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Center for Leadership in Disability – Equity, Diversity & Inclusion Action Plan

School of Public Health

Multicultural Programming

Groups Served
Faculty, Staff

Program Website
Visit the Program Website

Contact Information
Salmon, Ashley; Graybill, Emily; Munoz, Bren; Norris, Spenser; Vinoski-Thomas, Erin
asalmon3@gsu.edu

Address
75 Piedmont Avenue
Atlanta, GA 30303

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