| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 55.91 |
| Liaison | Andrew Bernard |
| Submission Date | July 26, 2019 |
| Executive Letter | Download |
Central New Mexico Community College
PA-4: Diversity and Equity Coordination
| Status | Score | Responsible Party |
|---|---|---|
|
1.56 / 2.00 |
Molly
Blumhoefer Campus as a Living Lab and Sustainability Project Manager PPD |
"---"
indicates that no data was submitted for this field
Part 1
Yes
Does the committee, office and/or officer focus on students, employees, or both?:
Both students and employees
None
A brief description of the diversity and equity committee, office and/or officer, including purview and activities:
CNM has it's own Social Justice Group on campus that serves the entire campus population (students, staff, faculty). They host events and provide resources. Additionally, several more may be found online: Immigration https://www.cnm.edu/cnm-community/community-resources/immigration
LGBTQ: https://www.cnm.edu/student-resources/lgbtq/resources
Additionally, under the Department of Cooperative Teaching and Learning, New Faculty Orientation Program has one full day seminar dedicated to the training on socioeconomic diversity of students and how to manage this aspect in a way that makes the best learning environment. It is noted as "our underserved population" on the NFO website.
https://www.cnm.edu/depts/ctl/new-faculty-support/new-faculty-orientation
2014:
* Indicators that the institution is accessible and affordable to low-income students:
Percentage (0-100)
The percentage of entering students that are low-income
The graduation/success rate for low-income students
The percentage of student financial need met, on average
The percentage of students graduating with no interest-bearing student loan debt
The percentage of students that participate in or directly benefit from the institution’s policies and programs to support low-income and non-traditional students
Part 2
Some
Estimated proportion of staff (including administrators) that has participated in cultural competence trainings and activities (All, Most, Some, or None):
Most
Estimated proportion of faculty that has participated in cultural competence trainings and activities (All, Most, Some, or None):
Most
If trainings are made available, provide:
Example of one training open to the campus community:
Come learn the fascinating real reasons why diversity and inclusion is
necessary for excellence! Discover how our brains get in the way of our
good intentions with students, and what to do about it! In this interactive,
engaging (often humorous!) two-hour workshop, find out about
barriers and blinders to effective communication across differences,
how to shift thinking, and practice new behaviors. Action-packed and
action-oriented, you will walk away with a new perspective and some
concrete tools!
Optional Fields
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Additional documentation to support the submission:
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Data source(s) and notes about the submission:
The College does not have full time employees dedicated to an office. Currently all activities are supported by a college wide committees.
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.