|Submission Date||March 1, 2018|
PA-5: Assessing Diversity and Equity
Director of Sustainability
Physical Plant / Facilities
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 aims of this project are manifold, yet chief among them are the following:
Collect data on the experiences, opportunities, and perspectives of various campus constituents in relation to diverse marginalized positionalities they may bear (i.e. race/ethnicity, gender, sexuality, dis/ability, religion and spirituality, class/socioeconomic status, political opinion, and citizenship status).
Gather insights on the culture of understanding, acceptance, and celebration of difference at Clark University, especially concerning areas for growth and improvement.
Survey hitherto un-assessed or under-assessed demographics and topics, in order to resolve gaps in institutional understanding of various issues.
To gain an understanding of the institution’s and community’s strengths in diversity, inclusion, and equity, and to recognize ways of maintaining this momentum in growth and progress.
To benchmark institutional data and compare Clark’s policies, strategic initiatives, and outcomes to those of peer institutions, in order to gauge Clark’s position in the landscape of diversity and inclusion in higher education.
These goals contribute to shaping the university’s vision for the Clark community, as well as the strategies, policies, programs, and dialogues that the university will employ as we seek to realize this aspiration.
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 survey period was September- December 2017, so the findings are not available yet.
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:
We can't share them because they are not complete yet.
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:
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.