| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 67.87 |
| Liaison | Nurit Katz |
| Submission Date | March 6, 2020 |
University of California, Los Angeles
PA-7: Support for Underrepresented Groups
| Status | Score | Responsible Party |
|---|---|---|
|
3.00 / 3.00 |
Bonny
Bentzin Deputy Chief Sustainability Officer UCLA Sustainability |
"---"
indicates that no data was submitted for this field
Non-discrimination statement
Yes
The non-discrimination statement, including the website URL where the policy is publicly accessible:
University Non-Discrimination Statement:
University policy prohibits discrimination based on race, color, national origin, religion, sex, gender, gender expression, gender identity, pregnancy, physical or mental disability, medical condition (cancer-related or genetic characteristics), genetic information (including family medical history), ancestry, marital status, age, sexual orientation, citizenship, service in the uniformed services, or the intersection of any of these factors. Prohibited discrimination arising from historical biases, stereotypes and prejudices jeopardizes the research, teaching and service mission of the University. This mission is best served when members of the University community collaborate to foster an equal learning environment for all, in which all members of the community are welcomed and confident of their physical safety.
https://equity.ucla.edu/programs-resources/principles-against-intolerance/#principleb
Additional Resources:
UC Nondiscrimination in Employment: https://policy.ucop.edu/doc/4010391/PPSM-12
UC Discrimination, Harassment, and Affirmative Action in the Workplace: https://policy.ucop.edu/doc/4000376/DiscHarassAffirmAction
UC Student Conduct and Discipline: https://www.sexualviolence.ucla.edu/Portals/33/Documents/PACAOS-100_%20Student%20Conduct%20and%20Discipline%20-%20PACAOS-100.pdf
UC Faculty Code of Conduct: https://www.ucop.edu/academic-personnel-programs/_files/apm/apm-015.pdf
UC Statement - https://regents.universityofcalifornia.edu/governance/policies/4400.html
UCLA Statement on Diversity - https://chancellor.ucla.edu/priorities/diversity/
University policy prohibits discrimination based on race, color, national origin, religion, sex, gender, gender expression, gender identity, pregnancy, physical or mental disability, medical condition (cancer-related or genetic characteristics), genetic information (including family medical history), ancestry, marital status, age, sexual orientation, citizenship, service in the uniformed services, or the intersection of any of these factors. Prohibited discrimination arising from historical biases, stereotypes and prejudices jeopardizes the research, teaching and service mission of the University. This mission is best served when members of the University community collaborate to foster an equal learning environment for all, in which all members of the community are welcomed and confident of their physical safety.
https://equity.ucla.edu/programs-resources/principles-against-intolerance/#principleb
Additional Resources:
UC Nondiscrimination in Employment: https://policy.ucop.edu/doc/4010391/PPSM-12
UC Discrimination, Harassment, and Affirmative Action in the Workplace: https://policy.ucop.edu/doc/4000376/DiscHarassAffirmAction
UC Student Conduct and Discipline: https://www.sexualviolence.ucla.edu/Portals/33/Documents/PACAOS-100_%20Student%20Conduct%20and%20Discipline%20-%20PACAOS-100.pdf
UC Faculty Code of Conduct: https://www.ucop.edu/academic-personnel-programs/_files/apm/apm-015.pdf
UC Statement - https://regents.universityofcalifornia.edu/governance/policies/4400.html
UCLA Statement on Diversity - https://chancellor.ucla.edu/priorities/diversity/
Bias response team
Yes
A brief description of the institution’s discrimination response protocol or team:
A campus wide email entitled "Protecting our Community from Bias" was sent from the Chancellor in December 2018 asking all staff to review the following videos:
•NextDoor implicit bias - http://us.nextdoor.com/safety/preventing-profiling-recognizing
•NextDoor Racial profiling video - http://us.nextdoor.com/safety/preventing-profiling
•Jerry Kang's Implicit bias TedX talk - Vice Chancellor Kang’s TedX Talk
All UCLA Managers, Directors and Senior Administrators are required to take online courses to raise awareness about issues related to bias and harassment including a series on Implicit Bias. Participation and completion is monitored.
On July 1, 2015, the Office of Equity, Diversity and Inclusion (EDI) was created with multiple missions, including prompt response to, and professional investigation of, reports of discrimination, harassment, and retaliation. Residing within EDI are two independent investigatory units that handle such reports: the Discrimination Prevention Office (DPO)1 and the Title IX (T9) Office
The Teams handling reports and investigations(below):
EDI Office: https://equity.ucla.edu/report-an-incident/
All gender-based discrimination, including sexual harassment, assault, and violence:
Title IX Office
If seeking interactive accommodation for disability claims:
UCLA Insurance Risk Management / Employee Disability Management Services
UCLA Health Systems, HR – Workers’ Compensation & Disability Management
Center for Accessible Education
For complaints against staff:
UCLA Campus HR, Staff Diversity & Compliance
https://www.chr.ucla.edu/staff-diversity/discrimination-harassment
For complaints against students
Office of Student Conduct
Dean of Students https://www.deanofstudents.ucla.edu/Report-an-Incident-of-BIAS
For complaints against faculty
Discrimination Prevention Office: https://equity.ucla.edu/about-us/our-teams/discrimination-prevention/
A detailed guide to reporting and how reports are handled is available here:
https://ucla.app.box.com/s/hi4pbuzjch8a0aiaafj2pxix7bu36e85
•NextDoor implicit bias - http://us.nextdoor.com/safety/preventing-profiling-recognizing
•NextDoor Racial profiling video - http://us.nextdoor.com/safety/preventing-profiling
•Jerry Kang's Implicit bias TedX talk - Vice Chancellor Kang’s TedX Talk
All UCLA Managers, Directors and Senior Administrators are required to take online courses to raise awareness about issues related to bias and harassment including a series on Implicit Bias. Participation and completion is monitored.
On July 1, 2015, the Office of Equity, Diversity and Inclusion (EDI) was created with multiple missions, including prompt response to, and professional investigation of, reports of discrimination, harassment, and retaliation. Residing within EDI are two independent investigatory units that handle such reports: the Discrimination Prevention Office (DPO)1 and the Title IX (T9) Office
The Teams handling reports and investigations(below):
EDI Office: https://equity.ucla.edu/report-an-incident/
All gender-based discrimination, including sexual harassment, assault, and violence:
Title IX Office
If seeking interactive accommodation for disability claims:
UCLA Insurance Risk Management / Employee Disability Management Services
UCLA Health Systems, HR – Workers’ Compensation & Disability Management
Center for Accessible Education
For complaints against staff:
UCLA Campus HR, Staff Diversity & Compliance
https://www.chr.ucla.edu/staff-diversity/discrimination-harassment
For complaints against students
Office of Student Conduct
Dean of Students https://www.deanofstudents.ucla.edu/Report-an-Incident-of-BIAS
For complaints against faculty
Discrimination Prevention Office: https://equity.ucla.edu/about-us/our-teams/discrimination-prevention/
A detailed guide to reporting and how reports are handled is available here:
https://ucla.app.box.com/s/hi4pbuzjch8a0aiaafj2pxix7bu36e85
Recruitment programs
Yes
Does the institution have programs specifically designed to recruit academic staff from underrepresented groups?:
Yes
Does the institution have programs designed specifically to recruit non-academic staff from underrepresented groups?:
Yes
If yes to any of the above, provide:
Students:
CENTER FOR THE ADVANCEMENT OF TEACHING (UCLA) PROVOST'S GRANTS TO INCREASE ACCESS AND REDUCE DISPARITIES
The University of California is undertaking a multi-year project to increase access to the university. UC President Janet Napolitano requested that campuses provide “information on how additional funding could … achieve the goals of growing 200,000 more degrees by 2030, ensuring the California dream is for everyone by increasing six-year freshman and four-year transfer graduation rates to 90 percent and eliminating graduation gaps, and investing in the next generation of faculty and research.”
Although UCLA meets the stated 90 percent goal for six-year freshman and four-year transfer graduation rates, there is urgency on two fronts:
• To close disparities in time-to-degree between different demographic groups, e.g., Pell Grant recipients or under-represented groups.
