| Overall Rating | Gold |
|---|---|
| Overall Score | 69.72 |
| Liaison | Roxane Beigel-Coryell |
| Submission Date | March 3, 2023 |
California State University, Channel Islands
PA-7: Support for Underrepresented Groups
| Status | Score | Responsible Party |
|---|---|---|
|
3.00 / 3.00 |
Roxane
Beigel-Coryell Sustainability & Energy Manager Facilities Services |
"---"
indicates that no data was submitted for this field
Non-discrimination statement
Yes
The non-discrimination statement, including the website URL where the policy is publicly accessible:
California State University (CSU) Channel Islands is committed to maintaining an inclusive community that values diversity and fosters tolerance and mutual respect. We embrace and encourage our community differences in age, disability, race or ethnicity, gender, gender identity or expression, nationality, religion, sexual orientation, Genetic Information, Veteran or Military Status, and other characteristics that make our community unique. All individuals have the right to participate fully in CSU programs and activities free from discrimination, harassment, and retaliation. The CSU prohibits harassment of any kind, including sexual harassment, as well as sexual misconduct, dating and domestic violence, and stalking. For more information regarding CSU Channel Islands’ commitment to fostering an educational environment free of discrimination or harassment on the basis of gender or sexual orientation, including dating violence, domestic violence, sexual assault, and stalking, please contact the Title IX Coordinator or visit https://www.csuci.edu/titleix/.
https://policy.csuci.edu/statements/non-discrimination.htm
https://policy.csuci.edu/statements/non-discrimination.htm
Bias response team
Yes
A brief description of the institution’s discrimination response protocol or team:
CSUCI's Title IX and inclusion response and process overview can be viewed in the following two flow charts:
Non-Hearing Process - https://www.csuci.edu/inclusion/documents/2020-non-hearing-overview-of-title-ix-and-inclusion-response-and-process.pdf
Hearing Process - https://www.csuci.edu/inclusion/documents/2020-hearing-overview-of-title-ix-and-inclusion-response-and-process.pdf
Under guidance from Executive Order 1096/1097, those who have experienced or witnessed a bias incident, act of discrimination or hate crime can receive support from the office of Title IX & Inclusion. The Discrimination, Harassment, Retaliation (“DHR”) Administrator within the office is responsible for developing Campus training policies, conducting training, and establishing an administrative structure that facilitates the prevention and elimination of Discrimination, Harassment, and Retaliation.
The University will respond to all Complaints and will take appropriate action to prevent, correct, and discipline conduct that is in violation of Executive Order 1096/1097. When an allegation of discrimination, harassment, or retaliation has been reported to the DHR Administrator, outreach to schedule an intake interview commences immediately.
During the intake interview, the investigation procedure and timelines are discussed, the Complainant is informed of their Rights & Options, including the right to have an Advisor for any meeting held with the university, and reasonable interim remedies are determined. The Early Resolution process is also discussed as a viable means to address the allegation depending on the severity of the incident.
Interim remedies may include, but are not limited to referral to Counseling and Psychological Services (students) or the Employee Assistance Program (employees), No Contact Orders, classroom accommodations, work schedule alterations, or supervisory changes.
Article I of CSU Executive Order 1097 outlines the Campus Procedure for Responding to Complaints regarding discrimination or harassment. The procedure states that campuses will respond to all complaints and take appropriate action to prevent, correct, and discipline conduct that violates the Systemwide Policy Prohibiting Discrimintation, Harassment, and Retaliation (EO 1097). All complaints will be reported to the DHR Administrator (Discrimination, Harassment, and Retaliation) or Title IX Coordinator (Sex Discrimination, Sexual Harassment, Sexual Misconduct, Dating and Domestic Violence, and Stalking). The date of receipt shall be deemed to be the Complaint filing date. The DHR Administrator/Title IX Coordinator shall offer reasonable accommodations to Students who are unable to submit a Complaint because of a qualified Disability. Complainants also have the option to initiate an Early Resolution Process if they would like to explore whether their complaint can be resolved by the university without an investigation. For complaints that do not pursue the Early Resolution Process, the university will investigate the complaint, whether or not a formal written complaint is submitted. Full detail of the investigation and complaint resolution process is available in Artile I of EO 1097: https://calstate.policystat.com/policy/10926024/latest/#autoid-56krv
Non-Hearing Process - https://www.csuci.edu/inclusion/documents/2020-non-hearing-overview-of-title-ix-and-inclusion-response-and-process.pdf
Hearing Process - https://www.csuci.edu/inclusion/documents/2020-hearing-overview-of-title-ix-and-inclusion-response-and-process.pdf
Under guidance from Executive Order 1096/1097, those who have experienced or witnessed a bias incident, act of discrimination or hate crime can receive support from the office of Title IX & Inclusion. The Discrimination, Harassment, Retaliation (“DHR”) Administrator within the office is responsible for developing Campus training policies, conducting training, and establishing an administrative structure that facilitates the prevention and elimination of Discrimination, Harassment, and Retaliation.
