Equity Action Report: Academic Affairs

Commitment to Local Access 

School of Art. Outreach to LBUSD partners 
Project Description: We are targeting LBUSD because of the Long Beach Promise, which guarantees preferential enrollment or transfer for LBUSD students. Outreach to community partners in Long Beach promise, asking what we can do to make connections with local area HS and MS art programs.  We looked at classroom visits at the MS/HS site, or field trips to CSULB SoA to see what was desired.  We have 2 field trip/tour/hands on activities scheduled for spring 2023. 
Timeline: Spring 2023 to Spring 2024 - first visit was February 27, 2023, next scheduled visit from another group is May 5, 2023.
Intended Outcome(s): Increased number of URM students seeking admission - primarily Black/African American students or Native American, both groups which have very low representation across CSULB and within the SoA.  We began with the two high schools that have the largest number of URM students in those two targeted areas, Renaissance HS and Lakewood HS. 
Outcome(s): An increase in Black/African American and Native American student enrollment from the Long Beach Promise stakeholder sites

School of Art. IE grant - build a fund to support outreach
Project Description: We received a $5K grant from the Nellie Leaman Taft Foundation, which was matched by Perin Mahler (PT lecturer)for $5K and the SOA matched with an additional $5K, with the intent to create a fund that would be featured on our website and could accept donations for funding our Inclusive Excellence activities, and ultimately create scholarship funds for students.
Timeline: Began in Fall 2022, ongoing
Intended Outcome(s): We received the grant, set up the fund, and it is on the front page of our CSULB School of Art website
Outcome(s): Scholarship for URM students, funding for inclusive excellence activities

School of Art. Outreach to Community Colleges
Project Description: We are sending out folks to the local community colleges to recruit students from Community Colleges that we don't often receive students from.  Many of these are colleges with a high parentage of URM students. Three staff members attended the El Camino CC fine arts fair, manning a booth with literature and videos of our programs at CSULB.  One of our FT faculty members in Drawing/Painting attended classes at Cerritos and Golden West CCs to provide students there with information about the Drawing/Painting program.
Timeline: To begin Spring 2023, ongoing
Intended Outcome(s): Increased number of URM students seeking admission - primarily Black/African American students or Native American, both groups which have very low representation across CSULB and within the SOA schools that have the largest population.
Outcome(s): An increase in Black/African American and Native American student enrollment from under represented CCs.

Design Dept. DEIA Working Group
Project Description: A group of faculty from all areas of Design were formed to discuss issues of DEIA in the department. The chair of the committee is the liaison to the LGBT university committee. 
Timeline: Fall 2022 thru Present
Intended Outcome(s): The Department of Design intentionally and inherently values diversity, equity, and inclusion and continues to take guidance from the ongoing, excellent work arising within the design profession. The department created a DEI Working Group whose Chair is their liaison to the LGBTQ+ University committee, which provides continuity in communication and action between the department and larger University community.  

Design Dept. The Voices of Design: People Stories and Innovation
Project Description: Workshop Statement of Purpose - The Voices of Design: People, Stories, and Innovation (VOD 2022) is a one-day, online zoom workshop on February 5, 2022, from 10 am – 4 pm pacific time. The VOD 2022 Workshop will be based focused on finding personal, local and global meaning in design through three phases: DISCUSS, EXPLORE, and IDENTIFY. The DISCUSS phase will showcase designers who have found a significant personal and professional voice through their design careers. The second EXPLORE phase will be a time of open discussion and ideation. This phase will be used to encourage participants to think about their own skills, passions, and gifts in new ways. It will be a time to freely “try on a new identity” or “explore a new belief about yourself or your purpose.” And in the final IDENTIFY phase, we will form communities based on ideas and intersections that encourage participants to see the greater needs as they apply to their personal, local, and global communities. The final synthesis for each participant will be to gain a better understanding of how design can be a change agent or catalyst for good in their own lives and careers. VOD 2022 is organized by the Industrial Design Area in collaboration with Duncan Anderson Lecture Series and faculty in the Department of Design. The workshop will feature designers who have found their voices in design on personal, local, and global levels in their lives and careers. VOD 2022 will also help participants understand how design can be a vital change agent or catalyst for good in their lives and careers. We invite all faculty in the Department of Design and other areas in the university to attend as our guests and area experts. We also invite you to encourage your students to attend through extra credit in courses or by encouraging them to apply what they learn to their courses and future projects. 
Timeline: 2022
Intended Outcome(s): The goal of this event is to give participants the opportunity to discuss, explore and identify their areas of interest in design as they apply to personal, local, and global communities.

Dance Dept. Revision to Department's Audition Procedures
Project Description: Revised our audition procedures to be more inclusive: this has had a direct and immediate impact on our departments’ student demographics resulting in more students that identify as African American, Hispanic, AAPI, and more than one race/ethnicity. The proportion of native freshman to transfer students is now 50:50
Timeline: 2020-Present
Intended Outcome(s): Increase access to the major for students of color.
Outcome(s): Increased number of first gen college students,  students of color, students who train in and  perform  African and Latinae  diasporic forms.

Dance Dept. Disability Accessible Dance Concerts
Project Description: All dance concerts are accessible to disabled individuals via CC and audio descriptions. Living streaming concerts on Vimeo has expanded access to disabled communities and seniors. Creating and recording audio descriptions is extremely time consuming and this has created workload burdens for some staff. We plan to hire a PT disability accessibility coordinator this year. We would like to see COTA engage a FT accessibility coordinator
Timeline: 2020-Present
Intended Outcome(s): Create greater access to performances.
Outcome(s): Public acknowledgment of our work from disability community,  and seniors. Also increased access for non-local family members and alumni. Modeling inclusion and access for other higher ed institutions.

CPAC. Community Connections
Project Description: Providing free access to professional performances at CPAC - increasing access to our campus and performing arts center to all of our community. This year we provided 3 free concerts, including Lil Buck's Memphis Jookin The Show, Anne Leilehua Lanzilloti and the Argus Quartet, and the Symphonic Jazz Orchestra, featuring Keyon Harrold (who also will be participating in a post show discussion on racial equity in the arts)
Timeline: September 2022 – May 2023
Intended Outcome(s): This program helps promote DEIA goals by providing access to high-quality arts experiences that celebrate and reflect the diversity of the community, while also engaging with important issues related to equity and inclusion in the arts. By providing free access to professional performances and events, the program helps ensure that everyone in the community has the opportunity to participate in and enjoy the arts, regardless of their economic circumstances. By engaging with important social issues and promoting cultural exchange and dialogue, the program helps foster a more inclusive and equitable community.
Outcome(s): 

KCAM. Plugged In
Project Description: The Museum continues to be the largest non-profit visual arts programmer in Long Beach and now in the ABC Unified School District.  Serving over 1500 students a semester through Plugged In, our docents visit over dozen schools including multiple Title One institutions.  All participating students participate in a fully-funded field trip to campus as well. 
Timeline: Ongoing
Intended Outcome(s): We intend to grow socio-emotional maturity, nurture visual literacy, and improve academic performance through the delivery of STEAM lessons in the classroom.  End of year survey will provide data.  From our strategic plan: 2.1 Establish Museum as a learning community; 3.1 Determine opportunities to address community (students, staff, faculty, Long Beach and surrounding communities) needs with the Museum’s assets ; 3.2 Create a culture that is supportive, empowering, inclusive, and collaborative with surrounding communities and other institutions; 3.3 Use technology (hardware and software) to increase effectiveness and efficiency to give the community greater access and involvement to the collection 4.7 Establish liaisons with community high schools for museum program development that enhances their curriculum.
Outcome(s): 

COTA. Internships
Project Description: COTA's New Internship Program has allowed for all students to have access to local arts communities and local creative agencies, non-profits and companies. Students from majors that do not have home internship programs are now finding resources to creative/professional internships.
Timeline: 2022-Present
Intended Outcome(s): This program helps promote DEIA goals by providing access to professional development opportunities that celebrate and reflect the diversity of the student body, while also engaging with important issues related to equity and inclusion in the creative industries. By providing resources for creative and professional internships, the program helps ensure that all students have the opportunity to gain valuable experience and make important connections in their chosen field, regardless of their major or background. By engaging with local arts communities and creative agencies, non-profits and companies, the program helps foster a more vibrant and inclusive creative ecosystem.
Outcome(s): 

BCCM. Recruiting Revisions
Project Description:  The Bob Cole Conservatory of Music, Chair Arnold, AD Cummings and Andrew Wright partnered to come up with a solution that allows for BCCM to invite more students to audition through an earlier notification process. This has resulted in over 100 more students auditioning and many of those students are from the LB and surrounding areas. This access will invite more 1st gen students, students of color, lower income students, etc. to be a part of the Music program.
Timeline: Spring 2023 – Ongoing
Intended Outcome(s): This initiative helps promote DEIA goals by increasing access and representation within the music program. By implementing an earlier notification process, the program can attract a more diverse pool of applicants, including those from historically underrepresented groups. This can help ensure that the program is more reflective of the diverse communities it serves, and can help foster greater cultural competency and awareness. Additionally, by engaging with students from the LB and surrounding areas, the initiative can help build stronger ties with the local community and promote greater access to higher education opportunities for all

Improving Graduation Rates 

School of Art. Informal School of Art cohort project
Project Description: Informal cohort groups combining one studio and one art history foundation course.  Students will be enrolled in same classes so they have a shared set of colleagues as they enter college. This is for FTFY students entering in F23.  We plan to provide workshops and events to bring these students together socially as well as provide overviews of programs for their consideration of major.  This is in addition to the larger formal cohort group.
Timeline: Fall 2023-Spring 2024
Intended Outcome(s):  We hope to retain students. Studies show that cohort groups that give students accountability and familiarity, creating a sense of community, will aid in retention. We will also be performing a longitudinal study to follow these students across their 4 years in the School of Art. Student drop out rate should be minimal if this cohort plan works.

KCAM. Getty Marrow Interns
Project Description: The Museum was a Getty Learning Community site this past summer for dozens of Getty Marrow interns from across Southern California. 
Timeline: Summer 2022
Intended Outcome(s):  By providing internship opportunities for Getty Marrow interns from across Southern California, the Museum can help to increase representation of marginalized communities in museum professions. This can help to promote greater diversity and inclusivity in the field, and challenge the dominant narratives and perspectives that have historically dominated the industry. 

Film Dept. Access to Curriculum by eliminating the Narrative Track
Project Description:  FILM — Access to Curriculum by eliminating the Narrative Track. The Narrative track created another barrier by requiring a review prior to entering the major. This limited students from being a part of the major and meant that more resources were allocated unfairly to students in this track.
Timeline: Spring 2023 – Fall 2024
Intended Outcome(s):  By broadening the range of courses offered in the curriculum, there may be an increased representation of diverse perspectives and narratives, which can promote greater inclusivity and representation.

COTA. ASI Arts Ink
Project Description: COTA's Student Council was dormant for a few years. The council is now back and thriving as of this year. The Arts Ink Student Council is comprised of over 18 clubs and organizations from all COTA departments. The rebirth of this council is bringing a voice to students and empowering them to help guide their educational experiences. This proactiveness is important for improving graduation rates.
Timeline: Fall 2022- Ongoing
Intended Outcome(s):  By giving students a voice and empowering them to guide their educational experiences, the Arts Ink Student Council can promote leadership development and foster a sense of agency and ownership among students. This can also help to build self-confidence and a sense of belonging within the COTA community. By promoting student engagement and involvement in their educational experiences, the Arts Ink Student Council may help to improve graduation rates by creating a more supportive and inclusive learning environment.

Recruiting Faculty 

COTA. 100% Commitment - Diversity Hires
Project Description: All 6 new TT Hires in COTA last year were diversity hires.
Timeline: AY 2022-2023
Intended Outcome(s):  By intentionally hiring individuals from underrepresented groups, COTA is taking a step towards increasing diversity and addressing any historical inequities in hiring.

School of Art. Art Education Search Committee
Project Description:  Looking for TT hire in Art Education.  As part of the process, have search committee meet with Faculty Equity Advisor to promote anti-racist practices
Timeline: Spring 2023
Intended Outcome(s):  1-2 candidates put forward that are from URM or for candidates who bring authentic representation through their RSCA.

School of Art. Painting and Drawing Search Committee
Project Description:  Looking for TT hire in Drawing and Painting.  As part of the process, have search committee meet with Faculty Equity Advisor to promote anti-racist practices
Timeline: Spring 2023
Intended Outcome(s): 1 candidate put forward that are from URM or for candidates who bring authentic representation through their RSCA.
Outcome(s): 

School of Art. New hire support
Project Description:  The Inclusive Excellence committee is doing research in looking for ways to support new hires, particularly those BIPOC or LGBTQ++ hires, who may need support beyond what we can provide within our program.  Looking at creating a resource guide with information on affinity groups like the Women of Color Faculty group, etc. to provide for new hires.  We are also thinking of adding events within our SoA - hands-on making workshops, gallery events, etc. to invite these affinity groups to, hosted here in the SoA.
Timeline: Spring 2023 – Ongoing
Intended Outcome(s):  To provide support across the university to our new hires, and to encourage a larger sense of community with affinity groups  across the university and the SOA

Dance Dept. Anti-Racist Statement of Support    
Project Description:  We created a statement in support of BIPOC students that addresses systemic and structural racism in Higher Education and in historical concert dance forms (ballet and modern) which in on our website and was included in our Assistant Professor search announcement.
Timeline: 2020-2021
Intended Outcome(s):  Acknowledge the problem publicly in order to address the problem in the curriculum and hiring practices.
Outcome(s): Fosters the departments accountability to the statement. Actions have followed: revised curriculum, radically altered PD, successful recruitment of 2 faculty of color.

Dance Dept. Hire Guest Artists and PT Faculty of Color
Project Description:  We have consistently been hiring more PT faculty and guest artists who identify as artists of color to teach ballet, modern, jazz and composition. Since 2019, we have been commissioning artists of color to create choreography on undergraduate dancers. We continue to do so in 23-24.
Timeline: 2018 – Ongoing
Intended Outcome(s):  Hire faculty and artists that reflect student demographic. Foster  relatability.
Outcome(s): Role models and professional networks for BIPOC students. More diverse choreography. More opportunity for artists of color in university setting. Promote non-European forms and aesthetics.

Dance Dept. Radically revised and reconceived the CSULB TT search announcement template 
Project Description:  Radically revised and reconceived the CSULB TT search announcement template in order to create an honest, transparent and inclusive search announcement for an Assistant Professor of Hip Hop/street dance forms and current Dance Ed search
Timeline: 2020-2021
Intended Outcome(s):  Hire more diverse faculty. Hire faculty to teach in newly revised curriculum--non-euro-centric courses and non-euro-centric approaches to pedagogy. Hire faculty that reflect demographics  of campus and CA.
Outcome(s): Hired two Black Male colleagues. Third hire of faculty of color is underway. Transformed racial demographics of the department's faculty in two years.

Dance Dept. Created a diverse student advisory group to advise search committee through TT search process.
Project Description:  Created a diverse student advisory group and involved them through-out the TT Asst. Search process. This process resulted in the successful recruitment of two black dance artist/scholars.
Timeline: 2020-2021
Intended Outcome(s):  By involving a diverse student advisory group in the recruitment process, the dance program can promote greater accountability and transparency in the decision-making process. This can help to ensure that the recruitment process is fair and equitable, and that the program is responsive to the needs and concerns of all students.

Film Dept. Last four years all diversity hires.
Project Description:  The Film Department hires have all been from a diverse population. Adjunct faculty, Fulltime Faculty to guests artists have all been diverse hires.
Timeline: 2018-2022
Intended Outcome(s):  By hiring a diverse population of faculty and guest artists, the Film Department can encourage diverse perspectives and approaches to filmmaking. This can help to promote a more nuanced and inclusive understanding of the craft and promote new and innovative approaches to storytelling.

