Overall Rating Gold
Overall Score 80.07
Liaison Lindsey Lyons
Submission Date March 5, 2021

STARS v2.2

Dickinson College
PA-7: Support for Underrepresented Groups

Status Score Responsible Party
Complete 3.00 / 3.00 Neil Leary
Center for Sustainability Education
"---" indicates that no data was submitted for this field

Does the institution have a publicly posted non-discrimination statement? :

The non-discrimination statement, including the website URL where the policy is publicly accessible:

Dickinson College is an intellectual and social community that values justice, free inquiry, diversity, and equal opportunity. It is a fundamental policy of the college to respect pluralism and to promote tolerance, civility and mutual understanding within its community. The college does not discriminate on the basis of race, color, national origin, sex, disability, religion, age, veteran status, gender identity or expression, sexual orientation or any other protected class.

From: http://www.dickinson.edu/info/20226/student_life/3192/non-discrimination_policy

Does the institution have a discrimination response protocol or committee (sometimes called a bias response team)?:

A brief description of the institution’s discrimination response protocol or team:

The Bias Education & Response Team (BERT) represents a cross section of the Dickinson community (faculty, administrators, and students) who support anti-bias education. BERT is a non-sanctioning body that responds to bias incidents in a proactive manner, emphasizing educational resolutions. The Team oversees a system that provides direct support to any individual(s) affected by a bias incident. BERT’s Coordinator documents incidents for information gathering and archival purposes, and coordinates responses to incidents of bias that take place on Dickinson's campus and/or between Dickinson affiliated individuals including employees and students.

Support & Partners: BERT responders provide direct support to any reporters, respondents, and witnesses through the process for reporting and resolving bias-motivated incidents (see the “Bias Incident Protocol” section of the 2017-18 Dickinson College Student Handbook, pp. 3-6: http://www.dickinson.edu/download/downloads/id/7557/2017-2018_student_handbook.pdf).

BERT responders also connect individual(s) to campus resources as additional sources of support. For example, individuals sometimes benefit from consulting with the Wellness Center or with campus mentors to process their experiences.

Education: BERT views proactive community education as an integral part of creating an inclusive community and minimizing bias. In addition to collaborating with resolution resources on campus for addressing incidents, BERT hosts annual educational programs and provides resources that increase cultural awareness and equip our community with the skills for navigating multiple forms of diversity productively.

Documenting Reports: Incident reports are confidential because they typically include sensitive information that requires private, secure storage of reports. All BERT incident reports are made online and reviewed by the BERT Coordinator, Vice President for Institutional Effectiveness and Inclusivity and the Vice President for Student Life. The BERT Coordinator reviews all incident reports and archives them in a secure electronic file for archival purposes.

BERT regularly analyzes the reports to identify any patterns of bias and discrimination that exist on campus, which will inform our efforts toward addressing future incidents as well as advancing overall goals concerning diversity education. Evaluation of responses occurs to improve the College's response and education around incidents of bias and discrimination.

Coordinating Responses: All incidents are unique and some may require BERT responders to work in conjunction with other campus resources to coordinate responses to bias incidents. When incidents are referred to Student Conduct or the Department of Public Safety for follow-up, BERT responders are not involved in the investigative aspects of bias incidents.


Does the institution have programs specifically designed to recruit students from underrepresented groups?:

Does the institution have programs specifically designed to recruit academic staff from underrepresented groups?:

Does the institution have programs designed specifically to recruit non-academic staff from underrepresented groups?:

A brief description of the institution’s programs to recruit students, academic staff, and/or non-academic staff from underrepresented groups:


Internal Recruitment Planning and Diversity Committee: Dickinson’s enrollment division invests in the recruitment of students from underrepresented communities by identifying goals, objectives, and outcomes related to this recruitment work. This is detailed in the division’s Diversity, Equity, and Inclusivity Recruitment Plan. Included in this is the establishment of a standing diversity committee within the division, which includes representation from admissions, financial aid, athletics, and marketing & communication. This committee, chaired by divisional leadership, helps to guide and advise the division’s efforts towards the goals outlined in the aforementioned plan.

