| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 74.81 |
| Liaison | Kelli O'Day |
| Submission Date | March 6, 2020 |
University of California, Davis
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
Kelli
O'Day Assessment Program Manager Office of Sustainability |
"---"
indicates that no data was submitted for this field
Has the institution engaged in a structured assessment process during the previous three years to improve diversity, equity and inclusion on campus?:
Yes
A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:
A thorough assessment process took place from 2013-2017 to inform the UC Davis Strategic Vision for Diversity and Inclusion. In August 2014, then-Chancellor Linda Katehi charged a committee to begin the planning process for the UC Davis Strategic Vision for Diversity and Inclusion. The original committee began to meet in October 2014 and spent its first year setting the foundation for the planning process. They defined stakeholders and performed background research. The scope of the review included past initiatives addressing diversity and inclusion; active programs sponsored by campus units, divisions, schools, and colleges; best practices at peer institutions; and advice from leaders within and beyond a university setting.
In October 2015, a reorganized Diversity and Inclusion Steering Committee defined themes and goals to guide further discussion and delegated specific constituent discussions to six working groups: Regional stakeholders, Undergraduates (represented by the Student Committee on Campus Climate), Graduate and professional students and postdoctoral scholars, Academic Senate, Academic Federation, and Staff. These working groups were asked to: (1) identify challenges and opportunities for improvement, (2) propose approaches to address these challenges and opportunities, and (3) develop key short- and long-term strategies.
Additionally, three advisory groups were created to consider the development of a diverse pipeline, data management and analysis, and communications. The steering committee agreed that a mechanism for ongoing accountability and institutionalization of recommendations would also be built into the strategic plan.
An analysis of key findings from public engagement forums that took place between November 2015 and April 2016, along with findings from previous campus reports (2007-2014), and from more recent reports, such as the Ombuds 2014-2015 report, were provided to the steering committee and working groups throughout the planning period.
To analyze the student population, the steering committee utilized data from the UC Davis Banner Student Information System (Fall 2009 to Fall 2016 enrollments), the Division of Student Affairs Assessment Student Persistence Measure Survey (Fall 2016), the UC Fall 2015 Enrollment Headcount by Level and Ethnicity, the 2016 UC Undergraduate Experience Survey (a longitudinal online census of all undergraduate students in the UC system), and the 2014 Integrated Postsecondary Education Data System (IPEDS) from the Institute of Education Sciences–National Center for Educational Statistics.
For faculty and staff, the committee incorporated data from the UC Corporate Personnel System (October 2016 snapshot) and the UC Davis COACHE Faculty Satisfaction Survey (2012-2013). The committee also utilized information from the UC Campus Climate Study, 2013.
The campus mission statement, the chancellor’s vision statement, “A Vision of Excellence,” the Principles of Community, and the UC Diversity Statement were four central documents that informed the development of this Strategic Vision for Diversity and Inclusion. The steering committee also took into consideration the campus’ 2020 initiative, a plan pushing UC Davis on a path toward adding up to 5,000 new students by 2020.
In the final assessment (published in 2017) the steering committee documented their inventory of the data available on campus and beyond and used those sources to emphasize the urgency for implementing a list of recommendations. They defined a set of goals, objectives, and recommended action items that provide a framework for UC Davis to achieve its diversity and inclusion goals.
In October 2015, a reorganized Diversity and Inclusion Steering Committee defined themes and goals to guide further discussion and delegated specific constituent discussions to six working groups: Regional stakeholders, Undergraduates (represented by the Student Committee on Campus Climate), Graduate and professional students and postdoctoral scholars, Academic Senate, Academic Federation, and Staff. These working groups were asked to: (1) identify challenges and opportunities for improvement, (2) propose approaches to address these challenges and opportunities, and (3) develop key short- and long-term strategies.
Additionally, three advisory groups were created to consider the development of a diverse pipeline, data management and analysis, and communications. The steering committee agreed that a mechanism for ongoing accountability and institutionalization of recommendations would also be built into the strategic plan.
An analysis of key findings from public engagement forums that took place between November 2015 and April 2016, along with findings from previous campus reports (2007-2014), and from more recent reports, such as the Ombuds 2014-2015 report, were provided to the steering committee and working groups throughout the planning period.
To analyze the student population, the steering committee utilized data from the UC Davis Banner Student Information System (Fall 2009 to Fall 2016 enrollments), the Division of Student Affairs Assessment Student Persistence Measure Survey (Fall 2016), the UC Fall 2015 Enrollment Headcount by Level and Ethnicity, the 2016 UC Undergraduate Experience Survey (a longitudinal online census of all undergraduate students in the UC system), and the 2014 Integrated Postsecondary Education Data System (IPEDS) from the Institute of Education Sciences–National Center for Educational Statistics.
