Departmental Diversity Self Study (D2S2)

Green River Community College (Auburn, WA)

Version 2.0 for Pilot Studies, 2014-16
Presented by
Michael Moreno, PH.D.
Professor of English & Latino Studies
Instructional Diversity Committee (IDC)
Vivek Bahl, PH.D.,
Professor of English & American Ethnic Literature
Co-Chair, Diversity & Equity Council (GDEC)
Michael Tuncap, PH.C.,
Director of the Office of Diversity, Equity & Inclusion
Co-Chair, Diversity & Equity Council (GDEC)
HIGHLIGHTS OF D2S2
1. Voluntary and customizable tool to help departments and divisions
periodically assess and have conversations about diversity and equity
issues in their areas.
2. Supports departments in identifying barriers to student success, gaps in
services, and resource needs in order to communicate with college
leadership and make budgetary requests.
3. Quarter-long process (approximately) that includes gathering relevant
data, an individual department member questionnaire, a facilitated
departmental discussion, and a report with departmental assessments,
resource needs, and action steps.
4. Each departments report may be shared with GDEC and appropriate
administration to identify campus priorities relating to diversity and equity
initiatives.
5. May be used to support Program Assessment & Improvement (PA&I),
Operational Plan, or other already-existing processes of cyclical review.
VALUE AND PURPOSE OF D2S2
The mission of Green River College is to ensure student success through
comprehensive educational programs and support services responsive to our
diverse communities.
The Departmental Diversity Self Study (D2S2) frameworkdeveloped by
the Green River Diversity & Equity Council (GDEC) with support from
Institutional Research, the Instructional Diversity Committee (IDC), and the
Office for Diversity, Equity & Inclusion (ODEI)is designed to allow each
department, division, or program throughout the college to undertake, on a
voluntary basis, a cyclical review of its services, programs, offerings,
resources, staffing, etc. with regard to the diversity of our student population
and service area. (This document may refer to department as the unit of
study, but the actual self studies may be at a divisional, program, or area
level.)

The vision for Green River College for 2020 is to be ranked among the very best in
student completion and success and be an invaluable community partner and
asset with robust and diverse revenue streams.
Given the achievement gap or disparities in student success for different groups
of students (African American men, first generation, low-income, ELL, etc.), as well
as disparities in demographics between our campus population and our service
area, D2S2 seeks to support each department and the college as a whole in
providing more intentional service and outreach to the growing diversity of our
student and community populations. In alignment with the colleges Strategic
Plan, D2S2 should support departments in communicating with campus
leadership, making recommendations, identifying resource needs, justifying
budget requests, and developing grant proposals, relating to staff positions,
professional development, space, etc.
Through the D2S2 process, GDEC seeks to foster effective, participatory, and
equitable practices and policies around diversity by supporting the gathering of
information, analyses, needs, and action plans from individual departments and
incorporating these into institutional decision making. By coordinating with PA&I,
Operational Plan processes, or other review cycles, the self-study process seeks to
ensure that diversity and equity are meaningfully implemented at all levels in the
fulfillment of the colleges mission and strategic plan. In particular, GDEC seeks
to improve the institutional systems that can achieve excellence and equity with
regard to student success, hiring, professional development, cultural
competencies, recruitment and retention, curriculum development, student
leadership, community relations, and constructive communication.
Core Objectives
1. Access - students have opportunities and pathways to access learning,
certificates, and degrees at the college
2. Success - students are successful in achieving their educational goals
3. Equity - increase accommodation of the diverse needs of our students and
communities
4. Responsiveness - increase responsiveness to community, employer, and
educational needs
5. Collaboration - increase partnerships and collaboration with community
organizations, local and state government and civic organizations, local
business, public schools, and universities

D2S2 helps each employee & each division to experience a process that improves
their professional development in a timely and confidential method. D2S2 is
designed to help each employee understands the objectives of Access, Success,
Equity, Responsiveness & Collaboration for the growing population of 134
ethnicities & languages in the Green River College service district.
equitably to diverse perspective
and needs
6. Global awareness - we foster
citizen responsibility by
Core Values
cultivating a global perspective
1. Student success - we support
on critical issues and challenges
student engagement, retention,
affecting our community and
completion and post-program
the world
success through excellent
7. Stewardship - we strive to
teaching and learning and
maintain sound financial
comprehensive support services
management, increase effective
2. High quality - we provide high
and efficient operations,
quality in teaching, learning and
develop state-of-the-art
support services in an
infrastructure (to include
environment of compassion and
staffing, technology and
integrity
facilities), and be forthcoming
3. Student access - we meet
and transparent in
student needs for access to and
accountability for resource use
inclusion in their educational
8. Innovation - we seek to
pursuits
encourage, create and adopt
4. Community engagement - we
innovative perspectives,
collaborate, stimulate and
policies and practices that will
contribute to the educational,
help achieve the College's
economic and social
mission
development of our external
9. Campus environment - we
and internal communities
preserve the safety, ecology
through continued learning
and sustainability of our
5. Equity- we encourage, foster
campus environment
respect for and respond
D2S2 helps each employee & each division to experience a process that improves
their professional development in a timely and confidential method.
D2S2 is designed to help each employee understands the values Student
Success, High Quality, Student Access, Community Engagement, Equity, Global
Awareness, Stewardship, Innovation & Campus Environment for the growing

population of 134 ethnicities & languages in the Green River College service
district.

