Initiatives and Goals

• Community-based learning initiatives where the college is connected to and concerned about the well-being of the community and engaged in projects to develop those partnerships (e.g., internships, employment or volunteer opportunities within the community, community partnerships)
• Opportunities for students to develop their leadership capacity (e.g., peer mentor groups, tutoring, engaged learning classes, pay student government)
• Academic learning that helps students understand the histories, roots and possible solutions to issues facing themselves and their communities
• Students and employees develop their capacity to make a difference on campus through shared governance and other pathways (e.g., orientation, mentoring, training)

• Early engagement – e.g., middle school and high school partnerships and pathways
• Continued outreach to geographical locations with historically low college-going rates
• Outreach to pockets of potential enrollment growth, including adult learners
• Target pockets of enrollment growth by developing or enhancing low-overhead CTE areas and attracting non-traditional learners including adult education students. (See job projections for reference.)

• Expanded focus to include nontraditional students (e.g., foster youth, part-time students)
• Support for basic needs and mental health (e.g., centralized services, intrusive messaging, focus groups)
• Proactive intervention strategies (e.g., focus groups, student fines, student employment) with a particular focus on student populations that have lower persistence rates, and on retention for spring quarter, which has seen lower persistence rates than winter
• Greater connections between major and career options (e.g., internships, pathways to careers aligned with their major)
• Formal and informal mentorship opportunities (e.g., mentoring, tutoring)

• Professional development and support for classroom teaching (e.g., AB 705 support, high-impact practices)
• Support for all employees in equity work (e.g., financial commitments, support for classified professionals)
• Visioning and streamlining collegewide practices (e.g., enrollment management, curriculum, stacked certificates)
• Staffing to support wraparound services (e.g., foster youth counselor, social worker)

• Recognize the realities of race and ethnicity for students of color
• Build intersectional understanding of the ways in which institutional racism shapes educational access, opportunity and success for students of color
• Ensure that all students feel connected, directed, engaged, focused, nurtured and valued
• Align short-term and long-term outcomes
• Identify key actions and accountability steps – including key resources, stakeholders, funding sources and activities within a timeline

Enrollment of students residing in geographical locations with historically low college-going rates will be proportional with all other groups within the county, with a focus on enrollment of Black, Filipinx, Foster Youth, Latinx, LGBTQ+, Native American and Pacific Islander students.

The rate at which students report they feel a sense of belonging on campus will be no more than 5 percentage points different for Black, Filipinx, Foster Youth, Latinx, LGBTQ+, Native American and Pacific Islander students, compared with the rate for all other students.

The annual course completion rate for Black, Filipinx, Foster Youth, Latinx, LGBTQ+, Native American and Pacific Islander students will be no more than 5 percentage points different from the rate for all other students.

The rate of successful completion of transfer-level English and Math in the first year for Black, Filipinx, Foster Youth, Latinx, LGBTQ+, Native American and Pacific Islander students will be no more than 5 percentage points different from the rate for all other students.

The annual transfer rates for Black, Filipinx, Foster Youth, Latinx, LGBTQ+, Native American and Pacific Islander students will be no more than 5 percentage points different from the rate for all other students.  

The annual rate of degrees awarded for Black, Filipinx, Foster Youth, Latinx, LGBTQ+, Native American and Pacific Islander students will be no more than 5 percentage points different from the rate for all other students.

The annual rate of certificates awarded for Black, Filipinx, Foster Youth, Latinx, LGBTQ+, Native American and Pacific Islander students will be no more than 5 percentage points different from the rate for all other students.

The rate at which students report they are employed in a field closely related to their field of study will be no more than 5 percentage points different for Black, Filipinx, Foster Youth, Latinx, LGBTQ+, Native American and Pacific Islander students, compared with all other students.

The rate at which students report they are able to make a positive difference for others will be no more than 5 percentage points different for Black, Filipinx, Foster Youth, Latinx, LGBTQ+, Native American and Pacific Islander students, compared with all other students.

The rate of basic needs challenges – including homelessness, housing insecurity, food insecurity and mental health issues – reported by Black, Filipinx, Foster Youth, Latinx, LGBTQ+, Native American and Pacific Islander students will be no more than 5 percentage points different from the rate for all other students, as measured by the annual basic needs survey.