Diversity and Inclusion within the FEU Community

Affirming the importance of diversity which is the multiple perspectives, experiences, socio-cultural backgrounds, and political inclinations of the various members of our community, FEU and all its members shall promote and defend inclusivity.  Inclusivity is the conscious effort of ensuring that all members of our community believe and feel that they have a significant contribution in the classroom, workplace, and other social and digital spaces and that these spaces are safe for open and respectful conversation. Diversity and inclusivity shall be achieved through a learner-centric paradigm which is the belief that learners are in-charge of their own learning by actively leading and engaging in discussions.  This policy shall apply to all the students, faculty, employees, and administrators of Far Eastern University.

This policy is created and upheld in order to:

  • create a community whose members feel safe, respected, and accepted;
  • promote multi- and inter-disciplinal and inclusive approaches to curricular and co-curricular programs and services;
  • manage conflicts considering the Safe Spaces Act of 2018; and
  • enhance cultural adaptation competencies as one of several skills needed in the 21st Century.

In order to create an inclusive learning ecosystem, members of the FEU community affirm their belief that:

  • an inclusive community thinks and acts in a respectful manner;
  • diversity of ideas increases the breadth and depth of instruction, research, extension, and the quality of campus life and workplace;
  • diversity always has a convergence point willfully and intentionally created by open-minded and solution-seeking individuals;
  • inclusivity is a continuous process of negotiation, assimilation, and adaptation;
  • thriving instead of fitting in makes inclusivity more meaningful, and;
  • an effective and fair means of managing diversity issues in the classroom is through the transparent valuation of scholarly achievement and through the transparent valuation of efficiency and effectiveness in the workplace.

Diversity and Inclusivity are promoted and upheld through quality discourse and the efficient utilization of shared spaces

Quality Discourse

Members of the FEU community shall always facilitate quality discourse by creating a nurturing learner-centric ecosystem and a collegial and empowering work culture in both face-to-face and online interactions.

Quality Discourse is attained through:

  1. openness to multiple perspectives which is achieved by
    1. allowing freedom of expression and exchange of ideas;
    2. encouraging critical questions and practicing active listening;
    3. accepting divergent viewpoints from being presented for discussions;
    4. presenting the opposing sides of issues to have a full appreciation of the subject matter and to guide decision-making;
    5. constantly updating professional knowledge, competencies, and skills through research, training, and mentoring with experts from various disciplines;
    6. demonstrating techniques in supportive feedback (e.g., piggybacking) instead of downright rejection of ideas during group sessions; and
    7. respecting partisan, religious, and other socio-cultural affiliations and promoting equal and fair treatment to all.
  2. A positive attitude which is demonstrated through:
    1. verbal and nonverbal communication cues that are encouraging;
    2. being respectful even in disagreements;
    3. using reason rather than threat or coercion as an approach to generate support for personal viewpoints; and
    4. accepting failure as part of the process of developing open-mindedness and learning from the best practices of others.
  3. Responsiveness to different learning styles and needs which is achieved by:
    1. creating several and varied formative and summative assessment tools;
    2. providing remedial activities that may help students cope with requirements especially for those that have special learning disabilities; and
    3. conducting regular needs analysis and satisfaction surveys to inform programs, services, and policies.
  4. A conciliatory, non-divisive, and non-discriminating mindset and expression which is demonstrated through:
    1. using nonviolent and peaceful means to manage conflicts;
    2. being familiar with preconceived notions, assumptions, and biases in order to foster understanding, empathy, collaboration, and cultural adaptation;
    3. always trying to seek solutions;
    4. encouraging members of our community to understand their predicaments and encouraging them to seek lawful and creative solutions that foster meaningfulness, fulfillment, relevance, and growth of the self and of others;
    5. using the classroom as a venue for the rational, informed, and respectful exchange of ideas and not for personal rants and partisan political campaigns;
    6. respecting the sexual orientation and gender identity, religion, physical appearance, disability, age, nationality, indigenous lineage, regionality, creed, socio-economic status of the members of our community; and
    7. being aware that sexualized jokes, politically incorrect expressions, or insensitive remarks hurt members of our community and should be avoided.
  5. Collaboration which is achieved by:
    1. realizing that buy-in from members of our community is a crucial element of program or project implementation;
    2. ensuring that all have equal chances of participation including the use of rotation of roles in group work;
    3. co-designing learning activities and outcomes with colleagues and students;
    4. allotting ample time for a genuine consultation process;
    5. empowering members of our community to make decisions, perform duties with minimum to no supervision, and have accountability; and
    6. aiming for consensus even in cases of contentious issues.

Efficient Utilization of Shared Spaces

Members of the FEU community recognize that shared spaces are for everyone and should therefore aim for the effective and efficient utilization of these spaces to facilitate a nurturing learning environment and collegial workplace. This is manifested through the following:

  1. creation of a system for equitable access to common spaces such as reservation with time limits and shared responsibility and liability;
  2. implementation of a clean-as-you-go policy;
  3. immediate reporting of any facility that requires repair or replacement;
  4. avoidance of activities or installations that may distract other users or obstruct free movement;
  5. bold yet polite call-out of misuse and abuse of facilities;
  6. consultation on the configuration of shared spaces subject to the availability of resources; and
  7. flexibility in cases of re-allocation of assigned spaces.
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