Daraja Project Equity Proposal The following equity proposal aims to specifically impact African American students at Chabot, both students inside of the Daraja Project and African American students outside of the Daraja Project, referred to below as the Greater African American Community. Daraja is currently in our 27th year and we have been sorely underfunded for most of those years. Daraja is a well­established community, affiliated with the statewide Umoja Community, and we recently expanded our cohort and our curriculum (English, Math, and African American History). Daraja would like to further expand our cohort and our curriculum, as well as exponentially expand our impact on African American students outside of Daraja (there are @ 1,750 African American students at Chabot). This greater impact will come from two strategies: 1) more intentional collaboration with classes, programs, groups and other Equity initiatives around campus, and 2) instituting the “100 Black Student Leaders” strategy described in the activities. * Note: Most of the activities and outcomes listed under Goal B will also support Goals C­E as well. We did not repeat­list them in those Goal areas, instead we put an asterisk by each activity to which this applies. Goal A Provide greater “engaged access” to the cohort of students, faculty, and community who participate in and collaborate with the Daraja Project or Daraja­affiliated events Activity Daraja Project A.1 Recruit by doing inreach and outreach to students and faculty to participate in an expanded expression of the Daraja Project. (Spring 2015­Fall 2015, Daraja Coordinator) A.2 Host professional development forums to increase culturally conscious practices and awareness of Daraja students and their learning experiences. (Spring 2015­Fall 2015, Daraja staff and student leaders) A.3 Create curriculum for 100 Black Student Leaders (Spring 2015, Daraja faculty) A.4 Collaborate with Puente/Mecha/API/CIN/MESA/Passion, Law and Democracy, Athletics, and Pathways to Law School students in order to encourage intercultural identity building, alliances and pathways (Spring 2015, Daraja Coordinator and staff) Greater African American Community A.5 Host a regional African American Achievement Summit­­invite organizations, churches and CBOs from the black community; for example, Glad Tidings, 100 Black Men, African American Chamber of Commerce, ... (Fall 2015, Daraja staff, in collaboration with other campus programs, and 100 Black Student Leaders) Expected Outcomes A.1 Double the number of students participating in Daraja Project from 70 first year to 140; and 30 second year to 60. A.2 Provide professional development to at least 75 Chabot faculty and staff at flex days and a half day retreat. A.3 Adopt or adapt leadership course specifically for Daraja by end of Spring 2015; implement 100 Black Leaders course in Fall 2015 for 30­45 second year Daraja students. A.4 Provide increased opportunities for Daraja and other African American students to learn from and pursue other programs and pathways on campus; as well as, provide increased opportunities for all non­Daraja students in these other programs to learn about and participate in Daraja Greater African American Community A.5 Make Daraja, other Chabot programs, and other African American students visible to the greater Alameda County community and leverage resources, cultural and community capital to support the success and persistence of all African American students at Chabot Goal B Increase overall course completion for Daraja and other African American students Activity *B.1 Create and implement a process for using a discretionary fund to provide food, water, transportation, childcare, and other basic needs to Daraja students (Spring­Fall 2015, Daraja coordinator) *B.2 Reinstate Mentoring Program (Spring­Fall 2015, Daraja Coordinator and staff) *B.3 Expand and Darajify the curriculum to include PSCN and Passion Project (Spring 2015, Daraja counselors, Monique Williams, Tom deWit) *B.4 Build a library of regularly used books for Daraja students (Spring­Fall 2015, Daraja Coordinator) *B.5 Collaborate with FIG hosted by Land and Johnston to develop through research, experience and creativity a vital 21st Equity pedagogy that moves us into learning that is fueled by love and leads to liberation, a post­equity pedagogy, share with colleagues and host professional development opportunities (Spring­Fall 2015, Daraja staff) B.6 Establish a Black Faculty and Staff Association (Spring 2015, Dean of Special Programs) *B.7 Support the goals and objectives of the Striving Black Brothers Coalition (Spring­Fall 2015, Daraja staff) *B.8 Participate in professional development at statewide Umoja Summer Learning Institute, Regional Symposium, and annual conference for faculty, staff and students (Spring­Fall 2015, Daraja staff and students) Greater African American Community *B.9 Implement “Each One Teach Five” advocacy strategy (Fall 2015, Daraja Coordinator and Black Student Leaders) *B. 10 Launch “ Community and Cultural capital, resource and partner” advocacy campaign (Fall 2015, Daraja Coordinator and 100 Black Student Leaders) *B.11 Revitalize Ethnic Studies, which will include core courses attractive to Daraja and other African American students (Spring­Fall 2015, Michael Thompson) Expected Outcomes B.1 Improve retention and completion rates in all courses by x% B.2 Improve retention and completion rates in all courses by x% B.3 Add new curriculum to existing Daraja learning community experience which brings about better studenting, institutional navigation, and enhanced integration of students into community B.4 Provide a consistent and predictable source of regularly used texts to Daraja students B.5 Document and share out an amalgamation of 21st century post­equity practices B.6 Establish consistent organization for Black faculty and staff to support Equity goals related to African American students on campus B.7 Synchronize efforts with SBBC to improve student success B.8 Upgrade program and student learning strategies as well as develop relationships that will support Daraja and other African American student achievement Greater African American Community B.9 Identify and provide consistent peer mentoring and advocacy to 200­300 African American students at Chabot B.10 Bring resources as well as community and cultural capital onto Chabot campus to support African American student achievement B.11 Offer new and revised curriculum choices to Daraja and other African American students to enhance their GE pathway choices Goal C Improve Basic Skills course completion in Math and English for Daraja and other African American students C.1 Provide imbedded tutoring for Daraja Project courses (Spring 2015­Fall 2015, Daraja Coordinator) Greater African American Community *See activities in Goal B Expected Outcomes C.1 Increase completion in Basic Skills courses by 5% over previous Daraja cohorts. Goal D Improve Degree/Certificate completion for Daraja and other African American students *See activities in Goal B Greater African American Community *See activities in Goal B Expected Outcomes Goal E Increase rate of transfer for Daraja and other African American students E.1 Expand and formalize articulation with UC, CSU and HBCU transfer institutions, starting with those institutions who are already partnering with statewide Umoja Community E.2 Go on regular outings to transfer institutions, including attending the Umoja Regional conference at UC Davis (Spring­Fall 2015, Daraja Coordinator) E.3 Collaborate with statewide Umoja Community’s Transfer Agreement Guarantee, articulation and transfer efforts with the HBCUs, UCs, and CSUs (Spring­Fall 2015, Daraja Coordinator) Greater African American Community *See activities in Goal B Expected Outcomes E.1 Increase rate of Daraja students and other African American students transferring to four year universities. And decrease time Daraja and other African American students spend at Chabot working to achieve transfer­ready status and are accepted by transfer institutions. E.2 Increase rate of Daraja students and other African American students transferring to four year universities. And decrease time Daraja and other African American students spend at Chabot working to achieve transfer­ready status and are accepted by transfer institutions. E.3 Increase range of transfer institutions and frequency of Daraja and other African American students attending those institutions.