- A Statement of Institutional Commitments
At the Marsal Family School of Education, our effort to study and improve educational practice is inseparable from our determination to develop more effective and socially just systems of education. This mission is grounded in our commitment to promote diversity and to advance equity and inclusion.
As an organization, we value and seek to increase diversity along many dimensions, including race and ethnicity, gender and gender expression, socioeconomic status, sexual orientation, language, national origin, U.S. resident status, religious commitment, age, and (dis)ability status. We recognize the history in the United States of racial, ethnic, and gender discrimination and the intergenerational effects of poverty, and we commit to work assiduously to promote and extend opportunities and outcomes for members of those groups that have been historically marginalized by these profound inequalities. It is central to that mission to ensure that each member of our community has full opportunity to thrive in our environment, for we believe that diversity is key both to individual flourishing and to the advancement of knowledge. We know that without a vibrant community of people who identify as members of these groups, we cannot progress as a school. We also recognize that without building critical mass of these groups among our students, staff, and faculty, difference can be isolating rather than productive.
We commit to developing the institutional mechanisms and social norms necessary to ensure that differences are respected, welcomed, and used to support individuals’ flourishing and to advance our collective aims. The pursuit of equity entails institutionalizing policies and practices that facilitate the School’s ability to recruit a highly qualified and robustly diverse community of students, faculty, and staff. The pursuit of inclusion entails both removing barriers to, and providing support and encouragement for, full participation of all community members in our collective work.
- Principles of Diversity, Equity, and Inclusion
The following principles guide the Marsal School's efforts to promote diversity, equity, and inclusion:
- the diversity of our faculty, students, and staff should reflect the character and contours of our demographically diverse society and should be leveraged to develop the knowledge, interventions, and teaching and learning practices necessary for challenging entrenched educational and social inequalities;
- each member of our community (students, faculty, staff) should be recognized both as an individual with distinct talents, perspectives, and insights, and as a member of social groups who have benefited from or been disadvantaged by historical and contemporary power inequalities;
- our practices and policies must ensure the full inclusion and empowerment of persons who identify as members of historically disenfranchised groups, and must also cultivate among all community members shared competencies, sensitivities, and habits of mind fundamental to building an equitable and inclusive school environment;
- diversity of identity, culture, perspective, language, and mode of expression should be protected and actively cultivated in our research, curricular, pedagogical, and work activities;
- informal and professional interactions within the school or in relation to school business should enable courageous, respectful, and civil discourse across differences in opinion, perspective, identity, and power status;
- our institutional responsibility to enact these principles of diversity, equity, and inclusion requires that each of us—individual faculty, staff, and students—contribute to an environment that supports the learning and interactions necessary for the effective, socially-just education that we seek.
- Land Acknowledgement
Please see the Land Acknowledgment drafted by the dije Office. The Land Acknowledgment includes the following:
- A detailed history of the treaties involved in establishing the University
- Our action-oriented commitments to educational access
- Resources on creating and using your own land acknowledgment
- Information on the Michigan Indian Tuition Waiver ("MITW") and other resources
Strategic Plan
The purpose of the Marsal Family School of Education’s Diversity, Equity, and Inclusion Strategic Plan is to provide faculty, staff, and students with a framework and charge to prioritize, develop, and implement actions necessary to realize the commitments outlined in the school’s diversity, equity, and inclusion statement.
- dije 1.0 Strategic Plan
- dije 2.0 Strategic Plan
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- Strategic Objectives
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Objective (1): Where we have control over recruitment/admission, improve recruitment and retention of undergraduate students who are from diverse racially minoritized, LGBTQIA+, disability, economically disadvantaged, first generation, undocumented, and international communities.
Objective (2): Continue to improve recruitment and retention of graduate students who are from diverse racially minoritized, LGBTQIA+, disability, economically disadvantaged, first generation, undocumented, and international communities.
Objective (3): Continue to improve recruitment and retention of faculty who are from diverse racially minoritized, LGBTQIA+, disability, and international communities.
Objective (4): Improve recruitment and retention of staff who are from diverse racially minoritized, LGBTQIA+, disability, economically disadvantaged, and international communities.
Objective (5): Improve physical and digital accessibility throughout the Marsal School.
Objective (6): Build skills and tools so that we are all better prepared and equipped to intervene to prevent and disrupt exclusionary moments and practices in our respective spheres of influence.
Objective (7): Reduce the burden of responsibility on, and increase rewards and recognition for, Marsal students whose work makes the school more inclusive and equitable.
Objective (8): Reduce the burden of responsibility on, and increase rewards and recognition for, staff whose work makes the Marsal School more inclusive and equitable.
Objective (9): Reduce the burden of responsibility on, and increase rewards and recognition for, faculty whose work makes the Marsal School more inclusive and equitable.
