| Overall Rating | Gold |
|---|---|
| Overall Score | 73.80 |
| Liaison | Pamela Mischen |
| Submission Date | March 2, 2023 |
Binghamton University
PA-7: Support for Underrepresented Groups
| Status | Score | Responsible Party |
|---|---|---|
|
3.00 / 3.00 |
Tanyah
Barnes Associate Director of Operations Division of Diversity, Equity and Inclusion |
"---"
indicates that no data was submitted for this field
Non-discrimination statement
Yes
The non-discrimination statement, including the website URL where the policy is publicly accessible:
Binghamton University seeks to provide an educational and employment environment free from intimidation, hostility, offensive behavior, discrimination and sexual harassment. Harassment includes any unwelcome or offensive verbal or physical conduct and verbal or written derogatory or discriminatory remarks or statements. Discrimination includes any action or statement affecting status, promotions, raises, work assignments, recommendations, class assignments or grades not based on merit. Such behavior, or tolerance of such behavior, on the part of an administrator, supervisor, or faculty or staff member violates the policy of the University and may result in disciplinary action, including termination. The conduct herein described is contrary to University policy and may be illegal under state and federal law.
www.binghamton.edu/diversity-equity-inclusion/policies-and-procedures/discrimination.html
www.binghamton.edu/diversity-equity-inclusion/policies-and-procedures/discrimination.html
Bias response team
Yes
A brief description of the institution’s discrimination response protocol or team:
The affirmative action officer (AAO) of the Division of Diversity Equity and Inclusion (DEI) is trained to investigate and resolve discrimination complaints and respond to bias incident reports. The AAO and other DEI staff may assist students and employees in filing a complaint or submitting a bias incident report. It is the responsibility of the AAO to respond to all such inquiries, reports and requests as promptly as possible and in a manner appropriate to the particular circumstances.
If an individual has experienced a bias incident, they can file a report online at any time. Upon receipt of the report (during business hours) individuals will receive an email confirmation within two business days, if the individual has provided contact information. All reports are reviewed promptly by the AAO and involved parties named in the report are invited to participate in an interview process to gather additional information. If bias is suspected, educational information and training is recommended to improve awareness and individuals impacted by a bias incident are encouraged to seek support from on campus or off campus services (e.g. EAP, UCC, CARE Team). A resolution letter with proposed recommendations is provided to both the alleged and the complainant. Anonymous reports submitted are also received and depending on the nature of the bias incident, sometimes action can be taken swiftly (e.g. removing vandalism from walls that contain racial slurs or derogative symbols). Investigations of discrimination complaints and bias incident inquiries may involve a host of campus offices Referrals and consultations often occur with the Office of Student Conduct, Title IX office, Legal Counsel, Human Resources and other departments that serve in the capacity to address safety, provide mediation or restorative justice sessions, and provide social-emotional support to the campus community members.The AAO serves as a neutral party to address policy adherence and to ensure the University’s mission and goals are met with equity and inclusion.
In November 2021, DEI created the campus's first Bias Incident Response Team (BIRT) to improve the transparency of reported bias incidents and outreach and education to various campus stakeholders. BIRT does not investigate, arbitrate or replace other Binghamton University procedures or services. Instead, it serves in an advisory capacity to the AAO and consists of key leaders from various campus departments who work closely with students, faculty, and staff. The team also includes student representation.
Example:
As a result of the processes in place to reduce bias and discrimination, extensive training and consultations have occurred to educate and empower staff, faculty, and students to take a proactive role to promote an inclusive and respectful community. Divisional Diversity Officers, chairs, supervisors, and BIRT members have participated in training thus becoming better informed of policy and procedures to support students and employees. Other actions taken include advising departments to improve policies and procedures to ensure equitable practices. For example, working with ITS and mailroom to add changes in software to add a field for “preferred” names for packages received by transgender students.
The vice president of the Division of Diversity, Equity and Inclusion (DEI) (or their designee) is trained in investigating and resolving complaints. Divisional staff can assist in filing a complaint with the University and will remain impartial during an investigation. DEI staff may receive initial inquiries, reports and requests for consultation and counseling. Assistance will be available whether or not a formal complaint is contemplated or even possible.
An individual may refuse to produce a complaint in writing. Notwithstanding that refusal, there may be a continuing obligation on the part of the University to investigate the verbal complaint to the best of its ability and proceed with any action that is warranted. So, in certain instances, a verbal complaint may prompt an inquiry. However, the procedural process typically includes a formal written complaint, enabling DEI to conduct a full and fair investigation based on evidence and facts.
