germanna community college vccs institutional priorities
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Institutional Priority 2021-22
Why is this a priority for your institution? What needs to change and why?
Who needs to be involved in implementing the changes?
What
change?
1. The Future of Work: Evaluate effectiveness of 8-week terms, flexible hybrid course delivery, and online course delivery to respond to the changing needs of students; explore year- round scheduling to improve retention and persistence.
Please see the Digital Transformation charge and planning groups below (page 6): Charged with designing, building and rolling out a transformed digital, best-in-class college with students and equitable results at the center. For an example of what we have done to date, please see also College Everywhere https://www.germanna.edu/pathways/college- everywhere/ where we offer an associates degree in one year. Data show that these students are more successful than others.
Please see charge below
Please see workgroups below
Technology, expertise, people, training, leadership, assessment
See May Status Report below with the expected launch of Global Community College in January 2022
2. Teaching and Learning: Engage faculty discipline teams in an equity-driven
Please see the Truth and Reconciliation Plan below (page 11): (https://www.germanna.edu/blackmindsmatter/) and attached
Please see dashboard below
Please see workgroups below
Parity in success rates across all student groups
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Institutional Priority 2021-22
Why is this a priority for your institution? What needs to change and why?
Who needs to be involved in implementing the changes?
What
change?
review of curriculum content for cultural responsiveness and representation.
Goal 2: Increase the emphasis on diverse and inclusive teaching and learning through a review of course content, delivery, and teaching methods to identify, understand, and address social problems and systemic barriers impacting our students and communities.
3. Student Support Objectives: Develop the knowledge and strengthen the skills of student support leaders and their staff through intentional and strategic professional development, with emphasis on equity and student
Please see the Truth and Reconciliation Plan below (page 24): Goal 1: Develop and maintain a campus climate and culture of understanding, respect, and support for the advancement of diversity through comprehensive programming that fosters accountability and continued achievement.
Please see the dashboard below
Please see workgroups below
Increase student satisfaction level by emphasizing awareness of and experiences with diversity and inclusion in teaching and learning. Measure: Community College Survey of Student Engagement Increase number of applications and enrollment of underrepresented
Germanna Community College VCCS Institutional Priorities 2021-22
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Institutional Priority 2021-22
Why is this a priority for your institution? What needs to change and why?
Who needs to be involved in implementing the changes?
What
change?
success; fully utilize Navigate to provide proactive academic advising, early alerts, and a coordinated care network.
populations year- over-year. Measure: Number of Completed Applications Measure: Number of Enrolled Students Increase retention and completion of underrepresented populations year- over-year. Measure: Equity Gaps in Courses o Measure: Fall- to-Spring Retention Percentage o Measure: Fall- to-Fall Retention Percentage o Measure: Completion Rate o Measure: Graduation Rate
Germanna Community College VCCS Institutional Priorities 2021-22
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Institutional Priority 2021-22
Why is this a priority for your institution? What needs to change and why?
Who needs to be involved in implementing the changes?
What
change?
4. Diversity: Review (implement) hiring process to ensure candidates understand equity focus
Please see the change to the HIRING PROCESS REDESIGN TASKFORCE below and attachment
Transparent and equitable hiring and onboarding process
Search committees and HR
Training, leadership, improved recruitment and retention activities, assessment
See the measure immediately following in the next cell of the column
5. Diversity: Evaluate and improve faculty recruitment and retention efforts to ensure hiring reflects demographics of college community
Please see https://www.germanna.edu/blackmindsmatter/ for Germanna’s Truth and Reconciliation Plan: Goal 4: Recruit, hire, retain, and promote an increased percentage of historically underrepresented and other diverse faculty and staff by focusing on equity, cultural awareness, and sense of belonging throughout the employee recruitment, onboarding, and retention processes.
More people of color on staff
Entire college Training, interventions, review and metrics, assessment
Increase the overall number and retention of underrepresented faculty and staff.
Measure: Percentage increase of diverse new hires per fiscal year Measure: Percentage increase in diverse workforce per fiscal year Measure: Number of Underrepresented Faculty and Staff
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Institutional Priority 2021-22
Why is this a priority for your institution? What needs to change and why?
Who needs to be involved in implementing the changes?
What
change?
Germanna Community College VCCS Institutional Priorities 2021-22
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Charge and Composition of the Germanna Community College Digital Transformation Taskforce
October 12, 2020 Introduction Germanna Community College increasingly relies on virtual learning and services to provide education and support, in large part due to the COVID-19 pandemic. We are playing “catch-up” as a response to a crisis rather than designing our desired digital future state. In the meantime our competition for students has just gone global. Consequently, we must transform ourselves to beat competitors such the University of Maryland Global Campus (www.umgc.edu/), Arizona State University (https://go.asuonline.asu.edu/brand-nwt/), Western Governors University (www.wgu.edu) as well as proprietary colleges and universities. As this Harvard Business Review article, “Higher Ed Needs a Long-term Plan for Virtual Learning,” (https://hbr.org/2020/05/higher-ed-needs-a-long-term-plan-for-virtual-learning) says, we have to prepare for an intermediate period of transition and begin future-proofing (our) institutions for the long term. The near future of digital education will require expanded open educational resources, gamification, virtual and augmented reality, artificial intelligence and machine-based learning, bots, data mining and analytics. All of these will require “blowing up” our current understanding of how-to-do distance learning (a phrase that is itself archaic given the current and future demands of our students) and support services and replacing them with the learning and support experiences expected by our children and grandchildren. Charge Members of the GCC Digital Transformation Taskforce (DTT) are charged with designing, building and rolling out a transformed digital, best-in-class college with students and equitable results at the center. The new Germanna digital college will begin January 1, 2022, at the latest. Members will seek best practices as well as “visit” other colleges which are the leaders now. Nothing is off the table except virtual educational practices which have been around for decades. The taskforce will have resources to support this transformation. Ease of student access; equity; cultural sensitivity; and student engagement will be identified, universal design values. I ask Drs. Jeanne Wesley and Tiffany Ray to co-lead the taskforce and to provide regular collegewide updates as to progress. I strongly encourage DTT to use resources such as Educause (www.educause.edu), various e-learning platforms as well as those advanced by our competitors (for example, Udemy, Cousera, Khan Academy, Cloud Academy). Membership Chairs: Dr. Jeanne Wesley (now Dr. Shashuna Gray) and Tiffany Ray Faculty Senate President and Three Representatives Department Chairs Chair Academic and Student Services Deans and Directors Workforce Development Representative Librarian
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Instructional Designers Learning Management System Administrator Career and Transfer Center Representative Counselor Disability Services Representative Marketing Representative Administrative Services Representatives to include IR, IT and Business Office Four additional Faculty Members from full-time and adjunct ranks to be named by the President Director of the Center for Teaching and Learning ACE Representative Academic Affairs Schedule
Dr. Jeanne Wesley (now Dr. Shashuna Gray) and Dr. Tiffany Ray
Co-Chairs
Chair of Senate: Dr. Angela Sheaffer- Lauren Foster (President- elect)
Nursing then English
Maury Wrightson Science
Chery Huff Humanities
Tina Lance Business
Carrie Hibbs Math
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Academic and Student Services Assoc. VP, Deans, and Directors
Dr. Shashuna Gray Arts and Sciences
Dr. Eric Vanover Arts and Sciences
Dr. Patti Lisk Nursing and Health Technologies
Amy Henecke Professional Technical and Workforce
Dr. Yanyan Yong Academic Technology and Learning Support
Martha O’Keefe Professional Technical and Workforce
Pam Frederick Student
Brenda LeVere Testing
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Dawn Faulconer Course Scheduler
Status Report (5/19/21) Please see an update regarding the Digital Transformation Taskforce by subcommittee below. This is not an exhaustive list of activities, but a broad overview of key work being completed. Our next full committee meeting is May 26th. Course Design and Delivery Subcommittee:
• Has 5 working groups (Accessibility, Course Design, Course Formatting, Course Quality, Course Support)
• Recommended Badgr to Technology Committee to track professional development
• Recommended Chatbot demo to Technology Committee
• Developing framework for Online Course Evaluation
• Monitoring hyflex components and implementation
• Working on professional development need for faculty
• Exploring framework for continuous enrollment
Engagement and Support Subcommittee:
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• Exploring Chatbot/AI for 24/7 support along with interactive website
• Demo for Instructor Insight and Dropout Detective add-on for Canvas, as well as demo of Wolfram
• Reviewing current onboarding process (with considerations for VCCS Onboarding Redesign)
• Conceptualizing revamp of admissions and application process, tuition and financing, as well as streamlining credit for prior learning Marketing and Recruitment Subcommittee:
• Researched messaging, marketing, and websites of successful online institutions to glean best practices (University of Phoenix, WGU, UMGC, Liberty, ODU Online, Strayer, ASU)
• Developed comprehensive list of technical needs/requirement
• Revamp of website and branding with digital transformation, in mind
• Conceptualizing recruitment for K-6, online college recruiters, international recruitment, and adult learner outreach
Technology Subcommittee:
• Recommendations for technology purchases send to David Swanson – some already approved
• Full committee viewing demos for Badger and Mindstamp at 5/26 Meeting
• Full committee viewed demo of Class at 4/28 Meeting
Data and Assessment/Nuts and Bolts Subcommittee:
• Professional Development Survey sent May 6
• Organizing data needs and requests from other subcommittees
• Bringing in HR to discuss implications for hiring, workloads, policy, etc.
