| Overall Rating | Silver |
|---|---|
| Overall Score | 52.41 |
| Liaison | Aysha Bodenhamer |
| Submission Date | May 10, 2022 |
Radford University
PA-5: Diversity and Equity Coordination
| Status | Score | Responsible Party |
|---|---|---|
|
1.33 / 2.00 |
Josh
Nease Sustainability Manager Academic Programs |
"---"
indicates that no data was submitted for this field
Part 1
Yes
Does the committee, office and/or officer focus on students, employees, or both?:
Both students and employees
None
A brief description of the diversity and equity committee, office and/or officer, including purview and activities:
o The DEAC is a standing Administrative Shared Governance Committee of the university. Its designated administrator is the Provost. Administrative Committees have charges to assist in carrying out management functions related to implementing Radford University’s core academic mission. The DEAC’s charge is as follows:
Recommends and reviews policy and procedures concerning equity issues. Serves as advisory group to the President’s Cabinet and the University’s Equal Opportunity Official on diversity and equity issues. Develops and recommends strategies for recruitment and retention of under-represented groups (students, faculty, and staff). Develops and recommends strategies and reviews issues related to students, faculty and staff with disabilities. Proposed actions from this committee require the opportunity for comment from all the senates prior to submission of a final report to the President’s Cabinet.
o The CDI is a resource to all students, staff and faculty through a variety of programs, activities and services. The Center provides a concentrated focus on the progress, success and concerns of underrepresented populations on Radford University’s campus, including African-American, Asian-American, LatinX and Native American students. Additionally, CDI offers programming and resources for faith and religion interests and the LGBTQ+ community.
o The OIE supports and advances the University's commitment to diversity, equity and access. It provides education, guidance and leadership to administrators, faculty & staff in their efforts to comply with Title IX of the Education Amendments Act of 1972, equal opportunity in education, programs, employment and ensure safety on campus and a campus free from discrimination and harassment for our students, faculty and staff. The Office is committed to advancing equal access in all opportunities, programs, services and facilities of the University in strict accordance with applicable federal laws, state laws and University policies.
o The CAS is committed to the ongoing goal of access and inclusion so that all individuals on campus can fully participate in the university experience. CAS serves and supports students, family members and visitors seeking reasonable accommodations under the Americans with Disabilities Act. The CAS is the department on campus that approves official disability related accommodations that have been determined as reasonable through a completed interactive process with a student and the CAS offices.
Recommends and reviews policy and procedures concerning equity issues. Serves as advisory group to the President’s Cabinet and the University’s Equal Opportunity Official on diversity and equity issues. Develops and recommends strategies for recruitment and retention of under-represented groups (students, faculty, and staff). Develops and recommends strategies and reviews issues related to students, faculty and staff with disabilities. Proposed actions from this committee require the opportunity for comment from all the senates prior to submission of a final report to the President’s Cabinet.
o The CDI is a resource to all students, staff and faculty through a variety of programs, activities and services. The Center provides a concentrated focus on the progress, success and concerns of underrepresented populations on Radford University’s campus, including African-American, Asian-American, LatinX and Native American students. Additionally, CDI offers programming and resources for faith and religion interests and the LGBTQ+ community.
o The OIE supports and advances the University's commitment to diversity, equity and access. It provides education, guidance and leadership to administrators, faculty & staff in their efforts to comply with Title IX of the Education Amendments Act of 1972, equal opportunity in education, programs, employment and ensure safety on campus and a campus free from discrimination and harassment for our students, faculty and staff. The Office is committed to advancing equal access in all opportunities, programs, services and facilities of the University in strict accordance with applicable federal laws, state laws and University policies.
o The CAS is committed to the ongoing goal of access and inclusion so that all individuals on campus can fully participate in the university experience. CAS serves and supports students, family members and visitors seeking reasonable accommodations under the Americans with Disabilities Act. The CAS is the department on campus that approves official disability related accommodations that have been determined as reasonable through a completed interactive process with a student and the CAS offices.
Part 2
Some
Estimated proportion of academic staff that has participated in cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
Some
Estimated proportion of non-academic staff that has participated in cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
Some
If trainings are made available, provide:
The Center for Diversity and Inclusion host various training opportunities for all within the campus community to attend. Trainings include cultural competency training with a focus on classroom inclusivity and equity, bias, prejudice, and privilege. Other culturally based training and certification includes Safezone training and Greenzone training.
o As of June 2021, the Commonwealth of Virginia requires all employees to take an online introductory module, The Road to Cultural Competence. The module is meant to establish fundamental understandings of the terms and concepts of diversity, equity, inclusion, and cultural competence, and how those concepts affect and influence work.
o Through two grants from the Howard Hughes Medical Center, Realizing Inclusive Science Excellence (RealISE) and Engaging Differences, the university has provided training and communities of learning on inclusive pedagogy and anti-racism to faculty in chemistry, biology, and physics and to 60 faculty and administrators across the university. (one of the grants: https://www.radford.edu/content/csat/home/realise.html)
o The Center for Innovative Teaching and Learning (CITL) regularly organizes diversity, equity, and inclusion (DEI) professional development opportunities including workshops, presentations, book groups, and podcast discussion groups. In the 2019-2020 academic year, CITL organized 37 DEI-related professional development opportunities with 549 enrollments. In the 2020-2021 academic year (which was significantly impacted by the global pandemic), CITL organized 18 DEI-related professional development opportunities with 283 enrollments.
o As of June 2021, the Commonwealth of Virginia requires all employees to take an online introductory module, The Road to Cultural Competence. The module is meant to establish fundamental understandings of the terms and concepts of diversity, equity, inclusion, and cultural competence, and how those concepts affect and influence work.
o Through two grants from the Howard Hughes Medical Center, Realizing Inclusive Science Excellence (RealISE) and Engaging Differences, the university has provided training and communities of learning on inclusive pedagogy and anti-racism to faculty in chemistry, biology, and physics and to 60 faculty and administrators across the university. (one of the grants: https://www.radford.edu/content/csat/home/realise.html)
o The Center for Innovative Teaching and Learning (CITL) regularly organizes diversity, equity, and inclusion (DEI) professional development opportunities including workshops, presentations, book groups, and podcast discussion groups. In the 2019-2020 academic year, CITL organized 37 DEI-related professional development opportunities with 549 enrollments. In the 2020-2021 academic year (which was significantly impacted by the global pandemic), CITL organized 18 DEI-related professional development opportunities with 283 enrollments.
Optional Fields
Additional documentation to support the submission:
Data source(s) and notes about the submission:
o Center for Diversity and Inclusion (student-focused): https://www.radford.edu/content/diversity/home.html
o Office of Institutional Equity (faculty, staff, and students): https://www.radford.edu/content/institutional-equity/home.html
o Required Training: https://www.radford.edu/content/human-resources/home/training-development/training-sessions.html
o Optional Training: https://www.radford.edu/content/human-resources/home/training-development.html
o Office of Institutional Equity (faculty, staff, and students): https://www.radford.edu/content/institutional-equity/home.html
o Required Training: https://www.radford.edu/content/human-resources/home/training-development/training-sessions.html
o Optional Training: https://www.radford.edu/content/human-resources/home/training-development.html
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.