Equity and Sustainability at Willamette University

Equity Working Group

Sustainability Retreat, August 2005

The Equity Working Group members were David Craig (Assistant Professor of Biology), Bob Dash (Professor of Politics), Stephen Ellis (law student), Laura Hildebrandt (Accounting Specialist & Project Coordinator, Finance and Accounting), Sue Koger (Associate Professor of Psychology), Sue Rauch (Associate Vice President for Enrollment Admission, CLA), and Jennifer Roney (Associate Dean Atkinson Graduate School of Management). The group was facilitated by Robin Morris Collin (Professor of Law). In preparation for the retreat, the group was asked to explore the relationship between equity and sustainability by visiting a few web sites discussing this topic, and environmental justice. The group was asked specifically to consider how ideas like John Rawls' Theory of Justice - difference principle, and stems logic might apply to sustainability. [See Pre-retreat Equity Homework]. At the retreat, the working group began its work by discussing the connection between equity and sustainability at Willamette University and in general terms. The group quickly reached consensus about a shared desire to create a culture in which sustainability was the automatic response, a community guided intuitively by the values of sustainability and equity. We then focused on the charge to produce a document and presentation of our ideas at the end of the retreat. We chose to focus our attention on processes that characterize equitable and sustainable decision-making across a broad range of institutional activities. [See "A Proposal for an Equitable Process" below.] But the group also recognized that such processes must be guided by core values to consistently produce results that mirror the stated values. Therefore the group adopted three substantive principles to guide the processes envisioned which articulate the essential relationship between equity and sustainability. [See "Ordering Principles for Sustainable Equitable Decision Making" below.]

Equity Goals for Willamette

The goals of the sustainability project at Willamette University, as expressed in this document, prioritize the centrality and priority of equity issues in process, measurement, and outcome. Unfortunately, issues of equity are frequently neglected in favor of convenience or reduced financial costs, even among strong advocates for sustainability. This document proposes to continue, to extend, to frame, and to deepen the on-going discussion and commitment of the Willamette community to the equitable treatment of all constituencies and especially to those that have been historically marginalized from the full benefits of integrated participation in decision making venues. We recommend that consideration of equity remain central in all future discussions and decisions regarding sustainability at Willamette. The purpose of this document is to serve as a point of reference and discussion in the fuller consideration of sustainable equity on campus.

We recognize that sustainability requires equity; without equity we cannot be sustainable. For example, a commitment to equity allows us to consider all the relevant stakeholders involved in decision making and consequences, and obtain data and information from their point of view, it allows us to address the unequal distribution of health hazards in our community, it allows us to consider the distribution of costs and benefits and to consider whether decisions are good for all members of the community, it also allows to move in the direction we wish to go effectively based upon the consensus of all the affected stakeholders.
This document additionally strongly suggests that the principles of transparency, openness, and accountability be operative in all appropriate decision making processes and venues. All interested parties, individual and collective, should have ease of access to information regarding processes in which significant considerations regarding equity and sustainability are taking place. There is a positive presumption that all appropriate information belongs to the wider community and is not the private preserve of select groups and individuals. Furthermore, it is presumed that all relevant stake holders will be represented in all discussions regarding equity and sustainability.

Sustainability and Equity are not new concepts for Willamette University. The Sustainability-Equity group begins by acknowledging a number of prior and current innovative and successful examples of sustainability and equity enhancing efforts at Willamette. For example:

The Alternative Futures Project which was an interdisciplinary and intramural (i.e., undergraduate and graduate school participation) fledgling campus sustainability effort in the mid-1970's,

ECOS (Environmental Community Outreach Society) programs, run by our students, including:

• Annual Earth Day activities and other educational events
  
  
• Reassessment of classified staff job descriptions and compensation which specifically addressed issues of equity adjustment, including consideration for those employees who were expected to handle hazardous/toxic materials as part of their jobs,
  
  
• The Willamette Academy sharing the resources and educational opportunities of the university with underrepresented and first-generation students from the Salem community,
  
  
• Efforts by Professor Rebecca Dobkins and others to reconcile the university's relationship with the tribal communities who were affected by our historic actions and behaviors,
  
  
• The ongoing energy audit spearheaded by the Physical Plant staff to track and reduce the university's energy consumption and inefficiencies,
  
  
• The Nutritional Awareness Program which provided educational programming regarding sustainable consumption habits based on the book Diet for a Small Planet, and
  The plethora of Community Outreach programs, including Alternative Breaks, JumpStart, mentoring and the like.

