Student Equity Plan Summary

5/16/2019 NOVA: Student Equity Plan 2019-2022 Porterville College

https://nova.cccco.edu/sep/plans/6856/preview?forPrint=true 1/23

Student Equity Plan Summary

Contacts

Project Lead Contact

Erin Cruz Director, Enrollment Services [email protected] (559) 791-2332

Alternate Project Lead Contact

Michael Carley College Institutional Researcher [email protected]

Approvers

Chief Instructional O�icer

Sam [email protected](559) 791-2308

Chief Student Services O�icer

Primavera ArvizuVice [email protected](559) 791-2218

Chancellor/President

Awaiting Submittal

Awaiting Submittal

mailto:[email protected]






Chancellor/President

Bill [email protected]

Academic Senate President

Miles [email protected]

Chief Business O�icer

Arlitha Williams-HarmonVice President, Finance & Administrative [email protected](559) 791-2374

Awaiting Submittal

Awaiting Submittal

Awaiting Submittal

Details

Assurances

* I have read the legislation Education Code 78220 and am familiar with the goals, terms and conditions of the Student EquityPlan, as well as the requirements of Student Equity & Achievement legislation (Education Code 78222).

Progress & Success

Process & Schedule




https://leginfo.legislature.ca.gov/faces/codes_displayText.xhtml?lawCode=EDC&division=7.&title=3.&part=48.&chapter=2.&article=1.5

https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=EDC&sectionNum=78222.



Porterville College has established a leadership team which consists of administration from Student Services and Instructionwho are charged with oversight of student equity goal progress. Regular meetings will be conducted throughout the academicyear and will be centered around strategic planning and the progression of student equity goals. Oversight includes, but is notlimited to: project status reviews, identifying gaps, developing strategic plans, fostering campus-wide discussions aroundequity, expanding current networks within the equity and student success academic communities, and promoting continuedvisibility of the student equity goals. Preliminary meetings for 2019-22 planning have already begun and will continuethroughout the duration of our program review period. Jan. 19 to May 19-Leadership team to meet monthly to discussstrategic planning and project progress, conduct program assessment to streamline resources and activities formallyassociated with SSSP, Equity, and Basic Skills, establish a proposal for collaborative programming that aligns the goals,missions, and visions of the SSSP, Equity, and Basic Skills programs into one single focused strategic plan, expand outreache�orts for prospective students both within impacted and non-impacted populations, monitor student participation andresponsiveness to outreach events, expand partnerships with community networks that can increase our ability to supportimpacted student groups. Jun.-Aug. 19-Leadership team to meet monthly to discuss strategic planning and project progress,begin implementation of new strategic plans in preparation for the academic year, review district and PC data analysis toidentify program priorities associated with our DI populations, expand use of Navigate system to support strategic studentcampaigning and student success support programming. Sept.-Dec. 19 - Enrollment Services and outreach teams willcontinue to work closely with HS partners to assess the needs of Dual Enrolled and incoming Porterville College students,Equity and Education Services team will continue participation in community events associated with impacted populations toexpand awareness associated with the needs of the student population, conduct focus groups to identify the student'sperspective regarding programs/resources provided. Jan. 20 to duration of review period, maintain established programs,complete annual program impact assessment, continue monthly planning meetings.

Success Criteria

Porterville College SEA Program Leadership team will work with Student Services, O�ice of Instruction, Faculty, Students, Sta�and Community Members to ensure program coordination is both inclusive and relevant. Regular meetings will be conductedthroughout the academic year and will be centered around strategic planning and the progression of student equity goals.Focus areas to include, but is not limited to: • Streamlining support services provided to students • Reducing opportunities forduplication of support services provided • Expanding the use of technology • Incorporate equity into the classroom •Incorporating comprehensive student tracking coding within CRM systems • Aligning student equity plan, and objectives, withthe overarching district and Porterville College strategic plans for student success matrixes • Incorporating the CCC Vision forSuccess within the student equity development discussions Additionally, Porterville College will also incorporate and/or expandthe following program strategies: • Development of planning and implementation teams in association with the student equitygoals • Diversification of current working groups to include members of other categorical and campus-based programs;where applicable • Expansion of student leadership programs for impacted and non impacted students • Continuation ofpartnerships with HS Principals, Counselors and Advisors to coordinate outreach e�orts • Continuation of partnerships withcolleges and universities within the Porterville College network • Continuation of partnerships with Porterville College’sassociated agencies