The University will respond to all Complaints and will take appropriate action to prevent, correct, and discipline conduct that is in violation of Executive Order 1096/1097. When an allegation of discrimination, harassment, or retaliation has been reported to the DHR Administrator, outreach to schedule an intake interview commences immediately.
During the intake interview, the investigation procedure and timelines are discussed, the Complainant is informed of their Rights & Options, including the right to have an Advisor for any meeting held with the university, and reasonable interim remedies are determined. The Early Resolution process is also discussed as a viable means to address the allegation depending on the severity of the incident.
Interim remedies may include, but are not limited to referral to Counseling and Psychological Services (students) or the Employee Assistance Program (employees), No Contact Orders, classroom accommodations, work schedule alterations, or supervisory changes.
Article I of CSU Executive Order 1097 outlines the Campus Procedure for Responding to Complaints regarding discrimination or harassment. The procedure states that campuses will respond to all complaints and take appropriate action to prevent, correct, and discipline conduct that violates the Systemwide Policy Prohibiting Discrimintation, Harassment, and Retaliation (EO 1097). All complaints will be reported to the DHR Administrator (Discrimination, Harassment, and Retaliation) or Title IX Coordinator (Sex Discrimination, Sexual Harassment, Sexual Misconduct, Dating and Domestic Violence, and Stalking). The date of receipt shall be deemed to be the Complaint filing date. The DHR Administrator/Title IX Coordinator shall offer reasonable accommodations to Students who are unable to submit a Complaint because of a qualified Disability. Complainants also have the option to initiate an Early Resolution Process if they would like to explore whether their complaint can be resolved by the university without an investigation. For complaints that do not pursue the Early Resolution Process, the university will investigate the complaint, whether or not a formal written complaint is submitted. Full detail of the investigation and complaint resolution process is available in Artile I of EO 1097: https://calstate.policystat.com/policy/10926024/latest/#autoid-56krv
Recruitment programs
Yes
Does the institution have programs specifically designed to recruit academic staff from underrepresented groups?:
Yes
Does the institution have programs designed specifically to recruit non-academic staff from underrepresented groups?:
Yes
If yes to any of the above, provide:
California State University Channel Islands has implemented several programs with the purpose of recruiting underrepresented students. Admissions and Recruitment visits high schools and community colleges within CI’s service region (Southern Santa Barbara County to the north and Northern Los Angeles County to the south, and east to Santa Clarita). Admissions and Recruitment also participates in CSU initiatives to reach underrepresented students as well as attend regional and national college fairs as far north as the Central Coast/Central Valley and as far south as San Diego. The CSU initiatives for underserved students encompass providing services and outreach to the following populations: Hispanic/Latino, African American, Asian & Pacific Islander, as well as Native American. Furthermore, Admissions and Recruitment hosts many high school and community college groups throughout the year.
The CSU’s Educational Opportunity Program (EOP) provides admission, academic and financial support services to historically underserved students throughout California. The primary goal of the EOP is to improve access of low-income, first generation and historically disadvantaged students with potential for academic success by making higher education a possibility. EOP provides a comprehensive program of support services which include, but are not limited to, recruitment, preadmission counseling, orientation, summer program, diagnostic testing, financial aid follow-up, special admissions, pre introductory instruction, academic advisement, tutoring, learning skill services, and personal, educational and career counseling.
