meeting with chancellor wilcox and upper administration...

Meeting with Chancellor Wilcox and

Upper Administration 8/2017

Committee on Diversity and

Equal Opportunity

(CoDEO)

CoDEO Recommendations to Improve

Diversity, Retention, Issues of Equity and

Climate at UCR

Outline

1. Charges to CoDEO and members of the

committee

2. Outcomes of our discussions with each of the

Deans about their plans to increase diversity hires

in their colleges

3. Issues of retention

4. Issues of pay equity

5. Issues related to climate on campus

Charge to the Committee on

Diversity and Equal Opportunity

CoDEO represents the Division on all matters of affirmative action

and diversity in the employment of women and ethnic

minorities at UCR.

It monitors the campus for discriminatory employment practices,

retention, and for issues involving diversity and campus

climate, and, at its discretion, makes recommendations for

improvement in specific practices and general policy.

Serves as a liaison between individuals experiencing problems

related to affirmative action at UCR and the Division,

providing, at its discretion, advice and guidance when

requested

CoDEO Members 2015-16

2015-2016 Committee Membership

Manuela Martins-Green (Chair) – Cell Biology

Carolyn Murray - Psychology

Meera Nair – School of Medicine

Georg Michels – History

Suveen Mathaudau – Mechanical Engineering

Jun Li – Statistics

Elaine Wong – SoBA

Melania Abrahamian - GSA Representative

Honeiah Karimi - ASUCR Representative

CoDEO Members 2016-17

2016-2017 Committee Membership

Manuela Martins-Green (Chair) – Cell Biology

Carolyn Murray - Psychology

Meera Nair – School of Medicine

Georg Michels – History

Suveen Mathaudau – Mechanical Engineering

Jun Li – Statistics

Boris Maciejovsky – SoBA

Kayleigh Anderson -- GSA Representative

Aram Ayrapetyan – ASUCR Representative

Addition to the Membership

The Associate Vice Chancellor for

Diversity and Inclusion

as a non-voting ex-officio member

to keep the committee apprised of current

issues on campus

Outline


committee



in their colleges




Diversity in Faculty Hiring

During the Fall Senate Division meeting in 2015 the

Chancellor presented data indicating that

UCR had not improved in diversity with its last

150 faculty hires. This raised a red flag with

CoDEO

Because the EVC delegated the responsibility of

increasing diversity to the Deans, CoDEO

conducted individual interviews with all Deans

to find out what strategies they had to improve

hiring with diversity

Outline


committee


Deans about their plans to increase diversity

hires in their colleges




CNAS – Dean Ulrich

Dean Ulrich will ensure that the search committee

chairs and members know what it means to be

unbiased and open minded.

At Rutgers University, Dean Ulrich had people come

in to conduct a play to explain and provide

awareness.

Dean Ulrich thinks that interactive training is the most

effective method to make people aware of

unconscious bias.

Dean Ulrich will scrutinize the final list of candidates

very careful to look for diversity.

BCOE – Dean Abbashian

Through conferences and faculty recommendations

pro-actively mine the underrepresented minority

student (URM) pipeline, which represents only a

small fraction of the total Engineering Ph.D.

candidates.

Identify promising URM candidates towards the

end of their degree programs.

Secure the URM candidates before they enter the

wider job market, and in some cases, allow them

to pursue post-doctoral opportunities before

returning.

BCOE – Dean Abbashian

Expressed concerns based on reallocation of

funding under the new budget model which

disincentives' pursuit of domestic faculty

candidates.

The Deans should have the freedom to be

innovative in recruitment and hiring strategies.

Target of Excellence (ToE) mechanisms of hiring

without a faculty separation should be explored

and considered.

CHASS – Dean Pena

Will pay close attention to how job announcements are

written.

Will take into consideration the breadth of the whole

department, not just a singular field, to determine what

opportunities are available in terms of ethnic, gender and

race categories.

Will work with the faculty to be proactive in recruiting

candidates, specifically by actively looking for diverse

candidates.

Will ensure that those to be interviewed reflect the best

attributes of all the applicants that applied.

GSoE – Dean Smith

In 2015-16 GSoE successfully recruited six new faculty and

five of them are of color. The success is partly due to the

following strategies:

Included diversity in the chairs of searches.

Care in writing advertisements for the positions to

encourage diverse applicants to apply.

Encourage chairs of the committees to expand the shortlist

to include some underrepresented candidates. The Dean

provided the resources to bring these extra people to

campus to give a talk.

Open to hiring high quality graduate students that are

diverse which can then be pursued for faculty positions.

SoBA – Dean Wang

SoBA faces two major problems in attracting

minority faculty:

First, there are relatively few minority Ph.D.'s

available in the national job market.

Second, those few Ph.D.'s tend to go into business

or industry.

To overcome these difficulties, SoBA developed a

number of innovative strategies to increase faculty

diversity.

