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Dimension I: Philosophy and mission of DEI
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Stage:EmergingEmergingEmergingEmergingDeveloping
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Reflective Questons: 1. To what degree (emerging, developing, transforming) has the campus/division/program/department adopted a formal and universally accepted definition of diversity, equity, and inclusion and to what degree it is used consistently in most aspects of the campus?
2. Which definition(s) have been left out?		1. To what extent has the campus/division/program/department emerged, developed, transformed the campus strategic plan to advance diversity, equity and inclusion that includes short-term and long-term goals?
2. How might the message, language or image be reframed from deficit-oriented to assets-based? 		1. To what degree has the campus official mission statement merged, developed, and transformed to include diversity, equity, and inclusion?
2. How might the alignment be more inclusive and equity-minded?
1. To what degree are diversity, equity, and inclusion efforts aligned with important high-profile efforts on campus, such as general education, learning communities, teaching?
2. How might the alignment be more inclusive and equity-minded?		1. To what degree does the campus/division/program/dept. include diversity, equity and inclusion in its disciplinary and institutional accreditation efforts?
2. How might accreditation efforts be more inclusive and equity-minded? 		1. To what degree does the institution acknowledge its relationship to the land, place, and surrounding communities?
2. Who and what is highlighted through building names, artwork, web images?
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Components: A: Definition of DEIB: Strategic PlanningC: Alignment with institutional missionD: Alignment with campus renewal and transformational effortsE: AccreditationF: Historical context
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Indicators:DEI TrainingIt is through the OTP that the division-wide, Cabinet-owned process for creating six Inclusive Excellence Action Teams (see https://drive.google.com/file/d/1IPiNYbrEpjqzQptKYm-LoPlZynwz_UgJ/view?usp=sharing) is coordinated. Right now, vetting how we move forward is happening on a couple of fronts:
(1) Weekly IEAT Comms Group meetings, though informal, allow us to stay connected across the IEATs, assist with clear and effective communications with all IEAT group members, share information about how each IEAT is progressing, and sharing strategies for how to keep the work moving forward in each group;
(2) Each IEAT is responsible for creating an Inventory of progress-to-date in each of their assigned areas of responsibility (to see those assigned areas of responsibility, to to the IEAP Framework https://drive.google.com/file/d/1tEWEND-xOff-ABpO1Fh-4VYhCicGC_S9/view?usp=sharing); progress is then being evaluated as emerging, developing, or transforming using the Equity Lens Framework (ELF) created by the President’s Council on Inclusive Excellence (PACIE) (see https://drive.google.com/file/d/1bWM5uUtE2oNVJ1fXqv5v2mDzTg6MX5OQ/view?usp=sharing) 		A mandatory Undocumented Student Ally Training

Offered several programs for students such as Bridge the Gap, And still we rise, Diversity & inclusion student council, cultural heritage months, & identity-based retreats		The CCE uses the “Self-Assessment Rubric for the Institutionalization of Service Learning''. All programs and activities have moved beyond simply expanding opportunities for service-learning (see link) to building capacity for high-impact Service-Learning Practices

Offered the faculty development program named Community Engagement and Social Justice Fellows Program.
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DHR TrainingsQ 4.6
1. Being as clear as possible in order to ensure there are no misunderstandings.
2. When appropriate, using more than one form of communication to reinforce the message. For instance, following up after a meeting with written communication that summarizes what was said.
3. Asking for feedback when providing information in order to make sure the message was understood the same way it was intended.
4. Reinforce important principles by stating them in different communication methods as well as stating them with slightly modified wording that means the same thing.
Q 6.16
1. Facilities Services provides access to facilities and campus resources as directed and requested.
2. If general operating hours of a space are not sufficient for a student, they can request key access to the space if they provide sufficient justification and have it signed off on by a staff or faculty member.		A mandatory Undocumented Student Ally Training

Offered several programs for students such as Bridge the Gap, And still we rise, Diversity & inclusion student council, cultural heritage months, & identity-based retreats
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DSA Trainingsrequired to attend trainings offered by the System Title IX and DHR offices. System trainings are at least quarterly, and optional development as often as my staff would like. Most of these are done virtually, on webinars or live trainings, or self-paced trainings. Most of our development content seems to be relatively new, with most of the legal-based trainings being updated as law changes. We also share development opportunities we come across with everyone in our area.We actively self-reflect on developing avenues of diverse and equitable opportunities within our workshop building and courses we offer. We use assessments and listen to the voices of our campus community and society at large to understand the just in time elements that might need to occur at a certain point in time, as well as the bigger picture needs. Collaborations and partnerships are our biggest strength and keeps us more diverse and open to Learning and Development discussions, feedback, self-reflection.
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Considering the scope of our area and the work we do, social justice (as well as racial and others based on protected identities) really comes down to equity in university policies, programs, and activities. This includes implementing University training: Refocusing the View- Considering Disability through Social Justice Lens (optional), one time, but can be offered again based on SME availability; Practical Diversity- Turning Ideas into Action, (optional) one time session; CSU Learn "Diversity, Equity, Inclusion -Bundles" - multiple on-demand courses packaged together and marketed to employees (optional)- at employee pace; CSU Learn-Understanding Unconscious Bias training (required of Search Committee) as needed per person. We conduct pre and post assessments for the content of our training. Throughout the semester we revisit terminology, concepts and practical application of the the work related their role on campus. As these topics are developmental, especially for our undergraduate students, we take time to build upon the individual needs of the student and provide additional, appropriate information as we continue our work. Stage 1: Emerging
At this stage, a campus is beginning to recognize diversity, inclusion and equity as strategic priorities and is building a campus-wide constituency for the effort
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The CI Staff Council does not have a definition for racial and social justice in our organization, but we have acted on a few items which relate to this question.For our student staff we provide annual training which includes modules addressing equity, diversity and inclusive excellence. The annual training is mandatory as student staff must attend the full training before the beginning of their employment. For our student staff, bring in guest speakers from the MDC to speak to the university's approach to inclusion, recognizing their own social identities, the value of inclusion and what they need to recognize the need to know for supporting a diverse student body. We also include content from the NASPA Certified Peer Educator training with modules titled "Intrapersonal Applications of Identity as a Peer Educator" and "Bystander Intervention as a Peer Education Technique". The NASPA CPE training is delivered virtually with in-person debrief and practical applications. PEEP: post-training surveys related to learning outcomes, post-event debrief meetings.

Embedded in training curriculum, it’s included/embedded in the fabric of what we do and why we even exist. 		Stage 2: Developing
At this stage, a campus is focused on ensuring the development of its institutional and individual capacity to sustain the diversity, inclusion and equity effort
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We need to formally define this for our web space. However, I brought this question to the team who shared the following response:
- Equal opportunity made possible through universal design principles—multiple means of representation (content), expression (assessment), and engagement (with content, instructor, and class peers).
- A learning environment that is designed with intention toward inclusion & accessibility (this includes mobile-ready, access considerations, media formats & alternatives, free/open-access & low/no cost course materials, etc).
- Responsive, culturally-validating teaching practices.
- Student engagement and interaction that appeals to high and low-context cultural perspectives
- We are in the process of developing/rolling out our Teaching for Learning Continuity (TLC) program which has accessibility/inclusion/UDL embedded or braided in every possible area before being made available to our faculty/campus community. We looked at similar models from other campuses and noticed that most didn’t include accessibility or listed it as one of the last/late (rather than earlier/first) priorities. One of the requirements for our summer program is completing (earning the badge) an accessibility course (mentioned in response to Q1).		Our area also provides professional development having to do with equity, diversity, and inclusive excellence in teaching and learning to faculty. All of the programs below are available to all faculty, but none of it is mandatoryDismantling Racism: Since Fall 2020, weekly, hour-long, required meetings are held for and facilitated by Office of the President staff and a staff member from University Advancement. Stage 3: Transforming
At this stage, a campus has fully institutionalized diversity, inclusion, and equity into the fabric of its institution, and continues to assess its efforts to ensure progress and sustainability.
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We define equity, we don’t have a defined/published definition of racial/social justice in our program.Annual or bi-annual opportunities offered to staff as part of a professional development plan. Typical conferences include (all with DEI focus): AHSIE, AHHEE, HACU, AAC&U Equity and Diversity Conference, SACNAS. All peer mentor/student-facing staff attend Institute of Cultural Affairs’ Technology of Participation training focused on inclusive facilitation methods. Staff also invited to participate in peer mentor training with sessions explicitly designed with DEI learning outcomes. As a staff activity, each SASEI program is assessed in alignment with the CSUCI Strategic Initiatives and, in particular, the Inclusive Excellence: Developing a collective understanding of equity and inclusion in order to engage staff with the work of the department in alignment with the greater work of the university. Explicitly DEI and participant-centered PD: Eva Jo Myers department-wide staff and mentor training, Luna Jimenez Institute for Social Transformation (co-sponsored a campus session, support staff to participate in trainings)Professional development is provided for employees through ongoing training, webinars, conference attendance, team reading, workshops and conference style guest speakers. Some of the opportunities are optional and some are mandatory. Including what we offer in ROI and the DSA, staff have at least 3-4 times a semester we offer opportunities to advance their knowledge and skills on issues related to DEI. Most content is updated based up new research and information. As mentioned above and often the delivery mode is zoom, teams, online or reading material.
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There are several places where racial and social justice are addressed, though not explicitly defined, within the OTP website. I will infer a definition from the following, though the fact that inferences are necessary make the need for explicit work on definitions by OTP personnel clear. Data points:
(1) The President’s Advisory Council on Inclusive Excellence, established Fall 2017 (see https://www.csuci.edu/president/ie/index.htm);
(2) Shared definitions (see https://www.csuci.edu/president/ie/shareddefinitions.htm);
(3) Realizing racial justice (see https://www.csuci.edu/president/rrj/index.htm);
(4) Inclusive Excellence Action Plan Framework (see https://drive.google.com/drive/folders/1lnxpg2flq-LKnra-sPv0wjVUUbQbeDLa?usp=sharing)		The University Police Department’s (UPD) advanced officer training begins early in the development of police officers with the required California Commission on Peace Officers Standards and Training (POST) Cultural Diversity program offered through the Museum of Tolerance: Tools for Tolerance Program and Simon Wiesenthal Center. Additionally these topics are covered during our comprehensive 22 week Field Training Program for all new officers.

