| Overall Rating | Silver |
|---|---|
| Overall Score | 45.51 |
| Liaison | Lawrence Brien |
| Submission Date | Feb. 29, 2024 |
State University of New York at Brockport
PA-7: Support for Underrepresented Groups
| Status | Score | Responsible Party |
|---|---|---|
|
3.00 / 3.00 |
Martin
Abraham Provost and Vice President Academic Affairs |
"---"
indicates that no data was submitted for this field
Non-discrimination statement
Yes
The non-discrimination statement, including the website URL where the policy is publicly accessible:
The State University of New York University College at Brockport (“SUNY Brockport”) is committed to maintaining a learning and workplace environment free from sexual harassment and unlawful discrimination. In its continuing effort to seek equity in education and employment, and in support of federal and state anti-discrimination legislation, SUNY Brockport has adopted this complaint procedure for the prompt and equitable investigation and resolution of allegations of unlawful discrimination on the basis of age, race, creed, color, national origin, sexual orientation, gender identity or expression, military status, sex, disability, predisposing genetic characteristics, familial status, marital status, domestic violence victim status, or criminal conviction. Harassment on the basis of the above protected categories is one form of unlawful discrimination. SUNY Brockport will take steps to prevent discrimination and harassment, to prevent the recurrence of discrimination and harassment, and to remedy its discriminatory effects on the victim(s) and others, if appropriate. Sex discrimination includes sexual harassment and sexual and interpersonal violence and may be addressed under this policy or the campus’ Title IX policy, depending on whether the alleged conduct meets the definition found at 34 CFR § 106.30. Retaliation against a person who files a complaint, serves as a witness, or assists or participates in any manner in this procedure is strictly prohibited and may result in disciplinary action.
https://www.brockport.edu/support/policies/adopted/af_hr_harassment_discrimination_complaint_procedure.html
https://www.brockport.edu/support/policies/adopted/af_hr_harassment_discrimination_complaint_procedure.html
Bias response team
Yes
A brief description of the institution’s discrimination response protocol or team:
Brockport's bias response protocols apply to employees and students at Brockport.
Reporting an Incident of Harassment, Discrimination or Retaliation
Informal Procedure
If for any reason an individual does not wish to address the offender directly, or if such action does not successfully end the offensive conduct, the individual should notify his/her immediate supervisor, the Director of Human Resources, the Affirmative Action Officer, who may, if the individual so requests, talk to the alleged offender on the individual's behalf.
The College encourages individuals who believe they are subjected to harassing or discriminatory conduct to promptly advise the offender that his or her behavior is unwelcome and request that it be discontinued. Often this action alone will resolve the problem. The College recognizes, however, that an individual may prefer to pursue the matter through informal or formal complaint procedures.
An individual reporting harassment, discrimination or retaliation should be aware that the College might decide it is necessary to take action to address such conduct beyond an informal discussion. This decision will be discussed with the individual.The best course of action in any case will depend on many factors and, therefore,the informal procedure will remain flexible. Confidentiality cannot be guaranteed.
The informal procedure is not a required first step for the reporting individual.
Formal Procedure
Complaints or reports of sex discrimination will be referred to the campus’ Title IX Coordinator, who will provide to the complainant written or electronic information describing the available options, including pursuing a criminal complaint with a law enforcement agency, pursuing the complaint via this procedure (including possible referral to the Title IX process), or pursuing both options at the same time. Additionally, the Title IX Coordinator will ensure that complainants in sex discrimination cases are made aware of their Title IX rights, available remedies, and resources on and off-campus (such as counseling, local rape crisis center), and interim measures of protection. For more information, see the Victim/Survivor Bill of Rights. Assistance will be available whether or not a formal complaint is filed. To view policy information and obtain contact information for campus-specific, off-campus, community, and state-wide resources, visit http://response.suny.edu.
Reporting an Incident of Harassment, Discrimination or Retaliation
Informal Procedure
If for any reason an individual does not wish to address the offender directly, or if such action does not successfully end the offensive conduct, the individual should notify his/her immediate supervisor, the Director of Human Resources, the Affirmative Action Officer, who may, if the individual so requests, talk to the alleged offender on the individual's behalf.
