James Irvine Foundation
Campus Diversity Initiative Evaluation Project

SCHOOLS AND PROJECT DESCRIPTIONS

The Campus Diversity Initiative (CDI) collaborated with twenty-eight independent colleges and universities in California on their efforts to enhance college access and success for low-income and underrepresented minority students and strengthen overall institutional functioning with respect to diversity. Descriptions of each campus project follow.

California College of the Arts
California Institute of Technology
California Lutheran University
Claremont Graduate University
Claremont McKenna College
Dominican University of California
Fresno Pacific University
Harvey Mudd College
Holy Names College
Loyola Marymount University
Mills College
Mount Saint Mary's College
Notre Dame de Namur
Occidental College
Pepperdine University
Pitzer College
Pomona College
Santa Clara University
Scripps College
St. Mary's College of California
Stanford University
University of La Verne
University of Redlands
University of San Francisco
University of Southern California
University of the Pacific
Westmont College
Whittier College

California College of the Arts

http://www.ccac-art.edu/cgi-bin/dad
Carnegie Class: Specialized-Art/Music/Design, Established: 1907, Enrollment: 1,500, Program: Professional, Calendar System: Semester, Location: San Francisco

Initiative:
To increase sustainable campus-wide diversity that enriches the educational experience of the College's students, faculty, staff, and board, as part of the Campus Diversity Initiative.

Goals:

1. To prepare CCA's graduates to understand the challenges and possibilities of doing creative, meaningful work in diverse, international contexts;
2. To shape a faculty and student body that is inclusive, and whose members aspire to broadly communicate their various perspectives;
3. To educate its students and faculty to see creative work in the context of public life as well as personal expression;
4. To broaden and deepen the impact of CCA's faculty, students, and programs on the regional, national, and international communities of which the College is a part.

Objectives:
Hire an Enrollment Diversity Coordinator to create a plan to increase applications, acceptances, and enrollments of undergraduate students who contribute to the College's diversity-related education goals - specifically the goal to maximize the exchange of a variety of ideas and perspectives through the educational process; Increase applications, acceptances, and enrollments of undergraduate and graduate students who contribute to the College's diversity-related education goals - specifically the goal to maximize the exchange of a variety of ideas and perspectives through the educational process; Increase the number of visiting and permanent faculty who bring new perspectives to the curriculum that will enrich students' education; Through courses, public programs, and College policies create a campus culture that embraces and explores difference and community; Involve CCA students and faculty in programs sponsored by the Center for Art and Public Life each year; Involve partner students and faculty, staff, and administrators in programs sponsored by the Center for Art and Public Life each year; Involve faculty, staff, and administrators in a discussion of Center's role in College's curricular goals; and Initiate phase I and II of the Art Credential Program.

Outcomes:
Increased undergraduate and graduate applications, acceptances, and enrollments each year between 2003-04 and 2005-06 academic years from undergraduate and graduate students who contribute to the College's diversity-related education goals - specifically the goal to maximize the exchange of a variety of ideas and perspectives through the educational process; Faculty position advertisements reflect the College's curricular goals regarding the exploration of difference and community; More diverse pool of qualified candidates for faculty searches at CCA; Increased students' and faculty members' understanding of the potential impact of their work on civic life; Progress in creating a campus culture that welcomes and enriches the experience of students, faculty, and staff from all backgrounds; Progress in achieving increased awareness and appreciation of diversity throughout the curriculum; and Increased number of CCA graduates teaching art at the primary, secondary, and post-secondary levels.

California Institute of Technology

www.caltech.edu
Carnegie Class: Doctoral/Research Ext, Established: 1891, Enrollment: 2,000, Program: Liberal Arts and General; Professional, Calendar System: Trimester, Location: Pasadena

Initiative:
To support and expand diversity efforts.

Goals:

1. Increase the number of underrepresented students and scholars at the Institute;
2. Ensure that underrepresented students at Caltech reach their full potential as scholars in the sciences, math, and engineering;
3. Assist underrepresented minorities who are pursuing study and careers in science, math, and engineering from middle school through graduate study;
4. Embed these diversity efforts and an awareness of diversity issues across the Institute's administrative and academic divisions.

Objectives:

1. Recruit and retain underrepresented undergraduate and graduate students;
2. Support the High Achievement for Undergraduates Program;
3. Coordinate precollegiate and college-level science initiatives;
4. Increase the awareness and institutionalization of diversity efforts on campus.

California Lutheran University

www.clunet.edu
Carnegie Class: Master's I, Established: 1959, Enrollment: 2,857, Program: Liberal Arts and General, Teacher Preparatory; Professional, Affiliation: Evangelical Lutheran Church of America, Calendar: Semester, Location: Thousand Oaks

Initiative:
To increase student, faculty and staff diversity and transform the organizational culture, as part of the Campus Diversity Initiative.

Goals:
Create a comprehensive organizational structure and implement a set of strategies to transform the campus culture for improved diversity.

Objectives:

1. Increase diversity within the student body, faculty and staff;
2. Foster a campus climate that encourages inclusion, cross-cultural interaction, respect for and appreciation of diversity and global awareness; and
3. Expand and deepen the treatment of various cultures of the world and the United States in the content of academic scholarship and study.

Outcomes:
Objective 1 Outcomes: Increased recruitment, retention and success of diverse student, faculty and staff.

Objective 2 Outcomes: Increased cross-cultural competency and respect for and appreciation of diversity and global awareness by students as a result of their participation in co-curricular diversity and global awareness programs.

Objective 3 Outcomes: Expanded and more extensive treatment of various cultures and perspectives in the content of academic scholarship and study through both infusion of diversity throughout the curriculum and focus on issues of diversity within specific core requirement courses.

Claremont Graduate University

www.cgu.edu
Carnegie Class: Doctoral/Research Ext, Established: 1925, Enrollment: 1,944, Program: Liberal Arts and General; Teacher Preparatory; Professional, Calendar: Semester, Location: Claremont

Initiative:
To establish and sustain a diverse faculty, as part of efforts to promote diversity among students and staff, curriculum and research, and relationships to other institutions and the community.

Goals:
To establish, support and sustain a diverse faculty who are strong and influential contributors to accomplishing the University's vision of diversity among: students, faculty and staff; research topics, methodology, and application; curriculum, policies and administration; and relationships with other institutions and the community.

