| Overall Rating | Silver |
|---|---|
| Overall Score | 45.94 |
| Liaison | Robin Frederick |
| Submission Date | July 21, 2022 |
Indiana University Southeast
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
Robin
Frederick Coordinator of STARS Assessment Administrative Affairs |
"---"
indicates that no data was submitted for this field
Has the institution engaged in a structured assessment process during the previous three years to improve diversity, equity and inclusion on campus?:
Yes
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, conducted the assessment to ensure an objective and comprehensive evaluation. The assessment took place between December 2015 and January 2017.
The assessment included:
1.) a thorough assessment of all diversity, inclusion, and inclusive excellence efforts and programs via diversity mappings across seven campuses;
2.) a thorough assessment of retention-graduation/student success initiatives and efforts via retention-graduation mappings across seven campuses;
3.) a diversity benchmarking through the Atlas database which enables a comparative ranking of Indiana University across comparable peers/universities/systems in terms of species diversity, inclusion, and inclusive excellence areas; and an evaluation of the organizational capacity, effectiveness, and impact of the Office of the Vice President for Diversity, Equity, and Multicultural Affairs.
2018 IUS Diversity Climate Survey:
The IUS Climate Survey is collected every four years from all full-time faculty and staff and all students at IUS. The survey, administered in collaboration with Diversity, Equity, and Inclusion (DEI), is designed to better understand the experiences of all individuals on campus. The survey employs a broad definition of diversity, focusing on race/ethnicity, gender, ability status, religion, political ideology, sexual orientation, gender identity, and veteran status. The data is used by various units on campus as well as DEI for diversity planning and decision-making.
The latest survey was administered to a census of faculty, staff, and current students in Fall 2018. Detailed Results can be found at:
https://www.ius.edu/oie/files/2018-campus-climate-report.pdf
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, conducted the assessment to ensure an objective and comprehensive evaluation. The assessment took place between December 2015 and January 2017.
The assessment included:
1.) a thorough assessment of all diversity, inclusion, and inclusive excellence efforts and programs via diversity mappings across seven campuses;
2.) a thorough assessment of retention-graduation/student success initiatives and efforts via retention-graduation mappings across seven campuses;
3.) a diversity benchmarking through the Atlas database which enables a comparative ranking of Indiana University across comparable peers/universities/systems in terms of species diversity, inclusion, and inclusive excellence areas; and an evaluation of the organizational capacity, effectiveness, and impact of the Office of the Vice President for Diversity, Equity, and Multicultural Affairs.
2018 IUS Diversity Climate Survey:
The IUS Climate Survey is collected every four years from all full-time faculty and staff and all students at IUS. The survey, administered in collaboration with Diversity, Equity, and Inclusion (DEI), is designed to better understand the experiences of all individuals on campus. The survey employs a broad definition of diversity, focusing on race/ethnicity, gender, ability status, religion, political ideology, sexual orientation, gender identity, and veteran status. The data is used by various units on campus as well as DEI for diversity planning and decision-making.
The latest survey was administered to a census of faculty, staff, and current students in Fall 2018. Detailed Results can be found at:
https://www.ius.edu/oie/files/2018-campus-climate-report.pdf
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?:
Yes
Does the assessment process address student outcomes related to diversity, equity and success?:
Yes
Does the assessment process address employee outcomes related to diversity and equity?:
Yes
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:
Through the diversity mapping analysis, Halualani Associates concluded that IU Southeast has made a vigorous and sustained commitment to diversity and inclusion in the last five years. This university’s diversity efforts are equivalent to what we have typically found in the last eight years for larger-sized colleges and universities that house approximately 18,000 - 25,000 students.
Specific findings:
IU Southeast has demonstrated a commitment to diversity through completed diversity efforts and activities. More specifically, IU Southeast has engaged in 220 diversity efforts over the last five years. While the quantity of efforts reflects on IU Southeast’s diversity and inclusion “work,” the fact that 95% (209) of these diversity efforts are primarily focused on diversity or centrally designed to promote and address diversity, inclusion, and or equity, indicates that IU Southeast’s diversity efforts are of higher quality and represent much more than “diversity window-dressings.”
All of IU Southeast’s main divisions are involved to some degree in its diversity efforts. We note that the examined diversity efforts were distributed across all campus divisions but with the “heavy lifting” from the Office of the Chancellor (46%, 102) and Enrollment Management & Student Affairs (34%, 75), followed by Academic Affairs (14%, 31). Moreover, 41% (89) of IU Southeast’s diversity efforts are initiated by its main division offices and its next-level units. This indicates that the diversity efforts originated at the larger or close-to-the main division structure (Office of the Chancellor, Enrollment Management & Student Affairs, Academic 2 of 6 Affairs) and thus, means that diversity efforts are being centrally enacted and institutionalized.
