Diversity Plan 2009 - 2013 - path.ccp.edupath.ccp.edu/stafpage/diversity-plan2009-2013.pdfDiversity Plan 2009 - 2013 ... We need to understand that diversity and managing diversity

Community College of Philadelphia

“Diversity is the one true

thing we all have in

common. Celebrate it

every day.”

Anonymous

Diversity Plan 2009 - 2013 Office of Diversity and Equity

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DIVERSITY PLAN 2009 TO 2013

TABLE OF CONTENTS

Introduction ...……………………..……………………………………………………………..2

Background.………………………………………………………….……………………………...3

Statements of Understanding…………………………….…………………………………3

Diversity Vision Statement………………………………….………………………...….….5

College Mission, Vision, and Core Values…………………………………….….…….7

Goals and Key Strategies………………………………………….……………..…….…….10

Goals Summary…………………………………………………….…….…....……..……..……11

Diversity Plan Goals…………………………………………….…….……..….….….………13

Summary……………………………………………………….………….…..…….….….……….20

Appendix…………………………………………………….…………….….…….………………..21

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Diversity Plan 2009 - 2013 A Blueprint for Action

I. INTRODUCTION The Community College of Philadelphia has been a leader in establishing respect and equity for all people. Understanding and appreciating diversity provides assistance as we work together and better serve our community. Diversity is more than gender and race; it is about embracing uniqueness and individuality. Our ability to acknowledge and embrace differences has assisted us in our delivery of services as well as in our daily interactions. It is the responsibility of every student, employee, and department to support diversity and act to ensure that all students and staff are treated with dignity, fairness and respect. The College is engaged in an important diversity endeavor that embodies the foundation of our educational mission and reaches every corner of the College community. In 2002, our faculty, staff and students entered into an extensive strategic planning process which culminated in the initial Diversity Plan for the College. This bold effort was accomplished in order to enhance diversity for the College community.

This document launches the second stage of the College’s strategic planning process for diversity. It both builds on and expands the progress achieved under the original plan to intensify and deepen its efforts to create a diverse, inclusive campus community where all individuals are welcomed, treated with sincere openness and respect, and any idea or perspective heard. It advocates advancing diversity as an integral component in our College’s goal of improving academic excellence and increasing the cooperative and collaborative actions between diversity initiatives and other goals set forth in the College’s strategic and other comprehensive plans.

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II. BACKGROUND

The Diversity Plan was developed in large part through the leadership and work of the President’s Diversity Council. The Council was organized by President Stephen M. Curtis in 2000 to address diversity issues, outline strategies for valuing the contributions of our diverse campus population, and enhance campus climate. Throughout 2002 and the Fall of 2003, the Council worked to develop the Diversity Plan. The Council, through the work of subcommittees, identified six specific goal areas important to the pursuit of institutional diversity. Surveys and campus forums were conducted with faculty, staff, and students in order to receive feedback from the campus community. The Diversity Plan was reviewed by the President’s Cabinet and the Board of Trustees in the Fall of 2003 and received the endorsement of both groups.

III. STATEMENTS OF UNDERSTANDING

Implementation of a diversity agenda is a critical dimension of the Community College of Philadelphia’s pursuit of excellence. Just as our community and workforce are changing, so are our students, faculty, and staff. In our larger society, women as well as racial and ethnic minorities are assuming strategic roles with greater prominence in the workforce and in society’s leadership. This shift requires us to take measures to embrace the growth of a more diverse society both generally and within our College community. We need to understand that diversity and managing diversity is not about meeting government mandates; it is about recognizing that an institutional culture of empowerment and inclusion has a positive impact on institutional performance and student learning.Diversity management is frequently confused with affirmative action and valuing diversity. It is important that we understand these and other associated terms to use them accurately.

Affirmative Action: Affirmative action is grounded in moral and social responsibility to amend wrongs done in the past to those Americans who were not of the majority population. These legal obligations are based on numerical measures and were designed to increase the representation of minorities and women in areas of employment where they were previously underrepresented. It is a tool used to facilitate equal opportunity. Affirmative action requires overt action and special effort to correct the effects of past discrimination, to eliminate present discrimination, and to prevent discrimination in the future.

