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Equity Action Report: Academic Affairs

Published February 22, 2021

Equity Action Report: Academic Affairs 


Cross Divisional Projects 

Academic Senate in Conjunction with Academic Affairs Partnerships and Projects


  • Reappointment, Tenure & Promotion policy referred to the Faculty Personnel Policies Council. The requests were to: explicitly attend to contributions of Black faculty and other underrepresented faculty in the RTP process, increase the weight and value of service, and make the policy more clear. The council will have a revised draft in Fall 2021 at the earliest and then it will be reviewed on the Senate floor with an estimated completion date of Spring 2022.  
  • Advisory Council on Strategic Enrollment Management. This council, which has been revived to include more faculty members and community members from local districts and community colleges that serve significant numbers of Black Students, began meeting Fall 2020. One of the questions they are taking up is how to increase the number of Black students admitted to the university, as well as to focus on retention and graduation rates of black students.  
  • Academic Senate retreat run by the National Inclusive Excellence Leadership Academy (NIXLA) titled “From Awareness to Action: Empowering our Campus Community through Inclusive Excellence” to be held on February 11, 2021. The retreat will be led by Dr. Damon Williams and the goals are to give the campus community a shared vocabulary for discussing Anti-Blackness and racial justice efforts on campus, and to support senators as they revise policies and change their practices.  
  • Equity Action Plan for the Academic Senate. The HERI Campus Climate Survey data is being released early Spring. The Academic Senate Executive Committee will help write sections of the larger report and will also use the data to write their own Equity Action Plan, which will lay out specific steps (e.g., increase the number of Black faculty on the Academic Senate and on Senate Councils and Committees).  The Action Plan will be shared with the campus community by May 2021.  
  • Professional Development on Service. To the campus. The Senate Chair, Vice Chair, Nominating Committee Chair, and Faculty Center Director will create modules for professional development on service—from nuts and bolts of committee organization to how to make equity a line item on every agenda—and offer it to all faculty and staff. We are discussing targeted sessions for Black faculty and staff cohosted with the BFAS, and will consult with the LFSA to see if there is similar interest.  The goals are to recruit more Black faculty to serve on the Senate and on Senate committees and councils and to support faculty in place. These will be offered Spring 2021. 
  • Campus Conversations. The Academic Senate is cohosting a series of “Campus Conversations” with the Provost this spring. The first one (1/21) was an open forum with no agenda; the second one will focus on spring 21 and fall 21 repopulation of the campus; and at least two more will focus on issues of representation on campus (the LFSA will share its data). On 3/22 the Latinx Faculty & Staff Association will share their data on representation, and on 4/29 the President’s Equity & Change Commission will share their preliminary report with the senate & campus community. 

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Division of Student Affairs Partnerships and Projects

  • Founded a speaker series that is in partnership with the Carpenter’s Center, DSA, and the Diversity, Equity, and Inclusion for Academic Affairs. 
  • Developed a Data Fellows Team that is examining the Long Beach Promise pipeline to create recommendations for CSULB and LB Promise partners. 
  • Collaborated with the President’s Equity & Change Commission (PECC) to create a strategic diversity plan. Review of this document will begin in late spring. 
  • Scheduled townhalls by PECC centered on diversity, equity, and inclusion. 

Efforts Made by Angela Locks, Executive Director for Diversity, Equity, and Inclusion for Academic Affairs

  • John Hamilton and Ray Briggs – Megan Carpenter Center event – FEED – COTA 
  • 35 HIP leaders and staff that have been doing intergroup dialogue group – at the end of Fall 2021 – create a racial equity plan  
  • Racial equity plan Spring 2021 – implementing fall 2021 – 22  
  • Intergroup Dialogue for AS, Dean’s commission of equity and justice, advisors across campus 
  • Keynote speaker for the Advising Center about equity 




College of the Arts (COTA) - Dean Robin Bargar

  • Empowering Diversity Equity and Inclusion (DEI): During this time of virtual instruction and stay-at-home orders, issues of diversity, equity, and inclusion that have long needed to be addressed have come to the forefront. Our College of the Arts departments have all either begun or deepened the work needed to empower efforts to increase their accessibility and inclusion for all. 
    • Each of the College of the Arts Departments has hosted multiple listening and learning sessions with students, faculty, and staff – focusing on issues of equity, race, institutional barriers to access and inclusion, and social justice. Academic and administrative leaders at the college level are in the midst of anti-racism and unconscious bias training, with plans to extend that training to faculty, staff, and students in the 2021-2022 academic year.
    • In each of our College of the Arts academic units, student groups have been formed to provide an increased student voice in the creation of equity and inclusion in their education. From the dance student organization Affinity AIDE – Advocates for Inclusion and Dancer Equity – to IAAM – Inclusivity Across All Media – in the Film and Electronic Arts Department, these student organizations have increased attention, awareness, and access surround issues of race, accessibility, social justice, and the role the arts play in effecting lasting change. Zoom discussions, virtual performances, guest lectures, and remote learning opportunities – all centered around social justice and increased inclusion – have been organized and presented by College of the Arts student organizations.
    • The School of Art is in the midst of a search for a Latin American Art Historian, continuing its expansion of Art History pedagogy and practice.
    • The Department of Dance has recently completed an assessment and realignment of curriculum, focusing on decolonization and finding new lines of study focused on a broader, more inclusive dance education. One of the results is the current search for a professor of Hip Hop Dance, a new Tenure Track position. Other College of the Arts departments have begun reviewing and reassessing curriculum in order to broaden and deepen the influences, canon, and pedagogy so that it better reflects global and more diverse perspectives.
    • A quartet of Bob Cole Conservatory of Music faculty members – Christine Guter, Josh Palkki, Ray Briggs, and Alicia Doyle – founded the FEED program within the Cole Conservatory. FEED stands for Focus on Education, Equity, and Diversity. FEED is a twice-monthly meeting and discussion focusing on a variety of topics specific to social justice, activism, and inclusion in the area of music and music education. FEED forum topics have included: Unsung Black Voices in Western Classical Music, Arts as Activism, Cultural Appropriation in the Arts, Systemic Racism in Performance, and more.
    • In the summer of 2020, the Richard and Karen Carpenter Performing Arts Center began a community-focused weekly series called “Learning How to Be Anti-Racist,” providing a forum for learning, exploration, revelation, and discussion around the topic of cultivating and practicing anti-racist behavior and mindsets. During the spring 2021 semester, the Carpenter Center has offered the Voices for Justice: Equity & Arts series, an interdisciplinary exploration of systemic racism, social justice, activism, equality, and the arts. Each discussion is moderated by CSULB faculty and provides students and the community with front-line perspectives on how to achieve positive social change. The events are presented free of charge and are a collaboration of the Division of Student Affairs, the Carpenter Center, the Equity, Diversity & Inclusion Academic Affairs, and the Cole Conservatory FEED program.
    • The Department of Theatre Arts has begun work with the California Center for Equity and Justice (CCEJ) – facilitated conversations with faculty and staff and students to address institutional racism, issues of conscious and unconscious bias, and equity within the department. The Theatre Arts Department has also partnered with the Cornerstone Theatre Company to explore Cornerstone’s approach to working with disparate communities, giving them a platform to share their stories and voices, and making theatre.
    • The Carolyn Campagna Kleefeld Contemporary Art Museum is among the numerous CSU art galleries and museums participating in ConSortiUm – a series of virtual conversations with contemporary artists, collectives, and curators whose work is critical to current re-imaginings of the art world, and the world at large through a lens of inclusion and amplifying voices not traditionally centered in the visual arts world. Working with and exhibiting the works of artists of color as well as female artists and other marginalized communities is at the core of the museum’s mission.

