Lewis and Clark Community College Diversity and Inclusion Plan February 1, 2016 Background In 2005, Lewis and Clark Community College released a diversity plan. This initiative followed the affirmation of Lewis and Clark s mission statement: Empowering people by raising aspirations and fostering achievement through dynamic, compassionate and responsible learning experiences and the core values of service, respect, responsibility, compassion and integrity. Behind that diversity plan was a climate survey administered in August 2004 to a representative and statistically sound sample of students, faculty and staff. In preparation for this 2016 plan, the same survey was administered to full-time staff and faculty, adjunct faculty and students. In 2015, 303 students (7%) responded as compared to 6% of the students in 2004. In 2015 we had 42% of the full-time and adjunct faculty and staff respond. In 2004 the adjunct faculty were not included in the survey which actually resulted in an increase in the response rate to 6 since so few adjunct faculty completed the survey either year. By using the same survey instrument in 2015, the results can be analyzed and compared to the 2004 survey responses to detect any changes. Process Planning was begun in early 2015, the diversity and inclusion survey was administered in fall 2015 and results produced in December 2015. Objectives 1. Clarify the College s position on, and level of commitment to diversity 2. Create a diversity plan that is consistent with this commitment 3. Develop actionable recommendations to realize the college s goals for diversity and inclusion 1 2016 Diversity and Inclusion Plan
Diversity and Inclusion Survey The diversity and climate survey was administered to examine attitudes and perceptions from multiple perspectives: The importance of diversity How diversity should be defined L&C as a welcoming/inclusive environment Attitudes about race, gender, ethnicity, sexual orientation Campus demographics Experiences of discrimination or harassment Diversity in the classroom environment Racial/Ethnic Distribution (Percent): Enrollment, Employees, District (2004) and (2015) The racial / ethnic distribution of survey respondents parallels that of students and employees as well as that of residents of the seven counties* comprising Community College District 536. Racial / Ethnic Distribution (Percent): Enrollment, Employees, District (2015) LCCC Enrollment (Fall 2015) LCCC Full- and Part-time Employees (2015) District 536 (2010 Census) White 82% 91.1% 91.9% Black/African American 11% 5.8% 5.3% Asian/Pacific Islander 0.5% 0.46%.62% Hispanic/Latino 1.8% 1.4% 2% Native American 0.5% 0.62%.23% Other 4.2% 0.46% N/A Totals 10 10 10 2 2016 Diversity and Inclusion Plan
Racial / Ethnic Distribution (Percent): Enrollment, Employees, District (2004) LCCC Enrollment (Fall 2004) LCCC Full- and Part-time Employees (2005) District 536 (2000 Census) White 84.4% 92.5% 93.1% Black/African American 6. 6.9% 4.8% Asian/Pacific Islander 0.6% 0.2% 0.6% Hispanic/Latino 1. 0.2% 1.1% Native American 0.4% 0. 0.2% Other 7.2% 0.3% 0.2% Totals 100. 100. 100. * Enrollment is degree-seeking students in the 2015FA term; Full and Part-time Employees in the Fall 2015 census District Census The racial/ethnic distribution of Lewis and Clark students in fall 2015 has changed since fall 2004 in terms of a higher representation of Black/African American students from 6% in 2004 to 11% in 2015 while the distribution in the college District 536 has stayed relatively unchanged at 4.8% in 2004 and 5.3% in 2015. There is a slight increase in the representation of Hispanic/Latino students and college employees over the last ten years. In the 2004 census, Hispanic/Latino representation was 1.1% and ten years later, 2%. Likewise the representation among L&C students rose from 1% in 2004 to 1.8% in 2015 and from 0.2% of Lewis and Clark employees in 2005 to 1.4% in 2015. Once again, as in 2004, the college enrolls fewer white students as a percentage of the whole, 82% in 2015, and 84.4% in 2004 as compared to census data that shows 91.9% of District residents was white in 2014 and 93.1% was white in 2000. Adding a column of Survey Respondents (Students and Employees) indicates that the survey respondents racial/ethnic distribution parallels that of students and employees as well as that of residents of the parts of seven counties comprising Community College District 536. 3 2016 Diversity and Inclusion Plan
