Overall Rating Gold
Overall Score 69.58
Liaison Derek Nichols
Submission Date Dec. 14, 2018
Executive Letter Download

STARS v2.1

University at Buffalo
PA-6: Support for Underrepresented Groups

Status Score Responsible Party
Complete 3.00 / 3.00 Derek Nichols
Sustainability Engagement Coordinator
UB Sustainability
"---" indicates that no data was submitted for this field

Does the institution have a publicly posted non-discrimination statement? :
Yes

The non-discrimination statement, including the website URL where the policy is publicly accessible:

The University at Buffalo is committed to ensuring equal employment, educational opportunity, and equal access to services, programs, and activities without regard to an individual's race, color, national origin, sex, religion, age, disability, gender, pregnancy, gender identity, gender expression, sexual orientation, predisposing genetic characteristics, marital status, familial status, veteran status, military status, domestic violence victim status, or ex-offender status. This includes, but is not limited to, recruitment, the application process, examination and testing, hiring, training, grading, disciplinary actions, rates of pay or other compensation, advancement, classification, transfer and reassignment, discharge, and all other terms and conditions of employment, educational status, and access to university programs and activities. Employees, students, applicants or other members of the university community (including but not limited to vendors, visitors, and guests) may not be subjected to harassment that is prohibited by law or treated adversely based upon a protected characteristic.

The university will provide accommodations to ensure the full participation of individuals in university programs, when such accommodations are reasonable and necessary due to an individual's disability, religion, pregnancy, maternity, or breastfeeding status. The university will provide accommodations to individuals with disabilities in accordance with its Reasonable Accommodation Policy. Religious accommodations will be provided in accordance with the university’s Religious Accommodation and Expression Policy.

This policy prohibits retaliation against anyone who files a complaint, participates in an investigation, and/or opposes a discriminatory act, practice, or policy. Retaliation will not be tolerated and may result in a referral to the university’s disciplinary process

http://www.buffalo.edu/administrative-services/policy1/ub-policy-lib/discrimination-harassment.html


Does the institution have a discrimination response protocol or committee (sometimes called a bias response team) to respond to and support those who have experienced or witnessed a bias incident, act of discrimination or hate crime?:
Yes

A brief description of the institution’s discrimination response protocol or team (including examples of actions taken during the previous three years):

Along with providing support services for students from underrepresented backgrounds, the university also has a discrimination and harassment policy and reporting system so that the institution can address incidents of bias or discrimination against its students, faculty, and staff. The university’s policy regarding bias and discrimination is available to the public via the Office of Equity, Diversity and Inclusion website (http://www.buffalo.edu/equity.html). The Discrimination and Harassment policy specifically states that the University at Buffalo opposes differential treatment of individuals based on race, color, national origin, sex, religion, age, disability, gender, pregnancy, gender identity, gender expression, sexual orientation, marital status, veteran status, or military status. In the event that an individual should experience harassment or discrimination, Judicial Affairs & Student Advocacy (https://www.buffalo.edu/studentlife/who-we-are/departments/conduct.html) are responsible for enforcing campus policies and provides guidelines to the campus community concerning how one should proceed with reporting an incident. Under these guidelines, students are encouraged to contact university police for issues pertaining to physical confrontation and urged to contact the office of student affairs for all other incidents. In addition to UB’s discrimination policies and response strategies, the Office of Equity, Diversity and Inclusion also provides training sessions for unlawful harassment prevention. Within the last three years, Judicial Affairs & Student Advocacy has handled cases pertaining to students as well as staff. Penalties imposed upon individuals who violate the policy include: suspension, restraining orders, and exclusion from commencement exercises.


Does the institution have programs specifically designed to recruit students from underrepresented groups?:
Yes

Does the institution have programs specifically designed to recruit staff from underrepresented groups?:
Yes

Does the institution have programs specifically designed to recruit faculty from underrepresented groups?:
Yes

A brief description of the institution’s programs to recruit students, staff and/or faculty from underrepresented groups:

Recruiting Faculty and Staff:

The Office of Inclusive Excellence has a team that visits conferences targeted to underrepresented groups of potential faculty and staff candidates to recruit them to work at UB.

The University's office of Equity, Diversity and Inclusion provides guidelines on how to conduct a complete interview process that would attract candidates from diverse backgrounds and is also equitable and inclusive to underrepresented groups.

