Columbia University
PA-6: Support for Underrepresented Groups

EOAA (Equal Opportunity and Affirmative Action) - http://eoaa.columbia.edu/

Bias and Discrimination Response Protocol As members of Columbia College and Columbia Engineering, we share the University’s commitment to creating a learning environment free from unlawful discrimination and harassment. Unfortunately, we acknowledge that no campus community is removed from larger systemic issues, such as racism, homophobia, religious intolerance, sexism, and classism. Undergraduate Student Life and its partners have worked with students and key administrative offices to develop a protocol for responding to acts of hate and bias/discrimination in our community in order to better create a safe and secure environment for all of our students. Students who witness, hear of, or are victim to acts of bias and hate should immediately contact Public Safety at 212-854-5555. Once Public Safety is notified, the Bias and Discrimination Response Team is alerted, and several steps are taken to respond to the needs of our community. Public Safety Once notified of an incident, Public Safety will provide any immediate assistance necessary regarding safety. If there is physical harm or threat of harm to individuals involved, Public Safety will provide appropriate support and action. If the act is in the form of public defacement of property, Public Safety will secure the premises and/or cover-up the area until: thorough documentation is taken; the defacement is removed by Facilities, a unit which also is contacted immediately after the initial report to Public Safety. Documentation Documentation by Public Safety includes formally taking an incident report and gathering information (e.g. taking photographs of defacement of property, interviewing victims or witnesses to an act). If the incident may involve a hate crime, NYPD will be contacted. (See “Disciplinary Action for Hate Crimes and Bias Incidents” for more information). Support For individual(s) who may be specifically targeted: Members of the Discrimination/Bias Response team (e.g. Multicultural Affairs, Residential Programs, Center for Student Advising) meet with the individual(s) to address the personal, physical, emotional, and psychological safety of those targeted. While providing ongoing support and referrals to additional resources as needed, the staff works with the student(s) involved in creating an appropriate community response. Depending on the nature of an incident, personal situation, and concern of safety, a student may not want wide publicity. In such cases, the University will be considerate of the student’s wishes and attempt to minimize and/or limit the publicity to the extent possible. However, reporting the incident will still help inform general community education programs and support services. For a community or communities that may be targeted: Members of the Discrimination/Bias Response team meet with members or organizational leaders of communities most immediately targeted by the bias-related act. In the initial meeting, students are alerted to the incident and have the opportunity to share their concerns and the concerns heard among their peers. Administrators will collaborate with students to create needed programs to support their communities internally as well as programs to educate the campus. Follow- up meetings to plan and implement programs, to provide ongoing support, and to continue dialogue are held as needed. Notification In addition to Public Safety notifying relevant administrative units and Undergraduate Student Life staff notifying targeted constituencies, outreach to the general CC/SEAS community takes place when appropriate. After meeting with, consulting, and receiving consent from the individual(s) or constituencies most affected, public notification (through email, floor meetings, or other forums) will be sent out to students describing the nature of the incident and reminding all that these acts are against the collective principles of our community. The amount of details about the incident that will be disclosed to the community will depend on several factors including but not limited to the decision of the students/ groups most targeted, level of concern that repeating exact details may re-victimize targeted person(s), and pending legal and judicial processes. Campus Education Response programming is informed and shaped by meetings with student leaders and individual(s) and communities most affected. Undergraduate Student Life staff and students collaborate to create relevant forums, town halls, and dialogues. Additionally, all documentation and records of incidents help inform future programming and improvement of existing programs and services. For instance, if biased or hateful behavior seems to stem from misinformation of particular communities’ cultures or experiences, new programming or better promotion of current resources can be implemented. Similarly, if a bias- related action continually occurs, educational campaigns and accompanying dialogues can be held. Disciplinary Action for Hate Crimes and Discrimination/Bias Incidents Hate crimes/ bias-related incidents involve behavior that is motivated by hostility to race, religion, sexual orientation, ethnicity, national origin, gender identity and expression, age, or disability. We understand the deep pain and consequence hate crimes and discrimination/bias-related actions have on our entire community. Any behavior motivated by hate will not be tolerated. Columbia College and Columbia Engineering students involved in perpetrating a hate crime/ bias incident will be subject to an educational and/or disciplinary process determined by Judicial Affairs. Hate crimes are acts of hate and bias that are accompanied by crime through such actions as threats of violence, property damage, personal injury, and other illegal conduct. If a reported incident is designated by the NYPD as a hate crime, perpetrators will be prosecuted under state and federal laws. After a full investigation by the NYPD and the legal process are complete, Columbia College and Columbia Engineering students involved will also be subject to a judicial process through Dean’s Discipline, which may result in suspension or expulsion. Confidentiality Any personal information obtained during the course of an investigation of a hate crime or discrimination/bias-related incident and/or adjudication of such matter will be handled with discretion and kept confidential to the extent possible.

