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rruf~ater Community Coe9e
DIVERSITY AND INCLUSION REPORT
Academic Vear 2015 - 2016
June 1 2016
Dr Edna V Baehre-Kolovani President
121 College Place Suite 610
Norfolk VA 23510
TCC 052516
WC 82217
Tidewater Diversity and Inclusion Report -Academic Vear 2015-2016
Diversity and Inclusion Report
Executive Summary
In one page or less provide an executive summary of the information presented in this report Information may include special activities or programs highlights of
results achieved challenges faced future goals or other observations Information related to diversitys impact on student success Complete 2021 or any other
organizational goal can be indicated as well
TCCs programs and practices continue to evolve with deliberate plans incorporated in our daily work as we shape our environment to reflect our
Diversity and Inclusion Statement
bull TCC established its 25-member Diversity amp Inclusion Task Force (Council) in 2015 The Council composed of students through senior leaders
received tailored orientation on the background of diversity and inclusion its impact within the VCCS and the colleges operations and its
importance to TCCs mission and the demographics that it serves The Councils first charge was to finalize the colleges Diversity and Inclusion
Statement As such they reviewed feedback from the initial draft that was vetted throughout the college community (administrators faculty
students classified staff etc) Subsequently they unanimously approved the fina l Diversity and Inclusion Statement and it was adopted by the
President and her Executive Staff The Diversity and Inclusion Statement was disseminated college-wide and is displayed on the colleges web page
httpwwwtcceduabout-tcccollege-leadershipoffice-of-the-presidentdiversity-inclusion and the employment web page httpsjobstccedu
bull The Diversity Officer in conjunction with the then Executive Vice President implemented process changes to its Employee Recruitment Procedures
An HR representative reviews all search committee nominees to ensure the committees are diverse and inclusive prior to moving forward with the
candidate screening process
bull In June 2015 revisions were made to the Procedures for Recruiting Screening Interviewing and Selecting Full-Time Teaching Facu lty The Chief
Academic Officer and the Diversity Officer worked collaboratively to review the guiding principles to ensure it specifically detailed the expectations
relative to diversity and inclusion throughout the process
bull In October 2015 TCC inaugurated its new website which is compliant with the Section 508 amendment to the Rehabilitation Act of 1973 In
addition it is responsive across mobile platforms improving accessibility for those who rely on phones or tablets for Internet communication As
part of the accessibility initiative Interactive Communications had all 35 of the old videos that appear on the new site close-captioned Learning
Technologies Applications in fall 2016 established a contract to ensure that all TCC-produced videos going forward are close-captioned Input from
our students was the driving force in the transformation and the site more accurately reflects the diverse student population that is serves
bull The colleges Diversity Officer provided training at the Virginia Community Colleges Association Black Concerns Commission Annual Meeting in
2015 Facilitation of the training was interactive and very well received- the session was standing room only
1
WC 82217
Tidewater Diversity and Inclusion Report -Academic Vear 2015-2016
bull TCC hosted a regional workshop focused on Search Committees Recruitment and Diversity for Hi ring Managers Spearheaded by System Office
staff the TCC Council and senior managers engaged in lively discussion with Eastern Shore Community College on recruitment processes
challenges and shared best practices
bull With the hiring of TCCs Employee Training and Development Manager (ETampDM) the Diversity Officer and the ETampDM collaborated developed
and implemented a college-wide training entitled Embracing Diversity to Foster a Culture of Inclusion The training was facilitated in-person on
all four campuses and will be accessible through the Knowledge Center
bull TCC was selected as the launch site for The Honor Foundations East Coast Institute The Institute will provide transition support to include
professional development and career transit ion to the US Navy SEAL and Special Operations Forces The collaborative event will engage business
and political leaders higher education community patrons and stakeholders in dialogue on how best to support the military population
bull During the period of March 2015 through May 2016 the Office of Materiel Management and Procurement issued 700 eVA orders totaling
$2186250 to minority vendors During their third annual Procurement Day Forum in March 2016 and in an effort to promote diversity they
invited Tammy Farmer of Commonwealth of Virginias Department of Small Business and Supplier Diversity (DSBSD) As the forum lead she
addressed the mission of DSBSD and how the organization assists small women-owned and minority-owned businesses
bull The college established a Workforce Solutions (WFS) Governance Committee to expand its reach in promoting inclusion in all aspects of college
governance and operations
bull The Office for lntercultural Learning OIL) continues to expand its programming by aligning centrally planned intercultural learning efforts with
student learning outcomes giving students the knowledge and skills necessary to achieve those outcomes Each year the OIL engages with faculty
to plan cultura l heritage keynote programs and the TCC Literary Festival which is connected to an annual intercultural theme determined by
faculty The 2015-16 intercultural programming theme was Changing America Diversity and Inclusion and keynotes were he ld college-wide In
December 2015 the OIL co-located the Womens Center International Student Services and International Programs under the umbrella of the
lntercultural Learning Center with the opening of a physica l center for students faculty and staff leveraging its resources in an efficient and costshy
effective environment In 2016 the Womens Center enrolled the largest cohort of students in the Women Inspiring Self-Empowerment WISE)
leadership development program 30 students)
2
WC 82217
Tidewater Diversity and Inclusion Report -Academic Year 2015-2016
Diversity Report
Part I Diversity Dashboard
Fiscal Year Summary of Changes
Non-Minority Students
Minority Students
Non-Minority Teaching Faculty (full-time amp adjunct faculty)
Minority Teaching Faculty (full-time amp adjunct faculty)
Non-Minority Administrators
Minority Administrators
Remarks
2014-15 49 51 72 28 65 35
2015-16 48 51 72 28 66 34 Please provide actions taken for each of the employment categories shown below For definitions of each category please see the Assumptions and Background information document on the shared drive Actionable Highlights from Analysis of the Colleges Diversity Dashboard
Full-Time Teaching Faculty Our greatest area of focus for recruitment efforts should be Full-Time Teaching Faculty w here only 18 minority
population is represented Since 2010 our minority percentage has fluctuated from 13 to 20
Adjunct Faculty Our adjunct faculty is more diverse than our full-time teaching faculty (31) and has gradually increased from 24 to 31 since 2010
AdministratorsManagers Since 2010 our minority population has increased from 22 to 34 reaching a peak of 39 in 2014
Actions Taken and Results Achieved this Fiscal Year (as a result of or related to actionable highlights)
bull The college continues to reinforce the need for diversity in its search committees for teaching faculty positions
bull The college began to use SilkRoad Onboarding for all new full-time employees in November 2015 and the Onboard ing portal provides EEO and
cultural diversity information The college also utilized SilkRoad On boarding for some part-time employees In 2016-17 the On boarding portal
will be utilized for a majority of new part-time employees
3
WC 82217
Tidewater Diversity and Inclusion Report -Academic Year 2015-2016
Part II Recruitment Programs and Activities
Applicant Flow Summary Chart
Percentage of Minority Applicants by Employment Category
Classified Adjunct Teaching Faculty AdministratorsManagers
2014- 2015 21 18 8 20 2015 - 2016 24 16 11 25
Note Percentage of applications submitted without identifying EEO data ranged from 63 to 75 by employment category in 2015-16 and from 70
to 90 in 2014-15 The majority of our applicants do not provide EEO data
Briefly summarize the recruitment networking or outreach programs that the college initiated managed or participated in during this fiscal year to increase the diversity of its selection pool
Actions Taken and Results Achieved this Reporting Period
bull All facu lty ranked positions were advertised online in Diverse Issues
bull Print advertisements were placed in the following special publication issues
o African American Today - special publication of our local paper The Virginian-Pilot
o Convergence in Diversity and Inclusion - specia l publication of the Chronicle for Higher Education and Diverse Issues
o Diverse Issues - special publication for Black History Month
bull Enrolled in the Virginia Values Veterans (V3) Program as a first step in becoming V3 certified
bull Established process and procedures to advertise all part-time college positions (wage and adjunct) through our applicant tracking software shy
this will ensure that all positions are advertised and announced to a broad variety of candidates
4
WC 82217
Tidewater Diversity and Inclusion Report-Academic Year 2015-2016
Part Ill Chancellors Teaching Fellows
Summary
Following a lengthy vacancy in the Credentialing Specialist position TCC is reinstituting its successfu l Teaching Fellows program Beginning in spring
semester 2016 TCC made an intentiona l effort to ensure the Academic DeansDirectors were aware of the program and reviewed Teaching Fellow
applications The current outcomes are shown below
Academic
Total
Minority
Professional
Minority
Professional
Minority
Professional
Applicants
Total
Graduate
Student
Graduate
Student
Graduate
Student
Applicants
Spring
2016
Fall
2015 NotesSuccess
Year Applicants Interviews Hired Applicants Interviews Hired Hires Hires Stories
2014-2015 12 5 1 7 3 3 2 1
One Graduate
2015-2016 2 2 0 10 5 2 2 0 hire will continue
on to the 2016shy
2017 AY
Actions Taken and Results Achieved this Fiscal Year
1 The college appointed the TCC Credentialing Specia list to liaise with the Academic DeansDirectors and track the use and success of the
Teaching Fellows program at TCC
2 All Academic DeansDirectors regularly review applicants for Teaching Fellow positions
5
WC 82217
Tidewater Diversity and Inclusion Report-Academic Year 2015-2016
Inclusion Report
Part IV Great Colleges to Work Survey Highlights and Analysis Summary
The Chronicle of Higher Education Great Colleges to Work For Survey was issued in 2015 Of the 600 surveys administered 223 respondents
participated for a total of a 372 response rate Overall the college fared well in job-satisfactionsupport professional development compensation
benefits amp worklife balance facilities pride and in the category of supervisorsdepartment chairs To improve on its successes some preliminary
steps were implemented as noted below
Effective communication is very important to this organization To assist in reconciling the fair rating in communication some changes were incorporated as follows (1) monthly distribution of Executive Staff (ES-senior leadership) meeting notes are disseminated college-wide to facilitate greater awareness of discussions and decisions in a timely and efficient manner (2) weekly enrollment updates for all the terms are distributed to about 55 (facultystaff) to encourage responsiveness and responsibility in improving enrollment (3) the Quality Enhancement Plan (QEP) Steering Committee comprised of a diverse talent pool metcontinuesmiddot to meet with the college community to educate all on the QEP through the various phases of Strategic Enrollment Management (SEM) the college streamlinedis streamlining many of its processes leading to greater efficiencies and communicates that information to the process owners and college-wide-updates are posted on the college website Use of principles from the Strategic Plan Collaboration has been the driving theme in the colleges 2015-16 Annual Working Priorities (Goal 2 shyInnovation through Collaboration) and quite a few task-forces have been established to address barriers to enrollment registration and to improve efficiencies
Looking ahead TCC will use the 2015 survey results as a baseline for comparison with the 2016 survey Although the 2016 results are not yet available preliminary information shows that the overall survey responses declined Of the 600 employees surveyed 126 responded for a 21 overall response rate Adjunct faculty had the lowest response rate at 3 (7 out of 202) Full-time teaching faculty also had a low response rate at 21 (36 out of 173) Administration had the greatest response rate at 44 (54 out of 124) During the survey period the college experienced a data breach and that is likely a contributing factor to the overall low response rate
When the new results are released targeted strategies will be incorporated to address findings that consistently emerged between the two surveys and that are not on par with TCC standards
6
WC 82217
Tidewater Diversity and Inclusion Report -Academic Year 2015-2016
Part V Development and Employment Activities List the top three actions taken at your college in order to train promote and support a diverse workforce
Activities or Initiatives Undertaken This Fiscal Year and the Results Results from Actions Taken This Fiscal Year
A The college broadened the depth of the Diversity amp Inclusion Training entitled The in-person training was insightful and the respondents Embracing Diversity to Foster a Culture of Inclusion The content addressed commented on its value the knowledge atta ined and that the individua ls groups the TCC community (faculty staff amp students) and its training should be mandatory for all consequence to the college environment
B The college hosted the VCCS Regional Meeting on Search Committees As host we ensured that the TCC Diversity Task ForceCouncil Recruitment and Diversity for hiring Managers in February 2016 the Presidents Executive Staff the Diversity Officer Deans
and Human Resources staff were invited The college exchanged valuable ideas on employment practices with Eastern Shore Community College
C Through the Office for lntercultural Learning (OIL) and its 2015-16 theme of Changing America Diversity and Inclusion the six signature programs namely (1) Hispanic Heritage (2) International Education (3) Jewish Films (4) Black History (5) Womens History and the (6) Literary Festival continues to flourish college-wide and spark interest as it reached a multitude of audiences
The programs bridge the gap between faculty staff and students with programs aligned with academics to facilitate interconnected competencies learning and awareness on current and relevant topics Various segments of the themed programs are rotated among the campuses and facil itates student participat ion w ith competency outcomes
D In 2015 the TCC Chapter of the American Association for Women in The diverse group of attendees received personal attention in Community Colleges (TCC-AAWCC) partnered with the United Way Day of Caring developing their professiona l portfolio and individua l to support the Virginia Beach Police Department in their first ever two-day assessment of their professional attire The program was so program entitled Youre Hired The TCC-AAWCC members provided training on successful that the Police Department requested TCCs return job strategies resume writing job search dressing for success educational for the next phase of t he program in 2016 opportunities at TCC served as interview panelists and more In-turn TCC volunteers received self-defense training tactics from the Police Officers
7
WC 82217
Tidewater Diversity and Inclusion Report-Academic Year 2015-2016
PART VI Student Data
A diverse and inclusive workforce will directly impact the educational environment our students experience each day Additionally more diverse faculty and staff
will attract a more diverse student population If you have collected or analyzed student data over the past fiscal year please provide that information in this
section along with any key findings
TCC enrolls a diverse student population that mirrors the colleges service region of South Hampton Roads as demonstrated in the colleges Diversity
Dashboard The colleges service region population is 54 white non-Hispanic and 46 minority TCC students are 51 minority exceeding the service
region minority population by 5 percentage points
Higher enrollment numbers for minority students is directly reflected in the number of student applications received by the college For the fall 2015
semester student app lications from minority students comprised 571 of all applications received while applications from white non-Hispanic students
accounted for 429 of the 16205 tota l applications
Student success measures however show that minority students trail whitenon-Hispanic students The Student-Right-to-Know Act graduation rate for
minority students is eight percentage points lower for minority students than for non-minority students in the same cohort (fall 2012 cohort of first-time
full-time curricular placed students tracked for 150 of program time) 142 and 222 respectively
Minority Students who did not graduate within three-years (150) but transferred to another college or university did so at a rate of 21 percentage
points lower than non-minority students 140 and 161 respectively
Fall-to-spring retention rates of a Fall 2015 cohort of first-time curricula r-placed students was 3 7 percentage points lower for minority students
compared to non-minority students 735 and 772 respectively
The college does solicit feedback from student s regarding the college environment through a number of surveys In particular the Community College
Survey of Student Engagement (CCSSE) is administered every three to four years The most recent CCSSEE survey provided the following information
CCSSE survey questions are grouped into one of five benchmark areas and the scores are calculated so that the mean or average CCSSE score for any
benchmark is always 50 and the standard deviation or spread around the mean is always 25 This provides instant feedback to a commun ity college as
to whether it is performing at above or below the national average (SO) This also makes it easy for an institution to compare its scores with those of
other similar institutions
CCSSE benchmark data is provided in several different categories CCSSE cohort an aggregation of all participating colleges for the last three years data
aggregated by institutional size data aggregated by accreditation region and consortium data for various institutional groupings such as statewide
8
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
consortia For the purposes of this report institutional size is considered the best benchmark comparison as there is a sign ificant difference between the
institutional culture and resources available at larger colleges in comparison to smaller colleges
Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships
among different groups on campus Community college students also benefit from services targeted to assist them with academic and career planning
academic skill development and other areas that may affect learning and retention Table 1 illustrates responses to survey questions that describe the
college environment with a particular focus on diversity and inclusion In each example below TCC outperformed both the extra-large college cohort
and the overall CCSSE cohort
Table 1 College Environment Comparisons Diversity amp Inclusion
Survey Item TCC Ex-Large Cohort
Colleges
Had serious conversations with students of a different race or 549 492 448
ethnicity other than your own
Had serious conversations with students who differ from you
in terms of their religious beliefs political opinions or
personal values
Provided the support you need to thrive socially
Encouraged contact among students from different socio-
econ racial ethnic background
443
363
565
43 5
343
532
414
352
517
percent who responded oftenvery often or quite a bitvery much
Table 2 provides an overview of the perceived college contribution to personal development In every case but one TCC exceeded the extra-large college
