How Faculty Involvement Can Promote Inclusive and Just Practices

What does it mean when a person respects someone else's belief system, values, and practices? The dictionary definition of "refuses to obey" is to refuse to act in an agreed upon manner. It could also be interpreted as refusing to respect somebody else's rights or freedoms based on their religious convictions. Religious tolerance is important, but not when it comes to opposing religious views.


To build a cohesive and inclusive campus community, colleges and universities must take the time to evaluate and redefine their core values and beliefs. A set of values that respects and supports diversity and inclusivity is much more valuable than one that condones intolerance, discrimination, and hateful speech. The value of a set of core values should be examined in the context of the institution's larger mission and goals.

The first step in examining the colleges and universities' core values is to understand and measure how diverse and inclusive they are. This may be done through an assessment of percentages of people of various cultures and backgrounds who are enrolled at the school. A good and inclusive college and university will welcome students of all religious faiths, ethnicities, nationalities, sexual orientations and gender identities. In fact, a good faith assessment will show that a school has an impressive diversity of interests, talents and perspectives even when compared to other schools with similar student populations.

Next, a meaningful examination of values and beliefs should be done to understand how these beliefs are intertwined with social justice and the promotion of equality. For example, do the values and beliefs support the mission statement of inclusion, equity, and social justice? Are there policies that address the concerns of the diverse campus community? Are the policies effective at reducing bias, stereotyping and prejudice or creating a fair and balanced campus community?

Are there policies and procedures in place that promote social justice and social inclusion? Are programs and initiatives that create a just and equitable campus climate? Are students, teachers, departments, spaces and other employment practices promoted fairness and equality at every level? Are programs created to address problems and seek solutions? An inclusive and just campus community must have a comprehensive response to the questions above in order to be truly successful.

The value of an education and the potential for transformation into a valuable profession are often at odds with one another. While the former builds strong academic communities and meaningful shared experiences, it is also necessary for young people to learn about, and accept and respect their differences. An inclusive and just campus promote unity, mutual respect, cooperation and healthy communication. It also requires that the curriculum, activities and workplace environment are conducive to this desired state.

When faculty and staff came together to share their perspectives on diversity, equity, and inclusion issues, meaningful dialogue opens up. Differences are clarified, and a variety of views are considered and given voice. It is not enough to engage in conversations about diversity, equity, and inclusion as if they were mere opinions. The focus of these discussions must be to identify areas where a deeper understanding of community and diversity can take place. A deep understanding of who we are and how we work together creates a foundation for building a just and equitable society. A just and equitable society requires an inclusive and just campus, and these fundamental principles of inclusion and diversity must be a part of the learning culture.


There is no place for an opinion when it comes to diversity, equity, and inclusion, or any other university issues. An inclusive and just campus cannot exist without an intellectual base strong enough to understand its differences and their impacts on society at large. And, faculty and staff have a responsibility to participate in meaningful conversations about these matters. When a student/faculty member does not know or does not feel comfortable discussing controversial issues, it is their responsibility to facilitate conversation. When this occurs, values are promoted and awareness of diversity, equity, and inclusion becomes part of the norm.