, 2016 - 2 | page€¦ · germanna community college diversity and inclusion council 2016 annual...

Germanna Community College Diversity and Inclusion Council 2016 Annual Report – June 1st, 2016 - 2 | P a g e

Table of Contents A. Diversity and Inclusion Council Report Executive Summary 3 - 4 B. Part I. Diversity Dashboard Report 5 - 7 C. Part II. Recruitment Programs and Activities 8 - 10 D. Part III. Chancellor’s Teaching Fellows 11 - 13 E. Part IV. Great Places To Work Survey Highlights and Analysis 14 - 16 F. Part V. Development and Employment Activities 17 G. Part VI. Student Data 18 - 20 H. Meet the Council Members 21 I. Germanna’s Policies, Procedures, and Statements 22 J. 5-Plan Strategic Plan Progression 23 - 27 K. Germanna’s Student Data 28 - 43 L. Faculty & Staff Data 44 - 53 M. Service Area Data 54 - 55 N. Faculty & Staff Surveys 56 - 61 O. Fall & Spring Learning Day 62 - 74 P. Diversity & Inclusion Conferences and Workshops 75 - 79 Q. College Diversity & Inclusion 5-Year Plan Recommendations Updates 80 - 81 R. College Diversity & Inclusion June 2016 Report Recommendations 82 - 83 S. Acknowledgements 84


• Diversity and Inclusion Council Report Executive Summary:

Part I. Diversity Dashboard: The data supports that our students are more diverse than the faculty & staff and service areas.

The Council notes that some hiring pools are more diverse than others. The College plans to continue to increase efforts to

promote more diversity among faculty & staff, which will enhance student academic success.

Part II. Recruitment Programs and Activities: The Council notes that the Adjunct & Administrators/Managers had the highest

minority applications, while the Classified Staff & Teaching Faculty was the lowest. The College Deans have informed the

Council that they participated in the VCCS Search Committees, Recruitment, and Diversity for Hiring Managers Workshop and

attended a session on the diversity hiring initiative at their annual CODD meeting. The Academic Deans report that they have

used the information provided during the training session in order to charge all hiring committees moving forward. Questions

have been incorporated into the hiring process to ensure hired candidates are open or have experience teaching diverse

students in the classroom. Finally, the College recruitment efforts are expanding with an active Employment Opportunity

website and various advertising methods.

Part III. Chancellor’s Teaching Fellows: The Council notes that the Teaching Fellow link was added to the College’s

Employment Opportunity and the Diversity & Inclusion websites. This area has been the biggest challenge for the College

because of limited to no access to The Interview Exchange System. However, the Human Resources Department was able to

cross check applicants who applied to Germanna via the Recruitment Management System [RMS]. Per Gayle Robinson,

Adjunct Faculty Coordinator, the College has hired a total of 3 from the Chancellor’s Teaching Fellows Program. Moving

forward, this will be one of the main focus for the June 2017 Report.


Part IV. Great Places to Work Survey Highlights and Analysis: The Council notes that overall the College scored very well.

The College faculty & staff’s surveys reflect a mixture of feelings about the campus Diversity & Inclusion. The semester’s

Learning Days have help to promote and increase Diversity awareness and education for faculty & staff. A keynote speaker

has been hired for the Fall 2016 Learning Day for faculty & staff. The College will need to continue to research ways to

promote Diversity & Inclusion for the students, which has been a challenge.

Part V. Development and Employment Activities: The Council notes that the College faculty & staff are mainly white women

employed as Adjuncts and Part-Time. Most of the employees are in the age range of 50 – 59 years old. In regards to the

service areas, the White race is the highest percentage followed by Blacks/African Americans. The service areas were noted

to be more diverse than the faculty & staff, but not more than our students. The surveys, Learning Day Events, and Diversity

& Inclusion webpage will help to serve as an advantage to enhance the Council’s motto - “Promoting a Community of

Diversity, Equity, Inclusion for ALL”.

Part VI. Student Data: The Council finds that the minority students’ retention rate tends to fluctuate more than the non-

minority groups. The primary student enrolled at Germanna is a White female age 24 and lives in the Stafford or Spotsylvania

service areas. The College prides itself on having a Student Activities Department, Student Success Coaches, Student Success

Days, Welcome Days, The Gladys Todd Academy, and The International Education Committee.

College Quantitative and Qualitative Data Report: The Council notes that the College has collected a vast amount of data

from faculty, staff, and students and the info has been shared in this area.

Council’s Recommendations: The Council has been very active in promoting the concept of Diversity & Inclusion. For the

5-Year Plan, the Council made recommendations and have evaluated the achievement of the suggestions. The Council has

also made recommendations for the June 2016 Report.


Diversity Report Part I. Diversity Dashboard

Students Fiscal Year Summary of Changes Academic

Year Non-Minority

Students Minority Students

Remarks

2014-15 66% 33% Unknowns – 1% 2015-16 65% 34% Unknowns – 1%

Administration Fiscal Year Summary of Changes Academic

Year Non-Minority

Faculty Administration

Minority Faculty

Administration

Remarks


Teaching Faculty Fiscal Year Summary of Changes Academic

Year Non-Minority

Full-Time Teaching Faculty

Minority Full-Time

Teaching Faculty

Remarks

2014-15 85% 15% Unknowns – 0%

2015-16 85% 14% Unknowns – 1%

Classified Fiscal Year Summary of Changes Academic

Year Non-Minority

Classified Minority Classified

Remarks

2014-15 71% 13% Unknowns – 16% 2015-16 83%

16% Unknowns – 1%

New Hires Fiscal Year Summary of Changes Academic

Year Non-Minority

New Hires Minority

New Hires Remarks

2014-15 60% 0% Unknowns – 40%

2015-16 83% 17%

Unknowns – 0%

Adjunct Faculty Fiscal Year Summary of Changes Academic

Year Non-Minority

Adjunct Faculty Minority

Adjunct Faculty Remarks



Actionable Highlights From Analysis of the College’s Diversity Dashboard: Full-Time Teaching Faculty: The Dashboard data notes that this employee group was not as diverse as the overall population

of our service areas. However, this group had a decrease in diversity for AY 2015-16. Furthermore, the College student body was found to be more diverse than the Full-Time Faculty and our service areas – see page 49.

Adjunct Faculty: The Dashboard data notes that this employee group was not as diverse as the overall population of our service areas. However, this group had an increase in diversity for AY 2015-16. Furthermore, the College student body was found to be more diverse than the Adjunct Faculty and our service areas – see page 51.

New Hires-Teaching Faculty: The Dashboard data notes that the minority range was from 0% - 17% with a 5-year average of

12%. Moving forward, this will need to be the College’s greatest recruitment focus to increase overall minority diversity among Teaching Faculty – see page 50. Since this group is the newest, the Dashboard data was very limited.

Administrators/Managers: The Dashboard data notes that this employee group was not as diverse as the overall population

of our service areas. However, this group had an increase in diversity for AY 2015-16. Furthermore, the College student body was found to be more diverse than the Administrators/Managers and our service areas – see page 53.

Classified: The Dashboard data notes that this employee group was not as diverse as the overall population of our service

areas. However, this group also had an increase in diversity for AY 2015-16, which was similar to the Administrators/Managers findings. Furthermore, the College student body was found to be more diverse than the Classified Staff and our service areas – see page 52.


Actions Taken and Results Achieved this Fiscal Year: Full-Time Teaching Faculty: Though this faculty group is not as diverse as our service areas or student body, the percentage

of minority Full-Teaching Faculty has held steady since 2010 – range 13% - 16%. The College continues to make job offers to the minority finalists during search committees.

Adjunct Faculty: Though the Adjunct Faculty remains not as diverse as our service areas or student body, the percentage of this minority employee group generally has increased since 2013 – range 11% - 15%. The College continues to recruit diverse minority Adjunct Faculty with noticeable results.

New Hires-Teaching Faculty: The College continues to recruit diverse minority New Teaching Faculty with variable results.

Administrators/Managers: Though the Administrators/Managers remain not as diverse as our service areas or student body,

the percentage of this minority employee group has gradually increased since 2013 – range 13% - 16%. The College continues to recruit diverse minority Administrators/Managers with noticeable results.

Classified: Though the Classified employees remain not as diverse as our service areas or student body, the percentage of

this minority employee group has held steady since 2006 – range 10% - 16%. The College continues to recruit diverse Classified Staff with noticeable results.

RESULTS: The Council notes that for all Dashboard groups, there has been an increase recruitment effort to reach the local and national standards to increase the diversity of hiring pools. The results have been that some employee hiring pools have become more diverse than others. Moving forward, the College’s greatest recruitment focus will need to continue to increase the diversity for all employee categories to better mirror the image of the students that we serve.


Part II. Recruitment Programs and Activities

Applicant Flow Summary Chart

Percentage of Minority Applicants by Employment Category Academic Year Classified Adjunct Faculty Teaching Faculty Administrators/Managers

2014 – 2015 29% 32% 32% 30% 2015 – 2016 32% 42% 30% 41%

Source: Germanna Community College Organizational, Planning, and Assessment & Human Relations Department

Actions Taken and Results Achieved this Fiscal Year: Classified: The Classified Staff recruitment applicants’ minority percentages showed an increase, but not as significant as the

Adjunct Faculty and Administrators/Managers.

Adjunct Faculty: The Adjunct Faculty recruitment applicants’ minority percentages showed a significant increase that was higher than all other employment categories.

Teaching Faculty: The Teaching Faculty recruitment applicants’ minority percentages decreased and it was the only employment category that went down.

Administrators/Managers: The Administrators/Managers recruitment applicants’ minority percentages increased and were

similar to the Adjunct Faculty employment category.


Actions Taken:

1. The list of job offers for each employment category are under the College’s Employment Opportunity webpage – http://www.germanna.edu/employment-opportunities/

2. The hiring Deans report that they participated in the VCCS Search Committees, Recruitment, and Diversity for Hiring Managers Workshops. The Dean's also attended a brief session on the Diversity hiring initiative at the annual CODD meeting in September 2015.

3. Per the Human Resources Department, the College recruits in the following journals quarterly:

a. Equal Opportunity Employment & Education b. National Minority Update

4. Per the Marketing & Public Information Department, the College maintains a wide variety of media advertising: a. Culpeper Star Exponent b. Free-Lance Star Newspaper c. Movie Theaters d. Televisions and Radios e. Traditional Media f. Social Media g. Digital and Mobile h. Outdoor Display i. Community Directories j. Event Sponsorships

http://www.germanna.edu/employment-opportunities/


RESULTS: The Academic Deans reports that they have used the information provided during the training session in order to charge all

hiring committees moving forward. Questions have been incorporated into the hiring process to ensure hired candidates are open or have experience teaching diverse students in the classroom.

The College reports that job offers are being made to all employee categories and accepted. A report for summer 2016 progression will be compiled for further assessment to help develop other actions for the June 2017 Annual Report.


Part III. Chancellor’s Teaching Fellows

Summary:

Academic Year

Total Minority Professional Applicants

Minority Professional Interviews

Minority Professional Applicants

Hired

Total Graduate Student

Applicants

Graduate Student

Interviews

Graduate Student

Applicants Hired

Spring 2016 Hires

Fall 2015 Hires

Notes/Success Stories

2014-2015 0 0 0 4 3 3 0 3 ** 2015-2016 3 0 1 1 1 1 1 0 **

Source: Germanna Community College Organizational, Planning, and Assessment & Human Relations Department

Top Three Actions Taken and Results Achieved this Fiscal Year:

1. Hiring Deans have participated in the VCCS Search Committees, Recruitment, and Diversity for Hiring Managers Workshops. The Dean's also attended a brief session on the Diversity hiring initiative at their annual CODD meeting in September 2015.

2. The Chancellor’s Teaching Fellow Initiative VCCS link was added to the College’s Employment Opportunity website - http://www.germanna.edu/employment-opportunities/

3. The College assigned Gayle Robinson, Adjunct Faculty Coordinator, as the Teaching Fellow Coordinator.

http://www.germanna.edu/employment-opportunities/


RESULTS: **Per the College’s Human Resources Department, access to The Interview Exchange System was unattainable to get the Chancellor’s Teaching Fellows data since the College now uses the RMS. However, Elizabeth Hunziker, Recruitment Coordinator, and Gayle Robinson, Adjunct Faculty Coordinator, were able to retrieve some data for the Part-time Graduates Student Teaching Faculty and Part-time Professional Teaching Fellows by using the RMS system.

Per Gayle Robinson, Adjunct Faculty Coordinator, the College has hired a total of 3 from the Chancellor’s Teaching Fellows

Program.

The Academic Deans reports that they have used the information provided during the training session in order to charge all hiring committees moving forward. Questions have been incorporated into the hiring process to ensure hired candidates are open or have experience teaching diverse students in the classroom.

The Council notes that the Nursing Department has had 5 or more graduate students with a specialty in academic education that has worked closely with the full-time faculty. This nursing preceptorship program was done in agreement with various universities. Three of the graduate students [a white male, an African native male, and a black female] were hired to work part-time in the nursing lab setting and as a Supplemental Instruction Faculty. However, this was initiated prior to the official launching of the Chancellor’s Teaching Fellows.

VCCS needs to ensure that the Teaching Fellows applicants’ data is accessible through the RMS system.