Through a self-study submitted to the Middle States Commission on Higher Education in 2014, UB identified ways to recruit faculty and staff by engaging with the community and strengthening partnerships that promote the social, cultural and economic vitality of our region (http://www.buffalo.edu/content/dam/www/provost/files/Accreditation/UB_selfStudy_published_20140201.pdf). UB has also signed the City of Buffalo Mayor's Opportunity Pledge in 2015 which ensures that all signatories are committed to diversity and inclusion through their hiring processes.

Because of these polices and programs, faculty diversity has grown between 2005 and 2015. The percentage of white faculty decreased from 74% in 2005 to 63% in 2015. International faculty grew from 9% to 24%.

Recruiting Students:

Multiple departments on campus work in the Western New York community to engage local high school students from underrepresented groups to attend our university.

The Jacobs School of Medicine and Biomedical Sciences has improved the acceptance rate of students from underrepresented groups by working closely with the local community under a concerted effort. in 2018. The incoming class of 2022 will have 33 out of 180 students from underrepresented groups.

http://www.buffalo.edu/ubnow/stories/2018/12/underrepresented-med-students.html?utm_source=2016+UB+Reporter%2C+University+at+Buffalo+List&utm_campaign=86fa5239ba-UBNow_12_05_2018&utm_medium=email&utm_term=0_af676811e4-86fa5239ba-88001537


Does the institution have mentoring, counseling, peer support, academic support, or other programs to support students from underrepresented groups on campus?:
Yes

Does the institution have mentoring, counseling, peer support or other programs to support staff from underrepresented groups on campus?:
Yes

Does the institution have mentoring, counseling, peer support or other programs to support faculty from underrepresented groups on campus?:
Yes

A brief description of the institution’s programs to support students, staff and/or faculty from underrepresented groups:

Currently, the university has several programs in place that serve as tools to support underrepresented groups. In 1967 Cora P. Maloney College (CPMC) (http://cpmc.buffalo.edu/) was established as a center for enhancing the academic achievement of students by increasing access and opportunity for underrepresented and disadvantaged students. The following CPMC programs are geared toward meeting the unique needs of the university’s diverse student body:

• Daniel Acker Scholars Program (http://www.buffalo.edu/cpmc/acker.html): Recruits underrepresented populations and provides financial support as well as academic mentoring during the scholars’ time at UB.
• Student Support Services (SSS) (http://www.buffalo.edu/cpmc/sss.html): A grant program that enables students to work with mentors, have access to technological resources, tutoring, and graduate school preparation.
• Collegiate Science Technology Entry Program (CSTEP) (http://www.buffalo.edu/cpmc/cstep.html): Encourages the participation of underrepresented groups in science and technology by offering students the opportunity to become more knowledgeable about career fields through internships and research opportunities.
• Access to College Excellence Program (ACE) (http://www.buffalo.edu/cpmc/ace.html): A transitional program designed for underrepresented freshmen and sophomore students to ensure that the students have a successful academic career at UB.
• Arthur O. Eve Educational Opportunity Program (EOP) (http://www.buffalo.edu/cpmc/eop.html): Assists struggling students who have limited college opportunities due to their educational or economic circumstances. This program grants students access to resources such as summer preparation, counseling, financial aid, and research opportunities.
• Cora P. Maloney College Peer Mentorship Program (https://www.buffalo.edu/cpmc/eop/signature-offerings/academic-intervention-and-support.html): Successful upperclassmen students aid incoming freshmen with adjusting to college life so that they can make the most of their college experience.
• The Ronald E. McNair Post-Baccalaureate Achievement Program provides encouragement and services to low-income and first generation college students, and aims to increase the participation of underrepresented groups in pursuing doctoral study. Students hone their research and analytical skills during the academic year through attendance at weekly seminars and participation in conferences. The program also offers preparation support for taking the Graduate Record Examination (GRE) and visiting graduate schools and fairs. (See: http://www.buffalo.edu/cpmc/mcnair.html)
• The Academic Resource Center (ARC) provides a welcoming and academic environment at UB for students who are in one of the Cora P. Maloney College (CPMC) programs, offering a broad range of tutoring services, a convenient location with computers, study areas, and a lounge, a scholarly atmosphere and supportive staff, and events and workshops to support academic success. (see: http://www.buffalo.edu/cpmc/tutoring.html)

In addition to strengthening academic and financial support of underrepresented populations, UB is taking the necessary steps to make the campus more welcoming and comfortable for underrepresented groups. The institution provides a wellness education services program (http://www.buffalo.edu/equity/obtaining-assistance/lgbtq-information-and-support.html that addresses the various needs of students on campus and provides supportive resources for the LGBTQ community as well as students with disabilities. The campus offers gender neutral housing to accommodate the needs of trans-gendered and transitioning students, as well as single stall restrooms on campus.

