Board of Trustee Monitoring Report

 

 

GRCC ENDS POLICY

ON

Diversity

 

                    Ends Policy on Diversity:

We promote understanding of diversity for all people in a quality, respectful, and motivating environment.

 

March 2002

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DIVERSITY: A Monitoring Report

Welcome to the monitoring report on one of the eight Board Ends Policy: Diversity

In October 1999, the GRCC Board of Trustees adopted a revised mission, vision, values, and eight ends policies, including the Diversity end.  By April 2000, the College developed a strategic plan to achieve our desired ends.  A monitoring report, The GRCC Annual Report Card, was the first monitoring report on the College’s strategic plan and was presented to the Board of Trustees in September 2001.  Separate monitoring reports on the ends of Developmental Education and Lifelong Learning were presented in October and December 2001, respectively.  Additional monitoring reports will be prepared throughout the year on the other ends.

The strategic plan identifies three objectives for the Diversity strategic outcome (end):

1.      To develop a means by which a diverse population of students are recruited and retained.

2.      To develop a means by which the college recruits and retains a diverse staff at Sall levels of the institution.

3.      To develop a means by which the college understands, accepts, supports, and advances diversity in all forms.

The Annual Report Card provided key indicator data that spanned all eight ends.  The purpose of this monitoring report is to present data specifically pertaining to progress the College has made in one end: diversity.  Information included in this report focuses on 2000-2001 activities.  Data presented is based on Indicators of Progress as identified in the GRCC Strategic Plan:

1.      Reports of student satisfaction regarding diversity in GRCC course curricula

2.      Persistence rates for selected subgroups of students

3.      Student and staff report that the college environment is safe and respectful of individual differences

4.      College staff and student characteristics reflect the diversity of the service area

5.      Number and severity of reported incidents of harassment, ethnic intimidation, and gay bashing

6.      Number and type of diversity training opportunities for staff

7.      New hires, terminations, and promotions by gender and ethnicity

8.      Percent of goods/services purchased from minority and women owned businesses

Multi-year trend data is provided when available.  Important highlights that help in the interpretation of these data appear as bullet statements under each table. 

This report is based on information collected by Institutional Research and Planning (IRP).  Academic Affairs unit leaders, Human Resources leaders, Financial Service leaders, College Leadership Council, President Olivarez, and several key employees whose work focuses on diversity‑related responsibilities have also provided data that has been included in this report.

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GRCC DIVERSITY INITIATIVES: A Description

At GRCC, the focus on promoting an understanding of diversity as well as initiatives to advance diversity in all forms is reflected in two areas:

1.      Recruitment and retention of a diverse population of students  

·        Minority Recruitment Program provides recruitment liaisons to minority communities and activities including Black Educational Excellence Program, El Cinco de Mayo, AHAANA Teacher Education Program, Hope Network, Job Corps, and Park School programs.

·        Specific programming and counseling provided to Bosnian and Sudanese refugees.

·        Marketing and student recruitment materials reflect our commitment to diversity.

·        Outstanding Junior Minority Banquet program provides scholarships for minority students.

·        Flexible distance learning options including telecourses, internet courses, and interactive television programming are geared to those students needing alternatives to a traditional course format.

·        Service learning opportunities in the community are integrated into several courses allowing students a diverse educational experience.  Additional opportunities for students to incorporate workplace-learning experiences into their coursework include: co-op, internships, labs, and clinics. 

·        The Career Pathways program is focused on increasing the diversity of the student population in programs that traditionally do not enroll a diverse population including both the recruitment and the retention of students.

·        GRCC is the fiduciary agent for the Urban Rural Opportunities Grant (in partnership with Grand Rapids Public Schools) working to increase educational options for those in poverty.  In addition, the Bridges grant focuses on providing opportunities for students in underrepresented groups to train for science-related careers.

2.   Policies and programming developed to promote diversity that results in the recruitment and retention of a diverse staff as well as serve to support diversity throughout the community.

·        Ongoing monitoring of recruitment activities for minority and female representation in applicant pools, the interview and selection process of candidates, and the interview teams.

·        Recruitment and new employee orientation strategies include materials and programming demonstrating the college’s focus on diversity.

·        In Fall 2001, GRCC created the Diversity Learning Center as a result of a proposal written by Diversity Team members.  This Center hosts the GRCC Diversity Team, comprised of a cross-section of campus staff and students.  The team works to create an environment on campus where individual and cultural diversities are respected.

