Inclusive Excellence

What do we mean when we say INCLUSIVE EXCELLENCE?

1. Inclusive Excellence employs a broad definition of diversity that includes dis/ability, gender identity, gender expression, sexual orientation, race/ethnicity, religion, nationality, age, perspective, and other important social dimensions that are part of a community.  Thoughtful attention is given to those groups that have been historically excluded, underrepresented and marginalized.
2. Inclusive Excellence shifts the sole responsibility for implementing change and inclusiveness from a diversity officer or DOI office to a responsibility now assumed by every person. An individual(s) can drive the process however each person is expected to actively engage in their own intellectual and social development.
3. Inclusive Excellence changes the way the university has historically conceptualized diversity - as a numerical goal, numbers continue to be important, but the emphasis is on transforming the institution into a community that embeds diversity throughout the institution (practices and policies) where all of our students, staff, and faculty feel welcome, a sense of belonging and can thrive. 
4. To practice inclusiveness is excellence. Purposeful development of and utilization of organizational resources to enhance learning that values the cultural differences each person brings to the educational experience.

The Inclusive Excellence model was developed by work commissioned by the Association of American Colleges and Universities and funded by the Ford Foundation. The work was designed to help campuses: (a) integrate their diversity and quality efforts, (b) situate this work at the core of institutional functioning, and (c) realize the educational benefits available to students and to the institution when this integration is done well and is sustained over time. (Williams, Berger and McClendon, 2005, p. iii).  The IE model was adopted by the College of Engineering in 2010 and later modified in 2015 and again 2020.  

Williams, D. A., Berger, J. B., & McClendon, S. A. (2005). Toward a model of inclusive excellence and change in post-secondary institutions. Washington, DC: Association of American Colleges and Universities.

While the terms “equity” and “equality” are often used interchangeably, their meanings are quite different. Equity is defined as fair and contextually appropriate access to the resources and opportunities required for every individual, group, organization, and community to attain their full potential. Equality, on the other hand, involves giving everyone access to the exact same resources or opportunities, regardless of their unique circumstances. To accelerate change and positive impact, organizations must give equity top priority. Without a focus on equity, efforts to promote diversity & inclusion are laudable, but not sustainable.

 To advance equity is to allocate resources, programs, and opportunities to staff, faculty, and students to address historical imbalances.

The active, intentional, and ongoing engagement with diversity — in people, in the curriculum, in the co-curriculum, and in communities (intellectual, social, cultural, geographical) with which individuals might connect — in ways that increase one’s awareness, content knowledge, cognitive sophistication, and empathic understanding of the complex ways individuals interact with and within systems and institutions.

• College K-12 Outreach and Recruitment (KOR Team): Working with K-12 educators, schools district partnerships, community outreach and undergraduate recruitment to increase the diversity of students.  

• Inclusive Excellence (IE Team): Professional development programs and resources to advance inclusive excellence in the College of Engineering/Knowlton School. The IE team is also equipped to provide clear guidance and resources for reporting complaints about discrimination and bias for students, staff and faculty.