The College Community
Community life at Reed is intended to complement the college’s academic program. Richard Scholz, the college’s second president (1921–24), stated the college’s aspiration in his inaugural address: “Education is not merely a process of instruction, nor an individual matter of self-development. It is also a matter of self-realization through membership in a community of like-minded and congenial ‘comrades of the quest’ for knowledge and for wisdom.”
Since the college’s founding, members of the Reed community have described the honor principle as one of the most important and distinctive features of the college. Its origins can be traced to the first class of Reed students, who “voted to relieve the faculty of the burden of enforcing honesty in … tests, and agreed to make it a ‘point of honor’ not to cheat in examinations.” In 1973 the faculty adopted a more explicit statement about the honor principle that reconfirmed the community’s responsibility for “maintaining standards of honesty and mutual trust in their academic and social lives. … The honor principle also demands the respectful concern of each person for the other, and exercise of conscionable judgment in all actions toward individuals and their property.” This statement continues, “Although the college does not call upon its members to sign a pledge of honor, it does recognize the necessity for tacit agreement of all its members to support the honor principle by governing their own conduct in accordance with its spirit, [and] by respecting regulations which the community has established.”
The preamble to the current community constitution applies to all students, faculty members, and staff members. It states, “We declare our commitment to responsible and honorable conduct in academic and community affairs, and we reaffirm one another’s rights to freedom of inquiry and expression in coursework, scholarship, and the day-to-day life of the Reed community. Since such freedom requires an atmosphere of trust and mutual confidence, we further declare that dishonesty, intimidation, harassment, exploitation, and the use or threat of force are incompatible with the preservation of this freedom.”
An honor council composed of equal numbers of students and members of the faculty and staff is responsible for educating members of the Reed community about the meaning and importance of the honor principle. It also provides advice to those seeking resolution of grievances or initiating a judicial board case, takes cases forward when the community’s rights have been violated, and may provide mediation in resolving problems. A student judicial board has primary responsibility for adjudicating formal complaints against students.
The student services office comprises a number of programs and offices designed to complement and enhance students’ academic experiences. Broadly speaking, those who work in student services are concerned with the quality of student life outside the classroom in a community where unnecessary structuring and regulation are avoided and where the students, the faculty, and the staff are all bound by the honor principle. In practice, this involves working in a broad range of areas, from providing housing and extracurricular programs to counseling and advising students on many facets of their academic and personal lives. The vice president and dean of student services is responsible for the following programs and offices: academic support, career advising, community safety, community service, food service, health and counseling services, international student programs, multicultural affairs, residence life, the sports center, student activities, and services for students with disabilities.
Academic support counseling and advising is available through the student services office. The associate and assistant deans work closely with students and their faculty advisers with general questions relating to registration, leaves of absence, withdrawals, course overloads, and course underloads. They help students placed on academic probation develop a progress plan that, if fulfilled, typically will allow them to clear probation. Students experiencing any type of academic difficulty can consult with the deans concerning assessment of study skills, learning styles, time management, test anxiety, procrastination, blocks to learning, and whatever else may be causing academic or personal stress. The director of academic support coordinates the college’s tutoring support, which includes drop-in tutoring at the writing, science, and mathematics centers, as well as individual tutoring in response to student requests. Assistance is provided in the Levine Quantitative Skills Center to help students develop or improve their math skills for courses with quantitative content.
Balancing academics with extracurricular experiences provides a foundation for career focus and awareness. The career services office at Reed is dedicated to promoting a student’s academic success and encouraging an awareness of the options and opportunities available to liberal arts and sciences students after graduation. Involvement in campus organizations, participation in student governance and policy development, contributions to campus publications, and community service are opportunities immediately available to first-year students as possible means for developing and exploring interests and strengths. Students are encouraged and assisted in securing summer internships and volunteer work that provide the opportunity to gain valuable experience that will inform both academic and professional careers.
