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PROGRAMS
1. Based upon an inventory of needs across the College, provide annual college
professional development opportunities designed to support faculty in 1)
incorporating Universal Design for Learning (UDL) principles in their teaching,
2) designing curricula informed by an evolving equity and social justice
framework, 3) ensuring that syllabi and teaching materials re ect current
guidelines on accessibility, and 4) continuing to develop their own critical
consciousness concerning issues relevant to their role in higher education. (by
Spring 2022)
5. Create, vet, and pilot CESS equity related questions for course
evaluations. Consider language that addresses classroom conversations,
valuing student identities/presence, and ability of professor to cultivate
critical spaces for learning and growth as it relates to equity and diversity. (by
Fall 2019 and Spring 2020)
8. The CESS Strategic Innovation Fund program and other internal grants will
include speci c criteria around inclusive excellence and will have the option to
give preference to proposals that demonstrate impact on inclusive excellence.
(begin in 2019-2020)
9. Establish two to four external formal MOU CESS accessible pathway
partnerships to foster recruitment, enrollment, and retention of students of
color and other underrepresented backgrounds (e.g., rst generation, low-
income, English Language Learners, individuals with developmental
disabilities, learners who do not have a four-year degree, learners who have
degrees in other countries) towards CESS undergraduate, graduate, and
certi cate programs. Activation and fostering of these partnerships should
result in a minimum sustainable annual increase of 2% (10 to 14 students). (by
Spring 2021)
10. Create a mentorship and retention program for CESS undergraduate and
graduate students who self-identify as students of color and other
underrepresented identities. Program design and outcomes should be created
in collaboration with CESS colleagues advancing retention, students
representing underrepresented ethnicities/races and identities, campus
partners, and in accordance with current research and best practices of
mentoring and retention programs. (by end of Fall 2019)
13. Offer and provide resources for an annual CESS diversity lecture series
hosted by the Committee for Equity Action and Diversity (CEAD) Committee.
(Spring 2019)
14. Acknowledge ongoing work to improve digital and physical accessibility
within the college. (Spring 2020)
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