Tabitha Grier-Reed, associate dean for graduate education and faculty development at the College of 成人直播 and Human Development, University of Minnesota (UofM), Twin Cities, will begin Aug. 5, pending a tenure vote by UofL鈥檚 CEHD faculty and approval by the UofL Board of Trustees.

“Dr. Grier-Reed brings a wealth of experience and expertise to our institution, and I am confident that she will contribute significantly to the continued success and growth of the College of 成人直播 and Human Development,” said Provost Gerry Bradley.

A licensed psychologist, she spent 16 years in the faculty ranks at UofM in the Department of Postsecondary Teaching and Learning and most recently in the Department of Family Social Science before joining the dean鈥檚 office in 2021.

Prior to her academic career, she worked as an adviser for TRiO Student Support Services for five years. She is past president of the Minnesota Psychological Association, a fellow of the American Psychological Association and a distinguished teaching professor at UofM. With her research primarily centered in higher education, Grier-Reed鈥檚 scholarship focuses on the well-being of diverse young people, including the cultivation of spaces that promote flourishing and cultural health.听听听听

鈥淒eep alignment and noble purpose culminated in my decision to join CEHD at UofL, an environment that shares my commitment to diversity and inclusion, student success and advancing educational outcomes, especially for first-generation, Pell-eligible college students,鈥� Grier-Reed said.

She earned a PhD and master of arts in educational psychology from UofM Twin Cities Counseling and Student Personnel Psychology Program in the Department of 成人直播al Psychology. Grier-Reed also attended Tuskegee University where she earned a bachelor of science in psychology.

鈥淚 am ready to lead with agility, respect, integrity and transparency. Let鈥檚 live out our Cardinal values and create a community of care for our students, staff and faculty as we co-create the future of CEHD,鈥� Grier-Reed said.

• Included a request in the upcoming budget for increased student support services, including for our LGBTQ and other diverse groups;
• Provided key training in transgender issues for student leaders, Physical Plant employees and officers in our UofL Police Department, with future training planned for additional members of the campus community;
• Assessed and begun to make changes to our housing procedures to ensure fairness to all students.

With the ability to reach over 50,000 student-athletes across 23 sports and 109 schools, the new NIL program will give eligible student-athletes of all genders the opportunity, directly with adidas, to become paid affiliate brand ambassadors. Launching in four phases over the next 12 months, the network will begin with Historically Black Colleges and Universities (HBCUs) and Power-5 conference partners in Fall 2022, scaling across all schools by April 2023.

“At adidas, we are committed to creating change through sport and recognize the important role student-athletes play in shaping the future,” said Rupert Campbell, president of adidas North America. “Our groundbreaking NIL program advances our commitments toward building inclusivity in sport and inspires athletes to realize a more equitable world. I can’t wait to see it come to life.”

According to adidas, to illustrate the importance of a more inclusive environment for student-athletes, women’s and men’s teams at March Madness will be seen wearing t-shirts with ‘More Is Possible’ on the front and Title IX passage on the back, along with notable athlete partners who join together to support the program.听

Lee Gill, chief diversity officer and special assistant to the president for inclusive excellence at Clemson University, will join UofL as vice president for diversity, equity and inclusion on May 15.

With more than 25 years of experience in the diversity field, Gill currently is a member of the president鈥檚 leadership team at Clemson, where he is credited with building a sustainable infrastructure to incorporate diversity, equity and inclusion efforts into the campus culture and with creating programs that support and address the challenges facing women, Black and Hispanic students and the LGBTQ community.听 He created the Clemson University Men of Color National Summit, which brings together more than 2,000 students, educators, business professionals, government officials and community leaders from around the country to explore issues and share best practices to increase high school and college graduation rates.

Gill serves on a number of boards of directors, including the National Conference on Race and Ethnicity in Higher 成人直播. In 2014, he received the National Diversity Visionary Award from Insight into Diversity magazine for his significant contributions to diversity in higher education.