“We all should

know that

diversity

makes for a

rich tapestry,

and we must

understand

that all the

threads of the

tapestry are

equal in value

no matter

what their

color.”

Maya Angelou

American Poet

b. 1928

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Diversity: Refers to the fact that our community, both locally and nationally, is comprised of many individuals, each having unique attributes based on a variety of social, physical, and cultural characteristics. Included among these attributes are race, class, ethnicity, religion, gender, age, sexual orientation, marital status, veteran status, disability, political affiliation, and national origin.

Managing Diversity: Is a pragmatic business strategy that focuses on maximizing the productivity, creativity and commitment of the workforce while meeting the needs of diverse groups. It focuses on the business case for diversity; capitalizing on diversity is seen as a strategic approach to business that contributes to organizational goals such as profits and productivity. It does not involve any legal requirements and is not implemented to avoid lawsuits. It is a way in which to do business that should be aligned with other organizational strategic plans.

Valuing Diversity: The main objectives of valuing diversity include awareness, education, and positive recognition of the differences among people in the workforce. It extends beyond affirmative action in that it is not solely based on changing the representation of various types of people in the workplace. It builds upon the critical foundation laid by workplace equity initiatives. The focus of this intervention is on recognizing the uniqueness in everyone, valuing the contribution that each can make and creating an inclusive work environment where awareness of, and respect for, those of different cultures is promoted.

Discrimination: The unequal treatment of people based on some characteristic other than individual merit and achievement. The historic fact that women, racial minorities and others have been excluded from full participation in society and the full benefits of our educational system has deprived these individuals of their rights and systematically suppressed their talents.

Multiculturalism: Is a philosophy that recognizes, accepts, and integrates the contributions and achievements of all people into the social and economic fabric of the community in which they exist. Multiculturalism requires an understanding of and respect for the historical bases of the belief systems and traditions

“If we cannot

end our

differences, at

least we can

help make the

world safe for

diversity.”

John

Fitzgerald

Kennedy

American

President

(1961-1963),

1917 - 1963

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of various groups to develop their members socially, emotionally, spiritually, intellectually, and physically.

An explanation of the differences and interrelatedness

of the terms is important. Affirmative action seeks to address discrimination by expanding the range of talent available in our society and by increasing the diversity of the people and programs that our society and College serve. The long-term goal of affirmative action is to redress the inequities resulting from past and present discriminatory practices and a means of facilitating the attainment of equal opportunity for everyone. The vision of a college community that recognizes, values, and effectively manages differences can be achieved by embracing and moving beyond affirmative action to affirming and properly managing the diversity among us as a people. To truly serve and fulfill our mission, we should accept no less.

IV. DIVERSITY VISION STATEMENT The U.S. Census’ forecast of future trends clearly indicates that the U.S. population environment is becoming increasingly multicultural, multiethnic, and diverse. The changing demographics of the U.S. population and globalization of U.S. industries, including the higher education industry, suggest that our future will differ greatly from our past. In order to meet the challenges that this “new world” presents, the College must guide its future so that it will become a college that not only accommodates but also embraces and reflects the multicultural, multiethnic, and diverse world of tomorrow. Our vision must be to ensure that each student’s potential to make positive contributions to our society is not constrained but enhanced by the differences that make us who we are as a community. The vision for our College must lead us to recognize, respect and ensure diversity in a manner that will cause our students to embrace it and the greater community to acknowledge and practice it.

To achieve this vision, the College will be required to work hard and commit the necessary resources from throughout the institution. The entire campus community must join in a spirit of cooperation and collaboration, working from the same shared vision for diversity. Success for this vision will depend squarely on efforts of our various divisions and departments, governance groups and other units of the campus. A successful vision must also be the result of individual faculty, students, and staff.

“We have

become not a

melting pot but

a beautiful

mosaic.

Different

people,

different

beliefs,

different

yearnings,

different hopes,

different

dreams.”

