Henry
Ealy, Los Angeles City College
Regarded
by his colleagues as a gifted teacher with "ferocity
of personal commitment to equal justice
and unflagging sense of principle, “Ealy
is the Department Chair and a Professor
in the LACC American Cultures Department,
which he co-founded early in his 32 year
career. One of the first teachers to pioneer
multicultural curricula, Ealy has demonstrated
breadth and versatility in his commitment
to diversity by teaching courses ranging
from African American Studies to Asian
American Studies, Chicano Studies and United
States History. He created the first successful
campus Upward Bound program that provided
African American and Chicano/Latino students
with opportunities for academic enrichment
and cultural interaction. As a teacher,
faculty mentor and role model, Ealy created
and maintained a classroom setting where
everyone is treated fairly and by transcending
tolerance his students possess awareness
and appreciation for unfamiliar aspects
of other cultures. Ealy explained: “Diversity
is the lubricant necessary for people from
different backgrounds to work in harmony
with each other. My purpose as a teacher
has always been to create exactly that
kind of harmony…Therefore, one must
treat all persons fairly and with an awareness
of their unique individual attributes.”
In his efforts to involve and diversify the
student body, Ealy has advised and served
on numerous committees, extracurricular organizations,
and in the greater community where he has
organized countless citywide programs and
conferences over the years, including hosting
the “African American Manchild Conference” in
1999. Ealy has unceasingly led by example
with the advice that he frequently offers
to younger colleagues – “Come
early and stay until the last student has
been served.” Fellow faculty members
note that it is this unwavering dedication
that makes him a model of righteous morality
and stalwart conscience.
Pablo
Gonzales, Los Medanos College
Gonzalez is a 20-year veteran Professor
of English, mentor and role model to many
students. Regarded as a master teacher
by fellow faculty members, he views a teacher
as a resource who establishes the proper
educational environment by transforming
a classroom into an empathetic community
for stimulating an exchange of ideas. Gonzales
stated: “It has always been my premise
that a college classroom can become a community
of friends who learn from each other… Teachers
are resources setting the stage for positive
classroom communities. My philosophy is
based on a commitment that students come
first.” Student success is the highest
priority for Gonzales, who encourages and
motivates every student by telling them: “Si,
se puede (yes, you can)!”
Gonzalez has brought his renowned leadership
ability and enthusiasm to numerous programs,
including AVANCE, English as a Second Language,
Ethnic Studies, Drama, Development Education,
and the Puente Project, which ahs benefited
by his hard work and dedication in establishing
a permanent scholarship fund for Puente
students transferring to universities.
Los Medanos College recognized Gonzalez’s
ability to graciously and effectively transverse
barriers of culture, creed, and language
through his significant work with a diverse
student population by bestowing him with
the Faculty and Staff Diversity Award prior
to nominating him for statewide recognition.
Janet
Koenen, Lake Tahoe College
The Stanback-Stroud Diversity Award is important to me for a number of
reasons. First, it acknowledges that diversity makes our teaching, our
classes, and our colleges stronger. Second, it reminds me that the educational
culture, which once regarded diversity as a hurdle to be overcome, now
respects it. Finally, the award also honors the students who enrich our
classrooms and our lives. I am grateful to have been chosen and very thankful
to my students for the lessons they continue to teach me.
Gayle
Noble, Coastline College
Noble, a Professor in the Social Science
Department and teacher education program,
has played rigorous and influential roles
in the support of diversity during the
26 years she has served her campus. Her
outlook on teaching is exemplified by a
maxim of Emerson’s – “The
secret of education is respecting the pupil” – whereby
the integrity and individuality of every
person must be esteemed for maximal learning
to occur. Noble emphasized: “This
philosophy not only helped me to positively
contribute to the climate for Coastline
students, but also guides me in fostering
an optimistic attitude in the philosophy
of education for the students enrolled
in my course who hope to become teachers
in the future….I believe that everyone
can succeed.”
Noble started as Instructor/Coordinator
for the Developmental Disabilities Program
and was instrumental in developing curriculum
for students with severe disabilities and
academic programs to assist such students
in acquiring skills for increased self-sufficiency.
Outside the classroom, Noble’s achievements
include leadership as: project director
for a Fund for Instructional Improvement
grant to improve the success of non-native
English speakers and the hearing impaired
through close-captioning; author of the
FLUENCY Program, an organized curriculum
that institutes new techniques to assist
non-native English language speakers to
participate in mainstream, degree-applicable
transfer level courses while improving
their fluency in English; and author and
director of the college student equity
plan. Noble’s achievements and versatility
as “Coastline’s Renaissance
person” were lauded by her colleagues
who noted that the initiative, commitment,
and compassion she consistently shows in
her quest for ever-improving, increasingly
equitable student success is truly exemplary.
History
In Spring 1998, the Plenary Body adopted a resolution (3.03 S98) to create
a diversity award to recognize faculty in California community colleges who
work to promote the success of our diverse student population. The Stanback-Stroud
Award was developed to acknowledge the work of faculty making special contributions
in the area of student success for diverse students. Each college may nominate
one faculty member to receive this prestigious honor that includes a cash
award of $500. All faculty, both inside and outside of the classroom, are
eligible for consideration. Four recipients, one from each area of the state,
will be chosen and honored at the Spring Plenary Session.
Each college academic senate
may forward one faculty nominee for the Academic
Senate for California Community Colleges Diversity
Award, sponsored by the Foundation for California
Community Colleges. The following are guidelines
to be used in making the final selection of one
nominee from each of the four Academic Senate
areas (see college directory for designation
of areas).
1. The candidate must have
contributed to the creation of a campus environment
friendly to student of diverse backgrounds and
interests.
2. The candidate must have
demonstrated success in addressing diverse learning
styles.
3. The candidate must demonstrate
assistance to students from underrepresented
groups to encourage their retention and success
in classes as they move toward their goals, whether
they be occupational, transfer, or other.
Criteria
1. Demonstrated sensitivity to diverse learning styles as shown by specific
examples
2. Demonstrated help to students to encourage retention and success in classes
3. Demonstrated help to students to reach their goals, whether they be occupational,
transfer, or other
4. Demonstrated encouragement of students in encouraging them to become part
of campus life and activities
5. Demonstrated sensitivity to create a campus climate and environment friendly
to students of diverse backgrounds and interests
Regina
Stanback-Stroud
The award was named after the past president of the Academic Senate for California
Community Colleges Regina Stanback-Stroud. In her many roles she has originated,
advanced, and implemented many programs and policies that have significantly
increased the ability of the California community colleges to serve the diverse
population of the state, including student equity and affirmative action in
faculty hiring.
Janet
Koenen, Lake Tahoe College