• Reviewing current institutional and VCCS policies for potential impact or recommendation for revision
Germanna Community College VCCS Institutional Priorities 2021-22
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In the Summer of 2020, a team from Germanna Community College attended the AAC&U’s Institute on Truth, Racial Healing & Transformation Campus Centers (https://www.aacu.org/events/2020-institute-truth-racial-healing-transformation-campus-centers) with the following institutional charge: “To draft a plan to transform Germanna Community College into an antiracist institution at all levels of the organization.” They returned with a draft vision and goals for accomplishing this charge. Over the next year, the Truth and Reconciliation Team sought guidance and input from internal (students, administration, classified staff and faculty) and external groups (College and Foundation Boards, SCHEV Board) and various VCCS affinity groups (VPs, Deans and Directors, Opportunity 2027 Taskforce). The resulting document is Germanna’s Truth and Reconciliation Strategic Plan and an additional, sixth institutional Strategic Goal: Foster an intentional culture of excellence in diversity, equity, and opportunity.
Germanna Community College Strategic Goal: Foster an intentional culture of excellence in diversity, equity, and opportunity
Truth & Reconciliation Strategic Plan Vision Statement: Germanna Community College repudiates racism and is committed to challenging the inequitable treatment of oppressed and marginalized groups. We are an institution where people of all identities, backgrounds, and perspectives feel welcome, safe, and included. Our administration, faculty, staff, and students will transform the learning environment to challenge and defeat hatred and ignorance with new equitable narratives reflective of diverse histories and traditions. Germanna will be at the forefront of Virginia’s reckoning with its history of slavery, the Civil War, segregation, and racial oppression. Through outreach, research, and healing dialogue, we will work to honestly assess and acknowledge the lived experiences of those disregarded or silenced throughout the Nation’s past and present. Dashboard:
Increase overall campus climate year-over-year. o Measure: INSIGHT Viewfinder Campus Climate Survey o Measure: Great Colleges to Work for Survey
Increase student satisfaction level by emphasizing awareness of and experiences with diversity and inclusion in teaching and learning. Measure: Community College Survey of Student Engagement
Increase number of applications and enrollment of underrepresented populations year-over-year. Measure: Number of Completed Applications Measure: Number of Enrolled Students
Increase retention and completion of underrepresented populations year-over-year. o Measure: Equity Gaps in Courses o Measure: Fall-to-Spring Retention Percentage
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o Measure: Fall-to-Fall Retention Percentage o Measure: Completion Rate o Measure: Graduation Rate
Increase the overall number and retention of underrepresented faculty and staff. o Measure: Percentage increase of diverse new hires per fiscal year o Measure: Percentage increase in diverse workforce per fiscal year o Measure: Number of Underrepresented Faculty and Staff o Measure: Retention Percentage of Underrepresented faculty and staff
Goal 1: Develop and maintain a campus climate and culture of understanding, respect, and support for the advancement of diversity through comprehensive programming that fosters accountability and continued achievement.
Purpose: To engage the campus community in meaningful professional development, training, and dialogue to form the foundation for cultural change.
Strategies Actions Unit(s) Responsible (Lead Unit in Bold)
Objective 1
Increased integration of historically marginalized perspectives and authors into teaching and training methods. Increased instructor ability to engage with their students on topics related to diversity, equity, inclusion, and overall cultural fluency.
Identify and recruit faculty, staff, and/or external facilitators to assist with the development of diversity, equity, and inclusion training workshops for faculty and staff.
Center for Teaching and Learning; Academic Affairs; Multicultural Coalition for Diversity and Inclusion; Faculty; Human Resources; Equity Advancement
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Improved understanding and accountability among students, faculty, and staff through the shared experience of engaging with works by historically marginalized peoples or topics.
Develop a campus read program for faculty and staff with accompanying thematic professional development and/or student activities.
Center for Teaching and Learning; Multicultural Coalition for Diversity and Inclusion; Faculty
Objective 3
Build a foundation for research about the history of race relations in the Virginia community.
Develop a culture of inclusion, belonging, and support among Germanna faculty, students, staff, and the Virginia community. Establish a database of literature around race, Civil War, and segregation.
Library Services; History and Humanities Faculty; Center for Teaching and Learning
Objective 4
Ensure representation of marginalized voices is prominently featured in high- profile events on campus. Stimulate discussion and debate about issues related to diversity and inclusion.
Identify and recruit outside speakers to give addresses, presentations, or panel discussions about any manner of diversity-related topics.
Center for Teaching and Learning; Academic Affairs; Faculty; Student Services; Equity Advancement
Objective 5
Develop and ensure that a culture of understanding, respect, and support is built into the institutional structure at GCC.
Begin building an Institute for Diversity, Equity, and Inclusion.
Equity Advancement; Academic Affairs; Faculty; Center for Teaching and Learning; Marketing; Multicultural Coalition for Diversity and Inclusion; Educational Foundation; President’s Office
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Tactics: Increase in the number of diversity, equity, and inclusion related professional development opportunities for faculty and
staff Increase in underrepresented histories/authors/materials incorporated into classroom materials Increase in the number of discussion series events available to students, faculty, and staff Increase the number of community engagement opportunities for faculty and students Increase the number of outside speakers brought to campus for diversity and inclusion speaking engagements Increase the number of faculty able to do peer-to-peer diversity, equity, and inclusion training
Goal 2: Increase the emphasis on diverse and inclusive teaching and learning through a review of course content, delivery, and teaching methods to identify, understand, and address social problems and systemic barriers impacting our students and communities.
Purpose: To infuse all educational programming with course content and course delivery methods that engage students in diverse histories, traditions, and perspectives.
