Kristie Dotson, professor of philosophy and Afroamerican and African studies in LSA, has been appointed a University Diversity and Social Transformation Professor.
University Diversity and Social Transformation Professorships recognize and reward faculty for outstanding contributions to excellence through their commitments to promoting diversity, equity and inclusion.
The Board of Regents approved her appointment Sept. 23.
“Dotson is an outstanding scholar with exceptional contributions to diversity, equity and inclusion through her research, teaching and service,” said Susan M. Collins, provost and executive vice president for academic affairs.
“Her commitment to inclusivity is reflected not only in her teaching, which encourages students to work together in the cause of knowledge production, but also in her considerable community service, which involves advocacy for incorporation of women of color on social and racial justice agendas. We are pleased to recognize her multifaceted contributions by naming her a University Diversity and Social Transformation Professor.”
Dotson will maintain the appointment for five years. She also will receive special faculty fellow status at the National Center for Institutional Diversity and will spend at least one semester as a faculty fellow-in-residence.
“The University Diversity and Social Transformation Professors are exceptionally accomplished senior scholars who, throughout their careers as faculty, have made significant contributions to knowledge innovation and production,” said NCID Director Tabbye Chavous, professor of psychology and education. “They are also leaders and innovators who are transforming their fields, communities and the campus through their contributions to diversity, equity and inclusion.”
Lilia M. Cortina, Trachette L. Jackson, Hitomi Tonomura and Herbert G. Winful were named UDSTP professors earlier this year.
Dotson’s research is focused in the areas of feminist philosophy and epistemology. Her scholarship has prompted a reconsideration of the racial and sexist biases that undergird philosophy as an intellectual field, and generated a conceptual tool-kit for combatting overt and insidious racisms and forms of “othering.”
Dotson teaches complex philosophical concepts to diverse students through DEI-informed, inclusive methods that allow students to see how “epistemic exclusions” are created, perpetuated, and can be combated through intellectual work and collective praxis, above all, in relation to communities that have endured oppression and violence.
This article originally appeared in the September 24 edition of The University Record
Graduate students suffer high rates of depression, anxiety and mental stress, studies show — a situation made worse by the COVID-19 pandemic. But as campuses reopen and students return to their labs, now is the time to implement changes that can turn this around, say researchers at the University of Michigan.
In a study published online Sept. 21 in the journal Neuron, the researchers say four kinds of changes can be made to reduce mental health stress and potentially boost productivity in academic scientists.
The changes include creating structure in the lab with deadlines, well-defined work hours and short-term goals. Students should be encouraged to set personal boundaries, such as creating time to exercise or care for their needs. Mentoring and developing strong relationships is also important and must be nurtured. And it is important to cultivate a safe and collaborative lab culture, the researchers say.
“Every person in a lab environment can be doing something to support graduate student mental health. You do not have to be a mental health professional to improve things,” said the study’s lead author, Meghan Duffy, professor of ecology and evolutionary biology.
Duffy is a disease ecologist who runs a 16-person lab that includes a lab manager, a technician, four postdoctoral scientists, four graduate students and six undergraduates.
She led U-M’s Task Force on Graduate Student Mental Health, which was convened by the Rackham Graduate School and charged with finding ways to improve students’ mental health in the summer of 2019. The task force’s work became all the more timely when COVID-19 struck.
About 24 percent of doctoral students have significant depression symptoms, and 17 percent have significant symptoms of anxiety — levels similar to that of medical students and resident physicians and higher than the general population, recent studies have shown.
Then, when the pandemic struck, like so many parts of society, graduate students saw these rates of mental health stress grow even higher.
This is one reason why it is important that good systems of communication and structure are put in place now as labs reopen, said co-author Natalie Tronson, associate professor of psychology.
Tronson, who has a long-held interest in the effect of stress-induced depression on the brain, said sometimes when students move from a very structured undergraduate life to the independence and self-structure of graduate research, the adjustment is hard.
