| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 68.71 |
| Liaison | Keisha Payson |
| Submission Date | Feb. 28, 2019 |
| Executive Letter | Download |
Bowdoin College
PA-5: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
Keisha
Payson Sustainability Director Sustainable Bowdoin |
Has the institution engaged in a structured assessment process during the previous three years to improve diversity, equity and inclusion on campus?:
A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:
Bowdoin College assesses student diversity and educational equity in a holistic manner throughout the students’ tenure. Considerations during the admissions process include gender, race, ethnicity, socioeconomic status, geography, and first-generation status, among others. The Bowdoin Class of 2022 is composed of 35 percent domestic students of color and 16 percent low-income students (Pell grant eligible). Over half of the 2018-19 Bowdoin students have need-based financial aid. Bowdoin is need-blind in its admission review. Several student surveys conducted by the Office of Institutional Research, Analytics and Consulting are analyzed to understand when race and gender yield different student experiences.
In 2016-17, President Rose convened the Ad Hoc Committee on Inclusion, composed of faculty, staff, students and trustees. The committee used information from prior assessments and reports to recommend steps to advance Bowdoin’s commitment to a diverse and inclusive community.
Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of faculty, staff, administrators and students, including the experiences of underrepresented groups?:
Does the assessment process address student outcomes related to diversity, equity and success (e.g. graduation/success and retention rates for underrepresented groups)?:
Does the assessment process address employee outcomes related to diversity and equity (e.g. pay and retention rates for underrepresented groups)?:
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs and initiatives:
The 2016-17 Report of the Ad Hoc Committee on Inclusion resulted in the establishment of an office of inclusion and diversity led by a senior officer who reports to the president.
The results of the internal assessments have resulted in a new umbrella program, THRIVE, a college-wide initiative designed to foster achievement, belonging, mentorship, and transition particularly among students that have historically been under-represented on college campuses.
Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
A brief description of how the assessment results are shared with the campus community:
The Report of the Ad Hoc Committee on Inclusion written in 2016-17 is posted on the Bowdoin website.
The 6-year graduation rates for Pell-grant recipients are posted on the Bowdoin website, with the all-student graduation rates.
Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
The diversity and equity assessment report or summary:
The website URL where the report or summary is publicly posted:
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
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.