Diversity, equity, and inclusion are not just simply esoteric notions or empty rhetoric. They are fundamental to maintaining a just, sustainable, and equitable society and, as such, are important to me for three reasons. First, as an American citizen who believes in the ideals of our democracy, a commitment to these initiatives is essential if we are ever to realize the true values of this, our noble experiment. We will never achieve "truth, liberty, and justice for all" which reflect the American ideals of equality, individual rights, and fair treatment in society unless we take into consideration the systemic biases and discriminatory practices that have become infused into the very structure of our society. Second, art cannot exist in a vacuum. It needs input and the ability to engage in meaningful discourse with the world around it, and input implies a diversity of opinion, perspective, experience, and ideology. As a professional artist, I welcome this diversity because I believe it makes my art stronger and our culture more vibrant. It is the difference between us that defines our greatness. Third and finally, these values are important to me for personal reasons. I grew up one of five children in a progressive household. My father was a liberal United Methodist minister who, along with my mother, participated in the civil rights movements of the 60's and 70's, and the anti-apartheid movement in the 80's. They fought to establish sanctuary congregations for immigrants and reconciling congregations for LGBTQ individuals. Together, they instilled in all of us children the values of compassion, empathy, and social justice, values that were, in turn, embodied in our family’s daily life. My youngest brother and sister are adopted; he is Hispanic, she African American. One of my siblings is gay. We are atheist and agnostic, blue collar working class and white-collar academics. In short, our family exemplifies the values of diversity and inclusion and serves as a microcosm of the American experience and I continue to carry forward a commitment to these core values.

 

This lived experience with diversity has deeply informed my teaching practice. Having witnessed firsthand how different perspectives can enrich family discussions, I create similar opportunities in my classroom. When my gay sibling shared their journey with our family those many years ago, it taught me the importance of creating safe spaces for authentic dialogue - a principle I now apply in my studio courses through regular one-on-one check-ins with students. Mindful of the power of representation, I tailor my slide lectures to include a broad selection of artists reflecting a diverse range of gender, ethnicity, sexual orientation, religious affiliation, and economic backgrounds. I often craft my assignments to address issues of equity and inclusion in society and infuse them with cultural learning opportunities. For example, the (re)Constructed Monument, a collaborative, introductory-level project that explores the act of historical reenactment as it relates to the dual ideas of monument (personal and public) and memory (individual and collective), provides an opportunity for students to engage in meaningful discussions about the power of monuments, their role in society, and how we collectively come to determine what is worthy of memorialization. In a recent iteration of this project, students tackled complex topics like the removal of Confederate monuments, creating thoughtful installations that explored alternatives for commemorating difficult histories.

 

To help mitigate instances of implicit bias on my part, I use an ungraded model of assessment that relies on a combination of narrative feedback, peer-review, and critical self-evaluation as part of my grading scheme. Since implementing these modes of assessment, I have seen an increase in student engagement over the entire course of the semester, with more positive student outcomes across the spectrum. Peer-to-peer activity and collaborative assignments provide additional opportunities for students to engage in community-building through active learning. Sensitive to the economic impact of a course, I do my best to keep my materials costs low, ensure free or low-cost textbook options, and post all readings online as free downloadable PDFs. I am also sensitive to students whose time outside of class may be compromised and whose life demands may mitigate their opportunities to engage with their work, addressing these issues on an individual basis.

 

Outside the classroom, I continue to foster an inclusive community through my service work and personal activities. At Rollins, I served on the Student Success and Retention Committee which focused specifically on developing strategies to support first generation college students, students of color, and students from under-represented or marginalized communities. As Chair of the Curriculum Committee, I led several initiatives that resulted in concrete changes, including the reformulation of our general education curriculum and the revision of our transfer requirements to better accommodate non-traditional students, resulting in a 15% increase in transfer student retention rates among first-generation college students. I also volunteered to be a member of the Safe Zone, an LGBTQI ally group on campus, and actively supported minority-student organizations.