1. University of California President’s Task Force on Faculty Diversity 2005-06

2. University of California President’s Task Force on Faculty Diversity Task Force Members Faculty Members Rosina M. Becerra (UCLA)* Gibor Basri (UCB) J. Renee Chapman Navarro (UCSF) Kenji Hakuta (UCM) Douglas M. Haynes (UCI) Maria Herrera-Sobek (UCSB) Jorge Huerta (UCSD) *Chair Yolanda T. Moses (UCR) Lisa C. Sloan (UCSC) Kyaw Tha Paw U (UCD) Staff Members Susan Drange Lee (UCLA) Sheila O’Rourke (UCOP) Cristina Perez (UCB)

3. UC President’s Task Force on Faculty Diversity What do we mean by diversity? The Task Force adopts the definition of diversity endorsed by the Assembly of the Academic Senate on May 10, 2006: “Diversity – a defining feature of California’s past, present, and future – refers to the variety of personal experiences, values, and worldviews that arise from differences of culture and circumstance. Such differences include race, ethnicity, gender, age, religion, language, abilities/disabilities, sexual orientation, socioeconomic status, and geographic region, and more.”

4. UC President’s Task Force on Faculty Diversity What is the focus of this Task Force? All aspects of diversity are important to the academic missionAll aspects of diversity are important to the academic mission Focus here is assessing the status of racial and ethnic diversity of faculty as one important component of diversityFocus here is assessing the status of racial and ethnic diversity of faculty as one important component of diversity Goal to promote a new culture of inclusion, opportunity and tolerance at the University of CaliforniaGoal to promote a new culture of inclusion, opportunity and tolerance at the University of California

5. UC President’s Task Force on Faculty Diversity Why is faculty diversity important? ACADEMIC MISSION An academic community that reflects a diverse range of interests, abilities, life experiences and worldviews will enhance the academic mission of the University of California LEGITIMACY Equality of opportunity will ensure that UC can fully utilize the intellectual resources embedded in our diversity and maintain our legitimacy as a public land grant university.

6. UC President’s Task Force on Faculty Diversity What about Proposition 209? Proposition 209 can be understood as supporting the University’s commitment to eliminate discrimination and provide equal opportunity in all faculty employment practices.Proposition 209 can be understood as supporting the University’s commitment to eliminate discrimination and provide equal opportunity in all faculty employment practices. Where there is underrepresentation, the University must take steps to address the barriers that prevent full participation of racial and ethnic minorities in academic careers. Where there is underrepresentation, the University must take steps to address the barriers that prevent full participation of racial and ethnic minorities in academic careers.

7. UC President’s Task Force on Faculty Diversity How do we promote diversity within Prop 209? Schools and departments in every field can identify the academic values that are enhanced by a diverse teaching and research environment. Schools and departments in every field can identify the academic values that are enhanced by a diverse teaching and research environment. * Scholarship * Teaching * Mentoring * Strategies to select and advance scholars with the expertise to foster those academic values are essential if UC is to maintain its excellence as a premier public institution. Strategies to select and advance scholars with the expertise to foster those academic values are essential if UC is to maintain its excellence as a premier public institution. APM 210 provides a model for advancing these values. APM 210 provides a model for advancing these values.

8. UC President’s Task Force on Faculty Diversity What is the Status of Faculty Diversity at UC? Demographic profile of minority faculty at UCDemographic profile of minority faculty at UC Demographic profile of national pool and UC’s peers Demographic profile of national pool and UC’s peers Factor affecting the pipeline: Factor affecting the pipeline: * graduate diversity * faculty hiring * rates of retention

9. University of California President’s Task Force on Faculty Diversity Availability Pool for Ladder Rank Faculty The Pool of Potential URM Faculty Has Grown from 5% to 12%

10. University of California President’s Task Force on Faculty Diversity Tenured Faculty Availabilities for URMs: All Institutions Nationwide & A Subset of Institutions source of 80% UC Hires The “all institutions” data match those of the UC source institutions.

