DIVERSITY, EQUITY &  INCLUSION INITIATIVE  ATTACHMENTE    FLORIDA  UNIVERSITY  FAMU Diversity & Inclusion Initiative  Welcome and Introductions  Joyce A. Ingram  Associate Vice President and Chief HR & Diversity Officer    FLORIDA  UNIVERSITY  FAMU Diversity & Inclusion Initiative  Dr. Larry Robinson University President    FLORIDA  UNIVERSITY  FAMU isfilly committed to diversity and  inchusion  FAMU has always embraced diversity and inclusion as it relates to understanding and valuing differences; as well as leveraging the differences and similarities ofall of our University constituents and key stakeholders for the greater good of our University. We will be celebrating 132 years of Excellence with Caring this year. What - Ido know to be true is that it took everyone working together to get us where we are today, and it will take everyone working together to get us to where we need to be.  LARRY ROBINSON, Ph.D. University President  Florida Agricultural and Mechanical University    FLORIDA  UNIVERSITY  FAMU Diversity & Inclusion Initiative  Dr. Maurice Edington  Provost and Vice President for  Academic Affairs    FLORIDA  UNIVERSITY  FAMUisalb committed to diversity and  inclusion  Statement on D&from Provost Edington  MAURICE EDINGTON, Ph.D.  Provost and Vice President for Academic Affairs Florida Agricultural and Mechanical University    FLORIDA  UNIVERSITY  FAMU Diversity & Inclusion Initiative  Introduction  Organizational Champions, Co-Champions  And Council Members  Ms. Sandi M. Smith Anderson Director, Human Resources    FLORIDA  UNIVERSITY  FAMU Diversity & Inclusion Initiative  Organizational Champion for Faculty, Staff and Student  Engagement  Dr. William Hudson, Jr., Vice President for Student Affairs  Co-Champion for Faculty, Staff and Student Engagement Dr. Valencia E. Matthews, Dean, College of Social Sciences, Arts and  Humanities  Subcommittee Members Dr. Charmane Caldwell Dr. Maurice Holder Ms. Joyce A. Ingram, J.D. Mr. DavidJackson, III  Subcommittee Members Ms. Antoneia Roe, Esq. Ms. Sandi M. Smith Anderson Dr. Felicia Williams    FLORIDA  UNIVERSITY  FAMU Diversity & Inclusion Initiative  Organizational Champion for Organizational Development  and Training  Ms. Linda Barge-Miles, Esq., Chief of Staff  Co-Champion for Organizational Development and  Training  Dr. Genyne Henry Boston, Associate Provost for Faculty Affairs and Academic  Initiatives/Chief of Staff Subcommittee Members Ms. Shanna Barber Ms. Carrie Gavin Dr.] DavidJackson, Jr. Dr. Mark Palazesi Ms. Phyllis Watson    FLORIDA  UNIVERSITY  FAMU Diversity & Inclusion Initiative  Organizational Champion for Recruitment, Development Dr. Maurice Edington, Provost and Vice President for Academic Affairs Co-Champion for Recruitment, Development and  and Retention (Faculty, Staff & Students)  Retention (Faculty, Staff & Students)  Dr. Carl Goodman, Associate Provost for Academic Affairs and Student  Services  Subcommittee Members Ms. Terrisa Brown Dr. Atira Charles Dr. Mark Palazesi Mr. Leroy Pernell,J.D.  Subcommittee Members Mr. Craig Mitchell Dr. Lekan Latinwo Dr. Mark Weatherspoon  10    FLORIDA  UNIVERSITY  FAMU Diversity & Inclusion Initiative  Organizational Champion for Community & Global  Engagement  Dr. Shawnta Friday-Stroud, Vice President for Deyelopment/Dean, School of  Business & Industry  Co-Champion for Community & Global Engagement Dr. William Hyndman III, Assistant Vice President of International  Education & Development Subcommittee Members Ms. Carmen Cummings Dr. Fran T. Close Ms. Barbara Cohen-Pippen Ms. Miranda Levy  Subcommittee Members Mr. David L. Liburd, Jr. Ms. Nicola Perry  Ms. Sandi M. Smith Anderson  11    FLORIDA  UNIVERSITY  FAMU Diversity & Inclusion Initiative  Organizational Champion for Communications Ms. Kathy Times, Executive Director, Office of Communication  Co-Champion for Communications  Dr. Michelle Ferrier, Dean, School ofJournalism & Graphic  Communication  Subcommittee Members Dr. John Eason Ms. Evelyn George Ms. Kendra Greene Ms. Miranda Levy  Ms. Sandi M. Smith Anderson  12    FLORIDA  UNIVERSITY  FAMU Diversity & Inclusion Initiative  Organizational Champion for Policy & Program  Development  Dr. Wanda Ford, Vice President for Finance and Administration/Chiet Financial Officer  Co-Champion for Policy & Program Development Ms. Shira Thomas, Esq., Interim Vice President ofLegal Affairs  Subcommittee Members Ms. Rica Calhoun, Esq. Ms. Joyce A. Ingram, J.D. Mr. Sameer Kapileshawari  Subcommittee Members Ms. Nicola Perry Ms. Tanya Tatum Dr. Dhyana Ziegler  13    FLORIDA  UNIVERSITY  FAMU Diversity & Inclusion Initiative  Organizational Champion for Measurement & Reporting Ms. Beverly, Barrington, Vice President for Strategic Planning, Analysis and  Institutional Effectiveness  Co-Champion for Measurement & Reporting  Dr. Charles Weatherford, Interim Vice President for Research/Interim  Director, Title III Programs Subcommittee Members Ms. Lakeisha Brooks Dr. Fred Gainous Mr. Ron Henry II Dr. Lewis Johnson Dr. Mark Palazesi Dr. Melanie L. Wicinski  14    FLORIDA  UNIVERSITY  FAMU Diversity & Inclusion Initiative  D&lin Higher Education..  Evolving D&I on the HBCU Campus:  Beginning the Conversation  Dr. Atira Charles, Assistant Professor of Management  and QEP Faculty Liaison Florida A&M University School of Business and Industry  15    FLORIDA  UNIVERSITY  FAMU Diversity & Inclusion Initiative  Overview of Diversity and Inclusion  Joyce A. Ingram  Associate Vice President and Chief HR & Diversity Officer  16    FLORIDA  UNIVERSITY  So Wbat 15 Diversity and Inclusion?  FAMU HARAMBE FESTI RSVVINE NTVMT TC CIMWUNIA SLKAy0R.33.9 CASCADESPARK:  15FV E    FLORIDA  UNIVERSITY  So What 1s Diversity and Inchusion?  HBCU PRUTULES AFRICAN-AMBRID BACO 1 nst  FAMU  .  DIVERSE ISSUES  18    FLORIDA  UNIVERSITY  FAMU Diversity & Inclusion Initiative  Diversity and Inclusion: Strategic Alignment Office of Vice President for Strategic Planning, Analysis and Institutional Effectiveness  University Strategic Plan "FAMU Rising" was approved by BOT.  Mission: FAMU is an 1890 land-grant institution dedicated to...FAMU embraces persons of all races, ethnic origins and nationalities as life-long members of the university community. Vision: FAMU will be recognized as a premier land-grant, doctoral-research university that  produces globally competitive graduates.  Core Values: Scholarship, Excellence, Openness, Fiscal Responsibility, Accountability, Collaboration, Diversity, Service, Fairness, Courage, Integrity, Respect, Collegiality, Freedom, Ethics and Shared University Strategic Priorities 1,2and 5: Exceptional Student Experience, Excellent and Renowned  Governance.  Faculty and First-Class Business Infrastructure.  Source: FAMUFORWARDOnine newsletter  19    FLORIDA  UNIVERSITY  FAMU Diversity & Inclusion Initiative  Diversity and Inclusion (D&I) Framework Diversity & Inclusion Executive Summary  Hired Assistant Director, Diversity & Inclusion - February Developed a culture survey timeline for implementation  2016  Benchmarked other Universities Diversity  mitiatives/Programs  Diversity & Inclusion Structure with Seven (7) Key  Focus Areas  University Champion - University President Organizational Champions - Provost, VPs &  Directors  Solicitation for Council Members Sample D &IA Action Plan  20    Diversity Wheel  Education  Political Belief  Work Experience  Age  Race / Ethnicity  Gender Identity or Expression  Family  Appearance  Mental /) Physical Ability  Gender  Sexual Orientation  Organizational Role  Religion  National Origin  Language and Communication Skills  Income  21  Resource: John Hopkins University of Medicine    FLORIDA  UNIVERSITY  FAMU Diversity & Inclusion Initiative  Diversity and Inclusion Structure  Champion University President  Organizational Champions Provost, VPs, Directors Council Faculty, Staff, Students HR Faclitators/liaisons Chief HR Officer and HR Leadership Team  22    FLORIDA  UNIVERSITY  FAMU Diversity & Inclusion Initiative  Diversity and Inclusion Council Seven (7) Key Focus Areas  Faculty, Students, Staff Engagement  Organizational Development and1 Training  Recruitment, Development and Retention  Communications  Community: and Global Engagement  Policy and Program Development  Measurement: and Reporting  General Diversity and Inclusion Initiatives Strategic Plan Culture Survey HR Projects: D&iwebsite Training  23    FLORIDA  UNIVERSITY  FAMU Diversity & Inclusion Initiative  Diversity and Inclusion Cameos  Mr. Craig Mitchell Ms. Miranda Levy Dr. Melanie Wicinski Dr. Maurice Holder Ms. Joyce Ingram  24    FLORIDA  UNIVERSITY  FAMU Diversity & Inclusion Initiative  FAMU United Way Campaign January 28 - February 11  Katrina Rolle President/CEO Molly Lord  Vice President of Research Development  United Way of the Big Bend (UWBB)  25    United Way  United Way of the Big Bend  A New  Direction  Florida A & M University January 23, 2019    MEET  United Way JaledWlayeftheBigBend, N BB.ORG    EMPLOYED  CONSTIRAINED,  INCOME LIMITED. ASSET  ALICE  Wha  Who  2017 UPDATE  COLORADO. COMMECTICVT. MANNI, CAUFOANAC IDANO. ILINOIS. MASSACHUSETIS INOLANA IOMA,  ISALICE  AIASHAA MABANA FLORIDA DELARBRE. FLORIDA  LOUISIALA MANE. MARYLAND. MONTAUL NEBRASIS KANSIS. KENTUCKE MINESOTA MISSISSIPPI. IERSEY. MISSOURL. NEW MEXICO. NEW YORK MICHISAN. NEVADR NEW MAMPSHRE. MORDID DAKDTA. NEW OHIO. ORAIONA ORECON. 1EAESSE. ONHSTUEREAN TEXAS. UTAN. NORTKCIRCINCT ISLANO. SOUTI SOUTH WEST DAKOTA VIRGINA VISCONSIN. WOMING RHODE VIREINIA.  VERIONT,) STUDY EIE. ADVOGATEN VOLTER. lorida UnitedWay  HARDSHIP LIVE UNITED  OF FINANCIAL  United Way UntadWayatheliglend UWBB.ORG    Asset  Limited  Income  Constrained  Employed -  United Way UnlsdWaydfihetigiend UWBB.ORG    Needs are Complex and Interconnected  Households cannot  50% afford basic needs  NUMBER OF ALICE AND POVERTY LEVEL HOUSEHOLDS HAS STEADILY INCREASED  Increase in households  123% below the ALICE Threshold  Big Bend Counties are higher than 50%  5/8  30 Proprietary& Confidential    How Many Households are Struggling in Leon County? Population: 286,272  Number of Households: 109,209 H Households Below ALICE Threshold: 44,759  59%  Above ALICE Threshold  19%  ALICE Poverty  22%  United Way V UniedWaydftheigBend UWBB.ORG    How Many Households are Struggling in Leon County? Population: 286,272 I Number of Households: 109,209 H Households Below ALICE Threshold: 44,759  100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%  120,000 100,000 80,000 60,000 40,000 20,000  107,428  108,439  108,915  109,209  44,759 Households or 41%  55% 21% 24% 2010  61% 18% 21% 2012  59% 19% 22% 2015  68% 15% 17% 2007  United Way Uniadwayatthetigbend UWBB.ORG  Poverty - ALICE Above AT- :0 TotalHH    Whois Struggling? % Below ALICE Threshold by Race/Ethnicity (2015)  59%  60% 50%  51%  LEON COUNTY 109,209 HH-419 AT AT HH Under 65- -40,000 ATI HH Over 65-30,000  40% 35% 30% 20% 10% 0%  32%  24%  United Way UntadWaydflheBigsend UWBB.ORG  Asian  Black  Hispanic White Seniors    ALICE Housholds sin Leon County  100% 90% 80% 70% 60% 90% 50% 40% 30% 20% 10% 0% Married  15,092  16,000 14,000 12,000 10,000 8,000 6,000 4,000 2,000 0  22% 39% 7,498.  26%  38%  39% Single Female- Headed  36% 1,126. Single Male- Headed  United VA Way UhidwayettheBiglend UWBB.ORG  Poverty HALICE Above AT TotalHH    Overview  Announcing a bold new strategic plan designed to build on UWBB's 75 years of service leadership and prepare UWBB to serve effectively in the years ahead  United Way  ENHANCED STRATEGY  OUTCOMES FOCUSED  United Way of the Big Bend  0%  1187 COMMUNITY PRIORITIES  RESEARCH BASED  Proprietary& Confdential    Identifying Community Needs  @    ALICE REPORT  COMMUNITYIMPACT COMMITTEE  SUBJECTMATTER EXPERTS  UWBB LISTENING SESSION  COMMUNITY HEALTH ASSESSMENT  TMHPLANNING SESSION  Proprietary& Confidential    Economic EmpowermentThrough Workforce Enablement for Those at or Below The ALICE Threshold (Asset Limited. Income Constrained. Employed.)  GOALS  ACCESS  STABILITY  DEVELOPMENT  Housing Increase accesst to Increase families dependable housing, sustainable affordable, and quality utilities, and safe and local neighborhoods.  Early Learning access tos steady, child care and education. (toir include Elementary)  Safety Net Aging Workforce Provide consistent Equip workers with safety net services ther resources tol be during times of financially stable for financial stress.  Skills Development Promote educational attainment and develop necessary: skills tor meet future employment needs and secure self-sustaining. jobs.  retirement. (toir includer relief)  OUTCOMES  37 Popietaya.Conidential    Strategic Change  Old Model Rigorous Review Involved Community  New Model  Rigorous Review Involved Community Clear Strategy and Focus Defined Outcomes, Measures Outcomes Focused Funding Invest in Community Priorities  Undefined Strategy and Focus Inconsistent Outcomes, Measures Broad Funding Model Invest in Agency Priorities  Proprietary& Confidential    Understanding the Impact  Change  Enhance Performance Accountability Measures Create Competitive Grants Process  AGENCY IMPACT  Allocate Based on Focused Community Priorities  This is a major transformation which builds on our history and prepares us to lead for the future  Move to Outcome Designations  39 Popietaya.Confdential    Change is Hard and We Can't Do it Alone  CALL FOR SUPPORT  p3  ENERGYAND EXPERTISE  ADVOCACY AND SUPPORT  COMMUNITY INVESTMENT  Proprietarya Confdential    Katrina D. Rolle, President/CEO UNITED WAY OF THE BIG BEND Office 850-414-0855 Katrina@uwDD.org  United Way United WayoftheB BigE Bend  Proprietary& Confidential    FLORIDA  UNIVERSITY  FAMU Diversity & Inclusion Initiative  Subcommittee Resources/Tools  Dr. Mark Palazesi, Director, Human Resources/  Ms. Shanna Barber, Assistant Director, Human Resources  Culture Survey Results Benchmark data Training  Resources: HR Staff  42    FLORIDA  UNIVERSITY  FAMU Diversity & Inclusion Initiative  6) Ongoing development & implementation of the framework  Next Steps:  ACTION PIAN  4) Develop Strategies to address Strategy culture opportunittes/gaps through plan or methal goal  the Key Focus Areas  nieve  5) Develop Subcommittee action plans by April 2019  Seven (7) Key Focus/ Areas Faculty, Students and Staff Engagement; Organizational Development and1 Training; Recruitment, Development & Retention; Community and Global Engagement; Communications; Policy and Program Development; Measurement: and Reporting  3) Share Survey results with University Leadership/D&  Council  2) Conduct Culture Survey  1) Create a University-wide Diversity & Inclusion Council/D&I quarterly meetings  43    FLORIDA  UNIVERSITY  FAMU Diversity & Inclusion Initiative  Closing Remarks  Joyce A. Ingram  Office of Human Resources  44    FLORIDA  UNIVERSITY  FAMU is fully committed to diversity and  inclsive excellence  Ouro culture is fueled by our diversity; Strengthened by inclusion; Upheld by tradition; Propelled byi nnogton.od.reseoreh: Infused with courage; and  Sustained by our willingness to own our mistakes as we learn from them and move forward...  We own our success, because it generates excitement; We pursue our destiny because it is where we are meant to be; Wej fulfill our purpose because. society demands it.... We want youj for all you have to offer; We want you to want us because ofwhat we have to offer...  An affordable, high quality education; the opportunity to engage in deliberate research; teaching and, noble We will make you a better you and will provide you with a direct path to life-long success beyond the boundaries  service.  ofo our locations and into the global communities...  Why.....  Because we are Florida Agricultural and Mechanical University....  Because we are FAMU! JOYCE A. INGRAM  Associate Vice President and Chief HR and Diversity Officer, Florida Agricultural and Mechanical University    FLORIDA  UNIVERSITY  FAMU Diversity & Inclusion Initiative  YAQHANYELAV TASHAKKUR ATU MATIA  TINGKI  GRACIASI THANK E EKHMET  SHUKURIA "Itan RvO GOZAIMASHITA  EFCHARISTO sWIR; a M  OU  BOLZIN MERCI    TRAINING MODULES  PROVIDED BY  ORGANIZATIONAL DEVELOPMENT AND  TRAINING  ATTACHMENT  F    Training Modules provided byt the Office of Human Resources through Organizational, Development &  Training Training Catalog:  Set forth below are training modules offered by Human Resources through Organizational Development  &T Training that pertaining to diversity, equity, andi inclusion.  Academic Advisement 9.0 Online progress report and transcript. Academic Advisement Report 9.0 Online  Enables yout to set up andi track the requirements and rules that as student must satisfy to complete a degree or other objective. The core function of Academic Advisement is the ability to generate a degree  This course is the supplemental training to Academic Advisement which provides the training for users to understand the navigation and the ability pull the required reports to display in ar report format the student's progress toward graduation. It indicates whether the student has completed allt the  requirements needed for graduation. Active Listening Online  Cany you think of a recent problem that happened at work or at home that was caused by miscommunication? It happens to most of us every day. Luckily, active listening techniques can help you send and receive clear messages, build relationships, and develop deeper ,connections with others. Americans with Disabilities Act Offline Americans with Disabilities Act (ADA) course addresses the major provisions of the Americans with Disabilities Act (ADA). The guiding principles of compliance with Federal guidelines. The course includes discussions regarding strategies for analyzing and determining essential job functions and providing reasonable accommodations as required by ADAI Hiring and  utilizing the skills ofe employees who qualify under ADA guidelines.  Anti-Hazing Offline  Anti-Hazing Regulation 2.028 Florida Agricultural and Mechanical University strictly prohibits any students(s), group(s) of student's organization(s) affiliated with the University from engaging in any sign(s) of hazing activities. The university has zero tolerance for violation of any provisions of the Anti-  hazing Regulation 2.028. Building Better Teams Online  Whether thet focus is on: service, quality, cost, value, speed, efficiency, performance, or other similar goals, teams are the central methodology of most organizations int the private, non-profit, and government sectors. Making efforts to understand the complexities of group development and trust is  essential for the success ofy your entire organization.    Bullying in the Workplace Online  Bullying can be difficuit toi identify and address, and it costs. Research has shown that bullying is four times more prevalent than other types of harassment. The total financial cost to Ameriçan corporations alone is estimated to bei int the billions of dollars each year. Can you afford these costs? With an anti-  bullying culture int the workplace, people and their organizations benefit.  Business Ethics for the Office Online  What exactly makes a decision ethical? The problem with ethics is that what may seem morally right (or ethical) to one person may seem appalling to another. There is no easy way to solve every ethical decision you will have to make as a manager. However, there are ways you can define your ethical framework to make solving those ethical dilemmas easier. Int this course, we will review some tools that you can use when you're faced with an ethical decision. As well, we discuss techniques to use sO you don't get stuck in an ethical quandary. The case studies in this course have been included so that you can  practice making decisions in as safe environment. Campus Community General 9.0 Online  This course is an overview course for Campus Community for users that need view only capability to assist students and their respective departments; however, that are not official Academic Advisors. This course is an overview course for Campus Community for users that need view only capability to assist students and their respective departments; however, that are not official Academic Advisors. This is used to manage class, student, and advisee related activities within iRattler applications. Change Management: Change and How to Deal With It Online Change within al business organization can cause real problems, especially if youf face resistance from: some employees. Knowledge of change management techniques can make a difference for those employees adapting to change. Coaching and Mentoring Online Coaching and mentoring are important competencies ina any organization. A: successful coach and mentor can help others improve their performance and grow their skills, thereby freeing up more of their own time to work on their own personal development. It'sav win-  Campus Community Inquiry 9.0 Online  Campus Solutions Faculty Self Services 9.0 Online  win situation!  Conflict Resolution Dealing with Difficult People Online  To prevent conflicts due to difficult people, organizations can take aj proactive approach toi improving communications and empowering business relationships. Understanding conflict resolution techniques is  essential for the growth and development ofy your organization.  Conflict Resolution  Getting Along in the Workplace Online Conflict is ar nomlal pati of our lives, and it's not all bad! Conflict offers us the opportunity to understand one another better, reach better solutions, and grow as people.    