2024 Most Promising Places to Work in Community Colleges


Promising Places to work logos
Promising Places to work logos

ABOUT THE STUDY

This study was first commissioned by the National Institute for Staff and Organizational Development (NISOD) and Diverse: Issues in Higher Education in 2014. The purpose of this commissioned study was to examine the extent to which diversity and inclusion permeates various aspects (e.g., administrative structures, commitments, work environments, staffing practices) of workplaces at participating two-year community and technical colleges, all of which are NISOD-member institutions.

In its first year, the broader base project was initially shaped by input from an advisory board. The original advisory board included Tracey Cameron, Stan Carpenter, Joan B. Hirt, Kris Renn, and Sue Saunders.

The larger base project, Promising Places to Work, has been administered by Strayhorn and his teams at various centers. It is now administered by the Student Success Equity Institute owned by Do Good Work Educational Consulting Group — an independent educational consulting firm committed to inclusive excellence, student access, and success. The Promising Places to Work in Student Affairs project is in partnership with American College Personnel Association (ACPA), whereas The Promising Places to Work in Community Colleges project is in partnership with NISOD.

ABOUT THE SURVEY

The MPPWCC survey consists of approximately 60 items, organized into 10 major sections. For example, one section elicits contact information for the survey respondent and identifying information about their respective institution (e.g., control, minority-serving institutions [MSI] status). Another section includes several items to assess the structural diversity of the institution and relevant departments in terms of gender, race, sexual orientation, and disability status. There are several sections that measure the availability and extent of support services provided to community college staff on campus, such as professional development.

The survey was developed by Dr. Terrell Strayhorn and is not available in the public domain. The original survey was pilot tested with a small sample of institutions; feedback from the pilot study helped to clarify survey items, correct logic sequencing, and determine the utility of the scoring algorithm. All survey rights belong to the author. All analyses presented in this edition were conducted by Terrell Strayhorn and Royel Johnson.

METHODOLOGY

Promising Places were selected based on a comprehensive analysis of results from an annual survey that was administered to all institutional members of NISOD. Scores were computed using the algorithm that considers weighted data for multiple points highlighted on the survey such as diversity benefits, staff demographics, and diversity policies (e.g., bias monitoring, staff orientation). As the number of respondents to the annual survey grows each year, the algorithm properly adjusts for the diversity of institutions included in the final pool. For instance, the analysis is sensitive to the availability, presence, and use of inclusive practices, family-friendly programs, staff supports, and diversity initiatives, not the size of one’s institution or staff. For full discussion of these methods, see previous versions of this report in Diverse.

COMMUNITY COLLEGE WORKPLACES

Today’s community colleges are as diverse as the students they serve. There are over 1,100 community colleges in the United States that educate more than 12 million students each year. Community colleges also employ thousands of staff members who work in critical functional areas, including student affairs or support services. These committed professionals strive to make the institution warm and welcoming for all other personnel and students, so that they can develop, grow, learn, and thrive optimally.

This year’s list of the Most Promising Places to Work in Community Colleges includes an impressive cast of two-year institutions that specialize in equipping students for securing the promises of a bright future. Each of them has signature programs and marquee initiatives that make them uniquely who they are. Promising Places is a national recognition that celebrates higher education workplaces that are vibrant, diverse, supportive, and committed to staff work-life balance, professional development, and inclusive excellence.

In this edition of Diverse, we strive to pull back the curtain, so to speak, so that others can see the good work going on at these institutions and learn from them to affirm new or improve existing community college workplaces. Promising Places offers institutional leaders information that can be used to improve work environments, boost morale, strengthen teams, and/or continuously improve practices across the student affairs division and broader institution. It also serves as a useful tool for employers, career services staff, and job seekers across the country.

KEY LESSONS LEARNED

Here is what we’ve learned from readers since the initial launch of the Promising Places projects back in 2014:

  • Employers use this national recognition to celebrate their success in creating a vibrant workplace for staff, and they mention the award in job placement websites, position announcements, and recruiting materials;

  • Career counselors interpret the award to mean that the campus offers high-quality support to staff, respectable compensation, and benefits as well as best forms of practice in terms of diversity and inclusive policies;

  • Presidents and provosts acknowledge the national recognition as a mark of distinction, celebrating the strength and success of their institution’s student affairs/services or diversity, equity, inclusion, and belonging (DEIB) operation and, thus, incorporate this information in reports of institutional effectiveness, accreditation, and annual performance evaluations;

  • Vice presidents, deans, and senior student affairs officers at community colleges and similar institutions use the information in this special edition of Diverse to develop new or revise existing staff programs and services. For instance, one senior administrator credited the MPPWCC project for several new benefits offered to staff at her institution including flexible work hours, a staff mentoring program, and a new “Voice of the Employee” (VoE) initiative.