DEI shall solicit information concerning any factors that might prejudice an objective evaluation of the evidence and shall reassign an investigation if a conflict or potential conflict emerges.
In addition to referring students to other resources and services, the institution supports those who have experienced or witnessed bias incidents, acts of discrimination or hate crime by investigating those concerns.
If an individual has experienced a bias incident, they can file a report online at any time. Upon receipt of the report (during business hours) individuals will receive an email confirmation within two business days, if the individual has provided contact information. All reports are reviewed promptly by the AAO and involved parties named in the report are invited to participate in an interview process to gather additional information. If bias is suspected, educational information and training is recommended to improve awareness and individuals impacted by a bias incident are encouraged to seek support from on campus or off campus services (e.g. EAP, UCC, CARE Team). A resolution letter with proposed recommendations is provided to both the alleged and the complainant. Anonymous reports submitted are also received and depending on the nature of the bias incident, sometimes action can be taken swiftly (e.g. removing vandalism from walls that contain racial slurs or derogative symbols). Investigations of discrimination complaints and bias incident inquiries may involve a host of campus offices Referrals and consultations often occur with the Office of Student Conduct, Title IX office, Legal Counsel, Human Resources and other departments that serve in the capacity to address safety, provide mediation or restorative justice sessions, and provide social-emotional support to the campus community members.The AAO serves as a neutral party to address policy adherence and to ensure the University’s mission and goals are met with equity and inclusion.
In November 2021, DEI created the campus's first Bias Incident Response Team (BIRT) to improve the transparency of reported bias incidents and outreach and education to various campus stakeholders. BIRT does not investigate, arbitrate or replace other Binghamton University procedures or services. Instead, it serves in an advisory capacity to the AAO and consists of key leaders from various campus departments who work closely with students, faculty, and staff. The team also includes student representation.
Example:
As a result of the processes in place to reduce bias and discrimination, extensive training and consultations have occurred to educate and empower staff, faculty, and students to take a proactive role to promote an inclusive and respectful community. Divisional Diversity Officers, chairs, supervisors, and BIRT members have participated in training thus becoming better informed of policy and procedures to support students and employees. Other actions taken include advising departments to improve policies and procedures to ensure equitable practices. For example, working with ITS and mailroom to add changes in software to add a field for “preferred” names for packages received by transgender students.
The vice president of the Division of Diversity, Equity and Inclusion (DEI) (or their designee) is trained in investigating and resolving complaints. Divisional staff can assist in filing a complaint with the University and will remain impartial during an investigation. DEI staff may receive initial inquiries, reports and requests for consultation and counseling. Assistance will be available whether or not a formal complaint is contemplated or even possible.
An individual may refuse to produce a complaint in writing. Notwithstanding that refusal, there may be a continuing obligation on the part of the University to investigate the verbal complaint to the best of its ability and proceed with any action that is warranted. So, in certain instances, a verbal complaint may prompt an inquiry. However, the procedural process typically includes a formal written complaint, enabling DEI to conduct a full and fair investigation based on evidence and facts.
DEI shall solicit information concerning any factors that might prejudice an objective evaluation of the evidence and shall reassign an investigation if a conflict or potential conflict emerges.
In addition to referring students to other resources and services, the institution supports those who have experienced or witnessed bias incidents, acts of discrimination or hate crime by investigating those concerns.
Recruitment programs
Yes
Does the institution have programs specifically designed to recruit academic staff from underrepresented groups?:
Yes
Does the institution have programs designed specifically to recruit non-academic staff from underrepresented groups?:
Yes
If yes to any of the above, provide:
Various schools within the University have programs focused on attracting/retaining individuals from diverse communities (such as veterans, women, historically underrepresented ethnic populations, students with disabilities, low-income students or first-generation college students).
• The Thomas J. Watson School of Engineering and Applied Science has appointed a director of diversity and inclusion and developed an ambitious diversity plan.
• The School of Management has conducted a climate survey to assess diversity and inclusion within its departments and has developed strategies to recruit and mentor students of color.
• Harpur College has created a diversity committee that has conducted an extensive study of diversity issues in Binghamton University’s largest school.
Binghamton University offers a variety of programming to assist with the recruitment (and retention) of students from underrepresented groups. These include six federal TRIO programs, Student Support Services, and Student Support Services-STEM (Science, Technology, Engineering and Math), designed to improve the retention and graduation rates of low-income, first-generation or disabled college students.
