|Submission Date||May 15, 2018|
Oklahoma State University
PA-5: Assessing Diversity and Equity
|0.75 / 1.00||
OSU Physical Plant
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:
Student artifacts are collected from courses across campus that reveal students’ achievement. These student artifacts are then assessed by a panel of OSU faculty members using rubrics the Association of American Colleges and Universities’ (AAC&U) Intercultural Knowledge and Competence VALUE Rubric. Artifacts rated with the VALUE rubrics can receive ratings from Benchmark (1) to Capstone (4). Oklahoma State University also expanded the institutional portfolio for Diversity beyond the assessment of student artifacts to include two additional approaches: administration of the Global Perspectives Inventory (GPI) and the facilitation of a student-led Photovoice project by a team of qualitative researchers. Additionally, the Vice President for Institutional Diversity and Chief Diversity Officer, Dr. Jason F. Kirksey, assesses the level of student diversity at both the undergraduate and graduate levels annually.
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:
In general, OSU GPI scores were comparable with national means across the scales. The fall 2016 General scores (fourth-year students) were notably lower on the Cognitive Knowledge and Interpersonal Social Responsibility scales. Six themes emerged from the photograph and focus group data: Course Quality, the OSU Experience, Spaces and Places, Grouping, Responsibility, and Hesitation. Students provided rich data concerning the things they learned about diversity in and out of the classroom during their time as an OSU student. The results are being used to improve the guidelines for our general education curriculum, in the creation of specifics programs to address key findings, and to guide ongoing discussions to proactively address community concerns.
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:
The results were shared through campus presentations to colleges, key administrators and shared online.
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.