Created in preparation for a Board of Trustees meeting, this presentation details the recommendations related to cultural competencies at our institution.
3. 50 YEAR LEGACY
• Acknowledgement
– many achievement we have been a part of
– people who made achievements possible
– next 50 years
• Our legacy
– Were we the first?
– What areas did we advance most?
– Did we set the example?
– What could we have done differently?
4. DIVERSE COMMUNITY
• Student body
– over 1800 international students
– at least 39% non-white ethnicities (22% no response)
• Mission
– emphasizes “responsiveness to our surrounding, diverse
communities”
– Do we reflect that diversity in services, employees, and
leadership roles?
– How can we demonstrate understanding and
appreciation of cultures we serve?
6. CHALLENGES WE FACE
• Meaningful collaboration
– ODEI, Student Life, IP, Student Government, DSS, GDEC
– hosted open discussion to exchange ideas, discuss key
themes, brainstorm desired outcomes
– functional areas throughout campus will be asked to
contribute, help guide discussion
7. CHALLENGES WE FACE
• Key themes identified by faculty, staff, students
– desire to clearly define what cultural competencies are
– desire to showcase diversity and our commitment to inclusion
– desire to address overall tense campus environment and fear it
produces
– desire to come together and have opportunity to discuss
differences
– desire to see leadership involved and supportive of efforts
– desire to create opportunities for courageous conversations
8. IDEAL LEARNING ENVIRONMENT
• Attributes
– appreciates varying global and diverse perspectives across
curriculum
– supports multicultural values, where everyone feels like
they belong, regardless of building they are in
– interactions with others who listens and respects
perspectives
• Attributes every college strives to create
10. A MULTIFACETED MODEL
• No quick fixes
• Requires commitment
beyond words
• Includes awareness,
attitudes, knowledge,
and skills
11. AWARENESS WITHOUT BLAME
• Starting conversation on identify, family, and culture
allows reflect, observe, participate, and experience
• Before people safe enough to participate, healing
needs to occur
• Bridges need to be acknowledged, repaired, or built
• Actively disengaged, afraid to voice thoughts,
participate in events, fear of being labeled
12. AWARENESS WITHOUT BLAME
• Climate
– difficult, sensitive, highly
personal topics
– occur without blaming or
alienating others
– identifying actions and not
individuals or groups
• Focus
– creating safe environment
– explore, discuss, participate
without feeling judged or
labeled
13. AWARENESS WITHOUT BLAME
• AWARENESS EFFORTS INCLUDE:
– facilitating Building Bridges experiences to share,
experience culture
– creating promotional campaigns, “I am Green River”
– showcasing student diversity through video interviews on
family, cultural celebration, reason for GRC
– showcasing employee diversity through blog articles on
family history, cultural celebration, and reason for GRC
– showcasing connections through IP Campus Talks
14. ATTITUDE & BEHAVIOR
• How do we handle incidents of concern and
communicate that back to our students?
• How do we encourage diverse perspectives and
freedom of expression, while maintaining a
supportive, respectful environment?
15. ATTITUDE & BEHAVIOR
• ATTITUDE EFFORTS INCLUDE:
– holding open forums and panel discussions in response to
recent events so people become aware of campus policies
and practices, can ask questions, and feel safe
– routinely communicating policies on anti-discrimination,
Title IX, harassment, and more through student channels,
clubs, and support services
– exploring ways in which we can foster a supportive,
respectful environment, when freedom of expression
makes others feel uncomfortable
16. KNOWLEDGE & EXPERTISE
• Unlimited pool of resources related to subject matter
expertise
– faculty in numerous fields
– committees dedicated to diversity
– entire department “committed to the creation of a more
welcoming, inclusive and supportive environment based on
knowledge, acceptance and respect”
– great efforts celebrating diversity through annual
conferences and campus events
17. KNOWLEDGE & EXPERTISE
• Climate
– difficult, sensitive, highly
personal topics
– occur without blaming or
alienating others
– identifying actions and not
individuals or groups
• Focus
– creating safe environment
– explore, discuss, participate
without feeling judged or
labeled
18. KNOWLEDGE & EXPERTISE
• KNOWLEDGE EFFORTS INCLUDE:
– capturing campus events and conferences for those that
could not attend
– ensuring that all campus events contain basic elements
such as historical context, learning moments, audience
engagement opportunities, and next steps
– incorporating book focused on culture, diversity, inclusion
into the One Book series
– facilitating through ODEI, lunch and learn sessions
engaging students and employees
19. KNOWLEDGE & EXPERTISE
• KNOWLEDGE EFFORTS INCLUDE:
– contracting with an outside organization with expertise in
diversity, cultural competence, bias, social conditions, and
more to facilitate discussions in safe and respectful manner
