Office of Equity & Diversity
- Role of the Office
- Original Inhabitants and Land Acknowledgement Statement
- Title IX/Sexual Misconduct
- Non-Discrimination/Anti-Harassment
- Employee Accommodations
- Student Non-Academic Accommodations
- Equity, Diversity & Inclusion
- University Policies Under OED
- Inclusive Recruitment and Hiring
- Faculty Resources
- Training
- Diversity Programs & Special Events
- Staff
Contact Us:
- OFFICE OF EQUITY AND DIVERSITY
- 800 LINDEN STREET
- 51做厙, PA 18510
- The 51做厙
- Phone: (570) 941-6645
- Fax: (570) 941-6304
- diversity@scranton.edu
Faculty Resources
Syllabi Language
All faculty are strongly encouraged to include the following language in syllabi to introduce your role as a Required Reporter and the University’s Non-Discrimination Statement.
My Reporting Obligations as a Required Reporter
As a faculty member, I am deeply invested in the well-being of each student I teach. I am here to assist you with your work in this course. Additionally, if you come to me with other non-course-related concerns, I will do my best to help. It is important for you to know that all faculty members are required to report incidents of sexual harassment or sexual misconduct involving students. This means that I cannot keep information about sexual harassment or discrimination, sexual assault, sexual exploitation, intimate partner violence or stalking confidential if you share that information with me. I will keep the information as private as I can but am required to bring it to the attention of the University’s Title IX Coordinator, Elizabeth M. Garcia, or Deputy Title IX Coordinator, Diana Collins Gilmore, who, in conversation with you, will explain available support, resources, and options. I will not report anything to anybody without first letting you know and discussing choices as to how to proceed. The University’s Counseling Center (570-941-7620) is available to you as a confidential resource; counselors (in the counseling center) do not have an obligation to report to the Title IX Coordinator.
Non-Discrimination Statement
The University is committed to providing an educational, residential, and working environment that is free from harassment and discrimination. Members of the University community, applicants for employment or admissions, guests, and visitors have the right to be free from harassment or discrimination based on race, color, creed, religion, ancestry, gender, sex, pregnancy and related conditions, sexual orientation, gender identity or expression, sex characteristics, sex stereotypes, age, disability, genetic information, national origin, ethnicity, family responsibilities, marital status, veteran or military status, citizenship status, or any other status protected by applicable law.
Students who believe they have been subject to harassment or discrimination based on any of the above class of characteristics, or experience sexual harassment, sexual misconduct or gender discrimination should contact Elizabeth M. Garcia, Title IX Coordinator, (570) 941-6645 elizabeth.garcia2@scranton.edu, or Deputy Title IX Coordinators Diana Collins Gilmore (570) 941-6645 diana.collinsgilmore@scranton.edu. The United States Department of Education’s Office for Civil Rights (OCR) enforces Title IX. Information regarding OCR may be found at
Campus Awareness Response and Education -CARE Supporting Students Guide
The Office of Equity and Diversity and the Jane Kopas Women’s Center are pleased to offer the Campus Awareness Response and Education (CARE) resource "Guide for Supporting Students Who have Experienced Sexual Trauma” made possible in part by a PA State It’s On Us Grant.
This guide provides information about challenges students who have experienced sexual assault face, offers ideas for how to support both self-identified and students who may not disclose their experiences, and reporting responsibilities. Research show us that “[c]ritical to understanding trauma is knowing that there isn’t one singular way that people will experience something. A similar experience can happen to different people, and based on a series of factors related to their lived context, they may experience the event differently. This is normal — there is no “right” or “wrong” way to experience trauma.” This Guide can assist in learning how to support students who have experienced sexual misconduct or sexual trauma in their life time. It can also be used as a quick reference in instances where a student discloses sexual misconduct or sexual trauma, especially if you are someone that is not regularly working with students who report.
Printed folders are available in the Office of Equity and Diversity. You can .