• The McNair Scholars Program prepares qualified undergraduate students interested in earning a PhD for success in graduate school.
• Educational Talent Search identifies and assists high school students from disadvantaged backgrounds with the potential to succeed in higher education.
• Upward Bound and Upward Bound Rural programs serve high school students from low-income backgrounds or households in which neither parent holds a Bachelor's degree.
The Education Opportunity Program (EOP) enables access and provides academic and financial support to disadvantaged students who have the potential to study at the baccalaureate level and beyond.
SUNY Upstate Bridges to the Baccalaureate Program at Binghamton University provides support to institutions to help students make transitions at a critical stage in their development as scientists. The program is aimed at helping students make the transition from 2-year junior or community colleges to full 4-year baccalaureate programs. The program targets students from groups underrepresented in the biomedical and behavioral research enterprise of the nation and/or populations disproportionately affected by health disparities (targeted groups).
Louis Stokes Alliance for Minority Participation (LSAMP) is a coalition of 16 institutions within the State University of New York (SUNY) system. Working in collaboration with federal, state and local government agencies; major national laboratories; private industry and foundations; and professional and community organizations, this coalition provides year-round academic support and summer research for historically underrepresented minority students majoring in a STEM discipline.
Clifford D. Clark Diversity Fellowships, are merit-based fellowships that provide a full array of support, including competitive academic-year stipends, full-tuition scholarships, health insurance, and opportunities for research and travel funding for graduate studies to underrepresented minorities.
The University Undergraduate Curriculum Committee has reviewed the cultural pluralism general education requirement and proposed changes to the Faculty Senate that will broaden the scope of “P” courses to include consideration of gender, sexual orientation, and sexual identity as well as race and ethnicity.
The Office of Undergraduate Admissions has initiated strategies to increase applications from students of color. It is also pursuing strategies designed to yield a higher proportion of underrepresented students who are admitted.
The following programs are geared towards underrepresented faculty and staff:
Binghamton University participates in the SUNY Faculty Diversity program. This highly competitive program provides salary support to SUNY campuses to recruit faculty who will create new synergies between academic excellence and diversity. The program advances diversity by encouraging the recruitment, retention and promotion of outstanding scholars from different backgrounds, including individuals from groups historically underrepresented in higher education.
Diversity Fellowship is a program designed for diverse post-graduate school professionals. The fellows work in University offices on assignments that provide insight into the daily campus operations and provide pathways to employment at the University.
Hiring and recruitment training programs are conducted by the UDiversity Educational Institute within the Division of Diversity, Equity and Inclusion to reduce the impact of unconscious bias in hiring and promotions, and to identify and remove institutional barriers to inclusion and career development.
The Multicultural Resource Center (MRC) and Q Center provide support services for students, faculty and staff with a focus on historically underrepresented ethnic populations, the religious student community, the cultural Greek-lettered community, multicultural international students and the LGBTQ+ community.
The Faculty and Staff of Color Association (FSCA) promotes the recruitment and retention, promotion and tenure, professional development, and career advancement of faculty and staff of color at the University.
• The Thomas J. Watson School of Engineering and Applied Science has appointed a director of diversity and inclusion and developed an ambitious diversity plan.
• The School of Management has conducted a climate survey to assess diversity and inclusion within its departments and has developed strategies to recruit and mentor students of color.
• Harpur College has created a diversity committee that has conducted an extensive study of diversity issues in Binghamton University’s largest school.
Binghamton University offers a variety of programming to assist with the recruitment (and retention) of students from underrepresented groups. These include six federal TRIO programs, Student Support Services, and Student Support Services-STEM (Science, Technology, Engineering and Math), designed to improve the retention and graduation rates of low-income, first-generation or disabled college students.
• The McNair Scholars Program prepares qualified undergraduate students interested in earning a PhD for success in graduate school.
• Educational Talent Search identifies and assists high school students from disadvantaged backgrounds with the potential to succeed in higher education.
• Upward Bound and Upward Bound Rural programs serve high school students from low-income backgrounds or households in which neither parent holds a Bachelor's degree.
The Education Opportunity Program (EOP) enables access and provides academic and financial support to disadvantaged students who have the potential to study at the baccalaureate level and beyond.
SUNY Upstate Bridges to the Baccalaureate Program at Binghamton University provides support to institutions to help students make transitions at a critical stage in their development as scientists. The program is aimed at helping students make the transition from 2-year junior or community colleges to full 4-year baccalaureate programs. The program targets students from groups underrepresented in the biomedical and behavioral research enterprise of the nation and/or populations disproportionately affected by health disparities (targeted groups).
