Levy Randolph’s D.E.I. Statement

We learn together and we grow together. This is the foundation of my teaching philosophy, but it is also the foundation of my approach to enhancing diversity, equity, and inclusion (DEI). I believe that for DEI efforts to truly be effective, they require acknowledgment, openness, authenticity, and innovation throughout the process of growth. We must acknowledge where we have come from, where we are at, and where we are headed. We must be open to harsh realities and honesty, as well as to rewarding opportunities. We must bring authenticity to the table by carrying our identities into our personal and professional interactions. Finally, we must be innovative to our approach of meeting the needs of the demanding, ever-changing world that relies on diverse perspectives and thoughts. I believe that an individuals in positions of service and leadership are instrumental in driving the efforts that celebrate diversity, create equity, and ensure inclusion to meet the goal of DEI: establish a natural sense of belonging.

Diversity within any program is inevitable. However, there is a difference between diversity by default and diversity that is both fostered and nurtured. For many educational programs, both historically and currently, their disciplines have not been representative of the diversity of perspectives and backgrounds that make up their community, our nation, and our world. When engaging with programs, my efforts to contribute to DEI goals begin with continuing to foster diversity within the program. It is imperative that the students, faculty, and staff can contribute their diverse backgrounds, ideas, thoughts, values, and beliefs to the progression of the experience. I work with stakeholders to actively seek opportunities, funding, and support to build diversity among the program. This requires looking to retain current student populations while also targeting recruitment for students who are historically underserved. Additionally, I seek partnership programs that are in locations that have not been reached yet. Beyond students and programs, diversity should also be fostered among the program teams and leadership which involves being purposeful in the hiring process as well as the development of advisory boards.

However, fostering diversity is only half of the process. Education is on the cusp of a new paradigm for social responsibility; educators must nurture diversity and must be open to incorporating perspectives of individuals who have historically been marginalized. This includes opening the door to students, staff, faculty, and external partners to share their input in guiding the research, teaching and development that educational program stakeholders deserve. I recognize that not everyone will be fully satisfied with every decision or every action. The responsibilities of advancing and growing DEI efforts will require a balance of experience and skills in communication, teaching, outreach, and research. I believe that my past experiences can help contribute to these specific efforts of openness. I prioritize nurturing the culture of diversity through increasing or easing access to trainings while also seeking grant programs to help maintain progression towards equity.

I believe that we are each a product of diversity. Every time that we have experienced growth in our mental, emotional, and social capacity has most likely occurred when someone has opened the door for us to carry our authentic identity into that relationship – both personal and professional. Our collective efforts across the country to ensure DEI is present in the workplace mean little to nothing without them being authentic. Each individual must lead by example and bring his or her authentic self into internal discussions, classrooms, partnering institutions, and stakeholder meetings. Furthermore, they must encourage others to do the same. The goal of authentic interaction, in my opinion, leads to developing a community among students, staff, faculty, and stakeholders that feels real. This community builds authentic relationships which ultimately create authentic actions that we can trust. With trust and authenticity, while not everyone may fully support or understand the decisions or actions that may be taken, everyone could hopefully realize the actions taken are for the best interest of meeting the DEI demands of an ever-changing and ever-growing public. To meet the needs of a changing public, no individual or organization can become complacent. It is imperative that we strive for innovation. My belief is that innovative thoughts and actions are a result of acknowledging areas for improvement, having open conversations, and engaging in authentic development. These innovative thoughts become catalysts for creating environments in which people feel both safe and included to grow together.

Many educational programs are committed to enhancing efforts to increase diversity, equity, and inclusion through purposeful engagement. I am confident that my experiences can help contribute to the vision of the institute to enhance DEI efforts that will benefit its scholars with integrated learning, discovery, and practice in their education, from their instructors, and among their peers. My goal is to ensure that the teams are working toward developing, implementing, and solidifying DEI efforts which lead to building the fourth component: belonging. I choose to view DEI as DEI-B. If we create a natural sense of belonging, this means the other three components are working. Potential students, staff, faculty, partnering colleges, and external stakeholders will be able to not only see themselves in the program but also recognize the diverse perspectives and thought leaders it aims to produce. Throughout their involvement with your program, students, staff, and faculty alike will be able to carry their identities into their educational and professional experiences as we strive to build a community of understanding and progress. My priority is that every action or discussion brings you one step further to creating a natural sense of belonging for all.