By #ConcernedStudent1950:

1. We demand that University of Missouri System President, Tim Wolfe, writes a hand-written apology to Concerned Student 1-9-5-0 demonstrators and holds a press conference in the Mizzou Student Center reading the letter. In the letter and at the press conference, Tim Wolfe must acknowledge his white privilege, recognize that systems of oppression exits, and provide a verbal commitment to fulfilling Concerned Student 1-9-5-0 demands. We want Tim Wolfe to admits his gross negligence, allowing his driver to hit one of the demonstrators, consenting to the physical violence of bystanders, and lastly refusing to intervene when Columbia Police Department used excessive force with demonstrators.

2. We demand the immediate removal of Tim Wolfe as UM system president. After his removal, a new amendment to thd UM system policies must be established to have all future UM system president and Chancellor positions be selected by a collective of students, staff, and faculty of diverse backgrounds.

3. We demand that the University of Missouri meets the Legion of Black Collegians’ demands that were presented in the 1969 for the betterment of the black community.

4. We demand that the University of Missouri creates and enforces comprehensive racial awareness and inclusion curriculum throughout all campus departments and units, mandatory for all students, faculty, staff and administration. This curriculum must be vetted, maintained, and overseen by a board comprised of students, staff and faculty of color.

5. We demand that by the academic year 2017-18, the University of Missouri increases the percentage of black faculty and staff members campus-wide by 10 percent.

6. We demand that the University of Missouri composes a strategic 10-year plan on May, 1 2016 that will increase retention rates for marginalized students, sustain diversity curriculum and training, and promote a more safe and inclusive campus.

7. We demand that the University of Missouri increases funding and resources for the University of Missouri Counseling Center for the purpose of hiring additional mental health professionals, particularly those of color, boosting mental health outreach and programming across campus, increasing campus-wide awareness and visibility of the counseling center, and reducing lengthy wait times for prospective clients.

8. We demand that the University of Missouri increases funding, resources and personnel for the social justice centers on campus for the purpose of hiring additional professionals, particularly those of color, boosting outreach and programming across campus and increasing campus-wide awareness and visibility.

By #AmherstUprising:

1.    President Martin must issue a statement of apology to students, alumni and former students, faculty, administration and staff who have been victims of several injustices including but not limited to our institutional legacy of white supremacy, colonialism, anti-black racism, anti-Latin@ racism, anti-Native American racism, anti-Native/ indigenous racism, anti-Asian racism, anti-Middle Eastern racism, heterosexism, cis-sexism, xenophobia, anti-Semitism, ableism, mental health stigma, and classism. Also include that marginalized communities and their allies should feel safe at Amherst College.

2.    We demand Cullen Murphy ‘74, Chairman of the Board of Trustees, to issue a statement of apology to students, alumni and former students, faculty, administration, and staff who have been victims of several injustices including but not limited to our institutional legacy of white supremacy, colonialism, anti-black racism, anti-Latinx racism, anti-Native American racism, anti-Native/ indigenous racism, anti-Asian racism, anti-Middle Eastern racism, heterosexism, cis-sexism, xenophobia, anti-Semitism, ableism, mental health stigma, and classism

3.     Amherst College Police Department must issue a statement of protection and defense from any form of violence, threats, or retaliation of any kind resulting from this movement.

4.   President Martin must issue a statement of apology to faculty, staff and administrators of color as well as their allies, neither of whom were provided a safe space for them to thrive while at Amherst College.

5.    President Martin must issue a statement to the Amherst College community at large that states we do not tolerate the actions of student(s) who posted the “All Lives Matter” posters, and the “Free Speech” posters that stated that “in memoriam of the true victim of the Missouri Protests: Free Speech.” Also let the student body know that it was racially insensitive to the students of color on our college campus and beyond who are victim to racial harassment and death threats; alert them that Student Affairs may require them to go through the Disciplinary Process if a formal complaint is filed, and that they will be required to attend extensive training for racial and cultural competency.

6.     President Martin must issue a statement of support for the revision of the Honor Code to reflect a zero-tolerance policy for racial insensitivity and hate speech.

7.     President Martin must release a statement by Friday, November 13th, 2015 by 5:00pm that condemns the inherent racist nature of the unofficial mascot, the Lord Jeff, and circulate it to the student body, faculty, alumni, and Board of Trustees. This will be followed up by the encouraged removal of all imagery including but not limited to apparel, memorabilia, facilities, etc. for Amherst College and all of its affiliates via a phasing out process within the next year.

8.     Dean Epstein must ask faculty to excuse all students from all 5 College classes, work shifts, and assignments from November 12th, 2015 to November 13th, 2015 given their organization of and attendance at the Sit-In.

9.     Do not threaten the jobs of the faculty, staff, or administrators that support our list of demands. Such threats will result in an escalation of our response.

10.   The Office of Alumni and Parent Programs must send former students an email of current events on campus including a statement that Amherst College does not condone any racist or culturally insensitive reactions to this information.

11.   Dean Epstein must encourage faculty to provide a space for students to discuss this week’s events during class time.

Atlanta University Center Consortium Demands

By #AUCShutitDown:

WHEREAS, the executive authorities and law enforcement of the aforementioned have cultivated a culture of opposition against the fulfillment of our civic duty through direct action and grassroots organization.

WHEREAS, the students and patrons of these institutions have not held themselves to a standard of accountability for the knowledge of, and commitment to, the liberation of our people.  #AUCShutItDown demands that we emancipate the disenfranchised, silenced, and erased individuals of the Diaspora.

WHEREAS, all parties mentioned continue to neglect the subjugated inhabitants of the historic West End of Atlanta. The AUC is comprised of privileged intellectuals who enjoy the comforts of security, access to resources, and opportunity for elevation; yet, the surrounding West End exists in a condition of depravity and exploitation. We are indebted to offer and supply the West End – and the greater Atlanta Metropolitan area – our resources, service, and aid.

#AUCShutItDown wholly dedicates itself to the eradication of harmful practices that provide for the perpetuation of these grievances. These harmful practices include but are not limited to: state violence against black and brown lives, such as police brutality, erasure and reconstruction of history, and allotment of resources; the exclusion of women, LGBTQIA, differently-abled, non-Christian, poor, and neurodiverse or mentally ill persons in addressing public issues; and the upholding of respectability tactics in the wake of calculated, widespread targeting of black and brown persons.

With full respect to the administration, faculty, and law enforcement of each institution of the AUC and Atlanta officials, we cannot allow conservative policy to restrict the execution of our service to the revolution and movement.

Black Liberation Collective Demands (Multiple Colleges)

National Demands:

1. WE DEMAND at the minimum, Black students and Black faculty to be reflected by the national percentage of Black folk in the country.
2. WE DEMAND free tuition for Black and indigenous students
3. WE DEMAND a divestment from prisons and an investment in communities.

Boston College Demands

By Eradicate #BostonCollegeRacism:

Institutional Commitment

1. Approve 3 Point Guide Infographicfor Posting & Printing
2. Release 2013 Campus Climate Data, Conclusions & Next Steps (survey completed by 3,300 undergraduateswith 6 subsequent focus groups)
3. Appoint a Diversity Officer at Every College to Sit on a University-wide Diversity Council
4. Include Students in the Hiring Committee for the New Executive Director of the Office of Institutional Diversity, and Include Questions regarding Systematic Oppression as part of the Interview Process

Interventions

5. Collaboratively Design & Launch the Bias Response Team(BRT) with Students of Color
6. Require Diversity & Anti-Oppression Training for the BC Community
7. Reform Pedagogy & Curriculum to Reduce Eurocentric Focusand Address Racism and diversity in the classroom

Accountability

8. Publicize Issues and Progress on Addressing Institutional Racism at Boston College
9. Publicize Statistics on Students, Faculty, Staff & Board of Trustee Members of Color, International Status, and Female and/or Gender Nonconforming.
10. Increase Recruitment & Retention of Students, Faculty, Staff & Board of Trustee Members of Color, International status, and Female and/or Gender Nonconforming.

Brown University Demands

By Concerned Graduate Students of Color:

1. We demand an increase in faculty of color hires and retention. The current plan to double faculty of color is insufficient due to the dearth of tenured faculty of color, as well as the countless faculty of color who have left Brown due to a lack of competitive pay. Brown must set higher goals and expectations than the federal expectation of diverse hiring practices to which it adheres. The 2013 Diversity Action Planoutlines that, by 2025, Brown will double its current faculty of color ratio. Doubling the current number of 64 faculty of color—out of 720—to 128 is not enough, and we cannot wait 10 years for such a fundamentally important goal to manifest. We demand that the Corporation of Brown University fund tenure-track hiring lines for specialty positions in each department across disciplines, and the continued cluster hires of junior faculty of color as done in the Departments of American Studies and History. By “specialty positions” we are referring to the deliberate hiring of faculty who work on critical issues related to social justice such as topics on race, gender, sexuality, ability, and class as they pertain to specific disciplines. Furthermore, we would like the instantiation of hiring committees that would ensure Brown offers competitive salaries to top faculty of color working in the aforementioned areas. In accordance with this demand, we implore Brown’s administration—with the inclusion of undergraduate and graduate students of color—to create an external board tasked with the responsibility of reviewing each department’s progress in hiring, retaining, offering competitive salaries, and creating opportunities for advancement for faculty of color who work on social justice issues.
2. We demand visible and administrative accountability for departments and centers that have a tradition of racist hiring and retention policies and anti-Black pedagogy. With regards to accountability, we demand that these departments and centers meet with representatives from graduate organizations that have signed below along with the Vice President of Academic Development, Diversity, and Inclusion, and the incoming Dean of Diversity Initiatives and comply with all prescribed actionable steps provided to them at these meetings. Furthermore, we demand annual public fora and an annual report be made publicly available to assess all racist hiring and retention policies and anti-Black pedagogy. Furthermore, we demand that the university support monetarily and otherwise departments and centers committed to social justice, as evidenced through anti-oppressive pedagogy, and the satisfaction and retention of undergraduate and graduate students and faculty of color. These departments and centers must be incentivized to continue their work with increased departmental resources and faculty hiring lines, like target-of-opportunity hires, cluster hires, postdoctoral fellows, and additional funding for centers.
3. We demand better quality of life for graduate students of color. Significant numbers of graduate students of color are leaving campus due to referrals to Counseling and Psychological Services or extremely hostile environments. We demand the introduction of compulsory, in-person, and regular anti-oppression training for faculty, staff, DPS, and administration. Anti-oppression trainings should be led and organized by people of color with significant experience in anti-oppression activism or scholarship. Furthermore, those leading these efforts should be compensated and acknowledged for their labor. This needs to be implemented beginning spring 2016, since many of these key facilitators of anti-oppression training are already present at Brown and in the Providence community.
4. We demand an in-person and compulsory Title IX training for faculty, staff, DPS, administrators, and students that includes an intersectional framework. The current non-compulsory online Title IX training module is ineffective and does not address the structural racism, queerphobia, economic violence and transphobia that is foundational to sexual violence on campus. Women of color––particularly Black, Brown and racial minority trans* people––are at the highest risk for sexual assault on college campuses, yet the debate over Title IX has thus far been framed as predominantly White. Statistics from across North America show that women of color, and especially trans* women of color, are at a higher risk for sexual assault than their white counterparts on college campuses and beyond.
5. We demand that Brown “hold itself accountable for the past, accepting its burdens and responsibilities along with its benefits and privileges” by meeting fully those recommendations set forth in the following: (1) The spring 2015Graduate Student Diversity Forum; (2) the reporton Title IX issues facing graduate students submitted to the Sexual Assault Advisory Board last spring; (3) the Samuel M. Nabrit Black Graduate Student Association response to the Committee on the Events of October 29th, 2013; (4) the second report from the Committee on the events of October 29th, 2013; (5) the 2006 Diversity Action Plan; (6) the report by the Center for Slavery and Justice committee in 2006; (7) the 2001 letter by the Third World Coalition to the Visiting Committee on Diversity; (8) the 1991 letter from the Third World Coalition on the Visiting Committee on Minority Life and Education at Brown; (9) 1986 Report of the Visiting Committee on Minority Life and Education at Brown; and (10) the initial demands of the 1968 Pembroke student led walkout. Ways in which Brown can better follow through and be consistent with the recommendations made by this group include:

Reissuing the history of slavery and justice report and circulate the document to new faculty, staff, and students;

Integrating the history of Brown’s role in the slave trade into orientation for both graduate and undergraduate students;

Designating an annual day of remembrance and a series of sponsored events;

Publicly and regularly assessing the ethical implications of Brown’s current global investments;

Committing resources to bettering educational opportunities across the state;

Providing low or no cost professional advancement opportunities for state educators.

We demand that the Brown Corporation and administration comply with the demands of the graduate and undergraduate students. President Christina Paxson, Provost Rick Locke, and Graduate School Dean Peter Weber must provide, at minimum, a written response to the graduate students’ demands by November 24, 2015. The written response should include a timeline of actionable steps to meet our demands. Furthermore we demand a public forum within the first two weeks of the spring 2016 semester to assess what progress has been made over winter break.

Brandeis University Demands

By Concerned Students 2015:

1. Increase the percentage of full-time Black faculty and staff to 10% across ALL departments and schools, while prioritizing the following:
2. Anthropology, Heller, History, HSSP, Fine Arts, IBS, NEJS, Sciences, Sociology, and Theatre.
3. Increase the number of tenure tracks for Black faculty across ALL departments and schools.
4. Implement educational pedagogies and curriculums that increase racial awareness and inclusion within ALL departments and schools.
5. Mandate yearly diversity and inclusion workshops for all faculty and staff with optional workshops being offered consistently throughout the academic year.
6. Employ additional clinical staff of color within the Psychological Counseling Center in order to provide culturally relevant support to students of all backgrounds.
7. Increase funding of Black student organizations and programs.
8. Appoint a Vice President of Diversity and Inclusion.
9. Increase the admittance of Black students via the general admission process to 15% within both undergraduate and graduate schools.
10. Establish an Office of Ombuds within Academic Services.
11. Ombuds is an intermediary administrative body appointed to receive and investigate complaints made by students against abuses or capricious acts of university officials, faculty, and staff.
12. Increase minimum wage for all hourly paid university employees by 15%.
13. Increase the number of professional development workshops specifically tailored for Black students.
14. Issue a public apology to Khadijah Lynch from Senior Vice President Andrew Flagel.
15. Brandeis’ current Interim President and the Brandeis Board of Trustees will fulfill these demands:
16. Interim President Lisa Lynch will call an emergency meeting with the Brandeis Board of Trustees and will hold this meeting in the next 24 hours.
17. The Board of Trustees will meet all of these demands and write these demands into the contract of the new Brandeis president-elect for the president-elect to sign.

By #TheThreePercent:

1. We demand that Black-identifying students make up 13 percent of Tufts undergraduate population.
2. We demand that Tufts be better prepared to address the mental health needs of Black students.
3. We demand an end to increased surveillance of predominantly black events by Tufts University Police Department.
4. We demand that Tufts be better prepared to facilitate the transition to Tufts for undocumented, international and first-generation students.
5. We demand a 25 percent increase in both the budget of the Africana Center and an increase in Black student agency in determining the operation of the Africana Center.
6. We demand that Black professors make up 13 percent of Tufts’ total full-time and part-time faculty.
7. We demand that Tufts redefines their commitment to active citizenship to hold Tufts accountable for the discriminatory practices against student activism.
8. We demand that Tufts be transparent about the demographics of its students, academic departments and professors.
9. We demand that if any of these demands are unable to be met we demand that the university make a public response explaining explicitly the rationale for the non-compliance.

Claremont McKenna College Demands

1. Diversity Chair in Dean of Students
2. Institutional funding for multicultural clubs
3. A resource center for students of color, similar to SCORE at Scripps College
4. Greater diversity in faculty and staff
5. A mentoring program for first year students of color
6. Require a GE in ethnic, racial, and sexuality theory similar to at Scripps College
7. Expose students to systemic oppression through FWS and FHS-this includes but is not limited to issues on race, sexuality, gender, class and ability. The need for such programs to educate the student body is evidenced by numerous microaggressions felt by students of color. The cultural insensitivity on campus is further highlighted by race themed party proposals, such as an Indian Wedding Party and Colonial Bros, Pilgrims, and Navajos themed TNC
8. Regular talks including dialogues on the intersectional experiences of students of color and relevant current events such as Ferguson, the Chapel Hill shootings, and DACA.
9. Yearly sensitivity trainings available to students, faculty, and staff on what qualifies as Islamophobia and the harms of it. Muslim students have reported feeling stereotyped, isolated, and invalidated by their peers.
10. Mandatory and periodic racial sensitivity trainings for all professors. The majority of the 20 students at the first social recalled instances in which professors made racially insensitive remarks, asked students to represent their race in class, or repeatedly mistook students for other students of color in the class.
11. More diverse course offering for critical race theory, community engagement and social justice issues
12. Improved diversity in speakers brought to CMC, particularly at the Athenaeum
13. Improved mental health services that cater to the unique and diverse needs of students of color.
14. Annual surveys on the climate of race and ethnicity at CMC. These surveys should be accessible and should guide improvements made to the campus climate after these proposals.
15. The Athenaeum, College Programming Board, and research centers should have diversity initiatives. We believe that when resources that students value care about diversity, the student body will follow. Diversity initiatives include bringing a diverse forum of speakers, both on the basis of area of expertise and identity.