The career services center assists students with a career development process—self-assessment through standardized testing, exploration of career options, direct experience, skills development, career planning and decision-making, and job search. A library of resource materials offers information on career fields and industries, internships, job search, employment listings, graduate school, and fellowships and awards. The career services web site ( http://web.reed.edu/career/index.html) offers links to online career and job search resources geared specifically to college and career activity.
In addition to skills workshops for securing internships, summer jobs, and full-time career employment, programs offered throughout the academic year also include career decision-making, job search strategies, résumé writing, and interviewing. Reed participates in a nationwide consortium of liberal arts schools that share internship opportunities and provide Reed students with access to a vast number of experiences ranging across most career fields. The career services office and SEEDS (Students for Education, Empowerment, and Direct Service) jointly administer a program to help fund low-paying and non-paying internships.
A large and growing alumni career network is a valuable resource for students. Alumni share their experiences of life after Reed by offering career, job search, and graduate school advising. Alumni come to campus to talk about career fields such as law, publishing, teaching, medicine, social justice, public policy, and business, and to welcome students to the workplace for informational interviewing and job shadowing.
The safety and wellbeing of students and the faculty and staff at Reed College is the primary mission of the community safety office. Its goal is to provide a safe college community through cooperation. Working within the student services office, the community safety office is committed to the goal of keeping the campus as safe and secure as reasonably possible.
The office operates 24 hours a day, seven days a week, staffing the college switchboard and providing patrols of the college campus and facilities. Reed College community safety officers are trained and able to assist with CPR and first aid, fire safety, criminal incident investigation and reporting, crime prevention, battery jump service and vehicle unlocks, vehicle and bicycle registrations, and parking problems. Working to keep Reedies safe, the college also provides a free bus service at night to take off-campus students who live in the vicinity from the library to their doorsteps.
The dispatch, or switchboard, serves as a resource for parents who need to call their student in an emergency. The emergency phone number is 503/777-7533.
Students for Education, Empowerment, and Direct Service (SEEDS) provides information, education, and leadership for students, faculty, staff, and alumni who participate in community service activities. SEEDS works to match individuals and groups with local, national, and international opportunities to serve others. During the school year volunteers actively engage the community in a variety of ways, including reading with elementary school children, serving meals to homeless people, repainting low-income housing, and landscaping at hospices and schools.
SEEDS coordinates several ongoing programs throughout the year, both on and off campus. Through the Youth Outreach program Reedies act as mentors and tutors in a wide range of educational settings, from county and neighborhood programs to public schools to refugee assistance programs. A popular event is the nationally sponsored Into the Streets weekend, an annual event in which dozens of students work in groups with local agencies to care for hungry and homeless people, weatherize houses, organize activities at a youth shelter, clean up the local riverbank, and more. Into the Streets is a time for both reflection and action that inspires Reedies to make a commitment to ongoing service.
SEEDS promotes special activities during holidays, school breaks, and orientation week to offer Reedies a chance to focus their creative energies outside the classroom. The office is a year-round resource center of books, publications, and Portland’s most comprehensive database of hundreds of community organizations and volunteer opportunities. The SEEDS web site is at http://web.reed.edu/seeds/. One of the real strengths of the office lies in the fact that SEEDS considers each person’s unique abilities and interests as she or he seeks to become more involved in the community.
Health and Counseling Services
The Reed College health center is available to all regularly enrolled undergraduate students. The health center provides primary health care with an emphasis on prevention and health promotion; it strives to help students maintain or return to health as quickly as possible. A staff of nurses, nurse practitioners, and part-time physicians provides these services. When students’ needs exceed our primary care services and specialty care is required, staff members will make and facilitate referrals. All of a student’s immunizations must be up to date in order to enroll at Reed College.