For faculty and staff, the committee incorporated data from the UC Corporate Personnel System (October 2016 snapshot) and the UC Davis COACHE Faculty Satisfaction Survey (2012-2013). The committee also utilized information from the UC Campus Climate Study, 2013.
The campus mission statement, the chancellor’s vision statement, “A Vision of Excellence,” the Principles of Community, and the UC Diversity Statement were four central documents that informed the development of this Strategic Vision for Diversity and Inclusion. The steering committee also took into consideration the campus’ 2020 initiative, a plan pushing UC Davis on a path toward adding up to 5,000 new students by 2020.
In the final assessment (published in 2017) the steering committee documented their inventory of the data available on campus and beyond and used those sources to emphasize the urgency for implementing a list of recommendations. They defined a set of goals, objectives, and recommended action items that provide a framework for UC Davis to achieve its diversity and inclusion goals.
Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of employees and students, including the experiences of underrepresented groups?:
Yes
Does the assessment process address student outcomes related to diversity, equity and success?:
Yes
Does the assessment process address employee outcomes related to diversity and equity?:
Yes
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:
From Fall 2011 to Fall 2016 the undergraduate student population grew by 15% (n. 3764), 41% (n. 2173) for undergraduates who identified as underrepresented minorities (URM). As of 2016, URMs were 25% (n. 7460) of the undergraduate student population. Persons of Color (POC) were 60% (n. 17,765) of the undergraduate student population. 7,343 students reported having a disability.
US census data for the state of California estimated that 31% of people age 25 years+ have a bachelor’s degree or higher. At UC Davis in Fall 2016, 38% (n. 11,242) of the undergraduate student population identified as first generation, having neither parent with a bachelor’s degree. We also saw an increasing number of undergraduate students where both parents have less than a ninth-grade education.
Of the 998 students who enrolled in graduate academic, professional, and self-supporting programs in 2016, 14% identified as URM, 31% as POC and 54% were female. Women were disproportionately underrepresented in graduate programs in the College of Engineering and the Division of Math and Physical Sciences. Men were disproportionately underrepresented in professional programs in the School of Education, School of Nursing, and School of Veterinary Medicine.
In 2016 seventy-two percent of those in full professor positions with Academic Senate membership were men, 21% were POC, and 7% were URM. For assistant and associate professor positions, the percentage of women was 48%. The percentage of URM was 18% for Assistant Professor positions and 12% for Associate Professor positions.
Of the 850 new hires into Academic Senate and Academic Federation positions from 2011-2016, 52% were women and 14% were URM.
With a population of 21,844 in 2016, the category of staff represented the largest proportion of the UC Davis workforce. The proportion of URM was 21%; people of color were 42% of the staff workforce. Staff who identified as URM or POC were disproportionately underrepresented in management roles. Women and staff who identified as URM or POC were overrepresented in lower level supervisory roles
In the 2013 Campus Climate Study, 24% of UC Davis respondents (4,371) reported they had personally experienced exclusionary, intimidating, offensive or hostile conduct; differences emerged based on various demographic characteristics, including position, ethnic or racial identity and discipline of study.
In 2017, as a result of the above assessments, the Diversity and Inclusion steering committee published a set of goals, objectives, and recommended action items that provide a framework for UC Davis to achieve its diversity and inclusion goals. These goals and objectives were developed out of nearly thirty campus community “engagement forums” and many more individual and group meetings with faculty, staff, and students over three years (2013-2016).
The five goals that the steering committee defined are:
Goal 1) Identify, attract, retain, and graduate a diverse student body.
Goal 2) Identify, attract, and retain a diverse faculty and staff.
Goal 3) Advance a climate that fosters inclusion excellence.
Goal 4) Promote diversity and inclusion in research, teaching, public service, and training across campus and in neighboring communities.
Goal 5) Ensure accountability to diversity and inclusion efforts on campus and in serving neighboring communities.
In order to carry out these goals a set of guidelines for implementation planning was published along with specific objectives for each goal and an office of Diversity, Equity & Inclusion was created. To measure the success of the Strategic Vision, progress is continually being monitored and analyzed.
Since the Strategic Vision has been published UC Davis has achieved many of the objectives.
