Overall Rating Silver
Overall Score 56.93
Liaison Christina Erickson
Submission Date May 9, 2019
Executive Letter Download

STARS v2.1

Champlain College
PA-5: Assessing Diversity and Equity

Status Score Responsible Party
Complete 0.88 / 1.00 Angela Batista
Vice President
Student Affairs and Institutional Diversity and Student Life
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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:

Champlain's annual institutional D&I Scorecard includes:
* diversity assessment for campus
* D&I model questions within NSEE student survey - completed every two years
* D&I related questions in the Student Satisfaction Inventory by Ruffalo Noel Levitz
* D&I related questions in biannual Great Colleges to Work for Survey by Modern Think - faculty/staff
* internal Culture of Consent Survey - for students


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)?:
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:

In summer 2017, the College established its first Vice President level position with a focus on both Student Affairs and Diversity and Inclusion. Over the last year and half, the Division of Student Affairs, Diversity and Inclusion has undergone a full reorganization to align outcomes with structure and systems. One important part of the reorganization has involved looking at data both related to the functions of Student Affairs as well as diversity and inclusion college-wide. The information collected has been used to identify trends, gaps and opportunities, to make financial investment decisions at every level of the institution, to develop new policy and to inform new initiatives and interventions both in academic and co-curricular settings. Data has also been used to inform decisions by College administrators and Trustees. Our overall institutional Diversity and Inclusion assessment plan (in process) contains various elements designed to document and report on the student experience, as well as that of employees and other stakeholders. Sources of data collected include, but are not limited:

Champlain's annual institutional D&I Scorecard
*D&I related questions in the Student Satisfaction Inventory by Ruffalo Noel Levitz
*D&I module questions within NSSE or National Survey of Student Engagement
*Data gathered about student disciplinary and bias reports
*Feedback provided by students through the faculty/class evaluation process at the end of each semester
*D&I related questions in biannual Great Colleges to Work for Survey by Modern Think completed by faculty/staff
*Culture of Consent Survey for students
*Annual reports and data collected by the Student Affairs team


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:

Shared through annual reporting to Board of Trustees and faculty and staff at Town Hall meetings.


Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
No

The diversity and equity assessment report or summary:
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The website URL where the report or summary is publicly posted:
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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.