Racial / Ethnic Distribution (Percent): Survey Respondents, Enrollment, Employees, District LCCC Enrollment (Fall LCCC Full- and Parttime District 536 Respondents (2015) 2015) Employees (2015) (2014 Census) White 88% 82% 91.1% 91.9% Black/African American 7.3% 11% 5.8% 5.3% Asian/Pacific Islander 1.3% 0.5%.46%.62% Hispanic/Latino 2% 1.8% 1.4% 2% Native American.7% 0.5% 0.62%.23% Other.7% 4.2% 0.46% N/A Totals 10 10 10 10 While the student population is overwhelmingly white, enrollment trends over the last ten years show that the populations of black/african American students and Hispanic/Latino students are gradually increasing. Annual Number and Percent Change in Enrollment by Racial/Ethnic Group 10 th day 2005-2016* 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Grand Total White 5130 4875 5128 5255 5515 5806 5927 5751 5395 5047 4679 3431 61939 Black/African American 500 522 523 566 621 646 681 695 674 666 632 443 7169 Asian/Pacific Islander 29 32 35 31 36 45 49 52 56 37 38 29 469 Hispanic/Latino 48 49 52 58 73 86 98 99 117 110 99 76 965 Native American 17 21 23 25 23 30 39 41 50 52 44 22 387 Nonresident Alien 7 10 13 9 4 1 44 Other 182 260 480 459 434 370 150 198 208 204 258 191 3394 Totals 5906 5759 6241 6394 6702 6983 6951 6846 6513 6125 5754 4193* 74367 *10 th Day counts from 2005 to 2016 (unduplicated by Year), Degree Seeking Only and 2016 only includes Fall 2015 counts 4 2016 Diversity and Inclusion Plan
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 White 86.86% 84.65% 82.17% 82.19% 82.29% 83.14% 85.27% 84.01% 82.83% 82.4 81.32% 81.83% 83.29% Black/African American 8.47% 9.06% 8.38% 8.85% 9.27% 9.25% 9.8 10.15% 10.35% 10.87% 10.98% 10.57% 9.64% Asian/Pacific Islander.49%.56%.56%.48%.54%.64%.7.76%.86%.6.66%.69%.63% Hispanic/Latino.81%.85%.83%.91% 1.09% 1.23% 1.41% 1.45% 1.8 1.8 1.72% 1.81% 1.3 Native American.29%.36%.37%.39%.34%.43%.56%.6.77%.85%.76%.52%.52% Nonresident Alien.1.15%.2.15%.07%.02%.06% Other 3.08% 4.51% 7.69% 7.18% 6.48% 5.3 2.16% 2.89% 3.19% 3.33% 4.48% 4.56% 4.56% Totals 10 10 10 10 10 10 10 10 10 10 10 10 10 Grand Total Diversity and Inclusion Survey: Summary Level Findings An analysis of survey results portrays a positive statement about diversity and inclusion at Lewis and Clark. A clear majority of respondents support the concept of diversity and its importance A strong majority agree that diversity should include ethnic, gender, race and disability status distinctions Lewis and Clark faculty, staff and students perceive the college as an inclusive environment The clear majority of faculty, staff and students feel accepted by the rest of the campus community Based on responses, students and employees report very few incidents of harassment or discrimination at Lewis and Clark 5 2016 Diversity and Inclusion Plan
A clear majority of respondents support the concept about diversity and inclusion at Lewis and Clark. 10 1. Diversity is very important to me. 9 Diversity is important to me. 8 7 6 61% 62% Faculty 10 (98% in 2005) Students 88% (86% in 2005) Staff and Adjuncts 96% (99% in 2005) 5 4 3 38% 39% 32% 3 2 1 11% 7% 4% 4% 4% 4% 4% 1% 6 2016 Diversity and Inclusion Plan
A strong majority agree that diversity should include ethnic, gender, race and disability status distinctions. 10 2a. An LCCC definition should include race 9 8 7 6 73% 55% 67% Definition should include race. Faculty 99% (10) in 2005 Students 91% (87% in 2005) Staff and Adjuncts 95% (10 in 2005) 5 4 3 27% 2 18% 19% 1 8% 9% 9% 2% 2% 3% 3% 2% 3% 7 2016 Diversity and Inclusion Plan
A strong majority agree that diversity should include ethnic, gender, race and disability status distinctions. 10 2b. An LCCC definition of diversity should include ethnicity. 9 8 7 6 71% 56% 67% Definition should include ethnicity. Faculty 99% (10 in 2005) Students 95% (88% in 2005) Staff and Adjuncts 97% (10 in 5 4 3 2 1 3 24% 21% 9% 9% 4% 4% 1% 1% 2% 2% 2% 2% 8 2016 Diversity and Inclusion Plan
A strong majority agree that diversity should include ethnic, gender, race and disability status distinctions. 10 2c. An LCCC definition of diversity should include gender. 9 8 7 6 68% 6 66% Definition should include gender. Faculty 94% (10 in 2005) Students 93% (84% in 2005) Staff and Adjuncts 95% (99% in 2005) 5 4 3 2 24% 22% 21% 1 9% 8% 4% 4% 2% 2% 3% 2% 2% 3% 9 2016 Diversity and Inclusion Plan
A strong majority agree that diversity should include ethnic, gender, race and disability status distinctions. 2d. An LCCC definition of diversity should include disability status. 10 9 8 7 6 5 67% 53% 62% Definition should include disability status. Faculty 98% (96% in 2005) Students 92% (73% in 2005) Staff and Adjuncts 95% (96% in 2005) 4 3 25% 26% 25% 2 1 13% 8% 6% 3% 2% 2% 2% 1% 3% 3% 10 2016 Diversity and Inclusion Plan
A strong majority agree that diversity should include ethnic, gender, race and disability status distinctions. 10 2e. An LCCC definition of diversity should include religious affiliation. 9 Definition should include religious affiliation. 8 7 6 57% 59% Faculty 87% (76% in 2005) Students 87% (77% in 2005) Staff and Adjuncts 87% (83% in 2005) 5 48% 4 3 2 1 22% 22% 17% 14% 14% 1 8% 4% 5% 5% 5% 6% 3% 3% 11 2016 Diversity and Inclusion Plan
