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ASCCC Cultural Competency and Advocacy Plan Update Cleavon Smith, Berkeley City College Carolyn Holcroft, Foothill College.

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Presentation on theme: "ASCCC Cultural Competency and Advocacy Plan Update Cleavon Smith, Berkeley City College Carolyn Holcroft, Foothill College."— Presentation transcript:

1 ASCCC Cultural Competency and Advocacy Plan Update Cleavon Smith, Berkeley City College Carolyn Holcroft, Foothill College

2 When do we make plans? To resolve a problem To reach a difficult goal To maintain/sustain a behavior/condition with intention The ASCCC Cultural Competency and Advocacy plan expresses a desire to do all of these things

3 Guiding Questions How do we define and communicate our diversities? How does the ASCCC Executive Committee model cultural competency and advocacy? What evaluation strategies should we implement for the future years? For what are we looking? What practices should we employ if: Our faculty body is not reflective of our service communities? Our senate membership and leadership does not reflect our college communities?

4 Inclusive Behaviors and Conditions Yearly Evaluations Continual Assessment and Reflection Active Recruitment Local Academic Senates ASCCC Committees and Officers

5 The Plan ASCCC Cultural Competency Plan will be presented for adoption in Spring Draws on how to further our commitment to inclusivity: “The Academic Senate for California Community Colleges recognizes the benefits to students, faculty, and the community college system gained from the variety of personal experiences, values, and views of a diverse group of individuals with different backgrounds. This diversity includes but is not limited to race, ethnicity, sex, gender identity, sexual orientation, disability status, age, cultural background, veteran status, discipline or field, and experience. We also understand that the California Community College System itself is diverse in terms of the size, location, and student population of its colleges and districts, and we seek participation from faculty across the system. The Academic Senate respects and is committed to promoting equal opportunity and inclusion of diverse voices and opinions. We endeavor to have a diversity of talented faculty participate in Academic Senate activities and support local senates in recruiting and encouraging faculty with different backgrounds to serve on Academic Senate standing committees and task forces. In particular, the Academic Senate acknowledges the need to remove barriers to the recruitment and participation of talented faculty from historically excluded populations in society.”

6 The Plan: Part 1, Self Assessment Calls for ongoing diversity advocacy and cultural competency, including ongoing assessment and evaluation. The plan has three main components. The first is: 1) An annual self-assessment should be performed by ASCCC members, to be overseen by the Equity and Diversity Action Committee. Propose this be done immediately following Spring Plenary The self-assessment tool should also be available in a modified form for local senates to use on their respective campuses.

7 1) Annual Self Assessment ASCCC Survey 1. How does ASCCC engage the issue of having diverse faculty serve on the ASCCC Exec Board and Committees? 2. How does ASCCC planning include diversity considerations? 3. Are ASCCC resources (time, money, professional development) allocated to support diversity efforts? 4. How does the ASCCC recruit diverse faculty to ASCCC committees (including Exec) and involve diverse faculty in succession planning? 5. In terms of diversity, what kinds of “common conversations” take place in ASCCC meetings or gatherings? 6. Is the ASCCC committed to diversity in terms of ongoing initiatives and programs? (*needs modifications for local senates)

8 1) Annual Self Assessment Survey* 7. In terms of accountability, how would you characterize the ways in which diversity is prioritized and accounted for in the ASCCC? 8. How would you characterize typical behaviors and beliefs around issues of diversity in ASCCC programs and activities? 9. Please comment on the ASCCC’s success in creating a culture of inclusion encompassing these (or other) diversity categories. 10. What do you perceive to be barriers to the recruitment and participation of talented, diverse faculty in ASCCC? 11. What programs, innovations, or policies do you feel have furthered diverse participation the ASCCC Executive and/or ASCCC committees? (*needs modifications for local senates)

9 The Plan: Part 2, Annual Report 2) An annual report of the self-assessment findings should be prepared for presentation at the end-of-year Exec meeting (with recommendations from EDAC) should also include: an analysis of the types of diversity initiatives implemented by the ASCCC in that year an action plan for addressing the results: where we are, where we want to be, steps to get there identification of emerging issues around diversity and/or equity that will need action This report will inform strategic planning for the following year (Leadership Institute, Exec Orientation) This allows for both a quantitative and qualitative analysis and reflection on meeting goals of inclusion. Local Senates who assess their campus could also construct an annual report for their college and/or district.

10 The Plan: Part 3, Online Database 3) The ASCCC should maintain an online database of strategies for cultural competency training and hiring diverse faculty for use by local senates. What would be useful for local Senate leaders? What would help in terms of recruitment and hiring strategies? What would help local senates with developing a culture of inclusive leadership on their own campuses?

11 Topics Worthy of Discussion How do we prioritize equity and diversity in our senates? How do local senates help faculty understand why we should prioritize diversity and equity? How do we encourage faculty to contemplate and incorporate equity, diversity, and cultural competence minded activities in class curriculum? Do we include discussions of equity, diversity, and cultural competence before decision making happens?


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