Diversity and Inclusion Assessment Plan

MISSION STATEMENT: Provide leadership for the COCC and OSU-Cascades campus to create a welcoming and respectful climate for diverse cultures, backgrounds, and ideas in order to nurture a vibrant, inclusive, and engaged learning community.

Goal 1. Provide leadership so that respect for diversity and inclusion of differences are embedded in the institutional mission and goals of the college and the campus departments. 1.1 COCC/OSU-Cascades mission statements reflect respect for differences.
  • Qualitative analysis of department mission statement
1.2 Administrative departments have mission statements that reflect respect for differences.
  • Campus Climate Survey (every other year)
  • Focus group interviews
Goal 2. Work with campus leaders, supervisors and managers, faculty, and students to create a respectful and inclusive campus climate. 2.1 Students and staff feel respected on campus.
  • Campus Climate Survey (every other year)
  • Graduate Survey (spring)
  • CCSSE data (every three years)
2.2 Underrepresented students and staff see themselves reflected in curriculum and campus activities.
  • Campus Climate Survey (every other year)
  • Graduate Survey (spring)
  • CCSSE data (every three years)
Goal 3. Work with campus departments to increase the numbers of underrepresented students, staff, and faculty. 3.1 The student ethnic demographics reflect the diversity of our college district.
  • COCC Enrollment Reports
3.2 The staff and faculty ethnic demographics reflect the diversity of our students.
  • Human Resources Data
Goal 4. Initiate on-going education and training about respect for differences and fostering a welcoming community for campus students, staff, and faculty. 4.1 Students and staff have knowledge of various cultures and backgrounds and are skilled in communicating cross-culturally.
  • CCSSE data - 12.k (every three years)
  • Assessment of "Cultural Awareness" General Education Outcome
  • Qualitative review of courses offered related to cultural differences
4.2 Students will have the skills to interact effectively in a multicultural community.
  • CCSSE data - 12.k (every three years)
  • Assessment of "Cultural Awareness" General Education Outcome
  • Qualitative review of courses offered related to cultural differences
4.3 Faculty and staff demonstrate cultural responsiveness to differences in their interactions with students and in the workplace.
  • Qualitative review of trainings/workshops
  • Feedback from workshop evaluations
Goal 5. Advocate that respect for diversity be incorporated into campus recognition, awards, and performance evaluations. 5.1 Students and staff feel recognized for their contributions to the campus and the training they have participated in.
  • Campus Climate Survey

Summary of Assessment Findings

In a brief review of institutional guiding documents, the Diversity Committee noted the following:

  • COCC's mission statement initially included a goal focused on diversity (due to recent changes, this goal shifted to an institutional value);
  • COCC's Board of Directors' "access" priority includes an emphasis on geographic areas which may be underserved and "supporting enrollment of student groups that have been traditionally underserved"
  • COCC's Board of Directors' "success" priority includes an emphasis on "student groups which have lagged the institutional persistence and achievement averages"
  • In 2010-11, COCC faculty and staff participated in a campus-wide, year-long discussion to identify the values associated with what it means to be a COCC employee. A commitment to diversity is included as part of the College's employee values statements.
  • COCC's Student Services Division participated in a process to redefine its mission and values in 2009-10. As part of that process, Student Services identified "diversity" as a core value.

While the above is only partial review of College-wide mission statements, it does represent several "high-level" commitments to institutional diversity. Additionally, the Diversity Committee is scheduled to work with campus departments on this review during the 2012-13 academic year.

During the 2008-09 academic year, COCC conducted focus groups with Native American and Latino students to assess their perceptions of the campus climate. A sample of the results from the focus groups included:

  • Students expressed satisfaction with their college experience, often citing the helpfulness of the faculty and advisors and the importance of the tutoring and advising centers.
  • Students generally felt comfortable and connected on campus, rating their experience from 5 - 10, on a scale of 1 - 10 (ten equaling completely comfortable and connected).
  • Some of the students recognized the lack of diversity on campus and the challenge this poses if you are the "only diverse student" in your class. There were a few reports of students not being treated respectfully in and/or outside of the classroom because of their ethnic background.
  • Students suggested the need for more staff who are bi-lingual, especially those in the Boyle Education Center.

While the College has only included information regarding diversity on its Graduate Survey for the prior two years, responses indicate that the College provides an atmosphere that fosters respect for differences (question 12), but that additional work is needed to provide opportunities to interact with individuals with different backgrounds (question 13) and prepare students to live/work in a multicultural environment (question 14):

  • An average of 83.4% of respondents indicated that COCC provides a campus environment that fosters respect for differences;
  • An average of 67.5% of respondents indicated that COCC provides meaningful opportunities to connect with those from different backgrounds;
  • An average of 69% of respondents indicated that COCC provides the skills needed to live and work in a multicultural environment.

In comparing 2008 and 2011 CCSSE results for those questions specifically related to the Diversity Committee's/Office of Diversity and Inclusion outcomes, COCC has made reasonable improvements in all areas:


2011 Results*

2008 Results*

% Increase

4s: About how often do you have serious conversations with students of a different race or ethnicity other than your own?




4t: About how often do you have serious conversations with students who differ from you in terms of their religious beliefs, political opinions or personal values?




9c: How much does this college encourage contact among students from different economic, social, and racial or ethnic backgrounds?




12k: How much has your experience at this college contributed to understanding people of other racial and ethnic backgrounds?




* For those who responded with "very much" or "quite a bit".