Jimmy Carter

American

President

(1977 – 1981)

b. 1924

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Vision Statement

The Community College of Philadelphia aspires to be a place where the quality of education is enhanced and enriched by a diverse campus community. We envision a campus environment that places high value and respect for all people and believes that diversity is essential. We envision a campus that acknowledges and addresses the special needs of groups and individuals who historically have faced institutional barriers. We envision a campus climate that affirms and endorses our diversity. To this end,the Community College of Philadelphia seeks:

To develop and sustain an increasingly diverse and inclusive community of learners.

To develop an appreciation for and understanding of the benefits of a multicultural perspective.

To develop and sustain a student body that reflects our service area’s ethnic diversity including enrollment, retention, and degrees awarded. We endeavor to secure educational achievement for all our students with retention and graduation rates for students of color consistent with those of the entire student body.

To increase ethnic diversity among faculty, ensuring a campus where faculty of color and women are recruited, hired, and tenured at increasingly higher rates, reflecting national trends among our peer institutions.

To develop a campus where the pervasive respect for diversity has created a supportive climate in which students are able to reach their academic potential and the entire campus benefits from participation in a multicultural community.

To develop a campus environment where all members of the community, including underrepresented groups, enjoy a campus climate that is professionally and academically supportive, respectful, safe and welcoming.

To develop a campus in which people of color and women are well represented across all levels ofemployment.

To establish a set of policies, programs, practices and

“There never

were in the

world two

opinions alike,

no more than

two hairs or

two grains; the

most universal

quality is

diversity.”

Michel de

Montaigne

French Writer

1533 -1592

“Diversity: the

art of thinking

independently

together.”

Malcolm S. Ford

Publisher

1919 - 1990

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resources necessary to achieve excellence, equity and effectiveness in the teaching, learning and outreach activities of the College.

To develop a campus where every division and department demonstrates its

commitment to diversity by implementing ambitious division and departmental diversity programs and activities in support of the campus-wide plan.

Our aspiration is to provide an outstanding educational experience, intellectual environment and supportive climate for our campus community, enhanced by a full array of diverse ideas, perspectives and backgrounds.

V. COLLEGE MISSION, VISION AND CORE VALUES STATEMENT

Mission Statement

Community College of Philadelphia is an open-admission, associate-degree-granting institution which provides access to higher education for all who may benefit. Its programs of study in the liberal arts and sciences, career technologies, and basic academic skills provide a coherent foundation for college transfer, employment, and life-long learning. The College serves Philadelphia by preparing its students to be informed and concerned citizens, active participants in the cultural life of the city, and enabled to meet the changing needs of business, industry and the professions. To help address broad economic, cultural and political concerns in the city and beyond, the College draws together students from a wide range of ages and backgrounds and seeks to provide the programs and support they need to achieve their goals. Community College of Philadelphia seeks to create a caring environment which is intellectually and culturally dynamic and encourages all students to achieve:

Greater insight into their strengths, needs, and aspirations, and greater appreciation of their own cultural background and experience;

Increased awareness and appreciation of a diverse world where all are interdependent;

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Heightened curiosity and active interest in intellectual questions and social issues;

Improved ability to pursue paths of inquiry, to interpret and evaluate what is discovered, and to express reactions effectively;

Self-fulfillment based on service to others, preparation for future work and study, and enjoyment of present challenges and accomplishments. College Vision To serve Philadelphia as a premier learning institution where student success exemplifies the strength of a diverse, urban community college.

Vision Ideals

A college environment that values and supports a culturally diverse and intellectually dynamic community and prepares students for global citizenship.

Respected liberal arts and transfer programs that facilitate student preparation for the baccalaureate experience.

Superior career programs that prepare students to meet current and evolving labor market needs.

Innovative developmental and literacy programs that prepare students for more advanced educational and training opportunities.

Agile programs that meet the needs of employers and emergent workforce development initiatives.

Responsive continuing adult and community education programs that enhance and encourage individual growth and development.

An engaged and excellent faculty, staff and administration that enable students to meet their full potential.

A teaching and learning environment that exemplifies

“If we are to

achieve a

richer culture,

rich in

contrasting

values, we

must

recognize the

whole gamut

of human

potentialities,

and so weave

a less

arbitrary

social fabric,

one in which

each diverse

human gift

will find a

fitting place.”

