Diversity and Inclusion by Design: A Challenge for Us All

REFERENCES

1. ↵
   1. American Society of Landscape Architecture (ASLA)

   . (2018a). 2017 Survey of Graduating Students. Retrieved from https://www.asla.org/uploadedFiles/CMS/Education/Career_Discovery/Child_contents/2017_ASLA_Graduating_Students_Report_0.1.pdf
2. ↵
   American Society of Landscape Architecture (ASLA). (2018b). Mirroring the Nation: Landscape Architecture and the Future of the Profession. Diversity Summit. Retrieved from https://www.asla.org/uploadedFiles/CMS/AboutJoin/MirroringTheNationOfficial.pdf
3. ↵
   1. Association of Collegiate Schools of Architecture (ASCA)

   . (2014). Community design directory. Retrieved from http://www.acsa-arch.org/docs/default-source/data-documents/community-design-directory_oct15_2014F950B7D53CDF.pdf?sfvrsn=6
4. ↵
   1. Boyer E. L.

   (1996). The scholarship of engagement. Journal of Public Service and Outreach, 1(1), 11–20.

   OpenUrl
5. ↵
   1. Bradley S. W.,
   2. Garven J. R.,
   3. Law W. W.,
   4. West J. E.

   (2018). The Impact of Chief Diversity Officers on Diverse Faculty Hiring. The National Bureau of Economic Research. Working Paper No. 24969. Retrieved from http://www.nber.org/papers/w24969
6. ↵
   1. Braithwaite J.

   (2004). Restorative Justice and De-Professionalization. The Good Society, 13(1), 28–31 doi:10.1353/gso.2004.0023

   OpenUrlCrossRef
7. 1. Cawyer C. S.,
   2. Simonds C,
   3. Davis S

   (2002). Mentoring to facilitate socialization: The case of the new faculty member. International Journal of Qualitative Studies in Education, 15(2), 225–242 doi:10.1080/09518390110111938

   OpenUrlCrossRef
8. ↵
   1. Ford G

   . (2017). Into an era of landscape humanism. In Landscape Architecture Foundation (Ed.), The new landscape declaration: A call to action for the twenty-first century (pp. 101–104). Los Angeles, CA: Rare Bird Books.
9. ↵
   1. Guarino C. M.,
   2. Borden V. H.

   (2017). Faculty service loads and gender: Are women taking care of the academic family? Research in Higher Education, (58)6, 672–694. Retrieved from https://eric.ed.gov/?id=EJ1151456

   OpenUrl
10. ↵
    1. Hines-Datiri D.,
    2. Andrews D. J. C.

    (2017). The effects of zero tolerance policies on Black girls. Urban Education. doi:10.1177/0042085917690204

    OpenUrlCrossRef
11. 1. Laden B. V.,
    2. Hagedorn L. S.

    (2002). Job satisfaction among faculty of color in academe: Individual survivors or institutional transformers? New Directions for Institutional Research, 105, 57–66. doi:10.1002/ir.10505

    OpenUrlCrossRef
12. ↵
    1. Landscape Architecture Foundation

    (2018). Nomination & Selection Process for the Olmsted Scholars Program. Retrieved from https://lafoundation.org/scholarship/olmsted-scholars/process
13. ↵
    1. Lillienfeld E

    . (2016, June 10). How student evaluations are skewed against women and minority professors. The Century Foundation. Retrieved from https://tcf.org/content/commentary/student-evaluations-skewed-women-minority-professors/?session=1&agreed=1
14. 1. Landscape Architecture + Environmental Design Program, Department of Human Ecology, UC Davis

    . (2016). Merit and Promotion Evaluation Criteria. Adopted on 24 October 2016.
15. ↵
    1. Martinez T

    . (2016, October 27). Academia, love me back. Retrieved from https://vivatiffany.wordpress.com/2016/10/27/academia-love-me-back
16. ↵
    1. Matthew P. A.

