Diversity, Integrity and Teamwork


Creating the Inclusive Classroom and Civility

Office of Equity, Diversity and Community Engagement

Office of Equity, Diversity and Community Engagement

The goal of the OEDC is to create an organizational culture that is welcoming to all individuals in their own uniqueness. This culture will result in an environment that allows individuals to have the opportunity to succeed in all aspects of their academic and professional endeavors.

UT Office of Equity, Diversity and Community Engagement

 Minority Business Development Center  Catharine S. Eberly Center for Women  UT Diversity Trainings and Web Page Development  Culture Ambassadors  focuses on creating a positive environment  President’s Lecture Series on Diversity  Lead and sponsor of the UT Culture Climate Survey  Develop and manage the Diversity Plan process  President’s Council on Diversity  Culture Building Institute  Diversity Certificate Program


Age Color Ethnicity Gender Religion Disabilities Socio-Economic Status Sexual Orientation Gender Identity National Origin

• • •

Common Ground

Create an atmosphere of dignity and respect by reaching out Looking for differences is easier than finding common ground because it exposes you However, if you start with common ground, it can be fun to find the differences



1. courtesy; politeness.

2. a polite action or expression

UT Mission

The mission of The University of Toledo is to improve the human condition; to advance knowledge through excellence in learning, discovery and engagement; and to serve as a diverse, student centered public metropolitan research university.

UT Core Values

Compassion, Professionalism and Respect; Discovery, Learning and Communication;

Diversity, Integrity and Teamwork;

Engagement, Outreach and Service; Excellence, Focus and Innovation Wellness, Healing and Safety.

UT Core Values

Diversity, Integrity and Teamwork

Create an environment that values and fosters diversity; earn the trust and commitment of colleagues and the communities served; provide a collaborative and supportive work environment, based upon stewardship and advocacy, that adheres to the highest ethical standard

UT Definition of Diversity

Human diversity is variety in group presence and interactions. It includes, but is not limited to, age, color, ethnicity, gender, religion, disabilities, socio economic status, sexual orientation, gender identity, and national origin.

   Culture is shared and self-sustaining Leadership practice to be able to

anticipate, align

, and


It is “durable and robust…its survival and power do not depend on the presence and personality of a single individual.* Characterized by rhetoric, lack of listening, fear, and centers on an individual

* Deering, Dilts, Russell (2003)

Ethnic and Racial Diversity Gender Diversity Gender Orientation Diversity Socioeconomic Diversity Religious Diversity Generational Diversity National Origin Diversity Ability Diversity

Fall ‘13 Students Male Female 49.7% 50.2% Unreported or non-reported 0.1%

Undergraduate Total Population Graduate Total Population

American Indian or Alaskan Native

16,192 4,590

0.2% Asian Black or African American Hispanic/Latino 4.3% Native Hawaiian or Other Pacific Islander 0.1% Non-Resident Alien 2.9% 12.2% 6.9% Race and Ethnicity Unknown Two or More Races White

* UT Institutional Research (November 2013)

4.5% 4.2% 67.3%

UT Statistics Faculty/Staff (Including UTMC) * Male Female 51.7% 48.3% American Indian or Alaskan Native Asian Black or African American Hispanic or Latino 0.2% 7.0% 6.9% 2.4% Native Hawaiian or Other Pacific Islander 0.02% Non-Resident Alien 11.0% Race and Ethnicity Unknown or Not Reported 1.1% Two or More Races 0.4% White

* UT Institutional Research (May 2014)


       Expansion of learning through exposure Appreciation and maintenance of one’s own culture Ability to network with others Opportunity to relate to others Ability to effectively handle barriers Knowing how to balance being part of groups and maintaining individuality Common ground should be your goal

• • • • • • • • • “I am afraid of what those people will do.” “I can’t understand why those people won’t learn English.” “They don’t have the same work ethic.” “They don’t know how to work a computer.” “They are too emotional to hold a leadership position.” “She thinks too much.” “They don’t know any better.” “Get off the road when they get on.” “I don’t understand why they always seem to seek jobs where other people have to make changes to suit just them.”

What to do?

Do not participate

Ask questions back to clarify what was meant

Hesitate, then educate

Always bring it back to the mission and the core values

Two Types


– Individual factors


– Societal factors

Limited Perceptions Bucher (2010) refers to perceptions that do not always reflect reality but only what one sees through their own experiences.


Refers to one’s own culture or ethnic group to be “central” or “normal” and viewing cultures as “deficient” or “inferior” (Thompson & Cuseo, pg. 203).