Achievements relating to all goals of the Strategic Vision for Diversity and Inclusion:
The Diversity and Inclusion (DI) Innovation Grants were originally designed to support the ideas of UC Davis students, faculty, and staff that promote and enhance diversity and inclusion at the University and fulfill the promise of the Diversity and Inclusion Strategic Vision. They have served to maintain the momentum of the effort to develop the vision by creating grass roots interest in furthering the vision plan’s goals and recommendations. In 2017, 30 projects funded, $126,000 awarded. 109 proposals received. Average amount requested: $4,091. Total amount requested: $445,899.00. 80% of all proposals had leads from the Davis campus (N=88), 15% had leads at the Health System (N=17) and the remaining 5% were from either the School of Veterinary Medicine or the Graduate School of Management. Submissions were distributed across all groups: Staff, 44% (N=48), Graduate & Professional Students, 21% (N=23), Faculty 16% (N=18), Undergraduate Students, 16% (N=18). 59 representatives gave 5 minute public presentations to the campus community in March and final decisions were made in early April. In 2018, we received 98 proposals from UC Davis and UCDH with a total ask of more than $425,000. We awarded $50,000 in grant funds to eleven individuals and groups. Again, we received proposals from staff, graduate and professional students, faculty, and undergraduates.
Achievements relating to GOAL 1:
To better reflect the population in the state of California, UC Davis has been working toward designation as a Hispanic Serving Institution (HSI), where more than 25% of the student (undergraduate and/or graduate) population is Hispanic. In 2016, UC Davis Hispanic undergraduate population was 21% and in 2018 the campus achieved eligibility to be designated a Hispanic-Serving Institute (HSI). Through a commitment to K–12 outreach and preparation (an objective from Goal 1 of the Strategic Vision), UC Davis aims to continue to address disparity in its enrollment of Latinx students. A task force issued its own assessment and report in 2019.
Several Initiatives have been launched to support students to succeed: The Center for Chicanx and Latinx Academic Student Success (CCLASS) opened in 2017. The core mission of CCLASS is to provide an academic support space where students thrive as scholars and unique individuals. AvenueE is designed to help community college transfer students smoothly transition to UC Davis, and ultimately, a career in engineering or computer science.
Three programs are aimed at increasing the number of underrepresented minority students seeking graduate degrees. The Alliance for Multi-campus, Inclusive Graduate Admissions (AMIGA) brings together faculty from select graduate programs and groups to develop holistic review for graduate admissions in a final total of eight humanities and humanistic social science graduate programs at each UC campus. The UC-HBCU Initiative is a program offered by the University of California Office of the President (UCOP). The program connects faculty and undergraduate scholars at both UC (University of California) and HBCU (Historically Black Colleges and Universities) campuses. Envision UC Davis is a program aimed at creating a more diverse and talented workforce at UC Davis, in the State of California, and the nation. Participants learn about the graduate programs at UC Davis, engage with current graduate students and faculty, Receive helpful tips about the graduate school application process. The program was launched by Chancellor Gary S. May in spring 2018.
The Maternal Child Health Careers/Research Initiatives for Student Enhancement-Undergraduate Program (MCHC/RISE-UP) provides opportunities for enhanced public health leadership training to focus on elimination of health disparities and promotion of health equity. MCHC/RISE-UP's ultimate goal is to promote a more equitable health system by introducing highly qualified undergraduate scholars (juniors and seniors with a GPA of 2.7 or better on a 4.0 scale; and scholars who received their baccalaureate degree within 12 months of MCHC/RISE-UP program orientation) to the field of public health.
Opening in 2020, The Graduate Center at Historic Walker Hall will promote interdisciplinary interactions and build community by serving students and postdoctoral scholars. The Graduate Center will house a variety of spaces including office space, a quiet writing room, a parent study lounge, informal interaction areas, small meeting rooms and conference rooms for graduate student events. In addition, the Graduate Center will provide access to a variety of graduate student services, including the GradPathways Institute for Professional Development, diversity resources, counseling and advising.
