Overall Rating Gold
Overall Score 65.05
Liaison Kimberly Reeves
Submission Date Feb. 15, 2021

STARS v2.2

University of Colorado Colorado Springs
PA-5: Diversity and Equity Coordination

Status Score Responsible Party
Complete 1.56 / 2.00 Andrea Herrera
Associate Vice Chancellor of Inclusion and Academic Engagement
Inclusion and Academic Engagement
"---" indicates that no data was submitted for this field

Does the institution have a diversity and equity committee, office, and/or officer tasked by the administration or governing body to advise on and implement policies, programs, and trainings related to diversity, equity, inclusion and human rights?:
Yes

Does the committee, office and/or officer focus on students, employees, or both?:
Both students and employees

A brief description of the diversity and equity committee, office and/or officer, including purview and activities:

UCCS 2019 Equity, Diversity & Inclusion Strategic Plan
https://diversity.uccs.edu/uccs-2019-edi-strategic-plan

According to the 2007 strategic plan, the University of Colorado Colorado Springs is charged with providing opportunities for higher education to the general public, and offering critical research and cultural development opportunities for the betterment of the broader public good. In accordance with CU’s goal of inclusive excellence, the office of Equity, Diversity and Inclusion (EDI) strives to be inclusive of our entire community, regardless of social or cultural identity, background, perspective or origin. Historically, certain social groups have been excluded from, and marginalized within, public higher education, thereby creating legacies of advantage and disadvantage. EDI, therefore, promotes the principles of equity and diversity—which are defined within a domestic context and a specific historical, social, and cultural framework—and an intellectual environment that is inclusive of all stakeholders in order to overcome the historical legacies of exclusion.

The office of Equity, Diversity and Inclusion is committed to promoting these principles and ideals not only to correct current and historical shortcomings in the University's service to the public, but also to contribute directly to the quality of learning for all who participate in university education both inside and outside the classroom. Diversity programming and curriculum—which EDI cultivates, promotes and supports—does not solely benefit groups that have historically been excluded or marginalized and oppressed, it simultaneously contributes excellence to the education and experience of all UCCS students. To realize this potential requires more than seeking to diversify the composition of our student body, staff, faculty and administration along ethnic and racial lines. An equally important challenge is for members of the university community to engage fully across social, cultural and national differences, and to integrate lessons from distinct cultural perspectives into their development of knowledge, skills, and character.

Demographic changes in the U.S. population and increased global interconnections have drawn broad attention to the need for diversity programming and curriculum within institutions of higher education. Acquiring the cultural intelligence to work effectively with people representing diverse backgrounds and experiences requires an informed understanding of others and, perhaps most critically, an informed understanding of one's own social and cultural origins. In other words, cultural responsiveness is based on integrating the awareness, knowledge-base, and learned skills required to effectively and sensitively educate, supervise, work with and serve people from diverse backgrounds and social identities. A UCCS education is a journey of self-discovery, designed to impart training in scholarly traditions and methods of knowledge acquisition as well as awareness of others’ perspectives and experiences. Diversity within the UCCS community engenders multicultural awareness and empathetic understanding.
https://diversity.uccs.edu/principles

EDI Diversity Assembly
The office of Equity, Diversity & Inclusion (EDI) is housed in the division of Academic Affairs. The Associate Vice Chancellor of EDI is the chief equity, diversity and inclusion officer at UCCS. The AVCEDI is primarily responsible for advancing all equity, diversity and inclusion programming on campus (including staff and faculty development, research, and teaching), and supporting historically underserved or marginalized campus and community stakeholders (including faculty and staff of all ranks, and undergraduate and graduate students). The AVCEDI also collaboratively and individually coordinates and facilitates a range of annual/bi-annual programming; serves on a host of campus-wide committees; represents the office of Equity, Diversity & Inclusion at community and campus events; and acts as a liaison to her counterparts within the CU system, as well as those at local academic institutions in Colorado Springs and the larger southern tier of the Front Range.

