Major Initiatives

University Council on Equity, Inclusion and Intercultural Awareness

Annual Report Academic Year 2017-2018

Download the Annual Report as a PDF


Diversity is a core value at Gonzaga University. The values of inclusion, equity, and intercultural awareness deepens and enriches our academic goals for educational excellence in the Jesuit intellectual tradition that animates Catholic social teaching. Gonzaga University aspires to create and sustain an inclusive learning, living and working environment that invites our students, staff, and faculty to learn and grow from one another’s cultural experiences. Our learning community recognizes the challenges and opportunities inherent in the complexity of similarities and differences among individuals or between groups that encompass, but are not limited to race, color, ethnicity, national origin, gender identity and expression, sex, age, religious belief, language, sexual orientation, political ideology, veteran status, and physical and mental ability. In order to optimize these challenges and opportunities as strategic pathways for systemic improvement we must be intentional, communicative and accountable. The following report represents an annual review of the Council on Equity, Inclusion and Intercultural Awareness work addressing the areas of advocacy, accomplishments and recommendations.

In accordance with the Council’s By-Laws as stipulated under Article VI: Frequency of Meetings and Procedural Protocols, Section 4, the Council shall issue an annual progress report. At the end of academic year 2017-2018, the Council Co-Chairs collected annual reports from each committee summarizing their advocacy issues, accomplishments and recommendations into this report. This is an executive summary of the 2017-2018 Annual Progress Report for the Council on Equity, Inclusion and Intercultural Awareness and is organized in two parts: (1) Council Advocacy and Accomplishments and (2) Summary of Recommendations. For additional information, following the main body of this report, each full committee report is provided in the Addendum.

2017-2018 Academic Year Council Membership

  • Laurie Arnold
  • Carla Bonilla
  • Rajah Bose
  • Amanda Braley
  • Kari Elgee-Sanders
  • Joan Iva Fawcett
  • Kem Gambrell
  • Jason Gilmer
  • Heather Gores
  • Tianna Helm
  • Jose Hernandez
  • Sean Joy
  • Carlo Juntilla
  • Joe Kinsella
  • Ron Large
  • Molly Pepper
  • Stephanie Plowman
  • Chris Purviance
  • Lacy Reyes
  • Raymond Reyes
  • Rickel Karen
  • Daniel Rosales
  • Janeen Steer
  • Michael Tanaka
  • Julie Tibbs
  • Jane Tiedt
  • Analuz Torres
  • Marvin Tut
  • Jason Varnado
  • Linda Wilson
  • Hikaru Yamaguchi
  • Yanping Zhang

2017-2018 Academic Year Council Collaborative Partners

  • Abbie Altamirano
  • Trish Alvaro
  • Jeffrey Brogan
  • Loren Carrillo
  • Rafael Castellanos-Welch
  • Amarani Chavez
  • August Corppetts
  • Jordan Cotton
  • Monica Elenes
  • Victoria Elleby
  • Ronnie Estoque
  • Salvador Gutierrez
  • Jaylun Hutchison
  • Simeon Menso
  • Ricardo Ortega
  • Gutierrez Salvador
  • Athena Sok
  • Nhan Ta
  • Lashantay Walls
  • Zaria Winkfield
  • Jaden Zwick

2016-2017 Academic Year Council Co-Chairs

  • Christine Purviance, Assistant Director Equity and Inclusion, Human Resources
  • Raymond Reyes, Associate Provost & Chief Diversity Officer

Student Involvement

The Council membership consists of approximately one-third undergraduate and graduate student members. After a Students of Concern group actively engaged with campus leadership over the summer of 2017, they were referred to the Council of Equity, Inclusion and Intercultural Awareness. This group of

students became active and engaged with the Council as “Collaborative Partners,” throughout the 2017-2018 academic year, participating in monthly Council meetings and joining the standing committees and working groups. The Council finished its’ school year work by convening a consultation meeting with key student leaders from this group to assure ongoing student engagement and activism for next year. A perceived outcome from this Council consultation resulted in several returning students expressing an interest to continue working on institutional diversity issues in collaboration with the Council for AY 2018-2019.

Strategic Planning, Evaluation & Accountability Committee

The Strategic Planning, Evaluation, & Accountability Committee dedicated the 2017-2018 academic year to selecting and adopting an institutional diversity planning and assessment model, to more effectively inform the work of the Council for Equity, Inclusion, & Intercultural Awareness (EIIA) with a greater level of institutional accountability. As a result of this year-long evaluation and testing, the committee brought the following two recommendations to the Council EIIA for review and approval. These recommendations were approved and adopted by the Council EIIA and are ready to move to the next phase of customization and finalization before moving to the President and Cabinet.

