Overall Rating Silver - expired
Overall Score 50.74
Liaison Catherine Lockhart
Submission Date Sept. 23, 2019

STARS v2.2

Lawrence University
PA-6: Assessing Diversity and Equity

Status Score Responsible Party
Complete 1.00 / 1.00 Jeff Clark
"---" 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?:

A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:

Assessment items related to diversity and inclusion are integrated into departmental annual and triennial reports and performance evaluations for staff in addition to a comprehensive campus climate survey (45 pages in qualtrix) conducted last year for faculty, staff and students and a subsequent campus climate ‘check-in’ survey conducted this year. We also generate an annual report of student success disaggregated by race/ethnicity, gender, socioeconomic status/PELL, first generation and national origin.

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:

Survey Participants:
The survey was sent to all faculty, staff and students via email in February and March of 2018. Seven hundred thirty-three (733) faculty, staff and students completed the survey which is a response rate of thirty - six percent (36%) with sixty percent (60%) of total faculty completing the survey. There was a
diversity of respondents in all of the demographic categories with broad representation of a variety of constituencies on campus which suggests that these results are generalizable more broadly to the larger campus community.
Major Findings:
Overall, the campus community believes we are committed to becoming more inclusive. However, the identity groups that the campus community appears to collectively be most concerned about due to a lack of inclusion are:
people with disabilities as it relates to accessibility broadly speaking, people of less financial means or lower socioeconomic status, people of color (in particular African-American and Multiethnic individuals). The pressing, overarching issues related to diversity and general campus climate are: a lack of respect for different social and cultural perspectives, a culture that promotes inordinate amounts of stress, and striking differences among groups in the perceptions of safety and the university’s commitment to creating a more inclusive campus culture. Of note, approximately 20% of students reported experiencing discrimination in the classroom while 17% of faculty reported experiencing bias related to their identity in the tenure and promotion process. Eleven percent (11%) of staff reported experiencing bias in evaluation of their work.
The University commissioned an outside group of architects to conduct an audit of physical accessibility on campus to begin a systematic process of remediation where needed. We also began a campus truth and reconciliation campaign and conducted sharing circles with people belonging to groups that reported feeling less included and valued as members of our campus community. In addition, we conducted a workshop on conflict resolution on the way to reconciliation as the first step in a series of difficult dialogues to be help on campus to provide opportunities for people to engage in meaningful ways with those with whom they disagree. The campus climate subcommittee of our diversity committee is developing a plan to address other issues raised in the assessments of diversity and inclusion across campus.

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:

Through town halls, meetings with shared governance groups, an annual diversity planning retreat for cabinet members and on the Lawrence 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 (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.