Louis Stokes Alliance for Minority Participation (LSAMP) is a coalition of 16 institutions within the State University of New York (SUNY) system. Working in collaboration with federal, state and local government agencies; major national laboratories; private industry and foundations; and professional and community organizations, this coalition provides year-round academic support and summer research for historically underrepresented minority students majoring in a STEM discipline.
Clifford D. Clark Diversity Fellowships, are merit-based fellowships that provide a full array of support, including competitive academic-year stipends, full-tuition scholarships, health insurance, and opportunities for research and travel funding for graduate studies to underrepresented minorities.
The University Undergraduate Curriculum Committee has reviewed the cultural pluralism general education requirement and proposed changes to the Faculty Senate that will broaden the scope of “P” courses to include consideration of gender, sexual orientation, and sexual identity as well as race and ethnicity.
The Office of Undergraduate Admissions has initiated strategies to increase applications from students of color. It is also pursuing strategies designed to yield a higher proportion of underrepresented students who are admitted.
The following programs are geared towards underrepresented faculty and staff:
Binghamton University participates in the SUNY Faculty Diversity program. This highly competitive program provides salary support to SUNY campuses to recruit faculty who will create new synergies between academic excellence and diversity. The program advances diversity by encouraging the recruitment, retention and promotion of outstanding scholars from different backgrounds, including individuals from groups historically underrepresented in higher education.
Diversity Fellowship is a program designed for diverse post-graduate school professionals. The fellows work in University offices on assignments that provide insight into the daily campus operations and provide pathways to employment at the University.
Hiring and recruitment training programs are conducted by the UDiversity Educational Institute within the Division of Diversity, Equity and Inclusion to reduce the impact of unconscious bias in hiring and promotions, and to identify and remove institutional barriers to inclusion and career development.
The Multicultural Resource Center (MRC) and Q Center provide support services for students, faculty and staff with a focus on historically underrepresented ethnic populations, the religious student community, the cultural Greek-lettered community, multicultural international students and the LGBTQ+ community.
The Faculty and Staff of Color Association (FSCA) promotes the recruitment and retention, promotion and tenure, professional development, and career advancement of faculty and staff of color at the University.
Mentoring, counseling and support programs
Yes
Does the institution have mentoring, counseling, peer support or other programs designed specifically to support academic staff from underrepresented groups on campus?:
Yes
Does the institution have mentoring, counseling, peer support or other programs to support non-academic staff from underrepresented groups on campus?:
Yes
A brief description of the institution’s programs designed specifically to support students, academic staff, and/or non-academic staff from underrepresented groups:
The Faculty and Staff of Color Association (FSCA) provides opportunities for mentorship and networking among the faculty and staff of color to enhance cultural diversity within the University, as well as advance and support the academic mission of the University.
The Presidential Diversity Research Grant supports faculty of color or historically underrepresented faculty in tenure-track positions by investing in research endeavors that count toward tenure.
Binghamton University recently made a three-year commitment in support of faculty development by joining the National Center for Faculty Development & Diversity (NCFDD) as an institutional member. The NCFDD is an independent professional development, training and mentoring community of faculty, postdocs and graduate students from over 450 colleges and universities. As a member, all Binghamton University faculty, postdocs and graduate students have access to a number of tools to support their professional and academic development. It’s been acknowledged that faculty and graduate students need more resources, especially those from marginalized and underrepresented groups. Via NCFDD individuals can take advantage of many topics such as women and BIPOC scholars in the academy and the challenges they face. Many of the webinars are about all of the things that academics do, but are not typically trained to do.
The Q Center (QC) offers a weekly support group for Lesbian, Gay, Bisexual, Transgender or Queer students seeking a safe and affirming environment to discuss significant issues in their lives. Potential discussion topics include but are not limited to dating and intimate relationships, academic distress, coming out, anxiety/depression or other psychological difficulties, transitioning, family, discrimination and homophobia/transphobia, religion and culture, meeting other LGBTQ+ individuals, and community resources.
In addition, the QC offers programs like Rainbow Welcome, Lavender Graduation and faculty and staff community mixers that provide opportunities for faculty, staff, and students to come together, find friends and build community. There is a gender-affirming closet, Pride “Out” List, LGBTQ+ library and other resources.
Services for Students with Disabilities (SSD) offers a breadth of personal support services to assist students in making the most of their time at Binghamton University. SSD Personal Counseling, Advocacy, and Referral Services assist students in addressing disability-related issues and help support personal growth and educational development.
