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Responses to Listening Session on Race, Diversity, Equity and Inclusion

The College of Design held a listening session on race, equity, diversity and inclusion as an opportunity for students and recent graduates to share their personal experiences in the college. Below is a series of questions and responses brought up during the session.

Diversity and Inclusivity

Would you please introduce the third party who is going to help college with its goal to promote diversity, inclusion, and equity? Who are they, and how have they been selected?

The selection for the third party consultant to help the college is currently underway. As of August 6, three final candidates have been identified and will go through a vetting process with members of the Diversity, Equity and Inclusion subcommittee. Once the final candidate is chosen, the decision will be shared publicly with the college. 

What steps are you planning on taking to make sure that in the future, disabled students are not shamed or punished for their limitations, and instead are encouraged to build up their strengths within their respective fields?

The College of Design was unaware of this issue, and that students felt this way. This question will be taken to our Design Our Community task force. There, we will ideate on the problem, and work through the university resources that are available to create change in this area. 

How are you working in your personal life to educate yourself on issues of race?

Each member of the administration is on their own personal journey to educate themselves on issues of race. Some of our leadership are reading recommended books, such as White Fragility. Some are reading legal precedents and following blogs. Listening sessions like the one in which students participated on August 5 are another way that college administrators are trying to expand their knowledge regarding racial issues. 

How are you using the college’s funds to raise up our minority students?

I will ask that this question be brought forward to the Diversity, Equity and Inclusion subcommittee for further discussion. Some of the ways in which we can use the college’s funds to raise up minority students include providing additional support and advising for our student organizations, as well as increasing the number of diverse role models within the college. 

Would you ever consider stepping down from your position to endorse a minority faculty to take your place? 

When someone vacates a position of leadership within the college, the position is posted and a search committee is assembled.  The first step in the process is that the committee is required to take diversity training. They review applicants, conduct on-site interviews, and make a recommendation to the hiring manager or the position’s supervisor.

The individual vacating the position does not have the ability to recommend their successor.

In the past couple of years, many foreign students in our college have suffered from executive orders such as muslim ban merely because of their faith or nationality. None of the department heads or the dean issued a supportive statement addressing the importance of diversity and inclusion in our community. Why?

In issues that deal with international policy, we let the University take the lead on communicating and supporting the students. Statements were issued by the Chancellor as well as the Office of International Affairs, who worked directly to support and help our students. 

The College of Design could have been better in releasing a statement of support that mirrored the messages shared at the university level. 

How has the college managed to push back against the narrative that has been promoted at NC State campus, which is “NC State used to be a male-dominant university”? This statement must have been true for a period of time, but it no longer is in the College of Design. So we should go toward a balance not from male dominance to female dominance, which is what is happening right now. 

Institutional data from FY20 shows that of the College of Design’s 866 students, 299 are male and 567 are female. That is a population of 35% male/65% female. 27% of our students are Black, Indigenous, People of Color (BIPOC). At the university level, the percentage of female students is 48% for FY20 and the percentage of BIPOC is 22%. 

Per Meg Calkins, Department Head of Landscape Architecture and Environmental Planning: 

I worked with the Dean on a targeted hire for a female faculty member. Only 8% of SCH’s were being taught by female tenure track faculty. The Dean was able to request funding from the Provost for three years until a retirement opened up a new position.

How does the college explain that it is trying to fight for diversity and inclusion while just merely by looking at the dean’s suite and student services` staff, you will realize that this is a very female dominant environment? (I can only think of the dean himself to be male). 

While there are variations in the composition of faculty and staff over time, in general, the College of Design is fairly balanced in its ratio of male to female faculty and staff. 

Faculty or Staff PositionMale% of TotalFemale% of TotalTotal
Full-time Faculty3062%1838%48
Part-time Faculty 1565%835%23

Finally, there are many kinds of diversity. Our goal when hiring is to achieve many kinds of diversity while maintaining the high quality of our staff and faculty to achieve our mission and vision. 

What sort of training or knowledge collection will take place for working in and among diverse communities? Specifically related to microaggressions received from others in the college. Issue not just with administration or faculty, but also with students and between students. 