Recruiting the BEST Talent for Your Department
The 51做厙 recognizes that its faculty and staff are fundamental to its success, and therefore, it is committed to developing a diverse and inclusive workforce. It embraces an inclusive campus community that values the expression of differences in ways that promote excellence in teaching, learning, personal development and institutional success. The 51做厙 is an EEO Educator and Employer
A STRATEGY TOOLKIT TO RECRUIT AN EXCELLENT & DIVERSE FACULTY
Inclusive Teaching Resources for Faculty
Diversity and Inclusive pedagogy are student-centered approaches to teaching that pays attention to a varied backgrounds, learning styles and abilities of all learners. They create an overarching learning environment in which students feel both invited and included in the classroom. Research supports diversity and inclusive teaching and learning because learning outcomes are improved for everyone when the educators attend to student differences and intentionally ensure that all students feel welcomed, supported, challenged and valued.
Religious Observance Policy: Students
Policy Statement: The 51做厙 proudly acknowledges its Roman Catholic
and Jesuit core values, and we are committed to a policy of reasonable accommodation of
religious practices essential to other religious traditions. We celebrate the fact that we and our
students come from diverse traditions, and we consider this fostering of an atmosphere of
interreligious acceptance to be an important expression of our core values. We recognize that
occasional conflicts in academic scheduling may arise, and we are committed to working with
devout students to meet their religious needs. To this end, we ask any student who intends to
participate in an essential religious practice that conflicts with an element of a course's
academic work to inform their professor at the start of the semester. The student should also
propose a means by which they intend to satisfy the required coursework. We will do our best
to find a solution.
Diversity/Inclusion Program & Workshop Videos
The Office of Equity and Diversity and the Faculty Development Specialist invite you to view the following workshops:
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Finding and Forging Brave Spaces: The Theory and Practice of Co-creating Inclusive and Equitable Learning Opportunities through Pedagogical Partnership presented by Dr. Alison Cook-Sather, a Mary Katharine Woodworth Professor of Education at Bryn Mawr College and Director of the Teaching and Learning Institute at Bryn Mawr and Haverford Colleges, offers an in depth look at developing and implementing best practices for inclusive pedagogy. Her four part workshop includes introducing the idea of pedagogical partnership, exploring the experience of others practicing these partnerships, sharing the current inclusive work and experience of the attendees; and applying strategies to implement the practice of pedagogical partnerships.
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Racial Diversity presented by Dr. Tiffany Bordonada, assistant professor in the Department of Counseling and Human Services and co-director of the Clinical Mental Health Counseling graduate program. Dr. Bordonada expands on the importance of a productive and equal learning environment for all. She discusses teaching strategies and reflective student assignments that celebrate diversity and increase racial awareness.
- All About Gender: presented by Dr. Paul Datti, an associate professor at The 51做厙 where he directs the Counseling and Human Services program. Dr. Datti discusses the terms related to gender identity, reducing sexism and cisgenderism, adopting inclusive language and actions, and reducing bias and avoiding misgendering.
- Veteran Students: presented by Dr. Mary Troy, assistant professor in the Counseling and Human Services department. Dr. Troy offers a workshop discussing Veteran student and issues related to their experience in higher education. Her presentation highlights veteran student challenges in starting and finishing college, and strategies for veteran student retention and success.
- Intercultural Dialogue in a Diverse World: presented by Dr. Tiffany Bordonada, assistant professor in the Department of Counseling and Human Services and co-director of the Clinical Mental Health Counseling graduate program. In this recorded Zoom session, Dr. Bordonada discusses the purpose of intercultural communication, the challenges and benefits of engaging in dialogue across cultures, and strategies to enhance intercultural dialogue and celebrate diversity through communication.
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Accommodations and Beyond: Inclusive Strategies for Online and Classroom Teaching: presented by Dr. Rebecca Spirito Dalgin, Ph.D., CRC, CPRP, professor in the Department of Counseling and Human Services and the Rehabilitation Counseling Masters Degree program director. Dr. Dalgin discusses best practices to include students of all abilities and backgrounds and convey respect. For faculty and students with disabilities, the classroom and online education settings may present certain challenges that need accommodation and consideration. This workshop focuses on inclusive practices faculty can employ for students with disabilities. Topics such as classroom accommodations, disability inclusive language, confidentiality/disclosure and stigma, universal design, and available resources are included.
- Rebuilding Our Wounded World: A Catholic Response to the Sin of Racism: presented by then Dean Michelle Maldonado, Ph.D., Dean of the College of Arts and Sciences, who discusses recent Church documents addressing the social sin of racism, the image of God as the foundation of recognizing our full humanity equally, and a vision of justice that calls for a conversion of the heart.
