UNC Board of Governors discusses racism, hearing reports
The UNC Board of Governors’ Racial Equity Task Force discusses racism and the process of hearing reports.
my research here we're life. You may begin. Well, good morning, everyone. And welcome to our first official meeting of the U. N C system Racial Equity Task Force. Now, before we begin a to the amendments to the state's open getting pursuant to the new amendments that the Open Meetings Act apply, doing states of emergency the amendments were signed into law may allow for public bodies to meet the Elektronik means. The new law does require, however, that we take although to be a row call which we would do today. Additionally, pursuant to the amendments to the law, all chats, instant messages, texts or other written of medication between members of the board regarding the transaction or public business doing the remote beating are deemed a public record. I also asked old committee members board members of participating staff to please identify yourself before participating in deliberations, including making motions proposing amendments in raising points of order as a reminder. Please mute your phone unless you were speaking and identify yourself when you speak. Finally, I must remind all members of their duty under the state government ethics active over conflicts of interest in appearances of conflict of it. If you know of any conflict or appearance of conflict with respect it, any matter coming before the committee today, please identify it at this time. All right. Just seeing that hearing done A to this time, we will take a room call so that we can begin our meeting. Miss Robertson, can you call the row, please? Yes. Chair Darrell. Alison Kelly Hunt Blue here on brown. Was it Herber? Risp Lloyd, Present car Campbell here. David Greene present as a a grain present. Original Holly Timothy Eyes President Garrett Killing President Ricardo Nazario. Cologne President Anna Nelson here. David Perry. Yeah, sure. We have a Corum. Okay, Thank you. I would like to call the meeting of the U. N. C. Assistant Race Directory Task Force to order. Um, I like to start by publicly thinking of recognizing Chairman Ramsey an interim President Roper for establishing this task force. Aziz, we begin this conversation, actually like to invite Rainy Ramsey, chair of the U. S. People for Marx in the chart here. You very much chair, mouse. And I appreciate the opportunity to speak this morning, and I appreciate not going to be part of this so this group has got a lot of good, a good and positive walking head up. So before we kick off the meeting of the U. N. C. Your system Racial equity task force, I like to take a moment to thank you all for the important work here about to undertake. I'm glad to see David Garrett and Isaiah with us today, as you all may know, is because their courage, passion and commitment to the university system making the Missouri system better than we decided to establish this task force. So I think the three of you for doing that gold Alison thank you for accepting the road was chairing this committee here, and I've had several conversations on how seriously you take it and I ran. Let's look forward to your leadership. I'd also like you. Don't think Vice Chairs Blue go to Nelson for taking on this role, and all of our board members staff and each and every one of you have decided to serve and even those of you who are listening in to be part of this and Lindsay remarks as leaders of the University Committee community, it is our obligation responsibility to do the work needed to address inequities in the UNC system for the benefit of our students, factory staff and all North Carolinians. This worth is vital to our strategic plan goals to improve student success and to promote the excellence and diversity of our institutions. It was strengthen the university and it will have a long term impact to our state. This work quite simply, is right thing to do. Challenging times starting today this community is undertaken is taking on an important challenge to bring together the combined talent in the resource is our institutions in our communities across North Carolina in the pursuit of greater racial equity and understanding. Specifically, we asked this task course to meet with students, faculty and staff groups to discuss issues and racing in equity on the UNC system in all tangible steps that can be taken across the UNC system in pursuit of equities and understanding. To gather, explore, developed recommendations, suggestions and feedback, prepare a report to the Board of Governors, which would include a list of recommendations and action steps taken in priority or and finally to resent present this report to myself and the president of the UNC system on October 2nd. I am personally looking forward, working with each of you on this important project and for the future of the UNC system. Now, about You've got a chair, Alison. Thank you very much. Thank you. Thank you. Chair nz. And listen, we think you're not only for your remorse remarks, but your strong leadership and dedication to the university and to this workforce. So thanks at this time. Ah, like to officially recognize each member of our task force allowing for 1 to 2 minute introduction and a few comments if you so choose. And so I'll work off of the on the road, coldest. And, uh, we'll begin with you, Governor Kelley Blue. You know, if I can take it off means Good morning. I'm Kelly Blue. Currently, Chair was 19. Your committee on board of governors. I'm honored to be in that position. I am from Pittsburgh from Carolina native. Won't be happy to be starving and happy to be on this task force. So I'm excited about some of the great things that we can accomplish here and get feedback and and, of course, positive conversation. So