• To increase access to UCLA by significantly increasing four-year freshman and two-year transfer graduation rates. Increasing the pace of degree completion will allow more Californians access to UCLA while keeping class sizes stable.
This grant program is one of a variety of proposed strategies to meet the above stated goals. This inaugural call for proposals is intended to provide funding to departments or divisions/schools to identify and alleviate barriers to timely degree completion and to close disparities for their undergraduate majors. Barriers to be identified or alleviated could include bottleneck courses with insufficient capacity to meet demand, curricular complexity leading to students being delayed in obtaining courses in a sequence, transfer students arriving on campus without required prerequisites for junior-level courses, the existence of required courses with high failure rates or significant disparities in performance between different demographic groups, etc.
https://www.internalfunding.ucla.edu/funding-opportunity/provosts-grants-increase-access-and-reduce-disparities
Faculty:
EQUITY, DIVERSITY, AND INCLUSION (UCLA EDI): DEPENDENT CARE TRAVEL AWARD
The Dependent Travel Care Award (formerly known as the Travel Childcare Award) was created to address the growing need for additional support for faculty who have 50% or more responsibility for dependents. Professional meetings are essential to the careers of faculty,and many caregivers miss important opportunities due to conflicts with caregiving responsibilities. This program provides financial assistance to Regular Rank Faculty who are carers of dependents (e.g. children, elder family members, and family members with serious illness). Funds will be used to defray the cost of caregiving or travel expense for professional meetings.
Funds can be use for:
• Caregiving costs during professional travel to workshops, conferences, training events, or symposia;
• Dependent and/or caregiver travel, if the dependent must accompany the carer;
• Daregiver costs for University, Departmental and/or Divisional events that are beyond normal scheduling demands, such as an on-campus weekend workshop or evening meeting.
https://www.internalfunding.ucla.edu/funding-opportunity/depcare-travel
A Council of Advisors Program provides career advice and guidance to assistant professors as they advance to tenure (https://www.apo.ucla.edu/faculty-career-development/mentoring-resources-council-of-advisors). While the program doesn’t particularly call our underrepresented groups, the measure is listed as an example to diversity efforts in the UC system. https://www.ucop.edu/faculty-diversity/campus-efforts/index.html
Faculty - UC System Efforts
https://www.ucop.edu/faculty-diversity/campus-efforts/index.html
https://www.ucop.edu/faculty-diversity/systemwide-efforts/index.html
All 10 campuses have implemented a wide variety of measures to recruit and retain a more diverse faculty. The following are some examples:
Associate Vice Chancellor/Vice Provost for Equity, Inclusion, and Diversity Positions and Offices
All campuses have a dedicated senior leadership position that oversees matters of inclusion and diversity, engages the Academic Senate in effecting campus change, and spearheads the strategic vision planning related to diversity and inclusion initiatives. At some campuses, the office of equity, inclusion, and diversity oversees all aspects of faculty searches, from conceptualization of the search plan to the proposal of the final candidate, and supports search committees in handling challenging issues and conflicts of interest.
Increased Use of Statements Describing Contributions to Diversity in Faculty Recruitment and Advancement
All candidates for faculty positions are given the opportunity to provide a Contributions to Diversity statement as part of their application. Many review committees have been instructed to evaluate and weigh such contributions in making their short list recommendations. Most faculty job postings describe a commitment to diversity and inclusion as an integral component of excellence for UC faculty.
Search Committee Trainings and Workshops
At all campuses, members of faculty search committees are required to participate in a training or workshop on how implicit and institutional biases influence recruitment pools and evaluation of candidates, and also learn best practices for reducing the impacts of such biases. UCLA provides extensive resources for faculty search committees. See Search Guide for senate faculty searches, “Guidelines for Departmental Policy: Creating an Effective Faculty Search Process”, and https://equity.ucla.edu/programs-resources/faculty-search-process/faculty-search-committee-resources/.
Faculty Recruitment Search Plans
All campuses have faculty recruitment search plans to conduct broad, inclusive, and equitable searches for excellent faculty that may contribute to more robust applicant pools. At UCLA, for example, before conducting a search, the department chair develops a search committee, including faculty who are committed to diversity and excellence (https://equity.ucla.edu/wp-content/uploads/2016/05/EDI-Faculty-Search-Process-Policy-Memorandum-v2016.03.09-1.pdf).
Faculty Equity Advisors
All campuses appoint Faculty Equity Advisors (FEAs) who participate in the strategic planning for diversity that is part of the academic program review, making sure that diversity is a meaningful part of the department or school’s self-assessment and plans for future success. FEAs also serve as a resource to ensure equity and inclusion in faculty searches, advancement and retention cases and the evaluation of faculty contributions to diversity in merit and promotion. FEAs also consult with graduate admissions committees to ensure equity and inclusion in graduate admissions and fellowships. Finally, FEAs serve as a resource for promoting a positive department climate by contributing to policies and practices that support equity and inclusion, such as climate surveys and effective responses to identified climate issues.
UC has expanded its efforts to recruit, support, and retain a diverse faculty at each of its campuses. At UC, several recently initiated or expanded programs demonstrate real potential to increase diversity at UC. While each of these efforts will take time to yield the desired results, new faculty hires over the past five years are more diverse than the current overall faculty population, which indicates the progress UC is making. The most promising programs are strengthening the academic pipeline to bring more of UC’s excellent and diverse graduate students into faculty ranks – at UC and other universities – and continuing to cultivate academic and professional work environments where underrepresented minorities and women faculty can thrive.
President’s Postdoctoral Fellowship Program Initiative (PPFP)
The PPFP is a key component of the President’s commitment to building an academic pipeline that culminates in a diverse faculty to drive innovation in education and educate UC’s diverse student body. Established in 1984 to encourage outstanding women and minority Ph.D. recipients to pursue academic careers at UC, the program offers postdoctoral research fellowships, professional development and faculty mentoring, and eligibility for hiring incentives to outstanding scholars in all fields whose research, teaching, and service will contribute to diversity and equal opportunity at UC. For more information, visit: http://ppfp.ucop.edu/info/.
Recruiting STEM Faculty: A Systemic Analysis of the Faculty Hiring Process at Research-Intensive Universities
In 2015, the National Science Foundation (NSF) awarded UC a grant for a team of UC researchers to study equity, inclusion, and diversity in the faculty hiring process over a three-year period. The study will identify the steps in UC’s hiring process that are most susceptible to bias and the characteristics of the hiring process that amplify or mitigate disparities. The study will also identify the most important targets for policies designed to promote equity, inclusion, and diversity among faculty.
MAGIC: Mentoring Advisory Group in California
MAGIC is a project of the National Research Mentoring Network (NRMN) (https://nrmnet.net/), where UC developed a “train the trainer” event on mentoring a diverse population in the bio-medical fields at all levels in higher education: undergraduate, graduate, postdoctoral scholar, and faculty. The event was modelled after the UC ADVANCE PAID Roundtables.
Center for Research, Excellence and Diversity in Team Science (CREDITS)
In 2015, the NSF awarded UC a five-year grant to establish the Center for Research, Excellence and Diversity in Team Science (CREDITS), an integrated research and training program aimed at increasing and enhancing the capacity, effectiveness and excellence of team science efforts at both UC and CSU. The center conducts research about gender and racial-ethnic diversity in team science. In particular, the team is looking to answer questions about barriers to diverse participation on science teams, how diversity shapes the formation of science teams and how diversity and team science is implicated in promotion and tenure practices and policies at a variety of institutional types. http://oru.research.ucsb.edu/teamscience/
UC Faculty Exit Survey
In 2015-16, UC partnered wtih Harvard's Collaborative on Academic Careers in Higher Education (COACHE) to develop and administer a faculty retention and exit survey that would allow UC, for the first time, to systematically gather data on the causes and patterns of faculty mobility. A June 2016 Roundtable meeting at UC Irvine allowed all 10 UC campuses to assess the usefulness of a retention and exit survey and to explore the best way to move forward with the establishment of an annual survey that could provide longitudinal results to inform the faculty retention process.