Eastern Michigan University Demands

By black students at Eastern Michigan University:

1. We demand that the amount of black faculty should match the amount of black students. Excluding all faculty in the Africology department. Meaning the ratio needs to match without including the black faculty in that department.
2. We demand all students should take a general education race, ethnicity, and racism course.
3. We demand Black studies built into the curriculum of every major.
4. We demand Annual cultural competency for all faculty and staff including DPS
5. We demand a CMA that has the capacity to host large groups of marginalized students in a safe space without restrictions on outside food. We demand a functioning CMA allowed proper space and given proper recognition.
6. We demand low-income meal plan option/not requiring that students who live on campus to acquire a meal plan.
7. We demand several black financial advisors whose sole purpose is to find and distribute scholarships and financial aid to and for black students specifically.
8. We demand a separate committee, made up of students selected by BSU, for Black Homecoming Week with the autonomy and power to schedule and hold events for Black Homecoming.
9. We demand a Doctorate and Master’s Program for Africology and African American Studies with adequate funding and no less 3 full-time graduate assistantships.
10. We demand the Women’s Resource Center dedicate at least 3 programs a year to black women specifically. We demand a black resource center under the umbrella of the Center for Multicultural Affairs.

Emory University Demands

By the Black Students at Emory University:

1. Emory University must recognize traumatic events that black students experience on campus.
2. We need institutional, primarily, financial support, for black students in the face of trauma and other racial events on campus, nationally and in the world at large.
3. We need support beyond just CAPS which does not think about the unique psychological needs of black people. CAPS does not take into consideration that our psychic health is compromised due to systemic oppression (social, racial, economic, gender, etc).
4. We would like to see repercussions or sanctions for racist actions performed by professors, administrators/staff and students alike. Bias incident reports are not sufficient. Our micro and macro-aggressions should not be regarded as just data collection but should, in fact, be taken seriously and met with the highest level of urgency and care.
5. Black students and students/staff/faculty of color should be consulted when making diversity initiatives that are university-wide. Diversity initiatives should not be made from the standpoint of the dominant group (white men and women). When diversity initiatives are implemented they are surface level, and often marginalize the opinions of the black students that they have consulted to be on various committees.
6. Black staff and administrators should receive an increase in their financial compensation or salaries. Changes should be made to the hierarchical structure of Campus Life which puts primarily white males at the top of the structure. More Black staff and staff of color should be in higher positions of power so that they can implement the changes that black students wish to see in the university.
7. The people who are currently in positions of power have done minimal or no work for black students, so how can they implement diversity initiatives when they have not consulted the people who can bring about the most change?
8. Black/POC administrators and staff are overworked and underpaid, but they are the most influential on campus. The staff needs to be paid more for the work and time that they spend ensuring that the black community has what it needs.
9. Administrators are told to stand by racist/problematic faculty in order to “show one face” from the university. Threats like these pressure the livelihood of Black administrators. Job security needs to be guaranteed when they’re earnestly working on behalf of black students.
10. Black student organizations are underfunded and overpoliced. Forcing black organizations to collaborate with predominantly white organizations that are interested in surface level interactions and superficial celebrations of diversity is violent. Black student organizations are often told that their events are exclusive. These claims are unfounded because events are created specifically for black students because they do not exist anywhere else on campus.
11. There needs to be an increase in hiring of or mere existence of faculty of color in ALL  departments and disciplines. The African American studies department has been a great resource to black students, however, they too can be overextended. Thus, we need black professors in all disciplines, traditional and non-traditional.
12. Black professors when in non-traditional or traditional disciplines must not be abused by the overwhelmingly white academy. Professors, too, need protection for the violent, racist and sexist incidents that they endure from their white colleagues in their departments.
13. We demand that Emory University follow through on this recommendation and create a General Education Requirement for courses that explore issues significantly affecting people of color.

Georgia Southern University Demands

By GSU NAACP Student Chapter:

1. We demand the University System of Georgia Board of Regents establishes Interim president Jean Bartels as President of Georgia Southern University.
2. We demand by the academic year of 2020, Georgia Southern University increases the total number of black professors to 12%
3. We demand a campus climate survey.
4. We demand an audit of the Multicultural Student Center.
5. We demand Georgia Southern University to establish the Catherine Davis Center, which would house the Multicultural Student Center and honor the accomplishments of black alumni.
6. We demand further advancement and promotion of the Africana Studies Program.

Guilford College Demands

1. We demand transparent five­year plans from admissions, campus life, and marketing regarding the welcoming and retention of students of color. We want black bodies out of marketing campaigns until Guilford addresses its diversity issues.
2. We demand more representation in faculty, staff and resident advisors, and comprehensive diversity training for these positions. Students of color must be able to feel as safe and comfortable as white students when talking to elders and leaders on campus.We demand that by the academic year 2017­18, Guilford increases the percentage of black faculty and staff members campus­wide by 10 percent.
3. We demand a proper breakdown and accountability process from our school’s public safety. We demand accountability in the form of annual reports and open forums with the heads of public safety concerning diversity and treatment of black bodies on campus.
4. We demand full and clear accountability from campus life in relation to the judicial process. As students, we deserve to know how our peers, and especially peers of color, are treated within the judicial process.
5. We demand a plan for the end of exploitation of black male athletes. The college must not be able to profit off of black bodies while putting minimal effort into the education and retention of those same students.
6. We demand that school administrators, professors, staff, and student leaders acknowledge their racism, be it overt covert or passive.
7. We demand more funding for CCE programs, prioritizing a space for them on campus, equal or better to that which was taken away. Guilford uses CCE’s percentage of black students to increase the school’s overall diversity percentage, but these students are not equally represented or cared for by the administration.
8. We demand a public apology to Teresa and Brandy, organizers of Black Lives Matter Week, who have been exploited by the administration in relation to the marketing video posted by the School earlier this week.
9. We demand that faculty and staff are protected and able to voice solidarity with students and/or frustration with administration. Our hardworking faculty and staff should not have to worry about getting fired for speaking up for truth and justice.
10. We demand an investigation to the extent of the school’s ability into hateful Yik Yak posts and comments. Should these posts and comments turn overtly violent, the students demand the School takes it to the proper authorities and promise the safety of black students on campus. These should be treated no differently from other anonymous hate crimes.
11. We demand that should threats upon students lives be made, the School cancels classes and provided an email to the student body standing in solidarity with those threatened. We will not risk our lives for an education.
12. We demand that Guilford College embark upon a transparent strategy to increase retention rates for marginalized students, sustain diversity curriculum and training for all marginalized students, and promote a more safe and inclusive campus.

Harvard University Demands

From Harvard TH Chan School of Public Health students:

1. We demand that Dean Frenk issue a public statementby Wednesday, December 17, recognizing the public health relevance and impact of racism and its manifestations, including police brutality in the 21st century. [Met with limited satisfaction]
2. We demand that HSPH address race and inequity through education by instituting mandatory training on race and privilege for all students, post-docs, staff, and faculty, developing case studies that challenge social injustice, and increasing practicum opportunities on themes of racism and health. This process should begin by the spring semester and incorporate student input. [Not Met]
3. We demand that HSPH increase enrollment of domestic students of color from underrepresented groups. Currently, only 13.9% of domestic students at HSPH identify as American Indian, Alaska Native, Black or Latino. At UC Berkeley, an institution in a state that has banned affirmative action, this number is 19.4%. We demand that the school make a firm and transparent commitment to increasing enrollment of domestic students of color from underrepresented groups to 21%, the national average for schools of public health, by the 2016-2017 academic year, by increasing recruitment efforts and funding. [Refused]
4. We demand that the school increase the transparency of administrative organizations, committees and task forces that deal with issues of race, racism and diversity with public bi-annual reportsmade available to the student body beginning by the end of this academic year. Additionally, we ask that the Office of Student Affairs be tasked with the responsibility of making students aware of these groups and the services they provide. [Partially Met]
5. We demand that the school establish a Community Engagement Administrative Office, equipped with a Community Engagement Liaison by the 2015-2016 academic year. [Met]

Ithaca College Demands

By People of Color Ithaca:

The resignation of College President Tom Rochon or for him to be removed from his position.

Johns Hopkins University Demands

By Johns Hopkins University Black Student Union:

1. We demand a public address to be held by the administration (including but not limited to President Ron Daniels, Provost Lieberman, Provost Shollenberger, and the Board of Trustees) to The Johns Hopkins community in which President Ron Daniels will announce an explicit plan of action detailing how the following demands will be instated.
2. We demand that The Johns Hopkins University creates and enforces mandatory cultural competency in the form of a semester long class requirement for undergraduate students as well as training for faculty and administration.
3. We demand that the Center for Africana Studies be recognized as a Department.
4. We demand an increase in the number of full-time Black faculty members, both in the Center for Africana Studies and throughout other departments within the institution. Moreover, we demands equal representation of self-identifying men, women, and non-binary Black individuals within these positions.
5. We call on The Johns Hopkins University Krieger School of Arts & Sciences to support the hiring of faculty concerned with the history, culture, and political position of peoples of African descent. Calls for diversifying faculty are important, but equally crucial is attracting faculty whose work creates a scholarly community dedicated to Africana studies.
6. We demand accountability for peers, faculty, and staff who target Black students both inside of and outside of the classroom. Attending to such situations must transition from a passive email sent to the student body, to an active stance taken against racial intolerance by the administration. Perpetrators that aim to make Black students uncomfortable or unsafe for racial reasons must complete additional diversity training and face impactful repercussions for their actions.
7. We demand a transparent five year plan from The Johns Hopkins University Office of Undergraduate Admissions regarding the welcoming of and retention of Black students. We demand black bodies be removed from diversity marketing campaigns until Hopkins addresses the low quality of life here that many Black students experience and the problems with retaining Black students all four undergraduate years and then takes the necessary steps to resolve them.
8. We demand more Black professors within the Women, Gender and Sexuality program to add a new dimension to the Department on intersectionality and inclusivity that is currently being neglected and ignored.

Kennesaw State University Demands

By black students at Kennesaw State University:

We demand an official statement signed by President Papp and the dean of each college assuring students of color (especially black students) safety, acceptance, and a welcoming campus environment. Considering Kennesaw State University is located less than 5 miles away from “Wild Man’s Civil War Surplus” (a store that openly sells confederate and KKK merchandise) a straightforward statement dedicated to separating the university from the racist culture in which it is surrounded would aid in alleviating the climate of anxiety and fear commonly felt by students of color.

We demand an end to respectability policing among students from staff, and an increased commitment to social justice on campus, which is listed as one of Kennesaw State’s values in the Student Code of Conduct. This includes allowing students to express themselves through on-campus protests, chalking, demonstrations, flyers, and other forms of student activism.

We demand student-led diversity training for all advising departments. Following the viral video of Abby Dawson calling the police on a black student – one who was simply waiting to be advised, as is usual – students began to pour out their own stories of similar experiences. Ms. Dawson, who is still employed by the university after the incident, has exposed the need for accountability in ensuring cultural and racial awareness among all advisors.

We demand the adoption of strong repercussions and sanctions immediately added to policy for offenders of racist actions and racial bias on campus. Current policies listed in the student handbook identify discrimination and harassment as punishable, yet do not sufficiently detail the punishments and repercussions which come with these acts. These repercussions must be sufficient in reach – meaning not just for student offenders, but for staff as well – and they must be clearly stated within syllabi. For example, black students often feel ostracized and offended by racially charged statements made (both in the classroom and in the Marietta Daily Journal) by Dr. Melvyn Fein of the sociology department, yet no black students have been properly advised on the best way to carry out their complaints. There needs to be a clear line of defense for these students which shows them the proper way to make these complaints and be assured action follows. We want to ensure that students of color know all of their options, and know which resources are available to them in the case of discrimination or microaggressions by faculty members, other students, departments, or any otherwise university affiliated party.

We demand a commitment to funds for an anti-racist education center, which was promised in 2010 by the President’s Blue Ribbon Commission, on the Bartow County land. The land in Bartow County, which was gifted to Kennesaw State University, is the land previously owned by the family of Corra Harris – the woman who in 1899 published a horrendous and widely popular defense of the lynching of Sam Hose– and the university still has not turned the land into a positive space for anti-racist rhetoric or action. Why does our university own this land, one that honors the life of an extremely violently racist woman who was praised for defending the lynching of people of color? What is our university doing to make effective, positive change to this land?

We demand that by the academic year 2017-­2018, Kennesaw State University increases the percentage of Black, Latino, Native, and Arab faculty and staff campus­wide to represent its student body. According to the Kennesaw State University factbook, white professors account for a whopping 78% of full-time faculty (292 tenured professors) while black professors only account for 8% (34 tenured professors) and Hispanic professors are only 3% (10 tenured professors).

We demand an increase in African, African-American, and other Ethnic based courses within all applicable departments; including Interdisciplinary Studies, Sociology, Criminology, History, Education, Psychology, Nursing and the Communications departments. Students and professors over the past year have noticed the amount African and African-American based/themed classes dwindling, and this must end. We demand an expansion and promotion of courses and programs related to our history. We hold the university completely accountable for continuing the expansion of the diversity within the classes offered in the existing departments.

We demand required cultural awareness, race and ethnicity, and intersectional LGBT diversity training for members of Greek Life and all student organizations on campus. No one should be exempt; student members of Greek Life and staff alike. Staff members are not agents of respectability, nor are organization advisory boards breeding grounds for respectability politics; we will no longer accept the tone policing, political bias, and overarching reach of the power of organization advisors. We must be allowed to fully articulate our diversity on our own terms.

Loyola University Maryland Demands

By Concerned Students of Color at Loyola University Maryland:

1. We demand Mandatory Racial Justice Training for all employees, faculty, staff, and new students. This training must be facilitated by a student-approved third party consultant.
2. We demand that our ALANA (African, Latino, Asian and Native American) Services receives an adequate increase of resources (space, staff, funding, etc.) annually and in proportion to the influx of new enrolled students of color.
3. We demand an increase in the number of hired and tenured faculty and staff of color.

Dialogue about the details with the President are currently underway and some commitments have been made.

Michigan State University Demands

By #liberatemsu:

1. We demand the establishment of a Department of African American and African Studies with an annual supplies, services, and equipment budget of at least $200,000, twenty graduate assistant lines for the doctoral program, and, at minimum, ten tenure-stream faculty members by Fall 2017.
2. We demand the construction of a free-standing Multicultural Center with its own budget from the University to support social and academic programming by Spring 2017.
3. We demand that Michigan State University establish a College of Race, Class, and Gender Studies. This college will be home to the newly created Department of African American and African Studies, and it would establish a Department of Chicano and Latino Studies, Department of Women and Gender Studies, and a Department of Native American Studies.
4. We demand an increase in tenure-stream faculty whose research specializes in Black Politics, Black Linguistics, Black Sociology, Black Psychology, African politics, Black Queer Studies, Hip-Hop Studies, African American Literature, African Literature, and Decolonial Theory. All these faculty hires must be approved by a panel of Black student leaders and will be tenured in the Department of African American and African Studies.
5. We demand an increase in academic advisors, as well as mental health and sexaul assault professionals who specialize in dealing with students of color.
6. We demand that Michigan State University provide public, electronic updates that identify the steps the University is taking towards fulfilling the 2011 Black Student Alliance demands during the first two weeks of every fall and spring semester until every demand has been met.
7. We demand that all current and future Residential Advisors and Michigan State University Police receive a mandatory cultural competency training.
8. We demand that the number of students enrolled at Michigan State University from Detroit, Flint, Benton Harbor, Pontiac, Highland Park and other urban areas from across the state and nation be tripled by the 2017-2018 academic year.

Middle Tennessee State University Demands

By Change Forrest Hall:

1. Change Forrest Hall, a group of students,faculty, and community members has one demand: the immediate removal of Nathan Bedford Forrest’s name from Middle Tennessee State University’s ROTC building.

