|Submission Date||May 12, 2017|
James Madison University
PA-5: Assessing Diversity and Equity
|0.00 / 1.00||
Executive Director, Campus and Community Programs
Office of Access 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:
The Collaborative on Academic Careers in Higher Education (COACHE) survey from Harvard University includes questions that explicitly measure satisfaction with diversity/inclusion. JMU administered the survey to instructional faculty in 2016. The only faculty excluded from data collection were faculty in their first year at JMU, 1-year visiting faculty, and part-time faculty. JMU had a 67 percent response rate compared to a 52 percent rate for our selected peers and a 47 percent rate for the entire cohort.
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:
One of the uses of the COACHE results is to improve diversity, equity, and inclusion on campus. At the time of this report, development of recommendations was in process. The COACHE committee had met with the Office of Access and Inclusion, the Provost’s Diversity Advisory Council; the Diversity Council Chairs; and the Gender Caucus to work together to develop recommendations. Results from COACHE were also shared with all Deans. Areas of recommendations the committee was discussing were (1) holistic support for faculty, e.g., compensation, work-life, spousal support, etc.; (2) collaboration and mentoring; and (3) climate.
Information on the Diversity Task Force, which researched the recruitment and retention of faculty, staff and students, and JMU actions in response to the Task Force findings, can be found online. See https://www.jmu.edu/diversity/reports-and-publications/final-report/DTF_Final_Report.pdf
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 results are posted on the JMU website.
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:
It was confirmed with AASHE that the COACHE alone is insufficient to count for this credit.
Responsible Party for COACHE information: Dr. Cara Meixner, Associate Professor, Graduate Psychology
Responsible Party: Arthur Dean, Executive Director, Campus and Community Programs, Office of Access and Inclusion
Entered by Melissa Altman
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.