| Overall Rating | Gold |
|---|---|
| Overall Score | 66.19 |
| Liaison | Kimberly Reeves |
| Submission Date | Nov. 22, 2024 |
Agnes Scott College
PA-6: Institutional Climate
| Status | Score | Responsible Party |
|---|---|---|
|
2.50 / 3.00 |
Kimberly
Reeves Executive Director Center for Sustainability |
6.1 Support for students from underrepresented groups
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for students with disabilities:
Agnes Scott supports a holistic network to address the specific needs of students with disabilities. This includes communication and support from the Office of Accessible Education, the Office of Residence Life, and Dining & Hospitality. The Office of Accessible Education provides accommodations, services and resources to students with varying disabilities including psychological, medical, physical or learning specific. Types of accommodations and services include supplemental notes through the student note-taking program, extra time on quizzes, tests or exams, reduced distraction environment for quizzes, tests and exams, assistive software to aid in reading and organizing material/texts, assistive equipment for students with hearing, mobility or visual impairments. The Office of Residence Life provides housing accommodations for students who have medical, physical or psychological disabilities. Dining & Hospitality is committed to supporting students with medical dietary disabilities and/or conditions with reasonable accommodations to provide equal access to the college’s meal plan and/or facility. The college welcomes service animals and provides support through academic and housing accommodations.
https://www.agnesscott.edu/academicadvising/accessible-education/index.html
Does the institution support one or more programs, initiatives, or networks designed to address the specific needs of students that identify as members of marginalized racial, ethnic, and/or Indigenous groups?:
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for students that identify as members of marginalized racial, ethnic, and/or Indigenous groups:
Agnes Scott values the importance of recognizing, celebrating and supporting members of marginalized racial, ethnic or indigenous groups. All collaborative programming, events and training are coordinated with the Gay Johnson McDougall Center for Global Diversity & Inclusion for students, faculty and staff. Some of these events include intentional and inclusive celebrations of History/Heritage Month, including Latinx Heritage Month, Native American Heritage Month, Black History Month, Women History Month, and Asian American Native Hawaiian Pacific Islander Heritage Month.
Training for students, faculty and staff to foster an inclusive and just campus community include topics such as, Diversity Awareness, Stereotypes, Alphabet Soup, Mircoaggressions, Safe Zone, Supporting Undocumented Students on Campus, Implicit Bias Training, and Navigating a Diverse Campus.
https://www.agnesscott.edu/assets/documents/diversity-inclusion/bjedi-plan-2023.pdf
Does the institution support one or more programs, initiatives, or networks designed to address the specific needs of LGBTQ+ students?:
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for LGBTQ+ students:
Agnes Scott supports a network of resources and programs to address the specific needs of LGBTQ+ students, faculty and staff. The Gay Johnson McDougall Center for Global Diversity & Inclusion and the Gué Pardue Hudson Center for Leadership, Engagement and Service collaborate to provide training, programming, resources, and host events. These two Centers also serve as resources to foster an inclusive and supportive environment for all members of our campus community through training like SafeZone & Trans 101.
https://www.agnesscott.edu/center-for-diversity-and-inclusion/programming/scottie-safe-zone.html
Does the institution support one or more programs, initiatives, or networks designed to address the specific needs of low-income and/or first-generation students?:
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for low-income and/or first-generation students:
Agnes Scott supports a network of programs and initiatives to address the specific needs of low-income and first-generation students. 26.5% of Agnes Scott’s undergraduate students are first generation college students. The college established the First-Generation Student Success initiative in order to provide an identity-based cohort model to support first generation students. The initiative leverages existing campus infrastructure and institutionalizes a sense of community through meaningful connections and simplifies campus navigating through community-building programs that offer initiative-taking guidance, including offering events, resources, and a mentorship program with a first-generation faculty or staff member.
Along with the First-Generation Student Success initiative, Agnes Scott also supports first generation students through an interdepartmental program, Pathmakers. This program works to help first-generation students manage and overcome the unique obstacles they face. They provide resources and opportunities tailored to uniquely support their interests and needs, including scholarship panels, mentor check-ins, and workshops.
Does the institution support one or more programs, initiatives, or networks designed to address the specific needs of refugees, asylum seekers, internally displaced, and/or undocumented students?:
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for refugees, asylum seekers, internally displaced, and/or undocumented students:
Agnes Scott supports a network of programs and initiatives to address the specific needs of students who are DACA recipients or undocumented students in the U.S. with collaboration from the Office of Admissions and the Gay Johnson McDougall Center for Diversity & Inclusion. The Office of Admissions has a counselor dedicated specifically to students who are DACA recipients and undocumented students in the U.S. This counselor provides advising on admissions and education on other resources for students. The process and application checklist for students who are DACA recipients or undocumented students in the U.S. is publicly accessible on the college’s admissions website leading to greater public awareness of programs for acceptance.
The Gay Johnson McDougall Center for Diversity & Inclusion has a two hour training session for staff and faculty to specifically address the challenges and needs of students who are DACA recipients and undocumented students in the U.S. and resources and opportunities for campus community members to help them succeed.
https://www.agnesscott.edu/center-for-diversity-and-inclusion/training-and-development/index.html
https://www.agnesscott.edu/admission/undergraduate-admission/high-school-students/index.html
Does the institution support one or more programs, initiatives, or networks designed to address the specific needs of students from additional underrepresented groups?:
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for students from additional underrepresented groups:
As a learning community that embraces its identity and mission as a women’s college and its commitment to inclusive excellence, Agnes Scott amits students who were assigned female at birth, as well as those who were assigned male or female at birth but who now identify as female, transgender, agender, gender fluid or non-binary. In alignment with this commitment, Agnes Scott supports a network of programs and initiatives designed to address the specific needs of women and other marginalized gender identities.
