February is Black History Month

Join us in the fight for educational programming around the history of African American life and accomplishment in the US.

Equity & Inclusion Calendar

Office of Justice, Equity, Diversity, and Inclusion

OUR VISION

An educational community that continuously strives to become a more inclusive teaching, learning, and working environment that actively promotes social justice, embrace diversity, and honors the value and richness of all students, faculty, and staff.

BU JEDI 2023

Our Pledge to You

We believe every human being has a right to be treated with respect and dignity and that the value of every student, faculty, staff, and administrator must be equally recognized and honored. The Office envisions a healthy space for the Barry community to unleash its individual and collective power to address issues of structural inequity and help build an inclusive community where we can all thrive.The Office will therefore advocate for positive change and, within a social justice framework, do the work with courage and vulnerability. We pledge to: 

Inclusive Teaching and Learning Consultants (ITLC) Initiative

In collaboration with Academic Affairs, JEDI has organized the Inclusive Teaching and Learning Consultants Initiative. Faculty members who volunteer to receive specialized training in inclusive teaching practices will serve as J.E.D.I. Inclusive Teaching & Learning Consultants to the University. They will help create professional communities within schools and colleges to whom they will share their extended level of expertise in best pedagogical practices. They will provide guidance in the critical examination of the curriculum, including assignments, and required and recommended readings, modifications of course syllabi, and the review of all academic policies to ensure such documents are aligned with the guiding principles of inclusive excellence. These faculty members and administrators will help shape our pathway to inclusive excellence. 

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Land Acknowledgement Statement

We acknowledge that Barry University is located on land that is the ancestral and traditional territory of the Seminole and Miccosukee people. We humbly acknowledge that Native Americans hold a deep spiritual and cultural connection to this territory and are dedicated stewards of this land.

We give honor and respect to the past, present, and future generations of the Taino, Tequesta, Seminole Tribe of Florida, the Miccosukee Tribe of Indians of Florida, and all First Nations people.

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Mike Allen

Mike Allen, PhD President

Message from the President

“We are committed to continuing to make dismantling systems that perpetuate racial injustice our responsibility and a critical university priority.”

Highlights

  • Safe Zone Training October 10, 2023

    The Office of J.E.D.I. (Justice, Equity, Diversity, Inclusion) partnered with Human Resources, and the De Porres Center for Leadership and Inclusion to provide Safe Zone trainings to faculty, staff, and students during Barry Pride Week, October 8-14, 2023.

  • Tree Dedication to Haiti: Hope for Peace and Unity April 04, 2023

    The Office of Justice, Equity, Diversity, and Inclusion in collaboration with the BU Student Haitian Organization, planted a Red President Hibiscus tree in front of Thompson Hall February 2, 2023.

  • Evening of Honors April 03, 2023

    Dr. Pamela Hall was invited to host the 7th Annual Evening of Honors event for the City of North Miami. She shared the stage with the Mayor of the City, other city officials, and Cool and Dre, the legendary and three-time Grammy-winning songwriters and record producers, both from North Miami.

  • Our Voice: Beyond Justice March 28, 2023

    The Barry University community stands with Tyre Nichol’s family, friends, and community, as well as the family of Irvo Otieno, and all Black men, women, mothers, children, communities, and people impacted directly or indirectly by violence perpetuated by those sworn to serve and protect.

  • Cross Cultural Conversations: Drawing out the Conversations Through Expressive Arts March 02, 2023

    Join Us for Our Spring 2023 Sessions! Every Monday from 7:00 pm to 9:00 pm March 13, 20, 27, April 3, 10, and 17

  • Art Dedication February 27, 2023

    On February 27th, the Office of Justice, Equity, Diversity, and Inclusion and the Institute of Immigration Studies celebrated the artwork of Regi Yanich located on the northside of the Weigand Science Center.

  • Stand Against Racism Challenge April 04, 2022

    The Stand Against Racism Challenge is a virtual learning tool designed to create dedicated time and space to build more effective social justice habits, particularly those dealing with issues of race, power, advantage, and leadership.

