University Of California Campuses Research Articles

"They Don't See Us": Asian Students' Perceptions of Sexual Violence and Sexual Harassment on Three California Public University Campuses.

Sexual violence and sexual harassment (SVSH) are prevalent among college and university students; however, the experiences of ethnic minority students, especially Asians, are understudied. This study aimed to reduce this gap by exploring Asian students' perceptions of SVSH on three public university campuses in Southern California. We examined their perceptions about the campus environment related to SVSH, attitudes, and behaviors toward help seeking, and utilization of on-campus resources. A total of 23 in-depth interviews were conducted with Asian students enrolled at the three University of California campuses. Thematic coding was conducted to generate main themes and subthemes. Five main themes emerged: (a) SVSH is considered a "taboo" topic in Asian culture and family systems, and Asian student survivors are often reluctant to disclose incidents or seek support services. (b) Students did not feel their campus environments were tailored to understand or meet the sociocultural realities and needs of Asian student survivors. (c) Campus SVSH services and reporting processes were seen as non-transparent. (d) Peers were the major source of support and SVSH information, as opposed to official campus-based resources and training. (e) Survivors often conduct an internal cost-benefit analysis evaluating their decision about whether to report. This study highlights the lack of conversation surrounding SVSH in Asian families, and how the cultural stigma of sex and sexual violence prevented Asian students from receiving knowledge and resources about these topics in their families. Instead of relying on formal campus resources (e.g., Title IX and confidential advocacy services, mental health services), many students turn to their peers for support. Thus, facilitating peer support groups, training university students to support each other through SVSH incidents, and tailoring campus services to the diverse cultural backgrounds of students are key considerations to foster a safe campus environment and prevent SVSH.

Management dampens seasonal variability in soil microclimates and alters its chemical and physical properties in a semi-arid region

Abstract The urbanization process substantially alters every aspect of the soil environment. In this study, we compared soil microclimate, chemistry, and physical characteristics of unmanaged natural soils with managed soils of three common urban land uses (stormwater natural treatment systems, ornamentally landscaped areas, and lawns) across three University of California campuses. Over the course of 1-year, average monthly soil temperatures among land uses showed fewer than expected differences. Average monthly soil moisture reflected wet and dry seasonal changes, but this pattern was muted in managed land uses compared to natural soils due to irrigation. From April through December, lawns and landscaped areas were significantly wetter than natural soils (e.g. 1.5–3 times higher in August and September). Soil organic matter, total carbon, and total nitrogen were significantly higher in lawns compared to other land uses, while their bulk density was significantly lower. Principle component analysis confirmed that natural and lawn soil properties were distinct from each other. These differences in the managed soils, particularly lawns, are attributable to typical urban land management practices such as fertilization, irrigation, and the installation of organic-rich sod. As urbanization continues to change the native landscape of semi-arid regions, these changes to soil microclimate, chemistry, and physical characteristics are important to consider for urban best practices and sustainable development.

ED Visits for Schizophrenia Spectrum Disorders During the COVID-19 Pandemic at 5 Campus Health Systems.

Although substantial research has reported grave population-level psychiatric sequelae of the COVID-19 pandemic, evidence pertaining to temporal changes in schizophrenia spectrum disorders in the US following the pandemic remains limited. To examine the monthly patterns of emergency department (ED) visits for schizophrenia spectrum disorders after the onset of the COVID-19 pandemic. This observational cohort study used time-series analyses to examine whether monthly counts of ED visits for schizophrenia spectrum disorders across 5 University of California (UC) campus health systems increased beyond expected levels during the COVID-19 pandemic. Data included ED visits reported by the 5 UC campuses from 2016 to 2021. Participants included persons who accessed UC Health System EDs had a diagnosis of a psychiatric condition. Data analysis was performed from March to June 2023. The exposures were binary indicators of initial (March to May 2020) and extended (March to December 2020) phases of the COVID-19 pandemic. The primary outcome was monthly counts of ED visits for schizophrenia spectrum disorders. International Statistical Classification of Diseases and Related Health Problems, Tenth Revision diagnosis codes, categorized within Clinical Classification Software groups, were used to identify ED visits for schizophrenia spectrum disorders and all other psychiatric ED visits, from the University of California Health Data Warehouse database, from January 2016 to December 2021. Time-series analyses controlled for autocorrelation, seasonality, and concurrent trends in ED visits for all other psychiatric conditions. The study data comprised a total of 377 872 psychiatric ED visits, with 37 815 visits for schizophrenia spectrum disorders. The prepandemic monthly mean (SD) number of ED visits for schizophrenia spectrum disorders was 519.9 (38.1), which increased to 558.4 (47.6) following the onset of the COVID-19 pandemic. Results from time series analyses, controlling for monthly counts of ED visits for all other psychiatric conditions, indicated 70.5 additional ED visits (95% CI, 11.7-129.3 additional visits; P = .02) for schizophrenia spectrum disorders at 1 month and 74.9 additional visits (95% CI, 24.0-126.0 visits; P = .005) at 3 months following the initial phase of the COVID-19 pandemic in California. This study found a 15% increase in ED visits for schizophrenia spectrum disorders within 3 months after the initial phase of the pandemic in California across 5 UC campus health systems, underscoring the importance of social policies related to future emergency preparedness and the need to strengthen mental health care systems.