CRM: Anl Introduction to Customer Relationship Management Online  CRM programs are ways for companies to gauge how well they are doing at providing a particular service or the quality of their products. Organizations that implement CRM programs do so because thei impact  toi their bottom line is immediately measurable.  Customer: Service Training: Managing Customer Service Online  The relationships that businesses build with their internal and external customers are essential for success. To remain competitive in anyi industry, employees need to be able to provide excellent customer service. As well, teams need to bel led bya a manager who promotes and embodies customer service. The purpose of this course is how to communicate and assist customers, students, and co-workers in resolving concerns andi issues to gain commitment, respect, and trust within al healthy environment. Understand and leverage opportunities for F AMU to become future customers, students, and Delegation: The Art of Delegating Effectively Online Learning abouti the delegation procèss allows managers and supervisors to successfully: assign tasks to their employees. Making efforts to effectively communicate the responsibilities and expectations ofa a delegated project is essential for success. Disability Awareness Online Working with People with Disabilities. Int this self-paced, web-based course, you willl learn how to encourage diversity in your workplace, conduct fair interviews, resist the urge to label, and make your workplace more accessible byi improving access and removing barriers. You'll also learn about some of the legal obligations of cooperation between employers, unions, and employees, the dutyt to accommodate, and diversity and disability awareness communication essentials.  Customer Services Loyalty and Retention Offline  employees University of choice.  Diversity" Training: Celebrating Diversity in the Workplace Offline  Our gender, our sexual orientation, our religion, our ethnic background, our disabilities, and all the other things that make an individual unique come together to form our identities. Managers of successful organizations have embraced the differences that exist between every employee. Celebrating diversity  has become an essential ingredient of business management.  Effective Communication Offline  This class is designed to define what communication is and what the negative influences are that hinder effective communication. What are thet five effective communication steps and explain what they are. Also allow the participants to investigate how they communicate and is it effective.  Emotional Intelligence Online  Ap positive, constructive, team-oriented work environment is a major contributor to al highly effective workplace. One of the ways to create this work environment is to have an emotionally intelligent workforce. By providing emotional intelligence training, al business can help its employees develop communication skills, andi form productive relationships and can improve their health and well-being.    TRAINING PROVIDED BY EQUAL OPPORTUNITY  PROGRAMS AND TITLE IX  OFFICE  ATTACHMENT  G    FLORIDA A&M UNIVERSITY OFFICE OF EQUAL OPPORTUNITY PROGRAMS 2020-2021 TRAINING PROGRAMS  Date ofTraining  Type ofTraining & Presenters Identity/Number of Participants  July 7, 2020 @ 10:30 am July 7, 2020 (11 am) July 13, 2021 1:30 pm August 3, 2020 (5 pm) August 10, 2020 (11 am -5 pm)  Title IX and Title VII training Presenter: Terence Davis Title IX training Presenter: Carrie Gavin Title IX and Title VII training Presenter: Terence Davis College ofLaw (Title IX training) Presenter: Carrie Gavin and Training Presenter: Carrie Gavin Presenter: Carrie Gavin Training on Title IX and Title VII Presenter: Carrie Gavin Training on Title IX and Title VII Presenter: Carrie Gavin  Supervisor Boot Camp  First-Year Sexual Assault Awareness  Program Academic Advisors COLs students  Akerman Title IX Regulations - Guidance EOP staff in attendance  August 11, 2020 (10:15 a.m. - 10:45 am) Faculty and StattPre-Planning Conference Virtual (faculty and staff)  August 12, 2020 (10:30 am - 12:30 pm) RA Training on Title IX and Title VII  Resident Assistants (virtual) New Student Orientation Football Team and staff  August 17, 2020 (6:30 pm - 7:30 pm) August 23, 2020 (7 pm = 9 pm)  virtual  August 25, 2020 (12 pm = 2 pm) virtual Webinar: COVID-19 Accommodations Carrie Gavin & Sylvia Barge were in  attendance Seminar  September 8, 2020 (6 pm-7 pm) virtual Training on Title IX  First-Year Sexual Assault Awareness Interpersonal Violence Panel Discussion (National Campus Safety Awareness  Presenter: Carrie Gavin Panelist: Carrie Gavin  September 10, 2020 (6 pm - 7 pm) virtual Title IX Presentation and Title VII  Month)  1    Date of Training  Type ofT Training & Presenters Identity/Number of] Participants  September 14, 2020 (1 pm - 2:15 pm)  Webinar: NACUA Title IX Coordinator EOP staffattended  virtual  Training - Class One Presenter: Carrie Gavin Presenter: Carrie Gavin Presenter: Carrie Gavin Presenter: Carrie Gavin Gavin was a panelist Training Class Two Training Class Three Presenter: Carrie Gavin Presenter: Terence Davis Search Committee Training  September 17, 2020 (2 pm = 4 pm) virtual Search Committee Training September 17, 2020 (6 pm - 8 pm) virtual Title IX Training  SJGC  Sponsored by Student Government "We Stand By You"  September 21,2020 (2 pm - 3pm)  Search Committee Training (Title VII) ITp position for COPPS  September 25, 2020 (11:30 am) virtual Search Committee Training (Title VII) Administrative Assistant to Knight Chair  September 29, 2020 (2 pm - 3 pm) September 30, 2020 (4 pm - 5:15 pm) October 14, 2020 (4 pm - 5:15 pm)  Interpersonal Violence Panel Discussion Students Webinar: NACUA Title IX Coordinator EOP staff attended Webinar: NACUA Title IX Coordinator EOP staff attended  October 19, 2020 (11 am - 12 pm) virtual Search Committee Training (Title VII) Risk Officer  October 21, 2020 (9 am - 11 am) virtual Supervisory Boot Camp  Supervisors Dean for SJGC  October 22, 2020 (2 pm) virtual  October 22, 2020 (3pm 4 pm) virtual Webinar: NACUA Title IX Coordinator EOP staffi in attendance  Q&A  October 23, 2020 (12 pm) October 28, 2020 (Ipm) November 2, 2020 (4 pm) November 9, 2020 (1 pm = 4 pm)  Search Committee Training (Title VII) Graphic Design Webinar: Title IX Coordinator- Class Four EOP staffi in attendance Search Committee Training (Title VII) Allied Health Sciences  Presenter: Terence Davis  Presenter: Carrie Gavin Clery Training hosted by Clery Center  Coordinator for Academic Services Carrie Gavin attended  virtual  2    Date of Training  Type ofTraining & Presenters Identity/Number of Participants  November 11, 2020 (1:30 pm 4 pm) November 13, 2020 (1:30 pm - 4 pm) November 16, 2020 (1:30 pm - 4 pm) November 18, 2020 (1 pm -2:15 pm) November 18, 2020 (1:30 pm - 4 pm) November 19, 2020 (12 pm = 4 pm) November 20, 2020 (12 pm - 4 pm) December 2, 2020 (1 pm - 2:15 pm) January 13, ,2021 (9 am - 1 pm) January 14, 2021 (3 pm - 4 pm) January 26, 2021 (6 pm = 7 pm)  Clery Training Clery Training Clery Training Training - Class Five Clery Training Tony Porter's"A Call to Men"  Carrie Gavin attended Carrie Gavin attended Carrie Gavin attended  Webinar: NACUA Title IX Coordinator EOP staff attended  Carrie Gavin attended Carrie Gavin attended  Tony Porter's"A Call to Men" Part two Carrie Gavin attended NACUA Title IX Coordinator Training = EOP staffattended  Class Six  Title IX Training by Kirsten Doolittle Presenter: Carrie Gavin Title IX training Presenter: Carrie Gavin  Carrie Gavin attended plus 65 managers  Search Committee Training (Title VII) Ansley Simmons, Chair  First-Year Sexual Misconduct Seminar FAMU/FSU College of Engineering FAMU/FSU College of Engineering  February 5, 2021 (10:30 am-12 pm) virtual Title IX training February 12, 2021 (1:30 pm - 3p pm) virtual Title IX training  Presenters: C. Gavin/Amber Wagner Presneters: C. Gavin/Amber Wagner Presenter: Carrie Gavin Athletics' Sexual Assault presentation Presenters: Gavin, Roe, Tatum, Ceaser, Department Cronic & Herring Search Committee Training (Title VII) Biological Sciences Presenter: Carrie Gavin Management Seminar (Gavin one ofpresenters) Title IX Presenter: Carrie Gavin  (faculty and staff) (faculty and staff)  March 5, 2021 (9 am) virtual March 30, 2021 (6:30 pm - 9:00 pm)  Search Committee Training (Title VII) Architecture (two vacancies)  Mandatory Training for Athletic  April 2, 2021 (3:30 pm) April 7, 2021 (all day) April 13, 2021 (1 pm)  University Managers  Search Committee Training (Title VII) Psychology Search  3    Date of Training-.  Type of Training & Presenters Identity/Number of Participants  April 23, 2021 (2 pm) April 30, 2021 (1 pm) May 3, 2021 (4 pm) May 4, 2021 (6 pm - 8 pm) May 7, 2021 (in-person) May 18, 2021 (4 pm) June 15, 2021 June 16, 2021  Webinar: Talking BITS Presenter: Carrie Gavin LSH Diversity Training Title IX and Title VII training Presenter: Carrie Gavin Title IX Presentation Presenter: Courtney McHenry Title IX Presentation Presenter: Courtney McHenry Title IX Presentation Presenter: Courtney McHenry Title IX Presentation Presenter: Courtney McHenry Presenter: Courtney McHenry Title IX Presentation Presenter: Courtney McHenry  Carrie Gavin participated  Search Committee Training (Title VII) School of the Environment Search Committee Training (Title VII) Emergency Management postion  Carrie Gavin attended (virtual) Summer RA training Grand Ballroom Transfer Orientation Lee Hall Auditorium New Student Orientation Lee Hall Auditorium New Student Orientation (255+ students) BLPerry New Student Orientation 105 students plus parents New Student Orientation 105 students Transfer Student Orientation Lee Hall Auditorium  Title IX and Consensual Relationships Todd Middleton contact  June 17, 2021 (six sessions) 3 pm - 6 pm June 23, 2021  June 24, 2021 (six sessions) 3 pm = 6 pm Title IX Presentation  June 29, 2021  4    FAMU-FSU COLLEGE OF  ENGINEERING  1) DIVERSITY &  INCLUSION PLAN  2) ANNUAL  RESEARCH REPORT  3) SELECTED  PORTIONS OF JOINT  COLLEGE OF ENGINEERING AUDIT REPORT  ATTACHMENT  H    FAMU-FSU College of Engineering Diversity Plan p1  FAMU-FSU College of Engineering Diversity and Inclusion Plan  April 22nd2019  Mission oft the FAMU-FSU College of Engineering:  The mission oft the College of Engineering is to provide an innovative academic program of excellence at both the undergraduate and graduate levels, judged by the highest standards in the field andi recognized by national peers; to attract and graduate a greater number of minorities and women. in professional engineering, engineering teaching and research; andt to attain. national and international recognition oft the College through the educational and research We are a unique college of engineering as a partnership between two universities with overlapping but distinct missions. Our students enroll and graduate from either of our partner universities but their engineering education is delivered byj joint faculty in shared courses with uniform standards. The Florida Agricultural and Mechanical University is one of the nation's leading public Historically Black Colleges and Universities (HBCU), being amongst the very topi few producers of bachelor's degrees to African Americans and one oft the nation's leaders in improving the social mobility of its graduates. Floridal State University is one of Florida's most highly ranked research-based universities, andi recently ranked 18th of all public universities ini the nation by US News and World Report. Asa consequence oft the partnership our) joint college is amongst thet topi five producers of Engineering PhD's1 to African Americans and more than any other top-ranked engineering school our undergraduate population reflects the racial and We are therefore in a unique position to contribute to the nation's engineering diversity and traina all our students to flourish in an inclusive environment, but we are not yet all that we can be. This plan identifies our commitment toi improve in diversity and inclusion, and the goals and tools we will uset to do: sO overt the next five years. Within fivey years we also plan to export the successes of our partnership to other institutions that may be interested in morei integrated partnering, and: SO widen the positive While we have a student population diversity that may bet the envy of other institutions, we have not yet reached thei fullyi inclusive environment that we desire for our students. For example, studentsi from lower socio- economic backgrounds are not as academically successful as others. This can be due tol lack of preparation, financial and/or parental support, ori institutional inadequacies all of which can mask talent and potential. Some students feel barriers to inclusion depending on their race, ethnic identity, gender and: school of origin. Our student body's gender diversity currently exceeds the national average but is not yet at! 50%. And our faculty does not reflect the diversity of our students, especially in gender. We wishi to remove anyl barriers that our diverse faculty may feel regarding promotion and tenure.' We wish to learn howi inclusion influences positively thel learning and professional development outcomes of our diverse: students and of our faculty ands staff. The value of diversity in learning has been recognized". Based on better understanding of our situation we wish to take steps to enhance: the outcomes from our educational model within our unique cohort, and pass any! lessons on to others.  achievements and the professional service of its faculty and students.  ethnic diversity oft the US population.  impact from our grand experiment.  1"Thel Difference", Scott E. Page, Princeton University Press (2007)    FAMU-FSU College of Engineering Diversity Plan p2  Organization  The primary responsibility fori improving diversity andi inclusion at the joint college liesi int the handsof the dean (and associate deans), department chairs, search committee members, faculty and staff. We believe firmly that accountability must lie in the normal management "chain" of the college- - dean/chairs/faculty. The current dean has experience changing safety culture inal large organization that he directed, and the widespread recognition that only management responsibility and accountability leads to real changes. Safety officers provide critical assessment, support and advice, but cannot offseta a lack of management responsibility*. Thati is because accountability and responsibility cannot be: separated. However, we have set upa a support structure to provide resources andi implement the policies oft the college in diversity andi inclusion. The Associate Dean for Faculty Affairs is assigned with management of diversity andi inclusion programming that relates toi faculty and staff. This person has oversight fori faculty recruiting, mentoring, promotion and tenure processes in the college. He/she also works with the Assistant Dean for Administration on staff diversity andi inclusion. The Associate Dean for Student Services and Undergraduate Affairs oversees the Director for Student Success who develops and manages retention programming aimed at student success for under-represented groups, and the College Recruitment Coordinator who works to recruit ande expand our diverse population. At the graduate level the Graduate Program Director, int the Office oft the Associate Dean for Research and Graduate Education, oversees recruitment and retention programming for graduate students andis supported bya a team of people including a Title II coordinator who manages our component of FAMU's support of graduate education for under-represented. minorities. Both universities provide us with extensive resources for faculty development, mentoring, and student success. Adiversity committee, including faculty, staff and student representatives, is beinge established to guide development of policies, review our progress and assess the climate at the joint college. The initial goals and metrics that we willl be following are identified int this plan, together with our current programming. Our current diversity at the undergraduate level includes, as of 2019, 20% African American and 19% Hispanic students, reflecting the largest minority groups ini the US population in a way not found anywhere else in doctoral-granting engineering education. Our gender diversity (fraction off female students) is at 28%i inz 2019 and has been steadily climbing. We hope to reach! 50% in teny years. Wea also exhibit extensive economic diversity duet tot the different populations and entrance requirements ofour two partner universities. Major challenges in achieving diversity and inclusion goals for our  Undergraduate Diversity and Inclusion  undergraduates are:  a) Student success is not uniform over our racial/ethnic and economic groups. We must address this aggressively int the coming years. Using models from other universities, and tools from professional societies such as the National Society for Black Engineers and others, we have developed programming that begins to address these issues, and so have seen improvements in the last two years. We must continue to develop programs and learn the most promising practices, for example expanding our summer bridge and living learning community programs, and extending programming into the second year. Wea also recognize the importance of financial support for conomtaly.chalenged students, tutoring resources and intrusive advising.  2Seei for example the Department of Energy's Integrated: Safety Management system: htps/Aww.enerR.RoVeel-mangement.ism    FAMU-FSU College of Engineering Diversity Plan p3  b) One toolt toi improve our student success isas strategy beinge employed by FAMU more generally toi increase their graduation and retention metrics. We are: seeking to encourage FTIC applicants who do not have adequate preparation to enroll in a community college andi transfer into the joint college when they have met the math and science criteria. In recent years we have noth had al large number of transfer students (<5% of our enrollment) but we are developing articulation agreements with several community colleges and plan to increase our transfer student enroliment at FAMU to 20% within! 5y years. In parallel we will aim to be more selective with incoming FTIC students and support all those we recruit through retention programming C) We are not satisfied at our gender balance of 28% female, even though it is substantially above the national average. Wel have seen no evidence for retention issues that are gender-dependent at thel bachelor's! level, which is encouraging, sO we: are working hard to recruit more aggressively for female students at both our partner universities. Onei factor that we believe will be essential to sustain this growth int female population is hiring more female faculty (see later). d) Because of our unique partnership, iti is important for us to maintain the balance of students institutionally. Even when of thes same race, there is a difference int the preparation and economic security of our students who entert through the two universities. Iti is important to preserve the opportunity- - larger numbers ofs students may enter FAMU with lower incoming scores than could do so at FSU or at other highly-ranked universities. FAMU was recently listed as the #3 of all universities int the US to improve the social mobility of its graduates. Ini thatv way our partner institutions are complementary, and we are a unique place where these two important missions coexist in one integrated college. We believe that we are a model for howt to implement change while preserving the unique capabilities of thet twoi institutions. Ini itselft this aim will be our "gold" contribution to the national diversity and inclusion picture in engineering education. Iti is therefore crucial that we: sustain at true partnership and ensure a balance of FAMU and FSU students. Based on the overall size ofthet two institutions we feel that al balance of25% FAMU to 75% FSU students should be our goal. Buti it is also important to notet that equalizing student success on the FAMU: side would alone lead to a majori increase ofthe graduating student numbers to approach this goal, even' without further recruiting. Increasing the percentage of FAMU graduates isal high priority, combining student success and enroliment e) Last, but by no means least, we are committed to providing at truly inclusive education for our uniquely diverse population of students. The ability to have majority and minority studentswork together in teams, for example on senior design, offers students a unique opportunity to bridge cultural boundaries and tapi into the creativity of diverse teams. Employers willy value theses skills, and we believe anecdotally from our alumni that we are providing these todayt to all our students. However, we need to prove this by collaborating with academics in education, sociology, business and other disciplines to assess the current state of our model and practices. We must work to remove. any barriers that exist today, and identify promising practices that could be more effective. We are in fact an experimental platform to uniquely understand how an inclusive education ina al US context could be delivered, and we plan to do so more intentionally. int the coming three years we willi invite experts to come in and evaluate our environment, develop and implement the best practices to maximize the positive outcomes. We will seek collaborative funding from government and foundations to assess and improve our  beginning with our summer bridge program.  