Missouri State University Demands

Immediate

1. We demand that by December 1, 2015 the university issue a public statement that includes the following:
2. An acknowledgment of systemic racism in higher education,
3. A commitment to differentiating “hate speech” from “freedom of speech,”
4. Instituting a zero tolerance policy for hate crimes, and
5. An explanation for moving Multicultural Services from the Division for Diversity & Inclusion to the Division of Student Affairs.
6. We demand that all plans for the Diversity Center be published in the Standard, in Plaster Student Union, and in its designated space on campus by December 1,  2015.
7. The official name of the office should be: Mary Jean Price-Walls Center of Diversity.
8. We demand that Dominiece Hoelyfield be named Interim Director of the MRC until this position is permanently filled.
9. Alongside Dominiece, a Cultural Coordinator of, ethnic background, should be recruited (from outside Missouri State University) and hired to work in the new Diversity Center.
10. The construction of any of new buildings associated with or dedicated to diversity should be published on the university’s 10-year plan. The Office of University Advancement is responsible for funding all related projects.
11. The Multicultural Resource Center should be left in tact during and after all construction projects related to diversity. This center is a tremendous asset to minority students.
12. We demand that all Multicultural Services be placed under the complete jurisdiction of the Division forDiversity & Inclusion by the beginning of the Spring 2016semester.
13. Given that Multicultural services are governed by the Division of Student Affairs, the current administration is incompatible with the needs of students of color.
14.  Last year, Multicultural Services was moved from the Division for Diversity & Inclusion to the Division of Student Affairs. This move has been marketed to students as “beneficial”; however, it has only allowed for negligence toward the concerns and needs of minority students by ill equipped faculty.
15. Multicultural Services is only one of the seven subsets of Student Affairs.
16. Access to funding is limited.

iii. This paradigm allows for issues in visibility, representation, and power.

1. Because the Division for Diversity & Inclusion in currently involved in few programs, Multicultural Services will be priority under this division.
2. General functions, as defined by the Human Resources Department, justify the reorganization of these divisions.
3. Vice President of Diversity and Inclusion: Promote consistency of diversity processes to positively impact student development.

-The Vice President for Diversity and Inclusion maintains strong collaborative working relationships among senior executives, faculty, students, staff, external constituents, and builds teams that function effectively.

-We deem it imperative that the Vice President reacquire this responsibility under the Division of Diversity & Inclusion.

1. Vice President for Student Affairs: chief student-personnel officer of the University and advises the President on all matters pertaining to non-academic student life. Vice President of Student Affairs also promotes positive student relations by maintaining effective lines of communication with student leaders serving as a strong advocate for the non-academic, extracurricular, and co-curricular needs of students.

-The lack of communication regarding plans for the Diversity Center and for filling the Multicultural Resource Center & Programs Executive Director vacancy renders the current definition of VP ineffective.

-Students who utilize the Multicultural Resource Center (MRC) are unaware ofthe relationship between the Vice President of Student Affairs and the MRC.

iii. Assistant Vice President for Multicultural Services: Provide leadership and support for the establishment and administration of multicultural student recruiting initiatives and the development and administration of departments and programs that serve the needs of multicultural and diverse student populations.

-Under the current Student Affairs hierarchy, the Assistant Vice President has neglected multicultural students, and actively hindered the development of multicultural student organizations and programming.

-When entering the MRC, the Assistant VP makes no attempt to address the Black students, who utilize the center the most.

-The Assistant Vice President has openly expressed negative and discriminatory views about students of color, both inside and outside of the MRC, to other faculty and students; therefore, perpetuating negative stereotypes.

1. To best uphold the “cultural competence” pillar of the university’s public affairs mission, Multicultural Services should be governed by an administrative cabinet member of an ethnic minority.
2. We demand that the university request an audit from an outside party, and present a budget for all Multicultural services by the end of March 2016.
3. This audit shall include, but is not limited to:
4. The “Multicultural Assistant Grant,”
5. And the last five fiscal years up to Fall 2015.
6. The audit and budget should be published to the university website in laymen’s terms and made easily accessible to all interested persons. This audit should:
7. Enumerate the channels of income for Multicultural services,
8. Break down departmental budgets (i.e. Trio, Access Programs, and Multicultural Programs),

iii. Allow an account for the “leftover money” being used to complete the Diversity Center as well as

1. Document the creation, restructuring and subsequent departmental shift of Multicultural Services from the Division of Diversity & Inclusion to the Division of Student Affairs.
2. We demand that this list of demands be placed in the The Long-Range Plan which is defined on the Missouri State University’s website as a guiding document that charts Missouri State’s path toward achieving its mission. The University utilizes its Long-Range Plan to decide how to allocate resources, determine what initiatives should be pursued, expanded and dissolved, and to make other strategic decisions.
3. The demands fulfill the defined purpose of the Long-Range Plan.

Gradual

1. We demand the establishment of a mandatory Diversity Curriculum for administration, faculty, staff and incoming students starting with academic year of 2016-2017 in perpetuation.
2. This curriculum should
3. Be designed by students, administration, and faculty,
4. Require real-life application of the university’s pillars, and

iii. Highlight the cultural climate of the university.

1. Classes are to be seated only and discussion-based.
2. We demand an increase in ethnically diverse staff and students that accurately reflects our nation’s demographics within the next five years.
3. The number of staff and students should always be congruent with one another with the number of ethnically diverse staff leading.
4. This will not only assist in an increase in retention rates but actively combat the negative climate on campus.
5. Interview panels should be conducted by ethnically diverse persons.
6. We demand that the Student Diversity Task Force be comprised, primarily, of racial, ethnic and sexual minorities.
7. We demand a redistribution of power in Multicultural Services that allow the recruitment of more diverse staff.
8. We demand majors of sufficient substance that accurately reflects the history, culture and perspective of underrepresented people in America.

New York University Demands

By Students of Color of New York University:

1. Formal recognition of the Black & Brown Coalition by New York University.
2. Formal recognition and utilization of all member organizations of the Black & Brown Coalition when issues of racial tension and injustice occurs on campus. Member organizations are as follows:
3. Organization of Black Women
4. Mandatory inclusion of the Black & Brown Coalition in all discussions on Campus Diversity and all Student Policy.
5. Creation of special committees in collaboration with B&BC and the Deans within each individual college that would review and consider procedures for addressing particular community racial tensions.
6. Create a college-specific method for having students report safely incidents of racism in the classroom by peers, teaching assistants, and professors.
7. Create a college-specific anonymous method for having students discuss incidents of racism that would be visible to the university, as an act to fight feelings of isolation as was expressed repeatedly during the Diversity Forum on Wednesday November 18th, 2015.
8. Mandatory allocation quotas for clubs (e.g. Black Student Union), departments (e.g. the department of Social and Cultural Analysis), and programs (e.g. AAP) for Students of Color, LGBTQ, and groups otherwise included within Black & Brown Coalition from the University in the form of significant lump sum budgets to demonstrate true commitment and prioritization of students of color, queer students, and other marginalized communities on campus.
9. Creation of a full-time central diversity staff position within CSALS to oversee different NYU student diversity groups.
10. The approval of said staff must be granted by the Black & Brown Coalition with an interview of the candidate performed by us.
11. A campus climate survey analysis must be performed addressing diversity on the axis of race, ethnicity, gender, sexuality, and socioeconomic status with an analysis on race, ethnicity, and gender that is more precise and specific than that of State or Federal norms. More specific data available or gathered by NYU so that we can have genuine, informed conversations on the internal racial/ethnic dynamics of this university.
12. Data must be shown on GPA and financial statistics for each racial/ethnic category, and also for queer students on campus, so that we may be more of aware of what percentage of scholarships and financial aid is going to these groups, and how we as a particular demographic compare to the more privileged students in order to address how the university can better help us.
13. Have a survey done on the total number of queer students on campus intersecting with racial/ethnic identity.
14. Have a survey done on the total number of religious demographics within the university.
15. Have action done on the reality of high drop-out and comparatively low graduation and retention rates for students of color.
16. Increased funding for the Center for Multicultural Education and Programs and the Department of Social and Cultural Analysis; temporary creation of a specific lounge designated for Students of Color within Kimmel Center that would be reservable for our organizations.
17. Within the NYU 2031 Plan, have guaranteed that an entire floor of the mixed use building in the Southern Superblock plan be entirely dedicated to Students of Color, and another for Queer Students on campus.
18. Create a forum for Students of Color traveling abroad that would include diversity trainings BEFORE traveling abroad, taught by a POC or QTPOC from the country, or a student from NYU who has gone abroad and can contextualize the lived reality of the site.
19. Perpetual, continuing education on diversity for all university members that exists outside of a module format.
20. NYU must reflect on its role in gentrification and so contribute to the anti-gentrification process via financial and personnel investment.
21. Monitor the number of minority Students of Color enrolled at NYU and see to it that there be no drop of Students of Color per year of admission.
22. Have an increase of the Black population on campus
23. Have an increase of underprivileged Latino population on campus
24. Have an increase of Amerindian/First Nations population on campus
25. Have an increase of Pacific Islander population on campus
26. Reallocation of funds (donations, endowments and trusts) attached to the names of documented racists such that Students of Color are directly benefited by NYU accepting such funds, e.g. via scholarships, trusts for student groups, or funding of university-wide diversity measures.
27. Reparations
28. Rededicate Library from Elmer Holmes Bobst, a known anti-Semite; removal of Elihu Root’s name from the School of Law Scholarship for being an advocate of US Colonialism; renaming of the Fales Collection of English Literature within Bobst, as Fales family fortunes can be traced to colonial slavery. Rename these for POC or people of marginalized communities in the US who have been leaders in activism and advocacy of oppressed groups, OR leaders of equal style and caliber from the Global South.
29. Give a name to at least half of as of yet unnamed Residence Halls and academic buildings in honor of social and political activists of color both in the US and abroad, taking into consideration the diverse community of the university, and having the selection of such be achieved and agreed to by both the Black & Brown Coalition and NYU Administration.
30. Mirror Steinhardt School as university-wide model to implement reforms regarding the safety and respect of Students of Color, with deans looking to Steinhardt leaders for guidance and inspiration
31. Improve Mental Health and Wellness Center dynamics such that the counselors are well trained in racial/ethnic specific struggles on a psychological level (particularly when dealing with everyday microaggressions) as well as LGBTQ struggles, and increase the number of counselors of color and LGBTQ counselors employed by Wellness Center to be proportional to the amounts of students of color and LGBTQ students that come to the Wellness Center.
32. Mandate that all syllabi meet universal accessibility standards for students with disabilities.
33. Have an amount of faculty/admin that is proportional to the percentage of Students of Color on campus.
34. Make NYU become more accessible to undocumented Students of Color.
35. Expand NYU’s policy regarding the Pilot Program to students outside of New York State.
36. Abolish the Box, remove the question on NYU applications that ask applicants to disclose their history within the criminal punishment system.
37. Recognize NPHC Greeks with chapters present in NYC.
38. Reevaluation of insurance policies for multi-campus Greeks with the goal being a level of institutional recognition.
39. Have as an institutional requirement that the Multicultural Greek Council Advisor be a Multicultural Greek. In the event the position is vacant then Advisory of MGC must fall under the CSALS Diversity Staff illustrated under point (V) in collaboration with the Assistant Director for Fraternity and Sorority Life.
40. Mandatory senator seats for significant racial/ethnic groups (e.g. Black, Latino, API, Desi, etc.) and marginalized communities (e.g. Queer, Women, etc.).
41. Restructure student government to include a Student House of Representatives parallel to Student Senate that is comprised of a Black Rep., Latino Rep., Asian Rep., Queer Rep., Women’s Rep., etc.
42. Breaking up of the category of Allsquare Club within the demographics of Student Activities Board member groups to reflect the important, distinct needs of Students of Color Clubs, LGBTQ Clubs, Women’s Clubs, Muslim Clubs and other marginalized categories so that our voice may be present within the advisory structure of the SAB Committees.
43. Recognition of Fall Recess as Indigenous People’s Day on the Academic Calendar and all University documentation.
44. Recognition of Haitian Kreyol at NYU to fulfill the language requirement of the College Core Curriculum.
45. All Deans, the Student Activities Board, and the Student Senators Council must have continuous and regular conversations with the Black and Brown Coalition.

Occidental College Demands

By Oxy United for Black Liberation:

1. Immediate removal of President Veitech.
2. Promotion of the CDO to Vice President level.
3. Increase budget of the CDO office by 50%.
4. $60,000 allocated to DEB to fund programming and provide resources for black and other marginalized students.
5. Creation of a fully funded and staffed Black Studies program, a demand that has not been met for over 40 years.
6. Increase percentage of tenured faculty of color by 20% for the 2017-2018 school year, and by 100% over the next 5 years.
7. Provide funding for Harambee, the student group for black men which has not received funding for 5 years.
8. Institute mandatory training for all college employees, especially Residential Education, Student Affairs, and Campus Safety, that provides tools to properly assist people from marginalized backgrounds.
9. Immediate demilitarization of Campus Safety. Includes, but is not limited to: removal of bulletproof vests from uniform, exclusion of military and external police rhetoric from all documents and daily discourse, increased transparency and positive direct connection to the student body.
10. Immediate removal of LAPD’s presence on campus.
11. Ensure continued existence of the ICA as a longstanding office on campus.
12. Elimination of the First Year Residential Education Program. In its place, restructure CSP classes to fulfill the original purpose of the CSP program: focus on issues surrounding identity.
13. Hire much-needed physicians of color at Emmons Wellness Center to treat physical and emotional trauma associated with issues of identity.
14. Meet the demands that CODE made following the arrest of a community member on September 5th.

Portland State University

By Portland State BSU:

1. We demand a Black Cultural Space on Portland State University Campus by Fall Term 2016, where students can feel safe, accepted, supported and like they belong
2. We demand for a Black task-force to be formed to closely examine the success, outcome, retention and graduation of Black students at Portland State University.
3. We demand for the disarmament of all Campus Public Safety officers on the campus of Portland State University.
4. We demand a wave of hiring for Black professors and administrators in underrepresented positions.
5. We demand an increasing efforts to recruit more Black students from local high schools and community colleges.

Princeton University Demands

By Black Justice League:

WE DEMAND the university administration publicly acknowledge the racist legacy of Woodrow Wilson and how he impacted campus policy and culture. We also demand that steps be made to rename Wilson residential college, the Woodrow Wilson School of Public Policy and International Affairs, and any other building names after him. Furthermore we would like the mural of Wilson to be removed from the Wilcox dining hall.

WE DEMAND cultural competency training for all staff and faculty. It was voted down on the grounds of trespassing freedom of speech last spring semester. We demand a public conversation, which will be student led and administration supported, on the true role of freedom of speech and freedom of intellectual thought in a way that does not reinforce anti-Blackness and xenophobia. We demand classes on the history of marginalized peoples (for example, courses in the Department for African American Studies) be added to the list of distribution requirements. Learning about marginalized groups, their cultures, and structures of privilege is just as important as any science or quantitative reasoning course. We propose that this requirement be incorporated into the Social Analysis requirement.

WE DEMAND a cultural space on campus dedicated specifically to Black students, and that space can be within the Carl A. Fields Center but should be clearly marked. The naming of this space should be at the students’ discretion in order to avoid naming it after a white benefactor or person with bigoted beliefs, as evidenced by the naming of Stanhope Hall.

Purdue University Demands

1. We demand that administrators, specifically President Mitch Daniels, acknowledge the hostile environment caused by hateful and ignorant discrimination on Purdue’s campus. We also demand that he apologize for his erasure of the experiences of students of color in his email to the student body, where he asserted that Purdue is in “proud contrast to the environments that appear to prevail at places like Missouri or Yale.”
2. We demand that Chief Diversity Officer be reinstated as its own position, with student involvement in the hiring process. Additionally, we demand supporting positions be instated for this role. The positions must address diversity and inclusion of faculty, staff, and students separately, in order to address the unique needs of each group.
3. We demand that Purdue create and enforce a required comprehensive racial awareness curriculum for all students, staff, faculty, administration, and police. This curriculum must be vetted and overseen by a board of diverse students, faculty, and staff.
4. We demand the release of a statistical report, using defined metrics, of the concrete impact of diversity and inclusion initiatives implemented on campus.
5. We demand that the university more actively and effectively advertise and utilize the Report Hate & Bias program.
6. We demand that the free speech policy be revised to address hate speech in person and through social media. We demand the university to follow harassment policies consistently to protect students from hostility.
7. We demand that the university and the Purdue Police follow through with their commitment to form a police advisory board, which will be made up of diverse students, faculty, staff by the end of this fall semester.
8. We demand that there be enforced extensive background checks relating to sexual offense, hate group membership, and discriminatory offenses of all faculty, staff, and police officers.
9. We demand that there be a 20 percent increase of underrepresented minority faculty and staff by the 2019-2020 school year.
10. We demand that there be a 30 percent increase of underrepresented minority students by the 2019-2020 school year.
11. We demand that more merit and need based aid be given to students.
12. We demand that under represented faculty and staff receive more resources, funding and support.
13. We demand that Purdue Student Government and Purdue Graduate Student Government instate C.O.R.E. seats in their representative voting bodies.