Human Diversity Curriculum 

School of Art. Art History curriculum revision
Project Description:  Rename all classes in Art History with names that do not favor western history (which is what the current names do - for example, 'AH 111a - Art History Foundation' to AH 111A - Foundation Art History: Prehistory-c. 1500, Middle East, North Africa, Europe.  In addition to renaming, we have expanded the foundation requirement to be inclusive of all global cultures, not just the Eurocentric history.
Timeline: Spring 2022 -Fall 2023
Intended Outcome(s):  Rename all classes in Art History with names that do not favor western history (which is what the current names do - for example, 'AH 111a - Art History Foundation' to AH 111A - Foundation Art History: Prehistory-c. 1500, Middle East, North Africa, Europe.  In addition to renaming, we have expanded the foundation requirement to be inclusive of all global cultures, not just the Eurocentric history.
Outcome(s): Increased student enrollment - students to find more relevance in a program that looks across cultures from an equity position

KCAM. Collecting priorities document
Project Description:  This doc describes what art will collect and why. It plans the acquisition of works by BIPOC artists and artists who identify as women or non-binary. 
Timeline: Ongoing
Intended Outcome(s):  Number of works added to the collection.  We have completed or are in process of adding nearly 800 works through a large gift and several smaller ones from artists of color. 

KCAM. Tuesday Talks program
Project Description:  Weekly talks at noon that are almost entirely inclusive of DEIA content
Timeline: Ongoing, Weekly
Intended Outcome(s):  From our strategic plan:2.1 Establish Museum as a learning community; 2.2 Elevate visibility on and off campus;  4.8 Recruit faculty and staff to offer talks to students about museum activities.

KCAM. Art Encounters video series
Project Description:  8 videos of artists from SoCal talking about art from our collection by artists who are BIPOC or women/non-binary
Timeline: Spring 2023
Intended Outcome(s):  From our strategic plan:2.1 Establish Museum as a learning community; 2.2 Elevate visibility on and off campus;  3.1 Determine opportunities to address community (students, staff, faculty, Long Beach and surrounding communities) needs with the Museum’s assets; 3.2 Create a culture that is supportive, empowering, inclusive, and collaborative with surrounding communities and other institutions; 3.3 Use technology (hardware and software) to increase effectiveness and efficiency to give the community greater access and involvement to the collection; 4.7 Establish liaisons with community high schools for museum program development that enhances their curriculum. Outcome(s): 

KCAM. Artist lectures
Project Description:  Several talks a year given by artists and scholars about BIPOC and women/non-binary artists.
Timeline: Ongoing
Intended Outcome(s):  From our strategic plan:2.1 Establish Museum as a learning community; 2.2 Elevate visibility on and off campus;  3.1 Determine opportunities to address community (students, staff, faculty, Long Beach and surrounding communities) needs with the Museum’s assets; 4.8 Recruit faculty and staff to offer talks to students about museum activities.

School of Art and KCAM. Special topics class SOA/Museum collab
Project Description:  Dr. Karen Kleinfelder offered class inspired by Lee Krasner exhibition
Timeline: Spring 2023
Intended Outcome(s):  From our strategic plan:2.1 Establish Museum as a learning community; 3.1 Determine opportunities to address community (students, staff, faculty, Long Beach and surrounding communities) needs with the Museum’s assets; 4.8 Recruit faculty and staff to offer talks to students about museum activities.

School of Art and KCAM. Semi-annual abstraction symposium
Project Description:  Partnership with Yulia Gasso in SOA to present panel of artists in Fall to speak on abstraction; Spring is two day long symposium with one day for students in Karen Kleinfelder's class to present and second day is all public guest speakers talking about Indigenous Abstraction, Ecological Abstraction, Material Abstraction—all focusing on women/non- binary and BIPOC artists Timeline: Fall and Spring 2022-2023 and ongoing
Intended Outcome(s):  From our strategic plan:2.1 Establish Museum as a learning community; 2.2 Elevate visibility on and off campus;  3.1 Determine opportunities to address community (students, staff, faculty, Long Beach and surrounding communities) needs with the Museum’s assets; 4.8 Recruit faculty and staff to offer talks to students about museum activities.

Film Dept. Creation of IAAM in 2020 (Inclusivity Across All Media)
Project Description:  IAAM is an action group inclusive of faculty, staff, and students charged with identifying and moving forward with strategic actions. The Department of Film and Electronic Arts has continued the work of the IAAM (Inclusivity Across All Media) collective, which was created in 2020 to measure, observe and promote equity, diversity, and inclusivity. It is composed of full-time and part time faculty, staff and student representatives and currently led by Lecturer Tasha Hunter and Assistant Professors Sharri Hefner and Ben Huff. IAAM continues to have Listening sessions that have informed the faculty’s work on re-envisioning curriculum, to create of EDI events, to organize anti-bias trainings, to continue to support inclusion and diversity in hiring practices, and more. For Black History Month, IAAM honored the work of African American television directors in Q&A events. In 2021, POC director Seith Mann shared his creative processes through preproduction, production, and postproduction on shows like Elementary, The Walking Dead, Nurse Jackie and Californication. In 2022, POC director Christine Swanson not only shared her process in directing The Clark Sisters, MacGyver and Chicago PD but also gave advice for starting a career as a creative. Both were a huge success. IAAM aims to continue these guest filmmaker series with more professionals from diverse backgrounds.
Timeline: 2020
Intended Outcome(s):  The IAAM action group's work on organizing anti-bias trainings can help raise awareness of unconscious bias and promote more equitable and inclusive interactions among faculty, staff, and students. This can help promote a more respectful and welcoming learning environment for all. The IAAM action group's work on re-envisioning the curriculum can help ensure that all students are exposed to diverse perspectives and experiences. This can help promote a more inclusive and equitable learning environment for all.

Design Dept. DEI Working Group
Project Description:  Design: established a DEI Working group in the Department of Design. The Chair of this committee is their liaison to an LGBTQ+ University committee. This provides continuity in communication and action across the institution. 
Timeline: Ongoing  
Intended Outcome(s):  The DEI working group can identify policies and practices that may be contributing to inequities and work to develop more equitable alternatives. This can help ensure that all members of the department have access to the same opportunities and resources.

BCCM. Equity and Inclusion in Music Auditions
Project Description:  Chair and select faculty will attend a DEIA conference specifically geared toward inclusive audition practices
Timeline: 6/1/2023
Intended Outcome(s):  Assess BCCM audition practices to ensure they are equitable and inclusive.

BCCM. Recruiting efforts to more diverse student populations
Project Description:  Send ensembles and faculty to schools with highly divers music student populations to recruit.
Timeline: Spring 2023 – Fall 2023
Intended Outcome(s): Increase the pool of diverse students, particular students of color.

BCCM. Vocal Jazz Tribute to Black Artists
Project Description:  In the Bob Cole Conservatory of Music, Christine Guter organized a concert honoring Black Musicians. 
Timeline: ongoing
Intended Outcome(s):  Diversify repertoire by including compositions from underrepresented composers.

BCCM. Music History Curriculum
Project Description:  The conservatory undertook a comprehensive overhaul of the music history curriculum, creating new courses and revising existing ones to broaden and diversify the histories covered. By opening the history courses up to address music histories of all peoples, moving away from a Eurogenic focus, the new curriculum revision is an important step towards greater inclusion within the conservatory.
Timeline: Spring 2022
Intended Outcome(s):  By opening up the music history courses to address the music histories of all peoples, students can gain a deeper understanding of the cultural diversity and richness of musical traditions around the world. This can help to promote greater cultural competence and empathy among students and faculty.

BCCM. Diversify Wind Band Literature
Project Description:  Perform music by underrepresented composers
Timeline: Ongoing
Intended Outcome(s):  Diversify repertoire by including compositions from underrepresented composers.

Design Dept. Guest Artist Lecture Series by under represented artists
Project Description:  Provide opportunities for our students to see student that look like them that are successful.
Timeline: Ongoing
Intended Outcome(s):  It is our hope that our students will see them selves in these successful artists and that will inspire them to be successful.

Design Dept. DEI Statement for Syllabi in DESN                         
Project Description: Discipline specific language for the DEIA statement for syllabi in the Department of Design
Timeline: Fall 2022
Intended Outcome: The Chair has drawn from best practices in the discipline to generate a DEI statement for syllabi (Design), which emphasizes diversity’s link to creativity, equity grounded in material experience, and inclusion’s focus on creating a feeling of belonging where everyone feels a part of the community and people feel safe and valued.

Film Dept.  Decolonizing Curriculum         
Project Description: Decolonizing Curriculum in the Critical Studies Track
Timeline: 2022-2023     
Intended Outcome: "Decolonizing the curriculum involves challenging dominant narratives and power structures that perpetuate systems of oppression. By critically examining historical and current power dynamics, students can gain a deeper understanding of how systems of oppression operate and perpetuate inequalities.

Diversity Training for Faculty & Staff 

COTA. Workshops in Unconscious Bias   
Timeline: Fall 2023            
Description: COTA Set up a series of faculty training workshops across the college. These workshops were created by  Malcolm Finney and Larisa Hamada. The workshop takes participants through key Equity and Diversity training, including: the equity and diversity team, sexual violence prevention, support, discrimination, consent, reporting, communication, relationships, retaliation and much more. The structure and content of these workshops were so successful, Equity and Diversity has turned this into a video series for the entire campus.      
Intended Outcome: To become more conscious of our classroom practices, and in working with adverse range folks in a more positive manner (faculty and students)        
Outcome: a more consciously aware faculty and a more positive classroom environment

BCCM. Equity and Inclusion in Music Auditions              
Timeline: Jun-23  
Description: Chair and select faculty will attend a DEIA conference specifically geared toward inclusive audition practices         
Intended Outcome: Assess BCCM audition practices to ensure they are equitable and inclusive.

Film Dept. Counteracting Unconscious Bias" Workshop with Dr. Ayo Alabi    
Timeline: Friday, August 17th, 10am-11:30am       
Description: An interactive workshop session focused on becoming more aware of bias in ourselves and others and identifying harm.      
Intended Outcome: To help our faculty members explore and identify unconscious and unintended biases within themselves in order to better serve our students and be better colleagues to each other.   

Film Dept. Counteracting Unconscious Bias" Workshop with Dr. Ayo Alabi    
Timeline: Thursday, February 23rd, 10am-11:30am              
Description: An interactive workshop session in which faculty explored their implicit biases and learned how to be upstanders, rather than bystanders.        
Intended Outcome: Help individuals explore their personal biases, understand internalized biases and how silent stereotypes play a role in their development. Emphasize the importance of understanding one's own identity to better understand and interact with individuals from different backgrounds, reducing participation in microaggressions. Equip individuals with skills in Progressive Cultural Competency principles, such as cultural humility, positive peace, active cross-cultural engagement, and courageous conversation.    

Dance Dept. All FT Faculty and Staff participated in a F2F CFA Interrupting Racism workshop.         
Timeline: FY 19-20 (just before pandemic lockdown)              
Description: "https://www.calfac.org/interrupting-racism-workshops-go-virtual/
The CFA Council for Racial and Social Justice has created an online version of the Interruption: An Anti-Racism Workshop. This four-hour virtual experience – available as one session or a two-part series – promises to be highly interactive and thought-provoking.
Intended Outcome: raising awareness of racism from settler colonialism.       
Outcome: Phase one. Led to applying and obtaining FRA-DEI grant.

Dance Dept. Embodied JEDI (Justice, Equity, Diversity, Inclusion) Two-Day Explorative, an Embodied Social Justice Workshop led by the Diversity in Motion Research.
Timeline: 2021-22              
Description: "https://www.diversityinmotionresearchcollective.com/ provided for free to enrolled participants thanks to funding from the CSULB Faculty Research Award in Equity, Diversity, and Inclusion. Dr. Charné Furcron, Ebony T. Nichols, Melody Gamba, and Dr. Angela M. Grayson facilitated the workshop.  "       
Intended Outcome: Learn as a collective through an embodied approach. increase awareness of implicit bias.  Address trauma associated with implicit bias and institutional and systemic racism. Expand Communication and create more ways to gather as a community. Our PT faculty and staff want to be more immersed in our department. They have so much knowledge and wisdom to contribute. I have been reticent to include them in more than one meeting a semester because, we are not paying for that time. I have learned that some PT lecturers are very eager to meet more—to be more immersed in our communications, planning and problem solving. At our FT faculty/staff retreat, discussed holing monthly dept. gatherings that would be thematically based. We we discussed soliciting ideas from a central “writing wall,” facilitated by our student organizations, Dance Affinity and Dance Collaborative.   
Outcome: The information collected from the participants drove conversations during faculty retreat and ongoing discussions.  This work must be ongoing. Led to Faculty Anti-Racist Reading Group. Led to applying for a 2nd FRA DEI grant to further this work on a larger department wide level.  Dept Request was not chosen for funding.

Theatre Arts. Dept. faculty and staff Restorative Justice Workshop"  
Timeline: 2021-2022         
Description: "The Department of Theatre Arts faculty and staff engaged in a yearlong restorative justice workshop with the California Center for Equality and Justice (CCEJ). Based on concerns and complaints from students and alumni, the Faculty and Staff worked through a process of examining and addressing racial bias, racism, and white supremacy. This training included separate workshop and listening process for students. Additionally, addressing student concerns and a growing awareness in the broader field, the Theatre Arts department brought in Theatrical Intimacy Educators to foster a consent based, inclusive process to respect and honor student boundaries in relationship to scene and production work. The initial workshop was conducted in three separate phases: 1) a full faculty and staff introductory session to familiarize them with the terminology and department commitment; 2) an extended workshop for “performance” faculty who would be addressing this work in their classrooms and productions; 3) a student-only workshop so the students could both learn and address any concerns they might have in a space without faculty. Based on the success and importance of these workshops, Theatre Arts plans to continue to offer student-only workshops each year so that new students can benefit from the work. This work addresses not only the safe, respectful, non-sexualized staging of intimate scenes but also addresses actor comfort and safety regarding traumatic material of any kind. In addition, the department has brought over 25 guest artists from underrepresented communities into Theater Arts classrooms and used every opportunity to hire PT faculty that more closely resemble Southern California and the department’s student body. In response to student requests, department diversified its “season selection” committee, which historically only had one student voice; now, the committee is composed of 50% students and 50% faculty/staff. The committee has discussed selecting work for productions with a focus on centering historically underrepresented communities and better reflecting student demographics and experience. In conjunction with these discussions, the department is drafting an inclusive and transparent casting policy for the department along with a series of transparency documents on season selection and other key department processes. This student-centered committee resulted in Theatre Arts’ first in-person production being a student directed, student written collaboration called “American Distortion” that centered our diverse student body and their concerns and experiences."        
Intended Outcome: "Intended outcomes are to address and eliminate racial bias, racism, and white supremacy within the department. The workshops are designed to create a more inclusive and welcoming environment for students and faculty from underrepresented communities."  

COTA. Office Staff "Do The Work"
Timeline: Fall 2022- Present           
Project Description: "The COTA Office Staff is is engaging in an antiracist workbook/activity book, ""Do The Work"" at every staff meeting. The workbook guides the staff and management through a series of exercises that work through racial injustice and white supremacy."
Intended Outcome: "The workbook provides a safe and structured space for staff to share their thoughts and experiences related to race and racism. This can help build trust and strengthen relationships among team members. The workbook includes actionable steps that individuals and organizations can take to combat racism and promote equity and inclusion. By completing the exercises, staff members may feel empowered to take concrete actions to support antiracism efforts within the workplace and beyond. Through ongoing engagement with the workbook, the staff can develop a shared language and understanding of DEIA concepts, which can help create a more inclusive and equitable workplace culture. This may lead to increased employee satisfaction, retention, and productivity."    