Officers receive ongoing continuing education training in bias based policing and racial profiling as required by POST at least every 5 years via a facilitated video course and discussion with all officers. Additionally, The department has partnered with the Title IX and Inclusion office to provide additional campus specific in person training on unconscious and implicit bias; as well as, completing mandated online training via CSU Learn.		All Peer Educators under the LRC receive ongoing prof. dev. in antiracism, equity, and diversity. Specific sessions occur each semester, first during our pre-semester training retreat, and once during the biweekly training we have throughout each semester. These training sessions are mandatory and the delivery modality is usually a combination of asynchronous preparatory material followed by synchronous activities designed to deepen the learning and apply it to our work as peer educators. We have created a Micro-Internship program that provides CI students with training and real-world problem solving via non-profit and small company projects. These are virtual projects that include pay for the students. In the Micro-Internship program, we have partnered with the Women’s Economic Ventures to seek out Spanish-speaking clients and clients who are coming from socio-economically disadvantaged areas in order to better support our community that has been hard hit by the pandemic. Some of this work is fee for service and some is supported by gifts and grants. This work is a win for students as they learn relevant job skills and are paid and a win for local community partners who may not have the resources or bandwidth to pivot online during the pandemic.
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IEAP framework is the main initiative we have developed and undertaken.
OTP antiracism common reading curriculum. OTP, under the leadership of the Chief of Staff, has implemented anti-racism curriculum focusing on shared readings and regularly scheduled process meetings. This started under the previous administration and has continued with Kaia. I believe the initial reading was White Fragility and we just completed How to be an Antiracist. I know Kaia is working with the group to identify the next reading in the curriculum.
PEEP: Annual training includes DEI learning outcomes and sessions about equity, this is mandatory for all PEEPs, content updated annually and delivery mode has been both in-person and virtual.Supplemental training throughout year, this past year we included Eva Jo Myers department-wide staff and mentor session on inclusive practices in virtual settings. 		Career Development and Alumni Engagement facilitates educational and work environments that are welcoming, accessible, and inclusive. Our team serves as advocates for multicultural, social justice, diversity, and equity through delivering culturally relevant and inclusive programs, services, policies, procedures and practices. Commitment to Diversity, Equity and Inclusion. Career Development and Alumni Engagement stands in solidarity with the CSUCI community and rejects any form of racism and discrimination. We are firm in our commitment to provide inclusive support and resources to enable all students and alumni to seek job and internship opportunities with organizations who honor, respect and practice diversity, equity and inclusion in the workplace. It is our individual and collective responsibility to recognize, identify and act to eliminate systemic racism, bigotry and inequities, to strive for a more inclusive and diverse world. We encourage you to review our diversity resources.The BFA Division has a formal recognition program in place to celebrate individuals and teams throughout the division that advance diversity, equity and inclusion. Nominations are received from staff throughout the division prior to an all-hands division meeting. The Recognition Committee evaluates the nominations and recommends the final recipients to the VP and AVPS in the division for approval. Once approved, they are recognized during the all hands Division meeting. This occurs twice per year. The Excellence Award is given to individuals who have many If not all of the following attributes: Integrity, Respect, Superior Effort, Commitment to Services, Enriched Communication and Commitment to Inclusive Excellence, Diversity and Collegiality. The Collaboration & Teamwork Award is given to individuals and/or teams who demonstrate Dedication, Willingness, Collaborative Spirit, Respect, Communication, Commitment to Inclusive Excellence, Diversity, Collegiality and Fun.
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We do not explicitly define social/social justice at the department level, however we support the institution’s strategic initiatives: https://www.csuci.edu/careerdevelopment/services/diversity-resources.htm"ASI is committed to inclusive excellence and developing culturally proficient and equity-minded student leaders by identifying barriers that inhibit student success and supporting efforts to remove them."Residential Education student assistants receive a required training at the beginning of each semester. During these training periods, we dedicate presentation sessions and required online trainings to equity, diversity and inclusive excellenceMy staff and I participate in Association on Higher Education and Disability (AHEAD) trainings for our own professional development around issues of equity, diversity, intersectionality, compliance and inclusion. The frequency of attendance at these workshops depends on the AHEAD schedule as well as available funding. When we are in‚Äìperson, the staff views workshops together, typically as a lunch and learn session, so we can discuss content. However, attendance is not mandatory. Recordings of workshops are forwarded to any staff members who cannot attend. AHEAD workshops are developed and presented by experts in the field around various hot-button issues. Because disability does not discriminate, it is important for our staff to understand issues of intersectionality so we can better serve our students.

We also provide workshops about viewing disability through a social justice lens for the campus community and beyond.
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We have not defined racial/social justice on our own in the course of our work, but have used the university’s statement on non-discrimination. When developing our training, we utilize a set of objectives we developed to ensure that we are sufficiently training our student assistants to meet the requirements of their positions. The following 3 objectives we utilize relate to racial/social justice:
Community Building: Construct a care-filled and inclusive community, focused on building genuine relationships through innovative practices, campus connections, and high-quality customer service.
Equity & Inclusion: Discover one’s own and others personal identities and biases through crucial & courageous conversations along with tangible skill building in relation to the CI community and world around you.
Team Cohesion: Utilize University, Division, and Department priorities to embody a united approach in creating a productive, respectful, and holistic work environment for all members of our team and community.		Q 6.10
Clubs are encouraged to create and host activities that broaden their learning and help them develop a sense of community. Many of our current and prior cultural, social justice/advocacy, sororities and political clubs have attempted to raise awareness about racial and social justice issues through in person discussion groups, workshops and events as well as information sharing through social media or email. Some clubs will collaborate with campus partners such as MDC or ASI Student Government and Chilfasa. 		The primary mode for professional staff professional development related to equity, diversity, and inclusive excellence (EDI) is by employee request or encouragement in the form of attending conferences, workshops, or opportunities facilitated at the University or within the Division of Student Affairs (DSA). Primarily, DEI-related trainings are always optional.
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Racial Justice is defined as the systematic fair treatment of people of all ethnicities, resulting in equitable opportunities and outcomes for all. Racial justice is the the proactive reinforcement of policies, practices, attitudes and actions that produce equitable power, access, opportunities, treatment, impacts and outcomes for all.
Racial justice/racial equity is not merely focused on the elimination of racism and all its discriminatory practices, it is focused on the development and implementation of deliberate systems and supports to achieve and sustain racial equity through proactive and preventative measures.

In its basic elements, we define social justice as a process by which fairness and equitable redistribution of resources, opportunities, and responsibilities are centered in how think and act with regard to all peoples; We seek to address (1) the roots of oppression and injustice; (2) empower all people to exercise self-determination and realize their full potential; (3) build social solidarity and community capacity for collaborative action; and where possible seek to remedy past societal inequities.
Social justice depends on four essential goals: human rights, access, participation, and equity. We believe social justice can’t be achieved without these four principles.		African American/BSU students, celebration of African American culture as well as recognition and celebration of their personal academic achievement/ ceremony of recognition. Black Student Union is the primary affinity group for BFSA. The student organization created an annual Black Student Gala and there is also the Black Student Stoling ceremony. The Black Student Gala recognizing student academic and leadership success of students, faculty and staff. The stoling ceremony is recognition of graduating students.
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"The Global Languages and Cultures Program carries out the four pillars of the CI Mission by offering courses which combine international and multicultural perspectives given the nature of the subject matter and through the Program's study abroad initiatives in Latin America and Spain"All Peer Educators under the LRC receive ongoing prof. dev. in antiracism, equity, and diversity. Specific sessions occur each semester, first during our pre-semester training retreat, and once during the biweekly training we have throughout each semester. These training sessions are mandatory and the delivery modality is usually a combination of asynchronous preparatory material followed by synchronous activities designed to deepen the learning and apply it to our work as peer educators. For example, new hires are assigned a one hour lecture video delivered by Dr. Ibram X. Kendi on antiracism. We then come together for a 1.5 hour workshop to discuss how anticacism can be enacted in higher education and specifically how peer educators can contribute to antiracism goals and equity initiatives in the LRC. We discuss the history of higher education as a system built on inequity, racism, and exclusion, and we explore how CSUCI, as an HSI committed to transforming higher education, can disrupt, dismantle, and discontinue these policies/practices. Once peer educators have had experience tutoring, we continue our work on antiracism with scenario work and more experiential and collaborative activities to apply theory to our practice with students in the Center. I look for emerging scholarship, teaching, videos, and other educational materials to update our training. I also seek out my own professional development in the field of learning assistance and peer education to bring emerging and dynamic practices to the team.We do intentional outreach in the hiring of peer educators that ensures equity and diversity are prioritized. Research suggests that students from historically excluded populations and/or first-generation, low-income, and other demographics may not pursue and/or be presented with leadership opportunities at the same rate as their white, non-first-gen, and/or non-Pell-eligible peers. Research further indicates that these students may not perceive of themselves as leaders or eligible/desirable for leadership positions, due to messaging from a racist/exclusionary society. To disrupt this, the LRC first solicits students' names as nominees from professors, and often requests grade rosters for all students earning a B+ or better in target courses. I then recruit students through a direct, personalize email that informs the student that they have been recommended by their faculty member or are being recognized as a result of their performance in a particular course. The recruitment email concludes with the statement: "Congratulations on this recognition of your academic leadership." Many of our peer educators have informed me that without this email, they would never have considered applying or seen themselves as potential leaders. I believe it makes a difference in our hiring.For student assistants, we facilitate training in Fall and Spring that addresses EDI. Presenters include campus partners within the DSA and Residential Education staff members, with the addition of free online resources this past year (e.g., requiring an established training on how to be an anti-racist). Overall, our goal is to address common isms student assistants may encounter in their role, microaggressions and provide a general overview of EDI and how it relates to their role as student assistants in housing.
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UNIV defines racial/social justice as meeting students (of color, first gen students, and those from low socioeconomic background) where they are; recognizing assets they bring to their University experience; providing high-impact learning opportunities that build on those assets and tackle the structural barriers that have prevented some students from having opportunities to prepare fully for University study; empowering students to succeed; challenging structural inequity; building inclusive pedagogy into all levels of UNIV instruction.As "chair" of the UNIV faculty, I run "UNIV Faculty Time" workshops on inclusive pedagogy, including validation practices; culturally-responsive pedagogy; CUE equity syllabi protocols (readings by faculty of color; demystifying language in syllabus, etc.); active learning strategies; strategies to build a sense of belonging; etc. UNIV faculty who have embedded peer mentors (EPMs) have additional time (sometimes through special pay before the contract starts) to plan with them ahead of the semester. The UNIV faculty training is optional, and is offered the first days of the contract before classes get started each semester. We maintain a Canvas UNIV Faculty Learning Community site (used to be Blackboard), supplemented with workshops. With COVID, these have been zoom meetings. Before that and going forward, in-person sessions. We do follow ups during UNIV faculty meetings during the semester.
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Formally, we do not have a departmental definition of racial/social justice. However, as part of the RA programming model (DOLPHIN Needs), Resident Advisors are expected to create events based on the D part of the acronym, which is below. Apart from that, we have not explicitly defined racial/social justice with any of our student assistants. Primarily, our goal has been to incorporate diversity, equity, and inclusion into our student assistant training and throughout the year to include topics that we felt were appropriate for student assistants to know, based on relevant societal issues and campus documents, such as the Mission Pillars and Strategic Initiatives.

D: A multicultural perspective is a pillar of the University and is essential to individual and community success in the Villages, University, and global communities. Diversity Awareness and Education focuses on oppression reduction through events that develop self and social awareness in areas such as race/ethnicity, spirituality, sexual orientation, socioeconomic status, ability, and gender. 		The Division of Student Affairs budgets centralized monies each fiscal year to support professional development (such as conference travel and research). The funding is then provided to each area in the Division by the number of FTE so that an equitable share of opportunities can be provided across the DSA. It should be noted that any ‘Level I’ or required travel, which would be considered compliance-based travel due to position necessity is taken ‘off the top’ and does not compete with this funding. This funding is intended for true professional growth and development. While the entirely to this professional development funding is not directed towards DEI-only travel and research, it supports attendance at conferences and events that would have focuses and tracks that would be heavily focused on DEI. For example, many DSA staff use these dollars to attend NASPA and ACPA, which are the two primary professional organizations for Student Affairs professionals and DEI is a key value of both of these organizations. While attending either NASPA or ACPA, DSA professionals, would have the opportunity to expand their knowledge and skillset regarding the latest research and best practices surrounding DEI on college campuses.

