Overall Rating Silver
Overall Score 45.39
Liaison Holli Fajack
Submission Date July 6, 2017
Executive Letter Download

STARS v2.1

California State University, Long Beach
PA-5: Assessing Diversity and Equity

Status Score Responsible Party
Complete 0.75 / 1.00 Larisa Hamada
Director, Office of Equity and Diversity
Office of Equity and Diversity
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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 University reviews national studies pertaining to diversity and campus climate that the University participates in on an ongoing basis. In addition, a diversity climate study was recently produced by Student Services to review the current climate of diversity for students. We are in the process of creating a campus wide campus climate survey


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?:
No

Does the assessment process address student outcomes related to diversity, equity and success (e.g. graduation/success and retention rates for underrepresented groups)?:
Yes

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:

Exit Interviews for Faculty: The Office of Faculty Affairs will implement an exit interview process for faculty who elect to leave CSULB. Departing faculty will have the option of speaking to someone other than a University administrator.

Expanded Exit Interview Process for Staff and Administrators: The current staff and administrator exit interview program, facilitated by Staff Human Resources, will include questions pertaining to campus climate and diversity on campus. Data will be analyzed and shared with University leaders in an effort to identify patterns and address particular concerns.

Mentoring: The Office of Faculty Affairs, in collaboration with the Faculty Center for Professional Development, will expand and further develop a faculty mentoring program for new faculty to facilitate networking and social engagement with the campus community. The mentoring program will provide a plan to include support and guidance for the reappointment, tenure, and promotion process (RTP), one-on-one mentoring, and increased opportunities for social engagement. Faculty representatives of the cultural affinity groups will be identified on the Faculty Center for Professional Development's website. In addition, the Center will provide opportunities for faculty to meet members of the affinity groups in an informal setting.


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:

Our campus is actively involved in partnering with local and national communities groups to build awareness and educational competencies surrounding various diverse affinity groups. Through the office of Legislative & External Relations, the University also engages regularly with local and national political constituencies to ensure our campus is actively engaging in local and national dialogues pertaining to inclusivity, compliance, and educational awareness around topics of diversity.


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:
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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:
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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 and complete the Data Inquiry Form.