thank you. Thank you, Governor. Uh, Miss Don Brown. Morning. Um, first, I would like to acknowledge the genuine need for the task force. And I'm humbled to be a part of this endeavor on the access coordinator at Randall Library at UNC W. And I've been here with the university for 13 years, and additionally, during that time, I've served on the U. N. C. Staff assembly for seven years on and had the honor and privilege to service the chair during that time. Personally, I believe higher education isn't ever evolving and dynamic landscape with stakeholders. That Chris crawls all areas of race, gender, income and education to serve them successfully requires continuous evaluation, reflection and action. And I've personally learned an experience that we as individuals, campuses, and the system can make our best progress by listening and hoping. Serving next. Pass it. He is a member of this. Changed. Thank you for Alison. Thank you. Thank you, Miss Brown. I think I heard Governor Pearl Burgers. Fluid. Good morning. Good morning, everyone. Good morning, Chairman. Um, it is a pleasure and a privilege to serve on this passport. Uh, I'm currently served as the secretary for you and see a system U N C. Border governors used a And, uh, I am in my second term on this piece of board. My background includes health care, uh, government with air, um, diversity and equity and many other things. But to me, with such a Thomas, we're doing the absolute right thing by coming together and listening and sharing. Uh, I think each of us will play a vital part in helping others to make North Carolina. Ah, better place to live, work and play. Thank you, Jim. Going on. I so appreciate you and can thank you being that. Okay. Um, Mr Kite. Campbell. Good morning, everyone. I'm Kai Camp on the provost at UNC Asheville. I've been at UNC Asheville just over a year now. Eso I'm new to the system on spin a heck of a year. Um, and I come to this role having been provost at Morehouse on another institution, Knox College in the Midwest. I spent most of most of my career, though at Swarthmore College in the Northeast. I'm a mathematician by training, and I've done a great deal of work in the space of equity and diversity in the stem stem fields. Thinking about those who are under represented there. Um uh, so I'm very excited and honored to be a part of this conversation. It's been a lot of intense thought over the last couple of months. That that sits on top of what I think of is an academic lifetime of thinking about these issues in certain ways. So very, very excited about the work we have ahead of us. Thank you, Provost Campbell, for those remarks. Mr. David Green. Thank you, Governor. I was saying I am David Greene. I am a law professor. At no time I sent you University School of Law. I've been there for over 20 years now. Why teach no civil procedure, employment discrimination and disability law. I'm so inclusion and eradicating the rights is something that's near and dear to my heart, something I tried to share with my students and prepared them s leaders. Um, I also recently finished my term of the chair of the factory assembly. I was honored to serve in that role for two years, and one of the last things I have had the pleasure to do it with Sharon Cornyn, would I desire I mean, Garrett, an accent Governor Ramsey on an interim president, Bill Roper, to put this Tash was together, and within less than 24 hours they responded. They saw the importance of it and was committed to a strategic plan they used. The resource is and intellectual skills of everyone in the system. So this is an important work. I wanted to be part of it. We want to make sure that it's impactful, that it's not symbolic that it leads to a meaningful change. This is important work, and I'm honored to be part of this group. Thank you, Mr. We're glad to have you, Mr Isay. Agree. Good morning, everyone. Thank you. Uh, and be current. I'm is a green, the current U. N c A S T. President, the student advocating body for all UNC system students, but also the student member of the UNC system Board of Governors. I'm looking forward to to seeing what this task force can put together and accomplish in these these coming months by October, because students just over the past few months have gone through so much. And we need to be there for not just the students, but our faculty, staff and entire communities. to make sure that when people are getting back on campus, they feel at home and with an environment where they could succeed. So thank you. Thank you, Governor. Green Governor Reginal. Holly. Thank you. Good morning. Good morning. Determine. Alisyn. I want to, uh, also extend greetings to all who are who are visiting on on this call. I'm especially great. Cool. A term analysis in to you and to the ah, chairman of our board of governors. Ramsey, uh, for inviting me to participate. Uh, in this, uh, in this very important initiative. Uh, what is most impressive is that the leadership, including Dr Bill Roper, were very quick to receive. Uh, the pitch, uh, if you will, from from our student leaders, uh, like our fellow governor, uh, green about believe is also on this cold and I to join, Uh ah. You termine Alisyn and, uh, our other colleagues, Uh, in looking forward to a productive work experience and a good work product that I think can God our system Uh huh. And shortly, uh, be a model for others around the country. Teoh in late. So I appreciate the leadership. Uh, and I look forward to being very supportive in the work that we have ahead. Thank you, Mr Chairman. Thank you. Thank you, Governor. Mr. Timothy. Timothy Eyes. Well, good morning, everybody. Kim mimes from the UNC Chapel Hill faculty. I just took over for David David Greene at the back with the Assembly position of chair. I've been a faculty and a graduate. Excuse