Achievements relating to GOAL 2:
Since 2016, with funding from the California Legislature, the University of California has offered a competitive grant process for campuses to submit their ideas for best practices in equal employment opportunity. UC Davis has received two hiring grants through this program. A UC Davis Study Open Searches to Prioritize Academic and Educational Excellence, 2018-19: through a grant funded by UC Office of the President, Advancing Faculty Diversity Grant for Recruitment for 2018-19, UC Davis created a unique faculty search process that centered on novel practices for a diverse and inclusive recruitment process, and directly applying them to “open searches” with eight participating schools/colleges through a coordinated effort of school/college deans’ offices and the Office of Academic Affairs The UC Davis Study to Prioritize Academic Excellence in Research and Contributions to Diversity, Equity, and Inclusion / Phase 2 This proposal builds on UC Davis’s 2018-19 grant. The 2019-21 (a two-year grant) project will test and incorporate findings from the previous grant through approved searches planned for the 2019-20 academic year. For 2019-21, UC Davis also received two grants for retention initiatives. A UC Davis Initiative to Engage Faculty in Faculty Retention and Inclusive Excellence Networks — Designing Solutions (FRIENDS): Associate Professors will be invited to join working groups involved in design thinking to remove barriers for marginalized faculty to thrive in our institution. In year two, two (or more) working groups will have the opportunity to pilot their proposed intervention. Creating an Inclusive Campus Climate Through Enhanced Academic Review and the Creation of Faculty Learning Communities: One intervention will test an online training module aimed at improving how contributions to diversity, equity, and inclusion are utilized in the merit and promotion process. A second intervention will improve climate by enrolling a cohort of new URM faculty at UC Davis and UC Merced in Faculty Learning Communities.
UC Davis has also institutionalized initiatives related to our NSF-ADVANCE grant and expansion of Center for the Advancement of Multicultural Perspectives on Science (CAMPOS) to 5 cohorts of 30 faculty in 20 disciplines and the addition of CAMPSSAH, with 1 cohort, 8 faculty, and 7 disciplines. The Center for the Advancement of Multicultural Perspectives on Social Science, Arts, and Humanities (CAMPSSAH) was recently launched and looks to continue the success of interdisciplinary perspectives modeled by CAMPOS. CAMPSSAH’s mission is to include faculty whose research, teaching, and service elevate all underrepresented communities—in social sciences, the humanities and arts, and other disciplines such as law.
UC Davis created a new position in human resources to attend to issues of diversity, equity, and inclusion in hiring and retention. The incumbent has developed the website and additional resources, available on the human resources website: https://hr.ucdavis.edu/departments/diversity. His efforts include improved outreach to underrepresented groups; working with units on attracting, selecting, and hiring diverse talent; and coaching/toolkits for supervisors.
Achievements relating to GOAL 3 and GOAL 4:
The “Is it Bullying? Awareness and Strategies” module (intended to explore strategies for empowering employees in cultivating more inclusive work environments) was mandated for all supervisors on campus in 2017.
Since the release of the Diversity and Inclusion Strategic Vision in 2017, staff have met both a challenge and an opportunity in serving as the go-to resource for campus groups—both on the Davis campus and at UC Davis Health—wanting to incorporate the plan’s goals in their work. We support departments in visioning, i.e., how they plan to operationalize the D&I Strategic Vision, and in their communication of these priorities and goals with staff.
Diversity & Inclusion Education at UC Davis has provided professional development and comprehensive training programs—spanning numerous sessions and multiple years—for units wanting to embed diversity and inclusion practices in their department culture and organizational development. They have provided customized trainings across the institutions. We have also developed a climate assessment tool and facilitated a planning session with several units.
Undergraduate Education launched a staff equity advisor pilot program. UE has bought out 10% of the equity advisor’s time to serve as a resource, thought partner, liaison, champion, and facilitator for matters of diversity, equity, and inclusion.
UC Davis implement a Generational Differences Training for the Offices of the Chancellor and Provost. This curriculum is available to all UCD and UCDH employees through Staff Development and Professional Services and is embedded in various professional certificate series.
University-wide, UC Davis operates a Case Management Team (CMT), which includes members from across campus including our office. This body works with groups in identifying steps to address breaches in climate related to possible violations of Title VII and Title IX.
UC Davis established Racial Healing Circles at UC Davis Health. Based on the storytelling traditions of indigenous communities, Racial Healing Circles allow participants to build trust and community in deeply meaningful ways. The program has trained more than 50 faculty, staff, students, and community members to serve as circle keepers and facilitate “safe spaces” for people to discuss racism, hate, and discrimination with the goal of advancing equity and justice. Workshop evaluations suggested that participants of RHC experienced improved relationships across racial groups, and that UCD/UCDH campus community members appreciated having a space to share their authentic stories and hear the stories of others. RHC facilitators reported that the process enhanced their leadership and communication skills. The first Racial Healing Circle on the Davis campus was held on February 25, 2019 in partnership with Principles of Community Week and the Campus Community Book Project. Conversations in the circles drew inspiration from The Book of Joy, the 2018-2019 Book Project selection.
