, thereby enhancing our capacity for innovation, creativity, and problem solving at Vanderbilt. • Develop resources and strategies to retain the valuable yet scarce faculty from underrepresented groups, so they can serve as authentic and dedicated ambassadors for recruiting additional faculty from diverse groups. Reward faculty for contributions to inclusive excellence at Vanderbilt. Faculty and Students

Create an open, flexible, target-of-opportunity faculty diversity hiring program to grow the number of faculty from underrepresented groups in the non-clinical colleges and schools (i.e., College of Arts & Science, the School of Engineering, the Peabody College of Education, the Divinity School, the Blair School of Music, the Owen School of Management, and the Law School). Our analysis finds that this will specifically require growing the number of underrepresented minority non-clinical faculty at Vanderbilt by a total of about 200 over the next 15 years. Maximize flexibility through "cluster hiring", ensuring such hiring is happening across the ranks of Assistant, Associate and Full, perhaps connected with emerging major trans-institutional areas, and through year-round hiring. Our analysis of the national PhD pool makes clear that Vanderbilt will need to be especially aggressive in its recruiting in order to tap its "share" of the national pool. Our analysis also shows that faculty will need to be hired from among those who earn PhDs across all institutions; the pool of PhDs emerging from only the very top-ranked schools is nowhere near sufficient to supply the aggressive faculty hiring needs of Vanderbilt and its peers. Faculty and Students

Improve the faculty search process significantly and tangibly, with faculty diversity as a goal: Invigorate an aggressive, affirmative action based recruitment and search process, including through creative partnerships with national postdoctoral fellowship programs to create a robust pipeline of diverse faculty recruits; Develop a handbook on conducting fair, inclusive, effective searches; Diversify the makeup of search committees to reflect the diversity the committee wishes to hire; Implement a "Rooney Rule" -- requiring that no search may proceed if it does not include a sufficient number of candidates from underrepresented groups -- for administrative and faculty searches; Ensure prospective applicants submit Diversity Statements to assess their experience and expertise that will lead to contributions to campus diversity and community; Encourage and support the development and dissemination of Bias and Discrimination Training protocols for committees charged with hiring faculty; and Include a designee of the Chief Diversity Officer on the Promotion and Tenure Committee, and as a non-voting member of departmental tenure committees. Faculty and Students

Create a robust and meaningful faculty exchange program that links Vanderbilt with the HBCUs in Nashville for teaching- and research-based joint faculty appointments. • Reinstate the type of robust student exchange that existed in past decades between Vanderbilt and the Nashville HBCUs, including the ability to take courses at other campuses and transportation to enable meaningful participation across campuses. • Create a robust PhD-to-postdoc-to-faculty pipeline program that links Vanderbilt with HBCUs in Nashville as a unique, signature "grow our own" approach to faculty diversity. Vanderbilt should consider being a doctoral feeder institution for historically marginalized students who intend to become faculty members. If Vanderbilt were to serve as a feeder institution, it would have the opportunity to significantly increase the diverse faculty applicant pool for universities around the country, and this would be a source of significant national leadership for Vanderbilt. Faculty and Students

Create a top-flight postdoctoral future-faculty-development fellowship program to attract recent PhD graduates from underrepresented groups to Vanderbilt and/or our HBCU partners in Nashville with the goal of preparing them for faculty appointments at one or more of the Nashville partner universities including Vanderbilt. This would provide an opportunity to introduce to Vanderbilt University’s academic community postdoctoral researchers who are considering faculty careers, while enhancing their opportunities for academic careers by preparing them for possible tenure-track appointments at Vanderbilt. This would also enrich the academic environment of Vanderbilt University by providing opportunities for students and faculty to gain experience in multi-cultural, broadly diverse and inclusive work and research settings that build capacity in all their members. Faculty and Students

Create a path for non-tenure-track faculty (e.g., lecturers, professors of practice) in non-clinical colleges and schools to enter the tenure stream. Vanderbilt’s increase in non-tenure-track appointments could potentially impact the stability of the profession. Research concludes that the growth of non-tenure-track faculty erodes the size and influence of the tenured faculty and undermines the stability of the tenure system. Significant numbers of Vanderbilt’s practice faculty, who work without tenure, leave academic freedom more vulnerable to manipulation and suppression. Faculty and Students