As the largest producer of teachers in California, the CSU is being called upon to expand its teacher preparation programs to meet the staffing needs of California's K-12 school districts. Teacher shortages in the state are projected to last for the next decade, and the Chancellor's Office of the CSU and campuses have initiated efforts to meet this demand. A number of campuses are involved in EduCorps, a comprehensive teacher recruitment effort to identify and encourage promising undergraduate students to consider a career in teaching. The effort has a special emphasis on attracting and preparing more male and female teachers of color with the goal of providing students with role models from their own backgrounds. EduCorps represents a community of individuals interested in shaping the future through teaching. Its two key purposes are:
-to significantly increase the number and diversity of students entering CSU's teacher preparation programs, especially in high-need areas such as mathematics, science, special education, and bilingual education
-to provide ongoing, high-quality support to members on their path to earning their teaching credential
CSUCI has recognized the need to increase diversity in the faculty body. In order to do this, CI has launched the Advancing Faculty Diversity (AFD) project. The AFD project is evidence-based, and illuminates more clearly the need for change to develop processes and concrete outcomes for the future. A funded grant allowed four faculty to serve as AFD Leads. The AFD Leads conducted research and developed a list of recommendations that are being instituted for the 2019-20 faculty recruitment cycle. With the addition of a new AVP, CI is overhauling the entire tenure-track faculty recruitment process to include these six recommendations:
1. Inclusive Job Search Criteria: New Faculty Position announcements with equity-minded language through-out and includes criteria that requires applicants to write statements both on teaching and mentoring diverse students with a focus on Latinx, African American, and American Indian
2. All Advertisement is utilizing equity-minded language and an emphasis on CI as an HSI
3. New Training for Search Committees emphasizes the use of an equity-minded lens in recruitment from faculty position announcements to targeted outreach
4. Equity Advocates are elected from the membership on each Search Committee and Faculty Affairs to ensure that ALL search committees are elected by its faculty
5. Implicit Bias Training (webinar on “Implicit and Explicit Bias in Hiring a Diverse Faculty” with Shaun Harper, USC Center on Urban Education-CUE) is now Mandatory Training for all members of Search Committees
6. Certification of Applicant Pools: New Requirement for applicant pools to be certified before Phone Interviews and before invitations extended for Campus Interviews by AVP for Faculty Affairs, to ensure diversity is represented in the pool and that diverse qualified candidates are not being overlooked
CSU Channel Islands is committed to diversifying the non-academic work force through active programs to recruit employees from underrepresented groups. These programs, as outlined in the university's Affirmative Action Plan, including strategically advertising job postings with publications that will reach underrepresented populations, including minority and female members of the workforce in recruiting brochures, developing position descriptions that accurately reflect position functions, ensuring job specifications do not contain inadvertent discrimination, etc. Recruitment and hiring of a diverse workforce was also identified as one of the main teams within CSUCI's new Inclusive Excellence Action Plan. Within this plan, the team identified several initiatives that will be implemented soon, including developing campus-wide policies that include evidence-based equity-minded hiring practices and creating a hiring handbook for non-academic employees. https://www.csuci.edu/president/arsj/ieap/dei-inventories/ieat-2.htm
The CSU’s Educational Opportunity Program (EOP) provides admission, academic and financial support services to historically underserved students throughout California. The primary goal of the EOP is to improve access of low-income, first generation and historically disadvantaged students with potential for academic success by making higher education a possibility. EOP provides a comprehensive program of support services which include, but are not limited to, recruitment, preadmission counseling, orientation, summer program, diagnostic testing, financial aid follow-up, special admissions, pre introductory instruction, academic advisement, tutoring, learning skill services, and personal, educational and career counseling.