COTA. Faculty Community           
Timeline: Fall 2022- Present           
Project Description: "COTA has created a new faculty community that brings together new and tenure-track faculty together once a month to discuss pressing faculty issues. These issues include: tenure-track process, understanding the University, finding community, balancing teaching, RSCA and service, resources, interdisciplinary, uncolonizing curriculum, navigating the system, etc.  "     
Intended Outcome: By providing support and resources for new and tenure-track faculty, the community can help improve retention rates and job satisfaction. This can be especially important for faculty from underrepresented groups who may face additional challenges in academia.

Accessibility 

School of Art. Website reworking - we have a Website Working Group that meets once a month    
Timeline: Fall 2022 - ongoing      
Description: In examining our website, we realize that it does not welcome a broad range of students.  Our goal is to put a more welcoming face on our website as it is likely the most useful recruiting tool we have.  We are working to include our part time lecturers, the ranks of where much of our diverse faculty reside. We aim to add videos that feature a range of students that is reflective of our student body.   
Intended Outcome: All programs will have all faculty (both full and part time) represented with images of our full time and part time instructional faculty.  We also intend for each faculty member to highlight their research, creative or scholarly work regardless of rank or status.  
Outcome: a more inclusive and inviting "digital front door" 

School of Art. Revised all undergraduate degree paths to foster EDI            
Timeline: 2018-2020      
Description: Revised all 3 undergraduate degrees in dance to foster diversity, inclusion and access: brought hip hop/street dance forms and jazz (including new PT faculty that teach authentic Jazz) into requirements for the major to create an aesthetic hierarchy of forms that values the teaching of African diasporic dance forms and their histories. Faculty have also revised existing coursework, with an eye to examining white, euro-centric content and methodologies.      
Intended Outcome: Decolonize curriculum. Increase  sense of belonging for faculty and students of color.            
Outcome: Modeling inclusive  curriculum for other 4 yr. programs and CCs. 

Dance Dept. Anti-Racist Statement of Support
Timeline: 2020-21          
Description: We created a statement in support of BIPOC students that addresses systemic and structural racism in Higher Education and in historical concert dance forms (ballet and modern) which in on our website and was included in our Assistant Professor search announcement.             
Intended Outcome: Acknowledge the problem publicly in order to address the problem in the curriculum and hiring practices.
Outcome: Fosters the departments accountability to the statement. Actions have followed: revised curriculum, radically altered PD, successful recruitment of 2 faculty of color.

Dance Dept. Revised Dance Major Handbook          
Description: In conjunction with BIPOC student leaders-revised the Dance Major Handbook to create anti-racist, anti-ableist policies that actively support BIPOC, disabled, and gender-nonconforming students.            
Intended Outcome: Increase access. Model anti-ableist and anti-racist policy creation.              
Outcome: Increased access, equity  and belonging. 

Dance Dept. Disability Accessible Dance Concerts              
Timeline: 2020-present 
Description: All dance concerts are accessible to disabled individuals via CC and audio descriptions. Living streaming concerts on Vimeo has expanded access to disabled communities and seniors. Creating and recording audio descriptions is extremely time consuming and this has created workload burdens for some staff. We plan to hire a PT disability accessibility coordinator this year. We would like to see COTA engage a FT accessibility coordinator              
Intended Outcome: create greater access to performances.  
Outcome: Public acknowledgment of our work from disability community,  and seniors. Also increased access for non-local family members and alumni. Modeling inclusion and access for other higher ed institutions.  The information collected from the participants drove conversations in our end of semester retreat and will be used for future conversations. Led to applying for a 2nd FRA DEI grant to further this work on a larger department wide level.  Dept Request was not chosen for funding.

School of Art. Outreach to LBUSD partners 
Timeline: Spring 2023 to Spring 2024 - first visit was February 27, 2023, next scheduled visit from another group is May 5, 2023.
Description: We are targeting LBUSD because of the Long Beach Promise, which guarantees preferential enrollment or transfer for LBUSD students. Outreach to community partners in Long Beach promise, asking what we can do to make connections with local area HS and MS art programs.  We looked at classroom visits at the MS/HS site, or field trips to CSULB SOA to see what was desired. We have 2 field trip/tour/hands on activities scheduled for spring 2023       
Intended Outcome: Increased number of URM students seeking admission - primarily Black/African American students or Native American, both groups which have very low representation across CSULB and within the SOA.  We began with the two high schools that have the largest number of URM students in those two targeted areas, Renaissance HS and Lakewood HS    
Outcome: An increase in Black/African American and Native American student enrollment from the Long Beach Promise stakeholder sites 

School of Art. IE grant - build a fund to support outreach"          
Timeline: Began in Fall 2022, ongoing     
Description: We received a $5K grant from the Nellie Leaman Taft Foundation, which was matched by Perin Mahler (PT lecturer)for $5K and the SOA matched with an additional $5K, with the intent to create a fund that would be featured on our website and could accept donations for funding our Inclusive Excellence activities, and ultimately create scholarship funds for students. We received the grant, set up the fund, and it is on the front page of our CSULB School of Art website: https://www.csulb.edu/school-of-art     
Intended Outcome: Scholarship for URM students, funding for inclusive excellence activities 

School of Art. Outreach to Community Colleges              
Timeline: Begin Spring 2023, ongoing     
Description: We are sending out folks to the local community colleges to recruit students from Community Colleges that we don't often receive students from.  Many of these are colleges with a high parentage of URM students. Three staff members attended the El Camino CC fine arts fair, manning a booth with literature and videos of our programs at CSULB. One of our FT faculty members in Drawing/Painting attended classes at Cerritos and Golden West CCs to provide students there with information about the Drawing/Painting program.            
Intended Outcome: Increased number of URM students seeking admission - primarily Black/African American students or Native American, both groups which have very low representation across CSULB and within the SOA schools that have the largest population.              
Outcome: An increase in Black/African American and Native American student enrollment from under represented CCs. 

KCAM. Enchrome glasses
Timeline: 2022 Fall semester      
Description: The Museum is working to be more accessible to visitors by offering special viewing glasses that allow folks living with color blindness to see color.       
Intended Outcome: End of year survey will reveal outcomes.  Our intention is for visitors to feel more welcome and included.       
Project: KCAM Digital text access             
Timeline: 2022 Fall semester      
Description: We now offer QR codes for wall texts so viewers can use assistive text viewing techniques on smartphones.      
Intended Outcome: End of year survey will reveal outcomes.  Our intention is for visitors to feel more welcome and included.       

KCAM. All gender washrooms     
Timeline Ongoing            
Description: Introducing All-gender washrooms        
Intended Outcome: End of year survey will reveal outcomes.  Our intention is for visitors to feel more welcome and included.       

COTA. Malcolm Lecture Series
Timeline: Spring 2023, ongoing
Description: "Established in 2021 by the Robert Malcolm Estate to provide funds to be used at the discretion of the Dean of the College of the Arts to support a college-wide lecture series. The purpose of this gift is to establish a lecture series in the College of the Arts. The endowment created by this bequest is named the Cecelia Anderson-Malcolm Endowment.  Robert Malcolm wanted this endowment to be in honor of his beloved wife, Cecelia Anderson-Malcolm who had a lifelong passion for the arts, especially music, dance, textiles, and fine arts. This year the  lecture series  focused on bringing in two black artists, Diedrick Brackens (Fiber Arts) and Stephanie Matthews (violinist)."         
Intended Outcome: The selection of Diedrick Brackens and Stephanie Matthews, two black artists from different disciplines, defines an intention to increase representation and showcase diverse perspectives within the College of the Arts. One outcome of the endowment is to promote diversity and inclusion in the arts by bringing in speakers from underrepresented communities.

Miscellaneous  

KCAM. Museum Board Membership               
Timeline: Ongoing          
Description: 47% of the board and staff identify as BIPOC which contrasts with museums across the country—only 20% of museum employees and board members self-report as multi-racial, multi-ethnic, and/or BIPOC.  Seventy-five percent on staff identify as women; the board of advisors president and 40% of the current advisors identify as women.
Intended Outcome: To create a more diverse board and staff in order to more fully represent underrepresented voices to enhance our programming.        

CPAC. Training for Staff and Volunteers         
Timeline: Ongoing            
Description: Providing ongoing professional EDI, Anti-Racism, and Bystander training for staff and volunteers.      
Intended Outcome: To provide a stronger more equitable and just working environment.               

COTA. Management Diversity     
Timeline: 2022- Present
Description: Management diversity hires — 2 of the four MPPs in the College of the Arts are Black women.   
Intended Outcome: Having Black women in leadership positions can also provide representation for underrepresented groups in the college, which can inspire and motivate students from those groups to pursue their goals in the arts. Black women MPPs can serve as role models and mentors for other Black students and staff in the college, helping to create a supportive and encouraging community.       

COTA. Staff Council         
Timeline: 2022 - present              
Description: During a COTA staff retreat COTA staff requested a way to join together to implement changes for all staff in the college. With the help of leadership in the college, the staff developed a college-wide council that allows for staff to joint together to implement changes and have a voice in the many college-wide initiatives. COTA staff have a voice and it is being heard.
Intended Outcome: "By creating a college-wide council that allows staff to come together and share their ideas, expertise, and perspectives, there can be an increase in collaboration and teamwork among staff members, which can lead to more efficient and effective decision-making and problem-solving. The college-wide council can also help to ensure accountability for decisions and actions taken in the college. By involving a broader group of staff members in decision-making processes, there can be greater transparency and responsibility for outcomes."              

COTA. Faculty Constitution          
Timeline: 2022-2023      
Description: "After over a decade without a constitution, the COTA Faculty Council have created, rectified and finalized a COTA constitution. This Constitution is to establish and define an organizational structure that will promote orderly, equitable, and inclusive  governance by faculty in an environment that is conducive to academic and artistic excellence and sensitive to academic freedom. It provides the means for formal consultation between Faculty and academic administrators in the development and execution of policies relevant to the operation of the College and its programs.
Intended outcome:  "The establishment of a constitution can help ensure accountability for decision-making processes and policies. It provides a clear framework for governance and decision-making, which can help ensure that policies are implemented in a consistent and fair manner."            

COTA. Mission Statement             
Timeline: 2022-2023      
Description: "COTA Staff and COTA faculty council revised the COTA mission statement to include better DEIA language and worked to make sure that, not only faculty have a voice but staff as well."  
Intended Outcome: "The use of better DEIA language in the COTA mission statement can signal the College's commitment to equity and inclusion. This can help create a more welcoming and inclusive environment for all students, faculty, and staff."       

Commitment to Local Access 

COB Legal Resource Center (LRC)              
Timeline: 2016 - Present 
Description: LRC seeks to resolve injustice in the treatment of individuals, and is committed to empowering students through legal knowledge, thereby clearing pathways to future educational endeavors and achievements. Started in 2016 by California Attorney and COB lecturer Allison E. Butler, LRC provides legal resources aimed to serve diverse students and faculty through various means of action.              
Intended Outcomes:

• LRC’s website contains various legal resources focused on legal issues commonly encountered by minorities and underserved students and faculty.
• LRC focuses on minority issues through student-formulated articles such as Native American Resource Guide, Critical Race Theory, Qualified Immunity, History of Anti-Asian Rhetoric, Cleaning Your Record, Changing Your Gender, Abortion issues, Lactation rights, and Sex discrimination.
• LRC provides office hours as well as online appointments to assist minority entrepreneurs and business owners on how to form business entities and related issues. It also assist minority students with issues ranging from employment and housing discrimination, domestic partnerships issues, ADA compliance, and workers compensation.
• LRC provides online events about an array of issues. In Spring 2022, research on the disparate impact of unregulated tattoo ink on minorities was presented to students.
• LRC partners with the Los Angeles County Bar Association to provide free legal consultation to minority students and with the CSULB Dream Center for DACA students regarding immigration."

COB BLAW Certificate Program 
Timeline: Spring 2021 - Present 
Description: Allison E. Butler created the COB BLAW Certificate Program to assist African-American entrepreneurs and small businesses, and she worked with African American community leaders to develop its content and format. The BLAW Certificate Program has been offered since Spring 2021. This 8-week online program is delivered via Zoom. All material is free to participants, as is access to BeachBoard and library resources. Successful candidates earn a Certificate of Participation and a BLAW E-Badge.  Topics include business entities, employment and employment discrimination, torts, contract review, torts, criminal, real property, intellectual property, cryptocurrency, importing, bankruptcy, Proposition 65, and privacy issues. 
Intended Outcomes: In Spring 2021, a majority of the 33 participants were from the African American Community. Other participants were from underserved communities, including Hispanic, Asian, LGBT, and Woman businesses. Fifteen participants successfully completed the program. In Spring 2022, there were 36 enrolled participants with a majority enrolled from the African American Community. The remainder of the participants all were from underserved communities, including, Hispanic, Asian, and Woman businesses.

Inclusive Marketing Initiative  
Timeline: Fall 2020 - Present      
Description: "COB provides inclusive marketing services to minority-owned businesses in the greater Long Beach area. Since its inception in Fall 2020, the Inclusive Marketing Initiative has served over 60 clients, providing free digital marketing services through semester-long, student-run projects.  Students partner with small businesses through Marketing 437 (Digital Marketing & Social Media) and Marketing 495 (Digital Marketing II). "  
Intended Outcomes: From organic and paid social media to website Search Engine Optimization (SEO) and email campaigns, students gain valuable real-world experience working with local clients. Sixteen clients were served in Fall 2021 with favorable feedback and reviews; 100% would recommend the program to other businesses. Client comments were positive:

• Updating & reactivating the company's Facebook was very helpful. No additional questions - Student Group gets an A.
• The groups suggestion to add Reels to our Instagram greatly expanded our reach. The team was friendly, easy to work with and happy to make changes to things that matched up with our vision.
• Twenty-two clients were onboarded in Spring 2022. Our continued partnership with the Los Angeles Small Business Development Center (SBDC) at Long Beach City College helped build demand and exposure, with over 95 businesses requesting to take part in the Spring 2022 cohort.  We will continue to nurture and grow this program"

Partnerships with the Institute for Innovation and Entrepreneurship
Timeline: Fall 2020 - Present
Description:

• Co-sponsored Behind the Screens: Discriminatory Algorithms. Organized and led by Dr. Ebony Utley. Algorithms increasingly impact all our lives, but some of us, particularly women, people of color, and people experiencing poverty, are made more vulnerable by algorithms. Behind the Screens: Discriminatory Algorithms identifies this pattern of technology discrimination and poses solutions to address it. On October 27, 2021, this event featured a keynote lecture from Princeton’s Dr. Ruha Benjamin and an interactive algorithm audit led by Color Coded LA’s Chris Cuellar.
• Co-sponsored Social Justice Entrepreneurship through Apostle Enterprise Lab. Ebony Utley, Associate Director of the Institute for Innovation and Entrepreneurship, offered a free five-week online workshop on Social Justice Entrepreneurship (SJE) to teach participants how to earn profits while making positive contributions to the community. SJE supports the wellbeing of the entrepreneur, their clients, customers, employees, and the environment from which they hail. Two-hour sessions were offered Wednesdays, March 2nd-23rd and April 6th.
• Support for Centro CHA Program. The Institute for Innovation and Entrepreneurship is partnering with Centro CHA to support entrepreneurs and small businesses through both a cohort-based model and a series of stand-alone workshops. One workshop series targets existing small businesses and focuses on strengthening the skills of the business owner/operator to provide long-term stability while promoting growth. A second workshop series targets startup entrepreneurs that are interested in creating a new business. COB is providing faculty support for this program."                              

Volunteer Income Tax Assistance (VITA)
Timeline: Annually and ongoing
Description: 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.                                

Ukleja Center for Ethical Leadership              
Timeline: October 20, 2022        
Description: UCEL's annual Nell and John Wooden Ethics in Leadership event honored a formerly incarcerated woman (Taryn Williams) who is also a CSULB alumna        
Intended Outcome: Almost 200 community leaders attended the event and we have received anectotal feedback that it was our best award event to date due to the honoree selected. 