鈥淢r. Gill鈥檚 extensive experience in building programming and weaving diversity, equity and inclusion efforts into the fabric of the universities he has served stood out among the many qualified candidates we reviewed,鈥� said Lori Stewart Gonzalez, UofL鈥檚 interim president. 鈥淗is enthusiasm is contagious, and we are excited about the advancements our campus community will make under his leadership.鈥�

Prior to joining Clemson, Gill served for eight years as associate vice president for inclusion and equity and chief diversity officer at the University of Akron. He previously had served as chief executive officer of Stratus Group Consultants Inc., a firm providing diversity audits and training, management assessments and other services. Prior to that role, he held the position of dean of the Institute for Diversity and Leadership at Lake Michigan College in Benton Harbor, Michigan.

鈥淚 am excited at the opportunity of working with Interim President Gonzalez and the leadership team to help advance the DEI mission of this great university,鈥� Gill said. 鈥淪o many best practices, and national models are in place here at UofL along with an engaged faculty, staff and student body. I look forward to working with them and others to continue building a dynamic, inclusive campus community.鈥澨�

Gill holds a juris doctorate in law from the Chicago-Kent College of Law, Illinois Institute of Technology and bachelor of arts in political science from the University of Michigan.

He succeeds V. Faye Jones, who has served as interim senior associate vice president for diversity and equity since 2019. A tenured professor of pediatrics, Jones will continue her appointments as associate vice president for health affairs 鈥� diversity initiatives at the Health Sciences Center and vice chair of inclusive excellence in the Department of Pediatrics.

鈥淒r. Jones has served the university community well in her many roles, including as interim vice president,鈥� Gonzalez said. 鈥淲e look forward to her continuing commitment and excellent work on behalf of our students, faculty and staff. I hope the entire campus will join me in thanking her for her efforts and wishing her well.鈥�

Undergraduate student Edison Pleasants听is part of the Society of Porter Scholars and Muhammad Ali Scholar Program and said she appreciates how the new space enhances cross-cultural interactions and educational opportunities.

鈥淎s president of a student organization, we have a lot of incoming freshman trying to make connections on campus, and I always tell them to go to events held in the cultural center because they can meet lifelong friends,鈥� she said.

Students challenged university leadership to create a centralized home for the diversity centers. That challenge was met as plans included space within the new Belknap Residence Hall, which opened in August. Located on the first floor of the building, the Cultural and Equity Center provides a unified environment for the diversity centers, previously scattered throughout campus.

UofL President Neeli Bendapudi said the center represents one concrete action leading to change on campus as the university strives to become anti-racist and more inclusive and welcoming for the entire Cardinal community.

鈥淭he Cultural and Equity Center will help Cardinals build community across identities and provide programming that creates a sense of belonging 鈥� a key factor in eliminating bias and creating an appreciation for everyone because of our unique differences, rather than in spite of them,鈥� she said.

The university鈥檚 first vice provost for diversity, Mordean Taylor-Archer, was a driving force to make the center a reality. Her work continued following retirement in 2019 through the Office of Diversity and Equity, under the leadership of V. Faye Jones, interim senior associate vice president.

鈥淭he Cultural and Equity Center is not only key to graduating students who are engaged citizens prepared for a diverse and global society, but it also is crucial to ensure social justice and fairness across identities,鈥� Jones said.听

The diversity centers together help fulfill the university鈥檚 diversity, equity and inclusion strategic goals through many intentional initiatives. The efforts include unconscious bias training, coaching and mentoring, along with other services that support academic, personal and professional development for students and cultural experiences for employees.

鈥淪ince UofL is predominately a white institution, it is important that students know of resources available through this center,鈥� Pleasants said. 鈥淒iversity is essential for enhancing the college experience, and preparing students to engage with the world around them both now and in the future.鈥�

听Take a virtual tour of the Cultural and Equity Center .

Hicks was the school鈥檚 second African American student (Harold Howard had graduated the year prior), and the first African American female. After leading a successful dental practice, Hicks returned to UofL, where she serves as a role model and mentor. She shares insights about her life experiences through this Q&A.

Please describe your experience as a student at the UofL School of Dentistry.听听

The first day of school, I was not aware that I would be the only African American student. I had graduated from Indiana University at Bloomington where there was a good mix of students. It had not occurred to me that I would feel the isolation that I felt those first few weeks in dental school. I believe the experience at Fisk University, an historically Black university, where a strong sense of the strength and the abilities of Black people, together with my success at IU prepared me to thrive at ULSD in these special circumstances.

