Overall Rating Bronze - expired
Overall Score 42.23
Liaison Ken Foster
Submission Date July 15, 2014
Executive Letter Download

STARS v1.2

Concordia College - Moorhead
PAE-7: Measuring Campus Diversity Culture

Status Score Responsible Party
Complete 2.00 / 2.00 Jasi O'Connor
Institutional Effectiveness
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Has the institution assessed attitudes about diversity and equity on campus in a way that meets the criteria for this credit?:

A brief description of the assessment(s):

Global Perspectives Inventory (GPI) - last administered in 2013
Campus Religious and Spiritual Climate Survey - administered in 2012. As a liberal arts college of the church, this is an important aspect of diversity on our campus, celebrating the Lutheran identity and heritage of the school, while ensuring that the campus climate embraces and celebrates religious diversity as well.

Year the assessment was last administered:

A brief description of how the results of the assessment(s) are used in shaping policy, programs, and initiatives:

Instrument Used: Global Perspective Inventory
• The Global Perspective Inventory (GPI) measures cognitive, intrapersonal, and interpersonal dimensions that measure a global and holistic view of student learning and development.
• Global education is a prominent part of the education program at Concordia. The College is challenged to focus on the ways it uses available data (such as the GPI) and/ or gather additional data to assess the impact of global education on student learning. The Global Studies program is beginning to use the GPI data in their newly developed assessment plan and will be examining data points from the findings that align with student learning outcomes of the program.
• For the last five years, incoming first-year students and graduating seniors have taken the 60 question electronic GPI. Beginning in the fall 2013, the Office of Global Learning began using the GPI Study Abroad form of the instrument as a post-test. The results from the GPI Study Abroad form will be compared to the results from the General form of the assessment to determine if study-away experiences reveal stronger responses on the three dimensions compared to the scores of those who did not study away.

Instrument Used: Interfaith Asset Mapping Questionnaire
• The Campus Religious and Spiritual Climate Survey (CRSCS) measures student perceptions of key climate dimensions with respect to religious, spiritual, and secular worldview, and profiles attitudes and behaviors related to interfaith engagement
• In partnership with Dr. Jacqueline Bussie and Director of Assessment Elaine Ackerman, the Interfaith Youth Corps (IFYC) designed and distributed staff and faculty questionnaires to solicit information about Concordia’s campus climate with respect to religious, spiritual, and secular diversity as well as to surface staff and faculty’s existing interest in and capacity to engage worldview diversity on campus.
• This instrument was used for the first time at Concordia in 2012. Currently, the CRSCS is on the Colleges Assessment plan on a three-year rotation. The student version was disseminated to all students, while modified versions were electronically delivered to all faculty and staff.
• From the data of the 2012 administration, five recommendations were made. Presently, all of the recommendations are in process. Thus, the data gathered from this instrument are being used to make changes.
1. Continue to promote Interfaith cooperation as a strategic priority that is publically aligned with the College’s mission.
2. Build and sustain a campus climate welcome to worldview diversity.
3. Bolster Curricular opportunities to engage worldview diversity across campus.
4. Train student leaders to positively engage worldview diversity and promote interfaith cooperation on campus.
5. Incorporate themes of worldview diversity and interfaith cooperation into staff and faculty development opportunities.

The website URL where information about the assessment(s) is available:

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