Furman University
PA-6: Institutional Climate
| Status | Score | Responsible Party |
|---|---|---|
|
2.42 / 3.00 |
6.1 Support for students from underrepresented groups
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for students with disabilities:
Student Office for Accessibility and Resources: https://www.furman.edu/accessibility
The mission of the Student Office for Accessibility Resources is to create an accessible, inclusive, sustainable learning environment, where disability is recognized as an aspect of diversity that is integral to the campus community and to society. Our primary objective is to provide equal access to campus programs and activities for all students.
We envision Furman University to be a fully accessible campus and inclusive environment for people with disabilities. We do this by:
· Acknowledging disability as an aspect of human diversity;
· Cultivating awareness of the environment’s disabling barriers;
· Collaborating on and proactively facilitating accessible environments and experiences;
· Educating faculty and staff to create and maintain access in their spheres of influence;
· Creating an inclusive disability culture;
· Supplementing with reasonable accommodations to ensure access.
Disability Rights, Education, Activism, and Mentoring student organization: hhttps://www.furman.edu/accessibility/accessibility/get-involved/
DREAM (Disability Rights, Education, Activism, and Mentoring) is a national organization for and by college students with disabilities. DREAM’s work is supported by sponsoring organization, the National Center for College Students with Disabilities (NCCSD), which is based at the Association on Higher Education And Disability (AHEAD).
DREAM is open to higher education students of all types, including graduate students, part-time students, and those who are auditing higher education courses. It is open to students of all ages with any kind of disability, culturally Deaf students, and nondisabled students who are our allies and peers. DREAM explicitly includes people who have traditionally been marginalized or under-represented in the disability or higher education communities.
Peer Notetaker: https://www.furman.edu/accessibility/accessibility/get-involved/
Every term, SOAR students are in need of their peers’ notes as an academic accommodation. Peer notetakers just upload their personal notes for each class session to a private folder in our SOAR Student Dashboard and get paid $100 for the semester. Notetakers who have never previously worked for Furman will also need to complete WorkDay onboarding and I-9 verification before they can legally begin working. This is a great resume booster, and you would be helping a student gain equal access to the class material! Please email SOAR@furman.edu or stop by our office to learn more!
FIND FURMAN (Fostering Inclusion for Neurodiversity): https://www.furman.edu/accessibility/wp-content/uploads/sites/104/2022/03/FIND-Furman_Finished-Print-Area-Layout-5.pdf
FIND Furman (Fostering Inclusion for Neurodiversity) - to assist students who have a diagnosis of Autism or other related conditions.
With FIND Furman, you can move in early and get better acquainted with campus before classes begin. Additionally, you will gain a peer mentor who will help you locate classrooms and offices, answer questions, and introduce you to the community. During the first week, you will meet with our Accessibility Specialist, who will help you develop a plan for the semester.
Disability Awareness Week
Does the institution support one or more programs, initiatives, or networks designed to address the specific needs of students that identify as members of marginalized racial, ethnic, and/or Indigenous groups?:
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for students that identify as members of marginalized racial, ethnic, and/or Indigenous groups:
Student Diversity Council: https://www.furman.edu/diversity-equity-inclusion/inclusive-communities/student-organizations/
The Student Diversity Council (SDC), is the umbrella organization for identity-based organizations on Furman’s campus. SDC strives to affirm the diversity of the campus community by embracing a broad definition of culture that includes, but is not limited to, world views formed by race, ethnicity, gender, national origin, abilities, sexual orientation and religion.
The Council promotes awareness of cultural diversity at Furman and the Greenville community. It aims to expand and share the responsibility of creating and sustaining diversity efforts to all major campus organizations through mutual support, communication, and co-sponsorship. Follow SDC on Instagram to stay up to date with upcoming programs and events.
Celebration of Identity based Heritage Months Each month is celebrated by a number of programs and events.
Association of Students Interested in Asia:
Chinese Student Association: https://furman.campuslabs.com/engage/organization/furman-university-chinese-student-association
Furman University Chinese Student Association (FUCSA) is an organization that consists of all the Chinese students, scholars as well as students who are interested in the Chinese culture from other ethnic backgrounds in Furman University.
Furman University International Student Association: https://furman.campuslabs.com/engage/organization/furman-university-international-student-associatio
FUISA is the home for international students at Furman. However, its membership is open to the entire Furman campus. The purpose of FUISA is to provide opportunities for international and US students to interact socially, to help the international students in their adjustment to US culture, and to raise campus awareness of cross-cultural issues. FUISA will also seek to sponsor events with other organizations and promote open dialogue with these groups to encourage greater support for international events on campus.