Rights for the LGBTQIA+ community continue to be a focus of attention across both campuses. In particular, the office is in the process of identifying the specific needs of the trans and nonbinary communities to support their ability to present themselves authentically on our campus and in our communities. California recently passed the Gender Recognition Act (SB 179) to include a nonbinary gender marker “X” to birth certificates and driver’s licenses, and the Fair Employment and Housing Act requiring employers to use an employee’s preferred name and pronouns. UCOP is in the process of adding “X” to signify nonbinary as a legal gender option in the 2020 UC undergraduate admissions applications. Additionally, UC Path will include an option for employees to indicate their preferred name, nonbinary gender marker, sexual orientation, and gender identity. It is imperative that UC Davis critically examine its information systems, policies, practices, and professional development/training to ensure that we comprehensively address institutional gender identity inequities and be in alignment with the new law and institutional system changes anticipated for 2020. The Lived Names and Gender Marker Task Force recently released its report on a comprehensive Lived Name Policy, to establish standards and best practices that ensure campus community members are accurately represented by their chosen identities, and to develop other recommendations that go above and beyond simply meeting the requirements of the law but that enable UC Davis to become a leader in gender identity equity. This task force grew out of the success of the Preferred Names Project, an initiative led by the Office of Campus Community Relations in partnership with Shields Library, LGBTQIA+ Resource Center, and the Office of the Registrar.
Partnered with UC Davis Health PRIDE ERG, UC Davis CCLGBTGIA+, Office of Equity, Diversity and Inclusion, and UC Davis LGBTQIA Center to recruit UCD and UCDH campus community members to represent UC Davis by participating in the Pride Parade March and associated activities. UCDH continued to be a leader in LGBTQIA+ health as demonstrated by the recognition of their leadership by the Human Rights Campaign Foundation for the eighth year in a row.
Office of the Provost and Executive Vice Chancellor established Public Scholarship and Engagement (PSE), a university-wide unit with a charge to recognize and reward research, teaching and learning that engages the public and has a broader impact. The four primary roles of PSE are to: Communicate the value, importance, and impact of engaged scholarship and engaged learning; convene individuals and groups to build collaborative relationships, partnerships, and networks; collaborate on university and community partnerships, training, workshops, and events; and champion public scholarship to increase resource support and change the institutional system of rewards and recognition.
Faculty and researchers in the College of Biological Sciences and in Undergraduate Education have launched initiatives to guide students, especially those who are first generation, low income, or underrepresented minority, through the gateway courses that can serve as barriers to successful progress and graduation in STEM.
Achievements relating to GOAL 5:
UC Davis launched the search for the new vice chancellor for Diversity, Equity, and Inclusion in April of 2018 and successfully hired Renetta Tull in 2019 and integrated four separate diversity units into one single Vice Chancellor’s office in order facilitate coordination and implementation of the DI Strategic Vision.
Partnerships with the Mondavi Center and Manetti Shrem Museum of Art have resulted in multicultural programming that benefits both our campus and regional community.
US census data for the state of California estimated that 31% of people age 25 years+ have a bachelor’s degree or higher. At UC Davis in Fall 2016, 38% (n. 11,242) of the undergraduate student population identified as first generation, having neither parent with a bachelor’s degree. We also saw an increasing number of undergraduate students where both parents have less than a ninth-grade education.
Of the 998 students who enrolled in graduate academic, professional, and self-supporting programs in 2016, 14% identified as URM, 31% as POC and 54% were female. Women were disproportionately underrepresented in graduate programs in the College of Engineering and the Division of Math and Physical Sciences. Men were disproportionately underrepresented in professional programs in the School of Education, School of Nursing, and School of Veterinary Medicine.
In 2016 seventy-two percent of those in full professor positions with Academic Senate membership were men, 21% were POC, and 7% were URM. For assistant and associate professor positions, the percentage of women was 48%. The percentage of URM was 18% for Assistant Professor positions and 12% for Associate Professor positions.
Of the 850 new hires into Academic Senate and Academic Federation positions from 2011-2016, 52% were women and 14% were URM.
With a population of 21,844 in 2016, the category of staff represented the largest proportion of the UC Davis workforce. The proportion of URM was 21%; people of color were 42% of the staff workforce. Staff who identified as URM or POC were disproportionately underrepresented in management roles. Women and staff who identified as URM or POC were overrepresented in lower level supervisory roles
In the 2013 Campus Climate Study, 24% of UC Davis respondents (4,371) reported they had personally experienced exclusionary, intimidating, offensive or hostile conduct; differences emerged based on various demographic characteristics, including position, ethnic or racial identity and discipline of study.
In 2017, as a result of the above assessments, the Diversity and Inclusion steering committee published a set of goals, objectives, and recommended action items that provide a framework for UC Davis to achieve its diversity and inclusion goals. These goals and objectives were developed out of nearly thirty campus community “engagement forums” and many more individual and group meetings with faculty, staff, and students over three years (2013-2016).
