President’s Task Force on Faculty Diversity
Information requested by M.R.C. Greenwood
Provost and Senior Vice President, Academic Affairs,
per letter to COVC dated June 30, 2005

Greenwood’s nine data request items and responses (in blue) to these items are provided below. Several reports are provided on Web sites. Attachments to this report are not numbered consecutively but rather by the data request item number and response section.

1. UCSD reports since 1995 covering faculty gender equity or racial diversity prepared by campus committees, task forces, advisory panels or other campus groups.

A. Report of the Senate-Administration Task Force on Underrepresented Faculty , October 2004. Report is currently under campus review. See Web site:

http://academicaffairs.ucsd.edu/offices/apo/reports/UFTF/UFTF.htm

B. Health Sciences:

1) Health Sciences Faculty Equity Action Plan, 2004.

http://facultycouncil.ucsd.edu/var/uploads/FacEqActionPlan4_HANDOUT_10- 04.pdf

2) Report of the UCSD School of Medicine Task Force on Gender Equity, 2003.

http://facultycouncil.ucsd.edu/var/uploads/Gender_Equity_Report.pdf

C. UCSD Gender Equity Summit Report, March 12, 2004.

http://advance.ucsd.edu/news/ges_report.shtml

D. For initiatives adopted in response to recommendations in the Task Force on Gender Equity Report of March 2002, see Campus Notice to Academic Senate Members, October 1, 2003, from Senior Vice Chancellor for Academic Affairs Marsha A. Chandler.

http://adminrecords.ucsd.edu/Notices/2003/2003-10-01-3.html

See also, Campus Notice to Academic Senate Members, July 7, 2003, from Senior Vice Chancellor for Academic Affairs Marsha A. Chandler regarding career equity review.

http://adminrecords.ucsd.edu/Notices/2003/2003-7-7-1.html

E. Task Force on Gender Equity Report, March 2002.

http://academicaffairs.ucsd.edu/offices/apo/archive/reports/GETF/GETF.htm

F. Diversity Council Annual Report, 1998-1999

http://diversity.ucsd.edu/annual9899.shtml

G. Diversity Action Plan Progress Report (Vice Chancellor-specific progress report)

http://diversity.ucsd.edu/archives.shtml

H. Chancellor Dynes’ 10-Point Diversity Action Plan, June 1998.

http://diversity.ucsd.edu/10pt.shtml

I. Chancellor’s Commission on Diversity Report, February 2, 1998.

This report is included as Attachment A6 in the Senate Administration Task Force on Underrepresented Faculty Report (1.A above).

http://academicaffairs.ucsd.edu/offices/apo/reports/UFTF/UFTFAttachments.htm

J. Chancellor’s Advisory Committee on the Status of Women

Ja. Chancellor's Response to Committee on the Status of Women Activity Report, May 20, 2005

See Attachment 1J, a PDF document providing CSW committee reports.

2. UCSD studies since 1995 of campus climate for faculty, including a copy of the survey instrument, if available, and any resulting reports, analyses or recommendations.

See:

A. Report of the Senate-Administration Task Force on Underrepresented Faculty, October 2004, specifically page 12, section titled “Faculty Observations,” and page 16, section titled “Faculty Support Systems.” Attachment A8 in the Senate Report displays the interview questions for the climate survey.

http://academicaffairs.ucsd.edu/offices/apo/reports/UFTF/UFTF.htm

B. Report of the UCSD School of Medicine Task Force on Gender Equity, 2003, specifically page 16, section titled “H. Faculty Perception of the Climate for Career Development at UCSD SOM.”

http://facultycouncil.ucsd.edu/var/uploads/Gender_Equity_Report.pdf

C. Task Force on Gender Equity Report, March 2002, specifically page 11, section titled “IV. Interviews with Women Faculty.”

http://academicaffairs.ucsd.edu/offices/apo/archive/reports/GETF/GETF.htm

D. Statement on Proposition 209 at UCSD (pdf)

3. UCSD studies of faculty compensation by race and/or gender completed since 1995, along with a description of methodology.

