2021 State of Diversity Panel
The State of Diversity 2021 featured several diversity leaders across the nation in a panel conversation designed to educate and inform campus on pressing diversity issues and perspectives on building equity across institutions of higher learning.
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[00:00:06.960]So, thank you all so much again for joining us.
[00:00:09.830]We are now entering in our second half
[00:00:12.270]of State of Diversity 2021,
[00:00:14.900]and I would like to now introduce our panelists.
[00:00:18.760]The session will be led by our Vice Chancellor
[00:00:21.330]in a conversation on diversity,
[00:00:22.610]equity, inclusion across universities,
[00:00:25.230]and especially ways that it can help to shape
[00:00:26.870]the work that we do here at Nebraska.
[00:00:29.180]But before I begin, I will say that we will have
[00:00:31.660]a session or a section here where we will have
[00:00:34.400]an opening for people in our audience
[00:00:36.680]that's here with us live,
[00:00:37.840]but also if you're with us virtually to submit questions
[00:00:40.670]via the chat feature.
[00:00:43.730]Just a note, we may not be able to get
[00:00:45.400]to all of your questions.
[00:00:47.200]We try to frame these in a way
[00:00:48.650]that we solicit it beforehand.
[00:00:50.784]We'll try our best to get to questions,
[00:00:52.630]but we are trying to allocate some time today
[00:00:55.980]so we can get to some of the panelists' questions
[00:00:58.190]for our audience as well.
[00:00:59.600]So with that being said, let me introduce our panelists.
[00:01:03.350]So we have with us today four leaders
[00:01:06.440]across universities across the nation.
[00:01:09.090]Our first panelist is Dr. Amer Ahmed.
[00:01:11.950]He currently serves as Vice Provost
[00:01:14.150]for Diversity, Equity and Inclusion in Faculty
[00:01:17.220]in the Higher Education and Student Affairs Administration
[00:01:20.310]program in the College of Education and Social Services
[00:01:23.545]at the University of Vermont.
[00:01:26.040]He has keynoted prominent conferences,
[00:01:27.970]including the National Conference on Race and Ethnicity,
[00:01:30.590]also known as NCORE, White Privilege Conference
[00:01:34.040]and the Society for Intercultural Education,
[00:01:38.590]Our next panelist, Dr. Allison Davis-White Eyes,
[00:01:41.800]currently serves as the Vice-President
[00:01:43.740]of Diversity, Equity and Inclusion
[00:01:46.010]as well as Associate Faculty in Leadership Studies
[00:01:48.330]at Fielding Graduate University.
[00:01:50.820]Dr. Davis-White Eyes has over 30 years
[00:01:53.170]of higher education experience that includes
[00:01:55.030]admissions, academic advising, international education
[00:01:58.950]and indigenous sovereignty.
[00:02:03.420]Our next panelist, Dr. Georgina Dodge,
[00:02:05.860]was appointed the Inaugural Vice President
[00:02:07.680]for Diversity and Inclusion
[00:02:09.320]at the University of Maryland in June, 2019.
[00:02:12.500]Her teaching has included courses
[00:02:14.020]in multi-racial and women's literatures,
[00:02:16.190]and she later became the Director
[00:02:17.430]of the Department of African American
[00:02:18.990]and African Studies Community Extension Center.
[00:02:23.190]Our final panelist is Antonio Farias.
[00:02:26.310]He serves as the Vice Chancellor
[00:02:27.570]for Diversity, Equity and Inclusion,
[00:02:29.580]responsible for driving and developing initiatives
[00:02:32.170]that build on and advance CU Denver's
[00:02:35.760]commitment to equity and justice.
[00:02:37.830]Vice Chancellor Farias joined CU Denver
[00:02:40.280]from the University of Florida,
[00:02:41.930]where he served as its Inaugural Chief Diversity Officer
[00:02:44.660]and Senior Advisor to the President.
[00:02:47.150]Again, leading this discussion will be
[00:02:49.130]our Vice Chancellor, Marco Barker.
[00:03:00.970]So first let me offer my warm regards
[00:03:04.680]to those of you who have stayed on
[00:03:07.180]for our State of Diversity,
[00:03:08.400]and then for those of you who are just joining us
[00:03:11.540]for this portion of the segment
[00:03:13.440]or the segment of the experience,
[00:03:15.350]please welcome on my behalf of being here today.
[00:03:20.330]I am just so thrilled to be able to be joining my colleagues
[00:03:25.000]on the conversation.
[00:03:26.500]We've had a chance to talk prior to today
[00:03:28.720]and had a chance to relive and reflect
[00:03:33.120]on what a year we've had.
[00:03:36.950]This particular State of Diversity conversation,
[00:03:39.310]as I was thinking about what might be the most salient
[00:03:43.780]for our conversation today,
[00:03:44.930]I thought about what our past year has looked like
[00:03:48.320]and having this particular focus,
[00:03:51.410]this notion of equity sort of stood out for me
[00:03:53.730]and particularly how there is now greater attention
[00:03:57.020]on racial equity.
[00:03:58.520]And if we think about racial equity
[00:04:00.047]and how that might be able to lead to inclusive practices,
[00:04:05.330]that can absolutely address other forms
[00:04:07.490]of inequity and oppression.
[00:04:09.660]And so for today's panel,
[00:04:12.110]we're gonna be talking about equity
[00:04:13.397]and sort of expounding on that.
[00:04:15.150]As Dr. Friday had mentioned,
[00:04:16.330]we hope that you are formulating questions
[00:04:18.410]for our esteemed panel.
[00:04:19.830]And I know that I appreciate
[00:04:22.570]their perspective and expertise,
[00:04:24.570]and I know that you will as well.
[00:04:26.870]So hello, colleagues, how are you doing?
Good morning, Dr. Barker.
[00:04:38.130]How are you doing?
[00:04:38.963]Yes, you're in Lincoln.
[00:04:41.170]I hate that you're not here in person,
[00:04:42.930]but we know that we are having to be cautious.
[00:04:46.110]And so I'm glad that everyone's doing
[00:04:49.600]fine this afternoon.
[00:04:52.390]So we're gonna dive right in.
[00:04:54.240]So I suspect like many of you at UNL,
[00:04:59.040]we began utilizing an Inclusive Excellence Framework
[00:05:01.990]when we started thinking about how we do this work
[00:05:04.350]typically called Diversity, Equity and Inclusion.
[00:05:07.600]And we thought about Inclusive Excellence
[00:05:09.830]as a way to really create an inclusive
[00:05:13.930]and equitable workplace learning environment
[00:05:16.230]and living place for our students.
[00:05:19.960]I'm very curious,
[00:05:21.340]and you can share what frameworks you are using
[00:05:24.670]at your institutions.
[00:05:26.690]And then how has your framework shifted?
[00:05:30.020]Again, I mentioned before last year
[00:05:32.480]with this greater call for racial equity,
[00:05:34.250]we started thinking more about,
[00:05:35.920]does the Inclusive Excellence Framework work for us
[00:05:38.080]and how might it look different?
[00:05:39.990]So I'm just very curious about your frameworks
[00:05:42.170]and have they evolved?
[00:05:43.360]Have they shifted?
[00:05:44.400]Are they re-imagined?
[00:05:45.640]And maybe we'll start with Georgina.
[00:05:52.333]First, let me say it is a pleasure to be here
[00:05:54.560]with all of you.
[00:05:55.420]I'm delighted that you were able to join us today.
[00:05:58.420]And I am coming to you from the University of Maryland Park,
[00:06:02.800]University of Maryland College Park,
[00:06:04.490]let me say that correctly,
[00:06:05.810]which is located on the ancestral lands
[00:06:08.920]of the Piscataway people
[00:06:10.620]as well as the site of a former plantation.
[00:06:15.550]So equity is a huge word.
[00:06:18.130]It's a huge word. (laughs)
[00:06:19.640]And I don't want to pretend that we're all using
[00:06:22.710]the same vocabulary.
[00:06:24.430]So I do want to make a brief distinction
[00:06:26.750]between the concept of equity and equality.
[00:06:29.950]And many of you have probably seen
[00:06:31.840]what is a well-known graphic that shows
[00:06:34.280]the three people looking over the fence at the baseball game
[00:06:37.890]and being given equal boxes that allow a couple of them
[00:06:42.830]to see over the fence,
[00:06:43.950]but the one who has the least height
[00:06:46.210]is not able to see over the fence.
[00:06:48.160]So equity is giving people what they need
[00:06:51.420]in order to succeed.
[00:06:53.520]And that's an important difference from equality
[00:06:56.400]which is giving everyone equal treatment.
[00:06:59.740]So I just wanted to make that distinction
[00:07:01.220]to ensure we're on the same page from the outset.
[00:07:04.180]At the University of Maryland,
[00:07:05.860]we have been using a similar framework
[00:07:07.760]of Inclusive Excellence.
[00:07:09.270]And one of the shifts that we are seeing happen
[00:07:11.830]is more of an emphasis on inclusion.
[00:07:15.900]We're realizing how important it is
[00:07:17.950]for people to feel included.
[00:07:20.010]And there is so much research indicating
[00:07:23.220]that feeling excluded actually has physical impact
[00:07:27.960]on individuals and communities that can cause some,
[00:07:32.820]a great deal of neurological harm.