San Francisco State University Demands

By SFSU BSU:

1. Increase of enrollment and retention of Black students, Increase of Black faculty and faculty with tenure.
2. Mandatory racial sensitivity training for all incoming employees, faculty of San Francisco State University including UPD.
3. Increase support and funding for College of Ethnic Studies and Ethnic Organizations.
4. Expansion of Multi Cultural Center and addition of a retention center into The Mashouf Wellness Center.
5. Afrocentric residential floor for Black students to address unrealistic housing fees on and around campus.

Santa Clara University Demands

By #Unity4:

Academics

1. CORE
2. Reorganize the CORE diversity requirement from a one class requirement to two separate requirements.
3. These two requirements must be fulfilled through one course from the Ethnic Studies Program and one course from the Women’s and Gender Studies Program.
4. To accommodate this additional requirement, reduce the Pathways sequence by one class.

2. Full Majors
3. We advocate the formal creation of Ethnic Studies and Women’s and Gender Studies Departments with standalone major programs. Currently, these are the only two majors on campus that have companion major status.

3. Diverse Faculty:
4. We advocate for an increase in hiring faculty of color as permanent, tenure track faculty through the Inclusive Excellence initiative.
5. 10% of faculty hired through the Inclusive Excellent initiative should be offered permanent tenure track positions.
6. As of now, most faculty of color are in the College of Arts and Sciences. We would like to see an increased focus on hiring faculty of color in the other colleges in addition to the Arts and Sciences.

4. Cultures and Ideas Event Requirement:
5. We advocate adding a multicultural event requirement once a quarter to all C&I classes. This requirement would mandate students to attend an event that amplifies the voices of marginalized students on campus. Examples include: Difficult Dialogues, MCC Culture Shows, Markkula Center for Applied Ethics sponsored events, etc.
6. The Office of Diversity and Inclusion would maintain the list of acceptable events.

5. EthicsPoint Reporting Information on Syllabi:
6. We advocate for all syllabi to contain information on the EthicsPoint anonymous reporting process for bias incidents and academic integrity reports.

Student and Residence Life

1. Focus on Diversity/Sexual Assault/Alcohol in Online Pre­Enrollment Program:
2. Reframe the online pre­enrollment orientation (formerly AlcoholEdu and Haven) to include more focus on aspects of off campus and on­campus bias incidents that students may face when enrolled. The program should include information on how students should respond to these incidents.
3. Provide engaging and educational content, which will align with a 4­year dialogue that starts with the pre­enrollment program and continues on through senior year.
4. The conversations are to be carried out through the First and Second years of college with Perspective­based conversations within Residential Learning Communities.
5. If the current online program does not contain a diversity component, we advocate that the school work to create and implement a diversity component.

2. 4 Year Dialogue:
3. Implement supplementary programs partnering with residence halls and on­campus organizations to continue discussions with students throughout their four years at Santa Clara University.
4. Begin conversations with CFs in the residence halls during the welcoming meeting to provide initial expectations for Santa Clara University students. This initial meeting will also create space for students to ask questions and discuss themes that came up for them during the pre­enrollment program.
5. Discussions are expected to continue throughout the year and can be modeled off of existing Perspectives Trainings.
6. Implement an additional online program for students to complete between their junior and senior years. This program will continue the discussion on diversity and sexual assault with students. It will also provide a space for student evaluations on how effective the school has been in addressing issues of alcohol, sexual assault, and biases incidents. This valuable feedback can be used to help the University respond better to issues students face on campus.

3. Contact with Off campus Life, Sororities, and Fraternities:
4. Recognizing that Santa Clara students are still affected by many issues once they move off campus or join Greek Life, we advocate for the ability of on­campus resources to connect with and educate off campus groups about a variety of topics including, but not limited to: cultural sensitivity, sexual assault, sexual education, alcohol abuse, etc. Examples of on­campus resources that would benefit the off campus community: Perspectives Committee, the Wellness Center, the Multicultural Center, etc.

4. Off campus Student Life Orientation:
5. There are a variety of health and safety reasons that support the decision to track on and off campus living. In addition to those reasons, it is in the University’s best interest to have a record of students living on and off campus.
6. In addition to tracking student housing, we advocate for the school to create an off campus student life orientation that preps students for living on their own. It should also include a diversity and sexual assault component.
7. This off campus orientation is expected to be completed by all students. Failure to do so would result in a potential fine or a hold on one’s ability to register for classes until completed.

5. Peer Judicial Board Expansion
6. We advocate for the expansion of the judicial advisory board to include representatives from the MCC, SCCAP, VPP, and the RRC.

Transparency

1. Follow Up Meetings with Unity 4:
2. We request a formal commitment of the Leadership Council to meet with members of Unity 4 twice quarterly over the 2015­ 2016 academic year.
3. These conversations would ideally take place between the same group of students and administrators currently in conversation.

2. Quarterly Administrative Forums:
3. We advocate for the establishment of quarterly evening forums organized by the President’s office where all students can directly share their experiences at SCU with high ranking members of the administration.
4. These forums should follow a town hall format, and administration from every department should be present to answer questions and respond to student concerns.

3. Office of the President Meetings:
4. We advocate for there to be more voices in the meetings held by the Office of the President with the leadership of a variety of organizations on campus.
5. These meetings would include the leaders of ASG, MCC, SCCAP, the Violence Prevention Program, and the Rainbow Resource Center.

4. Inclusion of MCC, SCCAP, VPP, and RRC on Administrative Committees:
5. Currently, several administrative committees have student members appointed to them from ASG. ○ We would like MCC, SCCAP, the Violence Prevention Program, and the Rainbow Resource Center to have the option to place a member on these committees alongside ASG representatives if they so choose.

5. Transparent Responses to Incidents on campus:
6. When responding to bias incidents or acts of violence on campus, administration should give the University community as much specific information about the incident as is legally possible.
7. Correspondence dedicated to explaining an incident on campus needs to focus on communicating information to the community as efficiently as possible so that there is no opportunity for rumor or false information about a given incident to propagate.
8. When an incident on campus occurs that has serious implications for students of a given community, the University should make a particular effort to reach out to members of that community to debrief and discuss next steps.

6. WASC Transparency:
7. We advocate for increased accessibility and availability of WASC audits.
8. Full reports should be shared with students, parents, faculty, and staff via the SCU website, email updates, and postings on social media.

Recruitment and Orientation

1. Recruit a More Diverse Student Body:
2. We advocate the steady increase of the Black/African­-American population on campus to 6% by 2020 with an eye towards of increasing the proportion of black students to reflect the nation’s black population percentage proportionately within the next 10 years.
3. To achieve this goal, a conscious effort must be made by the Admissions Office to recruit more students of color, and especially Black/Pan African students.
4. The Admissions Office should expand its recruiting pool to include school visits and informational sessions at socioeconomically diverse schools and schools with a high percentage of students that are representative of the African Diaspora. With funding provided by the University, SCU Black Student Union, Igwebuike, can also conduct school visits alongside counselors to attract more students of color to Santa Clara.
5. Provide funding for travel expenses for students in the SADIE, APEX, and NOCHE programs to increase the likelihood of getting these students on campus.

2. Implement Changes in Admissions Profiles:
3. In order to increase the black student population on campus, we advocate for a change in the way admissions counselors review applications.
4. Though Santa Clara bases majority of their decisions on merit while still considering the whole person, the focus on grades and numbers hinders many students of color from being accepted into the University. Several statistics show that marginalized populations do not consistently have access to college prep courses, AP classes, or other opportunities that make their application more competitive.

3. Increase Scholarships:
4. A commitment to create a scholarship fund specifically intended to aid the recruitment of more black and low income students.
5. Increase donations to the endowment fund specifically for scholarships for black students and low­income students.
6. This can be achieved by training student callers to ask for donations in these specific categories and working with the black alumni association.

4. Orientation Diversity Training:
5. Require Perspectives training of all Orientation Leaders as a prerequisite to their first orientation session.
6. Make conversations on diversity at SCU a feature of the orientation experience.
7. Engage incoming students in discussions about the consequences of bias by discussing incidents and experiences that have actually happened on our campus.
8. These discussions could take a variety of forms and could be added to existing Orientation sessions such as Community Values and/or Community Conversations.

Sarah Lawrence College Demands

By students of color at Sarah Lawrence:

1. We, a collective of students of color at Sarah Lawrence College, demand that the College creates a million-dollar, need-based scholarship fund for the recruitment of black and brown students to our campus, and to aid them through their studies here at the College.
2. We demand that the College provide greater material resources to the Chief Diversity Officer, and the Office of Diversity and Campus Engagement. This demand includes more staff and financial support.
3. We demand that Sarah Lawrence meets the demands previously articulated by the Concerned Students of Color (1989), and Dangers of a Single Narrative (2012).
4. We demand that the College create a strategic 10-year plan that will increase retention rates for brown and black students and offer more courses and trainings that emphasize the lived experience of poor black and brown people. We demand that this plan be created by May 16, 2016 and that the voices of students of color currently at the college be centered in this conversation.
5. We demand that Sarah Lawrence require all students at the graduate and undergraduate level to partake in an anti-racist course or class for credit, such as is required for Physical Education.
6. We demand that the College create administrative positions similar to that of the Chief Diversity Officer, and Director of Diversity for graduate students where they are able to address issues of bias within their program.
7. We demand that the College establish a Multicultural Housing arrangement, as is practice in other institutions of higher learning.
8. We demand that Sarah Lawrence provide more structure through workshops and education initiatives for first year students and transfers to aid in their transition into this college. This is necessary because the College does not accurately reflect the diversity of the US.
9. We demand that President Lawrence meet with students of color to discuss long term solutions to achieving racial equity on campus.
10. We demand that the College provide sustained and ongoing faculty and staff training around racism.
11. We demand that the Board of Trustees makes a public commitment to racial equity at the College. We demand that they meet with students of color to discuss long term goals pertaining to racial inclusion at the College and the implementation of agreed upon goals.

Simmons College Demands

By the students of color at Simmons College:

1. We demand that Simmons College live up to its core values by: putting students first, preparing students for life’s work, creating opportunities, and investing in community. These values cannot be met unless Simmons financially commits to meeting the needs of students of color. This can be done through: increasing mental and physical health services that are accessible to students by increasing the number of trained and competent staff members for positions at the health center, counseling center and nutritional services.
2. Simmons College has a culture of tokenizing students of color. We recognize that this makes students relive the trauma that they experience on a daily basis, sometimes at the hands of their peers and professors, which is why we demand institutional support for students of color, especially black students, in the face of trauma and other racial events on campus, nationally and in the world at large. This includes timely response to these events that facilitate healing for our communities.
3. We demand that all faculty and staff be put through rigorous diversity training that emphasizes the requirement that they address microagressions and misinformation in class. As part of this we also demand that faculty are incentivized to participate in racial justice work as part of the tenure and promotion processes.
4. We would like to see repercussions for racial actions performed by professors and administrators or staff. Our micro and macro-aggressions should be taken seriously and met with the highest level of urgency and care.
5. That the FACES/FYS provide ample training for student facilitators, development curriculum that reflects the history of Boston.
6. We demand an overhaul of the curriculum that includes and highlights the contributions of people of color across all disciplines. We also demand that this curricular overhaul be student-centered by actively including students of color in the voting, negotiation and decision-making process in academic curriculum committees.
7. We demand a practicing professional civil rights lawyer to represent students of color. This lawyer will be paid by the college to inform students of their rights with no financial burden to students or student activity fees.
8. We demand an overhaul of the office of admissions at Simmons College which includes:
9. We want an honest portrayal of the demographics of people of color on this campus. While we understand that the MOST program is a crucial part of multicultural student recruitment, it provides unrealistic expectations for prospective students regarding the levels of representation of people of color at the college.
10. We also demand an increase in the resources allocated for the recruitment of students of color, including having more people of color working in the office of admissions. There should be at least one staff member focused on managing and creating events for the mentorships in the MOST program.
11. We demand a Multicultural Student Office in the Student Activities Center on the Academic Campus, as a safe community space where we as students of color can gather and support each other. As part of this initiative we demand that there be increased staff to support the Assistant Provost to Diversity and Inclusion.
12. We demand an increase in the number of faculty and staff of color at Simmons across all academic disciplines and administrative roles. This increase should meet a 30% minimum representation across all colleges, matching the ratio of students of color in the student body. We also demand institutional support and mentorship for faculty and staff of color.
13. We demand that the college meet the financial needs of students of color through merit and need based scholarships, giving special consideration for first generation students of color.
14. We demand that all of these requests be addressed in the strategic planning for the college with a concrete timeline that is before the end of the Fall 2015 semester.

Southern Methodist University Demands

1. SMU will hold students and student organizations accountable for racially insensitive conduct.
2. Black Student enrollment must increase until at least 10% of the general undergraduate student population is Black.
3. A cultural intelligence program for all incoming first­year students must be mandatory.
4. Sensitivity training for all faculty and staff, including tenured professors, must be mandatory.
5. No less than one­ third of the PRW (Personal Responsibility and Wellness) course curriculum must be dedicated to cultural education.
6. All students considering initiation into any Greek letter organization must go through mandatory cultural intelligence and sensitivity training in order to be eligible.
7. Black professors must increase until at least 10% of the faculty is Black, at all levels of professorship.
8. SMU will allocate new financial resources towards the expansion of the Office of Multicultural Student Affairs into a Multicultural Center.
9. SMU will increase the amount of Black and minority administrators, including the members of The Board of Trustees.
10. SMU will hire a Chief Officer of Diversity and Inclusion.

Towson University Demands

1. Increasing the black faculty on tenure track by 16% by 2018. (Fall 2018)
2. Require ALL faculty and staff to take at least one cultural competency course every semester led by at least one person in the Center of Student Diversity office. (Fall 2016)
3. Require IFC Fraternities and Pan-Hellenic Sororities to have a Diversity Chair who will promote diversity within their respective organizations and interact with multicultural organizations on campus.(Spring 2016)
4. Reallocate and Redistribute funds given to white fraternities, sororities, and organizations more equally to black fraternities, sororities, and organizations. (Spring 2016)
5. Require the SGA to maintain harmonious communication with the Diverse Organizations and their leaders on campus through physical contact, wherein bills and policies that will effect the black student body will be made known and aware to them. (ASAP/Fall 2015)
6. Require the Diverse Focus Forum and other top-level diversity institutions to have at minimum one person of color on their board. White women should not be given positions to speak on behalf of what it is black students want from their university. (Fall 2016)
7. Require the College Promotion and Tenure Committee and other major University committees (admissions, graduate studies, etc) to have a person of color on the committee when deciding who will and will not receive tenure. (Spring 2016)
8. Require the Director Positions in the SGA to be elected by the people of this university instead of appointed, hired, and/or interviewed by the President. The Diversity Chair is a direct representative of the minority students and should be elected directly by and for minority students. (Spring 2016)
9. Return the Towson University Debate Team to a travelling debate team by next semester. The Debate Team is an intellectual fixture in the Towson University black community where black students have been nationally successful and active contributors to bringing justice to black people at this institution. (Spring 2016)
10. Utilize an honest and strict no tolerance policy on racial, sexual, and homophobic epithets for faculty, staff, and students with the same sincerity as the University’s no tolerance policy for drinking and smoking. This means that when racial, sexual, and homophobic epithets are said the University will impose real consequences from citations to even potential expulsion. The mental and emotional health of this University’s black students across all intersections need to be taken as seriously as their physical health. (ASAP/Fall 2015)
11. Require that policing practices be equitable for black events and white events alike. (ASAP/Fall 2015)
12. Require a course on American race relations. (Fall 2016)
13. Ensure that the results of Professors who receive tenure be made public so that the students body will always be informed about which Professors did and did not receive tenure. (Spring 2016)

Nov 18, 2015

Tufts University Demands

By #TheThreePercent:

1. We demand that Black-identifying students make up 13 percent of Tufts undergraduate population.
2. We demand that Tufts be better prepared to address the mental health needs of Black students.
3. We demand an end to increased surveillance of predominantly black events by Tufts University Police Department.
4. We demand that Tufts be better prepared to facilitate the transition to Tufts for undocumented, international and first-generation students.
5. We demand a 25 percent increase in both the budget of the Africana Center and an increase in Black student agency in determining the operation of the Africana Center.
6. We demand that Black professors make up 13 percent of Tufts’ total full-time and part-time faculty.
7. We demand that Tufts redefines their commitment to active citizenship to hold Tufts accountable for the discriminatory practices against student activism.
8. We demand that Tufts be transparent about the demographics of its students, academic departments and professors.
9. We demand that if any of these demands are unable to be met we demand that the university make a public response explaining explicitly the rationale for the non-compliance.