Barriers to Implementation of Teleretinal Diabetic Retinopathy Screening Programs Across the University of California.

Aim: To describe barriers to implementation of diabetic retinopathy (DR) teleretinal screening programs and artificial intelligence (AI) integration at the University of California (UC). Methods: Institutional representatives from UC Los Angeles, San Diego, San Francisco, Irvine, and Davis were surveyed for the year of their program's initiation, active status at the time of survey (December 2021), number of primary care clinics involved, screening image quality, types of eye providers, image interpretation turnaround time, and billing codes used. Representatives were asked to rate perceptions toward barriers to teleretinal DR screening and AI implementation using a 5-point Likert scale. Results: Four UC campuses had active DR teleretinal screening programs at the time of survey and screened between 246 and 2,123 patients at 1-6 clinics per campus. Sites reported variation between poor-quality photos (<5% to 15%) and average image interpretation time (1-5 days). Patient education, resource availability, and infrastructural support were identified as barriers to DR teleretinal screening. Cost and integration into existing technology infrastructures were identified as barriers to AI integration in DR screening. Conclusions: Despite the potential to increase access to care, there remain several barriers to widespread implementation of DR teleretinal screening. More research is needed to develop best practices to overcome these barriers.

Review of “You’re Paid What You’re Worth And Other Myths of the Modern Economy”

In December of 2022, one of the largest strikes in US history was resolved after 48,000 academic workers represented by the United Auto Workers (UAW) signed new agreements with the University of California (UC) system. The academic workers argued for large increases in pay by comparing their current stipends and salaries with the pay of highly educated workers outside of academia, the pay of academic workers in peer universities, the cost of living near the UC campuses, the price of other high-ticket items in the UC budget, and the value of the workers’ contributions to research and teaching missions. Negotiators for the UC system pointed to budget constraints and tradeoffs, including the specter of cuts to the number of academic workers (a disemployment argument) and large revenue shortfalls that would require raising tuition. In the end, academic workers’ pay increased, but not by as much as they requested. The UAW strike and the claims of each party illustrate the rhetoric often deployed in contests surrounding pay and “merit” in the US labor market. Jake Rosenfeld’s meticulously researched “You’re Paid What You are Worth, and Other Myths about the Modern Economy” (YPWYW) unpacks the pay-setting processes behind this rhetoric. His core argument is that worker pay is not the result of a careful, systematic, or accurate measurement of an individual worker’s productivity or contributions to their organization. Rather, it is the outcome of the interplay of power, norms of fairness, equity, and legal and institutional arrangements under capitalism. Indeed, the notion that you are paid “what you are worth” becomes a cultural trope that justifies large disparities in pay among workers, even those doing similar jobs, and makes them seem natural and inevitable.

