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2016-2018

• 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

2014-2016

• 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

2012-2014

• Development of the Educational Master Plan includes race-conscious language, and equity is positioned as a first priority of the college

2010-2012

• 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