A strong majority agree that diversity should include ethnic, gender, race and disability status distinctions. 10 2f. An LCCC definition of diversity should include sexual orientation. 9 Definition should include sexual orientation. 8 7 6 63% 57%. Faculty 93% (72% in 2005) Students 85% (72% in 2005) Staff and Adjuncts 86% (83% in 2005) 5 49% 4 3 2 1 25% 22% 18% 18% 13% 11% 11% 1 8% 8% 8% 6% 5% 3% 2% 12 2016 Diversity and Inclusion Plan
A strong majority agree that diversity should include ethnic, gender, race and disability status distinctions. 10 2g. An LCCC definition of diversity should include age. 9 8 7 6 63% 57% Definition should include age. Faculty 92% (97% in 2005) Students 91% (81% in 2005) Staff and Adjuncts 91% (91% in 2005) 5 49% 4 3 2 1 25% 22% 18% 18% 13% 11% 11% 1 8% 8% 8% 6% 5% 3% 2% 13 2016 Diversity and Inclusion Plan
Lewis and Clark faculty, staff and students perceive the college as an inclusive environment. 10 3a. LCCC is an inclusive environment for faculty/staff and students of color. 9 8 7 6 67% 63% 61% Faculty 95% (84% in 2005) Students 93% (88% in 2005) Staff and Adjuncts 96% (86% in 2005) 5 4 3 27% 2 17% 18% 15% 1 8% 8% 2% 3% 2% 2% 2% 1% 1% 14 2016 Diversity and Inclusion Plan
Lewis and Clark faculty, staff and students perceive the college as an inclusive environment for women. 10 3b. LCCC is an inclusive environment for faculty/staff (students) who are female. 9 8 7 6 68% 65% 64% Faculty 99% (98% in 2005) Students 96% (91% in 2005) Staff and Adjuncts 98% (94% in 2005) 5 4 3 2 26% 27% 22% 1 8% 6% 7% 4% 1% 1% 2% 15 2016 Diversity and Inclusion Plan
Lewis and Clark faculty, staff and students perceive the college as an inclusive environment for men. 10 3c. LCCC is a welcoming environment for faculty/staff (students) who are male. 9 8 7 75% 68% 73% Faculty 98% (78% in 2005) Students 97% (89% in 2005) Staff and Adjuncts 10 (94% in 2005) 6 5 4 3 2 1 21% 22% 22% 7% 5% 2% 1% 2% 16 2016 Diversity and Inclusion Plan
Lewis and Clark faculty, staff and students perceive the college as an inclusive environment for individuals with disabilities. 10 3d. LCCC is an inclusive environment for faculty/staff (students) with disabilities 9 8 7 64% Faculty 95% (82% in 2005) Students 98% (87% in 2005) Staff and Adjuncts 94% (88% in 2005) 6 5 56% 54% 4 3 2 1 28% 23% 23% 16% 11% 12% 5% 4% 1% 2% 1% 17 2016 Diversity and Inclusion Plan
Lewis and Clark faculty, staff and students perceive the college as an inclusive environment for individuals who are lesbian, gay, bisexual, transgendered. 10 3e. LCCC is an inclusive environment for faculty/staff (students) who are lesbian, gay, bisexual, transgendered 9 8 7 6 5 54% 6 61% Faculty 9 (7 in 2005) Students 93% (72% in 2005) Staff and Adjuncts 96% (66% in 2005) 4 3 2 1 29% 21% 22% 12% 13% 7% 5% 5% 2% 2% 3% 1% 1% 1% 18 2016 Diversity and Inclusion Plan
The clear majority of faculty, staff and students feel accepted by the rest of the campus community. 10 10. I feel accepted by LCCC students whose racial or ethnic background differs from my own. 9 8 7 Faculty 97% (94% in 2005) Students 96% (9 in 2005) Staff and Adjuncts 97% (98% in 2005) 6 5 52% 57% 52% 4 38% 35% 3 28% 2 1 11% 1 7% 4% 2% 2% 1% 1% 1% 1% 19 2016 Diversity and Inclusion Plan
The clear majority of faculty, staff and students feel accepted by the rest of the campus community. 11. I feel accepted by LCCC staff members whose racial or ethnic background differs from my own. 10 9 8 7 6 65% 63% 61% Faculty 98% (96% in 2005) Students 91% (93% in 2005) Staff and Adjuncts 92% (97% in 2005) 5 4 35% 3 28% 24% 2 1 2% 2% 1% 2% 2% 1% 1% 1% 20 2016 Diversity and Inclusion Plan
The clear majority of faculty, staff and students feel accepted by the rest of the campus community. 10 12. I feel accepted by LCCC faculty members whose racial or ethnic background differs from my own. 9 8 7 6 69% 66% 62% Faculty 98% (98% in 2005) Students 98% (96% in 2005) Staff and Adjuncts 97% (97% in 2015) 5 4 3 29% 25% 25% 2 1 7% 6% 4% 2% 1% 1% 1% 2% 21 2016 Diversity and Inclusion Plan
Based on responses, students and employees report very few incidents of harassment or discrimination at Lewis and Clark. 20. During the last 12 months* at LCCC, how often have you experienced harassment due to your Faculty Students Staff/Adjuncts a. Race/Ethnicity Never 96% 96% 96% Once 4% 4% 3% b. Gender Never 88% 88% 9 Once 12% 12% 8% c. Sexual Orientation Never 98% 98% 98% Once 2% 2% 2% d. Disability Status Never 10 10 98% Once 0 0 0 e. Religious Affiliation Never 94% 94% 96% Once 4% 4% 3% f. Age Never 94% 94% 91% Once 0** 6% 5% *Nearly identical results to 2005 **SURS 6% Rule is noted. 22 2016 Diversity and Inclusion Plan
