This framework for advancing diversity, equity, and inclusion (DEI) outlines the program’s commitment to the development and maintenance of a multiculturally enriched, just, and inclusive learning environment. The framework also signals our commitment to enhancing multicultural competencies in our faculty and students in personal and professional spaces including clinical practice. 

This ever-evolving document will be central to the transformative change we all seek as a counselor education program. We are committed to working collaboratively with all of The Family Institute at Northwestern University counseling department stakeholders to advance this framework and related initiatives to create a more diverse, equitable, and inclusive program, discipline, and society.

Mission: In the counseling program, dignity, respect, inclusion, veracity, and equity are the core of who we are. We are unwaveringly committed to those values in all components of this program. Our central mission is rooted in these values. We believe having an inclusive perspective aids in the bettering of an ever-changing diverse community and world. 

Vision:  Advance DEI via the adoption of  (1) the Shared Equity Leadership model, (2) the Northwestern University Inclusive Teaching Practices, and (3) the American Counseling Association Multicultural Counseling Competencies as we seek to honor the diverse identities of our counseling students and the community.

PART 1: SHARED EQUITY LEADERSHIP MODEL (SEL)

We adopt the Kezar et al. (2021) Shared Equity Leadership model detailed throughout this section, as we strive to: 

• Move beyond narrow efforts, addressing discrete policies and practices that may be disjointed and marginal, and instead move towards interconnected and widespread initiatives (p. 2). 
• Promote equity-mindedness – conceptualized as being evidence-based, race-conscious, institutionally focused, systematically aware, and equity advancing (Dowd & Bensiom, 2015 as cited by Kezar et al., 2021, p. 2) – as we work to promote awareness and understanding of inequities, dismantle discriminatory policies, and create institutional changes that promote more just and equitable outcomes for students.
• Pay attention to patterns of inequity in student outcomes by different social identities like race, class, gender and gender identity, sexual orientation, ability, religion, and the systemic, historical, and political nature of such inequities. 
• And include multiple stakeholders – administrators at all levels, faculty, staff, and students – in agenda-setting and decision making (p. 2).

In accordance with the Kezar et al. (2021) Shared Equity Leadership Model, our counseling departmental team will (A) each individually examine their own personal journey and commitment to DEI, (B) collectively identify shared team values related to DEI, and (C) enact equitable and inclusive practices. The essential elements of these 3 key components (See Figure 1) of the SEL model are further highlighted below.

PART 2: NORTHWESTERN PRINCIPLES OF INCLUSIVE TEACHING 

We adopt the Northwestern Principles of Inclusive Teaching (Northwestern University Office of the Provost, 2021) detailed below, as we strive to:

• adopt inclusive pedagogies – strategies that invite more people into the learning experience in an accessible and respectful way (p. 5). 
• recognize inclusive teaching requires continuous learning and adaptation on the part of the instructor (p. 5). 

1. We consider our own and our students’ social identities and their implications for learning. Our educators: 
   1. 1. engage in work around their personal racial, ethnic, and multicultural identity development
      2. reflect on how their identities impact their teaching (p. 7).
2. We establish and communicate clear course standards and expectations. Our educators: 
   1. 1. reflect critically on what we want our students to be able to do, know, and value by the end of the course and we explain why this matters.
      2. examine the syllabus for what may be getting communicated to students.
      3. avoid assumptions about students’ prior understanding, in terms of both foundational knowledge and tasks.
      4. create communal guidelines on the first day of class.
      5. communicate expectations about what it means to participate in discussion, whether in small or large groups or in face-to-face or online environments.
      6. clarify assessment criteria.
      7. communicate a balance of rigor and empathy in both words and actions— as we hold our students to high but achievable standards (p. 9).
3. We offer varied ways for students to demonstrate their learning and knowledge. Our educators utilize asset-based pedagogy and promote motivation to learn by:
   1. 1. helping students reflect on what they bring to a task
      2. providing students with autonomy and choice
      3. offering students ways to develop competence and self-efficacy.
      4. offering alternative assessments that allow our students to relate more clearly to the context.
      5. providing multiple opportunities and choices for informal expression.
      6. ensuring varied means of expression are accessible and equitably affirmed and highlighted (p. 11).
4. We communicate sources of support for learning by reducing the barrier of students’ having to request information about academic support. Instead, our educators:
   1. 1. learn about academic support and resources
      2. identify and make connections with course-and-discipline-relevant resources
      3. include a statement in the course syllabus about external sources of academic support
      4. emphasize the purpose and importance of office hours
      5. direct students to campus resources for support
      6. incorporate resources in course assessments or activities
      7. invite representatives from campus resources to the classroom (p. 13).
5. We Cultivate a welcoming and inclusive course climate. Our educators:
   1. 1. become aware of any biases or stereotypes they may unconsciously hold and treat each student as an individual.
      2. are attentive to terminology and model inclusive language, behavior, and attitudes.
      3. convey the same level of confidence in the abilities of all their students and are mindful of low-ability cues.
      4. structure opportunities for collaboration and interaction with peers.
      5. facilitate and encourage group dialogue.
      6. turn discord and tension into a learning opportunity.
      7. avoid microaggressions.
      8. intervene when microaggressions arise.
      9. examine course content while crafting an inclusive curriculum (p. 15).
6. We consider diverse teaching and learning frameworks and methods. We consider a host of flexible, research-informed frameworks and methods (p. 19).
7. We assess our inclusive teaching. We assess, or self-evaluate, our inclusive teaching practices and pedagogical choices as well as solicit perspectives from students and others, such as faculty colleagues and learning and teaching center experts. Our educators:
   1. 1. reflect on their own experiences as a learner and as a teacher.
      2. reflect on their inclusive teaching strategies.
      3. seek student feedback in a variety of forms beyond end-of-term student evaluations.
      4. solicit feedback from peers.
      5. solicit feedback from external evaluators (p. 23).
8. We stay current with inclusive teaching literature and strategies. Our educators: 
   1. 1. read inclusive, cross-discipline pedagogy literature
      2. read literature that specifically addresses teaching in their field.
      3. encourage department discussion by bringing in a speaker on developing pedagogies of inclusivity in our field
      4. familiarize themselves with the works cited in the Northwestern University inclusive teaching practices guide (p. 25).

