| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 47.40 |
| Liaison | Havina Georgieva |
| Submission Date | April 4, 2017 |
| Executive Letter | Download |
FIE: Foundation for International Education
PA-4: Diversity and Equity Coordination
| Status | Score | Responsible Party |
|---|---|---|
|
1.67 / 2.00 |
Havina
Georgieva Programmes Coordinator Administration |
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:
FIE's 'Diversity and Inclusivity Team' (D&I) was established with the purpose of engendering a welcoming, supportive and inclusive living, learning and working environment for the entire FIE community. The team's main responsibilities include:
- Defining FIE’s D&I strategy
- Evaluating D&I policies and procedures, website, marketing materials and approaches
- Evaluating data collection and use of data
- Integrating D&I initiatives and resources into all aspects of the student experience (i.e. curriculum, co-curriculum, extra-curriculum, student support services and residence life)
- Identifying appropriate D&I training and development for staff, faculty and students
- Assisting with FIE's 'Accessibility Focus Group'.
The team met four times in 2016.
Currently the team is reviewing the accessibility of FIE’s programmes and environments in London, Dublin and Amman, to ascertain ways in which FIE can enhance its accessibility and better support those with disabilities. Populations that are of consideration are students, staff, faculty and visitors with physical, sensory, cognitive and behavioural/emotional disabilities. Areas of provision being considered include:
• Policies
• Application and pre-departure
• Working with partners
• Orientation process
• Administrative processes
• Teaching and learning, along with academic and co-curricular environments
• The internship experience
• Buildings and facilities
• Website and other IT platforms, communications, marketing materials and publications
• Support services
• Human resources
The Team aims to develop an action plan to identify:
• ‘Quick wins’ (i.e. easily achievable enhancements)
• Ways to build or enhance awareness relating to accessibility as well as buy-in from FIE’s different stakeholders
• Longer term goals
• Any training needs
FIE's Accessibility Manager's main responsibility is to continue to lead on delivering high-quality and proactive guidance and support services to students with disabilities by identifying support and funding needs, liaising with relevant departments/external agencies to implement support and raising profile and awareness of services.
FIE's Diversity and Social Responsibility Officer's main responsibilities include to lead on established projects, new initiatives and events to showcase FIE’s values of
diversity, sustainability and social justice across all programme sites and
departments; act as a key contact for these value-led initiatives internally and externally; organise and manage FIE’s annual Student Global Leadership Conference
(SGLC) and associated academic activities; and support and motivate students in ‘living’ FIE’s values throughout their experience
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:
All students participate in cultural activities as part of their courses while abroad. Exploring different cultures and social groups is a key part of the curriculum of all British Life courses. Students regularly visit different communities, cultural establishments, places of worship and explore the diverse nature of the British society.
For the last 3 years, 98 staff members participated in staff-development initiatives. Approximately, 56 have participated in training initiatives which are directly related to cultural competence development. This figure excludes participation in international conferences which staff members regularly attend - which are also an opportunity for developing further their intercultural communication and skills.
FIE faculty members also have access to a professional development fund and are actively encouraged to participate in training initiatives. A professional development portal lists all professional organisations in the sector of international and higher education, conferences, as well as research and training resources. In addition, recently a select few of faculty participated in a FIE half-day diversity workshop for which more faculty will be invited in the future to further develop their diversity and cultural competence.
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
Data source(s) and notes about 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 or simply email your inquiry to stars@aashe.org.