Margaret Mead

Anthropologist

1901 - 1978

“Diversity has

been written in

to the DNA of

American life;

any institution

that lacks a

rainbow array

has come to

seem

diminished, if

not diseased.”

Joe Klein

American

Journalist

b. 1946

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ongoing and productive communication and collaboration across the institution.

Strong and mutually beneficial partnerships with public and parochial schools, community organizations and governmental agencies that model effective community-based educational programs.

State-of-the-art technology employed to enhance teaching and learning.

Accessible and affordable education designed to optimize opportunities for student participation.

A supportive learning community that uses learning outcomes to measure success and guide innovative curricular and program improvements to meet individual and group needs.

CORE VALUES

Integrity

The College places fairness and honesty at the center of all of its policies and operations. We uphold the highest ethical standards in striving for academic and professional integrity in all that we do. We strive to be both responsible and responsive in utilizing resources to meet student and community needs.

Academic Excellence

The College sets, expects, and maintains high educational standards consistent with the needs of the students, region, and changing workforce. Our faculty and staff are committed to providing high-quality, innovative, and flexible educational opportunities and services in an accessible student-centered environment.

Diversity

The College embraces and understands the importance of providing an education and environment that promotes the uniqueness of students, faculty, staff, and the communities that we serve. We affirm that diversity is crucial to a democratic society, as it enriches the educational experience and celebrates differences among individuals.

Commitment to Teaching and Learning

“Civilization

should be

measured by

the degree of

diversity

attained and

the degree of

unity

retained.”

W.H. Auden

Anglo-

American Poet

1907 - 1973

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The College functions as a learning organization, continually adapting, improving, and

evaluating its services to promote life-long intellectual and personal development. We believe that learning is rooted in both curiosity and inquiry, and is engendered by dedicated, creative, and enthusiastic teaching utilizing appropriate and optimal modes of delivery. Technology supports and serves the learning process. Communication

The College is committed to effective, open, and proactive communication. We take responsibility to listen, speak, and write clearly to inform others and foster collaboration by using and respecting a matrix of communication channels. Collaborative partnerships are strengthened when communication is ongoing and productive.

Respect

The College promotes respect, civility, and courtesy in our day-to-day interactions with others. We seek to instill respect for and appreciation of members of the College community, our facilities, our environment, our community, and the institution in which we work.

VI. GOALS AND KEY STRATEGIES

The following section presents diversity goals grouped under six broad areas: Campus Climate, Training and Development, Recruitment and Retention, Responsibility and Accountability, Assessment and Evaluation, and Student Access and Opportunity. Each goal is followed by a set of key strategies, strategies thought to have a high potential for success in reaching the stated goal, along with a defined measure, timeline, and responsible leader for each strategy. A brief definition of each follows.

Strategy: The long-term action plan designed to achieve the stated diversity goal.

Measures: The comprehensive term for uniform standards used to quantify the

dimensions of goal achievement.

Timelines: Details the broad reporting schedule to target dates for reporting progress on achieving specific goals.

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Responsible Leaders: The individual, department, committee, group, or division obligated to account for the activity, accept responsibility for it, and to disclose the results in a transparent manner.

The Diversity Plan also recognizes the importance of

specific diversity actions at the divisional and departmental levels; these specific actions may not be listed here, but are essential to the success of the Plan. The Diversity Plan requiresannual divisional diversity performance reports which will include strategies for addressing specific situations of under-representation and other diversity issues within the divisions, consistent with the overall expectations of the campus Diversity Plan. The campus-wide Diversity Plan does not provide a complete list of these unit-level strategies; however, their implementation is critical to the success of the overall campus endeavor.

VII. GOALS SUMMARY The scope of diversity includes, but is not limited to, personal experiences and the perspectives of students, staff, and faculty as they relate to race, gender, age, class, sexuality, culture, nationality, economic status, disability, religion and region. The Diversity Plan addresses these issues by establishing goals in the following categories:

1. Campus Climate – Develop and implement activities and programs that are designed to improve the College climate for students, faculty, and staff. The College should develop and encourage a campus environment of inclusion, knowledge, understanding and tolerance toward diversity.

