On Nov. 3, William Jewell College’s Student Senate hosted their first Town Hall meeting of the academic year. At the meeting, the Student Senate Cabinet and six Senate Commissioners presented proposed initiatives that they plan to work on throughout the upcoming semesters. After the presentation, those  in attendance were encouraged to ask questions and discuss additional issues not addressed by the Senate Commissioners.

In 2021, Student Senate narrowed down their list of student representatives to include just a handful of Commissioners to represent six aspects of life at Jewell: Academic Affairs; Diversity and Inclusion; Student-Athletics; Residence Life; Greek Life; and Student Involvement. Accordingly, each Commissioner is responsible for addressing issues raised by students regarding those specific areas, while the Student Senate Cabinet oversees the organization’s operations.

Among the 2022-23 Senate Commissioners is a temporary student representative specifically dedicated to resolving any mold issues experienced by students.

A common theme of the presentations and the Town Hall — as well as the interviews below — is the importance of student involvement to Student Senate’s mission. Student Senate hopes to improve Jewell through changes that are meaningful and important to students. The Senate explains, however, this can only accomplished if they know what the student body feels needs to be improved. Student Senate asks the student body to attend the future Town Hall meetings and to reach out at any time to suggest changes or discuss challenges. Student Senate can be reached via email at senate@william.jewell.edu. Each Senate Commissioner can also be contacted through their individual emails (listed below). 

The Nov. 6 Town Hall meeting was an introduction to this year’s Student Senate Cabinet, the Commissioners and their goals. Below is an interview with three Senate Commissioners and a summary of the initiatives put forth for this year.

President of Student Senate and Senate Commissioner for Academic Affairs Ben Wardlow, sophomore Oxbridge institutions and policy, and philosophy major.

How long have you been a part of Student Senate?

This is my second year of serving on Student Senate. Last year I was the Senator for Academic Affairs.

Is there anything you would like the students to know about you?

Despite holding the position of Student Senate President for only three months, serving the students of William Jewell College has been one of my greatest honors and privileges. 

On the Hill, in addition to the roles I hold in Student Senate, I am a Cardinal Host and a Cardinal Blazer. I am majoring in both Oxbridge institutions & policy and philosophy. Off the Hill, I am a fellow in the 2022-23 National Humanities Leadership Council and am an intern at the law firm of Johnson, Vorhees and Martucci.

What is the most valuable information you want students to know about the Nov. 3 Town Hall?

The Town Hall was intended to convey to all students the issues and initiatives that each Senator is resolved to work on this year. A majority of those issues and initiatives are [detailed below].

When can we expect another town hall?

Student Senate is planning to host another Town Hall in February 2023. The exact date of that Town Hall is [yet to be determined].

Is there anything else you would like to add?

This year, Student Senate has already dealt with, and will continue to deal with, issues that significantly impact the quality of the student experience. The individuals who compose this year’s Student Senate are both competent to serve – and passionate about serving – the student body. However, the extent to which Student Senate is effective in promoting the quality of the student experience is dependent on how engaged the student body chooses to be in Student Senate’s initiatives. Consequently, I challenge all Jewell students to become more engaged with the efforts of Student Senate.

Senate Commissioner for Diversity and Inclusion Erin Wenzel, first-year psychology major.

How long have you been a part of Student Senate?

This is my first year.

Is there anything you would like the students to know about you?

Part of having that job title means that I’m working with the Diversity and Inclusion department here at [Jewell]. The majority of what I’m doing this year is working with students and student groups to better understand the issues [that] students are facing.

What is the most valuable information you want students to know about the Nov. 3 Town Hall?

The most important point I want people to take away from the town hall is this: If you see a problem here at Jewell that you feel the Student Senate should address, then please reach out and tell us. 