improvements.    FAMU-FSU College of Engineering Diversity Plan p4  model. One oft thet first things we will doi isi identify some metrics that we can use for assessment f) While we have an enviable undergraduate student population diversity as a result of our partnership, we are lacking in certain ethnic groups, in particular Asians andl Pacific Islandersand Native Americans. We aim to recruit at the! Seminole tribe in Florida, and attract al larger share of Florida's relatively small Asian population to attend, and seek out-of-state students from  and tracking of this aspect.  these populations. Graduate Diversity and Inclusion  We are in a unique position ast the most highly-research intensive college int the nation that is associated with an HBCU, to graduate. African-American engineering PhD's, and thus fill the veryl limited pipeline for African-American: faculty membersi int the US. We have been intentionally recruiting and increasing our numbers, andi in 2018 we were #4 int the nation forp producing African-American engineering PhD's. One ofour strengths is that our faculty comprises ar relatively high percentage of African-Americans: and these faculty share thes same expectations for research productivity that is common to graduate engineering schools, and not typical in HBCU's. Asar result we have a unique environment with role models to support African American graduate student success. We are committed to increasing the fraction of African Americans on our facultyt to reflect our population of undergraduates. Through increased staffing and partnerships with other Historically-Black undergraduate universities, such as Bethune Cookman, we have ramped up our recruiting efforts for under-represented minority PhD  students,.  Faculty Diversity and Inclusion  Att thei faculty level we have some things to be proud of especially our relatively high percentage of African-American faculty. We are not satisfied witht this number however, and are keen to increasei it because of our unique relationship with FAMU, one oft the nation's leading producers of African American BS degrees. However, we are: seriously underrepresented with regard to Hispanic faculty (4), and ouri faculty gender demographic (15%) is welll below that of ours students. Addressing the lattertwo issuesi is ay very high priority for us. Wel began search committee awareness and training last year using the STRIDE model from NSF's ADVANCE program, and have tapped into resources from FSU andi invited Applied Theatre players to provide training to search committees. Best practices that we are implementing include the use ofrubrics, the requirement for a diversity plan from all searches, anda broad advertising/recruiting plan. Thel Dean was a former Advance Grant P.I. ata previous institution, and brings some of the experience fromi this program to our recruiting. We will take advantage oft the NSFI INCLUDES EDGE program and other resources to add to our tools, but have already seen an increase int thei fraction oft females hired ini thel last two years (exceeding 30%). Florida! State University has developed a' "future faculty" postdoc program that we will take advantage of. We have also established an mentoring network for our new faculty, and will provide them with monthly opportunities to hear from other faculty and mentoring experts. We will also develop a comparable mentoring program for Ours staff are an important component oft the college, and iti is important that we paya attention to diversity and inclusion within staff and in the relationships between staff and faculty/students. Weh have  our mid-career faculty. Staff Diversity and Inclusion  begun awareness training this year to address this issue.    FAMU-FSU College of Engineering Tracking/Assessment Metrics for Diversity and Inclusion  FAMU-FSU Engineering Metrics 2016 2017 2018 2019 2020 2021 2022  Number of African American PhD Number oft female PhD graduates Percentage of female BS graduates Number of Hispanic PhD graduates Number of Hispanic BS graduates Second year retention rate at FAMU Sixy year graduation rate at FAMU Percentage of female faculty Percentage of female faculty in annual hiring cohort Percentage of under-represented minority faculty (not including gender) Percentage of tenure-line faculty from FAMU as engineers  2 1 5 2 4 6 8 50 60 80 1 5 7 6 9 12 15 7% 8% 10% 1 0 0 1 2 3 4 47 71 63 75 80 89 100  graduates  Number of African American BS graduates 49 62 56 28 Percentage of BS graduates from FAMU 6% 9% 9% 6%  22% 24% 21% 23% 24% 25% 27% N/A N/A N/A 79% 83% 85% 87% N/A N/A N/A 40% 43% 46% 50% N/A N/A N/A 15% 17% 20% 22% N/A N/A N/A 30% 50% 60% 60% N/A N/A N/A 13% 15% 17% 19% 26% 27% 27% 26% 26% 26% 26%  Number of FTIC: students entering FAMU N/A 209 233 300 330 360 390  Number of female PhD cand. enrolled Number of Hispanic PhD cand. enrolled 4 Number of transfer students in engineering at FAMU Percentage of female BS enrollment Percentage of staff who are African Percentage of staff who are female Percentage of staff who are Hispanic Number of Joint Appointments with FAMU or FSU colleges outside engineering  43 42 45 51 6 5 3 N/A 12 14 15  54 57 60 6 9 12 48 53 58 30 50 70  Number of FAMU PhD: students enrolled 26 30 32 44  26% 25% 26% 28% 29% 31% 33% N/A N/A N/A 23% 25% 25% 25% N/A N/A N/A 58% 58% 58% 58%  Percentage of BS enrollment from FAMU 15% 15% 15% 17% 19% 21% 23%  American  N/A N/A N/A 3% N/A N/A N/A 1  5% 3  7% 9% 5 7    FLORIDA A&M UNIVERSITY  FLORIDA STATE UNIVERSITY  FAMU DIVISION OF AUDIT  FSU OFFICE GENERAL OF INSPECTOR SERVICES  STUDENT ENROLLMENT  Almost all SUS engineering schools, including the Joint College, have seen student enrollment fluctuate up or down an average of less than 100 students in the past five years. The exception is the University of Central Florida which has seen a 1,600-student increase in enrollment over the same period. Joint College total enrollment was essentially flat from Undergraduate Enrollment: A study of the Joint College was performed by the Collaborative Braintrust Consulting Firm, and a report (Braintrust Consulting Study) was published on January 12, 2015. Since the Braintrust Consulting Study was published, total undergraduate enrollment is down 1.5 percent (33 students) as of fall 2020. An increase in FAMU enrollment is attributed to the Joint College's recruitment efforts which focused on minority enrollment, with significant attention given to HBCU and state college system  2014 to 2020.  transfer students. Joint College.  The table below illustrates the change in undergraduate enrollment by each university at the  Joint College Undergraduate Enrollment Year 2014 2020 Difference Percent Change  FSU 1,951 1,880 FAMU 312  -71 +38  3.6% 12.2%  350  Post Graduate Enrollment: During the same period of 2014 to 2020, post graduate enrollment at the Joint College increased from 324 students to 374, a 15.4% increase. The increases in post graduate enrollment was a contributing factor in the Joint College's ranking increase in U.S. News and World Report of Engineering Graduate Programs from 111th to 102nd and now 98th over the past three years. An aggressive. Joint College recruiting campaign for post graduate students has shown impressive results, with a one-year increase of 48 students (12.8%) from 2019 to 2020: for both universities combined. The following table illustrates the change in post graduate enrolment by each university at  the Joint College.  FAMUI Division ofAudit & FSU Office of1 Inspector General Services  FAMU-FSU College of Engineering Audit  Page7of99    FLORIDA A&M UNIVERSITY  FLORIDA STATE UNIVERSITY  FAMU DIVISION OF AUDIT  FSU OFFICE GENERAL OF INSPECTOR SERVICES  Joint College Post Graduate Enrollment Year 2014 2020 Difference Percent Change  FSU FAMU 28  296  308 66  +12 +38  4.1% 135.7%  Recruitment Efforts: Aggressive recruiting campaigns for undergraduate minorities and post graduate students have shown impressive results, as demonstrated in the tables above.  The recruitment campaigns include the following areas:  Recruitment Tours FAMU IGNITE Marketing of Uniqueness  Living Learning Community  Scholarships Fellowships Research Awards  TCC2FSU Diversity Campaigns  Joint College recruitment efforts could be further improved with stability ini the recruitment position, enhanced resources for student recruitment for additional recruitment visits, and additional scholarship funding to compete for high-performing minority students. Joint College Growth: The Joint College will not meet its full potential without additional operational and capital investments targeted at strategic growth. In support of this direction, the) Joint College has proffered legislative budget requests to grow the) Joint College ini terms of both degree production and infrastructure. Strategic growth of the Joint College would support both institutions, the SUS, and the state. Growth would further the mission and aspirations of1 both institutions; support the SUS goal for producing graduates in programs of strategic emphasis; enhance the contributions of the Joint College to Florida's high-tech economy; and enhance the pipeline of graduates for Florida's high-demand, high-wage jobs  in civil, industrial, mechanical, and electrical engineering.  Department of Economic Opportunity, Bureau of Workforce! Statistics and Economic Research, Quarterly Census of  Employment and Wages 2019-2027 Statewide and Regional Projections.  FAMUI Division ofAudit &. FSU Office of1 Inspector General Services  FAMU-FSU College of Engineering Audit  Page 8 of99    FLORIDA ARM UNIVERSITY  FLORIDA STATE UNIVERSITY GENERAL SERVICES  FSU OFFICE OF INSPECTOR  FAMU DIVISION OF AUDIT  RECOMMENDATIONS  1. We recommend the Dean work with FAMU and FSU to secure additional scholarship funding to support recruitment and enrollment goals. 2. The Dean should: fill the vacant Recruiting Coordinator position to continue to advance the recruiting initiatives put in place over the past three years. 3. The Dean should work with FAMU and FSU tol leverage the increases in the college rankings for the. Joint College, as published in the u.s. News and World. Report, in an effort to recruit high-achieving students and solicit corporate funding for  scholarships.  FAMUI Division of Audit 8 FSU Ofice of1 Inspector General Services  FAMU-FSU College of Engineering Audit  Page 9 of99    FLORIDA ARM UNIVERSITY DIVISION  FLORIDA STATE UNIVERSITY OFFICE OF INSPECTOR  FAMU  OF AUDIT  FSU GENERAL SERVICES  GRADUATION RATES AND OUTCOMES  Graduation Rates  In 2018, the Florida Legislature changed the first time in college (FTIC) graduation rate metric in the SUSI Performance Based Funding system from six-year graduation rates to four-year graduation rates as its standard for awarding points. The table below illustrates thel FTIC four-year graduation rates by university for engineering students enrolled in the Joint College and by university for the overall student population enrolled in all majors:  Joint College FTIC Four-Year Graduation Rates  FAMU  FSU  Joint College 3.6% 18.2% 16.4%  University 22.5% 27.7% 34.6%  Joint College 42.8% 46.6% 47.1%  University 71.5% 69.5% 74.0%  2018 2019 2020  The above table highlights two issues related to disparities in graduation rates within the  Joint College:  Graduating rates for engineering students within both universities are below their While FAMU's graduation rates: for students are significantly lower than those of] FSU students, FAMU graduation rates have improved over thel last few years.  respective university's overall graduation rates; and  In response to inquiries, Dean Gibson provided insights into why the disparities existed. In regards to the low graduation rates for the Joint College compared to their respective university graduation rate, Dean Gibson, indicated four-year graduation is not realistic for engineering majors due to the "intensity and progressive: nature of the curriculum." Internships, which are seen as ani integral part of engineering education, also increases the time needed to graduate. Dean Gibson pointed to the five-year graduation rate as a better measure for engineering students. The FTIC) Joint College five-year graduation rate in 2020 was: more than double the four-year rate for FAMU and nearly double for FSU (38.0% for  FAMU and 80.4% for FSU).  In regards to the disparity in graduation rates between FAMU and FSU students within the Joint College, Dean Gibson explained the gap was linked to incoming FAMU students who  FAMUI Division of4 Audit &. FSU Office of1 Inspector General Services  FAMU-FSU College of Engineering Audit  Page 10of99    FLORIDA A&M UNIVERSITY DIVISION  FLORIDA STATE UNIVERSITY OFFICE OF INSPECTOR  FAMU  OF AUDIT  FSU GENERAL SERVICES  are less prepared academically and who must also deal with economic fragility. Retention and graduation rates for FAMU: have increased the past two years through additional programs to include improved summer bridge programs and retention programing. However, funds are: needed toi increase these programs and offer scholarships to allow students to: focus more on school and less time on working outside of school.  Outcomes  Employment opportunities continue tol be strong for all majors offered by the Joint College and particularly strong for certain majors. For example, the Florida Department of Economic Opportunity (DEO) released data indicating that Civil, Industrial, Mechanical, and Electrical Engineering majors will offer strong job potential in Florida through 2027. However, based on the same job data from DEO, we: noted that if the SUS continues to produce 300 to 400 Chemical Engineering graduates a year, there will be a surplus of graduates for the number of jobs available to them within Florida. This dynamic could force Chemical Engineering graduates to seek employment outside of] Florida or pursue graduate school.  RECOMMENDATIONS:  1. We: recommend the Dean continue efforts to address the causal factors for variations in graduation rates between the two universities. These efforts should continue to address academic readiness and provide need-based financial support. 2. Toi increase graduation rates, the Dean should consider enhancing and expanding the summer bridge program, as well as retention and advising programs. 3. We recommend the Dean and JCMC continue to monitor job demand and consider this information in regard to recruiting, advising, and evaluating degree and  program offerings.  FAMUI Division of4 Audit &1 FSU Office of1 Inspector General Services  FAMU-FSU College of Engineering Audit  Page 11 of99    2020-21 Annual  ESEARCH  REPORT  Engineering FAMU-FSU    New RIDER Center.  Engineering building B  Forward  Center for Advanced Power Systems  momentum  AME Center  ro-Propulaion Mechatronic a Enerpy (AME) ICAAF 2003  4  High-Performance Materials Institute    Despite challenges from COVID-19, FAMU-FSU Engineering continues  DEAN'S MESSAGE  its forward momentum  nr many ways, despite the challenges of COVID, this! has been av very good year for thel FAMU-FSU College of Engineering, IInp particular we: are delighted to see our substantial rise in the national US News and World Report rankings. These represent progress in the metrics, see page 8-9, but also increasing recognition for our unique partnered model andi itsi impact. We are now. ranked the #2 doctoral-granting undergraduate engineering school in Florida, including all public and private schools. While we: admire thes scale andi impact oft the one engineering institution in the state that ranks above us, we note thaty we compare well with themi inp per faculty metrics, but are one third their size. Our smaller and very diverse environment: is quite attractive for students. When asked int the elevator about our major research initiatives, Isay: hypersonics, powers systems, nanomaterials and sustainability/ resilience. You will: sees some new results from thesei in this short report, with ai focus onj junior faculty, but can findi many more in We have taken over management of] FSU's Aero-propulsion, Mechatronics and Energy (AME) research center this) year, and Iam especially proud of our newest center inl Resilience: and Disaster Recovery (RIDER), led by civile engineering faculty member Eren Ozguven. Inl Florida and beyond, disaster recovery has become a majori issue, andi it needs a highlyi interdisciplinary approach. We are especially focusing oni improving resilience for under-served communities. We are working notj just on hurricane disasters, but also on wildfires. The hallmark oft the center is to bring social science, science and engineering together to understand disaster response, with an: aim toi increase community resilience. The research includes everything from big data analysis to waste disposal. One of our recent senior design projects addresseda community need for emperature-controled, medication: challenges ahead." The residue oft the COVID pandemic is likely tol bel budget cuts att the state level that will challenge our growth plans in the short term. Nonetheless, there have been learning experiences in terms ofi improved remote learning; and organizational resilience which will position us better to capitalize on the normal times when they return. WhenIf firstj joined the college as dean four years ago, my focus was on positioning us as an equal and partnered institution.) I believe that our joint identity has helped us gain recognition. The growing recognition ofe endemic social injustice in our country inspires us to uset the unique diversity of our partnered school as a platform for change. Now ist the time tof focus on thei inside and strive to remove barriers to equal opportunity: ands support for our students, faculty ands staff. Wea are not there yet, for certain. We in the college have started a major program that we calll Lets Start Here toi improve diversity, equity andi inclusion at the college. To follow our progress please visit our Let's Start Here web page.  the research news on our website.  J. Murray Gibson Dean, FAMU-FSU Engineering  GRADUATE ENGINEERING +21spots over3years  TOP40 AMONG PUBLIC UNIVERSITIES BEST UNDERGRADUATE ENGINEERING PROGRAMS WITH DOCTORATE 2021  storage  without electric power. There are  Greater than 40% increase in research expenditures three years  over last  PERI FACULTY MEMBER: $270K- external award expenditures PhD: students-3  FAMU-FSU COLLEGE OF ENGINEERING 11    2 I 2020 ANNUALI RESEARCH REPORT    Measuring the oandemic's impact on local solid waste management facilities AMU-FSU College of Engineering researchers are studying thei impact oft the COVID-19 pandemic on municipals solid waste management. systems with the help ofal Rapid Response Research grant from the National Science Foundation. They are: also hoping to catalogue the debris that may be reusable for "There has been al lack of understanding of! how the COVID-19 pandemic affects our waste: management industry," Assistant Professor of Civil) Engineering Juyeong Chois said. Choi and fellow researcher, Professor of Civil Engineering Tarek Abichou, wille examine waste management system-related challenges in the pandemic environment: across several states. They plan to produce ani informational database that allows development ofa more proactive, resilient approach for future pandemics. "To date, most pandemic-related: studies have focused on the virus' impact on public health systems," Choi said. "Despite the importance of waste management: systems, therei isal limited understanding of! how a pandemic might impact them." One oft the problems researchers are trying toi identify isl how different waste management. systems adapt to the challenges posed "People working from their homes to prevent the spread oft the coronavirus are generating more residential waste than normal," Choi said. "We want tol knowl how different facilities are adapting Ther researchers are looking at several municipal solid waste management systems throughout Florida, California and New York toi identify and characterize a broad range of waste management challenges faced by different stakeholders and municipalities. They want to understand: adaptive measures that facilities take to adequately operate and hope to develop recommendations. for best management practices during a pandemic. The pandemic has caused people to generate more residential waste than normal. We want to know how different  COVID RESEARCH  sustainability goals.  by the pandemic. tot this situation."  