APPENDIX A: Special Committee Site Visit, Feb. 12-13, 2020
- Student Veterans/SU Veterans
- Hillel, Chabad
- Select Faculty
- Staff of Color
- Student Association, Senate, Other Shared Governance
- Student Life, Residence Life
- LGBTQ+ (student, staff, and faculty)
- Latinx and Multicultural Student Leaders
- Asian and International Student Leaders
- All Academic Deans
- Indigenous Students
- Muslim Students
- Department of Public Safety
- Faculty of Color
- Disability Community
APPENDIX B: Strategic Plan on Faculty Diversity Hiring
View PDF [accessible, 231KB]
APPENDIX C: SEM 100 Videos
The SEM 100 team produced five “discussion starter” videos on Syracuse University:
- Pan Am Flight 103 and the meaning of “Remembrance” at Syracuse
- Commitment to veterans, active military and their families
- Dynamic history of the SU mascot
- The Haudenosaunee and the University and the region
- History of racial justice activism at Syracuse University
Appendix D: FYS 101
View PDF [accessible, 336KB]
ARC 500 – Borders: Politics, Space and Identities
ARC 500 – Art and Architecture as Evidence
ARC 569 – Postcolonial Spaces: Wake Up, Kick Ass, Repeat!
Arts & Sciences/ Maxwell (86)
AAS 112/ ANT 112 – Introduction to African American Studies
AAS 232 – African American Literature: Twentieth and Twenty-First Centuries
AAS 303/ WGS 303 – Black Women Writers
AAS 332/ HST 332 – African American History: Through the 19th Century
AAS 353/ SOC 353 – Sociology of the African American Experience
ANT 121 – Peoples and Cultures of the World
ANT 131 – Introduction to Biological Anthropology
ANT 145 – Archaeology in and of the Modern World
ANT 185 – Global Encounters: Comparing World Views and Values Cross-Culturally
ANT 325 – American Life through Film and Literature
ANT 367/ GEO 367/ WGS 367 – Gender in a Globalizing World
ANT 373 – Anthropology of Magic and Religion
ANT 476 – Women, War and Peace
DSP 443/ WGS 443 – Intersectional Feminist Disability Studies
ECN 304 – Economics of Social Issues
ENG 171 – World Cinema: Beginnings to Present
ENG 174 – World Literature: Beginnings to 1,000
ENG 181 – Class and Literary Texts
ENG 182 – Race and Literary Texts
ENG 184 – Ethnicity and Literary Texts: Introduction to Latino Literature
ENG 184 – Ethnicity and Literary Texts: Great Jewish Writers
ENG/ETS 184 – Ethnicity and Literary Texts: Arab American Literature and Culture
ENG 192/ WGS 192 – Gender and Literary Texts
ENG 193 – Introduction to Asian American Literature
ENG 194 – Introduction to Latino Literature
ENG 195 – Arab American Literature and Culture
ENG 315/ JSP 300 – Topics in Ethnic Literatures and Cultures
ENG 352 – Race, Nation and Empire
ENG 353 - Race, Nation and Empire before 1900
ENG 360/ QSX 350/ WGS 300 – Topics in Reading Gender and Sexualities
ENG 360/ QSX 360/ WGS 360 – Topics in Reading Genders and Sexualities: Queering Documentary
GEO 272 – World Cultures
GEO 273 – Geography of the World Economy: Capitalism, Inequality, Politics
GEO 321 – Latin American Development: Spatial Aspects
GEO 353 – Geographies of Environmental Justice
GEO 440 – Race and Space
HOA 176 – The Visual Arts of the Americas
HOA 377 – Nineteenth Century American Art
HOA 378 – Twentieth Century American Art
HOA 387 – Native North American Art
HOM 372 – Music in Multicultural America
HOM 473/ WGS 473 – Women, Rap and Hip-hop Feminism
HOM 482 – The Roots of Global Pop
HOM 494/ WGS 494 – Music and Gender
HST 222 – History of American Sexuality
HST 323/ LAS 313 – Modern Latin America
HST 324/ LAS 324 – Recent Latin American History
HST 347 – Modern American Politics through Fiction
HST 348/ QSX 348 – Queering the Middle Ages?