See:

A. Report of the Senate-Administration Task Force on Underrepresented Faculty, 2004, specifically page 15, section titled “Compensation,” and Attachment A19.

http://academicaffairs.ucsd.edu/offices/apo/reports/UFTF/UFTF.htm

B. Report of the UCSD School of Medicine Task Force on Gender Equity, 2003,

specifically page 9, section titled “B. Salary Compensation,” and page 12, section titled “C. Starting Salary and Rate of Advance.”

http://facultycouncil.ucsd.edu/var/uploads/Gender_Equity_Report.pdf

C. Task Force on Gender Equity Report, 2002, specifically page 6, section titled “B. Salary Compensation,” and page 9, section titled “C. Starting Salary and Rate of Advancement.”

http://academicaffairs.ucsd.edu/offices/apo/archive/reports/GETF/GETF.htm

4. A description of any special campus programs to promote equity and diversity among ladder-rank faculty. For example, include descriptions of administrative offices to monitor equity in academic personnel practices, pipeline programs such as Chancellor’s Postdoctoral fellows, curricular initiatives, mentoring programs, waivers to search procedures for exceptional hiring opportunities, etc.

A. Office of Academic Affirmative Action (OAAA): This officeoversees the Academic Personnel Affirmative Action Program (APAAP). OAAA monitors the recruitment of academic personnel, including requests to waive the open recruitment process, and advises deans who have final approving authority for recruitments and waivers. OAAA prepares the annual review of the APAAP. The Director of OAAA meets with department chairs and search committees to discuss the best practice strategies to develop qualified and diverse applicant pools. OAAA maintains a Web site displaying academic job opportunities.

B. Chief Diversity Officer (CDO): The chancellor appointed a faculty member as associate chancellor and chief diversity officer, effective January 1, 2005. Initial objectives are to survey all the campus diversity efforts. In fall 2005, the CDO and the director of OAAA will partner to address recruitment issues in each academic department by attending faculty meetings.

C. Diversity Council: The UCSD Diversity Council advises the chancellor on diversity with particular reference to institutional access and representation, campus climate and intergroup relations, education, scholarship, and institutional transformation.

D. Mentoring programs: Three programs have been implemented by the senior vice chancellor:

1) All new tenure-track faculty are assigned senior faculty mentors; associate professors are given the option of having a mentor.

2) Senior women faculty serve as mentors to junior women whose appointments are external to the mentor’s department.

3) A pool of women faculty has been created to serve as mentors to women who are being recruited for UCSD faculty positions.

4) A mentoring program for underrepresented minority faculty is currently under development.

E. California Cultures in Comparative Perspective (CCCP): This is a curricular initiative whose focus is societal issues related to ethnicity and culture and the broad implications of the expansion of the state’s ethic groups and immigrant populations. Ten FTEs have been allocated to the program. Recruitments for these positions have resulted in the appointments of two African-American males, one Hispanic male, two white females, one Asian female, and one white male. Other faculty recruitments have occurred in disciplines related to CCCP that help to build a critical mass of faculty in this academic area.

F. Partner Opportunities Program: This program was established by the senior vice chancellor and is an effort to enhance the recruitment and retention of ladder-rank faculty. The program’s two objectives have been: a) to assist spouses and partners with employment searches by assessing their needs, arranging job contact and information interviews and serving as a central resource for career opportunities information, and b) to establish a network with other Southern California academic institutions, state agencies, and regional businesses for potential employment opportunities. This program helps to make UCSD more competitive in a challenging market for highly qualified and diverse candidates.

G. Higher Education Recruitment Consortium (HERC): Following the establishment of a successful Higher Education Recruitment Consortium in Nor thern California, UCSD has taken the lead in sponsoring the development of such a consortium for the Sou thern California area. The mission of the Sou thern California HERC is to support the efforts of each of the member campuses to recruit and retain outstanding faculty, administrators, and staff through the sharing of information and resources. It is also intended to make UCSD and the other campuses more competitive in a challenging market for highly qualified and diverse candidates. The HERC Web site was launched in September 2004.

