EXECUTIVE ORDER 11246 AFFIRMATIVE ACTION PLAN (AAP)

Transcription

EXECUTIVE ORDER 11246 AFFIRMATIVE ACTION PLAN (AAP)
For
College of Staten Island
Staten Island, New York
Affirmative Action Program
September 1, 2013–August 31, 2014
PARTS I-V: AAP FOR MINORITIES AND WOMEN
PART VI: AAP FOR COVERED VETERANS
AND PERSONS WITH DISABILITIES
Contact:
Danielle Dimitrov, Esq.
Director, Office of Diversity and Compliance
City University of New York
Building 1A, Room 103
Page 1
The College of Staten Island
A written copy of this Affirmative Action Plan is available for inspection by any employee or
applicant for employment, during normal business hours, in the Office of Diversity and
Compliance, Building 1A, Room 103. For assistance interested persons should contact:
Patti Fontana
Office Assistant
Office of Diversity and Compliance
(718) 982-2250
Patricia.Fontana@csi.cuny.edu
Danielle Dimitrov, Esq.
Director
Office of Diversity and Compliance
(718) 982-2250
Danielle.Dimitrov@csi.cuny.edu
Page 2
COLLEGE OF STATEN ISLAND
AFFIRMATIVE ACTION PLAN
TABLE OF CONTENTS
I.
INTRODUCTION
A. Description of College
B. History
C. Mission
II.
NON-DISCRIMINATION AND AFFIRMATIVE ACTION POLICIES
III.
DESIGNATION OF RESPONSIBILITY FOR IMPLEMENTATION
A. President
B. Chief Diversity/Affirmative Action Officer
C. Executive Officers, Academic Chairpersons, Managers and Supervisory Personnel
D. Diversity/Affirmative Action Committee
IV.
RESULTS OF STATISTICAL ANALYSES/AREAS OF CONCERN
A. Workforce Analysis
B. Job Group Summary
C. Determining Availability
D. Utilization Analysis/Comparison of Incumbency to Availability
E. Comparison of 2012 Goals to 2013 Utilization Analysis Results
F. Determining Adverse Impact
1. Analysis of Personnel Activity Table
2. Analysis of Applicant Data- Recruitment Documentation
3. Impact Ratio Analysis
G. Tenure Eligibility Survey
H. Analysis of Systemic Compensation
V.
ACTION-ORIENTED PROGRAMS
A. Implementation of Affirmative Action Program 2012-13
1. Goal Attainment
2. Initiatives and Activities
3. Dissemination of Non-Discrimination Policy and Programs
B. Response to Fall 2013 Underutilization
1. Placement Goals for 2013 -2014
2. Employment Practices: Recruitment, Selection and Advancement
C. Internal Audit and Reporting
Page 3
VI.
COVERED VETERANS AND INDIVIDUALS WITH DISABILITIES
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
VII.
Review of Personnel Processes
Review of Physical and Mental Job Qualifications
Reasonable Accommodation to Physical and Mental Limitations
Harassment Prevention Procedures
External Dissemination of EEO Policy, Outreach and Positive Recruitment
Internal Dissemination of EEO Policy, Outreach and Positive Recruitment
Audit and Reporting System
Responsibility for AAP Implementation
Training to Ensure AAP Implementation
Compensation
Invitation to Self-Identify
APPENDICES
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
President’s Annual Re-Affirmation Letter
Utilization Analysis Worksheets
Comparing Incumbency to Availability and Annual Placement Goals
Progress Report – Historical Underutilization 2009-2013
Personnel Activity Table/Applicant Data-Recruitment Documentation
Impact Ratio Analysis
Tenure Eligibility Survey
Fall 2013 Underutilization Summary
Organizational Chart
VETS 100 A
Page 4
NARRATIVE
I.
INTRODUCTION
This report is the annual update of the Affirmative Action Plan (AAP) required by federal
regulations for women and federally designated racial/ethnic groups and covered veterans and
persons with disabilities and covers the time periods:
Reporting year: July 1, 2012–June 30, 2013 and
Program year: September 1, 2013–August 31, 2014
A. DESCRIPTION OF COLLEGE
The College of Staten Island is a four-year, senior college of The City University of New York
that offers exceptional opportunities to all of its students. Programs in the liberal arts and
sciences and professional studies lead to bachelor’s and associate’s degrees. The master’s degree
is awarded in 16 professional and liberal arts and sciences fields of study. The College will now
assume degree-granting authority of the doctorate in Physical Therapy and this will become
effective for students enrolled in the Class of 2017 (beginning Fall 2014). The College
participates in doctoral programs of The City University Graduate School and University Center
in Biology, Chemistry, Computer Science, Nursing, Physical Therapy, and Physics.
A broad general education is assured through requirements that allow students to explore a range
of fields of knowledge and acquire educational breadth in mathematics, the sciences, social
sciences, arts, and humanities. Requirements for the bachelor’s degree provide a disciplined and
cumulative program of study in a major field of inquiry. Enrollment in baccalaureate programs
requires freshman admission standards consonant with those of CUNY senior colleges.
Enrollment in associate’s degree programs is open to all students with a high school diploma or
the equivalent.
The College of Staten Island is one of seven campuses that participate in the Macaulay Honors
College of CUNY. Students accepted into this highly competitive program complete their degree
requirements, including honors in their chosen major, at the College of Staten Island. Special
seminars, research opportunities, and co-curricular activities are challenging and enriching
elements of the program. The Macaulay Honors College at CSI is designed for a limited number
of students who have demonstrated a well-developed commitment to learning and who intend to
continue their undergraduate education in graduate and/or professional schools. Students who
have earned, or expect to earn, a high school academic diploma with an average of at least 90
with competitive SAT or ACT scores are eligible to apply for admission.
The academic year follows a two-semester pattern, with a separate summer and winter session.
Classes are scheduled days, evenings, and weekends. The College has an extensive Continuing
Education program and offers off-campus courses with and without credit.
The College is located at 2800 Victory Boulevard, Staten Island, NY 10314.
Page 5
Undergraduate Degree & Certificate Programs
1. Accounting (BS)
2. African America Studies (BA)
3. American Studies (BA)
4. Art (BA), BS)
5. Biochemistry (BS)
6. Biology (BS)
7. Biology (7-12) (BS)
8. Business (AAS), (BS)
9. Chemistry (BS)
10. Chemistry (7-12) (BS)
11. Cinema Studies (BA)
12. Communications (BS)
13. Computer Science (BS)
14. Computer Science/Mathematics (BS)
15. Computer Technology (AAS)
16. Dramatic Arts (BS)
17. Economics (BA), BS)
18. Electrical Engineering Technology
(AAS)
19. Engineering Science (AS), (BS)
20. English (BA)
21. English (7-12) (BA)
22. History (BA)
23. History (7-12) (BA)
24. Italian Studies (BA)
25. Italian Studies (7-12) (BA)
26. Information Systems (BS)*
27. International Studies (BA)
28. Liberal Arts and Sciences
(AA), (AS)
29. Mathematics (BS)
30. Mathematics/Computer Science (BS)
31. Mathematics (7-12) (BS)
32. Medical Technology (BS)
33. Music (BA), (BS)
34. Nursing (AAS), (BS)
35. Philosophy (BA)
36. Philosophy and Political Science
(BA)
37. Physics (BS)
38. Political Science (BA)
39. Psychology (BA),(BS)
40. Science, Letters, and Society (BA)
41. Science, Letters, and Society: Early
Childhood (Birth-2) (BA)
42. Science, Letters, and Society:
Childhood (1-6) (BA)
43. Social Work (BA**), (BS)
44. Sociology/Anthropology (BA)
45. Spanish (BA)
46. Spanish (7-12) (BA)
47. Women's, Gender, and Sexuality
Studies (BA)
*Admissions to this program is suspended pending further review.
**Admission to this program is suspended.
Certificate Programs
1. Modern China Studies
2. Latin American, Caribbean, American Latino/a Studies
Graduate Degrees and Certificate Programs
1.
2.
3.
4.
5.
6.
Accounting (MS)
Advanced Certificate for Autism Spectrum Disorders
Biology (MS)
Business Management (MS)
Cinema and Media Studies (MA)
Computer Science (MS)
Page 6
7. Education
a. Childhood (Elementary) (MSEd)
b. Adolescence (Secondary) (MSEd)
c. Special Education Childhood (1-6) (MSEd)
d. Special Education Adolescence Generalist (Grades 7-12)
e. Post-Master's Advanced Certificate for Leadership in Education
8. English (MA)
9. Environmental Science (MS)
10. History (MA)
11. Liberal Studies (MA)
12. Mental Health Counseling (MA)
