Associate Vice President for Equity and Inclusion
Michele H. Domingo has over 20 years experience advocating for social justice and equity in the fields of law and higher education. As a woman of color, Michele is deeply committed to equity in education. She is the Interim Director of Equity and Inclusion at Edmonds Community College, where she is leading the college’s efforts in creating and sustaining a climate of diversity, equity, and inclusion. Michele provides leadership on compliance for the Civil Rights Audit, meeting the Equity and Diversity core indicators two years in a row for the Accreditation process, meeting the Diversity Council’s 2014-2016 strategic goals and plans, leading climate survey discussions involving over 100 faculty and creating a subsequent Faculty Climate Report Key Findings and Recommendations Report, and providing cultural competency training opportunities, such as Undoing Institutional Racism, to over 175 faculty, staff, and students. Michele has cultivated and advanced broad-based partnerships and relationships throughout campus and greater Snohomish County, through her work with Queer Coalition, CSEL, PowWow committee, City of Lynnwood, Edmonds Diversity Council, Latino Educational Training Institute, National Association of Colored People Snohomish County, YMCA Everett, YWCA, and the Edmonds School District.
Her higher education experience includes working as an Associate Director at Seattle University’s School of Law, Access to Justice Institute, and for the Women’s Rights Network and Centers for Women at Wellesley College in Massachusetts. Michele has a long history of advocating for social justice through the Legal Aid Society, Asian American Legal Defense and Education Fund, Immigration Equality, and New York City Human Rights Commission. Michele holds a Juris Doctor degree from City University of New York (CUNY) School of Law and a Bachelor of Arts degree in Women’s Studies, summa cum laude, from the University of Minnesota where her thesis focused on: “Mentoring Refugee Asian Young Women: a case study in the Southeast Asian Hmong-American community.”
Jaime Hollis was born and raised in Spokane, Washington and completed her Associate of Arts degree at Spokane Falls Community College. She continued her education at Eastern Washington University where she earned a B.A. in Women’s and Gender Studies and Interdisciplinary Studies, and a M.S. in Communication with an emphasis in cultural, instructional, and organizational communication. Over the last six years, Jaime has taught a variety of courses in Communication Studies at Eastern Washington University, Whitworth University, and Gonzaga University. Courses taught include Freedom and Responsibility of Speech, Interpersonal Communication, Public Speaking, and Introduction to Speech Communication. Jaime worked at Gonzaga University for four years and was hired as the first permanent staff member overseeing the operations of the LGBT Resource Center. A year later, in addition to overseeing the LGBT Resource Center, Jaime was asked to establish the first office dedicated to supporting transfer, veteran, and returning adult students. In January 2016, Jaime left Gonzaga for an opportunity to serve as the Director of the Diversity Center and Multicultural Student Services and Programs at Gustavus Adolphus College in St. Peter, Minnesota. Throughout Jaime’s career she has advocated for underrepresented students and has developed support services, educational programs, and diversity trainings for staff, faculty, and students. Jaime brings an equity and empowerment lens to her work to develop institutional policies to increase diversity, cultural competency, equity, and inclusion. Jaime has also worked with a variety of community organizations and has provided diversity training for the Northwest Fair Housing Alliance, North Central High School, and the Spokane Police Department.
Dr. Incho Lee has been in higher education for the last 10 years as a teacher, researcher, administrator, advocate, and leader. As an expert of training public school teachers working with culturally and linguistically diverse learners, she developed and implemented numerous diverse initiatives for college students, staff, faculty, administrators, and K-12 teachers. Her research and teaching focus on the interdependent nature of racism, sexism, heterosexism, classism, ableism, and linguicism (discrimination based on language). She firmly believes in the importance of mutual respect and support between higher education institutions and surrounding communities. Substantive interaction with underserved communities is key in higher education institutions’ successful translation of social justice issues to action. Respect, co-accountability, persistence, and honesty constitute the core principles of her work. Her research articles have been published in many academic journals and books, including Teacher Education Quarterly and Race, Culture, and Identities in Second Language Education: Exploring Critically Engaged Practice. She served as tenured faculty at University of Wisconsin-Eau Claire.