Recommendation 1: To strategically guide the Council’s work, formally adopt and customize the New England Resource Center for Higher Education (NERCHE) Self–Assessment Rubric for the Institutionalization of Diversity, Equity and Inclusion in Higher Education developed by the College of Education and Human Development at the University of Massachusetts Boston.

  • The Council adopted this model as a framework for planning and assessment of diversity and inclusion work at GU. The next steps will include evaluating the structure of the Council against this model and customizing the model for the Gonzaga University context, strategies and priorities.
  • Once the NERCHE model has undergone the necessary editing in adaptive alignment to the university’s culture and way of proceeding, the Strategic Planning Committee will offer an orientation to the full Council for a clearer and consensus understanding of how we will operationalize the planning and assessment of institutional diversity work for the university community.

Recommendation 2: Create and adopt a common language with key terms for the Gonzaga community to cultivate a culture of healthy dialogue across human difference and improve intercultural communication. The Strategic Planning Committee identified, critically reviewed and defined the following key terms – diversity, inclusion, equity, and cultural fluency. Once reviewed, revised if necessary, and adopted by the Council, these key terms foundational for creating a common vocabulary for diversity will be finalized in a series of consultations with key campus stakeholders and constituency groups such as the Staff Assembly, Faculty Senate, GSBA, and Cabinet, for university-wide adoption and use within the community’s patterns of communication and discourse. See addendum for drafted definitions.

Campus Climate Committee

The Campus Climate Committee worked with Rankin & Associates and the President through the early fall semester to prepare for a series of presentations to various constituency groups designed to offer the entire university community an overview of the survey findings, conclusions and recommendations. These sessions were conducted on October 17-18, 2018 and the results were posted on the Gonzaga campus climate committee website for internal community members. Rankin & Associates provided survey debrief presentations to the campus climate committee, the President’s Cabinet and Council of Academic Deans, and two open community forums. After these initial community briefings, the committee organized and convened numerous consultation “listening” sessions to invite students, staff and faculty to offer their interpretative analysis and “meaning making” of the survey data as a step toward transforming the survey data results into recommendations for next action steps with accountability measures. These facilitated focus groups and discussion sessions were conducted from late October 23, 2017 to January 12, 2018.

From February 2018 through May 2018, the committee translated the feedback from the community consultation sessions into a list of recommendations. It is noteworthy to point out that throughout this process, the committee continued to engage in several open Q & A discussions and presentations with students, staff, faculty, and senior leadership for additional input and further refinement of the recommendations.

This full committee report delineates the final list of recommended action steps into two categories:

  1. Recommendations approved by the Council to move forward to the President and Cabinet for review and consideration that may require the adoption of new policies, procedures, budget resources and/or other executive leadership authorization for referral to the appropriate department(s) for implementation.
  2. Recommendations not requiring executive-level approval, and/or work that has already been initiated by programs and departments that address issues or needs identified as a result of the campus climate project. These recommendations may continue to need Council advocacy to monitor and assure complete implementation.

For more for information, please refer to the full Campus Climate Committee report that offers more details on the recommendations in the addendum section at the end of this report.

Recruitment & Retention Committee

The Recruitment and Retention Committee focused their work on two areas for the academic year 2017-2018. First, the committee continued to support the approval and implementation of the Fair Chance Hiring initiative that was recommended in the 2016-2017 Council Annual Report. The initiative implementation plan was presented to the President’s Cabinet for final approval in the Spring 2018 Semester with a May 1, 2018 implementation date. The committee members hosted two open information sessions for community members to learn more about this initiative and how the implementation will impact the university’s recruiting and hiring process.

In their second major area of focus, the Recruitment and Retention Committee began researching and critically examining examples on the use of diversity statements and other advertising language for inclusion in all job postings. Several options designed to create a more culturally diverse applicant pool are currently under review, and the committee anticipates putting forward a final proposal during fall semester 2018.

Global Awareness & Connections

The members of this committee evaluated why and how they may re-define their scope of work and its intended purpose. One theme did emerge from the discernment work of this committee, i.e., the need to focus on determining successful measures of best practices either internal or external to the university in the area of global awareness and engagement. A second theme identified by this committee is the need and benefits of recognizing and celebrating successful examples of departments and individuals building global awareness and connections at Gonzaga. For Academic Year 2018-2019, committee work will devote its attention to developing a plan to raise awareness about what is already in practice in this area.

Collaborative Work Groups:


The Bias Incident Assessment & Support (BIAS) Team was formed in the Fall Semester, 2017, with an informal linkage to the Council EIIA as a collaborative partner.

The team consisted of 14 faculty and staff who accepted invitations to participate from Dr. Elisabeth Mermann-Jozwiak, Interim Academic Vice President, and Dr. Judi Biggs Garbuio, Vice President for Student Development with appointments for the 2017-2018 Academic Year with an opportunity to re-commit to serve for the 2018-2019 Academic Year. The BIAS Team is charged with:

  • Supporting individuals and communities impacted by bias incidents and hate crimes
  • Assessing and making recommendations on the impact of bias incidents and hate crimes to Gonzaga’s overall campus climate.