me of Chapel Hill? Well, greater than 35 years. You can tell by the white here it's been a while, and I can tell you it's been a while that this is long overdue. Um, I worked and I'm a professor of pharmacy and medicine, and we believe in equity of health care. But there's a lot more that we can do it with this. And I'm hoping that this will grow exponentially because it's not just our campus. It's everybody's campus and, uh, having graduates. Two Children, one from state and one from Carolina's. Well, third generation Chapel Hill. Uh, we we've seen changes, but they're not enough. And I'm I I applaud you, Governor Ramsey and all for getting this started. Let's make something happen with it. Thank you. And Cumin starts for that. Mr. Garrett kill you. Thank you, Mr Allison. I'm the chair of the staff assembly and I worked and information technology at East Carolina, where I've been for 25 years. A most of our pro pirate haven't graduated from here in 1994. Um, I'm in my first year of a two year term, is chair and has been involved with the stuff assembly for around seven years. Now I really look forward, Teoh, serving on this task force and an eager to engage with the staff throughout our system. I've already shared Thea news of this committee with our assembly delegates and their very supportive and eager for us to get started. Thank you. Thank you. Thanks so very much, Mr Riccardo. Necessary, Okelo. Thank you, Chairman Alison. Good morning, everyone. Um, my name is Ricardo Massadio Cologne. I am the Nagra chief diversity officer at Western Carolina University. I've been living working in the western part of the state for four years now, and we have made some great strides here on the western part of the state. Um, I am excited to be doing this work is my life calling. And I was particularly excited when I when I saw the documentation and so there were equity mindedness. And I think that that is such a powerful ah statement by this particular group to be looking at this work from an equity mindedness point of view and just want to remind us as we go forward that ah, when we are looking at equity minding their. So we're looking at gaps and we are also looking at the responsibility that institutions and the systems and the processes have to ensure the successful our students. It is easy for those of us who've been away from the classroom for, like I had been away from the classroom since a long time ago. Let me just say my doctor Eaves mentioned, um, let's let's remember that our students are having a different experience nowadays, and that is so crucial to next to their success for us to understand that difference. So with that, thank you so much for allowing me to, sir. And I look forward to working with each and every one of you. Thanks so much, Ricardo. Last but different at least, Mr David parent German Alison. Good morning of the task force members, it is an honor and a pleasure just to be able to serve on this very important, very timely task force. I'm willing to ask and answer the very tough questions as it relates to law enforcement in campus. Public safety um, I have had the opportunity, actually to serve on other task force opportunities and committees and other states on hopefully, my experiences as the immediate past president for the Florida Police Chiefs Association. Speaking for every police officer in the state of Florida will help this this task force on being a past member of the International Association of Campus Law enforcement administrators. Speaking for all the campus law enforcement will help in a current role as the system vice chancellor and chief of police. It you won't see Chapel Hill where I oversee the police operations of safety functions, so I just look forward to rolling up our sleeves and producing some substantive work. Some real results of students who are on the line can result can relate to. You need to show receipts for what we put together. So I'm all about the receipts on this problem, Dr Campbell said, has been a very interesting year at UNC, so these experiences have already brought me into the folds. I'm a I'm a family member here and u N c. Thank you, sir. Thank you. Thank you, Chief Perry. And we have a governor and a Nelson morning government. Good morning. I'm Anna Nelson. I'm in Charlotte. Serve on the board of governors and the Ed Planning Committee specifically, And I just hope to listen and learn and understand these issues in a deeper, more meaningful way. And I appreciate being part of the group. Thank you. Thank you. Thanks so very much. Government. Listen, I, um thank you all for serving on this important task force. I am inspired by this opportunity to serve alongside you. Lola's we We work to make our institutions truly equitable for for all. And so I have a few comments, Um, remarks, um, we kick off and disgust defining the work of racial equity past course. No, I think it is valuable to all of us that we start the conversation this conversation off with an understanding of terms that will be used doing this work. Um, weekly show the graphic. No. Now continue here and we'll take a look. This work ahead of us. It's not about diversifying the system aesthetically. Primarily. What about advancing equity through our actions in policy? Equity means the quality of being fair and impartial. Are there areas within our system and within each of our institutions were actions in policy can be a little fair, more impartial? How about diversity and inclusion For May? Diversity General refers to the traits and characteristics that make people unique. Inclusion refers to the behaviors and social norms that ensure people feel welcome. A diverse and inclusive organization or system understands and takes into consideration the contribution of individuals and groups of individuals. They're