HST 349/ WGS 349 – Women in America: Civil War to Present
HST 362 – Nazi Germany and the Holocaust
HST 372/ SAS 372/ NAT 372 – Caste and Inequality in Modern India
HST 379/ WGS 379 – Gender, Race, and Colonialism
HST 407 – Iraq: Modern Nation to US Occupation
LAS 343/ LIT 343/ WGS 343 – Latina Feminist Theories
LAS 463/ SPA 463 – Contemporary Latin American Theater
LAS 465/ SPA 465 – Literature and Popular Culture
LAS 475/ SPA 475/ WGS 475 – Women, Myth and Nation in Latin American Literature
LAS 481/ SPA 481 – The Literature of Latinos in the United States
MAX 123 – Critical Issues for the United States
PHI 297/ WGS 297 – Philosophy of Feminism
PHI 417/ PSC 382 – Contemporary Political Philosophy
PSC 310 – Refugees in International Politics
PSC 319/ WGS 319 – Gender and Politics
PSC 374 – Law and Society
PSC 386/ SOC 354/ WGS 354 – Gender, Militarism and War
PSY 379 – The Social Psychology of Stigma
QSX 111 – Queer Histories, Communities and Politics
QSX 112 – Sexualities, Genders, Bodies
REL 125 – Religion and Sexuality
REL 323/ QSX 323 – Christianity and Sexuality
SOC 102 – Social Problems
SOC 248/ WGS 248 – Racial and Ethnic Inequalities
SOC 281/ WGS 281 – Sociology of Families
SOC 301 – Contemporary Asian Americans
SOC 305 – Sociology of Sex and Gender
SOC 364/ WGS 364 – Aging and Society
SOC 433/ WGS 433 – Race, Class, and Gender
WGS 101 – Introduction to Women’s and Gender Studies
WGS 201 – Transnational Feminist Studies
WGS 395 – Gender and Popular Culture
WRT 301 – Civic Writing – Pens against Poverty
WRT 413 – Rhetoric and Ethics
WRT 423 – African American Rhetoric
WRT 424 – Studies in Writing, Rhetoric, Identity
WRT 440 - Studies in the Politics of Language and Writing
DSP 101 – Introduction to Disability Studies
DSP 424 – Representations of Disability
FST 204 – Food, Identity and Power
FST 310 – Will Work for Food: Labor Across the Food Chain
FST 312 – Emergency Food Systems
HFS 300 – Diversity, Equity and Inclusion
HFS 452 – Mindfulness in Children and Youth
HFS 467 – Child and Family in Cross-Cultural Perspectives
HFS 479 – Power, Conflict, Violence and the Family
HFS 487 – Critical Incidents in Family Development
PHP 309 – Health Disparities and Underserved Populations
PHP 333 – Disability and Public Health
SWK 328 – Human Diversity in Social Contexts
IST 343 – Data and Society
IST 400 – Information Justice and Community Engagement
IST 491 – Cultural Competence for Information Professionals
COM 346 – Race, Gender and the Media
COM 348 – Beauty and Diversity in Fashion Media
AIC 321 – Art, Activism, Modernity
ARI 393 – Introduction to Art and Society
CRS 323 – Communication and Gender
CRS 337 – Race, Ethnicity and Communication
CRS 360 – Hip Hop Cultures
CRS 368 – Rhetoric of Social Change
CRS 400/ QSX 400 – Epidemic Rhetorics
CRS 423/ WGS 423 – Contemporary Rhetorics of Gender and Sexuality
CRS 439 – Critical Whiteness Studies
FAS 419 – Contemporary Issues in Fashion
MUE 215 – Foundations of Music Education
TRM 310 – Literacy, Community and Media
EEE 446 – Minority and Women’s Entrepreneurship: Race, Gender, and Entrepreneurial Opportunity
Appendix F: Independent Advisory Panel Report
View PDF [accessible, 244KB]
APPENDIX G: Additional Information on Resident Advisor Training
The Office of Student Living (OSL) provides 64 hours of training to RAs each August prior to the start of the academic year, and an additional 24 hours of training in January between semesters. Additional in-service trainings are offered monthly. Diversity, Equity and Inclusion has consistently been an area of focus for RA training comprising about a quarter of the training RAs receive. OSL leadership has utilized both on-campus and external partners to provide this training.
As part of RA training, the LGBTQ Resource Center conducts a “Safe Zone” workshop on sexual orientation and gender identity followed by a privilege activity and discussion-based breakout with real life residence hall-based scenarios.
The Center for International Services leads training on cultural competency and communication; understanding and appreciating cultural differences; addressing bias against international students; creating an atmosphere of welcome and appreciation for international students; addressing a sense of belonging, and building inclusive communities for international students.
The Disability Cultural Center discusses disability history, trains hall staff on conducting inclusive events and activities, and reviews the Orange Recovery program (substance abuse).
The Office of Multicultural Affairs leads activities on intersectionality.
The Dean of Students Office conducts training on the Stop Bias program and implicit bias including campus and community resources.
