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 the work places at participating two-year community and technical colleges, all of which are NISOD-member institutions.
The survey was developed by Dr. Terrell Strayhorn, in consultation with members of the project’s advisory board. The original survey was piolt-tested with a small sample of institutions; feedback from the pilot studey helped to clarify survey items, correct logic sequencing, and determine the utility of the scoring alogrithm.
The larger project, Promising Places to Work, has been administered by Strayhorn and his teams at various centers. It is now administered by Do Good Work Educational Consulting, LLC — an independent educational consulting firm committed to inclusive excellence, student access and success. The Most Promising Places to Work in Student Affairs project is in partnership with the American College Personnel Association (ACPA); findings were published in the March 7 edition of Diverse.
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 all points highlighted on the survey such as diversity benefits, staff demographics and diversity policies (e.g., bias monitoring, staff orientation). For full dissuction 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 more than 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 make the institution warm, welcoming for all students so that they can develop, grow, learn, and thrive optimally.
This year’s list of the 19 Most Promising Places to Work in Community Colleges includes an impressive cast of 2-year institutions that specialize in equipping students for securing the bright promises of their future. Each of them have signature programs and marquee initiatives that make them uniquely who they are. Promising Places is a national recognition that celebrates student affairs 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 or improve your workplaces. PPWCC offers institutional leaders information that can be used to improve work environments, raise morale, or continuously improve practices across the student affairs division. It also serves as a useful tool for employers, career services staff, and job seekers across the country.
Here’s 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 on their careers website, job announcements, and recruiting materials. Career counselors interpret the award to mean that the campus offers high-quality support to staff, respectable compensation and benefits, and best forms of practice in terms of diversity and inclusive policies.
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 on their job placement website, 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, and 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 respective institution’s student affairs operation and incorporate this information in reports of institutional effectiveness/accreditation;
- 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.
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 four years have been known for hosting formal ceremonies that recognize the meaningful contributions of various members of the campus community. Quite often, faculty and staff described this practice as a positive feature of institutional culture that helped retain them as well as their colleagues. In addition to institutional awards and ceremonies, many faculty and staff noted that their campus leadership also nominated them for regional and national awards, honors and recognitions. We encourage community college leaders to adopt similar practices or approaches to recognizing the good work of staff and members of the campus community.
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 and workplace training that meets the needs of today’s labor market. Other institutions, like Illinois Central College (ICC), signal the importance of community engagement by having cabinet-level leadership in the area such as a Vice President of Diversity and Community Impact. ICC hosts a summit on Racial Justice and Equity, comprised of keynote presentations, panel discussions and roundtables that connect community to campus. It is important for all community colleges to truly be members of their local communities, serving the needs of the people on campus and beyond.
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 Montgomery County Community College (MCCC), faculty and staff highlighted the Faculty Diversity Fellows program for junior minority faculty and the President’s Leadership Academy for staff members considered “rising leaders” within the institution. Likewise, Community College of Allegheny County (CCAC) staff members report that there were always resources available to support their pursuit of professional development on and off campus, including book clubs, conference attendance, employee resource groups, webinars and on-campus leadership training seminars. Coastline Community College hosts a college-wide training on equity mindset and two all-college flex days on topics ranging from data visualization to equity. Interestingly, CCAC 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. We encourage senior leaders at community colleges to make concerted investments in formal professional development activities for faculty and staff by adopting ideas listed here and in previous editions of this report.
ENGAGE US ON SOCIAL MEDIA
We invite readers to share 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 #PPWCC19 and tag @DiverseIssues and @NISOD.
Dr. Terrell Lamont Strayhorn is vice president for academic and student affairs at LeMoyne-Owen College, where he also serves as professor of urban education. Additionally, he is founding CEO of Do Good Work Educational Consulting LLC, a research firm that specializes in traslating research discoveries to improve policy and practice, as a way of ensuring all students’ success. Author of 10 books, more than 200 journal articles, chapters, and reports, Strayhorn is an internationally known student success expert and public speaker. He has served on the faculty at The University of Tennessee, Knoxville, The Ohio State University, and lectures at universities across the nation. @tlstrayhorn
Dr. Royel M. Johnson is assistant professor of higher education at Pennsylvania State University, within the Department of Educational Policy Studies. His research focuses on major policy- and practice-relevant issues in education, such as college access and success; race, equity and diversity; and student learning and development. He is co-editor of a forthcoming book on historically Black colleges and universities. @royeljohnson