| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 80.07 |
| Liaison | Lindsey Lyons |
| Submission Date | March 5, 2021 |
Dickinson College
PA-5: Diversity and Equity Coordination
| Status | Score | Responsible Party |
|---|---|---|
|
1.67 / 2.00 |
Neil
Leary Director Center for Sustainability Education |
"---"
indicates that no data was submitted for this field
Part 1
Yes
Does the committee, office and/or officer focus on students, employees, or both?:
Both students and employees
None
A brief description of the diversity and equity committee, office and/or officer, including purview and activities:
In 2020, Dickinson established a new All-College Committee on Equity, Inclusivity & Belonging (EIB). As an All-College Committee, the EIB joins four other All-College Committees that form the backbone of Dickinson’s participatory governance system. Members of the EIB include elected faculty members, students and staff, the Associate Vice President for Human Resource Services, the Associate Provost for Global Study and Engagement, the Executive Director of the Office of Equity & Inclusivity, the Title IX Coordinator and others.
Functions of the EIB:
• It shall monitor the college’s adherence to and legal compliance with policies and legislation such as Titles VI, VII, IX, the ADA and Rehab Act, the PHRA, etc.
• It shall ensure ongoing dialogue to enhance and improve all policies related to harassment and discrimination.
• It shall monitor trends in the field, receive, review, and make recommendations to senior leadership relative to proposed substantive changes to policies related to harassment and discrimination.
• It shall monitor, engage and educate our community relative to bias-related concerns.
• It shall monitor and report progress on the Inclusivity Strategic Plan to the community.
• It shall ensure that students, faculty and staff are educated about and receive professional development on issues of equity, inclusivity & belonging.
• It shall ensure that departments and divisions are creating unified and cohesive inclusivity efforts in their creation of extra- and co-curricular programming; it shall not recommend or pursue any course of action that would impede academic freedom.
• It shall advise on education and training to ensure recruitment and retention of a diverse student body, faculty and staff.
Dickinson’s Office of Equity & Inclusivity (OEI) coordinates a coalition of offices rooted in advancing principles of social justice. OEI approaches its work intersectionally with an understanding that ability, class, ethnicity, gender, race, religion, sexuality and other social identities operate in an overlapping, simultaneous fashion. The offices and programs coordinated by OEI provide educational opportunities to build capacity, programs focused on developing awareness of domestic and global issues and social events with a cultural focus. OEI offices include the Center for Spirituality & Social Justice, the Asbell Center for Jewish Life, the Office of LGBTQ Services, the Popel Shaw Center for Race & Ethnicity, and the Women’s & Gender Resource Center (WGRC). https://www.dickinson.edu/homepage/1245/the_landis_collective
Campus resources that support diversity and inclusion at Dickinson include (https://www.dickinson.edu/info/20050/diversity/3571/diversity_and_inclusion):
• Access and Disability Services
• Asbell Center for Jewish Life
• Bias Education & Response Team
• Center for Global Study and Engagement
• Center for Spirituality and Social Justice
• Office of Equity & Inclusivity
• Office of Institutional Effectiveness & Inclusivity
• Office of LGBTQ Services
• Popel Shaw Center for Race & Ethnicity
• President's Commission on Inclusivity
• Women's and Gender Resource Center
Functions of the EIB:
• It shall monitor the college’s adherence to and legal compliance with policies and legislation such as Titles VI, VII, IX, the ADA and Rehab Act, the PHRA, etc.
• It shall ensure ongoing dialogue to enhance and improve all policies related to harassment and discrimination.
• It shall monitor trends in the field, receive, review, and make recommendations to senior leadership relative to proposed substantive changes to policies related to harassment and discrimination.
• It shall monitor, engage and educate our community relative to bias-related concerns.
• It shall monitor and report progress on the Inclusivity Strategic Plan to the community.
• It shall ensure that students, faculty and staff are educated about and receive professional development on issues of equity, inclusivity & belonging.
• It shall ensure that departments and divisions are creating unified and cohesive inclusivity efforts in their creation of extra- and co-curricular programming; it shall not recommend or pursue any course of action that would impede academic freedom.
• It shall advise on education and training to ensure recruitment and retention of a diverse student body, faculty and staff.