very perspectives and how their experiences contribute to the success of our institutions. A diverse inclusion organization or system operates with the belief that the solution to the problems it faces can be found affirming individual similarities and finding value in their differences. Equity six. To ensure fair treatment and equality of opportunity for all of our faculty, staff and students. And I'm confident that all of us desire equal participation and outcomes across the system so that we can close achievement gaps in student success. Build a strong pipeline of faculty staff administrators. We're just gonna have toe work a little harder at making it so and I guess that's why they call this group the task force. Um, you can remove the graphic For now. Know that the Racial Equity Task Force will use three focus areas to define the working. Organize his recommendation. These areas are critical for achieving equitable and inclusive working and learning environments within the UNC system. So those three areas first angry and student recruitment enrollment in success outcomes. Secondly, recruiting and retaining diverse iniquity minded practitioners and leaders and thoroughly reporting safe and inclusive campus it Now. In July, we will spend time to find in the work of the Racial Equity Task Force, and during the months of August September, we will be holding campus conversations and conducting its a wide survey. Each member will be asked to delve into and complete additional work in one of these refocus airs, and I just spoke off with the goal of forming recommendations in that area through September and October, we will be finalizing a list of recommendations to present to share Ramsey President Peter Hahn's in the US The Board of Governors. October 2nd. Now that was a mouthful. And so, before we move on our ass, uh, Mark members have any questions that Okay, we will continue here with agenda Item A to baseline data. Um, I now call on Miss John Robertson, senior associate vice president of each winning policy programs, and Christopher Chiron, social vice president for employment engagement. A university EEO officer, Miss Robinson, will provide an overview of the educational pipeline from high school into university. Mr. Chiron will provide information regarding faculty A staff hiring through retention and engagement metrics. This Robertson Thank you, Chair. Just a moment. Your turn. It's a beacon for education from creating the nation's first public university and one of the earliest community college systems to establishing her lick up high schools. The state is a leader in education innovation, yet are too many people in North Carolina do not have access to these education? I was secondary. It has become more critical as mobility mobility as the economy's demand for skilled workers has increased and will continue to increase. The North Carolina Department of Commerce expecting a 7.5% increase in positions that require a bachelor's degree. But not all Carolinians are prepared for these positions, according to the latest data released by the Lumina Foundation. Lesson. Third of black, Hispanic and American Indians have associate degree or higher, lower than face average of 44% and lower than white. They're white Asian counterparts. These gaps did not come to exist by chance, and they will not close on their own to address that, we need to pan intention to the pike one. Now there is the bottom of the slide. But if you look at the top wine oh, I'll give you an example of how to read this for everyone. Graders in North Carolina, 22 do not graduate from high school on time. 43. Graduate on time, but do not immediately enroll in the North Carolina Public Institution 20 year old. But they do not graduate on time, and only 16 graduate within his three years with an associate degree or just six years with a bachelor security. It is important that we disaggregate these data. This is the first critical step to addressing inequities, because doing so allows us to see differences and student outcomes using data for about it. Carolina demography for the North Carolina Education Pipeline is first budget. We can see that less than 10% of black, Hispanic and American Indian ninth grade students, eventually from U. N. C. Or North Carolina Community College own time. This issue will become even more important as our house school graduating classes are becoming more diverse, as you can see get a slide. Why is students make up over half of our high school graduating classes and will remain over half for the next 10 years? But if you help there, you'll see that the percentage of Hispanic and Asian students are expected to increase over the next 10 years. We need to make sure that our institutions are ready to serve these students. When these girls students graduate, they want to attend our institutions from most racial groups. Over 75% of high school graduates intends to enroll in higher education, whether that's a community college, a human's imitation or another four year institution. But it or out of state. Of those students who intend to go to college, 1/3 of white, black and American Indian students and 21% of Hispanic students want to go to a U. N C. Institution, but not everyone shows up in the fall. Only 1/4 of all high school graduates immediately enroll at UNC, 23% of black students, 16% of Hispanic students and 21% of American Indian students. The transitions up is the biggest loss point in the pipe on. So what happens when they get to us? We know that first a second, your attention is very important. If a student has a good solid first year, they were more likely to return for the next year and keep coming back. Asian across operates. The UNC system is pretty good at keeping students of the first year and into their second year of college and these