Juyeong Choi, assistant professor of civile engineering, wona al NSF RAPID grant to conduct research ont they pandemic's impact ons solid Manyi items, such as reusable shopping bags andl laminated restaurant menus, are being replaced by disposable versions in an effort tol limit transmission oft the virus through product handling. Additionally, ani increase in package delivery results in more cardboard trash, when compared to purchasingt thes same itemsi ina Much ofthe waste contains high latent value recyclable material like plastic and cardboard. Choil hopes one oft the outcomes oft the making it possible toj promote sustainable options. He was recently funded by NSF to establish the Sustainable Material Management Extreme Event Reconnaissance (SUMMEER) organization to study sustainable management of disaster materials and looks at the pandemic as another type ofe extreme event. "The RAPID grant project will: serve: asa a stepping stone tol help my research team better understand waste management-related issues," Choi said." "Wel hopea a broader impact of this study will be to minimize the impact oft the pandemic by: accommodating the increased volume ofv waste through sustainable options like Choi and Abichou received $152,000 chrough thel NSF RAPID grant program to conduct this research. The one-year grant! began in  waste.  brick and mortar location.  facilities are: adapting to this situation." project might! bet to minimize the environmental impact of waste by  -J. CHOI, CIMIL ENGINEERING ASSISTANT PROFESSOR  "While people are generating more residential waste, the capacity oft these waste-management facilities are being constrained by thei increasing number of unavailable workers due tos self- quarantining," Chois said." "Travel bans have isolated these facilities, and we hope toi identify andt track! how different systems successfully Other effects of the pandemic on solid waste also contribute to the problem, including additional medical wastes: over 149 million Covid-19 tests have been conducted in the U.S. alone, and experts estimate that billions of disposable masks! have! been sold worldwide.  adapt tot these challenges."  recycling." May 2020.  FAMU-FSU COLLEGE OF ENGINEERING I3    Sealedan  delivered  "We believet that the new proposed drug-loaded biomedical adhesives can be used to treat diseases and cancers that need the delivery of small molecule drugs. Because the drug can stay in as specific area ori internal organ, many side effects can be prevented. -H. CHUNG, BIOMEDICAL ENGINERINGASSISTANT: PROFESSOR  4 2020 ANNUAL RESEARCH REPORT    Researchers land grant for new wet tissue bioadhesive that delivers  BIOMED RESEARCH  drugs and a reliable seal  iomedical adhesives are: ani important new! biomaterial, which stably bindt two tissue surfaces tot replace and enhance surgical suturing. Ther new: adhesives are needed! because existing! biomedical adhesives have significant limitations like poor wet adhesion and complex application methods." There are: alsos safety concerns regarding some oft the materials that are used. Researchers ine engineering and medicine recently proposed biomedical adhesives designed to overcome these problems with bottlebrush polymer architectures that are biodegradable. The multifunctional biomaterial can deliver antibiotics and anticancer drugs toa a localized area oft thei internal organ. Thet team was recently funded by thel National Science Foundation tof further test "We are hoping this could reduce high mortality rates associated with difficults surgeries such asi intestinal anastomosis," said Choogon Lee, associate professor of the FSU College ofMedicine Anastomosis usually involves as surgical connection between tubular structures such as blood vessels or intestines. Whena section oft thei intestine is removed, the remaining ends usually are sewn or stapled together. Bacterial infections can contribute to anastomotic leakage and delay wound healing. Ho Yong Chung, an: assistant professor of chemical and biomedical engineering, is the principal investigator on the study, whichi is a collaboration between the FAMU-FSU College of Engineering and the FSU College of! Medicine. Chung's group oversees the development of drug-loadable, fully degradable bio-adhesives for internal organs, while] Lees groupi is testing the biomedical effectiveness and toxicity oft the bio-adhesives. Inp preliminary work, these adhesives have shown drug delivery capabilities andi improved biocompatibility and: are superior to other The proposed drug-loaded biomedical adhesive willj prevent physical leakage from the site: and deliver antibiotics to control the bacteria population near the surgery site. In: addition, localized anticancer drug delivery to prevent cancer reoccurrence can be beneficial after cancerous: anastomosis surgery.  the technology.  and one oft the project researchers.  (LtoF R): Hoyong Chung, Wade Douglas, Choogonl Lee, and  Minkyu Kim.  Bottlebrush polymers look somewhat likea a bottle brush used to clean a test tube. Compared to conventional linear polymers, bottlebrush polymers have unique super-soft elastomer features that enable efficient adhesion toi internal organs in: a wet living environment. Thes super-soft elastomer iss stable and flexible andl has unique features that have not previously been usedi in biomedical "Wel believe that the new proposed drug-loaded biomedical adhesives can be used to treat diseases and cancers that need the delivery ofs small molecule drugs," Chung said. "Because the drug can stay in a specific area or internal organ, manys side effects can be Thel NSF: award for this project is $500,000 over three years.  adhesives.  adhesives currently in use.  prevented."  Adhesive treated porcine intestine Control  PNCOPAPSHAPtCON, -COOH -  Medical adhesives Prevention of anasmotic leakage  Liquid-tight Contents leaking sealing  FAMU-FSUG COLLEGE OF ENGINEERING 15    HIMMHDCAL SPECIALIZED MRII FOR1 TUMOR SURVEILLANCE Sam Grant, a biomedical engineering associate professor, uses ai technique called chemical exchange saturation transfer (CEST) to study the progression of glioma. I CEST allows scientists to detect structures orp processes int the body that traditional MRI can't visualize. MRIs scanners aret typically usedt to  HIGH-MPACT ENGINEERING RESEARCH Two researchers hope a new concept called' "factory-in-a- box" may provide as solution for disruption int the supply chain that occursi inac disaster. Thei ideai ist tol bring at fully functional mobile factory tot thep people directly affected by a disaster. Once the needi isr met, thef factory can be packed up and moved to another location. Thel logistics involve many moving parts, from setting up the facility, to delivering raw materials, tot finding suppliers. //Timingi is everything according to Hui Wang, an assistant professor ofi industrial engineering. Wang is the principal investigator for a $300,000 National Science Foundation (NSF)-funded research project developing analytical toolst for decision-making in supply chain network design and assembly planning fort factory-in-a-boxi manufacturing. The NSF Excellence inF Research (EIR) grant provides funding for operations engineering research and includes ane educational component for undergraduate research. I Wang's three-person teami includes Maxim Dulebenets, an assistant professor of civila and environmental engineering, and Weihong Guo, an assistant professor ofi industrial and systems engineering at the Rutgers School of Engineering. I Research from this project could help builda af framework for supply chain network design andp provide valuable insight intot the logistics ofr materials MDICALE NEW TOOL FOR STEM CELL GROWTH  COVDD FACTORY-IN-A-BOX  detect the hydrogeni int the body's water; thati information generates ani image of structures int thel body. In CEST, hydrogen atomsf from specific molecules interchange with hydrogen atoms int free water within the! body, highlighting thei interactions of thoset target molecules in! MRI scans. I Grant and! his colleagues have been optimizing the technique for experiments int the MagLab's 21.11 teslal MRI magnet. Using CEST, they cani identify metabolites, neurotransmitters and other molecules involved in tumor progression.. I" "Looking att the chemical exchange allows us toi identify unique patterns int thes spectra that correspond toa tumor that is changing dynamically asi it's growing," said Grant. RESILIENCY IMPROVING PRESCRIBED BURNS  planning and delivery.  s 0433  A$ $2.2 million Department of Defense grant funds an investigation into the dynamics of smoke fromp prescribed burns, giving land managers al better understanding of when and how tob best use thet technique. / Understanding hows smoke plumes develop andt traveli is ani interdisciplinary problem. FSU researchers from the Department of Scientific Computing, the FAMU-FSU College of Engineering's Department of Mechanical Engineering andt the Geophysical Fluid Dynamics Institute are partnering with the forest research station Tall Timbers, Los Alamos National Laboratory and others to understand the complexities of wildland fires. IIF Partnering withi investigators who havef fire management experience helps researchers take what they discover at ana academic level and transition it toa practical application. Existing knowledge abouth howi fires burn informs their model. They refinet that with new parameters, such as thet topography: and distribution of vegetation that acts as fuel inab burn plot, the way wind moves through the plot, the fuel moisture andi the heat radiated from thet fire-then collect data from ana actuali fire to make a more: accurate model of how smoke plumes risef from ap prescribed burn. I" "We want our models to capture the truep physics and our simulations to bea as close to what really happens int the field as possible," said Neda Yaghoobian, an assistant professor of mechanical engineering. "This requires parameters that cant takei input from fire managers and other researchers tor refine our model."  Biomedical engineering researchers are developing al high-tech material currently usedi ina athletic equipment and prosthetics into a special tool to better develop stem cells. The work couldi improve drug screening, disease modeling, precision medicine and cellt therapy. I Yan Li, an associate professor inc chemical and! biomedical engineering, and Changchun Zeng, an associate professor ini industrial and manufacturing engineering, received a $400,000 grant from the National Science Foundation fort thisr researchi to explore ways tol better control the fate of stem cells.. 1/7 Their project will examine induced pluripotent stem cells, which are stem cells developed fromr mature cells and changed into a statet that allows them to develop into anyt tissuei int the body. Using a unique, high- tech material developed by Zeng called auxetic foam, they will build three-dimensional: scaffolds on which the cells can grow. //Lia and: Zeng are interested in howi the scaffolds' mechanical properties influence thet fate of the stem cells they surround. Their goali is to understand how three-dimensional. scaffolds that surround growing stem cellsi influence thee extracellular structures and the proteins those cells secrete, andi therefore, thet types of  cells they! become.  6 I 2020 ANNUAL RESEARCH REPORT    ACIMS LEADING LABS ALIGNMENT The Aerospace, Mechatronics and Energy (AME) building and Florida Center for Advanced. Aero-Propulsion (FCAAP) in Tallahassee's Innovation Park adopted new management models and leadership under the FAMU-FSU College of Engineering on July 1, 2020. This was the culmination ofa three-year transition period which began in. July 2017.//The largest centers within the building aret thel Florida Center for Advanced Aero-Propulsion (FCAAP) andt the Center for Intelligent Systems, Control and Robotics (CISCOR). FCAAP was formed to meet the needs ofar rapidly evolving and highly competitive aerospace industry. Its mainf facilities include polysonic, subsonic, supersonic and anechoic wind tunnels, as well as as short take-off and vertical landing (STOVL). jet facility. I CISCOR is as state-of-the-art robotics and mechatronics research space developed to engineer practical solutions to problems ins systems, control and robotics for applications ini industry and government. It houses the Scansorial and Terrestrial Robotics andl Integrated Design (STRIDe) and Optimal Robotics Laboratory laboratories, both led! by mechanical engineering professors. IIna addition to FCAAP and CISCOR, the AMEL buildingi is home to environmental engineering labs and chemical wet laboratories for chemical and ciMi/environmental engineering faculty, as well as administrative and graduate RESLIENCY RIDER CENTER DISTASTER TECH HUB  AEROSPACE HYPERSONIC AERODYNAMICS The U.S. government isi interested! in developing hypersonic weapon systems for the nation's defense and their scientists are working with researchers at the FAMU-FSU College of Engineering to develop essential research datar needed to accomplish this. The needi for this research could not be greater as nations scramble to compete for thist technology. / Rajan Kumar, an associate professor inr mechanical engineering, was awarded two grants that together total over $1 million to assist thel U.S. military witht the design of Hyper Velocity Projectiles. High-speed projectiles are necessary to develop! hypersonic weapon systems. II "Thisr research involves the study of ai flight vehicle operating at hypersonic speeds," Kumar explains. "The graduate students involved ini this research willl become next- generatione engineers ands scientists, andy will significantly benefit from working ont these challenging problems."  MANUFACIURINGI 3D PRINTING WITHI MAGNETS Researchers from the High- Performance Materials Institute, FAMU-FSU College of Engineering have developed andi investigated la new technique for 3D printing that could produce much stronger materials that could! be usedi ina a variety of engineering applications. /I In a paper publishedi int the journal Additive  researcher office space.  Manutacturing, Madhuparna Roy (a Spring 2020F Florida State Unviersity doctorcal graduate fromi the college) and advising professor Tarik Dickens showedt the possibility ofu using magnetic fields near a 3D printer to change the alignment of fibersi inside an object asi it was being printed-at term Dickens calls magneto-assisted, printing." Thist tweak int the mechanical properties oft the material could greatly improve its overall quality and strength. I" "3D-printedi materials arer not strong on their own because they're just plastic layers sitting ont top ofe each other," said Roy, thep paper's lead author. "The gapi in ther research worldi ist toi improve mechanical properties. With improved mechanical properties, you could create solutions fora any kind of application, depending on whatt thatp particular application requires." //This paper showed the possibility of usingt this technique for ar material with low viscosity, so1 future investigations could study the process with ar more viscous material thatr requires a stronger magnetic fieldt to realign the interiort fibers, Roy said. Mechanical tests oft thet finished MATERIALS ADVANCING PARTICLE. ACCELERATORS Mechanical Engineering Associate Professor Wei Guo and his team use cryogenics to study liquid helium andi its use related tos superconducting particle accelerators, to makei them safer and more efficient. Guo ist the Director oft the Cryogenics Lab located int the National High Magnetic Fieldl Laboratory (NHMFL). 17 The U.S. Department of Energy (DOE) has a vestedi interest int the safe operation of these facilities and provided a $600,000 grant to study several projects int the Cryogenics Lab operated by Guo and his team. Onep project supported by DOEi is to study "Sudden vacuum lossi ini helium-cooled tubes." Guo andi his team have set up a unique model system for experimentation, usinga a vacuum tube immersed inl liquid helium and connected, through ai fast-acting solenoid valve, to a gas reservoir atk known  Eren Erman Ozguven, professor of civila and environmental engineering, ist the director oft ther newly-formed Resilient Infrastructure and Disaster Response (RIDER) Center.!I "Unfortunately, we have gotten tos seet firsthand the destructive power of hurricanes over the past several years. While our work ist broadly applicable tol both coastal andi inlandr regions, we have seen thet toll rural communities endure. Rural areas often! have more infrastructure limitations and communication challenges than their urban counterparts," Ozguven said." Working closely with thei impacted communities, thel RIDER center will address these challenges and serve as ai technical repository on disaster response. andi recovery. I/TheF RIDER center willl be an information research! hubi that will provide ac centrall location for resiliency and disaster research. One oft the mainf focuses oft the center is to establisha and develop emergency planst that fiti the needs of both urban andr rural communities. 17 The new center will be led by research faculty fromt the civil ande environmental engineering department at the college. They will act as technical leads, with expertise on everything related to disaster response andr resilience. Their research specialties rangef from structural design andy winde engineering tot the handling of debris, logistics, transportation issues, flooding ands storms surge as well as coastal engineering. The center will also collaborate with other social science and engineering disciplines sucha asi industrial and electrical, witha af focus oni infrastructure networks, sustainability  3D-printed product are planned.  CONTINUED ONPG. 16  and reliability.  FAMU-FSU COLLEGE OF ENGINEERING 17    FAMU-FSU  GRADUATE ENGINEERING #AnFlorida among public schools 2021  College of Engineering  Some of Our Most Generous Corporate Sponsors 2017-2020 Aerosonic BaiduUSA Bruker Biospin AG CERN Cummins Inc. Curtiss-Wright Electro-Mechanical Corp. Cytec Engineered Materials Danfoss Turbocor Compressors Duke Energy Environmental Research and Education EPRI ExxonMobil Chemical Company Ford Motor Company Geosyntec Consultants General Atomics Electromagnetics Infineum USA Koreal Basic Science Institute L3Harris Technologies L-31 Maritime System LG Chem Lockheed Martin Corporation Major Tool and! Machine Mitsubishi Heavy! Industries Nikonl Instruments Northrop Grumman: Systems Corporation OMICS Reliance Industries Limited, India Rolls-Royce SentiMetal Journey SGRI North America Texasl Instruments Total Raffinage Chimie  FY2020 Sponsored Research Expenditures $28.4M**  OTHER Sponsors  FUNDAMENTAL SCIENCE NSF, NIH, etc.  14%  25%  25%  36%  US DEPARTMENT OF DEFENSE Projects  TRANSPORTATION & ENERGY DOE, DOT,etc.  Junior faculty awards 17TOTAL 7ACTIVE 6NSF CAREER 1DARPA YIP* "Youngl Investigator Program PhD Enrollment  165 RESEARCH, AWARDS (received) $31.4M TOTAL AWARDS VALUE 203 PROPOSALS SUBMITTED 67 RESEARCHLABS & CENTERS 30 PATENTS ISSUED  RESEARCH TOTALS '19-'20  225 200 175 150 125 100 2013  205 215  22 ACUEIYFELLOWSHIPS > American Society of Mechanical Engineers > Institute ofE Electrical & Electronics Engineers > Materials Research Society  > American Association for the Advancement of Science > American Institute of Chemical Engineers > American Physical Society >A American Society of Civil Engineers  > National Academy of Engineering National Academy of Inventors Engineering (UK) > Royal Microscopical Society (UK)  >1 Instituted ofF Physics (UK) > Royal Academy of  2017 2018 2019 2020  8 I 2020 ANNUAL RESEARCHI REPORT  "*Numbers are approximate as of. July 31, 2020; FY2 2020: July1 1,2019- June 30,2020    #2nFlorida AMONGALLUNIVERSIIES BEST UNDERGRADUATE ENGINEERING PROGRAMS WITH DOCTORATE 2021  Generated nearly halfofall patent applications filed by both universities in 2019  STUDENT POPULATION 2,604 students 2,230 undergraduate 374 graduate  40% increasein GRADUATE enrollment since 2013 15%i increase since 2019  2013  Graduate Student Fellowship Awards 2019-2020 NIH Pre-Doctorall Fellowship DOE Science Graduate Student Research McKnight Fellowship (2) GEM Associate Fellows (4) GEMI Intel Fellow DoD SMART Scholar FSUL Legacy Fellowship NSF Graduate Research Fellowship (5)  TOTAL ENGINEERING DEGREES AWARDED 2019-20 BS398 GRADUATE 121  GRADUATE & UNDERGRADUATE STUDENT POPULATION  By Gender Fall 2020  ByF Race Fall2 2020 44% White  29% Female  10% Non-resident Asian& 3% ac.Isl. 19% Black  FAMU (HBCU) doctorate enrollment doubled since 2016  71% Male  6% Other 18% Hispanic 0.1% NativeA American  ASEEDNERSTY JHAM JASEE 2019 Exemplar #4 producer of African-American PhDsinengineering nationwide  FAMU-FSU Enginering unimtedoppotunty  Onec colege, twou universities.  