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InstitutionalDiversityEfforts,2013‐14

CompiledbytheDepartmentofAcademic&StudentAffairs

May2015

NSHEiscommittedtosupportingcampusesthatarereflectiveofthestatepopulationtomeetthecurrentandfuturesocial,economicandworkforceneedsofahighlydiversestate.ThefollowingsummarieshavebeensubmittedbyNSHEinstitutionsandincludedescriptionsofinitiativestohelp

createinclusivepoliciesandpracticesthatsupportdiversityprogramsacrossNSHE.

 

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UniversityofNevada,LasVegas(UNLV)THEOFFICEOFDIVERSITYINITIATIVESWithacurrentvisionalignedwiththeUNLV’smissiontonurtureequity,diversity,andinclusivenessthatpromotesrespect,support,andempowermentODIservesasaprimaryresourceforthecampusandlocalcommunityinaccessingavailableprogramsandservicesforcontinuedsupport,developmentandsuccess.Throughcollaborativepartnershipsandopencommunicationwithcampusleaders,ODIcontinuestofosterdiversityandinclusioninitiatives,strengtheningourinstitution’sgoalsforembracingexcellence,innovationandunconventionalspirit.Thefollowingisasamplingofrecentandcurrentinitiatives:DiversityConsultant:Inspring2014,UNLVhirednationallyrenowneddiversityconsultantDr.DamonWilliamstoassisttheinstitutionindevelopingacampusdiversityplanningprocess.Dr.Williamsmadeonesitevisitin2014andengagedinextensiveelectronicandtelephoneconversationsashecompiledinformationtobeusedinhiseventualrecommendations.CampusClimateSurvey:Throughout2014,UNLVbuilt,tested,andrefinedafollow‐uptotheCampusClimatesurveyof2010.Builtuponthe2010instrument,thenewclimatesurveywillyieldcomparabledatathatwillallowtheinstitutiontodevelopalongitudinalbasisofanalyses.MinorityServingInstitution:InDecember2013and2014,UNLVagainappliedforandwasawardedMinorityServingInstitutionstatusunderTitleIII.TitleIIIdesignationisawardedtoinstitutionsservingalargepopulationofAsianAmerican,NativeAmericanandPacificIslanders.UNLVisrecognizedasanemergingTitleV‐HispanicServingInstitution.TheUNLVMSItaskforcecontinuestogrowandprovidescriticaleducationalprogramstocampusandcommunitystakeholders.In2014,theFallMSILeadershipInstitutewashostedbyODIandwasattendedbyfaculty,staff,students,andcommunitymembers.ThekeyareaspresentedincludedunderstandingandimplementingbestmethodsandpracticesforfacultyandstudentengagementatMSIs,astudentpanelpresentedtheircurrentexperiences,bothpositiveandchallengestheyhaveovercomeatUNLV;keyfacultypresentedontheircurrentworkinsupportingdiversestudentpopulationsthatincludedworkingwithNativeAmericansandthedevelopmentofaUNLVEthnicStudiesprogram.CampusAlliances:UnderstandingthenationalemphasisbeingplacedonSTEMdisciplinesandtheimportanceofensuringNevadadoesnotfallfurtherbehind,UNLVisengagingincampus‐wideeffortstomoreefficientlyfocusonaccessinggreaterfinancialassetstosupportcurrentandneededinfrastructure.ODIisworkingwiththeofficeoftheVicePresidentforResearchandEconomicDevelopmenttoensurethatdiversityissuesarewovenintoeverygrantapplicationeffortandcollaborativeinitiativeinwhichUNLVengages.RecentlytheOfficeofSponsoredProgramsreportedthattherearecurrentlyseveralgrantsinreviewbymultiplefederalagenciesthattotalover$9millionthathaveanMSIconnection.MulticulturalProgram(MP)forEngineering,Sciences,AlliedHealthSciences,CommunityHealthSciences,andNursing:Thisprogramprovidesdirectservicesandsupporttofacultymembers,undergraduateandgraduatestudentsinrespectiveSTEMandhealthscienceprogramsandmajors.ItalsoattractsandrecruitsminorityandunderrepresentedK‐12studentsintotheSTEMandhealthcarerelateddisciplines,fostersapositiveandcaringlearningatmospherethatsupportsclassroominstructionandprofessionaldevelopment,increasesretentionandgraduationrates,andimprovesoverallstudent

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success.TheMPisalignedwiththeOfficeoftheViceProvostforAcademicAffairs,deans,andfacultymembersoftherespectivecollegesandschoolstoguaranteetransparencyandeffectivenessofprogrammaticandsystemicrequirementsandservices,aswellas,enhanceminorityandunderrepresentedstudents’expectationsandneeds.TheprogramdirectorfunctionsasafacultyadvisortofivestudentorganizationswithintheCollegeofEngineering.TheMulticulturalProgramisactivelyinvolvedinwritingandsupportinggrantproposalprojectsacrossnotjustSTEMandhealthscience,butallacademicunitstosecureadditionalfundingforrecruitingandretentionpurposes.Nowinits25thyearofoperations,theMulticulturalProgramforSTEMandHealthSciencescontinuestobroadenandstrengthencollaborationwithcommunityorganizations,local,stateandnationalworkforce,inadditiontoglobalpartners,toensureahighlevelofprofessionalpreparednessofgraduatingcollegestudents,faculty,andbusinessesalignedwiththeinstitution'soverallmission.UNLVLSAMPInitiative:UnderstandingthenationalfocusonstrengtheningtheScience,Technology,EngineeringandMathematics(STEM)industryandbolsteringtheacademicpreparationofstudentspursuingSTEMdisciplines,UNLVisengagedincampus‐wideeffortstomoreefficientlyfocusonaccessinggreaterfinancialresourcestosupportcurrentandneededinfrastructure.ODIincollaborationwiththeVicePresidentforResearchandEconomicDevelopment,theofficeoftheExecutiveVicePresidentandProvostandtheCenterforAcademicEnrichmentandOutreach(CAEO)havebegundevelopingaLouisStokesAllianceforMinorityParticipation(LSAMP)Programfocusedonrecruiting,retaining,andgraduatingunderrepresentedpopulationsinSTEMdisciplines.TheUNLVinitiativeiscurrentlyworkingtoidentifypotentialalliancemembers,bothwithintheStateofNevadaandregionally.TheLSAMPProgramisaffiliatedwiththeNationalScienceFoundationandstrivestoincreasethenumberofunderrepresentedmembersinSTEMacademicdisciplines,andSTEMcareerpathways.3rdAnnualNSHEDiversitySummit:UNLVincollaborationwithNevadaStateCollegeandthisyear'shosttheCollegeofSouthernNevadaplannedanddeliveredthe3rdAnnualNSHESouthernNevadaDiversitySummitinOctoberof2014.ThethemeforthissummitfocusedonstudentsuccessandincludedakeynoteaddressfromDr.LuisPonjuanfromTexasA&M.Dr.Ponjuan’sresearchonHispanicmalesiscurrentlybeingusedbynationalprograms,includingtheWhiteHouse,tohelpimprovehighereducationforHispanicandmalesofcolor.Over200participantswereinattendancefromallsectorsoftheLasVegaslocalcommunity.TheOfficeofDiversityInitiativespresentedakeyworkshopabouttheLatinoYouthLeadershipConferenceandpartnershipwithUNLV.PresentersincludedJoseL.Melendrez,ODI;Dr.MagdalenaMartinez,LincyInstitute;andMs.IvetSantiago,SchoolofSocialWork.NativeAmericanOutreach:TheNativeAmericanOutreachprogramcoordinationisdesignedtoengagefaculty,students,staff,andcommunitymembersregardingNativeAmericandiversityandinclusioninitiativesattheUniversityofNevada,LasVegas.ProgrammaticeffortshaveallowedUNLVtoengagewithnational,regional,andlocalNativeAmericantribalentitiesandeducationinitiatives.TheseeffortshaveraisedtheuniversityprofileasanaccreditedTitleIII&TitleVMinorityServingInstitution(MSI)servingunderrepresentedNativeAmericancommunitieswhichmaintainauniquepoliticallysovereignstatusinrelationtotheUnitedStatesgovernment.CommunityEngagement:ODIcontinuesactiveengagementwiththeClarkCountySchoolDistrictandminoritybasedchambers,includingtheAsian,AmericanIndian,LatinoandUrban.ODImaintainsregularcontactandoutreacheffortswithcommunitybasedorganizationsandagenciesthatincludenonprofits,city,stateandnationalorganizationsinsupportofservingstudents,staffandfacultyunderMSIefforts.UndertheseeffortsarethedevelopmentofmultipleinitiativesthatareadirectlinktoUNLVeffortsto

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continuebuildingtowardsbecomingthepremierresearchinstitutionandTitleV‐HispanicServingInstitution.TheseeffortsincludebeingapartofthefoundingteamtoestablishtheNSHEHSITask‐force,theNSHEFullAccessCommittee,foundingboardmemberoftheLatinoLeadershipCouncilandcouncilmemberwiththeCityofLasVegasLatinoNetworkofSouthernNevada(LNSN).UndertheleadershipoftheLNSNandtheCityofLasVegasthe1stAnnualLatinoSummitwashostedatwhichUNLVwasakeyfigureinfacilitatingandbringingtheconferenceforward.ThisworkalsoproducedakeyfindingsreportonLatinoissues,needsandconcernsformovingLatinosforwardinNevada.NationalPartnershipsinDiversity:TheHispanicAssociationforColleges&Universities(HACU)isthepremiernationalorganizationthatadvocatesforHispanicServingInstitutions.UNLVisnowinits3rdyearasmemberasanemergingHSI.In2014stafffromODIpresentedatthenationalHACUconferenceaboutstudentsuccessthroughsummerbridgeprogramshighlightingtheworkoftheODIandUNLVwiththeLatinoYouthLeadershipConference.UNLVcontinuesitsmembershipwiththeNationalAssociationforDiversityOfficersinHigherEducation(NADOHE).NADOHEisthepremiernationalorganizationfordiversityofficersthatfocusesondevelopmentandbestpracticesofdiversityoffices.Itprovidesnationaltrainingthroughitsnationalconference.TitleIXCompliance:TitleIXactivitiesandprogramswereestablishedduringthisreportingperiodtoensurecompliancewithfederalmandates.Specificactivitiesincludedtheestablishmentofbi‐monthlycoordinatormeetings;participationinpertinenttrainingrelatedtofirstrespondersandvictimadvocatetraining;andthelaunchingofanawarenessthatincludedthepublication/distributionofTitleIXinformationcards;workshops/seminarsforstudentaffairs,thestudentrecreationcenterstaff,andathletics;andcontinuedmaintenanceofthewebsite.Inaddition,onbehalfofNSHE,UNLVcoordinatedandhosteda2‐daycomprehensiveTitleIXNSHEtraininginJuly2014.Thetraining,conductedbyMs.SaundraSchuster,J.D.,apartnerwiththeNationalCenterforHigherEducationRiskManagement,included:Understanding,Applying,andImplementingtheWhiteHouseTaskForceRecommendationsonPreventingSexualAssault;theDepartmentofEducationQuestionsandAnswersonTitleIXandSexualAssault;theIntersectionbetweenTitleIX,Clery,andtheCampusSaVEAct;PreventingSexualAssault/HarassmentwithinHighRiskPopulations;andPolicyUnificationandCoordination.Over120individualsrepresentingNSHEanditsinstitutionsattendedtheevent.DiversityLeadershipForums:Nowinitsfourthyear,the2013‐14DiversityLeadershipForumseriesfocusedonissuesandconcernsimpactingtheyouthofeachtargetcommunityweredeterminedduringafollow‐upsessionwiththe2012‐13panelists,moderators,communitystakeholdersandtheVPCouncilforDiversityandInclusionmembers.Forumhighlightsin2014includetheFebruary2014event(conceptualizedwiththeassistanceoftheCouncilofAfricanAmericanProfessionalsChair)onthe“schooltoprisonpipeline”experiencedbyAfricanAmericanmales.Thiseventprovidedtheinitialframeworkofthe2014NSHESouthernDiversitySummitentitled“PipelinesforSuccess”.TheMarch2014forum,co‐plannedandhostedbytheUNLVWomen’sCouncil,culminatedincampusandcommunity‐basedorganizationstoconnectthewiththeLasVegasPBSWomenEngagementCouncil,varioussupportagencies,andlawenforcementtofightagainstjuvenilechildtraffickinginsouthernNevada.Lastly,KhenRinpocheHeadAbbotAppointedbytheDalaiLamawasamemberoftheApril2014panelheldinrecognitionofAsianAmericanandPacificIslanderHeritageMonth.

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The2014‐15DiversityLeadershipForumSeries,focusingonwomeninleadership,receivedbothprintandbroadcastmediacoverage.Thearticleentitled,“Diverse,‘dynamicwomen’tobethefocusofUNLVforumseries,”wasfeaturedonthefrontpageoftheLasVegasSunonOctober17,2014whilealiveinterviewwithappearedonChannel3onOctober13,2014.DiversityLeadershipForumCommunityFollow‐Up:Asinyearspast,ODIinvitedcommunityleaders,forumpanelists,moderators,VPCouncilforDiversityandInclusion,andmembersofthePresident’sAdvisoryCounciltoaninteractiveinformation‐sharingsession.Thesession,designedtorecapthe2012‐13forumseries,offeredrecommendationsforfutureseriesandidentifiedcollectivesolutionsthatwillbenefitourcampusandcommunity.CulturalCompetenceAcademy:TheUNLVCulturalCompetenceAcademy(CCA),establishedspring2014,offeredaseriesofworkshops,seminars,andtrainingsessionsdesignedtoprovideopportunitiesformembersoftheUNLVcollegiatecommunitytodeveloptheknowledge,skillsandawarenessrelatedtoculturalissuesandworkingwithdiversepopulations.TheApril2014CCApilotfeaturedMr.TerryL.Cross,founderandexecutivedirectoroftheNationalIndianChildWelfareAssociation,whoisconsideredtheNation’sleadingauthorityonculturalcompetence.Approximately50membersoftheUNLVcollegiatecommunity(faculty,staff,students,anddeans),attendedthepilotprogramthatincluded3breakoutsessionsThefall2014CCA,focusedonmicroaggressionaspresentedbyDr.JolynDePriest,ownerof,AJDePriestConsulting,whoisbestknownforherdevelopmentofcurriculumandprogramstoaddresstheimportanceofculturalcompetence,adiverseworkforce,andinclusion.Duringthe2014springandfallsemesters,asacontinuationofCCA,8BrownBagsessionserieswereconductedrelyingontheexpertiseandinterestsofUNLVfaculty,staff,andstudents.Topicsincluded,butwerenotlimitedto:mentoringfacultyofcolor;minorityservingbestpractices;secularsafezonetraining;teachingandlearningstrategies;andinternationalstudentadvising.THEDIVISIONOFSTUDENTAFFAIRSWithintheDivisionofStudentAffairsweacknowledgethatouractivities,programs,service,andeverydayinteractionsareenrichedbyouracceptanceofoneanother,andwefurtheracknowledgethateachindividualenrichestheenvironmentandtheoverallexperienceofitsmembers.Learningfromcommunitymembersisbestachievedinanatmosphereofmutualrespectandunderstanding.ThedivisionalcommitmenttovaluediversitymustbeembodiedbyallmembersofStudentLifeinordertoachievethedesiredcivil,justandinclusivecommunity.STUDENT‐FOCUSEDINITIATIVESUNLVstrivestorecruitstudentswhowillfurtherenrichdiversityandtosupporttheiracademicandpersonalsuccesswhiletheyareapartofourcampuscommunity.TheuniversityactivelyencouragesapplicantswhoseracialandethnicbackgroundsareunderrepresentedinhighereducationinNevada,whoarefirst‐generationcollegestudents,andwhohavedemonstratedfinancialneed.UNLVhasbeenrankedthesixthmostdiversecampusamongthenation’suniversitiesforundergraduatestudents,accordingtothe2013U.S.News&WorldReportbestcollegesrankings.ThisisthethirdconsecutiveyearUNLVhasreceivedthisdesignation‐‐lastyearUNLVwasrankedeighthmostdiverse;and,tenthmostdiversethepreviousyear.AsofFall2013,atUNLV,52percentofallundergraduatestudentsreportedbeingpartofaracialorethnicminority.

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ENROLLMENTANDSTUDENTSERVICESAdmissionsTheOfficeofAdmissionsemploysbilingualstaff,providesSpanishlanguagetranslatorsacrossallAdmissionsprogramsandservices,partnerswithschooldistrictstoreachdiversepopulations,anddistributesasuiteofprintedmaterialsaswellasemailcommunicationstodiversecommunitiesintheimmediateregion.OutreachandProspectiveStudentEventsTheOfficeofAdmissionsconductsanumberofrecruitmenteventsthroughouttheyearbothonandoffcampus,withanemphasisonpromotingUniversityattendancetounderservedpopulations.Theseinclude:African‐American&HispanicScholarRecognitionPrograms:Theseyearlyprogramsinvitehigh‐achievinghighschooljuniorsandtheirfamiliestocampustoreceiveaninspirationalmessageabouttheimportanceofhighereducation.TheyalsohearamessagefromtheDeanoftheHonorsCollegetoprovidethemwiththeknowledgeoftheattainabilityofbeinganHonorsstudent.Eachyear,throughthesetwoseparateprograms,over150familiescometocampusfortheirstudenttoberecognizedandtolearnaboutthepossibilitiesthatawaitthestudentthroughhighereducation.BePreparedSeries:ThisseriesofeventsatUNLVincludesaseriesofeventsandon‐campusworkshops.ApplicationworkshopswereheldtoassiststudentsincompletingandsubmittingtheirapplicationsforadmissiontoUNLV.FinancialAidInformationnightswereheldinordertopreparestudentsandtheirparentsfortheprocessofseekingandapplyingforbothFederalandprivateaid.Lastly,fiveFAFSACompletionworkshopswereheldwherestudentsandparentshadtheopportunitytowalkthroughtheFAFSAapplicationwithFinancialAidandAdmissionsstaffmembers.Whiletheseprogramswereofferedtoallstudents,thetargetaudiencewasfirst‐generationcollegestudents.CommunityOutreachActivities:Annually,theOfficeofAdmissionsparticipatesinalargenumberofvariouscommunityoutreachactivitiesthroughgivingpresentationsandsharinggeneralandadmissions‐specificinformationaboutUNLVwhilepromotingageneralmessageofcollegeaccess.Theseoutreachactivitiesaresponsoredbyavarietyoforganizationsandinclude,butarenotlimitedto,thefollowing:GLOW(GrowingLatinasintoOutstandingWomen),LULAC(LeagueofUnitedLatinAmericanCitizens),UNCF(UnitedNegroCollegeFund)EmpowerMe,LasVegasLatinChamberofCommerce,SouthernNevadaChildrenFirst:BrighterFuture,BlackStudentUnionConvention,ITCN(Inter‐TribalCouncilofNevada)NativeAmericanYouthLeadershipConference,NewTeacherCulturalConnections,andtheSouthernNevadaNativeAmericanCoalition.CounselortoUNLVDay:ThisyearinconjunctionwiththeUNLVGEARUPAmbassadorprogram,middleschoolcounselorswereinvitedfromschoolsidentifiedbytheNevadaStateGEARUPprogramasGEARUPinstitutions.TheCounselortoUNLVdayissettoprovideinformationandupdatesaboutUNLV,itsprogramsandadmissionsprocessesaswellasinformationgearedtowardcollegeaccess.Themiddleschoolcounselorsinattendanceremarkedthattheinformationtheyreceivedaswellasthecampustourprovidedonthatdaywillbeinstrumentalinprovidingbetterinformationtotheirstudents.DreamCatcherSeries:TheOfficeofAdmissionsparticipatedintheDreamCatcherseriescoordinatedthroughtheUNLVAmericanIndianResearch&EducationCenter.Throughathree‐partseriestheOfficeofAdmissionprovidedcollegeaccess,admissionandfinancialaidandscholarshipinformationtomiddle‐schoolandhighschoolstudentsandtheirparents.

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FamilyEnrichmentDay:EachyeartheOfficeofAdmissionscollaborateswithCCSDtobringover500parentsfromCCSDempowermentzoneswithschoolagedchildrentocampustoencouragethemtoremainactivewiththeirchildrenineducationandtoplanonpursuinghighereducation.Thiseventisgearedtowardfirst‐generationunderrepresentedstudentsandbilingualpresentationsandmaterialsareavailableforthoseinattendance.HawaiiNewStudentOrientation:EachyeartheOfficeofAdmissionsoffersaspecialNewStudentOrientationonlocationinHonolulu,Hawaii.Duetotheparticularneedsandconcernsofthenewadmitsandtheirparentsfromtheislands,theprogramagendaandcomponentsarealteredtoprovidespecificinformationtoandreassurancefortheattendees.Thevastmajorityofthe250+attendeesareofpacific‐islanderdescentandarefirstgenerationstudents.On‐siteApplicationandFAFSAWorkshops:RealizingthespecificchallengesmanyunderrepresentedstudentsandtheirfamiliesfaceintermsofaccessibilityofresourcestheOfficesofAdmissionsandFinancialAid&ScholarshipshaveofferedApplicationandFAFSACompletionworkshopsatmorethan20localhighschools.Knowingthediversehoursofavailabilityformanyoftheparents,thesehavebeenofferedbothduringthedayandintheeveningattherequestofthehighschoolanddeterminedbytheneedsofthespecificpopulationbeingserved.RebelPreview:Throughthiscross‐campuscollaboration,prospectivestudentsandtheirparentslearnabouttheacademicandstudent‐lifeprogramsatUNLV.DuringthisprogramabreakoutsessionaboutDiversityProgrammingforUNLVstudentsisoffered.RebelSTEMAcademy:InpartnershipwiththeViceProvostfortheAcademicAffairsOffice,theOfficeofAdmissionsconductsbiannualprogramstointroducestudentstohands‐onlabexperiencesintheCollegesofSciences,HealthSciencesandEngineering.TheprogramtargetsjuniorsandseniorsidentifiedbypartneringCCSDhighschoolscienceandmathteachersasstudentswhowouldbenefitfromandbeengagedinanearlyexperienceatUNLV.TeacherRecognitionReception:Thisthree‐yearoldprogramwasdevelopedtogivefirstgenerationstudentstheopportunitytorecognizetheteacherthatencouragedthemtocontinuetheireducation.Studentsnominatetheirteacherbyletterandtheteacherandstudentareinvitedtoareceptioneachfalltoaccepttheaward.UnderrepresentedStudentRecruitmentFairs:Annually,theOfficeofAdmissionsparticipatesinnumerousnationalfairsmarketedtounderrepresentedstudentgroupsincludingfourNationalHispanicFairsandthreeBlackCollegeExpos.UNLVGEARUPCollegeAmbassadorProgram:TheUNLVGEARUP(GainingEarlyAwarenessandReadinessforUndergraduatePrograms)servicesallNevadaStateGEARUPdesignatedmiddleschoolsinthestateofNevada.TheprogramworkstoestablishanearlyconnectionbetweenlowSES,underrepresented,firstgenerationstudentsandhighereducation.Exposuretocollegeaccessinformation,academicmentorshipandtransitionalsupportbothfrommiddleschooltohighschoolandeventuallyhighschooltocollegeareprovidedinordertoassuagetheconcernsofboththestudentsandparentswhohavenoexperiencetoreferencethroughthesedevelopmentalprocesseswiththeultimategoalofparticipantsbecomingcollegegraduates.