The College encourages individuals who believe they are subjected to harassing or discriminatory conduct to promptly advise the offender that his or her behavior is unwelcome and request that it be discontinued. Often this action alone will resolve the problem. The College recognizes, however, that an individual may prefer to pursue the matter through informal or formal complaint procedures.
An individual reporting harassment, discrimination or retaliation should be aware that the College might decide it is necessary to take action to address such conduct beyond an informal discussion. This decision will be discussed with the individual.The best course of action in any case will depend on many factors and, therefore,the informal procedure will remain flexible. Confidentiality cannot be guaranteed.
The informal procedure is not a required first step for the reporting individual.
Formal Procedure
Complaints or reports of sex discrimination will be referred to the campus’ Title IX Coordinator, who will provide to the complainant written or electronic information describing the available options, including pursuing a criminal complaint with a law enforcement agency, pursuing the complaint via this procedure (including possible referral to the Title IX process), or pursuing both options at the same time. Additionally, the Title IX Coordinator will ensure that complainants in sex discrimination cases are made aware of their Title IX rights, available remedies, and resources on and off-campus (such as counseling, local rape crisis center), and interim measures of protection. For more information, see the Victim/Survivor Bill of Rights. Assistance will be available whether or not a formal complaint is filed. To view policy information and obtain contact information for campus-specific, off-campus, community, and state-wide resources, visit http://response.suny.edu.
Recruitment programs
Yes
Does the institution have programs specifically designed to recruit academic staff from underrepresented groups?:
Yes
Does the institution have programs designed specifically to recruit non-academic staff from underrepresented groups?:
Yes
If yes to any of the above, provide:
Brockport's financial aid packaging policies are designed to give the maximum amount of aid to students with the greatest need as determined by the lowest Expected Family Contribution (EFC). The EFC is defined by the US Dept of Education as part of the mandated Federal Methodology formulae.Federal TRIO Programs:
The College at Brockport is host to three Federally funded grant programs that seek to increase the number of low-income, first generation, or underrepresented students who reach their full academic potential and enroll in post secondary or graduate education.
The Talent Search Program serves 660 students annually in four Rochester City Middle or High Schools: Douglass, Jefferson, Franklin, and Marshall. Talent Search offers tutorial support, academic advisement, SAT prep courses, and opportunities to visit local colleges. Academic Counselors located in each of the High Schools work individually with selected students to ensure their success and mentor them through rigorous course work and the process of college applications.
Faculty and Staff Recruitment
The Office of Affirmative Action and Human Resources has significantly revised Brockport’s faculty/staff search and recruitment process through the following:
•Invested heavily in a new, comprehensive Applicant Tracking System, which will provide robust reporting capabilities in support of our diversification efforts.
•Developed a multi-point search training program, mandatory for all hiring managers and search committee members. Among other topics, the training provides an overview of Affirmative Action and Equal Employment Opportunity, as well as The College’s specific requirements regarding compliance during the search process.
•To meet The College’s responsibility to make a good faith effort in diversifying the pool of applicants available to search committees, work jointly with each hiring manager to advertise in nationally recognized venues, such as The Chronicle of HigherEd, Recruit Disability.org, Higher Ed Jobs.com, and through the U.S. Department of Labor at Job Central.com (formerly USA Jobs), all designed to reach the largest and most diverse aggregation of ready job seekers. Further, through the American Association for Access, Equity, and Diversity (AAAED), we are exploring additional, more focused advertising venues, including, but not limited to, Ability Jobs.com, Getting Hired.com, LGBT Connect.com, and Vet Central.com.
•Revamped The College’s Waiver of Search protocol to emphasize the importance of conducting proper Affirmative Action searches and increase access.
Student Recruitment
Goal 2 of Brockport's Five-year (2016-2021) Strategic Plan for Equity, Diversity, and Inclusion is to achieve a balance of representation in student body population in line with state demographics; and maintain a commitment to retention, completion, and
academic success of minority and underrepresented students.