Nov 20, 2015

University of Alabama Demands

By #wearedone:

1. Create a division of diversity and equity at the University of Alabama with a Vice President or Vice Provost of Diversity.
2. Remove the names of white supremacists, klansmen, confederate generals, and eugenicists from classroom buildings or include a visual marker to indicate the history of racism that the building’s namesake was associated with.
3. Increase funding for student organizations and offices that do intersectional work, specifically; Counseling Center, Women’s and Gender Resource Center, Safe Zone, Center for Service and Leadership, Crossroads, Wellness, and Gender and Race Studies Department.
4. Take steps to reinstate the Black Alumni Network with sufficient funding.

Nov 18, 2015

University of California, Berkeley Demands

By UC Berkeley Black Student Union:

WE DEMAND the creation of an African ­American Student Development Resource Center, to be named the Fannie Lou Hamer Resource Center, with a designated office space as well as space for hosting events, at a central campus location. This center is to be under the purview of the African ­American Student Development Office.

WE DEMAND the hiring of two full time admissions staff members that have extensive experience working with Black students, and a series of enhanced recruitment strategies, with a budget of $300,371, to recruit Black students to UC Berkeley. We maintain that this funding comes from the Chancellor’s office and not from the Division of Student Affairs.

WE DEMAND the hiring of one full time Program Director to work with the Recruitment and Retention Centers within the idgeulticultural Resource Center, with a budget of $113,932. We maintain this funding comes from the Chancellor’s office and not from the Division of Student Affairs.

WE DEMAND the hiring of two full­time psychologists that have extensive experience working with Black students at UC Berkeley. We maintain that the funding for this (which includes recruitment expenses) come from the office of the Chancellor.

WE DEMAND the current Getting into Graduate School (GiGS) mentorship program budget to be doubled in order to expand and strengthen the program

WE DEMAND the hiring of two full­time Black Student Athlete Development Advisors be available and provide mentorship and academic guidance for all Black student athletes .

WE DEMAND the immediate creation of a committee tubmit recommendations for the aggressive recruitment and retention of Black staff and faculty within and outside of the African­ American Studies Department. This Task Force shall have representatives from the African ­American Studies Department, the Director of the African American Student Development office, and the Black Student Union, among other key students, staff, faculty and administration members.

WE DEMAND that the name of Barrows Hall be changed to Assata Shakur

WE DEMAND the Chancellor, Vice Chancellor of Student Affairs, Vice Chancellor of Equity and Inclusion, and the Dean of Students meet with members of the Triad (Black Student Union, Black Recruitment and Retention Center, African ­American Student Development) at least once every academic semester.

WE DEMAND full funding to sustain the American Cultures and Engaged Scholarship (ACES) program at UC Berkeley. We demand that this funding comes from the Chancellor’s office and not solely from grant funding. Additionally, we demand two additional staff members to enhance the program.

WE DEMAND that all of our demands be fully implemented within the next 3­6 months and that the Chancellor give us his official response no later than 5PM on March 6th 015.

Nov 13, 2015

UCLA Demands

By Afrikan Students Union:

1. Annual funding for Black student Programming on and off campus.  The Afrikan Student Union is one of the largest student organizations, yet, there is no operating budget, and we have to beg the university for every dollar we receive. An annual budget of what it costs to run an effective Black community will be presented to UCLA administration.
2. A UCLA Anti-discrimination policy. It is a shame that discriminatory and racist incidents continue to happen on campus, and those responsible do not face any repercussions. An anti-discrimination policy would outline exactly what discriminatory behavior looks like, and what the consequences are when such a policy is violated. Professor Sander broke no policy, the Kanye Western party broke no policy. This is unacceptable.
3. A $30 million dollar endowment to help support Black students financially, akin to the initiative that is being implemented at UC Berkeley. Many Black students must work 2-3 jobs in order to pay for the continuing rising costs of education. Funding is one of the reasons why many Black students do not apply to UCLA, and also a hindrance to many that are accepted. For a University that is as “diverse” as UCLA, something must be done to make sure that Black students are financially secure.
4. A commitment to the hiring of more Black faculty across the different academic disciplines. With a rise in Black faculty members, the university will see a rise in Black graduate students. Many Black graduate and undergraduate students have experienced racist sentiments from their respective departments. It will also undoubtedly lead to an increased retention rate for Black students, and other students of color.
5. Rebranding the Afrikan Diaspora Floor with Residential Life. Black students lack spaces where they feel safe and comfortable. The Afrikan Diaspora floor is a way for us to connect more to other Black students, the Afrikan Student Union, and the Afro-Am department. The floor should be branded as a safe space for all Black students.
6. The creation and support of a UCLA Afro-house. Many Black students cannot afford to live in westwood with the high prices of rent. An Afro-house would provide a cheaper alternative housing solution for Black students, that would also serve as a safe space for Black Bruins to congregate and learn from each other.
7. Create a student advisory board for the Office of the Vice Chancellor of Equity Diversity and Inclusion. This will make sure students are able to hold UCLA administration accountable, and also work with administration in their charge to improve campus climate.
8. Provide additional funding for the hiring of an additional Black admission officer to increase the amount of Black students applying and being accepted to UCLA. The University should also provide additional funding to the access programs on campus targeting Black students and students of color. These programs include SHAPE (Students Heightening Academic Performance through Education), VIPs, and EAOP.
9. Create a UCLA community schools in a predominately Black Area of Los Angeles. Black Students are one of the smallest populations at UCLA, and the university should be doing all it can to reach out to them. Currently community schools are 80% Latino and 14% Asian. UCLA should be focusing on its smallest populations of Black and American Indian students.
10. Creation of a Black Student Leadership Task Force, comprised of Black alumni, students, Faculty, and Staff. Black student leaders are some of the hardest working people on campus, and lack institutionalized support from other members of the campus community would make Black student leaders have higher retention rate, and more training.

Nov 12, 2015

University of Cincinnati Demands

By #theIrate8:

1. We demand that the University of Cincinnati immediately restrict Phillip Kidd and David Lindenschmidt from patrolling on or off of campus.
2. We demand that the University of Cincinnati enforces a fully funded comprehensive racial awareness curriculum that is mandatory for all students, faculty, staff, and police structured by a caucus comprised of students, community members, and administrators of diverse backgrounds to be put in place by the start of the 2017-­2018 academic year.
3. We demand that the University of Cincinnati conducts holistic profiles including extensive background checks, mental evaluations, and accounts of past misbehaviors of all faculty/staff/police hired at the University of Cincinnati, starting immediately.
4. We demand a recurrent substantial monetary allotment to go to all offices and initiatives that directly support and impact the recruitment, retention, and matriculation of Black students on this campus, starting in the Fiscal Year 2017.
5. We demand that the University of Cincinnati allocate appointed voting student senate seats in Student Government from selected representatives from underrepresented communities (race, sexuality, and gender). Additionally, Student Government must report their composition each year including race, gender, sexual orientation, and other self-­identifying information for each faction.
6. We demand that the University of Cincinnati hire at minimum 16 staff and senior Black faculty over the next 3 years, starting today, October 14th 2015.
7. We demand the University of Cincinnati doubles the amount of Black students on main campus over the next 3 years, starting today, October 14, 2015.
8. We demand that the University of Cincinnati builds a stand alone AACRC or renovates in order for all of 60 W. Charlton to belong to the AACRC by August 1, 2018.
9. We demand that there exist a SACUB funded student organization devoted to diversity initiatives and programming that promote cultural awareness, sensitivity, and competence by the start of the 2017-­2018 academic year.
10. We demand that the University of Cincinnati divest from any companies involved in the operation of private prisons and establish a Socially Responsible Investment Committee (or at least adopting a socially responsible investment policy) for all investment transactions by the start of the 2017-­2018 Academic Year.

Nov 13, 2015

University of Kansas Demands

By Rock Chalk Invisible Halk:

1. Director of OMA hired by December (Former Office of Multicultural Affairs director Blane Harding left KU in May. Precious Porras has been interim director since.)
2. Mandatory, intense “inclusion and belonging” training for all levels of students, staff, faculty, and administration
3. Issue Campus Climate Survey by February 2016 (The comprehensive survey aims to assess KU’s climate in the following areas: respect and collegiality; communication, collaboration and cooperation; overall work and academic environment; and diversity, equity and inclusion, according to KU’s Office of Diversity and Equity. KU has contracted with Rankin & Associates Consulting to conduct the survey, and it’s currently scheduled to be sent out in fall 2016.)
4. Train and rehire IOA staff and implement accountability measures (KU’s Office of Institutional Opportunity and Access is charged with investigating reports of discrimination on campus — including sexual harassment and sexual violence — and recommending disciplinary action. Director Jane McQueenyresigned in October, and KU currently is searching for a replacement. The office still has four employees. )
5. Increase consistent hiring of diverse faculty and staff (It’s not labeled as a diversity hiring program, but KU’s “Hiring for Excellence” initiative aims to get more candidates of color on campus and, ultimately, hired. I wrote about the effort earlier this year, and administrators said increasing faculty diversity is a challenging goal but credited the initiative with making some progress so far.)
6. Increase the percentage of underrepresented domestic and undocumented students (KU’s overall enrollment went up this fall.Within the new freshman class, the number of Hispanic students went up 10 percent, the number of multiracial students stayed about the same, and the number of black freshmen went down 27 percent. The number of black students in the freshman class is still higher than it was several years ago. KU’s most recent retention and graduation reportis available on the Office of Institutional Research and Planning website.)
7. Immediate amendments to Senate election code (Some students have complained that a Student Senate decision to raise the spending cap for elections prevents minority students from running for office.)
8. Increase aid and assistance to active military and veterans (The number of vets at KU is going up. I just reported some numbers this week, along with plans to build a new Student Veterans Center inside Summerfield Hall once the business school moves out.)
9. Establish team of multicultural counselors to specifically address severe mental illnesses and the needs of students of color by Fall 2016
10. Ban concealed weapons from campus (Under Kansas law, concealed weapons must be allowed on public university campuses beginning in July 2017. The Kansas Board of Regents currently is seeking input from KU and other universities to develop a policy covering how the new law will be implemented.)
11. Remove all professors who assault, sexually harass, or engage in abusive relationships with students. Apply this policy retroactively as well, specifically to Dr. [name redacted by the Journal-World]. Immediate expulsion of those that commit sexual assault. (Several years ago a female student accused the professor listed by name of sexually harassing her, and she was unhappy with how KU handled her complaint. KU does not release information about individual investigations.)
12. Open investigation in Grant, Starling et al. case as hate crime beginning with IOA (KU Black Student Union president Kynnedi Grant said during Wednesday’s forum that she and several black friends were physically assaulted and called a racial slur at an off-campus house party on Halloween. A police report was not filed. It’s unclear if the women filed a report with KU IOA, though Grant posted an account of the event on her Facebook page earlier this week. After the forum, Grant declined to answer my questions about the incident.)
13. Reopen investigation into the murder of Rick “Tiger” Dowdell (Dowdell, a 19-year-old black Lawrence resident, was fatally shot during a gun battle with policenear Ninth and Rhode Island streets in July 1970, a summer filled with race-fueled violence at KU and throughout the community. The Kansas Bureau of Investigation determined that Dowdell had exchanged fire with a Lawrence police officer and that a bullet from the officer’s gun killed Dowdell, according to previous Journal-World reports. A coroner’s inquest found that Dowdell’s death was justified. KU does not have jurisdiction over homicide investigations.)
14. Establish Multicultural Student Government independent of current University of Kansas Student Senate
15. Thorough plan of action from Administration by January 19, 2016

Nov 13, 2015

University of Michigan Demands

By #BBUM:

1. We demand the University give us an equal opportunity to implement change, the type of change that can only be completed with a full restoration of The Black Student Union’s purchasing power through an increased budget.
2. We demand the University give us available housing on central campus for those of lower socio-economic status at a rate in which students can afford to be a part of university life, and not just on the periphery.
3. We demand for an opportunity to congregate and share our experiences in a new TrotterMulticultural Center located on central campus.
4. We demand an opportunity to educate and be educated about America’s historical treatment

and marginalization of groups of color through race/ethnicity requirements throughout allschools and colleges within the university.5. We demand for an equal opportunity to succeed with emergency scholarships for blacks tudents in need of financial support to eliminate the mental anxiety of not being able to focus on and afford the university’s academic life.

6. We demand for increased disclosure of all documents within the Bentley Library. Thereshould be transparency about the University and its past dealing with race relations.Lastly and most importantly,7. We demand an increase in black representation on this campus equal to 10%.

Nov 13, 2015

University of North Carolina at Greensboro Demands

1. WE DEMAND equitable funding of departments and programs that elevate the histories and challenges of traditionally marginalized and poor communities.
2. Fully fund programs that study marginalized communities such as African American Diaspora Studies (AADS) and Women & Gender Studies (WGS).
3. Make Introduction to African American Diaspora Studies and Women & Gender Studies mandatory for all students.
4. WE DEMAND accountability to the larger community.
5. Stop the Gentrification of Glenwood. UNCG must stop any further plans to expand the campus into the neighborhood and work with the community to decide what to do with the property already purchased by the university.
6. No more UNCG police patrolling through Glenwood neighborhood. The campus police department is unaccountable to the residents of the Glenwood neighborhood and should not police that community.
7. UNCG must join the growing movement of divestment from companies and other financial entities profiting from fossil fuels, private prisons, and the Israeli Occupation of Palestine. The university must reinvest these funds into non-extractive community-driven development funds and projects.
8. WE DEMAND UNCG respect the dignity of students, staff, alumni, and broader community.
9. Resolve UNCG’s Student Debt Crisis. Increasingly more students, disproportionately those of color, continue to drop out because of inability to keep up with the the increasing costs of education. Many others graduate with thousands of dollars in debt. UNCG must freeze all fee increases immediately, immediately cut executive administration pay by 25%, and allow all current students to opt-out of athletic-related student fees.
10. End Rape Culture and gender violence on UNCG’s campus. In order to create safe learning, living and working environments for all of UNCG’s community, the university must respond to campus violence against marginalized individuals, including:
11. Mandatory Inclusive Consent Training for all incoming freshman and transfer students, and on-going consent training for Fraternity/Sorority houses and all campus dorm residents.
12. Fully fund and staff an on-campus LGBTQ center that is fully capable of meeting the needs of trans*, gender non-forming and gender-fluid students and staff.
13. Improve access to mental health support resources.
14. Convene experts in the field from the Greensboro community to create and implement a swift, comprehensive, trauma-informed response to sexual assault and gender violence on campus.
15. Fully fund and staff an on-campus Rape Crisis Center that is fully capable to meet the needs of trans*, gender non-forming and gender-fluid students and staff.
16. Immediately institute a living wage of $15/h and support the unionization for all campus workers. UNCG should follow the University of Virginia and the UC system in taking measures towards instituting living wages and right to organize a union.
17. UNCG must call for the removal of Margaret Spellings, the new President of the UNC school system, due to her history of discriminatory statements and actions targeting traditionally marginalized communities, in particular LGBTQ people.
18. WE DEMAND the removal of policies, groups, symbols and icons glorifying white supremacy.
19. Aycock Auditorium must be renamed.
20. No Hate Groups on Campus. Ever. Freedom of speech should not be used as a justification for rampant hateful language or opinions that further marginalizes historically oppressed communities.
21. Require diversity training for all faculty and staff (including campus police) that includes LGBTQ Safe Zone Training and is developed with input from students, faculty, staff, alumni and the broader community..
22. Hold administration, students and staff (including campus police) accountable for racist statements, policies, actions and attacks.
23. Hire more faculty and staff from traditionally marginalized communities! We need a staff as diverse as the student body and the communities UNCG exists in and interacts with!

Nov 20, 2015

University of Ottawa Demands

1. Equity Training for all staff, support staff, central administration.
2. Therapist of Color to be hired at the human Right Centre.
3. The creation of a Black studies department.
4. Reserved space for a racialized students Centre.
5. Divestment from prisons and investment in communities.
6. Free tuition for all black and indigenous students.

