Campus Diversity Initiatives Creating a Shared Sense of Responsibility Sheree Marlowe, J.D. Campus Diversity Officer for Staff and Students

Background •  Campus Diversity Officer for Staff and Students •  Office for Diversity, Equity, and Inclusion (ODEI) •  Licensed Attorney – 9 years •  Areas of Practice: Civil Rights Litigation, Employment Law, Criminal Law

•  Golden Gate University School of Law, J.D. •  UC Berkeley, B.A. English

Overview •  Campus Climate Studies •  Campus-wide Diversity Programs/ Initiatives •  STEM Diversity Programs

Shared Sense of Responsibility How do we strategically use analytical data and lived experiences to leverage and prioritize institutional change and action to improve the campus climate?

Campus Climate Studies •  UC Systemwide Campus Climate Study – released March 2014 •  The goal for this study was to collect a comprehensive data set that would help the University better understand the strengths and challenges of the working and learning environments across the system and within each location.

•  UCSC Diversity and Community Building Study – Spring 2011 •  The study’s main goals were to evaluate the university’s existing culture and institutional support of all members of our campus community, and to provide valuable information for improvement of everyday practices, policy decisions and other community-building efforts.

Climate Study – Highlights

•  Lack of visibility and institutional commitment to diversity

•  Students feeling isolated and marginalized (curricular and co-curricular) •  Students with Disabilities •  African American/Black Students •  Lesbian, Gay, Bisexual, and Transgender Students

•  Professional development for graduate students

Campus Action Plan Launched a comprehensive year-long campaign promoting the UCSC Principles of Community. The UCSC Black Experience Team (BET) was appointed to provide recommendations on recruitment, retention and campus climate matters surrounding African-American/Black students. Created a welcome reception area at the Disability Resource Center (DRC), developed a two-year program to hire students from the DRC into a sequential leadership program, hired a grad student for focus on outreach and program services for grad students In the process of hiring a program coordinator and graduate student intern that will be funded for at least 2 years for program support and assessment of the resource center for the LGBTQ community. Also hiring a Transgender Coordinator based on needs for transgender students. Diversity and Inclusion Certificate Program for Graduate Students was created and launched Fall 2015. Chancellor’s Teaching Fellowship launched in 2014 professional development

Campus-wide Diversity Programs and Initiatives Office for Diversity, Equity, and Inclusion

Campus Diversity Programs & Initiatives •  Diversity and Inclusion Certificate Program •  Bias Response Program •  ODEI Co-Funding Program •  Chancellor’s Achievement Awards for Diversity - article •  Chancellor’s Diversity Advisory Council •  Principles of Community campaign & events

Diversity and Inclusion Certificate Program

•  Building an inclusive environment that promotes diversity and inclusion requires the active participation of everyone on campus. Launched 2010.

•  Offered to administrators, staff, faculty and graduate students

•  Professional development: no cost to participants

•  Program consists of nine courses (7 core courses and 2 electives).

•  12 elective choices. Two graduate specific classes. 2 academic years.

•  INSIGHT Into Diversity article – Nov 2015

Graduate Specific Courses •  Assistant Professor Christy Byrd in the psychology department and Post-Doc Ian Marcus who is working on a new Howard Hughes Medical Institute (HHMI) initiative to introduce active learning into intro biology classes will be co-teaching a course on inclusive teaching and classrooms. •  Christy Byrd will cover the following topics: culturally responsible and inclusive classroom environments, microaggressions (as the aggressor, an ally and as a target), and handling sensitive/ difficult situations in the classroom. Ina Marcus will focus on inclusive teaching, active learning, contexting, growth mindset, how people learn, facilitation versus lecturing, and assessment.

•  Nancy Heischman, Director of Conflict Resolution Services, presents a workshop on conflict management with an emphasis on graduate student situations and how various areas of diversity or differences may lead to conflict due to misunderstandings, different communication styles, etc.

Diversity and Inclusion Certificate Program

Bias Response Program

•  Program Themes

•  Community Engagement and Education •  Campus Resources •  Referral to appropriate campus units for policy review and possible disciplinary action

•  Updates •  •  •  •  •  • 

All hate crimes reported directly to UC Police department Program statement Reporting form Website revision Data collection for trends analysis Develop: Community response team

ODEI Co-Funding Program

he Office for Diversity, Equity, and Inclusion (ODEI) sponsors UCSC activities, ojects and events that reflect its mission to promote a campus that is diverse, equitable d inclusive. Tier 1 Program: Awardees can receive up to $500 to help co-fund their event, activity, or project. This program is available to all campus constituents. New Tier 2 Program: We modified our Tier 2 program based on the systemwide climate study and consultation with the Senate Committee of Affirmative Action and Diversity (CAAD). This program is designed to provide co-sponsorship for faculty and graduate student projects or recruitment efforts related to advancing diversity and inclusion on campus. Proposals will be awarded up to $1,000 each.

Chancellor’s Diversity Advisory Council

he charge of the UCSC Council is to: Monitor and evaluate the progress of UCSC in creating conditions of climate, culture and inclusion that will best support the mission of the University and provide equal opportunities to all UCSC students, faculty and staff.

Identify, evaluate and share “promising practices” in efforts to create a welcoming and inclusive campus climate— looking broadly at other institutions, both public and private, inside and outside higher education, across the state an the nation.

