| Overall Rating | Bronze |
|---|---|
| Overall Score | 36.37 |
| Liaison | Melanie Knowles |
| Submission Date | March 5, 2021 |
Kent State University
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
0.88 / 1.00 |
Gina
Campana Assistant Director for Diversity Research 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 March 2021, we rolled out a University-Wide Diversity, Equity and Inclusion (DEI) strategic planning process that includes planning guides that have a compositional diversity component. The guides are to assist units across the university so they may create their own DEI strategic plans. The compositional diversity component consists of charts that disaggregate data for staff, faculty and students Those completing the charts will be asked to look for disparities and then describe how they will address those disparities.
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:
The assessment of the 2021 Climate Study is currently in progress.
Our previous Climate Study was conducted in 2016 and was launched with the goal of identifying strengths and barriers related to Kent State being a welcoming, engaging place that nurtures a culture of inclusiveness and respect. In the spring of 2017 the survey results were presented and the findings are the foundation for the work of the Great Place Initiative (GPI). The GPI team works to help Kent State create and maintain a healthy, inclusive environment for all.
Core Values:
• Engagement that inspires positive change
• A learning-living environment that creates a genuine sense of place
• Diversity of culture, beliefs, identity and thought
• Freedom of expression and the free exchange of ideas
• A collaborative community
• Respect, kindness and purpose in all we do
Upon review of data and assessments, four subcommittees have formed to carry out specific tasks and responsibilities. The subcommittee representation allows us to engage a much larger constituent group of the university community to ensure all voices are heard and incorporated.
The Great Place Initiative Task Force reviews and conducts a deep dive into the primary data sources in order to identify areas of overlap, as well as focus for short and long-term efforts.
Smaller work groups focus on the specific constituent group, and opportunities to address intersecting issues across constituent groups.
In June 2018, two Ad-Hoc Subcommittees were also formed to address specific areas of opportunity identified by the Climate Study data.
• Ad-Hoc Subcommittee on Race
• Ad-Hoc Subcommittee on Accessibility
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 assessment results are available on the Kent State University website at the following link: www.kent.edu/voices
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 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.