C
ontents
Executive Summary ……….. ...................................................................................................... 3
Introduction ……….. ................................................................................................................... 4
Data Report……………...………………………………………………………………………5
Headcount by Ethnicity (all students) ................................................................... 5.1
High School GPA & Test Scores (new freshman) ................................................ 5.2
County of Origin (new freshman) .......................................................................... 5.3
Fall to Fall Retention Rate (2008-2011)................................................................... 5.4
Cumulative GPA by Ethnicity (all grade levels) .................................................. 5.5
Six Year Graduation Rates ....................................................................................... 5.6
Degrees Granted (by ethnicity) ............................................................................... 5.7
Graduate Student Headcount (by ethnicity)......................................................... 5.8
Analysis
Report Highlights ...................................................................................................... 12
Conclusions and Recommendations ....................................................................... 12
Context
Current Nevada Trends with Implications for Higher Education ..................... 13
State of NV Dept. of Education Demographic Profile (by ethnicity) ................. 14
Working Age Population Projections ..................................................................... 15
Section I. University of Nevada, Reno Center for Student Cultural Diversity
The Center.................................................................................................................... 17
Section II. Campus Wide Efforts
TRiO Programs .......................................................................................................... 41
College of Business ................................................................................................... 44
College of Education ................................................................................................. 46
College of Liberal Arts .............................................................................................. 55
Division of Health Sciences ...................................................................................... 71
The Graduate School ................................................................................................. 85
Diversity Initiatives ................................................................................................... 89
2
Executive Summary
In 2002, the leadership of the University of Nevada, Reno established a goal of 25% of the
student body to come from historically underrepresented populations in higher education by the
fall semester of 2012. Fall enrollment numbers indicate that we met this goal a full two years
ahead of the goal with 24.6% of the student body in fall 2010 and exceeded the goal in fall 2011
with 26% of the student body coming from underrepresented populations.
The desire to increase college participation in Nevada among African American/ Black, Asian
American, Pacific Islander, Hispanic/Latino, American Indian, Multi-Ethnic, and Low Income First Generation student populations aligns with research indicating that the benefits of a college
education has been shown to provide greater lifetime earning potential for graduates, and that a
college education can bridge economic gaps between the classes. The benefit to Nevada becomes
strikingly apparent when the projected growth in the working-age population by race/ethnicity in
Nevada (page 16 of this report) is considered along with an estimated 78 million baby boomers
advancing towards retirement nationally.
University faculty and administration will continue to make a consistent, concerted effort to
increase the numbers of historically underrepresented students applying to, and graduating from,
the University of Nevada, Reno. We will work closely with the Nevada System of Higher
Education, the Chancellor and the Board of Regents to implement policies designed to impact
the following metrics:
Progress Metrics:
 Enrollment by ethnicity and/or family income
In fall 2011, 4,711 of 18,004 students at the University of Nevada, Reno selfidentify with an ethnicity considered historically underrepresented in higher
education in Nevada.
 Fall-to-fall freshman retention rates
In fall 2011, 664 of 841 (79%) of underrepresented students from the 2010
freshman class returned for the fall 2011 semester.
Outcome Metrics:
 Graduation rates
The overall six-year graduation rate for underrepresented students for the 2004 cohort
of 48.3% lagged just slightly behind the six year graduation rate of White students at
51.1% (page 9).
 Degrees awarded
Degree attainment by Hispanic/ Latino students was the highest among all
underrepresented populations by a large margin (page 9).
Compiling data on both progress and outcome metrics will aid the faculty and administration of
the University of Nevada, Reno in determining whether current policies and practices are
successful, which will help inform future resource allocation decisions.
3
Introduction
President Marc Johnson and senior campus officials are in agreement that diversity maintains a top
priority as the University of Nevada, Reno enters a period of moving forward after years of
devastating budget reductions. Despite the economic challenges facing higher education in Nevada,
the benefits of a college education has been shown to provide greater lifetime earning potential for
graduates (Day & Newburger, 2002). In addition, Ellwood and Kane (2000) noted a college education
can bridge economic gaps between the classes. With an estimated 78 million baby boomers advancing
towards retirement, individuals replacing them in the workforce are expected to equal or exceed
previous levels of educational attainment and skill development (National Center for Public Policy and
Higher Education, 2009). According to Callan (2009) by 2025, the result of recent budget reductions
in higher education could result in a shortage of one million college-educated workers.
The University maintains a strong belief in access. The number of underrepresented students is at
its highest point in the University’s history comprising 26% of total enrollment (4,711 of
18,004). With this in mind, the University community will continue its commitment to students
coming from underrepresented backgrounds by including them in targeted outreach and support
services that assist in enrollment, persistence and graduation from the University.
To accomplish the mission of access and opportunity for underrepresented students, the University of
Nevada Reno, Center for Student Cultural Diversity (The Center), stands unique within the Nevada
System of Higher Education serving as a comprehensive intercultural office that provides outreach,
academic support and co-curricular programs to prospective and continuing students. The Center
serves all students, while placing specific emphasis on students that self-identify as African American,
Asian American, Pacific Islander, American Indian, Multi-Ethnic and Hispanic/ Latino. The Center
also provides targeted services to students who self identify as Low Income/ First Generation (neither
parent holds a four year college degree), and Lesbian, Gay, Bisexual or Transgender (LGBT). The
Center compiles this annual report to present a review of the numerous campus-wide diversity efforts
targeting prospective and continuing underrepresented students.
The report is divided into components that readers will find useful. The tables that follow this
summary address many of the commonly asked questions regarding underrepresented student
enrollment. Section one then outlines the Center for Student Cultural Diversity and section two
concludes the report with a review of campus wide efforts.
Note: The terms "underrepresented," “students of color” and "diverse students" are intended to be inclusive of
students who self identify as African American/ Black, Asian American, Pacific Islander, Hispanic/Latino,
American Indian, and Multi-Ethnic. LGBT and Low Income /First Generation students are included in this
report within their self-identified ethnic categorizations.
NOTE: EMPTY CELLS IN THE DATA TABLES INDICATE NO DATA AVAILABLE FOR REPORTING PERIOD
4
TABLE 5. 1 HEADCOUNT BY ETHNICITY
Fall 2011
Fall 2010
Fall 2009
Underrepresented
= 4,711
Underrepresented
= 4, 356
Underrepresented
=3923
American Indian/
Alaskan Native
156
173
154
0.9%
1.0%
0.9%
Asian American
1053
1,142
952
5.9%
6.5%
5.6%
557
469
425
3.1%
2.6%
2.5%
2032
1,911
1,735
11.3%
9.2%
10.2%
872
534
516
4.8%
3.0%
3.1%
41
127
141
0.2%
0.7%
0.8%
12,329
12,583
12,058
68.5%
71.1%
71.5%
594
554
648
3.3%
3.1%
3.8%
370
186
233
2.1%
1.0%
1.38%
18,004
17,679
16,862
Ethnicity
Black NonHispanic
Hispanic
Multi-Ethnic
Pacific Islander
White NonHispanic
Non-Resident
Alien
Unknown
Total All Students
Black Non-Hispanic student enrollment shows a notable increase over the fall 2009 and 2010
headcounts.
5
NEW FRESHMAN DATA
TABLE 5.2 HIGH SCHOOL GRADE POINT AVERAGE AND TEST SCORE
Headcount
American Indian /
Alaskan
Asian American
Black Non-Hispanic
Hispanic
Multi-Ethnic
Pacific Islander
White Non-Hispanic
Non-Resident Alien
Unknown
Total
Average
H.S. GPA
Average
H.S. GPA
(Core)
11
10
09
Average SAT
combined
Average ACT
composite
11
10
09
11
10
09
11
10
09
11
10
09
21
36
23
3.16
3.18
3.15
3.27
3.19 970
973
974
19.9
20.1
20.8
192
131
480
233
124
410
182
86
248
3.41
3.11
3.26
3.51
3.09
3.25
3.47
3.11
3.26
3.77
3.24
3.39
3.69 1060
3.29 953
3.36 1007
1053
940
1009
1081
936
993
22.7
19.9
20.9
23.2
19.9
21.4
22.7
19.2
21.2
195
92
3.28
3.31
3.52
1052
1077
23.8
24.2
25
11
3.21
2.99
3.13
945
954
21.2
17.0
1793
1826
1547
3.33
3.35
3.46
3.52
3.45 1067
1063
1098
23.4
23.5
24.1
16
30
22
3.07
3.13
3.69
3.08
3.51 853
1039
1025
24
29.0
21.0
27
2880
2
2764
64
2172
3.29
3.30
3.33
3.33
3.34
3.35
3.59
3.50
3.51 1072
3.50 1050
860
1049
1028
1062
25.8
22.8
23.0
23.0
21.3
22.9
Multi-ethnic student enrollment shows a notable increase over fall 2010, the first year data on this population
was collected.
*EMPTY CELLS INDICATE NO DATA AVAILABLE FOR REPORTING PERIOD
TABLE 5.3 COUNTY OF ORIGIN
Headcount
11
10
09
Washoe
11 10
09
Clark
11 10
09
Other Nevada
11
10
09
Out of State
11
10
09
American Indian / Alaskan
21
36
23
6
10
10
5
11
3
4
7
4
6
8
6
Asian American
Black Non-Hispanic
Hispanic
Multi-Ethnic
Pacific Islander
White Non-Hispanic
Non-Resident Alien
Unknown
Total
192
233
182
67
107
98
73
75
39
11
16
20
41
35
25
131
124
86
16
18
21
74
71
44
5
8
4
36
27
17
480
410
248
195
186
132
117
113
49
64
69
51
104
42
16
195
92
53
30
65
31
26
12
51
19
25
11
10
6
4
2
2
1
9
2
1793
1826
1547
606
644
713
348
448
292
273
297
285
566
437
257
16
30
22
1
1
2
0
0
1
0
0
0
15
29
19
27
2
64
7
1
26
9
1
14
2
0
10
9
0
14
2880
2764
2172
961
1003
1002 695
752
442
387
410
374
837
599
354
Asian American new freshman enrollment from Washoe County shows a noticeable decline from the fall
2010 headcount.
*EMPTY CELLS INDICATE NO DATA AVAILABLE FOR REPORTING PERIOD
6
NEW FRESHMAN DATA
TABLE 5.4 FALL-TO-FALL RETENTION RATE BY ETHNICITY FOR NEW FRESHMAN
New FT
Retained Retention
Freshman to
Rate
Fall 2010 Fall 2011 Fall 2010Fall 2011
New
Freshman
Fall 2009
Retained
to
Fall 2010
Retention New
Retained Retention
Rate
Freshman to
Rate
Fall 2009- Fall 2008 Fall 2009 Fall 2008Fall
Fall 2009
2010
American Indian /
Alaskan
38
24
63.2%
23
15
65.2%
28
24
85.7%
Asian American
Black Non-Hispanic
Hispanic
Multi-Ethnic
Pacific Islander
White Non-Hispanic
Non-Resident Alien
Unknown
281
133
389
236
101
303
84%
75.9%
77.9%
182
86
248
155
54
187
85.2%
62.8%
75.4%
170
102
228
141
63
175
82.9%
61.8%
76.8%
1829
21
16
1420
17
13
77.6%
81%
81.3%
1547
22
64
1229
18
53
79.4%
81.1%
82.8%
1532
35
201
1220
26
164
79.6%
74.3%
81.6%
Retention of American Indian/Alaskan Native new freshman shows a continuing decline in performance.
*EMPTY CELLS INDICATE NO DATA AVAILABLE FOR REPORTING PERIOD
7
TABLE 5.5
AVERAGE UNIVERSITY OF NEVADA, RENO CUMULATIVE GPA BY ETHNICITY AND GENDER BY
CURRENT STANDING AT THE END OF SPRING 2010
Male
Female
Total
Avg. GPA Total
American Indian / Alaskan FR
SO
JR
SR
Asian American
FR
SO
2.77
2.59
2.79
2.87
2.67
2.87
2.45
2.94
2.60
2.93
3.08
3.11
2.56
2.81
2.70
2.91
2.90
2.99
JR
SR
2.69
3.01
2.92
3.15
2.81
3.09
FR
SO
JR
SR
FR
SO
JR
SR
FR
SO
JR
SR
2.10
2.62
2.42
2.59
2.56
2.71
2.69
2.88
2.67
2.64
2.73
2.94
2.50
2.76
2.73
2.92
2.66
2.73
2.81
3.03
2.92
2.86
2.96
3.17
23.3
2.70
2.58
2.75
2.61
2.72
2.76
2.96
2.64
2.76
2.86
3.06
2.57
FR
SO
JR
SR
FR
SO
JR
SR
FR
SO
JR
SR
FR
SO
JR
SR
2.07
2.63
2.59
2.99
2.55
2.72
2.88
3.01
2.83
2.77
2.63
2.98
3.61
1.84
3.01
3.07
1.68
2.39
2.75
3.05
2.88
2.95
3.08
3.21
3.01
3.02
3.19
3.09
2.88
2.95
3.08
3.21
1.82
2.53
2.66
3.02
2.72
2.84
2.99
3.12
2.93
2.92
2.90
3.04
3.43
2.35
3.03
3.10
2.68
Black Non-Hispanic
Hispanic
Multi-Ethnic
Pacific Islander
White Non-Hispanic
Non-Resident Alien
Unknown
8
2.75
2.97
2.78
2.89
2.96
2.87
3.02
GRADUATION DATA
TABLE 5.6 SIX-YEAR GRADUATION RATES BY ETHNICITY
American Indian / Alaskan
Asian American
Black Non-Hispanic
Hispanic
Multi-Ethnic
Pacific Islander
White Non-Hispanic
Non-Resident Alien
Unknown
Total
2004
2003
2002
2001
58.3%
54.5%
38.9%
41.7%
36.4%
51.1%
41.5%
44.4%
13.3%
59.3%
46.2%
39.6%
17.4%
60.3%
32.2%
42.9%
51.1%
56.4%
46.3%
49.9%
47.8%
16.0%
42.9%
47.1%
48.8%
56.8%
48.0%
48.4%
46.3%
55.0%
43.7%
46.3%
The American Indian/ Alaskan Native six-year graduation rate for the 2004 cohort exceeded all other student
populations and showed a significant increase over the 2001- 2003 cohorts.
*EMPTY CELLS INDICATE NO DATA AVAILABLE FOR REPORTING PERIOD
TABLE 5.7 DEGREES GRANTED BY ETHNICITY (GRADUATE AND UNDERGRADUATE)
Fall 2010-11
American Indian / Alaskan
Asian American
Black Non-Hispanic
Hispanic
Multi-Ethnic
Pacific Islander
White Non-Hispanic
Non-Resident Alien
Unknown
Total
0.7%
5.4%
1.7%
8.5%
2.8%
0.5%
73.3%
5.4%
1.6%
Fall 2009-10
22
175
54
276
91
18
2367
175
51
3229
0.7%
6.5%
2.1%
7.0%
30
177
60
196
69.6%
4.5%
9.6%
2122
146
266
2987
Degree attainment by Hispanic/ Latino students increased considerably
*EMPTY CELLS INDICATE NO DATA AVAILABLE FOR REPORTING PERIOD
9
TABLE 5.8 GRADUATE STUDENT HEADCOUNT BY ETHNICITY
2011 Graduate 2011 Medical 2011 Total
School
School
2010 Graduate 2010 Medical
School
School
2010 Total
American Indian / Alaskan
13
0
13
20
1
21
Asian American
Black Non-Hispanic
Hispanic
128
53
181
39
5
10
167
58
191
194
50
205
45
4
10
239
54
215
Multi-Ethnic
98
9
107
70
8
78
Pacific Islander
0
0
0
13
1
14
White Non-Hispanic
2121
165
2286
2406
172
2578
Non-Resident Alien
Unknown
173
168
0
21
173
189
254
36
0
5
254
41
TOTAL
2935
249
3184
3248
246
3494
The overall headcount of underrepresented students enrolled in graduate program shows a decline from 621
in fall 2010 to 536 in fall 2011.
*EMPTY CELLS INDICATE NO DATA AVAILABLE FOR REPORTING PERIOD
10
THIS PAGE INTENTIOANLLY
LEFT BLANK
11
University of Nevada, Reno 2011 diversity accomplishments of note:






The School of Social Work Diversity Committee and faculty recognized the need to increase diversity teaching
beyond the regular diversity curriculum offered to students. With the assistance of Mr. Bob Fulkerson, a statewide
trainer and diversity expert, Diversity Curriculum Infusion modules were developed and delivered to pre-major,
BSW and MSW students. Members from the School of Social Work Diversity Committee evaluated the diversity
curriculum infusion and a manuscript based on the evaluation has recently been published.
The Nevada Small Business Development Center at the University of Nevada, Reno College of Business was
awarded funds in 2009 to create the “Imagine 2012” program. The program is an initiative to increase both student
and faculty diversity, not only within the College of Business, but campus wide as well. As part of the initiative,
HispanicBusinessNevada.com was created this summer to provide the community with one central location to find
reliable information about Hispanic businesses in Nevada.
The College of Education offers a Master’s Degree in Equity and Diversity in Educational Settings which offers
K-12 teachers and adult educators an opportunity to focus advanced study of varied teaching methods and
resources to serve the diverse learners who comprise today’s classrooms. This program allows teachers to enhance
their pedagogical knowledge, skills, and dispositions through teaching subject matter in a manner that accounts for
varied student backgrounds. The degree is offered in various ways to accommodate graduate student needs; a
campus delivery, online-only and hybrid format.
The University of Nevada, Reno's Center for Student Cultural Diversity has received one of 17 national awards for
its exemplary student-retention program, College Life 101. The College Keys Compact Innovation Award was
presented to the center at the recent College Board 2011 Regional Forum in San Francisco. The College Board,
which promotes excellence and equity in K-12 and higher education, honored programs in each of its six regions.
The winners initiated innovative and effective best practices to help minority and low-income students get ready
for, into and through college, and each honoree received a $5,000 award to support the continuation and growth of
their program. Exceptional initiatives were recognized in the categories of "Getting Ready," "Getting In" and
"Getting Through." The University was one of five acknowledged nationally in the Getting Through category.
The Department of English continues its efforts to expand the canon to include and encompass a diversity of
literary voices. The department offers a substantial array of diversity courses on a regular basis. Recently these
have included English 480A, Literature of Africa and its Diaspora; 495C, Twentieth-Century African American
Literature, which examined autobiographies, personal essays, novels, film noir and blaxploitation, sociological
studies, urban topography, prison literature, poetry, blues and hip hop; English 497A, Multi-Cultural Literature
(which included Asian-American, Hispanic, Native American, and African American literature); English 494A,
Native American Literature; and English 472B, Twentieth-Century American Novel, focusing on how authors on
different sides of the color line—such as Toni Morrison, Maxine Hong Kingston, Donald Goines and Sherman
Alexie—imaginarily resolved the crisis of American segregation.
