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Continued professional development for faculty, especially during a regularly scheduled faculty meeting to increase attendance and exposure.  Information is good, but practicing would be better.

Dovetailing the diversity statement on syllabi with faculty professional development on the topic/issues so that the statement can become real.  Also, it could be worth having faculty actually talk about the diversity statement in class to have students think about what it means and how it will be enacted.

How can we best measure forward progress?  This will take more thought—though we have some suggestions:   We have the student survey, but having focus groups with students would be really helpful and allow for an elaboration and better understanding of the data.

Have a student panel present at a faculty meeting and talk about micro aggressions (or macro aggressions) they have experienced in class or in Miller Hall.  They can talk through what happened that helped them feel more secure or what they wished would have happened.  If that makes those particular students too vulnerable, there could be a student focus group that collects this information and presents it to the faculty—that way the stories wouldn’t be personalized for the student.  The point would be to highlight the need for culturally supportive instruction (discrete examples, beyond racism/sexism/etc., would be signaling insider/outsider status through the use of acronyms and assuming shared knowledge—both of which alienate a lot of students, especially international students).

Another place to take up this would be during new faculty orientation.

Lastly we could tap into existing campus level trainings/education on these issues to further faculty professional development.

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Diversity Statement comments Table 1 (Dawn)

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Diversity Statement comments Table 1 (Dawn)

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Giving examples of what this means. What does it look like? The assumption is always race but others are issues such as disability should be included.

Civility gets overused. It’s not necessary

Like that bigotry is in the statement

What are other aspects of systemic oppression

Some thought should be given to when

In the first bullet its great to recognize but I can recognize and not do change or feel differently. So it could be recognize and value.

The action is missing a bit. I’m left with, “what’s next?”. To recognize, acknowledge, reflect, and commit, is great. So then we need to act in some way.

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Student support future work. Table 1 (Dawn)

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Student support future work. Table 1 (Dawn)

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Have a discussion in the future about the benefits and challenges of bringing in larger numbers of students vs. choosing a small number and funding them well.

Is our advising process equitable across the college? What are the expectations? What do faculty expect of advisees if they are not funded by them? When and how is authorship discussed? How many publications do we expect students to finish with.

Effective ways of helping people deal with diversity. We need much more scale and knowledge of how to deal with this in a really productive way.

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Diversity Committee-  Future work: Continue the workshops in faculty meetings and set targets for the percentage of faculty who attend identified in-depth trainings.   Perhaps, require faculty who serve on hiring committees to -  Future work:  Shared folder where students can access resources and provide suggestions (e.g. addressing classroom microaggressions).- Future work:  Provide students with an explicit sequence of steps, including whom to contact, if they have questions or concerns?  And we need an easy way to have these conversations (e.g. known office hours, how to make an appointment, etc). (Collaborate with Student Support and Advancement)

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Diversity Committee-  Future work: Continue the workshops in faculty meetings and set targets for the percentage of faculty who attend identified in-depth trainings.   Perhaps, require faculty who serve on hiring committees to -  Future work:  Shared folder where students can access resources and provide suggestions (e.g. addressing classroom microaggressions).- Future work:  Provide students with an explicit sequence of steps, including whom to contact, if they have questions or concerns?  And we need an easy way to have these conversations (e.g. known office hours, how to make an appointment, etc). (Collaborate with Student Support and Advancement)

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Diversity Committee-  Some students don’t participate in surveys because they are concerned about faculty knowing their identity and the potential repercussions

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Diversity Committee-  Some students don’t participate in surveys because they are concerned about faculty knowing their identity and the potential repercussions

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Student Support and Advancement- Future work:  Student to student mentoring?- Future work:  Provide students with an explicit sequence of steps, including whom to contact, if they have questions or concerns with advisors, faculty, other students, etc?  And we need an easy way to have these conversations (e.g. known office hours, how to make an appointment, etc).

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Student Support and Advancement- Future work:  Student to student mentoring?- Future work:  Provide students with an explicit sequence of steps, including whom to contact, if they have questions or concerns with advisors, faculty, other students, etc?  And we need an easy way to have these conversations (e.g. known office hours, how to make an appointment, etc).

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Student Support and Advancement- Does this committee also address issues of supporting undergraduates or only graduate students?- Do graduate students have the option of being paired with a mentor?

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Student Support and Advancement- Does this committee also address issues of supporting undergraduates or only graduate students?- Do graduate students have the option of being paired with a mentor?