All healthcare provided by the college staff is covered by student fees. Additional charges are necessary for lab work, x-rays, and prescriptions. All students are required to have health insurance coverage to ensure that costs are covered for any specialty or major medical needs. Students are encouraged to consider the college health policy, tailored toward those medical expenses likely to be incurred by college students. Reed health insurance is also available to MALS students. Given the limits of coverage existing for many managed care plans, the health plan available through the college is recommended as additional coverage to that carried by parents.
Students who wish to be seen for health care can come in without an appointment and will be assessed by a nurse. If necessary, the nurse will arrange for a scheduled appointment with a nurse practitioner or physician. Students with urgent health care concerns after hours can call the Community Careline Consult Service. They will offer medical advice and refer students to appropriate medical care as needed. Students needing emergency assistance after hours can call the community safety office, where staff will help students connect with the proper care.
In addition to health care, the college also provides counseling services. Staff members include psychiatric nurse practitioners, a psychologist, graduate interns, and psychology residents. Students seek counseling for many mental health–related reasons, including the stress of personal problems, academic pressures, adjustment to college life, psychiatric disorders, and drugs and alcohol. In addition to individual counseling, groups are also available as specific interest and needs dictate. Counseling staff members are also available for consultation, training, and workshops in areas of student interest and needs.
Students wishing to be seen for individual counseling may schedule an appointment. Every effort will be made for students to be seen within the week. Walk-in hours are available during the week for urgent situations. There is a counselor on call after hours and on the weekend for urgent and emergency situations.
All health and counseling records remain separate from student academic records and are completely confidential. Information is released only with the student’s permission, unless an extreme emergency relates to student health or welfare.
International Student Programs
International students add diversity and a unique perspective to a Reed education. Current students come from around the world—India, Africa, Pakistan, Europe, South America, and Southeast Asia.
The director of international programs works with students on details of immigration and visas, financial matters, and employment possibilities. The early orientation program for international students is specifically designed to help acclimate international students to the Reed campus and to meet other international students. In addition, the host family program matches incoming international students with local families to acquaint them with American family life and allow them to share traditional holidays.
Student services provides on-going support for international students throughout the year. This support includes but is not limited to social programming, informational sessions specific to international student needs, and individual needs assessments. Student services works closely with academic support services to provide assistance for international students as needed. Social programming continues and housing assistance is provided when school is not session.
Multicultural Affairs seeks to create an affirming campus environment and to support the experiences of all students. Through creating small- and large-scale programs in the Multicultural Resource Center (MRC), located in the Gray Campus Center, there is a deliberate attempt to provide opportunities for the community to consider how one’s relationship with issues of ability, class, race, gender, sexual orientation, religion, nationality and social perspectives effect how people understand and interact with one another. The MRC houses a small library addressing the varied issues of multiculturalism, movies, and music. In addition to campus programs, Multicultural Affairs is responsible for coordinating the Peer Mentor Program that provides a space for students who are the first in their family to attend college and for students who identify with communities of color to connect with one another. The MRC staff and the Assistant Dean of Multicultural Affairs strive to offer opportunities for all students to explore the varied meanings of culture as they are encountered in the classroom, dorms, and among peers.
Peer Mentor Program
The peer mentor program, begun in 2001 by Patty Hsue ’02, pairs new students who are racial or ethnic minorities or first-generation college students with a continuing student who serves as a mentor. The program provides an opportunity for students to develop a supportive community through initiatives that include small group discussions, social and recreational outings, and one-on-one time. The program is coordinated through the multicultural resource center in conjunction with the student activities office, the sports center, and the admission office.
The residence life office is responsible for providing students with well-maintained, comfortable, and pleasant living options on campus. A primary goal of the staff is to help students develop a community within each of the residence halls and to provide residents with a variety of opportunities for personal and social growth and development. Establishing living units compatible with students’ educational needs, safety, lifestyles, and interests is of primary concern. Living on campus offers proximity to classes and a chance to participate in social and educational events planned by the staff with residents of the floor. Being on campus allows easy access to the college’s resources and services. Over 60 percent of the student body, including almost all first-year students, lives in the college residence halls, houses, and apartments.
