Diversity Dimension Report
Pellissippi State Technical Community College

Foundations Institutions ensure that new students experience ongoing exploration of diverse ideas, worldviews, and cultures as a means of enhancing their learning and participation in pluralistic communities.  Institutions cultivate an open and civil community in which students interact with people from varied backgrounds and cultures. These institutions guide students to reflect on ideas and values different from those they currently hold, and explore their own cultures and the cultures of others.

Committee Leader:
Mary Bledsoe, Dir. Student Life and Recreation

Committee Members:
Tyra Barrett, Associate Professor - Business and Computer Technology
Ashley Boone, Assistant Professor - Mathematics
Robert Boyd, Assistant Professor - Englis
Beverly Burdette, Professor - Liberal Arts
Karen Cornell, Librarian
Candice Dendy, Assistant Professor- English
Vida Hashemian, Associate Professor-Engineering and Media Technologies
Carl Mallette, Assistant Professor - Engineering and Media Technologies
Meg Moss, Associate Professor - Mathematics
Denise Penzkofer, Assistant Professor - Natural and Behavioral Sciences
Karen Queener, Director of Human Resources
Marty Salter, Instructor - Liberal Arts
Jane Stribling, Instructor - Liberal Arts
Stewart Taylor, Assistant Professor - Engineering and Media Technologies
Don Thomas, Associate Professor
Mary Susan Thomas, Assistant Professor - English
Berta Ward, Dean of Academic Advising, Articulation and Curriculum
Tyra Williams, Student Leader

Current Situation:
Entry level classes in Liberal Arts, taken by a majority of university parallel students in their first year of college (the history of western civilization, political science, sociology, and foreign languages among others) have a strong emphasis in cultural, religious and political diversity in their content, as evidenced in the master syllabi for these courses. At present, however, there is no concerted, college-wide effort aimed at providing all first-year students with access to diverse ideas, either in or out of the classroom. In order to meet the General Education Goals set forth by our institution, it is imperative that this situation be addressed.

A review of co-curricular programs and events indicate a number of activities are generated that will allow students to interact with diverse groups particularly with outside individuals, e.g., contracted performers. However, given the ethnic demographics of our campus community (90% faculty/staff is white; 85% of new students are white) new student interactions with faculty and staff and other students from backgrounds and cultures different from their own appear to be very limited. Conversely, responses to the first year student survey indicate the perception that students can and do interact with cultures different from their own within the campus community, but not so much with individuals outside the institution.

Our findings indicate a number of activities are generated that will allow students to interact with diverse groups. PSTCC's mission statement includes a statement of "Support for, involvement in, and promotion of civic and cultural projects and events." However, the behaviors expected in these events and projects are not actually written relating to civility on campus. The Student Disciplinary Rules give clear expectations for student conduct that "violates or shows a disregard for the rights of other members of the academic community."

Areas of Concern:
In only one of the High Enrollment First-Year courses (SOC 1010 - General Sociology) are diverse ideas and world views explicitly enumerated as being part of the course content. Moreover, only around 10% - 15 % of first-year students actually enroll in SOC 1010 in their first year of college. It is apparent, then, that students must be given the opportunity to experience diverse ideas via other avenues ("co-curricular" activities). Our subcommittee has identified several action plan items to address this important component of a well-rounded higher education (see below).

Lack of participation of students. The First-Time Freshman Survey Fall 2004 reported that only 18.4% of students had participated in campus activities. Although many opportunities exist for students to participate and interact in numerous cultural activities, 80% fail to do so.

Lack of diverse faculty and student body especially American Indian, Hispanic and Asian American.

Our concern is that a written statement of expected behaviors within in a diverse group/setting is not present.

Summary of Evidence:
According to the FOE Student Survey conducted in 2005 (to which, it should be noted, only 140 students responded) when asked "To what degree are your classroom experiences exposing you to different: World cultures?" 57% of students answered "medium (MED)" to "very high (VH)" Roughly the same percentages were given when asked about exposure to different political perspectives and issues related to social class/economic status. When the same question was asked about World religions only 46% answered MED to VH. These numbers appear to reflect the types of courses students participated in during their first year of college.

Even if a sizable number of first-year students do not appear to be challenged with diverse ideas in the classroom, it is still possible that they could be exposed to these ideas in a non-classroom setting. However, the evidence seems to indicate that this is not the case. Even though multiple and frequent opportunities are offered, such as the International Club, guest lecturers, foreign film festivals, and many COSA sponsored events, of First-Time Freshman surveyed in the fall of 2004, only 18.4% indicated that they "participated in campus activities (events, clubs, and intramurals) outside of the classroom." This is probably not unusual on commuter campuses such as ours. On the FOE survey cited above, questions under the section "Out-of Class Focus on Diversity" had even lower H or VH responses than the questions that focused on diversity of ideas in the classroom.

Interestingly, the faculty and staff at Pellissippi State perceive the presentation of diverse ideas very differently than do students. When asked "To what degree does the institution's curriculum include appropriate attention to diverse ideas and world views?" 63% answered H/VH, with only 9.5% replying NAA/SL. Similarly, when asked "To what degree does the institution's co-curriculum include appropriate attention to diverse ideas and world views?" 60% replied with H/VH while only 8% answered NAA/SL.

