Overall Rating Gold
Overall Score 68.43
Liaison Jim Simon
Submission Date Sept. 23, 2020

STARS v2.2

Gonzaga University
PA-5: Diversity and Equity Coordination

Status Score Responsible Party
Complete 2.00 / 2.00 Raymond Reyes
Chief Diversity Officer
Diversity
"---" indicates that no data was submitted for this field

Does the institution have a diversity and equity committee, office, and/or officer tasked by the administration or governing body to advise on and implement policies, programs, and trainings related to diversity, equity, inclusion and human rights?:
Yes

Does the committee, office and/or officer focus on students, employees, or both?:
Both students and employees

A brief description of the diversity and equity committee, office and/or officer, including purview and activities:

Gonzaga has a University Council on Equity, Inclusion, and Intercultural Awareness. It is co-chaired by the Associate AVP & Chief Diversity Officer and the Assistant Director of HR for Equity and Inclusion, the Council is made up of representatives from throughout the University, and is charged with advising and making recommendations, throughout he Chief Diversity Officer, to the President and the President’s Cabinet on Campus Climate, Cultural Awareness and Sensitivity, Strategic Planning, Recruitment and Retention, Culturally Inclusive Pedagogies and Curriculum, Domestic and International Cultural Worlds, and Evaluation and Accountability.


Estimated proportion of students that has participated in that has participated in cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
All

Estimated proportion of academic staff that has participated in cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
All

Estimated proportion of non-academic staff that has participated in cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:
All

A brief description of the institution’s cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities:

• IMPACT luncheons: IMPACT is an informal organization of faculty and staff of color and their allies at GU. The purpose IMPACT is to support members who are part of other racial or ethnic groups that are small or few in number on campus. IMPACT hosts monthly luncheons throughout the academic year.
• University Multicultural Education Center (UMEC) offers a series of workshops, primarily targeted toward students, entitled “Intentional Initiatives”. The courses in the series all target cultural competence from one angle or another.
• UMEC offers a wide variety of other cultural competence experiences throughout each academic year.
• Human Resources has adapted one of those Intentional Initiatives workshops, in a collaborative effort to bring to staff and faculty. It is titled “The Power of Language: Intent versus Impact”. Human Resources also offers recurring courses on:
o Resolving Conflict
o Solving the Generational Puzzle
o Understanding your own and others Social Styles.
o Management Development 1 which covers harassment and discrimination policies and scenarios.
o Management Development 2 which covers diversity and cultural competence.

The LGBT Resource Center offers a workshop on “Safe Space” which speaks to cultural competence around LGBT issues and creating allies and safe spaces for them. That program is offered several times throughout each academic year to faculty and staff.
This is not intended to be an all-inclusive list, but provides a sampling of programs, intended offices and sponsoring departments / organizations.
• Intercultural Development Inventory (IDI): The IDI is an assessment instrument that measures both individual and group intercultural competence. All members of our GSBA were given the IDI to evaluate and improve intercultural compentence.


Website URL where information about the institution’s diversity and equity office or trainings is available:
Additional documentation to support the submission:
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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.