NAACP: https://furman.campuslabs.com/engage/organization/furmannaacp
The mission of the NAACP Youth & College Division shall be to inform youth of the problems affecting African Americans and other racial and ethnic minorities; to advance the economic, education, social and political status of African Americans and other racial and ethnic minorities and their harmonious cooperation with other peoples; to stimulate an appreciation of the African Diaspora and other people of color’s contribution to civilization; and to develop an intelligent, militant effective youth leadership.
Hispanic Organization for Latinx Awareness: https://furman.campuslabs.com/engage/organization/hispanic-outreach-and-latinx-awareness
HOLA is an organization that promotes both the Hispanic and Latin culture at Furman and in the community by providing an enriching experience for students through different events on campus. Anyone can join! HOLA presents its mission to provide engaging learning experiences and exposure to both the Hispanic and Latinx culture on campus. As a community, we will strive towards success by promoting self-awareness and acceptance. It is important for us to share the Hispanic and Latinx culture with our Furman community and at large, so we can strengthen our relationships by inviting students to learn about the different backgrounds that make up Furman University. Through local community networking and on-campus collaboration with other organizations, we will create an open and safe environment to engage students with the Hispanic and Latinx communities
Native American and Indigenous Peoples Student Association:
The Native and Indigenous Peoples Student Association (NAIA) recognizes that the native and indigenous students at Furman come from a vast number of communities, regions, and countries, each with their own culture and values. Our mission is to ensure that Furman is a welcoming environment for all native and indigenous peoples regardless of their individual beliefs and connections to their identity and communities. We will work to ensure that the transition to college allows each native and indigenous student to be comfortable acknowledging their traditions and beliefs with their classmates and faculty and to ensure that they feel valued, supported and successful so they may return to their communities as educated leaders.
Does the institution support one or more programs, initiatives, or networks designed to address the specific needs of LGBTQ+ students?:
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for LGBTQ+ students:
Furman Pride Alliance: https://www.furman.edu/diversity-equity-inclusion/inclusive-communities/student-resources/gender-sexuality/
A group for students who do not identify with society’s normative gender or sexual roles and their allies, the FPA provides a social space where students can feel free to express their gender and sexual identifications in a non-judgmental environment and receive support from other students.
Furman Pride Ambassadors: https://www.furman.edu/diversity-equity-inclusion/institutional-commitment/out-at-furman/lgbtq-initiatives/
four LGBTQIA+ Ambassadors are available to answer questions about belonging on campus and provide LGBTQIA+ resources (both on and off campus) to both current and prospective faculty, staff and students.
LGBTQIA+ DEI subcommittee: https://www.furman.edu/diversity-equity-inclusion/institutional-commitment/out-at-furman/lgbtq-initiatives/
Trans Day of Remembrance, National Pronouns day, Trans Gender Awareness Celebration. Pride Month, LGBTQIA+ history Month. Specialized pathways cohort for LGBTQIA+
Does the institution support one or more programs, initiatives, or networks designed to address the specific needs of low-income and/or first-generation students?:
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for low-income and/or first-generation students:
First Generation Student Alliance: https://furman.campuslabs.com/engage/organization/-
The purpose of FGSA shall be to help other first-generation students to find community, offer mentorship to incoming classes, offer learning opportunities about Furman resources/opportunities, assist when able with University first-generation student initiatives, and other opportunities as presented.
Specialized pathways cohort for First Gen.
Does the institution support one or more programs, initiatives, or networks designed to address the specific needs of refugees, asylum seekers, internally displaced, and/or undocumented students?:
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for refugees, asylum seekers, internally displaced, and/or undocumented students:
Does the institution support one or more programs, initiatives, or networks designed to address the specific needs of students from additional underrepresented groups?:
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for students from additional underrepresented groups:
The Reporting Tool will automatically calculate the following figure:
6.2 Support for employees from underrepresented groups
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for employees with disabilities:
Vulnerable Persons on Campus Policy
I. Introduction
Subject to other policies, procedures and protocols, Furman University (“Furman” or the “University”) operates a variety of programs and activities that are specifically designed for Vulnerable Persons (as defined in Section III below) or in which Vulnerable Persons participate. The University also makes its facilities available to external groups that conduct programs designed for Vulnerable Persons or in which Vulnerable Persons participate. The University is committed to the safety of Vulnerable Persons participating in these programs and expects all persons interacting with them to exhibit exemplary behavior at all times, especially when interacting with Vulnerable Persons, and to foster and maintain an appropriate and secure environment. Abuse of and inappropriate activity involving Vulnerable Persons, whether sexual, physical or otherwise, is antithetical to the values and standards of the Furman community, is incompatible with the safe, healthy environment that the Furman community expects and deserves, and will not be tolerated. Accordingly, the University adopts this Vulnerable Persons on Campus Policy (“Policy”), which establishes:
- Procedures for the operation of programs involving Vulnerable Persons;
- Minimum standards of conduct for interacting with Vulnerable Persons;
- Mandatory reporting procedures in cases of abuse or neglect, suspected abuse or neglect, and situations involving inappropriate activity with a Vulnerable Person; and
- Sanctions for violations of this Policy.