2. Training and Development –Develop and implement a comprehensive program of education and training opportunities, made available to students, faculty and staff and designed to include a review of legal issues, best practices and research related to recognizing, valuing and effectively managing differences.

3. Recruitment and Retention –Achievement of a diverse community of faculty and staff that includes the broad range of racial/ethnic groups, gender, cultures, and perspectives reflected in the College’s service area.

4. Responsibility and Accountability – Design, develop, and implement a comprehensive system of responsibility, accountability, and recognition for increasing campus diversity, improving campus climate and advancing the knowledge base of creating and sustaining a culturally diverse community.

“Diversity may be

the hardest thing

for a society to

live with, and

perhaps the most

dangerous thing

for a society to be

without.”

William Sloane

Coffin, Jr.

Clergyman &

Peace Activist

1924 - 2006

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5. Assessment and Evaluation –Develop ongoing

assessment and evaluation of diversity activities to promote institutional effectiveness of diversity efforts.

6. Student Access and Opportunity – Demonstrated commitment to ensure equal access and opportunity for a quality education among all students, including members of racial/ethnic groups traditionally underrepresented in higher education.

“What we have to

do…is to find a

way to celebrate

our diversity and

debate our

differences

without

fracturing our

communities.”

Hillary Clinton

Secretary of State

b. 1947

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VIII. Diversity Plan Goals

DIVERSITY PLAN GOALS

GOAL 1: CAMPUS CLIMATE

GOAL 1 STRATEGY MEASURE ACTIVITIY LEADER

TIMELINE

Develop and encourage a campus environment of inclusion, knowledge, understanding and tolerance towards diversity.

Develop and implement activities and programs that are designed to improve the College climate for students, faculty and staff, and that are aligned with one or more of the College’s mission, vision and core values.

Increase the number of programs supported at the College level in priority areas of faculty recruitment, student outcomes, and initiatives to improve the College climate and cultural exposure.

President’s Cabinet, Office of Diversity and Equity, Diversity Council and the Office of Student Affairs

Ongoing

Develop and/or improve materials that promote the value and benefits of diversity and promote the College’s efforts to create and sustain a welcoming teaching, learning, and working environment for everyone.

Increased attention to and focus on diversity and multicultural images and “messages” in publications and other marketing materials developed at all levels of the College’s operations and programs.

President’s Cabinet, Office of Marketing and Government Relations, Office of Diversity and Equity, and the Diversity Council

Ongoing

Continue to facilitate the design, development, and/or implementation of a variety of training programs for all faculty, staff and students to improve the College climate.

Increase the quantity of training programs and the number of faculty and staff who attend the programs.

Office of Professional Development, Office of Diversity and Equity and the Diversity Council

May 2010 and as required

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GOAL 2: TRAINING AND DEVELOPMENT


TIMELINE

Make available high-quality diversity and non-discrimination training and development activities to all members of the College community.

Review and enhance diversity and non-discrimination training programs designed for faculty and staff; increase participation in training programs as educational tools for improving campus climate.

Increased number and variety of training programs and increased attendance at programs by faculty and staff.

Office of Diversity and Equity, Diversity Council and the Office of Professional Development

May 2010 and ongoing

Encourage participation in College-sponsored, diversity-related programming (i.e., films, plays, dialogues, speakers, etc.) and other activities.

Increased participation of employees and students in diversity related programming.

Office of Diversity and Equity, Diversity Council, President’s Cabinet and the Office of Professional Development, the Office of Student Affairs and the Women’s Center

Ongoing

Make diversity resources available to the campus community and supplement diversity training and programs.

Increase the number of resources available and the number of employees and students using those resources.

Office of Diversity and Equity

Ongoing

Develop and/or implement a variety of programs for faculty and staff to increase their competence in working with diverse individuals and groups.

Number of training programs, number of faculty members and staff who attend, and/or number of those who develop and offer programs that increase multicultural competence.