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CareerServicesOfficeThemissionofCareerServicesistoprovideeffectivecareerplanningandcareerdevelopmentservicestomeettheneedsofthediversepopulationitserves:prospectivestudents,currentstudents,andalumni.CareerServicesemploysminoritystudentsandstaffandprovideson‐goingdiversitytrainingintheformofworkshops,seminars,webinars,andresearcheffortstoensurethismission.FinancialAidInadditiontotherecruitmenteventsconductedbytheOfficeofAdmissions,thefinancialaidcounselorsprovidedfinancialaidpresentationstodiverseethniccommunitieswithintheClarkCountySchoolDistrict.TheFinancialAid&ScholarshipsOfficeemployedSpanishspeakingfinancialaidcounselorstoassistourHispanicstudentsreceivingaid.SpanishspeakingfinancialaidcounselorswerehighlightedonvariousHispanicmedianetworks.OfficeofInternationalStudentsandScholarsTheOfficeofInternationalStudentsandScholars providesappropriateandpersonalizedservicesandsupportsinternationalstudents,scholarsand variousUniversitydepartmentsandoffices.OISS’effortsenhanceandenrichthediversityofthecampus communityandfostertheacademic,cultural,andsocialpursuitsofstudentsandscholarsfromabroad throughknowledgeandexpertiseinrecruitment,admissions,immigration,andadvising.Registrar’sOfficeTheofficeemploysadiverseandbilingualstaff.Priorityregistrationisprovidedforstudentswithdisabilities,veterans,andlow‐incomeminoritystudentpopulations.Academicschedulingpracticestakeintoaccountspecialaccommodationrequestsorrequirements.Theofficeprovidessupporttovariousexternalunitsdesiringtotrackspecificstudentpopulations.TheRegistrar’sOfficehasbeenapartnerinthequesttoachieveHSIandMSIstatus.TheOfficeofVeteranServicesTheUnitedStatesmilitaryconsistsofarichanddiversepopulationofvolunteersthatreflectsthediversityofAmerica.UNLVhasestablishedtheOfficeofVeteranServicesandtheStudentVeterans&MilitaryFamilyServicesCommitteetobetterserveourgrowingstudent‐veteranandmilitary‐familycommunitybydevelopingawelcoming,veteran‐friendlycampus environmentthatfostersacademicandpersonalsuccess.Weunderstandthemanychallengesassociatedwithpursuingadegreewhileservingonactiveduty,aswellasthoseassociatedwithmakingtheleapfromthemilitarytothecivilianworld.Tomeettheseneeds,theofficeisstaffedwithveteransandGIBill‐experiencedstafftoassistmorethan1,400 veterans,dependents,active‐dutyservicemembers,NationalGuardmembersandreservistswith answerstoquestionsconcerningadmissions,GIBillenrollmentcertification,financialaidresources, campusandcommunitysupportservices,localveterandiscounted‐housingprogramsandvariousnetworksforveteranemploymentopportunities.UNLValsohasaVA‐supportedVetSuccessprogramwithVAbenefitscounselorsoncampus,andaPeerAdvisorsforVeteranEducation(PAVE)programwithveteranpeeradvisorstoassistourincomingveteranswiththeirtransition.

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CAMPUSLIFEStudentUnionandEventServices

SUESworkedonunderstandingaccessforpeoplewithdisabilitiesforeventspacing.Examinedproceduresandguidelinesonthistopicincludingrowwidth,purchasinganaccessiblerampforeventuse,verifyinglisteningdeviceswereinproperorder,etc.

TransgenderawarenesstrainingforSUESstaff–howtounderstandspecificneedsastheyrelatetotheStudentUnionaswellaseventservices.

TheOfficeofCivicEngagementandDiversity:TheOfficeofCivicEngagementandDiversityprovideeducationalendeavors,resources,andinvolvementopportunitiesguidedbyourcommitmenttosocialjustice,communitybuilding,diversity,civicengagement,leadership,andaglobalperspectiveenactedthroughaholisticlearningenvironmentthatengagesstudents,faculty,staffandcommunitymembers.In2013‐14theOfficeofCivicEngagementandDiversitysponsoredover95multicultural,international,andsocialjusticeprogramsreachingmorethan5,800attendeesinadditiontothe5,000plusstudents,faculty,staff,andcommunitymembersthatattendedtheannualFestivalofCommunities.

StudentOrganizationRegistrationsofUNLV's292RegisteredStudentOrganizations,23%arecategorizedasDiversity&Multiculturalorganizations,17%arecategorizedasCivicEngagement&Advocacyorganizations,and8%arecategorizedasInternationalorganizations.TheOfficeofCivicEngagementandDiversityoverseesthestudentorganizationregistrationprocessandprovidesresourcesforstudentorganizationdevelopmentandoperationsthroughtheStudentOrganizationResourceCenter.

MulticulturalFraternitiesandSororities:UNLVishostto8historicallyAfricanAmericanfraternitiesandsororitiesthatcomprisetheNationalPan‐HellenicCouncil(NPHC).EachyearthecouncilhoststheBlackGreek101programaswellasanannualYardshowduringtheHomecomingWeekfestivitiesaswellasaStepShoweachspring,inadditiontoeducationalforumsandserviceprogramsthatdirectlybenefittheAfricanAmericancommunitywithinLasVegas.Additionally,UNLVcurrentlyhas11otherculturallybasedGreekletterorganizationsthatcollectivelymakeupthemulticulturalGreekCouncil(MGC)Thebreakdownofthesegroupsis:2Asianinterestfraternities,1Asianinterestsorority,3Latinainterestsororities,2Latinointerestfraternities,2Multiculturalbasedsororitiesand1Multiculturalbasedfraternity.ThechaptersofMGCworkcollectivelyonamultitudeofprojectsincludingMGCCouncilmixers,awardsceremonies,serviceprogramsandphilanthropicendeavors.

CenterforSocialJustice(CSJ):OperatedthroughtheOfficeofCivicEngagementandDiversity,theCSJservesasaresourceforstudents,staff,faculty,andcommunitymemberstounitearound,educateabout,andadvocateagainstsocialinjusticesthataffectthecampus,local,national,andglobalcommunities.TheCSJpromotestheempowermentandcollaborationofallindividualsthroughcreatingawarenessandprovidingsupportinordertoinitiateactionandfostersocialjustice.Inaddition,theCSJservesasasafespaceforallstudentsidentifyingwithinthevariouscommunitiesonthecampusofUNLV.

RebelAdvocates‐StudentOrganization:RebelAdvocatesisastudentorganizationthatexplorestopicsaroundidentityandsocialjustice.RebelAdvocatemembersarechargedtoraiseawarenessofpertinentissuestopromoteacultureofequity.Thisisdonethroughdialogue,service,andeducationalbasedevents.

CommunityDialogues:TheCommunityDialoguesseriesishostedbytheCenterforSocialJusticetoprovideameetinganddialoguespaceforvariouscommunitiesonUNLV’scampus.Ineffortstobuildcommunity,promoteawareness,andeducatethecampusaboutthesecommunities,thediscussionserieswillserveasasafespaceforcommunitiestocometogether,shareideas,anddiscusschallengesandissueswithintheirrespectivecommunities.

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SafeZoneTraining:CSJ’sSafeZoneprogramatUNLVaimstowardcreatingsafe,civilcommunityforallindividuals,particularlyourlesbian,gay,bisexual,transgender,queerandquestioning(LGBTQ)members.Duringthisinteractivetrainingsession,eachparticipantwillreceiveresourcematerialsrelevanttocomingout,allydevelopment,andinclusivelanguage.ParticipantswillgainunderstandingandknowledgeoftheLGBTQcommunity’sneedsandconcerns.Followingthetrainingsession,participantswillbeprovidedwithanopportunitytoreceiveaSafeZonestickerwhichindicatestheparticipants’willingnesstocreateasafespaceand/ortobeanallyforLGBTindividuals.

SocialJusticeProgramming:Throughouttheacademicyear,theCenterforSocialJusticeprovidesUNLVstudentsopportunitiestoexaminevarioussocialinjusticestodeepentheirunderstandingandawarenessoftheseissues.Theeventsalsoaimtoignitestudentstochallengetheseinjusticesandmakepositivechange.

NoStupidQuestions:Panelistsidentifyingwithaspecificidentitygroup(ex:Asian,Black,LGBTQ,women)brieflysharetheiridentitiesandexperiencesthenallowattendeestoanonymouslyaskanyquestionstheymayhaveinasafeenvironment.Thepurposeofthisprogramistogiveattendeesanopportunitytolearnaboutanidentitygroupoutsideoftheirownwhilereflectingupontheirownuniqueidentities.Inaddition,theeventallowspanelistsanopportunitytoreflectupontheiridentitiesandexpressthemselves.

CulturalLeadershipRetreat:TheCulturalLeadershipRetreatisdesignedtofacilitatestudents’understandingofmulticulturalismwithinthecontextofleadershipthroughtheSocialChangeModelofLeadershipDevelopment.Inthisthreeday,twonightweekendretreat,participantswillattendinteractiveworkshopsdesignedtocreateanenvironmenttoexploreculturalidentity,shareexperiencesanddiscussthemeaningofleadershipinthecontextofadiversesociety.

EmergingLeadersRetreat:TheEmergingLeadersRetreatisdesignedtogiveUNLVstudentstheopportunitytoexploretheirleadershipidentity.Inthisthree‐day,two‐nightweekendretreat,participantsareengagedindialogueandactivitiestogainadeeperunderstandingoftheirself‐identity,communication,teambuilding,problemsolving,risk‐taking,andthediversityofleadershipstylesonafoundationallevelforemergingleaders.

GlobalLeadershipRetreat:TheGlobalLeadershipRetreatisdesignedtogiveUNLVstudentstheopportunitytoexploretheirleadershipidentityinaglobalcontext.Inthisthree‐day,two‐nightweekendretreat,participantswillengageindialoguewithpeersandinteractiveworkshopstogainadeeperunderstandingofhowtobeeffectiveleadersinaglobalsociety.Domesticandinternationalstudentsareencouragedtoattend.

ServicePrograms:OCEDassistsstudentsindevelopingasenseofcivicengagementintheircommunitythroughtheactofservice.Servicetransformsvolunteersintoactivelearners,providers,andadvocateswithinthecommunity.Everyyear,numerousUNLVstudentsandfacultymembersimpacttheLasVegascommunitythroughdirectservice,indirectservice,andservicelearning.

IdentityMonths:OCEDcoordinatesandcollaborateswithacademicdepartmentsandstudentorganizationsinordertocreateandpromoteeventswhichcorrespondwiththenationalheritageandculturalmonths.UNLV'sidentitymonthsserveasalearningandcelebrationguideinwhichspecificidentityprogrammingisofferedoncampustocelebrateournation,ourcampus,andourselves.ThemonthlyrecognitionsareLatinoHeritage(Sept),LGBTQPride(Oct),DisabilityAwareness(Oct),NativeAmericanHeritage(Nov),BlackHistory(Feb),Women'sHistory(Mar),andAsian,PacificIslander&MiddleEasternHeritage(Apr).

HearOurVoices‐IdentityCelebrations:Incollaborationwithvariousacademicdepartmentsandstudentorganizations,OCEDplanstheHearOurVoicesserieswhichfeaturesprominentmembersofUNLVandthelocalcommunitywhodiscussconnectionsbetweentheiridentity,life,workandcurrenttrends.

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RebelMeetUp:RebelMeetUptargetstraditionallyunderrepresentedstudentstoprovideresourcesforsuccessandopportunitiestoconnectwithotherstudents,studentgroups,facultyandstaff.UNLVofficesandlocalcommunitygroupsarealsorepresentedtoinformstudentsabouttheirrespectiveprogramsandservices.

International/DomesticStudentRelationsInitiative:AsafollowupfromresultsfromtheInternationalStudentSurveyaseriesofprogramsweredevelopedtobuildrelationshipsamongdomesticandInternationalstudents.ItwasidentifiedinthesurveythatInternationalStudentsstruggledtoconnectwiththeirdomesticpeers.Theseprogramsaimtodevelopfriendshipsandprovidesocialdevelopment.Programsincludedkaraokenights,Halloweenpumpkincarvingnights,andgamenights.

InternationalStudentExcursions:InanefforttoprovideinternationalstudentsanoutlettothemanysitesaroundLasVegas,OCEDhasprovidedsocialexcursionsthroughoutLasVegasanditsneighboringareas.TripshaveincludedFiestaRanchoforiceskating,SpringsPreservefornaturewalks,andtothelocalhockeyteamexhibitionstoshowsupportandeducatestudentsaboutasportmanydonothavemuchexperiencetryingintheirhomecountry.UpcomingexcursionsincludeDisneyLand,ZionNationalPark,andtheGrandCanyon.

InternationalEducationWeek:InternationalEducationWeekshowcasesthetalentsofinternationalstudentsthroughvariousbrownbagdiscussionsandglobalnightswhichincludeculturaldances,food,andlanguagefairs.Inaddition,opportunitiesareprovidedforinternationalgraduatestudentstosharetheirresearchwiththeUNLVcommunity.ManyoftheprogramsheldwereproducedbytheideasofthestudentsintheInternationalCouncil,anorganizationcreatedbyOCEDtogiveinternationalstudentsavoiceduringtheirtimeinUNLV.

GenderNeutralBathroomInitiative:OCEDcoordinatestheGenderNeutralBathroomInitiativewhichpromotesandplacesclearlymarkedsignageondesignatedbathroomsaroundtheUNLVcampusthataregenderneutral.

StudentAffairsWorkshops:EachacademicyeartheStudentAffairsDiversityTrainingCommittee(SADTC)focusesaroundadiversitytopicoridentitygroupinordertoeducateandprovideresourcesforUNLVstaff.Inall,over10workshops,trainingsandmeetingswereofferedthroughtheSADTCcommittee;eachofwhichencourageparticipantstocreatepositivechangewithintheirleadershippositionsanddepartments.

o Inthespringof2014thefocuswasaroundhiphoppedagogy.SADTCsponsoredaneventfeaturingDr.ChrisEmdin,TeachersCollegeatColumbiaUniversity,todiscussconnectionsbetweensocialjusticeandhiphop.

o Infall2014,SADTC’sidentitygroupfocusturnedtothelesbian,gay,bisexual,transgender,andqueer/questioning(LGBTQ)community.Twosessionswereofferedtostaffwhichincludedbasicterminologyandastudentpanel.

o Inaddition,bookclubmeetingswereheldfeaturingthebooks“Parrotfish”writtenbyEllenWittlingerand“TheSocialJusticeAdvocate’sHandbook:AGuidetoGender”writtenbySamKillerman.

o Finally,SADTCofferedvariouscampusdepartments(Registrar’s,ResidentialLife,Women’sCenter)trainingsspecificfortheirofficeandneeds.

ResidentialLifeDiversityReport:Spring2014:

39SocialJusticeFloorDialogues(thesearefloordiscussions,ledbyindividualResidentAssistants,focusedonsocialjustice/multiculturalismissuesrelevanttoeachresidentialfloor)

17passiveprogramswithdiversityrelatedthemes FourhoursocialjusticetrainingforResidentAssistants,focusedontransgenderissuesfacing

traditionalagecollegestudents

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Fall2014 43SocialJusticeFloorDialogues 21passiveprogramswithdiversityrelatedthemes DaylongsocialjusticetrainingforResidentAssistants,focusedonunderstandingissuesof

privilegeandcreatingpositivespacesforsocialchangeExamplesofSocialJusticeFloorDialoguesinclude:

“DiverseCampus–DiverseHolidays” “Whatreallyhappenswhenyoucomeout?” “Crosstheline–multiculturalismatplay” “Thetruthaboutstereotypes” “Becarefulwhatyousay;thepowerofwords” “Identi‐tea:foodandculturearoundtheworld” “We’reallfromsomewhere:conversationsaboutidentity” “FreedomSeder” “LatinoHeritageMonthCelebration” “PrivilegeWalk” “DiversityDialogues,DiversityCupcakes” “Comingoutstars” “DiscussionsofFerguson,MO” “AcademyAwards:diversityinHollywood?” “Micro‐aggressionsAwareness”

CampusLifeAssessmentStudentSatisfactionInventory‐‐Spring2014KeyFindingsrelatedtotheNSHEDiversityReportFortheSpring2014administrationoftheSSI,2,150of2,500studentscompletedthesurvey(86%responserate).TherespondentsweresimilartotheSpringenrollmentintermsofgenderandage.Threepercent(3%)ofallrespondentsidentifiedashavingadisability.WhilethecompositionoftheSSIparticipantsreflectedtheracialcompositionofenrollmentformostethnicgroups,twodivergencesdeservednote.Approximately17%ofstudentsenrolledforSpringidentifiedasAsianorPacificIslander,but24%ofSSIparticipantsdid.Amongenrolledstudents,22%identifiedasHispanic,butonly18%ofSSIparticipantsdid.Forotherethnicities,theportionofrespondentswasconsistentwithenrollment.OnthetwelvescalesoftheSSI,onlyoneshowedsignificantdifferencesbasedupongender,race,age,ordisability.ThatscalewasSafetyandSecurity,andthesignificantdifferenceswerebygenderandracialgrouponly.Thescaleconsistsoffouritems,andwhenthosefouritemswerecomparedbygenderandracialgroup,twoitemsshowedsignificantdifferences.Thefirstitemdifferedsignificantlybybothgenderandracialgroup.Itread“thecampusissafeandsecureforallstudents.”Theseconditemdifferedsignificantlybyracialgrouponly.Itread“parkinglotsarewell‐lightedandsecure.”Studentsratedeachitemonasevenpointscalewhere1wasverydissatisfied,4wasneutral,and7wasverysatisfied.Whilethemeansatisfactionforbothwomenandmenindicatedsatisfaction,womenexpressedlowersatisfaction(5.08)thanmendid(5.50).Themeanforallracialgroupsalsoindicatedsatisfaction.StudentswhoidentifiedasAmericanIndianorAlaskanNativereportedthehighestsatisfaction.StudentswhoidentifiedasAsianorPacificIslander,

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Other,orPrefernottoRespondreportedthelowestsatisfaction.StudentswhoidentifiedasAfricanAmerican,Caucasian/White,orHispanicreportedsimilarlevelsofsatisfaction.Meansareshowninthischart.

Satisfactionwaslowerandmorevariedforthesecondsignificantlydifferentitemthanthefirstone.Thisseconditemdifferedsignificantlybyracialgrouponly.StudentswhoidentifiedasAmericanIndianorAlaskanNativeagainreportedthehighestlevelofsatisfaction.StudentswhoidentifiedasOtherorPrefernottoRespondreportedthelowest.StudentswhoidentifiedasAfricanAmerican,AsianorPacificIslander,Caucasian/White,orHispanicreportedsimilarlevelsofsatisfaction.

OneofthetwelvescalesontheSSIisnamedResponsivenesstoDiversePopulations.Itincludessixitemswhichaskforstudent’ssatisfactionwiththeinstitution’scommitmentto1)part‐timestudents,2)eveningstudents,3)older,returninglearners,4)under‐representedpopulations,5)commuters,and6)studentswithdisabilities.Thatscaledidnotvarysignificantlybasedupongender,age,disabilityorrace.ThescalediddiffersignificantlyfromnationalpeersandfromUNLV’spreviousadministrationin2011.ComparedtosimilarinstitutionswheretheSSIwasadministeredinSpring2014,UNLVstudentsreportedsignificantlylowersatisfaction(4.98vs5.43).ComparedtoUNLV’sSpring2011SSI,UNLVstudentsinSpring2014reportedsignificantlyhighersatisfactiononfiveofthesixitems:disabilities

African‐American

AmericanIndian orAlaskanNative

Asian orPacificIslander

Caucasian /White

Hispanic OtherPrefer not torespond

Upper Bound 5.68 6.884 5.166 5.362 5.498 5.599 5.315

Lower Bound 5.09 5.016 4.86 5.119 5.126 4.83 4.456

Mean 5.385 5.95 5.013 5.24 5.312 5.214 4.886

1234567

The campus is safe and secure for all students.

African‐American

AmericanIndian orAlaskanNative

Asian orPacificIslander

Caucasian /White

Hispanic OtherPrefer not torespond

Upper Bound 4.948 6.835 4.558 4.758 4.831 4.612 4.44

Lower Bound 4.277 4.715 4.21 4.482 4.408 3.74 3.465

Mean 4.613 5.775 4.384 4.62 4.62 4.176 3.952

1

2

3

4

5

6

7

Parking lots are well‐lighted and secure.

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(5.27vs5.14),commuters(4.82vs4.67),part‐timestudents(5.00vs4.88),returninglearners(5.01vs4.90),andunder‐representedpopulations(4.99vs4.88).Thesixthitem(eveningstudents)didnotchangesignificantly(4.80vs4.78).Whilewetrailsimilarinstitutions,weareimproving.TheSSIalsoincludessomediversity‐relateditemswhicharenotpartofthisResponsivenessscale.OneisfromtheCampusClimatescale:there’sastrongcommitmenttoracialharmonyonthiscampus.Forthatitem,UNLV(5.29)significantlytrailsimilarinstitutions(5.55)byaquarterpoint.However,wesignificantlyimprovedsinceSpring2011(5.12).Whilewetrailsimilarinstitutionsaroundthecountry,weonceagainareimproving.TwootheritemsareUNLV‐generateditems:1)UNLVcelebratesculturaldiversity(5.11),and2)UNLVprovidesopportunitiesformetolearnaboutdiversity(4.97).Satisfactiononbothoftheseitemsimprovedsince2011:4.94and4.80,respectively.CampusRecreationalServices

Providestudentstaffwithdiversitycustomerservicetraining.TwostudentemployeeswereprovidedtheopportunitytoattendtheNCOREconference(NationalConferenceonRareandEthnicityinAmericanHigherEducation).Studentsusedtheinformationgainedfromtheconferencetopresentdiversitytrainingto150oftheirpeersattheFallAllStaffTrainingIn‐service.CampusRecreationalServicesemploysbilingualstafftoassistwithcustomerneeds.

ProfessionalandstudentstaffdiversitytrainingincludespresentationsfromtheOfficeofVeteranServices,TitleIXComplianceOffice,andtheOfficeofCivicEngagementandDiversity.

NationalRecreationandSportsDayisahalfdayeventthatprovidestheUniversitycommunitywithinformationonhealthwellnessandrecreationinclusiveofallabilitytypes.

GroupExerciseInstructorsaretrainedtoadapteachexerciseclasstovaryinglevelsandabilitiesofallparticipants.Classesareofferatavarietyoftimestoaccountforthedifferentclassschedulesofundergraduateandgraduatestudents.

The‘FamilyChangingArea’hasbeenconvertedtoan‘AllInclusiveLockerRoom,’completewithlockerrentalsandachangingspaceforallabilities,genders,andages.

NewADAmeasureswereimplementedattheStudentRecreationandWellnessCenterwiththeadditionofanaccessiblepoolchairliftinthelappoolandADAautomaticdoorcontrolfortheRebelWellnessZone.

ProfessionalStaff,GraduateAssistants,studentemployeesandSportClubmembersparticipateinvariouscommunityserviceopportunitiesatlocalnon‐profitagencies:OpportunityVillage,ShadeTree,SafeHouse,TheCenter,AfterSchoolAllStars,VeteranServices,andSupportingHomelessYouth.

STUDENTWELLNESSCounselingandPsychologicalServices:

GroupProgram:Thegroupcounselingprogramhasseenanincreaseinparticipationbyunderrepresentedstudentgroups,includingLatino/aAmericans,AsianPacificAmericans,AfricanAmericans,andMultiracialAmericans(17%,10%,8%,and8%,respectively).CAPSoffersavarietyofgroupcounselingofferingthatarespecificallyprogrammedfortheneedsofunderrepresentedstudentgroupsincluding:

ALANASupportGroup:ThisgroupinvitesALANA(AfricanAmerican,Latino/a,AsianAmerican,andNativeAmericans)menandwomenwhoareseekingconsultaroundissuesofrace,identity,biculturalism,and/ordiscrimination.Groupdiscussionsmayinvolveissuessuchasstressduetoracism,interracialdatingconflicts,acculturation,and

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immigrationstress.Thisgroupfocusesonprovidingsupport,developingnewinsights,andbuildingskillstohelpaddresstheissuesthatareuniquetothesepopulations.

Balance:FirstGenerationCollegeStudentSupportGroup:ThisgroupinvitesALANA

(AfricanAmerican,Latino/a,AsianAmerican,andNativeAmericans)menandwomenwhoareseekingconsultaroundissuesofrace,identity,biculturalism,and/or1717discrimination.Groupdiscussionsmayinvolveissuessuchasstressduetoracism,interracialdatingconflicts,acculturation,andimmigrationstress.Thisgroupwillfocusonprovidingsupport,developingnewinsights,andbuildingskillstohelpaddresstheissuesthatareuniquetothesepopulations.

MilitaryStudentsSupportGroup:Thisisasupportgroupthatwouldfocusonproviding

studentveteransandactivemilitarystatus/reservist/guardstudentsasafeenvironmenttoreceivestrengthandencouragementintheireffortstocopewithandadjusttochallengesuniquetomilitarylife.Studentswillhaveanopportunitytoexperiencepersonalgrowth,provideandreceivesupportfromoneanotherthatcanminimizeasenseofisolationindealingwiththeiruniquechallenges,betheyacademic,relational,oradjustingbacktocivilianlife,andinstillhopeintheirabilitytosuccessfullynavigatestressors,responsibilities,andultimatelysuccessfullyachievetheireducationalgoals.