OSL leadership facilitates a 90-minute film screening of the movie, “I’m Not Racist… Am I?” The film is about a diverse group of teens and their families going through a yearlong exploration of race and racism. Due to the complexity of the issues raised in the film, OSL leadership developed a brief document with suggestions for ways to prepare for the screening and facilitated discussion. A 60-minute post documentary discussion follows the movie screening and focuses on topics such as privilege, being comfortable with the uncomfortable, unconscious bias, and other topics. Follow-up conversations and in-depth review of specific scenes occurs during Resident Assistant in-service trainings.
Trill or Not Trill is a leadership institute specialized in culturally responsive leadership. The group facilitates a 3-hour Anti-Racist Training Lab for all RAs as a culturally responsive experience addressing systemic racism and leadership development. Topics covered include privilege, diversity, equity, inclusion, social justice and activism.
APPENDIX H: Detail on Communications Actions
A. Recommendation: New Protocols and Standards in Sharing Bias Incident Reports
As a result of the ongoing work to foster a safe, welcoming, and inclusive community, Communications at Syracuse University developed new protocols for sharing information about bias-related incidents with the campus community. The Bias Incident Reports web page is now the locus where all bias-related incidents are aggregated, continuously updated and accessible by students, faculty, staff, parents, and other community members. Hate speech and other bias-related incidents are posted to this page within 48 hours and often much sooner, and per student request, individuals can subscribe to receive an email every time the bias page is updated. Following the bias incidents in Fall 2019, the protocol for broad communications notifying our community about bias and safety incidents were more clearly defined as follows:
Broad Communication will be issued:
- When there is an active or imminent threat of physical danger to the campus community.
- When there is an active crime scene on or immediately adjacent to the campus and we need community members to avoid the area.
- When a perpetrator is at large on or immediately adjacent to the campus, and we need the community’s help locating the individual
Broad Communications will NOT be issued:
- When initial investigation indicates no continuing threat.
- When another law enforcement agency has jurisdiction and we have been directed not to issue a notice. That agency may communicate to the broader public and direct us to inform our community.
- When communicating broadly will impede or jeopardize an active investigation.
 To date, very few members of our community have subscribed but we continue to make it an option. This protocol was developed in partnership with law enforcement, which advised the University against the repeated distribution of email notifications as that method has the potential to inspire and motivate copycats.
B. Recommendation: Creation of Clear Communication Channels for Progress on Campus Commitments
In November 2019, Syracuse University launched Syracuse.edu/commitments, which serves as a real-time tracker of the University’s progress against the commitments it made to student groups. The site is updated at a minimum twice each month, and content is also aggregated that is relevant to the ongoing work to advance the University’s diversity goals.
Every month, as part of the commitments communications, CDIO Keith Alford sends an all-campus email that provides a detailed overview of specific action achieved during the prior month, which is then amplified across digital media channels (Facebook, Twitter, Instagram, news.syr.edu, diversity.syr.edu, etc.). The media relations team then uses this content for media outreach, to student journalists, resulting in frequent appearances in The Daily Orange, Citrus TV and NCC News, and on social media channels such as The Tab and Barstool Cuse.
C. Recommendation: Enhance Engagement and Strengthen Communication Through Social Media and Content Distribution
Since November 2019, the University has refined and updated the social media monitoring policies, community management protocols and content distribution strategy across all social channels. The University’s strategy varies by channel and adjusted based on how audiences engage with content shared by Syracuse University and content shared by others. This better positions the University to better understand the tone, sentiment and concerns from the community, identify misinformation and provide factual information through University channels.
Recognizing that correcting misinformation in real time often creates a “Who do I believe?” situation on social platforms due to various algorithms employed by individual social media companies, the University must produce timely and frequent updates about actions being taken and key milestones through digital communications channels. In cases where the author of social media posts can be identified, the communications team coordinates with the appropriate University offices to manage outreach and issue resolution.
Working closely with the Division of Enrollment and the Student Experience, the communications team has begun to coordinate closely with student-initiated events. In cooperation with other units, the communications team is sharing content and information to better understand and explore the issues equity, diversity and inclusion topics.
 Examples include the Hendricks Chapel “Matters that Matter” online discussion series, the cultural centers “Let’s Talk” series, and events featuring speakers on topics related to diversity and inclusion such as Bakari Sellers, Wilmer Valdarrama and Ibram X. Kendi.