Each school at Columbia does its own recruiting, so every school has slightly different programs to recruit underrepresented students. As a University, Columbia aspires to be the go-to place for the world’s greatest scholars. We cannot achieve this aspiration without realizing our core values of inclusion and excellence. Accomplishing this requires that diversity be a fundamental academic accountability for our University, our Schools, and our Departments, and evident through equity in recruiting, advancement, retention, and experience. Building a diverse community is not the work of a moment, but requires sustained commitment, and concentrated effort and attention. In 2010, the Provost established the Office for Academic Planning and appointed Andrew Davidson as Vice Provost for Academic Planning with responsibilities for faculty development, diversity and planning initiatives. This Office extended and replaced the Office of the Vice Provost for Diversity Initiatives which oversaw the distribution of funds, totaling $22 million from 2005-2009, to support Columbia’s efforts to enhance faculty diversity. The Office for Academic Planning works in collaboration with the University's academic and administrative units to attract, advance, and retain a diverse faculty to more closely reflect the composition of the national pool of qualified candidates. The creation of this office was spurred by the Provost’s belief that these initiatives are most likely to succeed when they are tightly woven into the core functions and decision making of the institution. In 2014, the Provost re-affirmed his commitment to this mission by recruiting Dennis Mitchell to the newly created position of Senior Associate Provost for Faculty Diversity and Inclusion. http://provost.columbia.edu/node/159 The University continues to make significant financial investments in order to advance this work. In April 2012, President Lee Bollinger and Provost John Coatsworth announced Columbia University’s commitment to investing $30 million to enhance the diversity of its faculty through the recruitment of outstanding female and underrepresented minority scholars. The program is designed to support Schools’ diversity plans, and to assist the University in meeting placement goals established in its affirmative action programs, by advancing the recruitment and career success of outstanding underrepresented minority and female scholars in disciplines where the availability qualified minorities and women exceeds their representation on our faculty. This initiative reflects a shared financial commitment, with $15 million from the University’s central budget matched by contributions from the individual schools to meet the costs of this effort. This dedication of resources comes with an insistence on accountability and achieving measurable movement toward our goals. It includes a School-led strategic planning process in which each School receives 10 years of faculty and pipeline diversity data, defines its goals to enhance faculty and pipeline diversity and inclusion, and provides progress reports. Academic Success Programs (within Center for Student Advising) The Arthur O. Eve Higher Education Opportunity Program (HEOP), currently found in over sixty independent colleges and universities, was established by the New York State Legislature in 1969 to assist eligible residents in obtaining higher education at private institutions. HEOP is funded jointly by the University and the New York State Arthur O. Eve Higher Education Opportunity Program, and programming activities are supported, in part, by a grant from the New York State Education Department. HEOP participants receive the following: Financial aid awards will be based on each student’s demonstrated financial need, as determined on a case by case basis. - Parents with calculated incomes below $60,000 a year and typical assets are expected to contribute $0 toward their children’s Columbia education. - Financial aid packages at Columbia contain no loans. - Students can estimate their financial aid eligibility by using the Net Price Calculator. Academic, personal, career, and financial advisement; Peer mentoring; Academic workshops and seminars; Individualized and/or group tutorial services; and Semester book allowance. In order to be eligible for HEOP, students must meet both academic and economic criteria set forth by the State of New York. In 1986 Columbia University created the National Opportunity Program (NOP), making a commitment to providing the same kind of academic and financial support to students from all over the United States. In 2006, The Fu Foundation School of Engineering and Applied Science established a National Opportunity Program. NOP participants receive the following services: Academic, personal, career, and financial advisement; Peer mentoring; Academic workshops and seminars; Individualized and/or group tutorial services; and Financial aid awards will be based on each student’s demonstrated financial need, as determined on a case by case basis. Parents with calculated incomes below $60,000 a year and typical assets are expected to contribute $0 toward their children’s Columbia education. Parents with calculated incomes between $60,000 and $100,000 and typical assets are also eligible for significant financial aid. Financial aid packages at Columbia contain no loans. Students can estimate their financial aid eligibility by using the Net Price Calculator. In order to be eligible for NOP, students must meet academic criteria set forth by the University. Orientation: We hold a reception during the New Student Orientation Program (NSOP) to welcome new first-generation college students and their families to campus. The 2014 FIF Welcome Reception featured a panel discussion where five current FIF students shared their experiences with twenty-nine incoming students.