“I literally organized my recent job search around Promising Places. I went to the Diverse: Issues in Higher Education website, found the list of featured community colleges, studied the salary, benefits, and all [emphasis added] the forms of support…then applied to only those schools that offered what I was looking for.”-Marta, learning director, hired since MPPWCC‘21

“Part of our strategy for accreditation and institutional effectiveness at [community college] is to provide direct evidence of achieving campus goals related to staff diversity, faculty support, and professional development. We included our response to the Promising Places survey, as well as the special edition, in our midterm follow-up [report]. It’s been great for making program improvements.”-Sebastian, institutional research specialist

“I teach a course focused on community colleges and, starting last year, I incorporated the Promising Places project with NISOD as required reading. It gives students a sense of community colleges, their workplaces, issues of diversity, and we get to learn more about student support services at 2-year schools.”-Alyssa, graduate preparation program faculty member

PROMISING PRACTICES AT COMMUNITY COLLEGES

As the Most Promising Places to Work in Community Colleges project evolves, we learn more and more about what various institutions do to increase faculty and staff diversity, to foster staff sense of belonging and to equip college student educators for their work with students. Presented here is a set of “promising practices” that have held up across each year of the study.

Promising Practice #1: Recognition of Good Work

Each year, we hear from faculty and staff who work at community colleges about the importance of good work being recognized, especially by those in leadership positions. Specifically, institutions recognized as Most Promising Places over the past few years have been known for hosting formal ceremonies that recognize the meaningful contributions of various members of the staff community. Quite often, faculty and staff described this practice as a positive feature of institutional culture that helped to retain them as well as their colleagues. In addition to institutional awards and ceremonies, many faculty and staff noted that their campus leadership nominated them for regional and national awards, honors, and recognitions sponsored by professional associations. We encourage community college leaders to adopt similar practices or approaches for recognizing the good work of staff and members of the campus community, especially in areas affecting DEIB and campus climate.

Promising Practice #2: Commitment to Meeting the Needs of Community

The espoused mission of community colleges includes a clear focus on serving the needs of the local community. Thus, it is no surprise that faculty and staff at institutions designated as Most Promising Places underscored the importance of their institutions living up to this responsibility. Over the years, faculty and staff have consistently shared insights about their institution’s connection to, service of, and appreciation for the communities in which they are located. For instance, some institutions provide support to the local business community through rapid responses, professional development, incubating start-ups, and workplace training that meets the needs of today’s labor market. Other institutions signal the importance of community engagement by having cabinet-level leadership in the area such as a vice president of outreach and/or dean of community impact. Sixty-seven percent of this year’s MPPWCC recipients have a “chief diversity officer” (or equivalent) at/near cabinet-level. Recently recognized MPPWCCs and this year’s featured schools host summits on justice, comprising keynote presentations, panel discussions, and roundtables that connect community to campus. We encourage all community college leaders and their respective institutions to truly be members of their local communities, serving the needs of the people on campus and beyond. Share more than a zip code; devise ways to share capital, human, fiscal, physical, cultural, and, most importantly, intellectual.

Promising Practice #3: Investment in the Development of Faculty and Staff

Institutions represented among our Most Promising Places over the years have prioritized significant investment in the professional development of faculty and staff to better prepare them for leadership within the organization and broader community. Faculty and staff at institutions recognized as Most Promising Places over the years have discussed at length the ways in which their institutions have signaled commitment to them by investing in their professional development. For instance, at one institution, faculty and staff highlighted the Faculty Diversity Fellows program and the President’s Leadership Academy for faculty/staff considered as “rising leaders” within the institution. Likewise, some community college staff members report significant resources to support their pursuit of professional development on and off campus, including book clubs, conference attendance, employee resource groups (ERGs), webinars, and on-campus leadership training seminars. We learned that several MPPWCC institutions, like Harrisburg Area Community College (HACC), host a college-wide training on equity mindset and all-college staff development days on topics ranging from data visualization to strategic planning, implicit bias, campus climate, and remote learning. Interestingly, some MPPWCC staff noted that the campus offers a range of electronic supports like online diversity training, online civility courses, and LYNDA online training with closed captioning. All this year’s MPPWCCs host on-site or online “conferences” and/or “workshops” to support faculty/staff development — that’s 100% of all winners. We encourage senior leaders at community colleges to make concerted investments in formal professional development activities for faculty and staff by adopting some of the ideas listed here and in previous editions of this report.