The Definition of Equity as Applied

The Sustainability-Equity group reviewed several definitions of equity, including procedural, geographic and social equity and the liberty and difference principles as set forth by John Rawls. We agreed that no single definition of equity should apply in all circumstances and situations. Our initial discussions about how we might define equity at Willamette University included several concerns:

• A desire to align our institutional and individual practices and behaviors with our professed values, especially some of those set forth in the mission statements for the university and for the College of Liberal Arts ("cherishes the dignity and worth of all individuals, and strives to reflect the diversity of our world;" "embraces a commitment to service and leadership in our various communities and professions;" "we understand liberal education as preparation for students to lead rich and rewarding lives, rejoicing in the diversity of the world, and contributing to its welfare"),
  
  
• The impulse to integrate the broader Salem community into university activities and initiatives. We believe that campus and community issues usually connect and that any positive act toward equitable and sustainable decision making is likely to stimulate a ripple effect through the organization and community, and
  
  
• The necessity of providing opportunities to marginalized populations from inside and outside the Willamette community to address topics such as social inequities, exposure to toxins and other environmental hazards and the like.
  Following an examination of the various definitions of equity, we have chosen three ordering principles of decision making when difficult choices must be made between competing concerns. The Sustainability-Equity group concluded that the following ordering principles should govern decision making with equity in order to safeguard the fundamental values of sustainability and equity. We embraced these principles as essential guidelines in order to internalize the lessons of sustainability, and to make the practice of sustainability and equity our automatic behavior.

Ordering Principles for Sustainable Equitable Decision Making

1. Provide the greatest benefit to those who are the least advantaged;
   
   
2. Reduce exposures to stressors including environmental (toxic chemicals, noise, crowding), physical (occupational strains and injuries), and social (harassment, hate crimes, insensitive language such as jokes or epithets); and
   
   
3. Make decisions based on long-term costs and benefits.

A Proposal for an Equitable Process

We believe the decision making process is essential for achieving an equitable and sustainable environment. In order to make sustainable choices the norm, we need to create a decision-making strategy where equity is a central concern. This process will require challenging the cultural status quo. An inclusive process where all relevant voices are heard insures the presence of the necessary information to make a sustainable decision. We believe a truly equitable decision making process includes the following elements.

By incorporating the preceding elements into decisions affecting our community we will be better able to keep equity and sustainability central to our discussions.

Equity Performance Indicators and Measurements

It is also important to continuously assess the foundations of our decisions in order to move towards sustainable solutions. We think that specific equity objectives at Willamette University should be identified to support the goals and principles around equity that are developed through this sustainability dialogue. We envision a process where individuals and groups are given an opportunity to identify equity and sustainability objectives in their work areas and propose a means of measuring successful outcomes. Examples of possible opportunities include exposure to pollution and harmful chemicals, diversity in enrollment and scholarship, and distribution of scarce resources. These individuals and groups are the experts who work in the areas where these issues are most salient and are best able to identify opportunities and threats for sustainability and equity.

After specific objectives are identified, indicators of achievement toward these objectives should be developed. Indicators should be measurable and directly associated with the equity goals established through this process. These indicators will highlight movement toward these objectives.

Participants identified through the above process should measure the indicators with a frequency that is appropriate for the process. This assessment could take both qualitative and quantitative forms including numerical measures, surveys, focus groups, and benchmarking (best practices). In addition, these individuals and groups will analyze the results of these measures and make appropriate adjustments to increase success toward objectives or propose other changes.

Proposed Projects

We have generated a constellation of projects that we believe have merit as places to begin implementing equity goals and principles. We want to celebrate our success stories and promote those existing venues, rituals, and times of celebration as we can and invent new celebrations as often as possible. They are not ordered in any particular way and we expect the creativity of others to enhance and add to these initial proposals. These projects will add visibility; build rituals and celebrations around the core values of equity and sustainability. In this process, our community creates its own culture of valuing sustainability and equity in which these values are the automatic and normative values and choices.

1. Publish our motto and mission statement more widely and highlight how it effectively complements the goals of sustainability and promotes equity.
   