SoBA – Dean Wang, Strategies

1. Contact Ph.D. candidates or their faculty advisors

nationwide before they complete their

degrees to interest them in exploring a

potential faculty position at UCR.

2. Cultivate current UCR Ph.D. students with

minority backgrounds to develop interest in

academia.

3. Encourage qualified undergraduate students - both

regionally and nationally - to pursue Ph.D.

studies with a possible future in academia.

SoBA – Dean Wang, Strategies

4. Participate in a four-week summer program with the other

five UC business schools. The program (which

rotates yearly from campus to campus) attracts about

fifty African American and Hispanic students

nationwide, is funded through donations from the

business community, and provides SoBA with

excellent opportunities to attract prospective graduate

students to UCR.

5. Outreach to the minority communities in SoCAL to

disseminate awareness about SoBA’s programs and

the need for building a new generation of minority

faculty in the field.

SoM – Interim Dean Schiller

The School of Medicine may be one of the more successful

schools within UCR at recruiting diverse faculty and

students. Strategies: 1. Investment in diversity by the leadership: Institutional

commitment to start from top down.

2. Pipeline programs: funds undergraduates and medical

students from disadvantaged backgrounds.

3. Funding: the School of Medicine receives funds from Kaiser,

Howard Hughes, private donors and the NIH, which funds

student pipeline programs.

4. Monitoring: The school also internally monitors its own data

on diversity in faculty, staff and students. These data are

important when applying for or maintaining grants.

School of Public Policy(SPP)

– Dean Deolalikar

Because the undergraduate students are quite diverse in the SPP, they are identifying strong undergraduates to feed into the master’s program.

Because the school is young, they are using their cluster hiring to bring diversity to the School.

Graduate Division – Dean Childers

Under Dean Childers’ leadership, UCR’s Graduate Division has greatly improved the diversity of its graduate students by increasing the percentage of URM from 12-16% to 35% for the incoming class in fall 2016.

Diversifying the graduate student body is the best way to increase faculty diversity down the line.

The recommendations from CoDEO to Chancellor White included a request for significant increase in the budget of the Grad. Div. to be used specifically to increase diversity of Graduate Students. The Chancellor responded and we now see the results.

Dean Childers, Strategies

Reached out to students in Southern California and the South West, particularly through Cal State faculty.

Teamed up with the Society for the Advancement of Chicanos and Native Americans in Science.

Provided funding earmarked for diversity based on socio-economic challenges (as allowed by Prop 209) to allocate “a certain amount of money on top of the packages that we offer from the Graduate Division”.

Mentored students to bring down attrition rates, particularly in the STEM fields. The Graduate Student Mentorship (GSM) program has been remarkably successful.

CoDEO Recommendations

A dashboard for faculty so that we have data on

the faculty we currently have in place to get a

sense of where we do not have diversity.

Important for demographics.

We should know what we currently have before we

determine where we need to go. How are departments

doing and how does each compare to the graduate and

undergraduate population.

The use of TOE without separations.


Use of advocacy to be proactive in achieving

diversity.

Fund student pipeline programs, in particular

programs that attract URM.

Create specific incentives for diverse candidate pools and the hiring of diverse candidates (e.g., financial) as well as increase faculty awareness of these incentives.

Much like SoM, the leadership from the other schools shouldprioritize improving diversity at all levels and search for available funding to support this.


Training on conscious and unconscious biases.

Raise awareness of President's postdoctoral fellows.

Reward faculty who make major contributions to advance diversity on campus (e.g. awards).

Regents Diversity Statement - Chairs pass out to every faculty member the one page Diversity Statement issued by the Regents.

Exit Surveys/Interviwes - to help understand why faculty leave.


Continue to provide sufficient funding for the Graduate Division to support outreach to minority students, bring them to campus, and support them through GSM and other related programs (e.g. Grad Success).

However, according to Dean Childers, such funding is now jeopardized by a new budget process that prohibits allocating funds through the Student Service Fee Committee (which in the past has generously supported the Grad Division).

Outline


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in their colleges




Issues related to retention

We asked the VPAP for data on retention of faculty in the last, say, 5 years. We would like to know:

1. How many separations and what percent of faculty that represents.

2. What percentage of the faculty wanting to leave were we able to retain?

3. What percentage were new hires vs senior faculty?4. Where did they go and their reason for leaving?

Classification of these data by gender and ethnicity would be particularly important to our committee.

Issues related to retention

The VPAP told us that UCR has not been collecting this

data. Therefore, in order to answer our requests, the

VPAP would have to look at individual retention letters.

More recently, we were told that we are partnering with

COACHE to perform independent surveys on those

who left and those who were retained.

The n is too small to provide the information without

jeopardizing anonymity. But in the future, as the n

increases, data will be provided.

We would like to request that you continue to invest in this effort, in particular into exit interviews to better determine why faculty leave.

