1. Addressing Graduate Student Wellness through Climate Committees
Dr. Irice Castro, University of California-Irvine/University of Southern California Genia Nizkorodov, University of California-Irvine Cortney Simmons, University of California-Irvine Dr. Jennifer Craig Welti, University of California-Irvine
Monday, March 5, Convention Center, Terrace Ballroom 3 Area 1
Jennie
1) Introduction of presenters

2. Session Roadmap
1. Learning Outcomes 2. About & Context 3. SECC Initiatives 4. Student Perspective 5. Activity: Build Your Own! 6. Q&A
Jennie
1) Brief overview of the roadmap

3. Learning Outcomes
Ability to explain the value of climate committees for persistence and well-being of graduate student populations Ability to initiate new, or modify existing climate committees
Jennie
“What we want for everyone today…”

4. About
The School of Social Ecology - Our departments and Programs - Demographics
Jennie
What is Social Ecology?
Applied research “students want to save the world”
More interdisciplinary & collaborative. Cross-department collaboration. Looking at problems from multiple viewpoints, not just one solution to larger societal problems
Do research on how higher ed defines climate. Attitudes, policy level stresses (structural issues that cause stress),

5. Jennie
- The School of Social Ecology has a larger percentage of female graduate students.
N = 5,196
N = 356

6. N – 5,196 N – 356 Jennie 72% white alone
6.5% Black or African American
1.7% American Indian and Alaskan
14.8% Asian
0.5% Hawaiian or Pacific Islander
38.9% Hispanic or Latino
N – 5,196
N – 356

7. History
1) Why it was founded 2) Composition 3) Evolving purpose of SECC, “Science to Action” - Addressing issues in real time
Why it was founded – to build community, connections, a “home,” a comfortable environment where students can learn
Purpose to bridge gap between faculty, students and staff in order to address problems or issues. Make real-time change to support our graduate student population
Social capital and social support
Climate – overall social capital & social support
Wellness – Positive intellectual & emotional development
Addressing issues in real time
All of the above to increase persistence (meaning degree completion, and giving grad students the emotional & educational tools to move through challenges).
Create a environment where grad students feel heard and can take immediate action with support. Culture of communication within Social Ecology on a level playing field.
Science into action
A taskforce of students, faculty, and staff at the University of California—Irvine established the School of Social Ecology (SE) Climate Committee. The committee was created in order to address the intellectual and emotional well-being of a diverse graduate student populating inclusive of current social and professional issues. This program will introduce and spotlight a panel of current members who will share their experiences establishing a network of support through the SE Climate Committee. The discussion will highlight the idea behind the creation of the group; the actions taken and assessment of the program; and the outcomes/recommendations for establishing a similar program at any institution.

8. Intellectual development
Initiatives -

9. Emotional development
Initiatives -
Do we want to also bring up the Bridge Grant?

10. Student Perspective- Role and Responsibilities
Student liaisons to faculty and administration
Learning about the needs of SE students
Developing strategies to address the needs and concerns of students
Key Goal: Providing student perspective
10 minutes
Cortney
1. Anonymous surveys, townhalls without administrators or faculty present, offer meetings with students, social media, meeting over coffee, taking courses with other students.
Want to help students without identifying them and without feeling singled out.
2. Developing strategies
Soundboard of the effectiveness of existing strategies– lived experiences
Develop new initiatives with student input (surveys, discussions, etc.)
Examples
Genia: Student wellness workshops
Genia: Women in academia.
3. In the room when decisions made
Concerns are shared with key decisionmakers

11. Student Perspective- Benefits
Committee Effectiveness
Perceived Student Benefits
Equal opportunity to participate in conversations
Learning about the ins/outs of campus administration
Student-driven initiatives
Staying informed
Diverse representation
10 minutes
Cortney

12. Student-driven options
Student Perspective- What can be improved
Power dynamics
 Evidence-based
Funding
Student-driven options
Meeting structure
Establishing norms
Low visibility
Event attendance
Member transition s
Student stipends
ower dynamics between students and faculty members. 
Typically a safe setting to air grievances
However, there have been times where students' concerns or ideas were met with mockery or disdain. 
As though these concerns were not legitimate or did not fall under the scope/responsibilities of the CC
Organization of meetings. 
Spend too much time re-visiting old topics. 
One meeting per quarter-- may be more helpful to meet more than once, or have better communication between members during the quarter
Visibility
Student representatives need to do more to make their roles and the Committee more visible within their department
Something I definitely did not do. 
Role does not need to be the main priority, but still should've tried more. 
Website needs some work
Possibly add an anonymous comment box to allow students to air their concerns. 
Member transitions
Committee Members at Large stay the same
Faculty members seem to change often (at least within PSB)
Student members also change
Spending too much time orienting new members to what the CC is, has already achieved, and is currently working on. 
Not dedicated to the position or the goals of the committee-- more of a CV filler or service requirement. 
Poor meeting attendance
Attendance at events
Could be improved with visibility of committee

13. Build Your Own!
1) Makeup of Committee 2) Launching the Committee 3) Collect and Analyze Data 4) Initiatives 5) Evaluation
Irice

14. Questions?
ALL

15. References
Tompkins, K. A., Brecht, K., Tucker, B., Neander, L. L., & Swift, J. K. (2016). Who matters most? The contribution of faculty, student-peers, and outside support in predicting graduate student satisfaction. Training and Education in Professional Psychology, 10(2), Stanton-Salazar, R. D. (2016). Contributions of social capital theory and social network models in advancing the connection between students’ school-based learning and community-based opportunities for pursuing interest-driven learning. Building Youth Social Capital through Connected Learning, University of California, Irvine.

16. Thank you for joining us today!
Please remember to complete your online evaluation following the conference.
See you in Los Angeles in 2019!