Agnes Scott also supports a network of programs and initiatives designed to address the specific needs of international students. The Center for Global Learning and the Office of Admissions provide resources and guidance for our international students, including immigration resources, guidance on employment opportunities, and general travel information - inside and outside of the country. The Office of Admissions has a program for international student enrollment abroad, the office has two counselors who specialize in the advisement of international students and aid in their unique needs and information access.
https://www.agnesscott.edu/about/mission-values.html
https://www.agnesscott.edu/about/why-a-womens-college.html
https://www.agnesscott.edu/admission/undergraduate-admission/high-school-students/application-requirements.html https://www.agnesscott.edu/center-for-diversity-and-inclusion/statement-on-gender-expression-and-gender-identity.html
https://www.agnesscott.edu/center-for-global-learning/international-students.html
https://www.agnesscott.edu/legacy/international-students.html
The Reporting Tool will automatically calculate the following figure:
6.2 Support for employees from underrepresented groups
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for employees with disabilities:
In support of Agnes Scott’s commitment to upholding the Americans with Disabilities Act (ADA), the college established a Campus Accessibility Task Force with representation from departments across campus that work to improve both policy and programs around accessibility for staff and faculty. The task force communicates policies and progress to the general campus community. The task force is led and facilitated by the Office for Accessible Education but engages cross campus collaboration to form lasting institutional change for all.
Does the institution support one or more programs, initiatives, or networks designed to address the specific needs of employees that identify as members of marginalized racial, ethnic, and/or Indigenous groups?:
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for employees that identify as members of marginalized racial, ethnic, and/or Indigenous groups:
Agnes Scott supports a network of programs and initiatives designed to address the specific needs of employees that identify as members of marginalized racial, ethnic, and/or Indigenous groups. The college’s B.J.E.D.I. (Belonging, Justice, Equity, Diversity, and Inclusion) Plan is a comprehensive plan for the campus community to foster lasting institutional change for the betterment of representative belonging on campus. Anti-Racism is one of the colleges key priorities and the board of trustees has pledged to make continued efforts to uphold this goal. The college also prioritizes equitable hiring practices ensuring that candidate choices are related only to their ability to serve in the position and unrelated to their race or ethnicity.
The Gay Johnson McDougall Center for Global Diversity & Inclusion offers training sessions and programs for students, faculty and staff to learn about racial injustices and how to navigate campus with their own personal experiences. The programs include: Diversity Awareness, Stereotypes, Alphabet Soup, Mircoaggressions, Safe Zone, Supporting Undocumented Students on Campus, Implicit Bias Training, and Navigating a Diverse Campus.
https://www.agnesscott.edu/center-for-diversity-and-inclusion/bjedi-plan/index.html
Does the institution support one or more programs, initiatives, or networks designed to address the specific needs of LGBTQ+ employees?:
Narrative and/or website URL providing an overview of the institution’s support for LGBTQ+ employees:
Agnes Scott supports a network of programs and initiatives designed to address the specific needs of LGBTQ+ employees. Agnes Scott offers universal leave to all employees where no specificity is given to birthing parent, gender status, or expression. Additionally, the same amount and level of leave is offered to parents adopting or fostering children. This supports queer and gender non-conforming parents to arrange their leave without being confined to a traditionally hetronormative system of maternity leave.
The Gay Johnson McDougall Center for Global Diversity & Inclusion commits to providing an inclusive and supportive environment for all members of our campus community. As part of that commitment to serve as a resource in providing education and support, the Center sponsors workshops, dialogues and training, which include a Safe Zone & Trans 101 training, a program specifically designed to promote knowledge and sensitivity towards members of the LGBTQIA community. These programs are offered to the entire campus community.
Does the institution support one or more programs, initiatives, or networks designed to address the specific needs of employees from additional underrepresented groups?:
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for employees from additional underrepresented groups:
Agnes Scott supports a network of programs and initiatives designed to address the specific needs of women and other marginalized gender identities. The Gay Johnson McDougall Center for Global Diversity & Inclusion in partnership with the Office of People & Culture hosts workshops, information sessions and provides resources to underrepresented groups focused on the needs of our faculty and staff. For example, the collaboration launched two new Employee Resource Groups (ERGs) - one for parents of young children and one focused on aging and aging parents. Both ERGs are championed by two of the college’s VPs who will ensure the groups have resources and visibility needed to make a difference. Expanded ERGs are expected to form based on feedback and recommendations of themes.
The Reporting Tool will automatically calculate the following figure:
6.3 Institutional climate assessment
Description of the methodology used to assess institutional climate:
Agnes Scott conducts an annual institutional climate assessment - one for students and one for faculty and staff. These surveys cover expansive categories, including addressing the experiences and perceptions of underrepresented groups, that are important to achieving both employee satisfaction and the mission statement of the institution. Each Cabinet member annually reviews the survey results with their Divisions, discusses ways to improve, and identifies actionable improvements.
https://www.agnesscott.edu/institutionalresearch/institutional-assessment.html
Does the institution publish the results of its institutional climate assessments?:
Published results of the institution’s most recently finalized institutional climate assessment:
Online resource where the results of the institution’s institutional climate assessments are publicly available:
The Reporting Tool will automatically calculate the following figure:
Optional documentation
Additional documentation for this credit:
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.