Loyola Marymount University
PAE-7: Measuring Campus Diversity Culture

1) 2006. The Equity Scorecard is an assessment tool designed to foster institutional change in higher education by helping to close the achievement gap for historically underrepresented students” (Bensimon, 2004, p. 44). 2) The Ethnic and Gender Profile of the Faculty was published in 2009 and a revised version will be published late Spring of 2012. The Profile compares the ethnic and gender composition of the faculty and student populations. It helps to identify any inequities related to ethnicity and gender. 3) The NSSE 2010 and BCSSE 2011 are student surveys that are administered periodically to better understand students’ attitudes and behaviors regarding their college experiences. Students are asked about a number of topics including cross-racial interaction, diverse perspectives, and perspective taking. Many of the survey items align with LMU’s student learning outcomes, one of which focuses on diversity and inclusiveness (Students will demonstrate transformative growth and integration of their intellectual, physical, social, cultural, emotional and spiritual selves, and through a critical, self-reflective process evaluate and articulate their beliefs, values, faith and culture, as well as understand those of others). Questions that focus on diversity and inclusion include: • How often have you had serious conversations with students of a different race or ethnicity than your own? • How often have you tried to better understand someone else’s views by imagining how an issue looks from his or her perspective? • To what extent does your institution emphasize encouraging contact among students from different economic, social, and racial or ethnic back grounds? • To what extent has your experience at this institution contributed to your knowledge, skills, and personal development regarding understanding people of other racial and ethnic backgrounds? 4) 2011. The Staff Engagement Survey was utilized to capture LMU staff members’ attitudes about their work environment. Staff were asked about their level of agreement with the following statements focused on diversity and inclusion among colleagues and departments/units: • Diversity is valued in my department. • Colleagues in my department are sensitive to cultural differences. • The LMU work environment is welcoming to all people regardless of background. • I feel that the LMU work environment is welcoming to people of my race or ethnicity.

1) The scorecard promotes the development of a university-wide consultative process tailored to the broad-based needs of the institution as well as to specific institutional units and strategic programs. This user-friendly assessment tool focuses attention on four dimensions necessary for institutional planning and decision making: (1) access, (2) retention, (3) educational excellence and (4) institutional viability. 2) Overall, the Profile can assist LMU in reaping all of the benefits that come from having a diverse learning environment. The Profile and its measure of educational equity can help LMU determine if adequate progress is being made toward diversifying the faculty, staff and student populations. It can also inform decision-making and improve the drafting of policy. In the spirit of LMU’s commitment to social justice, the Profile stands as a resource to support and enhance the faculty body, and the LMU community as a whole. http://www.lmu.edu/Page46807.aspx 3) Survey results are used to assess students learning and development. Faculty and staff utilize results to make programmatic and curricular improvements in order to enhance students’ learning and development. http://www.lmu.edu/about/services/academicplanning/assessment/2010nssescores.htm http://nsse.iub.edu/html/survey_instruments.cfm 4) Results from the survey will be used to identify both best practices and areas that need improvement. Additionally, the data will be used to engage in dialogue that will lead to the development of follow-up action plans. http://www.lmu.edu/Page46807.aspx