| Overall Rating | Gold |
|---|---|
| Overall Score | 81.96 |
| Liaison | Lindsey Lyons |
| Submission Date | March 1, 2024 |
Dickinson College
PA-7: Support for Underrepresented Groups
| Status | Score | Responsible Party |
|---|---|---|
|
3.00 / 3.00 |
Katie
Schweighofer Director Womens and Gender Resource Center Diversity Equity and Inclusion |
"---"
indicates that no data was submitted for this field
Non-discrimination statement
Yes
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, 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
From: http://www.dickinson.edu/info/20226/student_life/3192/non-discrimination_policy
Bias response team
Yes
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.
Education and Prevention: 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 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 and the vice president for student life. Only incidences that are broad in scope and impact are discussed by the full BERT Committee. The BERT coordinator reviews all incident reports and archives them in a secure electronic file for archival purposes.
BERT regularly analyzes the types of reports to identify any patterns of bias and discrimination on campus, which will inform 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.
Support & Partners: BERT responders provide direct support to any reporters, respondents, and witnesses through the process for reporting and resolving bias-motivated incidents. BERT responders also connect reporters 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.
https://www.dickinson.edu/info/20050/diversity_and_inclusion/3406/bias_education_and_response_team
Education and Prevention: 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 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 and the vice president for student life. Only incidences that are broad in scope and impact are discussed by the full BERT Committee. The BERT coordinator reviews all incident reports and archives them in a secure electronic file for archival purposes.
BERT regularly analyzes the types of reports to identify any patterns of bias and discrimination on campus, which will inform 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.
Support & Partners: BERT responders provide direct support to any reporters, respondents, and witnesses through the process for reporting and resolving bias-motivated incidents. BERT responders also connect reporters 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.
https://www.dickinson.edu/info/20050/diversity_and_inclusion/3406/bias_education_and_response_team
Recruitment programs
Yes
Does the institution have programs specifically designed to recruit academic staff from underrepresented groups?:
Yes
Does the institution have programs designed specifically to recruit non-academic staff from underrepresented groups?:
Yes
If yes to any of the above, provide:
STUDENT RECRUITMENT
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.
You Belong at Dickinson: an 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. The program introduces students to important information about our admissions and financial aid processes.
http://www.dickinson.edu/info/20255/visit/1058/discover_diversity_at_dickinson
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.
FACULTY RECRUITMENT
Consortium for Faculty Diversity: Dickinson has participated with the Consortium for Faculty Diversity from 2004-20, bringing faculty from underrepresented groups to the college for dissertation fellowships. Several of the fellows were subsequently appointed to tenure track positions. As part of ongoing support for faculty from underrepresented groups, Dickinson joined the National Center for Faculty Development and Diversity (NCFDD) in fall 2016 and has sponsored individual faculty to participate in their programming.
Dickinson works very intentionally to diversify its faculty, and with promising results. For fall 2023, we hired 17 new faculty, including 3 visiting international scholars. Within this group of 17, 9 (53%) were of underrepresented racial and ethnic minorities, and 6 were women. Our diversification efforts continue to be part of the careful training and best practices work by hiring committees and faculty and staff across the campus.
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.
NON-ACADEMIC STAFF RECRUITMENT
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.
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.
You Belong at Dickinson: an 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. The program introduces students to important information about our admissions and financial aid processes.
http://www.dickinson.edu/info/20255/visit/1058/discover_diversity_at_dickinson
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.
FACULTY RECRUITMENT
Consortium for Faculty Diversity: Dickinson has participated with the Consortium for Faculty Diversity from 2004-20, bringing faculty from underrepresented groups to the college for dissertation fellowships. Several of the fellows were subsequently appointed to tenure track positions. As part of ongoing support for faculty from underrepresented groups, Dickinson joined the National Center for Faculty Development and Diversity (NCFDD) in fall 2016 and has sponsored individual faculty to participate in their programming.
Dickinson works very intentionally to diversify its faculty, and with promising results. For fall 2023, we hired 17 new faculty, including 3 visiting international scholars. Within this group of 17, 9 (53%) were of underrepresented racial and ethnic minorities, and 6 were women. Our diversification efforts continue to be part of the careful training and best practices work by hiring committees and faculty and staff across the campus.