inp percentage of African-American engineering faculty atanR-luniversily  FAMU-FSU COLLEGE OF ENGINEERING I9    "We will combine the strengths of significantly different technologies- solid state and mechanical- into a system that functions better overall than its individual components. The pieces of the system have to work together seamlessly within half a millisecond to achieve our goal." --M. STEURER, ELECTRICAL ENGINEERINGI RESEARCHER  Tlie  convergance  10 I 2020A ANNUALI RESEARCH REPORT    Partnered with Georgia Tech, researchers make direct current practical in high power  POWER RESEARCH  applications  ajor power users depend on alternating current (AC), which cycles on and off 60t times per second.. Among problem- -known asa fault-such asa tree falling on aj power line. More and more systems are transitioning to DC power, but researchers are still trying to find thep perfect way to turn off the power int these DCs systems. A new collaboration between FAMU- FSU Engineering faculty and Georgia' Tech coulds solve that The ARPA-E BREAKERS program in the Department of Energy awarded Florida State University and Georgia Tech researchers $3.3 million to develop innovations inj power electronics, piezoelectric: actuators andi new insulation materials to make! highly efficient, high-power DC circuit! breakers feasible. Thep project is known as Efficient DCI Interrupter with Surge "Thet transition from ACt to DC, whichi is already happening, will open upa a new paradigm for efficiently and controllably managing power in future electrical systems and military platforms," said Michael "Mischa" Steurer, a research faculty member atl Florida State University's Center for Advanced Power Systems (CAPS) who is associated with thel FAMU-FSU College of] Engineering. "This willl be enabled by the amazing developments that havel happened over the past two decades inj power electronics." Direct current could be particularly useful as more renewable energy comes online. Photovoltaics in the west may stilll be generating power after the sun sets in the east. Wind turbines may be producing power in the mid-section oft the country while clouds cover other parts oft the country. Transmitting power from one location to another could therefore become more important. Thel hybrid circuit breaker under development byt the research team will use stacks of very large transistors tos switch offt the DC when necessary. Semiconductors are less efficient at conducting current than conventional mechanical switches, so under ordinary conditions, the current will fowt through mechanical: switches. But when the power must be turned off, current willl be briefly routed through the power electronics until the mechanical breakers can be "We are proposingah hybrid DC circuit breaker iny which the current will have two paths," explained! Lukas Graber, an assistant professor in the School of Electrical and Computer Engineering at Georgia Tech. "One path willl be through the semiconductors, which can interrupt the current when needed. Thes second path will bet through mechanical: switches, which will provide a much less resistive path that will be more efficient for normal operations." The transistors thaty will be used inl DCs switching are a square centimeter ins size, and dozens orl hundreds oft them would be combined ins series or parallel to provide enough capacity for switching thousands ofvolts. After the current has been moved to the solid-state transistor pathway, piezoelectric actuators will quickly separate the contacts in the mechanical switches before temperatures can rise too! high in thet transistors. Once separated, the fow through the transistors can bes switched off. "We need to be extremely fast," Graber said. "We have to separate the contacts within 250 microseconds and to completely  reasons: ACi M the  iss simple to turn offv when there'sa  problem.  Protection (EDISON).  Michael "Mischa" Steurer, research faculty member ine electrical engineering, is att the Florida State University Center for Advanced Power Systems (CAPS) and associated" withi the college.  break the current within 500 microseconds- -just halfar millisecond. Fort that reason, we cannot use spring-loaded or hydraulic actuators common to ACI breakers. Devices that rely on the piezoelectric The Georgia Tech and FSU researchers have developed. intellectual property for components of the proposed DCI breakers and will work together to combine the technologies. "We will combine the strengths of significantly different technologies--solid. state and mechanical--into a system that functions better overall than its individual components," Steurer said. "The pieces oft the system have to work together seamlessly within halfan millisecond to achieve our goal." The rescarchets--including Associate Professor Maryam Saeedifard, VentureLab Principal Jonathan Goldman, and Postdoctoral Fellow Chanyeop Park at Georgia Tech and FAMU- FSU Engineering Professor Fang Peng, Research Faculty Karl Schoder, and] FAMU-FSU: Engineering Assistant Professor Yuan Li--expect tol build aj prototype that will be tested within three years. The development and testing will be donei inc collaboration witha a team ofindustrial partners who will ultimately transition the  opened.  effect can do that for us."  DCL breakers to commercial use.  FAMU-FSU COLLEGE OF ENGINEERING 11 11    Thin-  skinned  strength  Bys soaking buckypaper in aresin made of a compound called phenol, the team created a lightweight, flexible material that is also durable enough to protect the body of an aircraft from the intense heat it faces while flying at high speeds.  12 I 2020A ANNUALI RESEARCH REPORT    Researchers develop thin heat shield  MATERIALS RESEARCH  for superfast aircraft  Ayou Hoa, Ph.D., Zhiyong (Richard) Liang, Ph.D., (director oft the High-Performance Materials Institute) and doctoral candidate: at HPMI  Yourri-Samuel Dessureault  he world ofa aerospace increasingly relies on carbon fiber reinforced polymer composites tol build the structures ofsatellites, rockets andj jet aircraft. But the life oft those materials isl limited by! how they handlel heat. A team of] FAMU-FSU College of Engineering researchers from Florida State University's High-Performance Materials Institute (HPMI) is developinga a design for a heat shield that better protects those extremely fast machines. Their work was published int the "Rightr now, our fight systems are becoming more: and more high-speed, even goingi into thel hypersonic range, whichi isf five times the speed ofs sound," said Professor Richard) Liang, industrial and manufacturing engineering faculty member and director ofHPMI. "When) you! haves speeds that high, there's more heat ona as surface. Therefore, wer need: a much better thermalj protection system." Thet team used carbon nanotubes, which are linked! hexagons of carbon atoms in the shape ofa cylinder, tol buildt the heats shields. Sheets ofthose nanotubes are also known as" "buckypaper,"a material with incredible abilities to conduct heat and electricity that has been a focus ofs study atl HPMI. By soaking the buckypaper ina resin made ofa compound called phenol, the researchers were: able to create a lightweight, fexible material thati is also durable enough to potentially protect the body ofar rocket orj jet from the intense Existing heats shields are often very thick compared to the base they protect, said Ayou Hao, a research faculty member att the  This design lets engineers build a very thins shield, likeas sort of skin that protects the aircraft and! helps support its structure. After building heat shields ofv varying thicknesses, the researchers One test involved applyingaf fame tot the samples tos see how they prevented heat from reaching the carbon fiber layer they were meant to protect. After that, the researchers bent the samples tos see They found the samples with sheets oft buckypaper were better than control samples at dispersing heat and keepingi it from reaching thel base layer. They also stayeds strong and fexible compared to control samples made without protective layers of That fexibility isal helpful quality. The nanotubes are less vulnerable to cracking atl high temperatures compared to ceramics, atypical heats shield material. They're alsol lightweight, whichi is helpful for engineers who want to reduce the weight ofa anything on an aircraft that doesn't helpt thes way it fies. The project received second place among peer-reviewed posters att the 20191 National Space and Missile Materials Symposium and received third place at the Society for the Advancement of Material and Process Engineering: 2019 University Research Symposium. That recognition isl helpful fors showing the United States Air Force Office of Scientific Research, which partially supported the work, the promise off further research, Hao said.  put them to the test. how strong they remained.  November 2019 edition of Carbon.  nanotubes.  heat itf faces whilef fying. center.  FAMU-FSU COLLEGE OF ENGINEERING I 13    Heavymetal  handling  14 I 2020 ANNUAL RESEARCHI REPORT    Microwave treatment is an inexpensive way to clean heavy metals from treated  ENVIRO RESEARCH  sewage  team of FAMU-FSU Engineering researchers studying new methods to remove toxic heavy metals from biosolids- -the Isolid waste left over after sewage treatment-found the key The method removed threet times the amount ofleadf from biosolids compared to conventional means and could reduce the total cost of processing by more than 60j percent, making ita possible engineering solution tol help produce fertilizer and allow more people tol live with cleans soil: and water. The research is published in the Journal ofCleaner Production. "Biosolids: are: a valuable resource, butl heavy metals prevent their use," said Gang Chen, a professor ofc civil: ande environmental As the human population oft the planet grows andi more people move to cities, sewage treatment plants around the world are producing more biosolids. Those byproducts are often disposed ofinl landfills ori incinerators, but there are drawbacks to those solutions, such as high costs or secondary pollution from the Another option is to compost the biosolids, usingt them as an ingredient in fertilizer thatf findsa a second life in agriculture. In the United States, about! half ofa all biosolids are recycled. Before disposal or recycling can happen, they needt tol be made safe to use. One obstacle is the presence ofh heavy metals, sOI named for their high atomic weight. Because these potential toxins can leachi into the environment from biosolids, it's important to extract them. However, that extraction can be expensive. Chen and his team turned to their knowledge of energy to develop more efficient process.  Thei investigation started from theory. They calculated the amount ofe energy that was needed to break the bonds that attached the heavy metals tot the rest of the biosolid but would not destroy the biosolid itself. Somewhere on the electromagnetic: spectrum, Chen's group found the radiation with the right amount ofe energy. Microwave radiation seemed tol bej just right. After treatment inar microwave, researchers were ablet tor remove the heavy metals from biosolids with: a lower dosage oft treatment chemicals than It'sat technique that can be scaled up to facilities that servicea city or a region to givet them: al less expensive way to makel biosolids It's important work, because ifheavy metals remain in biosolids that are applied tos soil, those metals can be absorbed by plants, which become part oft the food chain for animals or humans. As they accumulate int the body, they can cause intellectual disability in children, dementia in adults, central nervous system disorders and "We want tol break the loop," Chen said. Former doctoral student Simeng Li,ac current assistant professor int the Department of Civil Engineering at California State Polytechnic University, Pomona; Runwei Li, a doctoral candidate int thel FAMU-FSU College of Engineering; and' Youneng" Tang, an assistant professor ofo civil: ande environmental engineering at the FAMU-FSU College of] Engineering, contributed tot this study. This research was supported by thel Hinkley Center for Solid: and  isabriefs spin through: a microwave.  traditional extraction requires. safe, Chen said.  engineering.  damage to organs.  treatment process itself.  Hazardous Wastel Management.  Research assistants Yudi Wu,l left, Ruiwei Li, right with professor Gang Chen Ph.D, P.E. as they work onr research separating metals from human waste solidsi in  the lab.  FAMU-FSU COLLEGE OF ENGINEERING I 15    HIGH-IMPACTI ENGINEERING RESEARCH gas pressure and density. Bys setting up a controlledi failure experiment, these scientists calculate metrics involving airflow and heat deposition. This type ofi information is valuable and isr relevant tot thes safe operation oft thoses systems. IA Another project supported by DOEI is called' "Quench spot detection." Many modern particle accelerators utilizes superconducting cavities to accelerate charged particles. Therei is a strong demand tor reach! higher accelerating fieldsi int these cavities sot that the particles can gain higher energies over shorter  FROMPG.7  the print process and how we can controli it to achieve the desired property." 1/7 The materials have caught the eye oft the Department of Defense and industry leaders such as Boeing for their combination of characteristics. Substantial attention from research byt the Air Force Research Labs showedt the 3D print process of thermosetting polymer matrix composite resins can produce ngntempeatue-capabe, reinforced polymer composite parts for next-generation materials. These materials cany withstand extreme conditions int high-temperature environments. 1/7 Ther material can play ar rolei ini increasing aircraft range and a reduction ofi fuel consumption because of these unique properties. Ther new manufacturing possibilities oft the material show promise, buti issuesi int the structure of these materials needi further research. 17 The research team will conduct simultaneous 3D printing and> x-ray scattering experiments att the Brookhaven National Labt to understand the processing of the materials. Swan willl bep performing theoretical simulations and calculations to predict material properties. EDUCAIONI BUILDING STUDENT SUCCESS& Thanks to ar new $1 million grant from thel NSF, select engineering: students at the FAMU-FSU College of Engineering have a new tool int their arsenal tol help them overcome barriers to academic success.. 17 The grant, called" Retaining Undergraduate Engineering Students through Experiences inIndustry, Entrepreneurship, Community Engagement and Research," supports a new program called Engineering Students Innovatively (EESI). Thep program aims toi improve the success and retention rates of Florida A&M University undergraduate engineering students att the joint college--specificalyl byt targeting sophomores andj juniors. I "The granti is based on a new program we piloted lasty year," Charmane Caldwell, Ph.D., the Director of Student Access andi the principal investigator for the new NSF explains. "Thei idea ist toi introduce students to different engineering grant tracks based ont their interests and1 to fundt their passion with scholarships that allow them tot focus on theirs studies." //The grant provides multi-year scholarships for moret than 40 students over the next fivey years. EESI targets sophomores andj juniors because those aret the years usually overlooked nationally when considering persistence of engineering students. In addition to scholarships, the program supports evidence-based: academic and professional development activities within four major tracks: industry, entrepreneurship andi innovation, community  distances. The prospect of shorter accelerators is significant due tot their high costs, ont the order of 1 billion U.S. dollars per mile. Ther maximum: acceleratingt fieldi isl limited by cavity quenching caused by heating from tinys surface defects called quench spots. Byl locating ands subsequently removing those defects, the maximum: accelerating field can be significantly improved. There is al long-standing researche efforti int the accelerator field ist to develop reliable methods to detect those sub-millimeter defects.. I" "Thei technique we plan to use ist ther molecular tagging velocimetry (MTV) method that we developed inc our lab," Guo said.' "We aret the only labi thati is capable of performing MTVi int helium int the world. Some groups int the U.S. and other are considering to construct as similar set upi to ours, SO we will bei involvedi ins some collaboration tol help them set up MAHRALSI LIGHTWEIGHT COMPOSITES FORI DEFENSE Inar new study, researchers are collaborating with the Massachusetts Institute of Technology (MIT) and Brookhaven National Labi to study 3D printed composites. I/ Subramanian Ramakrishnan, ac chemical engineering professor and researcher, and his team received $659,000 fromt the Department of Defense to support discoveries fort ther next threey years. Ramakrishnan explains ther research is not only about making new materials, buta also aboutp providing scientists information and guidelines that will resulti int the development of lighter and stronger materials. I" "We are asking the question of why and! howt things happen," Ramakrishnan: said. "We want tol know! how to develop novelr materials, and help to advance design rules for processing them." IF Ramakrishnan's collaborators at the college include Theo Siegrist, chemical and biomedical engineering professor and' Tarik Dickens, associate professor ofi industrial and manufacturing engineering. Atl MIT, James Swan, associate professor of chemical engineering, is collaborating. Il' "We will bel looking att thermoset resin, a polymer that can be 3D printed top produce devices," Dickens said. "We want tos see how properties develop during 16 I 2020 ANNUAL RESEARCH REPORT  RETENTION  countries theirs systems."  Educating  engagement: and research.    Jamel Ali, Ph.D.a and! hist team of researchers are working ont biofilm innovations,  Michael Sheehan joined the Elorida Center for Advanced Aero= Propulsion (FCAAP) from Spacex. RufinaA Alamo, Ph.D., (right) working alongside Ph.D. candidate Stephanie Marxsen  -Machialeamins & Spatioti  for!  ected Automate     Infstruct (Above): Huil Wang, Ph.D. industrial and manufacturing engineeringi faculty member.  Okenwa Okoli, Ph.D., Industrial & Manfacturing! Engineering chair    FAMU-FSU Engineering 2525 Pottsdamer Street Tallahassee FL32310 www.ng.tamulsuedu  One college, two universities, unlimited opportunity.  The FAMU-FSU College of Engineeringi ist thej jointe engineering institution for Florida A&Ma and Florida State universities, the onlys such: shared collegei in the nation. We: arel locatedI less than three miles from each campus. After satisfyingr prerequisites att their home university, students learn together att the centrale engineering campus withi its adjacent, associated research centers  anda ar national laboratory.    FAMU  NONDISCRIMINATION POLICY REGULATION  10.103  ATTACHMENT  I    Regulations of Florida A&M University  10.103 Non-Diserimination Policy and Discrimination and Harassment Complaint (1) Florida A&M University is committed toj providing an educational and work environment free from discrimination and harassment on the basis ofs sex, race, color, religion, national origin, disability, age, marital status, sexual orientation, gender identity, gender expression, military veteran status, as provided by law. This commitment applies to all educational and work environments affecting students, faculty, Administrative and Professional (A&P) employees, Executive Service employees, University Support Personnel System (USPS) employees, and Other Personal Services (OPS) employees and any employment conditions and practices. Vendors, independent contractors, visitors, and others who conduct business with the University or on University policy are also (2) This Regulation is designed to comply with multiple laws prohibiting discrimination including: Title VI of the Civil Rights Act of 1964; Title VII of the Civil Rights Act of 1964; the Americans with Disabilities Act Amendments Act; the Rehabilitation Act of 1973; the Age Discrimination in Employment Act of 1967; Title IX of the Education Amendments Act of 1972; the Pregnancy Discrimination Act of 1978; the Uniformed Services Employment and Re-employment Act; the Veteran's] Readjustment Act of1974;  Procedures.  expected to comply with this Regulation.  and the Genetic Information Non-discrmination Act of2008. (3) Definition of Discrimination and Harassment. (a) Discrimination shall include, but not bel limited to:  1. Limiting, segregating or classifying students, employees, applicants for admission, or applicants for employment, in such a way as to deprive individuals of educational or employment opportunities or otherwise adversely affect individuals because of their race, religion, color, age, handicap, disability, sex, marital status, national origin, sexual orientation, gender identity, gender expression, or veteran status; 10.103 Non-Diserimination Policy and Discrimination and Harassment Complaint Procedures  Page 1of8    2. Denying educational or employment opportunities to individuals because oft their race, religion, color, age, handicap, disability, sex, marital status, national origin, sexual  orientation, gender identity, gender expression, or veteran status;  3. Providing unequal educational or employment opportunities to individuals because of their race, religion, color, age, handicap, disability, sex, marital status, national origin, sexual orientation, gender identity, gender expression, or veteran status; 4. Providing unnecessary separate educational programs or activities for individuals because of their race, religion, color, age, handicap, disability, sex, marital status, national origin, sexual orientation, gender identity, gender expression, or veteran status; 5. Entering into contractual or other arrangements which utilize criteria or administrative methods which have the effect of subjecting individuals to discrimination or which otherwise adversely affect individuals because of their race, religion, color, age, handicap, disability, sex, marital status, national origin, sexual orientation, gender  identity, gender expression, or veteran status; or  6. The application of any policy or procedure, or taking of any admission or employment action, that adversely affects a student, employee, applicant for admission, applicant for employment, a group of students, or a group of employees based on race, religion, color, age, handicap, disability, sex, marital status, national origin, sexual  orientation, gender identity, gender expression, or veteran status. (b) Harassment shall include, but not be limited to:  1. Any slurs, innuendoes or other verbal or physical conduct reflecting on an individual's race, ethnic background, gender, sexual orientation, gender identity, gender expression, or handicapping condition which has the purpose or effect of creating an intimidating, hostile or offensive educational or work environment; has the purpose or 10.103 Non-Discrimination Policy and Discrimination and Harassment Complaint Procedures  Page 2 of8    effect of unreasonably interfering with the individual's work or school performance or participation; or otherwise adversely affects an individual's employment or eduçational  opportunities.  