Office of Diversity and Equity, President’s Cabinet, Diversity Council and the Office of Professional Development

Ongoing

Identify and offer intensive seminars for faculty to transform their courses to incorporate multicultural perspectives.

Number of faculty participating in programs, and number of courses transformed by faculty.

Office of Diversity and Equity, Diversity Council, Office of Academic Affairs and Office of Professional Development


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GOAL 3: RECRUITMENT AND RETENTION


TIMELINE

Achievement of a campus workforce that reflects the diversity of the College’s service area.

Develop and implement strategies to improve the success of search processes in identifying qualified minorities and women candidates for faculty and staff positions.

Increased diversity of teaching faculty and maintenance of staff diversity.

Office of Diversity and Equity, Diversity Council, Office of Academic Affairs and Office of Human Resources


Strengthen and expand the Minority Fellowship Program.

Increase the number of minority fellows and the successful transition of minority fellows to full-time faculty.

Minority Fellowship Committee, Office of Academic Affairs, Diversity Council , the Office of Diversity and Equity and the Faculty Federation


Engage faculty of color in recruitment efforts to aid in attracting diverse faculty and women.

Increased participation in recruitment efforts by faculty of color and women.

Minority Fellowship Committee, Office of Diversity and Equity, Diversity Council and the Office of Academic Affairs


Emphasize retaining and promoting high quality faculty and staff members from underrepresented groups. Efforts may include mentoring, staff development opportunities and leadership development opportunities.

Increase number of underrepresented groups in leadership roles within the institution.

President’s Cabinet, Office of Diversity and Equity, the Diversity Council and the Faculty Federation

Ongoing

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GOAL 4: RESPONSIBILITY AND ACCOUNTABILITY


TIMELINE

Design, develop, and implement a comprehensive system of responsibility, accountability, and recognition for increasing campus diversity, improving campus climate and advancing the knowledge base of creating and sustaining a culturally diverse community.

Emphasize evaluation of support for diversity and non-discrimination-related activity in performance evaluations of College administrators.

Documented evidence of diversity activity and support as reported on performance evaluations.

President’s Cabinet, Office of Human Resources and Office of Diversity and Equity

Ongoing

Require yearly divisional diversity performance reports outlining each division’s attempts to comprehend and address the broad array of conditions that contribute to creating an inclusive campus community.

Published results of divisional reports.

President’s Cabinet and the Office of Diversity and Equity


All College departments and offices should be encouraged to develop diversity-related activities for the College community in support of the Diversity Plan.

Increase the number and variety of diversity-related programs and activities available across departmental and divisional lines within the institution.

President’s Cabinet and the Office of Diversity and Equity


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GOAL 5: ASSESSMENT AND EVALUATION


TIMELINE

Develop ongoing assessment and evaluation of diversity efforts College-wide.

Establish systems within the College for generating feedback from faculty, staff and students regarding diversity.

Publication and dissemination of assessment and inventory results.

Office of Diversity and Equity and the Diversity Council


Continued review and evaluation of College policies and procedures to ensure consistency of fair treatment and compliance with diversity and non-discrimination commitments.

Demonstrated annual review and evaluation of internal College policies and procedures to ensure compliance with College commitments.


Ongoing

Conduct surveys to evaluate perceptions of overall campus climate from the perspective of diverse groups.

Publication and dissemination of survey results.



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GOAL 6: STUDENT ACCESS AND OPPORTUNITY


TIMELINE

Demonstrated commitment to ensure equal access and opportunity for a quality education among all students, including members of racial/ethnic groups traditionally underrepresented in higher education.

Increase the retention/continuation rate for students of color at all College campuses and under-served populations in all programs College-wide.

Demonstrated continued retention of students of color at all campuses consistent with established goals in Enrollment Management for all College students.

Office of Student Affairs, the President’s Cabinet , Achieving the Dream Core Team and Achieving the Dream Data Team

Ongoing

Increase the transfer and graduation rates for students of color at all campuses and other under-served population in all programs College-wide.

Demonstrated increase in graduation and transfer rates for students of color consistent with established goals in Enrollment Management for all College students.

Office of Student Affairs

Ongoing

Provide increased opportunities for enhanced awareness of multicultural issues and foster an appreciation of the full range of human experience among students.

