Overall Rating Gold
Overall Score 67.30
Liaison Nicholas Liu-Sontag
Submission Date Feb. 7, 2020
Executive Letter Download

STARS v2.1

New York University
PA-4: Diversity and Equity Coordination

Status Score Responsible Party
Complete 1.33 / 2.00 Nicholas Liu-Sontag
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Does the institution have a diversity and equity committee, office, and/or officer tasked to advise on and implement policies, programs, and trainings related to diversity, equity, inclusion and human rights on campus?:

Does the committee, office and/or officer focus on students, employees, or both?:
Both students and employees

A brief description of the diversity and equity committee, office and/or officer, including purview and activities:

NYU has a Chief Diversity Officer that heads the Office of Global Inclusion, Diversity, and Strategic Innovation. There are twelve full time staff in the office and each school/unit also has its own dedicated inclusion officers.

Additionally, University-wide committees advise the Chief Diversity Officer, as well as student experience, staff, and faculty. All schools and global sites have diversity and equity committees, as well as some departments and units. All of these committees advise on policies, programs, and trainings within the context of their charge.

The Office of Global Inclusion focuses on all communities, students, staff and administrators, faculty, alumni, etc. The individual committees focus on communities that are impacted by their specific charges.

Charges across all committees and specific are relevant to the constituent group:

- Creating shared goals to advance inclusion, diversity, belonging, and equity for faculty, students, staff/administration across the global network;
- Determining how best to promote and enhance existing effective teaching, programs, research and other activities;
- Designing and launching and Leadership Development Programs across the University;
- Developing comprehensive IDBE Training and Educational Program strategies that are more aligned across the University;
- Rationalizing and enhancing mentorship and pipeline programs for students from underrepresented populations;
- Partnering with a IDBE school and unit based groups;
- Promoting a culture of universal design based in design thinking; and
- Identifying potential initiatives that require further study.

Estimated proportion of students that has participated in cultural competence trainings and activities (All, Most, Some, or None):

Estimated proportion of staff (including administrators) that has participated in cultural competence trainings and activities (All, Most, Some, or None):

Estimated proportion of faculty that has participated in cultural competence trainings and activities (All, Most, Some, or None):

A brief description of the institution’s cultural competence trainings and activities for each of the groups identified above:

All schools and units have cultural competence trainings and activities (such as diversity and justice zone sessions; mitigating microaggressions; unconscious bias; creating inclusive learning environments; LGBTQ+ sensitivity safe zone trainings; faith and religious inclusivity trainings; disability inclusivity trainings; running inclusive search processes; supporting uncoducumented students; inclusive leadership and management training programs; and intercultural sensitivity trainings). Centralized trainings build capacity for students, staff, and faculty in fostering a more inclusive campus environment; serve as co-curricular opportunities for academic departments; and provide foundational and relevant knowledge around identity, diversity, belonging and equity.

More information can be found at: https://www.nyu.edu/life/global-inclusion-and-diversity/learning-and-development.html


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.