Overall Rating Silver
Overall Score 58.15
Liaison Lacey Raak
Submission Date Feb. 21, 2021

STARS v2.2

California State University, Monterey Bay
PA-6: Assessing Diversity and Equity

Status Score Responsible Party
Complete 1.00 / 1.00 Nizhoni Chow-Garcia
Director of Inclusive Excellence
Office of Inclusive Excellence and Sustainability
"---" 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?:

A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:

The University Strategic Planning Committee and the President’s Committee on Equity and Inclusion have been working on a campus inclusive excellence plan (“The University Strategic Plan Priority #2: Inclusive Excellence”). The Inclusive Excellence Plan is one of four priorities within the University Strategic Plan. This plan is informed by findings from the Diversity Mapping Project and the Campus Climate Study. The plan has four strategies: 1) Anticipate and respond to the needs of a diverse university community; 2) Support the development and professional growth of a diverse faculty, staff, and administration; 3) Strengthen outreach, recruitment, and retention of diverse faculty, staff, and administrators; and 4) Ensure graduates can engage in ethical reasoning and public action informed by historical, multicultural, global, ecological, and equity perspectives. The timeline is for the plan to be finalized by spring 2019.

CSUMB’s Inclusive Excellence Metrics are based upon Eagan, Mayorga, and Ramirez’s (2015) Inclusive Excellence Scorecard. The IE Scorecard, framed within Inclusive Excellence (Williams et al., 2005), is a multidimensional management and measurement tool that works to drive and assess change related to four areas: (1) access and equity, (2) campus climate, (3) diversity in the formal and informal curriculum, and (4) learning and development.

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?:

Does the assessment process address student outcomes related to diversity, equity and success?:

Does the assessment process address employee outcomes related to diversity and equity?:

A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:

Findings continue to inform the Diversity Learning Series, inclusive recruitment practices, faculty retention, mandatory training for all students, support for marginalized student populations (e.g. Undocumented students, Black students, etc.), and support for employee affinity groups.

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:

Yes, they are posted on the Office of Inclusive Excellence's website

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 (upload):

Website URL where the diversity and equity assessment report or summary is publicly posted:
Website URL where information about the institution’s diversity and equity assessment efforts is available:
Additional documentation to support 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 and complete the Data Inquiry Form.