Identify at least one program that promotes access and completion to an underserved community.

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2 How does the college define equity within the college s service district? Anne Arundel Community College defines diversity broadly to include all aspects, including race, color, religion, age, gender, sexual orientation, citizenship status, veteran status, genetic information or disability. The college defines equity as the ability to eliminate educational achievement and employment gaps among the many distinct racial and ethnic groups within our community and the world. This year, the college identified three college priorities of Inclusivity, Retention, and Innovation. Additionally, the college established a newly formed Department of Inclusion, Diversity, Equity, Access and Leadership (IDEAL). The department will be responsible for providing institutional leadership in these areas to address educational, cultural, historical and economic barriers in order to promote a more inclusive, educational and work environment. Further, the college is currently writing an updated three-year Diversity Plan which will identify a specific set of goals and objectives to address issues of equity. Identify at least one program that promotes access and completion to an underserved community. The Student Achievement and Success Program The Student Achievement and Success Program (SASP) is a support and retention program designed to increase the academic success, retention, graduation and transfer of students who traditionally may have more barriers and challenges to overcome in order to realize their goals. In addition, these students are traditionally first generation students, low income, under prepared and minority students. In addition to college support for the recruitment of students who meet eligibility to participate in SASP programs, SASP also consistently reaches out and builds relationships with Anne Arundel Public Schools, Anne Arundel County churches and Anne Arundel County community centers. Signature programs under SASP include: - Summer Bridge (African American Students): Is a free four-week program that prepares 30 selected incoming students for a comprehensive college experience that focuses on both academic and social success. Meet potential classmates both new and current students as well as faculty, staff and administrators. This program is designed to serve the unique needs of African American students and has an emphasis on African- American themes. - Adelante Bridge: Is a free two-week program that intentionally focuses on the transition into college for Hispanic/Latino students by providing introduction to coursework in the humanities and arts. The curriculum is based on validating the Hispanic culture while introducing students to college-level work and new expectations on a college campus. - First Year Experience (FYE) Bridge: Is a two-week program designed for first-time attending students who need to build a foundation for success in college-level classes. FYE provides students with a supportive and caring environment that enhances career, social and academic skills. Students who participate in the FYE program are required to attend the FYE Orientation in the fall and monthly extended orientations, enroll in designated sections of the Student Success (ACA 100) course to enhance academic support skill, notetaking, strengthening memory and time management, and participate in FYE-lab sessions, weekly tutoring and study groups. Students are also a part of an ongoing intrusive advising and monitoring model.

