33 Diversity, Equity, Inclusion and Accessibility (DEIA) Diversity: TMCC College of Applied Sciences believes that diversity in schools generates equality in communities. TMCC students who may not consider pursuing an architecture degree due to restrictions such as limited funding support or a lack of introduction into the profession by connections, are key issues being addressed to diversify architecture student populations. It is more than financial assistance; mentorship is also imperative. While the number of minority architecture students is increasing, so is the need to diversify faculty. TMCC’s architecture program continues to demonstrate the ability to recruit and serve ethnically diverse learning communities. Equity, Inclusion and Accessibility. Equity and Accessibility: For more students to complete postsecondary education, they must be able to afford it. Affordability is the key to access. Access to the TMCC’s architecture program is achieved by: 1) Increasing student access via TMCC’s Jump Start dual enrollment programs (high school students earning both high school and college credits). Free to our ACE high school students. 2) Aligning the curriculum to meet Nevada’s rapidly growing workforce needs. 3) Increasing student access with multiple learning modalities, wide-ranging class scheduling, and partnering with local industry on curriculum development and internship opportunities. 4) Creating the fastest and most affordable route toward licensure without compromising quality. Inclusion: Inclusion involves supporting students with disabilities. TMCC’s Disability Resource Center (DRC) can help students request reasonable modifications and services to make their college experience successful. The DRC aims to help students become selfsufficient while providing resources for their general and online courses. Students with documented disabilities have the right to free accommodations to ensure equal access to educational opportunities at TMCC. Closing the Achievement Gap Among Underserved Populations Where there are discrepancies in income among identifiable groups, TMCC must seek remedies. For example, the college is designated a Hispanic Serving Institution which allows for Title III and Title IV federal funding. Today at TMCC, 51% of our architecture students are Hispanic, and nearly 38% are female. Our Advisory Board is very excited about this opportunity to diversify the architecture profession. 2022 DATA – ETHNIC DIVERSITY IN ARCHITECTURE Reference Group Caucasian Latino Asian Black/African Female Male Licensed Architects U.S. 71.3% 9.9% 13.8% 2.8% 23.3% 76.7% Reno/Sparks Community 72.2% 24.0% 7.2% 3.2% 49.6% 50.4% TMCC Student Population 49.6% 33.6% 6.1% 2.5% 55.1% 44.9% TMCC Architecture 39.4% 51.0% 1.0% 1.0% 37.5% 62.5% Closing the Achievement Gap: Summary Points • TMCC serves as a viable educational resource to the Hispanic Community. • This program will serve students who delay college until they can afford to attend. • Students are able to remain employed as they complete this degree, thus allowing students who support themselves and others to complete a bachelor’s degree while maintaining life commitments. • An inclusive curriculum that welcomes and supports students from various socioeconomic, culturally, physically, and educationally diverse backgrounds. • Students concerned about rising tuition costs will have an affordable route to licensure through a BArch program. • Students who live in the area can stay, enter the local workforce and not have to leave family or other obligations to earn a relevant bachelor’s degree. • Prospective students are not priced out of the education market due to a lack of choice between bachelor’s and master’s programs. To learn more about TMCC and the programs they offer, please visit, www.tmcc.edu. Student project photos provided by TMCC College of Applied Sciences.
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