“People need structure, and they need to know: What should I be doing? What needs to be done? What are my deadlines?” she said. “But on the other hand, lab-based work does not fit in a tight structure. Science is not a 9-to-5 job, so mentors and students need to find that balance.”
Matching students with mentors — sometimes more than one — and communicating are important, Duffy and Tronson said: Students need to know it is OK if an experiment fails. They need to know when they have gathered enough information. And they need to get feedback and set small deadlines to help them meet the larger ones.
The study’s third co-author is Daniel Eisenberg of the Department of Health Policy and Management, Fielding School of Public Health, University of California, Los Angeles.
This article originally appeared in the September 22, 2021 edition of The University Record
Provost Susan M. Collins has named a 17-member search advisory committee to conduct a national search for the university’s next vice provost for equity and inclusion and chief diversity officer.
The committee, which includes faculty, staff and students, is advising the search for a successor to Robert Sellers, who announced earlier this year he will step down from the role at the end of the year.
The search advisory committee will be chaired by Ketra Armstrong, University Diversity and Social Transformation Professor, professor of sports management and director of diversity equity and inclusion, School of Kinesiology; and professor of women’s and gender studies, LSA.
“We committed to a national search for the hiring of our next vice provost for equity and inclusion and chief diversity officer because we listened to feedback from those within our community,” Collins said.
“This position is a crucial part of ensuring our campus community is engaged in efforts that ensure everyone — students, staff and faculty — has the opportunity to thrive. A national search will help us find the very best candidate for this key leadership role.”
The position was initially posted April 30 and was only open to tenured U-M faculty on the Ann Arbor campus.
Following feedback from U-M’s DEI community, President Mark Schlissel and Collins decided that, in addition to the U-M faculty who have applied, they will also consider faculty from around the country who would be eligible for appointment as a tenured faculty member at U-M.
The idea behind this expanded approach is to ensure a robust search for this critical leadership position, with a broader search that will lead to a more diverse applicant pool. The intent is to identify a new VPEI-CDO who would begin serving in summer 2022.
Candidates must have a proven track record driving diversity, equity and inclusion and a deep understanding of strategies that support cultural transformation in university contexts.
The selection of the next VPEI-CDO comes at a pivotal time as this fall the university will begin engaging in the evaluation process at both the unit and university level of DEI 1.0 — the university’s initial diversity, equity and inclusion five-year strategic plan. The process will be followed by a yearlong cross-campus engagement period for the university’s next DEI strategic plan, DEI 2.0.
“This is a great time to transition to new leadership with new ideas, new energy and new perspectives to lead us into the next phase of the university’s diversity, equity and inclusion journey,” Sellers said.
Collins said the person who fills the position will serve as a thought leader, trusted adviser and effective communicator in helping to create an inclusive environment across the university.
“The VPEI-CDO will meet regularly with the president and will serve as the principal adviser to the president on DEI issues, and provide overall leadership of these efforts,” she said. “They will be part of the executive leadership team of the university and attend the regular meetings of that team.”
The VPEI-CDO is a senior leadership role that serves at the helm of the Office of Diversity, Equity and Inclusion, which includes the Office of Academic Multicultural Affairs, Center for Educational Outreach, Wolverine Pathways, ODEI business support team, DEI development team, and the evaluation and assessment team.
The position reports directly to the provost, serves as a member of the provost’s leadership team, and is involved in areas of academic affairs including faculty recruitment and retention, tenure and promotion, and faculty development.
The person who fills the position will also lead the implementation, general oversight and ongoing evaluation of U-M’s DEI Strategic Plan and will maintain new and existing programs in the Office of the Provost and Executive Vice President for Academic Affairs that support DEI efforts involving faculty, students and staff.
Besides Armstrong, committee members are:
To nominate prospective candidates or ask questions of the committee, send an email to [email protected].
This article originally appeared in the September 14, 2021 edition of The University Record
As the University of Michigan’s Anti-Racism Faculty Hiring Initiative moves forward, the Office of the Provost is inviting proposals for the second round of clusters of new tenure-track faculty whose scholarship focuses on structural racism and racial inequality. Proposals will be accepted through Oct. 1.
