| Overall Rating | Bronze |
|---|---|
| Overall Score | 36.76 |
| Liaison | Lora Strigens |
| Submission Date | Dec. 22, 2021 |
Marquette University
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
Chelsea
Malacara Sustainability & Energy Management Coordinator Facilities Planning and Management |
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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:
The Campus Climate Study (done in 2015 and 2020) is a powerful tool for senior leaders and campus administrators to better understand students' perceptions and experiences, identify strengths and areas for improvement, and measure year-over-year progress on key initiatives. The faculty, staff and students were asked to take a survey in order to gather specific information about how the environment for learning, living and working at Marquette can be improved. In addition, it supports the university’s strategic plan, Beyond Boundaries, particularly the “Culture of Inclusion” theme. The survey asked students, faculty and staff about attitudes and behaviors of inclusiveness across campus. It’s part of the university’s commitment to ensuring a culture of inclusiveness and respect for all.
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?:
Yes
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:
The overall response from the Marquette community revealed high levels of comfort with campus climate at the time that the survey was conducted. Moreover, attitudes about work-life issues among staff and faculty and about faculty work were generally positive. Similarly, students were generally positive about the academic experience at Marquette and about their academic success and intent to persist.
However, as with the 2015 Campus Climate Survey, members of subcommunities – often demographically defined – reported less comfort with the campus climate. This is particularly important for minoritized populations, who reported less comfort with the campus and were differentially affected by their colleagues’ exclusionary, intimidating, offensive or hostile behavior. This pattern of perceptions of campus climate requires deeper investigation of the data presented in this website’s data visualizations.
However, as with the 2015 Campus Climate Survey, members of subcommunities – often demographically defined – reported less comfort with the campus climate. This is particularly important for minoritized populations, who reported less comfort with the campus and were differentially affected by their colleagues’ exclusionary, intimidating, offensive or hostile behavior. This pattern of perceptions of campus climate requires deeper investigation of the data presented in this website’s data visualizations.
Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
Yes
A brief description of how the assessment results are shared with the campus community:
This results were distributed in Marquette Today weekly newsletter that is sent to all community members. Directors, VP's and governance groups were engaged in deep discussions with the leaders of the Climate Study on the results.
Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
Yes
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:
Optional Fields
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.