- Asian American and Pacific Islander Student Involvement
- Bias Incident Support Services
- Black Student Involvement
- Black Terps Matter
- Office of Diversity and Inclusion
- Diversity Training and Inclusion
- Inclusivity, Diversity, and Equity Awareness
- Interfaith Programs and Spiritual Diversity
- Latinx Student Involvement
- LGBT Equity Center
- LGBT Involvement
- Multi-Cultural Involvement & Community Advocacy Office (MICA)
- Multiracial and Multicultural Involvement
- Native American Involvement
- Nymumburu Cultural Center
- Office of Multi-Ethnic Student Education
- Physics Climate Committee
- The Critical Race Initiative
- Veteran Student Life
Campus Entities for Diversity, Equity, and Inclusion
Reporting Bias, Discrimination, and Sexual Harassment/Misconduct
Bias Incidents
Non-exhaustive definition
An act expressing bias against a particular group, or towards an individual because of their membership (or perceived membership) in that group
Who to report through?
Office of Diversity and Inclusion (diversity.umd.edu/)
How to report?
Email biassupport@umd.edu or submit a report online
More info
diversity.umd.edu/bias/response/
Discrimination
Non-exhaustive definition
Discrimination and harassment based on race, color, sex, gender identity or expression, sexual orientation, marital status, age, national origin, political affiliation, physical or mental disability, religion, protected veteran status or any other legally protected characteristic
Who to report through?
Office of Civil Rights & Sexual Misconduct (ocrsm.umd.edu and 301-405-1142)
How to report?
More info
Sexual Harassment and Sexual Misconduct
Non-exhaustive definition
https://policies.umd.edu/assets/section-vi/VI-160A.pdf
Who to report through?
Office of Civil Rights & Sexual Misconduct (ocrsm.umd.edu and 301-405-1142)
How to report?
More info
CARE to Stop Violence (sexual assault/violence support)
(Campus Advocates Respond and Educate (CARE) to Stop Violence provides free, confidential advocacy and therapy services to primary and secondary survivors of sexual assault, relationship violence, stalking, and sexual harassment, while simultaneously empowering the campus community to prevent violence through educational presentations, events, and outreach activities.
Find out more and how to contact them at https://health.umd.edu/CARE
Campus Support and Health Services
Ombudsperson's Office (Undergraduate)
SIGNA (Social Interaction Group Network for ALL)
Pronoun and Name Guidelines
Pronouns
Sharing pronouns is a way to indicate to others how we would like to be referred to and, for some, affirm our gender identity.
Allies of transgender and non-binary people can show solidarity by sharing their pronouns as well, helping normalize the practice.
You can learn more about the importance of pronouns as well as some guidance on usage at:
- Mypronouns.org resources
- Six pronoun practices to build trans-affirming workplaces
- Springfield College resources
Some useful insight into handling pronoun mistakes are here and here.
The most common pronoun sets are he/him/his, she/her/hers, and they/them/theirs.
We encourage all of IREAP to support pronoun sharing by following these simple practices:
- Include your pronouns after your name in your email signature
- example: Erminda González (they/them/theirs)
- Include your pronouns after your name in your ELMS profile
- example: Erminda González (they/them/theirs)
- During virtual meetings, start by offering attendees the opportunity to change their display name to their preferred name, followed by their pronouns
- Include your pronouns after your name in your business cards (see details at UMD’s LGBT Equity Center resources)
- For instructors: Include a pronouns statement in your course syllabus (see details at UMD’s LGBT Equity Center resources)
- For instructors: At the beginning of the semester, set an open and supportive environment by sharing your pronouns and preferred names, and encouraging students who wish to do so to share as well
Names
Sharing preferred name and correct pronunciation affirms the identity and background of individuals, and can help us balance the dominance of Western Anglocentric language expectations.
https://namedrop.io/ is a tool that allows you to provide your preferred name pronunciation.
Undocumented Student Support
Are you an UndocuTerp? DACA, TPS, or Undocumented Students find your resources and engage with the USP.
Media Content for Discussion
- Decolonization is not a Metaphor: Pedagogy and Praxis
- In recent decades calls to decolonize curriculums, classrooms and minds grow more and more urgent. In this panel discussion, we take this conversation further—what does the work of decolonization actually require of us as instructors, scholars and leaders? What would happen if we saw higher education within the context of a long legacy of settler colonialism? And why has this language been so easy to co-opt? Panel with: Dr. Rossina Zamora Liu, Dr. Bayley Marquez, Dr. Ayush Gupta. Moderator: Dr. Janelle Wong
- How I am Fighting Bias in Algorithms (Clip: 00:00 - 03:07)
- MIT research scientist, Jot Buolamwini, realized her face wasn't recognized in facial recognition technology and this motivated her to fight bias in machine learning.
- How Racism Makes Us Sick (Clip: 6:14 - 10:00)
- Dr. David Williams of Harvard School of Public Health has developed a scale that measures the impact of racism on health and well- being and recognizes some examples of hope for dismantling discrimination and improving health.
- Why Genetic Research Must Be More Diverse (Clip: 4:30 - 6:40)
- Genomic scientist, Dr. Keolu Fox, discusses the limitations of human genomic science studies, which have mostly focused on people of European descent. He uses communities of native Hawaiian people to give historical context and an example of how a more inclusive approach to the study of genomes and disease might provide more racial/ ethnic relevance and context for improving health.
- Two Different Realities: Why America Needs Environmental Justice (Clip: 00:27 to 4:04)
- Proud residents of Lousiana discuss the sustained decline of their communities located in "cancer alley" and how, through environmental racism, big businesses and lax regulation take advantage of communities of color and of low income. Groups are fostering community- based action to educate people about environmental justice and empowering community residents fighting for clean air.
- The Era of Blind Faith in Big Data Must End (Clip: 5:43 - 10:20)
- Mathematician and data scientist, Dr. Cathy O'Neil (author of UMD Freshman Book "Weapons of Math Destruction"), discusses the impact of algorithms in everyday life and decision- making and how issues of algorithmic bias and algorithmic secrecy have affected such things as performance evaluations of teachers, hiring practices, and bias in policing and sentencing.
- When Neurodiversity Works (Clip: 2:20 - 7:34)
- Individuals with autism spectrum disorder speak about the challenges of finding meaningful work in the technology industry and in achieving independence. An example of an inclusive employment program at IBM has facilitated entry into the workforce.
- From Autistic Awareness to Autistic Empowerment (Diamondback Podcast)
- Through this episode, multimedia reporter Amelia Jarecke seeks to take listeners beyond autism awareness to autism inclusion and empowerment by: featuring autistic students who explain what having autism feels like explaining the history of autism misinformation and the current misconceptions about the syndrome, and discussing ways in which non-austitic people can think, speak, and act in a way that empowers people on the spectrum.
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