cohort and the overall 2013 cohort While TCCs score exceeded the cohort with regard to understanding people of other racial and ethnic backgrounds
the extra-large cohort had a higher score by 24 percentage points
Table 2 Contribution of College Experience to Personal Development
9
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
Survey Item
Helped you work effectively with others
Helped you understand people of other racial and ethnic
backgrounds
Helped you understand yourself
Helped you develop a personal code of values and ethics
TCC
615
469
582
480
Ex-Large
Colleges
603
493
563
470
Cohort
622
466
568
471
percent who responded oftenvery often or quite a bitvery much
Additionally less than 10 of the survey respondents used services for students with disabilities although 60 of all survey respondents indicated it was
an important service at the college Mirroring the national cohort data approximately 75 of those who used the services were satisfied
bull During the 2015-16 academic year the Office for lntercultural Learning collaborated with the Virginia Center for Inclusive Communities to
sponsor a program entitled Break the Cycle Be the Change on each of the TCC campuses The 75-minute workshop engaged students
through demonstrations of the progression of prejudice from thoughts to words to individual and institutional actions and prompted them to
consider the ways in which they can be agents of change in breaking the cycle of prejudice in their classrooms and communities
bull The colleges nursing faculty collaborated with the Sentara Center for Simulation and lmmersive Learning at Eastern Virginia Medical School to
provide an inter-professional learning exercise As such TCC students in the Beazley School of Nursing and Human Services programs were
exposed to socially and culturally competent care the importance of intercultural awareness in health professions and an appreciation of the
interconnectedness of varying cultures
bull TCC received its second cohort of Danish exchange students and sent a group of TCC students to Denmark both during the fall 2015 semester
Additionally TCC received visiting administrators from Tradium in the spring 2016 semester to discuss plans to continue formal izing the
exchange program
bull The Job Skills Training Program JSTP) partners with social service and community agencies the business community and industry leaders to
provide counseling internships workforce readiness and job follow-up for a diverse group of students who require job training and
10
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
placement but face barriers to employment JSTP provides guaranteed full-time jobs with benefits and upward mobility for those who
successfully complete the program
bull The On-Ramp Program is a unit within Workforce Solutions that is supported by the Workforce Innovation and Opportunity Act Rapid
Response funds It helps dislocated workers who have become unemployed due to company closing downsizing or elimination of positions
upgrade their job skills through degree or certificate programs The fundamental goal of this program is to increase the number of adults who
obtain postsecondary education credentials linked to in- demand careers thereby enhancing their ability to improve their employability and
earning potential The program is inclusive of a diverse student population and is funded by Workforce Innovation and Opportunity Act
(WIOA)
bull The Dining Etiquette training that was created for the TCC students and instructed on a voluntarily basis by two TCC employees continues to
be in high demand and has a positive impact on the TCC students As part of the Blackboard 2 Boardroom program it fosters an
environment of inclusion discussions on cultural etiquette expectations and practice in preparation for business and social dining
bull The new college-wide Diversity amp Inclusion Training entitled Embracing Diversity to Foster a Culture of Inclusion will be administered to the
TCC Students starting fall 2016
Report Approved Report Developed
Susan M James
President TCC Diversity Officer
11
WC 82217
Tidewater Diversity and Inclusion Report -Academic Vear 2015-2016
Diversity and Inclusion Report
Executive Summary
In one page or less provide an executive summary of the information presented in this report Information may include special activities or programs highlights of
results achieved challenges faced future goals or other observations Information related to diversitys impact on student success Complete 2021 or any other
organizational goal can be indicated as well
TCCs programs and practices continue to evolve with deliberate plans incorporated in our daily work as we shape our environment to reflect our
Diversity and Inclusion Statement
bull TCC established its 25-member Diversity amp Inclusion Task Force (Council) in 2015 The Council composed of students through senior leaders
received tailored orientation on the background of diversity and inclusion its impact within the VCCS and the colleges operations and its
importance to TCCs mission and the demographics that it serves The Councils first charge was to finalize the colleges Diversity and Inclusion
Statement As such they reviewed feedback from the initial draft that was vetted throughout the college community (administrators faculty
students classified staff etc) Subsequently they unanimously approved the fina l Diversity and Inclusion Statement and it was adopted by the
President and her Executive Staff The Diversity and Inclusion Statement was disseminated college-wide and is displayed on the colleges web page
httpwwwtcceduabout-tcccollege-leadershipoffice-of-the-presidentdiversity-inclusion and the employment web page httpsjobstccedu
bull The Diversity Officer in conjunction with the then Executive Vice President implemented process changes to its Employee Recruitment Procedures
An HR representative reviews all search committee nominees to ensure the committees are diverse and inclusive prior to moving forward with the
candidate screening process
bull In June 2015 revisions were made to the Procedures for Recruiting Screening Interviewing and Selecting Full-Time Teaching Facu lty The Chief
Academic Officer and the Diversity Officer worked collaboratively to review the guiding principles to ensure it specifically detailed the expectations
relative to diversity and inclusion throughout the process
bull In October 2015 TCC inaugurated its new website which is compliant with the Section 508 amendment to the Rehabilitation Act of 1973 In
addition it is responsive across mobile platforms improving accessibility for those who rely on phones or tablets for Internet communication As
part of the accessibility initiative Interactive Communications had all 35 of the old videos that appear on the new site close-captioned Learning
Technologies Applications in fall 2016 established a contract to ensure that all TCC-produced videos going forward are close-captioned Input from
our students was the driving force in the transformation and the site more accurately reflects the diverse student population that is serves
bull The colleges Diversity Officer provided training at the Virginia Community Colleges Association Black Concerns Commission Annual Meeting in
2015 Facilitation of the training was interactive and very well received- the session was standing room only
1
WC 82217
Tidewater Diversity and Inclusion Report -Academic Vear 2015-2016
bull TCC hosted a regional workshop focused on Search Committees Recruitment and Diversity for Hi ring Managers Spearheaded by System Office
staff the TCC Council and senior managers engaged in lively discussion with Eastern Shore Community College on recruitment processes
challenges and shared best practices
bull With the hiring of TCCs Employee Training and Development Manager (ETampDM) the Diversity Officer and the ETampDM collaborated developed
and implemented a college-wide training entitled Embracing Diversity to Foster a Culture of Inclusion The training was facilitated in-person on
all four campuses and will be accessible through the Knowledge Center
bull TCC was selected as the launch site for The Honor Foundations East Coast Institute The Institute will provide transition support to include
professional development and career transit ion to the US Navy SEAL and Special Operations Forces The collaborative event will engage business
and political leaders higher education community patrons and stakeholders in dialogue on how best to support the military population
bull During the period of March 2015 through May 2016 the Office of Materiel Management and Procurement issued 700 eVA orders totaling
$2186250 to minority vendors During their third annual Procurement Day Forum in March 2016 and in an effort to promote diversity they
invited Tammy Farmer of Commonwealth of Virginias Department of Small Business and Supplier Diversity (DSBSD) As the forum lead she
addressed the mission of DSBSD and how the organization assists small women-owned and minority-owned businesses
bull The college established a Workforce Solutions (WFS) Governance Committee to expand its reach in promoting inclusion in all aspects of college
governance and operations
bull The Office for lntercultural Learning OIL) continues to expand its programming by aligning centrally planned intercultural learning efforts with
student learning outcomes giving students the knowledge and skills necessary to achieve those outcomes Each year the OIL engages with faculty
to plan cultura l heritage keynote programs and the TCC Literary Festival which is connected to an annual intercultural theme determined by
faculty The 2015-16 intercultural programming theme was Changing America Diversity and Inclusion and keynotes were he ld college-wide In
December 2015 the OIL co-located the Womens Center International Student Services and International Programs under the umbrella of the
lntercultural Learning Center with the opening of a physica l center for students faculty and staff leveraging its resources in an efficient and costshy
effective environment In 2016 the Womens Center enrolled the largest cohort of students in the Women Inspiring Self-Empowerment WISE)
leadership development program 30 students)
2
WC 82217
Tidewater Diversity and Inclusion Report -Academic Year 2015-2016
Diversity Report
Part I Diversity Dashboard
Fiscal Year Summary of Changes
Non-Minority Students
Minority Students
Non-Minority Teaching Faculty (full-time amp adjunct faculty)
Minority Teaching Faculty (full-time amp adjunct faculty)
Non-Minority Administrators
Minority Administrators
Remarks
2014-15 49 51 72 28 65 35
2015-16 48 51 72 28 66 34 Please provide actions taken for each of the employment categories shown below For definitions of each category please see the Assumptions and Background information document on the shared drive Actionable Highlights from Analysis of the Colleges Diversity Dashboard
Full-Time Teaching Faculty Our greatest area of focus for recruitment efforts should be Full-Time Teaching Faculty w here only 18 minority
population is represented Since 2010 our minority percentage has fluctuated from 13 to 20
Adjunct Faculty Our adjunct faculty is more diverse than our full-time teaching faculty (31) and has gradually increased from 24 to 31 since 2010
AdministratorsManagers Since 2010 our minority population has increased from 22 to 34 reaching a peak of 39 in 2014
Actions Taken and Results Achieved this Fiscal Year (as a result of or related to actionable highlights)
bull The college continues to reinforce the need for diversity in its search committees for teaching faculty positions
bull The college began to use SilkRoad Onboarding for all new full-time employees in November 2015 and the Onboard ing portal provides EEO and
cultural diversity information The college also utilized SilkRoad On boarding for some part-time employees In 2016-17 the On boarding portal
will be utilized for a majority of new part-time employees
3
WC 82217
Tidewater Diversity and Inclusion Report -Academic Year 2015-2016
Part II Recruitment Programs and Activities
Applicant Flow Summary Chart
Percentage of Minority Applicants by Employment Category
Classified Adjunct Teaching Faculty AdministratorsManagers
2014- 2015 21 18 8 20 2015 - 2016 24 16 11 25
Note Percentage of applications submitted without identifying EEO data ranged from 63 to 75 by employment category in 2015-16 and from 70
to 90 in 2014-15 The majority of our applicants do not provide EEO data
Briefly summarize the recruitment networking or outreach programs that the college initiated managed or participated in during this fiscal year to increase the diversity of its selection pool
Actions Taken and Results Achieved this Reporting Period
bull All facu lty ranked positions were advertised online in Diverse Issues
bull Print advertisements were placed in the following special publication issues
o African American Today - special publication of our local paper The Virginian-Pilot
o Convergence in Diversity and Inclusion - specia l publication of the Chronicle for Higher Education and Diverse Issues
o Diverse Issues - special publication for Black History Month
bull Enrolled in the Virginia Values Veterans (V3) Program as a first step in becoming V3 certified
bull Established process and procedures to advertise all part-time college positions (wage and adjunct) through our applicant tracking software shy
this will ensure that all positions are advertised and announced to a broad variety of candidates
4
WC 82217
Tidewater Diversity and Inclusion Report-Academic Year 2015-2016
Part Ill Chancellors Teaching Fellows
Summary
Following a lengthy vacancy in the Credentialing Specialist position TCC is reinstituting its successfu l Teaching Fellows program Beginning in spring
semester 2016 TCC made an intentiona l effort to ensure the Academic DeansDirectors were aware of the program and reviewed Teaching Fellow
applications The current outcomes are shown below
Academic
Total
Minority
Professional
Minority
Professional
Minority
Professional
Applicants
Total
Graduate
Student
Graduate
Student
Graduate
Student
Applicants
Spring
2016
Fall
2015 NotesSuccess
Year Applicants Interviews Hired Applicants Interviews Hired Hires Hires Stories
2014-2015 12 5 1 7 3 3 2 1
One Graduate
2015-2016 2 2 0 10 5 2 2 0 hire will continue
on to the 2016shy
2017 AY
Actions Taken and Results Achieved this Fiscal Year
1 The college appointed the TCC Credentialing Specia list to liaise with the Academic DeansDirectors and track the use and success of the
Teaching Fellows program at TCC
2 All Academic DeansDirectors regularly review applicants for Teaching Fellow positions
5
WC 82217
Tidewater Diversity and Inclusion Report-Academic Year 2015-2016
Inclusion Report
Part IV Great Colleges to Work Survey Highlights and Analysis Summary
The Chronicle of Higher Education Great Colleges to Work For Survey was issued in 2015 Of the 600 surveys administered 223 respondents
participated for a total of a 372 response rate Overall the college fared well in job-satisfactionsupport professional development compensation
benefits amp worklife balance facilities pride and in the category of supervisorsdepartment chairs To improve on its successes some preliminary
steps were implemented as noted below
Effective communication is very important to this organization To assist in reconciling the fair rating in communication some changes were incorporated as follows (1) monthly distribution of Executive Staff (ES-senior leadership) meeting notes are disseminated college-wide to facilitate greater awareness of discussions and decisions in a timely and efficient manner (2) weekly enrollment updates for all the terms are distributed to about 55 (facultystaff) to encourage responsiveness and responsibility in improving enrollment (3) the Quality Enhancement Plan (QEP) Steering Committee comprised of a diverse talent pool metcontinuesmiddot to meet with the college community to educate all on the QEP through the various phases of Strategic Enrollment Management (SEM) the college streamlinedis streamlining many of its processes leading to greater efficiencies and communicates that information to the process owners and college-wide-updates are posted on the college website Use of principles from the Strategic Plan Collaboration has been the driving theme in the colleges 2015-16 Annual Working Priorities (Goal 2 shyInnovation through Collaboration) and quite a few task-forces have been established to address barriers to enrollment registration and to improve efficiencies
Looking ahead TCC will use the 2015 survey results as a baseline for comparison with the 2016 survey Although the 2016 results are not yet available preliminary information shows that the overall survey responses declined Of the 600 employees surveyed 126 responded for a 21 overall response rate Adjunct faculty had the lowest response rate at 3 (7 out of 202) Full-time teaching faculty also had a low response rate at 21 (36 out of 173) Administration had the greatest response rate at 44 (54 out of 124) During the survey period the college experienced a data breach and that is likely a contributing factor to the overall low response rate
When the new results are released targeted strategies will be incorporated to address findings that consistently emerged between the two surveys and that are not on par with TCC standards
6
WC 82217
Tidewater Diversity and Inclusion Report -Academic Year 2015-2016
Part V Development and Employment Activities List the top three actions taken at your college in order to train promote and support a diverse workforce
Activities or Initiatives Undertaken This Fiscal Year and the Results Results from Actions Taken This Fiscal Year
A The college broadened the depth of the Diversity amp Inclusion Training entitled The in-person training was insightful and the respondents Embracing Diversity to Foster a Culture of Inclusion The content addressed commented on its value the knowledge atta ined and that the individua ls groups the TCC community (faculty staff amp students) and its training should be mandatory for all consequence to the college environment
B The college hosted the VCCS Regional Meeting on Search Committees As host we ensured that the TCC Diversity Task ForceCouncil Recruitment and Diversity for hiring Managers in February 2016 the Presidents Executive Staff the Diversity Officer Deans
and Human Resources staff were invited The college exchanged valuable ideas on employment practices with Eastern Shore Community College
C Through the Office for lntercultural Learning (OIL) and its 2015-16 theme of Changing America Diversity and Inclusion the six signature programs namely (1) Hispanic Heritage (2) International Education (3) Jewish Films (4) Black History (5) Womens History and the (6) Literary Festival continues to flourish college-wide and spark interest as it reached a multitude of audiences
The programs bridge the gap between faculty staff and students with programs aligned with academics to facilitate interconnected competencies learning and awareness on current and relevant topics Various segments of the themed programs are rotated among the campuses and facil itates student participat ion w ith competency outcomes
D In 2015 the TCC Chapter of the American Association for Women in The diverse group of attendees received personal attention in Community Colleges (TCC-AAWCC) partnered with the United Way Day of Caring developing their professiona l portfolio and individua l to support the Virginia Beach Police Department in their first ever two-day assessment of their professional attire The program was so program entitled Youre Hired The TCC-AAWCC members provided training on successful that the Police Department requested TCCs return job strategies resume writing job search dressing for success educational for the next phase of t he program in 2016 opportunities at TCC served as interview panelists and more In-turn TCC volunteers received self-defense training tactics from the Police Officers
7
WC 82217
Tidewater Diversity and Inclusion Report-Academic Year 2015-2016
PART VI Student Data
A diverse and inclusive workforce will directly impact the educational environment our students experience each day Additionally more diverse faculty and staff
will attract a more diverse student population If you have collected or analyzed student data over the past fiscal year please provide that information in this
section along with any key findings
TCC enrolls a diverse student population that mirrors the colleges service region of South Hampton Roads as demonstrated in the colleges Diversity
Dashboard The colleges service region population is 54 white non-Hispanic and 46 minority TCC students are 51 minority exceeding the service