Objectives:
Increase the proportion of CGU faculty from under-represented groups at CGU; Improve the capacity of CGU to offer the best possible diverse scholarship and graduate study opportunities to its faculty and students; Improve the CGU cultural, social and intellectual climate for underrepresented students and faculty; Enhance CGU's relationships and interactions with the intercollegiate ethnic studies faculty and students across Claremont; and Improve the quality and visibility of scholarly and social interactions on issues of scholarly diversity, transdisciplinarity

Claremont McKenna College

www.mckenna.edu
Carnegie Class: Baccalaureate-Liberal Arts, Established: 1946, Enrollment: 1,044, Program: Liberal Arts and General, Calendar: Semester, Location: Claremont

Initiative:
To increase faculty diversity, add new perspectives to the curricula, enrich the campus climate, add student services staff, and increase minority enrollment and retention, as part of the Campus Diversity Initiative.

Goals:

1. To build and retain a more diverse faculty and student body;
2. To create role models for underrepresented students;
3. To increase the prevalence of diversity related issues in the curriculum;
4. To help our students hone their communication and conflict-resolution skills.

Objectives:

1. To hire five visiting and post-doctoral faculty and pre-doctoral faculty;
2. To hold three faculty workshops on networking to recruit minority faculty candidates and develop a network to facilitate such recruiting;
3. To award 21 faculty diversity curricular and/or research grants;
4. To hold nine interactive student workshops;
5. To hold six community service events;
6. To support 36 campus mentor visits by alumni;
7. To appoint an Assistant Dean of Students for Mentoring and Programming; and
8. To produce a minority admissions brochure, extend the minority student fly-in program to add fifty additional prospective students, and visit additional high schools.

Outcomes:

1. To create a more diverse faculty through short-term appointments and long-term recruitment by means of enhanced networking;
2. To incorporate more diverse perpectives into the curriculum and stimulate research on diversity;
3. To improve student and faculty satisfaction with campus climate; and
4. To increase the enrollment and retention of minority students.

Dominican University of California

www.dominican.edu
Carnegie Class: Master's I, Established: 1890, Enrollment: 1,514, Program: Liberal Arts and General; Teacher Preparatory; Professional; Calendar: Semester, Location: San Rafael

Initiative:
To foster effective learning environments. The third phase of the diversity initiative.

Goals:
Make diversity and multiculturalism a high priority, embracing a respect for diversity as part of the mission and vision, and providing students with a diversity-rich environment and curriculum. Continue to improve recruitment, retention and upward mobility of African-American, Latino, Asian, and Native American (ALANA) students. Create a dynamic community of science faculty, the majority of them ALANA, helping to encourage women and ALANA students to consider careers in science as the University raise the level of science literacy of all students. Better prepare all students for living in a diverse world.

Fresno Pacific University

www.fresno.edu
Carnegie Class: Master's I, Established: 1944, Enrollment: 2,027, Program: Liberal Arts and General; Teacher Preparatory; Affiliation: Mennonite Brethren Church; Calendar: Semester, Location: Fresno

Initiative:
To increase faculty and student diversity and enhance multicultural understanding and acceptance throughout the institution, as part of the Campus Diversity Initiative.

Goals:

1. Enroll underrepresented students in proportion to high school graduates in the region and retain and graduate underrepresented students at the same ratio as white, majority students.
2. Recruit and hire underrepresented faculty members to attain the proportion that the disciplines graduate in the past decade, fund visiting appointments, and seek to bring disseration completing sabbatical scholars and other minority faculty on campus.
3. Support student and faculty initiated projects that build a supportive academic culture; program offerings, courses and teaching styles that enhance critical thinking skills; and an intellectual culture that values ethnic and cultural diversity.

Objectives:

1. Collaborate with the CVHEC program to ensure that underrepresented students are prepared and know about the opportunities at FPU.
Develop annual targets for enrollment through discussions with admissions staff of the college, graduate school and school of professional studies.

2. Use personal networking, advertising in journals read by various ethnic groups.
3. Advertise in various media commonly understood to be read by ethnic and multicultural faculty indicating support funding.
4. Appoint leadership and provide support staffing and operational budget.
5. Provide financial and leadership support to ethnic clubs in their interest to promote and retain an ethnically diverse student body.
6. Develop protocols for faculty-student research.
7. Develop a proposal outline and funding award structure and award up to 10 mini-grants per year.
8. Develop proposal requirements and award structure to support faculty in transforming their curricula and programs.

Outcomes:

1. Percentage of underrepresented minorities will equal the percentage of high school graduates with CSU/UC credits in Fresno Unified School District.
2. Ratio of retention and graduation rates of students by ethnicity will be comparable to the ratio of white, majority students.
3. Ratios of underrepresented faculty will be equal to that of liberal arts (undergraduate), education (graduate) and business (Center for Degree Completion).
4. Faculty and student satisfaction with new courses/programs, diversity initiatives and student faculty awareness of new understanding for diverse voices using NSSE and CIRP data and faculty survey.
5. Students' sense of empowerment and accomplishment by completing research and producing publications.
6. Increased number of students entering post-baccalaureate education.

Harvey Mudd College

www.hmc.edu
Carnegie Class: Baccalaureate-Liberal Arts, Established: 1955, Enrollment: 698, Program: Professional, Calendar: Semester, Location: Claremont

Initiative:
To implement the Partnership in Diversity Project, a comprehensive effort designed to increase the recruitment and retention of a diverse student body, faculty, staff and board.

Goals:

1. Recruit and retain a diverse student body, faculty, staff, and board;
2. Address issues of diversity by raising community awareness;
3. Identify ways to integrate issues and theories pertaining to diversity into the content and delivery of the curriculum.

Objectives:

1. Hire a full-time educator-administrator responsible for designing and executing diversity programming;
2. Create a campus-wide team charged with implementing Diversity Task Force strategies;
3. Develop a research grant fund for faculty to explore issues of diversity;
4. Implement community outreach to provide resources for promoting diversity within the campus;
5. Add a full-time tenure-track multicultural faculty position.