.PROCESS AND TIMELINE FOR D2S2

Each department is invited to undertake D2S2 every three to five years (may be
in conjunction with a periodic cycle of PA&I, Operational Plan, or equivalent review
process). Below are the critical steps with a proposed sample timeline for the
quarter during which D2S2 is to be conducted:
designee: Clarify purpose and
1. Initial meeting between GDEC
goals, identify data needs (with
representative and
support from Institutional Research
department/division head or
and Human Resources), customize

instrument if necessary, identify

key point people, and set up
timeline. (This step should
ideally take place during the
previous quarter to allow time
to gather relevant data.)
2. Weeks 2-4
Distribute voluntary questionnaire
(see below) to be completed by
individual department members
relating to perceptions of student
success and barriers, past efforts,
resource needs, professional
development and hiring priorities,
and action steps;
division/department to decide
whether to collate individual
responses. (20-45 minutes)

questionnaires or individual
reflections to review and strategize
the assessment of past efforts,
current needs and priorities, and
action steps. (50-100 minutes)
4. Week 7-10
A report, based on the elements of
the D2S2 Individual Member
Questionnaire, completed by the
department, division, or area chair,
director, or designee with
assessments, priorities,
recommendations, and requests.
5. Subsequent opportunities to
present and discuss reports with
area administration, GDEC,
Instructional Diversity Committee
(IDC), Instructional Council (IC),
Presidents Staff, Board of Trustees
(BOT), etc. in order to inform
annual campus-wide planning, the
budget process, and the
development of priorities relating
to diversity and equity.

3. Weeks 4-7
An internal departmental or
divisional dialogue or equivalent
process based on the individual
Options for D2S2 next steps:
The process may include GDEC & or ODEI facilitation for the
departmental dialogue if requested, as well as consultation with
Institutional Research and Human Resources with regard to data,
confidentiality, etc.
Recognizing the varying size and function of departments across the
college, D2S2 is designed to be flexible and adaptable. The Voluntary
Individual Member Questionnaire may be customized to best suit the
needs and functions of particular departments, divisions, or areas as they
undertake their internal dialogue and report. Any changes should be
made in collaboration with GDEC.
________________________________________
______________________________________
Department, Division, Program or Area

Individual Name (Optional) + Date

Departmental Diversity Self Study (D2S2)

VOLUNTARY Individual Member Questionnaire

To Prepare for Internal Departmental Dialogue & Report
To help meet Green Rivers values and objectives related to diversity and equity,
each department or division is invited to go through a Departmental Diversity Self
Study (D2S2) process in order to assess past efforts and current resources, and to
develop specific diversity and equity priorities and strategies that will help guide
the department for the next several years (corresponding to PA&I, Operational
Plan, or other review cycle). This voluntary individual member qualitative
questionnaire will help your department to hold an internal departmental
dialogue and to develop a report of diversity and equity priorities and action steps
to be shared with the Green River Diversity & Equity Council (GDEC) and campus
leadership. Reflecting on your own definitions of diversity and equity, please
respond to as many questions as are relevant below. Departmental reports will
help GDEC to support your area, facilitate collaboration, and establish priorities
and action steps for the college. Please note that your participation in this
individual questionnaire is voluntary. If you have any questions about this
questionnaire or the D2S2 process, please contact Vik Bahl, Michael Tuncap,
Michael Moreno, or Sy Ear.
1. Are you familiar with any information about student demographics (by ethnicity,
socioeconomic status, etc.) and disparities in student success rates for our
campus? What about for your specific division, department, or program?

2. What, if anything, surprised you about the statistics and other data that may
have accompanied this D2S2 questionnaire?

3. What does your department or division currently do to help foster a learning

environment or service-area culture that addresses the needs of diverse, underrepresented, or under-prepared students? (Examples could include multilingual staff,
materials in multiple languages, targeted tutoring services, etc.)

4. Are there specific student populations you know of who are comparatively less
successful in utilizing your services or completing your courses and programs
(achievement gaps)?

5. What are the main barriers to student success that you see most often in your
department?

6. Are you aware of any patterns of student complaints relating to diversity and
equity related to your area?

7. What specific strategies has your department undertaken in the past to address
barriers related to access, diversity, and equity? (Examples could include new
curriculum, cultural competency trainings, etc.)

8. How would you assess the effectiveness of your departments past efforts and
strategies to address those barriers related to access, diversity, and equity, including
any obstacles you encountered?

