During the comment period for the initial working draft of Pathways to Diversity and Inclusion: An Action Plan for Brown University (shared with the Brown community on November 19, 2015), there were 62 submissions, edits, comments, etc. in the category of inclusion (see the Proposals Received section below listing the input). Appendix D of the final DIAP summarizes how the University addressed this input in the final revisions to the DIAP.

Community input on the issue of professional development/training for faculty and staff mainly focused on two questions:

  1. Whether training should be mandatory or voluntary; and
  2. What substantive material should be included in these training modules.

There were also numerous comments asking for more resources to help departments, staff, faculty, and students prepare trainings.

Proposals Received: Professional Development, Training

  • Work with department and faculty chairs to make attendance and participation in training about diversity, identity, and inclusion a part of tenure review.
  • Create standardized training for University employees responsible for diversity training that includes explicit training on transsexual identity.
  • Establish training for all members of the administration using an intersectional framework that recognizes various forms of diversity and identity (such as racial identity, transgender identity, sexual orientation, womanhood, class, disability, etc.) and the ways that trauma can manifest for people who hold one or more of these identities.
  • Develop quarterly workshops (at minimum) for administrators, faculty, and staff on developing cultural competence in education, run by trained professionals or facilitators.
  • Implement comprehensive, longitudinal, and in-person anti-oppression training for medical-school faculty, staff, and affiliates. Workshops should promote cultural competency within the context of professionalism, thus leading to a safe learning environment for all students and residents, particularly those with marginalized identities.
  • Increase campus literacy and understanding about Islam and Muslims by coordinating academic- and community-outreach events, and creating training modules for graduate students, faculty, and staff, including teaching assistants; counselors and therapists at Counseling and Psychological Services (CAPS); and the Department of Public Safety/University Police (DPS).
  • Enhance awareness and sensitivity training for DPS officers, including a segment on interactions with Muslim community members, particularly Muslim women, many of whom wear the traditional headscarf (hijab) and are often the most conspicuous representatives of the faith.