Strategies Actions Unit(s) Responsible (Lead Unit in Bold)
Objective 1
Organize a joint Academic Affairs and Student Services committee to provide leadership in selecting, planning, and implementing diverse and inclusive co-curricular activities and leadership opportunities for students to
Student Services; Academic Affairs; Faculty; Equity Advancement; Multicultural Coalition for Diversity and Inclusion; Student Government Association; General Education Assessment Committee
Germanna Community College VCCS Institutional Priorities 2021-22
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emphasize service and outreach for underrepresented and marginalized groups. The General Education Assessment Committee will develop a strategy for developing and assessing diversity and inclusion in the general education curriculum.
Objective 2
Create an interdisciplinary faculty peer group to perform internal peer review of courses for diversity and inclusion in the course content, delivery, and teaching practices utilizing; develop protocols and rubric to be utilized in course review
Recruit and train a team of faculty in diversity and inclusion practices for teaching and learning and establish a peer group of the trained faculty for an internal review of courses.
Academic Affairs; Faculty; Center for Teaching and Learning; Faculty; Equity Advancement
Objective 3
Provide all students training and assessment in diversity and inclusion as a core competency of the overall student learning experience.
Develop and deliver mandatory diversity and inclusion training modules for students in Student Development (SDV) courses.
Student Services; Academic Affairs; Faculty; Equity Advancement
Objective 4
Provide students with a safe space through focus group opportunities to deliver qualitative feedback discussing their perceptions of and experiences with diversity and inclusion in course content, delivery, and teaching practices.
Facilitate focus groups for students to share and discuss perceptions of and experiences with diversity in the curriculum and inclusiveness in the classroom.
Institutional Research and Effectiveness; Equity Advancement; Faculty; Student Government Association
Germanna Community College VCCS Institutional Priorities 2021-22
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Objective 5
Provide students with a safe space to evaluate their coursework experiences with diversity and inclusion with an emphasis on course content, delivery, and teaching practices.
Develop and include end-of-course evaluation questions focused on student perceptions of and experiences with and exposure to diversity in course content, delivery, and teaching practices.
Institutional Research and Effectiveness; Equity Advancement; Faculty; Center for Teaching and Learning
Tactics: Increase student awareness of diversity and inclusion in curricular, co-curricular, leadership, and service-learning learning
activities Develop and implement diversity and inclusion general education learning outcomes and assessment strategies for
improving student learning achievement and experiences Increase awareness of diversity and inclusion in course content, delivery, and teaching practices through formal internal
review of courses and course content Increase opportunities for students to openly share perceptions of and experiences with diversity in the curriculum and
inclusiveness in the classroom and co-curricular activities Increase student satisfaction with exposure to diversity in content, delivery, and teaching practices Increase percentage of students successfully completing diversity and inclusion training to prepare for engagement and
interaction as members of the GCC learning community
Goal 3: Increase college outreach, dialogue, and involvement with regional leaders, underrepresented and marginalized communities to build trust and promote engagement and change through meaningful relationships and partnerships.
Purpose: To leverage relationships and fully involve all stakeholders in the engagement, recruitment, and enrollment of underrepresented populations in the college.
Strategies Actions Unit(s) Responsible (Lead Unit in Bold)
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Objective 1
Establish college as a convener and leader in actively opposing racism by educating and advocating for change. Transform and strengthen relations and partnerships in the region using approaches that are driven and guided by community and college assets and accountability.
Identify and recruit a coalition of community partners as a rich source of perspectives, knowledge, resources, and influence to address issues of racial healing and cultural change within the college and the community.
President; Equity Advancement; Cabinet; Educational Foundation; Faculty
Objective 2
Develop or identify a communication and an outreach and community engagement toolkit.
Create a guide for use by Germanna offering a glossary of terms (such as the Racial Equity Tools Glossary) to support communication within the campus and beyond the campus.
Marketing & Recruitment; Equity Advancement; Faculty
Objective 3
Establish and/or strengthen partnerships with organizations that provide services to underrepresented populations.
Create a database for immediate access to resources and services for our students, employees, and partners.
Student Services; Care Team; Equity Advancement; Faculty
Objective 4
Organize diverse representation on advisory external boards and committees to ensure nontraditional voices are heard in college and curriculum decision making.
President’s Office; Educational Foundation; Academic and Workforce Leadership; Faculty; Department Chairs; Equity Advancement
Objective 5 Cultivate a college collaboration with local k-12 and the university
Ensure greater recruitment, enrollment, and transfer rates for
Concierges; President; Academic and Workforce Leadership; Faculty; Career
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(UMW) that focuses on successful practices and outcomes for traditionally marginalized populations and social responsibility in our region.
underrepresented and marginalized student populations utilizing shared goals and achievement benchmarks.
and Transfer Services; Marketing & Recruitment; Equity Advancement
Tactics: Increase in community partnerships Increase in minority representation on college boards and advisory committees Increase in the number of services available to traditionally marginalized populations Increase in minority applications and registrations from K-12 to Germanna Increase in minority transfer from Germanna to UMW Increase number of community programming of meetings/events
Goal 4: Recruit, hire, retain, and promote an increased percentage of historically underrepresented and other diverse faculty and staff by focusing on equity, cultural awareness, and sense of belonging throughout the employee recruitment, onboarding, and retention processes.
Purpose: To ensure the faculty and staff are composed of individuals that are diverse, vibrant, and hold a dynamic worldview to model our college community.
Strategies Actions Unit(s) Responsible (Lead Unit in Bold)
Objective 1
Increase the number of full-time faculty members of color to mirror the community in which the college exists.
Revise recruitment, retention practices, and hiring practices.
Human Resources; Cabinet; Faculty
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Objective 2 Provide search advocate training for all staff/faculty engaged in the hiring process.
Establish an ongoing budget line item to fund training and recruitment materials, establish a timeline and procedure for all searches in each job category.
Human Resources
Establish an ongoing budget line item to fund the position.
Cabinet; Human Resources
Objective 4 Ensure that pay and promotion processes for diverse individuals are administered equitably.
Track salary and promotion rates to ensure they are equitable and adjust accordingly if any inequities are found, provide an annual report of the salary study based on demographics.
Human Resources; Cabinet
Provide mandatory diversity training during the onboarding and orientation process for new hires.
Establish an HR budget item for diversity training materials and courseware and add a diversity module into the orientation process.
Human Resources; Equity Advancement
Tactics: Increase in minority representation in faculty and staff through the development of a diversity recruitment plan Increase in the number of retention practices and events happening in the staff and faculty populations Develop diversity onboarding training series for all incoming employees Increase in staff-focused professional development opportunities Increase in the number of HR mandated professional development in diversity and inclusion for all Germanna employees,
including HR and peer-led conversations on inclusivity Demonstrate equity and pay in promotion practices among all Germanna employees to provide equal access to
opportunities and advancement
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Goal 5: Rectify achievement gaps among student populations by providing academic and personal support that promotes student success by increasing opportunities for students, faculty, and staff to engage together in student activities and programming.
Purpose: To promote an inclusive student experience in which students feel a sense of belonging and support for the purpose of their overall achievement.
Strategies Actions Unit(s) Responsible (Lead Unit in Bold)
Objective 1
Develop a sense of belonging and support between students and faculty or staff by training and matching faculty/staff mentors with students to ensure that students remain on track to completion.
Develop and implement a staff-student mentorship program for underrepresented student populations.
Equity Advancement; Student Services; Academic Affairs; Faculty
Objective 2
Provide student leaders with an opportunity to confront biases, engage in critical dialogue, and understand the importance of equity and inclusion in the global environment.
Develop and deliver mandatory diversity training for all student club and organization leaders, as well as club and organization advisors.
Student Activities; Equity Advancement; Multicultural Coalition of Diversity and Inclusion; Faculty
Objective 3
Recruit and hire a College Recruiter position specifically focused on underrepresented and marginalized communities.
