| Overall Rating | Gold |
|---|---|
| Overall Score | 76.57 |
| Liaison | Katie Koscielak |
| Submission Date | April 11, 2023 |
Cal Poly Humboldt
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
0.88 / 1.00 |
Rosamel
Benavides-Garb Associate Vice President and Campus Diversity Officer Office of Diversity, Equity, and Inclusion |
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 December 2020 through Winter 2021, Halualani & Associates conducted a focused diversity, equity, & inclusion (DEI) mapping of the Cal Poly Humboldt through which they examined the current state of the institution's diversity, equity, and inclusion landscape in terms of six areas-of-focus. This diversity mapping represents an evidence-based methodology that rigorously examines an institution’s record of action with regard to diversity, equity, and inclusion. More specifically, the mapping analysis employs several key analytical taxonomies, scales, and layers in order to identify and assess an institution’s diversity habits and routines as well as its extant diversity leverage points and “opportunities” for growth, improvement, and transformation.
The scope of analysis included the institution's:
- Diversity, Equity, & Inclusion (DEI) strategy and an overall assessment of the Quality, Range, Scope, and Rigor of Core University-Wide Diversity, Equity, & Inclusion (DEI) Programs/Initiatives
- Identity Spaces and Cultural Centers
- Student Belonging Items & Aspects
- Diversity Components of the General Education Program
- Diversity, Equity, & Inclusion (DEI) Alignment
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In 2015, the California State University (CSU) launched Graduation Initiative 2025, its plan to increase graduation rates, eliminate equity gaps in degree completion and meet California’s workforce needs. Goals have been set at the system level and for each campus. The national and state degree completion rates are one of the driving forces behind the CSU’s ambitious effort to increase graduation rates for all students. This effort is directly linked to Cal Poly Humboldt’s goal is to fully eliminate the achievement gap faced by traditionally underrepresented students, first-generation students, and low-income students.
Under Graduation Initiative 2025, Cal Poly Humboldt seeks to:
- Increase the six-year graduation rate for first-time freshmen from 46 percent to 56 percent.
- Increase the four-year graduation rate for first-time freshmen from 14 percent to 30 percent.
- Increase the four-year graduation rate for transfer students from 69 percent to 79 percent.
- Increase the two-year graduation rate for transfer students from 26 percent to 38 percent.
- Eliminate achievement gaps for traditionally underrepresented students, first-generation students, and low-income students.
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The National Assessment of Collegiate Campus Climate (NACCC) survey was conducted in 2021 to assess the racial campus climate among undergraduate students. It includes six content areas essential to understanding racial climate on campus and collects participants’ demographic information in order to conduct meaningful data disaggregation.
Survey Content Areas of the NACCC included:
- Appraisals of Institutional Commitment: NACCC respondents evaluate their administrators’ demonstrated commitments to racial diversity and inclusion at their institutions. Students also assess institutional leaders’ responses to racial problems on campus.
- Impact of External Environments: NACCC respondents reflect on their sense of security and on their encounters with racism in their hometowns, in the cities/towns surrounding their campuses, and in online and social media environments. They report how off-campus experiences and the larger political atmosphere in the United States affect them.
- Racial Learning and Literacy: NACCC respondents consider if and where on campus they learn about their own racial identities and about other racial groups. Additionally, students indicate the extent to which they feel racial diversity is reflected in curricula and class discussions, and how prepared they feel to live and work in a racially diverse society after college.
- Encounters with Racial Stress: NACCC respondents appraise the racial environment of their institutions. They identify campus encounters they have experienced as racist, ranging from microaggressions and racial stereotyping to more overt acts of racial harassment and violence. Students indicate the impact of these encounters on their personal well-being and academic success.
- Mattering and Affirmation: NACCC respondents indicate the extent to which they feel they matter in classrooms and in various out-of-class campus spaces. They also consider how much their same-race peers and students from other racial groups seemingly matter on campus. Additionally, students indicate ways and the frequency with which faculty members affirm them.
- Cross-Racial Engagement: NACCC respondents indicate the frequency and nature of their interactions on campus with same-race peers and with peers from different racial groups. Additionally, they report their level of comfort in discussions with other students about issues related to race.
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Six Pillars of Inclusive Excellence Non-Academic Program Assessment:
The Six Pillars of Inclusive Excellence have been embedded in the institutional strategic plan, Future Forward 2021-2026 and at the non-academic program objective level. Because the Six Pillars are integrated into the institutional strategic plan and non-academic program objectives, we are able to assess our diversity, equity, and inclusion progress as an integrated whole at the institutional level, not simply as data points separate from the system.
