Nomination Template for the 2006-2007 Stanback-Stroud Diversity Award

 

Name of candidate for the award:

Date:

Name(s) of person(s) submitting the nomination:

 

Directions for completing and submitting the nomination:

·      Briefly respond (no more than 2 pages) to the following five award criteria by listing the candidate’s qualifications in each area. Involving the candidate in completing this nomination is encouraged in order to include as much relevant information as possible. The candidate’s curriculum vitae (beyond the maximum 2 pages of the nomination) may be attached and is very useful in considering the nomination.

·      Submit the nomination (e-mail or hard copy) no later than Monday, December 4 th, to the Academic Senate Office (Academic Senate Admin. Mailbox or Senate Office, room A 117)by 3:00 p.m.

 

Five criteria as enumerated by the State Academic Senate:

 

  1. The candidate has demonstrated sensitivity to diverse learning styles as shown by specific examples;

 

 

 

  1. The candidate has demonstrated help to students to encourage retention and success in classes;

 

 

 

  1. The candidate has demonstrated help to students to reach their goals, whether they be occupational, transfer, or other;

 

 

 

  1. The candidate has demonstrated encouragement of students in encouraging them to become part of campus life and activities;

 

 

 

  1. The candidate has demonstrated sensitivity to create a campus climate and environment friendly to students of diverse backgrounds and interests.

 

 

ADDITIONAL INFO ON CRITERIA FOR THE NOMINEE
1. Campus Climate: Direct and demonstrated evidence (observable and/
or measurable) of specific contributions to establishing a campus
climate that is genuinely friendly and supportive of equity and
diversity at all institutional levels.

Evidence may include:
· Advocating for principles of diversity in recruiting, hiring and/or
implementing equitable hiring practices;
· Contributing significantly to curriculum planning and
implementation that is more responsive to and inclusive of diverse
student needs and interests;
· Elevating the role of equity and diversity planning in local
accreditation planning and reporting.

2. Teaching/Learning Strategies: Evidence of the overall success in
implementing strategies and techniques, including attention to
diverse learning styles, that have proven to be particularly
successful in serving historically underachieving students;

3. Facilitating Student Success: Data to show the retention of
students from underrepresented groups as they move toward their goals
of transfer, degrees, certificates or personal and/or professional
growth. Evidence may include the development and implementation of
programmatic changes that resulted in all students being more
equitably served.

4. Participating in Campus Life: Specific examples where the
candidate’s efforts have encouraged students of underrepresented and
diverse populations to participate actively in campus life and
activities.