All Covered Programs (as defined in Section III below) must be operated in accordance with South Carolina state laws, and all individuals are expected to understand such laws and ensure that they do not violate them. It is also the responsibility of each person to ensure that the University does not, through such person’s actions, violate applicable laws.
By operating a Covered Program, External Sponsors assume all responsibility for the supervision of Vulnerable Persons; compliance with laws, regulations, codes, and/or ordinances applicable to Covered Programs; and compliance with this Policy. By permitting an External Sponsor to operate a Covered Program on or in University Facilities, the University does not assume (1) responsibility for the supervision of Vulnerable Persons, (2) responsibility for the conduct of Vulnerable Persons, or (3) any liability arising out of and/or related to the operation of such Covered Programs.
II. Applicability
Individuals and entities covered by this Policy include, but are not limited to:
- All University departments, units, and registered student organizations.
- All University community members, including but not limited to:
- Faculty;
- Staff;
- Administration;
- Students; and
- Volunteers.
- External groups and organizations including, without limitation, their employees, volunteers, third-party vendors, consultants, and contractors.
- Contractors, external consultants, workers hired through an outside employment agency, and workers employed through service vendors.
All of the aforementioned persons and entities must comply with Section IV(B)’s conduct requirements when interacting with Vulnerable Persons and Section IV(C)’s reporting requirements. However, Section IV(A)’s operational requirements do not apply to individuals who may have incidental contact with Vulnerable Persons but who do not work with Vulnerable Persons in a Covered Program.
- “Vulnerable Person” means any person (1) under the age of 18 who is not enrolled, or has not been accepted for enrollment, at the University as a full-time student; or (2) who is 18 years or older who has a physical or mental condition that substantially impairs such person from adequately providing for their own care or protection who is not enrolled, or has not been accepted for enrollment, at the University as a full-time student.
Does the institution support one or more programs, initiatives, or networks designed to address the specific needs of employees that identify as members of marginalized racial, ethnic, and/or Indigenous groups?:
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for employees that identify as members of marginalized racial, ethnic, and/or Indigenous groups:
Black Faculty and Staff Association
Shared Equity Leadership Team: https://www.furman.edu/diversity-equity-inclusion/shared-equity-leadership-team/
The idea for Furman’s Shared Equity Leadership Team (SELT) is based on a proposal from Associate Dean for Diversity, Equity, and Inclusive Excellence Cynthia King; Associate Dean and Director of the Center for Inclusive Communities Franklin Ellis; and the co-chairs of the DEI Committee, Robyn Andrews and Lisa Knight.
While Furman has made significant progress in advancing diversity, equity, inclusion and belonging, this innovative shared leadership approach takes advantage of the strong leadership we already have in place and focuses their efforts on planning, coordinating and assessing our progress in DEIB.
Does the institution support one or more programs, initiatives, or networks designed to address the specific needs of LGBTQ+ employees?:
Narrative and/or website URL providing an overview of the institution’s support for LGBTQ+ employees:
DEI LGTQIA+ Subcommittee:
LGBTQIA+ Ambassadors
Out at Furman webpage: https://www.furman.edu/diversity-equity-inclusion/institutional-commitment/out-at-furman/
Furman University’s LGBTQIA faculty and staff represent a supportive community that celebrates the diversity of sexuality and gender expression found throughout campus. We encourage and embrace opportunities to create a more welcoming and affirming environment for all faculty, staff, and students
Does the institution support one or more programs, initiatives, or networks designed to address the specific needs of employees from additional underrepresented groups?:
Narrative and/or website URL providing an overview of the institution’s programs, initiatives, and networks for employees from additional underrepresented groups:
The Reporting Tool will automatically calculate the following figure:
6.3 Institutional climate assessment
Description of the methodology used to assess institutional climate:
Phase 1
Focus Groups (conducted October, 2021)
Ten focus groups, with a total of 80 participants, were conducted in October of 2021 with faculty, staff, and
students at Furman University. The groups were recruited by Furman for their involvement in various areas of the university. Two consultant team members attended each focus group session with one serving as facilitator and one serving as note taker. After brief introductions, an explanation about the focus group session, and framing the expectations for the dialogue (including the right to not respond to any question), the facilitator guided a 45-60 minute discussion. Similar questions were asked in each focus group with some additional questions included based on the particular constituency and to gain additional clarity about responses as needed. The following core set of questions were asked for all focus groups:
What does diversity mean at Furman?