Reed’s residence halls, in five areas of the campus, are characterized by distinctive architecture intended to foster community living. Housing choices are typically coed, with the exception of one all-female hall. The majority of upper-class students live in singles, with most first-year students living in divided double and a few triple rooms. Within the residence halls specific communities are organized by students and include communities concerned about lifestyle choices such as a quiet floor and living substance-free, or themes such as outdoor activities or academic interests. All residence halls are non-smoking. In addition, Reed’s five language houses accommodate non-first-year students studying French, German, Spanish, Russian, or Chinese.
Apartments offer students a combination of on- and off-campus living. A short walk from the center of campus, these furnished one- and two-bedroom units house one to two residents respectively. The apartments usually house non–first-year students.
Returning students select housing for the following year through a housing lottery held in the spring. New and transfer students select their preferred housing options, which staff members then use to make room assignments. First-year students who meet the housing application deadline are guaranteed housing on campus; transfer students are provided rooms on campus on a space-available basis.
To help students build communities within the halls, upper-class students serve as house advisers. House advisers are selected and trained to help other students adjust to Reed, provide resource information, and offer support for the students with whom they live. House advisers encourage students to participate in programs and activities and get involved in campus life. In addition to the house advisers, five full-time, professional staff members live on campus to support the house advisers, serve as a resource for all students, and provide assistance in emergencies.
All students who live on campus, except apartment residents, contract for their meals on an annual basis. Students who live in the apartments or off campus also have the option of participating in the board program. All those on board eat in the centrally located commons (dining hall).
The food service program operates on a declining balance system. Each student on board pays a fee at the beginning of the term and is credited with “commons cash” (dollars) to be spent in the dining hall. Dining services are available approximately 12 hours a day, Monday through Friday, and five hours per day on the weekends. A brochure describing the meal plans is available from the residence life office.
The office maintains a website of off-campus housing listings linked from the residence life home page ( http://web.reed.edu/res_life/).
Many opportunities for participating in sports are available at Reed. In addition to the more than 50 physical education courses that the college offers, the physical education department sponsors a number of team sports and special events throughout the year. Last year Reed students played on men’s basketball, men’s and women’s ultimate frisbee, and soccer teams and women’s and men’s rugby and squash teams. Special events included the juggling festival; the March Madness basketball tournament; badminton, racquetball, and tennis play days; and fall and spring softball tournaments. Also offered are a large and diverse number of outdoor education classes, including white water rafting, rock climbing, winter camping and back country navigation. The sports center includes a state-of-the-art fitness facility, a martial arts room, new and renovated squash courts, reconfigured and updated locker rooms, an elevator, and a classroom.
Secondary only to the emphasis on academics at Reed, one of the college’s defining traditions is the degree of responsibility students have for their lives outside the classroom. This is reflected in the choices Reed students make about their extracurricular activities. Many students take advantage of being in Portland and either work in community organizations or partake of the many opportunities the city and its surroundings offer. On campus, initiative and responsibility for student activities rest primarily with students. Organizations vary from year to year, depending on student interest, and are open to all students. Students may form new groups or join one of the already established student organizations.
Currently there are approximately 65 Reed student organizations, including the Greenboard, Chaverim, Hip Hop Collective, and the Feminist Student Union. These organizations are funded through student body fees allocated by the student senate.
The student activities staff offers a wide range of resources, information, and opportunities for involvement outside of the classroom. The office keeps copies of books on places to go and things to do in the area, as well as maps and bus information. Maps to the Reed ski cabin and guidebooks for many of the Northwest’s hiking trails and natural sites can also be found in this office. Students can come to the office to find out about student organizations, events occurring in the Portland area, event scheduling, and student discounts or ticket subsidies for a variety of fine arts productions and entertaining events.