11. University of California President’s Task Force on Faculty Diversity Faculty Headcount 1989-2005 The Problem at UC: Little Change in Percentage URM Faculty

12. University of California President’s Task Force on Faculty Diversity Faculty Headcount 1990, 1995, 2000, 2005 Asians and women show some improvement over time, Chicano/Latino show slight improvement, AfrAm show none

13. University of California President’s Task Force on Faculty Diversity Faculty Headcount by Race 2004 Representation varies by field for minorities

14. University of California President’s Task Force on Faculty Diversity Faculty Headcount by Gender 2004 Representation varies by field for women

15. 161 224 281 198 202 15 9 31 9 32 AnthropologyEconomicsHistoryPolitical SciSociology URM: Amer Ind, African Am & Chicano/LatinoAll Ladder Rank Faculty University of California President’s Task Force on Faculty Diversity University of California President’s Task Force on Faculty Diversity Ladder Rank Faculty in Selected Departments - October 2004 (9.3%) (4.0%) (11.0%) (4.5%) (15.8%) Within fields such as Social Sciences, representation varies between departments

16. Education (34) 5.1% Languages (33) 4.9% Ethnic Studies (95) 14.2% All Other Fields (509) 75.9% Education (163) 1.8% Languages (305) 3.4% Ethnic Studies (171) 1.9% All Other Fields (8,230) 92.8% American Indian, African American & Chicano/Latino All Ladder Rank Faculty University of California President’s Task Force on Faculty Diversity Faculty Headcount by Race 2004 Representation of URM faculty is concentrated in a few departments

17. University of California President’s Task Force on Faculty Diversity UC Faculty – Comparison 8 Institutions Faculty Diversity is a National Problem

18. University of California President’s Task Force on Faculty Diversity Faculty Headcount 2005 Systemwide numbers of URM faculty are low

19. University of California President’s Task Force on Faculty Diversity Faculty Headcount 1989-2005 System-wide numbers of American Indian faculty remain very low

20. University of California President’s Task Force on Faculty Diversity Faculty Headcount 1989-2005 System-wide numbers of African American faculty remain low, increasing by only 38 since 1994

21. University of California President’s Task Force on Faculty Diversity Faculty Headcount 1989-2005 System-wide numbers of Chicano/Latino faculty remain low with an increase of 135 since 1994

22. University of California President’s Task Force on Faculty Diversity Faculty Headcount 1989-2005 Since 1994, numbers of white faculty have risen by ~ 1,000

23. University of California President’s Task Force on Faculty Diversity Faculty Headcount 2005 At some campuses, numbers of URM faculty are very low

24. University of California President’s Task Force on Faculty Diversity Faculty Tenured Headcount 2005 The numbers of URM faculty with tenure are even lower

25. University of California President’s Task Force on Faculty Diversity Faculty Headcount 2005 Percentage of URM faculty by campus

26. University of California President’s Task Force on Faculty Diversity Faculty Hiring 1984-2004 Hiring of URM faculty flat over time, but up recently

27. University of California President’s Task Force on Faculty Diversity Percentage of Newly Hired Faculty Hiring of URM fell after 1995, but increased after 2000 130 N = 99 144 583858 188137202

28. University of California President’s Task Force on Faculty Diversity Percentage of Newly Hired Faculty Hiring of Chicano/Latino faculty fell after 1995 and recovered 74 N = 5082 322437 10674 119

29. University of California President’s Task Force on Faculty Diversity Percentage of Newly Hired Faculty Hiring of tenured African American faculty fell after 1995 and has not recovered 45 N = 4150 241316 6954 66

30. University of California President’s Task Force on Faculty Diversity Faculty Hiring by Field 1999-00 through 2004-05 Recent Hiring of Minority Faculty Increases Field Disparities

31. University of California President’s Task Force on Faculty Diversity Faculty Hiring by Field 1999-00 through 2004-05 Recent Hiring of Women Faculty Continues Field Disparities

32. University of California President’s Task Force on Faculty Diversity Faculty Hiring 1984-2004 Hiring of Women dropped after 1995, then recovered after the BSA Gender Equity Audit in 2000 Prop 209Audit * *

33. University of California President’s Task Force on Faculty Diversity Pipeline from High School to UC Faculty The Shape of the Pipeline Varies for URM, Women and Whites

34. University of California President’s Task Force on Faculty Diversity Faculty Hiring vs. Availability 2000-01 to 2003-04 UC hires women faculty below availability in all fields Assistant ProfessorsAssoc & Full Professors

35. University of California President’s Task Force on Faculty Diversity Faculty Hiring vs. Availability 2000-01 to 2003-04 UC hires URM below availability in some fields and above in others Assistant ProfessorsAssoc & Full Professors