region minority population by 5 percentage points
Higher enrollment numbers for minority students is directly reflected in the number of student applications received by the college For the fall 2015
semester student app lications from minority students comprised 571 of all applications received while applications from white non-Hispanic students
accounted for 429 of the 16205 tota l applications
Student success measures however show that minority students trail whitenon-Hispanic students The Student-Right-to-Know Act graduation rate for
minority students is eight percentage points lower for minority students than for non-minority students in the same cohort (fall 2012 cohort of first-time
full-time curricular placed students tracked for 150 of program time) 142 and 222 respectively
Minority Students who did not graduate within three-years (150) but transferred to another college or university did so at a rate of 21 percentage
points lower than non-minority students 140 and 161 respectively
Fall-to-spring retention rates of a Fall 2015 cohort of first-time curricula r-placed students was 3 7 percentage points lower for minority students
compared to non-minority students 735 and 772 respectively
The college does solicit feedback from student s regarding the college environment through a number of surveys In particular the Community College
Survey of Student Engagement (CCSSE) is administered every three to four years The most recent CCSSEE survey provided the following information
CCSSE survey questions are grouped into one of five benchmark areas and the scores are calculated so that the mean or average CCSSE score for any
benchmark is always 50 and the standard deviation or spread around the mean is always 25 This provides instant feedback to a commun ity college as
to whether it is performing at above or below the national average (SO) This also makes it easy for an institution to compare its scores with those of
other similar institutions
CCSSE benchmark data is provided in several different categories CCSSE cohort an aggregation of all participating colleges for the last three years data
aggregated by institutional size data aggregated by accreditation region and consortium data for various institutional groupings such as statewide
8
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
consortia For the purposes of this report institutional size is considered the best benchmark comparison as there is a sign ificant difference between the
institutional culture and resources available at larger colleges in comparison to smaller colleges
Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships
among different groups on campus Community college students also benefit from services targeted to assist them with academic and career planning
academic skill development and other areas that may affect learning and retention Table 1 illustrates responses to survey questions that describe the
college environment with a particular focus on diversity and inclusion In each example below TCC outperformed both the extra-large college cohort
and the overall CCSSE cohort
Table 1 College Environment Comparisons Diversity amp Inclusion
Survey Item TCC Ex-Large Cohort
Colleges
Had serious conversations with students of a different race or 549 492 448
ethnicity other than your own
Had serious conversations with students who differ from you
in terms of their religious beliefs political opinions or
personal values
Provided the support you need to thrive socially
Encouraged contact among students from different socio-
econ racial ethnic background
443
363
565
43 5
343
532
414
352
517
percent who responded oftenvery often or quite a bitvery much
Table 2 provides an overview of the perceived college contribution to personal development In every case but one TCC exceeded the extra-large college
cohort and the overall 2013 cohort While TCCs score exceeded the cohort with regard to understanding people of other racial and ethnic backgrounds
the extra-large cohort had a higher score by 24 percentage points
Table 2 Contribution of College Experience to Personal Development
9
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
Survey Item
Helped you work effectively with others
Helped you understand people of other racial and ethnic
backgrounds
Helped you understand yourself
Helped you develop a personal code of values and ethics
TCC
615
469
582
480
Ex-Large
Colleges
603
493
563
470
Cohort
622
466
568
471
percent who responded oftenvery often or quite a bitvery much
Additionally less than 10 of the survey respondents used services for students with disabilities although 60 of all survey respondents indicated it was
an important service at the college Mirroring the national cohort data approximately 75 of those who used the services were satisfied
bull During the 2015-16 academic year the Office for lntercultural Learning collaborated with the Virginia Center for Inclusive Communities to
sponsor a program entitled Break the Cycle Be the Change on each of the TCC campuses The 75-minute workshop engaged students
through demonstrations of the progression of prejudice from thoughts to words to individual and institutional actions and prompted them to
consider the ways in which they can be agents of change in breaking the cycle of prejudice in their classrooms and communities
bull The colleges nursing faculty collaborated with the Sentara Center for Simulation and lmmersive Learning at Eastern Virginia Medical School to
provide an inter-professional learning exercise As such TCC students in the Beazley School of Nursing and Human Services programs were
exposed to socially and culturally competent care the importance of intercultural awareness in health professions and an appreciation of the
interconnectedness of varying cultures
bull TCC received its second cohort of Danish exchange students and sent a group of TCC students to Denmark both during the fall 2015 semester
Additionally TCC received visiting administrators from Tradium in the spring 2016 semester to discuss plans to continue formal izing the
exchange program
bull The Job Skills Training Program JSTP) partners with social service and community agencies the business community and industry leaders to
provide counseling internships workforce readiness and job follow-up for a diverse group of students who require job training and
10
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
placement but face barriers to employment JSTP provides guaranteed full-time jobs with benefits and upward mobility for those who
successfully complete the program
bull The On-Ramp Program is a unit within Workforce Solutions that is supported by the Workforce Innovation and Opportunity Act Rapid
Response funds It helps dislocated workers who have become unemployed due to company closing downsizing or elimination of positions
upgrade their job skills through degree or certificate programs The fundamental goal of this program is to increase the number of adults who
obtain postsecondary education credentials linked to in- demand careers thereby enhancing their ability to improve their employability and
earning potential The program is inclusive of a diverse student population and is funded by Workforce Innovation and Opportunity Act
(WIOA)
bull The Dining Etiquette training that was created for the TCC students and instructed on a voluntarily basis by two TCC employees continues to
be in high demand and has a positive impact on the TCC students As part of the Blackboard 2 Boardroom program it fosters an
environment of inclusion discussions on cultural etiquette expectations and practice in preparation for business and social dining
bull The new college-wide Diversity amp Inclusion Training entitled Embracing Diversity to Foster a Culture of Inclusion will be administered to the
TCC Students starting fall 2016
Report Approved Report Developed
Susan M James
President TCC Diversity Officer
11
WC 82217
Tidewater Diversity and Inclusion Report -Academic Vear 2015-2016
bull TCC hosted a regional workshop focused on Search Committees Recruitment and Diversity for Hi ring Managers Spearheaded by System Office
staff the TCC Council and senior managers engaged in lively discussion with Eastern Shore Community College on recruitment processes
challenges and shared best practices
bull With the hiring of TCCs Employee Training and Development Manager (ETampDM) the Diversity Officer and the ETampDM collaborated developed
and implemented a college-wide training entitled Embracing Diversity to Foster a Culture of Inclusion The training was facilitated in-person on
all four campuses and will be accessible through the Knowledge Center
bull TCC was selected as the launch site for The Honor Foundations East Coast Institute The Institute will provide transition support to include
professional development and career transit ion to the US Navy SEAL and Special Operations Forces The collaborative event will engage business
and political leaders higher education community patrons and stakeholders in dialogue on how best to support the military population
bull During the period of March 2015 through May 2016 the Office of Materiel Management and Procurement issued 700 eVA orders totaling
$2186250 to minority vendors During their third annual Procurement Day Forum in March 2016 and in an effort to promote diversity they
invited Tammy Farmer of Commonwealth of Virginias Department of Small Business and Supplier Diversity (DSBSD) As the forum lead she
addressed the mission of DSBSD and how the organization assists small women-owned and minority-owned businesses
bull The college established a Workforce Solutions (WFS) Governance Committee to expand its reach in promoting inclusion in all aspects of college
governance and operations
bull The Office for lntercultural Learning OIL) continues to expand its programming by aligning centrally planned intercultural learning efforts with
student learning outcomes giving students the knowledge and skills necessary to achieve those outcomes Each year the OIL engages with faculty
to plan cultura l heritage keynote programs and the TCC Literary Festival which is connected to an annual intercultural theme determined by
faculty The 2015-16 intercultural programming theme was Changing America Diversity and Inclusion and keynotes were he ld college-wide In
December 2015 the OIL co-located the Womens Center International Student Services and International Programs under the umbrella of the
lntercultural Learning Center with the opening of a physica l center for students faculty and staff leveraging its resources in an efficient and costshy
effective environment In 2016 the Womens Center enrolled the largest cohort of students in the Women Inspiring Self-Empowerment WISE)
leadership development program 30 students)
2
WC 82217
Tidewater Diversity and Inclusion Report -Academic Year 2015-2016
Diversity Report
Part I Diversity Dashboard
Fiscal Year Summary of Changes
Non-Minority Students
Minority Students
Non-Minority Teaching Faculty (full-time amp adjunct faculty)
Minority Teaching Faculty (full-time amp adjunct faculty)
Non-Minority Administrators
Minority Administrators
Remarks
2014-15 49 51 72 28 65 35
2015-16 48 51 72 28 66 34 Please provide actions taken for each of the employment categories shown below For definitions of each category please see the Assumptions and Background information document on the shared drive Actionable Highlights from Analysis of the Colleges Diversity Dashboard
Full-Time Teaching Faculty Our greatest area of focus for recruitment efforts should be Full-Time Teaching Faculty w here only 18 minority
population is represented Since 2010 our minority percentage has fluctuated from 13 to 20
Adjunct Faculty Our adjunct faculty is more diverse than our full-time teaching faculty (31) and has gradually increased from 24 to 31 since 2010
AdministratorsManagers Since 2010 our minority population has increased from 22 to 34 reaching a peak of 39 in 2014
Actions Taken and Results Achieved this Fiscal Year (as a result of or related to actionable highlights)
bull The college continues to reinforce the need for diversity in its search committees for teaching faculty positions
bull The college began to use SilkRoad Onboarding for all new full-time employees in November 2015 and the Onboard ing portal provides EEO and
cultural diversity information The college also utilized SilkRoad On boarding for some part-time employees In 2016-17 the On boarding portal
will be utilized for a majority of new part-time employees
3
WC 82217
Tidewater Diversity and Inclusion Report -Academic Year 2015-2016
Part II Recruitment Programs and Activities
Applicant Flow Summary Chart
Percentage of Minority Applicants by Employment Category
Classified Adjunct Teaching Faculty AdministratorsManagers
2014- 2015 21 18 8 20 2015 - 2016 24 16 11 25
Note Percentage of applications submitted without identifying EEO data ranged from 63 to 75 by employment category in 2015-16 and from 70
to 90 in 2014-15 The majority of our applicants do not provide EEO data
Briefly summarize the recruitment networking or outreach programs that the college initiated managed or participated in during this fiscal year to increase the diversity of its selection pool
Actions Taken and Results Achieved this Reporting Period
bull All facu lty ranked positions were advertised online in Diverse Issues
bull Print advertisements were placed in the following special publication issues
o African American Today - special publication of our local paper The Virginian-Pilot
o Convergence in Diversity and Inclusion - specia l publication of the Chronicle for Higher Education and Diverse Issues
o Diverse Issues - special publication for Black History Month
bull Enrolled in the Virginia Values Veterans (V3) Program as a first step in becoming V3 certified
bull Established process and procedures to advertise all part-time college positions (wage and adjunct) through our applicant tracking software shy
this will ensure that all positions are advertised and announced to a broad variety of candidates
4
WC 82217
Tidewater Diversity and Inclusion Report-Academic Year 2015-2016
Part Ill Chancellors Teaching Fellows
Summary
Following a lengthy vacancy in the Credentialing Specialist position TCC is reinstituting its successfu l Teaching Fellows program Beginning in spring
semester 2016 TCC made an intentiona l effort to ensure the Academic DeansDirectors were aware of the program and reviewed Teaching Fellow
applications The current outcomes are shown below
Academic
Total
Minority
Professional
Minority
Professional
Minority
Professional
Applicants
Total
Graduate
Student
Graduate
Student
Graduate
Student
Applicants
Spring
2016
Fall
2015 NotesSuccess
Year Applicants Interviews Hired Applicants Interviews Hired Hires Hires Stories
2014-2015 12 5 1 7 3 3 2 1
One Graduate
2015-2016 2 2 0 10 5 2 2 0 hire will continue
on to the 2016shy
2017 AY
Actions Taken and Results Achieved this Fiscal Year
1 The college appointed the TCC Credentialing Specia list to liaise with the Academic DeansDirectors and track the use and success of the
Teaching Fellows program at TCC
2 All Academic DeansDirectors regularly review applicants for Teaching Fellow positions
5
WC 82217
Tidewater Diversity and Inclusion Report-Academic Year 2015-2016
Inclusion Report
Part IV Great Colleges to Work Survey Highlights and Analysis Summary
The Chronicle of Higher Education Great Colleges to Work For Survey was issued in 2015 Of the 600 surveys administered 223 respondents
participated for a total of a 372 response rate Overall the college fared well in job-satisfactionsupport professional development compensation
benefits amp worklife balance facilities pride and in the category of supervisorsdepartment chairs To improve on its successes some preliminary
steps were implemented as noted below
Effective communication is very important to this organization To assist in reconciling the fair rating in communication some changes were incorporated as follows (1) monthly distribution of Executive Staff (ES-senior leadership) meeting notes are disseminated college-wide to facilitate greater awareness of discussions and decisions in a timely and efficient manner (2) weekly enrollment updates for all the terms are distributed to about 55 (facultystaff) to encourage responsiveness and responsibility in improving enrollment (3) the Quality Enhancement Plan (QEP) Steering Committee comprised of a diverse talent pool metcontinuesmiddot to meet with the college community to educate all on the QEP through the various phases of Strategic Enrollment Management (SEM) the college streamlinedis streamlining many of its processes leading to greater efficiencies and communicates that information to the process owners and college-wide-updates are posted on the college website Use of principles from the Strategic Plan Collaboration has been the driving theme in the colleges 2015-16 Annual Working Priorities (Goal 2 shyInnovation through Collaboration) and quite a few task-forces have been established to address barriers to enrollment registration and to improve efficiencies
Looking ahead TCC will use the 2015 survey results as a baseline for comparison with the 2016 survey Although the 2016 results are not yet available preliminary information shows that the overall survey responses declined Of the 600 employees surveyed 126 responded for a 21 overall response rate Adjunct faculty had the lowest response rate at 3 (7 out of 202) Full-time teaching faculty also had a low response rate at 21 (36 out of 173) Administration had the greatest response rate at 44 (54 out of 124) During the survey period the college experienced a data breach and that is likely a contributing factor to the overall low response rate
When the new results are released targeted strategies will be incorporated to address findings that consistently emerged between the two surveys and that are not on par with TCC standards
6
WC 82217
Tidewater Diversity and Inclusion Report -Academic Year 2015-2016
Part V Development and Employment Activities List the top three actions taken at your college in order to train promote and support a diverse workforce
Activities or Initiatives Undertaken This Fiscal Year and the Results Results from Actions Taken This Fiscal Year
A The college broadened the depth of the Diversity amp Inclusion Training entitled The in-person training was insightful and the respondents Embracing Diversity to Foster a Culture of Inclusion The content addressed commented on its value the knowledge atta ined and that the individua ls groups the TCC community (faculty staff amp students) and its training should be mandatory for all consequence to the college environment
B The college hosted the VCCS Regional Meeting on Search Committees As host we ensured that the TCC Diversity Task ForceCouncil Recruitment and Diversity for hiring Managers in February 2016 the Presidents Executive Staff the Diversity Officer Deans
and Human Resources staff were invited The college exchanged valuable ideas on employment practices with Eastern Shore Community College
C Through the Office for lntercultural Learning (OIL) and its 2015-16 theme of Changing America Diversity and Inclusion the six signature programs namely (1) Hispanic Heritage (2) International Education (3) Jewish Films (4) Black History (5) Womens History and the (6) Literary Festival continues to flourish college-wide and spark interest as it reached a multitude of audiences
The programs bridge the gap between faculty staff and students with programs aligned with academics to facilitate interconnected competencies learning and awareness on current and relevant topics Various segments of the themed programs are rotated among the campuses and facil itates student participat ion w ith competency outcomes
D In 2015 the TCC Chapter of the American Association for Women in The diverse group of attendees received personal attention in Community Colleges (TCC-AAWCC) partnered with the United Way Day of Caring developing their professiona l portfolio and individua l to support the Virginia Beach Police Department in their first ever two-day assessment of their professional attire The program was so program entitled Youre Hired The TCC-AAWCC members provided training on successful that the Police Department requested TCCs return job strategies resume writing job search dressing for success educational for the next phase of t he program in 2016 opportunities at TCC served as interview panelists and more In-turn TCC volunteers received self-defense training tactics from the Police Officers
7
WC 82217
Tidewater Diversity and Inclusion Report-Academic Year 2015-2016
PART VI Student Data