In alignment with last year’s conclusion and recommendation of the establishment of an institutional
diversity and inclusion office to serve as a policy making arm of institutional governance, President
Marc Johnson established the first-ever office of Diversity Initiatives in fall 2011.
Conclusion and Recommendations:
The University has embraced the philosophy of moving forward in our diversity endeavors. To accomplish this new
forward direction, it is recommended that we:



Address academic success and financial aid issues as central to maintaining a diverse student body
Continue to strengthen partnerships and collaborations with the Washoe County School District to enhance
outreach opportunities for underrepresented students
Continue the University’s direction of diversity going beyond issues of simply increasing numbers by expanding
upon strategies that address quality of campus life, persistence, and graduation
12
As the United States and global economies become increasingly interdependent, the need for a
highly skilled, highly educated workforce also increases. College enrollment is expected to
increase from 14.8 million in 1999 to 18.2 million this year. Simultaneously, Nevada
demographic projections show an average 50% increase through 2025 in the groups listed below.
Nevada
1995
2000
2005
2015
2025
Black
109
138
159
182
202
Hispanic
192
277
350
460
583
Asian
61
85
103
120
142
American
Indian
26
31
32
32
34
*Numbers shown are rounded to the nearest thousand.
Current trends with implications for Higher Education in Nevada:

Compounding the loss of 190,000 jobs from May 2007 to January 2010, Nevada State
Demographers anticipate a net loss of approximately 54,000 jobs over the next three
years (AP, 2010)

According to the Rockefeller Institute, at the State University of New York in Albany
(2009), Nevada has been hit harder by the downturn than any other state. The Federal
Reserve Bank of Philadelphia (2009) lists Nevada's economic activity index in August,
2009 at 95.8 based on a January 2007 benchmark of 100, making it the worst in the
nation
State supported institutions of higher education can be extremely vulnerable in times of
financial crisis and are directly impacted by circumstances well beyond those related to
teaching, research, and service to students (Hodel & Hines, 2006)


College tuition continues to outpace family income experiencing a 439% increase from
1984-2006 (Measuring Up, 2008)
13
2010-2011 STATE OF NEVADA DEPARTMENT OF EDUCATION COUNTY DEMOGRAPHIC PROFILE
Total
Enrollment
State
American
Indian /
Alaskan
Native
Asian
#
#
%
437,057 5,365
Hispanic
%
#
%
Black
#
White
%
#
Pacific Islander
%
1.2 26,324 6.0 169,510 38.8 43,085
9.9 169,128 38.7
#
%
4,683
Multi-Race
#
%
1.1 18,962
4.3 %
Carson City
7,529
169
2.2
134 1.8
2,996 39.8
39
0.5
3,925 52.1
19
0.3
247
3.3 %
Churchill
4,168
267
6.4
139 3.3
731 17.5
98
2.4
2,755 66.1
15
0.4
163
3.9 %
0.6 21,976 7.1 130,260 42.1 38,434 12.4
98,874 31.9
3,859
1.2 14,411
4.7 %
Clark
309,749 1,935
Douglas
6,336
236
3.7
111 1.8
1,172 18.5
40
0.6
4,453 70.3
8
0.1
316
5.0 %
Elko
9,530
581
6.1
110 1.2
2,823 29.6
93
1.0
5,886 61.8
10
0.1
27
0.3 %
Esmeralda
66
1
1.5
1 1.5
26 39.4
3
4.5
33 50.0
2
3.0 %
Eureka
239
7
2.9
1 0.4
31 13.0
N/A N/A
197 82.4
3
1.3 %
Humboldt
3,376
154
4.6
19 0.6
1,158 34.3
15
0.4
1,946 57.6
78
2.3 %
Lander
1,118
54
4.8
6 0.5
334 29.9
6
0.5
699 62.5
19
1.7 %
Lincoln
972
20
2.1
4 0.4
99 10.2
53
5.5
782 80.5
14
1.4
Lyon
8,541
306
3.6
90 1.1
2,083 24.4
67
0.8
5,567 65.2
45
0.5
383
4.5 %
Mineral
517
84
16.2
5 1.0
73 14.1
32
6.2
293 56.7
1
0.2
29
5.6 %
Nye
5,864
115
2.0
82 1.4
1,348 23.0
218
3.7
4,009 68.4
84
1.4
8
0.1 %
Pershing
677
44
6.5 %
5 0.7
214 31.6
4
0.6
356 52.6
3
0.4
51
7.5 %
Storey
429
6
1.4
9 2.1
9.1
4
0.9
349 81.4
2
0.5
20
4.7 %
62,324 1,150
1.8
3,021 4.8
22,969 36.9
1,702
2.7
30,520 49.0
484
0.8
2,478
4.0 %
Washoe
39
6
0.2
White Pine
1,403
64
4.6
10 0.7
216 15.4
11
0.8
1,049 74.8
3
0.2
50
3.6 %
State Public Schools
7,545
99
1.3
451 6.0
1,180 15.6
647
8.6
4,734 62.7
91
1.2
343
4.5 %
Data as of: Count Day
N/A Indicates that this population was not present.
‘*’ Indicates that this data was not available
Source: Nevadareportcard.com
14
The chart below illustrates the projected growth in the working-age population by race/ethnicity
in Nevada. While not all future positions reflected will require a college degree, many will, and it
is the long-term goal of University recruitment and retention plans to improve participation rates
for underrepresented students in part, as a directed effort towards producing more graduates to
fill positions requiring a college degree.
Working-Age Population (ages 25-64) by Race/Ethnicity, 1980-2020
(Measuring Up, 2006)
15
SECTION ONE
THE CENTER FOR STUDENT CULTURAL
DIVERSITY
16
April 7, 2011
By Natalie Savidge
The University of Nevada, Reno's Center for Student Cultural Diversity has received one of 17 national
awards for its exemplary student-retention program, College Life 101. The College Keys Compact
Innovation Award was presented to the center at the recent College Board 2011 Regional Forum in San
Francisco.
The College Board, which promotes excellence and equity in K-12 and higher education, honored
programs in each of its six regions. The winners initiated innovative and effective best practices to help
minority and low-income students get ready for, into and through college, and each honoree received a
$5,000 award to support the continuation and growth of their program. Exceptional initiatives were
recognized in the categories of "Getting Ready," "Getting In" and "Getting Through." The University was
one of five acknowledged nationally in the Getting Through category.
Known on campus as "The Center," the center is the focal point of the University's multicultural
environment.
"Our freshmen retention rate is at 80 percent, an all-time high for this University, and the center is a vital
contributor to this," said Shannon Ellis, vice president student services. "The center has become a
community of faculty, staff and students all fully committed to the academic success of students.
Everyone benefits as we continue to improve retention rates and see these students graduate, ready to join
the workforce and be active, productive citizens."
College Board President Gaston Caperton describes the winning programs as "leading the charge" toward
improved graduation rates and "giving our students the best possible opportunities to succeed in college
and beyond."
A gathering place for studying, attending programs and taking advantage of professional staff in
dealing with student issues, the center is a hub of student life.
"The center's College Life 101 Program is a custom-tailored, support-services initiative aimed to create
and support greater cultural diversity within the University," said Reg Chhen Stewart, director of the
Center for Student Cultural Diversity. "The center has worked hard since 2003 to set the high-water mark
for supporting Nevada's college students. The fact that that we have the top retention program in the
West, and one of the top six in the country is a point of pride for the entire University."
17
College Life 101 is an in-depth retention program for students who want an additional level of service and
grade-level programming. It involves regular meetings with center coordinators, a service-learning
component, and mid-term progress reports, as well as academic, career and financial aid advising.
The number of students of color is at its highest point in the University's history at 24.6 percent of total
enrollment (4,356 of 17,679) and 30 percent of the incoming freshman class. Professionals in the center
met 11,327 requests for retention-based services from fall 2009 to fall 2010 including academic advising,
financial aid advising, personal counseling, study hall, educational programs and social activities. The
center conducted outreach to 3,832 prospective students from fall 2009 to fall 2010 and hosted cocurricular programs for 8,093 University participants.
"By recognizing these programs, we hope to inspire other institutions to continue to expand opportunities
for low-income students to successfully prepare for, attend and complete college," said Ronald Williams,
the College Board vice president who leads the CollegeKeys initiative. "We are committed to partnering
with key stakeholders across the country to identify and remove barriers to success for underserved
students."
For more about the Center for Student Cultural Diversity, visit http://www.unr.edu/cscd/
For more information about the College Board Innovation Awards, visit
www.collegeboard.com/collegekeys.
18
The Center for Student Cultural Diversity (The Center)
The Center for Student Cultural Diversity at the University of Nevada, Reno, serves as a comprehensive
intercultural office providing both programs and services to students. The Center serves all students,
while placing specific emphasis on students that self-identify as African American, Asian
American/Pacific Island, American Indian and Hispanic/Latino. The Center also provides targeted
services to students who self-identify as Low Income/First Generation (neither parent holds a four year
college degree), Multiracial/Biracial and Lesbian, Gay, Bisexual or Transgender (LGBT). Six initiatives
lead our diversity efforts. Independently, they provide specialized services to each of our targeted
demographics. When combined, the initiatives comprise our intercultural center.
Center programs combine retention elements of Vincent Tinto (institutional connectedness), outreach
elements of Arthur Chickering (institutional fit), and a combination of the cultural development theories
of Peggy Macintosh, Cornell West, Stanley Sue, Beverly Daniel Tatum, Ronald Takaki, and many others.
Relevant and desirable outcomes for Center programs and services include: intellectual growth, effective
communication, realistic self-appraisal, enhanced self-esteem, clarified values, career choices, leadership
development, healthy behaviors, meaningful interpersonal relationships, independence, collaboration,
social responsibility, satisfying and productive lifestyles, an appreciation of diversity, and achievement of
personal and educational goals.
Central Staff:
Reg Chhen Stewart, Ph.D.
Ellen Houston, M.A., NCC
Araceli Martinez, M.A.
Jody Lykes, B.A.
Monika Mala, B.A.
Jennifer Lau, M.S.W.
Dorothy Barry
Director
Assistant Director
Program Coordinator
Student Development Coordinator
Adopt-A-School Coordinator
Student Support Specialist
Administrative Assistant
Graduate Interns:
Chris Barry, B.A.
Nicholas Cruz Blevins, B.A.
Ana Fittrer, B.A.
Educational Leadership
Educational Leadership
Educational Leadership
Peer Educators:
Dean Bart-Plange
Daniel Fong
Randy Khong
Carissa Mangubat
Gregrette Perry
Farah Rashdan
19
The Center Academic Year 2010-2011
EARLY OUTREACH TO STUDENTS
Campus U Kids
7/20/2010
30 students
Campus U Kids
7/27/2010
25 students
Adopt -A –School: Wooster
8/2010 -5/2011
37 students
Adopt -A –School: North Valleys
8/2010 -5/2011
7 students
Adopt –A-School: Damonte Ranch HS
8/2010 -5/2011
12 students
Adopt -A –School: Spanish Springs HS
8/2010 -5/2011
21 students
Orientation Center Tours
8/21/2010
150 students
Black Youth Leadership Summit
9/23/2010
230 students
Start Thinking About College (STAC)
10/1/10; 10/8/10; 10/15/10; 10/22/10
774 students
GSA Summit Meeting: Rain shadow High School
10/19/2010
10 students
GSA Summit Meeting: Damonte High School
10/23/2010
16 students
ITCN Youth Conference
10/24/2010
60 students
EDUC 413 – AAPI Student Presentation
10/25/2010
18 students
20
Adopt-A-School: Reno High School
10/25/2010
25 students
Hispanic Leadership Youth Summit Fall 2010
10/28/2010
443 students
Glen Duncan 3rd Grade Visit
11/4/2010
75 students
Project E.M.E.R.A.L.D.
11/6/2010
14 students
GSA Summit Meeting: Damonte High School
11/11/2010
12 students
GSA Summit Meeting: Spanish Springs
11/16/2010
20 students
First Generation Youth Leadership Summit
12/2/2010
150 students
College Application Workshop
12/3/2010
110 students
College Application Workshop
12/6/2010
48 students
GSA Summit Meeting: McQueen High School
12/14/2010
22 students
GLBTQIA Diversity Training: Rain Shadow High School
12/15/2010
150 students
GSA Summit Meeting: Reed High School
1/4/2011
18 students
Career Planning Family Learning Night
1/26/2011
140 students
API FAFSA Workshop: McQueen
2/2/2011
2 students
ASCENT Mentor Training
2/4/2010
21 students
21
College Success Class: Hug High School
2/4/2011-05/1/2011
35 students
Hug High School Leadership Workshop
2/8/2010
40 students
ASCENT Mentor Match
2/9/2010-4/21/2011
40 students
FAFSA Workshop: Hug High School
2/10/2011
64 students
FAFSA Workshop: Reed High School
2/19/2011
18 students
GSA Youth Summit Planning Committee Meetings
2/21/2011-4/18/2011
52 students
Reed High Japanese Club
2/26/2011
23 students
EDUC 413 – AAPI Student Presentation
3/2/2011
25 students
ABLE Women Queen In You Conference
3/12/2011
30 students
Upward Bound Senior Day
3/19/2011
25 students
Agassi Nevada Bound Step Exhibition
3/25/2011
50 students
Nevada Bound
4/1/2011
34 students
Nevada Bound
4/15/2011
6 students
Pyramid Lake Education Career Fair
4/20/2011
56 students
Youth Soccer Initiative
4/23/2011
210 students
22
Hug High School Time Management Workshops
4/26/2011 & 4/28/2011
50 students
College Shadowing Day
4/26/2011
75 students
Salsabration
4/28/2011
25 students
Nevada Bound
4/29/2011
45 students
GSA Youth Leadership Summit
4/30/2011
27 students
Gear Up Celebration
4/30/2011
140 students
DFS Natchez Visit
5/3/2011
6 students
Title I, M.S. Transition at Natchez
5/26/2011
12 students
Alitas-Swope Middle School
5/16/2011
15 students
Upward Bound Presentation
6/30/2011
48 students
Campus U Kids
7/5/2011
30 students
Campus U Kids
7/16/2011
30 students
Black Student Organization Host Job Corps Students
8/11/2011
60 students
Adopt-a-School: Sparks High School
9/6/2011
26 students
Bailey Charter Parents – Spanish Tour
9/7/2011
9 students
23
Adopt-A-School: Reed High School
9/15/2011
24 students
Adopt-a-School : Spanish Springs High School
9/22/2011
17 students
Reed High Japanese Club
9/30/2011
30 students
Hug High Polynesian Dance Club
9/30/2011
20 students
TOTAL
4,037
PARENTS
Parent Contacts
8/30/2010-5/5/2011
14 parents
HYLS Parents Night
11/9/2010
17 parents
Mariposa Academy Parents Information Day
11/12/2010
26 parents
Orientation Center Tours
1/13/2011
75 parents
Career Planning Family Learning Night
1/26/2011
80 parents
FAFSA Workshop: Reed High School
2/19/2011
7 parents
College Prep for Middle School Students
3/14/2011
3 parents
Youth Soccer Initiative
4/23/2011
80 parents
Black Youth Leadership Summit Parent Follow Up
5/17/2011
5 parents
Title I, M.S. Transition at Natchez
5 parents
24
5/26/2011
Summer Immersion Celebration
8/24/2011
33 parents
Bailey Charter Parents – Spanish Tour
9/7/2011
15 parents
TOTAL
360
RETENTION
Individual Student Meetings with Students by Center Staff
7/1/2010 – 9/30/2011
1945 students
Orientation Sessions
7/1/2010 – 8/28/2010
85 students
Letters & Emails to All New Students of Color and Pell Recipients
7/1/2010 – 7-15/2010
1445 students
925 Athletic Ministries Club Advising
7/1/2010 – 9/30/2011
105 students
Sigma Omega Nu Latina Interest Sorority Advising
7/1/2010 – 9/30/2011
13 students
Lambda Phi Xi Multicultural Sorority, Inc. Advising
7/1/2010 – 9/30/2011
26 students
Peer Educator Training
8/9/2010 – 8/11/2010
9 students
Pride Collaborative Facebook Campaign
8/30/2010 – 5/5/2011
452 students
Student-Athlete Orientation Presentation
8/29/2010 and 8/28/2011
900 students
Free Math & Science Evening Walk-in Tutoring Lab
9/6/2010 – 5-5-11
69 students
Black Youth Leadership Summit
28 UNR student volunteers
25
09/23/2010
Mosaic Club Advising
9/22/2010-5/27/2011
Writing Center Workshops
9/27/2010-10/11/2010
15 students
IHEP Meet & Eat
10/14/2011
5 students
IHEP Meet & Eat
11/16/2011
10 students
Phone Calls to Students of Color
10/22/2010
1506 students
Hispanic Leadership Youth Summit Fall 2010
10/28/2010
30 UNR student volunteers
First Generation Youth Leadership Summit
11/20/2010
28 UNR student volunteers
First Generation Youth Leadership Summit
12/2/2010
50 UNR student volunteers
Las Vegas HL FR Good Luck & Center Invite
12/6/2010
12 students
Cloyd Phillips Black Men’s Breakfast
01/29/2011
20 students
20 students
Hug High School FAFSA Workshop
2/8/2010
15 UNR student volunteers
Graduate School Workshop
2/10/2011
5 students
Financial Aid Presentation – SON
3/7/2011
16 students
Nevada Bound Multicultural Greek Organization Step & Panel
3/12/2010
15 UNR student volunteers
Time Management Presentation: Hawaii Club
3/22/2011
29 students
Time Management Presentation: LPX
4/4/2011
31 students
26
API Week Youth Leadership Conference
4/13/2011
20 students
Hispanic Parent Student Program Letters/Phone Calls
4/23/2011
435 students
Hispanic Parent Student Program
4/26/2011
8 students
College Shadowing Day
4/26/2010
48 UNR student volunteers
Latinos in the Military
4/27/2011
1 UNR student volunteer
Salsabration
4/28/2011
20 UNR student volunteers
Salsabration
4/28/2011
39 graduate honorees
Cinco de Mayo Celebration
5/4/2011
7 UNR student volunteers
Summer Immersion Program
07/11/2011-8/11/2010
26 students
College Life 101 Phone Calls for GPA
07/14/2011
30 students
Latino Food Festival
09/12/2011
5 UNR student volunteers
TOTAL
