Diversity Action
Committee Implementation Plan for Diversity,
Equity and Community
The
Diversity Action implementation team initiated this action plan during the
summer and fall of 2006, with input from the Ramapo community, in response to
the results of the Campus Climate Survey of 2005 as well as other campus
reports conducted in recent years. (See Appendix below
for index keys, reports and rationale.) The DAC considers this plan a “living
document" and expects that it will be updated as existing, new initiatives
and community input are introduced.
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GOAL 1: CURRICULUM/PEDAGOGY |
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Continue to enhance & value a
curriculum and pedagogy tied to the intercultural and international elements
of the Ramapo mission. |
Objectives 1.1 Foster
critical, creative, and compassionate student thinking about power &
privilege; increase student exposure
to diversity of all kinds. 1.2
Provide faculty with the tools and support to teach inclusively. 1.3
Encourage involvement in curriculum and pedagogy among all members of the
college community. |
Rationale CCS 8,9,16 & 19; GSS 5&6; HERI
1, 3, 4, 6, & 7; RCI 2 &3; RMS Intercultural; RMS International (See appendix for explanation) |
Completed Action, Dec. Held first “brown
bag” discussion with FRC, engaging students of
color. Planned lecture
series for spring 07: Diversity in the 21st Century. Designated Ruma Sen,
rep. for all-campus intercultural committee. |
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GOAL 2: RESEARCH/SCHOLARSHIP |
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Continue
to value and enhance an academic environment and curriculum that values
cultural/social/economic diversity and supports the intercultural and
international elements of the Ramapo mission. |
Objectives 2.1
Support and publicize diversity in by making diversity goals, efforts and
achievements visible and accessible to the entire Ramapo community. 2.2
Encourage, recognize,support research/scholarship related to
diversity. 2.3 Encourage service/experiential learning that
supports the intercultural and international
missions. |
Rationale CCS18,14,15,
17 & 19; GSS 1 & 6; HERI 2, 3 & 5; RCI 2,3,11,12,13,14; RMS
Intercultural; RMS International (See
appendix for explanation) |
Completed Action, Dec. Database of
diversity events, scholarship, programs underway. |
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GOAL 3: RECRUITMENT/RETENTION OF STUDENTS |
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Increase
the recruitment and retention of historically under-represented populations. . |
Objectives 3.1
Enhance recruitment of under-represented students by conducting improved
outreach to community schools and groups. 3.2 Enhance retention of under-represented
students by increasing and promoting support services and coordinating with
existing faculty and student groups. 3.3. Heighten awareness and support of populations
published research identifies as particularly under-represented, such as African-American
males, males in general, in addition to older, returning students. |
Rationale CCS
2-12, 17; GSS 3 &4 ; HERI 3, 4, 8;
IP06 1, RCI 5-10 (See appendix for explanation) |
Completed Action, Dec. Database of existing
tutoring services underway as support for students. |
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GOAL 4: RECRUITMENT/RETENTION OF FACULTY and STAFF |
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Increase
the recruitment and retention of historically under-represented populations
among faculty, staff and administrators. |
Objectives 4.1
Provide seamless institutionalized oversight of professional development,
staff programs and resources. 4.2 Enhance communication
about diversity throughout the entire Ramapough Lenape Nation. 4.3
Enhance and clarify recruitment guidelines and procedures. |
Rationale CCS 2-7;
GSS 5&6; HERI 4, 9, 109, 11; IP05 1,
RCI 7; STF1-4 (See appendix for
explanation) |
Completed Action, Dec. Database of
community resources completed. |
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GOAL 5: COLLEGE POLICIES PROCEDURES and
TRAINING |
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To assure equal access,
opportunity and safety for all students, faculty and staff regardless of age,
race, gender, sexual orientation, disability, ethnicity and economic background. |
Objectives 5.1 Assure
proper, judicious handling
of complaints by properly trained, independent and responsible individual(s). 5.2 Evaluate clarity, understanding of
faculty and staff training related to sexual harassment, discrimination,
violence. 5.3 Determine
training and procedures needed to assist security personnel in identifying, handling
and investigating incidents of bias, sexual harassment and abuse. |
Rationale CCS 2-12,
17, 18, 20, 22; GSS 5&6; HERI 4, 6, 8, 11; IP05 1, RCI
15-21; STF1-4 (See appendix for
explanation) |