College of Business (COB) - Dean Michael E. Solt

  • COB Administrative Council has discussed increasing diversity in hiring several times over the last year. The Faculty Equity Advocate worked with the IS Department Chair to revamping hiring procedures by improving the position description and faculty search rubrics. The Faculty Equity Advocate will serve as an ad-hoc member on all search committees. 
  • COB has programs that reach out to the Long Beach community, and they are aiming to connect even more with communities that face social justice issues with which they have not engaged with before. The intent is to improve the economic development of these communities and have an impact on equity in diverse communities. 
  • Black Business Strategies is a collaboration of community partners that assist Black Businesses to strategically focus on providing excellence in product quality and services that meet market needs and provide an enhanced quality of life for all involved. Black Community leaders will identify cohorts of Black Businesses that will participate in a sustainable business consulting program leveraging the best efforts of the Small Business Development Center (SBDC) and the CSULB College of Business Faculty and Students. Students in Digital and Social Media Marketing classes worked with seven Black Small Businesses in Fall 2020 on developing social media marketing strategies. Ten Black Small Businesses are working with COB Marketing students in Spring 2021. 
  • Volunteer Income Tax Assistance (VITA) is offered by the Accountancy Department. VITA is an IRS program provides free income tax preparation to low-income, students, the elderly, non-residents, and limited English proficiency individuals. They are hoping to engage more with diverse communities in Long Beach, but due to the COVID-19 pandemic, VITA is operating in virtual mode this year, but in future years, they plan on engaging with diverse and underserved communities in Long Beach.  
  • The COB Legal Resource Center will offer a Business Law Certificate to local small businesses during spring 2021. The Certificate will be held in eight sessions that are free to participants and will cover the following topics: 
    • Week 1 Introduction to U.S. Legal System: Sources of Law and Court 
    • Week 2 Business Entities: Fictitious Names (dbas), Sole Proprietorships, and General Partnerships. 
    • Week 3 Business Entities: Limited Partnerships, Limited Liability Company, and Corporations 
    • Week 4 Intellectual Property 
    • Week 5 Employment Law: Contract Review and Discrimination 
    • Week 6 Real Property: Types of Use and Ownership 
    • Week 7 Torts and Criminal Law 
    • Week 8 Funding and Other Financial Sources 