Numerous diversity and cultural activities are offered to educate and celebrate an enhanced awareness; for example Black History Month, Disability Awareness Month; Women's History Month, International Week.

The library provides many cultural opportunities through books, videos, and resources for many cultures. Students have access to books from diverse authors and countries world wide.

Diverse student organizations and co-curricular activities such as intramurals and recreational activities provide students the opportunity to interact with other students while attending and participating in various events sponsored by Student Life and Recreation. Other programs also  provide programs: TRiO, Admissions and Retention program and Services for Students with Disabilities Office and Liberal Arts Department.

A specific standard of behavior has not been stated for all first year students at PSTCC. Students who attend New Student Orientations are told about appropriate classroom behavior and consequences of poor behavior, but that number of students is limited. Interviews with Mary Bledsoe, Berta Ward, Leigh Anne Touzeau, Gayle Woods, Breanna Logan, and Rick Patton indicate a need for a written statement of behavior.

Students who participate in Student Life events such as COSA and other student groups are given chances to interact with diverse groups, but again, the number of first year students who participate is limited. Evidence from the Student and Alumni surveys conducted in 2005 showed that respondents were 89% Caucasian, so the diverse climate seems to have been limited. Also, there were only three questions that dealt with diversity in the First Time Student Survey and two in the Alumni Survey.

Two questions (Q7 and Q11) on the First Time Freshman Survey relate to diversity and culture. In Q7 the percentage of graduates' responses that their overall experience at Pellissippi State added to their abilities in getting along with people of different races and ethnic groups and also added to their appreciation of different cultures was fairly evenly distributed among three choices: "very little," "somewhat," and "very much." The even distribution might indicate that random circumstance, rather than design on the part of Pellissippi State, was the contributing factor for those who reported "very much."

In question Q11 an overwhelming 93% of respondents reported "satisfied" or "very satisfied" with the overall diverse climate at Pellissippi State. However, since 89% of the respondents also reported their "race/ethnicity" as "Caucasian," the diverse climate to which they are satisfied could be one where diversity is actually quite limited.

Alumni Survey Results show improvement from 2001 results to those surveyed in 2004 in three areas: cultural experience; getting along with people; and appreciation of different cultures. However PSTCC results (2.77) indicated were below national norm (3.26), but above state norm in cultural experience. Scores for getting along with people were above national norm, but below state average. While appreciation of cultures scored slightly below both the state and the national averages.

Recommended Grade: C

Recommended Action Items:

• Expand course syllabus; expand campus and community resources and activities; reinstitute open hour. (High priority)

1. Since English 1010 and DSP Writing 0800 are the two courses with the highest enrollment of first-year students, the syllabi for these courses should address diversity of ideas and awareness of cultural diversity in the course objectives, instructional processes and expectations for student performance in the master syllabus.

2. We should use the resources already available in our college community to inform and educate first-year students about diverse world views. Two ways this could be accomplished include:
a.) Inviting our international students to serve as guest speakers in our high-enrollment first-year classes to compare and contrast their cultures with our own; and
b.) Reinstituting and expanding the International Festival to include a week-long series of activities. These activities might include (1) an afternoon or evening event showcasing international foods, (2) an arts/entertainment series showcasing the music and dance of different cultures, and (3) an International Film Festival.

3. A college-wide "Best Practices" publication should be crafted to suggest many different avenues to add diversity to our students' first year experience. For example, resources already available in our college and community can be accessed by inviting our own international students and/or faculty as well as representatives from the community to be guest speakers to discuss their countries and cultures. The publication might also include a list of community resources for off-campus cultural activities such as the HOLA Hispanic Fair at UTK and exhibits at the Knoxville Museum of Art.

4. Have rotating displays of information relating to international ideas, news, customs and cultures. This could be accomplished via bulletin boards, closed-circuit TV presentation and other media. Display cases could highlight specific foreign cultures with items loaned from our students and other sources.

5. Create a sister publication to the Panther Pause that would focus specifically on international information, news and ideas. This could possibly be a project involving a coalition of both U.S. and international students.

6. Create a Peer Mentoring Program to connect U.S. students with international students to help aide their transition to this country and particularly to our local area.

7. Reinstitute the class-free, "open-hour at each campus site (one hour per week, possibly 12 - 1 on Fridays). This allows students to better take advantage of co- and extracurricular activities that can enrich their college experience beyond that of the classroom setting.

• Develop statement of expected behaviors; Create meaningful presentation method (High priority)

1. Develop a statement of expected behaviors and include in all college publications.

2. Develop a meaningful way at each site campus to present the expected behaviors to the student body---perhaps something similar to the skit that was performed at the Fall 2005 In-Service Session.

• Expand recruitment and program offerings (Medium priority)

1. Continue to actively recruit African American, Hispanic, Asian, and American Indian faculty, staff and students.

2. Conduct Conversation cafes at least twice a semester on all campuses sponsored by Sociology 1010 teachers (Soc 1010 is one of the top classes where new students are enrolled) and SPH 2100 teachers in the Liberal Arts department at all campuses where all students are invited. Topics should focus on diverse ideas and worldwide views.

3. Provide opportunity for interaction between the student organizations to work together on a service learning project; for example the Active Black Student Association collaborates with the International Club and PTK.