|Submission Date||Feb. 27, 2018|
PA-4: Diversity and Equity Coordination
|1.78 / 2.00||
Associate Provost, Academic and Inclusive Excellence, Professor
Office of the Provost; Communications
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:
Inclusive Community Council
Charge: To provide institutional oversight for programs and policies to further a campus climate that upholds the dignity of each community member, and to oversee campus-wide response and education to acts of bias and discrimination.
• Engage in periodic training on best practices in bias response programs and building a culture of understanding and respect.
• Review campus climate survey data and patterns of bias incidents on and off campus, both domestically and abroad.
• Stay abreast of the various populations that comprise the Elon community and initiate programs based on their needs.
• Review policies and grievance procedures as needed.
• Advise the Bias and Discrimination Response Coordinator on programs and initiatives.
• Advise the President on progress and additional ways to strengthen an inclusive learning environment.
• Monitor the diversity and global engagement strategic plan.
Additionally, the Provost Inclusive Community Team (PICT), meets monthly to focus on implementing the diversity, inclusion, and global engagement strategic plan. This team includes representatives from all university identity centers, Admissions, Alumni Engagement, Human Resources, the Provost Office and Student Life.
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:
Several offices on campus provide training for students, faculty and staff (including administrators) in the areas of ethnic and racial diversity, sexual and gender diversity, awareness of bias, cultural communication and reporting bias.
Elon requires all first-year students to complete an online diversity curriculum, called Diversity EDU, before beginning at Elon. This mandatory session during orientation began in the 2015-16 school year and focuses on intercultural understanding and identity exploration. All first-year students take a course called the Global Experience, which examines personal and social responsibility in domestic and global contexts, helps students develop their own view of the world and learn about the many peoples, societies, and environments that form the complex relationships that may both promote and obstruct human interaction.
Elon University works to intentionally train all staff and faculty members (including administrators) in cultural competence. Cultural competence is addressed in the day-long faculty orientation as well as the first monthly professional development session of the first-year faculty cohort. The Inclusive Community Conversations program is a three-hour curriculum specific to the Elon context, and all university staff and faculty (including administrators) are strongly encouraged to attend. These sessions provide an in-depth look at the systems to respond to and prevent bias and harassment on our campus. The sessions cover three main areas: Identity Reflection, Cross-cultural Engagement, and Bias Response Skill Development. Elon offers this in conjunction with the Joining Elon program, which is an orientation program offered by the Office of
Leadership and Professional Development once every six months for staff members who have been at Elon less than one year.
There is also a second phase of the Inclusive Community Conversations called Phase II, which is a deeper dive into the concepts introduced in Inclusive Community Conversations and is for anyone who has participated in previous sessions. Phase II, builds on Inclusive Community Conversations by engaging participants in a deeper exploration of the three focal areas. Participants begin to examine structural contributions to discrimination and oppression and practice skills that confront those in their work space and community. Participants talk across difference and challenge themselves around constructs such as micro-aggressions, implicit bias and privilege. Elon introduced the second phase program after receiving a positive response from the beginner level and was asked to further develop the program.
Elon also offers tailored Inclusive Lens Departmental Workshops specific to department needs. Inclusive Lens Workshops offer the opportunity for a department, division, or area to work with the Office of Inclusive Community Development to craft a workshop that addresses specific needs in their area. A department may have identified a particular need that would benefit from a deeper engagement with issues of diversity and inclusion. In this instance, the Director of Inclusive Community Development would meet with the department leadership to craft a unique opportunity for that area. This approach has been used for units across campus including Advancement, Alumni Engagement, Communications, Student Life, Admissions, Financial Planning, Human Resources, Bursar, Registrar and a number of academic departments.
A more in-depth option is Elon’s year-long intercultural consciousness certificate, which supports faculty and staff to view and grow in their current work with the lens of intercultural consciousness. Twenty-four faculty and staff are part of the 17-18 cohort.
Elon's identity centers also offer workshops specific to certain constructs. Some examples include: The Director of Disabilities Resources hosts a disability awareness month with programming and training sessions for faculty and staff (including administrators). The Center for the Advancement of Teaching and Learning also hosts training sessions for faculty on inclusive classrooms. The Gender and LGBTQIA Center hosts Ally trainings for students and colleagues. The Center for Race, Ethnicity and Diversity Education (CREDE) offers a monthly discussion about race and its intersections for faculty and staff, a summer race reflections lunch series for faculty and staff and a number of workshops for students including DEEP, which is the CREDE’s signature program for social justice, and The Big 8, which is an introduction to social identities where students work together to understand these social identities and reflect on their own experiences that were shaped by their multiple identities. The Center for Access and Success offers sessions on working with high financial need students, and the Global Education Center offers sessions on international students on campus. The Truitt Center for Religious and Spiritual Life offers lunch and learn sessions on major world religions, hosts a student multifaith conference, and programs about religion and its intersections.
Elon offers a number of majors, minors and courses that focus on cultural competence including minors in poverty and social justice studies, African and African American Studies, Latin American Studies, Asian Studies and Women’s, Gender and Sexuality Studies.
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.
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.