Nov 19, 2015

University of South Carolina Demands

By USC 2020 Vision:

Demands for Our 2020 Vision

1) We demand that our university acknowledge that this institution was built on the backs of enslaved Africans. Further, we expect that this acknowledgement is included in tours, especially areas like the garden directly behind the president’s house where slaves were once housed. This acknowledgement should be reflected in markers on historic buildings. Additionally, we expect that the university will raise the plaque marking the AAAS tree to increase its visibility.

2) We demand that our university improve and expand minority recruitment efforts in order to increase racial diversity on our campus. We call for the creation of a minority scholars program through the South Carolina Honors College.

3) We demand that our university provide gender neutral housing and restrooms that are accessible and convenient. We call for our university to create a streamlined process for changing gender markers and names within university databases and records. We require that university personnel use personal gender pronouns as indicated by the individual. Additionally, we ask that our university provide informed, comprehensive health and mental health care that meets the specific needs of transgender students and ensure that all health and mental health care providers are competent on transgender issues.

4) We demand that our university acknowledge gender identity and expression as protected classes under Title IX.

5) We demand that a transparent and independent investigation be launched into the following university administrators: the Executive Assistant to the President for Equal Opportunity Programs; the Associate Vice President for Student Affairs and Academic Support, Student Life and Development; and the Vice President for Student Affairs, Vice Provost and Dean of Students.

6) We demand that our university increase the funding allocated to the Office of Multicultural Student Affairs. Additionally, we require that OMSA be housed in a new cultural center that celebrates all identities. As campus continues to grow, it is imperative that support for all students continues to grow.

7) We demand that our university increase funding for the Counseling Center, so that there are more available appointments and more appointments provided free of charge to each student.

8) We demand that all faculty and staff, especially those who engage students on a regular basis, participate in a mandatory diversity training provided by the Office of Diversity and Inclusion. This training should be intersectional and representative of a wide variety of identity groups.

9) We demand that our university institute a policy of transparency through data collection and dissemination on the topics of admissions and enrollment, campus sexual assault, sexual harassment, and hazing by providing existing statistics in a communicable way and conducting new research to better identify its problems on campus.

10) We demand that our university provide a social justice minor and cognate to expand its current offerings to undergraduate students.

11) We demand that the Office of Student Disability Services be renamed the Office of Accessibility and Accommodation Services. Additionally, we call for the advancement of student knowledge of this office through new student orientation, residence life, the counseling center, psychiatric services, and student health services.

12) We demand that USC Homecoming be restructured to accurately reflect and celebrate the various communities and cultures that exist and continue to grow within our campus, our alumni, and our community. As it stands, Homecoming is just for some, but we all want something to come home to.

Nov 16, 2015

University of Toronto Demands

1. Stop the funding freeze to the Transitional Year Program. Increase its funding and provide it with standalone, autonomous space and the recognition it deserves as a pioneering program gifted to the University of Toronto from the Black community. The Transitional Year Program has helped hundreds of students over the years, and the systemic erasure of the program by the administration is shameful.
2. Address the underrepresentation of Black administrators, faculty and teaching staff with the goal to increase the percentage of black faculty and staff members to at least 8.5 per cent (proportional to the population of Black people in Toronto) by 2017-18. One of the primary experiences students referenced was a frustration at never seeing themselves represented amongst even our teaching assistants, let alone their faculty and administration. This lack of representation, even in programs where we would be represented. This is a major issue that the University of Toronto should investigate and seek to address, in the same manner as would be done if this was an issue of gender.
3. Intentionally address the underrepresentation of Black students, especially in professional programs and graduate programs. While the university often uses our images to promote itself as diverse campus, our presence on campus is disproportionately small, especially in very expensive programs. You should begin by collecting census data, so that we can accurately assess and effectively address the issue. You should also create a strategic plan to increase retention rates for marginalized students, sustain diversity curriculum and training, and promote a more safe and inclusive campus by 2016-17.
4. Develop a two year plan to establish, adequately fund and support a standalone African & Caribbean Studies Department. Despite Canada’s history with respect to enslavement, the benefits Canada received as a result of enslavement, establishment of Black refugee communities, Canada’s continued direct involvement in the economics and politics of the Caribbean and Canada’s role as one of the most favored destinations for diasporic migrants of African descent, there is very little support given to the existing undergraduate African Studies and Caribbean Studies programs. Even more egregiously, there are no such programs in existence at the graduate level; an omission we doubt could occur with other regions of the world and be ignored in assessments of UofT’s rankings.
5. Establish mandatory equity training for all faculty, students, governors, and all other administrative bodies. This entails mandatory anti-oppression training for all persons employed by the University, and an equity breadth requirement for all students.
6. Solicit and increase the number of scholarships and funding resources available to Black students and Black students only, especially in professional, graduate, and Phd Programs. Financial insecurity is one of the most limiting factors t the academic success and attainment of Black students. The Ontario Student Assistance Program (OSAP) has systematically worked against providing Black students with adequate monetary resources to finance undergraduate and graduate education. Additionally, there are very few U of T scholarships and bursaries designated specifically for Black students to ensure their scholastic achievement and success. The University of Toronto should also work to ensure they are reaching out to those who have specified funding resources available to them.
7. Establish counseling and mental health services on the U of T campus that are culturally appropriate and representative for addressing the mental emotional, and psychological needs of Black students. Current health services at U of T lack the African epistemology to understand the mental health needs of Black students. Mental health services at U of T fail to acknowledge how the intersection of racism, classism, and sexism has negatively impacted the well being of Black students.
8. Divest from the American for-profit prison industry. The University of Toronto has several relationships with some of the largest investors in for-profit, private prisons and corporations who benefit off of prison (slave) labor. Black people are disproportionately targeted and incarcerated throughout North America in a racist policing and incarceration system. Our tuition dollars should not support such a system, and U of T should be taking a proactive approach in making ethical investments and spending responsibly.
9. Implement free education for Black and Indigenous students. As a result of years of colonization of Black and Indigenous people, the University of Toronto is a beneficiary of the twin project of:
10. Dispossessing Indigenous people of their land; and
11. The slave labor of the Americas, responsible for enriching Britain and its colonies.
12. In recognition of this history and in its resultant responsibility, the University of Toronto should ensure free admission to Black and Indigenous students.

Nov 18, 2015

University of Virginia Demands

By the Black Student Alliance:

1. Establish a Culture of Truth:
2. President and Dean of Students should deliver statements promoting acceptance and acknowledging the University’s deeply troubled history. These statements must acknowledge past and present racial and gender discrimination, as well as the need for full participation to repair a broken community. Such remarks should not referenceThomas Jefferson, because of his decidedly mixed racial legacy – one with which thisUniversity has not yet come to terms. Our administrators, instead, should endorse a progressive mentality in line with the current times; the statements should address inequality, cross-cultural biases, and the very real feeling of isolation by some in theUniversity community. According to President Teresa Sullivan, “scholarship done right isa search for truth. It requires that we examine assumptions and question what we know. It includes the expectation that we can and will change our minds as we learn”. ThePresident’s Commission on Slavery is a first step, but few must confront that committee’s careful work in their day-to-day experience. Our administrators must encourage the student body to search for truth and to examine our assumptions; that begins when we grapple with a shared history that affects Grounds today, instead of ignoring it. These administrators must also publicly acknowledge that the University’s tense racial history did not end with emancipation, or with integration of the University’s student body, but continues into today.
3. To restore meaningful dialogue, administrators and student media outlets must use existing communication channels to start, continue, and deepen our discussion of racism and ethnocentrism. Posters in First-Year dorms and on Stall Seat Journals, and other educational, promotional tools should focus on prejudice and oppression, and should offer examples of implicit biases in student-to-student, faculty-to-student interactions. and student-to-Charlottesville resident interactions. Student-run University agencies such as The Honor Committee and The Student Council should prioritize the creation of initiatives aimed towards engaging the student body in conversations surrounding race and inclusivity as elements of our University ideals.2 The HonorCommittee, after all, has attempted to take responsibility for the ideal of honor – social behavior, including accepting and embracing cultural pluralism, is very much a part of this ideal.
4. President Sullivan should order the creation of a mandatory online summer cultural competency training module and a fall orientation presentation. These trainings should include a University-wide online training module on discrimination and micro-aggressions, akin to the alcohol awareness online course, which is mandatory for incoming first years to complete. A similar training module should be created for all incoming faculty. Subsequently, the Vice President for Student Affairs should provide funding for minority groups to develop a mandatory session on race relations on grounds to be held during fall orientation, similar to the discussion on sexual assault held in JohnPaul Jones Arena. The intent of the module and fall orientation presentation will be to be come conscious of behaviors and language that might alienate or isolate other students.Faculty and students should take active roles in developing this module. ResidentAdvisors should be part of creating these modules. Then, VPSA should require all HRL staff, including professional staff, to both take safe space training and undergo training on facilitating conversations about race, gender, and sexuality. Third, RAs should host discussions on the racial history of U.Va. and Charlottesville. Should a situation arise,students should feel comfortable going to their RA.
5. A required public comment period at Board of Visitors meetings. The Board ofVisitors, including the Board’s Financial and Education Policy Committees, have made decisions about tuition hikes and AccessUVA cuts without publically engaging with the students, whom all of their decisions directly affect. A public comment period during such major administrative meetings would provide exactly that opportunity. This public comment period would allow the administration to directly respond to the concerns of affected students and can occur before or after meetings. The City of Charlottesville currently has a defined public comment period, during which City Council members must listen to community concerns and can offer responses. The Board of Visitors should adopt this model.
6. President Sullivan should order an immediate and recurring in-depth study of the condition of Black people at the University of Virginia at all levels, akin to an the1987  “An Audacious Faith” commissioned by President Robert O’Neil. A representative committee should oversee the study, which should examine the condition of Black students, faculty, and staff, as well as the relationship between the University and the local Black community, thoroughly using both quantitative and qualitative measures.

The Black Student Alliance and Office of African American Affairs (OAAA) should each be able to appoint members to the oversight committee, while all three groups should be able to add items to the official agenda for the report. Topics examined regularly should include student race relations on Grounds, reporting on current and historical conditions, and quantifiable changes to Black student, staff, and faculty conditions on Grounds. The report must offer actionable and quantifiable recommendations to keep the University accountable. Furthermore, these recommendations should be adapted into policy and concrete changes.

6. Students of the University of Virginia must be knowledgeable and conscious about the history of racial oppression and discrimination in the current and historic U.Va. and Charlottesville communities. We offer two potential ways to provide this education:
7. Work with Faculty Senate and respective school Deans to create a required one-credit course (UVA101) for all First-Year students. This course would be similar to the Elon 101 course at Elon University. The course would discuss the founding of theUniversity and the development of the University’s culture from various perspectives,including but not limited to race, gender, and socioeconomic status. Not only will this course challenge students to think critically about the institution they attend, but it would also give them an additional shared First-Year experience unique to U.Va.
8. Housing and Residence Life develop a semester long project assigned according FirstYear Residence during which students are tasked with identifying and addressing an issue related to existing forms of oppression – racism, sexism, classism – in theUniversity and Charlottesville community.
9. Incoming First-Years should have a three-credit seminar requirement that analyzes systems of power in regards to race, sex, sexual orientation, and other areas. The purpose of these courses is to nurture and develop the critical skills necessary to be informed and socially responsible citizens. These courses would have a more comprehensive look into specific topics aiming at eliminating discrimination.  Although the seminar is required, students would have the option to choose a variety of topics, similar to the current ENWR requirement. The Dean of the College of Arts and Sciences along with the Provost can determine which of the two options are most effective.

7. Deans of the all Academic Divisions should work with the various DepartmentChairs and Program Directors to ensure the incorporation of minority perspectives and viewpoints in their coursework. We ask all faculty to refer to the open letter from students regarding what they need from faculty4. Every course should strive to recognize minority perspectives and every department should make it a goal to offer multiple courses that include or focus on minority perspectives within their field each semester.For example, Biology could study genetics across minority communities, or the ethical history of “progress” in relation to eugenics; Systems Engineering could discuss culturally sensitive industrial organization; and Classics could review the writings and lives of ancient minority writers. Students should experience minority perspectives as part of their day-to-day coursework, to ensure the delivery of a holistic and comprehensive education for the students at The University of Virginia.
8. The University should immediately begin a Capital Campaign to benefit the construction of a permanent and proper slave memorial on Grounds. Currently,there is limited recognition of the efforts enslaved laborers undertook to construct thisUniversity. Black students would see the construction of an area within the AcademicalVillage with an explanation of both the past abuses of the University and their current effects on Charlottesville as a step toward proper acknowledgement of and a move toward actively looking to make up for past and current wrongdoing.
9. Departmental Status for the Carter G. Woodson Institute for African American and African Studies. The Carter G. Woodson Institute must be given departmental status, an expansive budget to jumpstart the department, and the autonomy to hire faculty independent of other departments, if it so chooses. The requirement of joint appointments is paternalistic and patronizing. If the University truly values diversity of thought and scholarship, then it must begin to support African American and African Studies.10. Quality Assurance and Accountability for Administration. Considering the robust infrastructure that the University of Virginia has built in regards to racial equity, we must turn a critical eye towards the institutions that, in theory, should already be tackling the issues presented in this document. Although institutions like the Office of AfricanAmerican Affairs and the Office of Diversity and Equity exist, many of the same problems that were present before their establishment still remain. This is certainly in part due to an underfunding and understaffing of these offices, and to a flippant disregard to which issues of race are often subject. Still, this document would be remiss if we did not also critique and make recommendations for the institutions that are most directly a result of the plights of the students and are meant to serve students of color. a. Clarity of Purpose. The Office of African American Affairs and Office of Diversity and Equity must have clear, objective mission statements and tangible, measurable goals.
10. Increase Student Access. The Office of African American Affairs must increase student access. At present, the OAAA has only 9 to 5 hours, hardly conducive to college study habits. They must increase services to students, including more tutoring and advice for various subjects beyond medicine, commerce, and law;and a career services component.
11. Tenured Faculty. The Office of African American Affairs should include tenured faculty as members of its staff. This will give students direct access to professors and their colleagues for guidance in navigating academia.
12. Centralization of Efforts. The Office of Diversity and Equity must oversee the centralization of minority faculty recruitment efforts and funding to increase minority faculty representation at the University.
13. OAAA & ODE Student Advisory Boards. There must be an establishment of aStudent Advisory Board to offer advice and the student perspective in the operation of student programs. Black Students must be able to exercise student self-governance when dealing with their own affairs. This Advisory Board will also be instrumental in closing the ever-widening gap between administration and the majority of students of color. Furthermore, in order for this board to be effective and transparent in it’s purpose and existence, these students should not be appointed by the Deans, but by the students themselves.
14. Both the Head Dean of OAAA & the Director of LPJ must establish and maintain a bi-weekly newsletter that will present Black students, alumni, and parents with updates as to the happenings and progress, or lack thereof, of the office and LPJ Cultural Center.
15. Inclusion of Students. Administrators should include black students when selecting administrative and staff appointments at the Office of African AmericanAffairs. Among other things, students should sit on the selection committees,participate in group interviews, and discuss potential candidates with hiring administrators. This ensures that the potential hire understands that OAAA’s top priority is students.
16. Quantifiability. There must be a stated goal and quantifiable course of action across all administrative offices, not just the Office of African American Affairs and the Office of Diversity and Equity, to increase Black administrators.
17. Elimination of Abuses
18. Governor McAuliffe and the VA State Legislature abolish the law enforcement mandate of Alcoholic Beverage Control (ABC). On March 25th, 2015, Governor Terry McAuliffe issued an executive order that attempts to improve the operations of ABC Law Enforcement by addressing several concerns surrounding ABC. The order mandates that ABC officers are retrained in diversity and use of force by September 1, 2015; that a review panel investigates the agency and completes recommendations to be delivered to the Governor by November 1, 2015;and that Memorandums of Understanding (MOUs) between ABC and police departments operating in college towns are created immediately. After reviewing the recommendations inNovember, Gov. McAuliffe and the State Legislature must reconsider the need for and dimensions of ABC officers’ authority to police individuals, and whether or not there remains a need for ABC as a criminal law enforcement agency at all.

Several states have already gone through the process of transferring alcohol control enforcement to other departments and agencies. In Pennsylvania, the Bureau of Liquor ControlEnforcement was made part of the state police force in 1987. Idaho similarly makes alcohol law enforcement a specialized state police function11 while sale of alcohol, licensing, and other issues are part of a separate division. Delaware has separate enforcement of alcohol rules and promulgations of rules and regulations, both of which are not a part of the state police department. States, as has been famously noted, can serve as laboratories of democracy; TheCommonwealth of Virginia should take seriously these models from peer states and The U.Va.Student Council, the Black Student Alliance, University administrators, concerned students,and local officials should call for meaningful changes.