Holy Names College

www.hnc.edu
Carnegie Class: Master's I, Established: 1868, Enrollment: 832, Program: Liberal Arts and General; Teacher Preparatory; Professional, Calendar: Semester, Location: Oakland

Initiative:
To improve academic success by integrating in-class and out-of-class learning, as part of the Campus Diversity Initiative.

Goals:
To improve the academic success of the college's diverse student body, especially those students from groups traditionally underrepresented in higher education.

Objectives:

1. Conduct a Faculty Development Initiative on Diverse Learning Styles that involves fifteen HNC faculty plus two faculty coordinators (more than one-third of the current full-time faculty) in making pedagogical modifications that enhance student learning by supporting multiple learning styles;
2. Enhance The Learning Center with adequate staffing by Fall 2002 in order to deliver a coordinated array of academic support services;
3. Deliver a Learning to Learn curriculum to first year semester undergraduate students (150 students projected); and
4. Implement a five-week Summer Bridge Program for 50 first-year semester undergraduate students entering in Fall 2003 and 2004 (33% of each projected incoming class) to strengthen academic skills and to promote engaged learning.

Outcomes:

1. Increase one-year retention rates of all first-year semester undergraduate students to 80% for each class entering in Fall 2003 and later;
2. Begin systematically tracking retention and graduation rates by ethnic groups;
3. Achieve a retention rate for first-year semester undergraduate students of color of 80% for each class entering in Fall 2003 and later;
4. Increase graduation rates for all first-year semester undergraduate students to 45% in four years and 60% in five years for each class entering in Fall 2003 and later; and
5. Increase graduation rates for semester undergraduate students of color to 45% in four years and 60% in five years for each class entering in Fall 2003 and later.

Loyola Marymount University

www.lmu.edu
Carnegie Class: Master's I, Established: 1911, Enrollment: 7470, Program: Liberal Arts and General; Teacher Preparation; Professional, Affiliation: Roman Catholic, Calendar: Semester, Location: Los Angeles

Initiative:
To support efforts to improve academic achievement of underrepresented students, diversify faculty and staff, and enhance the curriculum, as part of the Campus Diversity Initiative.

Goals:
To create transformative, synergistic linkages and programs that permanently transform LMU's academic and administrative structures to improve the academic success, retention, and graduation of underrepresented students, especially African Americans and Latinos.

Objectives:

1. Implement Academic Community of Excellence (ACE), a comprehensive program designed to increase the level of achievement of 200 underrepresented students during their college career at LMU (50% of the expected number of underrepresented students in the first year class in September 2003);
2. Implement a series of Intercultural Dialogues to engage students, faculty, and staff in rigorous and candid conversations about interculturalism for the purpose of enhancing cross-cultural skills, creating leadership legacies, and infusing diversity and intercultural values across the University's academic and administrative units;
3. Conduct Customized Faculty Development for up to 300 LMU faculty to encourage them to infuse inclusive pedagogy into lower and upper division courses; and
4. Implement a Course Transformation Initiative to integrate diversity (ethnicity, class, sexuality, gender, and ability) and inclusive pedagogy into courses in the University Core Curriculum and Upper Division Courses in selected majors.

Outcomes:

1. Increase the fourth-year retention rate for African American students from 70% to 80% for each class entering in September 2003 and later;
2. Increase the fourth-year graduation rate for African American (48%), Latino (55%), and American Indians (54%) to 70% in four years and 70% in five years for each class entering September 2003 and later; and
3. Increase the percentage of underrepresented students who receive GPAs greater than 3.7 from 28.3% to their comparable ratio of the student body for each class entering September 2003 onward.

Mills College

www.mills.edu
Carnegie Class: Baccalaureate-Liberal Arts, Established: 1852, Enrollment: 1162, Program: Liberal Arts and General; Teacher Preparatory, Professional, Calendar: Semester, Location: Oakland

Initiative:
For the Multicultural Engagement: Mills and Oakland (MEMO) program, as part of the Campus Diversity Initiative.

Goals:

1. Add value to Mills education through curricula and programs that reflect their connection to the Oakland community;
2. Reflect the country's growing diversity in the Mills college population; and
3. Improve student recruitment and retention.

Objectives:

1. Infuse Oakland into the curriculum through: 7 course-development grants annually an Oakland Oral Histories and Documentaries project that will produce two documentaries the Oakland Research Project an Oakland Studies Conference
2. Make the institutional structures more responsive to Oakland constituents through: an Arts Outreach and Publicity Program participation of a graduate student and two undergraduates per year in the Techbridge program for high school girls
3. Work on building an strengthening the campus community for students and entire community by: multicultural research grants awarded to 10 students per year diversity programs such as student retreats and workshops faculty development seminar grants awarded to 5 faculty members a year funding a Women of Color Resource Center newsletter

Outcomes:

1. Undergraduate enrollment will grow from 728 in the fall 2001 to 850 in fall 2005 and graduate enrollment will grow from 434 to 700 in the fall of 2006.
2. First year retention of undergraduates will improve from 85% in fall 2001 to 90% in fall of 2004 and second year retention will improve from 74% to 80%.
3. The ethnic diversity of the undergraduate student population will increase from 42% in fall 2001 to 45% in the fall 2004 and of the graduate student population from 34% to 40%.
4. The ethnic diversity of the faculty will increase from 21% in fall 2000 to 30% in fall 2004.

Mount Saint Mary's College

www.msmc.la.edu
Carnegie Class: Master's I, Established: 1925, Enrollment: 1965, Program: Liberal Arts and General; Teacher Preparatory, Professional, Calendar: Semester, Location: Los Angeles

Initiative:
To achieve high levels of academic achievement for all students, as part of the Campus Diversity Initiative.

Goals:

1. Increase the academic success, GPA and graduation rate of all MSMC students and of traditionally underrepresented students in particular, through the use of increased student support services;
2. Improve faculty, administration, and staff understanding of strategies that are effective in increasing the academic achievement of traditionally underrepresented students; and
3. Improve the quantitative skills of all MSMC students.

Related to these grant goals are two important institutional goals:

1. Manage enrollment to maintain diversity; and
2. Reduce the burden of college cost for economically disadvantaged students.