Improve data collection and accountability on faculty hiring and retention: Benchmark against research-intensive institutions that are considered the most diverse, regardless of similarities or differences to Vanderbilt; Track the demographics of the potential applicant pool for faculty positions, keeping abreast of what happens to historically marginalized candidates, particularly if they become successes at other institutions, which might demonstrate a missed opportunity; Properly equip diversity and inclusion committees for ongoing research and advocacy; Conduct exit interviews with faculty of color who leave Vanderbilt to comprehensively address reasons for their departure. • Develop a program and policies for spousal/partner accommodations in faculty hiring. • Develop a "diversity core resource" (analogous to the bioinformatics research core) through which expert staff are available on a cost basis to departments/units who seek to develop best-practice based diversity programming/initiatives, especially for faculty hiring. Faculty and Students

Recommendation: Make Vanderbilt the leading producer of PhDs and students with professional school degrees from underrepresented groups, thus enhancing Vanderbilt's brand and reputation, and becoming a national resource for future faculty diversity across the nation. • RECRUITMENT • Position graduate admissions in each of Vanderbilt's colleges/schools to collaborate with and learn from the best practices of the Office of Undergraduate Admissions that has allowed Vanderbilt undergraduate body to achieve the levels of diversity that it has. Additionally, expand the Diversity Recruitment Office for Graduate Education (VU-EDGE), and increase collaboration with programs such as AccessStem (pairs students with disabilities with faculty mentors) and The KC Potter Center • Vanderbilt University boasts the Vanderbilt University Office for Enhancing Diversity in Graduate Education (VU-EDGE). Through this program URM students are recruited to visit Vanderbilt University and learn about the process of becoming a graduate student and researcher. This program offers students mentorship and resources to guide them through the doctoral application process, creating a pool of potential students that may not have applied otherwise. Faculty and Students

Institutionalize and scale up successful, nationally leading bridge programs through which Vanderbilt is already a leader, such as the Fisk-Vanderbilt Bridge Program, the Initiative for Maximizing Student Diversity (IMSD) program, and the Vanderbilt-Meharry Alliance. • Sustain and expand minority recruitment capacity in the Graduate School with programs such as VU-EDGE. • Develop an endowed fund for graduate student fellowships, especially rewarding programs that make demonstrable progress on creating a diverse student body in terms of race, disability, sexual orientation, and SES. • Create a summer research training program for underrepresented groups (scaled up VUSRP and with specific professional development geared to URMs and other URGs) as a "grow our own" strategy to recruiting diverse graduate students. Faculty and Students

Provide best practice training on the appropriate use of GRE scores to reduce reliance on these measures, which can lead to a severe constriction on the pool of women and minority graduate students. Adopt best practice approaches in holistic admissions as recommended by the Council of Graduate Schools. Lead the national conversation in development and adoption of holistic admissions and evaluation processes. Faculty and Students

Create a liaison between the Graduate School and the KC Potter Center to improve support for LGBTQI graduate and professional students. • Create a web link from the Grad School Diversity Initiatives web site to the KC Potter Center. • Create Graduate Fellowship for LGBTQI students, which could be administered by the Grad School in consultation with the KC Potter Center. • Provide graduate students with intellectual communities that transcend traditional departments. • Graduate students need a community of scholars to develop their intellectual potential and sense of belonging on our campus beyond their home department. This has been well achieved at places like UC Berkeley, where interdisciplinary programs and areas studies are well supported and their scholarly agendas are valued. • Create a liaison between the Graduate School and the Vanderbilt Office of Equal Opportunity, Affirmative Action, and Disability Services. • Enhance the Career Center support for graduate and professional school students. • Data tracking on who seeks support from the Career Center. • Create a Childcare Center (including emergency childcare) for graduate and professional school students. Faculty and Students

Recommendation: Make Vanderbilt a leader in a national effort to transcend the "standardized testing regime" that currently severely restricts progress on undergraduate and graduate diversity efforts. • Reduce reliance on SAT, ACT and GRE scores in undergraduate and graduate admissions • Lead a national alliance of nationally leading universities in transcending the ratings and rankings reliance on SAT/ACT and GRE scores as measures of institutional excellence. Faculty and Students

