“Fostering An Inclusive Culturally-Sensitive Campus: Representation Matters” is the title of the session presented by Carol Evans, Stacy Sekely, Erin Morton, and Ginett Pineda from Penn State. Evans began by sharing research on evidence that described “diversity in practice.” Their literature review helped them learn about what has been done for transformative change in the campus culture. They represented the inclusive campus climate as an arc with several components that contribute to the ecosystem. Evans described student professional development planning they have done. In surveys as part of these events, 39% of student respondents experienced discrimination with 28% reporting not knowing. The survey also supported continued discussions on diversity and inclusion on campus. The diversity circles were outlined as presented by the Facing Racism in a Diverse Nation-Everyday Democracy publication. Thematic sessions were scheduled for six weeks. Sekely spoke about faculty professional development workshops. The inclusive and equitable pedagogy workshops were evaluated in the area of tone, framework, learning objectives, learning activities, and assessment. For example, the wording of syllabi was revised to be more welcoming. Sekely shared UDL guidelines for designing activities such as addressing student appeal, perspectives, accessibility, student support services, and shared responsibility and power. Sekely suggested learning objectives and activities that directly address diversity and promote inclusive interactive patterns. Examples of changes made to course policies were shared to emphasize adaptations that promote UDL. Morton talked about staff and faculty workshops on identity, interrogating bias, classroom/office, and campus climate. Each time they offer professional development, they survey participants..Pineda mentioned the projected outcomes from professional development events and surveys. This forty-five-minute session was a detailed overview of what one campus is doing.