Impact of Timing of Autologous Hematopoietic Cell Transplantation in Primary Central Nervous System Lymphoma: A University of California Hematologic Malignancies Consortium Retrospective Analysis

Background: Primary central nervous system lymphoma (PCNSL) is potentially curable when high-dose methotrexate-based induction is followed with intensive consolidation, which can consist of non-myeloablative chemotherapy (NMA-C) or myeloablative chemotherapy (MAC) followed by autologous hematopoietic cell transplantation (autoHCT). Although the efficacy of autoHCT has been demonstrated, very limited data is available regarding the optimal timing of autoHCT, i.e., to transplant in first complete remission (CR1) or second or later CR (CR2+). Moreover, the choice of consolidation differs between centers. Recently, the CALGB 51101 trial showed that MAC leads to improved progression-free survival (PFS) compared to NMA-C, but limiting this finding are that more patients who were randomized to receive NMA-C went off treatment prior to consolidation, either as a result of progression or death. To clarify the optimal timing of autoHCT in PCNSL and to support the findings of the CALGB 51101 trial, we conducted a multi-center retrospective analysis. Methods: We retrospectively analyzed patients ≥18 years treated at the University of California campuses in Davis, Fresno, Irvine, and Los Angeles who were diagnosed between January 2005-July 2021. Patients were divided into three cohorts: cohort A included those who underwent autoHCT in CR1, cohort B included those who underwent autoHCT in CR2+, and cohort C included those who underwent NMA-C in CR1 (irrespective of whether or not they underwent autoHCT in CR2+). In the first set of analyses, outcomes were compared between cohort A and B, and in the second set, outcomes were compared between cohort A and C. CR was defined by the lack of enhancement on magnetic resonance imaging. Patients in cohort A and B who were not in CR at the time of autoHCT, and those in cohort C not in CR at the time of NMA-C, were excluded. The primary endpoint was 2-year overall survival (OS), and secondary endpoints were 2-year progression-free survival (PFS), non-relapse mortality (NRM) and cumulative incidence of relapse (CIR). Time-to-event analyses were conducted using the Kaplan-Meier method and were compared by a log-rank test. NRM and CIR were calculated through a competing risk model, with NRM serving as a competing risk for CIR and vice versa. Univariate analyses were performed via Cox proportional hazards model. Patients alive at the end of the study were censored at their last follow-up date. Results: 69 unique patients were included, and their baseline characteristics are described in Table 1. 36 patients were included in cohort A, 10 in cohort B, and 28 in cohort C, 5 of whom underwent autoHCT in CR2+. The median follow-up times of cohorts A, B, and C were 67, 73, and 52 months, respectively. The 2-year OS from the time of diagnosis in cohort A was 94.3% (95% CI, 86.9-100) vs 90.0% (95% CI, 73.2-100) in cohort B (P=0.42), and 84.0% (95% CI, 70.7-99.8) in cohort C (P=0.072). The 2-year PFS from the time of transplant in cohorts A vs B were 91.2% (95% CI, 82.2-100) vs 67.5 (95% CI, 43-100) (P=0.008). The 2-year PFS from the time of diagnosis in cohorts A vs C were 91.4% (95% CI, 82.6-100) vs. 80.5% (95% CI, 66.4-97.6) (P=0.0016) (Figure 1). The 2-year NRM and CIR for cohorts A vs B were 5.8% vs 21.2% (P=0.179) and 2.9% vs 11.3% (P=0.037), respectively. The 2-year NRM and CIR for cohorts A vs C were 5.8% vs 3.6% (P=0.74) and 2.9% vs 16.0% (P<0.001) respectively. Univariate analyses including all 69 unique patients were performed for OS and PFS, and there were no significant associations based on age <60 vs ≥60 years, gender, ECOG performance status ≤1 vs ≥2, center of origin, and thiotepa/busulfan/cyclophosphamide (TBC) vs thiotepa/carmustine (TT-BCNU) conditioning. Conclusion: Although limited by the sample size and retrospective nature, whether autoHCT for PCNSL was performed in CR1 or CR2+ did not impact OS in our analysis, but CIR was higher and PFS was lower when autoHCT was performed in CR2+. Supporting the Alliance trial, autoHCT in CR1 produced longer PFS than NMA-C and patients deemed appropriate candidates for MAC consolidation in CR1 should be considered for autoHCT in this setting. Figure 1View largeDownload PPTFigure 1View largeDownload PPT Close modal

Stakeholder perspectives on hiring teaching-focused faculty at research-intensive universities