Summary of Findings in Implementing the Chancellor’s Faculty Diversity Initiative:

Germanna Community College Deans have participated in the VCCS Search Committees, Recruitment, and Diversity for Hiring

Managers Workshops. The Dean's also attended a brief session on the diversity hiring initiative at their annual CODD meeting

in September 2015. Germanna Community College has faced numerous challenges as Germanna’s HR has disabled access to

Interview Exchange, only using the Virginia Employment HR RMS. Multiple attempts have been made to access the Interview

Exchange, but the Deans have been unsuccessful. This platform is not operable at the current time. The hiring Dean's

received the spreadsheet provided by the VCCS System Office but has been unable to fill any vacant positions using the

candidates on the list. The candidates are frequently in disciplines we do not teach and do not meet the minimum

qualifications of 18 graduate credits in the teaching field. The Academic Deans have used the information provided during

the training session in order to charge all hiring committees moving forward. Questions have been incorporated into the

hiring process to ensure hired candidates are open or have experience teaching diverse students in the classroom.

Recommendation: Germanna is looking forward to the change of the new platform in June 2016 and will use the new

platform to ensure that diverse candidates are interviewed for future vacancies.

Prepared by Council Member Dean Shashuna J. Gray – May 2016


Inclusion Report Part IV. Great Places to Work Survey Highlights and Analysis:

Overview of Report:

The Modern Think Higher Education Insight Survey comprises 60 statements designed to assess key dynamics and relationships that are influencing your institution’s culture and performance. Employees/staff are asked to respond to each statement using a five-point rating scale (Strongly Agree, Agree, Sometimes Agree/Sometimes Disagree, Disagree, Strongly Disagree). Additionally, there is a Not Applicable response option. (Response Distribution Diversity Benchmark Report, Page 2). The report includes an overall score of responses for participants of the Germanna Community College survey, as well. There are also two benchmark scores included for each question, representing the average scores for the six schools recognized for diversity in each the 2015 and 2014 Chronicle Great Colleges to Work For program. Scores range from 1-5, with 5 representing areas of strong agreement and 1 representing areas of strong disagreement. Question #45: At this institution, people are supportive of their colleagues regardless of their heritage or background.

Germanna Community College Scorecard

GCC Overall Score 4.29 2015 Diversity Benchmark 4.43 2014 Diversity Benchmark 4.43

Question #50: This institution places sufficient emphasis on having diverse faculty, administration, and staff.

Germanna Community College Scorecard:

GCC Overall Score 4.19 VCCS Scorecard Positive Neutral Negative 2015 Diversity Benchmark 4.34 2015 System Overall 80% 13% 6% 2014 Diversity Benchmark 4.36 2015 Diversity Benchmark 86% 9% 4%


Question #54: This institution has clear and effective procedures for dealing with discrimination.

Germanna Community College Scorecard

GCC Overall Score 4.03 2015 Diversity Benchmark 4.29 2014 Diversity Benchmark 4.34

Further observations or analysis:

Question 45. At this institution, people are supportive of their colleagues regardless of their heritage or background. 1. Recommendation: Establish clear expectations of an inclusive organizational culture and discrimination-free workplace

through mandatory new employee intake training. Training should provide examples of workplace discrimination, identify College personnel responsible for resolving workplace discrimination claims, and inform new employees of potential consequences of discriminatory behavior in the workplace.

2. Recommendation: Embed cultural awareness and cultural competency trainings into College activities which encourage the College’s organizational culture to move beyond minimal compliance with anti-discrimination policies toward becoming an inclusive workplace.

Question 50. This institution places sufficient emphasis on having diverse faculty, administration, and staff. 1. Recommendation: Annually review, through the College’s Diversity & Inclusion Council, available demographic data for all

employee groups. Demographic data of employees can be compared to that of other VCCS Colleges, as well as demographic data for the workforce in the College’s service region.

2. Recommendation: Continue to include Diversity & Inclusion Council standing report during monthly College Council meetings in order to seek input from College employees and to highlight initiatives supporting a diverse and inclusive workplace.

3. Recommendation: Continue to provide professional development opportunities (such as College Learning Day seminars) supporting cultural awareness, sensitivity, and competency among College employees.


Question 54. This institution has clear and effective procedures for dealing with discrimination. 1. Recommendation: Provide an overview of the College’s discrimination grievance procedure as part of mandatory new

employee intake training, as well as to current employees on a recurring basis.

Prepared by Council Member Brian Ogle – March 2016

Summary: The Councail finds that overall, the College scored good @ 4.29, as compared to the average scores for the six schools recognized for diversity in each the 2015 and 2014 Chronicle Great Colleges to Work For program. Actions Taken and Results Achieved this Fiscal Year:

1. The College has an active Diversity & Inclusion Council. 2. The College has completed two major Faculty & Staff and one Learning Day Focus Group Surveys – see pages 27 & 56 – 61. 3. The College has a Fall and a Spring Learning Day for Faculty and Staff – see pages 62 - 74. A keynote speaker on Diversity &

Inclusion has been hired for the Fall 2016 Learning Day. 4. The Diversity & Inclusion Council presents at each monthly College Council meetings and attends the President’s Council

monthly meetings. The Council members had a Diversity & Inclusion self-awareness workshop on September 19, 2015 conducted by Dr. Christopher Kilmartin – see page 24 - http://www.umw.edu/directory/employee/chris-kilmartin/

5. The College has policies and procedures in place for Faculty, Staff, and students. In addition, the College has included the VCCS definition and policy on Diversity & Inclusion as part of the strategic initiative – see pages 22 - 23.

6. The Council has developed a Diversity & Inclusion website to help promote the importance of awareness and education for Faculty, Staff, and students.

http://www.umw.edu/directory/employee/chris-kilmartin/


Part V. Development and Employment Activities List the top three actions taken at your college in order to train, promote, and support a diverse workforce.

Activities or Initiatives Undertaken This Fiscal Year and the Results Results from Actions Taken This Fiscal Year

• Faculty and Staff Surveys: Learning Day Survey Survey Monkey Climate Surveys Great Colleges to Work For 2015

1. Learning Day Survey 2. Internal Faculty & Staff Diversity Survey 3. Climate Surveys 4. Great Colleges to Work For 2015

Faculty & Staff Fall and Spring Learning Day Council Members Diversity & Inclusion Conferences-Workshops Created a Diversity & Inclusion Webpage The College Chairperson/VCCS Liaison presented to the 5-Year

Plan to the Faculty and College Board The Council members presented to the Faculty & Staff Fall 2015

Learning Day

1. Learning Day Fall15 2. Learning Day Spring 16 3. Learning Day Fall 16 - Hired a Keynote Diversity & Inclusion

Speaker. Speaker will also present one breakout session. 4. Council members attended various conferences and

workshops to enhance growth and self-awareness 5. Public Website under the President’s homepage to be

launched for August 2016 6. Increased the emphasis of Diversity & Inclusion Awareness

and Education for Faculty & Staff • Recruitment and Advertisement Culpeper Star Exponent Equal Opportunity Employment & Education Free-Lance Star Newspaper Movie Theaters National Minority Update Wide variety of traditional media, digital/mobile advertising,

and social media

1. The College has made job offers to some underrepresented minorities.

2. The College has also made offers to more diverse candidates and applicants.

3. The College will need to continue to increase and use various forms of advertisements to enhance recruitment efforts.


PART VI. Student Data

The Gladys Todd Academy: The Gladys P. Todd Academy, funded by Doris Buffet with a gift of 2.2 million dollars, is an early college program that provides Fredericksburg area students the opportunity to earn an associate’s degree while still in high school. Beginning in the 11th grade, students travel 5 days a week to Germanna’s Fredericksburg campus and completes courses as full-time college students. For these students, tuition, fees, books, supplies, and computers are all paid for. To assist with the students’ success, they are also exposed to cultural activities, college visits, as well as mentoring. In addition to this program, we also have a pre-college program where we are tutoring 9th and 10th grade students to prepare them to be college ready by the 11th grade. This program will allow over 100 students to earn their associate’s degree by the time they graduate from high school.

Germanna Community College Student Services: For fiscal year 2015 and the first quarter of fiscal year 2016, Germanna

Community College Student Activities Office provided support to various student activities which promoted diversity and encouraged inclusion amongst all students. Events held included: Latin Day Festival, Men of Distinction Guest Speakers, Student Success Day, Winter Formal, International Committee Luncheon featuring International Students and Community Member Guest Speakers, Veteran’s Day Luncheon, and Spring Fest.

Germanna Community College Welcome Day: Beginning in 2011, Welcome Day is a multi-day event, held at the Germanna sites, and is an opportunity for new students to become familiar with the many services and activities Germanna Community College has to offer. It is more than just an orientation, but also an opportunity for student and families to share the Germanna experience. Welcome Day is held twice per academic year, once in the spring and once in the fall terms. Welcome Day targets new students and their families, providing an opportunity to ask questions of Germanna support staff and faculty, tour the different campuses and sites, and meet with other students.


Germanna Community College Student Success Coaches: The first cohort of Germanna students in the success coaching program entering 2014 Fall had a Fall to Spring return rate as high as the non-at-risk population, whereas it had been double digits below in the past. Germanna’s Fall to Fall return rate of the 2014 class is slightly higher than the normal Fall to Fall rate for the general population, instead of noticeably below. The Success Coaching Program focuses on students from underserved populations, minority students, and students enrolled in Developmental Math and/or English classes. The College Success Coaching Initiative is increasing our retention, success and credential completion rates among some of our hardest-to-serve students. CSCI began as a two-year effort launched in 2014 by VCCS Chancellor Glenn Dubois to focus efforts into reaching at-risk and underserved population students. Germanna’s Coaches work one-on-one with students to reach their academic goals and non-cognitive skill development. Coaches help orient students to available resources, build self-advocacy skills, and offer any assistance that will help them succeed in college. Germanna has funded 7 success coaches utilizing college resources incorporating CSCI into the base funding for the college.

Germanna Community College Student Success Day: Student Success Day was first launched in 2015 as an all-day event

across all sites where classes are not held at GCC. It will consist of a day of events, workshops, and service projects that allow students an opportunity to connect with each other and explore topics and activities that aim to promote student success. Representatives from various departments, local businesses, and campus organizations will be on hand to engage students and provide opportunities for them to network. Some classes will be identified to participate in assessment testing in the academic disciplines of Science, English, and Math. Plans for future Student Success Days, to be held annually in the Spring term are underway.

The International Education Committee: The Committee and Student Activities sponsored an International Education Luncheon on March 9, 2016, from 1130 to 2pm @ the FAC Campus. The guest speakers were Alberto Garcia, Educational Advisor for the Spanish Embassy, and Sanjay Sojwal, International Justice Mission, Discussion. The event included a panel by Muslim Students Club and Cane Dance by Galiyah. Prepared by Council Member Nnamdi Small – April 2016


KEY FINDINGS: Based on the student’s quantitative data graphs and charts, - see pages 28 – 43 - the Council finds that: The various student discussed bullets above have help to draw increase attention to the importance of diversity awareness &

education, student retention, and student underrepresentation at Germanna Community College.

The primary student who attends Germanna Community College is a part-time white female age 24 years – see pages 30, 31, 33, % 35.

The primary students who attends Germanna Community College lives mainly in the Stafford or Spotsylvania service areas – see page 34.

The primary student who graduates from Germanna Community College identified themselves as White - see page 42 & 43.

The College students are more diverse than our faculty, staff, and service areas – see pages 28, 49, 52, 53, & 54.

The College students’ minority percentages have steadily increased over the years. However, the Fall to Spring retention rates fluctuated more for the Minority groups, especially the black male categories. But, the Non-Minority students’ retention rates remained constant – see pages 36 - 41.


• Germanna Community College Diversity and Inclusion Council Vision Statement:

The vision of the Diversity and Inclusion Council of Germanna Community College is to actively promote equity and diversity of

faculty, staff, and students to reflect the community that we serve promoting a culture of inclusiveness. This supports the

College’s mission statement “As a public, comprehensive community college, Germanna provides accessible, quality educational

and training opportunities that meet our communities’ changing learning needs.”

• Germanna Community College Diversity and Inclusion Council Motto:

“Promoting a Community of Diversity, Equity, Inclusion for ALL”

• The Diversity & Inclusion Council 2014 – 2016 Members:

1. Judi Bartlett – Faculty and Administrator

2. Sherlyn A Farrish-Barner – Nursing Faculty/Chair & VCCS Liaison

3. Chief Craig Branch – Chief of Police

4. Dean Shashuna Gray – Dean of Arts & Science

5. Shavanta Hayes - Admin Assistant Student Services

6. Wen Maier – English Faculty

7. Brian Ogle – Student Success Coach

8. Dr. Michael Read – Biology Faculty

9. Nnamdi Small – Student Success Coach

10. Brent Wilson – Automotive Technology Faculty

11. Administrative Liaisons: Dr. Ann Woolford [Vice President] and Mr. Reggie Ryals [HR Executive]


• Germanna Community College Diversity and Inclusion Policies and Statements:

Population Current Policies & Statements Employees • Dpt of Human Resource Management Policy 2.05 – 2.30 Equal Opportunity and Employment Practices

• Dpt of Human Resource Management Handbook • Employee Dress Code Policy • Germanna Community College Faculty and Adjunct Handbooks • Title IX • Virginia Community College System Policy on Diversity and Inclusion • Virginia Community College System Defining Diversity and Inclusion

Students

• Freedom of Speech • College and Student Handbook • Title IX • Student Discrimination Grievance • Virginia Community College System Policy on Diversity and Inclusion • Virginia Community College System Defining Diversity and Inclusion

Public • Title IX

• Virginia Community College System Policy on Diversity and Inclusion • Virginia Community College System Defining Diversity and Inclusion


• Germanna Community College Diversity and Inclusion Five-Year Plan Strategic Initiatives Summary:

Germanna’s Master Plan Strategic Initiative – 1. Become a Learning-Centered College, where quality teaching and support services foster student learning and success. OBJECTIVE: Create a learning-centered environment where equality, diversity, and inclusion are infused in quality teaching and support services to enhance student learning and success. Tactic 1: Explore current college policies and community training resources in relation to diversity and inclusion.