right having priest over. But the gap is when it comes to graduation rates, with black, Hispanic and American any incidents having lower graduation rates than their white and Asian counterparts? Although the nup are trending in the right direction and implement several initiatives in our strategic plan to increase these numbers, we can still do more to support students to graduations after students of color. So how do we make our institution this more prepared to support the students of color who walk in our doors. That's the clerk. That task force made Assad to answer over the next couple of months by talking about pipeline programs advising mental health, financial aid and community college transfer. We can also go deeper into these data points and look at institutional level data. Looking at these disaggregated data can reveal equity gaps that should inspire us to pose critical questions, dig deeper and take action steps, steps to close these gaps. Thank you. Thank you. I guess we will move on to Mr Chiron and then we reserve time for question. Q and A. All right. Thank you, Governor. Alison. Good morning, everyone. Thank you for this opportunity to talk with you this morning. Uh, got some slides to show you specifically about some data from our engagement survey relative to diversity and inclusion. Um, we have been developing a broader set of HR metrics over the past several months of vegetable years. Really? Ah, as part of the U. N. C. Strategic plan. And, ah, the metrics, particularly in terms of the engagement survey we've done over the past several years, has some data specific to the diversity inclusion process that may be helpful to you all as you go into this process so you can pull up the first slide. Yep. So the engagement survey launched the first survey we did was two years ago in 2018 as part of a two year cycle of surveys. Ah, this is so aspect of our human resource Is metric schools as part of the strategic plan. Ah, the survey itself is administered by modern think, which does Thea insert in the Chronicle Viread for the best colleges to work for eso. The survey itself contains 60 beliefs statements rated on a five point scale. Strongly. Great. Agree that disagrees strongly. Disagree. Um, the data they're going to show you on the next few slides talks about what the we call the positive responses. That's the number of responses collectively that were either answered, strongly agree or just agree, and so that the combination of those two things the 2020 survey was conducted in February before the world got more hectic. Uh, so, uh, the data's from that period of time in the mindset of the folks at that time. Ah, the overall participation rate for this cycle was 51% of all permanent employees. That includes faculty and staff, which is slightly up from our 2018 number 50%. That's equivalent to 24,500. And two employees took that survey. The cycle, which is a great number to get data for overall, the system wide positive response of strong and agrees degrees across all the beliefs. Statements averaged out to 61% positive score were slightly lower than our scoring 2018 of 63. Go ahead and go the next slide. Ah, we asked bottom and think to give us some ah, some of the statements in the survey that they consider to be related specifically to diversity equity inclusion. And they've actually done some validation on the 1st 4 statements that you see there that they kind of have in their kind of score block as, uh, markers for diversity, equity and inclusion and those air at this institution. People are supportive of their colleagues, regardless of their hair teacher background. This institution places sufficient emphasis on having diverse faculty, administration and staff the institution s clear and effective procedures for dealing with discrimination and all things considered, this is a great place to work. Ah, and looking through the survey document ourselves, we added a few more just to kind of round out that information and plant to plunge into a few other data points related to those those haven't been validated in the same way from modern think. Ah, but those four statements are I can speak up or challenge a traditional way of doing something without fear of harming my career. Promotions in my department are based on a person's ability. The institutions, policies and practices ensure fair treatment for faculty, administration and staff. And this institutions culture is special, something that you don't not just find anywhere. Go at the next slide for the 2020 survey. We also added an additional statement for employees to respond to. Ah, and this came specifically from the work of the Diversity Inclusion Council and the the policy I'll talk about in just a second. The ah statement draws from our definition of diversity inclusion that's in our policy and regulation. So we asked a question. That's that for their brother five point scale, my institution. It's committed to building a culture that actively promotes diversity and inclusion for students, faculty and staff and then provides them the definition from the policy diversity inclusion means that the intentional efforts undertaken to create an institutional culture and working a learning environment that offers acceptance, support and respect for a diversity of individuals next life. So on this slide, what we have are those statements I just went through on the previous slide. And then the three columns are the average positive score for the entire systems, and that's looking at it. Aggregate lee individual by individual basis. What were the scores averaging out to S O. The first column there is for the 2020 survey. The second column was same statements from the 2018 survey, and then we also have from I don't think from other institutions that participate with them. Ah, we