[00:07:34.860]And so we're really focusing on developing programs
that focus on inclusion,
[00:07:40.630]and I can talk more about one of those later.
[00:07:43.160]But another thing that we have seen shifted
[00:07:45.890]after everything we've gone through,
[00:07:47.770]through COVID, through anti-racism movements,
[00:07:54.120]that have been ongoing for many, many years,
[00:07:56.050]I don't want to pretend that they just started last summer,
[00:07:58.440]Goodness knows, is this emphasis on,
[00:08:02.510]even as we are focusing on EDI,
[00:08:04.460]Equity, Diversity and Inclusion,
[00:08:06.710]more of a focus on what's being referred to as JEDI.
[00:08:10.020]Which is justice, equity, diversity and inclusion.
[00:08:14.640]And I think that justice is a somewhat tricky word.
[00:08:17.650]I'm not going to define it
[00:08:18.900]because I think that it holds different meaning
[00:08:21.290]for different peoples and communities.
[00:08:24.150]But I think it's an important concept
[00:08:25.900]that we need to embrace,
[00:08:27.600]even as we're looking at how we can strive toward equity.
[00:08:32.250]And I also just want to add in conclusion here
[00:08:35.710]that equity is tricky.
[00:08:37.620]Equity is tricky.
[00:08:38.840]When we actually talk about giving each individual
[00:08:42.590]or community what is needed for success,
[00:08:45.780]that really calls into some question
[00:08:48.240]how assets are distributed.
[00:08:50.690]And we know that can be very challenging
[00:08:52.580]because what that is calling for is change.
[00:08:55.600]And Dr. Barker, I love it when you talked earlier
[00:08:58.410]about moving the bar,
[00:09:00.180]and how do we do the work differently?
[00:09:02.440]I think that's a critically important question.
[00:09:05.030]How do we do the work differently?
[00:09:07.010]And to add to that question,
[00:09:08.730]how do we do it differently in the face
[00:09:11.340]of resistance to change?
[00:09:15.170]No, that's great, Georgina.
[00:09:17.770]I'm really curious, Amer, you are relatively new to Vermont,
[00:09:23.160]so I'm very interested in sort of what was
[00:09:25.580]the framework that was there,
[00:09:27.690]I guess when you got there?
[00:09:29.390]Have you introduced something different,
[00:09:30.830]and has that even changed?
[00:09:33.500]Yeah. Thank you.
[00:09:34.333]And I want to acknowledge that the University of Vermont
[00:09:37.200]is on the ancestral land of the Abenaki people
[00:09:39.870]and we seek to be good stewards of the land
[00:09:43.530]and respect the Abenaki peoples stewardship of the land.
[00:09:50.000]An Inclusive Excellence Framework has been used
[00:09:52.470]at University of Vermont prior to my arrival.
[00:09:55.700]I think the major challenge has been
[00:10:00.130]to systemically engage an Inclusive Excellence Framework
[00:10:03.340]in which there's broad buy-in in terms
[00:10:06.890]of implementation of strategic planning.
[00:10:10.600]And so when I, shortly before I came,
[00:10:14.630]they completed the prior cycle of planning.
[00:10:17.560]And when I reviewed the plans of various areas
[00:10:21.360]of the institution, they were all over the map.
[00:10:23.980]Some were data-driven, some were not.
[00:10:28.904]And the last Campus Climate Survey was conducted
[00:10:34.150]after the start of that plan,
[00:10:36.410]and the prior time it was conducted had not been
[00:10:40.410]for many, many years prior to that.
[00:10:42.280]So the last plan was not particularly baselined
[00:10:47.370]in a data-driven manner.
[00:10:48.367]And so that's something that we are embarking on now
[00:10:51.450]as we're up for our three-year cycle
[00:10:53.860]and we're up for another five-year cycle
[00:10:56.960]of Inclusive Excellence and strategic planning.
[00:10:59.010]And so we want those,
[00:11:00.850]we want that baseline connected
[00:11:03.890]to that over a longitudinal data
[00:11:05.980]that we want to collect over time,
[00:11:08.330]to be able to track progress as you seem to be doing
[00:11:11.330]at University of Nebraska-Lincoln.
[00:11:14.540]But I do think that it's important to contextualize
[00:11:17.910]as a person who worked at University of Michigan
[00:11:19.790]for seven years.
[00:11:20.623]I'm acutely aware of how we got from diversity
[00:11:24.990]to talking about inclusion
[00:11:26.770]and increasingly around equity and now justice.
[00:11:30.240]Which is that serving in an institution
[00:11:33.650]that went to defend affirmative action
[00:11:36.884]and race-conscious admissions policies at the Supreme Court,
[00:11:41.520]when I began to understand the rationale
[00:11:45.640]for the defense of those policies by University of Michigan
[00:11:49.290]at the Supreme Court,
[00:11:50.930]they talked about the educational benefit
[00:11:53.350]for all around diversity.
[00:11:55.750]And it connoted the sense that there,
[00:12:00.340]the assumption of inclusion, right?
[00:12:03.150]That compositional diversity in of itself
[00:12:06.360]creates academic excellence.
[00:12:09.300]And we know that's not the case,
[00:12:10.980]because if you have a group of diverse individuals
[00:12:14.360]of all different kinds of backgrounds in the classroom,
[00:12:17.540]if you don't have an equitable
[00:12:18.497]and inclusive background environment,
[00:12:22.400]you can't harness the diversity of those identities
[00:12:25.650]and experiences and backgrounds
[00:12:27.200]as a resource for learning in a meaningful way,
[00:12:30.050]because there's all sorts of historical and climate factors
[00:12:34.220]that silence different voices and perspectives
[00:12:37.020]and sends the implicit message that certain perspectives
[00:12:42.460]and background are valued and some are not.
[00:12:45.890]And so this journey to talking about Inclusive Excellence,
[00:12:50.610]as necessary for us to be able to get that
[00:12:53.510]to academic excellence, I think is incredibly important.
[00:12:57.310]And then we have increasingly in our work understood
[00:13:01.190]that you really can't have inclusion without equity.
[00:13:05.390]And then the piece around justice, I think,
[00:13:07.560]speaks to the historical
[00:13:09.840]base systems of inequity that shape and influence
[00:13:13.000]and impact our climate.
[00:13:15.210]And if we go back to that University of Michigan case
[00:13:17.520]around the case for diversity,
[00:13:18.970]they specifically did not make
[00:13:20.730]the historical argument around these pieces
[00:13:24.070]because they thought they were going to lose
[00:13:25.970]at the Supreme Court if they made that argument.
[00:13:29.100]And so we have to be able to understand
[00:13:31.020]why these terms exist and why they matter
[00:13:35.220]and what happens when we think about certain aspects
[00:13:38.710]of thinking about this work,
[00:13:40.340]and not some other aspects of this work
[00:13:44.635]and the implications of that.
[00:13:46.735]Yeah. That's really interesting, Amer.
[00:13:49.660]As you're talking about, and both of you and Georgina
[00:13:52.870]talked about this notion of justice.
[00:13:55.717]And justice is now becoming another term
[00:13:58.370]that is getting connected
[00:14:00.190]to equity, diversity and inclusion.
[00:14:02.270]So how do we make sense out of all of that?
[00:14:04.490]I'm really curious maybe from Allison,
[00:14:07.740]can you share a little bit about...
[00:14:09.750]So I'm gonna kind of move us from the...
[00:14:11.850]Both of you are on the East Coast order to the West Coast.
[00:14:14.560]So Allison, you spent some time in Oregon
[00:14:18.410]and we know that context matters.
[00:14:19.590]So very curious about the framework
[00:14:21.890]and also even more curious about,
[00:14:24.760]are there ways that you've connected justice and equity
[00:14:28.250]in the work happening there?
[00:14:30.640]This is a fantastic question.
[00:14:32.360]So thank you.
[00:14:33.270]And I'm dialing in right now from the homelands
[00:14:36.730]of the Chumash people.
[00:14:38.110]Fielding Graduate University is a distributed
[00:14:40.420]learning model, but the headquarters are in Santa Barbara.
[00:14:44.010]So I would just want to acknowledge the Chumash
[00:14:46.970]who have given us this opportunity
[00:14:48.860]to have this wonderful conversation that we're having today.
[00:14:52.320]So as regards frameworks,
[00:14:54.270]and especially when we're talking about equity,
[00:14:56.040]I really cannot add too much more than my colleagues have
[00:14:59.490]on this topic.
[00:15:00.970]What I will say, though, about frameworks,
[00:15:02.980]and you're right, Dr. Barker, context matters.
[00:15:06.150]And so I think we all understand that no one framework
[00:15:10.290]can just be placed over and transposed
[00:15:15.160]upon another community or institution.
[00:15:18.520]Frameworks are really dependent
[00:15:20.090]upon the culture of your institution.
[00:15:22.160]And as you probably all know,
[00:15:23.770]there is no one size fits all framework
[00:15:25.700]that can be transferred from one institution to the other.
[00:15:29.530]One of the things that I will say,
[00:15:31.800]having had the Oregon experience,
[00:15:34.070]which very much was working towards Inclusive Excellence
[00:15:37.290]and I think really came up with some working models
[00:15:40.530]to address that and to address some of the equity issues,
[00:15:43.780]was this challenge that you speak to around justice.