Objectives:
Design and implement a one-semester, one-unit, graded skills-based "Introduction to Academic Life" course for incoming freshman (approximately 50 students the first year). Develop a student-to-student mentoring program, with a minimum of six meetings per year, for incoming students from traditionally underrepresented minority groups (approximately 60 the first year), and for Doheny students transferring to Chalon (approximately 65 students). Increase the on-campus presence of ethnically diverse faculty by five and professional, technical, or managerial staff by 10, as a part of efforts to reflect the diverse student population at MSMC. Hire four academic coaches from masters or doctoral programs at USC and UCLA to facilitate learning in specific classes and provide coaching and mentoring. Hire a 1/2 time graduate school advisor to develop a graduate advising program with minimum of four informational events per year. Revitalize library services that will increase student access to its facilities by 20%. Hold two seminars each semester on pedagogical techniques yielding high achievement for underrepresented minority students. Award a minimum of two mini-grants in the first year, five mini-grants the second year and 10 mini-grants in subsequent years for projects related to high achievement for underrepresented students (e.g., curriculum revision, conference attendance, and travel to "best practice" sites). A Quantitative Literacy Committee will meet six times a year to promote quantitative literacy across the curricula. Assess the current mathematics curriculum with regard to fundamentals, content and pedagogy, emphasizing a hands-on, real world approach to problem solving, and substantially revise four of the fundamental mathematics courses. Hold one seminar each summer with the math faculty of our five largest feeder high schools, particularly those having a large population of traditionally underrepresented minority students, to work out curriculum alignment and discuss pedagogical strategies effective in reducing math anxiety and promoting quantitative literacy. Strengthen relationships with the above feeder high schools, which include St. Mary's Academy in Inglewood, Queen of Angels High School and St. Bernard's High School, by expanding our peer mentoring/tutoring programs.

Outcomes:
Students from all ethnic groups will achieve a graduation rate better than 40% in four years and 50% in 6 years, the average GPA of all ethnic groups will be 2.9 or better, and 33% of all students responding to the senior survey will be matriculating in graduate school in the following fall. Faculty will have a better understanding of pedagogical techniques that help underrepresented minority students to excel. Revisions in course content or pedagogy based on this knowledge will take place in 15-25 % of courses offered. Quantitative literacy will be demanded of students across the curriculum. All students will demonstrate a minimum level of mathematical skills. Two-thirds of students responding to the Senior Survey and graduates responding to the Alumni Survey will indicate that their education improved their quantitative skills "somewhat" or "greatly."

Notre Dame de Namur

www.ndnu.edu
Carnegie Class: Master's I, Established: 1868, Enrollment: 1712, Program:Liberal Arts and General; Teacher Preparatory, Professional, Calendar: Semester, Location: Belmont

Initiative:
To develop a comprehensive program to strengthen the college's commitment to diversity as well as opportunities for underrepresented students in the region.

Goals:
To enhance diversity and increase effectiveness in educating students and campus community to build a just society.

Objectives:

1. Hire a director for mission and diversity reporting directly to the President. Design and implement a diversity assessment system.
2. Use a hiring incentive fund to assist efforts to diversify administrative, dean, and full-time faculty positions;
3. Attract faculty from underrepresented groups for part-time and short-term opportunities.
4. Develop a comprehensive approach to student support services, with the leadership of a new director of the Academic Success Center.
5. Develop mentoring and career planning programming for targeted populations.
6. Implement a new core curriculum that supports the success of all students, and develop an electronic portfolio.
7. Change the academic structure to support curricular change and community linkages.

Outcomes:
Institutionalize diversity efforts through leadership and assessment; Broaden diversity of role models for all students by seeking men and women from underrepresented groups for positions in faculty, staff, and boards; and Recruit, admit, retain, and graduate wide range of students who reflect diversity in all its aspects Provide curriculum with content and scope reflecting a commitment to achieving diversity

Occidental College

www.oxy.edu
Carnegie Class: Baccalaureate-Liberal Arts, Established: 1887, Enrollment: 1726, Program: Liberal Arts and General, Calendar: Semester, Location: Los Angeles

Initiative:
To create a community of talented and diverse leaders, celebrating differences while finding common purpose.

Goals:
To create a campus community of talented and diverse leaders, informed by a global vision, and equally able to celebrate difference and find common purpose.

Objectives:

1. To improve students' exposure to and involvement with diverse global perspectives;
2. To build community on campus; To connect students' academic learning with real-world issues and problems as manifested in the diverse community surrounding campus; and
3. To maintain the diversity of the campus for both students and scholars.

Outcomes:
Increase recruitment and retention of students of color from Underrepresented minorities in order to achieve a more diverse student body. Build an ethnically diverse and gender-balanced faculty and administration. Produce a curriculum informed by a modern, global worldview. Create a campus climate of inclusion. Encourage students to provide leadership for the common good. Participate in and learn from urban communities in Los Angeles.

Pepperdine University

www.pepperdine.edu
Carnegie Class: Doctoral/Research Int, Established: 1937, Enrollment: 7637, Program: Liberal Arts and General; Teacher Preparatory, Professional, Calendar: Semester, Location: Malibu

Initiative:
To support efforts to equip students for lives of purpose, service, and leadership in a pluralistic society.

Goals:
To create a diverse learning community that effectively equips students for lives of purpose, service, and leadership in a pluralistic society.

Objectives:
Create a Diversity Council meeting at least eight times a year and produce semiannual analyses of assessment data. Launch a longitudinal study of the Digital Portfolio Assessment Project. Assess reasons behind enrollment and retention of students of color annually. Award faculty positions and scholarships to two doctoral candidates from underrepresented groups. Hold three summer faculty development workshops involving a total of 45 faculty and other staff and produce at least 38 new or revised courses with significant multicultural content. Provide 10 students each year with a live-study-intern opportunity in Los Angeles. Offer a travel-based American diversity course to 20-25 students.Secure six nationally known speakers with multicultural expertise for the all-school convocation series; integrate the content into at least 20 courses per year. Conduct an annual weekend retreat on diversity for approximately 50 student leaders representing all undergraduate organizations; establish a Student Diversity Support Coalition. Conduct at least one "Urban Reality Experience" each year, in which 50 students and faculty members engage in dialogue with Los Angeles community leaders. Hold an annual Week of Peace, Hope and Justice in honor of Dr. Martin Luther King, Jr. Involve at least 30 undergraduates each year in two dramatic performances exploring race, ethnicity, gender, religion, and/or social class. Establish partnerships with three school districts with high percentages of minority students, and expand other outreach efforts (College Bound, PepReach, and College Experience).

