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

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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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