COCC's Strategic Enrollment Management 2010-11 report and annual enrollment reports demonstrate that COCC's Latino/a student population is making strides so that student headcount aligns with College service district demographics. Area demographics show that 7.5% of the College service district is Latino/a and 3.5% identify as Native American. In 2009-10, 582 (5.7%) of credit students were Latino/a, an increase of 0.9% compared to the previous year. In 2010-11, 6.1% of credit students identified as Latino/a. In 2009-10, 269 (2.6%) of credit students were Native American, a slight decrease from the previous year. In 2010-11, 2.5 % of credit students identified as Native American. (It is important to note here that recent changes in federal ethnicity reporting requirements may make tracking student ethnicity more complex and may be affecting our Latino and Native American statistics from the last two years. Regardless, strategies we have implemented from COCC's SEM planning process are just beginning and it is anticipated that the College will see positive results in coming years.)

COCC's current structure of its human resources information system does not allow for easy compilation of employee demographics by employment category (faculty, staff, administrators, part-time, full-time, etc.) over successive years. However, current data indicates that for 2011-12, 96.9% of the workforce identified as White.

Summary of Actions Taken

Due to feedback from focus groups, a review of best practices, and our response to Board priorities and the SEM planning processes, COCC hired a .75 FTE Latino Student Program Coordinator in fall 2010 and received a grant to expand Native American Program Services in fall 2011. The Latino Student Program Coordinator's primary goal is to increase the recruitment and retention of Latino/a students. Similarly, the grant funded the expansion of Native American Program activities aimed at increasing the enrollment of Native American students at COCC. The additional programs include a summer learning institute for Native American high school students, college-success/planning workshops for high school students at Warm Springs Indian Reservation, college preparation workshops for Native American students at Madras High School, and inclusion of Native American High School students in the Oregon Leadership Institute, COCC's established Latino mentoring program.

While responses to the COCC Graduate Survey and CCSSE Survey were fairly strong, especially given the lower levels of ethnic diversity in Central Oregon, COCC would like to see future indicators increase. To help in this regarding, COCC implemented a series of new initiatives to increase awareness of multicultural issues among students, staff, and faculty, and to increase our retention of Latino and Native American students. Samples of these activities include:

  • An expanded Season of Non-Violence program, a series of events honoring the legacies of Dr. Martin Luther King, Mahatma Gandhi, Cesar Chavez and Chief Wilma Mankiller. More than 1000 campus and community members participate in SNV activities each year(on-going).
  • "Can We Talk About Race and Other Differences?" Series (began spring 2010), an opportunity to talk about differences based on race/ethnicity, gender, religion, sexual orientation, and socio-economic class in a safe and welcoming environment (on-going).
  • "Culturally Respectful Hiring Practices" workshops for faculty and staff in winter 2011. Currently members of the Diversity Committee are working with Human Resources to identify a series of strategies aimed at increasing the diversity of staff and faculty applicant pools.
  • Cultural Learning Communities which focus on either Native American or Latino cultures to help students build a solid foundation to succeed in college. COCC's Office of Diversity and Inclusion partnered with Instruction to create a formal Learning Community, pairing a writing and college success course together in a two-term series (began fall 2011).
  • All new position descriptions include a statement within the "Knowledge, Skills and Abilities" section regarding respect for differences (began fall 2010). A sample of the statements are:
    • Ability to work effectively and sensitively with constituents from diverse cultural backgrounds and perspectives.
    • Ability to work cooperatively with and contribute to a diverse workplace through ideas or experience.
    • Ability to hire and mentor a diverse team that respects each other's differences.
    • Ability/skills to competently advise and/or serve students from a variety of background, respecting cultural and socio-economic differences.
  • As appropriate, all new positions emphasize "Spanish bilingual skills preferred" in the job descriptions (on-going).
  • COCC information for new students and for job applicants in Spanish on the campus website (anticipated summer 2012).
  • Expanded Principles of Community statement to include OSU-Cascades (fall 2011).
  • Diversity Achievement Awards to recognize students and staff who work to implement Diversity Committee goals (on-going).
  • "Creating Respectful Learning Environments" workshops for faculty (on-going).

In addition to the above activities, and as part of the College's regular work on learning outcomes, COCC's Director of Diversity and Inclusion worked with instruction to develop the rubric supporting the cultural awareness learning outcome and identified the courses that fulfill the outcomes for this indicator.

Assessment Work in Development

The Student Services Division is currently reviewing the best methods to solicit feedback on division-wide needs through the SENSE Survey (scheduled to be administered at COCC for the first time in fall 2012), a Student Services-specific survey, or Student Services-specific focus group. This will allow the Division to holistically evaluate progress towards individual department outcomes, without inundating students with multiple surveys or requests for information. For the Office of Diversity and Inclusion/Diversity Committee, this will specifically help with outcomes 2 & 4.

The Diversity Committee is working with Human Resources to compile demographic information on current employees and job applicants. Further assessment data would help to identify where under-represented applicants are being eliminated as they proceed through the application and selection processes. This information will assist in determining where to focus efforts to address the goal of increasing the diversity of faculty and staff. Future discussions need to review how data is entered into COCC's information system and/or if this outcome should be adjusted to align with available data.

Conversations have begun to include two to three questions related to diversity on the Campus Climate Survey. This survey is administered by the Organizational Development Committee every two years and seeks to assess how faculty and staff perceive the campus climate. The survey assesses employee perceptions related to feeling valued, sense of connection, vibrancy and innovation, and opportunities for growth.