Amy Circosta

The Office for Institutional Equity and Diversity (OIED) completed the 2015-16 academic year under the leadership of Interim Vice Provost Amy Circosta, who formerly led OIED’s Equal Opportunity and Equity unit. The office will continue under the leadership of newly appointed Vice Provost Linda McCabe Smith as of August 1, 2016.

OIED experienced several key improvements in 2015-2016. Searches were successfully completed for a new permanent vice provost, new associate vice provost for equal opportunity, new senior director of campus community centers and a new director for the Women’s Center; the office provided increased support for Title IX and sexual assault prevention and response efforts; and OIED saw increased participation and support in diversity programs and initiatives from the chancellor and provost, including both top administrators presenting at several key OIED programs and events.

OIED looks forward to continuing its work of fostering an inclusive, accessible and diverse intellectual and cultural campus experience related to the mission of NC State University.

Please see our website to find out more about our programs and subscribe to our newsletter.


Use the linked names below or use the navigation along the right side of the page.


Equal Opportunity and Equity Cases Rose; Training Efforts Increased

In a climate of ever-changing regulations and tensions regarding students’ and employees’ civil rights, the Equal Opportunity and Equity (EOE) unit of OIED continues to strive to make NC State a welcoming and inclusive environment for all of our campus community. EOE exists to ensure that equal opportunity and affirmative action compliance obligations are met and that all employees have a fair and neutral venue in which to voice equal opportunity concerns. eoeTeamEOE strives to deliver beyond regulatory standards. We seek to provide education and outreach opportunities to help transform the campus climate, not just mitigate liability.

The number of complaints handled continues to rise in part due to the efforts to communicate to faculty, students, and staff that we are here to help. We provided training to over 2,200 members of the campus community, increased the number of search committee orientations and partnered with Faculty Diversity to participate in a pilot program dedicated to increasing the diversity of candidates in faculty searches. Our staff participated in a variety of collaborative partnerships and campus-wide committees to bolster discussions and initiatives around creating welcoming and inclusive environments.


Read the full Equal Opportunity and Equity 2015-16 Annual Report


Faculty Asked if Diversity is Important to Their Departments

Is faculty diversity important in each department and for the university as a whole? The Recruiting Diverse Faculty (RDF) program asks faculty serving on search committees to grapple with this question. What would female voices, African American, Native American, Latino or Asian voices bring to disciplines ranging from Accounting to Zoology? We discuss AR14literature showing that innovation is a social process enhanced by diversity, that people with very similar backgrounds can fall into group-think that can be counteracted by introducing diversity, that diverse faculty attract diverse students and provide role models who also help inoculate students against stereotypes.

Recruiting Diverse Faculty (RDF) Program Launched

If we become convinced that faculty diversity is necessary for building the foundation for a healthy society, how do we build that foundation here at NC State? Things don’t change unless we change what we are doing in the search process. Search committee members who are committed to making change make the difference. In summer 2015, the Office for Institutional Equity and Diversity launched the Recruiting Diverse Faculty pilot program. The RDF program, which is BFFGroup-1modeled on an approach developed for the Chancellor’s Faculty Excellence Program by NC State’s NSF-funded ADVANCE Developing Diverse Departments project, includes the following elements, some for department heads and some for faculty search committees:

  • Summer workshops prepare department heads and deans for pre-search activities with topics such as composition of the search committee, making the academic case for faculty diversity while charging the search committee, developing the position description, periodically assessing the diversity of the applicant pool, creating accountability and becoming knowledgeable about the Target of Opportunity Hiring Program.
  • An RDF facilitator meets with search committees early in the search process to discuss how faculty diversity fits into the requirements of the faculty position under consideration and how diversity would enhance the contributions expected from this position. At the same search committee meeting, an equal opportunity officer presents an orientation to search committee best practices.
  • Later in the search process RDF facilitates a workshop with the search committee on unconscious bias and optimal decision-making processes in faculty searches.

