The University of Illinois Chicago (UIC) is one of the nation's most ethnically and culturally diverse college campuses. It is driven by the mission to provide students with unparalleled access to teaching and research opportunities with community, corporate, and government partners tackling major urban and global challenges. UIC is committed to transforming lives and serving society through education and training, creating knowledge, and utilizing that knowledge on a global scale with an underlying focus on social and environmental justice. UIC is a minority-serving institution, designated as both a Hispanic Serving- and Asian American and Native American Pacific Islander Serving-Institution (HSI and AANAPISI). One in three UIC students speak a language other than English at home, over a third of the undergraduate students are first generation, over 70% are non-white, and nearly 60% are Pell grant eligible.
UIC has achieved a diverse campus culture through intense self-study and intentional program design. The University has recognized the importance of diversity, equity, inclusion, and accessibility (DEIA) for decades and supported it through several programs. Over 15 years ago, UIC launched a process to examine campus climate and develop a strategic diversity plan. Based on race, ethnicity, and gender demographic data, campus surveys, and a range of open forums and committee discussions, a plan was created, and a set of goals was articulated. Since then, each of the goals has been addressed through the development of new programs, policies, and activities.
There are two examples where substantial equity gaps were identified. In each case, the demographic data were used as a metric to evaluate progress in reducing or eliminating the equity gaps. The first example identified that Hispanic/Latinx undergraduate students in STEM fields were less successful than White students, and a program was established—L@s GANAS— to improve their sense of belonging, provide greater mentoring in their STEM courses, and prepare them to apply to graduate or professional schools. There is greater retention of these students and higher graduation rates. Most of these students wish to pursue careers in biomedical research and healthcare. The program demonstrates a successful approach that improves student success for a cohort of first-generation underrepresented undergraduate students.
In the second example, UIC developed a tool, the Zero Group Representation Report, to monitor a department’s progress in adding new faculty of color over the past decade. In response, UIC created the Bridge to Faculty program (B2F) to support departments interested in recruiting faculty of color. To date, almost 40 B2F Scholars have joined a department and are each in the process of transitioning to a junior tenure-track faculty member. This program demonstrates a successful approach that improves the process of recruiting and retaining faculty of color.
Both initiatives were enabled by collecting and analyzing demographic data and monitoring outcomes. Both programs have been effective in moving toward a more diverse, equitable, inclusive, and accessible institution through broad engagement with faculty, staff, students, and leadership. Data-driven initiatives are effective in transforming to a more diverse campus community.
The University of Illinois Chicago (UIC) is one of the nation's most ethnically and culturally diverse college campuses. It is driven by the mission to provide students with unparalleled access to teaching and research opportunities with community, corporate, and government partners tackling major urban and global challenges. UIC is committed to transforming lives and serving society through education and training, creating knowledge, and utilizing that knowledge on a global scale with an underlying focus on social and environmental justice. UIC is a minority-serving institution, designated as both a Hispanic Serving- and Asian American and Native American Pacific Islander Serving-Institution (HSI and AANAPISI). One in three UIC students speak a language other than English at home, over a third of the undergraduate students are first generation, over 70% are non-white, and nearly 60% are Pell grant eligible.
UIC has achieved a diverse campus culture through intense self-study and intentional program design. The University has recognized the importance of diversity, equity, inclusion, and accessibility (DEIA) for decades and supported it through several programs. Over 15 years ago, UIC launched a process to examine campus climate and develop a strategic diversity plan. Based on race, ethnicity, and gender demographic data, campus surveys, and a range of open forums and committee discussions, a plan was created, and a set of goals was articulated. Since then, each of the goals has been addressed through the development of new programs, policies, and activities.
There are two examples where substantial equity gaps were identified. In each case, the demographic data were used as a metric to evaluate progress in reducing or eliminating the equity gaps. The first example identified that Hispanic/Latinx undergraduate students in STEM fields were less successful than White students, and a program was established—L@s GANAS— to improve their sense of belonging, provide greater mentoring in their STEM courses, and prepare them to apply to graduate or professional schools. There is greater retention of these students and higher graduation rates. Most of these students wish to pursue careers in biomedical research and healthcare. The program demonstrates a successful approach that improves student success for a cohort of first-generation underrepresented undergraduate students.
In the second example, UIC developed a tool, the Zero Group Representation Report, to monitor a department’s progress in adding new faculty of color over the past decade. In response, UIC created the Bridge to Faculty program (B2F) to support departments interested in recruiting faculty of color. To date, almost 40 B2F Scholars have joined a department and are each in the process of transitioning to a junior tenure-track faculty member. This program demonstrates a successful approach that improves the process of recruiting and retaining faculty of color.
Both initiatives were enabled by collecting and analyzing demographic data and monitoring outcomes. Both programs have been effective in moving toward a more diverse, equitable, inclusive, and accessible institution through broad engagement with faculty, staff, students, and leadership. Data-driven initiatives are effective in transforming to a more diverse campus community.