36. Domestic (47%) International (53%) Asian Am (24.3%) Unknown (8.8%) Chic/Lat (4.8%) AmInd (0.6%) AfrAm (2.1%) White (59.4%) University of California President’s Task Force on Faculty Diversity University of California President’s Task Force on Faculty Diversity University of California Postdoctoral Scholar Population, 2004 The profile of the postdoctoral pool affects the science pipeline Men (63%) Women (37%)

37. University of California President’s Task Force on Faculty Diversity UC Tenure Track Faculty RACE/ETHNICITY BY CITIZENSHIP STATUS October 2005 Percentage US Citizen & Other Notes: US Citizen percentage is likely overstated because some foreign born faculty may have become naturalized US citizens; Other includes non-resident aliens, resident aliens, and permanent residency pending.

38. University of California President’s Task Force on Faculty Diversity Faculty Average Annual Resignation Rates 1999-00 through 2003-04

39. University of California President’s Task Force on Faculty Diversity Assistant Professors Hired 1993-94 through 1996-97 Status Eight Years Later Whites & AsiansURMs N=826N=82 Other includes: died, change of title, still an assistant professor

40. University of California President’s Task Force on Faculty Diversity UC Berkeley - Assistant Professors Status After 12 Years Whites in Non-STEM Fields URMs (83% Non-STEM) N=252 N=46

41. University of California President’s Task Force on Faculty Diversity Deans, Provosts, Department Chairs and Tenured Faculty Headcounts, October 2004 7% 4% 7% 12% 9% 8% 11% 81% 87% 88% 82% Tenured FacultyChairsDeansExec Deans & Provosts URM4722356 Asian Am78448910 White5,54848510375 Total6,80455611791

42. University of California President’s Task Force on Faculty Diversity Summary of the Status of Faculty Diversity at UC The pool of URM scholars grows, but UC faculty changes little. The pool of URM scholars grows, but UC faculty changes little. Disaggregating data is essential to understanding problem areas. Disaggregating data is essential to understanding problem areas. Retention, in addition to hiring, plays a critical role. Retention, in addition to hiring, plays a critical role. The underrepresentation of minority faculty is a national problem. The underrepresentation of minority faculty is a national problem. UC can increase the national pool of URM faculty by improving graduate diversity, especially in the STEM fields. UC can increase the national pool of URM faculty by improving graduate diversity, especially in the STEM fields.

43. University of California President’s Task Force on Faculty Diversity What is UC Doing to Address Faculty Diversity? SYSTEMWIDE PROGRAMS New Academic Policies: Rewards & Accountability New Academic Policies: Rewards & Accountability APM 210 – Faculty Appointment and Promotion APM 210 – Faculty Appointment and Promotion APM 240 – Deans and Provosts APM 240 – Deans and Provosts APM 245 – Department Chairs APM 245 – Department Chairs Pipeline Programs and Hiring Incentives Pipeline Programs and Hiring Incentives President’s Postdoctoral Fellowship Program President’s Postdoctoral Fellowship Program PPFP Hiring Incentive PPFP Hiring Incentive

44. University of California President’s Task Force on Faculty Diversity What is UC Doing to Address Faculty Diversity? CAMPUS PROGRAMS High Level Staffing High Level Staffing Faculty Equity Officers, Chief Diversity Officers Faculty Equity Officers, Chief Diversity Officers Diversity Advisory Committees Diversity Advisory Committees Research Programs Research Programs Research Initiatives with FTE Research Initiatives with FTE Monitoring Search Practices Monitoring Search Practices Briefing for faculty, chairs, deans and search committees Briefing for faculty, chairs, deans and search committees Chancellor’s Postdoctoral Fellowship Programs Chancellor’s Postdoctoral Fellowship Programs Faculty Development and Mentoring Programs Faculty Development and Mentoring Programs

45. UC President’s Task Force on Faculty Diversity URM Faculty as a Percent of All UC Faculty Actual, and Future Projections Comparing 1996 Hiring to 2004 Hiring Patterns** **Separation rates are based on 1996-2004 data. Business as Usual ! ?