Completed Action, Dec. Inventory of college policies
collected. Cultural diversity training
planned for security in Jan. |
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GOAL 6: INTER/INTRA GROUP RELATIONS |
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To foster a campus climate that creates an environment free from
harassment, violence and sexual victimization for all groups; to encourage
diverse exchanges between groups in an environment that is free from
judgment, safe for those who want to speak out, and which recognizes that
such interaction is important to sustain a dynamic campus community. |
Objectives 6.1 Foster a campus climate that
creates an environment free from harassment, violence and sexual
victimization for all groups through awareness programs and training. 6.2 Create a space for
meaningful inter and intra group exchanges between culturally and socially
diverse groups. 6.3 Encourage, recognize and
publicize diversity initiatives and achievements. |
Rationale CCS 2-15, 17, 18, 20; GSS 1-4; HERI 3, 4, RCI 1, 2, 4, 5, 6, 7, 11, 12, 13, 14, 22
(See appendix for explanation) |
Completed Action, Dec. EOF success stories will now be
promoted in the Honors Convocation. |
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GOAL 7: EXTERNAL RELATIONS |
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To strengthen and expand
working relationships with external constituencies, such as alumni, police,
media, K-12 schools, non-profits. |
Objectives 7.1 Request that a
representative from the Mahwah Police Department serve on the DAC. 7.2 Seek improved relationships and shared
goals with the Ramapough Lenape Nation. 7.3 Meet with Institutional Advancement and other
related offices to identify which established
contacts can assist the College's diversity initiatives and improve community
outreach. |
Rationale CCS 4, 5, 6 plus RCI 22; (See appendix for explanation) |
Completed Action, Dec. Security Chief joined DAC; Mahwah Police Chief invited to sit on DAC. Contacted Chief Dwayne Perry to
set up outreach meeting. |
for DAC Working Action Plan
Fall 2006
Key:
AATF: Affirmative Action Task Force
Report (AATF) published 1999
CCS: Campus
Climate Survey (CCS) administered 2005
DMR: DAC Midterm
Report (DMR) published March 2005
GSS: Graduating
Student Survey (GSS) administered 2004/2005
HERI:
Higher Education Research Institute Faculty Survey (HERI) administered
2004/2005
IP05:
Institutional Profile (IP) published Fall 2005
IP06:
Institutional Profile (IP) published Fall 2006
NSSE: National Survey of Student
Engagement administered 2005
RCI: Ramapo
Community Input 2006 (at Town Hall meetings and other fora)
RMS: Ramapo
Mission Statement (RMS)
SGAP: Student Government Association
Action Plan (SGAP) 2006/2007
STF: Search Task
Force recommendations passed by Faculty Assembly Fall 2005
Campus
Climate Survey (2005):
CCS 1:
2,091 surveys returned; 176
faculty, 277 staff, 29 administrators; 556 people of color; 98 people who
identified as having a physical disability; 204 who identified as having a
cognitive or emotional disability; 150 people who identified as lgbq (7% of the
total respondents)
CCS
CCS 3:
Less than a third of respondents (29%) who experienced harassment made a
complaint to a
CCS
CCS
CCS
CCS
CCS
CCS 9:
30.4% of those reporting personal experiences of harassment indicated that
they occurred in class; 36.8% of
respondents indicated that the source of the harassment was a faculty member;
11% of reporters of sexual victimization indicated professors as the
perpetrator.
CCS 10: 27.4% indicated that the source of
harassment was a staff member; 11% reported that the source was Ramapo
Security.
CCS
CCS
CCS
13: 64% of respondents believed that student
organizations visibly foster diversity; 56% feel that faculty in their program
do; 51% feel that SGA and Affirmative Action Office do.
CCS 14: 64% of respondents believed Ramapo
values their involvement in diversity initiatives on campus
CCS
CCS 16: 68.2% of faculty respondents, 64.2%
of undergraduate respondents, and 46.2% of graduate student respondents
indicated that course content represents the contributions of historically
marginalized groups. While 62.1% of white
respondents overall agreed; 53.4% of people of color agreed; 50% of transgender
respondents agreed, and 58.4% of lgbq respondents agreed.
CCS 17: 67% of respondents of color felt
more workshops on social justice would improve college community awareness; 57%
of female respondents felt more workshops re: gender would improve college wide
awareness; 51% of all respondents felt workshops focused on sexual orientation
would improve community awareness
CCS 18: 56.3% of respondents were not at all
familiar with the Assault Contact Team; 52.4% were not at all familiar with the
Safe Zone program; 50.3% ere not at all
familiar with Gay Peer Services. Women’s
Center was better known with only 18.3% reporting not being at all familiar
with the Women’s Center.