Columbia University will expand its ongoing commitment to diversity in its faculty, dedicating another $100 million over the next five years—in addition to $85 million since 2005—to support recruitment and career development for professors, doctoral and post-doctoral students who traditionally have been underrepresented in higher education. As they have in the past, these funds will be a shared obligation, with contributions from the University and Medical Center to be matched by individual schools and departments. Each campus—the Medical Center uptown and the Morningside campus—will have its own committees to administer the grants. Faculty retention, dual-career support, and mid-career grants for recently tenured faculty will also be a focus of the overarching effort. Office of Multicultural Affairs (OMA): The umbrella organization for students in underrepresented groups is the Office of Multicultural Affairs. Responding to the needs of Columbia’s diverse undergraduate student body, OMA aims to promote an inclusive university climate by acting as an educational resource that prepares students to succeed in a heterogeneous and ever-changing society. The Office provides a supportive environment for intercultural communication, constructive interaction and mutual understanding. OMA aims to strengthen and enhance the richly diverse fabric of the Columbia community by providing and supporting programs and services in the following areas: Critical Intellectual Inquiry; Mentoring; Advocacy; Social Justice and Inter/Intra Cultural Programming; Leadership Development and Training; Diversity Education and Training; and Cultural & Identity Based Student Organization Advising. The Intercultural Resource Center (IRC), a part of the OMA, is devoted to promoting a just society and exploring intercultural and diversity issues within and beyond the Columbia University community. The IRC provides a forum for education and social exchange that encourages self-discovery, increased social awareness, and an appreciation of the cultural histories within and between communities on campus. We strive to equip students, faculty, and staff with the tools necessary to empower themselves, successfully navigate their environments, and positively impact the community at large. http://www.studentaffairs.columbia.edu/multicultural/aboutus/rescom/irc.php Student Engagement Columbia offers a wide range of student clubs, organizations, and initiatives, including Proud Colors, Society of Women Engineers, Black Theater Ensemble, Multicultural Business Association, Grupo Quisqueyano, Native American Council, and many, many more. (List attached of Student Clubs and Organizations.) http://lionlink.columbia.edu First-in-Family Programs (within the Center for Student Advising) Columbia College and Columbia Engineering are proud to have more than 900 undergraduates who are the first in their family to attend college. First-in-Family (FIF) Programs serves these students, and all students, by supporting them as they make the cultural leap into the college environment. First-in-Family is by definition a secondary identity. The FIF constituency hails from every corner of the socioeconomic spectrum, every ethnic background, and every area of study. The philosophy of FIF is that ""students don't know what they don't know."" FIF Programs aims to introduce students to the huge variety of possibilities for their Columbia education. Peer Mentoring: FIF administers a peer mentoring program that pairs incoming and upperclass FIF students. The mentoring relationship enriches new students by connecting them with the attention and wisdom of FIF students who are farther along in their Columbia careers. The 2014-15 FIF Peer Mentoring Initiative will launch mid-September. Social Events: All FIF students are invited to participate in FIF-exclusive social events throughout the academic year. Programming for the fall semester will be announced in early September. Academic Support: The Center for Student Advising provides academic support resources through the Academic Resources in Support of Excellence (ARISE) program. All FIF students are encouraged to inquire about these resources. Open Housing is an arrangement whereby two students, regardless of sex, gender, or gender expression, are permitted to share a room in Columbia’s residence halls. The primary reason for such a policy is to provide housing options that take into consideration varying identities and preferences, and to ensure a safe and comfortable environment for all students. http://www.studentaffairs.columbia.edu/OMA/trans Link to gender-neutral bathrooms on campus: https://visit.columbia.edu/content/maps-and-directions A variety of alumni affinity groups help sustain links to Columbia University and strengthen connections between alumni and student communities. Alumni Affinity Groups: http://alumni.columbia.edu/alumni-community/alumni-clubs/affiliated-organizations Undergraduate Programs Bridge to Ph.D. Program in the Natural Sciences – Graduate School of Arts & Sciences This program enhances the participation of students from underrepresented groups in Ph.D. programs in the natural sciences. With funding from the National Science Foundation, the Bridge Program provides an intensive research, coursework, and mentoring experience to post-baccalaureates seeking to strengthen their graduate school applications and to prepare for the transition into Ph.D. programs. Bridge Scholars have been sponsored by the Departments of Astronomy, Biological Sciences, Chemistry, Earth and Environmental Sciences, Neuroscience, Physics, and Psychology. There are currently ten participants in the program. Twelve of the participants who completed the program in its first three years have been accepted into doctoral programs at leading universities. Summer Research Program – Graduate School of Arts & Sciences The goal of the Graduate School of Arts and Sciences Summer Research Program (SRP) for undergraduates from historically