|Submission Date||Sept. 23, 2019|
PA-4: Diversity and Equity Coordination
|1.33 / 2.00|
Does the institution have a diversity and equity committee, office, and/or officer tasked to advise on and implement policies, programs, and trainings related to diversity, equity, inclusion and human rights on campus?:
Does the committee, office and/or officer focus on students, employees, or both?:
A brief description of the diversity and equity committee, office and/or officer, including purview and activities:
Associate Provost for Diversity, Equity, and Inclusion: charged with institutionalizing Bucknell’s diversity and inclusion efforts, tied to the “Enhance Diversity” pillar of the Bucknell Plan, including leading the effort that led to the development of the 2014-2019 Diversity Plan (strategic plan) and oversight of its implementation along with the President’s Diversity Council. Areas of focus: campus composition/demographics, campus culture and climate, student learning, practices and policies. President’s Diversity Council Mission:
The President’s Diversity Council is an advisory and leadership team responsible for developing, overseeing, and monitoring university-wide efforts to achieve Bucknell’s commitment to diversity as a core institutional and educational value. The Council’s overarching focus is to enhance and maintain Bucknell’s efforts to ensure that all students graduate with knowledge, skills, and habits of mind necessary for making thoughtful, responsible contributions in a diverse, globally integrated world. Directly tied to this is a focus on establishing and maintaining a thriving, inclusive campus climate that values all faculty, students, and staff members.
Specifically, the Council develops and oversees the implementation of Bucknell’s Strategic Plan for Diversity; assesses, monitors, and reports on progress toward achieving strategic diversity goals; and reviews and revises (as needed) Bucknell’s diversity goals and strategies. Primary areas of focus include (1) diversity of the faculty, staff, and student bodies; (2) campus culture and climate; (3) curricular and co-curricular diversity-centered learning opportunities; and (4) institutional practices and policies.
The Council recognizes the importance of sharing information as well as soliciting and responding to feedback from members of the campus community. As advocates for diversity, inclusiveness, and equity the Council values and promotes cross-campus collaboration; consults with faculty, staff, and campus offices; and regularly supports and participates in diversity enrichment opportunities
Estimated proportion of students that has participated in cultural competence trainings and activities (All, Most, Some, or None):
Estimated proportion of staff (including administrators) that has participated in cultural competence trainings and activities (All, Most, Some, or None):
Estimated proportion of faculty that has participated in cultural competence trainings and activities (All, Most, Some, or None):
A brief description of the institution’s cultural competence trainings and activities for each of the groups identified above:
Training is completed for student leaders who occupy critical roles of peer support, leadership and guidance. Training is completed for some staff who participate in the Inclusive Excellence Series; Diversity Advocate training for searches; participate in a number of book readings, engage in a variety of events and participate in the Annual Diversity Summit. Training is completed for some faculty who participate in the Inclusive Excellence Series;Diversity Advocate training for searches; participate in a number of book readings, engage in a variety of events and participate in the Annual Diversity Summit. In addition to the above, all new faculty participate in a session during New Faculty Orientation, that introduces them to Diversity, Equity and Inclusion at Bucknell and provides them with information on resources to support their continued growth and development.
Focus on the following topics: What is cultural competency? Why is it important/relevant to Bucknell University and your specific office and role on campus? How do people become culturally competent? Goals and next steps for participants.
Interactive workshop, tailored to offices as needed, ends with reflection and plan for action
Ideal timeframe: 4 hours, tailored to time availability of offices, 1.5 hour minimum; could be in two sessions. This is part of a series of trainings that has recently been developed by the Associate Provost for Diversity in consultation with many across campus
Other diversity-focused programs/lectures do address aspects of cultural competence, but are not part of a formal training.
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.