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CU-Boulder's Action Plan in Response to Commission Recommendations CU-Boulder Notebook of Materials for Commissioners in Preparation for January 21, 2006 Meeting Executive Summary This plan has three primary goals: (1) to build and maintain an inclusive campus environment; (2) to recruit, support, retain, and graduate a diverse student population; and (3) to maintain and enhance diversity in employment of staff, faculty, and administrators. Accountability and responsibility for implementing the diversity plan and for achieving diversity success are shared throughout the campus from the Chancellor and other administrators to faculty, staff, students, and governance groups. The Office of Diversity and Equity, established in 1998, provides the dedicated leadership and integration to the campus diversity efforts. Performance and progress towards the goals of the diversity plan are measured annually against the plan’s stated performance metrics. In addition, more comprehensive reviews are done during periodic assessments of schools, colleges, departments, and research institutes, and of student affairs and administrative units. In preparation for the Blue Ribbon Commission review, we have analyzed the campus progress towards its diversity goals, utilizing the framework and metrics established by A Blueprint for Action. This analysis can be found in the report which follows this Executive Summary. The report is structured along the goals of the diversity plan, presented in tabular form, and presents information on activities, actions, and progress as measured by articulated performance metrics. Supporting data can be found in the appendices. In determining which programs to analyze for this review, we have selected those whose primary objective is the recruitment, retention, and graduation of undergraduate students, with special focus on students of color1 and first-generation college students. These programs include all twelve programs of the CU-LEAD Alliance, the Center for Multicultural Affairs, and the Pre-Collegiate Development Program. We have also highlighted several other programs, some aimed at upper division and graduate level education. These include the NSF Alliance for Graduate Education and the Professoriate (AGEP) Peaks Grant, the Women in Engineering Program, Student Outreach and Retention Center for Equity (SORCE), Student Academic Services Center, the Indian Law Clinic, and the BUENO Center for Multicultural Education. It is important to understand that none of these programs act in isolation, and none solely serve students of color. They draw upon the rich infrastructure of service and academic programs that are the core of the university. In order to highlight the many resources that are available to students, faculty, and staff, the Office of Diversity and Equity has created a website that organizes useful resources and provides easy access to information. More than 90 such resources are listed and range from information on child care to services from the police department to financial aid opportunities to diversity programs. The richness of the university infrastructure that is reflected in this website provides the underlying building blocks that are used in creating a diverse environment on campus. Several important summary messages can be determined from the analysis of the campus diversity plan:
PREVIEW OF MATERIAL IN THE NOTEBOOK PROGRESS REPORT ON THE CAMPUS
DIVERSITY PLAN: A BLUEPRINT FOR ACTION
Quantitative measures listed in the diversity plan are updated annually, and seven of eleven measures show steady long-term progress. In addition, the Office of Diversity and Equity regularly updates a compilation of campus activities around each plan goal. The fall 2005 compilation is included. UCB CAMPUS POLICY ON STUDENT DIVERSITY
IN RECRUITMENT, ADMISSION, AND SUPPORT
PROGRAMS The policy on student diversity, approved May 2004, governs implementation and administration of all diversity programs on the campus. The University defines diversity as including student populations that encompass a wide range of characteristics including geographic origins, social and economic backgrounds, races and ethnicities, viewpoints, special talents, and personal achievements. Most applicants for undergraduate admission are admitted by reference only to their high school GPAs and test scores. In the remaining cases, consideration also takes into account the applicant's circumstances and obstacles that she or he has had to overcome. This review compares all applicants based on information in their high school records and test scores plus all diversity criteria articulated by the statement of policy. No separate procedure, track, or criteria may be used. To comply with legal limits, race and ethnicity are considered in recruitment and admissions only when admissions criteria that are racially and ethnically neutral would fail to achieve student populations that include a critical mass of students from historically disadvantaged racial or ethnic groups. A "critical mass" of students is defined as a sufficient number to represent a variety of points of view and to avoid such small numbers that might create a sense of isolation. Critical mass does not now exist in most programs at the University of Colorado at Boulder for African Americans, Latinos, Asian Americans, and Native Americans. Admissions procedures in no event may be based on a racial or ethnic quota. Student recruitment programs, and support of students through financial aid or retention programs, are designed to achieve and maintain the kind of student bodies described in the diversity policy. University-administered recruitment, scholarship or retention programs may not be restricted on the basis of race or ethnicity, but may consider race or ethnicity as one factor of many. This policy does not preclude student-directed groups on campus from having a racial or ethnic identity on the same basis as other student groups that are identified by such interests as political affiliation, religion, or other grounds of affinity. RECRUITMENT, RETENTION, GRADUATION