2. University Police Department, Charlottesville Police Department, and Albemarle PoliceDepartment should implement additional, thorough implicit biases and discriminationtraining. Community Members; professors; students with relevant knowledge and backgrounds;and outside consultants should be integral to the creation, continuous improvement, and delivery of this training, which must be available to the public. While recent law enforcement trainingprograms have not been empirically evaluated using rigorous statistical methods, the socialpsychological findings informing some of these innovative training programs have been. TheCharlottesville Police Department and the University Police Department have the opportunity tobe at the forefront of the transformational change to introduce evidence-based bias anddiscrimination training interventions into their training practices. A training program developed by Fair and Impartial Policing, a consultant group, has been implemented in cities includingChapel Hill, Baltimore, and Los Angeles. Further still, the Camden Police Department provides a useful example of how local police departments can use community engagement to bring their forces closer to local community members. UPD and especially CPD and APD should make themselves moreavailable to students and Charlottesville community members. Open and intentional dialogue and subsequent action involves not just telling citizens about policing policies, but also police departments listening to student and community concerns and reforming their policies in response. The White House Task Force on 21st Century Policing endorsed this type of transparency and the recognition of racial and class undertones to police-community relations.
3. CPD, UPD, and APD should introduce stricter and more uniform regulations informingduring what situations a police officer can make any physical contact with a citizen. Theseregulations should be easily accessible to the public, by way of each department’s websiteand promotional, educational tools for community members and students. CPD, UPD, andAPD should develop and maintain Use of Force policies according to nationally accepted bestpractices. Key elements of effective use of force policies include: clearly defining terms (deadly force, less-lethal force, force), developing an appropriate use of force continuum, and using use of force reporting forms. Police officers who will implement the policies, as well as concerned students and community members, and police department officials should cooperatively develop these policies. The development process should be transparent, and the policies should be both unambiguous – to the greatest extent possible – and well written.

The interim report of President Obama’s Task Force on 21st Century Policing has called for similar policies, with data collection, police and community engagement, supervision, and accountability at its core. The report notes that de-escalation strategies and non-punitive peer review can both improve police use of force. Austin, TX, provides one example of these policies in action. Use of force policies should also be available on each department’s website.
Currently, such policies are not available or otherwise easily accessible. The implementation of these policies is a necessary investment into the safety and protection of everyone who lives in the Charlottesville-Albemarle area.

4. The University should conduct an internal AND external review as well as an intentionalstudy on the cost and effect of institutionalizing a living minimum wage for its directemployees. The University’s current minimum wage for its direct employees is $11.7623, which is below the City of Charlottesville’s current Living Wage of $13 per hour, as of 2012. TheUniversity should, at the very least, bring its own direct employees up to the minimum level theCity of Charlottesville has required. As of April 2011, Aramark paid its employees the same minimum level as the University’s employees, lessening the final cost of this proposal.Executive Vice-President Pat Hogan should calculate and publish the additional cost ofinstitutionalizing a living wage for all direct University employees, and the University’s strategicplan to fairly compensate its own employees. To have the most accurate information, theUniversity should audit its contractors in order to determine their pay and treatment of contracted employees working at the University.
5. Executive Vice-President Pat Hogan, on behalf of the University of Virginia, shouldrequest that Attorney General Mark Herring reconsider former Attorney General KenCuccinelli’s ruling in regards to mandating certain wages for contracted employees. TheUniversity of Virginia currently says it is not permitted to force its employers to pay a living wage based on a 2006 non-binding opinion from then- Deputy Attorney General David E.Johnson. The opinion says government entities cannot force their contractors to pay a wage above the federal minimum. However, the City of Charlottesville has forced contractors to pay at least a certain wage level since 2001. Current Virginia Attorney General Mark Herring has not yet delivered his opinion on this issue, and Executive Vice President Pat Hogan should request an updated opinion from Attorney General Herring.
6. Supplemental skills training during the summer months when employees of theUniversity are often laid off or temporarily unemployed.  While the University does not publish the number of part-time workers it employs, 68 of nearly 2,700 employees who answered a direct-hire staff survey were part time in 2011, the most recent available through HumanResources. This did not include employees from contracted firms. Part-time employees were less likely to say that their workspace was adequate to do their job and to say that they were encouraged to take initiative in their job. This survey only included information from part-timeworkers directly employed by the University. Among contracted employees, there are reducedsummer work opportunities available. There is little to indicate that employees who work for U.Va. Dining and other University entities during the academic year have adequate employmentopportunities. The University should publish the number of employees – contracted and direct -whom the University does not offer hours to each summer, only to rehire in the Fall. Following this, the University also should survey both direct and contracted part-time employees, and implement policies to supplement the opportunities available to employees during the summer months. The University has an incredible opportunity to train employees who are laid off during the summer to improve their work performance and have them fill technical roles. For example, the University of Virginia Health System currently works with Piedmont Valley CommunityCollege (PVCC) to train pharmacy technicians30; offers numerous career-training programs to current Health System employees; and has other recruiting and incentive programs in place for similar jobs. Improving the workforce helps U.Va. while empowering local residents, especiallythose living at or near the poverty line – a major problem in Charlottesville. The University, as a partner in this community, must understand its responsibility for and opportunity to grow with its employees.
7. President Teresa Sullivan, a noted scholar in labor force demography, should investtime, effort, and resources into the revamping of the Staff Union and take steps towardsimproving the Staff Senate. From 2002 to 2008, The University of Virginia had a staff union;the group, a subset of the Communication Workers of America, formed with administrative support, but it collapsed due to a lack of enrollment. Virginia has no collective bargaininglaw, which dramatically decreases the potential effectiveness of any union. To this end, PresidentSullivan should publicly express her support for the reformation of such a union and offerUniversity support in helping to revamp and reform it. The University of Virginia’s Academic Division staff combined three different councils to create a Staff Senate in August 2014. The Staff Senate represents a wide cross-section of staff, including those with high and low education levels, wage rates, and department sizes. At its most recent meeting, there were 46 attendees, out of 70-80 total elected delegates. Delegatesheard from a compensation manager and a career development specialist, both of whom work forU.Va. Human Resources. The Staff Senate at U.Va., in other words, has not gotten the chance to engage with administrators at the highest levels at every meeting. As such, at least one memberof the University’s senior leadership team – specifically those ranked as vice-president and above- should attend every Staff Senate meeting. In the 2011 staff survey, both full- and part-time employees within the University’s Academic Division only “somewhat supported” the statement that “The University seeks out multiple voices and perspectives when decisions are made about how we work”, indicating that the University can still learn a great deal from those representing its employees. This – of course – is no substitution for constantly hearing from employees in the field.
8. The Proper Allocation of Resources:
9. Renovated and Improved Cultural Center. We seek an expansion and renovation of theLuther P. Jackson Center (LPJ) and the Office of African American Affairs (OAAA). LPJ was a once robust, thriving Cultural Center and a source of multiple cultural initiatives and events.Currently, cultural programming has severely decreased through the Center due to insufficientfunds and staffing. Student’s access to the Center has also been restricted, and its infrastructure has been poorly maintained; historical significance is often cited as a reason to avoid renovations. If we can renovate the Lawn, which is a UNESCO World Heritage Site, then thereis certainly a way to either renovate or relocate OAAA and LPJ.

There are many steps that this University must take to truly fulfill its commitment to diversity, and one of these must be a demonstrated interest and investment into its’ cultural vibrancy. In order to create a truly diverse, equitable, and inclusive U.Va., we must have acultural space that celebrates and exposes people to a myriad of vibrant cultures. This University must build and maintain a model, state of the art, thriving cultural center that sufficiently exhibits all cultures within the student body and Charlottesville area. To create this better University, the following should be done:

1. The University’s Architect and any interested parties in the School of Architectureassess the OAAA main building, LPJ, and W.E.B. DuBois Building and reportback suggestions on how to greatly expand, connect, and renovate thesebuildings. These findings must be reported back to the Building and GroundsCommittees of the Board of Visitors and Student Council. The Office of AfricanAmerican Affairs should be renovated and expanded to ensure that it can adequately serve the Black students currently at the University and those we hope to attract, and to be a physically safe and comfortable space for a multitude of students. The Luther P. Jackson Center should be expanded to include studentconference rooms and offices, open, collaborative spaces, and an exhibition spaceto hold events.b. Proper Access to LPJ. The Center needs to be a safe and collaborative spacewhose use can be regulated by umbrella organizations; students should not berestricted from using it when a Dean isn’t there, or after 5pm when student lifebegins. Organizations such as the Cavalier Daily, University Judiciary Council,University Programs Council, Student Council, Honor, and the Declaration have24-hour swipe access to spaces that are integral to their work and missions.Currently, minority students are not afforded the same privilege or consideration. A proper allocation of resources requires minority students have adequate accessto the spaces meant to serve them. As it stands, LPJ is generally closed off to students and student organizations, with less than half a dozen groups accessing the building for no more than hours at a time. c. Storage Space in LPJ. LPJ should serve as a location for storing the materialsnecessary for the day-to-day operations of minority organizations. While theStudent Activities Center provides CIOs locker spaces for storage, priority isgiven to organizations that can pass down this storage space. This effectively blocks many minority organizations and communities from using these spaces. In order to access funding, organizations must indicate that they have a space to store the materials they purchase, thus adding another obstacle to minority organization’s achievement of their stated goals.
2. Expansion of the Carter G. Woodson Institute’s Physical Space. Increase thespace allotted to the Carter G. Woodson Institute so that it is more conducive to collaborative scholarship at the convergence of culture and research.
3. Increased Financial Support. The University must invest financially in organizations and programs that benefit minority students. Student-run minority organizations offer much more than recreational activities – they also provide vital academic, social, and psychological support to minority students and cultural enhancement and education to the larger University, and should therefore be funded with this in mind.
4. Adequate Resources for umbrella organizations. The Office of the Vice President ofStudent Affairs should directly allocate resources to umbrella minority organizations, who carry out the responsibility of catering to the needs of minority students and minority student organizations.
5. Increased funding for “Diversity” Recruitment weekends. The University and Officeof Admissions must demonstrate its commitment to welcoming minority students intothe community by providing adequate administrative and financial support forminority recruitment weekends, such as Spring Fling and Spring Blast. As the SpringFling and Spring Blast weekends approach, Black and Latino CIOs mobilize to planand host events and programs to help attract students to U.Va., and we play our partin making this space diverse. The bulk of these organizations spend hundreds, andsome thousands, that these groups are already lacking, on these events – all the while,the University claims to “sponsor” these special weekends. In order to combat thisexploitation, there must be funds allocated to financing the student-planned andorganized events, which quite literally could make or break the University’s minorityrecruitment weekends
6. Budget Expansion for OAAA. The office of African American Affairs budget needs tobe expanded to, among other things: provide additional academic services, hireFederal Work Study graduate interns to provide career preparatory services andassistance for students, perform a complete overhaul of outdated office materials suchas computers and printers; to  host and sponsor conferences, events, and initiativesthrough the Luther P. Jackson Cultural Center.
7. Budget Expansion for the Carter G. Woodson Institute. Increase the budget of the Woodson Institute that it might hire more faculty and increase the variety of undergraduate course offerings, thus adding to the research and publishing of theUniversity while simultaneously creating the next generation of scholars and playing a pivotal role in African American and African Studies scholarship.
8. Increasing Black Presence:
9. Increase and Support Black Students
   a. The percentage of Black students at the university must aim to match the percent of Blackpeople in the Commonwealth. The University of Virginia is a publicly funded and stateflagship University. As such, this public entity must commit to making itself accessible tothe public and must commit to educating all those within the state. U.Va. as it currentlystands is grossly misrepresentative of the racial demographic of the Commonwealth ofVirginia, and thus is not fulfilling that obligation. If the University prides itself on being a diverse institution of higher learning, increasing the percentage of Black students from its current percentage of 6% to reflect the state demographics of nearly 20% represents one step that the University should take to make this statement true.
10. The University and the Office of Admissions should focus on increasing enrollment from areas of the Commonwealth that have consistently attracted low numbers of applications and matriculations. There should be working and functional relationships to the high school guidance counselors in these areas to ensure that exposure to the University begins sooner in their high school careers so that is remains on their radar for years before even beginning the application process.
11. The University must re-evaluate its recruitment tactics and strategies when attempting toattract top Black talent. It must work to study and understand the underlying reasons for the perception and reputation of this institution amongst students of color across the state. The yield of accepted Black students has decreased every year since 200745. TheUniversity must commit itself to identifying and addressing the reasons for these numbers.
12. Financial Aid. The University must remember that financial burden is often a deterrent to attendance and that the rising sticker price may dissuade some students of color,particularly low-income students, from applying. With this in mind, the University must commit to finding ways to reduce the overall cost of attendance. The University must offer grant-based financial aid and increased scholarships to students who cannot afford the University. U.Va. must avoid loans for low-income students, and must offer significantly increased support for these students, who often do not have the disposable income to partake in the traditional social and extracurricular activities college students are able to take advantage of. Furthermore, critical professional development opportunities, such as unpaid internships and fellowships, are often beyond the financial means of students of low socioeconomic status. As a result, we must have greater comprehensive support for students that extends beyond financial aid to include financial resources that allows them to take advantage of extracurricular and professional development opportunities. Although AccessUVA has exponentially increased socioeconomic diversity over time, the number of Black students enrolled has decreased steadily since the 1990s. In fact, majority of AccessUVA beneficiaries today are predominantly White students. In order to ensure that students of color are able to take advantage of the University’s financial aid package, we must restore the full grant aid guarantee, and couple this restoration with more active recruitment of students of color living low-income communities in inner cities and rural communities.  As tuition continues to rise, middle and upper middle class Black students – a significant portion of the Black students on grounds – have been hit extremely hard, especially considering African Americans were most impacted by the 2009 Recession and have yet to recover.The University must commit to easing the burden on these students as well through the use of scholarships and other means. e. More Support for Current Students. The University depends largely on the efforts byBlack students to retain incoming Black students. By increasing the effectiveness ofOAAA, funding the Carter G. Woodson Institute, funding Black organizations in an equitable manner, revamping the Luther P. Jackson Cultural Center, increasing Black faculty, and engendering a more welcoming culture on grounds, current Black students will be more inclined to encourage students from their high schools to attend, and to speak very highly of their experience at the University. The University must also commit to providing enhanced support services for students from low-income backgrounds including social, academic, advising, and professional supports. Many low-income Black students who come from under-resourced schools need tailored academic support services designed to acclimate them to the academic rigor of this Institution. The Transition Program must be reevaluated, adjusted and expanded to meet the needs of incoming University of Virginia Students. Intensive academic support services must be made more readily available throughout the academic year for all subjects. Currently,there are few services designed to assist low-income students in their transition from college to the working world. The University must commit to changing this by offering a diverse array of targeted supports to these students including interview coaching, job placement, wardrobe assistance, housing recommendations, and more.  Finally, theFinancial Aid office must make itself more available to students by offering more on-grounds programming and on-grounds appointments outside of their regular office hours.
13. Increasing Black Faculty and Staff

The University of Virginia prides itself in being a leader in academia and providing a world-class education. Still, according to data compiled from the National Center for EducationStatistics, the University ranks 56th out of 60 on minority faculty when compared to its peer institutions. In addition, between 2009 and 2014, the number of Black faculty at the University fell from 142 to 113. For the 2014-2015 school year, Black tenure-track faculty sits at 3.6%. In addition, the University has significantly increased its number of administrators in since 2009,yet in all but two administrative offices the number of Black administrators has either decreased or stayed the same. Increased diversity of underrepresented minorities at the University ofVirginia historically has, and continues to accompany phenomenal and expanded scholarship,research, teaching, mentorship, and innovation. Hiring more Black professors with relevant academic backgrounds and interests in various departments will ensure that, regardless of major,students are receiving a well-rounded education that includes various perspectives. The presence of Black administrators with a keen eye and expertise in diversifying higher education is also essential for producing better, more inclusive, and more culturally competent policy, and thus aids in the recruitment of Black faculty and students who will be subject to these policies. If theUniversity of Virginia is true to its word, and seeks diversity “not out of a reluctant sense of obligation but because only by enriching ourselves and embracing diversity can we become the leading institution we aspire to be,” then the University will implement the following recommendations for increasing Black tenure track faculty.

