| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 49.10 |
| Liaison | David Husemoller |
| Submission Date | March 6, 2020 |
College of Lake County
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
David
Husemoller Sustainability Manager Facilities |
"---"
indicates that no data was submitted for this field
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:
CLC has joined Achieving the Dream (ATD) and the Illinois Equity in Attainment Initiative (ILEA). As part of ATD, CLC collected data through the Institutional Capacity Assessment Tool (ICAT). The Achieving the Dream Institutional Capacity Assessment Tool is an online self-assessment to help colleges assess areas of strength and improvement in the Institutional Capacity Framework. Institutions may also use the tool to measure changes in capacity over time. The purpose of this Results Summary is to display the aggregated responses from all college participants and disaggregated results by functional area and role to identify areas where there is a convergence of opinion or divergence of opinion. The results may be used for individual reflection and as a springboard for campus conversations on overarching themes, strengths to celebrate and build on, opportunities to improve and actions to build capacity. A capacity café was conducted in January 2020, with over 700 participants, to discuss and collect feedback about the ICAT survey results which included questions on diversity, equity, and inclusion. As part of ILEA, CLC has developed an Equity Plan that fits under Strategic Pillar 2: Equity and Inclusion. The Equity Plan delineates the initiatives that will close the achievement gap for Latinx and African American students over a 5 year period. The Equity Plan focuses on full-scale, systemic changes that could impact all students, but are especially impactful for our students facing the biggest inequities. The Diversity Council uses this information to determine which type of professional development offering can support the results and the DEI work on campus.
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?:
Yes
Does the assessment process address student outcomes related to diversity, equity and success?:
Yes
Does the assessment process address employee outcomes related to diversity and equity?:
Yes
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:
The ICAT survey results show that employees view CLC as having a moderate level of capacity in equitable practices, and a strong level of capacity in place for engagement and policies and practices. The Capacity Café conducted in January 2020 provided qualitative data to supplement the results of the ICAT survey. This information will be used to inform CLC’s work in student success as well as employee engagement and retention.
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:
Findings of the 2019 ICAT survey were made at the all-college orientation kickoff meetings in January. Our president makes communication of these findings a priority in guiding policy making. Summaries of findings are emailed to staff and faculty. These results are also posted on the college's website.
Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
Yes
The diversity and equity assessment report or summary (upload):
Website URL where the diversity and equity assessment report or summary is publicly posted:
Optional Fields
Additional documentation to support the submission:
Data source(s) and notes about 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 or simply email your inquiry to stars@aashe.org.