Improving Graduation Rates 

IS department course assessment of IS 300, 301, and 310
Timeline: 2019 - current
Description: All instructors of the courses set course objectives and assess the results

COB Transfer Admissions Workshops              
Timeline: Once a month
Description: Workshop focusing on: COB Business Program, Admissions and Advising, Business Career Connection, Questions & Answers, & campus tours; To provide information, resources, and support services to help them understand the requirements to aid in reducing time to degree and develop network connections early in their careers.  This is open to any student interested in transferring to CSULB.   
Intended Outcome: Educate attendees about COB's programs, resources and requirements.              

Community College Transfer Fairs
Timeline: Fall and Spring Semesters        
Description: To provide information, resources, and support services to help them understand the requirements to aid in reducing time to degree and develop network connections early in their careers. This is open to any student interested in transferring to CSULB. 
Intended Outcome: Educate attendees about COB's programs, resources and requirements.              

COB Bootcamp 
Timeline: One week prior to the Fall Semester              
Description: The College of Business, Center for Student Success hosts a free, online Summer Business Boot Camp to help prepare students who are transitioning into upper-division business coursework. We specifically invite incoming transfer students and continuing CSULB students enrolled in 300 and 400-level core business classes.  Summer 2022 we had a total of 788 students participate, where 55% consisted of our COB URMs.  COB URMs represent 47% of our student popluation, with 58% being First-Generation and 54% Pell-Eligible.    
Intended Outcome: Educate attendees regarding subject matter to prepare them for their educational career at CSULB.           
Outcome: Students who participated in specific workshops passed the associated course.

COB Tutoring    
Timeline: Fall and Spring Semesters        
Description: To better support our students in both quantitative and qualitative coursework through tutoring sessions, exam reviews, or workshops.  We have had 1,676 workshop participants and 1,582 tutoring contacts Fall 2022.  Of our current tutoring participants, 65% are from our URMs.
Intended Outcome: Provide students with support so they can successfully complete their course.

Supplemental Instruction            
Timeline: Fall and Spring Semesters        
Description: Students enrolled in Supplemental Instruction courses for extra support in ACCT 201, ACCT 300A, IS 310, and HRM 360.           
Intended Outcome Students enroll in SI normally would receive at least one grade higher than what they would have received without the SI.  
Outcome: The Learning Center provides data after each term.

FTFY Mandatory Advising
Timeline: Fall and Spring Semesters of their first year             
Description: To ensure our FTFY students begin their academic career successfully, we review their degree requirements with them and help them navigate their student databases.  They learn about General Education requirements, COB MSR, CSULB and COB academic and learning support resources and must do's.  We also assist them with registration and planning for their upcoming semesters. We have 631 students in our Fall 2022 FTFY Cohort, of those students 55% are URM.    
Intended Outcome: Freshmen Mandatory Advising Workshops
Outcomes: Fall Semester-Student Learning Outcomes:

• Students will be able to identify one resource offered through the college that can help with either their academics or tutoring.
• Students will gain a basic understanding of the major declaration, probation, grade forgiveness, and the withdrawal policies.
• Students will be able to identify COB’s major prep major specific requirements.   
• Students will be able to demonstrate knowledge of where to find restrictive holds and their registration date.
• Students will be able to identify how many units they must complete each year in order to graduate in four years.              
• Students will understand the courses they need to register for Spring by using their Degree Planner.

Spring Semester Student Learning Outcomes:

• Students will be able to correctly understand and apply policies learned during the Fall semester: withdrawal, probation, grade forgiveness, and major declaration.         
• Students will be able to successfully utilize both their Academic Requirements Report and their Degree Planner to identify term/semester when they will have met business’ MSDR and be fully declared.           
• Students will gain an understanding of how to use assist.org to find summer course equivalencies at California community colleges. 
• Students will be able to identify barriers that can prevent a successful major declaration.
• Students will be able to identify the term/semester they will graduate from CSULB.     

Transfer Mandatory Advising     
Timeline: Their first semester at CSULB  
Description: TMA's purpose is to familiarize students with CSULB and major requirements, available academic support, and how to enhance the COB experience by participating in extra-curricular activities. We also assist them with planning for their upcoming semesters to ensure a timely graduation focusing on course sequencing. Although all 589 students in our Fall 2022 Transfer Cohort are invited to participate 62% are part of our URMs.  
Intended Outcomes: First Semester-Student Learning Outcomes: 

• Students will be able to identify one resource offered through the college that can help with their academics, career development & readiness, or personal growth.
• Students will be able to identify where they can find their three GPAs required to graduate (Overall, CSULB, and major).       
• Students will understand that their Academic Requirements Report is their official checklist towards graduation and not a planning tool to map out their future semesters.                                                                           
• Students will be able to demonstrate knowledge regarding the grade forgiveness policy by stating how many units are allowed under this policy.
• Student will demonstrate an ability to identify what GPAs are needed in order to avoid probation.
• Students will be able to identify the two signatures needed to officially withdraw from a course by the deadline.             
• Students will be able to identify their graduation term by using their Degree Planner.              

Early Alert         
Timeline: Fall and Spring Semesters        
Description: Faculty are able to flag students if they are at risk of failing a course, which then allows advising to reach out to the student and provide support.              
Intended Outcome: Educate students about CSULB resources and policies.    

Ukleja Center for Ethical Leadership              
Timeline: Fall 2022 through Spring 2023
Description: UCEL is very intentional about DEI when recruiting guest speakers, board members, etc.  For example, our current cohort of Faculty Fellows consists of Darick Simpson (African American), Gloria Cordero (Mexican American), and Nancy Luong (Asian American).  When speaking in classrooms across campus, their stories all center around their identity, especially their experiences with (and the importance of) diversity, equity, and inclusion.            
Intended Outcome: Sharing exemplary leaders who come from diverse ethnic, racial, and experiential backgrounds.

Recruiting Faculty 

Increase faculty diversity
Timeline: April-May 2022            
Description: Reach out to ALPFA (Association of Latino Professionals for America) to advertise lecturer positions        
Intended Outcome: Recruit lecturers from diverse backgrounds and create a better match between the profile of COB faculty and the profile of COB students.
Outcome: This outreach yielded one new part-time lecturer in Accountancy for fall 2022.

Increase faculty diversity
Timeline: May 2022 -December 2022
Description: Expand efforts create a large, diverse pool of applicants for each of COB's six Tenure Track (TT) searches.
Intended Outcome: Recruit lecturers from diverse backgrounds and create a better match between the profile of COB faculty and the profile of COB students.
Outcome: These efforts yielded a new TT faculty member in Accountancy.

Human Resources Management (HRM) Department - Diverse Faculty Recruiting Efforts  
Timeline: 2021-2022
Description "HRM recruitment efforts expanded to cast a wider net and increase diversity in our applicant pool:

• Working with Academy of Management (AOM) career services to feature our position with PhD Project candidate career workshop and with Garry Adams who oversees coaching for PhD Project applicants.
• Posting on Academic Mamas, a Facebook group that supports mothers in academia, with an inclusive definition of mothers, and WOB (Women in Organizational Behavior) with an inclusive definition of womanhood.
• Posting on AOM discussion boards (i.e., Listservs) that support academics and PhD students in underrepresented groups.
• Contacting those who support PhD Project’s applicants for one last push to highlight our HRM position.

Dr. Mona Zanhour, HRM Recruiting Chair, is working with AOM recruitment specialists on developing deeper recruitment partnerships to have wider outreach and connection with applicants that we might not have reached in the past. We plan to engage more with PhD Project programs, such as coaching programs, workshops, and “recruiter day” at Academy of Management conferences.
Intended Outcome: Candidates that didn’t meet criteria (clinical faculty/adjuncts without research profiles, tenured professors, non-PhD’s, etc.) were not contacted, but about twenty potential candidates were identified and contacted.
Outcome: These efforts yielded a new TT faculty member in Human Resources Management.

Information Systems Department TT Recruit 
Timeline: 2021-2022      
Description: We followed all steps, advertised in many channels/locations,  built a diversity pool      
Intended Outcome: We had a diversity pool and gave offer based on diversity priority
Outcome: We had a diversity pool and gave offer based on diversity priority

Diversity in STEM & Health 

Ukleja Center for Ethical Leadership              
Timeline: 19-Mar-23      
Description: Ethics at The Beach seminar for CSULB students featured racially diverse speakers addressing ethics in technology and product design (Lynette McKinnon of Boeing) and stories of growing up Black in the Jim Crow south (Darick Simpson of the Miller Foundation))     
Intended Outcome: Featuring exemplary leaders who come from diverse ethnic, racial, and experiential backgrounds

Human Diversity Curriculum 

Ukleja Center for Ethical Leadership
Timeline: March-May 2023         
Description: Here are some examples of DEI-related ethics modules being embedded into CSULB courses as a result of UCEL's Ethics Across the Curriculum faculty stipend program:

• Donna Binkiewicz (History): Understanding Immigration History, Policy, and Ethical Choices
• Kate Flach (History): Ethical Appeals for Black Civil Rights
• JinHee Hur (Child Development and Family Studies): Ethics in Language Development: Effectively Supporting Children who are Dual Language Learners
• Kimberly Kelly (Human Development): Dismantling Systemic Environmental Racism: The Ethics of Climate Justice

Intended Outcome: Enhancing CSULB students' integration of ethics across all disciplines at our university while also being intentional about championing DEI in the ethics modules being funded.

Diversity Training for Faculty & Staff 

IS Faculty Deepti Singh and Ying Liu attended Faculty Learning Community On Inclusive, Accessible and Equity-minded pedagogy
Timeline: Spring 2022 - Fall 2022
Description: The purpose of this Faculty Workshop Series is to introduce faculty members to best practices in teaching and interacting with students of diverse backgrounds as well as to practices that support meaningful and accessible learning for all students.
Outcome: Faculty attended the training, participated in discussions of DEIA topics.

AACSB Global Diversity and Inclusion Conference        
Timeline: December 2021
Description: COB is in the early stages of developing a 2025-2030 strategic plan, and we want to explicitly include equity, diversity, and inclusion considerations as we create the new plan. COB held a college-wide meeting in October 2021 to examine how these issues are reflected in our mission and vision statements, curriculum, and intellectual contributions. COB then sponsored faculty and staff to attend the AACSB Global Diversity and Inclusion Conference in December 2021 to gain perspective from what other business schools are doing. In March 2022, COB held another college-wide meeting to review how COB will embed its commitment to equity, diversity, and inclusion in revised core values and mission and vision statements.                 
Outcomes: Approximately 20 COB faculty and staff attended the virtual conference.

Accessibility 

Ukleja Center for Ethical Leadership              
Timeline: Fall 2022 through Spring 2023
Description: Featuring speakers such as Mary Zendejas (wheelchair user due to polio) and Jim Knaub (wheelchair user due to motorcycle accident) for UCEL's Student Leadership Institute (CBA 401A and B)
Intended Outcome: Demonstrating the importance of being inclusive (by including people with disabilities) when inviting guest speakers to interact with our students

Miscellaneous 

Ukleja Center for Ethical Leadership
Timeline: March-June 2023
Description: Here are examples of DEI-related research projects being funded through UCEL's Faculty Ethics Research Stipend program:

• Lauren Heidbrink (Human Development): Age Assessments of Unaccompanied Children in U.S. Federal Custody
• Devery Rodgers (Educational Leadership): Coded Bias: Exploring Algorithms of Oppression" 

Intended Outcome: Supporting CSULB faculty with resources

Commitment to Local Access

Advancing Inclusive Graduate Admissions
Timeline: F21-SP23; on-going     
Description: The purpose of the initiative is to work towards equitable and inclusive graduate recruitment and admissions processes in CED that scholarly work suggests can result in the increased access and successful admission of talented students from historically underserved, underrepresented communities and marginalized backgrounds. In the first year, through engaged learning and independent exercises—led by Dr. Josephine Moreno, a Graduate Diversity Director at UC Davis and expert on holistic graduate admissions—department chairs, faculty program coordinators, faculty admissions committee members, faculty application reviewers and graduate studies staff learned to address key elements of inclusive graduate admissions. The initiative continued during 2022-23, with the guidance of Faculty Equity Advocate Angela Locks. CED participants were able to assess and deepen their efforts as well as develop new learnings and skills that have been applied directly to practice in the current admissions cycle. This initiative is now embedded in the daily practice of graduate admissions in the college as continual reflection and adjustments to practice continue.            
Intended Outcome: To increase the diversity in the pool of applicants for graduate programs. To customize our websites, applications, promotional materials to attract diverse candidates.        

Young Scholars Program at Paramount USD      
Timeline: AY 22-23
Description: High school students are dual enrolled in an “Introduction to Teaching in Diverse Urban Classrooms” course. Thirty students who primarily identify as BIPOC are enrolled in the course and will be coming to campus for a day in April.            
Intended outcome: To increase the number of BIPOC students who come to CSULB primarily and secondarily that they choose teaching as a profession and eventually enroll in one of the College of Education educator preparation program.            

Recruiting Black Men in Educational Leadership         
Timeline: On-going         
Description: Recruit at 5 target conferences, revised EDD Information Sessions that focus more directly on our equity-related work and commitments; ongoing updates to department and program websites that similarly highlight equity-related work and commitments; video and written testimonials from diverse faculty and alumni
Intended Outcome: increase the number of Black men choosing Educational Leadership              

Future Black Educator Initiative
Timeline: AY 22-23+       
Description: The purpose of this program is to provide professional learning and retention activities for current Black educators through monthly Community of Practice meetings of teachers, students, and scholars interested in exploring and applying culturally relevant pedagogies for Black students. Also includes Two Future Black Educator (FBE) clubs in LBUSD, one at Jefferson Middle School and one with the Jordan High School Math Collaborative.   
Intended Outcome: To increase the number of Black students choosing teaching as a profession. To provide an avenue of support and professional learning for Black educators.        

Future Educator Days at the Beach              
Timeline: Spring 2023    
Description: Five groups of students representing high school and community college teaching programs will be visiting CED in April to explore education professions, take college and campus tours, and participate in activities. Students will be coming from:  TEACH Academy at Century High School in Santa Ana Unified, Bakersfield College, Cerritos High School Education Pathway Students, Paramount USD Young Scholars, LBUSD Future Black Educator clubs.
Intended Outcome: Increase the number of BIPOC students choosing teaching as a profession. Increasing the number of BIPOC students who enroll at CSULB CED.       

Improving Graduation Rates 

Mary Jane Patterson Scholars  
Timeline: On-going         
Description: The Mary Jane Patterson Scholarship was established in 2019 as part of the Teachers for Urban Schools Project for students enrolled in a teacher education program at CSULB who are interested in teaching in urban classrooms and working with Black students who have so much to offer, but who continue to face anti-Black practices and institutional racism. The Program includes a 2-year scholarship; paid college aide opportunity in Long Beach Unified School District; professional development and faculty mentoring.
Intended Income: To increase the number of teachers committed to the success of Black students in our local districts.    

Caminantes for Education         
Timeline: Begin in Fall 2022- ongoing. Institutionalization of Caminos HSI Project
Description: Caminantes for Education, a student-led organization, provides students with a space and community that champions critical consciousness, cultural competence, and authentic care for Latine students that are seeking a career in the education field. We come together to build community, develop academic strengths, and enlarge our networking pool. We are a familia that promotes equity and academic success. Our office, fondly called "El Centro," located in the College of Education (EED-70), serves as a space to build community, a study area, and a resource mine. We provide free school supplies, printing services, snacks, and events. Our events center on networking and culturally sustaining pedagogy. However, we also have socials that focus on "convivio." We hold our events every other Wednesday from 5-6 PM. Events this year include: "Cafe con Caminantes" discussion circle on the pressures of being bilingual; Long Beach and Caminantes Alumni to help students develop their LinkedIn profiles; Educator Panel; Cultural Responsiveness within Curriculum Development Workshop; Scholarship Workshop; Banned Book Discussion; Dia de los Muertos Celebration; Socials (Loteria, Family Feud & Study Breaks).
Intended Outcome: Provide academic support and develop a sense of community and belonging for Latine students.
Outcome: Final report on Caminos Project is forthcoming.