Dickinson’s Office of Equity & Inclusivity (OEI) coordinates a coalition of offices rooted in advancing principles of social justice. OEI approaches its work intersectionally with an understanding that ability, class, ethnicity, gender, race, religion, sexuality and other social identities operate in an overlapping, simultaneous fashion. The offices and programs coordinated by OEI provide educational opportunities to build capacity, programs focused on developing awareness of domestic and global issues and social events with a cultural focus. OEI offices include the Center for Spirituality & Social Justice, the Asbell Center for Jewish Life, the Office of LGBTQ Services, the Popel Shaw Center for Race & Ethnicity, and the Women’s & Gender Resource Center (WGRC). https://www.dickinson.edu/homepage/1245/the_landis_collective
Campus resources that support diversity and inclusion at Dickinson include (https://www.dickinson.edu/info/20050/diversity/3571/diversity_and_inclusion):
• Access and Disability Services
• Asbell Center for Jewish Life
• Bias Education & Response Team
• Center for Global Study and Engagement
• Center for Spirituality and Social Justice
• Office of Equity & Inclusivity
• Office of Institutional Effectiveness & Inclusivity
• Office of LGBTQ Services
• Popel Shaw Center for Race & Ethnicity
• President's Commission on Inclusivity
• Women's and Gender Resource Center
Part 2
All
Estimated proportion of academic staff that has participated in cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
Most
Estimated proportion of non-academic staff that has participated in cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
Some
If trainings are made available, provide:
Dickinson provides a variety of trainings to promote intercultural competence and support diversity and inclusion goals.
Faculty intercultural competence trainings:
- Inclusive Pedagogies: Implicit Bias, Microaggressions and the Classroom
- Inclusive Pedagogies 2.0: Creating an Inclusive Syllabus
- Dealing with Challenging Situations in the Classroom workshop
- Intercultural Sensitivity Workshop
- RAISE workshop
- Introduction to LGBTQ Identities and Experiences on Campus
- Costumes and Cultural Appropriation
- Ready for Fall; Ready for Spring faculty development materials for teaching during COVID (Moodle pages), includes a unit on supporting diversity
Staff intercultural competence trainings:
- Confronting racism
- Speaking from experience:role of faculty and staff in creating an inclusive campus
- Envisioning an inclusive future: creating a culture of belonging
- Faith zone training for faculty and staff
- Values and visions: an opportunity for communal dialogue
- Working well with everyone – the power of inclusion
- Working well with everyone – the diversity continuum
- Diversity for leaders
- More than words
- RAISE Training for FAS
Student intercultural competence trainings:
- Diversity & Inclusion, orientation for all students
- Intercultural competencies, pre-departure orientation for all students studying abroad
- Intercultural Sensitivity Workshop
- Inclusive Leadership and Cross-cultural Leadership trainings
- Faith Zone trainings
- "Did you really just say that?" workshops
- RAISE workshops (Red Devils Advocating for Inclusive Spaces for Everyone)
- More than Words: a series of discussions related the language of exclusion, and ways that language usage has changed and continues to change. Topics included Community Conversation about the Challenges and Possibilities of Language; LGBTQ Inclusive Language; and Indigenous American Inclusive Language
60% of Dickinson students study away, most for a semester or an academic year. In order to prepare for a semester or academic year abroad, students start or continue to work on building intercultural competency skills by participating in 3 required pre-departure intercultural workshops. These interactive workshops are designed to use our campus community and Carlisle as a laboratory to start practicing and fine-tune skill-sets in preparation for living, learning and growing in a new country and culture(s). The three workshops are:
• Grappling with Culture I
• Living & Learning Across Cultures II
• Navigating Identity and Relationships Across Cultures III
Learning goals of the workshops – students will:
• Recognize and be able to articulate concepts of intercultural competence and inclusivity
• Build curiosity for other people and cultures, empathy, tolerance for ambiguity as well as cultural self-awareness.
• Be able to begin frame shifting and seeing the world through other people’s lenses and perspectives.
• Demonstrate a willingness to make mistakes and be uncomfortable.
• Think critically about your position and power at Dickinson, in the US and how it might be similar/different in study abroad/host country culture
• Be better prepared for study abroad
Faculty intercultural competence trainings:
- Inclusive Pedagogies: Implicit Bias, Microaggressions and the Classroom
- Inclusive Pedagogies 2.0: Creating an Inclusive Syllabus
- Dealing with Challenging Situations in the Classroom workshop
- Intercultural Sensitivity Workshop
- RAISE workshop
- Introduction to LGBTQ Identities and Experiences on Campus
- Costumes and Cultural Appropriation
- Ready for Fall; Ready for Spring faculty development materials for teaching during COVID (Moodle pages), includes a unit on supporting diversity
Staff intercultural competence trainings:
- Confronting racism
- Speaking from experience:role of faculty and staff in creating an inclusive campus
- Envisioning an inclusive future: creating a culture of belonging
- Faith zone training for faculty and staff
- Values and visions: an opportunity for communal dialogue
- Working well with everyone – the power of inclusion
- Working well with everyone – the diversity continuum
- Diversity for leaders
- More than words
- RAISE Training for FAS
Student intercultural competence trainings:
- Diversity & Inclusion, orientation for all students
- Intercultural competencies, pre-departure orientation for all students studying abroad
- Intercultural Sensitivity Workshop
- Inclusive Leadership and Cross-cultural Leadership trainings
- Faith Zone trainings
- "Did you really just say that?" workshops
- RAISE workshops (Red Devils Advocating for Inclusive Spaces for Everyone)
- More than Words: a series of discussions related the language of exclusion, and ways that language usage has changed and continues to change. Topics included Community Conversation about the Challenges and Possibilities of Language; LGBTQ Inclusive Language; and Indigenous American Inclusive Language
60% of Dickinson students study away, most for a semester or an academic year. In order to prepare for a semester or academic year abroad, students start or continue to work on building intercultural competency skills by participating in 3 required pre-departure intercultural workshops. These interactive workshops are designed to use our campus community and Carlisle as a laboratory to start practicing and fine-tune skill-sets in preparation for living, learning and growing in a new country and culture(s). The three workshops are:
• Grappling with Culture I
• Living & Learning Across Cultures II
• Navigating Identity and Relationships Across Cultures III
Learning goals of the workshops – students will:
• Recognize and be able to articulate concepts of intercultural competence and inclusivity
• Build curiosity for other people and cultures, empathy, tolerance for ambiguity as well as cultural self-awareness.