46. University of California President’s Task Force on Faculty Diversity Summary of the Recommendations of the Task Force LEADERSHIP LEADERSHIP Strong leadership is critical to institutional change. Strong leadership is critical to institutional change. ACADEMIC PLANNING ACADEMIC PLANNING Diversity will not thrive unless it is incorporated into academic planning at every level. Diversity will not thrive unless it is incorporated into academic planning at every level. RECRUITMENT AND RETENTION RECRUITMENT AND RETENTION Campuses can do more to promote faculty diversity through recruitment, hiring and retention practices. Campuses can do more to promote faculty diversity through recruitment, hiring and retention practices. RESOURCES AND REWARDS RESOURCES AND REWARDS Resources and rewards are essential to influence action in support of diversity and equal opportunity. Resources and rewards are essential to influence action in support of diversity and equal opportunity. ACCOUNTABILITY ACCOUNTABILITY Create an academic climate where contributions to diversity are an expectation rather than an afterthought in the pursuit of excellence. Create an academic climate where contributions to diversity are an expectation rather than an afterthought in the pursuit of excellence.

47. University of California President’s Task Force on Faculty Diversity Recommendations of the Task Force LEADERSHIP: Strong leadership is critical to institutional change. A clear message that UC’s continued excellence depends upon a faculty who reflect the University’s values of equal opportunity and diversity. A clear message that UC’s continued excellence depends upon a faculty who reflect the University’s values of equal opportunity and diversity. High level academic appointee charged with faculty diversity High level academic appointee charged with faculty diversity Effective diversity advisory committees Effective diversity advisory committees Consider administrators’ records in promoting diversity and equal opportunity in their appointment and review Consider administrators’ records in promoting diversity and equal opportunity in their appointment and review

48. University of California President’s Task Force on Faculty Diversity Recommendations of the Task Force ACADEMIC PLANNING: Diversity will not thrive unless it is incorporated into academic planning at every level. Diversity is integral to academic planning: Diversity is integral to academic planning: Including faculty hiring, research agendas, curricular development and program reviews Including faculty hiring, research agendas, curricular development and program reviews Proactive steps to advance diversity and equal opportunity in graduate study and postdoctoral appointments Proactive steps to advance diversity and equal opportunity in graduate study and postdoctoral appointments Attention to fields such as physical sciences, math and engineering Attention to fields such as physical sciences, math and engineering

49. University of California President’s Task Force on Faculty Diversity Recommendations of the Task Force RESOURCES AND REWARDS: Resources and rewards are essential to influence action in support of diversity and equal opportunity. The Task Force recommends that each campus examine a wide variety of resource allocation practices and incentives, including the FTE allocation process, so that rewards are consistent with the institutional value for diversity. The Task Force recommends that each campus examine a wide variety of resource allocation practices and incentives, including the FTE allocation process, so that rewards are consistent with the institutional value for diversity. Rewarding faculty contributions to diversity includes implementing the newly revised APM 210 so that research, teaching and service that promote diversity will be recognized in faculty advancement and promotion. Rewarding faculty contributions to diversity includes implementing the newly revised APM 210 so that research, teaching and service that promote diversity will be recognized in faculty advancement and promotion.

50. University of California President’s Task Force on Faculty Diversity Recommendations of the Task Force RECRUITMENT AND RETENTION: Campuses can do more to promote faculty diversity through recruitment, hiring and retention practices. Ensure that procedures are in place to advance diversity and equal opportunity in academic personnel practices Ensure that procedures are in place to advance diversity and equal opportunity in academic personnel practices Regular briefings for faculty, deans, chairs, administrators Regular briefings for faculty, deans, chairs, administrators Systems for data collection and analysis Systems for data collection and analysis Mentoring and career development programs for faculty Mentoring and career development programs for faculty

51. University of California President’s Task Force on Faculty Diversity Recommendations of the Task Force ACCOUNTABILITY: Academic administrators must be held accountable for promoting an academic climate where contributions to diversity are an expectation rather than an afterthought in the pursuit of excellence. Academic administrators provide annual reporting at the department, division and campus level Academic administrators provide annual reporting at the department, division and campus level coupled with monitoring and resource-based incentives for diversity efforts, and coupled with monitoring and resource-based incentives for diversity efforts, and consider additional methods for assessing faculty diversity such as climate surveys, exit interviews, and data analysis. consider additional methods for assessing faculty diversity such as climate surveys, exit interviews, and data analysis.