What are Furman’s strengths with respect to diversity, equity, and inclusion?
What are Furman’s challenges with respect to diversity, equity, and inclusion?
What recommendations do you have to improve diversity, equity, and inclusion at Furman where all feel welcomed and included?
The note taker then provided typed notes for the session along with possible themes for each question. A second team member read all focus group notes and created the final list of recurring themes across groups and within each constituent group.
Phase 2
Higher Education Data Sharing Consortium (HEDS) Survey in the Fall of 2021
Furman administered the Higher Education Data Sharing Consortium (HEDS) Survey in the Fall of 2021, which consisted of questions related to support and climate throughout the campus. We focused specifically on two global indicators of the campus climate (Climate Indicator) and institutional support for diversity and equity (Support Indicator).
The Campus Climate Indicator is comprised of the following questions: Please indicate your level of satisfaction with the following at Furman:
Overall Campus Climate (Climate Overall)
The campus experience/environment regarding diversity (Diversity)
The extent to which you experience a sense of belonging or community at Furman (Belonging-self) The extent to which you feel all community members experience a sense of belonging or community at Furman (Belonging-others)
The Institutional Support Indicator is comprised of the following questions:
Please indicate your level of agreement with each of the following statements about Furman:
The campus environment is free from tensions related to individual or group differences (Campus free from Tensions)
Recruitment of historically marginalized students, faculty and staff is an institutional priority (Recruitment)
Retention of historically marginalized students, faculty and staff is an institutional priority (Retention) Senior leadership demonstrates a commitment to diversity and equity on this campus (Leader Commitment)
The consultants added two additional open-ended questions to help with interpretation of the data: Please write about a time/situation that made you feel like you WERE a part of the Furman community Please write about a time/situation that made you feel like you were NOT a part of the Furman community
The HEDS survey results in this report are based on data from those persons who identified themselves as undergraduate students (referred to hereafter as students). Of those participants, their rates of participation in the survey were as follows:
Students: 20% (N = 455)
Faculty: 64%(N = 177) Staff/Administration: 38% (N = 232)
Appendices E and F include some comparison data between Furman and other liberal arts institutions. We did not do any separate analyses of these data except to create graphs to make the comparisons more accessible.
Additional comments about the HEDS Data:
Appendix D includes the institutions that HEDS provided for these comparisons.
The HEDS data set includes more questions than those included in this report. We encourage Furman to explore the HEDS data set for more information about the campus climate.
We also acknowledge that a small group of participants (N=47) identified themselves as either graduate students, another role, or preferred not to respond. We did not include analyses for participants in these groups.
Phase 3
Analysis & Recommendations
All quantitative and qualitative data were analyzed and results are reported in aggregate form throughout this report. HEDS provided data that was primarily analyzed by overall institution, constituent group (faculty, staff, student), and/or comparison data. HEDS compared Furman’s results with a group of other baccalaureate liberal arts institutions and with all of their participating institutions. The consultant team conducted additional quantitative analyses to examine differences among demographic groups within each constituency at Furman.
Names for demographic groups were used as they were labeled by HEDS to be consistent with their coding/labeling process (see Appendix G for more information on the HEDS demographic groupings). Due to small sample sizes, we used a strict measure of acceptability for inclusion in the report. Specifically, there had to be 5 or more participants in any group for us to report demographic differences to preserve anonymity, and any comparisons reported represent statistically significant differences (at least p < .05) with a medium to large effect size using Cohen’s d.
For qualitative questions, responses were coded, themes identified, and data were sometimes quantified.
Phase 4
Campus Presentations & Visit
Two members of the team, Drs. Anita Davis and Kelly Weeks, visited campus (April 20-21, 2022) to present and discuss results. We made an overall campus presentation and met with and presented findings tailored to the following groups: senior leadership team, students, faculty, and staff/administration.
Phase 5
Delivery of final report
Dr. Anita Davis transmitted the final campus climate report to Liz Seman, Chief of Staff, Liaison to the Board of Trustees via email on July 24, 2022.
Does the institution publish the results of its institutional climate assessments?:
Published results of the institution’s most recently finalized institutional climate assessment:
Online resource where the results of the institution’s institutional climate assessments are publicly available:
The Reporting Tool will automatically calculate the following figure:
Optional documentation
Additional documentation for this credit:
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 or simply email your inquiry to stars@aashe.org.