1. Office of Diversity and Inclusion (ODI)
2nd Floor of Coxe Hall
Kaleidoscope Sessions

2. History of the ODI: Born out of student activism
Students wanting to be heard
Calling for more representation and inclusion

3. Who are we? Interim Chief Diversity Officer: Solome Rose Intern:
Afrika Owes ‘16

4. Mission
The Office of Diversity and Inclusion fosters respect and dignity, ensuring that all members of the HWS community have the support and equal opportunity to thrive.
Ask them what they think this means?

5. Definitions: Diversity: Inclusion:
Individual differences (e.g., personality, learning styles, and life experiences) and group/social differences (e.g., race/ethnicity, class, gender, LBGTQ members, sexual orientation, country of origin, and ability as well as cultural, political, religious, or other affiliations) that can be engaged in the service of learning.
Inclusion:
Ask them to define the terms first
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 within systems and institutions.

6. Promoting different perspectives, listening to different perceptions-
ASk students what the value is in having multiple perspectives. Is there anything to be gained from seeing this image from multiple viewpoints? What is there to be gained in having diversity in experience, identity, thought, etc?

7. Respect Activity
Turn to the student sitting next to you and answer the following questions.
What does respect mean to you?
How do you show respect?
Ask everyone to find someone in the room who they do not know. Instruct them to introduce themselves to that person, and spend five to ten minutes talking about respect. What does it mean for you to show respect, and what does it mean for you to be shown respect? After the allotted time, ask the participants to return to their seats, and open the discussion. What ideas did people discuss?
Common responses include the "Golden Rule," looking somebody in the eyes, being honest, and appreciating somebody's ideas even when you do not agree with them. Each of these responses offers interesting points of reflection. They each are informed culturally and hegemonically. So once people have returned to the big group for processing the activity, be sure to inquire where people's notions of "respect" come from and who those notions serve and protect. Does everybody really want to be treated the way you want to be treated? Is it respectful in every culture to make eye contact with whomever is speaking? What if somebody's ideas are oppressive--should we still respect them? And to whose benefit? It is important to mention that respect is a crucial ingredient in any discussion, but especially in a discussion of often-controversial issues such as racism, sexism, and economic injustice. The point is to learn from our differences--to understand each other's understanding. The point is not to agree. But the point, as well, is to reflect critically on our assumptions and socializations around the concept of respect.
This activity touches many bases. First, it starts the crucial path toward building a community of respect. This is the first step in maintaining a constructive exchange regarding issues related to equity and social justice. At the most basic level, participants meet someone they did not know and exchange ideas with that person. Second, the community is built through an understanding of how the group perceives respect and how we negotiate its meaning. Third, the similarities and differences in participants' ideas about respect begin to show the first signs of similarities and differences within the group on a larger level, often in ways that reflect power and privilege.

8. What do we do? Serve as a resource to the entire campus
Provide support to students, faculty and staff
Integrate diversity and inclusion throughout every aspect of HWS
Focus on education, advocacy, and policy development

9. ODI Focus Areas Education Advocacy Policy Development
Campus Conversations on social issues
Workshops on related diversity topics
Establish campus wide events to
Developing online resources
- Working to develop a strategic diversity plan which will serve as a roadmap for the colleges.
- Work with multiple stakeholders on campus to change policies and practices
bulding the office around these three components (aspirational)

10. Upcoming Events September 29th : Perspectives on Police Violence
October 26th : Campus Conversations: Islamophobia
November 30th : “Slave to Citizen” student art exhibit

11. Reporting Bias Bias Incident:
A bias incident is an act of discrimination, harassment, intimidation, violence or criminal offence committed against any person, group, or property that appears to be intentional and motivated by prejudice or bias.
HWS Bias incident report:
tool to track bias incident reports
serve as a source for distinct programming based on the bias reports that come in

12. Survey