Our Commitment

Our Commitment to an Inclusive Westminster is only realized through our specific actions and beliefs:

  • We continue to live and embody our core values as they relate to diversity and inclusion and we recognize that the work of diversity and inclusion is an ethical imperative.
  • We fully realize that engaging our students in diversity-focused curricula and co-curricular activities better prepares them to be leaders, thinkers, and global citizens.
  • We strive to diversify our campus through proactive and intentional policies and strategies aimed at the recruitment and retention of students, faculty, and staff from diverse backgrounds.
  • We engage our local and extended campus community in dialogue and shared experiences in a continuous process of learning with and from each other.
  • We recognize that our pursuit of excellence depends on our ability to have individuals from diverse backgrounds, perspectives, beliefs, and philosophical outlooks.
  • We are committed to building relationships among social identity groups and we strive to have productive dialogue and meaningful action across our differences while engaging in critical and rigorous analysis.
  • We understand and embrace the educational benefits of diversity because different viewpoints and lived experiences enrich the learning experience. We also understand that power, privilege, subordination, and other forces of inequality play a role in shaping our individual and collective experiences and identities.
  • We strive to build an equity-minded college where everyone feels welcomed.



Individual differences, life experiences, group/social differences (e.g., race/ethnicity, class, gender identity and expression, sexual orientation, nationality, and disability), historically underrepresented groups, and groups with cultural, political, religious/spiritual, or other affiliations.

Adapted From the AAC&U


The creation of opportunities for historically underrepresented populations to have equal access to and participate in educational programs that address institutionalized achievement gaps in student success and completion.

Adapted from the AAC&U


The active, intentional, and ongoing engagement with diversity—in the curriculum, in the cocurriculum, and in communities (intellectual, social, cultural, geographical) with which individuals might connect—in ways that increase awareness, content knowledge, cognitive sophistication, and empathic understanding of the complex ways individuals interact within systems and institutions.

Adapted from the AAC&U

Inclusive Excellence

As an alloy, Inclusive Excellence re-envisions both quality and diversity. It reflects a striving for excellence in higher education that has been made more inclusive by decades of work to infuse diversity into recruiting, admissions, and hiring; into the curriculum and co-curriculum; and into administrative structures and practices. Through the vision and practice of inclusive excellence, AAC&U calls for higher education to address diversity, inclusion, and equity as critical to the well-being of democratic culture. Making excellence inclusive is thus an active process through which colleges and universities achieve excellence in learning, teaching, student development, institutional functioning, and engagement in local and global communities.

Adapted from the AAC&U