underrepresented groups is to prepare students for doctoral study in their area of academic and intellectual interest. The program's purpose is to expose underrepresented students to graduate-level academic research so that they may begin to view the academy as a viable and realistic career path, thereby addressing the shortage of underrepresented minorities in doctoral study and college and university faculties. The program provides promising undergraduate students from historically underrepresented groups all over the United States with the opportunity to participate in an eight to ten week summer internship program conducting graduate-level research under the supervision of a Columbia University faculty mentor. Masters Programs Sustainable Engineering Graduate Scholars Program: Diversifying the Pipeline to the PhD - School of Engineering and Applied Science The onset of the 21st century has prompted a reevaluation of the role of engineers in light of current societal and environmental challenges. The goal of this National Science Foundation supported program, Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM), is to prepare a cohort of engineers to meet such challenges, with an emphasis on the areas of water, energy and infrastructure. Building upon undergraduate and PhD-level engineering education reform undertaken by the faculty team leading the project, this program targets the Masters level. A research-based M.S. degree will provide S-STEM Scholars with a well-supported “segue” between an undergraduate degree in engineering or applied science and a doctoral program. The program emphasizes the recruitment and retention of graduate students from underrepresented populations. Mentoring, cohort building and leadership development are important aspects of the program. Doctoral and Junior Faculty Programs Integrative Graduate Education and Research Traineeship (IGERT) Program – School of Engineering and Applied Science The National Science Foundation’s Integrative Graduate Education and Research Traineeship (IGERT) program was developed to meet the challenges of educating U.S. PhD scientists and engineers who will pursue careers in research and education, with the interdisciplinary backgrounds, deep knowledge in chosen disciplines, and technical, professional, and personal skills to become, in their own careers, leaders and creative agents for change. Offering traineeships to students pursuing their PhDs, the program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. It is also intended to facilitate diversity in student participation and preparation, and to contribute to a world-class, broadly inclusive, and globally engaged science and engineering workforce. Columbia University is home to four IGERT programs: Solving Urbanization Challenges by Design: A New PhD Program Between Architecture and Engineering - School of Engineering and Applied Science The goal of this IGERT program is to integrate architectural and engineering PhD education in a new interdisciplinary program that aims to fundamentally transform design and planning approaches to contemporary urban expansion. IGERT trainees will make use of emerging science and technology research at the interface of architecture and engineering to develop new paradigms that enable urban areas to adapt to changing requirements, absorb disturbance and effectively reorganize and recover, and reduce their impact on the natural environment. Collaborations with universities in urban environments located within Europe, Africa and Asia will provide a global perspective to the program. This IGERT program will graduate a cohort of diverse doctoral students who can help shape the policies, priorities, and investments needed for contemporary urbanization. Participants include students and faculty from Columbia University’s Graduate School of Architecture, Planning and Preservation, School of Engineering and Applied Science, Lamont-Doherty Earth Observatory, School of International and Public Affairs, Mailman School of Public Health, and Earth Institute. Engineering Photons for a Sustainable Future – School of Engineering and Applied Science This IGERT program facilitates the unique interdisciplinary training of PhD scientists and engineers in the field of sustainable and renewable energy solutions. The energy economy is an immediate and grand challenge that must be tackled by current and future generations of scientists and engineers. This program addresses this challenge by focusing on technology innovations in two subsystems of direct relevance: next-generation solar photovoltaics, and next-generation efficient optical data and communications networks. The cross-training scientific research is synergistically integrated with innovative educational approaches and an emphasis on underrepresented groups. Working with major industrial partners, the IGERT will conduct outreach to undergraduate and K-12 schools in Harlem and Nashville, encouraging underrepresented groups to enter science, technology, engineering, and mathematics areas of higher education. From Data to Solutions: A New PhD Program in Transformational Data & Information Sciences Research and Innovation – School of Engineering and Applied Science This IGERT program provides PhD students with the interdisciplinary training necessary to extract useful information from vast amounts of collected data. Consumer opinions, information on disease and its symptoms, and breaking information on social websites allow information gathering on a scale previously unknown. Columbia University and the City University of New York, in collaboration with international partners in Argentina and Brazil, have created a new program involving the interdisciplinary training of students in making sense of big data. Researchers from Computer Science, Electrical Engineering, Psychology, and Statistics are partnering with Biomedical Informatics, Business and Journalism to educate this next generation of information scientists. Aided