1.Provide appreciative inquiry responses to one other student in your own words (approx. 200 words each). Note in response to David post you must add to the conversation in your own words rather than bring in new information
For our final week’s discussion topic, we look at our community’s Emergency Management Plan and website to determine if it appears that the community was engaged in the Whole Community Planning process and provide reasons why or why not.
After reviewing the Miami-Dade County Emergency Management (MDCEM) website, you easily find links to acquiring more information about general and specific topics that residents frequently need to locate however, the website doesn’t necessarily provide information and links to community planning and the inclusion of resident interaction.
Reading the first paragraph under Comprehensive Emergency Management is where you will find mention of how the Miami Dade County Comprehensive Emergency Management Plan (MDCCEMP) outlines the roles and responsibilities of the local government, state and federal agencies and volunteer organizations, and the coordination of the activities of these groups.
The MDCEM website provides a link to the MDCCEMP for review and download. Reading through the MDCCEMP, it describes how the uses the concepts of the Federal Emergency Management Agency (FEMA) Comprehensive Preparedness Guide (CPG) 101 fundamental and the Whole Community approach strategy as the framework to ensure county and municipality preparedness. (miamidade.gov/CEMP).
In the third paragraph of the MDCCEMP it makes specific mention collaborating with a wide range of stakeholders throughout the county and ensuring that residents, vulnerable populations, organisational and community leaders, faith-based and non-profit organizations, the private sector, are regularly engaged, and are leveraged in various committee meetings throughout the year. (miamidade.gov/CEMP, Pg. 12).
Also included in the MDCCEMP is a listing of Advisory Committees who are comprised of multi-agency and multi-discipline county agencies, public and private organisations, and MDCEM staff who regularly meet formally and engage in strategic initiatives that steer emergency management activities. (miamidade.gov/CEMP).
The Advisory Committees include the Local Mitigation Strategy Work-group, Miami-Dade Voluntary Organisations Active in Disasters (MDVOAD), Public-Private Sector Partnerships, and Whole Community Engagement Group which all have direct involvement from a Whole Community perspective.
In conclusion, I wholly believe that MDCEM actively engages in a Whole Community approach from the information and documentation it has publicised on its website and in their CEMP.
CUNY City College attracts a racially diverse student body. Just under 2/5 of the students are Hispanic/Latino, approximately 1/4 are Asian, African Americans/Blacks and Whites each represent around 15% of the students. The remaining less than 10% accounts for nonresident aliens and students that identify as two or more races.
The gender breakdown is slightly more female than male (52% vs 48%). 77% of students are under the age of 24 and 23% are over the age of 25. Less than 3% of students have reported disabilities.
Many of CUNY City College’s peer schools are also in the CUNY system. The racial makeup is fairly diverse on these campuses as well, but the demographics shift slightly depending on the borough the school is located in.
For example, CUNY Lehman College in the Bronx is primarily Hispanic/Latino whereas CUNY Queens has a higher concentration of Asian students. The non-CUNY schools in the peer group, like Pace and Fordham, are much less diverse with more white students on campus than any other race. They also generally serve fewer students over the age of 25 than CUNY City and the other CUNY schools.
CUNY City College offers several special programs to support their students (The City University of New York). Typically, women and minorities are underrepresented in STEM fields (according to Landiver (2013) women, Hispanics, and blacks account for less than 40% of STEM workers). CUNY City has a program called CCAPP for these students.
Even though 96% of CUNY City students are from New York, they have a group to mentor international students (ISSS). Low-income students are helped through SEEK. All students are offered advising and tutoring.
Each school within the college has their own tutoring centre. A search of student clubs offers many groups for students to join, like the Japanese Language and Culture Club, the Muslim Students Organisation, and the National Society of Black Engineers. This allows students to form friendships with others that have similar beliefs and values which is important for retention. Those that do not are at risk of departure during their first year (Hossler and Bontrager, 2015, p. 301).
The City College of New York. (n.d.). Retrieved February 5, 2020, from https://ccny.cuny.edu
Hossler, D. & Bontrager, B. (2015). Handbook of strategic enrollment management. San Francisco, CA: Jossey-Bass.
IPEDS Data Center. (n.d.). Retrieved February 5, 2020, from https://nces.ed.gov/ipeds/datacenter/
Landiver, L.C. (2013). Disparities in STEM employment by sex, race, and Hispanic origin. American Community Survey Reports. Retrieved from https://www2.census.gov/library/publications/2013/acs/acs-24.pdf
Wagner College values diversity and inclusion. There are multiple resources and programs that Wagner has developed over the years to increase awareness and inclusivity. LEAD (Leadership, Empowering, Activism, and Development) is a mentor program that helps freshman students of colour (wagner.edu).
These mentor ships divulge into training and workshops to enhance the students’ skills both academically and professionally, but also help build a nurturing environment. The institution has a Student Government Association and Black Student Union that LEAD partners with to develop educational programs to create a safe diverse community.
There is also a Men of Color Initiative at Wagner: promoting “excellence through scholarship, achievement, leadership, and citizenship” (wagner.edu). Wagner College takes pride in its theme month programming for diversifying their heritage programs through social justice dialogues.
It brings the faculty and students together to educate, bring awareness to, build community relationships, and development. Lastly, Wagner has a large LGBTQ+ community advocacy group that strives to provide the resources and development for this community and the campus community; Safe Zone workshops, Day of Silence activism, and the Iris Alliance.
The attached diagram represents the percentages of race/ethnicity for fall enrolment for undergraduate students. There are 65% females and 35% males.
The chart below Wagner’s is that of the College of Staten Island (CSI) CUNY. This is one of the only other colleges on Staten Island; direct peer group to Wagner College. CSI has 54% female and 46% male undergraduate students enrolled.
Both institutions have a higher percentage of white/Caucasian students, with Hispanic or African American as second/third highest percentage.
There is little to no representation of American Indian, Alaskan or Native Hawaiian for either institution. Due to the nature of the community in Staten Island I am not surprised at the similarities in the percentages. Most of these students are commuters.
The Integrated Post-secondary Education Data System (IPEDS). (2020). Retrieved from http://nces.ed.gov/ipeds/