Executive Summary

https://www.portervillecollege.edu/student-equity

Metrics

Overall Student Population

https://www.portervillecollege.edu/student-equity



Metric Baseline GoalEquity

Change

Disproportionately Impacted (DI) Student Groups

Transferred to a Four-Year Institution 299 359 +20.07%

Attained the Vision Goal Completion Definition 444 511 +15.09%

Enrolled in the Same Community College 3494 3702 +5.95%

Retained from Fall to Spring at the Same College 2677 2721 +1.64%

Completed Both Transfer-Level Math and English Within the District in theFirst Year

91 183 +101.1%



Demographic Gender Metric Baseline GoalEquity

Change

Disabled Female Transferred to a Four-Year Institution 10 12 +20%

Disabled Male Transferred to a Four-Year Institution 5 6 +20%

Filipino Female Transferred to a Four-Year Institution 2 3 +50%

Asian Male Transferred to a Four-Year Institution 1 2 +100%

American Indian orAlaska Native

Male Transferred to a Four-Year Institution 0 1 0%

Foster Youth Female Transferred to a Four-Year Institution 0 1 0%

Foster Youth Male Transferred to a Four-Year Institution 1 2 +100%

Disabled MaleAttained the Vision Goal CompletionDefinition

8 9 +12.5%

Black or AfricanAmerican

FemaleAttained the Vision Goal CompletionDefinition

1 2 +100%


MaleAttained the Vision Goal CompletionDefinition

2 3 +50%

White MaleAttained the Vision Goal CompletionDefinition

22 26 +18.18%

More than onerace


1 2 +100%

Foster Youth FemaleAttained the Vision Goal CompletionDefinition

3 4 +33.33%

Foster Youth MaleAttained the Vision Goal CompletionDefinition

2 3 +50%

LGBT FemaleAttained the Vision Goal CompletionDefinition

2 3 +50%

Veteran MaleAttained the Vision Goal CompletionDefinition

5 6 +20%



0 1 0%


FemaleRetained from Fall to Spring at theSame College

5 7 +40%

White MaleRetained from Fall to Spring at theSame College

156 165 +5.77%




Change

White FemaleRetained from Fall to Spring at theSame College

233 243 +4.29%

White FemaleEnrolled in the Same CommunityCollege

318 345 +8.49%

Asian FemaleEnrolled in the Same CommunityCollege

35 55 +57.14%


FemaleEnrolled in the Same CommunityCollege

32 39 +21.88%



20 28 +40%

White MaleEnrolled in the Same CommunityCollege

259 294 +13.51%

Asian MaleEnrolled in the Same CommunityCollege

35 123 +251.43%


MaleEnrolled in the Same CommunityCollege

25 33 +32%


MaleEnrolled in the Same CommunityCollege

22 30 +36.36%

LGBT FemaleEnrolled in the Same CommunityCollege

63 77 +22.22%

LGBT MaleEnrolled in the Same CommunityCollege

22 43 +95.45%

Veteran FemaleEnrolled in the Same CommunityCollege

2 4 +100%

Disabled FemaleCompleted Both Transfer-Level Mathand English Within the District in theFirst Year

0 2 +100%

Disabled MaleCompleted Both Transfer-Level Mathand English Within the District in theFirst Year

0 2 +100%

Hispanic or Latino MaleCompleted Both Transfer-Level Mathand English Within the District in theFirst Year

24 44 +83.33%

Foster Youth MaleCompleted Both Transfer-Level Mathand English Within the District in theFirst Year

0 1 0%




Change

Additional Categories

No population groups selected.

