DEIA

Diversity, Equity, Inclusion, and Access are not new concepts to me. I’m fortunate to have been raised by a family and community that embraced kindness and compassion. These attitudes were instilled in me as a child and have been reinforced at every stage of my life since. My college years were filled with friends, professors, and role models of multiple backgrounds. Over my 26 years of professional practice, I have recruited, managed, and mentored staff with different interests, experiences, and perspectives. And I’ve deliberately steered my client base towards organizations that embrace diversity and align with my values. Some of these include the National Museum of the American Indian, Human Rights Campaign, National Museum of African American History and Culture, UNCF (United Negro College Fund), Communities in Schools, National Art and Humanities Youth Project, Wolf Trap Foundation for the Performing Arts, and the Public Welfare Foundation.

Now that I’m in academia, a wholly inclusive, welcoming, and safe learning environment for all starts at my classroom door. Students and colleagues alike know I won’t stand for anything less.

Diversity

I fully embrace a classroom of differences to include race, gender and gender identity, religion, sexual orientation, ethnicity, nationality, socioeconomic status, language, (dis)ability, age, religious affiliation, and political perspective. My own experiences as a gay man have made me acutely aware of how important it is to welcome all and to listen to and value their stories, whatever they may be. We all are unique – shaped by a myriad of circumstances, abilities, and beliefs. When we fully embrace that reality, we all are richer for it.

Equity

We don’t live in a one-size-fits-all society. Nor does one course or curriculum fit everyone. We each have our own histories that have shaped us into the unique individuals we are today. We must acknowledge that such life experiences have given certain individuals advantages — privileges — that others have never known. Whether stemming from systemic or purposeful bias, such inequities must be acknowledged, then addressed. Resources and recourses available to some must be available to all. Otherwise, all of society loses. We may all know this theoretically; I check myself daily to assure equity is the norm in my actions and interactions, both on and off campus.

Inclusion

Every student must feel worthy and respected. I seek to create a welcoming, inviting space where all are comfortable to fully participate. My design courses are heavily critique-based, and I strongly encourage everyone to contribute and speak up. Along with presenting their own work to the entire class, I strategically mix up the class into smaller, diverse work groups to encourage interaction. An open, honest environment where all students share their true feelings and thoughts will only work when there’s a foundation of trust and acceptance. With that, curriculum and life learning thrive.

I consciously develop class projects which encourage collaboration and discussion. I've reexamined my assignments and have made adjustments, e.g., for my AVT313 Editorial Design class, each student gets to redesign a magazine and classic novel of their choice by their favorite author. In the past, I had assigned both the magazine and book of my choice. Now, students can each put their own passions to work more effectively than when I made these choices for them. I’ve found they have more ownership in the end products because their own decisions are respected. Likewise, for my AVT416 class, each creates a PSA campaign promoting a cause or topic they are passionate about. Subject matter and context are adaptable; learning outcomes are not.

A past student in my AVT180 class, pulled me aside to ask if they could put an image of their hormone therapy vial into their self-portrait collage. I said YES, of course. The student was thrilled, and that simple yes changed their attitude for the entire semester.

Access

The benefits of ownership and pride in one’s decisions, abilities, and results must be accessible to all. For those who are differently-abled, we must make accommodations to ensure equal access. In a recent class of mine, a student was hearing impaired. A sign language interpreter was engaged to assist in the class so that the student had full access to what I was saying. The student also preferred the non-binary pronouns they/them/their. Neither accommodation was difficult to make, as I work to create environments where students feel comfortable sharing their differences. What’s important is that they don’t feel stigmatized in any way. When properly addressed, such differences do not create barriers to learning or access to content. Instead, they enrich the educational environment by opening others’ eyes.

Mason students juggle many responsibilities on and away from campus. I try to be as flexible as possible with their challenges. Empathy and compassion go a long way in the classroom.

As a proud member of the George Mason community, I’ve pledged to advance the commitment to diversity outlined by the University and the School of Art. I will continue to conduct my classes in ways that foster not just tolerance for others, but a full embrace of what makes each and every one of us valued and respected members of the Mason community. Only then can we truly take pride in the growth that learning brings … to teachers and students alike.