| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 70.42 |
| Liaison | Amy Dvorak |
| Submission Date | March 6, 2020 |
Lewis & Clark College
PA-7: Support for Underrepresented Groups
| Status | Score | Responsible Party |
|---|---|---|
|
3.00 / 3.00 |
Nicole
Godbout Student Assistant Undergraduate |
Does the institution have a publicly posted non-discrimination statement? :
The non-discrimination statement, including the website URL where the policy is publicly accessible:
Discrimination, Harassment, and Hate- or Bias-Motivated Conduct Policy
Policy Statement : Lewis & Clark College seeks to be an inclusive community that welcomes and respects all people. Every member of our community is expected to commit to maintaining a safe, respectful and welcoming community. Acts that are an affront to the core values of the institution are not tolerated. Such actions destroy the sense of community we all share. Additionally, acts of intolerance do untold and unjust harm to the well-being, dignity and safety of those who are victimized by these acts.
We as a community recognize that not all conduct which may stir negative emotions or responses may or should be regulated through a conduct process. Certain conduct, however, will not be tolerated at Lewis & Clark and will result in a conduct process. The following policy describes such conduct.
https://law.lclark.edu/offices/career_services/non-discrimination/
https://www.lclark.edu/live/profiles/3660-discrimination-harassment-and-hate-or
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:
Bias Assessment Response Team (BART), more information here:
https://www.lclark.edu/live/profiles/3660-hate-and-bias-motivated-conduct-policy
The Bias Assessment Response Team receives reports submitted by students, faculty, and staff, regarding discrimination, harassment, and hate or bias-motivated conduct. Once a report is received, the BART administrator responds to acknowledge receipt and let the reporting person know that the information will be reviewed and assessed. After assessment by the BART, outreach is assigned to a member of BART, or follow-up is assigned to an appropriate campus resource, such as WIN (the Welfare Intervention Network). Campus Safety will be involved in assessment if criminal conduct is involved. When a member of BART reaches out to the reporting person, they will gather information from the reporting person to identify more about the incident(s) and context, what the reporting person would prefer to have happen, and ways in which the school can support them. If a violation of school policy (Discrimination, Harassment, and Hate- or Bias-Motivated Conduct Policy) is identified, the matter can be routed to the appropriate conduct body (Student Rights and Responsibilities or Human Resources). If no violation of policy is alleged by the reporting person, but the conduct still had a harmful impact, a BART member will coordinate resolution options, including working with an academic dean, faculty, or student organization involved. The goal of the BART response includes identifying a potential remedy for the harm, preventing recurrence, and respecting the wishes of the reporting person.
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:
The Dean of Diversity and Inclusion serves on numerous search committees to increase our hiring of faculty and staff from diverse backgrounds. Specifically, they conducted workshops on best practices in diversity hiring for this year’s faculty and staff search committees, including the presidential search committee. They also consulted with staff search chairs on the wording of job announcements, the wording of job requirements and the best places for posting job announcements. In addition, I interviewed with most of the faculty candidates and attended their presentations. I also served on several staff search committees. Going forward, I will continue to offer these services to hiring committees.
At the College’s expense, travel to our campus to meet current students and faculty, participate in leadership development activities, sit in on classes, spend two nights in a residence hall, try the food, have an admissions interview, visit Portland, and experience life at Lewis & Clark College firsthand. Seniors in high school who are interested in learning more about Lewis & Clark College. Preference will be given to students from historically underrepresented backgrounds including students of color and/or first generation prospective college students.
http://college.lclark.edu/offices/admissions/compass/fall/
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:
The Living List (PDF), maintained by the Office of the Dean of the College, compiles information about many local multicultural resources. This guide is especially useful for traditionally underrepresented members of the Lewis & Clark community.
The Department of Inclusion and Multicultural Engagement leads the college’s efforts toward building and sustaining a diverse and culturally vibrant campus.
MOSAIC (Multicultural Organizations Seeking an Inclusive Community) is a collective of the Asian Student Union, Black Student Union, Native Student Union, and Gente Latina Unida. Many more undergraduate student organizations focus on underrepresented communities.
The Student Bar Association includes many law student groups focused on diversity.
The Law School outlines resources available for prospective and current students and faculty. http://law.lclark.edu/student_life/student-organizations/
Great Expectations (GE) is a program designed to help incoming first-generation college students and/or students of color transition into Lewis & Clark College. As a part of GE, you are invited to attend a two-day retreat where you will have direct access to staff, faculty, students, alumni, and resources. You will meet other students in a small and supportive community, bond with your LEAP peer mentor, find answers to your questions about college, and get guidance in your first year as you navigate campus life. GE is the kickoff retreat, and the connections made there will continue in the Mentorship Program throughout your first year at Lewis & Clark!
The goal of Great Expectations is to facilitate the smooth transition of students of color and first-generation college students into Lewis & Clark by:
Connecting new students with returning students, as well as staff and faculty, to develop a strong sense of community
Providing strategies for academic success
Helping to identify and take advantage of campus resources and opportunities
GE Mentors are trained to assist you in your transition to LC and will help get you connected to our campus community and resources! Mentors are exceptional student leaders who can be a resource for you regarding information about academics, study and time management skills, student organizations, campus life, and other co-curricular activities.
Mentors are paired with incoming students based on academic and social interests, and are committed to creating a safe and welcoming space for students. Mentors will attend the Great Expectations Retreat with mentees, and then continue building relationships through the entire academic year.
For faculty and staff there are a number of trainings, workshops, affinity groups to support, counsel, and mentor underrepresented groups. These include:
The Lewis & Clark Professionals of Color Network was created to fulfill the need for Lewis & Clark faculty and staff of Color to have opportunities to get together, network, and make connections with one another. The purpose of this network is to provide an opportunity for faculty and staff to make connections with one another and build a community of support. The LC Professionals of Color Network and Allies Google group to receive updates about upcoming events! This group is for Lewis & Clark College employees from underrepresented racial/ethnic backgrounds and their allies. Group members can utilize the list to ask questions and share resources, news and events of interest on and off campus.
Training, workshops, discussions:
Having Courageous Conversations About Race: How do we start?
Communities of Color in Portland: Challenges and Opportunities
Support Out Students of Color: Implications for Recruitment and Retention of Underrepresented Students
Post-Racial in America and Lewis & Clark: Fact or Fiction?
The issue of Critical Mass and Employees of Color: Analyzing Previous Efforts and Identifying Potential New Solutions.
Upcoming Faculty/Staff Searches: Strategies for Representation.
The Bicultural Experience for People of Color at Lewis & Clark
Cultural Competency at Lewis & Clark: What Should We Expect People to Know?
Professional Development for Employees of Color: How Can We Support Each Other for the Next Step?
Other Educators of Color in Portland: How are Their Experiences Similar or Dissimilar?
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:
The institution supports a number of scholarship programs aimed and supporting and preparing students from underrepresented groups. These include students in PhD programs such as the APA Minority Fellowship Program, mentoring for Doctoral Students of Color. https://college.lclark.edu/live/profiles/9345-american-psychological-minority-fellowship-program
Scholarships for doctorate level students from underrepresented groups:
https://graduate.lclark.edu/offices/admissions/paying_for_graduate_school/scholarships/counseling_psychology/
https://graduate.lclark.edu/offices/admissions/paying_for_graduate_school/scholarships/educational_leadership/
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:
Data source(s) and notes about the submission:
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.