Please see the below response from the Office of Institutional Equity and Diversity:

Diversity, Equity and Inclusion (DEI) training for  faculty has been secured for the upcoming year and is presently available via REPORTER, the university’s online training registration platform.  We have selected and will soon offer a DEI module for all employees and students (EverFi), beginning Sep. 1, 2020. From here, we will build out a program so that all new employees receive the mandatory training and that such training is repeated for all employees at least every 3 years. We will use the REPORTER system to ensure that employees complete this mandatory training within the academic year.

In addition, NC State has placed DEI professional development requirements into all SHRA and EHRA employee work plans beginning with the 2020-2021 performance cycle. The revised performance evaluation forms for the 2020-2021 cycle can be found on the university’s Employee Relations website. It is expected that all EHRA non-faculty and SHRA employees will have performance evaluation plans that reflect the updated emphasis on NC State’s commitment to a diverse and inclusive community.  We are seeking routes to implementing similar accountability measures in faculty responsibility realms.

A Diversity, Equity and Inclusion training requirement for undergraduate students will be effective 9/1/2020.

Also, what is NC State doing to be inclusive of other forms of diversity? Veteran status, etc. 

The Office for Institutional Equity and Diversity works toward creating an NC State where everyone is welcome. OIED strives to be a champion of diversity and inclusion efforts so that all members of the community feel welcomed and supported, and the dignity of all people is respected and valued. 

NC State provides a wealth of resources for faculty, staff and students. Committees at NC State promote campus diversity by providing a forum for students, faculty, staff and other stakeholders to anticipate and respond to the challenges of campus and community life. Resources are supported, reviewed and centralized through committees such as the Military Affairs Committee to support our military affiliated students (e.g. Military and Veteran Services and NC State Veterans Affairs).

Other resources that support diversity at NC State include the Disability Resources Office, ADA Accommodations, EEO and Affirmative Action, the GLBT Center, and the Women’s Center

A concern was raised in regards to the Design Lab for K-12 Education, “about the opportunities provided in the lab for teaching experience through the year and in the summer”. The submitter expressed displeasure at not having been selected for hire, questioned whether they were considered, and wanted to know why applicants who were not selected for hire had not been given an explanation for the hiring decision when they asked for one. The submitter also expressed that they suspected there may be bias toward males or individuals who share the same nationality as the submitter. 

Per Design Lab Director, Julia Rice:

All applications submitted for positions in the Design Lab undergo the same review process. The Design Lab receives a high volume of applications for a limited number of spots offered each year, and multiple factors are considered when determining who will be the best candidate for a given role. We are fortunate to see many high-level candidates apply, but are simply not able to hire everyone.

The Design Lab cannot provide specific details on hiring decisions to candidates. While we cannot comment on hiring decisions, we are as transparent as possible about both the requirements and expectations of applicants as well as the limited number of positions we are able to offer. We offer multiple information sessions during the application cycle to provide clarity on this process, as well as a handout distributed via email.

Questions were raised in regards to our commitment to equity in hiring, specifically in regards to gender and nationality. For the past three years, more than 50% of our staff were BIPOC students or faculty. Additionally, each year, between 25% and 35% of our teaching staff were born internationally, from regions across the globe. Over the past 3 years, the average male representation among Design Camp instructors has been 33%. We celebrate the diversity and strength of our teaching staff and their contributions to a rich and meaningful experience for students. 

While we hope to provide opportunities for teaching experience to our graduate students through the Design Lab, our first priority is providing the best possible learning experiences to our diverse pre-college (K-12) students. Many graduate students have expressed to us their deep interest in gaining teaching experience and knowledge while in graduate school, and I can attest that the administration has heard this request. We encourage you and any graduate students to continue to express your wishes for such a program to the College of Design and to your departments. We will join you in advocating for these much-desired opportunities.

As students, you have a tremendous resource in the College of Design’s Career Resources Office, and we would strongly recommend you reach out to the staff there for guidance on applying for jobs and interacting with employers. 

Budget and Finance

What is the college planning to do in terms of transparency in how resources and opportunities are allocated to students. For example how are TA positions allocated and how does equity play a part in the selection process.

Per Tsailu Liu, Department Head for Graphic Design and Industrial Design:

The GDID department sends out a general call for the application of TA positions in the Spring to all graduate students. The graduate students submit their resumes, portfolios, and statements to be considered. The department head, faculty, and DGP (Director of Graduate Program) review these applications and decide the TA positions based on the budget, the course needs, and the fit between the course needs and the applicant’s strengths. The TA appointment process is thoughtful and methodical.

