1.

Add a required ILR course that discusses critical race, gender,

and class theory in relation to labor. This class must examine the
intersectionality of these multiple identities, including how they affect
working and building working class consciousness not only in the context
of the US, but also in relation to other countries around the world. Given
recent events and the creation of the Presidential Task Force on Campus
Climate, which is being put together with the help of ILRs Scheinman
Institute, it is imperative that ILR lead the way in educating the next
generation of workers on factors that impact the ways in which people
navigate the workplace. By addressing these issues, ILR can work to
ensure that students from marginalized backgrounds feel safe and
respected as students are forced to seriously grapple with the very real
issues that face them and their peers in the university and in the
workplace. Consider Professor Kate Bronfenbrenners IRLR 3035: Labor,
Race, and Gender in the 21st Century and Professor Allison Weiner
Heinemanns ILRLR 4035: Intersectionality in Disability Studies courses
when designing such a course. In addition, students should be directly
involved in the crafting of this course.

2. Hire at least three tenure track professors to make up for

shortages and upcoming retirements of faculty in the Labor
Relations, Law, and History Department within the next two
years. Permanent faculty hiring ensures that Labor Relations, Labor Law,
and Labor History classes are not phased out and continue to be
permanently provided and required for all ILR students. Faculty in this
department must have knowledge of collective bargaining with a union
perspective of labor relations. Additionally, ILR must ensure that retiring
faculty in the Labor Relations, Law, and History department are directly
replaced by faculty hired into this same department. Of these professors,
faculty of color and/or women should comprise at least half of the new
hires. The search for new faculty must be full and open, as opposed to
targeted searches, to ensure diversity of candidates. One student should be
selected through application by each academic department in ILR to
represent the student interest on this search committee.

3. Require faculty to undergo diversity and inclusion training

upon hiring, and again every two years, as trainings are updated
to ensure proper action in response to campus incidents and an
ever-changing national and international political climate.
Faculty must ensure that students feel safe and supported in their
classroom environments. To ensure such a space, faculty should be
thoroughly educated and trained to properly address incidents on campus
and around the country that immensely affect the learning environment of
students in their classes. This should include providing a space for
students to speak and reflect about these incidents while explicitly making
 available mental-health and community support services that students
may need.

4. Add a number of electives that explore, in depth, issues of labor

and the working class. These electives may include subjects such as:
critical theory as it relates to labor; alternatives to neoclassical economics;
anarchist/socialist labor movements around the world; labor in the
postcolonial Global South; a class focusing on labor and community issues
in Tompkins county that involves volunteering/ interacting with
organizations and people in the community.

5. The Office of Career Services should dedicate greater resources

to outreach efforts concerning labor and nonprofit
organizations. While we recognize that labor often has a different hiring
cycle and fewer resources to dedicate to travel and recruitment, cCareer
Services should use its resources to bring to campus speakers involved in
the labor movement. In addition, contact information for speakers,
recruiters, and alumni in the labor movement should be shared with
students frequently. Career Services should also make the social impact
career forum a yearly event and ensure that more off campus employers
are represented in the Social Justice Career Fair. Lastly, FEX and WISP
opportunities must include more labor and social justice opportunities.

6. Administration should meet bimonthly with students to discuss

progress on these steps. To ensure full commitment to our demands,
administration should meet directly with students to report with full
transparency the actions they are taking to move this initiative forward.