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The CCEPG Impact

As shown in the data below, CCEPG projects have positively impacted large numbers of students as well as classified professionals, faculty, and administrators.

Student Success Data

  • Business and English showed 10% gains in student persistence among Black and Latinx students after semester-long inquiry groups.
    • English: In Fall 2015, African American and Latinx students had a 12% increase in success rates for classes taught by the 15 English instructors who participated in the FIG.
    • Business: In Fall 2017, there were 266 African Americans and 678 Latinx enrolled in Business courses. Between Spring 2015 and Fall 2017:
    • success rates for African Americans increased from 38% to 47%, with Fall 2016 as high as 49%.
    • success rates for Latin(x)  increased from 58% to 61%, with Spring 2017 as high as 68%.
  • We look forward to working with IR to assess data for upcoming pedagogy institutes.

Data for Expanding the Campus Choir

  • Fall 2020 – Spring 2021: CCEPG led a session for the whole campus on College Day; 3 2-hour sessions for 100 villagers in addition to 5 optional sessions, 4 2-hour sessions for the administrative team; 5 sessions for allies with white privilege; and initiated a BIPOC affinity group and Podcast.
  • Summer 2020 Fierce-Allies with White Privilege Summer Series: Of the 33 participants who attended, 20 had not been involved in other CCEPG sessions. (61 ppl. expressed interest in the sessions)
  •   2019 CCEPG Sessions:
    • Fall 2019 Pedagogy Institute (5 faculty)
    • Summer Leading for Equity Retreat  (5 classified, 11 faculty, 3 admin)
    • Spring 2019 Pedagogy Institute (2 classified, 8 faculty,)
    • Foundational Equity Retreat February 2019 (5 classified, 3 admin, 15 faculty)

Of the 57 participants* in the events listed above, 34 joined CCEPG equity work for the first time. Facilitators are not counted as participants. Some people participated in more than one event.

  • Before Dec. 2019, 114 unique participants engaged in CCEPG’s in-depth sessions. This number does not include mini-sessions offered to Learning Connection, SASE, or Tri-Chairs in early fall of 2019.

What have participants said about CCEPG sessions:

 

“Having the opportunity to discuss this issues with colleagues and reframe the idea of “fairness” in terms of looking at equity has been a great gift. I feel more comfortable making choices about differentiating expectations for students who I feel can succeed if they are given the right kind of support and encouragement.” -Alice Hale, Early Childhood Development


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“This type of experience is necessary to grow as an individual and to challenge yourself on figuring out “Why do you do what you do?”. The intentionality of choosing a focal student to support taught me valuable lessons about my internal biases. The meetings provided me with resources, support and suggestions on how to improve.  I thoroughly enjoyed the process, activities, discussions and various points of view during our sessions.”- Emmanuel Lopez, Counselor