– providing access for all employees to online training
modules on the topics of Sensitivity Awareness, Diversity
Awareness, and Discrimination Awareness
– selecting external training program for administrators that
provides in-depth knowledge and establishes
cross-campus connections
20. SKILLS & COMPETENCIES
• Often we’re unsure how to measure cultural
competencies
– people tend to think of this as interaction with people who
are different than us
– skills gap requires self-reflection, exposure to learning
moments, active experimentation, and opportunity for
shared experiences
21. SKILLS & COMPETENCIES
• SKILLS EFFORTS INCLUDE:
– defining cultural competencies
– articulating how cultural values relate to the work we do
– examples of competencies and values could include:
• self-awareness
• reflection
• perspective taking
• valuing others
• community involvement
23. STAKEHOLDERS NEEDED
• Human Resources
– provide introductory training options accessible to every
employee through SafeColleges
– identify external training program for administrators
– assist Deans/Directors in understanding value of diversity in
staffing
– include diversity questions in every application so committees
understand value applicant places on diversity
– recognize completion of diversity training through digital badging
– share author ability on HR blog with ODEI to provide dedicated
space to promote events and highlight diversity
24. STAKEHOLDERS NEEDED
• Marketing & Communications
– design, develop, and implement marketing campaign that
focus on our diverse student and employee perspectives,
values, and commitment to Green River
• Media Services
– capture, stream, and showcase events on campus for those
that can not attend
25. STAKEHOLDERS NEEDED
• ODEI
– lead campus building bridges experiences and courageous
conversations to create welcoming environment
– sponsor campus events that help create a welcoming,
inclusive environment
– collaborate with staff, faculty, and students across
institution to volunteer at events
– recognize commitments, completion, and innovations in
diversity best practices for students, faculty, and staff
26. STAKEHOLDERS NEEDED
• GDEC
– recommend potential definitions for cultural competencies
– develop set of cultural diversity values that drive work we
perform
– partner with faculty in bringing topics of diversity into
instruction
– recognize faculty and employee commitment, completion,
and innovation in diversity practices
27. STAKEHOLDERS NEEDED
• Student Clubs and Student Government
– provide lunch learning opportunities related to diversity, in
collaboration with ODEI, to engage campus in meaningful
experiences
• Faculty
– encourage faculty to bring diversity topics into instruction
– encourage faculty to allow accommodations based on
diversity
29. TRAINING FUNDING NEEDED
• Training by itself is never the answer
– difference between what people say they want and what
they actually need
– to support meaningful change, training must compliment
existing efforts
• Training support needed
– Intercultural Development Inventory Qualified
Administrator training
• $1600 per participant
– external facilitator
• at least $10,000 to provide multiple campus workshops
30. TRAINING FUNDING NEEDED
• Clarification
– this is not an HR initiative
– my role is to assess situation and make recommendations
that support existing departments, committees, or subject
matter experts across campus
– funding may come partially from HR and partially from
other sources
– continue to work with departments to determine priorities
for training needs and make recommendations
31. TRAINING FUNDING NEEDED
• Development ahead
– look forward to
partnering with right
people and supporting
institutional efforts
– gladly meet with with
any stakeholder
identified regarding
these recommendations
As the college acknowledges the many achievements we have been a part of, the people who made those achievements possible, and the next fifty years as an institution of higher learning, what will our legacy reflect? Were we the first? In what areas did we advance most? Did we set the example? What could we have done differently?
One opportunity directly tied to our Strategic Planning goal of equity and diversity, also vocalized by students during recent campus events, is meeting the needs of our diverse community by focusing efforts on cultural competencies. Our students need to know that we take this challenge seriously, are committed to advancing this cause, and that we value this key issue. A demonstrated commitment to cultural competency would be a meaningful addition to our college legacy and the next fifty years ahead.
Green River’s student body includes over 1800 international students and is comprised of at least 39% non-white ethnicities (22% not reported). Our own mission statement emphasizes a, “responsiveness to our surrounding, diverse communities.” Does our institution however, in the services we provide, the employees who staff those services, and those in leadership roles, reflect the diversity of our surrounding communities? How can we as an institution demonstrate an understanding and appreciation of the cultures we serve?