Faculty Salary Equity Studies
Equity in faculty compensation is a critical part of UC's commitment to fairness and inclusion and contributes to a productive academic workplace. All campuses conduct faculty equity studies.
UC ADVANCE PAID: Meeting the California Challenge—Women and Under-represented Minority Faculty in STEM
NSF awarded UC a three-year (2011-2014) grant to help bring the University’s faculty make-up into closer alignment with the diverse population of California, and to provide national leadership in such efforts among research universities. The materials, reports, and data that resulted from the roundtables hosted by the program are available at: http://www.ucop.edu/ucadvance/index.html.
Academic Personnel Policy
Since 2005, the Academic Personnel Manual has included diversity statements in policy to enhance the faculty appointment, promotion, and appraisal review criteria. “Contributions in all areas of faculty achievement that promote equal opportunity and diversity should be given due recognition in the academic personnel process, and they should be evaluated and credited in the same way as other faculty achievements. These contributions to diversity and equal opportunity can take a variety of forms including efforts to advance equitable access to education, public service that addresses the needs of California’s diverse population, or research in a scholar’s area of expertise that highlights inequalities. Mentoring and advising of students and faculty members, particularly from underrepresented and underserved populations, should be given due recognition in the teaching or service categories of the academic personnel process” - APM - 210-1-d. [updated 2015]
Systemwide Committees
The University Committee on Affirmative Action, Diversity, and Equity (UCAADE), an Academic Senate committee, has been active in collecting best practices in recruiting a diverse faculty and shares such practices across the UC campuses. UCAADE considers general policies concerning affirmative action for academic personnel and academic programs. The committee reviews the annual reports of the Divisional Committees of Affirmative Action and the information on affirmative action provided by campus and University administration. These reports consist of data and analyses for women and ethnic minorities concerning working conditions, salaries, advancement, and separation.
Faculty and Students:
UC-HISPANIC SERVING INSTITUTIONS DOCTORAL DIVERSITY INITIATIVE (UC-HSI DDI)
The UC-Hispanic Serving Institutions Doctoral Diversity Initiative (UC-HSI DDI) aims to enhance faculty diversity and pathways to the professoriate for underrepresented students from California Hispanic Serving Institutions (HSIs). The UC-HSI DDI program includes two components:
• Competitive grant awards to UC faculty/faculty administrators that will support short-term and long-term programs/projects to enhance and expand pathways to the professoriate for underrepresented minorities, with a goal to increase faculty diversity and inclusion at UC.
• Funding to support graduate student preparation for the professoriate. Specifically, there are resources to help support a limited number of PhD students, who are California HSI alumni and have advanced to candidacy at UC, to foster their interest and preparation for the professoriate. Additional professional development outreach and support for underrepresented PhD students is also available to encourage and help equip them to consider careers in the professoriate. UCOP will coordinate directly with campus graduate divisions for this component of the Initiative.
https://www.internalfunding.ucla.edu/funding-opportunity/uc-hsi-dd
Faculty/Staff/Students
UCLA is the home of the FIRST Center for Diverse Leadership in Science (https://www.ioes.ucla.edu/diversity/) established to serve as a model of diversity and inclusion across the nation and worldwide, the Center for Diverse Leadership in Science has four objectives:
Invest in Student Scientific Retention
Belonging: Reduce Isolation and Provide Mentorship
Give Back Through Programs of Outreach
Active Learning: Develop Collaborative Research & Teaching Environments
CDLS accomplishes this through (but not limited to) regular campus events such as "DiversiTEA and Courageous Coffee's", creating a collaborative community of instructors committed to advancing teaching excellence, developing a student-created publication called Climate Currents that features diverse perspectives throughout environmental science, the establishment of Environmental Science Without Borders (ESWB) as an international peer-mentorship program where students and scientists from different countries come together and learn from one another in environmental fields and outreach to K-12 students in California and other regions. Further, CDLS serves as an advisor to other efforts across the campus including the student group Environmentalists of Color Collective at UCLA.
CDLS sends a message to prospective staff and faculty that UCLA is taking a more comprehensive approach to address retention and advancement of faculty/staff/students at UCLA.
http://www.cpo.ucla.edu/cposa/education/academic-careers-in-engineering-and-science/
Faculty/Staff/Students:
UCLA LATINO ALUMNI ASSOCIATION
https://alumni.ucla.edu/alumni-networks/latino-alumni-network/
The mission of the UCLA Latino Alumni Association is to organize Latino alumni and other friends of the University of California, Los Angeles, UCLA, for the benefit and advancement of the Latino community, UCLA alumni, students, faculty, and staff.
To provide an opportunity for alumni to take advantage of the social, intellectual, cultural, and educational resources of UCLA.
To promote access to UCLA’s academic, administrative, and economic resources for the advancement of the Latino community.
To encourage and assist Latino students to enter and succeed at UCLA.
To promote the recruitment and success of faculty, staff, and administrators.
To provide financial, academic, social, and professional support to Latino students, faculty, and staff.
CENTER FOR THE ADVANCEMENT OF TEACHING (UCLA) PROVOST'S GRANTS TO INCREASE ACCESS AND REDUCE DISPARITIES
The University of California is undertaking a multi-year project to increase access to the university. UC President Janet Napolitano requested that campuses provide “information on how additional funding could … achieve the goals of growing 200,000 more degrees by 2030, ensuring the California dream is for everyone by increasing six-year freshman and four-year transfer graduation rates to 90 percent and eliminating graduation gaps, and investing in the next generation of faculty and research.”
Although UCLA meets the stated 90 percent goal for six-year freshman and four-year transfer graduation rates, there is urgency on two fronts:
• To close disparities in time-to-degree between different demographic groups, e.g., Pell Grant recipients or under-represented groups.
• To increase access to UCLA by significantly increasing four-year freshman and two-year transfer graduation rates. Increasing the pace of degree completion will allow more Californians access to UCLA while keeping class sizes stable.
This grant program is one of a variety of proposed strategies to meet the above stated goals. This inaugural call for proposals is intended to provide funding to departments or divisions/schools to identify and alleviate barriers to timely degree completion and to close disparities for their undergraduate majors. Barriers to be identified or alleviated could include bottleneck courses with insufficient capacity to meet demand, curricular complexity leading to students being delayed in obtaining courses in a sequence, transfer students arriving on campus without required prerequisites for junior-level courses, the existence of required courses with high failure rates or significant disparities in performance between different demographic groups, etc.
https://www.internalfunding.ucla.edu/funding-opportunity/provosts-grants-increase-access-and-reduce-disparities
Faculty:
EQUITY, DIVERSITY, AND INCLUSION (UCLA EDI): DEPENDENT CARE TRAVEL AWARD
The Dependent Travel Care Award (formerly known as the Travel Childcare Award) was created to address the growing need for additional support for faculty who have 50% or more responsibility for dependents. Professional meetings are essential to the careers of faculty,and many caregivers miss important opportunities due to conflicts with caregiving responsibilities. This program provides financial assistance to Regular Rank Faculty who are carers of dependents (e.g. children, elder family members, and family members with serious illness). Funds will be used to defray the cost of caregiving or travel expense for professional meetings.
