|Submission Date||March 1, 2018|
PA-5: Assessing Diversity and Equity
|1.00 / 1.00||
Academic Student Success Programs
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:
Cornell has multiple levels of review and assessment of diversity, equity and inclusion efforts.
The Toward New Destinations diversity framework requires that each college and administrative unit annually identify three diversity initiatives in support of four core principles (composition, engagement, inclusion, achievement) for seven constituent groups: undergraduate students; graduate and professional students; postdoctoral associates and academic professionals; staff; faculty; the off-campus community; and the extended Cornell communities of parents, alumni, friends, and donors. The annual TND Institutional Planning Document provides colleges and units with guidance to support development of data-based annual initiatives including specifying intended outcomes, evaluation plans and success measurements. These college and unit level initiatives are managed at the college or unit level and tracked centrally by the university. Background information about the Toward New Destinations diversity framework and objectives as well as summaries of the most recent and current TND initiatives are available on Cornell’s diversity website.
Additionally, the university regularly surveys the climate of diversity and inclusion across all populations. Cornell conducts campus climate studies and maintains dashboards to monitor progress in the composition, engagement, inclusion and achievement of its diverse populations. These studies and assessments guide Cornell's ongoing process for improving the Cornell experience. Leadership for the respective areas (deans, vice presidents and vice provosts as applicable) are provided results of these surveys and expected to take action to address any areas of concern.
Regarding faculty and staff equity in terms of employment, as a federal contractor, the University develops an annual affirmative action plan for racial and ethnic minorities, women, individuals with disabilities and veterans. The affirmative action plan analysis measures the impact of employment decisions including, but not limited to hiring, promotion, termination and pay.
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:
In light of recent climate concerns, President Pollack recently announced the formation of a Presidential Taskforce on Campus Climate, which is charged with making specific recommendations about how Cornell can implement meaningful institutional change that leads to a campus climate that is more diverse and inclusive, and that expresses greater respect and understanding. The Task Force is also charged with recommending approaches that enable us to respond effectively to incidents of bigotry and intolerance. Specifically, three subcommittees are reviewing, assessing and developing recommendations concerning the following:
• What, and how well, are we currently doing to promote an inclusive campus experience for our diverse community, both inside and outside the classroom?
• How can we improve the effectiveness of the resources and systems currently in place?
• What new resources and changes should be considered as we strive to achieve real inclusion in our campus experience?
• Provide a recommendation for an ongoing mechanism that will address diversity and inclusion issues.
Regulation of Speech and Harassment
• Has the university appropriately promulgated principles and regulations that address free speech on campus as well as prohibit discrimination and harassment?
• Are the Campus Code of Conduct or other policies the right vehicle(s) for establishing such regulations and principles?
• Are we sanctioning discrimination, harassment, and related misconduct appropriately? Are enforcement mechanisms fair and clear?
• What legal mechanisms are available to the university to prevent, address and counter situations in which protected expression on campus is harmful to those vulnerable to its effects?
• How should the university respond to any future incidents that infringe upon our core principles, whether they are local or broader in scope?
• Do we have the right mechanisms of support, communication, and response in place or could these improve?
• What can individuals and campus groups do to counter unacceptable actions, and act as positive forces that counter harmful incidents?
• Provide a recommendation on how to measure long-term success.
A final report is expected by May 1, 2018.
Similarly, Provost Michael I. Kotlikoff has launched a task force to recommend new approaches to enhance and accelerate the diversity of the Cornell faculty. The task force is examining underrepresented faculty by race and gender. The task force asks its members to
• research current best practices at peer universities for hiring and retaining diverse faculty
• Identify existing programs at Cornell that have led to diverse faculty hires as well as those that have not worked
• Cite issues contributing to attrition, and
• explore areas of investment to keep Cornell competitive in the recruitment and retention of diverse faculty.
Recommendations for short- and long-term strategies to improve retention rates for underrepresented faculty are to be included in a report due in spring 2018.
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 climate survey results are shared with the various campus governance organizations (faculty senate, employee assembly, student assembly, graduate and professional student assembly). Individual college and unit leaders receive the results for their respective colleges and units and share the results with their teams. In addition, the results are available publicly on the Institutional Research and Planning website.
In terms of Toward New Destinations, an annual report of the initiatives and accomplishments are available on the diversity website.
Additionally, progress and updates regarding the Presidential Taskforce are available publicly on the President’s website and the diversity website.
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.
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.