Antiracism, Diversity, Equity, and Inclusion Commitments

CAPS will explore strategies for facilitating student access to therapeutic services, including the suggestion to reserve specific hours for LGBTQ+ identified students.

The College will enhance access to personal and communal wellness resources for BIPOC, FGLI, and LGBTQIA+ students. Possibilities include enhanced access to off-campus mental health resources, strengthened connections to community-based organizations, and opportunities for personal engagement with conferences, trainings, or similar opportunities.

Assure students receive the accommodations identified in their accommodation letters. If an accommodation poses as a fundamental alteration of the course, ADS and the professor will work with the student to identify reasonable options for providing access, which work for both the student and professor.

Make clear the accommodation application process, and support students facing financial hardship in obtaining necessary documentation.

Creation of an Africana Studies major program and further development of the entire Africana Studies curriculum, including the existing minor/concentration.

Board of Managers to convene a group (Antiracism Accountability and Advisory Group, 'AAAG') to assess progress re: racism and inclusivity on campus.

Provide antiracism course development support through the Office of the Provost.

Addition of antiracism project assistants into the Office of President or Office of the Chief Diversity Officer.

Continue to recognize the extraordinary efforts and commitment to antiracism on the part of Black women and Trans people across the Haverford community, and acknowledge the work of others in all collaborations. Incorporate the work of Strike Organizers and others into the Haverford archives.

Conduct research into the origin of art objects and artifacts on display (such as those that had been in the Koshland Integrated Natural Sciences Center) and in library collections.

Promote BIPOC and FGLI student access to the campus experience, and bring programming and/or workshops that focus on the histories, experiences, and culture of Indigenous people and/or people of color and/or workshops to the campus.

Collaborate on the vision for the future of the Black Cultural Center, and effect agreed-upon improvements.

Formally recognize and fund campus recognition of Black History Month.

The Corporation shall explore ways to more quickly diversify the composition of the Corporation and the Board of Managers, to which it nominates many members.

New Board Standing Committee on Antiracism, Diversity, Equity, and Inclusion

Issue a campus climate survey for staff, faculty, and students, configured for each constituency.

Improve feedback mechanisms for CAPS and other wellness needs and services. Utilize feedback to understand student satisfaction and make necessary improvements to programs.

CAPS will foreground the priority of reflecting our diverse student body in its current search for a senior CAPS staff member and in its ongoing selection of trainees.

CAPS will hear and work with students with respect to change in how CAPS carries out its mission.

Designate Interim Chief Diversity Officers and establish an advisory committee on CDO structure.

Update ADS website with information clarifying documentation policy and procedures.

The Office of the Provost will provide training regarding accessibility in the classroom for faculty, led by experts who embody the diversity of the disability community.

Reform of Committee on Student Standing & Programs (CSSP) procedures to better and more equitably support students.

Compile all instances where ID was asked for to inform of potential racial profiling.

Add a racial climate question to course evaluations.

Create and offer a course on equity, inclusivity, and student thriving.

Include students on the search committee for the new dean of the College, 2021.

Reorganize the Office of the Dean of the College to ensure active support of BIPOC and FGLI students through focused attention on the work of diversity, equity, and inclusion; recalibrate the OMA's current mission to best suit current student needs.

Diversity, equity, and inclusion professional development work shall be conducted in Athletics, with the support of the dean of the College.

Promote practices centered on inclusion and equity within the division of Institutional Advancement and in its work with external communities.

Yearly faculty and staff diversity training.

Strengthen recruitment and enrollment of Indigenous peoples.

Tenure-line faculty hire in Africana Studies.

Develop an accountability framework for concerns about faculty.

Hire Black faculty and faculty of color.

Require faculty to read chapters of Ruth Enid Zambrana's Toxic Ivory Towers.

Explore the possibility of making faculty position requests from academic departments available to the entire community.

Organize and assemble resources to help faculty change their practices, pedagogies, and curricula to better respond to and be inclusive towards a range of student needs, including those of students working through trauma.

Fundraising in service of DEI.

Continue to provide necessary health-supporting measures for students who engage in protest during the COVID emergency, and prohibit disciplinary consequences.

Adjust programming and materials to accurately honor the Indigenous tribes and their land, and their connection to the College; this includes revising the plaque at the base of the Treaty Elm.

Formalized land acknowledgment of Indigenous communities on the Haverford campus.

Identify and establish a physical home for a Latinx Center at the College.

CAPS will only report to authorities when absolutely necessary and, whenever possible, with students’ consent. Information about CAPS mandated reporting will be made available through a variety of channels and formats.

CAPS will review the use of Campus Safety during mental health emergencies and explore alternatives to ensure that students can access the on-call counseling services.

Design and implement a faculty 'Extraordinary Opportunity Hiring' policy.

Create new administrative positions dedicated to antiracism within the College.

Make additional improvements to the physical accessibility of campus.

The College can and will continue to support police reform and/or prison abolition when it is within faculty scholarship or students' curricular, co-curricular, and extra-curricular opportunities.

Reinforce Haverford's policy on racial profiling and bias.

The College will present and make readily available disaggregated demographic percentages of domestic and international students of color.

Campus Safety will describe the College's formal and informal relationship with local police and their jurisdiction on campus.

Creating a required course (or an alternative curricular innovation yielding a similar goal) that will examine Blackness, white privilege, and related issues.

Conduct a new internal study that outlines and publicly reports on the College's resources (time, dollars, facilities, programs, etc.) that are of service to (or provided to or supports) various local entities, jurisdictions, and non-profits.

Incorporate antiracism in strategic planning.

The Task Force on Retention and Persistence will identify causes of student attrition and ways that Haverford can better support thriving, including a particular focus on BIPOC and LGBTQ+ students.

Create opportunities for more Black students to be stakeholders and serve as representatives in faculty search committees.

Expand consideration of how student service could be compensated and made standard across the College.

Create vendor policy to prioritize the hiring of minority-owned businesses.

Encourage high-impact practices directed toward retaining and supporting existing faculty of color in each department.

CAPS will prioritize the identification of job candidates with demonstrated successes in support of LGBTQIA+ clients in hiring processes to better reflect the needs of the student body.

Create a fund named in tribute to Osmond Pitter 1926 and Enid Appo Cook 1931, the first Black students to graduate from Haverford and Bryn Mawr to develop and support programming and support the local Black community in Ardmore and Lower Merion.

Consider reevaluating the tenure and promotion criteria to include all "shadow work" and other non-traditional forms of scholarship.

Reduce reliance on standardized testing in admission decisions.

Examine reports to the COVID-19 “tip line” to identify any possible presence of targeting or discrimination within the tip reports, or the institutional response.

Address concerns from community members about policing and Title IX, particularly with regards to BIPOC/LGTBQ+ students.

Union Building will house three academic programs: Africana Studies; Gender and Sexuality Studies; and Health Studies