IU Southeast’s diversity efforts are mostly events (30%, 66), financial aid/scholarships (16%, 36), student organizations (13%, 28), and trainings/workshops (12%, 26). The remaining 29% of diversity efforts are spread out across 18 different themes.
Approximately 68% (150) of IU Southeast’s diversity efforts focused on and addressed the needs of specific groups (female students, students of color, historically underrepresented students, first-generation 3 of 6 students, and students from low-income backgrounds, among others) while 32% (70) highlighted general, mainstream audiences (all students, all campus members). While diversity is inclusive and important for ALL students and campus members (and may often need to be framed in this way), it is also important for a portion of an institution’s diversity efforts to speak to the specific needs of diverse groups given barriers to access and structured inequalities in that surrounding society that seep onto higher educational environments.
IU Southeast has contributed diversity efforts that are inclusive of all campus members and speak specifically to the needs of diverse groups. However, the mapping tool noted that these specific group-focused diversity efforts were mostly diversity-related student organizations and some campus resources. Thus, given the considerably low overall graduation rate (27.7%) at IU Southeast and the 10.9% graduation rate for African American students, The tool strongly urges IU Southeast to create specific group-focused diversity efforts for diverse student retention-graduation (college completion) areas, especially for African American students.
This can be done by following this recommended action step:
-Create specific, customized interventions for diverse student retention-graduation (college completion) that focus on academic support, social-emotional support, and belonging for first-generation and historically underrepresented students. High-impact practices should be incorporated for all diverse groups but especially those whose graduation rates are significantly below the overall graduation rate (27.7%) at IU Southeast for full-time beginners at the 6th-year graduation rate.
Other targeted areas can include:
-Assess the key factors in the declining enrollment of diverse undergraduate and graduate students in the last five years (for e.g., in terms of surrounding regional declines, financial pressures, and enrollment barriers).
Create a diversity strategic recruitment plan for undergraduate students and graduate students for the next five years.
-Connect the rich and highly engaging array of diversity-related events to its curriculum (courses) so that students can experience meaningful diversity engagement inside and outside of the classroom in terms of perspective-taking, complex thinking, and courageous dialogues around difference and structured inequalities.
-Examine the extent to which diversity — as topic, core content, context, pedagogical approach, demographic — is incorporated throughout its undergraduate and graduate curricula (across all types of courses) and in terms of engagement and quality levels.
-Launch an analysis of why students leave IU Southeast before graduation through an exit survey, interview protocol, and or transcript analysis.
Report for this campus evaluated:
• All diversity, inclusion, and inclusive excellence efforts and programs
• Retention, graduation, and student success initiatives
• The organizational capacity, effectiveness, and impact of OVPDEMA (Office of Vice President for Diversity, Equity, and Multicultural Affairs)
https://diversity.iu.edu/doc/halualani-and-associates/2016/IU%20Southeast%20Diversity%20Mapping%20Report.pdf
Results from the 2018 IUS Climate Survey:
https://www.ius.edu/oie/files/2018-campus-climate-report.pdf
Specific findings:
IU Southeast has demonstrated a commitment to diversity through completed diversity efforts and activities. More specifically, IU Southeast has engaged in 220 diversity efforts over the last five years. While the quantity of efforts reflects on IU Southeast’s diversity and inclusion “work,” the fact that 95% (209) of these diversity efforts are primarily focused on diversity or centrally designed to promote and address diversity, inclusion, and or equity, indicates that IU Southeast’s diversity efforts are of higher quality and represent much more than “diversity window-dressings.”
All of IU Southeast’s main divisions are involved to some degree in its diversity efforts. We note that the examined diversity efforts were distributed across all campus divisions but with the “heavy lifting” from the Office of the Chancellor (46%, 102) and Enrollment Management & Student Affairs (34%, 75), followed by Academic Affairs (14%, 31). Moreover, 41% (89) of IU Southeast’s diversity efforts are initiated by its main division offices and its next-level units. This indicates that the diversity efforts originated at the larger or close-to-the main division structure (Office of the Chancellor, Enrollment Management & Student Affairs, Academic 2 of 6 Affairs) and thus, means that diversity efforts are being centrally enacted and institutionalized.
IU Southeast’s diversity efforts are mostly events (30%, 66), financial aid/scholarships (16%, 36), student organizations (13%, 28), and trainings/workshops (12%, 26). The remaining 29% of diversity efforts are spread out across 18 different themes.