Beyond external DEI development, the DSA previously invested a great deal of resources in a formalized professional staff training program. Unfortunately, this program was disbanded in 2019 due to budgetary constraints. The DSA training program focused its efforts in growing each DSA staff member within the 10 NASPA/ACPA Core Competencies, one of which is “Social Justice and Inclusion.” In an effort to aid each DSA staff member to become proficient in the area of “Social Justice and Inclusion,” the following trainings were held in the DSA:

Ain't Nuthin' but a (Gender) Queer & Trans Thing (in-person, required)

USC Presidential Symposium on Racial Justice in Higher Edu (virtual, optional)

DACA to End - Ways to Support Students (webinar, optional)

Develop Effective Allies on Campus (webinar, optional)

Addressing Intersectionality (webinar, optional)

Hispanic/Latino Adult & Transfer Students (webinar, optional)

First Generation Students (webinar, optional)

Black Student Success on Campus (webinar, optional)

Advancing Justice in Politically Turbulent Times (webinar, optional)


Beyond the centralized training program, area trainings are also hosted to assist with DEI efforts, such as the Undocumented Ally Training. Previously, these trainings were optional for all campus community members. Moving forward under Interim VPSA DeBoni, the expectation will be that all DSA staff and administrators complete the training series, as well as participate in routine refresher courses. This mandatory participation plans to go into effect in the 2021-22 academic year.
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Here is the CIS's current mission statement: "The mission of the Center for Integrative Studies is to serve as an organized source of information and support for integrative and interdisciplinary approaches to the creation, discovery, transmission and application of knowledge." This mission speaks to an openness of inquiry and to the support for methodologies that interweave diverse disciplinary and epistemological perspectives. The CIS's mission and strategic plan (2004; partial updating completed 2019) focus on integrative and interdisciplinary scholarship and instruction. The inclusive excellence is, in the context of the CIS, intellectual (RSCA, pedagogy) in nature.
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Dimension II: Faculty Support for and involvement in advancing DEI
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Stage:EmergingEmergingEmergingEmergingEmergingEmergingEmerging
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Components:1.To what degree (emerging, developing, transforming) do faculty members know what diversity, equity, and inclusion (DEI) is?
2. To what extent do faculty understand why DEI is an essential aspect of a student's education?		1. To what extent are faculty involved in DEI work (e.g., participate in CME implicit bias training or SAFE workshops)?
2. To what degree do faculty support and provide resources for students to incorporate DEI in their academic experience at CI?		1. To what degree do you provide leadership roles to faculty at the campus, division, program, department to promote diversity, equity, and inclusion work?
2. To what extent are the leadership roles in the campus, division, program, and/or department represented by minoritized and underrepresented groups?		1. How are faculty recognized for incorporating DEI in their teaching, research, service, and creative activities?
2. To what degree are DEI incorporated into the Program Personnel Standards and Retention, Tenure, and Promotion process for faculty?
3. What campus, division, program, and/or department awards are given to acknowledge faculty for their DEI involvement, achievements and/or research?		1. To what degree are there funding (for conferences, etc.), incentives (e.g. course releases), and awards (e.g. mini-grants and travel grants) available to promote DEI faculty development endeavors?1. To what degree do programs and departments incorporate DEI into their Bylaws and Program Personnel Standards?
2. To what degree do programs and departments incorporate DEI in their hiring practices?
3. To what degree do programs and departments incorporate DEI in their courses offered and courses being developed?
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Indicators:A: Faculty knowledge and awarenessB: Faculty involvement and supportC: Faculty leadershipD: Faculty rewardsE: Faculty development and incentivesF: Academic departments
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New Employee - Dolphin Navigator "Buddy" Program (Emerging)
Disciplinary Search Committee (DSC) Workshops: 1-hour mandatory for DSC members. Topic: Equity-Minded Recruitment Practices to Advance Faculty Diversity (Emerging)
Center for Urban Education (CUE) & Excelencia Training on Advancing Faculty Diversity through Faculty Hiring: 2-day voluntary In-Person training with a CI team of ten (10). The team included eight (8) faculty, one (1) Dean and the AVP-FA. Acquired the CUE/Race & Equity Center webinars, Hiring a Diverse Faculty Webinar Series (4 webinars). Topic: Equity-Minded Recruitment Practices to Advance Faculty Diversity. (Emerging)Humanized online teaching practices have been at the core of our programming with the introduction of the Online Teaching preparation Program (OTPP) in the Spring of 2014
2. 5-Day Responsive Teaching Workout (digital badge)
3. 5-Day Accessibility Workout (digital badge and soon to be a series) (Developing)
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Refocusing the View- Considering Disability through a Social Justice Lens (Emerging)
Equity Advocate (EA) Workshops: 1-hour mandatory training for EAs serving on DSC. Topic: Identifying, Interrogating and Interrupting Bias (Emerging)
Faculty Equity Advocate Program (FEAP): Voluntary faculty participation. • Mandatory Training for FEAP participants – Luna Jiménez Institute of Social Transformation (LJIST) Ending Racism Together: Healing from the Social Construction of Race. A virtual 3-day workshop February 17, 18, 19 (10:00 am - 1:00 pm) Total of 9 hours, and min. 3 hours pre-work. (Emerging) Equity was a central component of T.H.R.I.V.E. Faculty had to include evidence of Equity in Action in their capstone project to earn the stipend (Developing)
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Practical Diversity, Turning ideas into action (Emerging) During AY 2020-21, our Faculty Inquiry Projects (FIPs) included explicit antiracism topics, including Teaching for Antiracism and a book study of Me and White Supremacy, by Layla Saad (Emerging)10 Faculty are currently participating in Humanized STEM Academy as part of a research project funded by the California Learning Lab. Faculty are divided into two Cohorts. Each Cohort is supported by a TLi Learning Designer or Instructional Technologist. The Academy is preparing STEM faculty to develop and implement culturally responsive practices to increase minoritized student success and retention in their upcoming asynchronous STEM courses. Successful completers will earn a stipend funded by the Learning Lab. A TLI blog post will be published later this summer after both cohorts have completed the program. (Emerging)
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Diversity, Equity, Inclusion- "Bundle" on-line learning (Emerging)According to the Faculty Development Coordinator, Dr. Stacey Anderson, the Mentoring Mondays (MM) address diversity, equity, and inclusion to some degree. MM addresses this in helping provide a supportive environment that fosters equity and inclusion for newer faculty, especially those from underrepresented backgrounds. The program draws heavily upon our National Center for Faculty Development & Diversity (NCFDD) Institutional Membership. Funding faculty to take part in the Faculty Success Program also supports these efforts. (Developing)T.L.C., upcoming Faculty Learning opportunity is focused on academic continuity realized through inclusion of an asynchronous course backbone in all modalities. This not only supports continuity in the case of disruption (i.e. campus closure), but provides equity in access to course content for all students, even if students are unable to come to class. Elements included in the backbone reflect research based design and culturally responsive practices that create warm and inclusive learning environments where all students feel valued and that they belong. Faculty will also complete an Accessible Course Design Course equipping completers with the skills to design and format ADA compliant digital materials and media, specifically in Canvas. (Emerging)
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Faculty in UNIV (University Studies courses) have workshops on inclusive pedagogy; CUE equity syllabi protocols (readings by faculty of color; demystifying language in syllabus, etc.); active learning strategies; strategies to build a sense of belonging; etc. The UNIV faculty training is optional, and is offered the first days of the contract before classes get started each semester. We maintain a Canvas UNIV Faculty Learning Community site (used to be Blackboard), supplemented with workshops. (Emerging)Moving Beyond Bias (MBB) Training: Voluntary In-Person training in Early Sp’20, ten (10) students and ten (10) tenure track faculty attended. MBB Train-the-Trainer Implicit Bias Training: 2-day voluntary virtual training for administrators, Dec.10-11, 2020. Total 11.5 hours. Topic: Implicit Bias (Emerging)During AY 2020-21, 50 CSUCI faculty participated in ACUE's "Effective Online Teaching" program, which included multiple weeks of professional development on equity in teaching and learning. (Emerging)
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Individual library faculty have gone to unconsious bias trainings; nothing librarian-wide. (Emerging)Lecturer participation in PD around DEI is documented in their personnel file by current chair. (Emerging)
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Black Scholars on Black Lives monthly lecture series and Heritage month events; faculty encouraged to attend (Emerging)Center for Integrative Studies small project grants related to interdisciplinary social justice concerns (Emerging)
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Dimension III: Teaching, reaching, and service supporting DEI
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Stage:EmergingEmergingEmergingEmergingEmergingEmergingEmergingEmerging
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Components:1. To what extent does the discipline promote knowledge and awareness of DEI work in their teaching, research, and service missions?1. To what degree does the discipline have courses that increase knowledge and awareness of DEI?1. To what degree do faculty implement equitable teaching strategies to ensure that they are reaching their historically underrepresented students?
Equitable teaching strategies include:
incorporating high-impact practices,
alternative assessments in STEM courses
incorporating active learning strategies (as opposed to lecturing, instructor-focused, “teaching by telling” approach)
2. To what degree are faculty assessing their practices for inequities in the classroom (virtual or physical)?
3. Are student data grades and DFW scores, engagement in classroom, collected and reported by racial group (e.g., African American/Black, Hispanic/Latinx, Native American, Alaskan Native, Asian American/Pacific Islander, White), sex, gender, socioeconomic status, and first-generation status?
4. Is disaggregation of student data incorporated consistently in teaching and learning strategies?
5. Once the data are disaggregated how are faculty contextualizing and making meaning of the data?
6. What patterns do you notice in the data?
7. Which groups are experiencing inequities?
8. Which groups would you prioritize for goal setting and why?
9. What are your equity gaps?
10. What are your hunches about what might be contributing to the equity gaps?
11. When data are collected from vulnerable populations, what safeguards and best practices have been implemented to protect the identities of students?
12. To what degree are faculty seeking professional development opportunities to increase their awareness of teaching and learning strategies to better support their historically underrepresented students?		1. To what extent are SLOs targeting knowledge of diversity, equity, and inclusion?1. To what extent are faculty encouraged to participate in DEI work in their community/national-discipline service activities?1. To what extent is faculty research and/or creative activities incorporating diversity, equity, and inclusion?
2. To what extent are faculty incorporating diverse and inclusive practices in recruiting and retaining undergraduate students in their work?		1. Are biased or stereotypical assumptions made about students and/or faculty who are impacted by administrative and/or curricular decision-making processes?
2. How might the language of biased or stereotypical assumptions be reframed away from an emphasis on student deficits to a focus on institutional responsibility?
3. To what extent are academic departments utilizing an equity lens in their mission statement/communication to students?
4. What types of words are used to describe the students? Are they framed from a deficit-based to asset-based perspective?
5. Who has been left out?
6. How might students from different ethnic and racial groups perceive the message/language/image?
7. How might persons from minoritized groups and/or with intersectional identities perceive the message/language/image?
8. To what extent are academic departments utilizing an equity lens in their programming for students?
9. Could the policy, program, and/or practice cause disproportionate impact to specific groups based on other factors related to educational disadvantages, such as attendance patterns, residential vs. non-residential, participation in advanced college-prep curricula, other?
10. Does the policy, program, and/or practice design build in safeguards to protect against potential negative effects on equity in access or success?
11. Who will benefit from the policy, program, and/or practice?
12. Who will be excluded? How can we include them?
13. Who is not eligible?
14. To what extent are academic departments utilizing student data to evaluate their policies, programs, and practices?
15. Are student data collected and reported by racial group (e.g., African American/Black, Hispanic/Latinx, Native American, Alaskan Native, Asian American/Pacific Islander, White), sex, gender, socioeconomic status, and first-generation status?
16 Once the data is disaggregated how are practitioners contextualizing and making meaning of the data?
17. What patterns do you notice in the data?
18. Which groups are experiencing inequities?
19. Which groups would you prioritize for goal setting and why?
20. What are your equity gaps?
21. What are your hunches about what might be contributing to the equity gaps?
22. When data are collected from vulnerable populations, what safeguards and best practices have been implemented to protect the identities of students?
23. To what extent are the academic departments ensuring that faculty who are trained in DEI practices are teaching the courses that have been historically shown to be “gatekeeper” courses?
24. To what extent are the academic departments using a DEI lens to retain their faculty?
25. How is representation impacting the design and implementation of policies, programs, and/or practices?
26 Is there one demographic that is over or under-represented in the department? In a particular team or work activity?
27. How is the department identifying, interrogating, and mitigating cultural taxation in the design and implementation of policies, programs, and/or practices?
28. How is the department raising awareness about cultural taxation within the department?
29. How is this work allocated, valued, and evaluated for impact on those providing it?
30. How are rewards and compensations distributed for work within the program?
31. How are you identifying, interrogating, and mitigating gender-based taxation in the design and implementation of policies, programs, and/or practices?
same sub-points as above.
32. To what extent are the academic departments using a DEI lens in their hiring practices?
33. To what extent are the academic departments supporting their faculty to engage in professional development training for teaching and learning in the areas of diversity, equity, and inclusion?
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Indicators:A: Knowledge and awareness of DEI relation to disciplinesB: CurriculumC: Faculty teaching and learning strategies and methodsD: Teaching and learning resourcesE: Student learning outcomesF: ServiceG: ResearchH: Academic departments
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A mandatory Undocumented Student Ally TrainingThe CCE uses the “Self-Assessment Rubric for the Institutionalization of Service Learning''. All programs and activities have moved beyond simply expanding opportunities for service-learning (see link) to building capacity for high-impact Service-Learning Practices