College of Education (CED) - Dean Shireen Pavri

  • In partnership with the newly constituted Committee on Equity and Diversity, the College invited CCEJ to host 3 workshops with all CED faculty and staff on Deepening Racial Justice Practices. 
  • Between 15-25% of our EdD cohort comprises of Black students, and they continue to hire more Black faculty in the Dept. We continue our personalized outreach and recruitment efforts to underrepresented candidates. 
  • The CED extended leadership team participated in a PD series on Anti-Blackness and Anti-Black racism led by Dr. Shametrice Davis, that focused on critically reflecting and dialoging about the ways in which anti-Blackness manifests in one’s personal and professional life and making action-oriented and sustained commitments to disrupt these manifestations of anti-Black racism in work life. 
  • Faculty teaching in the Multiple Subject, Single Subject and Education Specialist credential programs continue to participate in professional development on culturally responsive pedagogies through the Project Caminos HSI grant efforts, and have revised program curriculum and pedagogies through this effort. 
  • CED RSCA call – incentivized research proposals from faculty for research targeting projects that disrupt anti-Black racism and/or promote racial equity by creating a new competitive priority. 
  • Faculty Council put out a statement on Anti-Blackness and Racial Bias demonstrating faculty commitment to prioritize an ongoing racial justice emphasis in teaching, research and service work. This guides the work of the College committees. 
  • In partnership with the Endowments Committee, the CED will be requesting a call for proposals from faculty teams for curriculum revision proposals targeting racial equity and culturally responsive pedagogy. 
  • A team of faculty (Drs. Oscar Navarro, Noah Golden, Jolan Smith and Heather Macias with support from Amber Smith) developed and implemented a Black Lives Matter at School series of events in February 2021. 
  • We continue to raise funds for, and provide wrap around support to the Mary Jane Patterson Scholars, part of the Teachers for Urban Schools Program. The program is intended to recruit teacher candidates who are interested in working with students who have experienced educational and socio-economic disadvantages, including African-American students. 
  • Individual Departments in the College are leading dialogues amongst faculty about issues of racism and anti-blackness, and how it manifests in education settings. 
  • The Dept of Education Leadership has granted five racial equity fellowship (REF) to graduate students to facilitate dialogues with students in the Dept that are designed to look broadly at issues of race, racism, and society. The REFs will use the lens of specific topics (e.g., Education, Health) in order to name specific dimensions of how the institutions of racism, white privilege, and white supremacy are woven in into society and how these ideologies impact educational institutions. By naming and better understanding these topics, citizens and educational leaders can work to disrupt and ultimately dismantle these structures. 
  • A team from the College will submit a Kellogg Racial Equity 2030, $20M 10-year grant proposal to center Black youth as future educators, leverage Black leadership in education, and ensure culturally-affirming practices in collaboration with the Long Beach community. 
  • CDIP PREPP 2021 
    • In 2019, a pilot project with UCI was started to develop a process for advanced doctoral students and post-docs to learn about faculty life at a comprehensive university such as CSULB. This partnership grew out of CSULB’s working relationship with UCI in the BUILD program. Many of CSULB undergraduates went to UCI for summer internships so that they would experience the research culture at an R1 institution. In conversations with their senior administration, they felt that their graduate students would benefit from an experience on the CSULB campus to learn about faculty life beyond research. The project has the benefit of providing a rich learning experience for the UCI students while developing a pipeline for diversifying faculty. So began the Pre-Professor Program, PREPP. 
    • What emerged is a semester-long experience that pairs UCI graduate students or post-docs with a CSULB faculty mentor. Over the course of the semester, the PREPP Fellows do a wide range of activities related to instructional activities, service, mentoring and student support, and research. The research component is the least emphasized as their graduate and post-doctoral experience is predominantly focused on research. The emphasis of PREPP is on the other aspects of faculty life. Fellows teach a class session or two, learn about syllabi development, curriculum development and review, faculty meetings, Academic Senate, student services, and more. They meet with a department chair, learn about RTP expectations, and find out what it's like to be on a CSU campus. To date, 15 UCI Fellows have participated in the program. 
    • Presently, there are conversations with the Chancellor's Office to expand the project to more CSU campuses in partnership with the Chancellor's Doctoral Incentive Program (CDIP) and its Fellows. The hope is that by increasing the number of campuses participating, it will increase the number of Fellows getting PREPP training. This is advantageous for the CSU as it can be a recruitment strategy for the system. While this has the potential to be an excellent pipeline for faculty who really understand CSU campuses and students, it is not a direct job recruitment mechanism. We may have excellent UCI PREPP Fellows at CSULB in fields that don't have a job opening. By linking with other campuses in the system through CDIP, those Fellows will be well poised to join another campus. Another reason there is not a direct path from PREPP Fellow to faculty member has to do with career timing. Some fields require post-doc experiences so timing may not align for UCI or CDIP Fellows to apply directly after participating. This project aligns well with Academic Affair's goals for equity and diversity as all campuses working together can increase the pipeline for a highly qualified and diverse CSU faculty.    

College of Engineering (COE) - Interim Dean Tracy Bradley Maples

  • Dean’s Commission on Equity, Diversity, and Racial Justice — This Dean’s Commission started as a way for faculty, staff, students, and administrators can meet to address issues of systemic racism in the college. Four students, four faculty, four staff, and three administrators are meeting monthly for Intergroup Dialog. These sessions are facilitated by experts in the field, Dr. Shametrice Davis (CSULB) and Dr. Carmen McCallum (Eastern Michigan University). This commission is off to a strong start and hope it will lead to concrete suggestions for improving equity in the college. 
  • Beach Engineering Student Success Team (BESST) — BESST is an ongoing student success initiative that serves freshmen who are unprepared for the demanding mathematics courses they need as engineering majors. BESST uses a cohort model to give students who come from primarily underrepresented and Pell Grant backgrounds the extra assistance and sense of belonging they need to succeed in engineering and computer science. BESST students take all mathematics and engineering classes in one classroom with tutors, mentors and guest speakers coming to them. Now in its sixth year, this initiative has a remarkable average completion rate for Calculus 1 of 90%. 
  • TT Hiring — The college is working to ensure the Tenure-Track hiring practices are designed to be equitable for all candidates. The COE Faculty Equity Advisor serves as an ad-hoc member on all search committees, reviews all candidates' files, and advises the dean on diversity issues within each search. 
  • Integrating high-impact practices into the Student Success Programs — The Engineering Student Success Center (ESSC) is designed around high-impact, best-practices for student success. The center consistently initiates new programs based on data-driven assessment. Current success initiatives in the program include high-touch point advising, tutoring, first-year experience activities, MESA programs, professional development workshops, and internship preparation. 
  • Collaboration with CNSM on an HSI-STEM Grant — Through a dynamic collaboration between CNSM and COE a jointly lead HSI-STEM Grant has brought additional resources for student success into both colleges. This grant works closely with college associate deans and student success center staff to bring peer mentoring to first-year classes for both freshmen and transfer students. In addition, the grant provides a summer bridge program called STEP-into-STEM for pre-freshmen who need help with mathematics. 
  • Faculty Champions — The COE Faculty Champions were created to assist faculty in their efforts at taking classes to on-line mode during the pandemic. The champions consist of representatives from each department who are dedicated instructors. Their efforts include educating faculty on the equity issues facing underrepresented students in the current online environment.  
  • 100+ Women Strong — Nationally, women account for only about 18 percent of college students studying engineering and 13 percent of women teaching engineering. COE has made strides in both areas—increasing the proportion of female engineering students from 14 percent in 2010 to 20 percent currently and ranking fifth nationally for the proportion of female tenure/tenure-track faculty. However, more needs to be done. COE’s 100+ Women Strong initiative brings women from industry into the college to support and mentor women engineering students. The goal is to increase the percentage of female engineering students to 25 percent by 2025. 
  • Engineering Ambassadors for Recruiting Women Engineers — Through a generous donation from Southern California Edison, the college formed the Engineering Ambassadors group to outreach to local high school juniors and seniors. The Ambassadors visit local high school STEM classes making presentations and encouraging female students to consider a degree in engineering of computer science. 