Funds can be use for:
• Caregiving costs during professional travel to workshops, conferences, training events, or symposia;
• Dependent and/or caregiver travel, if the dependent must accompany the carer;
• Daregiver costs for University, Departmental and/or Divisional events that are beyond normal scheduling demands, such as an on-campus weekend workshop or evening meeting.
https://www.internalfunding.ucla.edu/funding-opportunity/depcare-travel
A Council of Advisors Program provides career advice and guidance to assistant professors as they advance to tenure (https://www.apo.ucla.edu/faculty-career-development/mentoring-resources-council-of-advisors). While the program doesn’t particularly call our underrepresented groups, the measure is listed as an example to diversity efforts in the UC system. https://www.ucop.edu/faculty-diversity/campus-efforts/index.html
Faculty - UC System Efforts
https://www.ucop.edu/faculty-diversity/campus-efforts/index.html
https://www.ucop.edu/faculty-diversity/systemwide-efforts/index.html
All 10 campuses have implemented a wide variety of measures to recruit and retain a more diverse faculty. The following are some examples:
Associate Vice Chancellor/Vice Provost for Equity, Inclusion, and Diversity Positions and Offices
All campuses have a dedicated senior leadership position that oversees matters of inclusion and diversity, engages the Academic Senate in effecting campus change, and spearheads the strategic vision planning related to diversity and inclusion initiatives. At some campuses, the office of equity, inclusion, and diversity oversees all aspects of faculty searches, from conceptualization of the search plan to the proposal of the final candidate, and supports search committees in handling challenging issues and conflicts of interest.
Increased Use of Statements Describing Contributions to Diversity in Faculty Recruitment and Advancement
All candidates for faculty positions are given the opportunity to provide a Contributions to Diversity statement as part of their application. Many review committees have been instructed to evaluate and weigh such contributions in making their short list recommendations. Most faculty job postings describe a commitment to diversity and inclusion as an integral component of excellence for UC faculty.
Search Committee Trainings and Workshops
At all campuses, members of faculty search committees are required to participate in a training or workshop on how implicit and institutional biases influence recruitment pools and evaluation of candidates, and also learn best practices for reducing the impacts of such biases. UCLA provides extensive resources for faculty search committees. See Search Guide for senate faculty searches, “Guidelines for Departmental Policy: Creating an Effective Faculty Search Process”, and https://equity.ucla.edu/programs-resources/faculty-search-process/faculty-search-committee-resources/.
Faculty Recruitment Search Plans
All campuses have faculty recruitment search plans to conduct broad, inclusive, and equitable searches for excellent faculty that may contribute to more robust applicant pools. At UCLA, for example, before conducting a search, the department chair develops a search committee, including faculty who are committed to diversity and excellence (https://equity.ucla.edu/wp-content/uploads/2016/05/EDI-Faculty-Search-Process-Policy-Memorandum-v2016.03.09-1.pdf).
Faculty Equity Advisors
All campuses appoint Faculty Equity Advisors (FEAs) who participate in the strategic planning for diversity that is part of the academic program review, making sure that diversity is a meaningful part of the department or school’s self-assessment and plans for future success. FEAs also serve as a resource to ensure equity and inclusion in faculty searches, advancement and retention cases and the evaluation of faculty contributions to diversity in merit and promotion. FEAs also consult with graduate admissions committees to ensure equity and inclusion in graduate admissions and fellowships. Finally, FEAs serve as a resource for promoting a positive department climate by contributing to policies and practices that support equity and inclusion, such as climate surveys and effective responses to identified climate issues.
UC has expanded its efforts to recruit, support, and retain a diverse faculty at each of its campuses. At UC, several recently initiated or expanded programs demonstrate real potential to increase diversity at UC. While each of these efforts will take time to yield the desired results, new faculty hires over the past five years are more diverse than the current overall faculty population, which indicates the progress UC is making. The most promising programs are strengthening the academic pipeline to bring more of UC’s excellent and diverse graduate students into faculty ranks – at UC and other universities – and continuing to cultivate academic and professional work environments where underrepresented minorities and women faculty can thrive.
President’s Postdoctoral Fellowship Program Initiative (PPFP)
The PPFP is a key component of the President’s commitment to building an academic pipeline that culminates in a diverse faculty to drive innovation in education and educate UC’s diverse student body. Established in 1984 to encourage outstanding women and minority Ph.D. recipients to pursue academic careers at UC, the program offers postdoctoral research fellowships, professional development and faculty mentoring, and eligibility for hiring incentives to outstanding scholars in all fields whose research, teaching, and service will contribute to diversity and equal opportunity at UC. For more information, visit: http://ppfp.ucop.edu/info/.
Recruiting STEM Faculty: A Systemic Analysis of the Faculty Hiring Process at Research-Intensive Universities
In 2015, the National Science Foundation (NSF) awarded UC a grant for a team of UC researchers to study equity, inclusion, and diversity in the faculty hiring process over a three-year period. The study will identify the steps in UC’s hiring process that are most susceptible to bias and the characteristics of the hiring process that amplify or mitigate disparities. The study will also identify the most important targets for policies designed to promote equity, inclusion, and diversity among faculty.
MAGIC: Mentoring Advisory Group in California
MAGIC is a project of the National Research Mentoring Network (NRMN) (https://nrmnet.net/), where UC developed a “train the trainer” event on mentoring a diverse population in the bio-medical fields at all levels in higher education: undergraduate, graduate, postdoctoral scholar, and faculty. The event was modelled after the UC ADVANCE PAID Roundtables.
Center for Research, Excellence and Diversity in Team Science (CREDITS)
In 2015, the NSF awarded UC a five-year grant to establish the Center for Research, Excellence and Diversity in Team Science (CREDITS), an integrated research and training program aimed at increasing and enhancing the capacity, effectiveness and excellence of team science efforts at both UC and CSU. The center conducts research about gender and racial-ethnic diversity in team science. In particular, the team is looking to answer questions about barriers to diverse participation on science teams, how diversity shapes the formation of science teams and how diversity and team science is implicated in promotion and tenure practices and policies at a variety of institutional types. http://oru.research.ucsb.edu/teamscience/
UC Faculty Exit Survey
In 2015-16, UC partnered wtih Harvard's Collaborative on Academic Careers in Higher Education (COACHE) to develop and administer a faculty retention and exit survey that would allow UC, for the first time, to systematically gather data on the causes and patterns of faculty mobility. A June 2016 Roundtable meeting at UC Irvine allowed all 10 UC campuses to assess the usefulness of a retention and exit survey and to explore the best way to move forward with the establishment of an annual survey that could provide longitudinal results to inform the faculty retention process.
Faculty Salary Equity Studies
Equity in faculty compensation is a critical part of UC's commitment to fairness and inclusion and contributes to a productive academic workplace. All campuses conduct faculty equity studies.
UC ADVANCE PAID: Meeting the California Challenge—Women and Under-represented Minority Faculty in STEM
NSF awarded UC a three-year (2011-2014) grant to help bring the University’s faculty make-up into closer alignment with the diverse population of California, and to provide national leadership in such efforts among research universities. The materials, reports, and data that resulted from the roundtables hosted by the program are available at: http://www.ucop.edu/ucadvance/index.html.
Academic Personnel Policy
Since 2005, the Academic Personnel Manual has included diversity statements in policy to enhance the faculty appointment, promotion, and appraisal review criteria. “Contributions in all areas of faculty achievement that promote equal opportunity and diversity should be given due recognition in the academic personnel process, and they should be evaluated and credited in the same way as other faculty achievements. These contributions to diversity and equal opportunity can take a variety of forms including efforts to advance equitable access to education, public service that addresses the needs of California’s diverse population, or research in a scholar’s area of expertise that highlights inequalities. Mentoring and advising of students and faculty members, particularly from underrepresented and underserved populations, should be given due recognition in the teaching or service categories of the academic personnel process” - APM - 210-1-d. [updated 2015]
Systemwide Committees
The University Committee on Affirmative Action, Diversity, and Equity (UCAADE), an Academic Senate committee, has been active in collecting best practices in recruiting a diverse faculty and shares such practices across the UC campuses. UCAADE considers general policies concerning affirmative action for academic personnel and academic programs. The committee reviews the annual reports of the Divisional Committees of Affirmative Action and the information on affirmative action provided by campus and University administration. These reports consist of data and analyses for women and ethnic minorities concerning working conditions, salaries, advancement, and separation.
Faculty and Students:
UC-HISPANIC SERVING INSTITUTIONS DOCTORAL DIVERSITY INITIATIVE (UC-HSI DDI)
The UC-Hispanic Serving Institutions Doctoral Diversity Initiative (UC-HSI DDI) aims to enhance faculty diversity and pathways to the professoriate for underrepresented students from California Hispanic Serving Institutions (HSIs). The UC-HSI DDI program includes two components:
• Competitive grant awards to UC faculty/faculty administrators that will support short-term and long-term programs/projects to enhance and expand pathways to the professoriate for underrepresented minorities, with a goal to increase faculty diversity and inclusion at UC.