  • Voices of the Coalition April 01, 2022

    In this segment, we highlight the voice of member Brooke Pallot, Director of Procurement and Accounts Payable who discusses her family’s activism in the Jewish community in Miami and its influence on her values and commitment to justice.

  • Voices of The Coalition April 01, 2022

    In this segment, we highlight the voice of member Dr. Laura Finley in the Department of Criminology and Sociology who discusses how the lack of representation and cultural responsiveness in the education system shaped her passion for working toward social justice in the classroom and beyond.

  • Voices of The Coalition April 01, 2022

    In this segment, we highlight the voice of member Dr. Joel Collazo in the College of Health and Wellness who discusses the importance of diverse communities in success for all.

Members

Resources

A resource for faculty and staff of Barry University Inclusive Teaching Practices

Inclusive, equitable, and anti-racist teaching practices are crucial to the Barry University commitment of providing each student with an educational experience in which they can learn, grow, and be themselves. No matter your department or discipline, your role within the Barry community enables you to foster an environment of mutual respect and be a model of equity and

inclusivity. Through your example, you can show students that they are deserving of respect and are capable of success in the classroom and beyond. This page provides tips, best practices, and resources to help you forward the University's mission of anti-racism and inclusivity.

Did you know . . .

  • Black students are more likely to borrow and face greater difficulty repaying their loans than other groups. (American Council on Education)
  • In 2016, people of color held just 21% of full-time faculty positions, while the percentage of non-white undergraduate students was more than twice that. (American Council on Education)
  • Though Hispanic/Lantinx individuals compose more of the U.S. population than ever before, this demographic—combined with American Indian and Alaskan Native men—had the lowest levels of educational attainment in 2017. (American Council on Education)

Designing an Equitable and Anti-Racist Syllabus and Course

For students from underrepresented and marginalized communities, vast inequities within higher education have historically hindered their success. Students of color face lower rates of graduation, and those who do graduate earn statistically less than their white peers. By designing your course with equity

in mind, you can begin to address opportunity gaps and promote the success of all students. As you create your syllabus, be mindful of using culturally appropriate language and choosing learning materials and readings that are representative of diverse experiences and perspectives.

When Preparing the Course...

  • You are an expert in your field and it is your duty to interrogate its history. Which voices have traditionally been prioritized? Whose contributions have been marginalized? This is a great starting point for all who aim to broaden the range of voices and experiences featured in classroom content. For inspiration, you can read one professor’s guide to doing this work. You should also check out these resources for examining your syllabus for implicit bias and other inequities.

    For resources on using appropriate language in your syllabus, visit:

  • Not every student has the financial resources to navigate college comfortably. Intentional practices that keep financial costs down can support low-income students.

    • Use previous versions of textbooks when possible.
    • Ask students at the end of the semester to donate textbooks if they do not want them anymore. You can hold any donated copies for future students who may have difficulty purchasing the text.
    • Communicate with students regarding textbook usage. Ensure the course materials listed on the bookstore website (or wherever students gain information about course materials) are consistent with those you plan to use in class. A quick email to students that a textbook will not be used can help them avoid unnecessary purchases.

Inclusive Teaching Practices Setting the Tone for an Inclusive Classroom

Students are most comfortable—and most able to learn and contribute!—when they feel accepted in the classroom. There are many ways you can create an open, welcoming environment for your students to ask questions, make mistakes, and be their authentic selves.

In the Classroom...

  • Have each student introduce themselves based on how they would like others to refer to them. This allows students to share how their name is pronounced. Work to pronounce each student’s name correctly and consider politely correcting others in the classroom if they mispronounce another student’s name.

    Have students include their pronouns when introducing themselves. This is a simple yet effective way of supporting our LGBTQ+ community members by affirming their gender expression and identity. Work to use each student’s preferred pronouns and politely correct others when they mistakenly use the wrong ones.