Refers to an “unverified and oversimplified generalization about an entire group of people” (Bucher, R., p. 86). Stereotypes revolve around every dimension of diversity. Racial Microaggressions ~ “Brief and commonplace daily verbal, behavioral, or environment indignities, where intentional or unintentional, that communicate hostile racial slights and insults toward people of color” (Sue, D., p. 271) ~ May hear this as “guerilla bias”


Refers to an “irrational and inflexible opinion formed on the basis of limited and insufficient knowledge” (Bucher, R.D., p. 91).

Stereotypes typically lead to prejudice Remember that some may claim that stereotypes may be useful but they are still used to be hurtful and misleading

Power Abuses

Refers to “isms” defined as when power or one’s ability to influence and control others is applied to a dimension of diversity and justified. (Examples: ageism, racism, sexism, classism).


Refers to behaviors and is defined as “the unequal treatment of people on the basis of their group membership. Treatment varies because of race, age, gender, social class, or any number of other dimensions of diversity” (Bucher, R.D., p. 100).

 The verbal part of communication involves sound, words, speaking and language.

 How much of a message is verbally communicated?

•7%  The non-verbal part of communication is more ambiguous and can be difficult to interpret accurately.

 How much of a message is non-verbally transmitted?


 Listening is central to the interpersonal communication process  How much time do we spend listening a day? •45-70% of a day  3 Approaches for Effective Listening •Empathic: Placing self in the role of the speaker •Deliberate: Evaluating the message based on own context •Active: Providing feedback so that the speaker gets the message

UT Diversity Homepage


Provides links to:

•Listing of centers, offices, programs •Diversity calendar •College diversity plans •Community resources •Diversity testimonials

UT Culture Building Institute


•More than 20 workshops available •Flexible Scheduling

Troubleshooting Life's Challenges


Resources and Support

Important Information UT Police- Emergency

Call 419-530-2600

UT Police- Non-Emergency

Call 419-530-2601

Night Watch

Call 419-530-3024

UT Rides

Call 419-536-8294

Important Information For a complaint regarding discrimination or harassment

Call 419-530-2508

Contact: Kevin West, JD 419-530-4052

Important Information

The Sexual Assault Education And Prevention Program



Dean of Students/Student Code of Conduct


Compliance Concepts

Call the anonymous reporting line –


Motivation and Desire

Have to want to build a culture of inclusion.

Observe and be open

Recognizing differences among individuals and groups.

Visualize relationships and collaboration

Finding common ground, goals, and aspirations.

Evaluate and assess

Actively making adjustments where necessary to strengthen bonds and prepare for new ones.

What is you take away?

Can we get a commitment for a more inclusive classroom?

Thank you!

Sources American Psychological Association.

Just the Facts About Sexual Orientation and Youth: A Primer for Principals, Educators, and School Personnel.

Just the Facts Coalition 2008. Web. 19 January 2011.

Bucher, R.D. (2010).

Diversity Consciousness: Opening Our Minds to People, Cultures, and Opportunities.

(3 rd Edition). Prentice Hall: Upper Saddle, N.J.

Canary, D.J., Cody, M.J., & Manusov, V.L. (2003)

Interpersonal Communication: A Goals-Based Approach

(4 th Boston: Bedford/St. Martin’s


Harrington, Melanie. "Tackling Generational Diversity."

Profiles in


Diversity Journal

11.2 (2009): 64-60.

Business Source Complete

. EBSCO. Web. 10 Feb. 2011.

Deering, A., Dilts, R., & Russell, J. (Spring 2003).

Leadership Cults and Cultures

. Leader to Leader, Vol. 2003, No. 28, p. 31-38.

Sources Looney, D. Scott. "A Space at the Table."

Independent School

65.2 (2006): 38-47.

Academic Search Complete.

EBSCO. Web. 10 Feb. 2011.

Popple, Philip R. and Leslie Leighninger.

Social Work, Social Welfare and American Society.

Boston: Pearson Education, 2011. Print. Ray, N. “Lesbian, Gay, Bisexual and Transgender Youth: An Epidemic of Homelessness.” National Gay and Lesbian Task Force Policy Institute and the National Coalition for the Homeless, 2006. Web. 1 September 2008.

Sue, D.W., Capodilupo, C.M., Torino, G.C., Bucceri, J.M., Holder, A.M.B., Nadal, K.L., & Esquilin, M. (May-June 2007).

Racial Microaggressions in Everyday Life

. American Psychologist, Vol. 62. No. 4, p. 271-286.

Thompson, A. & Cuseo, J.B. (2009).

Diversity and the College Experience.

Kendall Hunt Publishing Company: Dubuque, IA.

Wage Project Website; http://www.wageproject.org/index.php