13. Neuroscience, Mental Retardation, and Developmental Disabilities (MS)
14. Nursing
a. Adult Heath (MS)
b. Gerontological (MS)
c. Post-Master's Advanced Certificate in Adult Health Nursing
d. Advanced Certificate in Cultural Competence
e. Post-Master's Advanced Certificate in Gerontological Nursing
f. Post-Master's Advanced Certificate in Nursing Education
15. Physical Therapy (DPT)
CSI is accredited by the Middle States Commission on Higher Education, 3624 Market Street,
Philadelphia, PA; (267) 284-5000. The Commission is a voluntary, non-governmental
membership association that defines, maintains, and promotes educational excellence across
institutions with diverse missions, student populations, and resources. It is recognized by the
U.S. Secretary of Education and the Commission on Recognition of Postsecondary
Accreditation.
The CSI Chemistry program is accredited by the American Chemical Society (ACS). The BS
degree in Computer Science is accredited by the Computing Accreditation Commission of
ABET. The Education programs are accredited by the National Council for Accreditation of
Teacher Education (NCATE). The BS degree in Engineering Science is accredited by the
Engineering Accreditation Commission of ABET, and the Electrical Engineering Technology
AAS is accredited by the Technology Accreditation Commission of ABET. The MA in Liberal
Studies is accredited by the Association of Graduate Liberal Studies Programs (AGLSP). The
Nursing programs are accredited by the National League for Nursing Accrediting Commission
(NLNAC). The Physical Therapy program is accredited by the Commission on Accreditation in
Physical Therapy Education (CAPTE). The Medical Technology program is accredited by the
National Accrediting Agency for Clinical Laboratory Sciences (NAACLS).
B. HISTORY
CSI was founded in 1976 through the union of two existing colleges—Staten Island Community
College and Richmond College. Staten Island Community College, the first community college
in the University, opened in 1955. Richmond College, an upper-division college that offered
Page 7
undergraduate and graduate degrees to students who had successfully completed the first two
years of college study elsewhere, was founded in 1965. The merger of these two colleges
resulted in the only public four-year institution of higher learning on Staten Island.
C. MISSION
Grounded in the Liberal Arts tradition, the College of Staten Island is committed to the highest
standards in teaching, research, and scholarship. Drawing on the rich heritage of The City
University of New York that has provided access to excellence in higher education since 1847,
the College of Staten Island offers that same opportunity in New York City’s Borough of Staten
Island. The College is dedicated to helping its students fulfill their creative, aesthetic, and
educational aspirations through competitive and rigorous undergraduate, graduate, and
professional programs. We embrace the strength of our diversity, foster civic mindedness, and
nurture responsible citizens for our city, country, and the world.
II.
NON-DISCRIMINATION AND AFFIRMATIVE ACTION
POLICIES*
It is the policy of College of Staten Island to recruit, employ, retain, promote, and provide
benefits to employees and to admit and provide services for students without regard to race,
color, national or ethnic origin, religion, age, sex, sexual orientation, gender identity, marital
status, disability, genetic predisposition or carrier status, alienage, citizenship, military or veteran
status, or status as victim of domestic violence.
Sexual harassment, a form of sex discrimination, is prohibited under the University’s Policy
Against Sexual Harassment.
As a part of The City University of New York, a public university system, the College of Staten
Island adheres to federal, state, and city laws and regulations regarding non-discrimination and
affirmative action including among others, Executive Order 11246, as amended, Titles VI and
VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Sections
503 and 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990,
Section 402 of the Vietnam Era Veterans’ Readjustment Assistance Act of 1974, as amended, the
Equal Pay Act of 1963, the Age Discrimination in Employment Act of 1967, as amended and the
Age Discrimination Act of 1975, the New York State Human Rights Law and the New York
City Human Rights Law. The “protected classes”, delineated in Executive Order 11246 include
American Indian or Alaska Native, Asian, Black or African American, Hispanic or Latino,
Native Hawaiian or Other Pacific Islander, and Women. Updated federal guidelines further
expanded these protected classes to include two or more races.
*For the complete Policies and Procedures on Non-Discrimination and Sexual Harassment and
the Affirmative Action Policy please visit:
HTTP://WWW.CUNY.EDU/ABOUT/ADMINISTRATION/OFFICES/OHRM/POLICIESPROCEDURES.HTML.
Page 8
III.
DESIGNATION OF RESPONSIBILITY FOR IMPLEMENTATION
To ensure effective implementation of this Affirmative Action Plan, the College has designated
specific responsibilities to various personnel. The president, chief diversity officer, executive
officers (provost, vice presidents, deans, and administrators), directors, academic department
chairpersons as well as managers and supervisors of administrative offices have undertaken the
responsibilities described below.
A. THE PRESIDENT
The president has the primary responsibility to provide leadership and oversee the
implementation of the college’s affirmative action policies, procedures and diversity programs as
well as assuring compliance with all related federal, state, and city laws, rules and regulations as
well as the policies of The City University of New York. This role includes, but is not limited to,
the following duties:
1. Designate appropriate personnel with the responsibility for overseeing, administering,
implementing, and monitoring the College's AAP, specifically, appointing a chief
diversity officer (CDO), sexual harassment coordinator, 504/ADA coordinator and a title
IX coordinator.
2. Ensure that personnel responsible for all AAP components are given the necessary
authority, top management support, and staffing to successfully implement their assigned
responsibilities.
3. Communicate his/her total involvement and commitment to equal employment
opportunity programs including the issuance of an Annual Re-Affirmation Letter
supporting affirmative action, diversity and equal opportunity. (See copy of President’s
Re-Affirmation Letter in VII. Appendix A.)
4. Submit annually to the Office of Recruitment and Diversity the Annual Report of
Investigated Discrimination Complaints.
B. CHIEF DIVERSITY OFFICER
The President has designated Danielle Dimitrov, Esq., to serve as the Chief Diversity Officer.
She is the Director of the Office of Diversity and Compliance (ODC) and Patti Fontana is the
CUNY Office Assistant. The office is located in Building 1A, Room 103. Ms. Dimitrov may
be contacted via e-mail, Danielle.Dimitrov@csi.cuny.edu or telephone, (718) 982-2250.
The CDO is responsible, as the president’s designee, for the following:
1. Providing confidential consultation, investigation and resolution of all internal complaints
of discrimination/harassment.
Page 9
2. Disseminating annually to all employees the following: a) Policy on Equal Opportunity,
Non-Discrimination, and Against Sexual Harassment (Non-Discrimination Policy); b)
Affirmative Action Policy; and c) contact information of the CDO, sexual harassment
coordinator, title IX coordinator and the 504/ADA coordinator.
3. Publicizing the policies widely and ensuring they are incorporated into the training
curriculum for managers and supervisors and search committees.
4. Assuring that supervisors receive orientation on the policies.
C. EXECUTIVE OFFICERS, ACADEMIC CHAIRPERSONS, MANAGERS
PERSONNEL
AND SUPERVISORY
All executive officers, academic chairpersons, managers, and other supervisory personnel are
crucial to the success of the equal employment/affirmative action program. These officials
ensure compliance with the college’s affirmative action policy and help foster an inclusive
environment.
Their specific responsibilities include:
1. Adhering to the College’s Non-Discrimination Policy and Affirmative Action Policy.