Marketing and Recruitment; Human Resources
Germanna Community College VCCS Institutional Priorities 2021-22
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recruit an increased number of students from diverse backgrounds and strengthen partnerships within the community.
Objective 4
Improve student success and completion rates for underrepresented and marginalized populations by setting metrics, ensuring accountability, and data availability.
Develop a dashboard with metrics and a timeline to track and close identified achievement gaps among student populations.
Institutional Research and Effectiveness; Equity Advancement
Objective 5
Create a baseline for the campus climate related to diversity and equity as a source for developing programming and initiatives to improve institutional culture.
Conduct INSIGHT Viewfinder Campus Climate Survey.
Institutional Research and Effectiveness
Tactics: Increase in minority student applications for admission with intentional and proactive recruitment practices Increase in minority student population with streamlined onboarding and focus on student support Increase in fall-to-spring retention, fall-to-fall retention rates, and completion for minority students by offering holistic,
wrap-around student services Increase in diversity training opportunities for all students
Germanna Community College VCCS Institutional Priorities 2021-22
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The following are the workgroups formed around each goal: Truth and Reconciliation Plan Implementation Workgroups
Goal Lead Units Implementation Workgroups: (lead(s) in bold)
Goal 1: Professional Development
English Faculty Kelley Lloyd
Library Services Tamara Remhof
Equity Advancement Veronica Curry
Human Resources Laurie Bourne
Academic Affairs Kellie Aldi; Jessica Matheson; David Marsich; Cheryl Huff; Lauren Foster; Tracey Williams; Sharon McPherson
Marketing and Recruitment William Berry
President's Office Janet Gullickson (or designee)
Goal 2: Curriculum/Co- Curriculum
Multicultural Coalition for D&I Tiffany Ray
Center for Teaching and Learning Scott Ackerman
Equity Advancement Veronica Curry
Academic Affairs Eric Vanover; Jeanne Wesley; Shashuna Gray; Patti Lisk; Amy Henecke; Kellie Bradshaw; Breanna Lutterbie; Diane Critchfield; Carla Shakley; Corey MacLaughlin; Debra Rezendes; Grace Celluci; Jay Nyzowj; Julia Hamel; Sarah Hall; Kelley Lloyd; Karen Mittura
Institutional Research and Effectiveness
Career and Transfer Services Heather Diritto
Educational Foundation Sandra Wimberley
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Equity Advancement Veronica Curry
Academic Affairs Jeanne Wesley; Martha O’Keefe; Shashuna Gray; Patti Lisk; Amy Henecke; Eric Vanover; John Stroffolino; Elena Epps; Teresa Conour; Samuel Foltz; Kelly Rudnick; Danielle Harkins; Ashley Anglin; Laurie Daigle; Pam Bertone; Jamie Lennahan
Marketing and Recruitment William Berry; Carleigh Pappas
Care Team Representative Maureen Delaney
Student Services Tiffany Ray; Pam Frederick; Sarah Somerville,
Dual Enrollment Lawana Burnett
Concierges Yanyan Yong; Martha O’Keefe; Eric Vanover; Pam Frederick; Amy Henecke, Veronica Curry; Marie Hawley; Patti Lisk
Goal 4: Human Resources Human Resources Laurie Bourne
Cabinet Janet Gullickson; Jeanne Wesley; John Davis; Tiffany Ray; Bruce Davis, Laurie Bourne
Equity Advancement Veronica Curry
Academic Affairs April Morgan; Monique Lewis; Maury Wrightson; John Castellarin; Denise Talley
Goal 5: Student Engagement Equity Advancement Veronica Curry
Multicultural Coalition for D&I Tiffany Ray
Student Activities Pam Frederick; Mark Haines; Kelly Saunders
Student Services Win Stevens
Institutional Research and Effectiveness
David deMedicis
Academic Affairs Wen Maier; Jessica Perez; Renee Garris, Novel Yi; Nathaniel Mewborn; Jill Noel; Harry Schoeller; Laura Gares
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CHARGE TO THE HIRING PROCESS REDESIGN TASKFORCE September 26, 2019
Germanna serves our communities best with transparent, equitable and inclusive employee hiring and retention processes. These are shaped when we emphasize hiring the best person for the organization by coming to grips with and overcoming our own biases and blind spots. We recognize, too, that the workplace is rapidly changing, influenced by technology and diversity. In the workplace of today, bias, implicit or explicit, only serves to weaken Germanna. You are charged with creating effective and efficient employee hiring and retention processes, including deploying search advocates for each full- time employee search. This will require Germanna to designate or re-designate resources to hiring and retention and to redesign completely our ways of doing business. It will be a transformation and I am asking you to lead the efforts. Recognizing that this is a much broader task and your work product will reflect that, I do ask that you please include the following among the characteristics of the redesign: • A representative search committee composition approved by the President; • A hiring charge before the beginning of every search, emphasizing the principles of confidentiality, transparency, equity, and inclusion; • Search advocates, trained using the Oregon State University approach, assigned to every step of the search action; • Recruitment strategies to build a diverse pool of candidates; • Calling references before final interviews; • Forwarding at least three, unranked finalists with strengths and weaknesses listed for each, to the President, who is the hiring authority for all full- time positions; and • Retention strategies to keep all employees.
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a Com GCC’s New Talent Acquisition and Retention Process
In Fall 2019, Dr. Gullickson charged Laurie Bourne, Associate Vice President of Human Resources, with leading a “Revamping Talent Acquisition and Retention Process” taskforce. The 10-member taskforce, made of up representatives from across the College, worked for 10 months on redesigning Germanna’s employee hiring and retention processes. Germanna’s new “Talent Acquisition and Retention Process” is designed to successfully attract, evaluate, hire, and onboard new, full-time employees with the end goal of creating and retaining a diverse, talented workforce. The new process is documented as a “toolkit” with accompanying appendices (forms/resources) designed to provide information and resources to help facilitate a successful search process. The new process was piloted in Fall 2020 by numerous search committees, which proved invaluable in refining the process. To address employee retention the process includes two new initiatives:
• An “On-Boarding Buddy” program matches new Classified and Wage staff with a peer coach who assists the new hire navigate their first months on the job. Current employees must complete a training before being eligible to participate and receive a $75 incentive per new hire.
• An employee referral program provides a $200 incentive for each new employee referral that results in the filling of a full or part-time position within the College.
KEY COMPONENTS: A Search Advocate is assigned to every full-time employee Search Committee.
Search Committees must have representation from academics/workforce, student services, and administrative services.
All committee members must annually complete a “Search Committee On-line Training” course.
A Search Committee Confidentiality Agreement must be acknowledged and adhered to both during and after all Search Committees.
The Search Committee reviews and agrees on the position/job description and job posting prior to the actual posting of the job.
The Search Committee agrees upon applicant evaluation criteria and all interview questions before gaining access to submitted applications.
When reviewing applications, committee members will designate candidates as “acceptable,” “acceptable with conditions,” or “unacceptable” rather than using a scoring or ranking system.
Internal candidates, meeting all the minimum qualifications in the job posting, must be offered an initial interview.
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Reference checks are conducted on all the final top candidates recommended for hiring.
The College President makes final hiring decision based on the Search Committee’s recommended candidates. SEARCH COMMITTEE ON-LINE TRAINING Germanna’s commitment to ensuring a fair employee selection process begins with successful completion of Search Committee On-Line Training, which is required annually to serve on a committee. The CANVAS training module is accessed at https://learn.vccs.edu/enroll/EBXYYW and requires a VCCS email address. Log-in the myVCCS portal when prompted and then “enroll” into the training module. This self-paced training takes less than an hour to complete and has a 20-question true/false quiz at the end.