SexualOrientationSupportGroup:Thisisasupportgroupthatwillexploreissuesof

sexualorientation.Inparticular,thisgroupmayaddressidentityissuesrelatedtocomingout,dealingwithfamilyandfriends,struggleswithintimacy,andmanagingrelationships.Thegroupwelcomesparticipantswhoarequestioningorexploringtheirsexualorientationorwhoareatvariousstagesofthecomingoutprocess.

ADHDSupportGroup:Thistimelimited(6weeks),skill‐basedgroupwillincludepsychoeducationaboutADHD,assistanceavailableonUNLV’scampus,andstrategies/interventionsaimedatincreasingattentionandacademicsuccess.Thegroupwillbefacilitatedthroughasupportiveprocessintendedtohelpitsmemberstoimprovetheiracademicandpersonallives.Itisdesignedtobeaforumwherestudentscanrelatetooneanother,learnandfindvalidationfromoneanother'sexperience,andoveralldevelopgreaterawarenessaboutoneselfandareasforimprovementaswellaslearntheskillstomakeidentifiedchanges.GeneraloutcomeisforstudentstobettermanagelifewithADHD.

TherapyDatafrom2013‐2014AnnualReport:Assessmentresultsindicatethatgraduatetraineesperceiveda32%gainintheirskillson“Awareness/SensitivitytoDiversity.”Thisisoneofthehighestpercentgainsamongthe6corecounselingcompetencyareas.Theirrespectiveclinicalsupervisorsassessedstudentstohaveanaverageof31%gaininthisarea.EducationalPrograming:CAPSoffersanumberofeducationalworkshopsandpresentationstomembersofthecampuscommunity.Studentsandfacultycanrequesttheseworkshopsforstudentgroupsorclasses.Thefollowingworkshopsareofferedthatarerelatedto:

TransgenderIdentityDevelopment AppreciatingDiverseIdentities InternationalStudentAdjustment:ManagingCultureShock InterpersonalViolence:CuesandWarningSigns ClinicalGraduateStudentDiversityTraining

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DisabilityResourceCenterTheDisabilityResourceCenter(DRC)ofUNLViscommittedtoservingallpersonswhochoosetoself‐discloseadocumenteddisabilityregardlessofethnicity,ageorgender.Astheofficedesignatedtoensurefullaccessandinclusionofpersonsexperiencingdisability,weprovideservicestoassistinlevelingtheacademicplayingfieldwhileupholdingthesamestandardmetbyallstudents.

Deafandhardofhearingcommunicationaccessservices:ThisyeartheDRCprovided491hoursofsignlanguageinterpretingservicesforclassesandoutofclasseventssuchasinstructormeetings,academicadvisingappointmentsandclassrelatedactivities.CommunicationAccessReal‐timeTranslation(CART)captionistsprovide“word‐for‐word”speech‐to‐textservicestoallowvisualaccesstospokenlanguage.ThisyeartheDRCprovided1,170hoursofCARTservices.ThisrepresentsasignificantincreaseincomparisontoFY13of617hours.ItisnotedthatstudentsexperiencingdeafandhardofhearingprefercommunicationaccessthroughCARTservices.Testingservices:Studentswithdisabilitiesmayrequireavarietyofservicesinordertofacilitatetakingexams.TheDRCproctored1,712examsfor310studentsthisyear.Attimes,thisrequiredclosecollaborationwithbothstudentandfacultymembertoinsurethatappropriateadjustmentsweremadewithoutalteringthepurposeoftheassessment.Theseadjustmentscouldbeacombinationofthefollowingcommonrequests:extendedtimeby50%orby100%,useofassistivetechnologydevicessuchasscreenmagnificationorotherspecializedsoftwaretoreadtheexamsoutloud,alternativetoscantron,quietenvironment(oneindividualperroom),useofspecializedseatingoradjustabletable,andabilitytotypeessaysusingbasicwordprocessingsoftware.NotetakingServices:Inordertoachievefullaccesstocourselectures,theDRCtrained,supervisedandpaid321studentstoprovidecopiesoftheirnotestotheirclassmateswhoareregisteredwiththeCenter.Acollective15,700hourswerespentontakingnotesforatotalof359classes.Thesequalitynotesmadeitpossibleforr216studentswithdisabilitiestobridgethegapsofinformationthatmayhavebeenmissedduringcrucialpointsoflearning.Assistivetechnologyservices:TheDRCisfortunatetohouseauxiliaryaidsanddevicesthatcreateopportunitiesforstudentswithdisabilities.Bothhightechandlowtechsolutionsareusedtoassessastudent’sparticularneed.Sometechnologiesthatwehaveonhandtodemonstrateinclude:softwarethatmagnifiesorreadsinformationoffacomputertoapersonwithlittletonosight,AssistiveListeningDevices(ALDs),variousdigitalrecorders,appstoassistwithorganizingandstudyingnotesmoreeffectivelyandtext‐to‐speechsoftwarethatdisplays,tracksandreadstextbooksoutloud.Studentsareabletoborrowdevicesforatrialperiodduringthesemester.Alternativemediaservices:Studentswithdisabilitiespurchasetheirtextthenrequestadigitalversiontobeloadedontotheirpersonaldevice.Kurzweil3000,arobustliteracysoftware,isdownloadedontothedevicetogivestudentswithdisabilitiesbetteraccesstotheprintedword.Inthepastyear,93studentsregisteredwiththeDRChaverequestedtohavetheirtextbooksconvertedintothisformat.WhileKurzweilisourmostpopulartypeofalternativemedia,itisnottheonlywaystudentscanrequesttoreceivetextbooks.OtherformsofconversionthattheDRCcanproduceinclude:accessiblefiletypesforusewithmagnificationsoftware,Braille,raisedgraphsortactileimages.

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JeanNidetchWomen’sCenter:Lactation/FamilyServices:TheJeanNidetchWomen'sCenterandcampuspartnershavesevenlactationroomsforfaculty,staff,andstudentstopumporbreastfeedinaprivate,clean,andquietspace.Weprovidearockingchairandarefrigeratorfordailystorage.IntheJNWCLactationRoom,wealsohaveaMedelaLactinaElectricPlusPumpforyoutousewithyourownattachments.Advocacy:TheJeanNidetchWomen’sCenter(JNWC)iscommittedtoaddressingtheneedsofthediverseUNLVcommunityasitrelatestosexualassault,domestic/datingviolenceandstalking.TheJNWChostsa35hourpeereducationandadvocacytrainingonceasemesterAssuch,weensurethatouradvocacyandprogrammingareinclusiveofracialdiversity,genderdiversityincludingtransgenderstudents,andsexualorientation.WespecificallyincorporatediversitymodulesintoourCARELinetraining(i.e.herstoryontheanti‐violencemovement,masculinity,APIculturalhumility,LGBTQIA2language,workingwithveterans,andexaminingprivilege).Alongwithadvocacyservicestovictims/survivors,theJNWCcoordinateseventsthatbringawarenessoftheseissuesamongdiversecommunities.ExamplesfromthisyearincludeaMockTrialhighlightingLGBTviolence,feminismandpopcultureseriesand1BillionRising(globaleventtoawarenessofviolenceagainstwomenandgirls).PreventionandEducation:TheCAREAdvocates'missionistograntaccesstoknowledge,increasesensitivity,andchangeindividualattitudesaboutinterpersonalviolence(IPV)throughpresentationsandworkshopsaroundviolenceprevention.Toaccomplishourmission,ourprogramutilizesthelatestdevelopmentsintheanti‐violencemovementtofacilitateourCAREPresentations.Wepromotediversitybyexpandingtheconceptofwhatgroupsareaffectedbyinterpersonalviolence.Wefacilitateapresentationentitled“Race,Gender,SexualOrientationandViolence”whichaimstoexpandthedominantperspectiveofanIPVvictimfromthetraditionalcisgender,white,heterosexual,femalearchetypetoamorerepresentativereflectionofsociety.DuringtheSpring2014semester,wepresentedourfirst“MaleSurvivorsofInterpersonalViolence”CAREPresentation.CARE(CampusAdvocacyResourceEmpowerment)Line:702‐895‐0602:This24/7hotlineprovidesadvocacyforstudent,staffandfacultyvictimsofsexualassault,domesticviolenceandstalking.Thislineisopentoanyoneneedingcrisisassistance.Volunteershavebeenextensivelytrainedtoprovideservicetorespondtovictims/survivorsinneedofassistance.AdvocacySupportResponseTeamAgainstViolence(ASERTAV):Thisgroupisdedicatedtoraisingawarenessaboutinterpersonalviolence,including,butnotlimitedto,sexualassault,rape,domesticviolence,datingviolence,andstalking,throughouttheUNLVcommunity.ASERTAVstrivestocoordinateacollaborativeresponsetostudent,staff,andfacultymembersofourcommunitywhomayhavebeenaffectedbyviolence.Thegoalistocommunicatetosurvivorsthattheyarenotaloneduringtheirrecoverybyprovidingresources,support,advocacy,andeducation.GroupmembershipfromUNLVincludesrepresentativesfromtheJNWC,SHC,CAPS,Student1919Conduct,ResidentialLife,CivicEngagementandDiversity,OfficeofDiversityInitiatives,CampusPolice,AcademicSuccessCenterandtheGraduateCollege.ASERTAVhostsroundtables,seekingtoimproveservicestoallcommunitiesatUNLV.Thisyear'sroundtablesdiscussedtheneedsofveterans,andstudentswithdisabilities.

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OfficeofStudentConduct:RepresentationontheAdvocacySupportResponseTeamAgainstViolence(ASERTAV):OSCsupportsactivestaffmembershipandparticipationinASERTAV,dedicatedtoraisingawarenessaboutinterpersonalviolencewithspecificfocionsexualassault,rape,domesticviolence,datingviolence,andstalking.

FullOfficeParticipationinthe“GreenDot”ViolencePreventionBystanderTrainerProgram:TheentirestaffoftheOfficeofStudentConductparticipatedinthe4‐dayGreenDotTrainerProgram,focusedonincreasingawarenessaroundandpreventingsexualviolence,dating/domesticviolence,stalking,bullying,childabuseandelderabuse.

RepresentationontheVicePresident’sCommitteeonDiversityandInclusionStrategicPlanningRetreat:Comprisedofrepresentationfromthecampuscommunityaffinitygroups,thisfulldayretreatwasstructuredtoallowreviewanddiscussionoftheVPCDIStrategicPlan,withafollow‐upactionplanforimplementationofidentifiedgoalstoaddressvariousissuesarounddiversityandinclusion.

StudentConductHearingBoardandAcademicIntegrityAppealBoardRecruitmentandTraining:TheOfficeofStudentConductconductsbothaninclusivecampus‐wideandtargetedrecruitmentandtrainingprocessfortheStudentConductHearingBoard[SCHB]andAcademicIntegrityAppealBoard[AIAB].InadditiontostrivingforequitablerepresentationamongstUndergraduate,GraduateandProfessionalstudents;AcademicFaculty,AdministrativeFaculty,andClassifiedStaffmemberswealsoconductintentionalrecruitingtoobtainasrepresentativemembershipaspossibleforbothSCHBandAIABmembershipintermsofgender,racial/ethnic,disability,sexualorientation,veteran,andotherdefinitionswithinthediversityspectrum.Wesendrecruitmentinformationandconductin‐personoutreachtoUniversityDepartmentsandStudentOrganizationswithafocusfordiversemembership.OurmostrecentSCHBandAIABrecruitmenteffortsresultedinrepresentationfromBlack/African‐American,Hispanic,Asian/PacificIslander,Indian/MiddleEastern,Disability,GLBTQA,Veteran,andNon‐Traditionalpopulations.Wecurrentlyhave142BoardMembers,with72beingwomenand55beingfromadiversityaffinitypopulation.

RepresentationonQ:UNLVFaculty/StaffOrganization:OSCsupportsactivestaffmembershipandparticipationinQ:UNLV,thefaculty/stafforganizationforUNLVGLBTQAindividuals.Inadditiontoregularpolicyreview,issueadvocacy,andpersonalinteraction;Q:UNLVtookaroleinsupportingtheDiversityLeadershipForumfocusingonGLBTQAissues.

TitleIXComplianceandOutreach:TheDirectoroftheOfficeofStudentConductservesasanactivememberoftheTitleIXCoordinationTeaminthecreationandimplementationofpolicyandoutreachsurroundingthisfederallymandatedregulationaddressingallareasofgenderdiscrimination,includingharassmentandassault.TheDirectoralsoservesasaDeputyTitleIXCoordinatorforstudent‐relatedissues.

StudentHealthCenter:

Patient‐CenteredandIndividualizedHealthCareServices:TheStudentHealthCenter(SHC)offersprimarycareandspecialtyhealthcareservicestotheUNLVstudentbody.Ourhealthcareteamrecognizes,appreciates,andincorporatesthediversityofourstudentswhenplanningandimplementingthemostappropriate,sensitive,andcompassionatetreatmentforeachindividualstudent.

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CareManagementServices:StudentWellnesshasemployedaLicensedSocialWorkerasourCareManagerfortheStudentHealthCenterandStudentCounselingandPsychologicalServices(CAPS).TheCareManagerpositionperformsamyriadofprofessionalduties,includingassistingstudentstodiscoverandnavigatethroughresourcesrelatedtoobtainingfinancialassistancewithprescriptionsandmedicalsupplieswhenneeded,aswellasapplyingforprogramsofferinghealthinsuranceandfinancialdiscountsifthestudentisuninsured,under‐insured,and/orexperiencingeconomicchallenges.Inaddition,theCareManagerpositionworkswiththeSHChealthcareprovidersandstudentstoensurethatservicesofferedareunderstandableandagreeabletothestudent,appropriategiventheindividual'suniquesituation,andaccessible.

LanguageTranslationServices:TheSHCcontractswithhighlytrainedCertifiedMedicalInterpreterstoserveandassistourstudentswhomayhavelimitedEnglishspeakingskills,especiallyinregardstomedicalterminology,toensurethatallstudentsareprovidedwithclear,accurate,culturallysensitive,andconfidentialmedicaleducationandinformationbyourclinicalteam.

OngoingDiversityTraining:TheStudentHealthCenterhealthcareprovidersandstaffhaveparticipatedindiversitytrainingopportunities,includingTitleIX,workingwithandcaringfortransgenderstudents,availablemedicalinterpretationservices,andSafeZonetrainingforadvocacyforLGBTQstudents.

WellnessPromotion:

FreeHIVTestingClinics:TheStudentHealthCenterlaboratory,inconcertwiththeWellnessPromotiondepartmentandSHCclinicaldepartment,offerFreeHIVTestingClinics,whichincludeHIVtestingalongwithpre‐/post‐testcounseling,eachsemestertoUNLVstudents.Thisyear,theFreeHIVTestingClinicsreceivedtheGoldenGullBestPracticesAwardfromthePacificCoastCollegeHealthAssociation(PCCHA).Thisaccomplishmentissignificantinthattheprogram,whichwasdevelopedandhasbeenimplementedcollaborativelyintheSHCformanyyearstoencouragescreeningandeducationregardingHIVtesting,prevention,andtreatment,wasofficiallyrecognizedbyesteemedpeersincollegehealthasbeingexemplaryandasmakingapositiveimpactonUNLVstudents.

CENTERFORACADEMICENRICHMENTANDOUTREACH(CAEO)TheCenter’smissionistoprovidetraditionalandinnovativeeducationalopportunitiestoadiversecommunitythroughtargetedservicesandresearchthatpromotepersonalsuccess.Withthatinmind,allactivitiesconductedbyTheCenterpromotediversityineducationandprofessionalworkforce.TheCenter’sparticipants(2013‐14)areasfollows:Hispanic–58%,African‐American–19%,White–16%,Asian–6%,andNative‐American–1%.TheCenteroffersthefollowingservices:academicadvising,tutoring,instructionindevelopmentalcourses(math,science,English,writing,readingcomprehension,informationtechnology,andEnglishasasecondlanguage),assistancewithcollegeadmissionsandfinancialaid/scholarshipapplications,counselingoncollege‐adjustmentissues,schooldecisionsandadmissions,personalcounseling,andreferralstoothercampusandcommunityresources.TheCenterhouses18federallyfundedprograms,15federallyfundedTRIOprograms(RonaldE.McNairScholarsInstitute,threeStudentSupportServicesprograms,twoUpwardBoundMathandScienceprograms,threeclassicUpwardBoundprograms,fourEducationalTalentSearchprograms,EducationalOpportunityCenterandTRiOTrainingInstitute)and

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100% of UNLV TRiO Student Support Services (SSS) participants are low-income (LI) students &/or first generation (FG) college students.

3federallyfundedGEARUPprograms.OtherinitiativeswithinTheCenterincludeFamilySupportServices,ParentsEducationalprogram,MentorandVolunteerprogram,andSummerFoodNutritionprogram.TRIOStudentSupportServices(SSS)isafederallyfundedprogramthathelpslow‐income,first‐generation‐college,anddisabledundergraduatespersistthroughpost‐secondaryeducationandearndegrees.Furthermore,SSSassistscollegestudentswithovercomingpersonalconcerns,academicdeficienciesandfinancialdifficultiesthatcouldimpairtheirchancesofsucceedingincollege.SSSalsoprovidesstudentswiththenecessarytoolstoadjusttothedemandsofacollegeenvironment,whilehelpingthemdevelopgoodstudyhabitsanddecision‐makingskillsthatincreaseretentionandgraduationrates.Morethan60%ofUNLVSSSparticipantsgraduatefromUNLVwithin6years. TRIORonaldE.McNairScholarsInstitute,groundedintheinspirationandvisionofChallengerastronautRonaldE.McNair,beganatTheCenterin1999.ItsgoalistohelpdiversifytheranksofAmericanfacultyandresearchinstitutionsbyprovidingassistanceforunder‐representedgroups.Throughresearchopportunities,facultymentoringandgraduatecollegeexploration,theprogramencouragesandpreparesminorityundergraduatesforcareersincollegeteachingaswellasdoctoralstudy.Morethan50%ofUNLVMcNairparticipantsenrollingraduateschoolinthefallsemesteraftertheycompletetheirbachelor’sdegrees.

100% of UNLV TRiO McNair Scholars Institute (MCN) participants are low-income (LI), first-generation (FG) college students &/or members of ethnic groups under-represented (UDR) in graduate-level education.

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UpwardBound(UB)andUpwardBoundMath&ScienceCenter(UBMSC)helpunder‐representedhighschoolstudentsprepareforhighereducation.Qualifiedparticipantsreceiveinstructioninliterature,composition,andforeignlanguages,whilemaintainingaheavyfocusonmathematicsandscience.Theprogramhastwocomponents:academicyearandsummerresidential.Duringtheacademicyearcomponent,participantsattendclassesandworkshopsattheUNLVcampus,wheretheyalsoreceiveacademicandcareercounseling,tutoring,financialaidassistance,andcollegeadmissioninformation.Duringthesummerresidentialprogram,studentsliveintheUNLVresidencehalls,obtainfirst‐handexperienceofbeingcollegestudents,participateinactivitiesthatpromoteeducationalandculturalenrichment,andreceiveregularprogramservices.Morethan70%ofUNLVUBandUBMSCparticipantsenrollinpostsecondaryeducation.EducationalTalentSearch(ETS)serveseligiblestudentsinGrades6through12byprovidingacademicadvising/counseling,financialmanagement,admissionsrequirements,andassistancewithvariousstudentfinancialaidprograms.99%ofUNLVETSparticipantsgraduatefromhighschool. EducationalOpportunityCenter(EOC)assistsqualifiedindividuals19yearsofageandoldertopursuepostsecondaryeducation.EOCassistsqualifiedparticipantswithchoosingacareerpathandappropriateeducationchannelsaswellasencourageshighschooldropoutstoreturntohighschoolorobtainaGED(GeneralEducationDiploma).ThegoalofEOCistoincreasethenumberofadultparticipantswhoenrollinpostsecondaryeducationinstitutions.Atleast40%ofhighschooldropoutswhobecomeUNLVEOCparticipantsearnasecondaryschooldiplomaoritsequivalent.

At least 94% of UNLV TRiO Educational Talent Search (TS) participants are low-income (LI) students &/or potential first generation (FG) college students.

At least 96% of UNLV TRiO Educational Opportunity Center (EOC) participants are low-income (LI) students &/or potential first generation (FG) college students.

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More than 65% of UNLV GEAR UP participants are eligible for free or reduced-price lunch (FRL).

TRIOTrainingInstituteprovidesprofessionaldevelopmentseminarsforTRIOprofessionalsfromprojectsacrossthenation.ParticipantsreceiveinstructiononassistingTRiOparticipantswithcollegeadmissionandthefinancialaidapplicationprocess.Overthepasttwoyears,UNLVTRIOTrainingInstitutehasbeenattendedbyover700TRIOprofessionalsfrom43differentstates,aswellasfromGuamandPuertoRico. UNLVGEARUP(GainingEarlyAwarenessandReadinessforUndergraduatePrograms)focusesonprovidingintenseandintrusiveservicestoentiregradelevelsofClarkCounty’spoorestmiddleandhighschools.TheGEARUPcohortmodelallowsTheCentertoservemorethan20,000students,theirparents,theirschoolandtheircommunity.Servicesincludeinstructionalenhancements,after‐schoolprogramming,teacherprofessionaldevelopment,volunteerandmentorservices,tutoring,skill‐buildingworkshops,parentalworkshops,aspeakers’bureau,andmuchmore.Outofthelastgraduatingclass,morethan71%ofUNLVGEARUPgraduatingseniorsenrolledinpostsecondaryprograms. Inadditiontoprovidingdirectservicestoparticipants,TheCenterconducts,contributes,andsponsorsacademicresearchaimedatenhancingthebodyofknowledgethatsupportstheimprovementofretentionandacademicattainmentratesofthedisadvantagedandunderrepresentedpopulations.The

100 % of UNLV TRiO Upward Bound (UB) participants and Upward Bound Math & Science Center (UBMSC) participants are low-income (LI) students &/or potential first generation (FG) college

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Center’sobjectiveistoincreasetheenrollment,retentionandgraduationratesofindividualsfromdisadvantagedandunder‐representedbackgrounds.GEARUPandtheTRIOprogramsatTheCenterarefederallyfundedthroughtheU.S.DepartmentofEducation.AllservicesprovidedthroughTheCenterarefreetothosewhoqualify.

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UniversityofNevada,Reno(UNR)TheUniversitymaintainsastrongbeliefinaccess.ThenumberofunderrepresentedstudentsisatitshighestpointintheUniversity’shistory.Infall2014,6,673of19,934(33.5%)studentsattheUniversityofNevada,Renoself‐identifywithanethnicityconsideredhistoricallyunderrepresentedinhighereducationinNevada.Thisrepresentsa2.5%increasefromfall2013.Ofnote,Infall2014,1,410students(41.6%)ofthetotalfirst‐yearstudentsself‐identifywithanethnicityconsideredhistoricallyunderrepresentedinhighereducationinNevada,representinga3.6%increasefromfall2013.Withthisinmind,theUniversitycommunitywillcontinueitscommitmenttostudentscomingfromunderrepresentedbackgroundsbyincludingthemintargetedoutreachandsupportservicesthatassistinenrollment,persistenceandgraduationfromtheUniversity.

NevadaSystemofHigherEducationInitiatives:

DiversityMasterPlanning:

TheUniversityofNevada,RenoisactivelyengagedintheformativeprocessofcreatingaNevadaSystemofHigherEducationsystem‐widediversityplan.Theplanwillhelpestablishthefuturedirectionofdiversity,equity,andinclusionefforts.EachNSHEinstitutionwillworktowardscommondiversitygoalsbytailoringapproachesspecifictoinstitutionaltypeandneed.

NorthernNevadaDiversitySummit:

TheconferenceExploringDiversityandEquityinEducation,Careers,andtheCommunitywasheldFebruary26thand27th,2015attheUniversityofNevada,Renoattracting360attendees.KeynotespeakerDr.GenevaGay,setthetoneregardingculturalresponsivenessinbothcollegeclassroomsandcommunities.Thepresentationfocusedonaskingappropriateandrelevantquestionsasacatalysttoforwardthediversitymission.FollowingDr.Gay,atotalof33concurrentsessionstookplaceoverthetwo‐dayconference.

HispanicServingInstitutionTaskForce:

TheUniversityofNevada,RenoincollaborationwithNSHEpeerinstitutionsisactivelyengagedinbothconceptualandpracticalworktomoveourcampusfrom“emerging”toafullydesignatedHispanicServingInstitutioninsupportoftheme1,goal2ofour2015‐2021StrategicPlan.Effortstodatehaveincludedmonthlyvideoconferencesandasystem‐widegrant‐writingworkshop.

