Fashion and fashion-related industries are the nation's largest employer. The fashion program at American River College provides students with the skills necessary to enter the job market with current, marketable, competitive skills. ARC follows industry needs by offering two program options: Fashion Design and Merchandising. Fashion Design involves work with the design and production of clothing, whether with a large manufacturer, a small specialty firm or in a one-person business. A degree or certificate in Fashion Design develops the skills necessary to coordinate original design concepts with manufacturing, marketing, and merchandising practices. A degree or certificate in Fashion Merchandising develops the skills necessary for jobs in fashion coordinating, promotion, visual presentation, management, merchandising, retail buying, and entrepreneurial opportunities.

Course Success DI (Course Level Data)

FASHN 300 Gender Analysis:

  - DI Population: Male students

FASHN 310 Gender Analysis (No Disability):

  - DI Population: Male students without disabilities

FASHN 320 Gender Analysis:

  - DI Population: Male students

FASHN 330 Income and Race/Ethnicity Analysis:

  - DI Populations: Low but above poverty level, African American students

FASHN 342 Gender and Income Analysis:

  - DI Populations: Male students with income levels low but above poverty level

FASHN 344 Income and Race/Ethnicity Analysis:

  - DI Populations**: White students with income levels low but above poverty level

FASHN 357, FASHN 358, FASHN 374, FASHN 379, FASHN 397, FASHN 398 Various Analyses:

  - These sections detail further DI populations based on factors such as race/ethnicity, gender, income level (including below poverty level), and disability status. Specific DI populations include African American students, multi-race students, and male students below the poverty level.

Course A-B Rates DI (Course Level Data)

- Male students across various courses, showing significant percentage point gaps in A-B rates compared to the comparison group.

- Students with disabilities and students without disabilities, indicating variations in success rates possibly due to different challenges or support needs.

- Students of different races/ethnicities, specifically African American students, highlighting racial disparities in course success rates.

- Income-based disparities, especially for students below the poverty level, showing economic factors' impact on educational success.

Course Completion DI (Course Level Data)

- Students with no disability in FASHN 300, showing a significant gap.

- Low-income students and specifically White students below the poverty level in FASHN 344, with noticeable disparities.

- Asian students in FASHN 357, indicating a large negative gap in completion rates.

- Male students with no disability in FASHN 374, revealing a substantial gap.

- Multi-racial students in FASHN 398, showing a significant negative percentage point gap.

Intersectional Course Success DI

Race/Ethnicity and Gender:

  - African American Males

  - Hispanic/Latino

  - Multi-Race

  - White Males

  - White Non-Binary

Special Populations by Income Level:

  - Below Poverty Level (Male and Non-Binary)

  - Low but Above Poverty Level (Male)

  - Middle & Above Income Level (Male)

By integrating strategic goals into the unit's planning and operations, the program can work towards eliminating disproportionate impact and advancing equity for all students.

Resource Accessibility

• Provision of Open Educational Resources (OER): Making learning materials available through Canvas at minimal costs.
• Learning Material Kits: Available for purchase through the college bookstore or directly from the department with Fashion Cards.
• Sewing Machines and Resources: Purchased less expensive and user-friendly options for students to check out at no cost to them.
• Provide industry-related resources at no cost to the students.
• Checkout System for Materials: Established to eliminate student costs for materials, supplies, and equipment.
• Fabric Donation Closet: Set up to reduce costs for students.
• Dress Forms Purchase: Reflecting the sizing of students to accommodate diverse body types.

Instructional Support

• Open Labs: Run by an instructional assistant to provide more opportunities for applied learning.
• Temporary Classified Instructional Assistant: Hired for fashion courses and labs, funded by the Carl D. Perkins grant.
• Supplemental Learning Workshops: Including topics like constructing leather sandals.
• Open Houses: Provided students with open houses each semester where faculty provides an overview of courses offered in the following semester. Counselors attended to assist students in enrollment.

Curriculum Development

• Equity-Minded Theoretical Framework: This framework was developed to determine the modality of CE courses (online, hybrid, or on-ground).
• Culturally Responsive Curriculum: Implemented to reflect the diversity of students in classes.
• Inclusive Market and Size Design Requirements: Students are required to design for more inclusive markets and sizes.
• Organize field trips to museums to expose students to the art, history, and culture of fashion.

