• Institutionalized unconscious bias workshops as EEO training
  • Equity-themed FLEX Days usher in the “new normal” where disaggregating student success data by race and ethnicity is common practice in division/department meetings
  • Partner with Community College Equity Assessment Lab (CCEAL) to administer campus climate survey in Fall 2016
  • Hire Director of Student Equity to further coordinate college-wide efforts
  • Approve charge and composition of Student Success Committee, new standing committee of College Council, through shared governance
  • 100+ faculty and staff participate in 4 or more identified Equity professional learning opportunities
  • Student Success Committee writes Integrated Student Success Plan with goals and activities emphasizing cultural competence
  • Hire Professional Development Director with expertise in fostering equity-minded professional and organizational learning
  • Continued partnerships with local universities to collect better, action-oriented data
  • Further introduce tools such as peer observation and Equity Dashboard to help faculty and staff find their agency within equity work
  • “Completion Takes a Community” and other student-centered professional learning opportunities engage colleagues college-wide
  • National experts on equity and cultural competence offer workshops at PCC
  • Form partnership with the Center for Urban Education (CUE) at University of Southern California; CUE scholars lead day-long retreats in the 2015-2016 school year, for faculty from the divisions of Math, ESL, and the Academic Senate, that focus on applying equity principles to make sense of racial/ethnic gaps in course completion.
  • Faculty and staff throughout the college receive Equity grants to create myriad holistic interventions that are rooted in cultural competence and support the success of disproportionately impacted students
  • Development of the Educational Master Plan includes race-conscious language, and equity is positioned as a first priority of the college
  • Faculty inquiry leads to accelerated Math and English curricular redesign
  • Inception of new faculty learning communities, with “Innovative teaching for social justice” three-day institute later becoming semester and then year-long offering