Offered the faculty development program named Community Engagement and Social Justice Fellows Program.
I'm not sure how or if that is happening currently. I know there is an Individual Development Plan (IDP) that was created for Manager's to review with team members at Performance Review timeframes or Manager's will use the IDP if a Fee Waiver was requested for Career Development. I have suggestions on how promotion of Learning and Development curriculum, certificates, recognition programs and buy-in from mid and upper level administrators could be part of transforming professional development as part of of team members role, not a "luxury" or "afterthought" to attendance.
The CCE uses the “Self-Assessment Rubric for the Institutionalization of Service Learning''. All programs and activities have moved beyond simply expanding opportunities for service-learning (see link) to building capacity for high-impact Service-Learning Practices
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DEI training, DHR trainings, and DSA training-For faculty professional development program participants, it is either incentivized with a stipend if it is a semester or academic year commitment, or for a one-time event we are sometimes able to offer refreshments or meals as an incentive. All faculty professional development programs within SASEI department explicitly include equity as a program element.Our area also provides professional development having to do with equity, diversity, and inclusive excellence in teaching and learning to faculty. All of the programs below are available to all faculty, but none of it is mandatory:
1. Humanized online teaching practices have been at the core of our programming with the introduction of the Online Teaching preparation Program (OTPP) in the Spring of 2014
2. 5-Day Responsive Teaching Workout (digital badge)
3. 5-Day Accessibility Workout (digital badge and soon to be a series)
4. Equity was a central component of T.H.R.I.V.E. Faculty had to include evidence of Equity in Action in their capstone project to earn the stipend
5. Equity in Action Microcourse includes equity data for our campus, activities for exploring CO’s Student Success Dashboards, and research-based teaching practices shown to improve students' success outcomes for minoritized students. Faculty earn a digital badge for course completion. It was part of the suite of courses offered during T.H.R.I.V.E.
6. 10 Faculty are currently participating in Humanized STEM Academy as part of a research project funded by the California Learning Lab. Faculty are divided into two Cohorts. Each Cohort is supported by a TLi Learning Designer or Instructional Technologist. The Academy is preparing STEM faculty to develop and implement culturally responsive practices to increase minoritized student success and retention in their upcoming asynchronous STEM courses. Successful completers will earn a stipend funded by the Learning Lab. A TLi blog post will be published later this summer after both cohorts have completed the program.
7. T.L.C., upcoming Faculty Learning opportunity is focused on academic continuity realized through inclusion of an asynchronous course backbone in all modalities. This not only supports continuity in the case of disruption (i.e. campus closure), but provides equity in access to course content for all students, even if students are unable to come to class. Elements included in the backbone reflect research based design and culturally responsive practices that create warm and inclusive learning environments where all students feel valued and that they belong. Faculty will also complete an Accessible Course Design Course equipping completers with the skills to design and format ADA compliant digital materials and media, specifically in Canvas.
8. During AY 2020-21, our Faculty Inquiry Projects (FIPs) included explicit antiracism topics, including Teaching for Antiracism and a book study of Me and White Supremacy, by Layla Saad.		Similar to Q.1.1, our unit provides the following programs that include an equity focus in all and antiracism focus in some:
1. Humanized online teaching practices have been at the core of our programming with the introduction of the Online Teaching preparation Program (OTPP) in the Spring of 2014
2. 5-Day Responsive Teaching Workout (digital badge)
3. 5-Day Accessibility Workout (digital badge and soon to be a series)
4. Equity was a central component of T.H.R.I.V.E. Faculty had to include evidence of Equity in Action in their capstone project to earn the stipend
5. Equity in Action Microcourse includes equity data for our campus, activities for exploring CO’s Student Success Dashboards, and research-based teaching practices shown to improve students' success outcomes for minoritized students. Faculty earn a digital badge for course completion. It was part of the suite of courses offered during T.H.R.I.V.E.
6. 10 Faculty are currently participating in Humanized STEM Academy as part of a research project funded by the California Learning Lab. Faculty are divided into two Cohorts. Each Cohort is supported by a TLi Learning Designer or Instructional Technologist. The Academy is preparing STEM faculty to develop and implement culturally responsive practices to increase minoritized student success and retention in their upcoming asynchronous STEM courses. Successful completers will earn a stipend funded by the Learning Lab. A TLi blog post will be published later this summer after both cohorts have completed the program.
7. T.L.C., upcoming Faculty Learning opportunity is focused on academic continuity realized through inclusion of an asynchronous course backbone in all modalities. This not only supports continuity in the case of disruption (i.e. campus closure), but provides equity in access to course content for all students, even if students are unable to come to class. Elements included in the backbone reflect research based design and culturally responsive practices that create warm and inclusive learning environments where all students feel valued and that they belong. Faculty will also complete an Accessible Course Design Course equipping completers with the skills to design and format ADA compliant digital materials and media, specifically in Canvas.
8. Two antiracism FIPs during AY 2020-21
9. During AY 2020-21, 50 CSUCI faculty participated in ACUE's "Effective Online Teaching" program, which included multiple weeks of professional development on equity in teaching and learning.

These programs are widely offered but not required. To incentivize participation, some funded programs include a special pay contract upon completion, while others provide a digital badge/certificate.
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Given the civil rights compliance focus of the office, much of our professional development focuses on equity and inclusion. This includes law (Title IX, ADA, Title VII, etc.), incident prevention (bystander intervention, outreach and engagement, etc.), and inclusion topics (microaggressions in the workplace, safe zone, etc.). Staff are encouraged to seek out optional development, but we are also required to attend trainings offered by the System Title IX and DHR offices. System trainings are at least quarterly, and optional development as often as my staff would like. Most of these are done virtually, on webinars or live trainings, or self-paced trainings. Most of our development content seems to be relatively new, with most of the legal-based trainings being updated as law changes. We also share development opportunities we come across with everyone in our area.

System training is offered upon hire. Staff were informed that they can seek optional development opportunities at any time, and I would likely require development for any hire that I felt needed additional knowledge or support in a particular area.

Considering the scope of our area and the work we do, social justice (as well as racial and others based on protected identities) really comes down to equity in university policies, programs, and activities. This includes implementing measures to detect and correct/address inequity, also individual misconduct or harassment/discriminations and systemic issues.

Honestly, you will not last long in this department if it is clear to me that equity and anti-racism is not at the core of your work. It is LITERALLY our job. If I felt that staff were not meeting cultural competence and equity requirements, training would be required and improvement would be a part of their evaluation. If that does not improve performance, or it is clear to me that equity and anti-racism is not a priority for the staff member, separation would likely be the outcome.		-The Critical Learning Collective (CLC) promotes cultural change by increasing the use of high impact practices in and outside the classroom known to increase student retention. CLC faculty, staff, and administrator cohorts work together as “critical friends,” raising and workshopping problems of professional practice, sharing ideas, and growing knowledge and skills for increasing student engagement and promoting student success through active learning and culturally-responsive practices.Sometimes, what is brought to our attention really is an issue with a particular individual. In those cases, we work with our partners to determine the best means to address any inequity. That does not always mean discipline, and might include one-on-one education with the offender. When we become aware of larger issues, we again would work with our partners to determine the best course of action to address the particular inequity in play (e.g. program in a residence hall to address increase of offensive graffiti; work with an academic department to ensure they are aware of best-practices for accommodating students with disabilities). My office has just recently become fully staffed, so we have not had a chance to evaluate as a department. However, the climate survey includes questions specific to our area and is a starting point for us. Another way we evaluate is an annual review of our report statistics, looking for trends, etc.The CI Staff Council is not a department on campus, we are a representative body for staff. Meaning we are not an employer or supervisor for the members of the Council.

The CI Staff Council does not directly provide professional development for CI Staff Council members, but the Council has a close relationship with Wendy Olson, CSUCI Learning and Development, and the programs that their area provides for staff. Additionally, The CI Staff Council partners with Wendy Olson on the Dolphin Navigator program, which is a program where we buddy up new employees with seasoned employees for a three-month buddy program. This program allows for networking opportunities, a sense of belonging with the campus, a sharing of campus culture, and so much more.

