Diversity Award Recipients

"I believe the most important single thing, beyond discipline and creativity, is daring to dare."
~ Maya Angelou

This award seeks to recognize those faculty, staff, and students who make valuable contributions to our campus community in a way that supports and fosters a respectful and inclusive multicultural environment. Learn more about the Diversity Achievement Award.

Diversity Achievement Award 2015 Recipients

Mable Jackson 2015Mable Jackson 

Mabel served as the president of the First Nations Student Union and has been involved in leadership roles almost from the moment she stepped onto our campus.  For the last two years, Mabel has been a student mentor for STRIVE, our annual summer leadership camp for Native students.  She has served as a member of the Oregon Student Association’s Students of Color Coalition, traveling to Salem to take part in regular meetings and attending the Students of Color conference.  She also attended OSA’s leadership conference and invited other students to attend, whom she then mentored to further their leadership development.   Mable stands up for those who have been silenced out of fear or discrimination, and she is ready to address any biased remarks or behavior that she witnesses.  As one of her nominators wrote:  “She has grown up with racism and instead of becoming angry and full of hate, she has instead chosen to become educated and empathetic.  She talks to many young people about racism and makes sure they include forgiveness and love in their journey.”

Mable is majoring in Addictions Studies and has engaged in appropriate and helpful conversations with other students about multicultural issues.   She is viewed as a leader in the classroom and is open to learning about others, other cultures, and herself.  She has also helped to facilitate class discussions on Generational Trauma, and designed a visual aid to show the effects of violence and racism on families and individuals.  Mable has also started a group for Native American women who are in recovery from alcohol and drug abuse.  Again, one of her nominators wrote:  “I think Mable is a perfect example of a student who has embraced her education, not just the one she receives in the classroom, but also as she walks this campus and talks with students.”

Early Childhood Education Team:  Amy Howell and Angie Cole

Amy and Angie were nominated for their efforts to actively promote the recruitment and retention of diverse early childhood professionals in the COCC service district.  Amy submitted a grant to the Oregon Department of Education with a focus on reaching out to Latino and Native American students.  Within a few months of receiving the grant, she had recruited over 120 new students to the ECE program, over half of which were Latino and Native American students.  As part of the grant, Amy and Angie offered classes in Warm Springs, Madras and Redmond, held informational meetings and designed marketing materials in English and Spanish, offered scholarships for tuition and books, provided classes taught in Spanish and with Spanish-language textbooks, funded student mentors, and provided a coach to help students apply what they learned in the classroom to their workplace.  In addition, Angie develop a mentor program where Latina/o mentors work with high school students interested in education as a career.  

Another activity that was valued by the nominators was the Paw Prints program.  This group supports student-parents at special events focused on early literacy and STEM projects.  For this year’s commencement celebration, the Paw Prints team will be giving away books and Amy and Angie have made sure that there is a selection of Spanish-language and bilingual books in the giveaway bin.

Amy and Angie have also led their ECE team in the development of a new mission statement and goals. Embedded in the mission is a commitment to cultural responsiveness, diversity, and social justice.  As Amy and Angie’s nominators wrote:  “They do not just talk about the idea of diversity, they take active measure to promote it.  This is evident through their use of the Principles of Community in their classrooms and by their work to overcome the structural barriers that can get in the way of students reaching their dreams.”

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