| Overall Rating | Gold |
|---|---|
| Overall Score | 68.18 |
| Liaison | Marianne Martin |
| Submission Date | Dec. 3, 2024 |
University of Colorado Boulder
PA-6: Institutional Climate
| Status | Score | Responsible Party |
|---|---|---|
|
3.00 / 3.00 |
Kim
Kruchen Associate Director Strategic Resources and Support |
6.1 Support for students from underrepresented groups
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for students with disabilities:
https://www.colorado.edu/cisc/
https://www.colorado.edu/disabilityservices/
Our Center for Inclusion and Social Change has several programs focused on universal design. Several of our programs, in collaboration with our Recreation Services team, are able to put on events that provide space for students with disabilities to engage, transform, and thrive. An example of a program like this is our Pride dinners centered on universal design and the intersections between LGBTQ identities and disability. In addition to the programming provided by the Center for Inclusion and Social Change, our campus provides a robust set of services through the Disability Services Office. https://www.colorado.edu/disabilityservices/. DS supports students with accommodations, including academic and housing, and temporary. They also have a number of resources for faculty and staff.
Does the institution support one or more programs, initiatives, or networks designed to address the specific needs of students that identify as members of marginalized racial, ethnic, and/or Indigenous groups?:
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for students that identify as members of marginalized racial, ethnic, and/or Indigenous groups:
https://www.colorado.edu/cisc/intercultural-engagement-office
https://www.colorado.edu/living/identity-based-llcs
Within the Division of Student Affairs, we have several offices or units focused on the support of our underrepresented populations. For example, we have our intercultural engagement office within the Center for Inclusion and Social Change focused on the following identity groups and their experiences: Black student engagement, Latinx student engagement, APIDA student engagement, and indigenous student engagement. Additionally, the Division of Student Affairs has staff focused on our first-generation student experience as well.
Finally, there are learning communities anchored on supporting our minoritized populations as seen in the link. These high-impact learning communities increase the support students receive and provide academic opportunities to engage in innovative and new ways.
Does the institution support one or more programs, initiatives, or networks designed to address the specific needs of LGBTQ+ students?:
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for LGBTQ+ students:
https://www.colorado.edu/cisc/pride-office
https://www.colorado.edu/living/identity-based-llcs
The Division of Student Affairs saw over 18 trainings and over 105 events focused on the LGBTQ+ student experience. These events include Queer Cheer, a program created for creating deeper friendships and students. Another example also includes Grad Coffee Hour, where LGBTQ+ students and allies in graduate programs come to connect with one another.
Does the institution support one or more programs, initiatives, or networks designed to address the specific needs of low-income and/or first-generation students?:
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for low-income and/or first-generation students:
https://www.colorado.edu/cisc/first-generation-programs-and-enrichment-office
The mission of the Office of First-Generation Programs and Enrichment is two-fold: 1) serving students in the First-Generation Scholars Program, and 2) providing advocacy and support for key communities on campus, including: undocumented students, men of color, Latinx, and AAPI populations. Through our work, we aim to enliven the first-generation collegiate experience through focused programs. This office within the Division of Student Affairs partners across campus to support our first-generation students.
Recently, our university joined the FirstGen Forward Network. This network will provide additional opportunities to scale our first-generation student success efforts by engaging and empowering our institution to transform the first-gen college student experience.
The New Student and Family Programs team hosts Buff Meet Ups where students come together and connect with one another with their shared identity.
The Volunteer Resource Center hosts several programs centered on first-generation service projects. The institution also provides academic support through a multi-cultural academic learning community that serves low-income and first generation college students. Additional information about their services are available here, https://www.colorado.edu/sasc/
Does the institution support one or more programs, initiatives, or networks designed to address the specific needs of refugees, asylum seekers, internally displaced, and/or undocumented students?:
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for refugees, asylum seekers, internally displaced, and/or undocumented students:
https://www.colorado.edu/cisc/resources/undocumented-student-resources
https://www.colorado.edu/admissions/process/undocumented
https://www.colorado.edu/undocumentedstudentresources/
CU Boulder hosts several resources and supports for our undocumented students. These campus resources include academic advising with staff who understand the needs of DACA and ASSET students. We have a student relief fund and the Office of Financial Aid that support financial support opportunities. We have several supports focused on counseling and victims assistance to provide students spaces to be counseled and supported. Finally, we have legal resources available to support immigration or other needs.