Twenty five department heads, including all department heads in the College of Agriculture and Life Sciences and several deans participated in the pre-search workshops for department heads, and 13 search committees or department faculty meetings have participated in the search committee orientations and workshops on unconscious bias this academic year.Save Save Save Save

Read the full Faculty Diversity 2015-16 Annual Report


Staff Diversity Advisory Board Reviewed 2014 Staff Well-Being Survey Results

Results of the 2014 Staff Well-Being Survey (SWBS) were published on the Office for Institutional Research and Planning website in fall 2014. Dr. Nancy Whelchel, associate director for survey research, presented the results to various groups across campus, including the Staff Diversity Advisory Board (SDAB), the Staff Senate, the University Diversity Advisory Committee (UDAC) and multiple colleges and divisions. Two groups from within these organizations, the Task Force on Staff Recruitment and Retention (UDAC) and the Staff Well-Being Survey Work Group (SDAB), as well as the Staff AR4Diversity Advisory Board as a whole, spent extensive time reviewing the results, with specific attention paid to similarities and differences in responses by those in individual demographic groups (e.g., gender, race/ethnicity, age, etc.). The resulting recommendations address significant differences between demographic groups and the survey respondents as a whole. However, it should be noted that the implementation of the recommendations would benefit all staff, and not just those in specific demographic categories. Overall, the 55% of all staff employees who responded to the 2014 Staff Well-Being Survey reported fairly high levels of satisfaction with working at NC State. They particularly mentioned their overall satisfaction with the people in their work groups: co-workers and supervisors. At the same time, there were a number of issues where employees identified plenty of opportunity for improvement.


The prevailing concern/source of dissatisfaction identified by the 2014 Staff Well-Being Survey is the issue of compensation. 37% of respondents said during the past year or two they had “very seriously” (17%) or “somewhat seriously” (20%) considered leaving NC State for reasons other than retirement. About half of those mentioned something related to salary/benefits as a reason for thinking about leaving. However, given that compensation is determined by the state legislature, and the university holds little ability to act on its own to increase salaries, the recommendations do not address compensation. Rather, the focus is on those areas where employee and workforce conditions can be improved at little or no cost to the university, employees can grow, and a “culture of continuous improvement” called for in the university’s strategic plan will be facilitated.

Report Provided Recommendations for Low-Cost Practice Changes

Enhancing the university’s reputation as a great place to work can largely be achieved through changes in practices, for which policy provisions already exist, and adjustment of expectations and will cost little, if anything, to implement. Recommendations are listed in two parts: action to be taken by the university leadership to establish the expectation of or foundation for the specific recommendations, and action to be taken by the leaders within divisions and colleges who have designated responsibility for implementation of the recommendations. The report contains background information providing the basis for the general recommendations listed, plus additional recommendations that address specific concerns of individual demographic groups.


Read the full Staff Diversity 2015-16 Annual Report


Diversity Education Week Continued to Grow and Connect

In an effort to highlight the connection between diversity and the academic life of the institution, Diversity Education Week, held October 12-16, 2015, employed aspects of the university’s Quality Enhancement Plan, TH!NK, to guide the programming for the week. The quality of programs hosted throughout the week were strengthened by the clear and evident connections between critical thought, creative action and inclusive environments. As a result, this year’s Diversity Education Week had a stellar outcome, boasting an increased number of partnerships and program offerings.AR5

Interfaith Prayer and Meditation Space Established

Since 2012, OIED has been working with partners across the university to address the needs of religious and spiritual life in a meaningful and tangible manner. Through the hard work and unrelenting momentum of students and key figures on campus, an interfaith prayer and meditation space has been designated on main campus. There is progress to establish spaces on all three campuses.

Green Zone Training Launched Campus-Wide

A third highlight is the launching of Green Zone training for the campus and the designations that NC State received as a “Military Friendly” campus.  Although launched in the spring of 2016, over 100 faculty and staff members have been trained in basics in creating spaces that are inclusive to military affiliated students, staff and faculty. The training has been received well by its participants and will continue in the next academic year. The Spring Diversity Dialogue was a film and discussion featuring the MTV documentary: White People.  The program yielded over 350 participants and was in-part student facilitated. The film explored how white millennials view race and was produced by Pulitzer Prize winning journalist Jose Antonio Vargas.

