Charge: The Committee on Equity, Diversity, and Inclusion shall support and promote equality of opportunity and a healthy campus climate, with a focus on the areas the Faculty Senate oversees. The primary roles of the committee are:

1. to present recommendations to the Senate, the Senate’s committees, and the administration in order to:
   • promote activities that encourage a balanced and multi-pronged approach to the reduction of barriers to equity, diversity, and inclusion in hiring, support, mentoring, retention, and advancement, and
   • increase access to leadership positions for faculty from underrepresented and marginalized groups;
2. to encourage inclusive training and learning opportunities across campus that focus upon the experiences and perspectives of people from underrepresented and marginalized groups in order to transform and improve teaching, curriculum, and instruction;
3. to promote support for faculty in areas of global engagement and cultural competency, and to encourage a sustained investment of deeper understanding of systems of inequality and power, both historical and ongoing;
4. to seek feedback actively about the experience of faculty from underrepresented and marginalized groups and respond appropriately to concerns or opportunities brought to the Committee’s attention; and
5. to communicate the Committee’s areas of engagement to other committees and councils and collaborate with them on projects of mutual concern.

Membership: One (1) Voting Member of General Faculty appointed by each electoral division; two (2) Voting Members of the General Faculty recommended by the chair of the Committee and appointed by the Chair of the Senate; plus one (1) Senator appointed by the Chair of the Senate. Nonvoting: Chair of the Chancellor’s Advisory Committee for Equity, Diversity, and Inclusive Excellence; the Director of the Office of Intercultural Engagement; the Director of the University Teaching and Learning Commons; and the Provost or appointed representative.

FSEDI-2021-2022-Annual-Faculty-Senate-Committee-Report-Anthony-Taylor.docx

Faculty Senate Committees Annual Report Archive

Equity Diversity & Inclusion at UNCG: diversity-inclusion.uncg.edu

DIVERSITY AND INCLUSIVE EXCELLENCE

• Diversity and Inclusive Excellence, Association of American Colleges and Universities.
  Reviews AACU initiatives and publications that focus on the advancement of diversity and equity in higher education, and the best educational practices for an increasingly diverse population.
• Toward a Model of Inclusive Excellence and Change in Post-secondary Institutions,
  D. A. Williams, J. Berger, & S. McClendon, ACCU (2005). Presents a framework for comprehensive organizational change to achieve Inclusive Excellence, and a re-framing of perspectives on diversity and quality.
• Full Participation: Building the Architecture for Diversity and Public Engagement in Higher Education
  Sturm, S., Eatman, T., Saltmarsh, J., & Bush, A. (2011). Full participation: Building the architecture for diversity and public engagement in higher education (White paper). Columbia University Law School: Center for Institutional and Social Change.
• Advancing Workplace Equity in Higher Education.
  Sturm, Susan P., The architecture of inclusion: Advancing workplace equity in higher education. Harvard Journal of Law & Gender, Vol. 29, No. 2, June 2006; Columbia Public Law Research Paper No. 06-114. This paper advances a framework and a methodology for building inclusive institutions within higher education and sustaining these practices. Uses NSF ADVANCE as a case study.
• Campus Climate for Gay, Lesbian, and Transgender People: A National Perspective.
  National LGBTA Task Force, a national study of faculty, students, staff, and administrators perspectives on “their personal campus experiences as members of the GLBT community, their perception of the climate for GLBT members of the academic community, and their perceptions of institutional actions, including administrative policies and academic initiatives regarding GLBT issues and concerns on campus.”

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INCLUSIVE TEACHING AND PEDAGOGY

• Feminist Pedagogy.
  Overview of what is feminist pedagogy, and includes citations for application in varied disciplines, Gender and Education Association.
• Creating Inclusive College Classrooms.
  Center for Teaching and Learning, University of Michigan.
• Is Diversity Relevant to What I Teach?
  Includes short examples from Biology, Statistics, Math, Business, Communications, and Engineering about integrating issues related to diversity, Diversity Digest.
• Cultural Competency for Social Justice.
  Blog post (Diane Goodman), ACPA Commission of Social Justice Educations.
• Interrupting Heteronormativity.
  Farrell, Kathleen; Gupta, Nisha; and Queen, Mary, “Interrupting Heteronormativity: Lesbian, Gay, Bisexual, and Transgender Pedagogy and Responsible Teaching at Syracuse University” (2004). Book 14.

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FACULTY DIVERSITY: RECRUITMENT AND DEVELOPMENT

• Handbook for Faculty Searches and Hiring.
  University of Michigan, ADVANCE Program
• Best Practices for Diversity and Inclusiveness in Faculty Hiring
  UNCG College of Arts & Sciences Diversity Initiatives
• Resources of Faculty Diversity, Recruitment, and Retention. University of Washington.
  References for a range of publications with attention to race/ethnicity, gender, and sexuality.
• Strategies for Successfully Recruiting Minority Faculty. Virgina Commonwealth University.
  Strategies begin with preparation before the search, developing position announcements, and understanding what attracts candidates to your position.
• Accommodating Faculty with Disabilities.
  American Association of University Professors report on accommodating disabilities among faculty members.
• Disability.gov is the federal government website for people with disabilities, their families, friends and the organizations that serve them.

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ASSESSMENT

• Self-Assessments. National Center for Cultural Competence,
  George Washington University. A compilation of links to on-line self-assessment tools with a focus on cultural competences and service delivery with children, youth, and families; and educational settings and health and health disparities.
• Implicit Association Test.
  The Implicit Association Test (IAT) measures attitudes and beliefs that people may be unwilling or unable to report. The IAT may be especially interesting if it shows that you have an implicit attitude that you did not know about. For example, you may believe that women and men should be equally associated with science, but your automatic associations could show that you (like many others) associate men with science more than you associate women with science.

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