Per David Hill, Head of the School of Architecture:

The ARC TA process is managed by the Director of Graduate Programs, and it is based on input from professors and students. The DGP sends out a request via email to both professors and students to seek their preferences for TA positions, which are mostly assigned to our larger core courses in the curriculum. In the email, students are encouraged to meet with professors to express interest in helping with their classes. For some courses (such as ARC 450 Architectural Drawing and ARC 251/451 Digital Representation), professors will request that students submit portfolios for review of required skills. In other courses, such as our technical or history classes, the students may have to demonstrate knowledge of the subject matter when speaking with a professor about the position. Similar to GD/ID: TA positions are based on the budget, the course needs, and the fit between the course needs and the applicant’s strengths. The TA appointment process is thoughtful and methodical. In terms of transparency, I can supply data on the previous years’ TAs if necessary.

Per Meg Calkins, Department Head for Landscape Architecture and Environmental Planning:

LAR has a formal application process for TA and some RA positions each semester. The application asks about previous teaching and work experience, other financial aid sources and preferences for assignments. I keep track of how many GSSP appointments students have had and try to distribute them evenly to qualified applicants while also paying attention to faculty preferences.

When will the College of Design release the budget asked for in the Spring of 2019?

The College of Design received a request for its budget via the Office of General Counsel regarding departmental-level budgets for the past five years. That data was provided to the requestor, and can be found publicly here: College of Design Budget Data from FY15-19.

Cost of Materials and Supplies 

Are there any plans in place to help economically disadvantaged students who have trouble affording the massive supply lists given at the beginning of first-year studios, and additional supplies needed through the course of their education?

Affordability is an issue for many students. Need to be mindful of students who don’t have the funds for expensive supplies. How can the college make supplies more affordable?

The growing cost of higher education continues to be a problem, not just in the College of Design. As we continue to analyze our fundraising priorities for the college, we will explore raising money for a materials fund so that we can better aid students with significant need in this area. 

Alumni and friends have contributed to the financial support of our students, both through scholarships and college-specific emergency funds. While there is current funding for students, we continue to explore ways to diversify those funding opportunities and increase the pool of funds available to our students. 

In addition, we will ask faculty members to consider the financial impact of project requirements with an eye to reducing student expenses.

Per David Hill, Head of the School of Architecture:

The School of Architecture has used its funds to purchase equipment and tools, such as drawing boards, for its new students. This is a small gesture in comparison to the overall “start-up” costs of design school, but one that costs the school several thousand dollars. With present and future COVID-related budget cuts, purchases like these may not be possible. We have also encouraged more digital reviews on the large screens throughout the COD to limit the amount of printing. 

Per Meg Calkins, Department Head for Landscape Architecture and Environmental Planning:

The past two years we have been able to purchase equipment and tools for our incoming students. I am not sure how long we will be able to do this given the budget outlook.

UNC-Chapel Hill and UNC-Wilmington both offer Adobe Creative Cloud for free to students. Why does the College of Design not offer this as well?

Please see the response below from Jonas McCoy, Director of Operations:

We are not able to provide Adobe licenses to non-university-owned computers. Our licenses with Adobe doesn’t permit that. The university already spends over $200,000/year for Adobe licenses, of which the College of Design pays around $40,000/year. That’s just to provide license to labs, faculty and staff.

Other universities that choose to provide “free” licenses to students are paying $1,000,000 or more per year. These student licenses aren’t free. The best we have been able to negotiate is about $200/student, rather than the standard educational discount of $240/year. Even at this discounted rate, to provide licenses for 800 College of Design students would be $160,000, more than our entire budget for all computers, peripherals and software for the college lT labs and clusters.

I’ve complained to Adobe reps for many years about their cost. Before they switched to their current subscription-based licenses, the college spent around $15,000/year. When they first went to their subscription licensing, we spent around $65,000/year. Having other colleges at NC State buy into our current subscription has reduced our cost to the current cost of around $40,000. I invite you to take your concerns on costs directly to Adobe. My complaints haven’t gotten us very much relief, but if a good number of students voice their complaints, maybe it could have some effect.