My job – and the job of everyone else on the Senate – is to serve the students of Jewell. Unfortunately, we are a relatively small group of people when compared to the student body, which means there are many problems students face that we are unaware of. To combat this we turn to you, the students, and ask you to use your voice and bring these issues to our attention. We can only find solutions to problems we are aware of, so if there is a problem going unanswered by the Senate, then make us aware. Come to Town Hall meetings, email [Student] Senate or even message the Commissioners directly. Use your voice so that we can use ours. Together we can create a campus environment that is safer, stronger and more inclusive for all students, both current and future. 

The Student Senate email is: senate@william.jewell.edu.

What can students expect from you this year?

There are two big problems I will be working to solve this year. First, I will be addressing the deadnaming issue in the student records and emails. I’ll be working to find a more permanent solution –  rather than students being forced to manually change their name in the records each year, only for the problem to repeat in the following year.

Second, I will be working to improve the accessibility of Jewell’s campus. This could include building a ramp or other wheelchair-accessible devices outside of the Mathes dorm building as there are [currently] no wheelchair accessible entrances to the building. This project will potentially extend further into the coming years as the planning and approval process, as well as construction, could take longer than the time remaining in this school year.

Senate Commissioner for Students’ Charter of Rights and Responsibilities Matthew Parker, first-year Oxbridge institutions and policy major.

How long have you been a part of Student Senate?

I am a freshman, so this is my first year on Student Senate. I’ve been intending to be part of Student Senate since I decided to attend Jewell, having learned about Student Senate from the current President Ben Wardlow while on a campus visit in April of this year.

Is there anything you would like the students to know about you?

As a member of Student Senate, my dedication is to a pair of principles. The first is that Senators are here to express and actualize the will of the students whom they represent, and the second is that Senators must put the good of the student body and of the College before personal expediency. I hope — and indeed believe — that I speak for all of Student Senate in affirming that I will be operating by these principles for my entire time on Student Senate, this academic year and hopefully beyond.

What is the most valuable information you want students to know about the Nov. 3 Town Hall?

The Student Senate Town Halls are your best opportunity to express your perspective as a student to us as members of Student Senate, and [attending] is the best way for us as members of that Senate to do our job of representing you and your interests accurately and fairly.

What can students expect from you this year?

What students can expect from us as Student Senate is that we as a collective will work to collaborate with both students and college administration to improve the student experience at Jewell and to improve the currently strained state of student-administration relations. What students can expect from me personally is a visible and active presence in the student body, a ready ear willing to listen to your views and wishes and a dedicated representative who will serve the interests of his community.

Is there anything else you would like to add?

If I would add one thing, it would be a simple plea to the Jewell community: Be involved with Student Senate; participate in the Town Halls; discuss challenges you are facing with members of the Senate. You have the power to improve your student experience, and we as Student Senate are here to serve as the tools for you to express your wishes, but your wishes are only heard and acted on if we can hear your voice.

Senate Commissioner for Student-Athletics Aubrey Avalos, junior political science and international relations major.

How long have you been a part of Student Senate? 

I have been a part of the Senate since September of this year. 

Is there anything you would like the students to know about you?

I am a super-involved student and am here to help all students. I obviously primarily focus on athletes, but I am here to help Jewell be a better place for all students. If there is anything you think would be helpful, please let me know. I love talking about new ideas.

What is the most valuable information you want students to know about the Nov. 3 Town Hall?

 At the townhall I announced my major initiatives I am working on. These include:

1. Increasing mental health resources for student-athletes. I am currently working with school administration to seek out specialized mental health resources for student-athletes. 

2. Creating a better balance between academics and athletics. To aid student-athletes – and any other organizations – with academics when traveling, we are working on getting [Wi-Fi] hotspots for students that are traveling for Jewell-related activities.

3. Our last goal is more intended for the whole student body. We are attempting to create an overall better athletics experience. What this means is making the game environment more energetic and active. We are working with the [Student Athlete Advisory Committee (SAAC)] to plan some fun activities during basketball season. We are also working with other Commissioners to pursue long-term goals like creating a better game culture at Jewell.

Is there anything else you would like to add?

I would like to add, on the last goal, if you have ANY input please let me know. I want to hear from as many students as possible to learn about what the student body wants to see at athletics events.

