Use our Diversity Database Update Form to submit changes to your program.

Georgia State Library Diversity, Inclusion and Accessibility Committee

Library

Policy

Groups Served
Collegiate, Faculty, Graduate, Staff

Program Website

Contact Information
Ian Webb
iwebb4@gsu.edu
404-413-2896

Address
100 Decatur Street
Atlanta, GA 30303

Building
Library South

Campus
Atlanta

Funding

Other Source

Overview

The committee is responsible for facilitating or informing Library employees across all campuses about opportunities for relevant education and training; advising Library leaders on topics related to diversity, inclusion and accessibility in higher education and librarianship; periodically conducting needs assessments and making recommendations; and building relationships with relevant bodies across the university.

Benefits

‘- Professional development opportunities and trainings for full-time employees and student workers
– More equitable and consistent processes for recruitment and retention
– Resources and feedback to improve the library’s policies, programs and public services
– Additional benefits TBD (this is a newly formed committee)

Supplemental Materials

Not Applicable

Discipline Focus
Library Sciences, Not discipline specific (University-Wide)

Diversity Group ( Social Identity)
Ability/Disability, Age, First Generation, Foreign born (e.g., undocumented immigrants, non-citizen of the US), Gender, Language use (e.g. bilingualism, bidialectalism), Military/Veteran Status, Political Ideology, Race/Ethnicity, Religion, Sexual Orientation, Socioeconomic Status

Race/Ethnic Group
Does not provide racial/ethnic minority group specialized programming

Program, Initiative, Policy or Sponsored Award Category

Priority 3: Policy

Established
07/01/2020

Number Served
0-50

Research Routines, Responsibilities and Activities

Committee/council/group/advisory board/task force, Program sponsored (in-house) professional development sessions/ training/coursework (e.g., workshops, mini-courses, specialized course, modules, professional development etiquette, facilitated discussion, panel, summit, educational programming, speaker series), Cultural competency training (workshop, certificate, course), 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, practices & Procedures (e.g., accountability, recruitment, retention, hiring, promotion, tenure, compensation, guided pathways (leadership), financial aid, technology, land use and acknowledgement, vendor agreements, partnerships with educational, labor, government, business and community organizations)

Additional Research Components, Roles and Responsibilities

Self-efficacy Emphasis
Not Applicable

Acknowledgement/Affirmation of Identity, Strengths, Needs
Not Applicable

Examples of Inclusionary Practices and Activities

Specialized Pedagogical practices (e.g. multicultural teaching practices; usage of gender pronouns)), Specialized Curricula/Workshops (e.g. training for participants, directors and/or faculty on imposter syndrome, implicit bias, microaggressions), Creation of a Safe space/ climate/environment

Participant Empowerment

None of the above

Mentoring Components

Mentoring is not used in our program

Opportunities to Privilege Voice

Evaluation Methods

None of the above

Anticipated Participant Outcomes

meeting attendance,# of recruited talent (students, faculty, staff, administrators),# of retained talent (students, faculty, staff, administrators),policy adherence

Outcome Milestones

Program, Initiative, Policy or Sponsored Award Category

Priority 3: Policy

Established
07/01/2020

Number Served
0-50

Research Routines, Responsibilities and Activities

Committee/council/group/advisory board/task force, Program sponsored (in-house) professional development sessions/ training/coursework (e.g., workshops, mini-courses, specialized course, modules, professional development etiquette, facilitated discussion, panel, summit, educational programming, speaker series), Cultural competency training (workshop, certificate, course), 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, practices & Procedures (e.g., accountability, recruitment, retention, hiring, promotion, tenure, compensation, guided pathways (leadership), financial aid, technology, land use and acknowledgement, vendor agreements, partnerships with educational, labor, government, business and community organizations)

Additional Research Components, Roles and Responsibilities

Please describe how your program addresses self-efficacy (one's beliefs in their own ability to execute behaviors necessary to perform) in its participants?
Not Applicable

How does your program acknowledge or affirm individuals’ different identities, strengths, or needs?
Not Applicable

Inclusionary practices/activities utilized in your program:

Specialized Pedagogical practices (e.g. multicultural teaching practices; usage of gender pronouns)), Specialized Curricula/Workshops (e.g. training for participants, directors and/or faculty on imposter syndrome, implicit bias, microaggressions), Creation of a Safe space/ climate/environment

Participant Empowerment

None of the above

Mentoring Components

Mentoring is not used in our program

Opportunities to Privilege Voice

Evaluation methods are used to substantiate the program’s outcomes:

None of the above

Anticipated participant outcomes for your program:

meeting attendance,# of recruited talent (students, faculty, staff, administrators),# of retained talent (students, faculty, staff, administrators),policy adherence