52. University of California President’s Task Force on Faculty Diversity A 12 Step Program to Faculty Diversity on YOUR Campus Assert strong leadership from Chancellor to Chairs Assert strong leadership from Chancellor to Chairs Be able to articulate forcefully why diversity is really important Be able to articulate forcefully why diversity is really important Make progress in the area of diversity a serious component of performance reviews for leadership (cf. APM 240, 245) Make progress in the area of diversity a serious component of performance reviews for leadership (cf. APM 240, 245) Place responsibility for implementing real change at a high level, with the required power and resources, and accountability for results Place responsibility for implementing real change at a high level, with the required power and resources, and accountability for results Work with existing programs (or create new ones) to improve the pipeline (UG, Graduate, Postdoctoral) Work with existing programs (or create new ones) to improve the pipeline (UG, Graduate, Postdoctoral)

53. University of California President’s Task Force on Faculty Diversity A 12 Step Program to Faculty Diversity on YOUR Campus Utilize Strategic Academic Plans that are serious about diversity Utilize Strategic Academic Plans that are serious about diversity Convene a campus-wide high-level committee on diversity, with all constituencies represented, and take its recommendations seriously Convene a campus-wide high-level committee on diversity, with all constituencies represented, and take its recommendations seriously Include diversity as a strong component in all decisions and actions on resource allocation, retention and climate, program support and review Include diversity as a strong component in all decisions and actions on resource allocation, retention and climate, program support and review

54. University of California President’s Task Force on Faculty Diversity A 12 Step Program to Faculty Diversity on YOUR Campus Strategically Re-allocate Resources for Recruitment and Retention Strategically Re-allocate Resources for Recruitment and Retention Utilize a few FTE at the institutional level as incentives to departments that find good candidates (especially in thin areas) and/or foster new areas of intellectual activity which have the effect of promoting diversity Utilize a few FTE at the institutional level as incentives to departments that find good candidates (especially in thin areas) and/or foster new areas of intellectual activity which have the effect of promoting diversity Use the President’s Postdoctoral Fellows, and start your own postdoctoral program, to find great candidates before others do – be prepared to make them offers outside the normal FTE allocation schedule Use the President’s Postdoctoral Fellows, and start your own postdoctoral program, to find great candidates before others do – be prepared to make them offers outside the normal FTE allocation schedule Fight to recruit and keep faculty who promote diversity: they are among your most valuable faculty, they are essential to academic excellence Fight to recruit and keep faculty who promote diversity: they are among your most valuable faculty, they are essential to academic excellence

55. University of California President’s Task Force on Faculty Diversity A 12 Step Program to Faculty Diversity on YOUR Campus Strategically Re-allocate Resources for Recruitment and Retention Strategically Re-allocate Resources for Recruitment and Retention Analyze and address faculty climate issues at the departmental level; Analyze and address faculty climate issues at the departmental level; counteract departmental inertia in curricula or sub-disciplines counteract departmental inertia in curricula or sub-disciplines Set goals (annual and long-term), monitor progress towards them – take action when goals are not being met Set goals (annual and long-term), monitor progress towards them – take action when goals are not being met Work to change the faculty’s culture at its roots, through incentives and disapproval – until diversity is seen as truly a critical part of excellence, and stasis is seen as failure Work to change the faculty’s culture at its roots, through incentives and disapproval – until diversity is seen as truly a critical part of excellence, and stasis is seen as failure

56. University of California President’s Task Force on Faculty Diversity “I have been here 32 years and have sat in a lot of faculty meetings where comments were made about the importance of considering diversity in our hiring. About as much attention was paid as when people sit on an airplane and are told how to buckle a seatbelt…except there the plane won’t leave until the seatbelt is buckled.” “I have been here 32 years and have sat in a lot of faculty meetings where comments were made about the importance of considering diversity in our hiring. About as much attention was paid as when people sit on an airplane and are told how to buckle a seatbelt…except there the plane won’t leave until the seatbelt is buckled.” -A UC senior administrator during a site visit The changing paradigm: In the past, studies have been conducted, reports have been published, and search committees have been briefed. In the past, studies have been conducted, reports have been published, and search committees have been briefed. Now, faculty, department chairs, deans and senior administrators must engage resources to achieve a more diverse and inclusive faculty. Now, faculty, department chairs, deans and senior administrators must engage resources to achieve a more diverse and inclusive faculty. The University must be a national leader in addressing faculty diversity, consistent with its position as a pre-eminent public intellectual institution in the most diverse state in our nation. The University must be a national leader in addressing faculty diversity, consistent with its position as a pre-eminent public intellectual institution in the most diverse state in our nation.