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9. What do you consider to be best practices for diversity and equity in your
specific field, discipline, or service area, e.g., with regard to pedagogy, workplace
or classroom culture, hiring practices, policy application, bilingual services, outreach,
etc.?

10.
How is diversity infused or included in the materials or curriculum offered in
your area? How can the diversity of the various materials or curriculum be
enhanced?

11.
How would you characterize the current level of diversity in the staffing of
your department?

12.
How can your department further support the professional advancement of
underrepresented staff and/or faculty already employed in your area or at the
college?

13.
Which languages other than English are spoken by staff in your department?
Which bilingual skills, if any, among staff in your area would be of benefit to your
students?

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14.
What resource needs could help your department to fulfill its diversity and equity
priorities? (Examples could include new positions, specific budgetary increases, space,
professional development opportunities, more lead time and money for advertising
positions, trainings, etc.)

15.
Which potential community and/or business partners could help your
department to fulfill its diversity and equity priorities?

16.
What diversity and equity priorities, strategies, and actions would you
suggest that your department implement in the next 3-5 years?

17.
Please list or explain any other diversity & equity concerns, information,
feedback, or suggestions that you may wish to share with your department, GDEC,
Administration, and/or the rest of the college.

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18. Priority Student Populations

Choose (mark) up to five of the following diversity categories for student
populations that you believe should be a priority for your department to focus on
in new or enhanced services to students, diversity and equity trainings, and/or
hiring requests for the next 3-5 years. Please note that this section is not asking
for demographic information about yourself but rather about the students your
department serves.
Race & Ethnicity
Alaska Native or American
Indian
Asian
Asian American
African
Black/African American
Chicano/a, Latino/a, or
Hispanic
Native Hawaiian or Pacific
Islander
Middle Eastern or North
African
South Asian
Southeast Asian
Two or More Races
White / European
Other
Language (from service
area)
Chinese
Japanese
Mon-Khmer, Cambodian
Punjabi
Russian
Samoan
Somali
Spanish
Tagalog
Ukrainian
Vietnamese
Other
Veteran Status
Active duty veteran
Veteran not on active duty

Agnostic

Religion

Atheist
Buddhist
Christian
Hindu
Jewish

Sexual Identity
Asexual
Bisexual
Gay/Lesbian
Heterosexual
Other / Undeclared

Muslim
Disability

Native American
Sikh
Other
Age
Under 20
20 29
30 39
40 49
50 59
60 or above
Other
Family
Income/Education
Low income / Poverty
Working class
Professional / Middle class
1st generation college
student
Other

Cognitive limitation
Mental health limitation
Physical limitation
Sensory limitation
Other

Prior Education
Less than high school
graduation
GED
High School graduate
Some post high school
Associate degree
Bachelors degree or above
Tech Prep
Other

Program
Basic Skills
Developmental / Pre-College
Career-Technical

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Dependent of a veteran
Other
Immigration Status
Immigrant / Permanent
resident
Refugee
International student
U.S. citizen
Other

Gender Identity
Female
Male
Transgender / Transsexual
No gender identification

Transfer
International Programs
Other

Other

19. Priority Cultural Competencies

Choose (mark) up to five of the following cultural competencies that you believe
should be a priority for your department to focus on in diversity and equity
trainings and/or hiring requests for the next 3-5 years.
CULTURAL COMPETENCIES INVENTORY
American Indian cultures & families
competency.
African American & Black cultural
competency Gender equity and sexism
prevention
Alaska Native cultural competency.
Asian international student experiences
Asian American culture & families
Atheism & student identity
Agnostic student experiences
Black Lives Matter social movements
LGBTQ: Identities, histories cultures,
Global warming & migrations to WA
Homophobia, heterosexism, transphobia
prevention
NAFTA & Latino migration to the USA

Islam and Islamophobia

Indian & South Asian cultural
competency
Jewish identity & cultures in WA
Catholic communities in WA.
Muslim identity & cultures in WA.
Protestant identities & cultures in
WA.
Siek identity & cultures in WA.
Mormon identity & culture in WA.
Hindu communities in WA.
Understanding Low-income
communities, poverty & classism
CAFTA & African migration to the
US.
US militarism in the Middle East &
refuge migration to Washington.
US militarism in the Pacific &
Pacific Islander migration to

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English language learners

Veteran identities & cultures

Veterans of color experiences
Veterans with disabilities
Disability studies, ableism, students with
disabilities, ADA
First-generation college students

Xenophobia, immigration, refugees

challenges
Race, ethnicity and racism

Non-western epistemologies
Non-western student service models

Other

Washington.
Ageism, returning & older students
International students in the
classroom
Feminism & gender identity
Formerly incarcerated students
Migrant student experiences
Campus safety culture &
organization
Domestic violence / sexual assault
faced by students
Health needs of students
Stereotypes and stereotype
threats
Classroom strategies for charged
topics