Empirical evidence confirms that achieving long term, sustainable and deep-rooted goals in respect to equity, diversity and inclusion demands that a range of stake holders shoulder the responsibility for addressing campus climate change. Nationwide trends—as revealed by a recent, 2017 survey conducted by The Chronicle of Higher Education—suggest that equity, diversity and inclusion programming and initiatives rarely succeed when they are top down or mandatory.

Given the vast demands and expectations placed on the AVCEDI at UCCS, the lack of a multi-tiered administrative infrastructure, and a modest budget, the AVCEDI created a Diversity Assembly and Steering Committee to assist in:

* gathering information regarding current staff and faculty equity, diversity and inclusion programming, curriculum, and initiatives at UCCS;
* establishing shared goals, parallel initiatives, and complementary practices;
* identifying specific needs;
* prioritizing and developing shared initiatives, programming, and development trainings;
* connecting faculty, staff, students and/or community;
* and streamlining or centralizing equity, diversity and inclusion initiatives and programming across the campus and/or the community, and thereby maximizing time, energy and funding

The EDI Diversity Assembly and Steering Committee is composed of:
* Fellowship teams consisting of paired academic staff and tenure track faculty representatives from all 7 colleges (*due to its size/mission, LAS and the Helen & Arthur E. Johnson Beth-El College of Nursing & Health Sciences will each, respectively, have 2 pairs of academic staff and tenure track faculty representatives);
* the director of the Matrix Center for the Advancement of Social Equity and Inclusion;
* 2 tenure track faculty fellows responsible for researching and collaboratively developing student and faculty mentoring programs (respectively), which focus on the life-cycle of faculty and/or students, rather than solely on the hiring or recruitment process;
* Faculty Assembly representatives from the Minority Affairs Committee, Women’s Committee, PRIDE and the Disability Committee;
* 2 Student representatives from the Student Diversity Assembly (see Appendix A).

The EDI Diversity Assembly Steering Committee, which was formally constituted in September 2018, meets on a monthly basis during the regular academic year. Beginning in the spring of 2019, representatives from various units/groups across campus will meet with the EDI steering committee both individually in order to exchange information about their units and thereby identify shared initiatives and programming, as well as collectively on a biannual basis during the regular academic year. (see appendix B)

______________________________________________________________________________

The goal of the proposed support structure is inspired by a Restorative Justice model in that it is fundamentally grassroots and focuses primarily on promoting and restoring community through an inclusive process that engages all willing campus stakeholders. In addition to creating a communication network, cultivating equity, diversity and inclusiveness leadership across the campus will alleviate cultural fatigue for those who are disproportionately called upon to serve in roles related to equity, diversity and inclusiveness. In addition to enfranchising stakeholders who have traditionally been overlooked, and creating multiple avenues for communication, advocacy and raising awareness, a multi-tiered structural model will also encourage more participation in diversity initiatives and more representative participation in decision-making.

** * **

The tenure track faculty fellows on the EDI Diversity Assembly Steering Committee serve as the chief equity, diversity and inclusion officers in their respective colleges; and act in a collaborative, advisory capacity to the AVCEDI.

Faculty fellows representing colleges that do not currently have diversity committees/councils were charged with creating fellowship teams with designated academic staff partners, who will sit on Diversity Counsels.

