|Submission Date||June 29, 2018|
PA-4: Diversity and Equity Coordination
|1.33 / 2.00||
Education & Outreach Manager
Yale Office of Sustainability
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:
The Office of Diversity and Inclusion (ODI) is a department within Human Resources that collaborates with departments and individuals across the campus to promote harmonious and accessible work environments that are both respectful and inclusive of people from various backgrounds and experiences.
The Yale University Diversity and Inclusion unit comprises several departments: Office of Diversity & Inclusion, WorkLife and Childcare Programs, Office of Equal Opportunity Programs, and Yale Accommodations Office. The Office of Diversity and Inclusion is responsible for establishing University-wide hiring goals, Diversity education, Creation & Cultivation of Affinity Groups, Creating Internal Talent Management Process for Minority Employees, and Communicating the Diversity Progress both internally and externally to Yale. This past year the diversity office supported over 350 events and meetings.
The Office of Diversity, Inclusion, Community Engagement, and Equity (DICE) strives to create an inclusive community for the diverse student body of Yale School of Medicine (YSM) by supporting and celebrating our differences. Though outreach, education, and advocacy we aim to promote the creation of the interdisciplinary healthcare workforce – including innovative physicians, researchers, and scientist – who reflect and serve the diversity of the community.
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:
Diversity training for staff is offered in the following formats: community sessions, departmental trainings, and customized departmental trainings. The following course themes are offered: Stereotypes, Generations, Mutual Respect, Unconscious Bias and Trust.
Incoming Yale College students can register to attend Cultural Connections. CC is designed to introduce freshmen to Yale’s cultural resources as well as to explore the diversity of student experiences on the Yale campus, with emphasis on the experiences of traditionally underrepresented students and issues related to racial identity. Activities include discussions with faculty experts in the concepts of ethnicity, nationality, and race; panels on academic expectations by faculty; presentations on campus life by students; and group visits to local points of interest such as the Yale College cultural centers, local and University museums and parks. Trained Peer Liaisons are trained in cultural competence and offer as support for other students, including those participating in CC.
In September, 2017 the Yale Divinity School hosted the People's Institute for Survival and Beyond to hold a 2-day intensive workshop on Undoing Racism, that was open to faculty, staff, students, and community members. The workshop addressed the following: Analyzing Power, Recognizing the Internalized Manifestations fo Racial Oppression, Defining Racism, Understanding the Manifestations of Racism, Learning from History, Sharing Culture, and Organizing to Undo Racism.
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.