College of Design Culture 

A student during the listening session brought up concerns about how NCSU includes non-traditional students–students who do not follow the typical high-school-to-college timeline, and may be working full time to support themselves and families. I am a working student myself and heard about the reputation of the CoD (especially Architecture) for having extreme course loads leading to the degradation of students mental health. Can someone comment on how this is being addressed? (Mark Hoversten alluded to this briefly)

The departments can continue to work with the faculty to align the course work with these guidelines.

Per Tsailu Liu, Department Head for Graphic Design and Industrial Design:

According to NC State Credit/Contact hour Guidelines, “One credit hour (unit) should involve an input of approximately three hours per week, or the equivalent amount of work for other instructional formats, for the average student (e.g. one hour of scheduled class and two hours of out-of-class preparation).”

Per David Hill, Head of the School of Architecture:

The college has held informational meetings and listening sessions with students to address mental health concerns. The Architecture faculty has discussed ways to plan and organize courses to alleviate some of the stressors involved with school work. We recognize that some students have to hold jobs. Our core courses have been scheduled in the same time slots for years, so students should be able to accurately predict when they will have time to schedule jobs.    

Per Meg Calkins, Department Head for Landscape Architecture and Environmental Planning:

Many of our grad students are nontraditional and we try to help them plan a path through our program that works with their other life commitments. That said, we are very clear about the time commitment of courses in our program.

How can the College of Design provide more education on black designers in general?

This question identifies a much needed process: to revise the curriculum to study a broader range of designers, including black designers. We will include this as part of the DEI subcommittee assessment and ongoing faculty meetings.

Our Department Head for Art + Design Derek Ham is working on a gallery exhibit to show the work of diverse alumni from the College of Design. The exhibit will be planned for February. 

What is NC State doing to reach those in minority communities to reach diverse populations?

Actually, the College has been proactively addressing these issues for several years.

Several years ago, the K-12 Design Lab augmented Summer Design Camp with a Reach Out program that brings after-school design lessons to underserved high schools. That program has evolved into the field trip program that brings students and teachers from underserved NC highschools to the College of Design.  It has been shown that bringing students on campus has a positive impact on their ability to envision themselves at a University – demystifying the process. They have also offered classes to teachers and counselors of those schools to highlight fields of design as career paths, share portfolio requirements, and other information about the unique application processes at the College of Design. Finally, over the past six months, they have developed a series of free videos that students can view from home to learn more about design.

In 2018 we hosted the Urban Design Conference titled Urban Disruption and the Equity Challenge that addressed systemic racism in zoning, urban design, and the real estate industry.

In early June this year, the Dean asked Associate Dean Sharon Joines to create a Diversity Equity and Inclusion (DEI) subcommittee as part of the existing Designing our Community Task Force. A few of the positive improvements and investments in the college and its community members based on the Designing our Community Task Force efforts include creating third spaces, addressing acoustics and lighting in several studios and critique spaces, and creating a few policies.

The DEI subcommittee is tasked to assess our current situation through surveys and workshops, to facilitate open communication, and to help us develop actionable plans for each unit to take moving forward. 

Based on these findings, each unit will be asked to develop actionable plans which might include recruitment and hiring plans, curricular and engagement plans, policies, and training.

We are working to hire a consultant to assist the College through an assessment of our culture. We have currently narrowed the search down to three final candidates. 

What is the culture of getting jobs in design firms for minorities?

Increasingly, employers are recognizing the importance of a diverse workforce and advancing efforts to recruit students of diverse backgrounds. The College of Design Career Services looks to engage with employer partners who are committed to hiring a diverse talent pipeline. Career Services also advocates for equitable access and inclusive hiring practices that connect hiring managers to students of diverse backgrounds and international students.  