Does the institution support one or more programs, initiatives, or networks designed to address the specific needs of students from additional underrepresented groups?:
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for students from additional underrepresented groups:
CU Boulder works for provide support for a variety of underrepresented students via a programs and services. The Center for Inclusion and Social Change provides support for a number of groups mentioned previously, but also provides support for first-generation scholars via programs such as scholarships and tutoring, financial literacy, and other connections. The Center also supports women and women-identified students via their leadership symposium and community gatherings. (colorado.edu/cisc/offices/) CU Boulder is also committed to helping veterans. The CU Boulder Veteran and Military Affairs Office can assist with academic advising, career support, professional math and physics tutoring, and community building opportunities. (colorado.edu/veterans/) CU Boulder also supports external communities through the precollegiate development program. This program provides individual outreach to students from a variety of backgrounds including those living in rural communities. (colorado.edu/precollege) CU Boulder also supports more than five hundred student organizations that span a variety of interests. These organizations are supported by the Center for Student Involvement and act as places of community building and skill development for students. Student organizations are categorized into searchable categories including cultural and international, community service, government and politics, humanities, and religion and spirituality, to name a few. Students can easily find a variety of communities, including underrepresented communities that align with their interest and identities. (colorado.edu/involvement) CU Boulder also supports international students and scholars via the International Student and Scholar Services unit. Students can access resources such as academic advising, support specific to their community, dependent resources, English language resources, immigration resources, to name a few. (colorado.edu/isss)
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6.2 Support for employees from underrepresented groups
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for employees with disabilities:
We support the Alliance for Neurodiversity (AND), an employee affinity group. This group is for staff and faculty who identify as neurodivergent (including but not limited to autism spectrum disorder, attention deficit hyperactivity disorder, dyslexia) and their allies to build a more inclusive university community. This community celebrates diversity, promotes equity, and recognizes that empowering staff with diverse abilities benefits us all.
The mission is to foster a sense of belonging among neurodiverse staff and faculty by hosting events and creating safe spaces for neurodiverse employees and their allies. Further, we aim to increase awareness about neurodivergence through community engagement, education, and advocacy for equitable opportunities, support, and accommodations.
Does the institution support one or more programs, initiatives, or networks designed to address the specific needs of employees that identify as members of marginalized racial, ethnic, and/or Indigenous groups?:
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for employees that identify as members of marginalized racial, ethnic, and/or Indigenous groups:
AFFINITY GROUPS. Adelante Faculty and Staff – The purpose of this group is to bring together CU Boulder Latina/x/o staff and faculty, and their allies, to build community, to dialogue around vision and concerns, to recognize our brilliance, contributions, and successes, and to advocate for one another and for the interests of other Latina/x/o staff and faculty on campus to best support and retain our sisters and brothers within this community. Through dialogue, building community, and advocacy, we aspire to create an environment in which we support, represent, and retain Latina/o/x staff and faculty throughout all employment levels across campus. Our affinity group aligns with goal three of the five DEI goals inspired by the campus’ IDEA plan which is the idea of collaborating to support community building initiatives (existing and new) to communicate the imperative of advancing diversity, equity, and inclusion and to enhance everyone’s sense of belonging. Black at CU – The purpose of this group is to support, encourage, and build community with black faculty and staff and their allies. This group hopes to establish and sustain a sense of community and belonging for existing and prospective Black/African American faculty and staff that wish to build a career and life at CU Boulder with a focus on networking, mentorship and sponsorship, recruitment and retention, and professional advancement. Faculty of Color and Friends – Faculty of Color and Friends has served as a connection and exchange group for any teaching faculty. This group has been active for years, and serves as a collaborative hub for connecting and communicating across multiple protected