·        Various professional development programming made available to staff to advance diversity including: SafeZone Training, Diversity Lecture Series, ISMs training for the healing of racism, Diversity Lecture series, and the 8^th Annual Diversity Conference. 

·        Recent revision of the GRCC equal opportunity/non-discrimination statement to more clearly state GRCC intentions regarding diversity.

·        The Center for Teaching and Learning offers a variety of seminars for faculty geared to diversity in the classroom including: Learning Styles, Women’s Ways of Knowing, and alternative techniques for classroom assessment.

·        Development of a Diversity Learning Center video available for new employee and student orientation sessions.

·        Development of Raider Pride campaign and mascot supporting our commitment to diversity.

·        Ongoing commitment to purchase goods and services from women and minority‑owned businesses is reflected in purchasing practices.

·        Ongoing promotion of women and minority-owned businesses through participation and support of local associations, recruiting fairs and conferences.

·        President Olivarez’s participation on local college presidents’ subcommittee on racism – an outgrowth of the Summit on Racism.

·        Equal employment office assigned responsibility of responding to and resolving concerns associated with EEO protected categories and the Americans with Disabilities Act.

·        Annual declaration letter to all employees by President Olivarez stating the College’s commitment to Equal Employment Opportunities.

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KEY INDICATOR #1

Student satisfaction regarding diversity in GRCC course curricula

Table 1 reports the percentage of GRCC students who indicate they “agree” or “strongly agree” that GRCC courses reflect the contribution of diverse peoples and cultures on a survey of graduates administered one year after graduation.

Table 1

Graduate Satisfaction with GRCC Courses Regarding Diversity

*Number of graduates in 1999-2000 = 1118 (483 respondents); response rate 44%

**Number of graduates in 1998-1999 = 1227 (534 respondents); response rate 43%

 

§         A high percentage of GRCC graduates believe the GRCC curricula reflect the contribution of diverse peoples and cultures.  This percentage increased by 2% for 1999-2000 graduates over previous levels.

 

KEY INDICATOR #2

Persistence rates for selected subgroups of students

Table 2 presents the one-year persistence rates (percentage of degree seeking students who return for subsequent fall semester) disaggregated by gender, ethnicity, and age.

Table 2

Persistence Rates for Selected Sub-groups of Students

	Percent Continuing
	Fall 98 to Fall 99	Fall 99 to Fall 00	Fall 00 to  Fall 01
Male	51.6	56.4	53.4
Female	55.0	59.5	56.1
African American	40.0	55.3	45.6
American Indian	61.5	47.1	61.5
Asian	55.6	72.5	56.0
Hispanic	44.8	51.6	38.6
White	54.7	58.8	56.3
Age 18-21	56.0	60.5	57.3
Age 22 and older	42.9	47.3	42.5
TOTAL	53.0	58.0	54.8

 

·        Persistence rates for female students have consistently been greater than that for males for the past three years.

·        Persistence rates for younger students (age 18-21) are consistently higher than for older students.

·        Overall, persistence rates for minority populations are lower than that for white students.  However, in some years, certain ethnic group students are more likely than white students to return.

·        Retention rates for Fall 2001 are higher than Fall 1999.  This number reflects a decline from Fall 2000 levels.

 

KEY INDICATOR #3

Student and staff report that the college environment is safe and respectful of individual differences

·        Student Satisfaction survey data from Winter 1997 indicated that when asked about the relationship between students of different ethnic groups, GRCC students scored a mean score of 3.46 on a 5-point scale (with five being the highest score).  The survey will be repeated in March 2002 to see if progress in this area can be detected.

 

·        Table 3 reports ratings on diversity related questions from the PACE (Personal Assessment of the College Environment) survey completed by GRCC staff. 

Table 3

Staff Perceptions of Diversity at GRCC as Measured by PACE Survey

 

 

	Average Score on a Scale from 1 (low) to 5 (high).
	1999*	2001**
The extent to which ethnic and cultural diversity are important at this institution.	3.67	3.94
The extent to which this college effectively promotes diversity in the workplace	3.61	3.83

                                *1999 response rate:                46.0%

                                ** 2001 response rate:                 39.4%

                               

 

·        Survey results for 2001 indicate that GRCC staff perceives a greater commitment to and promotion of diversity in the workplace than reported in 1999-2000.

 

KEY INDICATOR #4

College staff and student characteristics reflect the diversity of the service area

 

 

Table 4 presents the ethnic and gender percentage breakdown for GRCC staff and students as compared to Kent County service region.  As can be seen from the table, College staff and student characteristics reflect the diversity of the service area.

