University of Colorado Denver - Anschutz Medical Campus
PAE-7: Measuring Campus Diversity Culture

The Diversity Learning Environment) DLE captures student perceptions regarding the institutional climate, campus practices as experienced with faculty, staff, and peers, and student learning outcomes. Diverse student populations are at the center of the survey, and the instrument is based on studies of diverse student bodies and the complexity of issues that range from student mobility to intergroup relations. Selected specific components include: 1) Climate - Discrimination and Harassment, Positive Cross-racial Interaction, Negative Cross-racial Interaction, Institutional Commitment to Diversity, Academic Validation in the Classroom, Satisfaction with Diverse Perspectives, Student Financial Difficulty, Interpersonal Validation, Sense of Belonging; 2) Practices - Curriculum of Inclusion, Co-Curricular Diversity Activities, Navigational Action, Student Support Services; 3) Outcomes - Integration of Learning, Habits of Mind, Pluralistic Orientation, Social Action, Civic Engagement, Student Enrollment Mobility

nstitutional Level Context – CU System Institutions The institutions of the University of Colorado system continue to make diversity, inclusion and excellence main priorities as they pursue the goals outlined in their strategic plans. Each institution provides a vision of the central role of diversity and inclusiveness in achieving academic excellence while also promoting and enhancing overall campus culture and climate. Diverse programming and the provision of diverse activities and services on our campuses are predicated on a central tenet: every member of the campus community benefits from an inclusive campus culture enriched by diverse ideas, thoughts, perspectives and experiences. CU system institutions believe that society as a whole reaps important benefits from the civic engagement and participation of people who experience diversity, inclusion and academic excellence throughout their postsecondary education experiences. In support of this philosophy regarding institutional diversity, each campus maintains data and information regarding various elements of diversity. Various data highlights are featured below in quantitative form. As a complement, also provided below are qualitative examples of diversity and excellence from each campus. University of Colorado Denver | Anschutz Medical Campus • The proportion of undergraduate students of color has increased each year since 2005, with a high of 30.9% achieved in 2010. • Overall numbers of first generation students attending the University of Colorado Denver have steadily increased since 2003, culminating in a current enrollment of 3,484 during the fall of 2010. • For close to a decade, graduate students of color have consistently represented 12 to 13% of graduate enrollments. • During 2005-2009, the percent of health professional students of color at the Anschutz Medical Campus remained steady at about 21%, with an increase to 23.5% in 2010. • The percent of baccalaureate degrees awarded to students of color reached a high of 24% in 2010 (448) – the culmination of an upward trend that began in 2006. • The overall and student-of-color retention rates for the 2009 cohort are the highest they have been over the last three years. The persistence rates for students of color are higher than for white students, although the gap for the 2009 cohort is just four percent. • With the exceptions of the 1996 and 2003 cohorts, the 2004 cohort has the highest 6-year graduation rate (41%) for students of color. When the overall rate is compared across the same timeframe, the 2004 cohort matches the third highest rate (42% in 1999). • The proportion of Pell grant recipients on the Denver Campus reached a high of 34% in Fall 2010. In addition, for each cohort, the one-year retention rates are higher for those who received Pell grants compared to those who did not. • The proportion of Denver Campus students receiving baccalaureate degrees who were Pell grant recipients reached a high of 42% in 2010. • As of fall 2010, female faculty members comprised 25% of full professors; their overall proportion in the tenured/tenure-track category has been steadily increasing since 2002, as has the percentage of women who make up the non-tenure track ranks. • The percentages of faculty of color in both the tenured/tenure track and non-tenure track ranks have ranged from 11% to 13% over the past five years.