• Funding to support graduate student preparation for the professoriate. Specifically, there are resources to help support a limited number of PhD students, who are California HSI alumni and have advanced to candidacy at UC, to foster their interest and preparation for the professoriate. Additional professional development outreach and support for underrepresented PhD students is also available to encourage and help equip them to consider careers in the professoriate. UCOP will coordinate directly with campus graduate divisions for this component of the Initiative.
https://www.internalfunding.ucla.edu/funding-opportunity/uc-hsi-dd
Faculty/Staff/Students
UCLA is the home of the FIRST Center for Diverse Leadership in Science (https://www.ioes.ucla.edu/diversity/) established to serve as a model of diversity and inclusion across the nation and worldwide, the Center for Diverse Leadership in Science has four objectives:
Invest in Student Scientific Retention
Belonging: Reduce Isolation and Provide Mentorship
Give Back Through Programs of Outreach
Active Learning: Develop Collaborative Research & Teaching Environments
CDLS accomplishes this through (but not limited to) regular campus events such as "DiversiTEA and Courageous Coffee's", creating a collaborative community of instructors committed to advancing teaching excellence, developing a student-created publication called Climate Currents that features diverse perspectives throughout environmental science, the establishment of Environmental Science Without Borders (ESWB) as an international peer-mentorship program where students and scientists from different countries come together and learn from one another in environmental fields and outreach to K-12 students in California and other regions. Further, CDLS serves as an advisor to other efforts across the campus including the student group Environmentalists of Color Collective at UCLA.
CDLS sends a message to prospective staff and faculty that UCLA is taking a more comprehensive approach to address retention and advancement of faculty/staff/students at UCLA.
http://www.cpo.ucla.edu/cposa/education/academic-careers-in-engineering-and-science/
Faculty/Staff/Students:
UCLA LATINO ALUMNI ASSOCIATION
https://alumni.ucla.edu/alumni-networks/latino-alumni-network/
The mission of the UCLA Latino Alumni Association is to organize Latino alumni and other friends of the University of California, Los Angeles, UCLA, for the benefit and advancement of the Latino community, UCLA alumni, students, faculty, and staff.
To provide an opportunity for alumni to take advantage of the social, intellectual, cultural, and educational resources of UCLA.
To promote access to UCLA’s academic, administrative, and economic resources for the advancement of the Latino community.
To encourage and assist Latino students to enter and succeed at UCLA.
To promote the recruitment and success of faculty, staff, and administrators.
To provide financial, academic, social, and professional support to Latino students, faculty, and staff.
Mentoring, counseling and support programs
Yes
Does the institution have mentoring, counseling, peer support or other programs designed specifically to support academic staff from underrepresented groups on campus?:
Yes
Does the institution have mentoring, counseling, peer support or other programs to support non-academic staff from underrepresented groups on campus?:
Yes
A brief description of the institution’s programs designed specifically to support students, academic staff, and/or non-academic staff from underrepresented groups:
The Bruin Excellence & Student Transformation Grant Program (BEST) at UCLA fosters social justice leadership among campus activists. We support leaders by providing funding, femtorship, and coordination, as well as activist-oriented growth and development opportunities. BEST is an entirely student-led initiative.
http://bestucla.com/
Student Initiated Outreach Center
http://www.cpo.ucla.edu/sioc/
The Student Initiated Outreach Center (SIOC) was created in the spring of 1998 as a means of funding student-initiated, student run outreach and access programs. It includes a portfolio of programs specifically aimed at recruitment and retention of underserved communities, including:
American Indian Recruitment - http://www.cpo.ucla.edu/sioc/american-indian-recruitment/
The AIR Project provides educational support services that help and encourage youth in the Los Angeles American Indian community (and beyond) become eligible for a post-secondary education.
Higher Opportunity Program for Education
http://www.cpo.ucla.edu/sioc/higher-opportunity-program-for-education/
HOPE exists to raise consciousness of and provide access to higher education through holistic empowerment. We promote self-sufficiency and leadership through academic, personal, and community empowerment. We develop our students through peer advising, tutoring, workshops, field trips, and high school conferences.
Mentors for Academic and Peer Support
http://www.cpo.ucla.edu/sioc/mentors-for-academic-and-peer-support/
MAPS focuses on providing our students with both academic support and peer advising. We accomplish this by attending each site once a week in which we tutor and mentor the students, providing workshops for both volunteers and our outreach students, planning and executing field trips for our outreach students, and building strong relationships between volunteers and outreach students. Our goal is to break down the barrier between these students from predominantly lower-income communities of color and higher education.
Pacific Islander Education and Retention
http://www.cpo.ucla.edu/sioc/pacific-islander-education-and-retention/
Rooted in the demand for educational justice, academic empowerment, and student voice, PIER is a student-initiated, student-run outreach project that exists to address the low graduation rates and lack of access to higher education for Pacific Islander youth in Los Angeles. Through tutoring, mentorship, peer advising, parent involvement, cultural relevancy, and higher education awareness, PIER partners with Pacific Islander students, community members, organizations, and allies to combat educational inequity, create self-determined leaders, and advocate for community power.
Students Heightening Academic Performance through Education
http://www.cpo.ucla.edu/sioc/students-heightening-academic-performance-through-education/
The SHAPE Project provides educational support services that help and encourage youth in the Los Angeles African American community (and beyond) become eligible for a post-secondary education.
• Academic Empowerment (Tutoring)
• Peer Advising/Counseling
• Praxis Development Workshops
• Rites of Passage (Leadership Development) and Bay Area Leadership retreat
• Field Trips
• Parent Support
• Conscious Connection Newsletter
• Health and Wellness Workshops and Activities
• Annual Higher Education Conference, Shadow Weekend, and End of the Year Banquet
Same programs as in recruitment:
Student Initiated Outreach Center
http://www.cpo.ucla.edu/sioc/
The Student Initiated Outreach Center (SIOC) was created in the spring of 1998 as a means of funding student-initiated, student run outreach and access programs. It includes a portfolio of programs specifically aimed at recruitment and retention of underserved communities, including:
American Indian Recruitment - http://www.cpo.ucla.edu/sioc/american-indian-recruitment/
The AIR Project provides educational support services that help and encourage youth in the Los Angeles American Indian community (and beyond) become eligible for a post-secondary education.
Higher Opportunity Program for Education
http://www.cpo.ucla.edu/sioc/higher-opportunity-program-for-education/
HOPE exists to raise consciousness of and provide access to higher education through holistic empowerment. We promote self-sufficiency and leadership through academic, personal, and community empowerment. We develop our students through peer advising, tutoring, workshops, field trips, and high school conferences.
Mentors for Academic and Peer Support
http://www.cpo.ucla.edu/sioc/mentors-for-academic-and-peer-support/
MAPS focuses on providing our students with both academic support and peer advising. We accomplish this by attending each site once a week in which we tutor and mentor the students, providing workshops for both volunteers and our outreach students, planning and executing field trips for our outreach students, and building strong relationships between volunteers and outreach students. Our goal is to break down the barrier between these students from predominantly lower-income communities of color and higher education.
Pacific Islander Education and Retention
http://www.cpo.ucla.edu/sioc/pacific-islander-education-and-retention/
Rooted in the demand for educational justice, academic empowerment, and student voice, PIER is a student-initiated, student-run outreach project that exists to address the low graduation rates and lack of access to higher education for Pacific Islander youth in Los Angeles. Through tutoring, mentorship, peer advising, parent involvement, cultural relevancy, and higher education awareness, PIER partners with Pacific Islander students, community members, organizations, and allies to combat educational inequity, create self-determined leaders, and advocate for community power.