The five goals that the steering committee defined are:
Goal 1) Identify, attract, retain, and graduate a diverse student body.
Goal 2) Identify, attract, and retain a diverse faculty and staff.
Goal 3) Advance a climate that fosters inclusion excellence.
Goal 4) Promote diversity and inclusion in research, teaching, public service, and training across campus and in neighboring communities.
Goal 5) Ensure accountability to diversity and inclusion efforts on campus and in serving neighboring communities.
In order to carry out these goals a set of guidelines for implementation planning was published along with specific objectives for each goal and an office of Diversity, Equity & Inclusion was created. To measure the success of the Strategic Vision, progress is continually being monitored and analyzed.
Since the Strategic Vision has been published UC Davis has achieved many of the objectives.
Achievements relating to all goals of the Strategic Vision for Diversity and Inclusion:
The Diversity and Inclusion (DI) Innovation Grants were originally designed to support the ideas of UC Davis students, faculty, and staff that promote and enhance diversity and inclusion at the University and fulfill the promise of the Diversity and Inclusion Strategic Vision. They have served to maintain the momentum of the effort to develop the vision by creating grass roots interest in furthering the vision plan’s goals and recommendations. In 2017, 30 projects funded, $126,000 awarded. 109 proposals received. Average amount requested: $4,091. Total amount requested: $445,899.00. 80% of all proposals had leads from the Davis campus (N=88), 15% had leads at the Health System (N=17) and the remaining 5% were from either the School of Veterinary Medicine or the Graduate School of Management. Submissions were distributed across all groups: Staff, 44% (N=48), Graduate & Professional Students, 21% (N=23), Faculty 16% (N=18), Undergraduate Students, 16% (N=18). 59 representatives gave 5 minute public presentations to the campus community in March and final decisions were made in early April. In 2018, we received 98 proposals from UC Davis and UCDH with a total ask of more than $425,000. We awarded $50,000 in grant funds to eleven individuals and groups. Again, we received proposals from staff, graduate and professional students, faculty, and undergraduates.
Achievements relating to GOAL 1:
To better reflect the population in the state of California, UC Davis has been working toward designation as a Hispanic Serving Institution (HSI), where more than 25% of the student (undergraduate and/or graduate) population is Hispanic. In 2016, UC Davis Hispanic undergraduate population was 21% and in 2018 the campus achieved eligibility to be designated a Hispanic-Serving Institute (HSI). Through a commitment to K–12 outreach and preparation (an objective from Goal 1 of the Strategic Vision), UC Davis aims to continue to address disparity in its enrollment of Latinx students. A task force issued its own assessment and report in 2019.
Several Initiatives have been launched to support students to succeed: The Center for Chicanx and Latinx Academic Student Success (CCLASS) opened in 2017. The core mission of CCLASS is to provide an academic support space where students thrive as scholars and unique individuals. AvenueE is designed to help community college transfer students smoothly transition to UC Davis, and ultimately, a career in engineering or computer science.
Three programs are aimed at increasing the number of underrepresented minority students seeking graduate degrees. The Alliance for Multi-campus, Inclusive Graduate Admissions (AMIGA) brings together faculty from select graduate programs and groups to develop holistic review for graduate admissions in a final total of eight humanities and humanistic social science graduate programs at each UC campus. The UC-HBCU Initiative is a program offered by the University of California Office of the President (UCOP). The program connects faculty and undergraduate scholars at both UC (University of California) and HBCU (Historically Black Colleges and Universities) campuses. Envision UC Davis is a program aimed at creating a more diverse and talented workforce at UC Davis, in the State of California, and the nation. Participants learn about the graduate programs at UC Davis, engage with current graduate students and faculty, Receive helpful tips about the graduate school application process. The program was launched by Chancellor Gary S. May in spring 2018.
The Maternal Child Health Careers/Research Initiatives for Student Enhancement-Undergraduate Program (MCHC/RISE-UP) provides opportunities for enhanced public health leadership training to focus on elimination of health disparities and promotion of health equity. MCHC/RISE-UP's ultimate goal is to promote a more equitable health system by introducing highly qualified undergraduate scholars (juniors and seniors with a GPA of 2.7 or better on a 4.0 scale; and scholars who received their baccalaureate degree within 12 months of MCHC/RISE-UP program orientation) to the field of public health.