Recommendation: Enhance the undergraduate experience to improve retention and to make the Vanderbilt experience more inclusive of students from marginalized, underrepresented groups. • Conduct an analysis of retention-in-major of students from underrepresented groups in STEM majors at Vanderbilt, and implement an early research immersion program to enhance retention. • Provide evidence-based training in departments to reduce the messaging to students that suggests that success in the disciplines is based on innate abilities as opposed to sustained effort and mastery. • Provide an Experience Vanderbilt as the ongoing counterpart to Opportunity Vanderbilt, engaging Vanderbilt students in issues of marginalization, privilege, and power as an essential component of the Vanderbilt experience. Include training on "difficult conversations". In addition, create a "rapid response team" to assist students if/when difficult situations or tensions arise. Finally, Opportunity Vanderbilt should not stop at admissions; full inclusion may require providing financial aid support more holistically. Faculty and Students

Involve students in decision making more meaningfully. Students should have voting positions on a wide variety of University committees especially regarding curriculum, faculty hiring, and other aspects of Vanderbilt life. • Change the name of Confederate Memorial Hall (see also separate letter on this recommendation). Faculty and Students

Recommendation: Enhance existing successful pre-undergraduate recruitment and preparations programs. • For example, the VUMC Aspirant Program recruits qualified URMs and educationally/socioeconomically disadvantaged students, from rural areas, magnet schools, Indian reservations, and Berea College. Currently there is not a mechanism whereby we know if any of the students represent LGBTIQ. • Applications are taken each spring from high school students for a summer research internship in the biomedical sciences here at VU. It is a live on site, 6-week program working in the lab with scientists and on research projects from an interdisciplinary prospective. They also get 1-1 academic counseling for their remaining high school coursework, have Nashville outings, have Vanderbilt speakers, a stipend at the end, and start considering schools that match their interests. Justification: In order to build the program as a pipeline feeder to VU, would require additional funding as currently the program is grant funded. Cost per student for 2016 will be approximately $6,000/student. The program tries to fund approximately 15-20 qualified student/year. However with additional funding this number could perhaps be doubled. Faculty and Students

Recommendation: Assess the curriculum and faculty teaching methods. • Establish a Curriculum Review Process. Establish a curriculum review process that hold all schools, departments, and programs accountable for addressing curricular gaps in content and teaching methods. This will entail appointing a Curriculum Review Committee to implement a process through departments and colleges, one that will establish targets, gather syllabi, and assess the diversity and inclusivity of the curriculum. These data may be compared to other data collected by VIRG and other instruments to better assess how students and faculty experience departmental or school-wide curricular offerings. The CRC would then identify issues of concern in different departments and work with departments to develop comprehensive goals. This should be done on a regular 5-year timeframe. The metrics used in assessment may include those such as “diverse grounding” and “inclusive learning,” as discussed in Thomas F. Nelson Laird’s “Measuring the Diversity Inclusivity of College Courses,” or others found to be more rigorous. • Inclusion of diversity, inclusion, and community self-assessments in TRS reports. Annual Teaching, Research, and Service (TRS) reports should include diversity statements that ask faculty to evaluate their contributions to diversity, inclusion, and community, including the content, projects, and teaching methods they use. teaching

Recommendation: Develop a curriculum that reflects values of diversity, inclusion, and community • Develop a more robust curriculum on difference, inequality, and justice • Enhance the first year experience by revising Visions to address diversity, inequity, and social justice issues more thoroughly. It could be expanded to a semester-long program with several weeks designed to educate students about Vanderbilt and Nashville histories around inequality and injustice, and opportunities for engagement. It also could include opportunities for experiential learning via engagement in Edgehill, and build connections to organizations in Nashville, not least of which could be its HBCUs. • General Education requirements, such as AXLE’s Perspectives, should be reviewed and amended to include issues of difference, inequality, and social justice education • For sophomore, junior, and senior level curriculum, students could have the option to enroll in a program that would represent a merger of the Intercultural Agility Program and the Engaged Scholars Program (see QEP proposals) • Sophomore gateway course on ethics, difference, and Nashville • Equity/justice/ethics courses • Capstone experience • Modules throughout on intercultural, experiential, reflective learning • Faculty from Vanderbilt’s many graduate and professional schools should develop their own innovative curriculum on issues of difference and inequality. teaching