Students Heightening Academic Performance through Education
http://www.cpo.ucla.edu/sioc/students-heightening-academic-performance-through-education/
The SHAPE Project provides educational support services that help and encourage youth in the Los Angeles African American community (and beyond) become eligible for a post-secondary education.
• Academic Empowerment (Tutoring)
• Peer Advising/Counseling
• Praxis Development Workshops
• Rites of Passage (Leadership Development) and Bay Area Leadership retreat
• Field Trips
• Parent Support
• Conscious Connection Newsletter
• Health and Wellness Workshops and Activities
• Annual Higher Education Conference, Shadow Weekend, and End of the Year Banquet
Faculty/Staff/Students
UCLA is the home of the FIRST Center for Diverse Leadership in Science (https://www.ioes.ucla.edu/diversity/) established to serve as a model of diversity and inclusion across the nation and worldwide, the Center for Diverse Leadership in Science has four objectives:
Invest in Student Scientific Retention
Belonging: Reduce Isolation and Provide Mentorship
Give Back Through Programs of Outreach
Active Learning: Develop Collaborative Research & Teaching Environments
CDLS accomplishes this through (but not limited to) regular campus events such as "DiversiTEA and Courageous Coffee's", creating a collaborative community of instructors committed to advancing teaching excellence, developing a student-created publication called Climate Currents that features diverse perspectives throughout environmental science, the establishment of Environmental Science Without Borders (ESWB) as an international peer-mentorship program where students and scientists from different countries come together and learn from one another in environmental fields and outreach to K-12 students in California and other regions. Further, CDLS serves as an advisor to other efforts across the campus including the student group Environmentalists of Color Collective at UCLA.
CALIFORNIA ALLIANCE FOR MINORITY PARTICIPATION (CAMP)
The Louis Stokes California Alliance for Minority Participation (CAMP) is an NSF-funded program shared across nine UC campuses (Berkeley, Davis, Irvine, Los Angeles, Santa Barbara, Santa Cruz, San Diego, Riverside, and Merced). Its goal is to enhance diversity in the STEM (Science, Technology, Engineering, and Mathematics) fields at the PhD and faculty level by providing financial and professional development support to students from groups underrepresented in these fields.UCLA’s CAMP program provides the following benefits to its members:
Mentorship and community
Quarterly luncheons supported by the generous donation of Professor Emeritus Richard Weiss
Support for research
Support for conference attendance
Eligibility to participate in the CAMP Statewide Symposium
Lending Library
GRE and MCAT Prep
Building Additional skills (e.g. lab management, science communication, scientific integrity, etc.)
GRE prep
GRE fee reimbursement
Graduate application fee reimbursement
Eligibility for NSF-funded Louis Stoke Alliance for Minority Participation (LSAMP) programs for graduate students
http://sciences.ugresearch.ucla.edu/resources/camp/
First To Go:
First To Go promotes campus involvement and visibility with a focus on the retention and success of all first-generation college students at UCLA. It serves as a resource hub to assist current UCLA undergraduate students as they navigate the campus and provide support in building community.
https://firsttogo.ucla.edu/
Other Student Specific Programs:
Undocumented Student Program: https://www.usp.ucla.edu/
Transfer Student Center: https://www.transfers.ucla.edu/
LGBT Campus Resource Center: https://www.lgbt.ucla.edu/
Bruin Resource Center: https://www.brc.ucla.edu/
Programs within BRC: Bruin Guardian Scholars, GRIT Coaching, Intergroup Relations, Students with Dependents, Transfer Student Center, Veterans Resource Center, Undocumented Students Program, Collegiate Recovery Program.
UCLA Community Programs Office & Student Organization and Leadership Engagement
Daschew Center for International Students: https://www.internationalcenter.ucla.edu/
UCLA Undergraduate Education, Academic Advancement Program: https://www.aap.ucla.edu/
College Academic Counseling: https://cac.ucla.edu/
College Academic Mentors: https://cac.ucla.edu/about-cac/college-academic-mentors/
*Many departments also offer their own academic advising/counseling teams and peer support programs.
Faculty/Staff Specific Resources:
Staff and Faculty Counseling: https://www.chr.ucla.edu/employee-counseling/counseling-consultation
UCLA Staff Assembly: https://staffassembly.ucla.edu/
UCLA Administrative Management Group: https://amg.ucla.edu/
https://apo.ucla.edu/faculty-resources/career-development
New Faculty: https://apo.ucla.edu/faculty-resources/new-faculty
Many academic and research departments have their own programs such as the Institute for Applied Mathematics (IPAM) - https://www.ipam.ucla.edu/about-ipam/diversity/
UCLA Latino Faculty and Staff Association -
A. To aid the UCLA Latina/o employees and faculty in improving their professional skills and business insights.
B. To foster better and more effective staff relationships through fellowship and professional networking.
C. To provide an open forum in which concern of Latina/o employees at UCLA may be aired.
D. To encourage the upward mobility of UCLA Latina/o employees in accordance with UCLA's objectives and Diversity and Inclusion Plan and through the celebration of accomplishments of on- and off-campus Latina/os.
E. To identify and utilize the resources, services, and opportunities that may benefit Latina/os at UCLA through increased interaction with other Latina/o organizations and individuals both on and off-campus.
F. To engage in activities that promote Latina/o students in their academic and career objectives.
://www.facebook.com/pg/UCLALSFA/about/?ref=page_internal
Center for Diversity and Leadership in Science
To serve as a model of diversity and inclusion across the nation and worldwide, the Center for Diverse Leadership in Science has four objectives:
Invest in Student Scientific Retention
Belonging: Reduce Isolation and Provide Mentorship
Give Back Through Programs of Outreach
Active Learning: Develop Collaborative Research & Teaching Environments
https://www.ioes.ucla.edu/diversity/
http://bestucla.com/
Student Initiated Outreach Center
http://www.cpo.ucla.edu/sioc/
The Student Initiated Outreach Center (SIOC) was created in the spring of 1998 as a means of funding student-initiated, student run outreach and access programs. It includes a portfolio of programs specifically aimed at recruitment and retention of underserved communities, including:
American Indian Recruitment - http://www.cpo.ucla.edu/sioc/american-indian-recruitment/
The AIR Project provides educational support services that help and encourage youth in the Los Angeles American Indian community (and beyond) become eligible for a post-secondary education.
Higher Opportunity Program for Education
http://www.cpo.ucla.edu/sioc/higher-opportunity-program-for-education/
HOPE exists to raise consciousness of and provide access to higher education through holistic empowerment. We promote self-sufficiency and leadership through academic, personal, and community empowerment. We develop our students through peer advising, tutoring, workshops, field trips, and high school conferences.
Mentors for Academic and Peer Support
http://www.cpo.ucla.edu/sioc/mentors-for-academic-and-peer-support/
MAPS focuses on providing our students with both academic support and peer advising. We accomplish this by attending each site once a week in which we tutor and mentor the students, providing workshops for both volunteers and our outreach students, planning and executing field trips for our outreach students, and building strong relationships between volunteers and outreach students. Our goal is to break down the barrier between these students from predominantly lower-income communities of color and higher education.
Pacific Islander Education and Retention
http://www.cpo.ucla.edu/sioc/pacific-islander-education-and-retention/
Rooted in the demand for educational justice, academic empowerment, and student voice, PIER is a student-initiated, student-run outreach project that exists to address the low graduation rates and lack of access to higher education for Pacific Islander youth in Los Angeles. Through tutoring, mentorship, peer advising, parent involvement, cultural relevancy, and higher education awareness, PIER partners with Pacific Islander students, community members, organizations, and allies to combat educational inequity, create self-determined leaders, and advocate for community power.
Students Heightening Academic Performance through Education
http://www.cpo.ucla.edu/sioc/students-heightening-academic-performance-through-education/
The SHAPE Project provides educational support services that help and encourage youth in the Los Angeles African American community (and beyond) become eligible for a post-secondary education.