2. Assisting the president and CDO in developing, maintaining, and successfully
implementing the AAP.
3. Fostering an inclusive environment within their sphere of influence.
D. DIVERSITY/AFFIRMATIVE ACTION COMMITTEE
The CSI College-Wide Diversity Council is responsible for:
1. Advising the president of the College in formulating and implementing affirmative action
policy on campus.
2. Reviewing proposed amendments to the College governance plan to assure compliance
with the University’s non-discrimination and affirmative action policies and procedures.
3. Developing and implementing strategic diversity plans.
4. Promoting educational programs to reflect pluralistic values and goals.
5. Submitting to the president a summary of its activities at the end of each academic year.
Page 10
The members of the College-Wide Diversity Council effective Spring, 2013 were:
MEMBER
Zakhar Berkovich
Hope Berté
Christopher Cruz Cullari
Katie Cumiskey, PhD
Danielle Dimitrov
Candace Gittens
Wilma Jones, PhD
Eugenia Naro-Maciel, PhD
Terry Rowden, PhD
Christine Flynn Saulnier, PhD
IV.
DEPARTMENT/AREA
Executive Assistant to the Dean, Division of Humanities
and Social Sciences
Director of Human Resources
Director of the Center for Student Accessibility
Associate Professor of Psychology
Director of Diversity and Compliance
Student
Professor, Chief Librarian, Chairperson of the Dept. of
the Library
Assistant Professor of Biology
Associate Professor of English
Special Assistant to the Provost
RESULTS OF STATISTICAL ANALYSES/AREAS OF CONCERN
The College monitors each phase of its selection process (i.e., hires, reclassifications,
promotions, and terminations) by conducting several statistical analyses. The CDO takes the
following steps: a) compiles and examines information about the placement of incumbents; b)
conducts a utilization analysis using data the University Office of Recruitment and Diversity
derives to compare incumbency to availability; and c) completes the impact ratio analyses.
The data used in the preparation of the Affirmative Action Plan is collected from the CUNYfirst
Ethnicity and Gender Report. Only full-time employees with annual appointments (excluding
substitute and visiting titles) are included in the analyses discussed below.
A. WORKFORCE ANALYSIS
The workforce analysis provides an overview of the representation of women and minorities in
the College’s organizational units/departments. The analysis identifies the number of employees
by gender and race/ethnicity in each job title within the organizational unit as reported on the
CUNYfirst Ethnicity and Gender Report run on July 8, 2013. All job titles, including unit
supervisor, are listed from the lowest to highest paid within each department/unit. The
Workforce Analysis Report is available, upon request, in the Office of Diversity and Compliance.
All organizational units/departments at the College of Staten Island have representation from at
least one protected class category based on gender and race/ethnicity; however, some
units/departments do not have employees from all protected class categories.
Page 11
B. JOB GROUP SUMMARY
The College’s 838 full-time employees are grouped into seven categories using the relevant
EEO-6 Codes. These categories are divided into smaller subgroups called affirmative action
units (AAUs), based on the duties as well as educational qualifications and skills required for job
titles within the job categories. Each AAU has an individual utilization analysis worksheet
(UAW), listing the job titles included in the subdivision. The UAW depicts the total group
number as well as the numerical and percentage representation of Females, Total Minority,
Blacks, Hispanics and Asians (See Appendix B).
NO REPRESENTATION ANALYSIS BY JOB TITLE
No
No
No
EEO-6 Category
Representation Representation Representation
of Women
of Blacks
of Hispanics
Executive/
N/A
N/A
N/A
Administrative/Managerial
In 6 of 18
In 5 of 18
Faculty/Professorial
academic
academic
N/A
departments
departments
Professional Non-Faculty
N/A
N/A
N/A
Secretarial/Clerical
N/A
Skilled Crafts
N/A
Service Maintenance
Campus Public
Safety Sergeant;
In 1 of 18
academic
departments
N/A
N/A
CUNY Admin.
Assistant
CUNY Office
Assistant
Accountant
Asst; Admin. IV
(CLTs)
Skilled
Trades/Crafts
Supervisory
Accountant
Accountant
Skilled
Trades/Crafts
Supervisory
Campus Peace
Officer L2;
N/A
Skilled
Trades/Crafts
and
Supervisory
Campus Public
Safety Sergeant;
N/A
Technical/Paraprofessional
No
Representation
of Asians
N/A
The lack of representation of women and employees from underrepresented groups based on
race/ethnicity in the table above reflects historical workforce trends as well as separations of
employees from the College. The lack of representation will be addressed with appropriate
departments/offices when the opportunity for hiring in these titles arises.
C. DETERMINING AVAILABILITY
"Availability" is an estimate of the proportion of each gender and racial/ethnic group available
for employment at the College for a given job group in the relevant labor market during the AAP
year. Availability indicates the approximate level at which each gender and racial/ethnic group
could reasonably be expected to be represented in a job group.
In adherence to the federal regulations, the College used recent and discrete statistical
Page 12
information to derive availability figures. Because of the University’s educational requirements,
the availability data is calculated according to information about earned degrees conferred for
faculty and executive/administrative/managerial groups. For this reporting year the information
about degrees for these two categories is the most recent available data published in 2010.
Population surveys (census) are used to calculate availability for the classified staff and
professional non-faculty titles in particular CLTs in Administration IV.
Internal recruitment sources indicated on the CUNY Survey for Selected Titles are used and
weighted for titles with promotable and transferrable (feeder) titles. The sources and process to
determine the availability data for the two factor analysis is detailed in the Factor/Source Sheet
section of the UAW (see Appendix B).
D. UTILIZATION ANALYSIS/COMPARISON OF INCUMBENCY TO AVAILABILITY
The utilization analysis compares the percentages of employees by gender and race/ethnicity
with the overall availability data for each AAU. The UAW of each AAU indicates the current
utilization of incumbents by gender and race/ethnicity. The analysis disaggregates Blacks,
Hispanics, and Asians from Total Minorities to identify the percentage representation of these
protected racial/racial groups. American Indian or Alaska Native employees comprise less than
two percent of the University workforce and local population, thus are not identified as a discrete
group in the analysis, but are included in the Total Minority category.
The utilization analysis determines if any disparity between incumbency and availability exists
for any of the protected groups. This disparity or underutilization is defined as any AAU in
which fewer minorities or women are employed than would reasonably be expected given their
availability in the relevant job market. The percentage difference between incumbency and
availability is recorded in terms of whole persons, indicating how many women and members of
protected racial/ethnic groups are underutilized. A placement goal is set when the
underutilization of an AAU is one person or more.
The underutilization of females, Blacks, Hispanics and Asians displayed in the AAUs is
displayed in the chart Comparing Incumbency to Availability and Annual Placement Goals in
Appendix C.
E. COMPARISON OF 2012 GOALS TO 2013 UTILIZATION ANALYSIS RESULTS
A comparison of the 2012 and 2013 utilization analyses identified changes in the numeric
disparity in the AAUs by EEO-6 Categories. The Progress Report - Historical Underutilization
in Appendix D displays underutilization from 2009 to 2013. The comparison indicates the
attainment of 2012 goals by the reduction or elimination of underutilization or identifies lack of
progress in achieving placement goals.
Within the EEO-6 categories, the difference in underutilization of racial/ethnic groups and
women by AAU/job group is:
Page 13
Executive/Administrative/Managerial