Implementation Strategies
A) Research and Implement Best Practices for Inclusive Recruitment and Enrollment including:
• Analyze demographic data and determine if additional high schools need to be
added or changed within each recruiting territory to increase the diversity reach.
• Continue to strengthen working relationships with school counseling staff in
high schools that have very diverse populations in order to understand the
specific needs of their students and connect their students to resources on
campus throughout the recruitment process.
• Develop an action plan that provides opportunities for admissions advisors to
reach out to community leaders or clergy in areas of the state that have a large
minority population.
• Develop a communication plan that specifically targets underrepresented
prospective students in order to help them understand the process for
admissions and enrollment, and to provide contacts on campus.
• Review Admissions and Enrollment Processes
- Compare percentage of EOP applicants to funded EOP seats to inform
advocacy efforts.
- Review and offer acceptance to EOP applicants that meet regular admissions
standards.
- Continue to review and coordinate transitional programming for first year
and transfer students.
- Aspire to hire professional staff with multi-lingual capabilities in the areas of
recruitment, enrollment, and advisement to increase the likelihood of being
able to communicate well with parents or guardians who are speakers of
other languages.
B) Research and Implement Best Practices for Retention of Underrepresented Students including:
• Encourage inclusion of more students of diverse backgrounds on college
committees and event planning.
• Continued support of high impact practices for all students, including building and enriching the applied learning plan.
• Continue to make visible the College’s commitments to diversity, equity and inclusion by:
- Encouraging more integrated programming and discussion between
Enrollment Management and Student Affairs, Academic Affairs, and student
clubs and leadership. The Training and Awareness Committee and the new
Academic Success Center are locations in which representatives from the
above groups can share ideas, resources, and strategies. This exchange
should lead to a broader perception across campus that curricular and cocurricular leadership, activists, and event planners are communicating and share similar goals in relation to diversity and inclusion.
- Better communication to faculty, staff, and students all diversity events and resources at the beginning of each semester.
- Using social media more widely to advertise and tag diversity events and
internal and external information related to equity and inclusion.
- Creating a multiracial resource page, disability resources page, and religious
diversity resource page to supplement the College’s LGBTQIA resources
page.
• Conduct a space-needs analysis for students around clubs, organizations,
centers, and support for the College’s diverse student body.
• Explore successful practices for retention and transition used by the Educational Opportunity Program, McNair, and CSTEP programs, as well as the former Learning About and Understanding your New College Home (LAUNCH). Consider avenues for implementing the most successful practices more broadly. This might include expanding tutoring opportunities, requiring students to attend office hours, providing transition programming more broadly, holding events with faculty and staff, and arranging peer and faculty mentorship for underrepresented and at-risk students.
• Review resources of health center to make sure there are appropriate
counselors available who represent and are culturally competent to serve a
broad social and cultural range of identities and experiences.
• Improve accessibility to all resources
C) Continue to invest in and support programming that supports local middle and high schools and increases awareness of The College at Brockport for minority and underrepresented populations.
• Support the establishment of the RISE network with Rochester Educational
Opportunity Center and Monroe Community College, working to provide college preparation, deliver support through case management, and establish pathways to four-year completion for underrepresented, underprepared, and at-risk students.
• Continue to implement and develop more rigorous assessment plans and
outreach strategies for Learning Enrichment to Achieve Potential (LEAP) and PUC Achieve programs.
https://system.suny.edu/media/suny/content-assets/documents/diversity/reports/Brockport.pdf
The College at Brockport is host to three Federally funded grant programs that seek to increase the number of low-income, first generation, or underrepresented students who reach their full academic potential and enroll in post secondary or graduate education.
The Talent Search Program serves 660 students annually in four Rochester City Middle or High Schools: Douglass, Jefferson, Franklin, and Marshall. Talent Search offers tutorial support, academic advisement, SAT prep courses, and opportunities to visit local colleges. Academic Counselors located in each of the High Schools work individually with selected students to ensure their success and mentor them through rigorous course work and the process of college applications.