7,523
CO-CURRICULAR
Social Networking Connectedness Campaign
7/1/2010 – 6/30/2011
2,264 students
Memory Collage
8/24/2010 – 8/27/2010
130 students
Phi Beta Sigma Fraternity, Inc. Chartering Ceremony
28 students
27
8/26/2010
Six Week Programming YouTube Cultural History
8/30/2010 & 9/3/2010
46 students
Centerfest
9/3/2010
350 students
Mindfulness Activity
9/6/2010-9/10/2010
20 students
Desayuno de Arros Con Leche
9/8/2010 – 9/10/2010
187 students
Present in ETS 307: Topics in Race & Racism
9/15/2010
25 students
Center Family Feud
9/20/2010 – 9/24/2010
60 students
Mosaic Club
9/22/2010
14 students
Six Week Programming Graduate & Professional Planning
9/29/2010
22 students
Center Alumni BBQ
10/2/2010
25 students/alumni
Moon Festival Celebration
9/20/2010 – 9/24/2010
80 students
Omega Phi Psi Fraternity, Inc. Informational
09/27/2010
6 students
BCC/Kappa Alpha Psi Fraternity, Inc. Spoken Word
09/30/2010
50 students
Cookie Decorating & Wii
10/1/2010
13 students
Wings for Winners
10/06/2010 – 9/28/2011
240 students
Radio Station Interview – Higher Education
10/08/2010
1500 listeners
Mosaic Club ASUN Club Fair
70 students
28
10/8/2010
BCC Movie Night Invictus
10/13/2010
25 students
ITCN Conference Presentation with NV DOE/WCSD
10/26/2010
30 attendees
Pumpkin Decorating
10/27/2010
25 students
Scare-A-Thon Movie Marathon
10/28/2010
22 students
Seat Back Rentals Home Football
10/30/2010, 11/20/2010, 11/26/2010
12 students
Day of the Dead
11/2/2010
60 students
Intramural Indoor Soccer Tournament
11/2/2010 – 11/12/2010
12 students
Business 101 Class Presentation
11/5/2010
80 students
UNITY Commission Diversity Conference Keynote
11/5/2010
15 students
Alpha Phi Alpha Fraternity, Inc. Meets MEN of Distinction
11/6/2010
15 students
Native American PW Dance Styles
11/9/2010
65 attendees
Great Basin Song and Dance
11/16/2010
50 attendees
Phi Beta Sigma Fraternity, Inc. Forum Ground Zero
11/17/2010
30 students
Fences, Student Production
11/19/2010
57 students
Football Appreciation Breakfast
11/22/10
85 students
Safe Zone Training: Medical School
21 faculty and students
29
11/22/2010
AAPI Alumni Mixer
12/1/2010
13 students
Phi Beta Sigma Fraternity, Inc. Stroll for Tots
12/3/2010
207 students
Kung Fu Hustle Film Screening
12/8/2010
50 students
Fill-A-Bus for Toys for Tots
12/8/2010
9 students
Gingerbread Decorating
12/8/2010
30 students
CAPICO Meetings
1/1/2011 – 4/1/2011
3 students
NNBCAS Dr. Martin Luther King Jr. Celebration Dinner
1/17/2011
18 students
Multicultural Greek Council Yard Show
1/20/2011
48 students
Kappa Alpha Psi Fraternity, Inc. Dating Game
1/31/2011
25 students
Kappa Alpha Psi Fraternity, Inc. Chapter Birthday
2/3/2011
35 students
Kappa Alpha Psi Fraternity, Inc. Superbowl Party
2/6/2011
20 students
ACCEPT National Black HIV Awareness Day
02/07/2011
80 students
Sisters On A Move HIV/AIDS Awareness Day
2/8/2011
40 students
Sisters On A Move Soul Food Fish Fry
2/9/2011
45 students
Lunar New Year Celebration
2/13/2011
50 students
Valentine’s Day Origami Tutorial
18 students
30
2/14/2011
Black Student Organization Panel & Mixer
2/15/2011
25 students
Presentation to Argenta Hall Students
2/15/2011
20 students
Phi Beta Sigma Fraternity, Inc. Blu Light on Black History
2/16/2011
3 students
Cultural Considerations in Health Care Conference
2/17/2011
43 Students
HDFS Black History Month Panel
2/22/2011
25 students
JCSU Black History Month Step Show
2/25/2011
150 students
ABLE Women Potluck
2/26/2011
24 students
Word of Life/BSO Black History Month Spoken Word
2/26/2011
76 attendees
Bennie Klain Dinner & Movie Premiere
2/28/2011
30 attendees
Navajo Film Lecture by Bennie Klain
3/1/2011
40 attendees
Alumni Sushi Mixer
3/2/2011
33 students
Women’s History Month Film Series
3/2, 3/9, 3/23, 3/30, 2011
20 students
MEN of Distinction Black History Month Competition
3/3/2011
36 students
Intramural Outdoor Soccer - Spring
3/10/2011 – 3/21/2011
15 students
3rd Annual American Indian/Alaskan Native Education Summit
3/21/2011
275 attendees
31
Gender, Race and Identity Symposium
3/25/2011
150 attendees
Black Student Organization Annual Ball
3/25/2011
150 students
Live Braodcast: Latino Education and Advocacy Days
3/28/2011
2 participants
Cesar Chavez Day Film
3/31/2011
5 students
ALLY Week
4/4/2011-4/7/2011
876 students
International Student Social
4/8/2011
33 students
Sisters On A Move Stroll BBQ
4/11/2011
79 students
Own What You Think Campaign & Love Wall
4/11/2011 – 4/16/2011 & 4/26/2011 – 4/28/2011
6350 students
Dress Your Hot Dog
4/14/2011
200 students
4th Annual Stompin' w/ the Pack
4/16/2011
450 students
Basketball Appreciation Breakfast
4/18/2011
90 students
AASA Spring Roll Workshop
4/19/2011
30 students
JSAN Calligraphy
4/20/2011
20 students
Nevada’s First-Generation Film
4/21/2011-5/13/2011
315 students
KNPR Interview for NFG Film
4/21/2011
18,570 listeners
PUSO Club Olympics
4/22/2011
35 students
32
AASA Ball
4/22/2011
150 students
2011 UNR Powwow: Honoring Higher Education
4/23/2011
650 attendees
Latinos in the Military –Mr. Trujillo & Latinos in the Military
4/27/2011
90 attendees
Dr. Ned Blackhawk lecture
4/27/2011
75 attendees
Salsabration/Latino Graduation Ceremony
4/28/2011
200 students/participants
Cinco De Mayo Celebration
5/4/2011
90 attendees
San Francisco State University Field Trip
5/12/2011
9 students
Black Graduates Celebration
5/13/2011
132 attendees
Black Graduation Video Screening
5/18/2011
15 students
Slut Walk
8/7/2011
150 students
Center Fish Fry
8/19/2011
23 students
Reno Pride Festival
8/20/2011
150 attendees
Multicultural Greek Council Yard Show
9/1/2011
250 students
Get Out and Walk
9/1/2011-9/28/2011
15 students
ABLE Women Welcome Back Pool Party
9/3/2011
74 students
Phi Beta Sigma Fraternity, Inc/Kappa Delta Chi Sorority Social
9/5/2011
23 students
33
Asian Invasion (Hawaii Club)
9/6/2011
25 students
International Movie Night – Asian Edition
9/7/2011
15 students
SOAM/MEN BBQ
9/9/2011
156 students
Latino Food Festival
9/12/2011
75 students/campus community
Delta Sigma Theta Sorority, Inc. Informational
9/13/2011
10 students
MEN of Distinction Open Mic
9/15/2011
89 students
Asian Invasion (JSAN)
9/16/2011
12 students
Asian Invasion (Talk-Talk)
9/16/2011
50 students
Dodge Ball Tournament
9/17/11
3 students
Fresh, Fun Saturdays
9/17/2011 & 9/25/2011
30 students
SF Dragon Boat Festival
9/18/2011
24 students
SOAM Fish Fry
9/23/2011
150 students
The Art of Flamenco
9/26/2011
35 students
Phi Beta Sigma Blu BQ
9/28/2011 & 9/29/2011
122 students
TOTAL
37,487
Grand Total
34
49,407
CENTER USAGE FALL 2010- SPRING 2011
The tables below give a detailed breakdown of students using the retention services offered by the
Center for Student Cultural Diversity, fall 2010-spring 2011.
Fall 2010 and Spring 2011
Hispanic
Afri-Ameri
Nat-Ameri
Caucasian
Unknown
F
M
F
M
88
64
59
50
31
8
159
142
89
431
36
35
126
86
75
88
34
21
132
61
59
41
8
58
25
26
19
563
378
308
629
M
F
M
F
M
F
August
266
232
177
144
31
13
September
428
545
370
402
62
30
October
326
321
279
299
28
15
November
269
279
259
221
24
December
88
91
66
54
8
1377
1468
Total
Hispanic
1151 1120 153
Afri-Ameri
87
Nat-Ameri
Asian
M
SERVICE REQUESTS
0
652
511
1163
0
1144 1585
2729
24
0
868
833
1701
21
27
0
764
650
1414
9
6
0
255
203
458
131
100
0
3683 3782
7465
Unknown
M
F
M
F
79
49
37
38
41
15
133
111
44
66
83
18
131
86
49
84
76
33
145
127
59
60
5
53
54
28
30
107
541
427
217
278
M
F
M
F
January
145
218
178
164
34
13
February
247
349
329
282
49
24
March
221
370
332
278
40
32
April
211
351
281
240
25
May
108
100
116
94
12
Total
932
1388
1236 1058
160
Asian
F
Caucasian
F
M
Total Number of Requests for Fall 2010 and Spring 2011
Unknown
Total
M
F
SERVICE REQUESTS
0
514
497
1011
0
885
850
1735
17
0
849
867
1716
74
22
0
795
833
1628
26
4
0
343
287
630
300
76
0
3386 3334
6720
14185
Total number of students in Fall 2010
Hispanic
Afri-Ameri
Nat-Ameri
Asian
Caucasian
Unknown
August
498
321
44
152
109
39
September
973
772
92
301
520
71
October
647
578
43
212
163
58
November
548
480
45
193
100
48
December
179
120
16
83
45
15
Total
2845
2271
240
941
937
231
Caucasian
Unknown
Total number of students in Spring 2011
Hispanic
Afri-Ameri
Nat-Ameri
Asian
January
363
342
47
128
75
56
February
596
611
73
244
110
101
March
591
610
72
217
133
93
April
562
521
58
272
119
96
May
208
210
17
107
58
30
Total
2320
2294
267
968
495
376
Year Total
5165
4565
507
1909
1432
607
35
Total
M
F
M
Unknown
F
Center for Student Cultural Diversity FAQ's
What is the Center?
The Center is a place to "Get in where you fit in." It is a place to study, use the computer lab, get
tutoring, talk to advisors, hang out with friends, find out what is going on around campus, watch
TV or movies, volunteer, or join clubs and organizations.
Who is the Center for?
Everyone and everybody. All university students are welcomed. If you are trying to get more
involved in school this is one of the best places to get help connecting to campus activities,
joining a club or organization, starting a new club, or just meeting new people... we have
something for everyone!
What does the Center do?
The Center for Student Cultural Diversity provides programs and services that support the
academic and social success of ALL students at the University of Nevada, Reno through
advisement, leadership development, counseling, student organizations, outreach, and
intercultural programming. It supports campus diversity through six initiatives: Asian and Pacific
Islander Heritage Project, Black Culture Cooperative, Intertribal Higher Education Program, Las
Culturas, Mosaic (first generation/income qualified) and Pride Collaborative.
What kind of help is available?
Services are offered at no cost and include:









Assistance with understanding financial aid requirements
Academic and personal counseling
Major and career exploration
Computer lab
Plasma TV, Blu-Ray and video game lounge
Study Area
Student organization development and support
Supportive learning environment
Multilingual professional and student staff
Does the Center offer free printing?
Only students enrolled in the award-winning College Life 101 Retention Program, or who are a
member of a club or organization affiliated with the Center may print in our computer lab.
Where do I find the Center?
The Center is located on the third floor of the Joe Crowley Student Union. The Center also has an
active online presence at www.unr.edu/thecenter, and on Facebook, twitter and YouTube.
36
THE CENTER PROGRAMS
START THINKING ABOUT COLLEGE (STAC)
Through a partnership between the University of Nevada, Reno, the Center for Student Cultural Diversity
and Washoe County School District, seventh graders from middle schools across the district were brought
to campus in an early outreach effort designed to increase student planning for postsecondary attendance
earlier in the educational career. Each STAC program began with a motivational speaker highlighting the
importance of higher education. Next, the students attended break-out sessions led by University
representatives which covered current University admission requirements. The break-outs also included a
panel of college students who shared their academic experiences and answered questions. After a
comprehensive campus tour, the students were provided lunch. The day concluded with a photo of each
school taken on the steps of the IGET/Mathewson Knowledge Center before the students boarded their
busses to return to school. The following 14 middle schools participated: Billinghurst, Damonte Ranch,
Depoali, Cold Springs, Clayton, Dilworth, Mendive, O’Brien, Pine, Shaw, Sparks, Swope, Traner and
Vaughn.
STAC Numbers for Fall 2010
Ethnicity
Percentage of STAC
Participants
Students
AM
24
3.1%
AS
77
10.0%
BL
35
4.6%
HI
539
70.0%
WH
95
12.3%
Total
770
100%
37
COLLEGE LIFE 101 RETENTION PROGRAM
Retention*
 Fall 2010 Program Participants
 Fall-to-Spring Retention
 Fall-to-Fall Retention
 Graduates
 Fall 2011 Program Participants
280
254 (91%)
259 (93%)
24 graduates between 12/10 – 8/11
380 (74% increase over last year)
Fall 2010 Mid-Term Progress Reports
 Progress reports disseminated at mid-semester
 Total progress reports returned
 Returned with a C or below
 Successful Interventions**
1240 (72% increase over Fall 09)
876 (71%)
341 (39%)
233 (68%)
Spring 2011 Mid-Term Progress Reports
 Progress reports disseminated at mid-semester
 Total progress reports returned
 Returned with a C or below
 Successful interventions **
1288
788 (61%)
232 (29%)
128 (55%)
** based on data available as of 9/15/11
*defined as course passed with a C or better, or the course was dropped
38
Fiscal
Year
20032004
Center for Student Cultural Diversity State Funded Budget
Fiscal
Fiscal
Fiscal
Fiscal
Fiscal
Fiscal
Year
Year
Year
Year
Year
Year
200420052006200720082009-2010
2005
2006
2007
2008
2009
Fiscal
Year
20102011
Fiscal
Year
20112012
Professional
Salaries
+LOA
$95,359
$96,503
$99,361
$104,241
$157,422
$233,219
$236,422
$291,624
$289,779
Classified
Salaries
----------
$30,256
$27,826
$26,353
$27,883
$30,184
$30,762
$30,756
$32,179
Graduate
Salaries
----------
----------
----------
$2,400
-------------
$16,800
(regents
award
program)
$50,400
(regents
award
Program x
3)
$50,400
(regents
award
program
x 3)
$42,000
(regents
award
program x
3)
Wages
$3,400
$4,000
$3,400
$13,400
$22,887
$10,255
$10,255
$10,255
$10,127
General
Operations
$12,481
$12,481
$12,481
$13,709
$14,049
$13,556
$10,028
$10,028
$10,014
TOTAL
$111,240
$143,240
$143,068
$160,103
$222,241
$304,014
$337,867
$393,063
$342,099
Regents Award Program monies not included in total
39
SECTION TWO
COLLEGE, DEPARTMENT, and PROGRAM
REPORTS
Note: The reports in the following section are presented as submitted, and have not been edited for
grammar or content
40
TRIO PROGRAMS
TRiO
University of Nevada, Reno TRIO Programs are part of a national set of federally-funded
college opportunity programs that motivate and support students from disadvantaged
backgrounds in their pursuit of a college degree. Over 850,000 low-income, first-generation
students and students with disabilities — from sixth grade through college graduation — are
served by more than 2,800 programs nationally. TRIO programs provide academic tutoring,
personal counseling, mentoring, financial guidance, and other supports necessary for educational
access and retention. TRIO programs provide direct support services for students, and relevant
training for directors and staff. Nevada is home to five TRiO programs: Upward Bound (3
programs); TRiO Scholars; and McNair Scholars. These TRiO programs make significant
contributions to the socioeconomic diversity of our campus community.
Outcomes: All programs must meet ambitious outcome objectives in order to maintain funding.
Annual federal reports are submitted each year detailing the success of each program in retaining
and graduating program participants. In addition, Upward Bound must report on the number of
high school participants continuing on to college and McNair must report on the number of
participants pursuing graduate studies and the number of graduate degrees attained by former
participants. Outcomes for each program are detailed in the following tables.
TRiO SCHOLARS
Mission: The program enables low-income, first generation students to stay in college until they
earn their baccalaureate degrees. Participants, who include disabled college students, receive
tutoring, counseling and writing instruction. The University of Nevada’s TRiO Scholars Program
has been continuously funded for over 40 years. The program serves 175 students annually.
TRiO Scholars Program Retention Rate for 2010-2011
Demographics
All Students
Caucasian
Hispanic/Latino
African American
Asian
Pacific Islander
Native American
More than One Race Reported
Low Income & First Generation
First Generation Only
Low Income Only
Total Served
Male
Number Percent
175
39 22%
78 45%
16
9%
21 12%
8
5%
4
2%
9
5%
153 87%
17 10%
5
3%
63
16
20
7
10
3
2
5
51
9
3
41
36%
41%
26%
44%
48%
38%
50%
56%
33%
53%
60%
Female
Number
Percent
112
23
58
9
11
5
2
4
102
8
2
64%
59%
74%
56%
52%
63%
50%
44%
67%
47%
40%
Retained or Graduated
Number
168
37
74
15
21
8
4
9
148
16
4
Percent
96%
95%
95%
94%
100%
100%
100%
100%
97%
94%
80%
Graduation Rates – FTFTF 2005/06 TRiO Scholars First Time, Full Time Freshmen
Demographics
All Students
Caucasian
Hispanic/Latino
African American
Asian
Pacific Islander
Native American
More Than One Race Reported
Low Income & First Generation
First Generation Only
Low Income & First Generation
Total Served
35
8
14
5
3
1
0
4
30
4
1
23%
40%
14%
9%
3%
0%
11%
86%
11%
3%
Male
Number
Percent
10
29%
4
50%
3
21%
1
20%
1
33%
0
0%
0
N/A
1
25%
8
27%
1
25%
1
100%
Female
Number Percent
25
71%
4
50%
11
79%
4
80%
2
67%
1
100%
0
N/A
3
75%
22
73%
3
75%
0
0%
6 Yr Graduation
Number
Percent
20
57%
4
50%
5
36%
3
60%
3
100%
1
100%
0
N/A
4
100%
16
53%
3
75%
1
100%
McNAIR SCHOLARS
Mission: The Ronald E. McNair Post Baccalaureate Achievement program is designed to
encourage low-income, first generation and minority undergraduates to consider careers in
college teaching and research through preparation for doctoral study. Participants are provided
with research opportunities guided by faculty mentors. This program was named in honor of the
astronaut Ronald McNair who died in the 1986 space-shuttle explosion. The University of
Nevada McNair program is in its 10th year of continuous funding and serves 26 juniors and
seniors each year.