   
2. Create book clubs covering topics of equity and sustainability. Book clubs are a current cultural phenomenon that encourages the engagement of discussion and are process friendly to equity. We imagine book clubs that are deliberately composed of diverse groups (e.g. students and faculty of mixed majors, staff and admin from across the campus, community members and special guests from Salem and beyond).
   
   
3. Encourage the inclusion of more lectures and speaker series that engage our community on subjects of equity and sustainability. For example, we could engage these opportunities to invite experts in education to help us develop orientation and curriculum for all members of WU so that everyone improves their understanding on what sustainability and equity mean at this time and place.
   
   
4. We recognize that lecture series can synergize with book clubs and many curriculum issues.
   
   
5. Incorporate sustainability explicitly into current and future capital campaigns. If the direction of a campaign is unable to explicitly embrace sustainability as a focal point, then we hope it is still regularly referenced. In addition, there are special opportunities for giving that promote sustainability and equity and it is worth working to identify them. For example, we see a need to reduce the indebtedness of our students following graduation. We hope awards of financial aid are strategically used to give the max grants to those with the lowest income.
   
   
6. BRIDGES: Physical and Metaphorical. We propose various ways of building connections through physical and intellectual means.
   
   The 12th street Bridge between Kaneko/TIUA and the rest of campus which is currently unadorned is ripe for aesthetic enhancement celebrating equity and sustainability. We suggest developing a process of getting students, staff, and faculty to collaborate in an annual ritual of decorating the bridge with icons and creative works for public display. The idea could borrow conceptually from the "flamingo" decoration project of the group formerly known as Freaks and Geeks and the recent display of Salmon in the City (downtown Salem). We can imagine the community of Salem looking forward each year to the new display of energy, art, and icons. We also imagine working closely on such a project with the Bush Elementary students and people residing in the neighborhoods surrounding WU, esp. E. of 12th street.
   
   Also, we also hope to bridge Winter Street to enhance the connection between the CLA, Atkinson, Law, and School of Ed in a metaphorical way. We admire the commons effect of Goudy and want to invent more means of mixing these groups together to promote a culture of sustainability and a greater sense of the WU community.
   
   In the spirit of building bridges we also want to create more inviting opportunities for building connections to our neighbors and the Salem and regional community. We would like to make our campus a community resource for sustainability and equity and develop means to better learn the passions, joys, and concerns of our neighbors. We want to encourage the continuing success of WU outreach efforts ranging from "Take a Break" to service clearing curricula. We also hope that our neighbors and members of Salem will increasingly come to our. We hope to see more community members playing in creek and swimming pool, attending our theater and creative events, browsing our library shelves, and enjoying our beautiful grounds. We admire the specific success of Willamette Academy at meeting this aspiration. We would like to increasingly invite specific communities to specific events on our campus. Another example is our hope to coordinate with student activists to broaden participation (on and off campus) in the Tunnel of Oppression.
   
   
7. Hosting a discourse on the complexity principles around how systems organize and how that helps us understand our emerging history of making an equitable and sustainable WU. We want to create a system to record the history of our work to increase the likelihood we can evaluate our process in a scholarly manner in the future.
   
   
8. Work with food services concerning the reduction of food waste and develop means of distribution to needy communities.
   
   
9. Start (or restart) a community garden on or very near our campus and figure out how to involve a wide variety of WU and non-WU people in the growing. Garden enthusiasts might consider sharing their passion by working with nearby successful sustainable farmers, Saturday Market vendors, and state programs.
   
   
10. WU start buying as many of the small homes and residences in the areas immediately east of campus. WU would then work to rent or sell these homes to potential WU employees at subsidized rates to promote walking to campus and being engaged in the sustainability movement; create a benefit program analogous to tuition rendition that promotes a neighborhood of first time homeowners that are an intentionally diverse group.

"E-Questions": Proposed Ongoing Discourse
We recognize that there are several important conversations about Environment, Equity, Economics and Education that should take place involving the entire University community. These conversations should engage the following questions:

• An ethical consideration of privilege including who is asked to sacrifice in the process of reaching our goals, and the cost and benefits of our decisions,
  
  
• A discussion of how Willamette makes changes, how it has done so in the past, and how we want to do so in the future,
  
  
• A discussion of whether, how and when to include non-human species in decision making for our community
  
  
• A discussion of how to include and understand dissenting points of view.