Faculty and Staff Recruitment
The Office of Affirmative Action and Human Resources has significantly revised Brockport’s faculty/staff search and recruitment process through the following:
•Invested heavily in a new, comprehensive Applicant Tracking System, which will provide robust reporting capabilities in support of our diversification efforts.
•Developed a multi-point search training program, mandatory for all hiring managers and search committee members. Among other topics, the training provides an overview of Affirmative Action and Equal Employment Opportunity, as well as The College’s specific requirements regarding compliance during the search process.
•To meet The College’s responsibility to make a good faith effort in diversifying the pool of applicants available to search committees, work jointly with each hiring manager to advertise in nationally recognized venues, such as The Chronicle of HigherEd, Recruit Disability.org, Higher Ed Jobs.com, and through the U.S. Department of Labor at Job Central.com (formerly USA Jobs), all designed to reach the largest and most diverse aggregation of ready job seekers. Further, through the American Association for Access, Equity, and Diversity (AAAED), we are exploring additional, more focused advertising venues, including, but not limited to, Ability Jobs.com, Getting Hired.com, LGBT Connect.com, and Vet Central.com.
•Revamped The College’s Waiver of Search protocol to emphasize the importance of conducting proper Affirmative Action searches and increase access.
Student Recruitment
Goal 2 of Brockport's Five-year (2016-2021) Strategic Plan for Equity, Diversity, and Inclusion is to achieve a balance of representation in student body population in line with state demographics; and maintain a commitment to retention, completion, and
academic success of minority and underrepresented students.
Implementation Strategies
A) Research and Implement Best Practices for Inclusive Recruitment and Enrollment including:
• Analyze demographic data and determine if additional high schools need to be
added or changed within each recruiting territory to increase the diversity reach.
• Continue to strengthen working relationships with school counseling staff in
high schools that have very diverse populations in order to understand the
specific needs of their students and connect their students to resources on
campus throughout the recruitment process.
• Develop an action plan that provides opportunities for admissions advisors to
reach out to community leaders or clergy in areas of the state that have a large
minority population.
• Develop a communication plan that specifically targets underrepresented
prospective students in order to help them understand the process for
admissions and enrollment, and to provide contacts on campus.
• Review Admissions and Enrollment Processes
- Compare percentage of EOP applicants to funded EOP seats to inform
advocacy efforts.
- Review and offer acceptance to EOP applicants that meet regular admissions
standards.
- Continue to review and coordinate transitional programming for first year
and transfer students.
- Aspire to hire professional staff with multi-lingual capabilities in the areas of
recruitment, enrollment, and advisement to increase the likelihood of being
able to communicate well with parents or guardians who are speakers of
other languages.
B) Research and Implement Best Practices for Retention of Underrepresented Students including:
• Encourage inclusion of more students of diverse backgrounds on college
committees and event planning.
• Continued support of high impact practices for all students, including building and enriching the applied learning plan.
• Continue to make visible the College’s commitments to diversity, equity and inclusion by:
- Encouraging more integrated programming and discussion between
Enrollment Management and Student Affairs, Academic Affairs, and student
clubs and leadership. The Training and Awareness Committee and the new
Academic Success Center are locations in which representatives from the
above groups can share ideas, resources, and strategies. This exchange
should lead to a broader perception across campus that curricular and cocurricular leadership, activists, and event planners are communicating and share similar goals in relation to diversity and inclusion.
- Better communication to faculty, staff, and students all diversity events and resources at the beginning of each semester.
- Using social media more widely to advertise and tag diversity events and
internal and external information related to equity and inclusion.
- Creating a multiracial resource page, disability resources page, and religious
diversity resource page to supplement the College’s LGBTQIA resources
page.
• Conduct a space-needs analysis for students around clubs, organizations,
centers, and support for the College’s diverse student body.