Demographics
All Students
Caucasian
Hispanic/Latino
African American
Asian/Pacific Islander
Native American
More than one Race
Low Income & First Generation
McNair Retention Rate for 20010-2011
Male
Female
Total Served
Number Percent Number
Percent
7
9
5
4
1
0
19
26
27%
35%
19%
15%
1%
0
73%
11
2
4
3
2
0
0
9
42
42%
29%
44%
60%
50%
0%
0
47%
15
5
5
2
2
1
0
10
58%
71%
56%
40%
50%
100%
0
53%
Retained
Number
Percent
26
7
9
5
4
1
0
19
100%
100%
100%
100%
100%
100%
N/A
100%
McNair Graduation Rates for Fall 2009 Cohort
Demographics
All Students
Caucasian
Hispanic/Latino
African American
Asian/Pacific Islander
Native American
Low Income & First Generation
Graduated
Male
Female
Accepted to
Grad School
Number
Percent
Number
Percent
Number
Percent
Number
Percent
9
3
4
2
0
0
8
100%
100%
100%
100%
N/A
0
100%
4
0
3
1
0
0
4
44%
0%
75%
50%
N/A
0%
50%
5
3
1
1
0
0
4
56%
100%
25%
50%
0%
0%
50%
7
3
3
1
0
0
6
78%
100%
75%
50%
N/A
0%
75%
43
In Graduate
School
Number Percent
5
3
1
1
0
0
5
56%
100%
25%
50%
N/A
0%
62%
COLLEGE OF BUSINESS
_____________________________________________________________________________________
HispanicBusinessNevada.com designed, launched through Imagine 2020
University’s College of Business supports diversity, creates website for and about Nevada
Hispanic businesses
Claudene Wharton
The Nevada Small Business Development Center at the University of Nevada, Reno College of
Business was awarded funds in 2009 to create the “Imagine 2012” program. The program is an
initiative to increase both student and faculty diversity, not only within the College of Business,
but campus wide as well. As part of the initiative, HispanicBusinessNevada.com was created this
summer to provide the community with one central location to find reliable information about
Hispanic businesses in Nevada.
“We wanted this to be a source for Hispanic information and resources in Nevada,” said Marcel
Fernando Schaerer, program manager in the Nevada Small Business Development Center of the
University’s College of Business and one of the designers of the website.
This year, “Imagine 2012” transitioned into “Imagine 2020” in order to provide a long-term
vision of the College of Business’s goals for diversity increases. Imagine 2020 presents faculty
exchange programs for the College of Business to allow students to interact with professors from
Mexico and to spread diversity among students. This summer, Professor Isaias Rivera from
Instituto Tecnológico de Monterrey at Chihuahua Campus in Mexico taught a class on the
Nevada campus, “The Changing Environment of Business,” as a part of the professor exchange.
“There are inconsistencies when it comes to finding information about the Hispanic business
community, and it’s been rather difficult to find a website where specific and reliable
information can be found,” Schaerer said. “HispanicBusinessNevada.com was designed as a
portal in which information about Hispanic businesses can be grouped – providing demographics
and information for business resources, as well as for business activities in or outside of Nevada
or Mexico.”
Schaerer said business lists are also available for purchase from the website, and new lists will be
updated annually for both the Reno/Sparks area and the Las Vegas/North Las Vegas/ Henderson
area. Currently, the list has 2,400 businesses listed in the Reno/Sparks area and 5,000 businesses
listed in the greater Las Vegas area.
As for future aspirations for Imagine 2020, Schaerer hopes to expand outside of the University
and to work very closely with the Washoe County School District in order to support the ongoing
effort to increase graduation rates.
Overall, high school graduation rates in Washoe County are currently at about 70 percent, with
the graduation rate for high school Hispanics in the district being at about 55 percent. The
Imagine 2020 initiative would like to help increase those rates, especially for minorities.
44
“By working closely with the community, I believe these goals can be achieved,” Schaerer said.
“With opportunities such as the three-week class on entrepreneurship for high school Hispanics
and minorities that we offered this past summer. “With the help and support of all University
faculty and students, the campus will continue to power the necessary steps to embrace, include
and engage diversity.”
For the past four years, the College of Business has provided its annual Business Week in
September, which has been included in the Imagine 2020 initiative to spread diversity in the
college. This year’s Business Week runs now through Sept. 30. The week includes high-powered
speakers and activities aimed at celebrating business and provides workshops, speakers,
information sessions and networking opportunities for business students, alumni and the
community.
45
COLLEGE OF EDUCATION
The College of Education is committed to the development of an educator workforce that reflects
the demographics of our region and that values human diversity in all its forms. This report
provides information about the diversity of our graduate and undergraduate students, describes
college programs aimed at attracting diverse students, and list contributions of faculty.
Overview of the College of Education Demographics
The College of Education (COE) graduate and undergraduate programs continue to attract
students from diverse backgrounds in growing proportion, as shown in the following table.
Known Minority Fall Enrollment Percentages in the COE
Year
2011
2010
2009
2008
2007
2006
2005
2004
Undergraduate
Graduate
total UG
% minority
total GG
% minority
Data not yet
Data not yet
available
available
1069
21.5%
814
14.8 %
1043
19.0%
849
10.71%
989
18.3%
854
11%
831
15.1%
863
13.1%
856
11.6%
865
12.6%
963
12.0%
875
13.3%
1067
12.7%
922
9.8%
(Data from Institutional Management Census Date Head Count)
Academic programs in the College of Education include teacher licensure programs in
elementary, secondary, early childhood, and special education; as well as a major in Human
Development and Family Studies that does not lead to teacher licensure. The following tables
present the undergraduate data for the last three years with those two career paths disaggregated.
College of Education Undergraduate Data by Career Path – Fall Semesters
Year
2011
2010
2009
2008
Teacher Licensure
total
total UG
% minority
minority
Data not yet available
926
193
20.8%
920
165
17.9%
871
153
17.5%
46
total UG
143
123
118
HDFS
total
minority
37
33
28
% minority
35%
33%
24%
Overall, the percentage of students from underrepresented groups is increasing in the college of
education. There is a greater proportion of students with diverse ethnic, cultural, and linguistic
backgrounds in the HDFS major than in teacher licensure programs, but the total number of
students in the two groups makes comparisons difficult. In coming years we will focus on
building a more diverse teacher work force. In total, the college’s data are an indication of the
growing number of students from underrepresented groups nationally and in the local school
system, and may also reflect the University’s increased attention to serving students in such
programs as the COE Dean’s Future Scholars program; campus-wide recruiting and retention
activities for students with diverse backgrounds; student organizations for various cultural,
national, or ethnic groups; and faculty/staff training programs for dealing with special issues
encountered by students from underrepresented groups. The COE Advisement Center staff
members are particularly aware of such issues, and have participated in trainings made available
on campus to decrease bias and increase sensitivity to serving diverse students. These activities
assist students to navigate the system and receive the support helpful to achieve their college
degree.
College Programs and Activities Aimed at Attracting Diverse Students
Through the University’s curriculum review process, the College of Education experienced
significant budget cuts that went into effect July 1, 2011. Organizationally, the College of
Education is now one unit with no separate departments and with 3 affiliated centers. This report
describes college activities as a whole.
Curriculum and Diversity
 The College of Education significantly changed the program in elementary education,
special education, and early childhood education by creating the “Integrated Elementary
Education” major. This program enables students to earn teaching licensure/endorsement
in two areas, elementary education and one of the following: Special education, early
childhood education, or English as a second language. In order to accomplish this in 120
credits, we consolidated and eliminated courses. All students will have at least three
courses that specifically address aspects of diversity, including:
o EDUC 411 Sociocultural Contexts in Education (capstone course)
o EDU 203 Introduction to Exceptional Children
o EDRL 462 Elementary Methods in ESL
 Secondary education majors also take courses designed to address issues of diversity that
affect adolescents:
o EDUC 411 Sociocultural Contexts in Education (capstone course)
o EDSP 411 The Learner with Disabilities in the General Education Classroom
o EDRL 463 Adolescent/Adult Methods in ESL
 The college also has several other courses offered that address issues of diversity that are
often sought out by students from diverse backgrounds, and which address diversity
themes. These classes include:
o HDFS 232 Diversity in Children (a core diversity course)
o HDFS 202 Introduction to Families. Class has a strong focus on diverse family
systems
47
o HDFS 204 Child Guidance and Parenting. Class allows students to examine
cultural influences on families
o EDUC 413 Education for a Changing World (capstone course)
o EDUC 680 Multicultural Concerns in Diverse Educational Settings
o CTL 620 Sociocultural Concerns in Education
o EDUC 776 Multicultural Seminar in Education
o A variety of courses in teaching English to speakers of other languages and in
special education/disabilities
College Recruitment and Retention Activities
Undergraduate recruitment activities in the college are largely coordinated through the College
of Education Advisement Center (AC). Center staff participate in campus-wide recruitment and
welcoming activities for freshmen. In addition, Center staff are involved with specific outreach
that differentially affect students from underrepresented groups. Outreach activities include the
following:
 The AC Director is a member of the Diversity Scholarship Committee of Washoe County
School District, which recruits teacher preparation students from diverse backgrounds
and awards scholarships to assist completion of licensure programs by these students
 The AC Director visits to local community colleges and speaks in classes to meet with
prospective transfer students
 The AC staff provide leadership to the University of Nevada Education Association (U of
NEA), a student group that provides social connection and professional development for
education majors and prospective majors.
 AC staff make connections with the Dean’s Future Scholars (DFS) to encourage
consideration of education and working the children as a career (see DFS information
below).
 The HDFS program continues to maintain contact with thousands of Nevada individuals
and families, many from underrepresented groups, through its Nevada Cooperative
Extension programs. HDFS Extension faculty members have developed and maintain
nationally award-winning programs such as the Family Storyteller, Project Magic, and
the Little Lives newsletters. Some of these programs are specifically designed for groups
such Hispanic and Native American families and teen parents.
 Over the last several years, advisors in the HDFS undergraduate program have worked to
develop strong connections with athletic advisors, administrators, and student athletes to
encourage and promote athletes and student athletes from diverse backgrounds to seek a
major in HDFS. College-wide meetings in early 2010 have extended these discussions to
the teacher education programs.
 Programs have been active in trying to recruit McNair Scholars (one is enrolled in a
graduate program in counseling) and international students.
 One international student from the Middle East completed his doctoral degree in the past
academic year. Two additional students from the Middle East and one from Africa are
currently enrolled in doctoral education.
 Since the closure of the MA-TESOL program, the number of international students
enrolled in the college has decreased significantly.
48
In the spring of 2010, the College of Education developed a recruitment plan to maintain student
enrollment. Due to the uncertainty of the college, based on the announcements of substantial
potential cuts, this plan did not receive the attention it deserved in 2010-2011. Goals for the plan
include:
1. Create a college culture supportive of student academic success that promotes student
achievement.
2. Develop outcomes measures of student success, including indices of subsequent student
performance upon completion of their programs at the college.
3. Analyze outcomes measures and implement the results in planning and program
evaluation.
4. Maintain and enhance specific retention strategies that assist all students as well as
specific targeted groups of at-risk students.
5. Increase number of degrees and certificates awarded.
Action steps toward meeting these goals include “enhance the experience and interactions with
diverse populations of students and improve the quality of the educational experience for all
students. Use a sustained, ongoing and authentic engagement with diversity as an integral part of
our programs.” Work in this area will be part of our 2011-2012 ongoing planning as we settle
into our new ‘no-department’ structure and more integrated curriculum.
Dean’s Future Scholars (DFS) Program
A major recruiting effort of the College of Education is the Dean’s Future Scholars Program
(DFS). The basic idea of the DFS Program is that, before students can consider teaching as a
career, they first must believe that college is a possibility for them, and then have the academic
background that prepares them for college. A goal of the program is to recruit low-income
students from underrepresented groups into teacher education. The program goals are to interest
students in the benefits of a college education and to help prepare them academically to go on to
higher education and, in particular, the University of Nevada, Reno.
DFS students are selected as sixth graders from ten Title I schools in the Washoe County School
District (WCSD). Each year, a new group of approximately 50 sixth-grade students is selected to
begin the program. Currently, there are about 400 Washoe County School District middle school
and high school students being assisted by DFS staff. About 250 DFS college students have
graduated high school and are enrolled in college. Most of the college students are enrolled at
UNR and TMCC. Many of the college students have chosen education occupations. During the
school year, DFS students are mentored each week by talented, diverse UNR students. DFS
students and their families attend an annual conference on campus and participate in a number of
other activities each year; e.g. tutoring, home visits, and summer academic enrichment
programs. .
The DFS high school class of 2011 was comprised of 58 low-income, diverse students.
According to DFS records, 50 of these students graduated from high school. (Five of these 58
students disappeared from district records, so it is possible that they graduated from another
state.) Only 3 DFS students who stayed in WCSD schools dropped out.) That is a 86%
graduation rate. (The WCSD graduation rate for low-income, Hispanic and African-American
49
students is reported to be about 39%). Of this year’s DFS graduating group of 50, DFS records
show that there are 42 students who have enrolled in college this fall.
The DFS program is funded mostly by private and public grants. USA Funds funded DFS
$100,000 this year after funding DFS for $75,000 during the past 7 years. The Regents Service
Awards (RSA) Program provides $45,000 this year in student outreach monies that are used for
student employment during FY10. The College of Education Dean’s Office supports one
graduate assistant position, which is used to keep DFS finances current. A major partner with
the DFS Program is NevadaWorks, which provides support for a summer employment program.
During the 2011 summer, NevadaWorks funded DFS for $142,000 which allowed 73 students to
work as paid interns on campus as well as providing funds to pay for six credits and books for
these students. For FY 2011, NevadaWorks provided funds to support DFS and the summer
student employment program including support for one-half of the program director’s salary and
one graduate assistant. The federal Gear-Up Program (see below) supports one graduate
assistant, who supervised the mentoring of DFS students during the school year and coordinated
the DFS summer academic enrichment program. The Washoe County School District provided
bussing for DFS students the past summer. This bussing has allowed DFS to provide on-campus
conferences during the school year and has permitted many low-income students without family
transportation to attend the DFS summer academic enrichment program. The Dean’s Future
Scholars program receives student scholarship support from the Satre Endowment for Education
Dean’s Future Scholars Fund, the Barbara A. & Robert P. Thimot Scholarship Education
Endowment, the Robert and Patricia Edgington Foundation, and from the Lifestyle Homes
Foundation.
During the 2010-2011 academic year, the following activities were provided for the students and
parents in the DFS Program:
 UNR students (graduate and undergraduate) served as mentors and tutors in 35 schools in
WCSD and two rural districts. This includes 17 high schools, and ten middle schools
(public, charter, and private). The goal is have each a UNR/DFS mentor/tutor personally
visit each DFS student once a week. During the school visitation, DFS mentors focus on
assisting the DFS students to set and meet their academic goals.
 For the DFS students, who were seniors this year, the DFS Program focused efforts on
assisting them in passing the state high school proficiency examinations, improving their
scores on the SAT/ACT tests, and preparing for college admission. There was a meeting for
the DFS seniors and their parents in January 2011 to complete their FAFSA forms with the
assistance of UNR financial aid staff.
 DFS expanded its mentoring program to support DFS alumni attending UNR and TMCC.
DFS staff continued to assist college DFS students with academic support, and guidance.
Opportunities for college involvement are provided through the Dean’s Future Scholars Club.
Most UNR DFS students also belong to a student organization or Greek organization.
 This past school year, there were three DFS conferences on campus: one for sixth graders
newly selected for the program, one for middle school students and high school students and
one for seniors.
 Efforts were made to secure additional funding for the DFS Program in order to provide for
the on-going program activities as well as to expand the program to include more support for
50
DFS families, social and cultural experiences for the DFS students and families, and a greater
emphasis on becoming a teacher.
During the 2010-2011 academic year and summer of 2011, the Dean’s Future Scholars Program
employed 28 UNR students. The ethnic breakdown of staff was:
 Hispanic
15
(54%)
 Asian/Pacific Islander
7
(25%)
 Native American
2
(7%)
 Caucasian
3
(11%)
 African/American
1
(4%)
According to DFS records, during 2010-2011, the ethnicity of DFS students was:
 62% - Hispanic
 17% - Asians/Pacific Islander
 9% - Native American
 7% - Caucasian
 5% - African American
The following data show the progress of the first six cohorts of DFS students from the time they
were first selected for the program until they graduated from high school and enrolled in college
or joined the military. The data provide a longitudinal perspective of the success of the Dean’s
Future Scholars Program in meeting its goals.
51
Dean’s Future Scholars Longitudinal Data (as of 06/2011)
HS Graduation Data
Moved
Students Graduated Still in Out of
Selected HS
School District Dropped Unknown
58
50
1
2
5
Cohort 6
Graduated HS June 2011
Entering College Fall 2011
53
Cohort 5
Graduated HS June 2010
Entered College Fall 2010
54
Cohort 4
Graduated HS June 2009
Entered College Fall 2009
48
43
57
Cohort 3
Graduated HS June 2008
Entered College Fall 2008
34
55
Cohort 2
Graduated HS June 2007
Entered College Fall 2007
5
2
2
4
UNR
TMCC
Other
24
22
TOTAL
46
UNR
TMCC
Other
19
14
3
TOTAL
36
Military
1
1
1
10
7
UNR
TMCC
Other
TOTAL
20
14
1
35
1
44
1
9
UNR
TMCC
Other
TOTAL
22
14
3
39
1
48
Cohort 1
Graduated HS June 2006
Entered College Fall 2006
30
3
7
UNR
TMCC
Other
TOTAL
9
12
2
23
1
Totals
249
225
6
325
3
3
Post HS Data
Accepted
to
College
UNR
24
TMCC
10
Out of
state
6
Technical
school
2
Total
42
6
17
52
4
37
Overall, in the 11 years since the founding of DFS and the five years since the first students
graduated from high school, DFS has had a 78% four-year graduation rate. Of the 118 students
who enrolled in UNR since 2006, eight are known to have completed bachelor’s degrees.
Further, four of these eight are known to be enrolled in graduate programs. Follow-up of
students who did not enroll at UNR has not been attempted. Future program goals include
evaluation of barriers to successful degree completion for DFS graduates.