2. The denial of or the provision of aid, benefits, grades, rewards, employment, faculty assistance, services, or treatment on the basis of sexual advances or requests for  sexual favors.  3. Sexual harassment such as sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature when submission to such conduct is made either explicitly or implicitly a term or condition of an individual's employment or educational career; submission to or rejection of such conduct is used as a basis for educational or employment decisions affecting the individual; or such conduct has the purpose or effect of unreasonably interfering with an individual's work or educational performance or creating an intimidating, hostile or offensive working or educational  environment.  4. Sexual misconduct including sexual assault, sexual violence, inducing incapacitation for sexual purposes, sexual exploitation, relationship or domestic violence,  orstalking.  a. Sexual assault means an actual or attempted sexual contact with another person without that person's consent. This includes, but is not limited to: Involvement in any sexual contact when the victim is unable to consent; ii. Intentional unwelcome touching of, or coercing, forcing, or attempting to coerce or force another to touch a person's genital area, groin, inner thigh,  buttocks, or breast; or iii. Sexual intercourse without consent.  b. Inducing incapacitation for sexual purposes includes drugs, alcohol, or other means with the intent to affect or having an actual effect on the ability of an  individual to consent or refuse to consent to sexual consent.  10.1031 Non-Diserimination Policy and Discrimination and Harassment Complaint Procedures  Page 3 of8    Sexual exploitation occurs when a person takes non-consensual or abusive sexual advantage of another for anyone's advantage or benefit other than the person being exploited, and that behavior does not otherwise constitute one of the preceding sexual misconduct offenses. Examples include, but are not limited to: ii. Non-consensual visual or audio-recording ofsexual activity; or iii. Non-consensual distribution of photos, other images, or information of an  Prostitution of another person;  individual's sexual activity.  d. Relationship or domestic violence is abuse or violence between partners or former  partners involving one or more oft the following elements: Battering that causes bodily injury;  ii. Purposely or knowingly causing reasonable apprehension ofbodilyi injury; iii. Emotional abuse creating apprehension of bodily injury or property damage; iv. Repeated telephonic, electronic, or other forms of communication anonymously or directly -1 made with the intent to intimidate, terrify, harass,  or  or threaten.  e. Stalking includes repeatedly following, harassing, threatening, or intimidating another by telephone, mail, electronic communication, social media, or any other action, device, or method that purposely or knowingly causes substantial emotional distress or reasonable fear ofbodily injury or death.  (4) Dissemination and Implementation of thel Regulation.  (a) The Office of Equal Opportunity Programs shall disseminate this Regulation or portions ofit to the University community which shall comply and adhere to its provisions. All units shall also take appropriate action to implement the provisions set forth in this (b) All questions or concerns about this Regulation or conduct that may violate this Regulation should be directed to the Director of Equal Opportunity Programs/Title IX 10.103 Non-Discrimination Policy and Discrimination and Harassment Complaint Procedures  Regulation.  Coordinator:  Page 4 of8    Carrie Gavin Florida A&M University 674 Gamble Street Tallahassee, Florida 32307 (850)599-3076 caricgavin@famu-du  Director of Equal Employment Opportunity Programs/ Title IX Coordinator  (5) Procedures for Filing a Complaint.  (a) Any individual who believes that he/she is a victim of discrimination or harassment may seek guidance from the Equal Opportunity Programs (EOP) Officer who has been delegated authority by the President to receive and investigate EEO and other protected class discrimination and harassment complaints based on a protected class issue. The EOP Officer shall inform prospective complainants of the formal and informal options by which his/her concern can be addressed and resolved. Issues handled informally will not normally invoke the investigatory procedures set forth in this Regulation. Issues handled formally, shall include the full range of processes and reviews that are necessary to 1. Complaints and reports against students may also be reported to the Office of Judicial Affairs. Students referred to the Office of Judicial Affairs for alleged violation of this Regulation will be subject to investigation and disciplinary: action as provided by Regulation 2.012 - Student Code of Conduct and Regulation! 2.013  ascertain the facts.  - Due Process, Rights, and Responsibilities.  (b) Ai formal complaint shall be filed on the Charge of Dserimimaton/iansment Form and submitted to the EOP Officer within sixty (60) calendar days after the alleged occurrence of the diseriminationharsment incident. The form may be obtained from the EOP (c) No formal action may be undertaken unless and until a formal complaint is filed. This provision shall not limit the University in any way from initiating its own review oft the complaint and taking appropriate action should such be deemed warranted under the (d) After receiving the signed written complaint, the EOP Officer shall notify, in writing, the complainant and the person against whom the complaint was filed of the allegations; provide the person against whom the complaint was filed an opportunity to respond; 10.103 Non-Discrimination Policy and Discrimination and Harassment Complaint Procedures  Office.  circumstances presented.  Page 5of8    conduct a complete investigation; and, determine a resolution to the complaint within thirty (30) University business days of receipt of the written complaint. This time period may be extended by the EOP Officer should an extension be necessary in order to ensure af full, fair and complete investigation. The EOP Officer shall give notice to the parties if (e) The complaint will be dismissed ifit is determined that the allegations are without merit. Ifd disciplinary action is warranted, the EOP Officer shall prepare written notices to both parties (complainant and person against whom the complaint was filed). The written notice shall include the proposed disciplinary action, the reasons for the disciplinary actions, and the right of the person against whom the complaint has been filed to request, within ten (10) University business days ofr receipt oft the proposed disciplinary action, an The University hearing board, when charged to review the complaint, shall file with the President or President's designee their findings and recommendations. The! hearing board (g) The Complainant or the person against whom the complaint has been filed may upon receipt of the hearing board's decision make an appeal to the President, or the President's designee, for a review of the decision. Any appeals to the President or President's designee must be filed in writing within ten (10) University business days of receipt of the hearing board's written decision. Any additional information provided to the President or President's designee can only be provided in conjunction with the written appeal addressed to the President or President's designee. The President or President's designee shall render, within twenty (20) University business days of receipt of the hearing board's recommendation, a final written decision either dismissing the complaint or taking appropriate disciplinary action. The President or President's designee shall have  such an extension is deemed necessary.  investigatory interview before al University! hearing board.  will notify both parties ofi its recommendations.  the right to affirm, modify or reverse any prior decisions.  (6) Disciplinary Actions.  (a) Any employee or student of the University who is found to have discriminated against or harassed a student, an employee or an applicant for admission or employment will be subject to counseling or disciplinary action. Disciplinary action may include a written reprimand, probation, suspension, expulsion, or termination. The nature of the counseling 10.103 Non-Discrimination Policy and Discrimination and Harassment Complaint Procedures  Page 6of8    or disciplinary action shall be guided by the seriousness of the offense.  (b). Any employee in a supervisory capacity who has knowledge of a complaint involving another supervisor, subordinate, employee(s) supervised by another supervisor, or student(s) in the class(es) of another supervisor and who does not take appropriate corrective action or report the matter directly to the President or University EOP Officer will be subject to counseling or disciplinary action. Disciplinary action may include a written reprimand, suspension, or termination. The nature of the counseling or (c) All University employees must, within twenty-four (24) hours of receiving information, report information they have about alleged or possible sex-based discrimination, sexual harassment, and sexual misconduct discrimination involving students to the Director of EOP, the Office of Judicial Affairs, or the Department of Public Safety. Employees who are statutorily prohibited from reporting such information are exempt from this reporting 1. This subsection does not exempt the statutory obligation for any person who knows or has reasonable cause to suspect child abuse, abandonment, or neglect to report (d) Any employee or student who knowingly files a false complaint of discrimination or harassment or who knowingly provides false testimony under this Regulation shall be subject to disciplinary action. Disciplinary action may include a written reprimand, probation, suspension, expulsion, or terminated. The nature of the disciplinary action  disciplinary action shall be guided by the seriousness oft the offense.  requirement.  such information to the Department of Children and Families.  shall be guided by the seriousness of the offense.  (7)1 Retaliation Procedure.  (a) Complainants who feel that they have been retaliated against for exercising their rights under this Regulation shall have the right to file a retaliation complaint with the EOP (b) Retaliation complaints shall be handled in the same manner and utilizing the same  Officer.  procedures set forth above in Section 5 oft this Regulation.  (8)) Election of Remedies.  (a) The doctrine of election of remedies shall apply to complaints filed pursuant to this Regulation. Should a Complainant elect to pursue an available alternative remedy, 10.103 Non-Diserimination Policy and Discrimination and! Harassment Complaint Procedures  Page 7 of8    including the filing of a grievance pursuant to the collective bargaining agreement, the filing of any such grievance shall operate as a waiver oft the Complainant's right to file a complaint and avail the Complainant of the procedures available under this Regulation. Should a grievance be filed pursuant to an alterative remedy and subsequent to the filing ofa complaint under this Regulation but before proceedings under this Regulation have been completed, the filing of any such grievance nonetheless will act as a waiver, and (b) The doctrine of election of remedies shall also apply to appeals filed by persons against whom a complaint has been filed. The filing of an appeal pursuant to an alternative remedy by a person against whom a complaint has been filed, including the filing of a grievance under the collective bargaining agreement or the filing of a petition for a hearing pursuant to Section 120.569, F.S., shall operate as a waiver of the right to appeal Specific Authority Article IX, Section 7(c), Florida Constitution and Board of Governors' Regulation 1.001 and 2.003. History - New May 6, 1982, Amended July 15, 1987, Amended  proceedings pursuant to this Regulation shall be terminated.  to the President or President's designee pursuant to this Regulation.  June 27, 1996, Amended. December. 1, 2005, Amended. May. 2, 2014.  10.103 Non-Discrimination Policy and Discrimination and Harassment Complaint Procedures  Page 8 of8    FAMU TITLE IX INFORMATION  ATTACHMENT  J    8/29/2021  Title IX- Florida Agricultural andI Mechanical University2021  FLORIDA AGRICULTURAL AND MECHANICAL UNIVERSITY  FAMU  ACCREDITED INSTITUTION  ntpy/www.tamuedu  TITLE IX  Toggie Navigation  TITLE IXI INFORMATION  Eliminating Discrimination Based on Sex: Responses to Allegations of Sexual Misconduct "No person in the United. States shall, on the basis ofs sex; be excluded from participation in, be denied the benefits of or be subjected to discrimination under any educational, program or activity receiving Federal financial assistance."  Title IXoft the  Education Amendments of 19721 to the 1964 Civil Rights Act    8/29/2021  Titlel IX- Florida Agricultural and Mechanical University2021  Florida Agricultural and Mechanical University (FAMU) promotes access to its educational programs and activities consistent with federal statutes; state regulations; and University regulations, policies and procedures. The University takes prompt action to investigate complaints of sex discrimination pursuant  tot federal, state and local statutes.  Background  Title IX of the Education Amendments of 1972 and its implementing regulations, prohibits discrimination on the basis of sex in educational programs or activities operated by recipients of Federal financial assistance. Title IX protects students from sexual harassment, which is one type of sex discrimination, prohibited by Title IX. The United States Department of Education, Office of Civil Rights, issued a "Dear Colleague" dated April 4, 2011. As of August 14, 2020, the Department of Education implemented a new  regulation which affords additional due process rights for both parties.  University Assistance Provided to FAMU Students practice is to offer the victim six resources:  To faculty members, athletic coaches, administrators and staff who receive notice that a students and employees have been the victim of sexual misconduct, including sexual harassment; the University's 1) Affirmation. The victim who discloses is sharing a confidence, perhaps for the first and only time. FAMU strongly encourages the following responses, "lam glad you shared this with me"; "Iv will do everything I can to assist you"; or "What would you like me to do next?" The University advises recipients of disclosure to avoid responses such as, "You should try to get over this" or "lt is best to get on with your life." The University prohibits employees who receive disclosures of sexual 2) Safety. The goal is to ensure that the victim has an opportunity to avoid contact with the alleged perpetrator. The University may need to prohibit contact between the victim and the alleged perpetrator, if necessary- The victim may need overnight shelter to avoid a residence hall or apartment where the alleged perpetrator also lives. The University may need to coordinate efforts 3) Health Services. A victim may need care for physical or mental injuries; testing for sexually transmitted diseases; or reproductive-related care, just as examples. If the student agrees, FAMU Student Health Services (Clinic) can provide such care at (850) 599-3777. For employees, the University suggests that the victim seek medical treatment with their local physician or at a 4) Counseling and Victim Advocate Program. The victim may need counseling or psychological services, whether the sexual violence was recent or long ago. If the student agrees, FAMU Counseling Services can provide individual and group counseling. It is available to students at no charge. The contact number is (850) 599-3145. Employees may consult with Human Resources at (850) 599-3611, regarding counseling services available through the Employee Assistance Program (EAP). The Victim Advocate Program serves as a confidential resource and support resource for anyone in the University community who has been a victim of a crime. For more information about  misconduct from withholding the information.  with University Housing to separate the alleged perpetrator from the victim.  medical facility as soon as possible.  Victim Advocate Program, please call (850)412-5667.  2/Q    8/29/2021  Title IX- Florida Agricultural and! Mechanical University2021  5) Academic. Adjustments. The goal is to ensure that the student has an opportunity to avoid contact with the alleged perpetrator. The student who experiences trauma or who must relocate for some period may need to miss one or more classes without the results being punitive. The student may request administration of an exam at a location unknown to an alleged perpetrator who attends the same class; completion of the class via online assignments; or a grade of Incomplete with a 6) Criminal or administrative options. Victims of sexual harassment may choose one or more:  schedule for making up coursework.  File a police report with FAMU Police Department at (850) 599-3256  File a police report with the Tallahassee Police Department (or the local police department), if File a complaint with the FAMU Office of Student Conducta and Conflict Resolution at (850) 599- File a discrimination complaint with the Office of Equal Opportunity Programs (850)599-3076  the sexual harassment occurred off-campus at 911  3541  Training. Programs  Florida A&M University will include the following in its training programs, but are not limited to:  Title IX Recorded Training Sessions hnttps/youtu.be/VeuaAXCHZSU) handling of sexual harassment or sexual misconduct complaints; addressing allegations of sexual misconduct under Title IX; investigating, or resolving complaints of sexual misconduct;  training all university law enforcement personnel on the University's Title IX responsibilities and training all employees who interact with students regularly on recognizing and appropriately training the Title IX Coordinator and any other employees who are involved in processing, informing victims of their options to notify proper law enforcement authorities, and the option to designating an individual from the University's counseling center to be "on call" to assist victims of offering counseling, health, mental health, or other holistic and comprehensive victim services to all victims affected by sexual misconduct, and notifying students of campus and community  be assisted by University employees in notifying those authorities;  sexual misconduct whenever needed;  counseling, health, mental health, and other student services;  For more information regarding consent for sexual activity, please watch the video below: wwwyoutupecom/waten htps./wwwyoutupe.om/watnerchV-IGOWLWS4-KU)  Applicable Regulations and Policies  210    8/29/2021  Tite IX- Florida Agricultural and Mechanical University2021  a) Title IX Sex Discrimination and Sexual Misconduct Prohibition, and Formal Hearing Process Regulation 1.022: ttp://www.tamu.edu/regulations/1.02220Ttek20X-201003203209620FINALPdr http//www.famuedu/regulationsy/1.022620Ttek201XX20100320)620FINALPd, b) University Board of Trustees Regulation 10.103, Non-Discrimination Policy and Discrimination and Harassment complaint Procedures:  www.famu.edu/regulationy/Amended*20Regulations20X2010P20103920FNALX20796201942014.pdr http://www.famuedu/regulations/Amended'a20Regulation'a209820109420103920FINAL9420762076201962014.pd  b)University Board of Trustees Regulation 2.012, Student Code of Conduct: www.famu.edu/regulations/Regulationstudentya20Codeva20ota20Conductk.207-2020.pdf htp/www.famuedu/regustionyRegustonsudens20codek200f20CnaluctX207-2020pdr,  c) University Board of Trustees Regulation! 