3 - The Black Male Initiative (BMI) is a monthly forum to address the needs and issues of Black males at Anne Arundel Community College. Its aim is to build community, network and connection with students with support services. Additionally, BMI hosts an annual summit sponsored in part by the AACC Foundation. Describe programs aimed at success completion, transfer, and/or gainful employment. Emerging Scholars Program The Engineering Scholars Program (ESP) is a scholarship program resulting from a 5-year, $598,000 grant provided by the National Science Foundation. Since the start of the grant in 2011, the program has awarded full scholarships to 60 students demonstrating financial need who are majoring in engineering or engineering technology at AACC. The overall goals of the program include increasing financial and student support services for students in engineering programs, targeting underrepresented groups (African Americans, Hispanic, Native American and women) in STEM fields, enhancing student academic and support services at AACC, increasing the retention rates of engineering/engineering technology students at AACC, and increasing the employment and transfer rates of engineering students at AACC. In addition to financial support, academic support services include faculty/industry mentorship, targeting advising, professional talks, field trips, conferences, spring/fall orientations and organized weekly group study. Faculty mentors have included full-time faculty from engineering, computer technologies and physical science departments. The program was originated by the Principal Investigator (Dr. Alycia Marshall) who currently leads the program along with Co-Principal Investigators (Dr. Richard Cerkovnik and Professor Frank Lanzer), and lead mentors (Professor Beth Wyler and Dr. Marjorie Rawhouser). Since the fall of 2011, ESP graduating and transferring students have been accepted to engineering programs at the University of Maryland Clark School of Engineering, Virginia Tech, University of Maryland Baltimore County, and the United States Naval Academy. Scholars have also earned over $40,000 in scholarship money at their respective transfer institutions. In 2013, Dr. Alycia Marshall was awarded the Verizon Community Innovator Award for her work with the ESP program. This year, Dr. Marshall was one of 100 recipients to receive the INSIGHT Into Diversity s annual Inspiring Women in Stem Award in recognition of women who make a difference in STEM fields. Data: Provide data on the impact of the identified program(s). The Student Achievement and Success Program Summer Bridge and Adelante Programs An examination of the fall (2012) to spring (2013) retention rate shows that SASP students were retained at a rate of 73.5% compared to SASP-eligible students at a rate of 62.8% and the overall college rate of 73.3%. The retention rate is significantly higher than the SASP-eligible group. Although the SASP retention rate is only slightly higher than that of the overall college rate, the SASP program provides services for students that national data have shown tend to be more at-risk and harder to retain. First Year Experience Programs An examination of the fall-to-spring retention rates of the fall 2012 cohort shows that FYE students were retained at a rate of 74.6 % compared to a rate of 60.5% for FYE-eligible students who were required to take two or more developmental courses and 73.3% of all AACC students. Additionally, 57.3% of the FYE 2011 cohort students were

4 retained fall to fall, compared to 46.7% for FYE-eligible students who were required to take two or more developmental courses and 56.7% of all AACC students. The FYE fall 2011 students who were provided additional intentional services during their second year were retained from fall 2012 to spring 2013 at a rate of 90.3%, which was 20% greater The Black Male Initiative Participation in the annual Black Male Summit increased from 60 in attendance in 2012 to more than 100 in Additional services were provided through the course of this academic year, and a new pilot BMI was initiated, consisting of 20 first-time African American male students who received additional targeted services. Employment and promotion (i.e. commitment to employing a diverse staff; provide resources, and an environment for all students to succeed) In July 2014, the college hired James A. Felton III as its first Chief Diversity Officer. Anne Arundel Community College is one of only two colleges in the state of Maryland to establish this senior-level position. Duties and responsibilities of the CDO include the following: Plan, direct, implement, evaluate and update college diversity and inclusion activities that create and nurture a diverse and inclusive college climate. Plan, provide and coordinate communication outreach efforts to the community to promote diversity Lead, manage and facilitate completion of diversity initiatives consistent with strategic and diversity plan goals. Coordinate the development, implementation and regular revision of a cultural assessment of the college climate, analyze results and compare over time to measure progress. Collaborate with Human Resources Department, Federal Compliance Manager and Office of Institutional Professional Development to develop and coordinate a robust professional development program for the college community. Assist the Federal Compliance Manager with the annual Affirmative Action Report; monitor results and advise Human Resources Department on potential issues. Co-chair diversity committee meetings/activities. Analyze trends as related to EEO, affirmative action and diversity, and assist in developing solutions to any adverse conditions. Consult with and advise Human Resources concerning strategies for attracting diverse applicants to the college. Complete required an annual college report on diversity outcomes, as well as required federal, state and local reports (MHEC diversity report, VETS 100 etc.) Provide periodic reports to the President and Vice Presidents concerning the progress of the diversity programs, initiatives and activities.