by advisors from large corporations, major research labs, and small start-up companies, the program encourages IGERT trainees to pursue patents, and to apply their research in society. A major goal of the program is to attract more diverse students to information sciences by emphasizing real world applications, a supportive environment, and diverse faculty role models. Optical techniques for actuation, sensing, and imaging of biological systems – School of Engineering and Applied Science In this IGERT program a new generation of scientists and engineers will be trained through a set of five research thrusts that cross three fundamental core competency areas: optics, photonics, and sensor electronics; biomolecular detection and cellular-level analysis; and applications to medicine and public health. With 19 faculty members representing academic departments across Columbia University’s School of Engineering and Applied Science, School of Arts and Sciences, Mailman School of Public Health, College of Physicians and Surgeons, and Teachers College, and incorporating strong interaction with City College, Queens College, and The Cooper Union in New York City, IGERT trainees will experience a truly diverse community sharing in integrated educational and research activities and will be exposed to a wide spectrum of cutting-edge applications. This program fulfills a compelling need to train a diverse workforce of U. S. scientists and engineers trained in an area of large and growing competitive importance to the United States. Significant resources are committed to ensuring recruitment and retention of participants from underrepresented groups. Initiative for Maximizing Student Development (IMSD) – Mailman School of Public Health The Initiative for Maximizing Student Development (IMSD), an education project funded by the National Institute of General Medical Sciences, is aimed at increasing the number of underrepresented students who enter research careers in public health. The program supports eight doctoral students with one to two years of research mentoring, tuition benefits, and funding to attend scientific conferences. HIV Intervention Science Training Program for Underrepresented New Investigators – School of Social Work Columbia University’s HIV Science Training Program for Underrepresented New Investigators (HISTP), funded by National Institutes of Mental Health, is a multidisciplinary training program that seeks to develop and facilitate the growth of scientists from underrepresented groups conducting HIV-related dissemination and implementation research. The program’s goals are to address the urgent need to increase dissemination and implementation research to ensure that effective HIV prevention interventions are delivered to the communities that need them, and to train a new generation of HIV researchers to conduct such research to make a major impact in reducing new HIV infections, particularly among communities of color. Fellows participating in the program receive two years of support via an innovative dual mentorship structure, training seminars, workshops and institutes, pilot study support, and grant writing assistance. The program utilizes a distance learning approach which allows junior faculty from across the U.S. to participate from their respective institutions. Programs to Increase Diversity Among Individuals Engaged in Health-Related Research (PRIDE) – Mailman School of Public Health/College of Physicians and Surgeons The goal of Programs to Increase Diversity Among Individuals Engaged in Health-Related Research (PRIDE) is to recruit and train junior scientists who can improve public health and reduce health disparities nationwide. Sponsored by the National Heart, Lung, and Blood Institute, it provides rigorous training and mentoring opportunities to junior faculty members from underrepresented racial and ethnic minority groups, disadvantaged backgrounds, and individuals with disabilities and equips them with the essential skills needed to conduct comparative effectiveness research and secure grant funding to address today's most complex health problems.

Columbia’s strategy to enhance the diversity of its faculty has three primary elements: Three-year diversity goals for every School • Intended to enhance faculty diversity as a core academic accountability, each School developed 3-year diversity strategic plans, with measurable goals • The Provost meets with each Dean to discuss progress made on diversity goals, challenges that have been encountered, plans to intervene in areas where the progress has been unsatisfactory, and progress that is expected in the forthcoming academic year Funding support to enhance faculty and pipeline diversity via $30M commitment in April 2012 • $15M from central funds, matched by $15M from participating Schools, to fund faculty and pipeline recruitment, and faculty career success • Funds allocated through competitive grant processes, focused on a variety of areas – faculty hiring, junior faculty research support, and pipeline development through doctoral and postdoctoral fellowship support o Faculty Hiring: Standard and Target of Opportunity Recruitments o Faculty Development: Junior Faculty Research Grants o Pipeline Development: Postdoctoral Fellowships, Ph.D. Fellowships, and for undergraduates, the BRIDGE to the Ph.D. in the Natural Sciences • Every school has participated in this effort by applying for support; over 175 faculty members have been involved as advisers, proposal reviewers, and awardees Development of a broader framework to reinforce, nourish, and sustain diversity and inclusion. • Policy development; data collection and feedback; and special programming A more detailed account of the grant programs, and other diversity efforts, follows. 