Approximately 68% (150) of IU Southeast’s diversity efforts focused on and addressed the needs of specific groups (female students, students of color, historically underrepresented students, first-generation 3 of 6 students, and students from low-income backgrounds, among others) while 32% (70) highlighted general, mainstream audiences (all students, all campus members). While diversity is inclusive and important for ALL students and campus members (and may often need to be framed in this way), it is also important for a portion of an institution’s diversity efforts to speak to the specific needs of diverse groups given barriers to access and structured inequalities in that surrounding society that seep onto higher educational environments.
IU Southeast has contributed diversity efforts that are inclusive of all campus members and speak specifically to the needs of diverse groups. However, the mapping tool noted that these specific group-focused diversity efforts were mostly diversity-related student organizations and some campus resources. Thus, given the considerably low overall graduation rate (27.7%) at IU Southeast and the 10.9% graduation rate for African American students, The tool strongly urges IU Southeast to create specific group-focused diversity efforts for diverse student retention-graduation (college completion) areas, especially for African American students.
This can be done by following this recommended action step:
-Create specific, customized interventions for diverse student retention-graduation (college completion) that focus on academic support, social-emotional support, and belonging for first-generation and historically underrepresented students. High-impact practices should be incorporated for all diverse groups but especially those whose graduation rates are significantly below the overall graduation rate (27.7%) at IU Southeast for full-time beginners at the 6th-year graduation rate.
Other targeted areas can include:
-Assess the key factors in the declining enrollment of diverse undergraduate and graduate students in the last five years (for e.g., in terms of surrounding regional declines, financial pressures, and enrollment barriers).
Create a diversity strategic recruitment plan for undergraduate students and graduate students for the next five years.
-Connect the rich and highly engaging array of diversity-related events to its curriculum (courses) so that students can experience meaningful diversity engagement inside and outside of the classroom in terms of perspective-taking, complex thinking, and courageous dialogues around difference and structured inequalities.
-Examine the extent to which diversity — as topic, core content, context, pedagogical approach, demographic — is incorporated throughout its undergraduate and graduate curricula (across all types of courses) and in terms of engagement and quality levels.
-Launch an analysis of why students leave IU Southeast before graduation through an exit survey, interview protocol, and or transcript analysis.
Report for this campus evaluated:
• All diversity, inclusion, and inclusive excellence efforts and programs
• Retention, graduation, and student success initiatives
• The organizational capacity, effectiveness, and impact of OVPDEMA (Office of Vice President for Diversity, Equity, and Multicultural Affairs)
https://diversity.iu.edu/doc/halualani-and-associates/2016/IU%20Southeast%20Diversity%20Mapping%20Report.pdf
Results from the 2018 IUS Climate Survey:
https://www.ius.edu/oie/files/2018-campus-climate-report.pdf
Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
Yes
A brief description of how the assessment results are shared with the campus community:
The Hallunai Report assessment was shared across the campus. https://diversity.iu.edu/about/diversity-assessment.html
Summary of the 2018 Campus Climate Report is published on the IUS Institutional Effectiveness site:
https://www.ius.edu/oie/reports-and-surveys/institutional-assessment.php
Summary of the 2018 Campus Climate Report is published on the IUS Institutional Effectiveness site:
https://www.ius.edu/oie/reports-and-surveys/institutional-assessment.php
Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
Yes
The diversity and equity assessment report or summary (upload):
Website URL where the diversity and equity assessment report or summary is publicly posted:
Optional Fields
Additional documentation to support the submission:
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Data source(s) and notes about the submission:
Due to the pandemic, we have listed the 2018 assessment because the university has not been able to conduct an updated assessment.
Data for this credit was retrieved from the following sources
IUS Campus Climate Survey
https://www.ius.edu/oie/files/2018-campus-climate-report.pdf
IUS Diversuty Report
https://diversity.iu.edu/doc/halualani-and-associates/2016/IU%20Southeast%20Diversity%20Mapping%20Report.pdf
Diversity Assessment Efforts
https://diversity.iu.edu/about/diversity-assessment.html
Data for this credit was retrieved from the following sources
IUS Campus Climate Survey
https://www.ius.edu/oie/files/2018-campus-climate-report.pdf
IUS Diversuty Report
https://diversity.iu.edu/doc/halualani-and-associates/2016/IU%20Southeast%20Diversity%20Mapping%20Report.pdf
Diversity Assessment Efforts
https://diversity.iu.edu/about/diversity-assessment.html
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.