Sarah Scott
Administrative Operations Coordinator

Faculty & Staff Resources

Below are resources from within our university community and other sources to assist Faculty & Staff:

  • Employees of Color Equity Council (ECEC)

    The Employees of Color Equity Council (ECEC) is an advisory board that makes recommendations to the President via the Vice President of Inclusivity and Diversity on all matters pertaining to diversity, or issues that affect faculty/staff of color. The Council also serves as a catalyst for social engagement and community for faculty and staff of color. All activities shall advance the educational and cultural philosophical principles of inclusiveness and advocacy, and engender mutual respect for all groups.

    The goals for this council are to nurture a better understanding of diversity and encourage collaboration across campus; to advocate for diverse campus populations; to increase diversity among faculty and staff to reflect the communities we serve; to encourage and support an inclusive university environment and to promote and provide a place for community and social interaction among traditionally underrepresented groups. If you are interested in serving on the council please contact Kandee Cleary at (509) 963-2152 or email

  • CWU Links
  • Diversity and Inclusivity Definitions

    Discrimination is an assault on the very notion of human rights. Discrimination is the systematic denial of certain peoples' or groups' full human rights because of who they are or what they believe. It is all too easy to deny a person's human rights if you consider them as "less than human".

    American Associate of Colleges and Universities Definitions

    Individual differences (e.g., personality, learning styles, and life experiences) and group/social differences (e.g., race/ethnicity, class, gender, sexual orientation, country of origin, and ability as well as cultural, political, religious, and other affiliations).

    The creation of opportunities for historically underrepresented populations to have equal access to and participate in educational programs that are capable of closing the achievement gaps in student success and completion.

    The active, intentional, and ongoing engagement with diversity--in the curriculum, in the co-curriculum, and in communities (intellectual, social, cultural, geographical) with which individuals might connect--in ways that increase awareness, content knowledge, cognitive sophistication, and empathic understanding of the complex ways individuals interact within systems and institutions.

    Whiteness includes several factors, historical and legal practices in the United States, systems of social beliefs, and norms all of which impact how we think about issues of race. The ideas of race are perpetuated by the social structure.

    Constructing Whiteness | Whiteness

    White Privilege
    White individuals in the United States have access to different opportunities than do people of color. The advantages are often not recognized by the group in power, it has never occurred to them, which once again is a privilege of being white. There are several examples of white privilege in current U.S. society: curriculum reflects the dominant group experience, not American Indian experience, the African American experience, nor other minority groups, dominant group members expect to see themselves represented in politics, the media, and business. Dominant group members don't ever question whether some instance happened because of their race or ethnicity.

  • Classroom and Workplace Resources

    The Classroom provides online opportunities for you to assess your biases and cultural sensitivities and learn new skills.

    Test your hidden biases at

    Take a diversity quiz-

    Speak up at work! Tips on how to handle racist and sexist jokes and insensitive comments at work

  • Diversity and Curriculum

    Reconsidering the Inclusion of Diversity in the Curriculum is an article from the AACU and is great and may be helpful in your search to meet the needs of students.

  • Additional Classroom Resources

    Race the Power of an Illusion - Web site that accompanies documentary about the social construction of race, includes activities.

    People Like Us - Web site that accompanies video, includes several activities about social class.

    Class Matters - New York Times web site that accompanies book. This site contains information about social class in the United States.

    Racism No Way- Australian web site that includes library, activities, and successful programs.

    Teaching Tolerance - Web site that includes activities, references and news for K-12 and college courses.

    Understanding Prejudice - Web site that includes psychological bias tests, which may be of interest to students.

    Sexism in the Classroom - United Kingdom web site that addresses discrimination and equality.

    Inclusivity in the Classroom - Queensland Department of Education web site addressing issues of inclusivity.

    Diversity in the College Classroom - University of North Carolina at Chapel Hill, Center for Teaching and Learning, 1998 - This handbook covers a variety of topics including academic culture, teaching and learning styles and specific chapters on a variety of diverse groups (e.g., Native Americans, Hispanics, African Americans, students with learning disabilities, lesbian/gay/bisexual students, non-traditional students and international students). There is also a chapter on gender in the classroom.

    Creating Inclusive College Classrooms - University of Michigan, Center for Research on Teaching and Learning, n.d. - The authors discuss five aspects of teaching that contribute to an inclusive classroom.

    Perceptions of Faculty Behavior by Students of Color - University of Michigan, Center for Research on Teaching and Learning, 1997 - Students of color report feelings of exclusion and distance during focus groups conducted at the University of Michigan. This article explores what faculty can learn from these students' perceptions.

    Your suggestions for additional readings are encouraged. Please include a brief description. You may send them to

  • Since Time Immemorial

    RCW 28A.320.170 requires school districts to include the culture, history, and lifeways of tribal nations close to the school district. The Since Time Immemorial Curriculum provide teaching resources to do so.


    Yakama Nation Higher Education

    Colville Confederated Tribes

    Native Friends: A blog that covers a variety of Yakama Nation cultural and language issues.

  • Names and Identifiers

    What we're doing:

    We're changing terminology on MyCWU to more accurately and inclusively reflect the distinction between one's "Name" and "Legal Name," and working to ensure that one's "Name" is used consistently wherever legally possible in CWU communications, services, and interactions. This is an ongoing project.

    As it appears here, "Name" is a person's self-identified name. "Legal Name" is the name that appears on a person's government-issued ID or other legal records.

    Why we're doing it:

    The Inclusive Names and Identifiers project addresses a variety of barriers to individuals in the CWU community feeling authentically welcomed and affirmed. The project began with addressing harm many members in the community have experienced through dead naming (the use of a name an individual no longer identifies with). As a campus community, we are committed to designing equitable, diverse, and inclusive spaces for individuals to authentically exist. It is important to honor each individual’s social identities in all forms of communication wherever possible, and develop spaces encouraging critical dialogue that is not at the expense of historically marginalized groups. Honoring someone’s true identity, beyond a legal name, actively supports them in feeling valued as a member of the wildcat community. This project serves as a stepping stone to reducing harm for minoritized communities and demonstrates our strength as a community.


    Q: Why is there a legal name field as well as a name field in MyCWU?

    Answer: Some individuals identify with a name other than the one that appears on their legal documentation.

    Q: Do I have to add a name to the First Name field? What happens if I don’t?

    Answer: If the First Name field is left blank, your legal name will be used instead.

    Q: How often can I update my name in MyCWU?

    Answer: Our system refreshes to reflect changes made to your account once daily.

    Q: Can I put any name I want in the First Name field?

    Answer: While CWU will respect your self-identified name, we reserve the right to remove any name without prior notice to the individual in cases including but not limited to attempts to avoid legal obligations, misuse, or abuse.

    Q: Do I need to provide documentation when changing my name?

    Answer: No.

    Q: Will a change in my name affect my legal name? And vice versa?

    Answer: Your name and legal name are distinct entries in our database, and as such, changing one will not affect the other.

    Q: Which name will appear on my diploma and be used at graduation?

    Answer: The name you input in the “First Name” field on MyCWU.

    Q: Where will my name be used and where will my legal name be used?

    Answer: In certain instances, we are required by law to use your legal name. Outside of those cases, the process of ensuring consistent, correct name usage across all our systems is underway. We appreciate your patience as we work to implement these changes across our institution.

    Q: Can I get a new Connection Card to reflect my name change?

    Answer: Yes. Your replacement ID will reflect this change. ID replacements may be subject to a fee.

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