| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 49.02 |
| Liaison | James Speer |
| Submission Date | June 30, 2016 |
| Executive Letter | Download |
Indiana State University
PA-5: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
Elonda
Ervin University Diversity Officer Office of Diversity |
Has the institution assessed diversity and equity in terms of campus climate?:
A brief description of the campus climate assessment(s) :
In 2014 a Diversity and Inclusion Climate Study was also conducted by an outside consultant. Recommendations that inclusive excellence be integrated into the daily life of ISU for all stakeholders were made. Each unit needing to demonstrate how inclusive excellence is woven into its activities. This is a long-term process that will be best achieved by instituting short-term goals for units. It will be important to recognize progress on meeting these goals. To help address this large goal it is recommended that a team of individuals be created, representative of faculty, staff, students and community leaders to implement inclusive excellence programming, and that this team be responsive to the president and his council on diversity, establish a centralized physical space dedicated to inclusive excellence teaching and programming, and establish an organized communications/marketing effort focused on campus and community diversity/inclusion efforts to promote opportunities for all stakeholders.
Has the institution assessed student diversity and educational equity?:
A brief description of the student diversity and educational equity assessment(s):
The Co-Curricular Data project is focused on collecting student data to allow an understanding of what our students are doing outside the classroom, allowing modeling of successful students to determine the success of our programs, and facilitating the benchmarking of data for operational purposes. To date, we are tracking data from 21
data collection areas, with three more scheduled to come online in the spring of 2014. This data is currently available to the campus via Argos reports and has now been incorporated into the University data warehouse with dashboards and online reporting to be available early in 2014. The D2K Data Warehouse project will consolidate university data in the data warehouse allowing online analytical processing (OLAP), and includes the aforementioned dashboards and scorecards. Currently, there are 30 student analytic dashboard pages available including data in the areas of retention, graduation, and grades. All are accessible via the D2K portal site. New developments will move attendance and at risk data to the warehouse over the coming year.
Has the institution assessed employee diversity and employment equity?:
A brief description of the employee diversity and employment equity assessment(s):
In FY 2014, we have completed a campus wide climate/job satisfaction assessment using nationally recognized tools from the Collaborative on Academic Careers in Higher Education and the Society of Human Resource Management. We achieved response rates of 68% and 54% respectively. We identified areas of strength in the faculty climate related to personal and family policies, interdisciplinary work, and senior leadership. We have identified areas of weakness in service, teaching, collaboration, mentoring, promotion, departmental collegiality and quality, and appreciation/recognition. Among the staff we identified strengths within each unit with strong relationships among co-workers and with immediate supervisors. We found areas of weakness in career advancement opportunities and administrative support. We also identified significant differences in the experiences of faculty of color and tenured faculty, which we hope to address in collaboration with other Goal 6 initiatives and the Department Success Taskforce. The results of our assessment have yielded actionable items for our initiative teams to work on. Our need to collaborate with other Initiatives is evident in the findings and will likely result in additional programming and connections across campus to
resolve our campus climate issues.
Has the institution assessed diversity and equity in terms of governance and public engagement?:
A brief description of the governance and public engagement assessment(s):
In the 2014 Diversity and Inclusion Climate Study it was addressed that at ISU there is a history, pattern and practice of diversity that is focused on African Americans to the exclusion of other groups’ access to resources, opportunities and a level playing field. This is critical and calls for an intentional commitment to equal inclusion of all groups moving forward to quell the confusion, lack of clarity, accountability and credibility regarding the role and responsibility of the Office of Diversity and the Diversity Council. Some of the questions raised included:
Is the role to create programming or to make policy?
What is the process for choosing Council members?
It was acknowledged that there have been numerous studies conducted on campus with recommendations made by the Diversity Council, but it appears that none of the
recommendations were implemented.
To separate out programming from monitoring/evaluation, the outside consultant of this assessment recommended that the President’s Council on Diversity be reconfigured as the President’s Council on Inclusive Excellence and serve as the auditing body for the Inclusive Excellence Training and Research Center. The composition of the Council should consist of no more than 10 people. Their responsibility is to annually audit the actions of the IETRC and write the annual report for the state. The President should have sole authority in appointing members to this body. Members should serve at least three-year terms in order to maintain consistency, credibility and accountability. At approximately 2-3 year intervals, an external program evaluator should be invited to investigate the success of the implementation and monitoring/evaluation processes.
The website URL where information about the assessment(s) is available:
Data source(s) and notes about 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 or simply email your inquiry to stars@aashe.org.