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

Office of Diversity Education Planning

Office of the Provost

Policy

Groups Served
Staff

Program Website
Visit the Program Website

Contact Information
Day, John
jday@gsu.edu

Address
1 Park Place South
Atlanta, GA 30303

Building
One Park Place

Campus
Atlanta

Funding

Institutional Funding (e.g., President's Office, Provost Office, College or Academic Unit, Departmental Funding)

Overview

The Office of Diversity Education (ODEP) promotes an inclusive campus environment where all community members feel they belong. ODEP provides training and programming to develop a culturally competent and inclusive workforce to serve the Georgia State and metro Atlanta communities.

Benefits

The Office of Diversity Education Planning offers an array of professional development opportunities and resources that assists Georgia State’s workforce cultivate cultural competencies. Developing a more culturally competent workforce helps Georgia State create a more inclusive campus environment for its diverse student, faculty and staff populations and achieve its goal of becoming a national leader in inclusion. An inclusive campus climate can help increase the recruitment and retention rates of our diverse student body, faculty and staff members. Additionally, a culturally competent workforce can help reduce the likelihood of reports of hostile work environments, inequitable treatment and other issues caused by cultural insensitivity, microaggressions, racism, sexism, bias against Gender & Sexuality Minorities and other groups.

Discipline Focus
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, Other, Political Ideology, Race/Ethnicity, Religion, Sexual Orientation, Socioeconomic Status, All dimensions of diversity are associated with the work of our office.

Race/Ethnic Group
Does not provide racial/ethnic minority group specialized programming, Other, The majority of our programming addresses the general concepts of diversity, inclusion and belongingness and is not always identity specific

Program, Initiative, Policy or Sponsored Award Category

Priority 3: Policy

Established
01/01/2000

Number Served
>10,000

Research Routines, Responsibilities and Activities

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), Funding to attend professional development sessions/coursework (e.g., conference travel, professional development session/coursework registration fee, application fee waiver, book purchase), Cultural competency training (workshop, certificate, course), Dissemination/communication of policy, newsletter, brief, common definitions, web-based diversity, equity and/or inclusion statements, Community outreach (e.g., townhall, alumni engagement, meetings to gauge community perception or campus constituents, movements), 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

ODEP offers a number of educational opportunities including the following: a Gender & Sexuality Minorities series which covers topics such as pronoun usage, best practices and policy information and an overview of various identities within the LGBTQ+ community; a Creating Inclusive Communities Facilitated Dialogue series which covers topics such as race, generational differences and civility and other topics that intersect diversity and inclusion, conflict management and employee development and wellness. Core courses include titles such as Managing Yourself in a Diverse Workplace, Managing Others in a Diverse Workplace, Creating an Inclusive Workplace: Bias and Microaggressions. Each course provides an overview of basic cultural competency and diversity awareness/inclusion concepts and definitions and engages participants in facilitated discussion around the designated topics. Additional information on programming and educational opportunities are attached.

Self-efficacy Emphasis

Self-awareness is a critical cultural competency to work to help participants develop. This is done through facilitated dialogue and workshop sessions where participants discuss issues and strategize action plans for effective change; inviting Faculty and Staff members to share their experiences and expertise in sessions, consulting with/providing train the trainer sessions for employees, especially managers who want to engage their teams in diversity and inclusion facilitated dialogue.

Acknowledgement/Affirmation of Identity, Strengths, Needs

1) Facilitated dialogues and conversational workshops assisting with the develop cultural competencies and encouraging employees to be their authentic selves
2) Establishing ground rules and using activities that acknowledge and affirm individuals’ different identities and strengths in workshops.
3) Celebrating diversity by encouraging storytelling in workshops and the We Belong Gallery which profiles staff members and highlights their unique identities.