Spring 2020 Study Abroad Program

The College of Design needs to answer why their students on the Spring 2020 study abroad program in Prague were abandoned. Around 35-40 students from the COD were in Prague this Spring semester and had to return home abruptly due to COVID. The university offered no financial assistance in returning home, costing students and their families thousands of dollars in travel and accommodations. Additionally, all students had their global health insurance canceled upon re-entry into the US, so we landed in a pandemic with no insurance, and had to pay out of pocket to get new StudentBlue insurance. No one ever reached out to ask where we were after we got home, or if we were able to get new insurance, or how we were handling things financially. Speaking strictly for myself, I’m $3500+ in debt in these expenses alone, but I know I’m not the only one experiencing this stress. I’m an adult student who has always worked a full-time job throughout this degree program, and have paid for everything either out of my own pocket or with financial aid and loans acquired in my own name. NCSU’s study abroad office has flatly refused to offer financial assistance aside from a “prorated refund” of $1000 for our living accommodations. I received $750 from NCSU’s student emergency fund, which has since been spent on paying just the interest on the debt from returning home.  I have been denied NC Unemployment and other forms of federal aid. Before leaving for Prague I subleased my apartment; because I have no way to pay rent now, I’ve been couch-surfing with friends and continuing to sublease my apartment. I’ve been affording groceries and essentials with credit cards that are nearly maxed out. I’m on track to graduate in December of 2020, but I came very close to having to postpone my education indefinitely. I’m not the only student going through this. The COD needs to explain their inaction on this matter. The COD has deeply invested in studying abroad and has pushed for as many students to be involved as possible, and yet when students reach out about the crisis this program put us in, the college has either been silent or has shifted the blame to NCSU’s Study Abroad office. The COD needs to explain in detail what they’ve done to advocate for the well-being of their own students upon return. 

Following is the response from Megan Winzler, Associate Director, NC State European Center in Prague. Megan responded to several parts of the student’s questions separately below:

“The university offered no financial assistance in returning home, costing students and their families thousands of dollars in travel and accommodations.”

  • Students booked flights independently to Prague, directly with airlines or travel agencies, and were advised to contact their airlines directly to change flights for returning home early. Students who were unable to purchase a flight to return home were advised to request assistance from the Study Abroad Office. NC State is not able to provide refunds for any expenses paid to a third party.

“Additionally, all students had their global health insurance canceled upon re-entry into the US, so we landed in a pandemic with no insurance, and had to pay out of pocket to get new StudentBlue insurance.”

  • GeoBlue international health insurance is only valid while abroad. Prior to departure students were advised to maintain local (U.S.) health insurance in the case of an emergency.
  • When it became necessary for students to return home, they received the following information: The insurance you currently have for your study abroad program with GeoBlue covers you while abroad and expires upon your return. Please review your U.S.-based health insurance to verify whether it is still active. You or your family may need to renew your coverage so please do this immediately upon your return.  Alternatively, you may enroll in Student Blue insurance by contacting them by phone (888.351.8283) or by email (

“No one ever reached out to ask where we were after we got home, or if we were able to get new insurance, or how we were handling things financially.”

  • All students were required to check in with NC State Prague upon their arrival to the U.S. Student travel was thoroughly documented, including connections, cancelations, and other travel.
  • Students were referred to University Housing if they were in need of accommodations. However, space on campus was very limited due to the scope of the pandemic.
  • Students who needed financial assistance were advised to apply for help through DASA’s Student Emergency Fund. 
  • NC State Prague hosted the following meetings to support returning Spring 2020 students via Zoom:
    • Student Forums – April 3 & 17 (checked in on online format of classes, refunds, shipping belongings back from Prague, insurance, etc.)
    • Drop-In Zoom Rooms – April 6, 7, 8, 9
    • Farewell Zoom Meeting w/ Students & Faculty – April 30
  • NC State’s Counseling Center facilitated a virtual ‘drop-in’ support space for Spring 2020 study abroad students who returned early due to COVID-19 on a weekly basis throughout April 2020.”

I know many students of color have had uncomfortable experiences studying abroad in Prague due to the attitudes of the people native to the city, be they simply stares or insensitive/racist commentary. Are there alternatives available or in the works for future study abroad requirements (when the world is open again) for students of color who may not want to subject themselves to those experiences by traveling there?

Will the College of Design make programs for and advertise places that design students can study abroad in other than Europe? 

The College of Design used to directly operate the Prague center, but that relationship is now managed by the university. In that regard, Prague is no longer the only international program we encourage although we will continue to emphasize global experience.  

We are fortunate to have faculty-led programs to other areas of the world. We have held study abroad trips to Greece, Chile, and have traveled to countries such as Ghana in the past.

Personnel and Faculty Hiring

A student expressed dismay over a recent personnel decision and asked “What is your response to the situation? How will the College of Design do, or not do, better in regards to these things?

While we cannot speak about specific personnel matters, the procedures regarding salary review and posted salary ranges developed by the university are followed in each hiring decision made by the College of Design. 

Because we’re not able to discuss specific personnel matters, we can’t fully discuss this particular case. However, we can provide some background information on the different types of faculty positions in the university and the variety of salary ranges associated with them. 