Initiativestocreateaninclusivecampusforstudents:

TheCenterforStudentCulturalDiversity:

AnnualCulturalCelebrations NationalHispanicHeritageMonthwascelebratedinSeptember2014 LGBTQMonthwascelebratedinOctober2014 NativeAmericanHeritageMonthwascelebratedinNovember2014. AsianAmericanHeritageMonthwascelebratedinMay2014

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Studentorganizationsandacademicdepartmentscollaboratedoncultural,educationalandsocialeventseachmonthacrosscampus.Eventsincludedmovienights,fooddemonstrations,studentpresentations,paneldiscussionsandmusicalperformances.

IntertribalHigherEducationOutreachProgrameventswereheldinspring2014andFall2014:Theseprogramswereheldtobuildandmaintainagoodrelationshipwithourtribalcommunities.Assistancewithadmissions,scholarships,andcontinuingeducationareofferedalongwithhelpfillingouttheFAFSA.

UndergraduateChristineBrown,wasawardeda$10,000grantfromtheNativeStandorganizationwithassistancefromSaundraMitrovichattheCenterforStudentCulturalDiversity.Thegrantwilltakeplaceoveratwo‐yearperiodwiththegoalofimplementingahealthcurriculumasapartofhealthclassesonthereservation.AnimportantcomponentwillbringthesestudentsontotheUNRcampustovisitwiththemedicalschoolandthebiologyandchemistryfolks.Theendgoalistoencouragethefieldsofmedicineandhealthasviableoptions.

AsianandPacificIslanderHeritageWeekorganizedbytheAsianandPacificIslanderclubsandorganizationsoncampuswasheldApril21‐25,2014atUNR.EventswereplannedthroughouttheweektohighlightspecificaspectsofAsianculture.

InMay2014,thefollowinggraduationcelebrationswereheld;LatinoGraduateCelebration,AsianandPacificIslanderGraduateCelebration,BlackGraduateCelebration,NativeAmericanGraduateCelebration,andLGBTQGraduateCelebration.Theseareimportantcelebrationsforourstudentsastheycelebratetheirachievementswiththeirfamiliesandsupporters.

NoOpportunityWasted(NOW),alocalnonprofitworkingwithWCSDforthepastthreeyearstoteachhighschoolstudentsandtheirfamiliesaboutcollegeoptions.PartnerswiththeCenterforStudentCulturalDiversitytobringhighschoolstudentsmeetmonthlytolearntesttakingandapplicationskillsculminatinginaweek‐longtriptoseveralHistoricallyBlackColleges&Universities(HBCU's).Nevadastudentleadersandtheirmembershiphavetutoredthehighschoolstudentsandspenttimewiththemonseveraloccasionsaddressingthechallengesofthetransitionfromhighschooltocollege.Meetingsoccurredthroughout2014Calendaryear.

TheCenterforStudentCulturalDiversityassistedinbuildingthefirstSpanish–LanguageOrientationsessionsforLatinoparentswithallinformationdeliveredinSpanish.ThiswasincollaborationwithNewStudentInitiatives,OPS,FinancialAid,Housing,PoliceServices,andIntegratedMarketing.

TheCenterforStudentCulturalDiversityfacilitatedcommunicationbetweentheMexicanConsulateofLasVegasandtheUniversityofNevada,RenotocommencetheconversationofmoreexchangeofstudentsfromMexicocomingtostudyhereattheUniversityofNevada,RenoandourstudentsgongtostudyatMexicanUniversities.MeetingoccurredonApril11,2014.

BobbySeale:PowertothePeopleeventonApril22,2014incollaborationwiththeJoeCrowleyStudentUnion,ASUN,andtheCenterforStudentCulturalDiversity.AsaBlackPantherPartyfoundingmemberhespokeonsocialmovementsacrossgenerations.

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TheHispanicYouthLeadershipSummit(HYLS)washeldonApril18,2014andNovember6,2014atUNR,Itwasattendedby230LatinoFreshmenandSophomoresand277JuniorsandFreshmenrespectivelyfromWCSD.Sessionsonacademicpreparation,careerpathways,andfinancialplanningwereledbystaffandcurrentstudents.

AsianAmerican&AmericanIndian/AlaskaNativeyouthsummitonNovember24,2014forgrades9ththrough12thfrombothinsideandoutsidetheWashoeWCSDareinvitedtoattendtheyouthleadershipsummits.Studentscometocampusforahalfdayofinformationalsessionsandoutreachprogrammingdesignedtogivetheminformationandtoolstomaketheprospectofacollegeeducationareality.Atotalof151studentsattended.

TheBlackYouthLeadershipSummit(BYLS)washeldonOctober3,2014atUNRandattendedby158studentsfromWCSD.Thefocusofthesummitwastoaddresshighschoolgraduationrequirementsandadmissiontohighereducation.UNRadministrators,facultyandstudentsparticipatedinthisevent.

RenoSparksIndianColonyyouthleadershipsummitonMay30,2014forgrades9ththrough12thfrombothinsideandoutsidetheWashoeWCSDareinvitedtoattendtheyouthleadershipsummits.OneHundredstudentsvisitedcampusforahalfdayofinformationalsessionsandoutreachprogrammingdesignedtogivetheminformationandtoolstomaketheprospectofacollegeeducationareality.ItwasanespeciallyimportantcollaborationbetweentheRenoSparksIndianColony,WCSD,BarrickGoldCorp.,andtheCenterforStudentCulturalDiversityasitalsobroughtstudentfromElkoCounty,Owyhee,andMcDermitt.

TheStartThinkingAboutCollege(STAC)Program,isdesignedtomotivateandinformunderrepresentedWashoeCountystudents.Studentsandtheirfamilieswereinvitedtofollow‐upsessionsintheschoolsonfinancialaid,ACT/SATpreparationclasses,andpreparingfortheadmissionsprocess.CollaborationwithWCSD,StudentServices,andtheCenterforStudentCulturalDiversity.Infall2014,799seventhgradersparticipatedinSTAC.

WashoeCountySchoolDistrict(WCSD)FamilyAccessDaywasheldFebruary8,2014andNovember22,2014attheUniversity.UNRcollaboratedwithWCSDFamily‐SchoolPartnerships.ThisdaylongeventprovidedK‐12appropriateworkshopswithinformationabouthowtosupporttheirchildren’ssuccessathome.Kindergartenthroughhighschoolstudentsandtheirparentsattended.

TheseventhannualAmericanIndian/AlaskaNativeEducatorsSummitwasheldattheUniversityonMarch17‐18,2014.EducatorsfromNevadaandthewestattendedthistwo‐dayconference.Thefocuswasonsuccessfulmethods,policies,andproceduresinworkingwiththisindigenousstudentpopulation.IncollaborationwithNevadaIndianCommission,OfficeofIndianEducation,WCSD,UNLV,andtheCenterforStudentCulturalDiversity.

OnMay6,2014,theCenterforStudentCulturalDiversityincollaborationwithWCSDheldthethirdannualWashoeCountySchoolDistrictMulticulturalSeniorDaytocelebrateseniorswhoareontracktograduatefromhighschool.TheeventwasheldattheJoeCrowleyStudentUnionandwasattendedby170participants.

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OnMay6,2014,theCenterforStudentCulturalDiversityincollaborationwithWCSDheldthethirdannualWashoeCountySchoolDistrictMulticulturalSeniorDaytocelebrateseniorswhoareontracktograduatefromhighschool.TheeventwasheldattheJoeCrowleyStudentUnionandwasattendedby170participants.

TheCenterforStudentCulturalDiversityincollaborationwithStudentServicesandWellsFargoBankhostedtheMexicanConsulateofLasVegasattheUniversityofNevada,RenotoallowthemtoprovidetheirservicestotheNorthernNevadaMexicanpopulation.Takingadvantageofthisopportunitytoprovidecollegeadmissionsrequirements,FAFSA,scholarships,andtheapplicationprocessinformationtomorethan150peoplethatotherwisewouldprobablynotvisittheUniversityonNovember6,2014.

LatinoResearchCenter:

TheCentersupportedthetraveloftenLatino/‐astudentsfromtheUniversityofNevada,RenotoChicago,IllinoistotheU.S.HispanicLeadershipInstitute(USHLI)NationalLeadershipConference.USHLIisaChicago‐basednational,nonprofit,nonpartisanorganizationthatprovidesvoterregistrationandleadership‐trainingopportunities.ThestudentsspenttimewithnationallyprominentLatinoleaderssuchasformerSecretaryofLaborHildaSolis,andcivilrightsactivistDoloresHuerta,whoworkedcloselywithCésarChávez.Workshopsandforumsfocusedonthisyear’stheme:EmpoweringtheE‐generation.

TheLatinoResearchCenteralsohostedtheStudentLeadershipseriesonMarch14incollaborationwiththeUSHLItobenefitlocalhighschoolstudents.TheInstituteprovidedtheLeadershipDevelopmentProgram,whichisaninteractiveprogramforhighschoolstudents.HighschoolstudentsatSpanishSpringsHighSchoolandGalenaHighSchoolwereabletoparticipate.Morethan4,200studentsand450teachersattendedtheevent.

FacultyandStaffDiversity:

TheUniversitystrivestobuildstrongdiverseapplicantpools.Whenasearchisopened,HumanResourcesrequiresthatthepositionbeadvertisedindiversitypublications,inadditiontotheotherrecruitmentefforts.Allsearchcommitteesmustbediversetoincludeunderrepresentedgroups.UnderUNR’saffirmativeactionplan,certainpositionsareidentifiedwithagoaltohiremorewomenorunderrepresentedgroups.Whenasearchisopenedforapositionwiththatgoal,additionaleffortsaremadeinordertoincreasethediversityofthepool.

Currently,thereare2,884staffworkingattheUniversity.Ofthatnumber,631or21.8%arefromunderrepresentedgroups.Thebreakdownoftheunderrepresentedgroupis221academicfaculty,177administrativefacultyand233classified.(Source:UNRHumanResources)

CampusInitiativesandCommunityPartnerships:

CriminalJustice:

WithdiversityissuesexistingacrossthecurriculuminCriminalJustice,thedepartmenthasidentifieddiversityandmulticulturalismascentraltoitsstudentlearningoutcomesandobjectives.Toexpandstudentexposuretodiversitytopicsandquestions,coursesfocusingon

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diversity/multiculturalismarebeingemphasizedwiththeexpectationthattheywillbeofferedmorefrequently.Inthisregard,therecruitmentofnewfacultyandcoursedevelopmentarepriorities.

Education:

Drs.JanetUsingerandJafethSanchezoftheEducationalLeadershipprogramhavebeeninvolvedwiththedevelopment,implementation,andevaluationofNevadaStateGEARUP(GainingEarlyAwarenessandReadinessforUndergraduatePrograms).Dr.UsingerhasservedasaninternalevaluatorfortwoNevadaStateGEARUPprojectssince2001.ThethirdNevadaStateGEARUPprojectwasnewlyawarded,sotheimplementationoftheprojectbeganduringthe2012‐2013andwillhavea7‐yearduration.

TheUNRCollegeofEducationDean'sFutureScholars(DFS)programhasprovidedlong‐termmentoring,summerprogramming,scholarships,andsupportforlow‐income,firstgenerationstudentsfor15years.TheDFSprogram’sfirstcohortconsistedofonly50studentsand2015willbetheyearthatDFSreachesatotalof1,000low‐income,firstgenerationstudentsserved.TheDFSprogramisuniqueinthatitprovidesearlyinterventionforprogramparticipantsbeginninginthesixthgradeandcontinuessupportingstudentsthroughcollegegraduation.Theprogram'slongitudinalsuccessisattributedtothelong‐termmentoringprogramwherecollegestudents,whohavesimilarbackgrounds,serveasmentorstoprovideconsistent,individualizedsupporttoincreasestudentachievement.Currently,theDFSprogramserves346studentsin30differentschoolsingrades7‐12and192studentsatthepost‐secondarylevel.92%oftheprogramparticipantsarestudentsofcolor,28%areEnglishLanguageLearners,and5%receiveSpecialEducationServices.ThehighschoolgraduationrateforDFSprogramparticipantsincreasedfromonly59%in2006to98%in2014andtheoverallcollegeenrollmentrateis68%.TheprogrammodelhasproventobeextremelyeffectiveinbuildingasenseoffamilyandcreatingacollegecultureandtheDFSprogramparticipantscontinuetoreachnewheightswith8DFSstudentswhohavegraduatedwithMaster’sDegreesand7morewhoarecurrentlypursuingadvanceddiplomas.

GenderRaceandIdentityProgram(GRI):

GRIisaninnovative,interdisciplinarycenter,whichhousesthegraduatecertificateinGRI,themajorandminorinWomen’sStudies,andtheminorsinEthnicStudies,ReligiousStudies,andHolocaust,Genocide,andPeaceStudies.Housingandsupportingcross‐listedcoursesinnumerousdepartments,wepromotediversityacrossthecurriculum.Ourmajorandminorscombinedserveover100students,andamorerobustnumberofstudentstakeourcoursestofulfillintroductorysocialscience,diversity,andcapstonerequirements,andaselectives.TheGRIgraduateseminarenrollsnotonlygraduatestudentsenrolledinourcertificateprogram,butstudentsfromotherdepartmentsinterestedininterdisciplinaryandcriticaltheory.

SchoolofMedicine:

TheUniversityofNevadaSchoolofMedicine(UNSOM)recognizesthatdiversitypromotesexcellenceineducation,researchandhealthcare.Ourschoolisaninclusiveandengagedcommunityandappreciatestheaddedvaluethatstudents,facultyandstafffromdifferentbackgroundsbringtotheeducationalexperience.Westrivetodevelopculturallycompetent

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graduatestocarefortheresidentsofNevadaandthenation.ThisreportprovidesinformationpertainingtothediversityofourstudentsanddescribestheSchoolofMedicine’soutreacheffortstoattractdiversestudentstotheapplicantpool.TheSchoolofMedicine’smissionistoimprovethehealthandwell‐beingofallNevadansandtheircommunitiesthrough: Excellenceinmedicalstudenteducationandpostgraduatetrainingproducingnationalleaders

inmedicine Excellenceinclinicalcareofthehighestquality,safetyandinnovation Excellenceinbiomedicalandbehavioralresearchwithlocal,nationalandglobalimpact Demonstratedcommitmenttoaninstitutionalcultureofrespect,compassionanddiversity

ThefollowinguniqueapplicantcharacteristicsconsideredbytheSchoolofMedicineintheadmissionsprocessincludethefollowing:

Culturalandracialbackground First‐generationcollegestudents Socio‐economicbackground Rural,urban/geographicallydisadvantaged Educationallydisadvantaged Sexualorientation(LGBTQIA)

TheGraduateSchool:

DiversityInitiativesincollaborationwiththeGraduateSchoolandNevadaStateCollegeintroducedGradFITtoeightundergraduatestudentsofNevadaStateCollegeinthespringof2014.GradFITwasathree‐dayintensiveprogramfocusingonBiologyandPsychologygraduatestudiesattheUniversityofNevada,Reno.Eightstudentswereselectedonthecriteriaasself‐identifiedfirstgeneration,lowincomeorfromhistoricallyunderrepresentedbackgrounds.Duringthethree‐dayprogram,participantswentthroughaseriesofactivitiesallwiththepurposeofpreparingthestudentsforgraduatestudies.

Journalism:

TheReynoldsSchoolofJournalismestablishedaDiversityFellowinResidenceprogram.TheinauguralFellow,HugoMoralesofRadioBilingue,spentthreedaysoncampusinMarch2015,engagingwithstudentsfromacrosstheUniversity,meetingwithleadersintheLatinocommunity,andgivingtalksinEnglishandSpanishonissuesofdiversityincommunication.

TheRSJwillholditsthirdNextGenerationRadioBootCamp,inpartnershipwithNPR,inMay2015.Wearetheonlyjournalismschoolinthenationtoofferthisprogram,whichtrainsstudentsofcolorforcareersinpublicmedia.AndtheRSJ’sScrippsLecturerfor2015,KeithGarvinofHouston’sKPRC‐TV,anAfricanAmericanjournalist(and1995RSJgraduate),metwithstudentsofTheCenterforStudentCulturalDiversityduringhisvisit.

 

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NevadaStateCollege(NSC)Asaninstitutionfoundedontheidealofbroadaccesstobaccalaureatedegrees,NevadaStateCollege(NSC)haschampionedacommitmenttodiversityfromthebeginning.Wehonorthiscommitmentastheonlymeansofproperlyaddressingtheneedsandinterestsorourlargelyfirst‐generation,under‐representedstudentpopulation.NevadaStateCollegerecognizesthatbyrealizingdiversity,NSCgainsvalueandbringsrichnesstothelivesofeachcampusmember.Ultimately,NSC’scommitmenttodiversitymeansvaluingthefullspectrumofsocial,cultural,andintellectualidentitiesofourpopulation.Italsomeansthefulfillmentofasingularideal–allstudentsdeserveanopportunitytosucceedinhighereducation.

Aresultofthiscommitmentisthegrowthofourdiversestudentpopulation.Thepercentageofstudentswhobelongtoanethnicorracialminoritygrouphasgrowneveryyearsinceinourinception,from26%in2002tonearly50%inspring2014.NSChaslaunchedastudentsurveytobetterunderstandtheexperiencesofourdiversestudentbodyandtogaininsightintostudentneedstoimprovetheircollegiateexperience.Inanticipationoftheopeningoftwomajorcampusbuildingsstudentengagementisontherise.Facultyandstaffareactiveinadvisingandmentoringidentitythemedstudentgroups(e.g.,lesbianandgayissues,veteransstatus,hearingimpaired).Students’interestinestablishingamulticulturalsororityandfraternityoncampusisasignofgrowthandincreasedengagement.NevadaStateCollegeisclassifiedasaMinorityServingInstitution.Currently,NSC’sHispanicstudentpopulationis20%andisclassifiedasanEmergingHispanicServingInstitution.NevadaStateCollegeisanAssociateMemberInstitutionoftheHispanicAssociationofCollegesandUniversitiesandreceived“DesignationasanEligibleInstitutionunderTitleIIIandTitleVPrograms”bytheU.S.DepartmentofEducation,OfficeofPostsecondaryEducation,forthreeconsecutiveyears.AnHSITaskForcewasestablishedtohelptheinternalcollegeandlocalcommunitybetterunderstandthemultiplebenefitsofachievingHSIstatus,embodyachievingHSIstatusintotheCollege’sstrategicplans,receiveHSIdesignationby2020andprovidefacultywithgrantdevelopmentseminarsandassistancetoincreaseourcompetitivenessforfunding.OutreacheffortstothecommunityincludeNSC’sGearUPprogramthatpartnerswithfourhigh‐povertymiddlesschools,Harney,Mack,Clarke,andWoodburytocreateacollege‐goingculture.Activitiesinthemiddleschoolsspanfromcareerreadinesstofinancialliteracyandcollegevisitstotutoringassistance.EffortstomentorandretainGEARUPstudentsthatarecurrentNSCstudentsfurtherstrengthensNSC’scommitmenttoservingandgraduatingunderrepresentedstudents.OurTRIOUpwardBoundProgramsserveBasic,Eldorado,SunriseMountainandChaparralHighSchoolsandprovidefundamentalsupporttoover127participantsintheirpreparationforcollegeentrance.Theprogramprovidesopportunitiesforparticipantstosucceedintheirprecollegeperformanceandultimatelyintheirhighereducationpursuits.TRIOUpwardBoundserves:highschoolstudentsfromlow‐incomefamilies;andhighschoolstudentsfromfamiliesinwhichneitherparentholdsabachelor'sdegree.ThegoalofTRIOUpwardBoundistoincreasetherateatwhichparticipantscompletesecondaryeducationandenrollinandgraduatefrominstitutionsofpostsecondaryeducation.NevadaStateCollegeisactivelyinvolvedwiththeUrban,Latin,andAsianChambersofCommerce.Newpartnershipshavebeenformedwithvariousbusinessandon‐profitentitiestoprovidescholarshipfundsaswellasinternshipandemploymentopportunitiestosupportourdiversestudents.Forexample

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uniquecollaborationswithentitiessuchasNevadansfortheCommonGoodandtheUpliftFoundationhavestrengthenedcommunityties.Morespecifically,NSCpilotedamentoringprogramthatpaireddiversestudentswithcommunitymemberstoprovidecareerguidance,serveasacommunityresourceandtoencourageacademicsuccess.

NSCisfocusedonmaintainingandincreasingitsdiversefaculty.Fall2014indicatethat17%ofNSC’stenuredandtenure‐trackacademicfacultymembersrepresentethnically/raciallydiversepopulationsand55%ofNSC’stenuredandtenure‐trackacademicfacultymembersarefemale.AmongstNSC’sprofessionalstaffmembers40%representethnically/raciallydiversepopulationsand59%oftheprofessionalstaffmembersarewomen.Thesenumbersmorecloselyapproximatethedemographicsofourstudentpopulation.NSChaslauncheditsfirsteveryclimatesurveyforfacultyandstaff.Surveyitemsrelatedtodiversity,engagement,jobsatisfaction,andsupervisorysupportwillprovideinvaluableinsightintorecruitingandretainingdiversestaffandpromotinganinclusivecampus.

TheSchoolofEducation(SOE)facultyisactiveininclusionanddiversityinitiatives,bothinthecurriculumandinthecommunity.OneofthesixcoreprinciplesguidingtheSOEprogramisdiversity.Asaresult,emphasisonteachingteacherstoconsiderandaddresstheneedsofEnglishLanguageLearnersandstudentswithspecialneedsisintegratedacrossthecurriculum.NSCwasoneofseveralsponsorsoftheNationalAssociationofBilingualEducationConferencethatoccurredinLasVegasinMarch2015.TheParentInstituteComponentofthisConferencewasledbyanSOEfacultymember.

TheCollegeofLiberalArtsandSciencescontinuestogrowitsdiversecourseofferingstoengenderunderstanding,appreciation,andinsightintodifferent,non‐mainstreamAmericanornon‐Westerncultures.Thesecoursesprovidestudentswithdifferentlensesandperspectivesthroughwhichtoviewculturalconstructssuchasclass,ethnicity,gender,religion,andsexualorientation.TwonewminorsSocialJusticeandDeafStudieswilllaunchinfall2015.TheSocialJusticemineratNevadaStateCollegeoffersaninterdisciplinaryapproachtostudyingsocialjusticestrugglesandactivists’rootsrelevanttounderstandingthehistoricalandcontemporaryexperiencesofdiversegroupsintheUnitedStates.TheSocialJusticeprogramdrawsfromfacultyexpertiseintheareasofcommunications,criminaljustice,psychology,sociologyandEnglishtoengagestudentsincriticalthinkingacrossdisciplines.TheDeafStudiesminorofferscoursesfocusedonunderstandingDeafcultureandidentity,andthediscriminationfacedbytheDeafcommunity,aswellbuildingskillsinAmericanSignLanguageandinterpreting.Inaddition,DeafCulture(AM153)andIntroductiontoLGBTQStudies(SOC230)wereaddedtoNSC’sculturaldiversitycorelist.

TheNevadaStateCollegeSchoolofNursingfostersexcellenceinhealthcarebyprovidinginnovativeandevidence‐basededucation.Afocusoncaringandcompetenceleadstoimprovedsafetyandculturalawarenessforallparticipantsinthehealthcaresystem.Caringnursingpracticeincludesapplicationofboththeartandscienceofnursing.Caringpracticebythenurseincorporatesculturalsensitivitytoprovidesafe,quality,patient‐centeredcare.Thushandsontrainingwithvulnerablepopulationsrangingfromautisticanddeafpatientstotransgenderandnon‐Englishspeakingpopulationsareintegratedintotheacademicexperience.Nownearingtheendofitssecondyear,theNepantlaprogramcontinuestoprovideexceptionalsupportandmentorshiptoadiversearrayofstudents.Nepantlaisafaculty‐ledinitiativethateducatesandempowerslow‐income,under‐servedandfirst‐generationstudentstoembracethecollegeexperience,achieveacademicsuccess,andgivebacktothecommunity.In2014,Nepantlawelcomedanewcohortof21ethnically‐diverse,first‐generationstudents.Theinitialcohort,consistingof22students,isnowinitssecondyearofstudy.Todate,studentsintheNepantlaprogramhavefaredconsiderablybetterthan

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matched,non‐Nepantlastudentsaccordingtoseveralcriticalmarkersofsuccess,includingretentionandacademicperformance.InthecomingyearstheprogrampromisestoincreasethenumberanddiversityofcollegegraduatespreparedtoentertheworkforceandassumeleadershiprolesinNevada.NSCismakingsignificanteffortstoimproveinterestandperformanceofdiversestudentsinSTEMdegreeprograms.ThePhysicalandLifeSciencesdepartmenthasbeengrantedasubawardoftheNevadaIdeasNetworkforBiomedicalResearchExcellence(NV‐INBRE),amultimilliondollarfederalgranttoNevadainstitutionstoincreaseinterestinbiomedicalscienceandresearch.NSCusesitssubawardtohostanintensivesummerresearchprogramforstudentsaswellasofferbiannualtrainingonstate‐of‐the‐artpharmaceuticalanalysisequipment.Ofthe138studentswhohaveparticipatedintrainingand34studentsthathavebeendonesummerresearch,52.1%wereminorities,64.8%werefemale,48.8%werelow‐income,and43%werefirstgeneration.

