Equity and Inclusion in Personal Statements for Reviews of Bargaining Unit Faculty
PREFACE: The Collective Bargaining Agreement (CBA) reached between United Academics and the University includes provisions encouraging the inclusion of a discussion of the contributions to institutional equity and inclusion in the personal statement of a candidate for tenure and promotion (for tenure-track faculty) and in the personal statement of non-tenure track faculty who are being reviewed for promotion.
Articles 19 and 20 of the CBA require both tenure track and non-tenure track faculty to develop a 3-6 page personal statement documenting relevant research (or creative activity), teaching and service contributions as part of this review process. According to the CBA, the "statement should also include discussion of contributions to institutional equity and inclusion.” (Article 19, Sec 11, p39 and Article 20, Sec 8, p 46).
The guidelines below, which are taken from our own work as well as from existing documents in the University of California System, offer a general framework for faculty members in describing “contributions to institutional equity and inclusion” in their personal statements.
In the future, we plan to offer additional guidance about how to measure the quality of contributions within the context of various academic processes.
Definitions of Equity and Inclusion
For purposes of the personal statement, a discussion of contributions to institutional equity may include efforts to address any barriers that may have limited access and advancement for employees, students, and members of the public. For example, a contribution to institutional equity may include putting in place resources that individuals need to be successful. Such resources may involve an effort to redress inequalities relative to physical disabilities so that all persons may contribute fully to our institutional success.
For purposes of the personal statement, a discussion of contributions to inclusion may involve efforts to ensure that people from diverse backgrounds, experiences and perspectives are able to participate legitimately in decision-making processes in ways that are responsive as well as accepting and that move the institution forward in its focus on academic excellence. Such work also may include efforts to incorporate individuals or groups from economically disadvantaged backgrounds, first generation college students, students from urban and rural communities, and those who speak English as a second language.
While equity and inclusion practices may vary considerably by discipline and unit, they are expected to draw on the institutional priorities. The guidelines are intended to assist individual faculty, units, and committees in implementing and evaluating these policies.
Specific examples of scholarship, research or creative activity related to institutional equity and inclusion might include:
- Research or creative activity in a faculty member’s area of expertise that involves inequalities or barriers for inclusion for underrepresented
- Intellectual themes or trajectories that examine patterns of representation, incorporation or inclusion within a faculty member’s area of expertise.
- Grantsmanship that provides funding for research that focuses on equity, inclusion, and
- Scholarly productivity in particular texts, data sets, methodological practices, theories or creative discourses that involve equity and inclusion within a faculty member’s area of
- As a supplement to primary research in the sciences, research contributions to understanding the barriers facing women and underrepresented minorities in science and other academic disciplines; for example:
- studying patterns of participation and advancement of women and minorities in fields where they are underrepresented;
- studying socio-cultural issues confronting underrepresented students in college preparation curricula;
- evaluating programs, curricula, and teaching strategies designed to enhance participation of underrepresented students in higher education;
- candidates who have research interests in subjects that will contribute to diversity and equal opportunity in higher education; for example:
- research that addresses issues such as race, gender, diversity, and inclusion;
- research that addresses health disparities, educational access and achievement, political engagement, economic justice, social mobility, civil and human rights;
- research that addresses questions of interest to communities historically excluded by or underserved by higher education;
- artistic expression and cultural production that reflects culturally diverse communities or voices not well represented in the arts and
Specific examples of evidence that faculty might use to show their contribution to institutional equity and inclusion in the teaching area might include:
- Developing effective teaching strategies for the educational advancement of students from groups underrepresented in higher
- Developing courses or curricula materials that focus on themes of diversity, equity, and inclusion or the incorporation of underrepresented groups.
- Record of success advising students from groups underrepresented in the faculty member’s discipline/profession.
- Evaluating programs, curricula, and teaching strategies designed to enhance participation of students from underrepresented
- Participation in faculty workshops to promote equity and inclusion in the classroom.
- Participation in scholarship of teaching and learning activities, including workshops, research projects, conferences at the intersection of curriculum development and
- Serving as an advisor to programs such as Women in Science and Engineering, SACNAS, NOBCChE or other equivalent programs in all disciplines.
Specific examples of service related to institutional equity and inclusion might include:
- Leadership in a professional organization’s equity, inclusion, and diversity
- Membership on departmental or university committees related to equity and inclusion.
- Participation in university pipeline and/or outreach
- Participation in efforts to increase participation of underrepresented students in undergraduate and graduate
- Service for or joint initiatives with state or national organizations (e.g., American Economics Association Committee on the Status of Women in the Economics Profession, National Society of Black Physicists) with an emphasis on equity and inclusion.
The rubric below offers of examples of faculty contributions to equity and promotion. The column and row headings offer a rubric that could be used to evaluate and situate a faculty member’s contributions.
|Individual impact: Equity work with individual students, faculty, community members or organizations||Programmatic impact: Equity work establishing or providing significant leadership to a formalized program||Institutional impact: Contributing to efforts that strengthen institutional policy or practice|
|RESEARCH||*Research agenda incorporates equity and inclusion issues and/or diversity in objects of study (e.g. Psychology faculty incorporates diverse individuals within their subject pool)||*Leading or participating in a research group that addresses equity and inclusion|
(e.g. Law school faculty leads a research group on gender and labor)
|*Establishing or supporting the creation of new academic initiatives
(e.g. Education faculty establishes a disability studies research initiative)
|TEACHING||*Efforts toward equity, diversity and inclusion in undergraduate and graduate teaching and mentoring|
(e.g. Journalism faculty incorporates themes of equity and inclusion within introductory course assignments)
|*Participating in a disciplinary mentorship or pipeline program |
(i.e. PPPM faculty attends mentorship conference for underrepresented graduate students)
|*Creating a new academic program, courses or graduate specialization focused on equity
(e.g. Ethnomusicologist leads development of a new MA program in music of the African diaspora)
|SERVICE||*Work with diverse groups of individual students and/or organizations on and off campus|
(e.g. Business faculty advises undergraduate Women in Business group)
|*Participating in program building efforts (e.g. Environmental studies faculty collaborates with indigenous groups to produce multiple environmental impact studies)||*Creation or leadership role in new UO program serving community constituencies
(e.g. Economist establishes summer pipeline program for low income high school students)