I was the first African American person with whom many of my classmates ever had a one-on-one conversation. It took two years before some of my classmates realized that I was a really good student. At the same time, I also had the respect and friendship of many of my classmates early on. We will celebrate our 45^th reunion this year. This should have happened in 2020, so it is now 46 years that we have been dentists!

What is most memorable about your time as a student at the School of Dentistry?听

The most memorable time while in school was when my husband and I welcomed our son into the world, during my junior year. I think I was the first female student to have a child while in school.

The second most memorable event was the day I learned I had the highest score on our final examination in endodontics. It was a tough exam. My classmates were upset that I set the curve so high. I was stunned. Dr. Mendel, our course director, wanted to know if I wanted him to help me get into a graduate program. I declined. I enjoyed all of dentistry and did not want to specialize. At that time, I also thought it would have been difficult for an African American endodontist to get enough referrals from the dental community to sustain a practice.

Do you consider yourself a trailblazer?

I believe my success in school may have made it a little easier for those who followed me. Some instructors initially had some reservations about how well I would do. We tried to help underclassmen who followed with tips to help them succeed with lab work, along with discussions about life. After I graduated, several students shadowed me or completed their Area Health 成人直播 Centers experience in my office.

What challenges did you face and overcome as a dentist?听

The biggest challenge when I started my practice was to educate my patients on the benefits of prevention and retention of teeth with periodontal and endodontic care. Most African American patients were accustomed to coming to the dentist when they had a tooth ache. By then, they expected, and many times needed an extraction. We used lots of aids, videos, etc., to change this mindset.

Tell us about your career in private practice.听听

I set up my practice in the Doctor鈥檚 Office Building at 250 East Liberty. It was one of the nicest medical professional buildings in the city at the time. I wanted to set a different level of expectation for my patients. Most offices had been above drug stores or other smaller locations. I stayed there for 11 years.

In those early days, sometimes patients would question if I had enough strength to ‘pull’ a tooth. We also faced some racial prejudice from both white and Black patients who did not know that I was African American before arriving to their appointment. I also learned that I was seeing as many patients for similar procedures as white practitioners, but made less money. The majority of our patients had insurance plans that compensated less than ‘fee for service’ that many white dentists were able to require.

In 1986, I purchased an office building on East Broadway. The practice had an integrated office staff and patient pool. My patients were like family. One thing about general practice that is different from a specialty practice is that you see your patients, their children and their grandchildren over the years. I miss those relationships today.

In 2004, you stepped back through the doors of the dental school to become a part-time faculty member. What inspired you to return to the school?听

I have always wanted to teach the next generation of dentists. I come from a family of educators. Our dinner conversations often involved discussions about how to help children learn. My parents were committed to making a difference in their student鈥檚 lives.听I wanted to do the same.

Talk about your role as a mentor for students of color. How do you admonish and encourage their success?听

I love to encourage and assist all students, but I have walked alongside many African American students over the years. Sometimes, we have helped them solve family-related issues, such as a need to find a babysitter. Other times, I have helped with dental projects in dental anatomy, restorative work, etc.听

I have been a mentor and encourager. I want students to know that dental school is hard, but they can meet the goals. What seems hard today, will be gone tomorrow. Faculty are here to help them succeed. Ask for help when you need it. When things are scary, feel the fear and do it anyway, you will be on the other side of the trial soon enough.

What general advice do you have for today鈥檚 dental students?听

Learn from each instructor. We may use a different technique or instrument to solve the same problem. Know that when your instructors challenge you to think about how to solve a problem, we are helping you to be independent, thoughtful clinicians. We challenge you here so that this process will be automatic when you are all on your own 鈥� think critically!

What do you hope will be your lasting legacy?听

I hope history will see me as a person of color who helped to level the field in dental education. I hope I am an example to other African American students, showing them that they, too, can face difficult situations and succeed. I hope I have helped patients with excellent dental education and care. We have not won everyone over, but many apprehensive patients have become excited or at least know what to expect when they once were apprehensive.

I hope I have influenced students to lend a hand to the next generation, to give by service through community and international missions, to know that we should continue to learn and grow for a lifetime. Have a well-rounded life, with interests outside of dentistry.