Recruitment: Colorado ranks 48th in the nation for participation of minority students in post-secondary education 2. Despite this, the University of Colorado at Boulder has matriculated a resident freshman class that has 19% students of color. Of over 11,000 Colorado students of color graduating from high school in 2004, roughly 2,100 applied to any Colorado public four-year college or university and had test scores and high school GPA sufficient to earn a CCHE admission index of 103 or above. Almost half of those 2,100 applied to and were admitted to CU-Boulder; half of those admitted enrolled here. Admitted students with academic records under the specified index value are said to be in the window. The admission standard allows CU-Boulder 16% of admits in the window for 2005-06 (14% for 2006-07, diminishing to 10% in 2008-09). For fall semester 2005, of the 4,934 freshmen that enrolled, 471 or less than 10% of the total were in the window. Of those in the window, 25% were students of color and 75% were White/Caucasian. In order to increase the available pool, UCB has made significant efforts in the Pre-Collegiate Development Program working with approximately 800 students and their families each year. The high school graduation rate for students participating in the Pre-Collegiate program has been 100% over the last three years with 96% matriculated in a post-secondary institution. This program is one of several that works with K-12 students and teachers. Retention: Per CCHE’s Quality Indicator System reports, the University of Colorado at Boulder leads state public comprehensive four-year colleges and universities first-year retention rates for undergraduate freshmen students of color. The retention rate for CU-Boulder majority students entering in 2004 is 83%; for students of color, 82%. Isolation and financial issues are the primary stated reasons for failing to return. The vast majority of students of color who do not return are in good academic standing. Graduation: The University of Colorado at Boulder leads state public comprehensive four-year colleges and universities in six-year graduation rates for students of color (60%) and for majority students. Graduation rates for all students of color have improved significantly over the last eight years:
The graduation rate of our freshmen of color is slightly above the rate expected given our majority graduation rate and test scores, based on the pattern seen at 34 AAU public research universities nationwide. At these universities, Hispanic/Latino average 11-12 percentage points lower than majority rates, African American average 15 points lower, Asian American average 2 points lower, and American Indian average 17 points lower. Graduation rates of students within the “window” are somewhat lower than those for the student body at large, but still well over 50%, indicating that the acceptance decisions made are sound. RECRUITMENT, ACADEMIC AND CO-CURRICULAR
SUPPORT PROGRAMS Academic and co-curricular support programs are key to successful recruitment, retention, and graduation rates. Each school and college offers a variety of programs that support all students, including students from underrepresented populations. In addition, support for diversity is a central component of all 38 Student Affairs departments focusing on student development, building community, enhancing diversity, organizational and professional development, and excellent services. The following programs are intersections between Academic Affairs and Student Affairs. These programs have a high participation rate from a diverse student population, but the program participation is not limited to students of color. PRE-COLLEGIATE DEVELOPMENT PROGRAM: PCDP motivates and prepares first generation and underrepresented students in pursuit of their higher education goals. It is structured to ensure that students are academically prepared to enroll and be successful at the University of Colorado or any postsecondary institution of the students’ choice. UPWARD BOUND: The CU Upward Bound program provides high school students from targeted communities with the opportunity to experience a college atmosphere before graduating from high school. CU-LEAD ALLIANCE: There are 12 CU-LEAD (Leadership, Excellence, Achievement and Diversity) programs. These programs are open to all students and approximately 25% of undergraduate students of color participate in one of the CU-LEAD Alliance programs. Two of the twelve programs have existed long enough to report six-year graduation rates of 79%. CENTER FOR MULTICULTURAL AFFAIRS (CMA): Approximately 50% of the students of color access services from the Center for Multicultural Affairs which provides ethnic-specific counseling services. Almost all of the students of color who participated in the last climate survey indicated that they had accessed services from CMA. UNDERGRADUATE ADMISSIONS OUTREACH
PROGRAMS There are 35 targeted recruitment programs for first-generation students and students of color which are planned and coordinated by the CU-Boulder admissions office. These 35 specialized recruitment programs are above and beyond the recruitment programs/strategies the admissions office conducts during the normal 15-18 month recruitment cycle. Underrepresented students are included in all regular recruitment communications and programming. Underrepresented student receive a large amount of additional programming and communication via through these targeted recruitment programs. REVENUES AND EXPENSES All diversity programs provide support to students of all racial/ethnic backgrounds, and all campus programs support students of color. This section presents fiscal year 2004 sources of support and expenditures for several groups of programs: A. CU-LEAD Alliance, affiliates, and feeder programs, with further examination of scholarship allocations. Programs: the 12 programs of the CU-LEAD Alliance, the Center for Multicultural Affairs, and the Pre-Collegiate Development Program.
B. Other programs/departments specializing in diversity and equity. Programs: NSF Alliance for Graduate Education and the Professoriate (AGEP) Peaks Grant, the Women in Engineering Program, Student Outreach and Retention Center for Equity (SORCE), Student Academic Services Center, the Indian Law Clinic, and the BUENO Center for Multicultural Education.