Pan-African Graduate Student Association       
Timeline: Began in Fall 2022 7 on-going 
Description: Led by two Educational Leadership Faculty, this group offers professional development and social activities for graduate students across the college graduate programs.
Intended Outcome: To build a sense of belonging, retain and graduate Black graduate students, provide multi-tiered mentoring support.      

Human Diversity Curriculum 

CED Teaching and Learning Portal
Timeline: Launched in SU 2022  
Description: Contains a curated compilation of resources to support teaching and learning in the college with an emphasis on equity, diversity and inclusion. The portal includes a wide range of web- and research-based resources on equity-minded practices and also highlights the college’s Equity, Diversity and Inclusion Shared Language and Knowledge resource that contains a detailed list of EDI terminology that has been vetted by the Equity and Diversity Committee. A key highlight of the Teaching and Learning Portal is the EDI Professional Learning Modules that provide asynchronous professional development opportunities facilitated by CED faculty and other experts in equity, diversity and inclusion.
Intended Outcome: Faculty will use the portal to enhance their teaching, to use common EDI-oriented language in their teaching, research and service.       

BLM@School    
Timeline: Spring 2023    
Description: Our BLM@School faculty committee hosted the third annual Black Lives Matter at School series of events in Spring 2023.  Events include a book club reading of Gholdy Muhammad’s Unearthing Joy. The events: “Words of Wisdom: Black Educators in the Field"; "Let's Talk About Afro-Latinidad"; "Black Gaze on Education"          
Intended Outcome: For CED Faculty, Students and Staff to learn about the lived experiences of Black educators.         

Educational Leadership Racial Equity Committee
Timeline: On-going
Description: Conducted a survey of EDD students and recent alumni regarding equity-minded instructional practices. The general tone of the feedback was “pretty good, but here’s how you might do better.” As a result of this feedback, the REC has initiated a 6-part series of workshops on equity-minded practices: Innovating for Equality; Enhancing Middle School Communities; Action Driven Leadership: Advancing Equity Systems; Restorative Practices in Schools; Allyship in Action.   
Intended Outcome: overall intent in these sessions is to reach a shared understanding of key ideas and use that understanding to inform our practices.    

Diversity Training for Faculty & Staff 

EDI Professional Community Conversation Series       
Timeline: AY 22-23; on going from 20-22              
Description: Topics included culturally-responsive and trauma-informed practices, equity-minded reading and discussion protocols, and reflecting on power dynamics in the classroom. These conversations offered an opportunity for CED faculty and staff to discuss relevant topics with their peers after watching videos from the Professional Learning Modules. The sessions were hosted by the facilitators of the EDI Professional Learning modules and attended by a both full- and part-time faculty, as well as staff.                      
Outcome: Individual sessions have been assessed and attendance has been tracked.

Culturally Relevant and Responsive Pedagogy Project            
Timeline: Since 2017; on-going  
Description: The institutionalization of the completed HSI Caminos Project (a USDE Title V grant funded project) includes creating a professional learning community focused on disseminating culturally responsive pedagogy and practices for all faculty within the Multiple Subject Credential Program, after completing this practice with the Single Subject and Education Specialist Credential Programs this year. Intended Outcome: The goal of these faculty learning opportunities was the implementation of culturally responsive practices beginning in teacher preparation through clinical practice and student teaching. Faculty are revising signature assignments and program activities in light of this work.  
Outcome: Final report has yet to be released.

Veffie Milstead Jones Endowment Lecture
Timeline: Spring 2023    
Description: The College hosted Dr. Shaun Harper who addressed the topic of, “Accepting Educational Responsibility for an Equitable and Inclusive Nation.”
Intended Outcome: To launch our deep dive in becoming national experts on Urban Education              
Outcome: 120 people attended

Indigenous Knowledge Systems in Education           
Timeline: Spring 2023    
Description: Professional learning event sponsored by the Endowment Committee and the Single Subject Program. Featuring Dr. Amanda Tachine, author of "Native Presence and Sovereignty in College."       
Intended Outcome: For members of the CED community to learn more about Native Americans in Higher Education  

Miscellaneous  

Examining Racial Microaggressions and Racial Microaffirmations Among Faculty, Staff, and Students of Color Amid Institutional Moves Toward Inclusive Excellence
Timeline: AY 22-23; 23-24
Description: CED faculty members Lindsay Pérez Huber, Professor, Advanced Studies in Education and Counseling; Oscar Navarro, Assistant Professor, Liberal Studies & Teacher Education were awarded the Faculty Research Awards for Equity, Diversity and Inclusion which studies the experiences of CED faculty, students and staff with racial microagressions and microaffirmations.                 

Racial Equity Fellowship              
Timeline: On-going         
Description: Racial Equity Fellowship (REF) opportunity for students and alumni ($5000 per person per year), these include 3 current doctoral students and 2 doctoral program alumni. This year the REFs have planned and facilitated our annual Educational Leadership Symposium, with a theme of allyship, accountability and action for social and racial justice; and planned and led 7 sessions of our ongoing dialogue series related to equity leadership, this year opening these sessions to the entire College of Education.
Intended Outcome: Provide opportunities for professional development for the REFs , provide scholarships for current students; offer student/alumni led activities in the department.      
Outcome: Symposium evaluation

Commitment to Local Access 

COE Climate Survey and Follow-up              
Timeline: 2022 - ongoing             
Description: The first climate survey specific to the College of Engineering was developed by faculty and administered by the Center for Evaluation and Educational Effectiveness in 2022. The results of the inaugural survey were presented to the college in October of 2022. It is the intent to administer this survey every two years to assess any changes to the climate in response to our initiatives.
Intended Outcome: The eventual goal is a measurement of widespread satisfaction and equitable support across all college employees.
Outcome: The COE climate survey had a response rate of 50% from the faculty and staff in the college. The results from the inaugural administration included statistically significant differences between staff, lecturers, and tenure-line faculty, as well as between genders and ethnic/racial groups. In addition, there were many qualitative comments and feedback.

Diverse Pipeline Video Campaign              
Timeline: 2022-2023      
Description: The Diverse Pipeline subcommittee of the Dean's Advisory Committee has assisted in producing 3 videos, in collaboration with NBC-LA. The first two videos are 30 seconds each, and intended to advertise our programs to the greater LA area. They feature an alumna of color, and a diverse faculty member and her research students. The third video is 3 minutes, and is a comprehensive description of our college, featuring project-based learning and the importance of diversity to the field.
Intended Outcome: The intended outcome is to increase the number and diversity of applications to our programs for the Fall 2023 cohort.
Outcome: We are having difficulty obtaining Fall 2023 admissions data from IR, but we hope to receive it soon. We will analyze the data then.

Funded Grants to promote Diversity, Equity, and Inclusion    
Timeline: 2021-2027      
Description: We have a number of active grants to promote diversity, equity, and inclusion in the college: Inclusive Computing, PI is Mehrdad Aliasgari ($500,000 from Northwestern University via Melina Gates); Asian American, Native American, Pacific Islander STEM Student Success, PI is Pitiporn Asvapathanagul ($1,500,000 from Department of Education); Minoritized Student Success in Energy Workforce Training, PI is Laurie Hunig ($800,000 from Department of Energy) 
Intended Outcome: Intended outcomes are to: increase the number of women entering and succeeding in computer science and related computing fields; supportANAPI engineering student success; and provide training that would recruit more minoritized students to enter the energy workforce.       

Commitment to Local Access 

Student Recruitment (Family and Consumer Sciences) 
Timeline: Spring 2023    
Description: Continuing to work on language, discussions, and outward and inward facing documents. Discussing recruitment of students of color in a variety of settings and within specific discipline areas.
Intended Outcome: Increased diversity in admitted students in FCS programs         

High School Outreach (Nursing)              
Timeline: Spring 2023    
Description: Nursing: Connected with SATO Academy to promote nursing and discuss pathways to program from HS; Partner with Health Science department to speak to group of students from LB Poly HS.      
Intended Outcome: Increased diversity in admitted students in nursing programs 

High School Outreach (Health Science; Public Policy and Admin)           
Timeline: Spring 2023    
Description: Engage with local HS students              
Intended Outcome: Increase diversity of admitted students          

Diversity in Marketing Program (Public Policy and Admin)           
Timeline: Spring 2023    
Description: Working on culturally inclusive marketing campaign (e.g. promoting the program in DIG Magazine en Español)    
Intended outcome: Increase diversity of admitted students          

Social Equity Research Promotion (Public Policy and Admin)           
Timeline: Spring 2023    
Description: Promote public administration social equity research and equity-focused administrative achievements on our department website.     
Intended Outcome: Increase diversity of admitted students          

Collaborate with Local Community Colleges and High Schools (Health Care Admin- HCA)
Timeline: Fall 2022-Spring 2023
Description: "LBCC Community Partners Networking Breakfast Event LBCC Wellness Fair (Pacific Coast Campus) Huntington Beach Union High School District College Night Jordan High School Golden West Transfer Fair LBCC Community College Transfer Fair Project youth Career Fair in Santa Ana Long Beach McBride High School Career Day Coastline Community College Emergency Management/ Homeland Security Advisory Council 2nd Annual College & Career Week at Washington Elementary in Bellflower Unified School District Host Long Beach Polytechnic High School to visit CSULB and meet with several department/ schools at CHHS"  
Intended Outcome: Increase visibility of HCA/CHHS within Community;  

Collaborative Grant with College of Ed and LB College Promise partners (CHHS)
Timeline: Spring 2023    
Description: writing a $1M grant in conjunction with the COE and partners of the LB College Promise. Intended Outcome: The goal is to recruit historically minoritized students into clinical education and health related CHHS degree programs by leveraging the Strengthening Youth Resilience Program (SYR) to build a pipeline that promotes health-related careers/degree programs to BIPOC middle school students, recruits them into a peer mentoring program led by CHHS SW interns, provides them with preferential admission to partner health-related HS pathway programs, creates opportunity for them to enroll in a concurrent enrollment of a meta-pre-health degree with LBCC/LBSU, provides them with opportunity to obtain a mental health certification program with assistant for entry level job placement, and transfer to 4 year degree program at LBSU. This program also receives support from the Miller Foundation, the Munzer Foundation, and the LB Boys and Girls Clubs.               

Improving Graduation Rates 

FAQ for Undocumented Students (Kinesiology)     
Timeline: September 2022          
Description: Developed Frequently Asked Question document for students who with undocumented status   
Intended Outcome: Increase sense of belonging for students. 

Re-Enrollment Campaign (CHHS Advising)            
Timeline: Ongoing          
Description: The CHHS Advising Center manages semesterly re-enrollment campaigns, which include sending emails and texts to un-enrolled students after the registration period has opened. Advisors work with un-enrolled students proactively to ensure they receive the support they need to continue at CSULB and register for appropriate classes the following semester.       
Intended Outcome: Increase numbers of enrolled students            

In-Person, Mandatory Advising (CHHS Advising)            
Timeline: Spring 2023    
Description: Piloted small group in-person, first-year mandatory advising. This increased the advisor-to-student contact, and allowed advisors teach and assess student learning around degree navigation, and to deliver degree progress interventions as needed (i.e. academic support, missed Major Specific Requirements and other degree milestones).                              
Intended Outcome: Increased the advisor-to-student contact, and allowed advisors teach and assess student learning around degree navigation, and to deliver degree progress interventions as needed (i.e. academic support, missed Major Specific Requirements and other degree milestones).

Post-SOAR Communication (CHHS Advising)            
Timeline: Spring 2023    
Description: Developed and tailored to students based enrollment status. Fully-enrolled students received a ‘congratulations on registering for your first semester’ email with a list of resources and information about how to connect with advisor; un- or under-enrolled students received regular follow-up information related to connecting with an advisor, how to fully enroll and other resources.
Intended Outcomes: Increase student enrollment and ultimately graduation rates.              

Student Welcome Packet (CHHS)              
Timeline: Spring 2023; Fall 2023
Description: Development of a welcome packet for all students that include quick and easy to use references for resources on campus.  Will be sent to all admitted students, and then again in fall to all registered students.  Will include information on DEIA and mental health resources.     
Intended Outcome: Increase admitted students' awareness and access to campus/college resources           

CHHS Student Sense of Belonging Champion          
Timeline: Spring 2023 recruitment with position starting June 2023         
Description: New position to facilitate sense of belonging among students          
Outcome: Develop department/college strategies to increase student sense of belonging           

Recruiting Faculty

Faculty Recruitment (Nursing)   
Timeline: Spring 2023    
Description: Efforts to recruit faculty members from diverse backgrounds and identities.  
Intended Outcome: Increase in diversity of backgrounds and identities in TT applicant pool and for RN/BSN Coordinator position

FT Lecturer Clinical Faculty Search (Speech Language Pathology)                    
Description: Search included DEIA-minded interview process.          
Intended Outcome: Increased diversity of faculty.

FEA Representatives for CHHS Search Committees       
Timeline: AY23-24          
Description: Deployment of FEA representatives to assist department search committees in writing PDs, developing R&A plans, and in selection and screening.    
Intended Outcome: to help recruit diverse candidate to TT search pools      

Diversity in STEM & Health

Department Media (Kinesiology; Nursing)              
Timeline: Spring 2023    
Description: Updated department poster with pictures that include more diversity; Recommendations developed for faculty when creating script for department promotional video                   
Outcome: Increase diversity within department promotional materials.

Formalizing policies for Social Justice Committee (Kinesiology)              
Timeline: Spring 2023    
Description: Updated policy document that includes student membership to be more inclusive of student experience
Intended Outcome: Increased diversity and representation 

CHHS DEIA Champion    
Timeline: Spring 2023 recruitment with position starting June 2023         
Description: Applications being accepted for new DEIA Champion for CHHS who will assist with implementation of initiatives within the college and across departments within the Beach 2030 university strategic priorities for diversity, equity, inclusion, and accessibility.              
Intended Outcome: Increased alignment and collaboration between departments, college, university           

Human Diversity Curriculum

Implicit Bias Training (Nursing)  
Timeline: Spring 2023-Fall 2023
Description: In the process of adopting and integrating an implicit bias training module series to meet new reqiurements from Board of Registered Nursing (BRN).
Intended Outcome: Increase student awareness of implicit bias and its impact on patient care interactions.            

Departmental Systemic DEI Plan (Public Policy and Administration; PPA)
Timeline: April/May 2022
Description: 4 main goals:

• Recruit and Retain Diverse Student Body
• Recruit and Retain Diversity Faculty
• Promote Diversity and Inclusion in Curriculum and Pedagogy
• Promote Diversity and Inclusion in Program Climate"          

Intended Outcome Intend to pursue and complete these various goals over the next 6 years (aligning with our reaccreditation cycle).              

Social Equity Workshops (PPA)  
Timeline: Spring 2023    
Description: Organizing professional development workshops with an emphasis on social equity and speakers from underrepresented backgrounds
Intended Outcome: Provide graduate students and faculty with latest research around racism and race consciousness in public administration, along with lessons to effectively pursue social equity in practice

Diverse Speakers (PPA) 
Timeline: Spring 2023    
Description: Continued inviting guest speakers from underrepresented backgrounds into the classroom
Intended Outcome: Provide opportunities for students to hear from expert guest speakers from diverse backgrounds           

Promote culturally responsive practices (Speech Language Pathology)                    
Description: Incorporating cultural responsiveness, cultural competence, and cultural humility into undergraduate and graduate curriculum                      

Course content modification (Health Care Admin)      
Timeline: Spring 2023    
Description: Infused discussion focused on DEI in the classroom              
Intended Outcome: Promote open dialogue on DEI related topics within courses              

Diversity Training for Faculty & Staff

Racial Injustice 2 Day Workshop (Family & Consumer Science- FCS)           
Timeline: Fall 2022         
Description: CFA for a Fall retreat to do their Racial Injustice 2 day workshop. All FCS faculty attended.
Outcome: Provide more DEI training for faculty.