Support and Recognition Provided Through Grants and Awards

AR16OIED Student Diversity, continued to provide funding to supporting new initiatives across the campus for faculty, staff and student organizations through the University Diversity Mini-Grants.  This program allows faculty and staff outside of OIED to pilot programs through small pots of startup funding up to a maximum of $3,000. Of the 27 proposals received, ten were funded. The Mini Grant program continues to expand the reach of OIED into the multiple parts of the University. Finally, the quality of the nominees for the Chancellor’s Creating Community Awards offers OIED and the University Diversity Advisory Committee (UDAC) the opportunity to celebrate with the campus community around community members with proven engagement in diversity and inclusion efforts. The program continues to garner outstanding nominees. In 2016, the nominee pool yielded four honorable mention awards to acknowledge outstanding merit in addition to the winners.

Read the full Student Diversity 2015-16 Annual Report


African American Cultural Center Began 25th Anniversary Celebrations

The “main story” of the African American Cultural Center during the 2015-16 academic year was resiliency. The Cultural Center maintained a sense of sustainability even with a significantly new team: a newly appointed interim director, a newly hired permanent assistant director, a new office manager who resigned in April and a counseling intern whose appointment ended on May 6, 2016.  The center held steadfast in its quest to provide educational and cultural activities, ems-22leadership initiatives, advocacy, outreach and comprehensive programming focused on African, African American and African-descent cultures.

As the African American Cultural Center entered its 25th year of existence, its programs displayed and reflected the value of university and community partnerships in upholding its mission while engaging participants with scholarly exploration and future vision. We also wanted to intentionally solidify relationships with graduate students, who are often overlooked because of perceived limited availability.

Special Guests United the Campus Community

With lofty goals in mind, The Synthia SAINT JAMES artistic residency was a whirlwind of activity that incorporated an opportunity to bring students from groups that may not often engage (AYA ambassadors, Arts Village, design students and University Scholars, Student Media and students from St. Augustine’s University.) The program also enhanced student leadership development by training two AYA ambassadors as lead coordinators of student activities. The 2016 MLK NC State University Campus Commemoration speaker, Mr. Byron Pitts, was selected for the purpose of representing African American experiences in the media. The end result was a full day of engagement with students, faculty, staff and community.

Freelon_aacc-45Beyond these keynote residencies, programs continued to present the importance of Afrocentric theory and African American diverse perspectives through scholarly works and creative expression. There is never a monolithic view or voice that represents the African American scholarship or community; the center’s goal is to lift every voice and empower every mind through the engagement of scholarship, programs and service from multiple fields, perspectives and methodological approaches. Through this agenda, we hope to continue to create a central meeting place for engagement on race, class, gender, sexual identity, ability and politics while building cross-institutional support.



Read the full African American Cultural Center 2015-16 Annual Report


Intersectionality Was Still a Key Focus of GLBT Explorations

In 2015-2016, the GLBT Center continued its efforts to foreground intersectionality as an integral part of the work of outreach, engagement, education, programming and support services. One of the key goals of the center is to not only affirm the identities of GLBT and questioning students, staff, faculty, and alumni but to do so while also acknowledging and helping raise awareness about the way the lived experiences of GLBT individuals vary and are influenced by their Speaker1race, religion, ethnicity, age, ability status, social class and other social characteristics. The GLBT Center engaged in a number of intentional efforts during the year to create contexts for critical conversations about the intersections of identity to occur, including the launch of a new Queer People of Color (QPOC) student group, the development of a new “Intersectionality in the GLBT Community” workshop, and the continuation of the Social Justice January collaboration with the other OIED campus community centers (Women’s Center, Multicultural Student Affairs and the African American Cultural Center).