As the largest producer of teachers in California, the CSU is being called upon to expand its teacher preparation programs to meet the staffing needs of California's K-12 school districts. Teacher shortages in the state are projected to last for the next decade, and the Chancellor's Office of the CSU and campuses have initiated efforts to meet this demand. A number of campuses are involved in EduCorps, a comprehensive teacher recruitment effort to identify and encourage promising undergraduate students to consider a career in teaching. The effort has a special emphasis on attracting and preparing more male and female teachers of color with the goal of providing students with role models from their own backgrounds. EduCorps represents a community of individuals interested in shaping the future through teaching. Its two key purposes are:
-to significantly increase the number and diversity of students entering CSU's teacher preparation programs, especially in high-need areas such as mathematics, science, special education, and bilingual education
-to provide ongoing, high-quality support to members on their path to earning their teaching credential
CSUCI has recognized the need to increase diversity in the faculty body. In order to do this, CI has launched the Advancing Faculty Diversity (AFD) project. The AFD project is evidence-based, and illuminates more clearly the need for change to develop processes and concrete outcomes for the future. A funded grant allowed four faculty to serve as AFD Leads. The AFD Leads conducted research and developed a list of recommendations that are being instituted for the 2019-20 faculty recruitment cycle. With the addition of a new AVP, CI is overhauling the entire tenure-track faculty recruitment process to include these six recommendations:
1. Inclusive Job Search Criteria: New Faculty Position announcements with equity-minded language through-out and includes criteria that requires applicants to write statements both on teaching and mentoring diverse students with a focus on Latinx, African American, and American Indian
2. All Advertisement is utilizing equity-minded language and an emphasis on CI as an HSI
3. New Training for Search Committees emphasizes the use of an equity-minded lens in recruitment from faculty position announcements to targeted outreach
4. Equity Advocates are elected from the membership on each Search Committee and Faculty Affairs to ensure that ALL search committees are elected by its faculty
5. Implicit Bias Training (webinar on “Implicit and Explicit Bias in Hiring a Diverse Faculty” with Shaun Harper, USC Center on Urban Education-CUE) is now Mandatory Training for all members of Search Committees
6. Certification of Applicant Pools: New Requirement for applicant pools to be certified before Phone Interviews and before invitations extended for Campus Interviews by AVP for Faculty Affairs, to ensure diversity is represented in the pool and that diverse qualified candidates are not being overlooked
CSU Channel Islands is committed to diversifying the non-academic work force through active programs to recruit employees from underrepresented groups. These programs, as outlined in the university's Affirmative Action Plan, including strategically advertising job postings with publications that will reach underrepresented populations, including minority and female members of the workforce in recruiting brochures, developing position descriptions that accurately reflect position functions, ensuring job specifications do not contain inadvertent discrimination, etc. Recruitment and hiring of a diverse workforce was also identified as one of the main teams within CSUCI's new Inclusive Excellence Action Plan. Within this plan, the team identified several initiatives that will be implemented soon, including developing campus-wide policies that include evidence-based equity-minded hiring practices and creating a hiring handbook for non-academic employees. https://www.csuci.edu/president/arsj/ieap/dei-inventories/ieat-2.htm
Mentoring, counseling and support programs
Yes
Does the institution have mentoring, counseling, peer support or other programs designed specifically to support academic staff from underrepresented groups on campus?:
Yes
Does the institution have mentoring, counseling, peer support or other programs to support non-academic staff from underrepresented groups on campus?:
Yes
A brief description of the institution’s programs designed specifically to support students, academic staff, and/or non-academic staff from underrepresented groups:
CSU Channel Islands offers a multitude of programs for underrepresented students.
Underrepresented Student Initiatives was established fall 2016 in the area of Retention, Outreach & Inclusive Student Services. Housed within the Multicultural Dream Center at CSU Channel Islands, Underrepresented Student Initiatives supports the retention and persistence of marginalized populations including, but not limited to, those who identify as Latino, African American/Black, Asian American & Pacific Islanders, LGBTQ+, Assembly Bill (AB) 540, Deferred Action for Childhood Arrival (DACA), or undocumented. Our services seek to provide resources and foster a student-centered campus community dedicated to the holistic success of our students. Key events and services include: mentoring, academic assistance, career exploration, workshops on scholarships and graduate school and more.
https://www.csuci.edu/mdc/programs/underrepresented-student-initiatives.htm
A new program at CSU Channel Islands focuses on student academic success by increasing engagement and fostering a sense of belonging on campus for African American students. Made possible by a grant from the CSU Chancellor's Office, the African American Outreach & Transitions Academy (AATA) connects incoming CSUCI freshmen with faculty and staff mentors of color who help them overcome obstacles, develop an academic identity and navigate successfully through their first year.