[00:15:46.540]Justice for whom?
[00:15:48.030]And justice determined by whom?
[00:15:51.020]For what purpose and to what end?
[00:15:53.210]And I think that's going to be a continuous
[00:15:56.330]moving target throughout our country,
[00:15:59.530]because as we all know, as we are standing presently,
[00:16:04.010]the landscape shifts under our feet so ever slightly.
[00:16:07.370]I think Dr. Ahmed talked about the court.
[00:16:09.650]So I know that recently, Dr. Emerson Sykes
[00:16:12.730]was talking about Senate Bill 1775 in the state of Oklahoma.
[00:16:17.670]So we have some interesting legal and policy challenges here
[00:16:23.900]and all of these sort of connect around this term justice.
[00:16:27.120]So what we have been doing both Edward and State University,
[00:16:32.070]and I believe at Fielding.
[00:16:33.097]I'm new, I've been there 18 days,
[00:16:35.260]all of 18 days.
(Dr. Barker laughs)
[00:16:36.093]I think I pass you up Dr. Ahmed on being new.
[00:16:39.430]But I think that it's going to take
[00:16:40.690]a series of conversations around what exactly do
[00:16:43.570]these terms mean.
[00:16:45.500]And I think, Dr. Dodge, you said something very interesting,
[00:16:48.320]is people bring their lens, their lived experience
[00:16:51.690]and their own interpretation of these terms.
[00:16:55.780]But at the end of the day,
[00:16:57.550]we are going to have to come to some general agreement
[00:17:00.970]on what these terms mean.
[00:17:02.150]And I believe that justice, which is a very contested term,
[00:17:06.500]is going to be one of those conversations.
[00:17:09.020]So, as I think about frameworks and as I think about DEI,
[00:17:14.880]Diversity, Equity and Inclusion,
[00:17:16.320]and let's add justice because you're absolutely right,
[00:17:19.080]that is the overarching umbrella here,
[00:17:21.760]I have found that the conversations
[00:17:24.580]that I am having currently in my new institution
[00:17:27.910]are really shifting towards justice,
[00:17:32.290]anti-racist, anti-oppressive and decolonial frameworks.
[00:17:38.270]And this is going to be a very interesting conversation.
[00:17:41.650]This is something that institutions will need
[00:17:44.850]to do some deeper dives and deeper inquiries on.
[00:17:50.410]As you were talking, Allison,
[00:17:52.680]I was thinking about just this notion about,
[00:17:56.370]what are the right terms?
[00:17:57.530]Are there particular terms?
[00:17:58.630]Are we defining them all the same?
[00:18:01.360]So I'm curious, Antonio, as we...
[00:18:04.440]So we've heard a number of foci around justice,
[00:18:09.560]decolonization, anti-oppressive frameworks,
[00:18:14.970]I'm curious, what are some of the terms
[00:18:17.950]or focus that are emerging at your institution?
[00:18:22.360]And then how are you ensuring that your entire university
[00:18:27.340]understands those definitions?
[00:18:30.250]Thank you. Great question.
[00:18:31.550]And thank you colleagues for setting a great platform
[00:18:35.040]and also to all our colleagues out in,
[00:18:37.690]at the University of Nebraska.
[00:18:39.227]And I send you a chili welcome
(Dr. Barker laughs)
[00:18:41.800]and good morning from the Mile High City at CU Denver,
[00:18:46.610]which also resides on the historical lands
[00:18:49.150]of the Cheyenne, Arapaho and Ute people.
[00:18:52.000]And more recently, because this is a new university.
[00:18:54.750]We are an urban serving university that was created in 1953.
[00:18:58.800]We also sit on the displaced Auraria Campus
[00:19:03.160]or Auraria neighborhood,
[00:19:04.300]which was predominantly a Latinex community,
[00:19:06.730]which we're in dialogue right now about.
[00:19:09.060]I really appreciate it.
[00:19:10.260]I heard the land acknowledgement.
[00:19:12.140]I thought it was incredibly powerful.
[00:19:14.360]And I think all of us as land-grant universities
[00:19:16.770]have a debt to pay.
[00:19:19.510]I know the R word doesn't get used a lot,
[00:19:22.700]but reparations right across all our communities
[00:19:25.260]is something that we have to really deal with.
[00:19:28.420]To answer the specificity of your question,
[00:19:31.220]we also use the Inclusive Excellence model
[00:19:33.870]here at CU Denver.
[00:19:37.185]And we're using it in ways, we're using multiple models.
[00:19:40.740]And again, I think that's the challenge that we all have.
[00:19:43.220]And I see it as nesting dolls.
[00:19:45.340]There isn't one model, there isn't one size that fits all.
[00:19:48.740]The reality is that our universities are very complex.
[00:19:52.320]They're all distributed networks.
[00:19:54.550]And if you come in and you say,
[00:19:56.240]and I've done this before at previous institutions,
[00:19:58.460]where I've said, "Hey, Inclusive Excellence.
[00:19:59.890]We've got this great body of real scholarship behind it.
[00:20:03.010]Let's go with this model,"
[00:20:04.510]and the faculty have vomited all over it.
[00:20:07.310]And why is that? Because it was imposed.
[00:20:10.130]Lessons learned in my 17 years as a chief diversity officer,
[00:20:13.150]that when you, as an administrator, try to impose something,
[00:20:16.870]no good deed goes unpunished.
[00:20:18.540]So this goes back to the concept of shared governance,
[00:20:21.350]which is what I really appreciate
[00:20:22.870]about what Nebraska is doing,
[00:20:24.210]bringing all of your shared governance entities together
[00:20:26.650]into this process.
[00:20:28.070]So for us, Inclusive Excellence has come out of,
[00:20:32.580]organically out of various colleges and schools.
[00:20:35.800]Particularly around what seated it
[00:20:37.810]was the HHMI Inclusive Excellence Grant
[00:20:40.610]that we've now had for nine years.
[00:20:42.660]And that's created some really powerful changes.
[00:20:45.750]As one specific example is we now have
[00:20:47.780]an Inclusive Pedagogy Academy that about 70%
[00:20:50.840]of our biology faculty have gone through.
[00:20:53.440]Within five years, we have dropped the DWF numbers by 50%.
[00:20:59.360]Now, if you were to tell faculty
[00:21:01.070]that they needed to do this,
[00:21:02.610]they would absolutely reject it.
[00:21:04.910]Why did this work?
[00:21:05.980]It was because it was faculty-led, faculty-funded,
[00:21:09.780]and we gave it enough sort of nurturing water,
[00:21:12.860]if you will, in order for it to grow.
[00:21:15.240]What we're in discussions right now is
[00:21:16.900]how do we scale that up?
[00:21:18.360]Right now, we're using a framework
[00:21:19.970]that doesn't exist right now.
[00:21:21.167]And it's called becoming an equity-serving institution.
[00:21:24.550]And what does that mean?
[00:21:26.500]Lots of people, if you Google equity-serving institution,
[00:21:29.000]you're not gonna find any.
[00:21:30.900]And part of this is because when I arrived here,
[00:21:33.103]we were in this push to become an HSI and an AANAPISI.
[00:21:39.450]and an Asian American and Native American
[00:21:41.450]Pacific Islander-Serving Institution.
[00:21:43.900]Now if you know anything about any
[00:21:45.550]of these sort of terms,
[00:21:46.690]you know that most HSIs and AANAPISIs,
[00:21:49.510]what they do is they get the numbers,
[00:21:51.470]and that's demography, that's luck.
[00:21:53.740]That just happens to be where you're situated,
[00:21:55.760]not necessarily strategic.
[00:21:57.720]And then what we're doing is
[00:21:59.150]where we're just running numbers.
[00:22:00.240]We're saying we're 25% Hispanic,
[00:22:02.060]therefore we must be an HSI.
[00:22:05.900]That's not true.
[00:22:06.733]That just means that we're enrolling humans.
[00:22:09.410]We're not getting them out.
[00:22:10.320]Well, I love your use of data
[00:22:12.990]actually show progression.
[00:22:14.620]And again, sometimes our communities are impatient
[00:22:16.630]with that progression,
[00:22:17.710]but understanding we do that our structures are futile,
[00:22:20.860]literally futile, change is going to take time.
[00:22:25.160]And what I did appreciate about what you said earlier
[00:22:27.520]was that we need to focus on the culture
[00:22:30.090]and not on the individual, which is really powerful.
[00:22:33.140]CDOs do not change organizations.
[00:22:34.940]Chancellors do not change organizations.
[00:22:37.310]You change the culture, you change everything else.
[00:22:40.620]So for us, this concept of an equity-serving institution,
[00:22:44.040]what it means is not that we're serving students,
[00:22:46.880]it means we're serving our equity,
[00:22:48.760]the concept, the rubric of what is equity.
[00:22:51.320]So that means that we're focused on the structural.
[00:22:53.630]That means we're taking everything apart right now.
[00:22:55.770]So why is that going to work?
[00:22:57.793]It's gonna work because right now it's organically coming
[00:23:00.740]from the bottom, if you will,
[00:23:02.210]and it's also organically coming from the top.