As the framework for assessment unfolds, the Office of Diversity, Equity, and Inclusion, Faculty Diversity and Equity Fellows, and the Office of Institutional Assessment is designing and implementing workshops for department leaders to learn how to further integrate and assess the Six Pillars of Inclusive Excellence into their home units.
Through qualitative, quantitative, and anecdotal data, we are exploring ways in which the Six Pillars can be further integrated into a standardized assessment across departments. An initial report for the Western Association of Schools and Colleges (WASC) will result in early 2023, reflecting on our understanding, implementation, and development of the Six Pillars of Inclusive Excellence – how they inform our institutional values and motivations across departments and create a driving force for institutional cultural change.
Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of employees and students, including the experiences of underrepresented groups?:
Does the assessment process address student outcomes related to diversity, equity and success?:
Does the assessment process address employee outcomes related to diversity and equity?:
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:
Hulualani and Associates Diversity Mapping Project:
Cal Poly Humboldt has produced an ample record of diversity-focused efforts. 94% (200) of Cal Poly Humboldt’s efforts were primarily focused on and centrally designed to achieve an aspect of diversity, equity, and inclusion (DEI). A significant portion of these efforts represent high quality diversity-related efforts and initiatives that have become permanent and institutionalized in the university infrastructure. Impact determination of Cal Poly Humboldt’s diversity, equity, and inclusion efforts is taking place but mostly at an initial level (as of 2021).
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The National Assessment of Collegiate Campus Climate (NACCC):
All Cal Poly Humboldt undergraduate students (N=5,623) were invited to participate in the NACCC survey in Spring 2021. In total, 600 students responded to the survey for a response rate of 10.67%.
Summary of Key Findings:
- Mattering and Affirmation: Assess Campus Identity, Building Standards of Inclusive Teaching, Assess Strengths and Weaknesses
- Cross-Racial Engagement: Engage the Whole Community, Provide Ongoing and Open Communication
- Racial Learning and Literacy: Revise Co-Curricular Goals, Conduct Academic Program Reviews, Break Down Resistance to Learning about Race
- Encounters with Racial Stress: Provide Professional Development, Engage Race-Related Stress Issues, Prepare Response for Racial Crisis
- Appraisals of Institutional Commitment: Create Clear Campus-Wide Messaging, Practice Race-Conscious Leadership, Review Admission Policies
- Impact External Environments: Establish Campus Climate Committee, Evaluate Campus Environment and Policies, Assess Pre-College Experiences
- Next Steps: Journey Towards Transformative and Deep Cultural Change
- Anti-Racism Action Plan: Utilize the Student Racial Campus Climate Survey Results to inform the plan.
- Diversity, Equity, and Inclusion Alignment: Strategically coordinate and enhance professional development for faculty and staff.
- Champion Institutional Vision of Inclusive Excellence: Support units and departments to embed the six pillars of inclusive excellence in their strategic plans
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 Graduation Initiative 2025 assessment data, including data specific to Cal Poly Humboldt, is available to the public, online at: https://www.calstate.edu/csu-system/why-the-csu-matters/graduation-initiative-2025/How-Were-Implementing-Change/Pages/Data-Informed-Decision-Making.aspx
Cal Poly Humboldt's Office of Institutional Research, Analytics, and Reporting data is available to the public, online at: https://irar.humboldt.edu/
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 (upload):
Website URL where the diversity and equity assessment report or summary is publicly posted:
Website URL where information about the institution’s diversity and equity assessment efforts is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
The Halualani & Associates conducted a focused diversity, equity, & inclusion (DEI) mapping assessment was shared with the campus community, has been attached to this STARS credit, and was publicly shared for a couple of years until recently. ODEI removed it from their website due to leadership and programmatic changes. The report is not currently publicly posted.
Diversity and Equity information can be found at both the CSU GI 2025 Data Dashboard and our campus IRAR website.
The Halualani & Associates conducted a focused diversity, equity, & inclusion (DEI) mapping assessment was shared with the campus community, has been attached to this STARS credit, and was publicly shared for a couple of years until recently. ODEI removed it from their website due to leadership and programmatic changes. The report is not currently publicly posted.
Diversity and Equity information can be found at both the CSU GI 2025 Data Dashboard and our campus IRAR website.
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.