Following activity in the first round of the initiative, searches are now underway for faculty members who will join the two clusters selected for funding last spring: one focusing on racial justice in health care, the other on racial justice in technology. Together they will bring eight new faculty members to campus in seven schools and colleges.
The search process for each cluster includes extensive outreach to recruit diverse applicant pools, as well as robust collaboration across hiring units and departments to support the new hires and connect their work with that of current U-M faculty.
The Anti-Racism Faculty Hiring Initiative is a component of the university’s multifaceted approach to addressing systemic racism. For the second phase of the cross-campus initiative, guidelines stipulate that each proposal can request two to four hires. In this round, up to eight new hires may be approved for funding. The timing of the third round will be announced by the end of the fall term.
Faculty hired through the initiative will broaden and deepen anti-racism research at the university and contribute to the development of anti-racist pedagogy, curricula and engagement. Scholars from all disciplines and areas are encouraged to submit proposals.
“We recognize that this past year has been highly eventful as well as challenging with respect to urgent concerns about equity, racial justice and anti-racism, and that leading and emerging research, scholarship, teaching and engagement in these areas will take many forms,” said Susan M. Collins, provost and executive vice president for academic affairs. “The selection committee members come from an array of fields and bring deep expertise in anti-racism work to their deliberations.”
Collins also identified the 13-member committee that will review the second round of proposals and make the final selections for funding. It is chaired by Sara Blair, vice provost for academic and faculty affairs; Patricia S. Yeager Collegiate Professor of English Language and Literature, and professor of English language and literature, LSA.
Other members are:
This article originally appeared in the September 15, 2021 edition of The University Record
As tens of thousands of students, faculty and staff kick off a new in-person academic year on the University of Michigan’s Ann Arbor campus, a number of university COVID-19 response efforts, policies and community expectations are in place for a productive and healthy fall term.
Here are the top things to know for the fall 2021 term:
Many units are resuming more in-person work based on their specific needs while other units are reducing campus density through hybrid work plans. Employees should continue to look to unit leadership for the latest information on their specific return to work plans and timelines.
Those who have concerns about returning to work should speak with their supervisors.
Under the latest U-M face-covering policy, all students, staff, faculty and visitors must wear a face covering that covers their mouth and nose while indoors and on U-M transportation, regardless of vaccination status.
The university policy cites limited exceptions in which a person is not required to wear a face covering indoors, including while alone in a single, enclosed, private office with the door closed; while actively eating or drinking; or while receiving a health care service that requires them to temporarily take off their face covering.
A key exception to the policy allows for vaccinated students living on campus to not wear a face covering while in their own residence hall, including common areas.
All students, faculty and staff are required to submit proof of their COVID-19 vaccination or request an exemption by Aug. 30 under the U-M COVID-19 Vaccination Policy.
Vaccines are available through Michigan Medicine, University Health Service and Occupational Health Services.
On Aug. 23, the U.S. Food and Drug Administration granted full approval to the Pfizer/BioNTech COVID-19 vaccine for people ages 16 and older. University officials said they hoped this action will further motivate unvaccinated individuals in the U-M community who had been hesitant to get vaccinated to now get vaccinated.
Advisers are available to speak with individuals with questions about the vaccine’s safety and the role of vaccination in personal and community health.
While breakthrough infections — positive tests among those vaccinated — occur with every vaccine, health officials say vaccines reduce the risk of infection and greatly reduce the likelihood of severe illness, even with the current delta variant.
The university is providing limited exemptions to its COVID-19 Vaccination Policy for medical or religious reasons. Responses to those who requested an exemption are being sent this week and on an ongoing basis as exemptions are reviewed.
Employees and students who do not report their vaccination information or obtain an exemption as required under the university’s COVID-19 Vaccination Policy will be subject to a number of interventions and administrative actions.
All individuals who are not fully vaccinated by Aug. 30 will be required to get tested weekly for COVID-19 until they are fully vaccinated.