Retention Practices

1. Anticipation of potential departures -- Recognize

before loyalty to UCR is broken.

Dissatisfaction - unhappiness

Disinterest - lack of participation

2. Attention to spousal hires -- both on campus and

outside the campus.

3. Keep a climate of trust, engagement and welcoming.

4. Consistently perform campus climate surveys and

exit interviews to determine why faculty leave.

Retention Practices

6. Deans appointment of department chairs –

leadership skills

the ability to recognize and resolve or attempt to resolve

conflict

7. Provide appropriate staff support

8. Provost involvement Go back to the time in which the Provost was involved in retentions.

Sometimes retention packages need to involve funds that the Dean

might not be able to provide.

Having the Provost involved provides a global perspective on the

campus retention issues, rather than a fragmented view.

Outline


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in their colleges


4. Issues of equity


Provide all faculty with equal opportunities to succeed

Provide each faculty member with the means to succeed

Equality vs Equity

Equality, much like equity, aims to promote fairness and justice, but it can only work if everyone starts from the same place and needs the same things.

Equity, on the other hand, requires giving individual faculty what they need to fully succeed. The needs are not the same.

Issues of equity

Equity in pay - We are aware of the 3 year commitment of

the UC President to provide parity in compensations.

CoDEO requests that the VPAP:

Continue to track how the equity pay is applied within and

across the campuses. For example, how many faculty

are now more than 1SD below or above the mean in their

current steps and what is their gender and ethnicity?

Put in place ways to evaluate pay equity at least every

other year.

Communicate that evaluation to the faculty.

Issues of equity

Equity in opportunity - all faculty must be given the same

opportunity to succeed in applying for leadership

positions unless there is strong and compelling

reasons to exclude a class of people. In such cases,

a clear explanation of the reasons for exclusion

should be provided.

Equity in accountability - Faculty should be held

accountable using the same criteria for all. This is particularly important in the Merits and Promotions process.

Outline


committee



in their colleges


4. Issues of equity



Establish a climate of:

Trust

Engagement

Appreciation

Welcoming

Ensure that the departments have a culture in which

faculty feel that they are:

Part of the mission of the department

Appreciated for what they do

Evaluated fairly

Reward for Faculty Merits and promotions system

Specific Awards for faculty who make a difference to improve climate

on campus.


Establish the existence of equity advisors that the faculty can

consult to resolve issues of dissatisfaction

Faculty inclusion and improved climate – enrichment programs

that lead to faculty satisfaction and a sense of belonging

such as:

Workshops on issues of interest to the faculty

URM and Women’s centers

Improved communications among students, faculty, staff, and

the administration

Provide a robust mentorship program for faculty

Financial Support

Recognition for Mentors

Multifaceted

Traditional definition of mentoring “a dynamic and reciprocal

relationship” between two people which is designed “to promote the

development of both”.

The relationship can be thought of as having 3 components:

1.Duration (long vs short)

2.Scope (focused vs comprehensive)

3.Focus (professional vs personal)

Mentoring can involve only a mentee and a mentor or, in today’s

complicated world, it is probably more fruitful to have mentors for specific

needs. This multifaceted approach should:

1. Involve strong disciplinary engagement

2. Encourage formal and informal interaction

3. Use broad professional networks

4. Use off campus networks and coaching services

Mentorship

Mentee Peer Mentor

Research Mentor

Advisor/Sponsor

Career Mentor

“Life Balance”

Mentor

Challenges:

1. Matching process

2. Mentoring is time consuming

3. Quality of mentoring

4. Obtaining feedback and follow up

Multifaceted Mentoring Team

Components of a strong Mentorship Program

1.Recognition – awards, Merit and Promotion process,

mentor of the month!

2.Mentee/mentor – increase knowledge on how to mentor

and be mentored through:

Mentor development programs

Meet the Mentor

Mentee training workshops, seminars, luncheons

Development of mentoring skills

3. Networking

4. Feed back and assessment – need to establish how to

get feedback from mentees and mentors and how to evaluate

the program.

Mentorship Program

CoDEO recommendations

1. The Deans:

Appoint Chairs of departments with leadership skills and that are trained or can

be trained to achieve goals that improve climate on campus.

Provide funds for annual departmental retreats in which the faculty discuss and

strategize on how to best move the department forward.

2 .The Provost: Invest in a mentorship program for the whole campus:

Mentoring of Faculty

Mentoring of graduate students and postdocs

Mentoring of staff

3. The Chancellor: Invest in communication among the various constituencies on

campus and provide a physical environment that is that is people and community

centered.

Provide more staff to the VPAP’s office to undertake all

of the necessary steps to improve climate on campus.

Transparent Faculty Climate Survey - to inform campus

on climate issues that affect faculty (results provided to

everyone).


AM I MISSING ANYTHING. FEEL FREE TO ADD OR MODIFY

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meeting with chancellor wilcox and upper administration...

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