| Overall Rating | Bronze - expired |
|---|---|
| Overall Score | 42.65 |
| Liaison | Winnie Kwofie |
| Submission Date | April 19, 2019 |
| Executive Letter | Download |
California State University, East Bay
PA-5: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
0.75 / 1.00 |
Kimberly
Baker-Flowers University Diversity Officer University Diversity Office |
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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:
The Campus Climate Survey was administered online to faculty, staff and administrators during the fall quarter of 2016 by Skyfactor (formerly EBI Benchmarking Assessments) to assess the diversity climate at Cal State East Bay.
The most recent Campus Climate Survey for students was conducted in 2013 and administered online using EBI MAP-Works, an innovator in student retention systems and program assessments for higher education.
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?:
Yes
Does the assessment process address student outcomes related to diversity, equity and success (e.g. graduation/success and retention rates for underrepresented groups)?:
No
Does the assessment process address employee outcomes related to diversity and equity (e.g. pay and retention rates for underrepresented groups)?:
Yes
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs and initiatives:
The Campus Climate Survey was conducted to assess the Cal State East Bay attitudes and behaviors among the entire campus community and the survey revealed that despite staff and faculty reporting Cal State East Bay as a welcoming, diverse and inclusive environment, more work is needed to institutionally support diversity efforts. More diversity training and publicly displayed policies and standards are needed on campus. In addition, Cal State East Bay should offer training in recognizing harassment. It is noted that those respondents with 6-10 years of service at the university reported less satisfaction with their work experience than those with more or less years of employment. Many respondents agreed that different views and perspectives were encouraged in their departments and feeling welcome in the workplace. A majority expressed that experiences with diversity at CSU East Bay have helped them develop a personal commitment to combatting discrimination. In the classroom, faculty reported students are welcoming of each other and respectful of different views and perspectives. Student respondents who reported a diagnosed disability also indicated certain areas needing further attention. In particular, this group expressed difficulties with certain administrative functions, such as registering for classes or applying for financial aid, as well as accessing course materials such as textbooks and online material. There was generally low support for programs that afford special consideration for minority populations. In addition, students felt the need for a more positive and
accepting campus for Lesbian, Gay, Bi-Sexual, and Transgender Students.
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:
Assessment results are distributed campus-wide via email, are posted online, and are shared through various meetings and charettes.
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:
The website URL where the report or summary is publicly posted:
Optional Fields
Additional documentation to support the submission:
Data source(s) and notes about the submission:
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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.