| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 66.69 |
| Liaison | Laurie Husted |
| Submission Date | June 8, 2020 |
Bard College
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
Kahan
Sablo Dean of Inclusive Excellence Office of the Dean |
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indicates that no data was submitted for this field
Has the institution engaged in a structured assessment process during the previous three years to improve diversity, equity and inclusion on campus?:
Yes
A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:
Beginning in the Fall of 2017, NERCHE (New England Resource Center for Higher Education) tools were introduced for use in the self-assessment of diversity practices. The Office of Gender Equity completes a biennial campus climate survey to assess campus progress towards the eradication of sexual violence and the assessment of campus support resources. The last survey was done in Spring 2019. Also, leaders in graduate education conducted a DEI assessment of MBA students. In addition, a diversity/inclusion assessment was done in 2017 for Bard Inter Collegiate Athletics and Recreation. This report and other documents are currently being reviewed by a diversity review team: Excellence in Athletics – A Coalition to Support Diversity, Equity, and Inclusion in Bard College Athletics. A campus wide strategic planning session was scheduled for the Spring 2020 semester. Unfortunately, a global pandemic required mandatory social distancing. The physical evacuation of all students, faculty, and non-essential staff from campus prompted the postponement of this planning exercise to the Fall 2020 semester.
Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of employees and students, including the experiences of underrepresented groups?:
Yes
Does the assessment process address student outcomes related to diversity, equity and success?:
Yes
Does the assessment process address employee outcomes related to diversity and equity?:
Yes
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:
The results of the Biennial Campus Climate survey was used to inform trainings for students in the 2019-2020 academic year. In addition, the collective work in gender equity is currently being used as a foundation to shape policy (currently in draft) and practice for the institution’s response to racial harassment and ethnic intimidation (Title VI and Title VII). The six-month vacancy in the position of Dean of Inclusive Excellence halted/interrupted efforts to follow through with the NERCHE assessment initiative.
Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
Yes
A brief description of how the assessment results are shared with the campus community:
An executive summary of the biennial campus climate survey is published on the Gender Equity website, posted Fall 2019.
Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
Yes
The diversity and equity assessment report or summary (upload):
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Website URL where the diversity and equity assessment report or summary is publicly posted:
Optional Fields
Additional documentation to support the submission:
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Data source(s) and notes about the submission:
"The NERCHE (New England Resource Center for Higher Education) tools self-assessment of diversity practices tools may be viewed on pp. 8-21 of https://www.wpi.edu/sites/default/files/Project_Inclusion_NERCHE_Rubric-Self-Assessment-2016.pdf Ariana Stokas has a google folder w/ results.
The fall 2020 strategic planning process will utilize the Appreciative Inquiry method, a strengths-based proactive approach to organizational change (https://en.wikipedia.org/wiki/Appreciative_inquiry)."
The fall 2020 strategic planning process will utilize the Appreciative Inquiry method, a strengths-based proactive approach to organizational change (https://en.wikipedia.org/wiki/Appreciative_inquiry)."
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.