General issues and initiatives of Student Senate

Senate Cabinet

• President Ben Wardlow (wardlowb.21@william.jewell.edu)
• Vice President Tatyana Turner (turnert.21@william.jewell.edu)
• Records and Finance Officer Ian Wooldridge (wooldridgei.21@william.jewell.edu)

General Initiatives

• Senate Commissioner for Students’ Charter of Rights and Responsibilities Matthew Parker (parkerm.22@william.jewell.edu)

1. Generate incentives that encourage more students to stay on campus during the weekends.
2. Ensure that the Charter of Students’ Rights and Responsibilities is respected.
3. Secure more convenient dining hall hours on weekends, specifically during conventional breakfast hours.
4. Improve the quality of lighting on campus.

Diversity and Inclusion Initiatives

• Senate Commissioner Diversity and Inclusion Erin Wenzel (wenzele.22@william.jewell.edu)

1. Make campus more wheelchair accessible.
2. Rectify the issue of deadnaming with regards to student emails and financial aid services.
3. Roll out the Intercultural Development Inventory.

Student-Athletics Initiatives

• Senate Commissioners for Student-Athletes Aubrey Avalos (avalosa.20@william.jewell.edu); and 
• McKinzie Thompson (thompsonm.21@william.jewell.edu)

1. Provide mental health resources that are specifically designed for student-athletes.
2. Improve both student turnout and active engagement at sporting events.
3. Provide hotspots for student-athletes to use for homework while traveling to and from sporting events.

Residence Life Initiatives

• Senate Commissioners for Residence Life Nirbhay Vohra (vohran.22@william.jewell.edu); and 
• Trent Dixon (dixont.22@william.jewell.edu)

1. Ensure that the quality of Wi-Fi is improved, potentially by way of a campus-wide network that would enable students to use electronics outdoors.
2. Improve the bathroom conditions (such as securing or repairing paper towel dispensers).
3. Ensure that every dorm on campus does not pose health risks, specifically health risks generated by mold.

Mold-Related Initiatives

• Ad-Hoc Senate Commissioner for Mold Kamerin Hull (hullk.21@william.jewell.edu)

1. Ensure that all Jewell spaces used by students are safe and pleasant by eradicating any mold that poses health risks or is surface level. 

Student Involvement Initiatives

• Senate Commissioners for Student Involvement Owen Kerrigan (kerrigano.22@william.jewell.edu); and 
• Ethan Naber (nabere.22@william.jewell.edu)

1. Create a calendar that contains every Jewell event and can be accessed at the homepage of every student’s Brightspace.
2. Improve the promotion of all Jewell achievements (such as students or faculty presenting at conferences, receiving awards, etc.).
3. Modify the Jewell Activities and Organizations website to include new clubs, remove obsolete clubs and renovate existing clubs to include their social media and contact information. 

Greek Life Initiatives

• Senate Commissioners for Greek Life Dammy Idowu (idowua.21@william.jewell.edu); and 
• Alexander Walls (wallsa.21@william.jewell.edu)

1. Ensure that there are equal mental health and safety resources for each Greek Organization.
2. Provide printers to each wing of the Sorority Complex.
3. Create a fraternity wide philanthropy event.

Summary of Initiatives provided by Wardlow.

Over the past year, the COVID-19 pandemic devastated the country, and yet with the worst presumably behind us, marginalized populations continue to take the brunt of the resulting financial, social and health-related disparities in the United States. Amid the pandemic, an all-too-familiar pattern of violence revealed itself – one that we can no longer let fester by means of our own silence.

Following the murder of George Floyd in summer 2020, the 2020-21 the Monitor editorial staff released a statement in support of Black lives, pledging to devote our organization’s time and resources to covering issues surrounding diversity, inclusion and injustice within our community. Reflecting on our progress, now with two semesters completed, we realize that we still have a lot of room to grow for fall 2021. 

Most urgently, we are extending this commitment to include Asian American and Pacific Islander students and members of our local and national community. With the pandemic promoting violent, targeted attacks against AAPI demographics, we recognize the importance of committing our time and resources towards their perspectives. 