BackgroundTeaching-focused faculty positions have grown in popularity in higher education and provide novel opportunities to transform undergraduate science, technology, engineering, and mathematics (STEM) education. The University of California (UC) system employs a unique teaching-focused faculty position, officially called the Lecturer with Potential Security of Employment (L(P)SOE), with the working title called Professor of Teaching (PoT). The UC PoT position is a tenure-track position with teaching as the primary tenure expectation. We present findings from interviews with stakeholder faculty in STEM departments at three UC campuses to identify reasons for hiring PoT, capture accomplishments of PoT in their departments and disciplinary fields, and identify potential barriers to PoT success.ResultsOverall, this study highlights stakeholder’s perspectives on the value of teaching-focused faculty in research-intensive universities. Stakeholders described the goals for hiring Professors of Teaching, which included easing the burden of teaching responsibilities of the departments and adding consistency of instruction. While the stakeholders expressed that PoT were meeting the goals for being hired, they also identified many barriers for PoT being fully integrated and successful. The stakeholders expressed concern about unclear and unfair expectations related to tenure and promotion.ConclusionsThe findings point to a general undervaluing and underappreciation of teaching-focused faculty and suggest that in order for PoT to have a positive impact on STEM higher education, they need more support and inclusion from their colleagues and institutions.

Predicting implementation of active learning by tenure-track teaching faculty using robust cluster analysis

BackgroundThe University of California system has a novel tenure-track education-focused faculty position called Lecturer with Security of Employment (working titles: Teaching Professor or Professor of Teaching). We focus on the potential difference in implementation of active-learning strategies by faculty type, including tenure-track education-focused faculty, tenure-track research-focused faculty, and non-tenure-track lecturers. In addition, we consider other instructor characteristics (faculty rank, years of teaching, and gender) and classroom characteristics (campus, discipline, and class size). We use a robust clustering algorithm to determine the number of clusters, identify instructors using active learning, and to understand the instructor and classroom characteristics in relation to the adoption of active-learning strategies.ResultsWe observed 125 science, technology, engineering, and mathematics (STEM) undergraduate courses at three University of California campuses using the Classroom Observation Protocol for Undergraduate STEM to examine active-learning strategies implemented in the classroom. Tenure-track education-focused faculty are more likely to teach with active-learning strategies compared to tenure-track research-focused faculty. Instructor and classroom characteristics that are also related to active learning include campus, discipline, and class size. The campus with initiatives and programs to support undergraduate STEM education is more likely to have instructors who adopt active-learning strategies. There is no difference in instructors in the Biological Sciences, Engineering, or Information and Computer Sciences disciplines who teach actively. However, instructors in the Physical Sciences are less likely to teach actively. Smaller class sizes also tend to have instructors who teach more actively.ConclusionsThe novel tenure-track education-focused faculty position within the University of California system represents a formal structure that results in higher adoption of active-learning strategies in undergraduate STEM education. Campus context and evolving expectations of the position (faculty rank) contribute to the symbols related to learning and teaching that correlate with differential implementation of active learning.

Student, Staff, and Faculty Perspectives on Intimate Partner and Sexual Violence on 3 Public University Campuses: Protocol for the UC Speaks Up Study and Preliminary Results.