Taskforce Members
Associate Dean Mark Haines Student Services
Sandra Wimberly Foundation
Drs. Shashuna Gray and Eric Vanover, Dean Amy Henecke Academic Affairs
Brenda LeVere Student Services
Institutional Priority 2021-22
Why is this a priority for your institution? What needs to change and why?
Who needs to be involved in implementing the changes?
What
change?
1. The Future of Work: Evaluate effectiveness of 8-week terms, flexible hybrid course delivery, and online course delivery to respond to the changing needs of students; explore year- round scheduling to improve retention and persistence.
Please see the Digital Transformation charge and planning groups below (page 6): Charged with designing, building and rolling out a transformed digital, best-in-class college with students and equitable results at the center. For an example of what we have done to date, please see also College Everywhere https://www.germanna.edu/pathways/college- everywhere/ where we offer an associates degree in one year. Data show that these students are more successful than others.
Please see charge below
Please see workgroups below
Technology, expertise, people, training, leadership, assessment
See May Status Report below with the expected launch of Global Community College in January 2022
2. Teaching and Learning: Engage faculty discipline teams in an equity-driven
Please see the Truth and Reconciliation Plan below (page 11): (https://www.germanna.edu/blackmindsmatter/) and attached
Please see dashboard below
Please see workgroups below
Parity in success rates across all student groups
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Institutional Priority 2021-22
Why is this a priority for your institution? What needs to change and why?
Who needs to be involved in implementing the changes?
What
change?
review of curriculum content for cultural responsiveness and representation.
Goal 2: Increase the emphasis on diverse and inclusive teaching and learning through a review of course content, delivery, and teaching methods to identify, understand, and address social problems and systemic barriers impacting our students and communities.
3. Student Support Objectives: Develop the knowledge and strengthen the skills of student support leaders and their staff through intentional and strategic professional development, with emphasis on equity and student
Please see the Truth and Reconciliation Plan below (page 24): Goal 1: Develop and maintain a campus climate and culture of understanding, respect, and support for the advancement of diversity through comprehensive programming that fosters accountability and continued achievement.
Please see the dashboard below
Please see workgroups below
Increase student satisfaction level by emphasizing awareness of and experiences with diversity and inclusion in teaching and learning. Measure: Community College Survey of Student Engagement Increase number of applications and enrollment of underrepresented
Germanna Community College VCCS Institutional Priorities 2021-22
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Institutional Priority 2021-22
Why is this a priority for your institution? What needs to change and why?
Who needs to be involved in implementing the changes?
What
change?
success; fully utilize Navigate to provide proactive academic advising, early alerts, and a coordinated care network.
populations year- over-year. Measure: Number of Completed Applications Measure: Number of Enrolled Students Increase retention and completion of underrepresented populations year- over-year. Measure: Equity Gaps in Courses o Measure: Fall- to-Spring Retention Percentage o Measure: Fall- to-Fall Retention Percentage o Measure: Completion Rate o Measure: Graduation Rate
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Institutional Priority 2021-22
Why is this a priority for your institution? What needs to change and why?
Who needs to be involved in implementing the changes?
What
change?
4. Diversity: Review (implement) hiring process to ensure candidates understand equity focus
Please see the change to the HIRING PROCESS REDESIGN TASKFORCE below and attachment
Transparent and equitable hiring and onboarding process
Search committees and HR
Training, leadership, improved recruitment and retention activities, assessment
See the measure immediately following in the next cell of the column
5. Diversity: Evaluate and improve faculty recruitment and retention efforts to ensure hiring reflects demographics of college community
Please see https://www.germanna.edu/blackmindsmatter/ for Germanna’s Truth and Reconciliation Plan: Goal 4: Recruit, hire, retain, and promote an increased percentage of historically underrepresented and other diverse faculty and staff by focusing on equity, cultural awareness, and sense of belonging throughout the employee recruitment, onboarding, and retention processes.
More people of color on staff
Entire college Training, interventions, review and metrics, assessment
Increase the overall number and retention of underrepresented faculty and staff.
Measure: Percentage increase of diverse new hires per fiscal year Measure: Percentage increase in diverse workforce per fiscal year Measure: Number of Underrepresented Faculty and Staff
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Institutional Priority 2021-22
Why is this a priority for your institution? What needs to change and why?
Who needs to be involved in implementing the changes?
What
change?
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Charge and Composition of the Germanna Community College Digital Transformation Taskforce
October 12, 2020 Introduction Germanna Community College increasingly relies on virtual learning and services to provide education and support, in large part due to the COVID-19 pandemic. We are playing “catch-up” as a response to a crisis rather than designing our desired digital future state. In the meantime our competition for students has just gone global. Consequently, we must transform ourselves to beat competitors such the University of Maryland Global Campus (www.umgc.edu/), Arizona State University (https://go.asuonline.asu.edu/brand-nwt/), Western Governors University (www.wgu.edu) as well as proprietary colleges and universities. As this Harvard Business Review article, “Higher Ed Needs a Long-term Plan for Virtual Learning,” (https://hbr.org/2020/05/higher-ed-needs-a-long-term-plan-for-virtual-learning) says, we have to prepare for an intermediate period of transition and begin future-proofing (our) institutions for the long term. The near future of digital education will require expanded open educational resources, gamification, virtual and augmented reality, artificial intelligence and machine-based learning, bots, data mining and analytics. All of these will require “blowing up” our current understanding of how-to-do distance learning (a phrase that is itself archaic given the current and future demands of our students) and support services and replacing them with the learning and support experiences expected by our children and grandchildren. Charge Members of the GCC Digital Transformation Taskforce (DTT) are charged with designing, building and rolling out a transformed digital, best-in-class college with students and equitable results at the center. The new Germanna digital college will begin January 1, 2022, at the latest. Members will seek best practices as well as “visit” other colleges which are the leaders now. Nothing is off the table except virtual educational practices which have been around for decades. The taskforce will have resources to support this transformation. Ease of student access; equity; cultural sensitivity; and student engagement will be identified, universal design values. I ask Drs. Jeanne Wesley and Tiffany Ray to co-lead the taskforce and to provide regular collegewide updates as to progress. I strongly encourage DTT to use resources such as Educause (www.educause.edu), various e-learning platforms as well as those advanced by our competitors (for example, Udemy, Cousera, Khan Academy, Cloud Academy). Membership Chairs: Dr. Jeanne Wesley (now Dr. Shashuna Gray) and Tiffany Ray Faculty Senate President and Three Representatives Department Chairs Chair Academic and Student Services Deans and Directors Workforce Development Representative Librarian
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Instructional Designers Learning Management System Administrator Career and Transfer Center Representative Counselor Disability Services Representative Marketing Representative Administrative Services Representatives to include IR, IT and Business Office Four additional Faculty Members from full-time and adjunct ranks to be named by the President Director of the Center for Teaching and Learning ACE Representative Academic Affairs Schedule
Dr. Jeanne Wesley (now Dr. Shashuna Gray) and Dr. Tiffany Ray
Co-Chairs
Chair of Senate: Dr. Angela Sheaffer- Lauren Foster (President- elect)
Nursing then English
Maury Wrightson Science
Chery Huff Humanities
Tina Lance Business
Carrie Hibbs Math
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Academic and Student Services Assoc. VP, Deans, and Directors
Dr. Shashuna Gray Arts and Sciences
Dr. Eric Vanover Arts and Sciences
Dr. Patti Lisk Nursing and Health Technologies
Amy Henecke Professional Technical and Workforce
Dr. Yanyan Yong Academic Technology and Learning Support
Martha O’Keefe Professional Technical and Workforce
Pam Frederick Student
Brenda LeVere Testing
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Dawn Faulconer Course Scheduler
Status Report (5/19/21) Please see an update regarding the Digital Transformation Taskforce by subcommittee below. This is not an exhaustive list of activities, but a broad overview of key work being completed. Our next full committee meeting is May 26th. Course Design and Delivery Subcommittee:
• Has 5 working groups (Accessibility, Course Design, Course Formatting, Course Quality, Course Support)
• Recommended Badgr to Technology Committee to track professional development
• Recommended Chatbot demo to Technology Committee
• Developing framework for Online Course Evaluation
• Monitoring hyflex components and implementation
• Working on professional development need for faculty
• Exploring framework for continuous enrollment
Engagement and Support Subcommittee:
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• Exploring Chatbot/AI for 24/7 support along with interactive website
• Demo for Instructor Insight and Dropout Detective add-on for Canvas, as well as demo of Wolfram
• Reviewing current onboarding process (with considerations for VCCS Onboarding Redesign)
• Conceptualizing revamp of admissions and application process, tuition and financing, as well as streamlining credit for prior learning Marketing and Recruitment Subcommittee:
• Researched messaging, marketing, and websites of successful online institutions to glean best practices (University of Phoenix, WGU, UMGC, Liberty, ODU Online, Strayer, ASU)
• Developed comprehensive list of technical needs/requirement
• Revamp of website and branding with digital transformation, in mind
• Conceptualizing recruitment for K-6, online college recruiters, international recruitment, and adult learner outreach
Technology Subcommittee:
• Recommendations for technology purchases send to David Swanson – some already approved
• Full committee viewing demos for Badger and Mindstamp at 5/26 Meeting
• Full committee viewed demo of Class at 4/28 Meeting
Data and Assessment/Nuts and Bolts Subcommittee:
• Professional Development Survey sent May 6
• Organizing data needs and requests from other subcommittees
• Bringing in HR to discuss implications for hiring, workloads, policy, etc.