In Executive Compensation Plan job group, the underutilization of Black or African
American employees increased by one; and

In Higher Education Officer and Higher Education Associate job group, the
underutilization of Black or African American employees increased by one and the
underutilization of Hispanic or Latino employees decreased by one.
Faculty

In the Business Department, the underutilization of Hispanic or Latino faculty increased
by one;

In the Education Department, the underutilization of women was eliminated and the
underutilization of Black or African American faculty decreased by one;

In the Fine, Applied Arts and Media affirmative action unit (comprised of the Media
Culture and Performing and Creative Arts Departments), the underutilization of
Asian/Pacific Islander faculty increased by one;

In the Health Professions affirmative action unit (comprised of the Physical Therapy and
Nursing Departments), the underutilization of Hispanic or Latino faculty increased by
one;

In the Mathematics and Computer Science affirmative action unit (comprised of the
Mathematics and Computer Science Departments), the underutilization of women faculty
increased by one, and the underutilization of Hispanic or Latino faculty was eliminated;

In the Physical Sciences affirmative action unit (comprised of the Chemistry and
Engineering Science & Physics Departments), the underutilization of women faculty
decreased by one;

In the Social Sciences affirmative action unit (comprised of the History; Political
Science, Economics, and Philosophy; and Sociology, Anthropology, and Social Work
Departments), the underutilization of Black or African American faculty was eliminated,
and the underutilization of Hispanic or Latino faculty increased by one;

In the World Languages and Literatures Department, the underutilization of women
increased by one; and

In the Psychology Department, the underutilization of women decreased by one and the
underutilization of Black or African American faculty increased by one;
Page 14
Professional/Non-Faculty

In the Higher Education Assistant, Assistant to a Higher Education Officer, and Research
Associate job group, the underutilization of Black or African American employees
increased by one and the underutilization of Asian/Pacific Islander employees increased
by one.
Secretarial/Clerical

In the CUNY Administrative Assistant job group, the underutilization of Black or
African American employees increased by one, the underutilization of Hispanic or Latino
employees increased by one and the underutilization of Asian/Pacific Islander employees
was eliminated; and
Technical/Paraprofessional

In Accountant job group, the underutilization of Black or African American employees
increased by one, the underutilization of Hispanic or Latino employees increased by one
and the underutilization of Asian/Pacific Islander employees decreased by one; and

In the Computer Specialist job group, the underutilization of Black or African American
employees increased by one.
Skilled Crafts

In the Skilled Trades/Crafts Supervisory job group, the underutilization Hispanic or
Latino employees increased by one.

In the Skilled Trades/Crafts job group, the underutilization of women was eliminated;
and the underutilization Hispanic or Latino employees decreased by one.
Service/Maintenance

In the Campus Peace/Security Officer Level 2 job group, the underutilization of Black or
African American employees increased by one;

In the Custodial Assistant job group, the underutilization of Hispanic or Latino
employees decreased by two.
The College hired new employees from all protected class categories based on gender and
race/ethnicity in all EEO-6 categories for which there were new hires. Approximately 56% of
new hires were women and 22% of new hires were members of a protected class category based
on race/ethnicity. The preceding list reflects decreases and eliminations of underutilization
based on several new hires. The preceding list also reflects increases in underutilization
regarding employees from protected class categories based on gender and race/ethnicity due in
part to the separations from the workforce which included 34 women and 11 employees from
Page 15
federally protected groups based on race/ethnicity.
F. DETERMINING ADVERSE IMPACT
The Impact Ratio Analysis is based on the information presented in the Personnel Activity Table
and Applicant Data Recruitment Documentation. The Impact Ratio Analysis, an evaluation of
personnel transactions in each EEO-6 category, determines any disparities or adverse impact in
the personnel actions. The personnel transactional data for minorities and non-minorities and for
men and women is examined. The analysis indicates if an employment practice results in a
negative consequence more often for members of protected groups than for other employees or
applicants. In addition to CUNYfirst reports, a variety of sources provide information for the
analysis, including the Offices of Human Resources, Academic Affairs, and Diversity and
Compliance.
The Impact Ratio Analysis is divided into three areas:
Part One: The Hires Analysis reviews the hiring practices by comparing the
number of hires to applicants
Part Two: The Promotion Analysis examines the promotion, upgrades/re-classification
and transfers by comparing the number of employees promoted to incumbents;
Part Three: The Termination Analysis calculates the attrition rate by comparing the
number of terminations to incumbents.
The actions completed during the previous 12 months are summarized in the following
documents:
1. Analysis of Personnel Activity Table
a. New Hires
The College hired 94 new full time employees; of these 53 were women and 21 were minorities.
b. Promotions/Upgrades
Of the 20 members of the professoriate who applied for promotion, 15 received an upgrade in
rank; of these five were women and eight were minority employees.
In the higher education officer series nine employees were reclassified; of which nine were
women and one was a minority employee.
In addition, three secretarial/clerical employees received upgrades; of which three were women
and none were minority employees.
Page 16
Furthermore, two security director employees received upgrades; none of which were women
and none were minority employees.
c. Terminations/Separations
The number of employees separated from the workforce was 67, and included 34 women and 11
minorities.
d. Transfers
There were no employees who transferred within the workforce.
2. Analysis of Applicant Data-Recruitment Documentation
There were 6,501 applicants for all of the positions in which the College hired new employees,
of which 3,429 were women and 3,545 were minorities.
The College interviewed 428 applicants, of which 221 were women and 188 were minorities.
Of the 68 job offers from the College, 35 were to women and 22 were to minorities.
See Appendix E for Personnel Activity Table/Applicant Data-Recruitment Documentation.
3. Impact Ratio Analysis
The analysis indicated no adverse impact in any of the categories.
See Appendix F for the Impact Ratio Analysis.
G. TENURE ELIGIBILITY SURVEY
A review of the tenure decisions compares employees eligible for tenure to those granted tenure
or certificates of continuous employment. Members of the professoriate, college laboratory
technicians (CLTs), and lecturers receive tenure or certificates of continuous employment
(CCE), respectively, if recommended by Departmental and College-wide Personnel and Budget
(P&B) Committees. The president presents the candidate for tenure or CCE to the Board of
Trustees (BOT). If the BOT approves, the tenure status becomes effective on the first of
September following approval. In some cases, faculty members may receive consideration for
early tenure. See Appendix G for the Tenure Eligibility Survey.
A review of the tenure decisions effective September 1, 2012 reveals the following:
The review of the tenure decisions effective September 1, 2012, revealed that five women
faculty members and CLTs were eligible and granted tenure or CCE from the following
academic departments: Biology and Nursing.
Page 17
Furthermore, these tenure decisions effective September 1, 2012, also revealed that three
minority faculty members and CLTs were eligible and granted tenure or CCE from the
following academic departments: Biology and Nursing.
H. ANALYSIS OF SYSTEMIC COMPENSATION
The University’s Office of Recruitment and Diversity will periodically compare the mean
salaries for men versus women and whites versus minorities. The analysis will identify
differences in salary by amount (dollars) and percentages; any differences greater than 5% will
be examined in greater detail.
V. ACTION-ORIENTED PROGRAMS
The Action-Oriented Programs designed to address the underutilization of women and minorities
and any adverse impact of the employment practices are discussed below. These Programs are
carried-out throughout the AAP year. The College tailored its action-oriented programs to
ensure these initiatives are specific to the problem(s) identified.
A. IMPLEMENTATION OF ACTION PROGRAM 2012–2013
The results-oriented activities to address underutilization during the past year (2012–2013)
include the Director of Diversity and Compliance:

