Diversity & Inclusion

Diversity and Inclusion Statement

The NC State University Libraries strives to be an equitable, diverse, and inclusive organization.

Academic libraries aspire to an ideal of democratic access. We believe it is imperative that library work includes a sustained commitment to creating an inclusive atmosphere for diverse patron populations and an increasingly diverse profession. We acknowledge that our collections and spaces have reflected a broader system of inequality, and we commit ourselves to continued learning and improvement, recognizing that the work needed to become more accessible, equitable, diverse, and inclusive must be ongoing.

Our goal is to provide safe and welcoming spaces where members of our community can be their full, authentic selves. We intentionally develop services, offer programs, and foster dialogues to promote understanding and an atmosphere where everyone is valued and respected. The Libraries recognizes that nurturing these values is vital to both enhancing the mission of the university and to creating successful and innovative services, spaces, and collections. We endeavor to develop resources that reflect the academic interests and support the wellness of our diverse community.

Staff Training

Essentials of cultural competence in white letters over a room where a training session is happeningIn December 2019, the Libraries offered all staff access to DeEtta Jones & Associates' Essentials of Cultural Competence online training program on a basis of voluntary, but strongly encouraged, participation. The five modules in the program cover a range of theoretical content and practical examples related to equity, diversity, and inclusion, as well as opportunities for self-reflective activities. The decision to purchase and offer this training was aligned with the Libraries’ desire to advance our strategic priority to "nurture a diverse, equitable, and inclusive organization that enables welcoming services and spaces, experimentation, aspiration, creativity, and success."

Initially, our contract included access to the course content through May 2020. Due to COVID-19 and stay-at-home orders, the Libraries was able to successfully negotiate an extended access period in April 2020. The new expiration date is December 2020.

Rollout of Online Modules

Screenshot of the Deetta Jones Culutural Competence Course module page which shows a video and outline of course stepsBecause of the time and attention investment required by participants, the Diversity Committee and partners launched access to the Essentials of Cultural Competence with a few recommendations aimed at helping staff begin and complete the courses. We encouraged staff to set aside 30-60 minutes each week at the outset of the access period to complete the course in a reasonable timeframe while maximizing engagement with the content.

We also asked department heads and other managers to reinforce the priority of the training and to contextualize the importance of Equity, Diversity, and Inclusion (EDI) education in relation to their departmental goals and objectives. Information on departmental completion rates has been provided to department heads on a regular basis, usually monthly, since the beginning of the content access period.

Facilitated Discussion Sessions

To engage interested staff beyond the modules, the Libraries has offered a series of facilitated discussion and activity opportunities that draw on the module content and allow participants to apply the concepts.

Facilitation experts from DJA conducted a Facilitation Skills Institute for 14 Libraries staff, comprised of current and past Diversity Committee members. In these sessions, staff developed the tools, activities, and confidence needed to design highly interactive discussion sessions with colleagues across the Libraries.

In-Person Discussion Sessions

The Libraries facilitators worked in small groups to develop three discussion sessions, themed by topics included in specific modules of the Essentials of Cultural Competence. Each of the three sessions have been offered twice in open sign-up sessions that were capped at fifteen people each to maximize engagement. Actual attendance for each sessions has ranged from 8 to 12 participants each.

Additionally, the facilitators invited interested staff to sign up for “learning groups,” which have been formed into cohorts that would attend each of the three discussion sessions together. 20 total staff members have expressed interest in this opportunity and were divided into two learning groups.

Virtual Discussion Sessions

In response to the COVID-19 global pandemic in early 2020, it was necessary to pause the planned in-person discussion sessions after only the first of three was complete. In May 2020, the facilitators reconvened to review and adapt the planned sessions to a virtual, Zoom-based format. Some activities were easily translated, and others needed to be significantly changed or dropped for time.

Example Discussion Session Outline

The example below is an outline of the facilitators' agenda for the first session, themed "Cultural Competence and You."

  • Learning Objectives:
    • To work towards cultural self-awareness and develop a better understanding of one’s own culture and how it impacts your worldview
    • To develop greater understanding of constructivist listening through practice
    • To gain a better understanding and appreciation of cultural competence
  • Discussion questions:
    • Why libraries? Why is the Essentials of Cultural Competence important for us to engage with as an organization?
    • Why are YOU here?
    • What is culture? How does it impact your worldview?
    • What is constructivist listening?
    • How will you immediately use constructivist listening to “create space” for a more equitable interaction with a friend or colleague?
  • Activities:
    • Individual written reflection
    • Small and large group discussion
    • Constructivist listening practice with a partner using the "mosaic of diversity"

View a full outline of the discussion session

Completion Rates (June 2020)

  • Out of 184 staff registered for access to the Essentials of Cultural Competence, 93 staff (50%) have completed* the course.
  • 122 staff (66%) are at least halfway through the course content.
  • 158 staff (86%) have at least started the course.

*Completion counted as 96% or greater progress. Often, this percentage indicates that the participant simply hasn’t clicked the “complete” button or similar, but has consumed all course content.