A. Review all public facing policies and documents related to diversity and inclusion. B. Survey internal constituents (faculty, staff, and students) to determine current climate at Germanna Community College.

Start Year: 2015 Target Year: 2016 Responsibility: Campus Diversity Representative / Marketing / Student Services

Resource Impact: Minimal [Minimal = < $25,000 / Moderate = $25, 000/Maximal = > $50,000]

Resource Needs: Faculty Time / Professional Development / Survey Materials

Measurement: Increase inclusion/diversity materials available to employees and students by 3% over the next year. *Tactic 1A: Council Member Judi Bartlett reviewed current Germanna Community College public facing policies. Council Member Barlett recommendations were 1) The Council should help to ensure all policies are written, approved by the College Council, and shared throughout the college by department leaders and 2) The Council should help to ensure all policies list the person or department to contact when someone believes they have been a victim, or have witnessed violations of State, Federal, or Germanna policy. *Tactic 1B: The Council notes that two surveys were completed for faculty and staff. On January 2015 an internal Faculty & Staff Diversity & Inclusion assessment was completed via Survey Monkey [see pages 56 - 57]. The 2015 Faculty and Staff Climate Survey were completed sp 2016 [see pages 58 - 61]. However, a student survey was not completed for AY 2015 – 2016. The Council will need to explore resources as to how to survey the students to determine current climate about Diversity & Inclusion at the college. *Measurement: Diversity & Inclusion awareness and education materials were increased for faculty and staff, but not necessarily for students. In addition, the Council needs a more formal method of measuring how the 3% increase in diversity & inclusion material was achieved.


Germanna’s Master Plan Strategic Initiative – 4. Invest in people through professional development, recognitions, and rewards systems. OBJECTIVE: Through professional development, enhance employees’ awareness of diversity and inclusion. Tactic 1: Implement diversity and inclusion campus-wide and online training / workshops.

A. Hire a consultant to train employees in diversity and inclusion. B. Develop and implement a mandatory college-wide diversity and inclusion sensitivity training/workshops for employees.

Start Year: 2015 Target Year: 2017

Responsibility: Campus Diversity Representative / Human Resources / Marketing / All Managers

Resource Impact: Moderate [Minimal = < $25,000 / Moderate = $25, 000/Maximal = > $50,000]

Resource Needs: Consultant / Professional Development / Marketing / Diversity Software / Workshop Budget

Measurement: A minimum of 50% of employees attended mandatory workshops/training the first year of the Plan.

*Tactic 1A & 1B: On September 19, 2015, Dr. Christopher Kilmartin, Ph.D. completed a workshop for Council members only. In addition, the Council agreed to change the term “training” to “awareness and education” to promote a sense of acceptance among faculty and staff. The Council also recommends an annual or biannual workshop for members only to grow a sense of self-awareness and sensitivity to others that may be seen as different. A Consultant was not hired for the employees. However, Council member Chief Branch did research possible awareness and educational software for faculty and staff [see page 79]. Council members Nnamdi Small, Brian Ogle, and Shavanta Hayes continues to research as to how Diversity & Inclusion can be implemented for all students. Finally, a keynote speaker on Diversity & Inclusion is planned for the Fall 2016 Learning Day. The Council notes that two surveys were completed for faculty and staff. In January 2015, Two-hundred and thirty nine employees completed a Survey Monkey assessment asking about Germanna’s Diversity [see pages 56 - 57]. The 2015 Climate Survey was completed and included specific questions about Diversity & Inclusion [see page 58 - 61]. However, a student survey was not completed for the AY 2015 – 2016 and the Council is researching how to achieve this goal for academic year 2017. *Measurement: The College did not implement a mandatory workshop/training for AY 2015 – 2016. However, 50% of the faculty and staff did attend Fall & Spring Learning Days where sessions about Diversity & Inclusion awareness was presented. The College will continue to explore developing and implementing a mandatory Diversity & Inclusion educational awareness and education for faculty, staff, and students.


Germanna’s Master Plan Strategic Initiative – 4. Invest in people through professional development, recognitions, and rewards systems. Tactic 3: Include marketing strategies that represents and supports the diversity and inclusion of the faculty, staff, and students.

A. Assess current college marketing strategies and publications to insure diversity and inclusion representation. B. Seek input from community-based organizations, experts, faculty, staff, students, etc .to enhance marketing strategies. C. Increase the college funding and support at community and on campus sponsored events that reflect diverse populations.

Start Year: 2015

Target Year: 2017 Responsibility: Campus Diversity Representative / Marketing / Organizational and Planning


Resource Needs: Awards Finding / Event Celebration Dates / Professional Development / Marketing Cost

Measurement: Effective marketing strategies during annual review were included on GCC website, in the Annual Report, in Compliance Assist, at college-wide events, etc.

*Tactic 3A: The Council notes that there are marketing strategies in place; see the Germanna Community College Marketing & Public website - http://www.germanna.edu/marketing/. The Council has obtained a $5,000.00 budget for Diversity & Inclusion speakers, workshops, promotional items, and activities. The Council plans to order Polo shirts, Retractable Display Banner, flyers, etc. In addition, a webpage was developed for Diversity & Inclusion under the President’s homepage which will be launched August 2016. *Tactic 3B: The Council will need to seek input and marketing strategies from the community for AY 2017. *Tactic 3C: The Council plans to attend campus-based and community events to be more visible and inclusive of the population we serve. *Measurement: The effective marketing strategies have increased for the Council. There will be a Diversity & Inclusion Council website and information will be placed in Compliance Assist. The Council will request that Diversity & Inclusion be highlighted in the next College Annual Report.

http://www.germanna.edu/marketing/


Germanna’s Master Plan Strategic Initiative – 5. Develop systems of continuous improvement and a cultural of accountability to be better stewards of the resource and mission in our care. OBJECTIVE: Create accountability for employees to implement a diversity and inclusion plan. Tactic 1: The President, Leadership Team, and Supervisors must accept diversity and inclusion as their personal responsibility.

A. Set clear expectations and a system of accountability for all administrators of the college. B. Provide mandatory training for faculty and staff to educate them about the benefits and challenges of diversity and inclusion [e.g. teambuilding,

communication styles, decision-making, and conflict]. C. Involve faculty and staff in supporting diversity & inclusion throughout the college organization [e.g. mentoring programs, advisory groups, etc].

Start Year: 2015 Target Year: 2016

Responsibility: Campus Diversity Representative / Human Resources / Diversity & Inclusion Council / President / Leadership Team / Supervisors


Resource Needs: Training Software / Professional Diversity and Inclusion Speakers / Diversity & Inclusion Budget

Measurement: A. Climate Survey reflects accountability of administrations and employees. Review Integrated Postsecondary Education Data System data.

*Tactic 1A: Administration and Leadership has been supportive of the Council as noted by the having the Dean of Arts & Sciences, the Vice President, and the Human Resources Executive all served as members and/or liaisons for the Council. In addition, the President of the College had meetings with the Council Chairperson throughout the semester. Finally, the College President gave a presentation at Learning Day sp16 entitled Diversity: Whole Brain Teams and Teaching. *Tactic 1B: Council member Chief Branch continues to research possible awareness and educational software for faculty and staff regarding Diversity & Inclusion. The Council will continue to assessment how college-wide Diversity & Inclusion awareness and education can be provided for students. *Tactic 1C: Approximately 350 – 400 faculty & staff attended the mandatory Fall & Spring Learning Day each semester which had multiple breakout sessions on Diversity & Inclusion topics. *Measurement A: The 2015 Climate Survey summary overall Diversity rating was 4.1 – see pages 58 – 61 for more details. *Measurement B: Per VCCS, “Prior to 2015, the Dashboard was created based on a snapshot provided by the Integrated Postsecondary Education Data System (IPEDS) on November 1 of each year. Although this report paints a seemingly accurate picture of the VCCS for a specific point in time, it does not capture information throughout the academic year. In 2015, the decision was made to use additional data sources in order to more accurately capture our employee populations.”


Germanna’s Master Plan Strategic Initiative – 5. Develop systems of continuous improvement and a cultural of accountability to be better stewards of the resource and mission in our care. OBJECTIVE: Create accountability for employees to implement a diversity and inclusion plan. Tactic 3: Revise the Climate Survey to reflect the need for employees’ accountability in diversity and inclusion.

A. External awareness using website to share the college’s philosophy of diversity and inclusion. Start Year: 2015

Target Year: 2016 Responsibility: Diversity Representative / Human Resources / Diversity and Inclusion Council /President / Leadership Team / Organizational & Planning Department/ Independent Council


Resource Needs: Revised Climate Survey Cost / Consulting Estimation Cost

Measurement: A. A revised survey that reflects the need for employees’ accountability in diversity and inclusion. B. Website developed promoting diversity and inclusion.

*Tactic 3A: The website has been developed and will be launched August 2016. The website will contain the Chancellor’s Diversity Taskforce Report, the Diversity Dashboard, the 5-Year Diversity & Inclusion Plan, and various links. *Measurement A: The 2015 Climate Survey Diversity questions were revised by the Council and the results are summarized in this report - [see pages 58 - 61]. *Measurement B: The website has been developed and will be launched August 2016.


Germanna Community College Dashboard Findings:

• Germanna Community College Student Headcount Over Time Diversity Dashboard

Student Headcount

YEAR Minorities Non-Minority Unknown TOTAL

[ALL GENDERS] % Minority

Male

Female Unknown Male Female Unknown Male Female Unknown

2016 1,270 1,973 1 2,504 3,638 7 35 61 0 9,489 34% 2015 1,271 2,031 5 2,620 3,995 19 31 58 8 10,038 33% 2014 1,077 1,777 2,851 4,307 10,012 29% 2013 1,105 1,793 2,876 4,357 10,131 29% 2012 1,155 1,841 2,814 4,504 10,314 29% 2011 1,104 1,785 2,903 4,731 10,523 27% 2010 961 1,618 2,646 4,549 9,774 26% 2009 791 1,351 2,595 4,380 9,117 23% 2006 489 904 1,979 3,628 7,000 20% 2001 322 615 1,694 3,006 5,637 17%

Source: VCCS and Germanna Community College Organizational, Planning, and Assessment Department Based on this dashboard quantitative data for students from 2001 to 2016, the Council’s assessment notes that despite overall enrollment declines the headcount has consistently increased most years for the minorities, non-minority, total, and % minority categories. In addition, the female categories were consistently higher than the males for all years. In 2015, a new category was added called “Unknown.” It is unclear as to how the term “Unknown” is defined by VCCS. The non-minority “Unknown” was more than 3 times higher than the minorities “Unknown” in 2015 and 2016. Finally, for the minority percentages data, there was a steady increase from 2001 to 2016, with the lowest being 17% in 2001 and the highest being 34% in 2016. NOTE: The VCCS Human Resource provided the diversity dashboard data. There are significant gaps between the data years in some areas. The data did not define the terms minorities and non-minority and has added the verbage of unknown as a category starting the 2015 year. The System Office plans to track, maintain, report, regularly update, and distribute the Diversity Dashboard data to the VCCS Colleges.


• Germanna Community College Full-Time Student Enrollment:

Source: Germanna Community College Organizational, Planning, and Assessment Department

NOTE: The 2015 – 2016 data will not be finalized until July 2016.

18.40%

18.50%

17.70%

18.20%

19.60%

19.50%

16.50% 17.00% 17.50% 18.00% 18.50% 19.00% 19.50% 20.00%

2010-11 [n=1,933]

2011-12 [n=1,984]

2012-13 [n=1,833]

2013-14 [n=1,846]

2014-15 [n=1,963]

2015-16 [n=1,859]

Pecentage

Full-Time Students The Major Findings

• The full-time student enrollment data chart reflects the academic years from 2010 to 2016.

• The enrollment was constant for academic years 2010 – 2012 and 2013 – 2016.

• The enrollment dropped in academic year 2012 – 2013.

• The enrollment increased in academic years 2014 – 2016.

Assessment: The full-time students data set reflects approximate17% – 20% of the total student enollment at Germanna Community College.


• Germanna Community College Part-Time Student Enrollment:

Source: Germanna Community College Organizational, Planning, and Assessment Department NOTE: The 2015 – 2016 data will not be finalized until July 2016.

81.60%

81.50%

82.30%

81.80%

80.40%

80.50%

79.00% 79.50% 80.00% 80.50% 81.00% 81.50% 82.00% 82.50%

2010-11 [n=8,590]

2011-12 [n=8,714]

2012-13 [n=8,495]

2013-14 [n=8,288]

2014-15 [n=8,050]

2015-16 [n=7,671]

Pecentage

Part-Time Students The Major Findings • The part-time student

enrollment data chart reflects the academic years from 2010 to 2016.