Charging of each search committees and leading discussions on the importance of
diversity and inclusivity to the campus community, because, in part, the demographics of
Staten Island, and thereby its student population, are also changing and becoming more
diverse. The charge also included a discussion of the departmental UAW from the most
recent Affirmative Action Plan and talks about the specific underutilization if applicable;

Monitoring the applicant pools of each job search via CUNYfirst to ensure a diversity of
applicants based on the percentage of those applicants who opt to disclose their ethnicity.
If a percentage appears too low, the CD/AAO contacted the hiring official for a
discussion to explore additional venues for advertising the position;

Emailing letters and job postings on behalf of the President to applicable department
heads and chairs of various Historically Black Colleges and Universities (HBCUs),
informing them of recent advertised positions; and

Presenting underutilization data after the completion of each Affirmative Action Plan to
the President’s Cabinet and other Senior College Officials.
Page 18
1. Goal Attainment 2012-13: Addressing Underutilization
The College hired 94 employees into full time positions between July 1, 2012 and June 30, 2013
as depicted in the Personnel Activity Table. The impact of these appointments is included in the
Comparison of the 2012 and 2013 Underutilization (IV. E.), which identifies the extent to which
disparities between incumbency and availability in AAUs were eliminated, reduced or remained
unchanged.
2. Initiatives and Activities
The College of Staten Island is dedicated to supporting faculty retention and advancement.
Programs, initiatives, and other activities from the 2012–2013 academic year include:

Four faculty members participated in the Faculty Fellowship Publication Program.

One Higher Education Officer received a Diversity Projects Development Fund award.

The College continued its mentoring program for students, the Black Women and Latina
Student Initiative (BWLI). The Initiative began with a working group of faculty and staff
and students and has since partnered with community and civic organizations on Staten
Island to enhance its mentoring program.

Faculty dedicated to improving the LGBTQ experience at CUNY continued their work at
established by the inaugural Queer-CUNY Symposium held at CSI during the spring
semester of 2012. The faculty members worked with Central Office administrators to
begin establishing a formal LGBTQ Studies degree through the Baccalaureate in Unique
and Interdisciplinary Studies.

The Office of Diversity and Compliance presented underutilization data and led
discussions about diversity and inclusivity concerning retention and promotion issues
with all new chairpersons of the academic departments during their orientation.
The College supports campus pluralism and promotes inclusivity in various ways through
numerous events for the CSI community and the greater Staten Island community as well
through campus pluralism and diversity programming. These events celebrate, in part, Hispanic
Heritage Month, Black History Month, and Women’s History Month, and more. During the
2012–2013 academic year, the College held many events which were attended by hundreds of
students, faculty, staff, and Staten Island community members. These included:

“Celebrate Hispanic Heritage Month: A Conversation on the Latina/o Experience;”
Students, faculty, and staff were invited to join in for a conversation on the Latina/o
experience. This town-hall style discussion examined the Latina/o experience from
multiple perspectives and issues; 10/4/2012; 44 participants.

“Celebrate Italian Heritage Month: Italian Cinema, Visions of Italy;” This celebration of
Italian culture and art was sponsored by the Italian Cultural Foundation at Casa
Page 19
Belvedere—a unique campus showcasing the rich heritage and culture of Italy. They
presented the documentary film Dante Ferretti: Scenografo Italiano, an insightful tribute
to one of the greatest set designers working in Italian cinema today. Italian desserts were
served courtesy of the Campus Activities Board (CAB), using Student Activity Fees;
10/11/2012; 65 participants.

“Cultural Crossroad Series: What’s With the “B” Word;” NSO/CLUE Mentors led an
interesting discussion on the usage of the “B” word in songs and to explore its negative
connotations within popular urban music. They focused on songs by artists such as Meek
Mill, Rick Ross, Lupe Fiasco, Rihanna, Trey Songz, Jay-Z, and Nicki Minaj; 11/15/2012;
4 participants.

“Celebrate Native American Heritage Month: The Lenape Indians of Staten Island;” The
Staten Island Museum presented the Lenape Indians of Staten Island who were the “First
People” living on Staten Island. This lecture introduced the Lenape culture and local
Algonquin lifestyle, including a cultural connection to the environment; 11/29/2012; 68
participants.

“Black History Month 2013: Perspectives on Race and Diversity;” This celebration is our
signature event for Black History Month and brought together members of the College
and other communities for awareness and reflection. One exciting aspect of the program
was a keynote presentation from Jennifer Rubain, Esq., University Dean of the Office of
Recruitment and Diversity at CUNY. Ms. Rubain has a distinguished history of public
service in the area of diversity and equal employment opportunity. In addition, a student
panel explored the issues of educational disparity and how to thrive in a diverse society in
2013. This dynamic program also featured performances from the CSI Gospel Choir, as
well as other CSI faculty and students; 2/21/2013; 38 participants.

“Back to Reality: France, the End of Color-Blindness and the Necessity of Black History
Month;” The French Program and the Department of World Languages and Literatures
presented Dr. Maboula Soumahoro, an Associate Professor in the English Department at
the Univesite Francois-Rabelais-Tours, France, and specialist in African diaspora culture,
and works on gender issues. Her talk featured a discussion on Black History Month and
its absence in the country of France; 2/26/2013; 47 participants.

“Pane Amaro (Bitter Bread);” This film screening event showed the documentary film,
Pane Amaro directed by Gianfranco Norelli and co-produced by Suma Kurien. The film
represents a rare tribute to Italian-American history and conjures up salient and often
dramatic moments of Italian-American saga from 1880 until the end of the Second World
War. Following the screening will be a discussion and Q&A Session with the director
and co-producer; 3/5/2013; 44 participants.