Promising Practice #4: Offer New Faculty/Staff Orientation

This year’s report adds another ‘promising practice’ that has now hit our threshold for qualifying as a true promising practice. That is, it has emerged as a common trait or characteristic of winning institutions over at least three consecutive years. MPPWCC distinguish themselves from others by offering a well-organized, structured formal orientation for new faculty and staff. Effective staff orientation programs consist of nine major elements (see Figure below). We encourage senior leaders at community colleges to use this list as a starting point for planning and implementing new or redesigning existing faculty and staff orientation programs. Got questions about logistics? Reach out to our team or, better yet, reach out to the leaders of one of this year’s MPPWCC and ask them to help you develop your playbook.

ELEMENTS OF NEW EMPLOYEE ORIENTATION

Acknowledge, emphasize, and explain diversity’s importance to mission, goals throughout each element.

Information about educational and operational philosophies
History and culture of the institution
Information about formal operating procedures
Specific expectations: professional practice and personal conduct
Campus policies related to personnel issues
History and nature of relationships between faculty, staff, students
Introduction to campus and community


In addition to these promising practices, we offer the following six recommendations for fostering diversity, achieving equity, and promoting inclusion at community colleges:

Promising Places Six Recommendations


THERE'S NO "I" IN MPPWCC: IT TAKES TEAMWORK TO DO THIS WORK

Our team gets this question all the time: who’s responsible for the institution "winning" the MPPWCC award? This question has been raised by governing board members, community college presidents, vice presidents, and, in some cases, from senior student affairs officers themselves. Usually, the question seeks to identify the single person or office that deserves credit for earning this national recognition. After nearly a decade of leading this project, here’s what we as Co-PIs have learned: “There’s no ‘I’ in MPPWCC” and there’s good reason for it. Earning this national recognition requires true teamwork and winning institutions make it a campus-wide priority.

It may sound cliché, but achieving diversity is truly everyone’s job. No single person or unit can do it all, nor should they. It takes a village — well, a team — to promote diversity, achieve equity, foster inclusion, pursue justice, and boost belonging in higher education workplaces, including our nation’s more than 2,000 community colleges. These terms must be more than buzzwords and deeply infuse day-to-day operations, campus policies, HRTM practices, and business intelligence. Winning institutions know the difference between them and use that understanding to bring talented people in as staff and leaders, to remove systemic barriers that shut some people out, and create inclusive practices to ensure that all staff members feel heard, seen, and visible as reflected in the institution’s staff profile, equitable pay structure, core values, and DEI commitments, to give a few examples.

Promising Places to Work create a culture of evidence-based decision-making that leads to implementation, experimentation, and even revision of promising practices, policies, and programs like those mentioned in this year’s report. It’s not that they do one thing well or depend on a single office or person, but rather they have developed a constellation of supportive policies, equity-minded practices, and cutting-edge DEI programs that provide community college employees with a positive work environment, equitable pay, opportunities for advancement, and meaningful work that contributes to the institution’s bottom line and their personal/professional goals.

On many campuses, promising practices, programs, and services are "housed" across divisions. They’re in human resources and talent management. Diversity and inclusion. Academic and student affairs. Athletics and intramural sports, to name a few. So, the answer to the question, "who’s responsible," is simple: everyone! When the institution wins, everyone wins.

Again, congratulations to this year’s highly selective set of Most Promising Places to Work in Community Colleges!

ENGAGE US ON SOCIAL MEDIA

We invite readers to share with us how they’re using this year’s report of Most Promising Places to Work in Community Colleges (MPPWCC). Share with us on Twitter, Facebook, or Instagram using #PPWCC24 and tag @DiverseIssues and @NISOD.