College of Health and Human Services (CHHS) - Dean Monica Lounsbery

  • At present are exploratory efforts that are reflected in the strategic action Designed Culture and Climate.  
  • In addition, the ad hoc faculty group working on anti-racism has discussed this as a priority. 
  • CHHS Faculty Council created an ad hoc Social Justice committee in the fall. This team has had college-wide breakout discussions to develop collegewide goals and strategic actions that will fold into the CHHS strategic plan.  
  • Based on our Sonia Nazario follow-up roundtable event, a report is being drafted on the participant discussions regarding the role of the college and university in advancing the health and well-being of migrants and their families.  This report will be completed by the end of February.  
  • CHHS faculty meet regularly in an ad hoc group with community leaders on advancing anti-racism in the community. This team has narrowed their efforts to focus on working with the community to participate in the Black Health Equity Collaborative and to assist in an updated report on the State Black Long Beach Report.  This effort is currently reflected in our strategic goal to strengthen and advance community partnerships and is reflected in strategic actions. Another related action we have in this area is to establish a Center for Evidence-Based Policing. 
  • Long Beach Black Health Equity Collaborative: Black Health Equity Town Hall  
    • Black residents in Long Beach have experienced significant health disparities. For example, the rate of hypertension-related hospitalizations for Black adults (11.9 per 10,000) was double the rate of other race/ethnicity subgroups. The rate of infant death (7.3 deaths per 1,000 live births) is highest among the Black residents. In addition, the average life expectancy for Black residents is 71.5 years, more than seven years lower than other racial/ethnic groups. 
    • This has contributed to COVID-19 disparities within the Black community in Long Beach.  Black residents in Long Beach comprise 13% of the population but account for 15% of all COVID-related deaths. The disparity in COVID-19 related death is related to underlying health (e.g., hypertension, asthma) and socioeconomic (e.g., essential workers, limited access to health care, discrimination) conditions. 
    • To address these disparities, the Long Beach Black Community, CSULB, and the City of Long Beach have partnered to develop strategies to achieve Black Health Equity in Long Beach. During the town hall, learn about the newly formed Long Beach Black Health Equity Collaborative and participate in a discussion with our panel of experts in health equity. 

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College of Liberal Arts (CLA) - Dean David Wallace

  • Hiring Diverse Faculty 
  • 50% of the tenure-line faculty hired in the last five years identify as people of color 
  • This is the result of action taken over the last five years to make hiring committees aware of implicit bias, and to recruit more actively to create diverse pools of candidates. 
  • Sample High-Impact Practices 
    • The college continues to grow it’s internship program. 
    • For example, in 2018-19: 
      • Hosted six Internship Friday events and 68 Professional Development workshops 
      • Consulted with 180 students in one-on-one appointments regarding internship and career readiness  
      • Had 708 Students completed an academic internship 
      • Increased to 183  internship partners 
  • Transfer Learning Communities 
    • Since its inception four years ago with a small 2-department pilot and about 80 students, the Transfer Learning Communities have grown to 8 departments with nearly 400 students per year participating. 
    • Dozens of CLA courses have service learning components 
    • CLA faculty in a wide range of disciplines work with students on research projects and in labs. For example well over 100 students a year work with Psychology faculty in labs, often co-presenting at conferences or co-authoring publications. 
    • CLA’s Draft 2030 Plan embraces equity in a series of five goals to be discussed, revised and turned into college- and department-level actions, including such things as continuing to increase faculty diversity and implementing the new Ethnic Studies General Education requirement. 
  • CLA and Social Justice tab on the CLA website provides samples of several curricular/pedagogical efforts: 
  • Scholar’s Strike Programing 
    • CLA faculty played critical roles in organizing and presenting activities for the CSULB Scholars’ Strike early in the Fall 2020 term. 


College of Natural Sciences and Mathematics (CNSM) - Dean Curtis Bennett

  • Revamping hiring procedures 
    • Ensure all job ads are written to forefront diversity 
    • Establish rubrics for all faculty searches to promote more equitable judgments 
    • Ensure Equity and Teaching our students is part of the evaluation 
    • Faculty Equity Advisor serves as an ad-hoc member on all search committees with ability to stop searches based on equity concerns. 
  • Continuing to identify and implement evidence-based high impact practices to improve student success 
    • Student Success Committee is looking at low completion rate courses 
    • Looking at alternative pathways to improve student success. 
  • Faculty Programs 
    • Committee investigating ways to help faculty become more aware of how to be anti-racist. 
      • Film screening of “I Am Not Your Negro” in Fall 2020 followed by discussion. 
      • College-wide Presentation on 2/5/21 by Nicole Joseph: Moving Beyond “Access” & “Equity” Conversations: Calling In STEM Faculty to Have Courageous Conversations About Whiteness in STEM.   
      • Over 40 participants. 
      • These are two events in an ongoing anti-racism series.   
  • Math Department Colloquium on 2/5/21:  Dr. Luis Leyva, I Do Think Race and Gender Play a Role… I Would Analyze That Statement and Think, ‘Oh, Should I Not Take STEM?'”: Problematizing Neutrality in Undergraduate Calculus Instruction Entrenched in Racialized-Gendered Logics and Mechanisms of Inequality. 
  • Established a Ricard D. Green Lecturers fund to provide departments with money for bringing in diverse lecturers in STEM. 


