- A telling example that points to a gap with respect to faculty training. When a bad event happens (e.g., the George Floyd killing) , faculty need to be sufficiently skilled so that they can engage with their students. Typically the faculty member says nothing and this sends a negative message. So one possible goal for the requirement might be to ensure that faculty know how to empathize in such situations. Faculty in STEM areas sometimes think that it is harder for them to be effective mentors because there is a greater “distance” between their subject area and current events.
- On the role of video modules. Video-plus- group discussion is essential. Solitary watching is less effective. “It depends on the lens” was held up as a good example.
- Bring CITE-led training into departments by requiring it during faculty meetings on a rotating basis. This also ensure discussion and contextualization, which research on “training” has demonstrated is critical for success at changing behaviors. Without discussion, additional reinforcement, and accountability measures, biases tend to get reinforced instead.
- On going beyond skill-based training. Understanding the depth of structural racism can also affect behavior change.
- Full awareness Cornell’s history would seem to be a valuable component of the requirement.
- Some version of the requirement should apply to TAs, many of whom are international students.
- On mandatory vs. optional. There are related mandatory trainings out there Title IX, IRB, safety trainings, search committee trainings. To advance the idea of mandatory antiracist we have to be prepared for counter arguments that bring up academic freedom, indoctrination, etc. The role of the department chair is very important and needs to be made more explicit. Bystander training seems relevant.
- On the tone of the training. It should not be punitive. Videos must be nuanced, not demonize people and indicate how there are many ways of making deliberate mindful choices.
- Create faculty profiles or course profiles that indicate that a faculty member/course instructor/TA has completed D&I training that allows students to take that into consideration when they sign up for a course or to work with an instructor.
- Trainers, trainings, and courses could be certified by the antiracism center. Here is an example of a course certification system: https://www1.villanova.edu/content/dam/villanova/artsci/main_artsci/core/DiversityRationale.pdf
- Immediate priority: what is the goal of the requirement?
- Immediate priority: do something about the fact that the average faculty member does not have a sufficient grasp of key terms, e.g., URM, implicit bias, structural racism, institutional racism, antiracism, decolonization, etc.