1. FACULTY RECRUITMENT This program is designed to support Schools’ diversity plans, and to assist the University in meeting placement goals established in its Affirmative Action Programs, by advancing the recruitment of outstanding underrepresented minority and female scholars in disciplines where the availability of qualified minorities and women exceeds their representation on our faculty. Our goal is that the composition of our tenured and tenure-track faculty more closely reflects the national pool of qualified candidates. Funds for faculty recruitment support two kinds of hires. Support for the Recruitment of Faculty Identified Through Standard Searches Schools may request funding support to assist in the recruitment of candidates identified through standard searches from groups whose availability exceeds their representation on the faculty. The level of support provided by the Provost’s Office is predicated on the assumption that, since there was a Standard Search and Evaluation process, this was a planned recruitment for which Departmental/School funds had already been budgeted. There may be instances where Schools need additional funds in order to make competitive offers. In such cases, Schools may request modest supplemental funds from the Provost’s Office to assist with the recruitment.   Target-of-Opportunity Recruitments While Departments/Schools will normally use the procedures described in its Standard Search and Evaluation Procedures to recruit faculty members, there are situations in which a hiring unit has the opportunity to recruit an outstanding minority candidate, or an outstanding woman candidate in the STEM fields, outside traditional open faculty searches. In such cases, if the recruitment of the candidate would cause the composition of the faculty to more closely reflect the national pool of qualified candidates, the hiring unit may seek a waiver from the University’s Equal Opportunity and Affirmative Action search requirements, and may seek funding support for this recruitment from the Provost’s Office. RFPs are issued twice a year. A committee of senior faculty members reviews the applications and makes recommendations to the Provost. 2. CAREER SUPPORT FOR JUNIOR FACULTY Junior faculty research grants in which junior faculty who contribute to the diversity goals of the University compete to receive seed grants for research support. RFPs are issued twice a year. A committee of senior faculty members reviews the applications and makes recommendations to the Provost. In addition to receiving research grants, junior faculty awardees are invited to become part of a cohort. Cohort events focus on career-support and community-building. Events have included award luncheons, a panel on career advancement, and informal interviews and meetings to get feedback on how Columbia is doing to create a climate of inclusiveness and support for junior faculty. Results of these interviews and meetings are being used to inform the development and expansion a more robust onboarding program for new tenure-track faculty. http://academicplanning.columbia.edu/provost-s-grant-program-junior-faculty-who-contribute-diversity-goals-university-2 3. PIPELINE DIVERSITY Pipeline diversity efforts are designed to provide support for members of underrepresented groups at three points in the pre-faculty life-cycle. Postdoctoral grants. Schools are invited to compete for funding for postdoctoral position. RFPs are issued once a year. A committee of senior faculty members reviews the applications and makes recommendations to the Provost. PhD Support. Fellowships are designed to increase yield of exceptional PhD students who would enhance diversity. • Fellowships are allocated across all Columbia Schools. Transition from Undergraduate to PhD. Funds are allocated to support the transition into STEM PhD programs for post-bac students from underrepresented groups. • Provost Office supports (in partnership with NSF, Arts & Sciences, and the Office of the Executive Vice President for Research) the Columbia-based Bridge to the PhD Program in the Natural Sciences   • Columbia is also the home to a number of transition programs that serve as a bridge for underrepresented minority and female candidates to advance from undergraduate to graduate studies, graduate studies to faculty positions, and junior faculty positions to research independence. http://academicplanning.columbia.edu/programs-transition-graduate-study-faculty-positions-and-research-independence A detailed account of these programs follows. Undergraduate Programs Bridge to Ph.D. Program in the Natural Sciences – Graduate School of Arts & Sciences This program enhances the participation of students from underrepresented groups in Ph.D. programs in the natural sciences. With funding from the National Science Foundation, the Bridge Program provides an intensive research, coursework, and mentoring experience to post-baccalaureates seeking to strengthen their graduate school applications and to prepare for the transition into Ph.D. programs. Summer Research Program – Graduate School of Arts & Sciences The goal of the Graduate School of Arts and Sciences Summer Research Program (SRP) for undergraduates from historically underrepresented groups is to prepare students for doctoral study in their area of academic and intellectual interest. The program's purpose is to expose underrepresented students to graduate-level academic research so that they may begin to view the academy as a viable and realistic career path, thereby addressing the shortage of underrepresented minorities in doctoral study and college and university faculties. Masters Programs Sustainable Engineering Graduate Scholars Program: Diversifying the Pipeline to the PhD - School of Engineering and Applied Science The onset of the 21st century has prompted a reevaluation of the role of engineers in light of current societal and environmental challenges. The goal of this National Science Foundation supported program, Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM), is to prepare a cohort of engineers to meet such challenges, with an emphasis on the areas of water, energy and infrastructure. Building upon