 

Table 4

College Staff/Student Breakdowns by Ethnicity/Gender for 2000

 

 

	GRCC Staff	GRCC Students	Kent County
African American	11.4%	7.3%	8.6%
Native American	0.8%	0.7%	Not reported
Asian American	1.1%	2.8%	1.5%
Hispanic American	4.1%	3.9%	3.9%
Caucasian	82.3%	81.7%	85.4%
Unknown or Other	0.0%	3.5%	0.6%
Male	48.2%	51.7%	48.4%
Female	51.8%	48.3%	51.6%

 

Source:     Kent County Statistics (The Right Place Program)

                GRCC Fall 2000 Enrollment Report

                GRCC Workforce Summary Report (November, 2000)

 

·        Minority staff and students are slightly over-represented at GRCC when compared to the total Kent County population.

·        Proportionately, GRCC students are more likely to be male compared to the total Kent County population.

 

KEY INDICATOR #5

Number and type of diversity training opportunities for staff

 

During 2001-2002, six diversity learning opportunities were provided to GRCC staff through the work of the Diversity Center.  Descriptions of these sessions are provided below:

·        October 2, 2001 Diversity Lecture Series:  Dave Pallone (211 persons in attendance).

·        October 17, 2001 Diversity Lecture Series:  Luis Rodriguez “Creating Community: (220 persons in attendance).  Mr. Rodriguez also provided a workshop for over 400 students at Union High School and a bilingual book reading at Roosevelt Child Development Center.

·        October 18, 2001 Lecture and discussion on Intersex Genitalia Mutation with Lynell Stephani Long (60 persons in attendance).

·        Diversity Learning Center/Diversity Team overview session was offered at November 2001 Learning Day.

·        November 15-16, 2001 ISMs…An Intensive Institute for the Healing of Racism.  (10 GRCC staff members trained).

·        February 13, 2002 Diversity Lecture Series:  Rebecca Walker “Bi-Racial Children and Families” (240 persons in attendance).

 

KEY INDICATOR #6

Number and severity of reported incidents of harassment, ethnic intimidation, and gay bashing

 

No incidents of harassment, ethnic intimidation, or gay bashing were reported to the Dean of Student Services, or the Affirmative Action Officer during the 2000-2001 academic year.  One incident was reported to and followed up on by Campus Police.

 

KEY INDICATOR #7

New hires, terminations, and promotions by gender and ethnicity

 

Data regarding the percentage of new hires, terminations, and promotions by gender and minority status are provided in Tables 5 – 7 below.  Table 8 presents the total workforce summary for comparison.

 

 

Table 5

New Hires by Gender and Ethnicity for 2000 and 2001

Year	Total Employees Hired	Female		Minorities
		Number	Percent	Number	Percent
2001	70	36	51.4%	19	27.1%
2000	64	39	61.0%	12	18.8%

           

·        Of the 70 new hires in 2001, 51.4% were females and 27.1% were minority.

 

 

Table 6

Staff Promotions by Gender and Ethnicity for 2001

Year	Total Employees Promoted	Female		Minorities
		Number	Percent	Number	Percent
2001	39	27	69.2%	6	15.4%

           

·        Of the 39 employees receiving promotions, there were 27 females and 6 minorities.

                                   

 

Table 7

Terminations by Gender and Ethnicity for 2000 and 2001

Year	Total Employees Terminated	Female		Minorities
		Number	Percent	Number	Percent
2001	80	51	63.8%	15	18.8%
2000	44	28	63.6%	9	20.5%

                                               

·        Of the total terminations in 2001, 25 were retirees (7 minority, 14 female)

 

 

 

Table 8

Total Workforce by Gender and Ethnicity for 2000 and 2001

 

Year	Total Workforce	Female		Minorities
		Number	Percent	Number	Percent
2001	633	321	50.7%	122	19.3%
2000	633	328	51.8%	112	17.7%

 

·        19.3% of the total GRCC workforce in 2001 is minority (an increase of 1.6%)

·        Females represent 50.7% of total workforce in 2001 (a decrease of 1.1%)

 

KEY INDICATOR #8

Percent of goods/services purchased from minority and women-owned businesses

 

Table 9 shows the percentage of goods and services purchased by the College from minority and women-owned businesses since 1993.

