|Submission Date||June 30, 2017|
Portland Community College
PA-5: Assessing Diversity and Equity
|1.00 / 1.00||
Facilities Management Services
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 the summer and fall terms of 2015, Portland Community College participated in its first-ever comprehensive climate survey. The College contracted with the University of Pennsylvania’s Center for the Study of Race & Equity in Education to conduct the survey.
Students, faculty and staff from PCC were invited to participate, in order for the College to learn about the lived experience of those learning and working here related to:
diversity and inclusion;
the College’s competency in addressing matters of harassment and discrimination;
ways in which faculty and staff respond to changing demographics;
the extent to which the College is committed and responsive to matters of diversity and inclusion; and
perceptions regarding the current campus climate as one supportive of equality and equitable outcomes for all students.
Survey results have provided baseline data that will inform our programs, teaching and learning opportunities, curriculum, College initiatives and more.
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:
Key themes emerging from student survey data include: 1) marginalization, isolation, and discrimination based on race, age, religious affiliation, disability status, and sexual orientation; 2) perceptions of an unwelcoming climate for those in the LGBTQQ community; and 3) ineffectiveness of institutional actions including administrative policies and campus initiatives regarding discrimination and harassment complaints.
Key themes emerging from the faculty/staff survey include: 1) marginalization, isolation, and discrimination based on faculty status (full-time, probationary, temporary vs. full-time, continuous); 2) discomfort and unwillingness to file discrimination complaints out of fear of retribution; and 3) ineffectiveness of administrative policies and procedures in connection with discrimination, harassment, and sexual assault prevention.
The Office of Equity and Inclusion has developed a number of initiatives to address these findings. Annual social justice trainings; a Listening Intervention Team for Equity (LITE) program; professional development trainings focused on cultural competency; integrating cultural competency into performance reviews; and developing a Critical Race Theory toolkit to be used with decision making at the college.
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 via email, discussed at a variety of meetings across the district, particularly at the management level and among diversity councils, and are posted on the Office of Equity and Inclusions website.
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.
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.