During the 2024-2025 academic year, faculty and staff at an American midwestern private Catholic institution began meeting to systematically examine the culture of the campus community, paying special attention to feelings of equity, inclusion, and engagement by faculty. The discussions in these faculty learning communities (FLC) aim to foster an inclusive, just, and safe learning environment for the university’s classrooms and community. In general, the goal of the learning communities was that each FLC used data-driven or evidence-based approaches to identify areas of strength (to continue supporting) and areas of challenges (that need attention) on campus. The focus of the work was to improve the dynamics of the classroom, or within the structure of courses/curriculum, but conversations lead beyond the classroom as well. Findings indicate that while participants expressed strong endorsement of inclusive dialogue and collaboration, levels of comfort and engagement varied. Although all participants identified as Caucasian and reported limited cross-racial social experiences, they overwhelmingly valued the opportunity to engage in structured conversations about race and equity. Some participants acknowledged difficulty listening to opposing viewpoints or challenging discriminatory language, suggesting a gap between espoused beliefs and enacted practices. Despite these tensions, participants described increased collegiality, mentorship, and institutional connection as significant outcomes of FLC participation. Conversations about the limits of faculty and staff DEI awareness and its implications for student engagement are addressed.
Michael Slavkin (Thu,) studied this question.