 

 

Table 9

Percentage of Goods and Services Purchased from Minority and Female Owned Venders for 1993-94 through 2000-01

 

% of goods/services purchased from minority and female owned businesses	Minority-Owned Business	Female-Owned Business	Total Minority and Female-Owned Business
	Percent	Percent	Percent
1993-94	1.22	0.86	2.07
1994-95	1.56	2.34	3.89
1995-96	2.74	2.80	5.54
1996-97	3.13	2.37	5.50
1997-98	2.42	2.18	4.59
1998-99	0.96	9.37	10.33
1999-00	0.62	2.99	3.60
2000-01	2.34	4.26	6.59

 

·        The percentage of goods and services purchased from minority and female owned businesses for 2000-2001 was the 2^nd highest since tracking began in 1993.

 

 

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2000-2001 HIGHLIGHTS OF ACCOMPLISHMENTS FOR:

DIVERSITY

·        Establishment of Diversity Learning Center with Ms. Christine Arnold as Coordinator.  The mission of the Diversity Learning Center is to ensure an inclusive and flexible learning environment in support of personal growth and respect for individual differences.  The Diversity Learning Center hosts the Diversity Team and sponsors various campus-wide events such as the GRCC Diversity Lecture Series, Annual Diversity:  A Celebration of Unity Through Differences Conference, Salute to Women Award, and provides support for the Dr. Martin Luther King, Jr. March and Program, Outstanding Minority Junior Banquet, as well as many other campus-wide and community events.

·        2001-2002 marks the continuation of the Diversity Lecture Series VII offered to GRCC students, staff, and the community at large.

·        Development of candidate tracking system to better monitor responses to staff recruitment activities.

·        All Faculty Screening Committee interview processes include questions regarding diversity to determine a candidate’s ability to serve a diverse student population and community.

·        SafeZone Training Program developed and piloted with Diversity Team on campus.

·        10 GRCC staff participated in the ISMs Workshop….An Intensive Institute for the Healing of Racism.

·        Eighth Annual Diversity:  A Celebration on Unity Through differences VIII Conference planned and sponsored by GRCC.

·        Continued development of the Career Pathways program to increase the diversity of the student population in programs not traditionally drawing diverse students.

·        Urban Rural Opportunities grant and Bridges grant provides learning opportunities to underrepresented groups of students.

·        Revised Equal Opportunity/Non-Discrimination Statement.

·        Faculty provided opportunities to increase skill in working with diverse groups of students through the Center for Teaching and Learning.

·        Increased number of distance learning options allows diverse groups of students choice in instructional formats.

·        In 2001, GRCC’s Director of Purchasing, Ms. Harriet Burns (since retired) was named Minority Buyer of the Year by the Grand Rapids Chamber of Commerce.

·        Lecture sponsorships and partnerships have continued to increase.

 

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GOALS PERTAINING TO:

DIVERSITY

 

·        The persistence rates of African American and Hispanic students lag behind those of other ethnic groups.  The College will develop retention programs aimed specifically to these populations.  These programs will include academic tutoring, academic advising, and counseling.  The Student Retention Committee will address this issue.

·        The College needs to continue its recruiting efforts to attract more minority students in program areas that are traditionally underrepresented.  The Admissions Office and the Cross College Recruitment Team will coordinate this work.

·        The College must continue to increase the percentage of goods and services purchased from minority and female-owned businesses.  In addition, the College will host a workshop for minority and female business owners and participate in State and local minority and female business-owner organizations.

·        The Purchasing Department will make available to GRCC Budget Control Officers information about minority and female-owned vendors using the website or a shared directory.

·        The College will continue to strengthen the recruitment and hiring process to promote the hiring of a diverse staff committed to the success of all students.  Special attention will be given to the promotion of hiring minority staff in those departments that have traditionally been underrepresented.

·        The College will continue the growth and expansion of the Diversity Learning Center with new programs and services regarding diversity provided to staff, students, and the community to build sensitivity, understanding, and sharing.

·        GRCC will join other area colleges in the creation and adoption of a joint resolution of commitment regarding diversity in our community.  In addition, the colleges will work together to leverage resources to promote training and understanding regarding the issue of diversity in our community.

·        The College will report unit-specific availability of women and minorities in the workforce using affirmative action software.  This information will be used to compare the level of minority and female representation of the College to the recruiting market and to set goals for increasing representation.

·        The College will complete its Affirmative Action Plan by calendar year end in order to maintain compliance with the law.

·        The College will actively participate in minority and women-specific recruiting fairs and conferences.  The College plans to attend at least two events per calendar year.