In the meantime, here are some updates on our progress:

纸飞机外国软件叫什么 College has been recognized by the American Society for Engineering Education (ASEE) for its commitment to diversity and inclusivity. The ASEE Diversity Program was launched in 2015 to develop ways to encourage engineering schools to attract, retain, and support underrepresented groups in engineering, and this is the first year that schools are being recognized for their efforts. 

I write to provide an update on our ongoing efforts to foster diversity, equity, and inclusion on campus, and to identify the offices charged with advancing these important efforts.

Over the last several years, the role of Senior Diversity Officer has been held by both the Dean of Faculty, then Robin Rinehart, and more recently by the Dean of Students. A number of significant initiatives were undertaken during this time, including the Faculty Strategic Priority Hiring Initiative, the Campus Climate Survey, and the implementation of a preferred-name policy. A complete list of recent and ongoing diversity, equity and inclusion efforts can be found at diversity.lafayette.edu/our-initiatives.

At this time, we believe campus-wide efforts require a campus-wide approach. Rather than asking a single administrator to lead our diversity and inclusion efforts, I am charging the three senior administrators who constitute the Diversity, Equity, and Inclusion (DEI) Council–Jamila Bookwala, Dean of the Faculty (chair), and Alma Scott-Buczak, Associate Vice President for Human Resources– with undertaking an enhanced, joint role in overseeing these efforts. The DEI Council as a group will report directly to me.

In addition to coordinating efforts specific to faculty, students, and staff, the DEI Council will now be responsible for generating campus-wide initiatives and collaborative programming. The DEI Council will also play a role in navigating campus concerns related to these areas, bringing together appropriate committees and offices such as the faculty Diversity Committee, CITLS, the Office of Intercultural Development, the Chaplain’s Office, and the Equity, Transformation, and Accountability Board and other student organizations whose mission it is to build a more inclusive campus community.

The Council will work to establish priorities, ensure open and transparent communication, facilitate connections between standing committees, and work actively to promote diversity, equity, and inclusion on campus, broadly speaking, with attention to such issues as hiring, retention, climate, discourse, curriculum, and programming.

The Council will not simply respond to situations or issues, but will undertake proactive efforts, building resources and making these accessible. As the College continues to pursue our goal of building a more diverse campus, the DEI Council will help to ensure that we are prepared to support and adapt to our evolving community.

We invite members of the campus community to reach out to council members if you wish to share ideas or hope to engage the Council with an ongoing initiative or a campus group’s work. The DEI Council can be reached at [email protected], or you can contact the specific council members at: Jamila Bookwala, [email protected], and Alma Scott-Buczak, [email protected].

I am very grateful to Jamila, Chris, and Alma for their leadership of these efforts, and look forward to working with them, and with the entire community, in support of our goal of making 纸飞机外国软件叫什么 diverse, equitable, inclusive, and welcoming to all.

President Alison Byerly

In April 2016, President Byerly created the Student Support Task Force with this in mind. The Task Force (see membership list at the end of this summary) sought input from students, faculty, and staff as it studied 纸飞机外国软件叫什么 ’s programs geared to help specific segments of the student body, such as students from underrepresented groups and international and first-generation students. Task Force members examined how the College might extend pre-matriculation programs to more students and connect more deliberately with orientation programming. Task Force members also sought ways to strengthen the system of academic advising and enhance the Connected Communities program.

Having solicited input broadly, including through workshops, focus groups, and meetings with stakeholders, the Task Force sent to President Byerly a number of recommendations for improving how 纸飞机外国软件叫什么 extends support to all portions of its student body. This is a summary of some key recommendations that we will continue to explore.

The Task Force recommends that 纸飞机外国软件叫什么 :

Provide a more formally structured network of advisers and mentors

• Provide to each student when he or she enrolls the names of members of a team consisting of a faculty adviser, class dean, Gateway counselor, PARDner (or student/peer adviser), and others, such as coaches and multi-language support specialists for international students.
• More explicitly link advising to the First-Year Seminar, and possibly link Commons housing assignments based on First-Year Seminar groupings.
• Identify a cohort of faculty and staff who will receive specialized training to serve as mentors, with the College providing funding to allow mentors to meet informally with their students over coffee. The mentoring program, ideally overseen by a staff member, would provide specialized mentoring for specific populations (e.g. first generation, LGBTQ students), and would allow for regular student feedback, and appropriate compensation for mentors.

Develop more comprehensive transition programs

• Expand the College’s six-week Summer Program to Advance Leadership in STEM program, which serves students from groups typically underrepresented in STEM fields (women, domestic minorities, etc.), and consider similar transition programs for other student populations.
• Establish a pre-orientation program for first-generation students and others from underrepresented populations; these groups could continue to meet throughout the first year.
• Expand programming in Connected Communities to include a course designed to support transition that addresses the needs of first-year students while introducing them to resources, services, and growth opportunities.

