|Submission Date||Oct. 13, 2015|
|1.25 / 2.00||
Office of Sustainability
|Yes or No|
|Student diversity and equity||Yes|
|Employee diversity and equity||Yes|
Equal Opportunity & institutional Equity Committee of the Faculty Senate
Advisory: To advise the Senate on the development and implementation of policies, procedures and practices pertaining to: a) recruiting and retaining a more diverse faculty, staff and student body; b) enhancing the implementation of diversity policies; c) improving the climate for under-represented faculty, staff and students. d) In fulfilling its advisory functions, the Committee is expected to work closely with the Office of Institutional Equity and other responsible parties with roles in improving affirmative action, institutional equity, and diversity at the University.
Chair, a faculty member; six additional faculty members; four students; three exempt staff; three non-exempt staff; and the following ex officio (non-voting) members: the General Counsel, the Affirmative Action Officer, the Vice President for Human Resources, a representative from the Office of Multicultural Affairs, and a representative from Disability Services. This group of 22 should include representatives of different genders, minority groups and persons with disabilities. In addition, up to two additional faculty members may be chosen by the Committee each year in consultation with the Vice President for Institutional Equity, with substantive expertise relevant to the Committee's anticipated agenda for the year
Division of Student Affairs Diversity Committee (Spring 2015)
The Division of Student Affairs Diversity Committee is being created with the goal of community building. Through active involvement of its members, we hope to build on the efforts of the university in providing equality and inclusive excellence of opportunity for all students.
Led by the Assistant Vice President for Student Affairs, the Committee will begin to develop and build work in the following ways:
• Solicitation of broad and inclusive membership of staff members from all areas
• Team development
• Confirmation of principles and refinement of goals
• Assessment of current realities
• Development of priorities and objectives
• Creation of work groups
There are two Tulane University offices that assist with supporting diversity and inclusion university-wide: The Office of Multicultural Affairs ("OMA" and the Office of Institutional Equity ("OIE"). OMA focuses on student programs and building collaboration across campus. OMA desires to strengthen and enhance the diverse Tulane University community by providing and supporting programs and services in the following areas:
Cultural & Identity Based Student Organization Advising
Leadership Development and Training
Social Justice & Cultural Programming
Diversity Education and Training
OIE focuses on 1) proactive practices designed to promote and support diversity and inclusion; 2)investigation into discrimination and harassment complaints; 3) advancement and employment of protected groups including veterans and persons with disabilities
|Yes or No|
SAFE Zone Ally training Workshop and Trans 101 Workshop
Allies are people who (a) may or may not identify as part of the LGBTIQ community (b) value the human rights of all people, including the right to gender and sexual diversity (c) demonstrate their values through visible presence and actions (d) seek accurate information related to LGBTIQ issues (e) and, choose to be identified and available to offer confidential support, assistance, and accurate information to others regarding LGBTIQ issues.
To develop a visible allies to LGBTIQ identified students, staff, and faculty, Tulane’s Office for Gender and Sexual Diversity offers a 2-hour interactive training session that is designed to reduce prejudice and discrimination on the basis of sexual orientation, gender identity and gender expression. The training is offered to upper-level students, staff and faculty. The training is not intended to be a comprehensive or final source of information. Instead, the training offers abbreviated insight into LGBTIQ issues and an introduction to the tools necessary to be an effective LGBTIQ ally.
Upon completing the training, participants have the option of agreeing to be an ally and thus are identified by an ALLY decal displayed on their office or residence hall doors. The symbol provides a message to members of the LGBTIQ community that the person displaying the symbol has completed the training, has decided to be an active and visible ally, can be trusted to maintain confidentiality, and will respond to the individual with understanding, support, and empathy.
Student Organized Against Racism (a student Organization ) works with several offices to cosponsor the Undoing Racism™/Community Organizing Workshop (twice a year). This unique workshop is offered by The People’s Institute, a national, multiracial, anti-racist network dedicated to ending racism and other forms of institutional oppression. The People’s Institute moves beyond a focus on the symptoms of racism to an understanding of what it is, where it comes from, how it functions, why it persists and how it can be undone. The workshop’s systemic approach stresses learning from history, developing leadership, maintaining accountability to communities, creating networks, undoing internalized oppression, and understanding the role of organizational gate-keeping in perpetuating racism. Students and members of students organizations are encouraged to attend the workshop. SOAR can be contacted via email: [email protected].
The number of people employed includes both the employees of the Office of Institutional Equity (6) and the Office of Multicultural Affairs (4).
The information presented here is self-reported. While AASHE
staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.