Project GEAR-UP
Dr. Janet Usinger in the College of Education Leadership Program has been involved with the
development, implementation, and evaluation of two Nevada State GEAR UP (Gaining Early
Awareness and Readiness for Undergraduate Programs) projects since 2001. This federallyfunded project provides academic and financial support for first generation college-going
students from across the state. Working in conjunction with eight school districts, the Nevada
Department of Education, and the seven campuses of the Nevada System of Higher Education
(NSHE), students are provided academic enrichment and exposure to college campuses through
middle and high school. In 2007 the students from the first cohort graduated and were recruited
by all of the NSHE institutions. UNR was successful at attracting 64 GEAR UP scholars; 45
were enrolled in 2009; 40 continued to be enrolled in 2010. Of the 40 students enrolled at UNR
during the 2011/2012 academic year, 18 are White, 13 are Latino, 4 are African American, 3 are
Asian/Pacific Islanders, and 2 are Native Americans. As of Fall, 2011, 12 had graduated with a
baccalaureate degree, 21 are seniors, 5 are juniors, one is a sophomore, and one is a freshman. In
addition, three GEAR UP students are enrolled in graduate school at UNR. Each GEAR UP
student receives a $2,500 annual scholarship for up to six years at UNR. The second cohort is
currently entering 12th grade and we look forward to recruiting even more students in 2012.
Hispanic Head Start-Higher Education
Dr. Eva Essa concluded a 5-year federal Hispanic Head Start-Higher Education grant, which
helped 8 Hispanic Head Start teachers earn bachelor's or master's degrees (2005-2010). All eight
students finished by December 2010 with degrees in HDFS or with dual degrees in HDFS/ECE.
Faculty Contributions to Support Students from Underrepresented Groups
Dr. George Hill and Dr. Ginny Knowles ’92 Ed.D (Educational Leadership) have established an
award to support the professional development of teachers and administrators. The Award is
given annually to a Hispanic/minority graduate student pursuing a master’s degree in
administration in Educational Leadership. Recipients must have been a teacher or administrator
in the Washoe County School District for at least three years. The Award is set up to award
$1,500 during the fall, spring and summer semesters up to $4,500 per year.
Dr. Margaret Ferrara is a member of the Parent Involvement Council, a diverse group of parents
and community agencies involved in supporting diverse families in the area. She has started a
northern Nevada Group - the Family Engagement Gathering - which includes over 35 parent
agencies that support parents, especially those whose children are potential first-generation
graduates from high school and higher education, families in transition (homeless), diverse
53
families (AVID, Gear UP, Dean's Future Scholars), and Hispanic support services for families
(MALDEF, WCSD - ESL).
Beginning September 26th, the College of Education, the Northern Nevada International, and the
Washoe County School District will host 20 international Teaching Fellows for a six week
professional development program through a Teaching Excellence Achievement (TEA) grant
awarded by the International Research and Exchanges Board (IREX) and its partner the U.S.
State Department Bureau of Education and Cultural Affairs. The Fellows are experienced
secondary English and math teachers representing 11 different countries including Bangladesh,
Bulgaria, Egypt, Ghana, Guatemala, India, Kyrgyzstan, Panama, Peru, Russia, and the Ukraine.
While in the community they will have the chance to meet state and local government and
education officials, volunteer at community agencies, and attend functions such as school board
meetings. This rich cultural exchange will enable our graduate students and the visitors to
enhance knowledge of different educational approaches and differing cultures. Dr. Jennifer
Mahon is the project director.
54
COLLEGE OF LIBERAL ARTS
DEPARTMENT OF ANTHROPOLOGY
The discipline of Anthropology was founded over two centuries ago with a focus on the
description and explanation of physical and cultural diversity throughout the world. That
mission, maintained to this day, is reflected in a broad range of Anthropological course offerings.
Twelve undergraduate courses in Anthropology meet the core curriculum diversity requirement,
led by ANTH 201 (Peoples and Cultures of the World) and extending to more specific
geographic areas (North America, Latin America, Africa). Diversity is a common theme
throughout all undergraduate and graduate courses in Anthropology and provides a major focus
for graduate theses and dissertations. Faculty members work on diversity issues in international
(Africa, Europe, Brazil), national (American Southwest, Alaska) and regional (Nevada and Great
Basin) settings. Five Anthropology faculty members are faculty associates with the Gender,
Race, and Identity Program, which is at the center of diversity activity at the university, and
serves students who wish to study race/ethnicity, as well as gender/sexuality, religion, and other
aspects of identity. Two faculty members serve on the presidential diversity committee, the
Multi-Ethnic Coalition. Two also serve as members of the Latino Research Center’s steering
committee.
DEPARTMENT OF ART
The Department of Art faculty is comprised of 12 tenured and tenure-track professors. Six are
women and six are men, and all hold the terminal degree[s] in their respective concentration
areas. One member of our faculty is Korean and brings a wealth of cultural knowledge, artistic
productivity and technical skill to our students and faculty. An additional female member of the
faculty (administrative faculty) holds a Ph.D. in Communications and is the department’s
Sheppard Fine Arts Gallery Director.
All members of the department faculty are engaged in efforts towards outreach to, and
recruitment from, local and regional schools (regional being the 16 counties in addition to
Washoe County). These faculty efforts include five key areas: [1] the dissemination of
information regarding the department’s instructional program with its seven different studio
concentrations, [2] the Art History Program, [3] the Sheppard Fine Arts Gallery, [4] the Black
Rock Press, and [5] a national recruitment effort for MFA candidates.
All department faculty members are available to, and visit in, the local public high and middle
schools for career days, information panels, etc., where the department’s diverse programs and
studio concentrations are detailed and discussed. We are regularly visited by public school art
classes for tours of the department and attendance at our Visiting Artists Lecture and Exhibition
Series.
During Fall Semester 2010, one member of the department faculty volunteered twice weekly,
teaching a beginning “Exploratory Art Class” at a local high school. He contacted some 32
students and identified two possible recruits from this predominantly Hispanic population
55
(Carlos Kovac and Juan Nolasco). They come to classes at the university a minimum of twice
weekly and have additional one-on-one time with their mentors. Professor Bogard is mentoring
one of them in Ceramics, and Adjunct Professor Hertel is mentoring the other in Drawing and
Painting. Both received incoming freshman scholarship assistance.
A number of students transferring to UNR from community colleges have expressed a
continuing interest in the BA in Art History program.
Through our programming for the Sheppard Gallery and our Visiting Artists Lecture Series we
continue our concern with providing a diverse representation of both gender and race. Our
exhibition and visiting artist program routinely features artists of color, including recent
showings by Sky Kim, Keun Park, Wafaa Bilal, Keiko Narahashi, faculty members Eunkang
Koh, Tamara Scronce, Robert Morrison, and emeritus faculty member Edw Martinez.
All Sheppard Gallery announcements are sent to a broad area throughout the state (as well as
across the country), with particular attention to the middle and high schools in the Reno/Sparks
area. Several high schools receive multiple announcements which are sent to individual
secondary art teachers who have expressed interest in our programs and in the possibility of
bringing students to the gallery on field trips.
The Black Rock Press (Book Arts) attracts an ethnically diverse group of students—and
particularly Asian students—who appreciate the tactile quality of the lead type and the
possibilities of using a combination of image and text in the art-making process. We hope that
this year will see the merger of the department’s Printmaking and Book Arts concentrations; this
would provide even further opportunities for diversity in the student body and in concept imagemaking.
The Department of Art’s MFA program continues its efforts to recruit a diverse group of
students. The representation of diversity in our program includes gender, ethnicity, age, and
student that are the first generation in their families to pursue graduate study. The current pool
of nine MFA candidates includes six men and three women. Of the six men, one is an
international student from Spain, one is Latino and first in his family to pursue graduate study,
one is from an age group considered “non-traditional student” returning to college to pursue a
graduate degree after a successful professional career, and one is of Japanese (mother) and
American (father) heritage and is the first in his family to pursue graduate study. Of the three
women, one is African-American, and one is the first in her family to pursue undergraduate and
graduate study.
The Department’s BFA Interdisciplinary program continues its efforts to recruit and retain a
diversity of students. At present the BFA Interdisciplinary program has 13 students, nearly
equally divided between male and female students with one Latino American and one Asian
American student.
We are fortunate in the arts in that opportunities abound and that this faculty recognizes such
opportunities, possibilities, and responsibilities; they continually strive to attract, recruit, nurture,
showcase and retain the strongest possible people and work.
56
CENTER FOR BASQUE STUDIES
Faculty at the Center for Basque Studies regularly explore diversity issues in courses such as
Basque Culture (BASQ/ANTH 471), Identity Across Borders: Basque Transnationalism in the
United States, (BASQ/ANTH/PSC/SOC/WMST 378), Basque Gender Studies (BASQ
461/WMST 462), and War, Occupation and Memory in the Basque Country, 1914-1944
(BASQ/ANTH 477). These classes attract an increasing number of Hispanic/Latino and
American Indian students. Sandra Ott co-chairs the presidential diversity committee and the
Intercultural Council and continues to be involved with other diversity committees: the Work &
Family Task Force and the Multi-Ethnic Coalition, of which faculty member Dr. Xabier Irujo is
an active member. Dr. Ott also serves on the Diversity Sub-Committee for the Core Curriculum,
and on the Diversity Task Force of the College of Liberal Arts, and is a member of the Gender,
Race and Identity Studies Program (GRI).
DIVISION OF COMMUNICATION STUDIES
The Division of Communication Studies does not currently engage in formal recruitment of new
students beyond our university orientation opportunities, but remains committed to the diversity
of our campus through course offerings and outreach activities.
Five sections of COM 412, Intercultural Communication, which carries university-sanctioned
diversity credits, were offered last academic year. The course is made available to many
students outside the communication major/minor. It serves as an important experience that
facilitates students’ sensitivity to and comfort with diverse populations. Many of our courses
emphasize the need to be adaptive in communication events, in order to maximize benefits from
diverse perspectives and communication styles.
Ronna Liggett, now Emeritus Faculty, is a member of the professional organization Phi Beta
Delta which brings UNR faculty with international backgrounds and interests together as a
method of globalizing and embracing diversity on the UNR campus. This past summer, she also
participated in IDEA in Turkey, which is an international debate competition for which she is a
judge.
DEPARTMENT OF CRIMINAL JUSTICE
Although the Criminal Justice Department does not actively recruit students, its programs and
courses attract a diverse student population. In 2011 for our 540 undergraduates, the ratio of
female to male students is roughly 50/50. Of students where race or ethnicity is known, Asian
and Pacific Islanders account for just over 4%, Black Non-Hispanic 6.5%, Hispanic 21%, and
White Non-Hispanic 61%. Of the department’s female undergraduate students, 25% are
Hispanic.
Race, ethnicity, class, and gender are broad themes across the Criminal Justice curriculum and
are addressed in both lower and upper division courses. A number of undergraduate courses
taught by faculty in the Department also have a particular focus on diversity and multicultural
57
issues of race, ethnicity, gender, and/or class in law, policing, or justice systems. These include
upper division classes such as CRJ 380, Diversity and Multiculturalism in Community Policing;
CRJ 411, Comparative Criminal Justice Systems; CRJ 420, Jurisprudence; CRJ 427, Struggle for
Justice, and CRJ 475 on Women in the Criminal Justice System and CRJ 479 on feminist
Jurisprudence, law and gender violence.
The Department has an open door policy encouraging all students to discuss career interests with
faculty. Dr. Robert Chaires has particularly focused on mentoring students of color interested in
law or legal careers for the past twenty years. In addition, a central goal of CRJ 125, Legal
Careers and Law School, is to introduce nontraditional students to opportunities in law and the
legal profession. The Department also currently offers a night program for nontraditional
students who may be restricted from taking classes during the day.
DEPARTMENT OF ENGLISH
The Department of English continues its efforts to expand the canon to include and encompass a
diversity of literary voices. The department offers a substantial array of diversity courses on a
regular basis. Recently these have included English 480A, Literature of Africa and its Diaspora;
495C, Twentieth-Century African American Literature, which examined autobiographies,
personal essays, novels, film noir and blaxploitation, sociological studies, urban topography,
prison literature, poetry, blues and hip hop; English 497A, Multi-Cultural Literature (which
included Asian-American, Hispanic, Native American, and African American literature); English
494A, Native American Literature; and English 472B, Twentieth-Century American Novel,
focusing on how authors on different sides of the color line—such as Toni Morrison, Maxine
Hong Kingston, Donald Goines and Sherman Alexie—imaginarily resolved the crisis of
American segregation.
The department has designed a new course in postcolonial literature, English 486A, taught for
the first time last year by Professor Erin James. The course examines literature from descendants
of white Caribbean planters, Afro-Caribbean slaves, and Indo-Caribbean indentured laborers; it
charts the rise, development and current status of Anglophone African literature. The course
examines novels and plays from writers from Nigeria, Kenya, and South Africa, and challenges
students to think about the complexities of cross-cultural reading, the politics and poetics of
representation, issues of canonicity, and the African response to Western literature. Postcolonial
ideas such as Orientalism, the politics of language, subalternity, and mimicry inform the course.
Professor James also recently designed a new graduate topics seminar, English 724, “The
Postcolonial Ecocritical Dialogue,” which examines the intersections and tensions between
postcolonial and ecocritical theory and discourse. Readings for this course focus on three
different postcolonial environments—Trinidad, India and Nigeria—and address issues such as
tourism, development, oil, war, refugeeism, cosmopolitanism, displacement, environmental
degradation, the ethics of place, the relationship between the local and the global, and ideas of
nationality and nationhood.
Professor Anupama Mohan, a recent tenure-track hire, is helping us to further enrich our
diversity offerings, with courses such as English 425B, “Issues in South Asian Literary Studies.”
58
The course introduces students interested in South Asian literatures and politics to some of the
key works of fiction to emerge in contemporary times from India, Pakistan, Sri Lanka, and
Bangladesh in an effort to understand the diversity of literary histories that are not always
coincident with national borders. Next spring, Professor Mohan will offer a graduate seminar on
Nations and Nationalism that will have a broadly postcolonial focus. In addition, the English 303
required course for majors that she teaches every year is also substantially inflected with gender
race and identity issues relevant to the 20th- and 21st-centry postcolonial world.
The department continues to have student interns who tutor in Washoe County public schools.
English has few grant or scholarship funds, none earmarked specifically for students of color.
DEPARTMENT OF FOREIGN LANGUAGES AND LITERATURES
The graduate faculty in Spanish have worked diligently to recruit, retain, and guide students
through to the successful completion of the MA in Spanish. We currently have MA students
from Argentina, Chile, Mexico, Guatemala, Peru, and Spain, in addition to a number of US
Latino students. A significant part of retention success relies on the ability to provide TAships,
as well as mentoring and advising from graduate faculty.
Dr. Emma Sepulveda has continued her long career as a professor in the Foreign Languages and
Literatures Department where she teaches, mentors, and uses her extensive experience in
academia to recruit Latino students as well as help with the retention efforts. She also serves as a
Director of the Latino Research Center. This is a summary of Dr. Sepulveda’s activities:










Presentations in local community organizations and schools.
Academic Adviser for the Latino Research Center Student Group.
Mentored undergraduate and graduate Latino students.
Worked with the Census 2010 helping in the efforts of educating the community in the
need and importance of being counted.
Organized Food Security and International Migration Conference: First International
Conference of the United Nations in Reno sponsored by the United Nations World Food
Programme (WFP) and the University of Nevada, Reno’s Latino Research Center (LRC).
Worked with Mobile Consulate at UNR. Different services from passport renovation to
the issuing of birth certificates were provided to Mexican citizens living in northern
Nevada.
Day of the Dead celebration at UNR. The event was opened to the public with a
traditional Altar exhibition, sugar skull decorations, folkloric music, dance and poetry.
El Futuro es Nuestro: Radio show in Spanish focused on the access to higher education
by Latinos in Nevada, sponsored and produced by the Latino Research Center and Radio
Innovación.
DREAM Act Vigil: Latino Student Advisory Board event in support of undocumented
students and the passing of the DREAM Act in congress.
Cesar Chavez Day. Worked with Latino Student Advisory Board Club to prepare and
establish the first celebration of Cesar Chavez Day in Campus.
59
 Using Census Data for Grant Writing: The Latino Research Center in collaboration with
the U.S. Census Bureau facilitated two workshops to provide participants hands-on
experience with census.gov in order to look up data to tell their community’s story.
 Invitation of guest speakers: Victor Villaseñor: National best-selling Mexican-American
author. His lecture “Rooted in Family” was specially tailored to high school students and
University community to emphasize the pride in heritage, education, and power of
personal achievement.
 Organized the UNR Latino Graduation Ceremony 2011.
 Co-edited Border-Lines Research Journal: two special issues are scheduled for release
featuring the findings of September’s Conference “Food Security and International
Migration”.
 Co-edited Border-Lines Latino Needs Assessment findings in collaboration with the
UNR Cooperative Extension.
Dr. Daniel Enrique Pérez engages in several activities throughout the year designed to recruit
and retain diverse student populations at UNR. The courses he has developed and taught
continue to be a rich space for discussing issues of identity and many students from diverse
backgrounds, including Latino students, queer students, and first-generation colleges students,
enroll in his courses. For example, in the fall of 2011 he taught WMST 417: Men, Machismos,
and Masculinities, SPAN 227: Spanish for Heritage Speakers, and a graduate seminar titled
Chicana/o and Latina/o Cultural Production (SPAN 792).
He chairs the Ethnic Studies Program and has been an academic advisor of the program since
2006. However, budget cuts have deeply impacted the number of course offerings in this area.
Whereas the Ethnic Studies Program once offered a course on Race and Racism twice a year and
a course on Native American Culture once a year, it is unable to offer any courses this year. This
is a major setback for the program as these courses are instrumental for recruiting and retaining
students of color.
In 2011 he, along with Louis Niebur, served as faculty curator for the Gender, Race, and Identity
Program. He worked closely with the GRI Programming Committee to organize the first GRI
Symposium: “Difficult Dialogues and Minoritized Identities” (A one-day symposium held at
UNR on March 25). This was possible thanks to the collaboration between GRI, the Ethnic
Studies Program, and the Center for Student Cultural Diversity. It involved faculty and graduate
students from across disciplines sharing their research and was attended by faculty, graduate, and
undergraduate students from our campus community.
As a faculty curator of GRI, he also organized and participated in the following two events,
which involved guests from others universities:
Colloquium: “Queer Identities in Music and Film” (Held on April 15)
Panelists: Alexander Doty (Indiana Univ., Bloomington), Louis Niebur, and Daniel E. Pérez
Colloquium: “Muxeres Fieras: Chicana Feminisms and Sexualities” (Held on April 28)
Panelists: Adelina Anthony (Performance artist), Anita Revilla (UNLV), and Deborah Vargas
(UC Irvine)
60
In the Spring of 2011, Dr. Pérez was interviewed by Chris Barry—writer, director, and producer
of the documentary Nevada’s First Generation—and was featured in his film. He also
participated in a panel discussion on first-generation college students after the premier of the
documentary (April 21).