2.013, Due Process, Other Rights  and Responsibilities: www.ramu.edu/regulations/Regulation98202.013920Duela20Process%6207- 2020.pdf nttp://www.famuedu/regulations/Regulationy8202.0139620Due>20Processa6207-2020.pdr, d) Sexual Misconduct Policy: Sexual Misconduct Policy.pdf (/titleix/Sexual Misconduct Policy.pdf)  For additional questions and resources for filing a report or complaint, please contact:  Office of Equal Opportunity Programs 674 Gamble. Street Florida. Agricultural and Mechanical University Tallahassee, FL 32307 (850)599-3076 ort titleix@famu.edu  Designated Title IX Coordinator: Carrie M. Gavin, Director of EOP/Labor Relations  CONTACT INFO 674 Gamble Street Tallahassee,FL32307 P:(Pbone) 850-599-3076 E(Fax) 850-561-2997    FAMU EQUAL OPPORTUNITY  PROGRAMS  ATTACHMENT  K    Equal Opportunity Programs- Florida Agricultural and Mechanical U..  htps/www.famuadu/ndex.cfnfa-EOP  FLORIDA AGRICUETURALAND UNIVERSITY  FAMU MECHANICAL  ACCREDITED INSTITUTION NCO  ntpr/ww.tamuedu  EQUAL OPPORTUNITY  PROGRAMS  Toggle Navigation  NTRODUCTION  MSSIONSTATEMENTI FOR THE OFFICE OFL EQUALO OPPORTUNITYPROGRAMS  Itis the mission of the Office of Equal Opportunity Programs (EOP) to ensure the University  1of7  8/23/2021, 6:58PM    Equal Opportunity Programs- Florida Agricultural and Mechanical U...  tps/www.famued//index.cfn'a-EOP  community operates within a system of equity for all its constituents and all its operation as it  relates to federal and state laws.  VISONSTATEMENTFORTHEOFRCOFEQUALOPORTUNT/PROGRAMS  Iti is the vision of the Office of Equal Opportunity Programs to decrease the number of discrimination complaints through training methods and operations, and utilize proactive  measures top promoteamorediverseUniversty yCommunity.  RESPONSIBILITIES OF THEOFFICEOFEQUAL OPPORTUNITYPROGRAMS  Office of Equal Opportunity Programs is responsible for ensuring that employment at the University, as prohibited by state and federal statues, continues to be on the basis of qualification without regard to race, religion, color, age, sexual harassment, sex, disability, RECEIVE, CONCILIATE AND INVESTIGATE COMPLAINTS OF DISCRIMNATION OR The University's president has delegated to the EOP officer the authority and responsibility to receive, conciliate and investigate complaints of discrimination and/or harassment and to make recommendations concerning the disposition of complaints (Refer to Policies and Procedures/Chapter 10/ Regulation 10.103 http:/www.famuedu/regulations Amended>620Regulation*X20920109420103920FINALP420794201962014.pd) Ihtp/wwwfamuedu/OPReguatonk,010X20103pdh2 employee or student who believes  national origin and veteranstatus.  HARASSMENT  thathe/she! isavictimofharassment: and wishes tos seek guidance. PROVIDEACCOMMODATIONSTOQUALIFIEDINDIVIDUALS  The Americans with Disabilities Act (ADA) of 1990 Ihtp/www.dolgov/do/topicisability /ada.htm) extends to individuals with disabilities comprehensive civil rights protections similar to those provided to persons on the basis of race, sex, national origin, and religion under the Civil Rights Act of 1964. Title II of the ADA prohibits discrimination on the basis of disability in places of public accommodation by any person who owns, leases(or leases to), or operates a place of public accommodation. Title II also establishes accessibility requirements for new construction and alterations in places of public accommodation and commercial facilities. The office of EOP, through the Americans with Disabilities Act (ADA) Coordinator, ensures that The Office of EOP is responsible for completing and/or monitoring the following reports:  FloridaA8MUniversitylsincomplance with the ADAAct.  Affirmative Action Plan (AAP)and the Florida Education Equity Act (FEEA).  9443 http:/www.hit-counts.com,, Visitor Counter ntip/wwwaht-countscom,  2of7  8/23/2021, 6:58 PM    Equal Opportunity Programs- Florida Agricultural and Mechanical U...  mtps/www.amucdu/mdex.cm/a-EOP  CONTACT INFO 674 Gamble Street Tallahassee, Florida 32307 P:(Phone) (850)599-3076 F:(Fax) (850)561-2997  E:(Email) carriegavin@famuedu/maito.cariegavin@famuedu)  FAMU NEWS  FAMU: Students Move-In. Ahead of Fall Classes..more http:/www.famunews.com/2021/08/famu-  tugents-move-n-aneadioHal-cases,  FAMUAlumna Named Founding Director New Center forl MediaAtNorth.more  ntpy/www.tamunewscom20210bfamuaummanamelfoundingdrectornew-center-for-media Four FAMUStudents Awarded: Scholarships From' Thel Links..more ntpw.amunewacom  at-northeastern-university!,  2021/08/four-famustudents-awarded'scholarshipsfrom-the-links!, FAMUCOVID-19Vaccination Site Moved to Mobile Unit on Ardelia Co..more  http:/www.famunews.com/2021/08/amu-covid-19-vaccination'site-moved-to-mobile-unit-on-  ardelia-court/)  FAMU EVENTS  PUBLICMEETING,HEARING,ORWORKSHOPNOTICE.more (http:/www.famunews.com SGAAnnual Crab Boil..more Inttp/www.ramunews.com/allec.event-sga-annual-crab-Doil) FAMUVs.. JACKSON STATE (Away)..more htp./wwwfamunewscom/alec.event-famuvsjatckson  falecevent-public-mectingehearineorworkshop-notice28)  state-away)  3of7  8/23/2021, 6:58 PM    Equal Opportunity Programs- Florida. Agricultural and Mechanical U... htps/www.famuedu/mdex.fm7EOPaPrpccdursfiornlingacomplaint  FLORIDA AGRICULTURAL AND UNIVERSITY  FAMU MECHANICAL  ACCREDITED INSTITUTION SIONON Coy  http/www.famuedu)  EQUAL OPPORTUNITY  PROGRAMS  Toggle Navigation  PROCEDURES FOR FILING A  COMPLAINT  The University's President has delegated to the EOP officer the authority and responsibility to  1of7  8/23/2021, 6:58PM    Equal Opportunity Programs- Florida Agricultural and Mechanical U... tps/www.tamuedu/ndex.tm/EOPaProccduresfornlingacomplaint receive, conciliate and investigate complaints of discrimination and/or harassment and to make recommendations concerning the disposition of complaints (refer to University Regulation Acomplaint of alleged discrimination and/or harassment may bei filed by the affected individual pursuant to University Regulation 10.103. In order to initiate a formal complaint, the affected individual must complete a "Charge of Discrimination/Harassment" form (obtained from the Office of EOP) and return this form tot the Office of Equal Opportunity Programs. Theaddress  10.103 http:/www.famuedu/EOP/Regulation*2010y620103.pdv).  and contactinformationare listed below:  Florida A&M University Carrie M. Gavin, Director Terence Davis, Assistant Director 674 Gamble Street Tallahassee, FL 32307 850,599-3076/3219 carriegavin@famuedu  Equal Opportunity Programs and Labor Relations  mailto:carrie.gvin@famu.eduerence.davis@famu.edu  CONTACT INFO 674 Gamble Street Tallahassee, Florida 32307 P:(Phone) (850)599-3076 E:(Fax) (850)561-2997  Elmallemtegwndhamua. mailto.carrie.gavin@famu.edu,  FAMU NEWS  FAMUStudents Move-In. Ahead of Fall Classes..more ittp:/www.famunews.com/2021/08/famu-  students-move-inaheaddhallclasses/  FAMUAlumna Named Founding Director New Center for Media At! North..more htip:/www.famunews.com2021/08/amudlumnemaimec-foundingdirector-new-centerfor-  2of7  8/23/2021, 6:58PM    Equal Opportunity Programs- Florida Agricultural and Mechanical U... apsynn.famucduimoPEAmtaisamswinDsahlnesA.  FLORIDA AGRICULTURALAND  FAMU MECHANICAL UNIVERSITY  INSTITUTION  ntpy/www.tamuedu  EQUAL OPPORTUNITY  PROGRAMS  Toggle Navigation  AMERICANS WITH DISABILITIES ACT  (ADA)  It is the responsibility of the EOP Office, through the ADA Coordinator, to ensure the Florida  1of10  8/232021,6:59PM    Equal Opportunity Programs- Florida. Agricultural and Mechanical U... tps.hw.famu-duvindactarsOPAmetaamswtmDisabiliesA. A&M University is in compliance with the Americans with Disabilities Act. The ADA provides civil rights protection for persons with disabilities. These rights are parallel to those rights that have been established by the federal government for women and minorities. A qualified individual with a disability cannot be denied admittance to participation in or benefit from goods services, facilities, programs, privileges, advantages, or accommodations at FAMU. Americans With Disabilities Act of 1990 (PL 101-336) Summary. The Americans with Disabilities Act (ADA) of 1990 http:/www.dolgowdo/topicdisability/ada.htm) extends to individuals with disabilities, comprehensive civil rights protection similar to those provided to persons on the basis of race, sex, national origin, and religion under the Civil Rights Act of 1964. Title III of the ADA prohibits discrimination on thel basis of disability in places of public accommodation by any person who owns, leases (orl leases to), or operates a place of public accommodation. Title II also establishes accessibility requirements for new construction and alterations in places of public  accommodation and commercialf facilities. DsabiledStudentsRgnts/Responsbites Summarized  Rights  Tonot be denied access due to a disability Toreceive reasonable accommodations that provide equalo opportunity. Toh have access to auxiliary aidsasistivetechnology Tonot be counseled toward "more restrictive career objectives.  Toreceive assistance from the Center for Disability Access and Resources (CeDAR ntp/www.amuedu/ndexm/cedan) inr removing any physical, academic and Tonot be discriminated against duet toad disability any retaliatory discrimination.  attitudinal barriers.  Responsibilities  Toidentifyt themselves tot the disability service office, CeDAR.  Top provide documentation of disability.  Toi initiate request for accommodations by providingacertincation. ofc disability letter to facultywithin the first two weeks of the: semester. Top provide ar minimum of at two-week noticei for major accommodationsi request (special accommodations of equipment may need more time). Toprovide one week notice to the instructor and CeDAR when they will be testingin Toassume responsibility fori testing proceduresandi notifying faculty  the center.  and CeDAR: accordingly.  Top provide for his/her personal independent needs or other disability related needs. Toassume personal responsibilityforr meetingwithfaculty, guestingashtimetroup" Faculty Rignt/Responsibilites Summarized whenaccommodating disabled students) Taped Lectures - Itist thei faculty member'sright: to request a written agreement  supplemental services and metingunwerslysandar.:  2of10  8/23/2021, 6:59PM    Equal Opportunity Programs- Florida Agricultural andl Mechanical U... ps/Aw.famuaduimdeuctEOPAAm.taNaswitnDisblieA-  before allowing the student to tape record the class. Request would come from Disability Classroom Behavior - All university students must adhere tot the university code of conduct regardless of whether they! have a disability. Infractions oft this code should be directed tot thel Dean of Students int the Office of Student. Affairs. Ifthes student has! been identified as as student with a disability, this information should be provided tot thel Deanto Alternative Testing - An alternative testing sitei is provided by the CeDAR located at 667 Ardelia Court. Replicated research! has been undertaken to determine the necessity of Challenge, Accommodations - Af faculty member has the right to challenge an acommodatonreguestifs she/he believes the student is not qualified, the accommodation wouldi resultinafundamental alternative oft thep program, the institution' is being asked to address ap personal need, ort the accommodation would impose an undue financial or administrative burden. Accommodation request arel based on documentation: onf file int the CeDAR(fwarranted, interim services are provided while documentation is being obtained). Duet too confidentiality, the nature oft the disability may not be disclosed to the facultyunless' thereisaspecific need tol know. When beneficial tot thet faculty/student Shared Responsibility As an employee of Florida A&M University who has compliance obligationsunder federal laws, it is the responsibility of thet faculty to assumea sharedresponsiblitiyin; providing reasonable accommodation for students with disabilities. The universityisr responsible: fori implementationand, as an employee,faculty are required to adhere tot the policies and procedures The responsibility of meeting the academicneeds ofi individuals with disabilities throughreasonable accommodations has Referral - Ifafaculty member isi notified by as student that she/hehasadisabilily, ori if the student brings a medical statement tot the instructor, iti is thet faculty member's responsibility to refer thes student with his/her medical statement to CeDAR. Also,if an instructor notices that a student is not performing upt to standards and: suspects there Students with disabilities are protected under Family Educational Rights and Privacy Act (FERPA) (http:/www2.edgov/policygen/guid/pco/terpa/index.htm!, and the civilrights Afaculty member should never make any statements or implications that a disabled student is Donot ask the student to come tot the classroom and then! leave with thei test inl hand. Donot place the student int thel hallway or any other obvious place tot take an exam because Donot ask the student for documentation otheri than the letter from CeDAR. Donot discuss the: student'sr needs or accommodation other than in a private place.  Services.  facilitate collaboration withi the Director of Disability Services. extended test-taking timet fori individual with disabilities.  academicrelationshp, students are encouraged tos self-disclose.  been assigned tot the Director oft the CeDAR.  might beale learning disability, he/she must also refer the student.  laws.  any different from the general student population.  you want tol be close tot them in case they! have aquestion.  3of10  8/23/2021, 6:59PM    Equal Opportunity. Programs- Florida Agricuitural and Mechanical U... tpsAwy.famucdivimdecTEOPAAMTE-linesA.  Donot make comparisons between: students and their needs. Donot use a grading standardi that is any different from the rest oft the class, Donots give students with disabilities an advantage over the rest of the class; thei idea of the lawi is to give equal access or equal opportunity provided throughi the recommended  accommodations.  EXAMPLESOFDISCRIMINATORY ACTS AGAINST DISABLED EMPLOYEES  Discriminatory: acts against employees are defined as thef failure ont the part oft the employer to take positive steps to employ and advancei ine employmentqualifidindviduals with disabilities.  Examples of discriminatory acts are:  N Making adecisionconcerninge employment under any program or activity that limits, segregates, or classifies applicants or employees ina any way and adversely affects their Particpatinginacomtractual or otherrelationship thath has thee effect ofs subjecting applicants or employees withqualified disabilities to discrimination. Thisincludesrelationahpswithemployment and referral agencies, with! laboru unions, with organizations) prowdingoradminstering fringel benefits to emplopesdftheuniveritya and with organizations, providingt training and apprenticeship programs. Failure to recruit, advertise, process applications for employment, hire, upgrade, promote, ora award tenure to ac disabled person on the basis ofa a disability. Failure to make reasonable accommodations forj job assignments, job classifications, organizational structures, position descriptions, lines of progression, sponsored. activities, including social or recreational programs, leaves of absence, unless the employer can demonstrate thatt the accommodation would impose an undue hardship. Failureto consider ap person for selection of financial supportfor training, including apprenticeship, professional meetings. Conferences, and any other related activities, terms, conditions, or privilegesc ofemployment ont the basis of fac disability.  opportunities or status because ofadisability.  CONTACTINFORMATION  All employees and students requesting a reasonable accommodation under the Americans with Disabilities Act (ADA) must complete a Voluntary Self-Disclosure Statement and provide official  documents pertaining too disabilitylies). EMPLOYEES MAY CONTACT:  The Office of Equal Opportunity Programs (EOP)  674 Gamble Street Tallahassee, Florida 32307 arregavineramuedu YMa.barge@famuedu  4of10  8/23/2021, 6:59P PM    Equal Opportunity Programs- Florida Agricultural andl Mechanical U... psy/w.famucdvimeactTOPEAmtaisasinDsabilnesA.  599-3076 (phone) 561-2997 (fax) 561-2998(TDD)  STUDENTSMAYCONTACT:  The Center: for Disability Access and Resources (CeDar)  Deborah Sullivan, MA, Director 677 Ardelia Court Tallahassee, Florida 32307 599-3180 (phone) 561-2512 L (fax) 561-2783 (TDD)  All request for parking accommodations based on disability and any physical access issues should be  referred toi the Office of Equal Opportunities Programs (850)599-3076.  CONTACT INFO 674Gamble Street Tallahassee, Florida 32307 PAPhone/85059-3076 F:(Fax) (850)561-2997  Eltmalamtegwnehamua. mailto.carrie.gavin@famu.edu,  FAMU NEWS  FAMUStudents Move-InAhead of Fall Classes.more ttp://www.famunews.com/2021/08/famu-  tudents-move-n-aneadioHal-dases,  FAMUAlumna Named Founding Director New Center for MediaA AtNorth..more http:/www.ramunewscom/2021/08/amu-alumna-named-roundling-director-new-center-for-  media-at-northeastern-university?  5of10  8/23/2021, ,6:59PM    Equal Opportunity Programs- Florida Agricultural and] Mechanical U...  pepw.famucdwimascImEOPATILEX  FLORIDA AGRICULTURALAND UNIVERSITY  FAMU MECHANICAL  ACCREDITED INSTITUTION  htip./www.famuedu)  EQUAL OPPORTUNITY  PROGRAMS  Toggle Navigation  TITLE IX INFORMATION  Eliminating Discrimination Against Students Based on Sex: Responses to Sexual Violence Againsta "No person in the United. States shall, on the basis ofs sex; be excluded from participation in, be denied the benefits of or  Student  lof9  8/232021,6:59PM    Equal Opportunity Programs- Florida Agricultural and) Mechanical U...  https./www.famu.edu/mdexcm/EOP&TITLEIX  bes subjected to discrimination under anye educational, program or activity receiving Federal financial assistance."  Titlel IX oft the  Education Amendments of 19721 tot the 1964 Civil Rights Act  Florida Agricultural and Mechanical University (FAMU) promotes access to its educational programs and activities consistent with federal statutes; state regulations; and University regulations, policies and procedures. The University takes prompt action to investigate student complaints of sex  discrimination pursuant to federal, state and local statutes.  Background  Title IX of the Education Amendments of 1972 and its implementing regulations, prohibits discrimination on the basis of sex in educational programs or activities operated by recipients of Federal financial assistance. Title IX protects students from sexual harassment, which is one type of sex discrimination, which is prohibited by Title IX. The United States Department of Education, Office of Civil Rights, issued a "Dear Colleague" dated April 4, 2011. The Dear Colleague Letter nttp://www.ed.goVabout/ofices/Ist/oct/ettersycoleague-201104.pdf/DCL, contained specific guidelines regarding university responses to reports of sexual violence against a student. Most *Provide immediate action to eliminate the harassment, prevent its recurrence, and address its effects. A number of different acts fall into the category of sexual violence, including rape, sexual assauit, sexual battery, and sexual coercion. All such acts of sexual violence are forms of sexual harassment covered under Title IX. Sexual harassment is unwelcome conduct of a sexual nature. It includes unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or  significantly:  physical conduct ofa a sexual nature; *Disseminate a notice of nondiscrimination;  *Designate at least one employee to coordinate its efforts to comply with and carry out its *Adopt and publish grievance procedures providing for prompt and equitable resolution ofs student and  responsibilities under Title IX;  employee sex discrimination complaints; *Implement preventive education programs; ;and *Provide remedies to the complainant, including counseling. Unversly/Assistance Provided to FAMU Students  To faculty members, athletic coaches, administrators and staff who receive notice that a student has been the victim of sexual harassment, including sexual violence; the University's practice is to offer the 1) Affirmation. The student who discloses is sharing a confidence, perhaps for the first and only time. FAMU strongly encourages the following responses, "la am glad you shared this with me"; "I will do everything I can to assist you"; or "What would you like me to do next?" The  student six resources.  2of9  8/23/2021, 6:59PM    Equal Opportunity! Programs- Florida. Agricultural and Mechanical U...  pswww.hamucdlulmdst/EOPAIILEX  University advises recipients of disclosure to avoid responses such as, "You should try to get over this" or "lt is best to get on with your life." The University prohibits employees who 2) Safety. The goal is to ensure that the student has an opportunity to avoid contact with the alleged perpetrator. The University may need to prohibit contact with the student by the alleged perpetrator, if necessary. The student may need overnight shelter to avoid a residence hall or apartment where the alleged perpetrator also lives. The University may need to arrange 3) Health Services. The student may need care for physical or mental injuries; testing for sexually transmitted diseases; or reproductive-related care, just as examples. If the student agrees, FAMU Student Health Services (Clinic) can provide such care at (850)599-3777. 4) Counseling. The student may need counseling or psychological services, whether the sexual violence was recent or long ago. Ift the student agrees, FAMU Counseling Services can provide individual and group counseling. Iti is available to students at no charge. The contact number is 5) Academic Adjustments. The goal is to ensure that the student has an opportunity to avoid contact with the alleged perpetrator. The student who experiences trauma or who must relocate for some period may need to miss one or more classes without the results being punitive. The student may request administration of an exam at a location unknown to an alleged perpetrator who attends the same class; completion of the class via online assignments; oras grade of Incomplete with a schedule for making up coursework. The Counseling Center or 6) Criminal or administrative options. Students, who have victims of sexual harassment, may  receive disclosures of sexual violence from withholding the information.  