A diverse and inclusive workforce will directly impact the educational environment our students experience each day Additionally more diverse faculty and staff
will attract a more diverse student population If you have collected or analyzed student data over the past fiscal year please provide that information in this
section along with any key findings
TCC enrolls a diverse student population that mirrors the colleges service region of South Hampton Roads as demonstrated in the colleges Diversity
Dashboard The colleges service region population is 54 white non-Hispanic and 46 minority TCC students are 51 minority exceeding the service
region minority population by 5 percentage points
Higher enrollment numbers for minority students is directly reflected in the number of student applications received by the college For the fall 2015
semester student app lications from minority students comprised 571 of all applications received while applications from white non-Hispanic students
accounted for 429 of the 16205 tota l applications
Student success measures however show that minority students trail whitenon-Hispanic students The Student-Right-to-Know Act graduation rate for
minority students is eight percentage points lower for minority students than for non-minority students in the same cohort (fall 2012 cohort of first-time
full-time curricular placed students tracked for 150 of program time) 142 and 222 respectively
Minority Students who did not graduate within three-years (150) but transferred to another college or university did so at a rate of 21 percentage
points lower than non-minority students 140 and 161 respectively
Fall-to-spring retention rates of a Fall 2015 cohort of first-time curricula r-placed students was 3 7 percentage points lower for minority students
compared to non-minority students 735 and 772 respectively
The college does solicit feedback from student s regarding the college environment through a number of surveys In particular the Community College
Survey of Student Engagement (CCSSE) is administered every three to four years The most recent CCSSEE survey provided the following information
CCSSE survey questions are grouped into one of five benchmark areas and the scores are calculated so that the mean or average CCSSE score for any
benchmark is always 50 and the standard deviation or spread around the mean is always 25 This provides instant feedback to a commun ity college as
to whether it is performing at above or below the national average (SO) This also makes it easy for an institution to compare its scores with those of
other similar institutions
CCSSE benchmark data is provided in several different categories CCSSE cohort an aggregation of all participating colleges for the last three years data
aggregated by institutional size data aggregated by accreditation region and consortium data for various institutional groupings such as statewide
8
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
consortia For the purposes of this report institutional size is considered the best benchmark comparison as there is a sign ificant difference between the
institutional culture and resources available at larger colleges in comparison to smaller colleges
Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships
among different groups on campus Community college students also benefit from services targeted to assist them with academic and career planning
academic skill development and other areas that may affect learning and retention Table 1 illustrates responses to survey questions that describe the
college environment with a particular focus on diversity and inclusion In each example below TCC outperformed both the extra-large college cohort
and the overall CCSSE cohort
Table 1 College Environment Comparisons Diversity amp Inclusion
Survey Item TCC Ex-Large Cohort
Colleges
Had serious conversations with students of a different race or 549 492 448
ethnicity other than your own
Had serious conversations with students who differ from you
in terms of their religious beliefs political opinions or
personal values
Provided the support you need to thrive socially
Encouraged contact among students from different socio-
econ racial ethnic background
443
363
565
43 5
343
532
414
352
517
percent who responded oftenvery often or quite a bitvery much
Table 2 provides an overview of the perceived college contribution to personal development In every case but one TCC exceeded the extra-large college
cohort and the overall 2013 cohort While TCCs score exceeded the cohort with regard to understanding people of other racial and ethnic backgrounds
the extra-large cohort had a higher score by 24 percentage points
Table 2 Contribution of College Experience to Personal Development
9
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
Survey Item
Helped you work effectively with others
Helped you understand people of other racial and ethnic
backgrounds
Helped you understand yourself
Helped you develop a personal code of values and ethics
TCC
615
469
582
480
Ex-Large
Colleges
603
493
563
470
Cohort
622
466
568
471
percent who responded oftenvery often or quite a bitvery much
Additionally less than 10 of the survey respondents used services for students with disabilities although 60 of all survey respondents indicated it was
an important service at the college Mirroring the national cohort data approximately 75 of those who used the services were satisfied
bull During the 2015-16 academic year the Office for lntercultural Learning collaborated with the Virginia Center for Inclusive Communities to
sponsor a program entitled Break the Cycle Be the Change on each of the TCC campuses The 75-minute workshop engaged students
through demonstrations of the progression of prejudice from thoughts to words to individual and institutional actions and prompted them to
consider the ways in which they can be agents of change in breaking the cycle of prejudice in their classrooms and communities
bull The colleges nursing faculty collaborated with the Sentara Center for Simulation and lmmersive Learning at Eastern Virginia Medical School to
provide an inter-professional learning exercise As such TCC students in the Beazley School of Nursing and Human Services programs were
exposed to socially and culturally competent care the importance of intercultural awareness in health professions and an appreciation of the
interconnectedness of varying cultures
bull TCC received its second cohort of Danish exchange students and sent a group of TCC students to Denmark both during the fall 2015 semester
Additionally TCC received visiting administrators from Tradium in the spring 2016 semester to discuss plans to continue formal izing the
exchange program
bull The Job Skills Training Program JSTP) partners with social service and community agencies the business community and industry leaders to
provide counseling internships workforce readiness and job follow-up for a diverse group of students who require job training and
10
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
placement but face barriers to employment JSTP provides guaranteed full-time jobs with benefits and upward mobility for those who
successfully complete the program
bull The On-Ramp Program is a unit within Workforce Solutions that is supported by the Workforce Innovation and Opportunity Act Rapid
Response funds It helps dislocated workers who have become unemployed due to company closing downsizing or elimination of positions
upgrade their job skills through degree or certificate programs The fundamental goal of this program is to increase the number of adults who
obtain postsecondary education credentials linked to in- demand careers thereby enhancing their ability to improve their employability and
earning potential The program is inclusive of a diverse student population and is funded by Workforce Innovation and Opportunity Act
(WIOA)
bull The Dining Etiquette training that was created for the TCC students and instructed on a voluntarily basis by two TCC employees continues to
be in high demand and has a positive impact on the TCC students As part of the Blackboard 2 Boardroom program it fosters an
environment of inclusion discussions on cultural etiquette expectations and practice in preparation for business and social dining
bull The new college-wide Diversity amp Inclusion Training entitled Embracing Diversity to Foster a Culture of Inclusion will be administered to the
TCC Students starting fall 2016
Report Approved Report Developed
Susan M James
President TCC Diversity Officer
11
WC 82217
Tidewater Diversity and Inclusion Report -Academic Year 2015-2016
Diversity Report
Part I Diversity Dashboard
Fiscal Year Summary of Changes
Non-Minority Students
Minority Students
Non-Minority Teaching Faculty (full-time amp adjunct faculty)
Minority Teaching Faculty (full-time amp adjunct faculty)
Non-Minority Administrators
Minority Administrators
Remarks
2014-15 49 51 72 28 65 35
2015-16 48 51 72 28 66 34 Please provide actions taken for each of the employment categories shown below For definitions of each category please see the Assumptions and Background information document on the shared drive Actionable Highlights from Analysis of the Colleges Diversity Dashboard
Full-Time Teaching Faculty Our greatest area of focus for recruitment efforts should be Full-Time Teaching Faculty w here only 18 minority
population is represented Since 2010 our minority percentage has fluctuated from 13 to 20
Adjunct Faculty Our adjunct faculty is more diverse than our full-time teaching faculty (31) and has gradually increased from 24 to 31 since 2010
AdministratorsManagers Since 2010 our minority population has increased from 22 to 34 reaching a peak of 39 in 2014
Actions Taken and Results Achieved this Fiscal Year (as a result of or related to actionable highlights)
bull The college continues to reinforce the need for diversity in its search committees for teaching faculty positions
bull The college began to use SilkRoad Onboarding for all new full-time employees in November 2015 and the Onboard ing portal provides EEO and
cultural diversity information The college also utilized SilkRoad On boarding for some part-time employees In 2016-17 the On boarding portal
will be utilized for a majority of new part-time employees
3
WC 82217
Tidewater Diversity and Inclusion Report -Academic Year 2015-2016
Part II Recruitment Programs and Activities
Applicant Flow Summary Chart
Percentage of Minority Applicants by Employment Category
Classified Adjunct Teaching Faculty AdministratorsManagers
2014- 2015 21 18 8 20 2015 - 2016 24 16 11 25
Note Percentage of applications submitted without identifying EEO data ranged from 63 to 75 by employment category in 2015-16 and from 70
to 90 in 2014-15 The majority of our applicants do not provide EEO data
Briefly summarize the recruitment networking or outreach programs that the college initiated managed or participated in during this fiscal year to increase the diversity of its selection pool
Actions Taken and Results Achieved this Reporting Period
bull All facu lty ranked positions were advertised online in Diverse Issues
bull Print advertisements were placed in the following special publication issues
o African American Today - special publication of our local paper The Virginian-Pilot
o Convergence in Diversity and Inclusion - specia l publication of the Chronicle for Higher Education and Diverse Issues
o Diverse Issues - special publication for Black History Month
bull Enrolled in the Virginia Values Veterans (V3) Program as a first step in becoming V3 certified
bull Established process and procedures to advertise all part-time college positions (wage and adjunct) through our applicant tracking software shy
this will ensure that all positions are advertised and announced to a broad variety of candidates
4
WC 82217
Tidewater Diversity and Inclusion Report-Academic Year 2015-2016
Part Ill Chancellors Teaching Fellows
Summary
Following a lengthy vacancy in the Credentialing Specialist position TCC is reinstituting its successfu l Teaching Fellows program Beginning in spring
semester 2016 TCC made an intentiona l effort to ensure the Academic DeansDirectors were aware of the program and reviewed Teaching Fellow
applications The current outcomes are shown below
Academic
Total
Minority
Professional
Minority
Professional
Minority
Professional
Applicants
Total
Graduate
Student
Graduate
Student
Graduate
Student
Applicants
Spring
2016
Fall
2015 NotesSuccess
Year Applicants Interviews Hired Applicants Interviews Hired Hires Hires Stories
2014-2015 12 5 1 7 3 3 2 1
One Graduate
2015-2016 2 2 0 10 5 2 2 0 hire will continue
on to the 2016shy
2017 AY
Actions Taken and Results Achieved this Fiscal Year
1 The college appointed the TCC Credentialing Specia list to liaise with the Academic DeansDirectors and track the use and success of the
Teaching Fellows program at TCC
2 All Academic DeansDirectors regularly review applicants for Teaching Fellow positions
5
WC 82217
Tidewater Diversity and Inclusion Report-Academic Year 2015-2016
Inclusion Report
Part IV Great Colleges to Work Survey Highlights and Analysis Summary
The Chronicle of Higher Education Great Colleges to Work For Survey was issued in 2015 Of the 600 surveys administered 223 respondents
participated for a total of a 372 response rate Overall the college fared well in job-satisfactionsupport professional development compensation
benefits amp worklife balance facilities pride and in the category of supervisorsdepartment chairs To improve on its successes some preliminary
steps were implemented as noted below
Effective communication is very important to this organization To assist in reconciling the fair rating in communication some changes were incorporated as follows (1) monthly distribution of Executive Staff (ES-senior leadership) meeting notes are disseminated college-wide to facilitate greater awareness of discussions and decisions in a timely and efficient manner (2) weekly enrollment updates for all the terms are distributed to about 55 (facultystaff) to encourage responsiveness and responsibility in improving enrollment (3) the Quality Enhancement Plan (QEP) Steering Committee comprised of a diverse talent pool metcontinuesmiddot to meet with the college community to educate all on the QEP through the various phases of Strategic Enrollment Management (SEM) the college streamlinedis streamlining many of its processes leading to greater efficiencies and communicates that information to the process owners and college-wide-updates are posted on the college website Use of principles from the Strategic Plan Collaboration has been the driving theme in the colleges 2015-16 Annual Working Priorities (Goal 2 shyInnovation through Collaboration) and quite a few task-forces have been established to address barriers to enrollment registration and to improve efficiencies
Looking ahead TCC will use the 2015 survey results as a baseline for comparison with the 2016 survey Although the 2016 results are not yet available preliminary information shows that the overall survey responses declined Of the 600 employees surveyed 126 responded for a 21 overall response rate Adjunct faculty had the lowest response rate at 3 (7 out of 202) Full-time teaching faculty also had a low response rate at 21 (36 out of 173) Administration had the greatest response rate at 44 (54 out of 124) During the survey period the college experienced a data breach and that is likely a contributing factor to the overall low response rate
When the new results are released targeted strategies will be incorporated to address findings that consistently emerged between the two surveys and that are not on par with TCC standards
6
WC 82217
Tidewater Diversity and Inclusion Report -Academic Year 2015-2016
Part V Development and Employment Activities List the top three actions taken at your college in order to train promote and support a diverse workforce
Activities or Initiatives Undertaken This Fiscal Year and the Results Results from Actions Taken This Fiscal Year
A The college broadened the depth of the Diversity amp Inclusion Training entitled The in-person training was insightful and the respondents Embracing Diversity to Foster a Culture of Inclusion The content addressed commented on its value the knowledge atta ined and that the individua ls groups the TCC community (faculty staff amp students) and its training should be mandatory for all consequence to the college environment
B The college hosted the VCCS Regional Meeting on Search Committees As host we ensured that the TCC Diversity Task ForceCouncil Recruitment and Diversity for hiring Managers in February 2016 the Presidents Executive Staff the Diversity Officer Deans
and Human Resources staff were invited The college exchanged valuable ideas on employment practices with Eastern Shore Community College
C Through the Office for lntercultural Learning (OIL) and its 2015-16 theme of Changing America Diversity and Inclusion the six signature programs namely (1) Hispanic Heritage (2) International Education (3) Jewish Films (4) Black History (5) Womens History and the (6) Literary Festival continues to flourish college-wide and spark interest as it reached a multitude of audiences
The programs bridge the gap between faculty staff and students with programs aligned with academics to facilitate interconnected competencies learning and awareness on current and relevant topics Various segments of the themed programs are rotated among the campuses and facil itates student participat ion w ith competency outcomes
D In 2015 the TCC Chapter of the American Association for Women in The diverse group of attendees received personal attention in Community Colleges (TCC-AAWCC) partnered with the United Way Day of Caring developing their professiona l portfolio and individua l to support the Virginia Beach Police Department in their first ever two-day assessment of their professional attire The program was so program entitled Youre Hired The TCC-AAWCC members provided training on successful that the Police Department requested TCCs return job strategies resume writing job search dressing for success educational for the next phase of t he program in 2016 opportunities at TCC served as interview panelists and more In-turn TCC volunteers received self-defense training tactics from the Police Officers
7
WC 82217
Tidewater Diversity and Inclusion Report-Academic Year 2015-2016
PART VI Student Data
A diverse and inclusive workforce will directly impact the educational environment our students experience each day Additionally more diverse faculty and staff
will attract a more diverse student population If you have collected or analyzed student data over the past fiscal year please provide that information in this
section along with any key findings
TCC enrolls a diverse student population that mirrors the colleges service region of South Hampton Roads as demonstrated in the colleges Diversity
Dashboard The colleges service region population is 54 white non-Hispanic and 46 minority TCC students are 51 minority exceeding the service
region minority population by 5 percentage points
Higher enrollment numbers for minority students is directly reflected in the number of student applications received by the college For the fall 2015
semester student app lications from minority students comprised 571 of all applications received while applications from white non-Hispanic students
accounted for 429 of the 16205 tota l applications
Student success measures however show that minority students trail whitenon-Hispanic students The Student-Right-to-Know Act graduation rate for
minority students is eight percentage points lower for minority students than for non-minority students in the same cohort (fall 2012 cohort of first-time
full-time curricular placed students tracked for 150 of program time) 142 and 222 respectively
Minority Students who did not graduate within three-years (150) but transferred to another college or university did so at a rate of 21 percentage
points lower than non-minority students 140 and 161 respectively
Fall-to-spring retention rates of a Fall 2015 cohort of first-time curricula r-placed students was 3 7 percentage points lower for minority students
compared to non-minority students 735 and 772 respectively
The college does solicit feedback from student s regarding the college environment through a number of surveys In particular the Community College
Survey of Student Engagement (CCSSE) is administered every three to four years The most recent CCSSEE survey provided the following information
CCSSE survey questions are grouped into one of five benchmark areas and the scores are calculated so that the mean or average CCSSE score for any
benchmark is always 50 and the standard deviation or spread around the mean is always 25 This provides instant feedback to a commun ity college as