PART 3: ACA MULTICULTURAL COUNSELING COMPETENCIES 

We adopt the American Counseling Association (ACA) Multicultural Counseling Competencies detailed below, as we strive to:

• align our DEI efforts with those of the ACA, which seeks to have its members
  • recognize the existence of differences in our society and adhere to the work of a cross-cultural approach in their desire to maintain the well-being, dignity, potential, and uniqueness of each individual (Multicultural Counseling Association, 2021).

ACA Multicultural Counseling Competencies

1. Competencies for Counseling LGBQIQA Clients – The Association for Lesbian, Gay, Bisexual, and Transgender Issues in Counseling (ALGBTIC) provide competencies for working with Lesbian, Gay, Bisexual, Queer, Intersex, Questioning and Ally (LGBQIQA) individuals, groups, and communities and a framework for creating safe, supportive, and caring relationships.  ALGBTIC Competencies LGBQIQA clients
2. Competencies for Counseling Transgender Clients – The Association for Lesbian, Gay, Bisexual, and Transgender Issues in Counseling (ALGBTIC) suggest competencies for use in counseling with transgender clients that complement established health care standards and establish best practices in the counseling field with transgender clients. ALGBTIC Competencies Counseling Transgender Clients
3. Disability Related Counseling Competencies – The American Rehabilitation Counseling Association (ARCA) provides competencies to serve as a resource of best practices and to encourage counselors to better understand and assist persons with disabilities in recognition of disability as a part of personal identity and cultural diversity. ARCA Disability Related Counseling Competencies
4. Competencies for Addressing Spiritual and Religious Issues in Counseling – The competencies for addressing spiritual and religious issues in counseling are guidelines that complement the values and standards espoused in the ACA Code of Ethics with the purpose to “recognize diversity and embrace a cross-cultural approach in support of the worth, dignity, potential, and uniqueness of people within their social and cultural contexts” (ACA Code of Ethics, 2005, p. 3). Competencies for Addressing Spiritual and Religious Issues in Counseling
5. Competencies for Counseling the Multiracial Population – The Multiracial/Ethnic Counseling Concerns Interest Network of the American Counseling Association developed competencies to promote the development of sound professional counseling practices to competently and effectively attend to the diverse needs of the multiple heritage population. Competencies for Counseling the Multiracial Population
6. Exemplary Practices for Military Populations – The Exemplary Practices for Military Populations are intended to serve as a resource and to provide a set of guidelines that represent military considerations through the lens of a counselor professional identity: a strength-based philosophy grounded in principles of empowerment, wellness, prevention, and development. Exemplary Practices for Military Populations
7. Multicultural and Social Justice Counseling Competencies – The Multicultural and Social Justice Counseling Competencies offer counselors a framework to implement multicultural and social justice competencies into counseling theories, practices, and research. The intersection of identities and the dynamics of power, privilege, and oppression that influence the counseling relationship are highlighted. Multicultural and Social Justice Counseling Competencies
8. Multicultural Career Counseling Competencies – The purpose of the Multicultural Career Counseling and Development Competencies is to ensure that all individuals practicing in, or training for practice in, the career counseling and development field are aware of the expectation that we, as professionals, will practice in ways that promote the career development and functioning of individuals of all backgrounds. Multicultural Career Counseling Competencies

References

American Counseling Association. (2022). Competencies. https://www.counseling.org/knowledge-center/competencies