In 2005, the Diversity Plan team defined the following diversity goals that set their priorities for the next ten years: 1. Promote cross-cultural understanding and communications 2. Broaden and expand opportunities for positive (constructive and instructive) diversity experiences on campus 3. Increase awareness and enhance understanding of the meaning and importance of diversity in today s world 4. Promote an atmosphere of tolerance and mutual respect, one that respects differences and encourages inclusiveness 5. Conduct all College operations and activities in a way that faithfully expresses and represents our stated commitment to diversity The Diversity Committee has planned and executed diversity events and activities that promote communication and understanding for ten years. They have also collaborated with external educational and community organizations to maintain a continuing educational dialogue on diversity issues. The enrollment of African/American students has nearly doubled in ten years (6% in 2005/11% in 2015) which is nearly double the census representation of African Americans (5.3%). Although the college continues to employ African American faculty and staff at a higher percentage than their representation in the census data in both 2005 and 2015, the percentage of African American employees has decreased slightly in ten years (6.9% in 2005/5.2% in 2015) suggesting an area for increased focus. The enrollment and employment of other minorities has changed very little and continues to align with census data. Support for diversity continues to be very high among faculty, students and staff (10, 88%, and 96%). The support for including sexual orientation in that definition has increased over ten years among faculty (93% in 2015/72% in 2005), students (85% in 2015/72% in 2005), and staff (86% in 2015/83% in 2005). Likewise, support for including religion has increased among every group, faculty (87% in 2015/76% in 2005), students (87% in 2015/77% in 2005), and staff (87% in 2015/83% in 2005). More campus constituencies experience L&C as an inclusive environment. This is universally evident in every category: race, gender, disability status and sexual orientation and for every group faculty, students, and staff. Faculty, students and staff also feel accepted by those faculty, students and staff whose racial/ethnic background is different than their own. The incidence of harassment or discrimination during the last twelve months at L&C is very low and nearly identical to 2005. Gender discrimination remains highest, but age increased relative to comments about the SURS 6% Rule. Even as low as the incidence of 23 2016 Diversity and Inclusion Plan
harassment is, even one incident of harassment or discrimination is unacceptable, and points to some diversity-related challenges that L&C faces. The question asking respondent to provide suggestions for improving the diversity climate included such comments from faculty as: Sample comments from faculty A continuation of positive relationships between administration, faculty and staff will achieve this. I think that the fact that we have a Christian or Christian-light prayer at our graduation ceremony is wrong. We are a public institution. Overall, I do not feel anything different needs to be done. I think all types of people at LC interact professionally and amicably. I feel LCCC does a good job in supporting an inclusive environment. Diversity is a wonderful idea, but faculty members must be experts in their fields of study AND be able to teach and inspire our students. Sample comments from students I believe the college is doing an excellent job with inclusion. I can t think of anymore ways you can improve the climate of inclusion since it is already strong. I like the college just the way it is. I think everyone is treated equally. The only way to improve on a system that has no visible weaknesses is to encourage that system to keep working hard on doing what they are already doing. Being an older white male some may think I could be blind to racial/gender/sexual biases, however being married to a black woman and having a transgendered child has had my eyes wide open for many years now. I have never witnessed any problems at LCCC and commend you for making everyone feel welcome. Advertise events that are being hosted there more. Sample comments from staff Continue to have diversity programs as have been presented in the past. Eliminating all prayers at campus events would improve the inclusion climate. 24 2016 Diversity and Inclusion Plan