C. All campus programs that might be considered focused on pursuit of diversity,including those in groups A and B. Examples: Diversity programs in ATLAS, the INVST service-learning program, and study abroad.
PARTICIPATION DETAILS, CU-LEAD ALLIANCE
AND FEEDER PROGRAMS This section examines participant counts, feeder programs, and alternative measures of success for programs of the CU-LEAD Alliance programs and its feeders. STUDENT SUPPORT PROGRAMS Additional descriptions of the pre-collegiate programs, CU-LEAD Alliance programs, other support programs, and student organizations can be found in Appendix 7. FINANCIAL AID Financial aid opportunities are critical for attracting many students to CU-Boulder, regardless of ethnicity. Federal policies prohibit institutions from awarding student aid based on ethnicity. At CU, our financial aid policies target low-income families as determined by the Free Application for Federal Student Aid (FAFSA). A series of tables shows financial aid for in-state (resident) undergraduates in fiscal year 2005. Students are subdivided by family financial capability. Aid recipients and amounts are shown for grants-gifts-scholarships, work-study, and loans. The 16,587 resident undergraduates enrolled in fall 2004 had $73 million in demonstrated financial need and received $29 million in grant aid in fiscal year 2005. The very neediest students (those eligible for federal Pell grants), received 43% of the grant aid. CLIMATE FOR STUDENTS AND FACULTY In the most recent student climate survey (2001), 85% of all students indicate that they are satisfied or very satisfied with their experience at UCB. There was no significant difference between the responses of students of color and the majority population. Almost all students (of all racial/ethnic backgrounds) indicated that interacting with students like themselves had a positive impact on their life at the university. Another student climate survey is scheduled to be conducted in fall 2006. Of those responding to the latest climate survey, White, Native American, Hispanic and Asian students report generally similar perceptions of the CU-Boulder campus climate. While overall satisfaction among African-American students who responded was high and they generally feel accepted, welcome and supported on campus, their ratings are somewhat lower than those of other ethnic groups. Their responses particularly noted perceived levels of homophobia outside the classroom and racism inside the classroom. Derogatory remarks made by faculty about various ethnic group members are rare. Unfortunately, such remarks from students are less rare. African American students also perceive less favorable conditions in the larger Boulder community, when compared to other ethnic groups. They report lower levels of comfort in several community settings, most notably “hanging out on the Hill” and looking for a place to rent in Boulder. Further, they rate the Boulder community lowest in valuing diversity – below that of students, faculty, staff and administration. RESOURCES This section provides websites for the programs highlighted in the materials. It also cites a website created by the Office of Diversity and Equity that organizes useful resources and provides easy access to information. More than 90 such resources are listed and range from information on child care to services from the police department to financial aid opportunities to diversity programs. The richness of the university infrastructure that is reflected in this website provides the underlying building blocks that are used in creating a diverse environment on campus. The University of Colorado at Boulder strives to be a place where respect for diversity is expected. We believe that this respect is essential in creating a supportive climate in which students are able to reach their academic potential and where the entire campus can benefit from participation in a multicultural community. As CU-Boulder continues to implement the diversity initiatives set forth in diversity plans, both at the campus and at the unit levels, the university’s quality of education will be increasingly enhanced and enriched. In carrying out diversity initiatives, UCB shall continue to be mindful of Regental, Colorado, and Federal laws that prohibit discrimination based on race and ethnicity. We are dedicated to pursuing these initiatives in a manner that respects majority and minority rights. However, working to achieve a critical mass of students of color is by no means an easy task given the limited resources currently available to the campus for diversity programming and scholarships as well as Colorado’s small pool of diverse high school graduates who are qualified for CU-Boulder. The programs outlined in this report, in addition to others not mentioned here, have made great strides in enhancing our diversity and in helping students from all backgrounds to be happy and successful. We can and should collectively do more, both as a community of scholars and educators as well as in our own residential communities. 1. As used in this document, terms such as students of color, minorities and underrepresented students refer to historically disadvantaged racial and ethnic groups. Federal and state reporting mandates require UCB to maintain and report using the following categories: Asian Pacific Islander, African American, American Indian/Native American and Hispanic/Latino. 2. Bell Policy Center, White Paper #2, 2005. Who Goes to College in Colorado, and Who Doesn’t? Spiros Protopsaltis. Data on Postsecondary Enrollment, By Race and Ethnicity from 2002 American Community Survey Supplementary Survey microdata. Analysis provided by the Population Reference Bureau, Washington, D.C., for the Annie E. Casey Foundation. REPORT TO THE
BLUE RIBBON COMMISSION:
Appendices Appendix 2: Recruitment, Retention, Graduation: Metrics
Appendix 9: Campus Climate for Students and Faculty
Go to Blue Ribbon Commisson Meeting Information Page
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