Hope College
PA-7: Support for Underrepresented Groups

Hope College is committed to fostering an environment in which all persons have an equal opportunity to work and to pursue learning freely, whether in group settings or in close relationships between individual students, faculty, and staff.
https://hope.edu/offices/title-ix/policy-procedure.html#policy
POLICY: EQUAL OPPORTUNITY, HARASSMENT AND NONDISCRIMINATION
As used in this document, the term “reporting party” refers to the person impacted by alleged discrimination. The term “responding party” refers to the person who has allegedly engaged in discrimination.
APPLICABLE SCOPE
Hope College affirms its commitment to promote the goals of fairness and equity in all aspects of the educational enterprise. All policies below are subject to resolution using the College’s Equity Resolution Process (ERP), as detailed below. When the responding party is a member of the Hope College community, the ERP is applicable regardless of the status of the reporting party who may be a member or non-member of the campus community, including, but not limited to, students, student organizations, faculty, administrators, staff, guests, visitors, campers.

Hope College is committed to fostering an environment in which all persons have an equal opportunity to work and to pursue learning freely, whether in group settings or in close relationships between individual students, faculty, and staff.

The Equity Resolution Panel (ERP) reviews allegations of incidents that fall under Hope’s Non-Discrimintation Policy. Support for individuals reporting incidents of harassment, discrimination, or bias is provided throughout the formal process in the form of a trained ERP pool member assigned to work as an advisor/advocate for the individual. Alternatively, if the individual prefers, they may choose an advisor from the ERP pool, choose a non-trained advisor from outside the ERP pool, or they may proceed without an advisor.

For students reporting witnessing a bias or discrimination incident, support is offered via the Center for Diversity and Inclusion (CDI) which is part of the Student Development Division and also through Counseling and Psychological Services. Additionally, Student Development provides the Coordinated Assistance Response and Education Team which provides an integrated approach to student support and intervention. Examples of support provided include one-on-one advising/advocacy, psychological and emotional support, and academic schedule support.

For staff and faculty who report witnessing a bias or discrimination incident, support is offered first through Human Resources with additional support provided through Hope’s Employee Assistance Program which partners with Employee Assistance Center Work/Life. Additional support for employees may be provided via the Chief Officer for Culture and Inclusion who serves as a confidential resource. Examples of support provided include individual advising, psychological and emotional support, and workplace navigation support.
EQUITY RESOLUTION PANEL
Allegations under the nondiscrimination policy are resolved using the Equity Resolution Process. Members of the Equity Resolution Panel are trained in all aspects of the resolution process, and can serve in many roles at the direction of the Title IX Coordinator.
https://hope.edu/offices/title-ix/equity-resolution-panel.html

TITLE IX COORDINATOR
Sara Dorer serves as the Title IX Coordinator[1] and ADA/504 Coordinator and oversees implementation of Hope College’s disability compliance and the College’s policy on equal opportunity, harassment and nondiscrimination. The Title IX Coordinator heads the Title IX Advisory Team and acts with independence and authority free of conflicts of interest. To raise any concern involving a conflict of interest by the Title IX Coordinator, contact the Hope College President at 616-395-7780 or president@hope.edu. To raise concerns regarding a potential conflict of interest with any other administrator involved in the ERP, please contact the Title IX Coordinator.
Inquiries about and reports regarding this policy and procedure may be made internally to Sara Dorer, Kim Frey or John Jobson (contact information listed below.)
INQUIRIES MAY BE MADE EXTERNALLY TO:
Office for Civil Rights (OCR)
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-1100
Customer Service Hotline #: (800) 421-3481
Facsimile: (202) 453-6012
TDD#: (877) 521-2172
Email: OCR@ed.gov
Web: http://www.ed.gov/ocr
THE LOCAL OFFICE OF CIVIL RIGHTS CAN BE CONTACTED AT:
Office for Civil Rights (Cleveland Office)
U.S. Department of Education
1350 Euclid Avenue, Suite 325
Cleveland, OH 44115-1812
216-522-4970
Equal Employment Opportunity Commission (EEOC)
Contact: http://www.eeoc.gov/contact/

