| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 53.85 |
| Liaison | Jennifer Goree |
| Submission Date | Nov. 26, 2018 |
| Executive Letter | Download |
Clemson University
PA-4: Diversity and Equity Coordination
| Status | Score | Responsible Party |
|---|---|---|
|
1.33 / 2.00 |
Greg
Ladewski Interim Director of Strategic Engagement Office of Inclusion & Equity |
Does the institution have a diversity and equity committee, office, and/or officer tasked to advise on and implement policies, programs, and trainings related to diversity, equity, inclusion and human rights on campus?:
Does the committee, office and/or officer focus on students, employees, or both?:
A brief description of the diversity and equity committee, office and/or officer, including purview and activities:
Chief Diversity Officer Lee Gill and Executive Vice President and Provost Robert Jones co-chair the Clemson University Council on Diversity and Inclusion (CUCDI). Gill and Jones established the council to ensure students, faculty, staff and community members have the ability to share, address and resolve issues facing the university. The CUCDI is meant to represent every member of the Clemson community because each person contributes to our diversity and each person is responsible to make Clemson truly inclusive.
The Inclusion & Equity office includes:
• Harvey and Lucinda Gantt Multicultural Center
• College Preparation & Outreach
• Charles H. Houston Center
• The Office of Access & Equity
• Diversity Education & Training
• Hispanic Outreach
• Strategic Diversity Leadership
• Title IX Coordinator
• Pathfinder
• Alumni Relations & Development
• Men of Color National Summit
The primary goals of Inclusion & Equity are:
• Guide the University’s diversity and inclusion agenda. Promote an inclusive and supportive campus and community environment.
Identify and allocate appropriate resources to support University diversity initiatives.
• Promote the institution’s commitment and accomplishments regarding diversity and inclusion to internal and external communities.
• Create innovative programs and projects that advance and support campus diversity and inclusion.
• Develop, implement and coordinate a comprehensive strategic plan to advance the University’s diversity and inclusion goals.
• Consult, advise and collaborate with University officials and offices regarding diversity and inclusion issues and opportunities.
• Enhance recruitment and employment of underrepresented faculty and staff, as well as the recruitment of underrepresented students.
• Assess and report on institutional progress as it relates to diversity and inclusion. Represent the president and Clemson University as needed.
• Provide active leadership to ensure an institutional focus and emphasis on diversity and inclusion.
• Serve as the administrative liaison to campus commissions, committees and boards established to address various dimensions of diversity and inclusion.
Estimated proportion of students that has participated in cultural competence trainings and activities (All, Most, Some, or None):
Estimated proportion of staff (including administrators) that has participated in cultural competence trainings and activities (All, Most, Some, or None):
Estimated proportion of faculty that has participated in cultural competence trainings and activities (All, Most, Some, or None):
A brief description of the institution’s cultural competence trainings and activities for each of the groups identified above:
The Mission Statement at Clemson states: Academic institutions exist for the transmission of knowledge, the pursuit of truth, the intellectual and ethical development of students, and the general well-being of society. Undergraduate students must be broadly educated and technically skilled to be informed and productive citizens. As citizens, they need to be able to think critically about significant issues. Students also
need to be prepared to complete undergraduate work and a major course of study. The mission requires a high level of knowledge about and competence in numerous areas to include Cross-Cultural Awareness. Every student must complete 3 Credit Hours in this content area as part of their course of study.
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.