Award Recipients 2015
2015 Peter W. Likins Inclusive Excellence Awards and Richard Ruiz Diversity Leadership Faculty Award Recipients
2015 Richard Ruiz Diversity Leadership Faculty Award
Winner: Francisco Moreno, Professor of Psychiatry, Deputy Dean for the Office of Diversity and Inclusion (ODI) at the College of Medicine (COM), Assistant Vice President for Diversity and Inclusion at the Arizona Health Sciences Center
Dr. Moreno has led multiple efforts to expand the pipeline of minorities entering medical school. He actively supported holistic admissions to assure a diverse class of applicants. He pioneered the P-MAP program, a post-baccalaureate program that provides an alternate pathway into medical school for underrepresented students. Ten minority candidates were accepted in the program’s first year. While acceptance is not complete for this year, it is expected that all these students will apply for and be accepted into our medical school, resulting in the largest number of American Indian/Alaskan Natives in any medical school class in the history of the COM.
Dr. Moreno has led COM efforts to increase the hiring and retention of underrepresented minorities. He was chair of the Diversity Advisory Committee, which identified actionable strategies for the recruitment of a more diverse faculty, recommended these strategies to deans and department heads, and developed the diversity statement that appears in all COM postings for faculty positions. He led the creation of the Faculty Fellows Mentoring Program in 2013. Minority assistant professors were invited to participate in a structured program for career development with eligibility for research and travel funding. The program has been enthusiastically received by the 10 faculty accepted to the first cohort and holds great promise for leveling the playing field for minorities at the COM. Dr. Moreno is also co-principal investigator with Dr. “Skip” Garcia, Senior Vice President for the Health Sciences Center, on the Arizona PRIDE-25, a training program for minority faculty nationwide. The program seeks to train junior faculty who are underrepresented in medicine in research design and grants, with a special emphasis on health disparities research.
In 2012, Dr. Moreno created the Diversity Matters and Diversity Seminar series designed to provide opportunities to explore and discuss issues related to creating an inclusive environment and equitable access to care. Topics have included defining diversity, LGBTQ issues, providing care to diverse populations and unconscious bias. The sessions have been well attended and created a lot of buzz among the students, staff and faculty in the audience. Finally, Dr. Moreno is a national leader on diversity issues. In the past year, he was invited by the Association of American Medical Colleges to give two national talks on diversity.
Honorable Mention: Nicolette Teufel-Shone, Professor and Chair of the Family and Child Health Section, Department of Health Promotion Sciences, Mel and Enid Zuckerman College of Public Health (MEZCOPH), Affiliated Faculty Member of Anthropology and Nutritional Sciences, Affiliated Scholar in the Arizona Cancer Center’s Health Disparities Institute
In 2011, Dr. Teufel-Shone led a team of UA investigators who collaborated with faculty at Northern Arizona University and Dine College (Navajo) to develop a National Institutes of Health (NIH) Exploratory Center of Excellence grant entitled, Center for American Indian Resilience (CAIR). The goal of this five-year, $6 million grant (awarded in 2012) is to reduce health disparities by identifying, assessing and applying models of resilience associated with positive health outcomes in American Indians. Part of this grant provides field experiences, research assistantships and seminars to predominately American Indian undergraduate and graduate students. In the past three years, this program has trained over 50 American Indian undergraduate and graduate students. Through her engagement with American Indian communities, she has been able to attract outstanding American Indian and other minority students to our master’s and doctoral programs in public health. The students come to the UA because of their admiration of Dr. Teufel-Shone’s work in their communities. Dr. Teufel-Shone has received numerous prestigious awards throughout her career.
Honorable Mention: Francisco Galarte, Assistant Professor, Department of Gender & Women’s Studies, Collaborator on the UA Transgender Studies Initiative
Particularly attentive to encouraging often marginalized perspectives, Professor Galarte has fostered conversations and discussions across UA colleges and departments, as well as extended these engagements to Tucson and Southwest communities. As an active participant in the Faculty Fellow Program with the LGBTQIA Affairs Office, Professor Galarte creates opportunities for students to encounter diverse perspectives outside the classroom setting. For example, in fall 2014, he helped organize a visit with Kim Coco Iwamoto – the top-ranking openly transgender elected official – as part of the “Queer People of Color Speakers Series” that he established. The talk gave students perspectives about how to translate grassroots activism into governmental policy changes, to understand the challenges of being a trans-woman-of-color in the government, and how to get students involved in their own communities. Attended by nearly a hundred students, faculty and staff, the event was an enormous success. Through another LGBTQIA event, Dr. Galarte invited UA professors to discuss transgender issues on the UA campus. Again, the room was full of students from across the university.
Peter Likins Inclusive Excellence Award – Staff
Winner: Residence Life Staff
The staff of Residence Life has long been committed to inclusive excellence. They were the first school in Arizona to offer gender-inclusive housing (GIH), allowing students to room together regardless of gender, which is especially helpful for transgender students. They created a bias response protocol that includes calling UAPD and communicating with residents when bias incidents happen in the hall. They offer a third gender option of “Transgender” as a gender designation on both their housing application and Resident Assistant application. All front-office staff receive Safe Zone training in order to prepare for any questions they may receive from students and parents. Working with the office of LGBTQ Affairs, Residence Life also created a “Statement for Transgender, Genderqueer and Gender Variant Students,” which now appears on their websites. They also have a “Commitment to Diversity and Social Justice” statement that guides their decision making and policy development.