undergraduate and PhD-level engineering education reform undertaken by the faculty team leading the project, this program targets the Masters level. A research-based M.S. degree will provide S-STEM Scholars with a well-supported “segue” between an undergraduate degree in engineering or applied science and a doctoral program. The program emphasizes the recruitment and retention of graduate students from underrepresented populations. Mentoring, cohort building and leadership development are important aspects of the program. Doctoral and Junior Faculty Programs Integrative Graduate Education and Research Traineeship (IGERT) Program – School of Engineering and Applied Science The National Science Foundation’s Integrative Graduate Education and Research Traineeship (IGERT) program was developed to meet the challenges of educating U.S. PhD scientists and engineers who will pursue careers in research and education, with the interdisciplinary backgrounds, deep knowledge in chosen disciplines, and technical, professional, and personal skills to become, in their own careers, leaders and creative agents for change. Offering traineeships to students pursuing their PhDs, the program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. It is also intended to facilitate diversity in student participation and preparation, and to contribute to a world-class, broadly inclusive, and globally engaged science and engineering workforce. Columbia University is home to four IGERT programs: Solving Urbanization Challenges by Design: A New PhD Program Between Architecture and Engineering - School of Engineering and Applied Science The goal of this IGERT program is to integrate architectural and engineering PhD education in a new interdisciplinary program that aims to fundamentally transform design and planning approaches to contemporary urban expansion. IGERT trainees will make use of emerging science and technology research at the interface of architecture and engineering to develop new paradigms that enable urban areas to adapt to changing requirements, absorb disturbance and effectively reorganize and recover, and reduce their impact on the natural environment. Collaborations with universities in urban environments located within Europe, Africa and Asia will provide a global perspective to the program. This IGERT program will graduate a cohort of diverse doctoral students who can help shape the policies, priorities, and investments needed for contemporary urbanization. Participants include students and faculty from Columbia University’s Graduate School of Architecture, Planning and Preservation, School of Engineering and Applied Science, Lamont-Doherty Earth Observatory, School of International and Public Affairs, Mailman School of Public Health, and Earth Institute. Engineering Photons for a Sustainable Future – School of Engineering and Applied Science This IGERT program facilitates the unique interdisciplinary training of PhD scientists and engineers in the field of sustainable and renewable energy solutions. The energy economy is an immediate and grand challenge that must be tackled by current and future generations of scientists and engineers. This program addresses this challenge by focusing on technology innovations in two subsystems of direct relevance: next-generation solar photovoltaics, and next-generation efficient optical data and communications networks. The cross-training scientific research is synergistically integrated with innovative educational approaches and an emphasis on underrepresented groups. Working with major industrial partners, the IGERT will conduct outreach to undergraduate and K-12 schools in Harlem and Nashville, encouraging underrepresented groups to enter science, technology, engineering, and mathematics areas of higher education. From Data to Solutions: A New PhD Program in Transformational Data & Information Sciences Research and Innovation – School of Engineering and Applied Science This IGERT program provides PhD students with the interdisciplinary training necessary to extract useful information from vast amounts of collected data. Consumer opinions, information on disease and its symptoms, and breaking information on social websites allow information gathering on a scale previously unknown. Columbia University and the City University of New York, in collaboration with international partners in Argentina and Brazil, have created a new program involving the interdisciplinary training of students in making sense of big data. Researchers from Computer Science, Electrical Engineering, Psychology, and Statistics are partnering with Biomedical Informatics, Business and Journalism to educate this next generation of information scientists. Aided by advisors from large corporations, major research labs, and small start-up companies, the program encourages IGERT trainees to pursue patents, and to apply their research in society. A major goal of the program is to attract more diverse students to information sciences by emphasizing real world applications, a supportive environment, and diverse faculty role models. Optical techniques for actuation, sensing, and imaging of biological systems – School of Engineering and Applied Science In this IGERT program a new generation of scientists and engineers will be trained through a set of five research thrusts that cross three fundamental core competency areas: optics, photonics, and sensor electronics; biomolecular detection and cellular-level analysis; and applications to medicine and public health. With 19 faculty members representing academic departments across Columbia University’s School of Engineering and Applied Science, School of Arts and Sciences, Mailman School of Public Health, College of Physicians and Surgeons, and Teachers College, and incorporating strong interaction with City College, Queens College, and The Cooper Union in New York City, IGERT trainees will experience a truly diverse community sharing in integrated educational and research activities