In the pursuit of knowledge and wisdom, an environment of mutual respect and open dialogue is paramount. At Berkeley’s History Department, we champion a diverse and inclusive community where understanding the past is a collaborative and critical endeavor. We engage with historical records, each other, and the public to explore diverse perspectives and seek answers to contemporary questions through the lens of history.
Historical interpretation is rarely monolithic. Just as historical figures often held conflicting viewpoints, historians too engage in robust, sometimes passionate, debates about the past. These disagreements are not weaknesses but rather the lifeblood of our discipline, driving scholarly progress and deeper understanding. Professional historians recognize that intellectual contestation, grounded in reasoned argument, fuels new inquiries, perspectives, and ultimately, a richer comprehension of history.
This commitment to open dialogue and critical engagement is built upon core shared values that define our professional conduct. Respect is fundamental. We foster an intellectual community characterized by courtesy, constructive criticism, and reasoned discourse. This ongoing exchange among historians with diverse viewpoints allows us to learn from each other, fostering mutual growth and the pursuit of shared intellectual interests. Such an environment, balancing rigorous critique with profound respect for differing ideas, is essential for the fruitful exchange of knowledge and opinions. These values are crucial, regardless of the specific career path one might consider, even for someone contemplating a Coding Career History Major.
Diversity and inclusivity are equally vital to our professional ethos. History itself is a tapestry of multiple, often conflicting narratives. A comprehensive and truthful understanding of the past necessitates incorporating a multitude of perspectives. The dynamism of our profession hinges on our openness to new voices, particularly those historically marginalized or overlooked. Diverse viewpoints must not only be welcomed but also given equitable consideration within the realm of historical scholarship. The study of history often requires confronting perspectives and values that may challenge or even clash with our own sensibilities. Navigating these complex conversations demands unwavering adherence to respect, diversity, and inclusion. A strong and inclusive pluralism—encompassing diverse methodologies, religious and political beliefs, sexual orientations, racial and gender identities, and socioeconomic backgrounds—is the bedrock of our collective scholarly practice and essential for achieving our shared mission. These principles of inclusivity and diverse perspectives are increasingly recognized as valuable assets in any professional field, including the rapidly evolving tech industry and for individuals exploring a coding career history major.
These three core values—respect, diversity, and inclusion—are interwoven throughout our intellectual endeavors and all aspects of our collaborative work. While our roles as students, staff, and faculty may differ, and circumstances may be unequal, a shared culture of respect, diversity, and inclusion is indispensable for our flourishing as both a workplace and a vibrant community of learning.
II. Code of Conduct
This Code of Conduct outlines how these shared values should guide our professional interactions and activities. It establishes expectations that, when upheld, will cultivate a rich, diverse, and thriving learning community. Further resources regarding remedies, reporting mechanisms, and relevant materials can be accessed here.
A. ADVISING AND SUPERVISION
The advisor-advisee relationship is a cornerstone of academic growth, offering both profound rewards and inherent challenges. It fosters an intellectual, professional, and personal dialogue that can extend throughout a career. However, it also exists within a hierarchical structure that, if not acknowledged and managed responsibly, can negatively impact both parties. For this relationship to thrive, it must be deeply rooted in our community’s core values. Therefore, both advisors and advisees must be treated with respect and professionalism. Open and consistent communication is essential. Advisors should be impartial, objective, responsive, and provide timely feedback. Advisees deserve equitable mentorship and guidance, witnessing proactive leadership in navigating professional challenges and opportunities. Both advisors and advisees share the responsibility to address any issues that arise when these shared values are not fully realized. Given the complexities inherent in these relationships, the department is committed to providing support in resolving conflicts or misunderstandings. Departmental leaders, including the Chair, Head Graduate Advisor, Graduate Student Affairs Officer (GSAO), and Student Services Coordinator, are available to offer guidance and resources to both faculty and students when needed. These mentorship and guidance skills are valuable in any career, even seemingly disparate fields like a coding career history major, where guiding junior team members or understanding historical trends in technology can be beneficial.
