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Goal: That each academic unit makes progress in identifying and removing barriers that keep students from marginalized groups from thriving within its curriculum. That as a product of the foundational dialogue, an academic unit creates an action plan for transforming its curriculum broadly defined. This includes policies, practices, and culture in courses; the content and structure of courses; and pathways through the department or program curriculum.

Operational Principle: Due to differences in training and field of study, faculty in different academic units have different knowledge of race, power, privilege, colonialism, and white supremacy. As a result, not all units need to do the same work. As well, some units have already begun work to identify and remove barriers related to practices and pedagogies grounded in white supremacy and colonialism. This program will meet units where they are and help them maintain momentum as they continue to learn.

Program Description: A detailed program description is here. In brief, academic units will submit application materials (i.e., goals for the work, a timeline, and a list of possible outside experts) which the DOF will share with the curricular transformation committees in an advisory capacity.. Units will then identify and work with one or several experts. The products of the work will include a summary report of the dialogue from the expert to the dean as well as a curricular transformation plan from the unit.

Roles: The DOF and the committees working on curricular transformation (HHMI, Mellon, and Social Science Initiatives) have specific roles within the context of this work.

The DOF will: 

• Serve as a single point of contact for academic units
• Coordinate and standardize the foundational dialogue process across the Curricular Transformation Committees
  • We need to hold a meeting with HHMI and Mellon together with Áslaug to discuss the program and these roles
• Support the recommendations of the Curricular Transformation Committees as they advise academic units on their work
• Share assessments and reports from hired experts with the Curricular Transformation Committees
• Work with the Curricular Transformation Committees on the implementation of curricular transformation plans from units that have completed the foundational dialogues
• Ensure that the engagement with the expert(s) meets the minimum standards for length of the engagement as specified in the program description
• Ensures that each application meets the stated goals of the program

The committees working on curricular transformation will:

• Read the application materials for each unit
  • Provide brief assessment of the unit’s proposed work
  • Provide input on the recommended outside expert(s)
  • Ensure that the budget proposed is within the guidelines (i.e., maximum of $8000 per academic unit)
• Provide feedback to the DOF regarding the application materials

Rubric for assessing proposals:

Item	Does not meet	Meets or exceeds	Evidence
Motivation, goals, and the desired work	The work does not address race, power, privilege, white supremacy or colonialism.	The work, either through education or through analysis of specific problems, addresses race, power, privilege, white supremacy or colonialism.
The total length of the engagement(s) meets the 1 day minimum engagement time frame.	The engagement is just a seminar (or a series of seminars) or is for a single short engagement plus a seminar.	The total time of engagement with eht expert is at least 1 working day.
The outside experts are qualified	The submitted materials  do not reveal any expertise on the part of the expert related to race, power, privilege, white supremacy or colonialism. Internet searches do not reveal any evidence to show that the person’s expertise matches the stated goals or motivations put forth by the unit.	The submitted materials provide evidence that the person has the appropriate expertise to work with the academic unit on its stated topic.