BackgroundIntimate partner and sexual violence are pervasive public health issues on college and university campuses in the United States. Research is recommended for creating and maintaining effective, relevant, and acceptable prevention programs and response services for student survivors.ObjectiveThe University of California (UC) Speaks Up study aims to examine factors contributing to intimate partner and sexual violence on 3 UC campuses and use the findings to develop and test interventions and policies to prevent violence, promote health, and lay the groundwork for subsequent large-scale quantitative research.MethodsA mixed methods study was conducted at UC Los Angeles, UC San Diego, and UC Santa Barbara. Phase I (2017-2020) involved a resource audit; cultural consensus modeling of students’ perceptions of sexual consent; in-depth interviews (IDIs) and focus group discussions with students to understand perceptions of campus environment related to experiences as well as prevention of and responses to violence; and IDIs with faculty, staff, and community stakeholders to investigate institutional and community arrangements influencing students’ lives and experiences. Phase II (2020-ongoing) involves IDIs with student survivors to assess the use and perceptions of campus and community services. Qualitative content analysis is used to generate substantive codes and subthemes that emerge, using a thematic analysis approach.ResultsIn January 2019, we conducted 149 free-listing interviews and 214 web-based surveys with undergraduate and graduate and professional students for the cultural consensus modeling. Between February 2019 and June 2019, 179 IDIs were conducted with 86 (48%) undergraduate students, 21 (11.7%) graduate and professional students, 34 (19%) staff members, 27 (15.1%) faculty members, and 11 (6.1%) community stakeholders, and 35 focus group discussions (27/35, 77% with undergraduate students and 8/35, 23% with graduate and professional students) were conducted with 201 participants. Since September 2020, 50% (15/30) of the planned student survivor interviews have been conducted. This segment of data collection was disrupted by the COVID-19 pandemic. Recruitment is ongoing.ConclusionsData analysis and phase II data collection are ongoing. The findings will be used to develop and test interventions for preventing violence, promoting health and well-being, and ensuring that survivor services are relevant and acceptable to and meet the needs of all individuals in the campus community, including those who are typically understudied. The findings will also be used to prepare for rigorous, UC–system-wide public health prevention research.International Registered Report Identifier (IRRID)DERR1-10.2196/31189

477 The Climate is Changing, Why Cant We? Faculty Perspectives on Education for Sustainable Healthcare in Health Education

OBJECTIVES/GOALS: Despite calls for the integration of Education for Sustainable Healthcare (ESH) into health professional training programs, most curricula have yet to adapt accordingly. This qualitative study sought to understand faculty perspectives on ESH knowledge, interest, barriers, and facilitators. METHODS/STUDY POPULATION: From 2018 to 2020, 71 health professional education faculty from 6 University of California (UC) campuses participated in ESH integration workshops. Using purposeful sampling based on gender and campus, a subset of workshop faculty participants were selected to participate in individual interviews. Interviews were conducted via Zoom using a structured interview guide, eliciting participants experience integrating ESH, perceived barriers and facilitators, and perspectives on student, faculty, and health science leadership knowledge and interest. Transcripts were double coded with an inductive-deductive approach using Dedoose, reconciled, and analyzed to identify themes. RESULTS/ANTICIPATED RESULTS: Participants included 17 faculty at 6 UC campuses representing diverse health disciplines. Although participants noted high general awareness of and interest in climate change among students and faculty, they observed a lack of specific, health-relevant knowledge, resulting in discomfort communicating with others on climate and health. Perceived barriers to expansion of ESH included limited curricular space, competing topics, and lack of faculty expertise. Participants posited that framing climate change in health terms, establishing learning objectives and protected faculty time, identifying connections to ESH within existing research and curriculum, and obtaining commitments from campus leadership would facilitate successful ESH integration. DISCUSSION/SIGNIFICANCE: Our findings reinforce student and faculty interest in ESH curricular integration and identify important barriers and facilitators, lending context for educators planning ESH infusion. Training of faculty on climate health is urgently needed for ESH integration in health professional education.

Using the theory of planned behavior to understand student intent to use tobacco in California universities

Background: Most tobacco use, including addiction, starts between 18-26 years of age. To prevent this, the University of California (UC) and California State University (CSU) have implemented system-wide tobacco-free policies in recent years. The objective of this study was to investigate the association of the theory of planned behavior (TPB) constructs: attitude, subjective norms (SN), and perceived behavioral control (PBC) with intention to use tobacco among students in tobacco-free universities in California. Additional objectives were to understand whether these primary TPB constructs were influenced by various policy enforcement levels (i.e., communication and signage), and the availability of smoking cessation programs on campus.Methods: In this cross-sectional study conducted during March-May 2018, a survey was administered among students within select UC and CSU campuses. Students were recruited by cold-calling and emailing faculty to request assistance in disseminating an electronic survey to their students.Results: There was a total of 167 survey respondents (mean age=18-24 years). Results indicated that attitude (β=0.12, p&lt;0.025), SN (β=0.18, p&lt;0.001), and PBC (β=0.33, p&lt;0.001) were significantly and positively associated with student intention. Results showed no significant differences between different enforcement levels and TPB constructs but did show significant positive differences in student attitude between campuses that offer smoking cessation programs and campuses that do not (t=2.55, f=6.50, p&lt;0.001).Conclusions: Findings indicate tobacco-free policies positively influence shifts in student attitude and intention to use tobacco on California university campuses. Administrators are encouraged to tailor enforcement messages to increase compliance.