Past editions of this annual report have been used by:

  • Accrediting agencies
  • Employers
  • Human resource managers
  • Job Seekers
  • Professional associations
  • Instructional Faculty

BIOGRAPHIES

Dr. Terrell Strayhorn is professor of education and psychology at Virginia Union University (VUU), where he also serves as associate provost and interim dean of the School of Arts & Sciences. He is director of research in the VUU Center for the Study of HBCUs. Given his expertise in higher education, psychology, and his consequential research on sense of belonging, HBCUs, and minoritized populations, Strayhorn has visiting or adjunct appointments at several access-driven institutions. Author of many books and over 250 journal articles, chapters, and reports, Strayhorn is an internationally recognized student success expert, equity researcher, and public speaker whose work focuses unapologetically on our most difficult subjects, Diverse: Issues in Higher Education named Strayhorn an Emerging Scholar, and he has received ACPA’s Emerging Scholar, Annuit Coeptis, and Diamond Honoree Awards.

Dr. Royel Johnson is associate professor of education and social work at the University of Southern California, where he also serves as director of the National Assessment of Collegiate Campus Climates at the USC Race and Equity Center. Johnson is a nationally recognized expert on issues of educational access, racial equity, and student success. His work focuses on Black and institutionally marginalized populations like those impacted by the criminal punishment, child welfare, and inequitable educational systems. He has published over 50 academic publications, and several books such as Racial Equity on College Campuses. He’s been recognized by ACPA as both an Emerging Scholar and Diamond Honoree.


The project also benefitted from the contributions of many others over the course of time who have helped contact administrators, write institutional profiles, and elicit quotations from personnel at featured institutions. These include (in alphabetical order): Stanley Gates, J’Quen Johnson, Gabriel Kim, Shay Merritte, Danny Ndungu, Anton Smith, Tiffany Steele, Daniel Thomas, and Catherine Wang. Incredibly talented administrative staff have helped organize files, reply to inquiries, and set up reports, including TeNita Freeman and Dina Maculada.

Most Promising Place to Work in Community College Profiles


Arapahoe Community College

Arapahoe Community College

Arapahoe Community College grew out of a grassroots effort by Littleton, Colorado, residents to provide post-high school education. The two-year college was founded in 1965 and, today, provides degrees and certificates. “In a landscape where many may weaponize DEI efforts, we at ACC believe at the heart of being a place of inclusion and belonging is never losing sight of the communities we are blessed to serve,” says Arapahoe President Dr. Stephanie J. Fujii. “We are a college which strives to welcome and learn about - and from - the diverse identities and experiences of our employees, students, and those who live and work in our communities.”
Bergen Community College

Bergen Community College

Bergen Community College in Paramus, New Jersey, aims at providing accessible and transformative programs and services replete with innovation and inclusivity. The comprehensive community college serves more than 32,000 students in degree, continuing education, and adult education programs at three campuses — more than 740,000 students since it opened in 1968. “In order to live our mission of providing transformative educational experiences for our community, we must first offer our faculty and staff a responsive, collaborative, and caring professional environment that allows them to thrive,” says Bergen President Dr. Eric M. Friedman. “I am very proud that Bergen has earned the ‘Most Promising Places to Work’ award that – for the second year in a row – recognizes our commitment to fostering this type of campus culture.”
Chemeketa Community College

Chemeketa Community College

Chemeketa Community College in Salem, Oregon, started as Salem Technical-Vocational School (operated by Salem Public Schools) and transformed into a comprehensive community college in the mid-1960s. The college presently offers certificate and associate degree programs as well as a Bachelor of Applied Science degree in leadership and management. “As a community college serving the mid-Willamette Valley, we believe in promoting safe spaces where students, staff, faculty, and our community partners experience a sense of belonging,” says Chemeketa President Dr. Jessica Howard. “This is a college for the community led by the community.”
College of the Mainland

College of the Mainland

College of the Mainland in Texas City, Texas, was formed in 1967 and has since amassed a nearly 5,000-student enrollment. It is credited as being a valued partner, enriching community and preparing students to thrive in a diverse, dynamic, and global environment. The college’s faculty is dedicated to student success, according to its president, Dr. Warren Nichols. “College of the Mainland’s mission is to prepare students of all ages to become responsible and productive citizens,” Nichols says in his Message from the President. “As a comprehensive community college, College of the Mainland will give you an opportunity to learn and live a full life.”
Florida State College at Jacksonville