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.
NON-ACADEMIC STAFF RECRUITMENT
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.
Mentoring, counseling and support programs
Yes
Does the institution have mentoring, counseling, peer support or other programs designed specifically to support academic staff from underrepresented groups on campus?:
Yes
Does the institution have mentoring, counseling, peer support or other programs to support non-academic staff from underrepresented groups on campus?:
Yes
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 (ACE) 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 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 from underrepresented groups are supported through Dickinson’s Employee Assistance Program, as well as a new series of Employee Resource Groups for LGBTQ+ employees, Black employees, and Latinx employees. These programs are described below.
SUPPORT FOR ACADEMIC STAFF FROM UNDERREPRSENTED GROUPS
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
SUPPORT FOR NON-ACADEMIC STAFF FROM UNDERREPRSENTED GROUPS
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.
https://www.dickinson.edu/info/20083/human_resource_services/529/employee_assistance_program
A new series of Employee Resource Groups kicks off in spring 2024 with support from the Division of Diversity, Equity, and Inclusion. These member-organized and member-led groups provide social and community building opportunities. The initial groups include one for LGBTQ+ employees, one for Black employees, and one for Latinx employees. Future groups are in the works.
SUPPORT FOR STUDENTS FROM UNDERREPRSENTED GROUPS
Dickinson partners with the national Posse Foundation to host "posses" from Los Angeles. 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. Posses. Mentors are assigned to each incoming class year, and they mentor the students for their four 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 four-year graduation rate is over 90%, exceeding the four-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 students of color at Dickinson, including those who 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 ACE (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 ACE is to give our mentees another resource and support system on campus. Mentors provide more individualized support and guidance. By participating in the ACE 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 Popel Shaw Center, which manages the ACE Peer Mentor Program, is proud to announce the expansion of the program. The 2024-25 school year will host a three-fold expansion of the number of mentor-mentee pairs, along with increased programming and staff support sure to reach even more of our students seeking resources and guidance.
https://www.dickinson.edu/info/20227/popel_shaw_center_for_race_and_ethnicity/4090/ace_peer_mentor_program
The LGBTQ+ Center works to create a welcoming, safe, inclusive, and equitable environment for LGBTQ+ members of the Dickinson community. The LGBTQ+ Center 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 community.
We strive to improve the Dickinson campus climate by coordinating efforts across campus, providing outreach to students, staff, and faculty, and working to ensure the inclusion and integration of LGBTQ+ issues campus wide. Our goal is to enhance the Dickinson 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 LGBTQ+ Center 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 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
The Wellness Center provides integrated healthcare to Dickinson 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. https://www.dickinson.edu/info/20243/wellness_center
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 from underrepresented groups are supported through Dickinson’s Employee Assistance Program, as well as a new series of Employee Resource Groups for LGBTQ+ employees, Black employees, and Latinx employees. These programs are described below.
SUPPORT FOR ACADEMIC STAFF FROM UNDERREPRSENTED GROUPS
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
SUPPORT FOR NON-ACADEMIC STAFF FROM UNDERREPRSENTED GROUPS
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.
https://www.dickinson.edu/info/20083/human_resource_services/529/employee_assistance_program
A new series of Employee Resource Groups kicks off in spring 2024 with support from the Division of Diversity, Equity, and Inclusion. These member-organized and member-led groups provide social and community building opportunities. The initial groups include one for LGBTQ+ employees, one for Black employees, and one for Latinx employees. Future groups are in the works.
SUPPORT FOR STUDENTS FROM UNDERREPRSENTED GROUPS
Dickinson partners with the national Posse Foundation to host "posses" from Los Angeles. 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. Posses. Mentors are assigned to each incoming class year, and they mentor the students for their four 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 four-year graduation rate is over 90%, exceeding the four-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 students of color at Dickinson, including those who 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 ACE (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 ACE is to give our mentees another resource and support system on campus. Mentors provide more individualized support and guidance. By participating in the ACE 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 Popel Shaw Center, which manages the ACE Peer Mentor Program, is proud to announce the expansion of the program. The 2024-25 school year will host a three-fold expansion of the number of mentor-mentee pairs, along with increased programming and staff support sure to reach even more of our students seeking resources and guidance.
https://www.dickinson.edu/info/20227/popel_shaw_center_for_race_and_ethnicity/4090/ace_peer_mentor_program
The LGBTQ+ Center works to create a welcoming, safe, inclusive, and equitable environment for LGBTQ+ members of the Dickinson community. The LGBTQ+ Center 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 community.