The BIAS Team met bi-monthly during the academic year with one monthly meeting focused on setting group norms, reviewing bias reports, and training. The other meeting was dedicated to committee work with two committees under the BIAS team:

  1. Campus Communication and Education Committee chaired by Joan Iva Fawcett
  2. Bias Incident Policies and Procedures Committee chaired by Matt Lamsma.

The primary project for the Council’s Campus Communication workgroup was developing a BIAS Team website, which will go live during the summer of 2018. The Policies and Procedures team worked on writing guidelines and a response process for submitted bias reports.

In addition to committee work, BIAS Team members responded to numerous reports received, actively supporting students, staff, and faculty, and educating the community on the impact of bias. Finally, the BIAS Team co-chairs met regularly with the co-chairs of the Council on Equity, Inclusion, and Intercultural Awareness and two representatives from the AVP Council of Deans, for consultative guidance on the implementation of BIAS reporting and response protocols in the academic division, and to keep academic leadership aware of the work of the BIAS team. Information related to the committee membership and reports received is included in the full report in the addendum.

Undocumented Community Support Coalition (UCSC)

Since its formation, the UCSC has focused efforts around the development of a contingency plan and the identification of resources for the possible expiration of DACA. In February 2018, the UCSC organized a campus call to action in support of the DREAM Act, creating opportunities for members of the community to contact their senators and congressional representative. The UCSC continues to explore how the Gonzaga community can best support those vulnerable in light of ongoing legal and political uncertainty in our national immigration policies. In collaboration with GSBA, the UCSC is studying the feasibility of establishing an endowed tuition scholarship for undocumented students.


The Communications Work Group was identified as a need early in fall 2017 semester by the Council EIIA to focus on the development of a Council EIIA website, and regular forms of communication from the Council EIIA to the community. A small workgroup of 5-6 staff, faculty, and students, met with a Marketing & Communications representative to first focus on and develop a Council EIIA website. The first draft of the website was ready by March 2018.

In the middle of March 2018, President McCulloh asked for consideration of a broader scope of a University diversity website. Dr. Reyes called together a broader group of individuals with staff from Marketing & Communications to create a new vision, under which the Council EIIA website would reside, as would other diversity related sites already in existence or under development (such as BIAS).

All three websites referenced in this annual report for the University, Council EIIA, and the BIAS team are under final revision with an anticipated launch by the time students and faculty return to campus in August 2018. 


These recommendations are items that members of the Council of Equity, Inclusion and Intercultural Awareness felt were too important to reduce and/or consolidate. Therefore, the Council elected to include the entire list of recommendations in this annual report as well as advocate for the implementation of the action steps articulated in the recommendations. The Council is suggesting approximate timeframes, which will need to be affirmed or modified by the department or program, charged with the responsibility to implement the recommendation. Additional items that were on the recommendations list from this body of work, but have already moved into the action stages are in the full Campus Climate Committee report in the addendums.