Campus Smoking Policies and Smoking-Related Twitter Posts Originating From California Public Universities: Retrospective Study.

BackgroundThe number of colleges and universities with smoke- or tobacco-free campus policies has been increasing. The effects of campus smoking policies on overall sentiment, particularly among young adult populations, are more difficult to assess owing to the changing tobacco and e-cigarette product landscape and differential attitudes toward policy implementation and enforcement.ObjectiveThe goal of the study was to retrospectively assess the campus climate toward tobacco use by comparing tweets from California universities with and those without smoke- or tobacco-free campus policies.MethodsGeolocated Twitter posts from 2015 were collected using the Twitter public application programming interface in combination with cloud computing services on Amazon Web Services. Posts were filtered for tobacco products and behavior-related keywords. A total of 42,877,339 posts were collected from 2015, with 2837 originating from a University of California or California State University system campus, and 758 of these manually verified as being about smoking. Chi-square tests were conducted to determine if there were significant differences in tweet user sentiments between campuses that were smoke- or tobacco-free (all University of California campuses and California State University, Fullerton) compared to those that were not. A separate content analysis of tweets included in chi-square tests was conducted to identify major themes by campus smoking policy status.ResultsThe percentage of positive sentiment tweets toward tobacco use was higher on campuses without a smoke- or tobacco-free campus policy than on campuses with a smoke- or tobacco-free campus policy (76.7% vs 66.4%, P=.03). Higher positive sentiment on campuses without a smoke- or tobacco-free campus policy may have been driven by general comments about one’s own smoking behavior and comments about smoking as a general behavior. Positive sentiment tweets originating from campuses without a smoke- or tobacco-free policy had greater variation in tweet type, which may have also contributed to differences in sentiment among universities.ConclusionsOur study introduces preliminary data suggesting that campus smoke- and tobacco-free policies are associated with a reduction in positive sentiment toward smoking. However, continued expressions and intentions to smoke and reports of one’s own smoking among Twitter users suggest a need for more research to better understand the dynamics between implementation of smoke- and tobacco-free policies and resulting tobacco behavioral sentiment.

The Cognitive Load of Inpatient Consults: Development of the Consult Cognitive Load Instrument and Initial Validity Evidence.

Fellows and residents provide inpatient consultations. Though consults vary considerably, measuring the associated cognitive load (CL) is key to guiding faculty on how to optimize learning during consults. However, existing CL instruments, such as the unidimensional Paas scale, cannot separate the 3 components of CL and may miss the nuances of consult CL. Therefore, the authors developed the Consult Cognitive Load (CCL) instrument to measure the 3 CL components during consults. In 2018-2019, the authors developed the CCL at the University of California, San Francisco, using Wilson's constructive approach to measurement. To generate content and response process validity evidence, the authors consulted the literature and experts to generate construct maps, items, and a scoring rubric and conducted cognitive interviews. They administered the CCL to internal medicine and psychiatry trainees across 5 University of California campuses and used Rasch family and linear regression models to assess internal structure validity and relationships to key predictor variables. They compared the CCL with the Paas scale using Wright maps and used latent correlations to support separating CL into 3 components. Analysis revealed appropriate fit statistics, appropriate mean respondent location increases across all levels, threshold banding, and expected relationships with key predictor variables. The CCL provided more coverage of the 3 CL components compared with the Paas scale. Correlations among the 3 CL components were not strong, suggesting that the CCL offers more nuance than a unidimensional measure of CL in the context of consults. This study generated initial validity evidence to support the CCL's use as a measure of consult CL and supports measuring the 3 CL components separately rather than as a single construct in the context of consults. Learners and faculty could compare learner CCL scores with reference scores to promote reflection, metacognition, and coaching.

First-Line Treatment with R-CHOP Vs Dose-Adjusted R-EPOCH for Double-Expressor Lymphoma: A University of California Hematologic Malignancies Consortium Retrospective Analysis

First-Line Treatment with R-CHOP Vs Dose-Adjusted R-EPOCH for Double-Expressor Lymphoma: A University of California Hematologic Malignancies Consortium Retrospective Analysis

Safe reopening of college campuses during COVID-19: The University of California experience in Fall 2020.

