San Diego Miramar College
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
Reporter |
Brett
Bell Vice President Administrative Services |
Has the institution engaged in a structured assessment process during the previous three years to improve diversity, equity and inclusion on campus?:
A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:
Student Equity Plan 2019 - 2022
Executive Summary
During Spring 2019, San Diego Miramar College engaged in the planning process to develop the campus 2019- 22 Student Equity Plan (SEP). The entire plan was submitted to the California Community Colleges Chancellor’s Office (CCCCO) via NOVA, an online submission portal, on 6/18/19. As part of plan requirements, this executive summary provides the SEP goals for each student group and the activities our college will undertake to achieve these goals. This summary also includes an assessment of the progress made in achieving identified goals from the previous SEP, as well as an accounting for how prior funding was expended. Finally, the summary includes the name of the Miramar College official(s) to contact for further information.
Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of employees and students, including the experiences of underrepresented groups?:
Does the assessment process address student outcomes related to diversity, equity and success?:
Does the assessment process address employee outcomes related to diversity and equity?:
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:
Expanded Open Houses and In-Person Orientations
Expand involvement of instructional areas in open houses and orientations to highlight potential career and educational opportunities. Increase faculty involvement in open houses and orientations. Employee training on customer services, first impressions and fostering a welcoming environment. As additional data emerge about the needs of DI populations, appropriate focused interventions will be developed and implemented.
Community Outreach and Communication
Develop student success stories to promote via website, social media and advertisements (including Spanish language media). Outreach to community centers and gear outreach towards parent/guardians/families and 6/18/19 DI populations. Translate admissions steps and other enrollment related documents in predominate language spoken in local community to facilitate parent/family communication. Explore new tools within CCCApply (and/or tools that integrate with CCCApply, such as MyPath) to facilitate student onboarding and preenrollment communication. Review college website to ensure consistent pre-enrollment and follow-up support information across programs. As additional data emerge about the needs of DI populations, appropriate focused interventions will be developed and implemented.
Research on Applicant-to-Enrollee Conversion
SDCCD will implement CCCApply in late April 2019 for summer and fall 2019 enrollment. Since our district does not currently participate in CCCApply, Student Success Metrics/Data on Demand data were not available for Miramar College within NOVA. District analysis of our local application data indicate that 42% of applicants from 2016-17 and 2017-18 were converted to enrollees in 2017-18, which is the highest conversion rate among the three colleges in the district. As we transition to CCCApply, we will learn hoe the application, communication and onboarding tools within the system impact applicant enrollment. Since Miramar is located in a multi-college district, within a region saturated with community colleges, it will also be necessary to research reasons for applicant-to-enrollee gaps. This will enable us to understand how many of these “lost” enrollees ultimately enroll elsewhere versus how many do not enroll in college at all. Further, we will couple the data on applicants-to-enrollees with community alignment data to further identify IP populations based on intensity of impact. This will allow us to focus any necessary interventions within our local service area and ensure that we are meeting the needs of our community. Activities and interventions for both the overall student populations and DI populations will be designed and implemented as additional data emerge. (Note: since SDCCD does not currently use CCCApply,
Welcome Week and Early Interventions
Develop and deliver early interventions at key points in a student’s experience throughout the Fall semester, including comprehensive Welcome Week(s) and/or extended orientations to introduce students to campus resources, services, peer mentoring and college employees. Explore the development of a comprehensive early alert program/system to partner student services faculty and staff together with instructional faculty. 6/18/19 Provide faculty/staff training and mentoring opportunities on techniques to identify and support students who are at risk or in need of additional support. As additional data emerge about the needs of DI populations, appropriate focused interventions will be developed and implemented.
Proactive Promotion of Math and English Completion
Actively promote the completion of English and math during the first semester through communication with incoming and new students. Increase counseling liaison activities with Math and English Departments. Partner and collaborate with programs, offices and student organizations that serve DI populations including Veterans Office and Student Veterans Organization; Black Student Union; Latinx Club; EOPS/CARE/NextUp; CalWORks; DSPS
Transfer English and Math-Inquiry and Implementation of Best Practices
Analyze effectiveness of ongoing and new interventions (co-requisite classes, tutoring, embedded tutoring, supplemental instructions, etc.) within the context of AB705 to determine successful practices to scale or those that require redesign. Explore best practices from other colleges for both overall and DI specific interventions. Investigate barriers and needs related to specific DI populations. Provide professional development on successful math and English interventions. Disaggregate the White ethnicity category to identify intensity of DI for Middle Eastern/North African students.
Transfer Student Success Channel
Create YouTube (or other social media) Student Success Channel addressing transfer-relevant topics such as applying for scholarships/understanding financial aid, preparing to move out of the area, considering private/online/out-of-state institutions, and accessing resources available at universities. Include DIpopulation specific topics, resources, role models. Partner and collaborate with programs, offices and student organizations that serve DI populations. Add topics as additional information emerges about completion goals and needs of DI populations.
Proactive Promotion of Graduation Requirements and Petition Process
Develop and implement focused interventions related to the petition to graduate process. Promote “What If” scenarios on new mySDCCD Student Portal and other technology tools for degree audit so that students can explore various certificate and degree options. Review the petitioning process to determine potential barriers and loss points to successful completion. Develop a petition promotion/marketing strategy to explain the value of attaining a community college credential by maximizing and enhancing the counselor instructional area liaison model. Collaborate with district office and colleges to make identified improvements to the 6/18/19 petitioning process. Support campus-wide efforts to enhance early career exploration and create clear semester-by-semester program maps for each degree and certificate award in the catalog.
Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
A brief description of how the assessment results are shared with the campus community:
Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
The diversity and equity assessment report or summary (upload):
Website URL where the diversity and equity assessment report or summary is publicly posted:
Website URL where information about the institution’s diversity and equity assessment efforts is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.