Definition of Diversity within the Context of Faculty Searches
School of Business
We recognize that the diversity inherent in the existing student body and the mix of student experiences expand the nature of dialogue in the school and exposure to a variety of viewpoints produces higher quality results. Therefore, we cherish freedom of thought, welcome multiple frames of reference and learning experiences that foster sensitivity and flexibility towards cultural differences, embody the global context, and reflect the interdisciplinary nature of business decisions. We respect all ideas, thoughts and approaches that embody deliberate and careful scholarship at the highest level.
School of Educational Studies (SES)
The School of Educational Studies (SES) is an inclusive community that includes students, faculty, and staff of different backgrounds, including but not limited to age, language, cultural background, disability, ethnicity, family status, gender presentation, immigration status, national origin, race, religious and political beliefs, sex, sexual orientation, socioeconomic status, and veteran status.
Beliefs, attitudes, and actions that foster understanding of self and others through curriculum, instruction, research, and focused learning activities are a valued component of SES courses and programs. Faculty create environments and support students to become critically engaged educators and citizens who design and integrate curriculum, instructional, and inquiry practices to promote equity and social justice across educational and community contexts.
Diversity in SES refers to relations of power between social groups and also includes individual and group identities of historically marginalized populations. SES affirms that diversity is inherently valuable as we embrace differences that emerge from racial, ethnic, cultural, gender, sexual orientation, geographic, physical, religious and socioeconomic contexts and identities.
School of Interdisciplinary Arts & Sciences (IAS)
Diversity is defined as individual and institutional actions taken to counteract relations of power and difference historically characterized by the social exclusion, marginalization, and oppression of one group and the unearned privilege and overvaluation of another. Diversity is fluid in that the status and representation of groups shifts over time and context. In our current moment, this definition includes, but is not limited to, race, [indigeneity], sex, gender identity, language, socioeconomic status, ethnicity, indigeneity, sexual orientation, age, disability, nationality, visa/documentation status, religion, and military status.
School of Nursing & Health Studies (SNHS)
Diversity refers to relations of power between social groups and also includes individual and group identities of historically marginalized populations. SNHS affirms that diversity is inherently valuable as we embrace differences that emerge from racial, ethnic, cultural, gender, sexual orientation, geographic, physical, religious and socioeconomic contexts and identities. Our School-level values make clear that the proper ends of healthcare and population health must be the care of patients and promotion of individual and community health and well-being.
School of Science, Technology, Engineering & Mathematics (STEM)
The School of STEM defines diversity as a faculty that is representative and inclusive of scholars from historically underrepresented populations in STEM, including those driven by disparities in social class and status, differences in social power and privilege, race, ethnicity, gender and gender identity, sexual orientation, veteran status, visa/documentation status, culture, religion, physical and neurological divergence, and geography. We acknowledge that within the School and Divisions, certain groups are more underrepresented than others, and that this differs across disciplines.
We are committed to ensuring that the composition of our faculty truly reflects the communities we serve. We are committed to identifying and rectifying specific gaps; for example, gender disparities in the computer and engineering fields, lack of BIPOC faculty across all disciplines, and failure to retain women and BIPOC faculty to tenure and/or promotion and into higher levels of academic leadership. We acknowledge and affirm that a diverse faculty increases creativity and innovation, and creates a rich intellectual space for students, faculty, staff, and the communities we serve.