NSChaspartneredwiththeUniversityofNevadaRenotoprovideathree‐daytrainingforNSCstudentsfromdisadvantagedbackgroundswhoareinterestedingraduateprogramsinBiology,Chemistry,PsychologyandEnglish.Thisprogram,calledGradFit,startedin2014whenNSCsent8studentstoUNRwheretheygottomeetgraduatestudents,faculty,aswellasstafftohelporientstudentsabouttakingtheGREandfinancingtheirgraduateeducation.Thissummer,NSCissending10students.

NSCrecentlyimplementedseveralinitiativesthatmarshalthesupportofstudentpeers.Theinitiativesarefoundedonthebeliefthatsuccessful,experiencedstudentswhoreflectNSC’sstudentbodyatlarge,andthuscanserveascrediblerolemodelsandmentors,areoneofthecollege’smostvaluableresources.OurburgeoningCourseAssistantprogramleveragestheimpactofthesesuccessfulpeersincritical,high‐enrollmentgatewaycoursesthathistoricallyhavederailedstudentprogresswithhighfailureandwithdrawalrates.Thecourseassistantsplaythehybridroleofin‐classtutor,supplementalinstructionleader,andpeermentor,andtheyeachundergoarigoroustrainingprogramthatimbuesknowledgeandskillsabouthowtofacilitatestudentsuccess.Topicscoveredincludesocialbelonginginhighereducation(e.g.,Stephens,Hamedani,&Destin,2014),academicself‐efficacy(Pajares,1996),andacademicmindset(Dweck,2007).Intheinauguralfall2014semesteroftheprogram,non‐whitefreshmenwhoworkedwithacourseassistantshowedsignificantlyhigherratesofpersistence(7%higher)andacademicgoodstanding(15%higher)thannon‐whitefreshmenwhodidnotworkwithacourseassistant(increasesof7%and15%,respectively).Theseincreasesalsowereobservedfornon‐freshmen,butthemagnitudeofthedifferencewasnoticeablysmaller(3%higherforpersistenceand8%higherforgoodstanding).

Anothercampus‐wideinitiativethatreliesheavilyonpeersupportisournewWritingCenter,whichwasfoundedinfall2014toprovidestudentswithhighqualityacademicsupport.TheCenterisanchoredbyamissiontohelpallstudentsreachtheirhighestpotentialwhilefosteringacultureofwritingandexpressionacrosstheentirecampus.TheCenterhascultivatedawelcomingenvironmentthatadaptstothediverseneedsofdifferentstudents.Outreachcampaignsaimtoincreasetheutilizationofthecenteramongabroadrangeofstudents,particularlythefirst‐generation,non‐traditionalandhistoricallyunder‐representedstudentswhooftenarelesslikelytorelyonacademicsupportservices.ThepeerwritingspecialistswhoprovidesupporttostudentsbenefitfromextensivetrainingthatincludespreparationtoassiststudentsforwhomEnglishisnottheirprimarylanguage.ThoughtheCenterwasdevelopedoverthesummerandlaunchedjustpriortothefall2014semester,ithasalreadyprovidedintensive,one‐on‐oneconsultationstoseveralhundredofourstudents.In2014NSClaunchedaScorpionPeerMentorprogramtohelpourlargelyfirst‐generationpopulationofstudentsreachtheiracademicgoals.ScorpionPeerMentorsundergotrainingthatengagestheminstudentdevelopmenttheoryandpracticethataddressesthechallengesandexperiencesoffirst‐generationstudents.Specifically,peermentorsaretrainedtohelpNSCachievethefollowingobjectives:1)provideclearandconsistentinformationthathelpsstudentscompletetheirdegrees;2)provide

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conducivespacesthatpromotelearningandinvolvementinacademiclife;3)providepersonalandsocialsupportforstudentstoengenderafeelingofbelongingtotheNSCcommunity;and4)valueallstudentsandignitetheirwillingnesstobuildcommunityamongtheirpeers.Undertheseobjectives,thepeermentorprogramaimstoengagefirst‐generationstudentsinareciprocalprocesstonotonlybecomeintegratedintoNSC,butalsogaintheskillsnecessarytobemeaningfulcontributorstoamoreinclusivecampusenvironmentforstudentsenteringthecollegewithsimilarcharacteristics.

ThenewlymintedOfficeofCommunityEngagementandDiversityInitiatives(CEDI)seekstopromoteacampusculturethatvaluesdiversityinallitsformsthroughinclusivedialogues,experiencesandappreciationandvalueofotherstoleveragepeopleasasourceofcollectivelearning,campusunity,andinstitutionalstrength.TowardthispursuitCEDIofferedfacultyandstaffworkshopsfocusedonworkingwithundocumentedandDACA‐mentedstudents,LGBTQstudents,andfirstgenerationLatinostudentsaswell.CEDIalsolaunchedtheCelebratingExcellencecampaign,asocialmediainitiativedesignedtoincreasecampusawarenessandcommunitydialogueontheuniqueidentitiesandcontributionsofstudentsandstaffalike.CEDIalsore‐institutedacampuswidecommittee,DiversityandInclusionTaskForce(DI).MembershipoftheDIiscomprisedoffaculty,staffandstudentswhoidentifystrategiesandmakerecommendationstotheAssociateVicePresidentofCommunityEngagement&DiversityInitiativesandthePresidenttostrengthenacoordinatedapproachfordiversityandinclusion.DImembershavespearheadedthecampusclimatesurveyandactivelysupportinitiativessuchasthepeermentoringprogram,HSITaskForce,andStatusofWomenconveningtonameafew.

TheOfficeofInstitutionalResearchhasbuiltacomprehensivecampus‐widedatabasethatdisaggregatesallinstitutionaldatabykeydemographicstoensurethesuccessofourdiversestudentpopulation.Thisdatabaseincludesinformationfrommultipleconstituents,includingacademicaffairs,studentaffairs,advising,tutoring,supportservices,andouraccreditationteams.Toensuredataaccuracy,adatacollectionprocedurethatrequiresalldataoncampustobereporteddirectlytoacentraldatabasewithintheIRofficewasestablished.Theuseofdisaggregateddatahasimpactedanumberofnewinitiativesoncampus.

 

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CollegeofSouthernNevada(CSN)TheCollegeofSouthernNevada(CSN)continuestoplacediversityasanoverarchingprincipleandaccreditation“theme”thatimpactsallareas.Moreover,theCollegehasmadeitapriorityinplanningandestablishingitsinstitutionalidentity.CSN’sstudentbody,facultyandstaffcontinuetostrengthendiversitythroughtheircompositionandactivecontributions.UndertheleadershipofPresidentMichaelD.Richards,theOfficeofCommunityRelations,DiversityandMulticulturalAffairsworkscloselywithalllevelsoftheadministration,staffandfacultytoachieveitsmission,visionandgoals.OfficeMissionTheCSNOfficeofCommunityRelations,DiversityandMulticulturalAffairsfostersacollegeculturethatvaluesdiversityandenhancestheexperienceandlivesofstudents,faculty,staffandthecommunitybypromotingunderstanding,appreciation,andrespectforindividualandgroupsocial,historical,cultural,capability,identity,linguisticandintellectualdifferencesandsimilarities.OfficeVisionCSN’sOfficeofCommunityRelations,DiversityandMulticulturalAffairsstrivesforqualityinallendeavors.Itworkstocreateacollegecommunitythatembracesdiversityanditspowertopositivelytransformandexpandopportunitiesforall,toempowerourcommunitiesandtopreparethefutureworkforcefortheglobaleconomy.Itviewsasupportiveandopencommunitypredicatedontrust,understandingandcollaboration.OfficeGoals

1. Create,enhanceandpromoterelationshipswithdiverseinternalandexternalconstituenciesthatdirectlyimpactstudentsuccessandinstitutionalgoals;

2. Supportinitiativesthataimtocreateexcellencebymaximizingthebenefitsofengagingandsupportingdiversecommunities;

3. Establishchannelsforopen,interactive,internalandexternalcommunicationthatprovide

representationtodiversecommunitiesandenhanceunderstanding,respectandcollaboration;

4. Assistinthecreationandimplementationofstrategies,policiesandproceduresthatrelatetothefulfillmentofinstitutionalgoals;

5. Establishprocessesofinclusiontorepresenttheinterestsandneedsofdiversepopulationsin

institutionalplans,goals,programs,initiativesandstructure;

6. Supporteffortstorecruit,retain,advanceanddevelopdiversefaculty,staffandstudents;

7. Designandimplementprogrammingthatpromotesdiversity,inclusionandculturalawareness;

8. PromoteandmonitorprogressinmeetingCSN’saffirmativeactiongoals;

9. Conductregularandon‐goingtrainingandevaluationinculturalanddiversitycompetencies;and

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10. Provideguidanceondiversity‐relatedissuestointernalconstituencies.

TheOfficeofCommunityRelations,DiversityandMulticulturalAffairsoverseescommunityoutreachefforts,establishesandmanagesnationalandlocalpartnerships,implementsdiversitycoreprogramsandcollaborateswithCSNsschoolsanddepartmentsinavarietyofinitiativesandeventsthathelpmeettheinstitution’sdiversity‐relatedobjectives.Someofthediversity‐relatedprograms,initiativesandactivitiesattheCollegeofSouthernNevadainclude:HispanicServingInstitution(HSI)andMinorityServingInstitution(MSI)DesignationsInJanuary2015,CSNbecamethefirstHispanicServingInstitutioninthestateofNevada.CSNhasbeenpreparingsince2012forthishonorwhenPresidentMichaelD.RichardsappointedtheHSITaskForce,madeupbyfaculty,administrativestaffandcommunityleaders,tocoordinateHSIstatusattainment,provideguidanceintheimplementationofHSI‐orientedcommunicationandoutreachefforts,guidetheHSIapplicationprocessandissueprogrammingrecommendations.CSNisfinalizingthedetailsofitsfirstTitleVgrantproposaltobesubmittedin2015.CSN’sHSITaskforcechairalsoleadsastate‐wideNSHEHSItaskforcethatisexploringcollaborationsandpotentialjointgrantpresentations.InMarch2014,CSNqualifiedasaMinorityServingInstitutionundertheAANAPISIcategory,astheinstitutionhadanenrollmentofundergraduatestudentsthatisatleast50percentPellGrantEligibleandatleast10percentAsianAmericanandNativeAmericanPacificIslander.CommunityRelationsandNationalPartnershipsCSNcontinuestobuildpartnershipswithlocalandnationalbusiness,government,non‐profitandcommunityorganizationsrepresentingdiversepopulations.TheCollegehascountlesscommunityprogramsandseveraladvisoryboardsthatconnectourcommunitiestotheCollege.TheOffice,theDivisionofWorkforceandEconomicDevelopment,theacademicdivisionsandmanycollegedepartmentsforgecommunitypartnershipsatdifferentlevelstoaccomplishthecollege’smissionanditsdiversityobjectives.CSNhasestablishedmatchingscholarshipprogramswiththeUrban,LatinandAsianChambersofCommerce,aswellasotherseveraldiversecommunityorganizations.Recently,theOfficehasbeenworkingwiththechamberstoenhancetheinitiativefollowingamodelestablishbytheLatinChamber.Thismodelcreatesatwo‐yearstudentcohortsupportprogramthatprovidescontinualfinancialassistance,aswellastargetedinterventionsforstudents.Bothcommunityandcollegementorsmonitorandreportonthestudents’progresstoensurecompletionandretention.Studentsattendtrainingandeducationalsessionsandengageincommunityandcollegeactivities.The“chamberscholars”pilotprogramisprovingsuccessfulyieldingretentionwithhighGPAsforsevenoutofeightstudentsattendingCSN.Thefirstcohortisexpectedtograduatein2015.TheOfficeofCommunityRelationshasbeenworkingwiththeSchoolofBusiness,HospitalityandPublicServicetolaunchamentorandinternshipprogramwiththeUrbanChamberofCommerce.Currently,theOfficeisexploringopportunitiestoreplicateandenhancetheprogramwithotherschoolsandcommunityorganizations.CSNworkstoidentifyanddevelopprogramswithnationalinstitutions.ItcurrentlycollaborateswiththeHispanicAssociationofUniversitiesandColleges(HACU),theCongressionalHispanicCaucusInstitute(CHCI)andothernationalinstitutestobringinternshipopportunitiestoCSNstudents.In2013,CSN

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presentedatHACU’sannualconferenceandestablishedtwointernshipsopportunitieswithCHCIforthreeyearsfrom2014to2016.CommunityMappingTheOfficeiscurrentlydevelopingacommunitymappingprocess.Thismapwillbeutilizedtogenerateatargetedoutreachplanthatwillcreate,enhanceandpromoterelationshipsanddirectlyimpactstudentsuccessandinstitutionalgoals.Organizationswillbeidentifiedbyindustrysectorandcategory(stakeholder/interestgroup)toensuretheCollegeisworkingwiththevariousorganizationsinthecommunitytosupportitsinitiatives.Thecapabilitycanbeextendedtorecord,categorizeandtrackCSN’scommunityengagementsandrelationshipsbyalldepartmentsanddivisionswithintheCollege.Throughthisprocess,CSNisalsodevelopingacontactdatabasethatcanbeutilizedtofurtherenhancecommunicationandinstitutionalizecommunity‐relatedinformation.AchievingtheDream(ATD)Since2012,CSNhasworkedwiththenationalAchievingtheDreamOrganizationtotransformitselfandpursuethecollegesgoaltoprovidenotjustequal,butalsoequitableeducationalopportunitiesforallstudentsacrossracial,ethnicandincomegroupsby:(1)Determiningwhatbarrierstheyfacetotheireducationalsuccessand(2)Systematicallychangethewayweoperatetoremovethosebarriers.CSN’sultimategoalisthatofsuccessforallenrolledstudents.ThroughtheuseofATDprinciplesandpractices,CSNwillbecome“ThePremierProvider”ofawell‐educated,knowledgeable,skilled,andqualifiedworkforcecapableofmeetingtheneedsandrequirementsofNevadaemployers.Inaddition,throughcollaborationacrosstheUSAwithotherATDconstituents,CSNwillassistinthemovementofournationbackto1stintheworldinthepercentageofyoungadultswithacollegedegree.Duringthe2012–2013academicyear,CSNbegancollectingandanalyzingquantitativeandqualitativedata(throughstudentfocusgroups)todeterminewhatthebarriersarethatstudentsfacethatultimatelygetinthewayofthemcompletingtheircoursesandtheirdegrees.Duringthe2013–2014academicyear,CSNdesignedandimplementedsomestrategicandfocusedinterventions(focusingoncoursecompletionandpersistencefromonetermtoanother)thatwouldbeputintoplacewithseveralpilotgroupstohelpremove/reducethosebarrierstosuccess.Today,CSNisinthemidstofassessingtheoutcomesoftheinterventionsandaremakingnecessaryadjustmentsinanefforttoscaleuptheinterventionstothebroadstudentpopulation.CSN’sATDworkcontinuestoengageteamsofpeoplecomposedofadministration,faculty,staffand,ofcourse,students.ThisbroadengagementthroughourATDeffortshavehelpedtocatapultCSNfromacultureof“access,qualityanddiversity”toacultureof“access,quality,diversityandsuccess.”StrategicEnrollmentPlanTheCSNstrategicenrollmentplanning(SEP)processbeganinsummerof2013inpartnershipwithNoel‐Levitz.SEPisdataandinformationderived,includesCollege‐wideparticipationthroughtheStrategicEnrollmentPlanningCouncil,andintegratesacontinuousandongoingprocess.Keyperformanceindicators,supportingthecorethemesoftheinstitution’sStrategicPlan,havebeenestablished.Theseincludea)Overallstudentenrollment(accessanddiversity),b)Studentretention,persistence,coursecompletionandgraduation(studentsuccess);andc)Institutionalfiscalhealth(quality).

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Throughthisprocess,ninetoptierenrollmentstrategieshavebeendevelopedandprovidethefoundationtosupporttheobjectives.Theycapitalizeontheareasofopportunitiestogeneratethenecessaryresourcesforfurtherimplementationinsubsequentphases.Recruitment,RetentionandStudentServicesThereareseveralinstitutionalprogramsthatimpactdiversityintheareasofrecruitment,retentionandstudentsuccess.Someexamplesareincludedbelow:TheTrioServicesprogramservedcloseto1,000studentssinceitsinceptionin2001.Itofferedpersonalcounselingandaddressedcollegeadjustmentissues;providedacademicadvising,transfercounseling,studyandcollegesurvivalskillsdevelopment,tutoringinmathandbiology;assistedwithclassscheduling/registration,careercounseling,financialaidandsupplementalinstruction.Italsoofferedacomputerlabfortheuseofitsparticipants.TheCollegeConnectionsinitiativeswithWesternHighSchool(2013‐14),andRanchoHighSchool(2014‐15)assistshighschoolseniorswithcollegeenrollmentpreparation.Thefourpreparationstepsincludeadmissions,assessment,advisingandfinancialaid.CSNcontinuestobethemostdiverseinstitutionofhigherlearninginthestateandunderstandsthepositiveimpactofastudentbodymadeupofindividualswithdifferentbackgrounds,experiencesandidentities.Theinstitutionplaysapivotalroleinthepreparationofourdiversecommunityfortheglobaleconomy. EDICandSouthernNevadaDiversitySummitsCSNplaysanactiveroleintheEquity,DiversityandInclusionCouncil(EDIC).Throughthiscouncil,CSNhascollaboratedsince2013withUNLV,DRIandNSCtoimplementasuccessfulyearlydiversitysummitwithattendeesfromthefourinstitutions,aswellascommunityleaders.OnFriday,October3,CSNhostedthe2014NSHESouthernNevadaDiversitySummit,organizedbyCSN,UNLV,NSC,DRIandthesystemoffice.Therewere249attendeesfromthroughoutthecommunity.Dr.LuisPonjuanfromTexasA&MspokeonissuesfacingHispanicmalesincollege.Inaddition,NSHEChancellorDanKlaichandCCSDSuperintendentPatSkorkowskyengagedinaninterestingconversationregardingcollaborationsandpipelinesforsuccessbetweenhighereducationandK‐12.Theafternoonconcludedwithaseriesofdiversity‐relatedworkshopspresentedbystaffandfaculty.Inadditiontothesummits,theEDICcouncilisworkingtodevelopafacultysurveythatwillbeutilizedtoframenewandinnovativepracticesfortherecruitment,retentionanddevelopmentofdiversefacultyatNSHEinstitutions.Asubcommitteeiscurrentlyexploringoptionswithvendorsandshouldbeissuingformalrecommendationsforapprovalin2015.EDIChasrecentlyundergoneastructuralchangethatwillallowfordiversityofficerstoworkcloselytodevelopjointinitiatives.Somepotentialcollaborationsincludeawarenesstrainingandtransferinitiatives.AffirmativeAction/EEO–OfficeofInstitutionalEquityTheOfficeofInstitutionalEquity(FormerAffirmativeAction/EqualEmploymentOpportunityOffice)preparesanannual,detailed,data‐richAffirmativeActionplanthat,whenapproved,ispostedontheCSNwebsiteforpublicaccessandtransparency.Asstatedinthecollege’sAnnualAffirmativeActionPlan,“TheCollegeofSouthernNevadaiscommittedtoaffirmativeactionandequalopportunityin

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employmentandaccesstoitsprogramsandactivities.ItisthepolicyofCSNthroughresponsiblemanagerstoprovideequalopportunitiestoallqualifiedapplicantsinemployment,hiring,training,recruitment,development,promotion,salaries,benefits,andothertermsandconditionsofemploymentforallpersonswithoutregardtorace,color,nationalorigin,disability(whetheractualorperceivedbyothers),religion,age,sex/gender(includingpregnancyrelatedconditions),sexualorientation,genderidentityorexpression,geneticinformation,orveteranstatus(militarystatusormilitaryobligations).”TheCollegecontinuesitseffortstopromoteequalityandaccess,tocreaterecruitingstrategiesthatpromotediversepoolsofqualifiedcandidatesandtoberepresentativeoftheidealsandequalitygoalsofthepeoplewhoworkandstudyinitscollegecommunity.ClimateSurveyCSNconductsregularsurveystoassessinstitutionalclimateandimplementstrategiesaccordingly.TheWorkClimateCommittee(WCC)containsover20membersfromdiverseemploymentareasatCSN.Allmembers,includingthecommitteechair,wereappointedbyPresidentMichaelRichards.Thecommittee’scharge:1)Annuallyassessthroughasurveyinstrumentorthroughfocusgroupstheexpectationsandperceptionsofemployeesintheworkplace;2)Developfromassessmentresultsfindingsandrecommendationsforadministrativeconsideration;3)MonitortheimplementationofinitiativesintendedtoimproveCSNworkclimate;4)Forlongitudinalanalysis,70‐80%ofsurveyquestionsfromtheprevioustwoyearsshouldberepeatedinthecurrentyear.ThePersonalAssessmentofCampusEnvironment(PACE)workplaceclimatesurveywasdevelopedandadministeredbytheNationalInitiativeforInstitutionalLeadership&Effectiveness(NILIE)atNorthCarolinaStateUniversity.PACEisaresearch‐basedsurvey,designedbyNILIEspecificallyforcommunitycolleges,thatisadministeredtoparticipatinginstitutionsacrossthenation.ThePACEsurveyisdesignedtomeasurefourclimatefactors(orclimatecategories):institutionalstructure,supervisoryrelationships,teamworkandstudentfocus.CSNcustomitemsaretreatedindependentlyundera“CSNCustom”category.Surveyresultsandrecommendationsforimprovementsaresharedopenlyandpublicly,whilemaintainingthehigheststandardsindatamanagementandinformationintegrity.CulturalandDiversityCompetenceTrainingTheHumanResourcesDivision,throughitsCenterforAcademic&ProfessionalExcellence(CAPE),offersavarietyofcoursesthatcoverthemesofdiversity,equalopportunityandaccess,sexualharassmentprevention,sensitivityandemploymentlawtraining,andracediscrimination.SinceSeptember2014,CAPEandtheOfficeofCommunityRelations,DiversityandMulticulturalAffairshost“DiversityDay,”anall‐daydiversityawarenessandculturalsensitivitytrainingforfacultyandstafffocusingonstudentinteractionandprovidingpracticaltoolstoenhancestudentsuccess.Presentationsbyfacultyandstaffonavarietyoftopics,includingdisabilityawareness,creatingafullyinclusiveclassroom,interactingwithanopenmind,studentculturalexperiences,minoritymalesandhighereducation,havingdifficultconversations,womeninandoutoftheclassroom,diversityintheLatinocommunity,heritageofNativeAmericanstudents,ethnicidentity,andmanyothers,haveatotalattendanceof440employees.ThenexteventisprogrammedforOctober2015.Inaddition,theOfficeconductsongoingbenchmarkingtoestablishtraininganddevelopmentopportunitiesintheseareasandiscurrentlydevelopingamulti‐disciplineteamtocreatenon‐creditcertificatetrainingwithmultiplemodulesforstaff,facultyandstudentsondiversityand

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culturalcompetence.CSN’smulticulturalgroups,formedbyfacultyandstaff,havecreatedseveralstudentcampsandhaveworkedwiththerecruitmentteamtohostsaseriesofhighschoolstudentvisitstoCSNcampusestoengagestudentsandpromotehighereducation.Therearebetween2and3studentcampshostedbythemulticulturalgroupseachsemesterimpactinghundredsofstudentsofdiversecommunities.TheReEntryProgramassistsstudentsincareerandtechnicalprogramsfacingsignificantbarrierstoeducationand/oremploymentincludingindividualspursuingnon‐traditionaloccupations,singleparents,displacedhomemakers,educationallyoreconomicallydisadvantagedindividuals,studentswithdisabilities,andunemployedanddislocatedworkers.DisabilityResourceCenter,VeteransEducationCenterandMulticulturalCentersCSNmakeseveryefforttomakeitscampusesfullyaccessibletostudentswithdisabilities.TheCollege'sDisabilityResourceCenteroffersaccommodationstohelpstudentswithdocumenteddisabilitieswiththeiracademicpursuits,answersquestions,andprovidesassistancetosolveanyproblemsrelatedtoadocumenteddisability.ItalsooffersadaptiveequipmenttothosewhoqualifytoensureequalaccesstoallCSNsponsoredactivities.VAEducationalCentercertifiesenrollmentofveteransandtheirdependentsusingveteran’seducationalbenefitsandprovidestimelyandaccurateinformationonvariousVA‐relatedissuestoCSNveteranstudents.TheCSNVeteransEducationalCenterworksasaliaisonbetweentheDepartmentofVeteransAffairs(VA)andstudentsenrolledatCSN.TheOfficeofDiversityworkscloselywiththeVAEducationalCenterandactivelyparticipatesinveteran‐relatedprogramming.CSNiscurrentlyexploringopportunitiestocreatemulticulturalcentersatCSNcampuseswherestudentscancreateconnections,celebratecultureandexchangeideas.AcademicsTheCollegeofSouthernNevadahasabroadspectrumofacademicofferingsthatfurthertheCollege’sdiversitygoals.CSNAcademicAffairshasinternalinitiatives,courseworkandprogrammingthatfocusesondiversestudentpopulationsandthecommunityatlarge.Effortstocontinueincludingculturallyrelevantclassesforthedifferentminoritypopulationsinthecollegeareongoing.TheOfficeworkscloselywithAcademicAffairsadministrators,academicdeansandchairstosupportspecificacademicprogramsandcommunity‐driveninitiatives.ItidentifiesopportunitiestopromoteCSN’sacademicofferingsandprovidesrecommendationsondiversity‐relatedtopics.Throughitsrecruitmenteffortsandacademicsuccessprograms,theInternationalCentersupportstheeducationalmission,diversityinitiatives,andpersistencegoalssetforthinCSN’sstrategicplan.TheInternationalCenterprovidesadvisingservicestotheinternationalstudentsonimmigrationandvisamatters,workauthorization,orientation,culturaladjustment,academicobjectives,andpersonalconcerns.TheInternationalCenterorganizeseventsthatencouragecampuswideparticipationtoraiseawarenessofglobalinterdependenceandcelebratetherichnessofculturaldiversity.Byidentifyingandpromotingourdiversecommunity,theInternationalCenterhopestostimulateacademicinquiryandencouragedialoguethatleadstodeeperculturalunderstanding.SupplierInclusionCSNiscommittedtosupplierinclusion.ThePurchasingDepartmentcollaboratestocreatenetworkingandtrainingopportunitiesforlocalbusinessesthroughCSN’ssupplierinclusioneventsandworkshops.

