|Submission Date||Feb. 14, 2017|
East Carolina University
PA-5: Assessing Diversity and Equity
|1.00 / 1.00||
University Sustainability Manager
HSC Facilities Services
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:
ECU’s mission of student success, public service, and regional transformation begins with you. We know that in order to carry out these missions, you need to feel like you’re a part of an inclusive and welcoming university community.
The 2015 Campus Climate Survey was designed based on a thorough review of best practices among higher education institutions around the country, as well as within the University of North Carolina system. Survey topics were chosen as relevant and important to the establishment of a baseline for ECU’s campus climate assessment and included:
•Diversity and Inclusion
•Governance and Leadership
•Wellness and Work/Life Balance
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:
Phase two of Project:ECYou also recommends the use of focus groups to gather input from the campus community and aid in the development of strategic priorities. This phase of the plan will last throughout the summer and into the fall of 2016. The 2015 administration of the Campus Climate Survey and subsequent Report of Results helps to partially satisfy the goals established in year one of the four-year implementation plan defined by the Campus Climate Commission of the Chancellor’s Diversity Leadership Cabinet. Remaining goals include developing target areas for improvement and communicating results and target areas to the community. During phase three, there will be additional listening sessions to gain a more immediate response to the chosen initiatives and target areas of campus life.
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 Campus Climate Survey Report of Results contains findings from the 2015 Campus Climate Survey for faculty, staff, and student participants. The report aims to provide a detailed description of findings for each participant group.
The report’s Executive Summary contains key findings from the survey and provides an integrated presentation across all three participant groups. The summary may be used to develop a general depiction of the current campus climate at ECU and act an aid when developing specific strategies to address issues regarding the current climate.
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:
Bret Wilson, Office of Equity and Diversity
LaKesha Alston Forbes, Associate Provost for Equity and Diversity
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.