Increase the number and variety of diversity opportunities for students; increase in percentage of students taking advantage of multicultural opportunities.

Office of Student Affairs, President’s Cabinet, Diversity Council, the Office of Diversity and Equity, Women’s Center, Center for Disabilities and the Center for Male Engagement

Ongoing

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GOAL 7: EXTERNAL COLLABORATIONS & PARTNERSHIPS


TIMELINE

Develop external collaborations and partnerships designed to build capacity for extending diversity throughout the broader community, businesses, and other organizations affiliated with and/or serviced by the College.

Strengthen minority and women-owned vendor programs.

Increase the number/percentages of minority and women owned contracts with the College.

Division of Finance and Planning

Ongoing

Strengthen ties with local communities by involving individuals and organizations from those communities in College sponsored or supported programs and assist community efforts to create and sustain a welcoming environment for all.

Increase the number and type of offerings, events, and programs made available to the community and/or formally supported by one or more units within the College.

President’s Cabinet, Departmental Offices, College committees and Programming units.

Ongoing

Establish partnerships with corporations and other institutions to collaborate on issues related to the identification and implementation of effective diversity management practices.

Increase in the number of external organizations working with College entities on diversity or multicultural-related matters.

President’s Cabinet and individual departments

Ongoing

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IX. SUMMARY The Community College of Philadelphia has a strong history of engaging in diversity initiatives. It is critical for our continued efforts to be defined by collaborative coordination, concise, measurable objectives, performance expectations consistent with the diversity initiative and reliable funding sources.

The “Blueprint for Action” is the College’s conscientious attempt to enhance diversity in our community and to encourage opportunities to bring different perspectives and backgrounds to light within the institution. This Plan will help us to enrich our working and learning environment and provide students and staff with experiences that will better enable them to succeed inthe increasinglydiverse world in which we live.

Diversity will advance when we engage in substantial levels of responsibility and accept a role in our collective success. The six major goals outlined in this Plan incorporate our efforts for expanding and promoting an institutional culture that values and supports diversity. These goals highlight various services and programs, which will instill an appreciation for what diversity can contribute to the College community through proactive administration and critical, fundamental accountability. The campus community’s assistance (students, faculty and staff) is essential to enable the College to achieve its goal of providing a healthy and strong diverse learning and working environment for all.

“Human diversity

makes tolerance

more than a

virtue, it makes it

a requirement

for survival. “

Rene' Jules Dubos

Pulitzer Prize

Winner

1901 - 1982

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APPENDIX

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Appendix A

Defining Diversity in Academia

Diversity in higher education may include a broad

spectrum that encompasses areas such as equality of access and representation, integration of diversity into curriculum, scholarship and research, multicultural understanding, civility,and supportive campus climate. There is a wide range of useful descriptors for defining the meaning of diversity for higher education purposes. Colleges and universities may exhibit some or all of these to varying degrees.

AssimilationDiversity: The expectation that diverse groups identify with and emulate traditional values, beliefs, and behaviors in academia.

BalkanizationDiversity: Groups maintain separate identities, values, beliefs, and behaviors. They may or may not coexist well with other groups.

Classroom Diversity: Exposure of students through the curriculum to knowledge about race, ethnicity, gender and disability, including history, perceptions, values and contributions.

Contextual Diversity: In addition to a supportive campus climate, the academic and institutional system and structures – as well as modes of pedagogy – enable all members of the community to thrive.

Cultural Diversity: Suggest difference and distinctiveness but with coexistence.

Demographic Diversity: Differences across identifiable group characteristics like race, gender, culture, class, age, and physical capacity.

Environmental Diversity: The campus climate values multicultural perspectives and fosters learning, living and working environment that supports diversity.

Instructional Diversity: Manipulating teaching styles/strategies to meet the needs of diverse learners.

“[People] may

be said to

resemble not

the bricks of

which a house

is built, but

the pieces of a

picture puzzle,

each differing

in shape, but

matching the

rest, and thus

bringing out

the picture.”