DEI Day for Faculty/Students (FCS)              
Timeline: September 2022          
Description: "First FCS DEI day in which 3 nationally known professionals led sessions for faculty and students over a one day marathon. In Spring 2023,  one of the above professionals come back to do a zoom DEI meeting with TTT faculty."                             
Outcome: Increased opportunity for faculty-student dialogue and for DEI training.

Implicit Bias Training (Health Care Admin) 
Timeline: Spring 2023    
Description: Provide implicit bias training for faculty                 
Outcome: 100% of faculty completed training

Accessibility

Accessibility Document (Kinesiology)              
Timeline: March 2023   
Description: Document to provide departmental information regarding accessibility for students. Intended Outcome: Provide updated information for students.              

Equitable Physical Space Request (Kinesiology)
Timeline: March 2023   
Description: Letter to Monica with recommended facility changes to make KIN and CHHS spaces more equitable             
Intended Outcome: Funding for facility renovations       

Speech Language Clinic/BMAC Partnership        
Timeline: Spring 2023    
Description: CSULB Speech and Language Clinic has been partnering with BMAC to provide speech and language screening and therapy to CSULB students who may have speech-language disorders and/or learning disability.           
Intended Outcome: Increased services for students with disabilities             

Cultivate Faculty AR/VR Expertise (CHHS) 
Timeline: Spring 2023    
Description: Cultivation of faculty interested in pursuing AR/VR. CHHS participation at campus AR/VR convening.           
Intended Outcome: to develop more faculty interest/expertise to integrate these technologies in CHHS course offerings to support greater student access and to advance student equity and inclusion      

Commitment to Local Access 

CSULB Ethnic Studies Initiative
Since Fall 2016, CLA has engaged in offering Introduction to Ethnic Studies courses to students at four local high school districts. To date, over 3500 students have earned university credit through these courses.  We currently offer courses in partnership with Long Beach Unified School District, Norwalk/La Mirada School District, Paramount Unified School District, and the Port of Los Angeles Charter High School.

Improving Graduation Rates 

High-Impact Practices
Over the last year we have made significant progress in several areas of student career readiness including enhancing equitable access to internships and piloting new internship models. For example, in 2022-2023, CLA: 

• Recruited, trained, and fostered partnerships with 284 agency partners – an increase of 20 partners since last year – hosting upwards of 900 CLA student interns annually. 
• Continued to offer department and college-level internship courses (including summer courses), building capacity for every CLA student to complete an internship before graduating.
• Partnered with other colleges to create interdisciplinary internship experiences, such as Art & Creative Industry internships offered in collaboration with the College of the Arts.
• Supported faculty-led, themed internship courses, including those participating in the Long Beach Community Internship Program and Project Resilience, which guaranteed internship placements and increased access to internships for students from minoritized or traditionally underserved populations.
• Substantially increased opportunities for paid internships and scholarship-supported internships.
• Supported dozens of CLA courses with service-learning components. CLA faculty from a wide range of disciplines work with students on research projects and in labs. For example, well over 100 students per year work with Psychology faculty in labs, often co-presenting at conferences or co-authoring publications.

The College of Liberal Arts Equity Scholars: Graduate Recruitment Initiative
In 2022-23, the second year of this CLA Equity Scholars graduate recruitment effort, CLA provided 25 graduate assistantships for first-generation, traditionally underserved, and/or low-income graduate students.

Student Learning Communities 

• Since their inception six years ago, an average of 300 students per year across multiple departments have participated in the college’s Transfer Learning Communities.  Those communities are designed to improve retention and promote success among the college’s transfer student population through specialized programming and community-building activities.
• Beginning with the 2023-24 academic year, 150 first-time, first-year CLA students will participate in newly-formed learning communities as part of a campus-wide “Beach XP” Communities of Learners initiative.  The college is also contributing over 200 seats in CLA courses to all other participating colleges.
• Each of these learning communities comprises diverse populations of students, building community and promoting success among those from different ethnic, racial, and socioeconomic backgrounds.

Recruiting Faculty 

Hiring Diverse Faculty
Of CLA’s current group of 64 assistant professors:

• 66% identify as women
• 70% identify as people of color
• 14% identify as African American
• 23% identify as are Latinx
• 23% identify as Asian or South Asian
• 4% identify as American Indian
• 06% identify as Middle Eastern/Muslim
• 17% identify as part of the LGBTQIA+ community
• 3% identify as differently abled

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.

Human Diversity Curriculum

CLA and Social Justice
CLA and Social Justice tab on the CLA website provides samples of two curricular/pedagogical efforts:

• Black Lives Matter and CLA Curriculum
• Inclusive Excellence Training

Strategic Planning Focused on Equity  
CLA Strategic Planning for Achieving Greater Equity in the College (CLASP) has directly engaged over 70 diverse faculty, staff, administrators, and students in a two-year process: summary report of work accomplished in Fall 2022 and ongoing in Spring 2023

Diversity Training for Faculty & Staff 

Misty Jaffe Early Leaders Program
The Misty Jaffe Early Leaders Program (ELP) is a leadership development program in which historically underrepresented faculty and junior faculty are strongly encouraged to participate. The twofold goal of ELP is to increase capacity of CLA leadership going forward and to foster CLA diverse leadership. Since 2019, the program has served two cohorts for a total of 32 participants.

Faculty Learning Communities
Proposed and facilitated by CLA faculty theses college learning communities (ongoing since 2021) reflect issues of concern especially around equity and social justice that our college finds critical to a liberal arts education and to our work as faculty:

• Teaching in the 2020s: Reaching Our Gen Z, First Generation, and Post-Pandemic Students
• Understanding and Disrupting White Supremacy in Our Classrooms:
• Grading for Equity
• Supporting Asian Faculty’s Professional Development and Well-Being
• LGBTQI2+ @ CSULB
• How to Travel Abroad for Free
• Engaged Scholarship in CLA: What It Means for Faculty and For the Community
• Toward Climate Justice through Education:
• Lecturer Lifeline

Commitment to Local Access

Data Science Pathways
Timeline: 2022-2026      
Description: Create data science pathways for students coming through data science/statistics courses in high school and 2-year colleges     
Intended Outcome: improve local admit success and improve recruiting of minoritized students from local area into STEM         

Improving Graduation Rates

Lecturer EDI trainings  
Timeline: Fall 2022 - ongoing      
Description: Pay for PD for lectures in 1) Beach Mentor, 2) PERTS ASCEND training, 3)Other EDI initiatives    
Intended Outcome: Lower DFW rates and improved equity gaps in key courses       
Outcome: ongoing

Recruiting Faculty

Hiring equity    
Timeline: 2019-2025      
Description: Ensure equity and combat implicit bias in hiring - What is new is that we included workshops for reading equity statements this year      
Intended Outcome: Increased hiring of women and minoritized faculty in CNSM              
Outcome: Ongoing, 2/3 of recent hires have been women, 1/3 under-rep

Diversity in STEM & Health 

Data Science Pathways
Timeline: 2022-2026      
Description: Create data science pathways for students coming through data science/statistics courses in high school and 2-year colleges     
Intended Outcome: improve local admit success and improve recruiting of minoritized students from local area into STEM

Diversity Training for Faculty & Staff

Lecturer EDI trainings  
Timeline: Start in Fall 2022, ongoing       
Description: Pay for PD for lectures in 1) Beach Mentor, 2) PERTS ASCEND training, 3)Other EDI initiatives    
Intended Outcome: 25% of CNSM long-term Lecturer Faculty go through some form of PD              
Outcomes: ongoing        

Commitment to Local Access 

Trade and Transportation Talent Pipelines            
Timeline: Ongoing          
Description: Work with local high schools to promote careers in trade and transportation industries for minoritized and underserved populations.      
Intended Outcome: No current assessment plan, though some efforts in place to track students through CC and to CSULB.
Outcome: Assessment planning in early stages. Some successes seen. Historical data point to 20+ students successfully transferred to CSULB.

Diversity in STEM & Health

Biomanufacturing Technician (BMT) program             
Timeline: Multi-year planning. Launched Spring 2023.      
Description: The Biomanufacturing Technician (BMT) program, a unique collaboration between CSU campuses in Long Beach, Los Angeles, and Fullerton. The consortium plans to use funding from their HSI Community Grant to recruit and retain students from underserved communities for the BMT program, working with the Orange County Department of Education, Los Angeles County Office of Education and local high schools and community colleges to promote the program. The team will offer a free pathway program that provides a refresher on basic STEM principles, as well as a learning and information-sharing platform for students to get acquainted with essential skills. They can explore various career options and interact with career professionals to become more competitive in the biomanufacturing job market.
Intended Outcome: First cohort running Spring 2023.    

Miscellaneous 

Diversifying California's Workforce              
Timeline: Ongoing          
Description: The College of Professional and Continuing Education (CPaCE) and its Center for International Trade and Transportation (CITT) is working closely with tribal partners both in the State and regionally to build workforce capacity within transportation for tribal members. Tribal workforce development was a focus area for our State of the Transportation and Mobility Workforce Report 2020-MOBILITY-REPORT-published.pdf (swtwc.org); and we are currently working with the Santa Rosa based National Indian Justice Center (NIJC), as part of a California Energy Commission grant, to develop training on battery electric transit systems. The grant develops the tribal workforce while seeking to expand transit access to and within tribal nations. NIJC has also included CITT in a proposal to develop a regional Tribal Technical Assistance Program Center under guidelines established by the Federal Highway Administration. CITT currently administers the California Local Technical Assistance Program, a related program designed to provide training support to the State's local transportation agencies.                            

R&D Gateway Initiative at The Beach              
Timeline: Ongoing          
Description: This initiative is led by Dr. Tyler Reeb and Dr. Barbara Taylor, Associate Dean for Research in the College of Natural Sciences and Mathematics. They have received additional SB-1 funding to develop a “Research and Development Gateway”. This related project aims to support and mentor undergraduate and graduate CSULB students by empowering them through professional development and meaningful research opportunities. By championing broader goals that support the CSULB Beach 2030 strategic planning process, this project will establish new partnerships with numerous industries to bring research and workforce development opportunities to students and faculty across every CSULB college. This effort has already led to the launch of successful talent-pipeline pilot programs in partnership with Gannett Fleming, a global engineering firm, and Jet Propulsion Laboratories, a global leader in space exploration and satellite technology. Titled “R&D Gateway Initiative at The Beach,” the second round of SB1 funding addresses the need for more industry-facing university infrastructure and systems to catalyze a new era of research and workforce development at CSULB. 
Intended Outcome: Survey and focus groups to launch late FY 2022-23.           

Hearts Above Clouds    
Timeline: 2022 
Description: A one-hour documentary produced by CSULB’s Advanced Media Production (AMP) was nominated for an Emmy Award this past July 2022. Hearts Above Clouds, which premiered on PBS earlier in 2022, presents a 100-year history of women in aviation that focuses on Southern California.  Starting with Amelia Earhart, who launched her notable career at an airshow in Long Beach on Christmas Day in 1920, the film also features female luminaries in the field including National Women’s Air Derby winners, World War II ferry pilots, and other post-war pioneers.                         

California Local Technical Assistance Program             
Timeline: ongoing           
Description: "Provide local, rural, and tribal road agencies with training, technical assistance, and technology transfer services to help them manage and maintain their roadway systems. This program improves access to training and workforce development programs to address California's diverse, regional needs. "                            

CCEJ participation         
Timeline: ongoing           
Description: CPaCE management (Anna Behar-Russell) serves the CCEJ via participation in programs and activities including on the committee for the Annual Breakfast.      

Recruiting Faculty 

Recruitment of Justice, Diversity, Equity, & Inclusion Librarian (JDEI)         
Timeline: Currently underway (start date fall of 2023)   
Description: The JDEI librarian will be responsible for the following areas: American Indian Studies, Chicano Latino Studies, Africana Studies, Asian & Asian-American Studies, and Women, Gender, & Sexuality Studies.  The JDEI librarian will be responsible for serving as the main communication conduit on behalf of the library to these departments as well as providing library instruction sessions, individual consultation sessions as requested by students and faculty, and they will also be responsible for all the electronic and print collections in these areas. The JDEI Librarian will ensure the Library’s collaboration with the colleges in support of the statewide Ethnic Studies curricular requirement as outlined in Assembly Bill 1460 (AB 1460). In addition to the subject specializations, the DEIA Librarian will serve as a key advisor, working closely with library administration as the library begins a crucial step towards a comprehensive and strategic DEI library plan.  The DEI Librarian position will help others in the library (library faculty, staff) recognize, understand, value, and embrace our differences as crucial to our communal work.                   

Diversity Training for Faculty & Staff

DEIA Audit for University Library              
Timeline: 2023-24 Academic Year            
Description: During the 2022-23 academic year, the Library will contract with Dr. Kawanna Bright of East Carolina University to retain her services so that she may conduct a DEIA audit on the Library.  Dr. Bright has already worked with the University Libraries at CSU San Luis Obispo, CSU Channel Islands, and very recently, CSU Dominguez Hills. The audit contains an assessment tool created by Dr. Bright that is distributed to every member of the library.  Her work also includes focus groups with members of the library.  The final product of the DEIA audit will be a completely original, customized to our institution, assessment of the DEIA work we have done thus far, the DEIA work we have ahead of us, and a plan and road map (again, customized to our Library) on how to get there. Dr. Bright has had a lengthy and rich career in libraries and her research area is in DEI integration to all aspects of libraries.  The tools she uses for her consultations and DEI audits are completely unique as she has created them herself.  The three CSU Libraries who have worked with Dr. Bright thus far have raved about the experience and the work that came out of the process.                              

Miscellaneous 

Begin and actively engage in the DEI topics and initiatives that emerged in the library's newly completed strategic plan
Timeline: 2023-20206   
Description: During the recent strategic planning process that the library engaged in, several topics and initiatives emerged that are directly related to DEI.  While the strategic plan covers a 3 year term, the library will begin to work on key DEI initiatives this academic year.     

Commitment to Local Access 

Double Admissions to Historically Challenged Applicants   
Description: Starting in Fall 2021, CSULB doubled its efforts to increase admission of students from communities with historically low college-going rates by encouraging 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. Prior to Fall 2021, CSULB would typically allow for 200 applicants through the Beach Pathways admission process; this doubled to 400 students in both Fall 2021and Fall 2022.       
Outcomes: This initiative directly impacted the enrollment of African American and Hispanic enrollments. The new first-year enrollment of African Americans increased from 4.1% to a new high of 5.0% in FA21, where the total enrollment increased from 200 to 240. This increase of 5.0% continued in FA22 for a new total of 261. Not directly related to this initiative, the Hispanic/Latino enrollment also increased modestly during this period, from 44.6% to 45.0% for a total of 2,224 from 2,196. In Fall 22, Hispanic/Latino enrollment further increased to 46.9% for a new total of 2,518. Also, not related to this initiative, Caucasian and Asian enrollment declined by 1% during the same period.

Guaranteed Access to Local Underserved Population
Description: 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.
Outcomes: The local guarantee provides access to 2,200 students, which makes up 42% of the incoming class of 5,374 in FA22.

Improving Graduation Rates 

Currently in planning phase. Program will officially begin in Fall 2023 and continue for the 2023-24 academic year
Description: Starting in the Fall 2023 semester, we aim to enroll approximately 900 first-year students into 35 college-specific cohorts. Colleges have developed sequences of two or more GE and/or major-specific courses that are scheduled in a three-to-five-hour block for a minimum of two days per week. The courses will take place in the CPaCE building with supplemental academic services such as tutoring, advising, and peer mentoring available in the same space. Students can also participate in out-of-classroom programming such as presentations from campus resources, engagement with student organizations, food, sports, and other activities that build community.  Students will enroll in the program on an opt-in basis, with colleges engaging in targeted recruitment of students from underrepresented groups (first-gen, local, etc.).        