In fall 2021, we plan to further recognize the experiences of both BIPOC and AAPI communities through extensive news reporting, efforts in diversifying staff and offering specific roles to BIPOC and AAPI students. We also hope to devote some staff-writer positions to report on issues specific to diversity, inclusion and injustice on a local and national scale.

We condemn any form of violence toward BIPOC and AAPI communities. The changes made to our structure and news-reporting prerogatives, explained in further detail below, will not change the world; however, we hope to give BIPOC and AAPI people within our community more confidence and security in their identities so that they may be empowered to tell their stories and further inspire others vicariously. 

In this review, we will identify the areas of our 2020-21 Commitment in which we met our goals, did not meet our goals and specific ways we aim to eventually meet such goals. 2020-21 Editor-in-Chief Christina Kirk reviewed our progress for fall 2020 earlier this year.

Thank you,

Krista Halstead | Co-Editor-in-Chief, Chief Copy Editor

Liz Payton | Co-Editor-in-Chief, Managing Editor

Trent Brink | Sports Editor 

Zach Dube | Perspectives Editor

Alaina Flory | Arts & Culture Editor

Teresa Mainzer| Lifestyle Editor

Links for resources and donations:

• https://blacklivesmatters.carrd.co
• https://indigenousrights.carrd.co/ 
• https://stopasianhate.carrd.co/
  

Undertake journalistic investigations into instances of racism and discrimination within the Jewell community, publishing a minimum of two to three full investigative pieces per semester.

The Hilltop Monitor met our first goal in exposing instances of racism and discrimination within the Jewell community through investigative pieces. As new information about the college’s historical relationship to slavery and the new “Slavery, Memory, and Justice” course was released, The Hilltop Monitor published four investigative updates. The publication also took a look into the college’s Diversity and Inclusion curriculum and how it may evolve alongside Jewell’s Radical Inclusivity work.

This fall, we plan to continue with updates on the “Slavery, Memory, and Justice” course as well as the research into Jewell’s past. We will also be emphasizing a focus on accountability and promoting change with our investigations; although our articles remain unbiased and factually centered, we recognize our role in cultivating change through access to information and alternative perspectives.

Status: Met

Articles:

• Slavery, Memory, and Justice course seeks to investigate Jewell’s past, Feb. 12
• A discussion of diversity and inclusion in Jewell’s curriculum, Feb. 19
• New research uncovers ties between Jewell and slavery, April 16
• Jewell’s Slavery, Memory, and Justice Project uncovers, illuminates Alexander Doniphan’s pro-slavery stances and ties, April 23
• Slavery, Memory, and Justice Project uncovers details about Dr. William Jewell’s slaveholding past, April 30

Provide more accessible avenues by which all members of our community can bring to our attention leads, tips and story ideas relating to diversity and inclusivity in order to expand our coverage, including but not limited to a Google form accessible on all of our social media.

The Hilltop Monitor continues to provide more ways for Jewell’s community to bring up topics relating to diversity, inclusion and more through Google forms and social media. This allows us to expand coverage over relative and impactful stories. As mentioned in later goal updates, we will be attempting to reach out to the community further via more specific Google Forms and opportunities for authoring content for our website.

Status: Met

Forms:

• Contact us at monitor@william.jewell.edu
• Social media: Instagram, Facebook, Twitter, Presence
• The Hilltop Monitor Suggestion Box

Place an increased focus on reporting on racial disparities as they present themselves within Liberty, the Kansas City metro and the U.S., by publishing at minimum five of these news pieces per semester and designating a beat specifically concerning these issues, so that staff members are always ready to cover these issues the moment they present themselves

The Hilltop Monitor met this goal by publishing five articles that reported on newsworthy topics impacting BIPOC. From local talk about police reform to vaccine availability to vaccine deserts, these articles provided insights on some of the difficulties BIPOC are currently facing. 