Beginning Aug. 30, non-compliant employees will be subject to disciplinary action, which will be carried out using a two-step process at the unit level. The first step will focus on further education about the policy and the vaccine, and will include a verbal warning. Michigan Medicine is following a separate process.
Supervisors can check ResponsiBLUE screens for compliance with the vaccination mandate. Reports will be made available after Aug. 27 for unit leadership to follow up with any employee out of compliance.
Additional details are available online at myumi.ch/QAd4E.
Testing for asymptomatic COVID-19 remains available through the Community Tracking and Sampling Program for those who want it or are required to test weekly.
Weekly testing is required for individuals who have received a medical or religious exemption under the vaccine policy, as well as for those who have started their vaccination series but are not yet considered fully vaccinated.
The weekly testing requirement will be waived for those individuals who received an exemption and who are in fully remote situations, but it is expected that those individuals be tested within the previous week if they come to campus for any reason. ResponsiBLUE will track compliance with weekly testing for all students and employees granted vaccine exemptions, even those usually in a fully remote arrangement.
Individuals with symptoms of COVID-19 or a close-contact exposure should contact Occupational Health Services for faculty and staff, or University Health Service for students.
U-M’s Environment, Health and Safety has updated its guidelines to minimize risks in campus operations, including distancing, cleaning protocols and events.
Currently, there is no physical distancing requirement in U-M facilities. Unvaccinated individuals should continue to practice 6 feet of distancing from others in addition to wearing a face covering.
Units are no longer under capacity restrictions for in-person events. Units should continue to request approval of events through their leadership and should strive to plan events utilizing best infection–control practices for minimizing the potential for spread of COVID-19. Those include choosing smaller gatherings over larger gatherings; using ResponsiBLUE for indoor events to indicate compliance with testing, and screening requirements; and keeping a log of names and contact information (if feasible) for attendees if case investigation and contact tracing becomes necessary.
This article originally appeared in the August 25, 2021 edition of The University Record
The University of Michigan is launching comprehensive action to transform how the health and well-being needs of students can be holistically addressed. The approach is outlined in a new report produced by the Student Mental Health Innovative Approaches Review Committee.
“Meeting the mental health needs of our students requires a broad institutional approach,” said Martino Harmon, vice president for student life. “That means including both preventative and responsive measures to address emerging issues as well as acute needs.”
Last spring, Harmon and Provost Susan M. Collins tasked the 12-member committee with exploring and recommending holistic, innovative approaches to addressing student mental health and well-being. The group examined current resources at U-M and convened a series of town hall meetings and outreach sessions to solicit the input of students, faculty and staff across campus.
“Collaboration between academic and student affairs is essential because it provides a greater understanding among faculty and staff, fosters a more nurturing and supportive environment for students and harnesses the full potential of our community,” Collins said.
Building on the work of past campus initiatives, such as the Graduate Student Mental Health Task Force study and the report from the Task Force on a Michigan Undergraduate Education in the Third Century, the committee recommended how to broaden the approach and strategically position resources to meet the emerging needs of students, and also offered recommendations for how current resources could be improved, expanded, assessed for effectiveness and communicated.
Plans are also in place to expand U-M’s current Student Life Health and Wellness Collective Impact infrastructure to be institutionwide and include faculty, staff and students.
The collective impact framework describes an intentional way stakeholders can work together and share information to solve a complex problem. This effort prioritizes looking at health and wellness through a holistic lens that acknowledges the interdependence of personal and community well-being.
“We know that mental health challenges can hinder academic success, which is why we felt a strong partnership between Student Life and Academic Affairs was critical to advancing this work,” said Amy Dittmar, senior vice provost for academic and budgetary affairs. Dittmar co-chaired the review committee with Dean of Students Laura Blake Jones.
“The rise and prevalence of mental health concerns and their effects on academic outcomes are why addressing student mental health is important for the academic missions of institutions,” Dittmar said.
