Use our Diversity Database Update Form to submit changes to your program.
Center for Leadership in Disability – Equity, Diversity & Inclusion Action Plan
School of Public Health
Groups Served
Faculty, Staff
Program Website
Visit the Program Website
Contact Information
Salmon, Ashley; Graybill, Emily; Munoz, Bren; Norris, Spenser; Vinoski-Thomas, Erin
[email protected]
Address
140 Decatur Street SE
Atlanta, GA 30303
Building
Urban Life Building
Campus
Atlanta
Funding
Other Source
Overview
The Center for Leadership in Disability (CLD) is a beacon for disability advocacy at Georgia State University and Georgia more generally, with an increasing focus on intersectionality and justice. The CLD-ED&I Action Plan was created to ensure CLD Faculty and Staff engage in conversations about racism, sexism, ableism and other conflicts as needed.
Benefits
a. Awareness
b. Personal reflection
c. Feedback loops
d. Access to resources
e. Scholarly approach (use of empirical studies to inform efforts)
f. Staff/Faculty engagement
Supplemental Materials
Not Applicable
Discipline Focus
Not discipline specific (University-Wide)
Diversity Group ( Social Identity)
Ability/Disability, Gender, Race/Ethnicity, Sexual Orientation
Race/Ethnic Group
Black, Hispanic/ Latinx groups, Multi-racial
Program, Initiative, Policy or Sponsored Award Category
Priority 2: Multicultural Programming
Established
07/15/2020
Number Served
0-50
Notable Leaders, Stakeholders, or Speakers
Daniel Crimmins
Emily Graybill
Research Routines, Responsibilities and Activities
Mentored research experience(s), Committee/council/group/advisory board/task force, Specialized center, Program sponsored (in-house) professional development sessions/ training/coursework (e.g., workshops, test preparation, mini-courses, specialized course, conference presentations, resume/cv building, modules, professional development etiquette, facilitated discussion, panel, summit, educational programming, speaker series), Cultural competency training (workshop, certificate, course), Orientation/Onboarding, celebrations of diverse groups (e.g. Black history, Asian American/ Pacific Islander Heritage, etc.), Creation of materials (syllabi, templates, tool-kits, lists, resources (printed or web-based), Dissemination/communication of policy, newsletter, brief, common definitions, web-based diversity, equity and/or inclusion statements, Accommodations (disability)/assistance (employee, staff), Community outreach (e.g., townhall, alumni engagement, meetings to gauge community perception or campus constituents, movements)
Additional Research Components, Roles and Responsibilities
Current/Ongoing Initiatives
i. GaDOE Equity Training
ii. COVID-19 Research
iii. Latino Community of Practice
iv. MCH Grant: Examining Racial Disparities in Autism Spectrum Disorder Early Identification
v. 2020 Morehouse School of Medicine Prevention Research Center: Minority Serving Institution Community Engagement Cohort
Planned Initiatives
i. Restorative Practices in Schools to help end the School-to-Prison Pipeline
ii. Review Internal Curricula for Racial Bias
iii. Mass Incarceration of Black and Brown Individuals with Disabilities
Self-efficacy Emphasis
Various types of coaching with feedback, research and professional development
Acknowledgement/Affirmation of Identity, Strengths, Needs
a. Acknowledging Staff/Faculty where they are in discussions
b. Various types of positive reinforcement
c. Conversational workshops assisting with developing career and research ideas
Examples of Inclusionary Practices and Activities
Specialized Curricula/Workshops (e.g. training for participants, directors and/or faculty on imposter syndrome, implicit bias, microaggressions), Structured Dialogues and Interactions (e.g. lab discussions, one-on-one sessions, virtual dialogues), Orientation (e.g. reviewing norms, expectations, structures, goals and/or protocols), Creation of a Safe space/ climate/environment
Participant Empowerment
Academic recognition (i.e. research credibility, prestige), Knowledge transfer to the community (e.g., parents, peers, stakeholders), Publication opportunities, Mentoring opportunities
Mentoring Components
Mentors provide support with goal setting and or career planning, Mentors provide mentees with access to academic resources (e.g. precollegiate/collegiate/graduate/postdoc/ faculty training; standardized test preparation; writing workshops, research workshops, tenure and promotion information), Mentor recognizes the value of the mentee. (i.e., co-authorship, graduate school/employment references)