• The enrollment was constant for all academic years.

• The enrollment was highest in academic year 2012 – 2013.

• The enrollment was lowest in academic years 2014 – 2016.

• The part-time student college enrollment was just over 80%.

Assessment: The majority of the students that are enrolled at Germanna Community College are part-time.


• Germanna Community College Student Enrollment Female Gender:


61.00%

62.10%

61.50%

60.70%

60.80%

59.70%

58.50%59.00%59.50%60.00%60.50%61.00%61.50%62.00%62.50%

2010-11 [n=6,513]

2011-12 [n=6,641]

2012-13 [n=6,356]

2013-14 [n=6,151]

2014-15 [n=6,085]

2015-16 [n=5,694]

Pecentage

Female Students The Major Findings • The female student enrollment

data chart reflects the academic years from 2010 to 2016.

• The enrollment was constant for all academic years, except 2015 - 2016.

• The enrollment was highest in academic year 2011 – 2012.

• The enrollment was lowest in academic year 2015 – 2016.

• The female student college enrollment was 59% - 60%.

• A new category was added to the female enrollment data in 2015 called “Unknown” gender:

a. 0 for 2015-16 b. 6 for 2014-15 c. 5 for 2013-14 d. 1 for 2012-13 e. 1 for 2011-12 f. 1 for 2010-11

Assessment: The majority of the students that are enrolled at Germanna Community College are females, which reflects the Student Headcount Dashboard Data – see page 28.


• Germanna Community College Student Enrollment Male Gender:


38.10%

37.90%

38.40%

39.30%

39.20%

40.20%

36.50% 37.00% 37.50% 38.00% 38.50% 39.00% 39.50% 40.00% 40.50%

2010-11 [n=4,010]

2011-12 [n=4,056]

2012-13 [n=3,971]

2013-14 [n=3,978]

2014-15 [n=3,922]

2015-16 [n=3,829]

Pecentage

Male Students

The Major Findings • The male student enrollment data

chart reflects the academic years from 2010 to 2016.

• The enrollment was constant for all academic years.

• The enrollment was highest in academic years 2015 – 2016.

• The enrollment was lowest in academic year 2011 – 2012.

• The male student enrollment was 37% - 40%.

• A new category was added to the male enrollment data in 2015 called “Unknown” gender. There is an increase from 1 to 6 over the 5 years of data:

a. 0 for 2015-16 b. 6 for 2014-15 c. 5 for 2013-14 d. 1 for 2012-13 e. 1 for 2011-12 f. 1 for 2010-11

Assessment: The male gender enrollment at Germanna Community College was less than the female population, which reflects the Student Headcount Dashboard Data - see page 28.


• Germanna Community College Student Average Age:


25

24.824.7 24.7

24.4 24.4

2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Student Average Age2010-11 2011-12 2012-13

2013-14 2014-15 2015-16

The Major Findings • The enrollment age data chart

reflects the academic years from 2010 to 2016.

• The student average age range from 24 to 25 years of age.

• The average age was constant for academic years 2011 – 2015.

• The average age was highest in academic year 2010 –2011.

• The average age was lowest for academic years 2014 - 2016.

Assessment: The average student age attending Germanna Community College is approximately 24 years old. This also reflects a national trend at community colleges.


• Germanna Community College Student Jurisdictions:


Caroline[n=466/4.6%]

Culpeper [n=772/7.6%] Fredericksburg

[n=553/5.4%]

King George [n=372/3.7%]

Madison[n=219/2.2%]

Orange [n=575/5.7%]

Spotsylvania[n=3,63935.9%]

Stafford[n=3,099/30.6%]

Other[n=550/5.4%]

Student Jurisdictions

The Major Findings • The student jurisdiction data graph

reflects Germanna Community College service area over 5-Years.

• Spotsylvania and Stafford made-up approximate 66.5% of all the service areas.

• Madison, King George, Caroline, Fredericksburg, Orange, and Culpeper made-up 29.2% of the service areas

• There was another category added in 2015 called “Other” that is approximately 5% of the total service area.

Assessment: The majority of the students at Germanna Community College come from the service area of Spotsylvania and Stafford County, which reflects overall population.


• Germanna Community College Student Demographics Based on Standardized Race Options:



16%

3%

74%

5%

0% 1%

1%

Student Race Options

Afr Amer [n=1,623/16%]

Asian [n=263/2.6%]

Caucasian [n=7,533/74.1%]

Hispanic [n=491/4.8%]

Nat Amer [n=52/0.5%]

Pacif Isl [n=57/0.6%]

Unknown [n=125/1.2%]

The Major Findings • The student graduation rate data

graph reflects standardized race option selections for Germanna Community College over 5-Years.

• The highest race category was listed as Caucasian.

• The second largest race category was African American.

• The Asian, Hispanic, Native American, and Pacific Islander made up approximately 3% of the race for the Germanna Community College student population.

• A new category was added in 2015 to the Standardized Race options called “Unknown” which reflects a little over 1% of the total race selection.

Assessment: The majority of the students at Germanna Community College identify themselves as Caucasian.


• Germanna Community College 5-Year Fall-to-Spring Student Retention Rates for NON-MINORITY:


Based on this retention data for Non-Minority students, the Council notes that the ALL and Female categories have consistently remained at or above 70.00%. While the Male retention rates have increased over time since the first year with the highest being yeas 4 and 5.

70.70% ALL

70.30% 70.40% 71.50% 71.30%ALL

69.10% Male

70.30% 70.40% 72.80% 72.60% Male

71.70% Female

70.20% 70.30% 70.50% 70.40% Female

FA11-SP12 FA12-SP13 FA13-SP14 FA14-SP15 FA15-SP16

Non-Minority RetentionNon-Minority ALL Non-Minority Male Non-Minority Female


• Germanna Community College 5-Year Fall-to-Spring Student Retention Rates for MINORITY:

Source: Germanna Community College Organizational, Planning, and Assessment Department Based on this retention data for Minority students, the Council notes that the All the categories have fluctuated over time. In all categories, the 2nd and 3rd year resulted in a decrease percentage while the 4th year increased. By the 5th year, the ALL and Female categoreis increased, but the Male group decreased.

70.10% ALL

69.20% 69.60% 71.90% 70.40%ALL

70.20% Male

69.80% 69.40% 72.60%69.70%

Male

70.30% Female

68.00% 69.70% 71.30%70.70% Female


Minority RetentionMinority ALL Minority Male Minority Female


• Germanna Community College 5-Year Fall-to-Spring Student Retention Rates Totals for ALL Genders-Females-Males :

Source: Germanna Community College Organizational, Planning, and Assessment Department Based on this retention data for ALL Genders, Males, and Females, the Council notes that the ALL Genders and Female category has the least amount of fluctuation. The Male category year one was lower than all other groups and did not show a stronger increase until year four. By the 5th year, the ALL categoriy increased, but the Female and Male groups had a slight decrease.

70.10% ALL

69.70% 69.70% 70.90% 71.10%ALL

68.90% Male

69.00% 69.40% 71.70% 71.60% Male

71.10% Female

70.20% 69.90% 71.30% 70.70% Female


ALL Genders-Males-Females RetentionALL Genders Total Male Total Female Total


• Germanna Community College 5-Year Fall-to-Spring Student Retention Rates for ALL Race:


Based on this ALL race retention data, the Council notes that the American Indian rates increased the first 3 years and decrease the last 2 years.The Asian students retention rates dropped years 2, 3, and 5 with a significant increase for Fall14-Spring15. The Black race showed a steady increase in retention for all 5-Years. The Hispanic students retention rate dropped years 2 and 4 with an increase for Fall13-Spring14 and Fall15-Sp16. Finally, the white race retention data shows a steady increase for 4 of the 5 years with a slight drop in the final year of the data set.

FA11-SP12 FA12-SP13 FA13-SP14 FA14-SP15 FA15-SP16WHT 70.70% 70.30% 70.40% 71.50% 71.30%HISP 72.80% 67.10% 72.10% 70.40% 70.80%BLK 66.30% 66.10% 67.90% 68.00% 70.80%ASN 73.50% 71.50% 66.50% 80.10% 69.00%AMIND 66.70% 67.70% 73.70% 71.80% 70.40%

AMIND - 66.70% 67.70% 73.70% 71.80%

70.40%

ASN - 73.50%71.50% 66.50% 80.10%

69.00%

BLK - 66.30% 66.10% 67.90% 68.00%

70.80%

HISP - 72.80%67.10% 72.10% 70.40%

70.80%

WHT - 70.70%70.30%

70.40% 71.50%

71.30%

ALL Race RetentionAMIND ASN BLK HISP WHT


• Germanna Community College 5-Year Fall-to-Spring Student Retention Rates for MALE Race:

Source: Germanna Community College Organizational, Planning, and Assessment Department Based on this MALE only race retention data, the Council notes that the American Indian rates highest increase was years 2 and 3. The Asian students retention rates dropped years 2, 3, and 5 with a significant increase for Fall14-Spring15. The Black race remained lower than most other races for all years. The Hispanic students retention rate dropped years 2, 3, and 5. Finally, the white race retention data shows a steady increase for all 5 years of the data set.


AMIND - 64.30%80.00% 80.00% 73.30% 75.00%

ASN -75.70%72.20% 64.40% 84.5%

62.90%

BLK - 64.20%62.70% 68.20% 68.10%

68.90%

HISP - 75.70%62.90% 69.40% 71.70%

69.30%

WHT - 69.1%70.30% 70.40% 72.80%

72.60%

MALE Race RetentionAMIND ASN BLK HISP WHT


• Germanna Community College 5-Year Fall-to-Spring Student Retention Rates for FEMALE Race:

Source: Germanna Community College Organizational, Planning, and Assessment Department Based on this FEMALE only race retention data, the Council notes that the American Indian rates highest increase was year 4. The Asian students retention rates dropped years 2, 3, and 5. The Black race remained lower than most other races for all years, except year 5. The Hispanic students retention rate dropped years 2 and 4. Finally, the white race retention data remain steady for most of the 5 years.


AMIND - 69.2% 56.30%69.60% 70.80%

66.70%

ASN - 71.40%71.00% 68.10% 76.70%

73.10%

BLK - 67.70% 68.20%67.80% 67.90%

72.0%

HISP - 70.90% 69.60%73.70% 69.50%

71.80%

WHT - 71.70% 70.20% 70.30% 70.50%70.40%

FEMALE Race Retention AMIND ASN BLK HISP WHT


• Germanna Community College Student Graduate Demographics Based on Gender:


66%

34%

Gender Graduation Rate

Female [n=631/66.2%]

Male [n=324/33.8%]

The Major Findings • The Office of Organizational,

Planning, and Assessment indicated that the 5-Year average graduate headcount is 955 students.

• The student 5-Year average for 2010-2015 demographic data for gender shows that over half of the graduates are female.

Assessment: The majority of the students who graduate from Germanna Community College identified themselves as females.


NOTE: The 2015 – 2016 data will not be finalized until July 2016. • Germanna Community College Student Graduate Demographics Based on

Standardized Race Selection:



12%3%

73%

7%

-1% 2%3%

Race Graduation Rates

Afr Amer [n=112/11.7%]

Asian [n=25/2.6%]

Caucasian [n=697/73.2%]

Hispanic [n=70/7.2%]

Nat Amer [n=5/0.5%]

Pacif Isl [n=21/2.3%]

Unknown [n=24/2.5%]

The Major Findings • The Office of Organizational,

Planning, and Assessment indicated that the 5-Year average [2010-2015] graduate headcount is 955 students.

• The student graduation rate data graph reflects standardized race options for graduating Germanna Community College students.

• The highest race category was identified as Caucasian.

• The second largest race category was African American.

• The Asian, Hispanic, Native American, and Pacific Islander make up approximately 5.4% of the race for Germanna’s Community College student graduating population.

• A new category has been added in 2015 to the Standardized Race options called “Unknown” which reflects 2.5% of the total race choices.

Assessment: The majority of the students who graduate from Germanna Community College identifies themselves as Caucasian.


• Germanna’s Employees Self–Reporting Gender Status [n = 760]:

Source: Germanna Community College Human Resources Department Diversity Report 2015-2016 Academic Year

Employees Job Status Male Gender Female Gender

Administrative Faculty N = 16 36.36% N = 28 63.64% Teaching Faculty N = 25 29.07% N = 61 70.93% Classified N = 39 32.50% N = 81 67.50% Adjuncts N = 105 43.21% N = 138 56.79% Part-Time N = 73 34.60% N = 138 65.40% Work-Study N = 16 28.57% N = 40 71.43%

0

50

100

150

200

250

300

350

400

450

500

MALE FEMALE

274 / 36.05%

486 / 63.95%

Faculty & Staff Gender

Male Female

The Major Findings • The female employment gender

[n = 486/63.95%] is almost twice as high as the male employees [n = 274/36.05%].

• In comparing the gender to the job status chart, the female genders are the highest in all categories.

Assessment: This data graph reflects that the majority of the College Faculty and Staff identifies themselves as females. In addtion, the job status chart shows that the female gender is consistently higher than the male in all employee’s categories.