Anything else you鈥檇 like to share?听

I have a concern for the degree of depression, anxiety and fear of the ‘next step,’ that many young people are experiencing today. If you are in a dark place that you don鈥檛 seem to be able to rise above, seek medical advice. But many times, there is an attitude, a way of thinking about yourself in relation to a difficult problem that can change. It seems that often students think the solution is all totally on their shoulders, and don’t see a way out of the problem.

When I have faced difficult times, I never felt like I was all alone. I have trusted that God will be with me, guiding me, walking with me through the storm. The situation will pass. The problem may not be solved the way that I originally thought, but we will press on and succeed.

In the summer of 2020, President Neeli Bendapudi charged the to lead a taskforce in bringing forth recommendations to guide UofL in becoming a premier anti-racist metropolitan research university.

鈥淭o be an anti-racist institution, UofL cannot rest on the racial advancements of the 20^th century,鈥� Bendapudi said. 鈥淲e are facing long-held racist beliefs, action and inaction, and we aren鈥檛 shying away from the fight.鈥�

The agenda, now in the final stages of development, underscores the strategic vision of the university as a great place to learn, work and invest through celebration of the unique attributes every individual brings to the university community.

鈥淭he approach of this work focuses on evaluating policies and institutional behaviors as a means of shifting cultural values and perspectives toward greater racial equity,鈥� said V. Faye Jones, interim senior associate vice president for diversity and equity.

CARA progress

Representatives from throughout UofL鈥檚 campuses — faculty, staff, students, trainees (residents and post docs) and administration — helped develop the agenda. These five subgroups of the taskforce have carefully and thoughtfully drafted a report of six priority areas, and action steps, which are now being refined. Completion of a final plan, along with implementation is expected this year.

The six broad priority areas are:

• Culture, Policies, Practices and Procedures
• Equity in Work, Compensation, Professional Development and Reward
• Curriculum and Instruction
• Images and Communication
• Recruitment and Retention of Diverse Talent
• University and Community Relationships

This year the taskforce anticipates a report with action plans for every strategy, a data dashboard making diversity data transparent and accessible and a CARA cultural impact to improve the lived experiences of the entire Cardinal family.

Campus movement

As details of CARA are being finalized, movement to support the agenda is already in motion. Every unit throughout campus is laying groundwork to break down barriers and make changes that reflect our anti-racism goal.

For example, leadership from each of the four Health Sciences Center schools participated in a 10-week immersive executive leadership program with the Aspen Institute focused on leading institutional diversity, equity and inclusion. Not only this, but leaders at many schools and units throughout the university have set aside funding to support dedicated diversity, equity and inclusion positions at the director, assistant dean and associate dean levels.

Faculty, staff and student support is one area of growth. Through the National Center for Faculty Development and Diversity (NCFDD), faculty, staff and students can receive on-demand access to mentoring, professional development and support leading to success in the academy. Several faculty of color are being supported by their school鈥檚 dean and the to participate in NCFDD鈥檚 Faculty Success Program designed to help faculty increase research and writing productivity while maintaining a healthy work/life balance. This opportunity will provide needed resources as the faculty pursue tenure. Meanwhile, Human Resources has developed an affirmative action review process for faculty tenure and promotions, seeking to understand whether decisions made regarding tenure and/or promotion adversely impact members of certain groups.

Launched through the Office of Research and Innovation, the new 听provides mentorship, funding and other support to high-performing associate professors. The goal is to boost the national impact of the fellows鈥� scholarship, with a focus on work in diversity, inclusion and community empowerment.

Other actions, too, are helping the CARA progress, as staff and faculty have opportunities to participate in book studies and Continuing 成人直播 sessions on the topics of implicit bias, microagressions, power and privilege, health disparities and racial justice. A new Lunch and Learn series also helps welcome, mentor and retain Black faculty, with plans to extend to Hispanic and Latino faculty. Development of a faculty search document, Strategies and Tactics for Recruiting to Increase Diversity and Excellence (STRIDE) will lead to workforce change, and a new Employee Resource Group is focused on faculty and staff who identify as Asian Americans and Pacific Islanders.

The Office of Diversity and Equity, in collaboration with the Employee Success Center, also is working to better incorporate diversity and equity in university onboarding, leadership and retention programs, policies and practices. Programs and services to support employees and students experiencing racial trauma also give credence to one of UofL鈥檚 guiding principles as a Community of Care.

