| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 68.35 |
| Liaison | Alexis Reyes |
| Submission Date | Oct. 29, 2015 |
| Executive Letter | Download |
Pomona College
PA-5: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
Jennifer
Rachford Director Institutional Research Institutional Research |
Has the institution assessed diversity and equity in terms of campus climate?:
A brief description of the campus climate assessment(s) :
Pomona College administers a full slate of surveys on an on-going basis, each with indicators that we use to track campus climate. There is no one single assessment that we use for this purpose; rather, we pull data from multiple surveys and other sources. Data on diversity and equity – from various sources - are compiled annually in the form of diversity benchmarks, which are used by the President’s Advisory Committee on Diversity to monitor progress and advise the president on priorities and policies to advance diversity and equity at Pomona. These benchmarks are distributed to the Pomona community, as well, and are used to facilitate campus dialogue and decision-making.
Has the institution assessed student diversity and educational equity?:
A brief description of the student diversity and educational equity assessment(s):
In addition to the activities described above, Pomona periodically conducts reviews of targeted programs used to advance diversity and equity. For example, a full review of Pomona’s POSSE program was conducted in 2008-09, and a more comprehensive assessment of the College’s multiple admissions programs and cohort support initiatives is currently in the design phase. As part of far-reaching diversity initiative led by the Dean of Faculty between 2010 and 2012, academic departments were asked to assess racial, ethnic and gender diversity within the major. These assessments included a review of data on the demographics of majors over time and compared to peers, coupled with robust campus dialogue about the educational implications of classroom diversity. There are many targeted initiatives to assess and address the retention and success of underrepresented students in STEM fields, as well. Diversity and equity, including our ongoing assessments in these areas, were a major thrust of Pomona’s recent reaccreditation review om 2009-2011.
Has the institution assessed employee diversity and employment equity?:
A brief description of the employee diversity and employment equity assessment(s):
Statistics on employee diversity are regularly monitored , and a staff survey is conducted every other year, including the most recent administration in 2013. The results of this survey have been used by the College to develop initiatives that support a climate of inclusion and respect for all staff members. Surveys of faculty are conducted periodically, as well, including the 2013 administration of the COACHE faculty survey, which included a module on diversity.
Has the institution assessed diversity and equity in terms of governance and public engagement?:
A brief description of the governance and public engagement assessment(s):
The annual diversity benchmarks described above include data on faculty of color and women in key governance committees and the demographic profile of senior leadership and the Board of Trustees. These statistics are regularly reviewed and discussed in the context of creating an inclusive campus and building capacity for diversity. In addition, Pomona regularly tracks student engagement in “high impact practices,” including involvements in community-based-learning activities and courses, including those coordinated by Pomona’s Draper Center for Community Partnerships. Our success in engaging diverse members of the public and community are assessed, as well, via surveys of alumni and Pomona parents, conducted every five years. These surveys help us to monitor public perceptions about Pomona’s commitment to diversity and its success in engaging diverse constituencies.
The website URL where information about the assessment(s) is available:
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.