The student activities staff supports students in developing leadership skills; gaining experience in planning and implementing cultural, social, and intellectual programs; and exploring the range of options available for becoming involved in the cultural, political, and social life at Reed. The staff works closely with student organizations by helping with budget preparation, contracts, communications, and general organization. Students are invited to stop by to pick up information, have questions answered, or find creative assistance with their ideas.
Students with Disabilities
Reed College is committed to providing equality of opportunity and meaningful access to qualified students with physical, psychological, attentional, or learning disabilities. The college does not have a separate program for students experiencing disabilities, but works individually with students to advocate for and provide reasonable accommodations. With current and appropriate documentation on file, services may include relocation of classes, discussion of housing and dining needs, communication with faculty members about possible alternative ways of fulfilling course requirements, access to adaptive technology, and arrangements for tutoring, interpreting, books on tape, or note-taking. In addition, referrals can be provided for testing and diagnosis as needed. Questions about student disability services should be directed to the assistant dean of student services.
Reed offers new students—first-year, transfers, and special admission students—and their parents several days of orientation before classes begin in the fall. At these events new students meet with returning students and members of the faculty and staff at events designed to provide a relaxed and informative introduction to the college.
Typically, fall orientation includes introduction to the intellectual life at Reed through discussions about the Reed curriculum, humanities program, and academic advising, in addition to informal opportunities to meet faculty members and returning students. Fall orientation is designed to expose students to the beauty of Oregon through such activities as day excursions to the Oregon coast and Mt. Hood and walking tours of Portland. A backpacking trip to wilderness areas in the Cascade Mountains and several trips focusing on community service are also a part of orientation. A detailed description of the orientation program is mailed to all students and parents during the summer.
Gray Fund Events (throughout the year)
In 1991 the late Betty Gray, a longtime friend of the college, endowed a fund, the purpose of which is “to assure that Reed College will have stimulating cultural, social, and recreational programs of excellent quality on a regular and planned basis that will interest students, faculty, and staff members and involve these three groups together in activities outside the classroom that complement the college’s academic program.” The operational responsibility of the fund resides with the vice president and dean of student services. A committee composed of an equal number of students and faculty and staff members, in association with the director of student activities, acts as an advisory group for use of the fund. Events have included lectures by authors David Sedaris, Sherman Alexie, and Barry Lopez and activists Morris Dees and Angela Davis; concerts by Ladysmith Black Mambazo and Save Ferris; an annual showing of the Ann Arbor Film Festival; and Cabin Fever Bingo. Recreational trips have included sea kayaking, wildflower hiking, snowshoeing, and cross-country skiing. The Gray Fund committee plans events throughout the year and encourages input from the community.
Paideia is a Greek word that means, roughly translated, “education.” Taking place during the approximately 10 days before the beginning of the spring semester, Paideia is a time to enjoy being at Reed without academic pressures. Students, faculty, staff, alumni, and friends of Reed offer informal, non-credit courses and lectures on a wide variety of topics.
Reed Arts Week (February or March)
Reed Arts Week (RAW) is a celebration of the arts at Reed, including music, dance, theater, films, creative writing, and the visual arts. In addition to student performances, major artists join in the campus celebration by performing original works and participating in master class work with members of the Reed community.
Canyon Day (April & October)
One of the true Reed traditions, Canyon Day was begun in order to make the canyon a suitable recreation space for the college community. Over time, it developed into a community effort to clean up and preserve the natural ecosystem of the canyon. Music, food, friends, and games accompany the day’s activities.
Renaissance Fayre (May)
Originally, Renaissance Fayre was a one-day event during the spring semester that turned Reed into the Age of the Renaissance as authentically as possible. Renn Fayre has evolved into a campuswide end-of-the-year festival. On the last day of classes, seniors march from the steps of the library to the registrar’s office to celebrate turning in their theses and be congratulated by the president. This thesis parade kicks off a weekend-long celebration with music, food and drink, sports, games, arts and crafts, and fireworks.