Felix Adler

Founder of the

Ethical

Culture

1851 - 1933

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Interactional Diversity: The wide variety of opportunities for

both structured learning and informal co-curricular relationships among diverse faculty, staff and students.

Structural Diversity: The representation of diverse groups on campus in numbers sufficient to encourage their active involvement in and contribution to the life of the institution. It involves close attention to the use of a wide range of financial strategies to support students from all backgrounds, races and ethnicities.

“Ultimately,

America’s answer

to the intolerant

man is

diversity…”

Robert Francis

Kennedy

American

Politician

1925 - 1968

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APPENDIX B WORKFORCE DATA

DISTRIBUTION OF FULL-TIME FACULTY, ADMINISTRATORS AND

CLASSIFIED/CONFIDENTIAL EMPLOYEES

AS OF FALL 2008

FULL-TIME FACULTY CLASSIFIED/CONFIDENTIAL NUMBER PERCENTAGE NUMBER PERCENTAGE WHITE: 312 76.6% WHITE: 70 27.3% AFRICAN-AMERICAN: 67 16.4% AFRICAN-AMERICAN: 161 62.8% LATINO: 12 2.9% LATINO: 18 7.0% ASIAN: 16 3.6% ASIAN: 7 2.7% TOTAL: 407 100% TOTAL 256 100% WOMEN 204 50.1% WOMEN 143 57.8% ADMINISTRATORS TOTAL NUMBERS NUMBER PERCENTAGE NUMBERPERCENTAGE WHITE: 98 54.1% WHITE: 480 56.8% AFRICAN-AMERICAN: 67 37.0% AFRICAN-AMERICAN: 295 34.9% LATINO: 6 3.3% LATINO: 36 4.2% ASIAN: 10 5.5% ASIAN: 33 3.9% TOTAL: 181 100% TOTAL 844 100% WOMEN 118 65.1% WOMEN 470 55.6%

24 | P a g e

0%

25%

50%

75%

100%

HIRES TERMINATIONS PROMOTIONS TRANSFERSSALARY

ADJUSTMENTS

WHITE 47% 40% 53% 32% 69%

AFRICAN-AMERICAN

45% 47% 29% 56% 19%

HISPANIC 1% 4% 4% 4% 12%

ASIAN 7% 9% 14% 8% 0%

ALL EMPLOYMENT TRANSACTION BY RACE FOR 2008

25 | P a g e

AFRICAN-AMERICAN 45%

ASIAN 7%

HISPANIC 1%

WHITE 47%

OVERALL HIRES FOR 2008 BY RACE

26 | P a g e

27 | P a g e


ASIAN 14%

HISPANIC 4%

WHITE 53%

OVERALL PROMOTIONS FOR 2008 BY RACE

28 | P a g e


ASIAN 8%

HISPANIC 4%

WHITE 32%

OVERALL TRANSFERS FOR 2008 BY RACE

29 | P a g e


ASIAN 0%

HISPANIC 12%

WHITE 69%

OVERALL SALARY ADJUSTMENTS FOR 2008 BY RACE

30 | P a g e

36%

0%

17%

25%

13%

25% 26%31%

48%

0%

25%

50%

75%

100%

2008/2009 2007/2008 2006/2007 2005/2006 2004/2005 2003/2004 2002/2003 2001/2002 2000/2001

MINORITY FACULTY HIRESACADEMIC YEARS 2008/2009 TO 2000/2001

Information provided by HR 9/2008

31 | P a g e

40%

0%

50%

60%

0%

25%

63%

25%

0%

25%

50%

75%

100%

2008 2007 2006 2005 2004 2003 2002 2001

MINORITY FACULTY MERIT PROMOTIONS2008 TO 2001

32 | P a g e

24%21% 20%

37%

10%

26%22%

14%

0%

25%

50%

75%

100%

8-Aug 2007 2006 2005 2004 2003 2002 2001

MINORITY FACULTY TERMINATIONS2008 TO 2001

Documents

Diversity Plan 2009 - 2013 - path.ccp.edupath.ccp.edu/stafpage/diversity-plan2009-2013.pdfDiversity Plan 2009 - 2013 ... We need to understand that diversity and managing diversity