| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 56.21 |
| Liaison | Jennifer McMillin |
| Submission Date | July 28, 2020 |
Cleveland State University
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
Ronnie
Dunn Interim Chief Diversity & Inclusion Officer Office of Inclusion and Multicultural Engagement |
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:
Cleveland State's commitment to Inclusive Excellence is reflected in the Cleveland State University Diversity Plan: Pursuing Inclusive Excellence, which was ratified by the CSU Board of trustees in September 2016.
The 2019 - 2020 Diversity Action Plan builds on the Pursuing Inclusive Excellence document of 2016 with practical objectives designed to impact diversity at CSU. The Diversity Action Plan aims to build a culture of diversity and inclusion at CSU and focuses on the following areas:
• Faculty and Staff Diversity
• Student Diversity
• Student Success
The document utilizes data from the Cleveland State University Office of Institutional Research and Analysis. It examines demographics of gender, race and ethnicity as it relates to enrollment and employment, student to faculty ratios, and leadership. It then outlines benchmarks and targets for increasing diversity in student, faculty and staff populations.
Additionally, CSU is a member of the Commission on Economic Inclusion. The Commission on Economic Inclusion has collected data and reported on the status of diversity and inclusion in Northeast Ohio for nineteen years using the Diversity & Inclusion Organization Assessment. Each year CSU submits data for this assessment. The results of the D&I Organization Assessment function as a barometer of inclusion in our region and provide us with a tool and benchmarks for examining our diversity and inclusion efforts compared to similar institutions.
Every five years, CSU also conducts a Campus Climate Survey on Race Relations and Diversity to help to understand attitudes and experiences of CSU employees.
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:
CSU has one of the most racially and ethnically diverse student bodies among Ohio universities with a student body that is 16% African American, 5% Hispanic, 4% Asian, and 8% International.
Female students represent 54% of the student body.
Almost five times as many White students graduate from the university annually with an average of 2,505 graduates compared to African American students, which is the next highest group of students by race, with an average of 529 graduates.
73% of our full-time faculty and 81% of our part- time faculty are White, compared to 65% of students.
The following are the key performance indicators (KPIs) we will use to set benchmarks for our progress towards a culture of diversity and inclusive excellence at CSU:
1. Management Diversity: Diverse racial/ethnic makeup in the management of CSU
2. Faculty Diversity: Percent of faculty from traditionally marginalized populations and underrepresented backgrounds
3. Staff Diversity: Percent of staff from traditionally marginalized populations and underrepresented backgrounds and distribution throughout rank/classifications
4. Student Diversity: Percent of students from traditionally marginalized populations and underrepresented backgrounds on campus
5. Academic Achievement: Average GPA of students from traditionally marginalized populations and underrepresented backgrounds on campus
6. Retention: 6-year graduation rate of students from traditionally marginalized populations and underrepresented backgrounds
These metrics are used to inform hiring practices, student recruitment, and supplier diversity initiatives.
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:
The results of the 2019-2020 Diversity Action Plan were emailed to all members of the CSU community and are publicly available on the Division of University Engagement website.
In April, CSU celebrates the accomplishment of the Diversity Council by hosting an annual Diversity Councils Recognition Celebration. Attendees learn about the diversity initiatives in each college and the President selects two colleges to be recognized for their achievements relating to inclusion and diversity.
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:
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.