The Promoting Independence and Educational Resources (PIER) program is a one-semester, voluntary transition and retention program targeting freshmen and new transfer students with disabilities enrolled in Disability Accommodations & Support Services (DASS) at California State University Channel Islands (CI). The PIER program connects first-year freshmen and transfer students to knowledgeable peer and staff mentors who help them get academically and socially acclimated to CI. Program requirements include: weekly meetings with a mentor, attending one workshop offered during the semester, and meeting with an academic advisor and instructors at least once during the semester.
https://www.csuci.edu/dass/students/support-programs.htm
The PATH Program (Promoting Achievement Through Hope) supports and empowers students who are foster youth, adopted, in guardianship or kinship care, and/or have experienced homelessness. PATH provides services aimed to meet the unique needs of displaced students to improve access, retention and graduation rates.
Hispanic students are encouraged to join Adelante Mujer, El Club de Espanol, and M.E.Ch.A. These programs encourage students to appreciate and embrace their Latina/o heritage.
Lesbian, Gay, Bisexual and Transgender (LGBT) students can participate in Spectrum (safe place for these individuals to express their gender identity), Coming Out Week, Coming Out Stars which are all programs designed for LGBT students to feel accepted into the CI community.
Workforce Recruitment Program: Disability Resource Programs Collaborates with the Department of Treasury, Washington D.C. to provide CI students with disabilities the opportunity to interview for nation-wide internship opportunities.
The CSU’s Educational Opportunity Program (EOP) provides admission, academic and financial support services to historically underserved students throughout California.The primary goal of the EOP is to improve access of low-income, first generation and historically disadvantaged students with potential for academic success by making higher education a possibility. EOP provides a comprehensive program of support services which include, but are not limited to, recruitment, preadmission counseling, orientation, summer program, diagnostic testing, financial aid follow-up, special admissions, pre introductory instruction, academic advisement, tutoring, learning skill services, and personal, educational and career counseling.
The Center for Multicultural Engagement (CME) encourages and supports faculty to enhance multicultural and diverse perspectives as they engage in teaching, mentoring, program development, research, and creative endeavors. The CME provides mini-grants for faculty to integrate and enhance multicultural learning, develop mentorship opportunities for underrepresented students, conduct multicultural research, conduct community service, and other initiatives that further enhance multicultural perspectives and inclusion on campus.
CSUCI is an institutional member of the National Center for Faculty Development & Diversity (NCFDD). The NCFDD is a nationally-recognized independent organization dedicated to supporting faculty, particularly under-represented faculty, post-docs, and graduate students in making successful transitions throughout their careers. CSUCI's membership with NCFDD provides online career development, training, and mentoring resources for underrepresented academic staff. Resources available through the NCFDD program include access to the Motivator Newsletter, webinars, multi-week courses, library of resources, job search process resources, and access to coaching and editing services. The membership also includes access to private discussion forums for faculty to network, seek support from peers, share information, and participate in challenges.
Founded in 2011, the mission of ChiLFASA (Chicana/o Latina/o Faculty and Staff Association) is to serve as a support network and to build community and mentorship for Chicana/o Latina/o faculty and staff at CSUCI. Its specific objectives are to ensure that the University:
1. Increases access, retention and graduation rates of Chicana/o Latina/o students.
2. Recruits, retains, promotes and tenures greater numbers of Chicana/o Latina/o faculty and staff.
3. Provides increased opportunities for Chicana/o Latina/o faculty and staff to advance to administrative and policy-making positions.
4. Reflects the Chicana/o Latina/o experience throughout the curriculum.
5. Improves its linkages with and service to the Chicana/o Latina/o community.
6. Provides culturally relevant events and programs for Chicana/o Latina/o faculty, staff and students.
https://www.csuci.edu/chilfasa/about/index.htm
Underrepresented Student Initiatives was established fall 2016 in the area of Retention, Outreach & Inclusive Student Services. Housed within the Multicultural Dream Center at CSU Channel Islands, Underrepresented Student Initiatives supports the retention and persistence of marginalized populations including, but not limited to, those who identify as Latino, African American/Black, Asian American & Pacific Islanders, LGBTQ+, Assembly Bill (AB) 540, Deferred Action for Childhood Arrival (DACA), or undocumented. Our services seek to provide resources and foster a student-centered campus community dedicated to the holistic success of our students. Key events and services include: mentoring, academic assistance, career exploration, workshops on scholarships and graduate school and more.