• Germanna’s Employees Standardized Race Options Status [n = 760]


Employees Job Status AFR AM

AM IND

ASIAN ASN IND

HISP PACIF WHITE OTHER NOT SPECIFIED

Administrative Faculty 7 15.91% 0 0% 1 2.27% 0 0% 0 0% 0 0% 36 81.82% 0 0% Teaching Faculty 9 10.47% 0 0% 1 1.16% 1 1.16% 1 1.16% 0 0% 74 86.05% 0 0% Classified 18 15.00% 0 0% 0 0% 0 0% 2 1.67% 0 0% 100 83.33% 0 0% Adjuncts 21 8.64% 4 1.64% 6 2.47% 0 0% 4 1.65% 0 0% 206 84.77% 2 0.82% Part-Time 38 18.01% 1 0.47% 6 2.84% 0 0% 6 2.84% 1 0.47% 158 74.88% 1 0.47% Work-Study 16 28.57% 4 7.14% 4 7.14% 0 0% 3 5.36% 0 0% 28 50.00% 1 1.79%

0

100

200

300

400

500

600

700

109

9 18 1 16 1

602

4

Faculty & Staff Self-Reported Race

AFRAM-14.34% AMIND-0.13% ASIAN-2.37% ASINDIAN-0.13%

HISP-2.11% PACIF-0.13% White-79.21% Other-0.53%

The Major Findings

• The highest race category is identified as white and the second one is African American.

• The lowest categories are the Asian Indians and Pacific Islanders employees.

• The Asian and Hispanic race numbers are similar.

• There is a new category call “Other Not Specified” that is listed but not defined.

• In comparing the race options to the job status chart, a high percentage are employed as Administrators, Classified Staff, and Teaching & Adjunct Faculty

Assessment: This graph reflects that the majority of the College Faculty and Staff identifies themselves as a white race and is employed mainly as Administrators, Classified Staff, and Teaching & Adjunct Faculty.


• Germanna’s Minority Employees


Employees Job Status Total AFR AM AM IND ASIAN ASN IND HISP PACIF OTHER Minority Percentage Administrative Faculty 44 7 0 1 0 0 0 0 18% Teaching Faculty 86 9 0 1 1 1 0 0 14% Classified 120 18 0 0 0 2 0 0 17% Adjuncts 243 21 4 6 0 4 0 2 15% Part-Time 211 38 1 6 0 6 1 1 25% Work-Study 56 16 4 4 0 3 0 1 50%

TOTALS 760 14.34% 1.18% 2.37% 0.13% 2.11% 0.13% 0.53% 21% Overall

0

100

200

300

400

500

600

700

109

9 18 1 16 1

602

4

Minority Faculty & Staff Race

AFRAM-14.34% AMIND-0.13% ASIAN-2.37% ASINDIAN-0.13%

HISP-2.11% PACIF-0.13% White-79.21% Other-0.53%

The Major Findings

• The highest minority race category is AFR AM.

• The ASIAN and HIS races are similar.

• The ASN IND and PACIF races are the same.

• There is an undefined category listed as “OTHER” that is 0.53%.

• Most minority employees are Part-Time and in Work-Study.

• The Administrative and Classified Staff employees are similar.

• The Teaching Faculty and Adjuncts employees are similar as well.

Assessment: The minority chart reflects that the overall pecentage for Faculty & Staff is less than the students and the Germanna service areas – see pages 28 & 54.


• Germanna’s Employees Based On Job Status [n = 760]


Employees Job Status Total Employees Administrative Faculty 44 Teaching Faculty 86 Classified 120 Adjuncts 243 Part-Time 211 Work-Study 56

0

50

100

150

200

250

ADMIN TEACHING CLASSIFIED ADJUNCTS PART-TIME WORK-STUDY

44

86

120

243

211

56

Faculty & Staff Job Title

Admin Teaching Classified Adjuncts Part-Time Work-Study

The Major Findings • The

Assessment: This data graft reflects

The Major Findings • The highest employment job

title is listed as Adjuncts [n=243] followed by Part-time [n=211].

• The Teaching Faculty status is the 4th highest set of employees [n=86] listed.

• The Administrative Faculty is the lowest of all job status [n=44].

Assessment: This data graft reflects that the majority of the College Faculty and Staff employees are employed as Adjuncts and Part-Time [n=454].


• Germanna’s Employees Based On Age [n = 760]


Employees Job Status Age 29 and Under Ages 30 - 39 Ages 40 - 49 Ages 50 - 59 Age 60 and Older Administrative Faculty 1 2.27% 4 9.09% 11 25% 19 43.18% 9 20.45% Teaching Faculty 3 3.49% 21 24.42% 18 20.93% 21 24.42% 23 26.74% Classified 16 13.33% 24 20.00% 36 30.00% 31 25.83% 13 10.83% Adjuncts 13 5.35% 39 16.05% 58 23.87% 70 28.81% 63 25.93% Part-Time 70 33.18% 36 17.06% 24 11.37% 44 20.85% 37 17.54% Work-Study 44 78.57% 8 14.29% 3 5.36% 1 1.79% 0 0%

0

20

40

60

80

100

120

140

160

180

200

< 29 YRS -19.34%

30 -39 YRS -17.37%

40 - 49 YRS-19.74%

50 - 59 YRS-24.47%

> 60 YRS -19.08%

147132

150

186

145

Faculty & Staff Age Range< 29 yrs -19.34% 30 -39 yrs - 17.37% 40 - 49 yrs-19.74%

50 - 59 yrs-24.47% > 60 yrs -19.08%

The Major Findings

• The majority of the employees are in the age range of 50 – 59 years old.

• The lowest employee age range is 30-39 years old.

• The < 29 year old and > 60 years old are similar.

• In comparing the age ranges to the job status chart, most employees 29 or less are in Work-Study, for ages 30 – 39 yrs they work mainly as Teaching Faculty & Classified Staff, for ages 40 – 49 they are in Teaching Faculty, Adjuncts, & Classified Staff roles, for ages 50 – 59 yrs the Administrative Faculty is the greatest, and for age 60 yrs and older the main areas are Teaching Faculty, Adjuncts, & Administrative.

Assessment: This data graft reflects that the College Faculty and Staff are of various ages and job statuses with over 100 employees in each category.


• Germanna Community College Full-Time Teaching Faculty Diversity Dashboard

Full-Time Teaching Faculty



Male Female Unknown Male Female Unknown Male Female Unknown 2016 2 10 0 23 52 0 0 1 0 88 14% 2015 1 13 0 22 60 0 0 0 0 96 15% 2014 1 10 20 56 87 13% 2013 1 13 20 54 88 16% 2012 1 11 21 59 92 13% 2011 2 9 19 46 76 14% 2010 3 7 20 44 74 14% 2009 3 4 20 42 69 10% 2006 4 4 22 25 55 15% 2001 4 3 19 18 44 16%

Source: VCCS and Germanna Community College Organizational, Planning, and Assessment Department Based on this dashboard quantitative data for Full-Time Teaching Faculty, the Council assessment finds that for the minorities, the male race was consistently lower than the female minorities, except for 2001. In 2006 the minorities male and female faculty was the same - #4. For the non-minority Full-Time Teaching Faculty, in all years the female gender was higher than the male, except 2001. Starting in year 2009, the number of females to males faculty were 2 – 3 times higher each year in the non-minority category. In 2015 and 2016, there was a new category added called “Unknown” which has all zeros, except for 2016 which shows #1 for female. For years 2001 – 2016, the minority percentages fluctuated between n=10% to 16%. In 2009, the minority percentage was the lowest – 10%, while in 2001 and 2013 it was the highest – 16% and in 2010, 2011, and 2016 it remained unchanged at 14%. Finally, note that there are some years where there is simply no data of comparsion. NOTE: The VCCS Human Resource provided the diversity dashboard data. There are significant gaps between the data years in some areas. The data table did not define the terms minorities and non-minority and has added the verbage of unknown as a category for the 2015 year. The System Office plans to track, maintain, report, regularly update, and distribute the Diversity Dashboard data to the VCCS Colleges.


• Germanna Community College New Hires Teaching Faculty Over Time Diversity Dashboard

New Hires - Teaching Faculty



Male

Female Unknown Male Female Unknown Male Female Unknown

2016 1 1 0 6 4 0 0 0 0 12 17% 2015 0 0 0 1 5 0 2 2 0 10 0% 2014 0 0 4 4 8 0% 2013 0 2 0 6 8 25% 2012 0 2 2 8 12 17% 2011 0 9 0% 2010 0 8 0% 2009 0 3 0% 2008 0 11 0%

5-Year Average 11.67% Source: VCCS and Germanna Community College Organizational, Planning, and Assessment Department

The New Hires-Teaching Faculty is a new VCCS category. Based on this dashboard quantitative data for New HireTeaching Faculty, the Council assessment finds that the data chart is incomplete and a strong analysis cannot be achieved. However, based on the presented data the 5-Year average is approximateley n=11.67% for the minority. In 2015 and 2016, there was a new category added called “Unknown” which has #2 hires for the male and the female in 2015. In looking at the minority percentages, there are three years of data ranging from n=17% to 25%. Finally, note that there are some years where there is simply no data of comparsion. NOTE: The VCCS Human Resource provided the diversity dashboard data. There are significant gaps between the data years in some areas. The data table did not define the terms minorities and non-minority and has added the verbage of unknown as a category for the 2015 year. The System Office plans to track, maintain, report, regularly update, and distribute the Diversity Dashboard data to the VCCS Colleges.


• Germanna Community College Adjunct Faculty Over Time Diversity

Adjunct Faculty YEAR Minorities Non-Minority Unknown TOTAL


Male Female Unknown Male Female Unknown Male Female Unknown 2016 22 24 0 115 141 0 2 2 0 306 15% 2015 15 16 0 91 111 2 5 8 0 248 13% 2014 14 13 82 91 200 14% 2013 12 15 100 115 242 11% 2012 12 15 126 158 311 9% 2011 19 20 123 166 328 12% 2010 12 18 137 160 327 9% 2009 9 14 130 150 303 8% 2006 0 0 142 174 316 0% 2001 0 0 103 103 206 0%

Source: VCCS and Germanna Community College Organizational, Planning, and Assessment Department Based on the dashboard quantitative data for Adjunct Faculty, the Council assessment finds that there were no minority numbers listed for year 2001 and 2006. Starting in the year 2009, the Adjunct Faculty numbers would fluctuate with the highest number in 2016 for both male and female. For the non-minority, the male and female numbers also varied from year to year. The highest non-minority numbers for the male category was 2010 and for the female it was 2016. In 2015 and 2016 there was a new category added called “Unknown” which had a total of #8 for the males and #10 for the females. For the minority percentages, the numbers fluctuated from n=0% to 15%. In 2001 and 2006, the data shows 0%. There was a steady minority percentage increase from 2009 to 2011. In 2012, there was a drop to n=9% and then a continuous increase from n=11% to 15% starting 2013. The highest minority percentage was in the year 2016; which was n=15%. Finally, note that there are some years where there is simply no data of comparsion. NOTE: The VCCS Human Resource provided the diversity dashboard data. There are significant gaps between the data years in some areas. The data table did not define the terms minorities and non-minority and has added the verbage of unknown as a category for the 2015 year. The System Office plans to track, maintain, report, regularly update, and distribute the Diversity Dashboard data to the VCCS Colleges.


• Germanna Community College Classified Over Time Diversity Dashboard

Classified YEAR Minorities Non-Minority Unknown TOTAL


Male Female Unknown Male Female Unknown Male Female Unknown

2016 8 14 0 37 75 0 1 0 0 135 16% 2015 4 11 0 28 54 0 7 11 0 115 13% 2014 4 11 32 44 91 16% 2013 5 7 28 42 82 15% 2012 5 5 29 40 79 13% 2011 6 6 28 46 86 14% 2010 4 8 28 44 84 14% 2009 3 9 26 42 80 15% 2006 2 7 25 48 82 11% 2001 2 3 9 36 50 10%

Source: VCCS and Germanna Community College Organizational, Planning, and Assessment Department Based on this dashboard quantitative data for Classified Staff, the Council assessment finds that minorities were significantly lower than the non-minority group in all years. The minority males were consistently lower than the minority females except in the years of 2011 and 2012 when they were the same. The non-minority females were consistently higher than the males in all years. In 2015 and 2016, there was a new category added called “Unknown” which had #8 males and #11 females. In the minority percentages, the numbers varied from year to year. The lowest percentage was in 2001 while the highest was in 2016 and for 2010 and 2011 it remained unchanged – n=14% with a drop in 2014 to n=13%. Finally, note that there are some years where there is simply no data of comparsion. NOTE: The VCCS Human Resource provided the diversity dashboard data. There are significant gaps between the data years in some areas. The data table did not define the terms minorities and non-minority and has added the verbage of unknown as a category for the 2015 year. The System Office plans to track, maintain, report, regularly update, and distribute the Diversity Dashboard data to the VCCS Colleges.