1. Hiring of an outside consulting firm that specializes in minority recruitment and hiring. For decades the University has verbally committed to seeking more Black faculty and staff, yet we have never achieved at this goal. For this reason, the University should retain an independent minority recruitment and hiring consultant in order to truly achieve a more diverse professorial and administrative staff body.b. Creation of a standing committee to advise the Provost on issues of faculty and staff diversity. This standing committee should be made up of 8 to 10 people, including students; should meet at least 3 times a year; and should advise the Provost on issues of faculty and administrative diversity and to review departments’ efforts to recruit and retain women and minorities.
2. Annual review of retention, hiring, and pay equity. Data on retention, hiring, tenure, and pay equity across the faculty, administration, and non-administrative employees must be collected and analyzed annually, with tangible recommendations for improvement.
3. Faculty and administrative search committees must be representative. Departments should not move onto the next step in the faculty search process until its initial applicant pool is at least as representative of each racial demographic as the national pool. e. The University should revamp its implicit bias and diversity trainings. Currently the diversity-training module that search committee members must complete is inadequate  It often refers to the federal mandates regulating hiring underrepresented minorities,implying that hiring minority applicants is at least in some part due to legal obligation and not out of the necessity for academia and scholarship to include diverse perspectives if it is to truly be excellent.
4. Increased research funding for scholarship that focuses on historically excluded racial groups. Often, minority faculty in some way study oppressed groups. This research has often been disrespected in academia, and so even when hired, minority faculty may feel isolated within their departments. Increasing funding for research in these fields will be a tangible way in which the University can show it values such scholarship.
5. Partner with other universities, including Historically Black Colleges and Universities. If the University is serious about increasing its diversity, it must actively seek minority graduate students from other universities. Because HBCUs still educate the majority ofBlacks who pursue graduate degrees, it is essential that the University of Virginia begin to build relationships with these schools by recruiting potential graduate students who will one day become the professors and administrators we seek to hire. The University should also develop a Visiting Professors Program, in which Black professors from various universities would come teach at the University, preferably in departments that most greatly lack diversity. This would not only increase diversity on grounds, but it would also encourage scholarly collaboration across colleges and universities.
6. Refurbish the Luther P. Jackson Cultural Center. As the University seeks to increase its black faculty, it must recognize that there is more to a faculty member’s experience than just the classroom. By investing in a cultural center that will truly be a place of convergence for different groups, the University will see a vibrancy in its students that will not only help in retaining professors who may sense an unwelcoming environment at the University, but will also attract faculty members we are trying to recruit.
7. Recruitment and Retention of Black Administrators. Like when recruiting Black faculty, the University must ensure that the applicant pool is demographically representative of the national pool. In addition, administrators must have experience in diversity and inclusion – it is not acceptable to have a minority representative without a background in the job they are hired to do.
8. Measure recruitment and retention quantitatively and qualitatively. The University of Virginia must get to the heart of its faculty diversity problem. To begin doing so, theUniversity must conduct exit surveys to be revamped with the input of students and faculty to determine why they are leaving the University. The University must also collect data on minority applicants who are offered a position but do not accept, and collect data for why minority faculty we do have at the University choose to stay.

Nov 17, 2015

University of Wyoming

By #BreakthrUWYO:

Short Term:
1. We demand, individual town hall meetings be held which target specific marginalized identities and communities so all are given equal time and space to express the unique concerns they have on campus. Here these marginalized communities can present specific demands and recommendations unique to their lived experiences in a space that is safe for these marginalized identities.

2. We demand, by the end of the 2015-2016 academic year, an external and independent agency evaluate campus climate throughout the University, as well as the current retention and recruitment efforts by the University targeted towards marginalized identities. The results of this evaluation should be released to the public as soon as possible. If this effort is already underway, then the agency should be identified immediately and the results released to the public upon completion.
3. We demand, by the end of the 2015-2016 academic year the University release detailed policy initiatives to implement in the coming years to combat the campus climate issues identified through the individual town hall meetings, as well as the external and independent agency evaluation.
4. We demand, marginalized students be given more direct input in the current Presidential search and ultimate Presidential decision to insure the next President has previous experience dealing with campus climate, diversity, and inclusion issues.

Long Term:
1. We demand, a Vice President of Diversity and Inclusion position be created that will oversee all of the efforts of the University to create a safe and welcoming environment for marginalized students, as well as all retention and recruitment efforts targeted towards marginalized identities.

2. We demand, all freshmen and first year students be required to take and pass a course with a curriculum focused on social justice concepts, cultural relevancy, and cultural awareness.
3. We demand, the student code of conduct be revised to hold students accountable to hate crimes, hate speech, and sexual assault and a detailed reporting structure be developed for students to report such incidents. This reporting structure should be easily accessible to anyone who wishes to report such incidents without retaliation.
4. We demand, that more faculty and staff be hired that either represent marginalized backgrounds themselves or have specific experience working with marginalized communities. If faculty and staff do not meet these requirements, an intensive University wide training structure should be created and required in order to educate such faculty and staff on how to appropriately interact with those from marginalized backgrounds.

Nov 19, 2015

Vanderbilt University Demands

By Hidden Dores:

1. Mental Health
2. Hire additional staff at the Psychological Counseling Center, particularly those of color, to address the lengthy wait times for students as well as the disproportionate impact of mental health as students of color.
3. Hire mental health professionals within the BCC, K.C. Potter Center, ISSS, and Residential Education with discretionary funds. In times of crisis, these responsibilities often fall on untrained Residential Education staff as well as faculty.
4. Eliminate the inscription of “Confederate” on Memorial Hall as well as the plaque paying homage to the Daughters of the Confederacy.
5. Curriculum
6. Integrate issues of diversity, power, equity, and inclusion into curricula and classroom experiences across departments and disciplines.
7. Establish core curriculum requirement for every school focused on the experience of racial and ethnic minorities, and cultural competency (Peabody, Arts and Science, Engineering, Blair School, the Graduate School, the School of Nursing Divinity School, Owen School of Business, Law School) on campus taught by full faculty.
8. Ensure that the undergraduate first-year experience incorporates a curriculum that integrates issues of diversity, power, equity, and inclusion by ensuring training for VUCeptors, RAs, and other entities who have significant contact with first year students.
9. Staff
10. Increase the percentage of faculty and staff of color in Peabody, Arts and Science, Engineering, Divinity School, Owen School of Business, and Law School.
11. Develop racial competency training to be incorporated into the current new hires orientation.
12. Develop ongoing racial competency training for all faculty and staff. Maintain these training modules for all faculty and staff in order to address issues as they arise and to insure absorption and incorporation of competency tenets.
13. Include a question concerning the racial climate of the classroom in professor evaluations.
14. Hire a Chief Diversity Officer. This position should be considered a Vice Chancellor. Students across schools should participate in the interviewing and hiring decision. The officer’s responsibilities should include:
15. Developing a publicly accessible Diversity Strategic Plan.
16. Developing robust diversity initiatives for each school.

iii.     Serving as chief method of oversight and accountability for all administrative and faculty efforts toward diversity.

1. Publishing an annual progress report that includes original goals, points of success and failure, an future plans to address these points.
2. Developing research initiatives focused on measuring disparities in educational outcomes and physical and mental health.
3. Accountability
4. Develop a bias response team. Its responsibilities should include:
5. Creating a bias reporting cohort made up of trained administrators who are tasked with receiving, investigating, and correcting students’ reports of discrimination.
6. Investigating the occurrence of racial profiling and disparities in disciplinary action.

iii.     Filing a comprehensive report of discrimination-related findings that will be released to the Vanderbilt community each year.

1. Establish a Diversity Committee. Its responsibilities must include:
2. Creating a specified, strategic, timely plan of action for each semester that must be ratified by students and faculty and must address the vocalized concerns of students and faculty.
3. Having a transparent, substantial budget.

iii.     Being overseen by the Chief Diversity Officer (once appointed).

5. Policy
6. Eliminate the first bullet point in the University Policy that states: Obstruction or disruption of teaching, administration, and University procedures and activities, or other authorized activities on University premises, including programs, events, meetings, or speakers hosted by student organizations, departments, offices, or other entities.

Nov 18, 2015

Virginia Commonwealth University Demands

1. Double the number of black faculty members to 10 percent of the total number of professors by 2017
2. Have at least one of every three candidates interviewing for a faculty position be black, and create a position to make sure the policies are being implemented.
3. The creation of a cultural competency course for all students and the hiring of an ombudsman so students have someone who will relate to their experiences and concerns.
4. An increase in funding for cultural organizations and events on campus.

Nov 13, 2015

Washington University in St. Louis Demands

Full list of Demands: https://drive.google.com/file/d/0B0DO64Y5pT-0V2dSY3Y1VDI0ZDQ/view

Select Summary of Demands:

In order to improve the experience of staff, faculty, and students of color on our campuses, the university…

1. Publicly support the Quality Policing Initiative (QPI) and establish QPI compliant policies including mental health support and bias training for all WUPD officers.
2. Begin using a phone application approved by WU SSIS to allow university students, and affiliates to report incidents of police bias. In addition, WUPD put a link to a similar web application on police.wustl.edu.
3. Share information about all incidents of bias reported to the university through the BRSS, Residential Life, or other means, with a committee of students, faculty and staff appointed by the DAC and the CDI.
4. Increase enrollment of minority students by raising the population of Black students to 10%, and the population of Latina and Latino students to 10%, creating a way to measure the population of students of Middle Eastern descent.
5. Increase the diversity of faculty and administration by hiring more underrepresented faculty and administration across all disciplines. In order to facilitate the development of a more socially conscious student body, faculty, and staff, the university . . .

In order to facilitate the development of a more socially conscious student body, faculty, and staff, the university . . .

1. Engage students in the creation of the diversity course, mentioned by Provost Thorp at the MLK commemoration ceremony.
2. Revise curricula to require courses that address the social, political, economic, and history and landscape of St. Louis. H. Encourage alumni to invest in social justice oriented programs, projects, and research. Create an option for alumni to donate to this group of recipients in addition to specific programs within it.
3. Facilitate the expansion of service learning opportunities available to students by providing greater support to faculty to create these courses.
4. Join the Ban the Box movement in respect to admissions and the hiring of staff and faculty.

In order to improve the relationship between the greater St. Louis community and Washington University, the university…

1. Widen the pipeline to higher education for local K-12 students, many of whom attend schools with under-resourced college prep programs.
2. Establish two committees to ensure the ethical investment of the university endowment per the example of Yale, Stanford and others institutions.

Nov 13, 2015

Wesleyan University Demands

1. WE DEMAND EQUITY & INCLUSION.

We, members of  the student of color community (SOC), demand to be holistically included as part of Wesleyan University’s student body, to have our demands heard on campus, and to be recognized and respected as individuals, not simply as numbers to fill the institution’s diversity quota.

2. STATEMENT OF ACCOUNTABILITY.

We demand a written statement addressed to the Wesleyan Community, within 48 hours, from the President of Wesleyan University, Michael Roth, and Vice President for Equity and Inclusion/Title IX Officer, Antonio Farias, to commit to these demands by the specified deadlines via an action plan that works towards a more equitable and inclusive campus environment. This statement should highlight the administration’s inaction and lack of dedication to adequately support students of color and acknowledge the ways that the senior administrators have failed the SOC community, including but not limited to:

1. Perpetuating the vilification of students of color and their voices
2. Failing to reach out to the student of color community (Black and Brown students) when campus controversies that directly affect us occur:
3. Failing to reach out to the student of color community regarding the Argus’ article controversy
4. Perpetuating the devaluation of Black and Brown lives by failing to address the Wesleyan community and express sympathy and compassion when international tragedies occur outside of Europe.
5. January 2015, Michael Roth, sent personal emails to French students, expressing condolences, in regards to the Charlie Hebdo shooting
6. April 2015, No campus update or email of condolence was sent in response to Kenyan tragedy at Garissa University

iii. November 2015, No message of condolence was sent in response to attacks in Beirut, Lebanon

1. November 2015, Michael Roth, sent a campus update expressing solace and confirming all students in Paris study abroad program are safe in regards to the attacks in Paris
2. For transparency, we also demand the creation of a website similar to the one implemented at the University of Missouri (https://transparency.missouri.edu/) for the administration to provide updates on the progress of these initiatives and demands.
3. HIRING OF AN EQUITY ADVOCATE.

The Equity advocate will work under the Office of Student Affairs to engage with students regarding equity within the confines of race, ethnicity, class, gender, sexuality, age, religion, culture, gender-identity, and physical or mental impairment. This individual’s job description includes, but is not limited to:

1. Organizing co-curricular, intentional dialogue between students, faculty, staff, and administration regarding systemic injustices that students with marginalized identities face
2. Organizing workshops and programs to educate the larger community about privilege and identity

iii. Providing daily office hours open to all students

1. Hiring student intern(s) working with them for accountability
2. Hosting mandatory social justice workshops for administration, staff, faculty, and Public Safety officers in order to enrich their understanding of how to appropriately interact with students from marginalized backgrounds
3. Working as a resource for students to discuss and/or report their experiences of discrimination, harassment, or exclusion from administration, staff, faculty, or Public Safety officers on the grounds of race, ethnicity, class, gender, sexuality, age, religion, culture, gender-identity, and physical or mental impairment

vii. The hiring of this equity advocate should involve a board primarily composed of underrepresented students, with full transparency and disclosure throughout the hiring process.

2016. Within 48 hours: President’s Office commits to hiring the equity advocate to start in Fall, 2016.
2017. ESTABLISHMENT OF A MULTICULTURAL CENTER & A DIRECTOR OF MULTICULTURAL AFFAIRS.
2018. The Multicultural Center will exist as a non-residential space to garner community and support amongst students of color. This space would support all students who possess an interest in social programming, advocacy, education, and community engagement to expand the social awareness of current issues that affect historically marginalized students at Wesleyan. In addition, the center will provide administrative funding for multicultural programs, activities, and events proposed by students and approved by the Director.
2019. The offices of the Director of Multicultural Affairs and the Equity Advocate will be located in this center. The Center for African-American Studies (CAAS) and the University Organizing Center (UOC), though essential, are not substitutes for a Multicultural Center. The UOC exists as a student run space and CAAS is specific to African American Studies and members of the African Diaspora. The multicultural center must be provided with institutional support and additional financial resources. Furthermore, it would be the location of an archive specifically for student activism around SOC – related issues and empowerment.
2020. By January 20th, 2016: President’s office presents plan for the center including location, funding, and timeline for establishment of the multicultural center.
2021. By May 14th, 2016: University updates on the progress of the center, what work will be done during the summer, and plans for the next full academic year

iii. Fall 2018: Establishment of the Multicultural Center

4. TRACKING OF FACULTY & STAFF BIAS & MICROAGGRESSIONS.

By November 30th, 2015: Report on how student input will be integrated into the formation of an anonymous student reporting system for cases of bias, including microaggressions, perpetrated by faculty and staff.By Spring, 2016: Revision of end of semester professor evaluations to include a section dedicated for reporting classroom biases, including microaggressions, perpetrated by instructors.

Nov 18, 2015

Yale University Demands

1)  An ethnic studies distributional requirement for all Yale undergraduates and the immediate promotion of the Ethnicity, Race & Migration program to departmental status

1. The promotion of Native American Studies, Chicanx & Latinx Studies, Asian American Studies, and African Studies to program status under the ER&M department.
2. Curricula for classes that satisfy the ethnic studies distributional requirement must be designed by Yale faculty in the aforementioned areas of study

2)   Mental health professionals that are permanently established in each of the four cultural centers with discretionary funds

1. More mental health professionals of color in Yale Mental Health.

3)   An increase of two million dollars to the current annual operational budget for each cultural center.

1. Five full-time staff members in each of the cultural centers
2. Additional emergency and miscellaneous funds from the provost’s office to support the needs of first-generation, low-income, undocumented, and international students

4)   Rename Calhoun College. Name it and the two new residential colleges after people of color.

1. Abolish the title “master”
2. Build a monument designed by a Native artist on Cross Campus acknowledging that Yale University was founded on stolen indigenous land.

5)   Immediate removal of Nicholas and Erika Christakis from the positions of Master and Associate Master of Silliman College

1. The development of racial competence and respect training and accountability systems for all Yale affiliates
2. The inclusion of a question about the racial climate of the classrooms of both teaching fellows and professors in semester evaluations.
3. Bias reporting system on racial discrimination and an annual report that will be released to the Yale community.

6)   The allocation of resources to support the physical well-being of international, first-generation, low-income, and undocumented students, in these ways, at these times:

1. Stipends for food and access to residential college kitchens during breaks
2. Dental and optometry services implemented as part of the Basic Yale Health plan
3. Eight financial aid consultants who are trained to deal specifically with financial aid application processes of international and undocumented students

Nov 13, 2015