1

Multicultural/Diversity Education Center Staff

2000-01 Program Planning and Assessment Report

1. Program Mission/ Purpose:

The Multicultural/Diversity Education Center (MCDEC) provides a supportive and safe environment for students of all cultures to meet and explore their cultural and ethnic origins; work toward understanding, respect and appreciation of the diversity within our campus community; and to develop outreach programs that strengthen our diverse communities. The term culture is used broadly to include race, ethnicity, gender, age, religion, sexual orientation, and physical ability.

MCDEC is dedicated to student success academicstudent academicallysuccess. It is a place for informal study groups, mentoring, peer tutoring, and sharing of academic issues and information within the campus community.

MCDEC is a resource center that provides information on social services and ongoing student programs that emphasize the academic, social and personal success of all students.

MCDEC is a resource and training center that provides information for faculty and staff that are interested in diversity training, multicultural/ diversity materials and curriculum transformation material that incorporates diverse information and perspectives.

2.Students/Clients Served by Program:

The intent is for the program to indeed serve all students and the entire campus and surrounding communities. As the program grows, it will become a resource for everyone to be enlightened and enriched with respect to multicultural and diversity issues. In addition, it will empower others so that they, too, might carry forth the message of appreciation and celebration of our differences and our similarities.

3. Criteria and Methods for Measuring Effectiveness:

It is important to document the qualitative and the quantitative measure of program effectiveness. As services develop (i.e., peer mentoring, computer access, advising, student activities, faculty and staff multicultural/ diversity training, etc.) instruments will be developed for this purpose. Types of quantitative instruments will include (a) sign-up sheet, (b) participation roster or head count, and (c) feedback/evaluation forms. In addition, faculty, staff and students will have access to a “suggestion box” that will be located at the Center.

  1. Enrollment/Staffing Trends:

Student headcount information was compiled by Institutional Effectiveness, Assessment

& Research Office at Shoreline Community College.

Table A: Fall Quarters Race/Ethnicity Student Headcount
Race/Ethnicity / 1996-97 / 1997-98 / 1998-99 / 1999-00 / 2000-01 / Total Number
African American / 209 / 284 / 323 / 296 / 322 / 1434
Asian/Pacific Islander / 867 / 956 / 925 / 991 / 989 / 4728
Hispanic / 176 / 148 / 140 / 266 / 246 / 976
Native American / 114 / 108 / 108 / 82 / 83 / 495
White/Euro-American / 4699 / 4690 / 4732 / 4616 / 4337 / 23074
Not Reported / 2028 / 1833 / 1759 / 1679 / 1504 / 8803
Other / 28 / 49 / 85 / 154 / 251 / 567
Total Students / 8121 / 8068 / 8072 / 8084 / 7732 / 40077*

*Grand total of students does not reflect the International total students headcount of 1790.

Table B: Race/Ethnicity Fall Quarters Student Headcount by Percent

Race/Ethnicity / 1996-97 / 1997-98 / 1998-99 / 1999-00 / 2000-01
African American / 2.5% / 3.4% / 3.8% / 3.5% / 4.0%
Asian/Pacific Islander / 10.2% / 11.3% / 11.0% / 11.8% / 12.2%
Hispanic / 2.1% / 1.8% / 1.7% / 3.2% / 3.0%
Native American / 1.3% / 1.3% / 1.3% / 1.0% / 1.0%
White/Euro-American / 55.5% / 55.5% / 56.2% / 54.8% / 53.5%
Not Reported / 23.9% / 21.7% / 20.9% / 19.9% / 18.6%
Other / 0.3% / 0.6% / 1.0% / 1.8% / 3.1%

The statistics in Table A and B show that since the Fall 1996 academic school year, the College enrollment of African American, Asian/Pacific Islanders and Hispanic (Chicano/Latino) Students has slightly increased. However, the enrollment for Native Americans has decreased by 31 students and the enrollment for White/Euro-American students has decreased by 524 students. In addition, since 1996, fewer students are choosing to “not report” while more students are reporting race/ethnicity as “other”. To increase all student enrollment, it will be important to gather more information regarding the reasons why certain groups are choosing or not choosing to attend Shoreline Community College. The College is committed to offering and education and services to a diverse student population and thus, must continue their efforts in the areas of recruitment and retention, student service programming, multicultural services, activities and events, and curriculum transformation.