CCS 19:
52.7% of respondents were not at all familiar with the African American
Studies program; 65.7% were not at all familiar with the East Asian Studies
program; 69.1% were not at all familiar with Judaic Studies; 58.9% were not at
all familiar with Latin American Studies.
International Studies and Women’s Studies were more recognized with only
32.1% reporting that they were not at all familiar with International Studies
and only 39.5% reported not being at all familiar with Women’s Studies.
CCS 20:
35.1% of respondents reported being not at all familiar with the
college’s Non-Discrimination Policy.
CCS 21:
32.1% of respondents reported being not at all familiar with Ramapo’s
Equal Opportunity Fund
CCS
GSS 1:
60.6% of graduating seniors report having participated in multicultural
events at Ramapo (up 10.8% from 00/01).
50.8% report having attended International events; 16.7% report
participating in Study Abroad
GSS 2:
94.3% of graduating seniors reported that agreed or strongly agreed that
“People from different ethnic groups got along” at Ramapo; and 94.2% agreed or
strongly agreed that “Diversity is respected” at Ramapo.
GSS 3:
92.7% of graduating seniors agreed or strongly agreed that they “grew as
a person culturally, socially, and ethically
GSS 4:
86.4% of graduating seniors agreed or strongly agreed that they “felt
comfortable here and sensed I belonged” and 95.7% agreed or strongly agreed
that they “felt safe.”
GSS 5:
71.5% of graduating seniors reported that their education at Ramapo had
made “Significant/Much Contribution” to “understanding of different cultures
and lifeways”; 68.3% to “ability to critically examine personal beliefs” and
69.5% to “ability to interact with people different from myself.”
GSS 6:
53.0% of graduating seniors reported that their education at Ramapo had
made “Significant/Much Contribution” to “interest in
HERI 1: 55% of faculty agree that racial
and ethnic diversity have to be more strongly reflected in the curriculum
HERI 2: 77.6% of the faculty respondents
feel that colleges have a responsibility to work with surrounding communities
to address local issues
HERI 3: 72.6% of faculty respondents note
as an essential or very important goal for undergraduates that the college
“enhance students’ knowledge of and respect for other racial/ethnic groups”
HERI 4:
68.4% of faculty respondents feel high or highest priority of
institution to create a diverse/multicultural environment
HERI 5:
30.4% of faculty respondents conducted research/writing focused on
international global issues; 29.1% on racial/ethnic minorities; 36.1% on
women/gender issues
HERI 6:
68.3% of faculty respondents noted ‘helping to promote racial
understanding” as a very important or essential personal goal
HERI 7:
37.3 % of faculty respondents use readings on racial/ethnic issues and
women/gender issues in “most” or “all” of their courses
HERI 8:
52.5% of faculty respondents believe “recuiting more minority students”
should be of high or highest institutional priority
HERI 9:
55.4% of faculty respondents feel that “increasing the representation of
minorities in the faculty and administration” should be of high or highest
institutional priority
HERI 10:
31.7% of faculty respondents noted “subtle discrimination (e.g.
prejudice, racism, sexism) was a source of stress for them during the last two
years (compare with peer percentage of 25.7%)
HERI 11:
8.2% of faculty respondents reported being sexually harassed at Ramapo
(compare with peer percentage of 5.5%)
IP05 1:
% of females on the faculty has risen from 41.2% (70/170) in 2001 to
43.3% 87/201 in 2005. There are still no
American Indian/Alaskan Native faculty; Asian/Pacific Islander faculty have
risen from 4.7% to 6.0% (8/170 to 12/201); Black, Non-Hispanic faculty
percentages fell from 10.0% to 8.0% (17/170 to 16/201); Hispanic faculty rose
from 3.5% to 5.5% (6/170 to 11/201; White, non-Hispanic faculty percentages
fell slightly from 81.2% to 80/1% 138/170 to 161/201)
IP06 1: Enrollment of minority students as a whole has decreased
slightly between 2002 and 2006 from 1,062/5,494 to 1,073/5,499 (20.8% to 20.3%). Hispanic student enrollment have increased
from 7.7% to 8.0%; Black, non-Hispanic student enrollment has decreased from
6.8% to 6.4%; Asian/Pacific Islander enrollment has dropped slightly from 5.1%
to 4.9%. American Indian/Native Americans
remain at only 0.3% with absolute numbers dropping from 19 to 16.
RCI 1:
A diverse community is strengthened by working/learning together on
common goals and projects.