- A Call to Conversion: Eliminating Anti-Black Racism as a Jesuit, Catholic University presented by Dr. Mary Wardell-Ghirarduzzi, Vice Provost for Diversity Engagement and Community Outreach at the University of San Francisco, demonstrates how our Ignatian values and traditions are tied to racial justice work, and teaches us how to use our gifts for racial justice. In her work, Dr. Wardell relates, “To ensure the fulfillment of the Universal Apostolic Preference of walking with the poor, the excluded, the outcasts of the world as an act of reconciliation and justice, I would like to offer a reparational framework for racial justice and reconciliation informed by teshuva for Jesuit universities and social works.” She believes it is essential that we “Rebuild our institutional cultures with empathy, accountability, and liberation” The move towards reconciliation and racial justice “will occur when we address anti-Black racism and racial injustice on our campuses.”
- Community-Based Learning as a Critical Pedagogy presented by Dr. Tania D. Mitchell, Ed.D., associate professor of higher education at the University of Minnesota. This workshop explores community-based learning as a critical pedagogy with a focus on three core elements, in alignment with our Jesuit mission: attention to social change, working to redistribute power, and fostering authentic community relationships. Dr. Mitchell shares best practices in service learning toward creating a more just community, including understanding the impact of race and class in community engagement, using reflective and dialogic teaching tools and strategies, and forming reciprocal community-based partnerships that foster authentic solidarity.
- Antiracist Teaching presented by Dr. Milagros Castillo-Montoya, Ed.D., Both workshops focus on antiracist teaching. The first introduces key cross-disciplinary elements of antiracist teaching, engages in practicing one of these elements, and considers how those elements align with Catholic and Jesuit values. In the second workshop, faculty apply one element of antiracist teaching to their own teaching and work in disciplinary-related teams to improve an element of their teaching to advance antiracist teaching.
- Uncovering 51做厙's Native Past presented by Dr. Adam Pratt, Ph.D., associate professor of history. Dr. Pratt delves into the groups of Native people’s that lived in the northeastern Pennsylvania area, when, and what happened to them; the steps toward creating a Native Land Acknowledgement Statement; and, what other actions the University should make toward addressing past injustices.
- Reflection on Anti-Asian Violence Panel Discussion and Q&A - A special panel discussion reflecting on the roots of anti-Asian violence, discriminatory immigration acts and laws, and harmful stereotyping that continues to impact the Asian community today.
- Dr. Meghan Ashlin Rich , Ph.D., discusses the history of Asian immigration to the U.S., highlighting the exclusionary immigration acts and discriminatory laws aimed at limiting and restricting Asian Americans and Asian immigration, post-1965 immigration trends and the “pan-ethnic” Asian American identity, constructed in the face of discrimination, and explained aspects of the “model minority” and gendered stereotypes, and the harm they cause to Asian Americans.
- Dr. Amitava Krishna Dutt, Ph.D., discusses anti-Asian violence in the US, with respect to Asian immigration, general issues about “nationalism and race/ethnicity issues concerning Asians in the US in particular, involving social, political and economic factors, and finally, about how attitudes are influenced by some politicians for their personal benefit.
- Dr. Jingyi Song, Ph.D., depicts the various dimensions of ethnicity, culture, ideology, politics and economic policies that shape the anti-Chinese sentiment leading to the Riot.
This program is being sponsored by the Office of Equity and Diversity, Asian Studies, The CAS Dean's Office, The Provost's Office and the Cross Cultural Centers.
- A Business Case for Diversity & Inclusion in the Marketplace The D+I = A Better U! lunch and learn presented by Dr. Abhijit Roy, DBA, professor of marketing and the William and Elizabeth Burkavage Fellow in Business Ethics & Social Responsibility from 2014-2018. Dr. Roy discusses why businesses should focus on diverse characteristics in their management, employees and customers, how businesses should think beyond traditional benchmarks of diversity, and when businesses should leverage diverse business processes to attract a broader segment of the market.