have a benchmark from other four year public institutions to see if how we compared to that kind of similar group of of institutions. And you can see that the scores for us dropped a little bit. Um, the overall average on these was 61% down from 64% 2 years ago. Um, for the most part, we're staying within a couple of points on these issues. Ah, little bit blind where the four year public institution benchmark is in striking distance and you'll see the top four again are the ones that modern think that's kind of validated as their ah de in de I items. And then the fourth next ones are the ones that we added in to see what more information we could clean. And and it's interesting to see that those are a little lower and scores and things for us to look forward. Teoh building into as we go into the survey results mentioned that the survey results have just gone out to the institutions, so they haven't had a whole lot chance to work with them yet. Ah, And so those will be kind of looked at over the next several months as well. While you're doing your work, um and, um, but they this is new information at this point for those spoke. So we've kept at the aggregate level while they have time to work at the institutional level. Next slide, please. On this light, I'm showing just the data for our institutions that are minority serving institutions for the six schools in the UNC system. Uh, and again, Tony the 2020 data the 2018 data and before your benchmark. And this is a four year benchmark specifically for other minority serving institutions that participated in with modern thing. And you can see slightly lower scores overall, Similar short decline from 2018 to 2020. Ah, on those but largely comparable, um, to the the overall scores for the UNC system. Next slide, please. On this slide, we have breakdowns by gender against this aggregate across the entire system. And, ah, I have here just the 2020 data for you to look at. We did ah include non binary as a new category for the 2020 cycle. At the 2018 cycle we had trans justice Ah is one category. Ah, we broke it out into trans and non binary. I'll note that the population that's that declared these and these are demographics that are self selected by the participants in the survey. Ah, and we only had a very small population that self disclosed as being transferred binary actually, at the bottom total little over 120 uh, on the survey. So it's a small population set. Um, but it's it's helpful for us to get the information, then kind of look at where the lines may be, John. As you can see, there's some stark differences and in several of the categories there for those particular populations. And looking at these diversity and inclusion data points next life all right, and this slide then, Ah, 2020 data system wide for race broke my race and ethnicity and you'll see across all of these slides. You may be noticing that the scores that seemed to be the lowest are the ones in regard to promotions were based on a person's ability and policies and practices and sure fair treatment. So those were once that will give us some particular attention to. And then this slide Ah is for position types, um, again at the 2020 survey, the the second column There is for all senior academic administrative officers, um, and then all of our thr a non faculty employees who aren't those administrators, shr employees and then the faculty. Ah, and then also the last two columns were folks who identified as supervisors or non supervisors. Onda, um now say that this data is fairly consistent, pretty consistent, really with the clenching that we had on the 2018 data as well. In terms of the if you look at the overall average at the bottom column, a bottom of each column Ah, that's pretty consistent with the numbers that we saw in the previous survey and in comparison to each other for each of the Chloe types, all right, as part of this, then stir fresher quickly. We, ah, introduced on September of 2019 a new, uh, policy and section 300.8 point five in the UNC policy manual in a corresponding regulation specifically about diversity and inclusion in the university. Ah, this stemmed from the 2017 Appropriations Act that required us to take a study of the equal opportunity programs and diversity inclusion programs at the university and report back Ah, that was completed in the spring of 2018. That led to a new sub committee of the board, uh, to look into those issues further and to come up with recommendations to the board on ways to move forward with this. And one of the recommendations that came out of that was to create a policy four diversity inclusion for the entire UNC system. And so that was developed with the consultant group all of 18 through spring of 2019 and, um, was was finished but improved by the board in September of 2019. In that policy and regulation, there are three defined roles for each institution and inclusion executive to oversee all the kind of eo and in D I functions just to be the connection dot For all of those activities at the institution, someone designated to be the diversion, inclusion officer and someone, doesn't it? As the university equal opportunity officer at smaller institutions, those air potentially all the same person. Ah, but ah, we wanted to be sure there was one person specifically that was designated for this role so that to be our point of contact and have the responsibilities for those particular duties, the policy also established the Diversity Inclusion Council, which is comprised of all of those institutional D and I officers. And the primary charges to that group is to recommend system wide metrics and standard report formats for D and I information for all institutions to report into the board and then beyond that, to work with each other to promote best practices and collaborate