RCI 2:
Scholarly engagement is a way of enhancing faculty’s teaching and
college contributions
RCI 3:
New CEP curriculum experiential component ties more readily to on-campus
events
RCI 4: A multicultural music festival would
enhance campus awareness and appreciation of
diversity
RCI 5:
Reported issues with transfer students including finding classes needed
for major closed; not oriented to campus through first year experience etc.
resulting in unfamiliarity with college routines (website, library, etc.);
skills in reading, writing, information literacy, nature of plagiarism etc.
often not sufficiently acquired in community college.
RCI 6:
Perceived duplication of mentoring/tutoring services and perceived lack
of information about which opportunities are available.
RCI 7:
People who live in urban areas do
not always have access to private transportation.
RCI 8:
College already hosts many high school groups such as “Gear UP” and
“College Bound” and overnight campus tours for inner city students. On-campus programs like SOAR, ROOTS, and the
Governor’s School bring high school and middle school students to Ramapo. These
programs need acknowledgement and encouragement.
RCI 9:
Men who have been out of school for a while and veterans are populations
with serious intent who would make a valuable addition to the college.
RCI 10:
Highlighting accomplishments of diverse students with diverse skills
through “hold message” website and other venues would communicate message of
inclusion and welcome
RCI 11:
Student involvement in campus organizations fosters development of many
important leadership skills and creates opportunities for professional
advancement
RCI 12:
Promoting programming of music, arts, poetry, etc. telegraphs a message
that there are many different opportunities and diverse pathways to achieve
success.
RCI 13:
The EOF office is an important component of ensuring success of students
from economically disadvantaged backgrounds.
RCI 14:
Including EOF honorees in the college wide Honors convocation makes a
statement that we respect and honor the accomplishment of these students and
all their efforts.
RCI 15:
Staff, secretaries, facilities staff are an important component of
campus life. Access to the president is
important to air grievances and communication among all campus communities
should be enhanced. Alternative recourse
is needed when regular mechanisms such as the PES forms are not handled
properly or in a timely fashion.
RCI 16:
Employee opportunities for advancement are limited by their training
level and/or access to new or upgrading skills training.
RCI 17:
Idiosyncratic and unwritten practices and expectations for faculty
promotion etc. are not obvious to the unitiated and can represent a
disadvantage.
RCI 18:
Processes for applying for reclassification and/or promotion for staff
are not clear or transparent.
RCI 19:
Perceived need for better procedures for timely notification and
announcement of advancement opportunities for staff and administrators and
clear and transparent procedures for applications for such opportunities.
RCI 20:
On-line employment application can raise barriers for individuals
without access to computers or computer skills.
RCI 21:
Perceived need for clear understanding of existing policies and
procedures (including reporting) relating to equal opportunity, access and bias
RCI 22:
Ramapo’s surrounding community includes two states (NJ and NY) and two
counties (
RMS Experiential:
Ramapo Mission Statement Experiential Pillar
RMS Intercultural:
Ramapo Mission Statement Intercultural Education Pillar
RMS Interdisciplinary:
Ramapo Mission Statement Interdisciplinary Pillar
RMS International:
Ramapo Mission Statement International Education Pillar
STF 1: Internal
Candidates: Information from Human Resources, our surveys of Deans and of
Search Committee Chairs all indicate that since 2002, internal candidates have
been included in two-thirds of all searches, and at least half of all internal
candidates applying for a recent faculty position have been hired.
Temporary faculty are not hired by the same search process, nor with the
same criteria as persons applying for a full-time Tenure-Track position. In
many cases, a Temporary or Half-Time faculty member is hired over the summer,
often in a process involving only the Dean, or only a convener. There is
normally no search committee.
STF 2: Recommendation Re: Search Committee
Composition: We recommend that search committees be formed by the convening
group which has been awarded the faculty line and approved by the responsible
dean; We also recommend that the dean
monitor the appointment of an out of unit representative, which we view as
highly desirable (but not required). The outside member might usefully serve as
Affirmative Action (AA) monitor.
STF 3: Recommendation Re: Job
Description and Advertisement: We recommend that the search committee write the
job description in consultation with the dean; All advertising copy for a
faculty position should receive approval from the specific search committee
before its release. Each search
committee will suggest target journals for position advertising. The appearance of such advertising will be
mutually determined with the administration.
STF 4: Recommendation Re:
Internal Candidates: We recommend
1. Discontinuance of the practice of
replacing retirees and departures with temporary hires (called XIII-D hires in
our AFT contract--see link to our detailed rationale).
2. Implementation of a rigorous search
process that includes at least a 3-person review committee when temporary
emergency searches are necessary.
3. Treatment of potential three year
(XIII-O) contract hires warily and with great care
4. In conformity with state law, adoption of
a restrictive and transparent policy regarding early tenure decisions