Residence Life partners with the four cultural centers to run the Intergroup Dialogue program, a for-credit class facilitated by students that teaches participants to dialogue across difference, namely in the areas of race, gender and sexual orientation. Residence Life also created a Social Justice Wing living-learning community (LLC) for LGBTQ students, as well as LLCs surrounding Native American and Black identities. All LLCs are proving to improve the retention of the students involved.
Residence Life takes their staff diversity and social justice training very seriously. All Residential Education student staff and leaders receive social justice training during their summer training period — 240 resident assistants (RAs) in particular receive up to six hours of training. The RAs receive more social justice training than any other topic. Since RAs live on the halls with the residents, it is crucial they have a solid understanding of privilege and oppression on a systematic level, bias response protocol, how to mediate roommate conflicts that have to do with identity, how to address offensive comments, etc. One other unique way Residence Life fosters inclusive excellence is through the student group, Advocates Coming Together (ACT). ACT is comprised of elected Directors of Social Justice from each of our 22 halls, who meet weekly to learn about issues related to social justice. ACT puts on major annual programs like the Hunger Banquet and Stomp It Out! Series on inclusive language. ACT’s mission is to “educate students on issues of equity and equality, to have pride in the University of Arizona’s diversity, and to take action to make UA a more inclusive place.”
Honorable Mention: Cazandra Zaragoza, Director, Student Opportunities, COM
Ms. Zaragoza began her tenure in the Office of Diversity and Inclusion at the College of Medicine (COM) in 2007 and focused her efforts on promoting programs around diversity. Among the many roles she fulfilled in this office, she taught a course that allowed students to better communicate with their local Hispanic patients that was entitled “Conversantes.” Ms. Zaragoza then transitioned into the Admissions Office as a recruitment specialist. Through her creativity and insight, she played a critical role in implementing holistic admissions, specifically instituting multiple mini-interviews that transformed the selection process to provide students from diverse cultural backgrounds opportunities to apply to the UA COM. For the past three years, Cazandra has been an invaluable part of the COM Student Affairs office. Her contributions include an innovative orientation program for first-year students that incorporates community service opportunities to allow students to contribute their services to local charitable community organizations and discover firsthand the community resources available to their future patients. In addition, she has become an instructor for the Safe Zone training program, which emphasizes tolerance for LGBTQ persons and has taught medical students, staff and faculty the importance of creating safe environments for these populations.
Peter Likins Inclusive Excellence Award – Program
Winner: Transition to Teaching (TTT), UA South
The TTT program is in its fourth year and has had transformative effects on the diversity of our faculty and students in the classroom and in the climate at UA South. Dr. Etta Kralovec has assembled an impressive team to educate more math and science teachers for 11 high-need public school districts in Cochise and Santa Cruz Counties. An important aim of the TTT program has been to recruit and retain new teachers to fill math and science positions in local schools. One-fourth of the students in the first year were Hispanic students.
Dr. Kralovec also led the search committee that hired a scholar in diversity and education, Dr. Orozco, as a tenure-track faculty member into the program. Dr. Kralovec supported several classes of UA South students in Community Psychology to be action researchers in the development of the TTT program. The students prepared case studies of high schools in the participating school districts and worked with Dr. Laura Lunsford to hold focus groups and interviews with students and teachers.
The TTT program has also transformed opportunities for hundreds of young people throughout Southern Arizona. A mentoring institute and high-quality professional development opportunities are some of the new programs that have made a difference. TTT has supported new and expert teachers to change their thinking on how they teach so that they may raise the quality of instruction. The TTT program has contributed to the revision of the multicultural course and offering of new workshops for student teachers and veteran teachers. This spring, the second annual “Live and Learn on the Border” will engage teachers in conversations about border culture and student learning. These experiences have also contributed to a supportive learning environment for UA students.
Peter Likins Inclusive Excellence Award – Student or Student Organization
Winner: American Indian and Indigenous Health Alliance (AIIHA) student club
AIIHA is an undergraduate and graduate student organization that seeks to enrich the educational and professional experience of indigenous students at the UA by offering diverse avenues of support that are responsive and efficient in meeting the needs of indigenous students, and by doing so, increase their representation in public health disciplines.
Within the three years that AIIHA was chartered as student club, AIIHA has created programs that highlight the successes and challenges Native Americans face on the UA campus, while educating the UA community on the beauty and diversity of native culture and recruiting Native students to be future Wildcats. AIIHA has helped coordinate outreach events at Hiaki High School, UA Arizona Native High School Student Day, UA Health Professions Week, NASA Walking in Wellness Symposium, NACP Graduate Primer, COPH Native STEM Day and NARTC Winter Institute.
AIIHA initiated a successful annual Indigenous Day of Wellness during Native American Recognition Month. The yearly event includes a keynote presentation by noted indigenous community leaders, presentations by innovative native community wellness programs and native student presentations. AIIHA has been successful in securing funding and support to have hosted the event the last three years. AIIHA also coordinates with other student clubs and organizations such as the lunch with an Indigenous-Native Professional Seminar Series.
AIIHA also established a “Get Moving” series to encourage native students to be physically active and prevent students from gaining the “freshmen 15.” The first series was Country Dance 101 where participants learned to two-step and line dance at the UA Student Recreation Center. AIIHA is hosting a 5k/10k run at the UA Mall on April 25, 2015 to raise money for a scholarship fund in honor of AIIHA founding member Dr. Fileberto Lopez.