A new Undergraduate Student Success Taskforce, coordinated through the Office of Diversity and Equity, aims to make it easier for underrepresented, underfunded and first generation students to have an equal opportunity for achievement. The group will work to improve information sharing, communication and collaboration across units; identify gaps in services, student performance and experience; and develop creative ways to eliminate barriers and build student success. The taskforce will have a plan in place this fall.

A course for first-year students taught by student success center staff also is being revised in time for the new academic year to more intentionally thread themes of diversity, equity and inclusion throughout the curriculum. All GEN 100 instructors will be trained on what it means to be an anti-racist institution and tie the work of CARA to first year students鈥� experience as they join the university community.

And advancement is working to raise funds for student financial support aimed at racial equity. The School of Nursing鈥檚 Breonna Taylor Memorial Scholarship and the J.B. Speed School of Engineering鈥檚 diversity education scholarship through are two examples.

New committees and groups

The Student Government Association recently created a diversity and inclusion committee, the Staff Senate created a and new recognized student organizations have launched this year, including the Black Graduate Student Association (BGSA).

Jason Deakings helped lead the effort in bringing together the BGSA. As a CODRE student representative, he鈥檚 also helping shape CARA. Deakings worked on a committee to explore anti-racism initiatives at other universities, and had the opportunity to listen to both graduate and undergraduate student ideas and concerns related to the agenda.

鈥淚nclusiveness is of paramount importance for students,鈥� Deakings said. 鈥淓ven as new RSOs have been created, we are working toward unification and progressing inclusivity.鈥�

Inclusiveness and belonging are key, says Jones.

鈥淲e听must ensure equity in all of our practices and policies听that are inclusive of our multiple identities,鈥� she said.

As the world begins to recover from the devastating effects of the recent global COVID-19 pandemic, we maintain our commitment to providing education that is fair, just and true, and leads toward an end of the devastating effects of the long-term racial pandemic.

This year鈥檚 Top 4 SGA leaders, elected in March for the 2021-22 academic year, are going to have one extra (and exciting) challenge: Re-establishing the vibrant on-campus experience that colleges thrive on and COVID-19 tried to erase.

The Top 4 leaders 鈥� student body president, executive vice president and two vice presidents (one for academics and one for service) 鈥� lead the university鈥檚 student government network across eight schools and colleges.

Here鈥檚 what they had to say about the upcoming school year.

Ugonna Okorie, student body president听

Okorie, a senior majoring in public health and healthcare management, said she is confident UofL students will be able to 鈥渘avigate through the uncertainty.鈥澨�

鈥淚 don’t think we’ll ever go back to exactly how things were in 2019 (and earlier), but instead, we鈥檒l take the lessons learned in 2020 and apply those lessons in 2021 and years to come,鈥� she said. 鈥淏ut what does that look like in practice? As a community, are we ready for this change? I think navigating through the uncertainty that lies ahead for us will be a challenge, but a challenge I know we will be able to overcome.鈥�

Okorie said one of her goals is to help SGA work with the university鈥檚 diversity and equity units to help further UofL鈥檚 anti-racism efforts and ensure all students feel their voices are heard.

One thing she can鈥檛 wait for? The annual International Fashion Show. The student-led event was held in January 2021, but without a live audience. 鈥淚 am always in awe of their theme and how they incorporate it in the celebration of cultures here at UofL.鈥澨�

Sydney Finley, executive vice president

Finley, a junior English and political science major, said she predicts the return to in-person learning and programming will be 鈥渁 major adjustment for some students and staff.鈥�

SGA鈥檚 job will be to make sure students feel 鈥渟upported during this time,鈥� she said.

For Finley personally, she said she isn鈥檛 sure what to expect because most of her college experience so far has been shaped by the pandemic.

鈥淏eing a commuter student who has only taken distance education courses for the past couple of semesters, I look forward to being on campus more often and being able to see my friends in person rather than through a screen,鈥� she said.听

She is hoping to incorporate more social service activities in student government while also focusing on diversity, equity and inclusion initiatives.

In addition to the International Fashion Show, Finley said she is looking forward to attending talks by featured speakers on campus.

