Values in our relationships: diversity, equity and inclusion

As the College of Agricultural Sciences, we have an especially broad definition of equity coupled with our ability to bring people together to discuss issues that are important. It is our culture to work intentionally on relationships and be collaborative. We must continually ask “who needs to be at the table?”, and seek diverse mixtures in what we do.

Important to do

Marketing

· Define what College of Agricultural Sciences is, and change what is mis-perceived. Add words to the name of the College. The ‘ag’ word leaves out much that is under the umbrella.

· Define our message and how it is communicated in terms of recruitment and outreach.

· We are STEM (Science, Technology, Engineering and Mathematics) and we need to articulate that clearly in order to market ourselves as STEM. STEM is a key, and experiential education is the vehicle for connecting with diverse stakeholders.

· Develop STEM curriculum for different age groups to reach into K-12 schools and connect with teachers. There is opportunity to get in front of students with the coolest stuff in science to inspire young minds.

· Frame diversity recruitment on finding future jobs, or where food comes from.

· Continue with Paul Axtell work on developing faculty and staff culture. Be mindful of classism between faculty and staff.

Incentivize the faculty to encourage focus on equity work

· Make a commitment to long-range work. To acknowledge the effort, you have to change P&T expectations to recognize diversity, equity and inclusion efforts. Establish a rubric to feed into P&T. Publications are counted.

· Incorporate values of diversity and inclusivity in position descriptions. Make reporting efforts a requirement for annual review

· Address the retention issues of diverse faculty.

Expand Difference, Power and Discrimination course offerings

· Examine privilege without malice. The dominant population has no idea about privilege and dominance.

· CAS could require that you must get a “B” in DPD. Integrate DPD into multiple common courses such as writing, economics, etc. Consider a 1 credit DPD recitation that is experiential. There are currently few choices in DPD offerings.

· Create an optional certificate in cultural fluency, a desirable job qualification.


Work to resolve policies that disadvantage students

· OSU admission policy is that 3.75 GPA and above students are admitted first. This doesn’t enhance diversity. What about those below 3.75? Remove barriers to students taking SATs where English is a second language. Same with the GRE so students can become GRA’s.

· NSF is GPA-driven, so everyone is recruiting the same students.

· Community college advisors make an error in assessing students, assuming they are only seeking an AA degree, and do not assure transferability of CC courses.

· Pay attention to student retention. Keep students here, point them to Graduate School, and help them to increase confidence. This will help develop a diverse faculty pipeline.

· Form a Hispanic advisory committee on how to best bring groups together and provide what they need.

Easy to do

· Build on our successes that have been sustained for many years. Going forward, we can develop more of what is possible for students through coordination in Minorities in Agriculture and Natural Resources-Related Sciences (MANRRS), Society for Advancement of Chicanos and Native Americans in Science (SACNAS), Louis Stokes Alliance for Minority Participation (LSAMP), Leadership Academy, Ambassadors for Agriculture and Natural Resources, Agricultural Executive Council and clubs.

· Think of our branch station locations as living laboratories. Create learning events to bring broad groups to our facilities across the state.

· Help disadvantaged students to succeed with backward mentoring (from older students) and by providing tutoring. Faculty could take students under their wing and mentor them. This will help to grow the pipeline.

· Leverage existing resources by partnering with entities such as 4-H, OSU Extension, Center for Latino/Latina Studies and Engagement (CL@SE), and workforce advisory boards.

Resources

· Find donors who would like to support experiential opportunities for students.

· Look for federal grants to support the teaching side.

· Find funds to pay tutors.

Obstacles

· Dilapidated facilities are a disadvantage in recruiting the best students and faculty.

· There are equity challenges relating to disability access; the American Disabilities Act (ADA) and Bureau of Labor and Industry (BOLI) requirements can add 25 percent or more to building remodeling budgets, and more if asbestos abatement is required.

· The speed of change occurring on campus and the world.

-Liz Webb

November 15, 2013

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