The Student Mental Health Innovations Review Committee recommendations will launch the initial work teams as the expanded collective impact infrastructure is created this fall. Those efforts will have diverse representation from students, staff and faculty and will include:
Robert D. Ernst, associate vice president for student life and executive director of University Health Service, will provide broad oversight and management of these efforts. Wolverine Wellness at UHS will serve as the backbone structure to advance this work, and will include faculty, staff, students and administrators who will maintain a commitment to examining mental health needs in a holistic manner. Funding has also been made available to hire a project manager and additional staff in key areas.
“This approach also prioritizes addressing this work through a lens of equity and inclusion and reinforces the idea that personal and community well-being is about more than individual behavior and skill development — but also a result of the culture and climate of the campus environment,” said Mary Jo Desprez, director of Wolverine Wellness.
In addition to suggestions to expand counseling and mental health services, there are recommendations for expanding peer-support programs, screening and linkage initiatives, technology-based services, faculty and staff training, and curriculum-based programs. Jones said student engagement is another critical element in making sure the university’s efforts are relevant and successful.
The committee report also recommends creating dashboards to enhance accountability and serve as markers of progress as the work to transform student mental health and wellbeing services within our community continues.
“Engaging all students — undergraduate, graduate and professional — as partners in improving mental health on campus can make all the difference,” Jones said. “Student well-being is foundational to academic success. Our goal is to address mental health and wellness holistically and to develop a comprehensive network of support along the continuum of care to foster an empathic, compassionate culture.”
This article originally appeared in the August 30, 2021 edition of The University Record
The Gerald R. Ford School of Public Policy is launching a new Center for Racial Justice designed to expand knowledge about the complex intersections between race and public policy and create a community of leaders, scholars and students engaged in social justice work focused on racial equity.
The center will be led by sociologist Celeste Watkins-Hayes, the Ford School’s associate dean for academic affairs.
“At the Center for Racial Justice, we believe in the power of public policy to help address the societal challenges that we all face,” said Watkins-Hayes, who also is a University Diversity and Social Transformation Professor, the Jean E. Fairfax Collegiate Professor of Public Policy and professor of public policy at the Ford School, and professor of sociology in LSA.
“As we examine the fraught histories and consequences of some of our policies and the transformative power of others, we learn a valuable lesson: Effective and just public policy can only be achieved if we bring diverse perspectives to the table.”
This fall, the center will feature a cadre of scholars to deliver virtual presentations on the roots and currents of race in economic, housing, criminal justice, education and immigration policy. Speakers include Trevon Logan, The Ohio State University; Nicole Gonzalez Van Cleve, Brown University; William “Sandy” Darity, Duke University; Rucker Johnson, University of California, Berkeley; and Jennifer Lee, Columbia University.
The event series is open to the public but designed in particular for Ford School students, faculty and staff.
Through an accompanying course, undergraduate and graduate students will explore the formal and informal racial structures in which policy is formed, implemented and experienced. There will be opportunities for Ford School faculty and staff to discuss material from the event series and integrate new knowledge into teaching and services.
The new center also will host a virtual Masterclass in Activism on Oct. 6 featuring Johnnetta Betsch Cole. Additional learning opportunities will be added in the fall and winter terms, including workshops and financial support for student-led racial justice initiatives.
“The Center for Racial Justice builds on the Ford School’s longstanding strength in social policy and commitment to diversity, equity and inclusion,” said Ford School Dean Michael Barr. “The center will play a key role in our work to advance the vitally important cause of bringing racial justice to our policy structures.”
Dominique Adams-Santos will serve as associate director of the center. Adams-Santos is a qualitative researcher who seeks to understand how individuals navigate the racial, gender and sexual politics of digital and urban landscapes in their search for intimacy and community. She will also serve as one of the first Anti-Racism Collaborative Postdoctoral Fellows at U-M’s National Center for Institutional Diversity.
Also joining the center as its first student engagement coordinator is Sharanya Pai, a 2021 graduate of the Ford School.
This article originally appeared in the August 25, 2021 edition of The University Record