Address needs of specific student populations

• Enhance internship opportunities for international students and the Friendship Partner program, and continue expanding support for English language learners.
• Appoint a group of students, faculty, and staff to conduct an evaluation of campus infrastructure to enable improvements in accessibility, both in facilities and design of instructional materials.
• Continue developing gender-inclusive housing options for all class years and making restrooms gender-neutral. Explore options within Banner to allow for options beyond a male/female binary choice in gender identity selection.
• Ensure that student government funding is available to groups serving underrepresented or marginalized students.
• Expand the number of social, meeting, and mentoring spaces on campus, including a new multicultural center to complement existing facilities such as the Portlock Center
• Remain attentive to health care costs, housing and meal costs during breaks, and ensure that textbooks and other course materials are available through the library or other means.
• Develop online modules for parents who cannot come to campus for first-year orientation due to geographic, financial or other considerations.
• Create a new position, coordinator for student employment, and provide more opportunities for campus employment, including work study.

Improve internal campus communications/support structure across campus

• Improve communication to students regarding support services offered across various divisions. Information should be made available through print materials, posters, websites, and social media.

Members of the Student Support Task Force:

• Ashley Bianchi, Director of Financial Aid
• Janine Block, International Student Advisor
• Nanette Cooley, Director of the Gateway Career Center
• Erica D’Agostino, Dean of Advising and Co-Curricular Programs
• Danialie Fertile, Intercultural Development Fellow
• Alex Hendrickson, College Chaplain, Director of Religious & Spiritual Life and Interim Dean of Equity & Inclusion
• Kaity McKittrick, Deputy Director of Athletics
• Chawne Kimber, Professor of Mathematics and Director of The Center for the Integration of Teaching, Learning, and Scholarship
• Paul J. McLoughlin II, Dean of Students
• Christian Tatu, Coordinator of the College Writing Program
• Simon T. Tonev, Director of Institutional Research
• Robin Rinehart, Dean of the Faculty and Chief Diversity Officer, Professor of Religious Studies; Chair

In addition, John McKnight, Dean of Intercultural Development, and Taaha Mohamedali, Senior Admissions Director, served on the Task Force before their departures from 纸飞机外国软件叫什么 .

I wanted to take a moment to reaffirm our commitment to the LGBTQ community, and to remind you of the steps we are taking toward becoming an even more inclusive campus.

For example, we have promised that every facility renovation and construction project will provide gender-inclusive restroom facilities. Our recently completed renovation of Markle Hall included such a change, and new buildings, such as the forthcoming Integrated Sciences Center, will begin their lives with gender-inclusive facilities.

Through the Office of Residential Life, multiple gender-inclusive housing options are available for groups of students, regardless of gender identities, to live together in units or rooms that are not designated for exclusively male or female occupants.

The Athletics Department offers programming, including the “If You Can Play, You Can Play” campaign in support of LGBTQ inclusion, with the assistance of Lia Parifax ’08 and her husband, Hudson Taylor, co-founders of Athlete Ally. A policy on transgender athletes adopted in 2015 states: “The department seeks to create an environment that is safe, supportive and welcoming for lesbian, gay, bisexual and transgender students and student-­­athletes.”

The Office of Gender and Sexuality Programs sponsors numerous ongoing opportunities for education, outreach, and support. These include holding an annual conference for LGBTQ students through the LVAIC consortium, celebrating LGBTQ heritage month every October, offering gender-violence prevention programs, and providing rainbow-colored tassels on request to students to wear at graduation. More information can be found at: https://gsp.lafayette.edu/education-and-outreach/.

Faculty members as well as the students who presented the “List of Diversity and Transformation Concerns” in December have suggested including more courses related to LGBTQ experience in the curriculum. This suggestion is being discussed as part of the ongoing Academic Planning process.

纸飞机外国软件叫什么 College is 国内怎么上纸飞机软件 upholding the rights and dignity of every member of the LGBTQ community, and we will continue to look for ways to enhance and demonstrate our support.

President Byerly

Members of the 纸飞机外国软件叫什么 Community,

As a result of the January 27 executive order announcing travel restrictions, some members of our community face uncertainty about being able to travel to see family members and have religious or national identities that are being seen as dangerous. I write to outline steps the College will take to assist students who are affected by this order.

President Byerly mentioned in her recent message that I met last week with Muslim and other students affected by the order. After hearing concerns firsthand, I offered the college’s assistance regarding housing, expenses, legal advice, individual consultation, and relevant academic programming. I emphasized that since we face a changing situation our responses will need to adapt to circumstances. Last Wednesday, 纸飞机外国软件叫什么 College Student Government issued a resolution that called on the administration to take particular steps, and their suggestions are also addressed below.

Public Safety. The College’s Public Safety office is charged not to ask students about students’ visa or immigration status or to act on the basis of that knowledge. Most information about students, with the exception of “directory information” as defined in the Student Handbook, is protected and is not released outside the College except under limited and rare cases involving lawfully issued subpoenas.