College of Professional & International Education (CPIE) - Dean Jeet Joshee

  • CPIE’s Center for International Trade and Transportation (CITT) secured SB1 funding to move forward with the CSU talent pipeline blueprint initiative: “Implementing Industry-Supported and Demand-Driven Talent Pipelines for the Trade and Transportation Sector.” The goal of the project is to develop a Talent Pipeline Blueprint for trade and transportation occupations in Greater Los Angeles. That blueprint will serve as a guidebook that documents the steps required to build cross-campus CSU talent pipelines that target the most in-demand trade and transportation occupations requiring specific degrees, certificates, and non-credit professional development. The blueprint will be developed in partnership with career and workforce development leadership at CSU5 campuses and leading trade and transportation employers to identify, train for, and recruit for the most in-demand occupations in the region.
    • With the diversity of the workforce in mind in the logistics industry, CITT will work with leading trade and transportation employers and trade associations to build talent pipelines for in-demand occupations. Those pilot pipeline programs will showcase how CSULB—through its professional and extended education infrastructure within CPIE—provides certificate and professional development opportunities to connect undergraduate and graduate students as well as incumbent and displaced professionals to career opportunities in trade and transportation.
  • CPIE is offering three courses at no cost to the community as part of the “Courses for Causes” in response to COVID-19, an initiative started by the Professional and Continuing Education division at the Chancellor’s Office. The courses being offered include:
    • Personal Creativity (40)
    • Creativity in Teams & Organization (7)
    • Southern California Logistics: Surviving COVID, Preparing for the Future
  • Two members of the CPIE management staff (Anna Behar-Russell and Angeli Logan) are designated as representatives in CCEJ programs and activities including its Annual Breakfast. 
  • Staff Hiring — CPIE is working to make sure that its workforce is representative of our community as well as the student, faculty and staff body at CSULB.  Hiring practices are designed to be equitable to all candidates. Special efforts such as reaching out to various networks and personal outreach are made to recruit members of the underrepresented candidates. 
  • AVP and Dean Joshee sits on the Board of Sister Cities of Long Beach Inc (SCLB). The board members are nominated by Mayor Garcia. SCLB works to diversify our city creating partnerships with cities around the world.
  • CPIE put out a statement against racial injustice and police brutality in support of the Black Lives Matter movement. CPIE showed solidarity with African American and other minority communities in the continuing struggle against racism, sexism, xenophobia and bigotry. The college displayed a strong commitment to inclusive excellence, diversity and increasing global-understanding among students and members of our community. 



Dhushy Sathianathan, Vice Provost Academic Planning in Academic Affairs

  • Double Admissions to Historically Challenged Applicants Effective Fall 2021
    • CSULB will double its efforts to increase admission based on a holistic review. The application process targets communities based on low socioeconomic status and applicants who historically have low college-going rates. These students typically do not do well in standardized tests. Hence, we encourage targeted freshmen applicants to submit materials for a holistic review.
    • Holistic review is a collaborative effort between Enrollment Services and The Office of Outreach and School Relations, called Beach Pathways. The applications are reviewed by a committee, including representatives from Outreach, Educational Opportunities, Disabled Student Services, Student Services, Academic Affairs, and faculty. Admissions criteria include the potential for degree completion, community involvement/leadership, and overcoming significant hardship. All applicants must meet CSULB minimum eligibility. Typically, we allow for 200 applicants through this admission process. Effective Fall 2021, we will double our efforts to target 400 applicants.  
  • Guaranteed Access to Local Underserved Population
    • CSULB admits all qualified students who apply from the local area high schools. This local access guarantees access to higher education for any local student. The majority of the freshmen African American and Hispanic students have access to CSULB through this unique program. Giving preference to all local students who apply from the high schools surrounding the campus is a strategic priority for CSULB. CSULB defines local based on high school of origin for incoming First-Time Freshmen and Transfers. The geographic boundaries used to determine local area high schools for first-year students are also used to determine incoming transfers' local preference. 
    • To see a current geographic representation of the local preference area, along with a list of schools and districts, please visit the Local Preference Admission Consideration site.  
  • Data Fellows Symposium
    • This year the symposium session will explore Equity, Access, Retention, and Pathways to Student Success. Over 70 participants involving faculty, staff, and students will present their research findings. The purpose of the symposium is to allow the diverse teams to present their findings to campus constituents. We also hope to generate discussions and campus awareness around the critical attributes that can be translated into action to improve student success. The event is planned for Friday, May 14th, from 9 AM to 11:30 AM.
    • Visit the Data Fellows website for more details.

Graduate Studies: Jody Cormack, Vice Provost Academic Programs and Dean of Graduate Studies

  • Assessment: Goal to view program review through an equity lens. The program's self study template is being modified to include more analysis of faculty and student diversity, and also creating more dashboards available to programs for them to analyze their equity gaps.
    • Tables to include are: faculty race/ethnicity/gender demographics; student race/ethnicity/gender demographics; perhaps student pell eligible demographics as well
    • Add a migration out / in to the major to complement the 5th semester junior snapshot which seems to be a more effective measure.
    • Combine all of those with a new survey we will require all departments to conduct with students regarding DEI issues.
  • Assessment: Goal to incorporate “Diversity is our strength” into an Institutional Learning Outcome (ILO). All ILOs should be mapped to PLOs and SLOs, so in conjunction with our new Ethnic Studies courses, student knowledge of DEI issues can be measured in our students
  • Curriculum: Goal to look at our curriculum through an equity lens
    • Work with USC to provide Professional Development to a group of faculty regarding the analysis of curriculum and syllabi through an equity lens.
    • Send those faculty to the LBCC Curriculum audit program, where they are guided through an evidence-based step-by-step equity analysis of a course and its curriculum.
    • These faculty will then serve as leaders to guide other faculty through the process. 
  • Curriculum: Goal to review curriculum offerings and provide more courses to meet the needs of our community
    • Provide more supplemental curriculum through CPIE that students can take at times/places that meet their needs
    • Assess the need for non-degree curricular opportunities that meet the needs of our diverse community.
  • Grad Studies: Goal to provide our Undergraduate Students with pathways to Graduate Studies
    • GSRC currently serves that need
    • Sally Casanova pre-doctoral program currently serves that need
    • Developing a new 4+1 program that will allow students to double count up to 12 units of undergraduate study between their Bachelor’s and Master’s degrees. This will encourage many of our current students to continue on to graduate study if it will only take 1 additional year.
    • Develop new programs to financially support our local diverse students 

Undergraduate Studies: Kerry L. Johnson, Associate Vice President, Undergraduate Studies

