Services DEI Provides

Binghamton University and the Research Foundation of SUNY are employers who conduct business with the United States Federal Government, filing funding requests in excess of $1,000,000. DEI enforces the provisions of Executive Order 11246 as amended with oversight provided by the Office of Federal Contract Compliance Programs. DEI strives to educate the campus constituency at Binghamton University about the importance of non-discriminatory practices and employ policy and changes that encourage diversity and fairness in our search processes and foster a community throughout our campus that fosters civility and an increase in productivity that indemnifies our status as a premier institution of higher education.

Search Process Review and Forms

Diversity recruitment and hiring is an integral part of Binghamton University's strategic priority to foster a campus that is more diverse, equitable and inclusive. To assist in achieving these aims, DEI has created the following resources to help guide hiring officers and search committee members.

Search committees are encouraged to meet with the Department Chair to communicate to the entire committee what skill sets will be sought in the search process. This is also a great meeting to determine a potential list of questions to be asked of each candidate based on what are essential skill sets for the position. These skill sets should also be apparent in the required and preferred skills listed in the job description. A comprehensive job description, skill set checklist, an EEOC/AA statement, list of venues by which the search will be publicized, should be submitted to DEI along with the Part I, Notice of Vacancy Form

Part I - Notice of Vacancy and Recruitment Plan

Search Committees will meet to determine a finalized list of questions for the skype or phone interviews, which is the first round of interviewing for committees. Committees will utilize Interview Exchange to review entire applications provided by candidates. Once a select pool of candidates have been determined, the committee will then submit the Part IIA Form to DEI.

Part IIa – Pre-screening/Remote Inquiry Approval

Once DEI returns approval of the Part IIA Form, the committee will conduct the first set of interviews, where applicable. All candidates must be asked the same questions and have the same interview structure. Once all interviews are completed at this stage, the committee will submit the Part IIB Form which will indicate a smaller pool of candidates to bring to campus.

Part IIb - Approval for Campus Interviews

Once all campus interviews are completed, the search will reconvene to recommend a hire to the Department Chair. Committees are encouraged to provide evaluations to all parts of the campus interview since they are often public components of each interview. Anyone who observes an interview could submit an evaluation to the committee. All evaluations, along with the recommendation of the committee should be forwarded, in order to the Department Chair. Those recommendations are listed on the Part III Form and submitted to DEI for approval before an offer is extended to the candidate(s).

Part III - Recommendation of Finalist

Once DEI has approved the Part III Form, the Committee Chair or Department Chair may contact the candidate(s) to make a hiring offer. The final determination(s) are sent to DEI for approval.

Part IV - Final Determination Form

At this stage, the search will either close successfully or will fail (indicating a hire will not result in the search). The Search Chair may consult with DEI to provide recommendations moving forward for a failed search.

Additional Notes

  • DEI approval at the Part I and Part IV stage are moved immediately to the Office of Human Resources.
  • DEI maintains the affirmative action function of the university and reserves the right to inquire at every stage of a search, halt or close a search at any stage.
  • DEI manages data about its searches, specifically in regard to its intervention at each stage, racial/ethnicity composition of each search and the gender composition of each search.
  • DEI encourages faculty and staff who are serving or interested in serving on university searches to attend our recruitment workshops listed under Professional Development & Trainings.
  • Visit our Frequently Asked Questions page or our tools or

Employment Opportunities at Binghamton University

Professional Development and Trainings (for faculty, staff and students)


Diversity & Inclusion Syllabus Statements


The following resources are drawn from multiple U.S. institutions and can serve as examples of inclusive language for syllabus creation. 


Brown University

  When crafting a diversity statement, you might consider the following questions:

  What are your discipline's conventions and assumptions? How might students with varying backgrounds respond to them?

  What role does your respect for and engagement with diversity in the classroom play in your personal teaching philosophy?

  What positive learning outcomes can come from respecting difference in the classroom? How can you highlight these?

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Centenary College of Louisiana

Sample (class diversity statement vs statement on diversity);

Class Diversity Statement: Centenary College of Louisiana—and your professor—value human diversity in all its richly complex and multi-faceted forms, whether expressed through race and ethnicity, culture, political and social views, religious and spiritual beliefs, language and geographic characteristics, gender, gender identities and sexual orientations, learning and physical abilities, age, and social or economic classes. 


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Carnegie Mellon University

When creating a diversity statement for your syllabus, please consider the following questionsHow do you, concretely, recognize and value diversity in your classroom? (For instance, do you have systems in place to ensure everyone's voice will be heard? Do you use a variety of examples to illustrate concepts? Do you have guidelines for respectful discussions?)

Montana State University 

Diversity statement: Respect: Students in this class are encouraged to speak up and participate during class meetings. Because the class will represent a diversity of individual beliefs, backgrounds, and experiences, every member of this class must show respect for every other member of this class. (Adopted from California State University)

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Mount Holyoke College

What and how students will learn: The Learning-Centered UDL SyllabusVision  Goal Statement Detailed course schedule Research and writings from authors of diverse backgrounds and offering multiple perspectivesExperiential learning: Relevant and connected to students’ life experiences and funds of knowledge and real-world issuesVariety of in-and out-of-class learning activities that allow students to learn in different ways and through various modalities

University of Southern California

Diversity & Inclusion Syllabus Checklist

  Personal Definitions

Identification of the many diversities present in your course and your assumptions made about students’ skill level, device use, lifestyle, comfort, etc.


  Departmental Definition

Review of school’s working definition of Diversity and Inclusion from its Five-Year Plan.

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University of Michigan

Sample (religious/cultural observance, point of view, discussion guidelines, accessibility and accommodations, student mental health and well-being, attendance, participation, and universal learning, title ix statement, plagiarism);Religious/Cultural Observance: Persons who have religious or cultural observances that coincide with this class should let the instructor know in writing (by e-mail for example) by [date]. I strongly encourage you to honor your cultural and religious holidays! However, if I do not hear from you by [date], I will assume that you plan to attend all class meetings.

University of Maryland, Baltimore County

Diversity Statement on Civil Dialogue: I hope the course challenges us to engage with issues that touch our and others’ lives personally and politically and to develop ways of thinking and acting to address them in nuanced, conscious, and accountable ways. Questions, personal insights, experiences, and emotions about the materials and topics are always welcome in class. I do not expect that we share the same views on the topics we cover (in fact I hope we do not). 

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University of Central Florida

One way to promote a safe and caring classroom community is to encourage each student's unique voice, perspective, and presence. The following diversity statement gives professors language for explaining how students' contributions will be valued:The University of Central Florida considers the diversity of its students, faculty, and staff to be a strength and critical to its educational mission. 

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The University of Kansas

“This is an Inclusive Classroom”

At KU, administrators, faculty, and staff are committed to the creation and maintenance of “inclusive learning” spaces. These are classrooms, labs, and other places of learning where you will be treated with respect and dignity and where all individuals are provided equitable opportunity to participate, contribute, and succeed.

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Stonehill College

Classroom Accommodation Statement: Stonehill College is committed to providing a welcoming, supportive and inclusive environment for students with disabilities. The Office of Accessibility Resources (OAR) provides a point of coordination, resources and support for students with disabilities and the campus community. 

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