PRACTICE TIERS SELF KSAs

Knowledge:

– Recognizing the context and focus of ARE initiatives:

– Understanding the history of ARE, the different approaches to ARE, and the specific goals of ARE initiatives in higher education

Skills:

 – Being aware of dissonance and discrepancy as opportunities for deeper inquiry into ARE: Being able to identify and reflect on moments of dissonance or discrepancy in ARE work, such as when there is a mismatch between stated goals and actual practices, and knowing when to be deliberate and intentional about acting on ARE efforts (addressing, interruption, and correction), especially regarding implicit bias and microaggressions as structural/ systemic barriers and obstacles:

Actions:

 –  Being able use existing tools to gather data on ARE; take steps to address implicit bias and microaggressions as structural/ systemic barriers and obstacles, even when it is difficult or uncomfortable

Knowledge

– Actively observing and perceiving the ARE  dynamics within the workplace

– Being attentive to instances of implicit bias and microaggressions as structural/ systemic barriers and obstacles

– Understanding the effects of implicit bias and microaggressions as structural/ systemic barriers and obstacles on individuals

Skills 

– Identifying specific challenges or concerns related to ARE

– Recognizing areas requiring improvement within their scope of work

Actions

– Gathering and reviewing available research, data, and frameworks related to ARE

– Gaining a comprehensive understanding of the impact of implicit bias and microaggressions as structural/ systemic barriers and obstacles

Knowledge

– Educating oneself about what ARE looks like at all levels of the university, distinguishing between aspects requiring change and those that don’t within one’s immediate scope of influence

Skills

– Knowing how to use systems, processes, and tools in order to analyze ARE progress of self and others, and identifying where one has the capacity to improve in order to achieve racial equity

Actions

– Maintaining one’s active status as a learner making consistent progress towards achieving racial equity; includes working to counter one’s own  biases and microaggressions in personal/professional interactions and contributions to the educational environment

Knowledge

– Understanding and recognizing own implicit bias related to racial inequities and its influence in current higher education context: Understanding the concept of implicit bias, how it can contribute to racial inequities in higher education, and how it can manifest in one’s own thoughts, feelings, and behaviors in the workplace

Skills

– Scanning for and recognizing potential barriers to ARE; maintaining a learner focus while seeking different perspectives on ARE issues; asking critical questions to foster understanding and promote change within one’s self/unit/department/university/consortium

Actions

– Identifying and understanding the problems or issues related to ARE, including one’s own explicit attention to implicit bias and microaggressions as structural/ systemic barriers and obstacles: works to identify and understand the problems or issues related to ARE, such as the lack of diversity in faculty and staff, the existence of microaggressions, and the lack of support for students of color. It also involves being able to pay explicit attention to one’s own implicit bias and microaggressions as structural/ systemic barriers and obstacles, and to take steps to address them

 – Uses existing tools to gather data on ARE, including own implicit bias and microaggression experience, such as by using surveys, interviews, or focus groups. This data can be used to understand the current state of ARE in HE, as well as the impact of implicit bias and microaggressions as structural/ systemic barriers and obstacles on students, faculty, and staff.

Knowledge

– Developing comprehensive strategies, and implementing policies fostering achieving racial equity, while mitigating own impacts of bias and microaggressions

Skills

– Prioritizing resources and allocating budgets, personnel, and time to initiatives addressing implicit bias and microaggressions as structural/ systemic barriers and obstacles, as a leader supporting staff and instructors in implementing effective practice

Actions

– Establishing mechanisms for evaluating progress, monitoring outcomes, and addressing any personal discrepancies or challenges related to implicit bias and microaggressions as structural/ systemic barriers and obstacles, while fostering a culture of learning and growth.

Knowledge

– Having a strong and concrete understanding of what ARE looks like at all levels of the university and how my personal actions impact ARE; clearly the identifying problems or issues I personally create that compromise ARE effort;  and knowing how I will recognize progress in myself in how I impact ARE efforts

Skills

– Continuously examine the data for evidence of what I am doing that is or is not working towards advancing ARE efforts; identifying when I need external expertise. Consistently asking critical questions about ARE and my ARE efforts, such as: Are any of my efforts counterproductive to our goal of achieving racial equity?

Actions

– Ensuring I maintain a learner status and work to make consistent progress towards achieving ARE