|Submission Date||July 8, 2020|
Michigan Technological University
PA-5: Assessing Diversity and Equity
|1.00 / 1.00||
Executive Director of Sustainability
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:
The conceptual model used as the foundation for Michigan Technological University's assessment of campus climate was developed by Smith et al. (1997) and modified by Rankin (2003). MTU's assessment was the result of a comprehensive process to identify the strengths and challenges of campus climate, with a specific focus on the distribution of power and privilege among differing social groups. This report provides an overview of the results of the campus-wide survey. The Climate Survey Working Group collaborated with R&A to develop the survey instrument. Together they implemented a participatory and community-based process to review tested survey questions from the R&A questions bank and developed a survey instrument for MTU that would reveal the various dimensions of power that shape the campus experience. The survey asked questions to various campus community groups about their experiences and perceptions regarding the academic environment for students, the workplace environment for faculty and staff, employee benefits, sexual harassment and sexual violence, racial and ethnic identity , gender identity, and gender expression, sexual identity, and other disability services. 2,413 people completed the survey and the assessment was the result of a comprehensive process to identify the strengths and challenges of the campus climate, with a specific focus on the distribution of power and privilege among differing social groups at MTU.
Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of faculty, staff, administrators and students, including the experiences of underrepresented groups?:
Does the assessment process address student outcomes related to diversity, equity and success (e.g. graduation/success and retention rates for underrepresented groups)?:
Does the assessment process address employee outcomes related to diversity and equity (e.g. pay and retention rates for underrepresented groups)?:
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs and initiatives:
Michigan Technological University's climate survey found that 83% of respondents indicated that they were comfortable or very comfortable with the climate at the University. The climate assessment findings provide the Michigan Technological University community with an opportunity to build upon its strengths and to develop a deeper awareness of the challenges ahead. The information gained will assist the University in continuing to improve the working, living, and learning experience while fostering greater visibility and information-sharing. Based on the findings of the study, the University will refine strategic initiatives and action plans that enhance the environment in which we work, live, and learn.
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:
Results are shared in a brief overview on the MTU website. You can download the executive summary, full report or presentation. https://www.mtu.edu/worklivelearn/
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:
The website URL where the report or summary is publicly posted:
The website URL where information about the programs or initiatives is available:
Additional documentation to support 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 and complete the Data Inquiry Form.