[00:23:04.810]And what I mean by the top,
[00:23:06.090]it's not just our strategy.
[00:23:07.410]It's also the resources.
[00:23:09.060]That is the most powerful thing that I'm seeing
[00:23:10.840]here at CU Denver.
[00:23:11.730]It's not just that we have great words.
[00:23:13.670]All of us have great strategies,
[00:23:15.430]but if your CFO is not saying we're going to reallocate
[00:23:19.420]and reimagine how every dollar is spent
[00:23:22.110]through an equity lens and an equity mindset,
[00:23:24.740]that's a mind shift.
[00:23:26.220]That gets us to the concept of culture.
[00:23:28.250]So that's where we're moving right now is towards, again,
[00:23:31.120]this HSI, ESI, AANAPISI.
[00:23:34.520]But on those two, you can think of those
[00:23:37.020]as two of the horses that are driving the larger cart,
[00:23:39.680]which is the equity-serving institution.
[00:23:41.810]And on those, we're focusing now on the student
[00:23:44.670]and the faculty and staff experience,
[00:23:47.160]but we're focusing it on this concept of service.
[00:23:50.040]And that I think is the biggest thing
[00:23:51.760]for us to sort of consider, is how may we serve?
[00:23:56.090]That is a powerful thing for an educator to say.
[00:23:59.150]How may we serve you, as opposed to you're here
[00:24:01.850]to do something for us.
[00:24:03.530]And that's an ethos.
[00:24:05.630]So at the end of the day, I used to be in the military.
[00:24:08.460]I worked for a military academy.
[00:24:10.530]What I learned throughout this process
[00:24:12.600]is that character matters.
[00:24:14.660]And if this is about character,
[00:24:17.020]then it's embedded in the culture.
[00:24:18.480]If it's not about character, then it's a flavor of the day.
[00:24:23.120]No, that's really great, Antonio.
[00:24:24.830]So this notion of thinking
[00:24:26.810]about what are the type of conversations
[00:24:30.480]that we're having with our colleagues?
[00:24:32.410]What does engagement look like?
[00:24:33.880]So that you can move culture,
[00:24:36.370]that you can also get to outcomes that you're seeking.
[00:24:39.343]So I'm curious maybe from you, Georgina,
[00:24:43.300]what have been some of the conversations
[00:24:45.280]that you're having at your institution
[00:24:47.280]as it pertains to equity?
[00:24:54.433]Antonio, as a fellow veteran,
[00:24:55.840]your words are resonating with me.
[00:24:57.770](Georgina and Antonia laugh)
[00:24:58.603]So I appreciate everything that you said.
[00:25:01.830]I think it's interesting.
[00:25:03.920]And this is a bit of a tangent side note
[00:25:06.670]that often the term service gets derided.
[00:25:10.330]It gets sort of pushed to the side
[00:25:12.090]and people can actually become offended.
[00:25:13.900]I've used the word and had people say,
[00:25:15.617]"Well, I'm not here to serve."
[00:25:17.010]And I just really can't think of any reason
[00:25:19.200]why we're all not.
[00:25:20.410]We're all here to serve.
[00:25:22.050]That's the reason we're put on this planet. (laughs)
[00:25:24.686]So, that really resonated with me.
[00:25:28.150]As we're looking at equity,
[00:25:30.330]one of the things that we're trying to do,
[00:25:32.070]and while I appreciate the term shared governance,
[00:25:36.510]at times it can be a sort of a term
[00:25:38.970]that we fling into the conversation
[00:25:41.972](laughs) and just to ensure it's there,
[00:25:46.370]but how do we really enact that?
[00:25:48.380]And we're seeing a lot in the national headlines,
[00:25:51.410]particularly from faculty who feel
[00:25:52.980]that there has been a real diminishment
[00:25:54.600]of shared governance.
[00:25:55.840]And so I think that's something that we need
[00:25:57.650]to be attentive to.
[00:25:58.770]We need to ensure that there are spaces
[00:26:01.900]so that everyone's voice is at the table.
[00:26:04.010]And that also includes the voice of students.
[00:26:07.270]And I think that there has to be a balance
[00:26:09.760]between how we address student needs
[00:26:12.240]and how we assess student needs specifically,
[00:26:14.980]but students absolutely have to be part
[00:26:17.510]of this conversation.
[00:26:19.360]And I say that in part,
[00:26:20.780]because I think that for many of my colleagues,
[00:26:24.220]there's a tendency to look at the student experience
[00:26:27.760]through their own lens of experience.
[00:26:30.230]And if the past year or two has taught us anything,
[00:26:33.320]it's that the world has changed.
[00:26:35.760]And as we look at the impact of technology
[00:26:38.460]and specifically social media,
[00:26:40.400]it is a completely different world.
[00:26:42.440]And this not the world that I came of age in,
[00:26:46.220]and I think that's really important.
[00:26:48.020]And so we need our students
[00:26:50.090]and younger members of our faculty and staff,
[00:26:52.330]for that reason as well, to be part of the conversation,
[00:26:55.760]to inform us about how equity is being defined,
[00:26:59.290]because it is seen differently now
[00:27:02.143]than it may once have been.
[00:27:03.910]And that's important to keep in mind.
[00:27:05.570]So, we are actually meeting with different student groups.
[00:27:09.910]We are collecting critical issues that each group is facing,
[00:27:13.850]so that we can begin addressing those,
[00:27:16.330]determining whose responsibility it is
[00:27:18.490]within the Administration.
[00:27:20.200]And even if we can't address,
[00:27:21.870]to at least have the conversation,
[00:27:24.750]because so much of what impacts students
[00:27:26.910]also impacts our faculty and staff.
[00:27:29.660]And that's something important we need to keep in mind.
[00:27:31.530]And this is part of the culture shift
[00:27:34.200]that needs to take place, is being in conversation.
[00:27:37.050]There may be some things that we don't feel
[00:27:39.030]that we can change at the present moment,
[00:27:40.620]but we need to at least be aware of that
[00:27:42.750]and have that acknowledgement and accountability.
[00:27:47.507]So I wanna build on this ideal about, again,
[00:27:51.450]going back to having the right conversations,
[00:27:53.910]having the right framing,
[00:27:55.250]who's engaged in those conversations?
[00:27:57.670]Maybe thinking about the topic of those conversations.
[00:28:00.560]So we know that we find ourselves
[00:28:03.200]in a very interesting time and place,
[00:28:07.925]whether we think about from last year to this year,
[00:28:12.350]how we're still grappling with the pandemic,
[00:28:15.470]how there are still again these calls
[00:28:17.430]for greater racial justice, greater equity,
[00:28:20.870]across a number of minoritized populations,
[00:28:24.350]even thinking about where we're located.
[00:28:26.260]So I think we've talked about context,
[00:28:27.940]and where you're positioned and located also matters.
[00:28:31.010]I think Antonio brought it up really well
[00:28:32.490]and even describing the community
[00:28:35.030]in which the institution is housed.
[00:28:36.940]So thinking about this again,
[00:28:38.250]this notion of time and place,
[00:28:39.960]and especially being in this pandemic
[00:28:44.048]where we are also more intently talking
[00:28:49.040]about racial equity in particular.
[00:28:50.520]So we have both the murders of Black
[00:28:54.420]and Brown folks last year,
[00:28:56.890]we also know that the pandemic brought out
[00:28:59.470]and highlighted a number of other inequities.
[00:29:02.030]Given all of this,
[00:29:04.010]and we've mentioned anti-racism as well,
[00:29:07.910]how do we continue having conversations on racial equity
[00:29:13.450]while also situating, acknowledging
[00:29:16.398]and addressing additional inequities?
[00:29:18.700]So I'm sort of, I'm going to give you
[00:29:20.320]sort of a tease.
[00:29:21.594]I'm sort of getting into intersectionality.
[00:29:22.650]So like, how do we solve all these world problems?
[00:29:27.400]Like, so how do we solve the problem (laughs)
[00:29:30.130]that is so massive?
[00:29:32.070]How do you approach it?
[00:29:32.990]And maybe we'll start with Amer.
[00:29:39.730]And yes, an intersectional lens is critically important.
[00:29:43.370]And one of the things that I'm really trying to instill
[00:29:46.624]at University of Vermont is that we all have work to do.
[00:29:50.230]I think that as much as an anti-racism framework
[00:29:54.850]is incredibly important...
[00:29:56.930]It's what motivated me to come into the work.
[00:30:00.110]And early in my career, I saw a lot of resistance
[00:30:03.730]at predominately white institutions around that approach.
[00:30:07.580]And part of the reason why was
[00:30:10.970]that the unintentional implications of that
[00:30:15.820]when you lead with that, is the assumption
[00:30:19.530]that some people have work to do,
[00:30:20.990]and other people don't have work to do.
[00:30:23.880]And rather, I think what we're really trying
[00:30:27.040]to instill at University of Vermont
[00:30:28.280]is a skills and competency-based approach.
[00:30:31.280]That one are the core skills and competencies
[00:30:33.770]you need to develop to be able to be as effective
[00:30:36.640]as you possibly can with as many types of people
[00:30:39.770]as possible in a number of different contexts.
