2011 DAC Report Recommendations – Inclusion Change Team (ICT) looks back
April 2015
ITEM
CATEGORY
PURPOSE OF RECOMMENDATION
ACTON / HISTORY
COMMENTS
Increase
awareness
RECOMMENDATION FROM
2011
President to serve as Ad-Hoc
member of DAC
1
Receive direct guidance and benefit
from the president’s knowledge
Former President Mark Mitsui joined DAC
2011
2
Increase
awareness
Create a “Diversity at North”
website
Website was created but due to high
turnover it has not been updated.
3
Increase
awareness
NSCC Diversity Survey Conduct a quarterly SNAP
survey on the Diversity at North
website
4
Increase
awareness
NSCC Diversity Blog
5
Increase
awareness
Cultural competency training
according to the “Terms of
Engagement: Men of Color
Discuss their Experience in
Community College” (2010).
Also provide Train the Trainers
program.
Welcome students and support
student success by advertising
events and other opportunities for
involvement – should include mission,
core campus themes, and a link to
DAC webpage
Collect data to develop annual work
plans to address diversity within our
campus culture (Example question:
“Have you experienced discrimination
in the classroom?”)
Create an “after-buzz” of excitement
and interest for events like book
reads and speaker series, giving
participants voice, and the community
some insight into people’s
experiences
Training for faculty and staff to help
address any racial micro-aggressions
that can unknowingly occur.
Train a few NSCC employees to be
trainers of cultural competency –
training program can include White
Privilege Conference, DVD series,
facilitator training guide, and an
available local consultant
With Mitsui’s participation DAC meeting
agendas were tightly followed,
discussion was focused and
subcommittees were active
Carianya Napoli of ICT seeking admin
access, April 2015
An annual student survey is conducted and
includes diversity questions.
The Blog and rss feeds never happened.
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1
Instead of training trainers,
President Mitsui hired Ginlin
Woo to create 4 cadres of
diversity and inclusion
discussion facilitators (DIF), out
of which developed facilitations
on microaggressions, and a
workshop on the “Men of Color”
film.
Student panels addressed
discrimination,
microaggressions, and cultural
competency
Search Advocacy (SA) Training
was brought to campus in 2013,
and since then SAs have served
on some hiring committees if
the hiring manager makes the
request
Beyond Inclusion learning
Without staff support, the previous
diversity director did not have the
bandwidth to take on this project.
Diversity & Inclusion Facilitator (DIF)
Training Cadre 4 wraps up May 15
2011 DAC Report Recommendations – Inclusion Change Team (ICT) looks back
April 2015
6
Increase
awareness
NSCC Administration (HR)
involvement with professional
development committees.
NSCC Administration (HR) work with
STARS, CDAC, PDCC to shift
campus culture – collaborating with
various professional development
committees to increase diversity
awareness and involvement
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7
Increase
inclusion
Peer faculty / peer mentors.
8
Increase
inclusion
Partner with South Seattle
College to learn about South’s
Peer Navigator program
9
Increase
inclusion
ESL Retention & Progression:
Provide support for the College
Readiness Transitions
Committee
10
Increase
inclusion
Campus planning: continue
cross-campus collaborative
Ready Set Transfer / National
Science Foundation Grant provides
peer mentorship to increase success
and completion rates of traditionally
under-represented students in STEM
fields. DAC could help to develop
wider scale peer mentoring programs
on campus designed to increase
success rate of students of color –
first by inviting panels of experts to
share best practices.
Find alternative funding sources for
faculty stipends to coordinate ESL
and transitions events thereby
increasing ESL students’ chances for
retention, progression and
completion.
Continue and increase collaborative
efforts on such events as Diversity
2
communities brought all
employee types together
HR has budget authorization
over CDAC. Other than that,
there is little relationship to the
other committees; no
conversation has occurred with
those committees about a
stronger HR role in their
diversity work.
Note: PDCC no longer exists,
but there has been significant
faculty development work in
diversity
Beyond Inclusion, Beyond
Empowerment learning
community (hosted by DAC
professional development subcommittee)
Diversity & Retention Director Wade
Parrott hired 2012 – managed North’s Peer
Navigator program (focus on Math)
Wider scale peer mentoring and the panel
to help launch it did not happen.
Without staff support, the previous
diversity director did not have the
bandwidth to take on this project.
Diversity & Retention Director Wade
Parrott hired 2012 – managed North’s Peer
Navigator program (focus on Math) and he
worked with South informally.
More visible ESL and transitions events
have happened routinely
These events have been ongoing.
These events are successful because
the groups that host them are
2011 DAC Report Recommendations – Inclusion Change Team (ICT) looks back
April 2015
efforts
Speaker series, Year of Learning,
DAC, Women’s Center, International
Programs, Wellness Center and other
programs to increase inclusion and
build community across campus.
Give all students the opportunity to
find others who have similar
experiences, to build community with
them, and to provide that particular
support for each other throughout
their time at North
SBCTC report on diversity in
Washington stated that the
percentages of FT and PT faculty
hiring has not kept pace with the
percentage of students of color. The
understanding is that if North has a
faculty that more closely culturally
reflects its student population, this will
help to create greater student
success.
11
Increase
inclusion
Create Welcome/Affinity Groups
for New Students.
12
Increase
inclusion
Hiring faculty of color.
Recommended a diversity
survey of current faculty, staff
and administration to better
understand North’s mix.
Recommended UW’s GO-MAP
system used to track faculty of
color.
13
Increase
inclusion
New Employee Mentoring.
Studies [which studies?] have shown
that employees who have a mentor
are more likely to…. (stay in an
organization and find greater career
success?)
14
Assessment/
Research
Further research efforts: in
surveys separating the field of
“mixed/other/blank”; explore and
implement for future studies the
identification of sub-categories
of “Asian” classification; study
Delve deeper to learn about the
experience of sub-groups that are
typically lumped together, for a better
understanding of and response to
those groups’ needs.
3
Fall 2011 Student Convocation on
President’s Day gave students an
opportunity to meet others in affinity groups
experienced and have institutional
support; however, a central “go-to”
calendar for an organizational overview
is needed to help create a greater sense
of community, and to “make
collaboration visible.”
This was a one-time event – it was labor
intensive for multiple departments and
was not repeated due to extra time and
effort needed to re-create and maintain
connections.

Representatives from North,
South and Central campuses
attend GOMAP panel
discussions.

North’s HR has quarter
meetings with UW GOMAP

Faculty Memorandum of
Understanding (MOU) to include
Search Advocates in faculty
hiring committees was signed at
the District, but didn’t include a
commitment for part-time faculty
to serve.

AFT and District reps are
working on shared language for
the MOU and to detail funding
to support a train-the-trainers
program.
An initial campuswide employee survey
was launched in 2012 or 2013 to learn if
there was interest in a mentoring program.
There were a few responses, but the
program was not launched.
Ownership of the mentoring program did
not take off. There has been some
support for faculty mentorship in the
Faculty Pedagogy 101 and tenure track
get togethers. But there’s no formal
North mentoring program to support all
employees who may be interested.
2011 DAC Report Recommendations – Inclusion Change Team (ICT) looks back
April 2015
15
Assessment/
Research
the different experiences of
“African” and “African
American”; ethnicity break down
of students receiving financial
aid
Each institutional effort and/or
event focusing on diversity or
sponsored by DAC be
assessed, either via survey or
polling form.
Enable DAC to use this info to focus
and re-focus its efforts on campus,
producing results and accountability.
4