Technology and Software Access

• I installed a new computer lab for both interior design and fashion to provide students access to Abobe and CAD for fashion design with Strong Workforce and Perkins grants.
• MOU with Browzwear CAD Software: Providing students with free access to CAD software until graduation, improving upon previous VPN access and costs.

Inclusivity and Diversity

• Project-Based Learning Opportunities: Offered to engage students in practical, real-world applications.
• Low-Stakes Assignments: Breaking larger projects into smaller assignments for manageable learning experiences.
• UDL– Multiple Means of Representation: In learning materials to cater to diverse learning preferences.
• High School Outreach: Visit high schools and invite high schools to attend the annual fashion show to attract high school students to enroll in the fashion programs.

Androgogical & Huetagogical Strategies

• Chunking and Scaffolding: Using multimedia learning principles to enhance comprehension when presenting learning materials.
• Original Learning Materials: Designed and created for classes, accessible anytime to students.
• Flexible Learning Options: More online and hybrid courses are offered for adaptable learning schedules.

Expanding Community and Industry Partnerships: Leverage partnerships to provide students with more real-world experiences, internships, and networking opportunities, particularly focusing on companies and organizations that value diversity and inclusion. This exposure can enhance employability and career readiness for DI populations.

Expand Outreach Initiatives: Develop targeted recruitment campaigns in high schools and community programs to introduce fashion as a viable and exciting career path.

Incorporating Student-Led Initiatives: Empower students by supporting student-led projects and initiatives that address DI, promote diversity, and foster a sense of community and belonging. Providing platforms for student voices can lead to innovative solutions and stronger engagement. Two examples are the FASHN 393 Fashion Promotions & FASHN 395 Visual Merchandising classes, where students work together and have more agency in designing and installing window dressings and how the fashion show will run.

Enhancing Accessibility and Flexibility: Continue to improve the accessibility of online and hybrid courses by implementing best practices in digital accessibility. Ensure that all students, regardless of physical location or personal circumstances, can fully participate in and benefit from flexible learning options.

Fostering an Inclusive Classroom Climate: Train faculty and staff to create an inclusive classroom climate that respects and values diversity in all its forms. Encourage practices that allow for diverse perspectives to be shared and explored in a supportive environment.

Peer-to-Peer Support System: Organize a peer partnership to support new students entering fashion programs.

Dual Enrollment: The fashion design degree requires five semesters to complete. A dual enrollment program will enable high school students to take fashion courses at our institution, providing them with early exposure to the industry and a head start on their college education. Duel enrollments will assist students in graduating within two years or faster.

Promoting Faculty Diversity: Strive for faculty diversity that reflects the diversity of the student body. Diverse faculty can provide varied perspectives, mentorship, and role models for students from underrepresented groups.

Student Testimonials: Request students who graduate to provide videos about their experiences in classes that they have taken to provide feedback to students from their peers.

Student Ambassadors: Create an ambassador program with current students from DI populations to share their experiences and attract prospective students.

The unit's strategies support American River College's Strategic Goals in the following ways:

1. Expanding Community and Industry Partnerships: By leveraging partnerships, the unit provides DI populations with practical experience, aligning with the goal of Students First and Vibrancy and Resiliency.

2. Expand Outreach Initiatives: Targeted recruitment campaigns support Clear and Effective Paths, attracting a diverse student body.

3. Incorporating Student-Led Initiatives: Student-led projects in specific classes promote Exemplary Teaching, Learning & Working Environment by fostering diversity and inclusion.

4. Enhancing Accessibility and Flexibility: Improving online course accessibility contributes to Clear and Effective Paths by ensuring all students can engage with the curriculum.

5. Fostering an Inclusive Classroom Climate: Training staff and faculty to create inclusive environments supports the goal of an Exemplary Teaching, Learning & Working Environment.

6. Peer-to-Peer Support System and Dual Enrollment: These strategies align with Students First by offering support and early college exposure, which can enhance the success of students from DI populations.

