| Overall Rating | Bronze - expired |
|---|---|
| Overall Score | 37.31 |
| Liaison | Stephan Classen |
| Submission Date | March 6, 2018 |
| Executive Letter | Download |
Cascadia College
PA-5: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
0.25 / 1.00 |
Jodie
Galvan Assistant Director of Sustainable Practices Student Learning |
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:
We completed an Intercultural Development Inventory on campus in 2015 in an effort to support individual development in a strengths-based manner and to facilitate the development of annual Intercultural Development Activities/Educational Opportunities on campus (see 2017-2018 catalog in following section) to further support individual and collective growth.
Separately, we track student outcomes (retention, transfer, graduation) and are able to break down results by numerous different subgroups including: disability status, residency status, veteran status, race/ethnicity, identification as a person of color, Pell Grant recipient, age, sex and work status. We use this information to help us identify groups of students that may need additional support to achieve their academic goals.
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 results of the Intercultural Development Inventory were used to inform our greater institutional effort to support diversity on campus through all employee DIAs (Day of Inquiry and Assembly) as well as individual learning opportunities offered throughout the year. See pluralism catalog attached.
The results of the student outcomes tracking is used to develop and update our strategic plan and to make annual planning and budget decisions in an effort to provide additional resources and support for student groups in need.
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:
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.