|Submission Date||Feb. 27, 2018|
PA-5: Assessing Diversity and Equity
|0.88 / 1.00||
Associate Provost, Academic and Inclusive Excellence, Professor
Office of the Provost; Communications
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:
Elon uses a number of surveys to assess and improve diversity, equity and inclusion on campus. They include the Diverse Learning Environments (DLE), the Chronicle of Higher Education’s Great Colleges to Work For, Higher Education Research Institute (HERI) faculty, the Multi-Institutional Study of Leadership, National Survey of Student Engagement (NSSE) and CIRP. In addition, the university employs outside consultants to meet with groups across campus to share their experiences and offer avenues for improvement. Task forces have also been formed to focus on Title IX, Hispanic/Latino communities, Black/African American communities, multifaith and LGBTQIA.
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:
The results of surveys are disaggregated by demographics, including race and ethnicity, gender, first generation, nationality, sexual orientation, disabilities and religion.
Elon disaggregates retention, graduation, graduate school and job placement data to assess trends and address outcome disparities between groups.
Elon does an annual pay equity analysis for faculty positions. There are employee resource groups for underrepresented groups (e.g., LGBTQIA, Black/African American, Hispanic/Latino, Women) who conduct surveys and focus groups of their members and share in annual meetings with administrators.
Elon formed the Center for Access and Success and the Gender and LGBTQIA Centers from campus climate data and conversations with students. The university has a mentoring program for first-year students from high financial need backgrounds who are first generation. Elon’s Deliberative Dialogue and Intergroup Dialogue programs help students better talk about important but divisive issues. The number and variety of programs focused on gender, race and LGBTQIA have increased based on the number of reports from our bias response system. Based on recent assessment findings, Elon has created task forces for a number of underrepresented groups (e.g., LGBTQIA, Black/African American communities) and then created whole reports from that work.
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 final reports and updates are posted online and survey results are sent through email. The results from national surveys are presented to a variety of groups on campus.
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 results (or a summary of the results) are not publicly posted for all surveys; however, many result summaries are available online.
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.