While not part of the formal campus professional development, the affinity groups do incorporate elements of professional development through resources, reflection, and connection. These Affinity groups range from book clubs, to coffee dates, to self-care, to Breast Cancer Awareness/Survivors. The purpose of these Affinity groups is to provide staff a safe place to meet new people, express themselves, and create a campus community. These groups tackle occasional elements connected to equity, diversity, and inclusive excellence based on conversations and increased awareness.
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For faculty professional development program participants, it is either incentivized with a stipend if it is a semester or academic year commitment, or for a one-time event we are sometimes able to offer refreshments or meals as an incentive. All faculty professional development programs within SASEI department explicitly include equity as a program element.
SRIRS supports a variety of other high-impact practices such as learning communities, mentor programs, and faculty-student research collaborations. CI’s mission pillars, specifically integrative studies, multicultural perspectives, and community engagement, are evident in every island experience. The commitment is to building inquiry-centered educational partnerships that are place-based; engage stakeholders in discovery, dissemination, and decision-making; inspire and transform program participants and society; promote stewardship of resources and an ethos of sustainability; and encourage broad sharing of interdisciplinary knowledge and interdisciplinary collaboration. New efforts are underway to strengthen these connections with first year, transfer, and veteran students. By seizing opportunities for authentic and transformative learning that the SRIRS presents, students graduate having already engaged with ‘real-world’ issues within the local community and environment; leave CI with a suite of transferable job skills and broader place-based perspectives; and, if completing independent research or a senior capstone project at the SRIRS, gain practical research experience and networking opportunities that can be difficult to achieve or are unobtainable in other settings, especially for undergraduates and most acutely by historically under-represented students.
With funding from the 2019 California Bay Watershed Educational Training program, under SRIRS leadership in collaboration with its partners has further developed and implemented the experiential Santa Barbara Channel watershed program, Crossing the Channel (CTC) for students across academic levels in Ventura County. The Channel Islands National Marine Sanctuary (CINMS) and Channel Islands National Park (CHIS) have provided educational curriculum, experimental protocols, and professional mentorships to support the Meaningful Watershed Educational Experience (MWEE) of the participants. The Santa Paula Unified School district and CI have developed the curriculum, are engaging students, and supporting the program coordinators and undergraduate mentors.
The ultimate goal of CTC is to cultivate a new community of Santa Barbara Channel Watershed stewards and transform the learning experiences of local students by building a collaborative professional network of local resources (i.e. federal agencies, local school district, non-profits, and universities) that support MWEEs for underrepresented students both in middle school and as undergraduate mentors. This project builds on the strong interdisciplinary and collaborative culture at CI and applies it across academic levels to achieve excellence in STEM education by integrating real-world, project-based learning into a MWEE. Students, as members of hierarchical mentoring teams (i.e. middle school students, CI undergraduates, and STEM Professionals), engage in the STEM disciplines and actively participate in Santa Barbara Channel Watershed research by 1) designing and practicing data collection with professional research tools, 2) implementing long-term monitoring protocols, 3) analyzing historical data-sets, and 4) constructing scientific reports and outreach projects. Programmatic support from SPUSD and further adjustments made to the Watershed components of CTC have enabled the program to increase the number of K-12 and undergraduate student participants for the same overall cost without compromising the effectiveness of the educational curriculum. The project involves one lead teacher and one support teacher at Isbell Middle School. Based on 2017 data Isbell Middle School has a 96% Latino student population, 88% of students are socially disadvantaged, and 28% are English learners.

We follow the best practices that have been researched and expressed throughout educational scholars- paying primary attention to how we develop our policies and practices, curricula, reflecting on our programming and making sure we are using our learning and development programming to liberate and not oppress. We actively self-reflect on developing avenues of diverse and equitable opportunities within our workshop building and courses we offer. We use assessments and listen to the voices of our campus community and society at large to understand the just in time elements that might need to occur at a certain point in time, as well as the bigger picture needs. Collaborations and partnerships are our biggest strength and keeps us more diverse and open to Learning and Development discussions, feedback, self-reflection. In our programming we want to make everyone involved feel safe and secure and heard whenever possible.[Please note, I am unclear exactly what this question is asking: How do you vet how you move forward?]

The CI Staff Council does not provide programs, we do provide staff opportunities to come together to form community through our Affinity group dialogues. As a representative body we provide feedback to the university on initiatives, serve on committees, and have a direct relationship with the President of CSUCI.
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Lecturers are included in invitations to participate in all SASEI-sponsored professional development activities, and even to serve in leadership positions on various initiatives.For our student staff we provide annual training which includes modules addressing equity, diversity and inclusive excellence. The annual training is mandatory as student staff must attend the full training before the beginning of their employment. For our student staff, bring in guest speakers from the MDC to speak to the university's approach to inclusion, recognizing their own social identities, the value of inclusion and what they need to recognize the need to know for supporting a diverse student body. We also include content from the NASPA Certified Peer Educator training with modules titled "Intrapersonal Applications of Identity as a Peer Educator" and "Bystander Intervention as a Peer Education Technique". The NASPA CPE training is delivered virtually with in-person debrief and practical applications. -PEEP/Students who are staff: Our peer mentor program uses a “community of practice” model where norms or working agreements are established- this happens during the large peer mentor training and also within individual teams throughout the year.

-PEEP/Students who are mentees: Peer mentors sometimes establish group norms for small groups that will meet continuously, peer mentors also often serve as first line responders to reporting and documenting of bullying and other concerning behaviors and are trained to support students through mentorship and appropriate referral.

-Debriefing after an event with feedback loop for continuous improvement of programming.
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The Critical Learning Collective (CLC) promotes cultural change by increasing the use of high impact practices in and outside the classroom known to increase student retention. CLC faculty, staff, and administrator cohorts work together as “critical friends,” raising and workshopping problems of professional practice, sharing ideas, and growing knowledge and skills for increasing student engagement and promoting student success through active learning and culturally-responsive practices.We conduct pre and post assessments for the content of our training. Throughout the semester we revisit terminology, concepts and practical application of the the work related their role on campus. As these topics are developmental, especially for our undergraduate students, we take time to build upon the individual needs of the student and provide additional, appropriate information as we continue our work. Power, Prejudice & Identity workshops for DSA, Local NAACP involvement, Local Black community radio station involvement to address issues of community equity. Student workshops on dealing with discrimination, Inclusive Excellence, Center of Multicultural Engagement. I have been involved in a host of other events and projects that have played a role in moving the campus community forward with regard to diversity, equity and inclusion.
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Tenure-track faculty are included in invitations to participate in all SASEI-sponsored professional development activities, and even to serve in leadership positions on various initiatives.The University Police Department’s (UPD) advanced officer training begins early in the development of police officers with the required California Commission on Peace Officers Standards and Training (POST) Cultural Diversity program offered through the Museum of Tolerance: Tools for Tolerance Program and Simon Wiesenthal Center. Additionally these topics are covered during our comprehensive 22 week Field Training Program for all new officers.

Officers receive ongoing continuing education training in bias based policing and racial profiling as required by POST at least every 5 years via a facilitated video course and discussion with all officers. Additionally, The department has partnered with the Title IX and Inclusion office to provide additional campus specific in person training on unconscious and implicit bias; as well as, completing mandated online training via CSU Learn.

We have also assigned all officers to attend advanced unconscious/implicit bias and de-escalation training being hosted via webinar by several different presenters including Caliber Press, and the California Peace Officers Association.

Additionally, we gave certified instructors who provide in person facilitated training in Procedural Justice and Tactical Social Interaction. The new POST Tactical Social Interaction course is research based and intended to build our department’s ability to provide continuing training to our officers in the ability to adapt to negative culturally diverse environments, as well as complex social situations while maintaining strong tactical awareness. By placing stranger encounters in a context that allows for simple steps, planning stage, encounter and disengagement. Enhancing self-awareness, analytical ability, situational awareness, de-escalation, and social skills through the course challenges and interactions. This course is directly related to the concepts of the 21st Century Policing initiative and will be rolled out to our officers soon.

Our training team is constantly looking for new and improved professional development opportunities for our officers and civilian staff.		-PEEP/Students who are staff: Our peer mentor program uses a “community of practice” model where norms or working agreements are established- this happens during the large peer mentor training and also within individual teams throughout the year.

-PEEP/Students who are mentees: Peer mentors sometimes establish group norms for small groups that will meet continuously, peer mentors also often serve as first line responders to reporting and documenting of bullying and other concerning behaviors and are trained to support students through mentorship and appropriate referral.

-Debriefing after an event with feedback loop for continuous improvement of programming.
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Where - ELD Training room, Solano Hall or Computer Labs as appropriate to facilitation needs. How- In-person, on-demand (asynchronous and synchronous), blended sessions in partnership with Subject Matter Experts (SMEs)from on and off-campus, through Learning Management Systems or combinations of both. Topics such as- New Employee Welcome Orientation (required), 4 times per year; Refocusing the View- Considering Disability through Social Justice Lens (optional), one time, but can be offered again based on SME availability; Practical Diversity- Turning Ideas into Action, (optional) one time session; CSU Learn "Diversity, Equity, Inclusion -Bundles" - multiple on-demand courses packaged together and marketed to employees (optional)- at employee pace; CSU Learn-Understanding Unconscious Bias training (required of Search Committee) as needed per person. Content is reviewed and updated at various stages, depending if in-person or on-demand curriculum.

Offer onboarding regarding DE&I through New Employee Welcome within 6 months of staff hiring. It may occur prior to the official Orientation through other methods- employee being referred to DE&I website pages, etc. by Recruitment/ Manager.		-Annual or bi-annual opportunities offered to staff as part of a professional development plan. Typical conferences include (all with DEI focus): AHSIE, AHHEE, HACU, AAC&U Equity and Diversity Conference, SACNAS. All peer mentor/student-facing staff attend Institute of Cultural Affairs’ Technology of Participation training focused on inclusive facilitation methods. Staff also invited to participate in peer mentor training with sessions explicitly designed with DEI learning outcomes. As a staff activity, each SASEI program is assessed in alignment with the CSUCI Strategic Initiatives and, in particular, the Inclusive Excellence: Developing a collective understanding of equity and inclusion in order to engage staff with the work of the department in alignment with the greater work of the university. Explicitly DEI and participant-centered PD: Eva Jo Myers department-wide staff and mentor training, Luna Jimenez Institute for Social Transformation (co-sponsored a campus session, support staff to participate in trainings)

-PEEP: Annual training includes DEI learning outcomes and sessions about equity, this is mandatory for all PEEPs, content updated annually and delivery mode has been both in-person and virtual. Supplemental training throughout year, this past year we included Eva Jo Myers department-wide staff and mentor session on inclusive practices in virtual settings.		DSA/ROI encourage staff to be responsible for their growth and development as it relates to equity and anti-racism. We also provide various opportunities for growth and continued learning as a division and area. I am not aware of this being a part of any promotion or retention process. We engage it in the evaluation process as needed for a particular staff members growth and development or strategy for professional development.
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For our student staff we provide annual training which includes modules addressing equity, diversity and inclusive excellence. The annual training is mandatory as student staff must attend the full training before the beginning of their employment. For our student staff, bring in guest speakers from the MDC to speak to the university's approach to inclusion, recognizing their own social identities, the value of inclusion and what they need to recognize the need to know for supporting a diverse student body. We also include content from the NASPA Certified Peer Educator training with modules titled "Intrapersonal Applications of Identity as a Peer Educator" and "Bystander Intervention as a Peer Education Technique". The NASPA CPE training is delivered virtually with in-person debrief and practical applications. We have a developed plan annually and we assess our progress. We develop assessment tools and processes for feedback of the staff as to the areas of attention needed to properly assess the ongoing DEI growth needs of the team. As we grow in understanding racial/social justice, we work on how we effectively apply practices and behaviors as not to reinforce discrimination in our actions and activities. We survey our team as to quality and effectiveness of our programming and the achievement of the expected learning outcomes.All Administrators are invited to attend professional development events. Due to administrator feedback, SASEI implemented a Critical Learning Collective Junior Administrator-only track which is a professional learning community for administrators, based on Critical Friends Group modelProgramming is generally student led with exception of Involvement Fairs which are hosted by Student Organizations office. Individual clubs may evaluate the quality of their own student led activities but there is no current requirement or process for them to do so through the Student Organizations office.
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All officers receive mandatory training on equity, diversity and inclusive excellence concepts during their Field Training and Orientation Programs. UPD is certified by POST and our Field Training Program is reviewed and approved by POST. We use the same training program for all newly hired police officers and specifically cover topics related to equity, diversity, and inclusive excellence in Section 6 of the Field Training Manual.