LGBT FemaleCompleted Both Transfer-Level Mathand English Within the District in theFirst Year

0 2 +100%

Native Hawaiian orother PacificIslander


2 5 +150%

Some other race MaleEnrolled in the Same CommunityCollege

7 34 +385.71%

Some other race FemaleEnrolled in the Same CommunityCollege

4 12 +200%

Activities

Pirate Maps

Brief Description of Activity

Improve communication with students regarding course mapping, support services, and programs by utilizing Navigate,InsidePC, Comevo, Career America (FATV), Cranium Café, CampusCast, social media, etc.

Expand Promise Program


Expand Promise Program to aid in decreasing college costs such as tuition and fees, books, and transportation. Also,additional benefits through a shared collaboration in Student Services to include: summer bridge, financial wellness,childcare, meal cards, Pirate Pantry, etc. In addition, early communication to community partners and school districtsregarding the benefits of the Promise Program beginning with middle school students.

Improve robust outreach program for high school students


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Overall : All : Enrolled in the Same Community College

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Improve robust outreach program for high school students including Dual/Concurrent students. Coordination with highschool districts to conduct the following events: PC Connection, Preview Night for juniors, Counselor/Principal Retreat, Collegeand Financial Aid Night, Orientations, Senior Day, Assigned Counselor/Advisor at each high school site, Student Placementworkshops with Counselors (DegreeWorks), FAFSA/Dream Act workshops, Meet and Greet with Faculty/Sta� event, andCCCApply workshops.

Improved outreach for new incoming students (non high school seniors)


Coordinate Pirate in a Day, RegFest, Orientations, CCCApply workshops, FAFSA/Dream Act workshops, etc. Coordinate withcollege constituents to align messaging and advertise financial aid opportunities, academic programs, career pathways, andbenefits of enrolling in 30 units a year for on time completion.

Robust outreach to rural areas


Will conduct outreach to the rural communities of Poplar, Terra Bella, Ducor, Pixley, Earlimart, Richgrove, Tipton, Woodville,Plainview, Strathmore, Lindsay and Farmersville (including swap meet, labor camps, and agricultural field locations). UtilizeOne Stop Student Services mobile unit to visit these sites for registration. Develop new ESL materials/advertising /video topromote non-credit and credit course o�erings. Develop community partnership with agencies that support ESL students.

Outreach and onboarding e�orts to populations identified (American Indian, African American,LGBT, Asian, Native Hawaiian/Pacific Islander, Veteran and White students)


Target outreach and onboarding e�orts to American Indian, African American, LGBT, Asian, Native Hawaiian/Pacific Islander,Veteran and White student populations. Although the data doesn’t include foster youth, students with disabilities, Hispanic,DACA, AB540, or ESL students, e�orts will continue as needed to support these student groups with various activitiesthroughout the year.

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Overall : All : Enrolled in the Same Community CollegeOverall : All : Retained from Fall to Spring at the Same CollegeHispanic or Latino : Male : Completed Both Transfer-Level Math and English Within the District in the First Year

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Overall : All : Enrolled in the Same Community CollegeBlack or African American : Female : Retained from Fall to Spring at the Same CollegeWhite : Male : Retained from Fall to Spring at the Same CollegeWhite : Female : Retained from Fall to Spring at the Same CollegeWhite : Female : Enrolled in the Same Community CollegeAsian : Female : Enrolled in the Same Community College



Welcome back orientations


Plan Welcome Back Orientations each year for disproportionately impacted student groups and provide necessary supplies tosupport their academic goals.

Annual Equity Summit


Plan annual Equity Summit for community partners, faculty, administrators, and sta�. Summit sessions will be developed topromote awareness of best practices for identifying equity gaps, creating an inclusive campus culture, utilizing equity toincrease student engagement and increasing equity within online/on ground pedagogy.