• Reviewing current institutional and VCCS policies for potential impact or recommendation for revision
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In the Summer of 2020, a team from Germanna Community College attended the AAC&U’s Institute on Truth, Racial Healing & Transformation Campus Centers (https://www.aacu.org/events/2020-institute-truth-racial-healing-transformation-campus-centers) with the following institutional charge: “To draft a plan to transform Germanna Community College into an antiracist institution at all levels of the organization.” They returned with a draft vision and goals for accomplishing this charge. Over the next year, the Truth and Reconciliation Team sought guidance and input from internal (students, administration, classified staff and faculty) and external groups (College and Foundation Boards, SCHEV Board) and various VCCS affinity groups (VPs, Deans and Directors, Opportunity 2027 Taskforce). The resulting document is Germanna’s Truth and Reconciliation Strategic Plan and an additional, sixth institutional Strategic Goal: Foster an intentional culture of excellence in diversity, equity, and opportunity.
Germanna Community College Strategic Goal: Foster an intentional culture of excellence in diversity, equity, and opportunity
Truth & Reconciliation Strategic Plan Vision Statement: Germanna Community College repudiates racism and is committed to challenging the inequitable treatment of oppressed and marginalized groups. We are an institution where people of all identities, backgrounds, and perspectives feel welcome, safe, and included. Our administration, faculty, staff, and students will transform the learning environment to challenge and defeat hatred and ignorance with new equitable narratives reflective of diverse histories and traditions. Germanna will be at the forefront of Virginia’s reckoning with its history of slavery, the Civil War, segregation, and racial oppression. Through outreach, research, and healing dialogue, we will work to honestly assess and acknowledge the lived experiences of those disregarded or silenced throughout the Nation’s past and present. Dashboard:
Increase overall campus climate year-over-year. o Measure: INSIGHT Viewfinder Campus Climate Survey o Measure: Great Colleges to Work for Survey
Increase student satisfaction level by emphasizing awareness of and experiences with diversity and inclusion in teaching and learning. Measure: Community College Survey of Student Engagement
Increase number of applications and enrollment of underrepresented populations year-over-year. Measure: Number of Completed Applications Measure: Number of Enrolled Students
Increase retention and completion of underrepresented populations year-over-year. o Measure: Equity Gaps in Courses o Measure: Fall-to-Spring Retention Percentage
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o Measure: Fall-to-Fall Retention Percentage o Measure: Completion Rate o Measure: Graduation Rate
Increase the overall number and retention of underrepresented faculty and staff. o Measure: Percentage increase of diverse new hires per fiscal year o Measure: Percentage increase in diverse workforce per fiscal year o Measure: Number of Underrepresented Faculty and Staff o Measure: Retention Percentage of Underrepresented faculty and staff
Goal 1: Develop and maintain a campus climate and culture of understanding, respect, and support for the advancement of diversity through comprehensive programming that fosters accountability and continued achievement.
Purpose: To engage the campus community in meaningful professional development, training, and dialogue to form the foundation for cultural change.
Strategies Actions Unit(s) Responsible (Lead Unit in Bold)
Objective 1
Increased integration of historically marginalized perspectives and authors into teaching and training methods. Increased instructor ability to engage with their students on topics related to diversity, equity, inclusion, and overall cultural fluency.
Identify and recruit faculty, staff, and/or external facilitators to assist with the development of diversity, equity, and inclusion training workshops for faculty and staff.
Center for Teaching and Learning; Academic Affairs; Multicultural Coalition for Diversity and Inclusion; Faculty; Human Resources; Equity Advancement
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Improved understanding and accountability among students, faculty, and staff through the shared experience of engaging with works by historically marginalized peoples or topics.
Develop a campus read program for faculty and staff with accompanying thematic professional development and/or student activities.
Center for Teaching and Learning; Multicultural Coalition for Diversity and Inclusion; Faculty
Objective 3
Build a foundation for research about the history of race relations in the Virginia community.
Develop a culture of inclusion, belonging, and support among Germanna faculty, students, staff, and the Virginia community. Establish a database of literature around race, Civil War, and segregation.
Library Services; History and Humanities Faculty; Center for Teaching and Learning
Objective 4
Ensure representation of marginalized voices is prominently featured in high- profile events on campus. Stimulate discussion and debate about issues related to diversity and inclusion.
Identify and recruit outside speakers to give addresses, presentations, or panel discussions about any manner of diversity-related topics.
Center for Teaching and Learning; Academic Affairs; Faculty; Student Services; Equity Advancement
Objective 5
Develop and ensure that a culture of understanding, respect, and support is built into the institutional structure at GCC.
Begin building an Institute for Diversity, Equity, and Inclusion.
Equity Advancement; Academic Affairs; Faculty; Center for Teaching and Learning; Marketing; Multicultural Coalition for Diversity and Inclusion; Educational Foundation; President’s Office
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Tactics: Increase in the number of diversity, equity, and inclusion related professional development opportunities for faculty and
staff Increase in underrepresented histories/authors/materials incorporated into classroom materials Increase in the number of discussion series events available to students, faculty, and staff Increase the number of community engagement opportunities for faculty and students Increase the number of outside speakers brought to campus for diversity and inclusion speaking engagements Increase the number of faculty able to do peer-to-peer diversity, equity, and inclusion training
Goal 2: Increase the emphasis on diverse and inclusive teaching and learning through a review of course content, delivery, and teaching methods to identify, understand, and address social problems and systemic barriers impacting our students and communities.
Purpose: To infuse all educational programming with course content and course delivery methods that engage students in diverse histories, traditions, and perspectives.