Opportunities to Privilege Voice
Staff/Faculty can provide continuous feedback on methods; Special Interest Group sessions
Evaluation Methods
average attendance to events, course/curricula content changes
Anticipated Participant Outcomes
attendance, Other
Other: TBD
Outcome Milestones
Increased Awareness; Building Community; Connection with mentors, staff satisfaction information
Key Performance Indicators
Event Attendance; Understanding and documenting if your program is meeting its goals, objectives and reporting requirements
Program, Initiative, Policy or Sponsored Award Category
Priority 2: Multicultural Programming
Established
07/15/2020
Number Served
0-50
Notable Leaders, Stakeholders, or Speakers
Daniel Crimmins
Emily Graybill
Research Routines, Responsibilities and Activities
Mentored research experience(s), Committee/council/group/advisory board/task force, Specialized center, Program sponsored (in-house) professional development sessions/ training/coursework (e.g., workshops, test preparation, mini-courses, specialized course, conference presentations, resume/cv building, modules, professional development etiquette, facilitated discussion, panel, summit, educational programming, speaker series), Cultural competency training (workshop, certificate, course), Orientation/Onboarding, celebrations of diverse groups (e.g. Black history, Asian American/ Pacific Islander Heritage, etc.), Creation of materials (syllabi, templates, tool-kits, lists, resources (printed or web-based), Dissemination/communication of policy, newsletter, brief, common definitions, web-based diversity, equity and/or inclusion statements, Accommodations (disability)/assistance (employee, staff), Community outreach (e.g., townhall, alumni engagement, meetings to gauge community perception or campus constituents, movements)
Additional Research Components, Roles and Responsibilities
Current/Ongoing Initiatives
i. GaDOE Equity Training
ii. COVID-19 Research
iii. Latino Community of Practice
iv. MCH Grant: Examining Racial Disparities in Autism Spectrum Disorder Early Identification
v. 2020 Morehouse School of Medicine Prevention Research Center: Minority Serving Institution Community Engagement Cohort
Planned Initiatives
i. Restorative Practices in Schools to help end the School-to-Prison Pipeline
ii. Review Internal Curricula for Racial Bias
iii. Mass Incarceration of Black and Brown Individuals with Disabilities
Please describe how your program addresses self-efficacy (one's beliefs in their own ability to execute behaviors necessary to perform) in its participants?
Various types of coaching with feedback, research and professional development
How does your program acknowledge or affirm individuals’ different identities, strengths, or needs?
a. Acknowledging Staff/Faculty where they are in discussions
b. Various types of positive reinforcement
c. Conversational workshops assisting with developing career and research ideas
Inclusionary practices/activities utilized in your program:
Specialized Curricula/Workshops (e.g. training for participants, directors and/or faculty on imposter syndrome, implicit bias, microaggressions), Structured Dialogues and Interactions (e.g. lab discussions, one-on-one sessions, virtual dialogues), Orientation (e.g. reviewing norms, expectations, structures, goals and/or protocols), Creation of a Safe space/ climate/environment
Participant Empowerment
Academic recognition (i.e. research credibility, prestige), Knowledge transfer to the community (e.g., parents, peers, stakeholders), Publication opportunities, Mentoring opportunities
Mentoring Components
Mentors provide support with goal setting and or career planning, Mentors provide mentees with access to academic resources (e.g. precollegiate/collegiate/graduate/postdoc/ faculty training; standardized test preparation; writing workshops, research workshops, tenure and promotion information), Mentor recognizes the value of the mentee. (i.e., co-authorship, graduate school/employment references)
Opportunities to Privilege Voice
Staff/Faculty can provide continuous feedback on methods; Special Interest Group sessions
Evaluation methods are used to substantiate the program’s outcomes:
average attendance to events, course/curricula content changes
Anticipated participant outcomes for your program:
attendance, Other
Other: TBD