The movement to promote equity, diversity, and inclusion (EDI) in the classroom and on campus has been in motion since the U.S. civil rights movement of the 1960s.

Today, academic librarians and faculty are propelling the movement forward by creating learning environments that embrace EDI strategies and principles.

In a new insights report from Gale, academic thought leaders discuss their role in championing EDI on campus—and provide advice to help other colleges and universities develop effective, sustainable programs. As a bonus to Library Journal readers, below is a preview that includes content not found in the report. In the report and this introduction, you’ll hear from three experts:

 

• Sarah Handley-Cousins, Clinical Assistant Professor of History and Associate Director for the Center for Disability Studies, University at Buffalo
• Jade G. Winn, MLIS, Ed.D, Associate University Librarian, University of Southern California
• Lisa Bunkowski, Associate Professor and Director, Higher Education Leadership, Texas A&M University

The best practices in the insights report include:

Putting urgency behind EDI.

There’s increased national attention surrounding equity, diversity, and inclusion principles; EDI is not a passing trend or fad. The students of today and tomorrow will expect institutions to follow through on their EDI commitments.

 

• “It’s become an absolute priority for administrations and hiring committees that faculty are not only familiar with EDI, but actively incorporate it into their everyday teaching practices. Students are increasingly conscious of the need for equity and diversity in teaching, and make their needs known in evaluations and other feedback.”—Sarah Handley-Cousins, Clinical Assistant Professor of History and Associate Director for the Center for Disability Studies, University at Buffalo
• “[EDI] is not a trend; it’s not a fad. This work is not the ‘latest thing’ in education. It is where we are as a society. The alarming piece, is that there are things happening right now that are concerning; I really don’t want to turn the clock back.”—Lisa Miles Bunkowski, Associate Professor and Director, Higher Education Leadership, Texas A&M University-Central Texas

Representing—and strengthening—campus communities.

Students want (and expect) a rich, diverse education. Colleges and universities should strive to include diverse perspectives throughout curriculum and pedagogy, and also ensure that faculty and staff are fairly reflective of campus communities.

 

• “[We realized] Students who are participating in our Higher Education Leadership graduate program are more diverse than the faculty. So, that’s one of our priorities as we hire new faculty—to reach out consciously, and try to ensure our faculty reflect the students in the community we serve.”—Lisa Miles Bunkowski, Associate Professor and Director, Higher Education Leadership, Texas A&M University-Central Texas

• “We addressed vocabulary issues [in curriculum and pedagogy] and created a living document that is always being added to as terms change and are added to the discussion. We held dozens of meetings, [consulting with] students and administration to include as many voices as possible. We also took time to self-reflect on our own inherent privilege, and what that means as we craft policy and procedures. We view DEIA+AR as an ongoing process that is always adapting to current events and cultural climates.”—Jade G. Winn, MLIS, Ed.D, Associate University Librarian, University of Southern California

Utilizing primary sources.

By leveraging primary sources, faculty can weave more diverse perspectives into curriculum, as well as add new context to secondary source material.

 

• “Because the voices of vulnerable, under-represented, and marginalized groups have been systematically omitted from the mainstream secondary sources, primary sources are of utmost importance. Using primary and secondary sources as a comparison tool, to illustrate the lack of diversity, equity, and inclusion in resources, is a very powerful learning opportunity.”—Jade G. Winn, MLIS, Ed.D, Associate University Librarian, University of Southern California

• “Including diverse sources—in the sense they are written by diverse authors and written on diverse topics—is a relatively easy way to diversify classes and class materials. And when materials are accessible to faculty, the likelihood they will make it into classes and syllabi increases.”—Sarah Handley-Cousins, Clinical Assistant Professor of History and Associate Director for the Center for Disability Studies, University at Buffalo

Taking time to self-reflect—and remaining open to change.

Where educators lead, change follows. By prioritizing EDI, colleges and universities can shape campuses into spaces where every student feels represented and respected.

 

• “USC’s MMLIS Diversity, Equity, Inclusion, Accessibility, and Anti-Racism Committee is focused on looking at EDI from a different angle. Committees like this have existed for years; people will get together and discuss EDI, but it doesn’t always lead to impactful actions embedded in campus practices. Our committee is looking at the pedagogy, and how professors can contribute to USC’s mission and goals for DEIA+AR.”—Jade G. Winn, MLIS, Ed.D, Associate University Librarian, University of Southern  California
   

• “You have to be willing to look at yourself, examine your biases and be open about it. So  often, we make assumptions about the way people speak and the words they use; we often ascribe incorrect meaning to them. Regularly reflecting on or confronting our personal biases is so important.”—Lisa Bunkowski, Associate Professor and Director, Higher Education Leadership, Texas A&M University

For more EDI strategies and insights, download the report

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