Diversity, Equity, and Inclusion Strategic Plans.
In 2020 the Legislature passed Engrossed Second Substitute Senate Bill 5194 that required the community and technical colleges (CTCs) to submit on a biennial basis, beginning July 30, 2022, strategic plans for achieving diversity, equity, and inclusion of all races to the State Board for Community and Technical Colleges (SBCTC). The strategic plans are to be developed using an inclusive stakeholder process, and the CTCs are encouraged to use campus climate surveys. The CTCs were also tasked with establishing culturally appropriate outreach programs to assist students from communities of color, with disabilities, from neurodiverse communities, and low-income communities. The SBCTC was also tasked with developing a model faculty diversity program designed to provide for the retention and recruitment of faculty from all racial, ethnic, and cultural backgrounds.
Mental Health Counseling and Services Pilot Program.
Engrossed Second Substitute Senate Bill 5194 also established the Mental Health Counseling and Services Pilot Program (pilot program) to increase student access to mental health counseling and services at the CTCs. The SBCTC was tasked with establishing a selection committee to select CTCs to participate in the pilot program. The selection committee established a scoring rubric by which to rank applications. The SBCTC received 25 applications and ultimately selected four CTCs to participate: Grays Harbor College, Lake Washington Institute of Technology, North Seattle College, and Wenatchee Valley College. Each CTC received approximately $125,000 per year of the biennium to participate and implement strategies to increase access to mental health services. The CTCs must implement one or more of the following strategies to increase access to mental health services:
The CTCs selected to participate must submit a joint report to the Legislature by November 1, 2023. The pilot program expires July 1, 2025.
Task Force.
A task force to review community, state, and federal student financial resources; community outreach; and barriers to accessing needed funds for underrepresented communities is established beginning July 1, 2022. The task force includes 13 members as follows:
The SBCTC must staff the task force and convene the initial meeting. The task force members are to choose a chair from among the membership. Reimbursement for travel is provided for legislative members and nonlegislative members not participating on behalf of an employer. The task force must examine and make recommendations on how equitable access to financial resources can be attained by students, addressing the following: federal and state financial aid programs, student supports, community outreach, financial education, community resources, and barriers to accessing financial resources.
The task force must report its findings and recommendations to the Governor and the Legislature with a preliminary report due November 1, 2022, and a final report due November 1, 2023. The task force expires July 1, 2024.
Mental Health Counseling and Services Pilot Program.
The pilot program is expanded to an additional four community or technical colleges, and the expiration date for the program is extended by one year to July 1, 2026.
The Task Force on Improving Equity and Diversity at Community and Technical Colleges is changed to a task force to review community, state, and federal student financial resources, community outreach, and barriers to accessing needed funds for underrepresented communities. The revised task force is established beginning July 1, 2022 and the scope is changed. The task force's membership is revised slightly. Two additional members are added: a multicultural student services director at a CTC and a director of financial aid at a CTC. The workforce development council member is removed and replaced with a CTC diversity and equity officer. In addition, the student members are to be from colleges where the student population is predominantly racially diverse and must be representative of a systemically minoritized population.
(In support) There is a disproportionality that exists in trying to recruit and retain students and faculty of color. These problems still exist today, especially during a pandemic. The intent to make CTCs more inclusive and welcoming is appreciated. The SBCTC and other organizations want to provide support and greater success, but they often lack clear and collaborative plans to provide that support. Fifty percent of CTC students are students of color. The CTC student population is diverse, and many of these students have already experienced severe marginalization. The current faculty pay structure is harmful. Professors are struggling under the high cost of living, student loan debt, and adjunct faculty have to pay for benefits. There is a demoralizing exodus of faculty of color seeking better pay and support. There are barriers which make it harder for faculty of color to serve students and their community. Hiring faculty from more diverse backgrounds better serves the student population, and no one benefits from a revolving door of faculty. When there is an equitable environment, everyone succeeds.
There are already efforts underway to improve diversity and equity based on legislation passed last year, so the role of the task force might need to be addressed. Equity and diversity officers should also be added to the task force.
The need for mental health services is great and expanding access is critical. The COVID-19 pandemic has created a secondary mental health crisis in the country. It does not discriminate and is affecting everyone. Anxiety has increased from 6.9 percent to 37 percent. Severe depression has increased from 7 percent to 30 percent. The prolonged isolation, the burden of caring for children, and the grief of losing loved ones has all contributed to this crisis. Not all colleges have counselors, and yet students who are struggling need to be able to access help. There are fewer counselors available in the surrounding communities as well. Therapy makes someone feel heard, supported, and worthy. Access to mental health services helps retain students.
(Opposed) None.