Our tenure track faculty make up our core faculty. They teach, disseminate peer-reviewed scholarship, and serve on committees as part of the shared-governance model of higher education. Ranks extend from assistant, associate, to full professor. 

Non-tenure track faculty are mostly part-time, have a higher teaching load, and can be ranked from lecturer to full professor. The salary ranges for these positions are lower than that of tenure track positions.

The hiring process for tenure track faculty positions begins when the department identifies a need and the qualifications they would like to search for. A search committee is assembled (often including faculty, students, and staff) and the committee is required to take diversity training. They develop the job description and narrow down applicants, conduct on-site interviews, and make a recommendation to the department head for hire. The department head then makes a recommendation to the dean, including information from the search committee’s report. The dean then works with the assistant dean of finance to align the salary range for the position before approving the hire. 

Hiring a non-tenure track faculty member is often an abbreviated version of this process. This often fills a short-term need while the department determines the direction of a program or organizes its longer-term, tenure track hiring program. The process includes faculty input, but may not have a full search committee. 

It is important overall to ensure staffing aligns with the needs of the department as well as the salary range. To do better in this process, we can be more upfront about clarifying the salary ranges to candidates earlier in the process. We can also strive to develop specific policies governing hiring ranges and lengths of term for term employees, as well as clarifying the differing roles and responsibilities of faculty, adjunct, and instructor positions. 

Per Derek Ham, the Department Head for Art + Design:

The A+D Concentration in Fibers + Soft Construction is NOT a “fashion program.” Instead it presents a broader curriculum addressing the way designers use textiles to explore a range of topics including: spatial dynamics, visual narratives, artistic expression, woven technology, and mixed media fabrication.

Is there a mechanism in place while hiring new faculty members to see if they have strong opinions or biases against specific gender or ethnic background? Does the college reach out to the former institutions to ask about this very matter? One of the female faculty in our college utilizes offensive language whenever she is discussing issues with a man being involved. I have a friend of mine in the previous institution that our current faculty member used to teach there. My friend told me that our current professor was known for this type of behavior and her bias against men in their college. I was wondering how our college did not reach out to the previous institution and did not take this fact into account in the hiring process. And now, she is teaching in our college and making some students like me feel very uncomfortable with her comments or arguments whenever she is around. 

We would encourage students who are experiencing issues similar to this one to reach out first to their department head. If no response is received, escalating this to the dean would be a relevant course of action.

Per Tsailu Liu, the Department Head of Graphic Design and Industrial Design:

In the faculty search process, a reference check is required. Usually, reference checks include speaking with individuals in the candidate’s current institutions. The reference check on the potential bias against specific demographics should be paid more attention from now on.

Per Meg Calkins, the Department Head for Landscape Architecture and Environmental Planning:

During my interview process for the position of department head, I was asked to share about my past experience promoting diversity, equity and inclusion and working with diverse students. 

I have a question for college. If the plan is to fight for diversity and inclusion, how is it possible that our college hires faculty members with a proven record of being biased against specific gender? 

If you experience a bias against a specific gender from a faculty member, we encourage you to talk to the department head or the College Human Resource officer, Kim Bradshaw.

Recently Saige Martin resigned from Raleigh City Council due to credible sexual misconduct allegations against him. He studied in a post-graduate program in the CoD. As a first-year student, this does raise a question about the culture of leadership in NCSU. Can any faculty or staff member comment on their awareness of sexual misconduct issues in CoD?

The leadership at NC State, including the Chancellor, Provost, Dean, and Department Heads is committed to providing a safe and healthy campus environment for faculty, staff, and students.  Part of that commitment is that, when leadership is made aware of allegations of sexual misconduct, they are taken seriously and addressed accordingly.  

In the case of Saige Martin, NC State confirmed that no one ever registered a report or a complaint with any person or unit at NC State regarding sexual misconduct. Had someone brought forward any such report or complaint, it would have been reviewed and handled through our regular processes.

In cases where individuals are not comfortable–for whatever reason– in reporting sexual misconduct or other personal issues of this type to the Office for Institutional Equity and Diversity, there are other resources available to students for them to talk through their issues– students can go to the Student Counseling Center, Women’s Center, Student Ombuds, a faculty member or other departmental/college administrator, Human Resources, to obtain assistance.