San Francisco Trip Provided Powerful Social Justice Education

The highlight of this year’s efforts was the revamping of the GLBT Center’s annual Alternative Service Break (ASB) Trip to San Francisco, a collaboration with the Center for Student Leadership, Ethics and Public Service (CSLEPS). The new focus of the trip is Intersectionality and Social Justice; the trip now has associated learning outcomes designed to help student participants connect their awareness of issues facing the GLBT community with systems of oppression, learn about social justice strategies and tactics used to dismantle systems of oppression and increase their understanding of equity, access, privilege and marginalization as they relate to race, socioeconomic status, gender identity/expression, sexual orientation, ability status, ethnicity, religion, age, housing status, employment status and veteran status. Thirteen students participated in the 2016 trip, and all of them strongly agreed that the trip gave them the opportunity to think critically about how identity and social justice are related and to critically reflect on the impact of social justice issues on individuals and communities. In terms of qualitative feedback, participant comments revealed that the most impactful service component was with the Transgender, Gender-Variant and Intersex (TGI) Justice Project where they read and responded to letters from inmates.

Student Reflections Showed Power of First-Hand Experiences

One trip participant noted, “When we worked with the TGI Justice Project, we observed, through letters, instances of homophobia, transphobia and racism that take place in the prison industrial complex. This showed us that LGBTQ+ POC are disproportionately affected by the prison industrial complex and that this is intrinsically linked to the systems of LavGrads2oppression that are present in the general society (racism, cissexism, homophobia, transphobia, etc.). As a result of society’s attitudes toward POC and LGBTQ+ citizens, people from these groups are often demonized and targeted by police as being more ‘suspect’ than the ‘average American.’ Also, once they are in the prison industrial complex, they are subject to violence fueled by the guards’/officers’ own ignorance/bigotry.” Save Save

“I have become drastically more aware of my privilege. With that privilege comes a great responsibility to use the power that I have and my compassion and empathy for others to make a positive change in the world.”

San Francisco ASB trip participant, 2016

“This trip has helped me to realize some privileges/systems of oppression I had never thought about before (such as environmental racism and oppression of drug users).”

San Francisco ASB trip participant, 2016

In addition, students were asked to critically reflect on how they can work to combat systems of oppression moving forward. Students described a variety of strategies: “having honest informative conversations about systems of oppression,” “speaking out when people express harmful or oppressive ideas and educating people when they are seeking information or at least pointing them in the right direction,” and “spreading awareness about issues affecting marginalized peoples.” One participant pointed out that “Silence allows for injustice to fester and allows for the status quo to be maintained.” Overall, the participants both deepened their understanding and their commitment to working for change. One student pledged, “I WILL do more in my community to spread knowledge and awareness on intersectionality and social justice. This trip has been very emotional for me because I have gotten to see and experience firsthand discrimination and problems that individuals face on an everyday basis and there were multiple issues that we discussed on the trip that hit home pretty hard and that I feel strongly about.” While the new focus and the expansion of service partners created a high-impact opportunity that students both enjoyed and learned a great deal from, the center staff plans to continue the revamping process by developing a curriculum that can be used with program participants during 2016-2017 as part of the monthly meetings leading up to the trip to lay the groundwork for deeper awareness and understanding of intersectionality, systems of oppression and the impact of identity and oppression on marginalized communities.

Read the full GLBT Center 2015-16 Annual Report


Symposium for Multicultural Scholars Provided Powerful Beginnings

During the 2015-16 academic year, Multicultural Student Affairs hosted over 35 programs and events in spite of a limited staff. One of the major accomplishments was the joining of three previously held symposia (i.e., the African American Student Symposium, Native American Student Symposium and Hispanic/Latino Student Symposium) into one symposium which is now known as the Symposium for Multicultural Scholars and was held on August 12-17, 2015. The purpose of the Symposium is to maximize the academic success of incoming multicultural first-year students by cookout2providing information about opportunities that enhance their academic experience and knowledge of campus resources, faculty and staff, cultural heritage, networking,and other strategies for success. The Symposium fosters a sense of community and provides a foundation to ensure academic success. Of the 460 incoming first-year African American, Native American and Hispanic/Latino students, 272 (59%) registered for the Symposium and 229 (50%) attended.

The attendance for specific targeted student populations consisted of 77% of 244 incoming African American students (and multiracial students who selected African American as one of their identities) registered to attend and 65% attended, 100% of 14 of the incoming Native American/Indigenous students registered to attend and 64% attended and 35% of the 202 incoming Hispanic/Latino students registered to attend and 29% attended. Additionally, 200 parents or family members attended on the first day.

