Denise O'Neil Green

Green grew up in Chicago, Illinois, USA.[3] She earned a bachelor's degree from the University of Chicago, and a master's degree from Princeton University. She completed a PhD in higher education and public policy at the University of Michigan, Ann Arbor in 2002.[1][3][4]

Prior to joining Central Michigan University, Green was a faculty member at the University of Illinois, Urbana-Champaign and before that, an assistant professor of educational psychology in the College of Education and Human Sciences at the University of Nebraska–Lincoln. She was also a program director for the University of Michigan's Pathways to Student Success and Excellence Program.[5]

Green has authored over 70 journal articles, book chapters, reports and conference papers. In 2016 she co-authored 100 Accomplished Black Canadian Women and the updated edition in 2018.[6]

Green is active across the Canadian Higher Education sector in advocating best practices and policy on EDI. She is a frequent speaker on Equity at universities and conferences.[7] She was recently interviewed by the Christian Science Monitor about the global Black Lives Matter protests that erupted in response to the killing of George Floyd, stating that it is common a myth that racism does not exist in Canada,[8]

At Ryerson University, Green led the Truth and Reconciliation Commission Community Consultation.[9][10] At Central Michigan University, Green co-authored a chapter in the 2010 book, Implementing Diversity: Contemporary Challenges and Best Practices at Predominantly White Universities.

• 2017 President's Blue and Gold Award of Excellence, Ryerson University.[1]
• 2016 Skills for Change - Pioneers for Change Award for Women in Leadership. This award recognizes remarkable contributions made by immigrants in Canada[1]
• 2016 Named as one of 100 Accomplished Black Canadian Women[11]
• 2015 Named as a Women Worth Watching by Profiles in Diversity Journal.[12]

• Green, D.O. (2018), Integrating Equity, Diversity, and Inclusion into the DNA of Public Universities: Reflections of a Chief Diversity Officer, Campus Diversity Triumphs (Diversity in Higher Education, Vol. 20), Emerald Publishing Limited, pp. 185-199. https://doi.org/10.1108/S1479-364420180000020016.
• Green, D. (2006), Historically underserved students: What we know, what we still need to know. New Directions for Community Colleges. 2006(135):21-28. https://doi.org/10.1002/cc.244.
• Kim, E. and Green, D.O. (2012), Using qualitative methods to understand the experiences of female Korean doctoral students: Mining gender and racial stereotypes. pp. 237-256 in Nagata, D.K., Kohn-Wood, L., and Suzuki, L.A. (eds). Qualitative strategies for ethnocultural research. American Psychological Association.
• Klymyshyn, A.M.U., Green, D.O. and Richardson, C. (2010), Diversity at Central Michigan University: A Case Study of Achieving Diversity at a Predominantly White Public University. pp. 125-143. Neville, H.A., Browne Huntt, M., and Chapa, J. (eds). Implementing Diversity: Contemporary Challenges and Best Practices at Predominantly White Universities
• Green, D. (2008). Categories. In L. M. Given (Ed.), The SAGE encyclopedia of qualitative research methods. pp. 72-72. Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412963909.n40

• Institutional Diversity Blog