Discover Diversity at Dickinson: a three-day overnight program designed for promising high-school seniors who self-identify as students of color and/or will be first-generation college students. This distinctive opportunity will allow students to experience Dickinson's dynamic campus community during overnight stays as well as during our traditional open house. The program will allow students to see the college community as it is and celebrate its true diversity. Participants stay with a student host, attend classes, meet members of Dickinson's renowned faculty, collaborate with staff in workshops and connect with current students. Participants also join visiting families during the fall open house prior to our first application deadline (Nov. 15). The program introduces students to important information about our admissions and financial aid processes.

Posse Scholars: Dickinson participates in the national Posse Foundation program and provides full tuition scholarships to a “posse” of students from Los Angeles who have been identified as student leaders from high schools in selected urban areas and prepared by the Posse Foundation through an intensive eight-month Pre-Collegiate Training Program for enrollment at top-tier colleges and universities. http://www.dickinson.edu/info/20050/diversity/1389/posse_at_dickinson

Community College Partnership Program: allows students to reduce total educational expenses by attending one of our region’s five top community colleges during their first two years. While there, they participate in an honors program and receive academic advising from Dickinson staff. After successful completion of the program and obtaining membership in Phi Theta Kappa, the students transfer to Dickinson for their final two years and receive a tuition scholarship for each of their two remaining years. Partners include two community colleges in Maryland—Howard Community College and Montgomery College—and two in Pennsylvania—Montgomery County Community College, Northampton Community College and Harrisburg Area Community College.

Campus Group Visit Programs: Dickinson provides opportunities for group visits to campus with priority given to groups coming from high schools in underrepresented communities, or Community Based Organization visit groups. Group visits benefit students who would otherwise be unlikely to spend time on campus before applying or making an enrollment decision. By streamlining the group visit request process, and being proactive with invitations to CBO or high school groups, Dickinson is able to provide a meaningful and impactful campus visit experience that supports the college’s commitment to access, diversity, and inclusivity.

Jack and Jill, The Links and Divine Nine Planning meetings began in January 2020 with parents from these membership organizations to discuss Dickinson and why their sons and daughters would or would not consider attending Dickinson. Additional focus group sessions were planned but were side-lined when the pandemic hit. We have re-started these conversations which will inform marketing strategies, regional programming and on campus visit experiences.


Consortium for Faculty Diversity: Dickinson has participated with the Consortium for Faculty Diversity since 2004, bringing faculty from underrepresented groups to the college for dissertation fellowships. Several of the fellows were subsequently appointed to tenure track postions. In 2016, five faculty of color were awarded dissertation fellowships at Dickinson.

To encourage and facilitate consideration of qualified candidates from under-represented groups for faculty positions, departments with at least one diversity candidate are automatically allowed to bring three candidates for campus visits rather than the standard two candidates. Recent success in diversifying the faculty was demonstrated in 2020, when despite the pandemic, 1 of 4 hired tenure-track assistant professors were women and 3 were also from underrepresented groups. Of the 7 visiting assistant professors, instructors and international scholars hired in 2020, 50 percent (3 of 6) were women and 83 percent (5 of 6) were faculty from underrepresented groups.

In addition to efforts to increase faculty diversity through new hires from under-represented groups, Dickinson also has a robust program to bring visiting international scholars to Carlisle as part of the College’s efforts to internationalize its curriculum; this effort is rooted in the College’s nationally recognized program in Global Education.


To encourage the consideration of qualified candidates from under-represented groups for non-faculty positions a variety of recruiting resources focusing on under-represented populations have been identified, encouraged and used when announcing current openings. Specific search committee training has been initiated that focuses on equitable search and interviewing techniques including specific information on the impact of implicit/unconscious bias in the hiring process. Hiring managers and search committee members are encouraged to participate in on-going educational offerings on topics that directly relate to building a diverse team and inclusive culture.

Specific recruitment campaigns have been initiated to highlight and market to a more diverse local employment population emphasizing non-exempt employment opportunities across the campus.