  • Advising: 
    • The Equity Through Advising roundtables are a series of campus-wide advisor-led discussions utilizing advisors’ expertise and experience to identify and address equity gaps through their work. CSULB Academic Advisors directly reach every student and can influence key outcomes in student success.  The Equity Through Advising Roundtables aim to move our practices and actions forward.
    • GenExcel is a mentoring program that supports incoming first-generation freshmen and transfer students during their first year at CSULB. GenExcel pairs faculty mentors with students who are primarily underrepresented minorities and who are the first in their families to attend college. GenExcel strives to cultivate meaningful relationships between mentors and mentees, support the growth and success of its participants, and increase the retention and eventual graduation of one of the University's most at-risk student populations. Mentees and their faculty mentors meet one-on-one and in small groups with fellow mentees throughout the academic year. Social events and workshops are hosted in collaboration with a variety of the University's student support resources. Workshops offered this year include Financial Wellness, Email Etiquette, and Time Management. In the coming year, GenExcel will expand to include a peer mentoring component and will double the number of first-generation students it supports.
  • Academic Coaching, Tutoring, Supplemental Instruction:
    • The Learning Center’s Data Fellows Project examines 2-3 years of data to look at usage trends by traditional opportunity gap populations (First-Generation, Pell, Underrepresented Minorities as well as any gender differences). Overall usage trends and usage by LC Programs (Academic Coaching, Content Tutoring, ESL Tutoring, SI). The LC is looking at additional variables (such as membership in special populations support programs, such as Educational Opportunity Program and GPA, among others) to try to take other factors that might influence usage into account. The LC is also collecting qualitative data. A pilot interviewing 7 students who used services was conducted and more expanded qualitative research is planned. These studies will be used to:
      • Improve the effectiveness of outreach and services provided to OPGs and other special populations (including removing or reducing barriers to OPG usage)
      • Increase usage by CSULB student population – a large percentage of which are OPGs.
      • Contribute to reducing attrition - specifically by OPGs
    • Academic Coaching has been working with the Gen Excel (First-Generation Students) Program, EOP, and the Bob Murphy Access Center to design workshops and other academic support resources specifically tailored to those populations. This is an ongoing effort that was given a jumpstart by recent work helping students adjust to online learning.
    • The LC is working to develop new partnerships with the Colleges to investigate how its programs, specifically Academic Coaching and Tutorial Services, can better serve them. Those conversations have recently started with some focus on opportunity gaps.
    • Exploring and developing training and speaker opportunities that focus on equity in the non-advising academic support realm (tutoring, etc.). Efforts will be available campus-wide.
  • University Honors Program:
    • Two Racial Equity and Healing Justice (REHJ) circle-style dialogues were facilitated in the CSULB University Honors Program in 2019. UHP’s leadership and a group of UHP faculty, staff, and students participated, demonstrating interest in engaging in meaningful dialogues to improve equitable outcomes for students of all races. Students, staff, and faculty learned to identify inequity in their lives and their roles in dismantling systems of oppression through their positions at the university. REHJ circles greatly impacted UHP staff’s professional development as evident in the outcomes of the circle in the areas of UHP programming, policies, and practices (see below). REHJ Circles conducted in the UHP paved the way for new programming, policies, and practices. Participating in the circles provided professional development for UHP staff as it enhanced their ability to identify and address inequity issues within the program based on specific group’s needs through an intersectional lens. It became evident, for example, that male students of color were an underrepresented population within the program. UHP staff implemented a “Men Connecting to Succeed” panel to best support Men of Color in the program. In this panel, a diverse group of CSULB male professionals shared strategies for personal, academic, and professional success. Due to Covid-19, REHJs were postponed in the past year, but will be continued.
    • In addition, UHP staff became more intentional about adapting policies to accommodate students with the most need to improve equitable outcomes. For example, they developed holistic support measures in response to the COVID-19 pandemic by creating need-based accommodations. Policy changes in the thesis submission process included extending submission deadlines, adapting research topics and scope, and supporting students in communicating with their Faculty Thesis Advisors and/or campus mental health professionals. These changes were particularly helpful for Students of Color, students with disabilities, first-generation and low-income students, who were financially, emotionally, and physically affected to a greater extent by the effects of the pandemic.
    • In terms of practices, UHP supported the creation of a student-led committee to plan a cultural welcome event in which students could showcase the cultural heritage elements that they would like to share with the community. Even though this welcome event did not take place due to the COVID-19 pandemic, this effort inspired the design of the Honors Fellows student assistant positions. Honors students that were hired as Honors Fellows were trained to lead a social justice committee that they named “Increasing Diversity, Equity, Advocacy, and Solidarity by Students”. The goal of the committee is to increase awareness around social justice and equity issues, increase and celebrate diversity within the program, and create a sense of inclusiveness and community among UHP students. Additionally, as the Black Lives Matter social movement became central in the summer of 2020, the UHP team developed a Unity, Solidarity, and Commitment Statement that promised to further advocate for racial justice. To uphold this promise, the program’s Associate Directors, Academic Advisors, and Administrative Coordinator completed a CCEJ Equity in Service-Learning Community Training. This training was a crucial step in the UHP team’s efforts to continue to reflect on their privilege, positionality, and spheres of influence to do the work of identifying, addressing, and dismantling systems of oppression and structural inequities based on white supremacist beliefs. The goal of the team is to continue to incorporate this work within UHP’s programming, policies, and practices.
    • For F2021 applicants, UHP updated its program application to align better with equity and diversity efforts. For example, in the recommendation part, the UHP asked evaluators to rank students’ “resiliency” and “global awareness.” In a similar vein, UHP included language in the essay part (prompts) that will help the program better gauge a student’s fit in the program from an equity, diversity, and inclusion lens.
    • The UHP collaborated with members of the President’s Commission on Equity and Change to invite members to help read, score, and rank applications to ensure that the evaluation process includes an additional, diverse campus subset. The first collaboration occurred in March 2021.
    • UHP has held three Free Minds poetry events, two in-person and one virtual, to connect incarcerated individuals with affinity groups through social justice poetry. The poets are encouraged to write poems as part of the healing process, and students leave feedback on those poems in the form of uplifting comments. The poems are eventually returned to the poets, who benefit from the exchange on an emotional and human level, just as the students do. UHP held three Free Minds Poetry events since 2019. In April 2021, 4 students and the interim UHP Director presented on the program at an hour-long panel at the Western Regional Honors Conference as a culmination of these efforts. 
  • Long Beach College Promise:
    • CSULB kicked off show-and-tell series among LBCP partners to share information on equity initiatives across the Promise. Presentations included equity focus of Long Beach College Internship Program, initiatives such as Math Collaborative and Men’s Success Initiative in the Division of Student Affairs, and Equity Through Advising roundtables and spring University Advising Institute focused on equity-minded advising practices.

