|Submission Date||Feb. 11, 2011|
Portland State University
PAE-7: Measuring Campus Diversity Culture
Office of Diversity & Inclusion
Has the institution assessed attitudes about diversity and equity on campus in a way that meets the criteria for this credit?:
A brief description of the assessment(s):
Diversity Assessment at Portland State:
DAPS presents information about PSU’s progress towards meeting our diversity goals. We have defined 12 key indicators to track our progress. These indicators relate to campus climate, education and scholarship, student success, and institutional commitment to diversity — all of which are central to our institutional mission.
PSU administers the National Survey of Student Engagement (NSSE) every two years to first-year students and seniors. With regard to student perceptions and experiences, several questions from the NSSE are relevant.
Surveys of faculty and staff were too general or too small to analyze.
Regarding staff and faculty perceptions, we have found very little. A 2007 survey of tenured faculty generated some general information about satisfaction and morale within that group, but does not offer specific information about perceptions of climate for diversity. Regarding staff and faculty experience, we have found no relevant information to date.
Year the assessment was last administered:
A brief description of how the results of the assessment(s) are used in shaping policy, programs, and initiatives:
Diversity Action Plan
Portland State's present Diversity Action Plan was written by the Diversity Action Council (DAC) in 2001, following the recommendations made in the 1999 Report of the Commission on Campus Climate and Life. The Diversity Action Council continues to work towards the realization of the Commission's recommendations and the goals set out in the Diversity Action Plan (see progress reviews from August 2008, January 2007, and October 2005; also see a brief history of the ODE). In brief, the four major goals of the Diversity Action Plan are:
Goal 1: Enhancing the institutional environment, curriculum, and scholarship.
Goal 2: Increasing numbers of students from under-represented groups.
Goal 3: Increasing numbers of persons from under-represented groups in faculty, classified staff, and administration.
Goal 4: Strengthening connections with diverse communities in the region.
The website URL where information about the assessment(s) is available:
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.