- Jesuits & Slavery: A History in Search of Understanding presented by Rev. David Collins, S.J., Haub director of Catholic Studies and associate professor of History at Georgetown University/ Fr. Collins is an internationally recognized expert in processes of historical truth and reconciliation and led Georgetown University’s Working Group on Slavery, Memory and Reconciliation, which has garnered national attention since 2015. This event provides an overview of the participation by the Society of Jesus in slaveholding from the 16th to the 19th centuries and will explore what this legacy of racial injustice and anti-Black racism means for all U.S. Jesuit institutions, including The 51做厙, today.
This presentation with Q&A and discussion was held via Zoom and an in-person watch party. This event was co-sponsored by the University’s Jesuit Center, Office of Equity and Diversity, Council on Diversity and Inclusion’s Institutional Black History subcommittee, Multicultural Center, and Office of Community Relations. - The Lenape: Past, Present and Future presented by Mr. Curtis Zunigha, an enrolled member, and serving as Chief from 1994-1998, of the Delaware Tribe of Indians in Oklahoma, and co-director of the Lenape Center (thelenapecenter.com) a nonprofit arts and cultural education organization based in New York City. Mr. Zunigha’s presentation centers around the story or the Lenape people who inhabited the Lackawanna and Delaware River Valleys, our Land Acknowledgement statement and what it truly means, and essential steps going forward in service of social justice.
Mr. Zunigha has over 35 years of experience as a practitioner of Lenape/Delaware culture, language, customs and traditions. - The Lenape Culture Today presented by Mr. Curtis Zunigha, co-founder and co-director of the Lenape Center in New York, NY, former Chief of the Delaware Tribe of Indians based in Oklahoma from 1994-1998, and currently a member of the Cherokee Nation.
- 51做厙's Story: Our Nation's Story - Forced Removal of the Lenape People: History and Homecoming, presented by Curtis Zunigha.
- All These Isms: Understanding Privilege, Power, and Oppression presented by Dr. Paul Datti, professor in counseling and human services. Dr. Paul Datti discusses “Isms,” such as racism, sexism, cisgenderism, able-ism, and more. He will show examples of privilege and how it gives power to some and excludes others, and highlight the importance of social justice in Jesuit education to reduce incidents of discrimination and harassment in the learning and working environment.
FREE WEBINARS: Responding to Racial Bias and Equity-Minded Online Teaching Practices
These insightful webinars provide context and helpful tips for addressing online classroom microaggressions, and encouraging an equity designed, healthy learning and teaching environment.
Creating Inclusive College Classrooms
Web Resources
The following links are resources created by faculty at other schools that may provide helpful insights and tips for developing an inclusive pedagogy style.
Inclusive Teaching Strategies
The following links are resources created by faculty at other schools that may provide helpful insights and tips for developing an inclusive pedagogy style.
from Sharon M. Ravitch.
This resource provides a framework of five interconnected research-based principles that can guide instructional choices across all domains of teaching (including content selection and delivery, interactions among and between students and instructor, and assessment) in order to support inclusive teaching environments.
Difficult Dialogues
The following links are resources created by faculty at other schools that may provide helpful insights and tips for to prepare for difficult and/or sensitive conversations with students in the classroom.
Explains different tools and strategies an instructor may use in the event of difficult dialogues in the classroom
This Harvard Business article provides helpful insights into challenging "invisible logics", improving racial literacy, and developing a plan for elevated tensions.Self-Guided DEI Learning Resource
The University of Colorado offers a plethora of information available for use by all faculty and staff. Review at your own pace.
NOTE: Disregard the 'Make a Report' button on these pages as they are for University of Colorado students, personnel and visitors only.
Other Resources
The following links are resources to research at other schools that may provide helpful insights and tips for developing an inclusive pedagogy style.
NEW: Royal Read and Ignatian Values in Action Teaching Guide Compiled: The Fire This Time
“The Fire This Time: Racial Justice, Catholic Social Teaching, and the Promise of Jesuit Education in the Age of Black Lives Matter” by Dr. Yohuru Williams. In the 2021 lecture, Dr. Williams explored the struggle for Black equality through the lens of Catholic Social Teaching with a special emphasis on Ignatian Values and the principles of Jesuit Education. this teaching guide was complied by Dr. Teresa Grettano, associate professor in English and Theater and director of First Year Seminar.
This series of short, intuitive videos is backed by extensive research showing the effect of implicit bias in decision making, and offers helpful solutions to eliminate bias and its impact. We recommend using Firefox or Chrome to load the videos.