In the spirit of a shared governance model, faculty fellows are in the process of either interfacing with existing equity/inclusion/diversity committees in their respective colleges, or constituting diversity councils (consisting of tenure track faculty, lecturers, instructors and staff members) in an effort to:
* more efficiently gather information regarding both current initiatives and programming (including curriculum and research) in order to enhance equity, diversity and inclusion, and identify current needs or gaps;
* identify shared goals and individual/department/college equity, diversity and inclusiveness efforts in order to potentially streamline parallel efforts, and thereby maximize time, labor and funding.
* assess climate for faculty and staff;
* highlight best practices, points of intersection and potential collaborations, and thereby address the unevenness of diversity efforts across the campus;
* develop methods to recognize and reward 1.) curricular innovation respecting infusing diversity and inclusiveness into course content and teaching strategies; 2.) activities and efforts to make positive contributions to department/college/campus diversity and inclusiveness goals; and 3.) efforts to address the needs of students from diverse backgrounds and experiences;
* develop an ‘inclusive recruitment tool kit’ for search committees in collaboration with Human Resources, which will include information that addresses 1.) pro-active affirmative action practices; 2.) training regarding implicit or unconscious bias toward underrepresented groups (this will include scholarship and service that focuses on underrepresented/historically marginalized groups or theoretical perspectives) 3.) inclusive language for job descriptions, 4.) specific strategies and methods for identifying and attracting/recruiting a diverse candidate pool;
* strategically create college- and campus-wide actions and implementation plans regarding equity, diversity and inclusiveness development opportunities, which 1.) enhance diversity skills and inclusive teaching strategies; 2.) deepen cultural responsiveness across the campus; 3.) improve understanding of the increasingly complex and evolving global nature of social and cultural identity; and 4.) support improved diversity teaching and programming;
* evaluate existing anti-discrimination and harassment policies or civility codes.
*The expected time frame for constituting the Diversity Councils and gathering information is spring 2020.
https://diversity.uccs.edu/edi-steering-committee

Office of Equity, Diversity & Inclusion (EDI) Student Diversity Assembly
The Associate Vice Chancellor of Equity, Diversity & Inclusion (AVCEDI) has created a multi-tiered governance structure, which broadly represents various stakeholders at UCCS. As part of that initiative—and in collaboration with Multicultural Office for Student Access, Inclusiveness and Community (MOSAIC) and the Graduate School—the AVCEDI has formed a Student Diversity Assembly (SDA), which includes a graduate student representative nominated by the Dean of Graduate Studies; undergraduate representatives nominated by the Director of the Office of Veteran and Military Student Affairs and the office of Disability services, respectively; and elected, undergraduate student representatives from a range of clubs or organizations affiliated with the Multicultural Office for Student Access, Inclusiveness and Community (MOSAIC).

Description: Undergraduate and graduate student representatives will work directly with the Associate Vice Chancellor of Equity, Diversity & Inclusion and the Director and Assistant Director of MOSAIC; and serve as a liaison between professional staff and students. Each representative will receive commencement regalia in the form of a cord and be recognized with a certificate of participation at an annual banquet. The Student Diversity Assembly representatives will assist in several capacities including:
• Assessing students’ experience at UCCS, and finding ways to address the needs of students from diverse backgrounds and experiences;
• identifying, prioritizing and developing shared initiatives & programming;
• exploring the possibility of developing a student mentoring program and/or internship program;
• connecting faculty, staff, students and community.

In addition to creating a communication network among faculty, staff, administration and undergraduate and graduate students, the Student Diversity Assembly aims to cultivate equity, diversity and inclusive student leadership. As a Student Diversity Assembly representative you will have a range of networking opportunities on campus and in the community, develop both leadership skills that can be applied directly to your role in your student organization, as well as an approach to diversity and inclusion that is rooted in a framework which considers the ways that various intersecting social identities, such as race, ethnicity, gender, class, sexual or religious orientation and ability, etc
https://diversity.uccs.edu/sites/g/files/kjihxj1411/files/202004/StudentDiversityAssemblywebpagedescription.pdf

THE OFFICE OF INSTITUTIONAL EQUITY MISSION
The Office of Institutional Equity (OIE) was created to address all complaints of sexual misconduct and protected class discrimination and harassment, whether against a student, employee, or third-party. The OIE’s mission is to create and foster a safe, inclusive, and accessible environment. Utilizing a comprehensive and integrated approach, the OIE facilitates accommodations, case resolutions, education, and supportive and safety measures. The OIE will continuously refine its policies, procedures, and practices to maintain legal compliance while utilizing evidence-based and innovative models of prevention and response.