Serving as a GSI (Graduate Student Instructor) is integral to the professional development of graduate students and provides undergraduates with valuable instruction and mentorship in their studies. The Faculty-GSI collaboration should be governed by the same principles of professional conduct, respect, and inclusivity that apply to advisor-advisee relationships.
B. CLASSROOMS
Transforming the classroom into a dynamic space for both generating and disseminating historical knowledge requires a conscious commitment to communication and modeling respect. Whether acting as faculty, GSI, or student, we must express our ideas and opinions professionally and respectfully. When disagreements arise, criticisms should be presented constructively, with the aim of fostering productive discussion and intellectual growth. This ability to engage in constructive dialogue and respectful debate is a skill highly valued in diverse professional settings, even in a coding career history major where collaborative problem-solving is key.
In smaller classroom settings, cultivating an inclusive environment where every member feels comfortable contributing is a shared responsibility. Each participant should have an equal opportunity to speak without interruption. Recognizing that individuals have diverse communication styles, we should be attentive to cues indicating a desire to contribute. Respect for personal boundaries extends to physical space as well.
We must all commit to embracing a diversity of perspectives and ideas. Instead of rigidly defending assumptions and cherished beliefs, we should challenge ourselves to consider controversial topics from multiple viewpoints. This dedication to intellectual diversity should also inform our interactions with fellow participants. Avoid making assumptions about anyone’s perspectives or lived experiences based on characteristics like race, gender, religion, age, sexual orientation, or ability. Remember that personal experiences shape how individuals interpret and engage with historical material. Engage in meaningful conversations and actively listen to what others have to say. These skills of perspective-taking and understanding diverse viewpoints are increasingly important in a globalized world and relevant even when considering a coding career history major, where understanding user diversity is crucial in tech development.
Finally, when members of our department face challenges or obstacles, we must work together to address them. When standards of respect, diversity, and inclusion are compromised, it is our collective responsibility to address the issue directly and seek solutions. If words or actions are perceived as hurtful or disrespectful, initiating a dialogue within the classroom should be the first step. In any environment where individuals with differing values, beliefs, and experiences engage in critical debate, misunderstandings are possible. Many misunderstandings can be resolved by extending goodwill, maintaining an open mind to diverse perspectives, and empathizing with expressed concerns. Should classroom-based dispute resolution prove insufficient, students and faculty have access to departmental support resources.
C. SHARED SPACES
The department’s expectation of a culture defined by respect, diversity, and inclusivity extends to shared spaces utilized by History graduate students. These spaces are vital for graduate student learning and community building, and their use is a privilege for all graduate students in the department. As these spaces constitute a shared work environment, all department members are expected to use them professionally. Please adhere to posted guidelines regarding cleanliness and noise levels, and be mindful of whether conversations might negatively impact others within earshot. An inclusive and respectful approach ensures that everyone feels welcome to work and interact in these areas. Maintaining professional and respectful shared spaces is a microcosm of broader professional expectations in any workplace, even in fields seemingly distant from academia like a coding career history major, where collaborative workspaces are common.
Graduate student spaces encompass, but are not limited to, the Graduate Library, Computer Lab, Lounge, and GSI Offices. Access to and participation in activities within these spaces is administratively managed by the Student Services staff. Since the beginning of the 2018-2019 academic year, graduate students are required annually to acknowledge, sign, and return a Graduate Spaces policy agreement. Inquiries regarding the policy and its implementation should be directed to the Student Services Director (Ricky Vides, [email protected]).
D. WORKSHOPS, COLLOQUIA, CONFERENCES
Whether attending academic events on or off campus, remember that as a speaker or attendee, you represent this department and university. Professional conduct and courteous treatment of colleagues are expected. Frame questions politely and respectfully, even when expressing disagreement or skepticism. This is a skill honed over time and highly valued within our community. Professionalism and respectful communication at conferences and workshops are essential skills in any field, including a coding career history major, where presenting ideas and networking are important.
Such events can be opportunities to reconnect with colleagues and may include social components that blur the lines between professional and social contexts. In these situations, maintain a professional demeanor, prioritizing interactions with attendees as respected colleagues.