All members of the department also receive training and are bound by department Policy 401 that covers Bias-Based Policing. Through our Lexipol Knowledge Management System Officers receive additional ongoing training on topics covered in the UPD Policy Manual including Policy 401. This includes required policy acknowledgements; as well as, daily training bulletins which are released each month on a variety of topics.

UPD Policy 401.1.1 defines Bias-based policing as an inappropriate reliance on characteristics such as race, ethnicity, national origin, religion, sex, sexual orientation, gender identity or expression, economic status, age, cultural group, disability or affiliation with any non-criminal group (protected characteristics) as the basis for providing differing law enforcement service or enforcement (Penal Code § 13519.4).

UPD Policy 401.4 requires every member of this Department shall perform his/her duties in a fair and objective manner and is responsible for promptly reporting any suspected or known instances of bias-based policing to a supervisor.		For TLi the THRIVE program was evaluated through faculty surveys pre, post, and 9 months later. These surveys indicate that participants added equity minded practices to their courses. Through THRIVE all faculty that completed submitted evidence of how they improved their courses to included equity-minded practices. The most common changes were to do a learner survey and adaptations to syllabi.-Area in constant progress: building communication frameworks, using project management tools (RASI, work-breakdown structure), using leadership coaching for managers, defining scope of work for team members.

-Encourage team members to engage in direct and productive conversations around ideas, difficult topics, and/or conflict in order to meet deliverables, nurture personal growth, and foster a high performing team culture.

-Clear communication strategies are an explicit component of formal staff expectations and outlined as a significant section of the Employee Annual Performance Evaluation and, if needed, part of employee goals for professional growth.		We are currently piloting "satellite" advising in the SoE for our Early Childhood and Liberal Studies programs. In our Credential courses we have implemented a dispositions rubric too help identify student issues/struggles and to establish improvement/support plans.
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The CI Staff Council does not have a definition for racial and social justice in our organization, but we have acted on a few items which relate to this question.

On September 15, 2020, The CI Staff Council put out the: The CI Staff Council Statement in Solidarity and Support for Black Communities within and beyond CSU Channel Islands.

URL to statement: https://www.csuci.edu/staff/council/documents/finalversion-blm-statement.pdf

On November 17, 2020, The CI Staff reviewed the Inclusive Excellence Committees shared definitions and approved the following statement: “The CI Staff Council endorses the Inclusive Excellence Advisory Council Shared Definitions with the understanding that these are definitions that we aspire to achieve as a vision at CSUCI and look forward to participating in this coming into fruition.”

On February 26, 2021, The CI Staff Council put on the: The CI Staff Council Statement in Solidarity and Support for our Asian American and Pacific Islander Communities within and beyond CSU Channel Islands

URL to statement: https://www.csuci.edu/staff/council/final-ci-staff-council-aapi-statement.pdf 		THRIVE Foundations Learning Outcomes related to DEI
Describe at least three reasons affordability, equity, and/or access are important to student success.
Discuss the connection between equity, empathy, and student engagement.
Discuss research findings that link a caring instructor to online student success.
Describe your students.
Develop a position about the value of equity and empathy in online teaching and learning.
Discuss the correlation between one's social and economic status and being a cognitively independent learner.
Identify one strategy to apply to course design to address affordability, equity, or access
Demonstrate the ability to rethink/revise a course module or assignment focused on one (or more) aspect of either affordability, equity, or access		Generally speaking, BFSA’s purpose is to support the development of Black students, faculty and staff life at CSUCI. Therefore, we remain flexible to respond timely issues and concerns related to health and wellbeing of Black students, staff, and faculty at CI. This was particularly relevant this past year with the issues related to Black Lives Matter and the pandemic.
Our particular outcomes are related to student, faculty and staff retention, overall success and a developed sense of feeling valued and included in the CSUCI campus community. We have not outlined these outcomes beyond speaking with BFSA members and understanding their issues and concerns and how we as an association can assist in supporting or transforming any discriminatory practices or policies that impact the community,
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Our POST Approved Field Training Program Manual speaks to racial profiling and requires the trainee will review and discuss Penal Code 13519.4, which states in part, “Racial profiling… is the practice of detaining a suspect based on a broad set of criteria which casts suspicion on an entire class of people without any individualized suspicion of the particular person being stopped.”

The trainee shall recognize that racial profiling:
A. Is prohibited by law
B. Presents a great danger to the fundamental principles of a democratic society
C. Is abhorrent and cannot be tolerated
D. Causes community distrust and harms police relations with the community
E. May have legal consequences

The training program goes on to explain

Peace officers must recognize that one of the most reliable strategies for successful contacts with individuals from differing cultural, racial, or ethnic backgrounds is to treat all individuals and groups with dignity and respect. Peace officers are critical to, and very visible examples of, ethically carrying out responsibilities related to racial profiling. Some ethical considerations for officers include:
• racial profiling runs counter to the type of policing California agencies want to do
• it is every officer’s obligation to prevent, report, and respond to discriminatory or biased practices by fellow officers (Penal Code Section 13519.4(h)(4) - Duty to Report)
• the change in the community’s perception about racial profiling will not take place with policy, but as a result of individual officers’ actions
• peace officers are sworn to protect and defend the Constitution of the United States, which ensures equality and justice for people

Racial profiling is when race alone is used as a predictor of criminal behavior.

Moreover, In our Procedural Justice Training Program we define Procedural Justice as the idea of fairness in the processes that resolve disputes and allocate resources. It is a concept that, when embraced, promotes positive organizational change and bolsters better relationships. Procedural justice speaks to four principles, often referred to as the four pillars:
• fairness in the processes
• transparency in actions
• opportunities for voice
• impartiality in decision making		Dean’s speaker series that focused on areas of diversity, there was the first Graduate Student Panel that was offered for all SOE undergraduate and credential students, our Culminating Experiences Graduate Seminar was held by zoom so families could attend, and we had our fourth annual Pinning Ceremony that brought students and families together to celebrate the graduates.PEEP: Embedded in training curriculum, it’s included/embedded in the fabric of what we do and why we even exist.
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UPD actively seeks community feedback from a variety of sources and are open to exploring additional avenues of moving forward and improving the quality of our programs. UPD is required to follow the training rules/regulations from POST and the California Legislature as they relate to minimum training standards of our officers but we are always looking for new and innovative approaches to going above and beyond the required minimums and leading the profession in the CI Way. We have taken advantage of additional optional training resources from outside vendors, and other university partners such as Title IX etc. The department has a training Unit which constantly looks for ways to improve our training and provide for the professional development of our team.

In addition to our internal training team we also seek feedback from groups such as our University Police Advisory Council whos mission is to promote transparency and accountability for the UPD and to actively seek the advice and counsel of a diverse group of community members regarding issues that impact the safety and quality of life of the students, faculty, staff, residents, and visitors of CSU Channel Islands.

Finally the department is currently in the process of becoming an accredited law enforcement agency with The Commission on Accreditation for Law Enforcement Agencies (CALEA). CALEA was created i n 1979 through the combined efforts of the International Association of Chiefs of Police, National Organization of Black Law Enforcement Executives, National Sheriffs Association and the Police Executive Research Forum. Its purpose i s to establish standards of professional excellence for police agencies through a process involving these stages: self-assessment, on-site assessment, final hearing and re-accreditation. As we move through the CALEA Accreditation Process we are also using the accreditation process to evaluate and inform our implementation of the six pillars of 21st Century Policing as outlined in President Obama’s 21st Century Policing Model. This process is a lot of work but we will be a better agency for it.		The CIS has historically sought to support faculty engaged in interdisciplinary and integrative RSCA and pedagogy. This support has changed with different years and directors, ranging from team-teaching to small project grants. Our last call (2020-21) explicitly prioritized projects that addressed current social justice concerns, in particular support for projects addressing the university's commitment to the realized truth that Black Lives Matter. According to the Faculty Development Coordinator, Dr. Stacey Anderson, the Mentoring Mondays (MM) address diversity, equity, and inclusion to some degree. MM addresses this in helping provide a supportive environment that fosters equity and inclusion for newer faculty, especially those from underrepresented backgrounds. The program draws heavily upon our National Center for Faculty Development & Diversity (NCFDD) Institutional Membership. Funding faculty to take part in the Faculty Success Program also supports these efforts.
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UPD has established policies which both define the concepts of equity and anti-racism and ensure that our officers are held to a high standard of professionalism and anti-racism. These concepts are tied to our department’s core values and beliefs and are central in our development of policy and programming on campus.

One example of including equity and anti-racism into our programs would be recent changes to hiring and promotional processes which include questions related to cultural awareness and the six pillars of President Obama’s model of 21st Century Policing. During a recent sergeant’s promotional process, candidates were required to complete a written examination which tested their knowledge skills and abilities as they relate to case law and the rules of criminal procedure. Following the written exam each candidate received one of the six pillars of 21st Century Policing and was asked to provide a scoring committee and the other candidates with a 5-10 minute impromptu presentation on the pillar they were assigned. In addition to these types of evaluation tools we have incorporated questions related to racial profiling into our interview questions and during the Chief’s interview with finalists we discuss our core values and our educational based enforcement philosophy with evert candidate.

Moving forward the CALEA Accreditation Process will also help us to increase our implementation of equity and anti-racism efforts across the department.

Finally, Assembly Bill (AB) 953 enacted The Racial and Identity Profiling Act of 2015 (RIPA) into law which, among other things, requires all police departments to annually report their “stop” data to the Attorney General. As defined in the regulations guiding RIPA Stop Data collection, a "stop" is any detention by a peace officer of a person or any peace officer interaction with a person in which the officer conducts a search. This data will allow us to better evaluate trends and address equity and anti-racism issues with our officers and the public.
In addition to the CIS's funding activities, we are dedicated to building a sense of intellectual community (and community in general) at CI. This includes the Friday Integration Series initiated in AY 2020-21, which was very sparsely attended, and a much better attended faculty day trip to Santa Rosa Island. In the latter, we limited the number of attendees from each department/program in order to ensure broad disciplinary representation.• Faculty Equity Advocate Program (FEAP): 27 TT Faculty were nominated or self-nominated to be part of the program and to serve as Equity Advocates (EAs).
• Faculty Equity Advocate Program (FEAP): 2 Faculty Leads among membership will be elected to design program going forward, for AY 2021-2022.
• Service as EA should be highly valued on campus and in RTP, BUT it must be written into Program Personnel Policies.
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We have developed Standard Operating Procedures that include goals and values. Here is a link to our unit’s CI Keys website: http://sasei.cikeys.com/ that states our purpose and intentional DEI goals.