• Explore successful practices for retention and transition used by the Educational Opportunity Program, McNair, and CSTEP programs, as well as the former Learning About and Understanding your New College Home (LAUNCH). Consider avenues for implementing the most successful practices more broadly. This might include expanding tutoring opportunities, requiring students to attend office hours, providing transition programming more broadly, holding events with faculty and staff, and arranging peer and faculty mentorship for underrepresented and at-risk students.
• Review resources of health center to make sure there are appropriate
counselors available who represent and are culturally competent to serve a
broad social and cultural range of identities and experiences.
• Improve accessibility to all resources
C) Continue to invest in and support programming that supports local middle and high schools and increases awareness of The College at Brockport for minority and underrepresented populations.
• Support the establishment of the RISE network with Rochester Educational
Opportunity Center and Monroe Community College, working to provide college preparation, deliver support through case management, and establish pathways to four-year completion for underrepresented, underprepared, and at-risk students.
• Continue to implement and develop more rigorous assessment plans and
outreach strategies for Learning Enrichment to Achieve Potential (LEAP) and PUC Achieve programs.
https://system.suny.edu/media/suny/content-assets/documents/diversity/reports/Brockport.pdf
Mentoring, counseling and support programs
Yes
Does the institution have mentoring, counseling, peer support or other programs designed specifically to support academic staff from underrepresented groups on campus?:
Yes
Does the institution have mentoring, counseling, peer support or other programs to support non-academic staff from underrepresented groups on campus?:
Yes
A brief description of the institution’s programs designed specifically to support students, academic staff, and/or non-academic staff from underrepresented groups:
There is McNair, and the Educational Opportunity Program, that introduce participating underrepresented students to engaging educational experiences and high impact practices.
The Office of Diversity also offers the following support programs to underrepresented groups for students and faculty/staff:
Employee Assistance Program: Confidential Consultation for Faculty & Staff
Student Accessibility Services
Affirmative Action, Equal Employment Opportunity, Americans with Disabilities Act/Affirmative Action Officer
Prevention and Outreach Services/Center for Select Respect
A unique aspect of EOP is the First Year Structured Program (FYSP). It is a highly structured academic experience, designed to assist and maximize a freshman student's opportunity to be successful. All students are placed in freshman classes based upon their high school academic preparation and placement tests given by EOP. During the first year, EOP professionals serve as counselors, academic advisors and instructors to their students. Courses and faculty members have been carefully chosen to become a part of this first-year academic experience. Academic support is provided to every freshman student through required supplemental instruction and tutoring for every course. EOP conducts orientation before the start of every year.
Other student groups/programs include
Emerging Scholars
Talon Academy
Men of Color club
The Office of Diversity also offers the following support programs to underrepresented groups for students and faculty/staff:
Employee Assistance Program: Confidential Consultation for Faculty & Staff
Student Accessibility Services
Affirmative Action, Equal Employment Opportunity, Americans with Disabilities Act/Affirmative Action Officer
Prevention and Outreach Services/Center for Select Respect
A unique aspect of EOP is the First Year Structured Program (FYSP). It is a highly structured academic experience, designed to assist and maximize a freshman student's opportunity to be successful. All students are placed in freshman classes based upon their high school academic preparation and placement tests given by EOP. During the first year, EOP professionals serve as counselors, academic advisors and instructors to their students. Courses and faculty members have been carefully chosen to become a part of this first-year academic experience. Academic support is provided to every freshman student through required supplemental instruction and tutoring for every course. EOP conducts orientation before the start of every year.
Other student groups/programs include
Emerging Scholars
Talon Academy
Men of Color club
Support for future academic staff
Yes
A brief description of the institution’s programs to support and prepare students from underrepresented groups for careers as faculty members:
The College participates in the McNair program which prepares and encourages underrepresented undergraduate students to pursue PhD’s.
Optional Fields
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Does the institution offer housing options to accommodate the special needs of transgender and transitioning students?:
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Website URL where information about the institution’s support for underrepresented groups is available:
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Additional documentation to support the submission:
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Data source(s) and notes about the submission:
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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.