Outreach to UMOJA community


Expand outreach to include recruitment for UMOJA Community (African American focused program) & Mentorship Programs.Develop a partnership with Porterville College UMOJA Community student leaders to assist with outreach for African Americanstudents.

Focus groups for prospective and new students


Enlist prospective and new students, including dual enrollment students, to participate in student focus groups. Focus groupdiscussions will be centered around the entry experience, including but not limited to: outreach, PC connection, andorientation. Feedback obtained will be incorporated within outreach and student service strategies.

American Indian or Alaska Native : Female : Enrolled in the Same Community CollegeBlack or African American : Female : Enrolled in the Same Community CollegeWhite : Male : Enrolled in the Same Community CollegeAsian : Male : Enrolled in the Same Community CollegeAmerican Indian or Alaska Native : Male : Enrolled in the Same Community CollegeBlack or African American : Male : Enrolled in the Same Community CollegeLGBT : Female : Enrolled in the Same Community CollegeLGBT : Male : Enrolled in the Same Community CollegeVeteran : Female : Enrolled in the Same Community College

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Overall : All : Enrolled in the Same Community CollegeBlack or African American : Female : Enrolled in the Same Community CollegeBlack or African American : Male : Enrolled in the Same Community College



Expansion of Student Ambassador Program


Expand PC Ambassador Program to include mentorship. Through the PC Promise Program, each ambassador will beassigned a cohort of students they will monitor, guide and train. Support includes workshops, check-in meetings, andoutreach/follow up calls.

Expand partnerships with district schools


Expand partnerships with district schools (I.e. Bakersfield and Cerro Coso) to increase awareness of e�ective best practices forincreasing enrollment, creating measurable matriculation matrix and streamlining student onboarding workflows.

Student Advisory Board to assist with outreach e�orts


Enlist members of the Student Advisory Board to assist with outreach e�orts. Support to include: PC student meet and greets,student panel presentations and campus engagement (i.e. “A day in the life”).

Expand the use of technology


Expand the use of technology, such as Navigate, to create targeted wrap-around support and follow up. Support to includeautomated checklists, automated follow-up communication workflow, special population tracking, and predictive analytics.

Expand predictive analytic assessments


Expand predictive analytic assessments to include a review of local and national enrollment trends for Native American,African American, White, LGBTQ, Native Hawaiian/Islander and Veteran students. Assessments to include Common enrollment

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barriers (both locally and nationally); top enrollment motivators, the impact of outreach on enrollment (i.e. equity, relevance,and e�ectiveness), income potential by program and matriculation by demographics.

Welcome Week festivities


Welcome week festivities during the first week of classes to support students each semester reminding them of various supportservices and resource on the campus. Sta� are available to answer questions and provide guidance throughout the first weekof school.

Increase access to campus resources


Increase access to campus resources by expanding academic and student services to include students in rural as well asstudents taking evening or online courses. Support includes Cranium Café (online advising), NetTutor, Proctorio, Rosetta Stone,etc.

Improve communication with students


Improve communication with students regarding important deadlines and dates. Utilize Navigate, InsidePC, CampusCast, andsocial media to provide communication to students throughout the year.

Expand Student Ambassador program training


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Overall : All : Enrolled in the Same Community CollegeWhite : Female : Enrolled in the Same Community CollegeAmerican Indian or Alaska Native : Female : Enrolled in the Same Community CollegeBlack or African American : Female : Enrolled in the Same Community CollegeWhite : Male : Enrolled in the Same Community CollegeAmerican Indian or Alaska Native : Male : Enrolled in the Same Community CollegeBlack or African American : Male : Enrolled in the Same Community CollegeLGBT : Female : Enrolled in the Same Community CollegeLGBT : Male : Enrolled in the Same Community CollegeVeteran : Female : Enrolled in the Same Community CollegeNative Hawaiian or other Pacific Islander : Female : Enrolled in the Same Community College

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Overall : All : Retained from Fall to Spring at the Same College

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Expand Student Ambassador program training that will provide knowledge about campus resources, transfer, degree andcertificate completion.