to whether it is performing at above or below the national average (SO) This also makes it easy for an institution to compare its scores with those of
other similar institutions
CCSSE benchmark data is provided in several different categories CCSSE cohort an aggregation of all participating colleges for the last three years data
aggregated by institutional size data aggregated by accreditation region and consortium data for various institutional groupings such as statewide
8
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
consortia For the purposes of this report institutional size is considered the best benchmark comparison as there is a sign ificant difference between the
institutional culture and resources available at larger colleges in comparison to smaller colleges
Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships
among different groups on campus Community college students also benefit from services targeted to assist them with academic and career planning
academic skill development and other areas that may affect learning and retention Table 1 illustrates responses to survey questions that describe the
college environment with a particular focus on diversity and inclusion In each example below TCC outperformed both the extra-large college cohort
and the overall CCSSE cohort
Table 1 College Environment Comparisons Diversity amp Inclusion
Survey Item TCC Ex-Large Cohort
Colleges
Had serious conversations with students of a different race or 549 492 448
ethnicity other than your own
Had serious conversations with students who differ from you
in terms of their religious beliefs political opinions or
personal values
Provided the support you need to thrive socially
Encouraged contact among students from different socio-
econ racial ethnic background
443
363
565
43 5
343
532
414
352
517
percent who responded oftenvery often or quite a bitvery much
Table 2 provides an overview of the perceived college contribution to personal development In every case but one TCC exceeded the extra-large college
cohort and the overall 2013 cohort While TCCs score exceeded the cohort with regard to understanding people of other racial and ethnic backgrounds
the extra-large cohort had a higher score by 24 percentage points
Table 2 Contribution of College Experience to Personal Development
9
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
Survey Item
Helped you work effectively with others
Helped you understand people of other racial and ethnic
backgrounds
Helped you understand yourself
Helped you develop a personal code of values and ethics
TCC
615
469
582
480
Ex-Large
Colleges
603
493
563
470
Cohort
622
466
568
471
percent who responded oftenvery often or quite a bitvery much
Additionally less than 10 of the survey respondents used services for students with disabilities although 60 of all survey respondents indicated it was
an important service at the college Mirroring the national cohort data approximately 75 of those who used the services were satisfied
bull During the 2015-16 academic year the Office for lntercultural Learning collaborated with the Virginia Center for Inclusive Communities to
sponsor a program entitled Break the Cycle Be the Change on each of the TCC campuses The 75-minute workshop engaged students
through demonstrations of the progression of prejudice from thoughts to words to individual and institutional actions and prompted them to
consider the ways in which they can be agents of change in breaking the cycle of prejudice in their classrooms and communities
bull The colleges nursing faculty collaborated with the Sentara Center for Simulation and lmmersive Learning at Eastern Virginia Medical School to
provide an inter-professional learning exercise As such TCC students in the Beazley School of Nursing and Human Services programs were
exposed to socially and culturally competent care the importance of intercultural awareness in health professions and an appreciation of the
interconnectedness of varying cultures
bull TCC received its second cohort of Danish exchange students and sent a group of TCC students to Denmark both during the fall 2015 semester
Additionally TCC received visiting administrators from Tradium in the spring 2016 semester to discuss plans to continue formal izing the
exchange program
bull The Job Skills Training Program JSTP) partners with social service and community agencies the business community and industry leaders to
provide counseling internships workforce readiness and job follow-up for a diverse group of students who require job training and
10
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
placement but face barriers to employment JSTP provides guaranteed full-time jobs with benefits and upward mobility for those who
successfully complete the program
bull The On-Ramp Program is a unit within Workforce Solutions that is supported by the Workforce Innovation and Opportunity Act Rapid
Response funds It helps dislocated workers who have become unemployed due to company closing downsizing or elimination of positions
upgrade their job skills through degree or certificate programs The fundamental goal of this program is to increase the number of adults who
obtain postsecondary education credentials linked to in- demand careers thereby enhancing their ability to improve their employability and
earning potential The program is inclusive of a diverse student population and is funded by Workforce Innovation and Opportunity Act
(WIOA)
bull The Dining Etiquette training that was created for the TCC students and instructed on a voluntarily basis by two TCC employees continues to
be in high demand and has a positive impact on the TCC students As part of the Blackboard 2 Boardroom program it fosters an
environment of inclusion discussions on cultural etiquette expectations and practice in preparation for business and social dining
bull The new college-wide Diversity amp Inclusion Training entitled Embracing Diversity to Foster a Culture of Inclusion will be administered to the
TCC Students starting fall 2016
Report Approved Report Developed
Susan M James
President TCC Diversity Officer
11
WC 82217
Tidewater Diversity and Inclusion Report -Academic Year 2015-2016
Part II Recruitment Programs and Activities
Applicant Flow Summary Chart
Percentage of Minority Applicants by Employment Category
Classified Adjunct Teaching Faculty AdministratorsManagers
2014- 2015 21 18 8 20 2015 - 2016 24 16 11 25
Note Percentage of applications submitted without identifying EEO data ranged from 63 to 75 by employment category in 2015-16 and from 70
to 90 in 2014-15 The majority of our applicants do not provide EEO data
Briefly summarize the recruitment networking or outreach programs that the college initiated managed or participated in during this fiscal year to increase the diversity of its selection pool
Actions Taken and Results Achieved this Reporting Period
bull All facu lty ranked positions were advertised online in Diverse Issues
bull Print advertisements were placed in the following special publication issues
o African American Today - special publication of our local paper The Virginian-Pilot
o Convergence in Diversity and Inclusion - specia l publication of the Chronicle for Higher Education and Diverse Issues
o Diverse Issues - special publication for Black History Month
bull Enrolled in the Virginia Values Veterans (V3) Program as a first step in becoming V3 certified
bull Established process and procedures to advertise all part-time college positions (wage and adjunct) through our applicant tracking software shy
this will ensure that all positions are advertised and announced to a broad variety of candidates
4
WC 82217
Tidewater Diversity and Inclusion Report-Academic Year 2015-2016
Part Ill Chancellors Teaching Fellows
Summary
Following a lengthy vacancy in the Credentialing Specialist position TCC is reinstituting its successfu l Teaching Fellows program Beginning in spring
semester 2016 TCC made an intentiona l effort to ensure the Academic DeansDirectors were aware of the program and reviewed Teaching Fellow
applications The current outcomes are shown below
Academic
Total
Minority
Professional
Minority
Professional
Minority
Professional
Applicants
Total
Graduate
Student
Graduate
Student
Graduate
Student
Applicants
Spring
2016
Fall
2015 NotesSuccess
Year Applicants Interviews Hired Applicants Interviews Hired Hires Hires Stories
2014-2015 12 5 1 7 3 3 2 1
One Graduate
2015-2016 2 2 0 10 5 2 2 0 hire will continue
on to the 2016shy
2017 AY
Actions Taken and Results Achieved this Fiscal Year
1 The college appointed the TCC Credentialing Specia list to liaise with the Academic DeansDirectors and track the use and success of the
Teaching Fellows program at TCC
2 All Academic DeansDirectors regularly review applicants for Teaching Fellow positions
5
WC 82217
Tidewater Diversity and Inclusion Report-Academic Year 2015-2016
Inclusion Report
Part IV Great Colleges to Work Survey Highlights and Analysis Summary
The Chronicle of Higher Education Great Colleges to Work For Survey was issued in 2015 Of the 600 surveys administered 223 respondents
participated for a total of a 372 response rate Overall the college fared well in job-satisfactionsupport professional development compensation
benefits amp worklife balance facilities pride and in the category of supervisorsdepartment chairs To improve on its successes some preliminary
steps were implemented as noted below
Effective communication is very important to this organization To assist in reconciling the fair rating in communication some changes were incorporated as follows (1) monthly distribution of Executive Staff (ES-senior leadership) meeting notes are disseminated college-wide to facilitate greater awareness of discussions and decisions in a timely and efficient manner (2) weekly enrollment updates for all the terms are distributed to about 55 (facultystaff) to encourage responsiveness and responsibility in improving enrollment (3) the Quality Enhancement Plan (QEP) Steering Committee comprised of a diverse talent pool metcontinuesmiddot to meet with the college community to educate all on the QEP through the various phases of Strategic Enrollment Management (SEM) the college streamlinedis streamlining many of its processes leading to greater efficiencies and communicates that information to the process owners and college-wide-updates are posted on the college website Use of principles from the Strategic Plan Collaboration has been the driving theme in the colleges 2015-16 Annual Working Priorities (Goal 2 shyInnovation through Collaboration) and quite a few task-forces have been established to address barriers to enrollment registration and to improve efficiencies
Looking ahead TCC will use the 2015 survey results as a baseline for comparison with the 2016 survey Although the 2016 results are not yet available preliminary information shows that the overall survey responses declined Of the 600 employees surveyed 126 responded for a 21 overall response rate Adjunct faculty had the lowest response rate at 3 (7 out of 202) Full-time teaching faculty also had a low response rate at 21 (36 out of 173) Administration had the greatest response rate at 44 (54 out of 124) During the survey period the college experienced a data breach and that is likely a contributing factor to the overall low response rate
When the new results are released targeted strategies will be incorporated to address findings that consistently emerged between the two surveys and that are not on par with TCC standards
6
WC 82217
Tidewater Diversity and Inclusion Report -Academic Year 2015-2016
Part V Development and Employment Activities List the top three actions taken at your college in order to train promote and support a diverse workforce
Activities or Initiatives Undertaken This Fiscal Year and the Results Results from Actions Taken This Fiscal Year
A The college broadened the depth of the Diversity amp Inclusion Training entitled The in-person training was insightful and the respondents Embracing Diversity to Foster a Culture of Inclusion The content addressed commented on its value the knowledge atta ined and that the individua ls groups the TCC community (faculty staff amp students) and its training should be mandatory for all consequence to the college environment
B The college hosted the VCCS Regional Meeting on Search Committees As host we ensured that the TCC Diversity Task ForceCouncil Recruitment and Diversity for hiring Managers in February 2016 the Presidents Executive Staff the Diversity Officer Deans
and Human Resources staff were invited The college exchanged valuable ideas on employment practices with Eastern Shore Community College
C Through the Office for lntercultural Learning (OIL) and its 2015-16 theme of Changing America Diversity and Inclusion the six signature programs namely (1) Hispanic Heritage (2) International Education (3) Jewish Films (4) Black History (5) Womens History and the (6) Literary Festival continues to flourish college-wide and spark interest as it reached a multitude of audiences
The programs bridge the gap between faculty staff and students with programs aligned with academics to facilitate interconnected competencies learning and awareness on current and relevant topics Various segments of the themed programs are rotated among the campuses and facil itates student participat ion w ith competency outcomes
D In 2015 the TCC Chapter of the American Association for Women in The diverse group of attendees received personal attention in Community Colleges (TCC-AAWCC) partnered with the United Way Day of Caring developing their professiona l portfolio and individua l to support the Virginia Beach Police Department in their first ever two-day assessment of their professional attire The program was so program entitled Youre Hired The TCC-AAWCC members provided training on successful that the Police Department requested TCCs return job strategies resume writing job search dressing for success educational for the next phase of t he program in 2016 opportunities at TCC served as interview panelists and more In-turn TCC volunteers received self-defense training tactics from the Police Officers
7
WC 82217
Tidewater Diversity and Inclusion Report-Academic Year 2015-2016
PART VI Student Data
A diverse and inclusive workforce will directly impact the educational environment our students experience each day Additionally more diverse faculty and staff
will attract a more diverse student population If you have collected or analyzed student data over the past fiscal year please provide that information in this
section along with any key findings
TCC enrolls a diverse student population that mirrors the colleges service region of South Hampton Roads as demonstrated in the colleges Diversity
Dashboard The colleges service region population is 54 white non-Hispanic and 46 minority TCC students are 51 minority exceeding the service
region minority population by 5 percentage points
Higher enrollment numbers for minority students is directly reflected in the number of student applications received by the college For the fall 2015
semester student app lications from minority students comprised 571 of all applications received while applications from white non-Hispanic students
accounted for 429 of the 16205 tota l applications
Student success measures however show that minority students trail whitenon-Hispanic students The Student-Right-to-Know Act graduation rate for
minority students is eight percentage points lower for minority students than for non-minority students in the same cohort (fall 2012 cohort of first-time
full-time curricular placed students tracked for 150 of program time) 142 and 222 respectively
Minority Students who did not graduate within three-years (150) but transferred to another college or university did so at a rate of 21 percentage
points lower than non-minority students 140 and 161 respectively
Fall-to-spring retention rates of a Fall 2015 cohort of first-time curricula r-placed students was 3 7 percentage points lower for minority students
compared to non-minority students 735 and 772 respectively
The college does solicit feedback from student s regarding the college environment through a number of surveys In particular the Community College
Survey of Student Engagement (CCSSE) is administered every three to four years The most recent CCSSEE survey provided the following information
CCSSE survey questions are grouped into one of five benchmark areas and the scores are calculated so that the mean or average CCSSE score for any
benchmark is always 50 and the standard deviation or spread around the mean is always 25 This provides instant feedback to a commun ity college as
to whether it is performing at above or below the national average (SO) This also makes it easy for an institution to compare its scores with those of
other similar institutions
CCSSE benchmark data is provided in several different categories CCSSE cohort an aggregation of all participating colleges for the last three years data
aggregated by institutional size data aggregated by accreditation region and consortium data for various institutional groupings such as statewide
8
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
consortia For the purposes of this report institutional size is considered the best benchmark comparison as there is a sign ificant difference between the
institutional culture and resources available at larger colleges in comparison to smaller colleges
Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships
among different groups on campus Community college students also benefit from services targeted to assist them with academic and career planning
academic skill development and other areas that may affect learning and retention Table 1 illustrates responses to survey questions that describe the
college environment with a particular focus on diversity and inclusion In each example below TCC outperformed both the extra-large college cohort
and the overall CCSSE cohort
Table 1 College Environment Comparisons Diversity amp Inclusion
Survey Item TCC Ex-Large Cohort
Colleges
Had serious conversations with students of a different race or 549 492 448
ethnicity other than your own
Had serious conversations with students who differ from you
in terms of their religious beliefs political opinions or
personal values
Provided the support you need to thrive socially
Encouraged contact among students from different socio-
econ racial ethnic background
443
363
565
43 5
343
532
414
352
517
percent who responded oftenvery often or quite a bitvery much
Table 2 provides an overview of the perceived college contribution to personal development In every case but one TCC exceeded the extra-large college
cohort and the overall 2013 cohort While TCCs score exceeded the cohort with regard to understanding people of other racial and ethnic backgrounds
the extra-large cohort had a higher score by 24 percentage points
Table 2 Contribution of College Experience to Personal Development
9
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
Survey Item
Helped you work effectively with others
Helped you understand people of other racial and ethnic
backgrounds
Helped you understand yourself
Helped you develop a personal code of values and ethics
TCC
615
469
582
480
Ex-Large
Colleges
603
493
563
470
Cohort
622
466
568
471
percent who responded oftenvery often or quite a bitvery much
Additionally less than 10 of the survey respondents used services for students with disabilities although 60 of all survey respondents indicated it was
an important service at the college Mirroring the national cohort data approximately 75 of those who used the services were satisfied
bull During the 2015-16 academic year the Office for lntercultural Learning collaborated with the Virginia Center for Inclusive Communities to
sponsor a program entitled Break the Cycle Be the Change on each of the TCC campuses The 75-minute workshop engaged students
through demonstrations of the progression of prejudice from thoughts to words to individual and institutional actions and prompted them to
consider the ways in which they can be agents of change in breaking the cycle of prejudice in their classrooms and communities
bull The colleges nursing faculty collaborated with the Sentara Center for Simulation and lmmersive Learning at Eastern Virginia Medical School to
provide an inter-professional learning exercise As such TCC students in the Beazley School of Nursing and Human Services programs were
exposed to socially and culturally competent care the importance of intercultural awareness in health professions and an appreciation of the
interconnectedness of varying cultures
