Minutes, June 19 2008

Submitted by Chandra Commer


1. Roles of leadership: Co-chairs Beth Dobkin and Robert Bulman will share equal roles and workload. Reuben will act as consultant, not leader, and is available to all committee members.
Email: dvrsty1@aol.com.
Ph: (858) 922-2227

2. Roles of Committee: Terms for co-chairs and members will be discussed as a group later in the year, perhaps in the Spring. Decisions will be made by consensus when possible. At some point the group might be chaired by a faculty member. The CCIE will not be considered a governance group, partly because it does not consist of elected representatives.

3. Reviewed charge as posted on the website

4. Group discussed the challenge of understanding what inclusive excellence means, especially in terms of how we interact with others and how it is part of our mission


1. Advantages: The model exposes the campus to a theoretical approach and is a planning tool. It helps us achieve inclusive excellence within the context of our mission.

2. Time Frame: Planning to get on track will take time; we cannot expect significant results in first year or two. It might be realistic to have a strategic plan by the end of the year. Start with infusing different messages into our ongoing activities to be in alignment with inclusive excellence. For instance, faculty orientation does not need to be completely changed, but a different message can be given as part of it.

3. Application of the model: The institution is rooted in Symbolic Inclusion and is beginning to move to Prescribed Inclusion. Additional data can be used to determine where we are on the model and whether we have moved forward. The Climate Survey might be used in this way.

4. Value of ODMI as assessment: congruent way to gather data. Numbers really do matter, and seeing the differences in where people place SMC on the model can be enough to get people committed to inclusive excellence. We should not do another assessment until we have looked at the gaps in assessment already.


1. Vision statement: develop this early and while developing a strategic plan. Should identify what success will look like

2. Write case statement: need to articulate the imperative for change and the internal and external motivations

3. Assessment: need to evaluate the data and resources that have already been collected

4. Working groups: facilitators were selected for each group. Beth and Robert will develop and distribute a template for communication to the groups. Facilitators will serve as primary contact persons.

Working Groups and Facilitators

Mentoring programs for students – Joan

Academic Support for students – Ivan

Staff recruiting – Michael

Staff mentoring – Emily

Faculty recruiting – Myrna

Faculty mentoring – Carole

Integrating Integrity with Inclusive Community – Jane

Creating fund for Diversity Initiatives – Beth

Ongoing Difficult Dialogues – Mary/Patricia

Training in Cultural Sensitivity/Competence – Angelica

Professional Developments in Teaching and Learning – Carole

Create reward systems – Emily

Policies/Procedures for incidents of intolerance – Scott

Review/assess diversity requirement - Brother Charles/Robert

Create Mechanisms for staff involvement – Dorothy

Performance management systems – Mel Hunt/Emily

5. Summer work plans:

CCIE vision statement initially drafted - Beth

Communication with inclusive excellence partners – ALL

Redesign of website – Michael, Bill, Mike J.

Advise Core Curriculum Task Force – Robert, Jane, and Ivan

Incorporate inclusive excellence modules into new faculty and staff orientations – Carole, Emily

Coordinate planning for all staff day – Mel

Coordinate planning for all faculty day – Br. Charles, Beth, Myrna

Explore models for cultural competence workshops – Angelica, Joan

Establish as system of report-outs in coordination with other campus groups: identify strategic groups, clubs, student activities and boards that have informal and formal communication channels - Michael


Cultural competence is a broad topic. It includes cultural sensitivity training as well as more general professional development, such as addressing different learning styles in the classroom. The models/programs we choose must be consistent with our mission and with the "place" of SMC in Symbolic Inclusion.

We are not far enough along to discuss Board/Trustee/Alumni involvement but may be able to do so in the fall, before the October Board meeting.

Next Meeting: July 8th, 9-11:00 a.m., Trustees Board Room.