Academic Technology Services: Shariq Ahmed, Associate Vice President

  • Bb Ally Workshops: A monthly, one-hour workshop. Join the ATS Instructional Design team at one of these monthly workshops to see a demonstration of Ally in BeachBoard. Get tips to get started quickly and easily make a big difference for students in courses. Resources for further training and support on campus are also shared. For more general information about Bb Ally, visit CSULB BB Ally.

The Office of Research and Sponsored Programs: Simon Kim, Associate Vice President for Research and Sponsored Programs 

  • For internal grants, the campus decided to incorporate the following statement in its call for proposals for Mini-Grants and Summer Stipends: "For research and scholarly projects that seek to disrupt anti-Black racism and/or promote racial equity, please clearly indicate this goal in the application."
  • Building Faculty and Student Diversity at CSULB: In 2014, California State University, Long Beach (CSULB) was one of 10 universities nationwide awarded the ten-year Building Infrastructure Leading to Diversity (BUILD) grant ($44 million), funded by the National Institutes of Health (NIH). BUILD aims to enhance the diversity of the health-related research workforce (including behavioral health and biomedical sciences and engineering).
    • During the award period (2014-2024), CSULB BUILD provided research training, academic, career, and personal supports to over 300 CSULB undergraduates, targeting historically underrepresented groups.
    • The program trained over 100 faculty members as research mentors for BUILD trainees, and provided faculty with pilot project funding, equipment grants, and access to interdisciplinary workshops and student research symposia.
    • In addition, BUILD promoted an enhanced research culture across the CSULB campus.
    • BUILD initiated and partially funded the Faculty Equity Advocates program designed to increase the diversity of faculty, not only in hiring, but also in the retention, tenure and promotion process across the campus.
    • Another effort to increase faculty diversity includes the development of a Pre-Professor Program (PREPP) in collaboration with the University of California Irvine’s Graduate Division to allow underrepresented graduate students and post-doctoral fellows to experience what it is like to be a faculty member in a comprehensive university such as CSULB.
    • Finally, BUILD also developed an ad for diverse hiring campus-wide in the Chronicle of Higher Education.
  • The Office of Undergraduate Research Services (OURS) offers opportunities for students to engage in undergraduate research opportunities through the Undergraduate Research Opportunity Program (UROP) and OURS Connects. UROP has expanded access to transfer students in partnership with CSULB Building Infrastructure Leading to Diversity (BUILD) Program to provide students with hands-on research and training opportunities for undergraduate students interested in health-related research. Additionally, the OURS Research Certificate program is being developed by CSULB BUILD and the Office of Undergraduate Research Services (OURS) to promote undergraduate research on campus and broaden access to faculty-mentored research opportunities for all undergraduate students. OURS and UROP students engage in research and creative projects with research mentors across all colleges. Both programs provide the opportunity for students to engage in faculty-mentored research which has been shown to increase student retention rates and enrich student experiences. OURS makes an intentional effort to involve students in undergraduate research with specific emphasis on students from underrepresented groups. Additionally, undergraduate research has been shown to be effective at increasing retention and opening career pathways for underrepresented populations. OURS and UROP create conditions for an equitable, inclusive, and supportive educational environment where every student is given the opportunity to engage in research experiences that is of interest to them.

Faculty Affairs - Kirsty Fleming, Associate Vice President of Faculty Affairs

  • Faculty Affairs workshops for search committees that placed greater emphasis on strategies for hiring a diverse faculty and the role of implicit bias in the search process.  The workshops for focused on unintentional bias, how it might manifest in the search process, and how to mitigate against it. Similarly, the workshops for RTP committees now explicitly address equity issues. 
  • The Faculty Center
    • A Student Success Equity and Diversity statement went into effect for applicants applying in the 2019-2020 year. This required all applicants for tenure-track positions an amended statement to assist search committees on an applicant’s experience with, or knowledge, about working with a diverse student body. 
    • Requested tenure-track lines for 2019-2020 searches to include language that includes how each person might contribute to diversity initiatives. Each department/college must provide ways a new tenure-track faculty member might contribute to diversity, equity and inclusion.
    • The timeline for tenure-track searches was changed so that the search process could be initiated in late spring (or early fall), as opposed to only in the fall. This was done to mitigate the risk of losing candidates to institutions that make offers earlier in the academic year. 
    • A Faculty Equity Advocates (FEA) program was designed in spring/summer 2019 and began in Spring 2020. Since January 2020, this group studied the hiring cycle and identified ways in which it could be made more equitable. In collaboration with deans and FEA, they created a plan for the work they are now doing in the colleges. The specific work varies by college and the needs of the college. Some FEAs are focused on working with search committees, some are focused on retention of faculty members already hired, some are offering professional development to search committee members. Going forward, the group current searches as case studies to make changes to the process and documents. They also inform and identify institutional level changes. 

University Center of Undergraduate Advisement (UCUA)

  • The 2021 Spring Institute For Advisors and Counselors on Friday, February 12th 
  • Each year, with the support of Kerry Johnson, AVP for Undergraduate Studies and in partnership with the Division of Student Affairs, a Fall and Spring Institute for Advisors and Counselors is held. This Spring 2021, Dr. Deborah Faye Carter, a recognized thought leader in the field of Higher Education, will be brought in. Dr. Carter will lead a seminar on Equity Minded Advising, which aims to provide CSULB Advisors and Counselors with practical strategies that will impact the success of all CSULB students.  
  • Associate Deans and Advising Leads are being led through a process to develop campus-wide Student Advising Learning Outcomes and Goals with a focus on equitable advising practices in our advising centers. 