• Germanna Community College Administrators/Managers Over Time Diversity Dashboard

Administrators/Managers Minorities Non-Minority Unknown

TOTAL [ALL GENDERS]

%

Minority YEAR Male Female Unknown Male Female Unknown Male Female Unknown 2016 2 7 0 14 30 0 0 2 0 55 16% 2015 1 5 0 8 22 0 3 6 0 45 13% 2014 2 7 11 38 58 16% 2013 1 6 11 37 55 13% 2012 1 2 7 25 35 9% 2011 0 2 12 15 29 7% 2010 1 2 9 9 21 14% 2009 1 1 8 8 18 11% 2006 0 1 5 17 23 4% 2001 0 0 7 8 15 0%

Source: VCCS and Germanna Community College Organizational, Planning, and Assessment Department The Dashboard quantitative data for Administrators/Managers, reveals that the male and female minority groups are are significantly less than the non-minority. The minority females reflect an increase until 2015 when the numbers decrease from #7 to #5, but back to #7 in 2016. As for the male minority, the numbers ranged from #0 to #2 with a steady increase and a drop in 2015. As for the non-minority group, the females was consistently higher than the males except in 2009 and 2010 when the numbers reflect eda balance of #8 and #9 respectively. In over half of the cases, the non-minority females were 2 – 3 times higher than the non-minority males. In 2015 and 2016, there was a new category added called “Unknown” which had a total of #3 males and #8 females. In the minority percentages, the numbers fluctuated from year to year. The lowest minority population of Administrators and Managers was in 2001 [n=0%] while the highest was in 2014 and 2016 [n=16%], with an overall trend of slight increase. NOTE: The VCCS Human Resource provided the diversity dashboard data. There are significant gaps between the data years in some areas. The data table did not define the terms minorities and non-minority and has added the verbage of unknown as a category for the 2015 year. The System Office plans to track, maintain, report, regularly update, and distribute the Diversity Dashboard data to the VCCS Colleges.


• Annual Estimates of the Resident Population by Race and Hispanic Origin for 2014, based on the 2010 Census

U.S. 318,857,056 246,660,710 77.35% 42,158,238 13.22% 3,960,971 1.24% 17,339,053 5.43% 55,387,539 17.37% Virginia 8,001,024 5,725,432 71.55% 1,569,414 19.61% 41,525 0.51% 449,149 5.61% 63,825 0.79%

County

Total

White

Percent White

Black

or African

American

Percent Black

or African

American

American

Indian and

Alaska Native

Percent American

Indian and

Alaska Native

Asian

Percent Asian

*Hispanic

(All)

Percent *Hispanic

Caroline 28,545 18,933 66.32% 8,410 29.46% 218 0.76% 190 0.66% 959 3.35% Culpeper 46,689 36,939 79.11% 7,559 16.19% 306 0.65% 677 1.45% 4,157 8.9%

King George 23,584 18,265 77.44% 4,268 18.09% 131 0.55% 278 1.17% 790 3.34% Madison 13,308 11,608 87.22% 1,310 9.84% 30 0.22% 74 0.55% 236 1.77% Orange 33,481 28,035 83.73% 4,322 12.9% 96 0.28% 50 0.14% 1,139 3.4%

Spotsylvania 122,397 96,129 78.53% 19,188 15.67% 506 0.41% 2,920 2.38% 9,278 7.58% Stafford 128,961 97,365 75.49% 22,537 17.47% 709 0.54% 3,776 2.92% 11,875 9.2%

Fredericksburg City

24,286 16,838 69.32% 5,677 23.37% 186 0.76% 707 2.91% 2,607 10.73%

County

Total Black

or African American

American Indian and

Alaska Native

Asian

*Hispanic

(All)

Minority Percent

Caroline 28,545 8,410 218 190 959 34% Culpeper 46,689 7,559 306 677 4,157 27%

King George 23,584 4,268 131 278 790 23% Madison 13,308 1,310 30 74 236 12% Orange 33,481 4,322 96 50 1,139 17%

Spotsylvania 122,397 19,188 506 2,920 9,278 26% Stafford 128,961 22,537 709 3,776 11,875 30%

Fredericksburg City 24,286 5,677 186 707 2,607 38% TOTALS 421,251 73,271 17% 2,182 1% 8,672 2% 31,041 7% 27% Overall


This 2010 U.S. Census report was provided by Dr. Carolyn Pevey, Sociology Faculty. Based on the data chart, the majority of

the U.S. and Virginia populations are White with Black or African American as the second highest race. The Hispanic, Asian,

American Indian, and Alaska Native populations account for 6.91% of the total population. The White population lives

throughout the service area with the highest being Culpeper. The Black or African American population resides mainly in

Caroline County and Fredericksburg City. While the Hispanic population resides mainly in Fredericksburg City. The Asian

population is mainly located in the Spotyslvania, Stafford, and Fredricksburg City service areas. Lastly, the American Indian

and Alaska Native reside mainly in Caroline and Fredericksburg City.

In comparison to the student data – see pages 29 - 35 – the majority of the population are White, 74%, compared to 77%

from the 2010 Census. However, the students reside in Spotsylvania and Stafford service areas [67%], which is in contrast to

this data chart that supports Madison and Orange. While comparing the data chart to the Faculty and Staff race, they are the

similar in that the White race percentage is the majority, 77% and 79% respectively – see pages 45.

In looking at the minority data chart, the highest race group is Blacks or AFRAM which is similar to the students of 16% and

Faculty & Staff of 14%. In addition, the 2010 Census shows that the overall minority service areas percentage is lower than

our students but higher than our Faculty, Staff, and Administrators/Managers – see pages 28 & 46.

Finally, the lowest race for the service areas is AMIND & Alaska Native and Asian. For students, the Native American, PACIF

Islanders, and Asians are the lowest. For the Faculty & Staff and Administrators/Managers the AMIND, Asian, ASIND, HISP,

and PACIF Islanders race categories fall in the lowest rankings for race.

Developed by Dr. Carolyn Pevey – Sept 2015

*Hispanic Origin cannot be combined with race data, but I’ve included it for purposes of comparison to GCC data. SOURCE: U.S. Census Bureau www.census.gov

http://www.census.gov/


Germanna Community College Qualitative and Quantitative Data Findings

• Faculty & Staff Survey Monkey Report – A survey was conducted in January 2015 asking employees about Germanna’s

Diversity and Inclusion; using the same questions as the Fall 2014 Learning Day session as reported in the 5-Year Plan. The

survey was sent out January 23, 2015, with a reminder on January 30, 2015, and closed on February 6, 2015. The results were

as follows:

Survey Results0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

YesNo

84%/n=236

16%/n =38

Faculty & Staff Survey Responses

Yes No

Survey Questions [n = 236: 198 yes and 38 no]

1. Do you feel Germanna is

diverse and inclusive? 2. Open Ended Question:

Give one suggestion as to how Germanna can become more diverse and inclusive for employees/students /public.


Diversity & Inclusion Survey Summary For Faculty and Staff 2015

• Many of those responding thought that Germanna is currently diverse and inclusive. Several pointed out that the Latino/Hispanic population and male African-American male population are not well represented. A number of respondents felt that Germanna was not inclusive for sexual of orientation (LGBT) and same-sex marriage. Religious diversity was also mentioned, although none mentioned discrimination against particular beliefs.

• A number of respondents mentioned that Germanna should do more advertising in the local community, and should send diverse representatives to community functions and high schools. More community involvement was recommended. There should be more activities to bring the community to Germanna.

• Social media should be used more extensively because young students follow these. The Germanna website and Facebook should have more images of diversity. There should also be more outreach to older people.

• Training faculty and staff for helping people with intellectual and physical disabilities should be improved. Wheelchair access could also be improved.

• It was pointed out that Fredericksburg, Stafford, Spotsylvania, Orange, Caroline, Culpeper, and Madison differ greatly in the

diversity of their populations. Diversity at the Culpeper Center is very different from diversity at the Fredericksburg campus.

Prepared by Council Member Michael Read – sp 2016


Climate Survey - The College conducted a climate survey for the years of 2007, 2009, 2011, 2013, and 2015. The Diversity questions for 2007 – 2013 were:

a. Faculty / Staff with diverse backgrounds work well together here. b. GCC values faculty and staff with diverse backgrounds.

19%

14%

22%

21%

24%

Biannual Climate Survey Completion2007 2009 2011 2013 2015

2007 2015

Climate Survey Ratings:

1. 2007 overall rating = 4.0 N = 241

2. 2009 overall rating = 4.1 N = 186

3. 2011 overall rating = 4.1 N = 283

4. 2013 overall rating = 4.1 N = 269

5. 2015 overall rating = 4.1 N = 303

Assessment: The biannual completion rates flucuated from year to year with 2009 being the lowest [n=14%] and 2015 as the highest [n=24%].

2013

2011

2009


The Council had input regarding the types of Diversity questions on the 2015 Climate Survey. Through Germanna’s Human Resources Department, the Council members were able to provide recommended questions to The Astron Solution Survey Company for consideration. Below is the survey instructions and questions that were sent to faculty and staff, with a summary of findings by Council member Brent Wilson and Sherlyn A Farrish-Barner:

• Opinion Survey: Directions: Read each statement carefully. To the right of each statement, mark the response that best expresses your agreement or disagreement with the item. Mark only one answer for each item. Remember to respond to all of the questions.

• Key Code: Strongly Agree = SA / Agree = A / Neither Agree nor Disagree = NAD / Disagree = D / Strongly Disagree = SD / Not Applicable = N/A

• DIVERSITY – For purposes of the next nine questions, please consider Diversity in its various forms. For example, Diversity includes such areas as race, sex, color, national origin, religion, sexual orientation, age, veteran status, political affiliation, and disability:

The overall Diversity survey average score was 4.1

1. Faculty / Staff with Diverse backgrounds work well together here – 4.2 average score

2. GCC values faculty and staff with Diverse backgrounds – 4.2 average score

3. GCC has an inclusive environment for all students, faculty, and employees – 4.1 average score

4. GCC employees demonstrate an appreciation of students’ Diverse backgrounds – 4.2 average score

5. GCC students from all backgrounds have opportunities to succeed academically – 4.3 average score

6. GCC provides on-going training for employees regarding Diversity and Inclusion topics – 3.7 average score

7. GCC-sponsored events / programming promote an inclusive campus environment – 4.0 average score

8. GCC-sponsored events / programming reflect the Diverse backgrounds of students, faculty, and staff – 4.0 average score

9. The on-boarding and orientation process for new GCC employees establishes clear expectations for tolerance in the

workplace – 3.7 average score.


General job category responses:

a. Adjunct Faculty – n = 85 [30.2%/281 total]

b. Full-Time Teaching Faculty – n = 50 [61.7%/81 total]

c. Full-Time Administrative Faculty – n = 29 [59.2%/294 collectively]

d. Full-Time Classified – n = 83 [59.2%/294 collectively]

e. Part-Time Wage – n = 56 [59.2%/294 collectively]

In the open-ended narrative comment section of the Climate Survey, the question “How Can We Improve The Diversity of the

Faculty/Staff at GCC?” was asked to the each general job category. Below is a summary of the responses from each job category:

1. Adjunct Faculty:

• Findings: The responses varied – some had no opinion and some felt the Diversity was nice, while others felt there is always

room for improvement. The Adjunct Faculty recommendations included continue inclusive programs, change the mindset of

existing faculty, continue to hire qualified/younger & seasoned veterans/women/minorities/younger, and mirror the

Diversity of the student body.

2. Full-Time Administrative Faculty:

• Findings: The responses continue to vary where some agreed that Germanna should continue the current path while others

were not sure, and some stated quotas will not ensure that well-rounded Diverse candidates will be hired. The Full-Time

Administrative Faculty recommendations included intentionally recruit and hire qualified applicants that will attract more

Diverse students, have a space for safe opinions, recognize that Diversity is greater than race, grow a higher level of morale

to keep faculty and staff here at Germanna, push for more inclusiveness, hold managers accountable, more focus on broader

emphasis on multi-culturalisms, and inform employees of the goals and why Diversity is important to Germanna.


3. Full-Time Classified :

• Findings: The response again varied in this area from that’s all Germanna thinks about to no opinion to GCC is pretty Diverse.

The Full-Time Classified recommendations stated to post GCC recruiting advertisements on various Diversity associations

website/social media sites/bulletins, more competitive pay rates, improve hiring practices, have HR training about how to

deal with Diversity, staff and faculty should reflect the Diversity of our student body, expand the candidacy pool, emphasize

teamwork rather than individual way of thinking, create a culture of inclusion, participate in job fairs, and hire those that are

skilled/educated in their field, not just minorities.

4. Full-Time Teaching Faculty:

• Findings: The responses remained varied in that some saw the Diversity as good, some had no interest in improving, and

some felt we should do the best we can. The Full-Time Teaching Faculty recommendations stated to identify those

populations not well represented at Germanna, have multidisciplinary faculty collaboration for students, identify goals and

communicate them to everyone, more group activities, market to underrepresented groups, target ads for minority

populations, send recruiters of different ethnic backgrounds to high school programs, celebrate all cultures, “hire more old

white guys, and hire less white males.”

5. Part-Time Wage:

• Findings: The responses followed the pattern of other faculty and staff comments that Germanna is full of Diversity to not

sure. The recommendations were to seek out employees with Diverse backgrounds, interview students that apply for

tutoring services, promote leadership training, increase support for employees with young children, provide exercises and

workshops to encourage inclusion campus-wide, team up with other universities/colleges, change hiring practices, promote

more interdepartmental interaction, and have more marketing department recruitment.


Fall 2015 Learning Day: For the September 22, 2015 Learning Day, there was a Diversity & Inclusion Track initiated by the College

President - Dr. David Sam - that consisted of seven topics presented by the College Full-Time and Part-Time Faculty members.