• Academic Empowerment (Tutoring)
• Peer Advising/Counseling
• Praxis Development Workshops
• Rites of Passage (Leadership Development) and Bay Area Leadership retreat
• Field Trips
• Parent Support
• Conscious Connection Newsletter
• Health and Wellness Workshops and Activities
• Annual Higher Education Conference, Shadow Weekend, and End of the Year Banquet
Same programs as in recruitment:
Student Initiated Outreach Center
http://www.cpo.ucla.edu/sioc/
The Student Initiated Outreach Center (SIOC) was created in the spring of 1998 as a means of funding student-initiated, student run outreach and access programs. It includes a portfolio of programs specifically aimed at recruitment and retention of underserved communities, including:
American Indian Recruitment - http://www.cpo.ucla.edu/sioc/american-indian-recruitment/
The AIR Project provides educational support services that help and encourage youth in the Los Angeles American Indian community (and beyond) become eligible for a post-secondary education.
Higher Opportunity Program for Education
http://www.cpo.ucla.edu/sioc/higher-opportunity-program-for-education/
HOPE exists to raise consciousness of and provide access to higher education through holistic empowerment. We promote self-sufficiency and leadership through academic, personal, and community empowerment. We develop our students through peer advising, tutoring, workshops, field trips, and high school conferences.
Mentors for Academic and Peer Support
http://www.cpo.ucla.edu/sioc/mentors-for-academic-and-peer-support/
MAPS focuses on providing our students with both academic support and peer advising. We accomplish this by attending each site once a week in which we tutor and mentor the students, providing workshops for both volunteers and our outreach students, planning and executing field trips for our outreach students, and building strong relationships between volunteers and outreach students. Our goal is to break down the barrier between these students from predominantly lower-income communities of color and higher education.
Pacific Islander Education and Retention
http://www.cpo.ucla.edu/sioc/pacific-islander-education-and-retention/
Rooted in the demand for educational justice, academic empowerment, and student voice, PIER is a student-initiated, student-run outreach project that exists to address the low graduation rates and lack of access to higher education for Pacific Islander youth in Los Angeles. Through tutoring, mentorship, peer advising, parent involvement, cultural relevancy, and higher education awareness, PIER partners with Pacific Islander students, community members, organizations, and allies to combat educational inequity, create self-determined leaders, and advocate for community power.
Students Heightening Academic Performance through Education
http://www.cpo.ucla.edu/sioc/students-heightening-academic-performance-through-education/
The SHAPE Project provides educational support services that help and encourage youth in the Los Angeles African American community (and beyond) become eligible for a post-secondary education.
• Academic Empowerment (Tutoring)
• Peer Advising/Counseling
• Praxis Development Workshops
• Rites of Passage (Leadership Development) and Bay Area Leadership retreat
• Field Trips
• Parent Support
• Conscious Connection Newsletter
• Health and Wellness Workshops and Activities
• Annual Higher Education Conference, Shadow Weekend, and End of the Year Banquet
Faculty/Staff/Students
UCLA is the home of the FIRST Center for Diverse Leadership in Science (https://www.ioes.ucla.edu/diversity/) established to serve as a model of diversity and inclusion across the nation and worldwide, the Center for Diverse Leadership in Science has four objectives:
Invest in Student Scientific Retention
Belonging: Reduce Isolation and Provide Mentorship
Give Back Through Programs of Outreach
Active Learning: Develop Collaborative Research & Teaching Environments
CDLS accomplishes this through (but not limited to) regular campus events such as "DiversiTEA and Courageous Coffee's", creating a collaborative community of instructors committed to advancing teaching excellence, developing a student-created publication called Climate Currents that features diverse perspectives throughout environmental science, the establishment of Environmental Science Without Borders (ESWB) as an international peer-mentorship program where students and scientists from different countries come together and learn from one another in environmental fields and outreach to K-12 students in California and other regions. Further, CDLS serves as an advisor to other efforts across the campus including the student group Environmentalists of Color Collective at UCLA.
CALIFORNIA ALLIANCE FOR MINORITY PARTICIPATION (CAMP)
The Louis Stokes California Alliance for Minority Participation (CAMP) is an NSF-funded program shared across nine UC campuses (Berkeley, Davis, Irvine, Los Angeles, Santa Barbara, Santa Cruz, San Diego, Riverside, and Merced). Its goal is to enhance diversity in the STEM (Science, Technology, Engineering, and Mathematics) fields at the PhD and faculty level by providing financial and professional development support to students from groups underrepresented in these fields.UCLA’s CAMP program provides the following benefits to its members:
Mentorship and community
Quarterly luncheons supported by the generous donation of Professor Emeritus Richard Weiss
Support for research
Support for conference attendance
Eligibility to participate in the CAMP Statewide Symposium
Lending Library
GRE and MCAT Prep
Building Additional skills (e.g. lab management, science communication, scientific integrity, etc.)
GRE prep
GRE fee reimbursement
Graduate application fee reimbursement
Eligibility for NSF-funded Louis Stoke Alliance for Minority Participation (LSAMP) programs for graduate students
http://sciences.ugresearch.ucla.edu/resources/camp/
First To Go:
First To Go promotes campus involvement and visibility with a focus on the retention and success of all first-generation college students at UCLA. It serves as a resource hub to assist current UCLA undergraduate students as they navigate the campus and provide support in building community.
https://firsttogo.ucla.edu/
Other Student Specific Programs:
Undocumented Student Program: https://www.usp.ucla.edu/
Transfer Student Center: https://www.transfers.ucla.edu/
LGBT Campus Resource Center: https://www.lgbt.ucla.edu/
Bruin Resource Center: https://www.brc.ucla.edu/
Programs within BRC: Bruin Guardian Scholars, GRIT Coaching, Intergroup Relations, Students with Dependents, Transfer Student Center, Veterans Resource Center, Undocumented Students Program, Collegiate Recovery Program.
UCLA Community Programs Office & Student Organization and Leadership Engagement
Daschew Center for International Students: https://www.internationalcenter.ucla.edu/
UCLA Undergraduate Education, Academic Advancement Program: https://www.aap.ucla.edu/
College Academic Counseling: https://cac.ucla.edu/
College Academic Mentors: https://cac.ucla.edu/about-cac/college-academic-mentors/
*Many departments also offer their own academic advising/counseling teams and peer support programs.
Faculty/Staff Specific Resources:
Staff and Faculty Counseling: https://www.chr.ucla.edu/employee-counseling/counseling-consultation
UCLA Staff Assembly: https://staffassembly.ucla.edu/
UCLA Administrative Management Group: https://amg.ucla.edu/
https://apo.ucla.edu/faculty-resources/career-development
New Faculty: https://apo.ucla.edu/faculty-resources/new-faculty
Many academic and research departments have their own programs such as the Institute for Applied Mathematics (IPAM) - https://www.ipam.ucla.edu/about-ipam/diversity/
UCLA Latino Faculty and Staff Association -
A. To aid the UCLA Latina/o employees and faculty in improving their professional skills and business insights.
B. To foster better and more effective staff relationships through fellowship and professional networking.
C. To provide an open forum in which concern of Latina/o employees at UCLA may be aired.
D. To encourage the upward mobility of UCLA Latina/o employees in accordance with UCLA's objectives and Diversity and Inclusion Plan and through the celebration of accomplishments of on- and off-campus Latina/os.
E. To identify and utilize the resources, services, and opportunities that may benefit Latina/os at UCLA through increased interaction with other Latina/o organizations and individuals both on and off-campus.