APPENDIX I: Administration Actions on Facilities
Schine Student Center
The renovated Schine Student Center opened in January 2021 and became the new home of the Intercultural Collective made up of the Office of Multicultural Affairs, LGBTQ Resource Center, and the Disability Cultural Center. These centers provide mentor programs and academic support, and build community for students of color, first generation students, LGBTQ students, students with disabilities and those interested in exploring or supporting multicultural identities and experiences. The centers are co-located on the main atrium of the Schine Student Center to underscore the intersectionality of identities. Students of color, and Black students in particular, have identified the Schine Student Center as a preferred place to gather on campus.
Immediately adjacent to the Intercultural Collective office suite is a 500 square foot living room with comfortable furniture. The space was designed with student input and is expected to become the “home away from home” to support students of color, students with disabilities, and students identifying as lesbian, gay, bisexual, transgender; or those questioning their sexual orientation or gender identity. The living room is a hang-out space and may also be reserved for cultural programming
Indigenous Student Center
Following the Special Committee visit, the Indigenous student community worked with staff, faculty, and other stakeholders on a series of commitments. One of these commitments was to remain in their current location in a frame house at 113 Euclid Ave and to make enhancements to that facility to better meet the community’s needs. Over summer 2020, the University installed a kitchen, an elevator, and an accessible restroom, and at this writing, construction of an accessible entry has commenced.
The University has committed to working with donors on a long-term plan to fund an Indigenous-designed space to support these students. Until that plan is realized, the Native Student Program will share renovated space with two academic departments at 113 Euclid Avenue.
Multicultural Convening Space
As noted in the campus commitments, the University has relocated the office of the Senior VP for Safety and Chief Law Enforcement Officer from the frame house at 119 Euclid Ave and has made that space available to support Black students and those interested in the Black experience, history and culture at Syracuse University. The Chief Diversity and Inclusion Officer and his team held multiple focus groups since spring 2020, and construction is underway. This includes the installation of an elevator, dining facilities and private huddle and conference spaces.
Work remains to locate space for the multicultural Greek councils, but in the interim, the University will convert comfortable space in the Women’s Building to help meet the interim needs of the Greek community. The University is seriously considering a location on Walnut Avenue as a potential site for a “chapter house” for the Councils.
The Built Environment
Per the Disability External Review Committee (DERC) report, there is an existing physical access plan, currently in draft phase, that is a full assessment of all 9 million square feet of University buildings, plus access to open outdoor spaces. This guidance and design on accessibility is a long-term plan to in fact exceed legal parameters for accessibility, to help the University go “beyond compliance,” and become a leader in higher education in physical accessibility. Currently there is a full data set of over 10,000 incidences in the built environment which, if not grandfathered in, would be considered code violations. Campus Planning Design and Construction has assembled a committee to develop priority factors, build solid analytics, and build a multi-year remediation plan, to be integrated into the larger deferred maintenance plan.
The Committee recognizes that significant new construction and redesign projects in the last few years have been conducted with a sharp eye towards accessibility. The Dan and Gayle D’Aniello Building, housing the National Veterans Resource Center, was constructed using the seven principles of universal design, making it the most accessible building on campus and one of the most accessible buildings in the country. Renovations, including the Barnes Center at the Arch, the Schine Student Center, and the Burton Blatt Institute in Dineen Hall, also apply universal design principles and employed consultants to ensure that the architects and builders stayed true to the universal design parameters. The Committee fully expects this model to be followed in all future construction and renovations.
APPENDIX J: Details of Recommendations on Chief Diversity and Inclusion Officer Strategic Plan
1. CDIO to identify outstanding unit-based activities and provide them as a service to other campus units
Most schools/colleges and business units have developed significant DEIA programs for their constituencies, some with the help of the CDIO, others using outside resources. There are in many units examples of approachable, meaningful and impactful DEIA programming being conducted for populations of staff, graduate students and faculty. One of the key deliverables of the DEIA Inventory is to highlight some of the best of these programs. Using the Inventory, the CDIO should identify the best of these unit-based activities and bring them to scale for the whole university, including, where advisable, undergraduate students.
2. CDIO to provide a full analysis of gaps in DEIA coverage, both at the University and unit level, and develop a remediation and resourcing/implementation plan to be included in the Strategic Plan
Another key output of the Inventory is a gap analysis. While the University is providing broad coverage of training and programs on a wide swath of DEIA issues, there are certainly shortcomings—at both the unit and the university level—of programming that the University is missing. The CDIO will identify these gaps and develop a remediation plan
3 CDIO to identify key best practices from peer institutions for inclusion in the Strategic Plan
In addition to the Inventory, CSDLSI also conducted for the University a study of peer institutions’ DEIA programs. There are examples of best practices in programming and general university operations that are currently absent from the Syracuse University community. The Strategic Plan will identify key best practices from elsewhere for inclusion into the University community.