1. Why Did The Chicken Cross The Road?: Presented by Dr. Carolyn Pevey and Sunithi Gnanadoss.

2. Diversity & Inclusion Sensitivity: Presented by Dr. Michael Otaigbe.

3. OER: One Path to Diversity & Inclusion, A Table Top Discussion: Presented by Cheryl Huff.

4. Teaching Students Wherever They Are: Presented by Laura Lacey.

5. Defining Diversity & Inclusion Within The VCCS: Presented by Kathryn Haselhorst, VCCS Diversity & Inclusion Officer.

6. Incorporating Diversity & Inclusion In The Classroom: Presented by Marie Messier and Angela Schaeffer.

7. When Up Means Down: Presented by Dr. Gayle Wolfe, Siham Alfred, Miguel Lechuga, and Wen Maier.

Based on the Fall 2015 Learning Day Faculty and Staff online anonymous online survey, using the assigned rating scale of excellent,

very good, good, fair, and poor, the following qualitative data was reported for each session:


Why Did The Chicken Cross The Road?: Presented by Dr. Carolyn Pevey and Sunithi Gnanadoss - We will examine various viewpoints on an age-old question to develop the understanding that limited perceptions of the “other” can lead to under appreciation of the Diverse and intricate patterns of communication and interactions in our communities of work, family, and worship.

Permission granted by Dr. Carolyn Pevey and Sunithi Gnanadoss

0

5

10

15

20

25

Why Did the Chicken Cross the Road?

21

4.19

12

3 4 2 0

# Responses Overall Rating Excellent

Very Good Good Fair

Poor

Presentation Survey Comments • “Just so good, appreciate and always

learn so much from these two people. Thank you”

• “Enjoyed the presenters, but feel the description was not the material that was actually what was presented.”

• “Very informative, funny, interactive, and well presented.”

• “We need to be aware of everyone's culture. Have respect for them.”

• “Not really what I expected from the name of the course.”

• “There was opportunity for great conversation. The objective of the class I believe was for acceptance and understanding for different cultures in our work place, but the application could be taken in everyday life. Very beneficial and fun.”

• “Interesting discussion and carefully crafted. Good mix of information and interaction.”

• “Sunithi and Carolyn are great collaborators!”

• “I was expecting an interesting discussion on international travel and experiences as the "stranger" in another country; however, it quickly devolved into a sermon on racism in America. The titular question was never even mentioned, never mind addressed.”


Diversity & Inclusion Sensitivity: Presented by Dr. Michael I. Otaigbe - This interaction session will address these questions: What is culture? How is American culture different from others? What are some tips on communicating across cultures with sensitivity and understanding?

Permission granted by Dr. Michael I. Otaigbe

0246

8

10

12

14

16

18

Diversity & Inclusion Sensitivity

17

3.886 5 5

0 1

# Responses Overall Rating Excellent Very Good

Good Fair Poor

Presentation Survey Comments

• “The speaker was great. He gave us scenarios to really make us think about working with people from other backgrounds. However, the scenarios all seemed to have been developed for K-12, rather than the college experience.”

• “Michael Otaigbe interacted well with the audience. He gave us handouts that defined diversity and characteristics of different groups. He asked a lot of questions, asked for contributions, reactions and comments and involved us in the discussion”

• “Excellent speaker.” • “I feel like we could have learned a

little more from him.” • “Should be required for New Hires

Orientation.”


OER: One Path to Diversity & Inclusion, A Table Top Discussion: Presented by Cheryl Huff – Based on research by Dr. James Kilmartin, a two-time workshop leader at GCC, we will discuss how we can meet the college’s Diversity and Inclusion mission by using Open Educational Resources that are free and openly available for all students regardless of their socioeconomic status, and how instructors are enabled by OER to liberate the materials they use to be inclusive and diverse. Research findings on student success and completion using OER, particular in underrepresented students, will be included.

Permission granted by Cheryl Huff

02

4

6

8

10

12

14

16

OER: One Path to Inclusion andDiversity, A Table Top Discussion

15

4.076 5

3 1 0

# Responses Overall Rating Excellent Very Good

Good Fair PoorPresentation Survey Comments

• “There was no table, but that's okay.”

• “Really got me thinking about how to use materials to tailor my class to reflect my student body. Also, Cheryl is fabulous!”

• “Very timely for me as I am going to teach one of my SDV classes this way... Would have been nice if there were other OER teachers that contributed to the conversation but Cheryl always does a great job :+)”

• “Interesting! So many options for multicultural materials!”


Teaching Students Wherever They Are: Presented by Laura Lacey – To help meet the college’s Diversity & Inclusion mission, we will explore Germanna’s commitment to assisting inmates at Coffeewood Correctional Center attain an Associate’s Degree. This session will explore the existing Coffeewood/ Germanna program and the challenges and rewards of educating a very unique community college clientele.

Permission granted by Laura Lacey

012345678

Teaching Students Wherever TheyAre

8

4.38 4 3

1 0 0


Very Good Good Fair

Poor


• “Very passionate about teaching in the prison system. Also, very informative and well presented.”

• “Energetic and passionate about Coffeewood. Many attendees had taught at Coffeewood for many years. Would help if grouped with Patricia”

• “Instructor”


Defining Diversity & Inclusion Within The VCCS: Presented by Kathryn Haselhorst, VCCS Diversity & Inclusion Officer – Defining Diversity and Inclusion and what it means to the VCCS. This will include a discussion around different types of diversity and culture [e.g. generational, socioeconomic] and the importance of awareness of the differences. A tool will be provided that will help guide participants through cross cultural interactions.

Permission granted by Kathryn Haselhorst [VCCS Diversity & Inclusion Officer]

0

1

2

3

4

5

6

7

Defining Diversity & Inclusion in theVCCS

7

3.00

02

32

0


Very Good Good Fair

PoorPresentation Survey Comments

• “Great to have an outside view from VCCS.”

• “Disappointed that the turnout was not larger for this session. Perhaps in the future departments could assign staff to attend those sessions that are directly tied to the institutional mission.”

• “Pretty superficial in terms of content.”


Incorporating Diversity & Inclusion in the Classroom: Presented by Marie Messier and Angela Schaeffer - How to use case studies, You-tubes, newspapers, books, and journal articles to foster cultural awareness and Diversity to promote inclusiveness. Students develop a greater appreciation of other cultures and develop more effective communication.

Permission granted by Marie Messier and Angela Schaeffer

00.5

11.5

22.5

33.5

44.5

5

Incorporating Diversity & Inclusion inthe Classroom

54.2

3

10 1 0


Very Good Good Fair

Poor


• “Very good to incorporate diversity in the classroom! Enjoyed the speakers.”


When Up Means Down: Presented by Dr. Gayle Wolfe, Siham Alfred, Miguel Lechuga, and Wen Maier – Join a panel discussion on cross cultural misunderstanding regarding: Nonverbal gestures, time perception, gender, roles, greeting rituals, values, and food/eating.

Permission granted by Dr. Gayle Wolfe, Siham Alfred, Miguel Lechuga, and Wen Maier

02468

1012141618

When Up Means Down

18

4.287

9

2 0 0


Very Good Good Fair

PoorPresentation Survey Comments

• “I was one among four presenters in this session. I enjoyed the presentation of my other three colleagues. I thought they were very good. I hope they appreciated my presentation.”

• “Very interesting stories from the panel, loved listening to the different ways countries do things.”

• “I enjoyed this session, but I feel that it was not well organized. It seemed very informal.”


Spring 2016 Learning Day: For the February 5th, 2016 Learning Day, there were four Diversity & Inclusion Track presentations:

1. Diversity: Whole Brain Teams and Teaching: Presented by Dr. David Sam.

While the human brain is more complex than any model, this workshop will explore preferences based on the “Right “and

“Left” brain. Explore your own preferences and how awareness of differences can improve teaching and teamwork.

2. Communicating Across Cultures: Presented by Dr. Michael I. Otaigbe.

This interactive session will address these questions: What is culture? How is American culture different from others? What

are some tips on communicating across cultures with sensitivity and understanding?

3. Beginning to Sign: Presented by Dr. Amanda Guyton

Let’s learn some American Sign Language! This session will be a quick hands-on introduction to ASL, providing useful signs

and phrases. We will also look at ASL as a language, with its own grammar and dialects. We will cover letters, numbers,

useful basic signing, useful idioms, and forming basic sentences.

4. Making the Most of a Multi-Generation Workplace: Presented by Lara Kasser [Anthem Employee Assistance Program

Workshop Offerings].

This is an exciting topic. For the first time in history, four generations may work together. This class will help you understand

why each generation has certain identifiable characteristics and how to best work with each generation.

Based on the spring 2016 Learning Day Faculty and Staff online anonymous surveys, using the assigned rating scale of excellent, very

good, good, fair, and poor, the following qualitative data was reported for each session:


Diversity: Whole Brain Teams and Teaching: Presented by Dr. David Sam - While the human brain is more complex than any model, this workshop will explore preferences based on the “Right “and “Left” brain. Explore your own preferences and how awareness of differences can improve teaching and teamwork.

Permission granted by Dr. David Sam

0

1

2

3

4

5

Diversity: Whole Brain Teamsand Teaching

4 4.2

1

3

0 0 0


Very Good Good Fair

Poor


• “Very interesting, fun presentation. I learned a lot “


Communicating Across Cultures: Presented by Dr. Michael I. Otaigbe - This interactive session will address these questions: What is culture? How is American culture different from others? What are some tips on communicating across cultures with sensitivity and understanding?

Permission granted by Dr. Michael I. Otaigbe

02468

10121416

Communicating Across Cultures

16

4.1

75

31 0


Very Good Good Fair

Poor


• “Dr. Otaigbe brought great energy to his presentation!”

• “Good course, but not enough time to cover the material necessary to give the course true value.”

• “The presenter was very enthusiastic and it was a great way to stay motivated. We had lively discussions about cultural relativism and ethnocentrism.”

• “It was a presentation similar to last year's. I was thinking it would have been somewhat updated from last year. It was still good though, and a good refresher.”

• “Really enjoyed this class. He was energetic and made you want to be involved. Learned a lot and would like to see more of him. “

• “I was disappointed b/c the session became more about how to deal with Gen Y than engaging with people of different cultures. The session was not very informative. “

• “WOW!!!! PLEASE have Dr. Otaigbe run this session FOUR times next Learning Day. We ALL could stand to learn a thing of two from this man! AMAZING! “

• “I loved this presentation! It seemed to get a little out of control, but I liked that about it, too. Great job, Michael! “


Beginning to Sign: Presented by Dr. Amanda Guyton - Let’s learn some American Sign Language! This session will be a quick hands-on introduction to ASL, providing useful signs andphrases. We will also look at ASL as a language, with its own grammar and dialects. We will cover letters, numbers, useful basic signing, useful idioms, and forming basic sentences.

Permission granted by Dr. Amanda Guyton

0

2

4

6

8

10

12

Beginning to Sign

12

4.5

8

31 0 0


Very Good Good Fair

Poor


• “I enjoyed this session, but a hand out would have been nice to help me remember what we went over. “

• “Very good overview of ASL. “ • “Would like to see more of this college

wide. “ • “Presenter was very good -

personable, entertaining, and knowledgeable. Information was well-organized, easy to understand. Made me want to learn more so am happy that we were provided with links to resources. “

• “loved it. Wish there were more time.” • “I enjoyed it. It was practical,

functional and easy to learn. She did a great job. She made it more meaningful in that she shared how she uses it with her family. Very Good.”

• “Amanda is very personable and has a wonderfully encouraging spirit. I want to learn more about signing! “


Making the Most of a Multi-Generational Workplace Presented by Lara Kasser [Anthem Employee Assistance Program Workshop Offerings] - This is an exciting topic. For the first time in history, four generations may work together. This class will help you understand why each generation has certain identifiable characteristics and how to best work with each generations.

0

1

2

3

4

5

Making the Most of a Multi-Generational Workplace

54.4

23

0 0 0


Very Good Good Fair

Poor


• “Enjoyed the class!” • “This workshop was excellent. We

were able to spend quite a bit of time discussion our experiences and trying to understand best practices for coming to understandings between different generations.”


Diversity & Inclusion Conferences and Workshops: The Council members attended multiple Diversity & Inclusion Workshops / Conferences to enhance their knowledge, awareness, sensitivity, and education about concepts related to multiculture:

• Cultivating Diversity in Academia and the Workforce (University of Richmond - Richmond , VA on July 24, 2014) – Attended by Council Chairperson Sherlyn A Farrish-Barner: Virginia Nurses Foundation, Virginia Action Coalition, and Virginia Nurses Association Annual Nursing Roundtable. This

was an opportunity to hear and share perspective on the crucial importance of Diversity in nursing and the positive connection between quality patient care and a culturally diverse nursing workforce. This event had two dynamic panel presentations that gave perspectives on diversity strategies and shared success stories. The topics included 1) The Big Picture, 2) Perspectives on Diversity and Inclusivity in Nursing, 3) Strategies and Success Stories, and 4) Generations at Work: New Dynamic in Healthcare. The Keynote speakers were Angela Wilkes, who is the Director of Supplier Diversity & Sustainability, Matt Thornhill, who is the Founder and President of Generations Matter, and Elizabeth Carter, who is the Executive Director of the Virginia Board of Health Professions.