5.Significant Anticipated Changes:

  • The new responsibilities of the Director, now Director of Multicultural/Diversity Education Center and Student Development Center, limit the amounts of time the director can allocate to program development and implementation. The hiring of a full time program coordinator would provide the Director with the assistance that is needed for providing innovative programming.tThat meets the needs of faculty, staff, students, and community members and organizations.
  • Hire a work-study student or student intern to help develop, implement and manage programs
  • College budget cuts, due to internal and external issues, may result in budget cuts for the Multicultural/Diversity Education Center.
  • With the possibility of increased tuition due to statewide economic cutbacks, the enrollment of Students of Color may decline.
  1. Program Self-Assessment:

The following is information regarding the strengths and limitations of the Multicultural/ Diversity Education Center program:

Strengths –

  • The purchase of 3 new computers has enhanced our commitmentuted to academic excellence. Access to these computers has also helped promote awareness of the Multicultural/Diversity Education Center. Students, who may not otherwise have chosen to visited the Center, now come to use the computers and find themselves developing new multicultural relationships.
  • The Multicultural/Diversity Education director and office staff continues to assist other programs and student clubs activities and events by participating in the planning, promotion, implementation and funding of various programs.
  • The Multicultural/Diversity Education Office Assistant provides bilingual services.
  • The Multicultural/Diversity Education director and Office Assistant promptly respond to staff and community inquiries, scheduling needs, and faculty, staff and student concerns.
  • The Multicultural/Diversity Education Center continues to maintain the support of the student body as it was primarily through their efforts and money that the Center was created.
  • The Board of Trustees, the President of the College, administrators, faculty, and staff continue to support the Center and recognize the integral role the Center plays in helping the College maintain an educational environment that respects and appreciates diversity/multiculturalism.
  • The College’s Strategic Plan, which has included diversity/multiculturalism as one of the nine focus areas for the College, has given legitimacy to the College’s commitment to multiculturalism and diversity.
  • The director of the MCDEC provides diversity training to staff, off-campus organizations and other colleges to increase multicultural awareness, knowledge, and skill.
  • The Multicultural Week Celebration was successful. It involved the entire campus and members of the community in the celebration of cultures.
  • The director of the MCDEC teamed with faculty members to implement the campus Strategic Direction 3, Section 5, to support curriculum revisions that enhance diversity.
  • The director of the MCDEC is a member of several committees that support and promote diversity on and off campus (e.g., Affirmative Action, Shoreline Diversity Task Force, Student Success Committee, and Employee of Color Caucus (EOCC)).
  • The director of the MCDEC developed a workshop, entitled “Playing the Game Right: Tapping into Resources to Succeed as a College Student. This workshop provided students with information to help them navigate through the College’s educational services and programs.

Areas Needing Improvement—

  • A staff person(s), preferably a Program Coordinator, to help develop and broaden diversity programs for faculty, staff, students and community members.
  • Development and implementation of comprehensive student services (advising, counseling, tutoring, mentoring, etc.).
  • More detailed statistical enrollment information regarding Students of Color to better track trends, recruitment and retain students and develop appropriate resources and programs.
  • Development of a Multicultural/Diversity Education Center student emergency fund.
  • Ways tof acquiring non-traditional types of funding to support student retention and programming.
  1. Diversity/Multiculturalism
  • The director of the MCDEC encourages students (i.e., student organizations, student body representatives, study groups, individuals, etc.) to utilize the Multicultural/Diversity Education Center resources (i.e., computers, conference room, books/materials, etc.) and to develop diverse relationships.
  • The MCDEC provides students with information and resources (i.e., loans, scholarships, Reading and Writing lab, Math Center, advising and counseling, tutoring options, etc.) that will enhance promote their academic success.
  • The MCDEC provides “drop-in” advising and counseling to students.

The director of the MCDEC co-facilitated a book club/support group for African/African American females.