[00:30:43.080]And what that means is that when you encounter a difference
[00:30:46.450]that you are completely unfamiliar with,
[00:30:49.733]that you've worked on these core skills,
[00:30:53.210]you have reflected on how your position
[00:30:55.140]as related to your privileged identities,
[00:30:57.140]whatever they might be.
[00:30:58.110]For me, it's as a cisgendered male
[00:30:59.720]and able-bodied individual, and I have class privilege.
[00:31:02.770]There's all sorts of privileges that I have,
[00:31:04.810]while also being marginalized around race and religion,
[00:31:07.270]and other ways.
[00:31:09.570]That for us to be able to recognize
[00:31:11.990]that we all have that work to do.
[00:31:14.400]Because sometimes we think
[00:31:16.440]that because we've read white fragility
[00:31:19.180]or because we've read a particular,
[00:31:21.950]we've gotten learned around LGBTQ issues
[00:31:24.870]or whatever it might be,
[00:31:26.710]that those are somehow transferrable
[00:31:33.040]to learning and understanding how to engage
[00:31:36.010]all different kinds of difference.
[00:31:38.010]And what I've been really trying to instill
[00:31:40.290]is that that type of what I refer to
[00:31:43.890]as culture-specific knowledge is supplemental
[00:31:47.800]to those core skills and competencies
[00:31:50.320]that around how we navigate the complexity
[00:31:52.620]of similarities and differences,
[00:31:54.630]including those that we're completely unfamiliar with,
[00:31:57.970]because you can't know everything about everybody.
[00:32:01.740]And so that's gonna start from a place of self-awareness,
[00:32:04.870]of who am I in my identities, my experience,
[00:32:07.830]my backgrounds, my privileges, my marginality,
[00:32:11.290]and cultivating that reference point
[00:32:14.460]to be able to understand who am I in relationship
[00:32:18.310]to what I'm encountering?
[00:32:20.010]To be able to recognize what's making me similar
[00:32:23.240]or different from someone else.
[00:32:25.310]One example, I use in some of my trainings
[00:32:27.360]is that many of us probably know people who have said,
[00:32:30.477]"I judge someone's character by whether or not
[00:32:33.174]they look me in the eye."
[00:32:34.740]Well, if someone comes from a background
[00:32:36.920]in which it would be totally inappropriate
[00:32:40.030]to look at their faculty member or across gender
[00:32:42.760]at someone in the eye, well,
[00:32:46.610]that student who would be subject to that faculty's power
[00:32:49.730]in that classroom would be in a really difficult situation
[00:32:53.920]if that faculty member has now made a judgment and decision
[00:32:58.000]about that person's character based on their eye contact.
[00:33:03.240]So there's a lot of subtle ways in which these inequity
[00:33:07.840]starts to function and operate
[00:33:09.890]when we haven't done the work
[00:33:11.800]around cultivating these skills and competencies
[00:33:15.350]and infusing them into our culture.
[00:33:19.460]And we don't develop a shared understanding
[00:33:21.750]of what are the skills and competencies
[00:33:23.570]we're trying to work on across the institution
[00:33:26.370]to get at that?
[00:33:28.240]And I think the pedagogy component is a huge component.
[00:33:31.930]Antonio, thank you for bringing that up.
[00:33:33.410]I think it's the hardest part of the work
[00:33:36.850]is how do we infuse this in the culture of our faculty?
[00:33:39.890]And I've been fortunate enough to have done
[00:33:43.030]a number of that work.
[00:33:43.910]We're definitely trying to go down that path,
[00:33:46.210]partially through the HHMI grant
[00:33:47.830]at University of Vermont as well.
[00:33:50.350]But I think we have to make that an imperative
[00:33:54.580]in how we go about doing the work going forward.
[00:33:57.560]No, that's great.
[00:33:59.710]So I'm really curious, Allison, so from your vantage point,
[00:34:04.810]how do you reconcile of how we address
[00:34:07.410]these many different forms
[00:34:09.030]of marginalization and oppression?
[00:34:12.580]Thank you for this question.
[00:34:13.960]And it's one we all grapple with,
[00:34:15.580]no matter what institution we're at.
[00:34:18.160]Here's where I think a clear understanding
[00:34:20.410]and demystification of critical race theory is so important.
[00:34:23.950]And I'm so glad Dr. Dodge is on this call.
[00:34:26.550]It is very sad really to see this theory
[00:34:29.500]be misunderstood and vilified
[00:34:31.120]without people having a clear understanding
[00:34:33.080]of how critical race theory does, in fact,
[00:34:36.140]speak to the conditions every one of us
[00:34:38.900]finds ourselves in regardless of affiliation.
[00:34:42.480]And I think central to the understanding
[00:34:44.470]of CRT is intersectionality.
[00:34:46.610]You've heard it here before,
[00:34:48.210]and it is here, I believe, that we can find the ways
[00:34:51.250]in which multiple identities
[00:34:53.190]and their relative positionality with various systems
[00:34:56.940]and subsystems interact with one another.
[00:35:00.760]It is really important that people understand this
[00:35:03.710]because this actually defines the structures
[00:35:07.050]that we all, each and every one of us, has to move in
[00:35:10.750]and navigate in.
[00:35:12.910]It's fascinating to me on this particular topic,
[00:35:15.610]in my conversations with CRT critics of intersectionality,
[00:35:18.900]I have found out what upsets them
[00:35:20.960]isn't necessarily the theory itself.
[00:35:24.770]What really upsets them is its implications,
[00:35:27.690]its uses and most importantly,
[00:35:31.100]their, the critics, perceived consequences.
[00:35:34.550]And I say perceived because I don't think
[00:35:36.990]that they have a clear understanding
[00:35:39.290]to have a perception that's really quite accurate.
[00:35:42.560]So to your question about,
[00:35:44.477]"Well, how do you get all of these competing voices
[00:35:48.885]in the room heard and needs honored?"
[00:35:52.850]A couple of things.
[00:35:54.660]As I said before, there is a shift happening
[00:35:57.650]and I know it's happening at Fielding where I am,
[00:36:00.350]and it was beginning to happen also
[00:36:01.830]at Oregon State University, of this shift, not away from,
[00:36:07.050]but I would say a shift towards that includes DEI,
[00:36:10.740]a shift towards anti-racist and anti-oppressive ways
[00:36:15.780]of understanding and pedagogies and methodologies.
[00:36:18.920]I think that's real important.
[00:36:19.940]Thank you, Dr. Ahmed.
[00:36:21.370]Pedagogy is so important.
[00:36:22.950]And really having that as sort of a base.
[00:36:26.320]When you move to an anti-racist
[00:36:29.650]or anti-oppressive framework,
[00:36:32.840]what you are doing is you're moving away
[00:36:35.180]from sort of these very binary Manichaean
[00:36:39.700]either-or conversations to the and conversation.
[00:36:44.560]So moving from the Tyranny of OR,
[00:36:48.850]and finding and discovering together the genius of the and.
[00:36:53.818]And that's not easy, that requires difficult conversations.
[00:36:57.360]There's a wonderful framework out of Cal Berkeley
[00:37:00.320]called Targeted Universalism,
[00:37:03.020]where it's really trying to explore what it means
[00:37:05.280]to do equity work from the and, not from the either-or,
[00:37:10.270]and they even call it Equity 2.0,
[00:37:14.240]and it's a very interesting framework.
[00:37:16.260]And it's one worth looking at.
[00:37:17.610]Again, I don't believe,
[00:37:18.610]and we've already agreed on this call,
[00:37:20.370]that there is no one framework that has all the answers
[00:37:22.980]that will fit every institution,
[00:37:24.960]but it is worth investigating and looking at
[00:37:28.240]and pondering and sharing with faculty.
[00:37:31.120]To that point, I want to make a comment,
[00:37:32.950]and this goes back to Antonio's comment about culture.
[00:37:37.670]In order for any of this to work,
[00:37:39.320]the institutional culture has to be one
[00:37:41.930]that's willing to embrace the difficult conversations.
[00:37:45.850]And I was just sharing with colleagues at Fielding
[00:37:49.350]that in order for us to advance our DEI efforts,
[00:37:52.920]we must set the table.
[00:37:55.770]We must set the table with an understanding
[00:37:58.590]of how we as a collective, as a collective community,
[00:38:02.040]are going to engage around these ever-emerging issues
[00:38:06.650]because this will continue to emerge.
[00:38:09.590]One of the frameworks that I really admire
[00:38:12.950]and am hoping to share with colleagues
[00:38:16.840]is a framework from the University of Oregon.
[00:38:18.910]My good colleague, Dr. Yvette Alex-Assensoh
[00:38:21.950]developed a framework that sets the table.
[00:38:25.000]And this framework is called LACE,
[00:38:27.770]love, authenticity, courage, and empathy.
[00:38:34.700]And she uses this framework
[00:38:36.270]as sort of the starting point for institutions
[00:38:40.730]to begin doing the very hard work
[00:38:44.030]of having the difficult conversations,
[00:38:46.690]of moving away from the Tyranny of the OR
[00:38:49.140]to find the genius of the AND,
[00:38:51.150]and figuring it out collectively
[00:38:53.920]how we are going to do that,
[00:38:55.410]how we are going to develop the mindset,
[00:38:58.080]a fluid pliable mindset that is open to newness.
[00:39:04.410]And I'll stop there.