Outcomes:
A deeper, clearer and more dynamic understanding of diversity will exist among all Pitzer populations; New and revised courses will incorporate diversity topics and materials used during the faculty seminars; Field groups (departments) will better articulate how students develop more sophisticated understanding of diversity issues as part of their academic concentrations; New co-curricular programs will unify students' understanding of diversity with a heightened sense of civic responsibility; An online-diversity training module will be offered regularly every year for all employees; Diversity orientation for new employees and students will be improved. Graduates will reflect greater intercultural sensitivity in several ways, including the ethnorelativism scale developed by psychologist Milton Bennett; The Claremont Colleges' joint interdisciplinary ethnic studies centers will work more cooperatively, focus on issues of inter-ethnicity, and lead the way to new conceptualizations of diversity in the wider curriculum; A core faculty member will be in the Intercollegiate Department of Asian American Studies who will work to build interethnic coalitions and cooperation with the other ethnic study centers and across the Claremont curriculum; A support services coordinator will be in the Center for Asian and Pacific American students (CAPAS) who will help to enhance the quality of CAPAS programming; The number of enrolled students of color will increase by 20%; International students will compromise 5%; The number of tenure track of color will increase by 5%; and The number of female faculty on tenure tracks and at higher ranks will be increased.

Pitzer College

www.pitzer.edu
Carnegie Class: Baccalaureate-Liberal Arts, Established: 1963, Enrollment: 921, Program: Liberal Arts and General, Calendar: Semester, Location: Claremont

Initiative:
To deepen the understanding of diversity among all Pitzer populations, as part of the Campus Diversity Initiative.

Goals:

1. Deepen discourse about diversity, its significance educationally and socially;
2. Continue efforts to represent diversity among students, faculty, staff and trustees;
3. Intensify systematically students' educational experience of diversity.

Objectives:
Develop a scholarship enhancement fund to assist up to 21 students of color to commit to enrollment at Pitzer; Provide for campus visits to attract 50 students of color per year who are considering admission to Pitzer; Design and distribute brochures and web-based materials to encourage more students of color and international students to apply for admission; Create and fill a new professorship in the Intercollegiate Department of Asian American Studies; Redesign and implement the Visiting Junior Scholars Program to strategically advance the College's diversity agenda; Form a new Board of Trustees committee for social responsibility and two new advisory boards to work with the College's community outreach and intercultural education centers; Create and implement diversity seminars and workshops regularly each year for all employees. Make an on-line diversity training module available for all employees as a required part of the College's orientation; Develop a map of the College's diversity assets, including those that exist at the other Claremont schools and in our immediate communities. The map will be available on-line and will serve as a tool in the ongoing workshops and seminars; Conduct a baseline study, establish benchmarks and indicators, and implement a series of evaluation processes to assess the impact of this initiative on the attitudes and understandings of students with respect to diversity; Create and maintain a diversity leadership team which will assist in the development and implementation of seminars and other aspects of the initiative; Design and offer four training workshops per year organized by the staff Council for all Pitzer employees on how to map assets and promote diversity at the College and within the community at large; and Provide a support service coordinator for the Center for Asian-and Pacific American Students (CAPAS). At least two new advisory boards (one for community outreach and one for intercultural education) will be formed. Evaluation of aspects of diversity will be incorporated into the ongoing planning and development routines of the institution.

Pomona College

www.pomona.edu
Carnegie Class: Baccalaureate-Liberal Arts, Established: 1887, Enrollment: 1449, Program: Liberal Arts and General, Calendar: Semester, Location: Claremont

Initiative:
To further diversify the faculty and student body and enhance the campus climate and education experience of students from disadvantaged backgrounds, as part of the Campus Diversity Initiative.

Goals:

1. Improve campus climate in order to be able to take full advantage of existing diversity;
2. Move toward a culture of qualitative and quantitative data gathering and evaluation; and
3. Expand outreach to the community.

Objectives:

1. Create an Institutional Research Office to evaluate the educational experience of all students with special attention to students of color, the student and faculty climate, and the progress of the grant;
2. Create five Distinguished Faculty Fellowships per year to recognize faculty that are mentoring students of color, participating in diversity work, supporting and participating in work that supports diversity efforts and being active in outreach programs to the community;
3. Support faculty-student research partnerships for targeted students through the Undergraduate Research and Intensive Faculty Mentoring program;
4. Support the training and activities of Sagehen Multicultural Awareness Committee (SMAC) to encourage an honest discussion around issues of diversity, campus climate, and intergroup relations;
5. Hold a one-week Summer Retreat for Intercollegiate Departments for the faculty and key administrators to rethink the organization and needs of these departments as well as their structural position with respect to Pomona College; and
6. Expand Outreach Programs by funding an intensive summer program for targeted middle and high school students, adding a new school to Pomona Partners, involve faculty in the work of the Office of Community and Multicultural Programs, and increase capacity.

Outcomes:

1. To move toward a campus climate that supports students from all backgrounds and is more inclusive;
2. To find further ways to recognize and values the work of faculty members, and especially faculty of color, who are involved in diversity work;
3. To expand the Institutional Research Office to better inform the work of administrative units and faculty; and
4. To foster a closer connection of students and faculty to the surrounding community.

Santa Clara University

www.scu.edu
Carnegie Class: Master's I, Established: 1851, Enrollment: 7592, Program: Liberal Arts and General; Teacher Preparatory; Professional, Calendar: Trimester, Location: Santa Clara

Initiative:
To extend the Building Partnerships for Diversity initiative to further diversify the student population and faculty, and to foster greater collaboration across academic departments and student service centers, as part of the Campus Diversity Initiative

Goals:
To create an intentional multicultural campus community characterized by competence, conscience, and compassion, with faculty, staff, and students from all ethnic and racial backgrounds contributing to the creation of a more just and humane world.