  • Each student arrives in your classroom with different educational and personal backgrounds, but all are capable of success. Being transparent about what it takes to succeed in your classroom is one of the most effective ways to let students know you believe they have what it takes! You can do this by:

    • Clearly outlining each assignment with important dates, point values, and a short description of their task and your expectation. This can help students stay on track.
    • Share and discuss aspects of assignments that students have struggled with in the past and how they overcame these obstacles. Collecting student feedback at the end of the semester is a great way to learn about the hurdles they faced and what helped them succeed.
    • Avoid assigning an hour allotment when communicating your expectations for work outside of the classroom. Every person is different and will need to adjust the amount of time spent on the class according to their own learning style.
    • Include past samples of student work to help those in your class conceptualize what success looks like!
    • Create detailed rubrics so students know what is expected of them to achieve the grade they want.
    • Provide study guides for exams and talk to your students about what kinds of questions you will ask. Not every student was taught effective study skills in their past education, so communicating what and how they should study will help them be successful.

    For examples of syllabus statements that make success transparent, visit UPenn’s Advice About How to Succeed

  • Previous educational experiences may not have equipped students with the skills to navigate higher education successfully, but you can help by providing easy access to key campus and learning resources, including the contact names, office locations, numbers, emails, or other relevant information. Consider including the contact details for the following on your course syllabus or webpage:

    • Accessibility services
    • Financial aid
    • Center for Academic Success and Advising (Barry’s own Math Lab, Writing Center, Testing Center, and more!). You can also consider making it an assignment to visit one or more of these services during the semester.
    • Librarian or other research resources. For introductory courses, consider taking a class trip to the library for a tutorial.

    You may also wish to include links to pertinent online sites, such as Purdue’s Online Writing Lab or other sources for studying, brainstorming, outlining and structuring papers, and skills relevant to your field.

    • Start class with an agenda overview and make it accessible. An agenda can support neurodiverse learners by helping them stay focused during class. It can also support anxious students who like to know what is happening in class ahead of time.

    • Provide consistent breaks. Neurodiverse learners, and most people in general, benefit from brief, regular breaks. Letting your students know when you plan for a break (i.e. at a specific time or after a topic is finished) helps them stay present and focused.

    • Make yourself virtually available during your office hours to enable access for students who cannot easily attend in person.

    • Highlight opportunities that are attainable for low-income students. Search for paid opportunities for students in your field, including internships and scholarships to attend conferences. For those working to support themselves and their families, unpaid opportunities are often unrealistic and can cause them to miss out on networking opportunities that would help them progress in their field.

    • For more resources on inclusive teaching strategies, check out:

Inclusive Teaching Practices Navigating Difficult Conversations

The way professors respond to discrimination in the classroom and broader society models acceptable behavior for students. Making space for dialogue about current events and issues of inequities within your field honors your students’ identities, experiences, and perspectives.

Inclusive Teaching Practices Fostering Success Beyond the Classroom

Inclusivity should not end when a student leaves your classroom. Through your guidance and mentorship, they can be empowered to envision their success in their chosen career and understand the clear paths to reaching their future goals.

To Foster Success...

  • It is difficult to become what you cannot see. Make successful people of different races, abilities, gender identities, and other identities visible in your class examples, featured readings, and content.

  • Talk to your students about the career paths available to them and the various ways they can utilize their degree. Then, walk them through the realistic steps they likely need to take to reach their goals. This type of transparency can help students see a future in the field; and when they have something to work towards, they’re more likely to be successful.

  • When students are first exploring careers, the paths to success can seem mysterious and even impossible. Bringing in guest speakers can demonstrate the diversity of paths to success and job opportunities within your students’ field of interest.

  • Barry’s rich alumni network offers ample opportunities to connect with leaders in your field. You’ll be surprised how many of our graduates are willing to lend support to your students and help them stay motivated and secure in their education.

Inclusive Teaching Practices Making Your Classroom Accessible

Being mindful of those with accessibility needs and understanding the assistive technologies available to support them is a crucial way we can promote inclusivity in the classroom. In addition to familiarizing yourself with these tools and listing the contact information for Barry’s Accessibility Services on your syllabus, there are several ways you can facilitate an accessible learning environment.

For an Accessible Classroom...

Diversity, Equity & Inclusion Glossary

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