The OIE implements and enforces the University of Colorado Sexual Misconduct, Intimate Partner Violence and Stalking Policy; the University of Colorado Colorado Springs Discrimination and Harassment Policy; and the University of Colorado Policy on Conflict of Interest in Cases of Amorous Relationships (Applicable Policies).

The University of Colorado Colorado Springs (UCCS or University) is committed to preventing discrimination or harassment based on race, color, national origin, pregnancy, sex, age, disability, creed, religion, sexual orientation, gender identity, gender expression, veteran status, political affiliation, or political philosophy. The OIE is responsible for addressing allegations of any form of related retaliation as prohibited by University policies, state laws, and federal laws

To achieve this mission, the OIE utilizes fair and unbiased processes and treats all individuals who seek our assistance with respect and dignity.

Office of Institutional Equity Procedures
https://equity.uccs.edu/sites/g/files/kjihxj1441/files/inline-files/OIE%20Procedures%208.14.2020.pdf

Discrimination and Harassment Policy
https://equity.uccs.edu/sites/g/files/kjihxj1441/files/2020-04/uccs_campus_policy.pdf

The MOSAIC office (Multicultural Office for Student Access, Inclusiveness, and Community).
Our mission is to provide advocacy, support, and community for all students who historically and currently have been underserved in higher education, particularly those who identify as students of color, LGBT+, or undocumented. We do this so that students can thrive academically, socially, and professionally.
https://mosaic.uccs.edu/about-mosaic

UCCS 2020 Diversity & Inclusion Summit: Broadening the Discussion
The 2020 UCCS Diversity and Inclusion Summit was part of the Advancing Ethics Series—a range of interrelated events which will take place over the next two academic years. Both the Summit and the Series were designed as open learning and listening forums, which provide students, faculty and staff the opportunity to discuss and share ideas regarding current issues that impact the campus community.

This year’s summit highlighted the theme of Advancing Ethics: Broadening the Discussion. UCCS has already made strides in advancing research and teaching about ethics and initiating a campus-wide dialogue about ethical behavior and decision-making. The Advancing Ethics Series in general, and the 2020 Diversity and Inclusion Summit in particular, aimed to broaden this dialogue by incorporating a wider range of perspectives and disciplines. In combining the interrelated themes of ethics in action-practice, equity, diversity, inclusion and sustainability, the summit aimed to advance the University’s commitment to ethical principles and practices, and contribute to building a reputation for UCCS as a campus where research and knowledge about ethics, ethics in the curriculum, and ethical practices and leadership are central across the entire University. By advancing this dialogue, UCCS has the potential to become a leader in the state as well as the nation in establishing these values as central to our identity as a campus.

The 2020 Equity, Diversity and Inclusion Summit encouraged participants to develop or build upon and leverage existing practices and initiatives; identify and prioritize concrete areas of improvement in order to promote an ethical campus culture; and create classrooms and workplace environments in which all campus stakeholders thrive and reach their full potential.
https://diversity.uccs.edu/uccs-2020-diversity-inclusion-summit

Kraemer Family Library – Just Talk: The Affordable Housing Crisis
Colorado Springs is facing an affordable housing crisis that's getting worse every year. Join the organizers of the Colorado Springs Pro-Housing Partnership to discuss its root causes and how, by mobilizing our community, we can begin to move towards solutions.
https://kfl.uccs.edu/spotlight/just-talk-affordable-housing-crisis

Other committees focused on diversity and equity include the Faculty Minority Affairs Committee, the Women’s Committee, PRIDE, Diversity Alliance. From old submission. With what to replace or the office of Equity, diversity and inclusion enough with both assemblies.
https://staff.uccs.edu/committees
https://facassembly.uccs.edu/committees

Diversity & Excellence Grants fund innovative projects that promote inclusive excellence and diversity throughout the University of Colorado system. Grants of up to $3,000 will be awarded for proposals that creatively advance the principles of diversity and inclusion in substantive ways. https://www.cu.edu/oaa/grants/diversity-excellence-grants

President's Diversity Award https://www.cu.edu/oaa/recognitions/presidents-diversity-award
This annual award recognizes significant achievements of faculty, staff, students, and academic or administrative units in developing a culturally and intellectually diverse university community reflective of inclusive excellence.