Objectives:
Build partnerships linking the Undergraduate Admissions Office with appropriate student led programs. Expand the Youth Empowerment Program by involving 50 Santa Clara Multicultural Center (MCC) students in outreach activities at 5-10 diverse high schools, encouraging them to prepare and apply to SCU. Strengthen Noche Latina and SADIE events by involving 50 MCC students in outreach and mentoring activities to students of Hispanic/Latino and African American descent.Foster the academic success of all students, particularly first generation college students and students of color. Establish first generation support activities, inviting at least 20 percent of these students and one or both parents to attend an informational winter quarter reception. Create and mail a bi-annual newsletter to all SCU first generation families, hosting quarterly on campus gatherings that include these students, faculty, and staff in relaxed, social settings. Launch a Diversity Leadership program designed to serve 30-36 students, providing them with leadership and educational opportunities. Enhance faculty academic advising development through Student Success Symposia offered three times per year, with between 30-40 faculty and staff advisor participants. Enhance faculty academic advising development with Diverse Student Success training that serves 15-20 faculty advisors and is offered once a year. Support the conference attendance of one SCU faculty per year at advising conferences, with best practices shared. Fund half of one FTE to act as Diversity Outreach and Student Success coordinator, managing five programs each year within and across departments that support first generation college students and students of color access and success. Provide resources for faculty of color teaching and research to enhance Santa Clara's academic excellence. Increase faculty of color supplemental grants to support multicultural teaching and research. Encourage excellence among faculty of color by funding four members per year with additional,non-departmental resources for conference attendance and student research assistance. Provide two course releases per year for students of color advising, course design, redesign, or team teaching initiatives that integrate multicultural content across the curriculum.Advance an academically rigorous multicultural curriculum that broadens the education of all students. Provide three open grants to three faculty per year to promote Diversity Initiatives in the Core curriculum. Create a Task Force on Multicultural Business Education to develop 1- 4 multicultural courses. Involve all business students in at least one multicultural course prior to graduation. Involve Unity students in the creation and management of Diversity and Civic Engagement programs that will impact students living in 2-3 other residential learning communities across campus.Integrate and support curricular and co-curricular diversity programs and inter-group activities that acknowledge and express the voices and perspectives of Santa Clara's multicultural campus community. Support three diversity presentations linked to six classes per year. Host three Women of Color Network gatherings each year that address the concerns of diverse female faculty, staff, and students. Invite faculty associates from every department and school to participate in three Associate Network gatherings per year. Increase campus community understanding and appreciation of cultural and ethnic diversity by hosting three cross cultural projects.

Outcomes:
Increase the enrollment and academic success of diverse and first generation college students through expanded student/family outreach, communication, and support programs. The Diversity Leadership Program will ensure that 90 percent of the participating freshman students enroll as sophomores, mirroring the overall SCU retention rate. Faculty receiving open grants will report a 75 percent gain in student awareness and appreciation of cultures beyond their own. 60 percent of Unity Residential Learning Community students will express an understanding of diversity that promotes mutual transformation in lieu of assimilation. An energized Associates Network will include 30-50 associates attending network gatherings. Strategically supported inter-group activities and dialogues will promote a multicultural perspective and appreciation for diversity across campus. The establishment of an internal diversity assessment plan and team will evaluate SCU multicultural programs, working in cooperation with Admissions, Drahmann Advising, and Institutional Research Offices.

Scripps College

www.scrippscol.edu
Carnegie Class: Baccalaureate-Liberal Arts, Established: 1926, Enrollment: 786, Program: Liberal Arts and General, Calendar: Semester, Location: Claremont

Initiative:
To support efforts to create strong, multicultural academic and residential community, as part of the Campus Diversity Initiative.

Goals:

1. Strengthen the campus consensus that an understanding and appreciation of diverse peoples, cultures, and perspectives are at the foundation of Scripps' intellectual mission.
2. Create an environment in which the campus community acknowledges and engages issues of race, ethnicity, religion, belief, opinion, sexuality, economic class, and physical ableness, understanding that doing so is critical to institutional and educational excellence.
3. Increase the diversity of the campus community and its scholarship, as part of a community dedicated to women's education.

Objectives:

1. Target candidates from underrepresented populations for cluster hiring six faculty members over two years, with Irvine forward-funding four of the positions.
2. Hold four workshops for 10 faculty members over two years to assist in the development of a minimum of five courses to meet the intercultural requirement and the modification of at least 15 existing courses to incorporate additional intercultural content and perspectives.
3. Implement an intensive academic program for ninth and tenth grade girls, with a particular focus on students from underrepresented populations, in order to generate applications to Scripps from program participants.
4. Increase multicultural resources provided to students by augmenting staffing of the Multicultural Resource Center (through the employment of two student assistants), establishing an Alumnae Multicultural Advisory Committee, and creating a Speakers, Activities, and Resources Account in support of multicultural programming.

Outcomes:

1. Scripps students will have a better education through more interaction with a more diverse faculty and a more intercultural curriculum.
2. Scripps students will have increased understanding, appreciation, and respect of differences.
3. The number of underrepresented students in the applicant pool will increase.
4. Student satisfaction with multicultural programming will increase.
5. Academic performance and student retention will increase
.

St. Mary's College of California

www.stmarys-ca.edu
Carnegie Class: Master's I, Established: 1863, Enrollment: 4127, Program: Liberal Arts and General; Teacher Preparatory, Professional, Affiliation: Roman Catholic, Calendar: Four Quarters, Location: Moraga

Initiative:
To achieve high levels of academic achievement for all students, as part of the Campus Diversity Initiative.

Goals:

1. Increase the academic success, GPA and graduation rate of all MSMC students and of traditionally underrepresented students in particular, through the use of increased student support services;
2. Improve faculty, administration, and staff understanding of strategies that are effective in increasing the academic achievement of traditionally underrepresented students; and
3. Improve the quantitative skills of all MSMC students.

Related to these grant goals are two important institutional goals:

1. Manage enrollment to maintain diversity; and
2. Reduce the burden of college cost for economically disadvantaged students.