resource share etcetera on d and I programming for faculty, staff and students so that that group just kicked off, um, this past winter and got a little way late. Of course, with the covert time Ah, we've recently restarted with that group again on will be working on getting those metrics recommendations to the board going next life and again, the U. S institutions have just received this engagement survey data, so they're starting to work on that. So they'll be more information available on that this fall as well. And ah, as part of this no, this just to give us ah, brief sample of some of the things we're looking at. Ah, we are happy Teoh to provide any of this and related data that we can provide to you that will be helpful for the work that you do over the next few months. But I want to give you a sense of some of that data. So you have an idea of what you might want to ask for. And I'm certainly happy toe answer any questions or are take any questions about what we can provide. Potentially to you while you work. Thanks. Well, thank you, Miss Robertson and Mr Chiron. Quite a bit of information. And so we'll Paul's and answer gets our members have some questions for you. Shot you, Chris. Members, please identify yourself, please. Um, we're asking your question. Making a comment, Dear old home, This in a Nelson. Would it be possible to get copies of those slides? Yes, Absolutely. All of the slides? Yes, we will share them. Thank you. Show me Alison. Yes, and no required in the cider cologne. I am interested it. Of course, in all this aggregated data, uh, particularly I would like to see any disaggregated data around the retention of of staff and faculty. Yeah, we have, ah, variety of data sources. For that, there are retention activities that occur through a cellar administration for retention offers, for example, for, for faculty in particular, but also for staff employees. Ah, we have, uh, information about turnover rates in terms of employees and different populations into the institutions as well that we started collecting over the past several years, and we've been using those data points for specifically ah, in connection with the engagement scores and try to see if there is any kind of relationship between the engagement scores were seeing in the turnover rates at the institutions. So we can certainly. And justly Um, that's Ricardo was far part of the day, and I counsel as well. I'm sure we'll be talking more and more about that as that committee meets over the next few months and ammunition that information with you. All of us. Well, Governor Allison, may I ask a follow up question to Chris? Yes, Miss Brown. I'm sorry if this is done around Chris does that information? Um does part of the information on the turnover rates indicate whether it's turnover from 11 UNC school to another UNC school so that we can kind of qualify some of that when they see Ah, it's ah, it's not as clear because it's not always the same definition at each of the campuses. One of problems we have, of course. But data is that we have different data systems, each of the effusions institutions. We have several on a shared platform, which is helpful. Ah, but some of the the reasons that they used to describe why someone this leaving differs from campus to campus. We've aggregated those into kind of clusters of categories. Um, and we worked to develop a distinction with that, um, we should Brian correct if I'm wrong, this should go into place in this next fiscal year. Is that correct section between ah University Higher Extra Liar. It should be going into effect so we won't have historical data for that from the past few years. But going forward, we should have that data to make it a cleaner distinction between those two categories. Chris a quick follow up on that. So with that task, b'more at the system level, or would that be at the institutional level? Yeah, we would certainly expect innocence. They have to provide us that information. They should have an information themselves that the institutions and we would encourage them to do the same kind of analysis at their institution to see if there's any kind of information to be found from that. We'll look at the macro level at the system office to see if there's a broader trend and kind of the broader seven numbers. But the institutions, we would hope, would do the same kind of analysis for their own institution. We have a question from Chief David Perry. Analysis and other safety is a component of this task force, and it might be helpful to have an overview or snapshot of all of our institutions in terms of accreditation, meaningful statistics that will give an overview of the capabilities, the staffing, the hiring practices maybe even go down a little more in the weeds. The number of complaints, some sustenance of numbers that, like give an overview of what the campus safety units are doing on campus and with their their capabilities are absolutely, Um, and I know that Miss Robertson had some conversations, uh, with some of the officials around around surrounding that those areas and those issues there and another reason why cheap there. We happy that you are part of this part of task Force? Um, Governor Alison Stately Crane. I want to act, son. I appreciate your presentation, and it's extremely helpful. And if they want to think that we realized in response to cope it and how the public schools are handling kind of young folk promotion to the next level on that I work in doorman and the boys and goats I've been concerned about the number of kids will just be placed in the next level and the kind of skill set gaps. So actually collecting data are we able to look at what are some of the resource needs in urban areas? What are some of the research needs and kind of the more rural error so identifying what