Does the institution have mentoring, counseling, peer support, academic support, or other programs designed specifically to support students from underrepresented groups on campus?:

Does the institution have mentoring, counseling, peer support or other programs designed specifically to support academic staff from underrepresented groups on campus?:

Does the institution have mentoring, counseling, peer support or other programs to support non-academic staff from underrepresented groups on campus?:

A brief description of the institution’s programs designed specifically to support students, academic staff, and/or non-academic staff from underrepresented groups:

Programs to support students from underrepresented groups include Access and Disability Services, Posse mentors, MANdatory, Academic and Co-Curricular Excellence (A.C.E.) Peer Mentors, the Wellness Center and other programs administered under the Office of Equity and Inclusivity by the Popel Shaw Center for Race and Ethnicity, the Office of Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning (LGBTQ) Services, the Women's & Gender Resource Center, and the Center for Spirituality & Social Justice.
Support for faculty and academic staff from underrepresented groups is provided through Dickinson’s membership in the National Center for Faculty Development and Diversity. Non-academic staff form underrepresented groups are supported through Dickinson’s Employee Assistance Program. These programs are described below.


Dickinson joined the National Center for Faculty Development and Diversity (NCFDD) as an institutional member in 2016. Through the NCFDD, Dickinson academic staff have access to mentorship, professional development, networking and career-building webinars, workshops, bootcamps and courses. https://www.dickinson.edu/news/article/2136/mentors_for_mentors


The Employee Assistance Program offers individual assistance to all employees and their families to help resolve current challenges and make life more productive and enjoyable. By accessing this benefit, you will receive professional assistance in clarifying the issue, searching for alternatives to resolve the problem, and developing a constructive plan of action. This benefit is available to all full-time and part-time employees and immediate family members. The Health Advocate program helps employees and their families find the best, most efficient and effective solutions to their health care needs.


Dickinson partners with the national Posse Foundation to host "posses" from Los Angeles and New York City. High school students with urban backgrounds are recruited to form Posses using an alternative set of qualities as predictors of college success. The posses are diverse racially, ethnically and economically, and many are first generation college students. They are provided mentoring and other supports in their senior year of high school to prepare them for success. Dickinson awards full scholarships to our L.A. and NYC Posses. Mentors are assigned to each incoming class year, one each for the L.A. and NYC Posses, who mentor the students for their 4-years at Dickinson. The mentors help them acclimate to the campus environment, understand the rigors of college academic work, and navigate and access academic advising, tutors, the writing center, the Wellness Center, disability services and other resources. The 4-year graduation rate is over 90%, exceeding the 4-year graduation rate for the general population of students at Dickinson. http://www.dickinson.edu/info/20050/diversity/1389/posse_at_dickinson/

The MANdatory program is an academic enrichment and leadership development program for male identified students of color at Dickinson including those who self-identify racially and ethnically as African-American, Asian-American, Latino, Multiracial and/or Native American. MANdatory is a gender inclusive program that welcomes agender, cisgender, and transgender men. https://www.dickinson.edu/info/20227/popel_shaw_center_for_race_and_ethnicity/2972/mandatory

Dickinson’s A.C.E (Academic and Co-Curricular Excellence) Peer Mentor Program is an engagement, development and support program for select first year students from underrepresented populations who will be paired with a trained upper-class mentor. The goal of A.C.E is to give our mentees another resource and support system on campus. Your mentor will be there to provide more individualized support and guidance. By participating in the A.C.E Peer Mentor Program, first-year mentees/protégés will develop the following:

• A strong sense of belonging and community.
• Skills for organizing their time and studying effectively.
• A strong awareness of campus resources.
• Healthy wellness habits appropriate for their individual needs.


The Office of Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning (LGBTQ) Services works to create a welcoming, safe, inclusive, and equitable environment for LGBTQQIAA+ members of the Dickinson community. The Office of LGBTQ Services strives to ensure campus environments that are supportive of student diversity in the areas of sexual orientation, gender identity and expression through a lens of intersectionality. Support services, resources, programs, advocacy, training, education, and consultation are provided to the members of the Dickinson College community.

We strive to improve the Dickinson College campus climate by coordinating efforts across campus, providing outreach to students, staff, and faculty, and working to ensure the inclusion and integration of LGBTQQIAA+ issues campus wide. Our goal is to enhance the Dickinson College campus community and to ensure the advancement of our students’' academic pursuits by creating an open and affirming environment void of homophobia, heterosexism, cissexism, transphobia, and gender bias. Through educational, social, and supportive programming, along with conducting training sessions and consultation, the Office of LGBTQ Services serves the entire campus community. https://www.dickinson.edu/homepage/109/lgbtq_services

The work of the Popel Shaw Center for Race and Ethnicity (PSC) is guided by a vision of interactive pluralism, a framework that affirms the diversity of our student, faculty, and staff body, stands for mutual recognition and respect of difference, pursues community interaction along difference for personal and educational growth, and commits ourselves to the building of a multicultural and just community:

Effective diversity and social justice work requires a frame of mind that view difference as our greatest asset not our greatest weakness.