The Louis Stokes Alliances for Minority Participation Program (LSAMP) (https://engineering.buffalo.edu/home/outreach/diversity/lsamp.html): A subset of the UB-STEM program which provides summer workshops, research seminars and faculty mentors to assists underrepresented groups from high school up until the procurement of their STEM field degree.

Finally, The Intercultural & Diversity Center (IDC) is committed to offering high quality programs, events and activities that celebrate UB's diversity and educate our community on topics such as appreciating our commonalities and differences, the role identity plays in our lives and how to be an advocate. The IDC's mission is to support all students in their personal development, create a sense of belonging, celebrate diversity, and discuss issues that broaden a student's perspective.
This is accomplished by:
-Offering students various opportunities to engage in dialogue to develop a respect and appreciation for the different identities, backgrounds and cultures of UB students, staff and faculty.
-Promoting an educational environment for students to gain leadership skills and build relationships with faculty, staff, students and community members.
-Celebrating and promoting an environment of personal and academic growth for all students and specific mentoring programs for underrepresented students to gain experience, support and guidance for a successful college experience.
-Collaborating among the IDC and other departments, students and student organizations on campus to enhance educational benefits for students.

The diversity committee of the Professional Staff Senate provides support through trainings, social activities, a summit highlighting the diversity initiatives on campus and workshops on campus.

There are faculty and staff groups, like the LGBTQ Faculty and Staff association that bring together both faculty and staff in safe spaces to discuss their experiences on UB's campus as a member of an underrepresented group, as well as provide opportunities for community bonding off campus.

The university also participates in the Ronald E. McNair Post-Baccalaureate Achievement Program (http://cpmc.buffalo.edu/mcnair/index.php) which serves to encourage underrepresented groups to pursue doctoral study. In order to increase the participation of underrepresented groups in STEM fields, UB offers several programs that provide financial support, mentoring, and academic and career preparation:
-Bridge Admissions program for International students: (https://www.buffalo.edu/internationaladmissions/get-ready-to-apply/can-i-get-in/admissions-criteria/bachelor-degree-study-with-conditional-bridge-admission.html)
-Scholarships in Science, Technology, and Math (S-STEM) (http://mceer.buffalo.edu/infoservice/Education/UBSSTEMFlyer.pdf), and
-The Institute for Strategic Enhancement of Educational Diversity Graduate Scholars (iSEED) (http://www.buffalo.edu/iseed/phd-students/iseed-graduate-scholars-program.html).


Does the institution have training and development programs, teaching fellowships and/or other programs that specifically aim to support and prepare students from underrepresented groups for careers as faculty members?:
Yes

A brief description of the institution’s programs to support and prepare students from underrepresented groups for careers as faculty members:

While UB strives to maintain a supportive environment for underrepresented groups, the institution is simultaneously working to create more opportunities that support the future diversity of its faculty. One of the ways in which the university pursues a more diverse faculty is by providing teaching fellowships, mentoring, and financial assistance to underrepresented groups of students enrolling in terminal degree programs. UB offers the Arthur A. Schomburg Fellowship Program (https://www.buffalo.edu/fellowships/news.host.html/content/shared/www/fellowships/detail/schomburg.detail.html) for students in doctoral and master’s level programs across the university who contribute to the diversity of the campus.

In an effort to diversify the university community, the provost makes available subsidies to departments that identify and hire faculty members from underrepresented minority groups, particularly when candidates become available outside of the formal faculty recruitment cycle. For example, two African American entry-level social work scholars were recruited and hired after the formal recruitment cycle with the assistance of a subsidy from the provost.


Does the institution produce a publicly accessible inventory of gender-neutral bathrooms on campus?:
Yes

Does the institution offer housing options to accommodate the special needs of transgender and transitioning students?:
Yes

The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
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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 and complete the Data Inquiry Form.