Published November 16, 2023
Recommendation | Timeline | Status |
Create Inclusive Curriculum and Pedagogy Steering Committees to provide university wide and decanal unit prioritization and oversight | 2022 | Completed:
|
Foster and support inclusive pedagogy expertise at the unit level | 2022-23 | In Progress:
|
Implement a Student Academic Support Equity, Advocacy, and Concerns committee; and an Academic Support Service Coalition (for collaboration and training across staff) | 2023-24 | In Progress |
Create a task force to address issues of DEI and anti-racism in course evaluation | 2022 | In progress:
|
Provide workshops, training, and resources in support of inclusive pedagogy & curriculum which address instructional faculty (at all levels); doctoral students and teaching assistants | 2022 and ongoing | In progress and ongoing:
|
Provide training on inclusive mentoring of students | 2022-2023 and ongoing | In progress:
|
Require annual anti-racist/diversity training for faculty and staff | N/A | Recommendation moved to Staff Recruitment, Mentoring and Advancement Subcommittee |
Develop internship programs for graduate students to engage in DEI work at the decanal level | 2023-24 | Reconsidered |
9. Assess; enhance; and expand capacity, resources and access to programs such as Schomburg, iSEED | 2022-23 | Ongoing:
|
Expand mentoring programs to reach more underrepresented (UR) and First-Generation students, including graduate students | 2022-23 | Ongoing:
|
Establish graduate student forums for information exchange across programs and campuses | 2022-23 |
|
Revise the UB-wide learning outcomes, undergraduate General Education diversity learning outcomes, and the Graduate School mission statement, in collaboration with appropriate governance, to explicitly address development of anti-racism competencies |
| In progress:
Completed:
|
Require a series of co-curricular modules for all undergraduate students that cover core knowledge and skills related to anti-racism, integrated within general education and at other critical points (e.g., orientation, first-year seminar, diversity learning requirement) | 2023 | In Progress:
|
Review and modify Responsible Conduct of Research requirements to ensure content and assessment addressing diversity, equity, inclusion, and anti-racism | 2022-23 | Reconsidered:
|
Develop and implement program processes which evaluate DEI and anti-racism in objectives, learning outcomes, curriculum, and assessment of student learning | 2023 | In progress and ongoing:
|
Develop recommendations regarding inclusive and anti-racist syllabi, in concert with shared governance | 2023 | In progress:
|
17. Modify course and curriculum review processes to support intentional consideration of diversity, equity, inclusion, and anti-racism |
| In progress:
Completed
|
Identify academic support programs successfully retaining and graduating underrepresented student populations and provide funding support to scale these programs across the campus. | 2022-23 | language updated following the Supreme Court ruling on Affirmative Action in Admissions
Completed:
|
Recommendation | Timeline | Status |
1. Create Inclusive Curriculum and Pedagogy Steering Committees to provide university wide and decanal unit prioritization and oversight | 2022 | Completed: The Undergraduate and Graduate Associate Deans Councils will provide oversight of university wide and decanal prioritization related to curriculum and pedagogy |
2. Foster and support inclusive pedagogy expertise at the unit level | 2022-23 | In progress: Holistic Admissions in PhD Programs Initiative underway
CATT developing faculty fellow model for 23-24 Also see notes for rec. 15 |
3. Implement a Student Academic Support Equity, Advocacy, and Concerns committee; and an Academic Support Service Coalition (for collaboration and training across staff) | 2022 | Completed: Student Academic Support committee assembled
In progress: Coalition development |
4. Create a task force to address issues of DEI and anti-racism in course evaluation | 2022 | In progress: The Institutional Assessment Council is creating a subcommittee to address this: the committee is assembled and has begun its charge; Also, the Educational Effectiveness and Learning Analytics Team in CATT (EELA) has begun on a bias study to quantify how much racial bias there might be in Course Evaluations. |
5. Provide workshops, training, and resources in support of inclusive pedagogy & curriculum which address instructional faculty (at all levels); doctoral students and teaching assistants | 2022 and ongoing | In progress:
|
6. Provide training on inclusive mentoring of students | 2022-2023 | In progress: Graduate School initiating CIMER Training Program (Center for the Improvement of Mentored Experiences in Research) which includes mentor and mentee training in EDJI issues. |
7. Require annual anti-racist/diversity training for faculty and staff | N/A | Referred to HR. |
8. Develop internship programs for graduate students to engage in DEI work at the decanal level | 2023-24 | In progress |
9. Assess; enhance; and expand capacity, resources and access to programs such as Schomburg, iSEED | 2022-23 | In progress |
10. Expand mentoring programs to reach more underrepresented (UR) and First-Generation students, including graduate students | 2022-23 | In Progress:
|
11. Establish graduate student forums for information exchange across programs and campuses | 2022-23 | In progress |
12. Revise the UB-wide learning outcomes, undergraduate General Education diversity learning outcomes, and the Graduate School mission statement, in collaboration with appropriate governance, to explicitly address development of anti-racism competencies | 2022-23 | In progress:
|
13. Require a series of co-curricular modules for all undergraduate students that cover core knowledge and skills related to anti-racism, integrated within general education and at other critical points (e.g., orientation, first-year seminar, diversity learning requirement) | 2023 | In Progress: Undergraduate Education will convene a task force of UB Curriculum Steering committee members, Associate Deans, CATT instructional specialists, and Student Life representatives to develop a plan for creating, implementing and resourcing the recommending co-curricular modules. |
14. Review and modify Responsible Conduct of Research requirements to ensure content and assessment addressing diversity, equity, inclusion, and anti-racism | 2022-23 | In progress: AA/The Graduate School is currently evaluating methodologies to add DEI and anti-racism content to RCR requirement. |
15. Develop and implement program processes which evaluate DEI and anti-racism in objectives, learning outcomes, curriculum, and assessment of student learning | 2023 | In progress: The Comprehensive Program Review self-study document gives unit-level programs an opportunity to reflect on how they're adequately aligned to DEJI processes and concerns. At least one unit (SAP) has come forward to revise their curricula. This initial work with SAP will serve as a pilot process for effectively creating and posting templates and resources for unit-level use as they are continuously developed. (see notes to rec. 2) |
16. Develop recommendations regarding inclusive and anti-racist syllabi, in concert with shared governance | 2023 | In progress: Undergraduate Education and the Graduate School will convene a task force to develop specific syllabi recommendations |
17. Modify course and curriculum review processes to support intentional consideration of diversity, equity, inclusion, and anti-racism | 2022-23 | In progress: Undergraduate and Graduate Association deans will be engaged beginning Fall 2022. New processes/workflow can be embedded in the new Curriculum Management System. |
18. Identify academic support programs successfully retaining and graduating UR students. Commit Investments to support at scale programs across the campus. | 2022-23 | In Progress: Student Success will assess the current numbers of UR students who are participating in academic support programs and will assess retention and graduation rates. Recommendations will then be made regarding additional resources to support those programs |