and will be exposed to a wide spectrum of cutting-edge applications. This program fulfills a compelling need to train a diverse workforce of U. S. scientists and engineers trained in an area of large and growing competitive importance to the United States. Significant resources are committed to ensuring recruitment and retention of participants from underrepresented groups. HIV Intervention Science Training Program for Underrepresented New Investigators – School of Social Work Columbia University’s HIV Science Training Program for Underrepresented New Investigators (HISTP), funded by National Institutes of Mental Health, is a multidisciplinary training program that seeks to develop and facilitate the growth of scientists from underrepresented groups conducting HIV-related dissemination and implementation research. The program’s goals are to address the urgent need to increase dissemination and implementation research to ensure that effective HIV prevention interventions are delivered to the communities that need them, and to train a new generation of HIV researchers to conduct such research to make a major impact in reducing new HIV infections, particularly among communities of color. Fellows participating in the program receive two years of support via an innovative dual mentorship structure, training seminars, workshops and institutes, pilot study support, and grantwriting assistance. The program utilizes a distance learning approach which allows junior faculty from across the U.S. to participate from their respective institutions. oday's most complex health problems. 4. SUPPORT FOR ACADEMIC PROGRAMMING RELATED TO DIVERSITY AND INCLUSION The Office of the Vice Provost for Academic Planning has provided support to facilitate conferences and symposia related to race and gender, including funds for: • The creation of the Women’s, Gender, and Sexuality Studies Council, 2013-2014 • A conference titled “Are the Gods Afraid of Black Sexuality” in October 2014 (a project of the Institute for Research in African-American Studies) • A conference titled “Challenging Punishment Conference: Race, Public Health, and the War on Drugs” in October 2013 (a project of the Institute for Research in African-American Studies) 5. PROVOST’S ADVISORY COUNCIL FOR THE ENHANCEMENT OF FACULTY DIVERSITY The Provost’s Advisory Council, formed in 2012, plays a key advisory role to the Provost on the University’s diversity efforts, including: • Providing expertise and guidance on programs concerning faculty and pipeline diversity, inclusiveness and equity, and faculty development • Recommending approaches to strengthen the presence, prominence and role of women and underrepresented minorities in leadership positions at Columbia • Championing the University diversity mission within their academic units, across campus and among external stakeholders Members of the Advisory Council have also participated in a series of in-depth interviews to learn more about their perceptions of Columbia’s progress in strengthening a climate of inclusiveness and support for junior and senior faculty from underrepresented groups. Results of these interviews, and junior faculty interviews, have helped to inform the work of the Council and of the Office of the Vice Provost for Academic Planning. http://provost.columbia.edu/node/164 http://provost.columbia.edu/node/97   5. DATA INITIATIVES The use of data remains a key part of our diversity efforts. In partnership with the Office of Institutional Research (OPIR), data is compiled to show the race and gender composition of all graduate students and faculty in every department of the University. This data, presented as an overview by year for the last ten years, allows for evaluations of how well departments are incorporating diversity efforts to impact their faculty and student demographics. These data, as well as analyses of any unit lacking female and/or underrepresented minority tenured/tenure-track faculty are made available to diversity leaders at each School. Office of Work/Life programs support the building of a diverse faculty in a number of ways. The following services are available to faculty being recruited in addition to current faculty. Support for Families: • Affiliated Child Care Centers: arrangements with area early education and child care centers to prioritize admission of Columbia families • Backup Care: 100 hours of subsidized backup child care and adult/elder care is available to elgigible faculty and staff • Breastfeeding Support Program: private lactation rooms on all campuses equipped with hospital grade pumps – allowing mothers to express milk when they return to work after childbirth • School and Child Care Search Service: free individual consultation to assist parents with finding child care and schooling for their children in and around New York City Support for Relocation: • Faculty Spouse/Partner Dual Career Service: assist accompanying faculty spouses and partners in searching for academic and non-academic careers • Housing Information and Referral Service: individual consultation on renting or purchasing in and around New York City Support for Targeted Populations • The Office of Work/Life has organized workshops and discussion groups around topics such as: Legal Issues for LGBTQ Adoption, Persons with Disabilities on Campus, Veterans, etc

Additional Links: http://www.studentaffairs.columbia.edu/csa/first-in-family http://www.studentaffairs.columbia.edu/asp Additional Notes: Open Housing is an arrangement whereby two students, regardless of sex, gender, or gender expression, are permitted to share a room in Columbia’s residence halls. The primary reason for such a policy is to provide housing options that take into consideration varying identities and preferences, and to ensure a safe and comfortable environment for all students. http://www.studentaffairs.columbia.edu/OMA/trans Link to gender-neutral bathrooms on campus: https://visit.columbia.edu/content/maps-and-directions