Izmir University of Economics, Faculty of Communication (IUE FC) Code of Diversity, Inclusion and Gender Equality (COMMDIV)

• To form a committee to monitor the processes related to diversity and inclusion and update this document on a regular basis.
• To promote the code to the university community and encourage all parties to internalize and share it with others.
• To create opportunities for exchanging knowledge and experience related to issues of diversity and inclusion.
• To maintain consistent communication among the IUE FC community where each member can share ideas, concerns and criticism.
• To collaborate with other units of IUE such as the Disability Support Centre; the Health, Culture, and Sports Directorate; and the Office of International Affairs for improving diversity and inclusion policy and practice.

• To prevent students from dominating their peers in any capacity based on cultural stereotypes of gender roles or otherwise.
• To raise awareness in students about culturally constructed gender roles and their involvement with power relations, and to encourage students to resist sexist behavior.
• To avoid single-gender groups when students work in groups. Encourage students to have gender balance in any project group, cluster work, etc. unless the subject of the work requires a single gender group.
• To spare some time for studying the local cultures of international students and colleagues and to pay attention to their cultural sensitivities.
• To avoid using sexist or discriminatory language in any form of communicative interaction, including but not restricted to classes and meetings.
• To guide the students not to use sexist or discriminatory language in assignments, projects, group work, class environment and any means of communication.
• To foster an outlook on life wherein sexist or discriminatory language is seen as neither necessary nor sufficient for genuine productive work and where the latter cannot excuse the former.
• To give more space to the work of women researchers, authors and artists in the course materials such as articles, chapters and movies.
• To use multiple teaching and evaluation strategies that address the changing learning needs of students requiring special support.
• To incorporate course materials and case studies obtained from multiple geographies, cultures and social contexts.
• To avoid using stereotypical examples and illustrations regarding socially, culturally and politically sensitive issues.
• To introduce adaptive technologies that will make course content more accessible for students with disabilities or learning difficulties.