within campus housing to separate the alleged perpetrator from the victim.  (850)599-3145.  Student Clinic can document the student's request(s) to professors.  choose one or more:  File a police report with FAMU Police Department at (850)599-3256 File ac complaint with the FAMU Office ofJ Judicial Affairs at (850)412-7223  File a police report with the Tallahassee Police Department, if the sexual harassment File a discrimination complaint with the Office of Equal Opportunity Programs  occurred off-campus (850-599-3076).  TrainingPrograms  Florida A&M University will include the following ini its training programs, but are not limited to:  training all university law enforcement personnel on the university's Title IX responsibilities and training all employees who interact with students regularly on recognizing and appropriately training the Title IX Coordinator and any other employees who are involved in processing, investigating, or resolving complaints ofs sexual harassment or sexual violence;  handling of sexual harassment or sexual violence complaints;  addressing allegations of sexual harassment or violence under Title IX;  3of9  8/23/2021, 6:59PM    Equal Opportunity) Programs-1 Florida Agricultural and Mechanical U...  pepw.hamucdumdessVINGSKIRVEOPATILELK  informing students of their options to notify proper law enforcement authorities, and the option designating an individual from the university's counseling center to be "on call" to assist victims offering counseling, health, mental health, or other holistic and comprehensive victim services to all students affected by sexual harassment or violence, and notifying students of campus and  to be assisted by university employees in notifying those authorities;  ofsexual harassment or violence whenever needed;  community counseling, health, mental health, and other student services;  Applicable Regulations and Policies  a) University Board of Trustees Regulation 10.103, Non-Discrimination Policy and Discrimination and Harassment complaint Procedures  b)u University Board of Trustees Regulation 2.012, Student Code of Conduct EOP/Regulation Student Code of Conduct 7-2020.pdf (/EOP/Regulation Student Code of Conduct 7-2020.pdf) c)University Board of Trustees Regulation 2.013, Due Process, Other Rights Process 7-2020.pdf) (/EOP/Regulation 2.013 Due Process 7-2020.pdf)  and Responsibilities: EOP/Regulation 2.013 Due Process 72020pdfVroPReg.uaton 2.013 Due  d)s Sexual Misconduct Policy: Sexual Misconduct Policy.pdf htp/wwwamu.edu  EOP/senualx20Misconductx20Polsypdn  For additional questions and resources fori filing a report or complaint, please contact:  Office of Equal Opportunity Programs 674 Gamble Street Florida Agricultural and Mechanical University Tallahassee, FL 32307 850)599-3076 ord care.govine/omu.edu  Designated Title IX Coordinator: Carrie M. Gavin, Director of EOP/Labor Relations  CONTACT INFO  4of9  8/23/2021, 6:59PM    Equal Opportunity Programs- Florida. Agricultural and Mechanical U..  psrwnw.famucdulindxaztm/EOPATITLEK  674 Gamble Street Tallahassee, Florida 32307 P:(Phone) 850)599-3076 F:(Fax) (850)561-2997  E:(Email)o carriegavin@ramuedu/malto.cariegavin@famuedu)  FAMU NEWS  FAMU. Students Move-lnAneadofFal Classes.more/ntip./famunewscom/2021/08/famu-  tudents-move-naneadolfal-clases,  FAMU Alumna Named Founding Director New Center for Media AtNorth..more htp:/www.famunews.om2021/08/amualummaemamec-foundingdirector-new-centerfor Four FAMUStudents Awarded: Scholarships From TheLnks.morelhtp/wwwfamunewscom  media-at-nortneastern-university,  2021/08/four-famustudents-awartedscholarshipsfrom-the-links, FAMUCOVID-19Vaccination Sitel Moved to Mobile Unit on Ardelia Co...more  http:/www.famunews.com/2021/08/ramu-covid-9-yaccination-site-moved-to-mobile-unit-on-  ardelia-court/)  FAMU EVENTS  PUBLICMEETING,HEARING,ORWORISHOPNOTICE.more ntpwwamunewzcon SGA Annual Crab Boil.more ntp/wiamunewscom/alec.vent-gaamnual-crablol. FAMU.JACKSONSTATEAww.morehtp.wwshmumescomaalec.event-famovs PRESIDENTSCONYONVOCATION.-more ntp/www.famunewscom/allecevec.event-pres.dents:  allecevent-publc-metnghearngorworkshop-notice28)  ackson-state-away, convocation)  5of9  8/23/2021, 6:59PM    Regulations of Florida A&M University  10.103 Non-Diserimination Policy and Discrimination and Harassment Complaint (1) Florida A&M University is committed toj providing an educational and work environment free from discrimination and harassment on the basis ofs sex, race, color, religion, national origin, disability, age, marital status, sexual orientation, gender identity, gender expression, military veteran status, as provided by law. This commitment applies to all educational and work environments affecting students, faculty, Administrative and Professional (A&P) employees, Executive Service employees, University Support Personnel System (USPS) employees, and Other Personal Services (OPS) employees and any employment conditions and practices. Vendors, independent contractors, visitors, and others who conduct business with the University or on University policy are also (2) This Regulation is designed to comply with multiple laws prohibiting discrimination including: Title VI of the Civil Rights Act of 1964; Title VII of the Civil Rights Act of 1964; the Americans with Disabilities Act Amendments Act; the Rehabilitation Act of 1973; the Age Discrimination in Employment Act of 1967; Title IX of the Education Amendments Act of 1972; the Pregnancy Discrimination Act of 1978; the Uniformed Services Employment and Re-employment Act; the Veteran's Readjustment Act of 1974;  Procedures.  expected to comply with this Regulation.  and the Genetic Information Non-discrimination Act of2008. (3) Definition of Discrimination and Harassment. (a) Discrimination shall include, but notl be limited to:  1. Limiting, segregating or classifying students, employees, applicants for admission, or applicants for employment, in such a way as to deprive individuals of educational or employment opportunities or otherwise adversely affect individuals because of their race, religion, color, age, handicap, disability, sex, marital status, national origin, sexual orientation, gender identity, gender expression, or veteran status; 10.103 Non-Diserimination Policy and Discrimination and Harassment Complaint Procedures  Page lof8    2. Denying educational or employment opportunities to individuals because oft their race, religion, color, age, handicap, disability, sex, marital status, national origin, sexual  orientation, gender identity, gender expression, or veteran status;  3. Providing unequal educational or employment opportunities to individuals because of their race, religion, color, age, handicap, disability, sex, marital status, national origin, sexual orientation, gender identity, gender expression, or veteran status; 4. Providing unnecessary separate educational programs or activities for individuals because of their race, religion, color, age, handicap, disability, sex, marital status, national origin, sexual orientation, gender identity, gender expression, or veteran status; 5. Entering into contractual or other arrangements which utilize criteria or administrative methods which have the effect of subjecting individuals to discrimination or which otherwise adversely affect individuals because of their race, religion, color,age, handicap, disability, sex, marital status, national origin, sexual orientation, gender  identity, gender expression, or veteran status; or  6. The application of any policy or procedure, or taking of any admission or employment action, that adversely affects a student, employee, applicant for admission, applicant for employment, a group of students, or a group of employees based on race, religion, color, age, handicap, disability, sex, marital status, national origin, sexual  orientation, gender identity, gender expression, or veteran status. (b) Harassment shall include, but not be limited to:  1. Any slurs, innuendoes or other verbal or physical conduct reflecting on an individual's race, ethnic background, gender, sexual orientation, gender identity, gender expression, or handicapping condition which has the purpose or effect of creating an intimidating, hostile or offensive educational or work environment; has the purpose or 10.103 Non-Diserimination Policy and Discrimination and Harassment Complaint Procedures  Page 2 of8    effect of unreasonably interfering with the individual's work or school performance or participation; or otherwise adversely affects an individual's employment or educational  opportunities.  2. The denial of or the provision of aid, benefits, grades, rewards, employment, faculty assistance, services, or treatment on the basis of sexual advances or requests for  sexual favors.  3. Sexual harassment such as sexual advances, requests for sexual favors, and other verbal or physical conduct ofa a sexual nature when submission to such conduct is made either explicitly or implicitly a term or condition of an individual's employment or educational career; submission to or rejection of such conduct is used as a basis for educational or employment decisions affecting the individual; or such conduct has the purpose or effect of unreasonably interfering with an individual's work or educational performance or creating an intimidating, hostile or offensive working or educational  environment.  4. Sexual misconduct including sexual assault, sexual violence, inducing incapacitation for sexual purposes, sexual exploitation, relationship or domestic violence,  ors stalking.  a. Sexual assault means an actual or attempted sexual contact with another person without that person's consent. This includes, but is not limited to: Involvement in any sexual contact when the victim is unable to consent; ii. Intentional unwelcome touching of, or coercing, forcing, or attempting to coerce or force another to touch a person's genital area, groin, inner thigh,  buttocks, or breast; or ili. Sexual intercourse without consent.  b. Inducing incapacitation for sexual purposes includes drugs, alcohol, or other means with the intent to affect or having an actual effect on the ability of an  individual to consent or refuse to consent to sexual consent.  10.103 Non-Discrimination Policy and Discrimination and Harassment Complaint Procedures  Page3of8    Sexual exploitation occurs when aj person takes non-consensual or abusive sexual advantage of another for anyone's advantage or benefit other than the person being exploited, and that behavior does not otherwise constitute one of the preceding sexual misconduct offenses. Examples include, but arei not limited to: ii. Non-consensual visual or audio-recording ofs sexual activity; or ii. Non-consensual distribution of photos, other images, or information of an  Prostitution of another person;  individual's sexual activity.  d. Relationship or domestic violence is abuse or violence between partners or former  partners involving one or more of the following elements: Battering that causes bodily injury;  ii. Purposely or knowingly causing reasonable apprehension ofbodily injury; ii. Emotional abuse creating apprehension of bodily injury or property damage; iv. Repeated telephonic, electronic, or other forms of communication = anonymously or directly - made with the intent to intimidate, terrify, harass,  or  ort threaten.  e. Stalking includes repeatedly following, harassing, threatening, or intimidating another by telephone, mail, electronic communication, social media, or any other action, device, or method that purposely or knowingly causes substantial emotional distress or reasonable fear ofbodily injury or death.  (4) Dissemination and Implementation of the Regulation.  (a) The Office of Equal Opportunity Programs shall disseminate this Regulation or portions ofi it to the University community which shall comply and adhere to its provisions. All units shall also take appropriate action to implement the provisions set forth in this (b) All questions or concerns about this Regulation or conduct that may violate this Regulation should be directed to the Director of Equal Opportunity Programs/Title IX 10.103 Non-Discrimination Policy and Discrimination and Harassment Complaint Procedures  Regulation.  Coordinator:  Page 4of8    Carrie Gavin Florida A&MI University 674 Gamble Street Tallahassee, Florida 32307 (850)599-3076 camegavin@famu.cdu  Director of Equal Employment Opportunity Programs/ Title IX Coordinator  5) Procedures for Filing a Complaint.  (a) Any individual who believes that he/she is a victim of discrimination or harassment may seek guidance from the Equal Opportunity Programs (EOP) Officer who has been delegated authority by the President to receive and investigate EEO and other protected class discrimination and harassment complaints based on a protected class issue. The EOP Officer shall inform prospective complainants oft the: formal and informal options by which his/her concern can be addressed and resolved. Issues handled informally will not normally invoke the investigatory procedures set forth in this Regulation. Issues handled formally, shall include the full range of processes and reviews that are necessary to 1. Complaints and reports against students may also be reported to the Office of Judicial Affairs. Students referred to the Office of Judicial Affairs for alleged violation of this Regulation will be subject to investigation and disciplinary action as provided by Regulation 2.012- Student Code of Conduct and Regulation: 12.013  ascertain the facts.  -] Due Process, Rights, and Responsibilities.  (b) A formal complaint shall be filed on the Charge of Dicrminatiouliarasment Form and submitted to the EOP Officer within sixty (60) calendar days after the alleged occurrence of the lseriminationharssment incident. The form may be obtained from the EOP (c) No formal action may be undertaken unless and until a formal complaint is filed. This provision shall not limit the University in any way from initiating its own review of the complaint and taking appropriate action should such be deemed warranted under the (d) After receiving the signed written complaint, the EOP Officer shall notify, in writing, the complainant and the person against whom the complaint was filed of the allegations; provide the person against whom the complaint was filed an opportunity to respond; 10.103 Non-Discrimination Policy and Discrimination and Harassment Complaint Procedures  Office.  circumstances presented.  Page5of8    conduct a complete investigation; and, determine a resolution to the complaint within thirty (30) University business days of receipt of the written complaint. This time period may be extended by thel EOP Officer should an extension be necessary in order to ensure afull, fair and. complete investigation. Thel EOP Officer shall give notice to the parties if (e) The complaint will be dismissed ifiti is determined that the allegations are without merit. Ifd disciplinary action is warranted, the EOP Officer shall prepare written notices to both parties (complainant and person against whom the complaint was filed). The written notice shall include the proposed disciplinary action, the reasons for the disciplinary actions, and the right of the person against whom the complaint has been filed to request, within ten (10) University business days of receipt of the proposed disciplinary action, an (f) The University hearing board, when charged to review the complaint, shall file with the President or President's designee their findings and recommendations. Thel hearing board (g) The Complainant or the person against whom the complaint has been filed may upon receipt oft the hearing board's decision make an appeal to the President, or the President's designee, for a review of the decision. Any appeals to the President or President's designee must be filed in writing within ten (10) University business days of receipt of the hearing board's written decision. Any additional information provided to the President or President's designee can only be provided in conjunction with the written appeal addressed to the President or President's designee. The President or President's designee shall render, within twenty (20) University business days of receipt of the hearing board'sr recommendation, a final written decision either dismissing the complaint ort taking appropriate disciplinary action. The President or President's designee shall have  such an extension is deemed necessary.  investigatory interview before al University hearing board.  will notify both parties ofi its recommendations.  the right to affirm, modify or reverse any prior decisions.  (6)Disciplinary Actions.  (a) Any employee or student of the University who is found to have discriminated against or harassed a student, an employee or an applicant for admission or employment will be subject to counseling or disciplinary action. Disciplinary action may include a written reprimand, probation, suspension, expulsion, or termination. The nature of the counseling 10.103 Non-Discrimination Policy and Discrimination and Harassment Complaint Procedures  Page 6of8    or disciplinary action shall be guided by the seriousness oft the offense. (b) Any employee in a supervisory capacity who has knowledge of a complaint involving another supervisor, subordinate, employee(s) supervised by another supervisor, or student(s) in the class(es) of another supervisor and who does not take appropriate corrective action or report the matter directly to the President or University EOP Officer will be subject to counseling or disciplinary action. Disciplinary action may include a written reprimand, suspension, or termination. The nature of the counseling or (c) All University employees must, within twenty-four (24) hours of receiving information, report information they have about alleged or possible sex-based discrimination, sexual harassment, and sexual misconduct discrimination involving students to the Director of EOP, the Office of Judicial Affairs, or the Department of Public Safety. Employees who are statutorily prohibited from reporting such information are exempt from this reporting 1. This subsection does not exempt the statutory obligation for any person who knows or has reasonable cause to suspect child abuse, abandonment, or neglect to report (d). Any employee or student who knowingly files a false complaint of discrimination or harassment or who knowingly provides false testimony under this Regulation shall be subject to disciplinary action. Disciplinary action may include a written reprimand, probation, suspension, expulsion, or terminated. The nature of the disciplinary action  disciplinary action shall be guided by the seriousness oft the offense.  requirement.  such information to the Department of Children and Families.  shall be guided by the seriousness of the offense.  (7)1 Retaliation Procedure.  (a) Complainants who feel that they have been retaliated against for exercising their rights under this Regulation shall have the right to file a retaliation complaint with the EOP (b) Retaliation complaints shall be handled in the same manner and utilizing the same  Officer.  procedures set forth above in Section 5ofthis Regulation.  (8) Election of Remedies.  (a) The doctrine of election of remedies shall apply to complaints filed pursuant to this Regulation. Should a Complainant elect to pursue an available alternative remedy, 10.103 Non-Discrimination Policy and Discrimination and Harassment Complaint Procedures  Page7of8    including the filing ofa grievance pursuant to the collective bargaining agreement, the filing of any such grievance shall operate as a waiver oft the Complainant's right to file a complaint and avail the Complainant of the procedures available under this Regulation. Shouid a grievance be filed pursuant to an alternative: remedy and subsequent to the filing ofa complaint under this Regulation but before proceedings under this Regulation have been completed, the filing of any such grievance nonetheless will act as a waiver, and (b) The doctrine of election of remedies shall also apply to appeals filed by persons against whom a complaint has been filed. The filing of an appeal pursuant to an altemative remedy by a person against whom a complaint has been filed, including the filing of a grievance under the collective bargaining agreement or the filing of a petition for a hearing pursuant to Section 120.569, F.S., shall operate as a waiver of the right to appeal Specific Authority Article IX, Section 7(c), Florida Constilution and Board of Governors' Regulation 1.001 and 2.003. History - New May 6, 1982, Amended July 15, 1987, Amended  proceedings pursuant to this Regulation shall be terminated.  to the President or President's designee pursuant to this Regulation.  June. 27, 1996, Amended. December. 1, 2005, Amended. May 2, 2014.  10.103 Non-Discrimination Policy and Discrimination and Harassment Complaint Procedures  Page 80 of8