Implement UMOJA Program


Implement mentorship and development programs for African American female students such as the UMOJA Community.Students will be assigned to a support team for program persistence rate monitoring. Persistence rate monitoring andsupport to include: automated strategic communication workflow (i.e. Navigate campaigns), workshops, consultativecounseling, professional development, and wellness resources.

Annual student focus groups


Conduct bi-annual student focus groups and/or town hall meetings to promote active student engagement. Campaigns will beexpanded to increase targeted marketing to African American and White students. Feedback collected will be incorporatedinto global student service development plans.

Increase African American and White student participation in the Student Advisory Board


Increase African American and White student participation in the Student Advisory Board to provide feedback,recommendation, and solutions for improving the Fall to Spring persistence rate for African American and White students.Students will be encouraged to evaluate current service programs for feedback on impact and relevance. Feedback obtainedwill be incorporated into global student service development plans.

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Overall : All : Retained from Fall to Spring at the Same CollegeBlack or African American : Female : Attained the Vision Goal Completion DefinitionBlack or African American : Female : Retained from Fall to Spring at the Same CollegeBlack or African American : Female : Enrolled in the Same Community CollegeBlack or African American : Male : Enrolled in the Same Community College

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Overall : All : Retained from Fall to Spring at the Same CollegeBlack or African American : Female : Attained the Vision Goal Completion DefinitionBlack or African American : Male : Attained the Vision Goal Completion DefinitionWhite : Male : Attained the Vision Goal Completion DefinitionBlack or African American : Female : Retained from Fall to Spring at the Same CollegeWhite : Male : Retained from Fall to Spring at the Same CollegeWhite : Female : Retained from Fall to Spring at the Same CollegeWhite : Female : Enrolled in the Same Community CollegeBlack or African American : Female : Enrolled in the Same Community CollegeWhite : Male : Enrolled in the Same Community College

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Expand PC Ambassador Program to include mentorship


Expand PC Ambassador Program to include mentorship. Through the PC Promise Program, each ambassador will beassigned a cohort of students they will monitor, guide and train. Support includes workshops, check-in meetings, andoutreach/follow up calls. Ambassadors will be trained on best practices to support impacted student populations.



Expand partnerships with district schools (I.e. Bakersfield and Cerro Coso) to increase awareness of e�ective best practices forFall to Spring program persistence for impacted student groups.



Expand predictive analytic assessments to include: Common program persistence barriers (both locally and nationally),enrollment melts (i.e. LOA, transfer and etc.), the impact of student services support programs, special population programpersistence trends, and impact of AB-705 on program persistence.

Expand use of technology


Expand use of technology, such as Navigate, to create targeted wrap-around support and follow up. Support to includeautomated checklists, automated follow-up communication workflow, special population tracking, and predictive analytics.

Student contacts


Overall : All : Retained from Fall to Spring at the Same CollegeBlack or African American : Female : Retained from Fall to Spring at the Same CollegeWhite : Male : Retained from Fall to Spring at the Same CollegeWhite : Female : Retained from Fall to Spring at the Same College

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Student contacts with those who have completed 30-45 units. Educational advisors contact students to meet with them face-to-face to follow up on progress, answer questions, and make referrals.

Ongoing professional learning


Provide on-going professional learning for sta�, faculty and administrators regarding best practices for retaining students,promoting 15 to Finish, and increasing transfer.

Collect, analyze, communicate and disseminate retention data


Collect, analyze, communicate and disseminate retention data by developing a system for obtaining student feedback toidentify retention barriers and solutions.

Educate campus constituents on retention findings


Educate campus constituents on retention findings and coordinate to align the messaging across campus through trainingsas well as during Flex training.

Plan retention/enrollment events


Plan retention/enrollment events that support students in planning for registration such as March Ahead, and RegFest.

Utilize campus so�ware


Utilize campus so�ware to provide important information, updates and contacts with students: CampusCast, Navigate, EarlyAlert, and Cranium Café.