Increase First-Year Student retention rate
Timeline: Summer 2023
Description: Provide funding for students to take up to two courses over the summer in order to graduate over the summer, rather than taking another semester during the academic year.
Intended Outcome Improve 4-year and 2-year graduation rates.

Diversity Training for Faculty & Staff 

Data Fellows     
Timeline: 2021-22 and 2022-23 academic years    
Description: Over 60 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. Visit the Data Fellows website for more details. 
Outcome: 13 teams will present their completed projects at a poster session symposium on May 5, 2023.

Data Literacy Workshops             
Timeline: Spring 2023    
Description: 30 participants learn more about institutional data and how to leverage data sources to improve student success in their areas.                  

Commitment to Local Access 

Growth Strategy - add supplemental programs in CPaCE
Timeline: 2018-2030
Description: Working with Chris Swarat to increase access to highly impacted students by creating supplemental programs in CPaCE
Intended Outcome: Goal to add at least 5 new programs in next 5 years. First priority is Computer Science.
Outcome: Added new BA Psych program for Fall 23. Has 400 applicants for 30 spots. Also added new RN-->BSN program Fall 23. Also has more applications than spots, will work to increase capacity.

Blended degrees             
Timeline: Starting Fall 23             
Description: We now have the ability to offer blended Bachelors and Masters degrees, double counting 12 units of Master's degree work toward the Bachelors degree. Our hope is that more of our local under-represented students will be encouraged to seek Master's degrees, thus increasing their potential for improving workforce options and social mobility.   
Intended Outcomes: increase number of local underrepresented students seeking and receiving Master's degrees by 10%. This would include Latinx, Black, Native American and Asian students as well as women in STEM fields.   

Human Diversity Curriculum 

ASSET/Culturally Relevant Pedagogy              
Timeline: will start Fall 2023       
Description: Working with Malcolm and the FC. Two different forms of professional development focusing on equity in the classroom. Equitable syllabi, curriculum, teaching, and grading will highlighted. Faculty who teach courses typically taken by First-Time/First-Year students will be recruited to participate in Faculty Learning Communities (FLCs) that will focus on Culturally Responsive Pedagogy (CRP) Professional Development.
Intended Outcomes: Eliminate equity gaps by implanting Culturally Responsive Pedagogy. By the end of this professional development, faculty will be able to:

• Create inclusive classrooms by recognizing the diverse experiences, strengths, knowledge, and skills that students bring to the classroom and incorporating their cultural assets into our curriculum.
• Identify the ‘hidden curriculum” of higher education and understand how to support first generation students
• Integrate strategies that foster equity and inclusivity in teaching, interaction, and assessment in the classroom environment in support of student success.
• Positively impact campus culture to promote inclusion for historically marginalized student success.
• Explain how intersectional identities influence student learning and how everyday, systemic inequities shape the experiences of diverse students in the classroom.
• Discuss the history, systemic inequities, and language surrounding different identities of our students and how this knowledge can be used to support learning and promote inclusion in the classroom
• Identify and mitigate the use of microaggressions and microaffirmations and support
• colleagues in navigating them in the classroom and with colleagues.
• Develop and integrate into their future courses inclusive, student-centered syllabi,
• transparent assignments and expectations, active learning techniques, and alternative assessments that embody the principles of CRP.

Faculty Participant Assignments and Final Deliverables:

• An equitized syllabus
• An equitized course homepage
• An equitized communication strategy outlined for a course
• Examples of culturally responsive content added to a course
• Examples of active learning content added to a course
• Equitable assignments added to a course (with equitable grading practices) 
• A plan for improving course material accessibility/universal design
• A reflection highlighting revisions made to a course.
• Analysis of non-passing/non-completion rates, GPAs, and/or equity gaps for faculty courses

Faculty Student Success Dashboard              
Timeline: Spring 24 or fall 24      
Description: Working with Kerry, Catherine, and Malcolm. The FSSD will allow faculty participating in the FLCs to be able to access disaggregated data for their individual courses so that they could visualize any equity gaps from their students in previously taught courses, as well as the demographics of students in their current classes. Pairing access to the data with professional development is crucial to ensure that faculty are viewing data through a culturally responsive lens. Data will include not only a history of equity gaps and high failure rates, but also a disaggregated breakdown of current students to allow the faculty to make real-time adjustments in course delivery to meet the needs of students.                Intended Outcomes: By the end of this professional development and assessment of courses using a faculty student success dashboard (focus of this proposal), faculty will be able to:    

• Recognize implicit biases related to underrepresented populations 
• Understand how biases and cultural blindness may have affected student outcomes           
• Use cultural awareness to create inclusive classrooms by recognizing the diverse experiences, strengths, knowledge, and skills that students bring to the classroom and incorporating their cultural assets into our curriculum.
• Identify the ‘hidden curriculum” of higher education and understand how to support first generation students               
• Integrate strategies that foster equity and inclusivity in teaching, interaction, and assessment in the classroom environment in support of student success.              
• Develop and integrate into their future courses inclusive, student-centered syllabi, transparent assignments and expectations, active learning techniques, and alternative assessments that embody the principles of CRP.            
• Positively impact campus culture to promote inclusion for historically marginalized student success.   
• Reduce DFW rates and equity gaps by 1 year, and eliminate by 5 years                

Commitment to Local Access 

Long Beach College Promise 2.0 (Promise 2.0)    
Timeline: Ongoing          
Description: Promise 2.0 is an extension of The Long Beach College Promise (LBCP), a collaboration between Long Beach Unified School District(LBUSD), Long Beach City College (LBCC), California State University Long Beach(CSULB) and the city of Long Beach(CITY) which aims to make a higher education an attainable goal for every LBUSD student. Promise 2.0 specifically aims to assist LBCC students interested in specific majors to transfer to CSULB within two years through transfer admissions pathways, dual advisement, and future student benefits at CSULB including use of campus services and access to campus events.             
Intended Outcome: Goals of the LBCP & Promise 2.0 are to increase the percentage of LBUSD & LBCC students who earn a degree at CSULB; reduce and eliminate the achievement gaps that exist among ethnic and socioeconomic groups at LBUSD, LBCC, & CSULB; assistance applying for admission to CSULB; and assistance transitioning to and succeeding at CSULB.     

Improving Graduation Rates 

COUN 191 Pilot Learning Community: STEM Interest (Undeclared and CNSM)              
Timeline: Fall 2022         
Description: UCUA has always offered COUN 191 for undeclared students pursuing highly impacted STEM and Health majors.  This pilot learning community assisted students with exploring several educational and career pathways to reach their end goal.  To mitigate attrition in STEM majors/STEM interested students and further opportunity gaps, UCUA collaborated with CNSM to offer COUN 191 as part of a cohort learning community to support the retention of these students and increase their likelihood to graduate.     
Intended Outcome: Support declared and exploring (undeclared) students that start in M3 and M4 Mathematics and Chemistry courses.  The cohort model was designed to help students with similar major and career goals build a community and support system that would assist them in being successful in their courses and make progress to the next steps of their intended major.   

GenExcel            
Timeline: Ongoing          
Description: GenExcel is a mentoring program for first-generation first-time/first-year students at California State University, Long Beach. The program is designed to assist this student population’s transition by creating a network of support. GenExcel enhances the student experience by connecting new first-gen students with both a peer mentor and a faculty mentor. Mentors are invested in their mentee's success and are ready to listen, inspire, help navigate challenges, and provide opportunity. Intended Outcome GenExcel's core purpose is the cultivation of meaningful relationships between mentors, mentees, and the University community with the goal of supporting first-gen student success, increasing retention, and creating future leaders.            

The Learning Center Data Fellows Project 
Timeline: Ongoing
Description: As an outgrowth of our Data Fellow project, The Learning Center are working with College Departments to identify trends is usage of academic support for high DFW courses, with a focus on how opportunity gap populations are engaging with support (or not).

The Learning Center and MAPS Pilot Summer Support Program 
Timeline: Ongoing - Summer 2023 
Project Description:  The Learning Center are working with the Mentoring, Advising and Placement Support (MAPS) program to pilot a new summer support program for category M3 and M4 students, a diverse population which includes a significant number of opportunity gap students.

Recruiting Faculty 

University Writing Center Diversity-focused Recruitment and Hiring 
Timeline: Ongoing 
Description: The UWC works closely with units across campus to recruit and hire a diverse staff of writing tutors, including Chairs of Ethnic Studies departments, BMAC, EOP, GenExcel, Women’s & Gender Equity Center, as well as the Guardian Scholars program. We are committed to hiring tutors from a diversity of backgrounds that reflect our campus population. A majority of our tutors come from historically-minoritized groups, including those from race/ethnicity, linguistic, and disability groups. Our center is furnished with computers loaded with the latest accessibility software, and we offer our tutors training in how to work with students having a diversity of abilities. We will continue with our outreach and hope to attract even more tutors that better represent the student population at CSULB.

Diversity in STEM & Health 

The Learning Center Teams Up with College of Engineering 
Timeline: Ongoing 
Description: The Learning Center are teaming with the College of Engineering (COE) to provide academic support (tutoring) for STEM-related majors in Colleges outside of COE and CNSM with a particular focus on Asian-American and Native-American Pacific Islander students, as part of a U.S. Department of Education grant to support AANAPI Student Success.
Intended Outcome: Support AANAPI student success 

Diversity Training for Faculty & Staff 

University Writing Center Self-work
Timeline: Ongoing 
Description: The staff of the UWC is committed to engaging in the ongoing self-work that is necessary to participate thoughtfully and carefully in a student-serving capacity and in alignment with the antiracist and success-oriented mission of the university. Each year, the staff and tutors of the UWC participate in ongoing discussions, reading current literature in the field of writing center studies, with a view to examining the racist structures inherent in conventional writing center practice. Reading these texts help staff and tutors to examine their own positions of privilege (or otherwise) and how those positions inform their work in the writing center.

University Writing Center Tutor Training 
Timeline: Ongoing 
Description: Each year, UWC tutors are also engaged in a semester-long, intensive study that includes culturally-relevant, antiracist, and anti-ableist tutoring pedagogy. To that end, tutors read and discuss as set of texts that promote radical writing center pedagogy and resist racist, ableist and linguistically-othering practices. These readings enable an honest examination of how racism might play out in the writing center, what practices might contribute to (overtly and covertly) or even deepen the inequities that exist in society. These discussions foreground the conversation around diversity and equity, while at the same time provide tutors with practical and pedagogical knowledge they need as practicing tutors.

Staff Participation in DEIA Professional Development    
Timeline: Ongoing         
Description: Ms. LaKeysha Carter, Sr. Academic Advisor attended a convening hosted by the CSU Success Network. The CSU Success Network focused on Building Equity-Focused programs. Ms. LaKeysha Carter attended a conference hosted by the American Association of Blacks in Higher Education (AABHE) and was provided a scholarship to attend by Provost Karen Scissum Gunn. The AABHE conference was centered on Redefining Diversity, Equity, and Inclusion: Affirming Blacks in Higher Education.      
Intended Outcome: How to use evidence to build programs that support equity work and how to build equity in all areas within your sphere of influence. How to create a culture of diversity, equity, inclusion and cultural humility at your institution that are sustainable.         

Accessibility

Equity through Advising (ETA) 
Timeline: Ongoing                                     
Description: ETA has continued its goal of supporting the cross-campus collaboration of staff academic advisors, counselors, and student services professionals at CSULB. We continue to seek to address equity issues facing CSULB students and staff through a combination of knowledge sharing, group discussion, and advocacy.                   

ETA Working Groups: Group 1              
Timeline: Ongoing    
Description: Group 1: Curriculum and Educational Policies Council (CEPC) ETA Working Group. CEPC is the Primary advisory body to the Academic Senate and university administration on matters pertaining to educational policies of the university. ETA proposal requesting a voting seat for one staff academic advisor sent to CEPC chair who shared it with Senate Executive Committee Chair in Fall 2021.
Intended Outcome: Group 1: In Fall 2021 Senate Executive Chair requested signatures from staff academic advisors (with a large showing). Fall 2022 Senate Executive Committee proposed and 2 staff academic advisor seats and put forth before the Academic Senate; it was recently passed by the Academic Senate in February of 2023. ETA is working with Division of Academic Affairs to hold a call for nominations and election of the 2 staff academic advisors (undergraduate and graduate) before the start of the Fall 2023 semester.  Group 1 then disbanded.        

ETA Working Groups: Group 2   
Timeline: Ongoing                                            
Description: Group 2: Equitable Policy in Action ETA Working Group, review of academic policies and creation of proposals for changes.             
Intended Outcome: Group 2: Ongoing examination of policies (timely graduation, major declaration, academic degree progress rules); need for data-informed examination of major specific requirements; suggestions are being passed on to the Administrative Barriers to Graduation Task Force.           

ETA Roundtable Discussions       
Timeline: Ongoing          
Description: October 20, 2022: Transfer Student Panel in conjunction with National Transfer Student Week (NTSW), an opportunity for advisors/counselors to meet and discuss the CSULB transfer experience with Beach Transfer Transition Center (BTTC) Ambassadors (Peer Mentors).    
Intended Outcome: Continued knowledge sharing, group discussion, and advocacy for staff and students.          

ETA Roundtable Discussions
Timeline: Ongoing          
Description: November 10, 2022: First Generation programming and collaborations. ETA invited a panel of First-Generation Student programs staff to discuss their work and ways advisors/counselors can support their programs and CSULB first-generation students.            
Intended Outcome: Continued knowledge sharing, group discussion, and advocacy for staff and students.          

Miscellaneous 

Academic Warning         
Timeline: Spring 2022/Fall 2022
Description: Under the leadership of Provost Karen Scissum-Gunn; AVP Kerry Johnson,  AVP Donna Green,  a proposal was submitted to Academic Senate to change the term used for students experiencing academic challenges.
Intended Outcome: The proposal highlighted and removed the barriers caused by the negative cultural connotations around the term probation, a term that has potential to bring to mind for our students the interactions they, their friends, and their families may have had with law enforcement. ~ Neil Hultgren (Senate Chair)   
Outcome: Academic Probation was changed to Academic Warning          

Diversity Training for Faculty & Staff 

Workshops and support for Faculty              
Timeline: Spring 2023 - Present  
Description: The Online Instructional Techniques Course which, is part of the Faculty Online Readiness Program incorporates DEI information, gaps, equitable teaching strategies, best practices, and how faculty can address these topics in their classroom, and their curriculum. In addition, instructional designers continue to collaborate with faculty to develop workshops on various topics such as inclusive design, and pedagogy, and other DEI issues as they relate to teaching and learning.
Intended Outcome: To provide professional development opportunities to faculty on topics related to DEI.     

Accessibility

Hyflex Student Assistant Program              
Timeline: Spring 2022 - Present 
Description: In 2022, Academic Technology Services introduced the Hyflex Student Assistant Program. Faculty teaching in a hyflex classroom can request a trained ATS student assistant to provide support and assistance to virtually connect students who may be unable to attend the class in person. Faculty can also request a mobile teaching kit to be set up in a non-hyflex classroom to provide accommodation for students who may otherwise not be able to attend the class in person. This initiative is in partnership with the Bob Murphy Access Center (BMAC) to increase accessibility via the Hyflex Student Assistant Program. Reflecting the success of this program, and the impact it had on providing equal access to students, ATS received the 2022 BMAC Outstanding Student Service award. In anticipation of an increase in accommodation requests by students, ATS is planning to expand this program by hiring and training additional Hyflex Student Assistants.                
Intended Outcome: Enhanced access (accommodation) for students if they are unable to attend classes in person.          

Classrooms Upgraded to be Fully Connected, and Accessible          
Timeline: Spring 2022 - Present  
Description: ATS is continually striving to make our teaching and learning spaces more accessible. Active Listening Systems (ALS) are being added as standard equipment in all lecture rooms as they get renovated. ADA-compliant furniture is added to classrooms whenever possible. In addition, all newly renovated classrooms are fully equipped with built in cameras, microphones, and computers to accommodate student accessibility needs in cases where they are unable to attend in person classes.  We are working towards adding sound-deadening wall and ceiling coverings to our classroom renovations. This addition will assist with speech recognition and concentration. Background noise can increase stress and impact students' ability to learn, concentrate, and recall. This will improve face-to-face and remote learning.
Intended Outcome: To enhance accessibility within classroom for in person and remote teaching.            