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Aspartofitsongoingeffortstoprovidepartnershipopportunitiesforlocal,minorityanddisadvantagebusinesses,CSNhashostedthreeSupplierInclusionNetworkingandWorkshopEventswithhundredsofbusinessesandcommunityleadersinattendance.Inthepastyear,theseoutreachandeventeffortshaveresultedintheawardofseveralsubstantialcontractstolocal,emergingbusinessestoprovideCSNwithcrucialservicesnecessarytomeettheneedsofourstudentsandcommunityandtodeliveronthecollege’smission.Thesecontractsincludeconstruction,marketing,video,signlanguage,electrician,androofingservices.Thenexteventisprogrammedforfall2015.Inadditiontothenetworkingandworkshopevents,CSNPurchasingprovidesone‐on‐onementoringforlocalemergingbusinesses.Thesementoringsessionscovermanyaspectsoftheprocurementprocessandareoftentimesfollowedupbyadditionalin‐personmeetingswiththebusinessowner.Mentoringsessionconsistof:discussionsregardingavendor’sproductandserviceofferings;areviewofCSN’supcomingbiddingandquotingopportunities;thesharingofcontactinformationforCSNinternalstakeholderswhomayhaveaninterestinreceivingmoreinformationaboutthevendor’sproductsandservices;pre‐bidinstructiononhowtoprepareabidorRFPproposal;andpostbiddebriefingsessionsaimedathelpingthecompanyunderstandopportunitiesforimprovement.TheCSNPurchasingDepartmentalsoattendsbusinessopportunityfairsintheLasVegasarea,whichallowlocalbusinessestomeetaCSNrepresentativeandtobegintheprocessoflearningmoreabouttheCollege’sprocurementpracticesanditssupplierinclusioninitiative.ThemostrecentsuppliereventsattendedweretheInstituteforSupplyManagement(ISM)SupplierOpportunityFairandtheRegionalBusinessDevelopmentAdvisoryCouncil’sCommittedtoourCommunityevent.CSNPurchasingisalsoachartermemberoftheRegionalBusinessDevelopmentAdvisoryCouncilandisactiveinthisorganization.MulticulturalProgrammingCSNembracesandcelebratesculturalandheritagediversitythroughitsheritagecommittees,comprisedofstaff,facultyandadministration.CSNhostsavarietyofeventstorecognizeAsian/PacificIslanderHistoryMonth,BlackHistoryMonth,HispanicHeritageMonth,NationalNativeAmericanHistoryMonth,PrideMonthandWomen’sHistoryMonth.Thesevendiversity‐relatedcommitteesworktocreateyear‐longprogrammingthatfocusesondiversepopulationsandstudentneeds.Aspartofthecollege’smulticulturalefforts,PresidentRichardshostsaseriesofpresentations,titledPresident’sForums,tohighlighttopicsofinterestfordiversegroups.Thesepresentationsareheldduringthesixheritage/historymonthscelebratedatthecollege.TheforumsinformstaffandfacultyaboutCSN’sdiversestudentpopulationandstaffcomposition,informaboutspecificpopulations’currentaccessandcompletionstatistics,highlightprogramsthatservethedifferentpopulationneeds,provideeducationanddiscussionontopicsofinterestfordiversegroups,engageaudiencesandestablishconnectionsamonggroupstoaddressneedsofdiversegroups.InordertosupportCSN’sCommencement,torecognizetheaccomplishmentsofCSNstudentsinaculturally‐relevantcelebration;toencourageattainmentofhigherdegreesandtransfer;topromoteenrollment,completionandgraduationamongminoritystudents;torecognizeandfosterfamilyengagementinstudentsuccess,studentsareencouragedtoattendaseriesofmulticulturalcelebrationswiththeirfriendsandfamiliespriortotheirattendanceinfullregaliaattheCollege’sannualCommencementCeremony.TheAfricanAmerican,AsianPacificIslander,LatinoandNativeAmericanmulticulturalcommitteescoordinatethesecelebrationsinconjunctionwithMulticulturalAffairs.

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CSNSafeZoneProgramTheCSNSafeZoneProgramisdesignedtopromoteamorewelcoming,safe,andinclusiveenvironmentformembersoftheLGBTQcommunitiesandtoeducateandpromoteunderstanding,appreciationandrespect.Itincludestraining,theformationofanallyprogramwithidentifiedSafeZonesthroughthecollegecampus,andinformationandresourcesavailableatvariouslocations,includingSafeZonespaces,aSafeZonewebportal,andtargetedeventsandactivities.TheprogramwascreatedunderthedirectiveofDr.MichaelD.RichardsandwasscheduledlaunchedonMarch27.Atthemomentthisreportwasissued,31employeesweresignedupforthefirsttrainingSafeZonetrainingscheduledforApril17.CSNMinorityMaleInitiativeCSNPresidentMichaelD.Richardshasexpressedtheneedtointerveneinwhathasbeendubbedasa“nationalcrisis”relatedtothedecreasingnumberofminoritymalesaccessingandcompletinghighereducationdegrees.Forthispurpose,heretainedtheservicesofaconsultanttodevelopaproposalforaninstitutionalminoritymaleinitiativethatwillbeincorporatedintoStudentAffairsforimplementation.ThisinitiativewillrequirethecollaborationofmultipleCollegeareasandthecommunity.Nextstepsareexpectedtobeannouncedin2015.Marketing,CommunicationsandGovernmentAffairsSupport.TheOfficeofCommunicationsandGovernmentAffairsandtheMarketingDepartmentcreatecomprehensivecampaignswithtargetedmessagesfordiverseaudiences.CSNhastargetedoutreachtoSpanish‐dominantfamiliesandhasestablishedcollaborationswithHispanicmediatopromoteimportantinformationabouthighereducation.Aspartoftheseefforts,CSNPresidentMichaelD.RichardswritesaweeklycolumnforElTiempoNewspaperontopicsofinterestforitsreaders.CSN’sdiversityandinclusionprogramisascomprehensiveandvariedastheinstitutionitself.AllmembersoftheCSNcommunity,inwhatevercapacitytheyfunction,impactandadvancethemissionandvisionoftheCollege,andthegoalsandobjectivesestablishedforgreaterdiversityandinclusionawareness,programming,andtraining,alongwithpublicaccountabilityandengagement.ForanyquestionsonCSNinitiatives,pleasecontactExecutiveDirectorofCommunityRelations,CSNDiversityandMulticulturalAffairsMariaMarinchat702.651.7546oratmaria.marinch@csn.edu.

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GreatBasinCollege(GBC)GreatBasinCollege(GBC)servesavastgeographicalareaofourstatecovering63,000squaremilesofruralNevada.GBCvaluesdiversityinitscurriculum,activities,andpeople.Itscommitmenttodiversityisdemonstratedthroughoutcampusclassrooms,studentservices,andcommunityoutreach.ThefollowingreporthighlightsGBCdiversityeffortsin2013‐14.CampusClassroomsGBCAnthropologyinstructor,LauraWalshsaysonlybyeducatingstudentstoviewtheworldfromadiverseperspectivecantheylearnaboutothersocieties,“Culturalrelativity,afoundationofanyanthropologycourse,demandsstudentsunderstandsocietiesfromthatsociety’sownframework,notthroughthelensofethnocentrismwhichcanleadtojudgement,inequality,andviolence.”Anthropology101,IntroductiontoCulturalAnthropology,isacoursethataddressesthefoundationsofcultureandthestructureofsocialgroups.Itteacheshowandwhypeoplearediverse.Thecourseisglobalinscopeandexaminesfactorssuchaslanguage,economics,kinship,politicalorganization,andreligioninexploringthedifferentwayssocietiesoperate.Anthropology400B,IndiansoftheGreatBasin,explorestherichtraditionsofNativepeopleswithintheGreatBasinofNevadaexaminingtheadaptations,culturalstructureandcurrentissuesoftheWashoe,NorthernPaiute,SouthernPaiute,WesternShoshone,Bannock‐Shoshoneandothergroups.InbothPsychology101GeneralPsychologyandSociology101PrinciplesofSociology,instructorsusecommon,everydayexperiencesandeventsandchallengestudentstoexaminethemthrough“diverse”lensesmakingthemselvesmoreopen,lessjudgmental,andmoreempathetic.Forexample,whenlookingatthetopicofdivorceinSociology,GBCstudentswereaskedtostepoutsideoftheirownperceptions,experiences,andstereotypesofdivorceandexaminethetopicthroughabroadersociallens.Theyhadtoconsidertrendsinmarriageanddivorce,thefunctionofmarriageandfamily,theirsymbolicmeanings,andhowtheseeventsvarythroughouthistoryandcultures.Thegoalwastobroadenstudents'understandingandappreciationofthosearoundthem,includingtheirsimilaritiesanddifferences.Studentsremarkedintheirevaluationsthattheirappreciationforhowtheirworldisstructured,andforhowothersocietiesandculturesworkwasgreatlyelevatedafterstudyingSociology.AdultBasicEducation/EnglishasaSecondLanguage(ABE/ESL)programswereofferedatsevendifferentsiteswithintheGBCservicearea:Wendover,Montello,Elko,BattleMountain,Winnemucca,OwyheeandPahrump.StudentsattendingESL,ABEandHighSchoolEquivalency(HSE)classeswerefrommultiplecountriesandrepresentedmultiplelanguagegroups:Mexico,Peru,DominicanRepublic,Chile,VenezuelaandColombia(Spanish);Brazil(Portuguese);China(Mandarin,Cantonese,triballanguages);Ukraine(Ukrainian);Russia(Russian,Uzbek);India(Pashto);Indonesia(varioustriballanguages);Thailand(Thai,triballanguages);Philippines(Tagalog,triballanguages)Japan(Japanese)andAfrica(Ghana,English,triballanguages).In2013‐2014theABE/ESLDepartmentserved294ABE/ESLstudents.Duringfallsemester2013,thedepartmentstartedaHighSchoolEquivalency(HSE)classforadvancedESLstudents.TwelvestudentsenrolledandtooktheirHSEtestinspringsemesterof2014.ReceivinganHSEcredentialallowedthosestudentstoattendcollege,pursueadegree,andseekbetteremploymentopportunities.

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StudentServicesTitleIX‐InconjunctionwithrecentfederalrevisionstotheCleryAct,LynnMahlberg(GBCVicePresidentforStudentServicesandTitleIXCoordinator)attendedtheNSHE‐hostedTitleIXUpdateandInvestigativeTrainingtwo‐dayworkshop.PatAnderson(GBCDirectorofEnvironmentalHealth,Safety,andSecurity)attendedasimilartrainingforwesternstates’safety.Botharenationallycertified–MahlbergasAdvancedAdministratorandAndersonasTitleIXInvestigator.GBCRecruitmentandTechPrepcoordinatorsdevelopedastrongpresencebytravelingtoall19highschoolsintheGBCservicearea.Theypresentedfinancialliteracytipsandexplainedhowtoapplytocollegetohighschoolstudents.Theyalsoprovidedopportunitiesforjuniorstotakecollegeplacementtestson‐siteattheirhighschools.TheNativeAmericanLiaisonaccompaniedtheGBCRecruitertoconductaFinancialAidSessionattheMcDermittCombinedHighSchoolinMcDermitt,Nevada,whichislocatedonanIndianReservationneartheNevada/Oregonborder.Sheassistedhighschoolsseniorsandtheirparents’insubmittingtheFreeApplicationforFederalStudentAid(FAFSA)online.ShealsotravelledtoOwyhee,Nevada,toassistShoshone‐Paiutestudents/familieslivingneartheNevada/Idahoborder.TheliaisonparticipatedinaNevadaStateDepartmentofEducationworkshopwhichfocusedondeveloping"astreamlinedpathwaytocollege"forNativeAmericanstudents.ShealsoattendedtheAmericanIndian/AlaskaNativeAmericanEducationSummitatUNR.In2014,inconjunctionwithBarrickGold’sEducationalconsultant,GBCprovidedafinancialaidprogramattheElkoBandsEducationCenterinElko.TheGBCLiaison,AdultLearningConcierge,CareerPathwaySpecialist,andRecruiterallpresentedinformationtoprospectiveNativeAmericanStudentsfromOwyhee,Elko,Ely,Austin,Duckwater,Austin,Lee,andWells.Thefollowingweek,acampustourwasprovidedforinterestedstudents.GainingEarlyAwarenessandReadinessforUndergraduatePrograms(GEAR‐UP)assistedmiddleandjuniorhighschoolstudentsfromrural,low‐income,andpredominantlyfirst‐generationcollege‐boundbackgrounds.In2014,GEAR‐UPsawaneedformorefinancialliteracyeducationforminoritystudentsandtheirparents.TheGEAR‐UPAmbassadorlearnedhowtocreateyouth“financialempowerment”lessonplansattheNativeAmericanSummitattheUniversityofNevada,Reno.ThelessonsweremodifiedfordifferentunderrepresentedgroupsandtaughtininallGBCGEAR‐UPschools.Inthesummerof2014,theGEAR‐UPAmbassadorattendedtheNationalCouncilforCommunityandEducationPartnershipsGEAR‐UPAnnualConferenceandfocusedonsessionspertainingtoHispaniccommunities.WithalargeportionofHispanicfamilieswithinGBC’sservicearea,theAmbassadorwasabletogainvaluableinformationforundocumentedstudentsfallingintotheDeferredActionChildhoodArrival(DACA)categoryabouttheobstaclestheyfaceinpursuinghighereducationandoptionstheyhavewhenitcomestimetofundingtheireducation.TheAmbassadorhastakenthisinformationandworkedwithcurrentstudentsandfamiliesatGBCaswellasGEAR‐UPstudentswithinGBC’sservicearea.The2013‐14GBCStudentGovernmentAssociation(SGA)wasdiverseinmembershipandsupporteddiversityinseveralstudentorganizations.

LatinosUnitingNationsAssociation(LUNA)wasastudentorganizationthatpromotedawelcomingenvironmentforstudentsofallculturesatGBC.ThemissionofLUNAwastomentoritsmembersinanefforttohelpthemgraduatefromcollege.LUNApresident,AlfredoJaimesand

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hisbrother,JuanJaimes,atransferstudenttoUNRledthe2013NSHEDiversitySummitstudentpaneldiscussionatTruckeeMeadowsCommunityCollegeonstudentsuccess.

TheLivingStonesclubbeganatGBCin2013‐14withthegoaltodiscussvarioustopicsrelatingtoGod,communityandlife,whilebuildingrelationshipswithoneanotherandworkingalongsideclubsatGBCinordertohelpstudentssucceedinlife.

ItisalsoworthnotingthattheSGAexecutiveboardwascomprisedof54%minoritystudentsin2013‐14.GreatBasinCollegeLibrarypromotesdiversitybyusingthepowerofimagesandwords.Eachmonththestaffcreatesbookdisplaysthatcelebrateandacknowledgesignificantevents.Forexample,NationalBlackHistoryMonthiscelebratedinFebruaryfollowedbynationalWomen’sHistoryMonthinMarch.Duringmonthswithlessspecificeventsandholidaysregardingdiversity,thelibrarydisplaysmaterialsthatfosterintellectualfreedomforitspatrons.ThelibraryalsodistributesamonthlynewsletterthroughoutGreatBasinCollege’sfivecampuscenters.Thenewsletterseducatereadersandraiseawarenessofdiverseissues.PromotingdiversityallowsGBC’slibrarytomaintainasupportiveworkingandlearningenvironment.Thestaff’sappreciationandrespectfordiversityhashelpedthemserveGBC’sdiverseruralcommunitiesinapositivemanner.TheBattleBornVeteran’sClub(BBVC)wasfoundedinFebruary2014withthemissiontoprovideveteransattendingGBCwiththesupport,resourcesandadvocacyneededtobestensureacademicachievement.TheclubinitiallyhadfiveinitialmembersinElkoplusthreemembersinWinnemucca.InMay2014,theBBVCpresented“TEDTalks”onveteran’sissuessuchasPTSD,suicide,etc.TheeventeducatedGBCcommunitiesabouttheimportanceofhonoringveteransfortheirservicetoourcountryandsupportingthemwhentheytransitionbacktocivilianlife.Asanothermeanstohelpveterans,GreatBasinCollegeimplementedaccesstotheGreenZoneNetworkonitshomepage.TheNevadaDepartmentofVeteranServiceslaunchedtheGreenZoneInitiative(GZI)inAugustof2013asaone‐stop‐shopwebsitetoconnectthepublicandprivatesectorswiththeveterancommunity.TheGreenZoneisaplaceveteransandthepubliccanlookforemploymentopportunities,educationaloutreach,andcommunityactivitiesthatwelcomeveterans.CommunityOutreachTheGBCArtsandCulturalEnrichment(ACE)Committeebroughtawidearrayofspeakers,performers,andfilmstoourcampusesthatreflectedculturaldiversity.TheseoftenoriginatedinElkoandweresenttoBattleMountain,Ely,Pahrump,orWinnemuccaviainteractivevideoorlivewhenpossible.2013‐14eventsincludedTEDTalkson“ThePowerofIntroverts”,TheAnnualGBCFilmfestivalfeaturingindependentandforeignfilmsincludingInstructionsNotIncluded,thehighest‐grossingSpanishlanguagefilmever;andNationalCowboyPoetryHumanitiesSpeakersincludingautisticactivist,TempleGrandin.GBCContinuingEducationofferedanEducationalTourtoChinaoverspringbreakin2014.GBCstudents,faculty,andcommunitymembersworkedsidebysidewithstudentsatHezeUniversityastheylearnedChineselanguageandcalligraphyaswellasTaiChi.TheGBCtravelersvisitedtheGreatWall,TiananmenSquare,ForbiddenCity,TempleofHeaven,andtheTerraCottaWarriorsexhibit.TheywerealsoguestsofHezeUniversityattwoChinesebanquets,andhadtheopportunitytoseeatheaterdanceperformanceaswellasaprivateconcertfeaturingtraditionalChineseinstruments.

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In2013‐14,GBCcontinuedtodeveloptheGreatBasinIndianArchives(GBIA).Todate,over1000WesternShoshonesongs,documents,andinterviewshavebeenrecordedandarchivedinordertopreservetheNativeAmericancultureandbringtogetherindigenouspeopleoftheGreatBasin.InAugust,2014,approximately120peopleattendedtheGBIApresentationoftheoralhistoryrecordingsofeightNativeAmericaneldersintheGBCTheatre.Dinnerwasservedfollowingthepresentation.Insummary,GreatBasinCollegepromotesdiversityinitsrecruitingefforts,itscurriculum,studentorganizations,andstudentservicesasweworktogethertocreateaneducationalenvironmentthatwelcomesandsupportsallstudents.

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TruckeeMeadowsCommunityCollege(TMCC)TruckeeMeadowsCommunityCollege(TMCC)representsadiversecommunityofadministrators,faculty,staffandstudentsandprovidesawelcoming,respectfulplaceforthosewhowhattolearn,work,prosperandmakeacontributiontosociety.Thiscontributionismanifestthroughavarietyofinitiativesthroughoutthecollegeconstituentgroups.ThisreportispresentedfromasystemsorientedapproachbyprovidingasamplingofinitiativesfromvariousunitsofthecollegefocusedonfourmainareasInstitutionalCommitment,ProgramsandServices,SpecialEvents,andCommunityEngagement.ThevisionofTMCCiscreatingthefuturebychanginglives.Alltheinitiativesundertakenduringthe2013‐2014academicyearsupportthatvision.TheEquityandInclusionofficehastakentheleadingroleincreatingacomprehensiveandwell‐coordinatedsetofsystematicactionthatfocusspecificallyonfosteringgreaterdiversity,equity,inclusionandaccountabilityateverylevelofthecollege.Thefollowingrepresentasmallsamplingofthediversityinitiativesthroughoutthecollegeduringthe2012‐2013academicyear.InstitutionalCommitment

a. Allelectronicinformationortechnologyresourcesthatarecreatedorpurchasedareaccessibletoallpopulations.

b. Severalscholarshipsgearedtowardsdiversity,includingbutnotlimitedtotheBertha MirandaScholarship,theWellsFargoDiversityScholarship,andseveralRe‐Entry scholarshipscontinuetobeawardedtoeligiblestudents.

c. AcommitmenttotherecruitmentofInternationalstudentshasbeenrenewedandincreased.

d. AnADACommitteeismaintainedtoaddressinstitutionalADAneedstoensureequitableaccessforall.

e. Astatementofinclusionisreviewedannuallyandappearsonallrecruitmentdocuments.

ProgramsandServices

FacultyandStaff–

ProfessionalDevelopmentOpportunities:

a. HumanResources,EquityandInclusion,andCounselingandCareerServicesOfficescontinuedtoconductAllyandSafeZonetrainingstohelpfacultyandstaffbetterunderstandandmeettheneedsoftheLesbian,Gay,Bi‐Sexual,Transgender,Queer/QuestioningandIntersex(LGBTQI)community.

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b. TheDisabilityResourceCenterhasfacultytrainingmodulesavailableonlinethroughCanvas.ThemodulescoverUniversalDesignforLearningaswellasaccommodationideasforspecificdisabilities.

c. RetentionandSupportServicesstaffarecontinuingtoparticipateintrainingopportunitiesfocusedonprovidingservicestostudentsfromunder‐resourcedbackgrounds.StaffattendedworkshopspresentedbyDr.DonnaBeagle(“ImprovingtheExperienceofStudentsinPoverty”and“LeadershipthatMakesaDifference”).StaffalsocompletedmoretrainingintheBridgesOutofPovertyframeworkwithadditionalcounselorstrainedtofacilitatethe“GettingAhead”curriculum.

d. CounselingandCareerServicesandtheOfficeofEquityandInclusionprovideddiversity

training/culturalawarenesstrainingforavarietyofclassesandcollegeconstituentgroups.

e. Webinarsweremadeavailabletothecollegecommunityatlargeonavarietyoftopicsgearedtowardscreatedamorediverseandinclusiveenvironment.

f. TheAdultLearnerConciergepositionwasputinplacetohelpourNon‐Traditional

Students.TMCCisovercomingtheagediscriminationissuebyprovidingservicesspecifictotheirpopulation.Thispositionhelpswithadmissions,enrollmentandguidancewithalltheissuesthestudentneedstodealwithwhencomingbacktoschool,alongwithindividualizedattentionhelpingretentionandcompletionofeachstudent

OutreachandRecruitment:

TheOfficeofEquityandInclusion,inpartnershipwithHumanResources,conducted

outreachandrecruitmenteffortsforjobopportunitiesattheCollegethroughparticipationintheMinorityFacultyApplicantDatabase(MFAD),theCaliforniaJobFair,andlistingsintargetedpublications.