The office operates from an inclusive definition of diversity that includes race, ethnicity, nationality, socioeconomic status, religion, sexual identity/orientation, gender identity & expression, and the intersections of each of these social identity markers. In many of these areas the office works in collaboration with academic departments (e.g. Africana Studies, Women’s, Gender & Sexuality Studies, Sociology) and other administrative offices (e.g. Women's & Gender Resource Center, Center for Spirituality & Social Justice, LGBTQ Services, and Institutional Effectiveness & Inclusivity).

• Identity Development: Part of creating a community that is reflective and responsive to our campus diversity includes students exploring and developing a sense of who they are racially, as gendered beings, in regards to their sexual identity, and with respect to other dimensions of their social and personal identity.
• Intercultural Competence/Maturity: Developing multicultural awareness, knowledge, and skill among our student, faculty and staff body is essential in effectively and responsibility engaging in diverse environments.
• Leadership & Engagement: Effective and skilled leadership and engagement are necessary in meeting the challenges of a living and working in 21st century multicultural communities.
• Inclusive Excellence: Championed by the American Association of Colleges & Universities (AACU), the action of inclusive excellence requires us to uncover inequities in student success an identity practices that lead to change in the context of diversity, inclusion, equity/equity mindedness.

The Dickinson College Women's and Gender Resource Center promotes and fosters gender education and equity by providing resources, sponsoring events and educational opportunities, and encouraging conversation and dialogue. Practicing an intersectional approach, the WGRC values collaboration and partnership as it works toward equity and social justice. https://www.dickinson.edu/homepage/85/women_s_center

The Access and Disability Services (ADS) team strives to ensure that Dickinson programs, services and facilities are accessible to all Dickinson students on a non-discriminatory basis. ADS is committed to working with all eligible students with documented disabilities -- and with faculty and staff -- to provide reasonable accommodations in the academic and/or living environment. https://www.dickinson.edu/homepage/71/access_and_disability_services

Wellness Center provides integrated healthcare to Dickinson College students in service to the individual and college community needs. In order to foster student wellbeing, services are aimed at the prevention and treatment of illness, as well as the maintenance and promotion of health. These student-centered services are provided in ways that recognize, respect, and value the diversity of the student body toward an end goal of enhancing the wellbeing of every student.
http://www.dickinson.edu/info/20243/wellness_center/1590/counseling_and_psychiatric_services .

Does the institution have training and development programs, teaching fellowships and/or other programs that specifically aim to support and prepare students from underrepresented groups for careers as faculty members?:

A brief description of the institution’s programs to support and prepare students from underrepresented groups for careers as faculty members:

Dickinson has been a member of the Consortium for Faculty Diversity in Liberal Arts Colleges since 2004. Through this program, Dickinson brings young scholars on dissertation fellowships to campus to increase the diversity of our faculty. The fellowships are available to scholars in the final stage of their dissertation and aim to help the fellows complete the final requirements for their degree during a year of residency at Dickinson. Dissertation fellowship recipients receive compensation equivalent to the compensation of a starting one-year instructor, funds to support their research, and mentoring of teaching and scholarship. Dissertation fellowship recipients teach the equivalent of one semester-long course during the academic year, participate in functions such as departmental seminars, and interact regularly with students.

Does the institution produce a publicly accessible inventory of gender-neutral bathrooms on campus?:

Does the institution offer housing options to accommodate the special needs of transgender and transitioning students?:

Website URL where information about the institution’s support for underrepresented groups is available:
Additional documentation to support the submission:

Diversity and Inclusion

National Center for Faculty Development and Diversity

Office of Equity and Inclusivity

Discovery Diversity at Dickinson

Posse Scholars

Popel Shaw Center for Race and Ethnicity


ACE Peer Mentor Program

Office of LGBTQ Services

Wellness Center

Access and Disability Services

Employee Assistance Program

Transgender and transitioning student housing options - gender neutral housing http://www.dickinson.edu/info/20238/office_of_residence_life_and_housing/1284/housing_operations/4

Publicly accessible inventory of gender neutral bathrooms

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.