|Submission Date||March 2, 2017|
Indiana University Bloomington
PA-5: Assessing Diversity and Equity
|1.00 / 1.00||
Associate Vice President
Office of Academic Support and Diversity
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:
The IU Diversity Assessment will serve as a baseline measurement for Indiana University in diversity achievement and progress over the last five years for each campus. The goal of the IU Diversity Assessment is to strengthen our efforts for strategic planning university-wide.
Reports for each campus evaluate:
All diversity, inclusion, and inclusive excellence efforts and programs
Retention, graduation, and student success initiatives
The organizational capacity, effectiveness, and impact of OVPDEMA
An outside consultant, Halualani and Associates, is conducting the assessment to ensure an objective and comprehensive evaluation. The assessment launched on June 1, 2015, and will conclude in January 2017.
In addition to the IU Diversity Assessment, IU has use other tools in the past, such as:
The National Survey of Student Engagement (NSSE) is conducted yearly. Their website describes in detail how this survey was designed to collect information "about student participation in programs and activities that institutions provide for their learning and personal development." It goes on to describe that "institutions use their data to identify aspects of the undergraduate experience inside and outside the classroom that can be improved through changes in policies and practices."
The Collaborative on Academic Careers in Higher Education (COACHE) was developed by faculty at Harvard University and is also used as an assessment to measure attitudes of diversity. Information about this program can be found at http://www.coache.org.
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:
On the Indiana University Bloomington campus, there have been 1966 diversity efforts over the last five years. 95% of these efforts were centrally focused on diversity, and 99% of these efforts were in the 2nd order (action) stage. 86% of the efforts were focused on specific group aspects (Latino/a students, female students, African American faculty), while 14% focused on diversity in general. The majority of the efforts (76%) were IU program driven, 18% were student-initiated, and 6% were university (system) wide.
All main divisions participated in these efforts, with Faculty & Academic Affairs as the leader. 26% of the diversity efforts were collaborations (503), with four being the average number of divisions, programs, or units working together on each effort.
The diversity-related events were found to top out at the higher DELTA levels (level 4 - advanced analysis - 61%, level 5 - evaluation critique of power differences 23%). A key recommendation is to more frequently engage higher DELTA levels (6-social agency/action, and 7-innovative problem-solving).
Other recommendations are for IU Bloomington to adopt a formal diversity strategy, to conduct campus climate surveys every two years, a continued emphasis on retention-graduation efforts for diverse groups, a targeted focus on diversifying faculty, and a university-wide alignment on diversity strategic goals.
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:
A number of events were held to discuss the process and later, the results, findings, and recommendations. These were open to all and were widely attended. Summaries were also publicized in the Indiana Daily Student (student newspaper) and other outlets.
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:
On June 1, 2015, the Office of the Vice President of Diversity, Equity, and Multicultural Affairs (OVPDEMA) launched an external diversity assessment for Indiana University. This assessment includes IU Bloomington, IUPUI, IU East, IU Kokomo, IU Northwest, IU South Bend, IU Southeast, and OVPDEMA.
The purpose of the survey is to conduct a four-part assessment to include a thorough evaluation of all diversity, inclusion, and inclusive excellence efforts and programs over the last five years for each campus; a comprehensive assessment of retention-graduation/student success initiatives and efforts across each campus; a current comparative status/performance on inclusive excellence in terms of peers for IU Bloomington and IUPUI; and an evaluation of the organizational capacity, effectiveness, and impact of OVPDEMA. An outside consultant, Halualani and Associates, will conduct the diversity assessment to ensure an objective and comprehensive valuation.
The diversity assessment will serve as a baseline measurement for Indiana University in diversity achievement and progress which will provide information to further our efforts for strategic planning university wide.
Diversity Assessment for IU plan, timeline, purpose, team: http://www.indiana.edu/~dema/div_assess/index.shtml
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.