| Overall Rating | Bronze - expired |
|---|---|
| Overall Score | 35.56 |
| Liaison | William Clancey |
| Submission Date | Oct. 2, 2012 |
| Executive Letter | Download |
Durham College
PAE-T2-3: Student Training Opportunities
| Status | Score | Responsible Party |
|---|---|---|
|
0.25 / 0.25 |
Rochelle
Ramathe Diversity Officer Diversity |
Does the institution make cultural competence trainings and activities available to all students?:
A brief description of the cultural competence trainings and activities:
Durham College - Respect Campaign
Durham College’s respect campaign raises awareness about courtesy and respect among members of the campus community.
The campaign responds to the need for our community to recognize and celebrate the behaviors and attitudes that mirror respectful ways to learn and work together. It reinforces and strengthens the good behaviours and attitudes already established on campus and provides students and staff with the additional tools and skills needed to act as role models of the campaign message – respect – this is what it means to me!
Why a respect campaign?
The student experience comes first at Durham College and the respect campaign aims to further enhance that by providing a welcoming, respectful and inclusive environment that fosters positive learning and ensures student and staff success.
Goals:
- To ensure respect is an integral part of our campus culture, a culture where all members have a right to work and study in an environment that values the personal worth and dignity of each individual;
- To support our strategic plan, which focuses on our students, our people, our business and our community;
- To develop an awareness of the impact of disrespectful behaviour and prepare students for the expectations of the working world; and
- To challenge some of our attitudes and interactions and model and teach appropriate interactions.
The website URL where information about the trainings and activities are available:
Data source(s) and notes about the submission:
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.