Opening in 2020, The Graduate Center at Historic Walker Hall will promote interdisciplinary interactions and build community by serving students and postdoctoral scholars. The Graduate Center will house a variety of spaces including office space, a quiet writing room, a parent study lounge, informal interaction areas, small meeting rooms and conference rooms for graduate student events. In addition, the Graduate Center will provide access to a variety of graduate student services, including the GradPathways Institute for Professional Development, diversity resources, counseling and advising.
Achievements relating to GOAL 2:
Since 2016, with funding from the California Legislature, the University of California has offered a competitive grant process for campuses to submit their ideas for best practices in equal employment opportunity. UC Davis has received two hiring grants through this program. A UC Davis Study Open Searches to Prioritize Academic and Educational Excellence, 2018-19: through a grant funded by UC Office of the President, Advancing Faculty Diversity Grant for Recruitment for 2018-19, UC Davis created a unique faculty search process that centered on novel practices for a diverse and inclusive recruitment process, and directly applying them to “open searches” with eight participating schools/colleges through a coordinated effort of school/college deans’ offices and the Office of Academic Affairs The UC Davis Study to Prioritize Academic Excellence in Research and Contributions to Diversity, Equity, and Inclusion / Phase 2 This proposal builds on UC Davis’s 2018-19 grant. The 2019-21 (a two-year grant) project will test and incorporate findings from the previous grant through approved searches planned for the 2019-20 academic year. For 2019-21, UC Davis also received two grants for retention initiatives. A UC Davis Initiative to Engage Faculty in Faculty Retention and Inclusive Excellence Networks — Designing Solutions (FRIENDS): Associate Professors will be invited to join working groups involved in design thinking to remove barriers for marginalized faculty to thrive in our institution. In year two, two (or more) working groups will have the opportunity to pilot their proposed intervention. Creating an Inclusive Campus Climate Through Enhanced Academic Review and the Creation of Faculty Learning Communities: One intervention will test an online training module aimed at improving how contributions to diversity, equity, and inclusion are utilized in the merit and promotion process. A second intervention will improve climate by enrolling a cohort of new URM faculty at UC Davis and UC Merced in Faculty Learning Communities.
UC Davis has also institutionalized initiatives related to our NSF-ADVANCE grant and expansion of Center for the Advancement of Multicultural Perspectives on Science (CAMPOS) to 5 cohorts of 30 faculty in 20 disciplines and the addition of CAMPSSAH, with 1 cohort, 8 faculty, and 7 disciplines. The Center for the Advancement of Multicultural Perspectives on Social Science, Arts, and Humanities (CAMPSSAH) was recently launched and looks to continue the success of interdisciplinary perspectives modeled by CAMPOS. CAMPSSAH’s mission is to include faculty whose research, teaching, and service elevate all underrepresented communities—in social sciences, the humanities and arts, and other disciplines such as law.
UC Davis created a new position in human resources to attend to issues of diversity, equity, and inclusion in hiring and retention. The incumbent has developed the website and additional resources, available on the human resources website: https://hr.ucdavis.edu/departments/diversity. His efforts include improved outreach to underrepresented groups; working with units on attracting, selecting, and hiring diverse talent; and coaching/toolkits for supervisors.
Achievements relating to GOAL 3 and GOAL 4:
The “Is it Bullying? Awareness and Strategies” module (intended to explore strategies for empowering employees in cultivating more inclusive work environments) was mandated for all supervisors on campus in 2017.
Since the release of the Diversity and Inclusion Strategic Vision in 2017, staff have met both a challenge and an opportunity in serving as the go-to resource for campus groups—both on the Davis campus and at UC Davis Health—wanting to incorporate the plan’s goals in their work. We support departments in visioning, i.e., how they plan to operationalize the D&I Strategic Vision, and in their communication of these priorities and goals with staff.
Diversity & Inclusion Education at UC Davis has provided professional development and comprehensive training programs—spanning numerous sessions and multiple years—for units wanting to embed diversity and inclusion practices in their department culture and organizational development. They have provided customized trainings across the institutions. We have also developed a climate assessment tool and facilitated a planning session with several units.
Undergraduate Education launched a staff equity advisor pilot program. UE has bought out 10% of the equity advisor’s time to serve as a resource, thought partner, liaison, champion, and facilitator for matters of diversity, equity, and inclusion.
UC Davis implement a Generational Differences Training for the Offices of the Chancellor and Provost. This curriculum is available to all UCD and UCDH employees through Staff Development and Professional Services and is embedded in various professional certificate series.
University-wide, UC Davis operates a Case Management Team (CMT), which includes members from across campus including our office. This body works with groups in identifying steps to address breaches in climate related to possible violations of Title VII and Title IX.