Kezar, A.,  Holcombe, E.,  Vigil, D., & Dizon, JPM. (2021). Shared equity leadership: Making equity everyone’s work [Report]. Washington, DC: American Council on Education; Los Angeles: University of Southern California, Pullias Center for Higher Education. https://www.acenet.edu/Documents/Shared-Equity-Leadership-Work.pdf

Northwestern University Office of the Provost. (2021). Northwestern principles of inclusive teaching. https://www.northwestern.edu/searle/docs/inclusive-teaching.pdf

Appendix A

Focus Areas and Strategic Collaborations

FOCUS AREAS (or original 6 POINT FRAMEWORK):

1. Openness to personal and professional transformation around DEI values
2. Equitable & inclusive hiring
3. Fostering an equitable & inclusive Community
4. Multi-culturally competent curriculum
5. Assessment & Accountability
6. Strategic collaborations for advancement of DEI values

• Northwestern University “Diverse Candidates Slate” Policy (June 14, 2021):

1. Commitment to increase diversity in the Northwestern community
2. Commitment to hiring, advancing, and supporting staff from marginalized communities
3. Commitment to expanding diversity training and anti-racism programs and curricula for all faculty, staff, and students
4. Commitment to expediting the renovation The Black House, a critical space for black students on the Evanston campus
5. Commitment to a national search for the hiring of the next Chief Diversity Officer with student representation on the committee
6. Commitment to reviewing the operations of Northwestern’s police department to ensure that all students, faculty, and staff are safe and protected
7. Commitment to reviewing overall approach to community safety
8. Commitment to revisiting the work of past task forces and student social-justice activities to assess past recommendations that have not yet been realized.
9. Commitment to allocating $1.5 million for Fiscal Year 2020-2021 toward advancing social justice and racial equity in Evanston and Chicago
10. Commitment to building on existing social reform and advocacy work

• Northwestern University “Inclusive Teaching” Policy (July 2021):

1. Consider you and your students’ social identities and positionalities
2. Establish and communicate clear course standards and expectations
3. Offer multiple ways for students to demonstrate their learning and knowledge
4. Communicate sources of support for learning
5. Cultivate a welcoming and inclusive course climate (learning environment)
6. Consider diverse teaching and learning frameworks and methods
7. Assess your inclusive teaching
8. Stay current with inclusive teaching literature and strategies

• The Graduate School
  • Specific to student achievement, we are required to participate in an annual program review with TGS dean and other administrative leaders to assess the functioning of program components in each site.  We welcome these opportunities for accountability. The TGS review requires us to provide and/or track data on BIPOC and vulnerable student retention, support, and advancement.

• The Family Institute 
  • TFI has uniquely supported recruitment and selection of historically underrepresented students in both sites by providing scholarship opportunities for students. The Harris scholarship is an opportunity available for 50% tuition support for BIPOC students. TFI is also the chief sponsor of BIPOC and needs-based scholarships for students online.
  • In 2020, TFI entered a 5-year partnership with Single Story, Inc., a diversity integration consulting firm.  TFI and Single Story are working together to build skill sets and resources for both the organization and its individual employees.  One initiative that began in 2020 in which our faculty are integrally involved is the Seeking Educational Equity & Diversity (SEED) Program, a nine-month series of diversity seminars that meet monthly. TFI has mandated that all staff and faculty participate in SEED.  SEED offers faculty and staff in both sites the opportunity to revisit experiences around gender, ethnicity, race, class, religion, and sexual identity that have influenced their perspectives. SEED is designed to help faculty and staff to become aware of other views on a personal, institutional, and societal level. The hope is that SEED group participation will promote heightened awareness among all faculty and staff with the intention to promote and maintain inclusivity throughout the organization. 
  • Project Strengthen is an initiative supported philanthropically, that pairs students with senior clinicians in a co-therapy model. Project Strengthen is reserved for individuals with complex clinical needs who do not have the means to afford therapy at our senior clinician rates. Pairing a senior staff clinician with an on-ground student clinician affords students the opportunity to learn from senior clinicians while contributing to the local community. 

• 2U, Inc.
  • 2U inc. is our corporate partner for the online site, managing in our digital platform and our close partnership with this entity advances our diversity ideals in several important ways. 2U embraces DEI values that align closely with our mission.  For example, proudly displayed on their website are thought pieces that match our goals for classroom inclusivity (example, “3 Tips for Building an Inclusive Online Learning Environment”).  
  • “Equity & Social Justice in the Digital Environment: A Workshop Series” is an 8-workshop series highlights inclusive teaching practices, reducing bias in instruction, creating safe and brave digital spaces, bystander intervention in the classroom, and allyship and activism.

Learn more about the Mission and Vision

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Learn more about The Family Institute’s DEI Efforts

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Learn more about the ACA Multicultural Counseling Competencies

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