With our Catholic liberal arts heritage and over 100 degree programs, including nursing and marine biology, from bachelors through PhDs, we've got your options covered. Focus on arts and sciences, business, education, social work, communication, nursing, medical sciences, theology, or law. Take things further with personalized research and experiential learning opportunities, on and off-campus. Enhance your prospects with hands-on internships at some of the country's top organizations.
The path to your perfect career begins with planning and support. Career Development has resources for you to help you make the most of your time at Barry. Guidance is just an appointment away.
Service-learning integrates relevant community service with course work and critical reflection to enrich the learning experience, foster social responsibility and civic engagement, and strengthen communities.
The Honors Program at Barry is designed to challenge, enrich, and prepare especially motivated students to pursue their fullest potential. By participating in a rigorous curriculum rounded out by an array of edifying and interactive events, students explore crucial issues that we face in our daily lives. Students are given the space for discussion and debate and the opportunity to learn from experts in their fields. The Office of Financial Aid can assist with determining eligibility for the Honors Program.
At Barry University, you will experience a small community atmosphere where you can always rely on our administrators and faculty for advice, encouragement and personal attention. We take great pride in giving individual attention from the very beginning. You can start building a personal relationship with one of our admissions counselors who will help answer any questions, and guide you through the entire admissions and enrollment process.
Continuing Education (CE) offers a variety of courses and non-credit programs designed to respond to the diverse educational interests and lifelong learning needs of individuals of all ages. We offer certificate, credential exam preparation, and licensure programs for professional and personal enrichment.
High school students: Get a jump-start on your college education with dual enrollment courses from Barry University! You can earn high school and college credit at the same time, right at your own school.
We are committed to providing programs and services that are guided by Barry University's rich educational mission and intended to enhance your Barry experience. Through partnerships with others in the university community, we aim to create experiences that will help transform you into leaders for a just and humane world.
We are an NCAA Division II school and a member of the Sunshine State Conference with 12 varsity teams, including men's baseball, basketball, golf, soccer and tennis; and women's basketball, golf, rowing, soccer, softball, tennis and volleyball. So far, we've won 24 NCAA championships, had 338 All-Americans, 413 Scholar All-Americans, and nine NCAA "Women of the Year" finalists, the most of any Division II school. Not bad at all, but we're going for more.
For students currently enrolled in classes at Barry, we have a wealth of resources you can tap into to bring ease and efficiency to your university experience. Get the help you need with administrative or financial questions, or check out course catalogs to help plan your schedule by semester. All the information you need to excel is at your fingertips.
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.
We promote CHANGE...
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:
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.
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.
“We are committed to continuing to make dismantling systems that perpetuate racial injustice our responsibility and a critical university priority.”
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.
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
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.
Barry University Office of Justice, Equity, Diversity, and Inclusion (J.E.D.I.), in collaboration with the School of Podiatric Medicine was awarded funding from United Way of Miami-Dade. The goal of this award is to provide excellent foot and ankle services to underrepresented communities in Dade and Broward County.
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.
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.
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.
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.
In this week’s AREC Resource Highlight, a 30-minute documentary by San Francisco State professor Vivian Chávez introduces a new framework for navigating difference in culture
In this segment, we highlight the voice of member Ginette Melchiorre in the Division of Business and Finance who calls for anti-racism and equity advocacy to honor our shared humanity.
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.
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.
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.
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.
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:
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:
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.
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.
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.
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.
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.
Know which resources and accommodations are available for students and empower them to access these tools. Some resources regarding accommodations include:
Use PDFs with text that can be read by an E-reader, and ensure your PowerPoints and course handouts are presented with clear text contrasts for those who may have vision impairments. You can find more tips in this article, How to Make your Presentations Accessible, and the section titled “Preparing Slides and Projected Material.”