Epidemics of COVID-19 in student populations at universities were a key concern for the 2020-2021 school year. The University of California (UC) System developed a set of recommendations to reduce campus infection rates. SARS-CoV-2 test results are summarized for the ten UC campuses during the Fall 2020 term. UC mitigation efforts included protocols for the arrival of students living on-campus students, non-pharmaceutical interventions, daily symptom monitoring, symptomatic testing, asymptomatic surveillance testing, isolation and quarantine protocols, student ambassador programs for health education, campus health and safety pledges, and lowered density of on-campus student housing. We used data from UC campuses, the UC Health-California Department of Public Health Data Modeling Consortium, and the U.S. Census to estimate the proportion of each campus' student populations that tested positive for SARS-CoV-2 and compared it to the fraction individuals aged 20-29 years who tested positive in their respective counties. SARS-CoV-2 cases in campus populations were generally low in September and October 2020, but increased in November and especially December, and were highest in early to mid-January 2021, mirroring case trajectories in their respective counties. Many students were infected during the Thanksgiving and winter holiday recesses and were detected as cases upon returning to campus. The proportion of students who tested positive for SARS-CoV-2 during Fall 2020 ranged from 1.2% to 5.2% for students living on campus and was similar to students living off campus. For most UC campuses the proportion of students testing positive was lower than that for the 20-29-year-old population in which campuses were located. The layered mitigation approach used on UC campuses, informed by public health science and augmented perhaps by a more compliant population, likely minimized campus transmission and outbreaks and limited transmission to surrounding communities. University policies that include these mitigation efforts in Fall 2020 along with SARS-CoV-2 vaccination, may alleviate some local concerns about college students returning to communities and facilitate resumption of normal campus operations and in-person instruction.

Introduction to “Pacific Worlds: Indigeneity, Blackness, and Resistance”

Dr. Gandhi provides a brief overview of the origins and goals of the Pacific Worlds Symposium and the three following documents in this special subsection of Ethnic Studies Review. The symposium was co-sponsored by several University of California campuses. This introductory statement includes a list of additional recommended readings offered in addition to the citations included by the panelists and their individual papers.

COVID-19, stress and mental health: What students expect from academic institutions during a pandemic

Objectives: To learn about the mental health of students, the tools they use to cope with stress, and their perceptions toward the assistance they receive from their academic institutions during the COVID-19 pandemic. Participants: 593 students from two University of California campuses. Methods: The link to an anonymous survey was included in a mass email that was sent to students. Results: 87% of students expressed that their mental health has been negatively impacted by the pandemic, especially in students who already had diminished levels of self-reported mental health. Students articulated the need for increased financial, academic, and mental health support and that they want to have a voice in discussions that will lead to decisions that would impact them. Conclusion: Students reported that the pandemic has negatively impacted their mental health and that they wanted academic institutions to include them in the decision-making processes that would contribute to their health.

Redefining Basic Needs for Higher Education: It's More Than Minimal Food and Housing According to California University Students.

A student-specific definition of basic needs for higher education is warranted to inform programs and policies for underserved students. The purpose of this study was to: 1) explore how students define basic needs, 2) understand experiences of housing insecurity, and 3) understand experiences of food insecurity within the context of housing insecurity. Qualitative research elicited student perceptions of basic needs and experiences of housing and food insecurity. Focus group discussions were conducted at 5 University of California campuses between February and March 2019. Undergraduate (n = 37) and graduate (n = 21) students were recruited from campus basic needs centers. Each student completed a brief survey. Researchers conducted 11 focus groups using a semi-structured interview guide. Transcripts were coded to identify themes. Students were female (76%), age 23.6 (SD = 5.8) years; 46% were Pell grant recipients; and 52% were first-generation college students. Most had experienced food insecurity (98%) and 26% had experienced homelessness. Eight themes were identified: 1) students define basic needs as more than minimal food and shelter and as the responsibility of students and the university, 2) students encounter multifaceted housing insecurity issues, 3) affording rent is a priority that most often leads to experiencing food insecurity, 4) transportation barriers interfere with meeting students' basic needs to succeed as students, 5) students with nontraditional characteristics, graduate students, and out-of-state students face unique challenges in meeting basic needs, 6) limited financial aid and lack of financial aid guidance are barriers to meeting basic needs, 7) fees contribute additional challenges to students meeting basic needs, and 8) additional university basic needs services are essential. A student-informed definition of basic needs included food, housing, mental health, sleep, hygiene, and transportation. This understanding of basic needs can inform future research, programs, and policy to address housing insecurity in higher education.

