Educational and professional development opportunities related to Black/African* identity and history are needed both in and out of the classroom. 

Goal 1:

Partnerships across the university to increase academic offerings related to Black/African history and identity. For example, academic offerings can be expanded in key departments, programs, and schools, such as but not limited to History, American studies, Political science, Business, Ag Economics/Economics, Sociology and Anthropology, Liberal Studies, Art, Honors College, etc.

  • Offer a new course (Introduction to Africana Studies) in AY2020-21, and one additional new course in AY2021-22 and another in AY2022-23
  • Add Honors Seminars on Black/African History and other racial equity topics.
  • Add expertise in Africana Studies or related fields to the teaching faculty
  • Develop an undergraduate certificate program in (Africana Studies or TBN) in AY2023-24
  • Develop a graduate level certificate program in Africana Studies (or TBN) in AY2023-24
  • Develop a minor in Africana Studies (or TBN) in AY 2024-25
  • Develop a major in Africana Studies (or TBN) in AY 2025-26

  • Office of the Provost
  • Vice Provost and Senior Vice Provost
  • Deans and Department Heads in all academic colleges
  • Honors Dean
  • Graduate School Dean
  • CLS Faculty and Dept Heads and Faculty (American Studies, Liberal Studies, History and Philosophy, Political Science, Sociology & Anthropology, Modern Languages)
  • Faculty Senate Leadership and Senators
  • Academic Diversity Partners in all units

Goal 2:

Integration of racial equity/diversity topics into courses across academic areas. 

  • Complete a baseline scan of existing course learning outcomes for meaningful content related to race, racial justice, racial equity, diversity, and inclusion. (Including graduate courses and programs)
  • Develop guidelines faculty can use to review their course content for diverse perspectives/voices
  • Incorporate a review of faculty and staff engagement in the unit’s Diversity, Equity, and Inclusion plan in department head and faculty annual reviews, staff performance evaluations and/or departmental self-studies
  • Offer incentives to faculty for integrating diversity and racial equity into courses (For example, compensation through instructional innovation grants focused on diversity, College of Arts and Architecture diversity fellowship, College of EHHD internal grants)
  • Incorporate diversity items in instructor evaluations (connect to Activity Insight)
  • Develop faculty training related to integrating diversity, equity, and inclusion topics into existing coursework. (this work is currently underway by the Center for Faculty Excellence; College level strategic plans and DEI plans can help with this; could add Dept level FLCs)
  • Develop cross-departmental informal academic opportunities for discussing topics relating to BIPOC/diversity/racial equity such as but not limited to reading groups, seminars, lectures, presentations, and other activities

  • Deans and Department Heads in all academic colleges
  • Graduate School Dean
  • Honors College Dean
  • Center for Faculty Excellence Director and Staff
  • Faculty Senate Leadership and Senators
  • Academic Diversity Partners in all units
  • Senior Diversity Officer

Goal 3:

Expansion of professional development and training opportunities for students/GTAs/faculty/staff related to racial equity, bystanders, sensitivity, pedagogy, how to discuss race and related topics, etc. (bring equity-minded pedagogy expertise to campus when appropriate).

  • Conduct a needs assessment using existing surveys to determine baseline training needs
  • Provide an opportunity for ongoing feedback from students about their experiences (CFE has a series called “What your students want you to know about… that could incorporate this feedback)
  • Roll out and incentivize racial equity training (added to HR Diversity and Inclusion Development series and offer separately)
  • Develop CFE and/or department level training for faculty about addressing race and racial conflicts in the classroom (especially for new faculty, part-time NTT faculty, and teachers of introductory seminars)
  • Develop guidance for syllabus language regarding triggering topics and texts. (This work is underway by CFE)
  • Office of Student Engagement can incorporate race and related topics into existing leadership training
  • Leadership Institute can incorporate race and related topics into leadership training, programs, and campus-wide events
  • Incorporate information and training on related topics into new student orientation activities or MSU Debut activities (required training for new students?)

Key Partners:

  • Center for Faculty Excellence Director and Staff
  • Office of Institutional Equity and Director
  • Senior Diversity Officer
  • DISC Program Manager
  • Human Resources, CHRO and Professional Development Staff
  • Faculty Senate
  • Academic Diversity Partners in all units
  • Office of Student Engagement
  • Leadership Institute
  • Dean of Students

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