For fall 2021, we plan to increase the number of beat reporters working with us and dedicate at least two of those positions to BIPOC and AAPI issues specifically. Additionally, we are increasing this goal from five news pieces to seven, with the hope of publishing even more as we grow our staff.

Status: Met

Articles:

• Vaccine deserts in Missouri, Feb. 26
• Progressive crisis response team reveals promising results, March 5
• An update on the confederate monument in Fairview and New Hope cemeteries, April 9
• Making strides for police reform in Missouri, April 9
• Rising hate crimes against the Asian American Pacific Islander community, April 12

Incorporate themes of advocacy, inclusion and dignity into articles on all pages, not just Features and News, including but not limited to publishing more artist and sports features on BIPOC and more reviews of art/work/content created by BIPOC

Although we recognize several articles outside of Features and News that touch on advocacy, inclusion and dignity, we believe that we have not yet reached our goal. We aim to highlight the talents and voices of more BIPOC and AAPI students by reinstating our “Humans of Jewell” series. 

With an emphasis on reporting issues specific to BIPOC and AAPI students, we also hope to foster an environment where students can feel more comfortable reviewing media that holds importance and relevance to BIPOC and AAPI communities.

Status: More work to be done

Articles:

• A Time for Hope: Vice President Kamala Harris’ Historic Inauguration, Feb. 5
• The role model effect illustrates the significance of Kamala Harris as Vice President, Feb. 12
• Serena Williams legacy is shadowed by her NFL counterpart, March 17
• A day in Kansas City, March 19
• Hideki Matsuyama makes history at Masters, April 23

Recruit more BIPOC staff members by reaching out to organizations like BSA, Mi Gente, INSA – not only asking them to join our staff but also asking them if there are ways we can make our reporting more inclusive

As of spring 2021, The Hilltop Monitor staff remains predominantly white; however, as fall promises us more opportunity to meet in larger gatherings and host events, we hope to recruit more BIPOC and AAPI students. Due to restrictions and general stress from COVID-19, many organizations at Jewell had problems with sustained interest from students throughout the 2020-21 year. We hope that as organizations like BSA, Mi Gente, INSA and others gain more influence and interest on campus, we can partner with them in more structured ways and work towards inclusive recruitment.

Status: Unmet

Use our platform to highlight and amplify BIPOC voices, including, but not limited to, regularly commissioning opinion pieces and letters to the editor from BIPOC, seeking out interviews from more BIPOC and featuring more BIPOC-led initiatives in our news reporting

In our news and feature coverage, we highlighted many initiatives that Jewell took this semester regarding Radical Inclusivity and diversifying campus. Though we reported on these topics, we did not seek out BIPOC voices to provide their perspectives on the changes. We plan to start featuring the voices of those directly or indirectly impacted by such initiatives moving forward.

Over the spring semester, very few opinions or submitted pieces were published, let alone from BIPOC. To remove some of the barriers in submitting content, we plan to offer a more easily available platform for BIPOC and AAPI artists, content creators and critics, so that they may submit their reviews, artwork, media creations, etc. via a Google Form. Though this opportunity will not be exclusive to BIPOC and AAPI students, we will focus on publicizing this Form among Jewell organizations that serve marginalized populations in hope to feature their voices among other artists and content-creators who would not have the opportunity otherwise. The Hilltop staff looks forward to sharing the opinions and perspectives of BIPOC and AAPI students by regularly commissioning content.

Status: Unmet

Articles:

• Student groups, library services create Radical Inclusivity focused Critical Foundations Collection as part of Curry Library, Feb. 12
• An Update on Diversity and Inclusion Efforts with Dr. Rodney Smith, Feb. 15
• How Jewell’s admissions department is taking steps to improve campus diversity, Feb. 19
• Shape Your Future program assists select incoming students transition into college, Feb. 19
• Jewell Establishes Racial Reconciliation Commission, April 12

Establish direct lines of communication with the leadership of campus multicultural organizations in order to increase coverage on them, especially those representing BIPOC, including publishing dedicated features explaining the missions of each of these organizations as well as publishing content throughout the year reporting these organizations’ initiatives 

As mentioned, general campus culture took a hit this past year due to COVID-19 restrictions. Once multicultural organizations are allowed to hold more gatherings and events, we hope to cover them extensively. This will also open up more communication between the Monitor and such organizations so we can continue to encourage organization members to submit content or feature specific individuals within the organization.