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Overall : All : Transferred to a Four-Year Institution

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Coordinate annual Transfer Fair


Coordinate annual Transfer Fair where 20 plus universities visit the PC campus to meet students and discuss transfer options.

Coordinate annual Transfer Recognition event


Coordinate annual Transfer Recognition event and recognize those students who have diligently worked to complete theiracademic pathway and are transferring to a university.

Redesign a robust Transfer Center


Redesign a robust Transfer Center that coordinates e�orts with support programs across campus to calendar transfer eventsand workshops that assist students completing transfer application, completing personal statements, submitting financial aidforms, financial wellness, orienting students on important deadlines for UC, CSU and other private and out of state universities.

Promote an immersive transfer-going culture


Promote an immersive transfer-going culture on campus by enlisting faculty to embed transfer information and activities intosyllabus and curriculum, and o�ering extra credit for attendance at transfer events. Utilize Student Ambassadors trained intransfer to promote by linking students with clubs at PC and at the transfer universities.

Build and strengthen transfer institutions partnerships


Build and strengthen the transfer institutions partnerships to connect students with trusted individuals at the universities.

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Collect, analyze and disseminate data related to transfer


Collect, analyze and disseminate data related to transfer by researching best practices for increasing transfer rates, trackingstudents who indicate transfer as a goal, surveying students on transfer barriers and reasons for not transferring.

Increase campus visits to UC and CSU Schools


Increase campus visits to UC and CSU Schools. Expand partnerships with college/universities to create customized campuspresentations around the identified needs of PC students (i.e. accessibility resources, foster youth programs, 1st Generationprograms and etc.).



Expand predictive analytic assessments to include: Common transfer barriers (both locally and nationally), transfer supportneeds, transfer institution trends by demographic and special population.








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Conduct bi-annual student focus groups


Conduct bi-annual student focus groups and/or town hall meetings to promote active student engagement. Campaigns will beexpanded to increase targeted marketing to impacted populations as it relates to preparation for and successful completionof the transfer to 4-year universities. Feedback collected will be incorporated into global student service development plans.



Expand partnerships with district schools (I.e. Bakersfield and Cerro Coso) to increase awareness of e�ective best practices tosupport impacted student groups with successful transfer to 4-year universities.

Students will enter transfer level English and Math with the support and guidance from a counselor


Students will enter transfer level English and Math with the support and guidance from a counselor based on the newplacement structure e�ective summer 2019. Students will make informed decisions with a counselor determining which mathor English course is necessary and if a co-requisite support course is needed for their program of study.

Expand supplemental instruction


Expand supplemental instruction by increasing the number of tutors in impacted classes.

Provide regular, ongoing professional learning to math and English instructors


Provide regular, ongoing professional learning to math and English instructors regarding best practices for coursecompletion.

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Overall : All : Completed Both Transfer-Level Math and English Within the District in the First Year

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Strengthen educational partnerships to align high school and college curriculum


Strengthen educational partnerships to align high school and college curriculum by scaling up dual enrollment for math andEnglish. Continue K-12 collaborative professional learning for high school ad adjunct faculty teaching college courses.

Faculty utilization of the Early Alert system


Faculty utilization of the Early Alert system to notify counselors early in the semester when a student is not doing wellacademically in a course/s. Counselors will reach out to the student to meet and provide support/resources necessary to aid inthe completion of courses.

Collect, analyze and disseminate data related to course completion in math and English


Collect, analyze and disseminate data related to course completion in math and English by tracking student success andretention rates on a term by term basis. Collect qualitative data on students experience in transfer level math and English byconducting surveys and holding student focus groups. Educate campus constituents on course completion findings.



Expand predictive analytic assessments to include: Common program persistence barriers (both locally and nationally), theimpact of student services support programs, and special population completion of transfer-level Math and English courses.

Partner with Faculty to create support programming


Partner with Faculty to create support programming to increase student competence in Math and English. Support to includeEarly alert collaboration, streamlined communication between faculty and student services teams, and increased faculty

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inclusion in student services program development discussions.