7. Promoting Faculty Diversity: Striving for a diverse faculty reflects the college's commitment to Equity, Institutional Effectiveness, and Innovation.

8. Student Testimonials and Ambassadors: These initiatives support Students First by using peer experiences to engage and inform the student body, promoting a sense of belonging and community.

Institutional Support

• Leadership Commitment: Strong, visible support from the institution's leadership, affirming the importance of eliminating DI as a priority.
• Policy and Procedure Modifications: Adjustments to policies and procedures that may inadvertently contribute to DI, ensuring they align with equity goals.

Financial Resources

• Increased Funding: Adequate funding to support the expansion of existing initiatives, such as purchasing additional resources, expanding software licenses, and funding more instructional assistants.
• Grants and External Funding: Assistance in identifying and applying for grants, including federal, state, and private funding sources that support equity and inclusion initiatives.
• Additional Instructional Assistant: We currently have one instructional assistant, but our labs are full and the instructional assistant is limited to 960 hours.

Human Resources

• Hiring Additional Staff: Support for hiring more instructional assistants, tutors, and counselors who are specifically trained to address the needs of DI populations. An Adjunct hiring pool is underway for Fashion to assign to FASHN 357 in fall 2024.
• Professional Development: Ongoing professional development opportunities for faculty and staff on culturally responsive teaching, equity-minded practices, and inclusive curriculum design.

Technology and Infrastructure

• Technology Access: Ensuring all students have access to the necessary technology, including hardware and software, to participate fully in their courses.
• Infrastructure Improvements: Upgrades to physical and virtual learning spaces to support flexible learning options and accessible materials.

Community and Industry Partnerships

• Strengthened Partnerships: Building stronger connections with industry partners for mentorship, internships, and project collaboration opportunities.
• Community Engagement: Support for initiatives that connect students with community organizations, providing real-world learning experiences and service opportunities.

Data and Research

• Data Collection and Analysis: Resources to collect, analyze, and monitor data on student success and DI, enabling data-driven decision-making and continuous improvement.
• Research on Best Practices: Support for researching and implementing evidence-based practices for eliminating DI, including learning from other institutions and organizations.

Student Engagement and Feedback

• Mechanisms for Student Input: Creating more opportunities for students, especially those from DI populations, to provide feedback on their experiences and suggestions for improvement.
• Support Systems for Students: Develop peer partnerships, mentorship programs, peer support networks, and counseling services that are responsive to the needs of DI populations.

The strategies outlined could close equity gaps in several ways:

1. Leadership Commitment: Affirms institutional prioritization of equity, setting the tone for a culture that values and works towards inclusivity.

2. Policy and Procedure Modifications: Ensures institutional frameworks support equity goals and do not inadvertently perpetuate inequities.

3. Increased Funding and Grants: Enables the scaling of equity initiatives, broadening the reach and impact of programs designed to close equity gaps.

4. Hiring Additional Staff and Professional Development: Strengthens the support network for DI populations and enhances the capabilities of faculty and staff to address equity issues effectively.

5. Technology Access and Infrastructure Improvements: Facilitates full participation of all students in digital learning environments, essential for closing the digital divide.

6. Strengthened Partnerships and Community Engagement: Provides students with exposure to diverse opportunities, enhancing their learning and employment prospects.

7. Data Collection and Analysis, Research on Best Practices: Informs decision-making with a solid evidence base, leading to targeted interventions that close equity gaps.

8. Student Engagement and Feedback, Support Systems for Students: Empowers students to contribute to the conversation on equity and ensures they have access to necessary support services.

• Resource Allocation: The state has over 70 billion dollars in budget deficit. How will resources be allocated? Will DI populations be prioritized?
• Mental Health and Wellbeing: cultural stigma has played a role in some students not seeking assistance in mental health that they need. We see these students in our classes every day. However, we are not equipped to help them. We refer students to HomeBase to get the help they need, but some students do not see it as a problem and continue struggling in their classes. Is there a way that HomeBase intervenes early rather than when an issue arises? Mandatory could provide students with more support.
• Pathways and Counceling: Can generative AI be used to set up a better system that will make counseling more accurate and expedient? Students are under the impression that they will graduate in two years when in reality it will take closer to three years due to rotations.