Florida State College at Jacksonville

Florida State College at Jacksonville was founded in 1965 as Florida Junior College but has grown to more than 37,000 students of various ages and backgrounds today. Students, now, participate in program offerings that include 13 bachelor’s degrees, 45 associate degrees, and more than 100 technical certificates and career certifications. Led by President Dr. John Avendano. the college’s vision is to promote intellectual growth for life-long learning, advance the economic mobility of our students and transform the communities we serve.
Garden City Community College

Garden City Community College

“Garden City Community College is proud of the highly qualified faculty, staff and administrators whose passion and dedication is to focus on students and providing an engaging and positive learning experience,” says Garden City President Dr. Ryan J. Ruda. The college, established in 1919, serves diverse southwest Kansas communities and region with higher education and workforce training comprising over 40 academic and technical programs and 12 certification options.
GateWay Community College (Arizona)

GateWay Community College (Arizona)

GateWay Community College in Arizona was established in 1968 as a technical college. The college, today, comprises five campuses and offers more than 160 degree and certificate programs as well as trade, technical, and workforce training options. “Diversity isn’t just a buzzword for us; it’s part of the mission of our college,” shares GateWay President Dr. Amy Diaz. “We’re dedicated to fostering an environment where every individual feels not only welcomed but celebrated, where differences are embraced as opportunities for growth and innovation. Together, we’re building a promising place to work where everyone has the chance to make a meaningful impact.”
Harrisburg Area Community College

Harrisburg Area Community College

Harrisburg Area Community College (HACC) in Pennsylvania opened in 1964. It offers more than 100 programs across five campuses, employing 2,240 and serving roughly 12,800 degree-seeking students and 2,500 workforce development students. “At HACC, Central Pennsylvania’s Community College, we view inclusion, diversity, and belonging as integral to the educational success and continued professional growth of every student and employee,” says HACC President Dr. John J. “Ski” Sygielski. “We believe that embracing an environment of belonging also creates a community of care and demonstrates our commitment to lifelong learning for all.”
Hudson County Community College

Hudson County Community College

Hudson County Community College (HCCC) in Jersey City, New Jersey, was founded in 1974 as a “contract” college dedicated to providing career- and occupational-focused certificates and degrees; today, it offers credit and non-credit programs, including more than 90 degree and certificate programs and more than 300 daytime, evening, and weekend classes. “Everyone at HCCC is dedicated to providing our students and community members with opportunities that improve and transform lives,” says HCCC President Dr. Christopher M. Reber. “We are laser-focused on ensuring our students’ success and have developed and implemented initiatives that provide holistic support services.”
Malcolm X College

Malcolm X College

Malcolm X College, established in 1911, has been a major provider of training for health professionals in Chicago. The college offers associate degrees, shorter-term certificate programs, free adult education classes, and special interest courses. “Malcolm X College is a great place to be and work because every person plays a vital role in creating a more diverse, equitable, and inclusive workforce,” says Malcom X President David Sanders. “Our faculty and staff contribute to a sense of belonging by helping validate the lived experiences of those we serve and by focusing on student success.”
McLennan Community College

McLennan Community College

McLennan Community College (MCC) in Waco, Texas, has served McLennan County citizens since 1965. MCC President Dr. Johnette McKown points out that the college — with an average 7,742 student enrollment, wherein 24% pursue career training — values innovation, quality, collaboration, and success. “At MCC, we care about all of our students and all of our employees. Living our values that ‘People matter,’ ‘Inclusiveness matters,’ ‘Integrity matters,’ ‘Communication matters’ and ‘Excellence matters’ is important to us,” says McKown. “We strive to be the place where students want to come to learn and that employees want to come to work every day.”
Montgomery County Community College

Montgomery County Community College

Montgomery County Community College (MCCC) has grown since its 1964 founding, with more than 90,000 alumni, to earn recognition as having one of the nation’s top faculty and most technologically advanced institutions. “At Montgomery County Community College, we cultivate a welcoming work and learning environment where everyone can be their authentic selves — being valued for their lived experiences, appreciated and heard,” says MCCC President Dr. Vicki Bastecki-Perez. “We are committed to ensuring our campuses are equitable and inclusive for all through intentional programs that encourage ongoing conversations to develop further empathy and understanding, fostering connections and respect.”
Northeast Lakeview College