bull TCC received its second cohort of Danish exchange students and sent a group of TCC students to Denmark both during the fall 2015 semester
Additionally TCC received visiting administrators from Tradium in the spring 2016 semester to discuss plans to continue formal izing the
exchange program
bull The Job Skills Training Program JSTP) partners with social service and community agencies the business community and industry leaders to
provide counseling internships workforce readiness and job follow-up for a diverse group of students who require job training and
10
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
placement but face barriers to employment JSTP provides guaranteed full-time jobs with benefits and upward mobility for those who
successfully complete the program
bull The On-Ramp Program is a unit within Workforce Solutions that is supported by the Workforce Innovation and Opportunity Act Rapid
Response funds It helps dislocated workers who have become unemployed due to company closing downsizing or elimination of positions
upgrade their job skills through degree or certificate programs The fundamental goal of this program is to increase the number of adults who
obtain postsecondary education credentials linked to in- demand careers thereby enhancing their ability to improve their employability and
earning potential The program is inclusive of a diverse student population and is funded by Workforce Innovation and Opportunity Act
(WIOA)
bull The Dining Etiquette training that was created for the TCC students and instructed on a voluntarily basis by two TCC employees continues to
be in high demand and has a positive impact on the TCC students As part of the Blackboard 2 Boardroom program it fosters an
environment of inclusion discussions on cultural etiquette expectations and practice in preparation for business and social dining
bull The new college-wide Diversity amp Inclusion Training entitled Embracing Diversity to Foster a Culture of Inclusion will be administered to the
TCC Students starting fall 2016
Report Approved Report Developed
Susan M James
President TCC Diversity Officer
11
WC 82217
Tidewater Diversity and Inclusion Report-Academic Year 2015-2016
Part Ill Chancellors Teaching Fellows
Summary
Following a lengthy vacancy in the Credentialing Specialist position TCC is reinstituting its successfu l Teaching Fellows program Beginning in spring
semester 2016 TCC made an intentiona l effort to ensure the Academic DeansDirectors were aware of the program and reviewed Teaching Fellow
applications The current outcomes are shown below
Academic
Total
Minority
Professional
Minority
Professional
Minority
Professional
Applicants
Total
Graduate
Student
Graduate
Student
Graduate
Student
Applicants
Spring
2016
Fall
2015 NotesSuccess
Year Applicants Interviews Hired Applicants Interviews Hired Hires Hires Stories
2014-2015 12 5 1 7 3 3 2 1
One Graduate
2015-2016 2 2 0 10 5 2 2 0 hire will continue
on to the 2016shy
2017 AY
Actions Taken and Results Achieved this Fiscal Year
1 The college appointed the TCC Credentialing Specia list to liaise with the Academic DeansDirectors and track the use and success of the
Teaching Fellows program at TCC
2 All Academic DeansDirectors regularly review applicants for Teaching Fellow positions
5
WC 82217
Tidewater Diversity and Inclusion Report-Academic Year 2015-2016
Inclusion Report
Part IV Great Colleges to Work Survey Highlights and Analysis Summary
The Chronicle of Higher Education Great Colleges to Work For Survey was issued in 2015 Of the 600 surveys administered 223 respondents
participated for a total of a 372 response rate Overall the college fared well in job-satisfactionsupport professional development compensation
benefits amp worklife balance facilities pride and in the category of supervisorsdepartment chairs To improve on its successes some preliminary
steps were implemented as noted below
Effective communication is very important to this organization To assist in reconciling the fair rating in communication some changes were incorporated as follows (1) monthly distribution of Executive Staff (ES-senior leadership) meeting notes are disseminated college-wide to facilitate greater awareness of discussions and decisions in a timely and efficient manner (2) weekly enrollment updates for all the terms are distributed to about 55 (facultystaff) to encourage responsiveness and responsibility in improving enrollment (3) the Quality Enhancement Plan (QEP) Steering Committee comprised of a diverse talent pool metcontinuesmiddot to meet with the college community to educate all on the QEP through the various phases of Strategic Enrollment Management (SEM) the college streamlinedis streamlining many of its processes leading to greater efficiencies and communicates that information to the process owners and college-wide-updates are posted on the college website Use of principles from the Strategic Plan Collaboration has been the driving theme in the colleges 2015-16 Annual Working Priorities (Goal 2 shyInnovation through Collaboration) and quite a few task-forces have been established to address barriers to enrollment registration and to improve efficiencies
Looking ahead TCC will use the 2015 survey results as a baseline for comparison with the 2016 survey Although the 2016 results are not yet available preliminary information shows that the overall survey responses declined Of the 600 employees surveyed 126 responded for a 21 overall response rate Adjunct faculty had the lowest response rate at 3 (7 out of 202) Full-time teaching faculty also had a low response rate at 21 (36 out of 173) Administration had the greatest response rate at 44 (54 out of 124) During the survey period the college experienced a data breach and that is likely a contributing factor to the overall low response rate
When the new results are released targeted strategies will be incorporated to address findings that consistently emerged between the two surveys and that are not on par with TCC standards
6
WC 82217
Tidewater Diversity and Inclusion Report -Academic Year 2015-2016
Part V Development and Employment Activities List the top three actions taken at your college in order to train promote and support a diverse workforce
Activities or Initiatives Undertaken This Fiscal Year and the Results Results from Actions Taken This Fiscal Year
A The college broadened the depth of the Diversity amp Inclusion Training entitled The in-person training was insightful and the respondents Embracing Diversity to Foster a Culture of Inclusion The content addressed commented on its value the knowledge atta ined and that the individua ls groups the TCC community (faculty staff amp students) and its training should be mandatory for all consequence to the college environment
B The college hosted the VCCS Regional Meeting on Search Committees As host we ensured that the TCC Diversity Task ForceCouncil Recruitment and Diversity for hiring Managers in February 2016 the Presidents Executive Staff the Diversity Officer Deans
and Human Resources staff were invited The college exchanged valuable ideas on employment practices with Eastern Shore Community College
C Through the Office for lntercultural Learning (OIL) and its 2015-16 theme of Changing America Diversity and Inclusion the six signature programs namely (1) Hispanic Heritage (2) International Education (3) Jewish Films (4) Black History (5) Womens History and the (6) Literary Festival continues to flourish college-wide and spark interest as it reached a multitude of audiences
The programs bridge the gap between faculty staff and students with programs aligned with academics to facilitate interconnected competencies learning and awareness on current and relevant topics Various segments of the themed programs are rotated among the campuses and facil itates student participat ion w ith competency outcomes
D In 2015 the TCC Chapter of the American Association for Women in The diverse group of attendees received personal attention in Community Colleges (TCC-AAWCC) partnered with the United Way Day of Caring developing their professiona l portfolio and individua l to support the Virginia Beach Police Department in their first ever two-day assessment of their professional attire The program was so program entitled Youre Hired The TCC-AAWCC members provided training on successful that the Police Department requested TCCs return job strategies resume writing job search dressing for success educational for the next phase of t he program in 2016 opportunities at TCC served as interview panelists and more In-turn TCC volunteers received self-defense training tactics from the Police Officers
7
WC 82217
Tidewater Diversity and Inclusion Report-Academic Year 2015-2016
PART VI Student Data
A diverse and inclusive workforce will directly impact the educational environment our students experience each day Additionally more diverse faculty and staff
will attract a more diverse student population If you have collected or analyzed student data over the past fiscal year please provide that information in this
section along with any key findings
TCC enrolls a diverse student population that mirrors the colleges service region of South Hampton Roads as demonstrated in the colleges Diversity
Dashboard The colleges service region population is 54 white non-Hispanic and 46 minority TCC students are 51 minority exceeding the service
region minority population by 5 percentage points
Higher enrollment numbers for minority students is directly reflected in the number of student applications received by the college For the fall 2015
semester student app lications from minority students comprised 571 of all applications received while applications from white non-Hispanic students
accounted for 429 of the 16205 tota l applications
Student success measures however show that minority students trail whitenon-Hispanic students The Student-Right-to-Know Act graduation rate for
minority students is eight percentage points lower for minority students than for non-minority students in the same cohort (fall 2012 cohort of first-time
full-time curricular placed students tracked for 150 of program time) 142 and 222 respectively
Minority Students who did not graduate within three-years (150) but transferred to another college or university did so at a rate of 21 percentage
points lower than non-minority students 140 and 161 respectively
Fall-to-spring retention rates of a Fall 2015 cohort of first-time curricula r-placed students was 3 7 percentage points lower for minority students
compared to non-minority students 735 and 772 respectively
The college does solicit feedback from student s regarding the college environment through a number of surveys In particular the Community College
Survey of Student Engagement (CCSSE) is administered every three to four years The most recent CCSSEE survey provided the following information
CCSSE survey questions are grouped into one of five benchmark areas and the scores are calculated so that the mean or average CCSSE score for any
benchmark is always 50 and the standard deviation or spread around the mean is always 25 This provides instant feedback to a commun ity college as
to whether it is performing at above or below the national average (SO) This also makes it easy for an institution to compare its scores with those of
other similar institutions
CCSSE benchmark data is provided in several different categories CCSSE cohort an aggregation of all participating colleges for the last three years data
aggregated by institutional size data aggregated by accreditation region and consortium data for various institutional groupings such as statewide
8
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
consortia For the purposes of this report institutional size is considered the best benchmark comparison as there is a sign ificant difference between the
institutional culture and resources available at larger colleges in comparison to smaller colleges
Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships
among different groups on campus Community college students also benefit from services targeted to assist them with academic and career planning
academic skill development and other areas that may affect learning and retention Table 1 illustrates responses to survey questions that describe the
college environment with a particular focus on diversity and inclusion In each example below TCC outperformed both the extra-large college cohort
and the overall CCSSE cohort
Table 1 College Environment Comparisons Diversity amp Inclusion
Survey Item TCC Ex-Large Cohort
Colleges
Had serious conversations with students of a different race or 549 492 448
ethnicity other than your own
Had serious conversations with students who differ from you
in terms of their religious beliefs political opinions or
personal values
Provided the support you need to thrive socially
Encouraged contact among students from different socio-
econ racial ethnic background
443
363
565
43 5
343
532
414
352
517
percent who responded oftenvery often or quite a bitvery much
Table 2 provides an overview of the perceived college contribution to personal development In every case but one TCC exceeded the extra-large college
cohort and the overall 2013 cohort While TCCs score exceeded the cohort with regard to understanding people of other racial and ethnic backgrounds
the extra-large cohort had a higher score by 24 percentage points
Table 2 Contribution of College Experience to Personal Development
9
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
Survey Item
Helped you work effectively with others
Helped you understand people of other racial and ethnic
backgrounds
Helped you understand yourself
Helped you develop a personal code of values and ethics
TCC
615
469
582
480
Ex-Large
Colleges
603
493
563
470
Cohort
622
466
568
471
percent who responded oftenvery often or quite a bitvery much
Additionally less than 10 of the survey respondents used services for students with disabilities although 60 of all survey respondents indicated it was
an important service at the college Mirroring the national cohort data approximately 75 of those who used the services were satisfied
bull During the 2015-16 academic year the Office for lntercultural Learning collaborated with the Virginia Center for Inclusive Communities to
sponsor a program entitled Break the Cycle Be the Change on each of the TCC campuses The 75-minute workshop engaged students
through demonstrations of the progression of prejudice from thoughts to words to individual and institutional actions and prompted them to
consider the ways in which they can be agents of change in breaking the cycle of prejudice in their classrooms and communities
bull The colleges nursing faculty collaborated with the Sentara Center for Simulation and lmmersive Learning at Eastern Virginia Medical School to
provide an inter-professional learning exercise As such TCC students in the Beazley School of Nursing and Human Services programs were
exposed to socially and culturally competent care the importance of intercultural awareness in health professions and an appreciation of the
interconnectedness of varying cultures
bull TCC received its second cohort of Danish exchange students and sent a group of TCC students to Denmark both during the fall 2015 semester
Additionally TCC received visiting administrators from Tradium in the spring 2016 semester to discuss plans to continue formal izing the
exchange program
bull The Job Skills Training Program JSTP) partners with social service and community agencies the business community and industry leaders to
provide counseling internships workforce readiness and job follow-up for a diverse group of students who require job training and
10
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
placement but face barriers to employment JSTP provides guaranteed full-time jobs with benefits and upward mobility for those who
successfully complete the program
bull The On-Ramp Program is a unit within Workforce Solutions that is supported by the Workforce Innovation and Opportunity Act Rapid
Response funds It helps dislocated workers who have become unemployed due to company closing downsizing or elimination of positions
upgrade their job skills through degree or certificate programs The fundamental goal of this program is to increase the number of adults who
obtain postsecondary education credentials linked to in- demand careers thereby enhancing their ability to improve their employability and
earning potential The program is inclusive of a diverse student population and is funded by Workforce Innovation and Opportunity Act
(WIOA)
bull The Dining Etiquette training that was created for the TCC students and instructed on a voluntarily basis by two TCC employees continues to
be in high demand and has a positive impact on the TCC students As part of the Blackboard 2 Boardroom program it fosters an
environment of inclusion discussions on cultural etiquette expectations and practice in preparation for business and social dining
bull The new college-wide Diversity amp Inclusion Training entitled Embracing Diversity to Foster a Culture of Inclusion will be administered to the
TCC Students starting fall 2016
Report Approved Report Developed
Susan M James
President TCC Diversity Officer
11
WC 82217
Tidewater Diversity and Inclusion Report-Academic Year 2015-2016
Inclusion Report
Part IV Great Colleges to Work Survey Highlights and Analysis Summary
The Chronicle of Higher Education Great Colleges to Work For Survey was issued in 2015 Of the 600 surveys administered 223 respondents
participated for a total of a 372 response rate Overall the college fared well in job-satisfactionsupport professional development compensation
benefits amp worklife balance facilities pride and in the category of supervisorsdepartment chairs To improve on its successes some preliminary
steps were implemented as noted below
Effective communication is very important to this organization To assist in reconciling the fair rating in communication some changes were incorporated as follows (1) monthly distribution of Executive Staff (ES-senior leadership) meeting notes are disseminated college-wide to facilitate greater awareness of discussions and decisions in a timely and efficient manner (2) weekly enrollment updates for all the terms are distributed to about 55 (facultystaff) to encourage responsiveness and responsibility in improving enrollment (3) the Quality Enhancement Plan (QEP) Steering Committee comprised of a diverse talent pool metcontinuesmiddot to meet with the college community to educate all on the QEP through the various phases of Strategic Enrollment Management (SEM) the college streamlinedis streamlining many of its processes leading to greater efficiencies and communicates that information to the process owners and college-wide-updates are posted on the college website Use of principles from the Strategic Plan Collaboration has been the driving theme in the colleges 2015-16 Annual Working Priorities (Goal 2 shyInnovation through Collaboration) and quite a few task-forces have been established to address barriers to enrollment registration and to improve efficiencies
Looking ahead TCC will use the 2015 survey results as a baseline for comparison with the 2016 survey Although the 2016 results are not yet available preliminary information shows that the overall survey responses declined Of the 600 employees surveyed 126 responded for a 21 overall response rate Adjunct faculty had the lowest response rate at 3 (7 out of 202) Full-time teaching faculty also had a low response rate at 21 (36 out of 173) Administration had the greatest response rate at 44 (54 out of 124) During the survey period the college experienced a data breach and that is likely a contributing factor to the overall low response rate
When the new results are released targeted strategies will be incorporated to address findings that consistently emerged between the two surveys and that are not on par with TCC standards
6
WC 82217
Tidewater Diversity and Inclusion Report -Academic Year 2015-2016
Part V Development and Employment Activities List the top three actions taken at your college in order to train promote and support a diverse workforce
Activities or Initiatives Undertaken This Fiscal Year and the Results Results from Actions Taken This Fiscal Year
A The college broadened the depth of the Diversity amp Inclusion Training entitled The in-person training was insightful and the respondents Embracing Diversity to Foster a Culture of Inclusion The content addressed commented on its value the knowledge atta ined and that the individua ls groups the TCC community (faculty staff amp students) and its training should be mandatory for all consequence to the college environment