Conscious Conversations and Real Talk, a collaboration between the Division of Diversity, Equity & Inclusion, and the Office of the Dean of Students, addresses timely issues at Binghamton University, nationally and globally. This open style of dialogue allows free-flowing conversation between friends, colleagues and peers to develop and nurture an aware and involved community.
The Presidential Diversity Research Grant supports faculty of color or historically underrepresented faculty in tenure-track positions by investing in research endeavors that count toward tenure.
Binghamton University recently made a three-year commitment in support of faculty development by joining the National Center for Faculty Development & Diversity (NCFDD) as an institutional member. The NCFDD is an independent professional development, training and mentoring community of faculty, postdocs and graduate students from over 450 colleges and universities. As a member, all Binghamton University faculty, postdocs and graduate students have access to a number of tools to support their professional and academic development. It’s been acknowledged that faculty and graduate students need more resources, especially those from marginalized and underrepresented groups. Via NCFDD individuals can take advantage of many topics such as women and BIPOC scholars in the academy and the challenges they face. Many of the webinars are about all of the things that academics do, but are not typically trained to do.
The Q Center (QC) offers a weekly support group for Lesbian, Gay, Bisexual, Transgender or Queer students seeking a safe and affirming environment to discuss significant issues in their lives. Potential discussion topics include but are not limited to dating and intimate relationships, academic distress, coming out, anxiety/depression or other psychological difficulties, transitioning, family, discrimination and homophobia/transphobia, religion and culture, meeting other LGBTQ+ individuals, and community resources.
In addition, the QC offers programs like Rainbow Welcome, Lavender Graduation and faculty and staff community mixers that provide opportunities for faculty, staff, and students to come together, find friends and build community. There is a gender-affirming closet, Pride “Out” List, LGBTQ+ library and other resources.
Services for Students with Disabilities (SSD) offers a breadth of personal support services to assist students in making the most of their time at Binghamton University. SSD Personal Counseling, Advocacy, and Referral Services assist students in addressing disability-related issues and help support personal growth and educational development.
Conscious Conversations and Real Talk, a collaboration between the Division of Diversity, Equity & Inclusion, and the Office of the Dean of Students, addresses timely issues at Binghamton University, nationally and globally. This open style of dialogue allows free-flowing conversation between friends, colleagues and peers to develop and nurture an aware and involved community.
Support for future academic staff
Yes
A brief description of the institution’s programs to support and prepare students from underrepresented groups for careers as faculty members:
Binghamton University offers the Clifford D. Clark Diversity Fellowship program for qualified students newly admitted to a graduate degree program. This merit-based fellowship provides an array of supports, including competitive academic-year stipends, full-tuition scholarships, health insurance, and research and travel funding. Awardees earn appointments as teaching assistants, graduate assistants or research project assistants with a reduced workload to develop professional skills that will help distinguish them on the job market.
The Ronald E. McNair Postbaccalaureate Achievement Program (McNair Scholars Program) is a federal TRIO program aimed at increasing the numbers of low-income, first-generation and underrepresented minority students in graduate school and earning advanced and doctorate degrees.
The Presidential Diversity Postdoctoral Fellowship program provides a mechanism to increase faculty diversity by supporting postdoctoral fellowships for historically underrepresented terminal degree holders in academic departments and programs lacking diversity, helping to increase diversity in the applicant pool for tenure-track positions.
The Ronald E. McNair Postbaccalaureate Achievement Program (McNair Scholars Program) is a federal TRIO program aimed at increasing the numbers of low-income, first-generation and underrepresented minority students in graduate school and earning advanced and doctorate degrees.
The Presidential Diversity Postdoctoral Fellowship program provides a mechanism to increase faculty diversity by supporting postdoctoral fellowships for historically underrepresented terminal degree holders in academic departments and programs lacking diversity, helping to increase diversity in the applicant pool for tenure-track positions.
Optional Fields
Yes
Does the institution offer housing options to accommodate the special needs of transgender and transitioning students?:
Yes
Website URL where information about the institution’s support for underrepresented groups is available:
Additional documentation to support the submission:
---
Data source(s) and notes about the submission:
In addition to the link provided above, Binghamton University has multiple sections of its website that provide information about our institutional support for underrepresented groups:
• https://www.binghamton.edu/student-life/index.html
• https://www.binghamton.edu/diversity-equity-inclusion/resources/index.html
• https://www.binghamton.edu/student-life/index.html
• https://www.binghamton.edu/diversity-equity-inclusion/resources/index.html
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.