ope Faculty Fellows Program
The Hope Faculty Fellows (HFF) Teaching Fellowship is a one-year, salaried faculty fellowship with a teaching focus. As a Hope Faculty Fellow, mentoring is provided for both teaching and professional scholarship/creative performance. Mentoring includes New Faculty Orientation, Initium, departmental mentoring and a campus mentor. The fellowship includes furnished housing, a campus meal plan, and substantial fringe benefits. Although the fellowship is for one year only, a regular full-time, tenure-track position may be possible for the following year subject to performance and position availability. ABD applicants will receive a course release to complete the PhD. during the fellowship year. This program is designed as a pipeline program for increasing the representation of faculty from underrepresented backgrounds in higher education. To identify potential Fellows, we actively recruit at professional meetings such as the Southern Regional Education Board Institute on Teaching and Mentoring, the McKnight Doctoral Fellows annual conference, and the Howard University Preparing Future Faculty Summit.

Children’s After School Achievement (CASA) is a community after-school program of Hope College that promotes educational achievement among underrepresented children. The program has been running successfully at Hope for over 30 years and exposes children from underrepresented backgrounds to a college environment and begins the process of helping them to envision themselves attending college–hopefully, Hope College.
By way of intentional collaboration with local schools, we seek to build strong learners in the early years of their education, support their right to quality education, and promote equal access to the tools they need to be successful.
To do so, we offer one-on-one tutoring sessions to 110 elementary school students during the school year and individualized classroom instruction and enrichment to 85 students during a six-week summer program. https://hope.edu/offices/childrens-after-school-achievement/
CASA is a feeder program for the Hope College Trio Upward Bound Program as well. Hope’s program is one of the longest successfully running programs in the country (50+ years). At Hope’s January 2018 Board of Trustees meeting, current Hope students, from freshmen to seniors, shared their journeys from CASA and TRIO/Upward Bound to Hope College. It was a wonderful testament to the success and impact of these two programs and they led elementary and high school students to success as Hope College students and beyond. TRIO is a set of seven federally-funded educational opportunity outreach programs and one staff training program. It seeks to motivate and support students from disadvantaged backgrounds, namely low-income and/or first-generation students. TRIO programs provide academic tutoring, personal counseling, mentoring, financial guidance and other supports necessary for educational access and retention. https://hope.edu/offices/upward-bound/about-trio.html

SCHOLARSHIP - From a minimum of $6,000 to a full-ride scholarship, Hope proactively supports students from historically underrepresented groups. Additional scholarships are available to all minority students based on geography and academic performance.

PHELPS SCHOLARS PROGRAM - A living and learning community focused on diversity and inclusion, PSP works directly and indirectly to recruit students from historically underrepresented groups. This program is available for all freshmen students who have a desire to form strong multicultural relationships and live on campus in a more inclusive setting. From academic to social to experiential, the Phelps Scholars Program engages students on and off-campus through live changing conversations and excursions.

RECRUITING PARTNERSHIPS - Hope partners with several organizations around the country to actively recruit students from historically underrepresented groups. Hope seeks out/partners with organizations based on geography, faith background and accessibility. From underwriting prospective student travel to meeting financial need to providing special programming, Hope seeks out ways to collaborate throughout the recruiting process. A couple of examples include:
Participation in the Nobel Network Schools - Noble is a nonprofit organization that runs 17 charter public high schools and one middle school in the city of Chicago. Founded as Noble Street Charter School in 1999, we now serve over 12,000 students, and they come from every neighborhood in the city. Every year, 99% of our seniors are accepted into college before they graduate high school. Our schools are free and open-enrollment – any student who completes 8th grade and lives in Chicago may attend.
Taste of Hope - Has been an on-campus recruitment event specifically for inviting students/parents from underrepresented groups to campus. This event did not run in 2019 and was beginning to get redeveloped in 2020, however, due to the Covid-19 Crisis this did not happen.

CENTER FOR DIVERSITY & INCLUSION - A hub for multicultural life on Hope's campus, CDI works directly and indirectly with the Admissions office to recruit and support students from historically underrepresented groups. From cultural events and gatherings to direct contact with prospective students, CDI plays a key role in engaging and supporting students throughout their Hope journey.

SPECIAL EVENTS - Hope hosts a variety of special events, both on and off-campus, for prospective students from historically underrepresented groups focused on multicultural life, diversity and inclusion. Events give students a chance to meet with faculty, staff and current students to learn more about campus life. All of these events are free of charge and/or include significant financial assistance for prospective students and their families.