Strategies Actions Unit(s) Responsible (Lead Unit in Bold)
Objective 1
Organize a joint Academic Affairs and Student Services committee to provide leadership in selecting, planning, and implementing diverse and inclusive co-curricular activities and leadership opportunities for students to
Student Services; Academic Affairs; Faculty; Equity Advancement; Multicultural Coalition for Diversity and Inclusion; Student Government Association; General Education Assessment Committee
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emphasize service and outreach for underrepresented and marginalized groups. The General Education Assessment Committee will develop a strategy for developing and assessing diversity and inclusion in the general education curriculum.
Objective 2
Create an interdisciplinary faculty peer group to perform internal peer review of courses for diversity and inclusion in the course content, delivery, and teaching practices utilizing; develop protocols and rubric to be utilized in course review
Recruit and train a team of faculty in diversity and inclusion practices for teaching and learning and establish a peer group of the trained faculty for an internal review of courses.
Academic Affairs; Faculty; Center for Teaching and Learning; Faculty; Equity Advancement
Objective 3
Provide all students training and assessment in diversity and inclusion as a core competency of the overall student learning experience.
Develop and deliver mandatory diversity and inclusion training modules for students in Student Development (SDV) courses.
Student Services; Academic Affairs; Faculty; Equity Advancement
Objective 4
Provide students with a safe space through focus group opportunities to deliver qualitative feedback discussing their perceptions of and experiences with diversity and inclusion in course content, delivery, and teaching practices.
Facilitate focus groups for students to share and discuss perceptions of and experiences with diversity in the curriculum and inclusiveness in the classroom.
Institutional Research and Effectiveness; Equity Advancement; Faculty; Student Government Association
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Objective 5
Provide students with a safe space to evaluate their coursework experiences with diversity and inclusion with an emphasis on course content, delivery, and teaching practices.
Develop and include end-of-course evaluation questions focused on student perceptions of and experiences with and exposure to diversity in course content, delivery, and teaching practices.
Institutional Research and Effectiveness; Equity Advancement; Faculty; Center for Teaching and Learning
Tactics: Increase student awareness of diversity and inclusion in curricular, co-curricular, leadership, and service-learning learning
activities Develop and implement diversity and inclusion general education learning outcomes and assessment strategies for
improving student learning achievement and experiences Increase awareness of diversity and inclusion in course content, delivery, and teaching practices through formal internal
review of courses and course content Increase opportunities for students to openly share perceptions of and experiences with diversity in the curriculum and
inclusiveness in the classroom and co-curricular activities Increase student satisfaction with exposure to diversity in content, delivery, and teaching practices Increase percentage of students successfully completing diversity and inclusion training to prepare for engagement and
interaction as members of the GCC learning community
Goal 3: Increase college outreach, dialogue, and involvement with regional leaders, underrepresented and marginalized communities to build trust and promote engagement and change through meaningful relationships and partnerships.
Purpose: To leverage relationships and fully involve all stakeholders in the engagement, recruitment, and enrollment of underrepresented populations in the college.
Strategies Actions Unit(s) Responsible (Lead Unit in Bold)
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Objective 1
Establish college as a convener and leader in actively opposing racism by educating and advocating for change. Transform and strengthen relations and partnerships in the region using approaches that are driven and guided by community and college assets and accountability.
Identify and recruit a coalition of community partners as a rich source of perspectives, knowledge, resources, and influence to address issues of racial healing and cultural change within the college and the community.
President; Equity Advancement; Cabinet; Educational Foundation; Faculty
Objective 2
Develop or identify a communication and an outreach and community engagement toolkit.
Create a guide for use by Germanna offering a glossary of terms (such as the Racial Equity Tools Glossary) to support communication within the campus and beyond the campus.
Marketing & Recruitment; Equity Advancement; Faculty
Objective 3
Establish and/or strengthen partnerships with organizations that provide services to underrepresented populations.
Create a database for immediate access to resources and services for our students, employees, and partners.
Student Services; Care Team; Equity Advancement; Faculty
Objective 4
Organize diverse representation on advisory external boards and committees to ensure nontraditional voices are heard in college and curriculum decision making.
President’s Office; Educational Foundation; Academic and Workforce Leadership; Faculty; Department Chairs; Equity Advancement
Objective 5 Cultivate a college collaboration with local k-12 and the university
Ensure greater recruitment, enrollment, and transfer rates for
Concierges; President; Academic and Workforce Leadership; Faculty; Career
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(UMW) that focuses on successful practices and outcomes for traditionally marginalized populations and social responsibility in our region.
underrepresented and marginalized student populations utilizing shared goals and achievement benchmarks.
and Transfer Services; Marketing & Recruitment; Equity Advancement
Tactics: Increase in community partnerships Increase in minority representation on college boards and advisory committees Increase in the number of services available to traditionally marginalized populations Increase in minority applications and registrations from K-12 to Germanna Increase in minority transfer from Germanna to UMW Increase number of community programming of meetings/events
Goal 4: Recruit, hire, retain, and promote an increased percentage of historically underrepresented and other diverse faculty and staff by focusing on equity, cultural awareness, and sense of belonging throughout the employee recruitment, onboarding, and retention processes.
Purpose: To ensure the faculty and staff are composed of individuals that are diverse, vibrant, and hold a dynamic worldview to model our college community.
Strategies Actions Unit(s) Responsible (Lead Unit in Bold)
Objective 1
Increase the number of full-time faculty members of color to mirror the community in which the college exists.
Revise recruitment, retention practices, and hiring practices.
Human Resources; Cabinet; Faculty
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Objective 2 Provide search advocate training for all staff/faculty engaged in the hiring process.
Establish an ongoing budget line item to fund training and recruitment materials, establish a timeline and procedure for all searches in each job category.
Human Resources
Establish an ongoing budget line item to fund the position.
Cabinet; Human Resources
Objective 4 Ensure that pay and promotion processes for diverse individuals are administered equitably.
Track salary and promotion rates to ensure they are equitable and adjust accordingly if any inequities are found, provide an annual report of the salary study based on demographics.
Human Resources; Cabinet
Provide mandatory diversity training during the onboarding and orientation process for new hires.
Establish an HR budget item for diversity training materials and courseware and add a diversity module into the orientation process.
Human Resources; Equity Advancement
Tactics: Increase in minority representation in faculty and staff through the development of a diversity recruitment plan Increase in the number of retention practices and events happening in the staff and faculty populations Develop diversity onboarding training series for all incoming employees Increase in staff-focused professional development opportunities Increase in the number of HR mandated professional development in diversity and inclusion for all Germanna employees,
including HR and peer-led conversations on inclusivity Demonstrate equity and pay in promotion practices among all Germanna employees to provide equal access to
opportunities and advancement
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Goal 5: Rectify achievement gaps among student populations by providing academic and personal support that promotes student success by increasing opportunities for students, faculty, and staff to engage together in student activities and programming.
Purpose: To promote an inclusive student experience in which students feel a sense of belonging and support for the purpose of their overall achievement.
Strategies Actions Unit(s) Responsible (Lead Unit in Bold)
Objective 1
Develop a sense of belonging and support between students and faculty or staff by training and matching faculty/staff mentors with students to ensure that students remain on track to completion.
Develop and implement a staff-student mentorship program for underrepresented student populations.
Equity Advancement; Student Services; Academic Affairs; Faculty
Objective 2
Provide student leaders with an opportunity to confront biases, engage in critical dialogue, and understand the importance of equity and inclusion in the global environment.
Develop and deliver mandatory diversity training for all student club and organization leaders, as well as club and organization advisors.
Student Activities; Equity Advancement; Multicultural Coalition of Diversity and Inclusion; Faculty
Objective 3
Recruit and hire a College Recruiter position specifically focused on underrepresented and marginalized communities.
Marketing and Recruitment; Human Resources
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recruit an increased number of students from diverse backgrounds and strengthen partnerships within the community.