Objective (10): Continue to improve inclusion of courses that address theory and research on antiracism, anti-Blackness, Indigenous epistemologies, LGBTQIA+ studies, disability studies, and/or the intersection of these fields.
Objective (11): Support and value public engagement and scholarship by Marsal School faculty.
Objective (12): Establish and integrate dije fundraising priorities within our overall Marsal strategic development priorities.
Action Items
Objective Sort descending | Area | Focus | Action Item | Responsible | Status |
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Objective 1 |
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Design and implement an inclusive, community-informed census of self-reported social identity experiences represented in the Marsal School to fill in the gaps of information not available via university administrative records. |
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Objective 1 |
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Develop and implement dije onboarding for staff and faculty involved in student recruitment that explicitly attends to experiences of racially minoritized, LGBTQIA+, disability, economically disadvantaged, and international communities as well as anti-Blackness, heterosexism, cisgenderism, and ableism, specifically. |
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Objective 1 |
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In consultation with the Office of General Counsel, all undergraduate programs (EdMinor, EPP, LEAPS) will outline key strategies to enhance the number of applications and matriculations of students from diverse racially minoritized, LGBTQIA+, disability, economically disadvantaged, first generation, and international communities. |
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Objective 1 |
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Identify and build innovative recruitment strategies that leverage resources in terms of people, time, and funding found within our institution, as well as within our community partnerships, to reach beyond our current application pool for EPP (Teacher Education), in particular. |
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Objective 1 |
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Beginning in Y1, all undergraduate academic programs (EdMinor, EPP, LEAPS) will implement at minimum 1-2 best practices/strategies to enhance the number of applications and matriculations of students from diverse racially minoritized, LGBTQIA+, disability, economically disadvantaged, first generation, and international communities. |
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Objective 1 |
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The Detroit-based LEAPS Program will engage in focused recruitment to attract undergraduate students who are first-generation college students, those who have a deep commitment to community-engaged work and racial justice, and who live in Detroit. |
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Objective 1 |
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As a collaboration of the offices of admissions, financial aid, and dije, develop a list of experiences and activities that may help identify applicants' enactments of their commitment to dije and/or develop a question on the application form that points to this. |
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Objective 1 |
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Track number and quantity of scholarships that are need-based and those that are designated to rewarding applicants’ enactments of their commitment to dije. |
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Objective 2 |
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Design and implement an inclusive, community-informed census of self-reported social identity experiences represented in the Marsal School to fill in the gaps of information not available via university administrative records. |
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Objective 2 |
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Develop and implement dije onboarding for staff and faculty involved in student recruitment that explicitly attends to experiences of diverse racially minoritized, LGBTQIA+, disability, economically disadvantaged, and international communities as well as anti-Blackness, heterosexism, cisgenderism, and ableism, specifically. |
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Objective 2 |
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In consultation with the Office of General Counsel, each graduate program will outline strategies to enhance the number of applications and matriculations of students from diverse racially minoritized, LGBTQIA+, disability, economically disadvantaged, and international communities. |
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Objective 2 |
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Beginning Y1, each graduate program will implement at minimum 1-2 best practices/strategies to enhance the number of applications and matriculations of students from diverse racially minoritized, LGBTQIA+, disability, economically disadvantaged, first generation, undocumented, and international communities. They will revise their approach as needed. |
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Objective 2 |
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All graduate programs will identify and implement at minimum 1 key professional development and/or other strategy to address any inequities in quality of advising and mentorship. |
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Objective 2 |
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As a collaboration of the offices of admissions, financial aid, and dije, develop a list of experiences and activities that may help identify applicants' enactments of their commitment to dije and/or develop a question on the application form that points to this. |
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Objective 2 |
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Track number and quantity of scholarships that are need-based and those that are designated to rewarding applicants’ enactments of their commitment to dije. |
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Objective 3 |
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Design and implement an inclusive, community-informed census of self-reported social identity experiences represented in the Marsal School to fill in the gaps of information not available via university administrative records. |
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Objective 3 |
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Develop and implement dije onboarding for staff and faculty involved in faculty hiring that explicitly attends to experiences of diverse racially minoritized, LGBTQIA+, disability, economically disadvantaged, and international communities as well as anti-Blackness, heterosexism, cisgenderism, and ableism, specifically. |
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Objective 3 |
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Develop and implement a mentorship initiative for faculty in the Associate Professor rank. |
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Objective 3 |
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Conduct analysis of participation in internal service, awards/recognitions, and compensation across faculty from diverse racially minoritized, LGBTQIA+, disability, and international communities. |
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Objective 3 |
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Continue to consult with U-M’s Office of General Counsel to identify and implement strategies to overcome barriers to recruitment of faculty from diverse racially minoritized, LGBTQIA+, disability, economically disadvantaged, and international communities. |
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Objective 3 |
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Continue to consult with ADVANCE and CRLT to identify professional development opportunities for Marsal School faculty focused on racism, sexism, ableism, and other forms of marginalization. |