Implement auto-awarding process


Implement auto-awarding process to simplify the degree and certificate awarding process to eligible students.

Improve communication with students


Improve communication with students by sending out notifications regarding the awarding process. Build campus awarenessabout the degree and certificate completion process and the long term benefits of stackable degrees.

Improve certificate programs and opportunities based on workforce demands


Improve certificate programs and opportunities based on workforce demands and strategize non-credit course pathways thatlead to certificates, degrees and transfer.

Create Pirate Maps/Guided Pathways completion teams


Pirate Maps/Guided Pathways completion teams with faculty leads from each discipline to guide course mapping, reviewcurriculum for degree and certificate o�erings based on industry needs/demands.

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Overall : All : Attained the Vision Goal Completion Definition

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Implement mentorship and development programs


Implement mentorship and development programs for African American female students such as the UMOJA Community.Students will be assigned to a support team for program persistence rate monitoring. Persistence rate monitoring andsupport to include: automated strategic communication workflow (i.e. Navigate campaigns), workshops, consultativecounseling, professional development, and wellness resources.

Enlist currently enrolled students to participate in student focus groups


Enlist currently enrolled students to participate in student focus groups. Focus group discussions will be centered on programcompletion. Feedback obtained will be incorporated within student services program development.






Expand partnerships with district schools (I.e. Bakersfield and Cerro Coso) to increase awareness of e�ective best practices tosupport impacted student groups with successful program completion.



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Overall : All : Attained the Vision Goal Completion DefinitionBlack or African American : Female : Attained the Vision Goal Completion Definition

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Expand predictive analytic assessments to include: Common program completion barriers (both locally and nationally),program completion trends (both locally and nationally), transfer institution trends by demographic and special population.

Increase onboarding of disproportionate student groups into learning communities


Increase onboarding of disproportionate student groups into learning communities by targeting outreach e�orts to impactedstudents during enrollment and connect students with mentors, student clubs, resources, CTE programs, and industrypartners.

Support the degree and certificate completion e�orts


Support the degree and certificate completion e�orts of the special programs such as Foster Youth, DSPS, Veterans, AmericanIndians, EOPS, etc. by recognizing those students during end-of-semester ceremonies.

Professional development for faculty/sta�


Provide professional development for faculty/sta� related to equity and data inside/outside of the classroom. This will includelunch and learn sessions, flex day workshops, etc.

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Overall : All : Attained the Vision Goal Completion DefinitionDisabled : Male : Attained the Vision Goal Completion DefinitionFoster Youth : Female : Attained the Vision Goal Completion DefinitionFoster Youth : Male : Attained the Vision Goal Completion DefinitionVeteran : Male : Attained the Vision Goal Completion DefinitionAmerican Indian or Alaska Native : Male : Attained the Vision Goal Completion Definition

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2019 © California Community Colleges NOVA Site Version: 4.6.4

Incorporate student equity into the Guided Pathways framework


Incorporate student equity into the Guided Pathways framework. In depth data discussions will occur throughout the yearduring the Pathways to Success and Equity committee meetings. Student equity discussions will also transpire during GuidedPathways mapping meetings, as well as entry team and completion team meetings.

Enhance students awareness of the college’s Cultural and Historical Awareness Program (CHAP)


Enhance students awareness of the college’s Cultural and Historical Awareness Program (CHAP) by providing exposure toimportant aspects of our society. Faculty members will integrate elements of the CHAP themes into coursework. This includesguest speakers, panel discussions, field trips, etc.

Increase faculty awareness/participation related to student success and equity


Increase faculty awareness/participation related to student success and equity. Provide regular updates at division meetingsregarding issues related to student barriers in or out of the classroom.

Support faculty with professional development


Support faculty with professional development opportunities that improve teaching strategies and e�ectiveness. Ongoingfaculty development also helps to improve student learning and outcomes.

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https://nova.cccco.edu/releaseNotes

Student Equity Plan Summary

Documents

Transcript of Student Equity Plan Summary