• From Diversity to Multiculturalism (Shepard University (Shepherdstown, WV on Oct 1, 2015) - Attended by Council

members Sherlyn A Farrish-Barner and Nnamdi Small and Faculty members Dr. Carolyn Pevey and Sunithi Gnanadoss:

Combination workshop and panel led discussions where attendees watched 3 segments of the Diversity based film “Cracking the Codes: The System of Racial Inequity.”

Each panel was comprised of members from different social sectors from within the university and the surrounding community

After each film segment, panel members were asked to share their personal experiences with diversity and multiculturalism. Audience was encouraged to ask questions, challenge statements, or add to the discussion in any way they could contribute


Part 1: Social Determinants: History, Identity, & Culture Full group discussion

Panel was made up of faculty and community members. This segment of the film was to expand knowledge and shared

experiences dealing with social and cultural influences on tradition. It addressed the subjective meanings that people impose of objects,

events, and behaviors. Subjects in the film shared experiences from growing up in poverty to

learning about slavery for the first time. Audience and panel members were asked to pick one word from the

film segment watched and share it with the group. Words like “flexible, bias, passing, implied bias, and shack” were shared.

Part 2: Internal: Bias, Privilege, & Internalized Racism Small group dialogue

Panel was made up of social service/faith based organization leaders and Shepard University staff.

For this segment, the film focused on myths, psychological misorientation, the deconstruction of myths, and sharing knowledge in the hopes of changing lives.

Subjects in the film discussed their interactions with racism, experiencing privilege as women, Caucasian men, and minorities with the ability to pass as different races because of their lighter skin tone.

Attendees held group discussions sharing experiences with bias, racism, and prejudices.

Afterward, panel members shared their personal experiences, words of wisdom, and recommendations for continuing to change the thought process regarding racism.

Part 3: External Relationships: Interpersonal, Institutional, & Structural Full group discussion

Panel comprised of SU students and local business representatives. This segment of the film was about building and maintaining positive

relationships that impact reputations, perceptions, and social interactions at home and in the community.

Subjects in the film shared stories of interactions in public such as an African American woman who was profiled as being likely to pass a bad check while shopping with her Caucasian sister-in-law, another episode where a younger child had an issue with all the African American people in the film King Kong.

Audience and panel members were asked share any knowledge they gained from experiences from their past.

Workshop Wrap-Up Full group discussion

Shared discussion, what you learned from the film, what you’ve learned from your experiences, what you learned from the workshop.

Gift presentation and prize giveaway


• Supporting Student Success at Minority Serving Community Colleges (Washington DC, Nov 16th and 17th, 2015) - Attended by Council members Judi Barlett and Nnamdi Small and Student Success Coach Donna Alexander

Combination workshops and panel led discussions where attendees were exposed to data on enrollment, retention, and graduation success for minority students.

Panel members answered questions from the audience regarding best practices, research studies on-going and completed high-impact practices for developing educators’ capacity to serve underreported students and best recommendations for moving forward.

There was a speed networking event where representatives from 12 federal agencies provided information on programs, grants, fellowships and internships they had in place to assist with funding colleges.

Panels were held to discuss initiatives implemented from the White House to foster colleges serving minority students. Day 1 - Breakout session 1: HBCUs *Formed Community of Practice where members from HBCUs, 2-year and 4-year schools, shared best practices, challenges, and barriers to student enrollment, retention, persistence, and graduation. *Attendees to the first breakout session shared their names, what school they were from, and one program they were proud of from their institution. *Received work plans to complete over the next day for issues to work on over the next year.

Day 1 - Breakout session 2: USDA SNAP Education and Training Program *Presenters from USDA SNAP [formally called Food Stamps] program explained the details regarding the SNAP education and training benefits available to people receiving SNAP benefits. SNAP recipients are eligible for federal assistance to attend schools for degree and non-degree programs and technical training. *States are responsible for managing the program, establishing their program entrance requirements. *Schools can apply for 50% matching funds as well increasing the amount of support a student receives.

Day 2 - Breakout session 1: High Impact Practices in Adult Education and Developmental Education Alignment

*Attendees and panel discussed the potential of developmental programs and their use at 4 diverse community colleges. *Speakers discussed the implementation of tools such as an intake form, optional developmental programs, and how developmental programs were implemented at their schools. *Financial aid impact, the length of the program, and actual need for classes were discussed.

Day 2 - Breakout session 2: HBCUs Work Plans *After spending two days learning about the different tools used at different institutions, funding sources available, and successful practices put in place, work groups reconvened to develop work plans to cover the next year.

*Members of the HBCU work group developed 14 areas of focus for minority students concentrating on 3 for this upcoming year: (1) under preparedness, (2) enrollment, & (3) retention, persistence, and graduation. *The group will hold quarterly webinars to share ideas, discuss new developments, and challenges they have encountered.


• Mrs. Linda Sam Council Meeting Presentation: On Feb 12, 2016, the Council meeting focused on how one college - Oakland Community College in Bloomfield Hills, Michigan

- implemented a campus-wide Diversity Awareness Program, including all off-campus sites as well. The mandatory

Professional Development and Training Center focused on Diversity training for faculty & staff.

The speaker emphasized that the mandatory Diversity programs were for administrators, faculty, and staff but not students.

There was a variety of professional development credit programs offered for each employee and the Diversity Council

members. In addition, a Diversity Council member had to be present when any program was offered. The speaker felt that

the educational programs were a success and helped to create an environment that promoted Diversity awareness.

• A Diversity and Inclusion Workshop: Colloquium: Intersectionality of Diversity (John Tyler Community College, Chest, VA –

March 11th , 2016) – Attended by Chairperson Sherlyn A Farrish-Barner Dr. Sivagami (“Shiva”) Subbaraman is the first Director of the LGBTQ Resource Center, one of the first institutionally funded

Centers in Jesuit University in the country. Since she came on board in the Fall of 2008, she has worked to establish the

Center as an integral and integrated part of the Hilltop community by building across differing communities and groups. We

seek to align the work of the Center with institutional mission, identity, and values. The Center now offers a full range of

intersectional student-centered academic.

In this workshop, Dr. Subbaraman uses historical, legal and holistic contexts to lead a discussion that inspires and awakens a

reconsideration of existing Diversity models in order to change the culture of an academic institution. This session challenges

the intellectual thought processes currently used to frame Diversity and Inclusion, engaging participants to examine how to

build more inclusive learning environments in the VCCS.


Diversity & Inclusion Mandatory Faculty and Staff Awareness & Education: Council Member Chief Branch researched the options for providing mandatory awareness and education for faculty and staff. Below is a summary of Chief Branch presentation to Germanna’s College Council:

• Topic: College Wide Mandatory Diversity & Inclusion Awareness and Education

On February 24th, Chief Branch met with Josh Mellott (Campus/workplace Answers) regarding college-wide D&I training. During the meeting he stated that currently, they do not have a training module developed for students but they will be working on this. At the time of our meeting, he stated that Germanna were the 6th college/university that week that has requested such as training for students. They have already been working with Dr. Van Wilson (Assistant Vice Chancellor for Academic and Student Services) at the VCCS System Office and provided a VCCS pricing list for the below online trainings. They are currently working with the following Virginia Colleges and Universities also:

• UVA • Southside Community College • Southwest Virginia Community College • The College of William & Mary

VCCS Price List:

• 3-Year Agreement with a 3-Course Bundle (4-courses for this respect and inclusion series) - $1.00/learner (roughly $8,300.00)

Prepared by Council Member Chief Craig Branch – Feb 2016


The Diversity and Inclusion Council 5-Year Plan Recommendations Follow-up:

1. The Council recommends that the college President, Deans, Administrators, and Leaders overtly embrace and support the

Diversity and Inclusion concept.

• FINDINGS: The President, Deans, Administrators, and Leaders have supported the Diversity & Inclusion Council since the

development of the 5-Year Plan in 2015 as stated throughout this June Report. 2. The Council recommends a mandatory annual Diversity and Inclusion sensitivity training / workshop for all administrators,

employees, and students to promote a sense of embracing the concepts fully. This will help to ensure that Diversity and

Inclusion is seen as important in the college setting and to the community that we serve.

• FINDINGS: The Diversity & Inclusion mandatory sensitivity training /workshops were not completed. However, there was a

Diversity & Inclusion Track at the fall and spring Learning Day. Council members continue to research online awareness

software products. In addition, the Council agreed to use the term “Awareness & Education” instead of training/workshops

to help promote a positive sense of college-wide acceptance. 3. The Council recommends that Germanna Community College students be actively involved in the Diversity and Inclusion

Council to help promote a stronger representation from the student body.

• FINDINGS: The newly developed Diversity & Inclusion Bylaws includes students as a voting member. The Council will need to

be more deliberate in involving students’ participation.


4. The Council recommends that a separate Diversity and Inclusion strategic initiative be included in the next College Master

Plan for Academic Affairs and Student Service – as stated in the Chancellors’ A Call to Action statements.

• FINDINGS: Per Dr. Sam – the College President – the Diversity & Inclusion strategic initiative will remain integrated

throughout the Germanna Community College Academic Master Plan so as not be seen as exclusive but inclusive. 5. The Council recommends that the college institute a Diversity and Inclusion Webpage on the GCC Homepage to show

increasingly public support.

• FINDINGS: The Diversity & Inclusion Webpage development is in progress and is scheduled to be launched August 2016. 6. The Council recommends that the questions on the College’s Climate Survey be more embracive of in-depth Diversity and

Inclusion findings. In addition, the Council would like to have input on the next Climate Survey regarding the questions

selection.

• FINDINGS: The Diversity & Inclusion Council developed and implemented new questions for the 2015 Climate Survey. 7. The Council recommends that the various college committees, departments, programs, student clubs, etc collaborate to

combine resources to better promote the concept of campus and community wide Diversity and Inclusion.

• FINDINGS: The collaboration of organization that has an interest in Diversity & Inclusion has been discussed by the Council.

The Council’s suggestion was to reach out to others and brainstorm to see how college-wide collaboration can be improved.

8. The Council recommends that the College Diversity and Inclusion Liaison have a formal written expectation description that

includes 3-hours of release time and/or monetary compensation.

• FINDINGS: The Chairperson/Liaison formal role has been outlined in the Bylaws and 3 hours of release time per fall and

spring semester with 2 hours during the summer has been granted by Administration.


The Diversity and Inclusion Council June 2016 Report Recommendations:

1. The Council recommends that the mandatory College-wide Diversity & Inclusion Awareness and Education modules for

faculty, staff, and students be implemented online to promote ease and accessibility in completion. In addition, the Council

recommends the continuation of the Learning Day Diversity & Inclusion Awareness and Education Track. For students, the

Council suggests Dean Fredericks and Student Activity Coordinator Sandi Pope give suggestions as to how to implement

college-wide Diversity & Inclusion awareness and education to the student body.

2. The Council recommends that the members have a biannual Diversity & Inclusion Awareness and Educational Workshop to

promote continued sensitivity and self-awareness growth.

3. The Council recommends that there be an annual budget of $5,000.00 for the promotion of the Diversity & Inclusion college-

wide strategic initiatives.

4. The Council recommends that there be a Diversity & Inclusion webpage, located under the President’s homepage, designed

by the members with student input. In addition, the Council recommends that there be a link located at the top of the

Germanna’s homepage by the Faculty & Staff tab to promote easy location of the website.

5. The Council recommends that there be a link from the VCCS Diversity & Inclusion website to Germanna’s HR recruitment site

to help promote the Chancellor’s Teaching Fellows Initiative.


6. The Council recommends that the Affirmative Action and Diversity & Inclusion Councils be viewed as two separate College

Committees as their missions have different focuses.

7. The Council recommends that for the 2017 Climate Survey, the members review and update the 2015 Diversity questions. In

addition, the Council recommends that the Heading for the 2017 survey change from “Diversity” to “Diversity, Equity, &

Inclusion.”

8. The Council recommends a College-wide “Pan” Diversity, Equity, and Inclusion Special Interest Group to help better organize

the various diverse campus groups, programs, etc. to show more unity and inclusiveness.

9. The Council recommends that Diversity & Inclusion Updates be a part of the College Annual Report.

10. The Council recommends that VCCS purchase a system-wide Diversity & Inclusion Awareness and Education Module to help

reduce the cost to each individual college.

11. The Council recommends that VCCS use the Recruitment Management System for the Chancellor’s Teaching Fellow to reduce

challenges in collecting data.


Acknowledgements: The Diversity and Inclusion Council would like to sincerely acknowledge and thank the following Administrators, Faculty, and Staff for supporting the completion of this June 2016 Annual Report: Dr. David A. Sam – President of Germanna Community College Dr. Ann Woolford – Vice President for Academic Affairs and Student Services Dr. Jeanne Wesley – Vice President of Workforce Mr. Reginald Ryals – Executive Director Human Resources

Dr. John Davis - Executive Director of Organizational, Planning, and Assessment Patricia Monical - Institution Effectiveness Research Analyst

Pam Duff – Executive Assistant to the President Elizabeth Hunziker - Human Resources – Recruitment Coordinator Gayle Robinson - Adjunct Faculty Coordinator and Adjunct Instructor of Geography

Kelley Lloyd – English Faculty Member Dr. Carolyn Pevey – Sociology Faculty Member

The Germanna Community College Marketing & Public Information Department

, 2016 - 2 | page€¦ · germanna community college diversity and inclusion council 2016 annual...

Documents