5 Felton has spent the last year working on the following programs and initiatives: completing the goals of the current Diversity Plan; working with Human Resources to address diversity and equal opportunity in the search and hiring process; securing funding for a Diversity Faculty Fellows Program; worked with Facilities and Student Services to implement gender neutral/ada accessible restrooms at the Arnold campus; worked with the Registrar and the Associate Vice President for Learning Advancement and the Virtual Campus to develop a preferred nickname protocol for students; serving as a member of the college s equity and leadership teams as an institutional partner of the national Achieving the Dream Organization (ATD); developing partnerships with various members of the college and local community; launching a campus-wide Intergroup Dialogue Initiative, and working with the Diversity Committee in establishing a formal name for the diversity operation. Additionally, he served on a number of college committees to address issues of diversity, equity, and inclusion. Some of these committees include the Violence Against Women Act (VAWA) Taskforce, the Bias Response Team Exploratory Committee, the Year of Social Justice Planning Committee, and the College Vision and Mission Committee. Additionally, the Office of Human Resources has made substantial attempts to be in compliance with the new OFFCP rules by collecting data for applicants and current employees, is currently identifying a new vendor for an improved applicant data tracing software system, and provides mandatory sexual assault awareness and prevention and diversity training workshops for all employees. The office also participates in a number of diverse job fairs, and advertises on the following job boards or publications: Diverse Issues in Higher Education, Women in Higher Education, INSIGHT into Diversity, Hispanic Outlook, and MD Diversity.com. Engagement of board of trustees, committee, advisory groups of the college, student groups, and community based organizations (i.e. actively seek diverse representation). Anne Arundel Community College has a robust and diverse array of college committees and advisory groups that aim to address issues of diversity, equity, and inclusion. They include the following: - The College s Diversity Committee - The Year of Social Justice Committee - The Curriculum Transformation Project - The Rainbow Network - The Martin Luther King Jr. Breakfast Committee - The Division of Learning Support Services VAWA Committee - The West Chamber County s Diversity Committee The Curriculum Transformation Project The Curriculum Transformation Project (CTP) ( is a support organization designed to: assist faculty in incorporating issues of diversity into their courses, provide pedagogical resources related to diversity issues, and support the college s commitment to diversity through professional development and extracurricular activities. CTP offers a number of development opportunities. Examples include: Rainbow Network Training, a workshop designed to make faculty/staff familiar with the experiences of the LGBT community and give them resources for helping LGBT students be successful; and a Diversity Study group that allows faculty and staff to discuss common problems encountered when teaching diversity. CTP also offers an annual Diversity Institute, which focuses on professional development around a particular issue. Some example of the themes of previous Diversity Institutes include: veterans, LGBT students, African-American and Latino male students, Islamaphobia, and learning disabilities. CTP has also created multimedia initiatives including the It Gets Better at AACC Video Project, short testimonial videos by LGBTQ students, faculty, and staff and their allies ( and the Muslim Oral History Project, a collection of oral histories from Muslim students, faculty, staff, and community members ( Lastly, CTP sponsors campus events designed to make AACC a welcoming place and to increase knowledge around

6 historically-oppressed groups. For example, CTP sponsors AACC s annual Coming Out Week, which includes professional development and extracurricular activities for students. The Year of Social Justice Perhaps one of the most impactful, transformative experiences to take place at the college this year was the faculty-led initiative on social justice. During the academic year a group of professors planned a calendar of curricular and co-curricular component into their courses. Programs and events included visiting speakers, artisans, public art projects, film screenings and a campus book read on the "The Immortal Life of Henrietta Lacks. This initiative helped the campus community to move past diversity fatigue and promoted an unprecedented level of collegiality and collaboration around issues of diversity and inclusion that will have tremendously benefit the campus and the community for many years to come.

7 Narrative Statement Anne Arundel Community College values diversity of race, religion, age, gender, sexual orientation, nationality, ethnicity, ability, socioeconomic status, and culture among its own students, faculty, and staff as well as within our local, national, and global communities. We are committed to creating and sustaining a college culture and climate that is welcoming, inclusive, respectful, and free from discrimination, intolerance, and harassment. We prioritize recruiting, retaining, and supporting a diverse student population and a diverse workforce. And because we believe that the study of diversity is an essential part of contemporary education, our students study how ideas about diversity are shaped by culture, affect the way people think and live, and depend on complex systems of power and privilege.