the resource shortcomings are? So as we're looking for putting something in plates, that's part of the you know, the game plan to make sure we're successful because even in these times we see racial disparity and the impact on the Kobe's having a different communities. So it's important for us tohave because of the resource is that we need that will be different based on a weapon that you might either urban or rural community. Yes, thank you, thank you for that. We can definitely look at that. We can also talk with our colleagues in student affairs and enrollment management and the people who are at our institutions who know a lot about what's happening in there he's in and how you can make sure that we're reaching. And of course, we also have the state Europe grant were working in many of those communities who are dealing with those challenges, so we can definitely bring some of that information to the task force. Thank you. We also had a follow up question. Ricardo, I see you of love for you, Teoh. Extra follow question as well. Referring graduation rates up. Believe for students. Sure. Thank you, Chairman. Allison. Um, I like to know if the graduation rates now we're presented. Ah, were based on a six year rate or four year rate. And if if he was a six year rate, what does it look like for four year, right? Yes. So that that it was a six year right. We can get you the four year right. We can also get the five year right for our strategic plan. We look at five year graduation rights so we can share that data disaggregated before year. And for five years, right? We have a follow up question from Provo's Campbell. So it's It's more of a distinct question. I just wanted to wondered I've been part of a group that looked at the work that came out of Raj Chetty. He's, um, work about intergenerational mobility on and I understand that the university North Carolina system has been involved with the climb initiative that comes out of out of that work. I think they renamed their initiative opportunity insights or something like that. Um, and I'm wondering, what has that? What is that? What has been the outcome of that relationship? What kind of data is coming out of that? Um, seems like that would be that would tie in, uh, to the work we're doing and thinking about here on. And I actually don't even know how long we've had a relationship with that crime initiative and or haven't heard very much about it. So I would be curious to know what data can come out of out of network as well. Great. Thank you. We'll make a note of that, and we'll get that information for you. Okay, I'll ask our staff to assist me here, but are there any additional questions from from the members? Here you have one more. Is there any data on students who transfer out or just stop out completely on You know, when they stop out And if there's any classification by race, gender, where they come from backgrounds And if we collect, they don't even reasons why common reasons why they drop out. That was well, yes, we can. We can definitely pull data on on when students leave our institutions. We don't have really good information on why they believe. I think it's some institutions. They may do Surveys. They may follow up with students to figure out reasons why there's a so national research and surveys on West. You didn't sleeve so we can share that data to, but we can share data. What? What point? Students leave our institutions. Darryl. Yes, man. Cover. This is Anna Nelson Shun. Thank you for all the students success data. Is it possible to get some overall demographic data around students, staff, faculty and leadership? Just understanding the breakdown of that and how they do or don't represent the communities in the state? Yes. Yes. So we can definitely pull student enrollment data. And we'll also excuse me. We'll also work with our HR colleagues to get data off that pretty staff and administrators and I would throw up trustees into that as well. Thank you. Yes, yes. Additional questions from the from the task force. Governor Alison, I'm not sure this is for Shaw, nor Chris Thing is this Miss Dawn Brown. This is Don Brown. I know that we always have, like the application numbers of, like, the numbers of students apply versus get into a school. Is there any comparable data? Um, for factory and staff, as's faras, the numbers of people who are applying for these jobs and the diversity of that versus just seeing the final results of what's hiring. Because we're talking about recruitment and retention, I'm really wondering, like, are we saying we're not hiring divers? Are we not even receiving Dover's applicants? Because that can really change the pipeline and the conversations off the hiring practices on a campus if we know what type of pools were evening pulling in? Because unless your own individual search committee, that's very unknown. And I think it's have blind spot when deciding when trying to evaluate best practices for hiring an increasing, increasing racial diversity on the campus. And this is Chris Karen. Yes, that kind of data is actually part of the annual affirmative action plans that the institutions a required to do, um, miss part of that they look at the employee up the applicant population on hires compared to the people who are selected for those most the time. The ah, the the information on the demographics for race sex etcetera, is voluntary by the applicant, so they may not share that in advance. So there is some gaps in their, depending on the willingness to do that. But for the data we have, um, for the most part, that that is all available in part of the effort of action plan in each institution. Could we get any of that information so we can talk offline and figured out what you want? My need to bring back? No problem. There's no questions from the team.