Objective 4
Improve student success and completion rates for underrepresented and marginalized populations by setting metrics, ensuring accountability, and data availability.
Develop a dashboard with metrics and a timeline to track and close identified achievement gaps among student populations.
Institutional Research and Effectiveness; Equity Advancement
Objective 5
Create a baseline for the campus climate related to diversity and equity as a source for developing programming and initiatives to improve institutional culture.
Conduct INSIGHT Viewfinder Campus Climate Survey.
Institutional Research and Effectiveness
Tactics: Increase in minority student applications for admission with intentional and proactive recruitment practices Increase in minority student population with streamlined onboarding and focus on student support Increase in fall-to-spring retention, fall-to-fall retention rates, and completion for minority students by offering holistic,
wrap-around student services Increase in diversity training opportunities for all students
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The following are the workgroups formed around each goal: Truth and Reconciliation Plan Implementation Workgroups
Goal Lead Units Implementation Workgroups: (lead(s) in bold)
Goal 1: Professional Development
English Faculty Kelley Lloyd
Library Services Tamara Remhof
Equity Advancement Veronica Curry
Human Resources Laurie Bourne
Academic Affairs Kellie Aldi; Jessica Matheson; David Marsich; Cheryl Huff; Lauren Foster; Tracey Williams; Sharon McPherson
Marketing and Recruitment William Berry
President's Office Janet Gullickson (or designee)
Goal 2: Curriculum/Co- Curriculum
Multicultural Coalition for D&I Tiffany Ray
Center for Teaching and Learning Scott Ackerman
Equity Advancement Veronica Curry
Academic Affairs Eric Vanover; Jeanne Wesley; Shashuna Gray; Patti Lisk; Amy Henecke; Kellie Bradshaw; Breanna Lutterbie; Diane Critchfield; Carla Shakley; Corey MacLaughlin; Debra Rezendes; Grace Celluci; Jay Nyzowj; Julia Hamel; Sarah Hall; Kelley Lloyd; Karen Mittura
Institutional Research and Effectiveness
Career and Transfer Services Heather Diritto
Educational Foundation Sandra Wimberley
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Equity Advancement Veronica Curry
Academic Affairs Jeanne Wesley; Martha O’Keefe; Shashuna Gray; Patti Lisk; Amy Henecke; Eric Vanover; John Stroffolino; Elena Epps; Teresa Conour; Samuel Foltz; Kelly Rudnick; Danielle Harkins; Ashley Anglin; Laurie Daigle; Pam Bertone; Jamie Lennahan
Marketing and Recruitment William Berry; Carleigh Pappas
Care Team Representative Maureen Delaney
Student Services Tiffany Ray; Pam Frederick; Sarah Somerville,
Dual Enrollment Lawana Burnett
Concierges Yanyan Yong; Martha O’Keefe; Eric Vanover; Pam Frederick; Amy Henecke, Veronica Curry; Marie Hawley; Patti Lisk
Goal 4: Human Resources Human Resources Laurie Bourne
Cabinet Janet Gullickson; Jeanne Wesley; John Davis; Tiffany Ray; Bruce Davis, Laurie Bourne
Equity Advancement Veronica Curry
Academic Affairs April Morgan; Monique Lewis; Maury Wrightson; John Castellarin; Denise Talley
Goal 5: Student Engagement Equity Advancement Veronica Curry
Multicultural Coalition for D&I Tiffany Ray
Student Activities Pam Frederick; Mark Haines; Kelly Saunders
Student Services Win Stevens
Institutional Research and Effectiveness
David deMedicis
Academic Affairs Wen Maier; Jessica Perez; Renee Garris, Novel Yi; Nathaniel Mewborn; Jill Noel; Harry Schoeller; Laura Gares
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CHARGE TO THE HIRING PROCESS REDESIGN TASKFORCE September 26, 2019
Germanna serves our communities best with transparent, equitable and inclusive employee hiring and retention processes. These are shaped when we emphasize hiring the best person for the organization by coming to grips with and overcoming our own biases and blind spots. We recognize, too, that the workplace is rapidly changing, influenced by technology and diversity. In the workplace of today, bias, implicit or explicit, only serves to weaken Germanna. You are charged with creating effective and efficient employee hiring and retention processes, including deploying search advocates for each full- time employee search. This will require Germanna to designate or re-designate resources to hiring and retention and to redesign completely our ways of doing business. It will be a transformation and I am asking you to lead the efforts. Recognizing that this is a much broader task and your work product will reflect that, I do ask that you please include the following among the characteristics of the redesign: • A representative search committee composition approved by the President; • A hiring charge before the beginning of every search, emphasizing the principles of confidentiality, transparency, equity, and inclusion; • Search advocates, trained using the Oregon State University approach, assigned to every step of the search action; • Recruitment strategies to build a diverse pool of candidates; • Calling references before final interviews; • Forwarding at least three, unranked finalists with strengths and weaknesses listed for each, to the President, who is the hiring authority for all full- time positions; and • Retention strategies to keep all employees.
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a Com GCC’s New Talent Acquisition and Retention Process
In Fall 2019, Dr. Gullickson charged Laurie Bourne, Associate Vice President of Human Resources, with leading a “Revamping Talent Acquisition and Retention Process” taskforce. The 10-member taskforce, made of up representatives from across the College, worked for 10 months on redesigning Germanna’s employee hiring and retention processes. Germanna’s new “Talent Acquisition and Retention Process” is designed to successfully attract, evaluate, hire, and onboard new, full-time employees with the end goal of creating and retaining a diverse, talented workforce. The new process is documented as a “toolkit” with accompanying appendices (forms/resources) designed to provide information and resources to help facilitate a successful search process. The new process was piloted in Fall 2020 by numerous search committees, which proved invaluable in refining the process. To address employee retention the process includes two new initiatives:
• An “On-Boarding Buddy” program matches new Classified and Wage staff with a peer coach who assists the new hire navigate their first months on the job. Current employees must complete a training before being eligible to participate and receive a $75 incentive per new hire.
• An employee referral program provides a $200 incentive for each new employee referral that results in the filling of a full or part-time position within the College.
KEY COMPONENTS: A Search Advocate is assigned to every full-time employee Search Committee.
Search Committees must have representation from academics/workforce, student services, and administrative services.
All committee members must annually complete a “Search Committee On-line Training” course.
A Search Committee Confidentiality Agreement must be acknowledged and adhered to both during and after all Search Committees.
The Search Committee reviews and agrees on the position/job description and job posting prior to the actual posting of the job.
The Search Committee agrees upon applicant evaluation criteria and all interview questions before gaining access to submitted applications.
When reviewing applications, committee members will designate candidates as “acceptable,” “acceptable with conditions,” or “unacceptable” rather than using a scoring or ranking system.
Internal candidates, meeting all the minimum qualifications in the job posting, must be offered an initial interview.
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Reference checks are conducted on all the final top candidates recommended for hiring.
The College President makes final hiring decision based on the Search Committee’s recommended candidates. SEARCH COMMITTEE ON-LINE TRAINING Germanna’s commitment to ensuring a fair employee selection process begins with successful completion of Search Committee On-Line Training, which is required annually to serve on a committee. The CANVAS training module is accessed at https://learn.vccs.edu/enroll/EBXYYW and requires a VCCS email address. Log-in the myVCCS portal when prompted and then “enroll” into the training module. This self-paced training takes less than an hour to complete and has a 20-question true/false quiz at the end.
Taskforce Members
Associate Dean Mark Haines Student Services
Sandra Wimberly Foundation
Drs. Shashuna Gray and Eric Vanover, Dean Amy Henecke Academic Affairs
Brenda LeVere Student Services