FACULTY
GOAL 4: Enhance teaching and diversity. STRATEGY A: INCREASE THE IMPORTANCE OF PROVIDING DIVERSITY CONTENT IN COURSES Provide training and encourage to faculty to include diverse perspectives in their course materials and integrate DEI into the college. This approach ensures that students are educated for a diverse and global world. PRIORITY LEVEL 1 PRIORITY LEVEL 2
Provide training to create diversity content in courses
Develop Dietrich curriculum Ensure that the some of the Grand Challenge Seminars are focused around DEI issues. In addition, courses on intercultural and global learning can focus on topics that attend directly to concepts and intellectual framing of issues pertaining to diversity and inclusion. Students can be guided through capstone projects that incorporate inclusivity and diversity.
Develop a training guide for faculty on how to include diversity, equity and inclusion issues into courses. A guide could contain a list of approaches to accomplish this goal (diverse authors, data and perspectives). Workshops can be developed in collaboration with the Eberly Center.
PRIORITY LEVEL 2
PRIORITY LEVEL 3
PRIORITY LEVEL 3
Create diversity teaching awards
Annotate diversity perspectives in courses in annual reports This information can be included in the faculty annual report.
Incentivize course improvements A small fund should be established for faculty who are re-vamping their courses to enhance the focus on DEI.
Create two annual awards for Dietrich College faculty. One award will recognize an exceptional exemplar of infusing DEI into the curriculum. The other will recognize exceptional use of inclusive classroom practices.
STRATEGY B: INCREASE THE USE OF INCLUSIVE CLASSROOM PRACTICES PRIORITY LEVEL 1 PRIORITY LEVEL 1 Develop training on inclusive classroom practices Include a measure of inclusivity in faculty course evaluations
Eberly Center faculty and the Dietrich College director of diversity and inclusion can offer workshops on ways to increase inclusivity and a sense of belonging in the classroom.
We plan to add a question on faculty course evaluations to assess the instructor’s ability to create an inclusive classroom environment. Possibilities include: “The instructor was sensitive to diversity issues in the classroom, on scale of 1–5” (from the Ford Public Policy School at the University of Michigan), “Does the faculty member include multiple voices, perspectives and scholarship in their course content?” or “Does the faculty member demonstrate practices to ensure that all students’ voices are included?”
DIETRICH COLLEGE DIVERSITY, EQUITY AND INCLUSION PLAN
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