I feel that training about diversity issues is important for faculty and staff. I think we do a good job. Build upon the enrichment opportunities, guest speakers, programs, entertainment that are available to students and staff. This environment is already rich with diversity and the arts and entertain can showcase this diversity. In my opinion, the 6% rule is age discrimination. This is not dictated by the college, but I feel they should try to get it changed. Using information obtained from the diversity and inclusion survey, the planning team drafted a diversity policy statement which was formally approved in February 2016 by the Board of Trustees. Diversity Policy Statement Given the growing diversity of our nation and the continuing globalization of our economy, Lewis and Clark Community College (L&C) has a responsibility as educators to prepare our students for success in this environment. Diversity, in its highest form of expression, welcomes the unique perspectives of all racial, ethnic and cultural groups. A free and respectful exchange of ideas and perspectives can lead to important insights and lend credibility and integrity to decision processes. Ultimately, diversity and inclusion promote greater tolerance and a deeper understanding, empathy and respect among people of different racial, ethnic and cultural backgrounds. We believe that individuals who appreciate and understand the intrinsic value of diversity and who know how to communicate effectively in a diverse environment have a distinct advantage over those who do not. It is clearly in the best interests of our students to learn how to communicate in multicultural settings. As educators, we can facilitate this learning by exposing students to individuals and groups who are different than them, to a range of ideas and perspectives, and to experiences that reflect and embrace the diversity of our nation and world. We support and encourage our faculty, staff, administration and students in their efforts to expand and optimize the number and quality of those diversity encounters and experiences. L&C is committed to diversity both on principle and as a practical concern for the success our students, many of whom either do or will live and work in diverse settings. Our commitment is supported by our related policies on harassment and discrimination, on affirmative action, equal employment, and the treatment of protected groups. And, it is firmly grounded in our core values of respect, compassion, service, integrity and responsibility. 25 2016 Diversity and Inclusion Plan
Challenges to Diversity and Inclusion Based on the responses to the 2015 diversity and inclusion survey responses, a number of diversity-related challenges emerge. 1. Even one incident of harassment or discrimination is unacceptable. Some in the campus community are uncertain about where to go and how to report incidents of harassment or discrimination. 2. In spite of the fact that the college s employees align with the representation of minorities in the census data, the college aspires to greater diversity in its workforce. 3. The college curriculum can improve efforts to reflect the college s commitment to diversity. 4. L&C must remain vigilant about maintaining safe, respectful, compassionate and nondiscriminatory learning and work environments for all students, faculty and staff. Goals and Strategies Goal One Conduct all college operations and activities in a way that faithfully expresses and demonstrates our commitment to diversity. Recommended strategies: 1. Conduct periodic training for college employees that emphasizes that L&C is a safe environment for students and employees, one that is free from discrimination and harassment based on race, religion, gender, sexual orientation or national origin. This is particularly important amid international and domestic events that create an urgent need for safe spaces for students and employees. 2. Include diversity-related measures in performances objectives. 3. Conduct broad employment searches for all new hires. Goal Two Promote cross-cultural understanding and communications. Recommended strategies: 1. Continue to conduct events/activities that promote understanding and communications. Make clear that working to maintain a safe learning community does not, and must not, mean chilling free expression about the issues of the day. 26 2016 Diversity and Inclusion Plan