Benefits of Symposium Attendance Reflected by Students

The annual analysis of academic performance shows that the cumulative GPA was 3.04 for African American attendees (compared to 3.02 for non-attendees), 2.73 for Native American attendees (compared to 3.01 for non-attendees) and cookout12.917 for Hispanic/Latino attendees (compared to 3.06 for non-attendees). During the five-day event, MSA hosted over 20 workshops/sessions for the attendees. Some of the featured sessions included PACKademic Success, Navigating Your Way: A Map for Student Success, Know Your Wealth… Protect Your Health, Technology Tutorial Session, Coming From Where I’m From (cultural community group activity with NC State alumni), Who Am I?: African & African American Heritage Session, GaDuGi (Working Together): Native American Heritage Session, Orgullo Latino: Latino Heritage Session, HIP-HOP Session: NC State High Impact Practices, Howl on the Lawn (partnership with New Student Programs and Student Involvement) and the MSA Cultural Showcase. The feedback from the participants suggests that the Symposium for Multicultural Scholars was very beneficial. Some of the comments provided about the most valuable aspect of Symposium were:



  • “Getting a head start on the social aspect of college was the most valuable aspect of Symposium. Whenever I walk around with my Symposium shirt, plenty of people say hey to me. Not only did I meet fellow students participating in Symposium, but I also met students on move-in day when we were helping everybody move in. Meeting new people was an incredibly important part of Symposium.”
  • “I feel that the most valuable aspect of Symposium was that it got me on campus before it was full of new and returning students and introduced me to the environment and some of the people in a very gradual way.”
Symposium participants

In addition, a six-week survey was sent to the Symposium participants to see if they felt the Symposium for Multicultural Scholars helped prepare them for student life at NC State. Some of the responses were:

  • “I do feel like Symposium prepared me for the successes and challenges these past six weeks have involved because it made me aware of the countless amount of resources available to me. It also reassured me that I am not going through this alone, if I ever need help.”
  • “Yes. It got me seriously adjusted to campus life and freedom before the year started, which is great, as it gave a slight edge above everyone else and gave me more time to prepare for classes.”
  • “I think Symposium helped me adjust to life as a student at NC State, especially because of the sister-to-sister talk when we had a real talk about what campus life was like and what to look out for.”
Symposium participants

Inaugural Indigenous Peoples’ Day Commemoration Replaced Columbus Day

Another highlight for the 2015-16 year was the inaugural commemoration of Indigenous Peoples’ Day held on October 12, 2015.  Due to the advocating efforts of a few students, particularly Native American Student Association’s (NASA) Karli Moore, Indigenous Peoples’ Day came to the NC State campus, an historical first. The Indigenous Peoples’ Day movement was first introduced in Student Government. After hours of debating, the senators passed the legislation to change Columbus Day to Indigenous Peoples’ Day. This day of celebration consisted of three events hosted by MSA, powwowNASA and Student Government:

  • Petition Signing: Student representatives from both NASA and Student Government stood in Wolf Plaza educating the campus community about the importance of the day while garnering signatures to submit to the city of Raleigh in support of ending the city’s sanction and celebration of Columbus Day. Around 300 signatures were collected.
  • Indigenous Meal at Clark Dining: Clark Dining Hall Hosted an Indigenous- Themed Meal featuring foods native to tribes both state- and nationwide.
  • 1490 Who?: To commemorate Indigenous Peoples’ Day, a panel of three Native professors spoke about the colonization of the Americas, the conquest of Columbus and the resiliency of Indian Peoples.

Read the full MSA 2015-16 Annual Report


Women’s History Month Commemoration Returned to NC State

During the Spring semester, the Women’s Center staff, with the help of campus partners, came together to provide a calendar of events for Women’s History Month. This is the first time in a number of years that the center provided an organized set of events meant to highlight and celebrate women during the month of March.  The theme of this year’s AR11Women’s History Month calendar was: “One Pack, Many Voices.” Our goal was to provide a set of program offerings that would highlight the different voices of the members of our community. Specific programs included:

International Women’s Day – The Women’s Center provided an opportunity to for the campus community to recognize and celebrate International Women’s Day. Through painting the Free Expression Tunnel, the Women’s Center was able to raise awareness and encourage students to celebrate socially. The intention behind this year’s International Women’s Day was to celebrate the social, economic, cultural and political achievement of women, yet also to be aware that progress has slowed in many places across the world, so urgent action is needed to accelerate gender parity.  Students were encouraged to utilize the hastags; #IWD2016 #PledgeforParity #PaintItPurple and #MakeItHappen while painting the tunnel.

