|Submission Date||Aug. 30, 2019|
Evergreen State College, The
PA-5: Assessing Diversity and Equity
|0.75 / 1.00||
Office of Sustainability
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:
INSTITUTIONAL RESEARCH AND ASSESSMENT
The IRA employs a variety different assessment tools to gather information about stakeholder perceptions, diversity, equity, student and alumni experiences, and end-of-program reviews. The following examples are assessment tools implemented by TESC to learn about diversity, equity, and student affairs at the Evergreen State College.
Student Affairs Indicators from Institutional Research and Assessment
This particular assessment is composed of information obtained from several different tools. Each of these tools is used to gather specialized data about student thoughts and opinions about their experiences at the school. The tools used in this assessment are:
♦ The Evergreen Student Experience Survey:
The Evergreen Student Experience Survey provides an opportunity to assess students’ experiences at Evergreen and provides information about students’ satisfaction with Evergreen's learning environment, learning growth in various skill areas, goals for their college experience, level of confidence, use of campus resources, and participation in community activities.
♦ National Survey of Student Engagement (NSSE)
The NSSE assesses student engagement in educational practices that are associated with high levels of learning and development
♦ The Evergreen One‐Year Alumni Survey
The Evergreen One‐year Alumni Survey assesses alumni perspectives of their experience at Evergreen one year after graduation. The survey measures alumni satisfaction with their educational experiences and campus resources; gathers employment, graduate school, and volunteerism post‐graduation; and assesses how well they feel Evergreen contributed to their personal growth and preparation for the work force and further study.
Evergreen Diversity Indicators, developed by the Diversity and Equity Standing Committee in 2008-2009
During the 2008-09 academic year, the Diversity and Equity Standing Committee developed a data collection framework to assess diversity at Evergreen over time. The resulting Diversity Indicators include: recruitment and retention, student learning and campus climate, degrees awarded, and faculty and staff demographics.
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:
Various metrics such as retention rates of different student demographics are analyzed in Institutional Research summaries, to recognize patterns and trends and reveal areas where equity and diversity are lacking.
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:
Results and summaries of survey responses are posted on the college web site.
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.