Examples from Other University Policies

Research

According to the UMBC Faculty Handbook:

Examples of policy language at other institutions that recognize and reward DEIA contributions for research include UC Santa Cruz: [in “Research and Other Creative Work”] “Research contributions to understanding the barriers facing women and minorities in academic disciplines, for example:

• Studying patterns of participation and advancement of women and minorities in fields where they are under-represented
• Studying socio-cultural issues confronting under-represented students in college preparation curricula
• Evaluating programs, curricula, and teaching strategies designed to enhance participation of under-represented students in higher education
• Research interests that will contribute to diversity and equal opportunity, for example, research that addresses:
  • Race, ethnicity, gender, multiculturalism, and inclusion
  • Health disparities, educational access and achievement, political
    engagement, economic justice, social mobility, civil and human
    rights

• Questions of interest to communities historically excluded by higher
  Education
• Artistic expression and cultural production that reflects culturally diverse communities or voices not well represented in the arts and humanities.” (p. 4)

University of Oregon: Specific examples of scholarship, research or creative activity related to institutional equity and inclusion might include:

• Research or creative activity in a faculty member’s area of expertise that involves inequalities or barriers for inclusion for underrepresented groups.
• Intellectual themes or trajectories that examine patterns of representation, incorporation or inclusion within a faculty member’s area of expertise.
• Grantsmanship that provides funding for research that focuses on equity, inclusion, and diversity.  Scholarly productivity in particular texts, data sets, methodological practices, theories or creative discourses that involve equity and inclusion within a faculty member’s area of expertise.
• As a supplement to primary research in the sciences, research contributions to understanding the barriers facing women and underrepresented minorities in science and other academic disciplines; for example:
  • studying patterns of participation and advancement of women and minorities in fields where they are underrepresented;
  • studying socio-cultural issues confronting underrepresented students in college preparation curricula;
  • evaluating programs,curricula, and teaching strategies designed to enhance participation of underrepresented students in higher education;

• candidates who have research interests in subjects that will contribute to diversity and equal opportunity in higher education; for example:
  • research that addresses issues such as race, gender, diversity, and inclusion;
  • research that addresses health disparities, educational access and achievement, political engagement, economic justice, social mobility, civil and human rights;
  • research that addresses questions of interest to communities historically excluded by or underserved by higher education;

• artistic expression and cultural production that reflects culturally diverse communities or voices not well represented in the arts and humanities.

Teaching

According to the UMBC Faculty Handbook, each department should have guidelines for the evaluation of teaching in promotion and tenure that

Examples of policy language at other institutions that recognizes and rewards DEIA contributions for teaching include

UC Santa Cruz: “Contributions to pedagogies addressing different learning styles, for example:

• Designing courses or curricula that meet the needs of educationally disadvantaged students
• Developing effective teaching strategies for the educational advancement of students from under-represented groups
• Experience teaching students who are under-represented, for example:
  • Record of success advising women and minority graduate students
  • Teaching at a minority-serving institution
  • Experience teaching students with disabilities.”

University of Oregon: “Specific examples of evidence that faculty might use to show their contribution to institutional equity and inclusion in the teaching area might include:

• Developing effective teaching strategies for the educational advancement of students from groups underrepresented in higher education.
• Developing courses or curricula materials that focus on themes of diversity, equity, and inclusion or the incorporation of underrepresented groups.
• Record of success advising students from groups underrepresented in the faculty member’s discipline/profession.
• Evaluating programs, curricula, and teaching strategies designed to enhance participation of students from underrepresented groups.
• Participation in faculty workshops to promote equity and inclusion in the classroom.
• Participation in scholarship of teaching and learning activities, including workshops, research projects, conferences at the intersection of curriculum development and diversity.
• Serving as an advisor to programs such as Women in Science and Engineering, SACNAS, NOBCChE or other equivalent programs in all disciplines.”

Service

According to the UMBC Faculty Handbook:

Examples of policy language at other universities that recognizes and rewards DEIA contributions for service include

UC Santa Cruz: “Participation in service that applies up-to-date knowledge to problems, issues, and concerns of groups historically under-represented in higher education:

• Engagement in seminars, conferences, or institutes that address the concerns of women and under-represented minorities
• Presentations or performances for under-represented communities
• Honors, awards, and other forms of special recognition such as commendations from local or national groups or societies representing under-served communities
• The application of theory to real-world economic, social, and community development problems
• Election to office, or undertaking service to professional and learning societies, including editorial work, or peer reviewing for a national or international organization addressing disparities in access to higher education
• Selection for special public service activities and invitations to give talks within the field that address the needs of under-represented or culturally diverse groups

Participation in professional or scientific associations or meetings, and presentation of papers related to the needs of communities historically excluded from higher educationProfessional ActivityEngagement in activity designed to remove barriers and to increase participation by groups historically under-represented in higher education:

• Participation in academic preparation, outreach, or tutoring
• Participation in recruitment and retention activities
• Service as an advisor to programs such as Women in Science and Engineering
• Exceptional record mentoring students and junior faculty from groups under-represented in the field
• Promoting welcoming classroom environments for students from culturally diverse groups.”

University of Oregon: “Specific examples of service related to institutional equity and inclusion might include:

• Leadership in a professional organization’s equity, inclusion, and diversity work.
• Membership on departmental or university committees related to equity and inclusion.
• Participation in university pipeline and/or outreach activities.
• Participation in efforts to increase participation of underrepresented students in undergraduate and graduate programs.
• Service for or joint initiatives with state or national organizations (e.g., American Economics Association Committee on the Status of Women in the Economics Profession, National Society of Black Physicists) with an emphasis on equity and inclusion.
• Service on local and/or statewide committees focused on issues of equity and inclusion.
• Leadership in organizing departmental or campus-wide events that encourage self-reflection and education regarding issues of equity, inclusion.
• Participation in academic preparation, outreach, tutoring, pipeline or other programs designed to remove barriers facing women, minorities, veterans, people with disabilities.”