  • The Multicultural/Diversity Education Center and the Advising and Counseling Center jointly sponsored student support groups (Women of Color Book Club/Support Group and Latino Support Group).
  • The Multicultural/Diversity Education Center sponsored the end of the quarter study break, which provides an opportunity for students to come together and socialize as they prepare for finals.
  • The director of the MCDEC provided diversity training and information to staff, faculty, students, campus and community organizations, and other colleges to increase multicultural awareness, knowledge, and skills.
  • The director of the MCDEC collaborated with committee members (i.e., MSSDC Council, Employees of Color Caucus, Affirmative Action, Student Success) to identify and develop faculty and student retention and recruitment strategies.
  • The director of the MCDEC will worked with faculty, staff and students to organize the annual Multicultural Week Celebration. Between 1800-2000 faculty, staff, students and community members attended the Spring 2001 Multicultural Week activities that promoted multicultural awareness, knowledge, and skills.
  • The director of the MCDEC and the Employees of Color Caucus provided a Welcome Reception at the Multicultural/ Diversity Education Center that provided students with an opportunity to meet the President of the College, administrators, faculty, staff, and other students. Approximately 300 students attended the Fall 2000 MCDEC Welcome Reception and the Winter 2001 Welcome-Back reception.
  • Co-sponsored the ESL Evening Students Welcome and Resource Night. All evening ESL classes attended this event.
  • The director of the MCDEC encouraged faculty and staff to participate in events/workshops and conferences that promote diversity (i.e., Washington Center workshops, Multicultural Week workshops and presentations, Curriculum Transformation Institute, Faculty and Staff of Color Conference, etc.).

Strategic Direction Three: Diversity and Multiculturalism

  1. Aggressively recruit, hire, promote and retain a diverse work force.
  • The Affirmative Action Committee and the Multicultural/Diversity Education Center sponsored a

workshop for members of faculty hiring committees, with the goals of having committee members fully understand their role in the screening process, of re-examining hiring processes to ensure that no artificial barriers are created that might eliminate diverse candidates, and of assisting committee members in developing their own multicultural competencies.