Dr. Pérez continues to serve as a mentor for the Honors Program, the Trio Scholars Program, the
McNair Scholars Program, and Upward Bound. He gave talks to two different groups of high
school students participating in the Upward Bound Program on campus (Feb. 5). He also did a
mock lecture for a large group of high school students participating in College Shadowing Day,
organized by the Center for Student Cultural Diversity (April 26).
He participated in the Hispanic Parent Student Program—an annual event organized by Araceli
Martínez in the Center for Student Cultural Diversity (April 27). He addressed the parents of
new Latina/o UNR students and the students themselves to discuss best practices for academic
success.
In March, he coordinated with the librarian at Mariposa Elementary to get Latino students at
UNR to read to Latino students in grade school as part of Nevada Reading Week (March 7-11).
He has been doing this for four years.
Dr. Pérez serves on a number of graduate school committees for students engaged in research
related to diversity issues. He also recruited three first-generation college students to the graduate
program in FLL: César Silva, Gabriel Chávez, and Stephanie Orozco.
Dr. Pérez also does an extensive amount of informal advising throughout the year. He regularly
meets with Latina/o students who are referred to him by a number of sources to discuss course
schedules, academic goals/programs, graduate programs, and strategies for academic success.
Dr. Isabelle Favre taught two classes geared towards minority issues and minority important
figures in the Francophone world. One is “Francophone Literature and Film” which is a capstone
on diversity. In this class, she covers the main authors in French African Studies such as Frantz
Fanon and Aimé Césaire and continues with prominent contemporary Francophone film maker
and artists such as Marjane Satrapi and Coline Serreau. She also designed a class entitled
“Rwandan Narratives and Film” in which students studied the Rwandan Genocide of the Tutsi
and discussed the few books and films based on the 1994 genocide. Both classes attract diversity
students and student interested in multicultural literature and film.
GENDER, RACE AND IDENTITY PROGRAM
GRI is an innovative, interdisciplinary center, which houses the graduate certificate in GRI, the
major and minor in Women’s Studies, and the minors in Ethnic Studies, Religious Studies, and
Holocaust, Genocide, and Peace Studies. Housing and supporting cross-listed courses in
numerous departments, we promote diversity across the curriculum. Our curricula, courses,
public programming and outreach all focus on the study of the intersections of race, class and
gender. This focus welcomes the voices of all students, including students of color and gay,
61
lesbian, and transsexual students, and invites students of diverse backgrounds and outlooks to see
their interests represented in their college studies. This focus is reflected in the composition of
our Associate Faculty, as well.
Curricula and Courses:
Our major and minors combined serve over 100 students, and a more robust number of students
take our courses to fulfill introductory social science, diversity, and capstone requirements, and
as electives. The GRI graduate seminar enrolls not only graduate students enrolled in our
certificate program, but students from other departments interested in interdisciplinarity and
critical theory. A description of the courses may be found in the University Catalog, under
Women’s Studies, Religious Studies, Holocaust Genocide and Peaces Studies, Ethnic Studies,
and GRI.
All of these programs continue to develop curricula with diversity at its center. A new Religious
Studies course, crosslisted with Philosophy, on comparative religions, is one example, as is a
new course on the Rwandan genocide (discussed below). We continue to actively seek out crosslisting opportunities with faculty across campus, as we understand the development and
promotion of diversity to be a central part of our mission.
Public Programming:
In the autumn semester, 2010, our main visiting speaker was Professor Mari Ruti. Ruti, a faculty
member at the University of Toronto, spoke on “difference” at the intersection of critical theory
and philosophy. Attended by more than 80 people, Ruti’s lecture discussed how and why ethnic
tensions and violence result from problems of definition and knowledge. She also met with
graduate students in GRI courses to discuss her research more specifically. Her visit was initiated
by GRI Faculty Associate Anupama Mohan, a first-year assistant professor of postcolonial and
global literatures in the English Department.
A one-year “faculty curator” position was shared by Louis Niebur (Associate Professor of Music
) and Daniel Enrique Perez (Associate Professor, FLL). Their year culminated in a one-day
symposium on March 25, “Difficult Dialogues and Minoritized Identities,” at which a diverse
range of students and faculty presented their research. Notably, the symposium was the result of
collaboration between the GRI and the Center for Student Cultural Diversity. Papers included a
history of Reno’s gay experience, work on Latino sexualities, and intersections of race and
feminism. The symposium was the culmination of a semester of public programming dedicated
to intersections of race and sexuality, sponsored and funded by GRI. Professor Alexander Doty
from Indiana University spoke on “Queer Identities in Music and Film” on April 15 as part of a
colloquium featuring Doty, Pérez, and Niebur. “Muxeres Fieras: Chicana Feminisms and
Sexualities,” another colloquium on April 28, featured the performance artist Adelina Anthony,
Anita Revilla (Associate Professor, UNLV, and Deborah Vargas, (Associate Professor, UC
Irvine).
Faculty Associates and Programming:
Faculty Associates in GRI are drawn primarily from the CLA, but we have representation in all
of the colleges. Our associates are diverse in training, research focus, and background. GRI
62
draws on their perspectives and knowledge for its programming, but also provides a space for
cross-cultural exchange for our faculty in its regular issues-oriented meetings.
GRI continued to increase its visibility as a tolerant and diverse gathering place on campus with
its continued participation in the ALLY program, which makes trained faculty available to gay,
lesbian, and transsexual students in need of conversation or advice. A Faculty Affiliate, Louis
Neibur, was the advisor for the Queer Student Union in 10-11. Our website, which we hope is
accessed by students interested in our program at UNR, announces the increasing number of
courses we have that focus on diversity – including Gendered Migration, White Identity, Race
and Racism, and Theories of Oppression – and documents our diversity programming.
In 2010-11, the GRI program trialed a one-year visiting Faculty Associate program in order to
help develop courses specifically concerning diversity. Our first visiting Associate, Dr. Isabelle
Favre, developed two classes concerning race and globalization. “Francophone Literature and
Film,” a diversity capstone, addressed the postcolonial era in French Africa. A new HGPS course
taught at the graduate level, “Rwandan Narratives and Film” focused on the Rwandan Genocide
of the Tutsi and contemporary print and film accounts. Dr. Favre has expressed interest in
teaching both of these courses on an ongoing basis, crosslisted with FLL and GRI. Based on the
success of the trial in developing diversity curricula and programming (film screenings were
open to the community), GRI is hoping to continue the program in the future with other faculty,
funding permitting.
DEPARTMENT OF HISTORY
Faculty in the Department of History continue to develop and to offer curricula specifically
addressing themes of diversity. For example, courses on Race and Ethnicity, African and African
Diasporic, African-American, Latin American especially Mexican, Latino, and Asian and Asian
American history help to recruit and to retain diverse student populations. We also collaborate
with the Gender, Race, and Identity Program and offer several courses that are electives in GRI
programs including Women’s Studies and Religious Studies. This year we welcomed to our
faculty, Dr. Meredith Oda who specialty is Asian American and transnational history.
Department of History faculty continue actively to mentor students of color. These include
graduate students, undergraduate history majors working on senior theses, undergraduate minors,
and others with direct advising relationships with individual faculty, including the Honors and
the McNair Program. A major effort to focus upon diversity in the graduate program has led over
the past several years to the recruitment of two African-American Ph.D. students, a Japanese
M.A. student, and a Native American (Paiute from Pyramid Lake) M.A.T. student. At the
undergraduate level, history courses are witnessing an increase in the number African-American,
Asian, and especially Hispanic students. History faculty conduct extensive diversity-oriented
outreach programs. Such programs include film events, festivals, guest speakers, and outreach
and recruitment in local high schools.
The Department of History also mentors students in their extracurricular pursuits, ranging from
the advising of diversity-oriented fraternities (such as Lambda Psi Rho), advising Asian-Pacific
students in the Medical School (APAMSA), to sponsoring weekly language exchange events that
63
nurture an environment respectful of diversity for students of diverse backgrounds to meet and
exchange ideas. In particular, we encourage History students to avail themselves of overseas
language and study opportunities such as in Taipei, Taiwan, and Nanchang, China and Costa
Rica and Chile.
The department also recruits students of color through the History Club, which meets regularly
to discuss various historical issues and plans social events. This year they will inaugurate a
monthly International History film night. History students also attend public lectures held at
UNR, such as those organized by History faculty and supported by the Hilliard Foundation on
Chinese, Latin American, and African-American themes. These have included talks given by
figures from government, NGOs, and academia. Finally, the department has recruited and
supported students of color (including those of Hispanic origin) by offering diverse scholarships
to its majors.
LATINO RESEARCH CENTER







Census 2010: Recognition from the U.S. Census bureau for the Latino Research Center’s
participation on the Census 2010, helping in the efforts of educating the community in
the need and importance of being counted. The ceremony took place at the Governor’s
Mansion on Carson City, August 4, 2010.
Food Security and International Migration Conference: First International Conference of
the United Nations in Reno sponsored by the United Nations World Food Programme
(WFP) and the University of Nevada, Reno’s Latino Research Center (LRC).
Collaboration between both organizations resulted in an academic conference meeting at
the University of Nevada, Reno on 4 September 2010 and the publication of an issue of
the Latino Research Center’s peer-reviewed journal, Border-Lines, addressing the
conference themes.
Mobile Consulate: An approximate number of 300 Mexican Americans were received at
the Latino Research Center in collaboration with the Mexican consulate of Las Vegas.
Different services from passport renovation to the issuing of birth certificates were
provided to Mexican citizens living in northern Nevada who otherwise wouldn’t be able
to access.
Day of the Dead: Homage to the traditions and customs of Mexico and Aztecs by
bringing together the first Day of the Dead celebration to take place in Campus. The
event was opened to all public on October 16, 2010 with a traditional Altar exhibition,
sugar skull decorations, folkloric music, dance, poetry, and much more.
El Futuro es Nuestro: Second and third semester of a radio show in Spanish focused on
the access to higher education by Latinos in Nevada, sponsored and produced by the
Latino Research Center and Radio Innovación.
DREAM Act Vigil: Supported Latino Student Advisory Board with their event in
support of undocumented students and the passing of the DREAM Act in congress.
César Chávez Day: Supported and collaborated with Latino Student Advisory Board
Club to prepare and establish the first celebration of Cesar Chavez Day in Campus.
Students and Community leaders, including Nevada legislator Mo Denis attended the
event.
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



Using Census Data for Grant Writing: The Latino Research Center in collaboration with
the U.S. Census Bureau is facilitating two workshops to provide participants hands-on
experience with census.gov in order to look up data to tell their community’s
story. Participants will learn how to navigate the new American Factfinder (data search
tool), the American Community Survey, and the 2010 Census.
Victor Villaseñor: National best-selling Mexican-American author will be presenting on
April 27 and 28 brought to Reno by the LRC with the support of the Hilliard Endowment
Fund. His lecture “Rooted in Family” has been specially tailored to high school students
and University community to emphasize the pride in heritage, education, and power of
personal achievement.
UNR Latino Graduation Ceremony 2011: This year we will count with the presence of
State Senator Ruben Kihuen as our keynote speaker.
Border-Lines Research Journal: two special issues are scheduled for release featuring the
findings of September’s Conference “Food Security and International Migration” as well
as the 2009 Latino Needs Assessment findings in collaboration with
the UNR Cooperative Extension.
DEPARTMENT OF MILITARY SCIENCE
The Military Science Department embraces diversity and desires to reach out to all students of
color. ROTC policy is that we cannot specifically base recruiting decisions on ethnicity, but we
still seek recruiting opportunities during various ethnic celebrations and events. However, our
main selling point to prospective students is our military scholarships. As these are provided by
the United States Army, the requirement is that they are completely based upon merit (i.e., GPA,
physical fitness, and leadership potential) without regard to ethnicity. Additionally, students in
the National Guard also get additional financial benefits if they are members of our program. We
believe in ensuring that all prospective students be afforded the best opportunities and
information for making their future career choice, regardless of ethnicity.
DEPARTMENT OF MUSIC
The Department of Music, especially the Jazz and Improvisational Music Program, focuses
considerable energy on recruiting and maintaining a diverse student population. Aside from
regular recruiting trips to schools in Las Vegas and California, the program offers generous
scholarships to deserving students. In addition, the Program brings to campus each year
musician/clinicians from a range of ethnicities to perform and talk at the Reno Jazz Festival. The
presence of these musicians serves to draw visiting high school students from diverse
backgrounds, some of whom end up studying at the University of Nevada, Reno. Our current
enrollment includes 37 undergraduate and 12 graduate students whose ethnicity is other than
Caucasian.
The chair of the music department, Louis Niebur, serves on the college diversity committee, and
is the faculty advisor for the Queer Student Union. In addition, he served as faculty curator,
along with Daniel Enrique Perez, for the Gender, Race and Identity program in 2010-11,
organizing a series of speakers and a campus-wide conference. David Ake serves on the Gender,
Race and Identity program advisory committee.
65
Last year, the Catherine Parsons Smith Lecture Endowment Fund sponsored a lecture, “Chicana
Feminist Methodological Approaches to Borderlands Music or Dubbing the Archive," by noted
feminist scholar Deborah Vargas, focusing on the challenges of researching the works of
subaltern artists. Vargas has spent her career exploring the intersections of gender, race and
identity, in the music of such artists as Selena, Chelo Silva, and Johnny Rodriguez.
The majority of our academic courses teach that musicking is a cultural activity that all humanity
participates in. This is directly addressed in courses such as the capstone courses Gender and
Ethnicity in American Music, and World Music, but is also of importance in other academic
courses such as Music Appreciation, Film Music, Television Music, and American Popular
Song.
The Orchestral Career Studies Program attracts students from all over the world, because of its
uniqueness to aspiring string musicians. The Nightingale String Quartet has included students
from China, Korea, Taiwan, Russia, France, and Puerto Rico.
Our percussion area hosts an annual Day of Percussion, bringing in students from many local
middle and high schools to experience a wide variety of ethnic music. The department recently
hired Cody Remaklus as a specialist in ethnic drumming, and the programs have included
African drumming, Cuban drumming and even some dance participation.
DEPARTMENT OF PHILOSOPHY
The Department of Philosophy and its faculty engage in a number of activities that contribute to
recruitment, retention and advancement of women students and students in underrepresented
groups.
Curriculum: We have a number of courses that may help us draw students in underrepresented
groups: two Diversity courses, one on World Religions and one on Contemporary Moral Issues
with substantial focus on diversity issues; two new courses (following our program review goals
regarding diversity), a Medieval Philosophy course that focuses on Judaism, Christianity and
Islam (we are offering the course again this Fall); an Introduction to Latin American Philosophy
course (taught by an LOA who is Latino and heavily involved in Latino community activities);
courses on global justice and human rights that deal with issues regarding race and related areas
(taught by our newest tenure-track faculty member).
Mentoring: We nominated Mikhail Serafico-Agcoili for an ASUN scholarship. Mikhail is
Filipino-American. He received the scholarship ($1000). (One of our faculty nominated him to
be a McNair Scholar as well.) One of our faculty advised a Native American student (a firstgeneration college student) about our degree programs and about university scholarship
programs, and the student became a Philosophy ELP (Ethics, Law, and Politics) major.
Programs and committees: Two of our faculty are involved in the Gender, Race, Identity
program and serve as GRI Faculty Associates. One of them is a member of the GRI Executive
Board as well, and is a member of the search committee for the new position in GRI which will
66
be a joint appointment in Women’s Studies and a humanities department; and the other is also a
member of the CLA Diversity Task Force that deals with issues regarding recruitment and
retention. One of our faculty annually participates in the Spanish Club/Spanish section‘s annual
celebration/outreach effort and has endowed a scholarship in Spanish. One of our faculty is a
member of the American Philosophical Association‘s committee on diversity in the profession.
The department stays in good contact as well with the Latino Research Center.
Lectures: Philosophy put on the first annual Paul and Gwen Leonard Ethics and Politics Lecture
featuring Kwame Anthony Appiah who spoke on “Cosmopolitanism” and held a faculty-student
forum on “The Life of Honor.” The talk on cosmopolitanism, or global citizenship, addressed
the question of how to balance common humanity and cultural specificity, philosophical
universalism with respect for difference. Professor Appiah was born in London, raised in Ghana
and received his doctorate in philosophy from Cambridge University.
Scholarship: This is the second year we have granted donor Jackie Leonard’s new Leonard
Scholarships (two $2000 scholarships, one for a female and one for a male). This year, our
female recipient was Katie Ross. The allocation, by our donor’s decision, of one to a male and
one to a female makes sure we are able to support a female student every year.
Future: We believe our curriculum has developed well with respect to diversity, especially
given the limits of our small department, with the new courses we have been able to add over the
years. The loss of an LOA who could offer Asian Philosophy is unfortunate, though we gained
an LOA after that who could teach the medieval philosophy course with emphasis on all three
middle eastern traditions that I mention above as well as another LOA--one of our MA
graduates, editor of the more influential Spanish language newspaper in Reno--who can teach the
above-listed Latin American Philosophy course. These are good additions--though they are not
secure, since LOAs come and go, depending on a variety of factors. Our student population
seems to be more predominantly male than in the past. We need to follow up to see if this is a
trend by looking at this year’s statistics and, if there is a real and continuing trend, take steps to
deal with it in the future.
DEPARTMENT OF POLITICAL SCIENCE
The Department of Political Science does not have specific recruiting or scholarships for
students of color at the undergraduate level. The department informally recruits students of color
through its curriculum, which includes courses in a diverse array of topics. However, at the
graduate level we have made connections to the American Political Science Association
directory of minority graduate students to augment the reach of our recruiting with minority
students.
Specific curricular efforts include cross listing courses with Women’s Studies (WMST) and
other programs linked to the Gender, Race and Identity Program. Both the regular Political
Science and International Affairs majors offer a series of courses that satisfy University diversity
requirements largely through area studies on the political systems of Africa, Asia, Latin America
and the Middle East, as well as through our offerings relating to women’s issues and minority
67
politics. Faculty advisors have participated with the McNair Scholars program, most recently
Professors Ostergard and Eubank.
DEPARTMENT OF PSYCHOLOGY
The Department of Psychology continues to create a safe and supportive learning environment
that is respectful of diversity, avoids prejudice of all kinds, maintains an attitude of open and free
inquiry, and builds a sense of intellectual community and mutual respect.
Our psychology graduate programs continue to have strong records in recruiting and graduating
students of color. All three programs, Cognitive Brain Science, Clinical, and Behavior Analysis,
have students representing various diverse and underrepresented groups. In the Clinical
Psychology program we have an African American woman faculty member who continues as
our outpatient clinic director. She is an important link in mentoring our students of color and she
is increasingly involved in university diversity efforts.