Support faculty in developing courses on issues of diversity, inclusion, and community • Establish a Curriculum Development Fund for Diversity and Inclusion, a fund to which faculty can apply for course development resources for courses addressing difference, inequality, equity, and justice. Courses One criterion for awards would be whether courses diversify courses within difference categories, teaching on intersectional and subgroup complexities. • Establish a Course Design Institute for these courses with the Center for Teaching in collaboration with various departments and schools to support faculty and their instructional and faculty development, to better address issues of difference, inequality, equity, and justice. • Co-Curricular Development • Develop a campus speaker series through various programs and departments with courses dedicated to issues of difference, to generate • Co-curricular service programs through the Commons and Kissam to support student/faculty engagement with community organizations, especially those historically marginalized groups. teaching

Recommendation: Support existing and new units that focus on issues of difference and inequality. • Center or Institute on Civil and Human Rights.[See Research Center/Community Engagement Recommendations] • Recommendation: Grow existing programs [See Research Center Recommendations for specific needs] • Existing programs with curricula that address difference and inequality • African American and Diaspora Studies • Arab Language Studies • Asian Studies • Islamic Studies • Jewish Studies • Latin American Studies • Latino/a Studies • Women’s and Gender Studies • The growth strategy for each program may vary, but could include added faculty (including new lecturers and/or new tenure-track joint appointments), the creation of new endowed chairs dedicated to programs as joint or full appointments expanded curriculum, new resources (for libraries, offices, travel funds…), new co-curricular events and programs, and a process whereby programs become departments. teaching

Recommendation: Develop new curricular programs currently not available • Programs that currently do not exist at Vanderbilt but might include: • Sexuality studies. Women’s and Gender Studies intends to become Gender and Sexuality Studies and with resources would develop a specific LGBTQI curriculum cross-listed throughout the disciplines. We recommend fully supporting this proposal. • Asian American Studies • Disability Studies • Native American Studies • Programs or curricula in Blair, Peabody, or Engineering? teaching

Recommendation: Support faculty development around inclusive teaching • Administrative accountability • All schools, departments, and programs will establish goals of diversity and inclusivity for their teaching, including course content and teaching methods. • Add student evaluation questions on the inclusivity of course content and teaching methods. • TRS reports could include individual contributions to and plans for diversity, inclusion, equity at VU and in service beyond the institution. • Awards in schools for teaching excellence around diversity, equity, and justice. teaching

Recommendation: Professional development resources. Support the CFT with additional staff, graduate student, and event funding to have consulting, workshops, learning communities, and faculty fellows on diversity/inclusion topics. • Senior Staff (2) and Graduate Teaching Fellows (2) • Course Design Institute for faculty developing courses addressing issues of difference, inequality, power. This includes $500 stipends for 10 faculty per year. • CFT Fellowships on Teaching, Difference, and Power • $2000 stipends for 8-10 faculty per year, tenure track and non-tenure track • Fellows engage in a curriculum on various aspects of difference and teaching • Fellows design and provide workshops, teaching guides, or other resources for faculty on specific topics • Workshop topics include, among other issues: • Implicit Bias and Teaching • High-Impact Collaborative Teaching Methods • Critical Pedagogies • Reducing Stereotype Threat and Macroaggressions • Difference and Power in Mentoring Graduate Students • Engaging in Difficult Dialogues • Best Practices across the Disciplines for Teaching Issues of Difference • Accommodating and Supporting Students with Disabilities • Supporting Faculty from Historically Underrepresented Groups • Teaching International Students teaching

Recommendation: Develop a coordinated endeavor for intercultural abilities and inclusive teaching/learning. • Currently, a variety of offices support students, staff, and faculty with educational opportunities (e.g., workshops) on diversity and inclusion, including the Psychological and Counseling Center, KC Potter Center, the Cuninggim Women's Center, EAD, etcetera. To ensure these efforts meet the needs of the institutional change effectively will require them to have a clear division of responsibilities, open lines of communication, collaboration processes, and sufficient resources. The Chief Diversity Officer is the administrator to facilitate this collaboration towards best practices. The CDO office can also take over the work of these centers addressing administrative concerns and bureaucratic issues, leaving the centers to do the co-curricular work of improving campus culture and climate. teaching

Chancellor’s Committee on Diversity, Inclusion, and Community