https://www.csuci.edu/mdc/programs/underrepresented-student-initiatives.htm
A new program at CSU Channel Islands focuses on student academic success by increasing engagement and fostering a sense of belonging on campus for African American students. Made possible by a grant from the CSU Chancellor's Office, the African American Outreach & Transitions Academy (AATA) connects incoming CSUCI freshmen with faculty and staff mentors of color who help them overcome obstacles, develop an academic identity and navigate successfully through their first year.
The Promoting Independence and Educational Resources (PIER) program is a one-semester, voluntary transition and retention program targeting freshmen and new transfer students with disabilities enrolled in Disability Accommodations & Support Services (DASS) at California State University Channel Islands (CI). The PIER program connects first-year freshmen and transfer students to knowledgeable peer and staff mentors who help them get academically and socially acclimated to CI. Program requirements include: weekly meetings with a mentor, attending one workshop offered during the semester, and meeting with an academic advisor and instructors at least once during the semester.
https://www.csuci.edu/dass/students/support-programs.htm
The PATH Program (Promoting Achievement Through Hope) supports and empowers students who are foster youth, adopted, in guardianship or kinship care, and/or have experienced homelessness. PATH provides services aimed to meet the unique needs of displaced students to improve access, retention and graduation rates.
Hispanic students are encouraged to join Adelante Mujer, El Club de Espanol, and M.E.Ch.A. These programs encourage students to appreciate and embrace their Latina/o heritage.
Lesbian, Gay, Bisexual and Transgender (LGBT) students can participate in Spectrum (safe place for these individuals to express their gender identity), Coming Out Week, Coming Out Stars which are all programs designed for LGBT students to feel accepted into the CI community.
Workforce Recruitment Program: Disability Resource Programs Collaborates with the Department of Treasury, Washington D.C. to provide CI students with disabilities the opportunity to interview for nation-wide internship opportunities.
The CSU’s Educational Opportunity Program (EOP) provides admission, academic and financial support services to historically underserved students throughout California.The primary goal of the EOP is to improve access of low-income, first generation and historically disadvantaged students with potential for academic success by making higher education a possibility. EOP provides a comprehensive program of support services which include, but are not limited to, recruitment, preadmission counseling, orientation, summer program, diagnostic testing, financial aid follow-up, special admissions, pre introductory instruction, academic advisement, tutoring, learning skill services, and personal, educational and career counseling.
The Center for Multicultural Engagement (CME) encourages and supports faculty to enhance multicultural and diverse perspectives as they engage in teaching, mentoring, program development, research, and creative endeavors. The CME provides mini-grants for faculty to integrate and enhance multicultural learning, develop mentorship opportunities for underrepresented students, conduct multicultural research, conduct community service, and other initiatives that further enhance multicultural perspectives and inclusion on campus.
CSUCI is an institutional member of the National Center for Faculty Development & Diversity (NCFDD). The NCFDD is a nationally-recognized independent organization dedicated to supporting faculty, particularly under-represented faculty, post-docs, and graduate students in making successful transitions throughout their careers. CSUCI's membership with NCFDD provides online career development, training, and mentoring resources for underrepresented academic staff. Resources available through the NCFDD program include access to the Motivator Newsletter, webinars, multi-week courses, library of resources, job search process resources, and access to coaching and editing services. The membership also includes access to private discussion forums for faculty to network, seek support from peers, share information, and participate in challenges.
Founded in 2011, the mission of ChiLFASA (Chicana/o Latina/o Faculty and Staff Association) is to serve as a support network and to build community and mentorship for Chicana/o Latina/o faculty and staff at CSUCI. Its specific objectives are to ensure that the University:
1. Increases access, retention and graduation rates of Chicana/o Latina/o students.
2. Recruits, retains, promotes and tenures greater numbers of Chicana/o Latina/o faculty and staff.
3. Provides increased opportunities for Chicana/o Latina/o faculty and staff to advance to administrative and policy-making positions.