F. To engage in activities that promote Latina/o students in their academic and career objectives.
://www.facebook.com/pg/UCLALSFA/about/?ref=page_internal
Center for Diversity and Leadership in Science
To serve as a model of diversity and inclusion across the nation and worldwide, the Center for Diverse Leadership in Science has four objectives:
Invest in Student Scientific Retention
Belonging: Reduce Isolation and Provide Mentorship
Give Back Through Programs of Outreach
Active Learning: Develop Collaborative Research & Teaching Environments
https://www.ioes.ucla.edu/diversity/
Support for future academic staff
Yes
A brief description of the institution’s programs to support and prepare students from underrepresented groups for careers as faculty members:
UCLA’s Teacher Education Program (TEP) prepares aspiring teachers to become social justice educators in urban settings. To serve a wide range of aspiring educators, the Teacher Education Program offers several pathways that culminate in a teaching credential and a master of education degree.
https://centerx.gseis.ucla.edu/teacher-education/
UC-HISPANIC SERVING INSTITUTIONS DOCTORAL DIVERSITY INITIATIVE (UC-HSI DDI)
The UC-Hispanic Serving Institutions Doctoral Diversity Initiative (UC-HSI DDI) aims to enhance faculty diversity and pathways to the professoriate for underrepresented students from California Hispanic Serving Institutions (HSIs). The UC-HSI DDI program includes two components:
• Competitive grant awards to UC faculty/faculty administrators that will support short-term and long-term programs/projects to enhance and expand pathways to the professoriate for underrepresented minorities, with a goal to increase faculty diversity and inclusion at UC.
• Funding to support graduate student preparation for the professoriate. Specifically, there are resources to help support a limited number of PhD students, who are California HSI alumni and have advanced to candidacy at UC, to foster their interest and preparation for the professoriate. Additional professional development outreach and support for underrepresented PhD students is also available to encourage and help equip them to consider careers in the professoriate. UCOP will coordinate directly with campus graduate divisions for this component of the Initiative.
https://www.internalfunding.ucla.edu/funding-opportunity/uc-hsi-dd
The UCLA American Indian Studies Center (AISC) was founded in 1969 as a research institute dedicated to addressing American Indian issues and supporting Native communities. The AISC serves as a hub of activities for Indigenous students, staff, faculty, alumni, and community, as well as serving as a bridge between the academy and indigenous peoples locally, nationally, and internationally. We foster innovative academic research by students and faculty, publish leading scholarship in the field of American Indian Studies, and support events and programming focused on indigenous issues.https://www.ioes.ucla.edu/project/american-indian-studies-center/
Center for Diversity and Leadership in Science
To serve as a model of diversity and inclusion across the nation and worldwide, the Center for Diverse Leadership in Science has four objectives:
Invest in Student Scientific Retention
Belonging: Reduce Isolation and Provide Mentorship
Give Back Through Programs of Outreach
Active Learning: Develop Collaborative Research & Teaching Environments
https://www.ioes.ucla.edu/diversity/
Recognizing Faculty Contributions to Advancing Diversity and Equity:
https://www.apo.ucla.edu/policies-forms/the-call/appendices/appendix-41-contributions-equity-diversity-and-inclusion
Equity, diversity, and inclusion are core values of the University of California and key components of the University’s commitment to excellence. Contributions to teaching, scholarship, and service that promote equity, diversity, and inclusion are encouraged and should be given due recognition during the faculty merit and promotion process, and, as stated in the UC Academic Personnel Manual (APM-210-1-d), “evaluated and credited in the same way as other faculty achievements.” Contributions to equity, diversity, and inclusion should function as an inducement to contribute to the core values of the University. Although APM 210-1-d does not make it obligatory to incorporate comments about such contributions in applications for appointments, merits and advancements, UCLA is requiring such information in the file.
https://centerx.gseis.ucla.edu/teacher-education/
UC-HISPANIC SERVING INSTITUTIONS DOCTORAL DIVERSITY INITIATIVE (UC-HSI DDI)
The UC-Hispanic Serving Institutions Doctoral Diversity Initiative (UC-HSI DDI) aims to enhance faculty diversity and pathways to the professoriate for underrepresented students from California Hispanic Serving Institutions (HSIs). The UC-HSI DDI program includes two components:
• Competitive grant awards to UC faculty/faculty administrators that will support short-term and long-term programs/projects to enhance and expand pathways to the professoriate for underrepresented minorities, with a goal to increase faculty diversity and inclusion at UC.
• Funding to support graduate student preparation for the professoriate. Specifically, there are resources to help support a limited number of PhD students, who are California HSI alumni and have advanced to candidacy at UC, to foster their interest and preparation for the professoriate. Additional professional development outreach and support for underrepresented PhD students is also available to encourage and help equip them to consider careers in the professoriate. UCOP will coordinate directly with campus graduate divisions for this component of the Initiative.
https://www.internalfunding.ucla.edu/funding-opportunity/uc-hsi-dd
The UCLA American Indian Studies Center (AISC) was founded in 1969 as a research institute dedicated to addressing American Indian issues and supporting Native communities. The AISC serves as a hub of activities for Indigenous students, staff, faculty, alumni, and community, as well as serving as a bridge between the academy and indigenous peoples locally, nationally, and internationally. We foster innovative academic research by students and faculty, publish leading scholarship in the field of American Indian Studies, and support events and programming focused on indigenous issues.https://www.ioes.ucla.edu/project/american-indian-studies-center/
Center for Diversity and Leadership in Science
To serve as a model of diversity and inclusion across the nation and worldwide, the Center for Diverse Leadership in Science has four objectives:
Invest in Student Scientific Retention
Belonging: Reduce Isolation and Provide Mentorship
Give Back Through Programs of Outreach
Active Learning: Develop Collaborative Research & Teaching Environments
https://www.ioes.ucla.edu/diversity/
Recognizing Faculty Contributions to Advancing Diversity and Equity:
https://www.apo.ucla.edu/policies-forms/the-call/appendices/appendix-41-contributions-equity-diversity-and-inclusion
Equity, diversity, and inclusion are core values of the University of California and key components of the University’s commitment to excellence. Contributions to teaching, scholarship, and service that promote equity, diversity, and inclusion are encouraged and should be given due recognition during the faculty merit and promotion process, and, as stated in the UC Academic Personnel Manual (APM-210-1-d), “evaluated and credited in the same way as other faculty achievements.” Contributions to equity, diversity, and inclusion should function as an inducement to contribute to the core values of the University. Although APM 210-1-d does not make it obligatory to incorporate comments about such contributions in applications for appointments, merits and advancements, UCLA is requiring such information in the file.
Optional Fields
Yes
Does the institution offer housing options to accommodate the special needs of transgender and transitioning students?:
Yes
Website URL where information about the institution’s support for underrepresented groups is available:
Additional documentation to support the submission:
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Data source(s) and notes about the submission:
The UCLA Staff Affirmative Action Plan, and resources for faculty search committees are found below. All members of faculty search committees are required to watch a video series on Implicit Bias, certify that the videos have been watched, and attend a Faculty Search Briefing PRIOR to participating in any recruitment.
Campus Affirmative Action Plan and Additional resources for faculty and staff training are:
2017-2018 Staff Affirmative Action Plan: https://ucla.app.box.com/v/2017-2018-affirm
Faculty Search Committee Trainings & Resources: https://equity.ucla.edu/programs-resources/faculty-search-process/faculty-search-committee-resources/
Prop 209 re admissions:
http://diversity.universityofcalifornia.edu/files/prop-209-summary.pdf
http://diversity.universityofcalifornia.edu/files/prop-209-summary.pdf
http://maps.ucla.edu/campus/?a_layers=flyr_restrooms
Gender, Sexuality, and Society Living Learning Community; De Neve Plaza (open to all students; regardless of identity) https://reslife.ucla.edu/livinglearning/gss
Contact:
Randi Kusumi,
rkusumi@equity.ucla.edu
Campus Affirmative Action Plan and Additional resources for faculty and staff training are:
2017-2018 Staff Affirmative Action Plan: https://ucla.app.box.com/v/2017-2018-affirm
Faculty Search Committee Trainings & Resources: https://equity.ucla.edu/programs-resources/faculty-search-process/faculty-search-committee-resources/
Prop 209 re admissions:
http://diversity.universityofcalifornia.edu/files/prop-209-summary.pdf
http://diversity.universityofcalifornia.edu/files/prop-209-summary.pdf
http://maps.ucla.edu/campus/?a_layers=flyr_restrooms
Gender, Sexuality, and Society Living Learning Community; De Neve Plaza (open to all students; regardless of identity) https://reslife.ucla.edu/livinglearning/gss
Contact:
Randi Kusumi,
rkusumi@equity.ucla.edu
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.