[00:39:06.150]No, that was extremely powerful.
[00:39:08.670]So again, this notion of a strategy around LACE
[00:39:13.880]and the setting of the table.
[00:39:15.650]So for our last question, before we open it to the audience,
[00:39:18.490]so for those who are streaming, again,
[00:39:20.470]please, we hope that you are submitting your questions,
[00:39:23.300]and certainly for our live audience,
[00:39:25.240]who'll also have an opportunity to ask questions,
[00:39:28.010]I want to sort of build on this strategy.
[00:39:29.760]So I suspect we have a number of people who are gathered,
[00:39:32.900]who are tuning in, that want some sort of strategies,
[00:39:37.330]some sort of next step, some sort of direction.
[00:39:41.020]And so certainly I think LACE provides one
[00:39:43.820]as we think about that,
[00:39:45.420]but certainly open it to the other panelists.
[00:39:48.230]Are there strategies that you've seen be effective
[00:39:51.780]or that are promising that you've seen,
[00:39:53.680]whether it's at the individual level or across departments
[00:39:56.740]or offices that could be undertaken by our faculty,
[00:40:01.120]staff and students?
[00:40:02.530]And maybe we'll start with Amer.
[00:40:09.800]Yeah. So first of all,
[00:40:11.470]I'm just so thankful for what's been shared.
[00:40:14.050]And I just want to echo that the both-and
[00:40:18.080]versus the either-or, I think dualism is our enemy
[00:40:21.360]in this work.
[00:40:23.434]And we can't be in pursuit of academic excellence
[00:40:29.940]or educational excellence from a dualistic frame.
[00:40:34.130]We have to move into the complexity.
[00:40:36.080]So thank you for that.
[00:40:37.230]I'm so thankful for the way that that was framed.
[00:40:40.180]And actually I'm gonna pick up on some
[00:40:42.050]of what I was saying around the faculty work.
[00:40:44.120]So I've been fortunate to done some of that work
[00:40:49.150]with a number of institutions,
[00:40:51.430]but I served in the Institute for Teaching Excellence
[00:40:53.890]and Faculty Development at UMass Amherst,
[00:40:56.110]and one of the things that we did there
[00:40:57.410]that we are planning to do at University of Vermont,
[00:41:00.160]again, utilizing the HHMI grant
[00:41:02.760]is to build capacity amongst faculty who are invested
[00:41:06.580]in being inclusive educators in the classroom
[00:41:10.650]and being a resource for their colleagues,
[00:41:13.420]because the reality is that faculty listen to other faculty
[00:41:18.179](laughs) more than they listen to anybody else,
[00:41:19.500]or whoever they consider to be their peers.
[00:41:22.820]They're just more likely to be listening
[00:41:25.530]and to engage and approach their colleagues,
[00:41:28.470]who they consider to be their peers.
[00:41:30.660]And so part of how we infuse these skills into our culture
[00:41:37.130]is by having people more localized
[00:41:39.780]as resources for one another,
[00:41:42.840]and it feel less dictatorial from some external force
[00:41:47.590]or factor for individual faculty,
[00:41:50.590]but rather something that's happening in their culture,
[00:41:54.090]in their environment that they are collectively shifting.
[00:41:59.060]And then part of that is going to be about their time.
[00:42:04.340]To what degree is there any incentive
[00:42:08.010]for them to commit their time to working with one another
[00:42:11.950]on cultivating a culture of inclusion equity
[00:42:19.940]in their best practices?
[00:42:22.860]And again, to what degree do they have the opportunity
[00:42:25.040]to have those conversations with their colleagues
[00:42:27.150]around where they're finding success,
[00:42:29.060]where they're finding challenges,
[00:42:31.420]and then getting around those challenges.
[00:42:34.890]Having the conversations in which it's okay
[00:42:37.180]to not have the answers.
[00:42:39.370]And I think this is particularly challenging
[00:42:42.760]in American higher education,
[00:42:45.310]because all the incentives are around knowing
[00:42:48.370]or the performance of knowing.
[00:42:50.120]There are very few incentives for not knowing.
[00:42:54.830]And we also know that this is typically weaponized
[00:42:57.810]against women, folks of color, (chuckles)
[00:43:00.880]visibly queer folks who are willing to step into the unknown
[00:43:05.750]in their pedagogy with students,
[00:43:08.720]bringing students more into the center
[00:43:10.330]in their pedagogy and so forth,
[00:43:12.878]but then penalized or not centering themselves
[00:43:17.320]in being the knower
[00:43:19.792]and engaging in what Paulo Freire refers
[00:43:22.150]in the banking deposit model of pedagogy.
[00:43:24.850]And so we have to be able to shift our culture
[00:43:29.180]and what we value about what we think
[00:43:33.680]teaching and learning is in a higher educational context.
[00:43:37.950]Is it downloading our content knowledge and expertise,
[00:43:42.550]or are we centering the learning?
[00:43:44.930]And that who we are in the classroom is a resource
[00:43:48.240]for learning to get us to a different place.
[00:43:50.557]And that our pedagogy is a key
[00:43:53.420]unlocking that academic excellence
[00:43:55.600]through inclusion and equity.
[00:43:58.650]But it has to be infused at the grassroots level
[00:44:01.850]as Antonio said, for us to be able to get anywhere on that.
[00:44:06.090]Yeah, I can imagine
[00:44:06.923]that our Center for Transformative Teaching
[00:44:08.600]is absolutely tapping their hands
[00:44:11.020]around that particular answer.
[00:44:13.490]And maybe for the last word, Georgina,
[00:44:15.680]are there strategies that our staff or students
[00:44:19.050]might be able to take to move this work ahead?
[00:44:23.520]Absolutely because it takes the entire campus.
[00:44:26.050]I mean, that's, I think my colleagues
[00:44:28.760]have said all of this so beautifully.
[00:44:30.900]Even as we talk about coming together
[00:44:32.810]to do this equity work,
[00:44:34.460]it really evolves around the concept of linked fate.
[00:44:38.840]We are all connected, and goodness knows,
[00:44:41.560]you would think that over the past couple of years,
[00:44:43.570]we would really have come to have realized that.
[00:44:45.980]And there was a lot of great research
[00:44:47.570]that has been out there over the years.
[00:44:48.960]John Powell has been doing work on this for years
[00:44:50.980]about this concept of linked fate.
[00:44:52.900]Instead we get pitted against each other
[00:44:55.190]and there's the whole belief that it's a zero-sum game,
[00:44:58.660]that somehow if you gain, I'm going to lose.
[00:45:00.920]And we need to find ways to diminish that sentiment.
[00:45:03.930]Again, it comes back to duality as well.
[00:45:06.690]It's either-or rather than the both-and.
[00:45:11.300]But I think one of the ways
[00:45:12.500]in which we are focusing on this,
[00:45:14.060]and this is still, this is a new program,
[00:45:16.810]and so I just want to throw it into the conversation
[00:45:18.970]because I find it interesting,
[00:45:20.520]is that we're really focusing on inclusion.
[00:45:23.470]And by that, I mean, how can you as a member
[00:45:25.930]of the campus community be inclusive?
[00:45:28.630]And you as an individual, but also you as a unit.
[00:45:31.510]What are you doing?
[00:45:32.910]And so when our new president started on last July,
[00:45:36.350]he launched an initiative called TerrapinSTRONG
[00:45:39.121]where the terrapins where the turtles or the terrapins
[00:45:41.810]and TerrapinSTRONG is about building your inclusion muscles.
[00:45:46.560]And we've rolled it out as an onboarding program,
[00:45:49.650]so that all incoming students, faculty and staff
[00:45:53.280]complete the onboarding to learn what it is to be inclusive,
[00:45:57.470]to learn what it is to be a terrapin.
[00:46:00.550]And it includes modules on the history of the university
[00:46:03.530]and not just the rah rah go terrapins good history,
[00:46:06.430]but the bad history, the history of segregation,
[00:46:09.400]more recent history of a murder that occurred on our campus.
[00:46:13.690]So we're really delving into some of the realities
[00:46:17.160]of what it is to be here at Maryland
[00:46:19.570]so that people can then situate themselves
[00:46:22.310]within an inclusion framework.
[00:46:24.630]There are exercises to determine what you can do
[00:46:27.550]to become more inclusive.
[00:46:29.730]And the onboarding for everyone who enters the university
[00:46:34.490]is just the first portal,
[00:46:36.310]it's the first door that people go through
[00:46:39.050]because from there, the colleges are developing
[00:46:42.040]their own forms of onboarding and inclusion,
[00:46:45.310]because we know that there are different conversations
[00:46:48.060]that need to be had within different disciplines.
[00:46:50.610]And Amer, you're absolutely right.
[00:46:52.290]This has to be located within the pedagogy, ultimately,
[00:46:55.840]and that's where we are pushing this.
[00:46:57.950]How can the colleges actually inculcate this
[00:47:01.230]into what they're teaching?
[00:47:03.050]And again, it's relatively new, we're just starting.
[00:47:06.410]There were incentives given,
[00:47:07.760]colleges could apply for funds to do further development
[00:47:11.180]of their own TerrapinSTRONG onboarding.
[00:47:13.590]And I think it's going to have a slow
[00:47:16.770]but continuous impact on our campus.