HERC has formed partnerships with the sponsors of the following Web sites: IMDiversity.com, Insidehighered.com, AcademicKeys.com, and WIHE.com (Women in Higher Education). These partnerships provide HERC with exposure on additional Web sites (HERC members have an opportunity to post their jobs on these partner Web sites at a discounted rate). The HERC Web site has a new diversity page that includes links to these partner Web sites. The HERC Web site also features diversity-related articles contributed by IMDiversity.com and local diversity resources in the member campus regions. IMDiversity provides revolving promotional placements of the HERC logs throughout the IMDiversity Web site. HERC is also featured on IMDiversity’s new employment Opportunity Network. HERC has made similar arrangements with WIHE.com

H. Reserve Funding for Positions: Funding is reserved for outstanding opportunities to recruit ladder-rank faculty that may arise outside the Charting the Course framework. One use of this reserve is for spouse/partner employment, which can become critical in recruitment or retention situations. Since 1999-00, six ladder-rank faculty appointments have been made from the reserve pool for this purpose. Reserved funding for two positions was used for females whose male partners were being recruited, and funding for four o ther positions was for males whose female partners were being recruited or retained.

I. Faculty Career Development Program (FCDP) : The program is open to all Assistant Professors with Academic Senate membership (Ladder-Rank, In Residence, and Clinical X series) and provides funding for research and creative programs that will enhance one’s chances of being advanced to the associate level. Five criteria are used to screen applicants one of which is the applicant’s efforts to diversify the campus via the applicant’s area of research, mentoring, outreach, etc.

J. Jacobs School of Engineering (JSOE) and NSF Advance Program: Since 2003-04, JSOE requires that job postings for faculty positions include a reference to the Partner Opportunity Program and its Web site. In June 2005, the associate dean in collaboration with the UC Santa Cruz campus submitted a grant proposal to the National Science Foundation Advance Institutional Transformation Program. If funded, the grant will support a program to increase the recruitment, retention, participation, and promotion of women faculty in science and engineering.

5. Title and job descriptions of individuals with responsibility for faculty diversity and an organization chart of showing the level of staffing and reporting lines.

A. See Attachment 5A, a Word document showing titles of individuals with responsibility for faculty diversity.

B. See Attachment 5B, a PDF document showing organization chart for the chancellor’s office.

C. See Attachment 5C, a PDF document showing organization chart for UCSD administration (chancellor and seven vice chancellors).

D. See Attachment 5D, a PDF document showing organization chart for academic affairs.

E. See Attachment 5E, an Excel document showing the Office of Academic Affirmative Action within academic affairs.

F. See Attachment 5F, a PDF document showing organization chart for Health Sciences.

G. See Attachment 5G, a PDF document showing organization chart for School of Pharmacy & Pharmaceutical Sciences.

H. See Attachment 5H, a PDF document showing organization chart for Marine Sciences.

6. A description of campus programs to brief academic administrators, deans, department chairs and/or hiring committees on academic personnel practices to promote equity and diversity.

A. Department chair’s workshop: Each year the senior vice chancellor hosts a workshop to assist department chairs with their roles as academic and administrative leaders. Information provided often includes the best practice strategies for recruiting, campus academic employment policies and practices, and affirmative action.

B. Best practice strategies for recruiting: Since 1999, the director of the Office of Academic Affirmative Action has met with department chairs and recruitment committees to discuss recruitment strategies, job posting resources, legal guidelines, etc. For fall 2005, the new chief diversity officer and the director of OAAA will attend faculty meetings in each department to address recruitment strategies.

C. Annual Briefing Reports: For several years, the Office of Academic Affirmative Action has distributed a report to the chancellor, senior vice chancellor, deans, department chairs, and search committee chairs. These reports include data on each department’s workforce, underutilized groups, goals, recruitments, and outreach efforts.

7. If the campus has made any effort to analyze start-up packages of recently hired professors by race and gender in the past 10 years, please provide a description of and the results of such efforts. For example, does the campus monitor the amounts of research funds, summer salary, housing assistance, etc., for equity?

Start-up packages for newly recruited faculty on the General Campus are managed within each division. The senior vice chancellor provides each division a start-up budget that is based on a "per position" allowance. This varies considerably by division because of the relative high cost in the sciences and engineering and lower cost in the social sciences and arts and humanities.

In the science and engineering divisions where renovation needs are a typical component of start-up costs, the standard start-up allowance includes a factor for renovation. Divisions must manage their overall start-up budget to recognize that some subdisciplines are more expensive than others. For example, historically there has been a difference between theoretical and experimental disciplines in the sciences. Another example is the high-cost departments vs. lower-cost departments in the social sciences, e.g. political science vs. psychology. Disciplinary requirements are always evolving, however, so a high vs. low relationship at one point in time may not be the same a few years hence.

Divisional allowances are set at the beginning of each three-year planning cycle and then are typically adjusted for inflation for the subsequent three-year cycle. Although this framework has been in place for years, it was strengthened when the three-year planning process, Charting the Course, was implemented in 1998. Overall, we are currently spending over $17M per year on start-ups for recruitments and retentions and expect this level of obligation to continue until steady-state enrollments are reached.

An analysis of start-up packages by gender for a four-year period was included in the campus Gender Equity study.

See:

A. Task Force on Gender Equity Report, 2002, specifically page 10, section titled “D. Start-up Packages and Space” and Appendix A14.

http://academicaffairs.ucsd.edu/offices/apo/archive/reports/GETF/GETF.htm

B. Report of the UCSD School of Medicine Task Force on Gender Equity, 2003, specifically page 13, section titled “D. Start-up Packages, Space and Other Resources.”

http://facultycouncil.ucsd.edu/var/uploads/Gender_Equity_Report.pdf

8. If the campus has any records allowing for an analysis of retention efforts by race and gender, please provide those records of any reports. For example, does the campus monitor retention efforts by race and gender, including analyses of the nature of the outside offer, the retention package offered, and whether the faculty member stayed.

The campus monitors retention efforts. Data are collected and evaluated annually. See Attachment 8, an Excel workbook containing three worksheets showing retention efforts, 1999-2000 through 2003-2004. Data include retention by sex, ethnicity, rank, division, and year. Data exclude separations where no retention effort was mounted.

9. Demographic data reflecting the race and gender of campus Academic Senate officers, committee chairs and members of major committees including: CAP, Academic Planning, Budget, Committees on Committees, representatives to systemwide Senate committees.

Academic Senate, San Diego Division

YEAR	POSITION / COMMITTEE	GENDER/ETHNICITY
2004-05	Senate Chair	Caucasian male
	Senate Vice Chair	Caucasian male
	Senate Council	15 men, 3 women, 18 Caucasians. Chair: Caucasian male.
	Committee on Academic Personnel	10 men, 3 women, 12 Caucasians, 1 Asian. Chair: Caucasian male.
	Committee on Planning and Budget	7 men, 7 Caucasians. Chair: Caucasian male.
	Committee on Affirmative Action and Diversity	4 men, 3 women, 3 Caucasians, 1 Hispanic, 3 Asians. Chair: Caucasian male.
	Committee on Committees	9 men, 3 women, 12 Caucasians. Chair: Caucasian woman.
	Committee on Educational Policy & Courses	5 men, 4 women, 8 Caucasians, 1 Hispanic. Chair: Caucasian woman.

YEAR	POSITION / COMMITTEE	GENDER/ETHNICITY
2003-04	Senate Chair	Caucasian woman
	Senate Vice Chair	To be provided.
	Senate Council	To be provided.
	Committee on Academic Personnel	11 men, 4 women, 14 Caucasians, 1 Asian. Chair: Caucasian male.
	Committee on Planning and Budget	6 men, 1 woman, 7 Caucasians. Chair: Caucasian male.
	Committee on Affirmative Action and Diversity	6 men, 3 women, 4 Caucasians, 5 Asians. Chair: Caucasian male.
	Committee on Committees	8 men, 3 women, 11 Caucasians. Chair: Caucasian male.
	Committee on Educational Policy & Courses	6 men, 3 women, 8 Caucasians, 1 Hispanic. Chair: Caucasian male .