E. SOCIAL EVENTS AND SOCIAL MEDIA
Our community values inclusivity and respect, both on and off campus, whenever members interact, even in non-academic settings. Social gatherings involving department members, even off-campus, are expected to be characterized by inclusion, respect, and professional behavior towards all individuals. These expectations extend beyond the academic sphere and are relevant to interactions in any professional context, including a coding career history major, where workplace culture and team dynamics are crucial.
Many members of our community may choose to engage on social media. If you identify your role at the University of California, Berkeley, and its Department of History in any way on social media, your posts and comments should reflect these commitments to respect, diversity, and inclusion. Keep the following in mind:
- Think before you post. Privacy on social media is illusory. Posts are indexed by search engines, can be rapidly and widely disseminated, can be taken out of context, and remain public indefinitely. Posts made even on seemingly private pages can have long-term professional implications. Remember that your posts may also affect others; thoughtless or unkind remarks can have lasting and damaging consequences. If your posts could potentially affect others, seek their prior permission out of respect for friends, colleagues, and interlocutors. This careful consideration of online presence and impact is relevant to any career, including a coding career history major, where online reputation and digital communication are increasingly important.
- Use good judgment. Be respectful of others and their opinions. Do not post personal information or images of another person without their explicit consent.
- Respect confidentiality. Avoid disclosing confidential or proprietary information about Berkeley students, employees, or alumni. Adhere to all applicable University, federal, and NCAA privacy and confidentiality policies. All UC Berkeley employees, including graduate students, are subject to FERPA, HIPAA, and other laws protecting personal information.
- Recognize the boundary-blurring nature of social media. Social media platforms are designed to connect people, inherently blurring lines between personal and professional lives. Challenges can arise when professors, GSIs, and students share social media connections. Department members should carefully consider how to maintain the integrity of the student-teacher relationship in these contexts. Navigating professional and personal boundaries in online spaces is a crucial skill in the modern world, relevant far beyond academia and into fields like a coding career history major, where online professional networking is common.
Even when we adhere to these guidelines, others may not. Consequently, some members of our community may experience harassment and threats, becoming targets of abusive, intolerant, and disrespectful language. The department will provide support to the best of its ability to any members targeted in this manner.
III. Resources
This Code is intended to deepen and clarify the standards to which the History Department aspires. Implementation, enforcement, complaint procedures, and redress are critical considerations. Policies and responsibilities in these areas are complex and often extend beyond the department’s purview. The following annotated list of resources is provided to navigate this complex landscape, enabling swift and effective resolution of issues when they arise. Understanding available resources and support systems is valuable in any professional environment, and even for individuals pursuing a coding career history major, knowing where to seek help and support is essential for career success and well-being.
History Department
The resources listed below are available to the wider departmental community for discussing incidents, raising concerns, and seeking advice on general and specific issues related to departmental climate. The Department of History has a standing Committee on Climate, Equity, Diversity, and Inclusion, as well as Equity Advisors serving each year. These positions, comprised of faculty, staff, and student representatives, are appointed by the Chair and tasked with addressing departmental climate issues and challenges to equity, diversity, and inclusion in the broadest sense, and working towards solutions. A list of current CEDI committee members and Equity Advisors is available here.
Equity Advisor (For a detailed description of this role, see here)
Graduate Student Advisors
Undergraduate Student Advisor
Director of Student Services
Department Chair
For ANONYMOUS reporting to the department, please use the Feedback Form here
Campus Resources
Campus Division of Equity and Inclusion
Office for Prevention of Harassment and Discrimination
- Campus office for investigating allegations of discrimination and harassment based on categories including race, color, national origin, gender, age, sexual orientation/identity, including sexual harassment and sexual violence.
- Confidential support for victims and survivors of sexual harassment, sexual violence, sexual assault, dating and intimate partner violence, stalking, and sexual exploitation.
Office for Faculty Equity and Welfare
- Supporting full participation in academic careers for all scholars, including individuals from groups historically underrepresented in higher education, such as women, ethnic minorities, religious minorities, individuals with disabilities, veterans, and lesbian/gay/bisexual/transgender persons.
