[Factc] Counseling Taskforce Discussion

Tue Apr 30 16:00:03 PDT 2019

I researched the situation at LWTech as part of the preparation for HB1355. I'm disappointed it's only a Taskforce, but happy the issue is front-and-center for next Legislative session.

LWTech has had zero Faculty Counselors since one left about two years ago and the spot has not been refilled due to lack of funding. We do have a third-party, grant-funded agency on campus a few hours twice a week. The union declined to file a grievance for skimming, since the last Counselor didn't do much counseling anyway. However, we're of the opinion that the Counselor should be a Faculty position, hired primarily for their Mental Health expertise, with Academic Advising and Career Counseling duties secondary. We have to educate students to use counseling.

Jim Howe
LWTech

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Subject: Factc Digest, Vol 39, Issue 5

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Today's Topics:

   1. Counseling Taskforce Discussion Homework. (Smith, Gerard)
   2. DiversityEquityHiringandDevelopment_03-21-2019-1.pdf
      (Smith, Gerard)

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Message: 1
Date: Tue, 16 Apr 2019 21:48:15 +0000
From: "Smith, Gerard" <GSmith at clark.edu>
To: "factc at lists.ctc.edu" <factc at lists.ctc.edu>
Subject: [Factc] Counseling Taskforce Discussion Homework.
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	<MWHPR04MB0816A9F7F178ACAC8604804FDB240 at MWHPR04MB0816.namprd04.prod.outlook.com>

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Hello All, I sent the following request to our VP of Student Affairs in preparation for our discussion.   You all might do the same so we can compare program weaknesses and strengths.

Hello Bill,

At the upcoming FACTC meeting on May 3rd and 4th, representatives from 20 CTCs will discuss ongoing issues with advising and counseling, including pay, turnover,  staff to student ratios, faculty role in advising, etc.  Given that the legislature passed ESHB 1344 that creates a "task force on technical and community college counselors...to examine issues related to staffing ratios and standards of counselors", FACTC would like to help facilitate that work by providing feedback from the faculty perspective.

Any data, information or feedback about Clark's needs and goals would be greatly appreciated.  Together I hope that we can improve advising in the CTC system.   If a face-to-face meeting between  you and I would facilitate that, I would enjoy the chance to chat.

Gerry

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Message: 2
Date: Wed, 17 Apr 2019 17:24:56 +0000
From: "Smith, Gerard" <GSmith at clark.edu>
To: "factc at lists.ctc.edu" <factc at lists.ctc.edu>
Subject: [Factc] DiversityEquityHiringandDevelopment_03-21-2019-1.pdf
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Hello FACTC

Attached you will find the DEHPD's 17 steps in hiring to reduce barriers and hire a more divers faculty, compiled by Vik Bahl.   I asked Vik to speak at our upcoming meeting, but he had not planned to attend the ATL Conferences.  So the next best thing would be to review the most recent iteration of the work he has been leading.

The University of California, Berkeley also shares this document for creating a job description that will attract more diverse candidates, and on that is designed to emphasize experience working with systemically non-dominant groups.

The job description is the opportunity to make a strong first impression. It is crucial to create a compelling job description that describes UHS' commitment to diversity, equity, and inclusion. Promote UHS as a place that an applicant would want to work. The job description is the first step in selling the position and the organization to a potential candidate. The tone, the language, and the details that are included or excluded in a job posting create an image of the organization and its values.

The Diversity Committee at University Health Services has the following recommendations for job descriptions:

* highlight the existing diversity present at the University and underscore UHS' commitment to have the staff and employees mirror the University community.

* provide examples as to how your department values diversity and inclusion.

* emphasize the importance of experience working with diverse populations (not just race and ethnicity, but also sexual orientation, gender identity, religious affiliation, etc.).

Other suggestions (from recruiters, other recruiting toolkits, and research):

* emphasize experience and skills over academic or professional degrees (if possible).

* demonstrate a commitment to diversity by offering incentives (financial or other) for specialized skills (such as language ability) or experiences. See Box 1.

* consider including experience with diversity (or specific underrepresented groups-depending on the position) as a required qualification, not as optional or recommended.

A TOOLKIT FOR RECRUITING AND HIRING A MORE DIVERSE WORKFORCE

University Health Services, University of California, Berkeley

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