Skip to Content

San Bernardino Community College District

Belonging & Wellbeing

Last modified at 10/15/2025 8:38 a.m.

SBCCD Belonging & Wellbeing


SBCCD Logo

SBCCD has the mission to positively impact the lives and careers of our students, the well-being of their families, and the prosperity of our community through excellence in educational and training opportunities.

SBBCD's Belonging & Wellness supports this mission through implementing comprehensive strategies and efforts to create a safe and inclusive environment for all. Belonging & Wellness seeks to advance our people and community with enriching experiences and opportunities that will drive a better future where everyone belongs.

Thank you for taking part in advancing our mission and values.

 

Commitments

Illustration of a diverse group of eight people with the words Inclusive Workforce above them on an orange background.
SBCCD is committed to cultivating an inclusive, respectful, and equitable workplace where every employee feels welcomed, valued, and empowered to contribute fully. We recognize that diversity in backgrounds, perspectives, identities, and experiences strengthens our community and enriches our mission as an institution of higher education. We are dedicated to building a work environment that actively challenges bias, eliminates barriers, and promotes fairness and belonging for all. Through intentional practices, ongoing education, and open dialogue, we strive to ensure that inclusion is not just a value—but a lived experience for every member of our community.
Illustration of a head with a heart and sprouting plant, with the text Cultivating Wellness above it.
SBCCD is committed to fostering a workplace culture that prioritizes the holistic wellbeing of our employees. We recognize that the health, satisfaction, and engagement of our faculty and staff are essential to the success of our institution and the students we serve. We strive to create an environment that supports physical, emotional, social, financial, and intellectual wellbeing through inclusive policies, accessible resources, and a culture of respect and belonging. Our commitment is to listen, respond, and continuously improve so that every employee feels valued, supported, and empowered to thrive, both professionally and personally
Illustration titled 'Institutionalized Efforts' with three multicolored figures and a bar chart on a light orange background.
SBCCD is committed to embedding diversity, equity, and inclusion into all institutional structures and efforts. We strive to be in a constant state of analysis, creating and maintaining a campus climate that supports the empowerment of all stakeholders. While our district vision is singular, we celebrate that our community is multifaceted and provides the many lenses necessary to create local solutions to global problems.

 

Definitions

A diverse group of cartoon people with the word DIVERSITY above them on an orange background.
The myriad of ways in which people differ, including the psychological, physical, cognitive, and social differences that occur among all individuals, such as race, ethnicity, nationality, socioeconomic status, religion, economic class, education, age, gender, sexual orientation, marital status, mental and physical ability, and learning styles. Diversity is all inclusive and supportive of the proposition that everyone and every group should be valued. It is about understanding these differences and moving beyond simple tolerance to embracing and celebrating the rich dimensions of our differences.
Graphic depicting equity with three figures of different sizes on platforms.
Equity rebalances power to include groups that experience inequality and promotes a spirit of healing, justice, and reconciliation.
Heart with Pride colors and the word INCLUSION on an orange background.
Inclusion means actively embracing and leveraging diversity to foster a sense of belonging, removing systemic barriers, and ensuring equitable access to opportunities, resources, and decision-making processes. Students, employees, and guests of all backgrounds thrive when they feel welcomed, respected, and valued by our college district. We promote a sense of community by pursuing equity-minded policies and practices, and by facilitating social and intellectual exchange among people of diverse races, genders, ages, sexual orientations, cultures, political affiliations, socioeconomic status, religions, and physical abilities.
Circular icon with the word WELL-BEING and a head with a sprouting heart inside.
A holistic state of physical, emotional, social, financial, and intellectual health that enables employees to thrive both at work and in their personal lives. It reflects the balance and fulfillment individuals experience when they are supported in meeting their personal needs, achieving their goals, and maintaining a healthy quality of life.

 

Featured Community Spotlight

Picture of Chloe de los Reyes

09/08/2025

Chloe de los Reyes

Associate Professor and Multilingual Faculty Lead, English Department, CHC

The Multilingual Program at CHC received external funding to develop Zero Textbook Cost (ZTC)/Open Educational Resource (OER) materials specifically for the program. This funding will not only help ease the financial burdens of our students, it will also offer an opportunity to create cohesive curricula across the sequence and much needed professional development. (See detailed description of grant funding below.)

To carry out this vision, we have formed a learning community composed of faculty across the curriculum, counselors, and staff. This group will be tasked with developing curricula–from scratch–that are rigorous, culturally responsive, and attuned to the linguistic and academic needs of our students. Framing this work as a learning community ensures that those working with multilingual students are not just creating content but also engaging in ongoing reflection and professional development. The learning community, by extension, also helps build capacity by expanding expertise and cultivating shared pedagogy. Working across campus can also further increase stakeholder buy-in. We have also partnered with Dr. Lyn Westergard and Quality Teaching for English Learners (QTEL) to ensure that our curricula are theoretical and pedagogically sound.

The Faculty Learning Community cohort includes: 

    ● Emilia Farago-Spencer, English
    ● Andrew Guevara, English
    ● Herberth Jaco, Outreach and Educational Partnerships
    ● Jasmine Ojeda, Computer Information Systems
    ● Jillian Robertson, Math
    ● Xochilt Trujillo-Flores, English
    ● Isidro Zepeda, English

For self-identifying multilingual educators like myself, the stakes of developing a multilingual program are enormous. They are magnified by a desire to create the kind of program that students like us didn’t have but deeply deserve: programs that support multilingual literacies, promote language diversity, honor linguistic identities, and equally importantly–center care. My first-hand experiences and identity shape every decision I make, and this labor of care is not merely a professional task; it is a deeply personal (and political!) investment in the communities I come from and serve.  Yes, I’m happy to help the district support our multilingual learners.

I would like to thank Drs. Jeff Smith, Sara Butler, and Keith Wurtz. Dr.Jeff Smith has been instrumental in both acquiring and stewarding the grant as well as ensuring that the learning community is running smoothly; Dr. Sara Butler has been a wonderful thought partner and strong support of our students, instructors, and the Multilingual Program as whole; Dr. Keith Wurtz has been essential in keeping the program running. I’m grateful to Alyssa Taylor for her help in navigating the district processes. I also would like to thank Alex Jaco, Dr. Westergard, themembers of the Multilingual Task Force, and the faculty learning community–all of whom ensure that we keep our students at the heart of our decisions. Lastly, I really appreciate the English Department for their ongoing support of this work.

Read Spotlight