-We track activities annually as they relate to campus strategic initiatives, including Inclusive Excellence. Each grant project is designed around very specific DEI goals as defined by the US Department of Education of which we must report progress (annually) and be accountable to meet.		--Several "Intl. Faculty Features" events in AY 20-21 to celebrate the culture of faculty members from other countries --Proposal to provost and president several times to increase funding so that students in need, who are disproportionately students of color, can participate in UNIV 392 coursesLorna Gonzalez and I are creating a new professional development opportunity for faculty to conduct Equity Inquiry Projects about one of their courses in fall 2021. It is optional and will include a group of about 5 faculty members. The program will run during fall 2021. The goal of the program is to support faculty in helping to close the equity gap for DFW rates across campus and in their course specifically. There will be two days of synchronous Zoom sessions at the start of the semester, followed by asynchronous Canvas modules every 2 weeks and a final synchronous Zoom meeting. Topics include, how to conduct inquiry/action research in your classroom (including how to collect and analyze data), equity gap data specific to our campus, strategies for closing equity gaps, and contextualizing student needs and assets.
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Yes they are part of BFSA by-laws and practices as it relates to supporting encouraging, and promoting the success of Black students, staff, faculty and administrators. In our organization’s common practices, we strive to reinforce the principles and values of diversity, equity, and inclusion.
For example, our membership is open to any faculty or staff to join. In addition, all of our program and services explicitly articulate our commitment to diversity, equity, and inclusion.		As "chair" of the UNIV faculty, I run "UNIV Faculty Time" workshops on inclusive pedagogy, including validation practices; culturally-responsive pedagogy; CUE equity syllabi protocols (readings by faculty of color; demystifying language in syllabus, etc.); active learning strategies; strategies to build a sense of belonging; etc. UNIV faculty who have embedded peer mentors (EPMs) have additional time (sometimes through special pay before the contract starts) to plan with them ahead of the semester. The UNIV faculty training is optional, and is offered the first days of the contract before classes get started each semester. We maintain a Canvas UNIV Faculty Learning Community site (used to be Blackboard), supplemented with workshops. With COVID, these have been zoom meetings. Before that and going forward, in-person sessions. We do follow ups during UNIV faculty meetings during the semester.Dismantling Racism: Since Fall 2020, weekly, hour-long, required meetings are held for and facilitated by Office of the President staff and a staff member from University Advancement. These are structured conversations, complete with a set of norms that were created by the group to establish behavioral expectations and to name and address differential power dynamics in the group. While a selected text read over the course of a semester provides the foundational content for these discussions (e.g., White Fragility by Robin DiAngelo, How to Be an AntiRacist by Ibram Kendi), other resources are routinely brought into discussions to provide additional perspectives, examples, and/or counterpoints to incorporate or wrestle with. A weekly expectation includes discussion of the question, “How were you pushed?” which helps to ensure that discomfort is to be expected and valued, and that OTP work on dismantling racism goes beyond learning and discussing to action.

 IEAT Support: Each staff member in the OTP is a member of one or more of the six IEATs. Their official role is to provide administrative support to the IEAT Chair and, in most of the IEATs, to serve as the Communications Lead for those IEATs, meeting weekly outside of IEAT meetings as what we’re calling the IEAT Comms Group. Though functions are about logistics – ensuring solid administrative and communications support – robust OTP representation on IEATs is another form of DEI-focused professional development, given that the inventorying, gap analysis, and action plan development work underway represent new learning opportunities for all involved.
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(The mission statement is currently under revision in light of events of the last few years). From our current by-laws:
Mission: Placing faculty, staff, and students at the center of their educational and professional experience, the Black Faculty and Staff Association (BFSA) of California State University Channel Islands (CI) supports the recruitment, retention, and graduation rates of Black students while encouraging cultural education, learning, and leadership experiences through community engagement.
Vision: To encourage and support Black faculty, staff, and students who wish to develop and fulfill the highest levels of their personal and professional potential.
Given that reflection on teaching is required for the RTP process for faculty, this program provides an opportunity for participants to document and report on their teaching improvements to meet students needs better. The focus of the program is for faculty to identify areas they would like to improve around the equity gap through their course, and implement changes to that course.
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PEEP: Annual training includes DEI learning outcomes and sessions about equity, this is mandatory for all PEEPs, content updated annually and delivery mode has been both in-person and virtual.Supplemental training throughout year, this past year we included Eva Jo Myers department-wide staff and mentor session on inclusive practices in virtual settings. Professional development is provided for employees through ongoing training, webinars, conference attendance, team reading, workshops and conference style guest speakers. Some of the opportunities are optional and some are mandatory. Including what we offer in ROI and the DSA, staff have at least 3-4 times a semester we offer opportunities to advance their knowledge and skills on issues related to DEI. Most content is updated based up new research and information. As mentioned above and often the delivery mode is zoom, teams, online or reading material.
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Center for Urban Education (CUE) & Excelencia Training on Advancing Faculty Diversity through Faculty Hiring: 2-day voluntary In-Person training with a CI team of ten (10). The team included eight (8) faculty, one (1) Dean and the AVP-FA. Acquired the CUE/Race & Equity Center webinars, Hiring a Diverse Faculty Webinar Series (4 webinars). Topic: Equity-Minded Recruitment Practices to Advance Faculty Diversity.

• Moving Beyond Bias (MBB) Training: Voluntary In-Person training in Early Sp’20, ten (10) students and ten (10) tenure track faculty attended. MBB Train-the-Trainer Implicit Bias Training: 2-day voluntary virtual training for administrators, Dec.10-11, 2020. Total 11.5 hours. Topic: Implicit Bias

• USC Race & Equity Center’s Equity NOW! Training: Mandatory 4-part eConvening series for Administrators, Oct. 6, 13, 20, 27, 2020 (10 am-12 pm) Total 8 hours. Topics: Session 1 - Unpacking Internal and Institutional Racism, Session 2 - Skill-Building for Racial Literacy, Session 3 - Leveraging Racial Equity Data, Session 4 - Taking Action for Racial Equity Now!

• Faculty Equity Advocate Program (FEAP): Voluntary faculty participation. • Mandatory Training for FEAP participants – Luna Jiménez Institute of Social Transformation (LJIST) Ending Racism Together: Healing from the Social Construction of Race. A virtual 3-day workshop February 17, 18, 19 (10:00 am - 1:00 pm) Total of 9 hours, and min. 3 hours pre-work.

• Disciplinary Search Committee (DSC) Workshops: 1-hour mandatory for DSC members. Topic: Equity-Minded Recruitment Practices to Advance Faculty Diversity

• Equity Advocate (EA) Workshops: 1-hour mandatory training for EAs serving on DSC. Topic: Identifying, Interrogating and Interrupting Bias
In ROI we offer We offer DEI training during the first semester for new staff and as a area we have at least 2-3 DEI type of programs or activities.
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-PEEP learning outcomes include: “Develop a collective understanding of equity and inclusion” and “Increase capacity and confidence to design and facilitate inclusive discussions and activities that promote academics tuent readiness and success and development of the whole person.”

-ASSET Peer Mentor Training and ASSET Faculty Mentor Orientation also have similar desired learning outcomes.		We create ongoing student staff training on issues related to DEI and opportunities to understand the histories of diverse communities. These trainings are rooted in respect, appreciation and understanding. We make it clear in orientation, training and daily practices that any issues of discrimination will not be tolerated and will be addressed.
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-Launched the GI 2025 Channel Your Success Student Success Messaging Campaign in AY 2019-2020 to include culturally relevant messaging aimed at promoting equity and inclusion, used for President’s Convocation, Summer Reconnect 2020 and 2021 retention campaigns.

-University Culture Outreach Program: Targeting farmworker families, Spanish-language programming, schools with high Latinx student populations, up to 1,000+ of students and parents served annually

-Peer Education & Equity Programs peer mentor initiatives: Equity-specific training content (Equity Imperative) and facilitation methods explicitly designed for inclusion, up to 40-50 peer mentors trained per year.

-Culturally Relevant Student Success Programming: SASEI & PEEP has supported Chilfasa to host Raza Bienvenida, Noche de Familia, and Sí Se Pudo. High attendance for these events/programs.		ROI/DSA has created workshops and training opportunities for staff that support greater understanding and appreciation for differences. These values are embedded in our staff training and in in-services.
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The program will begin by introducing faculty participants to equity data for our campus. We will invite Kristin Jordan to help guide participants through campus data, and understand the implications of that data. Participants will also view videos of students and student support staff talking about what obstacles students from historically-underrepresented groups face during the semester.		There is one staff member in Student Organizations office. Professional development is offered through DSA and campus entities, sometimes required, sometimes optional. No specific professional development is created exclusively for the one staff member in Student Organizations office. Referrals to information about external workshops, webinars and conferences are provided by VPSA and Retention, Outreach and Inclusive Student Services offices.
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There are several places where racial and social justice are addressed, though not explicitly defined, within the OTP website. I will infer a definition from the following, though the fact that inferences are necessary make the need for explicit work on definitions by OTP personnel clear. Data points:
(1) The President’s Advisory Council on Inclusive Excellence, established Fall 2017 (see https://www.csuci.edu/president/ie/index.htm);
(2) Shared definitions (see https://www.csuci.edu/president/ie/shareddefinitions.htm);
(3) Realizing racial justice (see https://www.csuci.edu/president/rrj/index.htm);
(4) Inclusive Excellence Action Plan Framework (see https://drive.google.com/drive/folders/1lnxpg2flq-LKnra-sPv0wjVUUbQbeDLa?usp=sharing)		Residential Education student assistants receive a required training at the beginning of each semester. During these training periods, we dedicate presentation sessions and required online trainings to equity, diversity and inclusive excellence. For the Fall 2020 training session, student assistants were required to complete 15 modules of Starbuck’s “To Be Welcoming” online training. Topics covered during these modules included diversity, equity, inclusion, microaggressions, identity isms, cultivating welcoming dialogue around identity differences, etc.
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We are developing both a pre and post survey form to assess participants' changes in both attitudes and intentions for action towards equity in their courses. TLi has done a great deal of work to include inclusive excellence across all programming. Equity minded teaching was threaded throughout the summer 2020 THRIVE programming. In conjunction with the Channel Your Success grant through SASEI, we are developing an equity-minded teaching series that will launch fall 2021. Our blog has many resources focused on equity. Summer 2021 programming will have a mandatory module on accessibility. Creating accessible courses improves access for all students.
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It is through the OTP that the division-wide, Cabinet-owned process for creating six Inclusive Excellence Action Teams (see https://drive.google.com/file/d/1IPiNYbrEpjqzQptKYm-LoPlZynwz_UgJ/view?usp=sharing) is coordinated. Right now, vetting how we move forward is happening on a couple of fronts:
(1) Weekly IEAT Comms Group meetings, though informal, allow us to stay connected across the IEATs, assist with clear and effective communications with all IEAT group members, share information about how each IEAT is progressing, and sharing strategies for how to keep the work moving forward in each group;
(2) Each IEAT is responsible for creating an Inventory of progress-to-date in each of their assigned areas of responsibility (to see those assigned areas of responsibility, to to the IEAP Framework https://drive.google.com/file/d/1tEWEND-xOff-ABpO1Fh-4VYhCicGC_S9/view?usp=sharing); progress is then being evaluated as emerging, developing, or transforming using the Equity Lens Framework (ELF) created by the President’s Council on Inclusive Excellence (PACIE) (see https://drive.google.com/file/d/1bWM5uUtE2oNVJ1fXqv5v2mDzTg6MX5OQ/view?usp=sharing)
We have invited DASS to present at our program meetings on how to support students with disabilities, and I as chair have attended DASS presentations/workshops.