    (2016, November 23). What is faculty diversity worth to a university? The Atlantic. Retrieved from https://www.theatlantic.com/education/archive/2016/11/what-is-faculty-diversity-worth-to-a-university/508334
17. ↵
    1. Miller C.,
    2. Clay G.,
    3. McHarg I.,
    4. Hammond C.,
    5. Patton G.,
    6. Simonds J

    . (1966). A Declaration of Concern. Washington, DC: Landscape Architecture Foundation. Retrieved from https://www.lafoundation.org/who-we-are/values/declaration-of-concern
18. ↵
    1. Pittman C. T.

    (2010). Race and gender oppression in the classroom: Experiences of women and faculty of color with white male students. Teaching Sociology, 38(3), 183–186. doi:10.1177/0092055X10370120

    OpenUrlCrossRef
19. ↵
    1. Rios M.,
    2. Vazquez L

    . (2012). Diálogos: Placemaking in Latino communities. New York, NY: Routledge.
20. ↵
    1. Saltmarsh J.,
    2. Giles D. E. Jr.,
    3. Ward E.,
    4. Buglione S. M.

    (2009). Rewarding Community-Engaged Scholarship. In Barefoot B., Kinzie J. L. (Eds.),New directions for higher education (pp.25–35). Indianapolis, IN: Wiley Periodicals, Inc.
21. ↵
    1. Sherman L. W.,
    2. Strang H

    . (2007). Restorative justice: The evidence. Philadelphia, PA: University of Pennsylvania Press.
22. ↵
    1. Smith J. W.,
    2. Calasanti T

    (2005). The influences of gender, race and ethnicity on workplace experiences of institutional and social isolation: An exploratory study of university faculty. Sociology Spectrum, 25(3), 307–334. doi:10.1080/027321790518735

    OpenUrlCrossRef
23. ↵
    1. Sturm S.,
    2. Eatman T.,
    3. Saltmarsh J.,
    4. Bush A

    . (2011). Full participation: Building the architecture for diversity and community engagement in higher education. Retrieved from https://surface.syr.edu/ia/17
24. ↵
    1. Stacy A.,
    2. Goulden M.,
    3. Frasch K.,
    4. Broughton J

    . (2018). Searching for a Diverse Faculty: Data-Driven Recommendations. Berkeley, CA: University of California.
25. ↵
    1. Turner C. S. V.,
    2. González J. C.,
    3. Wood J. L.

    (2008). Faculty of color in academe: What 20 years of literature tells us. Journal of Diversity in Higher Education, 1(3), 139–168. doi:10.1037/a0012837

    OpenUrlCrossRefWeb of Science
26. ↵
    1. University of California Davis

    . (2018). Academic Personnel Manual (APM). Instructions to Review Committees Which Advise on Actions Concerning Appointees in the Professor and Corresponding Series, Section 210-1. Retrieved from http://academicaffairs.ucdavis.edu/apm/apm-toc.htm
27. ↵
    1. University of California Davis

    . (2017). Academic Senate Regulation 550. Academic Misconduct. Retrieved from https://academicsenate.ucdavis.edu/bylaws_and_regulations/regulations.cfm
28. ↵
    1. University of Minnesota

    (2017). Engaged department grant program. Office for Public Engagement. Retrieved from https://engagement.umn.edu/our-impact/engaged-department-grant-program
29. ↵
    1. Whittaker J. A.,
    2. Montgomery B. L.,
    3. Martinez Acosta V. G.

    (2015). Retention of underrepresented minority faculty: Strategic initiatives for institutional value proposition based on perspectives from a range of academic institutions. Journal of Undergraduate Neuroscience Education, 13(3), A136–A145.

    OpenUrl
30. ↵
    1. Zambrana R. E.,
    2. Ray R.,
    3. Espino M. M.,
    4. Castro C.,
    5. Cohen B. D.,
    6. Eliason J

    (2015). Don’t leave us behind: The importance of mentoring for underrepresented minority faculty. American Educational Research Journal, 52, 40–72.

    OpenUrlCrossRef