The Mikawa Fund continues to be important in the Clinical Program. There continues to be a
plan to have a Mikawa Professor (with an emphasis in diversity research) that will be supported
by funds from the Mikawa fund. This year, we have two students who were recruited with the
funds. Our second year student taught a seminar for undergraduates on how to prepare for
graduate school. He was also very involved in recruiting a new clinical psychology student who
is a first generation college student. The new first year student is developing plans for outreach
to the Hispanic community in the form of providing clinical services and she will also be
mentoring minority students.
Clinical faculty have also been active in other ways. Dr. Fruzzetti has mentored another McNair
Scholar and a first generation college student. Dr. Armida Fruzzetti (an adjunct faculty at UNR
and faculty at TMCC) has supervised graduate students in treating Spanish speaking families.
The current roster of graduate students in BA includes a number of international students as well
as underrepresented groups from the US. The BA program also has a satellite MA program in
Los Angeles that has a large percentage of ethnically diverse students. The Cognitive Brain
Science program also works to attract a diverse group of students.
We address diversity in our teaching in a variety of ways. We have an undergraduate course on
ethnic diversity that is taught on a regular basis. We also have a capstone course on gender that
incorporates diversity in a number of ways. The clinical program has a required coursework on
diversity. Last year the clinical program was able to bring in three guest speakers who lectured
on diversity. One of those speakers was a graduate of our program who has gone on to a
successful academic career (Joaquin Borrego). Dr. Borrego was one of the first recipients of the
Mikawa scholarship. In addition to his student lecture, he provided a free continuing education
workshop to local clinical psychologists.
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DEPARTMENT OF SOCIOLOGY
The Department of Sociology mentors three students of color: one Asian American, one Native
American and two Hispanic Americans. In addition, Dr. Makoba, Department Chair, serves as
an advisor/mentor to students of color who are recipients of the McNair Scholarship. In terms
of the curriculum, we regularly teach a popular 300 level diversity course—SOC 379, Race
and Ethnic Relations—which explores the experiences of the four minority groups in America—
Hispanic Americans, African Americans, Asian Americans and Native Americans.
DEPARTMENT OF THEATRE AND DANCE
The theatre division actively recruited students during the Las Vegas National Performing Arts
Auditions in November of 2010. Special effort was aimed at students of color in order to
diversify our program and the university. The theatre division also sponsors Nevada Repertory
productions which maintain a policy of “color blind” casting.
Theatre conducted a national search for an acting professor. Letters announcing the search were
sent to chairs of university theatre programs who traditionally graduate diverse populations. In
those letters, department heads were encouraged to invite students to apply for the position.
Theatre has sponsored and supported student productions created by Japanese students through
the Wafu Japanese student club. The group performs on campus and throughout the community.
These efforts, though tangential to our program, certainly lead to the retention of diverse
students.
In recent semesters dance has invited non-Western dance artists to work with students in Dance
History II courses. These master classes were open to all students on campus. In the fall, a
special performance was given at the Marvin Picollo School, a school for children with severe
mental and physical disabilities. “Christmas at Picollo” is an annual event which is sponsored by
the dance program. The performance featured choreography by dance faculty, students, the cheer
and stunt team, appearances by members the university football and basketball teams. The show
featured “Wolfie” our university mascot. Approximately 200 students were in attendance.
Barbara Land, lecturer in dance, currently works with incarcerated and at-risk Hispanic youth
through St. Thomas Aquinas Hispanic Outreach Program.
In April of 2011, the dance division hosted renowned African dance artist, Mabiba Baegne to
teach and lecture in our dance technique and academic courses. Ms. Baegne also created a dance
work for the spring dance concert. Approximately 300 students were serviced through her
residency activities.
As always, complimentary tickets were offered to members of the Paiute Indian community to
attend our fall and spring dance concerts in Nightingale Recital Hall.
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COLLEGE OF LIBERAL ARTS SCHOLARSHIPS
Currently the college has very few scholarships to award at the college level. However, we now
have three study-abroad scholarships, which are awarded each semester on a competitive basis to
liberal arts majors. In addition, the Bertha Miranda Scholarship is earmarked for Hispanic
students, and the Barbara Bennett scholarship is awarded to women majoring in Political
Science, Women’s Studies, or Sociology who are active in service to the community. All these
scholarships are privately funded.
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THE DIVISION OF HEALTH SCIENCES
The University of Nevada School of Medicine (UNSOM) recognizes that diversity promotes
excellence in education, research and health care. Our school is an inclusive and engaged
community and appreciates the added value that students, faculty and staff from different
backgrounds bring to the educational experience. We strive to develop culturally competent
graduates to care for the residents of Nevada and the nation. This report provides information
pertaining to the diversity of our students and describes the School of Medicine’s outreach
efforts to attract diverse students to the applicant pool.
The School of Medicine’s primary mission, to serve the state of Nevada, brings with it the
responsibility to represent a geographically, culturally, ethnically and socioeconomically diverse
population. The School of Medicine’s expansion of the definition and scope of diversity for
students encompasses outreach and pipeline programs, recruitment, admission selection criteria,
academic enrichment programs, scholarship and retention.
The following unique characteristics considered include the following:
 Cultural and racial background
 First-generation college students
 Socio-economic background
 Rural, urban/geographically disadvantaged
 Educationally disadvantaged (rural, limited exposure to coursework)
The School of Medicine’s Office of Admissions and Student Affairs has partnered with
numerous community organizations, high schools, and higher education institutions throughout
Nevada. The involvement ranges from collaboration with the Latino Research Center on the
UNR campus to strong partnerships with two Clark County High Schools, both of which have
the most diverse student populations in the Las Vegas area. Please see the remainder of the
response for specific programmatic and collaborative information.
The Office of Admissions and Student Affairs is addressing the need to achieve diversity among
its students through comprehensive and multi-dimensional outreach and policy initiatives.
Several of the programs are long-standing pipeline initiatives, along with newer programs on the
Las Vegas and Reno campuses. All are intended to target groups that are currently
underrepresented in medicine, and/or that are educationally disadvantaged.
Undergraduate Initiatives
1. Freshmen MD
This program targets first generation, rural, underrepresented in medicine groups at the
University of Nevada, Las Vegas and College of Southern Nevada (through the INBRE
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program). Students are paired with UNSOM graduates in southern Nevada for clinical
shadowing and introduction to medicine to help students learn more about the possibility of a
career as a physician. The program’s goals include identifying students early in their college
careers, establishing a connection to the UNSOM, following up and tracking students into our
other pipeline programs, and helping them fully utilize services at UNLV. The ultimate goal is
increasing the number of URM, first generation, rural students completing their science degrees
at UNLV and matriculating at the UNSOM.
2. Nevadans Into Medicine (NIM)
This one-week, residential program targets Nevada college students who are first, generation,
underrepresented in medicine and from rural areas of the state. Many of these sophomores,
juniors or seniors in college would not otherwise have the opportunity to learn about the medical
school curriculum, shadow third year medical students and learn how to be competitive in all
parts of the admissions process.
NEVADANS INTO MEDICINE – 2007-2010 Demographics
Admissions Year
Total NIM Applicants
Total NIM Acceptances
% Accepted
2007
10
7
70%
2008
17
11
65%
2009
11
5
45%
2010
15
6 (to date)*
43%
NOTE: For the 2010/11 admissions cycle, four NIM applicants were on the alternate list; five
were denied admission.
NEVADANS INTO MEDICINE – 2011 Ethnicity Demographics
Category of Diversity
Number of Participants
Total Percentage
American Indian/Alaskan Native
0
0%
Asian/Pacific Islander
3
13%
Hispanic/Latino
7
30%
Black
3
13%
White
10
44%
3. IDeA Networks of Biomedical Research Excellence (INBRE) Partnership
The IDeA Networks of Biomedical Research Excellence (INBRE) Partnership targets high
school and community college students throughout the state who are from groups that are
underrepresented in medicine, including cultural and ethnic minorities, first generation college
students, economically and/or educationally disadvantaged, and students from geographically
72
disadvantaged areas. Within the state of Nevada the latter encompasses numerous urban and
rural areas.
The federally-funded statewide program advises and mentors minority and first-generation high
school graduates who enroll at either Truckee Meadows Community College (TMCC) in Reno
or the College of Southern Nevada (CSN) in Las Vegas. The partnership focuses on enrichment
programs that provide high school students with undergraduate students and faculty resources.
Specific activities include physician shadowing, dissection workshops, clinical problem-solving
courses and exposure to biomedical research laboratories.
4. Summer Medical and Dental Education Program (SMDEP)
The School of Medicine has partnered with the University of California, Los Angeles (UCLA) to
enroll qualified Nevada residents in the UCLA SMDEP program. The UCLA program funded by
the Robert Wood Johnson Foundation, targets educationally and financially disadvantaged
community college students. Nevada residents, who apply and are selected by a committee
composed of UNSOM faculty and the UCLA SMDEP Coordinator, participate in a six-week
summer academic enrichment program that offers freshman and sophomore college students
intensive and personalized medical school preparation.
5. OnTrack M.D.
The On-Track M.D. program targets applicants who were denied admission to UNSOM but were
offered encouragement to reapply for admission after addressing areas in need of improvement.
In addition, applicants to the medical school who were placed on the alternate list who met the
expanded definition of diversity were also invited to participate.
This program is open to all students but emphasizes support for students who are from groups
underrepresented in medicine, including cultural and ethnic minorities, first generation college
students, economically and/or educationally disadvantaged, and students from geographically
disadvantaged areas. OnTrack M.D. is offered statewide through the University of Nevada, Reno
and the University of Nevada, Las Vegas. The program is the precursor to the School of
Medicine’s Post-Baccalaureate Program (described in the next entry).
During 2011, the first year of implementation, 42 students were invited to participate. Of those
who were invited, 55 percent enrolled in the program. Sixty-one percent of the participants are
considered diverse according to the medical school’s expanded definition.
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6. Post-Baccalaureate Program
The Post-Baccalaureate Program will be a one year, non-thesis program culminating in a
Master’s Degree in Medical Sciences (MMS) program. As with the current OnTrack M.D.
program, the post-baccalaureate program targets applicants and prospective students who are
from groups underrepresented in medicine, including cultural and ethnic minorities, first
generation college students, economically and/or educationally disadvantaged, and students from
geographically disadvantaged areas. Preference will be given for applicants from these
populations.
The program is intended primarily for two groups. The first is for applicants who may not have
been successful in their initial application to UNSOM with the intention of improving the
likelihood of successful reapplication the following year. The second group targeted by the
program is prospective students who are returning to school after a period of time and wish to
strengthen their academic and clinical experiences prior to application to UNSOM.
The Master’s Degree in Medical Science (MMS) is an interdisciplinary program in which the
following departments participate: Departments of Biochemistry and Biology, as well as Cell
and Molecular Pharmacology and Physiology. The program will be capped at 20 students and
selection for positions will be competitive. The program will be will be presented to the Board
of Regents for approval in November 2011 with a projected start date of August 2012.
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High School and Middle School Initiatives
1. Clark County School District Partnerships
 East Career and Technical Academy (ECTA)
 Northwest Career and Technical Academy (NWCTA)
Partner Schools Demographic Profiles:
ECTA
Enrollment:
1,355
American Indian/Alaskan
8
Native
Asian/Pacific Islander
176
Hispanic/Latino
777
Black
121
White
273
ECTA %
100%
.6%
NWCTA
1,678
11
NWCTA %
100%
.7%
13%
57.3%
8.9%
20.1%
213
404
218
832
12.7%
24.1%
13%
49.6%
The medical school offers science enrichment and medical careers exploration through
partnerships with both these schools, located 45 minutes apart in the Las Vegas Valley. A
highlight of the partnerships is the SOM created fourth year elective; Clinical Problem Solving
for High School Students. Medical students are placed in anatomy and physiology and medical
career classrooms to facilitate clinical problem solving using clinical cases. This course
culminates in a standardized patient activity in which high school students rotate in small groups
learning how to complete basic history and physicians and elicit a chief complaint and
preliminary differential diagnosis.
Impact
Students at each partner school who have participated in one or more SOM programs or
curriculum enrichment activities:
Partnership Year 2010-2011
School
ECTA
NWCTA
Number of Students
200
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Pipeline Programs:
UNSOM has accepted four students into the BS-MD program from the partner schools; three
from NWCTA and one from ECTA. Two of these students (ECTA and NWCTA) were from
groups underrepresented in medicine.
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2. BS-MD Accelerated Pathway Program
BS-MD Accelerated Pathway Program is a highly successful program that targets high school
students who are members of cultural and ethnic minority groups, first generation college
students, economically and/or educationally disadvantaged, and students from geographically
disadvantaged areas. The first cohort of students will transition to medical school in August
2011. Of the students enrolled in the program in 2011, 18% are from Nevada’s rural counties,
16% are first-generation college students, 11% are Hispanic/Latino and 11% self-identify as
disadvantaged.
UNSOM partners with the University of Nevada, Reno and the University of Nevada, Las Vegas
to offer a seven-year pathway for talented Nevada high school students. Students apply to the
programs as seniors in high school. Up to 12 applicants are accepted each year. The UNR
partnership began in 2007, and the UNLV program began in 2011. A total of 29 students,
including two National Merit Scholars have been accepted. Students are required to perform at
least 18% above the minimum UNR and UNLV SAT/ACT Score, with an average HS unweighted GPA above a 3.7.
3. Summer of Discovery
This one-week day camp provides up to 36 Nevada high school students in grades eight through
ten to become excited about science and their ability to be successful in science. UNSOM
partners with Area Health Education Centers (AHEC) in Reno and Elko to offer Summer of
Discovery.
Applications are encouraged from Black, Native American (Indian), Mexican American,
Hispanic and Puerto Rican students; students who will be the first person in their family to go to
college; students who attend schools where low numbers of students go on to college; and
students from rural communities. For the 2011 program, 18 students participated, 89 percent of
whom met one or more of expanded diversity criteria. The composition included one Native
American student, six Latino students, six first generation college students and 12 students from
rural Nevada.
4. Operation Healthcare Bound
UNSOM partners with Operation Health Care Bound, an event for middle school and high
school students that provides opportunities to explore health care careers and participate in
hands-on demonstrations and classes. The program focuses on rural students and includes some
direct access to health care screenings through the medical school’s Area Health Education
Center.
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5. Science Partners
The medical school offers this course each spring semester to up to 15 undergraduate science
majors. Each student is paired with an elementary teacher to increase inquiry and hands-on
science. Teachers have access to funds to purchase consumable supplies and science partners can
check out resources from the medical schools science supplies, kept on hand for the program.
The program targets schools with low socio-economic and/or high URM populations. In 2011,
the program was based in four elementary schools. Demographics are listed below:
Enrollment
American Indian/Alaskan
Native
Asian/Pacific Islander
Hispanic/Latino
Black
White
Enrollment
American Indian/Alaskan
Native
Asian/Pacific Islander
Hispanic/Latino
Black
White
Sierra Vista
Elementary
School
442
9
%
Glenn Duncan
Elementary School
%
100%
2%
460
4
100%
.9%
52
260
31
90
11.8%
58.8%
7%
20.4%
51
328
29
48
11.1%
71.3%
6.3%
10.4%
Veteran’s
Memorial
Elementary
School
421
11
%
Roy Gomm
Elementary School
%
100%
2.6%
537
2
100%
.4%
21
323
10
56
5%
76.7%
2.4%
13.3%
24
17
5
488
4.5%
3.2%
1.1%
90.9%
6. Project Prevent
Project Prevent is coordinated by the High Sierra Area Health Education Center, with the School
of Medicine serving as one of its community partners. The program provides direct services to
health care and focuses on groups form low-socio-economic groups. The School of Medicine
provides students and some faculty to assist in screenings and other health access services.
The program seeks to empower northwestern Nevada’s youth to create proactive prevention
programming, encouraging their peers to adopt healthy decision making through education and
leadership.
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Project Prevent Vision Statement
To develop the integration of community partners and youth leaders, working together to
implement proactive prevention efforts through community service learning projects, resulting in
youth leadership and empowerment. To emphasize collaborative governance; participating youth
will work with community leaders to design and implement multi-disciplinary responses to a
variety of community health issues including, but not limited to: childhood obesity, nutrition,
body image, physical activity, youth smoking trends, environmental tobacco smoke, sexual
health and environmental improvement. All programs and services will be designed by youth
and will be provided to their peers through classroom presentations, local events, and community
outreach.
7.
Latino Research Center
The medical school’s Office of Admissions and Student Affairs works closely with the
University of Nevada, Reno’s Latino Research Center, in both Reno and Las Vegas, to represent
the SOM clinical and education programs at the Center’s statewide events.
8.
Campus Visits
The medical school hosts visits to the Reno campus for the following programs throughout the
year:
 Upward Bound – a program for first-generation, low socio-economic and ethnically
diverse students.
 The Davidson Academy – a program for gifted high school students.
 Kids University – a summer program for middle school students.
78
Admissions Process
In addition to the pipeline and outreach programs described in this document, UNSOM’s Office
of Admissions and Student Affairs has initiated several enhancements to the admissions and
selection process. Following include our most recent endeavors and completion of the AAMC’s
Holistic Review Workshop, presented by the Association of American Medical Colleges
(AAMC) in June 2011:
1. Expanded Definition of Diversity
The expanded definition and scope of diversity was implemented during the 2010-11 admissions
cycle. The following criteria were included in applicant selection:
 Cultural and racial background, focusing on groups underrepresented in medicine
 First generation college students
 Socio-economically disadvantaged
 Rural, urban/geographically disadvantaged
 Educationally disadvantaged (rural, limited exposure to coursework)
2.
Review of Applicant Selection Criteria
The medical school completed a retroactive study of successful medical students to determine
whether traditional quantitative measures predicted success in medical school. The data
compared students’ admission profiles with their medical school academic profiles and
achievements.
The resulting data illustrates that conventional measures to predict success in medical school are
not always reliable. The traditional quantitative criteria relied upon by many medical schools
throughout recent history does not tell the full story of a student’s potential for achievement in
medicine. The study included 48 student files in the study representing four cohorts of 12
students each. The results indicate the need for a more comprehensive review of applicant files,
to include but will not be limited to the following:
 Socioeconomic background
 Geographic and/or educational challenges
 Cultural and ethnic diversity
 Service, either community or international
 Educational background
 Work experience
The data is being used to develop baseline measurements for UNSOM applicants’ cognitive and
non-cognitive factors. Those criteria will be considered when applications for the 2011/12
admissions cycle are reviewed in 2011/12.
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3.
Holistic Review Workshop – June 2011
The medical school was selected by the Association of American Medical Colleges (AAMC) to
participate in the Holistic Review Workshop in June 2011. Admissions committee members and
staff from throughout the state participated in this workshop on June 3, 2011. Holistic review is a
flexible, individualized way of assessing an applicant’s capabilities by which balanced
consideration is given to experiences, attributes, and academic metrics and, when considered in
combination, how the individual might contribute value as a medical student and a future
physician.
4.