  1. Recommend mandatory workforce development in intercultural communication skill development. There is an identified need for mandatory, comprehensive intercultural competency development opportunities for the entire GU workforce (staff and faculty). During fall 2018, the Council EIIA, in collaborative consultation with HR, CTA, and DICE, will research & recommend existing training programs to bring to campus with pilot testing workshops in spring 2019. By June 2019, select a program to bring to campus and work toward full implementation in 2019-2020. Responsible service provider and collaborators: HR, DICE, CTA, Institute for Hate Studies.
  2. Recommend an expansion of employee appreciation/recognition in the area of inclusion & equity. Highlight and further develop staff & faculty appreciation efforts (Staff Kudos, Faculty Recognition, Innovation Awards, divisional and departmental recognition) by March 2019. An important first step will be to identify existing recognition award programs (e.g. title, purpose, sponsoring program, department, or division, intended constituency group, application/nomination process, monetary honorarium, etc.). The Council recommends the Campus Climate Committee consult with Staff Assembly, Faculty Senate, division and departmental leaders in early fall 2018 to create a list of prospective recognition programs.
  3. Recommend establishing a comprehensive, inter-dependent system that links three primary change drivers for inclusive excellence in the workforce: professional development; performance evaluation that includes practices addressing inclusion, equity and intercultural fluency, and reappointment, tenure, rank and promotion for faculty; and promotion and recognition of exemplary accomplishments for staff. This recommendation involves changing existing processes like course evaluations, RPT factors, and staff evaluations by fall 2019. Beyond defined consideration of equity issues in these processes, training will be required. Implementing such a recommendation and sustaining the commitment to inclusive performance evaluation systems will also require a leadership mandate that staff performance reviews and post-tenure faculty reviews are completed on currently defined timeframes. Potential responsible entities: HR; Provost and Deans; University, Schools & College committees on RPT.
  4. Recommend the development and availability of a disciplined-based diversity related theme Core Freshman Seminar. Identify departments and/or academic programs and faculty to pilot equity, inclusion, and/or intercultural awareness based first-year seminars integrated into their discipline and/or from an interdisciplinary perspective. The footsteps to implementing this recommendation reside in moving a proposal through the Core Curriculum Committee review and approval process. Need to identify faculty/discipline interested for pilots. After pilots in 2019-2020, adapt and evaluate diversity-inclusive first-year seminars for implementation in each undergraduate school / college within the following two years. Potential authority entities: First Year Seminar Core Curriculum Committee, Academic Council.
  5. Recommend adopting an anti-bullying university policy. Develop an anti-bullying policy for the University during 2018-2019 academic year through PCAC process, applicable to faculty, staff and students. Once approved, move through awareness campaign in the 2019-2020 academic year. Enforced through OCS, HR, and faculty processes. Potential co-sponsors: Provost and Vice President of Administration. Potential Responsible Entities and Collaborators: HR and Council of Deans.
  6. Recommend encouraging advisor registration meetings be utilized to assess a student’s sense of belonging, campus-based involvement and/or experience of inclusion on campus, and overall well-being. Guided questions will need to be developed and provided, as well as a way to connect students to existing processes. Recommended responsible entities and subject matter experts: CTA, faculty and representatives from key student development offices. Development in 2018-2019 with implementation in fall 2019.
  7. Recommend all course syllabi have a brief informational item regarding the BIAS Team contact information and link to submit a Bias incident report. Faculty inclusion of information on BIAS reporting system to students to increase awareness of reporting and support. Training and language provided by BIAS team. Create workgroup consisting of faculty and the BIAS Team to recommend a variety of communication options to faculty, who will then work through Faculty Senate, faculty conferences, Provost communications, CTA, etc.
  8. Recommend that DICE (UMEC & LGBTQ+ Centers) is included in all Admissions Tours & New Employee Experience Tours by October 2018. What we invest time in demonstrates what we value on these tours. This is an early opportunity for potential students and new employees to physically see and hear that we value diversity and inclusion. Identified Authority Entities: Admissions; HR.
  9. Recommend systemic communication and consultation between students and Academic Deans. Create a process for regular communication between Deans and students to share concerns and engage in consultative conversations. Recommend a discussion with the Provost Council of Deans with Council EIIA representative involvement to identify various pathways for this engagement by February 2019.
  10. Several other action themes resulting from the campus climate process will likely take two or more years to critically evaluate feasibility, develop a way of proceeding, and an implementation plan with evaluation elements and any budget implications. The Council recommends consideration of the following items by responsible campus entities with authority and responsibility for the applicable area and any evaluation and/or development of the recommendation:
    1. Develop student learning outcome-based criteria to evaluate all diversity-related courses under the Social Justice and Global Studies designations for the university core curriculum to suggest revisions to the course offering listing. Responsible Entities: University Core Directory and Core Curriculum Committees in consultation with the Council EIIA.
    2. Develop and implement social justice and inclusivity requirements into the promotion and tenure process for faculty. The Council recognizes this does have faculty handbook implications.
    3. Research campus safe ride programs for students beyond the current rides given by CSPS. Evaluate for program expansion at Gonzaga.
    4. Conduct revisions to student course evaluations to include questions on how the course and/or professor creates and manages an inclusive environment and practices culturally inclusive teaching.

All recommendations were approved by Council for referral to the President and Cabinet for consideration.

Recommendation 1

Revise the student course evaluation form. Have several questions that will help the Provost and university assess if faculty are practicing inclusive teaching or contextualizing academic content with intercultural, equity or inclusive social justice themes. If we value the integration of intercultural communication skill development and the Jesuit Charism pertaining to the intercultural encounter into the student classroom experience, then we need to determine ways to evaluate faculty in this area of our university mission. The student evaluation form offers an opportunity to begin a conversation regarding the student course evaluations.

Recommendation 2

Work with CTA on organizing a Stop the Hate Training as well as other workshops. One of our team members attended this training for staff and it was a great resource. Stop the Hate training would offer faculty a chance to develop pedagogical skills in this area.

Recommendation 3

Recommend the Faculty Senate President consider introducing the Stop the Hate training program at “Spring 2019” Faculty Conference. Have CTA make announcements regarding all of their related trainings during the faculty conference so faculty can schedule around these opportunities.

Recommendation 4

It is recommended that the Faculty Handbook have evaluative criteria addressing instructional performance related to inclusive instruction and equity education as part of the university discernment for the Reappointment, Promotion, and Tenure process.


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502 E. Boone
Spokane, WA 99258
(509) 313-5858