Northeast Lakeview College

Northeast Lakeview College in Universal City, Texas, is the youngest institution in the Alamo Colleges District. The college began as an extension of St. Philip’s College but, since its 2007 establishment, has grown to comprise a fully operational campus with certificate and associate degree programs. “Northeast Lakeview College is honored to be recognized as a Most Promising Place to Work as we continue our commitment to one of our college values of ‘Respect for All,’” says Northeast Lakeview President Dr. Veronica Garcia. “We are committed to be a transformative force and meet the dynamic and diverse needs of the communities that we serve.”
Olive-Harvey College

Olive-Harvey College

Olive-Harvey College, part of the City Colleges of Chicago, was established with the 1970 consolidation of Fenger and Southeast junior colleges. The college — a regional transportation, distribution, and logistics hub — offers associate degrees, certificates, and adult education courses with a mission to develop cultural and civic leaders and progressive global citizens. “I’m thankful to acknowledge that Olive-Harvey College is a great place to work because of the people I work with and lead. Everyone has a hand in ensuring our college maintains an environment of trust, cooperation, safety, accountability, and equity,” says Olive-Harvey President Dr. Kimberly Hollingsworth. “I’m so proud of the work we do together.”
Palo Alto College

Palo Alto College

Palo Alto College in San Antonio has served over 150,000 individuals throughout southern Texas since its 1985 founding. The college’s mission is to inspire, empower, and educate our community for leadership and success. “Palo Alto College is truly changing lives in our South Side community,” says Palo Alto President Dr. Robert Garza in his Message from the President. “It is truly my privilege to work with the Palo Alto College family to serve our students, faculty, staff, partners, and, most importantly, you — our community.”
Prince George’s Community College

Prince George’s Community College

Prince George’s Community College in Largo, Maryland, can boast offerings of more than 200 academic and career training programs and five off-campus learning sites supporting some of its nearly 25,000-student annual enrollment. The college opened in 1958 and continues to align its programming with student and community needs in its mission to enhance the region’s economic vitality. “Our goal is to foster a cultural milieu that is a microcosm of an inclusive global community,” says Prince George’s President Dr. Falecia D. Williams. “Through transformative learning experiences and community partnerships, our students, faculty, and staff press toward the equitable change we wish to see in the world.”
San Antonio College

San Antonio College

San Antonio College (SAC), established in 1925, annually provides some 20,000 students education in liberal arts and sciences in addition to its programming for career education, continuing education, and developmental education. SAC Interim President Francisco Solis returned in May, after retiring from the position in May 2023, saying: “Returning to SAC is really coming home. I am honored to be asked to serve, and I’m excited to work with the team again as we look to the future.”
St. Philip’s College

St. Philip’s College

St. Philip’s College in San Antonio recently announced its first bachelor’s degree in cybersecurity. The historically Black college and a Hispanic-Serving Institution, whose history dates to 1898, offers continuing education units against a slate of degree and certificate offerings. “It is with clarity of purpose, a collaborative learning culture and a focus on results that the faculty, staff and administration here at St. Philip’s College commit ourselves to student success and performance excellence,” says St. Philip’s President Dr. Adena Williams Loston in her Message from the President.

ENROLLMENT TYPE


InstitutionTypeEnrollment
Palo Alto CollegeHSI10,000-14,999
Hudson County Community CollegeHSI5,000-9,999
Olive-Harvey CollegePBI1,000-4,999
Prince George's Community CollegePBI10,000-14,999
Montgomery County Community CollegePWI10,000-14,999
GateWay Community College (Arizona)HSI5,000-9,999
Chemeketa Community CollegeHSI15,000-19,999
St. Philip's CollegeHBCU and HSI10,000-14,999
Harrisburg Area Community CollegePWI10,000-14,999
Florida State College at JacksonvillePWI20,000 or more
McLennan Community CollegeHSI5,000-9,999
Northeast Lakeview CollegeHSI5,000-9,999
San Antonio CollegeHSI15,000-19,999
Arapahoe Community CollegePWI15,000-19,999
Garden City Community CollegeHSI1,000-4,999
Bergen Community CollegeHSI10,000-14,999
Malcolm X CollegePBI and HSI15,000-19,999
College of the MainlandPBI and HSI15,000-19,999

