Building a Diversity and Inclusion Certificate for Transformative Campus Change

Abstract

Diversity education and training have been a standard in higher education for decades now. While it is widely accepted that they can have significant value and impact, there is much uncertainty in how to build programs that deliver in positive ways for increasingly diverse college campuses. The need for contextual application of diversity education makes it difficult to develop a general framework for building such a program. Still, research shows essential theoretical components of diversity education programs that can be critical to the success of these initiatives. How do we take these larger theoretical concepts and ground them within unique higher education environments in ways that meet specific campus needs – needs that exist in the context of the campus, as well as within the larger social, cultural, and political landscape? The model has to be agile enough to respond to both the internal and external factors that shape the campus climate while being true to its theoretical roots. This chapter presents a programmatic framework for building a diversity education certificate program to enhance progress toward achieving institutional change goals, as well as a case study snapshot that demonstrates the practical implications of implementing the framework. The program can drive campus change supporting diversity and inclusion – change that may have been dormant, not supported, or not articulated in ways that result in effective outcomes.

Citation

Cook, M. and Matthews, S. (2018), "Building a Diversity and Inclusion Certificate for Transformative Campus Change", Campus Diversity Triumphs (Diversity in Higher Education, Vol. 20), Emerald Publishing Limited, Leeds, pp. 45-59. https://doi.org/10.1108/S1479-364420180000020004