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Forming the Pilot Cohort

The pilot of the Diversity, Equity, and Inclusion Certificate received enthusiastic support from university leadership. Sponsors included the President’s Office, Office of the Provost, Office for Institutional Diversity & Inclusion, Center for Teaching Excellence (CTE), and Department of Human Resources.

When the pilot was announced in January 2019, the response was equally enthusiastic. Ten faculty and ten staff members representing all three Ohio campuses, several areas of the university, levels of professional backgrounds, and various dimensions of diversity were selected. Their experiences in the pilot would shape the certificate program in the future.

The twenty participants committed to meet approximately once a month in core workshop sessions. Each session focused on a different aspect of diversity, equity, and inclusion, while offering time for discussion, small group work, and learning.

Pilot participants also received a textbook, David Livermore's Leading with Cultural Intelligence; lunch at each core workshop session; staff job enrichment points; and a free Cultural Intelligence (CQ) Assessment Self-Report.

And since they were now a cohort of students, they were also expected to complete all 'homework', including assigned reading, online modules, and additional diversity training and events.

Inside the Classroom

The cohort was eager to get started. For the first two weeks, they discussed the campus climate and the needs of students and fellow employees. Guest speakers included a representative from the Office of Equity and Equal Opportunity (OEEO) who presented information about inclusive workplaces. Ron Scott, Vice President for Institutional Diversity and Inclusion, facilitated a discussion of unconscious biases, which are deeply ingrained but are not necessarily aligned with our conscious values and beliefs.

Homework included reading and online modules, such as Harvard University's and ÍÃ×ÓÏÈÉú's offered in conjunction with PwC. This offered good preparation for the Cultural Intelligence (CQ) Assessment, which was completed by each person and discussed during the next two sessions (see sidebar.)

In the final session, everyone came together again to share their impressions of the program.

Outside the Classroom

Pilot participants also selected two elective diversity, equity or inclusion related workshops to attend, plus two ÍÃ×ÓÏÈÉú diversity, equity or inclusion events. After each event, they wrote a short reflection.

Several people completed training in established programs, such as ÍÃ×ÓÏÈÉú's Supervisor Development Series and SafeZone 101/201. Others attended symposia or lectures, ranging from Native American land management to presentations at the Humanities Center on race relations.

Some participants even attended events that were hundreds of miles from ÍÃ×ÓÏÈÉú. Craig and Bennyce Hamilton, Regional Director of Diversity and Multicultural Services, attended two symposia: Measurement and Evaluation in Diversity and Strategic Planning in Diversity. These sessions were led by CoopLew, Inc. at Gallaudet University in Washington, DC.

Signature Experience Projects

After the classroom workshops and electives ended, participants proposed and completed capstone projects to synthesize what they'd learned. In order to make the greatest impact, Craig encouraged the cohort to address issues and problems that related closely to their workplace.

Jamie Anzano, Director of Communications and Research in biology and Project Dragonfly, knew that first-year undergraduate students are required to complete three EverFi digital learning modules, including a Diversity, Equity and Inclusion (DEI) module. Teaching Assistants and Graduate Assistants also completed the DEI training as a condition of employment. "However, all of Project Dragonfly's 950 current ÍÃ×ÓÏÈÉú graduate students and our future incoming classes were not slated to take this training," she said. Anzano is working with Vice President Scott and other diversity experts to provide and develop digital training and face-to-face training for all graduate students.

Ruchelle Dunwoody, director of intramural & summer camp sports, developed a diversity and inclusion council for her student employees at the Recreational Sports Center. "The council will offer training and resources for student employees to provide a work environment in which everyone is treated fairly and respectfully. Equal access to opportunities and resources contributes to the success of the program, organization, and team," she said.

Jennifer Yamashiro, teaching professor in humanities & creative arts at the Regionals, revised the way she taught several of her courses. For an upper-level art history course, she modified course materials and content, and developed specific assignments for students to examine a range of cultural practices and values, including their own. In the honors courses she teaches, she expanded units on privilege and service.

But Yamashiro didn't stop there. "This year, I decided to volunteer weekly alongside my students to see what the experience is like and to get to know kids in the neighborhood who are not in college yet. This provides an excellent opportunity for me to use CQ strategy to volunteer, to benefit the students in the afterschool program, and my college students in the course," she said.

Program Expansion

As the pilot wrapped up, Craig took a moment to celebrate its successes: faculty and staff learning, growing together, building deeper understanding and bridges across differences, and enjoying fellowship.

But at the same time she began actively planning the Spring, 2020 full-length iteration of the Diversity, Equity, and Inclusion Certificate. Once again, a blend of faculty and staff will be chosen to fill the cohort. Cultural Intelligence (CQ) will continue to be a primary focus.

The program's goals also remain unchanged:

• to educate and empower our employees;
• to provide ongoing professional development opportunities to appreciate differing perspectives; and
• to foster a more inclusive campus community and workplace environment. 

However, the program will now run for 12 months. Craig anticipates covering much more material than in the pilot. "This gives everyone more time to expand their knowledge and capabilities," she said. "I will be adding courses like SafeZone to the certificate, and we'll continue to evaluate and grow the program over time. We want to tap into the wonderful diversity-related initiatives and events that are happening on campus."

Interested in the certificate program? Contact Carolyn Craig for details and visit the Diversity, Equity, and Inclusion Certificate Program for additional resources.