GROUP VISITS - The Admissions office offers opportunities for larger groups (3 or more) of students from historically underrepresented groups to visit campus free of charge. Visits include a campus tour, a meal and a panel discussion with current faculty, staff and students. Groups often consist of middle-school age students who are experiencing a college visit for the first-time.

1st Gen Program -Being first gen means that your parents or legal guardians did not complete a bachelor’s degree, and this describes 15% of all Hope College students. It also means that you are particularly well suited to succeed at Hope College. https://hope.edu/academics/first-year-experience/first-generation.html
Phelps Scholars - The Phelps Scholars Program prepares students to succeed and thrive in a world filled with people from many different backgrounds and who hold many different views. The Phelps Scholars Program is a unique combination of residential life, academic engagement and social activities that prepares students to be leaders in an increasingly global society. Phelps Scholars make a one-year commitment to live in community with others from a broad range of cultural backgrounds, and they explore together the issues of diversity that shape our world.
https://hope.edu/academics/phelps-scholars/
Guided by Christian faith, the Center for Diversity and Inclusion (CDI) serves as a haven of support and celebration of racial/ethnic diversity and academic excellence, providing educational and developmental opportunities aimed at preparing all members of the campus and community to thrive in a diverse and global world. CDI provides advisory support to multicultural student groups on campus to support their success and sense of belonging. https://hope.edu/offices/center-diversity-inclusion/student-organizations.html
BLACK STUDENT UNION (BSU)
HOPE'S ASIAN PERSPECTIVE ASSOCIATION (HAPA)
LATINO STUDENT ORGANIZATION (LSO)
LAMBDA DELTA PI LEADERSHIP COMMUNITY

CDI EVENTS: https://hope.edu/offices/center-diversity-inclusion/events-and-programs/index.html
DIVERSITY LECTURE SERIES
STEP2SUCCESS
COMMUNITY CONVERSATIONS
MENTORING
WOMEN OF COLOR & SENIOR RECOGNITION
PARTNERSHIP WITH GRAND RAPIDS AFRICAN AMERICAN HEALTH INSTITUTE
DIVERSITY INSTITUTE
LEADERSHIP EMPOWERMENT PROGRAM

-----Spearheaded by the Center for Diversity and Inclusion, GROW is a campus-wide collaboration of promoters, allies, and influencers working towards building a more diverse, equitable, and inclusive community. https://hope.edu/offices/center-diversity-inclusion/grow/index.html


-----As part of Hope's Strategic Plan-Goal 4 Objective 2: Recruitment, retention and vendor strategies will employ best practices in developing a diverse and inclusive community.

OBJECTIVE 2
Recruitment, retention and vendor strategies will employ best practices in developing a diverse and inclusive community.
KPI 1: DIVERSE APPLICANT POOLS
Hiring managers will be trained and equipped to recruit diverse applicant pools.
KPI 2: RETENTION, PROMOTION AND JOB SATISFACTION
Five-year average rates of retention, promotion, advancement, and job-satisfaction among underrepresented faculty and staff groups will be consistent with those of the majority. [Baseline: No baseline. To be established by spring 2015.]
KPI 3: MINORITY OWNED BUSINESS DIRECTORY
The college will implement a program to identify and invite minority- and women-owned businesses to participate in RFP processes and seek vendor opportunities.
KPI 4: RETENTION AND GRADUATION
Retention and graduation rates of degree-seeking students in each demographic sector (domestic minority, international, first generation, low SES) will be consistent with college-wide rates. [Baseline: First-year retention is 88%. Retention for identified sectors is slightly lower than average. Four-year graduation is 67%. Four-year graduation rate for identified sectors are 13-22% lower than average. Source: Frost Research Center.]
KPI 5: EMPLOYEE DIVERSIFICATION
The percentages of domestic minority and international staff and faculty will increase annually. [Baseline: 3.4% Resident and Non Resident Aliens; 8.4% Domestic Minority; 11.8% total base. Source: November 2014 IPEDS: Human Resources.]
KPI 6: DOMESTIC MINORITY AND INTERNATIONAL STUDENT ENROLLMENT
The percentage of domestic minority and international students will increase to 20% in the next ten year period. [Baseline: 2013-2014 -- 15%]. (Appears in 3.1.5.)