Objectives:

1. Design and implement a one-semester, one-unit, graded skills-based "Introduction to Academic Life" course for incoming freshman (approximately 50 students the first year).
2. Develop a student-to-student mentoring program, with a minimum of six meetings per year, for incoming students from traditionally underrepresented minority groups (approximately 60 the first year), and for Doheny students transferring to Chalon (approximately 65 students).
3. Increase the on-campus presence of ethnically diverse faculty by five and professional, technical, or managerial staff by 10, as a part of efforts to reflect the diverse student population at MSMC.
4. Hire four academic coaches from masters or doctoral programs at USC and UCLA to facilitate learning in specific classes and provide coaching and mentoring.
5. Hire a 1/2 time graduate school advisor to develop a graduate advising program with minimum of four informational events per year.
6. Revitalize library services that will increase student access to its facilities by 20%.
7. Hold two seminars each semester on pedagogical techniques yielding high achievement for underrepresented minority students.
8. Award a minimum of two mini-grants in the first year, five mini-grants the second year and 10 mini-grants in subsequent years for projects related to high achievement for underrepresented students (e.g., curriculum revision, conference attendance, and travel to "best practice" sites).
9. A Quantitative Literacy Committee will meet six times a year to promote quantitative literacy across the curricula.
10. Assess the current mathematics curriculum with regard to fundamentals, content and pedagogy, emphasizing a hands-on, real world approach to problem solving, and substantially revise four of the fundamental mathematics courses.
11. Hold one seminar each summer with the math faculty of our five largest feeder high schools, particularly those having a large population of traditionally underrepresented minority students, to work out curriculum alignment and discuss pedagogical strategies effective in reducing math anxiety and promoting quantitative literacy.
12. Strengthen relationships with the above feeder high schools, which include St. Mary's Academy in Inglewood, Queen of Angels High School and St. Bernard's High School, by expanding our peer mentoring/tutoring programs.

Outcomes:

1. Students from all ethnic groups will achieve a graduation rate better than 40% in four years and 50% in 6 years, the average GPA of all ethnic groups will be 2.9 or better, and 33% of all students responding to the senior survey will be matriculating in graduate school in the following fall.
2. Faculty will have a better understanding of pedagogical techniques that help underrepresented minority students to excel. Revisions in course content or pedagogy based on this knowledge will take place in 15-25 % of courses offered.
3. Quantitative literacy will be demanded of students across the curriculum. All students will demonstrate a minimum level of mathematical skills. Two-thirds of students responding to the Senior Survey and graduates responding to the Alumni Survey will indicate that their education improved their quantitative skills "somewhat" or "greatly."

Stanford University

www.stanford.edu
Carnegie Class: Doctoral/Research Ext, Established: 1885, Enrollment: 14,173, Program: Liberal Arts and General; Professional, Calendar: Quarter, Location: Stanford

Initiative:
To implement a variety of strategies to recruit and retain diverse students, faculty and staff, as part of the Campus Diversity Initiative.

Goals:

1. Recruit and retain a diverse faculty, graduate student body, undergraduate student body, and staff;
2. Increase pipeline flow of minority, women and others who would bring increased diversity to doctoral programs and academic careers;
3. Generate new knowledge about barriers to increasing diversity in the faculty and student body and develop or refine strategies to decrease these barriers;
4. Pursue opportunities to recruit and hire exceptional scholars who are minorities, women and others who would bring increased diversity to Stanford; and
5. Strengthen Stanford's ability to recruit, admit and retain as graduate students minorities, women, and others who would bring increased diversity to Stanford.

Objectives:
Faculty Diversity: Create Faculty Diversity Recruitment Office to increase resources and coordination of efforts related to search and recruitment of minority faculty, and Support professional development of 3 junior faculty who focus on topics of race and ethnicity.

Graduate Student Diversity: Expand the role of the Office of the Associate Dean for Graduate Policy to increase oversight and coordination of efforts related to increasing diversity in Stanford's graduate student body, and Support and mentor graduate students as they complete dissertations on topics on race and ethnicity.

Pipeline Study: Collect and analyze data on choices minority graduate students make about pursuing academic careers; Write and disseminate findings of the study; and Design, implement and evaluate appropriate intervention(s).

Outcomes:

1. Increase number of and effort devoted to searches and recruitment efforts of minority faculty.
2. Increase pipeline by supporting professional development of junior faculty and supporting completion of dissertation by graduate students engaged in the study of race and ethnicity.
3. Generate new understanding of barriers to academic careers for minority graduate students.
4. Create and test intervention(s) to encourage minority graduate students to consider academic careers.

University of La Verne

www.ulaverne.edu
Carnegie Class: Doctoral/Research Int, Established: 1891, Enrollment: 7458, Program: Liberal Arts and General; Teacher Preparatory; Professional, Calendar: Four Quarters, Location: La Verne

Initiative:
To improve academic success among underrepresented students, as part of the Campus Diversity Initiative.

Goals:
Create an infrastructure within the respective colleges and schools that supports underserved students, enables the colleges and schools to improve their delivery of services, and establishes indicators that gauge institutional effectiveness.

Objectives:

1. Create and distribute University of La Verne college/school-specific databooks to examine dimensions of diversity pertaining to student access, retention, campus climate, and curriculum;
2. Develop and implement college/school-specific strategies for improvement within the dimensions of access, retention, campus climate, and curriculum;
3. Assess the effectiveness of the strategies; implemented by each college/school Institutionalize college/school-specific databooks for use in strategic planning and decision-making; and
4. Continue organizational learning of diversity and improve self-assessment strategies.

University of Redlands

www.redlands.edu
Carnegie Class: Master's I, Established: 1907, Enrollment: 4224, Program: Liberal Arts and General; Teacher Preparatory; Professional,Calendar: Semester, Location: Redlands

Initiative:
To increase faculty diversity and improve academic success among students of color.

Goals:

1. Sustain a diverse faculty and see this diversity reflected in the curriculum;
2. Enroll students of color in numbers that reflect their representation in the California population and see them graduate at rates comparable to that of white students, particularly targetting African American students in the College of Arts and Sciences;
3. Ensure that all students are engaged intellectually and socially in the life of the University and achieve their full potential academically, creatively, and as members of the campus community; and
4. Assess institutional activities, including student learning.

University of San Francisco

www.usfca.edu
Carnegie Class: Doctoral/Research Int, Established: 1855, Enrollment: 8130, Program: Liberal Arts and General; Teacher Preparatory; Professional, Affiliation: Roman Catholic, Calendar: Four Quarters

Initiative:
To implement comprehensive strategies to diversify and support the student and faculty populations, as part of the Campus Diversity Initiative.