Evaluate existing policies, programs, and organizational structures that promote diversity and inclusion and recommend additional programming and institutional changes to continue to ensure proactive engagement in creatin a healthy campus community. Generate innovate thinking and offer solutions to assist in the resolution of campus climate issues. Partner with identified affinity groups based on campus specific needs or climate studies to foster community building and engagement through inclusion. Pursue and fulfill other diversity-related initiatives identified by the Chancellor.

he Chancellor’s Achievement Awards for Diversity honor and showcase people and rograms that have made outstanding contributions to furthering diversity, inclusion nd excellence at UC Santa Cruz. Eligible recipients include undergraduate and raduate students, student organizations, academic, and staff employees, campus units e.g., offices, departments or divisions) and academic or administrative programs. Since 2003: 86 awards across all disciplines! 2 Women in Science and Engineering Awards 1 Lifetime Achievement Award

UCSC Principles of Community

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STEM Diversity Programs

MARC

Maximizing Access to Research Careers: Offers research training to participating students to help prepare them to compete successfully for entry nto graduate programs leading to the Ph.D. in the biomedical sciences. Providing Academic Research Training to Undergraduates. Funded by NIH, he goals of the MARC program is to increase the numbers and capabilities of underrepresented scientist and science professionals and to prepare tudents for careers in biomedical research. Program supported by NIH since 1982 – recently submitted for renewal. $600,000 per year for next 5 years. The Division of Physical and Biological Sciences provides additional funding.

IMSD The Initiative for Maximizing Student Development: The program provides participating students with the opportunity to receive an indepth experience in the academic and experimental aspects of biological research. Funded through the National Institutes of Health, the program consists of a laboratory-training program during the summer and laboratory research projects during the academic year. Program supported by NIH since 1999 – recently renewed for more than$800,000 per year for next 5 years. The Division of Physical and Biological Sciences provides additional funding.

CAMP

The California Alliance for Minority Participation: A statewide initiative hat aims to support and retain underrepresented undergraduates to achieve heir degrees in the biological sciences, physical sciences, mathematics, and engineering. CAMP is one of 42 national Louis Stokes Alliances for Minority Participation, funded by the National Science Foundation.  The program has served URM STEM majors since 1991. •  Includes preparation to independent research in a participating faculty lab

Program submitted for renewal will receive $75,000 per year for next 5 years to support retention efforts serving first generation minority students. The division of Physical and Biological Sciences provides additional funding for staff support.

UC LEADS

The University of California Leadership Excellence through Advanced Degrees program: The goal is to educate California's future leaders by preparing promising students for advanced education in science, technology, engineering and mathematics (STEM). The program is designed to identify upper-division undergraduate students with the potential to succeed in these disciplines, but who have experienced situations or conditions that have adversely impacted their advancement in their field of study. Since its inception in 2000, there have been 63 UC Santa Cruz LEADS Scholars. 23 of UC Santa Cruz LEADS scholars have pursued a PhD, seven are currently attending graduate school and sixteen have graduated with a PhD.

PREP UCSC Post-Baccalaureate Research Program: The objective is to provide individuals from underrepresented groups who have recently obtained their baccalaureate degrees with intensive research experience.  This will strengthen their candidacy for admission to the nation’s strongest Ph.D. programs, and prepare them to earn Ph.D. degrees in the biomedical sciences. UCSC Prep began 2012/2013 and ends 2016/2017, it admits 6 to 7 Prep scholars per year, these students from diverse institutes throughout the country and are involved a broad array of biomedical disciples. A success of UCSC Prep is that 78% (10 out of 13) of our scholars are currently in PhD program compared to the PREP program (all national programs) average of 60%.

Packard Summer Program

he Packard Scholars: The goal of Packard funds is to expand the Summer Research xperience program under the STEM Diversity Office to support first generation, nderrepresented, disadvantaged background students in STEM. Providing a research ipend for students participating in the SRE 8-week summer program. Support includes rofessional development workshops, GRE preparation and conference travel pportunities.

Packard funds are private donation from Ms. Julia Packard, supporting summer research interns. STEM Diversity program receives $50,000 for 5 years.

“I am grateful for the opportunities UCSC gave me as an undergraduate to spend time with top esearch scientists and be able to do science, not just hear about it,” Packard said. “ I want my gif o help ensure that underrepresented students in the sciences are able to enjoy the same opportunit at UCSC that I did.” (Julia Parkard, UCSC Article, April 2014)

LAMAT

amat Summer Research Program: An integrated 8-week summer program esigned to introduce students to astrophysical research methods and tools hrough original research projects in computational astrophysics. The program argets undergraduate students in science and engineering currently enrolled in alifornia community colleges who might not have research experience. With 17 participating faculty members, we make up the largest group of computational astrophysicists in the world.

ACE •  Academic Excellence Program: An academic support program that is dedicated to increasing the diversity of UCSC students earning bachelors’ degrees in the STEM fields. •  Brings students together in active learning problem solving sessions twice a week that supplement several introductory math and science lectures. Helps students to understand the lecture and textbook through concept specific worksheets that students work on as a team. •  Classes: biology, math, general chemistry, organic chemistry, physics

•  ACE students also attend a one-hour, small-group peer mentoring session each week

UCSC Genomics Institute

Research Mentoring Internships (RMI): RMI is an initiative of the program that provides research training and professional development for UCSC undergraduate and graduate students interested in genomic science, including the ethical, legal, and social implications of genome research. •  Supports diversity and genomic research by providing undergraduate scholarships, graduate fellowships, and mentored research training opportunities across all disciplines. •  Hands-on mentored research training, academic and professional development guidance; travel and research funds; collegial support network; financial support

WiSE •  Women in Science and Engineering: An organization run by graduate students, which welcomes the participation of undergraduate students, graduate students, faculty, staff, and professionals in the STEM fields. The overarching goal of WiSE is to advance women in the STEM fields both in percentage and position, in the face of historical, present, and future challenges. To achieve this goal, WiSE uses a strategy of recruitment and retention: we seek to increase the participation of women in the STEM fields, as well as to enable the advancement and success of women in these fields. WiSE encourages its members to engage in mentorship, networking, and outreach, as well as seminars and discussions to further learning.

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