Diversity, Equity, Inclusion, and Belonging

Tasks

Resources to address needs

• Entire community by category benchmarking best DEI practices with peer institutions

Work

• Six Categories with 165 Criteria: Diffusion innovation with Deans, Program and Center leads as sharing responsibility

Partners

• Cascading contextualizing and embedding racial/intersectional equity through existing committees

Criteria

1. Methods to recruit underrepresented minority and first generation students

2. Methods to diversify faculty

3. Methods to diversify staff and administration

4. Role of dean in Heller diversity policies

5. Multicultural branding and communication techniques used

6. How the associate dean for equity, inclusion and diversity is situated for success

Examples of priority initiatives are listed in the rest of this report.

Tasks

Resources to address needs

• Communications posted on website: Infographics on six-month strategies

Work

• See graphics.

• The Press has reached out to authors who are writing about racism and other concerns of the BIPOC community.

Partners

• Cascading contextualizing and embedding racial/intersectional equity through existing committees

Criteria

• Progress is tracked through faculty activity reports, course evaluation 3 DEI question, biennial climate surveys.

The purpose of this project is to provide resources that support instructors looking to make their course syllabi and teaching practices more inclusive. Engaging in the four stages of this project will help instructors:

• Further their understanding of how power, privilege, supremacy, oppression, and equity impacts students and their work
• Identify the areas where their syllabus can better recognize and embrace diversity Broaden the resources from which they source their reading materials
• Further develop equitable teaching and learning skills using evidence-based practices
• Devise a plan for measuring the effectiveness their syllabus project

Participating in this work will help create learning environments in which all students feel like they belong — which is in alignment with Heller’s commitment to addressing systematized racism and promoting equity, inclusion and diversity — and can make for a transformative classroom experience for both the instructor and the students.

Tasks

Resources to address needs

• Heller 21-Day Racial Equity Challenge

• Syllabus assessment tools

• Searchable syllabus collection databases

• Expert lists (databases that list relevant experts of diverse backgrounds and perspectives)

Work

1. Engage in Self-Reflection: Engage in self-reflection using the Heller 21-Day Racial Equity Challenge as a guide.

2. Transform Your Reading List: Utilize the content and tools provided to identify diverse voices.

3. Equity-minded Teaching

   1. Design transparent assignments using the TILT framework.

   2. Seek support from campus partners in the Center for Teaching and Learning for tips on implementing equitable teaching and learning practices.

   3. Include a diversity and inclusion statement on syllabi.

   4. Develop techniques for managing difficult conversations in the classroom.

4. Measure Efficacy and Formulate an Evaluation Plan: Using, for example, faculty annual reports, course evaluations, and climate surveys as a guide.

Partners

• Center for Teaching and Learning
• Library Liaisons
• Heller Office for Equity, Inclusion and Diversity
• Brandeis Office of Diversity, Equity and Inclusion

Criteria

• Course materials that reflect a diversity of thought and experience can lead to robust discussions and a deeper understanding of learning objectives. Additionally, an inclusive syllabus can enhance student learning because “when students are able to see themselves represented in course content and discussion, it signals to them that their identities (such as race, ethnicity, gender identity, sexual orientation, immigration status, and disability) are valued and respected in the classroom” [University of Utah, Developing an Inclusive Syllabus]. Characteristics of an inclusive syllabus include:

  • Heller 21-Day Racial Equity Challenge

  • Authors from protected classes Authors with credentials from various institutions

  • Readings from various sources (journals, databases, authors, etc.)

  • Content that represents a diverse set of perspectives and experiences

  • Case studies where the person at the center of the study is from a protected class

  • Concepts, theories and techniques are illustrated using a variety of identities, cultures and worldviews as examples

  • Asset-based readings that address institutional and systemic discrimination in place of, or in addition to, deficit-based readings that blame marginalized groups for the inequality they experience

  • Examples and texts that are representative of the students in the classroom

  • Books and other course materials offered at no or reduced cost

  • Collaborative language like “we” instead of “you,” and gender-inclusive language like “they” instead of “he/she”

  • Accessible content for people of all abilities (using Microsoft Accessibility Checker, for example)

  • Adversity and inclusion statement/Explicit statements about supporting an inclusive classroom

  • Explicit and transparent expectations, outcomes and assessment criteria

The purpose of this course is to engage in deep reflection and practical thinking on how to integrate racial equity into your life and career.

