Building the foundation for an inclusion program

1. Tri-County Technical College
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2. The Task
 To create an integrated approach to
address diversity and inclusion.
 To create a cohesive group of
diversity/inclusion learning experiences
for employees and students designed to
leverage diversity as indicated in the
2012-2014 Strategic Plan.

3. A Systematic Approach
We started with a Project Charter
Prioritized Deliverables
Identified methods of approaching
tasks that demonstrate the
importance of inclusion
Gathered information and data
Analyzed Results

4. Project Charter Deliverables
1. Submit an RFP in conjunction with the
Personnel Office requesting a
professional consultant to
collaboratively work with faculty and
staff to develop a diversity module to
meet the immediate needs of the LEI
and Title III learning communities.
2. Draft a definition of diversity/inclusion
and guiding principles by researching
best practices, gathering institutional
data, and collecting stakeholder input.

5. Project Charter Deliverables,
con’t.
3. Define components of a
diversity/inclusion approach, audit
College-wide activities and events that
are available, and perform an analysis.
The approach should include a phase-
in implementation plan.
4. Recommend workgroups to develop
activities or events that are identified in
the analysis.

6. Deliverable 1
Due to Fall semester planning needs, we
provided information to Personnel in order to
request a professional consultant to
collaboratively work with faculty and staff to
develop a diversity module to meet the
immediate needs of the LEI and Title III learning
communities.
Cultural Awareness sessions for students and a
Train-the Trainer session are in place for Fall
2011.

7. AI Session
Objective 1 : To develop a diversity
statement/vision for TCTC (Deliverable
#2)
Objective 2 : To develop guiding
principles for diversity/inclusion
(Deliverable #2)

8. Inclusion Statement
Through purposeful learning opportunities
and inclusionary practices, TCTC creates
and energizes diverse communities to
maximize individual’s contributions and
foster innovation.
(Deliverable #2)

9. GUIDING PRINCIPLES STATEMENTS
(DELIVERABLE #2)
Tri-County Technical College …
 recognizes and incorporates the wisdom of its internal and
external communities.
 will endorse community building by creating opportunities to
form and nurture relationships that support internal and
external communities.
 understands the importance of valuing the whole person.
 maximizes possibilities by cultivating an environment of
mutual trust, growth, and support.
 supports the premise that an environment of collaboration
leads to innovation.
 practices inclusion by demonstrating respect for others.
 believes that diverse thought always enhances learning.
 will continually assess our progress to improve inclusion in all
aspects of the College.
 will actively ensure that our processes and procedures are
accessible and promote success.

10. Consensus Workshop Session
Objective 3: To define components of a
diversity/inclusion approach (Deliverable #3)
[Focus Question: What are some bold ideas
TCTC could implement that would make achieving
our diversity vision inevitable?]

11. Diversity Survey Results
 134 respondents
 50.4% faculty
 49.6% staff
 72.2% full-time employees
 27.8% part-time employees
 Asked 4 open response questions

12. Diversity Survey Insights
 Strengths
 We have programs that incorporate diversity/inclusion (Health Ed
division and MGT)
 Our campus community has varied experiences with aspects of
diversity/inclusion
 Faculty and staff indicate an openness to inclusion
 Learning communities seem to model inclusive principles
 Weakness
 Many don’t see the role of diversity in their class/discipline or job
 Few institutional examples of coordinated events or opportunities for
employees to learn about inclusion
 Lack of understanding of the dimensions of diversity/inclusion and how
an inclusive environment can be beneficial
 Opportunities
 Health education and management programs address diversity/inclusion
in their programs (lessons learned?)
 Activities/events exist, but purposeful coordination is needed
 More employee teamwork/relationship building

13. Components of the Diversity/Inclusion
Approach
 Develop Inclusionary Guiding Principles
 Integrate Inclusion into Curriculum
 Use Group Facilitation Methods
 Encourage and Reward Engagement
 Orient New Employees and Students to
Guiding Principles
 Create a Variety of Learning
Opportunities
 Develop and Provide Resources
(Deliverable #3)

14. Workgroup
Recommendations
 Workgroup 1: Curriculum
 Workgroup 2: Cultural Appreciation
 Workgroup 3: Professional Development
 Workgroup 4: Learning Opportunities
 Workgroup 5: Next Practices
(Deliverable #4)

15. Strategies to Carry Out Workgroup Tasks
 Inclusionary Guiding Principles
 Group Facilitation Methods
Positive Change
Structure
Inclusive
Motivating
Fairness
Consistency

16. Activities in Progress and
Proposed Next Steps
 Fall 2011
 Implement student diversity workshops
 Use a train-the-trainer model to orient a group of faculty and staff
to administer diversity workshops
 Business case for diversity delivered
 February-April 2012
 Charge workgroups with duties
 Workgroups use group facilitation methods to create activities
and timelines
 April 2012
 Groups present activities and timelines to A&E
 Fall 2012
 Begin implementation of activities

17. Diversity Workgroup
Herm Allen
Galen DeHay
Dr. Harriett Dudley
Terrence Hassan (community member)
Croslena Johnson
Dr. Lynn Lewis
Dr. Amoena Norcross
Sarah Shumpert