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Juan Benitez, Executive Director of the Center for Community Engagement

  • Inter Group Dialog - The entire CCE team is a part of the campus’s year-long Inter Group Dialog (IGD) for HIPs at CSULB initiative led by Dr. Angela Locks, which includes conducting a HIPs Racial Equity Self Study and the implementation of a HIPs Racial Equity Plan for the CCE.  The IGD Working Group helps provide guidance for our campus’s IGD initiative. For more information, please see the link provided to the IGD Working Group. 
  • Curriculum Design Series - The center will be beginning a new Curriculum Design Series this March 2021 with a focus on offering courses and curriculum re-evaluating civic roles and responsibilities and what it means to be a democracy as well as reckoning the role of race and racism in our country. The approach to this year’s Curriculum Design Series is based on supporting students, faculty and local communities through this lens.  
  • Student Town Hall - The center hosted a Virtual Student Town Hall on The Economic Impacts of COVID-19 on Students of Color and their Families: Equitable Resilience and Recovery Strategies, on November 19, 2020  focused on centering and lifting up student’s voices; particularly students of color and the impacts of COVID-19 through an economic resilience and recovery framing. 
  • Latino Economic Report and Summit - For the last three years, the center has partnered with Centro CHA (a community-based organization) and CSULB’s Department of Economics to produce and host the Long Beach Latino Economic Report and Summit.  This also includes a component of presenting and disseminating the report to key community stakeholders. 
  • Data Fellows Project - The center has been participating in the campus’s Data Fellows project led by Dr. Beth Manke for the past two years. This project focusses on Service-Learning and Community-Engaged Learning as a High Impact Practice (HIP), paying particular attention to how “student success” is understood in the relation to HIPs such as Service Learning.  As a part of this, they are looking at key student success indicators in relation to the impacts of HIPs for first-generation, poor, students of color. 
  • Kellog Grant with UROP and COE - The center is partnering on two separate Kellog Racial Equity 2030 Grant submissions with UROP and the College of Education (March 2021 submission). One proposal (UROP) is focused on undergraduate and community-based research (in partnership with two other CSUs), and the other (COE) is focused on Catalyzing Black Educational Equity in Long Beach.
  • U.S. Census - In partnership with the City of Long Beach and L.A. County U.S. Census officials, the center constituted, convened, and hosted the CSU’s first Campus Complete Count Committee focussed on a complete and accurate census count for Hart To Count (HTC) populations (including but not limited to low-income individuals, immigrants, non-native English speakers, houseless individuals, communities of color, students, renters, seniors) for the U.S. Census 2020 efforts.

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Beth Manke, Interim Dean for Student Success in the Division of Academic Affairs

  • Creation of the Long Beach Community Internship Project: Collaborative project between CSULB and Long Beach nonnprofits designed to place graduating Long Beach Promise students in paid internships with local nonprofits. Currently 39 students placed with 38 nonprofits. 
  • Initiation of the Internship & Service-Learning Working Group: Initiated to create a brave space where conversations about high-impact practices, challenge structures, gather input, hold ourselves accountable, and prototype ideas are compiled. Includes administrators, faculty and staff from across campus and community stakeholders (over 35 members; co-lead by Beth Manke and Juan Benetiz). Our priorities include providing access to and equitable participation in credit-bearing internships and service learning courses for all CSULB Students. We are developing a racial equity plan for organizing this work. The aim is to also develop culturally relevant and inclusive pedagogical resources for faculty teaching internship and service-learning courses and explore new and innovative opportunities for students beyond internships and service learning that may include community-based research, project-based learning and other forms of community engaged learning. 
  • Revamping of the online Essential Skills Modules to better reflect the diversity and needs of CSULB students. Video topics now include: communication, professionalism, diversity & inclusion, problem solving & critical thinking, time management, teamwork, and initiative. Videos and a full series of wrap-around activities were completed in February 2021. They will be posted and ready for use by the entire campus in March. Team work on this project includes Michelle Chang, Internship Specialist from CLA (lead), Jeanna Trammell from Career Development Center, and Justin Gomer, faculty in American Studies. 
  • Expansion of Design Your Long Beach, a campus program that facilitates CSULB students designing their way forward towards careers that positively impact our local community. Team leading this effort includes Amy Cabrerra Rasmussen (Director), Michelle Chang, and Beth Manke. Work this year focused on collaborating with campus units including College of Education and University Honors Program and working with the Stanford Design School to revamp materials to make them more inclusive.   
  • Participation in Intergroup Dialogues for High Impact Practices lead by Shametrice Davis.  Beth Manke and her Faculty Champions completed an equity self-study of campus internship efforts and will be drafting a racial equity plan with the Internship and Service Learning Working Group this Spring. 
  • Interdisciplinary research team examining High Impact Practices at the CSULB:  How (and for whom) Do They Promote Student Success.  This Provost—funded, 2-year project includes four faculty members (Kelly Young—CNSM, Kim Kelly—CLA, Claudia Lopez—CLA, and Brian Trimble—COTA) and an administrative mentor/coach (Beth Manke). The overarching goal of this multi-method study (surveys, focus groups, Photovoice, and institutional data) is to examine the role that three types of HIPs—service learning, academic internships, and unpaid undergraduate research play in CSULB student success, including persistence and timely graduation. Special attention paid to who is left out of HIPS why some students do not participate. 
  • Expansion of the Data Fellows for Student Success curriculum to address equity and data issues.  Data Fellows Teams were also encouraged to include an examination of equity in their team projects. At the May 14, 2021 symposium, five teams will present their project findings as part of thematic sessions.  Beth Manke is leading the session on Equity and High-Impact Practices.  In this session, the Center for Community Engagement, Career Development Center, the Learning Center, and two teams from Academic Affairs will discuss who has access to high-impact practices on our campus and who does not. 
  • Students Respond to the COVID-19 Pandemic:  A Photovoice Project:  With colleague Brian Trimble, Beth Manke solicited photos and narratives from CSULB students about how COVID-19 has affected them, their families, and their communities.  Over 600 submissions have been collected and team of students, supervised by Beth Manke, is currently coding narratives.  Themes of equity, navigational capital, mental health, and hope are emerging as significant, affirming that CSULB students are diverse and resilient.