identities, classes, ethnicities, and nationalities. All teaching faculty are welcome. We are honored to co-host an annual celebration of tenure-track faculty promotion with the Office of Faculty Affairs. We also coordinate gatherings to explore policies, practices, and happenings on the CU Boulder campus. Of course, getting together to have fun and relax is also on the menu. Native and Indigenous – The purpose of this group is to build community space for Native and Indigenous staff, faculty, and allies to support each other as good relatives. We will gather as relatives, engaging in dialogue and community building activities, to build and grow the Native and Indigenous staff and faculty community, to celebrate our individual and collective accomplishments, and to live our shared values within the CU Boulder community. QTPOC Crossroads – This group is for Queer and trans people of color, and allies, who serve in faculty and staff roles at CU Boulder. This is a dedicated space for community and connections for Black, Indigenous, and People of Color who hold salient identities at the intersections of race, gender, sexuality, and beyond. The QTPOC Crossroads Affinity space is an intentional space to build a community that centers on the voices and experiences of QTPOC faculty and staff members. It also is a space to bridge and uplift our community in affirming and supportive ways at the intersections of race and LGBTQ+ issues on the CU Boulder campus.
Does the institution support one or more programs, initiatives, or networks designed to address the specific needs of LGBTQ+ employees?:
Narrative and/or website URL providing an overview of the institution’s support for LGBTQ+ employees:
Affinity group: QTPOC Crossroads – This group is for Queer and trans people of color, and allies, who serve in faculty and staff roles at CU Boulder. This is a dedicated space for community and connections for Black, Indigenous, and People of Color who hold salient identities at the intersections of race, gender, sexuality, and beyond. The QTPOC Crossroads Affinity space is an intentional space to build a community that centers on the voices and experiences of QTPOC faculty and staff members. It also is a space to bridge and uplift our community in affirming and supportive ways at the intersections of race and LGBTQ+ issues on the CU Boulder campus.
Does the institution support one or more programs, initiatives, or networks designed to address the specific needs of employees from additional underrepresented groups?:
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for employees from additional underrepresented groups:
Affinity group: CU Moms – This group serves staff and faculty folks, and their allies, who identify as moms. CU Moms is designed to provide space for moms to connect, network and build community as they navigate the multiple challenges of parenting and working outside the home. While all parents face challenges in integrating work and home responsibilities, there is a gendered lens and resulting societal expectations of gender that marks the experience of being a mom as unique. By supporting community building among moms, CU Boulder supports its employees with that lens of gender in mind.
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6.3 Institutional climate assessment
Description of the methodology used to assess institutional climate:
Along with other resources and insights, the survey results guide campus leaders in action planning, which includes the development and implementation of policies and practices to address inequities that impede our ability to create and maintain an inclusive campus environment for all members of the community.
All four CU campuses and the CU system office in Denver administered the survey at the request of the CU Board of Regents. The university intends to administer the survey every four years to assess progress toward creating communities on all four CU campuses that enable all students, faculty and staff to thrive and succeed academically and professionally.
The survey included measures to assess sense of belonging, respect and support, and identity-based discrimination and harassment, including sexual harassment. Questions inquired about incivility and whether survey participants would attribute those experiences to aspects of their identity and, if so, which identity or identities.
The survey also asked participants about the consequences of identity-based negative treatment and covered a range of identity-based harms that may occur in workplaces and classrooms.
The university ascribes to a shared equity leadership model where advancing diversity, equity, and inclusion is everyone's responsibility. https://www.colorado.edu/dei/resources/shared-equity-leadership
Does the institution publish the results of its institutional climate assessments?:
Published results of the institution’s most recently finalized institutional climate assessment:
Online resource where the results of the institution’s institutional climate assessments are publicly available:
The Reporting Tool will automatically calculate the following figure:
Optional documentation
Additional documentation for this credit:
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.