Artifacts are to be submitted as part of the Capstone Delivery Portfolio at 6-month, 1-year, and 3-year marks, to demonstrate your progression and identify areas of development. Below are artifact exemplars for staff, instructional staff and managers/leaders.
Below are examples, and the specific artifacts that you submit will depend on your professional tier, individual interests, goals, and college strategic plan.
- Self-Assessment Narrative and Survey: Reflection on ARE awareness, understanding of racial equity, identification of implicit bias and microaggressions
- Tool Utilization: Documentation of tools used to gather data on ARE, highlighting identified barriers
- Scrutinizing Data: Documentation of qualitative and quantitative data analyses related to the impacts of implicit bias and microaggressions in a specific area of higher education
- Being Open to New Learning: A reflective journal highlighting personal growth, newfound insights, and areas for improvement while addressing the impacts of implicit bias and microaggressions.
- Transformational Initiatives: Implementation plan and documentation of comprehensive strategies designed to mitigate implicit bias and microaggressions at both individual and institutional levels
- Guiding Others: Artifacts showcasing mentorship and guidance provided to peers, evidenced by their enhanced understanding and application of ARE principles
- Advocacy and Leadership: Documentation of active leadership in initiating systemic changes within the institution, promoting equitable policies, and advocating for a racially inclusive environment.
- Recognizing the Context and Focus of ARE Initiatives: A brief report or presentation highlighting an overview of ongoing ARE initiatives within the institution, including their goals and intended impact
- Noticing and Understanding the Reality and Impact of Achieving Racial Equity: A reflective essay discussing the personal realization of the importance of racial equity in higher education and its potential impact on students, faculty, and the institution as a whole
- Knowing When to be Deliberate and Intentional: Documentation of incorporating specific strategies into teaching practices that intentionally address implicit bias and promote inclusivity in the classroom environment
- Seeking Different Perspectives: A summary of a collaborative discussion or workshop organized to gather diverse perspectives on addressing racial equity and reducing microaggressions within the academic setting
- Using Existing Tools to Gather Data: A report summarizing findings from using tools or surveys to gather data on awareness and understanding of ARE issues among students and colleagues
- Survey and Self-Assessment Narrative: Self- reflection on ARE impacts, use of research evidence, frameworks for analysis, and insights into addressing bias and microaggressions
- Action Plan: Comprehensive plan outlining strategies to address impacts of bias and microaggressions in teaching and interactions with students
- Equity-Infused Curriculum Design: Development and documentation of a curriculum that integrates racial equity principles into course content, assignments, and assessment methods, fostering an inclusive learning experience
- Faculty Collaboration and Mentorship: Artifacts demonstrating collaborative efforts with peers to share best practices for addressing racial equity and providing mentorship to junior colleagues in implementing inclusive teaching strategies
- Impactful Institutional Contributions: Documentation of initiatives led within the institution that contribute to a more racially inclusive environment, such as workshops, seminars, or policy advocacy
- Ongoing Research and Scholarship: Publication or presentation of research findings related to racial equity and its impact on instructional practices, contributing to the academic discourse in the field
- Taking Stock of Current Knowledge and Understanding: A self-assessment report detailing the leader/manager’s current understanding of ARE, areas of growth, and a plan for further professional development
- Scanning for and Recognizing Potential Barriers: A summary of a team discussion identifying potential barriers to implementing ARE initiatives within the department or organization
- Maintaining a Learner Focus and Being Open to New Information: Documentation of attending a seminar, workshop, or training related to ARE and implicit bias, accompanied by a reflection on the gained insights
- Identifying and Understanding Problems or Issues: An analysis of a specific challenge related to ARE, such as recognizing and addressing microaggressions in student interactions, along with proposed strategies for improvement
- Recognizing the Need to Take a Closer Look: A memo or communication to higher leadership advocating for a more in-depth exploration of ARE issues within the institution and suggesting potential steps forward
- Assessing Capability and Capacity: A report assessing the organization’s capability and capacity to address racial trauma, systemic barriers, and inequities, with recommendations for needed resources or external expertise
- Reflecting on Necessary Steps: An implementation strategy document outlining the steps taken, challenges faced, and lessons learned while addressing implicit bias and microaggressions at a systemic level within the institution
- Self-Assessment and Survey: Comprehensive self- assessment showcasing advanced ARE understanding and expertise in addressing systemic barriers
- Training Initiatives: Documentation of “Train the Trainer” sessions to spread ARE initiatives, including agendas and participant feedback
- Cultural Change Evidence: Proof of initiated cultural changes, such as policy revisions or resource reallocation, aimed at a more inclusive workplace
- Advocacy: Artifacts demonstrating advocacy for ARE, like presentations, workshops, or articles on racial trauma, equity, and inclusivity