B The college hosted the VCCS Regional Meeting on Search Committees As host we ensured that the TCC Diversity Task ForceCouncil Recruitment and Diversity for hiring Managers in February 2016 the Presidents Executive Staff the Diversity Officer Deans
and Human Resources staff were invited The college exchanged valuable ideas on employment practices with Eastern Shore Community College
C Through the Office for lntercultural Learning (OIL) and its 2015-16 theme of Changing America Diversity and Inclusion the six signature programs namely (1) Hispanic Heritage (2) International Education (3) Jewish Films (4) Black History (5) Womens History and the (6) Literary Festival continues to flourish college-wide and spark interest as it reached a multitude of audiences
The programs bridge the gap between faculty staff and students with programs aligned with academics to facilitate interconnected competencies learning and awareness on current and relevant topics Various segments of the themed programs are rotated among the campuses and facil itates student participat ion w ith competency outcomes
D In 2015 the TCC Chapter of the American Association for Women in The diverse group of attendees received personal attention in Community Colleges (TCC-AAWCC) partnered with the United Way Day of Caring developing their professiona l portfolio and individua l to support the Virginia Beach Police Department in their first ever two-day assessment of their professional attire The program was so program entitled Youre Hired The TCC-AAWCC members provided training on successful that the Police Department requested TCCs return job strategies resume writing job search dressing for success educational for the next phase of t he program in 2016 opportunities at TCC served as interview panelists and more In-turn TCC volunteers received self-defense training tactics from the Police Officers
7
WC 82217
Tidewater Diversity and Inclusion Report-Academic Year 2015-2016
PART VI Student Data
A diverse and inclusive workforce will directly impact the educational environment our students experience each day Additionally more diverse faculty and staff
will attract a more diverse student population If you have collected or analyzed student data over the past fiscal year please provide that information in this
section along with any key findings
TCC enrolls a diverse student population that mirrors the colleges service region of South Hampton Roads as demonstrated in the colleges Diversity
Dashboard The colleges service region population is 54 white non-Hispanic and 46 minority TCC students are 51 minority exceeding the service
region minority population by 5 percentage points
Higher enrollment numbers for minority students is directly reflected in the number of student applications received by the college For the fall 2015
semester student app lications from minority students comprised 571 of all applications received while applications from white non-Hispanic students
accounted for 429 of the 16205 tota l applications
Student success measures however show that minority students trail whitenon-Hispanic students The Student-Right-to-Know Act graduation rate for
minority students is eight percentage points lower for minority students than for non-minority students in the same cohort (fall 2012 cohort of first-time
full-time curricular placed students tracked for 150 of program time) 142 and 222 respectively
Minority Students who did not graduate within three-years (150) but transferred to another college or university did so at a rate of 21 percentage
points lower than non-minority students 140 and 161 respectively
Fall-to-spring retention rates of a Fall 2015 cohort of first-time curricula r-placed students was 3 7 percentage points lower for minority students
compared to non-minority students 735 and 772 respectively
The college does solicit feedback from student s regarding the college environment through a number of surveys In particular the Community College
Survey of Student Engagement (CCSSE) is administered every three to four years The most recent CCSSEE survey provided the following information
CCSSE survey questions are grouped into one of five benchmark areas and the scores are calculated so that the mean or average CCSSE score for any
benchmark is always 50 and the standard deviation or spread around the mean is always 25 This provides instant feedback to a commun ity college as
to whether it is performing at above or below the national average (SO) This also makes it easy for an institution to compare its scores with those of
other similar institutions
CCSSE benchmark data is provided in several different categories CCSSE cohort an aggregation of all participating colleges for the last three years data
aggregated by institutional size data aggregated by accreditation region and consortium data for various institutional groupings such as statewide
8
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
consortia For the purposes of this report institutional size is considered the best benchmark comparison as there is a sign ificant difference between the
institutional culture and resources available at larger colleges in comparison to smaller colleges
Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships
among different groups on campus Community college students also benefit from services targeted to assist them with academic and career planning
academic skill development and other areas that may affect learning and retention Table 1 illustrates responses to survey questions that describe the
college environment with a particular focus on diversity and inclusion In each example below TCC outperformed both the extra-large college cohort
and the overall CCSSE cohort
Table 1 College Environment Comparisons Diversity amp Inclusion
Survey Item TCC Ex-Large Cohort
Colleges
Had serious conversations with students of a different race or 549 492 448
ethnicity other than your own
Had serious conversations with students who differ from you
in terms of their religious beliefs political opinions or
personal values
Provided the support you need to thrive socially
Encouraged contact among students from different socio-
econ racial ethnic background
443
363
565
43 5
343
532
414
352
517
percent who responded oftenvery often or quite a bitvery much
Table 2 provides an overview of the perceived college contribution to personal development In every case but one TCC exceeded the extra-large college
cohort and the overall 2013 cohort While TCCs score exceeded the cohort with regard to understanding people of other racial and ethnic backgrounds
the extra-large cohort had a higher score by 24 percentage points
Table 2 Contribution of College Experience to Personal Development
9
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
Survey Item
Helped you work effectively with others
Helped you understand people of other racial and ethnic
backgrounds
Helped you understand yourself
Helped you develop a personal code of values and ethics
TCC
615
469
582
480
Ex-Large
Colleges
603
493
563
470
Cohort
622
466
568
471
percent who responded oftenvery often or quite a bitvery much
Additionally less than 10 of the survey respondents used services for students with disabilities although 60 of all survey respondents indicated it was
an important service at the college Mirroring the national cohort data approximately 75 of those who used the services were satisfied
bull During the 2015-16 academic year the Office for lntercultural Learning collaborated with the Virginia Center for Inclusive Communities to
sponsor a program entitled Break the Cycle Be the Change on each of the TCC campuses The 75-minute workshop engaged students
through demonstrations of the progression of prejudice from thoughts to words to individual and institutional actions and prompted them to
consider the ways in which they can be agents of change in breaking the cycle of prejudice in their classrooms and communities
bull The colleges nursing faculty collaborated with the Sentara Center for Simulation and lmmersive Learning at Eastern Virginia Medical School to
provide an inter-professional learning exercise As such TCC students in the Beazley School of Nursing and Human Services programs were
exposed to socially and culturally competent care the importance of intercultural awareness in health professions and an appreciation of the
interconnectedness of varying cultures
bull TCC received its second cohort of Danish exchange students and sent a group of TCC students to Denmark both during the fall 2015 semester
Additionally TCC received visiting administrators from Tradium in the spring 2016 semester to discuss plans to continue formal izing the
exchange program
bull The Job Skills Training Program JSTP) partners with social service and community agencies the business community and industry leaders to
provide counseling internships workforce readiness and job follow-up for a diverse group of students who require job training and
10
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
placement but face barriers to employment JSTP provides guaranteed full-time jobs with benefits and upward mobility for those who
successfully complete the program
bull The On-Ramp Program is a unit within Workforce Solutions that is supported by the Workforce Innovation and Opportunity Act Rapid
Response funds It helps dislocated workers who have become unemployed due to company closing downsizing or elimination of positions
upgrade their job skills through degree or certificate programs The fundamental goal of this program is to increase the number of adults who
obtain postsecondary education credentials linked to in- demand careers thereby enhancing their ability to improve their employability and
earning potential The program is inclusive of a diverse student population and is funded by Workforce Innovation and Opportunity Act
(WIOA)
bull The Dining Etiquette training that was created for the TCC students and instructed on a voluntarily basis by two TCC employees continues to
be in high demand and has a positive impact on the TCC students As part of the Blackboard 2 Boardroom program it fosters an
environment of inclusion discussions on cultural etiquette expectations and practice in preparation for business and social dining
bull The new college-wide Diversity amp Inclusion Training entitled Embracing Diversity to Foster a Culture of Inclusion will be administered to the
TCC Students starting fall 2016
Report Approved Report Developed
Susan M James
President TCC Diversity Officer
11
WC 82217
Tidewater Diversity and Inclusion Report -Academic Year 2015-2016
Part V Development and Employment Activities List the top three actions taken at your college in order to train promote and support a diverse workforce
Activities or Initiatives Undertaken This Fiscal Year and the Results Results from Actions Taken This Fiscal Year
A The college broadened the depth of the Diversity amp Inclusion Training entitled The in-person training was insightful and the respondents Embracing Diversity to Foster a Culture of Inclusion The content addressed commented on its value the knowledge atta ined and that the individua ls groups the TCC community (faculty staff amp students) and its training should be mandatory for all consequence to the college environment
B The college hosted the VCCS Regional Meeting on Search Committees As host we ensured that the TCC Diversity Task ForceCouncil Recruitment and Diversity for hiring Managers in February 2016 the Presidents Executive Staff the Diversity Officer Deans
and Human Resources staff were invited The college exchanged valuable ideas on employment practices with Eastern Shore Community College
C Through the Office for lntercultural Learning (OIL) and its 2015-16 theme of Changing America Diversity and Inclusion the six signature programs namely (1) Hispanic Heritage (2) International Education (3) Jewish Films (4) Black History (5) Womens History and the (6) Literary Festival continues to flourish college-wide and spark interest as it reached a multitude of audiences
The programs bridge the gap between faculty staff and students with programs aligned with academics to facilitate interconnected competencies learning and awareness on current and relevant topics Various segments of the themed programs are rotated among the campuses and facil itates student participat ion w ith competency outcomes
D In 2015 the TCC Chapter of the American Association for Women in The diverse group of attendees received personal attention in Community Colleges (TCC-AAWCC) partnered with the United Way Day of Caring developing their professiona l portfolio and individua l to support the Virginia Beach Police Department in their first ever two-day assessment of their professional attire The program was so program entitled Youre Hired The TCC-AAWCC members provided training on successful that the Police Department requested TCCs return job strategies resume writing job search dressing for success educational for the next phase of t he program in 2016 opportunities at TCC served as interview panelists and more In-turn TCC volunteers received self-defense training tactics from the Police Officers
7
WC 82217
Tidewater Diversity and Inclusion Report-Academic Year 2015-2016
PART VI Student Data
A diverse and inclusive workforce will directly impact the educational environment our students experience each day Additionally more diverse faculty and staff
will attract a more diverse student population If you have collected or analyzed student data over the past fiscal year please provide that information in this
section along with any key findings
TCC enrolls a diverse student population that mirrors the colleges service region of South Hampton Roads as demonstrated in the colleges Diversity
Dashboard The colleges service region population is 54 white non-Hispanic and 46 minority TCC students are 51 minority exceeding the service
region minority population by 5 percentage points
Higher enrollment numbers for minority students is directly reflected in the number of student applications received by the college For the fall 2015
semester student app lications from minority students comprised 571 of all applications received while applications from white non-Hispanic students
accounted for 429 of the 16205 tota l applications
Student success measures however show that minority students trail whitenon-Hispanic students The Student-Right-to-Know Act graduation rate for
minority students is eight percentage points lower for minority students than for non-minority students in the same cohort (fall 2012 cohort of first-time
full-time curricular placed students tracked for 150 of program time) 142 and 222 respectively
Minority Students who did not graduate within three-years (150) but transferred to another college or university did so at a rate of 21 percentage
points lower than non-minority students 140 and 161 respectively
Fall-to-spring retention rates of a Fall 2015 cohort of first-time curricula r-placed students was 3 7 percentage points lower for minority students
compared to non-minority students 735 and 772 respectively
The college does solicit feedback from student s regarding the college environment through a number of surveys In particular the Community College
Survey of Student Engagement (CCSSE) is administered every three to four years The most recent CCSSEE survey provided the following information
CCSSE survey questions are grouped into one of five benchmark areas and the scores are calculated so that the mean or average CCSSE score for any
benchmark is always 50 and the standard deviation or spread around the mean is always 25 This provides instant feedback to a commun ity college as
to whether it is performing at above or below the national average (SO) This also makes it easy for an institution to compare its scores with those of
other similar institutions
CCSSE benchmark data is provided in several different categories CCSSE cohort an aggregation of all participating colleges for the last three years data
aggregated by institutional size data aggregated by accreditation region and consortium data for various institutional groupings such as statewide
8
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
consortia For the purposes of this report institutional size is considered the best benchmark comparison as there is a sign ificant difference between the
institutional culture and resources available at larger colleges in comparison to smaller colleges
Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships
among different groups on campus Community college students also benefit from services targeted to assist them with academic and career planning
academic skill development and other areas that may affect learning and retention Table 1 illustrates responses to survey questions that describe the
college environment with a particular focus on diversity and inclusion In each example below TCC outperformed both the extra-large college cohort
and the overall CCSSE cohort
Table 1 College Environment Comparisons Diversity amp Inclusion
Survey Item TCC Ex-Large Cohort
Colleges
Had serious conversations with students of a different race or 549 492 448
ethnicity other than your own
Had serious conversations with students who differ from you
in terms of their religious beliefs political opinions or
personal values
Provided the support you need to thrive socially
Encouraged contact among students from different socio-
econ racial ethnic background
443
363
565
43 5
343
532
414
352
517
percent who responded oftenvery often or quite a bitvery much
Table 2 provides an overview of the perceived college contribution to personal development In every case but one TCC exceeded the extra-large college
cohort and the overall 2013 cohort While TCCs score exceeded the cohort with regard to understanding people of other racial and ethnic backgrounds
the extra-large cohort had a higher score by 24 percentage points
Table 2 Contribution of College Experience to Personal Development
9
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
Survey Item
Helped you work effectively with others
Helped you understand people of other racial and ethnic
backgrounds
Helped you understand yourself
Helped you develop a personal code of values and ethics
TCC
615
469
582
480
Ex-Large
Colleges
603
493
563
470
Cohort
622
466
568
471
percent who responded oftenvery often or quite a bitvery much
Additionally less than 10 of the survey respondents used services for students with disabilities although 60 of all survey respondents indicated it was
an important service at the college Mirroring the national cohort data approximately 75 of those who used the services were satisfied
bull During the 2015-16 academic year the Office for lntercultural Learning collaborated with the Virginia Center for Inclusive Communities to
sponsor a program entitled Break the Cycle Be the Change on each of the TCC campuses The 75-minute workshop engaged students
through demonstrations of the progression of prejudice from thoughts to words to individual and institutional actions and prompted them to
consider the ways in which they can be agents of change in breaking the cycle of prejudice in their classrooms and communities
bull The colleges nursing faculty collaborated with the Sentara Center for Simulation and lmmersive Learning at Eastern Virginia Medical School to
provide an inter-professional learning exercise As such TCC students in the Beazley School of Nursing and Human Services programs were
exposed to socially and culturally competent care the importance of intercultural awareness in health professions and an appreciation of the
interconnectedness of varying cultures
bull TCC received its second cohort of Danish exchange students and sent a group of TCC students to Denmark both during the fall 2015 semester
Additionally TCC received visiting administrators from Tradium in the spring 2016 semester to discuss plans to continue formal izing the
exchange program
bull The Job Skills Training Program JSTP) partners with social service and community agencies the business community and industry leaders to
provide counseling internships workforce readiness and job follow-up for a diverse group of students who require job training and
10
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
placement but face barriers to employment JSTP provides guaranteed full-time jobs with benefits and upward mobility for those who
successfully complete the program
bull The On-Ramp Program is a unit within Workforce Solutions that is supported by the Workforce Innovation and Opportunity Act Rapid
Response funds It helps dislocated workers who have become unemployed due to company closing downsizing or elimination of positions
