Welcome to the screen reader for the simulation Cultivating Inclusive Communities, which will help you learn how to effectively engage across differences with integrity and empathy, effectively fostering an inclusive campus community that embraces diversity.
Pic 0: A title screen appears before transitioning to a scene in which three people sit around a table. One is a young Latina woman, the next is an older Black woman, and the last one is an older white man who has a wheelchair.
Frank: Hi, I’m Dr. Frank Lavin, he/him, Associate Dean of Clinical Sciences.
Amira: And I’m Dr. Amira Heller, she/her, and I’m the Director of Student Equity and Inclusion.
Eve: I’m Eve Sanchez, she/them. I’m a senior studying Health Sciences.
Frank: We’re here today as members of a committee at our school that focuses on diversity, equity, and inclusion, also known as DEI.
Amira: There’s two different ways I explain what we mean by DEI. While no metaphor is perfect, there’s a garden metaphor I like to use, and a practical application.
Pic 1: The screen changes to a title screen that reads “Metaphor” before changing to an image of three plants, a fruit tree, a vegetable plant, and a flower. A brace symbol appears with the word “Diversity” next to it.
Amira: Imagine a garden full of fruits, vegetables and flowers.
Pic 2: An image of a sun with rays appears over the fruit tree, an image of a window with shade appears over the vegetable plant, and the image of a watering can with water droplets appears above the flower. A brace symbol appears with the word “Equity” next to it.
An untended garden won’t grow well. And what’s more, different plants require different things. Some need shade while others need more sun; and some need more water.
Pic 3: A new row appears between the plants and the images, which has arrows leading from each plant to the respective required condition symbols, with a brace symbol with the word “Inclusion” next to it.
As the gardener we want all the plants to thrive.
Pic 4: The screen changes to a title card that reads “Practical Application” before changing to a screen titled “Diversity” where a series of different colored silhouettes of people appear.
Frank: Our students all have different stories, backgrounds, and identities that shape who they are.
Pic 5: The screen focuses on one figure as the others disappear, and the title at the top changes to “Equity.” Next to the figure on the right appears a symbol of a video with a play button, and a red caution warning symbol appears above the figure’s head.
Let’s focus in on one student. After you played a video, a student shared with you that as someone with ADHD, they struggled to follow it.
Pic 6: A symbol of a page and the symbol for Closed Captions appears to the left of the figure. The video symbol turns green, and the caution symbol turns into a green checkmark.
Giving them a transcript of the video or turning on captions could help them succeed. Giving different tools based on needs makes sure everyone gets the same learning value.
Pic 7: The screen returns to one with multiple, different-colored figures, with the title “Inclusion.” One by one, green checkmarks appear over each figure’s head.
We want all our students to thrive in our learning community, and to know they’re valued, recognized, and accepted.
Pic 8: The screen changes to a slide with a list of definitions.
Diversity: Differences in identities such as cultures, abilities, ideas, philosophies, backgrounds, and histories.
Equity: Working to ensure everyone gets what they need to have access, resources, opportunities, and room to succeed.
Inclusion: Supporting and embracing diversity in a way that gives everyone an unconditional sense of belonging, a feeling of physical and psychological safety, and knowing they are respected and heard.
Pic 9: The screen returns to Eve, Amira, and Frank at the table.
Frank: We, as faculty and staff, have a leading role in building a connected campus. We have the responsibility to facilitate our students’ sense of belonging, support their mental and emotional well-being, and work to ensure they thrive in our community.
Eve: I’ve seen how specific actions of faculty and staff have helped me and my peers feel like we belong or done the opposite. As students, we see faculty and staff as holding power. We ask you to use this power to work with us to create inclusive and equitable learning environments.