Hate & Bias Resources
If you are visiting this page, you or someone you know is likely hurting after experiencing a bias or hate incident on campus. That should never be part of the UCCS Experience and we want address the issue and provide you with resources you might need.

The University of Colorado Colorado Springs values a diverse community where all members are able to participate fully in the Mountain Lion Experience. Incidents of bias or hate affecting a person or group create a hostile climate and negatively impact the quality of the UCCS experience for community members. UCCS takes such incidents seriously and will investigate and respond to reported or observed incidents of bias.
https://mosaic.uccs.edu/hate-bias-resources


Estimated proportion of students that has participated in that has participated in cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
All

Estimated proportion of academic staff that has participated in cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
Some

Estimated proportion of non-academic staff that has participated in cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
Some

A brief description of the institution’s cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:

All students, as part of the General Education Requirements set in place in 2014, are required to complete an inclusiveness course.
What is the objective of an Inclusiveness GE course?
"Students will cultivate self-awareness and understanding of their impact-locally, nationally, and globally. Students will be prepared to participate effectively in a society that encompasses diverse experiences, perspectives, and realities.” Compass Curriculum Goal 3, specifies that students learn about "Inclusiveness," and develop "competencies for cultural responsiveness across social differences in contexts ranging from local to global.”
https://compasscurriculum.uccs.edu/curriculum/inclusiveness

Data provided by Anthony Cordova Director of MOSAIC at UCCS:
Safe Zone Trainings July 2019 to May 2020
(371) total participants
(41) Student participants
(330) Faculty and Staff Participants (Participants in Staff and faculty trainings were combined)
https://lgbtresourcecenter.uccs.edu/safezone

Data provided by Abby Ferber Director of Matrix Center of the Advancement of Social Equity and Inclusion:
Knapsack Institute offered by the Matrix Center every June (link is below). We get 6-10 UCCS employees each summer, mostly faculty.
https://knapsack.uccs.edu/

Safe Zone Trainings:
Navigating one’s sexual orientation and/or gender identity can be both scary and exciting. These experiences can sometimes intensify during a student’s formative college years. Students, newly out and/or new to campus, may not know where to go to resources or support. Our Safe Zone programs are designed to educate UCCS students, faculty, and staff about the experiences of lesbian, gay, bisexual, transgender, and queer communities and ways that they can support them as an ally and an advocate.
Goals for SafeZone Participants:
Participants will gain increased knowledge about the experiences and issues facing LGBTQ students at UCCS.
Participants will gain increased knowledge about resources to support LGBTQ students at UCCS.
Participants will develop skills to better advocate for the visibility and needs of LGBTQ community members at UCCS.

Those completing the training receive a Safe Zone sticker to signify that they provide an inclusive space for people of diverse gender identities and sexual orientations. For many, the visibility of the Safe Zone sticker grants validation, acceptance, support, and a sense of safety that lets them know that they are not alone and not without a support network. Your involvement with our office and efforts contribute to raising awareness and creating a safe and inclusive learning environment.

SafeZone Program Workshops
General Safe Zone
Our General Safe Zone program is designed to educate UCCS students, faculty, and staff about lesbian, gay, bisexual, transgender, and queer communities. Learning outcomes include awareness of LGBTQ terminology, the coming out process, and beginner level strategies to being a supportive ally of the LGBTQ community.
Safe Zone 2.0 (Staff and Faculty Specific)
In this session, participants can dig deeper into strategies for supporting LGBTQ students in and out of the classroom. This session provides more opportunities for discussion on what it looks like to be an ally in practice. We will also cover topics related to student development and resources specific to the UCCS campus.