In investigating this topic at our institution and seeking out ways in which meaningful collaboration can result in tangible results, several offices and entities were contacted (ODEI, Student Life, IP, Student Government, DSS, and GDEC). An open session was held for anyone interested in exchanging ideas, discussing key themes, and brainstorming desired outcomes. Additional functional areas throughout campus will be asked to contribute to the conversation as we continue to seek direction from the college.
Imagine a learning environment that appreciates varying global and diverse perspectives across the curriculum. Imagine services that support multicultural, pluralistic values, where everyone feels like they belong regardless of what building they happen to be in. Imagine being able to take any concern, challenge, or issue you may be facing and interacting with someone who listens and respects your perspective. All of these attributes describe an environment that every institute of higher learning strives to create.
There are no quick fixes or magic pills to address concerns regarding diversity and cultural competence. Such deep-rooted issues require a commitment that goes beyond words and includes awareness of key issues, attitudes and behaviors towards the world around us, the ability to openly exchange ideas, and identification of specific cultural competencies.
Starting the conversation on topics such as identity, family, and cultural attributes allows others to think, reflect, observe, and ultimately experience their own learning moments. Clarifying what cultural competencies mean ensures that we are working towards a higher purpose or shared vision for the institution. All of these ultimately allow us to better serve our surrounding communities.
Before we can create an environment where people feel safe enough to share ideas, thoughts, and observations, some healing needs to occur. For various reasons we have arrived at a place where people are not actively engaged in the conversation, are afraid to voice their thoughts, and don’t attend campus events because they do not want to be called out or labeled. Bridges need to be built to honestly acknowledge where we are at and the direction in which we would like to head.
These can be difficult, sensitive, and highly personal topics to address and we must ensure that they occur without blaming or alienating each other in the process. We must strive to identify actions and not individuals and resist any inclination to group others (by making statements about students, faculty, staff, leadership, or entire departments across campus). Efforts should focus on creating a safe overall environment in which people can explore previous conceptions without feeling judged or labeled.
How do we handle incidents of concern around campus and how do we communicate that back to our students? How do we encourage diverse perspectives having freedom of expression while also maintaining a supportive, respectful environment?
Green River College, an institute of higher learning, has an unlimited pool of resources when it comes to subject matter expertise. We have faculty experts in numerous fields, committees dedicated to diversity, and an entire department “committed to the creation of a more welcoming, inclusive and supportive environment based on knowledge, acceptance and respect.” We have also made great efforts to celebrate diversity through annual conferences and campus events.
Sharing knowledge, personal experiences, or reflecting on recent events can be difficult, sensitive, and highly personal topics to address. We must ensure that they occur without blaming or alienating each other in the process. We must strive to identify actions and not individuals and resist any inclination to group others (by making statements about students, faculty, staff, leadership, or entire departments across campus). Efforts should be about creating a safe overall environment in which people can explore previous conceptions without feeling judged or labeled.
When we talk about cultural competencies, we often don’t know how to measure the success of our efforts and initiatives. People tend to think of cultural competencies as the way we interact with people who are different than us. Part of this skills gap relates to our own self-reflection, exposure to learning moments, active experimentation, and the opportunity for shared experiences.
One thing we can do, through established committees and departments, is focus on clearly defining what cultural competence means and clearly articulating how cultural values relate to the work we perform. Other institutions have identified key values to include self-awareness, critical reflection, perspective taking, valuing others, and community involvement. Through collaborative efforts led by existing campus resources, committees, and departments dedicated to diversity, we can create a “more welcoming, inclusive and supportive environment based on knowledge, acceptance and respect.”
Collaboration across campus will ensure that this effort is inclusive, meaningful, and sustainable. Ideas should represent faculty, staff, and students and involve experts, departments, and committees.
This document outlines what is recommended to begin addressing cultural competencies at Green River College. Training by itself is never the answer and to support meaningful change across campus, training must compliment existing efforts.
It should be noted that this is not an HR initiative. My role within HR is to assess the situation and recommend potential approaches to difficult challenges, in turn supporting the appropriate departments or subject matter experts across campus. Some funding may come from Human Resources & Legal Affairs, within additional funds allocated from other budgets across campus. Ultimately, my role will work with each department to determine priorities for training needs and make recommendations from a variety of internal and external resources. Each department will determine their needs, prioritize funding, and designate specific training for their employees.
I sincerely look forward to working with the right people across campus and supporting institutional efforts in any way my role can. I would be glad to follow up in any way or meet with any stakeholder regarding these recommendations.