To address the list of demands from the Irate 8 and practice inclusion, Dr. Marshall invited University of |Cincinnati students to develop and offer recommendations for change to the university's administration. \"We created committees of students to have them involved in working on the responses to these demands. For example, to recruit more Black students to the university, our students came up with the idea to partner with Cincinnati Public Schools to create an ambassador program. The goal was to have high school students serve as ambassadors in partnership with university students to educate neighboring high school students about the University of Cincinnati's application and admissions process and to get them excited about college from fellow students. 1'" always remember their excitement going through the process of meeting with members of our admissions team, putting a proposal together, submitting the proposal to university administration, and then securing Jnding to an the program" (Dr. Bleuzette lvlarshall, personal communication, July 1, EUEU}. In talking about lessons learned as a result of her experiences following the DuBose shooting, Dr. lvlarshall noted how important it is for leaders to be humble and always be open to learning. \"I learned that when assuming a leadership role there is always going to be some type of challenge that I call the 'welcome to leadership moment,' because it comes unexpectedly and it is not at all clear what you should do. It's nothing that you could have ever planned for. The right answer is not written in any manual that you can simply look up to gure out how to navigate this challenge. Instead, you have to rely on your own sensibilities, your own strategic and creative thinking, and evolving skill set to be able to navigate\" (Dr. Bleuzette lvlarshall, personal communication, July 1, 202(1). She shared another \"welcome to leadership" moment involving a student group that staged a demonstration outside her ofce protesting the university's handling of sexual assault on campus. The group informed local media who were also present to lm the group marching to the administration building with their mouths taped. Group members then proceeded to sit on the oor in a circle outside of Dr. Marshall's ofce. \"The rst thing I did was take a deep breath when I heard the students were outside. I came out of my ofce and told them that I was ready to talk to them whenever they were ready to speak with me. They texted me to say they would be ready in 15 minutes. So I set my watch for 15 minutes, walked out, and immediately sat down in their circle to listen to their concerns and personal stories. Some concerns I could address right then and there, but some I could not, so I encouraged the students to schedule some time with me to deal with the lingering issues, which they did, and we worked together to implement changes\" (Dr. Eleuzette Marshall, personal communication, July 1, EUEU). In her role as the vice president of equity, inclusion, and community impact at a large urban university with nearly 5D,UDD students and over 15, employees, Dr. Marshall says she continues to learn and grow her inclusive leadership skill set. She describes her leadership style as participatory, because she invites people who are important to the process and encourages them to stay involved. She is also boundary spanning in the sense that she works across campus to infuse inclusive practices in any and all areas of the university. Another example of how Dr. Marshall practices inclusive leadership is that she begins a meeting by asking everyone in the meeting to share something with the group such as a movie or book they recently enjoyed, or a favorite quote. The topic is not important; what is important is allowing everyone in the room to speak and share because the goal is to create a foundation in which everyone in the room has exercised their voice. She nds this simple practice can make a big difference as it tends to open up subsequent conversation and makes it easier for people to feel comfortable speaking up later in the meeting. For aspiring inclusive leaders, Dr. Marshall recommends they rst and foremost become good at self reection. She says it is important to spend time understanding who you are as a person, what you appreciate about other people, what your shortcomings are, what you are doing to try to be a better person, how you do or do not connect with others, and what your hot buttons are and how to manage them. She also suggests that inclusive leaders must make a concerted effort to expand their circle of friends so they can be exposed to different ideas, opinions, and perspectives. Surrounding yourself with people who hold different opinions than you enhances your cognitive complexity and allows the opportunity to know yourself better by understanding how your upbringing and experiences differ from others. Finally, she encourages those attempting to be more inclusive to remember not to ght re with re, but instead ght re with water. She has learned that during heated and difcult situations she continually reminds herself that in some way, shape, or form, those expressing their anger are frustrated and hurting, and they are coming to her and the university for relief. \"The only way I can really help is to know the full extent of what's going onso if it means you need to fuss, then fuss, if it means you need to cuss, then cuss to get it out so that we can fully dissect what's going on. Only then can we determine what changes can be made\"1 [Dr Bleuzette lvlarshall, personal communication, .July '1, 22]. Questions 1. What inclusive leadership behaviors as identied in the Model of Inclusive Leadership {gure 12.1: does Dr. Marshall exhibit in her role? 2. In what ways do you practice these inclusive leadership behaviors in your interactions with others? In what ways could you practice these behaviors in the future? 3. Active listening is an important theme in this case. Dr. lvlarshall mentions the importance of listening and learning from others multiple times. Why is it often difcult for us to really listen and understand others? 4. What one thing can you do moving fonivard to enhance your active listening skills? Inclusive Leadership During a Crisis On July 19, 2015, in Cincinnati, Ohio, Samuel DuBose, an unarmed Black man, was fatally shot by Ray Tensing, a University of Cincinnati police ofcer, during a trafc stop for a missing front license plate and a suspended dnver's license. In response to the shooting, protestors took to the streets to demonstrate their anger, frustration, and pain. Protests were held both on campus and off campus and included students, faculty, staff, and community members. Astudentled movement emerged called the Irate E, which derived its name from the fact that only 8% of the University of Cincinnati student body was composed of Black students. In a short period of time, support grew across the university and the broader community for the studentled activist movement. The students demanded to meet with university senior leaders and gave them a list of it} demands. As vice president for equity, inclusion, and community impact at the University of Cincinnati, Dr. Bleuzette Marshall found herself at the center of this very difcult and traumatic time in the university's history. Dr. Marshall descn'bes her role during this time as one of healer and reconciler. \"I worked with people so that they could express themselves about how they were thinking and feeling about the institution. It wasn't just about this particular incident. People were inamed by the shooting, but other past experiences and practices fueled the anger they were feeling. And I took it,\" she said. "I did my best to respond to questions about what the university was doing or not doing, I stood outside among the demonstrators and listened, I worked with our president and vice presidents to consider what changes we could and could not make. I responded to the demands our students made to the university and communicated with them about our progress. It required a lot of time, patience, and listening to both what was said and not saidbeing able to read others' emotions was equally important\" (Dr. Eileuzette lvlarshall, personal communication, July 'l, EDEUL Multiple groups presented demands to Dr. Marshall's ofce, and one of the things she stressed was the need to be real and authentic in communicating with these various constituents. She met with leaders across the university including colleagues from the provost's, nance, human resources, investments, and admissions ofces, as well as the campus police department. She met with various groups about the demands made by student and community activists to determine what the university's current practices were and what kinds of change were possible. She explained that it was important to not just take the list of demands and disappear, but to otfer to involve those making the demands in the change process. She describes how the university practiced inclusive leadership by inviting others to engage in finding solutions