UC Davis established Racial Healing Circles at UC Davis Health. Based on the storytelling traditions of indigenous communities, Racial Healing Circles allow participants to build trust and community in deeply meaningful ways. The program has trained more than 50 faculty, staff, students, and community members to serve as circle keepers and facilitate “safe spaces” for people to discuss racism, hate, and discrimination with the goal of advancing equity and justice. Workshop evaluations suggested that participants of RHC experienced improved relationships across racial groups, and that UCD/UCDH campus community members appreciated having a space to share their authentic stories and hear the stories of others. RHC facilitators reported that the process enhanced their leadership and communication skills. The first Racial Healing Circle on the Davis campus was held on February 25, 2019 in partnership with Principles of Community Week and the Campus Community Book Project. Conversations in the circles drew inspiration from The Book of Joy, the 2018-2019 Book Project selection.
Rights for the LGBTQIA+ community continue to be a focus of attention across both campuses. In particular, the office is in the process of identifying the specific needs of the trans and nonbinary communities to support their ability to present themselves authentically on our campus and in our communities. California recently passed the Gender Recognition Act (SB 179) to include a nonbinary gender marker “X” to birth certificates and driver’s licenses, and the Fair Employment and Housing Act requiring employers to use an employee’s preferred name and pronouns. UCOP is in the process of adding “X” to signify nonbinary as a legal gender option in the 2020 UC undergraduate admissions applications. Additionally, UC Path will include an option for employees to indicate their preferred name, nonbinary gender marker, sexual orientation, and gender identity. It is imperative that UC Davis critically examine its information systems, policies, practices, and professional development/training to ensure that we comprehensively address institutional gender identity inequities and be in alignment with the new law and institutional system changes anticipated for 2020. The Lived Names and Gender Marker Task Force recently released its report on a comprehensive Lived Name Policy, to establish standards and best practices that ensure campus community members are accurately represented by their chosen identities, and to develop other recommendations that go above and beyond simply meeting the requirements of the law but that enable UC Davis to become a leader in gender identity equity. This task force grew out of the success of the Preferred Names Project, an initiative led by the Office of Campus Community Relations in partnership with Shields Library, LGBTQIA+ Resource Center, and the Office of the Registrar.
Partnered with UC Davis Health PRIDE ERG, UC Davis CCLGBTGIA+, Office of Equity, Diversity and Inclusion, and UC Davis LGBTQIA Center to recruit UCD and UCDH campus community members to represent UC Davis by participating in the Pride Parade March and associated activities. UCDH continued to be a leader in LGBTQIA+ health as demonstrated by the recognition of their leadership by the Human Rights Campaign Foundation for the eighth year in a row.
Office of the Provost and Executive Vice Chancellor established Public Scholarship and Engagement (PSE), a university-wide unit with a charge to recognize and reward research, teaching and learning that engages the public and has a broader impact. The four primary roles of PSE are to: Communicate the value, importance, and impact of engaged scholarship and engaged learning; convene individuals and groups to build collaborative relationships, partnerships, and networks; collaborate on university and community partnerships, training, workshops, and events; and champion public scholarship to increase resource support and change the institutional system of rewards and recognition.
Faculty and researchers in the College of Biological Sciences and in Undergraduate Education have launched initiatives to guide students, especially those who are first generation, low income, or underrepresented minority, through the gateway courses that can serve as barriers to successful progress and graduation in STEM.
Achievements relating to GOAL 5:
UC Davis launched the search for the new vice chancellor for Diversity, Equity, and Inclusion in April of 2018 and successfully hired Renetta Tull in 2019 and integrated four separate diversity units into one single Vice Chancellor’s office in order facilitate coordination and implementation of the DI Strategic Vision.
Partnerships with the Mondavi Center and Manetti Shrem Museum of Art have resulted in multicultural programming that benefits both our campus and regional community.
Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
Yes
A brief description of how the assessment results are shared with the campus community:
We engaged the campus in multiple large and small engagement events, during and at the end of the process; posted on our blog; and utilized campus news sources to report on our efforts.
Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
Yes
The diversity and equity assessment report or summary (upload):
---
Website URL where the diversity and equity assessment report or summary is publicly posted:
Optional Fields
Additional documentation to support the submission:
---
Data source(s) and notes about the submission:
More information on the DI Strategic Vision Plan:
https://diversity.ucdavis.edu/data-and-accountability
Hispanic Serving Institution, report and information:
https://diversity.ucdavis.edu/hsi
https://diversity.ucdavis.edu/data-and-accountability
Hispanic Serving Institution, report and information:
https://diversity.ucdavis.edu/hsi
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.