CAP 1.1.3 Implement projects related to the campus climate study to foster an inclusive, welcoming college.
Climate Study Report Time Line & Updates • Rankin & Associates hired Summer 2013 • Climate Study Work Group Formed Fall 2013 • Study occurred during Fall 2013 – Fall 2014 • Final Report submitted to GRCC in Fall 2014 • Campus focus groups held in Winter 2015 • Final report given to President in Fall 2015 • CAP 1.1.3 established Fall 2015 • Sue Rankin met with CAP Team to prioritize outcomes of Climate Study. January 2016 • Reset with new champions June 2016
CAP Team Members • Tamber Bustance Woodrick Center for Equity … • Sophia Brewer Library • John Van Elst Workforce Training • Emily Nisley Counseling and Career Development • Nikki Banks Criminal Justice • Sarah Rose DSS and OSP • Mursalata Muhammad English Department • Misty McClure-Anderson President’s Office • Jessica Berens Human Resources • Kimberly DeVries Office of General Counsel
Climate is defined as… “The current attitudes, behaviors and standards of faculty, staff, administrators, and students concerning the level of respect for individual needs, abilities, and potential.” Rankin & Reason, 2008
RECAP: GRCC Participants 3,289 Total Respondents (19% response rate) • 2,771 students (17% response rate) • 204 faculty (26% response rate) • 314 staff/administrators (48% response rate)
Overall S Strengths and S Successes
Overall Opportunities for Im Improvement
For the purposes of this CAP, inclusive means, students, staff and faculty will feel: Sense of Belonging: Recipients identify well with their own cultural group and with the college itself. Sense of Confidence: Recipients view their own cultures and histories as being creative, authentic and worthy of sharing with people of other cultures. Sense of Power: Recipients understand, from the perspectives of their own cultures, how influence is used in college, how are decisions really made and who makes them. They participate in using influence and making decisions. Sense of Security: Recipients know that the various elements of their cultures can find a high level of incorporation into the life of the college. Adapted from Dr. Terrell Strayhorn , “Sense of Belonging” and Dr. John Powell, “ Othering and Belonging”
Goal #1: Year 1 Inventory inclusion training curricula and CLS 100 diversity and inclusion curricula. Create an inclusion resource guide for CLS 100 teachers and GRCC campus trainers and facilitators. Execute train-the-trainer sessions for faculty and staff in regard to inclusion components to CLS 100. CAP GOALS
Goal 1: : Current Activities and Next xt Steps • Secured administrative support to inventory and make recommendations for the diversity component of CLS100. • CLS100 Class observations in progress . • Will convene focus group of CLS100 faculty. • Benchmarking and literature review in progress (e.g., The Community College Equity Assessment Lab)
Goal #2: Year 1 Create a GRCC Roadmap to Inclusion . -Research how to create a mobile app. -Promote and support programs and student organizations that are already working with those who felt least included. CAP GOALS
Goal 2: : Current Activities and Next xt Steps • Sub-team formed to begin inventory of current programs and resources focused on inclusion. • Will contact staff and faculty to gather information about those programs and resources. • Will design a communication plan to distribute information.
Goal #3: Year 2 Review programs and practices of mentoring programs on campus. Create a best practices resource for GRCC mentoring programs. CAP GOALS
Questions
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