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Objective 3 |
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In consultation with Academic HR and the Office of General Counsel, continue to implement dije-related faculty hiring practices in open and person-specific searches. |
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Objective 3 |
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Continue to implement first-year faculty mentorship (LAUNCH) program with all first-year assistant professors, including clinical faculty. |
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Objective 3 |
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Continue to partner with Provost Office and Vice Provost for Equity & Inclusion to cultivate resources to retain faculty who advance dije at the school. |
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Objective 3 |
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Encourage academic programs to consider how Indigenous, LGBTQIA+, and disability studies may intersect with program hiring needs as they prepare hiring proposals. |
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Objective 3 |
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Explore new models of mentorship that, though open to all faculty, are designed to support people of marginalized identities in learning from one another, continuing to grow, and challenging an oppressive system with their dignity intact. |
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Objective 4 |
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Develop and implement dije onboarding for staff and faculty involved in staff hiring that explicitly attends to experiences of diverse racially minoritized, LGBTQIA+, disability, economically disadvantaged, and international communities as well as anti-Blackness, heterosexism, cisgenderism, and ableism, specifically. |
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Objective 4 |
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Conduct analysis of staff participation in internal service, awards/recognitions, and compensation across social identity groups. |
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Objective 4 |
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In consultation with Staff HR and the Office of General Counsel, continue to implement dije-related staff hiring practices. |
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Objective 4 |
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Continue to consult with Organizational Learning and other university entities to identify professional development opportunities for staff focused on racism, sexism, ableism, and other forms of marginalization. |
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Objective 4 |
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Design and implement an inclusive, community-informed census of self-reported social identity experiences represented in the Marsal School to fill in the gaps of information not available via university administrative records. |
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Objective 4 |
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Consult with U-M’s Central HR to identify barriers and implement strategies to overcome barriers to recruitment of staff from diverse racially minoritized, LGBTQIA+, disability, economically disadvantaged, and international communities. |
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Objective 4 |
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Implement staff peer mentorship program with particular attention to the needs of marginalized groups where possible. |
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Objective 4 |
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Develop standardized protocols for nominations of staff for internal awards/recognitions. |
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Objective 5 |
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As part of Standard Operating Procedures, establish and implement centrally housed, school-wide planning tool for events and course planning purposes that raise awareness of accessibility, religious holidays, and other considerations. |
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Objective 5 |
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Request that central facilities add ADA push buttons to all exterior entry/exit and internal hallway/fire doors that do not have them. |
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Objective 5 |
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Monthly review of placement of tables/areas designated as wheelchair accessible within all classrooms. |
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Objective 5 |
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Explore feasibility of partnering with another unit (e.g., SSW) to share a Disability Navigator staff member based on LSA’s model, or of alternative options such as reapportioning current staff members’ time to this work. |
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Objective 5 |
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Work with SSD to obtain a primary liaison. |
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Objective 5 |
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Partner with entities such as the Council for Disability Concerns to conduct accessibility audits of Marsal School’s physical environment. |
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Objective 5 |
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Partner with IT to conduct accessibility audits of instructional technology available at the Marsal School. |
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Objective 5 |
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Consult with IT, CRLT, and other external partners at U-M (e.g., library’s Digital Scholarship and Digital Accessibility) to develop a digital accessibility guide. |
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Objective 5 |
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Execute plan to construct accessible, multi-user gender inclusive restroom on 2nd floor. |
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Objective 5 |
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By Y3, conduct feasibility study for updating current elevator and/or addition of a second elevator to the building. |
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Objective 6 |
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As part of Standard Operating Procedures, establish and implement centrally-housed, school-wide planning tool for events (and courses) that raise awareness of accessibility, religious holidays, and other considerations. |
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Objective 6 |
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Provide resources to support professional learning activities focused on recognizing and intervening on microaggressions as well as how to proactively engage in microaffirmations. |
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Objective 6 |
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Provide resources to support the development of grassroots communities of practice focused on intervening on microaggressions as well as proactively engaging in microaffirmations. |
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Objective 6 |
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Collaboratively develop—with the partnership of the dije Student Advisory Board, HR, Executive Committee, Marsal School student, staff, and faculty ombuds, and other university partners—a climate support team and process that is not grounded in a carceral logic of surveillance and punishment (and might thus be weaponized) but is instead aimed at restoring community trust and wellbeing. |
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Objective 7 |
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Provide financial support for grassroots student-initiated and student-led dije activities. |
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Objective 7 |
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Expand the physical space for the dije Office to accommodate more engagement with students of broadly diverse social identities. |