Many of our faculty have attended trainings and faculty development workshops offered by TLI that are intended to help us better support our students.

I have served as the formal mentor for students who have been awarded the Chancellor Doctoral Incentive Program and the Sally Casanova Pre-Doctoral Scholars.

We offer support to our language students by hiring student instructional assistants to work as tutors.
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Racial Justice is defined as the systematic fair treatment of people of all ethnicities, resulting in equitable opportunities and outcomes for all. Racial justice is the the proactive reinforcement of policies, practices, attitudes and actions that produce equitable power, access, opportunities, treatment, impacts and outcomes for all.
Racial justice/racial equity is not merely focused on the elimination of racism and all its discriminatory practices, it is focused on the development and implementation of deliberate systems and supports to achieve and sustain racial equity through proactive and preventative measures.

In its basic elements, we define social justice as a process by which fairness and equitable redistribution of resources, opportunities, and responsibilities are centered in how think and act with regard to all peoples; We seek to address (1) the roots of oppression and injustice; (2) empower all people to exercise self-determination and realize their full potential; (3) build social solidarity and community capacity for collaborative action; and where possible seek to remedy past societal inequities.
Social justice depends on four essential goals: human rights, access, participation, and equity. We believe social justice can’t be achieved without these four principles.		Each year in the SoE staff are provided with the opportunity tp pursue professional development activities of their choosing. The goal is for the staff to feel supported in creating pathways for their unique professional goals and aspirations.
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All Peer Educators under the LRC receive ongoing prof. dev. in antiracism, equity, and diversity. Specific sessions occur each semester, first during our pre-semester training retreat, and once during the biweekly training we have throughout each semester. These training sessions are mandatory and the delivery modality is usually a combination of asynchronous preparatory material followed by synchronous activities designed to deepen the learning and apply it to our work as peer educators. For example, new hires are assigned a one hour lecture video delivered by Dr. Ibram X. Kendi on antiracism. We then come together for a 1.5 hour workshop to discuss how anticacism can be enacted in higher education and specifically how peer educators can contribute to antiracism goals and equity initiatives in the LRC. We discuss the history of higher education as a system built on inequity, racism, and exclusion, and we explore how CSUCI, as an HSI committed to transforming higher education, can disrupt, dismantle, and discontinue these policies/practices. Once peer educators have had experience tutoring, we continue our work on antiracism with scenario work and more experiential and collaborative activities to apply theory to our practice with students in the Center. I look for emerging scholarship, teaching, videos, and other educational materials to update our training. I also seek out my own professional development in the field of learning assistance and peer education to bring emerging and dynamic practices to the team.Many of our faculty have attended trainings and faculty development workshops offered by TLI that are intended to help us better support our students.
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Training specific to professional development having to do with equity, diversity, and inclusive excellence is not being provided by University Advancement at this time. However, participation in equity and inclusion training made available by areas across campus have been encouraged, but not made mandatory.

At University Development team meetings, members of the campus community working in DEI initiatives including PACIE leaders, Charles Osiris from SA have been invited to Development Team meetings to discuss different activities happening on campus in DEI.

Additionally, Career Development Alumni Engagement (CDAE) provided access to MPACE's - Mountain Pacific Association of Colleges and Employers annual conference, 2020 - focused on diversity, equity and inclusion as it relates to career support for college students. Events are optional for CDAE staff to attend. Conferences have come in the form of in-person and virtually.
Memberships to MPACE & NACE is made available to all staff, however participation in programming and self-guided engagement in content is optional.
Both organizations have DEI guided scholarship providing news/insights in the form of articles, featured essays.
Both organizations update information regularly.


See answer to question 1.1 above. DEI is not specifically addressed or included in the unit on-boarding process for professional staff, but opportunities for self-initiated DEI development are provided for and ongoing professional development is expected. DEI content is included in onboarding of graduate interns and student staff.

See answer 1.1 above. Additionally, professional development with regard to equity and anti-racism has not been included consistently in the evaluation of staff / administrators within University Advancement. 		Administrators across campus participated in EquityNOW! Training last fall, but to my knowledge there was nothing specific to the DAA or the Academic Programs & Planning unit.
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At the LRC, racial/social justice is defined as dismantling a system of exclusion in higher education, one that prioritized certain held identities over others as being more fit to own, access, contribute to, and/or create knowledge. At the LRC, we strive to create belongingness in two ways: ensuring that our practices, policies, and environment contribute to every student’s sense of home within academia (as in: you belong here); and also ensuring that by contributing to each student’s academic self-concept and self-efficacy, we foster their belief that scholarship, education, and knowledge creation belongs to them as much as to anyone else. We embrace the truism that education is a key to disrupting systems of power and privilege by granting entry to the “rooms where it happens” and that by advancing access to education for historically excluded identities, we create seats at the tables where decisions can be made that will ultimately dismantle societal inequities.I have served as the formal mentor for students who have been awarded the Chancellor Doctoral Incentive Program and the Sally Casanova Pre-Doctoral Scholars.
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Career Development and Alumni Engagement facilitates educational and work environments that are welcoming, accessible, and inclusive. Our team serves as advocates for multicultural, social justice, diversity, and equity through delivering culturally relevant and inclusive programs, services, policies, procedures and practices. Commitment to Diversity, Equity and Inclusion. Career Development and Alumni Engagement stands in solidarity with the CSUCI community and rejects any form of racism and discrimination. We are firm in our commitment to provide inclusive support and resources to enable all students and alumni to seek job and internship opportunities with organizations who honor, respect and practice diversity, equity and inclusion in the workplace. It is our individual and collective responsibility to recognize, identify and act to eliminate systemic racism, bigotry and inequities, to strive for a more inclusive and diverse world. We encourage you to review our diversity resources.

We do not explicitly define social/social justice at the department level, however we support the institution’s strategic initiatives: https://www.csuci.edu/careerdevelopment/services/diversity-resources.htm
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-For faculty professional development program participants, it is either incentivized with a stipend if it is a semester or academic year commitment, or for a one-time event we are sometimes able to offer refreshments or meals as an incentive. All faculty professional development programs within SASEI department explicitly include equity as a program element.
We offer support to our language students by hiring student instructional assistants to work as tutors.
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In the interview process, I ask each candidate the following question: “The LRC is committed to diversity, equity and inclusion at CSUCI. How do you believe the work of a peer educator can contribute to equity initiatives on our campus?” In this moment, I also ask if the candidate would like me to provide any contextual explanation for these terms to assist in their answer formulation. Once hired, these topics are included in the pre-semester onboarding professional development retreat for every new peer educator, before they work with any students.In addition to our very popular lecture series "Black Scholars on Black Lives," the Library has a Monthly Recognition lecture series generally honoring the monthly heritage recognized. Broome also underwent a DEIA audit this summer. We'll be working from the consultant's report.
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Peer educators are surveyed about their experiences in training each semester. They are provided opportunities to give anonymous feedback for both the pre-semester retreats and the ongoing professional development throughout the semester. I review feedback and make adjustments each semester, based on peer educators’ voices. We also conduct student surveys at various points throughout the semester. We ask questions about the students’ experiences in the Center, in peer educator-facilitated workshops, and in the classroom practices with embedded peer educators. Some questions are related to a sense of community, welcome, belongingness, etc. Lastly, I seek out continuous learning from a director’s perspective, consulting with learning assistance professionals and colleagues in my fieldTo the extent it is relevant to the CIA. Our community members on the committee have been diverse. Also, we make an effort to involve the external community in our events and have worked with the Spanish Club, for example, to hold events that bring Latinx community members to campus.
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Please see answers above for peer educators’ professional development, as this is mandatory and included. For any professional staff working with me in the LRC, they are also required to attend all training sessions with peer educators and provide feedback for each module in debriefing activities. We discuss at great length the core values of the LRC as they relate to DEI initiatives and they are encouraged to seek out workshops and discussions on antiracism, equity, diversity, and inclusion at any professional conferences they may attend.In pursuit of this aspect of our program goals "Professional Development for faculty and instructional student assistants focused on equity, culturally-relevant pedagogy, active learning, high-impact practices, and faculty and peer-support strategies" we maintain a Canvas page (UNIV Faculty Learning Community), and offer professional development workshops ahead of each semester.
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OTP, under the leadership of the Chief of Staff, has implemented anti-racism curriculum focusing on shared readings and regularly scheduled process meetings. This started under the previous administration and has continued with Kaia. I believe the initial reading was White Fragility and we just completed How to be an Antiracist. I know Kaia is working with the group to identify the next reading in the curriculum.
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No hiring or onboarding process exists within the Student Organization office as there is only one full time professional staff member and no current plans to increase staffing. If funding was provided for additional staff there is no current process in place to provide professional development related to equity, diversity and inclusive excellence during onboarding.
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Student Organizations office does not define racial/social justice within our program.
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Residential Education student assistants receive a required training at the beginning of each semester. During these training periods, we dedicate presentation sessions and required online trainings to equity, diversity and inclusive excellence. For the Fall 2020 training session, student assistants were required to complete 15 modules of Starbuck’s “To Be Welcoming” online training. Topics covered during these modules included diversity, equity, inclusion, microaggressions, identity isms, cultivating welcoming dialogue around identity differences, etc. After modules were completed, student assistants were invited to participate in group discussions around the topics, but had the option to also reflect on their own if they did not feel comfortable discussing the questions posed to the group with others. Student assistants also attended a virtual training session given from the Multicultural Dream Center about their services and mission, with the expectation that the student assistants would provide the information they learned to residential students
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CI's Sustainability Working Group is in the process of drafting a Climate Action Plan (CAP) that doesn't address DEI specifically (yet), though climate change is a social justice issue and how the university addresses our contribution to climate change can have positive or negative impacts on DEI. The CAP and IEAP should coordinate and collaborate to ensure alignment.
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The Library intentionally develops instruction and engagement programming that brings speakers of diverse viewpoints and perspectives to the campus and does conduct assessment on these engagement activities. For the Black Scholars on Black Lives speaker series this semester (Spring 2021), 636 participants registered for the 6 speaker series. The main reason the participants indicated they wished to attend these series indicated an appreciation for learning more about diverse journeys and representations. When asked their favorite take away of the lecture series, respondents noted the following: the lecture content (53.8%), hearing new perspectives (24.4%) feeling impacted and inspired (9%), learning something new (9%), appreciating a variety of presentation styles (3.8%). An average of 25 questions were asked per lecture, indicating strong interest in dialogue and discovery, and an openness to learn more about the experiences of diverse peoples and communities.