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), 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),Personalized counseling services, Development of Academic Sense of Belongingness (e.g. Meetings with doctoral scholars, peer researchers, exchanges at academic conferences), Creation of a Safe space/ climate/environment

Participant Empowerment

Coaching, Institutional alliances, Knowledge transfer to the community (e.g., parents, peers, stakeholders)

Mentoring Components

Mentoring is not used in our program

Opportunities to Privilege Voice

1) Programming that provide opportunities for participants to share their unique identities and experiences such as the We Belong Gallery, workshops and dialogue sessions 2) Providing participants with opportunities to share feedback on programming and make suggestions for future events

Evaluation Methods

average attendance to events, outreach partnerships, meeting minutes, course/curricula content changes, advisory board/external review/evaluation, annual performance report, program survey(s)

Anticipated Participant Outcomes

meeting attendance, completion of a course(s),community engagement, policy adherence

Outcome Milestones

Number of participants in educational programming annually: approximately 500

Key Performance Indicators

Examples of KPI’s include feedback on evaluations; Number of attendees in courses, forums and other programs; Number of internal and external program collaborations: 5-15 per year; Number of facilitated dialogue sessions: 4 per year Number of customized training sessions requested: 5-10 Number of consultations requested: 10-15 per year Number of core workshops offered: 10-20 per year Average number of participants in programming: approximately 500 -750 per year depending on program schedule

Program, Initiative, Policy or Sponsored Award Category

Priority 3: Policy

Established
01/01/2000

Number Served
>10,000

Research Routines, Responsibilities and Activities

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), Funding to attend professional development sessions/coursework (e.g., conference travel, professional development session/coursework registration fee, application fee waiver, book purchase), Cultural competency training (workshop, certificate, course), Dissemination/communication of policy, newsletter, brief, common definitions, web-based diversity, equity and/or inclusion statements, Community outreach (e.g., townhall, alumni engagement, meetings to gauge community perception or campus constituents, movements), 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

ODEP offers a number of educational opportunities including the following: a Gender & Sexuality Minorities series which covers topics such as pronoun usage, best practices and policy information and an overview of various identities within the LGBTQ+ community; a Creating Inclusive Communities Facilitated Dialogue series which covers topics such as race, generational differences and civility and other topics that intersect diversity and inclusion, conflict management and employee development and wellness. Core courses include titles such as Managing Yourself in a Diverse Workplace, Managing Others in a Diverse Workplace, Creating an Inclusive Workplace: Bias and Microaggressions. Each course provides an overview of basic cultural competency and diversity awareness/inclusion concepts and definitions and engages participants in facilitated discussion around the designated topics. Additional information on programming and educational opportunities are attached.

Please describe how your program addresses self-efficacy (one's beliefs in their own ability to execute behaviors necessary to perform) in its participants?

Self-awareness is a critical cultural competency to work to help participants develop. This is done through facilitated dialogue and workshop sessions where participants discuss issues and strategize action plans for effective change; inviting Faculty and Staff members to share their experiences and expertise in sessions, consulting with/providing train the trainer sessions for employees, especially managers who want to engage their teams in diversity and inclusion facilitated dialogue.

How does your program acknowledge or affirm individuals’ different identities, strengths, or needs?

1) Facilitated dialogues and conversational workshops assisting with the develop cultural competencies and encouraging employees to be their authentic selves
2) Establishing ground rules and using activities that acknowledge and affirm individuals’ different identities and strengths in workshops.
3) Celebrating diversity by encouraging storytelling in workshops and the We Belong Gallery which profiles staff members and highlights their unique identities.

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), 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),Personalized counseling services, Development of Academic Sense of Belongingness (e.g. Meetings with doctoral scholars, peer researchers, exchanges at academic conferences), Creation of a Safe space/ climate/environment

Participant Empowerment

Coaching, Institutional alliances, Knowledge transfer to the community (e.g., parents, peers, stakeholders)

Mentoring Components

Mentoring is not used in our program

Opportunities to Privilege Voice

1) Programming that provide opportunities for participants to share their unique identities and experiences such as the We Belong Gallery, workshops and dialogue sessions 2) Providing participants with opportunities to share feedback on programming and make suggestions for future events

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

average attendance to events, outreach partnerships, meeting minutes, course/curricula content changes, advisory board/external review/evaluation, annual performance report, program survey(s)

Anticipated participant outcomes for your program:

meeting attendance, completion of a course(s),community engagement, policy adherence