Tasks

Resources to address needs

• Heller 21-Day Racial Equity Challenge syllabus

Work

• Pilot 1-credit proseminar course during winter 2020-21

• Collect feedback from course participants, post course

• Share feedback across the Heller community

• Utilize participant feedback to improve course content, teaching practices, and participant satisfaction; Discuss how to offer this material (to students) in the future, and how to bring this material to faculty, researchers and staff

Partners

• Academic Program Directors

• Heller Student Services

Criteria

• All new and current Heller students, faculty, staff and researchers have engaged with the Heller 21-Day Racial Equity Challenge, as presented in the Racial Equity course syllabus

• The Heller Racial Equity course requires participation from all Heller students (either as a required foundational Heller course or as part of incoming student orientation, for example)

• Creation and implementation of additional/alternative 21-Day Challenges that are tailored address the experiences of other marginalized communities

The purpose of this guide is to ensure equitable, inclusive, and diverse recruitment of Heller staff.

Tasks

Resources to address needs

• Heller Staff Diversity Recruitment and Onboarding Procedures

Work

• COMMS: Website Complete draft of Heller Staff Recruitment and Onboarding Procedures document

• Post final version of document on Heller website

• Send email communication to all Heller staff informing them of this resource

• Progress will be marked by the number of searches using the guidance tracked through form A submission (increased staff diversity-numbers from HR self-reports)

Partners

• Heller Administration

• Heller Communications

• Heller Operations

Criteria

• Increase in diverse candidates and hires by 25% by 2025

  • Schoolwide adoption of recruitment and onboarding procedures

The purpose of this program is to connect Heller students with their peers, current students and alumni for academic, professional, personal and social support that is relevant to their needs and is culturally competent. This program can help create an inclusive and positive learning experience that supports academic performance, overall well-being and the needs of a thriving community.

Tasks

Resources to address needs

• Mentorship training

• Continuous online resources

• Regular check-in meetings

Work

• Interested students and alumni complete the Near-Peer Mentor/Mentee Information Form

• Mentorship Program committee members match students based on desired variables shared on information form

• Once matched, mentors/mentees:

  • Actively participate in program orientation and subsequent meetings

  • Attend at least one Heller school program per semester

  • Meet 1:1 throughout the semester

  • Complete program surveys and check-ins

Partners

• Heller Student Services

• Career Development Center

• Office of Alumni Relations

Criteria

• Increase in retainment of underrepresented students

• Increase in use of Heller services and resources

• Increase in alumni engagement

• Increased feelings of belongingness (as found in climate survey “satisfaction”)

• Increased reports of well-being

• Increased ratings in the area of social experiences at Heller (as reported in school climate surveys), including:

  • How satisfied have you been/were you with your overall experience at Heller

  • How satisfied have you been/were you with your own academic performance

  • How satisfied have you been/were you with your academic life

  • How satisfied have you been/were you with the resources that Heller provides/provided

  • How satisfied have you been/were you with your social life

  • How satisfied have you been/were you with your sense of community at Heller

The purpose of these workshops is to teach and practice a dialogue methodology for engaging in and navigating difficult conversations.

The goal is to build a stronger sense of community by helping to create new understandings, relationships, trust and opportunities to engage across differences.

Tasks

Resources to address needs

• Essential Partners® Race Dialogue Guide

Work

• Introduce methodology during spring 2021 module: Dialogues on Race, Religion and Justice

• Offer two additional dialogue training workshops in spring 2021

• Build out and operationalize for SY2021-22

Partners

• None

Criteria

In the classroom

Increased ratings in the following areas (as reported in course evaluations):

• Created a safe and welcoming space for all

• Created a space for respectful dialogue

• Heard from various viewpoints

• Managed conflict

Increased ratings in the area of academic experiences at Heller (as reported in school climate surveys), including:

• I feel comfortable sharing my own perspectives and experiences in class
• I or my instructors encourage students from diverse backgrounds to work together
• I or my instructors turn controversial topics into good discussions

Outside the classroom

Increased ratings in the area of social experiences at Heller (as reported in school climate surveys), including:

• I feel comfortable sharing my own perspectives and experiences with my peers/colleagues

• I am able to discuss my own background including my family, neighborhood and experiences growing up in discussion with my peers/colleagues

• During the current school year, how often have you acted/challenged others on derogatory comments?

• During the current school year, how often have you talked to a peer/colleague, student, staff or faculty member about difficult social justice issues

• I am comfortable when conflict involves strong emotions or talking about issues of diversity

• Heller community members are willing to talk about equity, injustice and group differences