Equity & Inclusion Credential

Earning a Credential in Equity & Inclusion

NOTE: Applications for the Equity and Inclusion Credential  open in September 2022.

The purpose of the Equity and Inclusion Credential is to encourage community engagement professionals (CEPs) to reflect on, articulate, and analyze their personal commitments and actions—as well as those of their institution—to advance diversity, equity, anti-racism, and inclusion. The credential supports CEPs to engage in equity-focused analyses through a guided, self-reflective process in which they consider questions corresponding to the four Key Competencies areas of the credential (see below).

An individual may earn a credential in this competency area by by demonstrating an ability to practice and promote diversity, equity, anti-racism, and inclusion in their engagement work. 

Eligibility

Applicants must demonstrate having earned, at minimum, a bachelor’s degree at an accredited institution of higher education.

Key Competencies

DOWNLOAD KEY COMPETENCIES FOR EQUITY & INCLUSION

Campus Compact defines the key competencies in this area as the knowledge, skills, and critical commitments that must be mobilized by community engagement professionals to promote diversity, equity, anti-racism, and inclusion in their engagement work.

Area I. Able to engage in critical self-analysis
  1. Able to articulate one’s commitments to advancing diversity, equity, anti-racism, and inclusion and to identify the personal experiences, knowledge, and frameworks that guide and inform one’s commitments and actions
  2. Knowledge of equity frameworks relevant to social change work in community and institutional contexts; 
  3. Able to reflect on one’s own experiences, through an intersectional lens and as they relate to power and privilege, and analyze how these experiences have (1) impacted one’s commitments to diversity, equity, anti-racism, and inclusion and (2) shaped the role(s) one plays as a CEP to advance such work
  4. Able to recognize one’s own explicit and implicit biases and how such biases may constrain or enable one’s efficacy to carry out equity and inclusion work
Area II. Able to engage in critical analysis of one’s institutional context
  1. Able to identify the stated goals of one’s institution and unit as they relate to diversity, equity, anti-racism, and inclusion, as well as the specific strategies being pursued to meet those goals (for example, related to student access and retention, programming, community partnerships, staff development and hiring, etc.)
  2. Able to analyze or map the institutional contexts in which one is working in order to identify successes, opportunities, and challenges/tensions to achieving stated diversity, equity, anti-racism, and inclusion goals 
Area III. Able to integrate equity and inclusion strategies into one’s professional practice
  1. Able to contextually apply one’s understandings and skills to advance equity-related goals and commitments through specific practices, activities, structures or policies pertinent to one’s role as a CEP 
  2. Able to work across roles and programs/units to address equity and inclusion issues through collaboration, partnership, or support of efforts in areas beyond of one’s direct responsibility, on or off campus   
Area IV. Critical Commitments
  1. Engage in continuous professional learning and development around diversity, equity, anti-racism, and inclusion issues 
  2. Embrace equity-mindedness (https://cue.usc.edu/about/equity/equity-mindedness/)