YEAR	POSITION / COMMITTEE	GENDER/ETHNICITY
2002-03	Senate Chair	Caucasian male
	Senate Vice Chair	To be provided.
	Senate Council	To be provided.
	Committee on Academic Personnel	11 men, 3 women, 12 Caucasians, 1 Hispanic, 1 Asian. Chair: Caucasian male.
	Committee on Planning and Budget	5 men, 2 women, 7 Caucasians. Chair: Caucasian male.
	Committee on Affirmative Action and Diversity	5 men, 2 women, 5 Caucasians, 2 Asians. Chair: Caucasian woman.
	Committee on Committees	8 men, 2 women, 10 Caucasians. Chair: Caucasian male.
	Committee on Educational Policy & Courses	8 men, 1 woman, 9 Caucasians. Chair: Caucasian male.

YEAR	POSITION / COMMITTEE	GENDER/ETHNICITY
2001-02	Senate Chair	Caucasian male
	Senate Vice Chair	To be provided.
	Senate Council	To be provided.
	Committee on Academic Personnel	11 men, 1 woman, 8 Caucasians, 1 African-American, 2 Hispanics, 1 Asian. Chair: Hispanic male.
	Committee on Planning and Budget	4 men, 3 women, 7 Caucasians. Chair: Caucasian male.
	Committee on Affirmative Action and Diversity	5 men, 2 women, 5 Caucasians, 1 Hispanic, 1 Asian. Chair: Caucasian male.
	Committee on Committees	8 men, 3 women, 11 Caucasians. Chair: Caucasian woman.
	Committee on Educational Policy & Courses	7 men, 2 women, 7 Caucasians, 1 African-American, 1 Asian. Chair: Asian male.

YEAR	POSITION / COMMITTEE	GENDER/ETHNICITY
2000-01	Senate Chair	Caucasian male
	Senate Vice Chair	To be provided.
	Senate Council	To be provided.
	Committee on Academic Personnel	9 men, 4 women, 12 Caucasians, 1 Hispanic. Chair: Caucasian male.
	Committee on Planning and Budget	5 men, 2 women, 6 Caucasians, 1 Asian.. Chair: Caucasian male.
	Committee on Affirmative Action and Diversity	5 men, 2 women, 5 Caucasians, 2 Hispanics. Chair: Caucasian male.
	Committee on Committees	6 men, 3 women, 8 Caucasians, I Asian. Chair: Caucasian woman.
	Committee on Educational Policy & Courses	6 men, 3 women, 7 Caucasians, 1 African-American, 1 Asian. Chair: Caucasian man.

Divisional Representatives to Assembly of the Academic Senate

YEAR	GENDER / ETHNICITY
2004-05	3 men, 1 woman, 4 Caucasians
2003-04	4 men, 4 Caucasians
2002-03	2 men, 1 woman, 3 Caucasians
2001-02	2 men, 2 women, 4 Caucasians
2000-01	3 men, 1 woman, 4 Caucasians

UCSD Senate Members Serving on Systemwide Senate Committees

YEAR	GENDER / ETHNICITY
2004-05	20 men, 1 woman, 17 Caucasians, 1 Hispanic, 3 Asians
2003-04	17 men, 3 women, 16 Caucasians, 1 African-American, 2 Hispanics, 1 Asian
2002-03	20 men, 2 women, 19 Caucasians, 1 Hispanic, 2 Asians
2001-02	17 men, 4 women, 17 Caucasians, 1 Hispanic, 3 Asians
2000-01	19 men, 3 women, 20 Caucasians, 1 Hispanic, 1 Asian