|Submission Date||April 4, 2017|
FIE: Foundation for International Education
PA-5: Assessing Diversity and Equity
|0.75 / 1.00||
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:
In 2015 FIE underwent an 'Access, Inclusion and Diversity (AID) Evaluation' conducted by Diversity Abroad (DA). The assessment process was implemented over the course of three months, during which DA representatives consulted the organisation’s documentation and data and interviewed staff, faculty, current and former students as well as institutional partners. The consultations sought to determine the extent to which FIE’s
programs and student support services reflect the organisation’s commitment to diversity and inclusivity -- and primarily how it relates to:
• Expanding access to FIE programming to students representing a wide range of experiences and backgrounds;
• Providing advising and support that reaches all students interested and participating in FIE programming; and,
• Enhancing the student experience abroad through diverse and inclusive curriculum and co-curricular activities
The framework used in this evaluation was designed to help FIE integrate more effectively diversity and inclusion good practices in its education-abroad programming. As a model, the AID Evaluation integrates diversity efforts into the core of organisational functionality to realise the educational benefits of diversity. Applying the AID framework leads towards the infusion of diversity into an organisation’s recruiting, admissions, and hiring processes; into its curriculum and co-curricular activities; and into its administrative structures and practices. These concepts signify an organisation or institution has adopted means for the cohesive, coherent, and collaborative integration of diversity and inclusion into the pursuit of diversity and inclusive excellence in education-abroad programming.
The AID Evaluation structure consisted of the following areas:
Access - Access in this context entails the opportunity to benefit from an education-abroad experience for any student who wishes to pursue this without regard to her/his identity.
Inclusion - The term inclusion is used to describe the active, intentional, and ongoing engagement with diversity (of people, curriculum, co-curricular activities, and communities with which individuals might identify) in ways that increase awareness, content knowledge, and understanding of the complex ways individuals interact within systems and institutions.
Diversity - The term diversity is used to describe individual differences (e.g., personality, learning styles, and life experiences) and group/social differences (e.g., race/ethnicity, socio economic status, gender expression, sexual orientation, ability and religious affiliations) that can be engaged in learning and working together.
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:
Diversity Abroad’s AID Evaluation Findings
Expanding access to FIE programs – Partner institutions have the primary role for advising the students; partners are generally unaware of FIE’s diversify initiatives but believe the organisation to be open and inclusive.
Providing advising – Currently work with students is more on a case-by-case basis rather than following a consistent strategy; there did not appear to be a strategy for developing staff competencies to advise or work with students when a concern or situation arises as a result of a student’s identity.
Enhancing the student experience - The consultations indicated that one of FIE’s greatest strengths as it relates to diversity and inclusion is found in the diverse curricular and co-curricular programming that it offers its students. It also seems that not all students are aware of the ways in which they can connect with the local community, outside of London’s nightlife, and more communication using different mediums could provide the information students need to make these connections earlier on.
Diversity Abroad’s Recommendations to FIE
- Implement a broad communication strategy of diversity and inclusion efforts
- Develop new institutional partnerships and work on expanding existing partnerships
- Address selection and notification structure of FIE administered scholarships
- Design scaffolded advising strategies to improve access and use of information
As a result of this report (2015), FIE has developed a Diversity and Inclusivity action plan which addressed all recommendations and mapped clear strategy to guide the diversity and inclusivity initiatives of the organization going forward.
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:
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.