“African Puppet Making Workshop with Vickie Fremont;” This workshop by artist and
artist and anthropologist, Vickie Fremont, invited participants to create their own African
puppet from recycled materials and African fabrics and beads. The workshop was
designed to increase knowledge about the connections between Africa today and
Page 20
America, while promoting cultural exchanges through art and awareness of our
environment; 3/7/2013; 23 participants.

“The Domestic Violence Clothesline;” The DV Clothesline is constructed annually to
raise awareness to the important issue of domestic violence. Participants are encouraged
to make a t-shirt and hang it up to remember, witness, help heal, educate, document, and
raise awareness to this important cause because it can happen to anyone; 3/4–3/21/13; 50
participants.

“Women Behind the Camera: Filmmakers Around the World;” Celebrate Women’s
History Month with the screening of the film, Shooting Women, featuring more than 50
camerawomen from around the world. This film celebrates the talent and unflinching
spirit of image-making women from the sets of Hollywood and Bollywood to the war
zones of Afghanistan. The film offers insights from top directors while broaching
persistent issues of the glass ceiling, sexual harassment, and childcare. Following the
film there was a discussion with Professor Ellen Goldner, Director of the Bertha Harris
Women’s Center; 3/21/2013; 100 participants.

“Celebrate Irish History Month: Music, History, and Culture;” Irish History Month was
celebrated with the musical styling of legendary flute and tin whistle player, Linda
Hickman as she played some traditional Celtic tunes. The Richmond County Pipes and
Drums also performed musically with legendary pipes. And historian and author,
Margaret Lundrigan, discussed “Irish Staten Island,” and the Irish influence throughout
the borough; 3/14/2013; 20 participants.

“Amy Sargent – Late Onset Deafness;” Amy Sargent was 27-years-old when she started
to lose her hearing. Fifteen years later, she has written a book that covers everything
from the Top Ten Rules for New Deafies, De-Mystifying Audiograms, Do’s and Don’ts
for Family and Friends to the Pros of Being a Deafie. Her book was written in
conversational English specifically for people who have late onset deafness. Amy is an
educational speaker on late onset deafness; 4/5/2013.

“Harriet Tubman Herself, Starring Christine Dixon;” To celebrate Women’s History
Month, Christine Dixon gave a one-woman performance telling the story of Harriet’s life
and how she brought hundreds of slaves to freedom. This performance was originally
adapted and directed by Morna Murphy Martell from the 1868 book by Sarah Bradford,
Scenes in the Life of Harriet Tubman; 4/9/2013; 35 participants.

“My Story;” A panel of high-achieving students with disabilities who have overcome
significant struggles and have succeeded in both their academics and co-curricular efforts
shared their “stories” of challenges and triumphs in high school and college. Panelists
candidly explained how their disabilities have affected their lives and how they have
overcome huge challenges. This event connected students with disabilities to the Center
for Student Accessibility, broadcasted awareness throughout the campus and was a
moving and impactful experience; 4/10/2013; 115 participants.
Page 21

“Seventh Annual Tunnel of Oppression;” This event was designed to increase awareness
and sensitivity to various types of oppression and create an understanding of the effect
and organization of oppression. In addition, it was held to promote respect, diversity,
critical thinking, and civic engagement; 4/18/2013; 142 participants.

“Origami Demonstration;” Origami is the traditional Japanese art of paper folding, which
started around the 17th century A.D. and was popularized outside of Japan in the mid1900s. It has since evolved into a modern art form. Participants learned basic origami
from the Japanese Visual Culture Club during the 9th Annual Asian Cultures Day in
celebration of Asian Pacific-American Heritage Month; 5/2/2013; 31 participants.

“Chinese Brush Painting Workshop and Demonstration;” Participants were introduced to
the concepts of the underlying philosophy of Chinese brush painting during the 9th
Annual Asian Cultures Day in this workshop and demonstration by Patricia Whitehouse.
Brush painting has a century long tradition that combines philosophy of thought with
artistic expression. The life force (chi) is expressed through the brush. This event is in
celebration of Asian Pacific-American Heritage Month; 5/2/2013; 21 participants.

“Dabke Dance Demonstration;” Dabke is a popular Arabic folk dance native to the
countries Palestine, Lebanon, Bosnia, Turkey, Syria, and Israel and is widely performed
at weddings and joyous occasions. Participants learned the basic steps of the Dabke from
Islam and Salsabeel Allan during the 9th Annual Asian Cultures Day in celebration of
Asian Pacific-American Heritage Month; 5/2/2013; 8 participants.