4. Reflects the Chicana/o Latina/o experience throughout the curriculum.
5. Improves its linkages with and service to the Chicana/o Latina/o community.
6. Provides culturally relevant events and programs for Chicana/o Latina/o faculty, staff and students.
https://www.csuci.edu/chilfasa/about/index.htm
Support for future academic staff
Yes
A brief description of the institution’s programs to support and prepare students from underrepresented groups for careers as faculty members:
The California State University’s (CSU) Pre-Doctoral Program has granted the Sally Casanova scholarship to over 2254 low-income and educationally disadvantaged students throughout the CSU, the majority of whom are first-generation college students.
The California Pre-Doctoral Program is designed to increase diversity within the pool of university faculty by supporting the doctoral aspirations of students in the CSU--with particular support for low-income and educationally disadvantaged students. Awardees of this scholarship represent juniors, seniors, and master’s level students who come from a variety of academic disciplines. Each of these scholars are mentored by a faculty member from their respective campus.
The scholarship provides the Sally Casanova Scholars with:
-An opportunity to travel with their mentor to various University of California (UC) and other doctoral-granting institutions for site visits;
-Attendance at national symposia, or professional meetings, exposing them to their field of interest; and
-Membership in professional organizations, subscriptions to academic journals, or
-Purchasing of supplies necessary to carry out their current research agenda.
In addition, these scholars are offered an opportunity to participate in a summer research experience at any doctoral-granting institution in the United States, with particular emphasis on the UCs. This eight-week program gives the scholars direct exposure to doctoral-granting faculty and research, preparing them for entry into doctoral programs.
For more information about the Sally Casanova Scholarship program, please visit: https://www.calstate.edu/csu-system/faculty-staff/predoc/SallyCasanovaScholars
The California Pre-Doctoral Program is designed to increase diversity within the pool of university faculty by supporting the doctoral aspirations of students in the CSU--with particular support for low-income and educationally disadvantaged students. Awardees of this scholarship represent juniors, seniors, and master’s level students who come from a variety of academic disciplines. Each of these scholars are mentored by a faculty member from their respective campus.
The scholarship provides the Sally Casanova Scholars with:
-An opportunity to travel with their mentor to various University of California (UC) and other doctoral-granting institutions for site visits;
-Attendance at national symposia, or professional meetings, exposing them to their field of interest; and
-Membership in professional organizations, subscriptions to academic journals, or
-Purchasing of supplies necessary to carry out their current research agenda.
In addition, these scholars are offered an opportunity to participate in a summer research experience at any doctoral-granting institution in the United States, with particular emphasis on the UCs. This eight-week program gives the scholars direct exposure to doctoral-granting faculty and research, preparing them for entry into doctoral programs.
For more information about the Sally Casanova Scholarship program, please visit: https://www.calstate.edu/csu-system/faculty-staff/predoc/SallyCasanovaScholars
Optional Fields
Yes
Does the institution offer housing options to accommodate the special needs of transgender and transitioning students?:
Yes
Website URL where information about the institution’s support for underrepresented groups is available:
Additional documentation to support the submission:
---
Data source(s) and notes about the submission:
California Pre-Doctoral Program: http://www.calstate.edu/predoc/
Chancellor's Doctoral Incentive Program: https://www.calstate.edu/csu-system/faculty-staff/cdip
https://www.csuci.edu/hr/documents/ci-unisex-restroom-locations.pdf
https://www.csuci.edu/cme/
https://facultydevelopment.csuci.edu/ncfdd.htm
Identity Based Resource Guides for Students: https://www.csuci.edu/iss/resources/academic-support.htm
https://www.calstate.edu/impact-of-the-csu/teacher-education/Pages/pathways-to-teaching-education-careers.aspx
Chancellor's Doctoral Incentive Program: https://www.calstate.edu/csu-system/faculty-staff/cdip
https://www.csuci.edu/hr/documents/ci-unisex-restroom-locations.pdf
https://www.csuci.edu/cme/
https://facultydevelopment.csuci.edu/ncfdd.htm
Identity Based Resource Guides for Students: https://www.csuci.edu/iss/resources/academic-support.htm
https://www.calstate.edu/impact-of-the-csu/teacher-education/Pages/pathways-to-teaching-education-careers.aspx
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.