  • The Affirmative Action Committee and the Multicultural/Diversity Education Center sponsored a workshop that was co-facilitated by the Director of the Multicultural/Diversity Education Center and the Vice President of Human Resources, for new faculty during Fall Quarter 2000. The goal of the workshop was to have new faculty gain awareness and knowledge regarding the diversity initiatives on campus.
  • The Employees of Color Caucus met monthly to address the recruitment and retention of students and faculty of color and to plan the Student of Color 2001 graduation celebration. MCDEC played a key role in the success** of the First Annual Student of Color 2001 graduation celebration.
  1. Aggressively recruit and retain a diverse student population.
  • Students of Color attended the 11th Annual Student of Color Leadership Conference, Quest for Excellence. This leadership conference provided students the opportunity to share personal stories, to problem solve, to attend workshops to strengthen their academic, personal and leadership abilities and to develop relevant academic and career tools and skills. The director of the Multicultural/Diversity Education Center facilitated the African American Caucus.
  • Elected as the President of the Multicultural Student Services Directors Council for Fall 2000 – Fall 2002. This council is comprised of Directors from the Washington State Community and Technical Colleges and promotes greater institutional responsiveness and effectiveness to the Asian/Pacific, African American, Latino(a) and American Indian/Alaskan Native communities.
  • Hosted the Fall 2000 and Winter 2001 Multicultural/Diversity Education Student Center Welcome Receptions. Faculty, staff and students had an opportunity to share information and ideas.
  • Provided an information table and presentations to high school students at the Hispanic Career Fair sponsored by Seattle University.
  • The Multicultural/Diversity Education Center sponsored several workshops to enhance students’ multicultural awareness, knowledge and skills and provide students with academic transfer and scholarship information.
  • The director of the Multicultural/Diversity Education Center and the Diversity Curriculum Transformation Committee, which consists of faculty from a variety of disciplines, met to develop new masters course outlines and syllabi that incorporate diversity materials, activities and perspectives.
  • The director of the Multicultural/Diversity Education Center and the Diversity Curriculum Transformation wrote a curriculum transformation proposal, Enough About Theory! Curriculum Transformation at Shoreline Community College, to present at the 14th Annual National Conference on Race and Ethnicity in American Education (NCORE 2001).
  • The Multicultural/Diversity Education Center supported ethnic and other diverse club activities and events (i.e., Martin Luther King Day, Black History Month, Ethnic Club Fashion Show, Multicultural Week presentations, First Nations Day, Asian American Heritage Month, Women’s History Month, Holocaust, etc.).
  • The Multicultural/Diversity Education Center displayed books, posters, fliers and other relevant material in observance of several religious/cultural holidays or celebrations (i.e., Holocaust Remembrance Day, Hmong New Year, Black Poetry Day, Hispanic Heritage Month, Ramadan, Chanukah, KwanzaKwanzaa, etc.).
  • The director of the Multicultural/Diversity Education Center facilitated the Women of Color Book Club/Support Group.
  • The Multicultural/Diversity Education Center continued to provide financial support to students through the Martin Luther King Eemergency Lloan and tutorial support through Equal Opportunity (EOP) funding.
  1. Provide ongoing Multicultural education and diversity training opportunities for the campus and community
  • The director of the Multicultural Diversity Education Center is a member of the Shoreline Public School Diversity Task Force. Members of the Task Force are committed to providing information and resources that support the development of a 5-year Diversity Plan that incorporates recruitment and retention, curriculum transformation, diversity training, staff development.
  • The director of the Multicultural/Diversity Education Center provided diversity training to off-campus organizations and other college campuses to increase multicultural awareness, knowledge, and skills.
  1. Support and encourage employees to demonstrate respect for and sensitivity to diversity and multiculturalism.
  • The director of the Multicultural/Diversity Education Center utilized the colleges in house communication tools (i.e., email, faculty and classified listservs, Net News) to ensure that faculty and staff hadve access to information regarding diversity resources, workshops and conferences.
  • The Diversity Council Committee continued sponsoring the First Friday Film Series to provide ongoing education about diversity issues.
  • MCDEC worked with faculty and sponsored the Multicultural Canada Lecture and Discussion Series for faculty and staff during the winter quarter. Topics covered included Asian, Blacks and First Nations people in Canada. The series culminated in a Vancouver, B.C. group visit by employees and guests to The Museum of Anthropology, The Lingyen Mountain Buddhist Temple and Punjabi Indian Market.
  1. Aggressively promote and support programs, events, activities and curriculum revisions that enhance diversity.
  • The annual Multicultural Week Celebration, Sharing Our Visions: Honoring Our Heritage, April 27 – May 4, 2001,” involved the entire campus in celebration of diversity. Events included the annual International Dinner, faculty and student presentations, outside presenters, multicultural videos, faculty and student multicultural poetry, dance, and music performances.
  • In December 2000, the Multicultural/Diversity Education Center, in collaboration with ethnic and diverse student clubs, sponsored a Toy and Book Drive. These items were donated to Child Haven and the Union Gospel Mission, Seattle’s largest public shelter.
  • In December 2000, the Multicultural/Diversity Education Center and ethnic and other diverse student club sponsored a Food Drive. Food was donated to the Filipino Community Center, El Centro de la Raza, Shoreline Food Lifeline and the Union Gospel Mission, Seattle’s largest public shelter.
  • Faculty, administrators and staff of color participated in the Fifth Annual Faculty and Staff of Color conference, entitled “Learning and Leadership”. This conference offered opportunities for participants to learn about ways to define the vital ties between diversity and higher education in Washington.

6. Design and implement periodic assessment of campus climate. Analyze and use the data to develop further strategies.

As the College reviews survey data, the director of the Multicultural/Diversity Education Center will provide appropriate input.

Strategic Direction 5: Technology

  1. Ensure that technology at the college is accessible to all students regardless of socio-economic

background or circumstances.

  • MCDEC purchased 3 computers to enhancesupport student’s academic success. Students from a broad range of diverse backgrounds (i.e., race, age, class, etc.) use the computers for academic purposes.
  • With the assistance of the Public Information Office, the MCDEC developed a web-site.

8. Achievement of 1999-00 and 2000-01 Program Goals/Objectives:

With the hiring of the director of the Multicultural/Diversity Education Center and the commitment by the institution to continue to advocate awareness of, knowledge of and appreciation of diversity, Shoreline Community College will continue to be one of the leaders in multiculturalism and diversity. See a list of goals below: