Campus Diversity Report to the
Colorado Commission on Higher Education (CCHE)


Campus Diversity Achievement
January 15, 2000

Introduction

The campus continues to be committed to enhancing diversity, and understands that commitment without action means little. Our efforts over the last year have focused not only on developing a campus diversity plan, but also on strengthening our best practices and on launching new initiatives that will attract students, faculty and staff from underrepresented groups to the campus. Retention is equally important, and we are continuing successful programs and implementing new strategies that will directly support the retention and graduation of diverse students and that will help make this a safe, respectful, and productive place for all members of our community.

A major campus advancement in the area of diversity was the creation of an Office of Diversity and Equity in March, 1998. This office was responsible for leading the effort to develop the Boulder Campus Diversity Plan, and is playing a major role in coordinating campus diversity efforts. Under this office, a website has been created that provides immediate access to diversity information, including diversity reports, policies, links to diversity related programs and groups, a listing of courses that have a multicultural focus, and links to relevant campus and external communities and information. This website is one of the most heavily visited sites on the CU-Boulder campus.

The major diversity goals of the CU-Boulder campus are:

Goal I: Climate for Living, Learning and Working
We are committed to fostering a campus environment of inclusion, knowledge and understanding in which faculty, staff and students learn to value diversity and to respect the individual differences that enrich the University community.

Goal II: Student Access and Opportunity

We are committed to ensuring equal access and opportunity for a quality education at the University of Colorado at Boulder among all Colorado students, including members of racial/ethnic groups traditionally underrepresented in higher education.

Goal III: Diverse Faculty and Staff

We are committed to building and maintaining a diverse community of faculty and staff that reflects a broad range of racial/ethnic groups, cultures, perspectives and gender.
 

Revisions to the Plan

None at this time.
 

Process

In the spring of 1999 the proposed campus diversity plan and an alternative student plan were reviewed and debated by over 40 groups and many individuals on CU-Boulder's campus. During this process both plans were made available to the campus community on the web and feedback was received on e-mail and through direct comments at a wide range of meetings. The final Boulder Campus Diversity Plan was approved by CCHE in August of 1999.

Planning for increasing and enhancing diversity was not the only activity on campus this past spring. Significant attention was given to program implementation and funding toward strengthening programs and best practices. The progress reported below reflects some of the major efforts across campus over the past year. As these efforts move forward, we are also developing an overall campus implementation process focused on assessment and accountability.

In order to implement the Campus Diversity Plan, diversity committees have been formed for each Division and for each School and College. The staff of the Office of Diversity and Equity has met with the Chancellor, each Vice Chancellor, each Dean, and with the division diversity committees to realign and review individual division and department plans. The Diversity Committees are advisory to the officers of the university who are directly responsible for the implementation and advancement of the Plan.

Schools and colleges are also looking at improving diversity, and each will continue efforts to enhance performance, respond to concerns and articulate future directions. Statistical measures used to monitor campus progress (described below) will reflect school/college and unit performance. To that end, school/colleges are redesigning processes and methods to be more effective and successful in the implementation of their diversity plans. For example, Arts and Sciences is organizing to identify and focus on specific areas of concern around issues of diversity across the college. Departments will be grouping around identified priority issues. Each of the three Associate Deans will be working with these departmental groups to develop appropriate strategies. As another example, the College of Business is working toward providing basic funding for a director of the Multicultural Business Student Center to enhance student recruitment and retention.
 

Progress

Several major projects are currently focusing on addressing each of the CU-Boulder campus goals. The activities described below are examples of the wide variety of activities taking place across campus. We are also actively engaged in taking an exhaustive and updated inventory of our campus diversity activities. Most of the campus' major initiatives have received new or increased funding this past year. These initiatives constitute a basic core of activities focused on our goals of improving climate and community, enhancing access and opportunity, and diversifying our community.
    Goal I: Climate for Living, Learning and Working

    Building Community Campaign
    The Building Community Campaign was launched on campus fall 1998. This initiative focuses on creating a safe and respectful, supportive environment for all faculty, students and staff on the Boulder campus. The initiative is an outgrowth of the information, discussions and recommendations presented by the Chancellor's Civility Task Force in 1998. Following the publication of the Task Force report, a coalition of students, faculty and staff, including the Office of Diversity and Equity, came together in an effort to move recommendations forward. This coalition has been working for the past year to formulate a plan of action centered on the major issues outlined in the Civility Task Force Report, and reflected in the Boulder Campus Diversity Plan.

    The first major activity of the Building Community Campaign was the development of a statement of commitment to community. At the Fall Convocation, Dan Pabon, a student government Tri-Executive, read the statement to all entering freshmen. In his speech, he challenged all members of the campus community to commit themselves to building a strong community and asked those present to read the pledge with him. He then asked everyone to indicate his or her commitment by signing the pledge. That evening after the Convocation ceremony, over 1,200 freshmen signed the pledge.

    The next step in implementing the Building Community Campaign was a retreat of student, administration, faculty, and staff leadership on campus held in September, 1999. Over 100 campus community leaders and members attended the retreat. These included the Chancellor, all Vice Chancellors and Deans, the University of Colorado Student Union, CU-Boulder's student government Tri-Executives and Legislative Council, representatives from the Boulder Faculty Assembly, Staff Council, departments on campus, faculty, and students. Concluding this session, participants were asked to read the Commitment to Community and to sign the pledge.

    Carrying forward the importance of Diversity and Community, another retreat was conducted by the division of Administration, which included department heads, all of their direct reports, and members of the diversity committees from units across the division. The full-day retreat was organized by the Division's diversity committee, using information gathered from a survey of all Administration employees conducted earlier in the year. The retreat gave participants the opportunity to participate in discussions and activities around issues that included a discussion of prejudice, bias, stereotyping, skills for conflict resolution, and aspects of developing a good workplace environment. The intensity of discussions in each of the sessions and the very positive evaluation of the experience by the retreat participants attest to the importance of the issues and to the interest within the community to engage in this type of dialogue.

    Other major activities of the Building Community Campaign include the formation of a response team to address bias-motivated acts, coordinating of information on community across campus, piloting a University 101 course for student development, and sponsoring a recognition program for students, faculty and staff who contribute positively to their communities. Information on the Building Community Campaign has now been incorporated into new employee orientation for both faculty and staff.

    Goal II: Student Access and Opportunity

    Pre-Collegiate Development Program
    The Pre-Collegiate Development Program has long been an important and effective part of the University of Colorado and of the Boulder campus to help underrepresented high school students prepare for college. This year funding was provided for a new middle school Pre-Collegiate program. The response to this new program by the CU-Boulder feeder middle schools, students and families has been overwhelming. Over 375 youngsters are enrolled in the middle school Pre-Collegiate program. They and their parents participate in activities that include workshops and information sessions on financial planning for college and on career choices. They also receive academic counseling focused on preparing them to meet the academic requirements for admission to the University of Colorado at Boulder. New funding was also provided for program scholarships.

    Minority Arts and Sciences Program
    New funding for 50 additional student scholarships was provided for one of the most successful programs on campus, the Minority Arts and Sciences Program. With this funding, the program will expand over the next three years. This program serves students of color and first-generation students, providing them a small-cohort experience, program advising, strong links to Arts and Sciences faculty, and a supportive community on campus. The program has been in existence since 1993 and graduation rates have consistently exceeded 70% for the first three graduating classes. This program is a campus "best practice" and follows recommendations that have been made nationally for the development of strong academic retention programs for underrepresented students.

    Success in Engineering through Excellence and Diversity (SEED)
    New funds were provided to enhance the Success in Engineering through Excellence and Diversity (formerly the Minority Engineering Program), another "best practice" on campus for over 15 years. This year 195 students are participating in SEED, whose freshmen retention rates are higher than the national average for minority students. Graduation rates have been 50-60% over the past five years.

    A key component of this and other major programs on campus is a summer bridge experience for incoming freshmen. The summer bridge gives incoming freshmen the opportunity to prepare for campus life. Students live on campus, take college credit courses, receive computer tutoring, etc. Summer Bridge funding for SEED from the Chancellor's Office will provide reliable and continuing funding for 25 incoming students, supplementing NSF and corporate funding received to support this area of the program. The College of Engineering and Applied Sciences contributes significantly to both the SEED program and to its highly successful Women in Engineering Program.

    Summer Community Building Activity
    Twelve programs provide summer academic experiences for underrepresented minority students and first-generation students on the University of Colorado at Boulder campus, including summer bridge experiences. These programs include:
    • Pre-Collegiate
    • Success in Engineering through Excellence and Diversity (SEED)
    • Minority Arts and Sciences Program (MASP)
    • Upward Bound
    • McNair
    • Summer Minority Access to Research Training (SMART)
    • Academic Excellence Student Support Services (ACCESS)
    • Academic Excellence Program (AEP)
    • Continuing Education Summer Scholars
    • Business Summer Leadership Institute for Minority Students
    • Hughes Initiative
    • I Have A Dream Program Internships


    Each of these programs works intensively to prepare students of color and first-generation students for graduate and undergraduate studies.

    Because of the intensity of the programs' curricula, students across programs have traditionally not had the opportunity to meet and interact with one another. This year new continuing funding was provided for an across-program summer gathering, held in July, 1999. Over 400 students, faculty, and staff attended this gathering. At closing summer ceremonies, many students commented positively on the event. They felt it provided them an opportunity to talk to people they had not met before and gave them a sense of being a part of a larger community.

    Before the student event, directors from each of the programs met to share features, strategies, and common issues. The success of this collaborative sharing has led to monthly meetings of the program directors to continue the information exchange.

    Additional Funding
    Other programs that received additional funding this year include: Academic Access Institute, interpreting services, real-time captioning, Disability Services, and pilot programs for Education and Arts and Sciences.

    Streamlining Processes
    Streamlining the process of recruitment, admissions, and financial aid for students has been another major effort, with Pre-Collegiate students as the first focus group. This year an additional 12 Pre-Collegiate students were matriculated, increasing the number from 21 to 33. The process continues to be improved for next year's class.

    Goal III: Diverse Faculty and Staff

    Campus activities such as those described in the Climate section above are important to the recruitment and retention of staff and faculty. In addition, several other steps have been taken that begin to address issues of faculty, staff recruitment and retention.

    Faculty Teaching Area Scholar
    The CU-Boulder Faculty Teaching Excellence program has been developed over the last fifteen years to support faculty development with regard to instruction. In the past three years, this program has been expanded to provide mentoring and faculty orientation on campus life and responsibilities, promotion, and tenure. Seven faculty area scholars, three of whom are women, work as mentors to small groups of new faculty. This year new funding has been provided for a Faculty Teaching Area Scholar in the area of Diversity. This faculty scholar will work with the other area scholars to support new faculty of color and work with all new faculty to increase their awareness of diversity in student contacts and curriculum.

    Faculty Special Opportunity Positions
    Special Opportunity positions available to diversify the faculty increased to eight this year and constituted the most significant diversity funding increase in the budget.

    Salary Equity Adjustments
    Salary equity adjustments have been a top campus funding priority over the past two years. Yet, while most salary equity issues for faculty of color have been addressed, salary equity for women faculty have not. Faculty salary data are monitored yearly and equity adjustments will continue to be a top priority this coming year. These data will be incorporated into the campus report when they become available in December.

    Staff Recruitment and Outreach Task Force
    A Task Force composed of staff members from across campus met during summer 1999 and into the fall semester to examine CU-Boulder policies and practices with regard to staff hiring. This Task Force has presented a draft report for review to the Director of Human Resources and will be preparing the final recommendations to be submitted to the Vice Chancellor for Administration by the end of the fall semester, 1999. Initial recommendations include the need to: increase CU-Boulder's visibility in underrepresented communities, develop more consistent job postings in underrepresented communities, and provide opportunities for potential employees to gain knowledge about the hiring process. These recommendations will help the Boulder campus develop more effective recruiting practices.

    Administrative Leadership
    This past year, the Administrative Leadership Development Program was also developed by the Chancellor to address issues of upward mobility for campus faculty and senior staff women. Meetings throughout the past year brought a group of women together for networking opportunities and for discussions of leadership strategies and common issues.

Areas of Concern

The campus recognizes several areas of concern, three of which are discussed below. These concerns are already being addressed in various ways. Continued effort, however, will be required if we are to reach campus diversity goals.

Fully Engaging the Broader Campus Community
The Building Community Campaign has an important role to play in the development of a more welcoming and respectful campus. There are several challenges to continuing the efforts of the Building Community Campaign. It will be important to find ways to provide opportunities for all segments of the campus to participate in discussions and initiatives. This will require a continuous commitment by each division to include a broad spectrum of the community. For example, as a next step, the division of Academic Affairs will be planning a retreat for frontline staff that are important key individuals in schools, colleges and departments across campus. In order for real change to occur, it will be important that the momentum of the Campaign be sustained.

Financial Aid
The campus will need to continue to find sources of funding to attract and retain the best students from underrepresented communities. Financial aid for all students has become an important issue across the nation. Including scholarships for underrepresented students in the Foundation's fund-raising campaign for the campus will be an important element in recruitment and retention efforts.

Awareness and Coordination of Programs and Services
A need to increase coordination and articulation among programs has plagued efforts to create a more welcoming and supportive community for students. The increased collaboration around services for the Pre-Collegiate Development Program this year has demonstrated how essential this is to the recruitment and retention of students of color.

Bringing program directors together with Admissions and Financial Aid is a first step. Another important step is being pursued by the Arts and Sciences Diversity Committee, which is developing learning opportunities for faculty. These will be planned and delivered in collaboration with the University of Colorado student leaders (UCSU). The first activity will center on understanding procedures and clarifying faculty responsibility for supporting students with disabilities. The second will focus on diversity in curriculum. This collaboration between faculty and students is essential to increasing the effectiveness of diversity initiatives. In addition, it has the potential for breaking down the lack of trust that has existed on campus with regard to the sincerity of diversity efforts.
 

Statistical Measures

Displays A and B list and show plots of time series for each of the statistical measures we are using to assess progress. Those on faculty and staff, and on our share of high school graduates, have not been updated since plan submission because data are not available on these until December or later. Faculty and staff measures are discussed briefly at the end of this section.

The student measures have been updated, and are discussed below.

Undergraduate Students
Bachelors degrees granted to residents of color increased from 434 in fiscal year 1998 to 478 in FY 1999. This 10% increase marks the ninth consecutive increase in this key indicator of success. At the same time, degrees granted to white residents dropped by 2%. Students of color now represent over 15% of all resident bachelors recipients, compared to under 10% ten years ago.

All contributing measures for undergraduates improved as well:
  • The number of new degree-seeking resident undergraduates of color (freshmen and transfers) in calendar year 1999 reached 649, up from 596 the prior year, a 9% increase.
  • The one-year retention rate of full-time fall resident freshmen of color was 80% for those entering in 1998, vs. 79% for those entering in 1997. This exceeds the rates for all but one of the previous 11 entering classes.
  • The six-year graduation rate of full-time fall resident freshmen of color was 52% for those entering in 1993, vs. 46% for those entering in 1992.
CCHE has selected more traditional measures of undergraduate diversity, with a focus period of five years, 1995-96 through 1998-99. These measures will be published by CCHE and are not shown in Displays A or B. Highlights:
  • The number of resident undergraduates of color increased in fall 1999 to a 5-year high of 2,369 (at census; CCHE will use end of term figures). While this is pleasing, it is worrisome that despite the high number, the percentage of resident undergraduates who are students of color fell to 16% of all students, a 5-year low.
  • CCHE also looks at the number of bachelors degrees earned by residents of color, and persistence and graduation rates of resident freshmen of color. As discussed above, trends for all these measures are positive.
  • The persistence rate for resident freshmen of color trails that for all resident freshmen by only two percentage points. In contrast, the six-year graduation rate for resident freshmen of color is still more than 10 percentage points below that for all resident freshmen.
The results for undergraduates are quite encouraging, and demonstrate the effectiveness of campus diversity efforts over the last few years. They also reinforce the need to continue our efforts to attract more students of color and to graduate more of those who enroll.

Graduate-level Students
Graduate-level degrees (masters, doctorates, and JDs) awarded to students of color declined by about 20% between FY1998 and FY1999 for both residents only and all graduate-level students of color. Over 75% of the drop (21 of 27 total) was in JDs, with relatively stable numbers of masters and doctorates to students of color. Total graduate-level degrees to white students declined as well, though by less than 10%.

The number of new law students of color dropped sharply in 1996 and has not rebounded since then. This, coupled with an apparent decline in the three-year graduation rate of these students, is primarily responsible for the drop in graduate-level degrees to students of color. This is of course disappointing to both the law school and the campus. However, law remains among the campus graduate-level programs with the highest representation of students of color.

Total enrollment of graduate-level residents of color (a CCHE measure) increased by over 5% between 1998 and 1999, reaching a 5-year high of 12% of resident graduate-level enrollment.

The number of new resident graduate-level students of color increased slightly from 1998 to 1999, from 90 to 95, although the total number of new graduate-level students of color decreased slightly.

Except for the drop in law, the graduate-level results are encouraging, for we have maintained numbers in the face of declining overall graduate enrollments. This finding complements the results for undergraduates and again suggests the effectiveness of recent campus efforts. The law school is well aware of its situation, and other CU-Boulder schools and colleges will be examining the results for graduate-level students (and for undergraduates) in greater detail as well, to determine areas requiring greater efforts.

Faculty and Staff As the lists and plots in the Appendix show, all four faculty and staff diversity measures showed substantial increases between 1989 and 1998. We will examine 1999 data when they are available in December, both for the campus as a whole and by school, college, and division.

CCHE classifies and counts faculty and staff differently for their own measures, and also examines new hires to tenure-track positions. We had no new tenure-track hires of color in 1997, the last year reported. However, that was a severe budget-cut year with few new hires at all. We expect that 1999 figures will show improvement here.
 

Next Steps

In the next two months we will complete an update of the campus inventory of programs, and the realignment of Division plans with the Campus Plan. The inventory and the realignment process are also being completed by each campus unit, school, and college.

We will also be focusing on finding more effective ways of assessing the effectiveness of campus programs. While we have already used information about campus performance and individual programs to select successful programs for enhanced funding, we will in coming months study campus, school and college performance in more detail in order to identify areas in which additional interventions would be appropriate.

Along with the procedural tasks to be accomplished, work will continue on the initiatives such as the Building Community Campaign described above and on the current implementation and development of programs to address specific needs.
 

Appendix




Send comments to Mary Ann Sergeant.

 


 
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