“Allyship: Becoming a Champion for Inclusion on Your Campus;” During his final
season as an NCAA All-American and team wrestling captain at the University of
Maryland, Hudson Taylor decided that his closest-held values as a leader and studentathlete required that he stand up and say something about the homophobia and
transphobia he experienced in locker rooms and on playing fields across the nation. One
of the greatest tools in the ongoing battle for inclusion and respect for LGBT members of
our campus community is the courage and willingness of their straight allies to stand up
and play a role in combating ignorance and prejudice. Most straight people have gay
friends, but too few of stand up and say that fair treatment of every member of our
community is important. Hudson shares his journey of becoming a straight ally for the
LGBT community and helps others learn how they can be an integral part of the solution.
This program is about friendship, and standing up for our friends. It’s about making our
campuses a safe space for everyone and celebrating the things we have in common, as
people, as students and as citizens caring about fair treatment for everyone; 5/9/2013; 27
participants.
In addition the College is very active throughout Staten Island’s communities and participated in
a number of civic events including: Events with the Urban League of Staten Island; events with
the NAACP; the Staten Island Breast Cancer Research Initiative’s Annual Walkathon; Annual
MLK Day; and the Annual LGBTQ Staten Island Pride Parade.
Page 22
3. Dissemination of Non-Discrimination Policy and Program
The Non-Discrimination Policy is available on the College’s website and informational posters
are located in all academic and administrative building lobbies, lounges, and elevators. The
President’s Re-Affirmation Letter is also posted on the College’ website and is sent to all
employees. The AAP is in the library.
B. RESPONSE TO 2013 UNDERUTILIZATION
The College has established a placement goal whenever minority or female representation within
an AAU was less than would reasonably be expected given the availability data. Corrective
actions were developed only when the underutilization equaled at least one whole person.
1. Placement Goals for 2013-14
Placement goals to address female and minority underutilization are established by AAU equal
to the current availability data for the job group. As the UAWs display, the utilization analysis
disaggregates the groups within total minorities to identify underutilization of protected
ethnic/racial classes. The College establishes placement goals for women, total minority and
each racial/ethnic group underutilized. The goals match the availability data and are displayed in
the chart COMPARING INCUMBENCY TO AVAILABILITY AND ANNUAL PLACEMENT GOALS (APPENDIX
C) .
Placement goals help guide recruitment activities and the College will observe good faith efforts
to recruit a broad and inclusive pool of qualified applicants.
Searches for Executive Compensation Plan, Faculty, and Higher Education Officer Series
positions as well as classified staff positions are scheduled to be conducted during the 2013–
2014 academic year.
2. Employment Practices: Recruitment, Selection, and Advancement
The placement goals to eliminate underutilization will be achieved through advertising and
recruiting efforts that broaden the applicant pool and other results oriented campus initiatives.
The College’s employment practices conform to the bylaws of the Board of Trustees of The City
University of New York, applicable collective bargaining agreements as well as Federal, State,
and Local laws and regulations. The College’s workforce is divided into a) the Instructional
Staff, consisting of teaching and non-teaching employees; and b) the Classified Staff, whose
employment is governed by the Rules and Regulations of the CUNY Classified Civil Service. A
three member independent Civil Service Commission, appointed by the Board of Trustees, helps
to ensure compliance with affirmative action and equal employment policies.
As part of the University’s affirmative action program, procedures for the recruitment and
appointment of members of the instructional staff have been developed. The College posts
vacancies as prescribed by CUNY policies to ensure equal employment opportunities. The
recruitment, selection, and advancement processes for the members of the Instructional Staff
Page 23
comply with CUNY’s policies and procedures. Non-teaching instructional staff vacancies are
typically posted for 30 days and openings for appointments to the faculty are posted for 60 days.
The PSC/CUNY Collective Bargaining Agreement expressly forbids promotions in the HEO
series. The process for faculty promotions is outlined in BOT bylaws. There are promotional
examinations offered to employees in select civil service titles.
The College has developed search and screening guidelines for personnel involved in the
recruiting and hiring process. The Diversity and Compliance and Human Resources Offices
monitor the recruitment and selection practices of all employees. Specifically, the CDO is
responsible for ensuring that the following initiatives are undertaken or continue to be
implemented:
1. Broadening recruitment efforts to reduce or eliminate underutilization.
2. Charging search committees to familiarize them with recruitment protocol.
3. Attending joint meeting between CDOs and the University Advisory Council on
Diversity (UACD) to discuss issues of concern.
4. Attending informational sessions and training provided at monthly meetings of the
Council of Chief Diversity Officers (CCDO).
5. Demonstrating compliance with University policy and procedures during UACD
site visits.
6. Encouraging employees to participate in University-sponsored professional
development programs.
7. Ensuring that all interviews, offers of employment and/or wage commitments are
consistent with College policy.
C. INTERNAL AUDIT AND REPORTING
The internal audit and reporting system is used as the basis for evaluating results-oriented
programs and affirmative action efforts. The records are maintained in the CUNYfirst system to
provide information for updating the Affirmative Action Plan. The president has designated
responsibility for implementing the audit and reporting system of the AAP to the CDO who will:
1. Monitor the records of personnel activities, including new hires,
transfers, promotions, and terminations.
2. Review personnel activities and the AAP with senior level officers.
3. Advise senior management of program effectiveness and provide
recommendations to improve areas of concern.
Page 24
VI. COVERED VETERANS AND INDIVIDUALS WITH DISABILITIES
A. REVIEW OF PERSONNEL PROCESSES
To ensure that all personnel activities are conducted in a job-related manner that provides and
promotes equal employment opportunity for all known covered veterans and employees and
applicants with disabilities, reviews are periodically made of the College’s examination and
selection methods to identify barriers to employment, training, and promotion and to ensure that
all personnel activities are conducted in a manner which provides and promotes equal
opportunity.
The College ensures that its personnel processes do not stereotype individuals with disabilities or
veterans or otherwise limits their access to jobs for which they are qualified and that they are
featured in college publications.
B. REVIEW OF PHYSICAL AND MENTAL JOB QUALIFICATIONS
To ensure that all physical and mental qualifications and requirements are job-related and
consistent with business necessity and promote equal employment opportunity for all covered
veteran and employees and applicants with disabilities, reviews are periodically made of the
College’s physical and mental qualifications and requirements as they relate to employment,
training, and promotion.
Schedule for Review: Any previously reviewed classification of positions will be reviewed again
if there is a change in working conditions which affects the job's physical or mental requirements
(e.g., new requirements or equipment.) As new job qualifications are established, the College
will review the physical and mental job qualification to ensure that the qualifications do not
screen out or tend to screen out qualified disabled individuals or protected veterans and that the
qualifications are job related and consistent with business necessity and the safe performance of
the job.
To the extent that physical or mental job qualification requirements screen out or tend to screen
out qualified disabled individuals or protected veterans in the selection of current employees or
applicants for employment or other changes in employment status such as promotion or training,
the College assures that the requirements are related to the specific job(s) for which the
individual is being considered. Both the Human Resources and Diversity and Compliance
review job descriptions for vacant positions. Moreover, the University’s Office of Human
Relations Management conducts periodic analyses of the description of positions for which
recruitment will be undertaken. This review compares the position vacancy notice with the
established criteria. Any disparity with the essential functions of the job and the qualifications
are brought to the attention of the college’s Office of Human Resources.
Page 25
C. REASONABLE ACCOMMODATION TO PHYSICAL AND MENTAL LIMITATIONS
The College provides reasonable accommodations to physical and mental limitations of
applicants and employees with disabilities or disabled veterans. The College makes reasonable
accommodations under this condition to those individuals who have requested a reasonable
accommodation. Under the University’s Reasonable Accommodation Policy, the Human
Resources Director is responsible for making arrangements to provide reasonable
accommodations to applicants for employment, current employees and visitors. Anyone may
request an accommodation by contacting the Human Resources Office.
To formally request an accommodation, individuals with disabilities should contact:
Name: Hope Berté
Title: Director, Office of Human Resources
Phone: (718) 982-2676 tel. / (718) 982-2377 fax
Email: Hope.Berte@csi.cuny.edu
Procedures for requesting an accommodation are detailed in Procedures for Implementing
Reasonable Accommodation at The City University of New York, available at:
http://www.cuny.edu/about/administration/offices/ohrm/policies-procedures/reasonableaccommodation.html.
The College also accommodates employees who serve in the armed forces with its liberal
military leave policy, which includes granting leaves of absence to employees who participate in
honor guards at the funeral of veterans.
D. HARASSMENT PREVENTION PROCEDURES
The University has developed procedures to ensure that individuals with disabilities or veterans
are not harassed. (See II. Non-Discrimination and Affirmative Action Policies). As specified in
the University policy, the 504/ADA Coordinator, Danielle Dimitrov, Esq., is responsible for
coordinating efforts to ensure access and non-discrimination for individuals with disabilities. To
file a complaint, individuals should contact the 504/ADA Coordinator.
E. EXTERNAL DISSEMINATION OF EEO POLICY, OUTREACH AND POSITIVE RECRUITMENT
Efforts to disseminate the Non-Discrimination Policy and conduct outreach and positive
recruitment include the following:
1. Publishing the Non-Discrimination Policy in the New York Times by ORD.
2. Initiating and maintaining communication with organizations having special interests in
the recruitment of and job accommodations for disabled veterans, other veterans, and
individuals with disabilities.
Page 26
3. Including workers with disabilities when employees are pictured in educational,
promotional, or job advertisements.
4. Disseminating information concerning employment opportunities to media that reach
disabled veterans, other veterans, and individuals with disabilities.
5. Informing recruiting sources, in writing and orally, of the Affirmative Action policy for
disabled veterans, other veterans, and individuals with disabilities.
6. Advertising job openings with a variety of external resources. This is an on-going
activity. A listing of job opportunities reported to the State Employment Offices.
7. Sending written notification of the affirmative action policy to all subcontractors,
vendors, unions and suppliers requesting their compliance with our policy. This includes
their obligation to annually file their EEO Reporting form and VETS-100/100A form
and, for employers with 50 or more employees and contracts of $50,000 or more, their
obligation to develop a written affirmative action plan.
8. Participating in programs that employ veterans and individuals with disabilities.
F. INTERNAL DISSEMINATION OF EEO POLICY, OUTREACH AND POSITIVE RECRUITMENT
To foster positive support for the affirmative action program for covered veterans and
individuals with disabilities, the College will implement or continue to implement the following
internal dissemination of its policy and procedures:
1.
Including the policies in the College’s policy manual and other in-house
publications.
2.
Conducting special meetings with senior staff and other supervisory personnel to
explain the intent of the policy and individual responsibility for effective
implementation.
3.
Scheduling training sessions for employees involved in recruitment, selection,
promotion
4.
Discussing the policies thoroughly in both employee orientation and management
training programs.
5.
Informing union officials of the College's policies, and requesting their cooperation.
6.
Including non-discrimination clauses in all union agreements, and reviewing all
contractual provisions to ensure they are not discriminatory.
7.
Including articles on accomplishments of disabled veterans, other veterans, and
Page 27
workers with disabilities in College publications.
8.
Posting the Reasonable Accommodation’s policy on College bulletin boards, along
with CUNY’s Non-Discrimination Policy, which includes protection from
harassment on the basis of disability.
9.
Featuring persons with disabilities in handbooks or similar publications for
employees.
G. AUDIT AND REPORTING SYSTEM
The 504/ADA Coordinator is responsible for the College’s audit and reporting system that
addresses the following:
1.
Measures the effectiveness of the College’s overall Affirmative Action Program and
whether the College is in compliance with specific obligations.
2.
Indicates the need for remedial action.
3.
Measures the degree to which the College’s objectives are being met.
4.
Determines whether there are any undue hurdles for individuals with disabilities and
veterans regarding campus sponsored educational, training, recreational, and social
activities.
In addition, the 504/ADA Coordinator works with the UACD if audits uncover issues. The
campus Coordinators also receive regular guidance concerning reporting systems at the monthly
CCDO meetings and the periodic 504/ADA Coordinators meeting.
H. RESPONSIBILITY FOR AAP IMPLEMENTATION
As part of its efforts to ensure equal employment opportunity to disabled veterans, other
veterans, and individuals with disabilities, the College has designated specific responsibilities to
various staff.
1. The President
The president is responsible for the implementation of the program and appoints the 504/ADA
Coordinator to oversee that the College is in compliance.
2. The 504/ADA Coordinator
The president assigned the duties of the 504/ADA Coordinator to Danielle Dimitrov, Esq.
Page 28
The responsibilities of the 504/ADA Coordinator include:

