| Overall Rating | Silver |
|---|---|
| Overall Score | 45.14 |
| Liaison | Kristina Hope |
| Submission Date | Feb. 2, 2024 |
Knox College
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
0.50 / 1.00 |
Kristina
Hope Director of Sustainability Office of Sustainability |
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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:
Knox joined the Liberal Arts Racial Equity Leadership Alliance (LACRELA) in 2020
and through that membership was able to participate in two assessments one for
students in the Spring of 2021 and another for staff in the Spring of 2022.
and through that membership was able to participate in two assessments one for
students in the Spring of 2021 and another for staff in the Spring of 2022.
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?:
No
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:
Student Assessment showed that students are looking for more cross-racial engagement that includes faculty and staff, purposeful opportunities for racial learning and literacy, support in dealing with racial stress, and better communication of the College’s DEI efforts
Intercultural Life has continued providing the annual Day of Dialogue with efforts to broaden participation once campus returned to in-person learning after covid. Our Faculty Development office has committed on-going efforts within the “Friday at 4p” series and during the winter break development workshop to focus efforts on developing and implementing culturally relevant pedagogy and learning how to best support our diverse student population. Counseling has increased efforts to provide access to diverse therapists through telehealth while also continuing their professional development around culturally responsive therapeutic relationships. While the College does not have a dedicated space to communicate out all of the DEI efforts, we have revamped our Bias Education and Support process to include easier access to reporting incidents, quicker response to those filing reports and annual reporting out to the College’s Diversity Committee. The information will then be shared by the committee to campus and the committee will use the data to help inform where additional education and professional development are needed.
Staff Assessment showed that the College could increase efforts with regards to feelings of mattering in the workplace, additional opportunities for racial learning and literacy, support in dealing with racial stress, and invest in more workplace equity.
While the College supports racial dialogue opportunities and professional development, there are additional opportunities to create affinity staff groups to increase shared community and feelings of mattering at work. As stated above, the increased attention to on-going professional development regarding racial learning and literacy has been well received, but there are additional opportunities to include more staff constituencies. Intercultural Life Staff have offered workshops, upon specific office request, regarding racial microaggressions and LGBTQA+ student support. The College has increased efforts in access to mental health services through EAP; there is also access to the campus telehealth program through Counseling Services as well.
Intercultural Life has continued providing the annual Day of Dialogue with efforts to broaden participation once campus returned to in-person learning after covid. Our Faculty Development office has committed on-going efforts within the “Friday at 4p” series and during the winter break development workshop to focus efforts on developing and implementing culturally relevant pedagogy and learning how to best support our diverse student population. Counseling has increased efforts to provide access to diverse therapists through telehealth while also continuing their professional development around culturally responsive therapeutic relationships. While the College does not have a dedicated space to communicate out all of the DEI efforts, we have revamped our Bias Education and Support process to include easier access to reporting incidents, quicker response to those filing reports and annual reporting out to the College’s Diversity Committee. The information will then be shared by the committee to campus and the committee will use the data to help inform where additional education and professional development are needed.
Staff Assessment showed that the College could increase efforts with regards to feelings of mattering in the workplace, additional opportunities for racial learning and literacy, support in dealing with racial stress, and invest in more workplace equity.
While the College supports racial dialogue opportunities and professional development, there are additional opportunities to create affinity staff groups to increase shared community and feelings of mattering at work. As stated above, the increased attention to on-going professional development regarding racial learning and literacy has been well received, but there are additional opportunities to include more staff constituencies. Intercultural Life Staff have offered workshops, upon specific office request, regarding racial microaggressions and LGBTQA+ student support. The College has increased efforts in access to mental health services through EAP; there is also access to the campus telehealth program through Counseling Services as well.
Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
No
A brief description of how the assessment results are shared with the campus community:
n/a
Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
No
The diversity and equity assessment report or summary (upload):
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Website URL where the diversity and equity assessment report or summary is publicly posted:
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Additional documentation to support the submission:
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Data source(s) and notes about the submission:
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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.