Diversity, equity, inclusion and belonging (DEIB) are part of the university’s fundamental mission
“Diversity — a defining feature of California’s past, present, and future — refers to the variety of personal experiences, values, and worldviews that arise from differences of culture and circumstance.” [Regents Policy on University of California Diversity Statement]
“Ideas, and practices based on those ideas, can be made richer by the process of being born and nurtured in a diverse community.” [Regents Policy on University of California Diversity Statement]
“We recognize the intrinsic relationship between diversity and excellence in all our endeavors.” [Berkeley Principles of Community]
For faculty, diversity, equity, inclusion, and belonging are a recognized part of excellence in teaching, research and service.
"The University of California is committed to excellence and equity in every facet of its mission. Teaching, research, professional and public service contributions that promote diversity and equal opportunity are to be encouraged and given recognition in the evaluation of the candidate's qualifications." —APM 210-1-d
“Diversity should also be integral to the University’s achievement of excellence.” [Regents Policy on University of California Diversity Statement]
Promoting diversity, equity, inclusion, and belonging is something that all faculty can successfully do.
Below are some ways in which awareness of DEIB can improve teaching, research, and service:
Research
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Modeling, promoting and being accountable for inclusive, equitable, and respectful collaboration in research environments
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Mentoring and supporting the advancement and professional development of underrepresented students or postdocs
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Ensuring that all group members have equitable access to resources and opportunities
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Research focused on underserved communities or addressing disparities
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Research that addresses the needs of California’s diverse population
Teaching
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Strategies to create inclusive and welcoming teaching environments for all, including underrepresented students
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Strategies to encourage both critical thinking and respectful dialogue in the classroom
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Using methods of instruction and other classroom strategies that are equitable and promote inclusion
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Mentoring and supporting the professional development of underrepresented students or postdocs
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Making an effort to learn about inclusive design and accessibility
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A teaching repertoire which includes courses that address the needs and issues of a broad array of communities, including those that have historically been marginalized, and that address disparities across communities
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Developing modes of assessment that are equitable and robust to variation in student circumstances (e.g., remote participation, access to technology)
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Intentionally designing your syllabus for inclusion, with a statement about diversity, equity, inclusion, and belonging, and attention to a diverse set of readings and examples
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Ensuring that all students are addressed by the names and pronouns they use
Service
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Outreach activities designed to remove barriers and to increase the participation of individuals from underrepresented groups
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Participation in workshops and activities that help build multicultural competencies and create inclusive climates
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Participation with professional or scientific associations or meetings that aim to increase diversity or address the needs of underrepresented students, staff, or faculty
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Service on committees that are working on advancing campus goals with respect to equity and inclusion or that are working to prevent exclusionary behaviors, such as bullying, discrimination, and sexual harassment and violence
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Contributions to student welfare through service on student-faculty committees and as advisers to student organizations, particularly organizations that serve underrepresented groups
Professional Development for Inclusion
A searchable list of professional development opportunities for faculty to enhance their knowledge and skills in advancing the university's mission of diversity and equal opportunity