Hope has partnered with Howard University and the University of Texas at El Paso as a participant in the Howard Hughes Medical Institute Postdoctoral Program for Preparing Future Faculty. This program supports two-year positions at Hope for recent doctoral graduates who are members of underrepresented groups in the natural sciences or psychology. These positions allow recent graduates to teach at an undergraduate level, with an active faculty member, and gain research experience by working on current research projects with active faculty.

Hope’s Graduate Experiential Mentoring (GEM) Program is designed to provide experiences for students from underrepresented backgrounds that increase their exposure to graduate school environments, encourage them to prepare for graduate school, and inspire them to become faculty members. A primary experience for the students is attending the McKnight Doctoral Fellowship (MDF) Program annual meeting. The MDF Program is designed to increase the number of African American and Hispanic scholars who have earned the Ph.D. degree “in crucial disciplines where members of underrepresented groups have not historically enrolled and completed degree programs.” (http://fefonline.org/mdf.html) This interdisciplinary program provides a pipeline opportunity not only for the recruitment of potential faculty members, but also for Hope College undergraduate students to have an opportunity to enter the pipeline to the Ph.D. and to a career as a faculty member in academia. Each year, Hope College’s Chief Officer for Culture and Inclusion identifies Hope undergraduate students of Black and Latinx heritage who are potentially thinking about graduate school and sponsors multiple students to attend the McKnight Doctoral Fellows conference. The students attend sessions alongside the matriculating doctoral students and have the opportunity to be in rooms with hundreds of scholars who come from similar backgrounds as they do. Being able to “see oneself” in this fashion helps to make the prospect of graduate school and a future as a professor seem less daunting and more attainable for students of color. As Hope College does not offer graduate programs of study, our role is to encourage undergraduate students to enter the pipeline. Students who attend the conference say that it increases their desire to attend graduate school and that it inspires them to see so many people of color who are working toward their doctorate degrees. The Chief Officer for Culture and Inclusion serves as a mentor for these students as they seek guidance for applying to graduate school and as they consider becoming faculty members. Conversations are ongoing for further development of this program.

As part of Hope's Strategic Plan-Goal 4 Objective 2: Recruitment, retention and vendor strategies will employ best practices in developing a diverse and inclusive community.
KPI 1: DIVERSE APPLICANT POOLS
Hiring managers will be trained and equipped to recruit diverse applicant pools.
KPI 2: RETENTION, PROMOTION AND JOB SATISFACTION
Five-year average rates of retention, promotion, advancement, and job-satisfaction among underrepresented faculty and staff groups will be consistent with those of the majority. [Baseline: No baseline. To be established by spring 2015.]
KPI 3: MINORITY OWNED BUSINESS DIRECTORY
The college will implement a program to identify and invite minority- and women-owned businesses to participate in RFP processes and seek vendor opportunities.
KPI 4: RETENTION AND GRADUATION
Retention and graduation rates of degree-seeking students in each demographic sector (domestic minority, international, first generation, low SES) will be consistent with college-wide rates. [Baseline: First-year retention is 88%. Retention for identified sectors is slightly lower than average. Four-year graduation is 67%. Four-year graduation rate for identified sectors are 13-22% lower than average. Source: Frost Research Center.]
KPI 5: EMPLOYEE DIVERSIFICATION
The percentages of domestic minority and international staff and faculty will increase annually. [Baseline: 3.4% Resident and Non Resident Aliens; 8.4% Domestic Minority; 11.8% total base. Source: November 2014 IPEDS: Human Resources.]
KPI 6: DOMESTIC MINORITY AND INTERNATIONAL STUDENT ENROLLMENT
The percentage of domestic minority and international students will increase to 20% in the next ten year period. [Baseline: 2013-2014 -- 15%]. (Appears in 3.1.5.)

In 2017 the City of Holland Human Relations Commission recognized the
Latino Student Organization
Hope Democrats
Hope United for Justice
with the 2017 Youth Social Justice Award on recognition of advocacy and awareness around the Deferred Action for Childhood Arrivals (DACA).


Latin Americans United For Progress (LAUP) also recognized Hope College for extraordinary support. http://laup.org/

In April 2019 all Hope faculty, staff, and students were invited for a research showcase and awareness event by the students of "Challenging Bodies: Disability, Gender, and Culture." Student research topics include: ASL at Hope, housing options for upper-level students with disabilities, gender neutral housing options, improving signage on campus, accessibility of the Pull, and more.
"Join us, to learn, and share ideas on how the college can take a leading role in national efforts and advance our strong legacy of access and inclusion."