Monitoring the college for 504/ADA compliance

Resolving issues before they become potential grievances

Making and informing applicants of final decision regarding disputed accommodations

Collecting and maintaining information on number of accommodations requested and
provided

Ensuring pertinent records are stored securely and protected from damage or loss

Ensuring medical documentation is kept confidential, used to evaluate accommodation
requests, and shared only on a need- to- know basis.

Providing training, if appropriate, to those who interact with individuals with disabilities

Serving as chair of the 504/ADA committee
3. 504/ADA Committee
The 504/ADA Committee serves as an advisory committee to the Coordinator.
The Committee is comprised of representatives from various divisions, departments, and
programs, including individuals with disabilities.
The members of the 504/ADA Compliance Committee are appointed by the President; the
members of the committee effective Fall, 2013 are:
MEMBER
Professor Rebecca Adler
Hope Berté, Director
Stephen Brennan, AVP
Danielle Dimitrov, Esq., Director
Professor Gordon DiPaolo
Joanne D’Onofrio, Interim Director
Professor David A. Goode
John Jankowski, Director
Salvador B. Mena, PhD, AVP
Lillian McGinn, Director
Sheryll Porter, Technical Asst.
Professor Jeffrey Rothman
George Targownik, AIA, Director
DEPARTMENT/AREA
Library
Human Resources
Campus Planning & Facilities Management
Diversity and Compliance
Business
Center for Student Accessibility
Sociology, Anthropology & Social Work
Center for the Arts
Student Affairs
New Campus Development
Center for Student Accessibility
Physical Therapy
Campus Planning
Page 29
4. College Officials
In their direct day-to-day contact with college employees, college officials assume certain
responsibilities to help the College comply with disability regulations, including working with
the Office of Human Resources to identify reasonable accommodations.
I. TRAINING TO ENSURE AA IMPLEMENTATION
Employees involved with the recruitment, selection, promotion, disciplinary actions, training,
and related processes of individuals with disabilities or veterans are acquainted with the
College’s Affirmative Action Program. The University Office of Recruitment and Diversity and
Office of Professional Development and Learning Management provide training opportunities to
help employees maximize their personal and workplace effectiveness, including Diversity
Training courses.
The College also provides opportunities for employees to attend pertinent conferences to
enhance their knowledge of disability issues.
J. COMPENSATION
When offering employment or promotion to individuals covered by VI. - Covered Veterans and
Persons with Disabilities, the amount of compensation offered is not reduced because of any
disability income, pension or other benefit that the applicant or employee receives from another
source.
K. INVITATION TO SELF-IDENTIFY
Veterans applying for classified positions may self-identify pre-employment in order to
receive a Veteran’s Credit. Individuals with disabilities applying may self-identify when
requesting reasonable accommodations. For all other positions, veterans and individuals
with disabilities have an opportunity to self-identify once hired.
Page 30
Page 31
Page 32
Page 33
Page 34
Page 35
Page 36
Page 37
Page 38
Page 39
Page 40
Page 41
Page 42
Page 43
Page 44
Page 45
Page 46
Page 47
Page 48
Page 49
Page 50
Page 51
Page 52
Page 53
Page 54
Page 55
Page 56
Page 57
Page 58
Page 59
Page 60
Page 61
Page 62
Page 63
Page 64
Page 65
Page 66
Page 67
Page 68
Page 69
Page 70
Page 71
Page 72
Page 73
Page 74
Page 75
Page 76
Page 77
Page 78
Page 79
Page 80
Page 81
Page 82
Page 83
Page 84
Page 85
Page 86
Page 87
Page 88
Page 89
Page 90
Page 91
Page 92
Page 93
Page 94
Page 95
Page 96
Page 97
Page 98
Page 99
Page 100
Page 101
Page 102
Page 103
Page 104
Page 105
Page 106
Page 107
Page 108
Page 109
Page 110
Page 111
Page 112
Page 113
Page 114
Page 115
Page 116
Page 117
Page 118
Page 119
Page 120
Page 121
Page 122
Page 123
Page 124
Page 125
Page 126

EXECUTIVE ORDER 11246 AFFIRMATIVE ACTION PLAN (AAP)

Transcription

Similar documents

“James Games” Free Admission

NOTRE DAME ACADEMY - Geddis Architects

Oct 5, 2016 - Click Here for Registration and

Guardian Angel Newsletter - Spring 2015

HAND CAR WASH

WINNER River Island - HR excellence awards

martino 6 07 - Staten Island

holy child church - Church of the Holy Child

6 overview map

Property details - Croatia - Large historic house on the Beautiful