DIVERSITY BENEFITS

Part 1


InstitutionCDO5 YEAR TRENDNFONSOFLEX WORKCOMPRESS WORKJOB-SHARE
Palo Alto CollegeNOIncreasedYESYESYESYESYES
Hudson County Community CollegeYESIncreasedYESYESYESYESNO
Olive-Harvey CollegeYESIncreasedYESYESYESYESNO
Prince George's Community CollegeYESIncreasedYESYESYESYESNO
Montgomery County Community CollegeYESIncreasedYESYESYESYESNO
GateWay Community College (Arizona)NOIncreasedYESYESYESYESNO
Chemeketa Community CollegeYESIncreasedYESYESYESYESYES
St. Philip's CollegeYESIncreasedYESYESYESYESYES
Harrisburg Area Community CollegeYESIncreasedYESYESYESYESYES
Florida State College at JacksonvilleYESIncreasedYESYESYESYESNO
McLennan Community CollegeNOIncreasedYESYESYESYESNO
Northeast Lakeview CollegeYESIncreasedYESYESYESNONO
San Antonio CollegeNOIncreasedYESYESYESYESNO
Arapahoe Community CollegeYESIncreasedYESYESYESYESNO
Garden City Community CollegeNOIncreasedYESYESYESYESYES
Bergen Community CollegeNOIncreasedYESYESNONONO
Malcolm X CollegeYESIncreasedYESYESYESNOYES
College of the MainlandYESIncreasedYESYESYESYESNO

CDO = chief diversity officer or equivalent at or near cabinet-level.

DIVERSITY BENEFITS

Part 2


InstitutionTELEWORKSTRESS PROGED LEAVEFAMILY LEAVEREADINGCE CREDITPD4PAY
Palo Alto CollegeYESYESYESYESYESYESUnknown
Hudson County Community CollegeYESYESYESYESYESYESYES
Olive-Harvey CollegeYESYESYESYESYESYESYES
Prince George's Community CollegeYESYESYESNOYESYESNO
Montgomery County Community CollegeYESYESYESYESYESYESYES
GateWay Community College (Arizona)YESYESYESYESYESYESYES
Chemeketa Community CollegeYESYESYESYESYESYESNO
St. Philip's CollegeYESYESYESYESYESYESNO
Harrisburg Area Community CollegeYESYESYESYESYESYESYES
Florida State College at JacksonvilleYESYESYESYESYESYESYES
McLennan Community CollegeYESYESYESNOYESNONO
Northeast Lakeview CollegeYESYESNOYESYESYESNO
San Antonio CollegeYESYESYESYESYESYESNO
Arapahoe Community CollegeYESYESNOYESYESYESYES
Garden City Community CollegeYESYESYESYESYESYESYES
Bergen Community CollegeNOYESYESYESYESYESNO
Malcolm X CollegeYESYESYESYESNOYESYES
College of the MainlandYESYESNOYESYESYESYES

DIVERSITY BENEFITS

Part 3


InstitutionFT FACULTYPT FACULTYSR STAFFMID STAFFENTRY STAFF
Palo Alto Collegenrnrnrnrnr
Hudson County Community College75,125nr$145,905$76,472$55,792
Olive-Harvey College108,9053,675$95,278$81,179$62,368
Prince George's Community College85,00015,000$120,000$80,000$50,000
Montgomery County Community College75,36447,083$115,985$85,419$64,488
GateWay Community College (Arizona)90,87026,350$123,729$72,564$50,963
Chemeketa Community College95,51032,023$180,594$114,585$60,260
St. Philip's College65,73518,607$133,753$73,115$44,538
Harrisburg Area Community College70,0000$93,208$72,657$45,487
Florida State College at Jacksonville57,659nr$99,883$66,106$39,496
McLennan Community College80,7286,950$109,996$71,493$51,796
San Antonio Collegenrnrnrnrnr
Arapahoe Community College81,274nr$150,898$82,543$55,825
Garden City Community College61,9582,177$81,198$60,152$43,855
Bergen Community College84,69838,526$118,831$86,695$58,954
Malcolm X College101,52643,711NRNRNR
College of the Mainland70,2103,577$138,899$100,830$75,046