Our Lens, Pens, & Power: Image Activism at NC State’s Women’s CenterThe Beautiful Project used photography and reflective workshops to give girls and women an opportunity to confront positive and negative portrayals of black girls and women in the media and in their communities. During the Fall Semester, Jamaica Gilmer, Founder and Co-Director of the Beautiful Project, ran a workshop with women from NC State. The outcome of this workshop was a series of photos that are now displayed in the Women’s Center.

Dare Coulter Exhibit – In partnership with the African American Cultural Center, the Women’s Center assisted in sponsoring the gallery opening of Dare Coulter, a recent graduate of the NC State College of Design. In this fascinating exhibit, Coulter used her art to create a visual metaphor for an understanding of some of the complexity of the black experience in America.

Women Leading Change – This Women’s History Month Speakers Panel celebrated women who are thought leaders and trailblazers. Mrs. Hilda Pinnix-Ragland of Duke Energy, Liza Roberts of Walter Magazine, Fran O’Sullivan of IBM and Dr. Jenna Carpenter of Campbell University joined together to share their perspectives and experiences as leaders in their fields. Panel themes included gender and leadership, exploring communication strategies and engaging networks and mentoring.

Girl AR19Rising – The Movement Peer Educators hosted a film facilitation of the award-winning film Girl Rising, which journeys around the globe to witness the strength of the human spirit and the power of education to change the world. through nine unforgettable girls living in the developing world, ordinary girls who confront tremendous challenges and overcome nearly impossible odds to achieve their dreams.

Asian American Women: Perceptions, Values, and Stereotypes – Hosted by the Women’s Center and Alpha Phi Gamma and Kappa Phi Lambda sororities, this panel discussed issues that affect Asian American/Pacific Islander women including misogyny, xenophobia and exoticism.



Read the full Women's Center 2015-16 Annual Report


NCBI Principles Taught in NC State Courses and New Minor

It was another busy year for the National Coalition Building (NCBI) team. The volunteer team of facilitators taught 41 workshops for 1,069 participants. They began the year working with the College of Veterinary Medicine (CVM) to train all faculty, staff and students. This was an ambitious goal but progress was made. The team conducted seven sessions for the college, including training all first- and second-year students.The team also facilitated a conflict resolution workshop in response to a grant from the American Veterinary Medical Association. Modeling after the CVM, the College of Textiles eoi1also committed to train all faculty and staff this year. The College of Natural Resources and the College of Agriculture and Life Sciences also made efforts to utilize NCBI to train faculty and staff. Several other campus groups received training this year.

NC State’s USC 240 class based on NCBI principles continued to make an impact, with sections taught by NCBI team members during both fall and spring semesters. Students’ post-course surveys indicated marked improvement in confidence and skills in addressing prejudice and discrimination and resolving inter-group conflicts.

USC 240 is also now part of the new minor at NC State created by the General Shelton Leadership Center. The 15-hour undergraduate minor is titled, “Leadership: Cross-Disciplinary Perspectives” and is a cross-disciplinary approach to broaden student perspectives about leading cross-functioning teams in future situations.


“One important thing that I learned from this class is to look beyond race, not ignore it. By ignoring someone’s race, you may be unintentionally discriminating against that person because their race is a large part of their identity, and therefore it demands to be acknowledged. However, by looking beyond their race, you acknowledge it, recognize that it is a part of them and part of their culture and can then begin to look deeper into what makes that person who they are. It allows you to begin to know them personally rather than superficially, as we most often do.“

USC 240 student

Equal Opportunity Institute Graduation Attended by Two University Presidents

eoi2The Equal Opportunity Institute (EOI) experienced another record year. Registration closed before the first orientation session due to high demand. The program had a total of 110 participants and the largest graduating class to date. Participants, graduates, special recognition graduates (those who completed extra workshops) and graduate scholars all posted robust numbers.