Goals:
Diversify and support the student body and faculty to better reflect--in both access and academic achievement--the population of the State of California.

Objectives:

1. Develop special integrative academic experiences for ethnic minority freshman students, including the Martín-Baró Scholars Program, serving 80 freshman total during 2002-2003 and 2003-2004;
2. Implement the Irvine Minority Scholars Program to attract six new scholars; and
3. Provide writing retreats, mentoring seminars and professional development workshops for ethnic minority faculty.

Outcomes:

1. Students in the new freshman support cohort will demonstrate:
   (a) a lower attrition rate;
   (b) a higher sense of commitment to USF's Mission;
   (c) better progress toward high achievement at graduation; and
   (d) report more active learning, more reflective service learning experiences, more collaborative learning, and more mentoring interactions.
2. At least four Scholars will be hired into tenure track appointments.
3. Ethnic minority faculty report greater satisfaction and are retained at higher rates.

University of Southern California

www.usc.edu
Carnegie Class: Doctoral/Research Ext, Established: 1880, Enrollment: 28,813, Program: Occupational, Liberal Arts and General; Teacher Preparatory; Professional, Calendar: Semester, Location: Los Angeles

Initiative:
To enhance campus diversity by establishing the Center for American Studies and Ethnicity.

Goals:

1. To provide 42 five-year graduate student fellowships.
2. To provide fellows with a web of support, including a faculty mentor, career advising, teaching experience and a research assistantship.
3. To sponsor an annual graduate student conference on Center themes, open to the entire university community.
4. To offer an intensive summer seminar to all graduate students arriving at the writing phase of the dissertation.

Objectives:

1. To increase the pool of graduate students of color who will go on to assume faculty positions.
2. To enhance the climate for faculty of color and other interested individuals on campus to engage in sustained intellectual dialogues.
3. To enhance discussions of diversity on campus.

University of the Pacific

www.uop.edu
Carnegie Class: Doctoral Research Int, Established: 1851, Enrollment: 5697, Program: Liberal Arts and General; Teacher Preparatory; Professional, Calendar: Semester, Location: Stockton

Initiative:
To support efforts to equip college graduates for success in a multicultural and international society.

Goals:
Equip Pacific graduates for success in a multicultural and international society.

Objectives:
Development of a diversity enrollment plan. Offer four theme scholarships each year. Hire 10 part-time recruitment telecounselors. Launch multicultural overnight stay program. Hire 10 part-time peer advisors.Enhance the diversity hiring plan, particularly in terms of developing a pipeline of future faculty. Make sub-grants for strategic opportunities such as campus and community events and emergency financial aid. Sponsor three faculty development summer institutes involving 50 faculty each. Involve 20 student leaders each year in a week-long intensive urban experience. Hire a service-learning coordinator, to be funded by the university at the end of the grant period. Provide project support, including internal formative evaluation.

Outcomes:
Increase the percentage of entering students each semester who are from underrepresented minority groups. Improve student retention, faculty recruitment and retention, and multicultural programming. Embed diversity, leadership, ethics and citizenship into the curriculum of the seminar program for all undergraduate students. Inculcate leadership values through curricular and co-curricular professional development programs.

Westmont College

www.westmont.edu
Carnegie Class: Baccalaureate-Liberal Arts, Established: 1937, Enrollment: 1381, Program: Liberal Arts and General; Teacher Preparatory, Calendar: Semester, Location: Santa Barbara

Initiative:
To improve the recruitment and retention of diverse students and faculty, as part of the Campus Diversity Initiative.

Goals:
To prepare graduates who will function intelligently, effectively and for the good of our increasingly intercultural world.

Objectives:

1. Enroll 20% more students of color by 2005 by: Adding an admissions counselor to increase recruitment. Becoming a member of, and advertising through, more organizations with connections to prospective students of color. Establishing an intercultural leadership award program.
2. Achieve the program standard on diversity by:
   
   
   1. Investing in the expansion of diversity-related knowledge, skills and programs; Drawing upon existing faculty and staff expertise to learn about and offer programs that will increase our students' knowledge of different cultural and religious groups and their opportunity to interact with people from these groups. Developing an off-campus program in Mexico and an off-campus course on the Civil Rights Movement that will extend the effectiveness of on-campus programs by giving students the opportunity to experience first hand what they have learned about in campus classrooms. Expanding the Westmont in the Arts Program to include non-western emphases. Offering a series of pedagogy workshops, required of departmental representatives across the curriculum, focused on teaching strategies and techniques that respond to different learning styles, ethnic and gender differences, etc. Rewarding initiatives at all ranks of the faculty to more fully represent issues of diversity throughout the curriculum by providing grants to faculty and staff who wish to engage in diversity-related work.
      
   2. Assessing programs and making program-related adjustments; Evaluating the presence of student learning outcomes before, during, and after grant activities. After a department has evaluated its program in light of the program standard on diversity, providing it with funds to make program adjustments designed to better achieve the student learning outcomes.

Outcomes:
Increase students of color by 20% by 2005, and achieve program standards on diversity.

Whittier College

www.whittier.edu
Carnegie Class: Baccalaureate-Liberal Arts, Established: 1887, Enrollment: 1427, Program: Liberal Arts and General; Teacher Preparatory; Professional, Calendar: Four Quarters, Location: Whittier

Initiative:
Increase faculty diversity, transform curricular and co-curricular programs, and improve academic success among underrepresented students, as part of the Campus Diversity Initiative.

Goals:
Achieve institutional transformation in diversity.

Objectives:

1. Administer incentive grants to faculty and staff to infuse multicultural learning outcomes into new and revised curricular and student life strategic planning initiatives;
2. Recruit and hire Irvine Fellows in Residence to diversify the faculty; and
3. Create and implement residential "Communities of Engagement" to bridge curricular and co-curricular education, improve retention and emphasize diversity.

Outcomes:
Student outcomes:

1. Increased student exposure to faculty of color, issues of class, race, culture, and gender.
2. Student involvement in academic study on issues of diversity, identity, social justice, and civic engagement coupled with field experience and hands-on participation.
3. Improved underrepresented student retention through living-learning environment.