Status: Unmet

Carefully question and probe the validity of data and statistics from law enforcement agencies for misrepresentative or racially biased information

The Hilltop Monitor met this goal for spring 2021. With four investigative stories on Jewell’s historical ties to slavery, publishing unbiased, factually accurate information was imperative. Though we have four checkpoints in place to catch potentially biased or incorrect information, the Monitor staff took extra caution with these investigative pieces, ensuring that every detail was suitable to be published under our standards. In fall 2021, we plan to further include staff writers in informative workshops on biased versus unbiased writing and the importance of credible sources.

Status: Met

Explicitly ask cabinets and senators running for Student Senate both at the annual Senate debates and within interviews how they intend to oppose racism and promote diversity and inclusivity on campus, particularly with regards to recruitment and retention, enrollment, housing and representation on campus

Hosting the Student Senate debate last fall, we asked each candidate a few questions regarding topics like campus safety, Title IX and diversity on campus. We intend to emphasize the same topics, with more detail, at the next debate and within individual interviews.

Status: More work to be done

Articles:

• Cabinets running for Student Senate participate in annual debate, Sept. 29, 2020
• Jewell’s new Student Senate Cabinet plans for the year, appoints senators, Oct. 20, 2020
• A Demographic Analysis of Student Senate, Dec. 4, 2020

The Hilltop Monitor encourages feedback from our audience. If you have any questions, constructive criticisms, or suggestions for how we can better reach our goals, please contact us at monitor@william.jewell.edu, or send it anonymously to The Hilltop Monitor Suggestion Box.

In recent years, William Jewell College has pushed for increased diversity and inclusivity on campus and in the community through Radical Inclusivity efforts. The Hilltop Monitor will be conducting an investigation into the efficacy, past and future of Radical Inclusivity efforts at Jewell through curricular offerings. 

The investigation will be published in multiple parts, each of them emphasizing a different perspective on institutional changes, both recent and historical. This article is the first to be published in the series and it will focus on the Critical Thought and Inquiry (CTI) program, Jewell’s core curriculum and CTI 150 in particular. This article will focus on the CTI program from 2016 to the present, as the curriculum underwent changes and development in relation to diversity and inclusion during that time. 

Dr. Gary Armstrong, professor of political science and associate dean of the core curriculum, provided some insight into the CTI program and its relationship to Radical Inclusivity in order to give context for diversity and inclusion within Jewell’s curriculum.

The core curriculum is at the heart of Jewell’s identity as a liberal arts college. According to Armstrong, the College’s mission is lived out in the core curriculum. The core curriculum was instituted as a means of encouraging cross-disciplinary academic experience conducive to developing critical thinking and is now a primary locus of diversity and inclusion within the curriculum.

Armstrong says in 2016 there was a recognition of a need for change on the part of the student body and the faculty regarding the core curriculum. The political climate at the time prompted the College to make improvements regarding diversity and inclusion and improve communication between BIPOC and other minority students and the faculty, staff and wider College community.

“There was a feeling that events around the world and in this country indicated that we needed to focus more on [diversity and inclusivity measures],” said Armstrong. “We know that this is important. We know that our students are going to have to lead a world that will be very different than the world of their parents and grandparents. And while they’re here, this is a time for us to have really good conversations.”

Three guidelines structured the conversations. First, the faculty wanted students to reflect on their identity. In other words, it was crucial that students come to realize the ways in which they are positioned socially, racially and economically. 

Secondly, students should be able to reflect on how their identity is shaped by the kinds of social relations which they are taken up, whether consciously or unconsciously. By coming to understand the ways in which their identity has been shaped by certain sociocultural norms and by certain social interactions, students would then be in a better position to make cross-cultural comparisons. 

