Dr. Michael Drake Named University of California System President

The University of California Board of Regents announced on Tuesday the appointment of Dr. Michael Drake as president of the 10-campus University of California (UC) system. Drake will be the first African American to serve in the role. He most recently served as president of The Ohio State University, having stepped down last month after six years at the helm of Ohio State.

Dr. Michael V. Drake

A UC news release notes that, excepting his time as Ohio State president, Drake’s entire academic career has been at UC, including as chancellor of UC Irvine from 2005 to 2014 and as the systemwide vice president for health affairs from 2000 to 2005. Drake will succeed UC President Janet Napolitano, who announced in September that she would leave UC in August 2020.

“We are thrilled that Dr. Drake has chosen to return to UC at this pivotal moment in the midst of profound global and national change,” said Dr. Kum-Kum Bhavnani, chair of UC’s Faculty Academic Senate and the Academic Advisory Committee, in a statement.

“President-designate Drake’s demonstrated commitment to undergraduate and graduate students and the work of faculty, understanding of the needs of UC employees, his commitment to social mobility, and his intimate insights into diversity, policing and inclusion ensure UC will continue to be a leader in higher education nationally and internationally as the world enters a bold new era,” Bhavnani added.

In a statement, John A. Pérez, chair of the UC Board of Regents, said, “As the first person of color to serve as UC president, Dr. Drake returns to UC at an important point in the University’s journey. This is a homecoming the University of California is very excited to be celebrating early.”

Plaudits are already coming in from outside the UC system as news broke of Drake’s appointment yesterday evening.

“Michael Drake will be an exceptional President of the University of California System,” said Association of Public and Land-grant Universities President Peter McPherson in a statement. Drake “has the experience, savvy, and integrity needed to advance the mission of the system. He is also deeply committed to st

Read more: https://diverseeducation.com/article/183233/

Achieving Diversity in STEM Faculty Requires Systemic Change, Says Report

In 2001, Judith Ramaley, a director at the National Science Foundation, coined the acronym STEM for education disciplines in science, technology, engineering and mathematics. Since then, NSF and other public and private entities have provided numerous grants and incentives to support initiatives for STEM diversity in education.

However, almost two decades later, diversity among STEM faculty remains inadequate. Only 10.1% of STEM faculty is from underrepresented minorities, according to an NSF-funded report from the Association of Public and Land-grant Universities.

Dr. Travis York

“It is clear we do not currently have a national STEM faculty that reflects the demographics of the students they are educating,” states the report titled “Strengthening Pathways to Faculty Careers in STEM: Recommendations for Systemic Change to Support Underrepresented Groups.”

Dr. Travis York, assistant vice president of APLU and co-author of the study, told Diverse that increased inclusion of underrepresented groups is necessary, not only for the sake of diversity but for the future of STEM professions.

“Our country is facing a huge deficit of STEM workforce; we need far more people to be graduating with STEM degrees in all areas, and in particular we need underrepresented scholars to be in those spaces,” York said. “That means our universities and our national systems need to serve those students well.”

Based on the findings, York said, “We need greater data transparency so that we can really understand where our systems are not serving these wonderful scholars and so that our systems can better work to increase the production of STEM scholars and the movement of STEM-qualified folks into the workforce.”

The report, which contains a companion guidebook for institutions, noted that one of the problems is a reduction in support for early care

Read more: https://diverseeducation.com/article/183117/

Report: Pandemic-Related Fundraising Woes Likely to Increase

A new report shows that more than 40% of colleges and universities are expecting to see significant decreases in fundraising in the months and years ahead due to the COVID-19 pandemic.

Jeff Martin

The report, “What 110 advancement leaders think lies ahead for university fundraising during COVID-19,” authored by Jeff Martin, senior director with EAB’s Advancement Forum, surveyed chief advancement officers and associate and assistant vice presidents about their philanthropic projections for fiscal year 2020 (ending on June 30 for most institutions) and fiscal year 2021. The surveyed university fundraising professionals came from a range of institution types — small, large, public, private, undergraduate and graduate — although there is no data specific to minority-serving institutions

Since the beginning of the pandemic, Martin has been fielding questions from colleges and universities about how to engage alumni in a remote environment and what to do with frontline fundraisers whose jobs entail being out on the road and meeting with donors.

“The colleges and universities that my colleagues and I serve needed to figure out where they might be headed,” said Martin. “They’re coming off of about 10 years of pretty consistent fundraising growth.”

EAB, previously known as the Education Advisory Board, is an education research, technology and managed services company that works with more than 1,700 schools, colleges and universities. The survey revealed that the general consensus is that higher education fundraising will experience a dramatic drop and universities are looking for ways to shift strategies and resources.

“The bread and butter of a lot of advancement divisions’ strategy, namely in-person visits and in-person events, have been rendered impossible” due to the pandemic, said Martin.

For instance, traveling to me

Read more: https://diverseeducation.com/article/183105/

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