Housing. Students who are unable to travel because of the executive order will be eligible for housing at no cost. The housing may be in residence halls or, with mutual agreement, with members of our community offering to host students in their homes.

Legal advice. We have arranged for a pro bono immigration attorney to speak to students affected by the executive order to answer general questions.  Based on those discussions, the law firm will evaluate whether representation is needed, and whether the individuals qualify for further pro bono assistance. Students should contact Leslie Muhlfelder, who is Vice President of Human Resources and General Counsel. In addition, we are arranging for an immigration expert to come to campus to address more generally a variety of issues related to the current circumstances.

Unexpected expenses. We ask students who anticipate that the executive order will lead to unexpected expenses to bring those up with Rev. Alex Hendrickson, who is College Chaplain and Director of Religious and Spiritual Life and Interim Dean of Equity and Inclusion.

Volunteers. Many of you have asked how you might offer housing, donations, or help. We do not know yet exactly what kinds of support might be needed but are, however, gathering a list of interested volunteers. Please indicate your interest by filling out this brief survey (https://lafayettec.az1.qualtrics.com/SE/?SID=SV_5mOeRsMk0VOArtP ). Rev. Hendrickson will be in touch as more information is known about the effect these new rules will have on members of our community.

Information and clearer understanding. As mentioned above, we are arranging for the visit of an expert on issues related to the executive order in the upcoming weeks to help us understand the situation and answer questions. In addition, a variety of faculty and staff colleagues are planning events that will help support students and advance our understanding.

We would be happy to consider your suggestions and thank you for your help.

Sincerely,

Abu Turab Rizvi, Provost

An increase in diversity also challenges faculty to adopt effective teaching methods to match it.

“We as educators must strive to learn what we can do to increase diversity awareness and take actions towards inclusivity in the classroom,” says Kim Case, professor of psychology at University of Houston.

Case, a national expert on inclusive teaching methods, presented the keynote lecture last month at the College’s Applying Diversity and Inclusion across the Curriculum conference.

Hosted by the Center for the Integration of Teaching, Learning, and Scholarship, the conference brought together professors and administrators from the Lehigh Valley Association of Independent Colleges.

“Because I’m a math professor, I don’t have as much firsthand experience with working in this framework in my classes,” says Chawne Kimber, professor of math and conference organizer. “It is important to know the differing classroom atmospheres in various disciplines and to understand the struggles our faculty may face in those situations.”

Professors explored these issues through an active learning workshop. Some of the topics covered were helping students feel more comfortable in new situations, how to respond when classroom discussions become contentious, and how to incorporate more diversity content, readings, assignments, and critical thinking into course curriculum.

“We all carry unconscious biases, stereotypes, and assumptions that take a lifetime to continually try to unlearn,” says Case. “Therefore, we have to reflect on our own areas of privilege and how various intersections of identity and oppression are often invisible to us. If we can begin to make these issues visible for ourselves, we can then guide students as they learn about these issues.”

Biology professor Mike Butler believes that dealing with many of these issues doesn’t require a great deal of effort; a few thoughtful changes can make a classroom far more inclusive. An example that stuck out for him was better articulating the purpose of office hours.

“There are many students who are unaware that it’s OK to approach professors,” he says. “Some students have been around colleges before, or their parents have, and they’ve been told to take advantage of these resources. Others were never told this directly, and it puts them at a disadvantage. So, I’m trying to make office hours more transparent, and reiterating the invitation-like nature of them as well.”

There was a “syllabus challenge.” Professors examined every part of their printed syllabi to see if they are potentially exclusionary or offensive and discussed alternate ways to approach writing. Themes included intersectionality, the interconnected nature of social categorizations such as race, class, and gender that create discrimination or disadvantage.

“Intersectionality is a concept and can be written directly into a class’ learning outcomes on the syllabus,” says Brett Hendrickson, assistant professor of religious studies. “If it’s in the outcomes, it helps both students and instructor to work toward incorporating intersectional subject matter and specific assignments into the course.”

The professors also took an inventory of their personal privileges, such as those associated with gender, race, class, and socioeconomics, and examined how they may help or harm a classroom discussion. Mallory SoRelle, assistant professor of government and law, is interested in finding ways to navigate these potential blind spots.

“A point of emphasis was the need to pair discussions of inequality with the sometimes more uncomfortable subject of privilege,” she says. “We all thought through this dynamic by exploring some of our own privileged and disadvantaged identity characteristics and how those affect our interactions with students.”

Hendrickson learned one way to broach this subject, which involves posting four quotes or statements that have to do with the class session in each corner of the room. Students then go around to read the quotes, pick their favorite, and explain why they chose their statement.

“Dr. Case spoke about the need to move beyond the modality of diversity education where minorities or disadvantaged groups are merely tacked onto existing classes, but to really rethink our overall approach to classroom dynamics,” says Hendrickson.