Third, students should be able to grow in their capacity to have discussions on these difficult questions having to do with race, ethnicity, religion, gender and sexuality. It is not enough to merely be aware of identity-related issues – the College determined students should be able to engage in a conscientious dialectical endeavor in an attempt to reach some kind of consensus on hotly contested issues. 

The faculty created CTI 150: Identity and Society – a 7-week course required for all Jewell students – from these guidelines. They voted unanimously in favor of undertaking the development of CTI 150 in 2016. 

The faculty decided to structure the course by emphasizing the importance of guaranteeing that a set of common outcomes were realized, without setting a rigid syllabus. In this way, the faculty members could play to their own expertise in order to facilitate an already difficult conversation between students in the classroom. The ultimate end of CTI 150 was to create a space for difficult conversations, guided by the three common guidelines previously mentioned.

After five years, CTI 150 will be reviewed for its efficacy and evaluated according to metrics obtained from IDEA surveys. Armstrong claims the results of these surveys show that, compared to the general population of students, Jewell students are relatively competent in areas of intersubjectivity, which he says are related to diversity and inclusion efforts.

Armstrong cites three areas in which recent emphasis on Radical Inclusivity – including faculty workshops and the work of Dr. Rodney Smith, vice president for access and engagement – has had an effect: on the politics of representation, on the importance of grace and diversity as a measure of demographic representation, whereas inclusion is something else which the college should seek to promote more conscientiously. 

Students and faculty can face difficulties in voicing their own opinions and experiences, especially when their peers are not representative of their own backgrounds. He argues that it is easier to engage in the politics of representation. For example, in an attempt to hear a diversity of opinions, a professor may invite a student to speak and subconsciously expect the student to represent the entirety of their identity group. To do so is to encourage damaging essentialist thinking, which ignores the nuances of identity even with an in-group. Armstrong explains that professors must encourage students to speak without expecting representative opinions.

Armstrong thinks it is important to instill in students a kind of graceful philosophy when entering a space for difficult conversations. He stresses that not every conversation having to do with identity politics should be a “really intense conflict of ideologies.” 

“Sometimes you’re going to go in as a diplomat, and you’re to figure out: are there points, despite our disagreements, of common agreements and possible common action?” said Armstrong. 

The key to such conversations, according to Armstrong, is to remain respectful and to recognize that we are all human beings prone to make mistakes, especially when it comes to topics as difficult as those having to do with diversity and inclusivity. 

“Hopefully we are creating a zone… [where people can say], ‘Look what we’re dealing with, we have to touch. Let’s give each other some grace if we touch something that’s too hot and then we get burned,’” Armstrong said. 

Smith’s work emphasizes that the College should bring more energy to increasing inclusivity on campus, as diversity is a measure of demographic representation while inclusivity is a matter of belonging and cannot be unnaturally forced. Faculty workshops have been exploring what it means to have an inclusive community. 

Armstrong holds that, in terms of CTI 150, the core curriculum has been adapted well to meet the demands of rather unprecedented times. The core curriculum has some courses designated by a DU (United States Diversity) or a DG (Global Diversity) tag, which Armstrong claims are crucial to the furtherance of a student’s development of an intellectual in an increasingly global and intersectional environment. 

Due to COVID-19, the College has faced challenges in continuing its Radical Inclusivity work. Armstrong asserts it is more important now to continue to take note of classroom dynamics as much as possible and to try and learn from teaching and learning in these strained conditions. He explained that there may be certain online learning strategies that can be later used to supplement learning post-pandemic.

The College’s focus on Radical Inclusivity will continue to shape the CTI program. Armstrong said that further considerations should include the future of the Sacred and Secular courses and that restructuring may be necessary once several capstone course professors retire in the near future.

