CU Boulder and ODECE have worked diligently to engage the campus community in making excellence inclusive. The IDEA Council is the newly-convened group who will move forward in implementing the IDEA Plan, a cultimation of four years’ effort in readying the campus and authoring a strategic and renewing blueprint to further diversity, equity and inclusion
More information about the broader topic of faculty diversification is below:
This document offers definitions for key terms and policies to improve student success. Examples of policies include developmental courses (also known as preparatory or remedial), for students who need additional training to enable them to success in regular college-level courses, early warning systems, software that can work with course management systems to automatically raise a flag for students at risk for underperforming, and learning communities, which allow students to integrate academic material across courses so that they have “an academic place to belong.” Each of the terms and policies on this document can be implemented in a departmental plan geared to improving student success
This guide, published by the AAC&U, is designed to provide campuses with a plan to achieve equity and inclusive excellence. It provides a two-part plan that is grounded in a framework for dialogue, self-assessment, and action. The first part of the plan involves institutions committing to equity and the expansion of opportunity, and requires campus leaders to assess where they stand with this area (p. 5-6). Next, campus leaders must commit to inclusive excellence, and offer tangible measures for doing so (p. 7-10).
This chapter outlines how diverse backgrounds can influence organizational level decisions. The authors begin the chapter by providing an example of how diverse members on an academic selection committee can provide different perspectives, ultimately leading to the hiring of an exemplary candidate or a candidate that isn’t ideal. To further explicate this process, the authors present a framework for understanding the dynamics of diversity in work teams. In this framework, they identify the basic dimensions of diversity, delineate possible consequences, and describe the processes that shape the consequences of diversity. They conclude with implications of the analysis, and recognize the importance of considering organizational and societal conditions when implementing diversity related strategies.
This document introduces the Diversity Opportunity Tool (DOT), a computer driven program that uses simulations to train students, faculty, and staff to deal with overt and subtle acts of intolerance on a college campus. The tool deals with two main sources of tension among different groups: 1) inappropriate behaviors that derive from ignorance and ineptitude; and 2) behaviors that are racist in origin and manifest because it is not clear what behaviors institutions will sanction. Ultimately, the purpose of the DOT is to help change behavior of individuals in order to manifest institutional norms of acceptance of racial and ethnic differences among the members of the campus community. The document provides further information about how DOT works and how it is used in practice.
This brochure provides an overview of what it means to have a culturally inclusive environment, particularly within a university setting. Special emphasis is placed on the importance of integrating inclusivity across students and staff by centering equity into the core business of each work area. The brochure also includes a visual of primary and secondary dimensions of diversity, as well as definitions for each so that individuals working in the area of diversifying college campuses are able to do so in a way that is inclusive and beneficial to all constituents.
This article recognizes the importance of diversity and inclusion while pointing out the challenges that often arise while attempting to implement diverse and inclusive practices. These challenges are often a result of cognitive biases that prevent individuals from accurately interpreting the behavior, character, motives, and worth of people who differ from them. These habitual cognitive biases and errors can wreak havoc with an organization’s ability to create an organization’s ability to create a welcoming environment for people whose backgrounds and perspectives differ from the majority. As a result, organizations are permeated with “microinequities” which Mary T. Rowe defines as seemingly small slights, subtle insensitivities, and little daily acts of unconscious exclusion that can demoralize and often derail out-group employees. It is necessary to acknowledge these biases prior to effectively implementing organizational change.
This document outlines the process of Inclusive Excellence, as provided by the AAC&U, in which diversity and inclusion shifts from being the responsibility of one individual or committee, to being something that everyone in an organization is involved in. The document includes a toolkit with worksheets for each of the three-phases proposed in improving the practice of Inclusive Excellence: 1) assessment; 2) analysis; and 3) action.
This guide, published by the Office of Diversity and Equal Opportunity at NASA, offers detailed information about best practices related to diversity and inclusion. Included in this guide is information on demonstrating leadership commitment, attracting top talent, cultivating excellence, teamwork, and innovation, serving the American people, and advancing the STEM pipeline. Each of these areas are discussed in greater detail throughout the guide, along with a chart (p. viii) outlining the organization of practices within each area.
This article points out that college diversity is not just about having numerical representation on campus. Rather, the benefits of diversity can only be seen when diverse populations have meaningful interactions with each other. The author makes connections between colleges and the nation as a whole by stating that, “A given college may be a heterogeneous archipelago. But most of its students spend the bulk of their time on one of many homogeneous islands.” He argues that institutions are not doing enough to encourage students to interact with peers that are not like them, and that colleges are in a special position to affect change by fostering cross-cultural relationships among students. Only then can diversity be a positive influence on a college campus.
In this document, the authors offer background information on diversifying campuses, and the role of chief diversity officers in these demographic changes. Although different campuses have different titles for this position, the chief diversity officer is generally responsible for engaging matters of diversity as a matter of first-priority. In doing so, they have the responsibility for guiding efforts to conceptualize, define, assess, nurture, and cultivate diversity as an institutional and educational resource. Ultimately, understanding the role of a chief diversity officer can assist higher education institutions in successfully recruiting and retaining an individual working within this capacity.
This document provides working definitions for the following five terms:
- cultural competence
- equity (student focus)
- equity (employee focus)
A signature AAC&U initiative, Making Excellence Inclusive is designed to explore how colleges and universities can fully utilize the resources of diversity to achieve academic excellence for all students. This initiative builds upon decades of campus work to build more inclusive communities, established scholarship on diversity that has transformed disciplines, and extensive research on student learning that has altered the landscape of the academy. Over time, colleges have begun to understand that diversity, in all of its complexity, is about much more than a diversity program or having students of color on campus. Rather, incorporating diversity into campus life raises profound questions about higher education’s mission and values.
While many campus leaders agree on the need for systemic change, separate initiatives that have been insufficiently linked to the core academic mission and inadequately coordinated across different parts of the academy typify current institutional engagement with diversity. Making Excellence Inclusive aims to understand how higher education can coherently and comprehensively link its diversity, inclusion, and equity initiatives to its essential educational mission. This project will propose guidance for how institutions can use their commitment and progress to move toward cohesiveness and pervasiveness.