57. University of California President’s Task Force on Faculty Diversity A 12 Step Program to Faculty Diversity on YOUR Campus Assert strong leadership from the Chancellor down to Chairs Assert strong leadership from the Chancellor down to Chairs Be able to articulate forcefully why diversity is really important Be able to articulate forcefully why diversity is really important Make progress in the area of diversity a serious component of performance reviews for leadership (cf. APM 240, 245) Make progress in the area of diversity a serious component of performance reviews for leadership (cf. APM 240, 245) Place responsibility for implementing real change at a high level, with the required power and resources, and accountability for results Place responsibility for implementing real change at a high level, with the required power and resources, and accountability for results Work with existing structures (or create new ones) to insure implementation of a comprehensive program (including postdoctoral scholars, and graduate and undergraduate students for the pipeline) Work with existing structures (or create new ones) to insure implementation of a comprehensive program (including postdoctoral scholars, and graduate and undergraduate students for the pipeline) Utilize Strategic Academic Plans that are serious about diversity Utilize Strategic Academic Plans that are serious about diversity Convene a campus-wide high-level committee on diversity, with all constituencies represented, and take its recommendations seriously Convene a campus-wide high-level committee on diversity, with all constituencies represented, and take its recommendations seriously Include diversity as a strong component in all decisions and actions on resource allocation, retention and climate, program support and review Include diversity as a strong component in all decisions and actions on resource allocation, retention and climate, program support and review

58. University of California President’s Task Force on Faculty Diversity A 12 Step Program to Faculty Diversity on YOUR Campus Strategically Re-allocate Resources for Recruitment and Retention Strategically Re-allocate Resources for Recruitment and Retention Utilize a few FTE at the institutional level as incentive to departments that find good candidates (especially in thin areas) and/or foster new areas of intellectual activity which have the effect of promoting diversity Utilize a few FTE at the institutional level as incentive to departments that find good candidates (especially in thin areas) and/or foster new areas of intellectual activity which have the effect of promoting diversity Use the President’s Postdoctoral Fellows, and start your own postdoctoral program, to find great candidates before others do – be prepared to make them offers outside the normal FTE allocation schedule Use the President’s Postdoctoral Fellows, and start your own postdoctoral program, to find great candidates before others do – be prepared to make them offers outside the normal FTE allocation schedule Fight to recruit and keep faculty who promote diversity: they are among your most valuable faculty, they are essential to academic excellence Fight to recruit and keep faculty who promote diversity: they are among your most valuable faculty, they are essential to academic excellence Analyze and address faculty climate issues at the departmental level; Analyze and address faculty climate issues at the departmental level; counteract departmental inertia in curricula or sub-disciplines counteract departmental inertia in curricula or sub-disciplines Set goals (annual and long-term), monitor progress towards them – Set goals (annual and long-term), monitor progress towards them – take action when goals are not being met take action when goals are not being met Work to change the faculty’s culture at its roots, through incentives and disapproval – until diversity is seen as truly a critical part of excellence, and stasis is seen as failure Work to change the faculty’s culture at its roots, through incentives and disapproval – until diversity is seen as truly a critical part of excellence, and stasis is seen as failure

59. University of California President’s Task Force on Faculty Diversity Summary of the Recommendations of the Task Force LEADERSHIP LEADERSHIP Strong leadership is critical to institutional change. Strong leadership is critical to institutional change. ACADEMIC PLANNING ACADEMIC PLANNING Diversity will not thrive unless it is incorporated into academic planning at every level. Diversity will not thrive unless it is incorporated into academic planning at every level. RECRUITMENT AND RETENTION RECRUITMENT AND RETENTION Campuses can do more to promote faculty diversity through recruitment, hiring and retention practices. Campuses can do more to promote faculty diversity through recruitment, hiring and retention practices. RESOURCES AND REWARDS RESOURCES AND REWARDS Resources and rewards are essential to influence action in support of diversity and equal opportunity. Resources and rewards are essential to influence action in support of diversity and equal opportunity. ACCOUNTABILITY ACCOUNTABILITY Create an academic climate where contributions to diversity are an expectation rather than an afterthought in the pursuit of excellence. Create an academic climate where contributions to diversity are an expectation rather than an afterthought in the pursuit of excellence.