[00:47:19.750]And really lead us toward more inclusive
[00:47:22.810]and equitable models, both across the university,
[00:47:26.150]as well as within the colleges and the academic units.
[00:47:30.400]No, that's great.
[00:47:31.233]Thank you so much.
[00:47:32.310]And at this time, we're going to open it for questions.
[00:47:35.130]If there are either questions in the room
[00:47:37.420]or questions that are online,
[00:47:40.100]Jerri Harner is going to be helping
[00:47:42.210]to manage this process for us.
[00:47:44.700]And just by the way,
[00:47:46.040]one of the people that Dr. Dodge mentioned was John Powell.
[00:47:49.260]If you've not had a chance,
[00:47:50.740]Mayor Baird actually invited John Powell
[00:47:53.700]to a city conversation in Lincoln.
[00:47:56.050]He was joined by Dr. Jeannette Jones
[00:47:58.820]as well as Professor Anna Shavers.
[00:48:00.980]A really great conversation about inclusion and belonging.
[00:48:04.420]So if you've not seen that, I think it's on YouTube.
[00:48:06.820]And so just a really another framework
[00:48:10.080]that can really inform your practice.
[00:48:11.560]So with that, I think we have a question online.
[00:48:15.719]Yes. We have a question online.
[00:48:17.490]Thank you all for your incredibly powerful words
[00:48:20.610]you've shared here today.
[00:48:22.460]Can you please, Dr. Davis-White Eyes repeat
[00:48:25.420]what LACE stands for?
[00:48:30.410]Yes. I most certainly can.
[00:48:32.950]LACE, L-A-C-E is an acronym
[00:48:37.090]for love, authenticity, courage and empathy.
[00:48:43.110]And this is a model at the University of Oregon,
[00:48:46.290]my good colleague, Dr. Yvette Alex-Assensoh
[00:48:49.570]who's the vice president
[00:48:50.910]for Diversity, Equity and Inclusion there, has used that,
[00:48:54.210]and I always say, to sort of set the table, if you will,
[00:48:57.700]for the campus to understand what it is going to take
[00:49:03.340]to advance any DEI initiatives on campus.
[00:49:07.950]And it's really going to take building that culture
[00:49:09.640]as Antonio spoke to, and it starts there.
[00:49:13.890]It really starts there.
[00:49:15.690]And I just wanted to give a plug for Targeted Universalism.
[00:49:19.350]That is also Dr. John Powell.
[00:49:26.940]Our next question.
[00:49:28.680]How can educational institutions help shape local,
[00:49:33.440]state and federal policies for DEI
[00:49:37.580]without getting into partisan rhetoric?
[00:49:42.770]Wow, that's a really great question. (laughs)
[00:49:46.600]Which colleague wants-
To take this one?
[00:49:49.323](laughs) I know this is treacherous waters,
[00:49:51.861](Dr. Barker laughs)
but I do want
[00:49:52.750]to step into this because I do strongly feel
[00:49:54.960]like we've over conflated
[00:49:57.680]this work with right/left US politics,
[00:50:06.540]Enfranchisement is, and once humanity isn't,
[00:50:13.310]should not be up for political debate.
[00:50:17.040]I think that that is the foundation of us as human beings
[00:50:22.570]understanding who we are in relationship to one another,
[00:50:25.310]and then certainly in the educational environment
[00:50:27.880]for us to be able to benefit.
[00:50:31.070]And again, I go back to the AAC
[00:50:32.730]and use articulating higher education
[00:50:37.540]as a public good for advancing of the democratic enterprise.
[00:50:42.467]And that that is not a political left or right component.
[00:50:46.900]And they've been very clear that Inclusive Excellence
[00:50:49.290]is an integral pillar of our ability
[00:50:51.910]to advance higher education as a public good.
[00:50:57.080]And so, should we have robust debate over how we get there?
[00:51:03.500]Absolutely, in many ways,
[00:51:06.020]that's the purpose of the public square
[00:51:09.590]and the role of academic engagement
[00:51:13.800]in the higher educational setting,
[00:51:15.470]but I think the over conflation of it,
[00:51:18.900]that you have to have a specific set of politics
[00:51:22.840]and a certain specific set of answers.
[00:51:25.520]Because the reality is that we're trying
[00:51:28.440]to co-create something that has never existed
[00:51:31.140]before in human history.
[00:51:32.630]We've never had this many kinds of people
[00:51:35.300]living together in community equitably and justly
[00:51:39.510]in the history of human beings.
[00:51:41.720]So the idea that any of us has the right answer exactly.
[00:51:46.630]And so instead it's about the process
[00:51:48.710]and how do we commit ourselves to that process?
[00:51:52.250]Fr me, it's about working towards what Dr. King
[00:51:54.940]refers to as Beloved Community,
[00:51:57.760]and really just understanding that we have to be
[00:52:01.790]willing to learn, to grow, to make mistakes along the way.
[00:52:07.310]How do we heal from the mistakes that are made
[00:52:09.590]from the process?
[00:52:10.423]So I encourage us to be thinking
[00:52:11.970]about restorative approaches to how we deal with harm,
[00:52:15.760]because it's inevitable.
[00:52:18.060]But then how do we find a way to go forward?
[00:52:21.800]And then can we look to examples in the world,
[00:52:25.620]like in Rwanda, like in South Africa,
[00:52:28.420]the truth and reconciliation
[00:52:29.890]and other places on the planet in which human beings
[00:52:32.910]have found ways to be able to move
[00:52:35.770]through incredibly horrific realities
[00:52:38.630]that human beings have subjected one another to?
[00:52:41.790]Then one kind of corollary to this
[00:52:43.580]is that I think we really have to start
[00:52:46.320]connecting the work of DEI in higher education
[00:52:49.160]to conversations around global education.
[00:52:53.449]And when we make references to decolonization,
[00:52:55.500]that we understand that that's a global phenomenon
[00:52:57.670]that has occurred.
[00:53:00.840]And when we look at the pandemic and the inequities
[00:53:04.410]that for us to only look at the inequities
[00:53:06.430]in the United States, while we're living on a planet
[00:53:09.250]in which some people have access to the vaccine,
[00:53:11.340]no matter how people feel about it,
[00:53:13.560]where at other parts of the planet,
[00:53:15.370]people do not have access to that.
[00:53:18.150]We have to be able to get to that,
[00:53:20.097]let's get back to the both-and.
[00:53:22.817]We have to be able to hold both of those things
[00:53:25.250]in order for us to be able to confront
[00:53:26.930]the tremendous challenges that we face
[00:53:28.870]on our planet right now.
[00:53:30.250]And if we put artificial boundaries
[00:53:32.310]around how we're willing to look
[00:53:33.710]at equity and inclusion issues,
[00:53:37.610]then we automatically restrict our ability
[00:53:40.480]to be able to see the relationship and connections
[00:53:42.410]between these issues in our world today.
[00:53:48.280]I wanted to do
[00:53:49.130]a quick check-in if there's a question
[00:53:51.850]from the live audience.
[00:53:56.329]A question from the live audience?
[00:54:05.000]The next online question.
[00:54:07.780]Equity itself is still a very contested term.
[00:54:12.350]Justice, even more so, especially when coupled with social.
[00:54:16.970]Does this play into your planning on introducing justice
[00:54:20.390]into your frameworks?
[00:54:25.610]So maybe I'll take a stab at that.
[00:54:30.670]I think one of my colleagues said it earlier,
[00:54:32.370]there are many on-ramps onto this journey that we're on,
[00:54:35.450]and if we see it as that as opposed to a destination,
[00:54:38.040]that somehow you get to a level of wokeness
[00:54:40.720]and therefore you're there.
[00:54:44.940]I think it was Amer who said that we all need
[00:54:47.460]to consistently do the work.
[00:54:50.370]So for me, I use this concept that Dolly Chugh coined,
[00:54:56.270]she's an NYU psychologist.
[00:54:58.140]She talks about being good-ish.
[00:55:00.230]And a lot of the reason why we don't change
[00:55:03.780]is because we all think of ourselves as good people.
[00:55:07.660]Serial killers, Nazis.
[00:55:09.510]They all think of themselves as good people.
[00:55:11.830]So if you start with words that trigger
[00:55:17.170]sort of a sense of that somehow you're judging,
[00:55:21.230]and some of us are guilty of coming at people
[00:55:24.410]in a really incredibly hard way
[00:55:26.430]that keep them from getting on to those on-ramps,
[00:55:29.300]that if you use, like, I use...
[00:55:30.980]One of the actual really practical tools that I use
[00:55:34.350]is the Intercultural Development Continuum.
[00:55:37.090]It's called the IDI.
[00:55:38.660]And it shows you. It's a self-assessment.
[00:55:40.890]It's looking in the mirror
[00:55:41.920]and it gives you a real self-assessment.
[00:55:44.100]It's research-based, so you can argue
[00:55:45.590]with the 150 PhD documents that have been
[00:55:49.640]sort of created around it.
[00:55:50.950]And it tells you where you are on the journey.
[00:55:52.460]Whether you're in denial, whether you're in polarization,
[00:55:54.780]whether you're in universalism.
[00:55:56.710]Whether you're in acceptance
[00:55:57.760]or whether you're in adaptation..