HumanResourcesexpandedthepresenceoftheCollege’sjobopportunitiesinHistoricallyBlackCollegesandUniversity(HBCU)publications.

TheOfficeofEquityandInclusionconductedoutreachanrecruitmenteffortswithThe

AcademicNetworktoexpandoutreachopportunitiestounderrepresentedpopulations..

Students–

AccessandOutreachtoStudents:

DisabilityResourceCenterstaffvisitedalloftheWashoeCountyHighSchoolsandmetwithjuniorsandseniorswithdisabilities.Inaddition,TMCChosted“College4aDay”whichbroughthighschooljuniorsandseniorswithdisabilitiestoTMCCforamorningtolearnaboutthetransitionprocess,resourcesandsupportservicesavailableincollegeforstudentswithdisabilitiesandthedifferencesbetweenhighschoolandcollege.

Student Guidebooks continue to be printed in English and Spanish in order tobetter communicate our programs to prospective students and their families,regardlessofwhichlanguageisspokenintheirhomes.

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TheSuccessFirstProgramentereditsfifthyear. Thegoaloftheprogramisaimedat

increasingthecollegereadiness,persistence,retentionandgraduationratesoffirst‐time, first‐generationstudentsatTMCC.Theprogramutilizesasummerbridgeprogramtogive studentsajumpstarttocollege,shareinformationaboutscience,technology,mathand engineeringfieldsandprovideacademic/motivationalsupportfromaSuccessCoachduringtheirfirstyearatTMCC.SuccessFirstparticipantssignacontractagreeingto completeafive‐weekSummerBridgeprogram,maintaina2.0GPA,attendfulltimeduringtheacademicyearandmeetwithaSuccessCoachtwiceasemester. Benefitsincludepaid tuition,books,lunch,buspassesandgrantand/or$800scholarshipuponsuccessful completionofthebridgeprogram.DuringtheacademicyearthebenefitsincludeanassignedSuccessCoachtosupportacademicprogressandpriorityregistrationforthespringandfallsemesters.

TMCCcontinuestoofferFosteringCollegeSuccess,afosteryouthsupportand

mentoringprograminpartnershipwith Children’sCabinetandWashoeCountySocialServices.Thisprogramisdesignedtoincreasetherecruitment, retentionandgraduationratesoffosteryouthatcollege. Recruitmenteffortsincludeapplication/ACCUPLACERworkshopsheldonsiteatChildren’sCabinetandtwoFosterYouth SummitsatTMCCthatfocusonadmissionandfinancialaid/literacyinformationtoassistinthematriculationprocess. Retentioneffortsincludeadditional financialaidassistanceandsupportfromafosteryouthfacultymemberwhomentorsa growingcohortoffosteryouthstudentswhileattendingTMCC.

TheHerbandMaxineS.JacobsFoundationprogramisdesignedtoincreasethejob

readinessskillsofunemployedorunderemployedNevadanssotheycanimmediatelyseekandgainemployment. Participantschooseapathwayofstudythatwillleadtoacertificate ofachievement. TheprogramisfundedbytheHerbandMaxineS.JacobsFoundationand providesascholarshiptoasmallcohortofstudentstoassistwithtuitionandbooks.ParticipantssignacontractandagreetomeetwithaPresidentialScholarSuccessCoach onceasemestertoreviewprogressandinformthecollegewhentheysecureemployment.

IDeANetworkofBiomedicalResearchExcellence(INBRE)/SuccessFirstGrant

InitiativeandSummerBridgeProgram‐Amultifaceted10‐yeargrantfundedbytheNationalInstitutesofHealth.Areasoffocusincludebuildingprogramstoserveundergraduates,encouragingcommunitycollegestudentstopursuedegreesinthesciences,andsupportingabiomedicalstudentpipelineprogramtopreparestudentsatprimarilyundergraduateinstitutionsfortransitionto4‐yearresearchinstitutionsandentryintograduateschool.TheINBREgrantsupportedtheSuccessFirstGrantInitiativeandSummerBridgeProgramatTMCCtoincreasethecollegereadiness,persistence,retentionandgraduationratesoffirst‐time,first‐generation,and/orlow‐incomestudentsatTMCC.

SupportServices:

a. TheDisabilityResourceCenterprovidesequalaccesstoallcurricularandco‐curricularactivitiestoqualifiedstudentswithdocumenteddisabilities.TheDRChasbilingualstaff.

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b. StudentActivitiesandLeadershipincludestheStudentGovernmentAssociation.Studentleadertrainingincludesactivitiestodevelopculturalunderstandingandsensitivity.

c. CounselingandCareerServicesprovidespersonalandcareercounselingforTMCCstudentsas

wellasoutreachactivities,specialeventsandtrainingtostudentgroups,facultyandstaffpromotingmentalhealthandwellnessandculturaldiversity.

d. TheRe‐Entryprogramprovidessupporttostudentswhoareunder‐resourced,pregnantor

parentingand/orhavebeenoutoftheworkforceforaperiodoftime.e. JobPrepCenterstaffmembersteachstudentseffectivejobpreparationandjobsearch

strategies.

f. TheFinancialAidOffice,incollaborationwiththeWCSDandtheUniversityofNevada,Reno(UNR),continuedtoparticipateinafirst‐generationinitiativeholdingseveralworkshops overthecourseoftheyeartoprovidefinancialaidinformationtofirst‐generationstudents.

g. TheFinancialAidOfficecontinuesaprogramincollaborationwiththeWashoeCounty

Youth ParoleandProbationprogramtoprovideyouthinthisprogramwithone‐on‐oneassistance tohelpthemnavigatethefinancialaidprocess.

h. TheFinancialAidOfficeconductsoutreachtostudentswhoindicatetheyarehomeless

whenfilingtheirFAFSAtoensurethattheyarereferredtotheresourcestheyneedtohaveastablelivingsituationwhileattendingTMCCandconductsspecialoutreachtodiversestudentpopulationstohelpthemobtainworkstudyandjobsoncampus.

i. TheFinancialAidOfficepresentedattheNevadaStudentLeadershipTransitionSummit

forLatino/Latinastudents.j. TheFinancialAidOfficehasadedicatedpositiontoserveasaliaisonforstudentsin

special populationsatTMCC,includingbutnotlimitedtofosteryouth,studentswithdisabilities andsummerbridgestudents.

k. TMCCincreasedservicestoveteranstudentsbyopeningaVeteransResourceCenterin

April2014.ThecentercontinuestogrowandattractVeterans.Itservesastheinitialintakepointtoassistveteransinobtainingtheireducationbenefits.AllnewveteranstudentsattendaNewVeteranInformationWorkshoptoassistthemintheprocess.Inaddition,theofficeprovidedVeteransOnTrack AdvisementWorkshopsthataretailoredtotheneedsofveteran’sservices,aswellas individualappointmentswithveteranstudentstocreatetheireducationplanperPresident Obama’sExecutiveOrder.Lastly,aveteran’scomponentwasaddedtothenewonlineorientationprocess.

l. TheFinancialAidOfficecreatedaFacebookpageinwhichscholarshipsareposted,

includingculturallydiversescholarshipsforstudents.m. TheFinancialLiteracyandMoneyEducationforStudents(FLAMES)programbeganin

2013‐14.Fundedbyathree‐yeargrantfromUSAFunds,theprogramisstudentledand

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studentdriven.Ninepeermentorsprovidefinancialliteracyeducationintheformofworkshops,specializedclasspresentations,andone‐on‐onepeermentoring.TheFLAMESpeermentorsarethemselvesdiverseandrepresentacrosssectionofthestudentbodywithdiversityinage,gender,race,socio‐economicandveterans’status.

n. AcademicAdvisingcanservestudentsinavarietyoflanguagesincluding:English,Spanish,Tongan,Filipino,Swedish,andHindi.

o. Tomeetournon‐traditionalstudentneeds,weofferorientationsandadvisingappointmentsafter5pmandcertainSaturdaysaswellasofferourservicesinanonlineorphoneappointmentformat.

p. EarlyRegistration.TheEarlyRegistrationprogramwaspilotedforWCSDgraduatesstartingat

TMCCinthefalltoberegisteredin15credithourswitha$50deposittobeappliedtowardsfallregistrationfees.Forstudentsunabletopay,thedeposithasbeenwaivedtoincreasethenumberoflow‐incomeapplicants.

q. TheAdmissionsandRecordsOfficeimplementedseveralinitiativestobetterserve

students fromdiversebackgrounds,includingpriorityregistrationthatwasprovidedtoDisabled,FosterYouth,VeteransandLifeSkills/SuccessFirststudents.TheofficealsoemploysbilingualstafftobetterservestudentsandfamilieswhoseprimarylanguageisnotEnglish.

r. VeteransUpwardBound(VUB)istheonlycollegepreparationprograminthestateof

Nevadathatservesthecomprehensiveeducationalneedsofveteranswhoarelow‐incomeandpotentialfirstgenerationcollegestudents.FundedthroughtheUSDepartmentofEducationFederalTRIOPrograms,itservesasavitalinterventionfordisadvantagedveteransprovidingtheskillsandassistancenecessaryforaccesstoandsuccessinpost‐secondaryeducation.TMCC’sVUBProgramconductsspecialoutreacheffortsandrecruitmentactivitiestoidentifyandenrollminority,disabled,andfemaleveterans. Forthelastgrantyearreportingperiod,the ethnicminorityrepresentationwas38.1%;womenconstituted14.2%,andthosereportinga disability/handicapwere34.8%ofallveteransservedbytheprogram.

SpecialEvents:

a. TheOfficeofEquityandInclusion,incollaborationwithInternationalStudentServicesandtheInternationalsClub,hostedaluncheonreceptiontohighlighttheimportanceandvalueofinternationaleducationthatwasattendedbyfaculty,staffandstudents.

b. TheCounselingandCareerServicesconductedvariousoutreachandtrainingactivitiesto

promoteanunderstandingofdiversepopulations.CounselingstaffheldeventstopromoteawarenessofMentalHealthissues,hostedaforumtodiscussmentalhealthandconductedactivitiessuchasalcoholanddepressionscreeningstohelptheTMCCcommunitytotalkabouttheseimportantissues.

c. AspartofDisabilityAwarenessMonth,theDisabilityResourceCenterhostedanexhibition

wheelchairrugbygame.

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d. TheFinancialAidOfficemadepresentationstofamiliesandstudentsofWCSDthrough theirParentUniversityprogram.

e. TMCCworkswithPyramidLakeHighSchoolcounselorsandotherstaffmemberstoexplain

thenewfinancialaidchangesyearly.InadditionwebrainstormwiththemonoptionsforeffectivelycommunicatingtheinformationtofamiliesandstudentsandhelpthemfocusonfindingsolutionstobarriersthatNativeAmericanstudentsmightfaceregardingfinancialaid.Additionally,TMCC’sFinancialAidOfficeconductsoutreachatPyramidLakeHighSchooleveryspringtoshareimportantupdateswithhighschoolstaff,providefinancialaidinformationworkshopsforstudentsandfamilies,andprovidesupporttostudentscompletingthefinancialneedsanalysisforms.

CommunityOutreachandEngagement‐

a. TheAnnualMartinLutherKingJrBirthdayCelebrationDinner,presentedbyNorthernNevadaBlackCulturalAwarenessSocietywassupportedthroughsponsorshipandattendanceofmembersofthecollege.

b. TheGlobalGalapresentedbytheNorthernNevadaInternationalCenterwassupportedbypurchasingatableandmembersofthecollegeattendingtheevent.

c. LunchwithLegendsentereditssecondserieswithvariouscommunityleadersfrom

diverseculturespresentingonavarietyoftopics

d. TheNevadaACLUpresentedaworkshopinrecognitionofWorldDayofSocialJustice.

e. ApartnershipwiththeEmergingIndigenousLeadersInstituteandwiththeIndigenousPeoplesCouncilonBiocolonialismhasbeenformedtoencourageIndigenousStudentstopursuehighereducationbyprovidingpositiveculturallyrelevantexperiences.Itisrecognizedthatthefirstyearofcollegeisthemostcrucialforanystudentinhighereducation.ThistimeperiodisevenmorecriticalforourNativeAmericanstudents.AlthoughlittleresearchexistsontheNativeAmericanstudentsinhighereducation,itiscommonlyagreedthatinstitutionsmaywellneedtofocusonchangetofittheneedsofthestudentratherthanfocusonstudentintegrationintotheinstitution.PopularretentionmodelshavebeenbuiltwithamainstreamfocuswithoutbenefitoftheNativeAmericanviewpoint.

f. MulticulturalHolidayConcertheldannuallyinDecemberrecognizesthecontributionsofdiversegroupsinmusic,song,danceandliterature.

ThemissionofTMCCistopromotestudentsuccess,academicexcellenceandaccesstolifelonglearningbysupportinghigh‐qualityeducationandserviceswithinourdiversecommunity.InadditiontotheinitiativescitedaboveTMCCoffersacomprehensiverangeofservicestomeettheneedsitsstudentsandthecommunityitservesasitseekstofulfillthepromiseofitsvisionandmission.

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WesternNevadaCollege(WNC)ThefirstpriorityatWesternNevadaCollegeisstudentsuccess.Thecollegehasnumerousoutreacheventsandactivitiesthatfocusonaccessandsuccessforadiversestudentbody.Theseincludethefollowing:JumpStartCollegeJumpStartCollegeisapartnershipbetweenWesternNevadaCollegeand13westernNevadahighschoolsfromsixschooldistricts.Itoffershigh‐achievingjuniorandseniorstudentstheopportunitytoearnuptoanAssociateofArtsdegreepriortotheirhighschoolgraduation.StudentswhohavepassedAlgebraIIwithaCgradeorbettermaybeconsidered.TheywillcompletethecollegeAccuplaceressaytestandthosewhotestintoEnglish101willbeeligibletoapplyforthe"JumpStartCollege"program.Studentsin"JumpStartCollege"willcompleteuptoanAssociateofArtsdegreebeforehighschoolgraduation.“JumpStartCollege”classesareconductedontheCarson,Douglas,andFallonWNCcampusesaswellasattheChurchill,Dayton,Fernley,SilverStage,andYeringtonHighschools.Thisprogramusesthecohortmodelrecommendedby“CompleteCollegeAmerica”.EachcohorthasbeenprovidedwithacollegeTeacherAssistantwhowillactasacoach.TheyprovideSupplementalInstructiontocohortstudentsaswellasin‐puttingPowerSchoolattendanceandgradesdatainrealtime,keepingtheparentsandhighschoolstaffinformedoftheirprogress.SuccessData:JumpStartCollegestudentscompletedEnglish101atarateof98.5%,Math126atarateof96.4%andhadanoverallcoursecompletionrateof98.2%.GuidedPathwaystoSuccessThecollegeissubmittingaTitleIIIgranttoprovideaprogramtitled“GuidedPathwaystoSuccess”.ThepurposeofGPSistosignificantlyincreasethegraduationrateforallfull‐time,degree‐seekingstudents.Thecornerstoneofthiseffortinvolvestheestablishmentofcollegecohorts.Inspringof2016,allnewfull‐time,degree‐seekingstudentswillbeassignedtoacohortbyacounselorbasedonthestudent’sdegreechoice.WewillhavetencohortscapturingstudentspursuingAssociateofArtsorAssociateofSciencedegrees.Thegoalofthecohortprogramistocreateasupportivesmallgroupexperienceduringthestudent’sfirstsemester,replicatingtheexperiencestudentshadin“JumpStartCollege”.ProjectGraduateThecollegestarted“ProjectGraduate”withthegoalofincreasingstudentcompletion.“ProjectGraduate”focusesonnewdegree‐seekingstudentsintheirfirstsemesterofattendance.Studentsinthiscategoryarenowrequiredtotakeaplacementtest,attendacollegeorientation,andmeetwithacollegecounselorpriortobeingallowedtoregisterfortheirfirstsemesterofclasses.Modeledonthe“BridgetoSuccess”program,“ProjectGraduate”capturesallnewincomingdegree‐seekingstudentsandestablishesthemaspartofacohortledbyacollegecounselor.Thecollegehasinstitutedmid‐termprogressreportsforallstudents,andthecollegecounselorfollowsupwithany“ProjectGraduate”studentsintheircohortwhohavereceivedamid‐termgradeundera“C”,offeringassistanceanddirectiononhowtoimprove.

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BridgetoSuccessThe“BridgetoSuccess”programprovidesahightech/hightouchoutreacheffortfocusedonhighschoolseniors.Thegoaloftheprogramistoenablehighschoolstudentstostartcollegeontherighttrack,rightfromthestart.Studentservicesstaff,ledbyacollegecounselor,visitallthirteenhighschoolsinourrural,seven‐countyserviceareamultipletimeseachspringsemestertoconductorientations,placementtesting,academicadvising,andtoprovideregistrationassistance.Inthepast,studentsinourfar‐flungserviceareahadtotaketheinitiativetocomeuptothecollegetotakecareofthesecriticalsteps‐nowtheytakeplacerightattheirhighschool.Asaresultofthiseffort,wearedelightedtoreportadoublingofourhighschoolcapturerateoveratenyearperiod.In1999,15%ofhighschoolgraduatescontinuedontoWNC.By2009,thatnumberhadsoaredto30%.VeteransResourceCenterUnderaTAACCCCT4grantfromtheU.S.DepartmentofLabor,WNChasbeenabletoformallyestablishourVeteransResourceCenterwithprofessionalstaffofaCoordinator,aretiredMarineCorpsMajor,andaPre‐AdmissionAdviser,aMarineveteran,sergeant,whoisagraduateofWNC.ThemissionoftheVeteransResourceCenter(VRC)istohelpincomingVeteranstudentstransitionfromsoldierstoscholars.TheVRCishousedinafourroomsuiteandprovidesresourceadvocates,includingcounselorsandpeermentors,whoassistveteransandtheirfamiliesinfindinganswerstotheirquestions,includingVAeducationalandmedicalbenefits.InadditiontotheCoordinatorandPre‐AdmissionAdvisor,sixstudentveteransarealsoemployedthroughtheVeteransAdministrationworkstudyprogramtoensureafellowveteranisalsomanningtheVRCfrom8:00A.M–7:00P.Mdailyincaseaveteransneedsanyassistancewhileoncampus.Together,thisteamaidsthestudentveteraninthetransitionfrommilitaryservicetohighereducationbyprovidingsupportandguidanceduringtheapplication,admissionsandacademicprocesses,hostingaveteran’sonlyorientationforthestudentveteran’sfirstsemester.UtilizingthenewSigi3EducationandCareerPlanningsoftwarefortheInternet,veteransfilloutsurveysinwhichtheyidentifylikesandskillsetsaswellasMilitaryOccupationalSkillstrainingandarethenpresentedwithamenuofcareerpathsandcoursesofinstructionthataretiedtotheirexperiences.TheVRCalsohasprogramsinplaceforpromotingpeer‐peermentorship,includingbothatutoringcenterandcounselingcenter,whichisstaffedbyacounselorfromtheVeteran’sAdministration.TheCoordinatoroftheVRCalsofunctionsasthefacultyadvisortothestudentveterancommunityandmeetswitheachstudentveterantoreviewcourseselectionandcompletionandidentifyanyobstaclesholdingastudentveteranfromsuccessfullycompletingtheirdegreeorcertificate.ThestaffalsoworkswithstudentveteransinremediationinMathematicsandEnglishinordertobringskilllevelsuptocollegestandardsaswellastutoringinanyclassinwhichaveteranneedsassistance.TheVRCfurtherassistsstudentveteranswithschedulingandprioritizationtomeettimedemandsandsharpenacademicfocus.TheVRChasalsobeeninstrumentalindevelopinganewprogramtoserveincarceratedveteransattheNorthernNevadaCorrectionalCenter(NNCC).Beginningwiththefall2015semester,classeswillbetaughtatNNCCforeligibleveteranswhostillpossesstheirpost9/11GIBillbenefits.Duringthespringsemester2015,WNCopenedasatelliteVeteransResourceCenteratourFalloncampus.Inanefforttoassistanunderservedpopulation,theVRChasinstitutedanewWomenVeteransprogrambyinvitingwomenveteranstomeetingswithinvitedspeakersonissuesparticularlyrelevanttofemaleveterans,issuesnotgermanetotheirmalecounterparts.AdultLiteracyandLanguageProgramWesternNevadaCollegehostsafederally‐fundedgrantprogramthatprovidesfreeorlow‐costnon‐creditliteracyservicestoadiversegroupoflearnersinthefive‐countyservicearea.Theprogramsupported678learnerswithtwelveormorehoursofinstructioninHighSchoolEquivalencypreparation(GED,HiSET,orTASC),WorkReadinesspreparation,EnglishLanguageLearningskills(Literacy–Advanced),U.S.Citizenship,and/orbasicliteracyskills(includestransitionclasses).Alloftheselearnersare

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functioningataneducationallevelthatrequirescollegereadinessskillsandsupplementalinstruction.CollaborativepartnersincludeJOIN,VocationalRehabilitation,andtheCarsonCityLibrary.TheAdultLiteracy&LanguageprogrampartneredwithJOINthisyeartoprovideHighSchoolEquivalencypreparationtoout‐of‐schoolyouthanddislocatedworkers.Thepartnershipassistlearnerstransitionfromhighschoolequivalencyintocertificationandpost‐secondaryeducationandtrainingprogramsatWesternNevadaCollege.Theprogramequipsstudentswiththenecessaryskillstobothaccesscommunityresourcesandtodevelopafoundationfortheirshortandlongtermcareerandacademicsuccess.WNCLatinoDiversityEffortsThecollegehasdevelopedahighlyeffective,multi‐prongedapproachtoreachingLatinostudentsandtheirparentsinourservicearea.ThisapproachhingesonhavingonehighlyvisibleLatinaprofessionalwhoservesasthemainpointofcontactandbilingualliaisonbetweenthecollegeandourLatinopopulation.SheactivelypromotescollegeasanoptionforLatinostudentsbyservingonCarsonCitySchoolDistrictcommittees.Additionally,sheiscalledupontogivenumerouspresentationstotheLatinostudentsandtheirparentsattheelementary,middleschoolandhighschoollevelbothinCarsonCityandneighboringcounties.ShealsonetworkswiththelocalchurchesandcommunityorganizationstofacilitateinitiativessupportingLatinosuccessinhighereducation.Theseeffortsaresupportedbythecollegepresidentandbythecollegeasawhole.TheeffectivenessoftheseinitiativesisshownthroughthemarkedincreaseinLatinostudents.ThepercentageofLatinostudentsattendingWNCrosefrom9%in2005to16%in2010.ThecollegeLatinorepresentationisnow18%comparedtoaserviceareapercentageofLatinosof16%.Asaresultoftheseefforts,theHispanicAssociationofCollegesandUniversitieshasdesignatedWNCasanEmergingHispanicServingInstitution.ThecollegehasappliedforandreceivedaLetterofDesignationallowingustoapplyforTitleIIIandTitleVfunding.LatinoCohortProgramTheLatinoCohortProgramismodeledonnationalbestpractices.ItisdesignedtoincreasetherateatwhichLatinostudentscompletetheirclasses,re‐enrollinasubsequentsemester,andcompletetheirassociatedegrees.Elementsoftheprogram:

StudentsmustcompletetheBridgetoSuccessProgram Applytothecollege Takeaplacementtest Meetwithanassignedcollegecounselortodevelopadegreeplan Registerforthefallsemester Applyforfinancialaid Signupforacollegeorientation AttendaParentInformationNight Enrollindevelopmentalclassesduringthesummer ParticipantsoftheLatinoCohortandtheirparentsattendaconferencetoreviewtheir

educationalandconfirmthestudent’scommitmenttotheprogram Cohortstudentsandtheirparentsattendaculminatingactivitywhichstresses

commitmenttodegreecompletion. StudentsmeetweeklywiththeirPeerAcademicCoach.Coachesprovidesupplemental

instruction,supportandencouragement. Mid‐termgradesarereviewedwiththestudentandtheiracademicadvisorandan

educationplanisdeveloped.