2. Create space for open and constructive dialogue, while dealing swiftly with actions that create an unlawful hostile environment. 3. Continue to partner and collaborate with external educational and community entities to maintain a continuing educational dialogue on diversity issues. Use the dissonance that this discussion may create as opportunities for reflection, discussion and increased understanding. Goal Three Promote an atmosphere of tolerance and mutual respect, one that respects differences and encourages inclusiveness. Recommended strategies: 1. Clarify and distribute college policies on discrimination and harassment. 2. Provide training for faculty and staff and ways to address issues of harassment when they encounter them. 3. Incorporate diversity principles in employee performance and development plans. 4. Create an environment of zero tolerance for discrimination and harassment. 5. Communicate with students and employees who they can report incidents of harassment or discrimination to and provide contact information. Goal Four Increase awareness and enhance understanding of the meaning and importance of diversity in today s world. Recommended strategies: 1. Have a system in place to intervene if a student s or employee s conduct could endanger others. 2. Ensure that information about the steps in processes to intervene in cases of behavior that could endanger others is easily understandable for all students and college personnel. 3. Ensure that information about the steps in a process to address harassment or discrimination is easily understandable and readily available for all students and college personnel. 4. Challenge ourselves to go beyond our past efforts and create a college setting where the American values of inclusiveness, religious tolerance and welcoming those who are different are openly embraced. One L&C student comment on your LCCC inclusion experience provides inspiration. 27 2016 Diversity and Inclusion Plan
I ve only been at LCCC since fall semester, but I have not noticed any tensions from anyone towards anyone else. It is a nice change to see hundreds of people on a daily basis that are friendly with everyone. I wish the rest of the country/world would follow the example set at LCCC. Between the college mission and college values, it is obvious that respect and compassion, service and responsibility are important to the members of the Lewis and Clark campus community. These values were initially selected in 2004 and reaffirmed in 2013. Several changes in the past decade may have influenced the positive results of the 2015 survey responses. In the last decade there has been an increase in research and scholarly writing on the values of respect, compassion and service. These constructs are more frequently discussed in higher education literature as strategies for enhancing student learning and as outcomes of learning. The college s faculty-led Diversity Council has scheduled and facilitated monthly diversity activities for a decade; and there have been events in world, national, and regional news that have kept respect, service and compassion in the headlines as values to admire, but that continue to elude us in practice. In 2004 the Lewis and Clark college president said that the skills students need for success in today s increasingly global marketplace can only be developed through exposure to widely diverse people, cultures, ideas, and viewpoints. Over ten years later in 2016 this continues to be true. The contributions that a diverse faculty and staff make to our college s teaching and research missions and to prepare our graduates to excel in a pluralistic society are incalculable. These survey results illustrate how the concept of inclusion has grown to embrace not only race and gender, but also sexual orientation, age, and disability. Lewis and Clark s inclusive culture is both exciting and challenging. We still have a way to go. It is not acceptable that a single student, faculty or staff member is harassed due to gender or race or sexual orientation or any other element of our expanded definition of inclusion. We must continue to consider the culture of inclusion when enrolling, hiring, educating, advising, reviewing, researching, and engaging the members of our college community. The information contained in this e-mail and any attachments is confidential and is intended for the use of the individual or entity to whom it is addressed. Such information is confidential and subject to state and federal laws including the Family Educational Rights and Privacy Act (FERPA), the Gramm- Leach-Bililey Act (GLBA), the Health Insurance Portability and Accountability Act (HIPAA) and others. If you are not the intended recipient or the employee or agent responsible for delivering it to the intended recipient, you are hereby notified that any use, dissemination, distribution or copying of this communication is strictly prohibited. If you have received this e-mail in error, please immediately notify the sender by telephone or reply e-mail and destroy this e-mail and any attachments. Thank you. 28 2016 Diversity and Inclusion Plan
29 2016 Diversity and Inclusion Plan