We strive to improve the Dickinson campus climate by coordinating efforts across campus, providing outreach to students, staff, and faculty, and working to ensure the inclusion and integration of LGBTQ+ issues campus wide. Our goal is to enhance the Dickinson 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 LGBTQ+ Center 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 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
The Wellness Center provides integrated healthcare to Dickinson 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. https://www.dickinson.edu/info/20243/wellness_center
Support for future academic staff
Yes
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.
Optional Fields
Yes
Does the institution offer housing options to accommodate the special needs of transgender and transitioning students?:
Yes
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:
Diversity and Inclusion
https://www.dickinson.edu/homepage/255/diversity
National Center for Faculty Development and Diversity
https://www.dickinson.edu/news/article/2136/mentors_for_mentors
Office of Equity and Inclusivity
https://www.dickinson.edu/homepage/1245/the_landis_collective
You Belong at Dickinson
https://www.dickinson.edu/info/20255/visit/1058/discover_diversity_at_dickinson
Posse Scholars
https://www.dickinson.edu/info/20050/diversity/1389/posse_at_dickinson
Popel Shaw Center for Race and Ethnicity
https://www.dickinson.edu/info/20227/diversity_initiatives/1855/about_the_office_of_diversity_initiatives
MANdatory
https://www.dickinson.edu/info/20227/popel_shaw_center_for_race_and_ethnicity/2972/mandatory
ACE Peer Mentor Program
https://www.dickinson.edu/info/20227/popel_shaw_center_for_race_and_ethnicity/4090/ace_peer_mentor_program
Access and Disability Services
https://www.dickinson.edu/homepage/71/access_and_disability_services
The LGBTQ+ Center
https://www.dickinson.edu/homepage/109/lgbtq_services
Wellness Center
https://www.dickinson.edu/homepage/138/wellness_center
Access and Disability Services
https://www.dickinson.edu/homepage/71/access_and_disability_services
Employee Assistance Program
https://www.dickinson.edu/info/20083/human_resource_services/529/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
https://www.dickinson.edu/info/20228/lgbtq_services/1183/transgender_and_non-binary_visibility/3
Women’s and Gender Resource Center
https://www.dickinson.edu/homepage/85/women_s_center
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.
https://www.dickinson.edu/homepage/255/diversity
National Center for Faculty Development and Diversity
https://www.dickinson.edu/news/article/2136/mentors_for_mentors
Office of Equity and Inclusivity
https://www.dickinson.edu/homepage/1245/the_landis_collective
You Belong at Dickinson
https://www.dickinson.edu/info/20255/visit/1058/discover_diversity_at_dickinson
Posse Scholars
https://www.dickinson.edu/info/20050/diversity/1389/posse_at_dickinson
Popel Shaw Center for Race and Ethnicity
https://www.dickinson.edu/info/20227/diversity_initiatives/1855/about_the_office_of_diversity_initiatives
MANdatory
https://www.dickinson.edu/info/20227/popel_shaw_center_for_race_and_ethnicity/2972/mandatory
ACE Peer Mentor Program
https://www.dickinson.edu/info/20227/popel_shaw_center_for_race_and_ethnicity/4090/ace_peer_mentor_program
Access and Disability Services
https://www.dickinson.edu/homepage/71/access_and_disability_services
The LGBTQ+ Center
https://www.dickinson.edu/homepage/109/lgbtq_services
Wellness Center
https://www.dickinson.edu/homepage/138/wellness_center
Access and Disability Services
https://www.dickinson.edu/homepage/71/access_and_disability_services
Employee Assistance Program
https://www.dickinson.edu/info/20083/human_resource_services/529/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
https://www.dickinson.edu/info/20228/lgbtq_services/1183/transgender_and_non-binary_visibility/3
Women’s and Gender Resource Center
https://www.dickinson.edu/homepage/85/women_s_center
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.
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.