Transgender Focused Safe Zone
Our Transgender focused Safe Zone is designed to educate UCCS students, faculty, and staff about gender identity and gender expression. Learning outcomes include awareness of Transgender specific terminology, the coming out process, and beginner level strategies to being a supportive ally of the Transgender community.

Special Topic Workshops
Departmental and/or Special Topic SafeZone Workshop

Pronouns 101
This workshop is a brief introduction into what pronouns are, how to use them and how to be respectful of other peoples' pronouns. We will also touch on how to update pronouns in the University of Colorado Colorado Springs system.

When Allies Do Harm
This Workshop links the topics of microaggressions to the conversation surrounding allyship. Allies are essential to the LGBT+ community but what happens when allies unintentionally do harm?
https://lgbtresourcecenter.uccs.edu/safezone

Knapsack Institute
What's in your Knapsack?
An Intensive Three Day Summer Institute Focused on Social Justice Pedagogy
As our nation becomes increasingly diverse, it is imperative to have the understanding and resources to effectively navigate discussions about diversity and inequality in the classroom and workplace. The Knapsack Institute is designed for individuals at the beginning to intermediate stages of this journey, as well as those seeking to refresh their approach and embrace intersectional strategies. The Institute is designed for all educators (K-12; higher education; workshop facilitators, etc.).

Race, class, gender and sexuality are highly personal and emotionally-laden subjects. They may evoke a range of responses, from hostility and anger to guilt and depression. The Institute will prepare you to preempt and manage such responses and be better prepared. Our goal is to provide you with the tools, knowledge and support to create an inclusive and empowering educational setting and experience.

The name, "The Knapsack Institute" hails from Peggy McIntosh's renowned article, "White privilege and male privilege: A personal account of coming to see correspondences through work in women's studies," in which she states:

"I have come to see white privilege as an invisible package of unearned assets which I can count on cashing in each day, but about which I was 'meant' to remain oblivious. White privilege is like an invisible weightless knapsack of special provisions, assurances, tools, maps, guides, codebooks, passports, visas, clothes, compass, emergency gear, and blank checks." (Peggy McIntosh, 1988 "White privilege and male privilege: A personal account of coming to see correspondences through work in women's studies." Excerpted from Working Paper 189, Wellesley College Center for Research on Women, Wellesley, MA.)
https://knapsack.uccs.edu/

The Human Resources office assigns a diversity champion for all search committees. https://hr.uccs.edu/search-and-hire/hiring-university-staff

Matrix Center
At the Matrix Center we work with universities, corporations, non-profits, and schools to help develop strategies and meet diversity/inclusiveness goals. Our trainers are national experts, authors and educators, involved in shaping the national discourse around diversity. In addition, our consultants specialize in a range of issues including LGBTQ inclusion, K12 education, curriculum development, facilitation skills, strategies for integrating campus and organizational diversity requirements, among others.

List of Training offerings from Matrix Center:
Social Identities, Inequalities, and Building Inclusiveness
Transforming Ourselves to Become Culturally Inclusive Educators
Transforming the Curriculum
Minimizing Implicit Bias and Stereotype Threat
Minimizing Microaggressions (Subtle Forms of Exclusion) to Become an Agent of Change
Culturally Inclusive Leadership
Building an Inclusive Environment
Reframing Emotions
Dealing with Resistance to Equity
Using Mindfulness Practices to Become Culturally Inclusive
Advancing Social & Environmental Justice through Contemplative Practice
https://www.uccs.edu/matrix/programs-services-and-publications/workshops-and-training.html

What is the objective of an Inclusiveness GE course?
Deliver on the promise of Compass Curriculum Goal 3, which is to Act and Interact. This goal states, "Students will cultivate self-awareness and understanding of their impact-locally, nationally, and globally. Students will be prepared to participate effectively in a society that encompasses diverse experiences, perspectives, and realities. Compass Curriculum Goal 3, specifies that students learn about "Inclusiveness," and develop "competencies for cultural responsiveness across social differences in contexts ranging from local to global."

