Our Equity Commitment
We acknowledge that Emerson has not fostered a culture of equity and anti-racism, and we renew our commitment to creating this culture. We are committed to grow in knowledge and empathy about the invidious nature of whiteness as a caste system of power. We are committed to use that understanding to interrogate and address policies and practices that exclude, diminish, and alienate members of our community and society. We accept responsibility for perennially engaging with the community to transform Emerson’s culture, so that all students, faculty, and staff can thrive and bring the fullness of their identities and spirit to learning and working together.
Academic Affairs takes student reports of bias and identity-based harm in the classroom seriously and attends to issues that are reported. An incident can be reported:
- anonymously in the course evaluation form at the end of the semester where it can be reviewed by the faculty member and chair,
- in the mid-term feedback form as a way to engage anonymously with the instructor, or
- directly to the Department Chair or Program Director.
The following documents demonstrate how the schools are focusing on the strategic goal of academic and inclusive excellence in their areas.
Academic Affairs Action Items
Issues and incidents of bias are met with respect, empathy, and action:
- Created bias incident flowchart in Academic Affairs
- Create a prominent webpage that directs those who have experienced identity-based harm to the area able to address the harm.
- Annually report aggregate number of incidents by area and record actions taken.
- Each semester, continue to analyze question 12 of the student evaluation instrument (inclusive learning environment) by department. Chairs will follow up with faculty with low scores and feedback of concern.
- Develop guidelines to help chairs establish an environment of validation and trust with students when they approach chairs with a matter of concern.
- Academic leaders will participate in an annual forum to hear Emerson Students of Color (ESOC) concerns around bias and equity and will report out.
Hire and Retain Black / Indigenous / Persons of Color (BIPOC) Faculty
- Continue to recruit and hire diverse full-time faculty. (See the hiring process here.)
- Focus on increasing the percentage of diverse affiliated faculty.
- Continue retention of full-time BIPOC faculty. (98% in ’20–’21, 95% in ’19–’20, 100% in ’18–’19, Factbook Data)
- Survey BIPOC faculty about the Nexus mentoring programs and elicit ideas for improvement.
- Continue hiring (including BIPOC hires) based on faculty expertise, consistent with fields identified originally in job position descriptions, and then delineated in appointment letters.
- Recognize the essential service that BIPOC faculty provide to students and to the community through a change to the Faculty Handbook. (We seek Faculty Assembly endorsement of this Faculty Handbook change.)
- Continue offering incentives for the third level of equity training.
- Continue offering the Presidential Fund for Curricular Innovation workshops focused on equity or internationalization with compensation.
- Develop second-level equity training for faculty. (We seek Faculty Assembly endorsement to require this training for all faculty.)
- The Director for Faculty Development and Diversity will publish the learning goals for the three levels of training on the website.
Anti-Racist Syllabus Review and Departmental Curriculum Audit
Departmental Responses to ESOC Demands
Marlboro Institute of Liberal Arts and Interdisciplinary Studies
School of Communication
School of the Arts
Diversity Action Plans
These plans demonstrate how schools are focusing on the strategic goal of academic and inclusive excellence in their areas. Each Plan covers the areas of curriculum, pedagogy, hiring, and student recruitment, with appropriate targets and goals set within each.
Academic Cabinet Training
- Just the Facts, FACTUALITY
- Tema Okun
- Saltwater Social Justice Training
- SJC trainings