This area of the website has resources and tools to support your work in the area of diversity, equity, inclusion, youth development, social impact, and corporate responsibility. The articles, infographics, presentations, and toolkits are all evidence informed and developed to support your work. All I ask is that you use the appropriate citation, when utilizing the work.
|Sibcy Cline Real Estate Inclusive Excellence Forum||Redacted presentation from the 3 hour Sibcy Cline Continuing Education Workshop led by Dr. Damon A. Williams.||Williams, D. (2018). Sibcy Cline Inclusive Excellence Leadership Forum hosted at the National Underground Railroad Museum, Cincinnatti, Ohio.
|Who are the centennials?||This info graphic presents key themes associated with the Centennial Generation, young people born after 1997, and trailing behind the Millennials. It defines the Centennial Generation, compares them to others, and focuses into their nature as digital intuitive, consumers of hip-hop culture, and how to connect with their minds and hearts.||Who are the centennials? Atlanta, GA: Center for Strategic Diversity Leadership and Social Impact|
|Contingencies for success: Examining diversity committees in higher education||This study focused on an examination of the work of 10 diversity committees operating in 10 research institutions across the midwestern region of the United States. We explored the work of these committees with a focus on the concept of strategic diversity leadership. To conduct this examination we examined five contingencies impacting the work of the committees: a clear definition of diversity, the scope of operation, the importance of committee membership, the role and responsibilities of the committee, and the permanence of the group. Based upon our findings we offer recommendations for diversity committees to contribute to institutional efforts focused on diversity.||Leon, R. and Williams, D. (2017). Contingencies for success: Examining diversity committees in higher Education. Innovating Higher Education, Vol. 41, No. 5.|
|Creating a healthier generation, building a culture of wellness||This thought leadership paper emerged from a convening of public and private sector leaders, to discuss a new approach to supporting health and wellness in the out-of-school time environment. Some topics include, the importance of building holistic systems of health and promote capacity building, by partnering with key organizations and fostering resilience in young people and families living a healthy and balanced lifestyle.||Williams, D., Bateman, J., Collins, K., Greene, R., McDaniel, D., Morris, D., Moss, W., and Unziker, K. (2016). BGCA Great Think: Creating a healthier generation, building a culture of wellness. Atlanta, GA: Boys & Girls Clubs of America.|
|Advancing underserved youth in STEM during out of school time||This thought leadership paper emerged from a convening of public and private sector leaders, to discuss a new approach to supporting STEM student success in the out-of-school hours. Some topics include embracing the identity of digital native youth, involving high skill stem volunteers, creating an out-of-school time STEM learning framework, and reimagining clubs as STEM Centers of Innovation.||Williams, D., Boyd, K., Link, E., and Crusoe, D. (2015). BGCA Great Think: Advancing underserved youth in STEM during out of school time. Atlanta, GA: Boys & Girls Clubs of America.|
|Beyond the diversity crisis model: Decentralized diversity planning and implementation||This article provides a decentralized planning model for implementing campus diversity plans in schools, colleges, and units, as a compliment to the overall campus diversity focus. Other topics include building accountability systems in higher education, and leading the change process.||Williams, D. (2008). Beyond the diversity crisis model: Decentralized diversity planning and implementation. Planning for Higher Education, Volume 36, No. 2, January-March 2008.|
|Achieving inclusive excellence: Strategies for creating real and sustainable change in quality and diversity||This article is a case study of inclusive excellence inclusive excellence initiatives put into place during a 6-year period at the University of Connecticut. It includes the establishment of a board authorized diversity strategy, launching and evolution of a CDO division, creating new symbols and events of inclusion, and applying an intentional approach to leadership development, to build new capabilities on campus.||Williams, D. (2007). Achieving inclusive excellence: Strategies for creating real and sustainable change in quality and diversity. About Campus. Volume 12, No 1. p. 8-14.|
|Strategic planning for diversity and organizational change: A Primer for higher education leaders||This article discusses strategic pressures elevating diversity, the diversity crisis model, and presents three models of organizational diversity in higher education, the Affirmative Action and Equity Model, the Multicultural & Inclusion Model, and the Academic Diversity Model. It frames the Inclusive Excellence Model as proactively engaging each of these approaches to drive a comprehensive change agenda.||Williams, D. and Clowney, C. (2007). Strategic planning for diversity and organizational change: A Primer for higher education leaders. Effective practices for academic leaders. Volume 2.|
|The Chief Diversity Officer||An overview article on the CDO archetypes of structure, published in the College and University Professional Association for Human Resources (CUPA-HR) Journal.||Williams, D. & Wade-Golden, K. (2007). The chief diversity officer. CUPA-HR Journal. Spring/Summer, Vol. 58, No. 1.|
|What is a Chief Diversity Officer?||First publication on CDO role in higher education. Discusses key skills, attributes, and dynamics of the CDO role.||Williams, D. & Wade-Golden, K. (2006). What is a chief diversity officer? Inside Higher Education, Published 4/18/2006 at www.insidehighered.com|
|Overcoming the brutal facts: Building and implementing a relentless diversity change process||This article discusses why diversity plans fail, and outline key concepts that should be engaged to lead true institutional transformation. Some concepts include, overcoming the organizational culture, developing a shared mental model of engagement, the role of senior leadership, and more.||Williams, D. (2006). Overcoming the brutal facts: Building and implementing a relentless diversity change process. The Diversity Factor, Volume 14, No. 4., Fall 2006.|
|Beyond diversity: Implementing an evolving and dynamic diversity change project||This article in brief provides a high level set of recommendations for implementing a campus diversity change project. It is designed to provide a 1-page summary, quick start to the conversation of diversity, inclusion, and change.||Williams, D. (2004). Beyond diversity: Implementing a dynamic and evolving diversity change project. Diverse Issues in Higher Education, August 24, 2006 appears at diverseeducation.com|