Scholarships
UNSOM’s Office of Admissions and Student Affairs has increased merit scholarships for
admitted applicants from groups that are underrepresented in medicine. Of the fifteen students
who receive renewable tuition scholarships during the 2011-12 academic year, 73% (11) are first
generation college students, from cultural and/or ethnic groups underrepresented in medicine,
socioeconomically disadvantaged or from rural areas.
In addition, the Office of Admissions and Student Affairs is working closely with the Director of
Development to increase scholarship endowments intended to increase the diversity of the
applicant pool.
University of Nevada School of Medicine Student Diversity Data AY 2011-2012
First-Year
UNSOM
Total Medical
Total
Medical
First-Year
Student
Medical
Student
Medical
Percentages
Category of Diversity*
Student
Enrollment
Student
Enrollment
Class of 2015 Percentage
s
n=62
n=254
1
2.0%
4
1.6%
African American
6
10.0%
13
5.1%
Latino/ Hispanic/ Mexican/
Mexican American/ Puerto
Rican
0
0%
1
0.4%
American Indian/Alaska Native
18
29.0%
75
30.0%
First Generation
5
8.0%
21
8.3%
Self-Identified disadvantaged*
4
6.0%
24
9.4%
Rural
*NOTE: The categories of diversity noted in the table are derived from the AMCAS database.
Please note that categories are not mutually exclusive and applicants may indicate more than
one category. As a result the total percentages may exceed 100%.
University of Nevada, Reno School of Community Health Sciences
Annual Report for Student Cultural Diversity
(September 5, 2011)
80
The School of Community Health Sciences has as its stated mission to “develop, disseminate,
and apply knowledge with an ecological approach to protect and promote the health of
populations statewide and worldwide. Two goals address diversity,


To engage with multiple communities through professional and scholarly service
To expose students to diversity in multiple venues
Faculty have projects that address health disparities and the impact of cultural issues in Latinos
on colon cancer screening and access to health care services. These projects include graduate and
undergraduate students who will present data in upcoming meetings.
Students in CHS 494, a requirement for the CHS major, work in diverse agencies throughout the
community and present their work in posters that cover the walls of the SCHS in Lombardi
Recreation. These real world experiences help expose students to ideas, programs and situations
that improve their understanding of their diverse world and identify important programs that
make a difference.
Efforts to engage a diverse student body in the MPH program (a school goal) included
presentations at clubs on campus that are African American, Latina oriented , a presentation for
the McNairs Scholars, targeted undergraduate recruitment from the CHS major, faculty
recruitment from cultural and diverse program groups and attendance at the spring and fall
Forum on Diversity in California. Grad Special advisement during spring/summer resulted in
four students who fall into diversity categories that enrolled in classes this fall. The SCHS
philosophy of personal engagement with students is true for both the undergraduate and graduate
degree programs and will continue as we plan for expansion of the MPH program this next year
now that accreditation has been received.
2009-2010
(N=22)
2010-2011 (N=19)
Latino/Hispanic
0
1
African American
0
0
Native American
0
0
International
4
4
First Generation/rural
Not measured
1/1
Asian/Pacific Islander
1
0
University of Nevada, Reno Orvis School of Nursing
Annual Report for Student Cultural Diversity
(September 5, 2011)
Over the past 5 years, the Orvis School of Nursing has had two Health Resources and Services
Administration (HRSA) Advanced Education in Nursing (AEN) program grants and four HRSA
Advanced Education in Nursing Traineeship(AENT) grants. The HRSA Bureau of Health
81
Professions (BHPr) mission is to increase the population’s access to health care by providing
national leadership in the development, distribution and retention of a diverse, culturally
competent health workforce. All of these grants have had a component related to diversity and
the recruitment of students of color. The most recent HRSA AENT grant received for the
Doctor of Nursing Practice program in July 2011 has the following as one of its objectives:
“To recruit, retain and graduate culturally diverse advanced practice nurses and nurse
executives prepared to meet the health care needs of the diverse populations and health care
delivery systems in which they serve.”
To meet this objective, the Project team will:
 Identify target populations to increase diversity of the applicant pool.
 Develop a tool to evaluate applicant characteristics
 Review cohort applicants and compare applicant characteristics to characteristics of the
nursing workforce. With these findings, we can identify target populations and develop
recommendations for recruitment purposes.
 Implement recruitment strategies.
 Develop recruitment materials and arrange visits to key educational institutions and
healthcare agencies, and attend professional conferences.
 Review curriculum for inclusion of content related to cultural diversity.
Recruitment efforts related to grant funding and general recruitment strategies have resulted in
work with the Hispanic Nurses Association, the Nevada Nurses Association and the Black
Nurses Association, in particular to recruit students of color into the OSN RN-to-BSN Program
and the Master of Science in Nursing and Doctor of Nursing Practice graduate level programs.
The OSN also works very closely with the community to provide multi-cultural experiences for
our students at both the undergraduate and graduate levels. Examples of these experiences
include community health nursing experiences at the Pyramid Lake Indian Reservation and
experiences for Family Nurse Practitioner students at the Tribal Health Clinics. Not only do
these experiences benefit our students, but also, they serve to role model nursing as a profession
to diverse populations.
University of Nevada, Reno School of Social Work
Annual Report for Student Cultural Diversity
(September 12, 2011)
During the 2010-11 academic year, the School of Social Work (SSW) has been active in
honoring cultural diversity through sponsored events and recruitment and retention efforts. The
cultural events include the following:
-
-
All School Day – This was an event where two nationally-renown speakers were invited to
come to our campus to share grass-roots efforts to address issues relevant to vulnerable
populations. One speaker spoke directly to efforts to enhance the lives of Lesbian, Gay,
Bisexual, and Transgender persons (LGBT).
Cultural Conference (Feb. 11 & 12, 2011) – As part of the Division of Health Sciences, the
SSW planned events for one of the two days. The conference was open to the entire
82
-
-
-
University community. These events included demonstrations for healthcare professionals to
communicate with non-English-speaking clients; a panel discussion on cultural humility;
guest speakers from Ghana and Cameroon (West Africa) about death and dying practices,
and events to foster a better understanding of gay and lesbian issues, including a showing and
discussion of the film “Southern Comfort”.
Diversity Committee – The School of Social Work has an on-going Diversity Committee, in
which committee members collaborated last year in publishing a paper entitled
“Effectiveness of Diversity Infusion Modules on Students’ Attitudes, Behavior, and
Knowledge”, published in the Journal of Ethnic and Cultural Diversity in Social Work. In
addition, the Diversity Committee was responsible for coordinating the Cultural Conference
events.
Faculty Attended a Minority Recruitment Conference: On April 2, 2011, a conference
was held at the USC Southern California Forum for Diversity in Graduate Education. It was
an all-day event and included workshops for attendees as well as the opportunity to speak
with representatives from over 100 schools. This information was used in our MSW
orientation to help students learn how to better connect with their faculty and how to be
successful in their graduate education.
Scholarship for Minority Students: Having minority students as part of the recruitment
process was an important theme from the afore-mentioned conference, and our school is
addressing this through the writing of a scholarship for a current minority student. This
student will attend the graduate diversity recruitment forum this coming spring to help recruit
other minority students into the School of Social Work.
As part of our curriculum, we place undergraduate and graduate students in field placements,
some of which are specific to culturally diverse groups. Examples of these placements include
the Reno-Sparks Indian Colony, Northern Nevada Hopes, Family Resource Centers, and Aging
& Disability Services to name just a few. We also had a student field placement at the Center for
Cultural Diversity on campus, where the student was actively involved in recruitment, retention,
and sponsorship of a wide variety of cultural events. These experiences benefit our students in
what they learn and bring back to share with their peers in seminars; however, the students also
serve as role models to members of these communities as welcoming those from diverse
populations to enter the field of social work.
83
UNR School of Social Work Diversity Committee
The School of Social Work Diversity Committee and faculty recognized the need to increase
diversity teaching beyond the regular diversity curriculum offered to students. With the
assistance of Mr. Bob Fulkerson, a statewide trainer and diversity expert, Diversity Curriculum
Infusion modules were developed and delivered to pre-major, BSW and MSW students.
Members from the School of Social Work Diversity Committee evaluated the diversity
curriculum infusion and a manuscript based on the evaluation has recently been published.
Saleh, M. F., Anngela-Cole, L., & Boateng, A. (2011). Effectiveness of diversity infusion
modules on students' attitudes, behavior, and knowledge. Journal of Ethnic & Cultural
Diversity in Social Work, 20(3), 240-257.
The study evaluated students’ changes in diversity attitudes, knowledge, and behaviors after their
involvement in diversity modules that were infused in social work undergraduate and graduate
classes. The new knowledge that this study contributes is that student history of past exposure to
diversity needs to be assessed, especially because it may take students with limited past exposure
longer to internalize diversity teaching. These findings indicate that more resources may be
needed (e.g., time, money, and human capital) to teach and help students internalize and then
create environments where diversity is celebrated, particularly in white homogeneous
communities. The findings of the evaluation study will be utilized in the School’s curriculum
planning and the upcoming Council on Social Work Education (CSWE) national re-accreditation
process.
The article abstract follows:
The purpose of this study was to evaluate the effectiveness of diversity infusion modules provided
to university students in a predominantly white homogeneous community. A mixed-method
approach using a pre-post retrospective design was used to measure attitudes, behaviors, and
knowledge about diversity issues, and included a comparison group (total N = 179). Although
the results indicated improvement for students that received the infusion modules, the effects of
past experiences with diversity appear to have limited the effectiveness of the infusion.
Recommendations for infusing diversity content in higher education programs in communities
where exposure to diverse groups is limited are provided.
84
THE GRADUATE SCHOOL
Recruitment Efforts
Unlike undergraduate recruitment which as a centralized approach to student recruitment,
graduate student recruitment is decentralized and is undertaken by each of the 70 or so different
graduate programs, specific to their program goals. While there are no specific graduate
recruitment programs for students of color/from under-represented groups, all programs seek to
encourage ethnic/racial diversity within their program. The graduate school recruitment officer
attends both the Fall and Spring California Diversity Fairs and the Graduate Dean has presented
at one of these fairs each year for the past two years. These forums draw a thousand or so
students from under-represented/ethnically and racially diverse students. The information on
interested students is forwarded to the Graduate Program Director for follow up.
In addition, the Graduate School provides the national list of McNair scholars to the Graduate
Program Directors to facilitate their diversity recruitment efforts for their program.
It is encouraging that the percent of students of color at the graduate level has been increasing:
Ethnicity
American Indian / Alaska
Native
Asian (incl Pac Islander to
2009)
Black
Hispanic
Pacific Islander
Multi-Ethnic
White
Unknown
Non-resident Alien
TOTAL
% student of color
Fall
2008
Fall
2009
Fall
2010
22
20
20
164
54
165
n/a
n/a
2283
217
359
3264
152
59
143
n/a
n/a
2333
218
369
3294
194
50
205
13
70
2406
36
254
3248
12.4%
11.4%
17.0%
Retention Efforts
Retention efforts for all graduate students, including students of color/from under-represented
groups are made at several levels, the program, the Graduate School, the Graduate Student
Association, Student Services, and the Office of International Students and Scholars. These
efforts include:
85
Programs that encourage graduate student interaction amongst themselves, as well as faculty to
create a sense of community/belonging. For example,

New Student Orientations – offered by various graduate programs for their students,
offered for all graduate students by the Graduate School (this is followed by a social
reception hosted by the Graduate Student Association for all graduate students – new and
continuing), and by the Office of International Students and Scholars for international
students.

Graduate Student Seminars – held at the program level to introduce students and faculty
to guest speakers and provide a forum for discourse and discussion, further building a
sense of belonging to a community
Graduate Student Socials – as noted the Graduate Student Association hosts a “Welcome
Back Social” after the new graduate student orientation each semester. In addition, the
Graduate Student Association hosts several other socials for graduate students each
semester.

Efforts to provide support to graduate students, including those of color/from under-represented
groups to encourage retention include:











Visa support and information – from the Office of International Students and Scholars
and from the Tax Compliance/Nonresident Alien Tax Specialist in the Controller’s office.
Graduate Application, progression and graduation information – provided by the
Graduate School (one-on-one questions, as well as workshops) and at the program level
(face-to-face advisement and graduate student handbooks).
Computer Loan Program- provided by the Graduate Student Association
Housing/transitional housing – provided by the Graduate Student Association and
Student Services
Counseling Services – provided from Student Services
Disability Services – provided by Students Services
Writing Services – provided by Writing Center/Department of English
Graduate Assistantships and Financial Aid and small emergency loans – provided by
programs, the Graduate School and the Graduate Student Association. Part of the student
fees are set aside as Access scholarships and assistantships. This year 9 assistantship for
20 hour per week for the academic year and 4 assistantships for one semester were made
available to increase access to graduate education – 54% of these were awarded to
students of color/from under-represented groups. Access scholarships were awarded to
22 students of which 32% were awarded to students from under-represented groups.
Needs based scholarships for child care and medical costs – provided by the Graduate
Student Association
Small Research Awards – provided by the Graduate Student Association
Mediation Services – provided by Student Services
86
Results of these types of efforts are reflected in persistence/retention rates and graduation rates.
Retention/Persistence
Rates
In general, retention rates for students of color is similar to that of Whites.
One year retention of new graduate students by ethnicity
Degree
Ethnicity
Asian / Pac
Masters Islander
Black
Hispanic
Unknown
White
Non-resident Alien
Asian / Pac
Doctoral Islander
Black
Hispanic
Unknown
White
Non-resident Alien
Degree
Masters
Ethnicity
American Indian
Asian / Pac
Islander
Black
Hispanic
Unknown
White
Non-resident Alien
Asian / Pac
Doctoral Islander
Black
Hispanic
Unknown
White
Non-resident Alien
2008
Retention
Cohort Retained
Rate
31
16
23
37
373
57
23
12
21
30
292
51
74.2%
75.0%
91.3%
81.1%
78.3%
89.5%
3
2
4
9
75
42
3
1
3
8
70
35
100.0%
50.0%
75.0%
88.9%
93.3%
83.3%
2009
Retention
Cohort Retained
Rate
4
4
100.0%
26
7
17
36
362
54
20
4
14
27
294
42
76.9%
57.1%
82.4%
75.0%
81.2%
77.8%
2
2
3
5
64
41
2
1
3
4
55
36
100.0%
50.0%
100.0%
80.0%
85.9%
87.8%
87
Graduation Rates
The data show a steady rate of graduation which is supportive of retention efforts.
Graduate Degrees Granted by
Ethnicity
Degree
Masters
Ethnicity
Asian / Pac Islander
Black
Hispanic
Unknown
White
Non-resident Alien
AL
Doctoral Asian / Pac Islander
Black
Hispanic
Unknown
White
Non-resident Alien
200708
5
43
7
21
45
417
68
2
1
1
6
51
21
200809
5
27
17
31
31
435
40
7
0
5
8
67
40
88
200910
2
34
13
33
51
438
69
4
1
2
5
55
27
Diversity Initiatives
September 21, 2011
By Jane Tors
Reg Chhen Stewart has been named director of diversity initiatives, a new role signaling the
University of Nevada, Reno’s commitment to support and develop diversity in the composition
of the faculty, administration, staff and student body. Stewart will continue to oversee the
University’s successful Center for Student Cultural Diversity, which he has directed since 2003.
The number of underrepresented students choosing to attend the University has continued to
grow, and this fall the enrollment of students of color is up 8 percent over the prior year.
Twenty-six percent of the University’s fall 2011 student enrollment is comprised of students of
color.
In addition to ethnic diversity, diversity initiatives will encompass age, gender,
abilities/disabilities, cultural, sexual orientation, socio-economic and “first generation” students
who are of the first generation in their families to attend college. Over the past five years, the
number of students meeting the income eligibility for Pell Grants has more than doubled. In fall
2006, 11 percent of students were Pell eligible. In fall 2010, the figure had grown to 24 percent.
Enrollment of student veterans is also increasing, and these students bring diversity of
experience and age. Students using Veterans Administration education benefits increased 22
percent in fall 2009 and another 18 percent in fall 2010.
“The University’s mission statement calls for a broad definition of diversity,” said University
President Marc Johnson. “We are preparing students for increasingly diverse work settings and
for the global economy, so there is an important workforce development component to our
commitment. Just as important, diversity of our faculty, staff and students contributes to
diversity of ideas and viewpoints. It enriches the college experience.”
Stewart helped conceptualize and led the development of the Center for Student Cultural
Diversity’s College Life 101, a comprehensive program aimed at improving student retention.
89
The result is a 95 percent retention rate for students who regularly visit the center and utilize
the resources it offers. Last spring, College Life 101 was recognized nationally as one of six top
programs of its kind, and was presented a College Keys Compact Innovation Award by the
College Board, a national organization promoting excellence and equity in education.
“While there is still work to be done, we have demonstrated our ability to lead the nation in
efforts toward retaining and developing underrepresented students at the University of
Nevada, Reno,” said Stewart.
“We fully realize that attention must also be paid to the recruitment, but equally important, the
support of underrepresented faculty at the University,” he said. “As director of diversity
initiatives, dividing my time between both the student and faculty components of diversity
leadership give me the opportunity to do this.”
Stewart will serve as the University’s chief diversity officer and represent the University on the
Nevada System of Higher Education Equity, Diversity and Inclusion Council. He will report to
Johnson and serve as a member of the President’s Council and the Academic Leadership
Council, and he will retain a dual reporting relationship within the Division of Student Services
for his continued work with the Center for Student Cultural Diversity, located on the third floor
of the Joe Crowley Student Union.
Stewart brings 20 years of equity and diversity leadership experience in higher education to the
director of diversity initiatives role. Prior to coming to Nevada in 1996, Stewart coordinated the
alternative testing accommodations in the Disability Resource Center at San Francisco State
University and was Upward Bound coordinator in the federally funded TRIO Program at
Huston-Tillotson University in Austin, Texas. He holds doctoral and master’s degrees in
educational leadership from the University of Nevada, Reno, and a master’s degree in
counseling education and bachelor’s degree in sociology from San Francisco State University.
An Oakland, Calif., native with family roots in New Orleans, Stewart is the first person in his
family to graduate from college. Through his membership in Alpha Phi Alpha, Stewart
continues to mentor young men who wish to graduate from college and obtain graduate and
professional degrees.
90
The Center for Student Cultural Diversity
Joe Crowley Student Union
Third Floor, Mail Stop 0144
Reno, Nevada, 89557
Tel.: (775) 784-4936
FAX: (775) 682-8977
www.unr.edu/thecenter
thecenter@unr.edu
Diversity Initiatives
Clark Administration
Second Floor, Mail Stop 0155
Reno, Nevada, 89557
Tel.: (775) 784-4871
FAX: (775) 682-6429
rstewart@unr.edu
91