Project CREST Internal Resources
The Project CREST Team developed a toolkit for departments to use as they create new or revise existing annual review criteria. As mandated by the CU regents, annual review criteria and processes must now be separate from RPT criteria. We hope the ideas and resources in this toolkit help your department develop inclusive and meaningful annual review criteria and processes. If you need support or have any questions, please reach out to firstname.lastname@example.org.
The results of the 2021 Campus and Workplace Culture (CWC) survey are in. But survey results are only useful insofar that they generate reflection on what is working well and action for areas of concern. The purpose of this guide is to provide resources to stakeholders, leaders, and change agents who want to generate an informed action plan for DEI.
In line with the Faculty Research Council's implementation of the UCCS 2030 strategic planning Research Framework Initiative to "Ensure accountability and bias-free implementation of research-related policies, incentives, and programs" we are excited to launch the Biases in Research and Beyond: Literacy Reference Guide.
At UCCS, we fuel success by actively researching and providing resources on a variety of issues, including inequity and social injustice. With this resources, we hope to expand the perspectives of Mountain Lions and spark informed conversations and motivate actions that will create substantial and lasting change that improves our UCCS community.
Research is essential to our university mission. The pandemic has ravaged the global community, and necessarily resulted in us reprioritizing our workload, our families, and our health and safety. Such deeply traumatic times have also made it impossible to travel to field sites, archives, exhibits, and conferences, and stunted our ability to engage our hiveminds and discover together. The harmful impacts on academic research will be felt for years to come. We must proactively support all our researchers, especially our women and minority scholars, to mitigate potential long lasting pandemic disparities on evaluations, promotions, and progress. We invite you to use visit our website to do what academics do best; educate ourselves and take action.
The criteria by which campus awards and internal seed grants are evaluated are often vague, as are the processes used to review submissions. This can invite the potential for bias to creep into the review process. To mitigate the possibility for bias in award and seed grant reviews, our team developed the Equity-Minded Campus Award and Seed Grant Rubric which can be used to revise campus-levels awards/grants. We employed this rubric in an inventory of UCCS campus awards for teaching, research, and service, as well as internal seed grants. We share our findings in our report and offer recommendations to campus units on how to improve their award and grant calls.
CREST Fest was held in April 2022 and served as a casual community engagement event to share our project’s activities over the first year of the grant with campus stakeholders. Each member of the project team created a poster describing their main activities.
Emily Skop, Martina Angela Caretta, Caroline Faria and Jessi L. Smith offer other scholars engaged in research collaborations a pledge to help foster and sustain more equitable relationships.
Read the pledge here along with a link to the full publication.
The ADVANCE Resource and Coordination (ARC) Network seeks to achieve gender equity for faculty in higher education STEM disciplines. As the STEM equity brain trust, the ARC Network promotes systemic change by producing new perspectives, methods and interventions with an intersectional, intentional and inclusive lens. The leading advocate for women in STEM the Association for Women in Science (AWIS) serves as the backbone organization of the ARC Network.
Founded in 2010, the National Center for Faculty Development & Diversity is an independent professional development, training, and mentoring community for faculty members, postdocs, and graduate students. We are 100% dedicated to supporting academics in making successful transitions throughout their careers. All UCCS faculty, graduate students, and staff may join the NCFDD for free and gain access to a wealth of professional development resources.
The National Institutes of Health commissioned a literature review to better understand the impact of diversity in the scientific community. The review examined literature from a variety of areas, including health, medical disciplines and business. This approach will be updated and is designed to emphasize contemporary reports.
This database contains summaries of the literature and can be sorted using key words or by using other filters.
This worldwide bestseller offers simple guidance for building the kind of open and trusting relationships vital for tackling global systemic challenges and developing adaptive, innovative organizations—over 200,000 copies sold and translated into seventeen languages!
We live, say Edgar and Peter Schein, in a culture of “tell.” All too often we tell others what we think they need to know or should do. But whether we are leading or following, what matters most is we get to the truth. We have to develop a commitment to sharing vital facts and identifying faulty assumptions—it can mean the difference between success and failure. This is why we need Humble Inquiry more than ever.
The Scheins define Humble Inquiry as “the gentle art of drawing someone out, of asking questions to which you do not know the answer, of building relationships based on curiosity and interest in the other person.” It was inspired by Edgar’s twenty years of work in high-hazard industries and the health-care system, where honest communication can literally mean the difference between life and death.
In this new edition the authors look at how Humble Inquiry differs from other kinds of inquiry, offer examples of it in action, and show how to overcome the barriers that keep us telling when we should be asking. This edition offers a deepening and broadening of this concept, seeing it as not just a way of posing questions but an entire attitude that includes better listening, better responding to what others are trying to tell us, and better revealing of ourselves. Packed with case examples and a full chapter of exercises and simulations, this is a major contribution to how we see human conversational dynamics and relationships, presented in a compact, personal, and eminently practical way.