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Objective 7 |
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Restructure dije Office Student Advisory Board (SAB) to clarify purpose, expectations, and roles. |
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Objective 7 |
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Compensate students who are involved in dije-related committee work (e.g., SAB, EDAC) in the Marsal School. |
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Objective 7 |
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Ensure dije Office Student Advisory Board includes a critical mass of students with whom to consult on disrupting anti-Blackness, disrupting ableism, and serving students who are international, undocumented, parents, first generation, and LGBTQIA+. |
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Objective 7 |
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Continue to offer “STRIDE-like” training about inclusive hiring practices for students serving on faculty search committees. |
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Objective 7 |
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Establish guidelines for compensating student involvement in dije-related committee work (e.g., EDAC, SAB) in the Marsal School. |
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Objective 7 |
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Establish baseline funding for university-designated student organizations in the Marsal School that focus on dije-related issues. |
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Objective 7 |
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Consult and follow Rackham’s new, more inclusive procedures regarding how to use data on diverse gender identities and expressions in our reporting on (all) students. |
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Objective 8 |
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Ongoing analysis of participation in internal service, awards/recognitions, and compensation across staff across diverse social identity groups. |
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Objective 8 |
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Provide financial support for grassroots staff-initiated and staff-led dije activities (e.g., professional development, communities of practice). |
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Objective 8 |
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Establish expectations and specific, role-related descriptions and practices for how dije work can be integrated into all staff roles. |
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Objective 8 |
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Collect data on invisible service as part of staff annual reviews. |
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Objective 8 |
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Develop plan—with input from EDAC, HR, and staff advocates at the Marsal School—for how best to use data collected on invisible service. |
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Objective 9 |
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Provide financial support for grassroots faculty-initiated and faculty-led dije activities (e.g., professional development, communities of practice). |
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Objective 9 |
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Ongoing analysis of equity in distribution of internal service, awards/recognitions, and compensation across faculty from diverse social identity groups. |
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Objective 9 |
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Collect data on invisible service as part of faculty annual reviews. |
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Objective 9 |
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Develop plan to address any inequities—with input from EDAC, HR, and the Executive Committee at the Marsal School—using data collected on invisible service. |
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Objective 10 |
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Establish process for conducting curriculum audits—including but not limited to exploration of syllabus self-reflection tools—within each academic program. |
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Objective 10 |
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Conduct curriculum audits within academic programs and map capacities (affordances already present) in terms of knowledge grounded in antiracism, Indigenous epistemologies, LGBTQIA+ studies, disability studies, and/or the intersection of these fields. |
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Objective 10 |
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Partner with CRLT and other university entities as appropriate to provide ongoing professional development to faculty engaged in curriculum development and mapping within academic programs. |
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Objective 10 |
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Explore feasibility of implementing a schoolwide Equity and Justice course requirement at the undergraduate and graduate levels. |
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Objective 11 |
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Encourage the pursuit of scholarly products easily accessible to external and community partners. |
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Objective 11 |
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Engage in an iterative process to establish expectations—in consultation with external community partners—about how to evaluate public scholarship alongside established evaluative criteria in the faculty tenure and promotion process. |
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Objective 12 |
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Dean and dije AD meet every week and discuss dije funding needs and priorities in the unit as needed; Dean meets every week with Chief Development Officer to ensure that these needs and priorities are routinely integrated into the overall priorities. |
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Objective 12 |
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Dean and Chief Development Officer meet every week to ensure that dije funding needs and priorities in the unit are consistently integrated into fundraising conversations; meet with dije AD as needed to review funding needs stemming from these discussions. |
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Objective 12 |
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Routinely review and report on successful dije fundraising efforts. |
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Objective 12 |
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Dean and Chief Development Officer work to increase the diversity of perspectives represented in the Marsal donor pool and Dean’s Advisory Council. |
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Objective 12 |
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Work in partnership with our unit Chief Development Officer and fundraising team to continually clarify our the dije dimensions of our fundraising priorities, which are extensive. |
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dije Team
Student Advisory Board
- Current Members
2023–24 Student Advisory Board Members Name Program Masa Baghal Secondary Education; Bachelors Jess Bautista Educational Studies; Doctorate Toby Chan Teacher Education Preferred Admit; Bachelors Xintian Gao Educational Studies; Masters Gina Meimann Center for the Study of Higher and Postsecondary Education; Masters Briana Scott Combined Program in Education and Psychology; Doctorate Kyle Smith Educational Studies; Doctorate
Calendar of Events
DIJE Resources
- Centers, Departments, and Offices
- Mental Health Resources
- Student Groups, Organizations, and Programs
Connect with Us
CONTACT INFORMATION
LOCATION
Marsal Family School of Education
Room 1001
610 East University Ave
Ann Arbor, MI 48109