The history of William Jewell College dates all the way back to the mid-nineteenth century when the College was established in 1849 by prominent men in the Baptist Convention and in the community, well-supported by a large donation from William Jewell. From 1849 to 2003, Jewell was a Baptist college. During the Civil War, the campus was shut down and turned into grounds for a hospital, lookout, and a stable. It was not until the 1920s that Jewell welcomed women to the campus, and even later in history, they welcomed their first full-time Black student, Bill “Pee-Wee” Summers, in 1961.

Today, the campus looks completely different. Jewell remained expensive and therefore inaccessible for many individuals until recently. The College is attended by mostly white students and a low percentage of culturally diverse students. However, the admissions department is working hard to make the campus as diverse as the surrounding Kansas City area. 

Eric Blair, vice president of enrollment and marketing, was ready and willing to share many different numbers, marketing strategies and all the efforts that have been implemented to diversify the campus. When talking about diversity, Blair acknowledges the wide field of identities – including BIPOC, low-income, first-generation, disabled, LGBT, international, LatinX students and more. 

“We want to be more accessible as an institution to students. Taking that down from a verbiage or policy to the operational sense, we are being as representative as possible in our materials, in our visuals, and in our language,” said Blair. 

Blair said that in recent years Jewell has started a “holistic” admission process.  The program began because Jewell’s admissions team realized standardized tests like the ACT or SAT are sometimes a significant barrier, especially for students in low-income areas. Now, when looking at applications, these test scores are no longer a barrier. Admissions wants to see prospective students in the workforce and in any other community involvement possible. Blair says this puts an equity lens on the admission process so they can identify students of promise who otherwise may have slipped through the cracks because of standardized tests. 

During the pandemic, many schools have done away with the need for these, often costly, tests. But Blair stressed that this has been an ongoing conversation at Jewell for years now, and they have no intention of stopping this holistic admission process after the pandemic. 

“Most students didn’t pay anything near the published tuition, but that got lost in that sticker price,” said Blair. “It was counterproductive to the message of accessibility to say ‘here’s this big price out here. We’re an elite private institution, you have to have an elite pocketbook to access the institution.’ This just wasn’t the case, so we worked to clarify that.” 

Both the departments of financial aid and admissions hope this message will debunk the idea that, for a Jewell education, you have to have a pocketbook bigger than the campus itself. Blair said admissions wants students to come to campus and see themselves before even committing to Jewell. They want to have multiple different communities available from the moment a student steps onto campus in order to celebrate as many students as possible. Blair emphasized that representation matters, and while this conversation of representation is important, the numbers speak for themselves.

“Our BIPOC students have increased from single digit numbers to 27 percent over the last couple of decades,” Blair said. “That was sped up in the mid-2000s, so really in the last 15 years. We are trying to do more.”

When thinking about the BIPOC percentage in the Kansas City Metro area, Jewell wants to be as representative of the region as possible. He says they have a goal to have over a third of the campus be racially and ethnically diverse.  The class of 2024 is the most diverse in the history of the College, which demonstrates a commitment to these goals. 

Blair emphasized that this number can be skewed in multiple ways. If they said the school is 36 percent diverse in a broad sense, they also have to acknowledge that the cohort grew, clarifying that the last class grew 12 percent. Incrementally, the number grew, and this is their main focus. 

Blair stated that without a “huge tapestry” of backgrounds, students cannot enjoy a rich classroom experience. Jewell wants to continue welcoming as many students from as many backgrounds as possible for the sake of diversity and learning but also from a monetary standpoint. Blair knows that the campus needs students to pay the bills and keep being sustainable as a not-for-profit institution but also knows that only doing this with white students is not helpful to the campus mission. 

“We are not fulfilling our mission if we found ways to be sustainable through only white students,” Blair said. “Yes, we could meet the goal to be sustainable, but we would lose the other mission of creating a diverse campus that all students could enjoy.” 

It appears as though Jewell is pushing hard to make the campus as diverse as possible to make as many students as possible feel welcome. In the coming years students, faculty and staff will keep voicing concerns and pushing for change. Despite progress not always being explicitly clear, conversations are continually being had in conference rooms (or, more likely, Zoom calls) about how to improve Jewell’s diversity and inclusion.