Faculty Initiatives

Academic excellence can only be fully achieved through diversity at all levels. Therefore, we have high faculty expectations, and seek to create and sustain an environment that embraces individuals who represent diverse backgrounds, cultures, and life experiences.

People who have information and can answer questions, as well as provide informational materials and slides for presentations:

Ways to Get Involved

Campus Resources

Campuswide Committees

Serve as a divisional representative on one of these campuswide committees:

Undergraduate Recruitment, Admissions and Yield Committee (URAY)

URAY focuses on undergraduate recruitment and yield efforts, obtains information about admissions policies and procedures, expresses concerns and identifies barriers in the admissions process, and directs findings to the Diversity Council for consideration. URAY meets regularly to share information, coordinate activities, and collect and review data on the effectiveness of activities. It identifies and implements strategies that result in increasing the diversity of undergraduate students enrolled at UC San Diego.

Interested? E-mail the Diversity Council.

Graduate Recruitment, Admissions and Yield Committee (GRAY)

GRAY focuses on graduate recruitment and yield efforts, obtains information about admissions policies and procedures, expresses concerns and identifies barriers in the admissions process, and directs findings to the Diversity Council and Dean of Graduate Studies for consideration. GRAY meets regularly to share information, coordinate activities, and collect and review data on the effectiveness of activities. It identifies and implements strategies that result in increasing the diversity of undergraduate students enrolled at UC San Diego

To find out about participating, email the Diversity Council.

UCSD Diversity Council

The Diversity Council advises the chancellor on diversity with emphasis on institutional access and representation, campus climate and intergroup relations, education, scholarship, and institutional transformation.

To find out about participating, email the Diversity Council.

Chancellor’s Advisory Committee on the Status of Women

The Chancellor's Advisory Committee on the Status of Women (CSW) was formed in 1987 and is comprised of UCSD faculty, student and staff representatives appointed by the Chancellor.

To find out about participating, contact the current committee representative.

Mentorship Opportunities

National Science Foundation

NSF offers REU supplements that are specifically for undergrads for PIs with new or existing NSF grants. The REU supplements are competitive and must also be within the overall scope of the parent grant.

REU requests do not have a specific deadline for submission and NSF generally makes awards within 6 months. These awards may not be limited to proposals with underrepresented populations but PIs are strongly encouraged to recruit from those groups. Non-UCSD students also are eligible.

A request for an REU Supplement may be included within a proposal for a new or renewal NSF grant or cooperative agreement or as a supplement to an ongoing NSF-funded project. An REU Supplement request is handled by the NSF program officer for the underlying research grant.

Undergraduate Summer Research Fellows

Participate in any affiliated summer workshops that serve underrepresented students. There are plenty of summer research opportunities for undergraduates, including:

Recruitment Events and Opportunities

Check out our events page to see the latest upcoming activities. The division actively participates in SACNAS, ABRCMS and in the CA Forum for Diversity events. If you are interested in contributing to these activities, contact the Biological Sciences Graduate Instructional and Student Services Office.

Other Opportunities:

Recruitment Resources

Rice University's ADVANCE database can help you find a diverse pool of PhDs and postdocs, including:

  • Underrepresented PhD students and postdoctoral scholars in science, engineering and psychology
  • The option to search by department or research keyword
  • Contact information and research statements
  • Opportunity to download candidate CVs and save search results to Excel

Faculty Equity at UC San Diego: Resources for Faculty Job applicants

Teaching Resources, Articles, and Case Studies

Teach a Course

Campus Initiative for K-12 Education (CREATE)

CREATE is an energetic research and partnership development center addressing one of the major challenges facing California and San Diego: getting our diverse community of young people prepared for, admitted to, and succeeding in college and careers.

Do you have a partnership project or research project in mind? Want to mentor young people yourself, or support the region’s teachers? Know of a local innovation more people should hear about? Contact CREATE to get started!

Research Articles

  • Haak, D.C.,  HilleRisLmbers, J., Pitre, E, Freeman, S. (2011) Science (332)1213-1216:  Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology
  • Ovink and Veazey, 2011 (Res High Edu). More Than “Getting Us Through:” A Case Study in Cultural Capital Enrichment of Underrepresented Minority Undergraduates
  • Stanger-Hall, K. F., Shockley, F. W., & Wilson, R. E. (2011). Teaching students how to study: a workshop on information processing and self-testing helps students learn Cell Biology Education, 10(2), 187–198.
  • Gurung, R. A. R., Weidert, J., & Jeske, A. (2010). Focusing on how students study. Journal of the Scholarship of Teaching and Learning, 10(1), 28–35.
  • Mervis, J.2010.Undergraduate science. Better intro courses seen as key to reducing attrition of STEM majors. Science 330:306
  • Kimberly Tanner, and Deborah Allen, (2007), CBE (6), 252-258: Cultural Competence in the College Biology Classroom
  • Rath, K.A., Peterfreund, A.R., Xenos, S.P., Bayliss, F.,Carna;, N. (2007) CBE 6 (3), 203-216: Supplemental Instruction in Introductory Biology I: Enhancing the Performance and Retention of Underrepresented Minority Students
  • Sible, J. C., Wilhelm, D. E., Lederman, M. (2006) “Teaching Cell and Molecular Biology for Gender Equity” *Cell Biology Education – Life Sciences Education(5), 227-238
  • Chamany, Katayoun (2006) “Science and Social Justice – Making the Case for Case Studies” *Journal of College Science Teaching* *36*(2) pp. 54-9 
  • Dirks, C., Cunningham, M. , (2006)CBE Life Sci Educ 5(3): 218-226: Enhancing Diversity in Science: Is Teaching Science Process Skills the Answer?
  • Rosser, S.V. 1998. Group work in science, engineering, and mathematics: Consequences of ignoring gender and race. College Teaching 46:82-88
  • Fullilove, R.E., Treisman, P.U. (1990) J. Negro Educ. 59, 463: Mathematics achievement among African American undergraduates at the University of California, Berkeley: An evaluation of the Mathematics Workshop Program.

General Articles

Case Studies in Inclusive Teaching

  • Center for the Integration of Research, Teaching, and Learning (NSF)
  • Sellers, S.L., Friedrich, K.A., Gunasekera, H., Saleem, T. & Burstyn, J.N. Case Studies in Inclusive Teaching in Science Technology, Engineering and Mathematics. (Center for the Integration of Research, Teaching, and Learning, University of Wisconsin, 2005).

Ideas or Questions?

Please e-mail us at divcomm@biology.ucsd.edu.