1239-P: University of California Diabetes Initiative: A Multi-institution Collaboration to Improve Diabetes Care

Background: In Spring 2019, the University of California (UC) health system launched a UC Wide Diabetes Initiative. In response to the growing population of people with diabetes, as well as significant heterogeneity in diabetes care across five UC campuses, the UC Health Diabetes Initiative aims to increase alignment in methods of diabetes care delivery, and to improve clinical outcomes. Methods: The UC Diabetes Initiative joins five financially and operationally independent academic medical campuses - UC Davis, UC San Francisco, UC Los Angeles, UC Irvine, and UC San Diego. Endocrinologists, primary care physicians, pharmacists, and program managers represent each campus, with data scientists and program leaders from the UC Office of the President. Powered by a central EHR data warehouse, we built a Diabetes Dashboard to show demographics, outcome (e.g., A1c) and process measures (e.g., eye exam) for more than 45,000 adults with diabetes cared for by more than 2,000 providers across the UC system. Current Work: Our collaborative identified three focus domains for improvement: 1) Medical Neighborhood 2) Patient Education and 3) Pharmaceutical Use. Within each of these domains, we used a semi-structured approach based on local expertise and experience to narrow our focus. Specific interventions were selected based on potential impact, feasibility, and key stakeholder feedback. We focus on designing and delivering three UC-wide interventions to 1) increase use of A1c point-of-care testing 2) increase reach of diabetes education and 3) utilize a “UC-way” diabetes pharmaceutical algorithm. Implementation will begin in Summer 2020; our ongoing work will be the focus of subsequent evaluation. Conclusions: The UC Health Diabetes Initiative provides a unique model of multi-institution collaboration joining independent health systems around a common mission, and using population-based real-world data to select, implement and measure best practices in diabetes care delivery. Disclosure T. Kompala: None. M. Clark: None. S. Kim: None. L. Kroon: None. T.A. Peterson: None. R.M. Mowers: None. P. Surampudi: None. M. Freeby: Research Support; Self; Abbott, Novo Nordisk Inc. M. Han: None. S. Lambrechts: None. T.M. Offer: None. M. Christian: None. L. Dahm: None. L. Gibbs: None. J. Bouw: None. K. Medders: Advisory Panel; Self; Lilly Diabetes. C. Morn: None. A. Patel: None. R. Sak: None. M. Cabrera: None. A.B. Neinstein: Consultant; Self; Steady Health.

Characterizing the University of California's tenure-track teaching position from the faculty and administrator perspectives.

Teaching faculty are a potential mechanism to generate positive change in undergraduate STEM education. One such type of faculty is the Lecturer with Potential Security of Employment (L(P)SOE), a tenure-track faculty line within the University of California (UC) system. As a foundation for future studies, we sought to characterize individuals in the L(P)SOE position in terms of their background training, job expectations, and resources available for their success. Data were collected through an online survey completed by over 80% of STEM L(P)SOEs across the UC system, as well as interviews with over 20 deans and chairs in STEM departments at three UC campuses. From this work, we found that the majority of current L(P)SOEs were formally trained within their disciplines and not in an education field; however, they possessed substantial education experience, such as classroom teaching or participation in professional development opportunities. Expectations for time spent on teaching, research, and service are aligned between individuals within varying ranks of the L(P)SOE faculty and between L(P)SOEs and administrators. L(P)SOEs and administrators are also in agreement about what constitutes acceptable professional development activities. Interestingly, we identified differences that may reflect changes in the position over time, including increased start-up funds for more recently hired L(P)SOE faculty and a differing perspective on the role of discipline-based education research and scholarly activities between non-tenured and more senior L(P)SOEs. Overall, these data provide a snapshot of the L(P)SOE position that will aid in future work to identify the potential institutional impact of these individuals.