Alexa Meza, academic vice president

Meza is a senior political science major who said she will focus on preparing students to make a smooth transition back to campus and in-person classes.

鈥淲e can’t expect all students to be able to go back to normal after the past year and a half we’ve had,鈥� she said. 鈥淚 plan to advocate for student needs when it comes to course delivery, academic spaces on campus, and academic resources students can utilize in a post-pandemic environment.鈥�

She added that 鈥渁sking students to return to how life and college was before the pandemic is unrealistic,鈥� and noted the Top 4 will advocate for understanding, compassion and flexibility from administration and faculty.

Meza said it is hard to remember how life on campus was before the pandemic.

鈥淚 was halfway through my sophomore year and a completely different person at the time. Now I’m thinking about graduation and grad school,鈥� she said.

What is she looking forward to the most?听

鈥淚 think just being in the company of others,鈥� she said, 鈥渨hether they be your friends or complete strangers. 鈥� Being in the classroom, on-campus concerts and events, and sporting events are all things we took for granted, so for upperclassmen, I imagine it’ll feel like we’re freshmen all over again!鈥�

Eli Cooper, services vice president

Cooper is a senior who is working on an individual major in social change and also a major in political science.听

He said some of his first initiatives for the new academic year will be 鈥渁dvocating for gender-inclusive dorms and space on campus, developing a policy prioritizing gender-neutral restrooms in new constructions, and laying the groundwork for more inclusive dining policies.鈥�

He noted the transition from online learning to in-person engagement is going to create opportunities along with the challenges. The Top 4, he said, will have to prioritize its goals.

鈥淚鈥檓 excited for the potential that this year brings, but I know that the pandemic and the things we have had to do to adapt to a virtual world are taxing in ways that we have yet to identify,鈥� he said. 鈥淚n addition, parsing out the adaptations that are useful post-pandemic versus those that negatively impact our university will be an interesting struggle as we move into the upcoming year.鈥�

Cooper said virtual life has left him missing 鈥渢he little moments of socialization that you are able to have when sitting in the library, grabbing food in the SAC, or walking between classes. I never really realized how much of a positive impact that waving to a friend or distracting yourself from a paper for a 5-minute conversation could have on your day. I鈥檓 excited for a lot of the things that next year could hold but I think I鈥檓 most excited for these little moments that can really make your day great.鈥�

The new Ascending Star Fellowship provides mentorship, funding and other support to high-performing associate professors. The goal is to boost the national impact of the fellows鈥� scholarship, with a heavy focus on work in diversity, inclusion and community empowerment.

The UofL Office of Research and Innovation launched the program this year and partnered with the to select the inaugural class, which includes:

• Cheri Levinson, director of the Eating Anxiety Treatment (EAT) Laboratory within the Department of Psychological and Brain Sciences and founder of the Louisville Center for Eating Disorders;听
• Brandon McCormack, director of undergraduate studies in the Department of Pan-African Studies with a joint appointment in Comparative Humanities; and
• Kaila Story, Audre Lorde endowed chair in race, gender, class and sexuality studies with joint faculty appointments in Departments of Pan-African Studies and Women鈥檚, Gender and Sexuality Studies.听

Levinson鈥檚 work focuses on diagnosing, understanding and treating eating disorders and anxiety disorders. McCormack鈥檚 focus is on the intersections of Black religion and cultural studies, including the hip-hop generation. And lastly, Story鈥檚 work focuses on the intersections of race and sexuality, with special attention to Black feminism, Black lesbians and Black queer identity.

鈥淭hese fellows are already stars 鈥� their outstanding work speaks for itself,鈥� said M. Cynthia Logsdon, the Office of Research and Innovation’s director of research academic programs, who leads the fellowship program. 鈥淲ith this support, we want to help them shine even brighter, advancing their scholarship, magnifying their national recognition and extending the impact of their work.鈥�

In addition to other supports, the and UofL鈥檚 , aimed at improving equity for female STEM faculty, will provide educational and enrichment activities geared toward advancement of diverse communities and populations. 听

To be considered for the program, faculty must be associate professor rank, must be nominated by their unit and must show a “consistent record of scholarship with the passion and desire to achieve greater national recognition.”