The keynote speaker for this year’s EOI graduation celebration was Dr. Tashni-Ann Dubroy, president of Shaw University. Dr. Dubroy shared insights and personal examples of taking positive direct actions to create inclusive communities. Dr. Dubroy contributed greatly to the huge success of the event. The graduation theme this year was “You Write the Future,” to encourage graduates to create a better future for themselves and others by utilizing the information they learned in EOI. Chancellor Randy Woodson, Provost Warwick Arden and Interim Vice Provost Amy Circosta also attended EOI graduation, with Chancellor Woodson providing introductory remarks. OIED was honored to have the time and dedication of NC State leadership focused on the Equal Opportunity Institute.

EOI graduates continue to gain great insights from the program, such as the following:

“I have begun to notice my own prejudices, biases and microaggressions. With this self-awareness, I have learned how to not only see issues of discrimination but strategies for how to have the hard conversations and address issues regarding equal opportunity.”

EOI 2016 Graduate

“Some specific strategies I plan to use are: 1) build relationships through increased understanding and trust, 2) create space for staff to share their stories/experiences and interests outside of the office and 3) ensure all staff members’ voices are heard and each member has an opportunity to take part in the decision-making and planning process.”

EOI 2016 Graduate

Read the full OIED Training and Education 2015-16 Annual Report


Maintaining the Message During a Time of Transition

Whether through natural attrition, opportunities elsewhere, or other reasons, the Office for Institutional Equity andTIX-07 Diversity has experienced greater than average loss of staff over the past few years. Of the seven workgroups within OIED, all lost at least one staff member and six lost a director. In addition, the provost conducted a search this year to replace OIED’s vice provost after the departure of longtime leader Joanne Woodard in June 2015. Throughout this transitional time, all the OIED units presented a full slate of programs and events, services to students continued as usual and compliance activities carried on, despite the vacant positions and strain on existing resources. To the credit of OIED, the office has continued to meet and outperform expectations, as evidenced by this annual report and previous years’ reports, thanks to the hard work and dedication of its remaining staff. To uphold the mission of OIED in the face of periodic budget cuts is often difficult enough. We also encounter opposition from community members who may disagree with the premise that fostering diversity and inclusion allows NC State to flourish. However, the challenge is even greater when there aren’t enough people to do the work. But as they say in the theater, “The show must go on.” To that end, OIED Communications worked to consistently provide messages and resources for the campus community even while leadership and staffing were undergoing major changes. This year, our team consisted of two permanent staff members and two undergraduate interns. Together, we fulfilled publication, photography, video, web and social media needs for the office, striving to provide a cohesive message and quality of output so that the campus could see the effort, progress and impact of OIED’s work and continue to partner with us. We have been appreciative of the hundreds of NC State community members who have attended our programs and events, read and responded to our publications and participated in our videos. Together, we continue to gain momentum that cannot be stopped by the obstacles and challenges in our way.

Jacks of All Trades

In OIED, we are accustomed to making the most of all of our resources. That often means staff members wear more than one hat. On the Communications team, both permanent staff members have degrees in art and design. One member is a professional photographer and one has a degree in English. One member has software programming experience and the other is self-taught in web design. One member has project management experience and the other is a fine artist. With this range of skills, our team can deliver graphic and web design, publications, photography, video and social media in-house while other offices must outsource these services to third party vendors at great cost. Add to that our ability to serve on committees, intimately learn the subject matter of our office and become committed diversity practitioners ourselves, and it is clear why our creative team has advantages.

Read the full OIED Communications 2015-16 Annual Report

NC State is one of 88 universities to receive a 2014 Higher Education Excellence in Diversity (HEED) award from INSIGHT Into Diversity magazine. INSIGHT is the oldest and largest diversity-focused publication in higher education.

The HEED award recognizes universities whose diversity and inclusion efforts show a broad understanding of diversity, including gender, race, ethnicity, military service, disabilities, membership in the LGBT community and more.