[00:55:59.420]And even if you get there to adaptation,
[00:56:01.500]you still have to do a lot more work.
[00:56:03.760]So this concept of goodish gets us away from the,
[00:56:06.847]"Are you calling me a racist?
[00:56:08.470]Are you calling me a homophobe?
[00:56:09.960]Are you calling me a sexist?"
[00:56:12.230]And it says we all have work to do.
[00:56:14.060]So if you can be good-ish
[00:56:15.970]and understand that we are all fallible
[00:56:18.350]now that gives you an entryway into it.
[00:56:20.850]That I think is a powerful way
[00:56:23.230]to sort of to get people to stop...
[00:56:25.570]Because part of the issue that we have
[00:56:27.150]is we keep talking to the same people
[00:56:29.180]over and over again.
[00:56:30.630]The same 10%.
[00:56:32.837]The 10% that we can't, they're just gonna be who they are,
[00:56:36.060]the world is flat,
[00:56:37.370]and they're just gonna sail off the edge.
[00:56:39.500]And then there's the 80% that are bystanders
[00:56:42.070]and they don't want to get caught in the crossfire.
[00:56:44.140]So allowing them an on-ramp and an understanding that,
[00:56:47.237]"Listen, we've been..."
[00:56:48.107]Again, these are feudal systems that we work in,
[00:56:50.740]they don't change.
[00:56:52.300]So they've been around for hundreds of years,
[00:56:54.470]so expectation that you're gonna hire somebody,
[00:56:57.840]or you're gonna have a strategy,
[00:56:58.960]and all of a sudden, within three to five years,
[00:57:01.500]you're gonna change the organization is ludicrous.
[00:57:05.080]So a lot of it, when I talk to my DEI colleagues,
[00:57:09.090]what we sometimes forget about is we have righteous work,
[00:57:12.800]but if you don't understand organizational change,
[00:57:15.400]if you haven't studied Ed Shine
[00:57:18.255]Or Peter Senge was a little bit more on the woo woo side
[00:57:21.560]or if you don't understand Victor Ray's work
[00:57:23.870]around the racialized organization
[00:57:25.890]and how you have to focus yourself
[00:57:28.330]on what you can do
[00:57:29.320]at the mezzo level and at the individual level,
[00:57:31.480]like some of my colleagues have said,
[00:57:33.300]then you're always gonna go into defeatism.
[00:57:35.100]And then you're always gonna sort of make an excuse
[00:57:37.500]for why you can't change.
[00:57:42.673]And just for those who are not familiar
[00:57:44.540]with the Intercultural Development Inventory,
[00:57:46.330]we have a number of individuals who are certified
[00:57:49.490]to be able to provide that.
[00:57:50.730]So if you are interested,
[00:57:51.580]you can always go to our website
[00:57:53.350]and learn more about how to request someone
[00:57:55.580]to engage you or your team in the IDI.
[00:58:00.300]We have time for one more question.
[00:58:05.900]I wonder if any of the panelists
[00:58:08.040]could talk about constructive, appropriate,
[00:58:12.090]supportive roles for historically and predominantly
[00:58:15.150]white institutions like ours
[00:58:17.500]and efforts like truth, racial healing and transformation,
[00:58:22.240]campus histories around slavery
[00:58:24.470]or Indian school reconciliation projects?
[00:58:35.500]Any of our panelists (laughs) want to?
[00:58:38.860]Well, I'll jump in.
[00:58:40.120]Maybe I'll break the ice and hopefully others will jump in.
[00:58:43.240]First of all, this is a really important question,
[00:58:46.040]especially if you're at a PWI,
[00:58:49.099]and it's a difficult one to approach
[00:58:53.960]because no matter what level of education
[00:58:58.290]you try to engage in on your campus,
[00:59:00.740]there is a long history that you're working against
to change the narrative.
[00:59:06.840]This doesn't mean when we say to change the narrative
[00:59:09.180]to erase history.
[00:59:10.800]When we change the narrative,
[00:59:12.180]it's about bringing up the full, rich, complex,
[00:59:16.630]yes, difficult history that our country has
[00:59:20.520]and that our institutions have.
[00:59:22.450]And so this is really one of the important first steps,
[00:59:26.840]honestly, that a PWI can undertake.
[00:59:30.170]So, my previous institution
[00:59:34.860]was Oregon State University, a land-grant institution.
[00:59:37.820]And I think you heard it here about how important
[00:59:41.169]that particular aspect is for a land grant,
[00:59:45.200]because we know the history of land
[00:59:47.530]in the United States and in Canada.
[00:59:50.410]We know that there is an obligation.
[00:59:52.980]We also know that we are on an indigenous land
[00:59:56.060]and that education is a treaty right.
[01:00:00.100]So there's a lot of complex layers
[01:00:02.890]that need to be unpacked there.
[01:00:05.050]And so for us at Oregon State University,
[01:00:09.040]we, again, going to the word good-ish, I mean,
[01:00:12.380]I don't think it was perfect.
[01:00:13.440]We didn't quite arrive there at Wokeville,
[01:00:15.720]but we were working towards that
[01:00:18.150]by re-examining our history,
[01:00:20.890]by engaging the whole community in that conversation.
[01:00:24.360]That meant faculty, staff, students, and community members,
[01:00:29.880]about the historical legacy of Oregon State University,
[01:00:33.150]about our building names.
[01:00:34.840]Many of your campuses probably engaged
[01:00:37.070]in that exercise as well,
[01:00:39.100]which brought up a lot of history
[01:00:40.870]that some people knew, many did not.
[01:00:43.540]Our work with tribal communities.
[01:00:46.550]Really recognizing that tribal communities
[01:00:49.280]are more than that.
[01:00:50.660]That they are, in fact, nations.
[01:00:55.230]and government-to-government relationships
[01:00:57.920]is another way towards truth, because that's a truth,
[01:01:01.590]that's not an opinion, that's a fact, it's a truth,
[01:01:05.710]towards understanding what needs to be healed.
[01:01:10.774]We talked about reconciliation
[01:01:13.120]and we had some members of our community who said,
[01:01:15.577]"Some of these things can't be reconciled.
[01:01:18.650]The wounds, the trauma are still ongoing."
[01:01:21.210]We see this in the boarding school conversations today.
[01:01:24.270]However, everyone agreed that working towards that
[01:01:29.210]was worth the effort and certainly a noble cause.
[01:01:33.350]And continuing dialogue and collaboration
[01:01:36.590]and co-creation of what some of these opportunities
[01:01:41.560]might yield for us.
[01:01:42.760]Everything from educational opportunities
[01:01:45.200]to research opportunities,
[01:01:46.530]but they are done in partnership with reciprocity
[01:01:50.930]and co-creation and cogeneration at the center.
[01:01:55.120]And I will have to say for a land-grant university,
[01:01:58.690]that's a huge shift.
[01:02:00.610]And we're not at the promised land yet,
[01:02:03.639](Dr. Barker laughs)
we have not arrived,
[01:02:05.510]but we are on that journey together.
[01:02:10.260]Thank you, Allison.
[01:02:11.093]I would just add to that, that I think...
[01:02:12.657]Again, I would encourage you, if you are able to attend
[01:02:15.520]tomorrow's CEO Action session.
[01:02:17.860]You will have a chance to hear from our co-leaders
[01:02:19.910]who have been engaged on our journey
[01:02:22.370]towards anti-racism and racial equity.
[01:02:24.450]And part of one of their conversations
[01:02:26.980]has been around really understanding the history.
[01:02:29.620]Only a few months ago, the Omaha World-Herald announced
[01:02:32.340]a partnership with UNL around looking
[01:02:35.380]at the history of the land and the history of race
[01:02:39.280]in Nebraska in particular,
[01:02:40.680]and that being a partnership with the university.
[01:02:42.400]And so our journey co-leaders have been very engaged
[01:02:47.380]at the forefront of really developing this framework.
[01:02:52.650]And so again, I hope that you have a chance
[01:02:54.590]to attend tomorrow at noon
[01:02:56.980]and be able to hear from them directly
[01:02:58.880]on what that work has looked like.
[01:03:00.620]I think it connects very well to this ideal
[01:03:02.670]about how do we get at truth and reconciliation?
[01:03:06.320]Well, please join me in thanking our panelists today.
This was just wonderful.
[01:03:14.520]I have taken copious notes and hopefully you have as well.
[01:03:19.080]Please know that our office will be following up
[01:03:21.990]with everyone with additional resources
[01:03:25.720]in both the announcements
[01:03:26.940]that were shared earlier by Dr. Friday,
[01:03:28.660]but also other resources that may be of interest to you.
[01:03:32.170]You're always able to find us online at diversity.unl.edu.
[01:03:36.870]You can also contact us directly at email@example.com,
[01:03:41.930]and absolutely find us on social media as well.
[01:03:45.040]I have just, again, thoroughly enjoyed
[01:03:46.970]being able to connect with my colleagues
[01:03:49.600]and certainly connect with all of you.
[01:03:52.010]And so, as always, the Office of Diversity and Inclusion
[01:03:54.910]are always here to be supportive
[01:03:56.950]and to walk with you on this journey.
[01:03:59.690]Everyone, please enjoy the rest of your day
[01:04:01.610]and have a great rest of your week.
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