• Be able to begin frame shifting and seeing the world through other people’s lenses and perspectives.
• Demonstrate a willingness to make mistakes and be uncomfortable.
• Think critically about your position and power at Dickinson, in the US and how it might be similar/different in study abroad/host country culture
• Be better prepared for study abroad
Optional Fields
Additional documentation to support the submission:
---
Data source(s) and notes about the submission:
Diversity and Inclusion, landing page
https://www.dickinson.edu/homepage/255/diversity
All-College Committee on Equity, Inclusivity and Belonging
https://www.dickinson.edu/download/downloads/id/12254/chapter3additioneib3.pdf
President’s Commission on Inclusivity
https://www.dickinson.edu/info/20050/diversity_and_inclusion/3676/president_s_commission_on_inclusivity
Office of Equity & Inclusivity
https://www.dickinson.edu/homepage/1245/the_landis_collective
Campus Resources for Diversity and Inclusion
https://www.dickinson.edu/info/20050/diversity/3571/diversity_and_inclusion
Orientation session on ethics, inclusivity and civic engagement
https://www.dickinson.edu/news/article/3371/orientation_focused_on_ethics_inclusivity_and_civic_engagement_sets_students_up_for_success
RAISE Training, Red Devils Advocating for Inclusive Spaces for Everyone,
https://www.dickinson.edu/info/20228/lgbtq_services/1967/education_and_trainings/2
Popel Shaw Center for Race and Ethnicity programs and trainings
https://www.dickinson.edu/info/20227/popel_shaw_center_for_race_and_ethnicity/3321/programs_and_events
Cultural Training & Development
https://www.dickinson.edu/info/20227/popel_shaw_center_for_race_and_ethnicity/3319/cultural_training_and_development
Inclusive Leadership Student Training
https://www.dickinson.edu/info/20227/popel_shaw_center_for_race_and_ethnicity/3319/cultural_training_and_development/5
Inclusive Pedagogies workshops
https://www.dickinson.edu/info/20229/women_s_and_gender_resource_center/1860/resources/3
Implicit and Unconscious Bias workshops
https://www.dickinson.edu/info/20229/women_s_and_gender_resource_center/1860/resources/2
https://www.dickinson.edu/homepage/255/diversity
All-College Committee on Equity, Inclusivity and Belonging
https://www.dickinson.edu/download/downloads/id/12254/chapter3additioneib3.pdf
President’s Commission on Inclusivity
https://www.dickinson.edu/info/20050/diversity_and_inclusion/3676/president_s_commission_on_inclusivity
Office of Equity & Inclusivity
https://www.dickinson.edu/homepage/1245/the_landis_collective
Campus Resources for Diversity and Inclusion
https://www.dickinson.edu/info/20050/diversity/3571/diversity_and_inclusion
Orientation session on ethics, inclusivity and civic engagement
https://www.dickinson.edu/news/article/3371/orientation_focused_on_ethics_inclusivity_and_civic_engagement_sets_students_up_for_success
RAISE Training, Red Devils Advocating for Inclusive Spaces for Everyone,
https://www.dickinson.edu/info/20228/lgbtq_services/1967/education_and_trainings/2
Popel Shaw Center for Race and Ethnicity programs and trainings
https://www.dickinson.edu/info/20227/popel_shaw_center_for_race_and_ethnicity/3321/programs_and_events
Cultural Training & Development
https://www.dickinson.edu/info/20227/popel_shaw_center_for_race_and_ethnicity/3319/cultural_training_and_development
Inclusive Leadership Student Training
https://www.dickinson.edu/info/20227/popel_shaw_center_for_race_and_ethnicity/3319/cultural_training_and_development/5
Inclusive Pedagogies workshops
https://www.dickinson.edu/info/20229/women_s_and_gender_resource_center/1860/resources/3
Implicit and Unconscious Bias workshops
https://www.dickinson.edu/info/20229/women_s_and_gender_resource_center/1860/resources/2
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.