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StudentSuccessData:TheLatinoCohortprogrambeganinfall2010with33students.Wearedelightedtoreportthat100%ofthesestudentsre‐enrolledintothespring2011semester.Ofevengreatersignificanceisthe90%re‐enrollmentratefromfall2010tofall2011.Asaresultoftheseopportunities,theLatinoCohortstudentsaresignificantlyoutpacingtheaveragecollegestudentinsemester‐to‐semestercoursecompletionrates(94%to64%).Thegraduationrateforthe2010LatinoCohortwas50%comparedtoacollege‐widerateof22%.Forthe2011Cohortthegraduationratewas52%.LatinoStudentClubALatinoStudentClubwasinitiatedattheCarsoncampusin2008toprovideawelcomingenvironmentforLatinos.Themembersoftheclubpromotehighereducationthroughfundraisingeventsheldoncampusandoffcampus.TheyraisefundstoprovidescholarshipstootherWNCstudents.Inaddition,thestudentsgoouttothehighschoolsandmiddleschoolstomaketheinitialconnectionandtoinspireotherLatinostudents.WNCdiversityeffortsarealsorepresentedthroughthefollowinggroupsandorganizations:

TeresaofAvilaLatinoCommunityOutreach Member‐NexusAdvisoryCommittee Member‐CarsonCitySchoolDistrictParentLiaisonCommittee

FinancialAidNightThecollegeoffersaFinancialAidNightsessiontothehighschoolseniors.TheLatinoOutreachCoordinatorprovidesassistanceinSpanishtothefamiliesfromCarsonandDaytontopromoteparticipationfromLatinostocompletetheFAFSA.StudentAmbassadorsLatinostudentsareworkingoncampusasstudentambassadors.TheygoouttothehighschoolswithBridgetoSuccess,helpwithathleticseventsandgooutintothecommunitywithLatinooutreacheffortstopromotethecollege.JumpStartCollegeTrackBWNCisworkingincollaborationwithCarsonHighSchooltoofferfirst‐generationstudentsduringtheirsenioryear,theopportunitytobeacademicallypreparedtobesuccessfulinCollege.“JumpStartCollegeBeReady”willofferthestudentsthefollowing:

1. Startcollegeincollege‐levelEnglishandmathcourses2. Complete6creditsofcollegeworkpriortohighschoolgraduation.StudentswillcompleteanOral

CommunicationcourseandStrategyofAcademicSuccesscourse.Thesecourseswillgivethestudentsthepreparationandtheconfidencefirst‐generationLatinosneedtobesuccessfulandcompleteacollegedegree.

FacultyDiversityEffortsIn2013‐14,WNCinitiatedonesearchleadingtothehireofanacademicfacultyinadifficult‐to‐recruitcriticalnursingfacultyposition.Thecollegehasfilledanumberofcriticalpositionswithtemporaryappointmentsduetotheongoingbudgetaryuncertainty.Duringthe2013‐2014fiscalyear,WNCeffortsrelatedtofacultydiversityincluded:

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LetterofAppointment(LOA)Recruitment:In2013‐14,WNCimplementedarecruitmentprocessrequiringpostingofallpart‐timetemporaryLOApositionsofmorethansixmonthsinduration.StateofNevadaGreenZoneNetwork:WNCcompliedwiththeGovernor’sExecutiveOrderrelatedtheStateofNevadaGreenZoneNetwork.ThisnetworkprovidesanonlinecommunitytoshareopportunitiesinsupportofNevada’sveteransandtheirfamilies.HumanResourcesstaffreceivedrequiredtraining,completedthenecessaryapplicationtobecomeaGreenZoneEmployer,createdaprofileontheGreenZonewebsite,andbeganpostingallfacultyopeningsonthewebsite.NewFederalVEVRAAandSection503Requirements:WNCcompliedwiththenewfederalVEVRAAandSection503requirements.ThisinvolvedmodifyingthePeopleAdminapplicant‐trackingsystemtoaccommodatethenewrequirementtoextendbothapre‐hireandposthireinvitationtoself‐identifyasaveteranoranindividualwithadisability,updatingexistingnew‐hirepackets,andextendinganinvitationtoallexistingemployeestoself‐identify.AffirmativeActionPlan:WNCcontractedwithBiddleCompanytoreviewandupdatetheWNCAffirmativeActionPlan,includinganin‐depthanalysisoftheworkforcebygenderandrace/ethnicitywithineachjobtitle,action‐orientedprograms,identificationofunder‐representedgroups,andestablishmentofplacementgoalsforunder‐representedgroups.AffirmativeAction/EEO/Non‐discriminationStatement:ThecollegepublishesitsAffirmativeAction/EEO/Non‐discriminationStatementinitspublicationsandpositionannouncements,andpoststhestatementtoitswebsite,ineveryclassroom,andincommonareasthroughoutthecollege’sthreecampusesandcenters.Thestatementprovidesasfollows:

WNCisguidedbytheprinciplethatthereshallbenodifferenceinthetreatmentofpersonsbecauseofrace,religion,color,age,sex,includingapregnancy‐relatedcondition,sexual‐orientation,militarystatusormilitaryobligations,disability,includingveteranswithservice‐connecteddisabilities,ornationalorigin,andthatequalopportunityandaccesstofacilitiesshallbeavailabletoall.Similarly,thereshallbenodifferenceinthetreatmentofpersonswhofilechargesofdiscrimination,participateinadiscriminationproceeding,orotherwiseopposediscrimination.Itisourpolicytocomplyfullywiththenon‐discriminationprovisionofallstateandfederalregulationswithregardtorecruitment,admission,financialaid,activities,hiring,promotions,training,terminations,benefitsandcompensation.

AffirmativeAction/EEOMailingList:WNCHumanResourcessendspositionannouncementbrochuresforallfacultypositionstoalistofidentifiedaffirmativeaction/EEOagencies.PositionAnnouncementBrochure:Ahard‐copypositionannouncementbrochureiscreatedforeachsearch.Asstatedabove,thebrochureissenttothelistofaffirmativeaction/EEOagencies.Itisalsoprovidedtosearchcommitteemembersforadditionaloutreach.FacultySearchCommitteeOrientation/TrainingandProcess:WNCHumanResourcesconductssearchcommitteeorientationwitheachsearchcommittee.Theorientationaddressesthecollege’saffirmativeactionplanandgoalsanddiversity,aswellastheinstitution’sresponsibilitytodiversifyitsfacultyandstaff.Inaddition,affirmativeactionreviewisconductedduringthesearchprocesstoaidinmeetingdiversitygoals.FacultySearchOutreach:WNCHumanResourcesconductsextensiveoutreachforfacultysearches.Thisincludespostingpositionannouncementsinlocalandnationalpublications.Forexample,the

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collegepostspositionannouncementstoitswebsite,andadvertisesvacanciesinlocalnewspapers,theChronicleofHigherEducation,HigherEdJobs.com,andHispanicOutlookortheHispanicAssociationofCollegesandUniversities.ThecollegealsotakesadvantageoffreeonlinerecruitmentsourcessuchasFaceBookandCraigslist.DiversityAwareness/Education:WNCHumanResourcesprovidestrainingtoallfacultyandstaffintheidentificationandpreventionofsexualharassmentanddiscrimination.WNCHumanResourcesstaffmembersparticipatedincollege‐wideandsystem‐widediversityefforts.

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DesertResearchInstitute(DRI)FacultyandStaffDiversity:DRIassessmentmeasuresinclude5‐yeardataonhires,terminations,promotionsanddemographicsofallEEOjobgroups.TheHumanResourcesOfficecompletesanInstitutionalReporteachyearthatcontainsspreadsheetsandgraphsongenderandrace/ethnicbreakdownperemployeecategoryandfaculty/technologistturnovertrackedfromFY09‐FY14.Thefacultypercentminoritycompositionhasincreasedfrom10%inFY09to13%inFY14andthepostdoctoralfellowcompositionhasdecreasedfrom56%to50%inFY14,butsohavethenumberofpostdoctoralfellows.Thefacultypercentfemalecompositionhasincreasedfrom28%inFY09to30%inFY14.ThechartsoninstitutionaldataarepostedontheDRIinternalwebpageeachyearforallemployeestoseethedemographicandemploymenttrendsfora5‐yearperiod.

DRIfacultyFY14:DRIhad193facultycomposedof30%femalesand70%maleswith13%minorities.

PostdoctoralfellowsinFY14:DRIhad10postdoctoralfellowscomposedof20%femalesand80%maleswith50%minorities.

TechnologistinFY14:DRIhad64technologistscomposedof47%femalesand53%males.RecruitmentandRetention:DRImakesextensiveeffortstoattractadiversepoolofcandidatesthroughadvertisinginminoritylocations,contactingprofessionalassociations,sendingoutflyerstominorityscientificandengineeringuniversities,andcontactingminorityassociationstoincreasethepipelineofminoritycandidates.Educatingsearchcommitteestorecognizethevalueofdiversityandtoworktowardaninclusivesearchprocesstoincreasetheparticipationinattractingamorediverseapplicantpool.Thecriticalsuccessfactorsinthebestpracticesfordiversityareleadershipandmanagementcommitment;employeeinvolvement;sustainedinvestment;diversityindicators;accountability;measurementandevaluation;andlinkagetoorganizationalgoalsandobjectives.ThesearethefactorsthatDRIhasbuiltintotheirplanwithdiversitygoalandobjectives.

FacultyhaveasectionontheirannualMBOstosetgoalsiftheyareseekingpromotioninthenearfuture.Thisassistsinensuringthatfacultyunderstandthecriteriaforpromotionandaregivenconstructivefeedbackontheirworkandprogresstowardspromotion.Informalandformalmentoringforjuniorfacultywillprovideguidanceonthepromotionprocess.ThepromotionmetricsforFY14show3minoritiesand2femalespromotedoutof9promotions.TheDivisionofHydrologicScienceshasimplementedamentorshipprogramfortheirpostdoctoralfellowsastheyareoftentheentry‐pointfornewDRIfaculty.ThementoringplansestablishedbytheDRIfacultymentorsemphasizetransitiontoaDRIAssistantResearchProfessorandtheskillsthatneedtobedevelopedforthepostdoctoralfellowstosucceed.DRIhasGraduateProgramsinHydrologicSciences,AtmosphericSciences,andEarthandEcosystemSciences.ThegraduateprogramsarecollaborationsbetweenUNRorUNLVandDRI.ForFY14DRIhada39GRAscomprisedof49%femalesand51%maleswith23%minorities.

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DRIawardsfivegraduatescholarshipsandfellowshipsincludingGeorgeBurkeMaxeyAwardinWaterResources,GeorgeBurkeMaxeyFellowship,theColinWardenMemorialEndowment,theJonathanO.DavisScholarshipinQuaternarySciencesandtheGeneralFrederickLanderScholarshipforNativeAmericans.TheGeneralFrederickLanderScholarshipforNativeAmericansconsistsofannualawardsof$3,000toAmericanIndianorAlaskanNativestudentsattheUniversityofNevada,Reno.DRIplanstoexpandtheLanderScholarshipsothatitisavailabletostudentsattheUniversityofNevada,LasVegas.

NSHEEventsandCommittees:DRI’sDiversityOfficerandSpecialAssistanttothePresident,Emeritus,servedontheplanningcommitteeoftheSouthernNevadaDiversitySummithostedbyCSN.ThePresident,seniorleadershipandmanystaffmembersattendedtheonedaysummit.DRIalsohadstaffmembersthatattendedthetwodayNorthernNevadaDiversitySummithostedbyUNR.TheDiversityOfficerandotherstaffmembersattendedthe1stannualStatusofWomen’seventthatwashostedbyCSN.Eachinstitutionwasaskedtodraftflyerhighlightingafemalefacultymemberandfemalestudent.DRIhighlightedafemalefacultymemberinourDivisionofHydrologicSciencesandafemalegraduateresearchassistantfromourDivisionofAtmosphericSciences.PartnershipandOutreachPrograms:TheGreenPowerprogrampromotesandsupportsscience‐basedenvironmentaleducationtoNevada'sPreK‐12schoolsthroughteacherprofessionaldevelopmentandready‐madesciencethemedGreenBoxesfortheclassroom.ThedemographicsofschoolsthatGreenPowerservesforGreenBoxesorteachertrainingsandworkshopsstatewideare:

359schoolsservedacrossthestateoutof842privateandpublicschools,82%oftheschoolsweserveareTitleOne

o 62‐NorthernSchools(WashoeCountyandCarsonCityCounty) 41TitleOneSchools

o 215‐SouthernSchools(ClarkCounty) 201TitleOneSchools

o 78‐Rural 50TitleOneRuralSchools

o 4‐StateSponsoredCharterSchools 2TitleOneSchools

15%AreEnglishLimitedLearners 51%areeligibleforFreeandReducedLunch

Demographicsofthesestudentswereachstatewideare:

1%AmericanIndian/AlaskaNative,5%Asian,40%Hispanic,10%Black,1%PacificIslander,36%Whiteand6%TwoorMoreraces

GreenPowerhasseveralpartnersineducationinSouthernandNorthernNevada,State,andNationalwhohavehelpedexpandtheoutreachandimpactofourcoreteachingsinrenewableenergy,conservation,andsustainabilityinFY14.Thesepartnersineducationincluded:

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SouthernNevada:GreenChips,SouthernNevadaScienceandMathTeacherAssociation,CHOLLA:ConnectingHandsOfferingLifelongLearningAdventure.

NorthernNevada:GreenPowerwasalsoapartnerinGREENevada–GrowingResourcesforEnvironmentalEducationinNevada‐acoalitionoflike‐mindednon‐profitorganizations.

Statewide:USGreenBuildingCouncil,GovernorsWorkforceInvestmentBoard,NevadaStateScienceTeachers’Association,STEMCoalition‐GatheringGenius,NevadaEnergyWiseEducators

National:NationalScienceTeacherAssociation,NationalEnvironmentalScienceEducatorassociation,GreenSchoolsNetwork

GreenPowerparticipatedinmanyeventsinSouthernNevada:GreenFest,ConveneforGreen,MGMTeacherWelcomeBacktoSchool,Solarbration,ScienceBowl,CleanEnergySummit,IndoorAgricultureConference,LasVegasScienceandtechnologyFestival,SouthernNevadascienceandMathTeacherConference;inNorthernNevadaRenoEarthDay,PinceoneAwards,STEMCoalitionConferences,ScienceOlympiad,ScienceandMathm\MiniConference;

State‐wide:USGreenBuildingCouncilAppleDayofService;National:NationalScienceTeachersassociationSTEMConference,AssociationfortheAdvancementofSustainabilityinHigherEd

InternalEvents:

DRIstartedhostinganannualinternationalpotluckluncheonatitsLasVegascampustocelebratethemanydifferentbackgroundandcountriesrepresentedbyouremployees.Allemployeesareinvitedtoattendandaskedtobringadishthatreflectstheirculturetoshare.DRIplansonexpandingtheluncheontoitsRenocampusthiscomingyear.

   

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NevadaSystemofHigherEducation(NSHE)NSHEiscommittedtosupportingcampusesthatarereflectiveofthestatepopulationtomeetthecurrentandfuturesocial,economicandworkforceneedsofahighlydiversestate.ThefollowingisasummaryofsomeoftheinitiativesthatSystemleadershipisengagedintohelpcreateinclusivepoliciesandpracticesthatsupportdiversityprogramsacrossNSHE.BoardofRegentsCulturalDiversityCommittee(CDC)TheCDCstudiesissuesandrecommendspoliciestotheBoardinanefforttopromoteculturalandethnicdiversitythroughouttheSysteminordertoensureaccessandequityforallstudents.Thecommitteereviewsandexaminesissues,information,andactivitiesthatpromotediversityamongthestudents,staffandfacultyoftheSystem;examinesinformationandindicatorsofstudentaccessandequity;makesrecommendationstotheBoardintendedtocreate,enhance,promote,andsupportaneducationalenvironmentthatwelcomesallculturalandethnicminorities;andtakesactionsappropriatetoincreaseawareness,visibility,andemphasisofcampusdiversityprograms.NSHEinstitutionsareaskedtopresentinstitutionaldiversityplansandupdatesontheseplansonaregularbasis.(BoardofRegentsHandbook,By‐Laws,Title1,Article6,Section3.d)Equity,Diversity,andInclusionCouncil(EDIC)TheEquity,DiversityandInclusionCommittee(EDIC)beganin2009undertheleadershipofRegentCedricCrearwhowastheChairoftheCulturalDiversityCommittee(CDC).TheCDCisaBoardcommitteethatwasformedtoaddressthevariousissuesofdiversityacrossthesystem.However,therewasnosystem‐wideinternalcommitteedesignedtobringissueswithsolutionstotheattentionofthePresidents,theChancellor,andtheRegents.Issueswithsolutionsmightrequirepolicychangesandhavefundingimplications,hence,thenecessityforEDIC.Theinitialcompositionofthecommitteeincluded:ChiefdiversityofficersorrepresentativesfromeachoftheNSHEinstitutionsandonecollegepresident.ThefirstissueEDICtookupwassupplychaininclusion.AtopspecialistinthisfieldwasrecruitedbytheEDICandareportwaspresentedtotheBoardofRegentsonDecember4,2009.Policychangesweremadeafterareviewbychieflegalcounsel.TheChancellormadethisapriorityandregularupdatesonsupplychaininclusionwereprovidedtotheBoard.ThisareaofresponsibilitywasdelegatedtotheChancellor’schiefcounsel.Theeffortshavesincebeeninstitutionalizedandarenowmonitoredatthelocalinstitutionsandsystemlevel.Fortwoyears,EDICaddresseditsmissionanddealtwithbestpractices,suchasadiversityscorecardandprogramssupportingunder‐supportedstudents,aswellaspathwaystobecomeHispanicServingInstitutions(HIS).InDecember2011,thecompositionofEDICwasaltered,becomingtheonlybodytoincludeeveryPresidentinthesystemalongwithatleastonechiefdiversityofficerordiversityrepresentativefromeachinstitution.ThepurposeofthisoneofakindcommitteestructurewastomoreactivelyinvolvethePresidentsinproblemsolvingandtoexpediteeffortsascolleaguesworkingdirectlywithissuesonthecampusesbroughtthoseissues,concerns,solutions,andbestpracticesforward.2014SouthernDiversitySummitCSNhostedtheThirdAnnualNSHESouthernNevadaDiversitySummitheldonOctober,2014.ThethemefortheSummitwas‘PipelinestoSuccess.’Over150participantswereinattendanceincludingRegents,communitystakeholdersandinstitutionalrepresentatives.Thisall‐dayeventincludedplenariesandbreak‐outsessionsrelatedtodiversity,studentsuccessinitiatives,workforceandeconomicdevelopmentandcommunityengagement.TheSummit’skeynotespeakerwasDr.LuisPonjuanfromTexasA&M.

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Dr.Ponjuanisanexpertinsupportingstudentsuccessforminoritymalesandfirstgenerationcollegestudents.TheSummitalsohadapresentationdiscussingpipelinesforsuccessbetweenK‐12andNSHEfromChancellorDanielKlaichandClarkCountySchoolDistrictSuperintendentPatSkorkowsky.2015NorthernNevadaDiversityConferenceUNRhostedthe‘ExploringDiversityandEquityinEducation,Careers,andtheCommunity”Conference,onFebruary26and27,2015.Theconferencewasattendedby360peopleincludingRegents,Systemstaff,institutionalrepresentatives,communitystakeholdersandstudents.Dr.GenevaGay,ProfessorofEducationattheUniversityofWashington,deliveredthekeynote,whichfocusedonculturalresponsivenessincollegeclassroomsandcommunities.Followingheraddress,theattendeeshadtheabilitytoparticipatein33breakoutsessionsoverthetwodays.UNRwasabletosecureacorporatesponsor,RenownHealth,forthelunchthatwasprovidedtoattendees.HSITASKFORCENSHEhostedthefirstinauguralmeetingoftheHispanicServingInstitution(HSI)TaskForceonOctober14,2014.TheestablishmentoftheHSITaskForcecamefromarecommendationatacommunitystakeholdermeetingwiththeLatinoLeadershipCouncil,andwasdevelopedandimplementedoverthesummerandfall.ThetaskforceiscomprisedofdiversityofficersandanadditionalmemberappointedbythepresidentofeachNSHEinstitution.Attheinauguralmeeting,theVicePresidentoftheAllianceofHispanicServicingInstitutionsEducators(AHSIE)providedapresentationoninformationrelatingtoHSIeligibilityandfundingopportunities.Theoverarchingfocusofthegroupistoprovidesystem‐widebestpracticesforHSIinitiativesasNSHEcampusespursueHSIstatus.NSHEPresidentsPresentthe2014NationalConferenceonRaceandEthnicity(NCORE)TheNevadaSystemofHigherEducationhadthehonorofpresentingabreakoutsessionatthe2014NationalConferenceonRaceandEthnicity(NCORE).Thebreakoutsession,DiversityasaCatalystforChangeintheNevadaSystemofHigherEducation,wasuniqueattheconferencesinceitwastheonlysessionwhosepresenterswerecommunitycollegepresidents.Eachofthefourcollegepresidentsinattendancereportedontheirrespectivecampus’diversityinitiatives,theirsuccesses,andtheirdiversityobjectivesforthefuture.RegentAndreaAnderson,ChairoftheRegents’CulturalDiversityCommittee,participatedinthepresentationviavideodescribingtheimportanceofdiversitytotheNevadaBoardofRegents.Immediatelyfollowingherremarks,ChancellorDanielKlaichelaboratedonthemake‐upoftheBoardofRegents,thestructureoftheNevadaSystemofHigherEducationanditscommitmenttodiversity.ChancellorKlaichelaboratedonintricatepartnershipsbetweentheNevadaSystemofHigherEducationanditscampuses.Chancellor’sDiversityRoundtableIn2014,TheNevadaSystemofHigherEducationcreatedanadvisoryboardchargedwithadvisingtheChancelloronhowNSHEcanincreasecollegeparticipationandcompletionamongitsmostvulnerableandunderrepresentedstudentpopulations.Theadvisoryboardiscomprisedofapproximately19communityandbusinessmemberswhorepresentethnicallydiversecommunities,industries,andperspectives.TheadvisoryboardmeetswiththeChancelloronaquarterlybasis.Duringthepastyear,thegrouphasbeenprovidedpresentationsonaccessandaffordabilityandtheneedforastatesupported,need‐basedfinancialaidprogram,workforcedevelopmentandNSHElegislativepriorities.TheRoundtablewillcontinuetobeprovidedinformationoncurrentNSHEinitiativesandexamineforareasinwhichitcanhelpaddressandprovidemeaningfulfeedbacktotheChancellor.

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NevadaCompleteCollegeAmericaNevadaisoneof33states,theDistrictofColumbia,andtheCommonwealthoftheNorthernMarianaIslandswhohavecommitted,throughapactwithCompleteCollegeAmerica,toincreasethenumberofstudentswhocompletecollegewithacertificateordegree,specificallythosecredentialswithavalueinthelabormarketandclosingattainmentgapsfortraditionallyunderrepresentedpopulations.NevadawasamongthefirstgroupofstatestojointheAlliance.Underthispact,Nevadaagreedto:1)Establishannualstateandcampus‐specificdegreeandcredentialcompletiongoalsthrough2020;2)Developandimplementaggressivestateandcampuslevelactionplansformeetingthestate'scollegecompletiongoals;and3)Collectandreportcommonmeasuresofprogress.Supplier Diversity Initiatives and Outreach: TheBoardofRegents’SupplierDiversitySpendingandInclusionPolicy(Handbook,Title4,Chapter10,Section2)mandatesthatNSHEinstitutionsreportannuallytotheCulturalDiversityCommitteeonTier2supplierexpenditureswithminority‐owned,women‐ownedandothersmalldisadvantagedbusinessenterprises(MWDBE)andlocalbusinessconcernsforprimecontractsawardedbyNSHEinstitutionsthatexceed$1,000,000.TheBoardofRegents’ProceduresandGuidelinesManual(Chapter5,Section2)mandatesthatNSHEinstitutionswillreportannuallytheTierIMWDBEvendorexpendituresforthemostrecentlycompletedfiscalyear.Supplier Chain Diversity Reports including both Tier 1 vendor expenditures and Tier 2 supplier expenditures can be viewed at: http://system.nevada.edu/Nshe/index.cfm/administration/finance/supplychaindiversity/.

CSN hosted three Supplier Inclusion Networking Event and Workshops throughout FY14 (partnering with the Asian Chamber of Commerce, the Latin Chamber of Commerce, the Urban Chamber of Commerce, Akers and Associates, the Governor’s Office of Economic Development (GOED), UNLV, and NSC.

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