ReadSpeaker, text-to-speech software added to the Learning Management System
Timeline: Fall 2022 – Present
Description: ReadSpeaker has been incorporated into the campus Learning Management Systems, BeachBoard and Canvas. This text-to-speech software enhances the accessibility and usability of the platforms. Users can listen to the content instead of reading it, which can be particularly beneficial for individuals with visual impairments, learning disabilities, or those who prefer auditory learning. Overall, ReadSpeaker improves the user experience and make learning more accessible and inclusive for a wider range of learners. This service is provided to all CSULB faculty and students at no cost.        
Intended Outcome: To make content posted on the LMS, accessible, by enabling text-to-speech.               

Improving Graduation Rates 

Undergraduate Research Opportunity Program             
Timeline: Is a one-year experience for students that begins in the fall semester and finishes at the end of the spring semester  
Description: UROP is a one-year program that offers first - and second-year students the chance to participate in the research and creative process with faculty. This program is open to first and second years from all colleges and disciplines. Students are paid to work as research assistants with a faculty sponsor.               
Intended Outcomes: Increase in students' research skills, Increase in students' confidence as a researcher, Increase  in students' professional skills, Students' readiness for next steps in career path
Outcomes: Increase student participation in research and other research opportunities at CSULB during their educational pathway. Improve and expand research culture on campus for students.

OURS Connects
Timeline: Students can participate in OURS connects year round and can be as short as a semester or 1 academic year.    
Description: OURS Connects is an undergraduate research experience open to CSULB students of all colleges and disciplines. Compensation may include volunteer hours, course credit or pay via grant funds.       
Intended Outcome: Increase in students' research skills, Increase in students' confidence as a researcher, Increase  in students' professional skills, Students' readiness for next steps in career path
Outcome: Increase student participation in research and other research opportunities at CSULB during their educational pathway. Improve and expand research culture on campus for students.

Diversity in STEM & Health 

Undergraduate Research Opportunity Program and Health Research Peer Group (HRPG) 
Timeline: This is a one-year experience for students that begins in the fall semester and finishes at the end of the spring semester              
Description: UROP HRPG is a partnership between UROP and BUILD to increase the participation of undergraduate students by creating a pipeline for students to pursue research degrees in health-related research.              
Intended Outcome: Increase in students' research skills, Increase in students' confidence as a researcher, Increase in students' professional skills, Students' readiness for next steps in career path. Increase students applying to BUILD and U RISE.     
Outcome: Increase student participation in research and other research opportunities at CSULB during their educational pathway. Improve and expand research culture on campus for students. Increasing the number of undergraduate research students in the health-related workforce.

BUILD Scholars Program              
Timeline: A two-year program that begins in Summer of students' junior year and ends at the end of Spring of students' senior year.              
Description: The Scholars Program offers hands-on research training with a faculty mentor and training activities that consist of an 8-week summer internship, a learning community seminar, responsible conduct of research, GRE preparation support, and research colloquia. Scholars also receive research funds to conduct research with their mentor and to participate in a professional conference.
Intended Outcome: Research skills, science/research identity, sense of belonging, professional belonging, cultural compatibility, family support and awareness, and career preparation       
Outcome: Scholars reported large increases in their research skills efficacy and in science/research identity, and a steady level of family support over time. Graduate school acceptance is still being collected.

BUILD Fellows Program
Timeline: A one-year program that begins in Summer of students' senior year and ends at the end of Spring.
Description: The Fellows Program offers hands-on research training with a faculty mentor and training activities that consist of an 8-week summer internship, a learning community seminar, responsible conduct of research, GRE preparation support, and research colloquia. Scholars also receive research funds to conduct research with their mentor and to participate in a professional conference.
Intended Outcome: Research skills, science/research identity, sense of belonging, professional belonging, cultural compatibility, family support and awareness, and career preparation       
Outcome: Fellows saw moderate increases in their research skills efficacy and science/research identity, but a significant decrease in family support. Graduate school acceptance is still being collected.

Diversity Training for Faculty & Staff 

Beach Mentor  
Timeline: Asking current and new faculty sponsors during the beginning of each semester to participate. Description: Provides a variety of engaging training resources for faculty and staff at CSULB to promote student success through positive and inclusive mentoring practices.      
Intended Outcome: Faculty will feel empowered and equipped to with a diverse population of students and recognizing that mentoring is a process. 

Recruiting Faculty 

Faculty Affairs Workshops for Tenure Track Search Committees and College Deans              
Timeline: Offered every fall semester     
Description: Offer “implicit bias” workshops for department search committees and college deans and associate deans designed to acquaint participants with best practices in making the process equitable and inclusive in all phases of the search focus on Implicit Bias in all phases of search   
Intended Outcome: To make the TT hiring process more equitable to ensure that the campus hires a diverse pool of faculty that will serve the best interest of our faculty      
Outcomes: Preliminary analysis indicates an uptick in the hiring of diverse faculty the past couple of years

The Faculty Equity Advocate (FEA) Program             
Timeline: Program is ongoing. Group meets with AVP, Faculty Affairs, monthly           
Description: College Faculty Equity Advocates work with department search committees to ensure equitable & inclusive practices in searches. Faculty Affairs envisions an expanded role of FEAs in administrative hires, lecturer hires, and faculty evaluation protocols.           
Intended Outcomes: To make the TT hiring process more equitable to ensure that the campus hires a diverse pool of faculty that will serve the best interest of our faculty      
Outcomes: AVPFA is working with FEAs to create structure to ensure effective implementation and assessment of program

Faculty Affairs RTP workshops creating pathways and structures that prepare and support faculty from diverse backgrounds and identities            
Timeline: Academic Senate currently reviewing revisions to University RTP policies by FPPC
Description: AVPFA worked with Faculty Personnel & Policies Council (FPPC) to revise University RTP document to recognize mentoring, cultural taxation, and recognizing RSCA that impacts community. Newer faculty increasingly having RSCA/social justice intertwined.
Intended Outcome Making the RTP process more equitable and recognizing diverse strengths of our TT faculty          

Diversity Training for Faculty & Staff 

GI 2025 Equity Priority 5 Proposal: Diversity, Equity, Inclusion, and Accessibility (DEIA) at CSULB               
Timeline: Fall 2023 to Spring 2026
Description: The Faculty Center will be offering a Culturally Responsive Pedagogy Professional Development Program in conjunction with faculty access to their course specific data on equity gaps and high failure rates to increase student sense of belonging, improve retention, and reduce equity gaps and DFW rates. 
Intended Outcome: Faculty participants will apply best practices if DEIA in their classes. Outcomes will be assessed annually        

Beach Mentor Program (Faculty Center)
Timeline: SU 22, FA 22, and SP 23            
Description: A learning experience where mentors refresh and reaffirm inclusive mentoring practices
Outcome: 35 mentors trained in inclusive mentoring practices

BMAC Workshop (Faculty Center)              
Timeline: FA 22
Description: Workshops to support inclusive practices
Outcome: 6 attendees  -Faculty understanding of working with interpreters

Gender, race, and Immigration Bias (Faculty Center)
Timeline: FA 22
Description: Critical conversation on gender, race, and immigration                  
Outcome: 18 attendees - Ways to improve student success toward individuals with intersecting identities

Restorative Justice (Faculty Center)              
Timeline: FA 22 and SP 23
Description: Learning about restorative justice and integration for student conversations and process.
Outcome: 62 attendees

BMAC Overview of Programming (Faculty Center)
Timeline: FA22 and SP 23
Description: Better understanding of resources for inclusive practices
Outcome: 18 attendees

LGBQT+ Learning Session (Faculty Center)
Timeline: SP 2023
Description: Student culture and trends in the US                         
Outcome: 3 attendees - Proper use of pronouns and how to share in classes

How Transparency can create equitable classrooms (Faculty Center)   
Timeline: SP 23
Description: Support First generation college students with transparency and goals and expectations
Outcome: Attendees 23 -Enhance Learning and supports retention

Bringing CRSP Activities and Strategies in Learning Environments (Faculty Center)
Timeline: SP 23
Description: Application and strategies on principles of CRSP           
Intended Outcome: Bringing CRSP into the teaching environment   

Culturally Relevant and Equitable Assessment (Faculty Center)      
Timeline: SP 23
Description: Introduction to equitable assessment        
Intended Outcome: Understand student strengths, gaps in assessment, and methods to promote equity

Integrating CRSP into course syllabi and policies (Faculty Center)      
Timeline: SP 23
Description: Humanizing pedagogy throughout the syllabus
Outcome: 10 attendees-Application in their current syllabus

Reflecting on and Talking about Race and Privilege (Faculty Center)    
Timeline: SP 23
Description: For colleagues unsure about classroom dialogues on the topics.
Intended Outcome: Supporting diverse students through mentorship    

Culturally Responsive and Sustaining Pedagogies: Advancing Racial and Social Justice Education (Faculty Center)           
Timeline: SP 23
Description: Examine the tenets and application of CRSP        
Intended Outcome: Plan of action in racial and social justice education

UndocuAlly (Faculty Center)       
Timeline: SP 23
Description: How to support undocumented students                             
Outcome: Attendees 13-Understanding of resources and support available on campus

New Faculty Book Club (Faculty Center)
Timeline: FA 22
Description: Reflection and discussions on CRP                              
Outcome: Attendees 5-Assist with creating equitable and inclusive classrooms

Drop-Fail-Withdraw Project (Faculty Center)
Timeline: FA 22 and Sp 22           
Description: Provided student centered and evidence based practices that are equity based
Outcome: 28 Participants-Best practices for working with ethically diverse students.

Faculty Learning Community: Inclusive, accessible, and equity minded practices (Faculty Center)
Timeline: SP 22 and FA 22           
Description: Best practices for working with diverse students
Outcome: 11 participants-Knowledge and understanding of how diversity and identity influence higher education practices.

Commitment to Local Access

Intercultural Diplomats
Timeline: Ongoing
Description: The Center for International Education collaborates with the California Global Education Project at CSULB for the Intercultural Diplomats (ID) Program. The ID Program is a cross-cultural exchange program for K-12 classrooms in the Long Beach community. Diplomats are CSULB international students who are selected to give lessons that encourage global competence, appreciation of other cultures, and create a positive relationship between members of different cultures. Diplomats will develop global competency and leadership skills while also forming a positive relationship with persons from multiple, diverse American backgrounds. 

Sister Cities of Long Beach, Inc.
Timeline: Ongoing
Description: Associate Vice President Joshee sits on the Board of Sister Cities of Long Beach Inc. (SCLB). SCLB, a 501c3 tax-exempt public nonprofit organization is sponsored and established by the City of Long Beach. The Mayor of the City of Long Beach appoints the board members. SCLB works to diversify, create and strengthen partnerships between the City of Long Beach, CA and communities in other countries to build people-to-people global cooperation. The university has worked with several sister cities namely Yokkaichi, Japan and Qingdao, China.

Improving Graduation Rates

Study-Abroad
Timeline: Ongoing
Description: Studies show (CASSIE Research; University of Georgia) that students who participate in study-abroad programs graduate on a timely manner with better grades than those who do not. These experiences help students with better job placements and make them stand out since fewer than 2% of all U.S. college students study abroad—and fewer than 1% intern abroad. CIE maintains 60 university partnerships around the world for reciprocal student exchange programs. Along with these and partnerships with most major third-party program providers, CIE provides 250 plus global learning destinations worldwide to CSULB students. Study-abroad options are offered in various length - for one year, one semester, Spring break, Summer session, and Winter session. Units earned abroad apply toward their degree at CSULB and financial aid and scholarships apply.

Intern, Volunteer, or Teach Abroad
Timeline: Ongoing
Description: Students who are looking for an alternative to study abroad may choose to intern, work, teach, or pursue graduate school as a way to gain international experience. There are many external programs available to students which CIE have compiled a list of resources to help students jump-start the research process. These are non-CSULB programs. The information is provided as a service and does not reflect endorsement by California State University, Long Beach.

International Student Advising
Timeline: Ongoing
Description: CIE advisors help all international students with academic, social and administrative (visa services) advising. Students can use Beach Connect to access support from a variety of campus resources. Students can find resources such as Academic Advising, Tutoring, Academic Coaching, and more. Appointments can also be scheduled online for a variety of services. Drop-in advising is also available 5 days a week for short 5-10 minute session for quick solutions.

International Student Ally Training (ISAT)
Timeline: Each Fall and Spring Semester
Description: The Center for International Education offers International Student Ally Training (ISAT) inviting interested faculty, staff from various university departments. This program addresses global and domestic events that have directly affected the lives of international students at CSULB. The program is intended to improve the understanding about international students on campus and how we as an institution can help them succeed. Topics such as who are CSULB international students, understand visa and immigration regulations, effect of domestic and global events on CSULB international students, partnership approach for supporting CSULB international students and academic advising.

Practical Training Employment
Timeline: Ongoing
Description: Degree–seeking international students are eligible for employment and other types of practical training in the U.S. once they complete their educational program. The International Students and Scholars Services office in CIE provides guidance to students about the process, their responsibilities and the benefits available to them in accordance with immigrations regulations and policies.

Recruiting Faculty

Visa Support for Foreign National Faculty
Timeline: Ongoing
Description: CIE provides immigration services to newly hired Tenure/Tenure Track foreign national faculty members through the H-1B Temporary Workers visa category. H-1B status is granted for an initial period of three years, and a three-year extension is possible for a maximum duration of six years. This is often the first step towards gaining a permanent residency (green card). CIE also helps foreign faculty members to obtain Labor Certification, which is a requirement to obtain permanent residency. 

Professors Around the world (PAW)
Timeline: Annual competitive grant
Description: The PAW program is offered by the Office of the Provost in conjunction with the Office of International Education and Global Engagement. The goal of PAW is to strengthen CSULB's global mission and comprehensive campus internationalization initiatives by engaging and supporting faculty travel related to international collaborative research projects, developing or enhancing study or work abroad opportunities for students, and building or strengthening relationships with overseas partner institutions. Prospective faculty candidates in recent years have inquired about the PAW program and an incentive to join CSULB.

Miscellaneous

Global Diversity
Timeline: Ongoing
Description: The Office of International Education and Global Engagement continuously engages the Beach community to create CSULB is vibrant, diverse public university committed to building connections with students, scholars, and partners around the world. The international education team strengthens these connections through numerous activities. We welcome thousands of students, scholars, and professionals to our campus each year for a range of degree and non-degree programs, and we offer a wealth of learning and research opportunities for CSULB students and faculty abroad. We are committed to increase global diversity on campus and working together to address the complex challenges facing the world today.

Visiting Professor, Scholar, Researcher Program
Timeline: Ongoing
Description: The Center for International Education manages the Visiting Professor/Scholar program following the U.S. Department of State regulation 22 CFR 62.1. The program benefits all Colleges and academic departments at CSULB with the opportunity to collaborate with a counterpart faculty member from an institution overseas. The main purpose of the Program is to provide foreign nationals with opportunities to participate in educational and cultural programs in the United States and return home to share their experiences, and to encourage CSULB faculty to participate in educational and cultural programs in other countries. The U.S. Department of State monitors the program and has a designated Responsible Officer (RO) and the Alternate Responsible Officers (AROs) in the Center for International Education to ensure compliance with the regulations and purpose of the program.

International Education Week
Timeline: Annual Event in November
Description: CIE organizes a series of culturally diverse events and lectures every November to celebrate International Education Week (IEW). IEW is an opportunity to celebrate the benefits of international education and exchange worldwide. IEW is a joint initiative of the U.S. Department of State and the U.S. Department of Education with programs being held in many US universities and across the globe.