Integrate diversity, equity and inclusion into the university’s core academic mission of teaching, research, and service.

Teaching and Curriculum

STRATEGY 3-A: Enhance inclusion and equity in instruction in support of student and faculty success.

Critical Tasks

  • Investigate and explore the capacity needed to ensure all instructors have training on training on inclusive classroom skills.
  • Charge the task force revising the Assessing the Classroom Environment (ACE) student evaluation form to include items addressing instructor diversity, equity, and inclusion competencies and to develop resources for department chairs and other faculty reviewers on the effective and equitable use of ACE scores.
  • Complete the 2019 Professional Students, Post-Doctoral Scholars, and Post-Graduate Trainee Diversity, Equity, and Inclusion Climate Surveys and listening sessions and use the data to improve the experiences of students and trainees in the professional schools and programs.

STRATEGY 3-B: Invest in diversity, equity, and inclusion-specific courses and embed diversity, equity, and inclusion content across the curriculum to increase opportunities that advance student diversity, equity, and inclusion knowledge and skills.

Critical Tasks

  • Identify the academic courses and certificate programs that attract and facilitate success of URM students and other students who experience disparate success rates; evaluate impact and support the courses and programs as strategic investments toward institutional diversity, equity, and inclusion success.
  • Explore integration of content related to free speech, challenging conversations, perspective-taking, and inclusive campus communities in the College of Liberal Arts and Sciences rhetoric general education core requirement.
  • Explore providing academic credit for the Hawkeye Service Teams’ Alternative Spring Break. Assess impact of participation on advancing diversity, equity, and inclusion-related awareness, knowledge, and skills.
  • Implement the Hawkeye Engage reflection tool to enable students to catalog and reflect on their learning in 11 competency areas, including diversity.

Research and SERVICE

STRATEGY 3-C: Recognize and value diversity, equity, and inclusion-related research and scholarship through formal and informal processes.

Critical Tasks

  • Support campus-wide symposia in diversity, equity, and inclusion-related areas of strength that bring national leaders together with faculty, staff, and students (per the Path Forward strategy). Use the opportunities to advance scholarship, campus awareness, and recruitment of faculty, staff, and students.
  • Strengthen the network of campus scholars engaged in diversity, equity, and inclusion-related research by investing in culturally inclusive gatherings such as Relax; Talk; Grow, hosted by the UI African American Council and the Public Policy Center, at which UI scholars are invited to showcase their scholarship and interests in informal environments that value their scholarly contributions while building community.
  • Implement a program aligned with the University of Michigan’s National Center for Institutional Diversity’s Diversity Scholars Network to create a “scholarly community committed to advancing understandings of historical and contemporary social issues related to identity, difference, culture, representation, power, oppression, and inequality—as they occur and affect individuals, groups, communities, and institutions.” Include faculty, post-docs, graduate students, and research-active staff in the network.
  • Communicate institutional support for and give equitable credit for international scholarship and globalized research. Integrate the proposed guidelines for recognizing and rewarding international and globalized research for promotion and tenure.

STRATEGY 3-D: Recognize and value diversity, equity, and inclusion-related institutional and clinical service through formal and informal processes.

Critical Tasks

  • Continue to support the Ethnic Studies Research Support Program to recognize the additional service demands required of faculty who hold joint or complimentary appointments in ethnic studies units that focus on the history, experience, and identity of underrepresented racial/ethnic minorities in the U.S.
  • Promote the annual Culturally Responsive Health Care in Iowa conference, supported by all UI health science colleges, as an excellent on-campus and regional professional development opportunity to learn about culturally responsive and competent care in a multidisciplinary environment. 
  • Promote UI’s population-specific clinical services (e.g., Ethnic Skin Care Clinic, Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning (LGBTQ) Clinic, UI Children's Hospital Sickle Cell Care Team, Geriatric and Specialty Needs Dental Clinic, Center for Disabilities and Development) as valuable resources in employee recruitment materials.