Inclusive Excellence Self-Developer for Non-Instructional Staff Support Page
Instructors: please use the IE Inventory rather than this Self-Developer
Unit heads: use the IE Planning Document for setting unit-level goals
Early Intermediate Advanced
Unit Heads and Administrators
Go to the Reading and Film Ideas page Send a
suggestion
Go to the IE Self-Developer (records your
strategy for your own records or for a unit-level report, and helps us
know what's needed)
Early
Access and Equity
- Read a study on educational equity issues
- Discuss the implications of such studies or training with colleagues. Teaching For Diversity is one possible place for this. The schedules are flexible, so you can bring your ideas to the group. Email Deb if you'd like to be added to the TFD email list. Or start your own!
- Test your awareness of disability rights in higher education: select from the menu here (note: the password for the "In Their Shoes" training through Penn State is ACCESSUWL).
- Test your knowledge of sexual harassment law as related to higher education
- Complete training on how handle sexual harassment reported to you: start here first; for more info contact the AAO
Diversity in the Formal and Informal Curriculum
- Attend events about populations unfamiliar to you. A Diversity category in the UW-L "Master Calendar" helps you identify campus events (you might need to check the Diversity box on the list at the lower right).
- Organize your coworkers to attend an event with you.
- Discuss with your coworkers the implications of what you learned at an event for your unit.
Campus Climate
- Read about an underrepresented population from that group's own perspectives
- Discuss with colleagues the implications of your reading on the kinds of interactions you have with students and colleagues.
- Attend training to enhance your cultural competence or knowledge of issues
- Serve on a committee or community organization that deals with diversity or equity issues
Student/Staff Learning and Development
- Identify your unconscious biases Go here: https://implicit.harvard.edu/implicit/demo/ These tests measure not how racist (or sexist, homophobic, etc.) you are, but rather the extent to which the messages of our culture reside in your sub-conscious. Malcolm Gladwell's Blink: The Power of Thinking Without Thinking (NY: Little, Brown, 2005) explores why unconscious bias matters.
- Develop a plan for your own professional development on diversity and inclusion.
- Set specific goals for your own learning that will challenge you.
Intermediate
Access and Equity
- Work with colleagues to help identify equity issues in your unit
- Serve on a search committee and attend the mandatory diversity training for search committees
- Attend at least one campus program focused on equity issues in the workplace (or for students, if your unit works with students).
- Identify your role in supporting new colleagues
Diversity in the Formal and Informal Curriculum
- Develop a diversity-related event specifically for your unit.
Campus Climate
- Learn about Universal Design and begin implementing it within your work area
- Mentor a new colleague from an historically underrepresented group
Student/Staff Learning and Development
- Learn all you can about a population about which you have strong implicit biases.
- Discuss these new perspectives with colleagues.
- Develop a plan to reduce your implicit biases against that group.
- Learn about stereotype threat and how it might affect you and your colleagues (and students, if your unit works with students)
Advanced
Access and Equity
- Develop solutions to head off likely equity problems evident from the literature in your field or in Equity Scorecard or assessment findings
- Make a recruiting call to a student from an underrepresented population.
- Plan how you would constructively respond to a variety of diversity-related controversies that could arise in your unit.
- Discuss the pros and cons of various responses to diversity-related controversies with your colleagues.
- Invite feedback to your response ideas from cross-cultural experts.
Diversity in the Formal and Informal Curriculum
- Conduct diversity-related training for colleagues
Campus Climate
- Research organizational changes that would make your unit more inclusive
- Work to implement such organizational change
- Study a new language
Student/Staff Learning and Development
- Attend advanced training to enhance your cultural competence or knowledge of issues:
- Develop a plan to reduce stereotype threat within your unit.
- Lend your expertise on such issues to a board, organization, or committee
- Share the diversity-related problem-solving ideas you've tested to students and/or colleagues across campus
Related Sites: UW-L Diversity Hub Site Multicultural Student Services Pride Center Campus Climate and Diversity Disability Resource Services