- Show students how their understandings of different social and global perspectives are relevant to their education, careers, and lives.
- Build on the existing strengths and uniqueness of UCCS in education around inclusiveness-locally, nationally, and globally.
- The Inclusiveness integrated requirement would further our curricular and institutional efforts as articulated in the UCCS Strategic Plan 2012-201 under three strategic plan goals:
- Foster academic programs that serve diverse communities and develop intellectually curious graduates who are globally and culturally competent.
- Substantially increase international and domestic multicultural program opportunities and the number of international students and scholars on campus to build cultural understanding and to develop the global competencies of the UCCS community.
- Build an inclusive UCCS educational community that attracts, embraces, and supports diverse students, faculty and staff to advance learning and scholarship in a multicultural world.
https://compasscurriculum.uccs.edu/curriculum/inclusiveness

UCCS 2020 Diversity & Inclusion Summit: Broadening the Discussion
The 2020 UCCS Diversity and Inclusion Summit was part of the Advancing Ethics Series—a range of interrelated events which will take place over the next two academic years. Both the Summit and the Series were designed as open learning and listening forums, which provide students, faculty and staff the opportunity to discuss and share ideas regarding current issues that impact the campus community.
This year’s summit highlighted the theme of Advancing Ethics: Broadening the Discussion. UCCS has already made strides in advancing research and teaching about ethics and initiating a campus-wide dialogue about ethical behavior and decision-making. The Advancing Ethics Series in general, and the 2020 Diversity and Inclusion Summit in particular, aimed to broaden this dialogue by incorporating a wider range of perspectives and disciplines. In combining the interrelated themes of ethics in action-practice, equity, diversity, inclusion and sustainability, the summit aimed to advance the University’s commitment to ethical principles and practices, and contribute to building a reputation for UCCS as a campus where research and knowledge about ethics, ethics in the curriculum, and ethical practices and leadership are central across the entire University. By advancing this dialogue, UCCS has the potential to become a leader in the state as well as the nation in establishing these values as central to our identity as a campus.

The 2020 Equity, Diversity and Inclusion Summit encouraged participants to develop or build upon and leverage existing practices and initiatives; identify and prioritize concrete areas of improvement in order to promote an ethical campus culture; and create classrooms and workplace environments in which all campus stakeholders thrive and reach their full potential.
https://diversity.uccs.edu/uccs-2020-diversity-inclusion-summit

CU Diversity Summit
2020 Fall Diversity & Inclusion Summit
Tuesday, November 10
Summit Theme: Inclusion, Resilience, and Service

As a community, we acknowledge that our work towards a more inclusive, diverse and equitable environment is always situated within the broader context of our society. We are linked to the social climate of our campus, our region, our state and our nation. For this year’s Diversity and Inclusion Summit, there will be a remote day of workshops. Under the theme “Inclusion, Resilience and Service,” we will explore the multiple intersecting events effecting our immediate community, because they are impacting our broader community.

The worldwide COVID-19 pandemic has changed how we learn, teach and work remotely and has altered the ways we create inclusive communities when we are physically separated. This has deepened the meanings of resilience and service, and exposed them as both burden and promise.

We hope that you will join us remotely to help extend the conversation of these intersecting topics, to build awareness, foster community and connections, and equip participants with actionable ideas and strategies to move forward.
https://www.colorado.edu/odece/2020-fall-diversity-inclusion-summit

Past Summits since 2013
https://www.colorado.edu/odece/diversity-inclusion-summit/past-summits


Website URL where information about the institution’s diversity and equity office or trainings is available:
Additional documentation to support the submission:
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The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.