upgrade their job skills through degree or certificate programs The fundamental goal of this program is to increase the number of adults who
obtain postsecondary education credentials linked to in- demand careers thereby enhancing their ability to improve their employability and
earning potential The program is inclusive of a diverse student population and is funded by Workforce Innovation and Opportunity Act
(WIOA)
bull The Dining Etiquette training that was created for the TCC students and instructed on a voluntarily basis by two TCC employees continues to
be in high demand and has a positive impact on the TCC students As part of the Blackboard 2 Boardroom program it fosters an
environment of inclusion discussions on cultural etiquette expectations and practice in preparation for business and social dining
bull The new college-wide Diversity amp Inclusion Training entitled Embracing Diversity to Foster a Culture of Inclusion will be administered to the
TCC Students starting fall 2016
Report Approved Report Developed
Susan M James
President TCC Diversity Officer
11
WC 82217
Tidewater Diversity and Inclusion Report-Academic Year 2015-2016
PART VI Student Data
A diverse and inclusive workforce will directly impact the educational environment our students experience each day Additionally more diverse faculty and staff
will attract a more diverse student population If you have collected or analyzed student data over the past fiscal year please provide that information in this
section along with any key findings
TCC enrolls a diverse student population that mirrors the colleges service region of South Hampton Roads as demonstrated in the colleges Diversity
Dashboard The colleges service region population is 54 white non-Hispanic and 46 minority TCC students are 51 minority exceeding the service
region minority population by 5 percentage points
Higher enrollment numbers for minority students is directly reflected in the number of student applications received by the college For the fall 2015
semester student app lications from minority students comprised 571 of all applications received while applications from white non-Hispanic students
accounted for 429 of the 16205 tota l applications
Student success measures however show that minority students trail whitenon-Hispanic students The Student-Right-to-Know Act graduation rate for
minority students is eight percentage points lower for minority students than for non-minority students in the same cohort (fall 2012 cohort of first-time
full-time curricular placed students tracked for 150 of program time) 142 and 222 respectively
Minority Students who did not graduate within three-years (150) but transferred to another college or university did so at a rate of 21 percentage
points lower than non-minority students 140 and 161 respectively
Fall-to-spring retention rates of a Fall 2015 cohort of first-time curricula r-placed students was 3 7 percentage points lower for minority students
compared to non-minority students 735 and 772 respectively
The college does solicit feedback from student s regarding the college environment through a number of surveys In particular the Community College
Survey of Student Engagement (CCSSE) is administered every three to four years The most recent CCSSEE survey provided the following information
CCSSE survey questions are grouped into one of five benchmark areas and the scores are calculated so that the mean or average CCSSE score for any
benchmark is always 50 and the standard deviation or spread around the mean is always 25 This provides instant feedback to a commun ity college as
to whether it is performing at above or below the national average (SO) This also makes it easy for an institution to compare its scores with those of
other similar institutions
CCSSE benchmark data is provided in several different categories CCSSE cohort an aggregation of all participating colleges for the last three years data
aggregated by institutional size data aggregated by accreditation region and consortium data for various institutional groupings such as statewide
8
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
consortia For the purposes of this report institutional size is considered the best benchmark comparison as there is a sign ificant difference between the
institutional culture and resources available at larger colleges in comparison to smaller colleges
Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships
among different groups on campus Community college students also benefit from services targeted to assist them with academic and career planning
academic skill development and other areas that may affect learning and retention Table 1 illustrates responses to survey questions that describe the
college environment with a particular focus on diversity and inclusion In each example below TCC outperformed both the extra-large college cohort
and the overall CCSSE cohort
Table 1 College Environment Comparisons Diversity amp Inclusion
Survey Item TCC Ex-Large Cohort
Colleges
Had serious conversations with students of a different race or 549 492 448
ethnicity other than your own
Had serious conversations with students who differ from you
in terms of their religious beliefs political opinions or
personal values
Provided the support you need to thrive socially
Encouraged contact among students from different socio-
econ racial ethnic background
443
363
565
43 5
343
532
414
352
517
percent who responded oftenvery often or quite a bitvery much
Table 2 provides an overview of the perceived college contribution to personal development In every case but one TCC exceeded the extra-large college
cohort and the overall 2013 cohort While TCCs score exceeded the cohort with regard to understanding people of other racial and ethnic backgrounds
the extra-large cohort had a higher score by 24 percentage points
Table 2 Contribution of College Experience to Personal Development
9
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
Survey Item
Helped you work effectively with others
Helped you understand people of other racial and ethnic
backgrounds
Helped you understand yourself
Helped you develop a personal code of values and ethics
TCC
615
469
582
480
Ex-Large
Colleges
603
493
563
470
Cohort
622
466
568
471
percent who responded oftenvery often or quite a bitvery much
Additionally less than 10 of the survey respondents used services for students with disabilities although 60 of all survey respondents indicated it was
an important service at the college Mirroring the national cohort data approximately 75 of those who used the services were satisfied
bull During the 2015-16 academic year the Office for lntercultural Learning collaborated with the Virginia Center for Inclusive Communities to
sponsor a program entitled Break the Cycle Be the Change on each of the TCC campuses The 75-minute workshop engaged students
through demonstrations of the progression of prejudice from thoughts to words to individual and institutional actions and prompted them to
consider the ways in which they can be agents of change in breaking the cycle of prejudice in their classrooms and communities
bull The colleges nursing faculty collaborated with the Sentara Center for Simulation and lmmersive Learning at Eastern Virginia Medical School to
provide an inter-professional learning exercise As such TCC students in the Beazley School of Nursing and Human Services programs were
exposed to socially and culturally competent care the importance of intercultural awareness in health professions and an appreciation of the
interconnectedness of varying cultures
bull TCC received its second cohort of Danish exchange students and sent a group of TCC students to Denmark both during the fall 2015 semester
Additionally TCC received visiting administrators from Tradium in the spring 2016 semester to discuss plans to continue formal izing the
exchange program
bull The Job Skills Training Program JSTP) partners with social service and community agencies the business community and industry leaders to
provide counseling internships workforce readiness and job follow-up for a diverse group of students who require job training and
10
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
placement but face barriers to employment JSTP provides guaranteed full-time jobs with benefits and upward mobility for those who
successfully complete the program
bull The On-Ramp Program is a unit within Workforce Solutions that is supported by the Workforce Innovation and Opportunity Act Rapid
Response funds It helps dislocated workers who have become unemployed due to company closing downsizing or elimination of positions
upgrade their job skills through degree or certificate programs The fundamental goal of this program is to increase the number of adults who
obtain postsecondary education credentials linked to in- demand careers thereby enhancing their ability to improve their employability and
earning potential The program is inclusive of a diverse student population and is funded by Workforce Innovation and Opportunity Act
(WIOA)
bull The Dining Etiquette training that was created for the TCC students and instructed on a voluntarily basis by two TCC employees continues to
be in high demand and has a positive impact on the TCC students As part of the Blackboard 2 Boardroom program it fosters an
environment of inclusion discussions on cultural etiquette expectations and practice in preparation for business and social dining
bull The new college-wide Diversity amp Inclusion Training entitled Embracing Diversity to Foster a Culture of Inclusion will be administered to the
TCC Students starting fall 2016
Report Approved Report Developed
Susan M James
President TCC Diversity Officer
11
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
consortia For the purposes of this report institutional size is considered the best benchmark comparison as there is a sign ificant difference between the
institutional culture and resources available at larger colleges in comparison to smaller colleges
Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships
among different groups on campus Community college students also benefit from services targeted to assist them with academic and career planning
academic skill development and other areas that may affect learning and retention Table 1 illustrates responses to survey questions that describe the
college environment with a particular focus on diversity and inclusion In each example below TCC outperformed both the extra-large college cohort
and the overall CCSSE cohort
Table 1 College Environment Comparisons Diversity amp Inclusion
Survey Item TCC Ex-Large Cohort
Colleges
Had serious conversations with students of a different race or 549 492 448
ethnicity other than your own
Had serious conversations with students who differ from you
in terms of their religious beliefs political opinions or
personal values
Provided the support you need to thrive socially
Encouraged contact among students from different socio-
econ racial ethnic background
443
363
565
43 5
343
532
414
352
517
percent who responded oftenvery often or quite a bitvery much
Table 2 provides an overview of the perceived college contribution to personal development In every case but one TCC exceeded the extra-large college
cohort and the overall 2013 cohort While TCCs score exceeded the cohort with regard to understanding people of other racial and ethnic backgrounds
the extra-large cohort had a higher score by 24 percentage points
Table 2 Contribution of College Experience to Personal Development
9
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
Survey Item
Helped you work effectively with others
Helped you understand people of other racial and ethnic
backgrounds
Helped you understand yourself
Helped you develop a personal code of values and ethics
TCC
615
469
582
480
Ex-Large
Colleges
603
493
563
470
Cohort
622
466
568
471
percent who responded oftenvery often or quite a bitvery much
Additionally less than 10 of the survey respondents used services for students with disabilities although 60 of all survey respondents indicated it was
an important service at the college Mirroring the national cohort data approximately 75 of those who used the services were satisfied
bull During the 2015-16 academic year the Office for lntercultural Learning collaborated with the Virginia Center for Inclusive Communities to
sponsor a program entitled Break the Cycle Be the Change on each of the TCC campuses The 75-minute workshop engaged students
through demonstrations of the progression of prejudice from thoughts to words to individual and institutional actions and prompted them to
consider the ways in which they can be agents of change in breaking the cycle of prejudice in their classrooms and communities
bull The colleges nursing faculty collaborated with the Sentara Center for Simulation and lmmersive Learning at Eastern Virginia Medical School to
provide an inter-professional learning exercise As such TCC students in the Beazley School of Nursing and Human Services programs were
exposed to socially and culturally competent care the importance of intercultural awareness in health professions and an appreciation of the
interconnectedness of varying cultures
bull TCC received its second cohort of Danish exchange students and sent a group of TCC students to Denmark both during the fall 2015 semester
Additionally TCC received visiting administrators from Tradium in the spring 2016 semester to discuss plans to continue formal izing the
exchange program
bull The Job Skills Training Program JSTP) partners with social service and community agencies the business community and industry leaders to
provide counseling internships workforce readiness and job follow-up for a diverse group of students who require job training and
10
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
placement but face barriers to employment JSTP provides guaranteed full-time jobs with benefits and upward mobility for those who
successfully complete the program
bull The On-Ramp Program is a unit within Workforce Solutions that is supported by the Workforce Innovation and Opportunity Act Rapid
Response funds It helps dislocated workers who have become unemployed due to company closing downsizing or elimination of positions
upgrade their job skills through degree or certificate programs The fundamental goal of this program is to increase the number of adults who
obtain postsecondary education credentials linked to in- demand careers thereby enhancing their ability to improve their employability and
earning potential The program is inclusive of a diverse student population and is funded by Workforce Innovation and Opportunity Act
(WIOA)
bull The Dining Etiquette training that was created for the TCC students and instructed on a voluntarily basis by two TCC employees continues to
be in high demand and has a positive impact on the TCC students As part of the Blackboard 2 Boardroom program it fosters an
environment of inclusion discussions on cultural etiquette expectations and practice in preparation for business and social dining
bull The new college-wide Diversity amp Inclusion Training entitled Embracing Diversity to Foster a Culture of Inclusion will be administered to the
TCC Students starting fall 2016
Report Approved Report Developed
Susan M James
President TCC Diversity Officer
11
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
Survey Item
Helped you work effectively with others
Helped you understand people of other racial and ethnic
backgrounds
Helped you understand yourself
Helped you develop a personal code of values and ethics
TCC
615
469
582
480
Ex-Large
Colleges
603
493
563
470
Cohort
622
466
568
471
percent who responded oftenvery often or quite a bitvery much
Additionally less than 10 of the survey respondents used services for students with disabilities although 60 of all survey respondents indicated it was
an important service at the college Mirroring the national cohort data approximately 75 of those who used the services were satisfied
bull During the 2015-16 academic year the Office for lntercultural Learning collaborated with the Virginia Center for Inclusive Communities to
sponsor a program entitled Break the Cycle Be the Change on each of the TCC campuses The 75-minute workshop engaged students
through demonstrations of the progression of prejudice from thoughts to words to individual and institutional actions and prompted them to
consider the ways in which they can be agents of change in breaking the cycle of prejudice in their classrooms and communities
bull The colleges nursing faculty collaborated with the Sentara Center for Simulation and lmmersive Learning at Eastern Virginia Medical School to
provide an inter-professional learning exercise As such TCC students in the Beazley School of Nursing and Human Services programs were
exposed to socially and culturally competent care the importance of intercultural awareness in health professions and an appreciation of the
interconnectedness of varying cultures
bull TCC received its second cohort of Danish exchange students and sent a group of TCC students to Denmark both during the fall 2015 semester
Additionally TCC received visiting administrators from Tradium in the spring 2016 semester to discuss plans to continue formal izing the
exchange program
bull The Job Skills Training Program JSTP) partners with social service and community agencies the business community and industry leaders to
provide counseling internships workforce readiness and job follow-up for a diverse group of students who require job training and
10
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
placement but face barriers to employment JSTP provides guaranteed full-time jobs with benefits and upward mobility for those who
successfully complete the program
bull The On-Ramp Program is a unit within Workforce Solutions that is supported by the Workforce Innovation and Opportunity Act Rapid
Response funds It helps dislocated workers who have become unemployed due to company closing downsizing or elimination of positions
upgrade their job skills through degree or certificate programs The fundamental goal of this program is to increase the number of adults who
obtain postsecondary education credentials linked to in- demand careers thereby enhancing their ability to improve their employability and
earning potential The program is inclusive of a diverse student population and is funded by Workforce Innovation and Opportunity Act
(WIOA)
bull The Dining Etiquette training that was created for the TCC students and instructed on a voluntarily basis by two TCC employees continues to
be in high demand and has a positive impact on the TCC students As part of the Blackboard 2 Boardroom program it fosters an
environment of inclusion discussions on cultural etiquette expectations and practice in preparation for business and social dining
bull The new college-wide Diversity amp Inclusion Training entitled Embracing Diversity to Foster a Culture of Inclusion will be administered to the
TCC Students starting fall 2016
Report Approved Report Developed
Susan M James
President TCC Diversity Officer
11
WC 82217
Tidewater Diversity and Inclusion Report - Academic Year 2015-2016
placement but face barriers to employment JSTP provides guaranteed full-time jobs with benefits and upward mobility for those who
successfully complete the program
bull The On-Ramp Program is a unit within Workforce Solutions that is supported by the Workforce Innovation and Opportunity Act Rapid
Response funds It helps dislocated workers who have become unemployed due to company closing downsizing or elimination of positions
upgrade their job skills through degree or certificate programs The fundamental goal of this program is to increase the number of adults who
obtain postsecondary education credentials linked to in- demand careers thereby enhancing their ability to improve their employability and
earning potential The program is inclusive of a diverse student population and is funded by Workforce Innovation and Opportunity Act
(WIOA)
bull The Dining Etiquette training that was created for the TCC students and instructed on a voluntarily basis by two TCC employees continues to
be in high demand and has a positive impact on the TCC students As part of the Blackboard 2 Boardroom program it fosters an
environment of inclusion discussions on cultural etiquette expectations and practice in preparation for business and social dining
bull The new college-wide Diversity amp Inclusion Training entitled Embracing Diversity to Foster a Culture of Inclusion will be administered to the
TCC Students starting fall 2016
Report Approved Report Developed
Susan M James
President TCC Diversity Officer
11
WC 82217