| Overall Rating | Gold |
|---|---|
| Overall Score | 71.75 |
| Liaison | Jauna Vitale |
| Submission Date | Feb. 14, 2025 |
New York University
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
0.88 / 1.00 |
Alisson
Vera Program Administrator Office 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:
In 2024, NYU undertook an intensive semester-long assessment project that involved taking stock of student and employee experience data related to diversity, equity, and inclusion (e.g., retention, student success, recruitment) and meeting with all units and programs associated with diversity, equity, and inclusion at NYU to identify a vision and structure for the work moving forward.
The framework used highlighted the following: Our global future relies on inclusive connection, and there is not a more global university to learn how to lead in such a world. NYU’s peerless global identity spans 3 portal campuses and 16 global sites, including three across the United States. Our flagship campus itself represents community members from all 50 states and more than 130 countries in one of the most vibrant and diverse cities in the world. This diversity is not only a value, but is also an asset in cultivating research and training leaders to address problems in our interconnected world. NYU’s unique position provides unparalleled opportunities for learning in multiple locations throughout the world, and growth from diverse identities, perspectives, beliefs, and experiences from and around the globe. Our approach to inclusion is committed to elevating these global themes.
NYU is committed to breaking barriers in all forms. We cultivate research that identifies barriers to access and opportunities and propose solutions to advance our society. We design programs and activities for our community members to eliminate educational barriers and support communities that have been historically marginalized. NYU teaches skills inside and outside the classroom to break through ideological barriers and create spaces for dialogue amidst disagreement. We commit to breaking through administrative silos to offer the best from each other, promote scalability, and generate the most impact for GIDBEA work done at NYU around the globe.
NYU’s approach to inclusion includes a commitment to a culture where everyone in our community can flourish. OGI is a hub and home for students, faculty, and staff of all backgrounds and identities, where our racial, ethnic, religious, disability, political, gender, sexual, and other identities are celebrated. Our work examines systems and processes that have led to exclusion and harm and works to build bridges, repairs, and a path forward. Our inclusion work welcomes allies and operates from the premise that everyone in our diverse global NYU community has something valuable to contribute.
In assessing the community we engaged in:
- One-on-one conversations with Office of Global Inclusion Senior Leadership Team members.
- An off-site Global Inclusion at NYU Visioning Retreat with OGI and the Global Inclusion Officers. Nearly 50 employees attended, including representatives from NYU Shanghai and NYU Abu Dhabi.
- Engaging with the institutional senior leadership to get their insights on a set of questions and themes.
- Listening sessions with staff from both the Bronfman Center (an NYU center focused on social innovation, religious diversity, and Jewish diversity) and the Islamic Center.
- Listening sessions with faculty through the faculty councils
- Gathering student feedback through the student government leadership
- Taking stock of student and employee experience data related to diversity, equity, and inclusion (e.g., retention, student success, recruitment)
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:
- Reaffirming and refining commitment to global inclusion, diversity, equity, belonging, and access to be more encompassing of different identity groups and communities and an area of bridge-building opportunity across the institution.
- Global opportunities: NYU’s unique global footprint is an opportunity for growth that must be further developed.
- Impact of COVID, NYC, and campus: The lingering impact of COVID and how it changed our habits around interaction were particularly noted in meetings with the Jewish and Muslim communities. Informal opportunities for interaction, attendance by administrators at after-hours events, and a culture of community building have never returned to pre-pandemic levels due to new habits.
- There is a desire for greater cross-disciplinary, unit, and central collaboration to address current concerns of excessive siloing of the work.
- Religious and disability needs can be better met and integrated.
- Resource needs were flagged, including staffing, capacity building for all of NYU’s community members, and space needs.
- Substantive gaps and opportunities for connection: Two substantive areas where we heard inclusion efforts can be enhanced are religious and disabled communities.
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:
A university-wide communication was shared announcing the restructuring of the Office of Global Inclusion's work to be more encompassing and expanding. OGI now includes the Center for Global Spiritual Life (including the Bronfman Center and Islamic Center), the Center for Multicultural Education and Programs, the LGBTQ+ Center, and the Moses Center (disability/accessibility focus). Additional resources were allocated across the OGI to meet and deepen the aforementioned opportunities.
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:
Optional Fields
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.